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This study investigated the effect of using puzzle games strategy in improving Upper Basic One (Junior Secondary School One) students’ achievement in English language grammar in Makurdi Local Government Area of Benue State Nigeria. The study was guided by a research question, and a null hypothesis. The study adopted the quasi-experimental research design of pre-test and post-test of non-equivalent experimental groups. A sample of 112 Upper Basic One students was sampled from two secondary schools in the study area using purposive and simple random sampling techniques. The schools were assigned to two intact classes that were taught English grammar using puzzle-game strategy and the conventional method. Data were collected using English Grammar Achievement Test (EGAT) and analysed using mean and standard deviation to answer the research question. Analysis of Covariance (ANCOVA) was used to test the null hypothesis at 0.05 level of significance. The finding revealed that there was a significant difference in the mean English Grammar Achievement Test (EGAT) scores of students taught English grammar using puzzle-games strategy and those taught using the conventional method. The study therefore recommended that puzzle-games strategy should be incorporated into the English language curriculum programme for grammar instruction. Workshops and seminars should also be organised for English language teachers on the importance of games strategy in improving students’ achievement in English grammar.

Puzzle Games and English as a Second Language Students’ Achievement in Grammar in Makurdi Local Government Area of Benue State, Nigeria