QUEZONIAN EDUCATIONAL COLLEGE, INC.

EDUCATION DEPARTMENT _____________________________________________________________

THE EFFECT OF COMPUTER GAMES IN THE

ACADEMIC PERFORMANCE OF GRADE IV PUPILS IN OUR LADY OF THE ANGELS ACADEMY SCHOOL YEAR 2010-2011

MAYETH GALERA RESEARCHER

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EDUCATION DEPARTMENT _____________________________________________________________

CHAPTER I PROBLEM AND ITS SETTING

This chapter presents the introduction, background of the study, statements of the problem, significance of the study, scope and delimitation and the definition of terms.

INTRODUCTION
It was not along ago when computers were very big and most people could not afford to buy one. Over the years, computers have not only gotten smaller, but also less expensive and more powerful. Today, many people can afford to buy their own computer. You can see a computer in use almost everywhere.1 Computer is an electronic machine used to process data. It changes data into useful information. It is controlled by commands or instructions. These commands or instructions teel it what to do. Computers come in different shapes and sizes and they serve many purposes. They range from the tiny computers built into appliances and cars the large mainframe computers used to run big businesses. This device or computer program that provides entertainment by challenging a person's eye-hand coordination or mental abilities. Made possible by the development of the microprocessor, electronic games are marketed in various formats, such as hand-held one-player models, cartridges or compact discs that are inserted in modules attached to television sets, computer programs run on personal or network computers, and freestanding arcade versions. Most of their appeal comes from the computer program that synchronizes flashing lights and a variety of sounds with the movielike animated action portrayed on a graphic display.2 Computers can be programmed to perform different tasks. This nakes computers more vertile than simple calculators. They can do more jobs quickly than an ordinary worker can and with greater accuracy. They can store tremendous amounts of data, which can be located and retrieved efficiently. They are more reliable because they can function twenty-four hours a day the whole year round. Computers do not get bored doing same thing over and over again. Computers are created, operated and instructed by people. They need instructions to run, and they can do only the things for which they are design. Computers are also replaced easily because they can become obsolete due to fats technology.3

Esteban, Clifford P. 2010. The Amazing World of Computers. Quezon City, Philippines: PHOENIX Publishing House, Inc. Pgs.1-.6 http://education.yahoo.com/reference/encyclopedia/entry/electroG 3 Esteban, Clifford P. 2010. The Amazing World of Computers. Quezon City, Philippines: PHOENIX Publishing House, Inc. Pg.7
2

QUEZONIAN EDUCATIONAL COLLEGE, INC.

EDUCATION DEPARTMENT _____________________________________________________________

STATEMENT OF THE PROBLEM

This study aims to know the effect of computer games among the grade IV pupils in Our Lady of the Angels Academy (OLAA) during the school year 2011-2012. Specifically, this seeks to answer the following questions: 1. What is the level of the Grade IV pupils computer game experience? 2. Wha is the level of the Grade IV pupils in academic performance? \3. Is there a significant relationship between the computer game experice of the Grade IV pupils and their academic performance?

SIGNIFICANCE OF THE STUDY

The result of the study was very important not only for the researcher and pupils but also to the teachers and the school itself, because of their help and guidance to the pupils needs and weakness in the affect of computer games. With this research, we are able to identify what is needed to know the effectiveness of computer games. It also triggered their interests to spend more time in playing computer games and realize how it affect their grades in school.

SCOPE AND DELIMITATION

This study involved Grade IV pupils of Our Lady of the Angels Academy during the academic year 2010-2011. The students were composed of twenty-two (22) Pupils. All of them will assure that they can affect in computer games.

CONCEPTUAL FRAMEWORK
A computer is a programmable machine designed to sequentially and automatically carry out a sequence of arithmetic or logical operations. The particular sequence of operations can be changed readily, allowing the computer to solve more than one kind of problem. Conventionally a computer consists of some form of memory for data storage, at least one element that carries out arithmetic and logic operations, and a sequencing and control element that can change the order of operations based on the information that is stored. Peripheral devices allow information to be entered from an external source, and allow the results of operations to be sent out.

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EDUCATION DEPARTMENT _____________________________________________________________
A computer's processing unit executes series of instructions that make it read, manipulate and then store data. Conditional instructions change the sequence of instructions as a function of the current state of the machine or its environment. The first electronic computers were developed in the mid-20th century (19401945). Originally, they were the size of a large room, consuming as much power as several hundred modern personal computers (PCs). Modern computers based on integrated circuits are millions to billions of times more capable than the early machines, and occupy a fraction of the space. Simple computers are small enough to fit into mobile devices, and mobile computers can be powered by small batteries. Personal computers in their various forms are icons of the Information Age and are what most people think of as "computers". However, the embedded computers found in many devices from mp3 players to fighter aircraft and from toys to industrial robots are the most numerous.4

RESEARCH PARADIGM
Independent Variables ` Grade IV Pupils of Our Lady of Angels Academy y The Effect of Computer Games Dependent Variables

Figure 1 shows that the Independent variables which is the Grade V pupils of Our Lady of Angels Academy and the Dependent variables which is the effect of computer games

DEFINITIONS OF TERMS
To make this study more understand for the readers and to avoid confusion for this research to work. The following terms were defined. Computer is an electronic machine used to process data. It changes data into useful information. It is controlled by commands or instructions. A computer is a programmable machine designed to sequentially and automatically carry out a sequence of arithmetic or logical operations

http://en.wikipedia.org/wiki/Computer

QUEZONIAN EDUCATIONAL COLLEGE, INC.

