Effects of Mathematical Games on students' Achievement and Attitude in Mathematics

Abstract

INTRODUCTION

The 21st century must be prepared to face the different challenges they will experience in the future. They must be equipped with knowledge and skills in mathematics. However, most of the students find difficulty in mathematics due to its negative attitude towards this discipline. To eliminate this attitude, mathematical games are integrated into teaching this subject.

METHODS

This study used a quasi-experimental design, particularly the non-equivalent control group design with pretest and post-test and qualitative design.

This is to compare the achievement of students taught using mathematical games with another group, the control group, taught using the lecture method. To gather data achievement tests in mathematics, attitude scale test, lesson plan integrating mathematical games, classroom observation form, questionnaire, and interview are used. The participants of the study are the grade 10 students of Cupang National High School Division of Antipolo City school year 2015-2016. The data were analyzed using mean, standard deviation and t-test for dependent and independent samples.

RESULTS

The mean scores of the achievement test and attitude scale test increases after integrating the mathematical games in the teaching. There is also an increase in the control group since the teacher was teaching them. However, there is no significant difference in the pretest and posttest in the attitude scale test in the control group. There is a significant difference in the mean scores in the achievement test and attitude scale test in the experimental group.

DISCUSSIONS

The integration of mathematical games in the lesson is effective in improving the achievement and attitude of the students towards mathematics.