The Effect of Play-Based Learning Methods on Math Learning of Sixth-Grade Elementary Students

Autor/in	Barekat, Nima Asemani
Titel	The Effect of Play-Based Learning Methods on Math Learning of Sixth-Grade Elementary Students
Quelle	In: International Journal of Curriculum and Instruction, 15 (2023) 1, S.98-105 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Barekat, Nima Asemani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Grade 6; Elementary School Students; Play; Teaching Methods; Mathematics Instruction; Elementary School Mathematics; Males; Student Motivation; Learning Motivation; Instructional Effectiveness; Iran + Suchen Sie Ihr Suchwort? Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Male; Männliches Geschlecht; Schulische Motivation; Motivation for studies; Lernmotivation; Unterrichtserfolg
Abstract	In the 21st Century, it has become more difficult for teachers to attract students to the curriculum due to many factors that entertain students. Hence, teachers need to think about teaching methods that indirectly motivate students to learn. Moreover, this need is more felt in mathematics because it requires the constant creation of new cognitive structures. Therefore, one of the effective teaching methods for this demand is teaching with the help of various games. For this purpose, the present study investigated the effect of play-based learning methods on math learning in sixth-grade students. This research is quantitative. The results of this study were collected from experiments on control and experimental groups. The statistical population, at first, all male students in the sixth grade of primary school in the city of Karaj were considered for the academic year 2021-2022. Then, by cluster sampling, it was reduced to one school and finally, randomly, to two classes of 30 people. The control group was trained by the usual method of the teacher's explaining and then solving the book's exercises. The training of the experimental group was done by the simulation game of bank and supermarket space. In this method, students calculated discount percentages during their play and learned lesson points. In the end, the same tests were taken from both control and experimental groups and the average scores of students in both groups were obtained. The mean for the control group was equal to 10.06 and for the experimental group, equal to 15.23. The results of research data showed that the game-based teaching method has a positive effect on students' math learning compared to teaching by teacher's lecture. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.] (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: https://ijci.globets.org/index.php/IJCI/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01