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International Journal of Learning, Teaching and Educational Research

Vol. 23, No. 7, pp. 413-434, July 2024
https://doi.org/10.26803/ijlter.23.7.21
Received May 15, 2024; Revised Jul 16, 2024; Accepted Jul 23, 2024

Sustaining Retentive Memory of Mathematics

Concepts in Adolescents Utilising Game-Based
Learning: A Case of Repeated Measures

Moeketsi Mosia and Felix O. Egara

Faculty of Education, University of the Free State,
Bloemfontein, South Africa

Abstract. Effective mathematics education is pivotal for students’

academic achievements and future career prospects. However, traditional
teaching methods are often inadequate for helping students retain
mathematical concepts, emphasizing the necessity for innovative
approaches such as game-based learning. This research aimed to assess
the efficacy of game-based learning in bolstering the retention of
trigonometry concepts among senior secondary school students.
Employing a mixed between and within measures ANOVA design, the
study randomly assigned 60 students (aged 15-16 years, 31 males and 29
females) to either an experimental group (n=28) receiving game-based
learning or a control group (n=32) receiving traditional instruction. Data,
collected through the study’s tool (Mathematics Achievement Test
[MAT]) at the pre-test, post-test, and retention test stages, underwent
repeated measures ANOVA analysis. Results indicated significant effects
of Group [F(1, 58) = 44.081, p<.001, η²p=.432], Time [F(1.783, 103.4) =
16.561, p<.001, η²p=.222], and Group by Time interaction [F(1.783, 103.4)
= 18.125, p<.001, η²p=.238]. The experimental group exhibited notably
higher retention scores (Time 3 mean = 74.82) than the control group
(Time 3 mean = 44.38). Importantly, gender, age, and location did not
significantly moderate the effectiveness of the game-based approach. In
conclusion, game-based learning effectively enhances and sustains
students’ retention of trigonometry concepts, irrespective of demographic
variables. This study furnishes empirical validation for integrating game-
based learning into mathematics education, underscoring its potential to
fortify conceptual retention, and offering actionable insights for educators
and policymakers alike.

Keywords: age; game-based learning; gender; location; students’

retention in mathematics

©Authors
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License (CC BY-NC-ND 4.0).
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1. Introduction
Pursuing scientific knowledge has led to numerous discoveries and innovations,
such as advanced communication and transportation systems, making the world
a global village (Mobolaji, 2017). These technological advancements rely heavily
on a solid mathematical foundation as scientific knowledge would be incomplete
without it. For meaningful progress to occur globally, a strong base in science and
mathematics is essential. Mathematics holds various meanings in contemporary
times. According to Aminu and Akinmeji (2022), mathematics reflects a person’s
subconscious and mental processes. It is further explained as the field that
employs precise, logical, exact, and simple mental processes to enhance human
comprehension of itself and its surroundings (Egara & Mosimege, 2024a; Okeke
et al., 2022). The term “mathematics” originates from the Greek word for “learned
things,” referring to the science of measurement, calculation, and object
description (Nzeadibe et al., 2019, 2020). Suleiman and Hammed (2019) argue that
a nation cannot become wealthy or economically independent without studying
mathematics, as science and technology are built upon it. Mathematics acts as a
bridge between mathematical and non-mathematical information, underscoring
its significance. Consequently, mathematics is a core component of elementary
and secondary school curricula and a prerequisite for admission to higher
education programmes (Aminu, 2018; Mosimege et al., 2024).

The National Policy on Education recognises the importance of instilling

permanent literacy and numeracy in students. The policy outlines the general
goals of primary and secondary education, which also include the creation of a
lifelong appreciation of reading, writing, and numeracy skills, the development
of excellent communication skills, and the establishment of a strong foundation
for critical and analytical thinking (Federal Republic of Nigeria, 2013). In fact,
without mathematics, no country can attain widespread numeracy and scientific
thinking. However, even though mathematics is important, many students
struggle with internal and external examinations (Osakwe et al., 2023).

