COMPUTER GAMES STRATEGY AND ENHANCEMENT OF LITERACY SKILLS DEVELOPMENT AMONG LOWER PRIMARY SCHOOL CHILDREN

ACASE OF MAKINDYE MUNICIPALITY KAMPALA DISTRICT

ABSTRACT

The topic of study was the influence of Computer Games Strategy and enhancement of literacy Skills Development among Lower primary school Children in Makindye Municipality Kampala District. The study was guided by the following objectives; Investigating how imitation as a computer game strategy enhances literacy skills development, determining the effect of participation as a computer games strategy on literacy skills development and Assessing how demonstration as a computer game strategy affects literacy skills development.  The study used experimental research design. This included the adoption of Solomon Four Group Design research method that included the creation of two groups in the schools and the experiment was carried out.  Solomon four group consisted of, Group A, Pre-test, treatment, post-test, Pre-test, no treatment, post-test. GROUP B. Treatment, post-test and No treatment, post-test. The study was drawn based on a sample size of 66. The researcher used probability (simple random sampling) because of the nature of study, which required getting particular information from the respondents. Primary data was got through test questions given to pupils in lower primary one class. This enabled the researcher to get answers that relate to the questions asked; therefore the information got was in line to the study. In the secondary analysis of qualitative data, good documentation cannot be underestimated as it provides necessary background and much needed context both of which make re-use a more worthwhile and systematic endeavor. 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 indicates that the average mark for the children in alphabetic awareness was 38.7. The findings also further indicated that when the pupils were introduced into computer games strategy there was a big improvement in performance. 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.

CHAPTER ONE

INTRODUCTION

Introduction

This chapter consisted of the background of the study, statement of the problem, purpose of the study, objectives of the study, research questions, significance of the study, scope of the study, operational definition of terms, theoretical framework and conceptual framework.

Background of the Study

Globally contemporary notions of literacy skills development now extend beyond traditional print formats, and a rethinking of the kinds of literacy Skills development that will be required for full social and economic participation in the 21st century is well under way. Yet schools for the most part still view literacy from a traditional perspective (Castells, 2000; Tyner, 1998). Outside of school the new generation of learners, frequently referred to as ‘digital natives’ (Prensky, 2006), are regularly immersed in a wide variety of new electronic media and as a consequence are developing knowledge and skills that increasingly diverge from those that are valued in school (Lankshear & Knobel, 2006). In light of these dramatic changes and because of the failure of schools to respond, prominent educational and media researchers are calling for the revision of traditional pen-and-paper curricula to include multiple media for the representation, production, and dissemination of knowledge (New London Group, 1996; Cope & Kalantzis, 2000; Kress, 2003).

Globally the strong, widespread appeal of computer gaming strategy to today’s literacy Skills development has motivated a number of researchers to look for meaningful ways to understand the principles behind learning through games, so as to better the educational potential (de Castell & Jenson, 2003). Prominent educational theorists have argued that successful recreational games employ many principles of effective learning (Gee, 2003; Mitchell & Savill-Smith, 2004; Prensky, 2006). Computer Game strategies create opportunities for situated learning by providing immersive and motivating contexts for players to engage in a wide variety of activities and to develop and practice the skills necessary to be successful in those activities (Gee, 2003; Shaffer, Squire, Halverson, & Gee, 2005). A number of attributes common to computer games are recognized as critical in fostering active engagement, motivation, and high levels of persistence in game play (Garris, Ahlers, & Driskell, 2002 for a more complete review). These include the use of high resolution media to create immersive environments and simulate quasi-realistic sensory experiences for the players (Mitchell & Savill-Smith, 2004); providing opportunities for identity exploration and play through the inclusion of fantasy, narrative, and role-playing (Gee, 2003; Squire, Jenkins, Holland et al., 2003); and creating a sense of pride and accomplishment through structuring the computer game play in complex ways that will challenge the player at the “edge of their region of competence” and allow for progress through trial-and-error experimentation (Gee, 2003). Successful computer games strategies support players through creating scaffolds, or built-in cues, hints, and practical solutions to keep them immersed in the game (FAS, 2006).

In Africa most of the countries lack the necessary infrastructure and that is why they have not been able to adopt the use of computer games strategy in classrooms (Tyner, 1998) while Gredler, (2004) contends that some countries especially in the Sub-Saharan Africa like Niger, northern parts of Nigeria, Chad and Mauritania these areas are so remote and they donot have the electricity to use in the facilitation of the adoption of computer games in class rooms as a result teachers resort to the traditional teaching methods rather adopting the use of computer games strategy in classrooms.

