PROFILING STUDENT ENGAGEMENT AND LEARNING OUTCOMES IN GAMIFIED BASIC TECHNOLOGY: A DESCRIPTIVE SURVEY OF SCHOOL TYPES AND GENDER IN NIGERIAN JUNIOR SECONDARY SCHOOLS

Abstract

There is a growing recognition of gamified learning as an effective approach to counter instructional stagnation in the technical education of developing countries. However, there is a scarcity of fundamental empirical information concerning variations in engagement and academic performance among school types and student demographic segments. This descriptive survey is a sample of 240 JS 2 students learning Basic Technology in private and public secondary schools in Oyo metropolis, Nigeria. The researchers collected data using the Gamified Learning Engagement Scale (GLES; r=0.88) and the Basic Technology Achievement Test (BTAT; r=0.84). Analysis included means, standard deviations, percentage distribution and cross tabulation. The study revealed that there is high level of engagement in gamified Basic Technology classes (M = 3.24, SD = 0.52). Students in private school show greater engagement (M = 3.41, SD = 0.45) and cognitive achievements (M = 68.50%, SD = 11.20) than students in public school (M = 3.07, SD = 0.54; M = 58.20%, SD = 12.80). Very small gender differences were found in engagement (male mean = 3.26; female mean = 3.22) and academic achievements (male mean = 63.80%; female mean = 62.90%). Gamification increases engagement across demographic factors, but infrastructural problems prevent additional gains in cognition.