1. Program Head, Teacher Education, La Patria College, Isabela, Philippines.

*             Correspondence: faithannfernandez22@gmail.com

Keywords: game-based learning, classroom management, academic performance

1. INTRODUCTION

The role of a teacher goes beyond simply instructing students and requires creating successful classroom learning environments. Successful classrooms are not solely determined by test scores, but also by fostering enthusiasm, motivation, and active engagement in learning [1]. Teachers have a responsibility to not only teach content but also to empower students to become self-directed lifelong learners. This involves shared roles and responsibilities between teachers and students, encompassing classroom teaching and learning, behavior management, and the classroom environment [2]. Managing discipline is a primary responsibility for teachers during the school day. The goal is to instill discipline in students to ensure uninterrupted school operations and provide equal educational opportunities for all [3]. This includes addressing behavior, learning, and emotional problems that students may face. Classroom discipline refers to the strategies and techniques used by teachers to establish and maintain a positive and productive learning environment [4]. These strategies may include seating arrangements, group activities, and time management techniques. Classroom management is a broader term that encompasses both preventative and responsive strategies used by teachers to support academic and social/emotional learning in the classroom [5]. Effective classroom management creates an environment where students are engaged, motivated, and exhibit prosocial behavior. It is distinct from behavior management, which involves establishing consistent school-wide expectations for student behavior [6]. Classroom management focuses on creating a positive learning environment within the classroom. While effective classroom management aims to support student academic learning, research on its direct impact on academic performance is limited [7]. However, it is widely recognized that classroom management plays a crucial role in creating a positive learning climate. Teachers face challenges in maintaining classroom discipline and promoting proper behavior among students. Traditional disciplinary methods may not effectively engage students or foster a positive learning environment [8]. As a result, innovative strategies such as gamification have gained attention in education. Gamification involves incorporating game elements and mechanics into non-game contexts, such as the classroom, to motivate and engage students [9]. By leveraging the appeal of games, educators can create interactive and enjoyable learning experiences, leading to improved student behavior and academic performance [10]. Gamification in education involves integrating elements like points, leaderboards, badges, and challenges into educational activities. It enhances student engagement, motivation, and behavior change [11]. Gamification provides a sense of accomplishment and progress through rewards and achievements, increasing intrinsic motivation. It also facilitates behavior change by setting clear goals, providing immediate feedback, and offering rewards for desired behaviors [12]. Furthermore, gamification improves retention of learned material through its interactive and immersive nature. Studies have shown that gamified training programs result in higher information retention compared to traditional methods. However, gamification should not replace effective teaching strategies and curriculum design but should be used as a complementary tool to enhance the learning experience [13]. Collectively, gamification has shown promising results in increasing student engagement, motivation, and participation. By incorporating game-like elements, educators can incentivize positive behavior and create a sense of competition and achievement among students [14]. Traditional disciplinary methods often focus on reactive measures, such as punishment and consequences, which may not always yield long-term positive outcomes. There is a need for proactive approaches that can effectively engage students and foster a positive learning environment.  By exploring the potential of gamification as a strategy to promote classroom discipline, this research aims to address the limitations of traditional disciplinary methods and provide educators with a more effective and engaging approach.  The theoretical framework for this study draws upon two key theories: the Social Learning Theory by Albert Bandura and the Self-Determination Theory by Deci and Ryan [15]. The Social Learning Theory posits that individuals learn through observation, imitation, and reinforcement. In the context of game-based learning, students have the opportunity to observe and imitate positive behaviors modeled within the game environment [16]. Through gameplay, students receive reinforcement in the form of rewards and feedback, which can shape their behavior and promote positive classroom management. Meanwhile, the Self-Determination Theory emphasizes the importance of autonomy, competence, and relatedness in motivation [17]. Game-based learning can enhance student autonomy by providing choices and control over their learning experiences. Students can make decisions within the game, such as selecting their avatar or choosing the path to progress. This autonomy can foster a sense of ownership and engagement, increasing motivation and promoting positive behavior. Moreover, this study will also incorporate elements from the Cognitive Load Theory and the Flow Theory. The Cognitive Load Theory suggests that the cognitive load imposed on learners during the learning process can impact their ability to acquire and retain information. In the context of game-based learning, the design of the game and its instructional materials should consider the cognitive load placed on students. By optimizing the game’s complexity, presenting information in manageable chunks, and providing scaffolding, students can effectively process and internalize the content, leading to better behavior modification outcomes. The Flow Theory, proposed by Csikszentmihalyi, describes a state of optimal engagement and enjoyment that occurs when individuals are fully immersed in an activity [18]. When students experience flow within a game-based learning environment, they are likely to be more motivated, focused, and intrinsically driven to engage in positive behaviors. By designing games that offer appropriate challenges, clear goals, and immediate feedback, educators can facilitate the flow experience and enhance behavior modification outcomes [19].

