Effect of Puzzle-Based Game Strategy in Computer Science Unplugged on Students' Academic Performance in Kwara State, Nigeria

Journal of Education, Communication, and Digital Humanities -Vol.2, No.1, Sept. 2025 pg. 336 Effect of Puzzle-Based Game Strategy in Computer Science Unplugged on Students' Academic Performance in Kwara State, Nigeria By Alimi Adebayo Emmanuel (Ph.D.)* [email protected]; +2348089312235; ORCID ID: https://orcid.org/0009-0001-5336-7688 Okikiola Jamiu Muhammed okiki9[email protected]; +2348066733619; ORCID ID: https://orcid.org/0009-0007-6487-7126 Obielodan Omotayo Olabo (Ph.D.) [email protected]; +2348184531404; ORCID ID: https://orcid.org/0009-0003-9333-8659 Abdulfattah Khashiyah (Ph.D.) [email protected]; +2348061240706; ORCID ID: https://orcid.org/0009-0004-9911-4637 Akindele Nurudeen Akinwole (Ph.D.) [email protected]; +2348023256607; ORCID ID: https://orcid.org/0009-0006-5750-2273 Muhammed Kamaldeen Jimoh (Ph.D.) jimoh.k[email protected]; +2347057718652; ORCID ID: https://orcid.org/0000-0001-9258-3810 Department of Educational Technology, Faculty of Education, University of Ilorin, Ilorin, Nigeria. DOI: https://doi.org/10.5281/zenodo.17516447 Abstract Computer Science Unplugged (CSU) is an innovative approach to teaching computational concepts through hands-on activities without using computers. This study investigated the effect of a puzzle-based game strategy within the CSU framework on students’ academic performance in Kwara State, Nigeria. Sixteen Junior Secondary School students participated in a quasi-experimental pre-test/post-test design. Descriptive and inferential statistics, including mean, standard deviation, and independent t-test at 0.05 significance level, were used for analysis. Findings showed that the puzzle-based strategy significantly improved problemsolving skills (mean difference = 9.4), and students exhibited positive attitudes toward the method (grand mean = 3.04). No significant gender difference was found (t = -0.505, p = 0.617). The study concludes that CSU puzzle-based learning enhances students’ comprehension and is equally effective across genders. It recommends integrating unplugged strategies into computer studies curricula to improve engagement and learning outcomes. Keywords: Computer Science Unplugged, Puzzle-Based Learning, Academic Performance, Gender, Junior Secondary School Journal of Education, Communication, and Digital Humanities -Vol.2, No.1, Sept. 2025 pg. 337 Introduction In the contemporary global landscape, education has undergone a profound transformation driven by rapid technological advancement and the increasing integration of digital tools into everyday life. The growing demand for technological literacy has redefined teaching and learning, particularly in computer-related subjects. Across the world, the emphasis has shifted from traditional rote learning to approaches that foster digital competence, problem-solving, and creative thinking skills essential for success in the knowledge-based economy of the 21st century (Durak, 2020). This paradigm shift has prompted educators and researchers to design innovative teaching models that promote active engagement and deeper understanding of computational concepts among learners. One such innovative approach is Computer Science Unplugged (CSU), which introduces computational thinking through interactive, non-digital activities. CSU employs games, puzzles, and physical tasks to teach abstract computer science principles in tangible and relatable ways (Bell & Vahrenhold, 2018). Rather than relying on computers or coding, the method emphasizes understanding fundamental concepts such as algorithms, data representation, and logical reasoning. Within this framework, puzzle-based games have emerged as particularly effective tools for enhancing students’ learning experiences and academic performance, especially in computer studies at the junior secondary school level. Puzzle-based learning is a pedagogical approach that integrates problem-solving activities within educational games to stimulate intellectual curiosity and promote higher-order thinking. Through these structured challenges, learners develop critical thinking, creativity, and resilience qualities central to scientific reasoning (Kazimoglu, 2020). This method aligns with constructivist and inquiry-based learning theories, where students build knowledge through exploration, collaboration, and reflection. Empirical studies have demonstrated that puzzlebased learning not only enhances motivation and engagement but also improves cognitive outcomes such as analytical reasoning, pattern recognition, and the transfer of knowledge to new contexts (Pardhan et al., 2022). In the context of computer studies education, puzzle-based games provide an effective means of simplifying complex and abstract concepts. Activities such as the Sorting Network Puzzle and Binary Numbers Bingo, frequently used in CSU programs, allow students to visualize and manipulate information structures that parallel real-world computational processes (Bell et al., 2014). These interactive tasks foster logical reasoning and sequential problem-solving, enabling students to think algorithmically without the cognitive overload often associated with programming syntax. By simulating the mental processes of computer scientists, puzzle-based activities help learners internalize computational principles in an intuitive and engaging way. Beyond cognitive benefits, puzzle-based games also foster active learning environments that position students as active participants rather than passive recipients of information. This learner-centered orientation contrasts sharply with traditional, teacher-dominated