The Integration of Kolb’s Learning Model with Minecraft: Effects on the Learning of Perimeter and Area
DOI:
https://doi.org/10.70148/rise.v2i5.3Keywords:
Kolb's Learning Model, Minecraft, Perimeter and area, Mathematics, Teaching and learningAbstract
This quasi-experimental study aims to identify the effectiveness of Kolb’s Learning Model integrated with Minecraft in enhancing achievement and retention of problem-solving skills in the teaching and learning of Perimeter and Area. The study sample consisted of 69 Year 5 pupils from two intact classes. Through cluster sampling, a class of 35 pupils was selected as the control group while a class of 34 pupils was selected as the treatment group. The research instruments included a pretest and a posttest to measure pupils’ achievement in Perimeter and Area, while a delayed posttest was administered to evaluate the retention of problem-solving skills among Year 5 pupils in the treatment group. Findings revealed a significant difference in the mean posttest scores (t(69) = -4.67, p = .00), with the treatment group achieving higher mean scores compared to the control group. Furthermore, one-way ANOVA results indicated that problem-solving skills in Perimeter and Area were successfully retained in the treatment group. It can be concluded that integrating Kolb’s Learning Model with Minecraft has a significant impact on enhancing pupils’ achievement and sustaining their problem-solving skills in Perimeter and Area.
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