Recommendations

CITY COLLEGE OF CALAMBA
DEPARTMENT OF TEACHER EDUCATION 56

Bachelor of Elementary Education
Recommendations
In this study, it's essential to acknowledge and address certain weaknesses that
surfaced in the study. To ensure that Kahoot and similar gamified tools are effectively
utilized in educational contexts, future study should consider the following sectors would
benefit from the study:
1) Expand the Study's Scope. The scope of the study was confined to Grade 3
science enrichment lesson, the future study should examine incorporating
different grade levels and subjects to present a broader understanding of Kahoot's
impact on education. This would make the findings more widely relevant in
various educational settings.
2) Address Connectivity Issues. Considering some pupils in remote areas may
experience connectivity issues, researchers should investigate techniques to
reduce these issues. This could include adjusting technology or finding alternate
solutions to guarantee that all pupils can engage effectively in web-based
activities like Kahoot.
3) Diversify Participant Groups. Researchers should strive to incorporate people
from a diverse backgrounds and locations to improve the generalizability of the
findings. Specifically, studies should target students residing in rural or remote
areas, such as those in the province or near the mountains, who may have limited
access to technology and electricity. This will allow for a more comprehensive
investigation of the effectiveness of web-based tools like as Kahoot in various
situations.
4) Longitudinal Studies. This study should be conducted over a longer period of
time in order to track the impact of interventions like Kahoot throughout time.
This method will provide a more comprehensive understanding of how
educational technology affects student learning outcomes.
5) Contextual Factors. Researchers ought to consider how classroom environment,
teacher pedagogy, and curriculum alignment affect the effectiveness of Kahoot
incorporation. Understanding how these factors interact with Kahoot can help
refine best practices for its implementation.
6) Diversity in Study Participants. As the passage emphasizes the benefits of using
Kahoot into enrichment lessons for grade three, future study should try to include
a more varied range of participants in studies. To ensure the generalizability of
results, this could entail examining Kahoot's effects on students with various
learning styles, socioeconomic statuses, and cultural contexts.

REFERENCES
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Education. A Systematic Review of the Literature. Education Sciences, 11(1), 22.
https://doi.org/10.3390/educsci11010022
Basuki, Y., & Hidayati, Y. (2019). Kahoot! or Quizizz: the Students’ Perspectives.
Proceedings of the Proceedings of the 3rd English Language and Literature
International Conference, ELLiC, 27th April 2019, Semarang, Indonesia.
https://doi.org/10.4108/eai.27-4-2019.2285331
Rojabi, A. R., Setiawan, S., Munir, A., Purwati, O., Safriyani, R., Hayuningtyas, N. Y.,
Khodijah, S. S., & Amumpuni, R. S. (2022). Kahoot, is it fun or unfun?
Gamifying vocabulary learning to boost exam scores, engagement, and
motivation. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.939884
Google Drive: Sign-in. (n.d.). https://drive.google.com/drive/folders/1B27-
cEh2nIQECXxAcm_09uvZxiN_x8fr
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature
review. Computers &Amp; Education, 149, 103818.
https://doi.org/10.1016/j.compedu.2020.103818
Zhang, Q., & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning
outcomes, interaction, and collaboration. Education and Information
Technologies, 26(4), 4507–4535. https://doi.org/10.1007/s10639-021-10459-6
BI WORLDWIDE. (n.d.). What is gamification? | BI WORLDWIDE.
https://www.biworldwide.com/gamification/what-is-gamification/
Smiderle, R., Rigo, S., Marques, L., De Miranda Coelho, J. a. P., & Jaques, P. A. (2020).
The impact of gamification on students’ learning, engagement and behavior based
on their personality traits. Smart Learning Environments, 7(1).
https://doi.org/10.1186/s40561-019-0098-x
Z. (2021, March 31). Matched Pairs Design: Definition + Examples. Statology.
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Cook, T.D. and Campbell, D.T. (1979) Quasi-Experimentation Design and Analysis
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.aspx?ReferenceID=1954051
Tiedekunta, H. (2022). Iranian EFL Teachers’ Assessment Literacy Knowledge: The
Impact of The Educational System on Teachers’ Classroom Assessment Practices.
jyx.jyu.fi. https://doi.org/10.22034/IJLT.2022.157126
Wirani, Y., Nabarian, T., & Romadhon, M. S. (2022d). Evaluation of continued use on
Kahoot! as a gamification-based learning platform from the perspective of
Indonesia students. Procedia Computer Science, 197, 545–556.
https://doi.org/10.1016/j.procs.2021.12.172
Likert Scale: Examples and how to use it | SurveyMonkey. (n.d.). SurveyMonkey.

