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ERIC Number: ED500403
Record Type: Non-Journal
Publication Date: 2008-Feb-29
Pages: 18
Abstractor: Author
Reference Count: 7
ISBN: N/A
ISSN: N/A
Utilizing Instructional Games to Improve Students' Conceptualization of Science Concepts: Comparing K Students Results with Grade 1 Students, Are There Differences?
Pinder, Patrice Juliet
Online Submission, Paper presented at the Regional Eastern Educational Research Association Conference (31st, Hilton Head Island, SC, Feb 20-23, 2008)
Education researchers and teachers have long been interested in improving students' conceptual understanding and motivational levels to do academic work. Over the past decade and a half, there has been an increase in the number of studies investigating the effects of instructional games on students' academic performance and motivational levels. Many of the studies documented have been with older students; that is, high school and university level success rates have been documented by education researchers. However, relatively few studies have been documented that assess the effects of instructional games on pre K or K-5 students. This paper discusses findings of a game activity intervention conducted, reports on prior intervention results obtained a year ago, and also gives practitioners' views and perspectives on the effectiveness of instructional games for pre K and K-5 students (for improve performance and motivational levels). Essentially, this study addresses the following overarching questions: how does the recent results for K students compare with the prior results obtained a year ago with grade 1 students? Are there similarities or significant differences between the two grade level results? And, what light does practitioners' interviews and survey results shed on the differences seen? The study, which was a mix model study (quantitative & qualitative findings), consisted of sixteen urban students and three urban science teachers representing the K-12 schools. Results seem to suggest that instructional games would be beneficial for K-5 students. The paper concludes with suggestions for future research that can fill in the gap in the field, and also gives some implications for practice and suggestions for cross curricular applications of instructional games. (Contains 4 tables and 1 figure.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A