Strengthening Grade 7 Students Mastery in Filipino Grammar through LARO-TALAS Strategy

Filipino grammar proficiency remains a widespread concern among learners in public secondary schools in the Philippines, where conventional teaching approaches often result in low engagement and limited retention of language concepts. This study investigated the effectiveness of the Laro-Talas gamified instructional strategy in improving Grade 7 students’ grammar competence at Bukidnon National School of Home Industries, Maramag, Bukidnon, Philippines, during the school year 2025–2026. A quasi-experimental research design was employed involving two intact groups. Both groups were administered a 40-item pre-test and post-test, with the experimental group exposed to Laro-Talas structured game-based learning activities and the control group receiving conventional instruction. Data were analyzed using descriptive and inferential statistics, including t-tests and analysis of covariance. Findings revealed that both groups began with very low proficiency, with mean pre-test scores of 18.83 and 18.63. After the intervention, the Laro-Talas group achieved a mean score of 35.17, indicating a high level of proficiency, while the Non Laro-Talas group obtained 30.02, remaining at a low level. The experimental group demonstrated a greater mean gain of 16.34 compared to 11.39 in the control group. Statistical analysis showed a significant difference between groups (F = 58.4, p < 0.001), confirming the effectiveness of the gamified strategy. The findings highlight the value of interactive, game-based instruction in improving grammar proficiency, enhancing engagement, and supporting meaningful learning in public secondary schools

Gamification, Student-centered Strategy, Educational outcomes, Quasi-experimental, Intervention in Filipino Subject

1. Agni, J. M. V., Basaca, D. L. R., & Basalo, R. M. (2025). UNLOCKING FILIPINO GRAMMAR MASTERY (GRADUAL EXPOSURE THROUGH STRUCTURED ACTIVITIES): PAGPAPAHUSAY NG KAALAMAN SA WASTONG GRAMATIKA NG MGA MAG-AARAL SA IKA-11 NA BAITANG. EPRA International Journal of Multidisciplinary Research (IJMR), 1258–1269. https://doi.org/10.36713/epra22604 [Google Scholar] [Crossref]

2. Allen, M. (2017) The SAGE Encyclopedia of Communication Research Methods. https://doi.org/10.4135/9781483381411 [Google Scholar] [Crossref]

3. Aratea, M. L., & Pasubillo, M. a. C. (2024). Effects of Game-Based Learning on improving Grammar skills of Grade 9 students. Journal of English as a Foreign Language Teaching and Research, 4(2), 43–60. https://doi.org/10.31098/jefltr.v4i2.2445 [Google Scholar] [Crossref]

4. Barredo, Cheryl & Saavedra, Analyn (2020). Factors that Contribute to the Poor Writing Skills in Filipino and English of the Elementary Pupils. 14. 1090-1106. [Google Scholar] [Crossref]

5. Bolaton, J. L. S., & Mabit, A. C. (2025). FILIPINO GRAMMAR QUEST GAME: ISANG INTERBENSYON SA PAGLINANG NG KAALAMAN SA WASTONG GAMIT NG MGA SALITA SA FILIPINO NG MGA MAG-AARAL SA IKA-9 NA BAITANG. EPRA International Journal of Multidisciplinary Research (IJMR), 1607–1621. https://doi.org/10.36713/epra22654 [Google Scholar] [Crossref]

6. Chan S and Lo N (2024) Enhancing EFL/ESL instruction through gamification: a comprehensive review of empirical evidence. Front. Educ. 9:1395155. doi: 10.3389/feduc.2024.1395155 [Google Scholar] [Crossref]

7. Cook, Vivian. (2000). Second Language Learning and Language Teaching (2nd edition). Beijing: Foreign Language Teaching and Research Press. [Google Scholar] [Crossref]

8. Defilippi, Alban & Teresa, María & Alarcón, Estrada & Estrada, Diana Xiomara & Fajardo, Aroca & Lizeth, Romina & Sánchez, Yazmín & Lisseth, Yazmín. (2025). Gamification-based strategies to improve motivation in English learning in university students. Journal of Computational Analysis and Applications. 34(1):2025. [Google Scholar] [Crossref]

9. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). Gamification: Toward a definition. CHI 2011 Gamification Workshop. https://doi.org/10.1145/1979742.1979575 [Google Scholar] [Crossref]

10. Garcia, Manuel. (2017). E-Learning Technology Adoption in the Philippines: An Investigation of Factors Affecting Filipino College Students' Acceptance of Learning Management Systems. The International Journal of E-Learning and Educational Technologies in the Digital Media. 3. 118-130. [Google Scholar] [Crossref]

