Effect of Digital Games on Achievement in English Language Vocabulary among Junior Secondary School Students in Lokoja Education Zone of Kogi State

This study investigated the effect of digital games on achievement in English language vocabulary among junior secondary school students in Lokoja education zone of Kogi Syaye. A single research question and a corresponding hypothesis guided the research. The study employed a quasi-experimental design. The total population for the study consisted of 2,170 JSS3 students in Lokoja education zone. Through a multistage sampling technique, 174 students were selected to participate. The English Achievement Test (EAT), specifically designed to assess vocabulary knowledge at the JSS3 level, served as the primary instrument for data collection. Data analysis involved the use of Analysis of Covariance (ANCOVA) at a 0.05 level of significance to examine differences in mean achievement scores between groups. Findings revealed that students taught using digital games significantly outperformed those taught through conventional methods. These findings provide compelling evidence supporting the integration of digital games into English language teaching to boost student engagement and learning outcomes.