TEACHERS’ GAMIFICATION OF CLASSROOM INSTRUCTIONS FOR SECONDARY EDUCATION GOALS ATTAINMENT IN RIVERS STATE, NIGERIA

Eliphaletphebe Chinyere Amaewhule, Oluwatoyin Gladys Obikoya, Donatus Odinakachi Okeowhor

Abstract


The study investigated teachers’ gamification of classroom instructions for secondary education goals attainment in Rivers State. There were five research questions answered in the study. The design adopted for the study was descriptive survey. The population of the study comprised 6,956 teachers which was 3,536 males and 3,420 females while the sample of the study was 717 teachers comprising 359 males and 358 females and they were selected using simple random sampling technique. The instrument used for collection of data was a 25 items questionnaire. The instrument was validated by two experts in Measurement and Evaluation from the Department of Educational Psychology, Guidance and Counselling, University of Port Harcourt. The reliability of the instrument was 0.91 using Cronbach Alpha statistics. Out of the 717 copies of questionnaire administered, 698 copies which was 93.4% were retrieved comprising 345 male and 353 female. Mean and standard deviation were used to answer the research questions. The result of the study indicated that teachers had the right perception on gamification, utilized computer games for teaching but do not adhere to relevant approaches, design principles and this was as a result of challenges which included lack of expertise in the use of these games. It was recommended that teachers should be trained in the areas of gamification for the goals of secondary education to be achieved in Rivers State.

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Keywords


gamification, classroom instruction, secondary education, goals attainment, Rivers State

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DOI: http://dx.doi.org/10.46827/ejes.v7i11.3494

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