CHAPTER FOUR

PRESENTATION OF FINDINGS

4.0 Introduction

4.1.1 The effect of participation as a computer games strategy on literacy skills development

Computer games

 ItzaBitza

Designed to help children develop their creativity, reading, and vocabulary skills, “ItzaBitza” features written prompts for children to draw what the character on the computer screen is asking for. For example, a farmer might be looking for his barn and asks the pupil to draw one. After the drawing is complete, it comes to life onscreen to add a little fun.

These tests were carried out in a period of one week. sThe pretest and the post test, the post test was carried out after one week to compare the results in Group A for which one involved the use of participation computer games strategy.

Test Results from the group A

Pre-test, treatment, post-test, in Phonemic awareness and alphabetical awareness

Table 1: Pre-test, treatment, post-test, in Phonemic awareness and alphabetical awareness

Source: Primary Data

Using the pre-test, treatment, post-test the results shows that the average performance in Phonemic awareness was 35.7 before the use of computer games strategy. The results also sindicates that the average mark for the children in alphabetic awareness was 38.7, while the average mark was 28.7 in comprehension these results indicated that pupils performed poorly without the use of computer games strategy.

The findings also further indicated that when the pupils were introduced into computer games strategy there was a big improvement in performance. The results further shows that the improvement in performance of students was high as indicated that in the Phonemic awareness was 65.1, while for alphabetic awareness was 66 and the results for comprehension was 58.9.

Relationship between numbers of times a pupil attends a computer lab and total marks of pupil performance

Source: Primary Data

The results in the study indicates that the Pearson correlation coefficient 0.436 indicates that there is a small relationship between number of times a pupil visited the computer lab and the n number of times the total level of academic performance of pupils.

This result further indicates that the pupil performance is to some extend affected by the number of times a pupil attends the computer lab.

Regression analysis of the number of times a child attends a computer lab and the mean value of performance

Source: Primary Data

The findings in the study further shows that R-square value of 0.190 indicates that 19% of the performance of the pupils after the use of computers. This results shows that though the number of times affects the performance of pupils in alphabetic awareness, comprehension and phonemic awareness.

Findings on the significance of the pupils’ attendance of the computer lab and their average performance

Source: Primary Data

The findings indicate that P-Value 0.000 indicates that there is a strong significance between pupil lab attendance and performance in phonemic awareness, alphabetic principles and comprehension.

These results shows that it is essential for the pupils to attend the computer lab to enable them be in position to learn.

Source : primary data

The results shows that the P-Value 0.000 indicates that there is a strong significance between number of times the pupil attendance a computer lab and the mean value of performance.

Correlation analysis for

Source: Primary Data

According to the results indicates that there is a negative relationship  between the use of computer games in class and not using computer games in class, this findings further indicates that the more the organization computer games to pupils the better performance of the pupils.

This findings indicates that if pupils

Pre-test, no treatment, post-test.

Table 2: Pre-test, no treatment, post-test.

Source: Primary Data

The results in the table below indicates that without the adoption of participation computer games strategy the performance of pupils remained poor as indicated by the fact that in Phonemic the average was 31.6 while alphabetic awareness was 38.2 and comprehension was 27.9, there results did not change after one week the post test was carried out there was change in the performance of the pupils.

The results from the study indicates that after one week the results in phonemic awareness average was 35.8, alphabetic awareness 38.7 and 28.7. These results further shows that the performance of the pupils was poor in both tests.

Findings on the Treatment, post-test

Table 3: Findings on the Treatment, post-test

Source: Primary Data

The results from the study indicates that the average performance of the pupils in phonemic awareness was 30.8, the results further shows that 31.1 of the respondents stated alphabetic awareness, and the average mark for comprehension was 29.

The results also further indicates that average performance of respondents in phonemic awareness was 28.5, alphabetic awareness 29.4 while comprehension was 28.7.

No treatment, post-test

Table 4: No treatment, post-test

Source: Primary Data

The results from the study indicate that the performance of pupils in phonemic awareness was 31.7 and alphabetic awareness was 30.4 while the average performance in comprehension was 29.

4.1.2 Assess how demonstration as a computer game strategy affects literacy skills development.

Oregon Trail

An oldie but a goodie, “Oregon Trail” still attracts the attention of elementary school-aged children. They absorb lessons on geography and history skills while being challenged to overcome difficulties people experienced back in the 1800s. It takes critical thinking and real-life problem-solving techniques to play this game, and it’s a fun and unique environment for educational stimulation.

