Effects of Stem-Game-Based Learning on Genetics Achievement Among Northern Matriculation Students
DOI:
https://doi.org/10.37134/ejoss.vol12.sp2.20.2026Keywords:
STEM-Game-Based-Learning, Genetics education, Student achievement, Quasi- experimental design, Malaysian matriculation students, SDG 4Abstract
Game-based learning is an active learning method that uses games to help students learn by encouraging them to think critically and solve problems. In this work, the researchers employed a variation of STEM Game-Based-Learning that incorporates science, technology, engineering, and mathematics (STEM) components into the instruction of Genetics. This approach aligns with Sustainable Development Goal 4 (SDG 4), which emphasises inclusive and equitable quality education. The objective of the research was to investigate the impact of STEM-Game-Based-Learning on students' performance in the Genetics section of the Biology curriculum. A quasi-experimental research design was utilized, comprising two groups: an experimental group subjected to STEM-Game-Based-Learning and a control group undergoing traditional education. The sample comprised 45 randomly selected students from Penang Matriculation College (experimental group) and Perlis Matriculation College (control group). The control group's average score on the post-test was M = 24.67, SD = 2.30, whereas the experimental group's average score was M = 27.22, SD = 2.10. Analysis of covariance (ANCOVA) indicated a statistically significant disparity in accomplishment between the two groups, F (1, 87) = 33.07, p = .001, partial η² = .28, demonstrating that students engaged in STEM-Game-Based -Learning outperformed those subjected to traditional instruction.
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