The study school faced contextual barriers to game-based learning: teacher shortage, low teacher pedagogic profile, minimal ICT infrastructure, remoteness, and overcrowding¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: local conditions change quickly

Subclaims¶

q1 i? Qualitative data from observation, student FGDs, and the teacher interview identified challenges including only one mathematics teacher, four laptops for ten sections, remote location with low internet coverage, and large class sizes. → Abdus Salam 2015

Evidence¶

Abdus Salam 2015¶

Abdus Salam, Anwar Hossain, & Shahidur Rahman. (2015). Effects of using Teams Games Tournaments (TGT) Cooperative Technique for Learning Mathematics in Secondary Schools of Bangladesh. Malaysian Online Journal of Educational Technology, 3(3). https://eric.ed.gov/?id=EJ1085938

q1 · i? · causal · r1

Qualitative findings from researcher observation, FGDs with twelve students, and a semi-structured teacher interview; the article notes "only four laptops with only one modem" serving five classes and ten sections, plus teacher shortage and remoteness.

"The whole school had only four laptops with only one modem which were completely insufficient for covering five classes (grade VI to X) and 10 sections (two sections for each class)."

Discussion¶

Related Claims¶

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