The role of Kahoot in enhancing motivation, engagement, and learning in chemistry among Form 4 students
DOI:
https://doi.org/10.33736/jcshd.11956.2026Keywords:
Kahoot, motivation, achievement, engagementAbstract
A growing body of research has examined gamification in education; however, evidence on its effectiveness in enhancing conceptual understanding in secondary chemistry classrooms, particularly in rural Malaysia, remains limited. This quasi-experimental study compared traditional instruction with Kahoot-based gamified learning among 141 students. Academic achievement was assessed through pre- and post-tests, learning motivation was measured using the Instructional Materials Motivation Survey, and semi-structured teacher interviews provided insights into classroom experiences. The results showed a significant increase in motivation among students in the Kahoot group (p < .001). Both the experimental and control groups demonstrated significant improvement in achievement from pre-test to post-test; however, the difference in post-test achievement between the groups was not statistically significant (p = .39). Teachers reported increased engagement, participation, and classroom interaction during gamified activities, although infrastructure limitations such as device access and internet connectivity remained challenges. These findings suggest that Kahoot-based gamification can effectively enhance motivation, engagement, and learning in resource-limited secondary chemistry classrooms, highlighting its practical and theoretical significance.
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