Narges Yaftian; Hadis Abdi
Abstract
The aim of this study was to investigate the effectiveness of gamification training on mathematical anxiety and mathematical motivation of ninth grade students. This research was conducted by quasi-experimental method with pre-test-post-test design with a control group. The statistical population is ...
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The aim of this study was to investigate the effectiveness of gamification training on mathematical anxiety and mathematical motivation of ninth grade students. This research was conducted by quasi-experimental method with pre-test-post-test design with a control group. The statistical population is the ninth grade students of Mallard district. Based on the available sampling, 50 people were selected and 25 people were randomly assigned to the experimental group and another 25 people to the control group. In 7sessions, the students of the experimental group learned some of the mathematical concepts with the help of gamification. The research tools are questionnaires of mathematical anxiety and mathematical motivation based on valid researches whose face and content validity was confirmed by experts and a number of experienced mathematics teachers. Cronbach's alpha of the Mathematical Anxiety and Mathematical Motivation Questionnaires is 0.865 and 0.903, respectively, indicating their acceptable reliability. Multivariate analysis of covariance was used to analyze the data. The results of multivariate analysis of covariance showed that gamification training reduces ninth grade math anxiety (P<0.05,F=23.227) and increases their math motivation (P<0.05,F=16.521). Findings of the study showed that education with the help of gamification reduces the level of anxiety and stress in students in mathematics and makes teaching and learning this course more attractive and enjoyable.
