Vol.11, No.2, May 2022.                                                                                                                                                                                   ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333


TEM Journal



Association for Information Communication Technology Education and Science

The Use of Gamified Differentiated Homework in Teaching General Chemistry


Edelito G. Villamor, Minie Rose C. Lapinid


© 2022 Minie Rose C. Lapinid, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)


Citation Information: TEM Journal. Volume 11, Issue 2, Pages 594-604, ISSN 2217-8309, DOI: 10.18421/TEM112-13, May 2022.


Received: 20 November 2021.

Revised:   06 March 2022.
Accepted: 12 March 2022.
Published: 27 May 2022.




This study is a classroom-based action research utilizing the pretest-posttest single intact group approach to determine the effectiveness of Gamified Differentiated Homework on motivation and academic performance of Grade 11 students in General Chemistry. The intervention uses the differentiated homework to address the academic needs of students with varying levels of readiness, and gamification through the use of ClasscraftTM. Integrating gamification and differentiation to homework helped students improve their motivation and academic performance especially during the challenging times in pandemic where students are bombarded with so many homework tasks with little to no support in other subjects.


Keywords –gamification, differentiated learning, homework, general chemistry, motivation, academic performance.



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