Research proposal writers

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.