Spelling City

On the Spelling City website, you can find a vocabulary and 30 different language arts games specified for different age groups. One of the best aspects of this site is that you can import your own spelling list to personalize the learning experience, and reinforce the spelling lists children need to know for school in a fun and engaging way.

Between computers, the Internet, and mobile apps, educational games for children abound, and these eight computer games are a great place to start to get your elementary-school student learning the fun way.

Pre-test, treatment, post-test, in Phonemic awareness and alphabetical awareness

Table 5: Pre-test, treatment, post-test, in Phonemic   awareness, comprehension and alphabetical awareness

Source: Primary Data

The results from the study above indicates that the performance using demonstration as computer games strategy was still low as indicated by the fact that the average performance was 38.8, while 40.5 was the average performance in alphabetic awareness , 35.2 comprehension was the average performance .

The study results indicates that after the use of computer games there was improvement in the performance of pupils through the of demonstration as a computer games strategy these results are presented in the table as presented in the table above the study findings shows that pupils scored 40.5 average in phonemic awareness.

Findings on the correlation analysis between the mean Value before the adoption of computers and after the adoption of computers

Source: Primary Data

The findings in the study indicate that the mean value before the use of computers has a negative relationship with mean value with mean value after the pupils were exposed to the computer use.

This results is shown by the fact that the Pearson correlation = -0.365 indicating that any adoption of the computer games strategy there is an improvement in the performance of pupils by -0.365.

The results in the study show that when the school adopts the computer games strategy there is always improvement in the performance of pupils.

Findings on the Treatment, post-test

Table 6: Findings on the Treatment, post-test

Source: Primary Data

The results from the study indicates that the average performance of the pupils in phonemic awareness was 30.8, the results further shows that 31.1 of the respondents stated alphabetic awareness, and the average mark for comprehension was 29.

The results also further indicates that average performance of respondents in phonemic awareness was 28.5, alphabetic awareness 29.4 while comprehension was 28.7.

Findings on the Treatment, post-test

Table 7: Findings on the Treatment, post-test

Source: Primary Data

The results from the study indicates that the average performance of the pupils in phonemic awareness was 35.3, the results further shows that 38.6 of the respondents stated alphabetic awareness, and the average mark for comprehension was 30.2.

The results also further indicates that average performance of respondents in phonemic awareness was 50.1, alphabetic awareness 50.6 while comprehension was 48.7.

4.1.3 Influence of observation on literacy skills development

Dance Mat Typing

As they grow older, your kids are going to need to use the computer for a lot more than clicking or pressing certain buttons to play games. Why not get them started early by perfecting their typing skills with this interactive game? It teaches typing hand positions and movements and tests their typing speeds for fun rewards at the end of each level. BBC Schools offers this game for free online.

Fizzy’s Lunch Lab

Kids may not always want to make the healthiest food choices, but if they learn more about what they eat (rather than just hearing mom and dad tell them what not to eat), they can take these decisions into their own hands. In the web games for “Fizzy’s Lunch Lab,” kids are exposed to a mix of nutritional information, healthy eating tips, and basic recipes — all with fun from their host Fizzy, of the PBS Kids Web-only series.

Lifeboat to Mars

This free PBS Kids online game creates a vast ecosystem with games and missions to teach kids about biology and the environment. With two different simulation options, kids can either control microbes or an animal or plant ecosystem. The game also requires players to read instructions, which encourages reading comprehension as well.

Table 8: observation on literacy skills development

Source: Primary Data

From the results in the table above 35.7 was the average mark for the pupils in phonemic awareness, 38 was for alphabetic principles, 28.7 was the average mark for comprehension. The findings in the study also show that after the use of observation as computer games strategy the results of the pupils slightly improved. This is because the average performance in phonemic awareness was 55.6, 59.7 was for alphabet principles, and the average performance in comprehension was 51.6.

Correlation analysis of using computer games strategy and before adoption of computer games

Source: Primary Data

The results from the study show that when there is adoption of the computer games strategy in the school the level of performance.

The results shows that the Pearson correlation coefficient indicates that the relation in the performance of pupils after the adoption of the computer games through observation technique is negative indicating that the level of performance increases when the computer games are introduced in the school.

