EFFECTIVENESS OF QUIZIZZ ON GRADE-5 STUDENTS’

ENGAGEMENT AND MOTIVATION AT

ZARAGOSA CENTRAL SCHOOL

An Undergraduate Research
Presented to
The faculty of the Teacher Education Program
HOLY CROSS COLLEGE, STA. ROSA, NE, INC.
Santa Rosa, Nueva Ecija

In Partial Fulfilment
of the Requirement of the Subject
Language Research (LER- MC)

JAMES D. ALMAYDA
ROLAINE V. AGTANI
ANDREA RIO NICOLE C. BACTOL
KIAN MARK S. CASTILLO
BLESSIE ANN C. DULDULAO
LUCKY BOY C. GALANG
 October, 2024

CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

In today's modern world, the use of technology has become increasingly

pervasive. Its widespread development and integration impacts everyone's daily life

including the life inside the classrooms. It transformed and challenged numerous sectors,

not excluding the education system. Education must constantly adapt to this dynamic

development. It must be able to innovate, to use modern tools and methods that are

effectively integrated into the learning process (Bognár, Fauszt, & Váraljai, 2021). To

adapt to the said changes, diverse technology-based games, including Kahoot, Popplet,

Padlet, Quizizz, Google Street View, Screencast-O-Matic, and Adobe Spark, have risen

in popularity for enhancing student engagement in learning (Trust, 2017).

Quizizz being one of the technology-based games, is described by the

International Society for Technology in Education (ISTE) as a comprehensive assessment

tool that goes beyond quizzes, providing support for interactive and engaging classrooms.

Teachers can create lessons, conduct assessments, assign homework, and interact with

students. The platform offers flexibility in pacing, with instructor-paced lessons for

synchronized learning and student-paced lessons for individual progress. And one of the

effective and widely used technology-based learning media by educators in various

subjects. Its use stirs student curiosity, enhances creativity, and supports learning with

peers. This is in line with Black and Allen’s (2018) suggestion that learning is a social

activity. The use of Quizizz in learning creates a sense of enjoyment for students and
increases focus on the learning content. The ease of learning, enjoyment, and meaningful

knowledge has a positive impact on learning attitudes (Lin, 2022). The implementation

of Quizizz significantly enhanced students' overall engagement in the learning

process. This corroborates with a recent study conducted by Fadilah (2023), which also

observed heightened levels of engagement among students utilizing Quizizz in contrast to

traditional learning methodologies. The interactive features and gamification

elements inherent in Quizizz seem to effectively captivate students' attention,

thereby fostering enthusiastic and active participation in learning endeavors. In

addition, the effects of the Quizizz on students' attitudes towards learning, particularly in

terms of interest, motivation, and enjoyment, were profound. Shea et al.(2022), who

observed a positive impact of the game-based learning platforms on students'

motivation and enjoyment. However, this study further elucidated the specific

influence of the Quizizz, emphasising its role in fostering not only motivation but also

sustained interest and enjoyment in the learning process.

It was therefore evident that as future educators who will face the fast-paced

changes in the integration of technology in the education system, the researchers should

utilize the opportunity and their responsibility to gain insights and knowledge on

effective tools that can foster learning while adapting to the rampant influence of

technology inside the classroom.

Alongside with the justification of the evaluation of effectiveness of quizizz on

grade-5 students’ engagement and motivation, a further personal motivation for the study

were the researchers future educators who aimed to have adequate knowledge and skills

in the integration of technology in education.

 This research study will benefit grade 5 students by enhancing their learning

engagement and motivation, their teachers by providing effective instructional strategies,

and educational stakeholders by informing practices that integrate technology in the

classroom.

Review of Related Literature

Quizizz

According to Maraza-Quispe et al. (2023) in the international journal entitled

"Impact of the Use of Gamified Online Tools: A Study with Kahoot and Quizizz in the

Educational Context”,Quizizz is a gamified online quiz platform focused on creating,

sharing, and evaluating educational content accompanied by avatars, leaderboards,

themes, music, and memes. It is a free formative assessment tool that allows for fun

assessments in both classroom and homework modes. Additionally, the wealth of

information provided by Quizizz in the reporting section allows us to evaluate not only

how individual students are doing but also which concepts have been better or worse

assimilated by everyone when statistics for certain questions are very low or very high.

