Effects of Computer Game-Based Teaching Strategy on Junior Secondary Schools Computer Studies Students’ Retention Abilities and Gender in Rivers State (original) (raw)
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IRJET, 2020
In this paper, the impact of computer game on the learning pattern of pupils in some elementary school in Ekiti State was measured using Measures of Effectiveness (MOEs) using a simple educational game. The average scores of the students in both the pretest and posttest experiments were 12 and 16, respectively. The percentage of students that scored three-quarter mark and above in pretest was approximately 7% and 87% in posttest. Excluding the two students (13%) who obtained low scores in the posttest experiment compared to their scores in the pretest experiment, the average percentage increase in students' scores in both the pretest and posttest experiments was approximately 44%. In conclusion, this study revealed that the educational computer games will positively affect the learning patterns of students at the basic education level.
Quest Journals, 2024
Education is the key agent of sustainable growth change. It enhances the ability of people to turn their social dreams into reality. In their sustainable development every country strives for high quality education. The value of digital game based learning for shaping children's success in schools worldwide has been highlighted. This research therefore examined the impact on the academic performance of students from digital game-based learning in Low School Divisions to High School Division in Some Selected Schools in Kumasi Metropolis. A descriptive survey was used in the study. The target population in the Kumasi metropolis was 2,000 students. The study included a number of 200 students in Kumasi Metropolis who were chosen using a multi-stage sampling process, from low school to high school. The student survey was used to collect data. The data was then analyzed statistically and reported in terms of frequency, mean, and standard deviation. SPSS, a statistical package for social sciences, was used to aid in the creation of a table summarizing the findings. Students' academic progress is influenced by a combination of digital game-based learning, parents' schooling, and parents' professions. The findings, however, show that a student's academic achievement is not significantly influenced by his or her parents' financial level. Students' academic achievement was shown to be significantly impacted by game-based learning's digital elements.
Level of Understanding on Playing Computer Games and Academic Performance of Learners
Psychology and Education: A Multidisciplinary Journal, 2024
In modern society, computers have become almost a non-negotiable part of every individual's life. Then this is bound to have both positive and negative consequences on people. Because of this many young children and individuals anywhere can become addicted to playing such games online and offline gaming. It became a huge distraction to the academic performance of the learners by being addicted to computer games. The main goal of this study was to determine the level of understanding on playing in computer games and academic performance of learners in Sultan Palao Ali Memorial Elementary School, SPAMES (127217), Tagoloan District, Division of Lanao del Norte. The study used descriptive-correlational research design. Descriptive research determined the profile of elementary learners of Sultan Palao Ali Elementary School located at Barangay Inagonan, Tagoloan Lanao, Del Norte and the level of understanding on playing in computer games and the academic performance of the respondents. Based on the results of the study, most of the learners at Sultan Palao Ali Elementary School, Tagoloan District, Division of Lanao del Norte, were age ranges from 11-13, females and in satisfactory level as to their academic performance. In the level of understanding of playing computer games of the respondents, among the indicators of the level of understanding, the indicator "Playing computer games can enhance the accuracy/speed of my hands), got the highest mean score which can also be interpreted in the agreed level, while the indicator "Playing computer games can increase my empathy and supports my mental well-being) garnered the lowest mean of 1.80, which can be interpreted in the disagreed level in which the respondents believed that playing computer games negatively impacted their health. Further, in correlation, the null hypothesis, which states that there is no significant relationship between academic performance and profile in terms of age, was not rejected, while sex was rejected. At the same time, the null hypothesis, which states that there is no significant relationship between academic performance and the level of understanding of playing computer games, was also rejected. Furthermore, in the regression analysis, the null hypothesis stating that "there is no variable/s best predict the academic performance" was rejected.
AN ASSESSMENT OF DIGITAL GAME BASED LEARNING IN SECONDARY SCHOOLS A CASESTUDY OF ZIMBABWE SCHOOLS
TRUST MHLANGANISO, 2017
Digital Game based learning (DGBL) is a branch of the so called edutainment which usually presume that teachers deliver lessons in an entertaining environment characterized with television, computer games, movies, music, websites, multimedia applications and so on. Digital Game Based Learning applications employ contest-like activities, in which they can be learner against learner match or a learner against the DGBL system opponent. The learners are inevitably permitted to express themselves as individuals while learning and engaging in game activities whilst incidentally learning from their mistakes as they advance through the virtual worlds in game scenes. This dissertation focuses on an assessment of the use of Digital Game Based Learning in secondary schools in relation to the conventional teacher learning processes. In order to assess the multi-faceted nature of Digital Game Based Learning applications the researcher has employed both qualitative and quantitative method. Results indicated that Learners' social life is improved, the learners are actively engaged, there is immediate feedback, learning can be tailored to each learner and learning can be transferred into the real world. On the other side, the findings also revealed that there is no alignment between DGBL applications and current educational curriculum and also that there is serious insufficiency of GBL applications in various subject areas and that Digital game based lessons are difficult to evaluate. However the researcher concluded that Digital Game Based Learning works and has an optimistic impact to learners' performance if carefully blended with conventional-learning practice.
