Optimizing Learning Competencies in teaching MAPEH through Game-Based Learning Approach

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Published ID: IJNRD2503282

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ELIZABETH OCAL MENDOZA

This study was conducted to determine the effectiveness of “Game-Based Learning ” as an intervention in improving the MAPEH skills of Grade 6 students in Parian Elementary School, Mangatarem II District, Schools Division Office I Pangasinan School Year 2023 – 2024. Specifically, this study answered the following: 1. The age and gender profile of the Grade 6 leaner-respondents ; 2. the level of academic performance in MAPEH of the Grade 6 learner-respondents ; 3. the level of academic performance in MAPEH of the Grade 6 learner-respondents after integrating Game-Based Learning as an intervention; 4. the significant difference between the academic performance in MAPEH of the Grade 6 learner-respondents after intervention integration. Based on the findings of this study, several key conclusions have been drawn. First, the immersive application of games in lessons has been found to be highly motivating for students. The interactive and engaging nature of game-based learning encourages learners to actively participate in lessons, making the educational experience more enjoyable and stimulating. This suggests that integrating game elements into instruction can significantly enhance student motivation and engagement in learning. Second, an effective educational game should incorporate key elements such as challenge, curiosity, and fantasy. Games like Dimension M, which are structured into a series of missions, provide a sense of challenge that motivates students to persevere in their learning tasks. The inclusion of role-playing activities meets the criteria for fantasy, allowing students to immerse themselves in a learning experience that is both engaging and educational. Furthermore, the way games are organized into various missions fosters curiosity among learners, encouraging them to explore and discover new concepts. While games can be used as supplementary learning tools, research has shown that their integration into the core curriculum can have a significant impact on student learning outcomes. Third, teachers should be open and willing to incorporate more technology into their classrooms, particularly tools and strategies that have been proven to enhance student motivation and academic achievement. The integration of game-based learning can help bridge the gap between traditional instructional methods and modern approaches that cater to the digital generation. By embracing technology, educators can create more dynamic and interactive learning environments that support student growth and development. Additionally, game-based learning provides students with a preferred learning environment that is different from the traditional classroom setting. Unlike conventional teaching methods, which are often teacher-centered, game-based learning places students at the forefront of their education. This approach allows learners to develop essential skills such as problem-solving, critical thinking, collaboration, and adaptability—competencies that are highly valued in the 21st-century workforce. Moreover, the teaching styles and approaches used by educators should evolve over time to meet the changing needs of students. The application of technology in teaching, particularly through game-based learning, is one of the most effective methods for engaging students in mastering subjects like MAPEH. By incorporating innovative teaching strategies, educators can foster a more student-centered learning experience that enhances comprehension and skill development. Finally, game-based learning has been proven to be an effective instructional method. When implemented correctly, it not only increases student motivation but also improves learning outcomes by making lessons more engaging and interactive. This suggests that game-based learning should be embraced as a valuable educational tool to enhance students' academic performance and overall learning experience. Based from the conclusions, the following are hereby recommended: To ensure the successful integration of game-based learning in MAPEH instruction, several recommendations are proposed. First, strategic teaching approaches must be employed to develop students' interest and encourage their engagement in learning. Teachers should adopt instructional strategies that make lessons more interactive, engaging, and relevant to students’ experiences. By fostering an environment that promotes active participation, students are more likely to develop a genuine interest in their studies. Second, educators should be willing to incorporate game-based learning techniques to reinforce and consolidate lessons. Games can be used not only in the classroom but also as part of homework or independent study activities. By providing students with opportunities to engage with educational games outside of school hours, teachers can further enhance student learning and retention of key concepts. Lastly, innovative learning approaches such as game-based learning should be widely adopted to address both academic and non-academic skills necessary for student success. In addition to improving academic performance, game-based learning helps students develop essential life skills such as collaboration, decision-making, and perseverance. By integrating game-based strategies into teaching, educators can create a more holistic and effective learning experience that prepares students for future challenges in both their academic and personal lives. By considering these recommendations, schools and educators can harness the full potential of game-based learning to optimize the teaching and learning of MAPEH, ultimately improving student motivation, engagement, and competency in the subject.

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ELIZABETH OCAL MENDOZA (March-2025). Optimizing Learning Competencies in teaching MAPEH through Game-Based Learning Approach. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(3), c741-c747. https://ijnrd.org/papers/IJNRD2503282.pdf

Volume 10 Issue 3, March-2025

Pages : c741-c747

Paper Reg. ID: IJNRD_304662

Published Paper Id: IJNRD2503282

Research Area: Others area

Author Type: Foreign Author

Country: Aguilar, Pangasinan, Philippines

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