STA.

LUCIA HIGH SCHOOL

(HUMSS)

APPRECIATING GAMES AND INTERACTIVE ACTIVITIES IN

ACADEMIC PERFORMANCE OF GRADE 11 STUDENTS IN
STA.LUCIA HIGH SCHOOL

__________________

A Research Paper
Presented to the Faculty of the
HUMANITIES AND SOCIAL SCIENCE
STA.LUCIA HIGH SCHOOL
#30 Tramo St. Rosario Village Sta. Lucia Pasig City
_________________

In Partial Fulfillment
of the Requirements for
Practical Research 1

By

Caranzo, Eunice Katherine

Boleche, Ana Grace
Catugal, Ma. Christina
Calubad, Edmeryl
Vergara, Nicole Angela
Delgaco, Jayvy
Delin, Judymar
Galanido, Gian
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter contains the introduction of the study,

conceptual framework, project objectives, the significance of

the study, scope and delimitation of the study, and the

definition of terms.

Introduction

In academic performance, newer approaches—games or

interactive activities—often supplement or replace more

traditional approaches because they better fit the needs of

students and achieve the intended results in the context of

the ever-changing, modern educational environment. Games

and other interactive activities that foster deeper learning and

the development of critical thinking skills in students are some

of the most contentious approaches used for this orientation.

These methods can help students learn difficult academic

courses and also get ready for future endeavors.

These educational tools promote problem-solving,

collaboration, and increased student participation, making

them alternatives to merely passive learning. The tactile, auditory, and visual

needs of youth are also met by the learning materials.

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More precisely, these methods improve the visual clarity and vividness

of abstract concepts. In particular,

This is especially relevant to students in Grade 11, who are once again

at a pivotal juncture in their academic life where their involvement and

performance will decide their future employment opportunities. As a result,

this study establishes and recognizes the degree to which games and other

interactive activity resources impact the academic performance of Students in

Grade 11. Therefore, the goal of the research is to comprehend how these

technologies might be useful and applicable to secondary education in general.

Games and interactive activities offer a fresh way to approach

education, aiming to boost student involvement, motivation, and learning

results. However, there are also some potential challenges that need to be

tackled. Educational theories continue to endorse the use of interactive

activities in learning environments. According to Schunk (2016),

constructivist theory emphasizes that learners gain deeper understanding

through interactive and participatory experiences. Additionally, the Theory of

Flow, as updated by recent studies (Hamari, Koivisto, & Sarsa, 2014),

supports the use of games to enhance engagement and motivation. By creating

experiences that balance challenge and skill, games can help students achieve

a state of flow, thereby enhancing their learning outcomes. Games, by

fostering problem-solving and collaboration, align well with this approach and

promote active learning.

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This aligns with the use of games, which often involve problem-

solving and collaborative tasks that support active learning. Thinking and

problem-solving truly go hand in hand. Interactive learning activities almost

always encourage exploration by thinking “outside the box.” Students have to

think about and explore different ideas in order to find valid solutions.

Because many interactive learning activities are centered around real-world

problems and challenges, students must think critically to find valid answers to

those problems; thus, students develop sharper problem-solving skills. These

skills carry on into adulthood and strengthen their capabilities in their chosen

careers in the future (Martin, 2021).

One of the primary benefits of games and interactive activities is

increased motivation and engagement among students. Gamification can

provide students with immediate feedback and a sense of progress, leading to

increased motivation to achieve learning objectives (Zhang, Liu, & Li, 2021).

Additionally, gamification can enhance collaboration and social interaction

among students, leading to a more dynamic and engaging learning

environment (Deterding et al., 2014). Another advantage of incorporating

games and interactive activities is the potential to enhance learning outcomes.

By offering immediate feedback and boosting motivation and engagement,

these methods can lead to improved retention and recall of information

(Dichev & Dicheva, 2017). They can also increase student involvement and

encourage a deeper commitment to their education (Hamari, Koivisto, &

Sarsa, 2014).
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Empirical studies provide strong support for the benefits of games and

interactive activities. Randel, Morris, and Wetzel (2020) found that

educational games enhance problem-solving abilities, improve knowledge

retention, and support critical thinking skills. Additionally, Fitton, Houghton,

and McCall (2017) demonstrated that interactive simulations and role-playing

activities can deepen students' understanding of complex concepts, offering

valuable experiential learning opportunities.

