A Gamified Strategic Intervention Material Competency-Based Instruction (SIM CBI) to Enhance the Academic Performance of Learners in Earth and Life Science
DOI:
https://doi.org/10.5281/zenodo.20443934Keywords:
gamified learning, strategic intervention material, competency-based instruction, scientific literacyAbstract
Persistent low performance in Science among Filipino learners, as evidenced by international assessments such as PISA and TIMSS, highlights a critical gap in the development of scientific literacy, particularly in understanding complex concepts in Earth and Life Science. This issue is further heightened by limited use of engaging, differentiated, and competency-based instructional materials that address least mastered skills. To address this gap, this action research investigated the effectiveness of a Gamified Strategic Intervention Material using a Competency-Based Instruction (SIM CBI) approach in improving the academic performance of Grade 11 learners. Anchored in Differentiated Instruction, Game-Based Learning, and Constructivist Learning theories, the study utilized a mixed methods design in which meta-synthesis and meta-analysis intersection was analyzed to elicit its meta-inference relationship. A meta-analysis procedure (pre-test and post-test) identified least mastered competencies, followed by the implementation of gamified intervention materials tailored to these learning needs. Results showed a significant improvement in learners’ performance, with mean scores increasing from 4.286 to 8.571, supported by a statistically significant p-value (<0.001). Meta-synthesis (qualitative findings) revealed that learners found the material engaging, clear, and helpful in understanding concepts through visual aids and interactive elements. Overall, the study meta-inference demonstrates that gamified, competency-based intervention materials effectively address learning gaps and enhance academic performance, scientific literacy, and learner engagement in science. Different teaching and learning theories were supported in developing learners’ problem-solving confidence, and problem-solving capabilities. The Gamified Strategic Intervention Material is both statistically effective in improving scientific literacy and pedagogically sound in its design, as perceived by students. Its success is driven by clear explanations, supportive visual aids, and interactive elements.
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