Utilization of Interactive Game-Based Learning Activities and Discussion in

English: Intensifying Performance in Learning

HOLY CROSS COLLEGE

Utilization of Interactive Game-Based Learning Activities and Discussion in

English: Intensifying Performance in Learning

A Research Presented to the

School of Arts, Sciences, and Education

Holy Cross College

Sta. Ana, Pampanga

In Partial fulfillment of the Requirements for the Degree

Bachelor of Secondary Education Major in English

Submitted By:

Consigo, Marlyn B.

Gonzales, Rose Jane M.

Limjoco, Rhonette Tim L.

Pacheco, Alessandra Jane L.

Sagum, Angelica S.

May 2024

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 Utilization of Interactive Game-Based Learning Activities and Discussion in
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Holy Cross College

Sta. Lucia, Sta. Ana, Pampanga
School of Arts, Science, and Education

APPROVAL SHEET

This research here to entitled:

“Utilization of Interactive Game-Based Learning Activities and Discussion in English:

Intensifying Performance in Learning”

Prepared and submitted by Marlyn B. Consigo, Rose Jane M. Gonzales,

Rhonette Tim L. Limjoco, Alessandra Jane L. Pacheco, Angelica S. Sagum has
been examined and is recommended for acceptance for ORAL EXAMINATION.

Kier Anthony G. Boydon, LPT

Research Adviser

Approved by the Committee on Oral Examination with a grade of PASSED on ______.

Rigette Ryan S. Ramos, EDd Fernan B. Muldong, MAEd

Member Member

Eduardo M. Canlas Jr., PhD

Chairman

Accepted in partial fulfillment of the requirements for the degree Bachelor of

Secondary Education Major in English.

Rosemarie T. Mallari, MAEd Leticia D. Flores, PhD

Program Chair Vice President for Academic and Affair

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ACKNOWLEDGEMENT

First and foremost, we give thanks and praise to the Almighty God for His
blessings that enabled us to conduct this research. God, thank you for guiding us
every day. You are the one who made it possible for us to conduct this study.
We would like to express our sincere gratitude to our professor. Dr. Aiza D.
Canlas and to our research adviser, Sir Kier Anthony Boydon, thank you for your
continuous support to conduct this study and for your patience, motivation,
enthusiasm, and immense knowledge. Your advice was helpful to us throughout the
entire research and thesis-writing process.
We also appreciate each family member of the researcher, for their non-stop
support, guidance, and consideration. To our classmates who are with us through ups
and downs, staying up late in the evening, thank you for the help. We appreciate your
effort, even though we’re not in the same group.
To the respondents, students and teachers, we thank you for the participation
and for answering the surveys. Thank you very much for your knowledge that was
shared with us to make this study successful.

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ABSTRACT

This study aimed to explore the effectiveness of Game-based Learning to

Grade 9 students of Holy Cross College. Thus, quantitative type of research and
experimental study in gathering relevant data from the respondents were utilized.
There were total of 78 respondents from the two sections are selected through the
probability cluster sampling technique. The data collection includes assessment tools
through an intervention of actual class discussion from both experimental and control
that implies different strategy, one is traditional and the other is game-based learning
discussion, also survey to gather comprehensive insight into the experiences and
perceptions of participants engaged in game-based learning activities. Post-test results
show variability in performance levels, with some areas exhibiting strong mastery and
other hinting at challenges. The survey questionnaire composed of fifteen (15) items
that followed the objectives, it highlights a favorable perception of game-based
learning among students, aligning with existing literature that supports its efficacy in
enhancing motivation, engagement, and academic performance.
The result of the study implies that most of the respondents viewed and agreed
that integration of Game-based learning activities in discussion makes them engaged
and motivated. In essence, students imply a favorable perception of interactive game-
based learning activities. However, the study acknowledges limitations, such as
varying effectiveness depending on game type and learning preferences. In
conclusion, this suggests that in general, students agreed that it helps them to learn
through games that could improve their educational experience. Future research is
suggested to explore these aspects and further optimize the use of game-based
learning in education.

Keywords: GBL, EFL, experimental group, control group, motivation, Junior

High Students, engagement, interactive gam

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TABLE OF CONTENTS

TITLE PAGE …………………………………………………… i

APPROVAL SHEET …………………………………………………… ii

ACKNOWLEDGEMENT …………………………………………………… iii

ABSTRACT …………………………………………………… iv

TABLE OF CONTENTS …………………………………………………… v

CHAPTERS

I. THE PROBLEM AND ITS BACKGROUND

Introduction ……………………… 1

Literature Review ……………………… 2

Conceptual Framework ……………………… 15

Statement of the Problem ……………………… 16

Hypothesis ……………………… 16

Scope and Delimitation of the Study ……………………… 17

Significance of the Study ……………………… 18

Definition of Terms ……………………… 19

II. METHODOLOGY

Research Design ……………………… 22

Sampling Method ……………………… 23

Participants ……………………… 24

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Instrument ……………………… 25

Data Collection ……………………… 27

Data Analysis ……………………… 28

Ethical Consideration ……………………… 30

III. RESULTS

Results ………………………………………………… 32

IV. DISCUSSION

Discussion …………………………………………………… 50

Conclusion …………………………………………………… 55

Recommendation ……….…………………………………… 57

Limitation of the Study ……...……………………………… 59

V. REFERENCES

References …………………………………………………… 64

VI. APPENDICES

Appendices …………………………………………………… 65

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Chapter 1

The Problem and Its Background

Introduction

Game-based learning is an active learning approach that makes use of games

to improve student’s learning. The qualities of games are incorporated into

educational activities through game-based learning. Game-based learning has several

advantages for fostering children's cognitive growth. The promotion of active learning

among children is one of its most important advantages. In the 21st century, education

has witnessed a significant transformation with the integration of innovative

pedagogical approaches. One such approach that has gained prominence is game-

based learning. This method leverages the inherent engagement and interactivity of

games to enhance the learning experience. Literature on the utilization of game-based

learning has shed light on several key aspects that define its effectiveness and

potential impact on education. The utilization of game-based learning demonstrates

the potential to improve learning outcomes. By offering scenarios that require

decision-making and interactive problem-solving.

The development of these abilities should begin in elementary school because

they are psychological and behavioral in nature rather than practical. Gamification

and game-based learning are efficient ways to acquire these skills. Along with formats

and requirements for educational games, techniques for effectiveness assessment, and

the

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impact of games on students, the use of video games in teaching practice is explored

from a variety of angles (Liu et al., 2020).

No matter what grade level to teach—pre-kindergarten, primary, or high

school—exploring the world of GBL will open the door to a wide variety of game

kinds and examples. In today's game-based learning, students are asked to strive

toward a goal by making decisions and then experiencing the results of those choices.

When students choose wisely and with knowledge, the successful outcome advances

them in the game. They suffer the consequences of their assumptions and rash

judgments, and they have to keep trying to get better at it. Students who are constantly

considering how to advance in the game are more likely to be active learners than

passive ones.

Literature Review

The trend of Game-based Learning (GBL) has gained significant traction in

recent academic studies, marking a paradigm shift in modern educational approaches.

These studies have delved into the innovative realm of GBL, utilizing a diverse array

of games to impart various skills within English as a Foreign Language (EFL)

classrooms. Notably, the works of Cabrera-Solano et al. (2020) and Rueckert et al.

(2020) have contributed to this emergent field, shedding light on its potential for

revolutionizing language education. Cabrera-Solano et al. (2020) present a pioneering

exploration into the integration of games as pedagogical tools in EFL classrooms.

Their research delves into the types of games that prove effective for teaching

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different skills, providing insights into how games can be harnessed to enhance

language acquisition. Meanwhile, Rueckert et al. (2020) contribute to this discourse

by revealing the multifaceted benefits of GBL in cultivating a holistic language-

learning experience. The findings underscore the interactive and engaging nature of

game-based approaches, which can address the varied learning styles and preferences

of EFL students. These studies collectively highlight the transformative potential of

GBL in EFL education. By incorporating elements of play, competition, and problem-

solving into the learning process, educators are able to create dynamic and immersive

environments that captivate learners' attention. This experiential approach not only

fosters active participation but also taps into the intrinsic motivation of students,

making the language learning journey both enjoyable and effective. As the trend of

GBL continues to evolve, it holds the promise of reshaping conventional teaching

methodologies and equipping EFL learners with the skills they need to thrive in

today's globalized world.

According to Briones (2022), the gamified tool has proven to be captivating

for young learners due to its user-friendly interface and entertaining nature. This

presents an excellent opportunity for both learners and educators to gain insights into

the lives of Nobel Peace laureates. Moreover, it serves as a means to inspire and

motivate them to become proactive and engaged citizens in the global community.

The gamified approach not only enhances the learning experience but also fosters a

deeper understanding of the achievements and contributions of Nobel Peace laureates,

potentially shaping the perspectives and actions of the learners. The transformative

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potential of game-based learning in educational settings lies in the integration of game

elements, which not only enhances the learning experience but also addresses the

persistent challenge of maintaining student motivation and fostering creativity

through active participation and problem-solving within the context of game

scenarios. Saputra et al. in 2021 found that the implementation of game-based

learning methodologies in educational settings has shown the potential to

revolutionize the learning experience. By integrating game elements into the learning

process, students are immersed in a more engaging and interactive environment. This

approach not only enhances the overall educational experience but also addresses the

challenge of maintaining students' motivation and interest in the subject matter. The

concept of utilizing games for learning not only encourages active participation but

also stimulates creativity and inventiveness among learners, as they are often required

to think critically and problem-solve within the context of the game scenarios. As

education continues to evolve, the insights from this research highlight the significant

role that game-based learning can play in fostering a more enjoyable, motivational,

and inventive learning environment. In accordance with Medina and Ferrer (2022)

their research claimed that by using game-based learning, pre-service teachers give

positive attitudes in foreign-language learning.

Through the integration of game mechanics, pre-service teachers not only

engage more enthusiastically with the language content but also develop a deeper

appreciation for the language acquisition process. Medina and Ferrer (2022)

contributed valuable insights to the realm of education, specifically focusing on the

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impact of game-based learning on pre-service teachers' attitudes towards foreign-

language learning. The findings are underscoring the transformative potential of

incorporating game elements into the educational process. This shift in attitude can

have a cascading effect, influencing how these future educators approach teaching

foreign languages to their own students. The research findings emphasize the

importance of innovative teaching methodologies that leverage technology and

psychology to enhance the learning experience. As educational paradigms continue to

evolve, the implications of Medina and Ferrer's study encourage educators to explore

and embrace game-based learning as a means to cultivate positive attitudes,

enthusiasm, and effective learning outcomes in the realm of foreign-language

education.

Simulation games, as highlighted by Mayer (2019), have emerged as a

captivating genre that transcends both digital and physical realms. These games,

available both online and in the 3C markets (communication, computer, and

consumer), have become integral to modern entertainment and education. Mayer's

insights underscore the prevalence of these games, showcasing their widespread

accessibility and engagement. Furthermore, within the educational landscape, there is

a distinct niche for language learning-focused games, readily accessible to language

learners on platforms like Facebook. By quantifying the benefits and potential

drawbacks of this innovative approach to learning, there is a clear imperative for

further research that rigorously investigates the relationship between online games,

English interfaces, and language acquisition, the educators and researchers can better

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harness the power of technology and gamification to facilitate language acquisition.

This research could reshape pedagogical practices, enhancing the educational

landscape by leveraging the gamified elements of these online language-learning

platforms.

