GAME-BASED LEARNING AND ITS INFLUENCE ON STUDENT ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOL BIOLOGY IN NIGERIA. A REVIEW

Abstract

This review explores the impact of Game-Based Learning (GBL) on student academic achievement in secondary school biology within the Nigerian educational context. With increasing concerns about student engagement and performance in science subjects, particularly biology, educators are seeking innovative methods to improve learning outcomes. Game-Based Learning has emerged as a promising approach, integrating educational content with interactive and engaging gameplay elements. Drawing on both international and local studies, this review highlights the effectiveness of GBL in enhancing student motivation, conceptual understanding, and retention of biological concepts. It also examines how the use of digital and non-digital games in Nigerian classrooms can address challenges such as low student interest and limited teaching resources. While evidence suggests that GBL has the potential to significantly boost academic performance, the review also notes contextual barriers such as infrastructure limitations, teacher preparedness, and curriculum alignment. The paper concludes by emphasizing the need for strategic implementation, teacher training, and further research to fully harness the benefits of GBL in improving biology education in Nigeria’s secondary schools.