Game-based learning: Its effects on student's performance in Physics

Abstract

This quasi-experimental research was conducted to determine the performance of 80 grade 8 students in Physics class. A total of two (2) sections with forty (40) students each were utilized for this study. One section (40 students) was the experimental group exposed to game-based learning and the other section was the control group exposed to inquiry-based instruction in Physics. The choice whether a certain group was subjected to game-based or inquiry-based instruction was done through the toss-coin method. This pretest-posttest method of research utilized a 60-item researcher-made test in Physics. The statistical tools used were mean and standard deviations for descriptive statistics and T-test for independent and dependent samples for 0.05 alpha level for inferential statistics. The findings showed that students were Fairly Satisfactory in terms of the level of their performance in Physics before the intervention has been made. After the intervention, the performance of both the experimental group and the controlled group became Satisfactory. No significant difference existed between the pre-treatment performances and post-treatment performances of the experimental and control group. However, significant differences were noted between the pre- and post¬treatment performances of each group. Moreover, the study revealed no significant difference in the mean gain performance between experimental group and control group. This implied that both of the interventions have a positive effect on students' performance in Physics. Furthermore, the study showed that learning experiences of the students in the experimental group varies with the controlled group. However, learning experiences of students from either group showed that the intervention was helpful and beneficial to them.