Level of Implementation of Game-Based Learning Tools in Teaching Physical Education

AUTHOR(S)

NOEL PAUL P. ABULENCIA RUSSELL B. DOLENDO, PhD

ABSTRACT

—— The Enhanced Basic Education Act of 2013, or R.A. 10533, is the flagship program of the Department of Education that provides quality and accessible education for all. This program is equipped with 21st-century skills needed by every learner. With technological advancement, educational institutions have implemented several mechanisms to ensure the integration of information communication technology (ICT) in the primary education curriculum. One of the main thrusts of education is innovation- to create something unique and put creativity into teaching. Game-based teaching is one of the innovative strategies in the teaching-learning process. The maximization of available educational technology reinforces the creation of game-based learning materials and pedagogical teaching strategies. Hence, the teacher should leverage the use of different ICT and educational technology to address the needs of the learners. This study aimed to determine the level of implementation of game-based learning tools in teaching Physical Education. Specifically, it seeks to identify the profile of the P.E. teachers and the level of implementation of game-based learning tools in teaching P.E. in the following domains: Engagement, Interaction, Motivation, and Dynamism. Identify the problems encountered by the teachers in the implementation of game-based learning tools in teaching P.E. This study used a descriptive-survey research design. The population of the study was 117 PE teachers. The instrument used was a questionnaire. The results of the study show that the profile of the P.E. teachers varies in terms of age, sex, years of teaching experience, available gadgets, and training attended related to ICT. Most of the population have an age range from 20-40 years old, comprising almost 90%, more than half are male P.E. teachers, and nearly 90% of them have served in the service from 0-20 years. They all have cell phones, educational devices that are relatively enough to implement game-based learning tools. They have adequate ICT-related training from the school level to higher levels. The level of game-based learning tool implementation in Physical Education is generally highly implemented, with an overall weighted mean of 3.26. Each variable has a different level of implementation. Most of the problems the P.E. teachers encounter in implementing game-based learning tools are highly technical and human factors. Internet connection is identified as lacking and intermittent, while insufficient educational tools are also available. Moreover, technological skills need to be developed as well. The researcher suggests that teachers must undergo capability building that will ensure the development of technical skills in terms of using available educational tools for teaching. Keywords — Game-Based Learning Tools, Physical Education, ICT, PE Teachers, Technological skills