دور التعلم القائم على الألعاب في تحسين التحصيل الأكاديمي لدى طلبة المرحلة الأساسية من وجهة نظر معلمي المدارس الحكومية في محافظة طوباس
This study aimed to identify the role of game-based learning in improving academic achievement among basic stage students from the perspective of public school teachers in Tubas Governorate. To achieve the study's objectives, a quantitative approach was employed using a questionnaire as a tool. The study population consisted of basic stage teachers, numbering approximately (500) male and female teachers, and the study sample, selected by stratified random sampling, comprised (266) male and female teachers. The study results revealed a noticeable positive perception of the role of game-based learning. The arithmetic mean for the first domain (Reality of Using Educational Games) was approximately (4.52), and for the second domain (Role of Game-Based Learning in Academic Achievement) it was about (4.57), both indicating a "very high" response level. The results also showed a significant awareness of the obstacles facing the implementation of this strategy, with an arithmetic mean for the third domain "Obstacles to Implementing Game-Based Learning" reaching approximately (4.19). Overall, the arithmetic mean for the total score of the questionnaire was (4.43). Furthermore, the results revealed no statistically significant differences in teachers' perspectives attributable to the gender and educational qualification variables, indicating a uniformity in their perceptions regarding this strategy. In contrast, the study found statistically significant differences attributable to the specialization branch variable, with the differences favoring teachers of scientific specializations in the domain of reality of using educational games and in the overall score across all domains. (Published abstract)