Gamification as a Catalyst for Primary School Students’ Engagement and Academic Performances in STEM Activities in Public Schools in Southwestern Nigeria

This study investigates the role of gamification in enhancing students’ engagement and academic performance in STEM activities among primary school pupils in public schools in southwestern Nigeria. Given persistent challenges in learner motivation and achievement in STEM at the foundational level, the study explores how game-based learning strategies can help overcome these barriers. Grounded in constructivist and self-determination learning theories, a mixed-methods approach was employed, combining pre-and post-tests, observational checklists, and teacher interviews. Using simple random sampling, three states, Lagos, Oyo, and Ekiti, were selected from the geographic clusters: [Lagos and Ogun], [Oyo and Osun], and [Ondo and Ekiti]. Public schools were purposively chosen based on STEM curriculum presence, student diversity, and willingness to implement instructional innovations. The results show that STEM activities involving games significantly improved students’ participation, conceptual understanding, and overall classroom engagement. However, implementation challenges such as insufficient teacher training and limited access to digital resources were noted. The study concludes that when games are strategically integrated, it enhances learning outcomes in resource-limited educational environments. It recommends investments in teacher capacity development and inclusion of games in STEM curriculum planning to sustain long-term impact.