Effectiveness of Game-Based Learning Quizzes in Enhancing the Academic Performance of Araling Panlipunan 8 Learners

Jayrald Esquivel; Jann Arlie Agawin; Francisco Panopio Jr.; Sherwin Sapin; Marciana Torillos

doi:10.64807/bf8r1998

Authors

Jayrald Esquivel, LPT, MAEd Laguna State Polytechnic University Author https://orcid.org/0009-0009-9325-5275
Dr. Jann Arlie P. Agawin Laguna State Polytechnic University-Los Baños Author
Dr. Francisco P. Panopio Jr. Laguna State Polytechnic University-Los Baños Author https://orcid.org/0009-0008-3908-1967
Dr. Sherwin B. Sapin Laguna State Polytechnic University-Los Baños Author https://orcid.org/0000-0001-5731-552X
Dr. Marciana T. Torillos Laguna State Polytechnic University-Los Baños Author

DOI:

https://doi.org/10.64807/bf8r1998

Abstract

Araling Panlipunan 8 requires learners to understand interconnected historical and sociopolitical concepts; however, lecture-centered instruction may provide limited opportunities for active retrieval, immediate feedback, and repeated practice. This study examined the effectiveness of Game-Based Learning Quizzes (GBLQs) in improving the formative assessment, posttest, and gain-score performance of Grade 8 learners compared with conventional lecture-discussion instruction. It employed a quantitative quasi-experimental pretest-posttest non-equivalent group design involving 74 learners from two intact sections of San Jose Integrated High School, San Pablo City, Laguna, during School Year 2025-2026. The experimental group (n = 37) received curriculum-aligned GBLQs through Kahoot!, Wayground, Wordwall, and researcher-made quiz games, while the comparison group (n = 37) received conventional lecture-discussion instruction. Data were analyzed using descriptive statistics, independent-samples and paired-samples t-tests, and Cohen’s d. Both groups had identical pretest means (M = 8.76, SD = 3.91), indicating comparable measured baseline performance. The experimental group obtained significantly higher total formative assessment scores (M = 66.13, SD = 4.70) than the comparison group (M = 57.03, SD = 7.22), t(72) = 6.425, p < .01, d = 1.49. It also achieved significantly higher posttest scores (M = 17.73, SD = 2.10) than the comparison group (M = 13.46, SD = 2.85), t(72) = 7.340, p < .01, d = 1.71. Although both groups improved significantly, the experimental group attained a significantly greater mean gain (M = 8.97, SD = 4.82) than the comparison group (M = 4.70, SD = 5.06), t(72) = 3.72, p < .001, d = 0.86. These findings demonstrate that curriculum-aligned GBLQs produced a statistically significant and educationally meaningful advantage in the measured academic performance of Grade 8 learners in Araling Panlipunan. Therefore, GBLQs may serve as structured formative assessment, review, and concept-reinforcement tools when quiz items align with curriculum competencies and are followed by explanatory feedback and teacher-guided discussion.

Keywords:

academic performance, Araling Panlipunan, formative assessment, game-based learning, game-based quizzes

References

Abao, J. M. G., Taganas, W. R., & Comon, J. D. (2024). Factors affecting academic performance in Araling Panlipunan among junior high school learners of Gingoog City. European Modern Studies Journal, 8(4), 1–15. https://doi.org/10.59573/emsj.8(4).2024.1

Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval practice consistently benefits student learning: A systematic review of applied research in schools and classrooms. Educational Psychology Review, 33, 1409–1453. https://doi.org/10.1007/s10648-021-09595-9

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, 4(3), 542–552. https://doi.org/10.46328/ijte.169

Agonia, V. L., & Panoy, J. F. D. (2022). Technology-based formative assessment and learning outcomes in science among Grade 10 students in an online instructional delivery program. Asia Pacific Journal of Advanced Education and Technology. https://doi.org/10.54476/apjaet/80033

Alazemi, A. (2024). Formative assessment in artificial integrated instruction: Delving into the effects on reading comprehension progress, online academic enjoyment, personal best goals, and academic mindfulness. Language Testing in Asia. https://doi.org/10.1186/s40468-024-00319-8

Albert, J. R. G., Basillote, L. B., Alinsunurin, J. P., Vizmanos, J. F. V., Muñoz, M. S., & Hernandez, A. C. (2023). Sustainable Development Goal 4 on quality education for all: How does the Philippines fare and what needs to be done? Philippine Institute for Development Studies.

