Improving Mastery of Pronoun-Antecedent Agreement in Grade 9 Students Through Game Intervention: Gamified Activities for Mastery Enhancement

Abstract

The purpose of this descriptive quantitative study was to improve the mastery of students on pronoun-antecedent agreement among high school students. The study participants were 50 ninth-grade students from Semong National High School. The study introduced an intervention called GAME (Gamified Activities for Mastery Enhancement) Intervention to improve student mastery on pronoun-antecedent agreement. The pre-test and post-test results showed a significant difference: the pre-test had a mean percentage of 47.3 (Standard Deviation = 2.85), while the post-test showed a mean percentage of 80.5 (Standard Deviation = 2.02). Statistical analysis confirmed a substantial improvement in student mastery, with a t-score of 19.4 and a p-value less than .001, indicating the results were statistically significant. To provide a comprehensive understanding of the students' insights during and after the intervention, the researchers conducted interviews with selected individuals. From the responses gathered, five themes emerged regarding the insights of students: (1) Increased Participation and Engagement, (2) Enhanced Retention of English Lessons, (3) Improved Collaboration and Peer Interaction, (4) Variety in Game Types, and (5) Supportive Learning Environment