Perception of pre-service Biology teachers on the use of Game-Based Learning to teach Biology in senior secondary schools in Minna Metropolis, Niger State, Nigeria

Abstract

This study investigated the perceptions of pre-service Biology teachers on the use of Game-Based Learning (GBL) in secondary school instruction. A descriptive survey design was adopted, with a population comprising pre-service Biology students from the Federal University of Technology, Minna, and Niger State College of Education, Minna. A sample of 163 respondents was selected using Taro Yamane's formula. Data were collected using a structured questionnaire titled ‘Pre Service Teachers' Perception on Game-Based Learning Questionnaire (PTPGBLQ),’ which demonstrated a reliability coefficient of 0.78. The data were analyzed using mean and standard deviation. Findings revealed a high level of perceived skill acquisition (x̄ = 2.75), a strong interest in using GBL (x̄ = 3.32), and a positive overall perception of its utility in teaching Biology (x̄ = 3.42). The study concludes that pre-service Biology teachers in Minna Metropolis are positively disposed toward and equipped for the integration of GBL. It is recommended that teacher training programs incorporate GBL methodologies to better prepare future educators for innovative pedagogical practices.