Effects of Game-Based Teaching on Students’ Conceptual Understanding

This paper investigates the effect of Game-Based Teaching (GBT) on the conceptual understanding of Chemistry among grade 9 Students in MSU Balindong Community High School. The research design used was quasi-experimental using two intact matched groups; the control group and experimental group. Results showed that the conceptual understanding of the two groups before and after the intervention was not significantly different. The independent t-test on the mean score and mean gain a score of the CUT of both groups before and after intervention were also found to be not significantly different. However, the control group had a higher mean score, and the mean gain score than the experimental group. Generally, students perceived GBT as a motivating and enjoyable method of instruction but more engagement time on the game and noncompetitive game directs a better classroom environment and learning experience. This study recommends that GBT is a helpful learning tool in class but teachers should note that too much competition during playtime can be destructive to the students learning as they lose focus on the important objective of gaming activity because of their eagerness to win the contest.