Gamified technology-aided instructions on student engagement and academic performance of ict students in tup-cuenca extension program/ Alyysa Jamae B. Bascuguin, Mariz Syreen R. Gubi, and John Paul G. Marasigan.--

Bachelor's thesis

College of Industrial Education.-- Bachelor of science in industrial education major in information and communication technology: Technological University of the Philippines, 2025.

Includes bibliographic references and index.

The intent of this study is to investigate the relationship of Gamified Technology-
Aided Instructions to dependent variables such as Student Engagement and

Academic Performance. A descriptive correlational design was utilized for the
study and involved 75 respondents. The findings revealed a high positive
relationship between the independent variable (Gamified Technology aided
Instructions) and the dependent variables (Engagement and Academic
Performance). By using SPSS, specifically Pearson r, analysis revealed that the
coefficient of correlation is r =0.875, with a statistically significant p-value of p =
0.000. This represent a very strong positive association between two variables
which lead to the rejection of the null hypothesis that gamified technology aided
instructions have no significant influence on student engagement and academic
performance.
Recommendations were to include gamified technology-aided instructions
as a method of teaching for improving student engagement and learning outcome.
Future research may focus on other gamification techniques while expanding the
coverage of the study in different learning contexts.