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Game-Based Learning and its Role in Boosting Students’ Motivation and
Academic Achievement
Emma C. Obosin
Teacher III, Pequit Integrated School ES, Wright I District
DOI: https://doi.org/10.51583/IJLTEMAS.2026.150600176
Received: 03 July 2026; Accepted: 08 July 2026; Published: 20 July 2026
ABSTRACT
Game-based learning, an instructional approach that integrates interactive games to enhance student engagement
and learning outcomes, has gained increasing attention for its potential to improve motivation and academic
performance. This study examined the role of game-based learning in enhancing students’ motivation and
academic achievement among Key Stage 2 learners in the District of Wright I, Schools Division of Samar, during
School Year 2025–2026. Using a quantitative descriptive-correlational research design, the study explored
relationships among students’ profile variables, perceptions of game-based learning implementation, motivation,
and academic performance. Findings revealed that most students demonstrated moderately high academic
performance, with 67.14 % achieving mean grades between 85 and 89. Among the profile variables, only access
to gadgets at home and positive attitudes toward game-based learning were significantly correlated with
perceived implementation and motivation, while age, sex, and frequency of gadget use showed no significant
relationships. Student and teacher perceptions of implementation were not significantly associated with
academic achievement, although positive learning attitudes showed a weak relationship with slightly higher
performance. Teachers identified difficulty in clarifying instructions and rules as a major implementation
challenge. Recommendations include enhancing teacher training, improving access to technology, fostering
positive learning attitudes, and conducting further studies on long-term outcomes.
Keywords: Game-based learning, Student motivation, Academic achievement, Technology access, Key Stage 2
learners
INTRODUCTION
In the modern educational landscape, traditional classroom methods are continuously being reevaluated to adapt
to the changing needs and interests of learners. Among the various innovative strategies, game-based learning
emerges as a promising approach that aligns with the digital orientation of today’s students. This method not
only fosters interactive and engaging learning experiences but also addresses issues related to learners’ declining
motivation and inconsistent academic performance. Given the growing concern for effective learning strategies,
there is an urgent need to explore pedagogies that not only impart knowledge but also ignite enthusiasm and
drive among students.
Game-based learning (GBL), an instructional method that uses game elements and mechanics in educational
settings, has garnered increasing attention in recent years. Studies have shown that GBL enhances cognitive
engagement, encourages participation, and promotes deep learning (Hamari et al., 2020). It transforms the
classroom environment into a more dynamic space where learners actively collaborate, compete, and explore,
leading to improved retention and understanding. Furthermore, GBL allows students to learn at their own pace,
providing instant feedback that fosters a growth mindset (Plass et al., 2022). As a result, this strategy has gained
momentum among educators aiming to adapt instruction to 21st-century learning demands.
Equally important is the concept of learners’ motivation, which plays a crucial role in academic persistence and
success. Motivated students tend to show higher levels of engagement, improved performance, and greater self-
efficacy. According to Ryan and Deci (2020), intrinsic motivation, which is often enhanced through gamified
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learning experiences, leads to deeper learning and sustained academic effort. In game-based environments,
learners are driven by curiosity, rewards, and the satisfaction of accomplishment, thus fostering a positive
emotional connection to learning tasks (Subhash & Cudney, 2021). These motivational gains are especially
critical in promoting lifelong learning habits among young learners.
Moreover, academic achievement continues to be one of the core indicators of educational success. It reflects
not only the mastery of subject matter but also the effectiveness of instructional strategies implemented in
schools. Recent studies have reported that students exposed to innovative learning modalities, such as game-
based learning, tend to perform better in assessments and demonstrate improved problem-solving skills (Tsai et
al., 2021). Game mechanics like progress tracking, immediate feedback, and goal orientation have been linked
to higher academic outcomes compared to conventional methods (Wouters et al., 2020). These findings
underscore the potential of GBL in enhancing student achievement in various subject areas.
This study aligns with national and institutional education policies that promote innovation and improved
learning outcomes in basic education. The Department of Education (DepEd), through its MATATAG agenda
and the Basic Education Development Plan (BEDP) 2030, emphasizes the importance of strengthening
foundational skills, including literacy, and integrating technology and innovative teaching practices in the
classroom. These frameworks advocate for responsive, learner-centered approaches that enhance student
engagement and achievement. By promoting the use of effective and research-based instructional strategies, such
as guided reading, these policies support the development of learners’ comprehension skills and encourage
teachers to adopt practices that address diverse learning needs (DepEd, 2023).
Similarly, Republic Act No. 10533, or the Enhanced Basic Education Act of 2013, reinforces the implementation
of learner-centered, inclusive, and developmentally appropriate teaching approaches. The law underscores the
need for differentiated instruction and flexible teaching strategies that cater to learners’ varying abilities,
interests, and contexts. In relation to this study, guided reading strategies embody these principles by providing
structured and scaffolded instruction tailored to learners’ reading levels. This alignment highlights the relevance
of implementing such interventions, particularly in multi-grade classrooms, where addressing diversity and
promoting equitable learning opportunities are essential to improving academic performance and literacy
outcomes (Republic Act No. 10533, 2013).
In line with these mandates, recent school-based data reveal notable trends in learners’ motivation and academic
performance. The measurement of students’ motivation levels was based on a standardized Learner Motivation
Survey Checklist, adapted from validated engagement and motivation indicators used by the Department of
Education. The tool consists of Likert-scale items assessing behavioral, emotional, and cognitive engagement
during classroom activities, with results categorized into high, moderate, and low motivation levels. Data
gathered from selected schools in the division showed that in School Year (SY) 2022–2023, only 58%
(approximately 131 out of 226 learners) of intermediate students demonstrated high motivation toward learning
activities, with a corresponding academic achievement rate of 62%. In SY 2023–2024, following the pilot
implementation of limited game-based instructional strategies, motivation levels increased to 64% (145
learners), while academic achievement improved to 68%. However, as of the first quarter of SY 2024–2025,
motivation levels slightly declined to 61% (138 learners), with academic achievement at 65%, indicating
inconsistencies in sustaining learner engagement and performance (School Division Office Report, 2023; DepEd
Monitoring and Evaluation Report, 2025).
Further supporting these findings, records on teacher professional development show that exposure to game-
based learning approaches remains limited and inconsistent. In School Year (SY) 2022–2023, only 45 %
(approximately 102 out of 226 teachers) participated in training related to interactive or game-based strategies.
This increased to 52 % (118 teachers) in SY 2023–2024 during pilot implementation phases, and further to 60
% (136 teachers) in SY 2024–2025. However, most of these trainings were short-term orientations rather than
in-depth and sustained capacity-building programs, which may have limited their impact on actual classroom
practices (DepEd Division Training Records, 2025).
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Moreover, National Achievement Test (NAT) results reflect only gradual improvement in learners’ academic
performance over the same period. Proficiency rates increased from 54 % in SY 2022–2023 to 58 % in SY 2023–
2024, and further to 61 % in SY 2024–2025. While these gains indicate some level of progress, they also reveal
a persistent gap between the implementation of instructional innovations and consistent student achievement
outcomes. This suggests the need for a more structured, well-monitored, and sustainable implementation of
game-based learning strategies to effectively enhance both learner motivation and academic performance (NAT
Results Report, 2025).
Despite the increasing implementation of game-based learning and its perceived benefits, there remains a limited
number of localized and empirical studies that comprehensively examine its direct influence on learners'
motivation and academic achievement in the Key Stage 2 level. Furthermore, while existing literature suggests
a positive correlation, many studies lack longitudinal data or contextual application in rural and public-school
settings. Hence, this study aims to fill that gap by exploring how game-based learning influences both
motivational and academic variables in a specific educational context, thereby contributing valuable insights to
pedagogical innovation and policy development.
