This study is aimed at finding effects of gamification and mastery learning strategies on students’ performance and retention in mathematics. The study was Quasi-Experimental Non-Randomized Pretest-Posttest Control Group Design. The population for this study consisted of all the 3, 524 Upper Basic II mathematics in Oju Local Government Area of Benue State, Nigeria in 2021/2022 academic session in Benue State, Nigeria. Purposive sampling technique was used to obtain a sample of six schools. The sample for the study was 74 Upper Basic II students from the selected schools. The instrument used for data collection was mathematics. Achievement and Retention Test” (MART). The researcher trained the teachers in the experimental group on the technique of GLS and MLS before the treatment. The instrument was pilot tested to asserted the reliability. The reliability co-efficient alpha was 0.85. Data was analyzed using mean and standard deviation to answer the research question while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 significant level. The result of the study show that there is significant difference in the mean performance scores of students in mathematics using gamification, mastery learning and conventional Strategies and there is significant difference in the student’s mean retention scores in mathematics taught using gamification,and mastery learning than conventional Strategies. The research concluded that MLS is an effective teaching method, which teachers should be encouraged to use and should be implemented in the teachers’ education programmes in Nigeria and other African nations.
Citation: Ochihu Otor Amos (2022) Effects of Gamification and Mastery Learning Strategies On Student’s Performance and Retention in Mathematics in Oju Local Government Area of Benue State, British Journal of Education, Vol.10., Issue 8, pp. 18-30
Keywords: conventional strategy, gamification strategy, mastery learning strategy, performance and retention, upper basic students
