Exploring the Use of a Physical 3D Model-Based Interactive Game in Teaching the Water Cycle: Impact on Academic Achievement and Student Perspectives

This study evaluates the impact of using a physical 3D model-based interactive game in teaching the water cycle to Grade 4 students, focusing not only on academic performance but also on their perceptions. This study utilized a mixed-methods approach, particularly the exploratory sequential design, involving thirty (30) Grade 4 pupils from Section Charity at San Vicente Elementary School. The quantitative data were collected through pre-test and post-test assessments, which helped determine the changes in students' academic performance. Qualitative data were collected through structured questionnaires with open-ended questions, allowing the students to share and elaborate on their experiences and perceptions regarding the use of the intervention. The findings revealed that the students' mean test score increased from 81.26% before the intervention to 86.87% after its implementation. The computed t-value of 13.61 exceeds the critical t-value of 2.045, and the p-value was found to be less than 0.001, which is below the significance level of 0.05. This suggests that the likelihood of achieving such results by chance is extremely low. Qualitative data also revealed positive student perceptions. Thematic analysis revealed four (4) themes, which included positive emotional reactions, enhanced understanding and active learning, increased motivation, and fun and enjoyment. These findings indicate that the physical 3D model-based interactive game is an effective tool for enhancing interest and students' understanding of the water cycle. This study underscores the potential of hands-on, interactive, and engaging learning tools like the physical 3D model-based interactive game in enhancing students' understanding of science concepts and stimulating their interest as well.