The limited use of computer games strategy is believed to have affected the level of literacy skills development in Bukin Faso , Mali and Northen Nigerian which are far below the other developed countries  (Lim, Nonis, & Hedberg, 2006).  series of early experimental studies looked at the impact of specific computer game and simulation attributes on student 1996motivation, learning performance, and perceived self-efficacy (Cordova &Lepper,; Parker &Lepper, 2012). These studies identified four key factors that contributed to increasing student motivation and engagement in learning: the provision of a narrative context for the computer game; the incorporation of fantasy elements in a game; the inclusion of opportunities for players to make choices during game play; and the provision of opportunities for the incidental personalization of the games activity by the player.

The motivational power of the best computer games strategy keeps players involved in them for many hours, and their game play designs allow players to experience flow a state of optimal engagement characterized by a deep immersion into an activity, accompanied by heightened concentration, motivation, and sense of fulfillment (Csikszentmihalyi, 2014; Inal & Cagiltay, 2007). Researchers have noted that the social aspect of collaborative or competitive game play  fosters learning through team-playing (Mitchell & Savill-Smith, 2004) and group problem-solving (Kiili, 2007), and offers opportunities for players to cooperate not only within the game, but also within the larger community of the computer game’s strategies  fans through websites and online forums (Shaffer et al., 2005).

In Africa if computer games are to find their way into regular schooling and be supported by the broader educational community, systematic and multi-faceted research on their effectiveness needs to be undertaken (FAS, 2006). To date, there is insufficient research beyond anecdotal evidence that would support computer game use in the classroom in Africa (Bonk & Dennen, 2004; Dempsey, Haynes, Lucassen, & Casey, 2002; Gredler, 2004). A series of early experimental studies looked at the impact of specific computer game and simulation attributes on student motivation, learning performance, and perceived self-efficacy (Cordova & Lepper, 1996; Parker & Lepper, 1992). These studies identified four key factors that contributed to increasing student motivation and engagement in learning: the provision of a narrative context for the computer game; the incorporation of fantasy elements in a game; the inclusion of opportunities for players to make choices during game play; and the provision of opportunities for the incidental personalization of the games activity by the player.

According Donovan, (2010)  the use of computer games in class rooms is far below other parts of the world in addition to there has been a declining trend in the use of computer games in class in African continent among African countries. The declining trend in the use of computer games in the lower primary of African schools can be explained by the rise in the number of African children who are attending primary schools.

UNESCO, 2015indicates that only less than 20% of the primary school going children donot have access to computers this has thus made it impossible for the children in this continent to compeuee.

More recently, several qualitative case studies investigated the educational potential of computer gaming. McFarlane, Sparrowhawk, and Heald (2002) conducted an evaluation of educationally relevant commercial and ‘edutainment’ computer games in 12 elementary schools. They found that while playing  specific computer games students engaged in deductive reasoning, collaborative problem-solving, cooperative learning, and peer-tutoring. Teachers in the study saw several educational benefits to the use of the games, including developing students’ communicative, collaborative, and strategic-planning skills. In a similar study six different computer games were deployed in 11 secondary schools in Britain (Becta, 2001). The study reported that computer gaming promoted literacy skills development very effectively through combining high interactivity with an appealing and novel narrative context. Additionally, pupil motivation, collaboration, and task persistence were high, and there was evidence of social construction of knowledge.

There are no published studies to date on the effects of computer game strategy and enhancement of literacy Skills development in lower primary school as opposed to game play as a pedagogical activity. Giving pupils opportunities to input their own content into computer games can be a powerful motivational tool that contributes to a sense of pride and accomplishment, and facilitates learning (Gee, 2003). The primary roadblock to utilizing computer game strategy design for literacy Skills development in a lower primary school l context is the lack of expertise on the part of pupils and teachers who do not possess the complex skills required to create computer games.

The term “computer games strategy” is usually identified with the term of video game, only while playing computer games . Computer games are more widespread because they can be used for fun and for learning. Usually, they have been categorized as: Shooting games, Fighting games, Strategies, Role-playing game and Massively multiplayer online role-playing game (MMORPG)(Holzinger, 2015).

The use of computer games in learning  have strategies that helps the pupil to understand what is taught in class and these include concentration, engagement, attention, imitation, problem solving and the sense of fulfillment (Becta, 2001).

