EFFECT OF MATHEMATICS GAME-BASED INSTRUCTIONAL TECHNIQUES ON STUDENTS’ ACHIEVEMENTS AND INTEREST IN ALGEBRA, AT BASIC EDUCATION LEVEL
The study investigated the effect of Game-Based instructional technique on achievement and interest of students in Algebra at the basic educational level. A quasi-experimental, non-equivalent control group design used in carrying out the research; the researcher used all the JSS ll students in Obio-Akpor local Government Area of Rivers State as the population of the study. One hundred and thirty-four students from four schools (male and female) sampled, were used as sample for the study. Intact classes were assigned by hat and draw to either experimental or control group: and separately taught by their regular mathematics teachers who had earlier been trained for the purpose. All the groups were pre and post tested. Algebra Achievement Test (AAT) containing twenty multiple choice test and an Algebra Interest Inventory containing twenty items were used as instruments for both the control and the experimental groups. Four research questions and six hypotheses guided the study. The mean and standard deviation were used in answering the research questions while Analysis of Covariance [ANCOVA) was used in testing the hypotheses at p<0.05 level of significance. The result showed that the use of Game-based instructional technique in teaching affects students’ achievement and interest in Algebra. Also there was no significant interaction effect between the teaching method and gender on students’ achievement and interest in Algebra. The study recommended above among other things the incorporation of Game –Based teaching in mathematics classes and textbooks, organization of workshops and seminars for teachers and others concerned on the use of Games in teaching and learning of mathematics especially in Algebra.
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