11. Guisadio, R. G., Tordos, A. J., Pocdol, M., Taboada, F. L., Petin, Y. K., Asentista, L., Sumampong, L. J., Catacutan, F., Catamco, E. G., Delatado, K., Lerio, A., Villanueva, M. L., & Cabello, C. (2025). Gamified Elements in Philippine Education: A Systematic review. Psychology and Education a Multidisciplinary Journal, 44(1), 142–152. https://doi.org/10.70838/pemj.440109 [Google Scholar] [Crossref]

12. Hamari, Juho & Koivisto, Jonna & Sarsa, Harri. (2014). Does Gamification Work? — A Literature Review of Empirical Studies on Gamification. Proceedings of the Annual Hawaii International Conference on System Sciences. 10.1109/HICSS.2014.377. [Google Scholar] [Crossref]

13. Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Essex, England: [Google Scholar] [Crossref]

14. Hicana, Maria Fe. (2020). PAGSIPAT AT PAGSUSURI: ANG PROF TO PICK NG MGA ESTUDYANTE SA DLSU REVIEW AND ANALYSIS: THE PROF TO PICK OF DLSU STUDENTS DALUMAT E-JOURNAL. 5. 51-59. [Google Scholar] [Crossref]

15. Kapp, K. M. (2012). The gamification of learning and instruction. ISBN-978-1-118-09634-5 [Google Scholar] [Crossref]

16. Lilibeth E. Caballero, Mary Ann M. Ferrer, Renato A. Tiria , (2022). The Role of Gamification in the Academic Performance of Junior High School Students in Language Subject. International Journal of Scientific Research in Multidisciplinary Studies , 8(3), 1-4. [Google Scholar] [Crossref]

17. The Gamification of Learning and instruction: Game-based Methods and Strategies for Training and education. (n.d.). Wiley.com. https://www.wiley.com/en-us/The+Gamification+of+Learning+and+Instruction-p-9781118096345 [Google Scholar] [Crossref]

18. Landers, R. N. (2015). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752–768. https://doi.org/10.1177/1046878114563660 [Google Scholar] [Crossref]

19. Lomibao, Laila & Roble, Dennis & Nob, Jun Mark Rey. (2024). Unveiling the Effects of Gamification on Math Learning: A Literature Review in the Philippine Context. Journal on Innovations in Teaching and Learning. 4. 3. 10.12691/jitl-4-1-3. [Google Scholar] [Crossref]

20. Mangulian, A. B. (2025). The impact of gamified instruction on Filipino language acquisition in Grade 10. Asian Journal of Education and Social Studies, 51(6), 802–811. https://doi.org/10.9734/ajess/2025/v51i62036 [Google Scholar] [Crossref]

21. Magulod, Gilbert. (2019). Learning styles, study habits and academic performance of Filipino University students in applied science courses: Implications for instruction. Journal of Technology and Science Education. 9. 184. 10.3926/jotse.504. [Google Scholar] [Crossref]

22. Pagente, Aler & Crisologo, Bernardo & Doncillo, Ma. Liberty & Doncillo, B & Leopoldo, Nadeth. (2024). Gamifying Technology and Livelihood Education: Instructors' Lived Experiences with Technology Applications in Core Subject Teaching. International Journal of Research and Innovation in Social Science. 8. 1079-1088. 10.47772/IJRISS.2024.8110087. [Google Scholar] [Crossref]

23. Sacal, P. G. Y., & Potane, J. D. (2023). Students’ Mastery of English Grammar towards Effective Writing and Speaking Competence. International Journal of Multidisciplinary Applied Business and Education Research, 4(8), 2894–2904. https://doi.org/10.11594/ijmaber04.08.27 [Google Scholar] [Crossref]

24. Salering, M. D. (2025). Students’ English Grammar Competencies and their Self-Efficacy. INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, 08(11). https://doi.org/10.47191/ijmra/v8-i11-46 [Google Scholar] [Crossref]

25. Rossiter, A. (2021). The importance of grammar. https://eric.ed.gov/?id=ED613321 [Google Scholar] [Crossref]

26. Wardoyo, E., & Herda, R. K. (2025). Reframing Play as Pedagogy: A Systematic Literature Review on Gamification Strategies in ESL Grammar Learning. International Journal Online of Humanities, 11(6), 129–155. https://doi.org/10.24113/ijohmn.v11i6.345 [Google Scholar] [Crossref]

• Reading Engagement, Reading Anxiety, and Self-Perceived Reading Success among Malaysian ESL Foundation Students: A Descriptive Study
• Teachers’ Perceptions of AI-Assisted Digital Storytelling in Malaysian Lower Secondary ESL Classrooms
• A Speech Act Analysis of Governor Nyesom Wike’s 2015 Inaugural Address
• English Teaching Methods and Pupils’ Performance in Nangako Town Council, Uganda
• Using Gamified Activity-Based Learning to Transform Classroom Dynamics from Pedagogy to Heutagogy