| 000 | 02415nam a22002297a 4500 | ||
|---|---|---|---|
| 001 | 14934 | ||
| 003 | OCLRC | ||
| 005 | 20260730115619.0 | ||
| 008 | 240513t xxu||||| |||| 00| 0 eng d | ||
| 040 | _aOCLRC | ||
| 082 | _aT 370 2023 457 | ||
| 100 | _aSalas, Angelo Joseph M. | ||
| 245 |
_aInstructional system design for gamification: _bbasis for developing science instructional materials in grade six for hybrid flexible learning/ _cAngelo Joseph M. Salas. |
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| 260 |
_aParanÌaque City: _bOlivarez College, _c2023. |
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| 502 | _aMaster Thesis | ||
| 520 | _aOne of the difficult subjects at the elementary level is Science, especially in Grade 6, they are demotivated and there is no interest in learning this subject caused by poor performance in their academics even on national and international assessments. Gamification is one strategy in presenting the lessons and during discussions in Science class. The researcher conducted this study to design a new instructional system to develop learners' critical thinking, engagement, and analytical skills. The researcher found that most learners have difficulties coping with and understanding science subjects' concepts, theories, and lessons. It affects their short span in listening and doing activities in science. It is also because of these negative perspective toward science subjects, old beliefs, and no enjoyment of learning that students do not fair positively in national assessments. Thus, learning is not maximized. The study utilized the quasi-experiment design, specifically the pretest and posttest design, to juxtapose the participants performance in teaching science using the new instructional materials created by the researcher. Based on the significance of the performance level of the pupils in Science, was seen in the posttest and pretest results of the experimental and controlled group, that students had a better understanding of the lessons. Also, the results revealed that the controlled group has a mean of 17.35 and a standard deviation of 3.38 and the experimental has a mean of 20.74 and a standard derivation of 2.73. It is obvious that using a gaming strategy can cause fun, enjoyment, motivation, and social engagement while mastering the needed competencies. | ||
| 650 | _aInteractive gaming strategy. | ||
| 650 | _aScience. | ||
| 650 | _aGrade 6. | ||
| 650 | _aPerformance level. | ||
| 942 |
_cTHES _jT 370 2023 457 |
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| 999 |
_c14934 _d14934 |
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