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· Volume IV Issue IV


All the world’s a game, and all ladies and gentlemen are merely players. They have their exits and entrances, and each person in their time plays many parts, … (Adapted from Shakespeare).

Many educational researchers have come to realize that game can revitalize the interest of the learners in learning. This has become a genuine area of study and research. Learners are interested in games that are included in the educational setting whether formal or non-formal. The study is created for the students who struggles in mastery of the lesson after remediation process has done and learn through game. Also, it helped the teachers to give brilliant ideas on how to develop an educational board game as a reference.

The intended consumer of this study are the learners, teachers, and school administrators. The researcher sought to find an answer to the science skills, level of acceptability, effectiveness, significant difference, and comments and suggestions of the intended respondents.

The study was limited to genetic-inheritance board game in teaching grade 8 biology. The game was composed of tasks and obstacles. The educational board game was specific to the topics in unit 4 Module 5 of 4th grading lessons for Grade 8. The learner respondents were composed of 30 learners from experimental group, selected through random sampling.

This study used quasi-experimental design to determine the significant difference of the respondents. Also, the pretest and posttest checked by the Master teachers from Bagong Silang High school including the validation and evaluation of the developed genetic-inheritance board game were selected through purposive sampling.

The researcher developed this study to further ensure the valuable service for the learners. The process where mainly connected to the K-12 curriculum. The research instruments used in this study were based on the LRMDS evaluation of manipulative materials. Further, the international Gamification standard was used as a basis for the level of acceptability. The statistical treatment used was 2 tailed paired t-test to determine the level of significance of the pretest and posttest result.

The result was analyzed using item analysis to evaluate the effectiveness of the developed board game. The data obtained proved the effectiveness of the developed board game in increasing the student’s level of performance. Thus, it is clearly shown that the Science skills was really developed using genetic-inheritance board game.

The level of acceptability is remarkably positive between the learner and teacher’s respondents. The result showed the developed board game presented the “Very Satisfactory” rating for both the learner and teacher respondents. Also, in terms of International Gamification the respondents gave “Very Highly Acceptable” rating on the genetic-inheritance board game. Thus, it was concluded that the exposure of the learners in remediation under the use of genetic-inheritance board game resulted to a better academic performance.

Furthermore, the data obtained between the pretest and posttest mean scores of the learner respondents resulted that the computed t-value is higher than the critical t-value. Hence, there is a significant difference between the pretest and posttest of the experimental group and attained the rating “With Mastery”.

Finally, this study recommended the use of developed instructional materials for the remediation and enrichment activities of the teachers in teaching science. One of the comments of the teachers is to encourage other topics in science especially in biology to use board game in remediation and enrichment activities for the regular and especially to the left behind learners.

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