Conventional teaching methods in biology often result in student disinterest and difficulty in understanding complex concepts, leading to limited long-term retention. This study addresses this issue by comparing the effectiveness of gamification with traditional teaching methods among Grade 10 Biology students using a quasi-experimental design. The intervention group experienced gamified learning, while the conventional group received standard lecture-based instruction. Results showed that the gamification group achieved significantly higher retention scores (mean = 57.29) compared to the conventional group (mean = 37.62), with statistical significance (p = 0.00). The mean scores of intervention group increased notably from pre-test to post-test by 22.58 points and further improved by 12.33 points from post-test to retention test, both with moderate effect sizes (Cohen’s d = 0.69). Students reported that gamification made learning more enjoyable and engaging, which enhanced their focus, motivation, and confidence. Additionally, gamified lessons promoted better social interaction and collaboration among students. These findings provide evidence that gamification not only improves direct learning outcomes but also supports retention and a more motivating learning environment. The study recommends integrating gamified elements thoughtfully into biology instruction to enhance student engagement, motivation, and academic performance while ensuring alignment with curriculum goals and equitable access to technology.