IMPACT OF FLIPPED AND GAME-AIDED INSTRUCTION ON THE MATHEMATICAL ACHIEVEMENT OF SOCIO-ECONOMICALLY MARGINALIZED CHILDREN AT THE PRIMARY SCHOOL LEVEL

Abstract

The mathematical achievement of primary school students, flipping, and game-aided instruction proved as effective in improving the mathematical achievement. However, literature is silent about its impact on the students’ motivation. Thus, the effects of flipped and game-aided instruction were investigated for students’ mathematical success and motivation, following the true experimental research design, wherein two parallel experimental groups (flipped & Game-aided instruction), used to probe the effectiveness of both instructional methods for the students’ motivation. This experiment was confined to whole numbers, mathematical operations, fractions, HCF, and LCM in a mathematics textbook. The students’ Pre-test (MAT) scores, students’ academic motivation and their socioeconomical indicators were utilized to randomize both flipped & game-aided instruction groups and were taught for six weeks followed by post-test and academic motivation questionnaire. It was revealed that both flipped & game-aided instruction have improved students’ mathematical achievement and motivation. Consequently, research study recommended that students' mathematical achievement in marginalized communities can be improved through the application of both the flipped and game-based instruction at the primary school level.