Development of Gamified Stoichiometry Learning Strategy to Improve the Academic Adjustment of Geodetic Engineering Students

Abstract

This study, entitled Development of a Gamified Stoichiometry Learning Strategy to Improve the Academic Adjustment of Geodetic Engineering Students, aimed to design, implement, and evaluate a Scratch-based gamified learning strategy to help first-year Geodetic Engineering students adjust more effectively to the academic demands of college chemistry. The research focused on determining how the strategy influences students’ understanding of stoichiometric concepts, their retention of key formulas and procedures, their motivation to learn, and their overall academic adjustment. A quantitative research design was used, with participants randomly selected from first-year sections to ensure fairness and representativeness. Data were gathered through pre-tests, post-tests, and survey questionnaires, and were analyzed using descriptive statistics, Weighted Average Means, and a paired t-test to measure the significance of improvement following the intervention. All procedures followed strict ethical standards, ensuring voluntary participation, confidentiality, and secure handling of student information. Results showed that the gamified learning strategy produced substantial gains in conceptual understanding, strengthened long-term retention through repeated interactive tasks, and increased motivation through game-like features such as progress tracking and rewards. High WAM scores across both blocks and consistently positive responses supported these findings. The significant rise in post-test scores compared to pre-test results further confirmed the effectiveness of the intervention, demonstrating that the Scratch-based gamified Stoichiometry learning strategy successfully enhanced students’ learning performance and overall academic adjustment.

Introduction

First-year Geodetic Engineering students often experience difficulty in chemistry, particularly in stoichiometry, due to the mathematical demands, unfamiliar concepts, and the transition from senior high school to a more advanced college environment. Many struggle with balancing equations, converting units, and applying formulas, leading to low performance, loss of motivation, and academic burnout. Traditional teaching methods fail to engage students, making it harder for them to adjust academically.

To address these challenges, the study introduces a Scratch-based gamified Stoichiometry Learning Strategy designed to make learning more interactive, motivating, and easier to understand. Gamification—through rewards, progress tracking, and interactive problem-solving—has shown promise in previous educational studies but remains underexplored among Geodetic Engineering students, who heavily rely on computational skills in their field.

The study aims to develop and evaluate this gamified strategy by measuring changes in students’ understanding, retention, and motivation, and by comparing pre-test and post-test performance to determine its effectiveness in aiding academic adjustment.

Using a quantitative research design, the study involved 50 first-year Geodetic Engineering students from Batangas State University–Alangilan Campus. Data were collected through pre- and post-tests, along with Likert-scale questionnaires assessing understanding, retention, and motivation.

Results showed significant improvement. Pre-test scores revealed low to moderate understanding of stoichiometry, while post-test results demonstrated substantial gains, with most students achieving higher mastery levels. Survey responses further confirmed the effectiveness of the gamified strategy: students strongly agreed that the tool enhanced their conceptual understanding, long-term retention, and motivation to learn. They reported better comprehension of mole–mass–particle relationships, easier problem-solving, improved recall of formulas, and increased engagement due to the interactive, game-like format.

Sectional comparisons (e.g., Block 1101) echoed these findings, showing consistently strong positive responses across understanding, retention, and motivation.

Overall, the Scratch-based gamified stoichiometry approach effectively supported students’ academic adjustment by making complex chemistry concepts more accessible, memorable, and enjoyable. The strategy demonstrates strong potential for improving teaching and learning practices in engineering programs, especially for students who often struggle with foundational chemistry content.

Conclusion

Based on the data gathered and analyzed in this study, the following conclusions were formulated: 1) Academic Adjustment Improvement Through Gamified Stoichiometry Learning a) The Scratch-based gamified Stoichiometry strategy effectively improved students’ comprehension of stoichiometry concepts, including relationships between moles, mass, and particles, problem-solving, and identification of quantities. Both blocks benefited, with Block 1102 showing slightly higher gains. b) The strategy significantly enhanced students’ retention of formulas, procedural steps, and key concepts. Repetitive and interactive tasks reduced confusion and promoted long-term understanding, with consistent improvements across both blocks c) Gamified features such as rewards, progress tracking, and interactivity increased students’ engagement, confidence, and interest in learning stoichiometry. Both blocks experienced motivational improvements, with Block 1101 slightly higher in some indicators. 2) The post-test scores were significantly higher than pre-test scores, confirming that the strategy effectively enhanced academic performance, understanding, retention, and motivation, thereby supporting the academic adjustment of Geodetic Engineering students. These results support the alternative hypothesis.

References

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Copyright

Copyright © 2025 Princess J-Bie D. Panol, Kim Ann Ashley D. Pastolero, Jem Mikaela C. Pecho, Jesusa Angela Mignonette G. Predicala, Sheena Nicolle A. Reodique, John Renz D. Rivera, Rhiyan Chariz D. Salcedo, Bryle A. Armeza. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.