Level of Gamification Instruction in Language, Literacy, and Communication Domains for Kindergarten

This study aimed to assess the level of gamification instruction in language, literacy, and communication domains for kindergarten, in private schools, in a highly urbanized city in Central Philippines during the school year 2023-2024. Data for this descriptive study was collected from 34 kindergarten teachers using a self-made data-gathering instrument that underwent a stringent validity and reliability test with scores of 4.51 and 0.848, respectively. The results reveal that teachers’ level of gamification instruction was generally very high. Subsequent analysis indicated no significant difference in the level of gamification instruction in auditory perception and discrimination, oral language, alphabet knowledge, and study skills when grouped by age, area of concentration, length of service, and number of trainings attended. Meanwhile, a significant difference was observed in auditory perception and discrimination, visual perception discrimination, alphabet knowledge, and study skills when grouped by highest educational attainment. Likewise, there was a significant difference in visual perception and discrimination when grouped by highest educational attainment and length of service. Hence, this study recommends professional development for younger teachers, tailored gamified activities pieces of training, and the creation of a climate conducive to learning in the research environment. Keywords: Gamification Instruction, Language, Literacy, Communication, Kindergarten