Element and Ladder Board Game (E-Lab Game): Enhancing Student Mastery in Determining the Number of Protons, Electrons and Neutrons of an Atom

This study aimed to evaluate the effectiveness of the Element and Ladder Board Game (E-LaB Game) as an intervention tool in enhancing Grade 8 students’ mastery of determining the number of protons, electrons, and neutrons of an atom. A quasi-experimental research design was utilized, involving 12 purposively selected Grade 8 students from Rufino I. Chungalao Science High School (RICSHS), Ifugao, Philippines, during the school year 2024-2025. The selected respondents were divided into two groups: an experimental group, which used the E-LaB Game, and a control group, which followed conventional teaching methods. A 30-item validated identification test was administered as both a pre-test and post-test to assess learning gains. Statistical tools such as paired t-tests, independent t-tests, and effect size calculations (eta squared) were employed for data analysis. Results revealed that students who used the E-LaB Game demonstrated a remarkable improvement in their ability to determine the number of protons, electrons, and neutrons. Statistical analysis showed a significant difference in students' performance before and after using the E-LaB Game, confirming its effectiveness as a learning and remediating tool to enhance their mastery in determining the number of protons, electrons, and neutrons. Based from the findings, it is recommended that more Element and ladder Board Game (E-LaB GAME) learning activities will be employed to reinforce the performance of the Grade 8 students to the number of protons, electrons and neutrons. To future researchers, the E-LaB GAME may be localized in order to be suitable and presentable to learners in a way that is more facilitating, stimulating, and exciting for the learners and become enthusiastic and eager to learn. In addition, to improve the reliability and generalizability of the research findings, consider increasing the sample size by adding more respondents.