COMPARATIVE EFFECTIVENESS OF GAMIFICATION AND TRADITIONAL METHODS IN ENHANCING STUDENTS’ ACHIEVEMENT IN ALGEBRAIC CONCEPTS

Abstract

This mixed-methods study compared the effectiveness of gamification and traditional methods on secondary school students’ achievement in algebraic concepts in Oshimili South Local Government Area, Delta State. Using a quasi-experimental design, 320 Senior Secondary School One students from four schools were assigned to gamification, n = 160, and traditional, n = 160, groups. The experimental group was taught algebra for eight weeks using points, badges, leaderboards, and challenges, while the control group used lecture and practice methods. Data were collected through an Algebra Achievement Test [AAT], a Gamification Engagement Questionnaire [GEQ], and semi-structured teacher interviews. The AAT had a reliability coefficient of 0.82 using Kuder-Richardson 20. Data were analyzed using mean, standard deviation, one-way ANOVA with Tukey HSD post-hoc, and partial eta squared for effect size. Findings showed that the gamification group had a significantly higher mean gain, 8.8%, than the traditional group, 2.6%, F(1, 318) = 38.44, p <.001, η² =.108, indicating a medium effect. Gender had no significant influence on achievement in the gamified setting, F(1, 158) = 0.18, p =.672, η² =.001. Teachers perceived gamification as effective with a large practical effect, η² =.351, though not statistically significant due to sample size. The study concludes that gamification enhances algebra achievement and engagement more than traditional methods. It is recommended that mathematics teachers be trained in gamification strategies, gamified elements be integrated into the curriculum, and further studies examine long-term impacts.