The Effectiveness of Digital Game-Based Learning On The Academic Achievement of Grade 5 Students

DR. CARLOS S.
LANTING COLLEGE
BASIC EDUCATION DEPARTMENT
The Effectiveness of Digital Game-Based Learning on the
English Academic Achievement of Grade 5 students
Chapter 1
Introduction
The idea of using games to encourage students in dynamic learning is
not new. The exponential growth in the accessibility and low cost of interactive
technologies are few of many factor in the integration of games in instructional science
and high-level education to promote collaborative learning and exploration (Ebner and
Holzinger 2007; Papastergiou 2009) and another factors are the rapidly increasing and
worldwide acceptance of Internet and newly developed technology causing students to
allocate a lot of their time either socializing with friends using media such as Instagram
and Twitter or playing with different computer games such as League of Legends and
DOTA2 (Kirschner & Karpinski, 2010).
Educational games and game-based student response systems both increase

student motivation and active engagement (Barrio 2016; Wang and Lieberoth 2016),
especially in circumstances where traditional lecture style or “chalk and talk” teaching
are not effective onto the students and will eventually instigate boredom (Cheong, 2013;
Graham, 2015; Roehl, 2013), also according to Quinn and Iverson argued that students
“need to be engaged more and to be put at the center of the learning experience to
change from ‘passive vessel’ to ‘active participant” (as cited in Pannesse & Carlesi,
2007). Moreover, (Green and Bavelier, 2003) playing computer games has the positive
effect of enhancing student’s visual selective attention, that discovery is just small part
of an important message that the games are not the enemy, but the right set of
circumstance to engage the students in real learning (Prensky, 2007).
Game-based learning has switch focus from convention method of teaching to

learning with games and it integrated with the modern education. Now become a
member of society requires more that the basic skill of writing and reading which allows
students to explore possibilities and discover methods toward achieving goals and
dreams in an interactive means (Dadheech, 2019)..
1
DR. CARLOS S. LANTING COLLEGE
Theoretical Framework
Gamification vs. Game-Based Learning, although the terms Gamification and

Game-Based Learning (GBL) have been used interchangeably, they are 2 different
approach on the subject. According to Sherry Jones (2013) Gamification typically
involves applying game design thinking to non-game applications to make them more
fun and engaging but this is only applicable to make the users, a player. Which is
explained and further supported by Jason Engerman (2016) who made a survey about
Gamification, 63% of respondents agreed that making everyday activities more like a
game would make it more fun and rewarding. In contrast to Game-Based Learning - a
type of game play that has defined learning outcomes. In other words, game-based
learning is the use of games (either analog or digital) for teaching a subject matter. The
idea is to get students to play with already made games to fulfill a learning objective.
(Corina Mayer, 2017)
Computer games are very popular among children and adolescents. In this
respect, they could be exploited by educational software designers to render
educational software more attractive and motivating for the users. However, it remains
to be explored what the capacity of educational software game can be. Virvou,
Katsionis, and Manos (2005) Lee, heeter, Magerko and Medler (2012) came up with a
conclusion that individual’s beliefs about the malleability of their abilities may predict
their response and outcome in learning from serious games. Individuals with growth
mindset believe that their abilities can develop with practice and effort, whereas
individuals with fixed mindsets believe that their abilities are static and cannot be
improved.
Digital games indeed show potential to have an educational use that is meant
to be a learning tools used by the educators. However, it highly depends on the software
if it is captivating, appealing and the purpose is clearly shown and portrayed. Thus,
failing to achieve this in making the game to be educative leads to stereotypes of many
people and that it leads to declining of academic performance of the students while the
problem is the idealism of itself.
2
The game indeed shows potential to be a learning module for primary students
thus to prove its effectiveness we will produce a game where the students could
potentionally learn.
Conceptual Framework
OUTPUT
INDEPENDENT
DEPENDEN The researchers will create
T a digital game that has an
Digital Game Academic educational purpose that
Based-Learning Achievement on would be used by educators
the English to be a teaching material,
(English Subject) subject of
Grade 5 thus benefitting the
Students students.
Statement of the Problem
This study intends to catechize the potential relationship between DGBL and English
academic achievement of students in Dr. Carlos S. Lanting College.
Precisely, this study aims to perceive the following.
1. Does the DGBL affect the academic achievement of the students?

2. Can the DGBL be integrated as the means of teaching on elementary level
in Dr. Carlos S. Lanting College?
3. Does the traditional lecture style or “chalk and talk” more effect than DGBL?
Research Hypothesis
There is significant relationship between digital game-based learning and