https://www.surveymonkey.com/mp/likert-scale/
Maciejewski, M. L. (2020). Quasi-experimental design. Biostatistics & Epidemiology,
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Academic Engagement and Student-Teacher Relationships in Problem-Based
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Husin, H., Azmuddin, & Azmuddin, H., Azmuddin. (2022, June 28). Learner
Engagement in Using Kahoot! within a University English Proficiency Course.
eric.ed.gov. Retrieved August 9, 2023, from
https://files.eric.ed.gov/fulltext/EJ1356418.pdf Kalleny, N. K. (2020). Advantages
of Kahoot! Game.based Formative Assessments along with Methods of Its Use
and Application during the COVID-19 Pandemic in Various Live Learning
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Noluthando, Sam & Umesh, N., Sam &. Umesh. (2021, September 9). Using Kahoot! As
A Formative Assessment Tool in Science Teacher Education. Eric.ed.gov.
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Şad, S. N. (2020). Using Kahoot! as a Gamified Formative Assessment Tool: A Case
Study. Inonu.
https://www.academia.edu/42134891/Using_Kahoot_as_a_Gamified_Formative_
Assessment_Tool_A _Case_Study
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Learning: A Literature Review. https://scholarworks.uni.edu/cgi/viewcontent.cgi?
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Wang, A. I. (2020, July 1). Dozens of studies show learning benefits of using Kahoot!
Kahoot! https://kahoot.com/blog/2020/07/01/dozens-of-studies-show-learning-
benefits-of-kahoot/
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature
review. Computers & Education, 149, 103818.
https://doi.org/10.1016/j.compedu.2020.10381
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International Journal of Business and Social Research, 2(4), 175–178.
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Marikyan, D. & Papagiannidis, S. (2023) Technology Acceptance Model: A review. In S.
Papagiannidis (Ed), TheoryHub Book. Available at http://open.ncl.ac.uk / ISBN:
9781739604400
APPENDICES
Formative Test
Panuto: Isulat ang letrang T kung tama ang pangungusap at letrang M kung mali naman
ang pangungusap. Gawin ito sa kwaderno.
______1. Ang Pacific Ocean ay parte ng anyong lupa.
______2. Ang dagat ay binubuo ng tubig na kung saan ang mga tao ay maaaring
makinabang nito.
______3. Ang Ilog, dagat, lawa at ang sapa ay kabilang sa anyong tubig.
______4. Sa karagatan, hindi maaaring tumira ng mga isda at iba pang lamang dagat.
______5. Ang mga nakatira sa dagat ay maaaring maging kabuhayan ang pangingisda.
______1. Ang bundok ay maaaring sumabog kahit anomang oras. Naglalabas ito ng lava
isang mainit na materyal na mula sa pinakailalim na bahagi ng mundo.
______2. Kapatagan ang tawag sa isang lugar kung saan walang pagtaas o pagbaba ng
lupa, patag, at pantay ang lupa rito. Maaaring itong taniman ng mga palay,mais,at gulay.
______3. Ang Mt. Apo ay isang halimbawa ng lambak.
______4. Ang talampas ay isang mataas na anyong lupa na patag ang ibabaw.
______5. Isang halimbawa ng burol ang Chocolate Hills. Ito ay tumpok-tumpok na

kulay berde sa tag-ulan at nagkukulay tsokolate naman ito sa tag-init.
______1. Pangunahing pinagkukunan ng kabuhayan ng mga magsasaka sa pamamagitan

ng pagtatanim at pastulan ng mga alagang hayop.
______2. Hindi nakakatulong ang likas na yaman sa ekonomiya at pag-unlad ng ating

bansa.
______3. Ang lupa ay kasing-halaga ng hangin at tubig. Ang mga puno’t halaman ang
salaan ng carbon dioxide na siyang naglilinis ng ating tubig at hangin.
______4. Dahil sa likas na yaman, wala ng matitirahan at masisilungan ng mga hayop

tulad sa kagubatan at karagatan.
______5. Nakadaragdag sa kagandahan at kaayusan ng kapaligiran ang anyong lupa at

