Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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Purpose of StudyThe purpose of this study was to explore the relationship of computer gaming with theacademic performance of middle school students. In particular, these researchers wereinterested in having students self-report time they spent using electronic media and thenexamining the extent to which these hours were related to student academic achievement inthree core academic areas: English, Math, and Science.Research Questions1. What is the effect of computer gaming on sixth grade students’ English Grade PointAverages?2. What is the effect of computer gaming on sixth grade students’ Math Grade PointAverages?3. What is the effect of computer gaming on sixth grade students’ Science Grade PointAverages?Methods and ProceduresParticipantsOut of a total pool of 181 sixth grade students enrolled in the Technology Applications class at amiddle school in a Southwest state during the 2005-2006 school year, 114 students participatedin this study. These students had consent forms returned with permission to participate andcompleted journals in which they logged their time playing games on electronic media. Theschool at which this study was conducted did not permit the collection of demographic data onthese students. As such, no information is available regarding student gender or ethnicity.ProceduresAs part of this Technology Applications class, students were assigned the task of journaling andlogging time for one week of technology use. In this journal, students were asked to record thetimes where they participated in any type of technological entertainment in television, radio,and electronic games (including computers, television console games, and handheld gamingdevices). Within the journal was a section specifically designated for computer gaming whichwas the section of the journal that was used for this study. Grades for the core subject areasand final grade point averages were obtained at the end of the spring semester.ResultsDescriptive statistics were calculated for students’ GPAs in English, Math, Science, and thenoverall, as well as for the hours students reported they spent that week in computer gamingactivities. Students’ GPAs across the three areas were very consistent. Computer gaming variedfrom a low of 0 hours to a maximum reported 80 hours. Table 1 depicts these values.
Table 1Descriptive Statistics for Subject Areas and Hours of Game Playing (N=114)Area M (0 to 100) SDEnglish GPA 83.07 7.73Math GPA 83.34 8.93Science 83.66 6.51Average 83.36 6.80Hours of Computer Gaming 27.93 23.69Following a frequency table of hours students spent computer gaming, three groups werecreated: a Low Computer Gaming group which was comprised of 34 students whose computergaming hours ranged from 0 to 10 hours that week; a Moderate Computer Gaming group whichwas comprised of 35 students whose computer gaming hours ranged from 11 to 29 hours thatweek; and, finally a High Computer Gaming group, comprised of 45 students whose computergaming hours ranged from 30 to 80 hours that week. Descriptive statistics were then calculatedfor their GPAs by group membership. For this study, students’ GPAs were defined by theirpercentage success out of 100% that was possible for each course. That is, an average GPA of80% in English meant that 80% of 100% points were received. Table 2 depicts these values.Table 2Descriptive Statistics for Subject Areas by Group MembershipArea Low Moderate HighEnglish GPA 85.29 (6.81) 83.86 (7.48) 80.78 (8.11)Math GPA 84.47 (9.13) 84.23 (7.85) 81.80 (9.52)Science 83.85 (6.83) 84.31 (6.62) 83.00 (6.27)Average GPA 84.54 (6.81) 84.13 (6.36) 81.86 (6.99)To address whether these three groups of students differed in their GPAs, univariate analyses ofvariance (ANOVA) procedures were calculated. An ANOVA, used to ascertain the extent towhich a statistically significant difference was present among the three groups of computergaming in their English GPAs, yielded a statistically significant finding, F (2, 111) = 3.738,p = .027, d = .25. Scheffe post hocs revealed that students in the High computer gaming grouphad statistically lower English GPAs than did students in either the Moderate or the Lowcomputer gaming groups, about 4.5 points lower. The effect size for this finding was moderate(Cohen, 1988).A similar analysis, an ANOVA, was conducted to determine the extent to which a statisticallysignificant difference was present among the three groups of computer gaming in their MathGPAs. This analysis did not yield a statistically significant finding, F (2, 111) = 1.117, p = .331.
