The Impact of Integrating Gamification into Cooperative Learning TPS on Students’ Mastery of Heterocyclic Compound Nomenclature
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Abstract
This research project investigates how incorporating gamification into the cooperative learning strategy Think-Pair-Share (TPS) affects students’ understanding of heterocyclic compound nomenclature, which is a difficult and frequently problematic aspect of organic chemistry. A quasi-experimental design was utilized with 60 undergraduate chemistry students in their seventh semester at the University of Zawia. Participants were randomly divided into three groups: traditional instruction (Control), TPS (Ga), and TPS with gamified flashcards (Gb). Quantitative data were obtained via a post-instruction exam and analyzed with one-way ANOVA and Tukey’s HSD. The Gb group attained the highest average score (8.11), significantly surpassing both the Ga (6.40) and Control (5.25) groups (ANOVA, F = 14.72, p < 0.001). These findings were further corroborated by qualitative data collected through interviews and questionnaires, revealing that more than 85% of students in the Gb group reported increased engagement, motivation, and understanding. The study concludes that the combination of gamification and TPS leads to significant improvements in conceptual learning outcomes in chemistry, and it recommends applying this approach more widely in science education.
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