Digital Game-Based Learning in Improving Grade Iv Mathematics Performance

Abstract

INTRODUCTION

Based on research on the theory of mathematics education shows that students face difficulty in understanding mathematical concepts and to develop logical thinking and strategy to deal with math problems. Teachers are required to implement teaching which will result in the development of critical mathematical thinking by students, rather than memorization of mathematical formulas. The teaching method is needed to fulfill these needs. This study discovered how to bridge the gap in getting students interest and improve their poor performance in mathematics and its applications to real life.

METHODS

The research was conducted into two stages. In both stages, experimental samples were two classes of Grade IV students, one of them was experimental, the second one control class. In the experimental classes, mathematics was taught with the integration of digital games, in control classes traditional teaching. The experiment used 5 digital games, 3 in a whole lesson and the other 2 is in motivation and evaluation. Test questionnaires were given at the Pre-Test and Post Test the lesson.

RESULTS

The increase in experimental classes is significant especially when the control classes observed a decrease in questionnaires' score was considered. This decreasewas likely due to the difficulty of taught lessons for pupils. In control classes, pupils regarded this lesson as not so interesting. But in the experimental classes where digital games used after the experiment had according to results of questionnaire better attitudes towards mathematics and its teaching. It showed that the differences in the results of the test in the experimental and the control class were in both stages statistically insignificant.

DISCUSSIONS

The results demonstrate students are in need of 21st-century learning and skills for success in their endeavors. Digital games are for children motivation for their active participation during games activities. This motivation is evident likewise during games where pupils have to solve some mathematical tasks. Using digital games did not change pupils; knowledge in comparison with mathematics teaching without these digital games. The proper use and integration of digital games are suitable for improvement of pupils' attitude towards mathematics and its teaching. Future research plans to test more games that are effective and proven to be worth using in the education process.