Comparative effects of collaborative strategies in a Quizlet gamified learning environment on secondary school physics students’ achievement

Abstract

Abstract Gamification is increasingly recognised as a vital strategy for enhancing students’ learning outcomes. In science education, particularly in physics students often experience learning as abstract, difficult, and disengaging, which negatively affect their achievement. This study evaluated how four collaborative learning strategies could enhance secondary school physics students’ achievement through Quizlet gamification. The study was guided by two research objectives. A pretest, posttest, non-equivalent quasi-experimental research design was employed. The sample size was 317 physics students. The instruments for data collection were Quizlet gamification software in four collaborative learning strategies and physics achievement test (PAT). The instruments were validated by physics education experts. The PAT was pilot tested on 49 physics students and analysed using spearman ranking correlation which yielded 0.89 confirming its validity. The instrument was used to generate data which were analysed using mean, standard deviation, analysis of covariance and Sidak post hoc. Sensitivity and fidelity analysis were carried out to confirm the findings and implementation of problem based learning. The data analysed showed that the use of collaborative learning strategy in gamified environment enhances physics students’ academic achievement in think–pair–share (TPS), Jigsaw, reciprocal peer tutoring (RPT) and problem-based learning (PBL). Male students outperformed their female peers in RPT and Jigsaw however, in TPS and PBL, gender differences in achievement were negligible. The study concluded that the use of four collaborative learning strategies in Quizlet gamified environment enhances physics students’ achievement in TPS, Jigsaw, RPT and PBL. Therefore, teachers should integrate Quizlet gamification into collaborative learning setting to improve physics students’ achievement. Also, gender-responsive strategies should be incorporated into RPT and JIGSAW to bridge performance gaps, while maintaining inclusive practices in TPS and PBL.