ADDRESSING STUDENTS LACK OF PARTICIPATION IN DISTANCE

LEARNING APROACH THROUGH UTILIZATION

OF GAMIFIED ACTIVITIES

IN PARTIAL FULFILLMENT

IN

FIELD STUDY II
(PARTICIPATION AND TEACHING ASSISTANTSHIP)

Submitted By:
ANGELICA R. PEREZ
ARGIE C. RANOCO
CHERRYFE A. ORANG
DOREEN C. NAVARRO
FLORDELIZA D. REVILLE
GLADYS C. QUINTILLA
JOWELYN E. ODON
LIEZEL A. REBALDE
LYNIE M. PEREZ
MILAROSE U. MIOMIO
VINCYL JANE R. QUINES
Researchers

Submitted To:

BOYLEN CABAG
Instructor
I. CONTEXT AND RATIONALE

COVID-19 pandemic creates the barriers to face-to-face and even blended

learning; however, the education sector needs to rethink and regulate the used of
technology in such a way that distance learning can be carried out between student and
teachers in emergency situations. In response to this crisis and to ensure the continuity of
learning while assuring the health, safety and well-being of all learners, teachers and
other employees, the Commission on Higher Education Memorandum Order No. 04
series of 2020 hereby adopts and promulgates the following Guidelines on Flexible
Learning (FL). According to CHED (2020), flexible learning is learning intervention and
delivery of programs with the consideration of the learner’s unique needs, that may or
may not involve the use of technology. Agusan del Sur State College of Agriculture and
Technology offers distance learning as an available learning method in response to the
pandemic.

In this situation, one of the cons of distance learning is the lack of participation of
student. Class participation is an integral part of teaching as well as an important aspect
of students learning. Student who actively participate in the learning process learn more
than those who do not (Weaver & Qi, 2005, p. 570). Participation also provide means
enhancing the teaching instruction and bring educational process upon students (Cohen,
1991, p. 699). Lack of participation is a global issue that has an impact on student’s
academic performance. Ideally, all student in the class should be able to participate in
class activities. However, in reality teachers are often faced with student lack of
participation in distance learning.

The researcher come up to the idea to utilized the gamified activities as an

intervention in addressing the problems of the teachers in online class. Gamification is a
method where different game strategies and mechanics are employed in non-game
contexts to promote user engagement and motivation (Attali, Y. & Attali, M., 2015). This
methodology seeks to engage users in an interactive system that motivates them to
participate in the process of a given activity. The central idea is to take elements from
games and implement them in real-world situations, often to motivate specific behaviors
(Alsawaier, R., 2018), aiming to support and encourage the user toward the targeted
behavior, such as a participation in learning activities (Koivisto, J., & Hamari, J., 2019).
The aim of this study is to identify the reason of student lack of participation and the
effectiveness of Gamified activities as a strategy for BTLED H.E 3A students.
 II. ACTION RESEARCH QUESTIONS

This study will focus on addressing student’s lack of participation in distance

learning approach through utilization of Gamified activities. The aim of this study is to
identify the reason of the student lack of participation and the effectiveness of the
Gamified activities as a strategy for BTLED H.E 3A students. It also explored the
student’s experience with the use of this platform. This study will focus on answering the
following problems
Q1. What is the reason why students lack of participation in online class?
Q2. Is there a significant difference between academic performance of the students before
and after being exposed by gamified activities?
Q3. What insights and perception that can be drawn from the learners related to the
gamification activities?

Null Hypothesis:

Thus, the following hypothesis is formulated:

Ho1: There is significant improvement in student’s participation between, before and after using
intervention.

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

Students lack of participation in distance learning approach

The distance learning approach has many innovations. The COVID-19 pandemic has an
impact on the world of education. This Cororona Virus inhibits teaching and learning activities
that usually take place face-to-face requires lectures to be conducted online. Therefore, it
requires innovation to create an effective learning process. Online learning innovations used in
lectures are by case study methods, project -based learning, learning media used is e-learning:
Zoom, Google Meet; Google Classroom, learning videos and other learning resources.
 Also, educational institutions are increasingly adopting and implementing distance learning. The
rapid and expanding use of online education in K–12, two-year colleges, and four-year university courses
has been documented by the National Center for Education Statistics (NCES, 2003). Educators,
researchers, and instructional designers are faced with the task of understanding the pedagogical
implications of online learning.

