Browsing by Author "Dedovets, Zhanna"

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    Exploring Gamification for Reinforcing Geometrical Concepts and Skills at the Primary Level in Trinidad: A Mixed Methods Pilot Study
    (School of Education, UWI, 2018) Jaggernauth, Sharon; Ramsawak - Jodha, Nalini; Kamalodeen, Vimala Judy; Dedovets, Zhanna; Barrow, Dorian; Figaro-Henry, Sandra
    Though games have had popular use in primary schools over time, there is increased interest in using elements of gaming in the classroom to promote motivation and thinking skills. This paper reports on a mixed methods intervention pilot study in one primary school in Trinidad that explored the effects of a gamified classroom on reinforcing geometric concepts and skills. Familiar learning tools, like tangrams and origami, were used. A non-equivalent control group mixed method design was used with both groups taking the pre- and post-tests. Only the experimental group used the gamified activities. Qualitative data were obtained from the experimental group teacher’s interview and observational notes, and analysed to reveal three interpretive themes about students’ perspectives: favourable, unfavourable and change. Overall, students reported that games made mathematics easier to remember. The teacher reported high student engagement, collaborative problem solving, and respectful competition among teams. Quantitative data were obtained from a pre/post achievement test. Analyses reveal significant differences in the experimental group’s pre-test and post-test scores. Results from the pilot study were instrumental in developing the gamification approach for the larger study of 10 primary schools.
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    Reflection on the Effects of Concrete Mathematics Manipulatives on Student Engagement and Problem Solving in Three Secondary Schools in Trinidad and Tobago
    (School of Education, UWI, 2020) Roberts, Jozette; Phipps, Sasha; Subeeksingh, Diandra; Jaggernauth, Sharon Jacqueline; Ramsawak-Jodha, Nalini; Dedovets, Zhanna
    This paper reports and reflects on three studies that explored changes in students’ engagement in learning mathematics, and their ability to solve mathematics problems in three secondary schools in Trinidad and Tobago. Concrete manipulatives were integrated into mathematics instruction over 4 weeks in Trigonometry at two sites, and Set Theory at one site. The individual studies employed multi-method quasi-experimental, single-group action research designs. Student and teacher journals, observation checklists and notes were analysed using thematic analysis to identify themes related to student engagement. T-tests were computed to determine whether students perceived that engagement changed over their exposure to the intervention. Students’ ability to solve mathematics problems was investigated via t-tests to determine whether their pre- and post-intervention achievement scores differed significantly, as well as qualitative analysis of their solutions to mathematics problems in the respective units. There was observable evidence of improvement in engagement, in learning, and problem-solving ability at the three sites. The findings across research sites suggested that students responded favourably to the integration of manipulatives into instruction. Reflections on these findings suggest that though they are specific to the three schools, they are consistent with research outcomes in research literature and support the integration of manipulatives into mathematics instruction to improve student engagement in learning and mathematics problem solving.