Impact Of Video Games On Students’ Academic Performance
Impact Of Video Games On Students’ Academic Performance
Abstract
This study was carried out on the impact of video games on students’ academic performance using some selected secondary school in Asaba Delta State as a case study. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of 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 have a significant impact on students interest in teaching and learning process. Furthermore, playing of video games influences students performance. 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
- Title Page
- Certification
- Dedication
- Acknowledgement
- Table of Content
- List of Tables
- Abstract
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
With advancement of high-tech devices (e.g. Smartphone, tablets and computers), internet and video games have become increasingly widespread among people of all ages especially among children and adolescents[1,2,3]. Current estimations have revealed that one in three children under the age of 18 uses the internet worldwide, and 75% of adolescents play video games daily in developed countries[4,5,6]. According to United Nations International Children’s Emergency Fund(UNICEF) estimations that one third of Internet users universally are children, with the proportion of internet users likely to be higher in lower income countries where the internet is quickly penetrating all scopes of public life. The International Telecommunication Union (ITU) reports that in developing countries, young people between age 15 and 24 outnumber the overall population by 2 or 3 times [7].
In the past few decades, electronic media has grown from virtual non-existence to one of the primary means of entertainment for college students. In more recent years, the Internet has entirely changed the landscape of electronic media from something personal and static into something with the potential to be interactive and social[8].
Playing video games is often related in our society with poor academic achievement[9]. Some study concludes there is little indication to suggest that communicating media improves the learning experience[10]. One study tracked boys’ academic performance, and findings indicate that those kids who got their game systems directly spent less time on homework and data at four months show lower reading and writing scores, and teachers were more likely to report academic difficulties[11]. In one representative sample of American adolescents, aged 10 to 19, those who played video games spent30% less time reading and 34% less time doing homework [12]. Among video game players, time spent playing time was associated with low school performance [13].
According to Anand (2007), the penetration of video games into the United States alone is huge, with at least 90% of homes having children that have played (rented or owned) video games [14]. This is a record level that continues to increase. Of players over the age of 18, 55% are console players and 66%of online players. However, there is also plenty of research to suggest that interactive video games can actually lead to increased academic performance [15].
The practice of games is often linked to an increase in visual-spatial skills, which often come in handy in the fields of science, mathematics, technology, and engineering [16]. However, there are many studies which recorded a negative relation between addiction of video games and homework preparation and decreased academic performance[17, 18]. At the same time educational games are considered an effective alternative to supporting traditional teaching methods in terms of educators’ responsibility, such as inspiring students to learn, teaching them to love learning, and making learning fun[19]. There is a great deal of research showing the effect of educational games on learning are positive in encouraging the learning. Educational games, incorporated at the opening or end of a lesson, of concepts, and that they allow students to discuss target concepts[20]. For this reason, they can foster students’ interest and motivation towards lessons, or review, strengthen and assess the learned topics. Therefore, educational games promote students’ active contribution in lessons and thus assist with their learning[21]. The aim of this study is to examine the impact of video games on students’ academic performance.
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 impact of video games on students’ academic performance.
1.3 Objectives of the Study
The overall aim of this study is to critically examine the impact of video games on students’ academic performance. Hence, the study will be channeled to the following specific objectives;
- Determine the extent to which secondary school students spend time on playing video games.
- Ascertain whether playing of video games have a significant impact on students interest in teaching and learning process.
- Ascertain whether playing of video games have a significant impact on students study habit.
- Ascertain whether playing of video games have a significant impact on the learning outcome of secondary school students.
- Ascertain whether playing of video games have a significant impact on students academic achievement in secondary schools.
1.4 Research Question
The study will be guided by the following questions derived from the objectives;
- What is the extent to which secondary school students spend time on playing video games?
- Does the playing of video games have a significant impact on students interest in teaching and learning process?
- Does the playing of video games have a significant impact on students study habit?
- Does the playing of video games have a significant impact on the learning outcome of secondary school students?
- Does the playing of video games have a significant impact on students academic achievement in secondary schools?
1.5 Research Hypothesis
- H0: There is no significant correlation between video gaming and secondary school students’ academic performance.
- Ha: There is a significant correlation between video gaming and secondary school students’.
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.
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 impact of video games on student performance in secondary school.
1.7 Scope of the Study
This study is structured to generally examine the impact of video games on students’ academic performance. The study will be delimited to some selected secondary school in Asaba Delta 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 impact of video games on students’ academic performance using some selected secondary school in Asaba Delta State as a case study. 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 impact of video games on students’ academic performance using some selected secondary school in Asaba Delta State as a case study. The study is was specifically carried out to determine the extent to which secondary school students spend time on playing video games, ascertain whether playing of video games have a significant impact on students interest in teaching and learning process, ascertain whether playing of video games have a significant impact on students study habit, ascertain whether playing of video games have a significant impact on the learning outcome of secondary school students, and ascertain whether playing of video games have a significant impact on students academic achievement in secondary schools.
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 students and teachers in selected junior secondary schools in Asaba, Delta State.
5.3 Conclusions
Based on the findings of this study, the researcher concluded that;
- The extent to which secondary school students spend time on playing video games is high.
- Playing of video games have a significant impact on students interest in teaching and learning process.
- Playing of video games have a significant impact on students study habit.
- Playing of video games have a significant impact on the learning outcome of secondary school students,
- Playing of video games have a significant impact on students academic achievement in secondary schools.
5.4 Recommendation
Based on the responses obtained, the researcher proffers the following recommendations:
- School professionals advise parents and students of the potentially harmful effects of playing video games.
- 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.
- 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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Frequently Asked Questions
Do video games affect school performance?
30% less time reading for every hour that they played video games on weekdays, and the 109 girls spent an average of 34% less time doing homework for every hour that they played video games on weekdays. Clearly, there is evidence in the literature that video gaming correlates with diminished school performance.
Can online gaming help improve academic performance?
This would mean that online gaming helps identify students who have the academic ability. There was a study done at Columbia University which showed that children who had high video game usage while they were between the ages of six and 11 had greatly increased intellectual function and overall school competence. Can Gaming Heal?
Do video games affect academic performance of Karunya University students?
This study deals with this problem in order to find out whether the students of Karunya University are engaged in such games that have any impact on their academic performance. Similar studies conducted earlier reveal that the Video games may have a detrimental effect on individual’s GPA and possibly on SAT scores (Anand, 2007).
Do students’ choices in video game genres influence academic performance?
The finding reveals the students’ choices in video game genres are significantly correlated with their overall performance indicated by the CGPA (.924). Similarly, the average time spent in such engagement per week is significantly correlated with academic performance which gave out the value of (0.842).