English achievement of junior student in Dr. Carlos S. Lanting College.
Research Assumption
3
There is significant relationship between digital game-based learning and English

achievement of junior students in Dr. Carlos S. Lanting College.
Significance of the Study
Students
This project can be as a way of learning in the more interactive side and to induce
creativity on the delicate mind of learners in Dr. Carlos S. Lanting College.
DCLC
This project can be used in the school so that it could be an introductory guide
that will be implemented and to be used by new students during the seminar along
with the official handbook of Dr. Carlos S. Lanting College
Future Game Developers
This project will offer an outlook about game development, and arouse their
creativity into developing their own games in their own way. Technology is advancing
every day, making games to be more easily produced.
Teachers
This project will make the teachers have another way of teaching besides on
lecturing itself. Teachers will be more immersive and thus improving flexibility of the
lessons for their students to catch up.
Scope and Delimitation
4
The main objective of the study is to determine the effectiveness of Digital game-
based learning on English achievement of grade 5 students in Dr. Carlos S. Lanting
College. The result of the research is only valid on grade 5 students and English subject;
the result may vary per grade level and subject.
This study delimits by including only including a small fraction of student and its
limitations are those events, things, etc. that are outside the study’s jurisdiction.
Definition of Terms
Digital Game-Based Learning - Refers to any form use or integration of game into a
learning environment in which game plays a central role and is itself a digital
Traditional Learning - Typical face-to-face learning interactions that occur in a physical

location.
Passive Vessel - is a method of learning or instruction where students receive

information from the instructor and internalize it, and "where the learner receives no
feedback from the instructor".
Modern Education - is aided with a variety of technology, computers, projectors, internet,

and many more.
5
Chapter 2
REVIEW OF RELATED LITERATURES AND STUDIES
This part of the research study presents the different pieces of information from
different reference materials that discuss, expound, and capitalized the different lines
of arguments from research experts.
Foreign Literatures
As stated by Glass, Graham (2017), as the gaming industry continues to grow

at an exponential rate that the benefits of using games to educate, is that students will
be more engaged and boost their learning capacity and that it was pronounced.
Additionally, at the same time, technology advances thus, further improving the quality
of the game accessibility.
According to Leigh Kira (2018), video games have been matured to the point
that it can be used to any other purpose other than entertainment also because of
technological advances; the graphics of the games have been prettier and it is now
pleasing to most people. This factor alone could help the user to be more engaged and
provide and more refined structured and a calming environment for some people who
have a hard time learning.
Based on Lynn, Bryan (2019), Technology has already developed a number of

new educational instruments to assist educators and enhance classroom learning. It's
this one technique that utilizes the aspects of video gaming to increase the interest and
involvement of learners in the topics they study.
Wright, Kristina (2018) Stated that, College classroom can be a place for fun
and games, contrary to common belief that learning becomes severe after high school.
A playful atmosphere can work wonders not only to build community and student
engagement, but also to foster learning results. This does not necessarily imply using
video games of high-tech. An easy method for infusing a little fun into your classroom—
and simultaneously testing student understanding of course content — is refashioning
6
educational exercises into interactive, competitive matches, such as quizzes or group

work.
As stated by Oblinger, Diana (2010), on a soccer field, at a table with a deck of

cards, in front of a computer screens. Game catalyzes learning. Most games were not
designed to be educational yet; they are immersive, experiential learning environments.
Ignoring the educational power of games dismisses a potentially valuable learning tool.
Digital games, in particular, carry enormous capacity to draw students into a topic and
help them learn information, skills and attitudes, and ways of thinking.
According to Sam, Michelle (2017), video games popularity has continued to

increase over the years, and games technology has advanced to a level that makes it
an accessible form of entertainment for people of all ages. For almost instant play, there
are literally thousands of games accessible at any moment. Unfortunately, video games
' negative elements often result in more media exposure than the beneficial impacts.
Researchers and scientists discover that there is a lot of potential for using video games
as an instructional instrument. Here are some of the beneficial instructional
opportunities video games can provide for kids of all ages.
Based on Krug, Schleven (2017), online gaming seems to have a perception

that it has a detrimental impact on the development of children. Nothing could be further
from the reality, and there are countless–and complex–reasons for this, but the
fundamental advantages of game-based teaching also make sense. Of course, children
should not be staring at a computer screen every single second of the day. Education
and online gaming, however, are definitely not enemies either.
According to Kim (2019), typically, the protocol of the game is to meet relatively
simple conditions in return for attainable awards, and as the conditions get more
complicated and challenging, the awards get bigger. The author also states that a well-
designed game gives player structure and meaning to work towards the award. It has
the benefit of being transparent about what info is needed to achieve goals, rewards
efforts fairly, and provides feedback quickly, which is how game dynamics motivate.
7
Games relate to another key aspect of learning. Carol Dweck (2010) pioneered
the idea is that individuals who see themselves as evolving through hard work and
dedication will grow their abilities, while those who see their talents as fixed traits will
not. She called this the growth mindset paradigm. One of the most important factors
related to learning is time on task. It is highly related to proficiency and can be used to
predict math proficiency to the nearest tenth of a grade placement. Yet, students are
found to be thinking about topics entirely unrelated to academics a full 40% of the time
while in classrooms. In fact, on average, high school students are less engaged while
in classrooms than anywhere else.
Weisburgh, Mitch (2018) stated that, games have peculiar qualities that let
them engage hard-to-reach students in a way lesson cannot. Researchers have begun
to explore the intrinsic qualities of games that make them promising learning tools, and
anecdotal evidence is available everywhere.
Locale Literature
Filipino made Games
(Macutay, 2013) mentioned 2 games that are made by Filipino game

