Connection between computer games and behaviour problems Essay Example

their conclusions.

Overall, the research paper contains several errors in interpreting results and lacks necessary information. The researchers failed to address critical factors in study design, did not provide important background information about the sampled students, and did not mention the reliability coefficient of their questionnaire. They also made generalizations without considering population variations.

Table 1 displays the daily hours spent playing computer games by each student. Careful analysis of the table is necessary to avoid being misled by the presented data. In the "frequency" section, it states that a total of 384 students were surveyed, yet the sum of all numbers in this column amounts to only 292, not reaching 384. Furthermore, errors are present in the percentage column. The calculation for each figure in this column is incorrect as it uses frequency/384 when 384 is not actually the total number of students. Notably, there is an issue with the row labeled "half an hour to one hour," where the given percentage is stated as 84%, indicating a clear problem with this table.

If researchers were to utilize this information for statistical analysis and conclusions, there would inevitably be errors in their findings. Even if the researchers accurately calculated the bivariate linear regression line using the correct data, misleading information was still presented in this paper. For instance, the researchers implied that there was a significant correlation between the rate of computer game usage and withdrawn/depression, depression/anxiety, social problems, rule-breaking problems, and aggressive behaviors based on a significant level (P < 0.050). However, readers unfamiliar with bivariate linear regression might assume that computer games cause behavioral issues because only the P value was reported and not the

R value. Table 3 (displayed below) in the paper reveals that some of the behavioral problems had an extremely low correlation (r value) with time spent playing computer games, while all behavior problems exhibited a weak positive correlation (R < 0.50) with behavioral issues.

The researchers made the assumption that correlations imply causation, as stated in the abstract where they indicated that playing computer games leads to negative effects in adolescents. However, important details about the sample were lacking in the paper and misleading graphs and tables were included. Furthermore, irrelevant information was present in the results section, such as the influence of a student's residential country or their mother's occupation on computer usage. Despite stating that the study aimed to investigate the correlation between time spent on computer games and behavior problems in teenagers, there were elements that could confuse readers regarding the focus of the study. Moreover, certain statements were ambiguous and subject to different interpretations.

In table 2 (above), table 3 (below), and table 5 (below), terms like "rate of using computer games" and "amount of using computer games" were used by the researchers without clear definition. This leaves it uncertain whether these terms refer to time spent playing computer games in hours, minutes, seconds, days, or weeks.

The explanation of the "number," "mean," and "SD" in table 5 is unclear, causing ambiguity regarding whether these values represent average time spent playing games per day, per week, or per month. In addition, the meaning of "number" within this context is also ambiguous. While the study was well-planned, there were issues with how the researchers presented and worded their findings. It remains uncertain whether these issues

were intentional or unintentional. Furthermore, the researchers solely focused on the P value rather than considering the R value of the bivariate linear regression analysis. This may lead readers to mistakenly believe in a strong correlation between time spent on computer games and behavioral problems. Ultimately, it seems that based on correlation alone, the researchers implied a cause-and-effect relationship.

Mentions:

Solmaz Shokouhi-Moqhaddam, Noshiravan Khezri-Moghadamm, Zeinab Javanmard,
Hassan Sarmadi-Ansar, Mehran Aminaee,
Majid Shokouhi-Moqhaddam,
Mahmoud Zivari Rahman

"A Study of the Correlation between Computer Games and Adolescent Behavioral Problems" Oct.

Published on May 31, 2012, Jennifer Lauria Minotti conducted a research study titled "Effects of Learning-Style Based Homework Prescriptions on Achievement and Attitudes of Middle School Students". The full article can be found at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3905568/pdf/AHJ-05-043.pdf. This article includes images and quotes from the research that was conducted. Additionally, there is a review paper available.

The study compared traditional teaching methods and studying techniques with learning-style based homework prescriptions for middle school students. It involved a total of 181 students in grades 6 to 8 who attended an urban parochial elementary school in New York City. To measure the students' attitudes towards homework and learning, as well as their scores on language arts, math, science, and social studies tests, assessments such as "The Clue to You (LS:CY)" and "The Semantic Differential Scale (SDS)" were used. These assessments were given before and after the experiment took place. Despite being well executed overall, there were some flaws in the experiment that resulted in misleading data.

The sample initially comprised two groups: the experimental group and the control group, with no specific selection criteria. The researcher ensured that each group included an equal number of males and females to

minimize bias. Initially, the researcher assessed the students' attitudes towards learning styles, completion of homework assignments, and academic scores in language arts, math, science, and social studies. Over a period of two weeks, the experimental group received instruction through an animated computerized slide show followed by a group discussion, while the control group received a brochure with studying and homework tips. During this time, all students were required to report any changes made in their studying and homework completion based on either the Homework Tips brochure (control) or teaching-based homework prescriptions (experimental). Each participant was provided with a survey log and special pen to record this information daily after completing their homework. Additionally, parents were asked to sign off on their child's daily entry and provide photos if possible showing them studying and completing assignments. After two weeks passed, participants underwent a retest to evaluate their attitudes towards studying and completing homework assignments. The collected data was then analyzed and compared by the research worker who examined the results of both groups for further analysis of consequences and decision-making purposes.Both groups demonstrated enhancements in their attitudes towards completing homework, analysis skills, and academic performance in various subjects such as language arts, math, science, and social studies after the intervention. Nevertheless, the experimental group displayed a notably greater improvement compared to the control group. The assessment of this research paper uncovered multiple problems, including misleading graphs created by the researcher and neglecting to recognize or account for certain essential factors during the design and execution of the experiment.

The researcher's lack of disclosure regarding the blind nature of their study renders it unclear. The participants, consisting of

181 students in grades 6-8, were fully aware that they were being subjected to a specific treatment. Out of these students, 167 willingly agreed to take part. In cases where students had the option to decline participation, those receiving treatment must have been informed about their involvement in an experiment. Based on the type of treatment received, participants could easily distinguish whether they belonged to the control or experimental group. If a student within the control group harbored an aversion towards traditional homework and study methods, they might intentionally perform poorly on tests with the intention of lowering the average score for the control group. Furthermore, this study exhibited non-response bias as certain intelligent students who relied on conventional learning techniques may have chosen not to participate. If included, these students could have potentially elevated the scores for the control group beyond what was observed. Moreover, since all participating students were cognizant of their involvement in an experiment, they may have devoted more time to studying during the two-week period in order to excel on academic assessments and avoid experiencing embarrassment due to low scores.

In this research paper, deceptive graphs were used to compare the academic trial scores of the experimental group and control groups. Figures 3, 4, 5, and 6 visually represent the effects of learning-style based prep prescription and traditional prep and study methods. The researcher aimed to demonstrate a significant difference in pre- and posttest scores for reading, mathematics, science, and social studies achievement tests. However, without considering the Y axis, one might mistakenly believe that the control group had over a 10% increase in scores while the experimental group had over

a 70% increase (figure 3). In reality, the control group only improved their scores by approximately 0.007%, while the experimental group improved by 9.312% (reading achievement, figure 3).

Decision

In conclusion, although the experiment was well designed, there were numerous issues in how the researcher presented their findings, whether intentionally or unintentionally.

The researcher also failed to observe any potential bias in this experiment, such as non-response bias or the effect of students knowing they were being experimented on and potentially working harder.

Mentions

Research article from:

Jennifer Lauria Minotti

“Effects of Learning-Style Based Homework Prescriptions on the Achievement and Attitudes of Middle School Students” Mar. 1

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