Improving Reading Motivation Through Gamification In High School English 7 Classes

Rhea Kris  Torreon,

Improving Reading Motivation Through Gamification In High School English 7 Classes

Discipline: Education

Abstract:

This study investigates the effectiveness of gamification in enhancing reading motivation and comprehension among Grade 7 students in high school English classes, within the framework of the MATATAG Curriculum. Utilizing a one-group pretest-posttest design, the research analyzed the impact of integrating gamified strategies, particularly using Quizizz, on students' reading performance. The study assessed scores across three competencies: defining biographical and historical approaches, noting historical and biographical data, and relating an author’s background to literary elements. Results revealed significant improvements in all areas, with mean scores increasing from 6.36 to 8.76 (Competency 1), 5.21 to 8.29 (Competency 2), and 4.33 to 7.00 (Competency 3), all with p-values < 0.001. Student feedback, collected through a structured survey, highlighted positive perceptions of gamified learning. Participants noted that gamification reduced boredom, fostered a competitive yet fun environment, and made reading activities more engaging. These findings underscore the potential of gamification to align with curriculum objectives, enhance literacy skills, and support innovative teaching practices in the Philippine educational context. The study recommends the systematic integration of gamified tools like Quizizz into reading instruction to boost student engagement and academic outcomes.

References:

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