anyong tubig.
Pre-Test & Post Test

Agham 3
Pangalan: _________________________
Panuto: Piliin at bilugan ang titik ng tamang sagot.
1. ang ____ay mahaba at makipot na anyong tubig na umaagos patungo sa dagat.
A. ILOG
B. LOOK
C. LAWA
D. TALON
2. ang_______ ay nagsisilbing daungan ng mga sasakyang pandagat. Maalat ang tubig

sapagkat nakadugtong ito sa dagat o karagatan.
A. DAGAT
B. LOOK
C. KARAGATAN
D. TALON
3. Ang______ ay daloy ng tubig mula sa isang mataas hanggang sa mababang bahagi ng

isang pook
A. LAWA
B. LOOK
C. KANAL
D. TALON
4. Ang _____ ay isang Anyong tubig na napapaligiran ng lupa. Matabang ang tubig nito.
A. LAWA
B. BUKAL
C. GOLPO
D. TALON
5. Ang____ay isang bahagi ng karagatan na makikita sa pagbubukas ng dagat. Ito ang

tawag sa malaking look
A. ILOG
B. LOOK
C. GOLPO
D. TALON
6. Ang _____ay mataas na anyong lupa ngunit mas mababa kaysa sa bundok.
A. LAMBAK
B. KAPATAGAN
C. BULKAN
D. BUROL
7. Ito ay mababa, malawak at patag na lupain na maaring taniman.
A. PULO
B. KAPATAGAN
C. BULKAN
D. KABUNDUKAN
8. Ang _____ay hanay ng mga bundok na magkakaugnay.

A. PULO
B. KAPATAGAN
C. BULKAN
D. KABUNDUKAN
9.Ang _____ ay hanay ng mga bundok na magkakaugnay.
A. PULO
B. LAMBAK
C. BUROL
D. KABUNDUKAN
10. Ang _____ay isang uri ng bundok. Ito ay maaaring magbuga ng gas, apoy o mainit na
putik at maaring sumabog.
A. KAPATAGAN
B. BUNDOK
C. BUROL
D. BULKAN
Panuto: Basahin at bilugan ang titik ng tamang sagot
1. Pangingisda ang kanilang pang kabuhayan dahil sila ay malapit sa ___________?
a) Sapa
b) Kanal
c) Dagat
2. Ito ay uri ng anyong tubig na napapaligiran ng mga lupa?
a) Ilog
b) Lambak
c) Lawa
3. Uri ng anyong tubig na kadalasan ay natutuyo kapag tag-init?
a) Karagatan
b) Bulubundukin
c) Sapa
4. Ito ay pinakamalawak at pinakamalalim na anyong tubig?
a) Dagat- dagatan
b) Talon
c) Karagatan
5. Ito ay anyong tubig na kung saan ay nagmula sa ilalim ng kalupaan?
a) Kanal
b) Bukal
c) Look
6. Ang karne ng hayop ay mayaman sa ______.
a. Fiber
b. Protina
c. Carbohydrate
7. Ito ay nagbibigay enerhiya sa mga halaman upang makagawa ng pagkain.
a. Sikat ng araw
b. Matabang lupa
c. Tirahan
8. Ito ay ay ginagawang kasangkapan sa ating tahanan tulad ng mesa, upuan, kama

at kabinet na gawa sa kahoy.
a. Tsinelas
b. Kahoy
c. Torso
9. Ikaw ay pinagtanim ng iyong tatay ng buto ng kalabasa. Pagkaraan ng ilang araw,

napansin mong ito ay lumaki na. Ano ang mga dahilan ng paglaki nito?
a. tubig at lagayan
b. bato, lupa, bahay, at hangin
c. tubig, hangin, at sikat ng araw
d. naiproseso ng kalabasa ang tubig, mineral mula sa lupa, at sikat ng

araw upang ito ay lumaki.
10. Ito ay maituturing na pinaka-mahalagang nakukuha ng tao sa halaman.
a. Pinagkukunan ng pagkain
b. Pinagkukunan ng atraksiyon
c. Ginagawang palamuti sa tahanan
Kahalagahan ng anyong tubig at anyong lupa
(Pre-test & Post- test)
Isulat sa patlang ang T kung ang sinasaad ay tama at M kung mali.
________1. Hindi natin karapat dapat ingatan ang karagatan dahil ito ay hindi
mapagkukunan ng pangkabuhayan.
________2. Ang mga anyong lupa ay nararapat lamang na tibagin sapagkat ito ay
nagsasanhi ng dumi sa ating lugar.
________3. Sa anyong lupa, tayong mga tao ay nakakuha ng pagkain sapagkat ginagawa
natin itong taniman.
________4. Sa tulong ng mga ito tayo ay nakakagawa ng mga materyales na maaari

