Gamification-Based Learning Management Integrated with Microscale Chemistry Experiments on Factors Affecting the Rate of Chemical Reactions to Enhance Learning Achievement and Scientific Competency of Eleventh Grade Students

Abstract

This study aimed to (1) develop a learning management plan based on gamification integrated with microscale chemistry experiments in the unit Factors Affecting the Rate of Chemical Reactions for Grade 11 students, (2) examine learning achievement, and (3) assess changes in scientific competency. The study employed a one-group pretest–posttest design. The sample comprised 50 Grade 11 students from Montfort College, Chiang Mai Province, during the second semester of the 2024 academic year, selected through purposive sampling and organized into 10 heterogeneous groups for instruction. Learning activities were designed using gamification principles and microscale chemistry experiments and implemented through four lesson plans over twelve class periods. Research instruments included lesson plans, experimental kits, a performance assessment rubric, and a scientific competency assessment adapted from the PISA 2018 framework. Data were analyzed using descriptive statistics (mean, standard deviation, and percentage). A one-sample Wilcoxon signed-rank test (using the 10 groups as the unit of analysis) was used to test whether group learning achievement exceeded the 70% criterion, and the Wilcoxon signed-rank test for paired samples was used to compare students’ pre- and post-instruction scientific competency scores. The results indicated that the developed learning management plan demonstrated good to very good quality. Students achieved an average learning outcome of 87.67 percent, which was significantly higher than the 70 percent criterion (p = .001). Furthermore, students’ scientific competency improved significantly from pre- to post-instruction (p = .016), with problem- solving showing the highest post-test mean score (χ² = 4.11, S.D. = 0.73).