Effectiveness of Gamification Strategies in Enhancing Engagement and Concept Mastery in Junior Secondary School Mathematics in Rivers State, Nigeria
Keywords:
Gamification, Student Engagement, Concept Mastery, Mathematics Instruction, Junior Secondary SchoolAbstract
This study examined the effectiveness of gamification strategies in enhancing students’ engagement and concept mastery in Junior Secondary School Mathematics in Rivers State. The study adopted a quasi-experimental design with pre-test and post-test non-equivalent control groups. The sample consisted of 120 Junior Secondary School II students drawn from public schools in Rivers State, with 60 students in the experimental (gamification) group and 60 in the control (conventional method) group. The experimental group was taught using a gamification instructional package, while the control group received conventional instruction. Data were collected using a Student Engagement Scale and Mathematics Concept Mastery Test. SES reliability was established using Cronbach's alpha, yielding a coefficient of 0.87, and MCMT reliability was established using Kuder-Richardson Formula 20 (KR-20), yielding a coefficient of 0.84. Mean, standard deviation and independent-samples t-test were used for data analysis at the 0.05 significance level. Findings revealed that students exposed to gamification strategies demonstrated significantly higher engagement and concept mastery than those taught using traditional methods. The study also found a link between engagement and concept mastery. The study concludes that gamification effectively improves Mathematics learning outcomes and recommends integrating it into Junior Secondary School Mathematics instruction.
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