nating maging pangkabuhayan.
________5. Tanging mga isda at pating ang maaaring Makita sa karagatan.
________6. Ang mga bulubundukin at iba pa ay may malaking ambag sa buhay ng tao
dahil nagbibigay ito ng malinis na hangin.
________7. Sa sikat ng araw kumukuha ng enerhiya ang mga halaman para makagawa
ng pagkain.
________8. Ang natural na tubig na ating iniinom ay galing sa ilalim ng lupa.
________9. Ang ilan sa mga bahagi ng anyong lupa ay maaaring pagkunan ng mga ginto,
langis, at gas.
________10. Sa balat ng mga hayop ay maaaring makabuo ng mga sinturon, damit at iba
pa.
Name: __________________________________
Grade 3 Advisory Section: ____________
Years of Teaching Science: ______
Age:
□ 21-28
□ 29-39
□ 40 above
Sex:
□ Male
□ Female
Direction: In each statement in this survey, please indicate how you totally agree or
disagree based on your perceptions by putting the check in the corresponding column
There are no right and wrong answers and rest assured that all of your answers would be
strictly confidential.
(This questionnaire was adapted from Teacher and Students’ Perception on Using
Kahoot! for English Learning retrieved from
https://www.atlantis-press.com/article/125932519.pdf)
Scale- 4 Strongly Agree

3- Agree
2- Disagree
1-Strongly Disagree
A. Attractiveness 4 3 2 1
(Atraksyon)
1. Ang display sa kahoot ay nakaaakit o

nakamamangha.
(Kahoot display is attractive.)
2. Ang paglalaro ng kahoot ay masaya.
(Kahoot games are fun.)
3. Gusto ko ang pag gamit ng kahoot sa aming

Science.
(I like using kahoot in my science instruction.)
Ang disenyo at format ng larong Kahoot ay

4. kaaya-aya.
(The presentation design and game format of

Kahoot are eye-catching.)
B. Efficiency 4 3 2 1
(Kahusayan)
5. Madali ang pagkatuto kapag gumagamit ng

Kahoot.
(It is convenient to use kahoot for learning.)

6. Ang Kahoot ay madaling intindihin kung

paano gamitin.
(Kahoot is tech-friendly and easy to operate.)
7. Ang laro ng Kahoot ay mahusay.

(Kahoot game is efficient.)
8. Praktikal ang larong Kahoot.

(Kahoot game is practical.)
9. Ang pagkakasunod-sunod kung paano ang

paggamit ng Kahoot ay maayos.
(Kahoot’s order of use is well-organized.)
C. Simulation 4 3 2 1
(Simulasyon)
10 Natupad ng larong Kahoot ang aking mga

. inaasahan para sa isang mahusay na
interaktib na laro sa pag-aaral.
(Kahoot game fulfilled my expectations for a
good interactive learning media.)
11 Sa pamamagitan ng paggamit ng kahoot, ako

. ay nakikibahagi sa klase at sa proseso ng
pagkatuto.
(By using kahoot, students can interact well
during the instruction and learning process.)
12 Ang larong Kahoot ay kapana-panabik.

. (Kahoot game is exciting.)
13 Ang larong Kahoot ay nagbibigay ng

. feedback na nagbibigay-daan sa aking pag-
aaral na mapabuti ang aking mga kaalaman.
(Kahoot game provide feedback that allow

students to improve their knowledge.)
14 Ang larong Kahoot ay nanghihikayat ng

. paggamit ng kritikal na pag-iisip sa aking
pag-aaral.
(Kahoot game promote the use of critical and

evaluative thinking among the students.)
15 Ang larong Kahoot ay maaaring mag-udyok

. sa pag-aaral ng Science.
(Kahoot game can motivate the students in

learning Science.)
16 Ang larong Kahoot ay epektibo bilang iba

. paraan ng pagtuturo at mas mahusay na
pagpapanatili ng mga impormasyon.
(Kahoot game was effective as other methods
of instruction and lead to better retention of
information.)
17 Ang larong Kahoot ay malikhain.

