Available online at ijci.wcci-international.

org
IJCI
International Journal of
International Journal of Curriculum and Instruction 15(1)
Curriculum and Instruction
(2022) 98–105

The effect of play-based learning methods on math

learning of sixth-grade elementary students
Nima Asemani Barekat *
Education Department, Elementary Education, Farhangian University, Karaj 3148813317, Iran

Abstract
In the 21st Century, it has become more difficult for teachers to attract students to the curriculum due to
many factors that entertain students. Hence, teachers need to think about teaching methods that indirectly
motivate students to learn. Moreover, this need is more felt in mathematics because it requires the constant
creation of new cognitive structures. Therefore, one of the effective teaching methods for this demand is
teaching with the help of various games. For this purpose, the present study investigated the effect of play-
based learning methods on math learning in sixth-grade students. This research is quantitative. The results
of this study were collected from experiments on control and experimental groups. The statistical population,
at first, all male students in the sixth grade of primary school in the city of Karaj were considered for the
academic year 2021-2022. Then, by cluster sampling, it was reduced to one school and finally, randomly, to
two classes of 30 people. The control group was trained by the usual method of the teacher`s explaining and
then solving the book's exercises. The training of the experimental group was done by the simulation game of
bank and supermarket space. In this method, students calculated discount percentages during their play and
learned lesson points. In the end, the same tests were taken from both control and experimental groups and
the average scores of students in both groups were obtained. The mean for the control group was equal to
10.06 and for the experimental group, equal to 15.23. The results of research data showed that the game-
based teaching method has a positive effect on students' math learning compared to teaching by teacher's
lecture.

Keywords: Math learning, play-based teaching methods, traditional teaching method

© 2016 IJCI & the Authors. Published by International Journal of Curriculum and Instruction (IJCI). This is an open-
access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND)
(http://creativecommons.org/licenses/by-nc-nd/4.0/).

1. Introduction

1.1. Research problem

One of the challenges in education is that in the education process, methods used that
are not up-to-date, attractive, and does not promote deeper learning. There are several
factors involved in students' learning and academic achievement, one of them is the
teaching method. In the 21st century, the active teaching method may play a role in
motivating, improving performance and academic achievement. However, due to

* Corresponding author name: Nima Asemani Barekat. ORCID ID.: https://orcid.org/0000-0000-0000-0000

E-mail address: [email protected]

98
 Nima Asemani Barekat/ International Journal of Curriculum and Instruction 15(1) (2022) 98–105 99

inadequate resources, this teaching method is not used (Moalemi, 2019). Therefore,
selective teaching methods of teachers must activate and dynamic students in their
learning process to move towards learning themselves. One of the promising ways to
achieve active participation of students in learning activities and increase their
motivation is play-based learning.
Game-based learning enhances active learning and participation by providing students
with the opportunity to solve problems in the context of play (Vankúš, 2021). In fact,
some games and activities enhance children's learning more than any other book.
Because games provide consistent feedback on student performance, they can be used to
review knowledge and skills learned by students (Moalemi, 2019). According to research,
courses such as experimental science, social studies, and literature have the flexibility to
apply multiple teaching methods simultaneously and simply. However, the current
presentation of mathematics in many elementary school classes relies on sequential
descriptions of math concepts, followed by repetitive exercises and exercises to master
specific content. This rigid structure makes math students see it as a chore to be
completed, not a puzzle to be discovered (White and McCoy, 2019). Mathematics is one of
the most important basic courses in the course of study, which unfortunately most
students have difficulty with. Given that, mathematics is one of the subjects that is
prerequisite for other subjects. Students' low scores in this subject leads to their failure
in other subjects, which in turn makes them bored of Lessons and school. Actually,
teachers should look for ways to make this lesson attractive to students (Moradi and
Maleki, 2015).
As a result, one of the most fascinating ways to learn is to teach math through play.
This combination teaching method introduces students to math topics in the form of
games and indirectly strengthens students' math skills. From another point of view, be-
cause the teaching methods used in schools are based on memory and only strengthen
the memorization aspect of students, the vacancy of such teaching methods is strongly
felt (Esmaili Gojar and Partners, 2017). For example, Vankúš (2021) stated that in the
field of mathematics, appropriate games have been identified that promote mathematical
achievements in various fields, such as problem-solving, algebra skills, strategic,
reasoning skills, geometry, arithmetic skills, and facilitate critical thinking. In other
words, moving away from inflexible teaching methods such as lecturing and problem
solving can not only help change students' attitudes toward mathematics but can also
change the way they look at themselves. Therefore, it is better for students to succeed in
learning through exploratory, participatory and challenging processes (White and McCoy,
2019).
100 Nima Asemani Barekat / International Journal of Curriculum and Instruction 15(1) (2022) 98–105

