Abstract

The study explored the efficacy of ludomatic game and gender difference on senior secondary school 2 students' academic achievement and retention in Algebra. Six (6) research purposes, six(6) questions and six(6) null hypotheses guided the conduct of the study. The study employed a quasiexperimental design of non-equivalent control group. The study was conducted in Obudu local government area under Ogoja education zone of cross river state, Nigeria. Four co-educational secondary schools were drawn using multi-stage sampling procedures from eighty four (84) government approved secondary schools in the zone. Two intact classes from two different schools were then randomly assigned to the experimental and the control groups each. A total of 123 (67 males and 53 females) students out of 5643 students were involved in the study. The experimental group was taught algebra concepts using six (6) improvised ludomatic game boards while the control group was taught the same topics using the conventional lecture method. The researcherdeveloped instruments, Algebra Achievement Test (AAT), validated by three research experts which were used for data collection. The AAT had measures of estimate of reliability and item difficulty of 0.82 and o.24 respectively, while they all had internal consistency of 0.52. The questions were answered using mean and standard deviation, while the six null hypotheses were tested using ANCOVA at p

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