Game-Based Learning on Students’ Motivation, Interest, And Academic Performance In Mathematics In Public Secondary Schools In Osun State

Abstract

The persistent low motivation and interest among students toward mathematics has contributed to poor academic outcomes, particularly in Nigerian secondary schools. This study examined the effect of game-based learning on students’ motivation and interest in mathematics in public secondary schools in Osun State, focusing on how integrating game elements into instruction can enhance engagement and performance. The objectives were to: (i) examine the impact of game-based learning on students' motivation; (ii) assess its influence on students' interest; and (iii) compare academic performance before and after the intervention. A quasi-experimental design using pre-test and posttest with control and experimental groups was employed. Sixty JSS2 students from six public schools in Iwo Local Government Area of Osun State participated. The experimental group was taught with Mecama board games and digital activities, while the control group received traditional instruction. Data were gathered using a validated Mathematics Motivation and Interest Scale (MMIS) and a Mathematics Achievement Test (MAT), analyzed with paired t-tests and Pearson correlation. Findings showed a strong positive relationship between game-based learning and both motivation (r = .816, p < .05) and interest (r = .750, p < .05). Academic performance also improved significantly in the experimental group (t = -5.751, p < .001). The study concludes that game-based learning significantly boosts students’ motivation, interest, and performance in mathematics. It recommends incorporating game-based strategies into teaching, providing regular teacher training on innovative methods, and ensuring adequate resources to support interactive learning environments.