PLAY-BASED LEARNING AS TEACHING STRATEGY IN ENHANCING
THE ACADEMIC PERFORMANCE OF GRADE 10 LEARNERS IN
BIOLOGY.
De Rafael, Cris Kim S.
Del Rosario, Gia Maureen N.
Dela Cruz, Arnesto Samuel T.
Rufon, Sherlyne Joy DR.
Bulacan State University (Meneses Campus)
ABSTRACT
This research explores the impact of play-based learning as a pedagogical approach
on the academic performance of Grade 10 biology students in a one-group experimental
design. The study focuses on students from high schools, emphasizing interactive
engagement and hands-on experiences in the learning process. Play-based learning activities,
such as interactive games, simulations, and experiential exercises, are integrated into the
biology curriculum for the experimental group. Results demonstrate a significant
improvement in students' academic performance after exposure to play-based learning
activities. Higher scores are observed in pre-test and post-test assessments, with substantial
enhancements in written assignments and performance tasks. The study emphasizes the
potential of play-based learning to deepen students' understanding and retention of biology
concepts, fostering active engagement and enriching learning experiences. These results
provide practical insights for educators and curriculum developers aiming to improve
teaching practices and elevate student learning outcomes in biology education.
Keywords: Play-based learning, One-group experimental design, Academic performance
Biology education, Active engagement
INTRODUCTION
This introduction highlights the importance of education in personal and societal
development, emphasizing its role in shaping individuals, communities, and global progress.
It discusses the benefits of play-based learning strategies in promoting cognitive, social, and
emotional development in young learners. Despite challenges in implementing play-based
learning, its potential positive impact is significant, making it a valuable tool for educators
and policymakers. Hayatul Husna and Siska Nerita's (2023) study identifies internal and
external factors contributing to students' difficulties in learning biology. The introduction of
Most Essential Learning Competencies (MELCs) in the Philippine educational system
represents a strategic shift towards a more focused and streamlined approach to education.
This research aims to incorporate play-based learning strategies into the curriculum for 10th-
grade biology students, improving academic performance, critical thinking skills, and student
engagement. The study will contribute to developing a teaching guide containing various
play-based learning strategies for educators, ultimately creating a positive and stimulating
learning environment.
OBJECTIVE
To investigate the impact of play-based learning as a pedagogical approach on the
academic performance of Grade 10 biology students in a one-group experimental design,
focusing on interactive engagement and hands-on experiences. The study aims to integrate
play-based learning activities into the biology curriculum, assess the improvement in
students' academic performance, and explore the potential of play-based learning in
enhancing students' understanding and retention of biology concepts. The research seeks
practical insights for educators and curriculum developers to improve teaching practices and
elevate student learning outcomes in biology education.
STATEMENT OF THE PROBLEM
The general problem of the study is: How may the effectiveness of a play-based learning
strategy in teaching "How protein is made using information from DNA" among Grade 10
learners?
Primarily, it aims to answer the following questions:
1. What are the pre-test and post-test scores of the respondents before and after using play-
based learning strategies?
2. Is there a significant difference in the pre-test and post-test scores of the respondents
before and after using play-based learning strategies
3. What pedagogical implication may be derived based on the result of the study?
4. What teacher learning guide may be proposed to help improve the academic performance
of students in biology?
METHODOLOGY
Research Design
The researchers utilized a quantitative method with a one-group quasi-experimental
design, incorporating pre-tests and post-tests, to assess the impact of play-based learning
strategies on Grade 10 students' academic performance. This design measures the
dependent variable before and after the intervention, with participants serving as their
controls, similar to within-subjects experiments, but without counterbalancing the order
of conditions. This design allows the measurement of changes in students' attitudes,
perceptions, or behaviors before and after the implementation of the intervention to
evaluate the effectiveness of play-based learning strategies in enhancing academic
performance.
Respondents of the study / Population of the study
This study was conducted on junior high school students during the School Year 2023-
2024. One hundred percent (100%) or Forty-six (46) Grade 10 students at one of the schools in
the City of Malolos participated in this research study. In addition, the student respondents
served as the primary source of information to improve the academic performance of Grade 10
students studying biology through the play-based learning teaching strategy.