. (Kahoot game is creative.)
18 Ang larong Kahoot ay makabago.

.
(Kahoot game is innovative.)
19 Nakakaengganyo ang laro ng Kahoot.

. (Kahoot game is engaging.)
D. Impact 4 3 2 1
(Epekto)
20 Ang pagsama ng Kahoot sa pagtuturo ng

. Science ay nagpabuti sa aming akademik na
performance.
(Kahoot integration in science instruction
improved academic performance.)
21 Ang paggamit ng Kahoot ay nag-uudyok at

. nagpapagana ng pag-aaral.
(Using of Kahoot motivates and activates

learning.)
22 Naimpluwensyahan ng Kahoot ang tamang

. pag-unawa sa pagbasa.
(Kahoot influenced students' reading
comprehension achievement.)
23 Sa pamamagitan ng Kahoot, pinahusay nito

. ang aking konsentrasyon, pagkamalikhain,
at memorya sa mga mag-aaral.
(By integrating Kahoot, improved powers of
concentration, creativity, memory among
students.)
24 Nadagdagan nang paglalaro ng Kahoot ang

. pagtutulungan sa loob ng klase.
(Kahoot increased teamwork in the class.)
25 Pinagyaman ng larong Kahoot ang kalidad

. nang pagkatuto ng Science sa silid-aralan.
(Kahoot enriched the quality of student
learning in the classroom.)
Pangalan(Optional): __________________________________
Edad:
□ 6-7
□ 8-9
Kasarian:
□ Babae
□ Lalaki
Panuto: Sa bawat pahayag sa survey na ito, mangyaring ipahiwatig kung paano ka lubos
na sumasang-ayon o hindi sumasang-ayon batay sa iyong mga pananaw sa pamamagitan
ng paglalagay ng tsek sa kahon sa kanang bahagi. Walang tama at maling sagot at
makatitiyak na ang lahat ng iyong mga sagot ay magiging mahigpit na kumpidensyal.
(Ang talatanungan na ito ay hinango mula sa Teacher and Students’ Perception on Using
Kahoot! for English Learning na nakuha mula sa
https://www.atlantis-press.com/article/125932519.pdf )
Sukat- 4 Lubos na Sumasang-ayon
3- Sumasang-ayon
2- Hindi Sumasang-ayon
1- Lubos na ‘Di Sumasang-ayon
A. Attractiveness 4 3 2 1
(Atraksyon)
1. Ang display sa kahoot ay nakaaakit o

nakamamangha.
(Kahoot display is attractive.)
2. Ang paglalaro ng kahoot ay masaya.
(Kahoot games are fun.)
3. Gusto ko ang pag gamit ng kahoot sa aming

Science.
(I like using kahoot in my science instruction.)
Ang disenyo at format ng larong Kahoot ay

4. kaaya-aya.
(The presentation design and game format of

Kahoot are eye-catching.)
B. Efficiency 4 3 2 1
(Kahusayan)
5. Madali ang pagkatuto kapag gumagamit ng

Kahoot.
(It is convenient to use kahoot for learning.)
6. Ang Kahoot ay madaling intindihin kung

paano gamitin.
(Kahoot is tech-friendly and easy to operate.)
7. Ang laro ng Kahoot ay mahusay.

(Kahoot game is efficient.)
8. Praktikal ang larong Kahoot.

(Kahoot game is practical.)
9. Ang pagkakasunod-sunod kung paano ang

paggamit ng Kahoot ay maayos.
(Kahoot’s order of use is well-organized.)
C. Simulation 4 3 2 1
(Simulasyon)
10 Natupad ng larong Kahoot ang aking mga

. inaasahan para sa isang mahusay na
interaktib na laro sa pag-aaral.
(Kahoot game fulfilled my expectations for a
good interactive learning media.)
11 Sa pamamagitan ng paggamit ng kahoot, ako

. ay nakikibahagi sa klase at sa proseso ng
pagkatuto.
(By using kahoot, students can interact well
during the instruction and learning process.)
12 Ang larong Kahoot ay kapana-panabik.

