INFLUENCE OF GAMIFIED ASSESSMENT AND STUDENTS’ SELF-REGULATION ON MOTIVATION TO LEARN AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ICT-INTEGRATED CLASSROOMS IN KADUNA METROPOLIS, NIGERIA

Abstract

The study titled "Influence of Gamified Assessment and Students’ Self-Regulation on Motivation to Learn among Senior Secondary School Students in ICT-Integrated Classrooms in Kaduna Metropolis, Nigeria" aimed to examine how gamified assessment and students’ self-regulation influence their motivation to learn in ICT-integrated learning environments. The study adopted an ex post facto research design to investigate these relationships. The population of the study consisted of senior secondary school (SS 2) students in Kaduna Metropolis, Nigeria. A multistage sampling technique was employed, culminating in a sample size of 300 SS 2 students. Three instruments were used for data collection: a gamified assessment scale, a self-regulation scale, and a motivation to learn questionnaire. Data were analyzed using mean and standard deviation for research questions, while hypotheses were tested using simple linear regression, multiple regression, and ANOVA. The findings revealed that both gamified assessment and self-regulation significantly predicted students' motivation to learn (mean = 4.20, SD = 0.68 for gamified assessment; mean = 4.05, SD = 0.71 for self-regulation). Furthermore, the combined effects of these variables on motivation to learn were substantial, with a multiple regression result showing an R² value of 0.58, indicating that gamified assessment and self-regulation explained 58% of the variance in motivation to learn. Significant differences in motivation were also observed based on varying levels of exposure to gamified assessment and self-regulation, with the ANOVA revealing a p-value of 0.02, indicating statistically significant differences among groups. Based on these findings, it is recommended that educational stakeholders integrate gamified assessments into the curriculum to enhance student engagement, promote the development of self-regulation skills, and expand ICT infrastructure to ensure equitable access to learning tools. Additionally, professional development programs should be implemented to equip teachers with the necessary skills to foster these motivational strategies in ICT-integrated classrooms.