Author

Marylen E. Dapat*
Filamer Christian University, Inc., Roxas City, Capiz, Philippines

Abstract

This quasi-experimental study aims to determine the effect of the Gamified Learning Strategy on the Writing Proficiency of Grade 11 STEM students of Filamer Christian University, Inc. for the School Year 2025–2026. Seventy-nine (79) students serve as participants in this study. Of this number, 42 students are assigned to the experimental group and are taught using the gamified learning strategy, while the remaining 37 students are taught using the conventional teaching approach. Students in the control and experimental groups are matched based on their second (2nd) grading English grade to address the issue of collective similarity. This study makes use of a 25-item researcher-made test to determine the students’ writing proficiency in English in both the control and experimental groups before and after the intervention is introduced. The data obtained from the study are subjected to statistical analysis using the Statistical Package for Social Sciences (SPSS) software. Mean, standard deviation, and t-test are employed to determine and compare the results of the study, and inferential tests are set at a 5% level of significance. The findings of the study reveal that before the introduction of the intervention, the control group manifests a moderate level of writing proficiency, similar to that of the experimental group. Furthermore, the posttest scores of the control group reveal a high level of writing proficiency, while the experimental group also demonstrates a high level of writing proficiency after being exposed to the intervention. The t-test reveals that there is no significant difference between the pretest scores of the control and experimental groups, confirming their comparability at baseline. Moreover, a significant improvement is observed within both groups from pretest to posttest. In addition, the results show a significant difference between the posttest scores of the control and experimental groups.

Keywords: Gamified learning strategy, writing proficiency, Grade 11 learners.

*Corresponding author / Email: marylendapat.school@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031274

Recommended citation:
Dapat, M. E. (2026). Effect of gamified learning strategy on the writing proficiency of Grade 11 learners. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 382-397. http://doi.org/10.69651/PIJHSS05031274

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