The effect of play-based learning methods on math learning of sixth-grade elementary students
Math learning of sixth-grade elementary students
Abstract
Nowadays, it has become more difficult for teachers to attract students to the curriculum due to many factors that entertain students. Hence, teachers need to think about teaching methods that indirectly motivate students to learn. On the other hand, this need is more felt in mathematics because it requires the constant creation of new cognitive structures. Therefore, one of the effective teaching methods for this demand is teaching with the help of various games. For this purpose, the present study investigated the effect of play-based learning methods on math learning in sixth-grade students. The results of this study were collected from experiments on control and experimental groups. The control group was trained by the usual method of the teacher`s explaining and then solving the book's exercises. The training of the experimental group was done by the simulation game of bank and supermarket space. Students calculated discount percentages during their play and learned lesson points. In the end, the same tests were taken from both groups and the average scores of students were obtained. The results of research data showed that the game-based teaching method has a positive effect on students' math learning compared to teaching by teacher's lecture.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
