Journal Paper

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Journal: علوم رفتاری
Year:1388 | Volume:1 | Issue:2
Start Page:9 | End Page:30

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Title

THE ROLE OF GAMES IN SCHOLASTIC ACHIEVEMENT (LANGUAGE LEARNING) OF ELEMENTARY THIRD GRADE STUDENTS OF TEHRAN (1385-86 INTERVAL)

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 Start Page 9 | End Page 30

Abstract

GAMES, being an entertainment device, have pedagogical and developmental values and, in some cases, child involvement in GAMES is more valuable than reading books. While playing, especially pedagogical GAMES, children come to new mental concepts and acquire better various skills. They get valuable experiences through GAMES. Course materials are acquired eagerly without pressure while playing. For this reason, some instructors and experts in pedagogy believe that any course materials should be accompanied by GAMES and basically it is better to turn formal teaching hours of elementary schools to hours of playing creative and pedagogical GAMES. This study was aimed at examining GAMES effects on SCHOLASTIC ACHIEVEMENT in the LANGUAGE LEARNING course of elementary third-grade students in Tehran from 1385 through 1386.Sampling was based on random clustering method. In the first stage, one area was selected from among different scholastic areas of Tehran in which one class as the control group and another one as the experimental group were assigned in schools. Pedagogical GAMES, chosen with respect to teachers' experiences and examining instructional books, were administered as the independent variable in two boys and girls classes.The pre-test results of experimental and control were analyzed through SPSS 19. From among the research hypothesis, two were verified and one was rejected.Eight GAMES based on the analysis of elementary coursebooks included: 1. story recognition; 2. similar words with different meanings; 3. sentence making; 4. sentence making with similar words; 5. buying and selling; 6. object identification by elaboration; 7. sentence repetition; 8. story telling in limited time span. The following results were obtained: a) There was a significant difference between girls who attended GAMES and those females who did not, in respect to SCHOLASTIC ACHIEVEMENT (language learning); b) There was a significant difference between boys who attended GAMES and those males who did not, in respect to SCHOLASTIC ACHIEVEMENT (language learning); c) There was no significant difference between girls and boys who attended GAMES, in respect to SCHOLASTIC ACHIEVEMENT (language learning).

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