Joy Omolola Oyeniran




Game based instructional approach changes mathematical perceptions of pupils in primary schools as they are easily fascinated by what they see and relate with. The world has gone developed technologically and have moved from the use of local game to the use of technologically developed games to teach in primary schools. This study investigated the perceptions of primary school teachers in Atiba Local Government on the use of a technologically based game called kahoot game to deliver instructions to primary school pupils in Mathematics. The study adopted descriptive survey research design as it’s appropriate to seek opinions of the primary school Mathematics teachers to take decisions for the study. One research question was answered while three hypotheses were tested. The population of the study comprised all primary school teachers in Atiba local government area of Oyo State out of which 190 teachers were randomly selected for the study. The instrument used to elicit information was a self-designed questionnaire tagged kahoot game instructional strategy questionnaire (KGISQ). Its reliability was determined using Cronbach-Alpha and r was equal to 0.78. It was discovered that kahoot game is a game that can be used for instructional delivery in Mathematics with proper training for both the teacher and the pupils. The study showed a significant difference in the perception of teachers based on gender (N = 190, df = 188; t = 4.864; p = .05) while there was no significant difference in their perception based on school location (N = 190, df = 188, t =19 0.683; p= .05). It was recommended among others that government should assist primary schools pupils by supplying them with necessary materials like laptop or tablets for proper usage of kohoot game and students’ data discount should be introduced by network providers.



Keywords: Mathematics, Instructional Delivery, Kahoot game


Full Text:



Brandt, B. (2013). Everyday pedagogical practices in mathematical play situations in German “kindergarten”. Educational Studies in Mathematics, 84(2), 227-248

Cutri, R., Marim, L.R., Cordeiro, J.R., Gil, H.A., & Guerald, C.C. (2016). Kahoot, a new and cheap way to get classroom-response instead of using clickers. Retrieved from https://www.asee.org/public/conferences/64/papers/14649/view

Dolun, F. (2005). Mathematical games for teaching simple substitution of values into Algebraic expression. Journal of Issues on Mathematics 8(1) 97-105.

Laski, E. V., & Siegler, R. S. (2014). Learning from number board games: You learn what you encode. Developmental Psychology, 50 (3), 853-864.

Marcus, A., Perry, B., Dockett, S., & MacDonald, A. 2016. Children noticing their own and others' mathematics in play. In B. White, M. Chinnappan, & S. Trenholm (Eds.). Opening up mathematics education research (Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia) (pp. 439-446). Adelaide: MERGA.

McColgan, M., Colesante, R. & Andrade, A. (2018). Pre-service teachers learn to teach with serious games. Journal of STEM Education, 19(2). Laboratory for Innovative

Technology in Engineering Education (LITEE). Retrieved from https://www.learntechlib.org/p/ 184156/.

Okigbo, E.C. and Okeke, S.O.C.( 2011). Effects of games and analogies on students’ interest in Mathematics JSTAN 46(1) 101-112.

Plass, J. L., O’Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology, 105(4), 1050.

Prieto, M.C., Palma, L.O., Tobías, P.J.B., & León, F. J. M. (2019). Student assessment of the use of Kahoot in the learning process of science and mathematics. Education Sciences, 9(1), 55. https://doi.org/10.3390/educsci9010055

Woo, J. C. (2014). Digital Game-Based Learning Supports Student Motivation, Cognitive Success, and Performance Outcomes. Educational Technology & Society, 17(3), 291-307.


  • There are currently no refbacks.

Copyright ©  2022. KWASU International Journal of  Education (KIJE) All Rights Reserved. 
ISSN: 2384-6801 (ONLINE & PRINT) 

Powered by Myrasoft Systems Ltd.(http://www.myrasoft.ng)