EDUCATION DEPARTMENT _____________________________________________________________

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE
In today's world, many children play video games on a regular basis. The habit of playing video games at home can have positive and negative effects on a child in an academic environment. When parents limit the amount of video play, there may be fewer detriments to playing them. Additionally, the time of day and the type of video game may influence how video games affect children in an academic environment.5 Some research suggests that playing video games may affect some children's physical functioning. Effects range from triggering epileptic seizures to causing heart rate and blood pressure changes. Serious adverse physical effects, however, are transient or limited to a small number of players. Research has also identified benefits associated with creative and prosocial uses of video games, as in physical rehabilitation and oncology (Funk, 1993). Proponents of video games suggest that they may be a friendly way of introducing children to computers, and may increase children's hand-eye coordination and attention to detail. 6 Some adults believe that video games offer benefits over the passive medium of television. Among mental health professionals, there are those who maintain that in playing video games, certain children can develop a sense of proficiency which they might not otherwise achieve. However, other authorities speculate that performing violent actions in video games may be more conducive to children's aggression than passively watching violent acts on television. According to this view, the more children practice violence acts, the more likely they are to perform violent acts (Clark, 1993)7 Another problem seen by critics of video games is that the games stress autonomous action rather than cooperation. A common game scenario is that of an anonymous character performing an aggressive act against an anonymous enemy. One study (Provenzo, 1992) found that each of the top 10 Nintendo video games was based on a theme of an autonomous individual working alone against an evil force. The world of video games has little sense of community and few team players. Also, most video games do not allow play by more than one player at a time.8

5 Academic Effects of Video Game Playing on Children | eHow.com http://www.ehow.com/list_5978844_academic-video-game-playingchildren.html#ixzz1TaiKzqAn 6 Funk, J.B. (1993). Reevaluating the Impact of Video Games. Clinical Pediatrics 32 (2, Feb): 86-90. PS 521 243. 7 Clark, C.S. (1993). TV Violence. CQ Rrsearcher 3(12, Mar26): 167-187. 8 Provenzo, E.F., Jr. (1992). The Video Generation. American School Board Journal 179(3, Mar): 29-32. EJ 441 136.

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RELATED STUDIES
The most widely used "positive" impact video games are said to have on children is that they may improve a player's manual dexterity and computer literacy. Ever-improving technology also provides players with better graphics that give a more "realistic" virtual playing experience. This quality makes the video game industry a powerful force in many adolescent lives. However, numerous studies show that video games, especially ones with violent content, make teens more aggressive. Part of the increase in aggressive behavior is linked to the amount of time children are allowed to play video games. In one study by Walsh (2000), a majority of teens admitted that their parents do not impose a time limit on the number of hours they are allowed to play video games. The study also showed that most parents are unaware of the content or the Entertainment Software Rating Board (ESRB) rating (see below) of the video games their children play.9 In another study conducted by Gentile, Lynch, Linder & Walsh (2004, p.6) "adolescent girls played video games for an average of 5 hours a week, whereas boys averaged 13 hours a week".10 Gentile & Anderson (2003) state that playing video games may increase aggressive behavior because violent acts are continually repeated throughout the video game. This method of repetition has long been considered an effective teaching method in reinforcing learning patterns. 11 Video games also encourage players to identify with and role play their favorite characters. This is referred to as a "first-person" video game because players are able to make decisions affecting the actions of the character they are imitating. After a limited amount of time playing a violent video game, a player can "automatically prime aggressive thoughts". The researchers concluded that players who had prior experience playing violent video games responded with an increased level of aggression when they encountered confrontation (Bushman & Anderson, 2002).12

9 Walsh, D. (2000). Interactive violence and children: Testimony submitted to the Committee on Commerce, Science, and Transportation, United States Senate. (March 21, 2000.) 10 Gentile, D. A., Lynch, P., Linder, J. & Walsh, D. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27, 5-22. 11 11 Gentile, D. A. & Anderson, C. A. (2003). Violent video games: The newest media violence hazard. In D. A. Gentile (Ed.), Media violence and children. Westport, CT: Praeger Publishing. 12 ushman, B. & Anderson, C. (2002). Violent Video Games and Hostile Expectations: A Test of the General Aggression Model. Personality and Social Psychology Bulletin, 28, 1679-1686.