Effect of digital game-based learning on achievement of primary school pupils in sciences in Enugu State, Nigeria
Abstract
Considering the growing need for the infusion of digital technologies in the teaching pedagogy, the study sought to investigate the efficacy of digital game-based learning on achievement of pupils in sciences. The study adopted pretest-posttest randomized control group design with 45 participants. Science achievement test (SAT) was used to collect data for the research. The instrument was both face and content validate and as well trial tested. The internal consistency and stability indices of the SAT were estimated to be 0.87 and 0.76 respectively using Kuder-Richardson formula 20 and Pearson’s product moment correlation. Mean and analysis of covariance were used to analyse the data collected in order to answer the research questions and test the hypotheses. The findings revealed that digital game-based learning significantly (p < .05) improved the achievement of primary school pupils at both the post-test and follow-up measures. Pupils who were exposed to DGBL, participated actively during the teaching learning situation than those who were exposed to the traditional method of teaching.
Keywords: Achievement. Digital game-based learning. Primary school pupils. Sciences.
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