This study determined the effect of computer games on the academic performance of grade six pupils in selected catholic schools in Davao City during the school year 2012-2013. This research was initiated to identify the game type most suitable to our teaching environment and to identify game elements that students found interesting or useful within the different game types. This study looked into the following: (1) the profile of the pupil-respondents in terms of (1) Pupils’ Profile: (1.1) gender; (1.2) parental monitoring; (1.3) type of computer games; (1.4) number of hours spent in playing on the computer; (1.5) game systems used. (2) Behavioral Factors: (2.1) pupils’ attitudes towards computer games; (2.2) study habits; (2.3) teachers’ perceptions about the pupils’ behaviour. (2) the academic performance of the pupils in terms of the following subjects: (2.1) English, Science and Mathematics. (3) the significant relationship between the academic performance of the pupil-respondents and the hours spent in playing computer games? The descriptive research design was employed in the study with the questionnaire as the instrument. The study made use of purposive sampling on the pupil-respondents and parent-respondents and random sampling in the selection of the teacher- respondents. The respondents were selected from three catholic schools namely: Ateneo de Davao University presently located in Matina, Davao City, Our Lady of Fatima Academy situated at Fatima St., Davao City and Assumption College of Davao in Cabagiuo St.,Davao City. The respondents were twenty-seven (27) teachers, and 218 pupils along with their parents. The analytical design was used in this study including the testing of the null hypothesis were the central tendency to utilize in the descriptive part of the analysis of data. Pearson-Product Moment of Correlation was used to test the reliability of the research instrument. Analysis of Variance was used to measure the significant difference between the academic performance of the pupils and the hours spent in playing computer games. On Respondents’ Profile, out of 218 pupil-respondents, there were 112 boys or (51.4 percent) and 106 girls or (48.6 percent). There were more boys than girls-respondents. On the other hand, on parental monitoring, out of ten indicators, five were rated agree. The parents want to monitor and guide their children because they know the positive and negative effects of playing computer games. This further revealed that pupils who are supported very well by their parents perform well in their studies. However, four of the indicators were rated disagree by the parents. The pupils strongly agree that playing computer games is for fun because they enjoy them. Whereas at school they are required to study many subjects that are boring to them. Playing computer games is actually an escape from the rigid rules and regulations they must follow at school. On the types of computer games played by the pupil-respondents, children answered with a multiple response. The majority of the respondents played action/fighting games. Second, are the online gaming sites followed by adventure & RPG Games, puzzle games, simulation, social networking sites and the last is the card games. The average of hours that the pupil-respondents played is three to four (3-4) hours in a day. Pupils have multiple responses about the game systems they used in playing computer games. Most of the respondents used the PC game system which was followed in use by the portable , table/phone and console game system. Pupils rated agree on the indicators that interactive games improve their logical thinking and reasoning; help them to become more computer literate; and creative; keep from getting bored until their friends are available to play and make new friends as well as strengthening their relationships with old friends. The pupils think that playing computer games is a positive experience to them and not a negative experience like their teachers, parents and other role models seem to believe. On study habits, the majority of the pupils studied their lessons on an average of 0-1 hour a day. On teachers’ perception on pupils’ behavior, the teacher-respondents agreed that playing computer manifests better computer skills and knowledge of facts, exhibits motor skills and hand-eye coordination and gain other skills, enhances creativity and inculcates a taste for graphics, and design and technology. However, it also manifests aggressive behaviors such as gets in many fights, cruelty, bullying, or meanness to others, doesn’t seem to feel guilty after misbehaving; develops attention problems like daydreaming (getting lost in thought and staring blankly); exhibits a decline in school achievements(repeated low grade, poor school work). On academic performance by subject, the pupil-respondents generally received a fair (80-84) to good (85-89) rating. Thus, their rating means that playing computer games do not have significant effect on their academic performance. However, there is an impact on their behaviour based on various researches. It was noted that English and Mathematics have no significant difference in the academic performance of the pupil-respondents in relation to hours spent in playing computer games. The result showed that thirty-seven percent explains the variation of the pupils’ academic performance which is due to playing computer games while sixty-three percent went to other factors that affect their performance in school. However, Science subjects showed significance on their academic performance. Perhaps, this subject requires a higher level of thinking skills. Some factors can be considered why these pupils did not perform in the said subject due to pupils’ study habits, attitudes towards the subject, thinking skills, peer and media influences. From the results and conclusions, it is recommended that the policy maker and school administrators will intensify the integration of Information Technology in the existing curriculum, improve lesson plan making using the computer –aided instructions (CAI) and provide more trainings/ seminars/ workshops/ to teachers that will equip them with IT skills. Lastly, design a Homeroom Guidance (HG) Activity on the effect of playing of computer games in their life.