CHAPTER 1

THE PROBLEM

BACKGROUND OF THE STUDY

Offline games refer to video games that can be played without an internet

connection. These games are installed directly on a device such as a PC, console,

or mobile phone and do not require an internet connection for their gameplay. Offline

games have been popular for many years and have evolved over time to offer a wide

range of genres and gameplay experiences. One study that examined the impact of

offline gaming on cognitive skills found that playing offline games can improve

cognitive function such as memory, attention, and spatial skills (Gee, 2018). The

study suggests that playing offline games can have positive effects on cognitive

function and can be used as a tool for cognitive training. Another study investigated

the use of offline games as a tool for learning and found that these games can be

effective for teaching a wide range of subjects, including math, science, and history

(Squire, 2018). The study suggests that offline games can be used as an educational

tool that engages students and facilitates learning.

Game-based learning refers to the borrowing of certain gaming principles and

applying them to real-life settings to engage users (Trybus 2015). The motivational

psychology involved in game- based learning allows students to engage with

educational materials in a playful and dynamic way. Game-based learning is not just

creating games for students to play, it is designing learning activities that can

incrementally introduce concepts, and guide users towards an end goal. Traditional

games can incorporate competition, points, incentives, and feedback loops. These
concepts have become increasingly popular in higher education and in libraries as a

way to engage students in learning.

Game-based learning model consists of input, process and output parts.

Instructional contents and game characteristics constitute the input while the game

cycle in the process part, and learning outcomes in the output. The instructional

contents and game characteristics in the input are blurred in the process of the game

cycle. The game cycle begins with the action of the player. Feedback is presented to

the individual within the game cycle as a result of the player's action. In this way, the

individual begins to discover the structure of the game and adapt to this structure.

Based on the game cycle, the individual must carry out the inquiry process in order

to reach the outputs. During the inquiry process, the individual adapts and applies

what they learn in the game to their real life. Individuals who can successfully

complete the inquiry process gain learning outcomes. Individuals discover new

knowledge in the light of the knowledge they have with a view to achieving learning

outcomes in game-based learning environments. In this process, individuals who

compare their prior knowledge with their new knowledge add new information on top

of their old knowledge to produce different and new solutions. This characteristic of

the game-based learning model indicates that the individual can access new

knowledge through observation, research, and questioning in a way that is far from

memorizing (Prensky, 2001).

A game is known to be a key role in the lives of not only humans but also all

living things. Games, which are beneficial for different purposes for people of all

ages, have fundamental contributions to the education and development of

individuals. In this sense, games had to be integrated in curricula not only as an

entertainment tool but also as an educational tool. The game has a significant place
in terms of educational science and it is a real educational tool. However, some

societies that attach importance to formal education do not consider it as a

productive activity and therefore do not include it in their education systems (Liang-

Yu and Rong-chi, 2017).

The main objective of this study is to Evaluate the Effectiveness of Offline Game-

based Instruction in Biology for Senior high school students who have a preference

for Game-based Learning.

THEORETICAL FRAMEWORK

It is by no means a new phenomena to use play in educational settings and

for developmental and learning goals. But with digital games becoming a more

popular form of entertainment, it's become more important to consider how to use

their potential for teaching. Studies like those by the Pew Internet & American Life

Project, which found that 99% of boys and 94% of girls play video games, provide

persuasive data on the use of digital games by young people (Lenhart et. al., 2008).

Papert (1991) conceptions should be shaped through making and learning

should be encouraged through practical experiences. The efficiency of digital

technology in fostering learning, which is frequently accomplished through the use of

games, has been the subject of extensive research in recent years. The use of

games in the classroom is frequently more efficient than conventional teaching

techniques in improving student attentiveness, engagement, and motivation for

studying. Games can also help children become more social and develop their

analytical and problem-solving abilities (Kirikkaya et. al., 2010).

