Game- Based And Traditional Learning Environments: Comparative Study Of Oral Reading Fluency And Comprehension In English Among Primary School Learners

Abstract

The current investigation examines comparative effectiveness of game based instructional strategies and traditional classroom teaching in enhancing language skills of learners from rural and urban contexts. Contemporary research emphasizes that interactive and game-oriented learning environments can increase learner engagement, intrinsic motivation, and cognitive involvement, thereby supporting language development at the foundational level (Gee, 2007; Hamari et al., 2016). This research comes under domain of experimental design. 200 students of 3^rd grade were chosen from Punjab School Education Board (PSEB) schools of Gurdaspur district, Punjab. Schools were chosen randomly for conduct of investigation. Students were divided at random as well as equally in groups: one group got instruction using traditional teaching techniques, and an experimental group that was exposed to education through methodically planned game-based learning activities. Standardized instruments were administered to accordance with established literacy assessment practices (Rasinski et al., 2017). Descriptive and inferential statistical procedures applied to analyse collected data. ANOVA (Analysis of Variance) used to investigate impact for instructional method and locale. It has been found that learners taught through game-based instruction demonstrated significantly higher scores of comparisons to those taught through traditional approaches. Although no significant main effect of locale was observed independently, a significant interaction effect between instructional method and locale was identified, indicating differential instructional impacts across rural and urban settings. Overall, the study provides strong empirical support for inclusion of innovative learning strategies for primary classrooms. The findings underscore important implications for curriculum development, pedagogical practices, and the promotion of equitable literacy outcomes across diverse educational contexts.