Bingo for Beginners: A Game Strategy for Facilitating Active Learning

Coco, Angela; Woodward, Ian; Shaw, Kirstyn; Cody, Alex; Lupton, Gillian; Peake, Andrew G

doi:10.2307/1318950

Cited by 9 publications

(8 citation statements)

References 12 publications

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“…Game theory has been applied to contexts in business, biology, physics, chemistry, and other disciplines. Based on this, the Bingo game instructional strategy has been identified through the literature as a promising strategy to teach pupils mathematics (Coco, Woodward, Shaw, Cody, Lupton and Peake, 2001;Pulos & Sneider, 1994).…”

Section: Introductionmentioning

confidence: 99%

“…Also, games enable interest of students to be aroused towards the learning of the subject. Several researchers such as Coco, Woodward, Shaw, Cody, Lupton and Peake, 2001 have attested to the effects of use of games instructional strategy in achieving instructional objectives at the primary and secondary school levels. Corti (2006) expressed that games engage people psychologically, physiologically and emotionally.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Bingo Game Instructional Strategy on Pupils’ Achievement in Mathematics in Public Primary Schools in Oyo State, Nigeria

Tella

Fatoki²

2021

JISTE

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This study determined the effect of Bingo game instructional strategy on Pupils’ mathematics Achievements of public primary schools in Oyo state, Nigeria. One hundred and twelve public primary school grade 3 pupils participated in the study. This study adopted the pretest-posttest control group quasi-experimental design with a 2x3 factorial matrix. The study deployed Bingo strategy as different patterns that were designed to create fun and variety in teaching mathematics. The pretest was administered before the teaching using Bingo strategy, while posttest was administered immediately after the treatment (Bingo strategy). The control group were left with conventional teaching without any manipulation. Simple random sampling was used to select four primary schools from two local government area in Oyo State, Nigeria. Two constructed standardized and validated instruments by the researchers were used for the study: Pupils mathematics Achievement Test (r = 0.81) and Quantitative Ability Test (r = 0.69). The treatment lasted four weeks. The data were analyzed using Analysis of covariance at 0.05 level of significance. The result revealed that there was a significant main effect of Bingo on pupils achievement in mathematics (F(1, 110) = 3.327; partial η2 = 0.131).There was a significance main effect of quantitative ability (F(1, 110) = 0.603; partial η2 = 0.206) on pupils achievement in mathematics. The high quantitative ability pupils (56.904) benefited from the treatment package more than their counterpart (31.451). There was significant two-way interaction effect of Bingo game and quantitative ability of the participants (F(2, 106) = 1.543; partial η2 = 0.214) in favour of high quantitative ability pupils from Bingo game instructional strategy. The participants in Bingo game (14.07) had a higher mean value than their counterparts in the control (6.61). Bingo game instructional strategy improved pupils’ achievement in mathematics. Primary school mathematics teachers should try to adopt this strategy in their teaching delivery.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effect of Bingo Game Instructional Strategy on Pupils’ Achievement in Mathematics in Public Primary Schools in Oyo State, Nigeria

Tella

Fatoki²

2021

JISTE

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“…The students then reflect, with the professor and individually, on how their assigned roles impacted their perceptions of the fictional social conditions that they had considered. Coco et al (2001) also use the approach of activity and subsequent reflection in their introductory sociology class activity that involves a version of BINGO. This approach to active learning, they explain, creates a relaxed atmosphere during the game portion of the activity.…”

Section: Literature Reviewmentioning

confidence: 99%

Flying Solidarity as an Introductory Lesson in Social Theory

Wetcher-Hendricks

2021

Teach Sociol

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Although students rely on social solidarity in their everyday lives, they generally fail to acknowledge its existence. An active learning class exercise, conducted within approximately 35 minutes, introduces sociology students to Emile Durkheim’s concept of solidarity and the distinction between its mechanical and organic forms. Some groups of students perform the task of creating and flying paper airplanes under the pretense of organic solidarity, and other groups perform the same task under the pretense of mechanical solidarity. Through reflection on their experiences and discussion with members of other groups, students begin to identify nuances of each type of solidarity. An evaluation of this exercise indicates that those who participate in it can describe the distinction between mechanical and organic solidarity and their respective associations with gemeinschaft and gesellschaft better than those exposed to a traditional lesson on the topic can.

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“…They had begun to use structural (social class) arguments instead of individual achievement arguments to explain inequality. In a stratification and inequality class, we used a more systematic evaluation form similar to those used to assess other games (Coco et al 2001;Groves, Warren, and Witschger 1996). We asked students to complete a questionnaire at the end of the exercise to help evaluate its usefulness and appropriateness for learning.…”

Section: Assessmentmentioning

confidence: 99%

“…Instructors often struggle with how to help students find and express their sociological imaginations. In-class games have been cited as an excellent way to make abstract concepts more concrete for students (Coco et al 2001;Groves, Warren, and Witschger 1996). Our exercise will help instructors teach the fundamental principle that structure and rules matter.…”

mentioning

confidence: 99%

It's up in the Air, or Is It?

Renzulli¹,

Aldrich²,

Reynolds³

2003

Teaching Sociology

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In his observations about the sociological imagination, C. Wright Mills argues that people have difficulty seeing connections between individual outcomes and social structures. Inspired by Mills's observations, we developed a classroom exercise for stratification and organization courses that demonstrates how social structures can constrain individual actions and still produce outcomes that students often attribute to individual effort. Using the simple process of flipping coins, this exercise minimizes the importance of individual differences while producing an aggregate outcome that mirrors the skewed distributions of personal wealth, firm size, and corporate assets in the United States. Faced with this counterintuitive outcome, we engage students in a discussion that explores how changing the rules of the game or the equivalent social structures could change the overall outcome of the exercise or the distribution of valued goods and services in the United States. In this paper, we demonstrate our students' enjoyment of the game format; more importantly, we demonstrate how this exercise is an effective way to teach students about the importance of social structure.

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Bingo for Beginners: A Game Strategy for Facilitating Active Learning

Cited by 9 publications

References 12 publications

Effect of Bingo Game Instructional Strategy on Pupils’ Achievement in Mathematics in Public Primary Schools in Oyo State, Nigeria

Effect of Bingo Game Instructional Strategy on Pupils’ Achievement in Mathematics in Public Primary Schools in Oyo State, Nigeria

Flying Solidarity as an Introductory Lesson in Social Theory

It's up in the Air, or Is It?

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