RAJAH'S QUEST: A GAMIFIED OFFLINE ASSESSMENT OF LEAST LEARNED COMPETENCY IN ENGLISH 8 IN THE POST-PANDEMIC PEDAGOGY

Abstract

Gamification is the process of using game thinking and game dynamics to engage audiences and solve problems", Zichermann (2011). The aim of this research is to facilitate the least-learned competencies in the English subject of students of Grade 8 in Tupi National High School for the academic year 2022-2023. With this, the researcher addressed the gap that had been created on the post-pandemic year through an assessment using a supplementary program which was later tested through a competency-based test (pre-test and post-test) evaluation for its effectivity. A gamified supplementary program was created and utilized by the students in Grade 8 SPED sections. To test the effectivity of the program, the researcher made an experiment with two sets of groups: control group (traditional teaching) and experimental group (traditional with GASP).

Full text

RAJAH’S QUEST: A GAMIFIED OFFLINE ASSESSMENT OF LEAST
LEARNED COMPETENCY IN ENGLISH 8 IN THE
POST-PANDEMIC PEDAGOGY
ACTION RESEARCH
CHRISTINE N. SOURIBIO
Teacher
February 2023

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ABSTRACT
“Gamification is the process of using game thinking and game
dynamics to engage audiences and solve problems”, Zichermann (2011).
The aim of this research is to facilitate the least-learned competencies in
the English subject of students of Grade 8 in Tupi National High School for
the academic year 2022-2023. With this, the researcher addressed the gap
that had been created on the post-pandemic year through an assessment
using a supplementary program which was later tested through a
competency-based test (pre-test and post-test) evaluation for its effectivity.
A gamified supplementary program was created and utilized by the
students in Grade 8 SPED sections. To test the effectivity of the program,
the researcher made an experiment with two sets of groups: control group
(traditional teaching) and experimental group (traditional with GASP). After
conducting the experiment for the supplementary program, a two-sample
t-test was performed to compare the scores result between the students’
competency-based test. The result of the control group; pretest μ=25.74,
which is interpreted as learned (see Appendix B), and post-test μ=33.32,
interpreted as highly learned. While the experimental group pretest
μ=29.74, also interpreted as learned, and post- test μ=50.93, which is
interpreted as highly learned. Hence, the result shows that the mean of
pretest in both groups showed that there is slight rise of level after the
conduct of posttest in each group.
Keywords: gamification, offline assessment, digital learning

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TABLE OF CONTENTS
CONTENT PAGE
ABSTRACT ……….……………………………….. 2
TABLE OF CONTENTS ………………………………………… 3
LIST OF FIGURES
Figure 1. Conceptual Framework…….…………………………… 13
LIST OF TABLES
Table 1. Paired Two Sample for Pretest and Post Test……… 14
Table 2. Table of Correlation GASP Evaluation and
Post test Result (Experimental) …….……………………….……. 14
INTRODUCTION
Context and Rationale …………………………………………… 4
Research Questions …………………………………………… 5
REVIEW OF RELATED LITERATURE
Related Studies …………………………………………... 5
INNOVATION, INTERVENTION & STRATEGY………………… 9
ACTION RESEARCH METHODS
Research Respondents ……………………………………………. 10
Sampling Techniques ……………………………………………. 11
Data Gathering Instrument………………………………………… 11
Conceptual Framework ……………………………………………. 13
RESULTS AND DISCUSSIONS
Results and Discussions………………………………………… 13
CONCLUSIONS AND RECOMMENDATIONS
Conclusions …………………………………………… 15
Recommendations …………………………………………… 15
REFERENCES …………………………………………… 17
APPENDICES
Appendix A. Baseline Data of Least Learned Competency….. 21
Appendix B. Learners’ Level of Achievement ……………. 22

