The Effects of Technology-Game-Based Activities (TGBA)

in Learning Biology Among Grade 7 Students

An Undergraduate Thesis
Presented to
The Faculty of the
Department of Science and Mathematics Education
College of Education
MSU – Iligan Institute of Technology
Iligan City

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in Biology

Louie Jane T. Ladion

Noriette Ann D. Quindala
Kyla Mia A. Sermon

April 2018
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APPROVAL SHEET

In partial fulfillment of the requirements for the degree Bachelor of Secondary Education
major in Biology, this undergraduate thesis entitled “The Effects of Technology Game-Based
Activities (TGBA) in Learning Biology among Grade 7 Students” prepared and submitted by
Louie Jane T. Ladion, Noriette Ann D. Quindala and Kyla Mia A. Sermon, is hereby
recommended for approval.

_______________ PROF. MONERA SALIC HAIRULLA

Date Thesis Adviser

Approved by the Oral Examining Committee with a grade of __________.

EDNA B. NABUA, Ph.D. AMELIA T. BUAN, Ph.D.

Panel Member Panel Member

Accepted in partial fulfillment of the requirements for the degree Bachelor of Secondary
Education major in Biology.

PROF. MONERA SALIC HAIRULLA JOSEFINA TABUDLONG, Ph.D

Chairman, DSME ` Dean, CED

Date Date
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ABSTRACT

This study aimed at determining the impacts of using Technology Game-Based

Activities (TGBA) into the learning of the selected Grade 7 Biology students of ICENHS-

Sta. Filomena. It employed a Quasi-Experimental Research Design and had selected

two sections to compose the control and experimental group, respectively. The

researchers developed two TGBAs that comprised unit topics Heredity: Inheritance &

Variation and Ecosystem – two unit topics were assigned to Grade 7 Biology. The

developed TGBA were rated Excellent by the in-service and ICT experts. The study

revealed that there was a significant difference between the performances of students

who learned along TGBA integrated lessons and the performance of those who learned

without TGBA integration. The null hypothesis that states that there is no statistically

significant difference between the performances and perceptions of students who learn

along TGBA integrated lessons compared to students who learn without TGBA

integration was rejected. The perception of the students showed that they positively

accepted the effectiveness of TGBA. This study significantly concluded that TGBA

helped the students get better marks. It was therefore recommended that teachers

make their lessons more technology-based as well as game-based, especially

integrating Technology Game-Based Activities in the classroom.

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ACKNOWLEDGEMENT

The researchers would like to extend their deepest and sincerest gratitude to the
following individuals who supported, contributed and inspired them into the completion
and success the study.

Prof. Monera Salic- Hairulla, their thesis adviser, for the unwavering support,
effort, motivation, knowledge and above all, the patience that she continually gave the
researchers all throughout the process.

Dr. Amelia T. Buan, and Dr. Edna B. Nabua, their panel members, for lending
their expertise and knowledge in the field of research by evaluating, giving ideas, and
suggesting for the improvement of the paper.

Dr. Josefina M. Tabudlong, Dean of the College of Education, for the approval
of the conduct of the study.

Mrs. Helen Panerio, the cooperating Biology teacher, for the permission and
effort she gave.

Mrs. Josephine C. Chua, for giving critics towards the grammatical construction
of the paper.

Mr. Laurencio and Mrs. NildaQuindala; Mr. Jerry and Mrs. Betty Lou
Sermon; Mr. Inocentes and Mrs. PrecyLadion, parents and family of the researchers
for giving guidance, support, motivation, and understanding since day one.

Friends who gave their moral support.

And Above all, to the Heavenly Father, for the life, strength, and hope He
provides to the researchers as they go along the journey.

Noriette, Kyla and Louie

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TABLE OF CONTENTS

Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS v
LIST OF TABLES vi
LIST OF FIGURES vii
LIST OF APPENDICES viii

CHAPTER

I. THE PROBLEM AND ITS SCOPE

Introduction 1
Statement of the Problem 3
Null Hypothesis 4
Theoretical Framework 4
Conceptual Framework 6
Significance of the Study 7
Scope and Limitation 8
Operational Definition of Terms 9

II. REVIEW OF RELATED LITERATURE 11

III.RESEARCH METHODOLOGY
Subject and Locale of the Study 25
Research Designs 26
Instrument Used 26
Flow Chart and Procedure Detail 28
Statistical Tool of Analysis 29

IV. RESULTS AND DISCUSSION 31

V. SUMMARY OF FINDINGS, CONCLUSION AND 52

RECOMMENDATIONS

BIBLIOGRAPHY 55
CURRICULUM VITAE 105
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LIST OF TABLES

Table Title Page

1 Summary of Ratings from the ICT experts and In-service 37

Teachers to the Developed DLP Instrument

2 Interpretation of the Control Group’s Pre-test and 40

Post-test Results

3 Interpretation of the Experimental Group’s Pre-test and 41

Post-test Results

4 Comparison Gain Scores Between Control and Experimental 42

5 Comparison of Quiz Results of Control and Experimental 44

6 The Students Response to TGBA 47

7 Sample of the Students Evaluation and Suggestions

about the TGBA after the Integration 49
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LIST OF FIGURES

Figures Title Page

1 Conceptual Framework of the Study 6

2 Location of Sampling Area 25

3 Data Gathering Flowchart 28

4 Storyboard of the Developed TGBA on Heredity 33

5 Storyboard of the Developed TGBA on Ecosystem 35

6 Comparison of Mean Gain Score between Control 43

Group and Experimental Group

7 Comparison of Mean Scores by Control Group and 45

Experimental Group in Heredity and Ecosystem
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LISTS OF APPENDICES

Appendix Title Page

A Letter to the School Principal (Pilot Testing) 61

B Letter to the School Principal (TGBA integration) 62

C Letter to the Cooperating Teacher 63

D Letter to the ICT Experts 64

E Letter to the In-service Teachers 65

F Table of Specification 66

G Item Analysis and Cronbach Alpha 67

H Questionnaire 69

I Lesson Plan for Heredity: Inheritance & Variation 75

J Lesson Plan for Ecosystem 84

K Rubrics for Rating DLP 91

L Raw results in Test scores and Quiz Scores 94

M Difference of Scores 99

N Level of Proficiency of the Quiz results 101

O Documentations 102