The Impact of Gamification on Students Engagement and Learning Outcomes among the

Grade 9 students of RC- Alkhwarizmi International College Foundation Inc. - Science

Laboratory School

A Research Paper Submitted to the

Faculty of Junior High School Department

RC- Alkhwarizmi International College Foundation Inc.

Science Laboratory School

In Partial Fulfillment of the Requirements for the

Research 9 (Quantitative Research)

S.Y: 2024-2025

Presented by:

Lomangco, Norjadeedah E.

Capampangan, Amira Johara T.

Dimangandam, Alliana D.

Ampaso, Habiba I.

February 2025
 Chapter 1

THE PROBLEM AND SCOPE

Introduction

Gamification is a game-like elements and mechanics in non-game contexts like

education, to boosts students engagement and motivations to help them increase and improve

their learning. In the case of students engagement means transforming learning into a more

interactive and fun type game for students. This research helps students by making them focused

on learning and by influencing and improving them through the gamification challenges.

Gamification gives you badges as a reward for completing levels, and overcoming many

challenges.

Gamified learning solutions can make learning fun and engrossing by introducing

elements such as levels, rewards, leaderboards, and competition. This encourages students to stay

engaged and motivated to learn. Additionally, research has shown that gamification can lead to

improved learning outcomes, such as improved performance, increased retention of information,

and better problem-solving skills. Gamification of education is a strategy for increasing

engagement by incorporating game elements into an educational environment (Dichev and

Dicheva 2017). The goal is to generate levels of involvement equal to what games can usually

produce (Fardo 2014). The main goals of gamification are to enhance certain abilities, introduce

objectives that give learning a purpose, engage students, optimize learning, support behavior

change, and socialize (Knutas et al. 2014).

 One of the impacts of Gamification on Students’ Learning is it can make learning fun and

rewarding, which helps boost students’ intrinsic motivation. Participating in gamified exercises

gives students a feeling of pleasure and achievement that urges them to participate in their

studies.

Students highly regarded gamification as an effective educational approach that can increase

their learning outcomes, engagement, productivity, and motivation and trigger both their intrinsic

and extrinsic motivation. The learning experience become more enjoyable and students’ basic

needs in terms of autonomy, competence and sufficiency, and relatedness and sense of belonging

were met.

Furthermore, Gamification use interactive activities such as quizzes, simulations, and

challenges to make learning more interactive and engaging. It promote students to work

collaboratively and compete against each other to foster a sense of community and

motivation.Also, the compatibility of games with active learning methods and effective learning

has caused interest in using games and gamification in teaching and learning

Moreover, when gamification thoughtfully implemented, can be a powerful tool for

engaging grade 9 students, enhancing their learning outcomes, and fostering positive

communication and behaviors. By leveraging the inherent appeal of games, gamified learning

environments can create a more motivating and enjoyable learning experience, leading to

improved academic performance and the development of valuable life skills. However, it's

essential to address potential concerns, ensure equitable access, and provide teachers with the

necessary training and support to harness the full potential of this innovative approach.

Theoretical Framework
 The aim of the study is to anchored in some theories which are related to support the main

purpose of the study.

This theory discusses how to feel in control and how to make choices when it comes to

gaming. It teaches you how to make the game effective to the users and capable of playing the

games. It makes you feel connected and valued. The purpose of this theory is to enhance one's

engagement, increased motivation of the users, better performance, and improved well being to

make it short, it improves your capabilities mentally and physically. It helps you how to choose

tasks, how to level up, and how to be in leaderboards or social interactions. This theory assess

students autonomy competence and relatedness measure essential motivation and engagement. It

evaluate learning outcomes and academic performance, develop evidence based gamification

strategies, improve student engagement and learning outcomes, contribute to the understanding

of gamification's impact on education. (deci & Ryan, 2000)

This theory explains how gamification fulfills students psychological needs. This provides

points or badges satisfying basic needs.This offers a secure structured environment, fosters social

connections teamwotk and community, recognizes achievements boosting self esteem and

confidence and lastly it encourages creativity, problem solving. and personal growth.

