Daisy A. Dabu

Dangcol National High School

Completed 2026

ABSTRACT

This action research examined the comprehension barriers encountered by Grade 8 students in learning Information and Communication Technology (ICT) and explored the effectiveness of game-based and interactive learning strategies in improving their understanding and practical skills. The study employed a qualitative research design using a thematic approach. Participants included 52 Grade 8 students from the Jacinto and Bonifacio sections of Dangcol National High School. Data were collected through classroom observations, student reflections, focus group discussions, and analysis of class outputs, and were examined using thematic analysis. The findings revealed that students experienced difficulties in understanding technical concepts, programming tasks, software procedures, and ICT terminologies, which negatively affected their academic performance, classroom participation, confidence, and emotional well-being. Learners identified game-based, collaborative, and interactive activities such as quizzes, simulations, coding games, and guided hands-on tasks as effective strategies for enhancing engagement and comprehension. The implementation of structured interactive interventions resulted in improved conceptual understanding, practical ICT skills, confidence, and active participation. The study was limited to 52 Grade 8 students from one public secondary school, which may limit the generalizability of the findings. Nevertheless, the research contributes to the Basic Education Research Agenda by providing evidence that learner-centered, game-based instructional approaches can effectively address ICT comprehension barriers. The findings imply that integrating interactive learning modules into regular ICT instruction can strengthen digital literacy, improve learner engagement, and support the development of 21st-century competencies among junior high school students.