Effects Of Video Games On Student Performance In Business Studies In Junior Secondary School

Effects Of Video Games On Student Performance In Business Studies In Junior Secondary School

Abstract

This study was carried out on the effects of video games on student performance in business studies in junior secondary school in Arewa Dandi local government Area of Kebbi State. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of business studies students and teachers in the selected junior secondary schools. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, while the hypotheses were tested using Pearson Correlation statistical tool, SPSS v23. The result of the findings reveals that the extent to which junior secondary school students spend time on playing video games is high.The study also revealed that playing of video games influences students interest in business studies. Furthermore, playing of video games influences students performance in business studies class assessment.Therefore, it is recommended that teachers should not tolerate the student who possess this kind of habit. They should guide and motivate them into other meaningful and school relevant activities to transform their bad practice/routine into a good one. And parents should discipline their children over game playing, as it is only a form of recreation, hence it should not be given much priority over higher and more realistic priorities such as their studies. To mention but few.

Table of Content

Chapter One:

Introduction

• 1.1 Background of the Study
• 1.2 Statement of the Problem
• 1.3 Objective of the Study
• 1.4 Research Questions
• 1.5 Research Hypothesis
• 1.6 Significance of the Study
• 1.7 Scope of the Study
• 1.8 Limitation of the Study
• 1.9 Definition of Terms
• 1.10 Organisations of the Study

Chapter Two:

Review of Literature

• 2.1 Conceptual Framework
• 2.2 Theoretical Framework
• 2.3 Empirical Review

Chapter Three:

Research Methodology

• 3.1 Research Design
• 3.2 Population of the Study
• 3.3 Sample Size Determination
• 3.4 Sample Size Selection Technique and Procedure
• 3.5 Research Instrument and Administration
• 3.6 Method of Data Collection
• 3.7 Method of Data Analysis
• 3.8 Validity of the Study
• 3.9 Reliability of the Study
• 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

• 4.1 Data Presentation
• 4.2 Analysis of Data
• 4.3 Answering Research Questions
• 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

• 5.1 Summary
• 5.2 Conclusion
• 5.3 Recommendation
• References
• APPENDIX
• QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of the Study

Today, leisure and free time activities have been greatly diversified allowing us to invest our time in multiple ways. One of them is the so-called digital leisure, which includes new leisure possibilities involving digital technology (Internet, consoles, mobile phones, digital platforms, etc.). The arrival of this type of entertainment in today’s society is modifying interpersonal relationships and is also causing a transformation in people’s leisure habits, especially among young people (Valdemoros-San-Emeterio et al., 2017).

Video games, in particular, have become the leading industry in sales and growth in the global leisure and entertainment market (Newzoo, 2018). Evidence from the latest report published by the Spanish Video Game Association, in Spain showed that consumers of video games spend more time than ever with it, and this is especially true among young people (AEVI, 2018). Likewise, Newzoo, (2018), discovered that majorityof young people in Nigeria consumes more ofvideo games

The vast amount of time adolescents spends playing video games has become a concern among educators, parents and administrations (Gonzálvez et al., 2017). It seems necessary to explore the effects that dedicating a large part of their time to video games can have on adolescents. In the first place, because it is a sensitive stage for the construction of their identity, since a large part of the behavior established at this stage conditions life in adulthood (Pedrero-Pérez et al., 2018). Secondly, knowing how adolescents invest their time is convenient as certain activities are incompatible with others due to mere time constraints, i.e. playing video games takes time away from other activities that may be of greater interest to adolescents (Aguilar et al., 2010).

In this sense, video games have occupied part of the scientific and public debate due to several concerns emerging around them. These concerns have focused on several aspects, among which the cultural scarcity of their contents, their relationship with addictions (Toker & Baturay, 2016), sedentarism and its negative health outcomes (Valencia-Peris et al., 2014), the perpetuation of gender disparities (GómezGonzalvo et al., 2020) or the development of skills (Gros, 2007) stand out. In this paper, we focus on the relationship between time of video game use and the academic performance of adolescent students.

According to various studies,there is an inverse relationship between time spent using video games and academic performance, hence, those adolescents who spend the most time playing are those who obtain the worst academic results (Badía et al. 2015; Schmitt & Livingston, 2015; Adelantado-Renau et al., 2019). In a recent study, it was found that the higher the academic performance, the less time spent on technological activities such as video games (Lizandra et al., 2016). In another study, it was noted that the inverse relationship between time spent playing video games and academic performance was only found when the time spent playing video games was more than two hours a day (Valencia-Peris et al., 2016). Other authors indicate that young people who play during the week have worse academic results than their peers who only play on weekends and, furthermore, they point out that the context of the game has a great influence on academic results (Hartanto et al., 2018). In this sense, Drummond and Sauer (2020) indicate that the time of day in which they play is fundamental, highlighting that the worst academic results are those of young people who play during the week before going to school.