Although computer games strategy mainly provide entertainment and fun they also improve hand/eye coordination and problem-solving skills. Each game has its own strategy, action and fantasy that make each game unique and interesting. Generally, we can classify computer games into the following types: card games, board games, puzzles, maze, fighting, action, adventure, role playing, strategy, sports and simulation game (Harter & Heng-Yu 2011). However, the classification is a fuzzy concept, as many games are hybrids that fall into more than one class. For example, Doom can be classified either as a maze game or an action game, while Monopoly can be classified as a board game or strategy game. The different types of computer games are briefly described as follows: Card Games They are computerized versions of traditional card games, or games which are essentially like card games in that they are primarily card-based (such as solitaire). Examples of card games include Blackjack, Bridge, Casino, Solitaire and Video Poker. Board Games they are adaptations of classic board games. Examples of board games include Chess, Checkers, Backgammon, Scrabble and Monopoly (Moreno, 2012). Puzzles Puzzle games aim at figuring out of a solution, which often involves solving enigmas, navigation, learning how to use different tools, and the manipulating or reconfiguring of objects. Mastermind and Tetris are examples of puzzle games. Maze Maze games require the successful navigation of a maze. Mazes can be viewed in different ways. For example, they may appear in an overhead view (as in Pac-Man), or first-person perspective (as in Doom). Fighting Fighting games involve characters who fight usually hand-to-hand, in one-to-one combat situations. The fighters are usually represented as humans or animated characters. Fighting games include Street Fighter, Avengers and Body Slam (Huang Wen-Hao, 2010).

Computer games strategies directly support learning by giving pupils an opportunity to develop knowledge and cognitive skills in an emotional way, to make decisions in critical situations by solving problems, to learn by researching and to experience situational learning (Cameron & Dwyer 2015). By using computer games strategy pupils discover and develop their abilities and literacy skills, gain experience, learn and create. Games develop imagination and creativity.  Since Computer games strategies  have their meaningful context (Çankaya & Karamete 2016), learning becomes a situation contributing to the formation of a competent and confident individual. Computer Games are the best motivation for literacy Skills development and activities. Computer games  these are strategies which can be integrated into the teaching process.

Literacy is traditionally meant as the ability to read and write . The modern term’s meaning has been expanded to include the ability to use language, numbers, images, computers, and other basic means to understand, communicate, gain useful knowledge, solve mathematical problems and use the dominant symbol systems of a culture (Bonk, 2004).. The concept of literacy is expanding in all countries to include skills to access knowledge through technology and ability to assess complex contexts. A person who travels and resides in a foreign country but is unable to read or write in the language of the host country would also be regarded by the locals as being illiterate (Bonk, 2004).

The key to literacy skills development is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds (phonology), spelling patterns (orthography), word meaning (semantics), grammar (syntax) and patterns of word formation (morphology), all of which provide a necessary platform for reading fluency and comprehension (Cameron, 2015).

Over the last fourteen years (2003 to 2017), schools in Uganda have witnessed an increasing frequency rate of decline in literacy development among the in pupils especially in the lower primary school level of learning. This Problem is attributed to failure of most of the lower primary school schools in Uganda to adopt the use of computer games in the learning curriculum such that the pupils can be enhanced in literacy development (Lim, 2014).

In Uganda, Rukundo (2009) conducted a study on relationship between computer puzzle games   and learning among children in two primary schools of Ntungamo District and identified that these computer puzzle games have done much to improve on the pupil learning.

The previous studies only focused on computer puzzle games. In addition, the most previous studies focused on primary schools. This therefore necessitates a study to focus on all computer games and basically in lower primary school. Hence the need to design a study specifically to investigate the how computer games strategy and enhancement of literacy skills development among lower primary school children.

Problem Statement

According to Kebritchi, (2014) literacy skills development at lower primary school level is essential because it is the lower primary school that builds the foundation for the children. According to MoES report (2015) most of the children in Ugandan lower primary school do not know how to read, write or spell most of the words this also indicates that Ugandan children are having difficulties with their literacy skills and this therefore affects them , Ahimbisibwe, (2015, may 15^th ) indicates that in comparison with other East African countries 64 per cent of Kenyan children have good numeracy and literacy skills, Tanzania 48 per cent while Uganda lags behind with only 36 per cent of its children able to read and write well.

Most of the children in Makindye Municipality do not have the required literacy skills to enable them proceed and complete the primary cycle.  Skills they lack include the ability to spell words, letter formation and generally have little alphabetic awareness. This indicates that such children will lag behind and even when they grow up they will not be able to read and write well this affects them greatly. Burguillo, (2010). Further adds that if lower primary schools in Makindye do not adopt appropriate strategies children’s education at the lower primary school level will decline and the children will finish lower primary school with no creative mind, no concept or ordering and routine aspect. Similarly letter formation competence will take long to be achieved leading to inadequate learning. It is upon this basis that this study came out to assess how computer strategies enhance literacy skills development in lower primary school level.

