Learning Through Games: Development and Evaluation of Cellula and Its Influence on Students' Academic Performance and Retention in Biology

Date of Award

5-1-2023

Document Type

Thesis

Degree Name

Master of Science in Science Education

First Advisor

Queena N. Lee-Chua, PhDMaria Katrina C. Constantino

Abstract

There have been numerous reports on the consistently low scores obtained by Filipino students in international assessments, specifically in science. Several factors, like the quality of the teaching and learning process and instructional resources, have all been suggested as potential causes of this low performance in science. To address these concerns, a researcher-made board game was developed to understand the impact of game-based learning on students' academic performance and retention in Biology. Cellula is a collaborative and competitive game made to address the topic of animal and plant cells in Grade 7 Biology.

A mixed methods approach using a quasi-experimental non-randomized longitudinal study with pre-test, immediate post-test, and delayed post-test was used in this study. A pilot study was conducted to evaluate the appropriateness of the instruments used in the full-scale study. A researcher-made biology performance test was administered to Grade 7 students to determine their academic pre-test and immediate post-test performance scores and learning retention in biology. A 5-point Likert scale questionnaire was adapted from Gutierrez (2014) to understand their perceptions after playing the board game. A focus group discussion was also conducted to further understand the students' perceptions regarding using the board game in learning biology.

Quantitative results showed that using board games as an alternative method of learning biology had no significant effect on students' academic performance and retention of students in biology. Meanwhile, the qualitative data obtained from focus group data suggested that a fixed mindset and lack of language proficiency are possible reasons alternative interventions can be challenging to implement. Game-based learning through Cellula positively influenced the socio-emotional learning of the students and the development of 21st century skills.

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