Game-based learning writing skill strategies and the writing skill

Abstract

This thesis examines the impact of game-based learning strategies on the development of writing skills. The general objective of the study was to determine the effect of using game-based learning strategies on the enhancement of writing skills. The specific objectives were to identify the types of game-based learning strategies that can be utilized for the development of writing skills, assess the current level of writing skills among students, and apply game-based learning strategies to enhance writing skills. The research was conducted at Unidadxii Educativa "San Pablo" in Guano, involving 18 participants from the ninth year. A quasi-experimental design was implemented, dividing the participants into two groups: a control group and an experimental group. Both groups underwent a pretest and post-test evaluation, with a two-month intervention period focused on the experimental group. The control group followed a traditional methodology for writing instruction. The KET standardized test, specifically its written parts (part 6 and 7), was employed along with its rubric to evaluate the participants' writing skills. The assessment criteria encompassed three key aspects: content, organization, and language. A paired t-test was conducted to compare the mean scores of the control group and experimental group on the pre-test and post-test measures. This test was used to determine if there were significant differences in the writing skills between the two groups after the intervention. . The hypothesis testing results favored the alternative hypothesis, indicating that game-based learning strategies do contribute to the strengthening of writing skills among ninth-year students. The findings suggest that integrating game-based learning approaches into the writing curriculum can be effective in promoting skill development. This study provides valuable insights into the potential of game-based learning strategies for enhancing writing skills. It highlights the importance of considering innovative and engaging teaching methods to facilitate students' writing proficiency. The findings can be used to inform educational practices and encourage the adoption of game-based learning strategies as a means to foster students' writing abilities