ABSTRACT
This quasi-experimental study was conducted to determine the effects of game-based learning and conventional learning on the comprehension of scientific concepts among seventy (70) Grade 11 STEM learners from two intact classes at Dumangas National High School during the 2024-2025 school year. The results revealed that learners' scores improved significantly in the posttest compared to the pretest when using game-based learning, indicating enhanced comprehension of scientific concepts. A significant difference existed between the pretest and posttest results of learners using game-based learning. No significant difference was found between the pretest and posttest results of learners using conventional learning. Significant differences existed between game-based learning and conventional learning in both pretest and posttest results. These findings suggested that game-based learning is more effective than conventional learning in improving learners' comprehension of scientific concepts.
Keywords: Game-Based learning, Conventional learning, Scientific concepts
INTRODUCTION
A nation's progress has long been inextricably linked to the strength of its educational system, a vital component of civilization since its earliest stages. Historically, rote learning and standardized testing were the primary goals of instruction, shaping the methods employed by educators. Maintaining order and discipline was paramount in traditional classrooms, with instructors holding significant authority over the learning process. Contemporary society, characterized by rapid technological advancements, has fostered a more dynamic and inquisitive intellectual climate. Modern students seek learning experiences that extend beyond textbooks, embracing innovative and engaging methods. Contemporary educational practices employ diverse methods to enhance teaching effectiveness and improve student outcomes; modern pedagogy emphasizes holistic development, nurturing both the skills and values of the student. Modern learning environments prioritize student engagement, utilizing technology to support a more collaborative and less formal atmosphere (Wang, 2022).
The integration of game mechanics into education is not a recent innovation, but its adoption has significantly increased recently, driven by a desire for more interactive learning experiences. Over the past three decades, advancements in technology have fueled the growth and widespread use of game-based learning strategies (Serrano, K., 2020). This approach offers a highly effective way to improve learning and building effective 21st-century educational settings. Game-based learning adapts elements of game design to create more engaging real-world learning experiences (Remo, A. A., & Velasco, C. 2023). The inherent motivational aspects of games make learning more dynamic and enjoyable for students; it's not simply about entertainment; it involves carefully structuring learning activities to progressively build understanding and achieve specific learning objectives. Games often utilize competition, rewards, and feedback mechanisms to enhance engagement; these techniques are gaining traction in higher education and library settings as tools to promote student engagement.
This study aimed to investigate the effects of game-based learning (GBL) and conventional learning on Grade 11 STEM learners' comprehension of scientific concepts in Earth Science. The researcher hypothesized that GBL can enhance learners' understanding of scientific concepts, promote overall development, and improve academic performance in science and other subjects. Specifically, GBL is expected to improve skills in data analysis, decision-making, and problem-solving. To explore the efficacy of GBL, this study compared its effects with those of conventional learning on learners' comprehension of scientific concepts.
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