 The few would contest the fact that games are learning environments with

qualities so distinct from those of other genres that they ought to be categorized as

their own. Some supporters go even farther and argue that because the mechanisms

involved in game-based learning are so different from learning in other contexts (like

classroom instruction), they should be considered a distinct model or theory of

learning (Gee and Prensky 2003).

CONCEPTUAL FRAMEWORK

 SELF ASSESSMENT ON GAME  LEARNING PERFORMANCE IN

BASED INSTRUCTION BIOLOGY

 Self-efficacy in learning Biology

INDEPENDENDENT VARIABLES

INDEPENDENT VARIABLE DEPENDENT VARIABLE

STATEMENT OF THE PROBLEM

This study aims to determine students’ self-assessment of student’s in using

game based instruction and their self-efficacy towards their academic performance in

Biology. Specifically, it sought to answer the following questions:

1. What is the extent of their manifestation in using game-based instruction in

learning Biology as assessed by students?

2. What is the extent of manifestation of their self-efficacy in learning Biology?

3. What is extent of student’s learning performance using game-based

instruction in biology?

4. Is there a significant relationship between self-assessment of students using

game based and self- efficacy to the learning performance in biology?

HYPOTHESIS

Below is the null hypothesis of this research:

Ho: There is no significant relationship between the self-efficacy and self-

assessment of students using game-based instruction to the academic performance

in biology.

SIGNIFICANCE OF THE STUDY

Game-based learning is a great way to improve learner’s creativity, critical

thinking and problem-solving skills. It is a teaching approach where the learning

explores the relevant aspect of games in a learning context design. Thus this study

will be beneficial to the following:

SCHOOL ADMINISTRATOR- The main purpose of this study was to help senior

high school students learn biology related concepts by participating in an educational

game.

TEACHER- This study proved that adding game elements in operating system

courses can increase the level of attraction of courses to students, and the students

would be willing to spend time in courses because they want to win, thus fulfilling the

purpose of elevating learning motivation.

PARENTS - This study helps in motivating and influencing the learner’s in positive

way it also helps learner’s abilities while achieving interim goals that makes the

student’s feel they are progressing.

STUDENTS - This study improved retention of material learned, increased student

engagement, increased attention span, improved concentration, and an overall

enjoyable learning experience with few stressful situation. It also offers students the

opportunity to explore and expermiment with new research skills without failure.

FUTURE RESEARCHER- There is also a significant amount of research that

suggests that game-based learning can increase student learning.

SCOPE AND DELIMITATION

This study was assess the game-based instruction and self-efficacy towards

academic achievements in Biology. The primary subject of this research consist of

Grade-11 students. The participants was randomly selected in every section in

Grade-11 (STEM). The researchers used questionnaires to determine their self-

assessment in using game-based instruction as well as their self-efficacy learning

towards their learning performance in Biology.

This study was conducted in Bayugan National Comprehensive High School in

STEM strand. It is located at Narra Avenue Poblacion Bayugan City Agusan Del Sur.

The researchers used descriptive-correlation design.

DEFINITION OF TERMS

For better clarification and understanding of the terms related to this study, the

following terms are defined conceptually and operationally.

GAME BASED INSTRUCTION/ LEARNING - This refers to the usage of certain

gaming concepts and applying them to real life setting in order to interest

consumers.

SELF EFFICACY- This refers to an individual's belief in his or her capacity to

execute behaviors necessary to produce specific performance attainments.

LEARNING PERFORMANCE IN BIOLOGY- This refers to the performance in the

Grade 11 Stem Student in Biology.

 CHAPTER 2

REVIEW OF RELATED LITERATURES AND STUDIES

2.1 Game Based Learning

There are various definitions for GBL. GBL, according to (Siang et al., 2008),

stands for game-based learning. According to (Perrotta et al., 2013), GBL generally

refers to the use of video games to help teaching and learning. Games are defined

by rules and conflict that engage with enjoyment through educational resources,

according to (Salen & Zimmerman, 2010). (Simes et al., 2013) stated that games are

utilized to enhance learning in both casual and significant ways. Serious games are

those games that try the learning objectives (Vorderer & Ritterfeld, 2009).

