Achievement in Science

Purpose: To assess how the use of games contributes to students ’ science learning, interests, and attitudes about science. Methodology: The study sample was middle and high-school students in a large urban school district. A total of 1191 students participated in the game. The majority of students were Hispanic females of low socio-economic backgrounds. Students were recruited by science teachers at their schools. A mixed-method, pre-posttest design was used to measure students ’ science knowledge, attitudes, and interests. The instruments were piloted in the previous year with a comparable student group, and were found to be reliable measures. The instruments were distributed, using a web-based format, to students in their science classes. Items on the science test were developed based on state standards. Students were offered incentives to participate in the game. Results: Findings from a paired sample of 391students revealed a statistically significant increase in the number of science test items answered correctly from pre- to posttests. Eta squared results indicated a moderate effect size. There was also a statistically significant increase in the overall mean interest rating, but a decrease in the mean attitude rating over the study period. Pearson’s r revealed a strong, positive correlation between students ’ interests and attitudes about science