The Effects of Microlearning Games Integrated with Cooperative Learning Using the TGT Technique on Mathematical Communication Skills Regarding Fractions among Grade 4 Students

Abstract

Abstract

The objectives of this research were 1) to examine the effectiveness of a microlearning game integrated with the cooperative learning technique of Teams-Games-Tournaments (TGT) in enhancing fourth-grade students’ mathematical communication skills on the topic of fractions, based on the 80/80 efficiency criterion; and 2) to compare mathematical communication skills on the topic of fractions between students who learned through the microlearning game with the TGT technique and those who received traditional instruction. The sample group consisted of 76 fourth-grade students from Wat Nongchok (Pakdeenoraset) School, under the Nong Chok District Office, Bangkok Metropolitan Administration, during the second semester of the 2024 academic year. Cluster sampling was used to randomly select two intact classrooms 38 students in the experimental group and 38 in the control group. The research instruments included 1) a microlearning game combined with the TGT cooperative learning technique to enhance mathematical communication skills on fractions, 2) a media quality assessment form for experts, and 3) a mathematical communication skill test. Data were analyzed using mean, standard deviation, and independent t-test.

The results showed that 1) the microlearning game integrated with TGT had an effectiveness score of 82.40/83.06, which met the expected criterion, and 2) post-test scores for mathematical communication skills showed that the experimental group ( M = 20.79, SD = 1.88) outperformed the control group ( M = 13.63, SD = 4.52) with a statistically significant difference at the .05 level.