Manuscript - ch1-3 (Liscano, Et Al.) Edited

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DEVELOPMENT OF SPACE JUMP ADVENTURE GAME

IN TEACHING PLANETS
LIZA MARIE LISCANO

CHRISTINE LOUISE COLANCE
SHERYL JADE QUIOBE
Bachelor of Elementary Education – Science and Mathematics
Department of Science and Mathematics Education

College of Education
Mindanao State University – Iligan Institute of Technology
Iligan City
June 2023
DEVELOPMENT OF SPACE JUMP ADVENTURE GAME
IN TEACHING PLANETS
An Undergraduate Thesis
Presented to the Faculty of the
Department of Science and Mathematics
College of Education
MSU – Iligan Institute of Technology
Iligan City
In Partial Fulfillment of the
Requirements for the Degree
Bachelor of Elementary Education
Major in Science and Mathematics
LIZA MARIE LISCANO
CHRISTINE LOUISE COLANCE
SHERYL JADE QUIOBE
June 2023
ii
APPROVAL SHEET
In partial fulfillment of the requirements for the degree Bachelor of

Elementary Education Major in Science and Mathematics. This undergraduate thesis
entitled, “Development of Space Jump Adventure Game in Teaching Planets”
prepared and submitted by Liza Marie D. Liscano, Sheryl Jade R. Quiobe and
Christine Louise O. Colance, is hereby recommended for approval.
_________________ CHRISTINE MAE B. TECSON, MSciEd

Date Adviser
Approved by the Oral Examining Committee with a grade of ________.
JOY R. MAGSAYO, MSciEd ODESSA D. ABERILLA, MSciEd

Member Member
_________________ _________________
Date Date
Accepted in partial fulfillment of the requirements for the degree of Bachelor

of Elementary Education major in Science and Mathematics.
DOUGLAS A. SALAZAR, Ph.D. MONERA A. SALIC-HAIRULLA, Ph.D.

Chairperson, DSME Dean, College of Education
_________________ _________________
Date Date
iii
ACKNOWLEDGEMENT
The researchers would like to express their sincere gratitude to the following
persons who helped much to the success of this study:
Their Parents/Guardians for their unwavering support, inspiration and
encouragement who keep the researchers highly motivated;
Their friends for their loving support;
Prof. Christine Mae B. Tecson MSciEd, their thesis adviser, for her
comments suggestions, motivation and supervision in making this study successful;
The members of the panel namely: Prof. Joy R. Magsayo, MSciEd and Prof.
Odessa D. Aberilla, MSciEd, for their guidance, support, and constructive feedback
throughout the research process. Their valuable insights and expertise were essential
in shaping the direction of this study.
Dr. Roy Angelo E. Gazo, Schools Division Superintendent, for the approval
of the letter of request to conduct the study in the participating school;
The School Principals of the selected Elementary Schools of the Division
of Iligan City for their understanding and help during the conduct of the study;
The ICT Coordinators and In-service Teachers, for their generous time and
giving comments and suggestions greatly enriched the findings of this study.
All those who in one-way or another extend their wholehearted support and
encouragement for the completion of this study;
And finally, to GOD ALMIGHTY for the peace and glory showered upon
them.
Liscano, Liza Marie D.,

Quiobe, Sheryl Jade R.
Colance, Christine Louise
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TABLE OF CONTENTS
Title Page
Title Page i
Approval Sheet ii
Acknowledgement iii
Table of Contents iv
List of Tables v
List of Figures vii
List of Appendices viii
Abstract ix
Chapter
1 The Problem and Literature Review
Background of the Study 1
Review of Related Literature and Studies 2
Theoretical Framework 13
Conceptual Framework 14
Research Questions 16
Operational Definition of Terms 16
Chapter
2 Research Methodology
Research Design 19
Sampling and Participants 20
Research Instruments 21
Data Gathering Procedure 23
Data Analysis 27
Coding of Data 33
Ethical Considerations 34
Chapter Results and Discussion 36
3
Conclusion 74
Limitations of the Study
Recommendations 75
References 77
Appendices 82
Curriculum Vitae 113
iv
LIST OF TABLES
Table Title Page
1 Rating Interpretation for the In-Service Elementary

Science Teachers in terms of Content Quality,
Instructional Quality, Technical Quality, and Other Factors 28
2 The Mean Ranges and Corresponding Descriptions Used

in Interpreting the Total Points Ratings of In-Service
Elementary Science Teachers 29
3 The Mean Ranges and Corresponding Descriptions Used

in Interpreting the Ratings of ICT Coordinators 29
4 The Mean Ranges and Corresponding Remarks for the

evaluation total points of ICT Coordinators Rating on the
Space Jump Adventure 33
5 Coding of Data of the Respondents 33
6 Needs Assessment Questionnaire responses of In-service

Elementary Science Teachers for the Identification of
Topic 38
7 Needs Assessment Questionnaire responses of In-service

Elementary Science Teachers 39
8 Face Validators Comments and Suggestions towards the

Space Jump Adventure Game in terms of Content 49

Space Jump Adventure Game in terms of Assessment
Questions 51

Space Jump Adventure Game in terms of Animation 52

Space Jump Adventure Game in terms of Grammar and
Spelling 53

Space Jump Adventure Game in terms of Graphics 54

Space Jump Adventure Game in terms of Media 55
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14 In-Service Elementary Science Teachers Rating Towards

the Development of Space Jump Adventure in terms of
Content Quality 57
15 In-Service Grade 6 Science Teachers Rating Towards the

Development of Space Jump Adventure in terms of
Instructional Quality. 59
16 In-Service Elementary Science Teacher Rating Towards

the Development of Space Jump Adventure in terms of
Technical Quality 61
17 In-Service Grade 6 Science Teacher Rating Towards the

Development of Space Jump Adventure in terms of Other
Factors 64
18 ICT Coordinators Rating on the Space Jump Adventure

Game 66
19 Suggestions and Revisions of In-Service Elementary

Science Teachers on the Space Jump Adventure Game 69
20 Suggestions and Revisions of Space Jump Adventure

Game by the ICT Coordinators
70
16 Suggestions and Revisions of the Space Jump Adventure

Game made by the ICT Coordinators 69
17 Suggestions and Revisions of In-Service Elementary

Science Teachers on the Space Jump Adventure Game 72
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LIST OF FIGURES
Figure Title Page
1 Conceptual Framework of the Study 14
2 Flow Chart on the Development of Space Jump Adventure

Game as a Supplementary Material Teaching Planets of
Solar System. 24
3 Formulation of Learning Objectives based on MELCs 42
4 Designing the Game World of Space Jump Adventure 46

Game with the use of Animated PowerPoint Presentation
5 Designing the Game Mechanics Space Jump Adventure 47

Game with the use of Animated PowerPoint Presentation
6 Space Jump Adventure Game Manual 72
7 Documentation for Evaluation of Phase Validators 95
8 Documentation for Evaluation with the In-Service

Elementary Science Teachers and ICT Coordinators 96
viii
LIST OF APPENDICES
Appendix Title Page
A Permission Letter Addressed to the Schools Division

Superintendent 82
B Permission Letter Addressed to the Selected Elementary

School of Iligan City 83
C Permission Letter Addressed to the Selected Elementary

School of Iligan City 84
D Needs Assessment Questionnaire 85
E Most Essential Learning Competencies (MELCs)

for Elementary Science Education 88
F Evaluation Rating Sheet for the Development of the Space

Jump Adventure Game for In-Service Elementary Science
Teachers 89
G Evaluation Rating Sheet for the Development of the Space

Jump Adventure Game for ICT Coordinators 93
H Manual of the Space Jump Adventure Game 97
I Card Points of the Space Jump Adventure Game 107
J Developed Space Jump Adventure Game in Teaching 109

Solar System Planets
K Documentation for the Evaluation of Face Validators on 110

Space Jump Adventure Game
L Documentation for the ICT Coordinators in Education and

In-Service Elementary Science Teachers on Space Jump 111
Adventure Game
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ABSTRACT
Liza Marie D. Liscano, Sheryl Jade R. Quiobe and Christine Louise O. Colance:
BEED Science and Mathematics, College of Education, MSU-Iligan Institute of
Technology, Tibanga, Iligan City; June 2023 “Development of Space Jump
Adventure Game in Teaching Planets” Adviser: Prof. Christine Mae B. Tecson
MSciEd.
Based on one large-scale learning assessment, the Programme for International

Student Assessment (PISA) in 2018 by the Organization for Economic Co-operation
and Development (OECD), the Philippines generated failed results. Several studies
have also shown that in Grade 6, the topics that were part of the assessment were
taught at that grade level. In this study, the Space Jump Adventure Game was
developed as supplementary material in teaching Planets of the Solar System for
Grade 6 learners. This study used and modified the R & D framework by Divayana,
Adiarta, & Abadi (2003) to develop the material. (7) steps to be taken: research and
collecting information; planning; design development; preliminary evaluation,
preliminary revision, final evaluation, and final revision. The needs assessment
showed results that students have difficulties with the characteristics of the planet in
the Solar System. It was also found that Game-Based Learning for the In-Service
Elementary Science Teachers is also noted as beneficial because it allows the lesson
to not be stagnant while having fun based on their responses. The result of the
evaluation from the rating of ICT Coordinators and In-Service Elementary Science
Teachers showed that the game passed the results given by the criteria.
Keywords: Conceptual Understanding, Game-based learning, Space Jump Adventure

Game
CHAPTER 1
THE PROBLEM AND LITERATURE REVIEW
Background of the Study
The ability of the teacher to use the learning method in the form of a lecture as
found in the field is a factor in the high misconceptions on material related to the
Solar System (Putri et al., 2021). In learning Science subjects, especially the Solar
System, interactive and interesting learning media are highly needed for learners
(Erayanto, 2016). In this study, the researchers developed the Space Jump Adventure
Game as supplementary material through Game-Based Learning. Game-based
Learning is not a new concept in education, but it has grown in popularity in recent
years, particularly in classrooms where educators want to create an engaging learning
environment (Serrano, 2019). As supported by Eck (2006), teachers should aim to
create activities that are logical extensions of the game environment rather than just
offering additional reading or handouts with the correct or missing information.
The K-12 Curriculum Standards for Grade 6 stated that learners at the end of
the grade level must learn about the Solar System, with a focus on the motions of the
Earth as a prerequisite to the study of seasons in a later grade (K-12 Science
Curriculum Guide, p. 6, 2016). However, of all the nations and economies that
participated in PISA 2018, the Philippines had the second-highest percentage (78%)
of learners who did not achieve the required level of competency in Science (World
Bank Report, p.24, 2020). Followed with the analysis of the PISA 2018 Science
Framework in comparison to the K–12 Science Curriculum, there is a glaring gap to
be aware of since the aforementioned concepts in Grades 6 and 8, the introduction to

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the Solar System and Earth as a member of the Solar System is discussed,
respectively (Belmi & Mangali, 2020). Therefore, grade 6 learners must have a
foundation in the knowledge of the Solar System, especially the planets in the Solar
System, to avoid misconceptions and lower scores on one such large-scale learning
assessment which is the Programme for International Student Assessment (PISA).
Furthermore, the teaching-learning process can be motivated by the use of
instructional materials, which act as a channel between the teacher and the learners for
the delivery of instructions (Adalikwu & Iorkpilgh, 2013).
In this study, Space Adventure Game is developed as a supplementary
material in teaching Planets of the Solar System. The researchers chose MS
PowerPoint where the game was utilized and is compatible with any version of
Microsoft PowerPoint 2010, 2015, 2016, 2018, and 2019.
Review of Related Literature
In the observational astronomy research undertaken in the lab, as well as by
other researchers, it has shown that elementary school children create an initial model
of the cosmos consistent with everyday experience (Mali et al., 1983) .Learning
Physical Science is a difficult and gradual process fraught with inert knowledge and
misconceptions. With that, Sharp and Kuerbis (2005), identifying the nature of this
problem, as well as the relationship between externalized responses provided by
children associated with their cognition needs serious consideration and further
investigation.
In learning Science, especially Solar System topics, learners will get instanced
content that has to be understood. The hardest part of learning about the Solar System
is that not every single object or phenomenon in the Solar System could be observed
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directly, such as the character and movement of each planet and the process of the
lunar and solar eclipse (Furness, Winn, & Yu, 1997). The teaching-learning process is
more efficient and accurate, it is better to apply technology such as simulation for a
Solar System. Virtualization in Science has a way to observe natural phenomena,
which, perhaps because of their location, duration, and size, are impossible to directly
observe (Furness, Winn, & Yu, 1997).
Science Framework for Philippine Basic Education; Conceptual Understanding as
part of Inquiry Skill
In this framework, the main output is a coherent, comprehensive Science
curriculum framework for basic education, with an overriding emphasis on scientific
inquiry development. It fosters fundamental Science concepts and abilities so that
children can "learn how to learn." This framework is built on three interconnected
components: (1) inquiry skills, (2) scientific attitudes, and (3) content and
connections. The framework comprises core material that outlines the major Science
concepts that all students are required to study in order to become scientifically
literate, as well as competencies that show what students should be able to accomplish
and exhibit by the end of Grades 2, 4, 6, 8, and 10. Significant improvements in
learners' Science process skills and conceptual understanding of a particular
elementary Science lesson were evident when an inquiry was used as a teaching
strategy (Simsek & Kabapinar, 2010). Examining the dialogues that exist in the data
material highlighted numerous chances to improve learners' learning (Haug, 2014).
However, teachers frequently missed opportunities to promote student understanding.
As a result, the presence of a discussion is insufficient to engage learners in

