1

EFFECTIVENESS OF GAMIFICATION IN IMPROVING FILIPINO

VOCABULARY AMONG INTERMEDIATE PUPILS

An Action Research Proposal

Presented to the Faculty of College of Teacher Education Arts and Sciences
of Fellowship Baptist College

In Partial Fulfillment of the Requirements

for the Course in Research in Teaching 323

Alegria, Rollrain Mae D.

Flores, Ahloja T.
Grandia, Aira M.
Pobresa, Irah L.
Researchers

March 2024
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Table of Contents

Title Page

Table of Contents …………………………………………………………………. i

I – Context and Rationale…………………………………………………………. 3

II – Action Research Questions ………………………………………………….... 4

Hypothesis ………………………………………………………………… 5

Theoretical Framework…………………………………………………... 6

Conceptual Framework…………………………………………………... 7

Significance of the Study……...…………………………………………. 8

Scope and Delimitation…………………………………………………... 9

III – Proposed Innovation, Intervention and Strategy…………………………….. 10

IV – Action Research Methods …………………………………………………… 13

A. Research Design……………………………….……………………..... 14

B. Research and Participants and/or

other Sources of Data & Information….……………………………….. 15

C. Data Gathering Methods………………..………………………………. 16

D. Validity of Instrument………………….…………...………………...... 17

E. Reliability of Instrument………………..…………..……………………18

F. Data Analysis Plan……………………………….………………………19

V – Work Plan……………………………….………...……………………………20

VI – Action Plan…………………………………………………………………… 21

VII – References…………………………………………………………………… 22
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I. Context and Rationale

Teaching vocabulary to elementary students plays a crucial role in their

communication success (Cohen et al., 2018). The more words students know, the easier it

is for them to understand the thoughts and ideas expressed by others, whether orally or in

writing (Burns, 2010). In the context of learning Filipino, expanding vocabulary skills is

especially important, as Filipino has a different system of structure, pronunciation, and

vocabulary compared to other languages (Gairanod, 2018). Effective teaching of

vocabulary is a challenging task that requires careful planning and implementation (Nation,

2013). Teachers need to use suitable teaching techniques to help students comprehend and

master the lesson content. Just as with other subjects, teaching language requires

appropriate methods and strategies that cater to students' needs and abilities (Lynch-Brown,

2022). As Alqahtani (2015) notes, teacher's ability to organize and present materials in a

way that fosters student learning is critical to the success of the teaching and learning

process.

Gamification of education is a strategy for increasing engagement by incorporating

game elements into an educational environment (Dichev and Dicheva, 2017). The goal is

to generate levels of involvement equal to what games can usually produce (Fardo, 2014).

The main goals of gamification are to enhance certain abilities, introduce objectives that

give learning a purpose, engage students, optimize learning, support behavior change, and

socialize (Knutas et al. 2014; Krause et al. 2015; Dichev and Dicheva 2017; Borges et al.

2013).

Stimulated by the effects that game elements can produce, many researchers have

looked into the influence of gamification in an educational context, getting favorable

results, such as the increase of engagement, user retention, knowledge, and cooperation
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(Hakulinen and Auvinen 2014; Tvarozek and Brza 2014). Despite that, some studies have

shown uncertain or prejudicial results from gamification (Christy and Fox 2014). They

found that ranking affects women in various ways and may guide to unexpected opposite

impact. Hanus and Fox (2015) informed that, in addition to not increase the results,

gamification decreases pleasure and motivation. Haaranen et al. (2014) noticed that some

users had adverse emotions about the badges.

In a study carried out by Polat (2014), Gibson and his colleagues (2015), it is

stated that games lead learners to display positive attitude and have positive influences

over success. It is also highlighted that games have always been a tool that draws the

attention of many people (Sarı and Altun, 2016). It is stated that activities that involve

games contribute to communication skills as well as muscle coordination (Jones, 2001).

