NumGebra Island Evaluation
Description
The study was guided by the hypothesis that students who use the developed mobile game-based learning application would show greater improvement in number and algebra proficiency compared to students taught through traditional instruction. To examine this, a quasi-experimental design was employed involving two intact classes: one assigned as the experimental group and the other as the control group. Both groups were first administered a pretest to ensure baseline equivalence, confirming that the students started with comparable levels of mathematical proficiency before the intervention. Data were gathered over a seven-week period. The experimental group used the mobile application as part of their learning activities, while the control group received conventional classroom instruction covering the same topics. At the end of the intervention, a posttest identical in structure to the pretest was administered to both groups. The dataset therefore consists of paired pretest and posttest scores for each learner, along with calculated gain scores that represent the improvement from baseline.
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Steps to reproduce
First, a pre-test was conducted to determine the level of students’ proficiency in number and algebra topics before they use the game-based learning application. This initial test provides a baseline to measure their progress and was used in fair matching of the respondents. After then, the researcher introduced the game-based learning mobile application to the students designated to experimental group. The researcher also explain its purpose and showed them how to use the app, so that they can navigate it independently. Over the course of seven weeks, students assigned in experimental group played the game-based mobile app as their supplementary activity implanted every after the discussion of the topic and was done during their independent learning hour. On the other hand, the controlled group utilized the traditional learning activities implemented by the conducted school. Both groups were given finish 30 minutes to do their assigned supplementary activities assigned. Specifically, to those assigned in experimental group, they needed to finish the game modes assign to a certain topic in the allotted time. While assigned in controlled group also need to finish their learning activities in the allotted time. Afterward, posttest for each topic was administered to the students both assign in experimental and control group. Their scores was subjected to statistical tools in order to identify how app enhances their number and algebra proficiency as compared to the traditional classroom instruction. The researcher conducted the qualitative phase of the study through video recording, field notes and in-depths interview. Video recordings were done to capture the scenes as the students play the developed game-based learning mobile application. In each session, the researcher set up eight cameras in the classroom: two DSLR cameras positioned at the front and six mobile phone cameras assigned to cover each row. The purpose of these recordings is to document the different actions, reactions and verbalizations of the students while playing the game. On the other hand, field notes was done by the researcher to document essential observations happened in the classroom. Whilst in-depth interview was also conducted to gather information related to game features, content learned and insights of the students in using the mobile game app. The results coming from the aforementioned sources were analyzed using descriptive coding. Finally, the researcher integrated the results of quantitative data and qualitative data following the convergent parallel design. Upon integrating both results, the researcher was able to develop meta-inferences in a form of a narrative or a theoretical statement which allow the researcher to provide a more well-rounded understanding on the effectiveness of the artifact features in the game- based learning mobile application in enhancing students’ proficiency in number and algebra.