Computer Games Help Struggling Mathematic Students

1. Computer Games Help Struggling Mathematic Students Michelle Brennan Education 7202T Seminar in Applied Theory and Research II Fall 2013 Dr. O’Connor-Petruso

2. 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

3. 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 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.

4. 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.

5. 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.

6. 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.

7. 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. 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

8. 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

9. Results

10. Results The treatment resulted in more positive attitudes towards math.

11. Results Very good positive correlation (.537rxy). Student’s test scores improve as their attitudes towards math improves. I like math = 1) Strongly Disagree 2) Disagree 3) Agree 4) Strongly Agree

12. Results 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

13. 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 65.89 77.29 88.69 100.09 111.49

14. 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.

15. 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