Mathematicians have identified numerous factors influencing students’ poor

achievement and retention in mathematics. These include inadequate primary
school mathematics instruction (Uka & Ezeh, 2022), overcrowded classrooms with
outdated resources (Evans et al., 2019), and anxiety surrounding mathematics
(Egara & Mosimege, 2024b; Nzeadibe et al., 2023; Okeke et al., 2023; Sarfo et al.,
2020, 2022; Terry et al., 2023). Issues such as teachers’ methods and attitudes in
mathematics classes (Jameel & Ali, 2016), student lack of motivation and negative
attitude (Sule, 2017; Wachira, 2016), and ineffective mathematics teaching
strategies (Egara & Mosimege, 2023a, 2023b; Okeke et al., 2023; Osakwe et al.,
2023) also significantly impact learning outcomes. Furthermore, the challenge of
students retaining mathematical concepts is widely acknowledged in the
literature (Nzeadibe et al., 2020). This research is particularly concerned with
understanding how ineffective teaching approaches contribute to students’
difficulties in retaining mathematical concepts, alongside these broader
educational challenges. However, mathematics researchers have sought
appropriate methods of teaching mathematics concepts over the years to increase
students’ performance and retention in the subject. Using games to learn is a

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recommended approach to teaching mathematics (Beşaltı & Kul, 2021; Karakoç

et al., 2022; White & McCoy, 2019).

Game-based learning defines and promotes learning goals by utilising the power
of games as a teaching tool. Game-based learning goes beyond mere gameplay; it
involves educational activities designed to introduce concepts progressively and
guide users towards specific learning objectives (Pho & Dinscore, 2015). This
approach utilizes instructional games that incorporate elements such as
engagement, immediate rewards, and friendly competition, all aimed at
sustaining learners’ motivation in academic settings. Game-based learning
benefits all students from pre-school to post-secondary education, which is a
significant development. Additionally, it is irrelevant where or how students
learn; they can do so either individually or in groups while using physical items
or online games (Nisbet, 2023).

Nisbet (2023) lists a few of the most typical game-based learning examples, such
as card games, which use a standard or game-specific deck of cards. Board games,
which involve moving components or pieces, are frequently used. Chess and
Checkers are the two most well-known board games; however, students can find
hundreds, if not thousands, of others to explore (this study utilised the board
games). Simulation games are games that closely replicate real-world actions. The
Sims, a popular life simulation game brand that lets users create and explore
virtual worlds, made its debut in 2000. Word games are usually interactive media
to investigate linguistic principles or language proficiency. A classic word game
is Scrabble, whereas a more contemporary one is the programme Words With
Friends. Puzzle games are games that place a strong focus on using logic, word
completion, sequence solving, spatial awareness, and pattern recognition to solve
puzzles. For instance, the mathematics games Sudoku and 2048 are well-liked.
Video games are electronic games that allow players to control what shows on the
screen using a joystick, controller, or keyboard. The venerable Pac-Man or, more
recently, Fortnite, are two examples that might come to mind. Role-playing games
are where participants take on the roles of fictional characters who go on journeys.

Playing educational games can help us re-evaluate our learning processes. This
allows the students to produce their materials, exchange instructional insights,
and hone their abilities in preparation for the actual reality (Karakoç et al., 2022).
Games encourage learning involvement on the levels of cognition, affect, and
sociocultural, in contrast to other forms of media that do not provide a fun
learning method (Plass et al., 2015). Through exchanges between learners and the
game, learners and other learners, and learners and instructors, as well as through
meaningful feedback, game-based learning promotes the collaborative building
of knowledge (Vlachopoulos & Makri, 2017). Compared to traditional instruction
methods, a study has shown that educational games increase students’ high-level
thinking skills and motivation (Sezgin, 2016). Additionally, evidence supports the
idea that game-based learning can successfully present lessons in an impressive
and inspiring way, increasing learners’ interest in STEM subjects and raising their
academic accomplishment (Musselman, 2014).

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Despite the benefits of game-based learning, there are some limitations. Game-
based learning may take up a great deal of time, and it can be challenging to
anticipate how long each game session will last (Boghian et al., 2019).
Additionally, some students may feel uneasy about competition, visibility, and
comparison of game outcomes (Jääskä & Aaltonen, 2022). Gamified courses may
be perceived as demanding by students, who may instead favour more
conventional learning techniques (Domínguez et al., 2013). Learners may become
frustrated by improper technical game-based learning applications or a
disconnect from learning goals (Shute et al., 2015). However, during game-based
learning sessions, mild confusion and irritation may promote learning and
generate positive affective states such as delight and exhilaration (Jääskä &
Aaltonen, 2022). Molin (2017) summarises the challenges to implementing and
embracing game-based learning. They include difficulty selecting and integrating
educational games, teachers’ lack of time to plan gameplay sessions and
inadequate technical ability. Teachers may be hesitant to use the approach owing
to concerns about integrating game-based learning into curricula, time constraints
in the classroom, and the novelty of game-based learning teaching techniques
(Jong, 2016).

