ERIC Number: ED090927
Record Type: Non-Journal
Publication Date: 1974-Apr
Reference Count: N/A
Games and Teams: An Effective Combination in the Classroom.
Hulten, Burma H.
Research investigated the relative contributions of team competition and peer group practice sessions to the effectiveness of a classroom instructional technique known as Teams-Games-Tournament. Eight mathematics classes with 240 seventh grade students participated in a ten-week field experiment. A 2x2 design was employed. The factors were (1) reward system (team competition versus individual competition) and (2) practice (group practice versus individual practice). Students participated in 12 game tournaments with competition centered on a modified version of the math game "Tuf". A significant reward main effect and two significant interaction effects were obtained for the Arithmetic Computation subtest of the Stanford Achievement Test. High and low performers in the team condition improved significantly more than students in the individual reward group. Group practice had no significant effect on their level of achievement, but did benefit the low performer in the individual reward group at the expense of the high performer. It was concluded that games can be effective instructional devices for increasing academic achievement and that their success as instructional aids varies with the reward systems and practice structures under which students operate. (Author)
Descriptors: Academic Achievement, Classroom Techniques, Competition, Drills (Practice), Educational Games, Educational Media, Educational Research, Elementary School Mathematics, Grade 7, High Achievement, Individual Instruction, Low Achievement, Mathematics Instruction, Motivation, Rewards, Teaching Methods, Team Training
Publication Type: Guides - General
Education Level: N/A
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.