Gamification addresses maslow needs by providing instant gratification, offering challenges,

and achievable goals facilitating social interaction, and collaboration. Gamification increases

engagement as needs are fulfilled. Students motivation and satisification improve learning

outcomes and academic performance. By understanding maslow's hierarchy of needs educators

and game designers can create more effective gamification strategies motivation and enhancing

student engagement. (Abraham Maslow, 1943).

 This theory supports the main idea by enhancing one's capabilities. It clear goals and

feedback. It helps to achieve awards in hard challenges. It tracks your progress other than that, it

also increase value, it makes you have special rewards and incentives, meaningful learning

outcomes and enjoyable experiences. It supports gamification by encouraging one to do

activities, it increases motivation and led to befter academic performance. It enhances student

satisfication, it makes you enjoy experiences. Example sof evt in gamification are duolingo, it

helps you clear goals and track your progress, khan academy, it gives you meaningful learning

outcomes badges and rewards, Classcraft it gives you opportunities for skill building, social

recognition. By applying expectancy-value theory, educators and game designers can create

effective gamification strategies, enhancing student engagement, motivation, and learning

outcomes. (John W. Atkinson, 1964)

This theory talks about beliefs about one's ability to succeed Seeing Actual

achievements.controlling own learning and behavior. It enhances self efficacy by achieving

challenges and leveling up. Observing peers' successes It helps you how to manage stress and

anxiety. The benefits of this theory in gamification is it improve self eficasy and confidence

better learning outcomes and academic performance, increased resilience and perseverance.

Examples of it are codecombat, it makes you master your experiences. peer observation,

Classcraft, verbal persuasion, encouragement, and self regulation. Duolingo makes you feel

emotional state management, relaxation modes. By applying self efficacy theory, educators and

game designers can create effective gamification strategies, enhancing student engagement,

motivation, and learning outcomes. (Albert Bandura, 1977)

Conceptual Framework
 This study focuses on the impact of Gamification on Student engagement and Learning

outcomes among the Grade 9 students of RC-Alkhwarizmi international college foundation Inc.-

Science Laboratory School. The independent variable is the respondent’s profile in terms of age,

sex and section. The dependent variable is the impact of gamification on students egagement and

learning outcomes among the grade 9 students. Also, this study aims to get what is the

relationship between the dependent variable and independent variable. The result of this study

was the basis of the remedies and solutions that will be drawn from the implications of this
Respondent's Profile in The Impact of Gamification
paper.
terms of: on Students Engagement and
Learning Outcomes among the
I
a.) Age Grade 9 students of RC-
M
INDEPENDENT
b.) Sex VARIABLE Alkhwarizmi
DEPENDENT International
VARIABLE OUTPUT
College Foundation Inc.- P
c.) Section Science Laboratory School L

Figure 1. Schematic Diagram of the Conceptual Framework of the study

Statement of the Problem

This study aimed to determine the impact of gamification on students engagement and

learning outcomes among the grade 9 students of RC-Alkhwarizmi international college

foundation Inc.- science laboratory school. This is specifically focused on the following

questions:

1.) What is the profile of the respondents in terms of:

1.1. Age

1.2. Sex

1.3. Section

2.) What is the impact of gamification on students engagement and learning outcomes among

the grade 9 students of RC- Alkhwarizmi International college foundation Inc.- Science

Laboratory School.

3.) What is the implication of the study.

Significance of the study

Students. This study will help them increased their motivation, improved engagement and

enhance learning experiences. Gamification can make learning more fun and exciting that can

increased their motivation and a desire to continue learning. It helps student to stay focused and

gain lots of new knowledge leading to a better learning. Gamification can provide a more

personalized and interactive learning experiences, making it more enjoyable and memorable.
 Parents. Gamification offers opportunities to engage their children in learning, it also raises

concerns about screen time and the potential for distraction.

Future Researchers. In this study serves as a foundation for future research on

gamification in educational contexts. Subsequent researchers can build upon these findings by

exploring the impact of gamification across different age groups, subjects, and educational

settings. Investigating the long-term effects of gamification on student learning and engagement,

as well as parental involvement and perceptions, can provide deeper insights into the efficacy of

gamified learning environments.

