Effect of maths-integrated PE games on cognitive ability

Abstract

The aim of the study was to examine the effect of educational games, based on physical education and math exercises, on cognitive ability. The study was designed using the quasi-experimental model. A total of 45 fourth-grade students participated in the study. During the implementation, 16 educational game sessions designed with mathematical exercises were applied to the experimental group. The Raven Standard Progressive Matrices Test (RSPM) was applied prior to and following the implementations. The RSPM scores of the control group did not show statistically significant progress (t=-1.67), while the experimental group showed statistically significant progress (t=-5.85; p<0.01). Considering the gender variable, RSPM scores increased significantly in male students (t=-4.03; p<0.01) of the control group whereas the change in scores of female students of the control group did not indicate a significant difference (t=0.42). Both for male (t=-4.98; p<0.01) and female (t=-3.00; p<0.05) students composing the experimental group, the scores obtained from the RSPM test were found to have increased at a statistically significant level. It is concluded that integrated physical education classes may contribute positively to cognitive skills development and may decrease gender differences.

Keywords: Interdisciplinary teaching; Physical Education; Mathematics; Educational games; Cognitive ability; Gender differences.