Alison, A., & Diozo, D. (2025). The effectiveness of technology integration by redefinition in teaching Asian history among Grade 7 learners in a Catholic school. Philippine Social Science Journal. https://doi.org/10.52006/main.v8i1.1184

Amaro, B., Bueno, M., & Querol-Areola, E. (2024). Google Sites and Wordwall.net: Online tools for learning basic integration. In Proceedings published by Atlantis Press. https://doi.org/10.2991/978-94-6463-425-9_7

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Asad, M. M., Hussain, N., Wadho, M., Khand, Z. H., & Siyal, S. (2021). Effectiveness of game-based learning in enhancing students’ engagement, learning, and retention in higher education. Education and Information Technologies, 26, 3103–3119.

Bai, S., Hew, K. F., & Huang, B. (2022). Does gamification improve student learning outcomes? Evidence from a meta-analysis. Educational Research Review, 36, Article 100451. https://doi.org/10.1016/j.edurev.2021.100451

Barz, N., Benick, M., Dörrenbächer-Ulrich, L., & Perels, F. (2024). The effect of digital game-based learning interventions on cognitive, metacognitive, and affective-motivational learning outcomes in school: A meta-analysis. Review of Educational Research, 94(2), 193–227. https://doi.org/10.3102/00346543231167795

Bjørner, T. (2024). A systematic review of examples and the effectiveness of game-based learning used to teach history in K–12 education. Proceedings of the European Conference on Games Based Learning, 18(1), 108–115. https://doi.org/10.34190/ecgbl.18.1.2815

Bolat, Y. I., & Taş, N. (2023). A meta-analysis on the effect of gamified-assessment tools on academic achievement in formal educational settings. Education and Information Technologies, 28(5), 5011–5039. https://doi.org/10.1007/s10639-022-11411-y

Carroza-Pacheco, A. M., León-del-Barco, B., & Bringas Molleda, C. (2025). Academic performance and resilience in secondary education students. Journal of Intelligence, 13(5), Article 56. https://doi.org/10.3390/jintelligence13050056

Cayang, J., & Ursabia, M. (2024). Effectiveness of game-based learning on mathematics achievement of elementary pupils. Philippine Journal of Educational Research and Evaluation, 11(1), 55–66. https://ejournals.ph/article.php?id=24006

Commission on Higher Education. (2020). CMO No. 4, s. 2020: Guidelines on the implementation of flexible learning. https://chedro3.ched.gov.ph/wp-content/uploads/2020/10/CMO-No.-4-s.-2020-Guidelines-on-the-Implementation-of-Flexible-Learning.pdf

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Crisolo, O. R., Camposano, S., & Rogayan, D. V., Jr. (2021). Relevance of social studies in the 21st-century society: Students’ perspectives. International Journal of Didactical Studies. https://doi.org/10.33902/IJODS.2021169729

Daquiado, L. R. R. (2026). Interactive game-based learning environment and students’ achievement in Araling Panlipunan. International Journal of Research and Innovation in Social Science, 10(3), 1881–1903. https://doi.org/10.47772/IJRISS.2026.100300132

Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2024). Using gamification to support learning in K–12 education: A systematic review. British Journal of Educational Technology.

Department of Education. (2023). DO 016, s. 2023: Revised guidelines on the implementation of the DepEd Computerization Program. https://www.deped.gov.ph/2023/07/19/july-18-2023-do-016-s-2023-revised-guidelines-on-the-implementation-of-the-department-of-education-computerization-program/

Department of Education. (2024). DO 010, s. 2024: Policy guidelines on the implementation of the MATATAG Curriculum. https://www.deped.gov.ph/wp-content/uploads/DO_s2024_010.pdf

Diaz, A. F., & Estoque-Loñez, H. (2024). A meta-analysis on the effectiveness of gamification on student learning achievement. International Journal of Education in Mathematics, Science and Technology, 12(5), 1236–1253. https://doi.org/10.46328/ijemst.4185

Dichev, C., & Dicheva, D. (2021). Gamifying education: What is known, what is believed, and what remains uncertain. International Journal of Educational Technology in Higher Education, 18, Article 9. https://doi.org/10.1186/s41239-021-00271-8

Do, T. C., & Huynh, N. T. (2024). Students’ perception of using Wordwall application to enhance vocabulary memorization. In M. Shelley & O. T. Ozturk (Eds.), Proceedings of ICRES 2024 (pp. 810–820). International Society for Technology, Education, and Science. https://eric.ed.gov/?id=ED673135

Fajaryati, D. (2024). Utilization of Wordwall in formative assessment to improve students’ learning outcomes in physics subjects. International Journal of Education and Social Science, 5(2), 202–208. https://doi.org/10.56371/ijess.v5i2.315