1.2. Literature review

In recent past, the need for revision of traditional teaching methods and the use of new
and active methods of student-centered learning has been felt by educational systems.
Recent research findings as well as new theoretical perspectives place great emphasis
on the involvement of play in the teaching-learning process and students' cognitive,
metacognitive and emotional involvement (Zanganeh and Khodamoradi, 2017). Some of
the researches done are:
Dashteh, and Asgarpoor (2016) in their article entitled «Comparison of problem-solving
teaching method with lecture teaching method on academic achievement of high school
male students in mathematics» acknowledged that the mean scores of students who were
trained in problem-solving were significantly higher than those who were trained in
lecturing.
Zanganeh, and Khodamoradi (2017) in a survey under the title «The impact of teaching
method based on «cooperative assignments» on students' mathematics learning and
retention in ninth grade» said that teaching based on participatory homework has a
positive effect on students' learning and memorization in mathematics. Besides that, the
use of participatory homework in teaching is more effective in students' learning and
memorization in mathematics than conventional teaching.
Sahebzadeh, and partners (2015) in their article under the title «Evaluation of the
effectiveness of participatory teaching-learning methods of elementary school
mathematics teaching in academic achievement, improving logical thinking, increasing
students 'desire to study and teachers' job satisfaction» noted that the use and
implementation of mathematics teaching methods based on participatory teaching in
classrooms, compared to the use of traditional teaching methods for teaching
mathematics has a significant effect on students' strengthening logical thinking skills,
academic achievement, and desire for Education.
Findings by Chizary and Farhangi (2017) under the title «Efficiency of educational
games on mathematics learning of students at second grade of primary school» stated
that educational games affect the motivation and math learning of second-grade
elementary students and increase their IQ.
Bahrami, and partners (2012) in their article entitled «A comparison of the
effectiveness of game-based and traditional teaching on learning and retention of first-
grade math concepts» have concluded that considering the better performance of the
experimental group than the control group in terms of memorization, it can be
understood that the use of educational games in teaching elementary mathematics
concepts in the first grade can be significantly useful and efficient.
 Nima Asemani Barekat/ International Journal of Curriculum and Instruction 15(1) (2022) 98–105 101

White and McCoy (2019) in a survey under the title «Effects of game-based learning on
attitude and achievement in elementary mathematics» acknowledged that due to the
involvement of play in the process of learning math, students' attitudes toward both
lessons and math in general improved, and also the level of positive work ethic,
teamwork and commitment in students increased.
Finally, from the results of the mentioned researches, it can be concluded that different
types of games have a positive effect on learning mathematics.

1.3. Research purpose

The purpose of this study is to investigate the effect of educational games on students'
performance in mathematics; Specifically, to determine the level of learning of sixth-
grade students when games are used in the math learning process. Due to the
importance of games in the learning process, in most cases, the performance of the age
group of 10 to 12 years in the face of educational games has not been addressed.
Therefore, the existence and conduct of research on the performance results of this group
of students are also of great importance. Accordingly, in the present study, the following
questions have been examined:
Q1: How effective are dramatic teaching and play-based learning methods in sixth-
grade math?
Q2: Does using math games increase students' motivation and interest in learning?
To provide answers to these questions, the research has the following structure. First,
the research method and research findings are presented. Finally, it discusses the results
and suggests ideas for future use on the subject.

