Running head: ALTERNATIVE LEARNING IS FUN 1

Alternative Learning is Fun: Game-Based Learning in Language Proficiency

Rowena L. Santos

Alternative Learning System

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Table of Contents

Title Page ………………………………….……...…………………….……………...……. 1

Table of Contents ……………………………………………………………………………. 2

Context and Rationale ……………………………………………………………………….. 4

Research Questions ………………………………………………………………….. 7

Hypothesis …………………………………………………………………………… 7

Significance of the Study ……………………………………………………………. 7

Scope and Limitations ……………………………………………………………….. 8

Method …………………………………………………………………………………….... 10

Type of Research …………………………………………………………………... .10

Respondents/ Participants …………………………………………………………... 10

Sampling Method …………………………………………………………………… 10

Proposed Intervention/Strategy…………………………………………..………….. 11

Instruments ………………………………………………………………………..... 11

Data Gathering Procedure ………….……………………………………..………… 12

Ethical Considerations ……………………………………………………..……..… 12

Data Analysis ……………………………………………………………….…….... 13

References …………………………………………………………………………….……. 20

Appendices …………………………………………………………………………………. 21

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List of Figures

1: IV-DV Conceptual Framework ……………………………………………….……. 6

List of Tables

1: Game-Based Learning (GBL) Curriculum Map...……..…. 9

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Alternative Learning is Fun: Game-Based Learning in Language Proficiency

Game-based learning (GBL) refers to the borrowing of certain gaming principles and

applying them to real-life settings to engage users (Trybus, 2015). The motivational psychology

involved in game- based learning allows students to engage with educational materials in a

playful and dynamic way.

The ideal of interactive, highly-engaging training and education is ancient. A Chinese

proverb says: "Tell me, and I'll forget. Show me, and I may remember. Involve me, and I'll

understand." However, the gap continues to grow between antiquated, passive training methods

and a workforce that lives an ever more interactive, multimedia, user-controlled lifestyle. With

game-based learning tools to bridge that gap comes the promise of vastly more productive and

engaged students and workers—ones who embrace learning.

There are two approaches to games and learning, namely, Game-Based Learning (GBL)

and gamification. GBL, also referred to as ‘Serious Games', which are computer or video games

designed for a primary purpose (education or solving a problem) other than entertainment. This

involves the use of simulations to support teaching and learning. Gaming simulation is an

interactive-learning environment that makes it possible to cope with authentic situations that

closely mimic reality. According to Kip Kelly (2013) “serious games can allow players to apply

what they have learned in an L&D [Learning and Development] experience and apply it in a

safe, simulated environment. For example, health care professionals can practice a new medical

procedure using a serious simulation game before introducing it in the workplace”.

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There have been several studies conducted on learning and serious games, for example, a

recent study by the Office of Naval Research found that video game players performed ten to

twenty percent better in perceptual and cognitive ability than non-game players, and that video

games helped adults process information faster (Steinberg,2012). Another study by the

Federation of American Scientists found that the motivation and attentiveness of the students and

specifically, games can become a facilitator for self-directed study and research; when students

enjoy a specific area in a game, they become more inclined to search it online, read a book about

it, or watch a documentary on it (Rapini, Sarina 2012).

Research has shown that gaming, in the right context, can be just as, if not more, effective

than traditional e-learning. It improves problem-solving, creativity, risk assessment, and risk

taking. Gaming also supports B.F. Skinner’s Behavioral Theory: that behavior is a function of its

consequences. As in real life, when most people have a negative consequence to something they

do, they do not do it again.

According to the ALS teachers in this study, the use of game was effective because it was

experiential in nature, offered a new way to present and experience learning, gave the students

context and motivation to work on the grammar, and made learning fun. The purpose of the

current action research study is to determine the effectiveness of Game-Based Learning for ALS

learners.

Given the potential positive effects of Game-Based Learning as identified by the related

literature, the teacher-researcher determined to implement and examine the use of Game-Based

Learning in ALS grammar.

With these, the researcher discovered that based on the result of the first quarter

performance and grades of the learners, the need in learning grammar is immensely necessary. It

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prompted the researcher to conduct a study where diversified Game-Based Learning will be

utilized as an intervention tool and developed their grammar based on the learners’ needs. The

baseline data of the researcher is their previous grades in the first grading period.

Figure 1. Hypothesized Intervention among Comparison Groups

Research Questions

The study will aim to determine the effectiveness of the Game-Based Learning in

enhancing ALS learners’ grammar achievement.