Purpose

The purpose of the study was to assess how computer games strategy enhance literacy Skills development in lower primary school level in Mankindye Municipality Kampala District.

Objectives

The study was guided by the following specific objectives; to

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

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

To establish the influence of observation as a computer game strategy on literacy skills development.

Research Questions

1) What is the effect of participation as a computer games strategy on literacy skills development?

2) How does how demonstration as a computer game strategy affects literacy skills development?

3) What is the influence of observation as a computer game strategy on literacy skills development?

Significance

This study results may be beneficial to teachers, head teachers, government and researchers in the following ways.

The teachers may use the study results to get more information about the appropriate strategies they use so that they can take informed decisions in increasing learning among lower primary school child. The researcher believes that the findings may help the management of schools  in way of increasing on the understating of the children in school  such that they can excel according to the needs  a of the schools

It is hoped that head teachers and school governing bodies may use this information to identify the different games that they can use to literacy development.

The findings of the study may bring out the different games and how they can be beneficial in learning and this will help the school authorities to identify and adopt to such games.

The Education authorities at the district and central government through ministry of education and sports (MOES) may use the information in the study to properly support, the schools in the adoption of computer games in teaching. The researcher believes that the results may be beneficial to the Ministry of Education and national curriculum of education in getting ways of delivering knowledge to the young children.

Scholars and researchers may use the study results as a reference for related studies in future. The results may help the future researcher who may wish to carry out research in the same field of study and they may use the results as reference.

Scope of the study

Content scope

The study sought to assess how computer games  strategies enhances literacy skills development in lower primary school, specifically it looked and Investigated how  participation as a computer game strategy enhances literacy skills development, determining the effect of demostration as a computer games strategy on literacy skills development and assessing how observation as a computer game strategy affects literacy skills development.

Geographical scope

The study was carried out in one lower primary school which is located in Makindye Municipality Kampala Division.

Time scope

The research was conducted from February-August 2018, Data consideration period from the case study was 2014-2020 and the literature review was from 2000 -2018.

Conceptual framework

Independent Variable                                                  Dependent Variable

Intervening Variable

Figure 1: Conceptual framework

The figure above shows that computer game strategy (independent variable) affects the literacy skills development (dependent variable). This means that the different computer game strategies like observation, participation and demonstration have a bigger effect on the literacy development like reading, letter formation, ordering of letters among others. However for this relationship to work it depends on the age of the children, skills and knowledge of the teacher and level of attitude and perception of the children.

CHAPTER TWO

LITERATURE REVIEW

Introduction

This chapter presented the review of literature; the chapter is arranged into three sections, the theoretical review, actual literature according to the study objectives and summary to the reviewed literature. The literature was reviewed from both published and unpublished documents which are both in electronic and non-electronic form.

Theoretical review

Emergent Literacy Theory

The Emergent Literacy Theory states that there are levels of literacy behaviours which children acquire before they formally get into classroom which facilitates the acquisition of reading and writing skills at a conventional level. Emergent literacy theorists believe that literacy development starts in the maternity ward and is continuous and ongoing. This early literacy development provides educators with instructional guidance to promote early literacy growth among their pupil’s (Din, & Calao 2010. Theorists believe that children’s development in the areas of listening, speaking, reading, and writing are all interrelated. In other ways, Emergent Literacy Theorists believe that children’s listening, speaking, reading, and writing skills begin at birth, it also emphasizes the importance of a literacy rich home environment. Components of a literacy rich home environment include; having large number of books available in the home, Newspapers and Magazines, Parents read a variety of materials and Reading is associated with pleasure, Parents frequently read to children (Harter & Heng 2011).

Marie Clay’s studies on emergent literacy indicated that children know a great deal about reading and writing before they come to school, and they are able to experiment with and apply their knowledge in various ways. Reading readiness seemed to be an inaccurate term, since Clay’s research showed that there was not a specific sequence of skills children needed to master prior to reading and writing. The children she studied seemed instead to “emerge” into literacy—with writing, reading, and oral language abilities developing together Karakus T., (2012).

Emergent literacy was recently defined as “the view that literacy learning begins at birth and is encouraged through participation with adults in meaningful activities; these literacy behaviors change and eventually become conventional over time” (Lopez-Morteo & Lopez 2014). From a very young age, children who are exposed to oral and written language gradually gain control over the forms of literacy. Print-related knowledge develops similarly to the way children learn oral language. When children are actively engaged with interesting and meaningful reading and writing experiences, they develop literacy knowledge early in their lives (Mitchell, & Savill-Smith 2004).

