Comparing the effects of game-based and traditional teaching methods on students’ learning motivation and math

Document Type : Research Paper

Author

Associate Professor of Allameh Tabataba’i University

d_2_92_12_18_4

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.

Keywords

References

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