Date of Completion

2025

Document Type

Research Project

Degree Name

Grade 12

Keywords

Quizizz, Knowledge Retention, Gamification, Mixed-Method, Quiz Tools, Senior High School

Abstract

This research paper analyzes and investigates the effectiveness of a gamified quiz tool, specifically Quizizz, in promoting knowledge retention among Grade 11 students of De La Salle Medical and Health Sciences Institute Senior High School. Anchored in John Sweller's Cognitive Load Theory, the research explores how interactive digital assessment facilitates meaningful learning by optimizing cognitive processes in low order and high order thinking skills. Using an explanatory sequential mixed-method design, quantitative data were gathered through post-test and delayed post-tests, complemented by qualitative feedback on student perceptions. The results revealed that most participants retained or improved their performance, indicating that Quizizz promotes both immediate and long-term retention through retrieval practice. Students perceived Quizizz as engaging, efficient, and effective in deepening comprehension and conceptual understanding. The consistent use of Quizizz proved beneficial in reinforcing memory, promoting engagement, and sustaining active learning which is beneficial for students within a structured and gamified educational environment.

First Advisor

Marc Jeffrey P. Sioco, LPT

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