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Students’ Attitudinal Change Towards the use of Instructional Animated Object Based Card Game in Learning Mathematics

Journal Name:

  • Middle Eastern & African Journal of Educational Research

Publication Year:

  • 2016

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
This study examines students’ attitudinal change in learning Mathematics after been treated with structured animated instructional object based card game designed using technological of instruction. 200 (two hundred) Junior Secondary School II (JSS 2) students (subjects) were selected from two educational zones (Lagos Island and Eti-Osa, 50% proportionate on each zone) in education district III, Lagos State, Nigeria. Twenty (20) junior secondary schools were chosen from the two educational zones and ten (10) subjects were selected in each school using multi stage stratified random sampling to avoid interclass mixed. The subjects were divided into two groups (control and experimental groups); control group was treated with Mathematics Achievement Test (MAT) (conventional method) and experimental group was treated with Instructional Animated Object Based Game (IAOBG) and Attitudinal Game Inventory (AGI) after the lesson. Forty (40) minutes lessons on substitution were conducted for the two groups for two weeks, twice per week for 4 weeks in the two educational zones. Experimental group was treated with AGI immediately after being treated with card game. Action research and quasi-experimental control group design with repeated measures analysis of covariance was adopted. The attitudinal responses indicated that, the test of regression analysis in model 4 shows that β = .78, t = 5.41, p < .002, accounted for 89% (p < .000) of the respondents variance in attitude scores. The result indicates that responses from the card game had a multiple correlation of 0.8960 with attitudinal responses.
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14
  • English

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