developers. Anito: Defend a Land Enraged was released by Anino Games is an RPG
game for PC and features 16th century Asia as its setting. The game won 2004 Role
Playing Game of the Year in the 2004 Independent Games Festival. Another game that
was developed by Filipinos was Terra Wars: NY Invasion released Ladyluck Digital
Media. It is a first-person shooter game that involves aliens as enemies.
(Bitton, 2015) “Terra Wars is simply the latest addition generic first-person
shooters available on the market today. Even though Terra Wars did not quite work for
Ladyluck Digital Media but through the years they eventually worked with clients such
as Activision, Ubisoft, Sony, EA and many more proving that Filipinos has already
reached its potential in the field of game development. They even got collaboration with
Square Enix.
8
According to Melandro Santos, (2019) the using of games as a context of

education is an effective way of enhancing a student’s engagement and learning.
Mayari
Ingenuity Games (2017) conducted a game with mystery - adventure genre

placed in Southeast Asia, with a setting of a Philippine folklore and myths. It's about
brain exercises and being to know about Filipino and South East Asian Cultures.
PhET Simulations
University of Colarado (2017) cited that games can encourage students to

engage in classroom discussions. The phET Simulations are programmed in Java,
Flash and HTML 5, providing a broad type of flexibility, it can be run online or be installed
in Pc or Smartphones. The application covers the contents of Physics, Biology,
Chemistry, Earth Science, and Math
Geography Masters
Arian Nace (2018) cited that games can refresh knowledge of students about
flags, capitals, maps, and landmark. The game is about country around the globe, with
trivia’s being described in the gameplay, it will be an effective learning tool for young
students.
Pinoy Bugtong
Febmich, (2017) cited that games can deepen the knowledge of Filipinos in
DGBL, with rewarding system that you’ll earn coins to have a hint for the next level,
knowing that the game is about Filipino Literacy, it can be used as learning instrument
for the students.
Foreign Studies
Thomas Hainey, Thomas M. Conolly, Elizabeth A. Boyle, Amanda Wilson,

and Aisya Razak (2016) Game-based Learning (GBL) has built up notoriety with
9
educationalists that it was seen as a conceivably plausible type of advantageous

discovering that could upgrade the instructive procedure and has been utilized at all
possible ways of training including essential, optional and tertiary training. Regardless
of this acknowledgment and usage there is yet an absence of experimental proof
supporting GBL as the methodology. The investigations demonstrated that GBL have
been utilized to show an assortment of subjects to kids and youngsters in PE with
arithmetic, science, language and social examinations being the most prominent. In any
case, the investigation demonstrates that increasingly Randomized Controlled Trial
(RCT) studies ought to be performed contrasting GBL with customary instructing ways
to deal with discover if GBL is a helpful, suitable training approach at PE level; there is
an unmistakable absence of examinations are required; further investigations are
required seeing whether there are academic advantages of utilizing 2D or 3D
recreations at PE level to survey if 3D vivid diversions are undoubtedly vital; further
examinations are additionally required to perform correlations among single and
collective play and to recognize the educational advantages.
Yasmin B. Kafai, and Quinn Burke (2015) stated that there has been
considerable interest whether the education can be potentially be applied in video
games. One crucial element, however, has traditionally been left out of these
discussions. And that is, children are learning through making their own games. Majority
of studies focused on teaching coding and academic content through game making,
and that other study seems to also be applied.
According to M. Soflano, TM Conolly, T Hailey (2015) the way that every

student has an alternate method for learning and preparing data has for some time been
perceived by educationalists. In the homeroom, the advantages got from conveying
learning content in manners that match the student's learning style have likewise been
distinguished. As new methods of conveyance of learning substance, for example, PC
helped learning frameworks (for example eLearning) have turned out to be
progressively famous, examination into these has additionally recognized the
advantages of fitting learning substance to learning styles. Nonetheless, in Game-
based learning (GBL), the adjustment dependent on learning style to improve the
10
instructive experience has not been all around inquired about. With the end goal of this
exploration, a game with three game modes has been created: 1) non-adaptivity mode;
2) a mode that redoes the game as indicated by the student's learning style
distinguished by utilizing a learning style poll; and 3) a mode that has an in-game
versatile framework that progressively and constantly adjusts its substance as per the
student's associations in the game.
K. Squire (2015) stated that games for learning are ready to enter standard
training. A few components driving this development are the accompanying: (1) Digital
circulation through distributed computing administrations and universal network which
will make computerized learning apparatuses -, for example, games- moderate and
effectively open; (2) The expansion of advanced gadgets; (3) Digital instruments, for
example, Unity 3D that facilitate the game improvement crosswise over stages; (4)
Social and social immersion of supposed "gamification"- - the utilization of recreations
to propel individuals - saturating spaces from physical wellness to individual accounts;
(5) New models of evaluation that influence information produced from diversions; and
(6) The foundation of a wide environment for creating, financing, showcasing,
disseminating, and looking into the effect of games on learning. The drive behind this
selection of computerized diversions is the push toward instructive materials turning into
an advanced (as opposed to a paper) dispersion framework.
As advanced recreations for learning enter study halls, instructors should be