Within the realm of educational innovation, the efficacy of Game-based

Learning (GBL) stands out prominently, prompting a surge of scholarly exploration.

Notably, researchers such as Hoshang et al. (2021), Sobocinski (2018), and Atmojo

and Nugroho (2020) have conducted a series of recent studies that collectively

contribute to substantiating the transformative impact of GBL in enhancing the skills

of English as a Foreign Language (EFL) students. Hoshang et al. (2021) delve into the

realm of GBL, their research delving into its dynamic potential for advancing EFL

students' proficiencies. By harnessing the captivating nature of games, it demonstrates

how

learners are not merely passive recipients of knowledge but active participants in an

engaging learning process. Sobocinski (2018) further enriches this discourse by

shedding light on the diverse educational dimensions that GBL can encompass.

Through innovative game structures, learners are immersed in scenarios that foster

language acquisition and communication skills, transcending the limitations of

traditional instructional methods. Additionally, the work of Atmojo and Nugroho

(2020) resonates profoundly, emphasizing the multifaceted nature of GBL's influence

on EFL students. Their studies showcase how games can effectively target various

linguistic and cognitive competencies, thereby nurturing a well-rounded language-

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learning experience. Collectively, these studies underscore the potential of GBL to

foster not only language skills but also critical thinking, problem-solving, and

collaboration. As these researchers demonstrate, GBL has the capacity to

revolutionize EFL education by engaging learners on multiple levels. By tapping into

the inherent appeal of games, educators can create immersive and interactive learning

environments that resonate with digital-age students. The collective insights from

these studies reinforce the growing consensus that GBL is a potent tool in equipping

EFL students with the skills needed to navigate today's interconnected world with

confidence and proficiency.

This convergence highlights the potential for games to not only enrich the

learning experience but also invigorate students by offering dynamic, context-rich

lessons that empower them with effective feedback and multifaceted teaching

methods,

especially when applied to English as a Foreign Language (EFL) education. The

statement by Cárdenas Moncada et al. (2020) regarding the use of games in grammar

and vocabulary instruction aligns with the principles and benefits of game-based

instruction. Both emphasize the effectiveness of games in improving knowledge,

promoting active and dynamic learning, motivating students, providing contextual

learning experiences, offering feedback, and adding variety to teaching methods.

Game-based instruction leverages these advantages to enhance the educational

experience and intensify student performance in learning, including in the realm of

English as a Foreign Language (EFL) instruction.

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In an era where students are consistently immersed in the digital world,

Anastasiadis et al. (2018) shed light on the resonance between students' daily

interaction with digital data and the digital-based approach of game-based learning,

fostering a more seamless educational experience. The adoption of digital games and

simulations in education not only capitalizes on students' familiarity with digital

platforms but also caters to their desire for interactive and captivating learning

methods, enhancing their educational engagement and outcomes in a technology-

driven age. Anastasiadis et al. (2018) acknowledge the profound influence of the

digital age on contemporary students, highlighting their consistent interaction with

digital data. This observation holds significant relevance when considered within the

context of game-based learning, as it underlines the alignment between the digital

nature of educational games and the technologically enriched environment in which

students are immersed. In the context of game-based learning, the utilization of digital

games and simulations is a prevalent approach. These digital tools not only leverage

the familiarity students have with digital platforms but also cater to their preference

for interactive and engaging learning experiences. As students are accustomed to

working with digital data, integrating game-based learning capitalizes on this

familiarity to enhance their educational engagement and learning outcomes. The

digital age's impact, as noted by Anastasiadis et al. (2018) further emphasizes the

timeliness and appropriateness of incorporating game-based learning strategies. These

strategies align with students' everyday experiences, making the learning process

more relatable and engaging. The interactive and dynamic nature of educational

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games complements the digital fluency that students have developed through their

regular interaction with technology.

By integrating engaging narratives and well-defined objectives into digital

games, students are more likely to be captivated and motivated, as highlighted in

Anastasiadis et al. (2018) observations, ultimately enhancing their participation and

learning outcomes. Their observation underscores the core principles that drive the

success of incorporating games into educational contexts, as discussed in previous

related literature. Yang and Lu's emphasis on engaging plots, clear objectives, and

interactive activities mirrors De Freitas' (2018) emphasis on quality game design and

elements in educational games. Both perspectives recognize the importance of

creating a meaningful and immersive learning experience. When digital games are

designed with captivating narratives and well-defined learning objectives, they have

the potential to capture students' attention and motivate them to actively participate in

the learning process, as highlighted by Anastasiadis et al. (2018).

The inclusion of both digital and non-digital games highlights the extensive

array of options available to educators when implementing game-based learning, with

digital games, as elucidated by Yang and Lu (2021), offering captivating narratives

and clear learning objectives that enhance student engagement and learning efficiency

through their dynamic and technology-embedded learning experiences, as

underscored by Anastasiadis et al. (2018), Romas (2022) highlights a key aspect of

game-based learning, noting that it can be facilitated through both digital and non-

digital games and simulations. This flexibility in the modes of delivery aligns with the

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versatile nature of game-based learning and its adaptability to various educational

settings and preferences. The ability to utilize both digital and non-digital games

underscore the wide range of possibilities available to educators when implementing

game-based learning. Digital games, as discussed by Yang and Lu (2021), can offer

engaging plots, clear objectives, and interactive activities that enhance students'

attention and learning efficiency. These digital tools leverage the familiarity students

have with technology and provide a dynamic platform for active learning experiences,

as emphasized by Anastasiadis et al. (2018).

Highlighting the positive impact of language games on student engagement,

motivation, language acquisition, and comprehension, making a strong case for the

integration of these strategies to enhance language proficiency and overall student

performance while accommodating diverse learning styles and preferences. Delgado-

Algarra's and Yavuz et al.'s (2020) research strongly supports the use of game-based

instruction in EFL classrooms. Their studies demonstrate the value of language games

in engaging and motivating students while enhancing language acquisition and

comprehension. These findings suggest that incorporating language games is a

beneficial strategy for improving language proficiency and overall student

performance in EFL education, catering to diverse learning styles and preferences.

Educators and curriculum developers should consider the integration of such methods.

The incorporation of online games not only engages students but also aligns

language education with the digital age, providing a familiar and comfortable

environment for modern language instruction, reinforcing the idea that integrating

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technology and interactive elements, such as online games, is a valuable strategy for

language education in the contemporary classroom. Fithriani's (2021) study

underscores the value of game-based learning in language education, specifically

highlighting the positive impact of online games on students' concentration during

language learning. This research aligns with the broader concept of using games to

enhance language acquisition by making learning interactive, enjoyable, and effective.

Incorporating online games not only engages students but also aligns with the digital

age, offering a familiar and comfortable environment for language education. In

summary, Fithriani's study reinforces the idea that integrating technology and

interactive elements, such as online games, is a beneficial strategy for modern

language instruction.

This innovative approach can significantly narrow educational achievement

gaps, create inclusive learning environments, build positive relationships, promote

social integration, and demonstrate the adaptability of the education system,

ultimately benefiting a diverse range of students and addressing critical issues in

education. Hanghoj et al.'s (2018) study focused on the impact of cooperative video

games in promoting engagement and social inclusion among at-risk students. Their

research highlighted the potential benefits of using such innovative approaches in

education, emphasizing the importance of addressing the unique needs of vulnerable

student populations. Through careful methodology, the study examined how these

games encouraged collaboration and a sense of belonging among at-risk students.

This approach has the potential to bridge gaps, fostering positive relationships,

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reducing the educational achievement gap, and creating a more inclusive learning

environment. Researchers' work encourages further exploration of digital media and

gaming as tools to enhance engagement, social integration, and overall well-being for

students facing various challenges.

This inclusivity and adaptability align with Hajji and Kim's emphasis on

creating meaningful learning environments and enhancing effective teaching methods.

Hajji and Kim's (2019) perspective on integrating games into education closely

parallels the principles of game-based instruction, with both emphasizing a shared

commitment to enhancing effective teaching methods. Their central goal is to create

engaging and meaningful learning environments where students actively participate,

highlighting the importance of active involvement, motivation, and real-world

applicability. This alignment underlines the value of game-based instruction as an

innovative and effective approach, poised to revolutionize and reinvigorate the

learning process.

Game-based learning offers engaging educational benefits but presents

challenges for both educators and students according to Boghian et al., (2019). These

challenges include unpredictable time consumption, disruptive session durations, the

potentially discouraging competitive element, anxiety caused by public result

displays, technology accessibility disparities, and limited compatibility with diverse

learning styles. To make the most of game-based learning, instructors must consider

these challenges, offer

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support where need, and ensure an inclusive and engaging learning environment for

all students.

The contrasting viewpoint presented by Harding (2023) regarding game-based

learning introduces a critical perspective that complements the broader discussion.

While game-based learning has been highlighted for its potential benefits, Harding's

stance emphasizes the importance of considering its drawbacks and limitations within

the educational context. Harding's concern about game-based learning not aligning

with the curriculum is a reminder of the need for thoughtful integration. Just as De

Freitas (2018) emphasizes the significance of quality game design and elements,

alignment with the curriculum is equally crucial. The effectiveness of game-based

learning hinges on its ability to supplement and enhance educational goals, ensuring

that the engagement students experience is purposeful and tied to relevant learning

outcomes.

Hanghoj et al.'s (2018) stated that modern students are undoubtedly less

interested in and drawn to traditional teaching methods, and as a result, they are

looking for more fascinating, enjoyable, motivating, and engaging learning

experiences. Digital games are now widely used and applied due to their rising

popularity. Digital games are frequently used in education in the form of serious

games that emphasize more fundamental goals. Serious games provide stimulating

and enjoyable experiences, interactive learning settings, and group learning tasks. As

a result, they are regarded as an appropriate educational instrument that improves

learning processes that meets and fulfills the demands and requirements of pupils.

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Digital game-based learning, which refers to the pedagogical strategy of using digital

educational games, can be defined as the "coming together" of interactive enjoyment

and serious learning through games. Designing interactive learning activities that may

gradually introduce concepts and direct students toward a desired outcome is known

as game-based learning. Additionally, it encourages the development of students' soft

skills and welfare in a dynamic, pleasant, and playful learning environment.

Ultimately, the utilization of game-based learning in the 21st century

represents a transformative approach to education. Its engagement-enhancing

qualities, ability to promote collaboration, and potential to improve learning outcomes

make it a valuable tool for educators. As technology continues to evolve, the

exploration of game-based learning's potential and its integration into various

disciplines remains an exciting and ongoing area of research and practice.

Despite the extensive exploration of game-based learning (GBL) in the context

of English as a Foreign Language (EFL) education, a notable gap persists in the

current literature. Most studies focus on the benefits of Game-Based Learning in

general or within specific domains, such as grammar and vocabulary instruction, and

its impact on engagement, motivation, and language acquisition. However, there is a

scarcity of research that specifically investigates the effectiveness of interactive game-

based learning activities and discussions in intensifying overall performance in

English learning among junior high school students. The existing body of literature

provides valuable insights into the broad advantages of Game-Based Learning, but

there is a need for targeted investigations that assess the holistic impact of interactive

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game-based activities, including discussions, on the comprehensive language skills of

grade 9 learners. This gap hinders a nuanced understanding of how the integration of

these specific elements contributes to improved English language proficiency and

performance. Addressing this gap would not only enhance the knowledge base but

also provide practical guidance for educators seeking to optimize the benefits of

Game-Based Learning in the specific context of junior high school English education.

