Development of Board Game “S.F.Y: Spark, Forge, and Yield!†in Learning Work, Power and Energy on Grade 8 Students

Norfaisah A. Didat, Sotero O. Malayao, Giovanni J. Paylaga, Noel Lito B. Sayson, Dennis C. Arogancia and Jun Karren V. Caparoso
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Norfaisah A. Didat: Mindanao State University-Iligan Institute of Technology/College of Education, Department of Science and Mathematics Education
Sotero O. Malayao: Mindanao State University-Iligan Institute of Technology/College of Education, Department of Science and Mathematics Education
Giovanni J. Paylaga: Mindanao State University-Iligan Institute of Technology/College of Science and Mathematics, Department of Physics
Noel Lito B. Sayson: Mindanao State University-Iligan Institute of Technology/College of Science and Mathematics, Department of Physics
Dennis C. Arogancia: Mindanao State University-Iligan Institute of Technology/College of Science and Mathematics, Department of Physics
Jun Karren V. Caparoso: Mindanao State University-Iligan Institute of Technology/College of Education, Department of Science and Mathematics Education

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 4341-4347

Abstract: This study addressed the persistent challenge of suboptimal student achievement in science education, particularly in Grade 8 physics, by examining the impact of a novel board game, “S.F.Y: Spark, Forge and Yield,†on the acquisition of knowledge related to work, power, and energy. Employing a developmental research design with mixed-methods data collection, the research compared the learning outcomes of an experimental group, utilizing the board game, to a control group receiving conventional lecture-based instruction. The “S.F.Y: Spark, Forge and Yield†board game was developed through an iterative process utilizing the Successive Approximation Model (SAM), with validation provided by expert science educators and postgraduate physics students, ensuring alignment with prescribed curriculum competencies. Quantitative analysis, including normalized gain calculations, was conducted to measure student learning, while qualitative data, derived from teacher and student evaluations, provided insights into the pedagogical efficacy of the intervention. Results indicated that the board game received an “Excellent†rating from both educators and students, signifying its perceived effectiveness and curriculum relevance. Furthermore, quantitative analysis demonstrated a statistically significant improvement in student learning outcomes within the experimental group. Consequently, the study recommends the implementation of “S.F. Y: Spark, Forge and Yield†within Grade 8 physics instruction, accompanied by pre- and post-assessment protocols to evaluate student comprehension.

Date: 2025
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