modern shoppers who comprehend the capability of the medium- - the things that
computerized diversions may add to the educational plan - yet additionally know about
how this potential could be subverted by the powers of trade. As research from
constructivist and request based teaching methods proposes, it is most significant that
instructors comprehend the hypothesis and theory fundamental any change. There are
numerous one of kind highlights in recreations for adapting; however, one that merits
pointing out uncommon is the means by which diversions - especially games - support
learning through disappointment, through committing errors, and attempting new
methodologies. Each teacher ought to bring to games the equivalent basic focal points
utilized for any bit of media or learning knowledge.
11
Richard E. Mayer (2016) cited that PC recreations for adapting (likewise called
computer games or advanced diversions) can possibly improve learning. This is the
charming thought that persuades this unique issue of the Educational Psychologist on
"Mental Perspectives on Digital Games and Learning." Computer amusements for
learning are recreations conveyed through PC that are expected to help individuals
learn scholarly information and abilities. Given the recorded business accomplishment
of PC recreations for excitement, it bodes well to ask how teachers can saddle their
propelling capacity to improve scholarly learning. Similarly, as with different parts of
innovation bolstered adapting, by and by instructive brain science is a main impetus in
adding to hypothesis and work on concerning the instructive utilization of PC diversions.
According to M. Freire and I Martinez-Ortiz (2018) serious games adoption is

steadily increasing, although their penetration in formal education is still surprisingly
low. Though to improve their outcomes and increase their adoption in this domain, the
study proposes new ways in which serious games can leverage the information
extracted from player interactions, beyond the usual post-activity analysis. We focus on
the use of:(1) open data which can be shared for research purposes, (2) real-time
feedback for teachers that apply games in schools, to maintain awareness and control
of their classroom, and (3) once enough data is gathered, data mining to improve game
design, evaluations and deployment; and allow teachers and students to benefit from
enhanced feedback or stealth assessment. Having developed and tested a game
learning analytics platform throughout multiple experiments, we describe the lessons
that we have learnt when analyzing learning analytics data in the previous contexts to
improve serious games.
Meisha Qian and Karen R. Clark (2016) cited that game-based learning and
21st century skills have been picking up a huge measure of consideration from
researchers and practitioners. Given various investigations bolster the beneficial
outcomes of games in learning, a developing number of researchers are focused on
creating instructive guide to advance acquisition 21st century expertise improvement in
schools. Be that as it may, little is realized with respect to how games may impact
student’s procurement of 21st century abilities. The discoveries propose that a game-
12
based learning approach may be viable in encouraging students' in 21st century

expertise advancement.
Sandusky, Susan (2015) stated that gamification in the classroom is still a

trending topic of discussion. When people hear “gamification”, they’re thinking that
students are playing video games in the classroom. However, it’s just the opposite.
Gamification is applying game elements to non-game contexts (Hanus and Fox, 2015)
and that most companies predict that they will gamify at least one aspect of their
workplace in 2015.
Marja Kankaanranta, Marja Koivula, Marja-Leena Laakso, and Marleena

Mustola (2017) cited that with imaginary worlds, intriguing tales, and sharing
experiences with colleagues, digital games attract kids and young individuals. They can
also add learning and motivation for children and offer a range of fresh opportunities for
exploring and playing with them.
Hans W. Giessen (2015) stated that the "New Media Consortium", proclaimed
"Games und Gamification" as one of E-Learning's major trends for the near future. If
the assumptions of the NMC are correct, we need to discuss whether games,
particularly the so-called "Serious Games," actually help in learning. Thus, this only
shows that gaming does really have the potential to be used in learning and can be
adapted so that it cannot be used blatantly and stereotypes to be avoided.
Locale Studies
Sipa Mobile App Game
According to (developer ng Sipa) of (year) “Kick” is literally meaning Sipa in

Filipino language, one of the many traditional games in the Philippines’ It involves an
object which is made out of rubber and washer, or sometimes a 5-centavo coin and a
piece of candy wrapper. The objective of the game is to kick the object upwards if it
13
takes by alliance without the object hitting the ground, the longest time who kicks the
object is considered as the winner.
Since this game is widely played by Filipinos in their childhood days the
developers of this game Team Buthchokoy were inspired to make “Sipa”, a mobile app
to show their love for the game itself and to cater their nationalistic efforts in introducing
Filipino culture to the global market. According to their main website the inspiration here
is not just to develop a mobile game, but to prove and inspire other Filipinos, that even
with a limited resource and not know-how, one can create something if you put your
heart and soul for it” (Butchokoy, 2011).
Sipa also features different levels that show different landmarks found in the
Philippines, like the Luneta, University of the Philippines, Quiapo Church and Mt. Pulag.
The game was featured in both television and on multiple sites and blogs.
Patintero Playtime
According to (developer of Patintero) of (year) Zeenoh games released and

introduced Patintero Playtime in November of 2011. It is an IPhone game app patterned
to the traditional Patintero street game that most Filipinos know how to play. Zeenoh
purposely designed this app for Filipino children who forgot to play the game and also
for those who unfortunately missed the chance of experiencing the game (GDAP,
2011). Patintero Playtime offers a unique gameplay, though the rules of the original
Patintero games apply power ups and human vs. human play are some of its amusing
features.
School Rush
According to (developer of School Rush) of (year) School Rush is a type of

