An examination of the impact of science games on student engagement in STEM subjects in Bebeji LGA, Kano State
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- NGN 5000
Background of the Study
The integration of interactive science games into educational curricula has gained momentum as educators seek innovative methods to boost student engagement in STEM subjects. In Bebeji LGA, Kano State, science games serve not only as an entertaining medium but also as a pedagogical tool that facilitates experiential learning and critical thinking (Chukwu, 2023). These digital and physical games simulate real-world problems, enabling students to apply theoretical knowledge in dynamic environments. Such engagement has the potential to enhance understanding, retention, and application of STEM concepts, thereby contributing to improved academic performance (Emeka, 2024). Over the past few years, educational stakeholders have increasingly embraced game-based learning as a viable strategy to address the challenges of student disengagement and rote learning. However, the effectiveness of these tools is contingent upon careful integration into the curriculum, alignment with learning objectives, and proper facilitation by teachers (Ibrahim, 2023). In many schools within Bebeji LGA, the traditional lecture-based approach has often resulted in passive learning environments where students struggle to remain motivated. Science games, by contrast, foster active participation and collaborative problem solving. They provide immediate feedback, encourage healthy competition, and stimulate cognitive development through interactive challenges. Despite these potential benefits, there remains a paucity of research specifically investigating the impact of science games on student engagement in STEM subjects in the local context. Variations in resource availability, teacher preparedness, and student socioeconomic backgrounds further complicate the adoption of game-based learning strategies (Umar, 2024). Moreover, while science games have been shown to enhance engagement in controlled settings, their long-term effects on academic achievement and interest in STEM careers require further exploration (Bello, 2025). The current study seeks to bridge this research gap by critically examining how science games influence student engagement, learning outcomes, and attitudes toward STEM in Bebeji LGA. By analyzing both qualitative and quantitative data, the research will provide a comprehensive understanding of the effectiveness of these innovative tools. The findings are expected to inform educators and policymakers about best practices in integrating game-based learning into STEM education, thereby contributing to curriculum development and instructional strategies that can sustain student interest and improve academic performance.
Statement of the Problem
Despite the recognized potential of science games to enhance learning, their impact on student engagement in STEM subjects in Bebeji LGA remains underexplored. Traditional instructional methods continue to dominate in many schools, often leading to disengagement and superficial understanding of complex scientific concepts (Chukwu, 2023). While some educators have introduced science games to create a more dynamic classroom environment, there is insufficient evidence to ascertain whether these interventions yield long-term improvements in student engagement and academic achievement. Challenges such as inadequate training for teachers on the effective integration of game-based learning, limited access to modern technological tools, and curriculum misalignment have impeded widespread adoption (Emeka, 2024). Moreover, disparities in resource allocation among schools mean that while some students benefit from these innovative tools, others may not have the same opportunities. Teachers have also reported difficulties in balancing game-based activities with traditional instructional time, which can sometimes result in a fragmented learning experience (Ibrahim, 2023). The lack of standardized evaluation metrics further complicates the assessment of science games’ impact, making it challenging to compare outcomes across different educational settings. As a result, questions persist regarding the sustainability and overall effectiveness of game-based learning in promoting deep understanding and retention of STEM concepts. This study aims to address these issues by investigating the extent to which science games influence student engagement in STEM subjects within Bebeji LGA, identifying the obstacles to their effective use, and recommending strategies for improved implementation. The outcomes will provide critical insights into whether science games can serve as a long-term solution to enhancing student engagement in STEM, ultimately informing future educational practices and policy interventions (Umar, 2024).
Objectives of the Study
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To assess the impact of science games on student engagement in STEM subjects.
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To identify challenges and limitations in the implementation of game-based learning in Bebeji LGA.
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To recommend strategies for effective integration of science games into the STEM curriculum.
Research Questions
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How do science games affect student engagement in STEM subjects in Bebeji LGA?
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What challenges do educators encounter when implementing science games?
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What strategies can enhance the effectiveness of game-based learning in STEM education?
Research Hypotheses
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H1: Science games significantly increase student engagement in STEM subjects.
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H2: Inadequate teacher training is a major barrier to the effective use of science games.
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H3: Well-integrated science games improve students’ understanding of STEM concepts.
Significance of the Study
This study is significant because it explores innovative approaches to improving student engagement in STEM subjects through science games. By examining the effectiveness and challenges of game-based learning in Bebeji LGA, the research offers valuable insights for educators and policymakers seeking to modernize instructional methods. The findings are expected to guide curriculum development, enhance teacher training, and promote equitable access to interactive learning resources, ultimately contributing to improved academic performance and sustained interest in STEM fields (Bello, 2025).
Scope and Limitations of the Study
The study focuses on assessing the impact of science games on student engagement in STEM subjects in selected schools in Bebeji LGA, Kano State. It is limited to the context of game-based learning within STEM curricula and does not consider other educational technologies or subjects. Limitations include variations in resource availability and teacher proficiency in using these games.
Definitions of Terms
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Science Games: Interactive, educational games designed to teach scientific concepts through play.
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Student Engagement: The degree of attention, curiosity, and interest that students exhibit in the learning process.
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Game-Based Learning: An instructional approach that incorporates game elements to enhance learning outcomes.
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