Game-Based Learning as an Alternative Remediation Strategy in Science Education: A Mixed Method Case Study

Student diversity in learning capacities presents significant challenges for science educators, particularly in sustaining interest and achieving mastery across different learning styles. This study addresses the problem of ineffective traditional remediation methods in science education by implementing game-based learning as an intervention using the Game Network Analysis (GaNA) framework (Shah & Foster, 2014). The study employed a one-shot case study design with 26 ninth-grade students from two sections who received grades of 7 in Science during the first quarter, as well as two science teachers involved in the remediation planning. Students collaborated with teachers to create board games aligned with K-12 curriculum competencies, which were subsequently used during remediation sessions. Data collection used a mixed-methods approach, incorporating a 15-item Likert-scale survey based on the GaNA framework components (TPACK, PCaRD, and ICCE) and focus group discussions with both students and teachers. Results indicated improved student engagement, enhanced understanding of science concepts, and reduced teacher burden in conducting remediation. The study demonstrates that cost-effective, non-digital game-based learning can serve as an effective alternative to traditional remediation methods while promoting collaborative learning and higher-order thinking skills. These findings contribute to science education practice by providing evidence-based strategies for implementing game-based remediation in resource-constrained educational environments.