i

KAHOOT: A GAME-BASED BLENDED LEARNING

PLATFORM IN IMPROVING SCIENCE
TEST SCORES

____________________

A Thesis Presented to the Graduate School Faculty

St. Mary’s College of Tagum, Inc.
Tagum City

____________________

In Partial Fulfilment of the Requirements

For the Degree Master of Arts In
Teaching Science

____________________

JEAZEL B. MOSENDO
March 2019
 ii
ACKNOWLEDGMENT

This research becomes a reality with the support, encouragement

and help of the many individuals had offered during the conduct of this

study. Specifically, the researcher would like to extend the sincerest thanks

to the following:

Foremost, the researcher will be forever grateful to the Almighty

Father for all His goodness to her. He has always been there whenever she

asked for guidance and blessings;

To her supportive parents, Mr. Jimmy E. Mosendo and Mrs. Myrna

B. Mosendo and her sister Jerel M. Mabini, who have been with her each

step of the way;

To her adviser, Prof. Neil Ryan B. Ado, M.A.Ed. for his endless

patience and for sharing his expertise that helped a lot in coming up with

her paper; To the panellist, headed by the Dean of the Graduate School,

Dr. Perla C. Padro and the members, Dr. Ylcy R. Balicoco, Dr. Honey

Lynne A. Boyles, Dr. Gina M. Oracion, Prof. Jose Marie E. Ocdenaria,

M.A.Ed., for their gentle and motivating comments along with their

valued suggestions which contributed to the substantial improvement of

the thesis and scrutinizing the researcher’s manuscript and become

 iii
complete and accurate;

To the school’s division superintendent Dr. Josephine L. Fadul, and

to the school principal of Antonio V. Fruto Sr. National High School, Mr.

Dominador P. Alagdon Jr., who never falter in giving support in the

researcher’s entire endeavor in the school especially in this work;

To the researcher’s friends and co-teachers especially to Ma’am

Cecile Ann L. Pamplona, Ma’am Corazon J. Claro and Ma’am Salome F.

Dapat for the knowledge and guidance, to Queenie E. Belonio, Sunshine

Rose S. Sequiña, Jacky Lou S. Antolin, Jay Mark Y. Sausa and Jay lord L.

Marsamolo for the encouragements from the beginning up to the

realization of this study;

To the grade 8 students of Antonio V. Fruto Sr. National High

School, section Amethyst and Sapphire, for their cooperation and undying

support to this study being the respondents;

Lastly, to the people whom the researcher fails to mention but have

contributed in their own respective ways most especially in the realization

of this thesis, thank you so much.

ABSTRACT
 iv
This study examined the effects of KAHOOT as a Game-Based Blended
Learning Platform in Improving Science Test Scores. A quasi-
experimental study mirroring the post-test and pre-test design was used
in utilizing a validated test item. Respondents of this study were
seventy-nine (79) students coming from the two sections of Grade 8
namely, Amethyst as the experimental group and Sapphire as the control
group. The statistical treatment tools used were the mean and t-test
which determined the significant difference of the scores between the
experimental and control group. Results showed that the mean score of
the pre-test in the control and experimental was low which indicated a
low extent of test scores. The mean score of the post-test in the control
group was moderate while the experimental group was high which
indicated a high extent of test scores. Furthermore, it was found out that
there was a significant difference in the control and experimental group
before and after the implementation of KAHOOT and that the mean
difference in the test scores of students was significant. It was found out
that the learners were able to be given with more assistance from the
teachers through the usage of the KAHOOT as a learning platform.

Keywords: Education, KAHOOT, Game-based blended learning platform,

Science test scores, Quasi-experimental, Grade 8 students, Cabayangan,
Philippines

TABLE OF CONTENTS
 v
Page

TITLE PAGE

APPROVAL SHEET

ABSTRACT

ACKNOWLEDGMENT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

CHAPTER

1 THE PROBLEM AND ITS SETTING

Background of the Study

Statement of the Problem Hypotheses

Review of Related Literature and Studies

Theoretical and Conceptual Framework

Significance of the Study
Definition of Terms
2 METHOD
Research Design
Research Subject
Research Instrument
Treatment Procedure
Data Gathering Procedures
Data Analysis
Ethical Consideration
 vi
3 RESULTS AND DISCUSSIONS
4 SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
Summary of Findings
Conclusions
Recommendations
REFERENCES
APPENDICES
Appendix
A Letter of Permissions to Conduct the study
B Validation Sheets
C Certificate from the Editor
D Certificate from the Adviser
E Certificate from the Research Ethics Committee
F Informed Assent
G Informed Consent
H Reliability Test Result
I Lesson Plan
J Certification from the Master Teacher
K Action Plan
L Screenshot of the KAHOOT Program
CURRICULUM VITAE

LIST OF TABLES
Table Page

1 Set-up of the Research Subject 24

2 Table of Respondents of Grade 8 25
High school students

3 Extent of Test Scores of Students in 36

 vii
the Control and Experimental Group
before the Implementation of KAHOOT

4 Extent of Test Scores of Students in 39

the Control and Experimental Group
During the Implementation of KAHOOT

5 Extent of Test Scores of Students in 41

the Control and Experimental Group
After the Implementation of KAHOOT

6 Difference in the Test Scores of the 43

Control and Experimental Group
During the Implementation of KAHOOT

7 Difference in the Test Scores of the Control and 45

Experimental Group After the Implementation
of KAHOOT
8 Difference in the Test Scores of the Control and 48
Experimental Group Before and After the
Implementation of KAHOOT

9 Difference in the Mean Difference of Pretest and 51

Post-test scores between experimental
and control groups
 x
LIST OF FIGURES

Figure Page

1 Conceptual Paradigm of the Study 19

2 Model of Pre-Test Post-Test Group Design 22
3 Map of Antonio V. Fruto Sr. National High School
 1

Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Many educators started to utilize technology application activities

in the classroom as an attempt to attract students’ attention and motivate

their classroom participation (Omar, 2017). Educators nowadays run a

classroom with varied forms of technology application in order to engage

learners with class activities.

