Abstract
This study examined the comparative impact of direct instruction and educational board games on high school students' academic performance in Chemistry during the 2024-2025 academic year, employing a quasi-experimental design with purposive and convenience sampling. A total of 30 Honors Chemistry students from Prince George High School, divided into two equal groups, participated in the study. One group received traditional direct instruction, while the other experienced game-based learning integrated with direct instruction. To measure learning gains, the researcher used pre-tests and post-tests that aligned with the Chemistry CIP Benchmark. Statistical analyses, including paired-sample t-tests and ANCOVA, revealed that both instructional methods significantly enhanced student learning. However, those who used educational board games achieved higher post-test scores, indicating a greater impact on students' conceptual understanding and retention. In addition to improved academic outcomes, qualitative observations suggested that students in the game-based group demonstrated increased engagement, collaboration, and intrinsic motivation during classroom activities. These findings emphasized the benefits of integrating gamified strategies into science education to boost comprehension and support long-term academic success. Although both methods proved effective, the intervention involving educational board games had a more significant impact, making it the favored strategy for improving student learning in Chemistry.