Instrumentation
The research instrument used to evaluate the effectiveness of play-based learning on grade
10 Biology students' academic performance and perceptions is a comprehensive pre-test and
post-test questionnaire. The pre-test gathers baseline data on demographics, prior biology
knowledge, attitudes, and learning preferences. At the same time, the post-test assesses
changes in attitudes, confidence levels, and perceptions of effectiveness after introducing play-
based learning. The questionnaires contain 15 items from the ADM Science Module of Grade
10, Third Quarter. The validation process was conducted by Master Teacher I, ensuring
accurate and meaningful results. The scale used in the questionnaire ranges from 0-2 (Poor), 3-
5 (Fair), 6-9 (Good), 10-14 (Very Good), and 15 (Outstanding), indicating the level of
effectiveness of play-based learning. The post-test also collects feedback on specific play-
based activities that students find beneficial. This interconnected design thoroughly evaluates
the effect of play-based learning on academic performance and students' overall experiences in
the biology classroom. Research indicates that play-based learning strategies, including game-
based approaches, can be promising in enhancing the educational performance of Grade 10
learners in Biology.
Hypotheses of the Study
Based on the problem outlined, the study indicates the hypothesis.
Null Hypothesis (H0) - There is no significant difference in the respondents' scores between the
pre-test and post-test using play-based learning strategies.
Alternative Hypothesis (H1) - There is a significant difference in the respondents' scores between
the pre-test and post-test using play-based learning strategies. This hypothesis suggests that the
play-based learning strategies impact the respondents' scores, leading to a measurable and
statistically significant difference between their performance before and after engaging in play-
based learning.
RESULT AND DISCUSSION
Tables presenting students' pre-test and post-test results are essential in academic
research for evaluating the effectiveness of interventions or educational strategies. They
display data collected before and after an instructional period to measure student knowledge,
skills, or attitude changes. Pre-test results establish a baseline, while post-test results indicate
outcomes after the intervention. Comparing pre-test and post-test data helps researchers
quantify the intervention's impact and assess the effectiveness of teaching methods, learning
approaches, or educational programs. Statistical analyses are often used to interpret the data,
enabling researchers to draw meaningful conclusions about the intervention's effect on
student outcomes.
Table 2. Frequency Percentage of Pre-test and Post-test Scores
Table 2 illustrates the frequency distribution and percentage of the respondent's level of
academic performance in biology as reflected in their pre-test and post-test scores. The pre-test
result indicates that 13% of the participants needed to improve on a better level before the
intervention. Also, most participants belong to fair and reasonable levels, representing 46% and
39% of the total population. With a calculated mean of 4.76 in the pre-test, the participants'
performance is poor, indicating a low performance level before the intervention.
Table 3. Paired Sample T-test of Significant Difference between Pre-test and Post-test Scores
Dependent Variable
(Academic Performance)
Independent Variable Mean
Mean SD t-value df Sig. d
Diff.
(Group)
Pre-test Scores 4.76 2.07
5.33 12.50 45 .000 1.84
Post-test Scores 10.09 2.20
Significant at the 0.05 level (2-tailed)
As indicated in Table 3, a paired sample t-test was conducted to compare the participants'
academic performance before and after applying the play-based learning strategy. The participants
show significant improvement in their academic performance, noticeable in the increase in their
test scores before (M =4.76, SD =2.07) and after (M =10.09, SD =2.20) being subjected to the
intervention. With the p-value lower than the significance level of 0.05, the results show a
significant difference between the pre-test and post-test scores (t (45) =12.50, p =.000). Hence, the
null hypothesis is rejected. Suggests the effectiveness of using a play-based learning strategy in
raising the participants' academic performance (M =5.33). Furthermore, Cohen's d was estimated
at 1.84, indicating a very large effect. Thus, the play-based learning strategy has a practical
significance on the participant's academic achievement.
Pedagogical implications may be derived based on the result of the study.