Technological advancement and its continued progress have

transformed how activities are performed on a daily basis. In the context of

education, especially learning, educators introduce and integrate play-

based learning activities via technology in their instruction and even in

assessment (Tan, 2018). On the other hand, it is undeniable that some of

the teachers are still using the traditional way of teaching as well as in

assessing student’s knowledge and understanding through the use the

paper-pencil type of test.

One of the problems in Turkey is the low test scores of students in

the national and international central exam results. The average of science
 2

lesson answered correctly by the students in Turkey is 4.79 questions from

25 science questions in the secondary education entrance exam called OKS

in 2005. Out of 786,284 students in 2005, 65,076 students scored zero in the

exam. This means that 8% of the students have no idea about the

questions. Also in the same year, there were 57,163 students scored zero

the exam called OSS. The average of correctly answered science questions

was 3.9 out of 45 questions (Ozden, 2007).

In the Philippine setting, a study found out that Filipino students

have poor achievement levels in science for several years now. A recent

National Achievement Test showed that in 2005, the mean score in the

science test was 54.1% for grade 6 students, and only 14.8% of grade 6

science students attained mastery levels of the science curriculum goals.

For the 4th year high school students, the National Achievement Test in

science showed a mean score of 39.5%; only 1.8% of the students attained

mastery levels of science curriculum goals, these low achievement levels

are also documented in international assessments of science education. In

the Trends in International Math and Science Study (Martin, Mullis,

Gonzalez, & Chrostowki, 2004), Filipino grade 4 students ranked third

from last out of 25 countries in science, with an average rating of 332. The
 3

average international rating was 489, and the highest rating by any

country was 565. The grade 8 students ranked fourth from last out of 46

countries with an average rating of 377 in science. The average

international rating was 474, and the highest rating by any country was

578.

Locally, the school where the study was conducted also

experienced problems in terms of low scores in science. In fact, the data in

the National Achievement Test showed that students test result was below

the average. The scores of the first and second quarterly examination were

also found to be below the average. In the first grading period, the mean

percentage score of the students in science is 49% and in the second

grading period, the mean percentage score is 61.20% which is below the

passing rate of 75%.

There were studies conducted globally about KAHOOT as a

strategy in the teaching-learning process; however, there were none

conducted in national as well as in the local setting. Thus, this was one of

the aims of this study. In addition, this paper paid a particular attention to

the use of KAHOOT in teaching as one of the strategies in improving the

test scores of the students.

 4

This study is deemed to be relevant to the society because through

this paper, the agency and support groups concerned will be given

concrete findings; Specifically, the data on the strategies to be used in the

teaching-learning process and a basis on the positive effect of using

technology to the 21st-century learners.

Statement of the Problem

This study aimed to assess the effectiveness of KAHOOT as a

game-based blended learning platform in improving science test scores of

Grade 8 students of Antonio V. Fruto Sr. National High School,

Cabayangan, Braulio E. Dujali, Davao Del Norte.

Specifically, this sought answers to the following questions:

1. What is the extent of test scores of students in the control and

experimental group before the implementation of KAHOOT?

2. What is the extent of test scores of students in the control and

experimental group during the implementation of KAHOOT?

3. What is the extent of test scores of students in the control and

experimental group after the implementation of KAHOOT?

 5

4. Is there a significant difference in the test scores of the control

and experimental group during the implementation of

KAHOOT?

5. Is there a significant difference in the test scores of the control

and experimental group after the implementation of

KAHOOT?

6. Is there a significant difference in the test scores of the control

and experimental group before and after the implementation of

KAHOOT?

7. Is there a significant difference in the mean difference of pretest

and posttest scores between experimental and control groups?

Hypotheses

1. There is no significant difference in the test scores of the control

and experimental group during the implementation of

KAHOOT.
2. There is no significant difference in the test scores of the control

and experimental group after the implementation of

KAHOOT.
 6

3. There is no significant difference in the test scores of the control

and experimental group before and after the implementation of

KAHOOT.
4. There is no significant difference in the mean difference of

pretest and posttest scores between the experimental and

control group.

Review of Related Literature

This chapter discusses varied studies and readings on the

improvement of learning through blended learning, the utilization of

technology in teaching as well as the effect of KAHOOT in improving test

scores.

Game-Based Blended Learning

Game-based blended learning allows learners the opportunity to be

fully involved in the learning cycle. Game-based blended learning also

garners learner’s full attention and promotes knowledge retention due to

its ‘play nature’. The incorporation of play in learning has seen the

emergence of a very unique concept of game-based learning.

According to Zarzycka-Piskorz (2016), it is basically the use of game

elements and game design techniques in non-game contexts. Game-based

 7

blended learning rests on the experiential nature of a game that allows

learners the opportunity to be fully involved in the learning cycle.

In addition, game-based blended learning also garners learners' full

attention and promotes knowledge retention due to its ‘play nature'.

Platforms that are play-oriented and infused with learning elements are

often designed with defined outcomes related to the teaching and learning

aims of a particular lesson or series of lessons. Although games are play-

oriented, the designing principles behind such games are based parallel to

relatively specific teaching and learning context aims. The principles allow

for more engagement and fun during the learning process. The

engagement and fun factors of game-based learning have been found to

boost learner motivation and sustain retention (Zarzycka-Piskorz, 2016).

Moreover, Zarzycka-Piskorz (2016) highlighted that there exists

strong evidence showing a relationship between game-playing and

increased motivation as well as persistence. Game-based blended learning

tools such as KAHOOT supplement pedagogical practices with new

technological solutions. KAHOOT is a digital game-based student

response system that allows teachers and learners in classroom settings to

 8

interact through competitive knowledge games using existing

infrastructure.

