Enhancing Students’ Conceptual Understanding of Nucleic Acids through the “Nuclequest” Board Game

Abstract

Teaching abstract biochemistry concepts, particularly nucleic acids, remains a persistent challenge for educators. To address this, the study developed NucleQuest, a game-based instructional board game, and evaluated its effectiveness in improving students’ conceptual understanding. Specifically, the study examined changes in learners’ pretest and posttest scores and gathered their perceptions of the intervention. A one-group pretest–posttest design was employed with 31 second-year BS Biology students. Participants completed a pretest, engaged in several NucleQuest sessions, and subsequently took a posttest and perception survey. The board game integrated key concepts on nucleotides, DNA, RNA, and protein synthesis through interactive tasks designed to promote engagement and active learning. Findings showed a marked improvement in conceptual understanding, with pretest scores (M = 13.74, SD = 3.23; Very Low) increasing to posttest scores (M = 26.65, SD = 2.72; Very High). The Wilcoxon Signed-Rank Test confirmed a significant difference between the two sets of scores (Z = –4.868, p < .000). Students also reported positive perceptions, noting that the activity was enjoyable, helped them concentrate, and allowed them to feel more in control of their learning. The study concluded that NucleQuest was an effective supplementary tool for teaching nucleic acids. Its game-based format enhanced engagement, supported conceptual understanding, and offered an alternative instructional strategy for addressing complex biochemistry topics.