Improving Conceptual Understanding of Science and Math through Game-based Learning among 2nd Grade Students

Abstract

This study investigated the impact of game-based teaching on the academic performance of 2nd-grade students in Science and Math at a private school in Lahore. Employing a quantitative, experimental design within the positivism paradigm, it utilized a non-equivalent pretest- posttest control group design. The independent variable was game-based teaching, while the dependent variable was students' academic achievement in the subjects. Two sections of students (30 each) were randomly assigned as a control group (traditional teaching) and an experimental group (game-based teaching). The intervention lasted three months, during which the curriculum content for Math and Science was delivered differently to each group. Pre- tests and post-tests were developed and validated to assess students’ performance before and after the intervention. Statistical analyses, including paired-sample t-tests and independent sample t-tests, were conducted to evaluate the hypotheses. Results indicated that the experimental group demonstrated significant improvement in academic performance compared to the control group. The study concludes that incorporating games into education enriches the learning experience and fosters essential life skills alongside academic knowledge.