In this study, it was examined whether the innovative instructional strategy of learning games would significantly increase students' learning outcome in the experimental groups and control groups. The study is a quasi-experimental research, which examined the effect of learning games instructional strategy on students' learning outcomes in eight upper basic classroom settings. The study sample comprised of 192 students randomly assigned to the intervention and control groups. The instrument employed for the study was a learning outcome test instrument which comprised of 50 multiple-choice questions. Hypotheses were tested using ANCOVA. After experimentation, the results showed that students instructed using learning games had improved learning outcomes in comparison to those instructed with the lecture strategy (control group). There is no statistically significant influence of gender on students' learning outcomes. This study provides empirical evidence of the efficacy of using learning games instructional strategy in boosting students' learning outcomes.