2. MATERIALS & METHODS

The study adopted the mixed-methods research design with both qualitative and quantitative data collection and analysis methods. Additionally, descriptive correlation has been used to quantify the strength and direction of the linear relationship between the implementation of tailored game-based learning strategies and the observed changes in students’ classroom behavior, providing insights into the extent to which the use of gamification instruction is associated with the observed differences in students’ classroom behavior before and after its implementation. The respondents of the study N=15 teachers from Dona Imelda Elementary School who implement gamification instruction. The study setting was the DepEd Quezon District in Quezon, Isabela, Philippines. The research has been conducted in this area to provide context and understanding of the potential influence of the local environment on the study’s outcomes. The 4-point Likert scale questionnaire has been used as data gathering instrument that designed to assess teachers’ problems on discipline management and the current strategy used to address problems. The data collected from the questionnaire has been analyzed to identify trends, patterns, and differences in classroom behavior and to determine the impact of gamification instruction in modifying student behavior. A survey has been administered to teachers to gather information on their current classroom management strategies and the challenges they face in managing student behavior, providing a comprehensive understanding of the current situation. Finally, a comprehensive report has been prepared, summarizing the findings and providing recommendations for improving classroom management and behavior modification strategies in the school. The game encourages positive behaviors by rewarding students with points for displaying appropriate on-task behaviors, while also discouraging disruptive behaviors by deducting points. The collected data has been analyzed using a combination of qualitative and quantitative analysis techniques. Quantitative data analysis included calculating the mean scores of the pre-test and post-test separately to determine the average behavior scores before and after the intervention.  A statistical tool, such as a paired t-test or Wilcoxon signed-rank test, used to assess the statistical significance of the difference between the pre-test and post-test scores. Effect size calculations, such as Cohen’s d, will be employed to determine the magnitude of the impact of the gamification intervention on students’ behavior. For the qualitative data analysis in this study, a thematic analysis approach utilized. Thematic analysis is a method that involves identifying, analyzing, and reporting patterns or themes within qualitative data. Thematic analysis offers a systematic and rigorous approach to explore qualitative data, enabling a deeper understanding of the impact of gamification on students’ behavior in this study.

3. RESULTS AND DISCUSSION

3.1 Pre and Post Observations

The pre-test results revealed that participants experienced frequent and challenging discipline problems in the classroom. They primarily used positive reinforcement techniques, which they perceived as somewhat effective. However, the post-test showed a significant improvement in all areas. The frequency of discipline problems decreased, the difficulty in handling them was reduced, and the perceived effectiveness of the strategies improved. Participants transitioned to using a combination of positive reinforcement and negative consequences, which proved to be more effective in addressing discipline issues. The improvement in the post-test results can be attributed to the shift towards a more balanced approach to discipline, incorporating both positive and negative consequences. This change likely contributed to a more effective management of discipline problems in the classroom. The participants’ increased perception of the effectiveness of the strategies indicates that the new approach resonated with them and yielded positive results.

Table 01: Mean Distributions of the Pre and Post Observation Results of the Participants on the challenge of maintaining discipline in the classroom and the strategies to address this issue.

