Effects of Blended Learning and Game-Based learning Strategies on Academic Performance in Social Studies Concepts among Upper Basic Students in Delta State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026527Keywords:
Blended learning; Game-based learning; Academic performance; Social Studies; Gender; School locationAbstract
This study examined the effects of Blended Learning (BL) and Game-Based Learning (GBL) strategies on academic performance in Social Studies among Upper Basic students in Delta State, Nigeria. A quasi-experimental pretest–posttest non-equivalent control group design structured within a 3 × 2 factorial matrix was adopted. The population comprised 49,796 Upper Basic students, and a sample of 350 was selected through multistage sampling. Participants were assigned to Blended Learning (n = 120), Game-Based Learning (n = 120), and Conventional (n = 110) groups. Data were collected using a validated 30-item Social Studies Performance Test (SSPT) with a reliability coefficient of 0.82. Data analysis employed mean, standard deviation, paired-sample t-test, and ANCOVA at the 0.05 significance level. Findings showed that both BL and GBL significantly enhanced students’ academic performance compared to conventional instruction, with BL yielding the highest improvement. Gender had no significant effect, but interaction among instructional strategy, gender, and school location indicated contextual variations in performance. The study concluded that BL and GBL are effective learner-centered approaches that enhance motivation, engagement, and achievement in Social Studies. It recommended that teachers and curriculum developers should integrate these strategies to promote interactive and technology-driven learning experiences.
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