The social learning theory, created by Albert Bandura in 1930, is used in the
current study. The theory’s tenets include (a) Attention: Without concentrating on
the task, learners cannot learn. Learners are more likely to pay attention to
something new or unusual when presented, which will aid their learning; (b)
Retention: Learning occurs when knowledge is internalised. Then, when it is time
to react to a situation, learners can remember that learned knowledge; (c)
Reproduction: When necessary, learners repeat the knowledge or behaviour they
have previously acquired. How they react can be improved by mentally practising
or acting it out; and (d) Motivation: This is necessary for any task to be completed.
Usually motivation comes from witnessing someone else being rewarded or
punished for their actions. This might motivate learners to behave in the same
way or not. The social learning theory, as conceptualized by Bandura, asserts that
individuals learn social behaviours by observing and emulating the actions of
others. According to social learning theories, a social environment is essential for
learning to occur. The theory, which encourages social interaction among peers,
asserts that playing games with peers would promote learning among peers and
serve as the foundation for the present investigation. Through participation in
classroom games or contests, students can focus on learning through observation,
imitation, and interaction. This might aid their retention of the information
acquired in the classroom to the point where they can reproduce it, which might
result in improved performance in mathematics.

2. Reviewed Studies
Several studies have been conducted in various contexts on the effectiveness of
game-based approach in different academic disciplines as well as its impact on
students’ retention, both internationally and locally.

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2.1 Effectiveness of Game-Based Learning across Disciplines

Vu et al. (2022) studied the efficacy of word games in improving vocabulary
retention in grade 7 EFL classes in South Vietnam. They found that students who
had been learning vocabulary through word games retained a higher percentage
of their vocabulary than those in the control group. Similarly, Selvi and Çoşan
(2018) examined the impact of instructional games on learners in Turkey learning
about the Kingdoms of Living Things. Their results showed that students taught
using educational games outperformed their peers in the control group regarding
achievement and retention of new information in biology.

2.2 Game-Based Learning in Mathematics

Omeodu and Fredrick (2020) investigated the impact of a game-based teaching
strategy on SS1 students’ retention of algebra in Imo State, Nigeria. The
researchers found that students who had been taught algebra through games had
better memory retention rates than those who had not, with no significant
differences in retention between male and female students. Similarly, Bahrami
et al. (2012) compared the effectiveness of game-based and traditional teaching
methods in grade 1 mathematics concepts in Iran, showing that students using
game-based learning retained mathematics ideas better than their counterparts in
the traditional setup. Alizadehjamal and Langari (2021) found that grade 3
elementary female students in Iran retained mathematics concepts more readily
when taught through games. These studies underscore the potential of game-
based learning to improve retention in mathematics. Our study extends this by
focusing on trigonometry, a critical yet challenging topic for many students.

2.3 Influence of Demographic Factors

Omeodu and Fredrick (2020) found no significant gender differences in retention
with game-based learning, whereas Alizadehjamal and Langari (2021) reported
higher retention rates among female students. This highlights mixed results
regarding gender differences in game-based learning outcomes. Our study further
investigates the combined influence of gender, age, and location on the
effectiveness of game-based learning, providing a comprehensive understanding
of these demographic factors.

2.4 Design and Validity Considerations in Game-Based Learning Research

Many reviewed studies, including those by Alizadehjamal and Langari (2021),
Bahrami et al. (2012), and Omeodu and Fredrick (2020), utilised quasi-
experimental designs. While these studies provided valuable insights, they were
limited by potential biases inherent in quasi-experimental methods. Our research
addresses this limitation by employing a true experimental design with repeated
measures, enhancing the scientific validity of our findings.

2.5 Addressing Research Gaps

Despite the promising findings, there is a notable gap in research focusing on the
long-term retention of mathematics concepts through game-based learning,
particularly in specific regions such as Enugu State, Nigeria. Existing studies have
not sufficiently explored the sustained impact of this approach over time. Our
research seeks to fill this gap by investigating the long-term retention of
trigonometry concepts among senior secondary school students in Enugu State.

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By providing empirical evidence on the sustained effectiveness of game-based

learning, we aim to offer practical insights for educators and policymakers.

2.6 Connecting Reviewed Studies to Current Research

Traditional mathematics teaching methods often fail to engage students
effectively, leading to poor retention of mathematical concepts. While game-based
learning has shown promise in enhancing student motivation and understanding
in various subjects globally, its impact on the long-term retention of mathematics
concepts, particularly trigonometry, remains under-researched, especially in
Enugu State, Nigeria. Previous studies have often used quasi-experimental
designs, whereas this study employs a true experimental design with repeated
measures, providing higher scientific validity. Although some research has
examined the influence of gender, age, and location independently, no study has
investigated their combined influence on the efficacy of game-based learning in
enhancing students’ retention of mathematics concepts.

