UPSI Geography Trainee Teachers' Understanding, Approaches, and Impacts of Teaching Students Through Games-Based Learning (GBL)

Abstract

This article aims to analyze the understanding, approach, and teaching impact of UPSI geography trainee teachers through game-based learning (GBL). A quantitative approach with the design of the study instrument using a questionnaire was used in this study. The study sample consisted of 45 trainee teachers from the eighth semester of the Bachelor of Geography Education Programme who had implemented teaching training 1 and 2 and were willing to be study respondents. The study used descriptive statistical analysis (frequency, mean, percentage, and standard deviation) to answer each study question. The findings showed that the level of understanding of Games Based Learning (GBL) teaching was at a moderate level (M=3.62, SP=.56), GBL teaching strategies were at a low level (M=1.02, SP=.07) and the positive and negative effects of GBL teaching methods on students were at a moderate level (M=3.40, SP=.55). In conclusion, this study shows that Geography trainee teachers have a good level of understanding, strategies, and impact on teaching related to Games Based Learning (GBL), but do not practice it in their daily teaching. This shows that the exposure and application of Games Based Learning (GBL) teaching through education during teaching training has not brought about change, although it can help and facilitate trainee teachers when evaluating and delivering teacher teaching in the classroom. The implications of this study can be used by the Ministry of Education Malaysia and schools in formulating effective teaching techniques for students and helping to improve Games Based Learning (GBL) teaching methods among teachers in schools in line with the goals and aspirations of students in the Malaysian Education Development Plan (PPPM) 2013-2025.