📄 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.
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📚 How to Cite:
Shelou P. Buton, Decy Mae M. Ponsica, Deveyvon L. Espinosa, Kristy Jane R. Muegna, Jonelson C. Escandallo, Regine L. Generalao, Conie B. Cerna , IMPLEMENTING GAMIFICATION AS A STRATEGY FOR IMPROVING LIMITED VOCABULARY DEVELOPMENT AMONG GRADE 6 LEARNERS , Volume 11 , Issue 6, june 2025, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra22536