Conceptual Framework

Input Process Output

Assessment Tool The Implementation of The effectiveness of the

Interactive Game-Based integration of Game-
learning activities and Based learning
Pretest and post-test to discussions in English experiences of the Grade
measure the participants' that align with the 9 participants of Holy
learning outcomes. curriculum through Cross College in the form
discussion property and of notably improved
Perception activities encoded in experiences of the
digital-learning-gaming participants based on
applications (Assessment their assessment results.
Assess students'
Tools).
perceptions towards their
The researchers will
experience of game-based assess changes in student
learning through survey Instrument attitudes towards learning
questionnaire The pretest and post-tests through observation and
use an experimental make sets of advice and
research design and implied interactive
measure students' initial learning strategies and
knowledge and post- resources to be modified
intervention knowledge from the Game-Based
growth using assessment learning activities and
tools based on selected discussions, particularly
topics. for the learning outcomes
and improvements of the
Collect and gather students.
perceptions by providing
survey questionnaires that
can use frequency
distributions and Likert 21
scales.

Data Analysis
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Figure 1: Schematic Diagram of the Study

Statement of the Problem:

The study sought to determine the effectiveness of using interactive game-

based learning activities and discussion in improving student’s learning performance

in English subjects. Furthermore, the findings of the study allowed the researchers to

suggest game-based learning activities to be used by teachers inside English

classrooms.

Specifically, the study aimed to address the following inquiries:

1. How may the students' learning performance be described before the intervention

when grouped as experimental and control group?

2. How may the students' learning performance be described after the intervention

when grouped as experimental and control group?

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3. Is there a significant difference in the students’ learning performance before and

after the intervention?

4. How may the perception of the students towards the game-based learning activities

and discussion be described?

5. Based on the findings of the study, what game-based learning activities can be

adopted to enhance the learning performances of the students?

Hypothesis

In line with the aforementioned statement of the problems, the researchers

come up with this null hypothesis.

Ho1 - there is no significant difference between the pre-test score of the

experimental and control group.

Ho2 - there is no significant difference between the post-test mean scores of

the experimental and control group.

Ho3 - there is no significant difference between the pre-test and Post-test mean

scores of the control group.

Ho4 - there is no significant difference between the pre-test and Post-test mean

score of the experimental group.

Scope and Delimitation

The researchers aimed to explore the impact of utilizing interactive game-

based learning activities and discussions on enhancing English Language Learning

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performance of the Grade 9 learners of Holy Cross College, Sta. Lucia Sta. Ana

Pampanga; and also, its implications and/or intervention, and the positive and

negative aspect within the context of learning the discussion through game-based

learning activities and delves into the effectiveness of utilizing interactive game-based

learning activities and discussion specifically in intensifying performance tasks within

the English language learning domain. However, the study intentionally excluded

certain factors to maintain a concentrated and manageable scope. By narrowing the

scope in this manner, the study ensured a more focused and insightful exploration of

the chosen research objectives, allowing for a thorough understanding of the specific

context and its effects on language learning outcomes.

Significance of the Study

This study aimed to revolutionize English language education by emphasizing

the significance of interactive and technology-driven learning methods. Through the

exploration of these innovative approaches, the research strived to transform the

educational landscape for students, teachers, parents, and future researchers alike.

Students. This research aimed to help the students envisions a learning

environment where they are actively engaging in enjoyable and interactive English

language learning experiences. The adoption of interactive methods not only boosts

language skills but also contributes to better academic performance, fostering

increased confidence in English proficiency.

Teachers. This research aimed to help teachers to gain invaluable insights for

innovative teaching strategies, empowering them to create dynamic and effective

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learning environments. This study also facilitates professional development, enabling

teachers to adapt to modern educational technologies and refine their instructional

skills.

Parents. This research aimed to help Parents in recognizing the importance of

interactive learning activities encourages parents to collaborate with schools and

educators, fostering a more effective home-school partnership.

Future Researchers. The researchers can help the future researchers to

creates a solid platform and provides an opportunity to deepen the effectiveness of

these methods not only in learning the English language, but also in various subjects.

Ultimately, it paves the way to a future where education is not only informative, but

also engaging and transformative.

Definition of Terms

For a better understanding of the study, the following terms are defined operationally:

Assessment tools. It is a technique used to measure a student's academic

abilities, fluency and skills in a specific subject or to measure one's progress toward

academic proficiency in a specific subject area. This involved pre-test and post-test as

a valuable instrument to measure the growth or change in a variable, particularly the

scores over a specified period.

Digital learning platform. It is a support to a learning experience capturing a

learner's journey, making any learning visible to any audience. It is used for some

online educational platform applications that enables learners to access and participate

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in activities. It is intended to create a virtual environment for teaching-learning

collaboration.

English as a Foreign Language. It refers to learning and using English as an

additional language in a non-English speaking country. It is also used to make an

instruction in English medium to develop proficiency of the learners and to motivate

them though authentic materials that includes real-life context and opportunities to

practice communication skills.

Game Based Learning. It brings the strategies, rules and social experiences

of playing a game into the classroom. The game-based learning model allows teachers

to target certain activities that will benefit the real-world application of concepts. This

can lead to more immersive and collaborative learning opportunities. Through

interactive learning environment, learners can improve comprehension and critical

thinking by participating in game-based activities. It will encourage an active

involvement and development or meaningful learning engagement.

Intervention. It is the act or fact of taking action about something in order to

have an effect on its outcome. it is to integrate the said action of having an actual class

discussion for both of the group of respondents. It is used solving problems or

challenges in an effective and efficient manner, increase results, and bring about good

improvements.

Perception. It is a process where people take in sensory information from the

environment and make sense of the surrounding with the information in order to give

an appropriate response. Perception allows people to take the sensory information and

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make it into something meaningful. interpreting information gathered according to the

prior experiences, knowledge, and beliefs is the process of this perception.

Respondents interpret things in order to make sense of what surrounds them.

Statistical Treatment

The researchers utilized the following statistical tools to identify the mean

scores, frequency, percentage distribution, dependent t-test, independent t-test,

standard deviation and underlying assumptions for computation of differences in each

level of the research process. These statistical tools helped the researchers evaluate

the gathered data concerning the effectiveness of Game-Based Learning in the

performance of the students.

Likert scale - composing of checklist used to determine the perception of

learners for the given intervention. Respondents are asked to rate their degree of

agreement or disagreement with a series of statements or items.

Solomon Four Group Design - to investigate the effects of the intervention

or treatment while considering the potential impact of pretesting on the study

outcomes.

Independent T-test - in order to determine whether the groups were

compatible, it was utilized to handle the collected data and test the variation between

the control and experimental groups with respect to the beginning levels. This was

used to assess the success of the intervention for the exposed group in comparison to

the non-exposed group in terms of attainment level.

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Paired T-test - also sometimes called as the dependent sample T-test. It is

used to collect data as one way to determine if the mean difference between two sets

of measurement is zero or not.

Acronyms:

GBL - Game-Based Learning

EFL - English as a Foreign Language

ESL – English as Source Language

Chapter II

Methods

This chapter provides a comprehensive overview of the research design,

sampling method, respondents of the study, instrument, data collection, statistical

treatment of the data, and the ethical considerations involved in conducting the study.

Research Design

The study used quantitative type of research and experimental study to

gather and collect relevant data, as the study wanted to examine the effectiveness of

the game-based learning activities to the learners.

According to Arikunto (2006), experimental study is a study which aimed to

know the effect of the variable study. The experimental class design refers to the

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conceptual framework within which the experiment is conducted. The most criteria

that the design be appropriate for testing is particularly hypothesis of the study.

Experimental research is a kind of study that rigidly follows a scientific research

design. It involves testing or attempting to prove a hypothesis by way of

experimentation. As such, it uses one or more independent variables, manipulating

them and then using them on one or more dependent variables.

In this research study, an experimental research design involved assigning two

groups of participants: one exposed to interactive game-based learning activities and

discussions, and the other to traditional teaching methods. Performance examples

such as test scores comprehension and engagement would be measured within before

and after the intervention. By comparing the outcomes of these two groups, the

researchers was able to assess the effect of interactive game-based learning on English

language learning performance. In this study, several key variables were be measured

to evaluate the impact of this teaching approach.

These variables included student performance, engagement,

communication skills, and learning retention. Measuring these factors, together with

the students’ perception, provided insights into the effectiveness of game-based

learning and discussion in enhancing English language education. The research design

allowed for a comparison of students' performance and engagement before and after

the implementation of these methods, ultimately contributing to the goal of creating a

more engaging and effective learning environment for English language learners.

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Sampling Method

The researcher identified the, in selecting the respondents, students from Holy

Cross College—Junior High School specifically grade 9 learners as the respondents of

the students. The samples were chosen through a probability cluster sampling

technique which utilized into two sections (Galatians and Ephesians). Through the

cluster sampling method, the respondents will undergo a pretest and posttest that will

determine the effectiveness of the game-based activities to the learners. By focusing

on these two sections, this study sought to simplify the sampling process while

maintaining a representative sample of the entire population. This approach allows for

a targeted assessment of the effects of game-based activities on student learning

outcomes in the specific context of these two sections. Ultimately, the selection of

two sections allowed for a clearer and more focused analysis of the impact of the

intervention.

Table 1: Table of Respondents

Name of section Number of Students per Section

Galatians 39

Ephesians 39

Total number of Respondents 78

Researchers focused on the Grade 9 students of Holy Cross College, two

classes: Galatians, with 39 students, and Ephesians, also with 39 students. Combined,

these two classes made up a total of 78 Grade 9 students participating in the study.

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Participants

This research drawn participants exclusively from Holy Cross College,

specifically focusing on Grade 9 students who are further subcategorized into two

distinct groups: Experimental and Control. forming a total of 78 students thoughtfully

divided into two equal sections. These students were the central role in the study,

which aimed to delve into the impacts of interactive game-based learning activities

and discussions on the improvement of their English language learning performance.

The selection of participants from Holy Cross College ensured a targeted

examination within a specific academic context, allowing for a nuanced

understanding of how the proposed interventions affect students within this particular

educational setting. Grade 9 served as a crucial stage in their academic journey,

making this cohort particularly relevant for investigating the efficacy of interactive

and game-based learning approach in enhancing English language acquisition.

By categorizing the students into groups, Experimental and Control, the study

acknowledged potential variations in experiences or outcomes between these distinct

subsets. This nuanced approach allowed for a more granular analysis, enabling the

researchers to explore potential differences in the impact of interactive learning

strategies on language learning performance within and between these groups.

Serving as key contributors to the understanding of how interactive game-based

learning activities and discussions influence English language learning outcomes in

their academic context.

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Instruments

To attain the primary goal of evaluating the efficacy of incorporating game-

based learning through digital applications in enhancing the performance of the grade

9 students, the researchers utilized two instruments. The assessment tool was

comprised of 30 questions along with a face-to-face survey questionnaire to determine

the perception of the learners to the use of game-based learning activities. To

guarantee that these instruments yield the necessary information to meet the study's

objectives, a variety of research tools was utilized at each stage of the experimentation

involving the integration of game-based learning through applications online games

for the development of the students’ performance.

The study also assessed the impact of technology on learners' performance and

engagement. The assessment tool was answered by the respondents two times, first, is

to test if they have knowledge about communicative styles and next, is if they have

learned after the discussion.

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Figure 1: Assessment Tools (Quizziz!)

