Finally, the table above shows the adjusted averages of the posttest
scores of each group when the effect of covariant is eliminated.
As a result, a one-way inter-group covariance analysis was performed to
test the effect of game-based learning on post-test achievement scores
in the quasi-experimental design, which was planned as traditional
learning with game-based learning. The independent variable was the
teaching method applied to two groups and the dependent variable was the
unit achievement test. Pre-test scores of the participants were
evaluated as covariant. Before assuming covariance analysis, the
assumptions (homogeneity, normality, homogeneity of variants,
homogeneity of regression curves and reliability of covariant) were
tested. When the pre-test results were checked, a significant difference
was found between the experimental and control groups. (1,26)=14,
p=0,001, etki değeri=0,36. This shows us that 36% of the change in the
final test scores in the experimental group is the result of the
implementation. There is also a strong relationship between pre-test
scores and post-test scores and it shows that the change in the final
test scores explained 95% when the independent variable was checked.