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Abstract
The United Arab Emirates’ vision of the 2021 National agenda aimed that its students rank among the best in the world in mathematics and the sciences. However, fractions remain a challenging topic for both teachers and students. The purpose of this study was to investigate the impact of using digital games-based learning (ABACUS) on students’ performance as they learn fractions. A quasi-experimental design was used in carrying out the research. All groups were pre- and post-tested to evaluate the effectiveness of the ABACUS active learning intervention. Eighty (n=80) student participants were divided randomly into a control (n=39) group and an experimental (n=41) group. Descriptive and inferential statistics were used to analyze the data from the pre- and post-tests. The results suggested that students in the post-test of the experimental group achieved a higher score than those in the control group. The findings of this study may provide mathematics teachers with an alternative method to teaching the concept of fractions. Additionally, the findings may also inspire or encourage curriculum planners to integrate digital games-based learning in educational settings. The study concluded with some implications and recommendations for future research.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 18, Issue 10, October 2022, Article No: em2159
https://doi.org/10.29333/ejmste/12421
Publication date: 01 Sep 2022
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Article Downloads: 1813
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