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generating deeper conceptual knowledge. Additional findings imply that learners
should practice using scientific terms and concepts in order to describe their empirical
findings and increase their conceptual knowledge (Haug, 2014). Learners will require
assistance in making sense of the concepts, for example, by linking new and existing
ideas and integrating the notions in a network of related Science words and concepts.
Conceptual Understanding of Grade 6 learners on planets of Solar System
In the study of Putri et al. , (2021), grade six (6) learners in terms of planet
identification have a conceptual understanding who fall into the "medium" category
of understanding the concept. Medium is part of the three categories of the risk level.
At the medium level, the risk might be tolerable, but if it is reasonably practical,
redesign or other changes should be taken into account (Haugom et al., 2022). The
number of incidents falling under this risk level should be considered when
determining the need for corrective actions (Haugom et al., 2022b). With that, rather
than learners having a medium understanding of the concept of the planet’s
characteristics, learners should achieve the high level of conceptual understanding
that this study aims to address. According to Bloom's Taxonomy (2001), greater
degrees of thinking are higher than memorizing or restating facts. It necessitates that
learners know and comprehend the facts, infers from them, and then connect them to
other concepts.
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Game-based learning
Computer games meet the actual needs and interests of children, and are
becoming the most popular computer activity and provide a new mode of interaction.
Some of the advantages of games are that they are attractive, novel, provide a better
atmosphere and help keep the learner focused on the task (Heinich et al., 2002),
therefore suggesting games as valuable educational tools. Kids like all humans love to
learn when it is not forced upon them. Modern computer and video games provide
learning opportunities every second or fraction thereof (Prensky, 2003). Gee (2003)
argues that “the real importance of good computer and video games is that they allow
people to recreate themselves in new worlds and achieve recreation and deep learning
at the same time”. Some teachers consider Game-Based Learning to be a powerful
instructional approach (Von Wangenheim & Shull, 2009). The educational game
makes the learner become the center of learning, which allows the learning process to
be easier, more interesting, and more effective.
Game-Based Learning (GBL) has recently become an important domain of
research. In a review of articles in seven major SSCI journals associated with
technology and learning between 2001 and 2010, Hwang and Wu (2012) discovered
that Taiwanese researchers published 22 articles on GBL, second only to researchers
in the US (30 articles) and followed by researchers from the UK (20 articles). These
studies focused primarily on the achievements, motivation, and attitudes of learners
involved in learning various subjects and most of the researchers in Taiwan
investigated the issue of learning achievements (Li et al., 2009). GBL has been
applied in many Science-related school subjects. Yien, Hung, Hwang, & Lin (2011)
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used GBL in a nutrition course, discovering that this approach was more effective in
enhancing the learning effectiveness and attitudes of learners than traditional
PowerPoint teaching and even influenced their dietary habits. Using a game similar to
Monopoly to teach learners about the area of circles (Lin, et al., 2013) and obtained
similar results. Through GBL, participants learn more actively and with greater
interest, enabling the learned content to leave a deeper impression than would be
possible using conventional methods (Papastergiou, 2009).
GBL as Motivation on learning Planets of Solar System
Akbaba (2006) defines motivation as one of the most important sources of
power, which determines the direction, strength, and determination of student
behaviors at school and the speed of reaching purposes in education environments.
According to Gürdoğan (2012), it also improves creativity by affecting the usage of
knowledge, and the conceptual and technical skills of learners. Moreover, it is
explained as one of the factors that create interest and anxiety of learners and ensures
that they become constructive, creative, and efficient individuals by encouraging them
to actively participate in classes (Uyulgan et. al 2014). On the other hand, claim that
one of the major problems faced by learners is a lack of motivation for participating in
academic activities, which is among the most challenging topics for educationists.
Reiss (2012) defined internal motivation as the individual “doing something for
himself”, whereas external motivation is described as “individuals seeking to make
others happy or an instrumental purpose”. In their study, Hong and Masood (2014)
stated that GBL has a higher potential for ensuring class participation compared to
traditional teaching methods and concluded that GBL was more effective on the
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internal motivation levels of learners for learning compared to traditional teaching
methods.
Educational Games Related to Planets of Solar System
In their report, Clark et al., (2009) review existing games and studies on
Science learning and identify goals such as conceptual understanding and process
skills, epistemological understanding, attitudes and identity, and design issues. While
there are a considerable number of games dedicated to Science (Li & Tsai, 2013),
there are few games that focus on Geoscience in general and planets/Solar System in
particular (Mawas et al., 2020).
In (Kirikkaya et al., 2010), a board game "Space Hunters" (Gezegen Avclar in
Turkish) was created to assess learners comprehension of the characteristics of planets
as well as their level of recognition of astronomical objects in Space, the Universe,
and Space-related searches. Five players were allowed in the game. The game's
questions were developed by analyzing the purchases from the Solar System and
further of its section as well as the exercises in the textbooks. It was found that
teachers believed the learner's game activity would boost learners' motivation and
serve as an evaluation exercise and that learners also enjoyed the game.
“Science Domino Game and Booklet” (Lisnani & Irzawati, 2019) was
designed to exercise and increase learners' conceptual knowledge. There are two parts
to it. While playing a game of Natural Science dominoes, they are studying a booklet
on the Solar System. Solar System lessons are taught using the learning tool of the
Natural Science domino card game. A common card game is dominoes. The Solar
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System is used as the domino card's circles. Like a standard game of dominoes, the
rules are simple. Because they are not bored when using learning resources, learners
are more motivated to learn. Based on the results and discussions, the Science domino
design and brochure helped learners understand the Solar System. The concept
understanding indicator can be used to pinpoint it. Learners are taught and trained in
Natural Science utilizing a Solar System booklet and Natural Science domino game.
The learner's learning trajectory is excellent for teaching the Solar System .
The game "Blind Mouse on the Moon and Mars" (Gede, Hargitai, & Simonné
Dombóvári, 2013), was primarily created for elementary and middle school learners.
The game's goal is to increase players' geographic knowledge of the Moon and Mars.
There are two different games available: one needs the user to locate ten stated objects
on a map, and the other is a planetary quiz with ten random questions that calls for the
usage of a planetary globe. Similar to the previously examined strategy, the technical
aspects and implementation are emphasized rather than the effectiveness or influence
of the game on learning. One of the main drawbacks of this game is that relies on
different APIs and this leads to the need for a continuous upgrades (e.g. the game was
so far twice upgraded because of this reason)
A gaming engine for Earth and Planetary Systems is presented in
(Brown-Simmons et al., 2009). The goal of this game is to provide players a profound
understanding of the complexity of Earth and the Planetary System, its beauty, and
any potential effects that humans might have on them through unconventional
engagement with users and various visualization approaches (e.g. climate change).
The solution presents no subject-based review of the game and is only concerned with
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technical and implementation issues. The unclear approach used in this game is one of
its biggest flaws.
“The Final Frontier Game” (Mawas et al., l2020) is an interactive 3D
educational video game that provides hands-on experience and promotes information
acquisition about the Moon, the Earth's satellite, and planets of the Solar System like
Mercury and Venus. The game's topics are covered and designed for elementary
schools and made to provide a fairly accurate representation of the Planets in cartoon
form. This game is indeed very engaging to learners; however, this game is in a
web-based setting, considering the true setting of Philippine Education 74% of
schools in the Philippines, or about 35,000 do not have an internet connection
(Yuvienco, 2016).
In this study, the researchers considered the different factors of learning for the
learners. First, integrating GBL in a web-based setting is somehow not attainable and
with that, the researchers use Microsoft PowerPoint in integrating the game. As noted
by (Paje, Rogayan & Dantic, 2021) science teachers mostly utilized MS PowerPoint
because of the different animations, themes, graphics, and etc., which are essential to
get the attention of their learners. Second, the need for the Space Jump Adventure
Game is motivated by the fact that the existing games have some drawbacks and
lapses. Some other games rely on different APIs (i.e Blind Mouse on the Moon and
Mars). Some games are designed for higher education (Pringle, 2013), and others
(Final Frontier Game) are in a web-based setting.

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Related Studies
According to the literature, PowerPoint is one of the most used technologies
both by learners and teachers at schools. It seems that there is an implicit premise that
the use of PowerPoint is regarded to be equal to the use of ICTs in teaching and
learning. When teachers are asked to report on their ICT usage in the classroom, they
mostly mention their PowerPoint practices (Abdelrahman et al., 2013; Hopper &
Waugh, 2014; Reedy, 2008; Savasci Acikalin, 2011). However, the literature has
addressed both the advantages of using this technology and also leveled certain
criticism at its usage.
A great number of philosophers have provided a framework that can be used
to understand that the following learning is a theory in which there are processes for
implementing teaching and learning activities between teachers and learners, as well
as developing learning techniques and models that will be carried out in the classroom
as well as outside of the classroom. From the theory of social cognitive and
constructivism. The social constructivist learning approach is premised on the notion
that meaningful learning can only occur if learners are provided with opportunities to
interact as they attach meaning to the learned content (Amineh and Hanieh, 2015).
Cognitivists concur that learners pack their mind and understand the content through
useful hands-on and mind-on activities (Yilmaz, 2011), such as laboratory activities,
animations, computer simulations, and videos (Ndihokubwayo et al., 2020). In fact,
there was a need to shift from teacher-centered to learner-centered because it has been
proved that learners learn well when they are given the opportunity to learn with their
peers instead of sitting passively in their class and listening to the teacher.
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To achieve this, active learning techniques such as the cooperative learning
approach (Sibomana et al., 2021), game-based approach (North et al.,2021),
problem-solving approach (Dorimana et al., 2021), and others should be brought to
the classroom. Instructional approaches such as activity-based learning, cooperative
learning, and GBL, among others, have been found effective in the teaching and
learning of Science concepts (Byusa et al., 2020; da Silva Júnior et al., 2021; Eilks et
al., 2013; Prins et al., 2016). This has been attributed to the fact that such learning
approaches are bound to engage students physically, socially, and cognitively. This
eventually brings about a positive attitude, increased interest, and motivation towards
learning. Although the definition of GBL is somewhat ambiguous due to the variety
of formats and contexts in which it has been applied. The bottom line is that
educational games not only enhance learners' conceptual understanding but also
increase their motivation to learn and allow them to have fun while making sense of
the learned content (Baek et al., 2015; da Silva Júnior et al., 2021; Franco-Mariscal et
al., 2016; Partovi and Razavi, 2019).
In terms of the conceptual understanding of grade 6 learners regarding the
planets of the solar system, it is essential to strive for a high level of comprehension
instead of settling for a moderate level. Bloom's Taxonomy outlines various degrees
of thinking, including knowing, comprehending, inferring, and connecting concepts.
This is where game-based learning (GBL) becomes invaluable. GBL has gained
recognition as an effective instructional approach, offering attractive and innovative
learning opportunities that foster engagement and focus.

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GBL has been successfully implemented across different science-related
subjects, including the solar system, resulting in improved learning effectiveness,
attitudes, and active participation. However, certain educational games related to the
solar system may have drawbacks or limitations. Additionally, integrating GBL in a
web-based setting may not be feasible in educational contexts with limited internet
connectivity. In such cases, teachers often rely on Microsoft PowerPoint presentations
to capture learners' attention and facilitate the learning process.
To promote effective learning, instructional approaches need to shift from a
teacher-centered to a learner-centered paradigm, emphasizing meaningful interactions
and hands-on activities. Active learning techniques, such as cooperative learning and
problem-solving, have consistently demonstrated their efficacy in teaching science
concepts. By engaging students physically, socially, and cognitively, these approaches
cultivate positive attitudes, increased interest, and motivation.
In summary, integrating technology, specifically simulations and educational
games, into the teaching of science topics related to the solar system can significantly
enhance students' conceptual understanding, motivation, and engagement.
Furthermore, adopting learner-centered approaches and incorporating active learning
techniques, such as cooperative learning and problem-solving, further enhances the
teaching and learning experience. By embracing these strategies, educators can create
an environment conducive to effective science education and foster a deeper
appreciation for the wonders of the solar system.

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Theoretical Framework
Cognitive Theory of Multimedia Learning
According to Mayer and Moreno's (1999) Cognitive Theory of Multimedia
Learning (CTML), information delivered in both text and graphics can lead to deeper
learning than text alone. The assumption that there are two learning
channels—auditory and visual—lays the foundation for the notion of multimedia
learning. Both of these pathways are employed to transfer information into working
memory. The concept of working memory of CTML originates from Atkinson &
Shiffrin (1968) model of short-term memory which describes working memory as a
framework for briefly storing information before it passes to long-term memory.
CTML is also based on the concepts of cognitive load and information
processing. Learning is hampered when a cognitive overload occurs when working
memory capacity is surpassed, according to Sweller's (1988, 1994) cognitive load
theory, which maintains that each subsystem of working memory has a limited
capacity (De Jong, 2010). Cognitive load occurs when the working memory's
processing capacity is surpassed by unrelated information, impairing learning.
Information processing theory states that before the information is stored in long-term
memory, it goes through a number of processes in human memory. The
memory-based information storage (suggested by the information processing model)
is controlled by mechanisms that translate inputs into information (Moore, Burton &
Myers, 2004).
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Given the definition of the theory CTML of Mayer and Moreno in 1999, these
theories are the most relevant to the aims of this study, given the emphasis on how
instructional material should be designed. "A major challenge for instructional
designers is that meaningful learning can involve a heavy quantity of critical cognitive
processing, while the cognitive resources of the learner's information processing
system are severely constrained," stated Mayer and Moreno (2003). With that, any
unnecessary cognitive load should be reduced while designing multimedia education.
Detailed information is provided in GBL environments that reduce the unnecessary
cognitive burden to improve learning (Chang et al., 2018). Designers should consider
the students' two learning channels: auditory and visual, or CTML. Learners can be
motivated directly by grabbing the students’ attention through the use of attractive and
stimulating medium or learning material. It is important to sustain and arouse the
learner’s attention and curiosity in the learning process.
Conceptual Framework
Figure 1
Conceptual Framework of the Study

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Figure 1 is a framework that shows the variables which the researchers
followed. The IPO model is used in this study to show how the various variables are
related. The inputs are The Most Essential Learning Competencies for Elementary
Science (MELCS) and the K-12 Science Curriculum Standards. Another input is the
Need Assessment that was done with Science teachers about the necessity of applying
GBL with the use of Space Jump Adventure Game in teaching planets of the Solar
System to supplement Science teachers in teaching. This provided the researchers
with the background information and understanding of what they need to develop the
Space Jump Adventure Game.
The process used by the researchers includes the modified model of R & D by
Divayana, Adiarta, & Abadi (2003). This process has seven (7) steps to be taken:
research and collecting information; planning; design development; preliminary
evaluation, preliminary revision, final evaluation, and final revision. The Space Jump
Adventure Game was evaluated by a panel of evaluators, which consists of In-Service
Elementary Science Teachers and ICT Coordinators from the selected elementary
schools of Iligan City. The purpose of this evaluation is to determine the validity of
the development of the Space Jump Adventure Game in teaching planets of the Solar
System to enhance its content quality, instructional quality, technical quality, and
other factors of the material. The Space Jump Adventure Game development of GBL
with the use of Animated PowerPoint in teaching planets of the Solar System was
revised after collecting ratings, comments, and suggestions from the panel of
evaluators. After this, revisions are conducted from the comments and suggestions to
identify further areas for improvement, which subsequently be taken into
consideration throughout the finalization process. The output of this study is the
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developed Space Jump Adventure Game, a supplementary material in teaching
planets of the Solar System.
Research Questions
A total research questions was developed based on the scope of the study.
Specifically, the study was guided by the following research questions:
1. How is the Space Jump Adventure Game developed?
2. What is the rating of the In-Service Elementary Science Teachers
towards the developed Space Jump Adventure Game in terms of
Content Quality, Instructional Quality, Technical Quality, and Other
Factors?
3. What is the rating of the ICT Coordinators towards the developed
Space Jump Adventure Game in terms of Technical Quality?
4. What are the comments and suggestions of the panel of evaluators
towards the Space Jump Adventure Game?
Operational Definition of Terms
Operational definitions are the specification of how a concept or term will be
defined and measured (or assessed) in a study (Creswell, 2012, p. 151). In this study,
the following operational terms are;
Baseline. California State University-Chico (2013) defined baseline as one of
levels of achievement in the rubric of educational electronic games. Baseline means
multimedia elements and or learning objects are limited or non-existent.