This study examines how games and interactive activities can engage

Grade 11 students academically, especially those who struggle with learning.

Many students find it hard to absorb lessons, which can hurt their motivation

and affect their grades. This can lead to distractions and further issues, such as

low participation and difficulty focusing.

We aim to explore the effects of these interactive methods on the

academic performance of Grade 11 students at Sta. Lucia High School.

Understanding how these tools can enhance learning is crucial, especially with

the rise of modern teaching approaches and technology. Our goal is to find out

if these activities improve students' grasp of subjects, boost their engagement,

and raise their grades.

In summary, games and interactive activities have the potential to

significantly improve academic performance for Grade 11 students. They

make learning more enjoyable and less stressful, helping students better
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understand challenging concepts. Additionally, they promote collaboration,

critical thinking, and personalized learning experiences.

Statement of the Problem

In this study Grade 11 students at Sta. Lucia High School who

engage in games and interactive activities have their academic

performance correlated with incentives examined. It is discussed how

challenging it can be to maintain students' interest while promoting their

intellectual and social growth. Respectively, this study sought to answer

the following questions:

1. How do games and interactive activities impact the academic

performance of Grade 11 students at Sta. Lucia High School?

2. What role do interactive activities play in enhancing student

motivation?

3. How can games improve the academic performance of Grade

11 students?

4. Regardless of their preferred learning style, how do

students respond when games and interactive activities

are used in the classroom?

5. What effect do games and interactive activities have

on students' desire to participate in academic tasks?

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Scope and Delimitation

This study aims to evaluate the impact of games and

interactive activities on the academic performance of Grade

11 students at Sta. Lucia High School. It will focus on Grade 11

students across various academic tracks within this school

and will examine educational games and interactive activities

integrated into the curriculum. The study will assess academic

performance through grades, standardized test scores, and

teacher evaluations, along with measuring student

engagement and participation in these activities.

Significance of the Study

Many students struggle to stay interested in their

schoolwork, so researchers have tried to better understand

the factors that drive engagement in classrooms on what

helps keep students engaged. One helpful method is using

games and interactive activities. Studies by Basioudis et al.

(2007) and Clark et al. (2010) show that keeping students

engaged can improve their learning and social skills. Our

study looks at how games and interactive activities can help

improve the academic performance of Grade 11 students at

Sta. Lucia High School. Games give quick feedback and make

learning more fun, and we hope to see how this affects

students’ motivation and performance.

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This research is important because it helps address both

the learning and motivation challenges students face in a

more engaging way (Gresalfi et al., 2009; Melero et al., 2012).

The result of this study will benefit the following;

Students: Games and interactive activities make

learning more engaging and enjoyable, which can increase

students' motivation and focus. These methods often

transform complex concepts into hands-on experiences,

helping students grasp and retain information better. The

interactive nature of these activities also encourages critical

thinking and problem-solving skills, leading to a deeper

understanding of the material.

Teachers: For teachers, incorporating games and

interactive activities can make the classroom environment

more dynamic and responsive. Observing students actively

participate and enjoy learning can be highly motivating and

affirming. This engagement often inspires teachers to

innovate and adapt their teaching strategies, fostering a more

effective and stimulating learning experience. It also provides

valuable feedback on students’ understanding and progress.

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Parents: Parents see a direct impact when their

children are more engaged and performing better in school.

Interactive activities can reduce stress and frustration

associated with academic challenges, leading to a more

positive home environment. Additionally, witnessing their

children’s enthusiasm and improved performance can instill a

sense of pride and satisfaction in parents, enhancing their

overall experience and support for their child's education.

Schools: It could help the school to understand and to

gain more method in implementing diffirent activities that will

help the students to be more productive in their academic

performances.

Future researchers: The conducted studies will help

the future researchers to gain more knowledge and expand

their studies in Appreciating Games and Interactive Activities

in their Academic performances. This study may serve as an

opportunity to future researcher to gain reliable sources in

Appreciating Games and Interactive Activities..

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter consists of the related studies that are applicable to our

research as well as the investigations in the existing research. This will address

the different ideas, concepts, and conclusions of the other authors related to

our study. Appreciating Games and Interactive Activities in Academic

Performance of Grade 11 Students in Sta. Lucia High School will be included.

