- Author(s): Okri, John. A., Adie E. B., Obi, J. J. and Opoh David. A.
- Volume 11, No 1, 2023
This study examined the effect of puzzle and scramble games on secondary schools’ students’ mathematics academic performance in Cross River State. The study adopted the non-randomized pre-test, post-test quasi-experimental design. The population of this study comprised all the 1,870 SS1 students in Ikom Education Zone during the 2021/2022 academic session. The sample comprised 130 senior secondary 1 (SS1) male and female students selected
from two intact classes in three secondary schools using simple random sampling technique. Two intact classes selected from the three schools and were assigned to experimental and control groups using simple random sampling. Data were collected using Mathematics Achievement Test (MAT). The experimental groups were exposed to scramble and puzzle games strategies, while the control group was taught using the conventional strategy (lecture
approach). The treatment lasted for four weeks. Data collected were analysed using Analysis of Covariance (ANCOVA) and the three null hypotheses were tested at 0.05 level of significance. The results of this study revealed that, there was a significant difference between the achievement of students who were taught mathematics using scramble game and puzzle game instructional strategies when the post-test scores are adjusted for the pre-test scores; and, there was a significant comparative effect of treatment on students’ academic achievement in the study area. Based on the findings, it was recommended, among others, that secondary school teachers be encouraged to apply gamesbased instructional strategies during the teaching and learning of mathematics in order to improve students’ mathematics achievement.