The Effect of Gamification on Learners’ English-Speaking Skills Performance: A Case of Five Selected High Schools in Kicukiro District, Rwanda

Abstract

This paper sought to investigate the effect of gamification on the improvement of English-speaking skills among high school learners. The paper employed a mixed method involving both quantitative and qualitative data, with a 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 Lander’s (2014). The t-test was used to analyze the data. Furthermore, guided interviews, the Gameful Experience Questionnaire (GAMEFULQUEST), and classroom observation methods 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 minus 42.25 = 38.96. The standard deviations indicated that the scores for variability remained relatively consistent before and after the intervention. The findings also indicated that the difference between the score means of the experimental groups was statistically significant at the 0.05 significance level (P-value 0.01<0.05). The findings of the study showed how gamification contributed to the enhancement of English-speaking performance and how gamification increased students' motivation and made learning fun and enjoyable. The paper recommended that the Rwandan Ministry of Education, in partnership with REB, make investments in the development and implementation of gamified learning platforms that foster interactive and enjoyable learning. Extensive teacher training initiatives that guarantee the successful use of gamification in the classroom should be encouraged.