	Pre-Test		Post-Test		Mean Difference
Criteria	Mean	Description	Mean	Description
Frequency of Discipline Problems	3.6	Almost Always	2.3	Occasionally	1.3
Difficulty Level of Handling Discipline Problems	3.3	Very Difficult	1.98	Somewhat Difficult	1.32
Strategy For Addressing Discipline Problems	2.4	Use positive reinforcement techniques, such as praise and rewards, to encourage good behavior	4	Use a combination of positive reinforcement and negative consequences	1.6
Perceived Effectiveness of Current Strategies	2.2	Somewhat effective	4	Very Effective	1.8

The findings suggest that a balanced and multifaceted approach to discipline, such as the combination of positive reinforcement and appropriate consequences, can lead to a more positive and effective classroom environment. This aligns with research that emphasizes the importance of clear, appropriate, and consistent expectations and consequences, as well as the need for proactive, data-driven, and continuous efforts to address discipline issues in a fair and equitable manner.  To sum up, the shift from predominantly positive reinforcement to a more balanced approach involving both positive and negative consequences led to a significant improvement in addressing discipline problems in the classroom. This highlights the importance of adopting multifaceted and equitable discipline strategies to create a positive and effective learning environment for students. The mean distributions of the pre and post-observation results of the participants on discipline management problems in the classroom. The pre-test indicates that the participants experienced high levels of disruptive behavior, defiance, and lack of motivation or engagement, with mean scores reflecting “always” or “sometimes” descriptions. However, the post-test results show a significant improvement, with the mean scores decreasing and the descriptions shifting towards “often” or “sometimes,” indicating a reduction in these issues. The findings suggest that the intervention or strategies implemented between the pre and post-tests have been effective in addressing discipline management problems in the classroom. The decrease in disruptive behavior, defiance, and lack of motivation or engagement is a positive outcome, reflecting an improvement in the overall classroom environment. It’s important to note that the shift in mean scores and descriptions towards less frequent and severe problems demonstrates the potential impact of targeted interventions or changes in classroom management strategies. This improvement is indicative of a more positive and conducive learning environment for both teachers and students. The presented data aligns with the research on classroom discipline strategies, emphasizing the importance of addressing disruptive behavior, defiance, and lack of motivation or engagement to create an effective and supportive learning environment. The pre and post-observation results indicate a positive change in the frequency and severity of discipline management problems in the classroom, reflecting the potential effectiveness of the implemented strategies or interventions. This improvement is a promising outcome for promoting a positive and conducive learning environment.

Table 02: Mean Distributions of the Pre and Post Observation Results of the Participants on the Discipline management problems in the classroom.

Discipline management problems in the classroom	Pre-test	Description	Post-test	Description
Disruptive behavior (e.g. talking out of turn, disrupting lessons)	3.8	Always	1.93	Often
Defiance (e.g. refusing to follow rules or directions)	3.73	Always	2.2	Often
Bullying (e.g. physical, verbal, or relational aggression)	2.93	Sometimes	2.4	Often
Lack of motivation or engagement	3.4	Sometimes	2.4	Often
Total	3.45	Always	2.15	Often

The Mean Distributions of the Pre and Post Observation Results of the Participants on the Strategies Imposed to Address Each of the Discipline Management. Before the gamification instruction, participants primarily used negative consequences, such as detention or suspension, to address disruptive behavior, defiance, bullying, and lack of motivation or engagement. After the gamification instruction, participants shifted towards using positive reinforcement techniques, such as praise and rewards, to encourage good behavior. The shift in strategies towards positive reinforcement techniques indicates that the gamification instruction may have influenced the participants to adopt a more positive and supportive approach to discipline management. This change in strategies could contribute to a more conducive and engaging learning environment for both teachers and students. The findings align with research on classroom discipline strategies, emphasizing the importance of addressing disruptive behavior, defiance, and lack of motivation or engagement to create an effective and supportive learning environment.  The pre and post-observation results indicate a shift in strategies towards positive reinforcement techniques after the gamification instruction. This change in strategies could contribute to a more positive and supportive learning environment for both teachers and students.