17
Content Quality. According to DepEd, content quality pertains to the
development of concepts that enrich, reinforce, or master learning objectives. Content
must be accurate, factually correct, up-to-date, and aligned with intended learning
outcomes. It should also be logically developed, organized, and relevant to learners'
needs, interests, age, grade level, and cultural background. Additionally, content
should promote critical thinking, real-life situations, appropriate language, and
positive values that support formative growth.
Effective. California State University-Chico (2013) defined effective as one of
levels of achievement in the rubric of educational electronic games. In effective level,
multimedia elements and learning objects are used and are relevant to student
learning.
Exemplary. California State University-Chico (2013) defined effective as one
of levels of achievement in the rubric of educational electronic games. Exemplary
level means a variety of multimedia elements and learning objects are used and are
relevant to student learning throughout the course.
Instructional Quality. According to the DepEd, instructional quality pertains
to effectiveness of the teaching and learning process to achieve its defined purpose.
Instructional quality involves setting clear learning objectives, ensuring an appropriate
level of difficulty, and utilizing graphics, colors, and sounds effectively. It also entails
providing engaging and challenging materials that foster creativity and creating a
positive learning environment. Effective classroom management, feedback provision,
and integration of instruction with the learner's prior experience are essential skills for
teachers.
18
Technical Quality. According to the DepEd, technical quality pertains to the
appropriateness and functionality of facilities, equipment, and resources used in the
teaching and learning process. This includes the physical environment of the
classroom, audio and visual presentations, accurate representation of concepts
discussed, and accessibility of learning resources and materials. Technical quality also
ensures that the materials run using minimum system requirements and are free from
technical problems.
Other Factors. According to DepEd, “other factors” pertain to the results of
the evaluation or assessment that are not covered by the categories of content quality,
instructional quality, and technical quality. These may include additional factors that
affect the overall quality of education, such as conceptual errors, factual errors,
grammatical and/or typographical errors, and other errors.
Panel of Evaluators. This pertains to the In-Service Elementary Science
Teachers who evaluated the material in terms of its content quality, instructional
quality, technical quality, and other factors. ICT Coordinators were also the panel of
evaluators who evaluated the material in terms of its graphics, technicalities and how
GBL the material is. The panel of evaluators is coded in the following chapter.
Space Jump Adventure Game. The researchers developed supplementary
material based on the Most Essential Competencies (MELCs) that offers an
experience for learners to explore the planets of the Solar System in a more active and
realistic way. The Space Jump Adventure Game includes educational content about
the planets, features, and characteristics. It also includes game mechanics that
challenge players to complete tasks as they explore the different planets.

19
CHAPTER 2
RESEARCH METHODOLOGY
This chapter outlines the procedures that the researchers utilized in order to
collect the necessary research data. Included are descriptions of the research design,
model of the development, procedure, instruments, research data, analysis, and ethical
considerations.
Research Design
This study utilized the Research and Development (R & D) Design by Borg &
Gall in 1983 to design and develop the Space Jump Adventure Game. However, due to
the necessity and context, some educational researchers simplified the 10 steps in the
implementation process of Borg & Gall in 1983. In this study, the researchers used the
modified and simplified design of R & D by Divayana, Adiarta, & Abadi (2003), and
added the two (2) necessary steps namely; final evaluation and final revision.
In this design, there are 7 steps to be taken: research and collecting
information; planning; design development; preliminary evaluation, preliminary
revision, final evaluation and final revision. In conducting research and collecting
information, the researchers conducted a literature review for the selection of the topic
and the needs assessment. In planning, the formulation of objectives based on MELCs
and preparation of the evaluation rubrics assessment tools. The design development
includes the processes used in designing the Space Jump Adventure. The preliminary
evaluation was done through the face validators which consisted with their comments
and suggestions of the game. In preliminary revision, the product was revised based on
the suggestions made by the face validators (thesis adviser and panel members). In the
20
Final Evaluation, the analysis of the rating sheet from the panel of evaluators was
assessed. Lastly, in the final product revision, the game was revised based on the
results from the comments and suggestions from the panel of evaluators. The
researchers conducted this study to develop a supplementary material, Space Jump
Adventure Game in teaching planets of the Solar System, a supplementary material
that can aid the conceptual understanding of grade 6 learners.
Sampling and Participants
The researchers used purposive sampling in selecting the participants. In this kind
of sampling, the researcher carefully chooses the sample; his decision in this regard
remains supreme (Kothari, 2004). Purposive sampling aims to choose participants
consciously in order to acquire data. Researchers in this type of sampling are working
toward a certain objective, thus, the focus is still on specific individuals within the
selected population group of interest (Regoli, 2019). The respondents of the needs
assessment were six (6) In-Service Elementary Science Teachers. To achieve the
validity of the content and design of the game, five (5) In-Service Elementary Science
Teachers and three (3) ICT Coordinators from DepEd. They were identified and
formally invited to participate in evaluating the Space Jump Adventure Game. The
inclusion criteria for the evaluators are the following; In-service Elementary Science
Teachers must have at least 5 years and above experience in the profession and ICT
Coordinator in Education should be a Multimedia Coordinator in school. The
evaluators which are the In-Service Elementary Science Teachers were chosen to
evaluate in terms of the content's dependability. ICT Coordinators evaluated it in terms
of design and graphics. The selected evaluators gave comments, suggestions and
21
evaluated the supplementary material, Space Jump Adventure Game in teaching
Instruments
The researchers utilized the following instruments to collect data:
1. Needs Assessment Questionnaire (See Appendix D)
To decide whether or not it is necessary to employ this kind of instructional
material while teaching about the planets in the Solar System, a needs assessment was
conducted. The questionnaire was administered to 5 In-Service Elementary Science
Teachers. It comprised seven (7) sets of questions aimed at determining the
requirements for developing the instructional material. The needs assessment was
adapted from Nallano et al. (2022). (See Appendix D)
2. Most Essential Learning Competencies (MELCs) (See Appendix E)
MELCs, which stands for “Most Essential Learning Competencies”, refers to
the skills students need in the teaching-learning process to prepare them for future
grade levels and lifelong learning. It enables the DepEd to concentrate on critical
competencies essential for learners' development, considering potential challenges in
learning delivery. The Space Jump Adventure Game was developed based on the Most
Essential Learning Competencies for Science Grade 6. (see Appendix E)
3. Space Jump Adventure Game (See Appendix I)
Learner-centered items are developed as supplementary material for teaching
planets in Science grade six using the Space Jump Adventure Game. The purpose of
this material is to provide elementary Science teachers with supplementary resources

22
for teaching about the planets in the Solar System. The game is titled “Space” to align
with the Most Essential Learning Competencies (MELCs), specifically focusing on the
characteristics and comparison of planets in the Solar System. The term ”jump” is
included to reflect the gameplay, where players act as astronauts, explore different
stations, and solve puzzles. Also, the term "adventure" perfectly captures the sense of
discovery, challenge, and excitement that awaits players as they navigate the game's
interactive world of the Solar System's planets.
The Space Jump Adventure Game is designed to be used in MS PowerPoint
Software, which is widely utilized in the academe for lesson delivery due to its various
animations, themes, and graphics that help capture students' attention (Emralino &
Nartea, 2020; Paje, Rogayan & Dantic, 2021). The researchers selected MS
PowerPoint as the platform for the game, ensuring compatibility with versions such as
Microsoft PowerPoint 2010, 2015, 2016, 2018, and 2019. (See Appendix I)
4. Evaluation Rating Sheet for In-Service Elementary Science Teachers (See
Appendix F)
The In-service Elementary Science Teachers in Education used this evaluation
rating sheet for the Development of the Space Jump Adventure as a Supplementary
Material in Teaching planets in the Solar System. The researchers adopted the DepEd
LRMDS Assessment & Evaluation (2009). The Evaluators used the Evaluation Rating
Sheet (see Appendix F) for Non-Print Materials and Technical Evaluation; to assess the
suitability of materials for use in public schools and to ensure that they are free of
errors. The rating sheet includes criteria on the following: (1) Content Quality, (2)
Instructional Quality, (3) Technical Quality, and (4) Other Factors. This was done to
23
improve education through the use of information and communication technology. The
following items make up the requirements for In-Service Elementary Science
Teachers: objectives, content, purpose or topic, introduction, supporting material,
relevance, grammar, various learning styles, higher-level learning abilities, goals, and
directions.
5. Evaluation Rating Sheet for the ICT Coordinators (See Appendix G)
The rubrics that were used by the ICT Coordinators, is from the California
State University-Sacramento (2017) (see Appendix G). This rubrics was used to
evaluate the electronic game in an educational setting which has three (3) main
criterias. For the first criterion Organization and Design, it has two categories.
Followed by the second criterion Instructional Design and Delivery who has three (3)
categories. The third criterion Game Based Learning has five (5) categories. The
rubrics were adapted from Educational Rubrics from California State
University-Sacramento (2017).
Data Gathering Procedure
These are the procedures that the researchers followed in gathering the data for
the development of the Space Jump Adventure Game. The following are research and
collecting information, planning, design development, preliminary evaluation,
preliminary revision, final evaluation, and final revision.

24
Figure 2
Flow Chart on the Development of Space Jump Adventure Game as a Supplementary

Material in teaching Solar System Planets
Detailed explanations of the procedures shown in Figure 2 may be found in the
following sections:
A. Research and Collecting Information
A1. Needs Assessment Questionnaire
To decide whether or not it is necessary to employ this kind of instructional
material while teaching about the planets in the Solar System, an adapted and modified
needs assessment from (Nallano, 2022) was conducted. This need assessment
questionnaire has given three (2) personal questions to answer and also has five (4)
different sets of questions to answer to ascertain the requirements for the development
25
of the GBL regarding the Space Jump Adventure Game in teaching planets of the Solar
System.
B. Planning
B1. Selection of the Topic
The researchers have found the PISA 2018 results that showed how poorly
Filipino students performed in science. Of all the coverage of Science in PISA 2018;
introduction to the Solar System and planet Earth as a member of the Solar System
were only introduced in Grade 6 and Grade 8. This revealed that for the Philippines to
perform well in large-scale assessments or learning performance, grade 6 learners must
have a foundation in the knowledge of the Solar System, especially the planets in the
Solar System.
B1. Formulation of Learning Objectives
The learning objectives were formulated based on the Most Essential Learning
Competencies (MELCs) for Grade six in Science.
C. Design Development
C1. Designing of the Space Jump Adventure Game as a Supplementary
Material in Teaching planets of Solar System
The development of the Space Jump Adventure Game for learning requires
developing learning activities in such a way that game elements and game concepts are
woven into the structure of the learning activities itself. In addition to that, it is made
up of animated content, activities, applications, and educational materials. The design,
game platform, game world, and game mechanics of the game are well outlined. The
design of the game includes the choice of colors, animations, and pictures. In the
game platform, the game allows users to experience obstacles and challenges such as
26
solving puzzles and answering questions. With the game world, the game is set in outer
space wherein the users encounter various space objects and types of planets. In the
game mechanics of the game, it challenges users to answer questions on each planet to
progress to the next one., with corresponding points recorded using a scoring system,
the card points. To facilitate the development of game-based elements, an animated
PowerPoint Presentation was utilized. This approach aims to provide engaging and
effective game-based learning.
D. Preliminary Evaluation
This consists of the Face Validation by the thesis adviser and panel members to
evaluate the Space Jump Adventure Game as supplementary material in teaching
planets of the Solar System. During the preliminary evaluation, it was suggested that
the fonts must not change even if the teacher uses different versions of Powerpoint. It
was also suggested to change the name of the characters into Pinoy names or names in
astronomy. They also suggested adding GIFs and narration to make it more interesting.
It was also suggested to check the spelling and the information. They also suggested
checking the audio and background music.
E. Preliminary Revision
E1. Evaluation Rating Sheet of the Space Jump Adventure Game
The following are the revisions made by the researchers based in the comment
and suggestions of the face validators (thesis adviser and panel members). The
researchers selected fonts that are compatible with any version of Powerpoint such as
Calibri, Arial, OCR A, Extended, Bahn Schrift, SemiBold, Berlin Sans FB Demi,
Overlock, Abadi, and Poppins. researchers changed them into Luna, Commander
27
Mario, and Pilot Pablo. The researchers add GIFs and narrations throughout the game.
the researcher checks and revises the spelling and information.
F. Final Evaluation
Evaluation for the Space Jump Adventure Game of ICT Coordinators and
In-Service Elementary Science teachers was made through the rating sheet.
G. Final Revision
A number of changes were made to the research study as a direct result of the
comments and recommendations made by the panel of evaluators; the Space Jump
Adventure as a Supplementary Material in teaching planets of the Solar System was
polished to generate a final material that is now ready for deployment.
Data Analysis
To determine the results and findings of the study, the following statistical tools
and rating interpretation were used:
The researchers employed the descriptive analysis approach for analyzing
the data. The evaluation rating sheet forms employed during the given questionnaires
were looked into one at a time, and comparable responses were collected in writing for
each question. After that, behind each question was a coding key that was made by
writing each distinct response. The researchers compiled forms that were randomly
chosen from evaluation forms that were filled out while collaborating with 5
In-Service Elementary Science Teachers for needs assessment, 3 ICT Coordinators,
and another 5 In-Service Science Teachers for evaluation in order to assess the
reliability of the coding key. Two distinct researchers each received a set of chosen
forms and coding keys for reading and analysis. It was discovered that the researchers
who conducted the study and the other evaluators were in complete agreement.
28
Rating Interpretation for In-service Elementary Science Teachers
The evaluation rating sheet used by In-Service Elementary Science Teachers
for rating interpretation assesses the Space Jump Adventure based on Content Quality,
Instructional Quality, Technical Quality, and Other Factors. This interpretation helps
identify strengths and areas for improvement in order to enhance the Space Jump
Adventure Game..
Table 1
Rating Interpretation for the In-Service Elementary Science Teachers in terms of

