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.