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CONTEXT AND RATIONALE
When the COVID-19 Pandemic arose, DepEd decided that LAMC should be
tailored to a version that concentrates on the most essential learning competency
(MELCs)-based curriculum. These are offered as the only resource for instruction
and delivery of instructional strategy (DepEd, 2020). Although MELCs are
provided for all schools, school division offices, and regional divisions, there are
identified competencies in the curriculum considered least learned using the
different modalities approach. However, Laguitao et al. (2021) underscore that
there are least learned essential competencies (LLCs) in some subjects. For
Migullas (2021), there are identified LLCs that must be given attention to and
addressed by school stakeholders, especially the teachers.
In Tupi National High School (TNHS), teachers gathered information on the
LLECs by identifying the lowest scores the students gained in every quarter. The
data were gathered, and sadly, there were still no implemented programs to
address the enhancement of these LLCs. Language teaching is teaching English
as a subject and not a skill. Noviyenty (2018) explains that techniques in teaching
language should circulate on the learners' cognition, metacognition, and social
and affective aspects. Many strategies, like textbooks plus audio-visual and
integration performance tasks (Manjula, 2018). Group activities like role-playing
activities, group discussions, and games.
In identifying the LLCs by subject, the school surveyed the competencies
with low scores in the performance tasks and summative tests. The data collected
in creating the GASP was anchored with the identified LLCs in the English Quarter
II school year 2021-2022 (see APPENDIX A).
The least learned essential learning competencies were identified from the
MELCs through solving what grading and set of modules the students got the
lowest performance standards and summative tests. Regardless of the learning
modality used by the teachers, by subject/department, the data were
consolidated, and a paper report was created.
In providing the GASP, the researcher created the mobile application
containing the content of teaching the LLCs, identifying positive and negative
messages conveyed in a text. This topic has two parts: positive and negative
messages and transitional devices.

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Action Research Questions:
1. What is the level of students’ learned competencies in English 8 in the
experimental and control groups in the competency-based test of LLC?
2. Is there any significant difference between the student's learned competency
in English 8 in the experimental and control groups in the pretest and
posttest?
3. Is there a significant relationship between the level of GASP evaluation and
the student's learned competency in English 8 in the experimental group?
RELATED LITERATURE
English Most Essential Learning Competencies
On the verge of the COVID-19 Pandemic, the Department of Education
produced a list of MELCs with the Bureau of Curriculum Development-
Curriculum Standards Development Division (DepEd, 2021). Since the academic
year has been shortened, it was made sure that the set criteria should be attained.
These standards maintained the length of the learning process.
Additionally, the content of the English MELCs is composed of standards
in each grade level. Each year level has these competencies to be achieved in one
school year. It is simplified with corresponding code to monitor the accomplished
learning competency. The MELCs is the shortened version of the K to 12
Curriculum. Still, it encompasses the macro skills needed for the learning
development of the learners (DepEd, 2019).
These topics chosen to be taught in the following academic years
emphasized the endurance of how it can be used to the next level of spiral
progression. Without background knowledge, there is no progress. For Kashim, et
al., (2017), their study on reading comprehension proved that without prior data,
it results in unfamiliar vocabulary that causes the problem in learning. It means
that their background knowledge affects the process of their language learning.
Moreover, additional studies on the improvement of the instructional
materials to be used should be conducted that are anchored on the MELCs to
improve the teaching of English subjects, especially now that the transition to
post-pandemic era. For Ugwu (2015), the language teaching approach depends on

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how it is applied in certain situations. As it turns out, many methods emerge from
one mode to another to make the instruction effective.
The main focus of these competencies should consider the basic needs of
the learners, DepEd (2020). Even though this contingency plan was implemented,
it does not guarantee that the learning achievement was maintained. As a result,
some studies proposed strategies for applying skill-based activities on the MELCs
provided by the Department of Education. For instance, Lumanog (2021) stresses
that the trend in the 21st century, skill-based training, should be incorporated into
the teaching-learning environment. Her data showed an improvement in the
performance of the grade 9 students in the posttest utilizing the skill-based
program to achieve the required standard in the curriculum.
Language Teaching during the COVID-19
When the outbreak emerged, the school system of the entire country was
remodeled. Some international schools immediately implemented remote distance
learning (online class, modular, tv, and radio-based instruction). Hancock (2021)
explains that a transition to remote, distant teaching started with pedagogical
training in online classes.
Also, Kamal (2021) underscores that distance learning has higher
effectiveness results than traditional learning. It is because the learners are at
home, and the teachers are not around to monitor their learning habits in
performing their tasks.
However, in other countries, Guiamalon et al. (2021) indicate that a
modular learning modality is the most commonly used in their region. The
researchers recommended that even though teachers are prepared enough in
technical elements, teachers should formulate a suitable plan and continue to
implement sufficient strategies to meet the demands of new normal education.
Thus, continuous development of materials should be highly supported and
encouraged. According to Flores (2022), there should be interdisciplinary learning,
in which language connection is linked with literacy across the curriculum.
Educators need to be aware that the objectives to be attained are compatible with
the level of the learners' needs, keeping in mind that the differentiated strategies
are anchored in the curriculum.

