Enhancing Reading Comprehension Skills of Grade 8 Learners through Gamification in a Learner-Centered Framework
Résumé
This quasi-experimental study explored Grade 8 students’ perceptions of gamification as an instructional approach to improve reading comprehension, grounded in Self-Determination Theory (SDT). The research investigated how gamified instruction, emphasizing autonomy, competence, and relatedness, could improve student engagement and comprehension. Using a non-random sampling method, participants were divided into control and experimental groups and assessed through pre-test and post-test measures. Ethical considerations were observed to ensure participants’ rights and confidentiality. Statistical analyses analyzed using t-test were conducted to examine within- and between-group differences in reading comprehension scores. While both groups showed improvements, the difference between the experimental and control groups was not statistically significant. These findings suggest that although gamification may enhance student engagement and motivation, its short-term impact on reading comprehension may not surpass that of traditional instruction. Further research with extended intervention periods, varied game-based strategies, and larger sample sizes is recommended to better understand gamification's potential in literacy development. Aims: The study aimed to determine the perception of Grade 8 learners toward gamified reading instruction and its effect on their reading comprehension. It sought to explore how gamification as a learner-centered approach influences student engagement and comprehension outcomes. Study Design: The research employed a quantitative quasi-experimental design, using pre-test and post-test measures to compare the outcomes of a control group (traditional instruction) and an experimental group (gamified instruction). Place and Duration of the Study: The study was conducted in two secondary school in Davao City, Philippines. The research was carried out over a three-month- period, from February to April 2025. Methodology: Reading comprehension was assessed using a researcher-made 20-item multiple-choice test administered as both pretest and posttest. The control group received traditional instruction, while the experimental group engaged in gamified reading activities. Data analysis included paired t-tests to measure within-group improvements, and an independent t-test to compare mean gain scores between groups. Results: Findings revealed that both instructional approaches significantly improved students' reading comprehension, with the control group (traditional instruction) achieving a mean gain score of 1.90 (SD = 4.15), and the experimental group (gamified instruction) achieving a mean gain score of 1.73 (SD = 1.84). Paired t-tests indicated significant within-group improvements for both the control group (t = -3.51, p = .00087) and the experimental group (t = -7.23, p < .001). However, an independent t-test comparing gain scores between groups yielded no significant difference, t = -0.29, p = .77. These results suggest that while both methods are effective, gamification produced more consistent gains among learners, as reflected in its lower standard deviation. Conclusion: The study underscores the potential of gamified instruction to produce more consistent learning gains in reading comprehension, highlighting the need for sustained and well-integrated game-based strategies to maximize student engagement and achievement.