Abstract:
This study designed and developed an intervention based on video game programming activities; then it investigated the e ects of this intervention on primary school students' learning of probability concepts. First, a pilot study was conducted with 15 primary school students. Based on results of the pilot study, the intervention was revised, and the main study was conducted with 30 primary school students. In both studies, the students learned and used Scratch application as a programming tool. In the rst few weeks, they learned how to use Scratch, and then they developed video games based on scenarios developed by the researcher. The study collected qualitative as well as quantitative data using three di erent measurement tools: Probability Achievement Test (PAT), Re ective Thinking towards Problem Solving Scale (RTPSS) for collecting quantitative data and Student Project Assessment Rubric (SPAR) for qualitative data. Analysis of the study data revealed that students were able to learn and use Scratch and develop probability related/based algorithms that generate random results successfully. The e ect of Scratch intervention on students' learning of probability was found statistically signi cant. However, the e ect of the intervention on students' re ective thinking towards problem solving was negligible and not statistically signi cant. Findings are discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the conclusion section.
