Reading comprehension is a fundamental skill that serves as the cornerstone of education.

However, the
Philippines faces a significant challenge in this regard. Recent data from international assessments,
including the 2018 Programme for International Student Assessment (PISA), indicate a concerning trend.
The Philippines ranks among the lowest-performing countries in reading, mathematics, and science.
According to the PISA 2018 results, over 80% of Filipino students did not attain a minimum level of
proficiency in reading, underscoring the urgent need for intervention (OECD, PISA 2018 Database).

Recognizing the gravity of the situation, the Department of Education (DepEd) has taken steps to bridge
this gap. The PISA results have been instrumental in establishing baselines, informing policies, and
guiding education reform efforts. One such initiative is the "Sulong Edukalidad" program, which focuses
on four key areas: (1) K to 12 review and updating, (2) Improvement of learning facilities, (3) Teachers
and school heads’ upskilling and reskilling through a transformed professional development program;
and (4) engagement of all stakeholders for support and collaboration. DepEd guarantees that No Learner
shall not Left Behind.

The need for reading intervention is further emphasized by the results of the Philippine Informal Reading
Inventory (Phil-IRI) conducted during t. Even before the pandemic, the assessment revealed a significant
gap in reading abilities among learners. Unfortunately, support interventions were limited, especially
during the crisis.

Recent research has illuminated the importance of gamification in enhancing reading comprehension
skills. Gamification is not just a trend but a research-based approach that significantly boosts
engagement and learning outcomes.

A study by Steinkuehler and Duncan (2008) found that integrating game elements into reading activities
increased students' motivation and persistence in reading.

Research by Gee (2003) emphasized the importance of video games in developing critical literacy skills,
highlighting how games require players to make complex decisions and understand narratives.

The work of Hamari et al. (2014) highlighted the positive impact of gamification on learning engagement,
with rewards and challenges driving learner participation.

Studies by Deterding et al. (2011) and Anderson et al. (2010) have shown that gamification enhances
retention, skill acquisition, and mastery.

Project GCARD leverages the power of gamification to create an immersive and enjoyable reading
comprehension experience for Grade 6 learners. By infusing game elements into the learning process,
we aim to ignite a passion for reading and elevate reading comprehension skills among learners at Pasil
Elementary School.
[Include specific research findings and data supporting the importance of gamification in improving
reading comprehension.]

Through Project GCARD, we aspire to equip Grade 6 learners with the vital reading comprehension skills
they need to excel academically and thrive in life, ensuring that every learner receives a quality
education.