Effect of Puzzle-Based Game Strategy in Computer Science Unplugged on Students' Academic Performance in Kwara State, Nigeria

Adebayo Emmanuel Alimi; Jamiu Muhammed Okikiola; Omotayo Olabo Obielodan; Khashiyah Abdulfattah; Nurudeen Akinwole Akindele; Kamaldeen Jimoh Muhammed

doi:10.5281/zenodo.17516447

Autor/innen

Adebayo Emmanuel Alimi Department of Educational Technology, Faculty of Education, University of Ilorin, Ilorin, Nigeria Autor/in https://orcid.org/0009-0001-5336-7688
Jamiu Muhammed Okikiola Department of Educational Technology, Faculty of Education, University of Ilorin, Ilorin, Nigeria. Autor/in https://orcid.org/0009-0007-6487-7126
Omotayo Olabo Obielodan Department of Educational Technology, Faculty of Education, University of Ilorin, Ilorin, Nigeria Autor/in https://orcid.org/0009-0003-9333-8659
Khashiyah Abdulfattah Department of Educational Technology, Faculty of Education, University of Ilorin, Ilorin, Nigeria. Autor/in https://orcid.org/0009-0004-9911-4637
Nurudeen Akinwole Akindele Department of Educational Technology, Faculty of Education, University of Ilorin, Ilorin, Nigeria Autor/in https://orcid.org/0009-0006-5750-2273
Kamaldeen Jimoh Muhammed Department of Educational Technology, Faculty of Education, University of Ilorin, Ilorin, Nigeria Autor/in https://orcid.org/0000-0001-9258-3810

DOI:

https://doi.org/10.5281/zenodo.17516447

Schlagwörter:

Computer Science Unplugged, Puzzle-Based Learning, Academic Performance, Gender, Junior Secondary School

Abstract

Computer Science Unplugged (CSU) is an innovative approach to teaching computational concepts through hands-on activities without using computers. This study investigated the effect of a puzzle-based game strategy within the CSU framework on students’ academic performance in Kwara State, Nigeria. Sixteen Junior Secondary School students participated in a quasi-experimental pre-test/post-test design. Descriptive and inferential statistics, including mean, standard deviation, and independent t-test at 0.05 significance level, were used for analysis. Findings showed that the puzzle-based strategy significantly improved problem-solving skills (mean difference = 9.4), and students exhibited positive attitudes toward the method (grand mean = 3.04). No significant gender difference was found (t = -0.505, p = 0.617). The study concludes that CSU puzzle-based learning enhances students’ comprehension and is equally effective across genders. It recommends integrating unplugged strategies into computer studies curricula to improve engagement and learning outcomes.