Playing mathematical board games at school significantly increased 3rd-grade boys' introjected extrinsic motivation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i0 negligible
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 Boys who played mathematical games at school scored better on the introjected extrinsic motivation test than control boys (F= 4,160; p ≤ 0,05; η2 = 0,086). → Thomas Rajotte 2016

Evidence¶

Thomas Rajotte 2016¶

Thomas Rajotte, Christine Marcotte, Lisa Bureau-Levasseur. (2016). Evaluation of the Effect of Mathematical Routines on the Development of Skills in Mathematical Problem Solving and School Motivation of Primary School Students in Abitibi-Témiscamingue. Universal Journal of Educational Research 4(10): 2386-2391. https://doi.org/10.13189/ujer.2016.041017

q2 · i0 · causal · r1

ANCOVA comparing the second experimental group, which played mathematical games two hours per week for two months (N=33), with the control group, reported in Table 4 for boys (df error 44). The article states playing mathematical games has "an important effect on boys introjected extrinsic motivation (η2 = 0,086)".

"Moreover, the results show that boys who play mathematical games at school have better results on the introjected extrinsic motivation test (F= 4,160; p ≤ 0,05)."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Playing mathematical board games at school significantly improved 3rd-grade students' ability to solve additive-change (transformation) problems — related
• Daily mathematical routines involving logical challenges significantly increased 3rd-grade girls' introjected extrinsic motivation — related
• Playing students showed significant learning gains in mathematical achievement compared to control classes in grades 2, 4 and 6 — related