Republic of the Philippines
Bicol University
COLLEGE OF EDUCATION
Research Office
Daraga, Albay, Philippines
INTERACTIVE GAMES AS A CLASSROOM MANAGEMENT STRATEGY IN TEACHING
SCIENCE
A Classroom Based Action Research
Presented to
The Faculty of the College of Education
Bicol University
Daraga, Albay
In Partial Fulfillment
of the Requirements for Teaching Internship
CHRISTIAN P. DOMENS
May 2023
Republic of the Philippines
Bicol University
COLLEGE OF EDUCATION
Research Office
Daraga, Albay, Philippines
ABSTRACT
Classroom instruction is an important part of being an educator, and hands-on activities
and inquiry-based learning should be used to provide an engaging and significant educational
experience. The toughest part of teaching is developing an interactive method and activities to
fulfill students' learning needs. Student actions are one of their attributes, and because learners
are diverse, this component may cause conflict throughout the entire lesson. The goals of this
action research project are to address student participation and manage the classroom through
interactive games. The researcher employed both qualitative and quantitative strategies: FGD
and survey questionnaires were employed. As a result, it has been found that the strategies used
by the teacher during the lesson are ranked first, with a frequency count of 13, followed by
instructional materials used by the teacher that are not interactive, with a frequency count of 7,
implying that the teacher's strategies used in teaching science have a significant impact on the
teaching and learning process because they affect the learner's participation. To address the
problem, the researcher utilized an interactive game as a classroom management approach and
discovered that digital games were interactive and sparked students' interests, with Kahoot
games coming in first with a frequency count of 10, followed by Wordwall games with a frequency
of 8. This basically indicates that students may immediately catch their interest and participation
by utilizing technology and digital applications.
Keywords: Interactive games, classroom instruction, Inquiry-based learning, Participation,
startegies.
Republic of the Philippines
Bicol University
COLLEGE OF EDUCATION
Research Office
Daraga, Albay, Philippines
Acknowledgement
The completion of the endeavor would not have been conceivable without the
participation, guidance, and support of several people in general. Their efforts are greatly valued
and acknowledged. However, the researcher would like to convey their heartfelt appreciation and
gratitude, especially to the following:
To begin with, the researcher would like to express appreciation to God the Creator for his
constant kindness, guidance, and safeguarding presence during the course of this study. granting
the researcher the necessary wisdom, resilience, and inspiration that he sought to triumph over
all the obstacles of the current research.
The researcher would similarly like to extend his sincerest gratitude to his cooperating
teacher, Mrs. Maribel M. Secretario, for her constant backing throughout this project and
enthusiasm in making it possible for the researcher to obtain data from her advisee class. Her
direction helped the researcher complete this inquiry.
To the respondents who entrusted the researchers with full participation in the
questionnaires, as well as their assurance and their continued dedication to providing the
researcher with the information he required to complete the study, for accommodating the
researcher despite their limited encounter.
To the parents, who provided constant moral and monetary support until the end of the
study, as well as guidance, positive reinforcement, and motivation for the researcher to
successfully finish this study. Their presence as parents and relentless supervision facilitated the
accomplishment and conclusion of this investigation.
Finally, the researcher wants to take this opportunity to show their sincere thanks to their
co-student teachers and friends for their continual backing and motivating discourse, for the
motivation to succeed, a helping hand, and concerns they offered to make the completion of this
research study easier and simpler, and for all of the restless and stressful experiences they have
shared.
Let God prosper all of us.
C.P.D
Republic of the Philippines
Bicol University
COLLEGE OF EDUCATION
Research Office
Daraga, Albay, Philippines
Introduction of the Research
Teaching science is an essential component of being an educator, and hands-on activities
and inquiry-based learning should be incorporated to deliver an engaging and relevant learning
experience. The challenging part of being a teacher is centered on crafting an interactive
approach and games that should be employed to meet the learning needs of the student and
facilitate their attainment of learning outcomes without making them feel uninterested in the
process of teaching and learning, as well as engaging them and allowing them to take part in the
discussion. Along with this, classroom management is also a key factor in better executing the
lesson, providing a teacher with a clear vision, and leading them to better render an educational
service. Better classroom management can lead to the success of the demonstration of the
lesson, whereas a teacher can have the authority to maintain the order of the classroom and the
building personality to address such unethical behaviors that interrupt the flow of the lesson.