. (Kahoot game is exciting.)
13 Ang larong Kahoot ay nagbibigay ng

. feedback na nagbibigay-daan sa aking pag-

aaral na mapabuti ang aking mga kaalaman.
(Kahoot game provide feedback that allow

students to improve their knowledge.)
14 Ang larong Kahoot ay nanghihikayat ng

. paggamit ng kritikal na pag-iisip sa aking
pag-aaral.
(Kahoot game promote the use of critical and

evaluative thinking among the students.)
15 Ang larong Kahoot ay maaaring mag-udyok

. sa pag-aaral ng Science.
(Kahoot game can motivate the students in

learning Science.)
16 Ang larong Kahoot ay epektibo bilang iba

. paraan ng pagtuturo at mas mahusay na
pagpapanatili ng mga impormasyon.
(Kahoot game was effective as other methods
of instruction and lead to better retention of
information.)
17 Ang larong Kahoot ay malikhain.

. (Kahoot game is creative.)
18 Ang larong Kahoot ay makabago.

.
(Kahoot game is innovative.)
19 Nakakaengganyo ang laro ng Kahoot.

. (Kahoot game is engaging.)
D. Impact 4 3 2 1
(Epekto)
20 Ang pagsama ng Kahoot sa pagtuturo ng

. Science ay nagpabuti sa aming akademik na
performance.
(Kahoot integration in science instruction
improved academic performance.)
21 Ang paggamit ng Kahoot ay nag-uudyok at

. nagpapagana ng pag-aaral.
(Using of Kahoot motivates and activates

learning.)
22 Naimpluwensyahan ng Kahoot ang tamang

. pag-unawa sa pagbasa.
(Kahoot influenced students' reading
comprehension achievement.)
23 Sa pamamagitan ng Kahoot, pinahusay nito

. ang aking konsentrasyon, pagkamalikhain,
at memorya sa mga mag-aaral.
(By integrating Kahoot, improved powers of
concentration, creativity, memory among
students.)
24 Nadagdagan nang paglalaro ng Kahoot ang

. pagtutulungan sa loob ng klase.
(Kahoot increased teamwork in the class.)
25 Pinagyaman ng larong Kahoot ang kalidad

. nang pagkatuto ng Science sa silid-aralan.
(Kahoot enriched the quality of student
learning in the classroom.)
Two-way Table of Specification
SCIENCE 3
Topic Objective Hours Total Rememberin Understandin TOTAL %

s Used no. of g g
Items
Yamang Natutuko 8 hrs 10 5 5 10 35%

Lupa y ang
iba’t
ibang
yamang
lupa
Yamang Natutuko 8 hrs 10 5 5 10 35%

Tubig y ang
iba’t
ibang
yamang
tubig
Kahalag Nailalaha 6 hrs 10 5 5 10 30%

ahan ng d ang
Likas na kahalaga
Yaman han ng
pangangal
aga sa
Likas na
Yaman
22 hrs 30 15 15 30
TOTAL 100
Research Form 1- Adviser’s Acceptance Form

Research Form 2- Research Topic Acceptance Form

The CCC Research and Innovation Office in coordination with the technical panel from
the Department of Teacher Education with the Degree Program, Bachelor of Elementary
Education has recently reviewed and approved your research topic/tentative title outlined
below.
RESEARCH INTEREST FOCUS OF STUDY

Probable Source of Research based on
interest (HNRDA, NHERA2, DepEd
RA, ASEAN etc, CCC Research NHERA 2: Section 5
Agenda) Efficiency and Effectivity of an Innovative
-please specify the major and specific Strategy
agenda
Tentative Research Topic Development of a Practice
Teaching Evaluation Tool for CCC
Aligned to PPST
Working Title Kahoot as a Gamified Assessment Tool
During Instruction in the Grade 3 Pupils
Performance in Science
Tentative Research focus and initial The study aims to determine the impact of
questions Kahoot as a Gamified Assessment Tool
during instruction to the Grade 3 pupils’
Science performance.
1. What is the science performance of the two

groups of respondents in terms of their:
1.1 Pre-test; and

1.2 Post-test
2. What is the performance of the pupils in

their formative tests?
3. What is the perception of the teacher in

using Kahoot as gamified assessment tool

during instruction?
4. Is there a significant difference between

the pre-test performances of the two groups
of respondents?

the post-test performances of the two groups
of respondents?

the formative test performances of the two
groups of respondents?

the pre-test and post-test performances of the
pupils exposed to kahoot?
8. Based on the results, what Kahoot based

Assessment Activities may be proposed?
Research Type
(Quantitative, Qualitative, Mixed Quasi-Experiemental Method
Methods)
Student authors Alivar, Stephanie
Dalisay, Danica
Jimenez, Ruby Rose
Morpe, James Lee
Group No.: (i.e., M-01)