Furthermore, Wang, Zhu, and Sætre (2016) also pointed out that

KAHOOT represents a new generation of student response systems that

focus on student motivation and engagement through gamification. This

platform is apt for increasing motivation and engagement (which

promotes learning), and for assessing students' understanding of a lesson.

Gamification develops learners' metacognitive abilities, promotes

empathy, and builds teamwork skills.

Additionally, a recent study on KAHOOT by Wang and Lieberoth

(2016), involving almost 600 students, reiterated the advantages of using

the game-based blended learning platform for learning; specifically, they

reported that variation in the use of audio and points affected

concentration, engagement, enjoyment, and motivation and that

KAHOOT's audio and music features affected classroom dynamics in a

significant and positive manner. In short, KAHOOT purportedly offers a

host of benefits and allows educators to be creative and students to be

motivated, intrinsically and extrinsically.

 9

Game-based blended learning provides a thrill from the ordinary, a

thrill which is absent from traditional instruction and everyday life. Tools

like KAHOOT can make students enjoy and continue doing tasks that they

normally would not.

In the same way, Al Madani (2015) also added that game-based

blended learning is the combination of a traditional classroom with a

computer-based virtual classroom. It commingles teachers with students,

and audiovisual illustration or internet to improve the educational process

(Poon, 2013).

The Game-Based Blended Learning environment is a learning

environment that combines electronic games and traditional learning. It

enables student-teacher interaction, or student-content interaction, or

student-student interaction through direct dialogue or discussion in order

to overcome the obstacles of electronic and traditional learning

environments and develops students’ knowledge and skills effectively.

Utilization of Technology in Teaching

Technology has seen a recent widespread integration into daily life,

where access to vast amounts of information is now available with ease.

Today's generation of students has grown up with technology all around

 10

them in an ever-increasing manner. To create an effective 21 st-century

classroom that meets the needs of the students, a modern teacher must

factor a student's motivation to learn and the effects technology has on

inclusionary education (Francis, 2017).

A study by Godzicki, Krofel & Michaels (2013) focused on the

element of motivation among elementary and middle school students. The

study showed that student's motivation and engagement increases simply

because technology is being used. Many teachers find ways to integrate

technology into the classroom (Zimlich, 2015).

In addition, Liu (2016) performed a study in elementary school

classrooms. In this study, 31 teachers were followed over the course of

eight weeks. At the end of the study, the teachers were asked the question

"Why did you choose to use technology in your lesson"? There were

several different responses ranging from 14.8% stating that it met the

individual needs of the learners (differentiation and inclusion), to 17%

stating it helped with behavior management and routines. The largest set

of respondents (31.1%) stated that it helped with student engagement and

motivation, and helped the teachers to make more literature-based

connections that were more entertaining and interesting to students.

 11

Today's generation of students is growing up in the information

age. Access to a variety of technology and the internet is not only

accessible but necessary. To be most effective, students must be taught in a

manner in which they learn best. When put into a technology supported

environment that is more conducive to their students' learning style,

teachers can utilize a variety of technologies that have the potential to

engage students and support constructivist approaches to learning

(Francis, 2017).

Lastly, technology has a positive impact on student learning.

Technology causes students to be more engaged; thus, students often

retain more information. Because of the arrival of new technologies

rapidly occurring globally, technology is relevant to the students.

Technology provides meaningful learning experiences. Technology also

provides hands-on learning opportunities that can be integrated into all

school curricular areas, including mathematics, reading, science, and social

studies as well as other academic subjects. It gives students opportunities

to collaborate with their peers resulting in learning from each other. These

factors combined can lead to a positive impact on student learning and

motivation (Costley, 2014).

 12

KAHOOT in Improving Test Scores

Technology is being increasingly integrated into teaching

environments in view of enhancing students’ engagement and motivation.

In particular, game-based student response systems have been found to

foster students’ engagement, enhance classroom dynamics and improve

overall students’ learning experience (Licorish, et al., 2018).

According to Pertanika (2018), students highlighted that the use of

KAHOOT during lectures help foster and reinforce learning: “I am always

enjoying the learning process by playing ‘KAHOOT’ as it gives me the

chance to recall and to retain what I’ve learned during lectures”; “very

interesting way to revise after the lecture”; “good recap session”; “It is

useful as it refreshes my memory of whatever I learned in class and tells

me where are the main points of the lecture to be focused on”; “KAHOOT

helps me recall all info that was learned during class”; “reinforce students’

memory of the particular topic, very helpful for learning and also

recapping the lecture and really helpful method to learn and also revise”.

Additionally, a recent study on KAHOOT by Wang and Lieberoth

(2016), involving almost 600 students, reiterated the advantages of using

the game-based platform for learning; specifically, they reported that

 13

variation in the use of audio and points affected concentration,

engagement, enjoyment, and motivation and that KAHOOT’s audio and

music features affected classroom dynamics in a significant and positive

manner.

In short, KAHOOT purportedly offers a host of benefits and allows

educators to be creative and students to be motivated, intrinsically and

extrinsically. Game-based learning provides a thrill from the ordinary, a

thrill which is absent from traditional instruction and everyday life. Tools

like KAHOOT can make students enjoy and continue doing tasks.

The proliferation and popularity of KAHOOT is a relatively new

phenomenon in the field of online assessment of student’s academic skills.

KAHOOT is an example of a technology assessment tool that includes

students’ participation in answering questions in a more competitive

environment. It is known to be an interactive approach in conducting

quizzes or tests.

KAHOOT is an online quiz program that is free, easy to set up

and use and fosters learning in a group setting. Students do not require an

account and must only enter a code on any device with an internet

connection (computer, tablet, and phone) to participate. Images can be

 14

added to each question, enhancing the effectiveness of the quiz. Questions

consist of multiple choice answers, at least 2 and up to 4(Borrell, et al.,

2017).