Student's behavior is one of the components of their attributes in such a way that learners are
diverse in nature, and this component could lead to interference while in the lesson. In support of
this, an article posted by Q-nex (2023) stated that the management of classrooms continues
beyond sustaining the classroom in order; it could help establish a positive learning environment,
reduce disruption actions, and establish established norms for behavior among students.
Classroom management additionally contributes to teaching effectiveness and efficiency by
limiting the amount of time spent dealing with inappropriate behavior. Successful classroom
management can help prevent disorderly attitudes, provide specific guidelines for student
behavior, and facilitate successful teaching. However, it was assumed that there is no single
appropriate technique to run a classroom; thus, it may vary depending on the nature of the
learners.
Furthermore, the purpose of this study was actually to provide interactive games as a
classroom management strategy to successfully convey concepts in science as well as factors
that disrupt the classroom, increase classroom participation, and assist students in having a better
and more interactive learning process, particularly in the subject of science. Interesting games as
part of integrative classroom management can add thrill and excitement for the pupils; hence, this
collective idea as part of the game and approach in teaching can encourage the pupils to pay
attention and be prepared to listen as well as to address such behaviors. In relation to this, an
article posted by Sager (2023) states that engaging in gaming in the classroom could improve
overall motivation. Students are more eager to study, pay attention, and engage in classroom
activities. They can also be a successful instructional tool, helping to motivate students. Using
various strategies for instruction in the classroom, such as playing games, allows students to
engage with the subject in a variety of ways, making it simpler for them to pay attention when the
activity is completed. It encourages students to acquire problem-solving skills, improve their
language skills, build their self-esteem, and increase classroom involvement and cooperation.
This action research draws on the researchers' experiences as student teacher at Albay
Central School. The problem dealt with in this study is that the majority of students are inclined to
engage minimally during classroom discussions, which is brought about by poor classroom
management. The researchers investigated how to remedy this and urge pupils to participate and
actively engage in learning science ideas. The researchers developed a teaching guide that
includes interactive activities that may be utilized as a classroom management strategy, which
might be very useful to student teachers along with various interested parties.
During this action study, the researchers accumulated data from the target respondents by
means of class survey questionnaires and focus group discussions. The descriptive analysis is
carried out through data collection. This action study provides guidance for encouraging student
participation and optimizing classroom management, which leads to active engagement and
learning.
Literature Review
There are several sources of literature reviewed and provided by the researchers that
include sufficient context for comprehending the study. This literature enriches the current study
and contributes to the formulation of the research process.
Republic of the Philippines
Bicol University
COLLEGE OF EDUCATION
Research Office
Daraga, Albay, Philippines
In an article posted by Musengimana et al. (2020), it was explored that science education
is going through challenges as students lose interest in understanding scientific disciplines such
as chemistry. Their study focuses on the factors influencing secondary school students' attitudes
toward chemistry. Thirty-six studies were selected from Google Scholar and the ERIC database
between 1977 and 2019. Gender, instructional methods, and grade level were identified as the
most common factors positively influencing students' views toward chemistry. However, they
found out that students' motivation, classroom atmosphere, curricular relevance, teacher
behavior, perceived difficulty, and self-directed effort in science topics were all investigated to see
if there was any relationship between these factors and students' attitudes toward chemistry
learning. The findings indicated that these factors have to be controlled to enrich positive attitudes
toward chemistry among secondary students and improve their performance in chemistry.
In the same way, Jocz et al. (2014) reveal that students' enthusiasm for classroom science
starts to wane at a young age. Because this lack of interest may result in fewer people equipped
for scientific jobs and a populace unprepared to interact with scientific social challenges, it is
critical to look at measures to promote interest in school science. Their study looks at how
classroom inquiry activities influence students' enthusiasm for school science. The results were
gathered from 425 grade 4 students who completed a questionnaire and 27 kids who took part in
follow-up focus group interviews in 14 classrooms across Singapore. The results show that
students are really interested in science class. Furthermore, self-efficacy and leisure-time science
activities, but not gender, were substantially linked to increased interest in school science.
Interestingly, while hands-on activities are regarded as enjoyable and fascinating, relating
learning to real-life situations and discussing concepts with peers has a bigger impact on student
enthusiasm in school science. These findings indicate that inquiry learning can pique Singaporean
kids' interest in classroom science; however, merely engaging students in hands-on activities is
insufficient. Instead, students' curiosity can be piqued by ensuring that classroom activities
highlight practical applications of science and allow for peer discussion.