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Moreover, there is a tool called Strategic Intervention Material in the
conducted study by Maribay (2022), which showed how these types of programs
helped in the remarkable increase of performance level in the identified least
mastered competencies in English subject of grade 10 students. As a result, it
came up that this type of instructional design is effective in the modality of
distance learning which is being used during this time of Pandemic.
Furthermore, the innovation in using technology in the teaching and
learning process resulted in enhanced vocabulary learning. For Muhammad et al.
(2017), the immersion of mobile applications gave better results and has provided
them with development in the learning process. Referring to this kind of approach,
learners learn more when it involves the utilization of gadgets.
Hazaea and Alzubi (2016) also attest that employing mobile phone features
significantly enhanced learners' text-analysis habits. There should be a study on
how mobile application features should be thoroughly examined. More studies
should be conducted in the Philippine context to intensify the shift from traditional
to a more contemporary teaching style.
E-learning
E-learning is known as computer-assisted learning, which is very timely in
this generation, where almost everybody uses technology. That is proved by the
study conducted by Chitra (2018), where the activities are considered student-
centered and collaborative learning. Digitally, students are skillful, and this makes
them globally competitive. Even though this strategy is new, the learners can
easily adapt to this new learning environment.
One of the instructional designs that can be used nowadays is the
utilization of e-learning in education. Goyal (2012) highlighted the significance of
e-learning and did not isolate the probability of it replacing the traditional
teaching-learning process. There are pros and cons to using e-learning in
education. However, it creates a big deal of making life easy for learners in
studying. This e-learning may replace books like touch screen tablets, mobile
phones, or portable laptops.
Gamification and Game-based Learning
In an educational context, gamification introduces an interesting way of
learning. It boosts the learners' focus since they are now hooked to the idea that

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in playing games, one must win. Arnold (2015) stresses that gamification creates
engagement models where one may discover goals, he/she does not know they
already have. A person's sense of satisfaction when he/she has done the tasks
pushes them more to go on with their objective.
The use of game-based elements in the content of teaching and learning
process in education has been utilized since this generation was considered the
digital age. This conclusion was justified by Wood (2015), wherein gamification is
the new and innovative way to engage the learners in fun and enjoy learning the
set objectives.
Moreover, Plass (2015) concluded that to properly understand what games
have to offer for learning, game design and game research require a combination
of cognitive, motivational, affective, and sociocultural approaches. The game-
based instructional design should be made not only for fun but also for a
memorable learning outcome.
Conclusively, Nazarova (2016) states that using game-based learning
improves students' emotional and personal lives and accelerates language
learning, with the primary objectives of self-realization and knowledge
advancement in the area of the English language. This modification in the teaching
strategy is due to the modernization of teaching language and the expansion of
educational technologies. One of the considered strategies is the use of old game-
based activities.
The studies mentioned above focused on finding the connection between
the student's learning achievement during the Pandemic and how it can be used
to create a supplementary learning program during the transition of the post-
pandemic academic year. When the Pandemic started, the curriculum was also
specified. There were remote distance learning modes like the online class, access
to tv and radio-based instruction, and modular distant learning, even though
these modalities vary on the learning environment and areas.
Based on the discussed literature above, online classes encountered
problems with connection on wireless fidelity and mobile data connection since
there are remote areas without signal towers. It is the same as tv and radio
broadcasting in locations without electricity, so the only way they can learn is
through modular distance learning. Those learners who have both situations fail
to use modules to learn their lessons. The problem arises when they have no

