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Abstract
This study aimed to develop and evaluate the acceptability of gamified video-based instructional material for teaching climate change awareness among grade 12 students. It also attempted to find out the significant difference between the pretest and posttest scores of the students before and after utilizing the instructional material. This employed a quasi-experimental method of research. The respondents were sixty (60) grade twelve students under TVL-HE from two sections in a Public School in the Province of Quezon who were purposively chosen in this study for September to March of the school year 2023-2024. Weighted mean and paired sample t-test were used as the statistical treatment. Initially, a survey questionnaire was used to determine the level of climate change awareness of the students and assess their mean performance in Earth and Life Science through a pretest. From the results, gamified video-based instructional material was developed and validated. Also, an acceptability questionnaire was administered to 10 teachers and 10 student respondents. The respondents agreed that the instructional material is highly acceptable and valid for teaching climate change awareness and can help improve learners’ performance. Findings revealed that there is a significant difference in the pretest and posttest scores of the students in both the control and experimental groups. However, the use of gamified video-based instructional material better increased the performance of the students as compared to the traditional method. Therefore, it is recommended that the developed gamified video-based instructional material be used as an effective alternative instructional material for teaching climate change awareness.
