Conceptual Understanding in Projectile Motion Using Computer Aided E-Games Among Grade 9 Students

Aim: This study aimed to determine whether incorporating E-games into the lesson plan could significantly improve student learning outcomes compared to traditional methods.The objectives focused on evaluating the pre-test and post-test performance of students, assessing the impact of E-games on conceptual understanding, and examining how these games were effectively integrated into the structure of the developed lesson plan. Methodology:The study employed a quasi-experimental design using a nonequivalent pre-test-post-test approach.Respondents were selected based on their Group Assessment of Logical Thinking (GALT) scores to ensure balanced grouping. Results:The findings revealed that the experimental group, which used computer E-games, achieved higher and more consistent post-test scores, demonstrating the effectiveness of game-based learning. Conclusion:The study concluded that incorporating E-games into the lesson plan enhances student understanding of projectile motion and suggested that integrating technology-based instructional tools be considered to improve science education.