DEVELOPMENT OF SOCTAD GAME: A NON-DIGITAL LEARNING TOOL FOR ENHANCING GENDER-INCLUSIVE STUDENT ENGAGEMENT IN UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Resumo

Gender inclusivity in learning is an increasingly important concern in teaching 21st-century learners. The subject Understanding Culture, Society, and Politics (UCSP) holds significant academic, civic, and gender-related value, fostering critical thinking, cultural awareness, and social responsibility. However, traditional lecture-based methods often lead to substantial student disengagement and low academic achievement, indicating a systemic pedagogical challenge. Non-digital game-based learning (NDGBL) offers a promising solution to enhance motivation and active participation. This study aimed to analyze existing student concerns in UCSP and subsequently design, develop, and validate the SOCTAD Game as an innovative instructional tool. A descriptive developmental research design, guided by a modified ADDIE model (Analysis, Design, Development), was employed. Data on student concerns were collected from 123 purposively selected Humanities and Social Sciences (HUMSS) students via a self-constructed 7-point Likert scale questionnaire. Data analysis primarily utilized the weighted mean. Student surveys revealed significant disengagement and learning gaps, with consistent "Somewhat Disagree" ratings across UCSP content (Mean=3.33), performance (Mean=2.95), and learning outcomes (Mean=3.31). This pervasive dissatisfaction across multiple facets of the course pointed to the inadequacy of the traditional instructional approach itself as a significant barrier to effective learning. Expert validation, however, confirmed the SOCTAD Battle Game's high quality and pedagogical soundness, receiving an impressive overall mean of 3.85, interpreted as "Strongly Acceptable," across visual appeal, game mechanics, scoring accuracy, and question relevance. The findings suggest that the SOCTAD Battle Game is a pedagogically sound and empirically validated non-digital instructional tool designed to address fundamental issues in UCSP content delivery, student engagement, and learning accomplishment, promoting a more dynamic, gender-inclusive and learner-centered approach.