Organic Chemistry is often regarded as a challenging subject due to its abstract nature, particularly in the nomenclature of organic compounds. Many students struggle with understanding and applying the rules for naming hydrocarbons, leading to difficulties in higher-level chemistry concepts. This study investigates the implementation of game-based integrative learning through Organic Scrabble as an instructional tool to enhance the understanding of Organic Chemistry nomenclature among Grade 11 GAS students at Talangan Integrated National High School. The research employed a quasi-experimental design with a pre-test and post-test assessment to determine the effectiveness of Organic Scrabble in improving students academic performance. A total of 25 students participated in the study, engaging in game-based learning sessions over one week. The results revealed a statistically significant improvement in post-test scores compared to pre-test scores, indicating that game-based learning positively influenced students comprehension and retention of organic chemistry nomenclature. The interactive nature of the intervention fostered student engagement, motivation, and active participation, aligning with constructivist learning principles that emphasize hands-on and collaborative learning experiences. Findings from this study suggest that game-based integrative learning can be an effective strategy in teaching complex scientific concepts, particularly in chemistry education. The use of educational board games like Organic Scrabble not only enhances conceptual understanding but also promotes critical thinking and problem-solving skills. This study recommends that science educators explore the integration of game-based approaches to improve students academic performance and engagement in challenging subjects like Organic Chemistry.

educational board games

organic chemistry nomenclature

Game-based learning

student engagement

constructivist learning approach