Integrating Indigenous Game-Based Activity in Promoting Interactive Learning Development among Grade 10 Students

Abstract

Achieving quality education in the Philippines remains a knotty long-term task and continues to baffle all sectors of our society. Thus, this study determined the relationship between integration of indigenous game-based activity and interactive learning development among grade 10 students. This study employed random sampling technique in choosing the required number of respondents. They were surveyed on their profile and their level of perception in indigenous game-based activities and development in interactive learning. This study implied a questionnaire as a main tool for data collection. The gathered data obtained from their responses to the administered survey questionnaire underwent statistically treated with frequency and percentage, mean, standard deviation, and Pearson r. The study revealed that the respondents are mostly 15 years old, 52.7% of the respondents are female, most of the respondents has 3 siblings, 40% of them are first child and 75.5% of the respondents are Roman Catholic. The study found that the relationship between game-based activities and interactive Learning among 10th -grade students varied depending on the specific learning scenario. While there was no significant relationship in group work, there was significant positive relationships in small group and think-pair-share activities. Integration of Indigenous Games is highly recommended to contribute to our understanding of how game-based activities can be used to enhance interactive Learning in educational settings, and provide important insights for educators and designers looking to incorporate games into their teaching practices.