507 Replays

Replay GA

My action research project is based on designing and implementing an intervention geared towards reducing addiction to video games to a 9-year-old-child, single-subject experimental research. Addiction to video games is extremely dangerous to children as far as their schooling is concerned. Studies have shown the devastating effects of video games on children’s academic achievement justifying the need to incorporate strategies and mechanisms that can help to protect children from becoming highly addicted to video games. Existing studies show that American children aged between eight and ten spend a considerable amount of time on video games, something that negatively affects their academic achievement (Saquib, et. Al, 2017).

For instance, while playing such games, they lose control leading to various problems, which include loneliness, isolation, sleep problems, and depression among other diseases. Addiction to video gaming also leads to behavioral disorders, hence stimulating aggression. Violent video games are characterized by violent and harmful content with negative social effects, particularly among children. The situation is even worse during this pandemic that has forced children to spend a considerable amount of their time idle at home. Therefore, the present action research is interested in designing and integrating intervention for reducing addiction to video games to a 9-year-old-child. American Psychiatric Association (2013) posits that video game addiction can lead to distress and impairment among young children. 

In my needs assessment, I strived to ascertain the symptoms as well as behaviors that a child exhibit after becoming an addict to video games. The IGD-20 test questionnaire was used as the prime tool for assessing the needs of the targeted groups. The identified symptoms and behaviors of children addicted to video games justified the development of an effective intervention plan for preventing or protecting a nine-year-old-child from becoming addicted to video games. The choice of the IGD-20 test was informed by the assertions that it is the best instrument or tool for assessing addiction to video games among the targeted children (Schivinski, Brzozowska-Woś, Buchanan, Griffiths, and Pontes, 2018; Pontes and Griffiths, 2014). Thus, the identified needs will inform the development of a robust intervention tool for addressing video game addiction among children. 

Replay ZA

       My action research is based on not only assessing but also teaching reading: fluency and comprehension to a 7 years old boy, single-subject experimental research. Reading is a complex process and is the most important skill taught in school. According to Oakhill et al. (2014), Fluency denotes the automatic ability of students to read a set of linked words in the text and Comprehension is the process by which a reader can read a text and make sense of the text, that is, understand it. Rasinski (2006) describes fluency as one of the vital reading skills that are central in terms of enabling the child to comprehend the text. It is evident that children that are not fluent when it comes to reading are not likely to understand and even be able to connect while reading.

        Reading fluency is extremely essential among children because it bridges reading comprehension. As opined by Rasinski (2006), fluency refers to the ability to read with speed, accuracy, and proper expression. Children who can read fluently always interact with the content on a higher level. In line with Wren (2002), assessment is incredibly essential when it comes to delivering instructions. On this note, assessing and teaching reading: fluency and understanding to 7 years old boy is extremely crucial. Researchers have shown that children improve their academic performance when exposed to appropriate learning environments. In order to motivate and involve our student, we consider the conscious creation of an educational environment free from distractions, well ventilated, well lighted, quiet, private and comfortable.

        In my needs assessment, I employed Curriculum-Based Measurement (CBM) to assess the reading fluency and comprehension of the seven years old boy. The choice of the tool rested on its effectualness and efficiency in assessing student's performance in oral fluency and comprehension reading because it enabled the investigator to ascertain both the rate and accuracy of words read and also measure comprehension of passages and whole text which constitutes the ultimate goal of reading (Graney et al., 2010; Ardoin et al., 2013). Therefore, CBM is capable of helping instructors to assess the learner's areas of strengths and weaknesses as far as comprehension and reading fluency is concerned and to tailor the lesson plan in a way that ensures all exceptional comprehension and reading challenges are addressed (Jungjohann, & Gebhardt , 2020).