The effect of game-based mathematics teaching on achievement and attitude in 8th grade mathematics lesson

The purpose of this study is to examine the effects of game-based instructional methods on eighth-grade students' academic achievement, knowledge retention, and attitudes toward mathematics. The primary objective of the research is to evaluate whether this method is more effective than traditional approaches, particularly in terms of concretizing abstract mathematical concepts and enhancing students' motivation toward the subject. The study was conducted in a public middle school in the Western Black Sea region during the 2023–2024 academic year, with the participation of all eighth-grade students. The study group was divided into two groups: experimental and control. The research was designed as a quasi-experimental study employing a pre-test and post-test control group experimental design. The implementation process lasted for 11 weeks. In the experimental group, game-based mathematics teaching activities were applied, whereas the control group followed the standard mathematics curriculum using the conventional teaching methods and techniques prescribed by the official program. The study utilized a Mathematics Achievement Test, a Mathematics Attitude Scale, and a Semi-Structured Interview Form to collect students' opinions at the end of the application. The quantitative data were systematically analyzed using a statistical package program, while qualitative data were examined through content analysis using a qualitative research analysis program. The findings of the study indicate that game-based instructional methods have a positive impact on mathematics achievement, knowledge retention, and student motivation. A significant increase was observed in the success and attitudes of students in the experimental group, and it was found that learning was supported for long-term retention. Additionally, game-based activities increased students' interest in mathematics, reduced anxiety, and improved their self-confidence. The study concludes that this method facilitates the comprehension of abstract mathematical concepts, making the learning process more enjoyable and effective. Compared to traditional methods, game-based instruction was found to be more successful. It is recommended that future research explore the applicability of this method in different student groups and other subjects, as well as its long-term effects. Keywords: Game-based mathematics instruction, mathematics achievement, knowledge retention, attitude toward mathematics.