Different types of computer games

According to Klopfer, et al., (2009) following are the different computer games that schools can adopt to enhance the literacy skills developed of the children in lower primary.

Empirical Literature review

Participation is a computer game strategy and it has affected ordering of letters skills at the lower primary school level of education in the following;

Participation as computer game strategy provides an opportunity to the pupil to learn through their own contribution, and through the contribution of their fellow pupils. Through discussion, the pupil can gain practice in thinking through problems, organizing concepts, formulating arguments, testing their ideas in a public setting, evaluating the evidence for their own and others’ positions, and responding thoroughly to critical and diverse points of view(Bonk, & Dennen, 2004). Ewens (2010) suggests that compared to traditional lecture style teaching, encouraging classroom participation promotes a higher level of reflective thinking, and problem solving, including application, analysis, synthesis, and evaluation, and that information learned through discussion, is generally retained better than information learned through lecture. For example, participation has been found to significantly influence critical thinking skills, problem solving skills, and increased pupil motivation. pupils who are active participants have been shown to retain more information after the end of the course, and perceive more satisfaction with the course as opposed to pupils  who do not participate (Bonk, & Dennen, 2004).

Scholars have also argued convincingly that the exchange of ideas within the classroom is essential to pupil’s learning. Classroom participation is very important for pupil’s learning, because they 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 pupils involvement, and ultimately, enhance pupils’ learning. Classroom participation has been suggested to facilitate pupils 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 (Çankaya, 2016).

There are so many benefits of classroom participation as a result of computer game for children in the classroom. Classroom participation can help pupils to perform better in school. According to Burguillo, (2010), higher levels of classroom participation also tended to score slightly higher on personality traits of openness and consciousness. 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. Din, (2010), identified that when pupils see that their participation is being graded regularly and consistently, they adjust their study habits accordingly to be prepared for active participation. pupils’ enthusiasm, involvement, and willingness to participate affect the quality of class discussion as an opportunity for learning.

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 each pupil and 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(Castells, 2000).

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 a pupil to  ask questions concerning how he or she can be able to order the letters and hence making the pupil to obtain literacy skills (Huang Wen-Hao, 2010).

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 (Karakus 2012).

2.4 How demonstration as a computer game strategy affect literacy skills development.

Demonstration is a computer game strategy and it has affected ordering of letters skills among the lower primary school level in the following ways;

Demonstration as compeer game strategy can help to ensure attention among the children. When the demonstration is taking place by the computer, the pupil will make sure that is attentive to maters whatever step the computer is following in the formation of letters. This is because the pupil will be sure that in case he or she missed one step, he or she will not be able to form   letter  shapes . This therefore will make the pupil more attentive and hence improving on their ability of learning how to form letters (Castells, 2000).

Demonstration as a computer game strategy builds confidence in the child, in most cases the pupil might not be confidence in him or herself that he or she can be able to form a letters. However when the pupil sees 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(Lankshear & Knobel, 2006).

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 be 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 (Lee, 2015).

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 herself 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 (Mitchell, 2004).

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 (Lee, 2015).

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.  The pupil will keeping analyzing the formed letters and he or she will ensure that at the end of the demonstration, the pupil will be able to have the best results  and also to learn more on how to form a letter without a mistake(Lim, 2014).

Demonstration is important as comport game strategy in that it will make the pupil to master the steps followed in the formation of letters,. There are many steps that are supposed to be followed in formation letter and if the pupil is demonstrated on these step, the pupil will be able to learn each and very strep. This will therefore help to make the pupil not forget the different critical steps and this will be the best way of learning how to form different letters (Lopez-Morteo, 2014).

Demonstration   by use of computers is the quickest way of learning forming letters, unlike other methods of teaching the pupil to form letters, when the pupil is demonstrated by the computer on the steps that he or she is supposed to follow in formation of letters. The pupil will be able to learn in the shortest period of time in case of the interest that the pupil will have from viewing the demonstration from the computers (Cameron, 2015).

Demonstration provides opportunities for the children to practice his or her idea in the formation of letters by taking the time to copy from the demonstration taking place. The idea is to help the pupil feel more comfortable talking with one person so, in time, he will feel more confident speaking up whatever is not understanding. Find a few minutes every so often to talk with him about his favorite activities and interests. Or speak with him when he is doing an art project or a writing assignment. Ask questions, so he can explain what he is doing, but be sure the questions are non-threatening (Becta, 2001).