Low learner participation is one of the most significant issues in online education. This could be
caused by poorly designed interaction opportunities for learners. One of the challenges of student’s lack
of participation is that current online activities are mostly designed in an asynchronous manner. It is
difficult in a typical online course for an instructor to promote positive experiences of interaction for
learners because these require immediate and quality feedback from the instructor.

Cognitive load theory attempts to describe the capacity of the working memory and how it may
influence instruction and learning. Cognitive load can be defined as “a multidimensional construct
representing the load that performing a particular task imposes on the learner’s cognitive system.” (Paas
& van Merrienboer, 1994, p. 64). A clear understanding of these concepts can help teachers and
researchers understand the factors that influence student participation, interaction, and learning in an
online environment.

Gamification Activities Intervention

Social distancing has been accompanied by online interactions, it has been possible
thanks to the continuous advances in digital technologies. Among different strategies,
gamification has attracted the interest of educators, who in the last times have been exploring its
potential to improve student learning (Dichev and Dicheva, 2017; Majuri et al., 2018; Koivisto
and Hamari, 2019). Studies about the effectiveness of gamification are promising, with variable
to positive results (Caponetto et al., 2014; Majuri et al., 2018; Osatuyi et al., 2018; Koivisto and
Hamari, 2019).
Although “game” is an ambiguous term and different game formats have been used by
researchers and educators (Hanghøj, 2013), gamification can be defined as the use of game
elements in non-entertainment contexts to promote learning and encourage student’s lack of
participation. Over the last decade, gamification is being increasingly employed in learning
environments as a way to enhance students’ motivation, participation, and encourage social
interaction. Thus, games have been employed in many educational contexts across different
educational levels, showing its potential to improve learning outcomes (Seaborn and Fels, 2015;
Koivisto and Hamari, 2019)
Gamified activities have been linked to enhancing students’ intrinsic and extrinsic
motivation. In this line, the self-determination theory places the focus on three basic
psychological needs: autonomy, relatedness, and competence (Richter et al., 2015). Thus,
gamification must fulfill at least one of them. Another theory that has been associated with
gamification is the goal-setting theory. According to this theory, there are four factors linked to
students’ performance: their commitment toward the goal, the feedback they receive, the
complexity of the activity, and the situational constraints (Locke and Latham, 2002, 2006;
Landers, 2014). According to this theory, gamification would require a challenge, an indication
of progress, some feedback, levels of achievement, and a sort of competition (Huang and Hew,
2018). The third theory related to gamification is flow theory, where an optimal psychological
and physical state maximizes enjoyment and engagement. According to this theory, gamification
requires specific and understandable goals, immediate feedback, achievement indicators, and an
adequate balance between challenges, student’s skills, and perceived value of the activity (Huang
and Hew, 2018).
In addition, gamification techniques increase students lack of participation and motivate
them to perform better. Gamification is the integration of game elements like point systems,
leaderboards, badges, or other elements related to games into “conventional” learning activities
in order to increase engagement, motivation and participation. Gamified learning activities is all
about taking those kinds of benefits and turning them into an everyday experience in the
classroom. By infusing learning activities with a little game magic, students can take more
ownership over their learning, creates more relaxed atmosphere for students to explore with new
approaches and ideas, get motivated, and encourage students to participate in class. Gamification
provides an opportunity to team up or compete with classmates to achieve new levels of mastery
and keep a good thing going. The more engaging the learning, the more students will want to
drive in and take it further.
The Gamification intervention is a popular method use to add entertaining and appealing
dimensions to nongaming activities. Researchers of technology-based behavioral and mental-
health focused interventions have shown considerable interest in gamification to enhance
encouragement, participation and adherence. Gamification may have an important role to play in
encouraging students to engage in gamified activities and in creating interventions that are fun
and enjoyable.
IV. ACTION RESEARCH METHODS
This section describes the participants of the study, other sources of data, research design, data
gathering procedures and the statistical technique to be used in the study.
a) PARTICIPANTS AND/OR OTHER SOURCES OF DATA INFORMATION
This study will use a purposive sampling. The participants are BTLED H.E 3A only, who are
participating the distance learning as the available learning method in response of pandemic that
are from Agusan del Sur State College of Agriculture and Technology of S.Y. 2021-2022.
The researchers will utilize the Gamification method for student activities. The result will be
the bases for the development of their participation in distance learning. Following the minimum
health standards set by IATF-COVID-19 Task Force DOH, the discussions and activities will be
through online platforms. The Gamified activities will be last for twenty (20) minutes per session
and will be done using different game strategies and mechanics that are employed through online
platforms. The study will exceed the participation through gamified activities and to discover the
significant difference between academic performance of the students before and after being
exposed by intervention.
b) DATA GATHERING MEHODS
In the conduct of the study, the researcher will utilize the descriptive-evaluative research
design and will also utilize a checklist as tools that which contain related questions to identify the
reasons of the students lack of participation. These will be used as a primary instrument to gather
quantitative data on the participation levels and also to evaluate performance improvement of the
participant before and after the gamified activities.
c) DATA ANALYSIS PLAN
On the other hand, to get the instrument validation for the gamified activity, the researcher
will apply quantitative data. The data will be tailed and tabulated. The researchers will use the
statistical tools: (1) Frequency-this is to display how many students responded to each item. (2)
Percentage- this is to determine the proportion of learners replies in gamified activities. (3)
Means- this is for measuring the validity of utilization of gamified activities. (4) Z-test- this will
be used to identify the significant improvement after using the intervention.