Time spent on video games and its relation to academic performance has yielded both positive and negative results that converge in a paradox (Ventura at al., 2013). A negative interaction has been found between video game use and academic performance, but at the same time, there is a positive interaction between moderate video game use and general knowledge testing (Anand, 2007). Other authors indicate that positive relationships are shown for academic performance with moderate video game use, between 10-50 hours per week (approx. 86-429 minutes per day), compared to students who played less or played excessively and obtained worse academic performance than the former (Ventura et al., 2012). In this sense, the informal learning that young people undertake through technological interaction has been shown to be related to academic performance, despite the differences that exist between informal and academic learning (Pereira et al, 2019).

Despite the fact that there is evidence on the educational capabilities of video games, even in formal educational settings (Gros, 2008; Young et al., 2012; Badia et al., 2015), it is not clear how they affect academic performance, since the scientific literature offers contradictory results. In view of these contradictions between the use of video games and academic performance, it is necessary to delve deeper into these relationships. Therefore, the purpose of this study is to find out the relationship between these variables, the variation in time of use according to the type of day (weekday or weekend) and academic performance in business studies.

1.2 Statement of the Problem

Playing video games is a popular activity in today’s society which attracts a large number of people. For numerous people it has become an everyday activity and it is not uncommon that some people spend most of the day’s hours in the worlds of gaming. This has led to countless discussions, both by media and previous research, about whether the individual is affected by gameplay and the actual impact of gaming. Something that often comes into focus is the outcomes from the amount of time spent on video games. According to Wood, Griffiths and Parke (2007), video gamers have a tendency to lose sense of time and space when playing which may be a cause to the high amount of gameplay hours. However, it is important to understand that the high amount of time spent on video games is not necessarily something bad as long as there is not some kind of damage to one’s life, e.g. in terms of psychological, family, social, or school functioning (Bavelier et al., 2011; Gentile, 2009). Therefore it is of interest to look to the possible damages that could be brought to students when playing video games.

The previous research that has been studying how video gameplay may affect students 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). In the light of the above, this study seek to examine the effects of video games on student performance in business studies in junior secondary school.

1.3 Objectives of the Study

The overall aim of this study is to critically examine the effects of video games on student performance in business studies in junior secondary school. Hence, the study will be channeled to the following specific objectives;

1. Determine the extent to which junior secondary school students spend time on playing video games.
2. Ascertain whether playing of video games influences students interest in business studies.
3. Ascertain whether playing of video games influences students commitment in studying business studies.
4. Ascertain whether playing of video games influences students participation in business studies educative activities.
5. Ascertain whether playing of video games influences students performance in business studies class assessment.

1.4 Research Question

The study will be guided by the following questions derived from the objectives;

1. What is the extent to which junior secondary school students spend time on playing video games?
2. Does playing of video games influence students interest in business studies?
3. Does playing of video games influence students commitment in studying business studies?
4. Does playing of video games influence students participation in business studies educative activities?
5. Does playing of video games influence students performance in business studies class assessment?

1.5 Research Hypothesis

H0: There is no significant correlation between video gaming and students academic performance in Business studies.

Ha: There is a significant correlation between video gaming and students academic performance in Business studies.

1.6 Significance of the Study

Majority of secondary school students have found to be addicted to gaming, this addiction have been is reported to have a serious negative impact in their academic performance. Therefore this study will help to investigate the correlation between video gaming and students academic performance in Business studies.

Additionally, subsequent researchers will use it as literature review. This means that, other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regards to the effects of video games on student performance in business studies in junior secondary school.

1.7 Scope of the Study

This study is structured to generally examine the effects of video games on student performance in business studies in junior secondary school. The study will be delimited to some selected junior secondary school in Arewa Dandi local government Area of Kebbi State.

1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9 Definition of Terms

Online Game

A game played by electronically manipulating images produced by a computer program which is available on or performed using the Internet or other computer network. Games that needs an internet connection. Example, Mobile Legend, Clash of Clans, Rules of Survival, Dota etc.

Academic Performance

How students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers.

1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

• Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
• Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
• Chapter three deals on the research design and methodology adopted in the study.
• Chapter four concentrate on the data collection and analysis and presentation of finding.
• Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the effects of video games on student performance in business studies in junior secondary school. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was on the effects of video games on student performance in business studies in junior secondary school. The study is was specifically carried out to determine the extent to which junior secondary school students spend time on playing video games, ascertain whether playing of video games influences students interest in business studies, ascertain whether playing of video games influences students commitment in studying business studies, ascertain whether playing of video games influences students participation in business studies educative activities, and ascertain whether playing of video games influences students performance in business studies class assessment.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent were business studies students and teachers in selected junior secondary schools in Arewa Dandi local government Area of Kebbi State.

5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

1. The extent to which junior secondary school students spend time on playing video games is high.
2. Playing of video games influences students interest in business studies.
3. Playing of video games influences students commitment in studying business studies.
4. Playing of video games influences students participation in business studies educative activities.
5. Playing of video games influences students performance in business studies class assessment.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

1. School professionals advise parents and students of the potentially harmful effects of playing video games.
2. Teachers should not tolerate the student who possess this kind of habit. They should guide and motivate them into other meaningful and school relevant activities to transform their bad practice/routine into a good one.
3. Parents should discipline their children over game playing, as it is only a form of recreation, hence it should not be given much priority over higher and more realistic priorities such as their studies.

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