Improving Lower-Secondary Science Learning Through QuizWhizzer-Assisted Educational Games

A Two-Cycle Classroom Action Research Study

Abstract

Digital game-based learning can support participation and formative assessment, but evidence on QuizWhizzer in lower-secondary science remains context-dependent. This study examined an iterative QuizWhizzer-assisted educational-game approach in Grade VIII science at MTs Muhammadiyah Wuring, Indonesia. A two-cycle classroom action research design involved 21 students (13 boys and 8 girls) studying the structure and function of the human excretory system. Cycle I combined teacher explanation, a handout/presentation, QuizWhizzer-based formative questions, and an end-of-cycle essay test. Reflection on low mastery and limited participation informed Cycle II, which retained QuizWhizzer while adding an instructional video and stronger classroom-management and prompting strategies. The primary learning outcome was the end-of-cycle essay score, with mastery defined as a score of at least 70; teacher implementation and student activity were recorded through structured observation checklists. Mean achievement increased from 39.48 (range 2-60; 0 of 21 students mastered) in Cycle I to 82.14 (range 70-100; 21 of 21 mastered) in Cycle II. Teacher implementation increased from 52% to 96%, while student activity increased from 12.5% to 81.3%. The refined second-cycle instructional sequence therefore met the prespecified classroom success criterion of at least 85% mastery. Because the study had no untreated comparison group or pre-intervention baseline and Cycle II introduced multiple refinements, the findings support QuizWhizzer as a component of an iterative classroom-improvement strategy rather than establish its isolated causal effect.