Abstract
The devastating effects of violence on nation-building require the placing of a premium on peace. The study investigated the comparative effectiveness of computer-based instructional games and instructional board games on students’ academic performance in peace education. The interactive effects of gender differences on treatment effectiveness in the population were also investigated. One junior secondary school was randomly selected from each district. A pre -test instrument, “Achievement Test on Peace Education”. was administered to Grade 8 and 9 students at each of the three schools. Results showed significant differences between students exposed to the treatment conditions and those in the control group. Gender has no influence on the effectiveness of treatment in improving students' performance in peace education. Based on these findings, it was recommended that the use of instructional games in peace education classrooms be encouraged by incorporating them into the curriculum.