Abstract/Details

Improving attitudes and engagement in mathematics using the Maze Math Game System(RTM)


2010 2010

Other formats: Order a copy

Abstract (summary)

The extant literature evidences no conclusive agreement as to the usefulness of instructional games to increase academic achievement. The purpose of this research study was to assess the impact that playing Maze Math Game System®, created by the author, has on student attitudes and engagement in learning mathematics. This study used a pre-experimental, one group, pretest/posttest design to assess changes in student attitudes and engagement in learning math. Following the administration of a pretest attitudinal survey, participants received 24 hours of guided practice using the MMGS as an intervention over a twelve week period. To ascertain if playing MMGS positively impacted attitudes and engagement a posttest attitudinal survey was then administered following the last session. Based on the posttest results, the researcher found that there was a significant improvement in both attitude and engagement. The results of the evaluation are encouraging and suggest that the Maze Math Game System® can be effective in improving student attitudes and engagement in learning math.

Indexing (details)


Subject
Mathematics education;
Elementary education;
Special education
Classification
0280: Mathematics education
0524: Elementary education
0529: Special education
Identifier / keyword
Education
Title
Improving attitudes and engagement in mathematics using the Maze Math Game System(RTM)
Author
Glymph, Ronald C.
Number of pages
46
Publication year
2010
Degree date
2010
School code
0582
Source
MAI 49/04M, Masters Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124471921
Advisor
Esposito, Kate
University/institution
California State University, Dominguez Hills
University location
United States -- California
Degree
M.A.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
1489982
ProQuest document ID
853287146
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/853287146
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.