Fernández-Velásquez, J. R., López-Regalado, O., & Fernández-Hurtado, G. A. (2025). Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners. Contemporary Educational Technology, 17(1), Article ep557. https://doi.org/10.30935/cedtech/15749

Florese, C. A. B. (2025). Digital game-based learning: A tool for enhancing engagement, motivation, and autonomy in Araling Panlipunan of Grade Eight Junior High School students. Psychology and Education: A Multidisciplinary Journal, 45(8), 1023–1035. https://doi.org/10.70838/pemj.450809

Fredricks, J., Wang, M., Schall Linn, J., Hofkens, T., Sung, H., Parr, A., & Allerton, J. (2019). Linking student engagement to achievement and behavior: The role of teacher and peer support. Learning and Instruction, 63, Article 101217. https://doi.org/10.1016/j.learninstruc.2019.101217

Gee, J. P. (2007). What video games have to teach us about learning and literacy. Palgrave Macmillan.

General de Jesus College. (2024). Exploring Grade 9 students’ perspectives on game-based learning in social studies. Journal of Humanities and Education Development, 6(6). https://doi.org/10.22161/jhed.6.6.2

Gui, Y., et al. (2023). Effectiveness of digital educational game and game design in STEM: Two meta-analyses. International Journal of STEM Education.

Guisadio, R. G., Tordos, A. J., Pocdol, M., Taboada, F. L., Petin, Y. K., Asentista, L., Sumampong, L. J., Catacutan, F., Catamco, E. G., Delatado, K., Lerio, A., Villanueva, M. L. T., & Cabello, C. A. (2025). Gamified elements in Philippine education: A systematic review. Psychology and Education: A Multidisciplinary Journal, 44(1), 142–152. https://doi.org/10.70838/pemj.440109

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow, and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045

Hasan, H., Imama, N., Latif, F., Rozaqi, A., Abdul Hamid, M., Thoha, M., & Surur, M. (2024). Harnessing technology in education: The effectiveness of Wordwall games in enhancing students’ engagement. Journal of Research, Review and Educational Innovation, 2(2), 70–77.

Hew, K. F., Kay, R., & Jia, C. (2022). Game-based learning and educational outcomes: Meta-analysis of UK and international evidence. Computers & Education, 181, Article 104406. https://doi.org/10.1016/j.compedu.2022.104406

Howard-Jones, P., Demetriou, S., Bogacz, R., Yoo, J. H., Leonards, U., & Szucs, D. (2022). Toward a science of learning games. Learning, Media and Technology, 47(1), 1–16. https://doi.org/10.1080/17439884.2021.2004219

Hwang, G.-J., Sung, H.-Y., Hung, C.-M., Huang, I., & Tsai, C.-C. (2015). Development of a contextual game-based learning environment for history education: A quasi-experimental study on students’ learning achievements, attitudes, and flow experiences. Computers & Education, 81, 141–158. https://doi.org/10.1016/j.compedu.2014.10.002

Ivgin, A., & Akcay, H. (2024). The impact of using educational and digital games on middle school students’ science achievement. International Journal of Technology in Education, 7(3), 386–416. https://doi.org/10.46328/ijte.781

Kaimara, P., Fokides, E., & Oikonomou, A. (2021). Digital game-based learning and its effect on students’ knowledge acquisition and motivation in secondary education. Education and Information Technologies, 26(6), 6861–6880. https://doi.org/10.1007/s10639-021-10534-2

Kangas, M., Siklander, P., Randolph, J., & Ruokamo, H. (2021). Teachers’ engagement and students’ satisfaction with a playful learning environment. Teaching and Teacher Education, 99, Article 103257. https://doi.org/10.1016/j.tate.2020.103257

Karakoç, B., Eryilmaz, K., Turan Özpolat, E., & Yildirim, I. (2022). The effect of game-based learning on student achievement: A meta-analysis study. Technology, Knowledge and Learning, 27(1), 207–222. https://doi.org/10.1007/s10758-020-09471-5

Karakas, F., & Yildirim, Z. (2023). Student engagement and learning outcomes in traditional and interactive learning environments. International Journal of Instruction, 16(2), 451–468. https://doi.org/10.29333/iji.2023.16224a

Karaman, P. (2021). The effect of formative assessment practices on student learning: A meta-analysis study. International Journal of Assessment Tools in Education, 8(4), 801–817. https://doi.org/10.21449/ijate.870300

