Enhancing Students’ Reading Proficiency through Game-Based Learning
Keywords:
game-based learning, instructional materials, reading proficiency
Abstract
Game-Based Learning (GBL) is a teaching approach incorporating enjoyable and interactive activities into the learning process to engage students and enhance their reading proficiency. The study adopted the eight steps of R&D model design by Gall and Borg in 1989. It aimed to develop, validate, and test the effectiveness of the instructional materials on enhancing the reading proficiency level of Grade 7 students of Dologon National High School- Kiharong Annex for school year 2024-2025. Specifically, it sought to: develop instructional materials on enhancing the reading proficiency level of students using game-based learning; validate the materials by subjecting them for evaluation by the teacher-experts and pilot learners; revise the material based on the suggestions and recommendations of the teacher-experts and pilot learners; and test the effectiveness of the developed, validated, and revised instructional materials in enhancing reading proficiency. The study employed a quasi-experimental design which used two intact sections as experimental and control groups. The research utilized the adapted questionnaires in assessing the teacher-experts and students’ evaluation on the GBL-IMs. Descriptive statistics and ANCOVA were used in the study. The findings of the study revealed that teacher-experts evaluation on GBL was “Highly Eligible”, and students’ evaluation was “Strongly Agree” which mean that “The criteria were completely met”. Moreover, GBL group has a higher reading proficiency increase compared to the non-GBL group and there was a significant difference between their pretest and posttest scores after the intervention.
References
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Ali, M.M., & Saiden, N. S. (2015). Application of graded reading materials in the teaching of reading skills for children with reading difficulties. Procedia - Social and Behavioral Sciences 19, 2631 – 2633. DOI: 10.1016/j.sbspro.2015.04.518
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Amua-Sekyi, E. T., & Nti, K. N. (2015). Factors affecting students’ performance in English at colleges of education in Ghana. IMPACT: International Journal of Research in Humanities, Arts and Literature, 3(10), 29-44.
Banister, S., & Ross, C. (2019). Using Fun to Improve Learning. Journal of Leadership, Accountability and Ethics, 8(1), 87-98.
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Bugler, D., Marple, S., Burr, E., Chen-Gaddini, M., & Felkinstein, N. (2017). How Teachers Judge the Quality of Instructional Materials. https://www.wested.org/wp-content/uploads/2017/03/resource-selecting-instructional-materials-brief-1-quality.pdf
Cheng, S., Hwang, G., & Lai, C. (2019). Effects of the group leadership promotion approach on students’ higher-order thinking awareness and online interactive behavioral patterns in a blended learning environment. Interactive Learning Environments, 28(2), 246–263. https://doi.org/10.1080/10494 820.2019.1636075
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Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining" gamification". Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, 9-15.
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Gortaire Díaz, D., Sandoval Pérez, M. J., Romero Ramírez, E., & Mora Aristega, J. (2022). Case Study: Gamification as a strategy for vocabulary learning in university students. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 7992-8005. https://doi.org/10.37811/cl_rcm.v6i6.3970
Hattie, J., Guskey, T. R., & Yen, L. L. (2017). A continuum of engagement: A framework for exploring student motivation and its assessment. New Directions for Teaching and Learning, 2017(152), 21-32.
Hutabarat, S. & Zaidi, M. Y. (2021). Improving reading skill through game technique for the first grade elementary school students. JELITA: Journal of English Language Teaching and Literature (2) 2, 130-139. E-ISSN 2721-1916
Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning and social interdependence theory. In International Handbook of Cooperative Learning (pp. 1-28). Routledge.
Kusuma, H.A. & Sigit, A. (2018). Strategy on developing English learning material for specific purposes. International Journal of Education & Curriculum Application, 1 (3), ISSN 2614-3380
Kusumadyahdewi & Kusumarasdyati (2019). Developing reading materials to improve the learners’ comprehension of concepts in financial management. Proceeding 2019 International Conference on Language Teaching and Culture.
ISBN: 978-623-232-344-5
Lasley, L. (2019). A reflective summary analysis of the selection and production of instructional material for curriculum delivery at the primary level in Postcolonial Guyana. SAGE Journal. doi: 10.1177/2158244019858445
Lozarito, K.K. & Segumpan, M. V. (2022) Effectiveness of Digital Games in Students' Vocabulary, International Journal of English Language Teaching, Vol.10, No.3, pp., 8-14
Quita, C. P. (2024). School First Quarter Phil-IRI Reading Assessment Report (SY 2024-2025).
Quita, C. P. & Borres, T. (2022). Genre-based strategic intervention material: Its effects on reading comprehension. Science International (Lahore), 35(5), 591-594. ISSN 1013-5316;CODEN: SINTE 8
Omuna, M. O., Onchera, P.O., & Kimutai, C.K. (2016). Availability and use of instructional resources for teaching and learning of English reading skills in secondary schools in Teso North Sub Country, Kenya. International research Journal, 7 (1), 001-009.
doi: http:/dx.doi.org/10.14303/er.2016.005
Öztürk, C. & Korkmaz, Ö. (2020). The effect of gamification activities on students' academic achievements in social studies course, attitudes towards the course and cooperative learning skills. Participatory Educational Research (PER), 7(1), pp. 1-15. http://dx.doi.org/10.17275/per.20.1.7.1
Pado, F.E., Diaz, L. E., Ongtengco, M.H.P., Alcazar, M.Y.C., Salvador, A. M.M. & Nava, F.J. (2018). The Philippine Informal Reading Inventory Manual. (1st ed.). Pasig, Philippines. Department of Education – Bureau of Learning Resources (DepEd-BLR).
Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning. NCER 2007-2004. National Center for Education Research.
Perez-Diaz, E., Diaz, R., Gabriel, E., & Sison, M. (2020). Working and non-working learners in math: basis for utilizing strategic intervention materials. doi: 10.20944/preprints202011.0242.v1
Pho, A. & Dinscore, A. (2015). Game-Based Learning. Association of College and Research Libraries and American Library Association. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://acrl.ala.org/IS/wp-content/uploads/2014/05/spring2015.pdf
Polat, Y. (2014). A case study: Gamification method and its effect on students in English course (Unpublished master’s thesis). Çag University, Mersin
Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., & Correa, M. (2003). Beyond Nintendo: Design and assessment of educational video games for a multicultural classroom. Computers & Education, 40(1), 71-94.
Rosyidah, K. & Aisyah, R.N. (2019). Developing reading handbook based on genre based approach for Islamic senior high school level. Jurnal Pendidikan Glasser, 3 (1). DOI: http://10.32529/glasser.v%vi%i.157Ruiz Villacrés, G. E., & Paredes Rodríguez, L. A. (2023). Aprendizaje basado en juegos para el desarrollo de la comprensión lectora en adolescentes. Ciencia Digital, 7(3), 79-98. https://doi.org/10.33262/cienciadigital.v7i3.2588
Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education (IJTE), 4(3), 542-552. https://doi.org/10.46328/ijte.169
Akyol, H., Ḉakiroğlu, A. & Kuyuyer, H. (2014). A study on the development of reading skills of the students having difficulty in reading: Enrichment reading program. International Electronic Journal of Elementary Education, 6 (2), 199-212.
Alfuhaid, S. (2023). A quantitative study in using digital games to enhance the vocabulary level of Saudi male secondary school students. Canadian Center of Science and Education, 16 (3). doi: 10.5539/elt.v16n3p16
Ali, M.M., & Saiden, N. S. (2015). Application of graded reading materials in the teaching of reading skills for children with reading difficulties. Procedia - Social and Behavioral Sciences 19, 2631 – 2633. DOI: 10.1016/j.sbspro.2015.04.518
Alotaibi, M.S. (2024) Game-based learning in early childhood education: a systematic review and meta-analysis. Front. Psychol. 15:1307881. doi: 10.3389/fpsyg.2024.1307881
Amua-Sekyi, E. T., & Nti, K. N. (2015). Factors affecting students’ performance in English at colleges of education in Ghana. IMPACT: International Journal of Research in Humanities, Arts and Literature, 3(10), 29-44.
Banister, S., & Ross, C. (2019). Using Fun to Improve Learning. Journal of Leadership, Accountability and Ethics, 8(1), 87-98.
Bondaug, K. (2021). Game-based learning material for developing reading comprehension. Retrieved October 4, 2024, from http://research.buksu.edu.ph/index.php?journal=APJSBS&page=article&op=view&path%5B%5D=274
Bukoye R. O. (2019). Utilization of instructional materials as tools for effective academic performance of students: implications for counselling. Proceedings. Presented at the 2nd Innovative and Creative Education and Teaching International conference.
Bugler, D., Marple, S., Burr, E., Chen-Gaddini, M., & Felkinstein, N. (2017). How Teachers Judge the Quality of Instructional Materials. https://www.wested.org/wp-content/uploads/2017/03/resource-selecting-instructional-materials-brief-1-quality.pdf
Cheng, S., Hwang, G., & Lai, C. (2019). Effects of the group leadership promotion approach on students’ higher-order thinking awareness and online interactive behavioral patterns in a blended learning environment. Interactive Learning Environments, 28(2), 246–263. https://doi.org/10.1080/10494 820.2019.1636075
Cordova, R., Medina, J.G., Ramos, T. & Alejo, A.9(2015). Effectiveness of competency-based strategic intervention material in English 7.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26(3-4), 325-346.
Dela Cerda, F. (2016). The design of a theme-based and genre-oriented strategic reading course to improve students’ reading comprehension skills at a public school in Columbia, HOW, 2 (1), 49-67.
doi: http://dx.doi.org/10.19183/how.23.1.143.
Department of Education-Division of Bukidnon. (2023). Training of Trainers of English, Science, and Mathematics Teachers on the Implementation of the National Learning Camp (NLC). D.M. no. 281.
DepEd Bukidnon. (2020). DepEd Bukidnon Division Education Development Plan 2017-2022.
DepEd. (2019). Challenge of Quality in Basic Education.
