Efficacy of Game Based Learning (GBL) Instructional Approach on Students’ Task Persistence in Number Bases

Abstract

This study investigated the efficacy of Game Based Learning (GBL) instructional approach on Junior Secondary School three students’ task persistence in number bases in public secondary schools in South East Nigeria. To achieve the purpose of the study, two research questions and three null hypotheses guided the study. The design of the study was quasi-experimental design; specifically, pre test-post test non-equivalent control group design. The population of the study comprised all the JSS3 students in the region. The sample of four (4) schools was drawn using multi-stage sampling procedures. Out of the four (4) schools sampled, two (2) were assigned to experimental groups and the other two (2) schools were assigned to control groups. Game Based Task Persistence Rating Scale (GBTPRS) containing of 20 items, was the instrument used for the study. The instrument was validated by three experts in Faculty of Education University of Nigeria, Nsukka. The instrument was trial tested on a sample of 30 JSS 3 students in private school and the reliability index of 0.83 was gotten using Cronbach’s Alpha. Six (6) lesson plans which lasted for three weeks, three (3) for the experimental group and the other three (3) for the control group were used for the study. The data collected were analyzed using mean, and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The results of the study revealed that Game Based Learning instructional approach was efficacious in improving the students’ task persistence in number bases than conventional based learning instructional approach. Based on the findings, it was recommended that Mathematics teachers should use GBL instructional approach while teaching the subject.