Cognitive, motivational, emotive, and social engagement are some of the bases

of GBL (Plass et al., 2015). The mental foundation concerning the impact of game

features on cognitive processing is one of the important foundations. Processing

information depends on how well students use their working memory capacity,

claims (Mayer, 2016). Engagement starts with attention, scaffolding, and interaction

design, as noted by (Alexiou & Schippers, 2018). Researchers must investigate how

to use particular components to strengthen the motivational factor (Plass et al.,

2015).

2.2 Self Efficacy

 Self-efficacy in educational settings can be understood as students'

confidence in their own capacity to perform learning activities (Punyasettro et. al.,

2012). Any learning environment that students encounter might have an impact on

their degree of self-confidence effectiveness in some way According to research,

pupils' progress and self-efficacy are positively correlated mindset, so that any

educational practice that might support pupils' self-confidence is likely to also

improve their growth mentality, a crucial life skill for all students (Wangwongwiroj et.

al., 2021). Four key sources, including mastery experiences, that significantly

contribute to self-efficacy (doing), Mental states (feeling), verbal persuasion

(listening), and vicarious experiences (seeing), which will be discussed in turn

(Bandura 1982).

Learning activities are not only centered on mental knowledge, but also

psychological factors related to such as inspiration and belief in kids' capacity for

learning. Self-efficacy seems to be a crucial factor on which Long-standing research

has emphasized (Wangwongwiroj & Yasri, 2021). Generally speaking, self-efficacy is

utilized to describe one's self-assurance in one's capacity to solve a situation. This

may serve as a sign to indicate active involvement in a particular endeavor; for

instance, those with greater levels of self-efficacy are more likely to embrace

challenges. On the other hand, those with a somewhat lower level might avoid

challenges (Bandura & Schunk, 1981). In Additionally, it's possible that those who

believe they are ineffective are more likely to quit up on challenging activities and

stay away from engaging in activities they are unfamiliar with. The opposite is true,

however, for people who feel a sense of When they do a task successfully, their

sense of self-efficacy is effectively increased (Schunk, 1989).

2.3 Learning Motivation and Learning Performance

 Student motivation is crucial to their learning. According to studies, learning

performance and motivation are favorably correlated. Students that are more

motivated to learn perform better in school (Su, 2016; Tian et al., 2018; Zhao and

Huang, 2020). In their 2019 study, Tokan and Imakulata looked at how intrinsic and

extrinsic motivation affected students' biology-related learning behavior and

performance. They discovered that students' intrinsic desire had a direct impact on

their learning behavior and performance.

2.4 Self-Efficacy and Academic Motivation

Similar to this, although though self-efficacy and motivation are closely

related, they are two different entities and also Self-efficacy is based on an

individual's confidence in their ability to succeed, whereas desire is based on an

individual the main goal of motivation is to achieve. Strong self-efficacy individuals

usually exhibit high levels of motivation and conversely, but even so, it is not a

foregone conclusion. In fact, when a person develops or sustains self-efficacy the

slightest sense of success, individuals naturally become more motivated to continue

learning and progression (Ackerman, 2020).

In their study, "The Relationship Among Self-Motivation," (Nurwendah and

Suyanto 2019). The study "Self-efficacy, and Achievement of High School Students

in Biology" seeks to understand the connection between High school students'

biology achievement, motivation, and self-efficacy. According to the results, there is

a of Biology students in high school have poor levels of self-motivation, self-efficacy,

and accomplishment.

2.5 Games to Support Science Education

 According to research, learner engagement in several good educational

outcomes is digital games. Researchers that are more focused on the possible

applications of games for science benefits of education have also been proven.

Considering how popular gaming is, it is not surprising that surprising that games

situated within science learning environments have been shown to pique students’

enthusiasm in learning science (Annetta et al., 2010; Barab et al., 2007). In addition

to increasing interest in the subject, science-related games have also been

demonstrated to support students’ beliefs in their own skills to excel in science.

