The study investigated the effect of gamified quizzes on students’ performance, retention and engagement in senior secondary schools in Port Harcourt Local Government Area of Rivers State. A quasi-experimental design was adopted for the study. A sample of 200 students was drawn from the population of all Senior Secondary students in public secondary schools in the LGA, with 100 students in the experimental group and 100 in the control group. Four research questions guided the study, while two hypotheses were tested at 0.05 level of significance. The instrument used for data collection were Mathematics Performance Test (MPT) and Mathematics Retention Test (MRT), administered during pre-test and post-test, to measure students’ performance, engagement and retention. The face and content validity was moderated by the researchers supervisors and three lecturers in science education department in Rivers State University. A reliability coefficient of 0.77 was obtained using Pearson Product Moment Correlation (PPMC). Mean and standard deviation were used to answer the research questions, while independent and dependent samples t-tests, as well as ANCOVA, were used to test the hypotheses. The study found that gamified quizzes had a significant positive effect on students’ performance and retention in Mathematics. Based on the findings, it was recommended that Mathematics teachers should incorporate gamified quizzes into their instructional strategies to enhance students’ performance and retention in Mathematics. Keyword: Gamification, Mathematics, Performance, Retention, Secondary education, Instructional strategy
AMACHREE et al. (Sat,) studied this question.