UTILIZATION OF GAME-BASED STRATEGY AND ACADEMIC PERFORMANCE OF STUDENTS IN VALUES EDUCATION: A QUASI-EXPERIMENTAL RESEARCH

EDUCATION

This quasi-experimental study investigated the effectiveness of a game-based strategy in enhancing the academic performance of Grade 9 students in Values Education. Recognizing a pervasive disconnect between students' theoretical understanding of ethical principles and their practical application, this research, anchored in Albert Bandura's Social Learning Theory, aimed to address this pedagogical challenge where traditional curricula often lead to low engagement and inconsistent moral conduct. Conducted at New Bataan National High School, a quasi-experimental two-group pretest-posttest design was employed with 40 Grade 9 students, utilizing a validated 40-item multiple-choice test and a four-week game-based intervention. Pretest results revealed low mastery for both the experimental group (Mean=13.45, Proficiency=33.625%) and the control group (Mean=16.05, Proficiency=40.125%). Following the intervention, the experimental group demonstrated a significant improvement, achieving "Near Full Mastery" (Mean=36.05, Proficiency=90.125%), which was a substantially greater increase than the control group's "Near Mastery" (Mean=21.45, Proficiency=53.625%). Statistical analysis confirmed a significant difference between pretest and posttest scores for both groups, but the game-based strategy had a positive and statistically significant impact, with a much larger effect size. The study concludes that the game-based strategy effectively fostered active learning, critical thinking, and the practical application of ethical principles, significantly contributing to students' academic achievement in Values Education. The findings provide compelling evidence for integrating game-based learning into Values Education pedagogy, with recommendations for professional development for teachers and support from school administrators and the Department of Education.

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