Scope and Limitation

The present inquiry is focused on assessing the degree of engagement and learning of Grade 9

in RC-Alkhwarizmi International College Foundation Inc. – Science Laboratory School students

produced through the use of gamification. This research also investigates how the authors’ own

composed and implemented the gamified activities with regards to points, levels, badges and

challengers boost students engagement, motivation and most importantly performance. The

approach taken in this research is a combination of quantitative and qualitative approaches and

data which includes pretests, surveys and interviews in order to comprehend the effect of

gamification on this context fully.

While the present study offers important observations on the benefits of gamification in this

context, every selection has some limitations that need to be mentioned. These results are highly

influenced by the context which means they cannot be applied to any other grade, school or field

of study. The number of participants of the study is also quite limited as it is centered on only a

specific group of grade 9 learners in the school. The smaller number of participants may also
present a limitation for the goal of generalizing the outcomes of the study. Within the limitations,

this research provides useful insight on educational gamification in the environment of RC-

Alkhwarizmi - Science Laboratory School.

Definition of terms

The following terminology is operationally defined to fully understand the study. The aim is

to establish a shared understanding of this terms, enabling effective communication and

facilitating a comprehensive grasp of the study's findings.

Active Learning. This teaching approach emphasizes student involvement and engagement

in the learning process. This study aims to explore how gamification can serve as a form of

active learning, allowing researchers to examine various aspects of gamification and its potential

to foster a deeper understanding in an active learning environment (Bonwell & Eison, 1991).

Extrinsic Motivation. Refers to external factors or rewards that influence an individual's

behavior. This study investigates the role of extrinsic motivators within gamified learning

environments, assessing whether rewards, points, or other external incentives can enhance

student engagement and improve learning outcomes in a gamified classroom (Deci & Ryan,

2000).

Gamification. The application of game design elements in non-game contexts, such as

education, to enhance engagement, motivation, and effectiveness. This research focuses on the

effects of gamification on student engagement and learning outcomes in a Grade 9 class,

evaluating whether the introduction of game elements leads to a more enjoyable learning
experience and improved academic performance compared to traditional instructional methods

(Deterding et al., 2011).

Intrinsic Motivation. The internal drive or desire to engage in an activity for its inherent

satisfaction and enjoyment. This study explores the potential of gamification to enhance students'

intrinsic motivation by incorporating game elements, aiming to determine if gamification can

create a more enjoyable and rewarding learning experience, thereby increasing students' intrinsic

desire to learn (Ryan & Deci, 2000).

Learning Outcomes. The specific skills, knowledge, and abilities that students are

expected to acquire and demonstrate as a result of a particular learning experience. This research

evaluates the impact of gamification on students' learning outcomes in science, focusing on their

understanding of concepts, ability to apply principles, and overall performance through various

assessments (Bloom, 1956).

Student Participation. The level of active engagement, interest, and involvement that

students exhibit in their learning activities. This study aims to measure student engagement in

game-based lessons compared to conventional teaching approaches, providing insights into the

effectiveness of gamified learning (Fredericks et al., 2004).

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a selection of related literature and studies, incorporating concepts

relevant to the study: The Impact of Gamification on Student Engagement among Grade 9

Students of RC Al Khwarizmians International College Foundation Incorporated, Science

Laboratory S.Y. 2024-2025. This literature review aims to establish a foundation o for

understanding how gamification affects student engagement and learning outcomes in

educational settings.

Related Literature

According to Huotari and Hamari (2017), Gamification aims to promote students1

psychological outcomes.These psychological outcomes further serve as intermediaries between

behavioral effects and gamified value creation. In other 4, although the visibility of the system

may cause the fluctuation of psychological states and emotions, the designer can regulate the

fluctuating behavior to create value. The gamification option is limited to the trachers’

imagination and encourages more efficient and participatory learning. Gamification success

comes from competition, both for yourself and your peers. The learning impact of competition is

based on social interaction and students’ desire to see their names at the top of scoring list

compare their scores with peer success.(Huotari and Hamari, 2017).

