Social Science Exploration (Psychology, Education and Multidisciplinary Perspectives)
Published September 7, 2024 | Version 1
Journal article Open

The Use of Teacher-Made Digital Games in Teaching Mathematics 3

Authors/Creators

  • 1. Department of Education – Philippines
  • 2. Ramon Magsaysay Memorial Colleges – Philippines

Description

The purpose of this study was to find out the effectiveness of teacher-made digital games in teaching Mathematics among Grade 3 Learners for the school year 2022-2023. This study used experimental single group post-test and pre-test design. The respondents of this study were the 35 Grade 3 learners in Maitum Elementary School. Total enumeration was applied to get the desired population of the respondents. Based on the results of the study, the following conclusions were formulated and established: First, majority of the learners obtained a low pre-test scores before the use of teacher-made digital games. Second, majority of the learners obtained a high post-test score after the use of teacher-made digital games. Lastly, there was a significant difference in the pre-test and post-test scores of the learners. Therefore, the use of teacher-made digital games was effective in teaching Mathematics 3. Moreover, incorporating digital games created by teachers into the teaching of Mathematics at the third-grade level can have positive educational implications. These implications could include increased learners’ engagement, improved understanding of mathematical concepts, enhanced problem-solving skills, and potentially more enjoyable learning experiences.

Files

The Use of Teacher-Made Digital Games in Teaching Mathematics 3.pdf

Files (366.3 kB)

Additional details

Identifiers

ISSN
2822-4353

Related works

Is published in
Journal: https://scimatic.org/show_manuscript/3567 (URL)

Dates

Accepted
2024-07
Manuscript Accepted

References

  • Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study. Journal of Computer Assisted Learning, 36(5), 709-717. https://doi.org/10.1111/jcal.12438
  • Little, T. D., Chang, R., Gorrall, B. K., Waggenspack, L., Fukuda, E., Allen, P. J., & Noam, G. G. (2020). The retrospective pretest–posttest design redux: On its validity as an alternative to traditional pretest–posttest measurement. International Journal of Behavioral Development, 44(2), 175- 183.https://doi.org/10.1177/0165025419877973
  • Rich, K. M., Yadav, A., & Larimore, R. A. (2020). Teacher implementation profiles for integrating computational thinking into elementary mathematics and science instruction. Education and Information Technologies, 25(4), 3161-3188. https://link.springer.com/article/10.1007/s10639-020-10115-5
  • Weng, X., Ng, O. L., Cui, Z., & Leung, S. (2023). Creativity development with problem-based digital making and block-based programming for science, technology, engineering, arts, and mathematics learning in middle school contexts. Journal of Educational Computing Research, 61(2), 304-328. https://doi.org/10.1177/07356331221115661
  • Zhang, L., Shang, J., Pelton, T., & Pelton, L. F. (2020). Supporting primary students' learning of fraction conceptual knowledge through digital games. Journal of Computer Assisted Learning, 36(4), 540-548. https://doi.org/10.1111/jcal.12422