Enhancing students’ motivation in learning genetics through STEM-GBL among Northern Matriculation students

Hanna Mohd Hussaini; Salmiza Saleh

doi:10.51200/jpp.v14i1.7535

Authors

Hanna Mohd Hussaini School of Education Studies, Universiti Sains Malaysia, Malaysia
Salmiza Saleh School of Education Studies, Universiti Sains Malaysia, Malaysia

DOI:

https://doi.org/10.51200/jpp.v14i1.7535

Keywords:

game-based learning, STEM, quasi-experimental design

Abstract

Game-based learning (GBL) is an active learning technique that utilizes games to improve student learning by promoting critical thinking and problem-solving skills. In this study, the researchers implemented a variant of GBL called STEM-GBL, which incorporates STEM elements into the teaching of Genetics. The purpose of the research was to investigate the impact of STEM-GBL on students' motivation in learning Genetics for the Biology subject. A quasi-experimental research design was employed, with two groups being observed: an experimental group exposed to the independent variable (STEM-GBL) and a control group receiving conventional instruction. The sample consisted of 45 randomly selected students from Penang Matriculation College (experimental group) and Perlis Matriculation College (control group). The mean score for the post-test of motivation was M = 129.31 (SD = 11.27) for the conventional group, whereas the treatment group recorded a higher mean score of M = 150.84 (SD = 11.27). The analysis of covariance (ANCOVA) revealed that the difference in students’ motivation between the two groups was statistically significant, F(1,87) = 95.26, p = .001, partial η² = .523, indicating that the p-value was lower than the predetermined significance level (p < .05). These findings suggest that integrating STEM-oriented GBL strategies can serve as an effective pedagogical approach to enhance students’ motivation in learning complex Genetics concepts.

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