Effects of Traditional Filipino Games on Senior High School Students' Conceptual Understanding of Physics
English
DOI:
https://doi.org/10.48017/dj.v10i3.3510Keywords:
Game-Based Learning, Conceptual Understanding, Traditional Filipino Games, Culturally Responsive Pedagogy, Physics EducationAbstract
This study developed, validated, and implemented culturally contextualized Physics Games that integrate traditional Filipino games (Laro-ng-Lahi) as instructional tools to enhance students’ conceptual understanding in physics. Guided by a three-phase research design—development, validation, and implementation—the study produced five game-based learning activities aligned with the Department of Education’s Most Essential Learning Competencies (MELCs) and evaluated against the Learning Resources Management and Development System (LRMDS) standards. Expert validators rated the materials highly across content quality, format, organization, and accuracy, while student feedback affirmed their clarity, engagement, and pedagogical value. A quasi-experimental one-group pretest-posttest design revealed statistically significant improvement in student performance, shifting from “Low Mastery” to “Near Full Mastery” after the intervention. These findings suggest that Laro-ng-Lahi-based physics games offer a practical and culturally responsive approach to science instruction. Future research may extend the design and application of such games to other grade levels and science domains, particularly in junior high school physics education.
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References
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