Effectiveness of Game-Based Learning in the Language and Literacy of Kindergarten Pupils in Balasi Elementary School

Abstract

This study investigated the effectiveness of game-based learning in enhancing the language and literacy skills of kindergarten pupils at Balasi Elementary School. Using a quasi-experimental design, the research involved two groups of learners: one exposed to traditional teaching methods (control group) and another engaged through game-based learning strategies (experimental group). Data were gathered through pre-tests and post-tests focusing on key language and literacy indicators. The findings revealed a significant improvement in the performance of pupils in the experimental group compared to those in the control group, suggesting that game-based learning positively impacts early literacy development. These results support the integration of interactive and playful instructional approaches in early childhood education, particularly in linguistically diverse and indigenous communities such as Balasi. The study concludes with recommendations for incorporating game-based strategies in kindergarten curricula to foster more engaging and effective literacy instruction.