In this study, researchers were specifically incorporated the Quizizz online

application as part of the intervention strategy designed for the discussion of

Communicative Styles. This instructional approach was not only involved leveraging

the interactive features of these digital tools but was also integrated traditional teaching

methods to create a comprehensive and blended learning experience for participants.

The combined use of Quizizz along with traditional teaching methods, aimed to provide

a well-rounded and effective platform for engaging learners in exploring and

understanding various aspects of Communicative Styles.

Data Collection

With the aimed to discover the effectiveness of Game-based activities through

various digital platforms to serve as a guide to see the learners' improvement with

their academic performances in English, the researchers started to create the test that

will undergo pilot testing to identify internal consistency, to know what would be the

items need to removed and change. After that, other experts will review the test to

make sure it's good and indeed to be used as an instrument, in simple term, it is for the

use of validation. After validation, researchers asked permission from the research

adviser, next to the research teacher followed by the program head or the research

development unit head from college. By their approval, that would be the time to

administer the test or exam that already includes the students. To be in control of, the

researchers write a communication letter to the heads of the said organization, the

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principal and assistant principal of Junior High School asking for permission to

administer the test, followed by asking permits to the advisers of two sections being

chosen as well as the learners themselves to participate in this study. Having their

approval to conduct the study, Pre-test will be administered to half of the class of both

control and experimental group and that would be served as the beginning assessment,

it will be followed by the intervention incorporated of game-based through the

discussion, after the intervention the researchers proceed with the post-test to be

administered to all the respondents. Researchers made questionnaires that is

administered personally to students after the intervention, the surveys encompassing

aspects of traditional and game-based learning activities with the aimed to know the

students' perception from experimental group regarding game-based learning.

Challenges arose due to incomplete participation from the targeted sections, resulting

in data being collected from a limited number of respondents. Post data collection, the

gathered surveys were reviewed, interpreted, and analyzed to derive insights for the

study's conclusions.

Data Analysis Procedure

In this research study, we employ two key tests the pretest and post-test - to

gauge Grade 9 students' knowledge before and after engaged in game-based learning

activities. To ensure unbiased results, the first section of the study is divided into two

groups: both half of the two sections will undergo only the pre-test, but become

already included all in the post-test. This separation aimed to prevent the pretest from

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influencing students' to be sensitize. By comparing the scores of those who did not

take the pretest with those who did, researchers assessed the effectiveness of the

intervention.

Table 2: Solomon Four Group Design

The Solomon Four-Group Design is a research design used in experimental

psychology to address potential confounding variables in pre-test/post-test designs.

The design was developed by Donald T. Campbell and Julian C. Stanley in 1963.

The Solomon Four-Group Design consists of four experimental groups:

Group 1: Pre-test, Treatment, Post-test

Group 2: No Pre-test, Treatment, Post-test

Group 3: Pre-test, No Treatment, Post-test

Group 4: No Pre-test, No Treatment, Post-test

By including groups with and without a pre-test, the design aimed to account

for the effects of pre-testing itself and isolate the impact of the treatment. This helps

the researchers draw more valid conclusions about the true effects of the treatment.

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The researchers collected data from the questionnaire were now used

frequency and a weighted mean to analyze it. These findings are then utilized to

evaluate descriptive judgments based on the Likert scale, which ranges from strongly

agree to strongly disagree. To summarize the survey questionnaire answers, the

researchers used Likert scale to interpret the results of the survey questionnaire.

Weighted Mean:
( SA∗4 ) + ( A∗3 ) + ( D∗2 )+(SD∗1)
WM=
Total Respondents

Where:
Strongly Agree, Agree, Disagree, Strongly Disagree

Table 3: Likert Scale (Descriptive Evaluations Chart)

Rating Description Limit Of Index
4 Strongly Agree 3.40-4.00
3 Agree 2.60-3.39
2 Disagree 1.80-2.59
1 Strongly Disagree 1.00-1.79

The weighted mean, which depicts the overall assessment and evaluation of

the respondents, and statistical tests like the frequency of the replies used by the

researchers to examined the data that was collected from the respondents.

To determine the level of reliability, usability, and maintainability, the

researchers computed the weighted mean and examined the findings. The weighted

mean was then split into four categories by the researchers, with a weighted mean of

3.40 to 4.00 signifying "strongly agree" which means that the respondents believed

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the assessment tool that is created was extremely acceptable. The respondents "agree"

response, which falls between the ranges of 2.60 and 3.39. The "disagree" response,

which has a range of 1.80 to 2.59, means that the respondents don't agree with the

development since some of its elements are inconsistent. Finally, a score between

1.00 and 1.79 indicates "strongly disagree," which means that the respondents

disagree with certain aspects of the study.

Ethical Considerations

Ensuring ethical standards in the research on the use of interactive game-based

activities. The Republic Act No. 10173, otherwise known as the Data Privacy Act of

2012, is a law that seeks to protect all forms of information, be it private, personal, or

sensitive. It is meant to cover both natural and juridical persons involved in the

processing of personal information. To protect participants' personal information,

everyone involved has the right to stay anonymous, ensuring their identities are kept

confidential. Moreover, participants have the right to know the research findings to

promoting transparency. Before agreeing to participate, individuals will be well-

informed about the study's activities, emphasizing their voluntary involvement. The

research strived to accommodate different learning styles and backgrounds, creating

an environment that respects each participant's privacy and dignity. In this study, the

goal is to treat everyone involved with respect and fairness, making sure everyone

feels included and understands what's happening. The researchers want to be open

about what they're doing and create a good and comfortable experience for everyone

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taking part. Ethical considerations are guiding how the study is conducted to make

sure it's done in the right way.

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Chapter III

Results

This chapter presents the methodically designed framework and protocols that

direct the study, providing a clear understanding of the techniques used to collect,

examine, and evaluate the data necessary to answer the research questions. Readers

were obtained a thorough grasp of the methodical technique used to guarantee the

validity and dependability of the study's conclusions by carefully navigating through

the specifics the methodology. This information is essential for the upcoming

discussions and findings in latter chapters. The researchers take a step-by-step

approach to make sense of the data, aimed to highlight important points and reach

meaningful conclusions.

The goal is to determine whether there is a notable difference in students'

learning performance before and after the intervention. This involves a

comprehensive analysis of diverse indicators, including academic accomplishments,

cognitive skills, and relevant metrics, with the aimed of identifying significant

variations in performance across the specified time frames.

Simultaneously, examining the depiction of students' perceptions regarding

game-based learning activities and discussions involved delving into the details and

nuances surrounding their attitudes and viewpoints. This exploration encompassed a

comprehensive analysis of various elements, including engagement levels, feedback

mechanisms, and the overall impact on their learning experiences.

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Building on the study's discoveries, the exploration revolves around

identifying and delving into game-based learning activities that can be embraced to

enhance the learning performances of the students. This entails a thorough

examination of the discovered strategies, evaluating their effectiveness, and

considering their potential applicability within the educational context to foster

improved academic outcomes.

1. Pretest Scores of the Respondents

Table 4 provides a comparative overview of the pretest scores obtained from

two distinct groups participating in the study: the control group and the experimental

group. By presenting the pre-test scores of both groups, the study provides a basis

for comparison between the two conditions.

This comparison enables researchers to assess the effectiveness of the game-

based learning intervention by examining any differences in pre-test scores between

the control and experimental groups. These pre-test scores serve as an essential

reference point for evaluating the impact of the intervention on learning outcomes

and for conducting subsequent analysis to determine the effectiveness of the game-

based learning approach.

Group Mean Score Mode SD

Experimental 12.85 15 3.70
Control 9.65 12, 9 4.58

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Table 4: Pretest Scores of the Respondents

Table 4 presents the pre-test scores of two groups: the control group and the

experimental group. The mean score, which is the average of all scores, is higher in

the experimental group (12.85) compared to the control group (9.65). This indicates

that, on average, the experimental group scored higher on the pre-test than the control

group. The mode, or the most frequently occurring score, is different for each group.

For the control group, there are two modes: 12 and 9, indicating these two scores

appeared most frequently. On the other hand, the experimental group has a single

mode of 15, meaning this score was the most common in the pre-test results for this

group. The standard deviation, a measure of the spread or dispersion of the scores, is

also presented. The control group has a higher standard deviation (4.58) than the

experimental group (3.70). This means the scores in the control group are more spread

out or varied than those in the experimental group. In summary, the experimental

group appears to have performed better on average on the pre-test, with less

variability in their scores compared to the control group.

The result suggest that the experimental group performed better on the pre-

test, on average, than the control group. However, there was also less variability in

their scores, suggesting that the experimental group’s performance was more

consistent. The control group, while scoring lower on average, showed greater range

of scores, indicating more variation in individual performance. Depending on the

nature of the experiment, this could have different implications. For instance, if the

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experiment was testing the effect of a new teaching method, these results might

suggest that the new method leads to the higher and more consistent performance.

2. Post-test Scores of Respondents

By comparing the test scores of the control and experimental groups, researchers can

assess the impact of the experimental treatment on the learning outcomes. Any differences in

test scores between the two groups provide insights into the effectiveness of the game-based

learning intervention.

Table 5: Post-test Scores of Respondents

Group Mean Score Mode SD
Experimental 20.85 20 5.33
Control 16.39 17 4.98

The study compared the test scores of two groups: the control group and the

experimental group. The control group exhibited a mean test score of 16.39. The most

frequently occurring score in this group, or the mode, was 20. The standard deviation,

a measure of the dispersion of scores around the mean, was calculated at 5.33 for the

control group. On the other hand, the experimental group displayed a higher mean test

score of 20.85, suggesting a potential difference in performance compared to the

control group. The mode for the experimental group was 17, indicating a different

distribution of scores compared to the control’s group. The standard deviation for the

experimental group was 4.98, which suggests a narrower spread of scores around the

mean compared to the control group. These findings suggest that there may be a

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significant difference in test performance between the control and experimental

groups.

This implies that the experimental intervention likely had a positive effect on test

scores, as reflected in the higher mean score compared to the control group. Despite

variability within both groups, the experimental group’s higher mean score compared

suggests that the intervention contributed to the improved performance of the students.

3. Results for Different Tests

Table 6.1 – 6.4 analyzes the combination of the different tests that provides a

comprehensive view of the effectiveness of the intervention from several angles,

assessing both within-group changes and between-group differences. The Independent

T-test for Difference Between Pretest scores of Control and Experimental Groups

compared the mean pretest scores between two groups (control and experimental) to

determine if there were any existing differences before the intervention. While Paired

T-test for Significance Difference Between Pretest Scores and Posttest Scores of

Respondents examines changes within the same group (either control or

experimental) by comparing scores before and after the intervention. Thus,

Independent T-test for significant difference between the post-test scores of Control

and Experimental Groups test compares the post-intervention scores between the

control and experimental groups to assess the effect of the intervention. Lastly,

Independent T-test for significant difference between the post-test scores of pretest

and non-pretest groups served as a comparison between groups who were given a

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pretest and those who were not. This test is slightly less standard and the exact

purpose depends on the specific research hypothesis.

Table 6.1: Test of Significant Difference Between the Pretest Scores of Control and
Experimental Group using Independent T-test
Variables t Stat t Crit p-value Significance Decision
Pretest Scores 2.4298 2.0244 <.001 Significant Reject
Control and Null
Pretest Scores Hypothesis
Experimental

The results of an independent T-test, which compared the pretest scores of an

experimental group and a control group, are shown in the table. It was discovered that

the T statistic, which expresses how much the difference differed from the variation in

the data, was 2.4298. The essential T value, 2.0244, was compared to this value. To

ascertain whether the observed difference between the groups is statistically

significant, a criterion known as the T critical value is employed. The estimated T

statistic in this instance was higher than the T critical value, indicating a statistically

significant difference in pretest results between the experimental and control groups.

