Enhancing Achievement in the  TGAT1 (91) English Test Through Game-Based Learning

Pornphimon Saetan; Surattana Adipat; Rattanawadee Chotikapanich

doi:10.34293/education.v13i4.9227

Pornphimon Saetan Ramkhamhaeng University, Thailand
Surattana Adipat Ramkhamhaeng University, Thailand https://orcid.org/0000-0002-2433-1547
Rattanawadee Chotikapanich Ramkhamhaeng University, Thailand

DOI: https://doi.org/10.34293/education.v13i4.9227

Keywords: English Achievement, English Communication, Game-Based Learning, Quasi-Experimental Design, Secondary School Students, TGAT1 (91)

Abstract

This study aimed to investigate the effectiveness of game-based learning (GBL) on students’ achievement in the TGAT1 (91) English communication test. The study employed a quasi-experimental design utilizing a one-group pre test-post test approach. The sample consisted of 36 Grade 11 students from a class selected through purposive sampling, specifically those with the lowest English communication scores. The research instruments included: 1) five game-based lesson plans, and 2) a standardized TGAT1 (91) English communication test. Data were analyzed using mean, standard deviation, and paired sample t-tests. The findings showed that the students’ post-test scores were significantly higher than their pre-test scores at the .05 level of significance. This demonstrates a clear improvement in English communication proficiency following the implementation of game-based learning. The findings support the effectiveness of game-based learning in enhancing students’ English language achievement, particularly for the TGAT1 (91) test. Game-based instruction presents an engaging, student-centered alternative to traditional teaching methods, which is especially beneficial for secondary school learners in test-oriented educational contexts. Further research is recommended to explore the sustained effects of GBL, its adaptability across varying proficiency levels, and its impact on specific language competencies.