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CBE Life Sci Educ 2014 Gutierrez
CBE Life Sci Educ 2014 Gutierrez
Article
Development and Effectiveness of an Educational Card
Game as Supplementary Material in Understanding
Selected Topics in Biology
Arnel F. Gutierrez
Education Department, Bulacan State UniversitySarmiento Campus, City of San Jose del Monte, Bulacan 3023,
Philippines
Submitted May 7, 2013; Revised October 30, 2013; Accepted October 30, 2013
Monitoring Editor: Eric Chudler
The complex concepts and vocabulary of biology classes discourage many students. In this study, a
pretestposttest model was used to test the effectiveness of an educational card game in reinforcing
biological concepts in comparison with traditional teaching methods. The subjects of this study
were two biology classes at Bulacan State UniversitySarmiento Campus. Both classes received
conventional instruction; however, the experimental groups instruction was supplemented with
the card game, while the control groups instruction was reinforced with traditional exercises and
assignments. The score increases from pretest to posttest showed that both methods effectively
reinforced biological concepts, but a t test showed that the card game is more effective than traditional
teaching methods. Additionally, students from the experimental group evaluated the card game
using five criteria: goals, design, organization, playability, and usefulness. The students rated the
material very satisfactory.
INTRODUCTION
Many educators are concerned that students do not spend
enough time engaged in independent thinking, group discussions, or active learning. Individuals are likely to learn
more when they learn with others than when they learn alone
(Michael and Chen, 2006). Johnson and colleagues (2000),
in their meta-analysis of 164 studies of cooperative-learning
methods, have found out that there is solid evidence supporting the benefits of cooperative learning.
It has been observed that one common problem encountered by the students in the biological sciences is difficulty
in understanding biological concepts. Many students become
discouraged by the course because of the complex vocabulary
DOI: 10.1187/cbe.13-05-0093
Address correspondence to: Arnel F. Gutierrez (bonifg@gmail.com).
The materials used in this study are available upon request to the
author. Please send inquiries to bonifg@gmail.com.
c 2014 A. F. Gutierrez. CBELife Sciences Education
c 2014
The American Society for Cell Biology. This article is distributed
by The American Society for Cell Biology under license from
the author(s). It is available to the public under an Attribution
NoncommercialShare Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
R
R
ASCB
and The American Society for Cell Biology
are registered trademarks of The American Society for Cell Biology.
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Supplemental Material can be found at:
http://www.lifescied.org/content/suppl/2014/02/12/13.1.76.DC1.html
Figure 1.
study.
77
A. F. Gutierrez
Figure 3.
(preimplementation) the educational card game. Revisions, especially to the game rules, were done after the
researchers observations during the pilot test.
(d) Expert review and validation. After the initial development process was completed and before the actual
use of the game, eight biology teachers (subject matter
experts [SMEs]) were asked to review and validate the
educational card game based on its goals and objectives,
design, components and organization, playability and
playfulness, and usefulness. A week before the evaluation day, the researcher gave each SME a copy of the
rules of the game and handouts of the biology topics
covered to ensure the evaluators were familiar with the
rules of the game and the topics concerned. On the day
of the evaluation, the researcher discussed the goals, objectives, and rules of the game before letting the SMEs
play the game in small groups. The researcher personally
distributed and collected the evaluation instruments.
Generally, comments and feedback from the SMEs were
positive.
3. Testing for effectiveness. The researcher utilized the
pretestposttest experimental design to test the effectiveness of the card game. Two intact biology classes at Bulacan State University (BulSU)Sarmiento Campus who
were enrolled for the first semester of academic year 2011
2012 were the subjects for this part of the study. One of the
classes was assigned as the experimental group (BSEd English 1, n = 53), and the other class was the control group
(BEEd Generalist 1, n = 54).
(a) Sample populations were chosen based on similar mean
IQ scores. Data on IQ scores were obtained with permission from the Guidance Center of BulSU. The mean IQ
score of the experimental group (98.225) was statisti-
Research Instruments
Evaluation Instrument. The instrument used to evaluate the
developed educational card game was a five-point rating
scale from a similar study by Odenweller et al. (1998). The
adopted instrument was then revised, mainly through rearrangement and addition of items based on other related
studies (Rivera, 2006) and the literature (Hong et al., 2009),
to suit the needs of the study. The questionnaire has been
validated by two faculty members of the College of Science
of BulSU who are specialists in biology.