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resources to assist them in answering. Through a compilation of this related
literature, the researcher came up with the idea that learners should have an
interactive way of learning even if they are not being monitored every time.
Electronic learning was adapted, and the concept of gamification and game-based
mobile application was constructed to produce a supplementary program.
Assessment through E-learning
With the different strategies in evaluating the students’ performance, Rizvi
(2021), in his study caused the students’ assessment in digital learning does not
only focuses on the learning itself but also the engagement and motivation it offers.
This was seconded by Keremedchiev (2020), one of the most recent techniques to
enhance conventional evaluation is through gamification, the use of game design
and components in contexts other than gaming. Modern e-learning systems offer
a variety of options for students to use in their final and self-assessment
processes. In this study, we provide a grading method that consists of a final test
and a self-evaluation.
INNOVATION, INTERVENTION AND STRATEGY
Through the existing least-learned competency, the researcher developed a
gamified supplementary program that served as a tool for aiding the learning
process of the students. Since the Tupi NHS was opted to have face-to-face class
immediately after the near end of the pandemic, there have been changes in the
learning development of the students, this has been emphasized in the study made
by Flores (2022). Consequently, the researcher influenced by the study,
“Gamification as transformative assessment” Oliver (2017), decided to create a
learning material where students can move on to the new-normal without leaving
behind the digital life that they have been through during the pandemic era. This
app is self-maneuvered that can be basically used by students with android
phones. With this, students would be inspired by learning through gaining points
that makes them satisfy every time they win.
The content of the Rajah’s Quest is composed of stages (Kurita, Pah,
Tarabusaw, and Seven Headed Monter) wherein the students are free to explore
the offline adventure game. There are three levels where each level they are going
to answer sets of question, each correct answer is equivalent to points that can

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help them move to the next level. The scores of the students in each level is
reflected after every end of the level, it shows how many correct answers the
students earned out of total given number of questions. Since not all the students
can afford to have online data, the game was crafted to be used off-line mode. With
this, students will not have their excuses on checking up the game from time to
time.
Traditional teaching is used in both control and experimental group;
however, for three (3) months span of time the experimental group was given with
a gamified supplementary program to assist the teaching-learning process for the
entire quarter. This is to test whether the intervening material contributes to
acquiring the least learned competency.
ACTION RESEARCH METHODS
This study employed the True Experimental Research Design
(TERD). The control and experimental groups undergone the pretest and posttest
methods. Respondents came from intact classes, reducing the time and resources
required for pre-screening and randomization while offering a more realistic and
natural setting to capture the children's biliteracy development (Mackey & Gass,
2016).
The TERD included the descriptive validation of the GASP application and
pretest and posttest questionnaire from the content validators. It also has the
result of the experimentation of the GASP. As expected, it disclosed the significant
difference between the control and experimental groups and the learning
achievement of the study respondents.
Respondents of the Study
One hundred (100) Grade 8 students of Tupi National High School served
as respondents. These learners came from two (2) sections of Grade 8 year level,
with fifty (50) students in each section. These sections are the two (2) sections of
the SPED classes who are attending the face-to-face class in the academic year
2022-2023. Since it involved testing of the GASP, more or less a homogenous
group of students are selected. These selected respondents are categorized based
on their grades, performance, and their competence to maintain their grades with
no grades below 80 in their subjects and not lower than 89 for their general
average.

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The respondents were randomly divided into two (2) groups of fifty (50)
students: experimental and control groups. The experimental group were taught
using GASP. In contrast, the control group were taught using conventional
methods without the mobile game application to recognize positive and negative
messages conveyed in a text.
Moreover, the validity of research tools was tested and thoroughly examined
in this study. Therefore, there were five (5) content validators that
validated/evaluated these instruments. As a requirement, these validators have
valid credentials such as Master’s Degree Graduate, major in English, Master
Teacher, and an IT Specialist or Programmer. The first three (3) validators
evaluated the GASP’s content, engagement, functionality, aesthetics, and
instructional quality. The other two (2) validators evaluated the pretest and
posttest questionnaire and an IT Specialist or Programmer for the GASP
technicalities.
Sampling Techniques
The study respondents were one hundred (100) Grade 8 students. The
students were initially identified to have the least learned competencies (LLCs) in
English. These students have more or less homogenous characteristics regarding
their grades, interest, and overall academic performance.
Respondents from the two sections of Grade 8 were randomly identified
through a lottery method. Hence, 50 students were assigned to the experimental
group and another 50 to the control group.
Data Gathering Instrument
The research instruments that collected substantive data for this study
were prepared with three (3) sets: GASP, Validation Instrument, and the
Competency-based Test.
The researcher gathered the existing data for the school year 2021-2022.
The school determined the least mastered competency each quarter by identifying
the least learned competency that made way for crafting the GASP as a
supplementary program. The material used is designed to help the students
engage in answering their performance activity and parallel test.
The first instrument is the GASP application, which was anchored to the
identified least mastered essential learning competency that also stores and