It outlined ways in which engagement in the educational game, River City,

supported student development of science self-efficacy particularly in terms of how

the students thought about their abilities to engage in scientific research and

education in science. Research using the same gaming system has found have

shown that games can effectively scaffold scientific inquiry techniques

(Ketelhut,et.al.,2010).

2.6 Game Based Instruction

Games and toys are a vital part of children's development, and they are

always present them. Psychologists have recently emphasized the importance of

children learning through gaming techniques. In the same way that driving a duck to

a perch or pulling up seedlings to help them grow has no negative effects on

learning, games, like lubricant and catalyst, can help kids learn without burden

(Daubert et al., 2015).

Aghlara & Tamjid (2011) viewed games as the main way to connect

psychologically inherent logical memory, abstract thought, and process. The

research was structured by Johnson et al.1960s and found out the positive effect of
games on children’ intellectual skills, including “IQ”,“conservation”, “problem-solving

ability”, and “creativity” (Byun & Lee, 2014). (1) IQ may be enhanced through game-

based training, and the effect was persistent. (2) Video games aid youngsters in role-

changing and transforming during the awareness period to show themselves more

effectively conservation. (3) Playing games could improve kids' decision-making and

behavior in order to further the problem-solving skills. (4) Children who perform

better on games would appear more competent.On IQ test s, the capacity for diverse

thought.

2.7 Offline Game Based

Game-based learning (GBL) has been increasingly used as a tool for teaching and

learning biology. While most studies have focused on digital GBL, offline GBL also

shows potential in enhancing biology learning. For instance, a study by Wang and

colleagues (2021) found that an offline card game based on Bloom's taxonomy

improved students' understanding of cell biology concepts. Another study by Guo

and colleagues (2019) showed that an offline GBL activity, where students built DNA

models with LEGO bricks, promoted students' interest and engagement in learning

molecular biology. Similarly, a study by Yurdakul and Cansiz (2018) found that an

offline card game enhanced students' understanding of ecology concepts. Overall,

these studies suggest that offline GBL activities can be effective in promoting

students' learning and interest in biology.

Several studies have explored the effectiveness of game-based learning in the field

of biology, with a focus on both online and offline modes of gameplay. One study

found that offline game-based learning significantly improved high school students’

learning outcomes in biology, compared to traditional lecture-based instruction (Zhu

& Chen, 2015). Another study reported that a board game designed for college-level

biology students increased their interest in the subject and improved their

understanding of complex concepts (McGonigal, 2011). Additionally, a systematic

review of game-based learning in biology education found that offline games can

enhance students’ cognitive and affective outcomes, such as motivation,

engagement, and knowledge retention (Yoon et al., 2012). These findings suggest

that offline game-based learning can be an effective approach to teaching and

learning biology.
 CHAPTER 3

METHODOLOGY

This chapter explains various methodologies that will be used in gathering

data and analysis which are relevant to the researcher. The methodologies will

include areas such as the location of the study, research design, research

participants, research instrument, data gathering procedure, data analysis.

RESEARCH LOCALE

This study conducted in Bayugan National Comprehensive High School and was

located at Narra Avenue Poblacion, Bayugan City, Agusan Del Sur. Since the

chosen respondents of the study were students in this school.

Figure 2. Map of the Research Locale

RESEARCH DESIGN

The researcher used descriptive-correlation research design in this study, employing

survey techniques to gather the data. A descriptive study was carefully designed to

ensure a complete description of the situation, make sure that there is minimum bias

in the collection of data, and reduce errors in interpreting the data collected.

RESEARCH PARTICIPANTS

The participants of this study are the students in Grade 11 in Science, Technology,

Engineering, and Mathematics (STEM) who were officially enrolled in the school year

2022–2023. The participants are randomly selected, computing a sample size from

the entire population.

