Relationship of the Perceptions of the Game-Based Learning Tools in Computational Thinking Skills of Grade 7 Learners in Physics

This study examined the relationship between game-based learning tools and the computational thinking skills of Grade 7 learners in Physics at Pantay Integrated High School. It focused on the learners’ perceptions of game-based learning tools in terms of engagement, motivation, and positive attitudes, as well as their computational thinking skills in analysis, abstraction, algorithmic thinking, and pattern recognition. The study used a quantitative correlational research design. The sample size of 126 Grade 7 students was determined using the Raosoft Formula, and the respondents were selected through stratified random sampling to ensure proper representation of the different sections. The results showed that game-based learning tools help improve students’ computational thinking skills, especially in problem-solving, logical reasoning, and algorithmic thinking. Based on the findings, the study recommends that Physics teachers may use more game-based learning activities in class and that the school provide enough digital resources and training to support effective teaching strategies in Physics.

Game-Based Learning Tools, Engagement, Motivation, Positive Attitudes, Computational Thinking Skills, Analysis, Pattern Recognition, Abstraction, Algorithmic Thinking, Grade 7 Learners, Physics

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