Content Quality, Instructional Quality, Technical Quality, and Other Factors
Factors Mean Ranges Remarks

Content Quality 30 - 40 Passed
1 - 29.9 Failed
Instructional Quality 30 - 40 Passed

1 - 29.9 Failed
Technical Quality 39 - 52 Passed

1 - 38.9 Failed
Other Factors 16 Passed

1 - 15.9 Failed
Note: *Content Quality, passed= 30-40, failed= 1-29.9; Instructional Quality, passed= 30-40, failed=
1-29.9; Technical Quality, Passed= 39-52, failed= 1-38.9; Other Factors, Passed= 16, Failed= 1-15.9
In this study, Table 1 presents the mean ranges in the evaluation rating sheet,
along with their corresponding remarks. These ranges were utilized as a criterion to
determine whether the Space Jump Adventure met or fell short of the standards
established by the Department of Education's Learning Resources Management and
Development System (DepED LRMDS) for Non-Print Materials. This table served as
a reference point to assess the success or failure of the Space Jump Adventure based on
the established standards.

29
Table 2
The Mean Ranges and Corresponding Descriptions Used in Interpreting the Total
Points Ratings of In-Service Elementary Science Teachers
Mean Ranges Remarks

3.25 - 4 .0 Very Satisfactory
2.5 - 3.24 Satisfactory
1.75 - 2.49 Not Satisfactory
1 - 1.74 Poor
*Note: Very Satisfactory= 3.25-4; Satisfactory= 2.5-3.24; Not Satisfactory= 1.75-2.49; Poor= 1-1.74
Table 5 above shows the mean ranges in the evaluation rating sheet and their
corresponding interpretation of total points used in this study. It was used as the basis
for whether the Space Jump Adventure is Very Satisfactory, Satisfactory, or Not
Satisfactory interpreting the ratings of the In-Service Elementary Science Teachers.
Rating Interpretation for the ICT Coordinators
Table 3
The Mean Ranges and Corresponding Descriptions Used in Interpreting the Ratings of
ICT Coordinators
Criteria Mean Range Remarks

Organization and Design
Layout & Design 0 - 1.67 Baseline
1.68 - 3.34 Effective
3.35 - 5 Exemplary
Navigation 0 - 1.67 Baseline

3.35 - 5 Exemplary
Instructional Design and

Delivery
Objectives 0 - 1.67 Baseline
3.35 - 5 Exemplary
Different Learning
Styles 0 - 1.67 Baseline

3.35 - 5 Exemplary
30
Table 3 Continued.
Higher Level Learning 0 - 1.67 Baseline
3.35 - 5 Exemplary
Game-Based Learning
Rules 0 - 1.67 Baseline
3.35 - 5 Exemplary
Goals 0 - 1.67 Baseline

3.35 - 5 Exemplary
Feedback 0 - 1.67 Baseline

3.35 - 5 Exemplary
Interaction 0 - 1.67 Baseline

3.35 - 5 Exemplary
Subject 0 - 1.67 Baseline

3.35 - 5 Exemplary
Note: *For all criteria baseline= 0-1.67; effective=1.68-3.34; exemplary= 3.35-5
Table 3 above shows the mean ranges in the evaluation rating sheet and their
corresponding remarks used in this study. It was used as the basis for whether the game
is in the level of achievement in Baseline, Effective or Exemplary. This evaluation
sheet was adapted from California State University-Sacramento (2017) (See Appendix
G). There are three (3) criterias in this evaluation sheet which are discussed in this
paper.
For the Organization and Design Criterion; there are two (2) categories. In the
layout and design category, baseline remarks mean that there are few or no graphic
elements, no variation in layout and/or the colors interfere with the readability, for
effective remarks, there are some graphic elements and limited variation in layout and
design elements sometimes assist students in understanding concepts and ideas. In

31
exemplary remarks, there are multiple graphic elements and variation in layout and
design elements assist students in understanding concepts and ideas. For the navigation
category, baseline remarks means navigating the game is confusing and information
cannot be found easily. In effective remarks, some navigation is unclear, resulting in a
few places where students can become lost. In exemplary remarks, the game is
well-organized and easy to navigate and students can clearly understand where they are
and where to go next.
The next criterion in this evaluation sheet is Instructional Design and Delivery.
In this criteria there are three (3) categories. The first category is objectives, the
baseline remarks in this category means learning objectives are unclear or
non-existent. For effective remarks, some learning objectives are identified and in
exemplary remarks, the learning objectives are clearly identified. The second category
is different learning styles, in baseline remarks, the game provides few auditory,
kinesthetic, textual and/or visual activities to enhance student learning. In effective
remarks, the game provides only some and the exemplary remarks means the game
provides multiple auditory, kinesthetic, textual and/or visual activities to enhance
student learning. Lastly, in Higher Level Learning Skills, baseline remarks means the
game provides limited or no activities to help students increase their cognitive skills,
such as analysis, synthesis and evaluation. In effective remarks it means some
activities and in exemplary remarks the game provides multiple activities to help
students increase their cognitive skills, such as analysis, synthesis and evaluation.
The next criterion in this evaluation sheet is Game-Based Learning. In this
criteria there are five (5) categories. The first category is rules, in this category
baseline means rules are not clearly stated. In effective remarks, there are some rules
32
given, but there is missing information. Students might be confused. In exemplary
remarks for this category, every rule is clearly stated. The second category is goals. In
goals, the baseline remarks means goals are vague or incomplete. For effective
remarks, goals are at least partially described. In exemplary remarks, goals are clearly
stated and measure what students must know and be able to do to accomplish the
game. The third category in this criteria is feedback. In the feedback category, baseline
remarks means there are few or no opportunities for students to receive feedback on
their performance. In effective remarks, there are some opportunities while exemplary
remarks means there are frequent opportunities for students to receive timely feedback
on their performance.The fourth category in this criterion is Interaction. In the baseline
remarks for this category, it indicates that student-to-computer and student-to-student
interactions are limited or non-existent, and their identification is only partially
achieved. Conversely, in the exemplary remarks, it signifies that student-to-computer
and student-to-student interactions are clearly identifiable, and there is a definite
increase in social interaction.
For the last category in this criterion, which is the subject, the baseline remarks
denote that the subject or topic of the game is vague or incomplete. In the effective
remarks, it implies that the subject or topic of the game is described at least partially.
On the other hand, in the exemplary remarks, it indicates that the subject or topic of the
game is clearly stated.

33
Table 4
The Mean Ranges and Corresponding Remarks for the evaluation total points of ICT
Coordinators Rating on the Space Jump Adventure
Mean Ranges Remarks

40 - 50 points Exemplary
30 - 39 Effective
Less than 30 points Baseline

Notes: *evaluation of total points for exemplary= 40-50 points; effective= 30-39; baseline= less than 30
points
Table 4 above shows the mean ranges of the total points and corresponding
remarks used in this study. It was used as the basis if the game is Exemplary, Effective,
or Baseline. This evaluation sheet was adapted from California State
University-Sacramento (2017) (See Appendix G). As defined by California State
University-Chico (2003) for the Innovative and Teaching with Technology category,
exemplary remarks means a variety of multimedia elements and/or learning objects are
used and are relevant to student learning throughout the course. In effective remarks,
multimedia elements and/ or learning objects are used and are relevant to student
learning. For baseline remarks, multimedia elements and/ or learning objects are
limited or non-existent.
Coding of Data
Table 5
Coding of Data of the Respondents
In-Service Teachers Evaluators Science Teachers ICT Coordinators

(Needs Assessment)
ISTNA1 EST1 ICT1
ISTNA2 EST2 ICT2
ISTNA3 EST3 ICT3

34
Table 5 Continued.
ISTNA4 EST4
ISTNA5 EST5
Table 5 shows the coding of data codes that were used in this study to protect
the personal information and maintain the confidentiality of the respondents. For the
needs assessment, In-Service Teachers are coded as ISTNA. Thus, ISTNA1 refers to
needs assessment 1. The evaluators for the content dependability or the Science
teachers are coded as EST, thus, EST1 refers to evaluator 1. ICT Coordinators is coded
as ICT and ICT1 refers to ICT Coordinator 1.
Ethical Considerations
The researchers composed a permission letter addressed to the Schools
Division Superintendent for the gathering of data for the study. After the granting of
permission, another letter of request addressed to the chosen school principals for the
conduct of the study is attached with the approval letter from the Schools Division
Office. A needs assessment questionnaire was given to the selected elementary science
teachers participating in the study together with the approved letter from the Schools
Division's Office and the Principal. The needs assessment questionnaire was used to
gather data for the development of the Space Jump Adventure Game as supplementary
material in teaching planets of the Solar System. Before proceeding with the first step
of developing the material, a panel of evaluators, ICT coordinators, and in-service
elementary science teachers were also chosen based on the given criteria and formally
invited the panel of evaluators to evaluate the game.

35
Upon agreeing to conduct the study, the participants were told the purpose and
benefits of participating in the study. The researchers assured that the profile or
identities and responses of every participant would be kept among the researcher and
would not be shared with the public. Any kind of communication done between the
researchers and participants is honest and transparent. Researchers did not ask personal
questions or unnecessary inquiries that are not related to the study. The researchers
ensured the authenticity of the data and presented accurate results based on the data
gathered with the use of appropriate instruments.

36
CHAPTER 3
RESULTS, DISCUSSIONS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter outlines the results, analyses, and interpretation of the findings in
the development of the Space Jump Adventure Game as a supplementary material in
teaching planets.
Development of the Space Jump Adventure Game
In this part, the development of the Space Jump Adventure Game underwent
the following stages including the research and collecting information, planning,
design development, preliminary evaluation, preliminary revision, final evaluation, and
final revision.
Research and Collecting Information
This covers the identification of the topic, formulation of learning objectives,
planning, development phase, and preliminary revision.
The PISA 2018 results in Science, Philippines had the second-highest
percentage (78%) of pupils who did not achieve the required level of competency in
science. Also, the study by Putri, Hermita, Zufriady et al., (2021), grade six pupils in
terms of planet identification have a conceptual understanding who fall into the
"medium" category of understanding the concept. The number of incidents falling
under this risk level should be considered when determining the need for corrective
actions (Haugom et al., 2022b). With Hong and Masood (2014), stated that GBL has a
higher potential for ensuring class participation compared to traditional teaching
methods and concluded that GBL was more effective on the internal motivation levels
37
of students for learning compared to traditional teaching methods. According to Li &
Tsai (2013), there are a considerable number of games dedicated to Science but there
are few games that focus on planets/Solar System in particular (Mawas et al., 2020).
The following educational game related to solar system were also deemed
effective; (1) Space Hunters", (2) Science Domino Game and Booklet, (3) Blind
Mouse on the Moon and Mars, (4) gaming engine for Earth and Planetary systems, and
lastly, (5) Final Frontier Game. The need for the Space Jump Adventure Game to
develop is motivated by the fact that the existing games have some drawbacks and
lapses. Some other games rely on different APIs (i.e Blind Mouse on the Moon and
Mars). Some games are designed for higher education students (Pringle, 2013), and
others (Final Frontier Game) are in a web-based setting. This game was utilized in
Microsoft Powerpoint given that it is the most accessible to teachers and can be used
without internet connection.
In-Service Science Teachers Needs Assessment
The basis for the development of the Space Jump Adventure Game was
assessed through needs assessment in a paper questionnaire (Nallano et al., 2022) that
consists of different open-ended questions which were given to the six (6) In-Service
Elementary Science Teachers. These questions and the responses of the teacher were
used to develop the Space Jump Adventure Game.

38
Table 6
Needs Assessment Questionnaire Responses of In-service Elementary Science Teachers
for the Identification of Topic
Question Choices Respondents
Among these topics, identify one The effects of revolution and rotation on Earth. ISTNA1
(1) specific topic that you believe
your learners have difficulty
learning with and misconceptions
are prominent. Students have
difficulties in:
The characteristics of the planets in the solar ISTNA2, ISTNA5

system.
The basic astronomy concepts. ISTNA3
The relationship of Earth and Sun. ISTNA4
Table 6 above shows the responses of the In-service elementary science
teachers. Two (2) in-service elementary science teachers choose students who have
difficulties in “The characteristics of the planets in the solar system” while the other
choices have 1 respondent each. It can also be seen, in the study of Putri et al., (2021),
grade six (6) learners in terms of planet identification have a conceptual understanding
who fall into the "medium" category of understanding the concept. Medium is part of
the three categories of the risk level. At the medium level, the risk might be tolerable,
but if it is reasonably practical, redesign or other changes should be taken into account
(Haugom et al., 2022). The number of incidents falling under this risk level should be
considered when determining the need for corrective actions (Haugom et al., 2022b).
In this study, the game is specifically about the characteristics of planets in the solar
system.
39
Table 7
Needs Assessment Questionnaire Responses of In-service Elementary Science Teachers
Questions Utterances Respondents
What learning strategies have you

“Interactive Educational Video Presentation.” ISTNA1
used while teaching the
characteristics of the planet in the
solar system?
“Simulation” ISTNA2
“Video/Film showing.” ISTNA2,
“Using models and interaction with the ISTNA2, ISTNA3

models.”
“Cooperative Learning and Practical Work ISTNA4, ISTNA5

Approach.”
What challenges have you “Learners’ retention span.” ISTNA1,

encountered when teaching the
characteristics of the planets in the
solar system?
“Some of the learners were interested to learn ISTNA2

about the topic while others were not, but I see
to it that before the end of the lesson, learners
will be interested to learn the topic.”
“They’re having a hard time in familiarizing ISTNA5

each characteristic of the planet.”
“In my years of teaching Solar System, I ISTNA3, ISTNA4

haven’t encountered any difficulties or
challenges because Solar System is one of my
favorite topics in Science 6.”
What do you think of Integrating “More Interesting.” ISTNA1,

Game-Based Learning in Teaching
Planets in the Solar System in your
classroom?
“Nice” ISTNA3, ISTNA2
“I believe that Integrating games in teaching ISTNA4

planets in the solar system is applicable so that
the lesson proper will not be boring, instead it's
enjoyable.”
“It would be easier for them to learn the lesson ISTNA5

while having fun.”
40
The table 7 shows the needs assessments questionnaire that is conducted to the
In-Service Science Teachers and their responses. The ultimate purpose of any needs
assessment is to discover performance gaps and possibilities for improvement and it
helps the instructional designer understand what is causing or contributing to the
current situation (Stefaniak, 2021). The needs assessment enables the researchers to
ascertain the requirements for the development of the Space Jump Adventure Game as
supplementary material in teaching planets of the Solar System.
Based on the data gathered by the researchers, two (2) out of five (5) answered
learners have difficulties in the characteristics of the planet in the Solar System,
followed by the one (1) basic astronomy concept, one (1) the effects of revolution and
rotation on Earth and one (1) lastly the relationship of Earth and Sun. This implies that
the teaching of characteristics of planets in the Solar System seem to be a challenge for
teachers because some have difficulty in learning this. With that, the purpose of the
development of the Space Jump Adventure game is also fitting for the majority of the
science teachers.
While teaching planets of the Solar System, these In-Service Elementary
Science Teachers have used a variety of learning strategies; some In-Service
Elementary Science Teachers have mainly used Interactive Education Video
Presentation, Simulation and showing lots of models of the solar system. Other
In-Service Elementary Science have also applied cooperative learning and the PWA or
Practical Work Approach. Majority of the In-Service Elementary Science Teachers
have also encountered challenges while teaching planets in the Solar System. Four (4)
out of 5 In-Service Elementary Science Teachers have challenges solely with the
learners' understanding. The learners’ time attention is one of the big concerns,
41
followed by some of the learners having a hard time in familiarizing the planets and
some were not eager to learn.
Based on the interview question, the In-Service Elementary Science Teachers
were asked about their perception of integrating Game-Based Learning (GBL) in
teaching planets of the Solar System, at which this study is aimed. It was found out
that GBL for the In-Service Elementary Science Teachers is also noted as beneficial
because it can allow the lesson to not be stagnant while having fun based on their
responses. GBL allows teachers to incorporate active learning into their instruction
sessions while also increasing learners' interest and motivation, and a substantial
amount of research demonstrates that GBL can boost student learning and engagement,
as well as providing instant feedback on performance (Pho and Disncore, 2015). Thus,
integrating learning with a game-based approach can be an effective way of balancing
the preferences of teachers and pupils.
Planning
Identification of the Topic
The topic chosen was the planets of the Solar System that is part of Grade 6
level Science lessons. As stated in the K-12 Curriculum Standards for Grade 6,
learners at the end of the grade level must learn about the Solar System, with the focus
on the motions of the Earth as prerequisite to the study of seasons in a later grade. (K
to 12 Science Curriculum Guide, p. 6, 2016). However, with the result on Science in
PISA 2018, Philippines had the second-highest percentage (78%) of pupils who did not
achieve the required level of competency in Science. Considering the coverage of

42
Science in PISA 2018 the introduction to the Solar System and Earth as a member of
the Solar System were only introduced in Grade 6 and Grade 8. Therefore, grade 6
learners must have a foundation in the knowledge of the Solar System, especially
planets of the Solar System, to avoid misconceptions and lower scores on one such
large-scale learning assessment which is the Programme for International Student
Assessment (PISA).
Figure 3
Formulation of Learning Objectives based on MELCs
Solar System is one of the topics in Science for Grade 6 to be discussed in the
Fourth Quarter. The said topic is based on MELCs were provided by DepEd as the
primary reference for all Schools, Schools Division Offices (SD0s) and Regional
Offices (R0s) in determining and implementing learning delivery approaches that are
suited to the local context and diversity of learners, while adapting to the challenges
posed by COVID-19 Pandemic. The K-12 Curriculum identified the standards as
stipulated in the Science Curriculum Guide provided for the Grade 6 level. The
curriculum guide contains the content standard, performance standard and learning
competencies. Grade 6 Earth and Space Learning Competency: Q4/Week 7-8 Compare
the planets of the Solar System. To achieve the highest level learning science that the
Department of Education in the Philippines, learners in the Grade 6 level must attain
43
the following performance standards that they intended to learn. Earth and Space
Fourth Quarter Content Standards: characteristics of planets of the Solar System.
Design Development
The developmental phase of the design of Space Jump Adventure Game
includes the designing of the game through Microsoft PowerPoint Presentation.
Designing the Space Jump Adventure Game with the use of Animated PowerPoint
Presentation
The developed Space Jump Adventure Game in teaching planets of the Solar
System was predominantly connected in the use of PowerPoint Presentation made by
the researchers. Furthermore, the design was significantly ensured to be aligned to the
key competencies that students need to achieve through the lesson along with the
feedback indicated and specified by the panel of evaluators.
The theory CTML of Mayer and Moreno in 1999 is the basis of the design of
this material, given the emphasis on how instructional material should be designed.
Instructional designers should consider the learners' two learning channels: auditory
and visual, or CTML. As Mayer and Moreno in 2003 stated "A major challenge for
instructional designers is that meaningful learning can involve a heavy quantity of
critical cognitive processing, while the cognitive resources of the learner's information
processing system are severely constrained,".
The developed Space Jump Adventure Game in teaching planets of the Solar
System. Content was chosen as stipulated in the standard and competencies of K-12
44
Most Essential Learning Competencies (MELCs) for grade 6-10. In this step the
researcher created the lesson plans along with the activities and the elements of the
game as well as the conceptualization of the content for the Space Jump Adventure
Game lesson using Animated PowerPoint Presentation a Microsoft PowerPoint is a
presentation program, creating presentations from scratch or a template. Add text,
images, art, audio and videos and all other learning materials to be included in the
lessons. In designing the Space Jump Adventure Game, the researcher was guided with
the guidelines from the Department of Education in making lesson and lesson plans
that must be learner-centered, inquiry-based, and reflective. The developed Space
Jump Adventure Game was created in an effective way as the researchers use the
Grade 6 Science Beyond Borders Textbook for information and updated details on
The researchers made a GBL interactive game by having questions after the
given information so that the learners are able to process their thinking and engage in
the game. In this part, the learners’ curiosity and also their interest is stimulated on
how the game will go through. According to Gürdoğan (2012), it also improves
creativity by affecting the usage of knowledge, and the conceptual and technical skills
of learners. Moreover, it is explained as one of the factors that creates interest and
anxiety of the learners and ensures that they become constructive, creative and
efficient individuals by encouraging them to actively participate in classes (Uyulgan et.
al 2014).
In their report, Clark et al., (2009) review existing games and studies on
Science learning, identify goals such as conceptual understanding and process skills,
45
epistemological understanding, attitudes and identity, and design issues. While there
are a considerable number of games dedicated to Science (Li & Tsai, 2013), there are
few games that focus on Geoscience in general and planets/Solar System in particular
(Mawas et al., 2020).
In line with this, the researchers made sure that the material can give the
learners fun and experience as if they were really in the world of astronomy. The
researchers used information that is easy to understand, the images used show real
images of the planets, and the audio that the researchers used can let the player feel
excited and use a voice that is easy to understand. The game is made for the learners to
learn, enjoy and feel motivated about the lessons. The design components of the Space
Jump Adventure Game are defined in the following:
Game Platform
The Space Jump Adventure Game is an action-packed platform game set in a
futuristic space-themed world. The game follows the journey of the players, who are
on a mission. The Space Jump Adventure Game can be played on personal computers
and laptops. The game can be played using a computer mouse. As long as you have
Microsoft PowerPoint Slide Presentation Software.

46
Figure 4
Designing the Game World of Space Jump Adventure Game with the use of Animated
PowerPoint Presentation
The Space Jump Adventure Game includes quiz questions such as fill-in the
blanks test and multiple choice test which appears after exploring each planet that tests
the player’s knowledge of the Solar System. The Space Jump Adventure Game world
is designed to be visually engaging, incorporated with accurate representations of the
planets and other celestial bodies in the Solar System. Such as the characters in the
game, the enemies in the game, introduction, were designed based on the space theme.
47
The game has 8 planets where the players need to jump onto these 8 planets
and encounter some asteroids fields and other challenges. Each planet is designed with
unique challenges and obstacles that must be overcome to progress through the game.
The Space Jump Adventure Game features graphics and visual effects that bring the
game world to a life. With the chosen pictures, sounds, music, and other characters.
The game lets the player experience and see what it looks like to be in space. The
game features some 2D and 3D models and textures that create an immersive
space-themed experience for players. The sound effects and voice acting add to the
game’s overall atmosphere and help to enhance the player’s gaming experience.
Figure 5
Designing the Game Mechanics Space Jump Adventure Game with the use of Animated
PowerPoint Presentation
The Space Jump Adventure Game is an adventure game where the player's
character travels through space, exploring and jumping to different planets by

48
answering the questions while collecting star points and passing the obstacles. Along
the way, the players may encounter obstacles just like monsters to progress through the
game.
As the players progress, they will encounter a slide of questions where they
need to click the box for the total points they got from the previous questions. And if
they got 0-3 points they need to go back and answer some questions again to proceed
to the next planet. But if they get 4-6 points they can proceed to the next planet.
Test and Revise of the Game
The playtest of Space Jump Adventure Game had gathered feedback on the
game’s mechanics, game world, and overall experiences. Observe how the players
interact with the game and take note of any issues they encounter. The researchers
analyze the feedback from the evaluators and identify any common issues that need
improvement. Based on the feedback, the researchers revised the game to address any
issues or areas for improvement. Make changes to game mechanics and game world as
necessary to improve the overall game experience.
Finalizing the Process of the Game
The finalization of the design of the Space Jump Adventure Game has been
thoroughly revised and the researcher still takes the suggestions and comments from
the panel of evaluators to make more revisions as necessary to create a game that is
engaging and effective in promoting learning outcomes.

49
Preliminary Evaluation
Table 8
Face Validators Comments and Suggestions towards the Space Jump Adventure Game
in terms of Content
Content
Before Comments and Suggestions After
There should be bases for the

sizes of each planet.
Use Pinoy names or names in

astronomy.
\\
50
Slide 16 for terrestrial planets

kindly show an example of a
surface of a terrestrial planet
For slides 74 - 75 you may add a

button where students can click to
get a meaning of polar and
equatorial diameter (you may also
apply this to other slides so that
they will have the option to know
the meaning of these terms)
Check the name of the planet in

slide 238.
Table 8 shows the suggestions provided by the panelists regarding the Space
Jump Adventure Game, specifically focusing on its Content. The initial version of the
game contained a few errors and corrections, which the researchers promptly
addressed through revisions. One suggestion was to ensure that the shapes of the
planets in the game matched their real-life sizes, leading the researcher to edit the
planet sizes accordingly. Additionally, it was recommended that the character names be
Filipino or related to Astronomy. As a result, the researchers changed Officer Glen's
name to Commander Marie, Luna to Sasha, introduced a new character named Pilot
Pablo, while retaining the name Ben. Another suggestion involved incorporating
examples of planets that belong to the Terrestrial Planet category, which the researcher
addressed by showcasing the relevant Terrestrial Planets. The details of the planets
were emphasized, and any errors were rectified.

51
Table 9
in terms of Assessment Questions
Assessments Questions
Before Comments and Suggestions After
Analogy questions for the

difficult part.
True or False-1st question

should always be true.
Rock (find the right term)
Table 9 shows the suggestions put forward by the panelists regarding the Space
Jump Adventure Game, specifically focusing on the Assessment Questions. One
suggestion was to use analogy questions for the difficult part of the assessment, rather
than an identification-type test. Responding to this recommendation, the researcher
modified the assessment by incorporating analogy questions. Another suggestion
pertained to True or False type tests, where it was proposed that the first question
52
should always be true. In response, the researcher included a True or False test and
ensured that the answer to the first question is indeed true. Furthermore, any errors
relating to terms and their definitions were rectified to prevent further
misinterpretation.
Table 10
in terms of Animation
Animation
Before Comments and Suggestion After
Slides in the PPT can be

enlarged.
It might be better that the

planets are moving in the
slides (however, you have
to put into account the right
directions as to avoid
misconceptions)
The usage of GIFs and

animated pictures are applied.
Jump Adventure Game, specifically focusing on Animation. One suggestion was to
enlarge the slides in the PowerPoint presentation, prompting the researcher to edit each
slide to increase their size. Additionally, it was recommended to incorporate movement

53
in the planets and utilize GIFs and animations. In response, the researchers created
more animated GIFs to enhance the game's level of engagement and enjoyment.
Background music, sound effects, and voice narration were also introduced to further
enrich the overall experience.
Table 11
in Terms of Grammar and Spelling
Grammar and Spelling
Please check the term alluring

maybe this is lurking? Slide
81
Check slide 11 for correct The researchers revised the content of the
spelling of planets (please game. Spelling and Grammar were also
check spelling and grammar fixed accordingly.
of the entire game as well).
Jump Adventure Game, specifically related to Grammar and Spelling. The initial
version of the game contained a number of errors and corrections, which the
researchers diligently addressed through revisions. Notably, the text and terms
displayed on the slides required fixing. To rectify this, the researchers carefully
checked and corrected the spelling and grammar on each slide, ensuring accuracy and
54
clarity in the game's content.
Table 12
Face Validators Comments and Suggestions towards the Space Jump Adventure Game in
Terms of Graphics
Graphics
Having the planets to talk to or

giving them a face might give a
misconception to the learners that
they can talk, you may change it
and have some sort of guardians
or inhabitants of these planets
whose body and characteristics
have adapted to the different
environments of these planets.
Make sure the fonts will not The researchers use fonts that are
change even if the teacher is compatible with any of the versions 2010,
using different versions of of Microsoft PowerPoint. These fonts are:
Powerpoint. Calibri, Arial, OCR A Extended,
Bahnschrift, Bahnschrift SemiBold,
Berlin Sans FB Demi, Overlock, Abadi,
and Poppins.
If they got the correct answer

add a graphic that celebrates the
correct answer.
Jump Adventure Game, specifically related to Graphics. One recommendation was to

55
eliminate the animation where planets talk, to avoid potential misconceptions among
learners. In response, the researchers made modifications by categorizing the planets
into Terrestrial Planets and Gas Planets on separate slides. This way, learners can
explore each planet individually and observe clear details about their characteristics.
Another suggestion was to ensure the font used in the game remains consistent
across different versions of PowerPoint. The researchers addressed this by selecting
fonts that are compatible with various versions, such as Calibri, Arial, OCR A
Extended, Bahnschrift, Bahnschrift SemiBold, Berlin Sans FB Demi, Overlock, Abadi,
and Poppins. Furthermore, it was proposed to incorporate celebration effects when
learners provide the correct answer. In light of this suggestion, the researchers added
effects to the slide to create a livelier and more engaging experience for the learners.
Table 13
Face Validators Comments and Suggestions towards the Space Jump Adventure Game in
Terms of Media
Audio and Video
Video for Rotation and

Revolution should be added
with subtitles.
Add narration voices to the The text narration generator was used
characters and for the content for the voices and the reading of
information of the game information of the game.
56
Table 13 Continued.
Try out with a kid.
Change the BGM into something The researchers used a more

less distractive. appropriate BGM for the game that is
pleasing to hear.
Table 13 presents the suggestions made by the panelists regarding the Space
Jump Adventure Game, specifically focusing on Audio and Video. During the testing
phase with a 6th-grade learner, it was observed that the game took an excessive 45
minutes to complete, which proved to be quite lengthy for a child and caused boredom.
However, positive responses were also noted, as the learner expressed excitement to
play the game and remained attentive to the instructions and information provided.
Taking into account the game's topic, which revolves around the planets of the
solar system, the panelists suggested dividing it into two sections: the inner planets and
the outer planets. This division would help streamline the gameplay and make it more
manageable for learners. Additionally, the appropriate background music (BGMs) that
were used in the game enhanced the overall experience. Moreover, the complications
associated with the challenge on planet Uranus were resolved, ensuring a smoother
gameplay flow. With these adjustments and improvements implemented, the game was
deemed ready for evaluation by the panel of evaluators.

57
Final Evaluation
Table 14
In-Service Elementary Science Teachers Rating Towards the Development of Space
Jump Adventure in terms of Content Quality
Statement Mean rating Remarks
1. Content is consistent with 4.00 Very Satisfactory

topics/skills found in the DepED
Learning Competencies for the subject
and grade/year level it was intended.
2. Concepts developed contribute to 4.00 Very Satisfactory

enrichment, reinforcement, or mastery
of the identified learning objectives.
3. Content is accurate. 4.00 Very Satisfactory
4. Content is up-to-date. 4.00 Very Satisfactory
5. Content is logically developed and 4.00 Very Satisfactory

organized.
6. Content is free from cultural, gender, 4.00 Very Satisfactory

racial, or ethnic bias
7. Content stimulates and promotes 4.00 Very Satisfactory

critical thinking.
8. Content is relevant to real-life 4.00 Very Satisfactory

situations.
9. Language (including vocabulary) is 4.00 Very Satisfactory

appropriate to the target user level.
10. Content promotes positive values 4.00 Very Satisfactory

that support formative growth.
TOTAL 4.00 Passed

Note: *4 being Very Satisfactory (VS); 3 - Satisfactory (S); 2 - Poor; and 1 – Not Satisfactory
*Resource must score at least 30 points out of a maximum 40 points to pass this criterion.
Table 14 above shows the ratings of In-Service Elementary Science Teachers
towards the developed Space Jump Game in terms of content quality. Based in the
58
result, the In-Service Elementary Science Teachers gave a rate of 4 with a description
of Very Satisfactory and a total mean rate of 4 on the following: The content is
consistent with topics/skills found in the DepED Learning Competencies for the
subject and grade/year level it was intended; The concepts developed contribute to
enrichment, reinforcement, or mastery of the identified learning objectives; The
content is accurate; The content is up-to-date; The content is logically developed and
organized; The Content is free from cultural, gender, racial, or ethnic bias; The content
stimulates and promotes critical thinking; The content is relevant to real-life situations;
The language (including vocabulary) is appropriate to the target user level; and The
content promotes positive values that support formative growth. With the calculation
made by the researchers, the total mean rating is 40 which means the material passed
the standard of Content Quality set by the DepEd for Non-Print Materials.
Based on the data gathered by the researcher on the development of the Space
Jump Adventurer Game in terms of content quality. The results implies that the content
of Space Jump Adventure is consistent with the topics/skills based on the DepEd
Learning competencies on the subject and the intended grade level. The concepts used
in the game contribute to enrichment, reinforcement, and mastery to the learning
objective. The content is accurate, up-to-date, and logically developed, and organized.
The content also is free from any cultural, gender, racial, or ethical bias. The content
highly promotes critical thinking and is relevant to real-life situations, Aside from the
language choice and used in the game is appropriate on the target user level and
supports positive values which helps in formative growth. According to Kennett
(2019), the main purpose of education content is to assist in high-quality instruction.

59
The content acts as a vessel for the learners to master their skills and knowledge. It’s
also the way educators communicate with learners.
Table 15
In-Service Grade 6 Science Teachers Rating Towards the Development of Space Jump
Adventure in terms of Instructional Quality.
Statement Mean Rating Remarks
1. The purpose of the material is 4 Very Satisfactory

well-defined.
2. Material achieves its defined 3.8 Very Satisfactory

purpose.
3. Learning objectives are clearly 4 Very Satisfactory

stated and measurable.
4. Level of difficulty is appropriate 3.8 Very Satisfactory

for the intended target user.
5. Graphics / colors / sounds are 4 Very Satisfactory

used for appropriate instructional
reasons.
6. Material is enjoyable, 4 Very Satisfactory

stimulating, challenging, and
engaging.
7. The material effectively 4 Very Satisfactory

stimulates creativity of target user.
8. Feedback on target user’s 4 Very Satisfactory

responses is effectively employed
9. Target user can control the rate 4 Very Satisfactory

and sequence of presentation and
review.
10. Instruction is integrated with 4 Very Satisfactory

target user’s previous experience.
TOTAL POINTS 39.6 Passed
Note: *4 being Very Satisfactory (VS); 3 - Satisfactory (S); 2 - Poor; and 1 – Not Satisfactory.
** Resource must score at least 30 points out of a maximum of 40 points to pass this criterion.
60
Table 15 shows the ratings of In-Service Elementary Science Teachers towards
the developed Space Jump Game in terms of instructional quality. Based on the table,
the In-Service Elementary Science Teachers gave a rate of 4 with a total mean rate of 4
on the following: The purpose of the material is well defined; Learning objectives are
clearly stated and measurable; Graphics/colors /sounds are used for appropriate
instructional reasons; Material is enjoyable, stimulating, challenging, and engaging;
Material effectively stimulates the creativity of target user; Feedback on target user’s
responses is effectively employed; Target user can control the rate and sequence of
presentation and review; and Instruction is integrated with target user’s previous. It
implies that the purpose of the materials is well defined, it archives its purpose, the
learning objectives are clearly stated and measurable, and the level of faculty is
appropriate for the intended user. Aside from that the graphics/colors /sounds are
appropriate in which the material is enjoyable, challenging, and engaging. (Ukor
(2018), the instructional material to be selected must be relevant to the objectives as
well as targeted to the learners for whom the materials are to be used. This is important
because the objectives that the materials are designed to achieve should be similar to
those that the teacher and learners are trying to achieve.
However, some In-Service Elementary Science Teachers gave a rate of 3 with
a total mean rate of 3.8 on the following: Material achieves its defined purpose and the
level of difficulty is appropriate for the intended target user. This implies that there are
some parts of the game that need to be changed or polished to define the purpose of the
game clearly. The material may not be easy for the other students to understand,
leaving it difficult to understand the characteristics of the planets. With the calculation
made by the researcher, the total mean rate is 39.6 which is defined as Passed. This
61
implies that the material passed the standard of Instructional Quality set by the DepEd
for Non-Print Materials. However, there are some parts of the materials that need to be
improved or polished for the purpose of the game clearly defined. Also, there must be
some parts that need to adjust or change to balance the level of difficulty of the game
for the learners. In the study of Ikeobi (2010), high-quality instructional material is
more effective in enhancing conceptual understanding. Learning is therefore more
effective if the information in the sense is more appealing or captivating (Duru, 2011).
Table 16
In-Service Elementary Science Teacher Rating Towards the Development of Space
Jump Adventure in Terms of Technical Quality
Statement Mean Rating Remarks*
1. Audio enhances understanding of the concept. 3.8 Very Satisfactory
2. Speech and narration (correct pacing, 4.00 Very Satisfactory

intonation, and pronunciation) is clear and can be
easily understood.
3. There is complete synchronization of audio 4.00 Very Satisfactory

with the visuals, if any.
4. Music and sound effects are appropriate and 3.8 Very Satisfactory
effective for instructional purposes.
5. Screen displays (text) are uncluttered, easy to 4.00 Very Satisfactory

read, and aesthetically pleasing.
6. Visual presentations (non-text) are clear and 4.00 Very Satisfactory

easy to interpret.
7. Visuals sustain interest and do not distract the 4.00 Very Satisfactory
user's attention.
8. Visuals provide accurate representation of the 4.00 Very Satisfactory

concept discussed.
9. The user support materials (if any) are 4.00 Very Satisfactory
effective.
62
Table 16 Continued.
10. The design allows the target user to navigate 4.00 Very Satisfactory
freely through the material.
11. The material can easily and independently be 4.00 Very Satisfactory
used.
12. The material will run using minimum system 3.8 Very Satisfactory
requirements
13. The program is free from technical problems. 3.8 Very Satisfactory
TOTAL POINTS 51.4 Passed

Note: *4 being Very Satisfactory (VS); 3 - Satisfactory (S); 2 - Poor; and 1 – Not Satisfactory
*Resource must score at least 39 points out of a maximum of 52 points to pass this criterion..
towards the developed Space Jump Game in terms of technical quality. Based on the
data gathered by the researchers a total mean rate of 4 with description of Very
Satisfaction was given on the following: The speech and narration is clean an can be
easily understood; There is complete synchronization of audio with the visuals, if any;
The Screen displays (text) are uncluttered, easy to read, and aesthetically pleasing;
Visual presentations (non-text) are clear and easy to interpret; Visuals sustain interest
and do not distract the user's attention; Visuals provide an accurate representation of
the concept discussed; The user support materials (if any) are effective; The design
allows the target user to navigate freely through the material; and the material can
easily and independently be used. This implies that the audio, speech, narration,
choice of music, and sound effects are appropriate for the material which helps the user
ro clearly and easily understand the concepts. Aside from that the screen display or text
and visual presentation present a clear representation of the concept of the material.
However, some In-Service Elementary Science Teachers gave a rate of 3 with a total
mean rate of 3.8 on the following: The audio enhances understanding of the concept;
63
Music and sound effects are appropriate and effective for instructional purposes; The
material will run using minimum system requirements; and The program is free from
technical problems.
The following are the comments given by the In-Service Elementary Science
Teacher: “There was delayed audio or no audio at all”; “Music/background music are
almost the same throughout”; “ The file was quite heavy”; and “ Automatically plays
what is astronomy without clicking”. This implies that there was a delay of audio, the
voice of background music is the same throughout the game, the file is heavy, and
there is a point where it automatically plays without clicking. In which can be used as
where the material can be improved. With the calculation made by the researcher, the
total mean rate of Technical Quality is 51.4 which implies the material passed the
standard of Technical Quality set by the DepEd for Non-Print Materials. However,
there are some parts of the games that need to be enhanced and adjusted according to
the data.
Students who are low on prior knowledge can be facilitated by the visual
design of the learning materials in ways that guides students' visual attention to
conceptual links between representations (Plass et al., 2014). The visual aesthetic
design includes visual elements such as the overall look and feel of the game and the
game characters, but also the form of representation of key information in the game.
The visual design determines how tools and functions of the game mechanics are
visualized.
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Table 17
In-Service Grade 6 Science Teacher Rating Towards the Development of Space Jump
Adventure in terms of Other Factors
Statement Mean Rating Remarks*
1. Conceptual errors 4 Very Satisfactory
2. Factual errors. 4 Very Satisfactory
3. Grammatical and/or 4 Very Satisfactory

typographical errors.
4. Other errors (i.e., computational 4 Very Satisfactory

errors, obsolete information, errors
in the visuals, etc.).
TOTAL 16 Passed
Note: *4 being Very Satisfactory (VS); 3 - Satisfactory (S); 2 - Poor; and 1 – Not Satisfactory. The
information contained in the material, where the following errors are found.
**Resource must score at least 16 points out of a maximum of 16 points to pass this criterion.
towards the developed Space Jump Game in terms of other factors. Based on the
result, the In-Service Elementary Science Teachers gave a rate of 4 and a mean rating
of 4 with a description of Very Satisfaction on the following: Conceptual errors;
Factual errors; Grammatical and/or typographical errors; and Other errors (i.e.,
computational errors, obsolete information, errors in the visuals, etc.). Furthermore, the
total mean rate is 16 which means the material passed the standard of Other Factors set
by the DepEd for Non-Print Materials. This implies that the game does not have errors
or the evaluators did not experience errors as they evaluate and play the game.
65
Comments of the Space Jump Adventure Game made by the In-Service Elementary
Science Teachers
Aside from the suggestions given by the In-Service Elementary Science
Teacher. They gave their own comments on the material. EST2 commented on the
following: “Space Jump Adventure is relevant and helpful to supplement in teaching
the Solar System Planets. It is usual and audio can capture the interest of learners while
teaching planets”; “ The game with the use of Laptops and Computers are useful and
they can make easier for teachers to engage students/learners in collaborative and
project-based work.”; ” It is more efficient because the game will not use WIFI”.
Moreover, EST4 also commented on the following: “ For me it’s a highly
recommended supplementary material on planets in the solar system for Science 6. It
can greatly develop the learners skills and critical thinking. Since it’s very enjoyable
and interesting, the learners will be excited to learn more about planets in the solar
system.”; and “I have no further suggestion on the lesson plan, guide and the game as
the strategy in teaching planets in Science 6. I hope this strategy will be shared to us
Science Teachers in Grade 6 since it’s very unique and challenging to our learners.”
Evaluation Rating Sheet of ICT Coordinator towards Space Jump Adventure Game
Based on the criteria in selecting the evaluators, 5 In-Service Elementary
Science Teachers and 3 ICT Coordinators were identified and formally invited to
participate in determining the content and design of the Space Jump Adventure Game.
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Table 18
ICT Coordinators Rating on the Space Jump Adventure Game
Criteria Mean Rating Description
Organization and Design
Layout & Design 5.00 Exemplary
Navigation 4.33 Exemplary
Instructional Design and Delivery
Objectives 5.00 Exemplary
Different Learning Styles