RESEARCH INSTRUMENT

The researcher used a standardized questionnaire as the main instrument to

gather data, which consist of 4 parts. The first part was the demographic profile; the

second was the self-assessment on GBI; the third was the level of self-efficacy; and

the last part was the extent of learning performance using GBI in Biology.
DATA GATHERING PROCEDURE

A letter of request was sent to the principal for the conduct of the study. The

researcher used a questionnaire to gather data to test their self-efficacy, self-

assessment, and learning performance in biology. The survey was composed of 35

items, and following the initial stages, participants are encouraged to raise any

clarifications, concerns, or unclear questions due to the technical difficulties.

The instruments was administered to the participants. Data collection was

followed where the researchers will retrieve the instruments for statistical treatment.

Results were computed, encoded, tabulated, and analyzed. The data and

information put into tables, zcharts, and graphs for explication.

DATA ANALYSIS

The following statistical tools was used in this research.

Descriptive Analysis

Mean and standard deviation were used to quantify the extent of manifestation as

rated by students in their self-assessment using game-based instruction, as well as

the extent of manifestation of their self-efficacy in learning biology and the extent of

their learning performance.

Inferential Analysis
Correlation analysis was used to determine the significant relationship between

students' self-assessment of learning performance in biology utilizing game-based

instruction and their self-efficacy toward their learning performance in biology.

CHAPTER 4

PRESENTATION OF DATA AN ALYSIS

This chapter presents the data relative to the research problems stated in the

first chapter of this study. The discussions of specific problems were presented

sequentially as follows: Demographic Profile of the Respondents, The first part was

the demographic profile; the second was the self-assessment on GBI; the third was

the level of self-efficacy; and the last part was the extent of learning performance

using GBI in Bology.. It also includes the analyses and interpretations of the said

data.

Profile of the Participants

This section shows the profile of the respondents who participated in the study.

The respondents were the 191 Bayugan National Comprehensive High School

students, composed of Grade 11 students who were enrolled in the the school year

2022-2023. The profile was categorized according to gender and age.

 Frequency %

Sex Male 63 32.98%

Female 128 67.01%

Age 16 44 23.03%

17 131 68.58%

18 15 7.85%

19 1 0.52%

PART II. SELF-ASSESSMENT IN GBL

Indicator Mean Average

1. I can easily transfer my knowledge every time the teacher 3.66 Agree
uses game-based instruction.

2. I learn a lot whenever the teacher uses game-based 3.69 Agree

instruction.

3. I feel motivated to listen more when using game-based 3.70 Agree

instruction in Biology class.

4. I am interested in learning more whenever game-based 3.76 Agree

instruction is used.

5. ,I don’t get bored easily if the teacher used game-based 3.78 Agree
instruction in his/her lesson

6. It is easy for me to remember the lesson when the teacher 3.64 Agree
uses game-based instruction

7. Learning Biology is fun when the teacher uses game-based 3.61 Agree
instruction.

8. I feel comfortable whenever game-based instruction is 3.87 Agree

integrated in the lesson.
9. I feel more motivated to learn every time the teacher uses 3.79 Agree
educational games.

10. Before I begin making game-based instruction I think 3.80 Agree

about the things I will need to do to learn.

The data provided indicates that the respondents generally hold a positive

perception of game-based instruction in the Biology class. The average mean scores

for all indicators fall within the "Agree" range, ranging from 3.61 to 3.87, with an

average mean score of approximately 3.73.

The respondents express agreement with statements such as easily transferring

knowledge, learning a lot, feeling motivated, being interested in learning more, not

getting easily bored, finding learning fun, feeling comfortable, and being more

motivated to learn when game-based instruction is used. This suggests that game-

based instruction enhances their learning experience, engagement, and motivation

in the Biology class.

Furthermore, the data reveals that the respondents find it easy to remember the

lessons when game-based instruction is utilized. They also show a proactive attitude

towards their learning, as indicated by their consideration of the necessary steps to

take in order to learn before engaging in game-based instruction.

