Rolling Through Learning: A Phenomenological Study of Grade 10 Learners’ Experiences with Snake and Ladder in Social Studies
DOI:
https://doi.org/10.54536/jir.v4i3.7580Keywords:
Collaborative Learning, Game-Based Learning, Snakes Ladders, Social StudiesAbstract
This qualitative study aims to explore the experiences of 10th-grade students who use the traditional game “Snakes and Ladders” as a teaching tool in social studies. This study uses a qualitative phenomenological methodology to understand students’ perceptions and interpretations of game-based learning in their classroom. Thirty students from a purposively selected group at Bagong Nayon II National High School participated in the adapted game as part of the curriculum. Data were collected using semi-structured in-depth interviews, focus group discussions, and reflective diaries. Braun and Clarke’s method was used to analyze the data: familiarizing oneself with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. It was observed that students showed more interest in their studies when Snakes and Ladders was engaging, motivating, and stimulating-unlike lectures. The game’s new mechanic required everyone to work together, encouraging teamwork through communication and problem-solving. Playing the game multiple times helped students retain social studies material. The game provided opportunities for active recall and recapitulation of just-learned content. Through this program, students had a secure, comfortable environment, which reduced their fear and increased their self-confidence. This study indicated that playing traditional games is an engaging, cost-effective way to educate. It supports development across cognitive, social, and emotional domains. The results indicate that game-based approaches in social studies provide more understanding of the students. It creates a more rounded and complete learning experience, facilitating greater engagement in class.
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