Development of Grade 4 Students’ Basic Science Process Skills through GameBased Learning

Abstract

The purpose of this research was to compare Grade 4 students’ basic scientific process skills before and after the implementation of a game-based learning (GBL) activity on the topic of Materials and Substances, and to examine the students’ satisfaction with the learning activity. The sample consisted of 20 Grade 4 students from a medium-sized school in Phuket Province, selected through purposive sampling. Data were gathered using an 18-item, four-multiple-choice basic scientific process skills test covering three skills: observation, inference, and classification; alongside a student satisfaction questionnaire regarding the GBL activity. Data were analyzed using mean, standard deviation, and t-test for dependent samples.

The research findings indicated that: 1) the Grade 4 students’ basic scientific process skills after learning through the game-based learning activity were significantly higher than before the lesson at the .05 level (p < 0.5). This aligned with the skill-specific analysis, which showed that when students were immersed in a deserted island survival game requiring them to select objects with appropriate properties, they were stimulated to utilize observation and classification skills to solve the challenges encountered; and 2) the students' overall satisfaction with the game-based learning activities was at the highest level. When analyzed by aspect, the students' satisfaction was at the high to highest levels across all four dimensions (activity design, content, benefits, and application). These findings demonstrate that game-based learning is an effective instructional approach for enhancing learners' scientific process skills to meet the required standards.