The implementation of E-learning games in teaching Edukasyong Pantahanan at Pangkabuhayan (EPP) and the academic outcomes of the Grade 5 learners of Kabakahan Elementary School, Agusan Del Sur division: A pre-experimental approach
Why this work is in the frame
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Bibliographic record
Abstract
This study examined the effect of implementing e-learning games in teaching Edukasyong Pantahanan at Pangkabuhayan (EPP) on the academic outcomes of Grade 5 learners at Kabakahan Elementary School in Agusan del Sur. The research employed a quantitative design, specifically a pre-experimental one-group approach, with 23 learners participating in the intervention. The level of e-learning game implementation was assessed across six factors: Concentration, Goal Clarity, Feedback, Immersion, Social Interaction, and Knowledge Improvement, while academic outcomes were compared between the first and second quarters using descriptive statistics and percentage difference analysis. Findings indicated that the overall implementation level of the e-learning games was rated as ‘High’ (Mean = 4.16), interpreted as ‘Oftentimes Implemented’, suggesting the games contributed positively to learner engagement and knowledge improvement. Crucially, academic outcomes improved after exposure to the e-learning games, evidenced by the percentage of learners achieving a Very Satisfactory rating (88-94) increasing significantly from 17.39% in the first quarter to 43.48% in the second quarter, a positive difference of +26.09%, with concurrent decreases in lower performance categories. The study concludes that the implementation of e-learning games was effective and demonstrated potential instructional value for enhancing learner motivation and academic performance in EPP, supporting the integration of technology-enhanced learning tools to improve learning outcomes for elementary learners.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.005 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it