According to Troy Huseman (2023),The education and training industry has developed

much interest in gamification. Applying game-based elements to modify training methodology

has been dominating the ed-tech market. The gamification market estimates billions of U.S.

dollars, and this new technological innovation will likely transform the workplace
environment.Drawbacks of Gamification as one of the most beneficial ed-tech technologies,

gamification can have some drawbacks, too, impacting student engagement and learning. It is

important to be aware of these potential pitfalls and take steps to create an environment of

inclusion and respect.Gamification can sometimes be too engaging, driving students to focus

more on the game elements than the study material.Gamification have a Limited long-term

impact While gamification may increase short-term engagement, it may not have a lasting impact

on student motivation and learning outcomes (Troy Huseman, 2023).

Gamification incorporates game design elements such as points, badges, and challenges into

educational settings to enhance learning experiences. Research suggests that gamified learning

increases student motivation and engagement by fostering an interactive learning environment.

According to Lampropoulos and Sidiropoulos (2024), gamification significantly boosts learning

outcomes compared to traditional and online learning formats, especially in laboratory-based

courses where hands-on tasks are essential. The study further found that gamification encourages

both intrinsic and extrinsic motivation, leading to improved engagement and academic

performance across various learning activities.In particular, this study involved the use of

leaderboards, badges, scores, points, and nicknames.Furthermore, to ensure that the outcomes of

the study will directly reflect students’ learning outcomes and academic performance, only the

students who actively participated. (Lampropoulos & Sidiropoulos, 2024).

Related Studies

This study conducted by Khaleel, Ashaari, and Wook (2020). entitled"The impact of

gamification on Students learning engagement" specifically examined the effects of gamification

on student engagement in programming language courses—a field notorious for high dropout

rates (35-50%). The researchers implemented gamification techniques within the course and

measured their impact on student engagement. Their findings demonstrated that specific game

elements, such as points and leaderboards, positively influenced student engagement in the

experimental group compared to a control group. The study's strength lies in its focus on a

challenging subject area, highlighting the potential of gamification to improve participation and

persistence in difficult courses. However, the study's limitations include the specific context of

programming courses and the potential for selection bias in participant groups. Further research

could explore the generalizability of these findings to other subjects and student populations.

The methodology involved a comparison of an experimental group using the gamified approach

versus a control group utilizing traditional teaching method.

This Study conducted by Jun Chen, Mo Liang (2022), entitled "The Impact of

Gamification on Students’ Learning, Engagement, and Behavior Based on Their Personality

Traits" likely similar to the one by Smiderle et al. (2020), investigated the interaction between

personality traits and the effectiveness of gamification. Using a four-month experiment with 40

undergraduate students in a web-based programming environment, researchers explored how

personality factors (extroversion, openness, conscientiousness) moderated the relationship

between gamification and learning outcomes.The findings, indicating that gamification's impact

varied based on personality, underscore the importance of personalized learning approaches. A

"one-size-fits-all" gamification strategy is unlikely to be effective for all students. The small

sample size is a limitation, and future research should involve larger, more diverse samples to

confirm these findings and explore other personality dimensions. The study also likely employed
established personality inventories and measures of learning outcomes to ensure the reliability

and validity of the data.

This Study conducted by Jihoon Kim, Darla M. Castelli (2021), entitled "A Comparison

of Flipped Learning with Gamification, Traditional Learning, and Online Independent Study"

describes a comparative study of different teaching methodologies. It investigated the

effectiveness of a flipped classroom approach integrated with gamification compared to

traditional and online independent study methods in a Grade 9 mathematics class. The results,

indicating that flipped learning with gamification led to significantly better mathematics

achievement and cognitive engagement, suggest a synergistic effect between these two

approaches. The flipped classroom's emphasis on active learning and peer interaction, combined

with the motivational aspects of gamification, likely contributed to the improved outcomes.

Future research could explore the specific elements of the gamification strategy and the flipped

classroom design that contributed most to the positive results. The study also likely included

quantitative measures of student achievement and qualitative data on student engagement to

provide a more complete picture of the impact of the intervention. The absence of a specific

citation prevents further detailing of the methodology and limitations.