LITERATURE REVIEW
The quality of education depends not only on the competence of teachers but also on the instructional approaches
employed to engage learners and promote meaningful learning experiences. As educational systems continue to
evolve, educators are encouraged to adopt innovative teaching strategies that actively involve students in the
learning process. One instructional approach that has gained considerable attention is game-based learning
(GBL), which integrates educational content with game elements to enhance learner engagement, motivation,
and academic performance. According to Plass et al. (2020), game-based learning combines educational
objectives with gameplay to create meaningful learning experiences that promote active participation and
knowledge construction. In the Philippine educational setting, where improving learner outcomes remains a
national priority, game-based learning has emerged as a promising strategy for creating interactive, learner-
centered classrooms that support the goals of the Department of Education.
The theoretical foundation of game-based learning is anchored on constructivist and experiential learning
theories, which emphasize that learners actively construct knowledge through authentic experiences rather than
passive reception of information. Plass et al. (2020) explained that educational games provide opportunities for
exploration, experimentation, collaboration, and reflection, enabling learners to develop a deeper understanding
of concepts. Through interactive challenges and meaningful tasks, students become active participants in the
learning process, resulting in improved knowledge retention and higher levels of engagement.
One of the most significant benefits of game-based learning is its ability to increase students' motivation.
Motivation is a key determinant of learners' willingness to participate, exert effort, and persist in achieving
academic goals. According to Ryan and Deci (2020), Self-Determination Theory posits that intrinsic motivation
develops when learners experience autonomy, competence, and relatedness. Educational games satisfy these
psychological needs by allowing students to make choices, solve challenges, receive immediate feedback, and
experience a sense of accomplishment. As a result, learners become more enthusiastic, confident, and committed
to classroom activities.
Research has likewise demonstrated that game-based learning significantly enhances student engagement.
Hamari et al. (2021) reported that game elements such as points, badges, levels, leaderboards, and rewards
encourage active participation and sustained attention during learning activities. These features create enjoyable
learning experiences that stimulate curiosity and encourage learners to complete instructional tasks. Increased
engagement also promotes collaborative learning, classroom interaction, and deeper cognitive processing, all of
which contribute to improved academic performance.
Beyond motivation and engagement, game-based learning has consistently been associated with improved
academic achievement. Academic achievement refers to learners' performance as measured through
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examinations, classroom assessments, project outputs, and academic grades. Clark et al. (2016) found that
educational games improve learning outcomes by providing repeated opportunities for practice, reinforcing
concepts, and offering immediate corrective feedback.
Similarly, Mayer (2021) argued through the Cognitive Theory of Multimedia Learning that students learn more
effectively when information is presented using interactive visual, auditory, and multimedia elements.
Consequently, learners who participate in well-designed game-based learning activities demonstrate higher
levels of content mastery and long-term retention.
Game-based learning also develops higher-order thinking skills essential for twenty-first century education.
According to Gee (2007), effective educational games encourage learners to solve problems, analyze situations,
make strategic decisions, and think critically while interacting with realistic scenarios. These experiences help
students develop creativity, collaboration, communication, and critical thinking skills, which are fundamental
competencies required in contemporary education. Although Gee's work predates many recent studies, it remains
one of the foundational references in game-based learning research.
Another important characteristic of game-based learning is the provision of immediate feedback. Black and
Wiliam (2018) emphasized that timely formative assessment enables learners to recognize misconceptions,
adjust their learning strategies, and improve academic performance. Unlike traditional classroom assessments,
educational games provide instant responses that allow learners to monitor their progress while remaining
motivated to complete learning tasks. Immediate feedback therefore strengthens both learning outcomes and
students' confidence.
The successful implementation of game-based learning largely depends on teachers' instructional competence.
Mishra and Koehler (2006) proposed the Technological Pedagogical Content Knowledge (TPACK) Framework,
which emphasizes the integration of technology, pedagogy, and content knowledge to maximize student
learning. Teachers who effectively align educational games with curriculum standards, learning objectives, and
assessment practices are more likely to create meaningful learning experiences that improve students' motivation
and academic achievement.
Furthermore, technological advancements have increased opportunities for integrating game-based learning into
classroom instruction. Interactive platforms such as Kahoot!, Quizizz, Blooket, Wordwall, and Gimkit enable
teachers to create engaging learning environments that encourage collaboration, healthy competition, and active
participation. These platforms have become valuable instructional tools in both face-to-face and blended learning
environments because they provide immediate feedback while making learning enjoyable and interactive.
Despite its numerous benefits, implementing game-based learning presents several challenges. Teachers often
encounter limitations related to inadequate technological infrastructure, unreliable internet connectivity, limited
access to digital devices, and insufficient professional training. In addition, designing educational games that
effectively balance entertainment with instructional objectives requires careful planning and considerable
preparation. These challenges highlight the need for continuous teacher professional development and
institutional support to maximize the effectiveness of game-based learning.
Taken together, the reviewed literature demonstrates that game-based learning plays a significant role in
enhancing students' motivation and academic achievement. Existing studies consistently indicate that
educational games increase learner engagement, foster intrinsic motivation, improve critical thinking, and
strengthen academic performance.
The literature further emphasizes that successful implementation depends on effective instructional design,
teacher preparedness, technological resources, and responsiveness to learner diversity. These findings provide a
strong theoretical and empirical foundation for examining the role of game-based learning in boosting students'
motivation and academic achievement.
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Research Questions
The study determined the role of game-based learning in boosting students’ motivation and academic
achievement among Key Stage 2 students in the District of Wright I, Schools Division of Samar, during the
School Year 2025-2026.
Specifically, this study sought answers to the following questions:
1. What is the profile of the student-respondents in terms of the following variates:
1.1 age and sex;
1.2 gadgets present at home;
1.3 number of times the gadget is being utilized; and
1.4 attitude toward game-based learning?
2. What is the level of implementation of game-based learning as perceived by the student and teacher
respondents in terms of the following:
2.2 enjoyment in learning;
2.3 understanding of the lesson;
2.3 participation and involvement;
2.4 motivation to learn; and
2.5 teamwork and cooperation and;
2.6 confidence in learning?
3. What is the level of motivation of the student-respondents when exposed to game-based learning
according to:
3.1 interest in learning;
3.2 effort in doing school work;
3.3 goal setting;
3.4 willingness to join activities;
3.5 positive attitude toward learning; and
3.6 persistence?
4. What is the academic achievement of student-respondents based on the mean grade from the first and
second quarters of School Year 2025-2026?
5. Is there a significant relationship between the profile variates of student-respondents and the
following:
5.1 level of implementation of game-based learning as perceived by students and teachers;
5.2 level of learners' motivation; and
5.3 student academic achievement?
6. Is there a significant relationship between the student-respondents' academic achievement and the
following:
6.1 students and teachers perceived implementation of game-based learning; and
6.2 student-respondents' level of motivation when exposed to game-based learning?
7. What are the challenges encountered by the teacher-respondents in implementing the game-based
learning?
Scope and Limitation
This study focused on determining the role of game-based learning in boosting students' motivation and
academic achievement among Key Stage 2 learners in the District of Wright I, Schools Division of Samar, during
the School Year 2025–2026. Specifically, the study examined the profile characteristics of the student-
respondents in terms of age and sex, gadgets present at home, number of times the gadget is utilized, and attitude
toward game-based learning.
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The study further determined the level of implementation of game-based learning as perceived by both student-
respondents and teacher-respondents in terms of enjoyment in learning, understanding of the lesson, participation
and involvement, motivation to learn, teamwork and cooperation, and confidence in learning. Likewise, it
assessed the level of students' motivation when exposed to game-based learning based on their interest in
learning, effort in doing school work, goal setting, willingness to join activities, positive attitude toward learning,
and persistence. Students' academic achievement was measured using their mean grades during the first and
second quarters of the School Year 2025–2026.
Furthermore, the study examined the significant relationship between the profile characteristics of the student-
respondents and the level of implementation of game-based learning, learners' motivation, and academic
achievement. It also determined the significant relationship between the implementation of game-based learning,
learners' motivation, and students' academic achievement. In addition, the study identified the challenges
encountered by teacher-respondents in implementing game-based learning in their classrooms.
