Author

Kristine R. Torres*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This study assessed the effectiveness of Wordwall-based learning activities in improving Grade 11 students’ understanding of Photosynthesis at Toledo City Science High School during the SY 2025–2026. Building on the Cognitive Theory of Multimedia Learning and Cognitive Load Theory, this study directly addressed students’ real struggles with the abstract ideas behind photosynthesis and emphasized the value of using technology to create more engaging, learner-centered science lessons. An experimental research design was employed involving 34 students. A validated 30-item pretest and posttest, adapted from Aguirre (2020), Parreño and Taran (2020), and Barza (2020), measured three competencies: explaining the role of chlorophyll and other pigments, describing electron flow in the light reactions, and describing the key events of the Calvin cycle. The experimental group received the same content as the control group, but with four weeks of supplemental Wordwall quizzes and matching, sequencing, and labeling tasks. Data were treated using descriptive statistics and inferential analyses, specifically independent and paired-samples t-tests complemented by effect size calculations. Both the control and experimental groups initially demonstrated “Poor” levels of performance in the pretest; however, the experimental group progressed to Very Satisfactory–Outstanding posttest achievement with very large effect sizes, while the control group showed more modest gains, reaching only Fairly Satisfactory–Satisfactory levels. These findings indicate that integrating Wordwall-based activities can substantially enhance students’ learning of photosynthesis and support technology-rich, learner-centered biology instruction.

Keywords: Wordwall-based learning activities, photosynthesis, academic performance, Grade 11 STEM, experimental design, multimedia learning, cognitive load, gamification, educational technology, Toledo City Science High School.

*Corresponding author / Email: kristine.torres071@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05031364

Recommended citation:
Torres, K. R. (2026). Enhancing students’ academic performance through Wordwall based activities in teaching photosynthesis in biology. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 1806-1829. http://doi.org/10.69651/PIJHSS05031364

Read the full text

References

Abate, N. T., Woldeamanuel, Y. W., & Berhane, D. E. (2020). Effectiveness of concept mapping-based teaching methods on grade eight students’ conceptual understanding of photosynthesis at Ewket Fana Primary School, Bahir Dar, Ethiopia. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1918. https://doi.org/10.29333/ejmste/9276

Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), 1–14. https://doi.org/10.1016/j.heliyon.2020.e05312

Acido, J. V., & Caballes, D. G. (2024). Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines. World Journal of Advanced Research and Reviews, 21(1), 462–474. https://doi.org/10.30574/wjarr.2024.21.1.0020

Aguirre, R. T. (2020). General biology 1: Quarter 2 – Module 1, Energy transformation (1st ed.). Department of Education – Division of Cagayan de Oro City.

Agustina, L., Fitriani, S., & Fatayan, A. (2025). Empowering Gen Z learning: Wordwall-based educational game development in differentiated instruction for elementary students. Mimbar Sekolah Dasar, 12(2), 241–268. https://doi.org/10.53400/mimbar-sd.v12i2.86746

Agustin, S. M., Muhammadi, Amsal, M. F., & Syofian, S. (2025). The effect of the problem based learning model using Wordwall on the motivation and learning outcomes of sciences in grade V elementary school. Jurnal Penelitian Pendidikan IPA, 11(9), 161–169. https://doi.org/10.29303/jppipa.v11i9.12351

Akinbadewa, B. O. (2020). The effect of multimedia instructional packages on students’ academic achievement in Biology. International Online Journal of Education and Teaching (IOJET), 7(4), 1266–1281. http://iojet.org/index.php/IOJET/article/view/880

Almacen, J. E. B., & Labitad, G. F. (2024). Multimedia tools on learners’ performance in Filipino. International Journal of Research Publications, 152(1). https://doi.org/10.47119/ijrp1001521720246923

Ambag, R. (2018). Teaching science in the Philippines: Why and how we can do better. FlipScience. https://www.flipscience.ph

Amhimid, A. A. M. E. (2025). Cognitive load theory and its implications for effective learning. International Journal of Research Publication and Reviews, 6(3), 1779–1787.