instruction, which often prioritizes memorization over conceptual understanding (Odutuyi, 2019). Research indicates that active learning enhances student motivation, participation, and longterm retention of knowledge key predictors of academic achievement in technical disciplines such as computer science (Kabutu, 2015). By engaging students emotionally and intellectually, puzzle-based learning cultivates a sense of ownership and autonomy, thereby supporting sustained academic growth. Journal of Education, Communication, and Digital Humanities -Vol.2, No.1, Sept. 2025 pg. 338 In the Nigerian educational context, puzzle-based strategies offer valuable opportunities to address persistent gender disparities in computer studies participation and performance. Conventional teaching methods, often rigid and lecture-based, may inadvertently reinforce gender stereotypes that discourage girls from engaging fully with technology-related subjects. Conversely, puzzle-based learning encourages collaboration, communication, and inclusivity factors shown to positively influence female students’ learning experiences (Kocagül-Sağlam & Ünal-Çoban, 2019). Studies have demonstrated that girls tend to excel in cooperative and hands-on learning environments, where they can actively construct understanding through shared problem-solving and experimentation (Stoet & Geary, 2020). Activities like the Sorting Network Puzzle and Binary Numbers Bingo exemplify such environments, promoting teamwork while nurturing computational and analytical skills among both male and female learners (Durak, 2020). Academic performance, broadly defined as the extent to which students achieve intended learning outcomes and demonstrate mastery through assessment, remains a fundamental indicator of educational effectiveness (Akani, 2017). Within computer studies education, growing evidence highlights the positive impact of puzzle-based learning on students’ comprehension, retention, and application of key concepts (Kocagül-Sağlam & Ünal-Çoban, 2019). For instance, a study by Pardhan et al. (2022) found that learners exposed to puzzlebased instructional strategies significantly outperformed their peers taught through conventional lecture methods, particularly in tasks requiring critical thinking and problemsolving. Against this backdrop, the present study investigates the impact of puzzle-based game strategies within the framework of CSU on junior secondary school students’ academic performance in computer studies in Kwara State, Nigeria. The study seeks to contribute to the growing body of knowledge on innovative, inclusive, and engaging pedagogical approaches that enhance learning outcomes in computer science education at the foundational level. Specifically, the study assessed the impact of puzzle-based game learning strategy on the mean pre-test and post-test scores of students on CSU in fostering problem-solving skills; and examined student attitudes based on gender. Research Questions The following research questions are generated and answered in the study: (i) What is the impact of puzzle-based game learning strategy on the difference in mean pre-test and post-test scores of students engage in Computer science unplugged (CSU) activities in fostering student problem solving skills? (ii) What differences based on gender exist in attitude regarding the effectiveness of CSU teaching strategy in computer studies? Research Hypotheses The following null hypotheses are formulated and tested at 0.05 level of significance: Ho1: There is no significant difference in the attitude of students towards the use of CSU method in junior secondary schools for learning the selected concept in computer studies based on gender. Ho2: There is no significant difference between the performances of students exposed to the CSU method based on gender. Journal of Education, Communication, and Digital Humanities -Vol.2, No.1, Sept. 2025 pg. 339 Methodology A quantitative research design was adopted for this study, employing a quasi-experimental approach to examine the impact of the puzzle-based game strategy of CSU on students’ academic performance in computer studies. The design was chosen because it allows for comparison between pre-intervention and post-intervention outcomes within an existing classroom setting without random assignment. The study was conducted among junior secondary school students in Kwara State, with the target population consisting of JSS 2 students who were currently enrolled in computer studies. A purposive sampling technique was used to select one school based on its accessibility and readiness to participate. The intact class of 16 students was used as the sample for the study to maintain the natural classroom environment and minimize disruption to normal learning processes. The intervention involved teaching computer studies topics using the puzzle-based game strategy of Computer Science Unplugged, while pre-tests and post-tests were administered to measure students’ academic performance before and after the treatment. The entire experiment lasted for six weeks, during which students received two instructional sessions per week, each lasting approximately 40 minutes. The research instrument used for data collection was a Computer Studies Achievement Test (CSAT) developed by the researcher to assess students’ understanding of key computer science concepts. To ensure validity, the instrument was subjected to expert review by specialists in the Department of Educational Technology, University of Ilorin. Their feedback guided revisions to improve clarity, content relevance, and alignment with curriculum objectives. The reliability of the instrument was