Digital Game Applications on Mathematics Achievement of Students at Risk of Mathematics Learning Difficulty
DOI:
https://doi.org/10.33308/26674874.2024381582Keywords:
Mathematics Learning Disability, Dyscalculia, Mathematics Instruction, Digital-Based Instruction, Teaching Through Games, Mathematics AchievementAbstract
In this study, the effect of four operations-based digital game applications on the basic mathematics skills of students at risk of math learning difficulties was examined. In this context, the study was designed as a mixed research method. Quantitative and qualitative methods were used in two separate interactive phases following an exploratory design scheme. The study was conducted with seven 5th grade students from two primary schools in two provinces in the Mediterranean region. A pre-test was administered to the students and a 10-session intervention was conducted. Finally, a post-test was administered after the intervention. Participants' responses to the pre-test and post-test were analysed. Shapiro-Wilk test and Wilcoxon signed-rank test were used to analyse quantitative data, and descriptive analysis technique was used to analyse qualitative data. At the end of the study, semi-structured interviews were conducted with the parents of the students. The results of the study showed that the intervention positively affected the academic achievement of the students and the interviews with the parents supported this result. At the end of the study, it can be said that mathematics education with students at risk of mathematics learning difficulties gave positive feedback in the learning domain of numbers and operations, and it may be useful to carry out applications in other learning domains.
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