THE IMPACT OF GAMIFICATION STRATEGIES ON PRIMARY SCHOOL PUPILS’ MOTIVATION TO LEARN MATHEMATICS IN SOUTH WEST NIGERIA

Abstract

Nigeria grapples with challenges within its educational framework, with a prevailing focus on quantitative metrics often neglecting qualitative aspects. Mathematics education, in particular, stands out as a significant hurdle in achieving educational objectives. This study seeks to examine the influence of gamification strategies on primary school pupils' motivation to learn mathematics in Southwest Nigeria. It employed a quasi-experimental pre-test/post-test control group factorial design: the research encompasses eight primary schools across Lagos and Osun states. The Motivation to Learn Mathematics Scale (MLMS) was adapted from the Science Motivation Questionnaire (SMQ) to gauge motivation levels. Data collected were subjected to analysis employing descriptive statistics, ANCOVA. The findings reveal a positive impact of gamification treatment on pupils' motivation to learn mathematics. Moreover, the study shows that gender does not exert a significant influence on primary school pupils' motivation to learn mathematics. similarly, the area of classification does not significantly affect pupils' motivation. Consequently, it is recommended, among other measures, that the incorporation of gamification strategies into mathematics teaching for primary school pupils be prioritized.