Investigating the attitude towards learning mathematics and technology integration using educational game apps among primary school students : implication student achievement

Abstract

This research explored 3rd graders’ attitude towards learning mathematics and technology integration with the implication of their performance through an educational mobile game app. The study is a sequential explanatory mixed-method that combined quantitative and qualitative data to explain the issues at hand. Four research questions were employed to guide the study. In the quantitative stage, four pre-test/post-test sets were administered to the sample from the national primary school in Malaysia (N = 32). A set of questionnaires were also given to the sample at the end of the intervention. The qualitative phase involved a series of interviews with the selected teachers as its participant (N = 3). Three statistical analyses, namely the Wilcoxon-signed rank test, descriptive analysis, and spearman’s coefficient correlation, were administered to the quantitative data. Additionally, the thematic analysis was administered on the qualitative data gathered. The main findings were: (a) The implementation of educational mobile game apps in the classroom can enhance student performance and interest in learning mathematics; (b) There is a moderate positive relationship between students’ attitude towards technology and their attitude towards learning mathematics; (c) Solid basis in the fundamental arithmetic operations: adding, and subtracting, were found to be essential for effective adoption of educational mobile game apps; (d) Guidance on the correct use of technology should be exposed to student from an earlier age. This study also expanded on the theoretical and methodological implications of using educational mobile game app among the students at the primary level. Much more in-depth study on the effective use of technology in 3rd graders’ classrooms should be conducted in the future.