WELCOME TO KENTERPRO:
INFLUENCE OF GAMIFICATION METHOD ON VOCABULARY BUILDING AMONG SENIOR SECONDARY SCHOOL STUDENTS IN PANKSHIN LOCAL GOVERNMENT AREA

 CHAPTER ONE

INTRODUCTION

1.1. BACKGROUND TO THE STUDY

Vocabulary building is an essential aspect of language learning and is critical to the development of communication skills. The acquisition of a rich vocabulary enables individuals to express their thoughts and ideas effectively, understand and comprehend what they read or hear, and communicate effectively with others. However, vocabulary learning can be a challenging and arduous task, particularly for students who lack the motivation to learn and are not engaged in the learning process. In the opinion of  Oluwafemi and Owoeye (2017) gamification is a term coined to describe the use of game design elements in non-game contexts. It has been applied in different fields, including education, to increase student engagement and motivation. Vocabulary building is one of the essential skills that students need to develop, as it has a significant impact on their academic performance and language proficiency. The use of gamification in vocabulary learning has become a popular approach in recent years, as it provides an interactive and engaging way of learning new words and their meanings.

Gamification is the use of game design elements in non-game contexts to improve user engagement, motivation, and participation (Deterding et al., 2011). It has become an increasingly popular approach in various fields, including education, where it has been used to enhance student learning and achievement (Hamari et al., 2014). One of the primary applications of gamification in education is in promoting student engagement and motivation. Gamification can create a more engaging and interactive learning environment by incorporating game design elements such as points, badges, levels, and leaderboards, which can provide immediate feedback and incentivize learning (Kapp, 2012). Moreover, gamification can also enhance the social and collaborative aspects of learning by promoting teamwork and friendly competition among students (Werbach & Hunter, 2012).

Several studies have demonstrated the effectiveness of gamification in education. For example, a study by Royle and Laing (2014) found that gamification improved student engagement and motivation in a university-level statistics course. Similarly, a study by Mekler et al. (2017) showed that gamification increased student engagement and retention in a Massive Open Online Course (MOOC) on game design. However, some researchers have raised concerns about the effectiveness of gamification in education. One criticism is that gamification may not address the underlying problems of traditional teaching methods, such as lack of student autonomy and meaningful learning experiences (Sailer et al., 2017). Additionally, some researchers argue that the effectiveness of gamification may be limited to short-term motivation, and may not lead to long-term learning outcomes (Hamari et al., 2014).

In recent years, there has been an increasing interest in gamification as a tool for enhancing learning outcomes, particularly in subjects that are traditionally viewed as dull or challenging. Gamification involves the use of game elements and mechanics in non-game contexts to increase motivation, engagement, and fun in the learning process. The use of gamification in vocabulary building has the potential to increase student engagement, motivation, and retention of vocabulary items. This is why Adamu (2015) declared that gamification has gained attention as an instructional method that can increase student motivation and engagement. The use of gamification in vocabulary learning has the potential to increase student motivation, engagement, and retention of vocabulary items.

In the Nigerian educational system, English language is an essential subject that is taught in secondary schools across the country. It is a core subject that is necessary for success in other subjects, as well as for academic and professional success in the future. A strong vocabulary is critical to effective communication, both oral and written, and is essential to succeeding in English language. Despite this, many students struggle with vocabulary learning, finding it boring and uninteresting, and lacking the motivation to learn.

In Pankshin Local Government Area, located in Plateau State, Nigeria, the teaching of English language is an essential aspect of the secondary school curriculum. The challenges associated with teaching vocabulary in this area are similar to those faced by many teachers across the country. Students often find vocabulary learning boring and uninteresting, and as a result, lack the motivation to learn. This lack of motivation can negatively impact their learning outcomes, leading to poor performance in English language exams.

Given the challenges associated with teaching vocabulary, there is a need for innovative approaches to enhance student engagement, motivation, and retention of vocabulary items. One such approach is gamification. Research has shown that gamification can be an effective instructional method in promoting learning outcomes, particularly in subjects that are traditionally viewed as dull or challenging. By incorporating game elements and mechanics in the learning process, gamification can enhance student engagement and motivation, leading to better learning outcomes.

