The integration of hands-on games in the learning of probability: A case of Grade 12 learners in the Oshakati Cluster of Oshana Region

Abstract

This study sought to investigate the effects of integrating hands-on games in the learning and their effects on the performance of Grade 12 Mathematics extended learners in probability in Oshakati cluster schools, in Oshana region. The study tested the following hypothesis at the significant level α = 0.05: Ho: There is no significant difference in the Grade 12 Mathematics learners’ mean scores on probability between those who were taught using hands-on games and those taught using the traditional method only (μ1 = μ2). H1: There is a significant difference in Grade 12 Mathematics learners’ mean scores on probability between those who were taught using hands-on games and those who were taught using the traditional method only (μ1 ≠ μ2). A quantitative paradigm, quasi-experimental design was used to gather data from participants. A pre-test-post-test control design was used to assess the effects of hands-on games on the learning and performance of Grade 12 Mathematics extended learners in probability. A sample of 57 Mathematics extended learners was drawn and randomly assigned to the experimental or control group. Each group was pre-tested using the same test after which 8 days of intervention of teaching probability using games was administered to the groups. The control group was taught probability content through the integration of hands-on games while the control was taught the same content using the traditional approach. The same test with changed numbering on the test items was administered to both groups. The findings revealed that, the experimental group performed better in the post-test compared to the pre-test. The t-test performed at the 0.05 significant level indicated a significant difference in the performance of the experimental group. Results provided the evidence that, the integration of hands-on games in teaching and learning of probability facilitated learning and enhanced learners’ performance. The study therefore recommends that hands-on games should be used in teaching mathematics as a means of facilitating learning and enhancing learners’ performance in probability.