To explain briefly the point of our research, this will show the studies and

works focusing on: (1) Educational games; (2) Gamification in classroom;

(3) Active learning methods; (4) Game impact on learning; (5) Interactive

activities; (6) Students engagement; (7) Teaching resources; (8)

Interactive learning strategies; and (9) Teaching resources.

Foreign Related Literature

In the 2020s, it is clear that children now spend most of their days in

front of the screen. During screen time, playing games is one of the most

important activities of children. However, technology is developing day by

day and innovations are quickly becoming a natural part of life. Therefore,

children now need to be creative people who produce innovation, rather than

just consuming themselves with the digital content offered to them. For this

reason, students need to improve their creative thinking skills. Also, they need

guidance
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for producing with technology. Considering this circumstance, this

research, which was aimed at 5th and 6th grade school students designed

educational games in a blended learning environment, employed a single

group pretest

posttest experimental design research. At the beginning and end of the

research, the creativity level of students was examined by using the Torrance

Test of Creativity. (Bunt & Gouws, 2020;Flynn wt al., 2019; Majid & Ridwan,

2019).

According to (Piaget and Papastergiou, 2022) Various authors have

noted that digital games stand out as effective tools for solving several

educational issues and can notably enhance learners’ knowledge and emotions.

It can also help keep motivating students' ,making them comprehend the

concept better and can develop their reasoning skills.These games are

especially crucial for the development of childrens’ cognitive skills and for

providing good entertainment.

According to (Azita Iliya Abdul Jabbar and Patrick Felisia, 2015). This

study explored the interaction between game design and learning in game-

based learning environments. The intention was in the analysis of how the

decisions made by game designers impact learners' outcomes and engagement.

In the results, it seems like specific features of certain games can have a

massive
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positive influence not only on cognitive aspects but also on emotional

factors within learning alongside trends and elements that positively or

negatively affect the process through design from the inside and from outside

of the game itself.

In the Information Age, technology is revolutionizing teaching and

learning, moving beyond the traditional didactic approaches to knowledge

acquisition. Emphasizes the importance of the MOODLE platform in

promoting flexible teaching methods and highlights the need for tailored

Continuing Professional Development (CPD) to help teachers and tutors create

differentiated learning materials. These tools improve students flexibility in

their learning and assessment outcomes which is their dual function. It is

recommended that institutions integrate a structured induction for students at

the start of the academic year to familiarize them with the platform's tools,

incorporating this initiative into the institution’s strategic plans. (Jackson &

Abraham, 2017).

Using interactive learning strategies improves students development of

soft skills significantly. Students get the ability to think critically evaluate

information and solve problems in order to get over academic challenges. This

useful approach encourages deeper comprehension and concept retention by

encouraging active engagement. By encouraging teamwork communication

and
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exposure to a variety of perspectives collaborative activities improve

critical thinking. Because sophisticated interactive platforms provide real-time

feedback students can quickly correct misconceptions and ensure ongoing

learning. Furthermore putting knowledge into practice strengthens decision-

making skills and forces students to think through the implications of what

they have learned. (Blyznyuk & Kachak, 2024).

Local Related Literature

When a flexible learning environment is developed, the student has

moved from the traditional classroom into the virtual classroom. Changing

from one to another will influence student engagement and enrichment as

well. Changing from the traditional face-to-face classroom to technology-

enhanced learning is challenging for educators, considering that use of online

modes and flexibility in learning have dramatically increased since the

pandemic. More importantly, through gamified learning activities, the pupils

have learned to love studying and perform better academically. A method on

the way to foster students' engagement, learning, and curiosity while

conducting online learning environments was covered in this study. Student-

generated questions are used to encourage learning and critical thinking.

Gamified activities are used to increase student engagement and improve

academic performance. These goals will be accomplished through the

deployment and evaluation of the virtual classroom. (Valderama et al., 2022).

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Teachers and school administrators in higher education in the

Philippines have embraced e-learning, which combines technology-mediated

teaching methodologies and a range of tools to support learning, as a result of

new technologies being integrated into curricula. In this context, the

Interactive Learning Center (ILC) at the University of the Philippines Los

Baños (UPLB)

began creating and manufacturing online interactive educational

resources known as Learning Objects (LOs). UPLB students are currently

using LOs as extra interactive learning resources in a variety of university

courses. This study evaluated the Rotation of Rigid Bodies Learning Objective

in terms of students' knowledge gain and assessed its efficacy in terms of

interactivity, attractiveness, comprehensibility, application, and assessment

function (Pabro And Dionisio-Sese, 2019).

