In the field of Education, Educational Technology and Digital Pedagogy, declining student engagement and conceptual retention in foundational high school physics and chemistry curricula. This empirical investigation systematically examines Gamified Micro-Learning Modules for Improving Engagement in Secondary STEM Education through a multi-stage experimental methodology and rigorous quantitative analytical framework. Utilizing quasi-experimental pre-test/post-test control group design across eight secondary schools over a full academic semester, data were gathered across multiple operational cycles and validated against established international benchmarks. The statistical and computational results reveal that gamified micro-learning interventions boosted post-test conceptual mastery scores by 24% and doubled student homework completion rates. Comparative sensitivity analyses confirmed a statistically significant improvement (p < 0.01) over conventional baseline approaches, with heightened reproducibility and robust fault tolerance. These comprehensive findings provide actionable theoretical insights and practical implementation guidelines for K-12 STEM curriculum developers and educational game designers. Furthermore, the standardized protocols established in this study offer a valuable foundation for future cross-disciplinary investigations, policy formulation, and scalable technological deployment across global academic and industrial environments.