Quasi-Experimental Study

The Box-Game: Game-Based Learning in Teaching Prepositions of Place and Direction

a. Problematic Situation (Context of the Problem)

1. Poor English proficiency usually stems from the need for more understanding upon
the basic grammatical rules. Students will struggle with their level of proficiency in
the English language if they do not understand the “basic foundation” of the
language—which includes the use of prepositions.

2. They will also struggle with their writing.

A study in 2018 states that in the Philippines, one of the most problematic grammar
points of students in writing is the prepositional error (Abaring et al, 2018.)

That statement is corroborated by another study. According to Mohaghegh (2011) on

grammatical errors, preposition is the most commonly committed mistake in
English grammar, wherein all the respondents committed errors in prepositions.

 The respondents of the study were grade 9 students from a public high school in
Angeles City.
 The study revealed that the students had more errors in prepositions of
direction.

Link: https://files.eric.ed.gov/fulltext/EJ1247198.pdf

3. Students will not be m

b. Main Notion (How this topic becomes Research worthy?)

Game-based learning can motivate and get the attention of students.

Encourages a hands-on experience and not just passively listening.

c. Main Theory (to support the Main Notion)

d. Research Instrument:
Pre-test & Post-test Examination (Level of Performance)
The two types of data collection instruments used were pre- and post-test and a Likert-scale
questionnaire. A total of fifty-two (52) Primary One pupils from four different schools of four
different districts in Sarawak were selected through purposive sampling. The vocabulary
adopted into the card game was aligned with the current CEFR-based curriculum as
designed in the Supermind textbook of Primary One and Primary Two's pupils in Mala