Effect of Game-Based Learning and Self-Regulated Learning Strategies on Science Students' Study behaviour

Abstract

The problems of poor study behaviour is continually a menace in education. As a result, the researchers assessed the effect of game-based learning and self-regulated learning strategies on students' study behaviour. A quasi experimental design of pretest, posttest, randomized was employed in the study using multi-stage sampling technique. Two hundred and forty (240) randomly selected students who exhibited poor study habits from the three Senior Secondary Schools took part in the study. Study Habits Inventory (SHI) was used to elicit responses from the participants. Analysis of data was done using regression analysis at 0.05 level of significance. It was revealed that there is a statistical significance of the main effects of  game-based learning and self-regulated learning strategies on students' study behaviour. It was observed that game-based learning improves students’ study habit more than the self-regulated learning method, and even more over the control group where no specific learning method was adopted. It is concluded that the use of game-based learning and self-regulated learning can bring about serious improvement in the students' learning behaviour. Teachers should be encouraged to vary their methods of teaching in line with the needs of the students to achieve the set goals.