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Winter 2008Volume 3 Number 3Editor
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Examining the Potential Unintended
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centered, multidisciplinary approac
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Volume 3, Number 3, Winter 2008Arti
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fostering skill learning and positi
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Table 1Participation in out-of-scho
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ResultsOur analyses were conducted
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watching TV, playing video games or
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Accordingly, this research augments
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Dotterer, A.M., McHale, S.M., & Cro
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A Descriptive View of the 4-H Club
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In this paper, the results of a cro
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section is a set of statements that
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Table 3Experience in the 4-H clubNo
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significantly higher than Caucasian
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p
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This study focused only on the 4-H
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Theokas, C., Lerner, J.V., Phelps,
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potential for reaching audiences, d
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Putting Marketing Concepts into Pra
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2. Find out what others think about
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Diem, K.G. (1994). What do youth li
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Promoting Supportive Relationships
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focused on youth-adult relationship
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Conversely, more modern educational
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perhaps most importantly, the effic
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Organized youth programs, when stru
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likely to internalize the positive
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Ellis, J.M., & Caldwell, L.L. (2005
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Schweinle, A., Meyer, D.K., & Turne
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This study uses the “5 Cs” mode
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ResultsIn this analysis 48 codes we
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Table 3Inductive Codes Classified b
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CompetenceCompetence in organized s
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ecause of him (the coach)…. You d
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practices and competitions, the gir
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Eccles, J.S., & Gootmann, J.A. (Eds
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Smoll, F.L., & Smith, R.E. (2002).
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The present work builds upon that o
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MethodSample and Data CollectionAs
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(scores ranging from 0 to 8) and a
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Table 2Paired Sample T-tests Compar
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Hypotheses 5 and 6 were tested by c
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De Coverly Veale, D.M.W. (1987). Ex
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Story, M., Neumark-Sztainer, D., Sh
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Cronbach’s Alpha Score For Youth
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12 to 18 years old. Fourteen of the
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Therefore, there was a mixed relati
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Youth respondents identified two ob
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are developed through working in a
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Seevers, B.S., & Dormody, T.J. (199
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With the many opportunities that yo
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meaningfully reduced involving dedu
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StaffingXTime/Schedule X X XTrainin
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“Involving adults that will allow
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“They can't drive or do not have
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page in understanding why youth voi
Page 128 and 129: Parker, L. (1999). If all youth ser
Page 130 and 131: Volume 3, Number 3, Winter 2008Arti
Page 132 and 133: However, the literature is mixed in
Page 134 and 135: group was the quality of the progra
Page 136 and 137: Table 1Reasons for Non-Attendance:
Page 138 and 139: easons given was six. Sixty-three p
Page 140 and 141: The non-family-related activities t
Page 142 and 143: “Catch ‘Em Being Good:”An Ext
Page 144 and 145: In 2001, the WVUES received a schoo
Page 146 and 147: to leverage the resources of the co
Page 148 and 149: 4. Most primary behavior incidents
Page 150 and 151: Recommendations for developing prog
Page 152 and 153: Cross-Cultural UnderstandingThrough
Page 154 and 155: that plague these nations such as p
Page 156 and 157: 2003). Youth leadership training in
Page 158 and 159: • enable these young people to pa
Page 160 and 161: We believe that the USPORT program
Page 162 and 163: West Virginia’s Response to theRo
Page 164 and 165: Ensuring good oral health requires
Page 166 and 167: Table 1Correlations between Planner
Page 168 and 169: problems in this rural state…This
Page 172 and 173: vacuum. Determination of factors, a
Page 174 and 175: ReferencesBaldwin, C., & Caldwell,
Page 180 and 181: Students in the High computer gamin
Page 182 and 183: Do Higher Levels of 4-H LeadershipA
Page 184 and 185: IntroductionEmotional Intelligence
Page 186 and 187: second section examined demographic
Page 188 and 189: a constructive manner. The group is
Page 190 and 191: differences in the scores for the 1
Page 192 and 193: Adaptability include “Reality Tes
Page 194 and 195: ReferencesAmerican Academy of Pedia
Page 196 and 197: Healthy Kids, Healthy Families:A Co
Page 198 and 199: and a half million U.S. youth (ages
Page 200 and 201: Families. In partnering counties, p
Page 202 and 203: Healthy Families was then offered a
Page 204 and 205: Kamberelis, G., & Dimitriadis, G. (
Page 208 and 209: Change It Up!What Girls Say About R
Page 210: In addition, the study summarizes t
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Winter 2008 - Vol. 3 No. 3 - National Association of Extension 4-H ...

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