Publication Date

2021

Document Type

Dissertation/Thesis

First Advisor

Demir, Fatih F.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Abstract

Students often see mathematics as a hard subject because they have to rely on logic, mathematical theories of equations, proofs, and some of math concepts that are difficult to understand, which contributes to students’ poor performance and low motivation to learn math. Therefore, the purpose of this quantitative study was to investigate the effects of using digital math games on fourth-grade elementary students' motivation to learn math in Saudi Arabia. This study also focused on the effects of gender differences on their motivation to learn math. Data for this a quasi-experimental research were collected from 200 students using a pre- and post-survey questionnaire for two groups: control group and treatment group for both genders (boys and girls). The result showed that a statistically significant gender difference in motivation scores among boys and girls, where boys scored higher than girls in both the group who used a digital math game and the group who did not use it. However, the results of the effect of using math digital games on fourth-grade students' motivation was not significant, indicating that the math games did not provide a significant contribution to increasing students' motivation towards learning math.

Extent

125 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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