Constructivist based Digital Game |

Constructivist based Digital Game Learning Environment: Trajectory towards enhancing upper primary science learners’ performance in Energy transformation concepts

^*1Ayobami Samuel Akinsola & Temitope S. B Aderonmu

^*1Department of Educational Technology, College of Specilised and Professional Education, Tai Solarin University of Education, Ijagun Ogun State, Nigeria Emails: bamidele2310@gmail.com¹ aderonmutsb@tasued.edu.ng² ORCID: https://orcid.org/0000-0002-9945-4461¹

Abstract

The need for a digital and innovative teaching approach arises from its ability to enhance learner engagement, foster critical thinking, and prepare learners with the skills especially in the upper primary school required as a baseline in a technology-driven society. This study therefore seeks to investigate the effectiveness of a constructivist-based Digital Game-Based Learning (DGBL) environment in enhancing upper primary school learners’ performance energy transformation concepts. Two research questions raised and two Hypotheses were tested for the study. Quasi-experimental research design, using a non-randomization pretest-posttest experimental control groups was employed for the study. A sample size of 247 upper primary (5) learners using the purposive sampling was selected. The instrument for data collection was the Energy transformation Performance Test with a reliability index r = 0.91. Data obtained for the study were analyzed using frequency count, mean and standard deviation specifically for the research question while the Analysis of Variance (ANCOVA) was used to test the hypotheses at 0.05 level of significance and a Post Hoc test of Least Significant Difference (LSD). The findings of the study indicated that learners exposed to the constructivist-based DGBL strategy (performance = 79.1%, retention = 19.7%) demonstrated considerably greater gains in performance and retention compared to their counterparts taught through traditional methods (performance = 30.7%, retention = 14.6%). The results revealed a significant main effect of instructional method on performance, F(1, 245) = 88.01, p < .001, η² = .26 and a significant effect of instructional method on retention, F(1, 245) = 44.53, p < .001, η² = .15. Science teachers should undergo continuous professional development to strengthen their technical and pedagogical capacity for integrating constructivist digital game resources into instruction, curriculum developers and policymakers incorporate constructivist digital game-based learning into upper primary science curriculum to improve learners’ comprehension and retention of abstract concepts among others.

Keywords

Constructivist, Digital Game Learning, Learners, Science, Upper Primary

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