Source: Primary Data

The results from the chi-square test reveals that the P-value 0.000 indicates that there is a significant relationship between the total performance of pupils before the adoption of computer games strategy and after. This results further shows that the adoption of computer games strategy has an influence on the performance of pupils, Since the P-value 0.000<0.05.

This result further indicates that adoption of computer games using observation as a computer games strategy has an influence on enhancing better academic performance.

Treatment post test

Table 9: Treatment post test

Source: Primary Data

The results in the study indicate that the average performance of pupils in phonemic awareness was 30.8, while alphabetic principles were 31.1 and the average performance in comprehension was 29. These results indicates poor performance of pupils

The results also indicates that after the pretest result s indicated that after the adoption of computer games strategy results on phonemic awareness was 28.5, alphabetic awareness was 29.4 and the results for comprehension was 28.7.

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS OF THE STUDY

5.0 Introductions

This chapter will include; discussion, conclusion and recommendations of the study.

5.1 Discussions of findings

This section discusses the discussion of findings in line with the study objectives.

5.1.1 Determine the effect of participation as a computer games strategy on literacy skills development

Using the pre-test, treatment, post-test the results shows that the average performance in Phonemic awareness was below the performance after the adoption of computer games strategy

This improvement in the performance of pupils after the adoption of computer games strategy can be Mainly Attributed to the use of participation computer games strategy which includes pupils in the learning process this results is also in line with cankaya (2016) which showed that scholars have also argued convincingly that the exchange of ideas within the classroom is essential topupillearning. With this findings cankaya indicated that when the school adopts participation as a computer games strategy it is able to improve on the literacy skills of the pupils in their learning process.

Due to improvement in the performance of pupils which was as a result of adoption of participation as computer games strategy the results therefore indicates that schools should adopt participation as computer games strategy to improve on the literacy skills of the pupils in schools.

Classroom participation is very important for student learning, because the students are not passive vessels in which we pour information. But to teach themselves, they need to question, discuss, share their ideas, and insights with others. Teachers must be able to present their material, effectively manage their classrooms, facilitate maximum student involvement, and ultimately, enhance students’ learning. Classroom participation has been suggested to facilitate students in developing critical understanding, self-awareness, appreciation for diverse perspectives, and an ability to be proactive. During class participation, students are active, and are responsible for their own learning. There are so many benefits of classroom participation as a result of computer game for children in the classroom. Classroom participation can help students to perform better in school.

The results indicates that without the adoption of participation computer games strategy the performance of pupils remained poor this shows that  to improve on the performance of pupils the schools have to adopt participation as a computer games strategy this results is also in line with Burguillo, (2010) who indicates that higher levels of classroom participation also tended to score slightly higher on personality traits of openness and consciousness as a result of involving pupils in participatory styles of learning. On the same note Din, (2010) further contends that classroom participation can send positive signals to students about the kind of learning and thinking such as growth in critical thinking, active learning, development of listening, and speaking skills needed for career success, and the ability to join a disciplined conversation. He further identified that when students see that their participation is being graded regularly and consistently, they adjust their study habits accordingly to be prepared for active participation. Students’ enthusiasm, involvement, and willingness to participate affect the quality of class discussion as an opportunity for learning.

The findings from the study further shows that the average performance of the pupils in phonemic awareness was lower than in alphabetic awareness while comprehension was also slightly higher. This shows that participation as computer games strategy is better to improve literacy skills development.

Due to higher scores in the performance of students in the use of participation as a computer games strategy these results also agrees with Castells (2000) who indicates that participation through the use of computer games can be used to balance who’s learning in class and how much.  When the children participate in the ordering of letters following what the computers are doing, the teacher can be able to see the level of learning of eachpupiland those that are still behind will be considered. However if children are not given a chance to participate in class, they won’t be able to learn how to form letters because the teacher will not be able to know who knows and those who does not know.

The findings further agree with Huang Wen-Hao, (2010) which states that participation as a computer game strategy creates a climate in which children are encouraged to ask questions. Make it clear to children that you want them to ask questions. Point out that their questions help you by indicating where you might not have been clear. Emphasize that there is no such thing as a dumb question, and make sure to not allow children to ridicule a classmate’s questions. This will therefore help apupilto top ask questions concerning how he or she can be able to order the letters and hence making thepupilto obtain literacy skills.