The respondents of the study consisted of Key Stage 2 students and teachers from selected public elementary
schools in the District of Wright I. Data were gathered using researcher-adapted survey questionnaires
administered to both students and teachers. Documentary analysis of the students' first and second quarter grades
was likewise conducted to determine academic achievement. Appropriate descriptive and inferential statistical
tools were employed to analyze and interpret the data.
However, this study was subject to several limitations. First, the investigation was limited to selected public
elementary schools in the District of Wright I, Schools Division of Samar, and excluded learners and teachers
from other districts, divisions, private schools, and secondary schools. Consequently, the findings may not be
generalized beyond the study locale.
Second, the assessment of the implementation of game-based learning and students' motivation relied primarily
on the perceptions and self-reported responses of the student-respondents and teacher-respondents. Although
validated research instruments were utilized and confidentiality was assured, responses may still have been
influenced by personal perceptions, recall bias, or social desirability bias.
Third, students' academic achievement was measured solely through their mean grades during the first and
second quarters of the School Year 2025–2026. Other indicators of academic performance, such as standardized
achievement tests, formative and summative assessment scores, literacy and numeracy assessment results,
classroom performance tasks, and co-curricular achievements, were not included in the study.
Moreover, while the study examined the relationship among game-based learning, students' motivation, and
academic achievement, it did not consider other variables that may influence learners' academic performance,
such as socioeconomic status, parental involvement, availability of learning resources at home, prior academic
ability, digital literacy, teacher instructional competence, school learning environment, class size, peer influence,
internet accessibility, and learners' physical and mental well-being.
Lastly, the study focused only on the selected dimensions of game-based learning implementation, students'
motivation, and the challenges encountered by teachers during implementation. Other instructional approaches,
motivational theories, technological interventions, and external factors affecting students' learning outcomes
were beyond the scope of this investigation. Despite these limitations, the study is expected to provide valuable
insights into the effectiveness of game-based learning as an instructional strategy for enhancing students'
motivation and academic achievement and to serve as a basis for developing instructional enhancement programs
and evidence-based educational interventions within the District of Wright I.
RESEARCH METHODOLOGY
The study used descriptive-correlation and comparative research design to evaluate the crisis management
strategies of and their impact on school disaster preparedness in the District of San Jose de Buan, Schools
Division of Samar.
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a. Sampling
This study employed proportionate random sampling to select the student-respondents from the
population of Key Stage 2 learners in the District of Wright I, Schools Division of Samar, during the
School Year 2025–2026. Proportionate random sampling is a probability sampling technique in which
the number of respondents selected from each subgroup is proportional to its share of the total population.
This method ensures that every school is fairly represented in the study while minimizing sampling bias
and enhancing the representativeness of the sample.
The target population consisted of 441 Key Stage 2 learners enrolled in the nineteen (19) public
elementary schools in the district. The required sample size of 210 student-respondents was determined
using Slovin's Formula (Sevilla et al., 1992) with an appropriate margin of error. After determining the
overall sample size, the number of respondents from each school was computed proportionately based
on the school's total Key Stage 2 enrollment. Table 1 presents the distribution of the student-respondents
per school.
To ensure that every qualified learner had an equal opportunity to participate in the study, the researcher
employed simple random sampling through the fishbowl technique within each school. A complete list
of eligible Key Stage 2 learners was obtained from the respective school heads. Each learner's name was
written on identical slips of paper, placed in a container, thoroughly mixed, and randomly drawn until
the required number of respondents for each school was reached. This procedure ensured that the
selection process was free from researcher bias and that every eligible learner had an equal chance of
being included in the study.
Prior to the conduct of the sampling procedure, the researcher coordinated with the district and school
administrators to verify the official enrollment records and ensure the accuracy of the sampling frame.
The researcher also consulted a statistician regarding the determination of the appropriate sample size
and the proportional allocation of respondents across schools. Every selected learner who met the
inclusion criteria and whose parent or guardian provided the necessary consent participated in the study,
resulting in a 100 percent response rate. The use of proportionate random sampling was considered
appropriate because it ensured adequate representation of learners from all participating schools, thereby
increasing the reliability, validity, and generalizability of the findings within the District of Wright I.
b. Data Collection
Data for this study were gathered through a structured survey questionnaire designed to determine the
role of game-based learning in boosting students' motivation and academic achievement among Key
Stage 2 learners in the District of Wright I, Schools Division of Samar. The research instrument was
adapted from established and validated questionnaires used in previous studies on game-based learning,
student motivation, and academic achievement, with modifications made to suit the objectives and local
context of the present study. The questionnaire consisted of sections that elicited information on the
profile characteristics of the student-respondents, including age and sex, gadgets present at home,
frequency of gadget utilization, and attitude toward game-based learning. It also contained items that
measured the level of implementation of game-based learning as perceived by both student-respondents
and teacher-respondents in terms of enjoyment in learning, understanding of the lesson, participation and
involvement, motivation to learn, teamwork and cooperation, and confidence in learning. Furthermore,
the instrument included indicators that assessed the students' level of motivation when exposed to game-
based learning, particularly in terms of interest in learning, effort in doing school work, goal setting,
willingness to join classroom activities, positive attitude toward learning, and persistence. A separate
questionnaire was likewise administered to teacher-respondents to identify the challenges they
encountered in implementing game-based learning in their classrooms.
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Prior to the actual conduct of the study, the research instrument underwent content validation by experts
in educational management, educational technology, curriculum and instruction, and research
methodology to ensure its relevance, clarity, appropriateness, and alignment with the objectives of the
study. The comments, suggestions, and recommendations of the validators were carefully reviewed and
incorporated into the final version of the questionnaire. Thereafter, a pilot test was conducted among
respondents with characteristics similar to those of the target participants but who were not included in
the actual study. The data obtained from the pilot testing were subjected to reliability analysis using
Cronbach's alpha to determine the internal consistency and reliability of the instrument.
Upon securing the necessary approval from the Schools Division Superintendent of the Schools Division
of Samar, the Public Schools District Supervisor of the District of Wright I, and the respective school
heads, the researcher personally administered the questionnaires to the selected Key Stage 2 student-
respondents and teacher-respondents. Before the administration of the questionnaires, the respondents
were informed of the purpose, significance, and procedures of the study. The researcher likewise
explained that participation was entirely voluntary and that all information collected would be treated
with the highest degree of confidentiality and used solely for academic and research purposes. For the
student-respondents, informed consent from parents or guardians and the assent of the learners were
obtained prior to their participation. Ethical principles, including voluntary participation, anonymity,
confidentiality, privacy, and respect for the rights of the respondents, were strictly observed throughout
the data-gathering process.
In addition to the survey questionnaires, documentary data were collected to determine the academic
achievement of the student-respondents. Specifically, the learners' mean grades for the first and second
quarters of the School Year 2025–2026 were obtained from the official school records with the
permission of the concerned school authorities. These records served as the basis for determining the
academic achievement of the respondents and for examining its relationship with the implementation of
game-based learning and students' motivation.
Upon retrieval, all accomplished questionnaires were carefully examined for completeness, accuracy,
and consistency of responses. The collected data were then coded, classified, tabulated, and organized
for statistical analysis using the appropriate descriptive and inferential statistical tools. The processed
data served as the basis for determining the level of implementation of game-based learning, assessing
students' motivation and academic achievement, identifying the challenges encountered by teachers in
implementing game-based learning, and establishing the significant relationships among the variables
included in the study.
c. Data Analysis
The data collected from the respondents were carefully examined for completeness, coded, classified,
tabulated, and subjected to appropriate statistical treatment using statistical software. Both descriptive
and inferential statistical tools were employed to analyze and interpret the data in accordance with the
objectives of the study.
