Gamification of Mathematics Instruction: A Quantitative Study on Student Growth and Proficiency in a Suburban Middle School

Autor/in	Early, Kristen N.
Titel	Gamification of Mathematics Instruction: A Quantitative Study on Student Growth and Proficiency in a Suburban Middle School
Quelle	(2023), (99 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lee University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9868-9
Schlagwörter	Hochschulschrift; Dissertation; Gamification; Mathematics Instruction; Mathematics Achievement; Competence; Suburban Schools; Middle School Students; Grade 6; Instructional Effectiveness; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kompetenz; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Unterrichtserfolg
Abstract	The purpose of this quantitative study was to determine if a statistically significant difference existed in student growth and proficiency scores between students receiving gamified math instruction compared to those receiving non-gamified math instruction in a suburban middle school in Tennessee. This investigation is based on the theoretical construct of the Toda et al. (2019) gamification taxonomy that is categorized into 5 dimensions: performance, ecological, social, personal, and fictional. This study consisted of 133 sixth-grade students in two math classes. An independent-samples t test was utilized to determine if the treatment group (n = 67) performed statistically significantly different than the control group (n = 66) after undergoing ten days of gamified or non-gamified mathematics instruction on ratios. The results from the independent-samples t-test revealed that there was no statistical difference between groups in student proficiency in math. However, student growth in math was statistically significantly different between groups (p = 0.000009, [alpha] = 0.001). Students who received gamified math instruction had higher growth scores than students who received non-gamified math instruction. The findings from this quantitative study suggest avenues for future research and present contextual implications for practice that could benefit teacher education programs, administrators, educators, and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01