Effect of game based instructional model on the pupils achievement in arithmetic at upper primary schools

Research on Humanities and Social Sciences www.iiste.org
ISSN (Paper)2224-5766 ISSN (Online)2225-0484 (Online)
Vol.4, No.22, 2014
34
Effect of Game- Based Instructional Model on the Pupils
Achievement in Arithmetic at Upper Primary Schools
Level in Igbo – Etiti Local Government Area,
Enugu State, Nigeria
UNODIAKU, STANISLUS SOCHIMA, Ph.D (Nig.)
Department of Mathematics/Computer Science,Godfrey Okoye, University, Enugu, Enugu State,Nigeria
Abstract
The study investigated the effect of game-based instructional model approach on the pupil’s achievement in
Arithmetic. The research design used in this study was pre-test-post-test, control quasi experiment design.
Sample random sampling technique was adopted in selecting 203 primary five pupils from 6 intact classes in six
randomly selected primary schools in Igbo-Etiti local government area, Enugu State, Nigeria. A research
instrument called Arithmetic Achievement Test (AAT) developed and validated by the researcher was used in
data collection. The study was guided by two research questions and two hypotheses. The hypotheses were
tested at 0.05 level of significance. The result of the finding showed that there was a significance difference in
achievement in Mathematics of pupils exposed to game-based instructional model approach and those exposed
to conventional method. There was mean difference in mathematics achievement between male and female
pupils. This mean difference was tested and found significant at p ≤ .05. Based on the findings, the game-based
instructional model approach was recommended to the teachers, curriculum workers as well as examination
bodies to popularize its effective integration into the mathematics classrooms.
Keywords: Mathematics, game-based instruction, and Arithmetic
Introduction
The nation’s Millennium Development Goals (MDGs) is being specifically addressed by the National Economic
Empowerment and Development Strategy (NEEDS) which is Nigeria’s plan for prosperity with ultimate
intension of improving economic well – being, social and human development and ensure environmental
sustainability and regeneration. In other words one of the major objectives of NEEDS’ is to actualize the MDGs
goals of making Nigeria a wealthy nation by 2015 through poverty reduction (NEEDS, 1999). This objective can
be achieved if Nigeria’s nation promotes science and technology through concerted effort in teaching and
learning of the ‘queen’ and ‘language’ of science and technology called mathematics. Really, science and
technology creates wealth, and mathematics is a categorical imperative for any nation with a focused scientific
and technological aspiration (Ale and Adetula, 2010).
According to Adetula (1989), outstanding mathematical ability is a precious societal resource sorely
needed to maintain leadership in a scientific and technological world. Obviously, mathematics is a special
cognitive tool that is indisputably acknowledged as agent of nation’s development and wealth creation.
According to Ale and Adetula (2010), the knowledge of mathematics will help Nigeria to produce citizens that
can manufacture drugs, raw materials, machines and tools needed for our industries. More so, it will help us to
produce enough food for local use and exportation. Basically, an important component needed to achieve all
these is the enhanced teaching and learning of mathematics, science and technology education in formative
levels of primary and post – primary as well as at the tertiary level of education.
There is doubt that NEEDS will achieve the noble MDGs objective by 2015, following incessant
reports on students’ poor performance in mathematics over the years. For instance, NECO (2009) reported that
over 92.8% of students who took the Senior Secondary Certificate Examination (SSCE) in 2009 could not obtain
the minimum qualification for entry into tertiary institutions. According to Eniayeju and Azuka (2010), one
major cause for this unfortunate situation was the poor performance in mathematics. More so, over the years,
there has been a repetition of poor performance and failure of students in mathematics at Secondary School level
(Olaleye, 2004). Again, Usman and Nwoye (2010), reported that students are still performing poorly in
mathematics. The reports on students’ poor performance in mathematics suggest that students have poor
mathematics foundation right from primary school level. If the present trends continue unabated, the country is
not likely to meet the millennium Development goals (NEEDS,).
Researchers in mathematics education have reported some of the causes of the poor performance in
mathematics among Secondary School Students. For instance, (Okonkwo, 1998, in Unodiaku, 2010; Obienyem,
1998, in Unodiaku, 2010; and Ogbuanya, 2009) attributed students’ poor performance in mathematics to lack of
readiness or preparedness of primary school pupils for further learning of mathematics at Secondary School
level. On similar note, Unodiaku (2011) reported that readiness to learn mathematics is a factor that enhances
achievement in mathematics learning. More so, poor assessment of mathematics process skills of students

Vol.4, No.22, 2014
35
learning outcome due to scarcity of developed valid and reliable instruments, contributes significantly to
Students’ poor achievement in mathematics (Unodiaku, 2011). According to Igwebuike (1985) in Ogbuanya
(2009), lack of adequate or sound background in lower classes is one of the problems that kill children’s interest
in mathematics; and most teachers use wrong methods in presenting mathematics and in handling the children.