Khasyi, R., Tarihoran, N., & Guven, S. (2024). Analysis of the use of the Wordwall application in learning English using Chromebook for vocabulary. LEARNING: Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran, 4(4), 961–970. https://doi.org/10.51878/learning.v4i4.3455

Khoo, Y. Y., Ramdan, M. R., Abdullah, N. L., Abd Aziz, N. A., & Mahjom, N. (2025). The impacts of game-based learning on thinking and learning in higher education context: A scoping review. International Journal of Education in Mathematics, Science and Technology, 13(3), 623–637. https://doi.org/10.46328/ijemst.4776

Lai, C.-H., & Hu, P.-Y. (2025). The gaming revolution in history education: The practice and challenges of integrating game-based learning into formal education. Information, 16(6), Article 490. https://doi.org/10.3390/info16060490

Lee, T. (2025). The application of Wordwall.net in English language teaching: Effects on motivation and learning. Global Perspectives on Education Journal. https://gpejournal.org/index.php/GPEJ/article/view/200

Lei, H., Chiu, M. M., Wang, D., Wang, C., & Xie, T. (2022). Effects of game-based learning on students’ achievement in science: A meta-analysis. Journal of Educational Computing Research, 60(6), 1373–1398. https://doi.org/10.1177/07356331211064543

Li, M., et al. (2023). Examining the effectiveness of gamification as a tool for teaching and learning: A meta-analysis. Frontiers in Psychology, 14, Article 1253549. https://doi.org/10.3389/fpsyg.2023.1253549

Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13, Article 9. https://doi.org/10.1186/s41039-018-0078-8

Lo, C. K., & Hew, K. F. (2022a). A comparison of flipped classroom and traditional classroom learning using formative assessment strategies. Computers & Education, 178, Article 104399. https://doi.org/10.1016/j.compedu.2021.104399

Lo, C. K., & Hew, K. F. (2022b). Using “first-person shooter” video games for learning history: A review of the literature. Journal of Educational Computing Research, 60(2), 425–449. https://doi.org/10.1177/07356331211038357

Looyestyn, J., Kernot, J., Boshoff, K., Maher, C., & Vandelanotte, C. (2017). Does gamification increase engagement with online programs? A systematic review. PLOS ONE, 12(3), Article e0173403. https://doi.org/10.1371/journal.pone.0173403

Magnacca, S. (2013). Game-based learning in the social studies classroom (Instructional Technology Education Specialist Research Paper No. 7). Georgia Southern University. https://digitalcommons.georgiasouthern.edu/edu-papers/7/

Mangulian, A. (2025). The impact of gamified instruction on Filipino language acquisition in Grade 10. Asian Journal of Education and Social Studies, 51(6), 802–811. https://doi.org/10.9734/ajess/2025/v51i62036

Marfil, B. A., & Bola, I. P. (2026). Enhancing academic performance in Araling Panlipunan: The impact of innovative teaching strategies among Grade VI learners in Lanuza District, Surigao del Sur, Philippines. Zenodo. https://doi.org/10.5281/zenodo.17564386

McDermott, K. B. (2021). Practicing retrieval facilitates learning. Annual Review of Psychology, 72, 609–633. https://doi.org/10.1146/annurev-psych-010419-051019

National Council for the Social Studies. (2016). National curriculum standards for social studies: A framework for teaching, learning, and assessment. https://www.socialstudies.org/standards

National Economic and Development Authority. (2023). Philippine Development Plan 2023–2028. https://pdp.neda.gov.ph

Nob, J. M. R. O., Roble, D. B., & Lomibao, L. S. (2024). Unveiling the effects of gamification on math learning: A literature review in the Philippine context. Journal of Innovations in Teaching and Learning, 4(1), 13–19. https://doi.org/10.12691/jitl-4-1-3

Organisation for Economic Co-operation and Development. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en

Organisation for Economic Co-operation and Development. (2023). PISA 2022 country note: Philippines. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/philippines_a0882a2d-en.html

Official Gazette. (1987). The 1987 Constitution of the Republic of the Philippines. https://www.officialgazette.gov.ph/constitutions/the-1987-constitution/

Özdemir, O. (2025). Kahoot! Game-based digital learning platform: A comprehensive meta-analysis. Journal of Computer Assisted Learning, 41(1), Article e13084. https://doi.org/10.1111/jcal.13084

Öztürk, Ç., & 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, 7(1), 1–15. https://eric.ed.gov/?id=EJ1244229

