The Effects of Inquiry-based Experiment-integrated Science Games on Secondary School Students

Eylem Bayir, Sefanur Evmez

Abstract


The aim of this study was to examine the effects of inquiry-based experiment-integrated science games on the achievement and scientific process skills of 5th grade students. The study was carried out on the curriculum topics of “Light and Sound” and “Electricity in Our Lives”. A total of 41 fifth grade students from two different classes participated. Quasi-experimental design with a pre- and post-test control group was utilized as the research method. While 21 students in the experimental group played inquiry-based experiment-integrated science games developed by the researchers, no educational game was included in the lessons of the control group, which comprised 20 students. “Light and Sound Achievement Test”, “Electricity Achievement Test” and “Science Process Assessment” were applied to both groups in the form of a pre- and post-test. Independent t-test was used for analysis of the data. The results showed that students in the experimental group gained higher scores for both achievement and scientific process skills than the control group. It can be concluded that students can develop better achievement and scientific process skills through inquiry-based experiment-integrated science games. It is recommended that such games should be integrated into science classrooms.

Keywords


Educational games; Electricity; Light and sound; Student achievement; Scientific process skills

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DOI: http://doi.org/10.11591/ijere.v8i3.20244
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