Perceived influence of video games on the academic achievement and social interactions of pupils in selected primary schools in Lagos State.

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dc.contributor.authorOmotuyole, C.O.
dc.contributor.authorOlowe, P.
dc.date.accessioned2022-01-25T10:25:19Z
dc.date.available2022-01-25T10:25:19Z
dc.date.issued2019
dc.descriptionScholarly Articlesen_US
dc.description.abstractThis study investigated the perceived influence of video games on the academic achievement and social interaction of primary school pupils in Lagos State. A descriptive survey method was used for this study. The sample for the study comprised 120 respondents who were made up of 40 teachers and 80 pupils from eight primary schools (4 public primary schools and 4 private primary schools) in Shomolu Local Government Area of Lagos State. These schools were selected using the stratified sampling technique. Through the simple random sampling technique, 10 primary five pupils were selected each from both the public and private schools while five (5) teachers each were also selected randomly from all these schools. The instruments used for the study were expert validated questionnaires named “Influence of Games on the Academic Achievement and Social Interaction of Pupils' Questionnaire (IGAASIPQ)” and “Participation in Games Questionnaire (PIGQ)”. The internal consistency of the instruments following a pilot study stood at .68 for IGAASIPQ and .69 for PIGQ. The participants were given a copy of the questionnaire to tick the level at which they agreed or disagreed with the items on the instrument. One hundred and eleven (111) out of One hundred and twenty (120) questionnaires that were administered were returned and retrieved and used for analysis. Percentages were used to analyzed the demographic data while t-test correlation coefficient was used to test all the hypotheses at .05 level of significance. The first hypothesis which stated that there is no significant difference between the academic achievement of pupils who were exposed to games and those who were not and the second hypothesis which stated that there is no significant difference between the social interaction of pupils who were exposed to games and those who were not were rejected while the alternate hypotheses were accepted.en_US
dc.identifier.citationOmotuyole, C. & Olowe, P. (2019). Perceived influence of video games on the academic achievement and social interactions of pupils in selected primary schools in Lagos State. A publication of International Journal Series: International Institute for Policy Review and Development Strategies (IIPRDS), 185- 195.en_US
dc.identifier.issn2315-8425
dc.identifier.issn2354-1660
dc.identifier.urihttp://www.internationalpolicybrief.org/images/2019/JUNE/ESJPRCD/ARTICLE16.pdf
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/10753
dc.language.isoenen_US
dc.publisherInternational Journal Series: International Institute for Policy Review and Development Strategies (IIPRDS),en_US
dc.relation.ispartofseriesEducation & Science Journal of Policy Review and Curriculum Development;9(2)
dc.subjectVideo gamesen_US
dc.subjectAcademic achievementen_US
dc.subjectSocial interactionsen_US
dc.subjectPupilsen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titlePerceived influence of video games on the academic achievement and social interactions of pupils in selected primary schools in Lagos State.en_US
dc.typeArticleen_US
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