A Comparison between Three Methods of Teaching – Game, Problem Solving, and Traditional– in terms of their Effects on Educational Achievement of the Concept of Division among Third Grade Students

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The theoretical goal of the present study is to compare the educational effects of three methods– Game, Problem Solving, and Traditional Method – on the educational achievement of the concept of division. The research method applied is semi-experimental, while the research population comprises of all male students in the 3rd grade of elementary schools in ZarrinShahr, in the academic year 2011–2012. Through multistage cluster sampling method, 60 students were selected from among the above population as the research sample, out of which 20 were taught via the game method, 20 via problem solving method, and 20 via the traditional method. At first, made pre-test, and then the mathematical concept of division was taught to them through the above-mentioned methods. Finally, all three groups sat for a post-test. The statistical analysis of data was carried out through one-way analysis of variance. The research results showed that the educational achievement of the concept of division among the third grade students who experienced the game method and problem solving method was significantly higher.

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