The Effects of Scie-Quest Gamification on the Computational Skills, Engagement and Motivation of Senior High School Students

Abstract ―​

This study examined the effects of Scie-Quest Gamification on the computational skills, engagement, and motivation of Grade 12 STEM students in General Physics II. It specifically aimed to determine students' pretest and posttest performance; describe their level of engagement and motivation; assess the perceived effectiveness of gamification in terms of concentration and focus, goal clarity, feedback quality, and challenge level; and test for significant differences between pretest and posttest scores. A pre-experimental one-group pretest-posttest design was utilized involving 63 Grade 12 Science, Technology, Engineering & Mathematics (STEM) students from Atimonan National Comprehensive High School. The Scie-Quest Gamification intervention was implemented over four weeks during lessons on electromagnetic waves and optics. Data were gathered using a validated General Physics Achievement Test and adapted observation questionnaires. Descriptive statistics were used to analyze engagement and perceived effectiveness variables, while a paired-samples t-test was used to determine differences in computational performance. Findings showed that students' computational performance improved from moderate in the pretest to high in the posttest after the intervention. Results further indicated that students demonstrated high levels of engagement and motivation and had positive perceptions of gamification regarding concentration, goal clarity, feedback quality, and challenge level. A significant difference was found between pretest and posttest scores, confirming that Scie-Quest Gamification is an effective instructional approach for improving the computational performance of senior high school students in physics.