Documente Academic
Documente Profesional
Documente Cultură
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An Undergraduate Thesis
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Jevie V. Alia
Belyn B. Acaba
2016-2017
CHAPTER I
INTRODUCTION
The previous research that has been studying how video gameplay
may affect one’s performance in school is not in agreement as the results
vary. Some studies have found a negative correlation between time students
spend playing video games and their performance in school (Anand, 2007;
Gentile, 2011; Burgess. S, Sterner & Burgess. M, 2012; Weaver, Kim, Metzer
& Szendrey, 2013; Ip, Jacobs & Watkins, 2008) and other studies have not
found any significant relation (Sharif & Sargent, 2006; Ventura, Shute & Kim,
2012). One popular theory to explain the correlation of gameplay hours and
academic performance is the displacement hypothesis (Hastings et al. 2009;
Gentile, 2011) which can be described as time spent on playing video games
among school-age children is stolen time from educational activities (Bavelier
et al., 2011). With a critical eye, one as a reader can argue that previous
research have forgotten two important factors when trying to explain the
correlation between time spent on video games and academic performance,
namely the student’s educational habits and their own motivation towards
education. For example, it is possible that a child who struggles in school has
less interest in educational activity such as reading homework and may
instead use video game as a time-killer (Sharif & Sargent, 2006; Weis &
Cerankosky, 2010; Gentile, 2011). To say that all time spent on video game is
time that does not go to educational activity is also partly right. On one hand,
it is time where the student can do something academic productive, but on
the other hand one cannot presume that the student would study all of said
time if video games were removed. One needs to consider if video games are
merely the most attractive option available to those that are less likely to
engage in educational activities (Burges et al., 2012).
I. Pupils’ Profile
Educational Activities
Time
Pupils’ Motivation to
Learn
English,
Math,
Filipino;
Science
Pupils. This study will help pupils on assessing their balance time on
video gaming and educational activities in relation to their academic
performance.
Teachers. This study will help them assess their pupils gaming hours
and educational activities that may or may not affect the pupils’ academic
performance. The integration of the teachers’ instruction will help further
increase the students’ motivation on learning thus improving pupils’ academic
performance.
Parents. These groups will greatly benefit from the result the study
through the insight on the effect of good utilization of technologies and the
academic achievement of their children.
This study will deal with the effect of video games on the academic
performance of the Grade 6 pupils in Kidalos Elementary School, Kapatagan,
Lanao del Norte from the year 2016-2017. Moreover, this study will also
investigate the pupils’ profile in terms of no. of hours on educational activities
and their motivation to learn. Additionally, significant relationship between the
variables will also be investigated. There will be twenty-one (21) respondents’
which will be selected through purposive sampling. Questionnaires will be
used to gather data.
Definition of Terms
This chapter reviews the related literature that would shed light on the
focus of the study and finds research gaps where this current study tackled.
VIDEO GAMES
Ever since the emergence of video games, there have been only a few
research studies conducted for the sake of finding various types of effects of
video games on human behavior and cognition. There are even fewer studies
conducted to examine the relationship between playing video games and
academic performance. Most video game studies focus on the behavioral
effect of video games, in particular, the effect of violent video games and their
possible effect on the level of aggression. Playing video games is often
associated in our society with poor academic performance. This anecdotal
idea is supported by some research. A 2000 study found a negative
correlation between GPA and time spent playing video games (The Effect of
Videogames on Student Achievement, 2011). However, several older studies
contend that the results of research have been mixed. A 1997 study suggests
that “there is no clear causal relationship between video game playing and
academic performance” (The Effect of Videogames on Student Achievement,
2011).
Action video game play can enhance a diverse set of higher cognitive
functions. Several studies show that individuals can switch between
competing tasks more efficiently after action video game training (Colzato,
van Leeuwen, van den Wildenberg, & Hommel, 2010; Green, Sugarman,
Medford, Klobusicky, & Bavelier, 2012; Strobach, Frensch, & Schubert,
2012). Other aspects of cognitive function improved by action video game
training include the ability to multitask (Strobach et al., 2012) and the ability to
mentally rotate objects (Feng et al., 2007). Cross-sectional work also
suggests that action video game players perform better on tasks of working
memory (Sungur & Boduroglu, 2012) and fluid intelligence (Unsworth et al.,
2015). However, the latter study failed to find a linear relation between
amount of game play and fluid intelligence, and some studies have failed to
reproduce effects of gaming on cognition (Boot, Kramer, Simons, Fabiani, &
Gratton, 2008; van Ravenzwaaij, Boekel, Forstmann, Ratcliff, &
Wagenmakers, 2014), suggesting that more research is required in this
domain.
The vast majority of research on the effects of action video games on
cognitive function has utilized healthy young adults as research participants.
This is at least partially because many action games contain content (e.g.,
violence) that is not appropriate for children. When researchers have found
age-appropriate action video games, however, the similar benefits to
perception and cognition have been observed as a result of training in
children (Franceschini, Gori, Ruffino, Viola, Molteni, & Facoetti, 2013).
Furthermore, crosssectional studies reveal the same strong associations
between avid action gaming and enhancements in cognitive skills in children
as have been observed in adult populations (Dye & Bavelier, 2010; Dye,
Green, & Bavelier, 2009a; Trick, Jaspers-Fayer, & Sethi, 2005).
In connection, this study will include the pupils’ profile in terms of their
motivation for learning in Kidalos Elementary School, Kapatagan, Lanao del
Norte for the year 2016-2017. Hence, the relationship between the motivation
of the pupils and their academic achievement will also be investigated.
CHAPTER III
Research Design
This study will use the survey research design to determine the effect
of video games on academic performance of the pupils. Further, it will also
include the educational activities and pupils’ motivation to learn.
Research Subject/Respondents
Gender N %
Male 12 57.14%
Female 9 42.86%
Total 21 100.00%
Instruments
Measurement
Statistical Treatment