Derakhshan, A. & Khatir, E. D. (2015). The effects of using games on english vocabulary learning. Journal of Applied Linguistics and Language Research, 2 (3), 39-47. ISSN: 2376-760X
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining" gamification". Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, 9-15.
Extramarks. (2023, June 9). Top 10 interactive activities to engage students and boost academic performance. Extramarks Digest. https://www.extramarks.com/blogs/top-10-interactive-activities-to-engage-students-and-boost-academic-performance/
Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education and Information Technologies, 20, 403–410.
Gortaire Díaz, D., Sandoval Pérez, M. J., Romero Ramírez, E., & Mora Aristega, J. (2022). Case Study: Gamification as a strategy for vocabulary learning in university students. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 7992-8005. https://doi.org/10.37811/cl_rcm.v6i6.3970
Hattie, J., Guskey, T. R., & Yen, L. L. (2017). A continuum of engagement: A framework for exploring student motivation and its assessment. New Directions for Teaching and Learning, 2017(152), 21-32.
Hutabarat, S. & Zaidi, M. Y. (2021). Improving reading skill through game technique for the first grade elementary school students. JELITA: Journal of English Language Teaching and Literature (2) 2, 130-139. E-ISSN 2721-1916
Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning and social interdependence theory. In International Handbook of Cooperative Learning (pp. 1-28). Routledge.
Kusuma, H.A. & Sigit, A. (2018). Strategy on developing English learning material for specific purposes. International Journal of Education & Curriculum Application, 1 (3), ISSN 2614-3380
Kusumadyahdewi & Kusumarasdyati (2019). Developing reading materials to improve the learners’ comprehension of concepts in financial management. Proceeding 2019 International Conference on Language Teaching and Culture.
ISBN: 978-623-232-344-5
Lasley, L. (2019). A reflective summary analysis of the selection and production of instructional material for curriculum delivery at the primary level in Postcolonial Guyana. SAGE Journal. doi: 10.1177/2158244019858445
Lozarito, K.K. & Segumpan, M. V. (2022) Effectiveness of Digital Games in Students' Vocabulary, International Journal of English Language Teaching, Vol.10, No.3, pp., 8-14
Quita, C. P. (2024). School First Quarter Phil-IRI Reading Assessment Report (SY 2024-2025).
Quita, C. P. & Borres, T. (2022). Genre-based strategic intervention material: Its effects on reading comprehension. Science International (Lahore), 35(5), 591-594. ISSN 1013-5316;CODEN: SINTE 8
Omuna, M. O., Onchera, P.O., & Kimutai, C.K. (2016). Availability and use of instructional resources for teaching and learning of English reading skills in secondary schools in Teso North Sub Country, Kenya. International research Journal, 7 (1), 001-009.
doi: http:/dx.doi.org/10.14303/er.2016.005
Öztürk, C. & Korkmaz, Ö. (2020). The effect of gamification activities on students' academic achievements in social studies course, attitudes towards the course and cooperative learning skills. Participatory Educational Research (PER), 7(1), pp. 1-15. http://dx.doi.org/10.17275/per.20.1.7.1
Pado, F.E., Diaz, L. E., Ongtengco, M.H.P., Alcazar, M.Y.C., Salvador, A. M.M. & Nava, F.J. (2018). The Philippine Informal Reading Inventory Manual. (1st ed.). Pasig, Philippines. Department of Education – Bureau of Learning Resources (DepEd-BLR).
Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning. NCER 2007-2004. National Center for Education Research.
Perez-Diaz, E., Diaz, R., Gabriel, E., & Sison, M. (2020). Working and non-working learners in math: basis for utilizing strategic intervention materials. doi: 10.20944/preprints202011.0242.v1
Pho, A. & Dinscore, A. (2015). Game-Based Learning. Association of College and Research Libraries and American Library Association. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://acrl.ala.org/IS/wp-content/uploads/2014/05/spring2015.pdf
Polat, Y. (2014). A case study: Gamification method and its effect on students in English course (Unpublished master’s thesis). Çag University, Mersin
Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., & Correa, M. (2003). Beyond Nintendo: Design and assessment of educational video games for a multicultural classroom. Computers & Education, 40(1), 71-94.
Rosyidah, K. & Aisyah, R.N. (2019). Developing reading handbook based on genre based approach for Islamic senior high school level. Jurnal Pendidikan Glasser, 3 (1). DOI: http://10.32529/glasser.v%vi%i.157Ruiz Villacrés, G. E., & Paredes Rodríguez, L. A. (2023). Aprendizaje basado en juegos para el desarrollo de la comprensión lectora en adolescentes. Ciencia Digital, 7(3), 79-98. https://doi.org/10.33262/cienciadigital.v7i3.2588
Published
2026-05-30
How to Cite
Quita, C. P. M., Salon, M. V. S., Borres, T. H., & Dacillo, E. Y. (2026). Enhancing Students’ Reading Proficiency through Game-Based Learning. EDUCASIA: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 11(2), 133-150. https://doi.org/10.21462/educasia.v11i2.454
Section
Articles
