Using Non-Digital Games for Coordinate Geometry Algorithm Realism

Abstract

Students faced difficulties in capturing introductory concepts of coordinate geometry henceforth affected algorithms realisms. The mixed action research was conducted to identify pre-knowledge misconception made by students, and examine the students’ perceptions on the use of non-digital game-plays. The retrospective questionnaire, students’ worksheets reviewing and reflective in-depth interview were employed for data collection. Findings showed that students experienced different pre-knowledge capabilities in capturing introductory coordinate geometry concepts and the use of non-digital games assisted to clear the misconceptions. Further, usability of non-digital games helped to enhance students to communicate, collaborate, engage in critical thinking, creativity, problem solving and perseverance competences as focus towards acquisition of algorithm realism. Implications were vested to the college mathematics instructors to utilize the non-digital play games for competence-based knowledge realisms; enhancement of catalysing the cognitive schemas into smoothly transferring in accommodating knowledge, competences and skills at higher taxonomies levels; non-digital game in learning is vested on creation of interested and motivational classroom activities, discarding students’ anxiety and misconceptions on coordinate geometry contents for improving performance.