GAME-BASED TEACHING STRATEGY ON LEARNING SPELLING OF GRADE 3-MASAYAHIN OF SEVILLA ELEMENTARY SCHOOL

Abstract

This study aimed to determine the effectiveness of Game-based Teaching Strategy on Learning Spelling of Grade 3-Masayahin (28 learners) of Sevilla Elementary School during the school year 2022-2023. Specifically, this study attempted to find out the difference between the performances of learners after using the traditional way of teaching and the game-based teaching strategy. A teacher-made test was used in determining the spelling skills of the learners. The data gathered were discussed, analyzed, and computed using percentage, mean, and t-test. Based on the results of the study, the following findings hereby presented: (1) There is a difference in comparison to the means of the two tests. Post-test has higher mean value which showed that scores of the learners after the intervention increased. (2) The t-test analysis for Pre-test and Post-test resulted in a significant difference because the t value is less than the value of t under two tailed test and 0.05 level of significance. Therefore, since the null hypothesis was rejected, game-based teaching strategy has a positive impact to learners after integrating it to the lesson.

Furthermore, there are more learners experience positive impact than negative ones. Based on the findings and conclusion derived from this study, the researcher offers the following recommendations: (1) Integrate game-based teaching strategy in other grade levels. (2) Compare the results of different grade levels who undergo game-based teaching strategy. (3) Use different sets of game to apply in the intervention.