Game-based learning incorporates game elements into instruction, enhancing its appeal and interactivity. This approach increased students' interest in learning, facilitated more efficient completion of classroom content, and ultimately improved academic performance. The purposes of this study were to: 1) compare Chinese learning achievement before and after learning management through a traditional approach for Primary 5 (Grade 5) students, 2) compare Chinese learning achievement before and after learning management through game-based learning, and 3) compare the Chinese learning achievement by learning management through a traditional approach and game-based learning. The research samples were 60 of the Primary 5 (Grade 5) students, in a Buriram Primary School, Thailand in the 2024 academic year, selected by random cluster sampling. The research instruments were: 1) a learning management plan using a traditional approach; 2) a learning management plan using game-based learning; and 3) a Chinese learning achievement test. The data analysis statistics were mean, standard deviation, and t-test. The results showed that: 1) Chinese learning achievement by learning management through a traditional approach was higher than before at the statistical significance level of 0.05., 2) Chinese learning achievement by learning management through game-based learning was higher than before at the statistical significance level of 0.05., and 3) the Chinese learning achievement of those studying by learning management through game-based learning was higher than those studying through a traditional approach at the statistical significance level of 0.05.