Using Procedural and Conceptual Colour Stimulation-Game as an Instructional Gizmo for Nigerian Students

This study evaluates the effectiveness of a procedural and conceptual colour stimulation game as an instructional tool for creative arts education among Nigerian junior secondary school students. The research aims to determine if game-based learning improves academic performance compared to conventional teaching methods, while also examining the influence of gender and school type on student outcomes.

The research employed a quasi-experimental design with a sample of 60 students selected from three co-educational institutions, including private, public, and federal schools. Participants were randomly assigned to either an experimental group, which utilized a specialized colour stimulation game, or a control group, which received traditional instruction. Data were collected using the Colour Stimulation-Game Achievement Test (CSGAT) and analyzed through frequency counts, mean scores, standard deviation, t-tests, and analysis of covariance (ANCOVA).

Findings indicate that students taught using the colour stimulation game achieved significantly higher post-test scores than those taught via conventional methods. While the study found no significant performance gap between male and female students when exposed to the game-based treatment, there was a statistically significant difference in performance across the three school types. The results suggest that integrating game-based strategies into the creative arts curriculum enhances student engagement and academic achievement. Consequently, the study recommends that educators adopt technology-driven, game-based instructional media to supplement traditional teaching, thereby fostering a more effective and motivating learning environment for students across diverse school settings in Nigeria.