“Digital Game-Based Learning (DGBL): Its Impact to the

Problem-Solving Competence of Grade-7 Students in Science.”

An Action Research Proposal Submitted by

MELVIN O. DOCTOR
Teacher III, Quinaoayanan National High School
MED – Chemistry

An Action Research Proposal Submitted to

Dr. Linda P. Tello
Diversity of Learners with Action Research, Professor
Lyceum Northwestern University
Dagupan City, Pangasinan

July 2022

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 I. CONTEXT AND RATIONALE

Scientific and technological advances have a significant impact on the living

conditions of citizens around the world. The result is the emergence of many socio-

scientific issues on which decisions must be made by individuals and communities

for the mutual benefit of society. This new global perspective provides little room for

citizens or nations to operate in isolation. A globally informed citizenship requires

implementation of 21st-century skills incorporating global awareness and, among

other disciplines, the science, technology, engineering, and mathematics (STEM)

disciplines

Science education has been part and parcel of the curricular programs of

basic up to higher education. The science curriculum distinguishes the role of

science and technology in daily human activities. Sunga and Hermosisima [10]

claimed that science education is an important key to succeed in today’s global

knowledge environment profoundly shaped by science and technology. Moreover,

science education is vital in navigating the volatile, uncertain, complex, ambiguous,

disruptive, and diverse (VUCAD2) world, which is considered a new normal in

education. Morales [5] reiterated that education in the modern world faces

compounded uncertainties due to globalization and the extensive and contemporary

use of technologies.

Even before the pandemic, the country is already facing serious challenges in

providing quality science education and in using technology to facilitate teaching and

learning. Studies have shown that Filipino students’ achievement lags behind other

countries in the Trends in International Mathematics and Science Study [1]. TIMSS

Advanced Technical Report and results from the 2018 Programme for International

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Student Assessment (PISA) in science (the first year that the Philippines

participated) also found Filipino students were underachieving in science compared

to other countries [9]. A report from the World Economic Forum ranked the

Philippines 67th among 140 countries in 2016 and 79th among 138 countries in 2017

in terms of global competitiveness in quality science education [2].

In the research conducted by John Rae N. Sadera, Rianna Yvette S. Torres,

and Danilo V. Rogayan, Jr. of President Ramon Magsaysay State University,

Zambales on Challenges Encountered by Junior High School Students found out

that the greatest challenge encountered by junior high school students in learning

science are on the subject matter content, formulating conclusions, and lack of

motivation [7].

It was stated that computations related to chemistry and physics subjects are

too hard, which shows poor conceptual understanding of the subject matter. This is

anchored to the study of Kwok [4] which mentions that students with science

subjects are burdened with the rigorous content of the subjects that leads to the poor

students’ performance in learning science and technology. Furthermore, several

respondents shared that they have difficulty in formulating conclusions after

performing experiments. This implies a problem with the student’s cognitive ability

that can be regarded as one of the challenges in science learning. It is parallel with

Sunga and Hermosisima [10], which stressed that international and local research

revealed that Filipino students have low retention of ideas and have limited

reasoning and analytical skills. Based on the interview conducted, student

motivation was one of the challenges of the students in learning science. This

implies that motivation in science learning could influence one’s desire to attain new

knowledge and skills. This is congruent to the study of Kaptan and Timurlenk [3],

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which stated that one of the leading challenges in learning science nowadays was

the lack of motivation and interest of the learners in science. Another study from

Schulze and Lemmer [8] states that motivated learners are usually one step higher

compared to their peers when it comes to learning. Motivation is the rate in which

learners invest their interest, effort and attention in learning.

In the teaching of chemistry, students are expected to learn both concepts

and skills. Some of the concepts may be so abstract, or difficult, that students will

have problems in understanding them. Likewise, some of the skills, because of

certain reasons, may not be easily learnt. The result is that students will not have an

opportunity to equip themselves with such skills. Besides the cognitive and

psychomotor aspects, the traditional teaching methods in chemistry seem, in

general, ill-suited to achieve the affective objectives. To counter these teaching

problems some other teaching strategies have been developed. As one of the

teaching devices, games and simulations have been found to be useful.

As rapidly evolving technological applications, games and simulations are

already widely integrated in the traditional educational process. They are deployed

extensively in the field of education, with an existing body of work examining the

relation between games and education [12].

Digital game-based learning (DGBL) is being used increasingly as an

alternative learning tool to teach science in secondary and higher education. A

variety of digital game formats currently exist for science learning, alongside diverse

methods for their implementation and evaluation.