Cheung (2016) supported the previous paper by indicating that individual interest in school
science lessons can be characterized as a rather constant and durable personal emotion
consisting of affective and behavioral reactions to occurrences in regular scientific classes at
school. Little study has assessed the significance of many elements influencing pupils' individual
engagement in classroom science lectures. Five elements influencing pupils' individual interest in
school scientific classes were identified: situational influences on science lessons, individual
interest in science, science self-concept, grade level, and gender. The most significant factor
influencing pupils' individual interest in school scientific classes was science self-concept,
followed by individual interest in science and situational influences in science courses. Grade
level and gender were revealed to be insignificant variables. These findings imply that teachers
should pay close attention to the relationship between academic self-concept and interest if they
want to push children to learn science at school.
Moreover, this was also supported by Conel (2021) by identifying the factors that affect
students’ interest in learning science. According to the study's findings, the majority of children
had positive impressions and an interest in learning about science. There is also a strong link
between science interest and pupils' age, monthly income, school type, and number of siblings.
However, there is no substantial association between science, interest, and pupils' gender.
Among the variables given above, age and gender were revealed. were good predictors of
students' interest in learning science. According to the study's findings, the majority of the students
had positive perceptions and were interested in learning science.
There is also a strong link between science interest and pupils' age, monthly income, school type,
and number of siblings. However, there is no substantial association between science, interest,
and pupils' gender. Among the abovementioned variables, age and sex variables were revealed.
as good predictors of students’ interest in learning science.
Conversely, Sancez et al. (2017) also stated in their article that they discussed the concept
of gamification based on a literature review and preliminary feedback provided by instructors who
have used Classcraft, a role-playing game supported by a digital platform and a mobile application
designed to meet the classroom management needs of high school teachers. Their findings are
based on two tests conducted in France and Quebec, as well as an online poll made available
through the Classcraft platform. These findings support a gamification approach that prioritizes
the students' experience over the game itself, and they confirm that a game is consubstantial to
its player. As a result, they propose the term "ludicization" to emphasize that transforming a
Republic of the Philippines
Bicol University
COLLEGE OF EDUCATION
Research Office
Daraga, Albay, Philippines
situation into a game does not entail using game-like elements but rather a non-essentialistic
vision of play, generating a metaphor around the situation to create a reflexive space in which the
nature and meaning of interactions are modified.
In relevance, Heineke (2018) also supported this article by stating that quality in the
classroom is determined by how much students learn, and students learn more when they are
actively interested in the content being taught. His article examines the use of classroom games,
exercises, and simulations to encourage students, provide a shared experience that can serve as
a unifying theme for a course, and illustrate complex or abstract subjects. Paper Puppets, a
production process simulation, is characterized as an example of an experiential learning exercise
that can help students learn about observation, data gathering, data analysis, process analysis,
and the behavioral consequences of processes. The data gathered during the simulation is
examined using the seven fundamental quality tools. The simulation preparation, classroom
dynamics, and classroom debriefing discussion are all covered in full.
To corroborate this, An et al. (2017) explored how gameplay and other associated
activities influence instructors' attitudes and perceptions of games or game-based learning.
Taking things a step further, their study looked into how game design experience affects teachers'
attitudes and perceptions of using digital games in the classroom, as well as teacher involvement
in educational game design. Fifty teachers took part in the study. Both quantitative and qualitative
data were gathered via pre- and post-surveys. The findings demonstrated that the game creation
experience improved participants' attitudes, self-efficacy, and opinions about the usage of digital
games in the classroom. They realized that, in addition to making learning enjoyable and
engaging, digital games may help kids acquire higher-order thinking skills and 21st-century
competencies. Following the game design experience, all participants agreed that teachers
should be involved in the process of developing educational games.
Likewise, Papadakis (2018) implied that digital games, as part of the educational usage
of ICT, can be learning tools, motivators, and curiosity generators, as well as an effective means
of optimizing student learning and performance in daily educational practice. Several independent
studies have proven the good association between learning and student engagement when using
digital games over the years. Thus, it is unsurprising that digital games are being used at various
levels of school to teach varied learning objects. Despite several studies on digital games' learning
and motivational benefits, their use in secondary education is still uncommon. According to
current research, the majority of these issues appear to be related to problems with using games
in classroom settings. Some of the challenges to incorporating games and simulations into
education include technological issues, the cost or expense of games or equipment, and a lack
of technical support.
