IMPACT OF GAMIFICATION ON ENHANCING PHYSICS LEARNING OUTCOMES AMONG PHYSICS TEACHERS IN ILORIN SOUTH LOCAL GOVERNMENT, KWARA STATE.
Abstract
Physics education is central to fostering scientific literacy and technological development, yet its teaching in Nigeria is challenged by low student engagement, inadequate instructional resources, and a shortage of qualified educators. This study investigates the Impact of Gamification on Enhancing Physics Learning Outcomes Among Physics Teachers in Public Secondary Schools in Ilorin South Local Government Area, Kwara State, Nigeria. The study was guided by five research questions and three hypotheses. A quantitative, descriptive survey design was adopted, and data were collected from 50 physics teachers using a structured and validated questionnaire. The research instrument was reviewed by experts in science education and aligned with theories such as the Theory of Gamified Learning and Self-Determination Theory to ensure validity. Descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (Pearson Product Moment Correlation) were employed for data analysis at a 0.05 level of significance.
Findings revealed that most teachers are moderately aware of gamification strategies but have limited integration into their teaching practices. Where implemented, gamification was perceived to improve student engagement, motivation, and cognitive learning outcomes. However, key barriers identified include insufficient training, inadequate infrastructure, and curriculum rigidity. A statistically significant relationship was found between teachers’ awareness and the integration of gamification, as well as between resource availability and implementation levels. Based on these findings, the study recommends targeted professional development for physics teachers on gamification strategies, curriculum adjustments to accommodate innovative pedagogies, improved investment in educational technologies, and policy-level support to scale gamified instruction. These steps are crucial for modernizing physics education and achieving national STEM education goals in resource-constrained environments.
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