Annisa, U. F., Krismanto, W., Tuken, R., & Pasinggi, Y. S. (2025). Wordwall integration in learning: Is it effective in encouraging student activity? International Journal of Research in Education, 5(1), 59–69. https://doi.org/10.26877/ijre.v5i1.1210

Aprianti, E., Sunandar, A., & Setiadi, A. E. (2025). Misconceptions about the concept of photosynthesis among grade 12 students using the image analysis method. JPBI (Jurnal Pendidikan Biologi Indonesia), 11(1), 343–350. https://doi.org/10.22219/jpbi.v11i1.37978

Ascione, L. (2023, December 11). Technology tools for teaching and learning. eSchool News. https://www.eschoolnews.com/it-leadership/2023/12/11/technology-tools-for-teaching-and-learning/

Azimah, N., Alpusari, M., & Marhadi, H. (2023). The effect of Wordwall-based evaluation tools on science learning outcomes of Grade VI elementary school students. EduTech: Education Technology Journal, 2(1).

Barza, J. E. (2020). General biology 1 self-learning module: Quarter 2 – Module 11, The Calvin cycle (1st ed.). Department of Education – Schools Division of Pasig City.

Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: Student-centered strategies for academic and personal growth. Frontiers in Education, 10(1). https://doi.org/10.3389/feduc.2025.1518602

Boholano, H., Orevillo, P., Agot, A., & Nugal, A. (2022). The use of YouTube in teaching elementary English. The Online Journal of New Horizons in Education, 12(3). https://www.tojned.net/journals/tojned/articles/v12i03/v12i03-06.pdf

Bumagat, R. J. M., Ordillas, M. G., Rogayan, D. V., Jr., Basila, R. M. G., Gannar, M. I. R., & Catig, M. J. (2023). Practices and challenges of teachers in teaching science online. International Journal of Technology in Education and Science, 7(3), 306–330. https://doi.org/10.46328/ijtes.484

Cadizal, R., & Bandarlipe, M. C. (2024). Effectiveness of a contextualized interactive multimedia for Grade 8 science students. International Research and Innovation Journal on Education, Engineering, and Agriculture Journal, 1, 1–13. https://doi.org/10.62960/irijeea.v1i.1

Cairns, D., & Areepattamannil, S. (2021). Teacher-directed learning approaches and science achievement: Investigating the importance of instructional explanations in Australian schools. Research in Science Education, 52. https://doi.org/10.1007/s11165-021-10002-0

Casanova, D., Huet, I., Garcia, F., & Pessoa, T. (2020). Role of technology in the design of learning environments. Learning Environments Research. https://doi.org/10.1007/s10984-020-09314-1

Chang, C., Warden, C. A., Liang, C., & Lin, G. (2018). Effects of digital game-based learning on achievement, flow and overall cognitive load. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.2961

Chi, C. (2023). Philippines still lags behind world in math, reading and science — PISA 2022. Philstar.com.

Daulay, N. O. M., & Harahap, N. N. (2024). Impact of Wordwall media on students’ learning achievement at State Elementary School 0513 Aek Lancat. International Journal of Education, Language and Social Science, 2(1), 24–34. https://doi.org/10.62612/ijelass.v2i1.29

Department of Education. (2017). DO 42, s. 2017 – National adoption and implementation of the Philippine professional standards for teachers. https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers/

Department of Education. (2019). DepEd Order No. 21, s. 2019: Policy guidelines on the K to 12 Basic Education Program. https://www.deped.gov.ph/2019/08/22/august-22-2019-do-021-s-2019-policy-guidelines-on-the-k-to-12-basic-education-program/do_s2019_021/

Dervić, D., Đapo, N., Mešić, V., & Đokić, R. (2019). Cognitive load in multimedia learning: An example from teaching about lenses. Journal of Education in Science, Environment and Health, 5(1), 102–118. https://doi.org/10.21891/jeseh.481698

