Game-Based Learning On Technology And Livelihood Education Among Grade 7 Students Of Lumbang INHS

Abstract

This research study investigates the prospect of game-based learning as a new and student-centered pedagogy in the Grade 7 Technology and Livelihood Education (TLE) curriculum of Lumbang Integrated National High School. The research aims to distinguish game-based learning from pedagogical techniques in terms of cognitive, manipulative, and affective nature of learning, especially in how games help enhance knowledge retention, skill mastery, and emotional engagement; thus, how game-based learning affects the engagement and motivation of students in terms of interest level, effectiveness of rewards or other motivating factors, and the impact of their teacher's facilitation style in promoting active involvement.
          In addition, the study aims to identify the constraints that the students and teachers face in effectively embracing game-based learning, including resources, time, and readiness of the teacher’s constraints. Through result analysis, the research seeks to prescribe specific improvement projects that will allow efficient integration of game-based approaches in the TLE classroom. In the end, this research seeks to further enhance instructional processes in TLE through the generation of real-world insights that advocate for a more participatory, engaging, and meaningful learning experience for junior high school students.