Platforms that are play-oriented and infused with learning

elements are often designed with defined outcomes related to the teaching

and learning aims of a particular lesson or series of lessons. Although

games are play-oriented, the designing principles behind such games are

based parallel to relatively specific teaching and learning context aims. The

principles allow for more engagement and fun during the learning

process. The engagement and fun factors of game-based learning have

been found to boost learner motivation and sustain retention.

Moreover, there are game-based learning tools that are being used

to supplement pedagogical practices with new technological solutions.

KAHOOT is a digital game-based student response system that allows

teachers and learners in classroom settings to interact through competitive

knowledge games using existing infrastructure. Wang, Zhu, and Sætre

(2016) pointed out that KAHOOT represents a new generation of student

response systems that focus on student motivation and engagement

through ‘gamification’. This platform is apt for increasing motivation,

 15

engagement and for assessing students’ understanding of a lesson.

Furthermore, gamification develops learners’ metacognitive

abilities, promotes empathy, and builds teamwork skills (Tan, et al., 2018).

Lastly, According to Zarzycka-Piskorz (2016), it is basically the use

of game elements and game design techniques in non-game contexts.

Game-based learning rests on the experiential nature of a game that allows

learners the opportunity to be fully involved in the learning cycle. Game-

based learning also garners learners’ full attention and promotes

knowledge retention due to its ‘play nature’.

Today, more than ever, the role of technology in teaching is of great

importance because of the use of information and communication

technologies (Stosic, 2015). With the combination of electronic and

traditional learning, students’ knowledge and skills will be developed

effectively.

Teachers nowadays are coping with the new trends of the

educational process. With the 21 st-century learners who are exposed to

technologies, educators are now trying to detach themselves from the

traditional way using the chalk and chalkboard, embracing the use of
 16

technology and using it as blended learning in such a way that the learners

could learn best.

Theoretical and Conceptual Framework

This paper was anchored on the study of Chansamrong (2014)

which states that blended learning aims at providing effective and efficient

learning experience by combining learning environment which suits the

students. Further, this was supported by Keshna & Harb (2013) who

mentioned that blended learning could enhance self-learning and students’

achievement.

In addition, this study was based on the concept of Pertanika (2018)

which states that learning games such as KAHOOT are channels to

evaluate whether learning objectives have been achieved. Therefore, game-

based learning activities such as quizzes serve the purpose of reviewing

content based on the information taught.

This was supported by the concept of Wang, et al., (2016) which

states that students are more motivated by KAHOOT as compared to

clickers and the paper-form quiz. KAHOOT advocates a new style of

learning that promotes motivation and facilitates engagement.

 17

Pre-Assessment

Treatment/Intervention

Usual Methodology for Control KAHOOT implementation to

Group Experimental Group

Post Assessment

Quantitative Analysis of
Data

Craft an Action Plan

 18

Figure 1: Conceptual Paradigm of the Study

Figure 1 shows the paradigm that illustrates the flow of the

investigation. As seen in the paradigm, the study commenced by gathering

pre-intervention data prior to the experimentation. It was followed by the

intervention period which involved the implementation of KAHOOT to

the experimental group and non-introduction of KAHOOT to the control

 19

group. Post-assessment was conducted next to the intervention period.

Quantitative analysis of data followed to answer the specific questions and

purpose of this research study.

Significance of the Study

The researcher will prove that the results of this study are beneficial to

the following entities:

Students. The study will be useful to the students in line with

understanding and adjusting to the new learning environment that they

will undergo as 21st-century learners. This study will help the students to

develop skills in improving test scores in science as well as the possibility

of increasing academic grades and apply them to real-life situations as

preparation for their professional growth.

Teachers. This study will be of great help to the teachers to adopt the

new learning environment and be able to adopt changes in the

pedagogical aspect of the teaching and learning process as well as the

effective ways of improving students' performance in science. Through the

help of the action plan which was crafted in this study, they could be able

to determine the best strategy in coping with student’s diverse learning

styles as well as in maximizing the integration of technology in the

 20

teaching-learning process.

Parents. This study will be beneficial to the parents since the end-

users of the teachers’ professional development are the learners thus,

parents play a vital role as part and parcel of the development of their

children respectively. They will be aware of student’s needs in improving

science test scores and they serve as a catalyst for reform in science

education.

Administrators. The study will be a significant reinforcement to the

administrator since one of the primary concerns of school heads is to

facilitate the professional development of the faculty. The crafted action

plan in this study will serve as the basis for giving seminars and training

during SLAC sessions.

Other Researchers. Through this study, other researchers may become

open-mind to explore and to discover more of the result found from this

study. Thus, giving them the motivation to extend the investigations

related to this study.

Definition of Terms

KAHOOT. This refers to an online interactive game technology-

 21

based instructional tool that may increase student retention (Johns, 2015).

In this study, the term refers to the intervention employed to the

experimental group. This was used in order to find out whether test scores

in science improve after its implementation.

Game-Based Blended Learning Platform. This refers to the use or

integration of game into a learning environment blended with the

traditional way of teaching (Zarzycka-Piskorz, 2016). In this study, the

term was described as an approach to teaching, where the participants are

going to explore the relevant aspect of games in a learning context which is

combined with the traditional classroom methods.

Chapter 2

METHOD
 22

This chapter presents the discussion of the research design,

research subjects, research instruments, data gathering procedure, and

statistical instruments used in the analysis and interpretation of the data

gathered.

Research Design

Quasi-experimental method of research was employed in this

study. Quasi-experimental design allows researchers to have a moderate

degree of control in establishing causality and is usually used in the field,

rather than in a laboratory setting (Allen, 2017). Experimental research

focused on the manipulation of the predictor variable and subjects to

determine a cause-and-effect relationship (Kowalczyk, 2016).