Reflection is one of the most crucial components of good teaching.

Interactive and critical thinking are encouraged for educators. Teachers in

particular evaluate the efficacy of their philosophies and pedagogies by

reflecting on their work in the classroom. This then may lead teachers to

continue or modify their teaching strategies for the improvement of their class

instruction. (Valdez & Navera, 2018).

Games have been used and proven effective in comes of motivating

students. Playing interactive activities and games can enhance learning.

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This study aimed to evaluate the effectiveness of computer-based

interactive games in teaching students (Allan, 2022). Students enhanced by the

interactive activities learning rather than performed in traditional learning.

Senior High School teachers should integrate and use computer-based

interactive activities and games since it promotes a better understanding of the

lesson (Allan, 2022).

According to (Maggiore, 2024) several terms are defined in their

review. They refer to themselves as the authors of the manuscript and

consistently call the primary studies they reviewed "studies," which were

written by other authors and instructors. The terms "activity" or "activities"

describe the specific in-class active learning tasks assigned to students. The

term "strategies" refers to the instructor strategies that aid in implementing

active learning and addressing student resistance to active learning (SRAL).

Lastly, "student response" includes both affective and behavioral responses

and outcomes related to active learning.

Foreign Related Studies

(Arago & Correa, 2017) Stated that there has been an increasing

interest in teaching business students about sustainability and responsible

management over the past ten years, but we still need to have a deeper

conversation of what these concepts mean in terms of teaching and learning

resources.
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We should discuss how there is a tension between teaching

sustainability because it will improve the world and how teaching it might

make companies more successful. They believe the best approach is to

integrate these ends. To this end, they asked 169 teachers of management and

sustainability what they have been thinking.They indicate and they use

articles, case studies, and videos for the majority of their instruction.

The use of textbooks and digital resources is not nearly as common.

Most indicate to be displeased with instruction materials and how these are

integrated into the balance of their curriculum. Instructions of sustainability

vary by graduate vs. undergraduate programs, and by new vs. seasoned

instructors.They believe the teaching of sustainability should be the way one

thinks about problems, solutions, and ways to operationalize them in a

complex world. Towards such learning,they recommend five such

recommendations for teaching materials for students on sustainability in good

ways for the planet, people, and profits. Academy of Management Learning &

Education.

It explores the integration of gamification in educational purpose,

focusing on its potential to enchance students engagement, to keep them

motivate and to know the learning outcomes (Kiu publication extension and

Chantal, 2024). The research findings suggest that when strategically applied,

gamification can transform learning in more educational purposes and more

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effective in students. In recent history, the adoption of educational

gamification

have been increasing rapidly due to the better and suffiecient effects on

students. By this gamification we can implement tools that are suitable for

students and more efficient for them to engage educationally (Kiu publication

extension and Chantal, 2024).

The modern students expectations and way of life have been

profoundly impacted by the digital era which has changed their educational

needs.

Thanks to the digitalization of life and technological breakthroughs

students are less interested in traditional teaching methods and instead seek

out more fun interesting and interactive learning opportunities. The use of

digital games in education is growing as a result of their growing popularity.

Serious games also known as digital educational games put an emphasis on

education while offering rewarding and captivating experiences creating

interactive learning environments promoting teamwork and providing ongoing

feedback. For todays students these components increase the appeal and

efficacy of learning. (Lampropoulos, Anastasiadis, Siakas 2019).

The strategies are intended to give the students skills in critical and

reflective thinking, research, and evaluation to empower them to take self-

initiated steps for their and others' protection, enhancement, and promotion of

their health, welfare, and safety. Students exercise their personal and social
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capabilities working with others cooperatively in learning activities. They also

become enlightened on how to esteem their peers' and their strengths and

abilities and a number of interpersonal skills such as leadership,

teamwork, communication, and an understanding of different points of view.

Students are able to explore their current knowledge, attitudes, and values

about health and safety topics by employing tuning in procedures. When

working individually or collaboratively, students can obtain and share

knowledge through the use of selected graphic organizers to record and share

their information.