To describe the profile of the student-respondents in terms of age and sex, gadgets present at home,
number of times the gadget is utilized, and attitude toward game-based learning, frequency counts,
percentages, means, and standard deviations were utilized as appropriate. These statistical measures
provided a comprehensive description of the demographic characteristics and technology-related profile
of the respondents.
To determine the level of implementation of game-based learning as perceived by the student-
respondents and teacher-respondents in terms of enjoyment in learning, understanding of the lesson,
participation and involvement, motivation to learn, teamwork and cooperation, and confidence in
learning, the weighted mean and standard deviation were computed. These statistical measures were used
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to determine the extent to which game-based learning was implemented in the classroom and the
consistency of the respondents' perceptions.
Similarly, to determine the level of motivation of the student-respondents when exposed to game-based
learning in terms of interest in learning, effort in doing school work, goal setting, willingness to join
activities, positive attitude toward learning, and persistence, the weighted mean and standard deviation
were likewise employed. These measures summarized the students' motivation across the identified
dimensions.
To determine the academic achievement of the student-respondents based on their mean grades during
the first and second quarters of the School Year 2025–2026, the mean and standard deviation were
computed. These descriptive statistics provided an overall summary of the learners' academic
performance and the variability of their grades.
To determine whether a significant difference existed between the perceptions of the student-respondents
and teacher-respondents regarding the implementation of game-based learning, the Mann–Whitney U
Test was utilized. This nonparametric statistical test was considered appropriate because the responses
were obtained from two independent groups and the data were measured using ordinal scales that may
not satisfy the assumptions required for parametric tests.
To determine the significant relationship between the profile characteristics of the student-respondents
and the level of implementation of game-based learning, learners' motivation, and academic achievement,
appropriate correlational statistical techniques were employed depending on the nature of the variables.
For continuous or ordinal variables such as age, frequency of gadget utilization, and attitude toward
game-based learning, the Spearman Rank-Order Correlation Coefficient (Spearman's rho) was used to
determine the strength and direction of the relationships. Spearman's rho was selected because it is
suitable for ordinal data and variables that may not be normally distributed.
For dichotomous variables such as sex, the Point-Biserial Correlation Coefficient was employed to
determine the relationship between the dichotomous independent variable and the continuous dependent
variables, namely the level of implementation of game-based learning, learners' motivation, and
academic achievement.
Meanwhile, for profile variables consisting of more than two nominal categories, such as gadgets present
at home, the Eta Correlation Coefficient (η) was utilized to determine the degree of association between
the categorical independent variable and the continuous dependent variables. Eta correlation is
appropriate for determining relationships involving nominal variables with multiple categories.
To determine the significant relationship between the level of implementation of game-based learning
and the academic achievement of the student-respondents, the Spearman Rank-Order Correlation
Coefficient (Spearman's rho) was likewise employed. This statistical tool measured the extent to which
higher levels of game-based learning implementation were associated with better academic performance
among the learners.
Similarly, to determine the significant relationship between the students' level of motivation and their
academic achievement, the Spearman Rank-Order Correlation Coefficient (Spearman's rho) was used.
This analysis determined whether increased learner motivation resulting from exposure to game-based
learning was associated with improved academic achievement.
Finally, the challenges encountered by the teacher-respondents in implementing game-based learning
were analyzed using frequency counts, percentages, weighted means, and ranking. These descriptive
statistical tools identified the most frequently encountered challenges and determined their relative
severity based on the responses of the teacher-respondents.
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All hypotheses were tested at the 0.05 level of significance. The results of the statistical analyses served
as the basis for drawing conclusions and formulating recommendations aimed at strengthening the
implementation of game-based learning, enhancing students' motivation, improving academic
achievement, and providing evidence-based instructional interventions for Key Stage 2 learners in the
District of Wright I, Schools Division of Samar.
DISCUSSION OF RESULTS AND RECOMMENDATIONS
Table 1. Profile of School Student- Respondents
Variable
Dominant Category/Description
f
% / Statistical Value
Age
11 years old
92
43.81
Mean Age
—
11.20 years
Median Age
—
11.00 years
Mean Absolute Deviation
—
0.8469
Sex
Female
110
52.38
Gadgets Present at Home
Smartphone
199
94.76
Frequency of Gadget Utilization
Once a week
177
84.29
Attitude Toward Game-Based Learning
Agree
—
GWM = 3.67
The results presented in Table 1 show the profile of the student-respondents. The majority of the respondents
were 11 years old (f = 92, 43.81%). The computed mean age of 11.20 years, median age of 11.00 years, and
mean absolute deviation of 0.8469 years indicate that the respondents were generally clustered around 11 years
of age with relatively little variation. In terms of sex, the majority were female (f = 110, 52.38%), while the
remaining 100 respondents (47.62%) were male.
With respect to gadget availability, the majority of the respondents reported having a smartphone at home (f =
199, 94.76%), indicating that nearly all learners had access to a mobile device that could support digital learning
activities. Regarding the frequency of gadget utilization, most respondents reported using their gadgets once a
week (f = 177, 84.29%), suggesting that gadget use was relatively infrequent among the participants.
Moreover, the respondents exhibited a positive attitude toward game-based learning, as reflected by the grand
weighted mean of 3.67, interpreted as "Agree." This finding indicates that the students generally viewed game-
based learning favorably and recognized its potential to make classroom learning more engaging and enjoyable.
Table 2. Summary of the Level of Implementation of Game-Based Learning as Perceived by the Student-
Respondents
Indicator
Grand Weighted Mean
Interpretation
Enjoyment in Learning
3.75
Implemented
Understanding of the Lesson
3.68
Implemented
Participation and Involvement
3.75
Implemented
Motivation to Learn
3.85
Implemented
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Teamwork and Cooperation
4.01
Implemented
Confidence in Learning
3.80
Implemented
Overall Grand Weighted Mean
3.81
Implemented
Table 2 presents the summary of the level of implementation of game-based learning as perceived by the student-
respondents across the six dimensions. The findings revealed an overall grand weighted mean of 3.81, interpreted
as "Implemented," indicating that game-based learning was generally practiced and experienced by the students
during classroom instruction.
Among the six dimensions, teamwork and cooperation obtained the highest grand weighted mean (GWM =
4.01), suggesting that game-based learning effectively promoted collaboration, cooperation, and positive
interaction among learners during classroom activities. This was followed by motivation to learn (GWM = 3.85),
indicating that game-based learning encouraged students to become more enthusiastic and interested in learning.
Confidence in learning ranked third (GWM = 3.80), implying that participation in game-based activities helped
learners develop greater self-confidence and a stronger sense of accomplishment.
Meanwhile, both enjoyment in learning and participation and involvement obtained identical grand weighted
means (GWM = 3.75), indicating that students generally enjoyed game-based activities and actively participated
in classroom discussions and learning tasks. Understanding of the lesson recorded the lowest grand weighted
mean (GWM = 3.68); however, it was still interpreted as "Implemented." This finding suggests that although
students generally perceived game-based learning as helpful in improving lesson comprehension, its influence
on deeper conceptual understanding was relatively less pronounced than its effects on motivation, teamwork,
and classroom engagement.
Overall, the findings indicate that game-based learning was successfully implemented across all measured
dimensions, with its greatest strengths observed in fostering collaboration, enhancing learner motivation, and
building students' confidence while maintaining enjoyable and participatory classroom experiences.
Table 3. Summary of the Level of Implementation of Game-Based Learning as Perceived by the Teacher-
Respondents
Indicator
Grand Weighted Mean
Interpretation
Enjoyment in Learning
4.65
Highly Implemented
Understanding of the Lesson
4.39
Implemented
Participation and Involvement
4.54
Highly Implemented
Motivation to Learn
4.50
Highly Implemented
Teamwork and Cooperation
4.57
Highly Implemented
Confidence in Learning
4.45
Implemented
Overall Grand Weighted Mean
4.52
Highly Implemented
Table 3 presents the summary of the level of implementation of game-based learning as perceived by the teacher-
respondents across the six dimensions. The findings revealed an overall grand weighted mean of 4.52, interpreted
as "Highly Implemented." This indicates that teachers consistently observed the successful implementation of
game-based learning in their classrooms and recognized its positive contribution to learners' engagement and
classroom participation.