This study utilized the quasi-experimental method of research,

considering that this sought to determine the increase of test scores and the

difference of the variables before, during and after the introduction of

KAHOOT that acts as the intervention. Furthermore, the researcher

investigated the effect of KAHOOT as a game-based learning platform in

improving science test scores.

Figure 2 shows the model of Pre-test-Post-test Control Group Design that was

adopted in this research. In this diagram, the experimental group was exposed to the
 23

intervention, while the control group was exposed to its usual methodology. The pre-test

was conducted to make sure that at the beginning the two groups are of equal level. The

experimental and control groups were assumed to be heterogeneous in nature and

exposed to similar conditions throughout the study.

Control Group Experimental Group

01--------------------------------------02 01------------------x--------------------02
Figure 2. A Model of Pretest-Posttest Group Design

Research Subject

The respondents of the study were the two (2) groups of selected

Grade 8 students of Antonio V. Fruto Sr. National High School who belong

to the two(2) sections. They were enrolled in the said secondary school for

SY 2018-2019.

In particular, the respondents were from Grade 8-Amethyst and

Grade 8-Sapphire. Student-respondents in the study were selected through

complete enumeration.

Table 1 shows the set-ups of the research subject per distribution of

the test. It also showed the conduct of the study by showing pre-test,

treatment, and the post-test of the research subject, both the control and

experimental group.
 24

Table 2 shows the table of respondents of Grade 8 high school

students. The experimental group was the Grade 8 section Amethyst with

the total number of 40 students. On the other hand, Grade 8 Sapphire was

the control group which has 39 as the total number of students.

The proceeding page is a map showing the location where the

study was conducted.

Table 1

Set-up of the Research Subject

Grade 8 Science Research Subjects Pre-test Treatment/ Post-test

test
Intervention
 25

Control Group 01 02

Test

Experimental
01 X 02
Group

Table 2

Table of Respondents of Grade 8 High School Students

 26

Groups Section Number of Students

Experimental Grade 8-Amethyst 40

Control Grade 8-Sapphire 39

Total 79
 27

Figure 3. Map of Antonio V. Fruto Sr. National High

School(Formerly Cabayangan National High School)
Google Map (March 15, 2019).

Research Instrument
 28

A researcher-made test was used to gather data for this study. This

is a 60-item test to measure the mastery level of the students in science 8

which focused on the particle nature of matter, atomic structure and the

periodic table of elements. The test had undergone content validation by a

master teacher in science and it had undergone further validation by

expert validators to evaluate the consistency and appropriateness in the

content of the test. After which, pilot testing was conducted to 23 grade 8

students from Antonio V. Fruto Sr. National High School who were not

part of the identified respondents of the study.

The items in the test were then subjected to a reliability test through

item analysis. Items were analyzed based on the result of the difficulty and

discrimination index. Questions having discrimination index of 0-0.33

were discarded while questions having a discrimination index of 0.34 and

above were accepted. There were 20 questions having a discrimination

index of less than 0.33, thus it was rejected while 40 having a

discrimination index of 0.34 and above were accepted and were

administered to the control and experimental group in the pretest and

posttest. The pretest was used to the two (2) groups of participants before

the experiment.
 29

Likewise, a pretest was given to both groups before the

introduction of the lesson and a post-test after the end of the lesson. Both

pretests and post-tests given to the experimental and control group were

the same.

The following parameters were observed in the scoring of the pre-

test and post-test results:

Parameter Descriptive Description

Limits Equivalent

80.1%-100% Very High The extent of test scores is very

high
60.1%-80% High The extent of test scores is high
40.1%-60% Moderate The extent of test scores is
moderate
20.1%-40% Low The extent of test scores is low
0%-20% Very Low The extent of test scores is very
low
Treatment Procedure

The study had undergone three (3) phases as part of the

experimental process which includes the selection, intervention, and

collection of data.

The following phases were observed:

 30

Phase I

The researcher conducted the pre-test to both control and

experimental groups. The tests given to the control and experimental

groups were the same. The pre-test was administered to establish the fact

that at the beginning, the two (2) groups were of equal level. The responses

of the students to the test were scored. The scores obtained were used for

further analysis.

Phase II

The study was composed of two (2) different treatments: Usual

methodology of teaching with the use of chalk and talk method as well as

Digital-Aided teaching strategy in the control group and experimental

group. However, KAHOOT was used for the experimental group as a

treatment or intervention.

Introduction of KAHOOT. KAHOOT is a game-based learning

platform for any subject, in any language, on any device for all ages. It is

designed to make learning fun. KAHOOT was integrated into various

parts of the lesson. The integration of KAHOOT to different parts of the

lesson was shown in the lesson plan which was used during the conduct of

the intervention (see Appendix A). The lesson plan was verified by the
 31

Master teacher and certification was given to the researcher for verification

(see appendix B). The researcher conducted the use of KAHOOT for one(1)

month. There was a daily evaluation of the intervention. Raw scores

during quizzes were gathered as the intervention is going on.

Control Group

The group was taught using the usual methodology of teaching

through the use of chalk and talk method as well as Digital-Aided teaching

strategy. The students answered test questions related to the discussion.

Experimental Group

The group was taught using the usual methodology of teaching

through the use of chalk and talk method as well as Digital-Aided teaching

strategy but with the use of KAHOOT in the various parts of the lesson.

The students answered the test questions related to the discussion.

The researcher was the one who created the test questions given to

the control and experimental group. Questions given to both groups were

the same. Activities and questions in KAHOOT were researcher-made.

Phase III. Administration of Post-Test

 32

After the completion of phase II, post-test using the researcher-

made test was employed to the two (2) groups. The test taken by the

participants in the pre-test and post-test were just the same. The scores

obtained were subjected to statistical analysis.