Dong, A., Jong, M. S.-Y., & King, R. B. (2020). How does prior knowledge influence learning engagement? The mediating roles of cognitive load and help-seeking. Frontiers in Psychology, 11, 591203. https://doi.org/10.3389/fpsyg.2020.591203

Elladora, S. T., Gaylan, E. G., Callanga, C. H. J., Becbec, J., Bercero, M. R., Piloton-Narca, M., & Picardal, M. T. (2024). Challenges in teaching biotechnology in the Philippine STE program. International Journal of Learning, Teaching and Educational Research, 23(3), 367–389. https://doi.org/10.26803/ijlter.23.3.18

Evans, I. M., Vansteenkiste, M., Parker, P. D., et al. (2024). Cognitive load theory and its relationships with motivation: A self-determination theory perspective. Educational Psychology Review, 36. https://doi.org/10.1007/s10648-024-09863-4

Fadhilah, N., & Daulay, S. H. (2025). Utilizing Wordwall as a media learning in enhancing students’ vocabulary: Students’ perception. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 13(2), 3986–4000. https://doi.org/10.24256/ideas.v13i2.7640

Fajaryati, D., Ratnawati, E., Bahari, Y., & Warneri. (2024). Utilization of Wordwall in formative assessment to improve students’ learning outcomes in physics subjects. IJESS International Journal of Education and Social Science, 5(2), 202–208. https://doi.org/10.56371/ijess.v5i2.315

Fermani, M., & Georgiou, M. (2023). Teaching photosynthesis using an inquiry-based approach via a digital educational platform to promote students’ understanding. European Journal of Education Studies, 10(12), 1–15. https://doi.org/10.46827/ejes.v10i12.5088

Garcia, A. B., & Paz, M. R. (2021). Wordwall’s activities as active learning tools in biology classrooms. Journal of Biology Education, 15(2), 120–130.

Hanafi, H., Andayani, A., & Prabowo, S. (2024). Analysis of the implementation of Wordwall learning media in improving elementary school students’ science learning outcomes. Jurnal Pendidikan Sekolah Dasar, 5(01), 46–54.

Härtig, H., Nordine, J. C., & Neumann, K. (2020). Contextualization in the assessment of students’ learning about science. In Contextualizing chemistry in physics and biology education (pp. 113–144). Springer. https://doi.org/10.1007/978-3-030-27982-0_6

Hasan, A., Saputri, F., Shabrina, L., & Taufiq, W. (2024). The role and advantages of Wordwall media in supporting interactive learning activities. International Journal of Learning Technology, 5(1), 45–59.

Hidayaty, A., Qurbaniah, M., & Setiadi, A. E. (2022). The influence of word wall on students’ interest and learning outcomes. Jurnal Penelitian Ilmu Pendidikan, 15(2), 211–223. https://doi.org/10.21831/jpipfip.v15i2.51691

Hussein, A. S., & AbuSeileek, A. F. (2024). The role of using Wordwall games in developing students’ English language in private schools: Teachers’ perspective. Journal of Applied Linguistics and Language Research, 11(4), 141–168. https://www.jallr.com/index.php/JALLR/article/view/1368

Ilhan, G. O., & Oruç, Ş. (2016). Effect of the use of multimedia on students’ performance: A case study of social studies class. Educational Research and Reviews, 11(8), 877–882. https://doi.org/10.5897/ERR2016.2741

Jamilah, J., Ramadani, D., Darojat, A., Suherman, A., & Karimah, N. (2024). Wordwall games based media to improve students’ learning outcomes. Atlantis Highlights in Social Sciences, Education and Humanities, 485–494. https://doi.org/10.2991/978-94-6463-554-6_40

Kain, C., Koschmieder, C., Matischek-Jauk, M., & Bergner, S. (2024). Mapping the landscape: A scoping review of 21st century skills literature in secondary education. Teaching and Teacher Education, 151, 104739. https://doi.org/10.1016/j.tate.2024.104739