In addition, Hikmah et al (2021) stated that in the study entitled “Using Quizizz to

Develop an Assessment of Physics Learning: An Alternative Way for Physics Learning

Assessment in the Covid-19 Pandemic Era”, Quizizz games have game characteristics

such as avatars, themes, memes, and entertaining music in the learning process. Quizizz

also allows students to compete with each other and motivate them to learn so that

learning outcomes can improve. Students take quizzes at the same time in class and see
their live rankings on the leaderboard. Instructors or teachers can monitor the process and

download the results when the quiz is complete to evaluate student performance. Quizizz

games can help students learn motivation, reduce misconceptions and improve learning

outcomes.

Another study by Narpila et. al (2023) describe Quizizz application to have a very

attractive appearance. The colorful display and its musical instrument transform test or

exam activities to be more enjoyable. Quizizz can also be designed using time as a timer,

lowering the chance for students to cheat. Teachers can also display questions randomly

to students. Consequently, students are more focused on doing their exams which gives

them no chance to collaborate with other students.

Furthermore, Slamet & Fatimah (2022) Quizizz helpful in gauging their

understanding of the content taught by their previous teacher. By quickly assessing

their scores, students gained insights into their grasp of the material. Achieving a high

score on Quizizz served as a motivating factor for students, encouraging them to

engage in healthy competition with their peers. This competition fostered a desire to

study more frequently and effectively, aiming to improve their scores in subsequent

assessments. Thus, Quizizz not only served as a tool for evaluating learning but also to

drive student motivation and academic excellence. This new learning perspective using

this approach was beneficial both students and lecturers.

Student Engagement

According to Fredericks, Blumenfeld, & Paris (2004) Engagement in the

classroom falls within three categories: behavioral, cognitive, and affective. These three

types are distinct yet interrelated.

 In addition the study entitled ‘Relationship between student engagement and

academic performance’ by Cali et. al (2024) described student engagement as a well-

known construct to identify and track student behavior throughout their years in

academia. Their engagement throughout the academic years gives a clear overview of

their progress at university. This construct is of great value and serves as an

operational tool in the hands of scholars to improve and maximize the academic

experience of students. Getting students engaged in school is seen to be a remedy for

symptoms of alienation.

Furthermore it is defined by Bhandari et.al (2024) on his study entitled ‘An

analytical study of student engagement and learning’, Student Engagement (SE) refers to

students’ cognitive investment in their learning. It ensures their willingness to participate

emotionally, behaviorally, and cognitively in the learning process. Emotional

participation shows the feelings of students about their instructor, classroom, and sense of

belonging.

On the other hand when it comes to engagement using quizizz, Asmara,

Muhammad, and Aini (2022) discuss the use of Quizizz for measuring EFL students’

engagement. Based on the result and discussion of the study entitled “The use of Quizizz

application for measuring EFL students’ engagement at SD Muhammadiyah Anyar” the

researchers take the conclusion that most of the students at SD Muhammadiyah Manyar

give positive feedback toward the use of quizizz for measuring their engagement during

the learning activities. The result of the questionnaire also showed that quizizz is a great

tool that can make EFL students at SD Muhammadiyah Manyar become more engaged in

the teaching and learning process. So here, the researchers stated that quizizz is a
recommended learning tool to be used by teachers or educators to enhance EFL students’

engagement during the teaching and learning process.

Student Motivation

Vincent and Kumar (2019) discussed in the study entitled “Motivation: Meaning,

definition, nature of motivation”, that motivation is one's direction to behavior, or what

causes a person to want to repeat a behavior, a set of force that acts behind the motives.

An individual's motivation may be inspired by others or events (extrinsic motivation) or it

may come from within the individual (intrinsic motivation).