The P-value, which was less than.001, lends additional weight to this finding. The

chance that the observed data would occur if the null hypothesis were true is

represented by the P-value. A P-value of less than.001 indicates that there is

substantial evidence to refute the null hypothesis and that the difference in pretest

scores was not likely the result of chance. The null hypothesis was decided to be

rejected in light of these findings. The conclusion that there is a statistically

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significant difference in pretest scores between the control and experimental groups is

reached when the null hypothesis is rejected. This implies that the pretest scores are

significantly impacted by any differences that may exist between the experimental

and control groups with the course of treatment, or intervention used. This may have

real-world consequent for how to handle the variable that separates the experimental

and control groups.

Table 6.2: Test of Significance Difference Between Pretest Scores and Posttest Scores
of Respondents using Paired T-test
Variables t Stat t Crit p-value Significance Decision
Pre-test and 8.5 2.093 <.001 Significant Reject
Post-test Null
Scores Hypothesis
(Control)
Pre-test and 6.03 2.093 <.001 Significant Reject
Post-test Null
Scores Hypothesis
(Experimental
)

The result of a paired T-test, which compared the means of two related groups

to ascertain whether there is a significant difference between them, are displayed in

the table provided. The groups in this instance are the pre and post-test results for the

experimental and control group.

The breakdown of interpretation goes like, the P-value for the control group is

less than 0.001, and the T critical value (2.093). This suggests that the pre-test and

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post-test scored differ significantly from one another. The choice to “Reject Null

Hypothesis”.

Likewise, for the experimental group, the P-value is less than 0.001 and the T

statistic (6.03) is higher than the T critical value (2.093). This suggests once more

than the pre-test and post-test results differ significantly. Thus, the choice of decision

is to reject null hypothesis.

It's crucial to remember that, normally, to reject the null hypothesis in favor of

the alternative hypothesis (which usually asserts that there is a significant difference)

if the p-value is smaller than the selected significant level (commonly 0.05).

Therefore, it appears from the results that have been supplied that there is significant

difference between the control and experimental groups’ pre and post-test scores. The

data implies that there is significant improvement in both experimental and control

group regarding their performance inside the classroom.

Moreover, if the hypothesis is rejected, then there is sufficient statistical data

to draw the conclusion that the variables under this study have a meaningful

relationship or difference. The T-Statistic is compared to the t-critical value and the p-

value to determine whether to reject the hypothesis. The hypothesis is rejected when

the p-value is less than the significant level, which is typically 0.05. This is because it

suggests that the results are not likely to have happened by accident. Therefore, it

implies that there is a significant difference between the pretest and posttest scores for

both groups, where the p-values are both less than 0.001 and the hypothesis is rejected

for both the control and experimental groups. This suggest that the intervention or

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treatment used has affected the scores in a way that can be measured, which leads in

favor of the alternative theory that a meaningful effect exists.

Table 6.3: Test of Significant Difference Between the Posttest Scores of Control and
Experimental Group using Independent T-test
Variables t Stat t Crit p-value Significance Decision
Posttest 3.9 2.0032 <.001 Significant Reject
Control and Null
Posttest Hypothesis
Experimental

The table 6.3 shows the result of an independent T-test, which is used to

compare the means of two independent groups to determine if there is a significant

difference between the Post Test Score. In this case, the groups being compared are the

post-test scored of the control group and the experimental group.

The difference between the means of the control and experimental groups is

measured by the T statistic, which is 3.9. A higher T-score suggests a more significant

variation between the groups. 2.0032 is the T critical value, which acts as a cutoff point

for statistical significance. It is deemed unlikely that the difference between the groups

happened by accident if the T statistic is higher than the T critical value. If there is no

true difference between groups, there is a very little chance that the observed difference

could have been obtained by the chance. This suggests that there is a clear difference

between the experimental and control group.

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The outcome is deemed statistically significant based on the commonly used

significance threshold of 0.05. This indicated that there is substantial evidence to

suggest that the post-test results of the experimental and control group significantly.

This implies that the experimental intervention may be a helpful strategy or instrument

for raising students’ English proficiency. This could have an impact on curriculum

design, instructional strategies, or educational policies pertaining to the teaching of

English.

Table 6.3 shows that there is a significant difference between the experimental

group's and control group's post-test results. Based on an independent t-test that was

performed, the findings came up with a t-statistic value of 3.9, which is higher than the

essential t-value of 2.0032. Furthermore, the p-value is less than 0.001, which suggests

that there's a low probability that the observed difference is an outcome of chance. As a

result, the hypothesis has been rejected, suggesting that the post-test results for the

control and experimental groups differ statistically significant.

Table 6.4: Test of Significant Difference Between the Posttest Scores of Pretest and
Non-Pretest Group
Variables t Stat t Crit p-value Significance Decision
Posttest Score 2.39258 1.99167 0.0192 Significant Reject
(Pretest Null
Group) and Hypothesis
Posttest Scores
(Non-pretest

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Group)

Researchers tested whether there was a significant difference in the post-test

scores of the pretest group and the non-pretest group, as show in Table 6.4. The posttest

results for both groups were taken into account. For the test, the t statistic that was

computed was 2.39258 with the degrees of freedom equal to the pretest group’s sample

size minus 1 and the non-pretest group’s sample size minus 1, the crucial t value for a

two-tailed test with a significance level of 0.05 is 1.99167 the findings that the

calculated test statistic (2.39258) is higher than the significant t-value (1.99167) leads

to the conclusion that the post-test results of the pretest and non-pretest groups differ

significantly.

Therefore, the alternative hypothesis and reject the null hypothesis,

demonstrating that the post-test scores of the two groups differ significantly from one

another. The findings implies that the post-test scores of the pretest and non-pretest

groups differ statistically significantly. The fact that the hypothesis was rejected

suggests that the pretesting affected the post-test results. This indicates that the act of

administering an initial test before the main experimental interventions could have

influenced the participants responded in the post-test. This phenomenon, often referred

to as the 'pretest effect', implies that merely exposing participants to the test content or

format can alter their later responses due to heightened familiarity, practice effects,

which may have consequences for the study’s design and research techniques.

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As a result, the hypothesis was rejected, demonstrating that the pretest

significantly affected post-test scores when compared to the non-pretest group. This

underscores the significance of taking the effects of pretesting into account while

conducting research projects and analyzing data.

4. Perception of the students towards Game-Based Learning

Table 7: Survey Questionnaire

No. Questionnaire Weighted Descriptive

Mean Rating
1 I feel that game-based learning activities enhances my
engagement in the classroom. 3.51 Strongly Agree
2 I feel that game-based learning activities enhances my
3.30 Agree
speaking and communication skills.
3 I feel that game-based learning activities enhances my
3.07 Agree
problem-solving skills.
4. I feel that game-based learning activities enhances my
3.07 Agree
retention compared to traditional teaching methods.
5. I think that game-based learning activities enhances
3.30 Agree
my enthusiasm for the English subject.
6. I think that game-based learning activities enhances
my performance in English language skills. 3.43 Strongly Agree

7. I think that game-based learning activities enhances

3.07 Agree
my overall academic performance.
8. I think that game-based learning activities enhances
3.82 Agree
my writing skills.
9. I find Game-based learning fun and enjoyable way to
3.69 Strongly Agree
learn.
10. I think that “game-based simulated learning materials”
3.30 Agree
could help me apply what I learned.
11. I think game-based learning encourage collaboration
3.20 Agree
with peers.
12. I feel that game-based learning activities made the
3.43 Strongly Agree
learning process more engaging for me.
13. I feel that game-based learning helped me understand
3.46 Strongly Agree
more the course material.
14 I prefer more game-based learning activities in class. 3.33 Agree
15. I feel that these game-based activities motivate me to
3.61 Strongly Agree
participate more actively in class.

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Total Weighted Mean 3.31 Agree

This table consist of survey questionnaire to find out how the students feel about

the use of interactive, game-based learning activities in English classes. The questions

center on a variety of learning-related topics, including involvement, communication,

problem-solving, retention, excitement for the subject, language proficiency, overall

academic achievement, writing, enjoyment, application of learning, teamwork,

comprehension of the course material, preference for game-based activities, and active

participation.

The study's conclusions imply that students have a favorable perception of

interactive, game-based learning activities. The overall "Agree" rating is reflected in the

weighted mean score of 3.31. This suggests that, generally speaking, students agree that

learning activities based on games improve their educational experience.

To make it clearer, students strongly agree that, the utilization of digital games

within educational settings has increasingly demonstrated their efficacy in enhancing

motivation, and engagement, as evidenced by the research of Hernández-Lara and

Serradell-Lopez (2018). Their study revealed notable outcomes, with students reporting

higher levels of participation (3.51), increased motivation to actively engage in class

(3.61), heightened excitement for the subject matter, particularly English (3.30), and a

supportive environment for peer collaboration (3.20). Moreover, students

overwhelmingly perceive game-based learning as a fun and enjoyable method of

acquiring knowledge (3.69) and express a preference for integrating more game-based

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learning activities into their classroom experiences (3.33). These findings underscore

the potential of gaming activities in education to foster a dynamic and engaging

learning environment conducive to student success and satisfaction. Therefore, this

study by Hernández and Lopez (2018) supports the usage of simulation games in the

classroom. As stated to their research, especially in English studies, game-based

learning increases student excitement and engagement. Students' enjoyment of this

method indicates that it has the potential to increase achievement and satisfaction. In

order to encourage active learning, it is advised that digital games be used strategically

in the classroom.

As well as Cueva's 2023 study, found that game-based learning (GBL)

significantly improves students' English as a Foreign Language (EFL) proficiency.

Students are motivated, interested, and have the opportunity to develop their linguistic

and pedagogical skills. The study found that GBL improves English language

proficiency (3.43), writing skills (3.82), speaking and communication skills (3.30). The

study also supports the idea that studying through games enhances general English

language ability, writing skills (3.82), and speaking and communication skills (3.30).

Indeed, this highlights the importance of game-based learning in the development and

enhancement of English language skills. The findings of this study have implications

for language teaching practices. It suggests that integrating GBL into EFL lessons can

lead to improved language skills among students. Language educators can consider

incorporating GBL strategies and activities into their teaching methodology to enhance

students' language learning experiences.

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Also, according to Nisbet (2020), the participants' perceptions of Game-Based

Learning (GBL) were positive, as GBL offers a unique blend of entertainment and

education, making the learning process enjoyable. The interactive nature of games

allows students to engage with course material more deeply, thereby enhancing their

understanding and retention of the material. This study supports the result on the survey

that GBL improves overall academic performance. Students strongly agree that

specifically, GBL improves their problem-solving abilities (3.43), retention of the

material compared to traditional teaching methods (3.82), and overall academic

performance (3.30). The statement provided discusses the perceptions of participants

regarding GBL. It specifically addresses the impact of GBL on students' academic

performance. The academic performance category includes in the statement that

students believe that studying through games enhances their problem-solving abilities,

retention of the material, and overall academic performance. Furthermore, this study

also supports the category of problem-solving abilities and retention of the material that

students' perception that GBL enhances these skills. Therefore, the related literature

falls under the category of academic performance, specifically focusing on the

development and enhancement of academic performance through game-based learning.

