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Chapter I

INTRODUCTION

Background of the Study

In many parts of developing world, simultaneous changes in technology,

economics, skills and so in education have become so pervasive and globally

inclusive. Changes are seen in the natural world’s transformations, from

simple living turns into modernized lifestyle. The world changes every day

without most of individuals noticing it. But as they look back in history, it’s

visible to see tremendous changes, as studied, this changes become apparent

and truly jump out and become real. Out of all the changes in history, the most

significant change that has made great impact is the change in education

system. From Basic Education Curriculum to K-12 Program.

K-12 is a relatively newly program here in the Philippines. This program

covers Kindergarten and 12 years of basic education (6 years in Elementary, 4

years in Junior High School and additional 2 years in Senior High school) to

provide sufficient time for mastery of conceptual skills, develop lifelong

learners, and prepare graduates for tertiary education, middle level skill

development, employment and entrepreneurship (Galsim, 2017)In

accumulation to that, this program of the government have six salient features;

first is strengthening of early childhood education; second is making the

curriculum relevant to learners, third is ensuring integrated and seamless

learning, forth building skills, fifth- gearing up for the future and last
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Nurturing the fully developed Filipino (Mendoza, 2018). As stated to the order

signed by the Former DepEd Secretary Armin Luistro, The K-12 Education

Program uses a standard and competency based grading system. All grades will

be based on the weighted raw score of the learners’ summative assessments.

Learners are graded based on their Academic Performance. In addition to that,

Grades should reflect student achievement of intended learning outcome; these

learning outcomes are usually stated as standards for achievement.

Academic Performance is the outcome of education; it is the extent to

which a student, teacher or institution has achieved their educational goals.

Thus, performance is characterized by performance on tests associated with

coursework and the performance of the students on other types of

examinations (Kyoshaba, 2009). Various studies have been carried out the

factors that affect students’ academic performance or achievement in schools.

Academic performances of students are measured by different factors. In a

study by Angeles (2004, 28-29), several determinants of Academic Performance

in secondary levels were identified. Income, foregone income, school quality,

and health are the factors that affect the demand of education. These factors

have positive relationship with students’ performance, which means that

higher or better values of the factors lead to higher demand of education. On

the other hand, with the emerging technological advancements, there are new

factors that may affect the quality of education and academic performance of

students (Oliveres and Sapio, 2007, 17-18). Several studies were conducted to
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find out the relationship between Technological advancements, specifically

online games addiction and Academic Performance of students.

Online games or also recognized as Internet games as a leisure activity

have become an ever-increasing part of many young people’s day-to-day lives

(Griffths & Davis, 2005). More recently, with the rapid diffusion of broadband

Internet services and high-end graphic cards for computers and console

systems, online video games- games played over certain online networks

(primarily the internet)- have become more popular and attractive than ever

before (Sherry & Bowman, 2007). Hall (2005) also supported this statement

when he stressed that online gaming has become increasing popular over the

past few years. One reason for the popularity of online games was that they

meld the fun and challenge of the video games with the rewarding social

aspects of online community (Rheingold). Another reason that makes online

video games popular among students is because these games are

sophisticatedly designed to amaze and evoke the player’s’ curiosity (Hawkins,

2017). Furthermore, online video games frequently present attractive game

plays realistic image and sounds. Virtual worlds in online games are created by

inspiration of real life location. This is intended to provide sensation as if the

player is visiting a real site location so they are not easy to get bored. In fact, in

the study of Bogost and Porembra (2017) also find that online video games are

popular because their storyline are based on actual events or movie storylines.
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Because of the above mentioned details, teenagers become addicted in

playing online games and it affects their academic performance in school.

Addiction has recently gained volume due to the rise of computer gaming in the

past two decades as well as the availability of computers to the general public.