In addition, according to Wardani et.al (2020) Motivation is a drive or impulse that

is contained in humans that can cause, direct and organize their behavior. This is related

to efforts to meet perceived needs, both physical and spiritual needs. In relation to

learning activities, learning motivation means the overall driving force within students

that can generate, guarantee, and provide direction for learning activities, in order to

achieve the expected learning goals. With learning motivation, students have intensity

and continuity in the learning process that is followed.

On the other hand, when it comes to students' motivation in using quizizz. There

has been evidence that the use of Quizizz as a teaching tool in educational institutions has

been successful in increasing the level of reading motivation among students and

improving their overall academic performance. Zhang and Crawford (2024) explore the

use of Quizizz in educational settings, in the study entitled, “EFL learners’ motivation in

a gamified formative assessment: The case of Quizizz”, According to the findings of this

study, a group of students in China discovered that Quizizz improved students'

motivation and affective outcomes, which resulted in more student involvement and
higher accuracy in evaluations. In this particular study, the researchers utilized the

Quizizz platform as a Gamification Formative Assessment (GFA) on students who were

learning English as a Foreign Language (EFL). Based on the findings of this study, the

utilization of the Quizizz platform for the purpose of gamified formative assessment had

a beneficial effect on the levels of motivation.

Another findings by Razali et al. (2020) entitled "Gamification Elements in

Quizizz Applications: Evaluating the Impact on Intrinsic and Extrinsic Student’s

Motivation”. Based on the early findings, the use of Quizizz application in the student

learning styles shows a common effect of gamification toward the student’s intrinsic and

extrinsic motivation. Both intrinsic and extrinsic motivation has to be considered in

gamification development as it complements each other in human behaviour.

Empirical Studies about Quizizz and Students engagement and motivation

Despite the potential benefits of innovative learning media like the Quizizz,

challenges persist in the current learning environment. Mesterjon (2021) points out in his

study entitled “Learning system management theory and concept 4.0”, that students are

increasingly reliant on smartphones for accessing information, sometimes at the

expense of active participation in the classroom. This behaviour not only

undermines the effectiveness of traditional teaching methods but also raises concerns

about students' engagement and academic integrity(Syakur et al.,2020)

In addition, Rahmawati (2022) explored the gaps and challenges of using Quizizz

in the study entitled “The advantages and disadvantages of using Quizizz in English

learning as an assessment tool based on students of UIN SAIZU’s perception”, there is a

barrier preventing the instructor from using Quizizz to its full potential as an online
learning tool in the classroom during the course. The obstacles faced are network access,

quota availability, and reliance on parents for their mobile devices.

Furthermore a study conducted by Sarati (2021) the disadvantage is that often

students will not type the exact answer and will be marked wrong. Spelling mistakes can

cause an incorrect grade, whereas the teacher would have accepted the answer. Another

disadvantage of Quizizz is that students can experience a drop in the level due to the

length of time that affects the results obtained. The faster the quiz is done, the higher the

results. The use of Quizizz depends on the internet connection. Therefore, if the

connection is weak, it will be a problem for students to join the Quizizz session (Nguyen,

2022).

Conceptual Framework

The conceptual framework of this paper is composed of the input, process, and

output. The independent variable of the study being the quizizz application and the

students’ learning motivation and engagement as the dependent variables. The input are

learners from grade-5 learners of Zaragosa Central School. This includes their age,

gender and the motivation and engagement of the students. The process of involves the

data collection through survey questionnaire, analysis of the results using the likert scale,

statistical tools (Pearson’s Correlation) to test relationship between variables and

interpretation of the results. Lastly, was the output where the effectiveness of quizizz to

grade-5 learner’s learning motivation and engagement and the Proposed Action Plan.
 Input Process Output

1.Respondents’ Data collection through

demographic profile; survey questionnaire Effectiveness of
1.1 Age quizizz to grade-5
1.2 Gender Analysis of the results learner's learning
using the likert scale motivation and
2. Students’ motivation
engagement.
2.1 Traditional Statistical tools
Method (Pearson's Correlation)
Proposed Action Plan
2.2 Quizizz to test relationship
between variables
3. Students’ engagement
3.1 Traditional Interpretation of the
Method results.
3.2 Quizizz

Figure 1. Research Paradigm

Statement of the Problem

This research aims to address the effectiveness of quizizz towards the motivation

and engagement of the respondents.

