Abstract: This study investigated the impact of a gamification intervention on the academic performance of Grade 3 learners in science at Obrero Central Elementary School in Butuan City. Utilizing a quasi-experimental design, the research compared the science performance of an experimental group, encompassing all Grade 3 learners in Sections Durian (n=32), who underwent the gamification intervention, against a control group, made up of all Grade 3 learners in Section Mango (n=32), who received standard instruction. The findings revealed that the pretest performance of the Grade 3 learners in both groups was predominantly at the "Beginning" level in science.