Kamarudin, M., Mat Noor, S., & Omar, R. (2024). “How do plants grow?”: Teaching photosynthesis using digital inquiry-based science learning. Science Activities, 61, 1–14. https://doi.org/10.1080/00368121.2024.2315035

Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: A systematic review of the literature. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00280-8

Kirschner, P. A., Park, B., Malone, S., & Jarodzka, H. (2016). Toward a cognitive theory of multimedia assessment (CTMMA). In Learning, design, and technology (pp. 1–23). Springer. https://doi.org/10.1007/978-3-319-17727-4_53-1

Lestari, R., & Rohmani, R. (2024). Analysis of the effectiveness of Wordwall media use on science learning outcomes in elementary schools. IJORER International Journal of Recent Educational Research, 5(4), 891–905. https://doi.org/10.46245/ijorer.v5i4.634

Li, M., Ma, S., & Lu, W. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: A meta-analysis. Frontiers in Psychology, 14(1). https://doi.org/10.3389/fpsyg.2023.1253549

Liu, X., & Zhang, Y. (2024). Re-examining cognitive load measures in real-world learning: Evidence from both subjective and neurophysiological data. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12729

Listiana, T. A. I., Suneki, S., Suliyanto, J., & Poncowati, L. (2023). Analysis of implementing interactive Wordwall media in thematic learning in Grade III of SDN Wonotingal. Didaktik: Scientific Journal of PGSD STKIP Subang, 9(2), 11–21. https://doi.org/10.36989/didaktik.v9i2.1307

Lo, K. W. K., Ngai, G., Chan, S. C. F., & Kwan, K. (2022). How students’ motivation and learning experience affect their service-learning outcomes: A structural equation modeling analysis. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.825902

McFee, R. M., Cupp, A. S., & Wood, J. R. (2018). Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities. Advances in Physiology Education, 42(2), 182–191. https://doi.org/10.1152/advan.00084.2017

Mediana, N. L., Funa, A. A., & Dio, R. V. (2025). Effectiveness of inquiry-based learning (IbL) on improving students’ conceptual understanding in science and mathematics: A meta-analysis. International Journal of Education in Mathematics, Science, and Technology, 13(2), 532–552. https://doi.org/10.46328/ijemst.4769

Republic Act No. 10533. (2013). An act enhancing the Philippine basic education system by strengthening its curriculum and increasing the number of years for basic education. Official Gazette of the Republic of the Philippines.

Rogers, K., Green, E. R., & Joshi, S. H. (2018). Biology. Encyclopedia Britannica. https://www.britannica.com/science/biology

Rogers, J., & Révész, A. (2019). Experimental and quasi-experimental designs. In Routledge eBooks (pp. 133–143). Routledge. https://doi.org/10.4324/9780367824471-12

Rosydiyah, A., Asari, S., & Maruf, N. (2022). The effectiveness of Wordwall online games as technology-based learning on grammar quality among junior high students. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 5(3), 27627–27633. https://doi.org/10.33258/birci.v5i3.6818

Santos, J. T. D., Lim, R. R., & Rogayan, D. V., Jr. (2021). Least mastered competencies in biology: Basis for instructional intervention. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(3), 208–221. https://doi.org/10.22219/jpbi.v7i3.17106

Saro, J., Oquilan, J., Basigsig, E. B., Castillo, R. C., & Lastra, J. (2023). A comprehensive review: Transforming science education in the pearl of the Orient – Innovations in teaching approaches and technology integration. Psychology and Education: A Multidisciplinary Journal, 14(9), 1–1. https://ejournals.ph/article.php?id=21683

Sarah, S., Kholifatul, U., & Nurmasyitah. (2025). The application of problem-based learning (PBL) with Wordwall media to improve student learning outcomes on fraction material in class 5 SDN 27 Banda Aceh. Global Research and Innovation Journal, 1(1), 222–230. https://journaledutech.com/index.php/great/article/view/45

Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600. https://doi.org/10.1037/bul0000098

Schneider, M., & Simonsmeier, B. A. (2025). How does prior knowledge affect learning? A review of 16 mechanisms and a framework for future research. Learning and Individual Differences, 122, 102744. https://doi.org/10.1016/j.lindif.2025.102744

Selçuk, V. Z., & Keskin, M. O. (2024). Gamification in biology education: A systematic review analysis. International Journal of Eurasia Social Sciences, 15(55), 375–405. https://doi.org/10.35826/ijoess.4445

Son, B., & Simonian, M. (2016). An integrated multimedia learning model vs. the traditional face-to-face learning model: An examination of college economics classes. Journal of Educational Multimedia and Hypermedia, 25(4), 305–321. https://www.learntechlib.org/primary/p/129916/

Starbuck, C. (2023). Research design. In Springer eBooks (pp. 51–57). Springer. https://doi.org/10.1007/978-3-031-28674-2_4

Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479–507. https://doi.org/10.3102/0034654317751919

Surbakti, R., Umboh, S. E., Pong, M., & Dara, S. (2024). Cognitive load theory: Implications for instructional design in digital classrooms. International Journal of Educational Narratives, 2(6), 483–493. https://doi.org/10.70177/ijen.v2i6.1659

Sweller, J. (2022). The role of evolutionary psychology in our understanding of human cognition: Consequences for cognitive load theory and instructional procedures. Educational Psychology Review, 34(4), 2229–2241. https://doi.org/10.1007/s10648-021-09647-0

Tarraya, H. O. (2023). Teachers’ workload policy: Its impact on Philippine public school teachers. https://files.eric.ed.gov/fulltext/ED629465.pdf

Tejada, A. D., & Alava, W. G. (2025). Academic performance and motivation of Science 7 using Wordwall and Kotobee digital applications. International Journal of Innovative Science and Research Technology, 4696–4716. https://doi.org/10.38124/ijisrt/25may1808

Van der Graaf, J. (2020). Inquiry-based learning and conceptual change in balance beam understanding. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01621

Venkat, M. V. (2020). Using cognitive load theory to improve teaching in the clinical workplace. MedEdPORTAL: The Journal of Teaching and Learning Resources, 16, 10983. https://doi.org/10.15766/mep_2374-8265.10983

Violon-Agudo, M. M., & Violon, J. M. (2024, July 9). Analyzing the impact of RA 10533 on implementing K-12 curriculum. ResearchGate. https://www.researchgate.net/publication/382082800_Analyzing_the_Impact_of_RA_10533_on_Implementing_K-12_Curriculum

Wahyuni, R. T., Azizah, N., Nugroho, G. E., Tsaniyah, S. M., Camarasari, P., & Subekti, H. (2025). Wordwall on the effectiveness, motivation, and interest in learning fraction: Voice from student version. Kalamatika: Jurnal Pendidikan Matematika, 10(2), 1–16. https://doi.org/10.22236/KALAMATIKA.vol10no2.2025pp1-16

Wilson, C. D., Stuhlsatz, M., Hvidsten, C., & Gardner, A. (2018). Analysis of practice and teacher PCK: Inferences from professional development research. In S. M. Uzzo, S. B. Graves, E. Shay, M. Harford, & R. Thompson (Eds.), Pedagogical content knowledge in STEM (pp. 3–16). Springer International Publishing. https://doi.org/10.1007/978-3-319-97475-0_1

Yana, W. K. (2020). Multimedia learning theory – Theoretical models for teaching and research. Opentext.wsu.edu. https://opentext.wsu.edu/theoreticalmodelsforteachingandresearch/chapter/multimedia-learning-theory/

Yuliana, D., & Khoiriyah, M. (2025). Effectiveness of using Wordwall as a gamification media in learning to increase student learning motivation. Edu Cendikia: Jurnal Ilmiah Kependidikan, 5(3), 873–887. https://doi.org/10.47709/educendikia.v5i03.6962