Effect of Gamification Teaching Method on Academic Performance in Set Theory Concept among Senior Secondary School Students' in Kebbi Metropolis, Kebbi State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026340Abstract
This study examined the effect of the gamification teaching method on senior secondary school students’ academic performance in set theory in Kebbi State, Nigeria. Specifically, the study sought to determine the difference in academic performance between students taught set theory using the gamification method and those taught using the demonstration method, as well as to examine the difference in performance scores of male and female students taught set theory using the gamification method. To address these, a non-randomized control group, pretest–posttest quasi-experimental design was used. The sample consisted of 357 SSII students selected from four public secondary schools. Data were collected using the Students’ Set Theory Performance Test (SSTPT) with a reliability of 0.84. Mean and standard deviation were used to answer the research questions, while an independent sample t-test was used to test the hypotheses at 0.05 significance level. Findings showed that students taught with gamification performed significantly better than those taught with the demonstration method. Results also indicated no significant difference in the performance of male and female students taught with gamification. The study concludes that gamification is an effective alternative to demonstration method and recommends its use for teaching Set Theory, and further studies can be conducted on other mathematics topics.
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