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interprets the scores and results of the fun activities. The game application will
include the lesson proper, learning competency code, performance tasks,
activities, rubrics, reflection, and references.
Before creating this game application, the K to 12 MELCs were examined
and reviewed only to focus on the least mastered essential competency. This game
application is self-assisted, which comes with its manual, so the students learn at
their own pace. Therefore, this game application was made to be user-friendly and
easy to operate. Moreover, this GASP’s content includes the LLCs, recognizing
positive and negative messages conveyed in a text. This topic is composed of signal
words and transitional devices.
Second, the researcher created a 50-item multiple-choice exam as a
competency-based questionnaire, which was used to assess the level of learned
competency of the experimental and control group. This pretest and post-test
questionnaire were validated before it was used in the experiment. The Validation
Rubric for Experiment Panel (VREP) by Simon (2016), was used to evaluate the
questionnaire.
Lastly, the Mobile Application Rating Scale (MARS) was used to regulate the
validity of the game application. Its content is based on engagement, functionality,
aesthetics, and instructional quality. The researcher adapted the mobile validation
and evaluation scale from the study of Stoyanov (2015) and was checked by
credible evaluators in the field.
The dimensions are (a) engagement (8 items that includes the extent of
involvement in the GASP which measures the fu
n, interest, interaction, and
customization as well as its layout that is well-targeted to audience.
), (b)
functionality (7 items: the function of the app is easy to learn, navigate, and
operate. The flow logic, and gestural design of game application is learner friendly),
(c) aesthetics (6 items:
the game app’s graphic design, overall visual appeal,
colour scheme, and stylistic consistency
) and (d) instructional quality (10 items:
the quality of the content and information included in the GASP that contributes
to the learning achievement of the students).

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CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
Figure 1. Framework of the Study
Figure 1 shows the conceptual framework for this study following a
methodical approach of data collection, analysis, and supplementary assessment
program planning. It includes gathering the data of the least learned essential
competency, analyzing the data gathered, reviewing learning resources, crafting
the GASP, and assessing the level of students' achievement. Suppose the
investigation came across restricted resources of information and references. In
that case, modifications must be made by returning to the beginning data as the
baseline. Before the GASP has been used, it undergone pilot testing to approve its
validity and reliability.
Additionally, the validation of results of the dependent variable taken from
the supplementary program was measured by the data gathered through the
pretest and posttest evaluation.
RESULTS AND DISCUSSION
To find out the result on the level of achievement of the control and
experimental group the two-sample t-test was used.
Baseline Data
of Least
Learned
Competency
(Academic Year
2021-2022)
Gamified
Supplementary
Program (GASP)
A.
Level of Evaluation
of GASP
1. Engagement
2. Functionality
3. Aesthetics; and
4. Instructional
Quality
B. Learning
Competency
Pretest
Posttest
LLC
Identification
•TOS
•Item
Analysis

