Impact of Traditional Gamification on Reading Performance of Grade 3 Pupils of Gloria District

This study determined whether traditional gamification improved the reading performance of struggling grade III learners in the Gloria District. Quantitative research method particularly quasi-experimental design was employed to examine and compare existing relationships of the variables. The researcher used Cochran’s formula to take a sample from the ten selected schools that had the lowest in the Phil-Iri results and 141 grade III pupils who were purposively selected to be his participating respondents in the study. Moreover, the pupils underwent one-quarter of traditional gamified activities namely: Domino, Bingo, and Scrabble. The mean was computed to determine the pretest and posttest scores of the pupils. Standard deviation was used to identify if there were significant differences between the two groups of respondents. Likewise, it was utilized to determine significant increases between pretest and posttest scores before and after the implementation of gamified activities. Furthermore, the result of the study showed that there was a significant improvement in the posttest mean scores after the implementation of traditional gamification. The results indicate that using traditional gamification inside the classroom greatly enhanced pupils’ motivation, vocabulary, and reading performance levels. On this basis, it is recommended that teachers should use this in developing pupils reading ability.