This research delved into the impact of game-based learning on students’ mathematics retention. Through the utilization of a quasi-experimental non-equivalent pretest-posttest control group design, 110 SS2 students were chosen from a population of 1,105 in the Isoko North Local Government Area of Delta State. Through simple random sampling by balloting, the SS 2 intact classes from each school were divided into experimental and control groups. The study employed the Trigonometry Achievement Test (TAT), a reliable instrument with a reliability estimate of 0.81. The research encompassed three assessment points: pre-TAT, post-TAT, and post-post-TAT (retention), systematically administered by the researchers. Data analysis was conducted using the Statistical Package for Social Sciences software version 28. The research questions were addressed using mean and standard deviation. At the same time, analysis of covariance tested the hypotheses at a significance level of .05. The outcomes revealed a noteworthy improvement in retention scores for students in the experimental group following trigonometry lessons infused with game-based learning. The findings also indicated that male students who received trigonometry instruction through this approach retained the concepts more effectively than their female counterparts. Based on these results, it is recommended that mathematics educators consider integrating game-based learning into their teaching strategies, especially when imparting trigonometric concepts. This approach has shown promise in bolstering students’ ability to retain mathematical concepts, offering a potentially valuable tool for educators striving to enhance learning outcomes in mathematics education.

Keywords: Game-based learning, gender, mathematics, students’ retention, trigonometry.