Game-Based Learning: The Effect of Traditional Filipino Games on Motivation, Engagement, and Conceptual Understanding of Grade 7 Learners in San Pascual National High School, San Pascual, Masbate

Abstract

This study examined the effect of integrating Traditional Filipino Games as a game-based learning strategy on the motivation, engagement, and conceptual understanding of Grade 7 learners in Science at San Pascual National High School during the first quarter of School Year 2025–2026. Anchored on Game-Based Learning Theory, Constructivist Learning Theory, Self-Determination Theory, and Experiential Learning Theory, the study employed an explanatory sequential mixed-methods design. The quantitative phase used a one-group pretest–posttest quasi-experimental design with one intact Grade 7 class selected through purposive sampling. Research instruments included a researcher-made 30-item pre-test and post-test to measure conceptual understanding and an adapted survey questionnaire to assess students’ motivation and engagement. The instruments underwent expert validation and pilot testing, yielding acceptable reliability coefficients as assessed by Cronbach’s alpha. Quantitative data were analyzed using a weighted mean and a paired-samples t-test in IBM SPSS Statistics Version 31. The qualitative phase involved Focus Group Discussions (FGDs) with purposively selected students based on post-test performance to explain and triangulate the quantitative findings. Qualitative data were transcribed, coded, categorized, and analyzed using Braun and Clarke’s thematic analysis to identify recurring themes related to learners’ experiences during the intervention. Findings revealed that students’ motivation and engagement significantly improved after the integration of Traditional Filipino Games. Results of the paired-samples t-test showed statistically significant differences in motivation, engagement, and conceptual understanding before and after the intervention. Qualitative findings supported these results, as learners described the activities as enjoyable, interactive, collaborative, and culturally meaningful, helping them better understand and retain scientific concepts. The study concludes that integrating Traditional Filipino Games into Science instruction is an effective, culturally responsive instructional strategy that enhances learners’ motivation, engagement, and conceptual understanding. Based on the findings, a Culture-Based Game-Based Learning Instructional Guide for Grade 7 Science was proposed.