Gamification in Ghanaian mathematics classrooms

Examining the roles of teacher knowledge, motivation, and self-Efficacy on student engagement

Authors

DOI:

https://doi.org/10.32674/6b6sns36

Keywords:

Teachers knowledge on gamification, teacher motivation, teacher’s self-efficacy, student engagement

Abstract

This study aims to investigate how teacher knowledge of gamification, alongside motivation and self-efficacy, shapes student engagement in junior high school mathematics classrooms in Ghana. Drawing upon Bandura's social cognitive theory, Astin's theory of involvement, and Tinto's interactionalist theory, this study addresses the growing demand for innovative, student-centered instruction in resource-constrained educational settings.

We employed a cross-sectional survey design and collected data from 155 mathematics teachers using validated instruments. We analyzed the data through structural equation modeling. The results showed that teachers with higher self-efficacy were more likely to adopt gamification strategies, while greater motivation unexpectedly correlated with reduced gamification use. However, both teacher motivation and gamification knowledge significantly enhanced student engagement. We also found that self-efficacy indirectly influenced gamification use through motivation but did not significantly affect student engagement via this pathway.

These findings highlight the need to equip teachers with gamification knowledge while addressing complex motivational dynamics. By exploring how teacher confidence and innovation affect student participation, the study offers practical insights for teacher training and policy reform. The research had contributed to the theoretical understanding of gamification in low-resource settings and demonstrated its transformative potential for mathematics education in Ghana.

Author Biographies

  • Justice Dadzie, The University of Alabama, USA

    Justice Dadzie is a Ph.D. student in Educational Research at the University of Alabama, where he specializes in quantitative analysis and advanced statistical methodologies. He holds a strong academic foundation in measurement and evaluation, earned from the University of Cape Coast, Ghana. Justice’s research explores the intersection of student performance, motivation, and assessment practices, with a particular focus on topics such as examination malpractice, spatial abilities, and student learning outcomes.

    His methodological expertise includes Rasch modeling, Item Response Theory (IRT), and Bayesian modeling, which he applies to investigate complex educational phenomena. Justice is passionate about advancing evidence-based assessment practices that enhance educational quality and equity, particularly in under-resourced educational systems. Through his work, he aims to contribute to the development of more accurate and fair evaluation tools that support both teaching and learning across diverse learning contexts.

  • Ruth Keziah Anaan-Brew, University of Cape Coast, Ghana

    Dr. Ruth Keziah Annan-Brew is a lecturer at the Department of Education and Psychology, University of Cape Coast, Ghana. She holds a Ph.D. in Educational Measurement and Evaluation, with a research focus centered on instrument validation, Item Response Theory (IRT), Differential Item Functioning (DIF), and the psychometric evaluation of educational assessments.

    Her scholarly work explores the dynamics of student performance and self-efficacy, aiming to develop robust, equitable tools that capture the complexities of student learning and assessment outcomes. Dr. Annan-Brew combines strong methodological expertise with a commitment to improving educational measurement practices in both research and classroom settings. Her contributions to the field are instrumental in promoting valid, reliable, and contextually relevant evaluation systems that support evidence-based decision-making in education.

  • Elizabeth Danso, North Dakota State University, USA

    Elizabeth Danso is a master’s student in the Department of Communication at North Dakota State University, with a concentration in organizational communication. Her academic interests span health communication, crisis communication, and the lived experiences of migrant workers within organizational settings. Elizabeth’s research explores how communication shapes organizational life, especially in contexts marked by social, cultural, or institutional challenges. 

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Published

2025-08-20

Issue

Vol. 15 (2025): American Journal of STEM Education

Section

STEM Education (regular)

How to Cite

Dadzie, J., Anaan-Brew, R. K., & Danso, E. (2025). Gamification in Ghanaian mathematics classrooms: Examining the roles of teacher knowledge, motivation, and self-Efficacy on student engagement. American Journal of STEM Education, 15, 45-86. https://doi.org/10.32674/6b6sns36