The effect of digital games-based learning on middle school students' math achievement and attitude : a case study

Abstract

The study examined the impact of digital game based learning on math achievement and attitude in a public school setting in Mount Lebanon. The case study was conducted using a quasi-experimental research design to collect data using inferential and descriptive statistics to determine the effect of digital games based learning (DGBL) in middle school classes. Several research questions were raised about the effect of DGBL on middle school students’ attitude and achievement in mathematics. The study was conducted on 68 students. The Mathematics and Technology Attitude Scale (MTAS) was adapted and used to compare attitudes. The math tests were used to measure students’ achievement during the experiment. The MTAS questionnaire and the math tests were administered before and after the implementation of DGBL to compare students’ results during pre and post-tests. The analysis results indicated that there was a significant difference between the results of pre and post tests (𝑡=8.399,𝑝<0.05); there was a significant difference between midyear and final results (𝑡=4.623,𝑝<0.05); there was no difference in mean scores of high achievers in midyear and final results (0.095>0.05); there was a significant difference in the mean scores of low achievers in mathematics in the midyear and final exam (0.00<0.05), and there was no significant relationship between attitude and academic achievement in mathematics. Moreover, the research showed that digital games positively affected middle school students’ attitude towards mathematics and technology, and helped the realization of educational goals.