This research will determine the effect of gamification in the engagement of Grade 8 learners in social science at Can-avid National High School. Acknowledging the motivational problems with traditional learning, the study build a pedagogical design that incorporates game mechanics of competition, reward and social interaction into social science teaching to compensate for learners’ decreasing attention. The research is carried out within a descriptive-correlational design which uses Slovin’s formula to arrive at the population size of 101 Grade 8 students in whom further work results are verified by paired samples t-test used to test the difference between engagement scores among classes with and without educational games. The findings indicate that the level of engagement can significantly be enhanced, as mean scores shift from 71.802 in non-gamified classes to 83.960 in gamified sessions (p <.001). This result supports that gamification fosters motivation and participation, thereby turning the abstract and theoretical concepts such as financial education into engaging ones. The research finally finds out that gamification can be a practical approach to enhance students' engagement in social science teaching & learning. It suggests that the gamified activities should be integrated into the curriculum, teacher training should be available, different gamification approaches should be used and more research on its long-term effects at all levels of education in different context. These results highlight how gamification can rejuvenate old teaching methods and create a more dynamic learning environment.