Specifically, it will seek to answers the following questions:

1. What diversified Game-Based Learning should be developed to enhance ALS

learners’ achievement in grammar?

2. Is there significant difference between the pretest and posttest results of the ALS

learners in the experimental group?

3. Is there as significant difference between the posttests of the control and experimental

groups?

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Hypotheses

The null hypothesis will be tested at 0.05 level of significance.

1. There is no significant difference between the pretest and posttest in the experimental

group.

2. There is no significant difference between the posttest of the control and experimental

group.

Significance of the Study

The findings of the study will prove useful to the:

Students. The study will increase the students’ interest in learning grammar. They will

enjoy the game prepared by the teacher and learn grammar at the same time.

Teachers. This will enable them to be more committed and dedicated in being teachers in

teaching their students. They will be more innovative and resourceful at the same time.

Parents. They will realize that play can also be incorporated in classroom. Their children

enjoy and learn at the same time.

Schools Administrators. Results of this study will also help them realize that students

and teachers also learn with the use of games inside the classroom.

Curriculum Writers. They will realize how enjoyable playing is to students. With this,

they will come up with a better teaching pedagogy.

Future Researchers. They can use the provided data and other literature as reference for

their own studies. Replicated or similar studies in different settings and population or sample is

also encouraged as doing so can make achieved results generalized if provided with sufficient

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amount of evidences related to Game-Based Learning in teaching English subject or any other

subjects in Basic Education.

Scope and Limitations

The study will focus on the Game-Based Learning in teaching grammar for ALS learners

in Pandi, Bulacan who are presently enrolled in the school year 2021-2022. This study will

include ALS learners enrolled in Bunsuran 1st Elementary School.

The total number of learners in ALS is 70. These participants’ age ranges from 17 years

old and up. The Game-Based Learning will be utilized for the entire third grading period. The

table below shows the competencies that will be covered by the Diversified Game-Based

Learning.

Game-Based
Lesson and Code GBL Objectives Date
Learning
I. Gerund  identify the gerund
in a given sentence Draw Card
 underline the
gerund in each Students take turns in
picking cards and put October 28,
sentence and label
down cards until they 2021 to
how they function
can build a sentence November 15,
in the sentence
that is grammatically 2021
 fill in the blank
with the correct correct and makes
gerund sensible sentence.
The winner of the
II. Infinitive  identify each game is the first November 18,
underlined word person to build three 2021
group as a sentences. to
prepositional December 9,
phrase or infinitive Sorting Verbals 2021
 underline the
The verbals are placed
infinitive in each

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sentence in a pop stick and they

 fill in the blanks are placed in a
with the infinitive canister. Verbals are
form of the verbs separated from other
III. Participle  combine each pair words. They will
of sentences by connect verbals to
changing the form phrases.
second sentence to
a participial phrase Playing with Verbals
 underline the
participle in each There is a worksheet December 10,
sentence with 10 sentences in 2021
the first column. In the to
second column, they January 8,
will encircle C/I and 2022
beside it, they will
write their bet from 1-
10 points only. In the
last column, their
scores.
.

Table 1. Diversified Game-Based Learning Curriculum Map

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Method

Type of Research

This study will use the developmental research in developing the Game-Based Learning.

This type of research focuses on the evaluation orientation of the material rather than the process

on which it will be developed. The developed GBL will be used by a group of learners to test its

effect to the grammar achievement of ALS learners. Data collection will follow form the Quasi-

Experimental design with experimental and control groups pretest-posttest design to determine

the enhancement of ALS learners’ grammar.

Participants

The participants of this study will be composed of ALS total population of 70 learners.

These participants are from Bunsuran 1st Elementary School located in Barangay Bunsuran 1st,

Pandi, Bulacan. The participants’ age ranges from 17 years old above and they are heterogeneous

in terms of intellectual capabilities, sex, attitude, and socio-economic status.

Sampling Method

The researcher will use purposive sampling. A purposive sample is a non-probability

sample that is selected based on characteristics of a population and the objective of the study.

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Purposive sampling is also known as judgmental, selective, or subjective sampling. Purposive

sample will be utilized because the researcher targets a particular group of people who are the

ALS students. These two groups of ALS learners are being handled by the researcher.

Assignment of the sections to control and experimental group shall be done randomly through a

toss coin.

