Relationship of Gamification to Dicernement of Grade 12 Students at Young Achiever’s School of Caloocan

Gamification activity help student because it can increase students' motivation, participation, and engagement through game-based elements like points, badges, rewards, leaderboards, and challenges, gamification has grown in popularity as an instructional strategy in education. Few studies have looked at its relationship with students' discernment, especially among Senior High School students in the Philippine setting, while prior research has concentrated on its impact on academic performance and motivation. The purpose of this study is to ascertain how gamification and the discernment of 12th grade students at Young Achiever's School of Caloocan are related. It specifically looks at how gamification affects students' capacity for information evaluation, critical thinking, and decision-making. To ascertain whether there is a significant relationship between the two variables, the study uses a quantitative correlational research design. Purposive sampling will be used to choose 30 grade 12 students from Young Achiever's School of Caloocan strands. A validated questionnaire created by the researcher and distributed via Google Forms will be used to collect data. The strength and direction of the relationship between gamification and discernment will be determined by organizing, coding, and analyzing the gathered responses using the Pearson correlation (Pearson r). It is anticipated that the study's conclusions will offer insightful information about how well gamification works as a teaching method to foster students' critical thinking and sound judgment. By offering evidence that can support the integration of meaningful gamified learning activities to improve students' discernment and overall learning experiences in the classroom, the findings may be helpful to educators, school administrators, the Department of Education, parents, and future researchers.