Development of Game-Based Formative Assessments For General Biology

Bicol University
COLLEGE OF EDUCATION
Science, Technology & Mathematics Department
Daraga, Albay
Development of Game-Based Formative Assessments for General
Biology
Researchers:
Baroso Angelica| Bembenuto Chrisjean| Lozano Earl John | Fernan Paz |
Rebancos, Jane Austin Lynn | BSED-SCI 3A Adviser: Dr. John Mark Mayor
BU COLLEGE OF EDUCATION | RESEARCH IN TEACHING SCIENCE
Introduction

Rebancos, Jane Austin Lynn | BSED-SCI 3A
Statement of the Problem
This study intends to develop game-based formative assessments for Grade 11 Biology. This is to
provide alternative strategy for monitoring the understanding of students on concepts in Biology.
Specifically, the study seeks to answer the following sub-problems:
1. What formative assessments for Grade 11 General Biology 1 may be developed with the following
features:
a. Use of multimedia
b. Interactive?

Statement of the Problem
2. What is the level of acceptability of the formative assessments as perceive by Biology Teachers in
terms of:
a. Accessibility
b. Usability
c. Validity?
3. What is the effect of the developed formative assessments on students’:
d. Motivation
e. Engagement?
Significance of the Study

Due to the change in modality of teaching and learning process, it has been a struggle for teachers
including science teachers to create an effective and engaging formative assessment that will provide
accurate feedback on the progress of the learners and is suitable for online learning. Thus, the
researchers aim to develop this research study to provide solution to the existing problem. The outcome
of this study is of significance to the following entities:
• Students. The outcome of this research will be of great benefit to students particularly those who are
enrolled in Grade 11 taking the subject Biology, who are the main beneficiary of the developed game-
based formative assessment in Biology. The game-based formative assessments will be very helpful
for raising their engagement in the learning process through various learning activities and games
incorporating the Biology concepts under Grade 11. This will boost motivation among the students in
studying the subject's concepts. Game-based formative assessments have great potential in
sustaining the academic drive of learners to attain the essential learning objectives and also, in
promoting self-awareness on the level of their competency in the subject matter

• Science Teachers. This study will also be beneficial for science teachers, particularly the Biology
teachers, who generate formative assessments to track the academic progress of learners in Biology.
The game-based formative assessments will help the teachers to encourage participation and
competitiveness in the learning process especially in the distance learning with its appealing visual
activities and quizzes. Additionally, the results of the formative assessment will help the teachers to
assess the effectiveness of their instructions and pedagogy, wherein they can take necessary
adjustments and improvements to the latter that would supplement learners attain specified learning
goals.
• School Administrators. The findings of this study will also provide information and insights to the
school administrators regarding the importance of reinforcing effective formative assessment to
students. Through the results of this study, they can be informed of the enhancement that they can
make in the curriculum to better measure the strength and weaknesses of the students and to
strengthen their sense of accountability for their own learning.


• Pre-service Teachers. This research study will also be beneficial for pre-service teacher. It will
supply them with insights in developing their own quality and engaging formative assessment. This
could be a great value for them in planning and utilizing game-based learning platforms like Kahoot
as their tool for doing formative assessments in their future teaching career.
• Instructional Material Developers. This study is also beneficial to instructional material developers.
It will benefit them with insights on the significance of prioritizing the development of quality formative
assessments in designing modules, textbooks, study guides and other learning materials. This will be
also a great indicator for them to include applications similar with Kahoot as instructional and
assessment material in teaching Biology that would offer students great experience and new context
of learning.
• Researchers. This research study will benefit other researchers to broaden their knowledge on the
benefit of reinforcing gamified formative assessments on the teaching and learning process. This
could also be utilized by the researchers as basis and guide in conducting their own research study
which aims to improve the quality of the formative assessment using online application that could
provide solution in the problems brought by the distance learning on monitoring the academic
performance of students
Theoretical Paradigm

Conceptual Paradigm

Methodology
• For SOP 1, which is the development of formative assessments, the main tool is the game-based
platform, Kahoot. Moreover, the selected three learning competencies from the MELCs will be the
central focus of the formative assessments. The DepEd modules for these competencies will serve
as guides for formulating the formative questions. Also, to make the formative assessments
engaging, the researchers will choose relevant pictures and videos from the platform to be inserted
between questions. An opening slide which establishes and communicates the learning targets that
are to be gauged by the formative assessments will also be incorporated.
• For SOP 2, the necessary data for the level of acceptability of the outputs of this study will be
gathered using a researcher-made dichotomous checklist. It will contain statements classified under
the usability, accessibility, and validity of the developed game-based formative assessments
Methodology
• For SOP 3, the researchers will implement the developed game-based formative assessments to Gr.
11 General Biology 1 students. To ensure familiarity of Kahoot, a video tutorial will be sent to them
together with the link or game pin of the quiz game. They will be instructed to play the game-based
formative assessments after they have finished their synchronous or asynchronous class discussion
on each of their first three topics for General Biology 1, which are about: (1) cell theory, (2) cell
structure and functions, and (3) prokaryotic vs. eukaryotic cells. After finishing each of the formative
assessments, its effects on the engagement and motivation of the Gr. 11 General Biology 1 students
will be determined using a survey questionnaire in a five-point Likert scale format. This questionnaire
will contain five items related to engagement and another five items related to motivation for a total of
ten questions. These questions will be adopted from the study of Wang and Lieberoth (2016) to
assure its validity.

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Bicol University

Development of Game-Based Formative Assessments for General

Baroso Angelica| Bembenuto Chrisjean| Lozano Earl John | Fernan Paz |

Statement of the Problem

Specifically, the study seeks to answer the following sub-problems:

Baroso Angelica| Bembenuto Chrisjean| Lozano Earl John | Fernan Paz |

Statement of the Problem

3. What is the effect of the developed formative assessments on students’:

Significance of the Study

Baroso Angelica| Bembenuto Chrisjean| Lozano Earl John | Fernan Paz |

Significance of the Study

Baroso Angelica| Bembenuto Chrisjean| Lozano Earl John | Fernan Paz |

Significance of the Study

Baroso Angelica| Bembenuto Chrisjean| Lozano Earl John | Fernan Paz |

Baroso Angelica| Bembenuto Chrisjean| Lozano Earl John | Fernan Paz |

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