Games as Motivating Factor and Students’ Performance in Bread and Pastry Production

In recent years, games have gained popularity as a strategy for engaging students and promoting learning. Incorporating game elements into educational activities aims to enhance motivation, increase participation, and improve learning outcomes. This study aimed to investigate the effect of games on grade 12 Home Economics students' motivation and performance in Bread and Pastry Production. The study consisted of 37 students, of which 10 were boys and 27 were girls, enrolled in the Bread and Pastry NC II program at Malvar Senior High School in Malvar, Batangas. A self-constructed questionnaire based on the ARCS model and a pretest and posttest exam were used to gather data. The questionnaire covered two parts: Part I gathered data on the respondents' profile variables, and Part II covered games on students' motivation. The pretest and posttest exam consisted of 35 items, and a table of specifications was used to guide the test's content. To determine the significant difference between the pretest and posttest scores of students in Bread and Pastry Production, the T-test was used, and Pearson r was used to determine the significant relationship between the students' perception of games as motivating factors and their performance. In terms of attention, relevance, confidence, and enjoyment, students are highly motivated to use games. Games improved students' bread and pastry production knowledge and skills in numerous areas, including understanding, organizing, applying, generalizing, integrating, and assessing. The correlation analysis showed a modest relationship between students' impression of games as motivating and their performance. Games appear to boost vocational education students' motivation and performance.