ERIC Number: EJ1305569
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1029-5968
EISSN: N/A
Effect of Bingo Game Instructional Strategy on Pupils' Achievement in Mathematics in Public Primary Schools in Oyo State, Nigeria
Tella, Adedeji; Fatoki, Felicia Motunrayo
Journal of the International Society for Teacher Education, v25 n1 p21-34 2021
This study determined the effect of Bingo game instructional strategy on Pupils' mathematics Achievements of public primary schools in Oyo state, Nigeria. One hundred and twelve public primary school grade 3 pupils participated in the study. This study adopted the pretest-posttest control group quasi-experimental design with a 2x3 factorial matrix. The study deployed Bingo strategy as different patterns that were designed to create fun and variety in teaching mathematics. The pretest was administered before the teaching using Bingo strategy, while posttest was administered immediately after the treatment (Bingo strategy). The control group were left with conventional teaching without any manipulation. Simple random sampling was used to select four primary schools from two local government area in Oyo State, Nigeria. Two constructed standardized and validated instruments by the researchers were used for the study: Pupils mathematics Achievement Test (r = 0.81) and Quantitative Ability Test (r = 0.69). The treatment lasted four weeks. The data were analyzed using Analysis of covariance at 0.05 level of significance. The result revealed that there was a significant main effect of Bingo on pupils achievement in mathematics (F[subscript (1, 110)] = 3.327; partial n[superscript 2] = 0.131).There was a significance main effect of quantitative ability (F[subscript (1, 110)] = 0.603; partial n[superscript 2] = 0.206) on pupils achievement in mathematics. The high quantitative ability pupils (56.904) benefited from the treatment package more than their counterpart (31.451). There was significant two-way interaction effect of Bingo game and quantitative ability of the participants (F[subscript (2, 106)] = 1.543; partial n[superscript 2] = 0.214) in favour of high quantitative ability pupils from Bingo game instructional strategy. The participants in Bingo game (14.07) had a higher mean value than their counterparts in the control (6.61). Bingo game instructional strategy improved pupils' achievement in mathematics. Primary school mathematics teachers should try to adopt this strategy in their teaching delivery.
Descriptors: Game Based Learning, Teaching Methods, Mathematics Instruction, Mathematics Achievement, Instructional Effectiveness, Concept Formation, Elementary School Students, Public Schools, Grade 3, Foreign Countries
International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: http://isfte.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria
Grant or Contract Numbers: N/A