GAMIFICATION AS A TOOL FOR ENHANCING LEARNERS’ OUTCOME AND MOTIVATION

This research investigated the effects of gamification in improving academic performance, self-efficacy, engagement, and motivation of Senior High School (SHS) Biology students. It was prompted by perennial problems in science education in the Philippines, such as resource deficit, lack of technology use, and decreasing students' motivation toward difficult concepts in biology. Adopting a mixed-methods sequential explanatory design, the study focused on the positive influence of gamified lessons with video game mechanics (points, badges and leaderboards) on the learning experience of students. Quantitative surveys used in conjunction with qualitative FGDs give rise to a detailed examination of the effect of adopting gamified learning strategies on students' confidence whilst participating in school and their motivation towards biology. Results from the quantitative data collected from 52 Grade 11 STEM students showed beneficial points of impact of gamification on self-efficacy, specifically mastery experiences and social persuasion. Students also showed greater confidence in addressing challenging biological ideas, as they scored better on post-intervention tests. In addition, gamified learning enhanced engagement and motivation because students perceived lessons as more interactive and fun. The qualitative results added to the richness, such as students describing that gaming lowered their anxiety, increased collaboration, and made daunting topics (as photosynthesis and cellular respiration) more accessible and enjoyable. Themes emerging from the qualitative phase emphasized increased confidence through mastery, reduced stress through playful learning, and sustained motivation by fostering both individual achievement and group collaboration. The results of the study shed light on the significance of developing contextually appropriate educational gamification interventions, suited to the diverse contexts and issues of the learners. It showed that gamification is not a trend, but a teaching method that works both cognitively as well as emotionally. The study's implications, beyond the benefit to students' learning, are also meaningful for teachers, curriculum developers, and educational policymakers. Teachers can leverage gamification to promote positive learning environments, and administrators and policymakers are urged to integrate gamified approaches into more extensive educational reforms. The development of gamification being ongoing, future studies may focus on long-term effects of gamified intervention across differing academic domains and samples and ascertain whether gamified education is also fair and effective for different learning fields.