Assessing the Challenges of Using Gamification in Secondary Chemistry Education in Bayelsa State, Nigeria

Abstract

This study employed a descriptive survey design to investigate the challenges of implementing gamification in secondary school Chemistry education in Bayelsa State. The population comprised all Chemistry teachers in public and private secondary schools across the eight Local Government Areas (LGAs). A multi-stage sampling procedure yielded 160 Chemistry teachers from 80 schools. Data were collected using a researcher-developed instrument, the Gamification Challenges in Chemistry Education Questionnaire (GCCEQ). The instrument was validated by experts in science education and educational technology, while a pilot test produced a Cronbach’s alpha coefficient of 0.72, indicating acceptable reliability. Questionnaires were distributed directly and via online platforms where access was limited. Data were analysed using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (one sampled t-test and independent sampled t-test) at the 0.05 significance level, with SPSS version 26. Findings among others indicated that inadequate digital infrastructure, lack of teacher training, and insufficient institutional support were the main barriers to effective gamification in Chemistry classrooms; no significant difference in the challenges and attitudes of public and private school Chemistry teachers toward the use of gamification as an instructional strategy in Bayelsa State secondary schools. The study concluded that although gamification holds potential to enhance student engagement and learning outcomes, systemic challenges hinder its adoption. It is recommended that government and school authorities provide adequate digital resources, implement continuous professional development for teachers, and integrate gamified strategies into the Chemistry curriculum to improve learning experiences.