EFFECT OF PERIODIC TABLE PUZZLE GAME ON SENIOR SCHOOL CHEMISTRY STUDENT ACADEMIC PERFORMANCE

Abstract

This study investigated the effects of periodic table puzzle game on secondary school students’ academic performance in Chemistry, focusing on the topic of the periodic table. A quasi-experimental 2x2x3 factorial design involving pre-test and post-test control groups was employed. A total of 105 SS2 students from co-educational public schools in Ilorin, Kwara State, were selected using purposive and stratified sampling techniques. The experimental group was taught using a periodic table puzzle game, while the control group received conventional instruction. Data were collected using a validated 50-item Chemistry Achievement Test (CAPT), with a reliability coefficient of 0.81 using Kuder-Richardson Formula 20 (KR-20). Pre-test and post-test scores were analysed using descriptive statistics for research questions and ANCOVA for hypotheses testing. The findings revealed that students taught using periodic table puzzle game learning performed significantly better than those taught with traditional methods (F(1,102) = 18.497, p < .05). There was no significant gender difference in performance, but a significant difference was observed among high, medium, and low scorers (F(2,102) = 5.767, p < .05). No significant interaction effect was found between gender and achievement level. The study concluded that periodic table puzzle game is effective in enhancing students’ academic performance in Chemistry across varying ability levels.