Game-based learning (GBL) is effective for several key reasons. Firstly, GBL combines

entertainment and education, creating an enjoyable learning process that motivates

students to actively participate and leading to an improved understanding of the subject

matter. Secondly, the interactive nature of games encourages students to engage more

deeply with the course material. This deep engagement helps enhance their

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understanding and retention of the material. Thirdly, GBL often presents challenges and

tasks that require critical thinking and problem-solving skills. By navigating these

challenges, students can enhance their problem-solving abilities, as reflected in the

survey result where students strongly agreed that GBL improves their problem-solving

abilities (3.43). Furthermore, when comparing GBL with traditional teaching methods,

the study found that students engaged in GBL had better retention of the material

(3.82). This could be attributed to the active participation and deep engagement that

games encourage. Lastly, the use of games in learning has been shown to improve

overall academic performance (3.30). This can be attributed to the combination of

enhanced understanding, problem-solving abilities, and retention rates. To sum up,

GBL is an effective learning method that enhances the learning process, understanding

of course material, problem-solving abilities, retention, and overall academic

performance. However, the effectiveness may vary depending on the specific type of

game used and the learners' preferences.

Based on the observation of the researchers, there is significant difference in

scores for pretest and post-test of students. Other findings include that, researchers need

to make sure that both of the pretest and post-test could not affect one another.

5. Output of the Study

Table 8: Implications for Using the Game-based learning

Objective: Findings: Implication:

The objective of The findings of the Enhanced student engagement: The
the study was to study revealed that the findings suggest that implementing

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assess the experimental group, game-based learning interventions can

effectiveness of a which received the enhance student engagement in the
game-based game-based learning learning process. The interactive and
learning intervention, performed immersive nature of games can motivate
intervention on better on the pre-test students and make learning more
student learning compared to the control enjoyable, leading to improved learning
outcomes group. The outcomes.
compared to experimental group had
traditional a higher average score Improved learning outcomes: The higher
teaching methods. and less variability in average scores of the experimental group
their scores, indicating indicate that game-based learning
improved learning interventions can positively impact
outcomes and more student learning outcomes. By
consistent incorporating game elements into the
performance. On the curriculum, educators can create a more
other hand, the control stimulating and effective learning
group had a lower environment.
average score and
greater variability in Individualized learning experiences:
their scores. Game-based learning interventions can
provide personalized learning
experiences tailored to students' needs
and abilities. Games can adapt to
individual progress, provide immediate
feedback, and offer differentiated
challenges, allowing students to learn at
their own pace and level.

Reduction in performance variability:

The lower variability in scores among the
experimental group suggests that game-
based learning interventions can help
reduce performance disparities among
students. By providing interactive and
engaging learning experiences, games
can support students with different
learning styles and abilities, promoting
more equitable educational outcomes.

Teacher professional development: The

implementation of game-based learning
interventions requires teachers to acquire
new skills and pedagogical approaches.
Professional development programs
should be provided to support teachers in

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effectively integrating game-based

learning into their instructional practices,
ensuring they are equipped with the
necessary knowledge and skills.

Continued research and evaluation: The

study highlights the need for further
research and evaluation of game-based
learning interventions across different
educational contexts and subject areas.
Continued research can provide insights
into the most effective game-based
learning strategies, optimal integration
into the curriculum, and long-term impact
on student learning outcomes.

To sum it up, the findings of this study suggest that game-based learning

interventions have the potential to enhance student engagement, improve learning

outcomes, and reduce performance variability. The implications highlight the

importance of incorporating game-based learning into educational practices,

providing teacher professional development, and conducting further research to

maximize the benefits of game-based learning interventions.

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Chapter IV

Discussion

Game-based learning is designed to balance theoretical content and learning

through the use of games. Game-based learning allows students to explore rigorous

learning environments and concepts and targeted learning outcomes (Chen et al.,

2018); this is especially effective in the context of the English-language learning

environment (Mozelius & Hettiarachchi, 2018).

In this chapter, the methodology employes to investigate if the research

objectives of the study are outlined, which the study found that when students

participate in interactive activities, they become more motivated and perform better in

English. It also found that having meaningful discussions helps students understand

and remember English concepts better, and using different types of media helps cater

to different learning styles. Additionally, the research showed that incorporating

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interactive technology encourages collaboration among students and helps overcome

language and cultural differences in the classroom.

The research conducted focused on evaluating the effectiveness of an

intervention on students' learning performance and their perception of game-based

learning activities. Initially, the pre-test results highlighted varying levels of critical

thinking skills among the Grade 9 Experimental and Control Groups. While

participants demonstrated proficiency in addressing basic questions, they faced

challenges with more complex ones, indicating the need for further enhancement of

critical thinking abilities. Following the intervention, the experimental group

exhibited significantly higher mean test scores compared to the control group. This

disparity in performance suggested that the intervention positively influenced the

students' learning outcomes, particularly in enhancing critical thinking skills. The

study emphasized the significance of maintaining the independence and integrity of

assessment processes to ensure accurate evaluation of intervention impacts on student

performance. Although the perception of students towards game-based learning

activities was not explicitly discussed in the summary, the overall findings hinted at

the potential benefits of incorporating such activities to improve student performance.

Further research and analysis are recommended to identify specific game-based

learning activities that effectively enhance critical thinking skills and contribute to

overall academic achievements.

The pre-test results for Grade 9 Experimental Group and Control Group

unveiled varying levels of critical thinking skills among the respondents as they

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tackled the pretest based on their initial comprehension of the subject matter. In

Section A, participants demonstrated proficiency in addressing basic questions;

however, as the questions grew in complexity, fewer respondents provided correct

answers. Likewise, in Section B, consensus was observed on specific items,

particularly item 25, underscoring the necessity for further investigation into

enhancing the students' critical thinking abilities. Transitioning to the Post-Test, the

control group displayed a mean test score of 16.39, with a mode of 20 and a standard

deviation of 5.33. In contrast, the experimental group showcased a higher mean test

score of 20.85, with a mode of 17 and a standard deviation of 4.98, indicating a

potential performance disparity between the two groups. These results suggest a

notable difference in test performance, implying that the experimental intervention

likely positively impacted test scores, as evidenced by the higher mean score of the

experimental group compared to the control group. Despite variability within both

groups, the higher mean score of the experimental group suggests that the intervention

contributed to enhancing the students' performance. In the Survey Questionnaire, as

noted by the researchers, a significant difference in scores between the pre and post-

tests of the students was observed. Additionally, it was highlighted that researchers

must ensure that both the pretest and post-test do not influence each other. Overall,

these observations underscore the importance of maintaining the independence and

integrity of the assessment process to accurately evaluate the impact of interventions

on student performance. The collective analysis of the pretest, post-test, and survey

questionnaire findings emphasizes the need for a comprehensive understanding of the

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dynamics influencing student performance and the effectiveness of interventions in

enhancing critical thinking skills.

Furthermore, Game-Based learning offers a pedagogical approach that

integrates gaming elements with educational content, aiming to strike a balance

between theoretical knowledge and practical application. As highlighted by Chen et

al. (2018), this method provides students with opportunities to engage with complex

learning environments and achieve specific learning objectives. In the context of

English-language learning, Mozelius and Hettiarachchi (2018) emphasizing the

effectiveness of game-based learning in enhancing language acquisition and

proficiency. Through interactive gameplay and immersive experiences, students can

actively participate in language activities, such as vocabulary acquisition, grammar

practice, and language fluency exercises. Moreover, game-based learning fosters a

supportive and motivating learning environment, encouraging students to persist in

their language-learning endeavors. By leveraging the inherent engagement and

enjoyment of gaming, educators can effectively promote language learning outcomes

and cultivate students ‘enthusiasm for mastering a new language. Overall, the

integration game-based learning strategies offers a promising approach to enhancing

English-language learning outcomes and facilitating students ‘linguistic development.

Subramaniam et al. (2018) suggest that online platform offer improved and

more captivating instructional methods for students in contrast to conventional

teaching approaches. These digital tools utilize a variety of multimedia resources and

interactive features to enhance the learning process. They empower educators to

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customize lessons to suit individual student preferences and learning styles.

Additionally, the interactive nature of online learning fosters greater student

engagement and collaboration. Unlike traditional methods, online platforms provide

increased accessibility and flexibility, allowing students to engage with educational

content at their own pace and convenience. Overall, the incorporation of online

platforms has the potential to revolutionize teaching methodologies and enrich

students’ educational experiences.

The study conducted by Pan and colleagues in 2022 examines the detrimental

effects of excessive internet usage and gaming on the cognitive abilities of students.

Prolonged screen time diminishes critical thinking skills, attention span, and memory

retention among students. Additionally, it can lead to heightened levels of stress,

anxiety, and depression, along with physical health issues like obesity and poor

posture. Addressing the issue requires collaboration among educators, parents, and

policymakers, who can promote digital literacy, set limits on screen time, and

encourage alternative activities that stimulate cognitive development. By fostering a

balance approach to technology use and promoting healthy lifestyle habits,

stakeholders can mitigate the negative impact of excessive screen time on students’

academic performance and overall well-being.

The escalation in daily gaming among adolescents indicates a heightened risk

of developing gaming addiction, as noted by Esposito et al. (2020) and Kesici (2020).

This trend reflects a concerning pattern wherein increased exposure to gaming

platforms correlates with greater likelihood of addiction. Conversely, Kesici (2020)

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highlights that higher levels of education may serve as a protective factor against

gaming addiction may serve as a protective factor against gaming addiction,

suggesting that individuals with greater educational attainment are less susceptible to

addictive behaviors related to gaming. This finding underscores the importance of

considering socio-demographic factors such as educational background in

understanding the dynamics of gaming addiction. It implies that interventions

targeting educational opportunities and promoting awareness about the risks

associated with excessive gaming could be effective in mitigating addiction among

adolescents. By addressing both the individual risk factors and broader social

determinants, efforts to combat gaming addiction can be more targeted and

comprehensive.

Conclusion

This study summarizes the key points from the discussion, the researchers emphasize

the main takeaways from the research and the importance of the finding:

1. The Pretest Learning Performance: The study revealed distinct descriptions

of students’ learning performance before the intervention. In essence, when

students are divided into experimental and control groups, the pre-intervention

evaluation of their learning performance offers important information about

their initial level of academic engagement and achievement. Targeted

interventions are necessary, as evidenced by the initial differences in learning

performance between the two groups. Going further, the intervention

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program's execution presents a chance to resolve these gaps and possibly

enhance overall learning outcomes.

2. The Post-Test Learning Performance: Based on the study, students' learning

performance after the intervention has improved compared before the

intervention. By analyzing it, the researchers were able to gain insight into

how the intervention and the game-based learning activities and discussion has

impacted students' academic performance.

3. Significance Difference in Learning Performance: Analysis of the data

indicated a statistically significant difference in students learning performance

before and after the intervention, highlighting the effectiveness of interactive

game-based learning activities and discussion in enhancing learning outcomes.

The comparison of pre-test and post-test results underscores the impact of

targeted interventions on student learning performance, emphasizing the need

for ongoing assessment and adaptation of instructional approaches to foster

holistic development among all students. Moreover, there is significant

difference in the student’s performance before and after the intervention

underscores the profound impact of well-designed and carefully executed

educational interventions. This disparity serves as compelling evidence of the

effectiveness of interactive game-based learning activities and discussion in

promoting academic growth and achievement among students. It reinforces

the notion that innovative and engaging instructional approaches can serve as

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powerful catalysts for facilitating holistic development and fostering a culture

of continuous improvement in educational settings.