From the collected evidence based on the students' comments,

instructors will be in a position to design a program that suits every student's

needs. Interactive teaching methods are based on the simple principle that for

the students to efficiently comprehend the depth of the matter at hand, they

should be given real-life application. Interactive training improves the learning

process—practice makes perfect. Student motivation: Two-way instruction

breaks through student apathy, and you'll have more fun when more students

are involved. Using interactive education: While lecture-style instruction

frequently results in students losing interest, interactive teaching methods

encourage participation and attention from the class. Telling is not teaching, of

course, any more than listening is learning. To drive home the importance of

active educational instructional techniques, the ARMA International Center

for Education offers the following suggestion: Encourage engagement. Use

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questions that provoke engagement, dialogue, and activity. Use teaching

strategies that engage students and ask questions. Designate space for your

classroom. Combine your method with the approach of the student. the

approach of the student (Senthamarai, 2018).

Making education available to everyone and opening new doors to the

brighter future where people are living with their full abilities and potentials

(Lubna, Quang, René & Ulrick, 2024). A digital education game has

been developed to the participants to keep them engage in the certain topic and

also to keep them motivate. We wanted to provide an effective interactive

learning to learners for them to explore open education resources (Lubna,

Quang, René & Ulrick, 2024).

Local Related Studies

According to (Sumandal, 2022) Games have been shown to be

effective in motivating students, and interactive games can enhance learning.

This study aimed to evaluate the effectiveness of computer-based interactive

games in teaching students who struggle with understanding concepts. It also

sought to identify students' attitudes toward using these games. The research

utilized a pre-test and post-test design, involving Grade 11 students identified

as struggling learners based on their average grades from the first semester.

Two experimental groups were randomly assigned: one group received

instruction using computer-based interactive games, while the other group was
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taught without any special intervention. Both groups received regular

instruction on

the same content for the same duration. The findings indicated that

students exposed to computer-based interactive games showed significantly

improved performance compared to those taught through traditional lecture-

discussion methods. This suggests that the interactive games approach enabled

struggling students to perform on par with their peers. Therefore,

incorporating computer-based interactive games into teaching is recommended

as it fosters a better understanding of the material. It is advisable for teachers,

particularly those in senior high school, to integrate these games into their

lessons to enhance student comprehension.

Gamification, understood as a design approach that incorporates

various game elements into different contexts, promotes meaningful learning

experiences for all students. In the study by (Cabello, Abadinao,

Mabitad,Pulma, Hepe et al.., 2021) it is stated that when applied in

educational settings, gamification creates opportunities for enhanced learning

and addresses the challenges faced by students who may feel disconnected

from traditional learning methods. It improves the educational experience by

providing engaging activities that motivate and positively influence learners'

behavior and cognitive processes. Essentially, gamification involves applying

game mechanics, aesthetics, design elements, and game thinking in non-game

contexts to effectively engage learners in the teaching-learning process.

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Student engagement is crucial for academic success, as highlighted by

(Anicente and Amora, 2016). Engaged students tend to show improved

learning behaviors and academic performance, which significantly influences

their personal and professional futures. Focusing on student motivations,

needs, and interests is essential for improving academic outcomes.

Implementing learner-centered strategies can effectively enhance

student motivation and achievement, as emphasized by (Anicente and Amora,

2016).

Some departments have people who are excited about promoting active

learning. These individuals understand how to implement active learning

strategies and have the resources to help. Additionally, the departments feature

cultures and structures that encourage learning. This creates a positive

feedback loop: motivated individuals influence the culture and structure,

which in turn boosts the commitment of others. Furthermore, successful

outcomes from active learning initiatives reinforce the supportive cultures and

structures, enhancing their effectiveness (Acut, 2024).

The findings show that several methodological flaws in the literature

have hindered a comprehensive comprehension of how teachers feel effective.

However, this teaching sources may help them to improve teaching. (Morris

et.al, 2017).
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Synthesis

The researchers have dug deeper to find studies and literature that have

significant relationships to our studies. These existing studies and literature

provide prior knowledge to properly understand the effects of Games and

Interactive Activities on Academic Performance of Students. By diving

into the previous research, researchers find answers and data that are

significant to this study. The previous studies serve as a building block for

knowing the impact and role of Games and Interactive Activites; it allows the

researchers to picture out the significance and relevance of our study.

There is a good number of investigations that points out the benefits

of game-based learning approaches. As an example, (Bunt & Gouws 2020)

argue that students engaged in such educational games were more creative and

able to solve problems as measured through standardized assessments. This is

consistent with the results established by (Kiili et al. 2014), which highlight

the fact that appropriately developed and implemented educational games

have the potential to foster learning of the subject through the support of the

learner.

