COMPARATIVE EFFECTIVENESS OF GAMIFICATION AND TRADITIONAL METHODS IN ENHANCING STUDENTS’ PROBLEM-SOLVING SKILLS IN ALGEBRAIC CONCEPTS

Abstract

This mixed-methods study compared the effectiveness of gamification and traditional methods in enhancing Senior Secondary School One students’ problem-solving skills in algebraic concepts in Oshimili South Local Government Area, Delta State. Using a quasi-experimental design, 320 students from four schools were assigned to gamification, n = 160, and traditional, n = 160, groups. The experimental group learned algebra for eight weeks using points, badges, leaderboards, and challenges, while the control group used lecture and practice methods. Data were collected through a Problem-Solving Skills Test, a Gamification Perception Questionnaire [GPQ], and teacher interviews. The PSST had a reliability coefficient of 0.84 using Cronbach’s alpha. Data were analyzed using mean, standard deviation, and one-way ANOVA with partial eta squared for effect size. Results showed gamification significantly enhanced problem-solving skills, F(1, 318) = 237.86, p <.001, η² =.428, indicating a large effect. Gender had no significant influence, F(1, 158) = 0.02, p =.888, η² <.001. Teachers perceived gamification as effective with high mean ratings. The study concludes that gamification is more effective than traditional methods for developing algebra problem-solving skills. It is recommended that teachers be trained in gamification design, curricula be made flexible to accommodate gamified elements, and further studies examine long-term effects.