Development of Game-Based Learning Teacher Toolkit in Technology and Livelihood Education to Enhance Student Engagement
Keywords:
Keywords: game-based learning, student engagement, teacher toolkit, Technology and Livelihood EducationAbstract
This study examined the extent of use of game-based learning (GBL) strategies and its relationship with students’ engagement in Technology and Livelihood Education (TLE) in selected schools in the Schools Division of Tacloban City, Philippines. It addressed the need to support TLE teachers in using engaging instructional strategies while considering the challenges they experience in implementing GBL. Using a quantitative descriptive-correlational design, the study involved 365 Grade 8 students and 27 TLE teachers. The researchers gathered data through a validated, researcher-developed questionnaire and analyzed it using frequency, percentage, mean, Pearson r, t-test, and one-way ANOVA at the 0.05 level of significance. Findings showed that teachers often used GBL strategies, while students showed high to very high levels of behavioral, emotional, and cognitive engagement. Teachers reported moderate challenges, mainly time constraints, limited resources, and lack of training. Results also revealed a significant positive relationship between the extent of GBL use and students’ engagement. However, teachers showed no significant differences in GBL strategy use when grouped according to profile variables. These findings suggest that greater GBL use is associated with higher student engagement in TLE, although the results do not establish direct causation. Based on these findings, the researchers developed a Game-Based Learning Teacher Toolkit to help teachers improve classroom strategies, address common implementation challenges, and promote more engaging TLE instruction.
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