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EFFECT OF GAMIFICATION ON LEARNING OF NUMERACY BY ADULT LEARNERS IN LAGOS STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study investigates the effect of gamification on the learning of numeracy by adult learners in Lagos State. With the increasing emphasis on lifelong learning and the growing recognition of the importance of numeracy skills in various aspects of life, it is essential to explore innovative approaches to enhance adult learners’ numeracy learning experiences.
The study adopts a quantitative research design, employing a pretest-posttest control group design. The participants consist of 100 adult learners aged 25-55 years, randomly assigned to experimental and control groups. The experimental group receives numeracy instruction using a gamified learning platform, while the control group receives traditional instruction without gamification.
Data collection involves administering pretest and posttest measures to assess participants’ numeracy skills. The measures include a standardized numeracy assessment tool developed specifically for adult learners. Additionally, qualitative data will be gathered through focus group discussions and interviews to obtain insights into participants’ perceptions of the gamified learning experience.
The research aims to examine the impact of gamification on adult learners’ numeracy skills, their motivation to engage in numeracy learning, and their overall learning experience. Statistical analyses, including t-tests and analysis of covariance (ANCOVA), will be conducted to compare the pretest and posttest scores between the experimental and control groups.
The anticipated findings will contribute to the existing body of knowledge on the effectiveness of gamification in adult numeracy education. The research outcomes may have practical implications for educators, policymakers, and instructional designers in Lagos State and beyond, highlighting the potential benefits of integrating gamification strategies into adult numeracy instruction.
By investigating the effect of gamification on the learning of numeracy by adult learners, this study seeks to provide evidence-based insights and recommendations to improve numeracy education for adults in Lagos State, ultimately enhancing their numeracy skills and empowering them to participate fully in social, economic, and civic activities.
Keywords: gamification, numeracy, adult learners, learning experience, motivation, Lagos State.
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