000			02820nam a22002537a 4500
003			OSt
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008			250224b |||||||| |||| 00| 0 eng d
040			_aTUPM _beng _cTUPM _dTUPM _erda
050			_aTHE Q 101 _bL56 2022
100			_aLim, Carmille Jam S. _eAuthor
245			_aGame-based learning (GBL) and students achievement in physics / _cCarmille Jam S. Lim.
260			_aManila : _bTechnological University of the Philippines, _c2022.
300			_a115 pages : _bcol. ill. ; _c29 cm. + _e1 CDROM (4 3/4 in)
336			_2rdacontent
337			_2rdamedia
338			_2rdacarrier
500			_aMaster's thesis.
502			_aCollege of Science. -- _bMaster of Arts in Teaching - General Science : _cTechnological University of the Philippines, _d2022.
504			_aIncludes bibliography.
520			_aThe 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.
650			_aScience
942			_2lcc _cTHE _n0
999			_c29374 _d29374