METHODOLOGY_GROUP-3-REPORT.powerpoint to showx

provided you the methodology the effects of gamification

1. THE EFFECTS OF GAMIFICATION ON STUDENT MOTIVATION AND ACHIEVEMENT IN LEARNING ENGLISH AS A FOREIGN LANGUAGE IN HIGHER EDUCATION PRESENTERS: Sabado, Aegy Nicole C. Sugabo , Alyssa Joyce M. Valentin, Donna A. Lamija Huseinović METHODOLOGY

2. The research design of the study was quantitative and descriptive-correlational. It investigated the impact of gamification on student motivation and academic performance in learning English as a Foreign Language (EFL) at higher education institutions in Bosnia and Herzegovina. The study used survey-based data collection and applies statistical analysis to examine relationships between game-based learning and student outcomes. RESEARCH DESIGN

3. The study used a logical and snowball sampling method to have 202 participants from public and private universities in Bosnia and Herzegovina SAMPLING TYPE

4. The sample locale is the higher education system in Bosnia and Herzegovina, and the sample population consists of 202 students enrolled in both public and private universities. These participants represent a diverse range of age groups, English proficiency levels, and academic disciplines, including fields such as English and Literature, Information Technologies, Engineering, Natural Sciences, Economics, and International Relations. SAMPLING LOCALE AND POPULATION

5. Out of the 202 participants, 50.5% are male and 49.5% female. The majority of surveyers , 61.4%, are between 29 – 39 years old, while 15.8% and 14.4% are be- tween 40 and 50 or over 50 years old, respectively. The smallest percentage group in the sample are learners between 18 and 28, which make up 8.4%. When it comes to student academic performance in English, participants could rate it on a scale between ‘’acceptable’’ and ‘’excellent’’. The majority reported their performance as ‘’very good’, making 35.6% of the sample. The second and third most represented groups in the sample are those with ‘’good’’ and ‘’satisfactory’’ level of academic performance, with 28.7% and 18.8% respectively. 9.4% are in the top end of the scale, while 7.4% are in the bottom end. SAMPLING LOCALE AND POPULATION

6. The data collection method involved distributing an online questionnaire via Google Forms. The survey was shared through email, social media platforms (Facebook, LinkedIn, Instagram), and communication apps (Viber, WhatsApp, Signal, and Gmail) to reach students in higher education institutions across Bosnia and Herzegovina. The questionnaire contained 57 items, including questions on academic performance, frequency and proficiency in using language learning apps, motivation, attitudes toward app-based language learning, and perceived improvements in English language skills (listening, speaking, reading, and writing). DATA COLLECTION

7. The questionnaire used a Likert scale of 5 where participants could choose one of the five statements ranging from 5(strongly agreed) to 1 (strongly opposed). The questions related to listening, speaking, reading, and writing skills in English (5 items) were adapted from research by Ke Sin and Said (2020). Questions about motivation (24 items) and learning outcomes (4 items) were adapted from the Pratama 2020 study on student perception of game play to improve classroom perception and motivation in higher education. In addition, there were three questions about the academic performance in English and the frequency of game use. The other four questions collected demographic information from participants. DATA COLLECTION

8. The research data was organized and stored in MS Excel 2013 and for further statistical analysis SPSS Statistics v25.0 was utilized for data procession. The following statistical procedures were used: Descriptive Statistics – Used to calculate means and standard deviations. Normality Testing – The Kolmogorov-Smirnov test was used to check if the sample followed a normal distribution. Reliability Analysis – Cronbach’s Alpha test was applied to measure internal consistency and reliability of the questionnaire. DATA ANALYSIS

9. The data analysis involved several statistical procedures using IBM SPSS Statistics v25.0. The key methods applied were: Pearson Correlation Coefficient – Used to evaluate relationships between variables. Linear Regression – Applied to assess the predictive relationships between variables such as game usage and English learning outcomes DATA ANALYSIS

10. The data presentation was done using tables to provide representation of the study’s findings. Descriptive statistics, normality tests, reliability analysis, Pearson correlation coefficients, and regression analysis were displayed in tabular form. Additionally, mean values, standard deviations, and correlation were organized to illustrate the relationships between variables such as game usage, motivation, and academic performance in English learning. DATA PRESENTATION

11. DATA PRESENTATION

12. Thank you!