Proposed Intervention

The researcher will be using a compilation of Game-Based Learning (GBL) to ALS

learners that the researcher is teaching. The GBL will serve as an intervention material to

enhance ALS grammar achievement in the first grading period, School Year 2021-2022.

The learners will be provided with the game activity sheet that provides the leaners the

(1) title of the game, (2) objectives, (3) timeframe, (4) tasks, (5) procedures, and (6) written

exercise. The games that will be played by the learners include modified cards and board games

that are available in the market. Other games are developed by the researcher that will enhance

learners’ achievement in grammar.

The experimental group will be exposed to the use of the GBL in the following scheme:

(1) individual work during class, (2) in pairs or with peer tutor during their Integrative and

cooperative learning (ICL) period, and (3) in group dynamics as a performance task.

Instruments

The researcher will assess the participants’ achievement in grammar through pretest and

posttest. The researcher will develop a Table of Specifications (TOS) containing the

competencies indicated in the curriculum guide in ALS. A fifty-item multiple choice pretest and

posttest will be made based on the TOS. The pretest will be given to the 70 students of ALS

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leaners before the start or the experimental phase. A posttest that is also based on the developed

TOS will be administered to the learners after the completion of the experiment to determine the

effect of the GBL to learners’ grammar achievement.

Data Collection Procedure

In gathering data for this study, questionnaires will be the instrument to be used.

Permission to administer the questionnaires will be sought by the researcher from the Schools

Division Superintendent, Zenia G. Mostoles, Ed.D., CESO V, through School Governance and

Operations Division (SGOD). The researcher will present the approved endorsement letter to the

principal and will conduct to the school where the researcher is presently connected.

The pretest will be administered to the participants of the study. The participants will be

given a corresponding code to keep their identity confidential. The test papers will be coded and

no name nor anything that will divulge the identity of the participants will be indicated. After the

intervention, the posttest will be administered. The results will be encoded using spreadsheet

software for statistical treatment.

Ethical Considerations

This study will strictly follow the ethical guidelines for educational research. The

researcher will write a letter of request and endorsement to the school principal. Upon the school

principal’s approval, a letter of request to proceed will be written, addressed to the School

Division Superintendent (SDS) together with the research proposal. This study will commence

once the endorsement of SDS and the following procedures will be done:

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1. letter of consent was sent to the parents of the participants;

2. no information of participants will be divulged during and after the study, their

identity remained confidential;

3. no incentives will be provided to both groups to avoid bias in data results;

4. observers will be delegated to oversee all the procedures to avoid any conflict of

interest; and

5. the results of the study will be validated by the school head and will be presented to

members of the school academe to ensure the integrity of the procedures.

Data Analysis

The choice of appropriate statistical tools for the treatment of data is an important

component of research. The difference in the results of the pretests and posttests experimental

group and results of the posttest of the control and experimental groups will be determined by the

paired t-test. To determine if there is significant difference between the posttests of the control

and experimental groups, independent sample t-test will be used. These are under the assumption

that data that will be gathered are normally distributed, otherwise, non-parametric tests will be

used.

Work Plan

Strategy/ Target Time Person/s Expected

OBJECTIVE
Activity and Date Involved Outcome
To write a The researcher 1 day  Researche  Letter of
permission letter submits a letter October 5, r Intent
from the Division of intent to the 2021  Division  Action
Office of Bulacan Division Office Office of Research

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of Bulacan Bulacan Proposal

 Principal
To confirm for The researcher  Researche  Approval
approval of the follows-up the r Letter
implementation of endorsement  Principal  Endorsemen
1 day
the action letter for the t
October 6,
research implementation
2021
of the action
research
proposal
To administer a The researcher  Researche  Checked the
pretest about administers the 2 days r pretest
grammar pretest to the October 7-8,  Participant  Recorded
participants 2021 s the pretest
score
To analyze and to The researcher  Researche  Result of the
interpret the checks the r Item
scores in the pretest and 2 days Analysis
pretest using the conducts an item Oct 9-10, 2021  Interpretatio
statistical tool analysis n of the
pretest score
To submit a The researcher  Researche  Result on
report on the submits a report r the least and
result of the on the result of most
1 day
pretest, the least the pretest mastered
Oct 14, 2021
and most competencie
mastered s
competencies
To conduct an The researcher  Researche  Oriented
orientation among conducts an r participants
the participants orientation to  Principal of the study
about the action these participants  Participant
1 day
research about the s
Oct 17, 2021
objectives and
significance of
the action
research
To request The researcher  Researche  Parental
parental consent needs to inform r consent
about the action the parents of the 1 day  Principal
research participants Oct 18, 2021  Parents
through letter of
consent.
To implement the The researcher 8 weeks  Researche  Intervention
intervention conducts the Oct 28, 2021 r implemente
program to action research. – Jan 8, 2022  Participant d

