The Impact of Teachers’ Management Styles through Game-based Learning (Gamification) on Developing Students’ Skills

  The purpose of the present study was to examine the effect of teachers’ management styles through game-based learning (gamification) on developing students’ skills. The population of the study consisted of all primary school teachers in District 2 of Sari totaling to 400 individuals. Using simple random sampling according to Kjersie and Morgan’s Table, 196 teachers were recruited to form the study sample. Regarding the its goal, the study was applied and in terms of nature and method, it was a descriptive survey research project. In order to collect the data, McCormack’s (1997) standardized questionnaire of teachers’ management styles and Samiee’s (2014) students’ skills, and a researcher-made questionnaire of game-based learning were utilized. The questionnaires enjoyed acceptable level of validity. Additionally, Cronbach’s alpha was used to secure their reliability estimates. The resulting indexes showed that the had sufficient internal consistency. To analyze the data, SPSS was employed and descriptive statistics tests, Kolmogorov-Smirnov and regression tests were conducted. Results indicated that teachers’ management styles affected students’ skills and game-based learning. Gamification influences the development of students’ skills. Also, the findings suggested that teachers’ management styles  affect developing students’ skills by way of game-based learning.