It is the responsibility of chemistry educators to identify and implement instructional strategies, such as introducing educational board games that can foster active and constructive learning and promote an enjoyable learning experience. This study aimed to design, develop, and evaluate a board game that has the potential to be used as a supplementary tool in teaching ionic and covalent bonding--utilizing game-based learning theory for the secondary level. Experts in chemistry education were asked to validate the board game to ensure the accuracy of the concepts before it was introduced as an intervention. Improvement in academic achievement was also examined through a researcher-made test before and after utilizing the board game using a quasi-experimental nonequivalent design. Students also utilized a researcher-made Likert scale containing five criteria for game-based learning: affective, behavioral, cognitive, and social/cultural engagements. Results also show a statistical difference in the mean score of the students' academic achievement between the two groups. This value implies that using the board game resulted in a positive increase in the test outcomes. The results also demonstrate high acceptability in all criteria, implying their potential to be used in the classroom as a supplementary activity.