established using the test–retest method, and a reliability coefficient of 0.82 was obtained using Pearson’s Product-Moment Correlation, indicating that the instrument was reliable for the study. Ethical considerations were duly observed throughout the study. Permission was obtained from the school authorities before data collection. The purpose of the study was clearly explained to the participants and their teachers, and their voluntary participation was ensured. Confidentiality of participants’ information and responses was strictly maintained, and no student was disadvantaged as a result of participation or non-participation. The study also ensured that the activities posed no psychological or physical harm to the students. Results Table 1: Percentage Distribution of Respondents by Gender Table 1 showed the gender distribution of respondents and this shows an equal representation of male and female students, within each group comprising 50% of the sample. This balanced gender representation in each strategy ensures that any observed differences in student outcomes or attitudes cannot be attributed to gender bias in the sample distribution. The total number of participants for each strategy is 16, with 8 males and 8 females. This equal distribution is essential for comparing the effectiveness of the teaching strategies and understanding the gender impact on academic performance and attitudes towards learning. Research Question One: What is the impact of puzzle-based game learning strategy on the difference in mean pre-test and post-test scores of students engage in computer-scienceunplugged (CSU) activities in fostering student problem solving skills? Gender Frequency Percentage% Male 08 50.0 % Female 08 50.0 % Total 16 100% Journal of Education, Communication, and Digital Humanities -Vol.2, No.1, Sept. 2025 pg. 340 Table 2: Pre-test and post-test scores of students who engaged in a puzzle-based game learning strategy Table 2 presented the difference in pre-test and post-test scores of students who engaged in a puzzle-based game learning strategy as a strategy of CSU method, focusing on fostering problem-solving skills. The pre-test mean score was 6.70 with a standard deviation (SD) of 3.09, indicating that students had a basic level of problem-solving skills prior to the intervention, though there was considerable variability in their abilities. After participating in the puzzle-based game activities, the post-test mean score significantly increased to 16.10, with a lower SD of 1.66. This indicates not only an improvement in problem-solving skills but also a reduction in the variability of scores, suggesting that the strategy helped students achieve a more consistent level of understanding and performance. The mean difference (MD) of 9.4 between the pre-test and post-test scores highlights the substantial impact of the puzzle-based game learning strategy on students' problem-solving abilities. The significant improvement in the mean score demonstrates the effectiveness of this approach in enhancing students' skills. Additionally, the decrease in the standard deviation from pre-test to post-test suggests that the strategy was successful in bringing students closer to a similar level of proficiency, thereby reducing the gap between higher and lower performers. This implies that puzzle-based games are not only beneficial for boosting overall performance but also for promoting a more equitable learning experience among students Research Question Two: What differences based on gender exist in attitude regarding the effectiveness of unplugged teaching strategy in computer studies? Table 3 presents the descriptive and inferential statistics comparing the attitudes of male and female junior secondary school students toward the CSU teaching strategy. The analysis included 16 students in total, with 8 males and 8 females. The mean attitude score for male students was 3.53 (SD = 0.10), while female students recorded a mean of 3.38 (SD = 0.11). This indicates a slight difference in average attitudes, with male students showing a marginally more positive disposition toward the unplugged instructional method. By determining the statistical significance of this difference, an independent samples t-test was conducted. The test yielded a t-value of 1.482 with 14 degrees of freedom and a p-value of 0.141. Since the p-value is greater than the 0.05 threshold, the result is not statistically significant. This finding suggests that there is no significant difference in the attitudes of male and female students toward the use of the CSU strategy in teaching computer studies. Both Score N X SD MD Pretest 08 6.70 3.09 9.4 Posttest 08 16.10 1.66 Total 16 Gender N M SD T df P Remark Male 08 3.53 0.10 08 female 08 3.58 0.11 1.48 14 .141 Not Significant Total 16 Journal of Education, Communication, and Digital Humanities -Vol.2, No.1, Sept. 2025 pg. 341 groups responded positively, and the slightly higher mean score among males is not strong enough to suggest a meaningful gender-based disparity. The result supports the view that CSU methods are broadly acceptable across genders and can be effectively implemented without the concern of gender bias in perception. This has implications for curriculum planning and teacher training, as it affirms that unplugged strategies can promote inclusive engagement in computer studies education. Hypotheses Testing Hypotheses One: There is no significant difference in the attitude of students towards the use of Computer science unplugged (CSU) method in junior secondary schools for learning the selected concept in computer studies based on gender. Table 4: Mean, standard Deviation and t-test of Students Attitude