Abstract
This study determined the extent of game‑based learning’s influence on students’ performance at one public secondary school in a medium‑sized division during the School Year 2025–2026. Specifically, it examined the extent of game‑based learning’s influence on academic achievement, motivational engagement, and skills development; compared its influence across learners grouped by profile variables; and tested whether significant differences existed across these groups. Using a descriptive-comparative research design, the study collected data from secondary learners using a validated survey questionnaire. Results revealed that game‑based learning had a strong influence on students’ academic achievement, motivational engagement, and skills development. When grouped according to demographic variables, learners consistently reported a strong influence, and no significant differences were found across groups. These findings indicate that game‑based learning is an effective and inclusive instructional approach that benefits diverse learners. However, the lowest‑scoring indicators- retention of information, reduction of math anxiety, and multitasking ability- highlight areas needing targeted support. Based on these results, an intervention plan was formulated to strengthen reinforcement strategies, reduce math anxiety, and enhance cognitive‑skill development to maximize the effectiveness of game‑based learning in the school.
Keywords: Game‑based learning, academic achievement, motivational engagement, skills development