Effect of Activity-Based Games on Students' Academic Achievement in Social Sciences

Abstract

The purpose of the research was to investigate the effect of activity-based games on the academic achievement of graduate-level pupils in social sciences. An experimental research design with a pre-and post-test control group was used in this study. As pre-test and post-test, MCQ achievement tests containing 70 items were used as research methods for data collecting. The initial stage in this initiative was to collect data on what inspires children to learn. Both groups took a pre-test, and the results were tallied. The project's second phase was to study the effects of various activities on academic achievement. Both groups were given an MCQ performance test. The T-test was used to analyze the data. The findings of this study demonstrated that, compared to the control group, most pupils' marks improved in the experimental group. The mean value showed that experimental group participants scored 18.77 on the post-test, while control group students scored 16.21. According to a post-lesson poll, most students regarded activity-based games to be more engaging than lecture-based instruction.