Interactive Game-Based Learning Environment (IGLE) and Students’ Achievement in Araling Panlipunan

Abstract

Game based learning has been applied to the social sciences as means to heighten motivation and attainment. Employing a quantitative quasi-experimental research design, this study sought to investigate the effectiveness of Interactive Game-based Learning Environment (IGLE), a gamified technique using online application Wordwall, to enhance the performance of Grade 7 learners in Araling Panlipunan. The pedagogical design was based on classical conditioning of Ivan Pavlov and constructivist foundations of Jean Piaget and Lev Vygotsky. Specifically, this research determined the effectiveness of IGLE on Grade 7 learners' performance, active learning, and student engagement in the secondary school of Koronadal City Division in School Year 2024 to 2025. The study composed of heterogeneous students for the control and experimental groups. Data consisted of pretest and posttest measures of academic performance. Descriptive statistics and independent samples t tests were used to examine within and between group differences. Validated scales assessed students’ active learning and engagement. Pretest scores for both groups were similarly low. After the intervention, the experimental group using the Interactive Game-based Learning Environment (IGLE) achieved significantly higher posttest scores (M = 29.74, SD = 7.12) than the control group (M = 24.39, SD = 6.86), t(?) = 3.84, p = 0.0002, a difference of 5.35 points favoring the experimental group. Learners in the experimental group also reported very high active learning (M = 4.38, SD = 0.12) and very high student engagement (M = 3.66, SD = 0.07). These findings indicate that IGLE effectively enhances academic performance, active learning, and learner engagement in Grade 7 Araling Panlipunan and is a promising strategy for sustaining mastery and involvement in social studies instruction.