EFFECT OF BOARD GAME ON ACHIEVEMENT IN ISLAMIC STUDIES EDUCATION CONCEPT AMONG PUBLIC PRIMARY SCHOOL PUPILS IN OSUN, STATE, NIGERIA

Abstract

This study investigated the effect of board game-based instruction on pupils' achievement in
Islamic Studies among public primary school pupils in Osun State, Nigeria. A pretest-posttest
control group quasi-experimental design was adopted. Using purposive sampling, 60 pupils were
selected from six public primary schools across Osun State and assigned to experimental and
control groups. Data were collected using the Islamic Studies Education Achievement Test
(ISEAT), a researcher-developed instrument with a reliability coefficient of 0.85, validated by
experts in Educational Technology and Islamic Studies. One research question and three
hypotheses were formulated and tested at a 0.05 level of significance. Data were analysed using
mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings revealed that pupils
exposed to board game-based instruction achieved significantly higher scores in Islamic Studies
than their counterparts in the control group. It is therefore recommended that teachers of Islamic
Studies at the primary school level integrate board games into their instructional practice as a costeffective and engaging strategy for improving learning outcomes.