Overall, the data indicates that game-based instruction has a positive impact on

the respondents' learning experience, motivation, engagement, and enjoyment in the

Biology class. It fosters a positive and enjoyable learning environment, enabling

students to actively participate in the learning process and enhancing their overall

learning outcomes.
PART III. SELF EFFICACY IN LEARNING BIOLOGY

Indicator Mean Average

1. I prefer class work that is challenging so I can learn new 3.52 Agree
things in Biology

2. Compared with other students in this class, I think I know a 3.10 Agree
great deal about the Biology subject

3. When I do homework, I try to put together the information 3.74 Agree

from the class and from the book.

4. When I do homework, I try to remember what the teacher 3.92 Agree

said in class so I can answer the questions correctly

5. When I study, I put important ideas into my words. 4.05 Agree

6. Before I begin studying, I think about the things I will need to 4.0 Agree
do to learn.

7. When having a test, I try to reconnect the things I already 4.08 Agree
know.

8. I always try to understand what the teacher is saying during 4.02 Agree
the discussion

9. I expect to do very well in this class. 3.69 Agree

10. It is important for me to learn what is being taught in this 4.06 Agree
class.

The data provided suggests that the respondents generally exhibit a positive

self-efficacy in learning Biology. The average mean scores for all indicators fall within

the "Agree" range, ranging from 3.10 to 4.08, with an average mean score of

approximately 3.80.

The respondents show a preference for challenging class work, indicating their

desire to engage in tasks that enable them to learn new things in Biology. They value

the opportunity to expand their knowledge and skills through challenging

assignments.
 While acknowledging the presence of other knowledgeable students in the class,

the respondents still believe that they possess a considerable amount of knowledge

about the Biology subject compared to their peers. This suggests that they hold a

certain level of confidence in their understanding and competence in the subject.

Additionally, the respondents consistently emphasize their commitment to

understanding what the teacher is conveying during class discussions. This active

listening and engagement indicate their determination to grasp the concepts being

taught and to actively participate in the learning process.

The respondents express positive expectations of performing well in the class,

demonstrating confidence in their abilities and a belief in their potential for success.

They also place a high value on learning the material being taught, recognizing the

importance of acquiring knowledge in the Biology class.

In conclusion, the data indicates that the respondents possess a positive self-

efficacy in learning Biology. They exhibit a preference for challenging tasks, employ

effective strategies for homework and studying, and demonstrate confidence in their

abilities and commitment to learning. These attributes are likely to contribute to their

overall success and academic achievement in the Biology class.

PART IV. STUDENT LEARNING PERFORMANCE

indicator Mean Average

1. I pay attention and listen every discussion in my Biology subject 3.80 Agree
2. I want to get good grades in Biology subject. 4.25 Agree

3. I actively participate in every discussion in my Biology class. 3.67 Agree

4. I gain focus when I see technical problems. 3.53 Agree

5. I enjoy homework and activity because they help me improve 3.36 Agree
my skills.

Based on the provided data, the interpretation suggests that the respondents

generally exhibit positive attitudes and behaviors towards their learning performance

in the Biology subject. The average mean scores for the indicators range from 3.36

to 4.25, with an average mean score of approximately 3.92.

The respondents express agreement (mean score of 3.80) in paying attention

and listening during every discussion in their Biology subject. This indicates their

active engagement in the classroom, showing a willingness to absorb information

and understand the concepts being taught.

The respondents strongly indicate their desire to achieve good grades in the

Biology subject, with a high mean score of 4.25. This reflects their motivation and

aspiration to excel academically, emphasizing the importance they place on their

grades as a measure of their success.

The respondents generally agree (mean score of 3.67) that they actively

participate in every discussion in their Biology class. This suggests their willingness

to contribute and engage in classroom activities, showing a desire to share their

thoughts and perspectives. However, there may be some room for improvement in

their level of participation and involvement.

 The respondents indicate that they gain focus when they encounter technical

problems, with a mean score of 3.53. This suggests that they are attentive and

engaged when faced with challenging or technical aspects of the subject. They

recognize the importance of these problems in sharpening their understanding and

problem-solving skills.

