EFFECTS OF KAHOOT GAME SUPPORTED INSTRUCTION ON ACHIEVEMENT, RETENTION AND INTEREST IN BASIC TECHNOLOGY AMONG SECONDARY SCHOOL STUDENTS IN MINNA, NIGER STATE

Abstract

This study assessed Effects of Kahoot Game Supported Instruction on Achievement, Retention and Interest in Basic Technology among Secondary School students in Minna, Niger State. The study adopted quasi-experimental research design. A purposive sampling technique was used to select 438 students that constituted the sample of this study. The researcher designed an Achievement, Retention test and Student Interest inventory questionnaire that were used for data collection. The instruments used were subjected to validation and reliability checks. They were administered once using KR21 and Cronbach Alpha formula were used to determine the internal consistency of the items. Reliability coefficients of 0.87 and 0.78 were respectively obtained. Nine research questions were raised, and nine corresponding null hypotheses were formulated and tested at 0.05 alpha level of significance. Data gathered were analysed using Mean, Standard Deviation and Analysis of Variance (ANOVA) as well as Independent T-test formula. The post test mean score for student achievement in research question is 27.44, 29.44 and 29.07 for lecture method, individual-play and group-play kahoot respectively. Similarly the findings unveiled the male and female mean achievement score of 29.22 and 29.56 respectively for student taught basic technology through individual-play kahoot. The p-values obtained from the analyses hypotheses with P = 0.00 hence significant difference exits among the three groups of individual-play kahoot, game-play kahoot and lecture method. Also, P = 0.403 hence, significant difference exists in the mean achievement scores of male and female students taught basic technology. The results reveals that a significant difference exist in the achievement, retention and interest of students when taught basic technology through individual-play kahoot, group-play kahoot and lecture method. Also, a significant difference in the gender achievement and interest was reported but there was no significant difference in their retention. Based on the findings, it was recommended that application of kahoot should be incorporated in teaching basic technology in secondary schools. Serving teachers should be trained on the use of Kahoot in teaching Basic Technology to motivate students’ interest, improve their achievement and retention. The use of Kahoot should be introduced in teachers training, workshops, seminars and other training programmes. Technological and non-technological teacher training institutions should adopt kahoot as an instructional technique to enhance effective classroom interaction and presentation of Basic Technology.