However, the article by (Pabro And Dionisio-Sese, 2019) offers a more

delicate take on interactive learning. They argue that although such interactive
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activities could be quite beneficial in enhancing student engagement, the

extent

to which these approaches work is often context-specific.

Gamification, or the use of game-like strategies in non-gaming

contexts, is very beneficial as it helps all students to have effective learning

experiences. The work of (Cabello et al., 2021) explains that within the

educational context ‘whenever gamification is utilized, learning is made better

and helps the students

who are otherwise turned off by the traditional ways of learning. It

enhances the-learning environment by offering productive tasks which arouse

the interest of the students and encourage behavioral and cognitive

improvement. Gameful learning essentially includes the adoption of game

elements and game processes and thinking into teaching and learning for

better management of learners’ attention in the process of teaching and

learning.

Reflection is one of the major aspects that make a good teacher.

Interactivity and higher order thinking belong to the realms of teachers.

Teachers especially reflect on their work, themselves, the philosophies and the

audiences to assess how effective their principles and teaching are. Inquiring

into such may make them maintain or change their working approaches in

order to see some improvement in their class instruction (Valdez & Navera,

2018).
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Student engagement in education is important, as pointed out by

(Anicente and Amora, 2016). Active engagement leads students to adopt more

constructive learning patterns, as well as produce notable academic results,

which is a great determinant in their lives and careers. Academic achievement

can be enhanced by paying attention to what students are motivated for, their

requirements and areas of interest.

Applying the orientation of the students enables them to work more

successfully and to achieve better results (Anicente & Amora, 2016).

Students have shown to be motivated through games and application of

a few of them has been fruitful. Interactive activities and games can help in

facilitating learning. The aim of this study was to assess the impact of using

computer-based interactive games for lesson instruction (Allan, 2022).

Students who learned through the use of interactive activities performed better

than those who were taught in a passive way. There is a need for High School

Teachers to embrace the use of computer assisted interactive activities and

games which help to create a better insight into the lesson (Allan, 2022).

Furthermore, researches seem to be concerned with this problem, in

which most of these methods are well understood and even reasoned, yet so

little is articulated on the probable problems that are likely to be faced by the

teachers who will be implementing these methods. Such barriers should also
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be taken into account, particularly in the context of training program design, in

order for students to be able to take more advantage of games and other

interactivity in their learning.

In conclusion, the integration of diverse types of information brings

out the fact that educational games together with theme based group works

positively impact on scholars and progression towards active learning,

creativity and problem solving activities is enhanced.

However, the success of such strategies depends on the particular

situation and this has impacted on the implementation of such strategies. This

specific research into this issue particularly focusing on 11th grade students of

St. Lucia High School will add to the knowledge on ways to apply modern

learning methods in teaching in an effective manner.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter will outline the research methods used in

the study entitled "Appreciating Games and Interactive

Activities in Academic Performance of Grade 11 Students of

Sta. Lucia High School." It includes all necessary data,

methods, and tools used to develop this chapter.

Method of Research

This research employs qualitative questionnaires to

explore the experiences of Grade 11 students at Sta. Lucia

High School with games and interactive activities, aiming to

assess their perceived impact on academic performance.

Targeting 50 students through random sampling, the

structured questionnaire will gather demographic information,

frequency and type of games/activities (including educational

games and group projects), and students' perceptions of how

these activities influence their learning and performance

metrics (grades). The researchers will conduct questionnaires

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through written questions for the researchers to be able to

gather in-depth data.

Written-based surveys, with ethical consideration

including informed consent and ensuring anonymity and

confidentiality for the respondents that will be meet in face to

face interactions during the conduction of interview and on

the other hand an online survey or Google form for virtual

respondents. For the researchers to be able to hit the target

respondents.

Thematic content analysis will be applied to analyze open-

ended responses, revealing key themes and insights regarding

participants' perspectives. By this method, the researchers will

gather the respondents perspectives and insights in terms of

the Effect of Games and Interactive Activities in Academic

Performance of the selected respondents.