The respondents generally agree (mean score of 3.36) that they enjoy

homework and activities because they believe these tasks help them improve their

skills. While the mean score is slightly lower compared to other indicators, it still

shows a positive attitude towards these learning opportunities and an awareness of

their potential benefits.

In summary, the data indicates that the respondents display positive attitudes

and behaviors towards their learning performance in the Biology subject. They

demonstrate active listening, a strong desire for academic achievement, and an

appreciation for the role of homework and activities in skill development. While their

active participation and full embrace of homework and activities could be further

enhanced, their overall positive mindset and engagement are likely to contribute to

their learning performance and success in the Biology class.

 CHAPTER 5
CONCLUSION AND RECOMMENDATION

CONCLUSION

The presented study is successfully determined the self assessment on senior

high school students on offline game based instruction and self efficacy towards their

academic achievement in biology. The students had a discussion to share and

organize ideas and critical thinking on what they have learned from previous

intervention days into the current intervention session. The extent of student's

learning performance in general enhances learning outcomes such as there

performance. Extent to which such predominant game flow experience would

correlate with observed learning outcomes from featured game-based learning

conditions by using game-based instruction in biology. As a result in an increase in

student engagement due to students collaborating with one another and being

involved in individuals learning. There is an extent learning performance of the

students using game based instruction based on the data analysis. The significant

relationship between self-assessment is an integral part of instruction, as it

determines the goals of education are being perform of the students using game

based and self- efficacy is a key predictor of achievement and retention in most

academic areas, including the sciences. In this study, the effects of teaching
strategies on self-efficacy and course climate were examined. The teaching methods

that made significant contributions to self efficacy to the learning performances in

biology.As a result from the data analysis there is a significant relationship between

self assessment using game based instruction and self efficacy learning

performance in Biology.

RECOMMENDATION

The study highlights the benefits of game-based learning in improving students'

creativity, critical thinking, problem-solving skills, retention of material, engagement,

attention span, concentration, and overall learning experience. It also emphasizes

the positive impact on motivation, influencing learner abilities, and providing

opportunities for students to explore and experiment with new research skills.

Given these findings, the research suggests the following recommendations:

1.School administrators should consider integrating game-based instruction into

the curriculum, specifically for biology-related concepts. They should allocate

resources and support teachers in designing and implementing educational

games that align with learning objectives.

2.Teachers should incorporate game elements in their courses, especially those

in operating systems, to enhance student attraction and motivation. By creating a

competitive environment where students strive to win, teachers can elevate

learning motivation and encourage students to invest more time in their studies.

3.Parents play a crucial role in supporting and motivating learners. They should

recognize the positive impact of game-based learning and provide access to

educational games at home. Monitoring their child's progress and reinforcing the
 importance of achieving goals through gameplay can further enhance their

learning experience.

4.For students, the recommendation is to embrace game-based learning as a

valuable tool for improving their learning outcomes. By actively participating in

educational games, setting personal goals, and viewing challenges as

opportunities for growth, students can maximize the benefits of game-based

instruction.

5.Lastly, future researchers should explore the potential of game-based learning

further. They should conduct additional studies in various educational contexts to

assess its effectiveness and identify best practices for integrating games into the

curriculum. Longitudinal studies can provide insights into the long-term impact of

game-based learning on academic performance and skill development.

In conclusion, the research recommends the adoption of game-based instruction in

biology for senior high school students with a preference for game-based learning.

By implementing self-assessment mechanisms, measuring self-efficacy, providing

feedback and support, and considering diverse learner preferences, educators can

enhance the effectiveness of game-based learning and promote students' self-

efficacy and learning performance in biology.

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 SELF- ASSESSMENT OF SENIOR HIGH SCHOOL STUDENTS ON OFFLINE
GAME-BASED INSTRUCTIONS AND SELF-EFFICACY TOWARDS LEARNING
PERFORMANCE IN BIOLOGY

To the Respondents,

Please consider each item carefully. Your response to the questions will be a big
help for the success of this researchers. Rest assured that your answers would be
kept highly confidential.