Format (Program First letter-00)
A: Accountancy; AI, Accounting EEd-20
Information; I: IT; C: CS;M:Math;EE:

EEd, E:English, S:Science
Approval Date
Richie V. Mendoza, LPT, MAEd _________________________

Adviser Date Signed
Danica R. Millario, LPT, MAEd 02-17-2023

Research Facilitator Date Signed
Noted: Raquel N. Wagan, LPT, PhD

Program Director
Approved Maryann H. Lanuza, LPT.,

: M.Sc.
Vice President for Research and Innovations
CURRICULUM VITAE
Stephanie B. Alivar
ADDRESS: Blk 19 Lot 23 MCDC Rose Street

Brgy. Canlubang Calamba Laguna 4027
TELEPHONE NO. N/A
CELL PHONE NO. 09109179027
EMAIL ADDRESS: [email protected]
PERSONAL INFORMATION
AGE: 20
DATE OF BIRTH: November 27, 2002
PLACE OF BIRTH: Canlubang, Calamba City
CIVIL STATUS: Single
RELIGION: Roman Catholic
MOTHER’S NAME: Elena B. Alivar
FATHER’S NAME: Constancio S. Alivar
EDUCATIONAL ATTAINMENT
TERTIARY City College of Calamba
Calamba, Laguna
2020-present
SECONDARY
Senior High School Kapayapaan Integrated School

Calamba Laguna
2018-2022
Junior High School Kapayapaan Integrated School

Calamba Laguna
2014-2018
PRIMARY San Ramon Elementary School
Calamba, Laguna
2008-2014
I hereby certify that the information provided in this form is true and correct to the best
of my knowledge.
Stephanie B. Alivar
Signature over printed name

Danica M. Dalisay
ADDRESS: 1398 Sitio Maligaya,

Brgy. Paciano Rizal,
Calamba Laguna 4027
TELEPHONE NO: N/A
CELL PHONE NO: 09087858174
PERSONAL INFORMATION:
Nationality: Filipino
Civil Status: Single
Date of Birth: December 4, 2001
Place of Birth: Valenzuela City
Age: 21
Religion: Roman Catholic
EDUCATIONAL ATTAINMENT:

2020-present
SECONDARY
Senior High School St. John and Paul Educational Foundation Inc.
Calamba City, Laguna
2018-2020
Junior High School Calamba Integrated School

2014-2018
PRIMARY Paciano Rizal Elementary School

2009-2014
St. Dominic Savio School

2008-2009
I hereby certify that the above information is true and correct to the best of my
knowledge and belief.
Dalisay, Danica M.
Signature over Printed Name

JIMENEZ, RUBY ROSE M.
Address: #051 B6 L2 Ipil-Ipil St. L.E. Village 1

Brgy. Lingga, Calamba City
Contact no.: 0997 944 3018
E-mail: [email protected]
PERSONAL INFORMATION
Date of Birth: June 22, 2001
Place of Birth: Taguig City
Age: 21
ELEMENTARY: St. Mary Montessori School
A.Y. 2006-2008
Holy Redeemer School of Cabuyao

A.Y. 2008-2012
SECONDARY: St. Mary Montessori School
A.Y. 2012-2014
St. Vincent College of Cabuyao
A.Y. 2014-2015
SENIOR HIGHSCHOOL: St. Vincent College of Cabuyao

A.Y. 2016-2018
TERTIARY: City College of Calamba

A.Y. 2020-Present
I hereby certify that the above information is true and correct to the best of my
knowledge and belief.
JIMENEZ, RUBY ROSE M.
Signature over Printed Name

James Lee R. Morpe

ADDRESS: BRGY. BANLIC DON JOSE HOMES
CALAMBA CITY, LAGUNA,4027
TELEPHONE NO: N/A

CELL PHONE NO: 09502829127
PERSONAL INFORMATION:
Date of Birth:September 8, 2002
Place of Birth: Calamba City
Age: 20

2020-present
SECONDARY
Senior High School University of Perpetual Help System-DALTA

2018-2020
Junior High School Kapayapaan Integrated School

2016-2018
Laguna college of business and arts

Calamba city
2014-2016
PRIMARY Paciano Rizal Elementary

School
2009-2014
I hereby certify that the above information is true and

correct to the best of my knowledge and belief.
Morpe, James Lee R.
Signature over printed name


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CITY COLLEGE OF CALAMBA

DEPARTMENT OF TEACHER EDUCATION 56

benefit from the study:

science enrichment lesson, the future study should examine incorporating

different grade levels and subjects to present a broader understanding of Kahoot's

various educational settings.