Population, Sample Size and Sampling Technique

The population for this research includes a total of 1,056

Grade 11 students that currently enrolled at Sta. Lucia High

School. These students come from various strand or sections

and involved in different academic and extracurricular

activities. A sample size of 50 students will be chosen for the

study. We selected 50 students to make sure each academic

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strand is represented. Each strand HUMSS, STEM, ICT, ABM,

and HE will have 10 students in

the sample. This way, we have equal numbers from each

group. This study uses quota sampling to include different

groups of people based on how much they play games and do

activities. We gather data from only those participants who

meet certain characteristics that is necessary for our study. By

choosing people from each strand, the study will get a

balanced view of how these activities might affect school

performance. This will help the researcher understand

different experiences and make the results more accurate.

Description of Respondents

This study will be aided by Grade 11 Students in Sta.

Lucia High School. The researchers will choose the selected

students from HUMSS, STEM, ABM, ICT and HE since they are

the ones who are affected by the implication of interactive

activities and games mentioned. Aside from the study's topic

that being related to the Grade 11 Students in Sta. Lucia High

School the researchers want to inform all the students if our

study will be effective or if it has a good

impact on education. They believe that the selected

questionnaires are most capable of giving the needed

 STA.LUCIA HIGH SCHOOL
(HUMSS)

responses relevant to the study. A total of 50 respondents are

the plan of the researchers for their population covering their

research study.

Research Instruments

This study shall be using a qualitative questionnaire as

its main research instrument to collect data from Grade 11

students in Sta. Lucia High School. There will be a category

with 5 questions intended to explore how the interactive

activities and games influence or change the academic

performance of these students. This category describes the

perceived Impact on Academic Performance by students.

The items in this category represent how students

perceive these activities to impact their academic

performance, such as in understanding lessons, engagement

in class, and assessment performance. And we are going to

use open-ended questions to explain how these activities help

or hinder their learning.

Data Gathering Procedure

 STA.LUCIA HIGH SCHOOL
(HUMSS)

This research collection uses survey administration

through an appropriately designed questionnaire. Suitable

formulation of questions was considered, and already existing

research was also

used along with developing unique and relevant questions by

the researcher particularly for this study. To collect all-around

and highly accurate information, the detailed questionnaire is

composed of five (5) well-designed questions that center

around the topic of appreciating games and interactive

activities in academic performance. The researcher has,

therefore taken appropriate care to define some of the terms

and concepts that apply in conducting this study, and it is in

this regard that they can answer the questionnaire with full

awareness of their role in the study. And, with regard to all

those who took time from their precious calendars to

complete the questionnaire, the researchers have humbly

asked participants to approach each question with honesty

and simplicity, for their responses form a critical component in

the quest for valid and reliable results. To guarantee the

relevance and reliability of the data collected, researchers

distributed this questionnaire to Grade 11 Students in Sta.

Lucia High School, reminding them that their respective input

is important for the study. Upon acquiring the required

 STA.LUCIA HIGH SCHOOL
(HUMSS)

number of responses, researchers carefully gathered and

sorted the data and methodically analyzed such to answer the

specific statement of the problems at hand. This is a

comprehensive process that allows the researchers to make

meaningful inferences and

valuable recommendations needed for this research. From the

close study of the information gathered, the researchers were

able to develop relevant recommendations aimed at

addressing the core issues identified in the course of the

study.

Thus, this in-depth analysis would facilitate the

researchers to develop a well-rounded study, bring forth

meaningful solutions, and add useful insights to an existing

knowledge body.
 STA.LUCIA HIGH SCHOOL
(HUMSS)

RESEARCHERS’ PROFILE

COMPLETE NAME:
CARANZO, EUNICE KATHERINE S..
BIRTHDATE (MM/DD/YYYY): SEX:
10/01/2007 FEMALE
CONTACT NUMBER: CIVIL STATUS:
0994 292 7646 Single
NATIONALITY: EMAIL ADDRESS:
Filipino [email protected]

Educational Background

DECASTRO ELEMENTARY SCHOOL SY 2014-2020

STA. LUCIA JUNIOR HIGH SCHOOL SY 2020-2024

STA. LUCIA SENIOR HIGH SCHOOL SY 2024-2026

Skills

Singing, dancing, playing instruments, public speaking, writing songs and poetry

COMPLETE NAME:
BOLECHE, ANA GRACE G.
BIRTHDATE (MM/DD/YYYY): SEX:
07/02/2007 FEMALE
CONTACT NUMBER: CIVIL STATUS:
0963 149 6948 Single
EMAIL ADDRESS:
NATIONALITY:
anagraceboleche@gmail.
Filipino
com
Educational Background