Thank you very much and God bless!

PART I. DEMOGRAPHIC PROFILE

NAME:_____________________________________

SECTION:__________________________

AGE:_________

SEX:

Female :

Male :

This survey questionnaire contains questions concerning your Self-Assessment

in using Offline Game-Based Instruction and Self-Efficacy towards Learning
Performance in Biology. Write a Check mark (/) in the column that best describes the
Self-Assessment using Game-Based Instruction. (5- Strongly Agree, 4- Agree, 3-
Moderate, 2- Disagree, 1- Strongly Disagree). Please rate your score in the table
below.
PART II. SELF-ASSESSMENT IN GAME-BASED INSTRUCTION

5 4 3 2 1
STATEMENTS (STRON (AGREE) (MOD (DISAGRE (STRO
GLY ERAT E) GLY
AGREE) E) DISAG
EE)
1.It is easy for me to transfer my
knowledge every time the teacher
uses game-based instruction.
2. I learn a lot whenever the teacher
use game-based instruction.
3. I feel motivated to listen more
when using game-based instruction
in Biology class.
4. I am interested of learning more
whenever game-based instruction is
used in a lesson.
5. I don’t get bored easily if the
teacher used game-based
instruction in his/her lesson.
6. It is easy for me to remember the
lesson when the teacher uses game-
based instruction.
7. I find learning Biology to be fun
whenever the teacher uses game-
based instruction.
8. I feel comfortable whenever game-
based instruction is integrated in the
lesson.
9. I feel more motivated to learn
every time the teacher uses
educational games.

10. Before I begin making game-

based instruction I think about the
things I will need to do to learn.
 This survey questionnaire contains questions concerning your Self-Assessment in
using Offline Game-Based Instruction and Self-Efficacy towards Learning
Performance in Biology. Write a Check mark (/) in the column that best describes the
Self-Efficacy in Learning Biology. (5- Strongly Agree, 4- Agree, 3- Moderate, 2-
Disagree, 1- Strongly Disagree). Please rate your score in the table below.

PART III. SELF EFFICACY IN LEARNING BIOLOGY

5 4 3 2 1
(STRON (AGRE (MODER (DISAGRE (STRONGL
GLY E) ATE) E) Y
STATEMENTS AGREE) DISAGREE
)
1. I prefer class work that is
challenging so I can learn new
things in Biology.
2. Compared with other students
in this class, I think I know a
great deal about the Biology
subject.
3. When I do homework, I try to
put together the information
from the class and from the
book.
4. When I do homework, I try to
remember what the teacher said
in class so I can answer the
questions correctly
5. When I study, I put important
ideas into my words.
6. Before I begin studying, I think
about the things I will need to do
to learn.
7. When having a test, I try to
reconnect the things I already
know.
8. I always try to understand
what the teacher is saying during
the discussion.
9. I expect to do very well in this
class.
10. It is important for me to learn
what is being taught in this
class.

This survey questionnaire contains questions concerning your Self-Assessment in

using Offline Game-Based Instruction and Self-Efficacy towards Learning
Performance in Biology. Write a Check mark (/) in the column that best describes the
Student Learning Performance in Biology. (5- Strongly Agree, 4- Agree, 3- Moderate,
2- Disagree, 1- Strongly Disagree). Please rate your score in the table below.

PART IV. STUDENT LEARNING PERFORMANCE IN BIOLOGY

5 4 3 2 1
(STRON (AGREE) (MOD (DISAGRE (STRONGL
GLY ERAT E) Y DISAG
AGREE) E) REE)
STATEMENTS

1. I pay attention and listen every

discussion in my Biology
subject.
2. I want to get good grades in
Biology subject.
3. I actively participate in every
discussion in my Biology class.
4. I gain focus when I see
technical problems.
5. I enjoy homework and activity
because they help me improve
my skills.

*Printrich, R. R.,& DeGroot, E. V. (1990). Motivational and self-regulated learning

components of classroom academic performance, Journal of Educatonal Pychology,
82, 33-40.