Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 43 no. 2 (2025)

Enhancing Terminology Retention Performance in MATATAG TLE–IA 7 in Apad National High School through the Use of Craftgrid Application

Rostom Borromeo

Discipline: Education

 

Abstract:

MATATAG TLE Curriculum aims to equip learners with essential technical skills relevant to real-world applications. However, many Grade 7 learners at Apad National High School struggle to retain key concepts in Industrial Arts (IA), primarily due to unfamiliar technical terms that hinder comprehension, lower academic performance, and reduce engagement. Traditional teaching methods may not fully address these challenges, highlighting the need for innovative, technology-based interventions. Thus, this study investigated the effectiveness of CraftGrid, a custom-built, gamified Android application, in enhancing terminology retention among Grade 7 learners in MATATAG TLE–IA. The game initially features a word search designed to reinforce recognition and understanding of technical terms. A quasi-experimental research design was employed, using a pre-test and post-test approach to assess student learning gains. The study involved 48 learners selected through Total Population Sampling. Pre- and post-tests consisted of self-modified 30-item multiple-choice questionnaires focused on identifying and defining technical terms. Results showed a significant improvement in terminology retention, with the Mean increasing from 16.44 to 20.29, reflecting an increase of 3.85. A paired t-test showed a statistically significant improvement (t=5.9965, p<.0001), confirming CraftGrid's effectiveness in enhancing recall and comprehension. Findings suggested that integrating gamified learning tools could significantly enhance students' terminology retention, engagement, and overall learning outcomes in IA. Future research should explore its application in other TLE components and assess its long-term impact on student performance



References:

  1. Alnuaim, A. (2024). The impact and acceptance of gamification by learners in a digital literacy course at the undergraduate level: Randomized controlled trial. JMIR Serious Games, 12, e52017. https://doi.org/10.2196/52017
  2. Beraque, J. A., & Dioso, E. D. (2023). Effects of gamified learning activities on students’ vocabulary retention. International Journal of Advance Research and Innovative Ideas in Education, 14(2), 174–189. https://ijariie.com/AdminUploadPdf/Effects_of_Gamified_Learning_Activities_on_Students__Vocabulary_Retention_ijariie24401.pdf
  3. Creswell, J. W., & Creswell, J. D. (2021). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
  4. Department of Education. (2024, July 23). Policy guidelines on the implementation of the MATATAG curriculum (DO 010, s. 2024). https://www.deped.gov.ph/wp-content/uploads/DO_s2024_010.pdf
  5. Diaz, A. F., & Estoque-Loñez, H. (2024). A meta-analysis on the effectiveness of gamification on student learning achievement. International Journal of Education in Mathematics, Science, and Technology, 12(5), 1236–1253. https://doi.org/10.46328/ijemst.4185
  6. Dimaunahan, J., & Panoy, J. F. (2021, December 8). Academic motivation and self-efficacy in technical skills as correlates to academic performance. SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3980276
  7. Ertan, K., & Kocadere, S. A. (2022). Gamification design to increase motivation in online learning environments: A systematic review. Journal of Learning and Teaching in Digital Age, 7(2), 151–159. https://doi.org/10.53850/joltida.1020044
  8. Fitria, T. N. (2023). The effectiveness of word search puzzles game in improving student’s vocabulary: A systematic literature review. Pioneer: Journal of Language and Literature, 15(1), 50–67. https://doi.org/10.36841/pioneer.v15i1.2766
  9. Gregorio, M. S. R. (2016). Technology and livelihood (TLE) instruction of technical vocational and selected general secondary schools in Catanduanes. International Journal of Learning, Teaching and Educational Research, 15(4), 69–74. https://www.ijlter.org/index.php/ijlter/article/view/671
  10. Jacolbia, R. E. (2016). Future educators’ perceptions on technology and livelihood education status and development of work skills. Journal of Advances in Humanities and Social Sciences, 2(2), 78–84. https://doi.org/10.20474/jahss-2.2.3
  11. Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of gamification on motivation and academic performance: A systematic review. Education Sciences, 14(6), 639. https://doi.org/10.3390/educsci14060639
  12. Malaluan, N. E., & Malaluan, M. D. (2017). The teaching of electricity in the K-12 program in Batangas National High School. Asian Journal of Science and Technology, 8(8), 5241–5246. https://www.journalajst.com/sites/default/files/issues-pdf/4511.pdf
  13. Maryana, M., Halim, C., & Rahmi, H. (2024). The impact of gamification on student engagement and learning outcomes in mathematics education. International Journal of Business Law and Education, 5(2), 1608–1697. https://doi.org/10.56442/ijble.v5i2.682
  14. Mayuga, G. P. (2022). Equipping junior high school students with lifelong learning skills in technology and livelihood education. International Journal of Research in Engineering, Science and Management, 5(1), 24–37. http://www.journals.resaim.com/ijresm/article/view/1652/1592
  15. Nacional, R. (2023). Gamifying education: Enhancing student engagement and motivation. ResearchGate. https://www.researchgate.net/publication/372689745_Gamifying_Education_Enhancing_Student_Engagement_and_Motivation
  16. Panmei, B., & Waluyo, B. (2022). The pedagogical use of gamification in English vocabulary training and learning in higher education. Education Sciences, 13(1), 24. https://doi.org/10.3390/educsci13010024
  17. Şevk, K. E., & Kocadere, S. A. (2024). A review on personalization of gamified learning environments. Kuramsal Eğitimbilim, 17(4), 873–896. https://doi.org/10.30831/akukeg.1478810
  18. Tan, M. C. (2021). Technology and livelihood education (TLE) instruction in the secondary schools in Northern Samar Division, Eastern Philippines. Asian Journal of Advanced Research and Reports, 15(2), 75–84. https://doi.org/10.9734/ajarr/2021/v15i230369

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic