The use of games in teaching selected topics in general science VI

This study determines the effect of using games as a tool in teaching selected general science topics. The effects are determined in terms of significant difference in achievement between Grade Six students who are taught selected general science topics using games as instructional tool and those who are taught with the traditional method. The significant difference in achievement between students of different mental ability levels and the interaction effect between method of instruction and students\u27 mental ability level are also determined. Two intact classes of 74 students (34 in the control group and 40 in the experimental) were involved in the study. These students were enrolled at St. Agnes\u27 Academy, Legazpi City during the school year 1996-1997. The study utilized the non-equivalent control group design (quasi-experimental). A 50-item general science achievement test conducted by the researcher served as both the pre-test and the post-test. Students\u27 achievement data were treated using analysis of covariance with the pre-test as covariate and the post-test as the criterion measure. All tests of significance were determined at the .05 level of significance. The findings of the study revealed that:1. There was a significant difference in achievement between students in the experimental group and those in the control group. Students in the experimental group significantly performed better than those in the control group. 2. There was a significant difference in the achievement between high mental ability students and low mental ability students in both study groups. High mental ability students achieved better than low mental ability students.3. There was no interaction effect between method of instruction and students\u27 mental ability level. From the findings of the study, the study concluded that the use of games in teaching general science VI, enhances the achievement of students on the subject the use of games in teaching general science is better than the traditional method insofar as achievement in general science VI is concerned high mental ability students achieve better than those students with low mental ability and the teaching method is independent of students\u27 mental ability level