Effectiveness of the Gamified Reading Buddy Strategy in Enhancing the Reading Skills and Engagement of Grade 7 Junior High School Learners in Alabat Island National High School

Reading difficulties among junior high school learners remain a persistent challenge, particularly for those at the frustration level of literacy development. Addressing this concern requires innovative, evidence-based interventions that not only strengthen literacy skills but also sustain learner motivation. This study investigated the effectiveness of a Gamified Reading Buddy Strategy in enhancing the reading performance of Grade 7 learners at Alabat Island National High School. A quasi-experimental pretest–posttest design was employed, with participants identified through the Philippine Informal Reading Inventory. Learners at frustration level were paired with peers at instructional and independent levels, engaging in structured peer-assisted sessions enriched with gamification elements such as points, badges, leaderboards, and quests. These features were intentionally designed to foster collaboration, healthy competition, and sustained engagement. Data were collected through standardized pretests and posttests, validated instruments, and learner questionnaires, with statistical analysis applied to measure outcomes across multiple literacy domains. Findings revealed significant improvements in reading comprehension, fluency, and vocabulary, alongside heightened learner engagement and motivation. Posttest scores demonstrated upward shifts across literacy domains, confirming the effectiveness of the intervention. Learners also reported increased confidence and enjoyment in reading activities, suggesting that gamification can positively influence attitudes toward literacy. The results highlight the potential of integrating gamification into buddy reading to strengthen literacy outcomes and foster collaborative learning environments. This approach provides educators with a practical framework for enhancing reading instruction, while also addressing motivational barriers. Further research is recommended to examine scalability, sustainability, and long-term impact across diverse educational contexts.