V. ACTION RESEARCH WORK PLAN AND TIMELINES

This portion shows the outline of a set of goals and processes to be accomplished, and offering a better
scope of the study. Also, the order of the activities to be conducted are hereby indicated below.

Date
Milestones JULY AUGUST SEPTEMBER
and Activities Wk. Wk. Wk. Wk. Wk. Wk. Wk. Wk. Wk. Wk. Wk. Wk.
1 2 3 4 1 2 3 4 1 2 3 4
Milestone 1.
Planning and
design
Develop
Gamified
Activities,
learning
materials and
instruments
Milestone 2.
Validation of
learning
materials and
instruments
Submit
learning
materials and
instruments
for validation
Milestone 3.
Revision of
learning
materials and
instruments
Edit the
learning
materials and
instruments
Milestone 4.
Creating
Gamification
Activities
Create
Gamification
Activities
based on the
student’s lack
of participation
Milestone 5.
Training of
researchers
Conduct
training to
researchers
who will act as
facilitator
Milestone 6.
Application
Applying
Gamification
Activities
Milestone 7.
Conducting
 and identifying
student’s
participation
after
intervention
Administer
gamified
activities and
find out the
student’s lack
of participation
Milestone 8.
Finalization

VI. COST ESTIMATES

The following table reflects the items with its corresponding cost and the financial need to be acquired in
conducting the study.

Item Quantity Unit Unit Cost Total Cost

Description/Particular
Internet load 1 Mbps 110.00 110.00
Printing 6 Piece 9.00 54.00
Bond paper 1 Ream 180.00 180.00
Ink 4 Piece 295.00 1,180.00
Stick notes 4 Piece 18.00 72.00
Color Band Paper 2 Ream 96.00 195.00
Pentel pen 4 Piece 50.00 200.00

VII. ETHICAL STANDARDS

This research will follow the following ethical standards:

1. Data Privacy Policy

2. Minimum health standards and protocols, and;
3. Confidentiality of data

X. REFERENCES
Alsawaier, R. (2018). The Effect of Gamification on Students Engagement and Motivation in
Three WSU Courses. International Journal of Information and Learning Technology, 35.
Attali, Y. & Attali, M. (2015). Gamification in assessment: Do points affect test performance?.
Computer & Education, 83, 57-63.
Caponetto I., Earp J., Ott M. (2014). Gamification and education: A literature review. 8th
European Conference on Games Based Learning (Academic Conferences International
Limited). 50–57.

Cohen, M. (1991). Making class participation a reality. PS: Political Science and Politics, 24,
(4), 699.
Dichev C., Dicheva D. (2017). Gamifying education: what is known, what is believed and what
remains uncertain: a critical review. Int. J. Educ. Technol. High. Educ. 14 9.

Guideline on the Implementation of Flexible learning (2020).

https://ched.gov.ph/wp-content/uploads/CMO-No.-4-s.-2020-Guidelines-on-the-Implementation-
of-Flexible-Learning.pdf
Hanghøj T. (2013). “Game-based teaching: practices, roles, and pedagogies. in New Pedagogical
Approaches,” in New Pedagogical Approaches in Game Enhanced Learning: Curriculum
Integration, eds de Freitas S., Ott M., Popescu M. M., Stanescu I. (Hershey PA: IGI Global;),
81–101.

