Author
Ira A. Nuque*
Northeastern College, Santiago City, Isabela, Philippines
Abstract
Education continues to evolve as educators seek innovative strategies to enhance learner engagement and academic performance, particularly in Science instruction where concepts are often abstract and challenging. However, limited studies have examined the effectiveness of gamification specifically on the academic achievement of elementary learners in Science, particularly within the local context. This study determined the effectiveness of gamification strategies on the academic achievement of Grade 6 pupils in Science in selected public elementary schools in Roxas Districts, Isabela. Using a descriptive normative design, data were gathered from 57 teachers through questionnaires, interviews, and document analysis, and analyzed using frequency, percentage, and weighted mean. Findings revealed that gamification was very frequently used (WM = 4.29) and very effective (WM = 4.31), with competencies generally fully realized (WM = 4.25). Despite serious challenges (WM = 4.05), coping mechanisms were very effective (WM = 4.68), indicating strong instructional adaptability. It is therefore recommended that schools support the use of gamification by providing proper training, enough learning resources, and clear guidelines so teachers can apply it effectively in Science classes.
Keywords: Gamification, academic achievement, Science education, learner engagement, instructional strategies.
*Corresponding author/ Email: ira.nuque001@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502965
Recommended citation:
Nuque, I. A. (2026). Gamification as a strategy for enhancing academic achievement in Grade 6 science in Roxas Districts, Isabela. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1106-1113. http://doi.org/10.69651/PIJHSS0502965
Read the full text
References
Alebous, T. (2021). The effectiveness of an educational environment based on a gamification strategy through an educational platform in the acquisition of scientific concepts and attitudes toward science. Multicultural Education, 7(3). https://doi.org/10.5281/zenodo.4586909
Allie, S. A., Van Wyk, M., & Moodley, K. (2025). Gamifying education: Teachers’ and learners’ perceptions on enhancing motivation and engagement. Journal of Innovation and Research in Primary Education, 4(1), 51–62. https://doi.org/10.56916/jirpe.v4i1.984
Alharthi, S. (2020). Assessing Kahoot’s impact on EFL learners’ learning outcomes. TESOL International Journal, 15(5), 31–64.
Alsadoon, E., Alkhawajah, A., & Suhaim, A. B. (2022). Effects of a gamified learning environment on learners’ achievement, motivation, and satisfaction. Heliyon, 8(8), Article e10249. https://doi.org/10.1016/j.heliyon.2022.e10249
Baah, C. A., Govender, I., & Subramaniam, P. R. (2024). Enhancing learning engagement: A study on gamification’s influence on motivation and cognitive load. Education Sciences, 14(10), Article 1115. https://doi.org/10.3390/educsci14101115
Bai, S., Hew, K. F., Sailer, M., & Jia, C. (2021). From top to bottom: How positions on different types of leaderboards affect fully online learners’ performance, intrinsic motivation, and course engagement. Computers & Education, 173, Article 104297. https://doi.org/10.1016/j.compedu.2021.104297
Benben, V. Y., & Bug-os, M. A. A. C. (2022). Physics learners’ academic achievement and motivation in a gamified formative assessment. American Journal of Educational Research, 10(6), 385–390. https://doi.org/10.12691/education-10-6-2
Cîrneanu, A.-L., & Moldoveanu, C.-E. (2024). Use of digital technology in integrated mathematics education. Applied System Innovation, 7(4), Article 66. https://doi.org/10.3390/asi7040066
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In SAGE publications handbook (pp. 416–437). https://doi.org/10.4135/9781446249215.n21
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed, and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0042-5
Dikmen, M. (2021). Does gamification affect academic achievement? A meta-analysis of studies conducted in Turkey. International Journal of Curriculum and Instruction, 13(3), 3001–3020.
Duggal, K., Gupta, L. R., & Singh, P. (2021). Gamification and machine learning-inspired approach for classroom engagement and learning. Mathematical Problems in Engineering, 2021, Article 9922775. https://doi.org/10.1155/2021/9922775
Inayati, N., & Waloyo, A. A. (2022). The influence of Quizizz-online gamification on learning engagement and outcomes in online English language teaching. Journal on English as a Foreign Language, 12(2), 249–271. https://doi.org/10.23971/jefl.v12i2.3546
Kalogiannakis, M., Papadakis, S., & Zourmpakis, A.-I. (2021). Gamification in science education: A systematic review of the literature. Education Sciences, 11(1), Article 22. https://doi.org/10.3390/educsci11010022
Kaya, O. S., & Erçağ, E. (2023). The impact of applying challenge-based gamification programs on learners’ academic achievement, motivation, and flow. Education and Information Technologies, 28(8), 10053–10070. https://doi.org/10.1007/s10639-023-11585-z
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Learners’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1–23. https://doi.org/10.1186/s41039-018-0078-8
Nunes, M. do P. T., Oliveira, Â., & Fidalgo, F. (2025). Gamification and emotional intelligence: Development of a digital application for children. Education Sciences, 15(4), Article 453. https://doi.org/10.3390/educsci15040453
Ortiz-Rojas, M., Chiluiza, K., & Valcke, M. (2019). Gamification through leaderboards: An empirical study in engineering education. Computer Applications in Engineering Education, 27(4), 777–788. https://doi.org/10.1002/cae.12116
Prieto-Andreu, J. M., Gómez-Escalonilla-Torrijos, J. D., & Said-Hung, E. (2021). Gamification, motivation, and performance in education: A systematic review. Revista Electrónica Educare, 26(1), 1–23. https://doi.org/10.15359/ree.26-1.14
Rahman, M. H. A., Panessai, I. Y., Noor, N. A. Z. M., & Salleh, N. S. M. (2018). Gamification elements and their impacts on teaching and learning: A review. International Journal of Multimedia & Its Applications, 10(6), 37–46. https://doi.org/10.5121/ijma.2018.10604
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.