A Study of the Effects of Unplugged Games on Critical Thinking Skills and Achievement Motivation Regarding Safe Internet Use among Grade 5 Students

Abstract

This study aimed to compare students’ critical thinking skills and achievement motivation through game-based learning using Unplugged games. The research was conducted using a quasi-experimental research design with a Pretest–Posttest Control Group Design. The participants were Grade 5 students divided into two groups: an experimental group consisting of 39 students who received instruction through Unplugged games, and a control group consisting of 38 students who received conventional instruction. The research instruments consisted of two types: a critical thinking skills test administered before and after the instruction, and a 5-point rating scale questionnaire measuring achievement motivation administered before and after the instruction. Quantitative data were analyzed using T-test and ANCOVA statistics. The findings revealed that the pretest and posttest scores of critical thinking skills between the experimental and control groups were relatively similar. However, the experimental group demonstrated higher post-learning achievement motivation scores than pre-learning scores in all dimensions. The results indicated that learning activities using Unplugged games significantly enhanced achievement motivation in the topic of safe internet use among Grade 5 students at the .05 level of statistical significance when compared with conventional instruction. In addition, both the experimental and control groups showed improvements in post-learning achievement motivation scores across all dimensions, particularly in the aspect of satisfaction, which showed a statistically significant difference at the .05 level.