Does the use of Basic Facts games on

the computer Improve Students’

Basic Facts recall?

Action research – ICT contract

Name of School and classes

St Patrick’s School
Year 2 to 6 students

Teachers
Joanne Henderson and Wendy Friel
Abstract
Does the use of basic facts games on the computer improve students’ basic facts?
Numeracy development is a major focus in our school this year. As a staff we were all concerned
about the children’s basic fact knowledge and their ability to apply this knowledge to problem
solving. We discussed in depth methods of teaching the children basic facts knowledge and their
need to be able to recall the facts quickly. We read articles relating to this issue, and decided to
research the impact of the children using computer games, both CDs and on-line, to see if this
would improve the students’ rapid recall of basic facts.
We did this research with all the students from Years 2 to 6.
The research was carried out over 4 months.

At the beginning of June – mid way through term 2 - We tested all the children using a basic facts
test in Numeracy stages that had been developed by the UOCE maths advisor. We also tested the
Year 5 and 6 on a 4-processes basic facts speed test. This information was collated and
discussed.

The Year 2, 3 and 4 teacher set up a Delicious page where the children could access on-line maths
games which were appropriate to their numeracy level, and used appropriate maths CDs.
The Year 5 and 6 teacher set up a favourites folder with on-line basic facts maths games
appropriate to their numeracy levels, and used appropriate CDs.
All the children were on these sites at least 3 times a week as part of the maths programme.
In August all the children were enrolled in the Matheletics Basic Facts Week. This was available to
the children for 2 weeks – the first week as a practice week, and the second week, the competition
week.

At the end of the study, the tests were administered again, and the results compared. At this time
the children were also given a questionnaire, relating to self assessment, and their enjoyment of
using the computer games.
Our opinions, based on hard data collected, were that the use of basic facts computer games had
had a positive impact on the students’ recall of basic facts, and that the children themselves felt
their basic fact skills had improved.
Introduction
As a staff, we were concerned about the children’s recall of basic facts. Although these were
taught, and games were played as part of the numeracy classroom programmes, the children were
not as confident or competent with basic facts as we would like them to be. We decided to try a
new way of working on basic facts by using computer games as a regular part of the maths
programme, hoping that this would make the children more enthusiastic, and improve their recall.
The Catholic Education Commission of Victoria, Australia, presented a submission to the National
Numeracy Review (Australia), in July 2007. In it, they discussed the value of ICT programmes in
regard to mathematics and numeracy, and provided evidence of how they either enhanced or did
not enhance outcomes. Their conclusion was
“The teachers acknowledged the visual and other multimedia attractions of the objects for
students and appreciated that the learning objects allowed students to learn mathematics in
new ways. They recognised that their students were very engaged and motivated using
them and saw these mathematics learning objects as being particularly valuable for their
weaker students” (The Learning Federation 2004)
Both teachers noticed the “weaker” students in our classes were more enthusiastic when using the
computer games.
In Kamran Sedighian and Andishe Sedighian’s research “Can computer games help educators
learn about the psychology of learning mathematics in children”, they noted that “Playing games is
a tangible need for children. When playing well-designed computer games i.e. ones in which the
mathematics is used as a continual and natural part of the game rather than as incidental
diversions from the main activity, children gradually develop the need to learn the embedded
mathematical content in order to satisfy their need to play the game.”
Their observations over a 2 year period led them to state “Computer games are an integral part of
children’s popular culture. (Provenzo, 1991). We have found that situating mathematics learning in
a computer game environment brings greater relevance to the subject for children. We found that
computer games provide environments in which children find learning mathematics to be
meaningful and useful.”
They also discussed the importance of setting goals with the students, and/or the computer game
itself setting the goal. “Accomplishing these goals can provide children with a sense of
success…..An important factor in feeling successful is how children perceive their mistakes. We
found that since children could recover from their mistakes in the game without forfeiting much they
would not feel threatened by making mistakes.”
Although this last statement was not part of our research, we both noticed some children were
more confident to try new skills and attempt more answers when working on computer games, than
they would be when working in a group, and with the teacher. They were more inclined to have a
go, and less concerned with making a mistake.
Another interesting aspect of their research was looking at the challenge in computer games. “To
almost all of them (the children) being challenged in a game meant that they would not be bored.”
We had also noticed this. The children would often get on the computers before school and play
maths games, especially during the 2 weeks of the Matheletics Basic Facts Week. (2 weeks,
including practice week)

Results and Discussion

Numeracy Levels Basic Facts tests – all children.

The results of the Numeracy levels basic facts test was encouraging, not only in the specific
results, but in the willingness of the children to attempt the unknown. Many attempted problems
that were above their numeracy teaching level.
The greatest improvement was shown in the Year 2 children’s results. All other class levels showed
pleasing improvement.
Year 2 children: The highest improvement in the test results was 100%, and the least improved
was an increase of 50%. In the initial test, one child scored 0%, and in the final test, scored 100%.
Year 3 children: The highest improvement was 30%, and the lowest 7%.
Year 4 children: The highest improvement was 38%, and the lowest, 8%.
Year 5 children: The highest improvement was 23%, and the lowest, 10%.
Year 6 children: The highest improvement was 25%, and the lowest, 5%.

Basic Facts Speed Test – Years 5 and 6

Year 5 children: One child scored the same in the 2 tests, and 2 children scored slightly lower in
the second test. These 3 children all scored highly in both tests.
The highest improvement was 28%.
Year 6 children: One child scored 100% in both tests, and 2 children scored slightly lower in the
second test.
The highest improvement was 18%.
An interesting – and exciting - result from these tests with the Year 5 and 6 children is the number
of children who have now achieved, and those who are working very hard to gain, their Tables
Certificate. This certificate is awarded when the children know all their tables, based on speed
tests. Prior to the research, the majority of the children showed little interest in gaining this
certificate.

Children’s Basic Facts Questionnaire Results

Year 5 and 6 results:

94% of the children enjoy playing basic facts computer games.
Some of the comments regarding why they enjoyed a game were:
It’s challenging
You’re learning and having fun at the same time.
Some games were really hard. You had to work and work to get the answer.
The best thing was challenging people around the world (Matheletics Week)
You had to think fast.
I knew I was getting better.
90% of the children now felt they were good at knowing basic facts.
94% of the children thought that playing basic facts maths games helped them get better at basic
facts.

Year 2, 3 and 4 results

100% of the children enjoyed playing basic facts computer games.
Some of the comments made were:
It made me think fast
There are games that I can play and play against people
It helps me with maths
You get smarter
It helped me on +,-, x
85% of the children now felt they were good at knowing basic facts.
100% of the children thought that playing basic facts maths games helped them get better at basic
facts.
Conclusions
Based on the facts gathered, and our observations of the children, the use of basic facts games on
the computer has improved the children’s recall of basic facts.
We found that the children were enthusiastic, often playing the maths games before school, and at
home. It was noticed especially that the “weaker” students in our classes were more enthusiastic
about maths activities when using the computer games.
There was much enthusiasm with the Matheletics Maths Week. This also overflowed into the home
environment making parents more aware of what their children were doing in maths. We are now
considering joining the school up to this programme next year, so as it will be more available to the
children as a learning tool. However, we would have set times when the programme would be used
to keep the children’s enthusiasm up.
Using basic facts computer games as part of the maths programme will continue, although not
every week, as we feel the children’s enthusiasm would diminish if it was a constant activity.