This study conducted by Patricia A. Jaques and Sandro Jose Rigo (2020), entitled "Play

Hard, Study Hard?" The influence of gamification on Students study engagement "examined the

influence of gamification on students' study engagement through the mediating effects of

enjoyment and self-efficacy. A questionnaire survey of 187 university students revealed that

gamification positively impacts engagement indirectly by increasing enjoyment and self-efficacy.

While the study focuses on university students, the findings suggest that similar mechanisms

might be at play in secondary school settings.

 This study conducted by Ruiz-alba Jay, Soares A. And Noto J. (2016) entitled "Assessing

the impact of gamification on student engagement and motivation" states that gamification is

gaining momentum in Higher Education (HE) as scholars begin to enquire what they can learn

from game experiences to improve students engagement and Motivation. Also gamification does

not mean using games, instead it refers to using game mechanisms or elements in contexts where

games are not usually present.

lastly gamification is expected to contribute towards enjoyment and engagement. In addition

to this, motivation is also commonly accepted as the driving force that generates student

engagement However, gamification cannot be seen as a quick fix to low student engagement as it

needs to be thoughtfully planned through before any implementation, otherwise it will just be a

game without didactic purposes.

 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter outlines the research methods that the researcher will use to carry out the

study, including the research design, study location, study participants, data gathering procedure,

and research instrumentation.

Research design

This qualitative research study will employ a descriptive research design to investigate

the impact of gamification on student engagement among Grade 9 students. Ethical

considerations, including informed consent, confidentiality, and withdrawal rights, will be

strictly adhered to. The study's findings will be reported in a clear and concise manner,

highlighting the impact of gamification on student engagement.

Locale of the study

The study will be conducted at the RC- Al Khwarizmi International College Foundation

Science Laboratory School (RC-AKIC SLS) located at the Basak Malutlut, National Highway

Marawi City, is a private school in the Marawi, Lanao Del Sur. It was established in 2008 under

the management of the Ranao Council (RC), who wanted to provide higher education program to

the Muslims in the area. The school operating on trimester currently students from kindergarten

to the Graduate School level. Its high school is a Science Laboratory School (SLS). It also has

Senior High school department that offers Academic Track.

 Figure 2. Map of the locale of the study

Respondents of the study

This study focuses on the Junior High School students of RC-AKIC SLS as its respondents.

A total of 50 students will be selected to participate in the research. To ensure fairness and equal

representation, the study employs a random sampling method. Random sampling is a technique

that provides each member of the population with an equal probability of being chosen,

minimizing selection bias. By implementing a systematic procedure, this method ensures that the

selected respondents accurately represent the larger student population, enhancing the reliability

and validity of the study's findings.

Instrumentation

This paper employed the following instruments : We researchers made a survey to give to all

the Grade 9 students cause they're our respondents. So firstly we will do an interview composed

of three open ended questions that are related to our study. these three are first what are their
experiences of using games in learning? Do they feel more happy to participate in class or school

activities because of gamification? What are their thoughts about gamification . And Lastly we

wil instruct the participants or respondents to not leave any questions unanswered .

Data Gathering procedures

The data was gathered through the following procedures: we researchers first do is to

have permission to the authorities to conduct this study, by providing concent forms to the

participants. We also sought permission to the school heads and school managements, We are

also gonna plan on what we are going to use as a instrument of our study is a survey then, test

our instruments to a small group of students. Step 2, we distribute the student engagement

surveys to 50 Grade 9 Students. then we collect the answered surveys. Lastly, We will observe

the students and their performance during their classes.

Statistical tools

To determine the impact of gamification on student engagement on the Grade 9 students

of RC-AKIC SLS . The survey questioners answered by our respondents collected data. The

statistical tools that we are gonna use are frequency or percentages and correlation analysis

1. Frequency - To analyze the distribution of demographic variables like gender, prior academic

performance, and exposure to gamified learning.

Percent % = (f/n) *100 Where:

° f - Frequency

° n - Total number of results

2. Correlation analysis - To examine the relationship between engagement and learning

outcomes in both groups.

