An Action Research on Game-Based Strategic Learning Approach in Teaching Heat Transfer

Abstract

The study aimed to examine the efficacy of a game-based strategic learning approach in teaching heat transfer to 7th-grade students at Tag-Abaca National High School. Using a quasi-experimental research design, the research compared pre-test and post-test scores of comparison and treatment groups. The participants were carefully selected 7th-grade students from two sections to ensure equal representation. Data were collected through pre-tests, post-tests, and well-designed lesson plans, which included traditional lecture-based methods and game-based learning approaches. Statistical analyses, such as the split-half method and t-test, were utilized for data analysis, revealing significant score differences between the groups. The results showed a higher mean percentage score in the treatment group, supporting the effectiveness of game-based learning. However, students expressed concerns about the interactive nature of game-based learning. In summary, the study highlights the effectiveness of the game-based strategic learning approach in teaching heat transfer and offers valuable insights for evidence-based instructional practices.