2. Method

The present study is quantitative in nature. The collected materials have been
obtained from two types of field and library methods. The library method has been used
to study various sources to design learning activities and then compile the research text.
Also, the field method has been used to prepare the training methods and also to conduct
exams. Available data were collected from experiments on control and experimental
groups. The statistical population, at first, all male students in the sixth grade of primary
school in the city of Karaj were considered for the academic year 2021-2022. Then, by
cluster sampling, it was reduced to one school and finally, randomly, to two classes of 30
pupils. None of the classes had students with a range of disorders. For both groups, the
same subject matter (ratio, proportion, and discount) was selected. It should be noted
that the environmental conditions of both groups are explained equally.
102 Nima Asemani Barekat / International Journal of Curriculum and Instruction 15(1) (2022) 98–105

2.1. The control group teaching method

The control group was trained by the usual method of the teacher`s explaining and
then solving the exercises in the book. In two selected sessions, the teacher explained the
content of the lesson orally and then, in the second session, solved the exercises in the
book.

2.2. The Experimental group teaching method

The training of the experimental group was done by the simulation game of bank and
supermarket space. In other words, in the first session, the teacher, in order to connect
the lesson content with daily life, started teaching with a story of buying clothes that
went to several shops and was faced with different percentages of discounts. Then,
students were asked to calculate the discount percentages mentioned in the story. For
the second session, counterfeit money, items with the initial amount of money along with
a percentage discount were provided. For this method, students received money from the
bank during their games, calculated the percentage of discounts on supermarket goods,
and learned additional lesson points.
In the end, the same tests were taken from both control and experimental groups and
the average scores of students in both groups were obtained.

3. Results

A comparison of statistics and the average of the obtained data are presented in Table
1. Based on the research and also, according to the obtained results, it is understood that
the methods of dramatic teaching and play-based learning have a positive effect on
students' learning. On the other hand, using this teaching method increases students'
motivation and interest in learning.
Table 1. Comparison of the results of the control and experimental groups through the mean of the tests

Groups Number Sum of class points Mean

Control 30 302 10.06
Experimental 30 457 15.23
 Nima Asemani Barekat/ International Journal of Curriculum and Instruction 15(1) (2022) 98–105 103

Table 1 shows the sum and average scores obtained from the control and experimental
groups. Comparing the results of these two groups shows that the average score of the
experimental group in the final test is higher than the control group.
Q1: How effective are dramatic teaching and play-based learning methods in sixth-
grade math?
Findings about Q1: According to the results as well as the average scores, it can be
concluded that combining math learning with educational games increases students'
learning levels. Therefore, the use of dramatic teaching and play-based learning methods
has a positive effect on the mathematical learning of sixth-grade students.
Q2: Does using math games increase students' motivation and interest in learning?
Findings about Q2: According to the students' feedback, it was perceived that their
level of interest in learning has increased.

4. Discussion and Conclusions

In the 21st Century, where students are able to create new cognitive structures very
quickly in their minds and also, they can easily access a wealth of information through
modern technologies, teaching method such as lecturing is not responsive anymore. As a
result, teachers must use play-based teaching methods to both make the lesson appealing
to students and strengthen their motor skills. On the other hand, this need is felt more in
some courses like mathematics, because it doesn't have the simple learning flexibility
and motivation to learn spontaneously as other courses. Therefore, teachers have to use
games and performances in their educational content.
According to the results of this study, students who had learned through the method of
teaching mixed with play, had better results than students who learned through the
method of teaching lectures in math tests. Thus, as a final point, considering that today's
students' leisure time is spent more on playing, teachers should also understand the
importance of teaching methods and use a variety of games, including physical, computer
games, and so on to make the learning process attractive and easy.
Therefore, it is suggested that teachers combine their teaching methods with games
and entertainment. For instance, teachers can combine sports and math courses and
teach students math through games and sports. Also, teachers can simulate daily life
with simple games for students and teach math with these games. Since physical games
have been used in this research, and also considering the development of computer
games, it is better to measure the impact of these games on the mathematical learning of
sixth-grade students, too.
104 Nima Asemani Barekat / International Journal of Curriculum and Instruction 15(1) (2022) 98–105