This study seeks to address these gaps by offering empirical evidence on how
game-based learning can effectively improve and sustain the retention of
trigonometry concepts among diverse student populations in Enugu State,
Nigeria. By evaluating whether the game-based learning approach can
significantly improve and sustain the retention of trigonometry concepts among
senior secondary school students, regardless of gender, age, or location, this study
aims to offer valuable insights for educators and policymakers to upgrade
mathematics instruction and student outcomes. Therefore, the study’s questions
that guided this research were as follows: What are the mean retention scores of
learners exposed to the game-based learning approach? What is the influence of
gender, age, and location on the effectiveness of game-based learning in
enhancing students’ retention of mathematics concepts? Consequently, the
hypotheses formulated for the study were: Ho1: The game-based learning
approach does not significantly impact students’ mathematics retention. Ho2:
Gender, age, and location do not significantly moderate the effectiveness of game-
based learning in enhancing students’ retention of mathematics concepts.

3. Methodology
3.1 Research Design
This study employed a mixed-between and within measures analysis of variance
(ANOVA) design. The researchers specifically used the design to determine
whether the game-based learning approach impacted students’ mathematics
retention within and between the experimental and control groups.

3.2 Participants
Sixty students from senior secondary school level two (SS 2), with 31 males and
29 females, aged between 15 and 16 years, were chosen to take part in the study.
The study’s sample size was formed utilising the G*Power software version 3.1
(Faul et al., 2007) and suggested a sample size of 56 participants following these
parameters: alpha (α =.05), effect size f = 0.25, power (1–β =.80), and statistical test
(F tests Analysis of Variance [ANOVA]: Repeated measures, between factors).
Two public secondary schools, one in an urban and the other in a rural area, were

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selected randomly from the 16 public secondary schools in Enugu State’s Udenu
Local Government Area with SS 2 students’ population of 3,831 (Post Primary
School Management Board, 2022). Participants in this current study were
recruited from the schools chosen based on their trigonometry performance in
mathematics assessment conducted by their regular mathematics teachers before
the investigation. Students with grades ≤50 were enlisted to participate in the
study. In this study, a simple randomization procedure was employed to allocate
students to the intervention groups (experimental and control). The use of a
computer-generated random list, as suggested by Saghaei (2004), resulted in 28
students being assigned to the experimental (game-based learning) group and 32
to the control (conventional) group (see Figure 1 below for participants’ eligibility
criteria and sampling distribution for the study). Participants in the control group
were also given the opportunity to experience the game-based learning
programme at a later time. The ages of students in the experimental (game-based
learning) group (1.68 ±.48) were not significantly different from the ages of
learners in the control group (1.63 ±.49; t(58) = -.427, p =.671). Additional
information about the students can be found in Table 1.

Figure 1: Participant eligibility criteria and sampling distribution

Table 1: Demographic characteristics of the participants (within-group analysis)

Characteristic Experimental Control
𝒙2 Significance
dimension group, n (%) group, n (%)
Gender
Male 14 (45.2%) 17 (54.8%) .058 .809
Female 14 (48.3%) 15 (51.7%)
Age
14-15 years 9 (42.9%) 12 (57.1%)
1.68 ± .48 1.63 ± .49 *-.427(df=58) .671
16-17 years 19 (48.7%) 20 (51.3%)
School location
Urban 15 (46.9%) 17 (53.1%) .001 .972
Rural 13 (46.4%) 15 (53.6%)
Note. n represents number of participants; 𝑥 2 : chi-square. *t-test value

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3.3 Measure
The Mathematics Achievement Test (MAT), which the researchers created, was
utilised to gather data. The MAT covers trigonometric functions’ concepts and
their degree values (sin, cos, tan, cot, cosec and sec). Students must/had to select
the correct response to each of the 20 questions on the MAT, which has
alternatives A, B, C and D. The mathematics scheme of work or curriculum for
senior secondary school two was used to develop the MAT questions. Any correct
response earned five marks, indicating that the lowest and highest possible scores
were 0 and 100, respectively. This means that the MAT’s 20 questions had a
highest score of 100 and a lowest score of 0.

