Chapter III

Findings

Data Collection and Analysis

Performance in Science 7
Respondents Control Group Experimental Group (Jeopardy
Games)
Before After Before After
1 14 24 13 45
2 15 28 15 46
3 16 22 12 44
4 12 27 14 44
5 14 22 11 43
6 8 26 10 42
7 12 22 13 43
8 12 26 11 43
9 9 22 10 41
10 13 29 13 42
11 14 25 14 44
12 9 25 15 46
13 8 27 12 44
14 10 22 11 45
After securing permission from the school principal, the researchers held the intervention

of Jeopardy game in the Grade 7 Science class for six weeks. Pretest and posttest scores for

both the control and experimental groups were collected. On the collected data, coding,

counting, and analysis were done using mean, standard deviation, and t-test for significant

difference as statistical tools. The means and standard deviations showed the different

performance levels of students, while the t-test was used to test the significance of difference

between pretest and posttest scores prior to and after the game-based intervention.

Table 1. Performance of respondents in Both Control Group and Experimental Group (Jeopardy

Games) Science 7 Before and After the Intervention.

Legend: High = 28.00 – 37.00; Moderately Low= 18.00-27.00; Low = 17.00 and below

15 16 22 13 43
16 14 27 12 44
17 15 26 14 46
18 13 20 13 43
19 12 29 11 41
20 10 21 9 45
21 13 21 10 43
22 10 28 13 45
23 12 22 9 45
24 10 29 8 42
25 13 29 15 44
26 14 27 11 43
27 10 28 12 42
28 10 23 9 41
29 11 22 11 42
30 12 29 12 43
Mean 11.87 25.00 11.87 43.47
Description Low Moderately Low High
Low
Table 1 shows the performance of Grade 7 students in Science Class before and after

exposing them to two different teaching strategies, traditional review method for control group

and Jeopardy games for experimental group. For control group with a mean pre-test score of

11.87 classified as 'Low' was improved to a mean post-test score of 25.00 classified as

'Moderately Low', indicative of improvement under the traditional method. However, the

experimental group which also started with a mean pre-test score of 11.87 ('Low') showed

greater increase, reaching a mean post-test score of 43.47, which falls under the 'High'

category.

Strategies Implemented

To enhance the Science performance of Grade 7 students, this study utilized a game-

based review strategy using Jeopardy games. Conducted for eight weeks, this intervention

involved a control group that received traditional reviews through teacher-led lectures against an
experimental group that participated in Jeopardy sessions. During the first week, both groups

took a pretest to ascertain the baseline measures of their knowledge. Over the next six weeks,

the control group continued to have teacher-led reviews, whereas the experimental group was

engaged in structured Jeopardy activities every Friday. The experimental group comprised small

teams of five or six members with a view to promoting collaboration and participation. The

questions were based on weekly Science lessons and varied from multiple choice through true-

false to identification questions. Mechanics of play such as Steal, Skip, and Double or Nothing

were included to further engage the participants in critical thinking and to create an atmosphere

of friendly competition. All teams took turns selecting questions of increasing difficulty point

values. The intervention was co-facilitated by the cooperating teacher and researchers, who

made sure that the sessions were run fairly and consistently. This student-centered, interactive

approach was designed to stimulate engagement, strengthen comprehension in the subject

matter, and generally make the review something dynamic and enjoyable.

Proposed Solutions

This study was conducted to enhance the academic performance and engagement of

Grade 7 students in Science Class, which was noted to be an area of concern due to passive

participation and low understanding of key concepts. To achieve this, the researchers proposed

the use of Jeopardy games as a game-based review strategy that reinforces lesson content

while actively engaging students through fun interactive activities. Jeopardy serves as an ideal

tool to capture students' interest and improves teamwork, critical thinking, and overall class

participation during review sessions.

This intervention includes a set of science questions based on the Grade 7 curriculum

that may come in different formats like multiple choice, true or false, and identification. The

Jeopardy game is held on a weekly basis and before any formal assessment or serves merely
as a review tool, with students grouped into small teams to foster collaboration. Strategy was

drawn from using PowerPoint and game templates that have fun features like "Steal", "Skip"

and "Double or Nothing" to engage their interest and competitive spirit. During the session, the

teacher has the right to pause the game in order to elicit student interaction and feedback.

Moreover, Jeopardy is a teaching tool that is accessible and adaptable, which means

teachers may be able to reuse or adjust the information depending on the topic. It can also be

kept digitally, which allows students to revisit topics interactively on their own time, thereby

reinforcing learning, especially for difficult concepts. Consequently, with a constant build-up, this

intervention is intended to help not only in the effective teaching of Science lessons but also in

filling the learning gaps and raising the learners' performance and confidence in this subject.