Similarly, Agwagah (2001) in Usman and Nwoye (2010) reported that mathematics teaching and learning should
involve games, in order to arouse the interest of pupils in mathematics which will be helpful in achieving a better
performance in mathematics. The researcher believed that another way to create and sustain students’ interest
permanently in mathematics is by teaching mathematics with varieties of methods, instructional materials and
techniques, especially games. This apart from making mathematics learning more interesting, it will tend to
improve students’ achievement in mathematics.
Furthermore, Kay (1971) in Ogbuanya (2009) reported that poor foundation for acquiring mathematics
knowledge in the infant classes is one of the causes of poor performance in mathematics. According to Kay
(1971) in Ogbuanya (2009), the right foundation should be laid right from the infant classes and therefore it is
vital that the teaching of numbers should be on the right lines from the very start of formal education, because
failure to acquire this fundamental background at the early stages would eventually lead to backwardness in
mathematics. It is against this background that the researcher intend to use game to teach children arithmetic.
Specifically, the game called subtraction and addition game (SUBADIG) are aimed at arousing the interest of
pupils in addition and subtraction of whole numbers and in enhancing mathematics learning generally. The game
was guided by certain rules and was played between the teacher (who acts as a moderator) and the students who
solve the mathematics problem(s) given by the teacher. The game is organized under two phases. The first phase
deals with addition and subtraction of three digit numbers while the second phase deals with addition and
subtraction of four digit numbers. The game was guided by certain rules.
The rules of the SUBADIG for Addition and Subtraction of three digit whole numbers.
1. The first and last digits should not be consecutive numbers i.e. for a game of three digits numbers such
as 726, 382, 594 or 918 should not be chosen because 7 and 6 are consecutive numbers in the number
726.
More so, for the second number 382, 3 and 2 are consecutive numbers. Choose numbers like 947, 264,
518, 410, and so on.
2. Number of players ranges from two persons and more ideally the games can be played between a
teacher and his student(s). or between a parent and his child (children), among other categories of
individuals.
3. The games are limited to primary 3 or 4 pupils who have just completed learning addition and
subtraction of whole numbers but might not have mastered or internalized the skills of addition and
subtraction of whole numbers.
4. Each of the digits of the three-digit numbers to be chosen must be different (i.e. no identical digits).
That is there must not be 484 or 779 or 666, and so on.
INSTRUCTIONAL MODEL: EXAMPLE 1: Illustration/procedure of the SUBADIG using three digits
numbers.
The procedure of the game is organized using the following steps.
Step 1: Without letting the pupil look, the teacher wrote 1,089 on a sheet of paper like this and
folded it. The teacher put the folded paper into the child’s pocket (without the child knowing the figure inside it).
Step 2: The teacher told the pupils to choose any three digit number provided the three digits are different and
the first and last digits are not consecutive numbers. A pupil chose 589.
Step 3: The teacher told the pupil to reverse the new number on his sheet of paper. The reverse order is such that
589 become 985.
Step 4: The teacher instructed the child to subtract the smaller number (589) from the larger number (985).
i.e.
Step 5: The teacher instructed the child to interchange the last and first digits of the result (396) to get 693.
Step 6: The teacher told the child to add the result (396) to the new number (693) to get
-

Vol.4, No.22, 2014
36
Step 7: The teacher now told the child to bring out the folded paper inside his pocket only to discover that the
number in the paper and the result of the above SUBADIG are the same i.e. 1,089.
EXAMPLE 2 Illustration/Procedure Of SUBADIG Using Four-Digits Numbers.
In this case, the teacher played the game with all his class members of 43 pupils.
Step 1: The teacher first drew the attention of the pupils to the rules of the game. The teacher instructed one
of the pupils to tear out a clean sheet of paper and pass it round to others to certify that the paper is
blank.
Step 2: When the paper was returned to the teacher, he secretly wrote the number 6,174 on the sheet of
paper, folded it and placed it on a desk that is conspicuously positioned for every class member to
see and out of reach to anybody.
Step 3 The teacher instructed them to pick any addition to other rules stated above. One of the pupil’s John
by name picked wrote down four digit numbers of their choices.
Step 4: The teacher told them to interchange the first and last digits so as to make the largest possible
number. John’s number which was originally 2579 becomes 9572 and Mary’s number which was
originally 4618 becomes 8614.