Studies have shown that gamification can be effective in enhancing vocabulary learning. For example, a study conducted by Shih et al. (2014) found that the use of a gamified vocabulary learning system increased student engagement and motivation, resulting in higher learning outcomes compared to a traditional vocabulary learning approach. Similarly, a study by Sailer et al. (2017) found that the use of a gamified language learning app increased student engagement and motivation, resulting in higher learning outcomes compared to a traditional language learning approach.

Vocabulary development is a complex process that involves multiple skills. Assessing and testing these skills can help teachers identify students’ areas of strength and weakness, provide targeted instruction, and promote effective language learning. Vocabulary recognition, as mentioned before, is the ability to recognize and understand the meaning of words when they are presented in different contexts. In the opinion of  Oluwafemi (2018) testing this skill can help identify the extent of a student’s vocabulary knowledge and their ability to comprehend written and spoken language. Vocabulary production involves using words correctly in speaking and writing. Students with strong vocabulary production skills can express themselves effectively and communicate their ideas clearly. Testing this skill can help identify areas where students need to improve their grammar, syntax, and word choice. Vocabulary inference is the ability to use contextual clues to infer the meaning of unfamiliar words. Students who possess this skill can read and understand complex texts, which is crucial for academic success. Testing this skill can help teachers identify the extent of students’ reading comprehension abilities. Vocabulary association involves making connections between words and concepts. Students with strong vocabulary association skills can identify and use related words effectively (Kapp, 2012). Testing this skill can help teachers identify students’ knowledge of semantic relationships and word associations. Vocabulary synthesis is the ability to combine words to create new meanings. Students with strong vocabulary synthesis skills can understand and use prefixes, suffixes, and roots to expand their vocabulary. Testing this skill can help teachers identify students’ ability to use morphemes to create new words and meanings.

However, while these studies provide evidence of the effectiveness of gamification in vocabulary learning, there is a need for further research to explore the influence of gamification on vocabulary building among senior secondary school students in Pankshin Local Government Area.

1.2 STATEMENT OF THE PROBLEM

Ideally, senior secondary school students should have a strong vocabulary foundation, which is crucial for their overall language proficiency and academic success. However, the current situation is that students in Pankshin Local Government Area are struggling with vocabulary building, which negatively impacts their language skills and academic performance. Various traditional teaching methods have been employed to enhance vocabulary building, such as rote memorization, textbook exercises, and teacher-led drills. Despite the efforts made, the problem of inadequate vocabulary among senior secondary school students in Pankshin Local Government Area persists. Students continue to struggle with word retention, retrieval, and application.

The lack of a robust vocabulary hinders students’ ability to comprehend texts, express themselves clearly, and engage in effective communication. It also limits their performance in language-related examinations and overall academic achievement. Recognizing the importance of vocabulary in language learning and the limitations of traditional methods, there is a need to explore alternative approaches to vocabulary building. One such approach is the gamification method, which has shown promise in enhancing student engagement and motivation in various educational contexts.

While there is existing research on gamification in education, there is a lack of specific studies investigating its influence on vocabulary building among senior secondary school students in Pankshin Local Government Area. Therefore, it is necessary to examine the potential impact of gamification on vocabulary acquisition and retention in this specific context. It is because of the aforementioned issues that this research seeks to investigate the influence of the gamification method on vocabulary building among senior secondary school students in Pankshin Local Government Area. By addressing this gap in knowledge, the findings of this study can contribute to the development of effective strategies and interventions to enhance students’ vocabulary skills and overall language proficiency.

1.3. PURPOSE OF THE STUDY

The purpose of this study is to examine the influence of Gamification Method on Vocabulary Building among Senior Secondary School Students in Pankshin Local Government Area. The specific objectives of the study are:

Other specific objectives of the study are:

1. To determine the performance of students taught vocabulary with the use of gamification methods.
2. To evaluate the performance of students who are not exposed to the use of gamification methods.
3. To find out the difference in the performance of students who are exposed to vocabulary through gamification methods and those who are not exposed to it.

