Examining the Impact of Gamified Learning on the Motivation of Low-Performing Secondary School Science Students

Frank Aduo; Raphael Yao Vorleto; Mathew Kofi Atta; Michael Tabbey-Appiah

doi:10.36948/ijfmr.2025.v07i06.62929

Examining the Impact of Gamified Learning on the Motivation of Low-Performing Secondary School Science Students

Author(s)	Mr. Frank Aduo, Mr. Raphael Yao Vorleto, Mr. Mathew Kofi Atta, Mr. Michael Tabbey-Appiah
Country	Ghana
Abstract	This study investigated the impact of gamified learning on the motivation of low-performing secondary school science students in the Assin South District of the Central Region of Ghana. Despite growing interest in gamification as a pedagogical tool, limited research has focused on learners who consistently underperform, particularly in science. Guided by Self-Determination Theory, Constructivist Learning Theory, and Experiential Learning Theory, the study adopted a quasi-experimental pre-test/post-test design. The population comprised secondary school students whose previous science examination scores fell below the national proficiency benchmark. Purposive sampling was used to select schools with a high proportion of low-performing learners, and intact classes were assigned to either the experimental or control groups. The experimental group received gamified science instruction incorporating points, badges, leaderboards, interactive challenges, and collaborative tasks, while the control group followed conventional teaching methods. Motivation was measured using a modified Motivated Strategies for Learning Questionnaire (MSLQ) adapted to the secondary school science context. Findings revealed a significant increase in motivation among students exposed to gamified instruction compared to the control group. ANCOVA results, controlling for pre-test scores, indicated that the experimental group achieved significantly higher adjusted post-test motivation scores (F(1, 57) = 65.78, p < 0.001, partial η² = 0.68), indicating a large practical effect. The study demonstrates that gamified learning can effectively enhance intrinsic motivation, engagement, and collaborative learning among underperforming students. These results underscore the potential of gamification as a pedagogical strategy to reduce achievement gaps in science education. The study recommends that teachers, curriculum developers, and policymakers integrate gamified approaches to foster student motivation, while acknowledging limitations related to sample size, intervention duration, and reliance on self-report measures
Keywords	Gamified learning, Motivation, Low-performing students, Science education, Quasi-experimental design
Field	Physical Science
Published In	Volume 7, Issue 6, November-December 2025
Published On	2025-12-10
DOI	https://doi.org/10.36948/ijfmr.2025.v07i06.62929

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Examining the Impact of Gamified Learning on the Motivation of Low-Performing Secondary School Science Students

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