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Among the six dimensions, enjoyment in learning obtained the highest grand weighted mean (GWM = 4.65),
indicating that teachers strongly observed positive emotional responses among students during game-based
learning activities. This finding suggests that incorporating games into classroom instruction created enjoyable
learning experiences that increased learners' enthusiasm and interest in participating in classroom activities.
The second highest-rated dimension was teamwork and cooperation (GWM = 4.57), indicating that teachers
consistently observed students collaborating effectively, supporting one another, and working cooperatively
during game-based activities. This was followed by participation and involvement (GWM = 4.54), demonstrating
that game-based learning encouraged learners to become more actively engaged in classroom discussions and
collaborative tasks. Likewise, motivation to learn obtained a grand weighted mean of 4.50, suggesting that
teachers perceived students to be more enthusiastic, eager, and willing to participate in learning activities when
games were incorporated into instruction.
Meanwhile, confidence in learning recorded a grand weighted mean of 4.45, while understanding of the lesson
obtained the lowest grand weighted mean of 4.39. Although both dimensions were interpreted as "Implemented,"
these findings indicate that teachers recognized the positive influence of game-based learning on students' self-
confidence and lesson comprehension, albeit to a slightly lesser extent than its effects on enjoyment, teamwork,
participation, and motivation.
Overall, the findings demonstrate that teachers perceived game-based learning as being highly implemented in
their classrooms, particularly in promoting enjoyable learning experiences, fostering collaboration, increasing
classroom participation, and enhancing students' motivation to learn. Although improvements in lesson
understanding and learner confidence were likewise evident, these areas may benefit from further refinement
through the careful selection and alignment of game-based activities with instructional objectives to maximize
learning outcomes.
Table 4. Summary of the Level of Motivation of the Student-Respondents When Exposed to Game-Based
Learning
Indicator
Grand Weighted Mean
Interpretation
Rank
Positive Attitude toward Learning
4.25
Often
1
Interest in Learning
4.23
Often
2
Persistence
4.15
Often
3
Goal Setting
4.14
Often
4
Willingness to Join Activities
4.13
Often
5
Effort in Doing Schoolwork
4.12
Often
6
Overall Grand Weighted Mean
4.17
Often
Table 4 presents the summary of the level of motivation of the student-respondents when exposed to game-based
learning across the six dimensions. The findings revealed an overall grand weighted mean of 4.17, interpreted
as "Often." This indicates that students frequently exhibited positive motivational behaviors while participating
in game-based learning activities, suggesting that the instructional approach effectively fostered learners'
engagement and willingness to learn.
Among the six dimensions, positive attitude toward learning ranked first with the highest grand weighted mean
(GWM = 4.25), indicating that students frequently demonstrated optimism, enthusiasm, and enjoyment toward
learning when lessons incorporated game-based activities. This finding suggests that game-based learning
contributed to creating a positive learning environment that encouraged learners to appreciate classroom
instruction and develop favorable attitudes toward academic tasks.
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The second highest-rated dimension was interest in learning (GWM = 4.23), indicating that students often
displayed curiosity and enjoyment in acquiring new knowledge. This was followed by persistence (GWM =
4.15), suggesting that learners generally continued working on challenging tasks despite encountering
difficulties. Goal setting (GWM = 4.14) and willingness to join activities (GWM = 4.13) ranked fourth and fifth,
respectively, indicating that students were frequently motivated to achieve academic goals and actively
participate in classroom activities facilitated through game-based learning.
Meanwhile, effort in doing schoolwork obtained the lowest grand weighted mean (GWM = 4.12). Although this
dimension ranked last among the six indicators, it was still interpreted as "Often," suggesting that students
generally exerted effort in completing school-related tasks. However, compared with the other motivational
dimensions, the influence of game-based learning on sustaining students' effort was relatively less pronounced.
This finding implies that while game-based learning effectively stimulates learners' interest and positive
attitudes, teachers may further strengthen students' persistence and work effort by incorporating games that
emphasize sustained engagement, self-regulation, and task completion.
Overall, the findings indicate that students often demonstrated a high level of motivation when exposed to game-
based learning. The consistently favorable ratings across all six dimensions suggest that game-based learning
serves as an effective instructional strategy for fostering learners' interest, cultivating positive attitudes toward
learning, encouraging active participation, and promoting persistence in accomplishing academic tasks. These
findings further support the potential of game-based learning to enhance students' motivation, which is an
important factor in improving classroom engagement and academic achievement.
Table 5. Academic Achievement of the Student-Respondents Based on Their Mean Grades During the
First and Second Quarters
Mean Grade
Frequency (f)
Percentage (%)
Interpretation
90–94
39
18.57
Very Satisfactory
85–89
141
67.14
Satisfactory
80–84
30
14.29
Fairly Satisfactory
Total
210
100.00
Table 5 presents the academic achievement of the student-respondents based on their mean grades during the
first and second quarters of the School Year 2025–2026. The findings revealed that the majority of the student-
respondents (141 or 67.14%) obtained mean grades ranging from 85 to 89, which corresponds to a Satisfactory
level of academic performance. This was followed by 39 students (18.57%) who attained mean grades of 90 to
94, interpreted as Very Satisfactory, while 30 students (14.29%) obtained mean grades ranging from 80 to 84,
interpreted as Fairly Satisfactory.
These findings indicate that the majority of the respondents demonstrated satisfactory academic performance,
suggesting that most learners were able to meet the expected learning competencies during the first and second
quarters. Moreover, the considerable proportion of students who achieved Very Satisfactory ratings reflects the
presence of learners who consistently performed above the expected standards. Meanwhile, the relatively smaller
percentage of students with Fairly Satisfactory grades indicates that only a limited number of learners may
require additional academic support and instructional interventions to further improve their learning outcomes.
Overall, the distribution of mean grades suggests that the student-respondents generally exhibited commendable
academic achievement, providing a favorable basis for examining the relationship between game-based learning,
students' motivation, and academic performance.
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Table 6. Relationship Between the Profile Variables of the Student-Respondents and the Students'
Perceived Level of Implementation of Game-Based Learning
Profile Variable
Statistical Tool
Coefficient
p-
value
Decision
Interpretation
Age
Spearman's rho
0.048
0.493
Fail to Reject Ho
Not Significant
Sex
Point-biserial
-0.030
0.665
Fail to Reject Ho
Not Significant
Gadgets Present at Home
Eta (V)
0.907
0.000
Reject Ho
Significant
Number of Times Gadget is Utilized
Spearman's rho
-0.083
0.233
Fail to Reject Ho
Not Significant
Attitude toward Game-Based
Learning
Spearman's rho
0.678
0.000
Reject Ho
Significant
Table 6 presents the relationship between the profile variables of the student-respondents and their
perceived level of implementation of game-based learning. The findings revealed that only gadgets present
at home (V = 0.907, p = 0.000) and attitude toward game-based learning (ρ = 0.678, p = 0.000) were
significantly related to the perceived implementation of game-based learning. The very strong association
between gadget availability and perceived implementation suggests that students with access to
appropriate technological devices are more likely to experience and recognize the implementation of
game-based learning. Likewise, the strong positive relationship between students' attitudes and perceived
implementation indicates that learners who possess more favorable attitudes toward game-based learning
tend to perceive higher levels of its implementation in the classroom.
Conversely, age (ρ = 0.048, p = 0.493), sex (rpb = -0.030, p = 0.665), and the number of times gadgets were
utilized (ρ = -0.083, p = 0.233) did not exhibit significant relationships with students' perceived implementation
of game-based learning. These findings imply that these demographic characteristics do not substantially
influence how students perceive the implementation of game-based learning.
