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TICKET-PULLING GAME-BASED LEARNING AND FOURTH-GRADERS' MATHEMATICAL REASONING IN NUMBER AND FIGURAL PATTERNS
Abstract
Mathematical reasoning is a core primary-school skill, but evidence on non-digital game-based learning (GBL) for it is still limited. This study examined whether a ticket-pulling GBL activity was associated with fourth graders’ reasoning on number and figural patterns. A quasi-experimental nonequivalent control group design was used with two intact classes (29 students each) at a public elementary school in Purwakarta Regency. Over three sessions within about one month, the experimental class played the ticket game while the control class received teacher-led instruction. Reasoning was measured with an eight-item open-ended test (Cronbach’s alpha = 0.822). Pre-test scores did not differ significantly between classes (p = .818). On the post-test, the experimental class (M = 74.03) outperformed the control class (M = 65.86), t(56) = −4.223, p < .001, Hedges’ g = 1.09. Mean N-gain was 0.51 and 0.34, respectively, both in the medium category. These results suggest that the game was associated with greater improvement in reasoning. However, with one class per condition and no pre-test adjustment, causal interpretation and generalization are limited.
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DOI: http://dx.doi.org/10.32934/jmie.v10i2.966
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