running platform game with Pilipino culture style of interface. The feature of School
Rush is play thru level by level, gaining power-ups and answering different kind of
questions. The power-ups of the game are based on Pilipino heroes’ powers. It can be
gain through the levels of the game. The game play of School Rush is to pass all levels
14
of the game thru the obstacles of every level. Each level has cases that to earn a specific
power on passing the level is to answer a particular question. Pass all levels and earning
points to get the highest possible score.
Patintero Playtime
According to (developer) of (year) Patintero Playtime is a virtual "Filipino street

game" developed by Zeenoh. The game involves two teams and a grid. The objective
of the game is for the first team to cross the grid, and for the second team to block the
opponents from crossing. The first team is the players, who must avoid the taggers and
acquire points by going to and from across the field. The second team is the taggers,
who are assigned each line to guard the grid and stop the opponents from crossing
through tagging them. A Patintero game lasts for 2 minutes, and the team with the most
points wins. Players can get power-ups, in the form of speed, time, 10pts coin and 20pts
coin. In order to win a Patintero game, a player must be equipped with speed, agility
and teamwork.
Manila Rush
According to (developer) of (year) Manila Rush developed by Anino Games. The

story is all about the character whose name Miguel that run through the highways of
Manila as he races against the clock to get to work on time. With magical flip-flops at
his feet, control Miguel and make him run fast or jump high to avoid swerving cars,
construction works, and other obstacles along the way. Grab power-ups such as the
Agila Energy Drink, Score Booster, and the Piggy Bank Coin Magnet to help him thread
through the traffic easier. Run as far as you can, but don't forget to collect coins and
post your top score on the leaderboards.
Juan not Tamad Mobile Game
According to Teddy Catuira (2012) of TOOCH Inc. Juan Tamad is an iconic

Filipino character whose laziness is the stuff of legend. But if you think that you’re
already familiar with his folktale, then think again. This time we take Juan Tamad’s story
and turn it around so that kids can learn a lesson or two while having fun! It’s also a
15
great way of improving visual logic skills in a challenging puzzle setting. This game let
the kids learn stories of Juan Tamad and the Bayabas Tree, Juan Tamad and the
Alimango, and Juan Tamad and Maria Masipag – but with a positive spin. Also has
positive reinforcement by helping Juan Tamad get over his laziness, kids learn
industriousness and hard work and develop their visual logic and spatial skills when
solving puzzles that has different feature. With its distinct and graphic Filipino
illustrations and catchy all-original music, Juan Tamad is definitely one of the most
exciting and visually arresting Filipino game apps in the market.
Effectiveness of Digital Game-Based Learning on Mathematics Achievement of

Grade Six Students
Based on the study conducted by Baldadora (2018), he concluded that the

digital game-based learning has an influence on academic performance. The
respondents are two grade 6 sections, one became the experimental group and the
later become the control group. The experimental group received digital game-based
learning as innovative approach while the control group was taught using the
conventional approach. A researcher-made test was given to both groups before and
after the experiment.
Synthesis
After gathering different researches regarding Digital Game-Based Learning,

most of it points only one thing. The potential of games to be integrated with educational
learning to make use of it being immersive and interactive, even though it’s being
inconsistent at times, looking at our advancing technology, everything could be utilized
and enhanced overtime. DGBL shows promising potential as the researchers also think
using our technology as of now to make the educational system more interactive in
16
primary schools so that they will be more open and creative. Because of this we made
a game solely for Educational purpose but still immersive at the same time.
17
Chapter 3
RESEARCH METHODOLOGY
Research Design
This component contains the specific research method used by the researcher
in conducting the study. The researcher used Quasi-Experimental Design Method to
test the effectiveness of Digital Game – Based Learning. According to Chris Dede
(2018), the potential of Digital Game-Based Learning is clear, but is taken widely and
heading to a wrong direction. So, having inconsistency on other papers we’ve seen, we
will conduct an experimental research to test the effectiveness of our game to the
academic achievement of our population. In the present study; we focus on summative
evaluation and will conveniently discuss experimental design. The samples are chosen
based on two – group randomized experimental design, after being unsystematically
picked from the population, and be randomly assigned to the experimental and control
groups.
The experimental group will use DGBL (Digital Game Based Learning) and
traditional method of teaching for English subject while the control group will only use
traditional method of teaching. Both groups will be given a pretest in order to measure
their inceptive knowledge about English subject. This study will be continued even if the
results of the pretest did not have a significant difference. After this, the game will be
given to the experimental group and a standard reviewer for the control group. Students’
academic capabilities are measure through the results of the post-test to get the
quantitative data.
Research Respondent
The research will be conduct on the grade 5 of elementary students in Dr. Carlos
S. Lanting College. The samples were taken from entire grade 5 level classes’
population who study English subject. Two groups were formed by randomly selected
classes. The first group was the Group A (experimental group) and the other was Group
B (control group).
18
Population and Sampling
The respondents will be the population of grade 5 elementary students,

specifically students who are taking English subject. The one who will partake in the
research is only the small portion of the students and will be using random sampling for
them to have an equal observation and to make this study more credible.
Research Environment
The research will be conducted in Dr. Carlos S. Lanting College, at #16

