Enhancing Problem-Solving and Reasoned Communication through Interactive Game-Based Learning in Computing Science among Grade 9 Students
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This study aimed to examine the effects of game-based learning integrated with an interactive application on students' problem-solving ability and reasoned communication regarding logical fallacies in a computing science course at the Grade 9 level. Although the national core curriculum (B.E. 2560) emphasizes critical thinking and problem-solving competencies, students continue to face challenges in logical reasoning and reasoned communication—a research gap calling for appropriate instructional approaches. The research employed a classroom-based one-group pretest–posttest design. The participants were 23 Grade 9 students from Narathiwat School, selected through purposive sampling. The instruments included lesson plans based on game-based learning integrated with Quizizz, a 10-item test (5 items measuring problem-solving ability and 5 items measuring reasoned communication), and a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, Cohen's d effect size, and a dependent t-test. The results revealed that students' scores after the intervention were significantly higher than those before at the .05 level (t = 3.48, df = 22), with a large effect size (Cohen's d = 0.84). Student satisfaction was at a high level (M = 3.59, SD = 0.16). These findings indicate that integrating game-based learning with interactive applications effectively promotes systematic problem-solving and reasoned communication in computing science at the lower secondary level.
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This article is published under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which allows others to share the article with proper attribution to the authors and prohibits commercial use or modification. For any other reuse or republication, permission from the journal and the authors is required.References
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