Development and Validation of Game-based lesson in teaching Grade-8 Electricity
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Abstract
This study addressed the persistent challenge of low science literacy in the Philippines, particularly in teaching abstract topics like electricity. Despite the pedagogical potential of Digital Game-Based Learning (DGBL), its application is limited by a scarcity of validated instructional materials and a lack of teacher training. To address this gap, a game-based lesson was developed based on the DiGIBST pedagogical model and underwent a rigorous evaluation process. Three science teachers, acting as expert evaluators, assessed the lesson plan using a structured rating sheet focused on planning, content, pedagogy, and DiGIBST integration. Additionally, a pilot test was conducted with 35 Grade 8 students. The evaluation results, including ratings of "Good" and "Satisfactory" from the teachers and qualitative insights from interviews, provided crucial empirical data. The interviews revealed that the lesson was effective in enhancing student engagement and conceptual understanding, with participants highlighting the game’s hands-on nature and its ability to provide a safe environment for learning about a dangerous topic. However, feedback from both groups also identified significant technical limitations, such as device lag, which posed a major barrier to effective implementation. Based on these insights, the game-based lesson was revised to enhance its pedagogical and practical effectiveness, contributing a contextually grounded and empirically tested instructional material to the Philippine educational landscape.
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