GAMIFIED LESSONS: A Teaching Strategy in Improving Problem-Solving Skill and Academic Performance of Computer Systems Servicing Learners

Bryan Carlo P. Responso, Teacher I, Jones Rural School

ABSTRACT

Gamification creates avenues for students to discover and experiment with concepts being learned. This study explored the impact of gamified lessons on the problem-solving skills and academic performance of Computer Systems Servicing (CSS) learners using physical games. A two-group pre- and post-test quasi-experimental research design was utilized on the 40 randomly selected Grade 10 CSS learners, equally divided into two (2) treatment groups: control and experimental. The respondents were tested on their problem-solving skills using MindTools (n.d.) version of Basadur's (1998) simplex creative problem-solving skill (CPSP) inventory and their academic performance using a teacher-made 20-item written test and a 20-point practical test which were all found to be valid and reliable. Using factorial mixed multivariate analysis of variance, results showed that the learners' level of problem-solving skills was significantly higher in the experimental group than in the control group after the gamified lessons. The same findings were observed for the learners' practical test scores but not for their written test scores. Hence, physical games intervention is effective in improving the problem-solving skills and practical test scores of CSS learners, but not their written test scores. It is recommended to adopt physical gamification on CSS subjects with a high emphasis on practical skills.

Keywords: gamification, Technical Vocational Education, computer servers

Year: 2024

posted on April 23, 2024

How to Cite

Responso, B. C. (2024). GAMIFIED LESSONS: A Teaching Strategy in Improving Problem-Solving Skill and Academic Performance of Computer Systems Servicing Learners. Saringit, 4(1), 74-78.

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