Specifically, it seeks to answer the following;

1. How may the respondents’ demographic profile be described in terms of;

1.1 Sex; and,

1.2 Internet Connectivity

2. How may the students’ learning motivation be describe in terms of;

2.1 Traditional Method

2.2 Quizziz
3. How may the students’ learning engagement be describe in terms of;

3.1 Traditional Method

3:2 Quizziz

4. Is there a significant difference in the learning motivation and engagement of the

students using traditional method and using quizziz?

Scope and Delimitations of the Study

This covers the effectiveness of quizizz in the students’ motivation and

engagement. The primary respondents of this research study consist of students from

Zaragoza Central School enrolled in the academic year 2024-2025. The respondents of

the study were limited to grade-5 students studying at Zaragosa Central School, Nueva

Ecija.

Moreover, this study covers how the demographic profile of the respondents can be

described in terms of; age and gender. This study also focused on how the effectiveness

of quizizz can be described in terms of the students’ motivation and engagement.

Nevertheless, determining the significant relationship only limits the relationship between

quizizz, motivation and engagement.

Significance of the Study

This study aims to contribute to the understanding of how the use of Quizizz can

be effective towards the students’ motivation and engagement in the classroom. The

findings will provide several key insights:

 Students will benefit from enhanced engagement and motivation in their learning

process, which may improve their participation, focus, and overall academic

performance.

Parents will gain a wider perspective in the use of technology to the learning

process of their children, allowing them to see potential and use it at home.

Teachers will gain practical knowledge on how to use Quizizz as an effective

tool for fostering an engaging and interactive learning environment, which could lead to

better instructional practices and improved student outcomes.

Schools and Educational Institutions will highlight the effectiveness of

integrating gamified learning tools, encouraging the adoption of such technologies to

enhance the learning experience in classrooms.

Educational Stakeholders administrators and policymakers will be informed

about the potential benefits of gamified platforms like Quizizz in promoting student

motivation and engagement, which may influence decisions related to technology

integration in education.

Researchers and future studies will benefit from this research as it will provide

empirical data and a framework for further exploration into the effects of gamified

learning tools such as quizizz on student motivation and engagement.

Definition of Terms

The definition of key terms is necessary to get clear information and provide a

guideline for the research. There are key terms related to this research that are used as a

guide for conducting this research. All of those are:

 Formative Assessment – formative assessment is to monitor student learning to

provide ongoing feedback that can be used by instructors to improve their teaching and

by students to improve their learning. (Carnegie Melon University, 2024).

Gamified Formative Assessment (GFA) – A formative assessment approach that

integrates game mechanics to increase student engagement during the learning process

(Oxford Reference, 2020).

Gamification – Gamification refers to technology becoming more fun, either by

design or as an emerging transformation. Gamification applied in education is related to

learning in virtual environments, computer science and learners (Hamari, 2023).

Gamified Learning – involves designing learning activities so that game

characteristics and game principles inhere within the learning activities themselves

(University of Waterloo, 2024).

Interactive Features – An interactive system or computer program is designed to

involve the user in the exchange (Cambridge Dictionary, 2024).

Leaderboards – A display of rankings, typically in a competitive environment,

showing the performance of participants in real-time (Oxford Dictionary of Education,

2020).

Motivation – the reason or reasons one has for acting or behaving in a particular way.

(Oxford Languages, 2024).

Quizizz – is an online learning platform designed for interactive quizzes. It offers a

wide range of question formats and a vast library of pre-made quizzes on various topics.

(Nguyen, 2017).
 Student Engagement – refers to the degree of attention, curiosity, interest, optimism,

and passion that students show when they are learning or being taught, which extends to

the level of motivation they have to learn and progress in their education (Education

Reform, 2016).

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