ANAgonTOMY: AN EDUCATIONAL ANATOMY CARD GAME

IN IMPROVING MASTERY ON UNDERSTANDING

SELECTED ORGANISMAL BIOLOGY TOPICS

BRYAN R. CONCEPCION, Teacher II, Aurora Senior High School

ABSTRACT

This study employed a pre-experimental one-group pre-test–post-test design to evaluate the effectiveness of the ANAganTOMY card game as an instructional tool in improving academic performance in Organismal Biology, specifically on Gas Exchange, Transport, and Circulation systems in animals. The participants were 50 Grade 11 STEM students from the 11-STEM Diamond class at Aurora Senior High School during the fourth quarter of the school year 2022–2023. The topic was part of the curriculum in the harmonized Senior High School program. A researcher-made test, validated by experts with a rating of 4.00 (Highly Relevant) and pilot-tested using the KR-20 formula (reliability = 0.78), was used for the pretest and post-test. The test was administered in a regular classroom setup, aligned with the daily lesson plan. All research protocols followed the Basic Education Research Fund (BERF) guidelines, with informed consent obtained from participants. Statistical tools such as mean, standard deviation, paired t-test, and Cohen’s d were utilized for data analysis. Results revealed a significant increase in students’ scores, from a mean of 26.85 (satisfactory) to 34.41 (very satisfactory). A large effect size (Cohen’s d = 1.49) indicated the strong impact of the game-based intervention on students’ mastery of the topic. The findings suggest that the ANAganTOMY card game is an effective instructional material for improving conceptual understanding and promoting active, inclusive learning in Biology. Its integration into the curriculum may enhance motivation and academic performance in science education.

Keywords: inclusive learning, game-based learning, organismal biology, animal organ systems

Year: 2025

posted on June 11, 2025

How to Cite

Concepcion, B. (2025). ANAgonTOMY: An Educational Anatomy Card Game in Improving Mastery on Understanding Selected Organismal Biology Topics Saringit, 5(1), 77-83.

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