Date Approved
6-28-2001
Embargo Period
6-6-2016
Document Type
Thesis
Degree Name
M.S. in Teaching
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Robinson, Randall S.
Subject(s)
Social sciences--Study and teaching (Elementary); Teaching--Aids and devices
Disciplines
Elementary Education and Teaching
Abstract
The purpose of this study was to examine the effect of instructional games on student achievement. It has been suggested by educators that instructional games may increase the performance and motivation of students. According to a pretest-posttest control group design, a sample of 34 students was administered a pretest and then instructed on the history of New Jersey for the same amount of hours. The control group used two worksheets as a supplement to the lessons, whereas the treatment group used two instructional games as a supplement to the lessons.
After analysis of all scores, a t-test for nonindependent samples revealed a t-value of 8.93 at a .05 level for the control group. A t-value of 7.21 was determined for the treatment group. This indicated a significant difference between the pretest scores prior to treatment and the posttest scores following treatment for both the control group and the treatment group. However, a t-test for independent samples revealed a t-value of -1.19 at a .05 probability level. This indicated no significant difference between the achievement of those students who used worksheets and those students who used instructional games for reinforcement.
Recommended Citation
Pilotti, Christine A., "The effects of instructional games on student achievement in the social studies" (2001). Theses and Dissertations. 1596.
https://rdw.rowan.edu/etd/1596
