Playful strategies for effective high school biology teaching

Abstract

This paper presents an educational design that develops, implements, and evaluates certain educational games to support teaching and learning biology in secondary school. A quasi-experimental design was employed in which biology was taught to an experimental group using educational games while a control group was taught using traditional methods. The quasi-experiment was conducted in the first year of a technical high school, with two biology teachers assigned to each of the groups involved in the study. Both the control group and the experimental group consisted of 40 students. The study used observation guides, surveys, and questionnaires to collect data. The results demonstrate that educational games positively impact the teaching and learning of biology.