Scrutiny of Game-Based Learning Method as a Mechanism of Technology Integration to Ameliorate the Knowledge of High School Students in Chemistry 8

Abstract

INTRODUCTION

The universality of technologies and gadgets is bringing about modifications in the field of education. Technology integration is an integral part of the educational learning technique. Based on the survey conducted to the grade 8 students of CNSHS SY. 2018-2019 it showed that chemistry was the hardest branch of science since it deals with the topic about elements. Considering the trend of mobile applications, this research developed a mobile game called "Escaping Mr. Dalton's University," that can enhance the knowledge of grade 8 students in chemistry. Game-based learning (GBL) was used to contribute in the development of learning process.

METHODS

The game engine Cocos Creator was used in which C++ was utilized as the programming language. Xcode was used for coding the program and Adobe Photoshop CS5 for the graphical representation of the game. One hundred twelve students were identified as respondents using the Slovin's formula. A pre-test about Chemistry 8 was given to the respondents. The respondents were divided into two groups using stratified random sampling technique in which half were given a copy of the mobile game while half were not. Post-test was given after one month. Data were collected and analyzed using one-tailed and two-tailed z-tests.

RESULTS

Using one-tailed z-test, it was revealed that the post-test scores of students who played the game significantly increased compared to their pre-test scores, obtaining a z-value of 6.22 which was higher than the z-critical value of 1.64.!Meanwhile, a computed z-value of 2.53, higher than the z-critical value of 1.96, was obtained using two-tailed z-test which revealed that the post-test scores of students who played the game were significantly higher than the post-test scores of those who did not. Both methods increased the students' knowledge, however, students who've used the game got a higher score. This is because GBL supports multisensory, active, experimental and problem-based learning.

DISCUSSIONS

The pre and post-test scores of the respondents showed a significant difference indicating that the concepts of GBL as a mechanism of technology integration was proven and applicable in terms of high school way of learning, gaining and ameliorating knowledge. The result of this research supports that games make such a powerful learning environment. A 3 dimensional representation of the characters, sceneries and other visual aids are recommended to attract more attention and players.