 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF FINDINGS

This chapter presents the data along with their corresponding analyses and

interpretations, providing answers to the identified research problems. The tables and discussions

are arranged according to the sequence of the specific questions cited in the statement of the

problem of the study.

I. Profile Distribution of the respondents

Table 1. Frequency and Percentage Distribution of Respondents’ Sex

Sex Frequency (f) Percentage (%)

Male 35 58.33

Female 25 41.67

Total 60 100.00

Table 4.1 presents the frequency and percentage distribution of respondents' sex. It shows

that thirty-five (35) or fifty-eight point thirty-three percent (58.33%) of the respondents are male

students, and twenty-five (25) or forty-one point sixty-seven percent (41.67%) are female

students. Thus, it can be inferred that most of the respondents are male students.

According to Denden, et al.(2021), It is recognized that designing a successful gamification

is a challenging process. Previous studies have shown that students’ individual differences may
impact their gamification experiences. This study complements the available body of research by

examining the effect of gender and personality differences on students’ perception of

gamification in education.

According to Jent and Janneck (2018),The number of solo-self-employed and persons with

flexible, individualized working conditions has grown over the last years. An online coaching

application is currently being developed for this target group to increase well-being, reduce

stress, and convey job design skills. An important point in designing this application is to keep

users’ motivation high. A possible solution is gamification.

Table 2. Frequency and Percentage Distribution of Respondent’s Age

Age Frequency (f) Percentage (%)

15 years old 30 50.00

16 years old 20 33.33

17 years old 10 16.67

Total 60 100.00

Table 4.2. presents the frequency and percentage distribution of the respondents’ age where out of sixty

(60) students, there are thirty (30) students or fifity percent (50%) belong to the age of 15,twenty (20) or

thirty-three percent (33.33%) belongs to the age of 16,and ten(10) or sixteen point sixty seven percent

(16.67%) of the population recognized 17 y/o. This tabulated variable denoted that most of the
respondents of RC-AKIC SLS are found to be at the age of 15 years old. This result suggest that majority

of the total respondents were on the age 15 years old.

According to Jillian Winn, & Carrie Heeter. (2009), This study provides the first research evidence of

a relationship between leisure time availability and how much digital games are played. About the same

number of male and female teens spend their free time playing digital games, and males played more. The

findings suggests one reason female play fewer games than men is because they are required to fulfill

more obligatory activities, leaving them less available leisure time, which in turn makes less likely to

make time for games. It was found that not only do women report having less free time than men, but

their free time is available in smaller chunks, and they play digital games for shorter periods of time than

men.

II. The impact of Gamification on students engagement and learning outcomes among

grade 9 students.

Table 3. Mean, Qualitative Description, and Rank

QUALITATIVE
INDICATORS MEAN RANK
DESCRIPTION

1. The competitive aspects of Gamification motivate

3.17 Agree 1
me to perform better academically.

2. The time spent on gamified activities destracts

from traditional learning methods that are equally 2.95 Agree 4

important.

3. The use of game elements in lessons makes 3.13 Agree 2

learning more enjoyable.

4. Gamification can result in increased anxiety or

pressure to perform well in games rather than in 2.68 Agree 6

academic tasks.

5. Gamified takes away time i could spend with my

2.88 Agree 5
family.

6. I prefer learning through gamified activities over

2.57 Agree 7
traditional learning methods.

7. The competitive aspects of gamification enhance

2.97 Agree 3
my learning experience.

8. Gamification creates an unhealthy competitive

environment among students, impacting 2.68 Agree 6

collaborations.

