EFFECT OF GAMIFIED LEARNING METHOD ON ACADEMIC PERFORMANCE OF BIOLOGY STUDENTS IN SECONDARY SCHOOLS IN DEKINA LOCAL GOVERNMENT AREA, KOGI STATE

ABSTRACT The main purpose of this study is to examine the effect of Gamified Learning Method (GLA) on academic performance of Biology students in secondary schools in Dekina Local Government Area, Kogi State. For the purpose of the study two research questions, objective and hypotheses. Quasi experimental research design was adopted for the study. The population of the study comprises of all senior secondary school II (SS II) students in the Dekina Local Government Area, Kogi State. There are 32,174 secondary school students in Dekina LGA. The sample size for the study is one hundred and seventy four (174) students. Simple random sample techniques was used to select two secondary schools in Dekina as the control and experimental group. Purposive sample techniques was used to select. In assigning the experimental and control group 87 students became the control group while the 87 year one students became the experimental group. Biology Performance Test was developed by the researcher based on the topics taught to the students in both groups. The research questions was answered using mean scores of students while hypotheses was tested using Analysis of Covariance (ANCOVA). The findings shows that the GLP is a powerful tool for enhancing student performance, its implementation should consider gender differences to maximize its effectiveness for all students. Further research could explore how different elements of gamified learning impact male and female students differently and how the platform can be adapted to address these differences. Based on the findings the study concludes that GLP proves to be a valuable tool for enhancing student outcomes in Biology, tailoring its application to address gender differences could further optimize its effectiveness. Future research should focus on understanding these gender disparities in detail and exploring strategies to create more inclusive and equitable gamified learning experiences. Based on the findings of this study, the recommends that given the observed differences in how male and female students respond to the GLP, educational developers should incorporate features that cater to diverse learning preferences and provide training for educators on how to effectively implement and utilize gamified learning tools. Professional development should focus on not only the technical aspects of these tools but also on understanding how to engage all students and address varying needs and preferences