Date

2-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Rebecca Burton

Keywords

achievement, algebra, education, high school, mathematics, technology

Disciplines

Curriculum and Instruction | Educational Methods | Science and Mathematics Education

Abstract

This study examined the impact of digital game-based learning (DGBL) on mathematics achievement in a rural high school setting in North Carolina. A causal comparative research design was used in this study to collect data to determine the effectiveness of DGBL in high school Algebra 1 classes. Data were collected from the North Carolina End-of-Course (EOC) Test for high school Algebra 1. The data collection was broken down by comparison groups based on academic achievement as measured by the North Carolina EOC Test for Algebra 1. The comparison groups were student participants who received digital game-based instruction and tradition instruction in mathematics versus students who only received traditional mathematics instruction over the course of a semester. The results of this study were differing to those in the review of the literature. In this study, the control group was found to be significantly greater than that of the treatment group regarding mathematics achievement.

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