towards the Use of CSU for Learning Based on Gender Table 4 examined the gender differences in students' attitudes towards the CSU method. The mean scores for both males (16.60, SD = 1.29) and females (16.20, SD = 1.26) are close, indicating a similar level of positive attitude towards the method. The t-test result shows no significant difference (t = 0.855, p = 0.40), suggesting that both male and female students equally appreciate and accept the CSU method for learning computer studies. Therefore, the hypothesis is not rejected which implies there is no significant difference in the attitude of students towards the use of the computer science unplugged method in junior secondary schools for learning the selected concept in computer studies based on gender. Hypotheses Two: There is no significant difference between the performances of students exposed to the computer science unplugged method based on gender Table 5: Mean, Standard Deviation and t-test of Students Performance Exposed to computer science unplugged Based on Gender Table 5 assessed whether there are any significant differences in performance between male and female students exposed to the CSU method. The mean scores for males (22.06, SD = 3.15) and females (22.66, SD = 3.35) are very similar, and the t-test results (t = -0.505, p = 0.617) indicate that there is no statistically significant difference in performance between genders. These results suggest that the CSU method is equally effective in improving academic performance for both male and female students. This implies that there is no significant difference between the performances of students exposed to the CSU method based on gender. Findings and Discussions The study focused on the effect of puzzle-based game strategy of computer CSU on students' academic performance. The findings of this study indicate that puzzle-based game strategy of CSU approach significantly impacts junior secondary school students' academic performance in computer studies. The integration of computer science unplugged activities strategy into the Variable N Mean SD Df T Sig Remarks Male 08 16.60 1.29 28 .855 0.40 Accepted Female 08 16.20 1.26 Variable N Mean SD Df T Sig Remarks Male 08 22.06 3.15 28 -505 0.617 Accepted Female 08 22.66 3.35 Journal of Education, Communication, and Digital Humanities -Vol.2, No.1, Sept. 2025 pg. 342 selected concepts in computer studies students were able to grasp abstract concepts in computer science more effectively without the immediate need for computers. The positive effects observed in this study are consistent with the findings of Ogunleye (2023), which suggest that unplugged activities can bridge the gap between theoretical knowledge and practical application. Ogunleye (2023) study highlighted how the simplicity and accessibility of these activities allowed students from diverse backgrounds and varying levels of computer literacy to engage effectively with the material. Moreover, the use of physical objects and games in teaching abstract concepts likely contributed to the reduction of cognitive load, making it easier for students to internalize complex ideas. The positive effects of using puzzle-based games in teaching computer studies are consistent with findings by Papert (1980), who advocated for the use of games and play as powerful tools for learning. Puzzle-based game had a mean score of 16.10 with a higher SD of 1.66, showing significant improvement but greater variability. Ben-Ari, & Dori, (2023) noted that the result of finding on attitude of students towards the use of CSU method in junior secondary schools for learning the selected concepts in computer studies revealed learners’ positive attitude towards the use of CSU based on gender. The outcome of the finding on learner’s attitude based on gender is in line with the finding of Mouza et al., (2017) reported that CSU, has been found to foster a more balanced and positive attitude among both male and female students. The analysis revealed that both male and female students exhibited similar performance levels when taught using the unplugged strategies. This finding aligns with Curzon et al., (2014) who suggested that CSU, through its interactive and hands-on approach creates an equitable learning environment. Conclusion and Recommendations The study concludes that the puzzle-based Computer Science Unplugged (CSU) strategy significantly improved students’ academic performance and problem-solving skills in computer studies. The findings further reveals that gender did not influence the effectiveness of the method, as both male and female students demonstrated comparable levels of understanding and achievement. This indicates that the puzzle-based CSU strategy is an inclusive and effective instructional approach applicable to diverse learner groups. Based on the findings of this study, the following recommendations were made: 1. Schools should integrate puzzle-based Computer Science Unplugged (CSU) strategies into the computer studies curriculum to enhance students’ engagement, conceptual understanding, and overall learning outcomes. 2. Teachers should receive training in the effective application of unplugged instructional methods for teaching abstract computer science concepts, thereby improving lesson delivery and student comprehension. 3. Educational policymakers should support and promote the adoption of lowcost, unplugged learning resources to mitigate infrastructure and technological limitations in Nigerian schools. Acknowledgments The authors would like to thank the students in Oyun Local Government Area of Kwara State, Nigeria for their participation in the study. 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