Games: A Supplemental Strategy in Teaching Science
This study was undertaken to determine the use of games as a supplementary strategy in teaching science, with the end goal of developing games for teaching science. Specifically, this study looked into the extent of utilization of games in teaching science, the usefulness of games in teaching topics in science, and the constraints met in using games in teaching science. The researcher used a descriptive design with the questionnaire as the main instrument for gathering appropriate data from public high school science teachers as respondents. To interpret the data, a weighted mean was utilized. This study revealed that games were used to a great extent in teaching science. The top three games utilized were science mind games, science riddles, and science bingo. The games are significant in teaching science, especially in enhancing student learning, increasing students’ abilities to apply principles to motivate learners, developing their analytical skills, and allowing students to enjoy learning science. Games seem to be useful in teaching science, yet there are constraints encountered in their use. Including insufficient time for the use of games, no instructional guide for using games, and no immediately available games. As a result of the study, it is recommended that games be developed for teaching science. Teachers in science can explore the use of alternative strategies to lessen the anxiety among students in science. An experimental study may be conducted to test the effectiveness of games in teaching science.
Keywords: Games, Utilization, Usefulness, Constraints, Science