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participants The intervention s

program will be
implemented.
To keep a track of The researcher  Researche  Record book
8 weeks
development of keeps records of r  Journal
Oct 28, 2021 –
the study the progress of  Participant  Intervention
Jan 8, 2022
the study. s
To administer the The researcher  Researche  Checked
posttest to the administers the 2 days r posttest
participants posttest to the Jan 10-11,  Participant
participants. 2022 s

To analyze and to The research  Researche  Collated,

interpret the analyzes the 2 days r Analyzed,
gathered data of data. Jan 13-14,  Statisticia and
the study using 2022 n Interpreted
statistical tool Data
To formulate The researcher  Researche  Completed
findings, formulates r the action
2 days
conclusion, and findings,  Principal research
Jan 20-21,
recommendations conclusion, and
2022
drawn from the recommendation
action research s from the result
of the study
To validate the To monitor and  Researche  Validated
action research, validate the said r the action
the Division action research, 1 day  Principal research
Office will send it will be February 2022  Validator/
validator/s presented to the s
validator/s
To prepare and Researcher  Researche  Final
submit the final prepares and r research
research output submits final 10 days  Principal output
research output March 2022  SDRC submitted
to the SDRC/
RRC

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Cost Estimates

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PLAY-BASED LEARNING ACTIVITIES: ENHANCING ENGLISH GRAMMAR 19

Plan for Dissemination and Advocacy

After the result of the posttest, the participants will share their personal experiences about

the blended learning approach, their most liked strategy or technique in gaining knowledge of

grammar. A copy of the research will be submitted to the principal’s office for future use. During

school’s Learning Action Cell seminar, this paper will also be explained by the researcher how it

is done. The results of the study will be shared to the learners, their parents, and teachers. A letter

of invitation will be given to the student participants for the presentation of results to their

parents.

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Reference

Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate

student motivation and performance. Computers & Education. 55, 566-

575.

Deterding, S., Dixon, D., Khaled, R. and Nacke, L. (2011). From game design elements

to gamefulness: defining gamification. In Proceedings of the 15th

international academic MindTrek conference: Envisioning future media

environments. 9-15

Heinich, R. (1996). Instructional media and technologies for learning. New York:

Simon & Schuster Books.

Kim, B. (2015). Designing Gamification in the Right Way. Library Technology Reports.

51(2), 29-35.

Liang, C., Lee, Y.Z., and Chou, W.S. (2010). The design consideration for game-based

learning. Educational Technology. 50(2), 25-28.

Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon. 9(5), 1-6.

Prensky, M. (2005). Computer games and learning: digital game-based learning.

Retrieved from

https://www.academia.edu/1113207/Computer_games_and_

learning_Digital_game-based_learning.

Romero, M. (2015). Work, games and lifelong learning in the 21st century. Procedia-

Social and Behavioral Sciences. 174, 115-121.

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PLAY-BASED LEARNING ACTIVITIES: ENHANCING ENGLISH GRAMMAR 21

Appendix A – Instrument

GAME BASED ENGLISH LEARNING

According to your perceptions, answer following question as associated with playing on-line

computer games and language learning. Please mark: 1 for strongly disagree, 2 for disagree, 3 for

neither agree or disagree, 4 for agree, and 5 for strongly agree.

Neither
Strongly Strongly
Agree agree nor Disagree
Statements Agree Disagree
(+4) disagree (+2)
(+5) (+1)
(+3)
I can make progress in
language learning
through computer
games.
It is good suggestion I
should play games like
pet society or guessing
songs on Facebook
My motivation of
learning can be
stimulated by computer
games.
The interesting games
make me feel relaxing
in language learning
and I feel it established
native- speaking
environments for me
learn English.
I have learned new

