Advisers

Abraham P. Muyrong II, PhD

Discipline

Education

Abstract

This research investigated the use of the Enchanted Card as a teaching aid to enhance English reading comprehension among Grade 2 pupils. Anchored in the principles of game-based learning, the study examined how play and interactive activities incorporated through the Enchanted Card could boost learners' motivation, engagement, and comprehension. A quasi-experimental design compared two groups of Grade 2 pupils: one received conventional reading instruction and the other used the Enchanted Card. Pretests, posttests, classroom observations, and learner feedback were used. Participants were aged 6–7 years, and 52% were female. The source Methods section also states that the intervention group improved more than the control group, which is an outcome rather than a methodological detail. Learners described the Enchanted Card as enjoyable and engaging. Frequency, percentage, weighted mean, and Likert-scale summaries were used. Most Grade 2 learners were 6 years old (30%), and 52% were female. The mean increased from 2.41 (“low proficient”; SD = 1.55) on the pretest to 7.85 (“highly proficient”; SD = 1.93) on the posttest. The Wilcoxon signed-rank test indicated that none of the 120 learners scored lower after the intervention (Z = -9.519, p = 0.000). The p-value should be reported as an inequality rather than as zero, and the separate control-group outcome is not presented. The pretest–posttest improvement and learner feedback suggest that the Enchanted Card supported reading comprehension, motivation, and engagement among Grade 2 learners. However, the Results section omits the control-group scores described in the Methods, so comparative effectiveness cannot be verified. Complete group results and a correctly reported p-value are needed.

Keywords

game-based learning, reading comprehension, enchanted card, grade 2 learners, instructional material