Print ISSN: 0016-4139 Online ISSN: 2719-082X
This study aimed to develop an indigenized game-based instructional material for teaching Grade VI Science in a public elementary school in Albay, Philippines for SY 2018- 2019, and to determine the effectiveness of game-based learning using the said instructional material. Developmental-descriptive and quasi-experimental methods were employed in this study. Data were gathered using parallel pretest and post-test and classroom observation. the statistical treatments used were mean percentage score, t-test for paired samples, and effect size. the Portable Science Playhouse (PSP) was improvised through recyclable materials and indigenized through the use of local materials for the mixtures. the lessons on different mixtures and their characteristics using PSP featured game-based strategies, indigenization, learner-centered activities, and students’ collaboration. !e game-based strategies and indigenized activities were integrated into the following parts of the lesson: engage, explore, explain, elaborate, and evaluate. Both the game-based learning using PSP and the conventional method (expository and demonstration technique) effectively enhanced the proficiency level of the Grade VI pupils in understanding the different types of mixtures and their characteristics. Still, effect size results revealed that game-based learning using PSP was more effective than the conventional method. Further validation lessons using the PSP that feature game-based strategies, indigenization, student-centered activities, and students’ collaboration, and the development of more PSPs are highly recommended.