Tandang Sora Ave., Sangandaan, Novaliches, Quezon City, 1116 Metro Manila.
Research Instrumentation
For Quantitative Studies, the primary assets of data analysis are the research
instruments; it may be in a form of projective devices, examination, aptitude tests, and
other forms of aggregation of data. Examination will be written as researcher-made, or
utilize a previously conducted researches provided with an accordance with the author.
Validation of Instrument
The questionnaire is divided in two categories posttest and pretest, both are
researcher-made that are validated by an expert on the subject. The digital game-based
learning will be validated by an IT-expert by using ISO 9126 based questionnaire. ISO
9126 was an international standard for the evaluation of software quality. The lesson
integrated in the digital game-based learning will be validated by the subject teacher.
Research Procedure
The Researchers used software to build a Digital Game-Based Learning that
incorporates the lessons of the students. The Researchers randomly selected a small
19
portion from the whole population that acts as the sample. The sample then be arranged
into two, the Group A (Experimental Group) and Group B (Control Group). The Group
A received an intervention using DGBL that was created by the researchers that act as
a conventional way of teaching. The Group B then received only conventional or
traditional teaching. The Researchers has collected quantitative data by handling
questionnaire, the questionnaire is divided into two categories in which the pre-test was
given to the students before the actual lesson to determine their stock or past
knowledge about the subject. The Post-test then was given after the actual lesson to
determine if they learned something about the lesson. After gathering all those data,
the researcher then started in interpreting the data to know whether DGBL has an effect
on the English Achievement of the students.
Data Gathering Techniques
The researchers will conduct a pre-test and a post-test to determine the effects
of the game to the student’s academic performance. This will be in a form of quiz that
is in the game, each test will have three trials to know the average results. It will be
tabulated and organized to come up with an interpretation of the data.
Control Group Experimental Group
Trials Pre-test Post-test Pre-test Post-test
Statistical Treatment
A t test is a type of statistical test that is used to compare the means of two groups. It is
one of the most widely used statistical hypothesis tests in pain studies [1]. There are
two types of statistical inference: parametric and nonparametric methods. Parametric
methods refer to a statistical technique in which one defines the probability distribution
20
of probability variables and makes inferences about the parameters of the distribution.
In cases in which the probability distribution cannot be defined, nonparametric methods
are employed. T tests are a type of parametric method; they can be used when the
samples satisfy the conditions of normality, equal variance, and independence.
Named after Dr. Rensis Likert, a US organizational-behavior psychologist is a method

of ascribing quantitative value to qualitative data, to make it amenable to statistical
analysis. A numerical value is assigned to each potential choice and a mean figure for
all the responses is computed at the end of the evaluation or survey. The proponents
use Likert scale for the following: Frequency scales use fixed choice response formats
and are designed to measure attitudes or opinions. These ordinal scales measure levels
of agreement/disagreement. (Bertram, 2011)
Scale Range Interpretation
5 4.51-5.00 EXCELLENT (E)
4 3.51-4.50 VERY GOOD (VG)
3 2.51-3.50 GOOD (G)
2 1.51-2.50 FAIR (F)
1 1.00-1.50 POOR (P)
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This part of the study would discuss the interpretations of the gathered data. This would
also discuss the results of the study, its relationship to one another, the reason for its
21
occurrence, and compares and contrasts each of the things that have been noticed in order
to discover similarities and differences, build typologies, or find sequences and patterns.
Treatment of Data
Effectiveness of DGBL (English

10 Subject) Pre-Test Post-Test
0
Controlled Group Experimental Group
The Researchers randomly selected a small portion of the whole population that acts
as the sample. The samples are divided into two, the Experimental group and Control group.
The researchers conducted a pre-test and post-test observation to the respondents. They
were randomly grouped into a Controlled group and an Experimental group. Both groups
answered the same test. The Experimental groups are the ones who used the DGBL Visual
Novel while the Controlled group only used the traditional lectures.
Both groups answered the pre-test and the post-test. The Experimental Group had a mean
score of (5.7) on the other hand the mean score of Control Group is (5.5)
After the tutelage using the Digital Game Based Learning was experience of the
Experimental group and the Control group attends their regular English classes, the
researcher gauged their English performance by answering the same test. The Experimental
group had a main score of (8.9) and the Control Group had a main score of (6.3).
Dependent T-test
22
Control Group
Student Post-test Pretest Difference
Codes
1 5 7 -2
2 6 7 -1
3 8 9 -1
4 4 5 -1
5 5 7 -2
6 7 5 2
7 5 6 -1
8 6 5 1
9 4 6 -1
10 5 6 -1
Mean: -0.8
Alpha: 0.05
df = 9
Critical value: 2.2622
Standard deviation 1.32
t = -1.81
The null Hypothesis is Accepted
Dependent T-test
Experimental Group
Student Post-test Pretest Difference
Codes
1 5 9 -4
2 4 8 -4
23
3 7 9 -2
4 6 8 -2
5 6 7 -1
6 5 10 5
7 7 8 -1
8 5 7 2
9 7 8 -1
10 5 7 -2
Mean: -2.4
Alpha: 0.05
Critical value: 2.2622
Standard deviation 1.43
t = -5.03
The null Hypothesis is Rejected
24
Project Evaluation
The acceptability of the project was evaluated in terms of functionality, reliability, portability, and
usability. There is IT or Related Professions evaluators who evaluated the software in this area.
Functionality
Functionality was the first criteria in game’s evaluation. The evaluators determined if the game
modules work well with the following capabilities:
INDICATORS Weighted Mean Interpretation
A. Functionality
1. Ease of Operation 4.6 Excellent
2. Provision for comfort and 4.2 Very Good

