Students’ Perceptions in Using GRAMMAR GAMBIT in Learning English Grammar
Abstract
Many students report that they find it challenging to understand the material at higher education institutions through traditional teaching methods, particularly in the subject of English. Thus, this study presented a comprehensive study that investigated the perceptions of diploma students toward the GRAMMAR GAMBIT educational tool. The study employed a quantitative methodology for data collection and analysis, providing a well-rounded understanding of the game's impact on learning English grammar. The responses were collected through survey questionnaires from diploma students who have played the game. Fifteen specific criteria were employed as items within the questionnaire. It was divided into three sections: (1) Demographic background, (2) Feasibility using GRAMMAR GAMBIT, (3) Perspectives towards GRAMMAR GAMBIT. The results were analysed using IBM SPSS Statistics Version 27, to measure the mean, and standard deviation. Findings revealed that the participants responded positively which shows that the board game was well received by them. The insights gained from this study will be of particular interest to teachers, curriculum designers, and other academicians looking to develop game-based materials for their language classrooms, potentially leading to more effective and engaging language learning experiences.
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