GAME-BASED LEARNING AS A TEACHING STRATEGY IN IMPROVING THE STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS 8

EDUCATION

This study's primary goal was to gain insight into how using a game-based learning technique as opposed to the traditional method as a teaching strategy influenced student achievement. Two modules, the Rational Expressions and the Rectangular Coordinate System, and their related set of questionnaires were used to compare two groups, the control group and the experimental group. The experimental group, who received the intervention, was taught using a game-based learning strategy, whereas the control group was instructed using a more traditional teaching style that included seatwork, discussion, and lectures. Before and after each module was discussed to the control and experimental groups, pretests and posttests were given, and the results were compared as an indication of the students' progress. According to the study's results, there was a significant difference between the experimental group's pretest and posttest achievement levels for the students. Additionally, there was a significant difference between the students’ posttest achievement levels of the experimental and control groups. Thus, it proved that the students' learning was improved by the application of game-based learning. We can draw the conclusion that in teaching Grade 8 mathematics, game-based learning performed better than the traditional method. The researcher's recommendation to schools to employ game-based learning was prompted by the experiment's encouraging outcomes.

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