ENHANCING VIRUS EDUCATION IN BIOLOGY IN SECONDARY SCHOOLS THROUGH INNOVATIVE PEDAGOGIES: ADDRESSING MISCONCEPTIONS AND IMPROVING STUDENT ACHIEVEMENT AND RETENTION

This study investigated the impact of game-based learning (GBL) on the engagement, academic achievement, and retention of secondary school students in biology, with a specific focus on the topic of viruses, a concept often perceived as abstract and difficult to master. Conventional teaching methods fail to stimulate sustained interest or deep understanding in biology classrooms, particularly regarding virus-related content. In response, the Virus Card Game was introduced as an interactive tool to promote conceptual clarity and improve learning outcomes. A quasi-experimental, non-randomized pretest and post-test design was employed involving three instructional groups: GBL only, a blended approach combining GBL with conventional instruction, and conventional instruction only. Data were collected using standardized instruments, including the Student Virus Engagement Scale and the Virus Achievement Test. Observational checklists and a delayed post-test were also used to assess engagement and retention.The findings revealed that students who were taught using GBL, especially those in the blended instruction group, exhibited significantly higher levels of engagement, achievement, and retention than their peers who were taught using conventional methods. Notably, no significant gender differences or interaction effects were found, the broad applicability of GBL across student demographics. These results underscore GBL’s effectiveness as a pedagogical tool in biology education. Integrating games into conventional instruction fosters deeper engagement and enhances learning outcomes, particularly in complex scientific topics. This study advocates for the inclusion of GBL strategies in secondary science curricula and teacher training programs to support active learning, conceptual understanding, and inclusive science education