Abstract
This research examines the efficacy of Game-Based Learning (GBL) in improving student engagement in Hospitality and Tourism Skills among Grade 7 learners at Kapayapaan Integrated School. Using a quasi-experimental design, in which pre-tests and post-tests were administered, the study aimed to measure learning outcomes before and after the implementation of a GBL exemplar in the Week 1 lesson. Ninety students, recruited via stratified random sampling, were included in the study. Research instruments (i.e., validated survey questionnaires and examinations based on the Table of Specifications) were used to collect data in both quantitative and qualitative terms regarding students’ experience and perception of GBL elements: engagement, interest, competitiveness, interactivity, and entertainment.
Statistical treatment involved the use of descriptive statistics to summarize data and paired t-tests at the 0.05 level of significance to determine whether significant differences existed between the pre-test and post-test scores. The findings indicated a marked improvement in student performance and engagement levels after the GBL intervention, suggesting that interactive and competitive learning strategies can enhance motivation and academic outcomes. This study is expected to inform the integration of GBL techniques into the TLE (Technology and Livelihood Education) curriculum by providing empirical evidence of its benefits. Such integration may lead to more dynamic, student-centered instruction that supports academic achievement and nurtures life skills, including collaboration, critical thinking, and problem-solving. Ultimately, this research contributes to ongoing efforts to modernize educational practices in junior high school settings.
