Computer Games Help Struggling
Mathematic Students
Michelle Brennan
Education 7202T
Seminar in Applied Theory and Research II
Fall 2013
Dr. O’Connor-Petruso
Table of Contents
• Abstract
• Statement of the Problem
• Review of Related Literature
• Statement of the Hypothesis
• Method
–
–
–
–
•
•
•
•
Participants
Instruments
Experimental Design
Procedure
Threats to Validity
Results
Discussion & Implications
References
Abstract
This action research project examines the effectiveness of using
Cyberchase mathematic computer games to improve attitudes towards
mathematics and mathematic test scores. In a quasi-experimental
design, two groups of 6 struggling second graders in Brooklyn are pretested through surveys and tests, exposed to a treatment and then posttested with a repeat of the surveys and tests. For the treatment, students
played Cyberchase mathematic games thrice weekly for 40 minutes for
eight weeks.
Test scores of both groups improved as did their attitudes towards math
in the surveys, however, the treatment group improved more
significantly than the control group on both. These results indicate that
the use of Cyberchase mathematic computer games positively impacts
test scores and attitudes of struggling mathematic students.
Statement of the Problem
• “Just over one-quarter (26%) of 15-year-olds in the United States do not
reach the Programme for International Student Assessment (PISA)
baseline Level 2 of mathematics proficiency, at which level students begin
to demonstrate the skills that will enable them to participate effectively
and productively in life” (Organisation for Economic Co-operation and
Development (OECD), 2013).
• Educators must find ways to engage students in the earlier years so that
they learn the basics and can build on them over time which will provide
better results for our country and our students in the years ahead.
• Many students in the second grade general education class struggled in
mathematics.
• I introduced these students to Cyberchase mathematical games on the
computer as a way to engage them in mathematics and teach them basic
skills needed to do grade level mathematics.
Review of Related Literature
•
•
•
Ke, (2008b) studied the effect that mathematical computer games would have
on students’ attitudes and their thinking regarding mathematics. He found
mathematical computer games led to a more positive attitude about math
but did not impact the student’s cognitive thinking.
Kebritchi, Hirumi and Bai (2010) studied if computer games can lead to better
student engagement and success in mathematics. They found that
“DimensionM”, a 3-d computer game, positively impacted student’s scoring
on district assessment tests. There was no significant difference in
motivation but this might be explained with students not having identified the
game play with mathematics.
Kim et al. (2012) studied whether children can teach themselves games on a
mobile device without adult assistance. Their goal was to help understand if
mobile devices can be used to help educate underprivileged children in
remote locations. The study was successful as many students were able to
figure out how to use the device and compute increasingly demanding
problems with no adult assistance.
Statement of the Hypothesis
Playing Cyberchase mathematic games thrice weekly for 40 minutes
during extended time for eight weeks will positively impact test scores
and attitudes of six struggling mathematic students in a Brooklyn school.
Method
Participants
12 struggling math students from a
second grade general education class in
Brooklyn, New York ranging in age from 6
to 9 years.
Instruments
• Consent forms
• Pre-Survey & Post Survey
• Pre-Test & Post-Test
Experimental Design
• Quasi-Experimental
• Two Groups:
Procedure
• Select 12 students based on math
assessment
• Split students into 2 groups:
treatment group/control group
• Consent Forms
• Pre-Test & Pre-Survey
• Intervention
•
•
•
– Treatment group (X1)
– Control group (X2)
Nonequivalent Control Group Design
Two groups are pre-tested (O),
exposed to a treatment (X), and posttested (O).
Symbolic Design:
– OX1O
– OX2O
– Cyberchase mathematical computer
games
– Thrice weekly during extended time
– For eight weeks
•
Post-Test & Post-Survey
Threats to Validity
Internal
• History
• Maturation
• Testing/Pre-Test
Sensitization
• Instrumentation
• Mortality
• Statistical Regression
• Differential Selection of
Subjects
• Selection-Maturation
Interaction
External
• Generalizable Conditions
• Pre-test Treatment
• Treatment Diffusion
• Experimenter Effects
• Reactive Arrangements/
Participants Effects
– Hawthorne Effect
– Compensatory Rivalry Effect
– Novelty Effect
Results
Treatment Group X1
Pre-Test
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Mean
40
40
47.5
20
57.5
42.5
41.25
Control Group X2
Post-Test
85
82.5
85
52.5
90
72.5
77.92
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Mean
Pre-Test
Post-Test
37.5
65
67.5
92.5
57.5
80
60
80
60
62.5
80
80
60.42
76.67
Pre-Test Mean
Post-test Mean
% increase
Points
increase
Treatment Group X1
41.25
77.92
88.90%
36.67
Control Group X2
60.42
76.67
26.90%
16.25
Average test scores increased overall but
the increase was more significant with
the treatment group X1.
Average Test Scores
90
80
70
The treatment group improved their scores by
88.9% while the control group only improved by
26.9%. This was an actual point increase of 36.67
for the treatment group compared to only 16.25 for
the control group.