Table 03: Mean Distributions of the Pre and Post Observation Results of the Participants on the Strategies Imposed to Address Each of the Discipline Management

	Pre-test	Description	Post-test	Description
A. Disruptive behavior	2.93	Use negative consequences, such as detention or suspension, to discourage bad behavior	2	Use positive reinforcement techniques, such as praise and rewards, to encourage good behavior
B. Defiance	3	Use negative consequences, such as detention or suspension, to discourage bad behavior	2.4	Use positive reinforcement techniques, such as praise and rewards, to encourage good behavior
C. Bullying	4	Use a combination of positive reinforcement and negative consequences	2.66	Use negative consequences, such as detention or suspension, to discourage bad behavior
D. Lack of motivation or engagement	3.06	Use negative consequences, such as detention or suspension, to discourage bad behavior	2.6	Use negative consequences, such as detention or suspension, to discourage bad behavior
Total	3.25	Use negative consequences, such as detention or suspension, to discourage bad behavior	2.41	Use positive reinforcement techniques, such as praise and rewards, to encourage good behavior

As shown in the table, after the implementation of the gamification instruction, the participants’ level of agreement with the use of game-based learning significantly increased. The mean scores and descriptions for each statement indicate a strong agreement with the potential of game-based learning to enhance classroom management, improve student behavior, and address specific behavior issues. The participants also expressed a need for additional resources and support to successfully implement game-based learning as a behavior modification tool. This increase in agreement aligns with existing research, which emphasizes the potential of gamification and game-based learning to improve student engagement, motivation, and behavior in educational settings. The findings suggest that the Gamification Instruction was effective in positively influencing the participants’ perceptions of game-based learning as a valuable tool for behavior modification and classroom management.

Table 04: Level of Agreement on the Use of Game-Based Learning

Statement	MEAN	Description
The use of game-based learning can effectively enhance classroom management and behavior modification.	3.88	SA
Game-based learning has the potential to improve student behavior in the classroom.	4	SA
Game-based learning strategies can be tailored to address specific behavior issues and promote positive behavior.	3.68	SA
Integrating game-based learning into the existing curriculum can improve classroom management and student engagement.	4	SA
Teachers require additional resources and support to successfully implement game-based learning as a behavior modification tool.	4	SA

LEGEND: 4-STRONGLY AGREE; 3-AGREE; 2-Disagree; 1-Strongly Disagree

The results of the Wilcoxon Signed-Rank Test of the pre-test and post-test results on the classroom behavior: disruptive behavior of the participants. The test yielded a significant difference (Z = -3.166, p = .002) at the 0.05 significance level, indicating that there was a significant improvement in the disruptive behavior of the participants from the pre-test to the post-test. This suggests that the intervention, likely the gamification instruction Give and Take Points, was effective in reducing disruptive behavior in the classroom and promoting positive behavior among the participants. The findings align with existing research, which emphasizes the potential of gamification and game-based learning to improve student engagement, motivation, and behavior in educational settings. The results of the Wilcoxon Signed-Rank Test provide statistical evidence of the effectiveness of the intervention in reducing disruptive behavior and promoting positive behavior in the classroom.

Table 05: Wilcoxon Signed-Rank Test of the Pre-test and Post-test Results on the classroom behaviors: disruptive behavior of the Participants