Step 5: The teacher instructed them again to interchange the last and first digits to make the smallest
possible number. That is John’s number 9572 becomes 2579 and Mary’s 8614 becomes 4618.
Step 6: The teacher told them to subtract the smaller number from the bigger. That is John’s new number
becomes 9572-2579=6993 and Mary’s new number becomes 8614 – 4618 = 3996.
Step 7: The teacher instructed them to interchange the first and last digits of their new numbers. Therefore,
John’s number 6993 becomes 3996 and Mary’s number 3996 becomes 6993.
Step 8: The teacher finally instructed them to add their last two numbers.
John’s number becomes 3996+6993=10,989 and Mary’s numbers
3996+6993=10,989. Similar results were obtained by all the class members that chose different
numbers.
Pupils’ loss of interest and backwardness in mathematics in later years were due to failure to lay solid
foundation right from the infant classes, rote learning and poor teaching methods. Therefore, mathematics
teaching and learning should involve games in order to arouse the interest of pupils in mathematics which will be
helpful to achieve a better performance in mathematics (Agwagan, 2001, and Igwebuike, 1985, in Ogbuanya,
2009.)
Hence, the study was design to investigate the effect of a Game-based instructional model on pupils’
achievement in Arithmetic problem solving.
Purpose of the Study
The main purpose of the study was to find out the effect of game-based instructional model approach on the
primary schools pupils’ achievement in arithmetic learning. Specifically the study tried to determine:
The effect of game-based instructional model approach on the mean achievement scores of pupils in
arithmetic learning.
Effect of gender on game-based instructional model mean achievement scores in arithmetic.
Research Questions
The following research questions guided the study:
1. What is the difference between the mean achievement scores of pupils taught arithmetic with game-
based instructional model and those taught with conventional method?
2. To what extent does gender influence the mean achievement scores of the pupils taught arithmetic using
game-based instructional model approach?
Research Hypotheses
1. There is no significant difference between the mean achievement scores of pupils taught arithmetic with
game-based instructional model approach and those taught with conventional method.
2. There is no significance difference between the mean achievement score of male and female pupils
taught arithmetic with game-based instructional model approach.
Research Method
The design of the study was quasi-experimental research design. Specifically, it is pretest-posttest non-equivalent
control group design. The study was carried out in Igbo-Etiti Local Government Area of Enugu State. The
population of the study consisted of 2908 primary five pupils in the 66 primary schools in Igbo-Etiti Local

Vol.4, No.22, 2014
37
Government Area of Enugu State. The sample for the study was 203 primary five pupils obtained from six intact
classes in six randomly selected schools from 66 primary schools in the Igbo-Etiti Local Government Area.
Three of the six selected schools were randomly assigned into experimental groups, made up of 106 pupils,
while the remaining three were assigned to control group, composed of 97 pupils.
The instrument used for data collection was called Arithmetic Achievements Test (AAT). The
instrument was composed of two sections viz: A and B. Section A contains 5 items treating three-digit numbers
while section B contains 5 items treating four-digit numbers. In totality, the instrument contains 10 items used
for the study. The instrument was validated by experts and its reliability coefficient was determined using
Cronbach alpha procedure. The reliability coefficient yielded 0.83.Mean and Standard deviations were used in
answering the research questions posed while research hypotheses were tested using the analysis of covariance
(ANCOVA) at p ≤ 0.05. The pretest scores were used as covariance to the posttest scores.
Results
The results are presented in accordance with the research questions and hypotheses.
Research question 1: What is the difference between the mean achievement scores of pupils taught arithmetic
with game-based instructional model approach and those taught with conventional approach?
Table 1: Mean and Standard deviation of pupils’ achievement scores of subjects on Arithmetic Test.
Group
Pre-test Post -test Mean Difference within
the Group.Mean Standard
Deviations
Mean Standard
Deviations
Experiment
(n=106)
5.40 1.021 7.83 .593 2.43
Control
(n=97)
3.67 .875 4.24 .922 1.86
Mean difference between
the group 1.73 3.59
Table 1 showed the results of the AAT administered on pupils. From the table, it was observed that in
the pre-test, experimental group taught with game-based instructional model approach had a mean of 5.40 with a
standard deviation 1.021, while the control group taught with conventional approach had a mean of 3.67 and
standard deviation of .875. Similarly, in the post-test, experimental group had a mean of 7.83 with a standard
deviation .593 while the control group taught with conventional approach had a mean of 4.24 with a standard
deviation of .922. The mean difference between the groups is 1.73. However, the difference within the group for
the experimental is 2.43 while the difference within the group for the control is 1.86. Therefore there was a great
difference in the mean achievement of pupils taught arithmetic using game-based instructional model approach,
and those taught using conventional approach. This clearly implied that game-based instructional model
approach method is more effective.