Table 7. Relationship Between the Profile Variables of the Student-Respondents and the Teachers'
Perceived Level of Implementation of Game-Based Learning
Profile Variable
Statistical
Tool
Coefficient
p-value
Decision
Interpretation
Age
Spearman's rho
-0.100
0.658
Fail to
Reject Ho
Not Significant
Sex
Point-biserial
-0.206
0.358
Fail to
Reject Ho
Not Significant
Gadgets Present at Home
Eta (V)
0.920
0.186
Fail to
Reject Ho
Not Significant
Number of Times Gadget is
Utilized
Spearman's rho
0.355
0.105
Fail to
Reject Ho
Not Significant
Attitude toward Game-Based
Learning
Spearman's rho
0.121
0.591
Fail to
Reject Ho
Not Significant
Variables Correlated
Statistical
Test
Coefficient
Value (ρ)
p-value
Decision
Interpretation
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Teaching Competence and Students’
Academic Achievement
Spearman
rho
0.106
0.025
Reject
Ho
Significant
Table 7 shows the relationship between the profile variables of the student-respondents and the teachers'
perceived level of implementation of game-based learning. The findings revealed that none of the profile
variables showed a significant relationship with teachers' perceptions of game-based learning implementation.
Specifically, age, sex, gadgets present at home, frequency of gadget utilization, and students' attitude toward
game-based learning all yielded p-values greater than the 0.05 level of significance, leading to the acceptance of
the null hypothesis.
These findings indicate that teachers' perceptions regarding the implementation of game-based learning are
generally independent of the students' demographic and technology-related characteristics. Instead, teachers'
assessments may be influenced more by their instructional practices, classroom experiences, and pedagogical
decisions than by the personal characteristics of their learners.
Table 8. Relationship Between the Profile Variables of the Student-Respondents and the Teachers'
Perceived Level of Implementation of Game-Based Learning
Profile Variable
Statistical Tool
Coefficient
p-
value
Decision
Interpretation
Age
Spearman's rho
0.009
0.897
Fail to Reject Ho
Not Significant
Sex
Point-biserial
0.022
0.749
Fail to Reject Ho
Not Significant
Gadgets Present at Home
Eta (V)
0.929
0.000
Reject Ho
Significant
Number of Times Gadget is Utilized
Spearman's rho
0.087
0.208
Fail to Reject Ho
Not Significant
Attitude toward Game-Based
Learning
Spearman's rho
0.335
0.000
Reject Ho
Significant
Table 8 presents the relationship between the profile variables of the student-respondents and their level of
motivation when exposed to game-based learning. The findings revealed that gadgets present at home (V =
0.929, p = 0.000) and attitude toward game-based learning (ρ = 0.335, p = 0.000) were significantly related to
students' motivation. These findings suggest that access to technological devices and favorable attitudes toward
game-based learning contribute positively to learners' motivation.
Meanwhile, age, sex, and frequency of gadget utilization did not show statistically significant relationships with
students' motivation. This implies that motivation is influenced more by learners' access to learning resources
and their disposition toward game-based learning than by their demographic characteristics.
Table 9. Relationship Between the Profile Variables of the Student-Respondents and Their Academic
Achievement
Profile Variable
Statistical Tool
Coefficient
p-
value
Decision
Interpretation
Age
Spearman's rho
0.232
0.766
Fail to Reject Ho
Not Significant
Sex
Point-biserial
0.050
0.467
Fail to Reject Ho
Not Significant
Gadgets Present at Home
Eta (V)
0.294
0.088
Fail to Reject Ho
Not Significant
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Number of Times Gadget is Utilized
Spearman's rho
-0.044
0.524
Fail to Reject Ho
Not Significant
Attitude toward Game-Based
Learning
Spearman's rho
-0.025
0.715
Fail to Reject Ho
Not Significant
Table 9 presents the relationship between the profile variables of the student-respondents and their academic
achievement. The results revealed that none of the profile variables showed a statistically significant relationship
with students' academic achievement, as all obtained p-values greater than the 0.05 level of significance.
Accordingly, the null hypothesis was not rejected for all profile variables.
These findings indicate that students' academic achievement was not significantly influenced by their age, sex,
availability of gadgets at home, frequency of gadget utilization, or attitude toward game-based learning. This
suggests that learners' academic performance may depend on other factors not included in the present
investigation, such as instructional quality, study habits, parental support, prior academic ability, classroom
environment, and individual learning characteristics.
Table 10. Relationship Between Academic Achievement and the Level of Implementation of Game-Based
Learning and Students' Motivation
Variable
Indicator
Correlation
Coefficient (ρ)
p-
value
Decision
Interpretation
Students' Perceived
Implementation of Game-
Based Learning
Enjoyment in
Learning
0.041
0.550
Fail to
Reject Ho
Not Significant
Understanding of the
Lesson
-0.023
0.736
Fail to
Reject Ho
Not Significant
Participation and
Involvement
0.048
0.492
Fail to
Reject Ho
Not Significant
Motivation to Learn
0.031
0.655
Fail to
Reject Ho
Not Significant
Teamwork and
Cooperation
0.033
0.638
Fail to
Reject Ho
Not Significant
Confidence in
Learning
0.036
0.608
Fail to
Reject Ho
Not Significant
Teachers' Perceived
Implementation of Game-
Based Learning
Enjoyment in
Learning
-0.105
0.643
Fail to
Reject Ho
Not Significant
Understanding of the
Lesson
-0.057
0.800
Fail to
Reject Ho
Not Significant
Participation and
Involvement
-0.158
0.484
Fail to
Reject Ho
Not Significant
Motivation to Learn
-0.277
0.211
Fail to
Reject Ho
Not Significant
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Teamwork and
Cooperation
-0.104
0.644
Fail to
Reject Ho
Not Significant
Confidence in
Learning
-0.157
0.486
Fail to
Reject Ho
Not Significant
Students' Motivation
Interest in Learning
-0.002
0.975
Fail to
Reject Ho
Not Significant
Effort in Doing
Schoolwork
-0.069
0.323
Fail to
Reject Ho
Not Significant
Goal Setting
-0.074
0.284
Fail to
Reject Ho
Not Significant
Willingness to Join
Activities
-0.090
0.195
Fail to
Reject Ho
Not Significant
Positive Attitude
toward Learning
0.246
0.049
Reject Ho
Significant
Persistence
-0.033
0.632
Fail to
Reject Ho
Not Significant
Table 10 presents the relationship between the student-respondents' academic achievement and the level of
implementation of game-based learning, as perceived by both the student-respondents and teacher-respondents,
as well as the students' level of motivation when exposed to game-based learning.
The findings revealed that none of the six dimensions of game-based learning implementation as perceived by
the student-respondents showed a significant relationship with academic achievement, as all obtained p-values
greater than the 0.05 level of significance. This indicates that students' perceptions regarding the extent to which
game-based learning was implemented were not significantly associated with their academic performance as
measured by their mean grades.
Similarly, all six dimensions of game-based learning implementation as perceived by the teacher-respondents
likewise exhibited no significant relationship with the academic achievement of the student-respondents. These
findings suggest that the extent to which teachers perceived themselves as implementing game-based learning
did not directly correspond with variations in students' academic performance.
With respect to the students' level of motivation, only positive attitude toward learning demonstrated a significant
positive relationship with academic achievement (ρ = 0.246, p = 0.049), although the correlation was weak. This
finding implies that students who maintained a more positive disposition toward learning tended to obtain
slightly higher academic performance. In contrast, the remaining dimensions of motivation—interest in learning,
effort in doing schoolwork, goal setting, willingness to join activities, and persistence—did not show statistically
significant relationships with academic achievement.
Overall, the findings suggest that while game-based learning may effectively enhance learners' engagement,
enjoyment, collaboration, and motivation, its perceived implementation alone does not necessarily translate into
higher academic achievement. Among the motivational dimensions examined, only positive attitude toward
learning emerged as a significant predictor of academic performance, highlighting the importance of cultivating
favorable learning attitudes alongside the effective implementation of game-based instructional strategies.