1.4. RESEARCH QUESTIONS

The following questions guided the research:

1. What is the performance of students taught vocabulary with the use of gamification methods?
2. What is the performance of students who are not exposed to the use of gamification methods?
3. What is the difference in the performance of students who are exposed to vocabulary through gamification methods and those who are not exposed to it?

1.5. SIGNIFICANCE OF THE STUDY

            The study’s educational impact will be significant as it will have the potential to inform the development of effective teaching methods and strategies that enhance vocabulary building among senior secondary school students. The findings can be used to guide educational policies and curriculum development, leading to improved vocabulary development among students.

The practical implications of the study will be crucial, as the use of gamification methods can provide educators with practical solutions for enhancing vocabulary building among students. By providing insights into the effectiveness of gamification methods, the study can inform classroom and educational settings’ implementation of these methods to improve learning outcomes.

The study’s exploration of gamification as an innovative technological tool for enhancing vocabulary building will also have significant technological advancement implications. The study’s results can pave the way for the integration of technology in education to improve learning outcomes.

The research gap identified in this study will highlight the importance of this research as there is limited research on the impact of gamification methods on vocabulary building among senior secondary school students in Pankshin Local Government Area. This study will bridge this gap and provide valuable insights into the effectiveness of gamification methods in vocabulary building.

Finally, the study’s findings will inform future research on the use of gamification methods in education and their impact on learning outcomes. This can lead to the development of more effective educational interventions and practices, ultimately improving students’ academic performance and outcomes.

1.6 THEORETICAL FRAMEWORK

The concept of gamification has been around for several decades, but it has gained increasing attention in recent years due to the growing popularity of video games and the increasing recognition of their potential benefits. The term “gamification” was coined in 2002 by Nick Pelling, but the concept itself has been around for much longer. The earliest examples of gamification can be traced back to the 1800s, when educational games and toys were first developed to make learning more engaging and entertaining.

Gamification theory suggests that the use of game design principles and mechanics can make non-game activities more engaging and motivating. The theory is based on the idea that games have certain characteristics that make them inherently compelling, such as challenges, rewards, feedback, and social interaction. By incorporating these elements into non-game activities, gamification can enhance motivation, engagement, and learning outcomes.

Feedback is a critical component of gamification. Games provide immediate feedback to players on their progress and performance, which helps them to stay motivated and improve their skills. Similarly, in non-game contexts, feedback can help individuals to track their progress and identify areas for improvement.

Rewards are another important aspect of gamification. Games often provide rewards, such as points, badges, or levels, for completing tasks or achieving goals. These rewards serve as extrinsic motivators that can encourage individuals to continue engaging with the activity. In non-game contexts, rewards can take various forms, such as certificates, recognition, or incentives, to encourage individuals to achieve their goals.

Social interaction is also a crucial component of gamification. Games often provide opportunities for players to interact with each other, such as through competition or collaboration. Social interaction can enhance motivation and engagement by creating a sense of community and belonging. In non-game contexts, social interaction can be fostered through group activities, peer feedback, or collaborative learning.

Overall, gamification theory suggests that by incorporating game design principles and mechanics into non-game contexts, individuals can be motivated and engaged to achieve their goals. In the context of vocabulary building among senior secondary school students in Pankshin Local Government Area, gamification methods can be used to make the learning process more engaging and motivating, ultimately leading to improved vocabulary and academic performance.

1.7. SCOPE AND DELIMITATION OF THE STUDY

            The study focuses on influence of gamification method on vocabulary building among senior secondary school students. The study will be restricted to selected senior secondary schools in Pankshin Local Government Area of Plateau State. The study will be limited to impact of gamification methods on senior secondary school students’ vocabulary recognition, vocabulary production, vocabulary association, vocabulary inference and vocabulary synthesis skills. Despite the fact that the study will be restricted to the selected local government area, its findings will be applicable to other parts of the state as well.