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All Journal International Journal of Education, Culture, and Society International Journal of Education, Management, and Technology International Journal of Humanities, Education, and Social Sciences
Nura AY Musa
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Religion Humanities Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Social Sciences Other

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Assessing Differences in Student Motivation, Achievement, and Conceptual Understanding in a Gamified Mathematics Learning Environment Hassan Muhammad; Nura AY Musa; Danladi Biong'ahu; Usman Garba
International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v4i2.9364

Abstract

Although gamified learning has received growing attention in mathematics education, empirical evidence on its simultaneous influence on students’ motivation, mathematics achievement, and conceptual understanding in developing educational contexts remains limited. This study examined differences in students’ motivation, mathematics achievement, and conceptual understanding associated with participation in a gamified mathematics learning environment. A quasi-experimental pretest–posttest control group design was employed, involving 700 secondary school students from 15 public schools in Northeast Nigeria. Using intact classes, students were assigned to an experimental group that received curriculum-aligned gamified mathematics instruction over a four-week period or to a control group that received conventional instruction covering the same content and duration. Data were collected using pretest and posttest measures of student motivation, mathematics achievement, and conceptual understanding. Motivation was assessed using an adapted questionnaire with established internal consistency, while achievement and conceptual understanding were measured using curriculum-aligned assessments validated through expert review. Data were analysed using descriptive statistics, paired-sample t-tests, and effect size estimates. The results showed statistically significant pretest–posttest gains in motivation, achievement, and conceptual understanding among students in the gamified instruction group, with moderate to large effect sizes, whereas students in the control group demonstrated minimal changes across the same measures. These findings indicate that curriculum-aligned gamified mathematics instruction is associated with enhanced student motivation, improved academic performance, and stronger conceptual understanding within the study context. The study contributes to mathematics education literature by providing large-sample quasi-experimental evidence on the concurrent affective and cognitive outcomes of gamified instruction in secondary mathematics classrooms in a developing educational setting.
Ability Performance Misalignment in WAEC Mathematics Examination Outcomes: A Quantitative Explanatory Study in North-East Nigeria Hassan Muhammad; Philip Issa Tsado; Ahmed Rufai Tete; Momozuku Umaru Salihu; Nura AY Musa
International Journal of Education, Culture, and Society Vol 4 No 3 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i3.9374

Abstract

This study investigates ability–performance misalignment in West African Examinations Council (WAEC) Mathematics examination outcomes in northeastern Nigeria. A quantitative explanatory cross-sectional design was employed using archival data from public senior secondary schools to examine discrepancies between classroom-based achievement and performance in a high-stakes external examination. The findings revealed that a substantial proportion of students exhibited ability–performance misalignment: some students with high classroom performance obtained low scores in the WAEC Mathematics examination, whereas some students with low classroom performance achieved comparatively high examination scores. Test anxiety, self-efficacy, and inconsistent assessment practices significantly contributed to this misalignment. These findings suggest that WAEC Mathematics examination results may not always accurately represent students’ mathematical achievement and highlight the need to reconsider how high-stakes assessment outcomes are interpreted and used in educational decision-making. The study contributes to the assessment literature by emphasizing the importance of integrating affective, instructional, and contextual factors when evaluating student performance and formulating assessment policies.
The Role of Augmented Reality (AR) in Enhancing Conceptual Understanding of Geometry in Mathematics Education: Systematic Review Hassan Muhammad; Nura Ay Musa; Auwal Ahmad; Nurudeen Adamu
International Journal of Education, Management, and Technology Vol 4 No 1 (2026): International Journal of Education, Management, and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijemt.v4i1.8073

Abstract

Geometry, a fundamental branch of mathematics, often challenges students due to its abstract nature and the demands it places on spatial reasoning and visualization, and traditional teaching methods frequently fail to convey complex geometric concepts effectively, leading to low engagement and poor understanding. This systematic review investigates the impact of Augmented Reality (AR) on enhancing students’ conceptual understanding of geometry in mathematics education by synthesizing existing empirical studies on AR-based geometry instruction. AR technology provides interactive, immersive learning environments that enable learners to manipulate three-dimensional geometric shapes and transformations in real time, thereby supporting deeper cognitive engagement with abstract content. The reviewed studies consistently report that AR interventions enhance spatial reasoning, improve visualization abilities, and foster deeper conceptual understanding of geometric ideas, while also increasing student motivation, engagement, and retention and supporting the development of critical problem-solving skills. At the same time, the review identifies key implementation challenges, including the high cost and limited availability of AR tools, as well as the need for targeted teacher training to design and facilitate AR-enhanced lessons. The review concludes that AR holds strong potential as a pedagogical innovation for geometry education, provided that infrastructural, financial, and professional development barriers are addressed, and recommends future research focusing on longitudinal designs, more affordable AR solutions, and the integration of AR into advanced geometric topics and diverse educational contexts.
Co-Authors Ahmed Rufai Tete Auwal Ahmad Danladi Biong'ahu Hassan Muhammad Momozuku Umaru Salihu Nurudeen Adamu Philip Issa Tsado Usman Garba