The effect of gamification on learners’ English speaking skills performance: A Case of Five Selected Secondary Schools in Kicukiro District, Rwanda

Abstract

This study sought to investigate the effect of gamification on secondary school learners’ English speaking performance. The study employed a mixed method involving both quantitative and qualitative data with the sample size of 336 respondents from the target population (N=2100). The study was analyzed through the lenses of Gamified learning theory or the Theory of gamified Learning which was introduced by Landers (2014). The t-test was used to analyze data. Furthermore, guided interviews, Gameful Experience Questionnaire (GAMEFULQUEST) and classroom observation method were used to gather data. The findings indicated that the scores of a pre-test had a mean of 42.25 with a standard deviation of 8.42, while the scores of a post-test had a mean of 81.21 with a standard deviation of 8.56. This marked an average increase of 38.96 points from the pre-test to the post-test with the Mean Difference (MD) (Post-test - Pre-test): 81.21 - 42.25 = 38.96. The standard deviations indicated that the scores for the variability remained relatively consistent before and after the intervention. The findings also indicated that the difference between mean score of experimental groups was statistically significant at the 0.05 significance level (P-value 0.01<0.05). Furthermore, they showed how gamification contributed to the enhancement of English speaking performance and increased students' motivation, thus making learning fun and enjoyable. The study recommended that further research on this topic be conducted in all secondary schools nationwide for the sake of validity and reliability. It also suggests that the effects of gamification on learners’ listening, reading and writing be investigated. An other recommendation is that the Rwandan Ministry of Education, through Rwanda Basic Education Board( REB) should invest in the development and implementation of gamified learning platforms that foster interactive and enjoyable learning. Last but not least, this study proposes that extensive trainings on the use of gamification in the classroom and gamified applications should be organized to empower teachers of English with required skills to apply this teaching and learning method appropriately.