Implementation of Inquiry – Based Lesson on Lights, Mirrors and Lenses in A Gamified Classroom

Abstract

Academic motivation has long been hailed as driver for improved academic engagement leading to improved academic achievement. This is the very premise of this study that a low-performing group of learners will be motivated to work harder for improved academic performance. The study started with the utilization of developed guided-inquiry virtual laboratory activities that were delivered as part of the lesson in a gamified context. The study utilized three heterogeneous grade 10 sections of a private school in Misamis Occidental. One section is generally a better-performing section and was made the control section, while the remaining two low-performing sections were taken as the experimental sections. The whole gamification activity involves four leader board displays where the first leader board showed equal initial performance for all learners. Results showed that the low-performing classes performed with very little difference with high performing control group. The normalized gain for all sections were all medium gain. The study points to the efficacy of a gamified classroom utilizing virtual activities in improving academic performance as indicated in the results of the normalized gain.