Criterion	Z	p-value	Remarks
Disruptive behavior	-3.166	.002	Significant

*Significant at 0.05 significance level

The results of the Wilcoxon Signed-Rank Test for the criterion “Defiance.” The test yielded a significant difference (Z = -3.153, p = .002) at the 0.05 significance level, indicating that there was a significant improvement in the participants’ defiance behavior from the pre-test to the post-test. This suggests that the gamification intervention, likely the Give and Take Points game, was effective in reducing defiance behavior and promoting positive behavior among the participants. The p-value of .002 is less than the chosen significance level of .05, providing statistical evidence to reject the null hypothesis and support the alternative hypothesis that the gamification intervention was effective in reducing defiance behavior and promoting positive behavior among the participants. This finding is consistent with existing research, which emphasizes the potential of gamification and game-based learning to improve student behavior in educational settings. Gamification, through the use of game elements such as points, badges, and leaderboards, has been shown to increase student engagement, motivation, and perceived learning. The use of gamified learning in the educational field is growing, and it has been found to be effective in reducing disruptive behavior and increasing student engagement. Therefore, the significant improvement in the participants’ defiance behavior, as indicated by the Wilcoxon Signed-Rank Test, is a positive outcome that supports the effectiveness of the gamification intervention in promoting positive behavior and reducing defiance.

Table 06: Wilcoxon Signed-Rank Test of the Pre-test and Post-test Results on the classroom behaviors: Defiance of the Participants

Criterion	Z	p-value	Remarks
Defiance	-3.153	.002	Significant

*Significant at 0.05 significance level

The results of the Wilcoxon Signed-Rank Test for the criterion “Bullying.” The test yielded a significant difference (Z = -3.153, p = .003) at the 0.05 significance level, indicating a significant improvement in the participants’ bullying behavior from the pre-test to the post-test. This suggests that the gamification intervention, likely the Give and Take Points game, was effective in reducing bullying behavior and promoting positive behavior among the participants. The p-value of .003 is less than the chosen significance level of .05, providing statistical evidence to reject the null hypothesis and support the alternative hypothesis that the gamification intervention was effective in reducing bullying behavior and promoting positive behavior among the participants. The findings align with existing research, which emphasizes the potential of gamification and game-based learning to improve student behavior in educational settings. The significant improvement in the participants’ bullying behavior, as indicated by the Wilcoxon Signed-Rank Test, is a positive outcome that supports the effectiveness of the gamification intervention in promoting positive behavior and reducing bullying.

Table 07: Wilcoxon Signed-Rank Test of the Pre-test and Post-test Results on the classroom behaviors: Bullying of the Participants

Criterion	Z	p-value	Remarks
Bullying	-3.153	.003	Significant

*Significant at 0.05 significance level

The shows the results for the criterion “Lack of Motivation” indicate a significant improvement in the participants’ motivation, with a p-value of .001, which is less than the chosen significance level of .05. This provides strong statistical evidence to reject the null hypothesis and support the alternative hypothesis that the gamification intervention was effective in reducing lack of motivation and promoting positive behavior among the participants. The findings are consistent with existing research, which emphasizes the potential of gamification and game-based learning to improve student behavior in educational settings. The significant improvement in the participants’ motivation, as indicated by the Wilcoxon Signed-Rank Test, is a positive outcome that supports the effectiveness of the gamification intervention in promoting positive behavior and reducing lack of motivation. These results are in line with the broader body of research that has demonstrated the efficacy of interventions in increasing student motivation and engagement.

Table 08: Wilcoxon Signed-Rank Test of the Pre-test and Post-test Results on the classroom behaviors: Lack of Motivation of the Participants

