Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Educational games; Mathematics--Study and teaching (Secondary);
Abstract
This study was conducted in the fall of 1971 at Nell McGowen Junior High School, Knoxville, Iowa. The subjects of the study were 146 seventh-grade mathematics students. The students were ability grouped by the principal. No attempt was made to keep a constant sex ratio. The problem of this study was the comparison of two methods of drill on the four basic operations with whole numbers and fractions. The methods were games and worksheets. An analysis of covariance design was used to analyze the data. Achievement and attitude pre-test scores were covariates. Achievement and attitude post-test scores were dependent variables. Treatment and I. Q. levels were independent variables. The .05 level of significance was chosen as the critical level to retain or reject the hypotheses. All calculations were performed on the IBM 360 model 65 computer at the University of Iowa using the OMNITAB routine. The Stanford Diagnostic Arithmetic Test was the achievement pre- and post-test. The National Longitudinal Study of Mathematical Abilities was used as the pre- and post-attitude test. The hypothesis dealing with significant differences in computational achievement from the two treatments was retained. Also the hypothesis dealing with significant differences in the change of student attitude was retained. The hypotheses concerned with the first-order interaction of treatment and I. Q. level were each tested twice, once under each of the following conditions: 1. The top one-third of the students were in one level and the remaining students in the other level. 2. The top two-thirds of the students were in one level and the remaining students in the other level. The hypothesis testing for significant difference in computational achievement under the interaction of treatment and I. Q. level was retained under Condition 1, but was rejected under Condition 2. By examination of the mean difference the variance could not be isolated so had to be attributed to error, teacher variable and/or other uncontrolled variables. An apparent trend did exist in favor of games. The hypothesis testing for significant difference in the change of student attitude under the interaction of treatment and I. Q. level was retained for both conditions. The teacher observations were that the low ability boys profited more from the games. The student with poor social adjustment did not like or profit from games. The majority of all students seemed to prefer games over worksheets. The poor students tended to ask questions 1n games but would not in regular classes.
Year of Submission
1972
Degree Name
Master of Arts
Department
Department of Mathematics
First Advisor
Jack D. Wilkinson
Second Advisor
E. W. Hamilton
Third Advisor
John E. Tarr
Date Original
1972
Object Description
1 PDF file (141 leaves)
Copyright
©1972 Richard Lee Capps
Language
en
File Format
application/pdf
Recommended Citation
Capps, Richard Lee, "A Comparison of the Effectiveness of Worksheets and Manipulative Games Used in Seventh-Grade Mathematics as Methods of Drill on the Four Basic Operations With Whole Numbers and Fractions" (1972). Dissertations and Theses @ UNI. 2283.
https://scholarworks.uni.edu/etd/2283
Comments
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