TITLE:
Designing an E-Game Program in Mathematics for 5th Grade Saudi Female Pupils: Does Gagne’s Theory Have Any Effectiveness in Developing Their Achievement of Mathematics?
AUTHORS:
Salma Katib S. AL-Shammari, Abdellatif E. Elgazzar, Ahmed M. Nouby
KEYWORDS:
Design, E-Games Program, Based-On Gagne’s Theory, Elgazzar (2002) ISD Model, Effectiveness, Mathematics Subject Matter, Achievement in Mathematics, Primary Stage, Saudi Arabia
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.3 No.2,
January
28,
2015
ABSTRACT: Design variables of e-learning technologies
have gained great attention and concern from developers as well as researchers.
So, e-Games design has gained a special concern in its design as an e- Learning
technology in accordance with learning theories and instructional models such
as Gagne’s theory. This research aims at investigating the effectiveness of an
instructional e-game program designed according to the Gagne’s theory on
developing mathematics’ achievement among primary school pupils in Saudi
Arabia. The research sample composed of 46 female pupils from the fifth grade
pupils at King Fahd University of Petroleum and Minerals’ primary schools.
Thus, the Developmental Research Method was adopted. The study sample was
selected as a purposed cluster one of two classes (sections). The
quasi-experimental design with pre and post testing was used. The sample was
divided to two equal groups which were randomly assigned as: experimental group
1 (e-Games with Gagne’s theory), experimental group 2 (e-Games without Gagne’s
theory); (23) female pupils in each group. An instructional unit has been
selected from the 5th grade mathematics curriculum, its content was analyzed to
drive the mathematical achievement categories of knowledge and cognitive
skills. Then, a list of instructional design standards was derived for
designing the instructional e-Games. The two instructional e-games programs
were developed by the 1st author using Elgazzar (2002) ISD Model of the 2nd
author: one e-Games program with Gagne’s theory and the other one e-Games
program without Gagne’s theory. Both the instructional e-games programs were refereed,
revised and approved according to those derived standards of instructional
design. A Mathematics Achievement Test was developed and approved to be valid
and reliable. The 1st author carried out the research experiment according to
the experimental design. So; the first experimental group 1 was taught using
the e-Games program (according to Ga- gne’s theory), and the experimental group
2 was taught using e-Games program (without Gagne’s theory). The research
instrument was implemented pre and post experimentation according to the experimental
design. Data were collected and encoded to the SPSS package and ana-lyzed using
appropriate statistical methods to test the research hypotheses. Research
results have revealed that there is no effectiveness of e-Games Program with
Gagne’s theory as compared with e-Games without Gagne’ Theory in developing the
Achievement of Mathematics, and this result gives an answer to the main
research question that designing instructional e-Games program based on Gagne’s
Theory doesn’t have any comparative Effectiveness in Developing Saudi female
pupils’ in the Achievement of Mathematics. This result calls for further
research on other learning outcomes of Mathematics’ learning. The article
includes Tables, References, Recommendations, and a list of proposed future
researches.