While there are numerous studies on improving vocabulary in English in

elementary grades, our study focuses on enhancing Filipino vocabulary among fourthgrade

pupils (Cuaresma et al., 2018; Bughao et al., 2017; Gairanod, 2018). The purpose of this

study is to identify the factors that affect the use of Filipino as the primary language of

instruction in the classroom. Finally, the results of this study can be used as learning

materials to improve students' proficiency in Filipino.

In a study conducted by Cuaresma, et al., (2018), they found out that there is a low

proficiency level of Filipino vocabulary among Grade 10 students in the Philippines. The

study also suggested that using technology, such as mobile applications, could enhance the

students' vocabulary learning. Another study by Macalalad-Jacinto (2019) investigated the

vocabulary acquisition of Filipino children from different socioeconomic backgrounds.

The results of the study showed that children from higher socioeconomic status had higher

vocabulary knowledge than those from lower socio-economic status.

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Meanwhile, in a study by Villegas (2015), she explored the impact of multimedia

enhanced instruction on the vocabulary learning of Grade 5 students in the Philippines. The

findings suggested that gamification could be an effective strategy in teaching Filipino

vocabulary. A research by Bughao, et al. (2017) discussed the declining appreciation and

interest of Filipino language among the new generation in the Philippines. The study

recommended the use of innovative and engaging approaches in teaching Filipino

language, particularly in vocabulary learning.

Finally, a study by Velasco (2018) investigated the effect of explicit instruction on

Filipino vocabulary learning among Grade 4 students. The results showed that using

gamified activities could improve vocabulary acquisition, particularly in the use of context

clues.

Filipino Vocabulary among Elementary pupils in terms of Sex. The role of gender

has also occupied a prominent place. Studies that address gender differences in the several

aspects related to lexical acquisition are abundant. Results are inconclusive within this area

as well, with variability depending on the aspect examined. A number of studies have

examined receptive and productive vocabulary knowledge of learners, and have reached

different conclusions. Masri ,(2014).

Filipino Vocabulary among Elementary pupils in terms of Mother Tongue. Children

need to have a rich vocabulary that continually grows through language and literacy

experiences, in order to comprehend and construct increasingly complex texts, and engage

in oral language for a variety of social purposes. Focusing on vocabulary is useful for

developing knowledge and skills in multiple aspects of language and literacy. This includes

helping with decoding (phonemic awareness and phonics), comprehension, and also

fluency. Learning vocabulary is a continual process of language and literacy development,

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which begins in the early years of life, and continues through schooling and beyond.

Kenyon, (2013).

Filipino Vocabulary among Elementary pupils in terms of Literacy. A large

vocabulary allows a reader to use adequate semantic resources to activate relevant schema.

This facilitates the integration of ew information with existing knowledge, making (better)

comprehension possible (Ford-Connors & Paratore, 2015). The relationship between

vocabulary and reading comprehension has been cited across literature. This relationship

between vocabulary and reading comprehension can be explained by the schema theory.

Vocabulary is essential in social interactions which play a crucial part in building new

schemas. Poor word knowledge impedes one’s ability to make inferences and self-to-world

connections necessary for schema building (Moody et. al., 2018).

II. Action Research Questions

This study aim to determine the effectiveness of Gamification in Improving Filipino

Vocabulary among Intermediate Grades.

Specifically, this study seeks to answer the following questions;

1. What is the demographic profile of the participants in terms of

a. sex;

b. english/ bilingual

c. reader/non-reader

2. What is the level of vocabulary of respondents before intervention when

taken as a whole and when grouped according to profile?

3. What is the level of vocabulary respondents after intervention when taken

as a whole and when grouped according to profile?

4. Is there a significant difference in the level of Filipino vocabulary before

the pre-test scores intervention when taken as a whole and when grouped
according to demographic profile?
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5. Is there a significant difference in the level of Filipino vocabulary after the

post-test scores intervention when taken as a whole and when grouped
according to demographic profile?

6. Is there a significant difference in the pre-test and post-test scores when

taken as a whole and grouped according to demographic profile?

