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
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
| Phonemic awareness | Alphabetic awareness | Comprehension | Total computer use | N0. of times a child interacts with the computers | Mean value for before computer use | Phonemic awareness | Alphabetic awareness | Comprehension | Total Value after computer | Mean Value | |
| A1 | 20 | 30 | 23 | 73 | 4 | 24.3 | 75 | 65 | 67 | 207 | 69 |
| A2 | 15 | 23 | 19 | 57 | 3 | 19 | 69 | 56 | 89 | 214 | 71.3 |
| A3 | 29 | 28 | 24 | 81 | 2 | 27 | 58 | 54 | 48 | 160 | 53.3 |
| A4 | 34 | 38 | 42 | 114 | 2 | 38 | 65 | 76 | 67 | 208 | 69.3 |
| A5 | 34 | 45 | 24 | 103 | 2 | 34.3 | 56 | 89 | 56 | 201 | 67 |
| A6 | 45 | 66 | 29 | 140 | 4 | 46.7 | 74 | 59 | 54 | 187 | 62.3 |
| A7 | 43 | 29 | 28 | 100 | 2 | 33.3 | 59 | 64 | 52 | 175 | 58.3 |
| A8 | 48 | 43 | 30 | 121 | 4 | 40.3 | 73 | 89 | 50 | 212 | 70.7 |
| A9 | 46 | 34 | 32 | 112 | 3 | 37.3 | 66 | 46 | 57 | 169 | 56.3 |
| A10 | 43 | 44 | 36 | 123 | 2 | 41 | 56 | 62 | 49 | 167 | 55.7 |
| Total | 357 | 380 | 287 | 1024 | 341.3 | 651 | 660 | 589 | 1900 | 633.3 | |
| Mean | 35.7 | 38.7 | 28.7 | 103.1 | 34.7 | 65.1 | 66 | 58.9 | 190 | 63.3333 |
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
| Correlations | |||
| Number of times pupils visit the computer laab | Total Value after computer use | ||
| Number of times pupils visit the computer lab | Pearson Correlation | 1 | .436 |
| Sig. (2-tailed) | .208 | ||
| N | 10 | 10 | |
| Total Value after computer use | Pearson Correlation | .436 | 1 |
| Sig. (2-tailed) | .208 | ||
| N | 10 | 10 | |
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
| Model Summary | |||||||||
| Model | R | R Square | Adjusted R Square | Std. Error of the Estimate | Change Statistics | ||||
| R Square Change | F Change | df1 | df2 | Sig. F Change | |||||
| 1 | .436a | .190 | .089 | 6.626 | .190 | 1.879 | 1 | 8 | .208 |
| a. Predictors: (Constant), Number of times pupils visit the computer lab | |||||||||
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
| Coefficients | ||||||
| Model | Unstandardized Coefficients | Standardized Coefficients | t | Sig. | ||
| B | Std. Error | Beta | ||||
| 1 | (Constant) | 54.095 | 7.048 | 7.675 | .000 | |
| Number of times pupils visit the computer lab | 3.295 | 2.403 | .436 | 1.371 | .208 | |
| a. Dependent Variable: Mean Value after computer use | ||||||
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.
| Test Statistics | ||
| Mean Value after computer use | Number of times pupils visit the computer laab | |
| Chi-Square | .000a | 1.400b |
| Df | 9 | 2 |
| Asymp. Sig. | 1.000 | .497 |
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
| Correlations | |||
| Mean value for before computer use | Mean Value after computer use | ||
| Mean value for before computer use | Pearson Correlation | 1 | -.225 |
| Sig. (2-tailed) | .532 | ||
| N | 10 | 10 | |
| Mean Value after computer use | Pearson Correlation | -.225 | 1 |
| Sig. (2-tailed) | .532 | ||
| N | 10 | 10 | |
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.
