Effect of Game- Based Instructional Model on the Pupils Achievement in Arithmetic at Upper Primary Schools Level in Igbo – Etiti Local Government Area, Enugu State, Nigeria

Abstract

The study investigated the effect of game-based instructional model approach on the pupil’s achievement in Arithmetic.  The research design used in this study was pre-test-post-test, control quasi experiment design. Sample random sampling technique was adopted in selecting 203 primary five pupils from 6 intact classes in six randomly selected primary schools in Igbo-Etiti local government area, Enugu State, Nigeria. A research instrument called Arithmetic   Achievement Test (AAT) developed and validated by the researcher was used in data collection. The study was guided by two research questions and two hypotheses. The hypotheses were tested at 0.05 level of significance. The result of the finding showed that there was a significance difference in achievement in Mathematics of pupils exposed to game-based instructional model approach and those exposed to conventional method. There was mean difference in mathematics achievement between male and female pupils. This mean difference was tested and found significant at p ? .05. Based on the findings, the game-based instructional model approach was recommended to the teachers, curriculum workers as well as examination bodies to popularize its effective integration into the mathematics classrooms.

Keywords: Mathematics, game-based instruction, and Arithmetic