This study examined the effectiveness of integrating interactive online games into Technology and Livelihood (TLE) instruction for Grade 8 students under the MATATAG Curriculum. A practical action research design involving 30 learners was used, with data collected through pre- and post-tests, classroom observations, surveys, and interviews. Findings revealed that prior to the intervention, students held a neutral stance toward online games, passive participation, limited resources, and classroom engagement, and mixed emotions toward learning. After integrating online games, students reported increased motivation, stronger positive perceptions, greater participation, and greater collaboration with peers. Quantitative findings showed a significant improvement in students' engagement between pre- and posttests, confirming that interactive online games substantially enhanced both motivation and participation. Qualitative results further supported these findings, highlighting increased interest, excitement, and a stronger desire to perform well in class. The study concludes that interactive online games are effective instructional tools for enhancing student engagement in TLE instruction. It is recommended that future research explore the long-term impacts of online games on academic performance, knowledge retention, and learners' behavior.
Dumanon et al. (Fri,) studied this question.