Data Gathering Procedures

The researcher undertook the following procedures in order to

gather the data needed for the study:

Seeking Permission to conduct the Study. The researcher sent a

letter of permission from the Research Adviser, Program Head of

Education, Research Director, and Dean of College of St. Mary's College of

Tagum, Inc. to conduct the study at Antonio V. Fruto Sr. National, the

school year 2018-2019. Upon the approval, the researcher wrote a letter of

permission to the Schools Division Superintendent of Davao del Norte,

asking for her kind approval. Immediately, after the approval of the

Schools Division Superintendent, the said letter of permission was

forwarded to the principal of Antonio V. Fruto Sr. National High School

and asked permission to conduct the study.

 33

Processing of Data. When all the data were retrieved, the

researcher gathered and analyzed the data and submitted them to the

assigned statistician for statistical treatment.

Data Analysis

For more comprehensive interpretation and analysis of the data,

the following statistical tools were used.

Average Weighted Mean. Mean as a basic statistical measure was

defined as an average value attained, it was a calculated central value of a

set of numbers (Coleman, 2016).It is the mathematical average of a set of

numbers. The average is calculated by solving the sum of two or more

scores and dividing the total by the number of scores. This tool was used

to determine the level of learning retention before and after the

introduction of KAHOOT. Specifically, it was utilized to answer questions

1 and 2 of this study.

T-Test. It is a statistical tool that was used in comparing the

difference between two means. It provides information about the results of

the comparisons between the two means (Borden, 2015). This was used to

test the significant difference between the test scores before and after the
 34

introduction of KAHOOT in the experimental and control group.

Particularly, it was utilized to answer questions 3 and 4.

Ethical Consideration

Ethics has become a cornerstone for conducting effective and

meaningful research (Drew, 2007). Thus, to ensure a quality result, the

researcher shall conduct the study in accordance with the ethical standards

of research.

The manner of this study was within the bounds of Belmont’s three

basic principles involving human subjects. Belmont’s principles

emphasized profound respect for the voluntary nature of research

participation, the idea of truly informed consent, and the personal ethical

responsibilities of the investigator to ensure human welfare.

In research, respect for persons demands that participants enter

into a research program voluntarily and with good information about the

research goals. In this study, the researcher ensured that the participants

are given utmost respect. Since the participants are minors, they are

protected from coercion and from activities that can harm them. The

researcher asked proper permission by giving the participants adequate

information about the study. They were given assent form and let them
 35

signed it as an agreement to participate voluntarily. Their parents were

also informed about everything in the study and let them sign the consent

form to signify their approval.

Moreover, Belmont also emphasizes the principle of justice which

addresses the distribution of the burdens and benefits of the research. That

it should not be that one group in society bears the costs of research while

another group reaps its benefits. In this study, the researcher ensured

justice by seeing to it that those students who were not actually part of the

intervention during the study experienced what the experimental group

experienced so that they can gain the benefit.

This study also ensured that the participants were treated in an

ethical manner not only by respecting their decisions and protecting them

from harm, but also by making efforts to secure their well-being. The

research is taking into account that the benefit to the participant is really

leading to towards the improvement of their performance.

 36

Chapter 3

RESULTS AND DISCUSSIONS

This chapter includes the results and analysis of the data gathered

from KAHOOT as an intervention that was conducted from January 7,

2019-February 11, 2019. The quantitative results derived from the

conducted test were organized and tabulated for subsequent analysis and

interpretation.

Extent of Test Scores of Students in the Control

and Experimental Group Before the
Implementation of KAHOOT

Table 3 presents the extent of test scores of students in the control

group and the experimental group before the implementation of

KAHOOT. As reflected in the table, the average weighted mean score of

the control group before the implementation of KAHOOT is 39.74 with a

descriptive equivalent of Low while the mean score of the experimental

group before the implementation of KAHOOT is 39.74 which is equivalent

to Low.

Based on the result, the extent of test scores of students both in the

control and experimental group is Low. This means that prior to the
 37

intervention both the control and experimental group had the same extent

Table 3

Extent of Test Scores of Students in the Control and

Experimental Group before the Implementation of KAHOOT

Group Mean Description

Control 39.74% Low

Experimental 39.74% Low

 38

of test scores. This was further supported by the study of Ganyaupfu

(2013) which explains that teaching is a continuous process that involves

bringing about desirable changes in learners through the use of

appropriate methods. Traditional methods of teaching simply let students

obtain information from the teacher without building their engagement

level with the subject being taught. The approach is least practical, more

theoretical and memorizing. It does not apply activity-based learning to

encourage students to learn. As a result, both interest and understanding

of students may get lost.

Extent of Test Scores of Students in the Control

and Experimental Group During the
implementation of KAHOOT

Table 4 presents the extent of test scores of students in the control

and experimental group during the implementation of KAHOOT. The

table revealed that the average weighted mean of the control group was

54.31%with a descriptive equivalent of Moderate while the average

weighted mean of the experimental group was 69.68% which is having an

equivalent of High. The result showed that in the control group who were

engaged in the usual methodology of the teacher had a moderate extent of

 39

test scores

Table 4

Extent of Test Scores of Students in the Control and Experimental Group

During the Implementation of KAHOOT

Group Mean Description

Control 54.31% Moderate

Experimental 69.68% High

 40

while in the experimental group who were exposed in the intervention of

KAHOOT had improved their test scores as the data presented that it had

a high extent of test scores.

This was supported by Abrams and Walsh (2014) that using

technology-based games for instruction increased student scores.

Furthermore, Huang (2015) added that using technology in teaching

enhances students rather than traditional methods. Technology-based

instructional strategies may help to increase student self-monitoring for

time on task during instructional periods (Wills & Mason, 2014).

