Abstract

This investigation delves into the practical application of gamification within the science curriculum of a developing nation, focusing on tenth-grade students. The primary objective is to enhance academic performance and motivation in chemistry education. Employing a quasi-experimental quantitative method with a correlational scope, the research compares a control group against an experimental group using pretest/posttest assessments and surveys. The findings reveal a positive impact on both academic performance and motivation in both groups, with the experimental group, exposed to the gamified approach, demonstrating more favorable outcomes. Notable differences are observed in academic performance and motivation, highlighting the potential benefits of gamification in educational settings. This investigation provides valuable insights into the practical implications of gamification as an innovative pedagogical strategy. It emphasizes the importance of engaging students through creative methodologies like gamification, particularly in educational environments facing significant challenges. These insights are relevant for educators and policymakers aiming to improve learning experiences and outcomes in similar educational contexts within developing nations.