Development of Board Game “Dynamic Dash†in Learning Force and Motion for Grade 12 STEM Learners

Joraidah B. Malaco, Sotero O. Malayao, Giovanni J. Paylaga, Noel Lito B. Sayson, Dennis C. Arrogancia and Jun Karren V. Caparoso
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Joraidah B. Malaco: 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. Arrogancia: 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, 4739-4747

Abstract: The issue of low performance in science education, often attributed to low student engagement and insufficient instructional materials (IMs), has prompted various studies aimed at addressing this challenge. This study focuses on integrating a board game into the educational framework to enhance student engagement, specifically in the teaching of “Force and Motion,†a challenging topic in Physics for Grade 12 STEM learners. The board game, titled “Dynamic Dash,†was developed using the Successive Approximation Model (SAM), with iterative improvements based on feedback from science teachers and STEM graduates, ensuring alignment with the DepEd competencies. A developmental research design was employed, utilizing a mixed-methods approach. The study compared the performance of a control group (traditional lecture-based instruction) with an experimental group (incorporating the “Dynamic Dash†board game). Data analysis techniques included qualitative insights, mean computation for rating scales, and normalized gain for quantitative assessment. The “Dynamic Dash†board game received a “Very Good†rating from 20 in-service Science Teachers and 35 STEM graduate students, highlighting its effectiveness in addressing curriculum-relevant aspects. The study recommends implementing the game in classrooms and measuring student learning through pre-and post-tests to evaluate their understanding of force and motion.

Date: 2025
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