Learning Mastery Using Game-Based Instructions for Quantum Mechanical Models of Atoms for Grade Nine

Abstract

INTRODUCTION

Science is an interdisciplinary subject where concepts and principles must broaden and connect it to a real-life situation. This made possible if students clearly understood the lesson being taught. An effective transfer of learning can be best achieved through active participation during classroom discussion. Employing games might enhance students' motivation and develop their imagination and creativity. To achieve this, the teacher must design their own game-based instruction and or used the digital games downloaded in different websites to enhance the mastery of learning of concept and contents in Science subject.

METHODS

This study was conducted at Paliparan National High Schooling. Lottery sampling was used in the selection of respondents. One hundred forty students received teacher-made instructional card game; the same number of respondents use a digital game-based instruction. Both groups received different game-based instructions with the same learning content. Teacher-made instructional card game used a modified Uno card. While the digital game used the downloaded Apps with modification in the game rules. The pre-test and post-test are teacher-made test and both were administered to the group. The gathered data were sorted, tallied, and tabulated by the researchers.

RESULTS

Based on the result there is a significant difference between the pre-test and post-test of the controlled variable and experimental variable. The use of a digital based-game instruction and teacher-made instruction card gamed based enhance mastery learning. There is a significant difference in the post-test scores between the experimental and control groups. Furthermore, the mean post-test score of the experimental group was significantly higher than that of the control group, indicating that students who received digital game instruction outperformed than those who received traditional gamed based instruction.

DISCUSSIONS

To determine if the use of teacher-made card game-based instruction and digital game-based instructions enhance the mastery learning and to compare the teacher-made card game and digital games paired t-test with an alpha value of 0. 005 was used. Scores in pre-test and post-test were collected for statistical treatment. Analysis and comparison of the results post-test in the control and experimental group used independent sample t-test. Based on the research the used of game-based enhance the mastery of learning but in digital game-based instruction students performed better.