The Effects of Gamification on Teachers’ Pedagogical at Young Achiever’s School of Caloocan Incorporated

This study examined the relationship between gamification and teachers’ pedagogical practices at Young Achievers School of Caloocan Incorporated. It focused on understanding how teachers perceive and use gamification in their teaching and how it is associated with their pedagogical practices. The study considered different aspects of teaching, including instructional approaches, classroom engagement, creativity, feedback, classroom management, and instructional effectiveness. A quantitative descriptive-correlational research design was used to gather and analyze the data. The respondents were teachers from Young Achievers School of Caloocan Incorporated who answered a structured questionnaire about their experiences and perceptions of gamification in classroom instruction. The collected responses were analyzed using descriptive statistics to summarize the teachers’ responses, while Pearson’s correlation was used to determine the relationship between gamification and teachers’ pedagogical practices. The findings showed that teachers generally had positive perceptions of gamification and reported that game-based elements could be used in different classroom activities. The results also indicated a positive association between gamification and teachers’ reported pedagogical practices. This means that teachers who reported greater use or presence of gamification also tended to report more positive pedagogical practices. However, the findings should not be interpreted as proof that gamification directly causes improvements in teaching practices because the study used a correlational survey design. Instead, the results provide an understanding of how gamification and teachers’ pedagogical practices are related within the study setting. The study highlights the potential of gamification as a teaching approach and recommends providing teachers with appropriate training, resources, and support to help them integrate gamification into classroom activities in a meaningful and purposeful way.