User-Centered Word Game-Based Strategies in Teaching Science and Mathematics in Relation to Pupils’ Learning Achievements

The study attempted to ascertain the significant relationship between the level of pupils’ learning achievements and the extent of utilization of user-centered word game-based approach in teaching Science and Mathematics among Grade 6 pupils. This study also utilized the descriptive-correlational research and the Statistical tools used in the study were the mean and standard deviation to determine the extent of utilization of user-centered word game-based approach to teaching in Science and Mathematics and frequency and percentage distribution were used to determine the level of pupils’ learning achievements. Pearson r was utilized to ascertain significant relationship between the level of pupils’ learning achievements and the extent of utilization of user-centered word game-based approach in teaching Science and Mathematics. Findings revealed that teachers “Highly Utilized” the user-centered word game-based approach in teaching Science and Mathematics and many of the pupil-respondents, that is 81 or 31% out of 160 respondents had an “Outstanding” learning achievements while only 3 or 2% were rated “fairly satisfactory”. Further, result suggests that user-centered word game-based approach in teaching Science and Mathematics had “low or slight correlation” to pupils’ learning achievements. Hence, the null hypothesis is rejected. Subsequently, it was recommended that in teachers should be inspired to continuously design, develop, and utilize their strategic intervention materials which are responsive to pupils’ inclusive and individual learning needs to improve their learning performance.