RAMOS, RUFINA E.

Completed 2025

ABSTRACT

The research study examined the effectiveness of interactive and game-based learning strategies in enhancing the academic performance, engagement, and motivation of Grade 5 learners in Araling Panlipunan within the Schools Division Office of Balanga City. Specifically, it determined the extent to which the integration of interactive learning activities and game-based instructional approaches improved learners’ achievement and classroom participation while gathering teachers’ insights regarding the implementation of these strategies. A mixed-methods research design was employed, combining quantitative and qualitative approaches. The study involved 18 teachers and 540 Grade 5 learners from selected public elementary schools. Quantitative data were collected through a pretest-posttest design using achievement tests, quizzes, and Likert-scale surveys to measure academic performance, engagement, motivation, relevance, and attitudes toward Araling Panlipunan. Qualitative data were gathered from participants’ feedback to provide a deeper understanding of their experiences with the intervention. The findings revealed significant improvements in learners’ academic performance, information retention, classroom engagement, and motivation following the implementation of interactive and game-based learning strategies. Teachers likewise reported that these approaches promoted active participation, collaboration, and meaningful learning experiences. However, the study was limited to selected public elementary schools within the Schools Division Office of Balanga City and focused only on Grade 5 Araling Panlipunan classes, which may limit the generalizability of the findings to other contexts. The study contributes to the growing body of knowledge on innovative instructional practices by providing empirical evidence on the effectiveness of interactive and game-based learning. The findings may serve as a valuable basis for educators, school leaders, and curriculum developers in designing learner-centered instructional programs that promote improved academic outcomes and meaningful classroom experiences.