Effects of Game-Based Instructional Strategy on Senior Secondary Students’ Interest and Achievement in Probability in Pankshin Local Government Area of Plateau State, Nigeria

Sarki Din Sarki, Lydia Kwari, Bwirdimma Dugul Gotep, Mary Dickson Dikop, Iliya Gushi, Gakbish John Gagara, Golji Geoffrey Gopep, Yilleng Augustine Mwagitdang, Atang I. Toma and Awuya Michael Ali
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Sarki Din Sarki: Department of Mathematics, Federal University of Education Pankshin, Plateau State, Nigeria
Lydia Kwari: Department of Mathematics, Federal University of Education Pankshin, Plateau State, Nigeria
Bwirdimma Dugul Gotep: Department of Mathematics, Federal University of Education Pankshin, Plateau State, Nigeria
Mary Dickson Dikop: Department of Mathematics, Federal University of Education Pankshin, Plateau State, Nigeria
Iliya Gushi: Department of Mathematics, Federal University of Education Pankshin, Plateau State, Nigeria
Gakbish John Gagara: Department of Mathematics, Federal University of Education Pankshin, Plateau State, Nigeria
Golji Geoffrey Gopep: Department of Mathematics, Federal University of Education Pankshin, Plateau State, Nigeria
Yilleng Augustine Mwagitdang: Department of Mathematics, Federal University of Education Pankshin, Plateau State, Nigeria
Atang I. Toma: Department of Mathematics, Federal University of Education Pankshin, Plateau State, Nigeria
Awuya Michael Ali: Department of Mathematics, Federal University of Education Pankshin, Plateau State, Nigeria

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 3415-3426

Abstract: This study investigated the effects of game-based learning (GBL) instructional strategy on students’ interest and achievement in probability among senior secondary II students in Pankshin Local Government Area pf Plateau State, Nigeria. The study followed the quasi-experimental research design which enhanced the grouping the sampled population of 294 respondents into an experiment group (comprising of 152), which was taught using GBL strategy and a control group (made up of 242), which was taught using the conventional method. Probability interest inventory test was administered on the groups where students’ interest in the experimental group was found to significantly increase due to treatment. A pre-test and post-test evaluations were administered on the groups to compare achievement scores of respondents. Results suggested that respondents in the experimental group demonstrated superior problem-solving skills, appeared to indicate more interest in learning probability and scored higher marks due to GBL. This suggests that GBL has a positive effect on learning outcomes. In light of the findings, the study considers it instructive for educators to integrate game-based activities in instructional design to enhance students’ learning outcomes, and that efforts should be made to encourage the use of GBL strategy through the provision of relevant resources for learning and incentives for teachers.

Date: 2025
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