Abstract:

This study examined the effectiveness of gamification in improving academic performance in primary schools in the Greater Accra region of Ghana. A survey was conducted with 500 primary school teachers to understand their perceptions and attitudes towards the use of gamification in education. The results indicated that a majority of the teachers believed that gamification had a positive impact on student engagement and motivation. However, the teachers had mixed responses regarding its direct influence on academic performance. Some reported improved grades and increased student participation, while others noted more indirect benefits, such as improved attendance and reduced behavioral issues. The study also identified several challenges faced by teachers in integrating gamification into their teaching practices. These challenges included limited access to digital resources and inadequate training. Despite these obstacles, most teachers expressed a willingness to continue using gamification in their classrooms, citing its potential to make learning more enjoyable and interactive. The findings suggest that while gamification has the potential to enhance academic performance in Ghanaian schools, its effectiveness is influenced by various factors, including teacher training, access to resources, and the specific game elements used. The study provides valuable insights for policymakers and educators seeking to leverage gamification to improve educational outcomes in Ghana. Further research is needed to explore the long-term impact of gamification on student learning and academic achievement in the Ghanaian context.

Keywords:

Gamification, Ghana education system, Academic performance, Student engagement and motivation, Integration challenges, Game elements.