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Table 1
Paired Two Sample for Pretest and Post Test
The table shows result of the control group; pretest 𝜇=25.74, which is
interpreted as learned (see Appendix B), and post-test 𝜇=33.32, interpreted as
highly learned. While the experimental group pretest 𝜇=29.74, also interpreted as
learned, and post- test 𝜇=50.93, which is interpreted as highly learned. Hence, the
result shows that the mean of pretest in both groups showed that there is slight
rise of level after the conduct of posttest in each group. There is 8-point increase
in the pretest to posttest of the control group, while 7-point increase in the
experimental group.
The controlled group’s pretest got 𝜎2=29.95, and the post test 𝜎2=37.12,
which means the distance between the score of the students changed and
increased, while the experimental group’s pretest 𝜎2=50.93 and post test 𝜎2=31.93
where the distance of the scores decreased. Therefore, the result of the variance
in the controlled and experimental group differs as the score got more comparable
on the post test result of the experimental.
Since the p-value<0.05 of the mean difference of the pretest and post-test
of the control and experimental group is 0.0, it is implied that there is a significant
difference between the result of the two groups.
Table 2
Table of Correlation
GASP Evaluation and Post test Result (Experimental)
GASP EVALUATION
EXPERIMENTAL POST TEST
Column 1
1
Column 2
0.1681013
1
t-Test: Paired Two Sample for Pretest and Post Test
Controlled Group
Experimental Group
Pretest
Posttest
Pretest
Posttest
Mean
25.74
33.32
29.74
36.84
Variance
29.95
37.12
50.93
31.93
P(T<=t)
two-tail
0.00
0.00

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The result of the correlation between the GASP Evaluation and Post Test of
the experimental group is r=0.1681013 which means very weak to no relationship.
It means the evaluation of the GASP does not affect the result of the post test in
the experimental group.
REFLECTION, CONCLUSION RECOMMENDATIONS
The result of the study proved that the use of GASP in English 8 subject
highly affects the academic performance of the students, however, further studies
are needed to improve this implication in education. The outcome of the study
produced higher performance average on the competency-based test of the
students. Thus, it would be a good proposal that other curriculum levels should
also have a digitized program to easily assess students’ learning, especially in the
post-pandemic era.
This study presents a gamified supplemental program that provides digital
aid to students in coping with the LLCs, as well assess their learning. It is apparent
that the use of this supplemental tool help students got more engaged in the topic,
learners became more enthusiastic to finish the game in time and collect many
points as they can while using the application. However, the need to have a gadget
before the tool can be used is a big hindrance to the utilization of the game. The
use of gamification in the teaching and learning process contributed a big help to
learners, especially that the addition of games boosts their extrinsic motivation to
learn.
During the utilization of the game, it encountered bugs that made its
functionality unsteady, the application needed to be restarted to be refreshed so
it would run again smoothly. If the game application had been well-developed,
modified and enhanced, it could be used as a learning tool for schools, since the
result of the study favored on the positive effect to the students’ performance in
academics. If there is enough funding for this gamified learning material, many
schools would benefit much on the program.
The researcher admits the imperfections of the GASP especially in the
compatibility of the supplementary application program to other units of android
phones. Some of the animations were not executed properly and other in other
phones the game did not play at all. However, it is with huge advancement on the
assessment part since it shows scores of the students during the entire time, they
are playing the app.

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In conclusion, the app made a progress to the result of the competency-
based test conducted on the entire process of using the gamified supplementary
program. The assessment of the students’ learned competency was easily
measured through the use of the gamified supplementary app. Students with
habit of using their gadgets can easily use the app since it is in off-line mode and
can help them recognize the lesson through their experience motivated by
extrinsic impulse.

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Appendix A: Baseline Data (Least Learned Competency)
Republic of the Philippines
Department of Education
REGION XII-SOCCSKSARGEN
SCHOOLS DIVISION OF SOUTH COTABATO
TUPI NATIONAL HIGH SCHOOL
Poblacion, Tupi, South Cotabato
LEAST LEARNED ESSENTIAL COMPETENCY IN GRADE 8 LEVEL
S.Y. 2021-2022
TUPI 1 DISTRICT
ENGLISH
Quarter II
Competency Code
Least Learned Competency
ENSS8-III-1.6.6
Recognize Positive and
Negative Messages Conveyed
in a Text
Prepared by:
ALMA C. MANCHURES
English Department Head
Noted by:
STEPHEN S. SALAZAR
Principal IV

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Appendix B: Learners Level of Achievement
Table 3: Learners Level of Achievement in Competency-based Test
MEAN
INTERPRETATION
41-50
Excellently Learned
31-40
Highly Learned
21-30
Learned
11-20
Fairly Learned
0-10
Poorly Learned