Dice Games on Students' Academic Achievement in Concept of Probability in Bayelsa State, Nigeria.

Abstract
This study aimed to investigate the impact of dice games on students' academic achievement in the concept of probability. The study was guided by two research questions and hypotheses. A quasi-experimental research design was adopted. The study population consisted of 2,500 senior secondary school (SS II) students from 34 secondary schools in Ogbia Local Government Area, Bayelsa State. A sample of 100 SS II students was selected from two schools (one intact class from each school), with 50 students (37 males and 13 females) in the experimental group and 50 in the control group. The research instrument, a Probability Achievement Test (PAT) developed by the researcher, was validated for both face and content by two experts in mathematics and one from measurement and evaluation. The reliability of the instrument was determined using a test-retest procedure and calculated with the Pearson Product-Moment Correlation Coefficient (PPMCC), yielding a reliability coefficient of 0.75. Mean and standard deviation were used to address the research questions, while t-test was employed to test the hypotheses at a 0.05 significance level. The findings revealed a significant difference in academic performance between students taught probability using dice games and those taught without. Additionally, male and female students taught with dice games also showed significant differences. These results suggest that dice games are an effective instructional method. The study recommends that secondary school mathematics teachers incorporate mathematical games into their teaching strategies.