Gamified approaches in enhancing the learner’s reading proficiency

This study explored the effectiveness of gamified approaches in overcoming specific barriers to reading proficiency and tailoring interventions to the unique needs of learners. The researcher investigated the following: factors affecting the reading proficiency level, along comprehension, fluency, and vocabulary; reading proficiency level along the aforementioned variables using the gamified approaches; characteristics of gamified approaches in teaching reading, and measures may be recommended to further improve the gamified approaches in teaching reading. The descriptive research design and two primary research instruments were utilized to gather data and measure the effectiveness of the intervention. First, A survey questionnaire was administered to six Grade 4 teachers of Tabaco North Central Elementary School to determine the factors affecting learners’ reading proficiency, particularly along comprehension, fluency, and vocabulary. Second, a reading proficiency assessment was designed and administered to the 37 Grade 4 pupils before and after the intervention. 
The use of gamified approaches was found to be an effective innovation in enhancing the learner’s reading proficiency after two months of implementation as reflected in the significant number of students achieving Advanced proficiency (56.76%) and the absence of Emerging students. These results align with research that emphasizes the power of both gamification and storytelling in enhancing language learning and literacy. The data also showed a marked improvement in students' vocabulary proficiency after the application of gamified approaches. The majority of students have achieved Advanced proficiency, with a smaller group at the Proficient level and a minimal number of students still at the Developing stage.