9. Gamification has improved my motivation to

2.97 Agree 3
participate in class activities.

10.The feedback provided through gamified activities

2.95 Agree 4
helps me understand my learning progress.

WEIGHTED MEAN 2.90 Agree

Scaling for mean:

 3.25 – 4.00 Strongly Agree

2.50 – 3.24 Agree

1.75 – 2.49 Disagree

1.00 – 1.74 Strongly Disagree

Table 4.3 presents the mean, qualitative description and rank of the respondents indicators of the

impact of gamification among grade 9 students of RC-AKIC SLS. It has 10 indicators. Tha

statement "The competitive aspects of Gamification motivate me to perform better academically"

has the highest weighted mean value of 3.17 wih a qualitative description agree. The lowest

calculated mean is on the statements "Gamification can result in increased anxiety or pressure to

perform well in games rather than in academic tasks" and "Gamification creates an unhealthy

competitive environment among students, impacting collaborations" with a value 2.68 and a

qualitative description agree. Thus, it can be inferred from the total weighted mean value 2.90

that the respondents agree.

According to Lanz etal.(2025),The findings of this study reveal that students strongly agree

that enforcing game-based learning is highly effective in increasing their engagement with the

material, maintaining their concentration, and enhancing their overall interest in studying Social

Studies. This suggests that incorporating game-based activities into the curriculum could be a

valuable strategy for educators aiming to improve student participation and learning outcomes.

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

 This chapter presents the summary of the findings, conclusions and recommendations

based on the analysis of the impact of gamification on students engagement and learning

outcomes. Summary of findings the purpose of the study is attempted to know the impact of

gamification on students engagement and learning outcomes. To achieve this, The researchers

prepared and handed them to achieve the statement of the problem. The prepared questionnaire

reached out only sixty (60) respondents of the Grade 9 Students of RC- Al Khwarizmi

International College Foundation Incorporated Science Laboratory School.

Summary of the findings

The purpose of the study is to know the impact of gamification on students engagement

and learning outcomes. To achieve this, the researchers prepared and handed them to achieve

the statement of the problem. The prepared questionnaire reached out only 60 respondents RC-

Al Khwarizmi International College Foundation Incorporated Science Laboratory School. This

study utilized the descriptive survey design since it facilities adequate data collection basically

by the use of the questionnaires, It used the quantitative method in obtaining the required

necessary data that the researchers needed. The target respondents for this study consisted of

Junior High School in RC- Al Khwarizmi International College Foundation Incorporated

Science Laboratory School during the year 2024-2025. The sample frame purposive was used

to select the Grade 9 Students in this study. The instrument was used for this study was

questionnaires. The analysis revealed a number of findings.

Based on the gathered data, the following are the major findings on this study:

1. Majority thirty (30) or fifty percent 50.00% of the respondents are 15 years old.
2. Majority of the respondents were male thirty-five (35) with a percentage of fifty -eight point

thirty-three percent 58.33%.

3. Most of the respondents answered Agree that The competitive aspects of gamification

motivate me to perform better academically, and that is ranked first with a mean of 3.17%.

Conclusion

Based on the findings, it can be concluded that the most of the impact of the respondents

prove that gamification can really help them motivate to perform better academically. It was

also observed that the use of game elements in lessons makes learning more enjoyable. The

research indicated that gamification enhance their learning experience and it has improved

their motivation to participate in their class activities. The overall impression from the findings

is that gamification can improve students to perform better academically, when you use

gamification your mind will soon increase engagement and motivation and get used to the

competitiveness of the game and gradually will apply it in classes and lastly enhance learning

experience. It is clear that many students use gamified games or gamification for it has an

impact on their academic performance.

Recommendations

Based on the findings of these research study, the researchers recommended this

following:

1. Students. This study will help them increase their motivation, Improve student engagement

and enhance learning experiences. Gamification can make learning more fun and exciting that

can increase their motivation and desire to continue learning. It helps student to stay focus and
gain lots of new knowledge leading to a better learning. Gamification can provide more

personalized and interactive learning experiences, making it more enjoyable and memorable.

2. Parents. Gamification offers opportunities to engage their learning, it also raises concerns

about screen time and the potential for distraction.

3. Future Researchers. In this study serves as a foundation for future research on

gamification in educational contexts. Subsequent researchers can build upon these findings by

exploring the impact of gamification across different age, groups, subjects, and educational

settings. Investigating the long-term effects of gamification on student learning and

engagement, as well as parental involvement and perceptions, can provide deeper insights into

the efficacy of gamified learning environments.

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