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vocabularies from
on-line computer
games.
Some grammatical
structures can be
learned through on-line
computer games.
The educational value
in computer
games are quiet high
from my learning
experiences.
My listening ability
can be raised
through playing games
like guessing
songs on Facebook.
Computer games are
fun and
beneficial for language
learning.
Playing computer
games can be
included in the formal
English classes since it
really works for
education and
language acquisition.
Playing games
improved my ability to
form winning
strategies.
On-line games improve
my ability to
form winning
strategies.
I enjoy demonstrating
and instructing
how to play a game for
classmates and
English teacher.
Playing games for one
hour each day
for learning is
appropriate.
My knowledge of

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language can be
better prepared from
practicing on
computer games.
I am able to use
school’s computer
and play games with
ear phone in library.
Playing games from
one hour each
day for learning is
appropriate.
My knowledge of
language can be
better prepared from
practicing on
computer games.
It is easy to filter away
some
meaningless games
involving violence,
sex or gambling.
It will be better if my
English teacher
can name some
computer games for me
to play. She has
mentioned pet society
and guessing songs on
Facebook, which
are beneficial and
valuable for my
language learning.

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Appendix B – Consent and Assent Letters

ZENIA G. MOSTOLES, Ed. D., CESO V

Schools Division Superintendent

Division of Bulacan

Dear Madam:

I have the honor to request permission to conduct an action research entitled “ALTERNATIVE

LEARNING IS FUN: GAME-BASED LEARNING IN LANGUAGE PROFICIENCY” in

order to produce guidelines for best practice.

Anticipating that this will merit your kind attention and approval, rest assured that you will be

informed on the findings of this research and they will be treated confidentially.

Your kind consideration and favorable action will be appreciated.

Respectfully,

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PLAY-BASED LEARNING ACTIVITIES: ENHANCING ENGLISH GRAMMAR 25

ROWENA L. SANTOS

Researcher

NAME

School Principal IV

ALS Pandi

Dear Ma’am:

I have the honor to request permission to conduct an action research entitled “ALTERNATIVE

LEARNING IS FUN: GAME-BASED LEARNING IN LANGUAGE PROFICIENCY” in

order to produce guidelines for best practice.

Anticipating that this will merit your kind attention and approval, rest assured that you will be

informed on the findings of this research and they will be treated confidentially.

Your kind consideration and favorable action will be appreciated.

Respectfully,

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PLAY-BASED LEARNING ACTIVITIES: ENHANCING ENGLISH GRAMMAR 26

ROWENA L. SANTOS

Researcher

Dear Student,

Greetings!

I am currently conducting an action research entitled “ALTERNATIVE LEARNING IS FUN:

GAME-BASED LEARNING IN LANGUAGE PROFICIENCY” to produce guidelines for

best practice.

You are selected to provide important data need for the completion of the research thus, we

would like to request you to fill-out the questionnaire.

Kindly answer all items. Your answers shall be dealt with confidentiality.

God bless you!

Respectfully,

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PLAY-BASED LEARNING ACTIVITIES: ENHANCING ENGLISH GRAMMAR 27

ROWENA L. SANTOS

Researcher

Appendix C – Declaration of Anti-Plagiarism

DECLARATION OF ANTI-PLAGIARISM

1. I, ROWENA L. SANTOS, understand that plagiarism is the act of taking and using

another’s ideas and works and passing them off as one’s own. This includes explicitly

copying the whole work of another person and/or using some parts of their work without

proper acknowledgement and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly all the

references used. I further commit that all deliverables and the final research study

emanating from this proposal shall be of original content. I shall use appropriate citations

in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject to

consequences and shall be dealt with accordingly by the Department of Education.

PROPONENT: ROWENA L. SANTOS

SIGNATURE:

DATE:

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Appendix D – Declaration of Absence of Conflict of Interest

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, ROWENA L. SANTOS, understand that conflict of interest refers to situations in

which financial or other personal considerations may compromise my judgment in

evaluating, conducting, or reporting research.

2. I hereby declare that I do not have any personal conflict that may arise from my

application and submission of my research proposal. I understand that my research

proposal may be returned to me if found out that there is conflict of interest during the

initial screening.

3. Further, in case of any form of conflict of interest (possible or actual) which may

inadvertently emerge during the conduct of my research, I will duly report it to the

research committee for immediate action.

4. I understand that I may be held accountable by the Department of Education for any

conflict of interest which I have intentionally concealed.

5.

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PLAY-BASED LEARNING ACTIVITIES: ENHANCING ENGLISH GRAMMAR 29

PROPONENT: ROWENA L. SANTOS

SIGNATURE:

DATE:

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