Abstract
This study is aimed at finding the impact of online games on teaching single and double preposition at primary level students to find potential evidence if the use of preposition gets improved in the students or not. The nature of the study was quantitative. Quasi-experimental research design was used for the study. This study involved only one experimental group. Pre-test Post-test were conducted to determine improvement of in learning of single and double prepositions after the intervention of online language games were introduced. Achievement test consisted of multiple-choice questions. Paired t-test was used to evaluate the significance of the difference in the outcome of experimental group. Result of this study suggested that online language games lay a significant impact on learning of double and single preposition by the primary level students. Results also further reflected that although both the genders showed improvement in their learning of single and double preposition after being taught via online language games but female students produced more significant results as compared to their male counterparts.
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