2.4 Influence of observation as computer game strategy on literacy skills development

Observation is a computer game strategy and it has affected the reading skills of children at the lower primary school level in the following ways;

According to (Ping Lim, 2015) observation enhances better understanding among the children in the learning this is because the children are able to view and have a good knowledge regarding what is going in the class room.

Papastergiou, (2010) contends that observation as computer game strategy has helped or enhanced reading in lower primary school through developing auditory perceptual skills such as auditory detection, discrimination, recognition, sequencing, and memory.

When the children observe they learn numerous skills to allow 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 re patterning how the ear responds to surrounding sounds.

Using computer games strategy children in a group are at different skill levels and make progress or learn new skills at different rates therefore its easier for them to observe and then make their own conclusions. Hoskins and Stoltz (2015) indicate that through observation children are able to share ideas and this develops their understanding of a specific topic which helps in developing their literacy skills in a specific area of study.

The ability to have different variation in the computer games strategy enhances the children to be able to observe the key activities in the computer games this enhances literacy skills development among the children. When the computer games is designed in a way that demonstrates variation of a given subject the children can easily observe the variation figures thereby enhancing literacy skills development among the children.

Some of the computer games contain repetitive tasks that interest the children and are able to observe the computer games this enhances literacy skills development.  This can be done with observing activities that exercise the specific weaknesses over a long period of time.

Observation as a computer games strategy enhances learning skills since when the children start to learn they are able to understand what is going on through observation. This enhances reading and learning skills among the children there by leading to enhancement of literacy skills development.

Observations as a computer game strategy in enhancing reading become extremely important when the pupil enters a learning environment such as a preschool. They are equally important to their social development as they attend and imitate in conversations. Through observation of the computer games children are able to learn and understand what is performed by the computer games more to that through observation children are able to learn and develop their literacy skills.

A lower primary one pupil also enjoys listening to music, songs, and stories. Some pupils enjoy music but can’t listen to conversation for long periods of time. Other pupils can listen and attend only as long as a visual picture is also present like the television. Each of these pupils have different listening skills, some of which can have a negative response in a school environment. However observation can help a pupil to understand what is important and be able to engage in the activity after the observation exercise (Cameron, 2015).

Bonk, (2004) notes that observation is important in ensuring that the pupil gets reading skills. However, for the lower primary pupil observation is essential in helping a pupil develop and reach their fullest potential.  Through observations pupil learn to make decisions that help to develop his or her knowledge and be able to be a better learner.  If the pupil finds out that decision can be made without any obstacle, he  or she will learn that if there is a need to make a decision, he or she will be able to decide and this will enable observation to be carried out.

pupil 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 (McFarlane, 2012).

McFarlane, (2012) further notes that pupils 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.

Observation is vital in building a child’s cognitive, behavioral and affective aspects this is because when the children observe their also imitate and this drives their skills and knowledge. 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(Lopez-Morteo, 2014).

If pupilis struggling with his or her attention skills, a few signals could arise. He or she could have issues with following directions, having conversations with others or learning new words. He or she could also struggle with basic lower primary school concepts, like sounding or learning different letters. Many pupils out grow these problems over time, as they begin imitating better once they realize that they do not know these things. In other pupils, however, intervention from a language specialist might become necessary(Becta, (2001).

According to (Kebritchi, 2014) observation gives a chance for the pupil to improve on the skills of paying attention , listening, vocabulary, grammar and reading ability. If the pupil is not getting some think from an example or from the imitator, he or she might struggle to pick up on mistakes he or she is making with his or her  speech, since  will not hear what others have to say. Reading skills can also suffer if the pupil does not have adequate listening skills, since he might not pay attention to the words when someone else is reading .

When the pupil begins 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 observation (Kiili, 2007).

observation can be used to develop important speaking skills. In many professional contexts, people need to be able to speak up in a group. They may need to offer information, ask questions, or argue for a different solution. People don’t learn to speak up in a group by reading about how to do it’s one of those skills best developed with practice. And it’s one of those skills that develop better with feedback. If imitation is being used to teach children this public communication skill, they will need feedback (Huang Wen-Hao, 2010).

Albert Bandura, one of the pioneers of observational learning, notes that learning can take place by imitating or hearing about other people’s actions. For example, if a pupil sees his brother get high marks and is rewarded, the pupil would then strive for a better grade to get an incentive. This is how children draw from the behavior modeled by various people, be it family members, friends or television characters; in turn, they develop a unique pattern of behavioral responses and expectancies. Hence, they need to improve their capacity to listen carefully and focus on the task at hand(Karakus, 2012).

