Performance of Students, Gamification and Digital Learning Resources in Araling Panlipunan 8 Instruction

This descriptive-correlational study examined teacher-perceived performance, gamification, digital resources, and implementation challenges in Araling Panlipunan 8. Eighty purposively selected teachers from public and private secondary schools in the City Schools Division of Dasmariñas, Cavite, participated with reference to School Year 2025–2026. A researcher-made questionnaire provided data analyzed using means, standard deviations, and Pearson product–moment correlation. Teachers rated student performance favorably (M = 3.27, SD = 0.27), although retention and recall received the lowest item rating. Collaborative activities were the highest-rated gamification dimension (M = 3.35, SD = 0.28), while multimedia presentations were the highest-rated digital resource dimension (M = 3.36, SD = 0.30). Online simulations and interactive activities received the lowest digital resource rating (M = 3.05, SD = 0.29). Internet connectivity and limited training were the most prominent challenges. Collaborative activities were significantly associated with perceived student performance (r = .281, p = .012); the other gamification dimensions were not. Teachers’ challenges were significantly associated with multimedia presentations (r = .288, p = .009) and digital assessments and quizzes (r = .257, p = .022), but not with online simulations or educational platforms. A proposed framework addresses retention, collaboration, digital resources, teacher support, and monitoring.