Effects of Digital Game Based Instructional Strategies on Students’ Achievement in Chemical Reaction among Senior Secondary School in Niger State, Nigeria

Abstract

This study determined the effect of digital game based instructional strategy on senior secondary students’ achievement in Niger State. Three research questions and three null hypotheses were formulated and tested at 0.05 level of significance. Quasi-experimental design using pre-test, post-test nonequivalent control group research design was adopted for the study. Four (4) co-educational schools out of twenty-three (23) schools in Minna metropolis of Niger State were purposively selected. The selection of the schools was based on availability of computer laboratory. The selected schools were randomly assigned into experimental and control groups. A total number of one hundred and one students (101) (64 males and 37 females) participated in the study. Intact classes of the selected schools were used. Chemistry achievement test (CAT) was adopted from West African School Certificate Examination. The face and content validity of CAT was determined by experts in chemistry education and test and measurement. The reliability coefficient 0.81 was determined on CAT using K-R 20. The data collected were analyzed using analysis of covariance (ANCOVA) using statistical package for social science (SPSS) version 20.0. findings from the study indicated that digital game based instructional strategy enhanced the achievement of chemistry students, the result also revealed that the achievement of chemistry students using digital game based instructional strategy was gender bias in favor of the boys. It was recommended that digital game based instructional strategy should be employ to teach senior students in Niger State and beyond and Chemistry teachers should be sent on in service training to study educational technology where they can learn the design of instructional materials.