Research Question 2: To what extent does gender influence the mean achievement scores of the pupils taught
arithmetic using game-based instructional model approach?
Table 2: Mean Achievement Scores and Standard Deviation of Males and Females in Arithmetic Test.
Sex Mean ( x ) Standard Mean
Male (n=89) 5.73 1.857
Female (n=114) 6.41 1.986
Difference in mean 0.68
Table 2 showed the achievement scores of pupils on AAT. The male pupils taught arithmetic using
game-based instructional model approach had a mean of 5.73 with the standard deviation of 1.853 while their
female counterpart had a mean score of 6.41 with standard deviation of 1.986. The mean difference between
male pupils’ and female pupils’ scores is 0.68.

Vol.4, No.22, 2014
38
Hypothesis 1 and 2 were answered using Table 3 below
Table 3:Analysis of covariance for Hypothesis 1 and 2 on pupils achievement in Arithmetic Test.
Source Type III sum of squares df Mean
square
F Sig.
Connected model 670.989 4 167.747 327.537 .000
Intercept 268.795 1 268.795 524.838 .000
Protest .012 1 .012 .023 .879
Group 324.400 1 324.400 633.412 .000
Gender 14.039 1 14.039 27.411 .000
Group & gender .483 1 .483 .943 .333
Error 101.405 198 .512
Total 8359.000 203
Corrected Total 772.394 202
Table 3 showed the ANCOVA results of pupils who were taught Arithmetic with game – based
instructional model approach and conventional approach. In the table, group has F value of 633.412 and
significant at .000. This significant value (.000) is less than .05 (i.e. .000 ≤ P ≤ .05). Therefore, F is significant at
.05. Hence the hypothesis is not accepted. That is, there is significant difference between the mean achievement
scores of pupils taught Arithmetic with game–based instructional model approach and those taught with
convectional method. More so, gender has F value of 27.411 and significant at .000. This significant value (.000)
is less than .05 (i.e. .000 ≤P≤ .05). Therefore, F is significant at .05. Hence, the hypothesis is not accepted. That
is, there is significant difference between the mean achievement scores of male and female pupils taught
Arithmetic with game–based instructional model approach.
Discussion
Reversing the trend of poor performance in mathematics requires enhancing mathematics teaching and learning
through practical oriented approaches. Invariably game – based instructional model approach belongs to such
approaches. For instance, this study clearly indicated that the pupils taught with game–based instructional
approach had higher mean gain score than their counterpart taught using the conventional method. This mean
difference in performance between those taught with game – based instructional approach and those taught with
conventional method was found significant (P < .05). However, the game–based instructional model approach
favour females more than males as the result yield mean difference of 0.68 in favour of the female pupils. This
mean difference (0.68) between males and females pupils was tested and found significant (P≤.05). It was also
observed that game–based instructional model approach motivated, aroused the interest of the pupils as well as
increased their participation in Arithmetic learning.
Conclusion
Based on the findings of this study, it was concluded that the game–based instructional model approach is
effective in teaching addition and subtraction aspects of Arithmetic. The mean difference in achievement of male
and female pupils was found to be in favour of the females. More so, the females performed significantly higher
than their male counterparts in the test. This result suggests the need for establishment of differential norms for
both male and female pupils. If these factors are taken cognizance of in primary school mathematics pedagogy,
there is tendency that fundamental problems in mathematics learning will be permanently resolved.
Recommendations
The following recommendations are made based on the findings of this study.
Primary school teachers should be sensitized in the use of game–based instructional model, which is interest
oriented, in teaching pupils arithmetic. Such sensitization can be actualized through organized work-shops,
seminars and conferences for primary school teachers by government agencies such as ministry of education;
professional bodies such as Mathematics Association of Nigeria (MAN), Science Teachers Association of
Nigeria (STAN). When work-shops, seminars and conferences are organized for and attended by the primary
school teachers there is tendency of their learning new approaches in mathematics pedagogy.
Primary schools mathematics curriculum designers as well as authors of primary schools mathematics
textbooks should include game – based instructional model as instructional method.
Examination bodies such as WAEC and NECO should include questions based on mathematics games on
assessment of their candidates. More so, ministry of Education should include questions based on
mathematics games on assessment of primary six pupils and Junior Secondary School Certificate
Examination candidates.

Vol.4, No.22, 2014
39
Acknowledgement
It is with profound gratitude and deep sense of appreciation that the author wish to thank immensely the pupils,
teachers and head–teachers for their co–operation, assistance and permission to use their sampled schools,
respectively.
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