This study aimed at assessing game-based instruction in improving mathematics performance in problem-solving and the development of problem-solving skills. Results show that in the two groups, the level of students’ learning using the game-based problem-solving in teaching appeared to have a fair performance compared to that of the conventional method. This implied that using the game-based problem-solving in teaching mathematics is more effective than employing the conventional method. Thus, the use of game-based problem-solving in teaching mathematics can improve the performance of the students in Mathematics.
Table of Contents
1. The Problem
1.1 Introduction
1.2 Perspective of the Researcher
1.3 Conceptual Framework
1.4 Statement of the Problem
1.5 Hypotheses
1.6 Significance of the Study
1.7 Scope and Limitations
1.8 Definition of Terms
2. Review of Related Literature
2.1 Game-Based Approach
2.2 Sophisticated Manipulatives
2.3 Problem Solving Skills
2.4 Role of Problem Solving in Mathematics Education
3. Methodology
3.1 Research Design
3.2 Research Environment
3.3 Research Subject
3.4 Sampling Techniques
3.5 Research Instruments
3.6 Data Gathering Procedure
3.7 Statistical Treatment
4. Presentation, Analysis and Interpretation of Data
5. Summary of Findings, Conclusions and Recommendations
5.1 Conclusions
5.2 Recommendations
Research Objectives and Thematic Focus
This study evaluates the effectiveness of a game-based learning approach compared to traditional methods in improving the mathematics performance and problem-solving skills of Grade 7 students. Through a quasi-experimental design involving two trial runs, the research seeks to determine if game-based instruction leads to significantly higher learning outcomes and better engagement for students compared to conventional lecture-based teaching.
- Comparison of game-based versus conventional mathematics instruction.
- Evaluation of student proficiency in solving routine and non-routine math problems.
- Application of experimental research design in a secondary school environment.
- Analysis of learning retention through pretest and posttest measurements.
- Development of action plans based on pedagogical research findings.
Excerpt from the Book
Sophisticated Manipulatives
Game-based learning is an instructional method that allows students to experience, understand, and solve problems in the world of a particular subject, or system, from the inside. Imagine a game that works like an instrument, but teaches mathematics. We should privilege experiential mathematical thinking over the ability to memorize the particulars of the symbolic language.
Shapiro (2014) believes that great game-based digital manipulatives and simulations are like mathematical instruments. Consider the piano or the guitar, if you sit down and mess around with either instrument, you can’t help but learn something about music. Bang on some piano keys. Pluck some guitar strings. You hear the relationship between tones. You internalize the difference between dissonance and resonance. You learn a lot about music. Now, think about what happens when you add a music teacher, someone who can show you how to use the instrument, how to understand it. Suddenly you’ve opened up a world of possibility: melody, counterpoint, harmony.
Good math games are like mathematical instruments. They are sophisticated digital manipulatives that are able to provide instant feedback. Just playing with a great math game will teach you something about numbers. Just fiddle with it and you’re already doing math. But add a great teacher and the possibilities are endless. Here’s one of Devlin’s games designed to help students experience integer partitions:
Summary of Chapters
1. The Problem: Introduces the rationale for using games in education to foster 21st-century skills and defines the experimental focus on Grade 7 mathematics students.
2. Review of Related Literature: Examines theoretical perspectives on game-based learning, the role of systems thinking in games, and the significance of problem-solving skills in mathematics education.
3. Methodology: Details the quasi-experimental design, the research environment in Lala National High School, and the procedures for implementing test-based data collection.
4. Presentation, Analysis and Interpretation of Data: Compiles and compares the pretest and posttest results for both the experimental and control groups across two trial runs.
5. Summary of Findings, Conclusions and Recommendations: Synthesizes the experimental outcomes, concludes that game-based learning is superior to conventional methods, and proposes further research for curriculum improvement.
Keywords
Game-based learning, Mathematics performance, Problem solving skills, Experimental research, Manipulative materials, Student engagement, Quantitative assessment, Quasi-experimental design, Academic achievement, Pedagogical innovation, Classroom instruction, Grade 7 students, Learning outcomes, Conventional methods.
Frequently Asked Questions
What is the core focus of this thesis?
The thesis investigates the impact of a game-based learning approach on the mathematics performance and problem-solving skills of Grade 7 students compared to traditional teaching methods.
What are the primary themes discussed in the study?
Central themes include the integration of digital manipulatives, the importance of system-based thinking, the development of self-regulated learning skills, and the effectiveness of experiential learning in mathematics.
What is the primary objective of this research?
The primary goal is to determine if game-based instructional methods result in a higher level of learning for students compared to the conventional lecture-based method.
Which research methodology was adopted?
The researcher utilized a quasi-experimental research design involving two groups—an experimental group taught via games and a control group taught via conventional lectures—over two trial runs.
What aspects of mathematics are covered in the main section?
The main section covers pedagogical strategies for teaching mathematics, focusing on how games can help students understand mathematical systems rather than just memorizing isolated facts.
Which keywords define this work?
Key terms include Game-based learning, Mathematics performance, Problem-solving skills, Manipulatives, and Academic achievement.
How does the game-based approach impact the 'Why do I need to know this?' question?
According to the study, game-based learning provides context to mathematical equations, making them relevant to the real world and effectively rendering the students' frustration over the purpose of learning math obsolete.
How did the experimental group perform compared to the control group?
The experimental group showed a higher percentage increase in overall learning levels (288.14%) compared to the control group (124.03%) across the measured trial runs.
What is the author's final recommendation regarding future research?
The author recommends conducting further studies on different year levels, across diverse schools, and evaluating additional variables like student attitude, self-concept, and social skills.
- Quote paper
- Professor Richard Tutanes (Author), Levy Reuyan (Author), 2016, Game-Based Problem Solving Skills and Mathematics Performance, Munich, GRIN Verlag, https://www.grin.com/document/381300