| No | Pre-test | Post Test | ||||
| Phonemic awareness | Alphabetic awareness | comprehension | Phonemic awareness | Alphabetic awareness | Comprehension | |
| A1 | 20 | 34 | 23 | 34 | 30 | 23 |
| A2 | 15 | 23 | 19 | 28 | 23 | 19 |
| A3 | 29 | 28 | 24 | 29 | 28 | 24 |
| A4 | 34 | 38 | 28 | 34 | 38 | 42 |
| A5 | 34 | 45 | 24 | 34 | 45 | 24 |
| A6 | 32 | 56 | 29 | 45 | 66 | 29 |
| A7 | 34 | 34 | 28 | 43 | 29 | 28 |
| A8 | 40 | 39 | 38 | 34 | 43 | 30 |
| A9 | 42 | 38 | 32 | 39 | 34 | 32 |
| A10 | 36 | 47 | 34 | 38 | 44 | 36 |
| Total | 316 | 382 | 279 | 358 | 380 | 287 |
| Mean | 31.6 | 38.2 | 27.9 | 35.8 | 38.7 | 28.7 |
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
| No | Pre-test | Post Test | ||||
| Phonemic awareness | Alphabetic awareness | comprehension | Phonemic awareness | Alphabetic awareness | Comprehension | |
| A1 | 21 | 23 | 22 | 22 | 29 | 23 |
| A2 | 19 | 41 | 19 | 21 | 34 | 19 |
| A3 | 23 | 24 | 23 | 29 | 34 | 24 |
| A4 | 34 | 48 | 34 | 28 | 22 | 42 |
| A5 | 41 | 34 | 35 | 34 | 32 | 24 |
| A6 | 48 | 22 | 29 | 34 | 24 | 29 |
| A7 | 39 | 22 | 28 | 36 | 23 | 28 |
| A8 | 29 | 40 | 44 | 23 | 29 | 30 |
| A9 | 31 | 35 | 33 | 29 | 34 | 32 |
| A10 | 23 | 22 | 23 | 29 | 33 | 36 |
| Total | 308 | 311 | 290 | 285 | 294 | 287 |
| Mean | 30.8 | 31.1 | 29 | 28.5 | 29.4 | 28.7 |
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
| No | Pre-test | ||
| Phonemic awareness | Alphabetic awareness | comprehension | |
| A1 | 21 | 38 | 22 |
| A2 | 19 | 34 | 19 |
| A3 | 23 | 24 | 23 |
| A4 | 33 | 34 | 34 |
| A5 | 43 | 34 | 35 |
| A6 | 56 | 22 | 29 |
| A7 | 38 | 22 | 28 |
| A8 | 30 | 39 | 44 |
| A9 | 31 | 35 | 33 |
| A10 | 23 | 22 | 23 |
| Total | 317 | 304 | 290 |
| Mean | 31.7 | 30.4 | 29 |
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.
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.
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
| No | Before computer game strategy | Total | After use of computer games strategy | Total | ||||||
| Phonemic awareness | Alphabetic awareness | Comprehension | Total | Mean Value bef computer use | Phonemic awareness | Alphabetic awareness | Comprehension | Total | Mean value after computer scores | |
| A1 | 24 | 34 | 34 | 92 | 30.7 | 46 | 60 | 67 | 173 | 57.7 |
| A2 | 38 | 34 | 42 | 114 | 38 | 44 | 48 | 89 | 181 | 60.3 |
| A3 | 39 | 36 | 24 | 99 | 33 | 24 | 54 | 48 | 126 | 42 |
| A4 | 34 | 42 | 42 | 118 | 39.3 | 34 | 49 | 67 | 150 | 50 |
| A5 | 34 | 40 | 38 | 112 | 37.3 | 56 | 50 | 56 | 162 | 54 |
| A6 | 40 | 46 | 46 | 132 | 44 | 44 | 50 | 54 | 148 | 49.3 |
| A7 | 42 | 34 | 28 | 104 | 34.7 | 56 | 64 | 52 | 172 | 57.3 |
| A8 | 48 | 46 | 30 | 124 | 41.3 | 30 | 48 | 50 | 128 | 42.7 |
| A9 | 46 | 46 | 32 | 124 | 41.3 | 34 | 52 | 57 | 143 | 47.7 |
| A10 | 43 | 46 | 36 | 125 | 41.7 | 33 | 62 | 49 | 144 | 48 |
| Total | 388 | 404 | 352 | 1144 | 381.3 | 401 | 537 | 589 | 1527 | 509 |
| Mean | 38.8 | 40.4 | 35.2 | 114.4 | 38.3 | 40.1 | 53.7 | 58.9 | 152.7 | 50.9 |
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
| Correlations | |||
| Mean Value Before computer use | Mean value after computer scores | ||
| Mean Value Before computer use | Pearson Correlation | 1 | -.365 |
| Sig. (2-tailed) | .300 | ||
| N | 10 | 10 | |
| Mean value after computer scores | Pearson Correlation | -.365 | 1 |
| Sig. (2-tailed) | .300 | ||
| N | 10 | 10 | |
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
| No | Pre-test | Post Test | ||||
| Phonemic awareness | Alphabetic awareness | comprehension | Phonemic awareness | Alphabetic awareness | Comprehension | |
| A1 | 21 | 23 | 22 | 22 | 29 | 23 |
