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Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Non-Digital Game-Based Learning (NDGBL) and Students’ Academic Performance, Attitude, and
Motivation towards Chemistry

b
a*
Deanne Kaye G. Zambrano , Armando M. Guidote Jr. , and Rhodora F. Nicdao c

a
Department of Biology, School of Science and Engineering, Ateneo de Manila University
b
Department of Chemistry, School of Science and Engineering, Ateneo de Manila University
c
Department of Education, School of Social Sciences, Ateneo de Manila
* Corresponding Author: deanne.zambrano@obf.ateneo.edu

ABSTRACT

Common innovative approaches in chemistry instruction are associated with varying downsides. For
instance, the use of technology-dependent instruction is not readily available in some schools, likewise, the
use of laboratory experiment exposes the students to possible hazards. With these in mind, the study
considered the integration of non-digital game-based learning in chemistry. Three non-digital games were
developed and administered to determine the impact of game-based learning on the students’ academic
performance, attitude, and motivation towards chemistry. The non-digital games address different topics in
the Matter Module of Grade 8 Science: Water Cycle Game, a competitive adventure game on the phase
changes of matter adapted from ACMP of University of Alaska; cre-ATOM and creat-ION, a collaborative
building game on familiarizing the atom and its subatomic particles; and Perio-Dmitri, a collaborative
line- up game on the trends in the periodic table of elements. A quasi-experimental non-randomized pretest-
posttest design was used in this study. Three instruments were administered to two groups (n1=41, n2=43) of
Grade 8 students: (1) researcher-made chemistry performance test; (2) Likert-scale questionnaire on attitude
towards chemistry developed by Cheung (2011); and (3) Likert-scale questionnaire on motivation towards
chemistry developed by Salta and Koulougliotis (2015). A focus group discussion was also administered for
the participants to describe their experience on the use of non-digital games. Statistical analyses showed that
NDGBL had a positive effect on the students’ academic performance (p<.001), attitude (p<.001), and
motivation (p<.001) towards chemistry. These results are supported with the qualitative data obtained from
the focus group discussion, with students’ responses stating that they have learned chemistry in a more
engaging and exciting way. Low correlations were observed between academic performance and attitude
towards chemistry (p=.230) and academic performance and motivation towards chemistry (p=.287).
Conversely, a significant correlation was observed between attitude and motivation towards chemistry
(p<.001).

Keywords: Non-digital game-based learning (NDGBL), game-based learning (GBL), educational games,
chemistry, science games

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