Action Research Questions
1. What are the factors affecting the learners’ behavior towards learning science concepts?
2. What interactive game classroom management strategy may be employed to address the
student’s participation in learning science concepts?
3. What interactive game classroom management strategy increases students’ participation?
Scope and Limitations
This study focused on identifying the factors affecting the learners’ behavior towards
learning science concepts and employing an interactive game classroom management strategy
to address the students’ participation. Through this, it would identify which interactive games
increase students’ participation in learning science concepts.
The researchers conducted the research at Albay Central School from the academic year
2023 to 2024. This merely focuses on Grade 6 Special Science Elementary School (SSES) as
the target of the study and is aligned to the objective of this undertaking. The respondents are
surveyed through a questionnaire to find out the underlying problems as well as to provide
interactive games as a classroom management strategy. This study does not cover other subjects
except science. Other grade levels at Albay Central School are excluded from this study.
Furthermore, teachers, principals, and parents are not considered respondents. Moreover, this
study was conducted in the school year 2023-2024.
Republic of the Philippines
Bicol University
COLLEGE OF EDUCATION
Research Office
Daraga, Albay, Philippines
Proposed Innovation, Intervention, Strategy
As a response to the arising issues related to poor classroom management and
engagement, this study will employ digital educational materials, a game-based approach, and
various activities to address such. Additionally, this action or the data collection process will be
derived through survey questionnaires, interviews, or focus group discussions to explicitly gather
the information and experiences of the pupils towards this undertaking. The target respondents
will be exposed to digital instructional materials, game-based learning, and interactive games to
make them attentive, have proper actions towards learning, and prevent any disruptions that may
occur. This also targeted and aimed to see the process of their learning and investigate how an
interactive approach can be useful to adapt as a classroom management strategy to teach
concepts in science and elevate participation and classroom engagement throughout. This will be
integrated into the execution of the lesson, for instance, during the preliminary (before the lesson)
as well as the lesson proper. This action or the data collection process will be derived through
survey questionnaires, interviews, or focus group discussions to explicitly gather the information
and experiences of the pupils towards this undertaking.
Action Research Method
The teacher researchers used both qualitative and quantitative data collection strategies
to have more detailed and comprehensive data regarding the problem and to have more specific
details. A descriptive study is focused and detailed, as it carefully assesses a case based on a
descriptive theory where any questions or propositions are cautiously scrutinized (Tobin, 2010).
In addition, it also employed a purposive sampling method in which the respondents chosen were
aligned with the objectives of this undertaking and were selected based on the aim and goal of
the research study. The information was acquired through survey questionnaires and focus group
discussions among selected pupils. Following data collection, descriptive analysis is used to
explain the quantitative data using frequency count and rank, as supported by the FGD. The
researchers employed a descriptive method with a qualitative and quantitative approach.
Discussion of Results and Recommendations
To obtain accurate data, the researcher identifies factors that lead to low participation and
misbehavior during classroom discussions.
Table 1. Factors affecting the learners’ behavior towards learning science concepts
Factors affecting the Frequency Count Rank
learners’ behavior towards
learning science concepts
Strategies used by the teacher 13 1
during the lesson
The topic is less interesting. 5 3.5
Instructional materials used by 7 2
the teacher are not interactive.
The classroom atmosphere isn’t 5 3.5
motivating.
The science activities aren’t 4 5
challenging enough.
The table reveals that the strategies used by the teacher during the lesson are said to be
the number 1 in the ranking, having a frequency count of 13, followed by instructional materials
used by the teacher that are not interactive, having a frequency count of 7, which only implies that
the teacher's strategies employed in teaching science have a major implication for the teaching
and learning process as they affect the learner’s participation. On the other hand, the classroom
atmosphere isn’t motivating, the topic is less interesting, and having the same frequency count of
5, as well as the fact that the science activities aren’t challenging enough, are indicated to be the
least reason for it. This table reveals that the teacher is the key factor in making a classroom
interactive, and it depends on their ways and strategies to manage the class.
Republic of the Philippines
Bicol University
COLLEGE OF EDUCATION
Research Office
Daraga, Albay, Philippines
Interactive Games as Classroom Management Strategy
To address such behavior, the researcher employed the following games or set of classroom
strategies to properly manage the class before, during, and after teaching science.
