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All Journal Indonesian Journal of Teaching in Science Andragogi Jurnal Pendidikan dan Pembelajaran International Journal of Universal Education
Attah, Justina Ojoma
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students’ Attitude Towards Gamification-Based Teaching in Mathematics in Basic Schools Attah, Justina Ojoma; Ogunlade, Oyeronke Olufunmilayo; Falade, Ayotunde Atanda
Indonesian Journal of Teaching in Science Vol 4, No 2 (2024): IJOTIS: (ONLINE FIRST) SEPTEMBER 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijotis.v4i2.68768

Abstract

The study investigates students’ attitudes towards gamification-based teaching in mathematics in basic schools in Kwara State. The study adopted a descriptive design of the survey type. The population for this study were all junior secondary students in Kwara State. The target population for this study was all junior secondary students. A purposive sampling technique was used to select a sample size of 64 students. To ensure the validity of the instrument, a pilot study was carried out in a non-participating school outside the scope of the study and a value coefficient of .77 was obtained using Cronbach alpha. The findings of the study revealed that students in junior secondary schools had a positive attitude towards gamification-based teaching and there is no significant difference in the male and female students’ attitude towards gamification-based teaching in mathematics. The study concluded that attitudes toward gamification-based teaching had a significant impact on students' outcomes. It was therefore recommended among others that All teachers in junior secondary schools should adopt the usage of gamification-based teaching in the teaching and learning of mathematics as it can produce positive results in teaching effectiveness and student performance.
Effect of Gamification-Based Teaching on Junior Secondary School Student's Academic Performance in Mathematics in Kwara State Attah, Justina Ojoma; Ogunlade, Oyeronke Olufumilola; Otemuyiwa, Bridget Idowu
Andragogi: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2024): Pendidikan dan Pembelajaran
Publisher : Universitas KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/adrg.v4i2.1325

Abstract

Gamification is a cutting-edge pedagogical approach to addressing student social behaviour, motivation, and academic performance in the classroom, particularly in subjects that are perceived to be difficult such as mathematics where there was a perceived failure. Hence, this study investigated the effect of gamification-based teaching on junior secondary school student’s academic performance in mathematics in Kwara State. The study adopted a quasi-experimental pretest-posttest, non-equivalent group design. The population was all junior secondary students in Kwara State while the target population were all junior secondary students in J.S.S. 2 in Kwara-North Senatorial district. A purposive sampling technique was used to select two junior secondary schools based on the availability of computer laboratories. A total of 122 students (experimental group 64; control group 58) were involved. Three instruments were used for data collection. Split-half was used to test the reliability of the instruments and coefficients of .89 were obtained Data collected were analyzed using descriptive and inferential statistics at 0.05 level of significance. The study revealed that; gamification-based teaching had a significant effect on the experimental group (F (1,54) = 1.826; p< 0.05) and female students in the experimental group significantly performed better than male students after the treatment. This study concluded that the use of gamification-based teaching in mathematics enhanced teaching-learning effectiveness in mathematics. The study, therefore, recommended among others, that mathematics teachers should use gamification in teaching mathematics to reduce the level of abstractness associated with teaching-learning of mathematics.
Effect of Hyflex Learning on Student's Academic Performance in Education Technology in Kwara State Danyaro, Abdu; Attah, Justina Ojoma; Sallah, Bolanle Hafsat
International Journal of Universal Education Vol. 2 No. 1 (2024): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v2i1.7510

Abstract

The study examined the effect of Hyflex learning on Student's Academic Performance in Education Technology in Kwara State. The study was guided by two research questions and two null hypotheses were postulated for the study. The study adopted a quasi-experimental research design of 2 x 2 factorial design. The target population were all 400-level undergraduate students in the Department of Educational Technology offering EDT 412. A sample size of 152 undergraduate students participated in the study. Two groups were involved in the study which are both intact classes. The experimental group where full-time undergraduates’ students while the control group were sandwich undergraduates’ students. The instrument used for data collection was an educational technology performance test which was validated by three educational technology experts. Descriptive statistics of mean and standard deviation were used to answer the research questions while inferential statistics of t-test were used to analyse the research hypothesis. The findings of the study revealed that Hyflex learning effectively improved the performance of undergraduate students in education technology. Both male and female undergraduate students in the experimental group performed better than their counterparts in the control group, though the male students had a higher mean score than their female counterparts. There is a significant difference between the mean post-test score of students taught educational technology using Hyflex learning relative to their counterparts taught using the lecture method and there is a significant interaction effect of gender on the mean scores of students in the experimental group. It was therefore recommended among others that institutions should adopt hyflex learning as a pedagogy because it offers flexible learning opportunities among undergraduate students.
Co-Authors Adegbite, Adenike Foluke Ajamu, Adesoye Oladunni Aladesusi, Ayodeji Gboyega Danyaro, Abdu Falade, Ayotunde Atanda Ogunlade, Oyeronke Olufumilola Ogunlade, Oyeronke Olufunmilayo Onasanya, Samuel Adenubi Otemuyiwa, Bridget Idowu Sallah, Bolanle Hafsat