Volume 14, 2025

Effect of Game-Based Instructional Method on Preschoolers' Arithmetic Achievement in Lagos State

M. N, MANUEL, A.P, OSAGIE, & I.O. THOMAS

Abstract

This study evaluated how game-based learning affected preschoolers' arithmetic achievement. Quasi-experimental
research design was adopted and the study population include public nursery school pupils in Lagos Mainland L.G.A. of
Lagos State, and the sample size was 34 pupils in two randomly selected Nursery Two classes from two public nursery
schools. A class of 18 was the treatment group and a class of 16 was the control group. This study used a 13-item
Preschoolers' Arithmetic Achievement Test (PAAT) validated by early childhood education and test and measurement
experts at the University of Lagos, Akoka, with a Cronbach Alpha reliability value of 0.87 to assess the group's arithmetic
achievement. Frequency counts and independent-samples t-tests were used in SPSS 21.0 to analyse the data at 0.05
signicant levels. The P-value of 0.412 was found greater than the level of signicance (0.05); p > 0.05. The results
demonstrated that game-based instructions improved preschoolers' arithmetic achievement in Lagos Mainland and that
gender did not affect performance. Based on the ndings, this study recommends integrating game-based instructional
methods into preschoolers' teaching-learning process and encourages curriculum workers and examination bodies to
popularize its efficient utilisation.

Keywords

Game-based instructions, Arithmetic Achievement, Preschoolers, Teaching-Learning Process

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