3.4 Validity and Reliability of the Measure

The MAT was validated by three research professionals, including one
measurement and evaluation expert and two mathematics education experts. The
MAT items were given to the experts to evaluate regarding phrasing, suitability
for the study’s objective, quality, and language used. The validation judgements
made by the experts led to changes in the MAT. In addition, a table of
specifications or test blueprints that the experts validated was used to guarantee
the content validity of the MAT. A specification table is a two-dimensional
representation showing how educational content aligns with various cognitive
levels identified in Bloom’s classification of educational goals. In constructing the
20-item MAT, themes and cognitive domain levels were organized into rows and
columns, respectively. Each level and content within the cognitive domain
received specific percentage weights. The percentage weights for each concept
and the cognitive domain level determined the number of MAT items. The aim of
this exercise was to verify that the MAT sufficiently covered the intended
instructional topic. Furthermore, copies were given to a similar sample of SS 2
students in a different area in order to assess the MAT’s internal consistency
dependability. This was done to determine how reliable the items were. The data
gathered from the administration of the pilot testing was examined utilising the
Kuder-Richardson formula 20, which produced an internal consistency reliability
index of 0.81. The temporal consistency of the assessment was determined by
administering the additional MAT measure two weeks after the initial assessment.
Using Pearson correlation, the data from the two administrations were analysed,
and the result was an index of 0.85.

3.5 Procedure
Before the study began on 13 October 2022, it received authorization from the
PPSMB in Enugu State’s Udenu Zonal office, under reference number
REC/PPSMB/22/00354. The researchers visited the institutions involved in the
study to obtain permission formally from the school heads before starting the
investigation. The school heads approved the investigation. The parents, students,
and instructors consented to participate as they were provided with informed
consent forms to complete and sign to confirm their consent to participate. The
study employed the regular mathematics teachers at the selected institutions as
research assistants. The researchers conducted a one-week training programme to
equip these instructors with the skills to apply and teach trigonometry concepts
(trigonometric functions and their values in degree [sin, cos, tan, cot, cosec and
sec]) through a game-based learning methodology. The mathematics instructors

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in the game-based learning (experimental) group and the conventional (control)

group were provided with lesson plans and notes as a resource. The lesson plan
for the experimental group was designed based on game-based learning, which
incorporated activities involving the Hand Trick Game and the Trig-Conquest
board game developed by Dueñas et al. (2021). The lesson plan for the control
group was developed using a traditional approach. Prior to commencing the
actual intervention, the SS 2 students completed a pre-MAT assessment (Time 1).
The intervention itself was conducted over four weeks, followed by the
administration of the post-MAT in the fifth week (Time 2). Prior to administering
the post-MAT, the pre-MAT items were reorganized to provide a new appearance
without altering their substance. The post-test results were recorded and used to
report on learners’ accomplishment on the mathematics concepts, analyzed by
gender and treatment group. Four weeks later, the post-MAT items were also
rearranged before the post-post-test (retention) (Time 3). Data on students’
retention, categorized by gender and treatment group, was put together based on
the post-post-MAT findings.

3.6 Addressing Internal Validity

Several measures were taken to mitigate potential threats to the internal validity
of the study. The random assignment of students to experimental and control
groups helped control for selection bias. To address maturation, the study
duration was kept short (four weeks of intervention), minimising the likelihood
of significant developmental changes. Testing effects were mitigated by
rearranging the test items for each administration to prevent students from simply
recalling answers from previous tests. Consistent use of the same validated and
reliable MAT minimised instrumentation threats. To counter experimental
mortality, all participants who started the study were encouraged to complete it,
and their continued participation was monitored closely.

3.7 Data Analysis

The study utilized the Statistical Package for the Social Sciences (SPSS) version 28
to analyze the data. The analysis employed a 2 x 3 mixed-design approach,
considering Group as a between-subjects factor and Time as a within-subjects
factor. The study’s research questions were addressed utilising the mean and
standard deviation, and the hypothesis was evaluated through the F-test of
repeated measures analysis of variance. Additionally, Mauchly’s test of sphericity
was not statistically significant, indicating that the repeated measurement
assumption in the ANOVA was met (Mauchly W = 0.879, p = 0.520). In a repeated-
measures ANOVA, sphericity is a critical assumption. As per standard practice,
effect sizes are classified as small if they exceed 0.01, medium if they exceed 0.06,
and large if they exceed 0.14 (Cohen, 1988).

Figure 2 below is a flowchart illustrating the research design and implementation.

The flowchart visually represents the sequential steps of participant selection,
random assignment, intervention implementation, and assessment phases. It
offers a comprehensive view of the study’s execution, thereby improving
comprehension of the research methodology.

