Date of Award
Doctor of Education in Teacher Leadership (Ed.D)
Dr. TC Chan
First Committee Member
Dr. TC Chan
Second Committee Member
Dr. Arvin Johnson
Third Committee Member
Dr. Belinda Edwards
This study explores the use of gamification in elementary math. Living in a Global society requires students to use technology in classes daily. Students are using technology to complete a task that is aligned to state standards. These tasks are geared to help students master grade-level skills. So often, teachers are finding that students are completing the task just to comply. Teachers are seeking problems that will help with student engagement and prepare students for mastery of grade-level skills. Teachers are looking for a problem that serves the purpose of both. Teachers are looking for programs that engage students as well as help with mastering grade-level skills.
The purpose of this study is to analyze how the use of gamification (computer-based games) could improve student achievement in math. Teachers are searching for computer applications/programs to help with mastery of skills. They are looking for different programs that will aid in the integration of technology but can also provide meaningful data to support student achievement with grade-level skills.
This study is a quasi-experimental study that used a control group and a treatment group that was non-randomized with the use of pretest and posttest design. Quasi-experiments aim to evaluate interventions but do not use the randomization of participants included in the study (Harris, 2006). Quasi-experimental research design was used for several reasons. The research had a small number of students, and test scores were taken before and after the use of the gamification. Analysis of Covariance was used to determine if students receiving gamification in Math instruction could score higher than students not receiving gamification. Student Math IOWA post-test scores in ten categories were used as dependent variables for comparison. Student Math IOWA pre-test scores, student RTI, gender and race were used as covariates to control the possible impact these variables might have on the student post-test scores.