5.00 Exemplary
Higher Level Learning

Skills
5.00 Exemplary
Game-based Learning
Rules 5.00 Exemplary
Goals 5.00 Exemplary
Feedback 3.66 Exemplary
Interaction 5 Exemplary
Subject 5 Exemplary
Total Score: 47.99 Exemplary

Note: *0-1.67= 0; 1.68-3.34= 3; 3.35-5= 5
*Evaluation of total points of each criteria are equivalent with the following; 40-50= Exemplary; 30-39= Effective;
Less than 30 points= Baseline
Table 18 above shows the results of the rating of ICT Coordinators for the
Space Jump Adventure Game. Based on the results and for the description of rubrics
for Organization and Design criterion, Layout & Design Criterion category got the
mean rating of 5, Exemplary, meaning there are multiple graphic elements and
variation in layout and design elements assist students in understanding concepts and
ideas. For the category of navigation, the result is 4.33 which means this belongs in
67
the level of achievement, exemplary, the game is well-organized and easy to navigate
and students can clearly understand where they are and where to go next. But with the
response of EICT2, said that the students could be confused because the game doesn’t
indicate how many points the player acquires when successfully playing the game.
The next criterion in this evaluation sheet is Instructional Design and Delivery.
In this criteria there are three (3) categories. The first category is objectives, which got
a result of 5, exemplary, meaning the learning objectives are clearly identified. The
second category in this criterion is different learning styles, and which got 5,
exemplary means the game provides multiple auditory, kinesthetic, textual and/or
visual activities to enhance student learning. The third category in this criterion is
Higher Level Learning Skills which got a mean rating of 5, exemplary remarks the
game provides multiple activities to help students increase their cognitive skills, such
as analysis, synthesis, and evaluation.
The next criterion in this evaluation sheet is Game-Based Learning. In this
criteria there are five (5) categories. The first category is rules, in this category this has
a mean rate of 5, exemplary, and this means that every rule is clearly stated. The
second category is goals. In goals, this got 5, exemplary, which means that goals are
clearly stated and measure what students must know and be able to do to accomplish
the game. The third category in this criteria is feedback. In the feedback category, this
got a mean rate of 3.66, exemplary, meaning there are frequent opportunities for
students to receive timely feedback on their performance. Two (2) ICT Coordinators
said that because of the game in which the scores are not displayed, the students cannot
know or keep track of their performance. The fourth category in this criteria is
Interaction. In this category, this has a mean rate of 5, exemplary, that means
68
student-to-computer and student-to-student interactions can be clearly identified and
there is a definitive increase in social interaction.
Comments of the Space Jump Adventure Game made by the ICT Coordinators
Aside from the suggestions given by the ICT Coordinator in Education. They
gave their own positive comments on the material. EICT1 commented “ So far the
game-based instructions are good.” while EICT3 commented “ No more! Superb
game.”. The ICT Coordinators were then asked (1) What do you like most about the
game and why?, EICT) answered “The graphics of the game are very vibrant and will
likely keep the students' interest engaged”, and “So far the game-based instructions are
good”. While EICT2 answered “The game is interactive and informative” and EICT3
“Collect a star on each planet because you need to unlock the first planet before
entering for the other one. I enjoyed this part since there is a mastery of knowledge and
skills”.
69
Final Revision
Table 19
Suggestions and Revisions of In-Service Elementary Science Teachers on the Space
Jump Adventure Game
Audio
Before Suggestions After
(EICT1)The intro
"warning" music makes
me nervous, and it
should be just for a
short amount of
duration in order to
avoid children being
shocked.
File
Suggestions
Before After
- (EICT1) It’s better to

divide the game into the
bases of your lesson
plan.
- It would be better to
divide the game into
different planets to be
able to maintain the
interest of the students
in playing the game.
Table 19 above shows the suggestions and revisions from the In-service
Elementary Science Teachers. The warning signs that EST1 stated were the reminder
that an obstacle of the game appeared, and with regards to that EST1, suggested that it
would be better to shorten the duration of the warning audio sign as it is not pleasing to
hear. The audio “warning” was fixed on by lowering the volume and shortening the
amount of duration. With the duration of the game, as it was suggested also by the
70
other panel of evaluators, the game was decided to divide it into 10 files. Since there
are 8 planets and 2 files for the Inner Planets and Outer Planets. The game was divided
accordingly.
Table 20
Suggestions and Revisions of Space Jump Adventure Game by the ICT Coordinators
Video
Before Suggestion and Comment After
Before, two videos

were put and the evaluator
(ICT1) suggested using the
original video for your
game-based instruction or
NO CREDITS you can just give credits to
the owner of the video.
Animation
Suggestion and Comment

Before After
To be guided, points should

be shown if how many the
players will receive.
71
File
Before Suggestions and After
Comments
The game is too long

considering Science has
only 50 mins time
allotment. You may revise
your game by allowing the
players to choose only the
planet they may want to
play with.
Table 20 above shows the suggestions and revisions made by the ICT
Coordinators towards the Space Jump Adventure Game. As (ICT1) stated the
importance of giving credits to the videos that the researchers have used, the
University of Washington (2022) also says that giving credits to the right owners leads
to more accuracy of the information. Before, there are no points shown on the screen
after clicking the answer and the evaluator suggested it would be nicer if they could
check how many points they got because that will be their guide on how many stars
they will color. For the duration of the game (ICT2) also suggested that it’s better to
divide the game into different sub-parts. These sub-parts are wherein the students
could choose which planet they want to play or the teacher could choose. The
PowerPoint Presentation that the Space Jump Adventure Game utilized was divided
into 10 PowerPoint files. The 8 Powerpoint files represent the 8 planets in the Solar
System and the 2 PowerPoint files consider the lesson that only talks about Inner
Planets and Outer Planets.

72
Space Jump Adventure Game User’s Manual
Figure 6
User’s Manual of the Space Jump Adventure Game
The Space Jump Adventure Game User's Manual serves as a comprehensive
guide, offering valuable information and instructions to players. It encompasses
various aspects such as providing an overview of the game's genre, highlighting its key
features, and furnishing detailed instructions on gameplay, including controls,
objectives, mechanics, and mission progression. Furthermore, the user's manual may
73
delve into character profiles, settings, and card points, offering players a deeper
understanding of the game's intricacies. To enhance the gaming experience,
troubleshooting tips for common issues are often included. In the study by Willemsen
and Van Vught (2021), they explore the value of user manuals, highlighting that
manuals provide players with essential information and contribute to the overall
gaming experience. Nielsen et al. (2019) in their book "Understanding Video Games:
The Essential Introduction" also emphasize the importance of user manuals, explaining
that manuals serve as "crucial sources of information about game mechanics, controls,
objectives, and strategies." Lastly, the manual acknowledges the contributions of
developers and other individuals involved in the game's creation. The overall purpose
of this user's manual is to equip players with the necessary knowledge to fully immerse
themselves in the game and enjoy a rewarding gaming experience.
Summary of Findings
The findings on needs assessment found that students are having difficulties
understanding the characteristics of the planets of the solar system. Which became the
springboard of the development of the material. The material was rated very
satisfactory in terms of Content Quality, Instructional Quality, Technical Quality, and
other factors such as errors. The game passed the standards set by the DepED LRMDS
for Non-Print Materials. Furthermore, the evaluators commented on the materials as
engaging, interesting, interactive, and informative. Therefore, the material can be used
as supplementary materials in teaching the characteristics of the (8) eights planets of
the solar system.

74
Conclusions
1. In the results of the needs assessment conducted on In-Service Elementary
Science Teachers, it was revealed that teachers were having difficulties teaching
planets of the Solar System. Two (2) out of In-Service Elementary Science Teachers
answered that students have difficulties with the characteristics of the planets in the
Solar System, followed by the basic astronomy concept, the effects of revolution and
rotation on Earth, and lastly, the relationship between Earth and the Sun. (4) out of 5
In-Service Elementary Science Teachers have challenges solely with the learners' 70
understanding of the planets of the Solar System. The In-Service Elementary Science
Teachers have also used a variety of learning strategies to address the challenges. But
overall, the findings on needs assessment found that In-Service Elementary Science
Teachers also noted that GBL is beneficial because it can allow the lesson to not be
stagnant while having fun, based on their responses.
2. On the ratings and evaluation of the In-Service Elementary Science Teachers
in terms of Content Quality. The result shows that the content of the game is accurate
and up-to-date about planets of the Solar System, promotes critical thinking, and
promotes positive values that support formative growth. Moreover, the language used
on the content is appropriate to the target user level and the content is relevant to
real-life situations. In terms of instructional quality, the result shows that the purpose
of the game is well defined, it archives its purpose, the learning objectives are clearly
stated and measurable, and the level of difficulty is appropriate for the intended target
user. Moreover, the material is enjoyable, stimulating, challenging, and engaging. In
terms of Technical Quality. The result shows that the text, visual presentation, speech,
75
and narration are clear and accurate which helps the materials easy to understand.
Also, the material is free from technical problems. In terms of Other Factors in the
game. The game does not show any conceptual errors, factual errors, grammatical
errors, and any errors. Thus the game is free from any errors.
3. On the results of the rating of the ICT Coordinators in education on the
Space Jump Adventure Game. The game layout and design shows are appropriate. The
rules, goals, feedback, interaction, and subject are exemplary which means the game
fits the 71 characteristics of a GBL. The graphics of the game are very vibrant and will
likely keep the learners' interest engaged. The game is interactive and informative.
Recommendations
Based on the data and result the Space Jump Adventure can be used as
instructional material that could be utilized in the teaching and learning process. Thus,
the following recommendation are hereby presented:
1.Based on the finding the standard set by the DepEd on the Non-Print
Materials. The material can be used by In-Service Elementary Science Teachers in
Science in teaching the characteristics of the planets of the Solar System as
supplementary materials. A pilot testing is recommended on this material to test how
effective the game is in the actual scenario of utilization.
2. Some graphics or color combinations of the material may cause destruction
between the learners. A material readability is recommended on this material. In order
to avoid destruction and to clearly read the text for the students to easily understand
what they read.

76
3. Since the utilization of the Space Jump Adventure must be done in the ICT
classroom, it is recommended that teachers may utilize this in their rooms with the help
of printed materials such as the choices of each question wherein learners can write
down their answers.
4. This game-based instructional material research work could be a reference
to future researchers who may like to conduct other studies about learning instruction
activities and learners’ performance using the Space Jump Adventure. It can also be
used as a material for pilot testing to evaluate the effectiveness of the game and for
further development. They may also measure conceptual understanding, skills,
perception, motivation towards learning the planets, etc.

77
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APPENDIX A
Permission Letter Addressed to the Schools Division Superintendent Republic of the

Philippines
83
APPENDIX B
Permission Letter Addressed to the Selected Elementary School of Iligan City

84
APPENDIX C
Permission Letter Addressed to the Selected Elementary School

85
APPENDIX D
Needs Assessment Questionnaire
Adapted from Nallano et al., (2022)
Republic of the Philippines

Mindanao State University -Iligan Institute of Technology
COLLEGE OF EDUCATION
Andres Bonifacio Avenue, 9200 Iligan City Philippines
Telephone No.: +63 63 2210744/ Telefax: +63 63 2214068
Greetings!
This questionnaire aims to identify topics in the Grade 6 Solar System that will be
subject of enhancement for the study.
1. Name (Optional)
_____________________
2. Subject Taught
_____________________
Check all that apply.
● Science 6 Teacher
3. Length of Service in Teaching the Discipline
Mark only one box.
● 5 - 7 years
● 8 - 10 years
● 10 - 15 years
● 15 years and above
4. Among these topics, click/identify only one (1) specific topic that you
believe your learners have difficulty learning with and misconceptions are
prominent. Please also add comments/remarks on your reason for
selecting this topic.
86
Students have difficulties in:
● The effects of revolution and rotation on Earth.

● defining the difference between rotation and revolution
● describing the effects of Earth’s motion
● The characteristics of the planets in the solar system.

● Identifying the different types of planets in the solar system.
● Comparing the different types of planets in the solar system.
● Constructing a model of the planets in the solar system.
● Showing the relative sizes of the planets and their relative distances
from the Sun.
Students have difficulties in relating:
● The relationship of the Earth and the Sun.

