Implementing Gamification as a Strategy for Improving Limited Vocabulary Development Among Grade 6 Learners
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: This study, conducted at Magatos Integrated School in Magatos, Asuncion, Davao del Norte, explored the effectiveness of a gamification-based intervention in enhancing the vocabulary proficiency of 30 Grade 6-Zamora students. The intervention integrated pattern recognition strategies and engaging gamified activities aimed at improving student learning outcomes. Employing a quantitative one-group pretest-posttest research design, the study assessed learners' vocabulary performance before and after the intervention. Data were analyzed using descriptive statistics and paired sample t-tests. Findings revealed a significant improvement in vocabulary scores, with the mean increasing from 29.5% to 83.5%. This change was statistically significant, t (29) = 35.0, p < .001, with a large effect size (Cohen’s d = 6.35), demonstrating the intervention’s strong impact. Furthermore, interviews with seven selected students revealed five emerging themes: enhanced vocabulary acquisition and communication skills; increased motivation in learning vocabulary; gamification as a catalyst for enjoyable and self-directed learning; the importance of variety and personalization in gamified strategies; and overcoming learning barriers through structured and motivational approaches. In conclusion, the study underscores the positive influence of gamification in addressing limited vocabulary skills among Grade 6 learners, offering promising insights for educators seeking innovative, student-centered instructional methods. Keywords: Descriptive Design, Gamification Intervention, Limited Vocabulary, Word Thread, Philippines
DOI: 10.36713/epra22536
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4411445707