7. What instructional strategies can be recommended to improve the scores

when grouped according to profile?

Hypotheses

1. There is no significant difference in the level of Filipino vocabulary in the

pre-test scores of the participants when grouped according to demographic profile.

2. There is no significant difference in the level of Filipino vocabulary in the post-test

scores of the respondents when grouped according to demographic profile.

3. There is no significant difference in the pre-test and post-test scores when grouped

according to profile.

Theoretical Framework

The theoretical framework of this study focuses on the use of creative teaching

methods.

Through the plethora of research, it is proven that gamification in education promotes

student’s interest, abbreviation of anxiety, improved motivation and enhancement in

learning performance. As a result, gamification is introduced and combines learning

through games which is known as learning and having fun as well to emerge learning

interest among students. Learning through games is very beneficial for students since

students will not easily give up the task just for the concept of winning the game.

Students are highly motivated with the recognition given to them at the end of the game.
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Learning vocabulary with gamification tools helps the students to learn unfamiliar

words and phrases through the games. Implementing a gamification tool in learning

vocabulary has gained positive feedback from the students and increased their interest

in gamified English language by delivering a fun, exciting, motivating and engaging

lesson. (Waluyo, 2021). It is significant to ensure student’s engagement and

participation when learning to promote their satisfaction and motivation in learning

(Dehghanzadeh et al., 2019). According to Zou, 2019, gamification in English learning

has paved the way for listening and reading comprehension and enhanced student’s

vocabulary knowledge. Gamification tends to encourage the components such as critical

thinking, teamwork and self-learning among the learners (Kapp, 2012). These

gamification tools in English vocabulary learning are very beneficial for learners with

low proficiency in English. The main reason for students to be less proficient in English

might be due to lack of exposure to English. It is necessary to conduct a language class

that is exciting, fun, easy to learn, and engaging to establish student’s participation and

interest in learning. One is unable to learn a language without having its vocabulary

knowledge and one’s excellence in a language is measured through their knowledge of

vocabulary. Even a learner is proficient in English language.

Gamification in learning has been implemented to make the process of learning more

fun and engaging for learners. In the current world of technology, research regarding

implementation of technology in learning has been widely conducted especially on

gamification on learning. (Bal & Bicen, 2017). It is crucial to identify student’s

perceptions on gamification tools to discover gamification’s effectiveness and benefits

towards the student's learning process. According to a journal entitled “Perceptions of

students for gamification: Kahoot as a case study” the author discussed about student’s
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perception on gamification tools. The study indicated that gamification tools have

increased student’s interest and motivation in learning. Students claimed that they are

excited to learn through gamification because they can learn International Journal of

Academic Research in Business and Social Sciences. Learners stated that Kahoot is one

of the most famous applications among students and they are interested to attend class

prepared and fun to answer quizzes suddenly (Bal & Bicen, 2017) According to a study

conducted by Pratama et al (2020), the participants from that research declared that

implementing gamification into studies as a meaningful invention. The researcher has

also found out that student’s motivation and interest plays an important role in student’s

performance in education. Students who tend to show high interest and motivation in

learning were able to perform well as well. Gamification highly attracts student’s

attention in class throughout the lesson and at the same time it increases their

engagement in class. To conclude, data from previous studies has claimed that

implementing gamification in learning has gained positive feedback from the students.

Vocabulary plays a bigger role in enhancing a learner’s proficiency level of a language

and in acquiring all four skills such as reading, writing, listening and speaking (Nation,

2011). Researchers proved that language learning relies totally on vocabulary

acquisition, and those who fail to acquire a good vocabulary tend to struggle to learn a

language. Consequently, good vocabulary knowledge is necessary to convey a message

to someone in terms of a written or verbal form. Gaining as much vocabulary knowledge

is important in order to have good communication as well. It is important for teachers

to enhance the importance of vocabulary in language learning to students from their

early learning stages. Teaching vocabulary should be carried out more interactive and

engaging to make the lesson more effective and efficient (Al-Neyadi, 2007; Davies &
 10

Pears, 2003). Gamification tool in learning vocabulary is correlated to modern teaching

method which is student-centred where students can learn independently with minimum

support from the teacher (Mirzoveya & Kabdrgalinova, 2021).

