EFFECT OF GAME-BASED ACTIVITIES ON EXECUTIVE FUNCTIONING AMONG PRE-SCHOOL CHILDREN: GENDER AS A MODERATOR
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Abstract
A six-week intervention lasting 60 minutes per session was implemented with 80 pre-schoolers, ages five to six, using a 2x2 pre-test, post-test, control group design. This study experimentally investigated the effects of game-based activities on executive functioning of pre-school children with gender as a moderator. The data was collected using the Executive Skills Questionnaire for Children—Revised, and it was assessed at the 0.5 level of significance using the ANCOVA test. Results revealed a significant treatment effect on pre-school children executive function in favour of participants in game-based activity group over those in control group (F(1,75) = 111.066; p < .001), but no gender (F(1,75) = .381; p > .05) and two-way treatment and gender effects (F(1,75) = 2.783; p > .05) on pre-school children executive functioning. It was concluded that game-based activities are effective in enhancing pre-school children executive functioning.
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