This study aimed to assess the perceived effectiveness of the educational games and the overall performance of the students after it was introduced to them. A descriptive-comparative method of research was utilized. Respondents of this study were twenty-six (26) Grade-12 STEM students. Researcher-made validated questionnaire based on a 5-point Likert scale was used for data collection. The findings of this study revealed that the contents used for educational games were about the cell cycle and cell membrane. Most Essential Learning Competencies were focused on describing, identifying, relating, and explaining biology contents. All of the educational games were rated strongly agree by the respondents. Students enjoyed the games and increased their motivation, interest, cooperation, and participation which transcribed better performance in class. Individual mean scores per lesson indicate that students fully understood the cell cycle concept: mitosis and meiosis. However, further interventions are needed to fully comprehend the function of the cell membrane components and transport mechanisms in the cell. Data analysis also shows a significant difference in the respondent’s responses on the perceived effectiveness of educational games and their mean scores when grouped according to gender. On the other hand, there was no significant relationship between the perceived effectiveness of educational games and the performance of students. A proposed action plan was designed to further improve the effectiveness of educational games in enhancing students learning in General Biology 1. Also, the researcher recommends that teachers may try to develop their games using Lumi Education software.