Convenience
3. User-friendliness 4.8 Excellent
Overall Mean 4.53 Excellent
Shows the Efficiency of our system is in (4.53) Excellent in terms of the time the system
responds, and how it utilizes our resources. In which it shows the capability of the game to be
operated with ease, thus improving the immersive experience of the students.
25
Efficiency
Efficiency was the second criteria in the evaluation of the proposed system. The evaluators
determined the consistency of the webpage with the ff. criteria
B. Efficiency
1. Time respond quickly 4.6 Excellent
2. Utilize system resources 3.8 Very Good
Overall Mean 4.2 Very Good
Shows the Efficiency of our system is in (4.2) Very Good in terms of the time the system
responds, and how it utilizes our resources.
Reliability
Reliability was the third criteria in the evaluation of the proposed system. The evaluators
determined the consistency of the software with the following criteria:
C. Reliability
1. Conformance to Desired Result 4.8 Excellent
2. Absence of Failures 4.6 Excellent
3. Accuracy in Performance 4.8 Excellent

Show that the result of our Reliability evaluated as (4.73) Excellent in terms of the reliability
of the game’s performance.
26
Portability
Portability was the fourth criteria in the evaluation of the proposed system. The evaluators
determined the consistency of the software with the following criteria:
D. Portability
1. Performs According to Specifications 4.6 Excellent
2. Completeness of the System 4.4 Very Good
Shows that the result of our Portability is (4.55) Excellent this means that the evaluation of
our proposed system is – in terms of its performance according to specification, and the
Completeness of the system
Evaluation Results
Software Quality Factors Mean Description
Functionality 4.53 Excellent
Efficiency 4.2 Very Good
Reliability 4.75 Excellent
Portability 4.5 Excellent
Overall Mean 4.49 Very Good
The final evaluation of the respondents in terms on the performance of the project was based on five
criteria known as FURP, namely: functionality, reliability, efficiency, and portability in which it got
(4.49) being Very Good in overall 4 Quality Factor
27
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This part of the study primarily focuses on the overall findings, the conclusions that had
been made on the gathered data. It also gives recommendations that can be used to improve
this study.
Summary of Findings
On the test and evaluation conducted on the performance capability of the
software, the following were the finding of the study.
The development of DGBL Visual Novel, A computer game that is programmed

to have a learning capability was designed to help primary students to learn the English
subject, as well as the capability to entertain the user. The DGBL shows the capability
on improving the academic achievement of the Grade 5 students, thus our product was
rather effective as the findings were significantly higher than those who didn’t get to use
our product during their class.
The data tabulated shows that our game was rather effective in terms of being
a DGBL as it improved a lot of student’s English Achievement which shows how
effective our game is, the game itself scored 4.49 (Very Good) from IT-Professionals
which also shows how the game is interactive and sufficient.
Conclusion
As of now, DGBL only shows promising potential to be a full-pledged learning tool to
the students, it may differ and vary according to the software’s capability. In other words, DGBL
could be the future learning technique we mostly would never had as it still has its flaws and
stereotypical Idealism. Our proposed system was rather the system we were yearning for and
so, it did. It made our experiment to be proven effective. However, it still has to be better
overtime to be more interactive.
28
Recommendation
The project is recommended for the development of the DGBL which is in Visual
Novel. The developers also recommend the following for further development and
enhancement in terms of.
1. Improved system capability

2. Creation of more interactive In-game quizzes
3. Better lecture to induce effectiveness
4. Completion of the game
29
References
Rakhee, M. (2017) Positive Effects of Video Games on Children

https://www.momjunction.com/articles/positive-effects-of-video-games-on-
children_00371136/amp=1
Ronaldo, T. (2018) Positive and Negative Effects of Video Games

https://www.raisesmartkid.com/3-6-years-old/4-articles/34-the-good-and-bad-
effects-of-video-games
Sen Yue, W. (2014) DGBL model and development methodology for teaching
https://www.researchgate.net/publication/282054005_Digital_game-
based_learning_DGBL_model_and_development_methodology_for_teaching
Stafino, P. (2018) Learning and motivational effects of DGBL
https://www.sciencedirect.com/science/article/abs/pii/S0166361517300398
Andrew, P. (2015) Why use DGBL in the Primary Curriculum?

http://thinkspace.csu.edu.au/gblcompendium/part-3-invitation/why-use-dgbl-in-
the-primary-curriculum/
Ryan, J. (2019) How DGBL Improves Student Success

https://www.prodigygame.com/blog/digital-game-based-learning/
Fransciosi J. (2014) Educators Perceptions of DGBL in the Instruction of Foreign

Language.
https://pqdtopen.proquest.com/doc/1502046018.html?FMT=ABS
Meng-Hua, C. (2016) The Effectiveness of Digital Game-Based Vocabulary Learning.

