Game-Based Learning Instruction in Teaching Science for Grade 7 Students: Input For A Compendium of Learning Material

Abstract

This study aimed to assess the effectiveness of the game-based learning in teaching science at Lucsuhin National High School. Using a descriptive research method, a questionnaire was employed as the primary data collection tool, with 72 Grade 7 learners as respondents. The data were analyzed using weighted mean, t-test, and Pearson's correlation coefficient. The findings indicated that game—based learning teaching strategies are highly effective in enhancing students' prior knowledge, increasing student’s motivation and engagement. Additionally, the study revealed that age and gender do not significantly affect the application of inquiry-based strategies, while students' grade performance is significantly influenced by these approaches. Based on these results, a compilation of lesson plan utilizing game-based learning was collected.