Effect of Gamification on Student Engagement in Secondary School Biology in Plateau State, North Central Nigeria

This study investigates the effect of gamification on student engagement in secondary school biology in Plateau State, North Central Nigeria. Declining student engagement in science subjects has been documented across Nigerian secondary schools, and gamification, which involves applying game design elements to non-game educational settings, has emerged as a promising intervention globally. The study employs a quasi-experimental design with pre-test and post-test measures. A sample of 140 Senior Secondary School One biology students from two schools in Jos North Local Government Area was randomly assigned to experimental and control groups. The experimental group participated in gamified biology lessons using point systems, leaderboards, and scenario-based challenges, while the control group received conventional instruction. Student engagement was measured using a validated Classroom Engagement Observation Scale administered by trained observers across six weeks. Analysis of variance revealed that the experimental group demonstrated significantly higher behavioural, cognitive, and emotional engagement than the control group. No significant gender differences in engagement were found. The study recommends the adoption of gamification strategies by biology teachers in Plateau State and the training of teachers in designing low-cost gamified activities using locally available resources. Keywords: gamification, student engagement, biology education, secondary school, Plateau State