GAMIFICATION STRATEGIES AND THEIR EFFECTS ON LEARNING MOTIVATION AND CONCEPT MASTERY IN MATHEMATICS AND SCIENCE EDUCATION
Keywords:
Gamification, Motivation, Concept Mastery, Mathematics Education, Science Education, Self-Determination Theory, Secondary Schools, NigeriaAbstract
in mathematics and science education in Nigerian secondary schools. A quasi-experimental design was adopted using intact classes from four public schools randomly assigned to experimental (gamified) and control (traditional) groups. A total of 180 students participated, and data were collected through a Concept Mastery Test and a Learning Motivation Questionnaire. ANCOVA analysis revealed significant differences between the two groups in both motivation and concept mastery, with the gamified group performing significantly better. The findings align with Self-Determination Theory and support the view that gamification enhances intrinsic motivation and cognitive engagement, leading to improved academic outcomes. The study recommends integrating gamified instruction into STEM curricula, training teachers in game-based pedagogy, and supporting digital education innovations across Nigeria.
