Game-based learning (GBL) and students achievement in physics /
Carmille Jam S. Lim.
- Manila : Technological University of the Philippines, 2022.
- 115 pages : col. ill. ; 29 cm. + 1 CDROM (4 3/4 in)
Master's thesis.
College of Science. --
Includes bibliography.
The study was undertaken to assess the achievement in Physics of Grade 9 students after their exposure to the Game-Based Learning activities. Thirty-five Grade 9 students at Imus National High School Imus City, Cavite were included in the study conducted during the Fourth Quarter of SY 2019-2020. A teacher-made achievement test of forty items was used as pre and posttest to assess students’ performance in Physics. The results of the Physics achievement scores revealed that there is a significant increase in the performance of the students after their exposure to GBL. Eleven GBL activities, selected and modified from common group games that are usually played during parties and team building activities were used as learning tools in Physics. Performance of students in these eleven GBL activities was assessed using scoring rubrics based on a scale from one to four where four is the highest score given if the team understood the mechanics of the game as presented in their game plan with necessary data, performed the task correctly, completed the game accurately, ranked 1st and correctly answered the guide questions. The results of the students completed GBL activity worksheets showed that overall, the students performed very well. To further validate the findings, a five-point Likert Scale perception survey questionnaire was administered among the students. Students’ perception towards the use of the GBL activities as learning tools in Physics showed that the students strongly agreed that the GBL activities were fun and enjoyable. These activities exposed them to the real-world application of the force and motion concepts studied, provided them with problems to solve that were related to the topic, helped them focus on their lessons and allowed them to work together. They agreed that the using of GBL activities in learning about forces and motion develops the students' social negotiation skills.