https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12526
Annas Nur, A. (2018) Effects of the DGBL on Students Academic Performance

http://ejournal.stainpamekasan.ac.id/index.php/karsa/article/view/1518
30
APPENDICES
31
QUESTIONNAIRE
Instruction: Answer the survey by encircling the letter of your choice.
I. What is Noun? Proper Noun? Common Noun? And 2 types of Noun (5 points)
II. Identifying Nouns Practice Questions
ENCIRCLE the noun in the sentence. (There are 31)
1. The cat and the dog played in the park.
2. Misha plays the piano and the drums.
3. David said to take the cake, cookies, and cups to the picnic.
4. Danielle went to see the Avatar at the theater.
5. Love and peace are better than hate and war.
6. My family plays as a team.
7. Tom had a banana in his lunch.
8. My class went for a visit in New York City.
9. One of my favorite movies is Frozen.
10. The musician read about the concert in the New York Times.
Evaluation Form
32
Instruction: Please evaluate by using the given scale and placing checkmark
( ) under the corresponding numerical rating:
Numerical Rating Equivalent
5 - Excellent
4 - Very Good
3 - Good
2 - Fair
INDICATORS 5 4 3 2 1
A. Functionality
1. Ease of Operation
2. Provision for Comfort
and Convenience
3. User-friendliness
B. Efficiency
1. Time Respond Quickly
2. Utilizes System
Resources
C. Reliability
1. Conformance to Desired
Result
2. Absence of Failures
3. Accuracy in Performance
D. Portability
1. Performs according to
specifications
2. Completeness of the
system
1 - Poor
Summary: Ave:
a. Functionality____
b. Efficiency ____
c. Reliability ____
d. Portability ____
Total Score ____
Equivalent Meaning: ______________ Date: ________________
33

The Effectiveness of Digital Game-Based Learning On The Academic Achievement of Grade 5 Students

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Effectiveness of Digital Game-Based Learning On The Academic Achievement of Grade 5 Students

Uploaded by

Copyright:

Available Formats

DR. CARLOS S.

Educational games and game-based student response systems both increase

Game-based learning has switch focus from convention method of teaching to

Gamification vs. Game-Based Learning, although the terms Gamification and

Statement of the Problem

Precisely, this study aims to perceive the following.

1. Does the DGBL affect the academic achievement of the students?

There is significant relationship between digital game-based learning and

There is significant relationship between digital game-based learning and English

Significance of the Study

Future Game Developers

Scope and Delimitation

Traditional Learning - Typical face-to-face learning interactions that occur in a physical

Passive Vessel - is a method of learning or instruction where students receive

Modern Education - is aided with a variety of technology, computers, projectors, internet,

REVIEW OF RELATED LITERATURES AND STUDIES

As stated by Glass, Graham (2017), as the gaming industry continues to grow

Based on Lynn, Bryan (2019), Technology has already developed a number of

educational exercises into interactive, competitive matches, such as quizzes or group

As stated by Oblinger, Diana (2010), on a soccer field, at a table with a deck of

According to Sam, Michelle (2017), video games popularity has continued to

Based on Krug, Schleven (2017), online gaming seems to have a perception

Filipino made Games

(Macutay, 2013) mentioned 2 games that are made by Filipino game

According to Melandro Santos, (2019) the using of games as a context of

Ingenuity Games (2017) conducted a game with mystery - adventure genre

University of Colarado (2017) cited that games can encourage students to

Thomas Hainey, Thomas M. Conolly, Elizabeth A. Boyle, Amanda Wilson,

educationalists that it was seen as a conceivably plausible type of advantageous

According to M. Soflano, TM Conolly, T Hailey (2015) the way that every

As advanced recreations for learning enter study halls, instructors should be

According to M. Freire and I Martinez-Ortiz (2018) serious games adoption is

based learning approach may be viable in encouraging students' in 21st century

Sandusky, Susan (2015) stated that gamification in the classroom is still a

Marja Kankaanranta, Marja Koivula, Marja-Leena Laakso, and Marleena

Sipa Mobile App Game

According to (developer ng Sipa) of (year) “Kick” is literally meaning Sipa in

According to (developer of Patintero) of (year) Zeenoh games released and

According to (developer of School Rush) of (year) School Rush is a type of

According to (developer) of (year) Patintero Playtime is a virtual "Filipino street

According to (developer) of (year) Manila Rush developed by Anino Games. The

Juan not Tamad Mobile Game

According to Teddy Catuira (2012) of TOOCH Inc. Juan Tamad is an iconic

Effectiveness of Digital Game-Based Learning on Mathematics Achievement of

Based on the study conducted by Baldadora (2018), he concluded that the

After gathering different researches regarding Digital Game-Based Learning,

Population and Sampling

The respondents will be the population of grade 5 elementary students,

The research will be conducted in Dr. Carlos S. Lanting College, at #16

Trials Pre-test Post-test Pre-test Post-test

Named after Dr. Rensis Likert, a US organizational-behavior psychologist is a method

Scale Range Interpretation

5 4.51-5.00 EXCELLENT (E)

4 3.51-4.50 VERY GOOD (VG)

3 2.51-3.50 GOOD (G)

2 1.51-2.50 FAIR (F)

1 1.00-1.50 POOR (P)

Effectiveness of DGBL (English

The null Hypothesis is Accepted

The null Hypothesis is Rejected

INDICATORS Weighted Mean Interpretation

1. Ease of Operation 4.6 Excellent

2. Provision for comfort and 4.2 Very Good

Equivalent Meaning: Date: __