Conceptual Framework

The conceptual framework of the study is based on the premise that the use

of gamification can improve the Filipino vocabulary skills of Grade 4 pupils of

Fellowship Baptist College. The study is guided by the independent variable which

is the use of a

On the other hand, the following are the dependent variables: demographic

profile of the participants (Sex, English and bilingual and reader and non-reader);

performance of the respondents in the Filipino vocabulary pre-test; performance of

the respondents in the Filipino vocabulary post-test; significant difference between

the pretest scores of the participants when grouped according to demographic

profile; significant difference between the test scores of the respondents when

grouped according to demographic profile; and Instructional strategies to improve

the respondent’s vocabulary skills

The study assumes that the use of a gamification can improve the vocabulary

skills of Grade 4 pupils. The demographic profile of the participants (Sex, English

and bilingual and reader and non-reader) is expected to have an impact on the pretest

scores and the test scores. The study will use a pretest-posttest design to compare

the performance of the respondents before and after the use of the gamified

activities. The data will be analyzed using statistical techniques to determine

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whether there is a significant difference between the pretest scores and the test

scores.

The findings of the study will provide insights into the effectiveness of the

use of a gamification in improving the vocabulary skills of Grade 4 pupils. The

study will also provide recommendations for instructional strategies that can be

used to improve the vocabulary skills of pupils.

Significance of the Study

The significance of the study can be highlighted as follows:

Principals. The findings of this study can be utilized in implementing

effective strategies for teachers to improve the learning of Filipino vocabulary

among elementary grade students.

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Teachers. The results of the study can serve as an awareness tool for

teachers to learn and understand different techniques for enhancing Filipino

vocabulary skills among their students.

Pupils. The study can help in improving the vocabulary and knowledge of

Filipino language among children in elementary grades. The students are

entertained, as well as they learned.

Future Researchers. The study findings can also be beneficial for future

researchers who are interested in exploring ways to improve Filipino vocabulary

skills among elementary grade students. That gamification is useful in improving

Filipino vocabularies. The study may provide a basis for future research on related

topics.

Scope and Delimitation

The scope of this study limited to the effectiveness of gamification during

the school year 2023-2024. The study focus on the following variables:

a. Sex. The study will take into account the differences in the effectiveness of

the gamification between male and female students.

b. English/bilingual. The study will consider the influence of language use at

home on the effectiveness of the gamification.

c. Readers/non-readers. The study will examine the impact of being a reader or

non-reader on the effectiveness of gamification in improving Filipino

vocabulary.

On the other hand, the study will only cover intermediate pupils during the

school year 2023-2024. Meanwhile, the study will only focus on the effectiveness
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of gamification, and will not consider other factors that may impact the

improvement of Filipino vocabulary among intermediate. Finally, the study will not

include students from other schools, and therefore, the generalizability of the

findings may be limited.

Definition of terms

The following terms are defined operationally and conceptually:

Sex. Refers to the biological classification of a person as either male or

female (Tim, 2021).

In this study, it pertains to the differences in the effectiveness of the

workbook between male and female students.

English/Biligual. Refers to the language spoken by a person as their first

language or learned at home during childhood (Merriam-Webster).

In this study, it pertains to the influence of language of the respondents

which can be categorized as English/bilingual.

Reader and non-reader. Refers to the ability to read and write in a particular

language, as well as the ability to comprehend and use written and spoken

language effectively

(Merriam-Webster).
In this study, it pertains to the impact of being a reader or non-reader on the

effectiveness of the gamification.

Gamification- refers to the introduction of game design elements and gamely

experiences in the design of learning processes. (Caponetto et al. 2014)

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III. Proposed Innovation, Intervention, and Strategies

The development of a rich vocabulary is crucial for effective communication and

language proficiency. This proposed intervention aims to improve the Filipino vocabulary

skills among grade four pupils of Fellowship Baptist College. By implementing a targeted

strategy, the researcher enhances students' vocabulary acquisition and promote their overall

language development.