● the revolution and rotation of the Earth around the Sun.
● the position of the Earth in its orbit to the height of the sun in the sky.
● tilt of the Earth and the seasons.
● The basic astronomy concept.

● Understanding the sizes and the shapes of the Earth, Sun and Moon.
● Explaining the difference between lunar and solar eclipse.
5. What learning strategies have you used while teaching the characteristics of
the planet in the solar system?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. What challenges have you encountered when teaching the characteristics of

the planets in the solar system?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. What do you think of Integrating Game- Based Learning in Teaching

Planets in the Solar System in your classroom?
87
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Comments and Suggestions
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Researchers Note:
Thank you so much for taking some of your precious time to answer this
questionnaire!
Rest assured that any information received from your school, specifically from
the teachers will be handled in the strictest protocol. The results of this questionnaire
will be kept confidential.
88
APPENDIX E
Most Essential Learning Competencies (MELCs)
for Elementary Science Education

89
APPENDIX F
Evaluation Rating Sheet for the Development of the Space Jump Adventure as a
Supplementary Material in Teaching Solar System
Adapted from DepEd Rating Sheet for Non-Print Materials

EVALUATION RATING SHEET FOR THE DEVELOPMENT OF THE SPACE

JUMP ADVENTURE AS A SUPPLEMENTARY MATERIAL IN TEACHING
PLANETS IN THE SOLAR SYSTEM FOR SCIENCE 6 TEACHERS
Evaluator Code: Dated Rated: ___________________
Direction: : Examine the material carefully and for each evaluation criterion consider
the extent to which the resource meets the criteria. Check the appropriate number
[with 4 being Very Satisfactory (VS); 3 - Satisfactory (S); 2 - Poor; and 1 – Not
Satisfactory]. For a rating below 4, write your comments/justifications on each
evaluation criterion. If an evaluation criterion is Not Applicable (NA), the material is
rated 3 on said criterion.
Factor A Content Quality VS S/NA Poor Not

4 3 2 Satisfactory
1. Content is consistent
with topics/skills found
in the DepED Learning
Competencies for the
subject and grade/year
level it was intended.
2. Concepts developed
contribute to
enrichment,
reinforcement, or
mastery of the identified
learning objectives.
3. Content is accurate.
4. Content is up-to-date.
90
5. Content is logically
developed and
organized.
6. Content is free from
cultural, gender, racial,
or ethnic bias
7. Content stimulates and
promotes critical
thinking.
8. Content is relevant to
real-life situations.
9. Language (including
vocabulary) is
appropriate to the target
user level.
10. Content promotes
positive values that
support formative
growth.
Factor B. Instructional VS S/NA Poor Not
Quality 4 3 2 Satisfactory
1. Purpose of the material

is well defined.
2. Material achieves its

defined purpose.
3. Learning objectives are

clearly stated and
measurable.
4. Level of difficulty is
appropriate for the
intended target user.
5. Graphics / colors /
sounds are used for
appropriate instructional
reasons.
6. Material is enjoyable,
stimulating, challenging,
and engaging.
7. Material effectively
stimulates creativity of
target user.
91
8. Feedback on target
user’s responses is
effectively employed.
9. Target user can control
the rate and sequence of
presentation and review.
10. Instruction is integrated
with target user’s
previous
VS S/NA Poor Not
Factor C. 4 3 2 Satisfactory
Technical Quality
1. Audio enhances
understanding of the
concept
2. Speech and narration
(correct pacing,
intonation, and
pronunciation) is clear
and can be easily
understood.
3. There is complete
synchronization of
audio with the visuals, if
any.
4. Music and sound effects
are appropriate and
effective for
instructional purposes.
5. Screen displays (text)
are uncluttered, easy to
read, and aesthetically
pleasing.
6. Visual presentations
(non-text) are clear and
easy to interpret.
7. Visuals sustain interest
and do not distract the
user's attention.
8. Visuals provide accurate
representation of the
concept discussed
9. The user support
materials (if any) are
effective
92
10. The design allows the

target user to navigate
freely through the
material.
11. The material can easily
and independently be
used.
Technical Evaluation: Complete Section G. Interoperability: Technical format
Checklist for conformance
If not already completed prior to this review.
12. The material will run
using minimum system
requirements
13. The program is free
from technical problems
Factor D. Other Findings Not Present Present & Do not

present but very requires evaluate
Note down observations about 4 minor & major further 1
the information contained in must be redevelop
the material, where the fixed 3 ment 2
following errors are found:
1. Conceptual errors
2. Factual errors.
3. Grammatical and / or
typographical errors.
4. Other errors (i.e.,
computational errors,
obsolete information,
errors in the visuals,
etc.).
Total points:
Note: Resource must score at
least 16 points out of a
maximum 16 points to pass
this criterion. Please put a
check mark on the appropriate
box
Comments:___________________________________________________________
Suggestion:
_____________________________________________________________________
____________________________________________________________________
93
APPENDIX G
Rubrics for the Development of the Space Jump Adventure as a Supplementary
Material in Teaching Planets in the Solar System for ICT Coordinator
Adapted from California State University-Sacramento and Bruce Whitehill

EVALUATION RATING SHEET FOR THE DEVELOPMENT OF THE SPACE

JUMP ADVENTURE AS A SUPPLEMENTARY MATERIAL IN TEACHING
PLANETS IN THE SOLAR SYSTEM FOR ICT COORDINATORS
Evaluator Code: Dated Rated: ___________________
Direction: : Examine the material carefully and for each evaluation criterion consider
the extent to which the resource meets the criteria. Check the appropriate number
[with 1 being Baseline; 3 - Effective; 5 - Exemplary]. For a rating below 1, write
your comments/justifications on each evaluation criterion.
Levels of Achievement
CRITERIA
Baseline Effective Exemplary SCORE
1 point 3 points 5 points
ORGANIZATION and DESIGN
Layout & There are few or no There are some There are
Design graphic elements, no graphic elements multiple
variation in layout and limited graphic
and/or the colors variation in elements and
interfere with the layout. Design variation in
readability. elements layout. Design
94
sometimes assist elements assist

students in students in
understanding understanding
concepts and concepts and
ideas. ideas.
Navigation Navigating the game is Some navigation The game is

confusing and is unclear, well-organized
information cannot be resulting in a few and easy to
found easily. places where navigate.
students can Students can
become lost. clearly
understand
where they are
and where to
go next.
Instructional Design and Delivery
Objectives Learning objectives are Some learning Learning

unclear or non-existent. objectives are objectives are
identified. clearly
identified.
Different The game provides few The game The game

auditory, kinesthetic, provides some provides
Learning textual and/or visual auditory, multiple
activities to enhance kinesthetic, auditory,
Styles
student learning. textual and/or kinesthetic,
visual activities textual and/or
to enhance visual
student learning. activities to
enhance
student
learning.
Higher The game provides The game The game

limited or no activities provides some provides
95
to help students activities to help multiple

Level increase their cognitive students increase activities to
skills, such as analysis, their cognitive help students
Learning
synthesis and skills, such as increase their
Skills evaluation. analysis, cognitive
synthesis and skills, such as
evaluation. analysis,
synthesis and
evaluation.
Game-Based Learning
Rules Rules are not clearly Some rules are Every rule is
stated. given, but there clearly stated.
is missing
information.
Students might
be confused.
Goals Goals are vague or Goals are at least Goals are

incomplete. partially clearly stated
described. and measure
what students
must know and
be able to do to
accomplish the
game.
Feedback There are few or no There are some There are

opportunities for opportunities for frequent
students to receive students to opportunities
feedback on their receive feedback for students to
performance. on their receive timely
performance. feedback on
their
performance.
96
Interaction Student-to-computer Student-to-comp Student-to-co

and student-to-student uter and mputer and
interactions are limited student-to-studen student-to-stud
or non-existent. t interactions are ent interactions
at least partially can be clearly
identified. identified.
There is a
definitive
increase in
social
interaction.
Subject The subject or topic of The subject or The subject or

the game is vague or topic of the game topic of the
incomplete. is at least game is clearly
partially stated.
described.
Total Score
97
APPENDIX H
Manual of the Space Jump Adventure Game

98
99
100
101
102
103
104
105
106
107
APPENDIX I
Card Points of the Space Jump Adventure Game

108
109
APPENDIX J
Developed Space Jump Adventure Game in Teaching Solar System
Researchers’ Note: Please download the file upon directing to Google Drive. With
this material, downloading it first is needed as one of its main features is only
available in MS PowerPoint presentation. Opening it with Google Slides will limit
its unique features and you cannot smoothly play the game. Thank you. Google
Drive link:
Google Drive Link:

https://drive.google.com/drive/folders/1-EmIGPONn4_HfUaYfep28edL_YxPm6Zk
?usp=share_link
110
APPENDIX K
Documentation for the Evaluation of Phase Validators on Space Jump Adventure

Game
Figure 6. Documentation for the Evaluation of Phase Validators on Space Jump
Adventure Game
111
APPENDIX L
Documentation for the ICT and Science Teachers on Space Jump Adventure Game
Evaluating the material Space Jump Adventure Game
Figure 7. Documentation for Evaluation with the In-service Teachers and ICT
Coordinator in one of the Elementary Schools of the Division of Iligan City.

112
Figure 6 shows the Phase 1 and 2 Validation of the Space Jump Adventure Game.
Also, the researchers offered our deepest respect towards these validators for giving
their great help and for the suggestions and comments for the study.
113
CURRICULUM VITAE
PERSONAL INFORMATION
LIZA MARIE D. LISCANO

Purok Steelmakers, Bara-as Tubod, 9200 Iligan City Philippines
Contact Number: (+63) 950 008 8171
Email: lizamarie.liscano@g.msuiit.edu.ph
EDUCATIONAL ATTAINMENT
Collegiate:
Mindanao State University- Iligan Institute of Technology

Tibanga, Iligan City
Science and Mathematics
Secondary:
La Salle Academy
Bro. Raymund Jeffrey Rd, Pala-o, Iligan City
Science, Technology, Engineering and Mathematics
Iligan East National High School

Sta. Filomena, Iligan City
Elementary:
Tambo Central School

Tambo, Iligan City
114
CURRICULUM VITAE
CHRISTINE LOUISE O. COLANCE

Prk. Magiting, Carbide Village, Tubod, 9200 Iligan City, Philippines
Contact Number: (+63) 9218270583
Email: christinelouise.colance@g.msuiit.edu.ph
Collegiate:

Secondary:
Iligan City National High School

Mahayahay, Iligan City
Humanities and Social Sciences
Iligan City National High School

Elementary:
Iligan City Central School

Maslog Cebu Central School

Cebu City
115
CURRICULUM VITAE
SHERYL JADE R. QUIOBE

Prk. 18-B, Dalipuga, 9200 Iligan City, Philippines
Contact Number: (+63) 950 008 8171
Email: sheryljade.quiobe@g.msuiit.edu.ph
Collegiate:

Secondary:
Iligan Medical Center College-Basic Education Department

Del Carmen, Iligan City
Humanities and Social Sciences
Dalipuga National High School

Dalipuga, Iligan City
Elementary:
Dalipuga Central School

Dalipuga, Iligan City

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7

DEVELOPMENT OF SPACE JUMP ADVENTURE GAME

LIZA MARIE LISCANO

Department of Science and Mathematics Education

Presented to the Faculty of the

Department of Science and Mathematics

MSU – Iligan Institute of Technology

In Partial Fulfillment of the

Requirements for the Degree

Bachelor of Elementary Education

Major in Science and Mathematics

LIZA MARIE LISCANO

CHRISTINE LOUISE COLANCE

SHERYL JADE QUIOBE

In partial fulfillment of the requirements for the degree Bachelor of

_________________ CHRISTINE MAE B. TECSON, MSciEd

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

JOY R. MAGSAYO, MSciEd ODESSA D. ABERILLA, MSciEd

Accepted in partial fulfillment of the requirements for the degree of Bachelor

DOUGLAS A. SALAZAR, Ph.D. MONERA A. SALIC-HAIRULLA, Ph.D.

persons who helped much to the success of this study:

Their Parents/Guardians for their unwavering support, inspiration and

encouragement who keep the researchers highly motivated;

Their friends for their loving support;

comments suggestions, motivation and supervision in making this study successful;

in shaping the direction of this study.

of the letter of request to conduct the study in the participating school;

The School Principals of the selected Elementary Schools of the Division

encouragement for the completion of this study;

Liscano, Liza Marie D.,

1 Rating Interpretation for the In-Service Elementary

2 The Mean Ranges and Corresponding Descriptions Used

3 The Mean Ranges and Corresponding Descriptions Used

4 The Mean Ranges and Corresponding Remarks for the

5 Coding of Data of the Respondents 33

6 Needs Assessment Questionnaire responses of In-service

7 Needs Assessment Questionnaire responses of In-service

8 Face Validators Comments and Suggestions towards the

9 Face Validators Comments and Suggestions towards the

10 Face Validators Comments and Suggestions towards the

11 Face Validators Comments and Suggestions towards the

12 Face Validators Comments and Suggestions towards the

13 Face Validators Comments and Suggestions towards the

14 In-Service Elementary Science Teachers Rating Towards

15 In-Service Grade 6 Science Teachers Rating Towards the

16 In-Service Elementary Science Teacher Rating Towards

17 In-Service Grade 6 Science Teacher Rating Towards the

18 ICT Coordinators Rating on the Space Jump Adventure

19 Suggestions and Revisions of In-Service Elementary

20 Suggestions and Revisions of Space Jump Adventure

16 Suggestions and Revisions of the Space Jump Adventure

17 Suggestions and Revisions of In-Service Elementary

Figure Title Page

1 Conceptual Framework of the Study 14

2 Flow Chart on the Development of Space Jump Adventure

3 Formulation of Learning Objectives based on MELCs 42

4 Designing the Game World of Space Jump Adventure 46

5 Designing the Game Mechanics Space Jump Adventure 47

6 Space Jump Adventure Game Manual 72

7 Documentation for Evaluation of Phase Validators 95

8 Documentation for Evaluation with the In-Service

Appendix Title Page