This study evaluated the effectiveness of the “Around the World” game in enhancing the spelling skills of 18 Grade 6 learners at Talisay Elementary School using a quasi-experimental design. Pre-test results revealed a critical literacy gap, with 94.4% of participants scoring in the “very poor” range (M = 3.556). Following the intervention, post-test scores showed a significant improvement (M = 9.000), with 77.78% of learners advancing to the “poor” range. A t-test confirmed a statistically significant difference (p = 0.001), verifying that the game-based intervention effectively fostered engagement and memory retention. Conclusions imply that while gamification is a powerful catalyst for motivation, its impact is moderated by environmental barriers like classroom density and varied listening comprehension. Thus, the game serves as a vital instructional bridge but requires structured support to address persistent gaps. Based on these findings, it is recommended that the Department of Education institutionalize game-based strategies alongside traditional phonics instruction. Furthermore, schools should provide teacher training in managing active learning in crowded spaces, implement diagnostic testing for early intervention, and foster parental involvement to reinforce literacy skills at home. This multifaceted approach ensures that the gains in learner engagement translate into long-term academic achievement.
Damasco et al. (2026) studied this question.