Smart Slate Game and Students Academic Performance in Educational Technology, University of Calabar, Nigeria
DOI:
https://doi.org/10.47941/jep.758Keywords:
Utilization, Smart Slate Game Technology, Educational Technology, Students' Performance in University of CalabarAbstract
The study examined the effect Utilization of Smart Slate Game (SSG) on year two students' academic performance in Educational Technology in the University of Calabar, Nigeria. Two purpose of the study and two null hypotheses were formulated to guide the study, Quasi-experimental research design using pre-test posttest non-randomized control group design was adopted for the study. The population is made up of all Educational Technology students in the University of Calabar. A sample of 131 year two students of educational technology comprising of 66 students (26 males and 40 males) in the experimental group and 65 students (28 males and 37 females) in the control group were purposively sampled for the study. The Smart Slate Game and Educational Technology Performance Test (ETPT) were the instruments used for data collection. The results of the study were analyzed using Analysis of Covariance (ANCOVA). The results revealed that there is a significant difference in academic performance of educational technology students taught with smart slate game and those taught using expository method, there was also a significant difference in performance between male and female students taught using the Smart Slate Game, there was no significant difference in cognitive abilities of Educational Technology students when using Smart Slate Game. It was therefore recommended smart slate game technology should be used always to promote students academic performance in educational technology and that teachers should effectively design their lesson plans with Smart Slate Game to foster group task and have fun while learning.
Downloads
References
McClarty, R. L. (2012). A literature review of Gaming in Education: Gaming in Education, 1 -35.
De Smale S. (2015). The effect of simulations and games on learning objectives in Tertiary Education; A systematic review. Springer International Publishing Switzerland, pp. 506-516. Dol: 1010007/978- 319-4021-1-55.
Ritu, G. P. (2013). Gaming industry, social responsibility and academia. Casino and Gaming International 3(3):97-103
Ke, F & Grabowski, B (2006). Game playing for Maths learning: Cooperative or not. British Journal of Educational Technology, 38(2); 249-259.
Hirumi, M. & Bai, H (2010). The effects of modern mathematic computer games on mathematics achievement and class motivation. Computer & Education, 55(2); 427-443.
Von, N, Meijden, V. H & Denssen (2011). Effects of constructing versus playing an educational game on student anowtach and deep learning strategy use. Computers & Education, 56(1): 127-137.
Oluwatayo, J.A. (2011). Self-concept and performance of secondary school students in mathematics. Journal of educational and developmental psychology, 1(1),1-10.
Anand, V. (2007). A study of time management: The correlation between video game usage and academic performance markers. Cyber Psychology & Behaviour, 10(4), 552-559.
Smyth, J. M. (2007). Beyond self-selection in video game-play: An experimental Examination of the consequences of massively multiplayer online role-playing game play. Cyberpsychological & Behaviour, 10: 717-721.
Skoric, M. M, Teo, L. L, Neo & R. L (2009). Children and video games: addiction, engagement, and scholastic achievement. Cyber psychological behaviour, 12(5): 567-572.
Anderson, C. A. & Dill-Shackleford, K. E. (2007). Video Games and Aggressive Thoughts, Feelings and Behaviour in the Laboratory and in Life. Journal of Personality and Social Psychology. 78(4):772-90.
Wack, E & Tantleff-Dunn, S. (2009). Relationships between Electronic Game Play, Obesity and Psychological Functioning in Young Men. Cyber Psychology & Behavoiur, 12, 241-244.
Jackson ,L.A., Alexander, V. E, Witt, E & Yong Zhao (2008). A longitudinal study of the effects of internet use and video game playing on academic performance and roles of gender, race and income in these relationships. Computer in Human Behavior, 27(1): 228-239.Chandra, R (2015). Classroom Management for effective teaching. International Journal of Education and Psychological Research, 4(4):13-15.
Wood, R.T.A,. Griffiths, M. D., Parke, J. & Parke, A. (2007). Gaming research and best practice: Gaming industry, social responsibility and academia. Casino and Gaming International 3(3): 97-103
Williams, E. L. (2006). The automaticity of social life. Current directions in psychological science 15(1):1-4.
Effiong, A. A. & Ekpo, E. O. (2016). Interactive effect of PowerPoint instructional package and academic performance of educational technology students in the University of Calabar. Equatorial of Education and Curriculum Studies, 1(2):1-12
Ukwetang, J. O, Nja, C. O, Eneyo, E, Ambe, B. A. & Etta, A. B. (2021). Usage of Information Communication Technology (ICT) and Academic Performance of Students in Tourism in Selected Secondary Schools in Calabar Municipality in Cross River State, Nigeria. European Journal of Social Sciences, 62(3):79-88.
Okworo, G. S. & Effiong, A.A. (2020). Use of Teachers made YouTube Instructional Video Package and Students Performance in Educational Technology in University of Calabar. COVID-19 Pandemic: The pendulum of reconstruction of instructional system in Nigeria.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist 38(1):43-52.
Walberg, H. J. (1981). Educational productivity; theory, evidence and prospects. Australian Journal of Education. https://doi.org/10.1177/000494418202600202.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