The majority of studies discuss the beneficial impact of game-based learning

(GBL) activities on knowledge acquisition and conceptual understanding, revealing

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positive cognitive outcomes in promoting knowledge concept learning and deeper

content understanding. Tasks framed through the design of games and simulations

develop a diverse range of cognitive skills, such as deep learning, critical thinking,

and scientific reasoning, as well as action-directed learning, transformative learning,

decision-making skills, developed spatial abilities, and problem-solving skills. Also,

simulations directly linked to the course content give students the opportunity to

apply and better understand theoretical concepts and ideas.

Additionally, simulations provide an environment in which students can

experiment with different strategies, adopt different roles, and take charge of their

own decisions by assuming responsibility. Games and simulations promote

collaborative work as they allow students to reconstruct and co-construct knowledge,

encouraging problem-solving through peer discussion and dialogue.

Research confirms the power of games in developing complex cognitive skills,

such as self-assessment and higher-order thinking, as well as metacognitive skills

for deep learning. Additionally, simulations help students connect theoretical issues

with real-world situations and develop analytical skills through comparing different

viewpoints, developing arguments, reflecting and evaluating situations [11].

This study, therefore hopes to contribute knowledge in relation to students’

poor academic status by trying the effect of Digital Game-Based Learning (DGBL) to

enhance and give remedy on the least mastered skills. Being the center on the

teaching-learning process, science teachers must equip every student with the

necessary scientific skills that will help them perform in the different learning areas in

the curriculum. These are the very reasons why the researcher will venture in this

study.

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 II. ACTION RESEARCH QUESTIONS

Statement of the Problem

This study will aim to evaluate the effectiveness of Digital Game-Based

Learning (DGBL) in improving the problem-solving competence of Grade-7 students

at Quinaoayanan National High School District of Bani for the school year 2022-

2023.

Specifically, it will seek answers to the following questions:

1. What is the level of students’ academic performance in the problem-solving

involving concentration of mixtures on the control and experimental groups before

and after being exposed in different teaching-learning engagement?

2. Is there a significant difference between the performance of the control and

experimental groups after the utilization of the Digital Game-Based Learning?

III. PROPOSED INNOVATION, INTERVENTION, STRATEGY

This study will aim to enhance the academic performance of Grade-7 students

in Science of Quinaoayanan National High School using the Digital Game-Based

Learning (DGBL), during the first quarter period of S.Y. 2022-2023. The researcher

will evaluate the learning modules provided by the Central Office of DepEd that are

being used by the science teacher in his instruction combined with the use of PhET

Interactive Simulations which is an educational software through the use of pre-test

and post-test to determine the effectiveness of Digital Game-Based Learning (DGBL)

as supplement to conventional learning approach in enhancing the problem-solving

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competence of Grade-7 students in Science. The respondents of this study are the

20 grade-7 students with low academic performance in science which will be

randomly selected regardless of their age and sex. This study will undertake in

Quinaoayanan National High School, a public secondary school of Bani,

Pangasinan.

Even before distance learning was implemented due to pandemic, it has been

identified by many researchers that most of the students are having difficulty in

problem-solving both in Mathematics and Science. Some of the reasons identified

are the students’ failure to construct meanings from the problem statement, not

being able to link the meaning of the problem to their knowledge structures, and lack

of interest and motivation.

Basically, the key feature of this strategy is the learning process that will take

place through attractive scenarios and is based on overcoming different challenges.

Combined with the traditional instruction, using digital games in teaching can help

increase student’s participation, be more engaged with the content and will increase

learning retention that will lead to the improvement of their problem-solving

competence in Science.

IV. ACTION RESEARCH METHODS

a. Participants and/or other sources of Data and Information

The subjects of this study will be the Grade-7 students of Quinaoayanan

National High School in Bani, Pangasinan for the school year 2021-2022. The

students who will be considered in the study are those with average grade of 75 to

79 in Science in their previous grade level. A total of 20 students will be considered

in the study.

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 This study endeavors to find out the effectiveness of Digital Game-Based

Learning (DGBL) in improving the problem-solving competence of the Grade—7

students of QNHS. Two sections (A and B) will be experimentally matched. Section

A will be the experimental group and section B will be the control group.

b. Data Gathering Methods

In order to collect the data that help achieve the aim of the research, the

researcher will employ the following tools:

Pre-test and Post-test

To determine the performance of the students, pre-test and post-test will be

administered consisting of 30 items each. Questions will be coming from the learning

competencies (analyzing word problems, using of methodical approach, and the

application of mathematical skills) which will be covered by this study. To assure the

representativeness and adequacy of number of items for each topic and skill, a table

of specification will be prepared.