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DESIGN
True Experimental with Mixed ANOVA Design

TARGET POPULATION
3,831 Senior Secondary School Two Students

SAMPLE
60 Senior Secondary School Two Students

SAMPLING TECHNIQUE
Simple Randomization Procedure

INSTRUMENT FOR DATA COLLECTION

Mathematics Achievement Test

EXPERIMENTAL GROUP CONTROL GROUP

n=28 n=32

PRETEST PRETEST

GAME-BASED LEARNING TRADITIONAL APPROACH

APPROACH

POSTTEST POSTTEST

FOLLOW-UP FOLLOW-UP

METHOD OF DATA ANALYSIS

means, standard deviations, ANOVA

Figure 2: Research design and implementation

4. Results
The findings are organised based on the research questions and hypotheses.

Research question 1: What are the mean retention scores of students exposed
to the game-based learning approach?

Table 2 indicates the learners who received the game-based learning intervention
achieved a mean post-test score (Time 2) of 70.18 (SD = 0.18) and a mean retention
score (Time 3) of 74.82 (SD = 13.84). In contrast, the students who received the
conventional approach had a lower mean post-test score (Time 2) of 49.53 (SD =
14.72) and an even lower mean retention score (Time 3) of 44.38 (SD = 17.72).

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Table 2: Results of repeated measures ANOVA for the study outcomes (effects of
group, time, and time by group interaction)
Game-based Control croup rmAnova
Variables
M SD M SD Effect F-ratio Df ηp 2 95%CI
MAT
[42.43,
Time 1 46.61 15.28 46.88 17.77 G 44.081* 1, 58 .432
51.06]
1.783, [56.55,
Time 2 70.18 10.05 49.53 14.72 T 16.561* .222
103.4 63.16]
1.783, [55.45,
Time 3 74.82 13.84 44.38 17.72 G x T 18.125* .238
103.4 63.75]
Note. MAT: Mathematics Achievement Test; SD: standard deviation; CI: confidence
interval; ɳ𝑃 2: effect size. *p<.001

Hypothesis 1: The game-based learning approach does not significantly impact

students’ mathematics retention.

The findings indicated a significant impact of the Group (G) on secondary

students’ retention of mathematics knowledge (Greenhouse-Geisser corrected)
[F(1, 58) = 44.081, p < .001, η2p=.432], Time (T) [F(1.783, 103.4) = 16.561, p<.001,
η2p=.222], and Group by Time interaction (G x T) [F(1.783, 103.4) = 18.125, p<.001,
η2p=.238] (see Figure 3). The retention analysis (univariate analysis) findings
demonstrated that the game-based learning intervention maintained its positive
impact on the mathematics retention scores of the secondary school students in
the experimental group [F(1, 55) = 17.717, p<.001, η2p=.556, =.523]. Therefore, the
hypothesis is rejected.

Figure 3: Time × group interaction effect

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Research question 2: What is the influence of gender, age, and location on the
effectiveness of game-based learning in enhancing students’ retention of
mathematics concepts?

Table 3: Analysis of the influence of moderator variables

Group Moderator
N Mean SD. Dev.
variable
Gender
Male 17 66.43 9.89
Female 15 48.67 10.43
Game-based Age
learning 14-15 years 9 68.33 9.01
approach group 16-17 years 19 71.05 10.62
Location
Urban 15 68.67 9.72
Rural 13 71.92 10.52

The outcome of the analysis in Table 3 indicated that the gender of participants
exposed to the game-based learning approach indicates that male learners had a
retention mean score of 66.43 (SD = 9.89) compared to their female counterparts,
who had a retention mean score of 48.67 (SD = 10.43). On the other hand, the table
also revealed the age of participants exposed to the game-based learning
approach, which indicates that students between the ages of 14-15 years had a
retention mean score of 68.33 (SD = 9.01) compared to their counterparts who are
between the ages of 16 -17 years that had a retention mean score of 71.05 (SD =
10.62). Lastly, the table revealed that the location of participants exposed to the
game-based learning approach indicates that urban students had a retention mean
score of 68.67 (SD = 9.72) compared to their rural counterparts, who had a
retention mean score of 77.92 (SD = 10.52).

Hypothesis 2: Gender, age, and location do not significantly moderate the

effectiveness of game-based learning in enhancing students’ retention of
mathematics concepts.