Extent of Test Scores of Students in the Control

and Experimental Group After the
Implementation of KAHOOT

Table 5 presents the extent of test scores of students in the control

and experimental group after the implementation of KAHOOT. The result

shows the computed average weighted mean of the control group was

52.24 which is equivalent to moderate while the average weighted mean of

the experimental group was 69.81% with a descriptive equivalent of High.

The result showed that in the control group after engaged into the
 41

usual methodology of teaching, the test scores in the post-test is

Table 5

Extent of Test Scores of Students in the Control

and Experimental Group after the Implementation of KAHOOT

Group Mean Description

Control 52.24% Moderate

Experimental 69.81% High

 42

Moderate, while the experimental group, after the implementation of

KAHOOT the test score is High. This implies that there is a greater

increase in the test scores after the implementation of the intervention used

in the study.

Su and Cheng (2015) supported the effectiveness of using a

gamified approach to influence science learning. Using gamified

technology such as KAHOOT to teach science topics improved the

learning performance and motivation of students (Su & Cheng, 2015).

Difference in the test scores of the Control

and Experimental Group During the
Implementation of KAHOOT

Table 6 presents the significant difference in the test scores of the

control and experimental group during the implementation of KAHOOT.

In the table, computation revealed that the computed t-value of

7.336 is greater than the tabulated value which is 2.024. The p-value of 0.00

is less than the 0.05 level of significance. Hence, the null hypothesis is

rejected. The result means that there is a significant difference in the test

scores of students in the control and experimental group during the

implementation of KAHOOT.
 43

Table 6

Difference in the Test Scores of the Control and Experimental Group

during the Implementation of KAHOOT

T-test Decisio Decision

Df=38 p-
n on on
Groups Mean valu
Comput Tabulat Hypoth Significan
e
ed ed esis ce

Control 54.313

+/-
-7.336 0.00 Reject Significant
2.024

Experimental 69.677
 44

This means further that those students who have experienced

KAHOOT have greater test scores compared to those who were exposed to

the usual methodology of teaching, as revealed by their test score means.

This result is supported by Licorish, et al. (2017) who stated that

KAHOOT increases learning, the desire to remember lecture content and

increases knowledge retention. KAHOOT improved classroom dynamics,

engagement, motivation and learning beyond what would be expected

from traditional teaching methods (e.g. normal Powerpoint slides and

chalk and talk).

Larosa, et al. (2017) added that KAHOOT increased student attention,

motivation, and engagement. It also leads to grater learning outcomes than

traditional methods.

Difference in the test scores of the control

and experimental group after the
implementation of KAHOOT

Table 7 presents the significant difference in the extent of test scores

after the implementation of KAHOOT in the control and experimental

group.
 45

Table 7
Difference in the Test Scores of the Control and Experimental
Group after the Implementation of KAHOOT

T-test
Decision Decision
Df=38 p-
on on
Groups Mean valu
Hypothe Significan
Comput Tabulat e
sis ce
ed ed

Control 20.90

+/-
-5.962 0.00 Reject Significant
2.024

Experimental 28.00
 46

In the table, the computation revealed that the computed t-value of

5.962 is greater than the tabulated t-value of 2.024. The computation also

revealed that the p-value of 0.00 is less than the 0.05 level of significance.

Thus, the null hypothesis is rejected.

The result indicates that there is a significant difference in the test

score of students in the control and experimental group after the

implementation of KAHOOT.

As appended in the table, the result further explains that the test

scores of the students in the experimental group differ significantly after

engaged to KAHOOT than those who are engaged in the usual

methodology of teaching. Hence, KAHOOT influenced the increased in the

test scores of students.

This result is supported by Kennedy, Deshler, and Lloyd (2015),

and Su and Cheng (2015) who indicated that the use of technology such as

multimedia online games are effective in a variety of classrooms,

suggesting KAHOOT may be used to increase the knowledge acquisition

of students in the science classroom. Using online games in the classroom

appears to provide added benefits for students such as increased focus and
 47

better class participation. The use of the online game KAHOOT is one of

the ways that teachers may be able to enhance instruction for students.

Difference in the test scores of the control and

Experimental group before and after
the implementation of KAHOOT

Table 8 presents the significant difference in the test scores of the

control and experimental group before and after the implementation of

KAHOOT.

In the table, computation revealed that in the control group, the

computed t-value was 8.678 while in the experimental group the

computed t-value was 17.466 which is greater than the tabulated value of

2.024. The computation also revealed that the p-value of 0.00 is less than

the 0.05 level of significance. Thus, the null hypothesis is rejected.

The result means that there is a significant difference in the test

score of students in the control and experimental group before and after

the implementation of KAHOOT.

The result shows that after the implementation of KAHOOT, there

was a significant effect in the test scores of the grade 8 students. The

experimental group average means increases after the implementation of

 48

Table 8

Difference in the Test Scores of the Control and Experimental Group

Before and After the Implementation of KAHOOT

T-test Decision
Decision
Time of p-
on
Impleme Mean Df=38 valu on
Hypothe
ntation Comput Tabulat e Significan
sis
ed ed ce

Control Group

Before
15.90
(Pre-test) +/-
-8.678 0.00 Reject Significant
2.024
After
20.90
(Post-test)

Experimental Group

Before
15.90
(Pre-test) +/-
-17.466 0.00 Reject Significant
2.024
After
28.00
(Post-test)
 49

KAHOOT. Thus, the researcher deduced that KAHOOT has a

positive effect on the extent of test scores of grade 8 students in science.

This is supported by Wang, Zhu, and Sætre (2016) that Game-based

learning tools such as KAHOOT supplement pedagogical practices with

new technological solutions. KAHOOT is a digital game-based student

response system that allows teachers and learners in classroom settings to

interact through competitive knowledge games.KAHOOT represents a

new generation of student response systems that focus on student

motivation and engagement through gamification. This platform is apt for

increasing motivation and engagement (which promotes learning), and for

assessing students' understanding of a lesson.

