Using Sticker-Based Participation and Reward Key System (Sparks) in Boosting Grade 10 Learners’ Engagement in Filipino

The Filipino subject plays a crucial role in developing students’ sense of identity, cultural awareness, and analytical thinking through active engagement with language and literature. This study, using a classroom-based research methodology, aimed to enhance Grade 10 students’ engagement in learning Filipino through the Sticker-based Participation and Reward Key System (SPARKS). Thirty-one students from a public school in Ozamiz City were purposively selected for the 2024–2025 academic year. Employing a quantitative approach, the study used a researcher-made rubric assessment and observation checklist, with statistical analyses conducted in Minitab, including mean, standard deviation, frequency, percentage, and t-tests. Results revealed that learners’ performance before implementing SPARKS was at the “Did Not Meet Expectations” level, with engagement rated as “Very Poor.” After implementation, performance improved to the “Outstanding” level, and engagement rose to “Very Good.” These findings indicate a highly significant improvement in both student engagement and academic performance following the use of SPARKS. The successful implementation of this strategy demonstrates its effectiveness as a motivational tool in the classroom. To sustain such positive outcomes, schools are encouraged to adopt motivational approaches supported by teacher training, student recognition programs, and counselor involvement to foster consistent engagement, positive behavior, and balanced student development.