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GAME-BASED DESIGN MATHEMATICS ACTIVITIES AND STUDENTS’ LEARNING GAINS

Yıl 2019, Cilt: 9 Sayı: 1, 1 - 7, 01.01.2019

Öz

The study was a quasi – experimental research conducted to investigate the effect of game-based
design activities on students’ achievement scores in Algebra. The participants of the study were the
two sections of the junior high school students at Misamis Oriental General Comprehensive High
School ,Cagayan de Oro City, Philippines. One section was assigned as control group who was
exposed to traditional approach with usual motivation and varied activities given to them such as
board works , seat works, assignments and weekly quiz while the other one was experimental group
which was exposed to game activities locally called as “A Line For Win” and “Slide A Picture”.

Kaynakça

  • Abonyi, O. S., Maduagwuna, N. M., & Ugama, J. O. (2014). Effects of Mathematical game on students achievement in quadratic expressions. International Journal of Scientific and Engineering Research, 5(6), 678-684. Boober , G. (2006). Developing a quality mathematics education culture: using instructional games to engage students and construct mathematical ways of thinking. Griffith University, Brisbane, Australia. Bouzid, T., Darhmaoui, H., & Kaddari, F. (2017, March). Promoting elementary mathematics learning through digital games: Creation, implementation and evaluation of an edutainment game to promote basic mathematical operations. In Proceedings of the 2nd international Conference on Big Data, Cloud and Applications (p. 95). ACM. Bragg, L. (2006). Students impressions of the value of games for the learning of mathematics. In Proceedings of the 30th conference of the international group for the psychology of mathematics education (pp. 217-224). International Group for the Psychology of Mathematics Education. Drigas, A., & Pappas, M. (2015). On line and other game-based learning for mathematics. International Journal of Online Engineering (iJOE), 11(4), 62-67. Fischer, M. (2013). Reading Dewey’s Political Philosophy through Addams’s Political Compromises. American Catholic Philosophical Quarterly, 87(2), 227-243. Ginsberg, H. et. al. (1976) . Piaget’s Theory of Intellectual Development.Ohio: Charles E. Meirrel Book Inc. Holland, R. (2004). To build a better teacher: The emergence of a competitive education industry. Greenwood Publishing Group. Hoffman , T. et. al. (2012). A die makes understanding the connection between relative frequency and probability easier for students. NCTM Vol 6 no. 5. Katmada, A., Mavridis, A., & Tsiatsos, T. (2014). Implementing a Game for Supporting Learning in Mathematics. Electronic Journal of e-Learning, 12(3), 230-242. Lee, Y. L. (2009). Enhancement of fractions from playing a game. In Crossing divides: MERGA 32: Proceedings of the 32nd Annual Conference of the Mathematics (Vol. 1, pp. 323-330). McLeod, S. (2008). Bruner's Three Modes of Representation. Simply Psychology. Neill, J. (2005). 500 Word summary of Dewey’s experience and education. Experential Learning. Norton, A., Winner, E., Cronin, K., Overy, K., Lee, D. J., & Schlaug, G. (2005). Are there pre-existing neural, cognitive, or motoric markers for musical ability?. Brain and cognition, 59(2), 124-134. Osman, K., & Bakar, N. A. (2012). Educational computer games for Malaysian classrooms: Issues and challenges. Asian Social Science, 8(11), 75. Pathiratne, S (2015). Instigating an Online Game as Mathematics Learning Support Tool. 6th International Conference on Business & Information ICBI – 2015, Faculty of Commerce and Management Studies, University of Kelaniya, Sri Lanka. pp 322-338. Piaget, J. (1969). Science of Education and the Psychology of the Child. New York: Viking. Project Based Learning. Rescorla, R. A., & Solomon, R. L. (1967). Two-process learning theory: Relationships between Pavlovian conditioning and instrumental learning. Psychological review, 74(3), 151. Skinner, B. F. (1950). Are theories of learning necessary?. Psychological review, 57(4), 193. Simpson, A. (201 1). Mathematics Teacher. Volume 106, No. 6, 2013 Taclay, R. J. (2013). Effects of Mathematical Games Strategy on the Achievement of Students in High School Geometry. JPAIR Institutional Research, 1(1), 82-96. Touval, A. (2011). Teaching the perpendicular bisector: A kinesthetic approach. Mathematics Teacher, 105(4), 269-273. Tu, W. (2012). A kinesthetic approach to horizontal shift.Article. NCTM Vol. 105. No.7 Turgut, S., & Dogan Temur, Ö. (2017). The effect of game-assisted mathematics education om academic achievement in Turkey: A meta-analysis study. International Electronic Journal of Elementary Education, 10(2), 195–206. https://doi.org/10.26822/iejee.2017236115 Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41. Vygotsky, L. S. (1978). Mind in society: The development of higher mental process.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Janneth Q. Rondına Bu kişi benim 0000-0002-3880-9644

Dennis B. Roble Bu kişi benim 0000-0001-8322-7064

Yayımlanma Tarihi 1 Ocak 2019
Gönderilme Tarihi 10 Eylül 2018
Kabul Tarihi 17 Kasım 2018
Yayımlandığı Sayı Yıl 2019 Cilt: 9 Sayı: 1

Kaynak Göster

APA Q. Rondına, J., & B. Roble, D. (2019). GAME-BASED DESIGN MATHEMATICS ACTIVITIES AND STUDENTS’ LEARNING GAINS. Turkish Online Journal of Design Art and Communication, 9(1), 1-7.


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