Jennifer N. Pajares
M. Delos Reyes Memorial Elementary School
Completed 2026
ABSTRACT
This study determined the effectiveness of gamified literacy activities in enhancing the reading comprehension of Grade 6 learners in Filipino. Specifically, it examined learners’ level of improvement and the effectiveness of gamification in terms of word recognition and vocabulary building, reading fluency, and comprehension skills, as well as the challenges encountered during implementation. A mixed-methods research design was employed, utilizing a pretest–posttest approach complemented by qualitative data. Seventy-eight Grade 6 learners identified at the frustration level through the Phil-IRI participated in the study. Data were gathered using reading comprehension tests, observation checklists, performance tasks, and structured questionnaires, and were analyzed through descriptive statistics, paired samples tests, and thematic analysis. Findings revealed a significant improvement in reading comprehension after the intervention, with posttest scores markedly higher than pretest scores. The results revealed a statistically significant difference between the pretest and posttest scores, indicating that gains were strongly associated with gamified literacy activities. The intervention was rated highly effective in enhancing vocabulary development, reading fluency, and comprehension skills. However, learners encountered challenges such as time pressure, pacing difficulties, unclear instructions, and environmental distractions. The study is limited to Grade 6 learners in a single school and focused only on learners at the frustration level. Its originality lies in contextualizing gamified literacy strategies within Filipino reading instruction in a local elementary setting. findings imply that gamified literacy activities are a valuable instructional approach for improving reading comprehension and learner engagement for strengthening literacy interventions and supporting further research on gamification in education.