Asian Journal of Education and Social Studies

Science process skills are essential for young learners to explore and understand scientific concepts effectively. However, many elementary pupils struggle to acquire these skills due to traditional and passive forms of instruction. Thus, this quasi-experimental research aimed to determine whether Game-Based Learning (GBL) can improve the basic science process skills—specifically observing, classifying, and communicating—of Grade III pupils. The data was gathered through validated pre-test and post-test questionnaires answered by 25 pupils in both the control and experimental groups from Cateel Central Elementary School for the academic year 2024–2025. The intervention lasted for four weeks and focused on reinforcing science process skills through structured game-based activities. Results revealed that both groups started with equal performance, categorized as "Did Not Meet Expectations." After the intervention, the experimental group achieved a "Satisfactory" level, whereas the control group remained in a lower category. Statistical analysis showed a significant difference in the post-test scores between the two groups, with a computed F-value of 4.324 and a p-value of 0.001.

Additionally, the effect size, as measured by Cohen's d, was 1.24, indicating a large effect. Based on the findings, Game-Based Learning is an effective instructional approach in enhancing learners' science process skills. Furthermore, the results of this study are deemed beneficial to students, teachers, school administrators, and future researchers in the field of science education.