Computer Games Help Struggling Mathematic Students

Michelle BrennanEducation 7202T

Seminar in Applied Theory and Research IIFall 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

AbstractThis 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 pre-tested through surveys and tests, exposed to a treatment and then post-tested 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.

MethodParticipants12 struggling math students from a second grade general education class in Brooklyn, New York ranging in age from 6 to 9 years.

Experimental Design• Quasi-Experimental • Two Groups:

– Treatment group (X1) – Control group (X2)

• Nonequivalent Control Group Design• Two groups are pre-tested (O), exposed to

a treatment (X), and post-tested (O). • Symbolic Design:

– OX1O – OX2O

Instruments• Consent forms• Pre-Survey & Post Survey• Pre-Test & Post-Test

Procedure• Select 12 students based on math

assessment• Split students into 2 groups: treatment

group/control group• Consent Forms• Pre-Test & Pre-Survey• Intervention

– Cyberchase mathematical computer games– Thrice weekly during extended time– For eight weeks

• Post-Test & Post-Survey

Threats to ValidityInternal• 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

Pre-Test Mean Post-test Mean0

10

20

30

40

50

60

70

80

90

Average Test Scores

Treatment Group X1Control Group X2

Treatment Group X1 Control Group X2

Pre-Test Post-Test Pre-Test Post-TestStudent 1 40 85 Student 7 37.5 65Student 2 40 82.5 Student 8 67.5 92.5Student 3 47.5 85 Student 9 57.5 80Student 4 20 52.5 Student 10 60 80Student 5 57.5 90 Student 11 60 62.5Student 6 42.5 72.5 Student 12 80 80Mean 41.25 77.92 Mean 60.42 76.67

Pre-Test Mean Post-test Mean % increasePoints

increaseTreatment Group X1 41.25 77.92 88.90% 36.67Control 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.

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.

Results

Percentage of Students Who Like Math

Pre-Survey Post-SurveyTreatment Group X1 16.67% 100.00%Control Group X2 33.33% 50.00%

Pre-Survey Post-Survey0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

Attitudes Towards Math

Treatment Group Control Group

Perc

enta

ge o

f Stu

dent

s lik

ing

Mat

h

The treatment resulted in more positive attitudes towards math.

ResultsA=Pre-Test, B=Post-Test

I like mathTest

ScoresStudent 1A 2 20Student 2A 1 47.5Student 3A 2 57.5Student 4A 2 42.5Student 5A 2 40Student 6A 3 40Student 7A 1 60Student 8A 3 80Student 9A 2 37.5

Student 10 A 2 57.5Student 11A 2 67.5Student 12A 3 60Student 1B 3 52.5Student 2B 3 85Student 3B 3 90Student 4B 3 72.5Student 5B 3 85Student 6B 4 82.5Student 7B 2 62.5Student 8B 4 80Student 9B 3 80

Student 10B 2 65Student 11B 2 80Student 12B 3 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

Frequency of math computer game playing I like math

Student 1A 1 2Student 2A 1 1Student 3A 1 2Student 4A 1 2Student 5A 2 2Student 6A 2 3Student 7A 1 1Student 8A 3 3Student 9A 1 2Student 10 A 3 2Student 11A 1 2Student 12A 1 3Student 1B 3 3Student 2B 4 3Student 3B 3 3Student 4B 4 3Student 5B 3 3Student 6B 3 4Student 7B 3 2Student 8B 3 4Student 9B 3 3Student 10B 1 2Student 11B 2 2Student 12B 3 3

A=Pre-Survey, B=Post-Survey

0.5 1 1.5 2 2.5 3 3.5 4 4.50

2

4

6

Frequency of Playing Math Games vs Attitudes Toward Math

Weekly Frequency of Playing Math Computer Games1) Never 2) 1 day 3) 2-4 days 4) 5-7 days

I Lik

e M

ath

Excellent positive correlation (.656rxy). Student’s attitudes towards math improve as they play more

math computer games.

I like math = 1) Strongly Disagree 2) Disagree 3) Agree 4) Strongly Agree

Results

43.09 54.49 65.89 77.29 88.69 100.09 111.49

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.

Grand Mean 77.29Mode 80.00Median 80.00Range 40Standard Deviation 11.4

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.

ReferencesKe, 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