Effect of Game-Based Learning on Academic Performance of Pupils in Numeracy in Ekiti Local Government Area, Kwara State

Abstract

Poor performance in numeracy at the primary schools might be as a result of inadequacies and inappropriate use of classroom practices by the teachers. Therefore, the researchers investigated effect of game-based learning on academic performance of pupils in numeracy in Ekiti Local Government Area, Kwara State. This study adopted the pre-test post-test quasi-experimental research design. Stratified random sampling technique was used to select four schools, comprising two public and two private schools.

Numeracy Performance Achievement Test (NPAT) was used for data collection. The reliability level of the items was established using the test-retest method and analysed with Pearson Product Moment Correlation (PPMC), yielding a reliability coefficient of 0.83.

Data collected were analysed using Analysis of Covariance (ANCOVA) at 0.05 significance level. The study established a significant effect of game-based learning on the academic performance of pupils in numeracy (F = 15.800; P < 0.05).

It was concluded that game-based learning eases the understanding of learners in numeracy more than the conventional method of teaching and learning. Therefore, teachers should be educated through seminars and workshops on the effectiveness of game-based learning on pupils’ academic performance in numeracy