Department of Education, Bahay Pare National High School, Candaba, Pampanga, Philippines.
Research Article
World Journal of Advanced Research and Reviews, 2024, 22(02), 1633-1636
Received on 14 April 2024 revised on 21 May 2024; accepted on23 May 2024
Game-based learning (GBL) has emerged as a promising pedagogical strategy in science education, aiming to enhance student engagement and academic performance. This study investigates the effectiveness of GBL in Earth and Life Science classes among grade 11 students. A quasi-experimental design with pre-test and post-test measurements was employed, comparing a control group with traditional instruction to an experimental group using GBL. Results indicate a significant improvement in students' academic performance in the experimental group compared to the control group. Statistical analysis revealed higher post-test scores in the experimental group, suggesting the efficacy of GBL in enhancing learning outcomes. The study underscores the importance of individualized approaches and innovative methodologies in science education, emphasizing the potential benefits of integrating GBL into the curriculum. Recommendations include integrating GBL methodologies into science curriculum, providing professional development for instructors, fostering collaboration among stakeholders, and assessing long-term effects on student performance and attitudes toward science. Overall, GBL presents a valuable supplement to traditional instructional methods, catering to diverse learning styles and preferences in science education.
Game-based learning; Earth and Life Science; Academic performance; Instructional method
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Louie May Mallari Vilanueva. Improving Science performance through games: An Analysis of Game-based Learning in Earth and Life Science. World Journal of Advanced Research and Reviews, 2024, 22(2), 1633-1636. Article DOI: https://doi.org/10.30574/wjarr.2024.22.2.1614