4. Perception of Students towards Game-Based Learning: Through surveys

or qualitative assessments, the study provided insights into student perceptions

of game-based learning activities and discussions, indicating overall positive

attitudes and engagement with the approach. As it effectively captures and

maintain the attention of students throughout the entire discussion. This

indicates that integrating game-based learning into teaching and learning

fosters engagement and enhances the overall learning experience of the

students.

5. Recommendations for Adoption: Based on the findings, the study

recommended specific game-based learning activities to adopted by teachers

to enhance students learning performances in English classrooms. These

recommendations are informed by empirical evidence gathered throughout the

research process. In addition, based on the findings, the output of the study

may be adopted for implementation or may be considered for implementation.

Recommendations:

According to the study's results, the researchers suggest the following practical advice

for teachers, students, and school administrators:

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Based from the study's conclusions, the following recommendations are suggested.

1. Apply Game-based learning to other content areas of English to know if it is

effective, by choosing interesting, captivating activities that hold learners’

attention while still emphasizing important ideas. While making sure that game-

based learning activities are smoothly incorporated into the curriculum so that

they enrich more and supplement conventional teaching techniques rather than

taking their place.

2. To improve learning performance post-intervention, educators should tailor

instructional strategies to address specific weaknesses identified in the

experimental group, while also providing additional support for challenging

topics across both groups.

3. Monitor Student Engagement: Monitor students' engagement and participation

during interactive game-based learning activities and discussions to ensure that

they are actively involved and benefiting from the learning experience. This

could involve observing student interactions, soliciting feedback, and making

adjustments as needed to optimize learning outcomes.

4. To address the perception of students towards game-based learning activities

and discussions, it is essential for the teacher to be proficient in utilizing

interactive game-based learning activities. Another thing is to provide seminar

or workshops related to the usage of Game-Based Learning. Thus, Educators

should assess the suitability of these activities for each lesson or topic

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beforehand and maintain a balance in their use, taking into account potential

interruptions and the risk of students not taking them seriously. This approach

ensures an effective integration of game-based learning while considering

students' perceptions and engagement.

5. Based on the research findings, it is recommended to integrate interactive game-

based learning activities and discussions into English language instruction to

enhance student performance. Incorporating a variety of engaging game-based

activities, including role playing can increase student motivation and

participation. Utilizing digital platforms and mobile applications tailored to

language learning provides students with opportunities for personalized and

interactive learning experiences. Additionally, fostering meaningful discussions

and collaborative learning environments can deepen students' understanding of

language concepts while promoting critical thinking and communication skills.

Continuous professional development for educators on effective implementation

strategies for game-based learning is crucial to ensure sustained success in

enhancing student performance. Embracing this holistic approach has the

potential to create a positive and dynamic learning environment that intensifies

student engagement and achievement in English language classrooms.

6. Share Best Practices: Foster a culture of sharing best practices and collaborative

learning among teachers by creating platforms or forums where educators can

exchange ideas, strategies, and resources related to the implementation of game-

based learning activities and discussions in the English classroom.

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LIMITATIONS OF THE STUDY/ FUTURE RESEARCH DIRECTIONS

A limitation of the study is that the sections or groups used as respondents must

have similar levels of achievement in the classroom This ensures that any differences

observed between the experimental and control groups can be attributed to the

intervention or treatment being tested, and not to pre-existing differences in levels

efficiency.

Future researchers should carefully consider the composition of their study

groups to ensure comparability and minimize confounding factors Another limitation

concerns the potential impact of pretest on posttest results If the pretest itself influences

a student's posttest performance, it could bias the results and make it difficult to

accurately measure the true impact of the intervention. Future researchers should

explore strategies to alleviate this limitation, such as implementing a washout period

between pretest and posttest or using alternative assessment methods that are less

susceptible to influenced by knowledge or previous knowledge.

Regarding future directions, researchers should attempt to address these

limitations by implementing more rigorous study designs This may include randomized

controlled trials, in which participants are randomly assigned to an experimental or

control group, ensuring a balanced distribution of performance levels Additionally,

researchers may consider using alternative assessment methods that are less sensitive to

the influence of previous tests.

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Additionally, future studies could explore the long-term effects of the

intervention by conducting follow-up assessments to determine whether the observed

performance improvements are maintained over time or not This will enable a better

understanding of the impact of the intervention and its potential for long-term benefits.

Overall, by addressing these limitations and considering future directions,

researchers can improve the validity and reliability of their findings, thereby

contributing to improving Gain a deeper understanding of the effectiveness of

interventions in educational settings.

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Harding, E. (2023, January 18). Learn the science behind gamified learning, the difference
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Hui, H. B., & Mahmud, M. S. (2023). Influence of game-based learning in mathematics

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Katelynstout. (2023, June 17). Game-Based Learning - Katelynstout - medium. Medium.
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2a75d82950d#:~:text=According%20to%20Grand%20Canyon
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Psychology, 33(2), 152–159. https://doi.org/10.1002/acp.3482
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4KJBgA
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Language (TATEFL), 4(1), 25–30. https://doi.org/10.36663/tatefl.v4i1.492
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APPENDICES
APPENDIX A
Letter of Permission to Conduct the Study

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APPENDIX B
Letter of Permission to Conduct the Study

APPENDIX C
Instrument

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APPENDIX C
Instrument

PRE-TEST

Name: ________________________________________________
Year and Section: ______________________________________

Directions: Encircle the letter of the correct answer.

Test I: Easy
1. This is also known as an informal style. There is free and easy participation of both
speaker and listener.
A. Conversational style C. Consultative style
B. Frozen style D. Casual style

2. This style is described by an economy of words, with a high chance of nonverbal

communication.
A. Conversational style C. Intimate style
B. Casual style D. Consultative style

3. This style is also known as fixed speech, it is the highest form of communicative
style, which is often used in respectful situations or formal ceremonies like
Shakespearean plays, weddings, funerals, and more.
A. Frozen style C. Conversational style
B. Consultative style D. Casual style

4. This style is used in conversations between friends and insiders who have
something to share and have shared background information.
A. Casual style B. Frozen style

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C. Consultative style D. Conversational style

5. This style is considered the third level of language. The speaker supplies
background information while the listener participates continuously.
A. Consultative style C. Frozen style
B. Conversational style D. Casual style

6. It is a communicative style that uses private languages within the family and close
friends.
A. Conversational C. Intimate
B. Consultative D. Casual

7. Your classmate is asking for you to accept his friend request which you have
responded to. What communicative style do you have to use?
A. Intimate C. Casual
B. Consultative D. Conversational

8. What communicative style is best for the situation? You wanted to know from your
class adviser how well you have performed this school year.
A. Consultative C. Conversational
B. Casual D. Intimate

9. This type of communicative style is used in semi-formal communication. Sentences

tend to be shorter and spontaneous. The speaker does not usually plan what to say.
A. Consultative C. Casual
B. Intimate D. Frozen

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10. This communicative style is used in speaking to medium to large groups. What
the speaker says is something that is prepared ahead of time. It also avoids the used of
slang terminologies.
A. Casual C. Intimate
B. Frozen D. Consultative

Test II: Average

11. It is a kind of speech style that is used in marriage ceremonies.
A. Casual C. Consultative
B. Intimate D. Frozen
12. It is a kind of speech style that is used for job interviews.
A. Intimate C. Frozen
B. Conversational D. Casual

13. It is characterized with complete absence of social inhibitions. It is usually done in

private.
A. Frozen C. Intimate
B. Casual D. Consultative

14. Counselor and client used this type of speech style.

A. Consultative C. Casual
B. Intimate D. Frozen

15. When the participants your colleagues, what communicative style is used?
A. Casual C. Conversational
B. Intimate D. Frozen

16. The speaker gives an additional explanation when using what communicative
style?

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A. Casual C. Conversational
B. Intimate D. Frozen

17. We are using _____ communicative style when reciting DepEd mission, vision,
core values.
A. Casual C. Intimate
B. Consultative D. Frozen

18. When customer service agent and client, we used this type of communicative
style.
A. Casual C. Intimate
B. Consultative D. Frozen

19. "Presenting a research data". What do you think is the communicative style being
used?
A. Casual C. Formal
B. Consultative D. Conversational

20. A news anchor delivering his news.

A. Casual C. Formal
B. Consultative D. Intimate

Test III: Difficult

21. Which of the following situations call for a casual speech style?
A. Delivering an oratorical speech
B. Talking to a friend via Messenger
C. Leading a prayer for COVID-19 patients
D. Opening up to your family about your mental health problem

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22. Which of the following situations use an intimate speech style?

A. Delivering an oratorical speech
B. Talking to a friend via Messenger
C. Opening up to your family about your mental health problem
D. Leading a prayer for COVID-19 patients

23. Which of the following sentence DOES NOT describe the casual or informal
style?
A. Its casual language uses words or phrases that are shortened like “I’m doing it my
way."
B. A simple greeting with those you know well.
C. This speech style uses listener participation and feedback.
D. Casual or informal style has ellipsis: it allows the use of slang, profanity, and
unconventional English words.

24. Which of the following situations need a consultative speech style?

A. Delivering campaign speeches
B. Talking to a counselor or psychiatrist
C. Giving last-minute instructions to medical volunteers
D. Delivering a speech at the ASEAN summit

25. What is the best statement for the situation? school principal to teacher.
A. Hey, get over here, Santos!
B. Ms. Santos, could you come here for a moment?
C. I need to talk to you
D. Come here, faster!

26. What is the best statement for the situation? brother to sister
A. Pardon me, can you please get ready?

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B. Hurry up!
C. May I request for you to hurry up?
D. Please make it faster!

27. This uses "group language" so only members can understand it.
A. Intimate C. Casual
B. Frozen D. Conversational

28. Frozen, Casual, Intimate, Consultative styles are also called language register.
A. True C. False
B. Partially True D. Partially false

29. Using correct grammar usage should be applied when talking with your best
friend.
A. True C. Partially True
B. False D. Partially false

30. Couple talking about their future plans, family sharing ideas, very close friends
sharing secrets. This is an example of?
A. Intimate Communicative Style
B. Frozen Communicative Style
C. Casual Communicative Style
D. Consultative Communicative Style

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POST TEST

Name: ________________________________________________
Year and Section: ______________________________________

Direction: Encircle the letter of the correct answer.

Test I: Easy
1. This style is considered the third level of language. The speaker supplies
background information while the listener participates continuously.
A. Consultative style C. Frozen style
B. Conversational style D. Casual style

2. It is a communicative style that uses private languages within the family and close
friends.
A. Conversational C. Intimate
B. Consultative D. Casual

3. Your classmate is asking for you to accept his friend request which you have
responded to. What communicative style do you have to use?
A. Intimate C. Casual
B. Consultative D. Conversational

4. What communicative style is best for the situation? You wanted to know from your
class adviser how well you have performed this school year.

