Abstract

Game-based learning entails transforming learning experiences into games with all the qualities of games to make them much more educational. Game based learning can enhance students’ performance in subjects like Chemistry. The current study investigated how game-based learning influences academic achievement of senior secondary school students in Chemistry. A non-equivalent quasi-experimental design was used for the study. The participants were 84 senior secondary students of Chemistry in the public senior secondary schools in Ankpa Education Zone, Kogi State. The students were divided through matched-pairs technique into the experimental and control groups had 42 participants each using multi-stage cluster sampling technique to select senior secondary school students from Ankpa education zone of Kogi State of Nigeria. The sample size (84) was determined using G*Power Software, version 3.1.9.4. The data collected were analyzed using descriptive and inferential statistics; mean standard deviation and Analysis of Covariance (ANCOVA). The analysis shows that the post-test mean achievement scores of the participants who were taught Chemistry using GBL is 26.03 with SD of 8.71 and a gain score of 21.31. The mean achievement score of those taught with traditional method in the post-test was 18.70 with SD of 5.39 and gain score of 12.99. This shows a difference gain of 8.32. The findings demonstrated that there is significant difference between achievement using GBL and traditional teaching method. Game-based learning proved better students’ academic achievements in Chemistry than traditional teaching method. Therefore, the study recommended the inclusion of game-based learning into the curriculum of teachers’ training schools including teachers on the field are to be engaged in workshops regularly to update their knowledge on the game-based learning strategy.