Criterion	Z	p-value	Remarks
Lack of Motivation	-3.357	.001	Significant

*Significant at 0.05 significance level

3.2 Discussion

One of the main duties of teachers during the school day is to oversee students’ behavior, to ensure that classes run smoothly and that every student has equal access to education, it is the responsibility of every teacher to inculcate discipline in all of their students’ activities during school hours [20]. Naturally, this also applies to students who exhibit typical behaviour, emotional, and learning difficulties. This perspective on discipline stems from the widespread notion that people need some rules to govern how they behave and carry out their daily responsibilities as students [21]. The modern educational system places a high value on maintaining classroom discipline. Most people who work with teachers, administrators, parents, students, school board members, and community members concur that discipline interventions and classroom management strategies take up too much time and effort [22]. Classroom management and behaviour control are not the same things, despite their occasional interchange. Behaviour management entails setting clear expectations for students’ conduct both within and outside of the classroom for the entire school. It may also involve providing extensive support for kids who exhibit difficult behaviour [23]. On the other hand, classroom management describes the methods teachers do to foster a learning environment for their students. In general, classroom management is about the classroom environment, while behaviour management is about the school climate. Classroom atmosphere can affect school climate and vice versa [24]. Although individual instructors’ classroom management techniques are essential for fostering a pleasant learning environment, a school-wide strategy that is consistent and fosters a common understanding of the classroom learning environment will be the most effective [25]. Additionally different from classroom discipline is classroom management [26]. By employing proactive techniques, educators mould the physical, behavioural, emotional, and social surroundings to minimise disturbances, optimise class time, and stimulate students’ interest in learning. It is difficult for academics to quantify and assess successful classroom management strategies because of the many relationships that exist between the physical, instructional, behavioural, emotional, and social contexts in a classroom [27]. Little research has explicitly examined the influence of classroom management strategies on academic performance, despite the fact that supporting students’ academic development is one of the goals of good classroom management. This probably illustrates how difficult it is to distinguish between the impact of good classroom management techniques and other instructional strategies [28]. In the meantime, [29] concur that managing a classroom is a difficult task that has an impact on parents, students, administrators, and teachers. Therefore, it is important that punishment plans align with each, as well as school policies that may offer fresh perspectives on the perennial problem of why students act out in class. Classroom disruption is a challenge for teachers [30]. Teachers throughout the world, including those in Australia, have reported that low-level improper behaviours that students often exhibit in the classroom have an adverse effect on students’ learning [31]. The two most prevalent improper behaviours are low-level disruptions and disinterest in educational tasks. Teachers who participated in this study also said that it was difficult and frustrating to deal with these low-level inappropriate behaviours. Less frequently, teachers reported experiencing more severe improper behaviours; only 6% of them said they had dealt with physical violence from students in the week before to the poll [32]. The modern educational environment presents several difficulties for teachers in terms of upholding classroom order and encouraging appropriate student behaviour. When it comes to successfully involving students and creating a supportive learning environment, traditional disciplinary techniques frequently fall short [33].  Additionally, gamification may increase students’ motivation, gamified learning experiences that incorporate rewards and successes offer students a feeling of progress and achievement. Students that are intrinsically motivated are more likely to actively seek out information and finish assignments. Students are more inclined to participate in the learning process when they experience gamification in the form of autonomy, competence, and relatedness [34].

4. CONCLUSION

Teachers have a responsibility to not only teach content but also to empower students to become self-directed lifelong learners. This involves shared roles and responsibilities between teachers and students, encompassing classroom teaching and learning, behavior management, and the classroom environment. Managing discipline is a primary responsibility for teachers during the school day. This study explored the Use of Gamification in Classroom Management and Its Impact on Student Behavior in Dona Imelda Elementary School in Quezon, Isabela. Result showed that the shift from predominantly positive reinforcement to a more balanced approach involving both positive and negative consequences led to a significant improvement in addressing discipline problems in the classroom. It highlights the importance of adopting multifaceted and equitable discipline strategies to create a positive and effective learning environment for students. The pre and post-observation results indicated a positive change in the frequency and severity of discipline management problems in the classroom, reflecting the potential effectiveness of the implemented strategies or interventions. This improvement is a promising outcome for promoting a positive and conducive learning environment. The pre and post-observation results indicated a shift in strategies towards positive reinforcement techniques after the gamification instruction. This change in strategies could contributed to a more positive and supportive learning environment for both teachers and students. The results of the Wilcoxon Signed-Rank Test provided statistical evidence of the effectiveness of the intervention in reducing disruptive behavior and promoting positive behavior in the classroom. The study supported that the gamification intervention was effective in reducing bullying behavior and promoting positive behavior among the participants. The findings align with existing research, which emphasizes the potential of gamification and game-based learning to improve student behavior in educational settings. The significant improvement in the participants’ bullying behavior, as indicated by the Wilcoxon Signed-Rank Test, is a positive outcome that supports the effectiveness of the gamification intervention in promoting positive behavior and reducing bullying.

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