Gamification and Motivation of Secondary School Students in Physics, Osun State, Nigeria
Abstract
Abstract This study investigated the effect of gamification on the motivation of secondary school students in physics Education, Ayedaade Local Government Area, Osun State, Nigeria. A quasi-experimental design with pre-test – post-test arrangement with 60 Senior Secondary School II students (30 experimental and 30 control) was used. The Physics Motivation Questionnaire was used to gather data and analyzed using descriptive statistics, paired sample t-test, independent sample t-test and MANOVA at the significance level of 0.05 and Cronbach's α was 0.87 for the instrument. The results indicated that gamification was found to be highly effective in enhancing the motivation (interest, engagement, and persistence) of students. The study suggests that gamification of instructional strategies can be included in Physics teaching to improve students' motivation and learning outcomes.
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