LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS

Wilfred Madata; Jesse Julius Ndabakurane; John Misana Biseko

doi:10.55020/iojpe.1914504

LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS

Abstract

Literacy underachievement remains persistent in low- and middle-income countries, particularly in early-grade English as a Foreign Language instruction. While game-based learning has gained scholarly attention, existing research focuses heavily on digital games, with little is known about culturally grounded, non-digital alternatives. This study addressed this gap from a post-method perspective by advocating for context-sensitive pedagogies rooted in local practices. It examined the effectiveness of two Tanzanian local games: rede and ruka kamba, adapted for structured English literacy activities. Using a quasi-experimental pre-test–post-test design, pupils in the experimental group participated in game-based literacy instruction for five months, while the control group received traditional instruction. Implementation fidelity was assessed to evaluate the quality of the intervention and was found to be high (87.8%). Non-parametric employed in the analysis revealed significantly greater literacy improvements in the experimental groups. The study highlights the potential of culturally responsive pedagogies and offers a potentially replicable model for low-resource classrooms across sub-Saharan Africa.

Keywords

local games, game-based learning, English literacy, primary education, reading, writing

Supporting Institution

No funding was received from any individual or institution for this research.

Ethical Statement

As the authors of this article, we have adhered to the ethical guidelines throughout the research process, and there are no conflicts of interest among us. The authors declare that this manuscript is original, has not been published or submitted elsewhere, and that all authors approved its final version. The research complied with ethical principles and there are no conflicts of interest among the authors.

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Details

Primary Language

English

Subjects

Classroom Education, Primary Education

Journal Section

Research Article

Authors

Wilfred Madata ^*
0009-0008-3175-0548
Tanzania

Jesse Julius Ndabakurane This is me
0000-0001-9254-6825
Tanzania

John Misana Biseko This is me
0000-0001-8017-4489
Tanzania

Publication Date

September 30, 2026

Submission Date

March 23, 2026

Acceptance Date

August 14, 2026

Published in Issue

Year 2026 Volume: 15 Number: 3

DOI

https://doi.org/10.55020/iojpe.1914504

IZ

https://izlik.org/JA89FW35MZ

APA

Madata, W., Julius Ndabakurane, J., & Misana Biseko, J. (2026). LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS. International Online Journal of Primary Education, 15(3), 197-218. https://doi.org/10.55020/iojpe.1914504

AMA

1.Madata W, Julius Ndabakurane J, Misana Biseko J. LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS. Int. Online J. Prim. Educ. 2026;15(3):197-218. doi:10.55020/iojpe.1914504

Chicago

Madata, Wilfred, Jesse Julius Ndabakurane, and John Misana Biseko. 2026. “LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS”. International Online Journal of Primary Education 15 (3): 197-218. https://doi.org/10.55020/iojpe.1914504.

EndNote

Madata W, Julius Ndabakurane J, Misana Biseko J (September 1, 2026) LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS. International Online Journal of Primary Education 15 3 197–218.

IEEE

[1]W. Madata, J. Julius Ndabakurane, and J. Misana Biseko, “LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS”, Int. Online J. Prim. Educ., vol. 15, no. 3, pp. 197–218, Sept. 2026, doi: 10.55020/iojpe.1914504.

ISNAD

Madata, Wilfred - Julius Ndabakurane, Jesse - Misana Biseko, John. “LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS”. International Online Journal of Primary Education 15/3 (September 1, 2026): 197-218. https://doi.org/10.55020/iojpe.1914504.

JAMA

1.Madata W, Julius Ndabakurane J, Misana Biseko J. LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS. Int. Online J. Prim. Educ. 2026;15:197–218.

MLA

Madata, Wilfred, et al. “LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS”. International Online Journal of Primary Education, vol. 15, no. 3, Sept. 2026, pp. 197-18, doi:10.55020/iojpe.1914504.

Vancouver

1.Wilfred Madata, Jesse Julius Ndabakurane, John Misana Biseko. LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS. Int. Online J. Prim. Educ. 2026 Sep. 1;15(3):197-218. doi:10.55020/iojpe.1914504

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(Counter start: February 28, 2021)

LOCAL GAME-BASED ENGLISH LITERACY INSTRUCTION: EXPERIMENTAL EVIDENCE FROM TANZANIAN RURAL PRIMARY SCHOOLS

Abstract

Keywords

Supporting Institution

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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