Huang B., Hew K. F. (2018). Implementing a Theory-Driven Gamification Model in Higher

Education Flipped Courses: Effects on out-of-Class Activity Completion and Quality of
Artifacts. Comput. Educ. 125, 254–272.
Koivisto, J. & Hamari, J. (2019). The rise of motivation information systems: A review of
gamification research. International Journal of Information Management, 45, pp. 191-210.
Landers R. N. (2014). Developing a Theory of Gamified Learning. Simul. Gaming 45 752–768.
Locke E. A., Latham G. P. (2002). Building a Practically Useful Theory of Goal Setting and
Task Motivation: A 35-Year Odyssey. Am. Psychol. 57 705–717.
Locke, E. A., & Latham, G. P. (2006). New Directions in Goal-Setting Theory. Current
Directions in Psychological Science, 15(5), 265–268.
Majuri J., Koivisto J., Hamari J. (2018). “Gamification of education and learning: a review of
empirical literature,” in Proceedings of the 2nd International GamiFIN Conference, GamiFIN
2018, CEUR-WS, (Finland:).

Osatuyi B., Osatuyi T., de la Rosa R. (2018). Systematic review of gamification research in is

education: a multi-method approach. CAIS 42 95–124. 
Paas, F., and Van Merriënboer, J .J. G. (1994). Instructional Control of Cognitive Load in the
Training of Complex Cognitive Tasks. Educ. Psychol. Rev. 6, 51–71.
Richter G., Raban D. R., Rafaeli S. (2015). “Studying gamification: the effect of rewards and
incentives on motivation,” in Gamification in Education and Business, Vol. 201 eds Reiners T.,
Wood L. (Cham: Springer; ), 21–46.

Seaborn K., Fels D. I. (2015). Gamification in theory and action: a survey. Int. J. Hum. Comput.
Stud. 74 14–31.

Weaver, R. & Qi, J. (2005). Class Organization and Participation: College Students; Perceptions.
The Journal of Higher Education, 76, (5), 570-601.

XI. CURRICULUM VITAE

Personal Background
Name: Flordeliza D. Reville
N-name: “flor”
Civil Status: Single
Age: 22 y/o
Home Address: P-1 San Juan, Bayugan City Agusan Del Sur
Date of Birth: February 3, 2000
Place of Birth: San Juan, Bayugan City Agusan Del Sur
Parent’s Name: Mr. Nemesio R. Reville
Mrs. Jasmencita E. Degamo
EDUCATIONAL ATTAINMENT
Elementary: San Juan Central Elementary School
Secondary: San Juan National High School
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Name: Lynie M. Perez

N-name: “Yang-yang”
Civil Status: Single
Age: 21 y/o
Home Address: p-4, Poblacion, Rosario, Agusan del Sur
Date of Birth: September 29, 2000
Place of Birth: Palibo, Novele Rosario Agusan del Sur
Parent’s Name: Mr. Conrado R. Perez Jr.
Mrs. Gemma M. Mamerto
EDUCATIONAL ATTAINMENT
Elementary: San Juan Central Elementary School
Secondary: San Juan National High School
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Name: Angelica R. Perez

N-name: “angie”
Civil Status: Single
Age: 22
Home Address: P-2, Novele Rosario Agusan del Sur
Date of Birth: May 26, 2000
Place of Birth: Rosario Agusan del Sur
Parent’s Name: Mr. Reneboy C. Perez
Mrs. Gemima S. Ramos
EDUCATIONAL ATTAINMENT
Elementary: Queen’s Row Bacoor Cavite
Secondary: Datu Lipus Makapandong National High School
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Name: Gladys C. Quintilla

N-name: "Glad"

Civil Status: Single

Age: 23 y/o

Home Address: P-4 Marcelina Bayugan City Agusan Del Sur

Date of Birth: January 5, 1999

Place of Birth: P-2 Marcelina Bayugan City Agusan Del Sur

Parent’s Name: Mr. Norberto O. Quintilla

Mrs. Rebecca P. Quintilla

EDUCATIONAL ATTAINMENT

Elementary: Lapana Elementary School

Secondary: Marcelina National High School

Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics
Name: Argie C. Ranoco
N-name: “gie”
Civil Status: Single
Age: 23 y/o
Home Address: P-7 Poblacion, Rosario Agusan Del Sur
Date of Birth: June 4, 1999
Place of Birth: Candijay, Bohol
Parent’s Name: Mr. Alvaro B. Ranoco
Mrs. Jocelyn D. Carnetes