Panga, K. P., Doroin, M. C., Campo, J. M., Bohayo, C., & Oxidental, S. P. (2025). Enhancing learners’ engagement in Araling Panlipunan through gamification: A Philippine case study. Journal of Mathematics Instruction, Social Research and Opinion, 4(3), 591–602. https://doi.org/10.58421/misro.v4i3.475

Perohan, R. S., Coritico, G. K. S., Formento, M. R. U., Daanoy, B. I. A., & Sipin, K. Q. (2026). Optimizing students’ engagement in Araling Panlipunan 10 through Tuklas-Talino gamification. International Journal of Academic Pedagogical Research, 10(2). http://ijeais.org/wp-content/uploads/2026/2/IJAPR260207.pdf

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533

Qian, M., & Clark, K. R. (2016). Game-based learning and 21st-century skills: A review of recent research. Computers in Human Behavior, 63, 50–58.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Sailer, M., & Homner, L. (2021). The gamification of learning: A meta-analysis. Educational Psychology Review, 33(1), 77–112. https://doi.org/10.1007/s10648-020-09571-5

San Jose, L., & Galvez, M. (2021). Effectiveness of educational games in teaching Araling Panlipunan among junior high school students. Philippine Social Science Journal, 4(2), 1–11. https://doi.org/10.52006/main.v4i2.293

Sortwell, A., Trimble, K., Ferraz, R., Geelan, D. R., Hine, G., Ramirez-Campillo, R., Carter-Thuillier, B., Gkintoni, E., & Xuan, Q. (2024). A systematic review of meta-analyses on the impact of formative assessment on K–12 students’ learning: Toward sustainable quality education. Sustainability, 16(17), Article 7826. https://doi.org/10.3390/su16177826

Spreen, A., & Vu, P. (2020). Exploring the potential of game-based learning in history teaching. Journal of Social Studies and History Education, 4(1). https://www.uhd.edu/documents/academics/public-service/urban-education/jsshe/archives/2020/gbl-in-history-classrooms-jsshe-2.pdf

Su, F., & Zou, D. (2024). A systematic review of game-based assessment in education in the past decade. Knowledge Management & E-Learning, 16(3), 451–476. https://doi.org/10.34105/j.kmel.2024.16.021

Torres, R. M. L. (2026). Digital game-based learning approach in teaching Araling Panlipunan and academic performance of Grade Six learners of Talon-Talon Central School: Basis for instructional development plan. PANTAO International Journal of the Humanities and Social Sciences, 5(3), 676–689. https://doi.org/10.69651/PIJHSS05031293

United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda

Villanueva, L. M. M. (2024). Improving science performance through games: An analysis of game-based learning in Earth and Life Science. World Journal of Advanced Research and Reviews, 22(2), 1633–1636. https://doi.org/10.30574/wjarr.2024.22.2.1614

Wang, Y. (2021). A meta-analysis: Gamification in education [Master’s thesis, Missouri University of Science and Technology]. Scholars’ Mine. https://scholarsmine.mst.edu/masters_theses/8070/

Wang, Y., DeMarcos, L., & García, M. (2023). Game-based learning in the digital age: A systematic review. Computers & Education, 190, Article 104629. https://doi.org/10.1016/j.compedu.2022.104629

Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, Article 3087. https://doi.org/10.3389/fpsyg.2019.03087

World Bank. (2023). Digital transformation of Philippine higher education: Policy note. https://documents1.worldbank.org/curated/en/099925001062333685/pdf/P17757402843a10c90b3e30308406a38304.pdf

Yao, Y., Amos, M., Snider, K., & Brown, T. (2024). The impact of formative assessment on K–12 learning: A meta-analysis. Educational Research and Evaluation, 29(7–8), 452–475. https://doi.org/10.1080/13803611.2024.2363831

Yap, A., & Gonzaga, M. V. (2024). Integration of gamified instruction on students’ academic performance. Franciscan College of the Immaculate Conception Insights, 2(2), 62–79. https://doi.org/10.5281/zenodo.14663123

Yudiono, U., Patmawati, D., & Pratiwi, W. (2025). Application of Wordwall-assisted game-based learning to improve science learning outcomes in elementary schools. Pijar: Jurnal Penelitian Bidang Pendidikan dan Pembelajaran, 5(1), 45–54. https://doi.org/10.56393/pijar.v5i1.3282

Yumang, M. (2024). Digital game-based learning and mathematics performance among middle school learners. Philippine Journal of Education and Human Development, 9(3), 101–114. https://ejournals.ph/article.php?id=27172

Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2022). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 36, Article 100450. https://doi.org/10.1016/j.edurev.2021.100450