Improving Grade 11 Learners Conceptual Understanding On Evolution Through Who Wants To Be A Quizizz Millionaire
DOI:
https://doi.org/10.56294/saludcyt20251489Keywords:
Gamified Learning, Conceptual Understanding, Evolution Education, Student Engagement, QuizizzAbstract
This study aimed to improve Grade 11 learners' conceptual understanding of evolution through the gamified intervention Who Wants to Be a Quizizz Millionaire. Utilizing a quasi-experimental pretest-posttest design, the study compared the performance of an experimental group that participated in the gamified activity with a control group that received traditional instruction. Results indicated a significant improvement in the experimental group's posttest scores (p < 0.001), demonstrating the effectiveness of the intervention. The gamified approach increased engagement, reinforced learning, and simplified complex evolutionary concepts. Thematic analysis of student feedback highlighted key themes such as Engagement, Ease of Understanding, and Reinforcement of Learning, with students expressing enthusiasm and a preference for interactive learning methods. However, challenges such as poor internet connectivity were noted. The study concludes that gamified learning strategies can enhance student motivation, comprehension, and retention, making them valuable tools for teaching challenging science topics. Recommendations include improving technological infrastructure, providing teacher training in gamified strategies, and addressing individual learning needs. Despite limitations like sample size and technological constraints, this research supports the integration of gamification to create dynamic, effective, and enjoyable learning environments in science education.
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Copyright (c) 2025 Vanjoreeh A. Madale, Douglas A. Salazar, Monera A. Salic-Hairulla, Angeline P. Dinoro, John Jr G. Adil, Arlyn R. Alcopra (Author)
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