The Use of Microteaching and Game-Base Learning: A Strategies in Improving Science Performance Among Grade 8 Students

@article{1705944,
      author = {Dr. Maredil R. Ambos, Stella Mae Celajes, Joenabelle Jhane Algecera, Queen Ann Apachicha; Marie Antonette Balbutin, Stephen Bolvider; Katherine T. Eguiso},
      title = {The Use of Microteaching and Game-Base Learning: A Strategies in Improving Science Performance Among Grade 8 Students},
      journal = {Iconic Research And Engineering Journals},
      year = {2024},
      volume = {7},
      number = {12},
      pages = {272-278},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1705944.pdf},
      abstract = {This study investigates the impact of microteaching and game-based learning (GBL) on the science performance of Grade 8 students. It addresses the challenges of low academic motivation and engagement in science education. The research aims to determine whether these innovative teaching strategies can enhance students' understanding and performance in science. Microteaching involves brief, focused teaching sessions with small student groups, fostering active learning and critical thinking. Game-based learning integrates educational content into interactive games, promoting problem-solving skills and interest in STEM fields. The combination of these methods creates an engaging learning environment, potentially leading to better academic outcomes. The study utilized a pre-test and post-test design to measure students' performance before and after the intervention. Findings indicated significant improvements in students' post-test scores, suggesting that microteaching and game-based learning effectively enhance science learning outcomes. The study recommends the consistent application of these strategies in educational settings to improve student engagement and academic performance in science.},
      keywords = {Microteaching, game-based learning, gamification in education.},
      month = {June},
  }