Children who are focused on observation and understanding subject matter grasp the content more clearly and easily. Children who are active listeners can incorporate the things they hear faster in their framework of knowledge than a more passive counterpart. These children may also exhibit better concentration and memory. Alert and observant children thus have a higher chance of good grades and outstanding comprehension of lessons and also learning how to read (Karakus, 2012)

Conclusion

In conclusion it is vital that schools adopt the use of computer video games in their teaching curriculum. According to literature from the different authors above, the video games have played a very big role in the literacy skills development among the lower primary school children through helping apupilto participate in the learning, thepupilcan imitate what the computer is doing and also the computer can demonstrate to thepupilwhat to do. However there are some gaps that the above authors left out that needs to filled like on how best schools can use computer games to achieve the best literacy skills among the lower primary school. The above literature was compared with the findings that were got after data collection exercise and a conclusion was drawn on the purpose of the study.

CHAPTER THREE

METHODOLOGY

Introduction

This chapter presented the approaches and techniques the researcher used to collect data and investigate the research problem. The arrangement of the chapter was as follows: research design, study population, sample size, data collection methods, data collection instruments, data quality control, data analysis and measurement of variables.

Research design

The study used experimental research design. This included the adoption of Solomon Four Group Design research method that included the creation of two groups in the school and the experiment was carried out.

Study population

A population is the aggregate or totality of objects or individuals having one or more characteristics in common that are of interest to the researcher and where inferences are to be made, Amin (2005). For Sekeran(2003), it is the abstract of a large group of many cases from which a researcher draws a sample and to which results from a sample are generalized. The study consisted of a population of 80 pupils and these were from one school and this included only pupils from primary one  lower primary school.

Sample size

The study was drawn based on a sample size of 66. The sample size was selected based on the sample size table by Krejcie and Morgan (1970 pp. 607-610). Assert that where a total population is 80, a sample size 66 is sufficient.

Sampling procedures and techniques

Simple Random Sampling

The researcher used probability (simple random sampling) because of the nature of study, which required getting particular information from the respondents. Best and Khan (2003) explain that this type of technique ensured that all the elements in the population had equal chances of being selected. Before applying simple random sampling, the researcher constructed a sample frame with all the elements and then randomly select the sample using simple random sampling.

Data Collection Methods

Both primary and secondary data which is both qualitative and quantitative will be obtained for the particular study.

Primary Data

Primary data was got through test questions given to pupils in lower primary one class. This enabled the researcher to get answers that relate to the questions asked; therefore the information got was in line to the study.

Secondary Data

In the secondary analysis of qualitative data, good documentation cannot be underestimated as it provides necessary background and much needed context both of which make re-use a more worthwhile and systematic endeavor. Secondary data was obtained through the use of published and unpublished documents. Various publications, past dissertation and reports, magazines and newspapers reports, historical documents and other sources of published information will be reviewed by the researcher. According to Amin (2005) secondary data can be helpful in the research design of subsequent primary research and can provide a baseline with which the collected primary data results can be compared to other methods.

Data Collection Instruments.

The study was experimental in nature and the researcher used Test Questions to collect data.

The researcher supplied test questions to the pupils to get an insight into study questions. This helped in getting a deeper understanding of the study topic.

Data quality control of instruments

The data collection tools was pre-tested on a smaller number of respondents from each category of the population to ensure that the test questions are accurate and bring out the required information from the respondents.

Validity

Validity is defined as the extent to which results can be accurately interpreted and generalized to other populations (Oso & Onen, 2008).

Validity is the extent to which an instrument like an interview guide, Test questions or questionnaire measures the intention of the researcher.

Validity was tested using content validity index which involved judges scoring the relevancy of the questions in the instruments in relation to the study variables.

The formula for Content Validity Index was;

CVI =

Where CVI = content validity

n= number of items indicated relevant.

N = total no. of items in the instrument

Content validity index

C         =

Content Validity Index = 0.918919

The content validity index was 0.918919, therefore the instrument was deemed valid since the Content validity index is more than 0.7 or 70%.

The researcher gave the instruments to the two experts who made an assessment of whether what the researcher is trying to bring out actually does come out. The instrument was then to be tried out on selected individuals of the same characteristics as those that was in the study to assist in identifying deficiencies in the instruments such as insufficient space to write responses, wrong numbering, vague questions, (Mugenda & Mugenda, 1999).The variables should have a CVI of above 0.70 or 70% as the recommended value for the instruments to be considered relevant (Amin, 2005).The researcher analyzed the data collected and where need arose, the instrument was re-adjusted and re-design to improve reliability and validity.

