The Impact of Gamified Active Learning Strategies on Student Engagement and Academic Performance in Secondary-Level Introductory Physics Courses
Keywords:
Gamified Active Learning, Student Engagement, Academic Performance, Secondary Education, Physics, Quasi-experimental Design, Gamification, Educational StrategiesAbstract
This study investigated the impact of gamified active learning strategies on student engagement and academic performance in secondary-level introductory physics courses at Government High School Number 1, Dera Ghazi Khan. Using a quasi-experimental design, two groups of 9th-grade students (experimental and control) were compared. The experimental group was exposed to gamified learning, incorporating game elements like rewards, competition, and interactive activities, while the control group received traditional instruction. Data were collected through pre-tests and post-tests for academic performance, as well as self-reported questionnaires and classroom observations for student engagement. The results revealed that the experimental group showed significant improvements in both academic performance and student engagement, indicating the effectiveness of gamification in enhancing learning outcomes. The study concluded that gamified active learning strategies can foster greater student participation and motivation, leading to improved academic results. The findings suggest that gamification should be integrated into other subjects and grade levels to further explore its potential in secondary education.
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