| A2 | 19 | 41 | 19 | 21 | 34 | 19 |
| A3 | 23 | 24 | 23 | 29 | 34 | 24 |
| A4 | 34 | 48 | 34 | 28 | 22 | 42 |
| A5 | 41 | 34 | 35 | 34 | 32 | 24 |
| A6 | 48 | 22 | 29 | 34 | 24 | 29 |
| A7 | 39 | 22 | 28 | 36 | 23 | 28 |
| A8 | 29 | 40 | 44 | 23 | 29 | 30 |
| A9 | 31 | 35 | 33 | 29 | 34 | 32 |
| A10 | 23 | 22 | 23 | 29 | 33 | 36 |
| Total | 308 | 311 | 290 | 285 | 294 | 287 |
| Mean | 30.8 | 31.1 | 29 | 28.5 | 29.4 | 28.7 |
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
| No | Pre-test | Post Test | ||||
| Phonemic awareness | Alphabetic awareness | Comprehension | Phonemic awareness | Alphabetic awareness | Comprehension | |
| A1 | 24 | 44 | 22 | 54 | 56 | 54 |
| A2 | 34 | 43 | 19 | 36 | 36 | 66 |
| A3 | 42 | 23 | 23 | 38 | 46 | 7 |
| A4 | 38 | 48 | 34 | 54 | 45 | 56 |
| A5 | 46 | 46 | 35 | 67 | 49 | 46 |
| A6 | 54 | 45 | 34 | 46 | 50 | 60 |
| A7 | 38 | 34 | 38 | 49 | 89 | 67 |
| A8 | 29 | 40 | 46 | 42 | 68 | 30 |
| A9 | 25 | 35 | 28 | 45 | 34 | 45 |
| A10 | 23 | 28 | 23 | 70 | 33 | 56 |
| Total | 353 | 386 | 302 | 501 | 506 | 487 |
| Mean | 35.3 | 38.6 | 30.2 | 50.1 | 50.6 | 48.7 |
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
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.
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.
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
| No. | Phonemic awareness | Alphabetic awareness | Comprehension | Total | Phonemic awareness | Alphabetic awareness | Comprehension | Total |
| A1 | 20 | 30 | 23 | 73 | 60 | 57 | 55 | 172 |
| A2 | 15 | 23 | 19 | 57 | 49 | 89 | 45 | 183 |
| A3 | 29 | 28 | 24 | 81 | 50 | 48 | 56 | 154 |
| A4 | 34 | 38 | 42 | 114 | 55 | 67 | 53 | 175 |
| A5 | 34 | 45 | 24 | 103 | 56 | 68 | 52 | 176 |
| A6 | 45 | 66 | 29 | 140 | 54 | 45 | 49 | 148 |
| A7 | 43 | 29 | 28 | 100 | 55 | 67 | 50 | 172 |
| A8 | 48 | 43 | 30 | 121 | 55 | 60 | 50 | 165 |
| A9 | 46 | 34 | 32 | 112 | 66 | 46 | 57 | 169 |
| A10 | 43 | 44 | 36 | 123 | 56 | 50 | 49 | 155 |
| Total | 357 | 380 | 287 | 1024 | 556 | 597 | 516 | 1669 |
| Mean | 35.7 | 38 | 28.7 | 102.4 | 55.6 | 59.7 | 51.6 | 166.9 |
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
| Total scores Before computer games | Total scores After computer games | ||
| Total scores Before computer games | Pearson Correlation | 1 | -.581 |
| Sig. (2-tailed) | .078 | ||
| N | 10 | 10 | |
| Total scores After computer games | Pearson Correlation | -.581 | 1 |
| Sig. (2-tailed) | .078 | ||
| N | 10 | 10 | |
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.
| Total scores Before computer games | Total scores After computer games | |
| Chi-Square | .000a | .800b |
| Df | 9 | 8 |
| Asymp. Sig. | 1.000 | .999 |
| a. 10 cells (100.0%) have expected frequencies less than 5. The minimum expected cell frequency is 1.0. | ||
| b. 9 cells (100.0%) have expected frequencies less than 5. The minimum expected cell frequency is 1.1. | ||
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
| No | Pre-test | Post Test | ||||
| Phonemic awareness | Alphabetic awareness | Comprehension | Phonemic awareness | Alphabetic awareness | Comprehension | |
| A1 | 21 | 23 | 22 | 22 | 29 | 23 |
| A2 | 19 | 41 | 19 | 21 | 34 | 19 |
| A3 | 23 | 24 | 23 | 29 | 34 | 24 |
| A4 | 34 | 48 | 34 | 28 | 22 | 42 |
| A5 | 41 | 34 | 35 | 34 | 32 | 24 |
| A6 | 48 | 22 | 29 | 34 | 24 | 29 |
| A7 | 39 | 22 | 28 | 36 | 23 | 28 |
| A8 | 29 | 40 | 44 | 23 | 29 | 30 |
| A9 | 31 | 35 | 33 | 29 | 34 | 32 |
| A10 | 23 | 22 | 23 | 29 | 33 | 36 |
| Total | 308 | 311 | 290 | 285 | 294 | 287 |
| Mean | 30.8 | 31.1 | 29 | 28.5 | 29.4 | 28.7 |
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.