The findings further agreed with Karakus (2012) which stated that participation as computer game strategy helps to take the student’s questions and comments seriously. The children reluctance to ask a question or volunteer an answer might be due to a lack of confidence. Help him or her gain the courage to participate by showing respect for his contributions and giving thoughtful answers to his questions. Listen attentively while he is talking; do not interrupt him or her. Try to find something positive to say about his comments, such as “that’s an interesting step. I never thought about it that way” or “that’s a really creative idea”.

5.1.2 Assess how demonstration as a computer game strategy affects literacy skills development

The  results also indicated that there was slight improvement in the performance of pupils as a result of adoption of demonstration as a computer games strategy this findings is also in line with Castells (2000) whose findings stated that demonstration as compeer game strategy can help to ensure attention among the children. When the demonstration is taking place by the computer, thepupilwill make sure that is attentive to maters whatever step the computer is following in the formation of letters. This is because thepupilwill be sure that in case he or she missed one step, he or she will not be able to form how that letter is formed. This therefore will make thepupilmore attentive and hence improving on their ability of learning how to form letters in addition to that  Lankshear & Knobel(2006)which shows that demonstration as a computer game strategy builds confidence in the child; in most cases thepupilmight not be confidence in him or herself that he or she can be able to form a letters. However when thepupilsees the demonstration of the formation of letter. He or she will gain that confidence that he or she can also form it. This is because the demonstration will show the steps that the pupil has to follow in the formation of letters and it will show the final letter formed which will give the pupil more confidence to form it.

The findings further showed that Lee (2015) demonstration as a computer game strategy gives patience ion a child. Since the demonstration is step by step, the pupil will be patience to wait until the last step when the letter is formed. The pupil wall is able to follow each step of the formation ad at each step the pupil will be learning until the last step when the letter is formed. Unlike other strategies, the computer game strategy is interesting to the pupil and this will make the pupil to love the prices and be patience to wait and see the outcome.

The findings further showed that Mitchell (2004) demonstration as a computer game strategy can help the pupil to also questions concerning the entire process of forming letters. The pupil will be following each step in the demonstration and the step where the pupil finds him or she not will be able to ask the question such that the facilitator or the teacher can explain to the pupil before the end of the demonstration. This means that the teacher will have to pause the computer and answer the pupil question before the end of the formation such that the pupil is not left behind.

The findings further agree with Lee(2015) which stated that demonstration as a computer game strategy leads to systemic learning. This is because the pupil will be able to learn step by step as the process or procedure continues. In formation of letters, it is important to learn each step followed such that you are not left behind. Therefore at each step where the computer will demonstrate them, the pupil will be mastering each step and this will help the pupil to learn note on the formation of letters and hence improving on the formation of letters by the child.

The findings further agree with Lim (2014) which stated that demonstration by the use computer games hells a pupil to analyses the formation of letters. The pupil will watch the demonstration many times to ensure that he or she analyses the important steps followed and also to see that he or she can come up with the best sample.  Thepupil will keeping analyzing the formed letters and he or she will ensure that at the end of the demonstration, thepupilwill be able to have the best results  and also to learn more on how to form a letter without a mistake.

5.1.3 Influence of observation on literacy skills development

The results from the study indicates that there was an improvement in the performance of  pupils as a result of adoption of observation as a computer games strategy t. this findings indicates that schools should adopt a computer games strategy that improve on the performance of pupils and enhances their literacy skills these results is also in line with papastergiou (2010) whose findings state that the blend of these skills allows for vocabulary development, proper grammar skills, future reading skills, and the ability to listen in background noise. These skills, when weak, can be enhanced by patterning how the ear responds to surrounding sounds. The best time to pattern these skills is during the preschool years, as the brain is still growing. This can be done with imitating activities that exercise the specific weaknesses over a long period of time.

On the same view of the importance observation of in the enhancement of literacy skills of the pupils in school was also agitated by  Ping Lim (2015) whose findings show that observation as a computer game strategy in enhancing reading become extremely important when thepupilenters a learning environment such as a preschool. They are equally important to their social development as they attend and observe in conversations.

Cameron, (2015) contends that pupils who were able to observe their teachers in the class rooms were able to have better academic achievement than the others. He further stated that who stated a preschoolpupilalso enjoys listening to music, songs, and stories. Some children enjoy music but can’t listen to conversation for long periods of time. Other children can listen and attend only as long as a visual picture is also present like the television. Each of these children has different listening skills, some of which can have a negative response in a school environment. However observation can help apupilto understand what is important and be able to engage in the activity after the observation exercise or even learns instantly from the imitating game.

