Abstract
With the proliferation of electronic gadgets, digital games unfailingly proved their strength in the academic circle, specifically in learning English concepts. Despite these facts, a statistical-based comprehensive conclusion must be drawn regarding the effect of digital game-based learning on English proficiency. This study was conducted through a systematic review and meta-analysis of published thesis and dissertations collected from various distinguished research databases. The purpose of this meta-analysis is to characterize and compare outcomes related to the effectiveness of digital game-based learning towards the English proficiency of primary students as they are presented in the educational literature. Through a meta-analysis, the heterogeneity between the studies was minimized, and the data were analyzed according to the effect size. The examined studies suggest that digital game-based learning differs in a statistically significant way when compared to traditional instruction. Finally, to promote the most comprehensive application of digital games into education and teaching, there was a need to include this method in crafting policies that were deemed relevant in today’s setting.
Keywords: Education, educational leadership, digital game-based learning, English proficiency, systematic review and meta-analysis, Philippines