Effects of Digital Game-Based Instructional Strategy on Students’ Achievement in Chemical Reactions among Senior Secondary School in Niger State, Nigeria.

Abstract

This study determined the effect of digital gare based instructional strategy on senior secondary student Achievement in Niger State. Three research questions and three rull hypotheses were formulated and tested at 0.05 level of significance. Quasi-experimental design using pre-test posttest non-equivalent control group research desgn was adopted for the study. Four (4) co-educational schools out of twenty three (23) schools in Minna metropolis Niger state were purposively selected. The selection of the schools was based on availability of computer laboratory. The selected scpools were randomly assigned into experimental and contral groups. A total number of one hundred and one student (101) (64 males and 37 females) particpated 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 sciences (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 favour of the boys. It was recommended that digital game based instructional strategy should be employed to teach senior secondary school 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.