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Table 11 Challenges Encountered by the Teacher-Respondents in Implementing Game-Based Learning
Challenges
Weighted
Mean
Interpretation
Rank
1. I experience difficulty in ensuring that students clearly understand
the rules and instructions of the game-based activities.
3.81
Highly a
Challenge
1
2. I observe that students tend to focus more on winning the game rather
than achieving the intended learning objectives.
3.58
Highly a
Challenge
2
3. I encounter limitations in access to adequate devices and stable
internet connectivity required for game-based learning.
3.48
A Challenge
6
4. I face challenges in managing fair and balanced teaming or grouping
among students during gameplay.
3.28
A Challenge
9
5. I find it challenging to adjust the pace of games to suit learners with
varying abilities and learning speeds.
3.49
A Challenge
4.5
6. I note that certain game features cause distractions that divert
students' attention away from the lesson.
3.49
A Challenge
4.5
7. I experience limited support in guiding and monitoring students
effectively during game-based activities.
3.51
Highly a
Challenge
3
8. I encounter technical problems such as glitches or system errors that
disrupt the flow of instruction.
3.36
A Challenge
8
9. I observe increased pressure and stress among students due to the
competitive nature of some games.
3.56
Highly a
Challenge
2.5
10. I find it difficult to ensure equal participation, as not all students are
given sufficient opportunities to take part.
3.16
A Challenge
10
Grand Weighted Mean
3.47
A Challenge
Table 33 presents the challenges encountered by the teacher-respondents in implementing game-based learning.
The findings yielded an overall grand weighted mean of 3.47, interpreted as "A Challenge." This indicates that
although teachers generally perceived game-based learning as highly implemented in their classrooms, they
continued to experience several challenges that affected its effective and consistent implementation.
Among the identified challenges, difficulty in ensuring that students clearly understand the rules and instructions
of game-based activities ranked first, obtaining the highest weighted mean (WM = 3.81), interpreted as "Highly
a Challenge." This finding suggests that providing clear instructions and explaining game mechanics remain the
most significant concerns among teachers. When learners fail to understand the objectives, mechanics, or
procedures of a game, they may become confused, resulting in reduced participation and diminished learning
outcomes.
The second most prominent challenge was the tendency of students to focus more on winning the game than on
achieving the intended learning objectives (WM = 3.58), followed closely by the observation that the competitive
nature of some games increased students' pressure and stress (WM = 3.56). Likewise, limited support in guiding
and monitoring students during game-based activities (WM = 3.51) was also perceived as "Highly a Challenge."
These findings indicate that, beyond technical implementation, teachers also encounter instructional and
classroom management concerns that may influence the effectiveness of game-based learning.
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Meanwhile, challenges related to adjusting the pace of games to accommodate learners with varying abilities
and minimizing distractions caused by certain game features both obtained weighted means of 3.49, while
limited access to adequate devices and stable internet connectivity (WM = 3.48) and technical problems such as
glitches or system errors (WM = 3.36) were likewise perceived as "A Challenge." These findings suggest that
technological constraints and learner diversity continue to affect the smooth implementation of game-based
learning, particularly in resource-limited classroom settings.
The lowest-rated challenge was ensuring equal participation among students during game-based activities, with
a weighted mean of 3.16, although it was still interpreted as "A Challenge." This indicates that while unequal
participation remains a concern, teachers considered it less problematic than instructional clarity, classroom
management, and technological issues.
Overall, the findings suggest that teachers encounter moderate challenges in implementing game-based learning,
with the greatest concerns centered on instructional delivery, classroom management, learner engagement, and
technological support. These results underscore the need for continuous professional development programs
focusing on the effective facilitation of game-based instruction, particularly in designing clear game mechanics,
managing learner participation, aligning games with instructional objectives, and utilizing appropriate
technologies. Strengthening these areas may enhance teachers' capacity to implement game-based learning more
effectively and maximize its potential to improve students' motivation and academic achievement.
Summary of Findings
This study determined the role of game-based learning in boosting students' motivation and academic
achievement among Key Stage 2 learners in the District of Wright I, Schools Division of Samar, during the
School Year 2025–2026.
Based on the analysis and interpretation of the data, the following findings were obtained:
1. The student-respondents were predominantly 11 years old and female. The majority had smartphones
available at home, utilized their gadgets once a week, and demonstrated a positive attitude toward game-
based learning, indicating that they generally viewed the integration of games into classroom instruction
as an engaging and beneficial learning strategy.
2. As perceived by the student-respondents, the level of implementation of game-based learning was
implemented across all six dimensions. Teamwork and cooperation obtained the highest assessment,
followed by motivation to learn, confidence in learning, enjoyment in learning, participation and
involvement, and understanding of the lesson. These findings indicate that students generally perceived
game-based learning as effectively implemented in their classrooms.
3. As perceived by the teacher-respondents, the level of implementation of game-based learning was highly
implemented. Enjoyment in learning obtained the highest assessment, followed by teamwork and
cooperation, participation and involvement, motivation to learn, confidence in learning, and
understanding of the lesson. These findings suggest that teachers consistently integrated game-based
learning into their instructional practices and recognized its positive influence on learners' engagement
and classroom participation.
4. The student-respondents often demonstrated a high level of motivation when exposed to game-based
learning. Among the motivational dimensions, positive attitude toward learning obtained the highest
rating, followed by interest in learning, persistence, goal setting, willingness to join activities, and effort
in doing schoolwork. These findings indicate that game-based learning contributed positively to fostering
students' motivation toward learning.
5. The majority of the student-respondents obtained mean grades ranging from 85 to 89 during the first and
second quarters of the School Year 2025–2026, corresponding to a Satisfactory level of academic
achievement. This finding indicates that most learners attained the expected learning competencies and
demonstrated satisfactory academic performance.
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6. Among the profile variables of the student-respondents, gadgets present at home and attitude toward
game-based learning showed significant positive relationships with the students' perceived level of
implementation of game-based learning. In contrast, age, sex, and the number of times gadgets were
utilized did not show significant relationships with students' perceptions of game-based learning
implementation.
7. None of the profile variables of the student-respondents demonstrated a significant relationship with the
teachers' perceived level of implementation of game-based learning, indicating that teachers' perceptions
regarding the implementation of game-based learning were generally independent of the learners'
demographic and technology-related characteristics.
8. Gadgets present at home and attitude toward game-based learning also exhibited significant positive
relationships with the students' level of motivation when exposed to game-based learning. Conversely,
age, sex, and the frequency of gadget utilization showed no significant relationship with learners'
motivation.
9. None of the profile variables of the student-respondents showed a significant relationship with academic
achievement, suggesting that learners' academic performance may have been influenced by other factors
beyond the profile variables considered in the present study.
10. The level of implementation of game-based learning, as perceived by both the student-respondents and
teacher-respondents, did not show a significant relationship with the students' academic achievement
across all measured dimensions. However, among the dimensions of students' motivation, only positive
attitude toward learning demonstrated a significant positive relationship with academic achievement,
although the relationship was weak. The remaining motivational dimensions did not significantly
correlate with students' academic performance.
11. The teacher-respondents encountered challenges in implementing game-based learning. The most
significant challenge was ensuring that students clearly understood the rules and instructions of game-
based activities, while ensuring equal participation among students during gameplay was identified as
the least challenging. Overall, the respondents perceived the implementation of game-based learning as
presenting moderate challenges, particularly in instructional delivery, classroom management, learner
engagement, and technological support.
12. The findings of this study should be interpreted in light of several limitations. First, the study relied
primarily on self-reported responses from students and teachers, which may have been influenced by
personal perceptions and subjective judgments. Second, the investigation was limited to selected Key
Stage 2 learners and teachers in the District of Wright I, Schools Division of Samar, thereby limiting the
generalizability of the findings to other educational settings. Third, academic achievement was measured
solely through the students' mean grades during the first and second quarters of the School Year 2025–
2026 and did not include standardized achievement tests or other measures of learning outcomes. Finally,
the cross-sectional nature of the study limits the establishment of causal relationships among the variables
examined. Future researchers may consider broader samples, longitudinal or experimental research
designs, and additional measures of academic achievement and learner motivation to strengthen and
validate the findings of the present study.