Before exposing the students to the intervention, a pre-test will be

administered to both groups. The students’ responses to the pre-test will be carefully

checked, recorded and tabulated to determine the weaknesses of the students.

After conducting the pre-test and its analysis, the intervention program will be

conducted. The control group will be taught through the traditional method.

Meanwhile, the experimental group will have the learning process delivered through

traditional method supplemented with digital game-based learning. Furthermore,

respondents will be given the same lesson, and same number of contact time.

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 After completing the one-week intervention program, both groups will take the

post-test which parallel to the pretest. Responses to the post-test will be carefully

checked, recorded, and tabulated.

c. Data Analysis Plan

Mean and standard deviation will be used to answer the problems raised in

this study describing the performance of the two groups of students in the pre-test

and post-test.

Problem 1 dealt with the level of performance in the achievement of the

Grade-7 students in science using conventional teaching approach.

Problem 2 dealt with the level of performance in the achievement of the

Grade-7 students in science using conventional teaching approach combined with

digital game-based learning.

Problem 3. Dealt with a significant difference between the pre-test and post-

test scores on the level of performance of the control group and experimental group

of students. This problem will be treated using the paired t-test.

V. ACTION RESEARCH WORK PLAN AND TIMELINES

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 VI. COST ESTIMATES

In the implementation of the research, the researcher will allocate the

following expense items as specified in the table below:

Deliverables Research Item Unit Estimates

Activity/ies Expenditures price

Encoding and 4 bottles ink 275.00 1,100.00

Inception printing of (colored and
Report paper black)

1 printer 10,000 10,000

2 reams 200.00 400.00
bond paper
Proposal Documentation (A4),
internet
load, fare 1,000.00 1,000.00
2 reams 200.00 400.00
Data bond paper
gathering, (A4),
interpretatio Documentation internet
n of data load, fare 1,000.00 1,000.00
10 gathered
1 ream 200.00 200.00
Encoding and bond paper
Final printing of (A4),
 load, fare 1,000.00 1,000.00

VII. PLANS FOR DISSEMINATION AND UTILIZATION

Once the study is approved and implemented, the results will be disseminated

to all Science teachers. The results of this study would be used in the formulation of

an in-service training for teachers focused on innovative teaching strategies in

Science. The findings of this study will also be utilized and integrated in the school

improvement plan of Quinaoayanan National High School that effect changes on

instructional supervisory practices of the school head.

It could be discussed also among the persons for benchmarking and for

possible district or division wide implementation.

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 VIII. REFERENCES

[1] Arora, A., Foy, P., Martin, M. O., & Mullis, I. V. S. (2009)

[2] Fuente, J. A. D. (2019). Driving Forces of Students’ Choice in specializing

science: a science education context in the Philippines Perspective. The

Normal Lights, 13(2).

[3] Kaptan, K., & Timurlenk, O. (2012). Challenges for science education. Procedia -

Social and Behavioral Sciences, 51, 763–771.

https://doi.org/10.1016/j.sbspro.2012.08.237

[4] Kwok, S. (2018). Science education in the 21st century. Nature Astronomy, 2,

530–533. https://doi.org/10.1038/s41550-018-0510-4

[5] Morales, M.P.E. (2019). Education in a VUCA (volatile, uncertain, complex,

ambiguous) world. The Normal Lights, 13(2), v-x.

[6] National Science Teachers Association (NSTA). 2011. An NSTA Position

Statement: Quality Science Education and 21st-Century Skills

[7] Sadera, J. R. N., Torres, R. Y. S., & Rogayan Jr, D. V. (2020). Challenges

encountered by junior high school students in learning science: Basis for

action plan. Universal Journal of Educational Research, 8(12A), 7405-7414.

[8] Schulze, S., & Lemmer, E. (2017). Family experiences, the motivation for

science learning and science achievement of different learner groups. South

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 African Journal of Education, 37(1), 1–9.

https://doi.org/10.15700/saje.v37n1a1276

[9] Schleicher, A. (2019). PISA 2018: Insights and Interpretations. oecd Publishing.

[10] Sunga, D. L., & Hermosisima, M. V. C. (2016). Fostering better learning of

science concepts through creative visualization. The Normal Lights, (Special

Issue), 50 – 63.

[11] Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on

higher education: a systematic literature review. International Journal of

Educational Technology in Higher Education, 14(1), 1-33.

[12] Yang, Chen, & Jeng, 2010; Chiang, Lin, Cheng, & Liu, 2011

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