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The Effects of Non-Digital Game-Based Learning and Cognitive Level of Questions on Isometric Transformations

The present study examined the effects of the non-digital game-based instructional method and the cognitive level of questions in determining students’ achievement in mathematics, particularly in Isometric Transformation. The study used a quasi-experimental design and involved 116 participants (i.e....

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Main Authors: Shamsurya, Hamden Hamid, Norehan, Zulkiply, Fitri Suraya, Mohamad
Format: Article
Language:English
Published: Universiti Teknologi Mara Selangor 2022
Subjects:
L Education (General)
Online Access:http://ir.unimas.my/id/eprint/38137/1/The%20Effects%20of%20Non-Digital.pdf
http://ir.unimas.my/id/eprint/38137/
https://ajue.uitm.edu.my/
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spelling my.unimas.ir.381372024-02-09T01:42:30Z http://ir.unimas.my/id/eprint/38137/ The Effects of Non-Digital Game-Based Learning and Cognitive Level of Questions on Isometric Transformations Shamsurya, Hamden Hamid Norehan, Zulkiply Fitri Suraya, Mohamad L Education (General) The present study examined the effects of the non-digital game-based instructional method and the cognitive level of questions in determining students’ achievement in mathematics, particularly in Isometric Transformation. The study used a quasi-experimental design and involved 116 participants (i.e., form two students) from two local secondary schools in Kuching. The participants were divided into control and experimental groups – the control group learned the Isometric Transformation topic via conventional learning, while the experimental group used non-digital game-based learning (NDGBL). The results showed that participants who learned using the NDGBL scored better in the Isometric Transformation test than those who learned the topic using the conventional instructional method. The present findings also showed that participants’ achievement of Isometric Transformation differed significantly between cognitive levels of questions. In particular, participants’ achievements were recorded better for lower-level cognitive questions than higher-level cognitive questions. However, there was no significant interaction effect between the instructional method and the cognitive levels of questions on participants’ achievement in the topic learned. The study provided empirical evidence on the role of NDGBL in learning Isometric Transformation, in that it should be considered as an alternative approach for learning Isometric Transformation and Mathematics in general, with an effective integration into the secondary mathematics curriculum. Universiti Teknologi Mara Selangor 2022-01 Article PeerReviewed text en http://ir.unimas.my/id/eprint/38137/1/The%20Effects%20of%20Non-Digital.pdf Shamsurya, Hamden Hamid and Norehan, Zulkiply and Fitri Suraya, Mohamad (2022) The Effects of Non-Digital Game-Based Learning and Cognitive Level of Questions on Isometric Transformations. Asian Journal of University Education, 18 (1). pp. 34-50. ISSN 2600-9749 https://ajue.uitm.edu.my/ DOI: org/10.24191/ajue.v18i1.17167
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Shamsurya, Hamden Hamid
Norehan, Zulkiply
Fitri Suraya, Mohamad
The Effects of Non-Digital Game-Based Learning and Cognitive Level of Questions on Isometric Transformations
description The present study examined the effects of the non-digital game-based instructional method and the cognitive level of questions in determining students’ achievement in mathematics, particularly in Isometric Transformation. The study used a quasi-experimental design and involved 116 participants (i.e., form two students) from two local secondary schools in Kuching. The participants were divided into control and experimental groups – the control group learned the Isometric Transformation topic via conventional learning, while the experimental group used non-digital game-based learning (NDGBL). The results showed that participants who learned using the NDGBL scored better in the Isometric Transformation test than those who learned the topic using the conventional instructional method. The present findings also showed that participants’ achievement of Isometric Transformation differed significantly between cognitive levels of questions. In particular, participants’ achievements were recorded better for lower-level cognitive questions than higher-level cognitive questions. However, there was no significant interaction effect between the instructional method and the cognitive levels of questions on participants’ achievement in the topic learned. The study provided empirical evidence on the role of NDGBL in learning Isometric Transformation, in that it should be considered as an alternative approach for learning Isometric Transformation and Mathematics in general, with an effective integration into the secondary mathematics curriculum.
format Article
author Shamsurya, Hamden Hamid
Norehan, Zulkiply
Fitri Suraya, Mohamad
author_facet Shamsurya, Hamden Hamid
Norehan, Zulkiply
Fitri Suraya, Mohamad
author_sort Shamsurya, Hamden Hamid
title The Effects of Non-Digital Game-Based Learning and Cognitive Level of Questions on Isometric Transformations
title_short The Effects of Non-Digital Game-Based Learning and Cognitive Level of Questions on Isometric Transformations
title_full The Effects of Non-Digital Game-Based Learning and Cognitive Level of Questions on Isometric Transformations
title_fullStr The Effects of Non-Digital Game-Based Learning and Cognitive Level of Questions on Isometric Transformations
title_full_unstemmed The Effects of Non-Digital Game-Based Learning and Cognitive Level of Questions on Isometric Transformations
title_sort effects of non-digital game-based learning and cognitive level of questions on isometric transformations
publisher Universiti Teknologi Mara Selangor
publishDate 2022
url http://ir.unimas.my/id/eprint/38137/1/The%20Effects%20of%20Non-Digital.pdf
http://ir.unimas.my/id/eprint/38137/
https://ajue.uitm.edu.my/
_version_ 1792160698240860160
score 13.211869

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