The proposed intervention focuses on incorporating vocabulary-building activities

and strategies into the regular curriculum. The following steps outline the intervention plan:

Pre-Assessment. Conduct a pre-assessment to determine the current vocabulary

levels of grade four pupils. Through written test. This assessment will serve as a baseline

to gauge improvement throughout the intervention.

Vocabulary Games and Motivational Activities. Design and implement games and

motivational activities tailored to the needs of grade four students. These methods should

be interactive, engaging, and aligned with the Filipino language curriculum.

Innovations

a) Contextualized Learning. Integrate vocabulary instruction into meaningful

contexts, such as reading comprehension activities, storytelling, and discussions.

This approach helps students connect new words to real-life situations and

enhances retention.

b) Word Walls and Visual Aids. Create word walls in the classroom displaying

frequently encountered Filipino words. Use visual aids, such as pictures or

illustrations, to reinforce word meanings and facilitate better understanding.

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c) Vocabulary Games and Activities. Incorporate fun and interactive vocabulary

games, such as word puzzles, matching activities, and vocabulary bingo. These

games can make learning enjoyable while reinforcing word meanings and usage.

d) Reading and Vocabulary Building. Encourage regular reading habits among grade

four students and provide opportunities for independent and guided reading.

Engage students in discussions about the stories they read, focusing on new

vocabulary words encountered.

Strategies

a.) Maminwit tayo ng mga salita. Each participate of every group they need to fishing

the fish with a letters and connect them to the pictures. Encourage them to identify

the unfamiliar words and connect them in a pictures.

b.) Sagot mo Sulat ko. These activities should encourage students to explore the

Filipino language beyond the classroom. Discuss their meanings, and use them in

sentences.

c.) Piko. This activity the student will step the words and find the answers. Encourage

them to explain the word's meaning and usage in front of the class, promoting oral

language skills and confidence.

Post-Assessment and Evaluation

Conduct a post-assessment at the end of the intervention to measure students'

progress in Filipino vocabulary. Compare the results with the pre-assessment data to
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evaluate the effectiveness of the intervention. Use the assessment outcomes to provide

feedback, identify areas for improvement, and guide future instruction.

Implementing this proposed intervention and strategy for improving Filipino

vocabulary among grade four pupils of Fellowship Baptist College can enhance students'

language skills and overall communication abilities. By providing explicit vocabulary

instruction, promoting reading habits, incorporating interactive activities, and conducting

assessments, we can foster a strong vocabulary foundation that will benefit students in their

academic and personal lives. Continuous monitoring and adjustments to the intervention

plan will ensure its effectiveness and success in supporting students' language

development.

IV. Action Research Methods

Research Design. Based on the statement of the problem, an action research

design would be appropriate for this study. Action research is a research approach

that focuses on solving practical problems by collaboratively working with

stakeholders and using iterative cycles of planning, acting, observing, and

reflecting. It is often used in educational settings to improve teaching and learning

processes and outcomes.

The action research design allows for the researcher to collaborate with

stakeholders, such as teachers and pupils, in addressing the practical problem of

improving Filipino vocabulary skills. This design also allows for flexibility and

adaptability in the intervention since the researcher can adjust the approach based

on the results of the observation and reflection stages. Additionally, the design
 17

allows for the researcher to contribute to the development of instructional strategies

that are specific to the context of the school and the pupils involved.

a. Participants. In this research, the Grade 4 pupils of Fellowship Baptist

College during the school year 2023-2024 the participants.

Since the study focus on the effectiveness of gamification in improving the

Filipino vocabulary skills of Grade 4 pupils, it is important to include all Grade 4

students in the research to obtain accurate and comprehensive results. The total

number of Grade 4 students will be determined and included in the study.

