The impact of gamification on achievement in mathematics among primary school pupils with hearing impairment

Abstract

Primary school pupils with hearing impairment face various obstacles to their academic and personal growth. The main aim of the study was to reveal the impact of the use of gamification methods on the mathematic achievement of primary school pupils with hearing impairment. This study used a pretest/posttest experimental strategy. The experiment was carried out in three stages. During the first stage, all participants’ mathematical achievement level was measured and their mathematical progress was monitored. In the second stage, three game methods were applied to the experimental group consistently, according to pre-prepared lesson plans. The content of games methods was developed considering the topics, goals and expected results of the lessons. In the third stage, the impact of the game methods on first grade primary school hearing impaired pupils’ achievement was assessed. Findings identified significant changes in the achievements of the experimental group. The implementation of gamification methods in mathematics lessons for first grade primary school pupils with hearing impairment resulted in a statistically significant improvement in the pupils’ knowledge of numbers, calculations, geometry, measurements, and measurement, as well as in the level of higher-order thinking skills, knowledge, and understanding, i.e., from satisfactory to basic and advanced levels in the experimental group.

Keywords

• Achievement in mathematics
• primary school
• gamification
• learners with hearing impairment
• Classroom Practice
• Inclusion and Special Educational Needs