2) Address Connectivity Issues. Considering some pupils in remote areas may

experience connectivity issues, researchers should investigate techniques to

solutions to guarantee that all pupils can engage effectively in web-based

activities like Kahoot.

3) Diversify Participant Groups. Researchers should strive to incorporate people

from a diverse backgrounds and locations to improve the generalizability of the

findings. Specifically, studies should target students residing in rural or remote

investigation of the effectiveness of web-based tools like as Kahoot in various

4) Longitudinal Studies. This study should be conducted over a longer period of

This method will provide a more comprehensive understanding of how

educational technology affects student learning outcomes.

5) Contextual Factors. Researchers ought to consider how classroom environment,

teacher pedagogy, and curriculum alignment affect the effectiveness of Kahoot

refine best practices for its implementation.

6) Diversity in Study Participants. As the passage emphasizes the benefits of using

a more varied range of participants in studies. To ensure the generalizability of

learning styles, socioeconomic statuses, and cultural contexts.

Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. (2021). Gamification in Science

Likert Scale: Examples and how to use it | SurveyMonkey. (n.d.). SurveyMonkey.

______1. Ang Pacific Ocean ay parte ng anyong lupa.

______3. Ang Mt. Apo ay isang halimbawa ng lambak.

______5. Isang halimbawa ng burol ang Chocolate Hills. Ito ay tumpok-tumpok na

______1. Pangunahing pinagkukunan ng kabuhayan ng mga magsasaka sa pamamagitan

______2. Hindi nakakatulong ang likas na yaman sa ekonomiya at pag-unlad ng ating

______4. Dahil sa likas na yaman, wala ng matitirahan at masisilungan ng mga hayop

______5. Nakadaragdag sa kagandahan at kaayusan ng kapaligiran ang anyong lupa at

Pre-Test & Post Test

1. ang ____ay mahaba at makipot na anyong tubig na umaagos patungo sa dagat.

2. ang_______ ay nagsisilbing daungan ng mga sasakyang pandagat. Maalat ang tubig

3. Ang______ ay daloy ng tubig mula sa isang mataas hanggang sa mababang bahagi ng

5. Ang____ay isang bahagi ng karagatan na makikita sa pagbubukas ng dagat. Ito ang

7. Ito ay mababa, malawak at patag na lupain na maaring taniman.

8. Ang _____ay hanay ng mga bundok na magkakaugnay.

9.Ang _____ ay hanay ng mga bundok na magkakaugnay.

Panuto: Basahin at bilugan ang titik ng tamang sagot

1. Pangingisda ang kanilang pang kabuhayan dahil sila ay malapit sa ___________?

2. Ito ay uri ng anyong tubig na napapaligiran ng mga lupa?

3. Uri ng anyong tubig na kadalasan ay natutuyo kapag tag-init?

4. Ito ay pinakamalawak at pinakamalalim na anyong tubig?

5. Ito ay anyong tubig na kung saan ay nagmula sa ilalim ng kalupaan?

6. Ang karne ng hayop ay mayaman sa ______.

7. Ito ay nagbibigay enerhiya sa mga halaman upang makagawa ng pagkain.

8. Ito ay ay ginagawang kasangkapan sa ating tahanan tulad ng mesa, upuan, kama

9. Ikaw ay pinagtanim ng iyong tatay ng buto ng kalabasa. Pagkaraan ng ilang araw,

b. bato, lupa, bahay, at hangin

c. tubig, hangin, at sikat ng araw

d. naiproseso ng kalabasa ang tubig, mineral mula sa lupa, at sikat ng

10. Ito ay maituturing na pinaka-mahalagang nakukuha ng tao sa halaman.

c. Ginagawang palamuti sa tahanan

Kahalagahan ng anyong tubig at anyong lupa

(Pre-test & Post- test)

Isulat sa patlang ang T kung ang sinasaad ay tama at M kung mali.

________4. Sa tulong ng mga ito tayo ay nakakagawa ng mga materyales na maaari

________5. Tanging mga isda at pating ang maaaring Makita sa karagatan.