Play-based teaching methods in science, particularly biology, have gained traction in
research for their potential to enhance students' academic performance. A recent study
focused on assessing the impact of play-based methods on student learning outcomes in
science education. The study initially evaluated participants' academic performance using
pre-test scores, revealing a concerning trend, with most falling into poor or average
performance categories. However, after exposure to play-based interventions, post-test results
showed a significant improvement in academic performance, with a majority achieving good
performance levels. The findings underscored the effectiveness of play-based teaching in
promoting a deeper understanding of biological concepts and enhancing academic
achievement. Play-based approaches created an engaging and interactive learning
environment, facilitating experiential exploration of scientific concepts and fostering critical
thinking skills.
Additionally, these methods encouraged active student participation, collaboration,
and inquiry, contributing to a more positive and conducive learning atmosphere. The study
highlighted the importance of creative teaching approaches, such as play-based learning, in
catering to diverse learning styles and preferences, ultimately promoting inclusivity and
engagement in the classroom. Overall, the study's results emphasize the potential of play-
based teaching strategies in enhancing academic performance, fostering a deeper knowledge
of science, and nurturing a passion for learning among students in the field of biology.
A teacher-learning guide may be proposed to help improve students' academic
performance in biology.
Creating a comprehensive learning guide incorporating play-based learning strategies
represents a significant step towards improving the academic performance of tenth-grade students
in biology. Based on a study's findings, the guide aims to cater to students' diverse learning styles
and preferences, addressing their multifaceted needs. Its dynamic and interactive activities,
simulations, and hands-on experiments promote active engagement with the subject matter. The
guide's approach creates an inclusive and supportive learning environment, meeting the various
needs of all students in the classroom. By fostering a sense of curiosity and excitement about the
natural world, play-based learning strategies can instill a lifelong love for science in students. The
learning guide, presented in the researcher's thesis, is a source of hope and inspiration for
educators and policymakers, showcasing the transformative power of research-driven pedagogical
practices and the pursuit of excellence in science education.
CONCLUSION AND RECOMMENDATION
Implementing play-based learning strategies significantly improved Grade 10 learners'
academic performance in biology, as demonstrated by analyzing pre-test and post-test scores. The
paired sample t-test results, with a low p-value and significant effect size, highlight the substantial
impact of play-based learning on student achievement. These findings emphasize the importance
of incorporating interactive and engaging instructional techniques into biology education to foster
deeper comprehension and retention of scientific principles. The researchers emphasize the
pedagogical implications of incorporating play-based learning strategies into biology education,
including creating dynamic classroom environments, catering to diverse learning styles,
encouraging critical thinking and problem-solving skills, and nurturing a positive classroom
atmosphere. To enhance students' academic performance in biology, the researchers propose
developing and implementing a science playbook titled "Empowering Teachers: Revolutionizing
Education with Play-Based Learning." This comprehensive guide offers educators innovative
play-based learning strategies tailored to biology curriculum objectives, promoting deeper
understanding and retention of biological concepts and fostering curiosity, critical thinking, and
student ownership of learning.
Educators can enhance their teaching practice by integrating specific play-based strategies
aligned with biology curriculum objectives to promote active engagement and exploration.
Collaboration and sharing of best practices among educators are encouraged to ensure the
sustained success of play-based learning in classrooms. Future research directions could
investigate the long-term effects of play-based learning on student retention of biology knowledge
and adapting strategies to meet diverse learning needs. Providing concrete examples and case
studies of successful play-based strategies in biology classrooms can help educators visualize
implementation, supported by professional development opportunities for effective adoption.
Developing a science playbook involves collaboration among educators, curriculum developers,
and researchers to ensure effectiveness, with feedback mechanisms and professional development
embedded to support educators in implementing play-based strategies effectively for improved
student engagement and achievement in biology education.
REFERENCE
Hayatul Husna [Link]., May 2023. Analysis of Student Difficulties in Learning Biology.
Journal Of Biology Education Research (JBER).10.55215/jber.v4i1.5963.1