The enumeration process will involve identifying all the Grade 4 students in

Fellowship Baptist College during the school year 2023-2024 and obtaining consent

from their parents or guardians to participate in the research. The researchers will

explain the objectives and procedures of the study to ensure that the parents and

students fully understand the research process. The researchers will also ensure the

confidentiality of the participants' information and comply with ethical

considerations.

b. Data Gathering Procedure. The data gathering methods for this study will

include pre-test and post-test to measure the Filipino vocabulary skills of the

participants, the pre-test will be administered before the intervention, while

the post-test will be conducted after the intervention. A survey questionnaire

will also be administered to gather demographic data of the participants,

including sex, mother tongue, and literacy.

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Responde Gend Engli Bilingu Read Non- Prete Postte

nts er sh al er read st st
er
Student 1 M ✓ ✓ 9/30 15/30
Student 2 M ✓ ✓ 9/30 17/30
Student 3 M ✓ 10/30 19/30
Student 4 M ✓ ✓ 12/30 21/30
Student 5 M ✓ ✓ 15/30 25/30
Student 6 M ✓ ✓ 16/30 22/30
Student 7 M ✓ ✓ 18/30 20/30
Student 8 M ✓ ✓ 18/30 22/30
Student 9 M ✓ ✓ 19/30 21/30
Student 10 M ✓ ✓ 9/30 20/30
Student 11 M ✓ ✓ 16/30 24/30
Student 12 F ✓ ✓ 13/30 24/30
Student 13 F ✓ ✓ 14/30 20/30
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Student 14 F ✓ ✓ 14/30 22/30

Student 15 F ✓ ✓ 19/30 25/30
Student 16 F ✓ ✓ 20/30 25/30
Student 17 F ✓ ✓ 20/30 26/30
Student 18 F ✓ ✓ 20/30 24/30
Student 19 F ✓ ✓ 21/30 25/30
Student 20 F ✓ ✓ 23/30 26/30

Data Analysis Plan. The data collected will be analyzed using descriptive

statistics such as frequency, mean, and percentage distribution. The t-test will also

be used to determine the significant difference between the pre-test and posttest

scores of the participants, as well as the significant difference between the test

scores of the respondents when grouped according to demographic profile.

Research Setting. This study will be conducted at Fellowship Baptist

College, located at Rizal St., Brgy. 9, Kabankalan City, Negros Occidental, a private

educational institution. It was established in 1954 as a secondary institution and has

since expanded to offer programs in various fields. The college aims to provide

quality Christian education that integrates biblical principles in its curriculum. The

institution also strives to develop the students' spiritual growth and leadership

potential through various programs and activities. The college has been recognized

by the Commission on Higher Education (CHED) and has produced graduates who

have excelled in their respective fields.

Research Instrument. The research instrument for this study will be

written pretest and posttest specifically designed for Grade 4 pupils.

Data Collection and Procedure. The researchers will seek the approval of

the school administration and the parents or guardians of the participants before

conducting the study. The pre-test will be administered to the participants, and the
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results will be recorded. The intervention will be conducted using questionnaires.

The post-test will be administered to the participants after the intervention, and the

results will also be recorded.

Ethical Considerations. This study will comply with ethical standards and

guidelines for research involving human participants. The researchers will obtain

informed consent from the participants and their parents or guardians. The

confidentiality and anonymity of the participants will be ensured throughout the

study.

The data will only be shared with the research team and the institution’s

research committee. Any data shared with others outside the research team will be

anonymized to protect the privacy of the participants. Finally, the data will be stored

for a period of one year after completion of the study, as required by the institution’s

policies. After one year, the data will be permanently deleted.

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V. Work Plan
The following timelines will be observed in the conduct of this baseline study.

Research Activity Duration Timelines

Preparation of research October 24- November 25,

5 weeks
proposal 2022

Development of Research October 16- November 3,

3 weeks
Instrument 2023

Data Analysis and November 27,- December 1

1 weeks
Interpretation 2023

Preparation of Final Report 1 weeks December 4-8, 2023

VI. Action Plan

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