Effect of Non-Digital Gamification on Senior Secondary Students’ Engagement and Problem-Solving Skills in Mathematics in Kebbi State, Nigeria
*1Saratu Abdullahi Turaki, 2Elizabeth Julius, and 3Kamaludeen Samaila
*1,2,&3Department of Science Education, Faculty of Education, Federal University Birnin Kebbi, Kebbi, Nigeria. Email: Saratu.turaki@fubk.edu.ng *1, ORCID: https://orcid.org/0009-0003-6077-2301, mummybaffa2000@gmail.com2, kalmalsama@ksusta.edu.ng3
Abstract
This study examined the impact of non-digital gamification on senior secondary students’ engagement, problem-solving skills, and mathematics achievement in Kebbi State, Nigeria—a region with limited educational resources. Using a quasi-experimental design, 240 students were divided into experimental (gamified instruction using culturally adapted games like Dara and Kara) and control (traditional lecture-based) groups. Results showed significant improvements in the experimental group: mathematics scores increased by 31% (p < 0.001), with culturally adapted games outperforming non-adapted methods (+19.9 against +13.1 points; p < 0.05). Student engagement rose markedly, particularly emotional engagement (reduced anxiety, increased enjoyment; t = 6.12, p < 0.001). Attitudes improved, including motivation (+36%), self-efficacy (+35%), and math anxiety reduction (−40%). Teachers reported high engagement (92%) but cited time constraints (75%) and material preparation (67%) as challenges. The findings underscore the effectiveness of low-tech, culturally relevant gamification in resource-limited settings. Recommendations include integrating such strategies into teacher training and developing scalable, low-cost instructional materials. This study contributes to gamification literature by demonstrating its adaptability in sub-Saharan African classrooms, bridging gaps in access and cultural relevance.
Keywords
Non-Digital Gamification, Mathematics Education, Student Engagement, Cultural Adaptation, Nigeria, Problem-Solving Skills
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