Effectiveness of Online Simulation Educational Games as a Reinforcement Intervention in Teaching Genetic Engineering in Earth and Life Science
DOI:
https://doi.org/10.5281/zenodo.1965314Keywords:
Action research, online educational games, reinforcement intervention, genetic engineering, student engagementAbstract
This action research evaluates the effectiveness of online simulation educational games as a reinforcement tool for teaching genetic engineering in Earth and Life Science. The study addresses the challenge of low student mastery and poor conceptual comprehension in complex science topics among senior high school students. Its primary purpose is to enhance engagement and knowledge retention by bridging the gap between initial instruction and long-term mastery through interactive digital tools. The researcher employed a quasi-experimental methodology involving twenty-seven (27) Grade 11 students selected through cluster sampling. Data were gathered using standardized pre-tests and post-tests to measure objective knowledge gains. The intervention integrated specific online games during the "Developing Mastery" phase of the lesson cycle. The results revealed a substantial and significant increase in student performance following the intervention. Statistical analysis showed that the improvement was not due to random chance, leading to the rejection of the null hypothesis and confirming that the games served as powerful tools for knowledge retention. Major findings indicated that a majority of learners achieved medium to high gains in their understanding of genetic engineering. These results imply that gamified reinforcement can successfully elevate student mastery and should be strategically integrated into lesson planning across various subject areas to boost overall academic achievement.
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