Effect of Gamification and Collaborative Teaching Strategies on Students' Achievement in Periodic Table Concepts in Technical Secondary Schools in Akwa Ibom State, Nigeria

Background: The increasing demand for quality science education in the 21st century has highlighted the need for effective instructional strategies that enhance students’ understanding of abstract concepts in subjects like Chemistry. Despite the central role of Chemistry in scientific and technological advancement, students’ achievement remains poor, particularly in abstract topics such as the periodic table. This has been largely attributed to the persistent use of conventional teaching methods that fail to actively engage learners and support conceptual understanding. Objective: The study investigated the effect of gamification and collaborative teaching strategies on students’ achievement in periodic table concepts in Technical Secondary Schools in Akwa Ibom State, Nigeria, as well as the influence of gender on students’ achievement. Method: The study adopted a quasi-experimental design, specifically a pretest–posttest non-equivalent group design. The population comprised 5,452 Senior Technical One (ST1) students in seven technical secondary schools, while a sample of 97 students from two randomly selected schools was used. Data were collected using the Periodic Table Achievement Test (PTAT), which had a reliability coefficient of 0.84 determined using Kuder-Richardson Formula 20 (KR-20). Mean and standard deviation were used to answer research questions, while Analysis of Covariance (ANCOVA) was used to test hypotheses at 0.05 level of significance. Results: The findings revealed that there was a significant difference in students’ achievement in the periodic table when taught using gamification and collaborative teaching strategies, with gamification producing higher mean gain scores than collaborative teaching strategy. The results further indicated that there was no significant difference in the achievement of male and female students when taught using either of the teaching strategies. Conclusion: The study concluded that gamification teaching strategy is more effective than collaborative teaching strategy in enhancing students’ achievement in periodic table concepts. It also established that both strategies provide equitable learning opportunities, as gender does not significantly influence students’ achievement. Unique Contribution: This study provides empirical evidence on the comparative effectiveness of gamification and collaborative teaching strategies in teaching abstract Chemistry concepts, particularly the periodic table. It contributes to existing literature by demonstrating how game-based instructional approaches can improve students’ engagement, motivation, and achievement while minimizing gender disparities in learning outcomes. Key Recommendation: It was recommended that Chemistry teachers should adopt gamification strategies such as quizzes, challenges, simulations, point systems, and competitive group tasks when teaching periodic table concepts to enhance students’ engagement and achievement.