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 (X 1 ) – Control group (X 2 ) Nonequivalent Control Group Design Two groups are pre-tested (O), exposed to a treatment (X), and post- tested (O). Symbolic Design: – OX 1 O – OX 2 O 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 Treatment Group X 1 Control Group X 2 Pre-TestPost-Test Pre-TestPost-Test Student 14085Student 737.565 Student 24082.5Student 867.592.5 Student 347.585Student 957.580 Student 42052.5Student 106080 Student 557.590Student 116062.5 Student 642.572.5Student 1280 Mean41.2577.92Mean60.4276.67 Pre-Test MeanPost-test Mean% increase Points increase Treatment Group X 1 41.2577.9288.90%36.67 Control Group X 2 60.4276.6726.90%16.25 Average test scores increased overall but the increase was more significant with the treatment group X 1. The treatment group improved their scores by 88.9% while the control group only improved by 26.9%. This was an actual point increase of 36.67 for the treatment group compared to only 16.25 for the control group.

10. Results Percentage of Students Who Like Math Pre-SurveyPost-Survey Treatment Group X 1 16.67%100.00% Control Group X 2 33.33%50.00% The treatment resulted in more positive attitudes towards math.

11. Results A=Pre-Test, B=Post-Test I like math Test Scores Student 1A220 Student 2A147.5 Student 3A257.5 Student 4A242.5 Student 5A240 Student 6A340 Student 7A160 Student 8A380 Student 9A237.5 Student 10 A257.5 Student 11A267.5 Student 12A360 Student 1B352.5 Student 2B385 Student 3B390 Student 4B372.5 Student 5B385 Student 6B482.5 Student 7B262.5 Student 8B480 Student 9B380 Student 10B265 Student 11B280 Student 12B392.5 I like math = 1) Strongly Disagree 2) Disagree 3) Agree 4) Strongly Agree Very good positive correlation (.537rxy). Student’s test scores improve as their attitudes towards math improves.

12. Results Frequency of math computer game playingI like math Student 1A12 Student 2A11 Student 3A12 Student 4A12 Student 5A22 Student 6A23 Student 7A11 Student 8A33 Student 9A12 Student 10 A32 Student 11A12 Student 12A13 Student 1B33 Student 2B43 Student 3B33 Student 4B43 Student 5B33 Student 6B34 Student 7B32 Student 8B34 Student 9B33 Student 10B12 Student 11B22 Student 12B33 A=Pre-Survey, B=Post-Survey 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 43.09 54.49 65.89 77.29 88.69 100.09 111.49 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. Grand Mean77.29 Mode80.00 Median80.00 Range40 Standard Deviation11.4

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/framesethttps://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 http://www.oecd.org/pisa/keyfindings/PISA-2012-results-US.pdf