1. Name of the Game: Simon Says
Procedure: Before, during, and after the lesson, it may be employed to monitor the classroom
behaviors. Just like the usual game, a teacher can say, "Simon says, close your mouth," for
instance, to check the class and get their attention as well as to properly impose discipline without
exerting much effort.
2. Name of the Game: Clap Snap
Procedure: Clap Snap was employed to get the attention of the pupils when the classroom led to
a chaotic situation. In the implementation, the researcher observed that the pupils are getting
messy, boisterous, and not arranged, and so, for instance, the teacher said, "Clap, Snap, Clap
twice and seat properly; Clap, Snap, Clap zip your mouth; Clap, Snap, Clap twice to the left and
be ready".
3. Name of the Game: Counting a Number
Procedure: When the students are not participating well and are very noisy and no one volunteers
to answer, counting of numbers can be employed, for instance, "Give me a number and randomly
count to the class, and whoever matches the number will stand and tell the correct answer.".
4. Name of the Game: Pass the Ball
Procedure: The ball will pass as the music plays. Once it stops, the student who holds the ball
will answer the given question. If he or she is not able to answer, she or he will dance. This can
be done during the evaluation part of the formative assessment.
5. Name of the Game: Magic Box
Procedure: The magic box will be distributed as the music plays. When it comes to a stop, the
student holding the box will select a question. If he or she is unable to respond, she or he will
remain standing for a while. This can be completed during the formative assessment's evaluation
phase.
6. Name of the Game: Wordwall Games
This interactive game provides the pupil with a digital interaction and makes something interesting
to the class as a new way of evaluating or assessing instead of using of paper and pencil.
Republic of the Philippines
Bicol University
COLLEGE OF EDUCATION
Research Office
Daraga, Albay, Philippines
7. Name of the Game: Kahoot Games
This digital game encourages the student to engage digitally while also providing a thrilling, fresh
method of determining or reviewing instead of paper and pencil.
Table 2. Games that Pupils Find Interactive and Interesting
Interactive Games Frequency Count Rank
Simon Says 3 5
Clap Snap 5 3.5
Counting a Number 1 7
Pass the Ball 2 6
Magic Box 5 3.5
Wordwall Game 8 2
Kahoot Game 10 1
This table implies that the digital games were interactive and raised the interests of the
students, wherein rank 1 was Kahoot games with a frequency count of 10, followed by Wordwall
games with a frequency of 8. This only signifies that students can easily catch their attention and
participation with the use of technology and digital applications. Moreover, the magic box and the
Clap Snap were also third in rank, followed by Simon Says, which is 5 th in ranking, followed by
passing the ball, and lastly, counting a number. These have also encouraged the engagement of
the pupils, influenced them to listen well to the lesson, and helped them comprehend the concepts
in science as they were inspired by these thrilling games. Moreover, the students also believe
that this game added excitement to them, as a sixth-grade pupil said that “this game's teacher
gives us excitement and a new way of learning science as compared to the usual tests given by
the teacher." They also added, “Nagiging interesting ang lesson because of this game and before,
Republic of the Philippines
Bicol University
COLLEGE OF EDUCATION
Research Office
Daraga, Albay, Philippines
we were talking and misbehaving, but with these games, we are encouraged to listen rather than
talk.”.
Dissemination and Advocacy Plan
The researcher began by gathering and identifying the factors affecting the learners’
behavior towards learning science concepts. The researcher also utilized a purposive sampling
method since the objective of the study is very applicable to the Grade 6 SSES pupils at Albay
Central School. As a result, the researcher discovered that the strategies used by the teacher
during the lesson are said to be the number one in the ranking, with a frequency count of 13,
followed by instructional materials used by the teacher that are not interactive, with a frequency
count of 7, which only implies that the teacher's strategies employed in teaching science have a
major implication for the teaching and learning process because they affect the learner's
participation, and To address the problem, the researcher used an interactive game as a
classroom management strategy and discovered that digital games were interactive and piqued
students' interests, with Kahoot games ranking first with a frequency count of 10, followed by
Wordwall games with a frequency of 8. This simply means that students can quickly capture their
attention and participation through the use of technology and digital applications. To fully discuss
the problem, the researcher used both questionnaires and FDG.
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