Development of Game-Based Learning Processes to Promote Basic Programming with Iterative Methods in the Technology Subject (Computing Science) for Grade 3 Students

Abstract

        The objectives of this research and development were: 1) to develop a game-based learning process to promote basic programming skills using iterative methods in the technology subject (computing science) for Grade 3 students, ensuring that post-learning outcomes are significantly higher than pre-learning outcomes; and 2) to investigate the basic programming skills with iterative methods of Grade 3 students. The samples consisted of 13 Grade 3 students. The research instruments included: 1) a game-based learning management plan; 2) an evaluation form for basic programming with iterative methods; and 3) pre-learning and post-learning achievement tests. The statistical analysis employed in the data analysis included percentage, mean, standard deviation (SD), and t-test.
         The results showed that: 1) The game-based learning process included a learning managemant plan employing the classic maze, comprising 15 lessons via the website code.org. The activities were divided into three stages: explanation and game presentation stage, gameplay activity stage according to the rules, and game summary stage; and 2) The students demonstrated improved basic programming skills with iterative methods after attending in the game-based learning process. The average post-learning achievement scores were significantly higher than the pre-learning scores at the 0.05 statistical significance level. Specifically, the average pre-learning score was 4.77, with a standard deviation of 1.17; the average post-learning score was 9.15 out of 10, equivalent to 91.5%, with a standard deviation of 1.34. The results also indicated that the evaluation of iterative programming skills revealed a significant improvement in post-learning academic performance through game-based learning management compared to pre-learning levels, with a statistical significance level of 0.05, the average pre-learning score was 5.38, with a standard deviation of 0.87, while the average post-learning score was 8.62, equivalent to 86.2%, with a standard deviation of 1.12.