5. Recommendations

Due to the results of this research that educational games have positive effects on
students' math learning, it is suggested that:
1. As much as possible, teachers should use educational games such as board games in
their teaching process.
2. It is not always necessary to have a lot of equipment; teachers can design simple
games to speed up the learning process.
3. Curriculum planners can change the content of textbooks according to educational
games so that textbooks have more flexibility.

References
Bahrami, Farid, & Rahimi Chegini, Zahra, & Kianzadeh, Asghar, & Emami, Farshad, & Abdi,
Hassan (2012). A comparison of the effectiveness of game-based and traditional teaching on
learning and retention of first grade math concepts. Pelagia Research Library. European
Journal of Experimental Biology, 2012, 2 (6):2099-2102
Chizary, Forouzan, & Farhangi, Abdolhassan (2017). Efficiency of educational games on
mathematics learning of students at second grade of primary school. Journal of History Culture
and Art Research, 6(1), 232-240. doi:http://dx.doi.org/10.7596/taksad.v6i1.738
Dashteh, Amirhossein, & Asgarpoor, Shila (2016). Comparison of problem-solving teaching
method with lecture teaching method on academic achievement of high school male students in
mathematics. The Second National Conference on Modern Studies and Research in the Field of
Educational Sciences and Psychology in Iran. Fall 2016
Esmaili Gojar, Salah, & Aliabadi, Khadijeh, & Poorroostaie Ardakani, Saied (2017). The effect of
web-based multi-user educational computer games on students' learning and motivation.
Quarterly Journal of New Media Studies. Fall 2017, 3 (11), 196-223
Moalemi, Ghanie (2019). The effect of play on the learning rate of elementary math lessons.
Overmazd Research Journal. Summer 2019, No. 47, 85-91
Moradi, Rahimi, & Maleki, Hassan (2015). The effect of computer educational games on academic
motivation of mathematical concepts of male students with learning disabilities. Quarterly
Journal of Exceptional People. Summer 2015, 5 (18), 28-44
Sahebzadeh, Behrooz, & Alisoofi, Alahnazar, & Keikha, Alireza, & Esalati, Paridokht (2015).
Evaluation of the effectiveness of participatory teaching-learning methods of elementary school
mathematics teaching in academic achievement, improving logical thinking, increasing
students 'desire to study and teachers' job satisfaction. National Conference on Primary
Education. Spring 2015, 77-94
Vankúš, Peter (2021). Influence of game-based learning in mathematics education on students’
affective domain: A systematic review. Mathematics 2021, 9, 986.
https://doi.org/10.3390/math9090986
White, Kyli and McCoy, Leah P. (2019). Effects of game-based learning on attitude and
achievement in elementary mathematics. Networks: An Online Journal for Teacher Research:
Vol. 21: Iss. 1. https://doi.org/10.4148/2470-6353.1259
 Nima Asemani Barekat/ International Journal of Curriculum and Instruction 15(1) (2022) 98–105 105

Zanganeh, Hossein, & Khodamoradi, Hojatolah (2017). The impact of teaching method based on
«cooperative assignments» on students' mathematics learning and retention in ninth grade.
Journal of Research in Teaching. Spring 2017, Vol 5 (1), 63-48

Copyrights
Copyright for this article is retained by the author(s), with first publication rights granted to the Journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons
Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/).

Conflicts of Interest: The author declares no conflict of interest.