CONCLUSION
Based on the findings of the study, it is concluded that the Key Stage 2 learners in the District of Wright I,
Schools Division of Samar, generally possess favorable characteristics that support the implementation of game-
based learning. Most of the student-respondents had access to smartphones at home, utilized gadgets on a regular
basis, and demonstrated a positive attitude toward game-based learning. These characteristics provided a
conducive environment for integrating game-based instructional strategies into classroom instruction.
The study further concludes that game-based learning has been successfully integrated into classroom
instruction. Both student-respondents and teacher-respondents perceived its implementation positively, with
teachers rating it as highly implemented and students rating it as implemented across all measured dimensions.
These findings indicate that game-based learning has become an effective instructional approach that promotes
enjoyable, collaborative, interactive, and learner-centered classroom experiences.
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Moreover, exposure to game-based learning contributed positively to students' motivation toward learning. The
learners frequently demonstrated positive attitudes toward learning, sustained interest, persistence, goal setting,
willingness to participate, and effort in accomplishing school-related tasks. These findings suggest that game-
based learning serves as an effective motivational strategy that encourages active learner engagement and fosters
a positive disposition toward classroom learning.
The study likewise concludes that the student-respondents generally attained a Satisfactory level of academic
achievement during the first and second quarters of the School Year 2025–2026. This indicates that the learners
were generally able to meet the expected learning competencies and demonstrate satisfactory academic
performance.
The findings further established that gadgets present at home and students' attitude toward game-based learning
significantly influenced both the students' perceived implementation of game-based learning and their level of
motivation. These results highlight the importance of technological accessibility and learners' positive
perceptions in maximizing the effectiveness of game-based instructional strategies. Conversely, age, sex, and
frequency of gadget utilization did not significantly influence students' perceptions, motivation, or academic
achievement.
Furthermore, the study found that neither the students' nor the teachers' perceived implementation of game-based
learning demonstrated a significant relationship with students' academic achievement. This suggests that
although game-based learning enhances learner engagement and classroom participation, its implementation
alone does not necessarily translate into higher academic performance as reflected in learners' grades. Academic
achievement is a multifaceted outcome influenced by numerous learner-, teacher-, family-, and school-related
factors beyond the implementation of instructional strategies.
Among the dimensions of students' motivation, only positive attitude toward learning demonstrated a significant,
albeit weak, positive relationship with academic achievement. This finding implies that cultivating positive
learning attitudes may contribute to improved academic performance and emphasizes the importance of
promoting learners' enthusiasm, confidence, and appreciation for learning alongside the implementation of
game-based instructional approaches.
Although teachers generally perceived game-based learning as highly implemented, they also encountered
several challenges in its implementation. The most prominent challenge involved ensuring that students clearly
understood the rules and instructions of game-based activities, while technological constraints, classroom
management, learner diversity, and maintaining students' focus on learning objectives also emerged as notable
concerns. These findings suggest that the successful implementation of game-based learning requires not only
teachers' commitment and instructional competence but also adequate technological resources, continuous
professional development, effective classroom management strategies, and institutional support.
Overall, the study concludes that game-based learning is an effective instructional approach for enhancing
students' motivation, engagement, collaboration, and positive learning experiences. While its direct influence on
academic achievement was not statistically established, its significant contribution to learners' motivation and
positive attitudes toward learning underscores its value as a learner-centered pedagogical strategy. Strengthening
teachers' capacity to implement game-based learning, improving access to technological resources, and
designing instructional games that promote deeper conceptual understanding may further maximize its potential
to enhance both students' motivation and academic achievement in the District of Wright I, Schools Division of
Samar.
RECOMMENDATIONS
In light of the findings and conclusions of the study, the following recommendations are proposed:
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1. School administrators should strengthen the integration of game-based learning into classroom
instruction by providing teachers with adequate instructional resources, technological support, and a
learning environment that encourages the effective use of game-based strategies.
2. Teachers should continue to integrate game-based learning into their instructional practices by designing
meaningful, curriculum-aligned, and learner-centered activities that promote active participation,
collaboration, critical thinking, and meaningful learning experiences.
3. Schools should provide continuous professional development programs, such as seminars, workshops,
Learning Action Cell (LAC) sessions, demonstration teaching, and coaching activities, focusing on the
effective design, implementation, and evaluation of game-based learning strategies across different
learning areas.
4. School heads and instructional leaders should establish mentoring and instructional coaching programs
that assist teachers in developing classroom management strategies, improving the delivery of game-
based activities, and ensuring that instructional objectives remain the primary focus of classroom games.
5. The Schools Division Office should strengthen capacity-building initiatives by providing teachers with
opportunities to participate in district, division, regional, and national training programs on educational
technology, game-based learning, digital pedagogy, and innovative instructional approaches.
6. Since students' positive attitude toward game-based learning was found to be significantly related to both
the perceived implementation of game-based learning and learners' motivation, teachers should cultivate
positive learning experiences by selecting age-appropriate, engaging, and meaningful educational games
that encourage curiosity, enjoyment, and sustained participation.
7. Schools should improve learners' access to technological resources, including digital devices, reliable
internet connectivity, and educational applications, since the availability of gadgets at home was found
to have a significant relationship with both students' perceived implementation of game-based learning
and their level of motivation.
8. Teachers should place greater emphasis on designing game-based activities that promote deeper
conceptual understanding, higher-order thinking skills, and meaningful application of knowledge,
considering that understanding of the lesson received comparatively lower ratings than the other
dimensions of game-based learning implementation.
9. To address the challenges encountered in implementing game-based learning, teachers should provide
clear and explicit instructions, demonstrate game mechanics before the activity, establish classroom
rules, and conduct debriefing sessions to ensure that students understand both the objectives and
procedures of the learning games.
10. Teachers should design games that encourage equal participation, minimize excessive competition, and
maintain students' focus on achieving the intended learning outcomes rather than merely winning the
game.
11. Schools should establish Professional Learning Communities (PLCs) or strengthen Learning Action
Cells (LACs) where teachers can collaboratively develop, share, evaluate, and improve game-based
learning materials, classroom strategies, and best practices.
12. Parents and guardians should be encouraged to support their children's learning by providing appropriate
supervision during gadget use, promoting responsible technology utilization at home, and encouraging
participation in educational games that reinforce classroom learning.
13. Since only positive attitude toward learning demonstrated a significant relationship with academic
achievement, teachers should incorporate motivational strategies that foster learners' confidence,
enthusiasm, resilience, and appreciation for learning alongside the implementation of game-based
instructional activities.
14. Schools should continuously monitor and evaluate the implementation of game-based learning through
classroom observations, learner feedback, instructional supervision, and periodic program evaluations to
ensure its effectiveness and identify areas requiring improvement.
15. Future researchers are encouraged to conduct similar studies in other districts, divisions, or educational
settings using larger and more diverse populations to validate and compare the findings of the present
investigation.
16. Future studies may include additional variables such as teacher competence in educational technology,
digital literacy, parental involvement, learner engagement, socioeconomic status, classroom climate,
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instructional leadership, and school technological readiness to obtain a more comprehensive
understanding of the factors influencing the effectiveness of game-based learning.
17. Future researchers are likewise encouraged to employ experimental, quasi-experimental, longitudinal, or
mixed-methods research designs to determine the causal effects and long-term impact of game-based
learning on students' motivation, academic achievement, critical thinking, collaboration, and other
twenty-first century learning skills.
18. Future studies should consider using additional measures of academic performance, such as standardized
achievement tests, performance-based assessments, literacy and numeracy assessments, and classroom-
based formative assessments, to complement grade-based measures and provide a more comprehensive
evaluation of students' learning outcomes.
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