Game-Based Instructional Strategies and Discussion Method on Students' Academic Performance in Chemistry in Otukpo Local Government Area of Benue State
Abstract
This article explores the impact of game-based instructional strategies and discussion methods on students' academic performance in chemistry within the Otukpo Local Government Area of Benue State. It highlights the significance of interactive learning approaches, their effectiveness in enhancing student engagement, understanding of complex chemistry concepts, and overall academic performance. The study employs a mixed-method approach, combining quantitative and qualitative data to provide a comprehensive analysis. The findings suggest that integrating gamification and structured discussions in chemistry education can lead to improved student outcomes and foster a deeper interest in the subject. This study investigated the effectiveness of game-based instructional strategies and discussion method on chemistry students' performance in Otukpo Local Government Area of Benue State. A quasi-experimental research design was employed, and a sample of 200 SS2 chemistry students was selected from four secondary schools. The results showed a significant difference in post-test scores between the experimental group (game-based instructional strategies and discussion method) and the control group (traditional teaching methods). The findings suggest that game-based instructional strategies and discussion method can be effective approaches to enhancing chemistry students' performance.
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Published in INTERNATIONAL JOURNAL OF SCIENCE EDUCATION AND ENVIRONMENTAL RESEARCH
ISSN: 8343-6971
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