Mixing Methods in a STEM Game Based Learning Project in Trinidad This template can be used as a starter file to give updates for project milestones. Sections Sections can help to organize your slides or facilitate collaboration between multiple authors. On the Home tab, under Slides, click Section, and then click Add Section. Notes Use the Notes pane for delivery notes or to provide additional details for the audience. You can see these notes in Presenter View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production) Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale. Graphics, tables, and graphs Keep it simple: If possible, use consistent, non-distracting styles and colors. Label all graphs and tables. Vimala Judy Kamalodeen Mixed Methods Conference, Jamaica 2017

Project Overview Game-based learning in the Primary School Use of games to promote student achievement, engagement and motivation. 10 primary schools selected stratified according to type in one educational district in Trinidad What is the project about? Define the goal of this project Is it similar to projects in the past or is it a new effort? Define the scope of this project Is it an independent project or is it related to other projects? * Note that this slide is not necessary for weekly status meetings

Embedded Design Creswell and Plano-Clark (2011) QUAL/QUAN Questio-nnaires QUAN Student Pre tests QUAL What’s app chats observation photos videos student ratings of games Student post tests Teacher inte-rview Mixed interpretation intervention

Findings Student achievement Change in mean from 6.69 to 8.0 in experimental group Student achievement 24 quantifiable codes condensed into 3 themes: favourable/unfavourable/change Students perspectives Favourable views towards GBL in primary instruction Teacher perspectives

Students working through Math games- experimental class

Student responses to games photo

Student responses to games video

Qual/Quan data integration Significant improvement in experimental class Student Achievement Students indicated games were fun and challenging Cooperative learning demonstrated Student engagement Competition drove motivation to complete tasks correctly Student motivation The fit of data integration refers to the coherence of the qualitative and the quantitative findings. The QUAN confirms the QUAL and produce similar conclusions, hence enhancing their credibility (Fetters

Looking Ahead Investigate a more integrated approach to the use of games into the curriculum Reduce threats to validity of tests through more detailed attention to validity Experiment with type of games and alignment to curricula goals