A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Tiria, Renato A.
- The Role of Gamification on Students Academic Performance in Senior High School Physical Science Course
Authors
1 Department of Education, Master Teacher Philippines, PH
2 De La Salle College of Saint Benilde, Centro Escolar University, PH
Source
Automation and Autonomous Systems, Vol 11, No 3 (2019), Pagination: 41-44Abstract
Gamification plays an important role in the learning process. This study aimed to signifies the role of gamification on the students’ academic performance in senior high school physical science course. Forty grade 11 senior high schools were the subject of this study. The control group was exposed the traditional teaching in the 21st century with the use of multimedia teaching while the experimental group was exposed to a gamified classroom with the use of a gamification platform. A 30-item test was given before and after the intervention. The results were tabulated and tested statistically with the used of SPSS software. The result of the independent t-test for the pretest of the control and the experimental group showed that the two groups were comparable. The t-test for the independent sample for the posttest for the two groups suggests that gamification had improved the academic performance of the students. The Wilcoxon Signed Rank Test for the pretest and posttest of the controlled group had also shown a positive change in the result of the test. It is recommended to use the gamification across all learning areas to test further its effectiveness in the academic performance of the students.
Keywords
Gamification, Academic Performance, Physical Science.
References
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- The Digital Skills of Secondary School Teachers in Manila
Authors
1 Elpidio Quirino High School, Manila, PH
2 De La Salle-College of Saint Benilde, Manila, PH
Source
Software Engineering, Vol 12, No 3 (2020), Pagination: 33-37Abstract
This research aimed to describe the digital skills of secondary school teachers focusing on their competence and integration of digital skills. The respondents were composed of sixty percent academic teachers and 40% non-academic teachers. The respondents were also divided based on their years in teaching. The t-test for independent samples showed the following result: (1) there is no significant difference in the digital competence of teachers when group according to subject matter taught (academic and non-academic subjects); (2) there is no significant difference in the integration of digital skills when grouped based on subject taught. The ANOVA computation showed the following results: (1) there is no significant difference in the digital competence of the teachers when group according to years in teaching and (2) there is no significant difference in the integration of digital skills when group according to years in teaching. This study also revealed some of the challenges encountered by the teachers in the implementation of digital skills. The researchers recommend testing the digital competence and integration of teachers across all learning areas.