The effect of game-based life science instruction on third-grade students' academic achievement and self-management skills

In the present study, the effect of a gamification-based Life Science teaching method on third-grade students' academic achievement and self-management skills was examined. The research employed a quasi-experimental design with a pre-test and post-test control group, one of the quantitative research designs. The study was conducted with a total of 57 third-grade students attending a public school in Bitlis Güroymak district, during the spring semester of the 2024-2025 academic year. Before the implementation, a two-week pilot study was conducted to experience possible scenarios that might arise during the experimental process and to take precautions against unforeseen situations. Among the sample group, 28 students were in the experimental group, while 29 students were in the control group. The sample group was determined using the convenience sampling method, one of the non-random sampling methods. The data for the study were collected using a "Personal Information Form," "Academic Achievement Test," and "Self-Management Skills Scale." The obtained data were analyzed using SPSS (version 26) software. Parametric tests (paired sample t-test and independent sample t-test) were used for data showing normal distribution, while nonparametric tests (Wilcoxon signed-rank test and Mann-Whitney U test) were employed for data not showing normal distribution. During the experimental process, a gamification-based Life Studies teaching method was implemented in the experimental group, while the current curriculum was followed in the control group. According to the findings, the experimental and control groups were determined to be equivalent in terms of academic achievement and self-management skill scores prior to the experimental process. Gamification-based Life Studies teaching improved students' academic achievements but did not significantly affect their self-management skills. However, the activities conducted in the control group significantly improved both the academic achievement and self-management skills of the students. Moreover, there were no significant differences in the post-test scores of academic achievement and self-management skills between the experimental and control groups. The data obtained from implementing the gamification-based teaching method in different disciplines or various Life Science units, can be compared. Furthermore, the results of studies conducted through longer-term implementations can be compared with the current findings to discuss the effectiveness of this method.