Assessment of Secondary School Teachers’ Readiness towards the Use of Game-Based Learning Strategy for Instructional Delivery in Osun State, Nigeria

Abstract

Secondary school teachers in Nigeria have yet to fully explore Game-based learning, which may be due to inadequate awareness, teachers’ attitudes, low self-efficacy, opposition to change, and inadequate preparedness for the strategy. Hence, this study assessed teachers’ readiness for the use of Game-based learning for instructional delivery in Nigeria Secondary school. The study adopted a descriptive survey research design. A sample of 62 Secondary school teachers was selected using the Proportionate Stratified random Sampling Technique. The study was guided by two research questions and a corresponding research hypothesis. A researcher-designed structured questionnaire validated by four experts in the educational technology department in University of Ilesa was used for data collection. The pilot questionnaire was tested, and the data were subjected to statistical analysis using the Cronbach alpha correlation formula, yielding a reliability coefficient of 0.86. The study revealed that teachers are ready to use game–based learning, no significant difference in the mean response of male and female secondary school teachers' readiness on the use of game-based learning It was recommended among others that conferences, seminars and workshops should be organised for teachers to enable them use Game-Based in augmenting their educational activities; an enabling environment with adequate facilities that will enable the teachers to acquire adequate knowledge and skills on the use of Game-Based should be provided by education stakeholders