Difference in the Mean Difference of Pretest and

Post-test scores Between Experimental
and Control groups

Table 9 presents the mean difference of pretest and posttest scores

between experimental and control groups.

In the table, computation revealed in the control group, the

computed mean difference is 5 while in the experimental group, the

computed mean difference is 12.10. The computation also revealed that the
 50

Table 9

Difference in the Mean Difference of pretest and post test scores

between Experimental and Control Groups

T-test Decisi Decision

p-
Df=38 on on on
Groups Mean val
Compu Tabulat Hypot Significan
ue
ted ed hesis ce

Control -5.00
+/-
9.718 0.00 Reject Significant
2.024
Experimental -12.10
 51

p-value of 0.00 is less than the 0.05 level of significance. Thus, the null

hypothesis is rejected.

The result showed that there is a significant difference in the mean

difference of pretest and posttest scores between experimental and control

groups.

The result further explains that there is really a greater change or

increase in test scores to those students who are exposed to KAHOOT than

those who are not, as seen in the mean difference of the two.

This was supported by the concepts of Licorish et.al (2017) that

technology is being increasingly integrated as a part of teaching in view of

enhancing students’ engagement and motivation. Game-based student

response systems such as KAHOOT, in particular, can motivate

engagement, and ultimately, improve students' learning experience. The

use of games in the classroom can largely minimize distracting classroom

behaviors and activities, and improve the quality of teaching and learning

beyond what is provided in conventional classrooms (e.g., normal

PowerPoint slides and chalk and talk).

Align with the concept of Zarzycka-Piskorz (2016) that it is

basically the use of game elements and game design techniques in non-
 52

game contexts. Game-based learning or gamification rests on the

experiential nature of a game that allows learners the opportunity to be

fully involved in the learning cycle. Game-based learning also garners

learners’ full attention and promotes knowledge retention due to its ‘play

nature’.
 53

Chapter 4

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents a summary of the findings and the pertinent

conclusions and the recommendations on the obtained results.

Summary of Findings

The following findings were enumerated and summarized based

on the results discussed in the preceding chapter.

1. The extent of the test scores of students in science in the control and

experimental group before the implementation of KAHOOT had an

average mean of 39.74% which means a Low extent of test scores.

2. The extent of test scores of students in the control group during the

implementation of KAHOOT had an average mean of 54.31% which

indicates a moderate extent of test scores while the experimental group

had an average mean of 69.68% which means a High extent of test scores.

3. The extent of test scores of students in the control group after the

implementation of KAHOOT had an average mean of 52.24% which

indicates a ‘Moderate’ extent of test scores while the experimental group

had an average mean of 70.00% which means a High extent of test scores.
 54

4. On the test of the difference between the test scores of experimental and

control group during the implementation of KAHOOT, it was revealed

that the computed t-value of 7.336 is greater than the tabulated t-value of

+/-2.024 and the p-value of 0.00 is less than the 0.05 level of significance,

hence, the null hypothesis is rejected.

5. On the test of the difference between the test scores of the experimental

and control group after the implementation of KAHOOT, it was revealed

that the computed t-value of 5.962 is greater than the tabulated t-value of

+/-2.024 and the p-value of 0.00 is less than the 0.05 level of significance,

hence, the null hypothesis is rejected.

6. On the test of the difference between the test scores of control and

experimental before and after the implementation of KAHOOT, it was

revealed that the computed t-value for the control group was 8.678 while

the experimental group was 17.466 which is greater than the tabulated t-

value of +/-2.024 and the p-value of 0.00 is less than the 0.05 level of

significance, hence, the null hypothesis is rejected.

7. On the test of the difference between the mean difference of pretest and

posttest of the experimental and control groups, it was revealed that the

computed t-value of 9.718 is greater than the tabulated value of +/-2.024

 55

and the p-value of 0.00 is less than the 0.05 level of significance, hence, the

null hypothesis is rejected.

Conclusions

On the light of the aforementioned findings of the study, the following

conclusions are drawn:

1. The extent of test scores of students in science in the control and

experimental group before the implementation of KAHOOT has a

Low extent of test scores.

2. The extent of test scores of students in science in the control group

during the implementation of KAHOOT has a Moderate extent of

test scores while the extent students in science in the experimental

group has a high extent of test scores.

3. The extent of test scores of students in science in the control group

after the implementation of KAHOOT has a Moderate extent of test

scores while the extent of the test in the experimental group has a

‘High’ extent of test scores.

 56

4. There is a significant difference in the extent of test scores in the

control and experimental group during the implementation of

KAHOOT.

5. There is a significant difference in the extent of test scores of the

control and experimental group before and after the implementation

of KAHOOT.

6. There is a significant difference in the test scores of the control and

experimental group after the implementation of KAHOOT.

7. There is a significant difference in the mean difference of pre-test

and post-test scores between experimental and control groups.

Recommendations

After a careful review of the findings and conclusions of the study, the

researcher found out that the students in the experimental group have a

greater extent of test scores than the control group. Thus, the following

recommendations should be given:

1. The application of KAHOOT increased the extent of test scores of

the students, therefore teachers are encouraged to utilize this

strategy of lesson development in the classroom setting.

 57

2. The teachers are recommended to use other online instructional

games that have a similar feature to KAHOOT in the teaching-

learning process in science.

3. The orientation and exposure of this online instructional game are

recommended to be given as training to the teachers during SLAC

sessions as part of their professional development.

4. An action Plan on the use of KAHOOT in teaching is recommended

to be implemented in the school.

5. KAHOOT is recommended to be applied not only in teaching

science but also in other disciplines.

6. Future researchers are recommended to study other game-based

blended learning strategies similar to that of KAHOOT that can be

employed in today’s 21st-century learners.

 58

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