The effect of computer-based instructional games in teaching subject verb agreement

• Main Author: Shahruddin, Noor Shareeza Azzura
• Format: Thesis
• Language: English
• Published: 2014
• Subjects: LB Theory and practice of education
• Online Access: http://eprints.utm.my/id/eprint/48643/1/NoorShareezaAzzuraShahruddinMFP2014.pdf; http://eprints.utm.my/id/eprint/48643/; http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:79367?queryType=vitalDismax&query=The+effect+of+computer-based+instructional+games+in+teaching+subject+verb+agreement&public=true

The purpose of this research is to investigate the effect of using instructional video games in terms of students’ attitude and meaningful learning process when using instructional games to learn how to follow the Subject Verb Agreement (SVA) rules, to study the effect to their academic achievement, and to find out the relationship with students’ attitude and meaningful learning with academic achievement. Therefore, a total of thirty students of Year 3 from a primary school in Kluang were selected as respondents. The instruments used in this research are questionnaire and a set of instructional video games. The items in questionnaire are related to investigate about students’ attitude and meaningful learning process towards learning using video games. A pilot test was carried out to six respondents from different year 3 classes from the school with Cronbach’s Alpha Reliability Coefficient value at 0.869 which is a high level of reliability. Results obtained from the questionnaire support the proof that instructional video games does have positive effect towards students’ attitude and meaningful learning process. The same set of evaluation test were used in pre and post test give the results obtained from Paired Samples t-Test (M=38.9, SD=12.8, t(29)= -16.33, p < 0.05) shows that the results was significant which suggest that when students play instructional video games, the marks they get increases. But, when it comes to Spearman’s Correlation between attitude and meaningful learning with the academic achievement, the results show that there are positive weak correlation for attitude and negative weak correlation for meaningful learning.