EFFECTIVENESS OF GAMIFIED-BASED-ACTIVITY ON NIGERIA COLLEGES OF EDUCATION STUDENTS’ ACHIEVEMENT IN NUMBER SYSTEM

Abstract

This study explored effectiveness of gamified-based-activity on Nigeria colleges of education students’ achievement in Number System. Two research questions and two hypotheses guided the study. The design was quasi-experimental research. The population comprised of all regular Nigeria Certificate in Education (NCE) undergraduate students admitted for in 2023/2024 academic session. 121 students formed the sample size which was drawn using stratified sampling technique to select only NCE regular students whose subject combinations is computer science education based from 5 federal and 5 state colleges in south east and south south Nigeria. Number System Achievement Test (NSAT) was used for instrument for data collection. The reliability of the instrument was established using Kuder-Richardson Formular 20. The reliability coefficient of NSAT was found to be 0.85. The research questions were answered using Mean with Standard Deviation while the null hypotheses were tested using ANCOVA. Results showed that the gamified-based-activity enhanced students’ academic achievement in number system. Also, there was significant influence on gender on students’ academic achievement in number system. Based on the findings, the researchers recommended among others that lecturers should always be attentive to know when students are carried away by class activities.