EDUCATIONAL ATTAINMENT

Elementary: Inaghuban Elementary School

Secondary: Pilar Technical Vocational High School
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Name: Vincyl Jane R. Quines

N-name: Vincyl/Vince/Jane/Quines
Civil Status: Single
Age: 22
Home Address: P-3, Panagangan, La Paz Agusan del Sur, Philippines
Date of Birth: May 24, 2000
Place of Birth: Kasapa 1, Loreto, Agusan del Sur, Philippines
Parent’s Name: Mr. Bonifacio B. Quines
 Mrs. Divina R. Quines

EDUCATIONAL ATTAINMENT

Elementary: Dona Adela Central Elementary School

Secondary: Panagangan National High School
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Name: Milarose U. Miomio

N-name: Mila
Civil Status: Single
Age: 23
Home Address: Purok 1, Aurora, Prosperidad, Agusan del Sur
Date of Birth: April 30, 1999
Place of Birth: Aurora, Prosperidad, Agusan del Sur
Parent’s Name: Mr. Willy G. Miomio
Mrs. Vilma U. Miomio

EDUCATIONAL ATTAINMENT

Elementary: Aurora Elementary School

Secondary: Aurora National High School
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Name:
N-name:
Civil Status: Single
Age:
Home Address:
Date of Birth:
Place of Birth:
Parent’s Name: Mr.
Mrs.

EDUCATIONAL ATTAINMENT

Elementary:
Secondary:
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Name:
N-name:
Civil Status: Single
Age:
Home Address:
Date of Birth:
Place of Birth:
Parent’s Name: Mr.
Mrs.

EDUCATIONAL ATTAINMENT

Elementary:
Secondary:
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Name:
N-name:
Civil Status: Single
Age:
Home Address:
Date of Birth:
Place of Birth:
Parent’s Name: Mr.
Mrs.

EDUCATIONAL ATTAINMENT

Elementary:
Secondary:
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Name:
N-name:
Civil Status: Single
Age:
Home Address:
Date of Birth:
Place of Birth:
Parent’s Name: Mr.
Mrs.

EDUCATIONAL ATTAINMENT

Elementary:
Secondary:
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Name:
N-name:
Civil Status: Single
Age:
Home Address:
Date of Birth:
Place of Birth:
Parent’s Name: Mr.
Mrs.

EDUCATIONAL ATTAINMENT

Elementary:
Secondary:
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Name:
N-name:
Civil Status: Single
Age:
Home Address:
Date of Birth:
Place of Birth:
Parent’s Name: Mr.
Mrs.

EDUCATIONAL ATTAINMENT

Elementary:
Secondary:
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Name:
N-name:
Civil Status: Single
Age:
Home Address:
Date of Birth:
Place of Birth:
Parent’s Name: Mr.
Mrs.

EDUCATIONAL ATTAINMENT

Elementary:
Secondary:
Tertiary: Agusan Del Sur State College of Agriculture and Technology (ASSCAT)
Degree: Bachelor of Technology and Livelihood Education
Major: Home Economics

Date
Milestones JULY AUGUST SEPTEMBER
and Wk. Wk. Wk. Wk. Wk. Wk. Wk. Wk. Wk. Wk. Wk. Wk.
Activities 1 2 3 4 1 2 3 4 1 2 3 4
Milestone 1:
Planning and
Design
Develop and
reproduce the
instrument
Milestone 2:
Conducting
and
Identifying
the academic
performance
Conduct the
test
Identify the
academic
performance
of the
students
Milestone 3:
Conducting
and
Identifying
the Student
lack of
Participation
Conducting
survey
through
checklist
Identify the
reason of
students lack
of
participation
Milestone 4:
Planning and
designing
Gamified
Activities
Planning and
designing
gamified
activities for
student lack
of
participation
Milestone 5:
Validation of
gamified
activities
Validation of
gamifies
activities by
the experts
Milestone 6:
Gamified
activities
Revision
Editing
gamified
activities
Milestone 7:
Application
of gamified
activities
Applying
gamified
activities
Milestone 8:
Conducting
and
identifying
student
academic
performance
after
intervention
Conducting
test
Identifying
the academic
performance
of the
students after
intervention
Milestone 9:
Finalization