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A. Consultative C. Conversational
B. Casual D. Intimate

5. This type of communicative style is used in semi-formal communication. Sentences

tend to be shorter and spontaneous. The speaker does not usually plan what to say.
A. Consultative C. Casual
B. Intimate D. Frozen

6. This communicative style is used in speaking to medium to large groups. What the
speaker says is something that is prepared ahead of time. It also avoids the used of
slang terminologies.
A. Casual C. Intimate
B. Frozen D. Consultative

7. This is also known as an informal style. There is free and easy participation of both
speaker and listener.
A. Conversational style C. Consultative style
B. Frozen style D. Casual style

8. This style is described by an economy of words, with a high chance of nonverbal

communication.
A. Conversational style C. Intimate style
B. Casual style D. Consultative style

9. This style is also known as fixed speech, it is the highest form of communicative
style, which is often used in respectful situations or formal ceremonies like
Shakespearean plays, weddings, funerals, and more.
A. Frozen style C. Conversational style
B. Consultative style D. Casual style

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10. This style is used in conversations between friends and insiders who have
something to share and have shared background information.
A. Casual style C. Consultative style
B. Frozen style D. Conversational style
Test II: Average
11. The speaker gives an additional explanation when using what communicative
style?
A. Casual C. Conversational
B. Intimate D. Frozen

12. We are using _____ communicative style when reciting DepEd mission, vision,
core values.
A. Casual C. Intimate
B. Consultative D. Frozen

13. When customer service agent and client, we used this type of communicative
style.
A. Casual C. Intimate
B. Consultative D. Frozen

14. "Presenting a research data". What do you think is the communicative style being
used?
A. Casual C. Formal
B. Consultative D. Conversational

15. A news anchor delivering his news.

A. Casual C. Formal
B. Consultative D. Intimate

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16. It is a kind of speech style that is used in marriage ceremonies.

A. Casual C. Consultative
B. Intimate D. Frozen
17. It is a kind of speech style that is used for job interviews.
A. Intimate C. Frozen
B. Conversational D. Casual

18. It is characterized with complete absence of social inhibitions. It is usually done in

private.
A. Frozen C. Intimate
B. Casual D. Consultative

19. Counselor and client. What type of speech style is use?

A. Consultative C. Casual
B. Intimate D. Frozen

20. When the participants your colleagues, what communicative style is used?
A. Casual C. Conversational
B. Intimate D. Frozen

Test III: Difficult

21. Which of the following situations call for a casual speech style?
A. Delivering an oratorical speech
B. Talking to a friend via Messenger
C. Leading a prayer for COVID-19 patients
D. Opening up to your family about your mental health problem

22. Which of the following situations use an intimate speech style?

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A. Delivering an oratorical speech

B. Talking to a friend via Messenger
C. Opening up to your family about your mental health problem
D. Leading a prayer for COVID-19 patients
23. Which of the following sentence DOES NOT describe the casual or informal
style?
A. Its casual language uses words or phrases that are shortened like “I’m doing it my
way."
B. A simple greeting with those you know well.
C. This speech style uses listener participation and feedback.
D. Casual or informal style has ellipsis: it allows the use of slang, profanity, and
unconventional English words.

24. Which of the following situations need a consultative speech style?

A. Delivering campaign speeches
B. Talking to a counselor or psychiatrist
C. Giving last-minute instructions to medical volunteers
D. Delivering a speech at the ASEAN summit

25. What is the best statement for the situation? school principal to teacher.
A. Hey, get over here, Santos!
B. Ms. Santos, could you come here for a moment?
C. I need to talk to you
D. Come here, faster!

26. What is the best statement for the situation? brother to sister
A. Pardon me, can you please get ready?
B. Hurry up!
C. May I request for you to hurry up?

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D. Please make it faster!

27. This uses "group language" so only members can understand it.
A. Intimate C. Casual
B. Frozen D. Conversatio

28. Frozen, Casual, Intimate, Consultative styles are also called language register.
A. True C. False
B. Partially True D. Partially false

29. Using correct grammar usage should be applied when talking with your best
friend.
A. True C. Partially True
B. False D. Partially false

30. Couple talking about their future plans, family sharing ideas, very close friends
sharing secrets. This is an example of?
A. Intimate Communicative Style
B. Frozen Communicative Style
C. Casual Communicative Style
D. Consultative Communicative Style

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GAME-BASED LEARNING ACTIVITY

QUIZIZZ
https://quizizz.com%2Fadmin%2Fquiz%2F6571210234a6782f9675a351%3Fsource
%3Dquiz_share&h=AT0pf88FLxf3vIP5aJdiMsmvt2EpZ16H1f07D512lvM3MKvOtxpqGUsoIMfC3Nv
YT_JzfLBz7-5V3UnSjpODuTo1bJcpB42-AzwdfTUEpdjVfX-R8d6KLoHfl5Xkr_iWF-MGNg

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SURVEY QUESTIONNAIRE
Research Title: Utilization of Interactive Game-Based Learning Activities and
Discussion in English: Intensifying Performance in Learning

Good day! We are conducting a research survey as part of our academic study. Your
participation is entirely voluntary, and you have the right to withdraw at any point
during the survey without any consequence. All data collected will be anonymized,
ensuring that your individual responses cannot be identified. Your participation will be
highly valued and become part of our research success. Thank you and God Bless!

Name (Optional): ________________________________________________

Directions: For each statement, you can mark your level of agreement or disagreement
by placing an (✓) in the appropriate space on the checklist. This will help you assess
your opinions and experiences with game-based learning in English. Use the code
below as reference in answering this survey:

4 = Strongly Agree 3 = Agree 2 = Disagree 1 = Strongly Disagree

Question 4 3 2 1
1. I feel that game-based learning activities enhances my
engagement in the classroom.
2. I feel that game-based learning activities enhances my
speaking and communication skills.
3. I feel that game-based learning activities enhances my
problem-solving skills.
4. I feel that game-based learning activities enhances my
retention compared to traditional teaching methods.
5. I think that game-based learning activities enhances my
enthusiasm for the English subject.
6. I think that game-based learning activities enhances my
performance in English language skills
7. I think that game-based learning activities enhances my
overall academic performance.
8. I think that game-based learning activities enhances my
writing skills.
9. I find Game-based learning fun and enjoyable way to
learn.
10. I think that “game-based simulated learning materials”
could help me apply what I learned.

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Question 4 3 2 1
11. I think game-based learning encourage collaboration
with peers

12. I feel that game-based learning activities made the

learning process more engaging for me.
13. I feel that game-based learning helped me understand
more the course material.
14. I prefer more game-based learning activities in class
15. I feel that these game-based activities motivate me to
participate more actively in class

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APPENDIX D
Validation of Instrument

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APPENDIX E
Letter of Consent

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APPENDIX E
Documentation

Pretest of Control Group

Pretest of Experimental Group

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Intervention of Control Group

Intervention of Experimental Group

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Post-test of Experimental Group

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APPENDIX F
Curriculum Vitae

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Marlyn B. Consigo
Purok 7 Mandasig, Candaba, Pampanga
Contact #: +63977-151-0256
Email: [email protected]

ACADEMIC BACKGROUND

Secondary (Senior) : PASIG NATIONAL HIGH SCHOOL

Pasig, Candaba, Pampanga
2019- 2021
Secondary (Junior) : PASIG NATIONAL HIGH SCHOOL
Pasig, Candaba, Pampanga
2015 – 2021
Primary : PASIG ELEMENTARY SCHOOL
Pasig, Candaba, Pampanga
2009 – 2015

PERSONAL INFORMATION
Date of Birth : October 16, 2002
Place of Birth : Mandasig, Candaba, Pampanga
Age : 21 years old
Gender : Female
Nationality : Filipino
Religion : Apostolic Christian
Height : 167 cm.
Weight : 103 lbs.

I hereby certify that all information mentioned above is correct and true with the
best of my knowledge.

Marlyn B. Consigo
Researcher

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HOLY CROSS COLLEGE

Rose Jane M. Gonzales

Purok 1, Gulap Candaba, Pampanga
Contact #: +63905-840-4523
Email: [email protected]

ACADEMIC BACKGROUND

Secondary (Senior) : HOLY CROSS COLLEGE

Sta. Lucia, Sta. Ana, Pampanga
2019- 2021
Secondary (Junior) : PARALAYA HIGH SCHOOL
Candaba, Pampanga
2015 – 2021
Primary : CANDABA ELEMENTARY SCHOOL
Buas, Pampanga
2009 – 2015

PERSONAL INFORMATION
Date of Birth : June 11, 2003
Place of Birth : San Luis, Pampanga
Age : 20 years old
Gender : Female
Nationality : Filipino
Religion : Roman Catholic
Height : 152 cm.
Weight : 110 lbs.

I hereby certify that all information mentioned above is correct and true with the
best of my knowledge.

Rose Jane M. Gonzales

Researcher

98
 Utilization of Interactive Game-Based Learning Activities and Discussion in
English: Intensifying Performance in Learning

HOLY CROSS COLLEGE

Rhonette Tim L. Limjoco

Purok 5, Paralaya, Candaba, Pampanga
Contact #: +63976-100-4669
Email: [email protected]

ACADEMIC BACKGROUND

Secondary (Senior) : HOLY CROSS COLLEGE

Sta. Lucia, Sta. Ana, Pampanga
2019- 2021
Secondary (Junior) : PARALAYA HIGH SCHOOL
Candaba, Pampanga
2015 – 2021
Primary : CANDABA ELEMENTARY SCHOOL
Buas, Pampanga
2009 – 2015

PERSONAL INFORMATION
Date of Birth : September 04, 2002
Place of Birth : San Fernando, Pampanga
Age : 21 years old
Gender : Female
Nationality : Filipino
Religion : Christian
Height : 160 cm.
Weight : 143 lbs.

I hereby certify that all information mentioned above is correct and true with the
best of my knowledge.

Rhonette Tim L. Limjoco

Researcher

99
 Utilization of Interactive Game-Based Learning Activities and Discussion in
English: Intensifying Performance in Learning

HOLY CROSS COLLEGE

Alessandra Jane L. Pacheco

232-A Sta. Catalina, San Luis, Pampanga
Contact #: +63910-529-2259
Email: [email protected]

ACADEMIC BACKGROUND

Secondary (Senior) : HOLY CROSS COLLEGE

Sta. Lucia, Sta. Ana, Pampanga
2019- 2021
Secondary (Junior) : STA. CATALINA HIGH SCHOOL
Sta. Catalina, San Luis, Pampanga
2015 – 2021
Primary : STA. BARBARA ELEMENTARY SCHOOL
Sta. Catalina, San Luis, Pampanga
2009 – 2015

PERSONAL INFORMATION
Date of Birth : November 24, 2002
Place of Birth : San Luis District Hospital
Age : 21 years old
Gender : Female
Nationality : Filipino
Religion : Roman Catholic
Height : 160 cm.
Weight : 143 lbs.

I hereby certify that all information mentioned above is correct and true with the
best of my knowledge.

Alessandra Jane L. Pacheco

Researcher

100
 Utilization of Interactive Game-Based Learning Activities and Discussion in
English: Intensifying Performance in Learning

HOLY CROSS COLLEGE

Angelica S. Sagum
Purok 5, Paralaya, Candaba, Pampanga
Contact #: +63965-956-8073
Email: [email protected]

ACADEMIC BACKGROUND

Secondary (Senior) : SAN LUIS NATIONAL HIGH SCHOOL

San Luis, Pampanga
2019- 2021
Secondary (Junior) : SAN LUIS NATIONAL HIGH SCHOOL
San Luis, Pampanga
2015 – 2021
Primary : SAN LUIS ELEMENTARY SCHOOL
San Luis, Pampanga
2009 – 2015

PERSONAL INFORMATION
Date of Birth : September 27, 2002
Place of Birth : San Luis District Hospital
Age : 21 years old
Gender : Female
Nationality : Filipino
Religion : Roman Catholic
Height : 155 cm.
Weight : 99 lbs.

I hereby certify that all information mentioned above is correct and true with the
best of my knowledge.

Angelica S. Sagum
Researcher

101