Effect of Digital Games on Achievement in English Language Vocabulary among Junior Secondary School Students in Lokoja Education Zone of Kogi State
DOI:
https://doi.org/10.64348/zije.2025227Keywords:
English in Nigeria, Digital games, English Vocabulary, Achievement, Students' traditional method of teachingAbstract
This study investigated the effect of digital games on achievement in English language vocabulary among junior secondary school students in Lokoja education zone of Kogi Syaye. A single research question and a corresponding hypothesis guided the research. The study employed a quasi-experimental design. The total population for the study consisted of 2,170 JSS3 students in Lokoja education zone. Through a multistage sampling technique, 174 students were selected to participate. The English Achievement Test (EAT), specifically designed to assess vocabulary knowledge at the JSS3 level, served as the primary instrument for data collection. Data analysis involved the use of Analysis of Covariance (ANCOVA) at a 0.05 level of significance to examine differences in mean achievement scores between groups. Findings revealed that students taught using digital games significantly outperformed those taught through conventional methods. These findings provide compelling evidence supporting the integration of digital games into English language teaching to boost student engagement and learning outcomes.
References
Achebe, O. (2024). Enhancing a good religious education in secondary schools for improving the moral quality of our society. A paper presented at the seminar held at All Hallows Seminary, Onitsha, Nigeria.
Akaneme, I. N. (2022). Effect of cognitive restructuring intervention programme on the Achievement orientation of schooling adolescents in Aguata Education Zone. Unpublished Ph.D. Thesis.
Alubaleze, R. I. (2022). Modern strategy for teaching of English Education in school: A paper presented at the seminar held at St. Charles College, Onitsha, Oct. 9 2022.
Audu, A. (2022). ‘A philosophy of education for Nigerian women problems and prospects’. The African Symposium 4(1), 12-30.
Bolton, G. (2020). Reflective practice writing and professional development (3rded) .California:
Chen, M. H., Tseng, W. T., & Hsiao, T. Y. (2018). The effectiveness of digital game‐based vocabulary learning: A framework‐based view of meta‐analysis. British Journal of Educational Technology, 49(1), 69–77. DOI: https://doi.org/10.1111/bjet.12526
Chu, H.-C., & Hung, C.-M. (2015). Effects of the Digital Game-Development Approach on Elementary School Students’ Learning Motivation, Problem Solving, and Learning Achievement. International Journal of Distance Education Technologies, 13(1), 87–102 DOI: https://doi.org/10.4018/ijdet.2015010105
Dewey, J. (2022). Experience and education. New York: Horace Loveright. DOI: https://doi.org/10.4324/9781003340362-13
Dogru & Kaleder (2024). Constructivism in Science and Mathematics Education. (http://wwwcsi.unian.it/educa/inglese/matthews.html).
Ejide, B. (2022). Effective teaching through students’ learning styles. Enugu, Nigeria: Snaap Press Ltd.
Ezeugo, L. B. (2024). A survey on the problem of continuous assessment in junior secondary schools in Orlu educational Zone. Unpublished project. Nwafor Orizu College of Education, Nsugbe.
Garba, E. (2022). Creativity and simulation in a learning environment. Lagos, Nigeria: University Press.
Ibekwe, A. E. (2024). Effect of digital games and lecture method of teaching on the performance of students in Literature in English in secondary schools. A project report presented to College of Education Imo State University
Ivgin, A.B. & Akcay, H. (2024 The impact of using educational and digital games on middle school students' science achievement. International Journal of Technology in Education (IJTE), 7(3), 386-416. DOI: https://doi.org/10.46328/ijte.781
Kirschner, P. A, Sweller, J, and Clark, R. E. (2022). Why minimal guidance during instruction does not work: an analysis of failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychology 41 (2) 75-86. DOI: https://doi.org/10.1207/s15326985ep4102_1
Okafor, J.E. (2022). Assessment of teachers’ competence for primary school mathematics.
Okeke-Okosisi, J. O. (2021). ‘Effect of digital games on students’ achievement in English vocabulary in Agricultural Science’. A project paper presented to the School of Education National Open University, Abagana Study Centre- Awka.
Okoye, N. (2022). A psychological look at religion and the adolescent period. Journal of creativity: The spring board of development. The Focus 9IISSN: 0189-6407. Awka: Pope John Paul 11 seminary Publication.
Omoruyi, J. & Omofonmuan, R.A. (2024). Women's education in Nigeria: Problems, prospects and its effects on national development. The Nigerian Academic Forum 9(3). SAGE Publications.
Sleigh, C. (2022). “Using role play as a way into the history of science, discourse learning and teaching in philosophical and religious studies 3(2): 131-141. Retrieved from http:/alh. Sage pub.com/cgi/content/abstract/7/3/227. DOI: https://doi.org/10.5840/discourse20043228
Winsberg, E. (2023). Simulation experiment: Methodology for a virtual world. Retrieved from http.//www.cas.usf.edu/-ewinsb/methodology pdg. Philosophy of Science 70:105-125. DOI: https://doi.org/10.1086/367872
