The effect of gamification on the self-directed learning skills and physics performance of grade 12 students

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ID: 287566
2024
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Abstract
Gamification refers to the incorporation of game elements within a context that is not inherently associated with games. In the context of this research, the game components that were integrated included points, badges, leaderboards, levels, rules, and stories. The purpose of this action research was to determine how teaching electricity using a gamified learning module affected the self-directed learning skills (SDL) and physics performance of grade 12 students (n = 200) through an explanatory sequential mixed-method research design. Prior to its implementation the gamified module underwent expert evaluation, resulting in a rating of "Very Acceptable." To assess the potential impact of gamification on students' SDL skills and physics performance, a paired samples t-test was conducted using SPSS. The purpose of this analysis was to determine whether any statistically significant differences existed between the students’ responses on the relevant assessment instruments that were administered before and after the implementation of the gamified module. The findings indicated a statistically significant improvement across all domains of SDL skills, specifically in the areas of learning motivation, planning and implementing, self-monitoring, and interpersonal communication. Additionally, there was a statistically significant improvement in the students' physics performance scores. The validity of these findings was established through the application of thematic analysis on the responses obtained from students during a semi-structured interview focused on the topic of gamification. Findings revealed that the utilization of gamification in teaching electricity can facilitate and develop the SDL skills of students and improve their academic achievement in physics. Furthermore, Spearman's rank order correlation analysis indicated significant and strong relationships between self-directed learning skills and physics performance. Furthermore, the statistical analysis revealed that all the correlation coefficients are less than the significance level (p<0.01). The findings corroborate the current body of data regarding the correlation between self-directed learning (SDL) and physics performance. Thus, when considering a wider perspective, SDL has the potential to result in favorable improvements in the academic performance of the students.
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Authors Elepaño, Charles Joshua T.
Journal Malay Journal
Year 2024
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdm_scied/59
Keywords Keywords not found

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