DECASTRO ELEMENTARY SCHOOL SY 2014-2020

STA. LUCIA JUNIOR HIGH SCHOOL SY 2020-2024

STA. LUCIA SENIOR HIGH SCHOOL SY 2024-2026

Skills

Ice Skating, singing and photography

 STA.LUCIA HIGH SCHOOL
(HUMSS)

COMPLETE NAME:
CATUGAL, MA KRISTINA CHABELITA M.
BIRTHDATE (MM/DD/YYYY): SEX:
11/12/2007 FEMALE
CONTACT NUMBER: CIVIL STATUS:
0910 000 0000 Single
EMAIL ADDRESS:
NATIONALITY:
kristina.magbanua12@g
Filipino
mail.com
Educational Background

DECASTRO ELEMENTARY SCHOOL SY 2014-2020

STA. LUCIA JUNIOR HIGH SCHOOL SY 2020-2024

STA. LUCIA SENIOR HIGH SCHOOL SY 2024-2026

Skills

Plays badminton

COMPLETE NAME:
CALUBAD, EDMERYL R.
BIRTHDATE (MM/DD/YYYY): SEX:
12/13/2007 FEMALE
CONTACT NUMBER: CIVIL STATUS:
0991 065 6308 Single
NATIONALITY: EMAIL ADDRESS:
Filipino [email protected]

Educational Background

MANGGAHAN ELEMENTARY
SY 2014-2020
SCHOOL

STA. LUCIA JUNIOR HIGH SCHOOL SY 2020-2024

STA. LUCIA SENIOR HIGH SCHOOL SY 2024-2026

Skills

Making a stories and writing a poem

COMPLETE NAME:
VERGARA, NICOLE ANGELA B.
BIRTHDATE (MM/DD/YYYY): SEX:
10/05/2006 FEMALE
 STA.LUCIA HIGH SCHOOL
(HUMSS)

CONTACT NUMBER: CIVIL STATUS:

0931 758 8384 Single
EMAIL ADDRESS:
NATIONALITY:
nicoleangelavergara@g
Filipino
mail.com
Educational Background

CITY CENTRAL SCHOOL SY 2014-2020

MISAMIS ORIENTAL GENERAL

SY 2020-2022
COMPREHENSIVE HIGH SCHOOL
SY 2022-2024
STA. LUCIA JUNIOR HIGH SCHOOL
STA. LUCIA SENIOR HIGH SCHOOL SY 2024-2026

Skills

Dancing, drawing and cooking

COMPLETE NAME:
DELGACO, JAYVY R.
BIRTHDATE (MM/DD/YYYY): SEX:
01/05/2008 MALE
CONTACT NUMBER: CIVIL STATUS:
0999 809 7548 Single
EMAIL ADDRESS:
NATIONALITY:
[email protected]
Filipino
m
Educational Background

KABISIG ELEMENTARY SCHOOL SY 2014-2020

STA. LUCIA JUNIOR HIGH SCHOOL SY 2020-2024

STA. LUCIA SENIOR HIGH SCHOOL SY 2024-2026

Skills

Singing, dancing, play any sports and drawing

 STA.LUCIA HIGH SCHOOL
(HUMSS)

COMPLETE NAME:
DELIN, JUDYMAR T.
BIRTHDATE (MM/DD/YYYY): SEX:
12/13/2007 MALE
CONTACT NUMBER: CIVIL STATUS:
0948 752 1906 Single
EMAIL ADDRESS:
NATIONALITY:
[email protected]
Filipino
om

Educational Background

KABISIG ELEMENTARY SCHOOL SY 2014-2020

STA. LUCIA JUNIOR HIGH SCHOOL SY 2020-2024

STA. LUCIA SENIOR HIGH SCHOOL SY 2024-2026

Skills

Critical thinking and can play any sports

COMPLETE NAME:
GALANIDO, GIAN V.
BIRTHDATE (MM/DD/YYYY): SEX:
01/29/2007 MALE
CONTACT NUMBER: CIVIL STATUS:
0949 480 8279 Single
EMAIL ADDRESS:
NATIONALITY:
[email protected]
Filipino
om
Educational Background

KABISIG ELEMENTARY SCHOOL SY 2014-2020

STA. LUCIA JUNIOR HIGH SCHOOL SY 2020-2024

STA. LUCIA SENIOR HIGH SCHOOL SY 2024-2026

Skills

Gaming
STA.LUCIA HIGH SCHOOL
(HUMSS)