GAME-BASED LEARNING: EFFECT ON THE ACADEMIC PERFORMANCE OF LEARNERS WITH AUTISM SPECTRUM DISORDER

Authors

Beverly E. Malugao

Abstract

This study aimed to assess the impact of game-based learning on the academic performance of pupils with Autism Spectrum Disorder (ASD) at Ozamiz City Central School, Ozamiz City, during the academic year 2024– 2025. Utilizing a quasi-experimental research design—specifically, a nonequivalent control group design—the study investigated the effectiveness of integrating game-based strategies into classroom instruction. A total of 10 participants were purposively selected and divided equally into experimental and control groups. Data were analyzed using various statistical tools, including means, standard deviations, t-tests for correlated and independent samples, and Cohen’s D for effect size. Findings revealed that both groups had comparable levels of prior knowledge before the intervention, indicating the need for instructional support. Post-intervention results demonstrated that while both traditional and game-based methods facilitated learning, game-based learning proved more effective in enhancing academic performance. The study concluded that game-based learning is a beneficial instructional approach for learners with ASD, promoting engagement and improved outcomes in a mainstream classroom setting.

Keywords

game-based learning, academic performance, Autism Spectrum Disorder (ASD), inclusive education, instructional strategy