The results from the study further indicates that the improvement in the performance was only as a result of adoption of observation as a computer games strategy this was also in line with Bonk(2004) whose findings show that observation is important in ensuring that thepupilgets reading skills. However, for the preschoolpupilobservation is essential in helping apupildevelop and reach their fullest potential.

Children learn to make key decision after they have been able to observe from their elders therefore for better decision making children need to be given an opportunity to observe. If thepupilfinds out that decision can be made without any obstacle, he will learn that if there is a need to make a decision, he or she will be abler to decide and this will motivate thepupilto learn how to read.

Lopez-Morteo(2014)who states that observation is vital in building a child’s cognitive, behavioral and affective aspects. It is essential they develop this ability to interact and communicate with the world efficiently. By building the foundation and being competent in the auditory and thought awareness facets, children are prepared and equipped to face intellectual, social and emotional endeavors. There are numerous advantages when these two skills are developed and honed.

On the same note McFarlane (2012) who states that children commonly learn through observation and paying attention to what they see and hear around them. As they gain more knowledge and experience, they develop their own ideas, interests and preferences. They filter important facts and opinions through active listening. Moreover, they concentrate on the main points of discussion and events to know the consequences. Understanding such things enables children to guide their self-inquiry and discover their individual possibilities.

Kiili, (2007) contends that that when thepupilbegins school, observation increases his listening skills and attention span increase in importance. At this age, she or he will begin interacting with other children regularly and will have to retain information based on these interactions. The child’s self-concept and social life are dependent on what he or she learns from the imitation.

In line with Harter (2011) indicates that observation is an effective way to deepen communication and foster relationships. As children start to interact, socialize and mingle with their peers, they need to be ready to listen and give their attention. Children who feel appreciated and valued are more likely to confide their feelings to their acquaintances. Cultivating the skill in active listening can in this way facilitate day-to-day affairs and the formation of lasting friendships which helps them in reading.

5.2 Conclusion of the study

The results in the study indicates that majority of the respondents state that through observation children are able to learn to speak, this results indicates that observation helps the children learn to speak through observation. This is because when the children observation a conversation in the computer games they are able to adopt the key skills in speaking this enhances their ability to learn and develop.

The study revealed that children learn through participation this indicates that when the children participate they are able to learn and developed their literacy skills and therefore the use of computer games strategy is essential to the learning skills development of the children.

Children can exchange ideas with in classroom when they participate in the study, This findings show that participation helps children to learn how to exchange ideas in the classroom this also help them to enhance their literacy skills.

Children can develop their critical thinking skills when they participate in the study this helps them in developing their literacy skills, these results shows that when the children are given.

The study results revealed that observation is essential in development of children

The findings revealed the children are able to learn decision making skills through observation this is because through  therefore adopting of computer games strategy is important as children are able to learn how to make key decision that will help enhance their decision making.

Use of computer games helps to enhance the vocabulary skills of children this shows that when children observe the way the games are played they are able to understand and develop their own independent understanding of the study.

Revelation from the study indicates that most of the children spell words using computer games strategy this shows that use of computer games strategy is essential in enabling the children enhance their literacy skills to enable them learn.

The findings in the study revealed that the use of computer games strategy enhances enables the children to listen through observation this is because when children observe they are able to acquire the listening skills that is in the study.

Recommendations

The study made the following recommendations;

The study recommends that the schools should ensure that during the teaching of learners observation strategy should be used to enable the learners to be more competent about the different skills like Phonemic awareness, Comprehension, Alphabetic awareness and Letter formation.

The study recommends that schools should ensure that children are involved in the study so that they are able to learn and improve on their key skills. Participation of learners during the study is essential to enable the learners become competent learners.

Most of the teachers stated that they were not trained; therefore the government needs to train pre-primary school teachers on how to use the computers so that they can learners the computer games well.

The school should construct computer laboratories so that the learners can have enough time to learn the computer games more to that the school should also recruit more teachers of computers so that the schools have enough computers.

The schools should include computer games in the time table so that it is taught regularly , this will ensure the computer games is taught regularly and learners are able to concentrate on computer games.

The study recommends the different schools to recruit computer games teachers so that the learners are able to learn well.

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