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All Journal Journal of Mathematics Instruction, Social Research and Opinion Dynamics of Rural Society Journal
Campo, John Marc
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Enhancing Learners' Engagement in Araling Panlipunan through Gamification: A Philippine Case Study Panga, Kenneth; Doroin, Marjorie C.; Campo, John Marc; Bohayo, Cherrynel; Oxidental, Silva P.
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i3.475

Abstract

Learner disengagement remains a pressing concern in Araling Panlipunan (Social Studies) classes, where the subject is often viewed as monotonous and detached from students' interests. This action research investigated the potential of gamification as an innovative approach to enhance learners' engagement in Araling Panlipunan. Conducted during the 2024–2025 school year, the study involved a selected Grade 10 class consisting of forty (40) learners at San Rafael National High School in Tigaon, Camarines Sur, Philippines. A single-group research design was employed, and purposive sampling was used to select participants from a section with relatively low classroom engagement and academic performance. A five-week intervention was implemented, integrating game-based elements such as point systems, leaderboards, and reward mechanisms into Araling Panlipunan lessons. Learner engagement was tracked through structured scoring for participation and the quality of responses, supported by weekly leaderboards that fostered healthy competition. The pre-intervention results revealed a Mean Percentage Score (MPS) of 44.44% in engagement-related indicators, classified as "Did Not Meet Expectations." Post-intervention assessments significantly rose to 86.88%, categorized as "Very Satisfactory." The post-intervention results showed a statistically significant improvement (p < 0.001), confirming the effectiveness of gamification in enhancing engagement in Araling Panlipunan. Based on the findings, it is strongly recommended that educators integrate gamified strategies into classroom discussions to cultivate a more engaging learning environment.
Impact evaluation of educational cash transfer programs on college students’ academic performance in the Philippines Bradecina, Jan Blademir D.; Campo, John Marc; Leonardo, Kent Wisson S.; Onsay, Emmanuel A.
Dynamics of Rural Society Journal Vol. 3 No. 2 (2025): Dynamics of Rural Society Journal
Publisher : Department of Sociology, Faculty of Social Sciences, Gorontalo State University, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/drsj.v3i2.81

Abstract

Despite facing severe poverty, many college students continue to pursue higher education, viewing a bachelor’s degree as essential to achieving success and lifting their families out of poverty. However, the extent to which the Educational Cash Transfer (ECT) Program supports their academic performance remains unclear. This study aims to evaluate the effectiveness of the ECT Program, particularly among beneficiaries of the Pantawid Pamilyang Pilipino Program (4Ps), compared to non-4Ps students, using Randomized Controlled Trials (RCT). Data were gathered through questionnaires and secondary sources and analyzed using frequency counts, percentage analysis, Likert scale analysis, t-tests, and regression discontinuity design (RDD). The findings suggest that the Assistance to Individuals and Families in Crisis Situations (AICS) program plays a significant role in addressing students' financial needs. However, challenges such as delays in ECT distribution, stringent qualification requirements, cumbersome release procedures, and issues with document submission hinder effective access. Most respondents expressed satisfaction with the ECT Program, citing improvements in academic performance and timely submission of schoolwork. Notably, 4Ps membership significantly influenced student attendance, especially among first-year students who showed the highest punctuality. Although eligibility for ECT positively affects academic outcomes, the lack of statistical significance highlights limitations in its measurable impact. Based on the findings, the study recommends continuing and expanding the ECT Program with increased funding to support college, high school, and elementary students. It also urges improvements in fund disbursement processes by streamlining procedures, enhancing inter-agency coordination, and setting clear timelines to ensure timely delivery of aid. These insights provide valuable guidance for local government units and stakeholders seeking to enhance access to educational financial assistance.
Co-Authors Bohayo, Cherrynel Bradecina, Jan Blademir D. Doroin, Marjorie C. Leonardo, Kent Wisson S. Onsay, Emmanuel A. Oxidental, Silva P. Panga, Kenneth