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Paper Information

Journal:   JOURNAL OF SCHOOL PSYCHOLOGY   WINTER 2014 , Volume 2 , Number 4 (8); Page(s) 62 To 80.
 
Paper: 

COMPARING THE EFFECTS OF GAME-BASED AND TRADITIONAL TEACHING METHODS ON STUDENTS’ LEARNING MOTIVATION AND MATH PROGRESS

 
 
Author(s):  DORTAJ F.*
 
* ALLAMEH TABATABAI UNIVERSITY
 
Abstract: 

The current study is an attempt to compare the effects of game-based and traditional teaching methods on third grade male students' motivation and progress in math in Tehran City. The research method is quasi-experimental and it is based on pretest-posttest procedure involving a control group. The sample included 60 third grade male students which were equally divided into experimental and control groups through available sampling method. The researcher first selected a primary school in District 7 of Tehran, and then two classes out of its four third grade classes were selected. Afterwards, one of the classes was detrmined as the control group and the other as the experiment group. The measurement tools of the research comprised (1) math motivation questionaire, (2) researcher-made achievement test and (3) Ryan's IQ test. Descriptive statistical mehtods (mean, standard deviation, etc.) were applied to analyze data, and covariance was applied in drawing conclusions. The results found through data analysis indicated that there is statistically significant diference between the means of motivation and educational progress of the students trained through game-based method and the students trained through traditional method. That is to say, motivation and achievement levels of students who had been trained through game-based teaching methods were more campared to motivation and achievement levels of the students who had been trained through the traditional methods. Thus, it can be concluded that the teaching style plays a substantial role in increasing students’ motivation and academic achievement.

 
Keyword(s): GAME-BASED TEACHING METHOD, TRADITIONAL TEACHING METHOD, MOTIVATION IN MATH, EDUCATIONAL PROGRESS
 
References: 
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