Comparative efficacy of face-to-face and digital concentration memory-based gaming interventions on pupils’ mathematics achievement in public and private schools in Ede North LGA

This study examined the comparative efficacy of face-to-face and digital concentration memory-based gaming interventions on pupils’ mathematics performance in public and private schools in Ede North Local Government Area of Osun State, Nigeria. The objectives were to determine the prevailing level of mathematics performance before and after the intervention, assess the efficacy of face-to-face delivery, examine the efficacy of digital delivery, compare both modes, and investigate school-type differences in outcomes. A quasi-experimental design with pre-test and post-test structure was adopted. The study population comprised pupils in Primary One to Three across four purposively selected schools, with a total sample size of 372 pupils determined through the Taro Yamane formula. Pupils were assigned to treatment and control groups based on intact classes. The research instrument was the Equation Memory Match game, delivered either face-to-face with physical cards or digitally via tablets and computers. Data were collected from school records for baseline mathematics scores, followed by four weeks of intervention delivered three times weekly, and concluded with post-test mathematics scores. The results showed that at baseline more than half of the pupils (53.2%) were below the mean performance benchmark, reflecting a dominance of low achievement in mathematics. Face-to-face intervention significantly improved mathematics scores for high performers (M = 72.45 vs. 66.13; t(126) = 3.21, p = .002, d = 0.65) and for low performers (M = 56.78 vs. 48.33; t(184) = 4.12, p < .001, d = 0.82). Digital delivery produced similar but stronger effects, with high performers in the treatment group scoring higher than controls (M = 73.21 vs. 66.78; t(116) = 3.45, p = .001, d = 0.68) and low performers showing large gains (M = 57.45 vs. 49.12; t(129) = 4.29, p < .001, d = 0.81). Comparative analysis revealed that while both modes were effective, digital delivery yielded greater improvements, particularly for lowperforming pupils. School-type analysis showed that private schools outperformed public schools overall, but factorial ANOVA indicated significant main effects for delivery mode (F(1,364) = 9.12, p = .003), performance level (F(1,364) = 16.91, p < .001), and school type (F(1,364) = 4.81, p = .029). The finding that digital delivery most benefited low performers aligns with constructivist learning theory, which supports paced, learner-centred engagement and cognitive scaffolding. Practically, this demonstrates the value of innovative, student-focused strategies for improving mathematics outcomes in Nigeria and shows how digital tools can help narrow performance gaps between public and private school pupils.