ISSN: 2222-6990
Open access
Emotional competency is great concern to develop among children’s, with the increased statists of emotional and behavioural issues for risk of school dropout among students. Emogamification is an aid of strategies to build better emotional competency skills for children in primary school. The objective of this study was to test the Emogamification apps module for validity and reliability. To develop the module, the researcher used ADDIE model which incorporates five primary phases, namely Analysis, Design, Development, Implementation and Evaluation. The study used a try out groups which combined 30 participants from primary school children with age range (7-12 years), and 5 experts from the field of psychology, special education, early childhood education and primary school teacher using convivence sampling. According to the content validity scale by expert the Emogamification app module has cumulative score of .87% accuracy for age relevancy, clarity of activities and the feature for developing emotional competency among primary school children’s. The reliability of Emogamification app module was measured by using the self-report questionnaire of The Emotional Behavioural of school dropout risk scale, the overall reliability of Module was scored .98 Cronbach’s alpha coefficients on all the activities of the module among the primary school children after playing the games activities for a week. The results reveals that the Emogamification app is an effective, reliable and valid tool to enhance emotional competency and behavioural management among primary school children. The research provided evidence that the application has usability and efficacy to be administered in primary school, special education and counselling settings.
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(Perveen et al., 2024)
Perveen, A., Husin, W. N. I. W., Falashade, A. T., Saad, F. M., & Mottan, K. A. (2024). Validation of Emogamification app Module to Reduce Emotional and Behavioural Risk of School Dropout among Primary Students. International Journal of Academic Research in Business and Social Sciences, 14(1), 88-95.
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