Reliability

Crobach’s coefficient alpha (a) as recommended by Amin, (2005, P.302) was used to test the reliability of the research instrument. The instrument was deemed reliable at 0.7 and above was obtained and therefore, it was adopted for use in the data collection.

Formula for reliability was

=       ( )

Where  = alpha reliability co efficiency.

K=Number of items included in the questionnaire

= sum of variance of individual items

= variance of all items in the instrument.

To ensure credibility and trust worthiness of quantitative data the researcher ensured that only the pupils in primary one were given the test questions.

The coefficient ranges between a=0.00 for no reliability, a =1.00 for perfect reliability. The closer alpha gets to 1.0 the better. If the study findings result to Cronbanch’s Alpha of 0.7 and above, this will signify that research instrument is good enough for the study. According to Amin (2005), all the measurements in the instrument that show adequate levels of internal consistency of cronbach’s alpha of 0.7 and above are accepted as reliable. On finding out the Chronbach value obtained was 0.83, and then the researcher took the reliability as reliable for use in data collection.

Data Analysis Techniques

Data was analysed both qualitatively and quantitatively.

Quantitative Data Analysis

Data was sorted using the Statistical Package for Social Scientists (SPSS) method. The researcher employed univariate analysis techniques in analyzing his data. Univariate analysis is the simplest form of quantitative (statistical) analysis. The analysis is carried out with the description of a single variable in terms of the applicable unit of analysis. Univariate analysis is commonly used in the first, descriptive stages of research, before being supplemented by more advanced, inferential bivariate or multivariate analysis. In addition to frequency distribution, univariate analysis commonly involves reporting measures of central tendency (location). In summary the researcher will apply the Pearson correlation coefficient test (to test the degree of relationship between the study variables. The researcher also analyzed the raw data using regression analysis. The background variable was analyzed using both the two-way and one way analysis of variance.

Qualitative Data Analysis

Qualitative data was analyzed using both thematic analysis and content analysis. Content analysis involved coding the data and later processing it. This is because the two approaches complement each other since the theme emerges from the researcher and the description summaries from the responses.

Ethical Considerations

There are several reasons why it is important to adhere to ethical norms in research. First, norms promote the aims of research, such as knowledge, truth, and avoidance of error. For example, prohibitions against fabricating, falsifying, or misrepresenting research data promote the truth and avoid error. Second, since research often involves a great deal of cooperation and coordination among many different people in different disciplines and institutions, ethical standards promote the values that are essential to collaborative work, such as trust, accountability, mutual respect, and fairness. In order to promote ethics in the proposed study, respondent’s names were withheld to ensure anonymity and confidentiality in terms of any future prospects. In order to avoid bias, the researcher will interview the respondents one after the other and ensured that she informs them about the nature and extent of her study and on the other hand she gave them reasons as to why is interviewing them.

Limitations of the Study

The researcher encountered the following challenges;

The researcher faced a challenge of organizing the lower primary children to be considered in the study. The cost of acquiring the different computer games was high and this was solved by down loading the computer games by the researcher.

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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Questions for the primary pupils on phonemic awareness, alphabetic principles and comprehension.

QUESTIONS ON PHONEMIC AWARENESS

Separate these words in to different sounds.

1) book                                    …………..………………

2) cat                           ……………..…………

3) cow                         ………… ….……………

4) dog                          ……………..……………

5) goat                         …………….…………….

6) sheep                       ……………..………….

7) bible                                    ……………..………….……

8) girl                           …………….……………

9) boy                          …………….…………

10) car                         …………….…………….

QUESTIONS ON ALPHABETIC PRINCIPLES

Fill in missing letters

1) h ……n

2) b …. ok

3) c….p

4) c…….w

5) c……t

Write the correct word.

n e p  ……………………………………

cwo  ……………………………………

kboo ……………………………

Arrange the words in order

xywz ………………………………..

dcab ………………………………..

kihj……………………………………

qonmp………………………………

QUESTIONS ON COMPREHENSION

Give the opposite of the following.

good ………………………………..

fat…………………………………….

short……………………………………

girl…………………………………..

father……………………………..

Give the plural form of the following.

book…………………………………………………….

pen………………………………………………………..

mat……………………………………………………….

computer……………………………………………..

pencil………………………………………………….

Give singular form of the following;

cows…………………………………….

towns …………………………………….

cities …………………………………….

sheep……………………………………..

plates ………………………………………

Morgan table of sample size