Enhancing Third-grade Learners' Writing Mechanics in Simple Sentence Construction through Game-based Learning
Revecca P. Filiscoso *
Davao Oriental State University, Cateel Campus, Davao, 8205, Philippines.
Kittie Estrada
Davao Oriental State University, Cateel Campus, Boston, 8206, Philippines.
Leneth Pearl S. Pingot
Davao Oriental State University, Cateel Campus, Davao, 8205, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Writing mechanics, particularly capitalisation and punctuation, are essential for helping primary learners construct clear and meaningful simple sentences. However, Grade III learners may continue to experience difficulty applying these conventions accurately, indicating the need for engaging instructional strategies such as Game-Based Learning. This quasi-experimental study examined the effectiveness of Game-Based Learning (GBL) in enhancing Grade III learners’ writing mechanics, particularly the correct use of capitalisation and punctuation in simple sentence construction. The study was conducted at Cateel Central Elementary School from January to March 2026 and involved 50 Grade 3 learners from two intact classes. Twenty-six learners formed the control group and received conventional instruction, while twenty-four learners formed the experimental group and participated in structured game-based activities. Data were collected using a validated 20-item pre-test and post-test achievement instrument with excellent content validity (Aiken’s V = 1.00) and internal consistency (KR-20 = 0.90). Pre-test results showed that both groups were initially classified as “Did Not Meet Expectations,” although a significant baseline difference was observed between the control group (x̄ = 3.15, grade 63) and the experimental group (x̄ = 5.96, grade 67), P = 0.027. After the intervention, the control group remained in the “Did Not Meet Expectations” category (x̄ = 6.42, grade 68), whereas the experimental group reached the “Satisfactory” level (x̄ = 15.12, grade 84). ANCOVA results indicated a significant post-test difference after controlling for pre-test scores, and the partial eta squared value of 0.430 indicated a large effect. The findings suggest that GBL can support learners’ application of writing mechanics when used alongside structured classroom instruction.
Keywords: Writing mechanics, game-based learning, capitalisation, punctuation, simple sentence construction, Grade 3 learners, primary education, English language instruction, quasi-experimental design, learner engagement