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All Journal Journal of Education and Learning (EduLearn) IJITL
Chukwuka, Rita Ewere
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Humanities Education Library & Information Science Social Sciences Other

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The Effectiveness of Gamification on Academic Achievement in Biology Among Senior Secondary Students Konyeme, Josephine Ese; Chukwuka, Rita Ewere
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 2 (2025): IJITL, Volume 2, Issue 2 (2025): August-January Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i2.355

Abstract

Background: This study examines the effectiveness of gamification in improving biology achievement among senior secondary students in Delta State, Nigeria, where context-specific evidence is still limited. Objective: To evaluate the impact of gamification on academic performance, motivation, engagement, and knowledge retention. Method: A quasi-experimental design involved 80 students from four schools, divided into an experimental group (n=40) receiving gamified biology lessons and a control group (n=40) taught with traditional methods; data were collected via pre- and post-tests, motivation and engagement questionnaires, a delayed retention test administered several weeks after the intervention, and observational checklists. Result: The experimental group significantly outperformed the control group on the post-test and showed higher motivation, engagement, and retention of biological concepts. Conclusion: Gamification effectively enhances this level's learning experiences and academic outcomes in biology. Contribution: The study provides context-specific evidence from Delta State that supports integrating high-tech and low-tech gamification into the curriculum alongside teacher training, particularly in resource-limited settings.
Activity oriented teaching: efficacy of Vee diagrams and mind-maps on biology scholars’ attitudes and academic achievement Oyovwi, Edarho Oghenevwede; Chukwuka, Rita Ewere
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22963

Abstract

The study investigated the efficacy of Vee diagrams and mind-maps on biology scholars’ attitudes and academic achievement. The study adopted a pretest, posttest planned variation quasi-experimental design. The 276 senior secondary II (SSII) biology scholars made up the study’s sample. The instruments utilized for data collection include biology achievement test (BAT) and biology attitude scale (BAS). Analysis of covariance (ANCOVA) was applied to examine the pretest and posttest ratings at the 0.05 level of significance. The study demonstrated that scholars tutored biology concept with Vee diagrams improve in their achievement compared to scholars tutored using mind-maps, Vee diagrams improve scholars attitude in comparison to those tutored biology using mind-maps, male/female did not in fluence scholars tutored biology using Vee diagrams, male/female scholars tutored in biology using Vee diagram did not differ in their attitude ratings, no effect of male/female on biology scholars instructed using mind-maps, no significant discernible disparity in the attitude ratings of male/female scholars tutored biology using mind-maps.
Co-Authors Konyeme, Josephine Ese Oyovwi, Edarho Oghenevwede