Design and evaluate a gamified science curriculum to enhance classroom engagement

Thesis Abstract

In contemporary science education, maintaining student engagement remains a persistent challenge, with traditional curricula often failing to stimulate active participation and interest among learners. This study addresses the pressing need to enhance classroom engagement through innovative instructional strategies by designing and systematically evaluating a gamified science curriculum aimed at increasing student motivation, participation, and conceptual understanding. The research specifically aims to develop a comprehensive gamified curriculum integrated within existing science syllabi, implement it in real classroom settings, and assess its effectiveness in fostering higher levels of student engagement compared to conventional methods. The study adopts a mixed-methods research design, combining quantitative and qualitative approaches to provide a nuanced understanding of the curriculum’s impact. The target population comprises 300 secondary school students across three public schools, with a stratified random sampling technique selecting 150 students from grades 9 and 10 to participate as the primary experimental cohort, alongside a control group of equal size experiencing traditional teaching methods. Data collection instruments include standardized engagement questionnaires validated through exploratory and confirmatory factor analysis, classroom observation checklists, focus group discussion guides, and student science achievement tests. The reliability of instruments is ensured through Cronbach’s alpha coefficients exceeding 0.85, while validity is established via expert reviews and pilot testing. Quantitative data are analyzed using descriptive statistics, paired and independent samples t-tests, and analysis of covariance (ANCOVA) to compare engagement levels pre- and post-intervention, whereas qualitative data undergo thematic analysis following Braun and Clarke’s methodology to interpret student perceptions and teacher experiences. Expected findings indicate that the gamified curriculum significantly enhances student engagement levels, with statistically notable increases in participation, attentiveness, and interest in science topics. It is anticipated that students engaged with the gamified content will demonstrate higher gains in science achievement scores compared to their counterparts in the control group. The study also expects to uncover insights into student perceptions of game-based learning, identifying specific game features that contribute most effectively to motivation and classroom interaction. These results are expected to validate the theoretical underpinnings of Self-Determination Theory (Deci & Ryan, 1985) and the Conative Domain of Bloom’s Taxonomy, suggesting that intrinsic motivation and active cognitive engagement are critical mediators of effective science learning. This research contributes to the growing body of knowledge by providing empirical evidence on the effectiveness of gamification strategies tailored for secondary science education within the African educational context, filling a gap left by predominantly Western-focused studies. It offers a replicable framework for curriculum developers, educators, and policymakers seeking to incorporate game-based elements into science teaching practices. The study’s findings are expected to inform best practices in curriculum design, emphasizing the integration of engagement-enhancing strategies grounded in educational psychology and instructional theory. The main conclusion emphasizes that well-designed gamified science curricula are viable tools for transforming traditional classroom environments into dynamic learning spaces that motivate learner participation and foster deeper conceptual understanding. It is recommended that educators adopt game-based pedagogical approaches consistent with student interests and cultural contexts, while policymakers are encouraged to incorporate gamification as a strategic objective in science education reforms. Future research should explore longitudinal effects, the integration of digital gamification tools, and cross-cultural validations to establish broader generalizability and sustainability of gamified learning environments in diverse educational settings.