Pretest/Posttest. The researcher prepared a 60-item,
multiple-choice test to evaluate the effectiveness of the educational card game. The test was made after making a table
of specification (TOS). A TOS is a test blueprint that shows
how the teacher came up with test questions (e.g., number
of questions per topic relative to the amount of time it was
taught, the level of thinking skills [knowledge, comprehension, application, analysis, synthesis, or evaluation] the student will employ to answer a question). The constructed test
items were validated by SMEs who were Graduate School
of BulSU students enrolled in a biology education class during the third trimester of the 20102011 academic year. Minor
changes were made based on the comments and suggestions
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Table 1. Significant difference between the mean pretest and posttest scores of students in each group
Mean
SD
Computed t
df
9.225
6.526
8.940
39
2.021
5.753
13.934
39
2.021
of the SMEs. This test was given to the students of BSEdPhysical Science 1 who took the lessons in advance to determine the reliability of the test. The test was then reduced to 50
items after eliminating the five most difficult and five easiest
items through an item analysis.
To determine the reliability level of the test, the researcher
used Cronbachs alpha. Cronbachs alpha ranges from 0 to
1.00, with values close to 1.00 indicating high consistency.
For a classroom exam, it is desirable to have a reliability coefficient of 0.70 or higher (Wells and Wollack, 2003). The test
obtained an alpha value of 0.861, which is relatively good and
acceptable for a classroom exam.
fore can be said that the use of educational card games is an effective adjunct to traditional methods of teaching. There have
been a number of researches conducted that support the effectiveness of using educational card games and other related
constructivist approaches (Cohen et al., 1989; Lazarowitz
et al., 1994; Candido, 2000; Burrowes, 2003; Marasigan, 2006;
Rivera, 2006; Tuzun et al., 2009; Barclay et al., 2011).
Summarized in Table 2 are the statistical data for comparing the mean gain scores of the students who were exposed
to the educational card game (experimental) and those who
were exposed to traditional teaching (control). A t test for independent means was used to determine whether there was
a significant difference between mean gain scores of the two
groups. The computed t value of 2.508 is higher than the critical t value of 1.96. This would mean there is a significant
difference between the two mean gain scores. The result of
the test favors the experimental group with its higher mean
gain score of 12.675 compared with the 9.225 mean gain score
of the control group. This further revealed that using an educational card game is a more effective method of teaching
and learning compared with traditional methods. A similar
study by Dimagiba (1997) also yielded the same result.
Table 2. Significant difference between the mean gain scores of students from the experimental and control groups
Mean gain score
Mean difference
SD
Computed t
9.225
12.675
3.45
6.526
5.752
2.508
40
40
1.96
Control
Experimental
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A. F. Gutierrez
Items
15
22
16
25
9
26
19
28
29
13
22
15
5
6
4
2
Card design
7
8
students in the discussion of topics. Item 3 received the lowest mean rating (4.00, although still very satisfactory). Items
1 and 2 also received relatively lower mean ratings. Presentation of the goals and objectives of the game were done before
letting the respondents play the game.
The next set of items presents the respondents views with
regard to the design of the cards used in the educational
game. The first two items of this criteria set received the high-
Mean
Verbal interpretation
4.13
Very satisfactory
4.27
Very satisfactory
4.00
4.44
4.33
4.58
Very satisfactory
Very satisfactory
Very satisfactory
Outstanding
4.29
Very satisfactory
27
27
15
15
2
3
4.51
4.53
Outstanding
Outstanding
21
18
4.31
Very satisfactory
13
19
11
3.96
Very satisfactory
18
15
10
4.09
Very satisfactory
4.28
Very satisfactory
12
20
13
3.98
Very satisfactory
15
23
4.18
Very satisfactory
27
4.00
Very satisfactory
12
18
21
21
11
3
3.98
4.20
Very satisfactory
Very satisfactory
4.07
Very satisfactory
1
3
26
17
4.53
Outstanding
19
21
4.31
Very satisfactory
16
27
4.31
Very satisfactory
27
11
4.40
4.39
Very satisfactory
Very satisfactory
36
24
9
20
0
1
4.80
4.51
Outstanding
Outstanding
19
25
17
17
8
3
4.20
4.49
Very satisfactory
Very satisfactory
10
26
4.00
4.40
4.29
Very satisfactory
Very satisfactory
Very satisfactory
80
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A. F. Gutierrez
ACKNOWLEDGMENTS
The researcher thanks the following for their participation and support in the conduct of the study: Dr. Erlinda Villamoran, the people
of BulSU Graduate School and BulSU Research and Development
Center, and my students and colleagues at Sarmiento Campus.
Jaipal K, Figg C (2009). Using video games in science instruction: pedagogical, social, and concept-related aspects. Can J Sci Math Technol
Educ 9, 117134.
Johnson DW, Johnson RT, Stanne MB
(2000). Cooperative
Learning Methods: A Meta-Analysis. Minneapolis: University of
Minnesota.
REFERENCES
Lazarowitz R, Hertz-Lazarowitz R, Baird JH (1994). Learning science in a cooperative setting: academic achievement and affective
outcomes. J Res Sci Teach 31, 11211131.
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