Table 4: Analysis of variance of the significant influence of the moderator variables

Type III
Mean Partial eta
Source sum of df F Sig.
square squared
squares
Corrected model 8001.047a 15 533.403 3.006 .002 .506
Intercept 18597.319 1 18597.319 104.810 .000 .704
PreMAT .095 1 .095 .001 .982 .000
Group 5040.322 1 5040.322 28.406 .000 .392
Gender 100.867 1 100.867 .568 .455 .013
Age 380.548 1 380.548 2.145 .150 .046
Location 123.104 1 123.104 .694 .409 .016
Error 7807.286 44 177.438
Total 225850.000 60
Corrected total 15808.333 59
a. R Squared = .506 (Adjusted R Squared = .338)

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The analysis in Table 4 showed that the moderating variables (Gender, Age, and
Location) did not significantly affect the impact of game-based learning on
improving and sustaining learners’ retention of mathematics knowledge [F(1, 44)
= .568, p>.001; F(1, 44) = 2.145, p>.001; F(1, 44) = .694, p>.001]. Therefore, the
hypothesis is not rejected.

5. Discussion
This study sought to evaluate the effectiveness of the game-based learning
strategy in enhancing and maintaining students’ retention of mathematical
concepts. The findings revealed that learners who learned mathematics through
the game-based strategy retained the information more effectively than those
taught using traditional methods. Furthermore, the test of the first hypothesis
confirmed that learners in the experimental group sustained their retention of
mathematics concepts better than those in the control group. Thus, it can be said
that the use of games in the classroom improved and sustained the students’
retention of the mathematical concepts. The fact that the students actively
engaged in the learning process and interacted with one another may have
contributed to this observable difference. The finding agrees with the results of
Alizadehjamal and Langari (2021), Bahrami et al. (2012), and Omeodu and
Fredrick (2020) who, in their various studies, revealed that the game-based
learning effectively boosted students’ retention of mathematics concepts.

The results also showed that the gender, age, and location of the participants did
not significantly affect the effectiveness of the game-based learning in sustaining
learners’ retention in mathematics. This finding indicates that irrespective of
gender, age, or location, the sustenance of students’ retention in mathematics is at
an equal level. The outcome of the no significant influence for gender could be
that the game activities utilised positively influenced the mathematics instruction,
which could have led both male and female students to retain and sustain the
mathematics concepts. The male and female students could have also been
actively involved in the game activities through their participation and
interactions, leading to their retention of the mathematics concepts. The finding
corroborates with the result of Omeodu and Fredrick (2020), who found that no
differences exist between male and female students’ retention of mathematics
when the game-based teaching method is used. Again, our finding also validates
the result of research by Alizadehjamal and Langari (2021) that female students
retained mathematics concepts more readily when the game-based learning
approach was utilised.

Novelty: This study is novel in several ways. It is the first to employ a true
experimental design with repeated measures to evaluate the impact of game-
based learning on the retention of trigonometric concepts among senior secondary
students in Enugu State, Nigeria. Additionally, unlike previous studies, this
research considered the combined influence of gender, age, and location on the
effectiveness of game-based learning. By demonstrating that these demographic
factors do not significantly influence retention outcomes, this study offers robust
evidence supporting the universal applicability of game-based learning strategies
across diverse student populations. These insights contribute to educational

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practices and policies to enhance mathematics instruction and student

performance.

6. Conclusion
Given that the game-based learning approach has shown positive results in
mathematics retention with secondary school one (SS 1) students in Imo State,
Nigeria (Omeodu & Fredrick, 2020) and primary one and three (grade 1 & 3)
students in Iran (Alizadehjamal & Langari, 2021; Bahrami et al., 2012), blended
with our research with SS 2 learners in Enugu State, Nigeria, we therefore
conclude that the game-based learning strategy is considered helpful for
sustaining retentive memory of mathematics concepts in adolescents students. We
also conclude that gender, age, or location have no influence on the effect of the
game-based learning strategy in sustaining students’ retention in mathematics.

The findings of this study have significant educational implications, particularly

for mathematics instruction. The demonstrated effectiveness of game-based
learning in enhancing and sustaining students’ retention of trigonometry concepts
suggests that incorporating such innovative approaches into the curriculum could
lead to improved learning outcomes. Educators are encouraged to integrate game-
based elements into their teaching strategies to make learning more engaging and
interactive. The study also highlights that the positive effects of game-based
learning are consistent across different demographic factors, including gender,
age, and location. This suggests that game-based learning can be a universally
effective tool, providing equal opportunities for all students to improve their
understanding and retention of mathematical concepts. For policymakers, these
findings offer empirical support for the adoption of game-based learning
approaches in educational programmes. By promoting and funding the
development and implementation of game-based learning tools, policymakers
can contribute to enhancing the quality of mathematics education and,
consequently, students’ academic success and future career opportunities.

