Effectiveness of Science Interactive Board Games (SCIBORG)as an Intervention Material for Grade 8 Struggling Students

Abstract

INTRODUCTION

The Philippines’ K to 12 Science Curriculum envisions every Filipino to become a participative and globally competitive member of the society. It promotes scientific literacy through a comprehensive understanding of science concepts and acquisition science process skills. However, the perception of the students on Science subject as abstract in nature contributes to the declining interest and performance towards the subject. Presently, intervention programs are becoming vital solutions in addressing the academic need of the students.

METHODS

This study employed a developmental -experimental research design. Four interactive board games were developed by the researcher and were manipulated by 30 Grade 8 struggling students during the intervention program.Purposive sampling was utilized to identify the student-participants in the intervention program and they were randomly assigned in three groups. Modular approach and peer-tutoring strategy were both given to the students in the positive and the experimental group. However, the students in the experimental group were tasked to play the Science Interactive Board Games at the end of every session. On the other hand, the students in the negative control were asked to study the topics by their own pace.To determine the effectiveness of the Science Interactive Board Games as an intervention material, a teacher-made test was administered before and after the intervention program. The data in the pretest and posttest were collected and analyzed statistically.

RESULTS

The objective of this study is to determine the effectiveness of SCIBORG as an intervention material. The result showed that there is a significant difference on the test scores obtained before and after the intervention program in the positive control and the experimental group while there is no significant difference on the scores obtained in the negative control group. Moreover, the result ofthe post-test among the three groups revealed that there was a significant difference on the scores obtained after the intervention program. It also revealed that the students in the experimental group had attained the highest mean score after the intervention program, thus the use of Science Interactive Board Games was considered effective as an intervention material.

DISCUSSIONS

This study determined the importance of developing and designing the intervention materials upon the needs of the struggling students. In addition, intervention materials should be proactive, engaging and fun.