The use of games as an instructional strategy in teaching mathematics

Sub Title:

Author: Arsenal, Windeline Jan Faye M. et.al.

Accession Number: 788

Class No: AV-UGT

Author No:

Copyright Year: 2016

Abstract:

Teachers’ involvement plays an important role for students’ growth and development. As teachers, we are competing for our students’ attention and interest with a variety of other influences. We have to be dynamic and stimulating in order to stay competitive. We also have to learn to have fun! Our positive attitudes may become contagious and addictive. We have to learn to evoke our students’ curiosity (Searwar, 1998). Therefore, teachers must not only settle with one strategy. They must innovate and think of some other ways to cope with students’ different ways of learning. According to Hembree in Helming (2013) the more positive the attitude the students have toward Math, such as enjoyment, and the greater their self- efficacy, the less math anxiety they experienced. In this matter Researchers decided to conduct a study that focuses on games as a teaching strategy in teaching Mathematics. This study was conducted within the duration of 2 months. Letters, lesson plans, and questionnaire were made personally by the researchers and were validated by the experts in their own field. The respondents of this study were the grade 9 students of R.G. Hechanova Memorial National High School. Students were divided into two groups namely the control and the experimental group.Pretest and post-test were given to both groups before and after the intervention to determine their mathematics performance. After the entire study was conducted the researchers found out that there was a significant difference in the performance of the students before and after the intervention. The researchers concluded that indeed games as an instructional strategy is effective as well as the lecture-discussion method. This simply shows that both strategies were able to help the students improve their mathematics performance provided that the lessons were well taught and delivered. However there was no significant difference between lecture-discussion method and games. This signifies that there is no better strategy between the two. The teacher has the freedom to use either of the two strategies.


Keywords: Games, Instructional strategy, Teaching Mathematics

Citation:



File Attachments

A PHP Error was encountered

Severity: Notice

Message: Undefined offset: 1

Filename: pub/results.php

Line Number: 135

A PHP Error was encountered

Severity: Notice

Message: Undefined offset: 1

Filename: pub/results.php

Line Number: 135