6.1 Strength of the Study

The current study empirically established the effectiveness of the game-based
strategy in increasing and sustaining retentive memory of mathematics concepts,
utilising a sample of SS 2 Nigerian secondary school learners in Enugu State. The
study is the first of its kind to consider moderator variables (gender, age, and
location), which did not influence the mathematics retention of students who were
exposed to the game-based learning approach. The study is also the first to use
repeated measures design to ascertain the effect of game-based learning strategy
on participants’ retention in mathematics as students were randomly assigned to
groups, enabling the researchers to compare both within- and between-group
factors.

6.2 Limitations
One limitation of this study is the unequal distribution of participants, with 28
students in the experimental group and 32 in the control group. This imbalance
may influence the results, potentially affecting statistical power and
generalizability. Unequal sample sizes can introduce bias, complicating the

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attribution of observed differences solely to the game-based learning intervention.

Future studies should aim for equal sample sizes in both groups to ensure a more
robust comparison. Employing statistical techniques such as matching or
stratification could also help balance the groups. Despite this limitation, our
findings offer valuable insights into the impact of game-based learning on
students’ retention of mathematics concepts. However, caution is advised in
generalising these results, and further research with balanced sample sizes is
recommended to validate the findings.

Another noteworthy limitation of this study is that only students in senior

secondary two classes were included. Consequently, future research should
investigate whether game-based learning effectively enhances the retention of
mathematics concepts in other secondary year levels and evaluate the
generalizability of our findings.

6.3 Recommendation
The following are the suggested recommendations based on our findings:
(i) To boost the sustenance of retentive memory of learners’ mathematics
concepts, mathematics teachers should incorporate the game-based
learning approach in their math lessons, especially in the teaching of
trigonometrical functions.
(ii) To support professional development, the government and relevant
educational organisations should organise seminars and workshops on
game-based learning for mathematics teachers.
(iii) Mathematics teachers should include and choose appropriate game
activities in their lesson plans that are suitable to facilitate mathematics
instructions, assist students in creating an entire, concrete memory model
of the relevant mathematical concepts, and enable them to recall
mathematics information learned easily.

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Appendix 1

MATHEMATICS ACHIEVEMENT TEST (MAT)

SECTION A: PERSONAL INFORMATION OF RESPONDENT

Student Identification (ID) Number: …………………………………………

Student’s Gender: Male [ ] Female [ ]
Student’s Location: Rural [ ] Urban [ ]

SECTION B:
Instruction: Answer all Questions

1. What is the sine of 30 degrees?

A) 0
B) 1/2
C) √3/2
D) 1
2. Find the value of cos(60°):
A) 1/2
B) √3/2
C) 1
D) 0
3. Calculate the tangent of 45 degrees:
A) 1
B) √3
C) 0
D) 1/√2
4. Determine the cotangent of 60 degrees:
A) √3
B) 1/√3
C) √2
D) 1
5. What is the cosecant of 30 degrees?
A) 2
B) 1
C) √3/2
D) 2/√3
6. Evaluate the secant of 60 degrees:
A) 2
B) √3/2
C) 1/√2
D) 1
7. Solve sin(90°):
A) 0
B) 1
C) -1
D) Undefined

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8. Find cos(45°):
A) 1
B) √2/2
C) 0
D) -1
9. Determine the value of tan(180°):
A) 1
B) 0
C) Undefined
D) -1
10. What is the secant of 45 degrees?
A) 1
B) √2
C) √3/2
D) 1/√2
11. Calculate the value of sin(180°):
A) 1
B) 0
C) -1
D) Undefined
12. Find the cosine of 120 degrees:
A) 1/2
B) -1/2
C) -√3/2
D) √3/2
13. Determine the tangent of 30 degrees:
A) 1/√3
B) √3
C) 1/√2
D) 1
14. Evaluate the cotangent of 45 degrees:
A) 1
B) √2
C) 1/√2
D) -1
15. What is the cosecant of 60 degrees?
A) 2/√3
B) 1
C) 2
D) √3/2
16. Calculate the secant of 30 degrees:
A) 2/√3
B) 1/√3
C) 2
D) √3/2

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17. Solve cos(90°):

A) 1
B) 0
C) -1
D) Undefined
18. Find the value of tan(45°):
A) 1
B) 0
C) -1
D) Undefined
19. Determine the value of cot(60°):
A) 1
B) √3
C) 1/√3
D) -1
20. What is the secant of 45 degrees?
A) √2
B) 1
C) √3/2
D) 1/√2

Mathematics Achievement Test (MAT) Answers:

1. B
2. B
3. D
4. B
5. D
6. A
7. B
8. B
9. B
10. B
11. B
12. C
13. A
14. B
15. D
16. C
17. B
18. A
19. C
20. A

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