60
50
Treatment Group X1
40
Control Group X2
30
20
10
0
Pre-Test Mean
Post-test Mean
Results
Treatment Group
Control Group X2
X1
Percentage of Students Who Like Math
Pre-Survey
16.67%
33.33%
Post-Survey
100.00%
50.00%
Percentage of Students liking Math
Attitudes Towards Math
120.00%
100.00%
80.00%
Treatment Group
60.00%
Control Group
40.00%
20.00%
0.00%
Pre-Survey
Post-Survey
The treatment resulted in more positive attitudes
towards math.
Results
A=Pre-Test, B=Post-Test
Student 1A
Student 2A
Student 3A
Student 4A
Student 5A
Student 6A
Student 7A
Student 8A
Student 9A
Student 10 A
Student 11A
Student 12A
Student 1B
Student 2B
Student 3B
Student 4B
Student 5B
Student 6B
Student 7B
Student 8B
Student 9B
Student 10B
Student 11B
Student 12B
I like math
2
1
2
2
2
3
1
3
2
2
2
3
3
3
3
3
3
4
2
4
3
2
2
3
Test
Scores
20
47.5
57.5
42.5
40
40
60
80
37.5
57.5
67.5
60
52.5
85
90
72.5
85
82.5
62.5
80
80
65
80
92.5
I like math = 1) Strongly Disagree 2) Disagree 3) Agree 4) Strongly Agree
Very good positive correlation (.537rxy).
Student’s test scores improve as their attitudes
towards math improves.
Results
I like math
2
1
2
2
2
3
1
3
2
2
2
3
3
3
3
3
3
4
2
4
3
2
2
3
I like math = 1) Strongly Disagree 2) Disagree 3) Agree 4) Strongly Agree
Frequency of Playing Math Games vs
Attitudes Toward Math
6
I Like Math
Student 1A
Student 2A
Student 3A
Student 4A
Student 5A
Student 6A
Student 7A
Student 8A
Student 9A
Student 10 A
Student 11A
Student 12A
Student 1B
Student 2B
Student 3B
Student 4B
Student 5B
Student 6B
Student 7B
Student 8B
Student 9B
Student 10B
Student 11B
Student 12B
A=Pre-Survey, B=Post-Survey
Frequency of math
computer game playing
1
1
1
1
2
2
1
3
1
3
1
1
3
4
3
4
3
3
3
3
3
1
2
3
4
2
0
0
1
2
3
4
5
Weekly Frequency of Playing Math Computer Games
1) Never 2) 1 day 3) 2-4 days 4) 5-7 days
Excellent positive correlation (.656rxy).
Student’s attitudes towards math improve as they play more
math computer games.
Results
Bell Curve Post-Test Results for the Treatment Group and the Control Group combined.
This is an example of a negatively skewed distribution.
Of the 12 students tested, 58% scored between one standard deviation from the mean.
Of the 12 students tested, 92% scored between two standard deviations from the mean.
Of the 12 students tested, 100% scored between three standard deviations from the mean.
43.09
54.49
Grand Mean
Mode
Median
Range
Standard Deviation
65.89
77.29
88.69
77.29
80.00
80.00
40
11.4
100.09
111.49
Discussion & Implications
•
The intent of this action research project was to show that Cyberchase mathematical
computer games could positively impact both attitudes towards mathematics and
test scores in mathematics.
•
Prior research has been done on the effect of computer games on math attitudes and
achievement. However, existing research indicates mixed results.
•
Many studies showed that gaming results in a more positive experience for the
students where they are increasingly engaged. However, this doesn’t always result in
achievement advances.
•
My research indicates that the intervention does have a positive effect on overall
attitudes towards mathematics and test scores which was our desired result.
However, more research needs to be done.
•
Further research should be conducted using larger group sizes in second grade and
other grades working with Cyberchase to determine if the results remain consistent.
•
Future studies should also consider a variety of mathematical computer games that
are available to determine if they too will lead to more positive attitudes towards
mathematics and increased test scores.
References
Ke, F. (2008b). A case study of computer gaming for math: Engaged learning from gameplay?
Computers & Education, 51(4), 1609-1620. doi:10.1016/j.compedu.2008.03.003
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on
mathematics achievement and class motivation. Computers & Education, 55(2), 427-443.
doi:10.1016/j.compedu.2010.02.007
Kim, P., Buckner, E., Kim, H., Makany, T., Taleja, N., & Parikh, V. (2012). A comparative analysis of a
game-based mobile learning model in low-socioeconomic communities of India.
International Journal of Educational Development, 32(2), 329-340.
doi:10.1016/j.ijedudev.2011.05.008
O’Connor-Petruso, S. (2013). Descriptive Statistics Threats to Validity [PowerPoint slides]. Retrieved
from https://bbhosted.cuny.edu/webapps/portal/frameset
Organisation for Economic Co-operation and Development. (2013). Programme for International
Student Assessment (PISA) Results From PISA 2012: United States. Retrieved from
http://www.oecd.org/pisa/keyfindings/PISA-2012-results-US.pdf