The Contribution of Technology-Assisted Game-Based Teaching to Middle School Mathematics Achievement

Source abstract

This study aims to investigate the impact of technology-supported game-based learning on the mathematical achievement of middle school students. The research was conducted using a quasi-experimental design with a post-test control group. The study group consisted of 142 students (72 female, 70 male) attending a public middle school in Hakkâri. In the experimental group, interactive games designed on the GeoGebra platform were implemented, while the control group followed traditional instructional methods. Data were collected through a mathematics achievement test, customized according to grade levels (12 items for 5th grade; 13 items for 6th grade), with its content validity confirmed by expert opinions. The gender variable was included in the study to determine whether the use of technology in education provides equal opportunities for both genders. Regarding statistical analysis, the Kolmogorov-Smirnov test was used for normality, the independent samples t-test for between-group comparisons, and the Mann-Whitney U test to determine whether the impact of the methods differed by gender. The results revealed that technology-supported game-based learning significantly increased mathematical achievement compared to traditional methods (p < 0.05). Furthermore, it was determined that gender did not create a statistically significant difference in the success of the implemented method (p > 0.05). These findings suggest that GeoGebra-based games can be integrated into the mathematics curriculum as a gender-neutral and effective tool.