Online game-based learning: A strategy to enhance learning of the cell division among Grade 11 STEM students

This study examined the effectiveness of game-based learning in students’ mastery of Cell Division, specifically in competencies related to identifying the phases of mitosis and meiosis and describing their structural changes. Using a pretest–posttest control group design, 30 respondents were divided into two groups: a control group that received traditional instruction and an experimental group that received game-based learning. Results showed that both groups exhibited low initial mastery, with pretest means of 10.13 for the control group and 12.73 for the experimental group. After instruction, both groups improved significantly, as indicated by paired t-tests with substantial effect sizes (d = 3.05 and d = 3.02, respectively). However, the experimental group attained a significantly higher posttest mean (25.67) than the control group (21.20), with a very large between-group effect size (d = 1.38). Although gain scores did not significantly differ, the experimental group’s mastery level was considerably higher. Findings demonstrate that game-based learning enhances students’ conceptual understanding more effectively than traditional teaching. The study recommends integrating game-based tools in biology instruction to support active learning, engagement, and high-level mastery of complex scientific concepts.