Impact of Gaminification on Students Academic Performance in Basic Science and Technology in Junior Secondary Schools in Ondo State, Nigeria
Abidoye James Alabi & Ogundare Samuelakinola
1Department of Educational Technology, Adeyemi Federal University of Education Ondo, Ondo State, Nigeria. Email: abidoyeja@aceondo.edu.com
2Department of Science Education, Federal University Shasere, Gombe State, Nigeria. akinola.ogundare@fukashere.ed.ng
Abstract
The study examined the impact of gaminification on secondary school students’ academic performance in Basic Science and Technology (BST) in Ondo State. The study adopted pretest -posttest control group quasi experimental research design. The population of the study consisted of all Junior secondary school students in Ondo State. While the sample population consisted of 120 Junior Secondary School (JSS) Students randomly selected from four secondary schools in Akure South local government area of Ondo State. Three objectives and three hypotheses were set and formulated for the study respectively. Two instruments were used in the study, they are; (i) Basic Science and Technology Students’ Performance Test (BSTSPT) and (ii) Instructional Game Package (IGP). Intact classes were used in all the sampled schools. The participants were divided two groups (experimental and control). The experimental groups were taught with IGP. While the control groups were taught with Conventional Teaching Method (CTM). The data were analyzed using Analysis of Covariance (ANCOVA). The results revealed that students taught with IGP performed significantly better than their counterparts taught with the conventional teaching method. The study also shows that there was no significant difference between the academic achievements of male and female students taught with IGP. The findings further revealed that there was no significant difference between urban and rural BST students’ academic achievement taught with IGP. Based on the findings, it was recommended that the use of IGPshould be encouraged in secondary schools. Both male and female students should also be motivated further to use IGPin secondary schools. Also, it was recommended that both rural and urban schools should be encouraged to use IGP for instructions in school subjects particularly in Basic Science and Technology.
Keywords
Gaminification, instructional game package, conventional teaching method, secondary school, Basic science and technology
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