Game-based learning with Kahoot: Effects on grade 12 learners’ anxiety, engagement, and academic performance in genetics

This study investigated the impact of Kahoot game‑based learning on grade 12 life sciences learners’ anxiety, engagement, and academic performance in genetics in selected schools in the Oliver Reginald Tambo Coastal District. Framed within the self‑determination theory, the constructivist learning theory, and the control-value theory, the study employed an explanatory sequential mixed‑methods design. The study combined a quantitative pre-/post-test (n = 200 learners across 4 schools) with qualitative inquiry. Instruments included interviews, classroom observation, the science anxiety scale (SAS), and the test on genetics (TOG) questionnaires. Quantitative results showed a statistically significant improvement in TOG achievement (pre mean [M] = 34.02, standard deviation [SD] = 11.02; post M = 64.54, SD = 20.89; paired t (199) = -18.24, p < 0.001; dz = 1.29), while overall science anxiety (SA) totals remained essentially stable (pre M = 29.45, SD = 3.19; post M = 29.71, SD = 2.10; p = 0.319). Qualitative findings showed that learners and teachers reported reduced anxiety during Kahoot activities, improved engagement, and clearer identification and correction of misconceptions when Kahoot responses were followed by teacher explanation. Although the SAS score shows no significant difference in SA, observation indicates otherwise. These findings indicate that Kahoot can substantially enhance genetics learning when embedded within reflective, teacher-mediated formative cycles and when infrastructural and facilitation challenges are managed. The study concludes with recommendations for inclusive facilitation, structured strategies, and further research that distinguishes between situational and SA and examines the longer-term retention of science concepts.