Utilizing Game-Based Learning as innovative tool in Improving the Least Mastered Competencies in Science of Grade Ten Students of Rosario National High School

Abstract

INTRODUCTION

Game-based learning (GBL) is a type of serious game that leads to positive learning performance. Its effectiveness and education potential have been confirmed in research. GBL is designed to reach a balance between game-play and teaching, and enable the players to apply their knowledge to a real environment (Vu and Fesinten, 2017). Thus, this action research aimed to investigate the effectiveness of the game-based learning in improving the least mastered competencies in Science of the grade ten students officially enrolled during the school year 2018-2019 at Rosario National High School (RNHS) in Rosario, Cavite.

METHODS

This study used a Quasi-Experimental method utilizing the two-group, control group and treatment group, pretest-posttest design. The chosen participants were 60 grade ten students of RNHS who were identified with difficulties in understanding and mastering the competencies in first grading in Science and were chosen using purposive sampling.

RESULTS

Results revealed that the modification in the teaching-learning process, strategies, and materials with the use of game-based learning in teaching Science in the treatment group highly affected and increased the academic performance of the students compared to the control group who received the usual traditional approach of teaching Science. The effects on the academic performance of the students in the treatment group were remarkably high compared to the control group.

DISCUSSIONS

This action research also showed that strategy and the use of game-based learning plays a very important role in the teaching-learning process. It enhances the memory level of the students, can be used in innovation purposes and makes the –teaching-learning process interesting and effective.