The Development of Learning Achievement in Folk Dance through Gamification-Based Instruction Integrated with Bingo Games among Grade 5 Students

Abstract

The purposes of this research were: (1) to compare the pre-learning and post-learning achievement in Folk Dance among Grade 5 students who were taught through gamification-based instruction integrated with Bingo games, and (2) to investigate the students’ satisfaction with the gamification-based instruction integrated with Bingo games in learning Folk Dance. The sample consisted of 12 Grade 5 students at Thai Christian Sapanluang School during the 2025 academic year. The participants were selected using purposive sampling. The research instruments included: (1) lesson plans based on gamification integrated with Bingo games for learning Folk Dance, (2) a learning achievement test, and (3) a student satisfaction questionnaire toward the instructional approach. The data were analyzed using mean, standard deviation (S.D.), and the Wilcoxon Matched-Pairs Signed-Ranks Test. The findings revealed that (1) the students’ posttest achievement scores were significantly higher than their pretest achievement scores at the .05 level of statistical significance, and (2) the students’ satisfaction with the gamification-based instruction integrated with Bingo games for learning Folk Dance was at the highest level, with a mean score of 4.88 and a standard deviation (S.D.) of 0.19.