Abstract

This study determined the effect of digital game- based instructional strategy on senior secondary student Achievement in Niger State. Three research question and three null hypotheses were formulatedand testedat 0.05 level of significance. Quasi experimental design using pre-test posttestnon equivalent control group research design was adopted for the study. Four (4) co-educational schools out of twenty three (23)schools in Minna metropolis Niger state were purposively selected.  The selection of the schools was based on availability of computer laboratory. The selected schools   were randomly assigned into experimental and control groups. A total number of one hundred and one student (101) (64 males and 37 females) participated in the study. Intact   classes of the selected schools were used.   Chemistry Achievement Test CAT was adopted from West African School Certificate Examination.The face and content validity of CAT was determined by experts in chemistry education and test and measurement.The reliability coefficient 0.81 was determined on CAT using K-R 20. The data collected were analyzed using analysis of covariance (ANCOVA) using statistical package for social sciences (SPSS) version 20.0. Findings from the study  indicated that digital game based instructional strategy enhanced the achievement of chemistry student, the result also revealed  that the achievement of chemistry students using digital game based instructional strategy was  gender bias in favour of the boys It was  recommended  that  digital game based instructional strategy should be employ to teach senior secondary school students in Niger State and beyond, and Chemistry teachers should be sent on in service training to study educational technology where they can learn the design of instructional materials.