Embedding Game-Based Learning Approach to Strengthen Student’s Achievement in Geometry

Main Article Content

Joana De Guzman Quinto


The aim of this analysis was to see how embedding a game-based learning method (GBL) affected learning achievement in geometry. In a two-week learning activity, a quasi-experimental configuration design was used. The participants included 685 junior high school students from selected private schools in Metro Manila. Each class was grouped into two. One class was assigned to be the control group, and the other was designated to be the experimental group. Game-based learning method was implemented to experimental group, while a conventional teaching method was used to control group. Data was collected using a Geometry Knowledge Test and a Survey on Learning Attitudes. The effect of the GBL on respondents' learning achievement and attitudes towards geometry was studied using ANOVA. The experimental groups' learning achievement in geometry was substantially higher than that of the control groups, according to the findings. Similar findings were gathered in terms of the respondents' learning attitudes. Furthermore, the majority of the students expressed enthusiasm for using the game-based learning method to learn geometry. In terms of learning achievements in geometry and learning attitudes, an in-depth study revealed no major differences between genders. This study found that using a game-based approach to learning would improve learning outcomes and attitudes. As a result, the significance of this study lies in the fact that it purports to capture a more holistic view of using the GBL method.

Article Details