According to Chui et al., 2004, gaming addiction is negatively associated with

Academic Achievement of students, this means that students who spend more

time playing online games rather than doing and accomplishing their

homework and school requirements tend to have a low and poor academic

performance. This anecdotal idea is supported by Anderson and Karen (2002),

when they found out that there is a negative relationship between playing

online games to the academic performance of students. Additionally, Huang

(2004) found out that gaming addiction physically affects the academic

performance because students are too involved in playing games. Anderson

and Dill (2002) also studied online video games and aggression and they stated

that not only gaming have a direct impact on the performance, but it also

triggers a higher level of aggression, which is often linked to problems in school

and decreased academic performances.

Majority of studies regarding the impact of Online Games Addiction to

the Academic Performance of students were conducted abroad or globally. An

estimated 4.2 billion people have internet access worldwide- and half of the

users developed addiction problems (Smith, 2019). In an article titled Addictive

Behaviours, a team from the University Of California in the US looked at 27

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studies on Internet Games addiction published between 1998 and 2016, and

revealed that addiction on online games are indeed becoming more prevalent.

In Germany, 1.5% - 3.5% of teenage Internet users show signs of gaming

addiction. Gaming addiction is associated with higher rates of anxiety and

depression, and poorer Academic Performance (Peukert et al. 2010). In a

sample of German teens, 6.3% of subjects fulfilled the authors’ diagnostic

criteria for gaming addiction. These adolescents were mostly males and had

low educational backgrounds (Klaus et al. 2008).

A similar research conducted in Japan regarding Online Game addiction

showed that people especially young and teenagers, becoming focused on

online games to the point of obsession; it appears to be an increasingly serious

problem faced by this country. The story of a 19-year old male student residing

in Tokyo who started playing online games on his cell phone when he was in

junior high school, who is always late in coming to school due to lack of sleep

and had lost noticeable amount of weights as well as he doesn’t perform well

on his academics (Kay, 2012).

In 2007, complaints have been received from schools all over

Philippines regarding students getting more and more addicted to online

games. As a matter of fact, study conducted by Iris Gulbe, Jessie Casia, Alexis

Conde and Joseph Cruz Jr. Year 2016 in Cebu where among Bachelor of

Science in Marine Engineering (BSMarE) II students in Technological

University Baanbantayan Campus- Baanbantayan, Cebu where got addicted in

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online games and their academic performance were neglected. This is the

effects on their academic performance. As number of students in this

university had been observed to be engaging in online gaming and cited to have

a negative effects and it also give rise to associated risks in student’s life and

they tend to fail or quit in school. They back up by a number of students in the

university who failed and quit the school. The findings of the study revealed

that the level of their online gaming addiction affects their academic

responsibilities especially on meeting daily attendance of classes and engaging

in daily review of studies.

In Sto. Tomas National High School, it was observed that almost 50% of

the students are playing online games and some of them are considered

addicted on it. It was witnessed that some of them neglected their studies

because they spend more time playing online games than focusing on their

Studies and it affects their academic performance on their respective subjects

negatively. Every day, especially during vacant time, instead of doing their

unfinished school tasks, students retain on drifting around the campus

together with their friends and play online games like Mobile Legends Bang

Bang and PUBG. Some of them are not even attending their classes and

staying outside the campus playing mobile games. With that, the

Administrators of Sto. Tomas National High School imposes a policy regarding

the collection of Cell phones during class hours. Gadgets such as

smartphones, tablets, laptops, and other gaming consoles have been proven to
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cause negative effects on children’s behaviour and study habits. This policy is

supported by Department of Education (DepEd) released order no. 83 s. 2003,

which reiterates the Department’s previous as DO. 26, s.2000 and DO. 70,

s.1999 both, of which impose a ban on the use of cellular phones by students

during class hours. In fact as explained by Regional Director May B. Eclar of

Department of Education- Cordillera Administrative Region (DepEd-CAR) in her

memo no.27, series of 2018, the use of cell phones or any other mobile

technological devices within school premises have various negative effects not

only to the students but teachers as well. She also further explained that using

of cell phones inside the classrooms doesn’t only affects the academic

performance of the students but also the behaviour inside and outside the

classrooms. The said order prohibition applies to both elementary and

secondary schools nationwide whether public or private. The ban’s aim is to

help students remain focused on their studies and to minimize learning

distraction.

The policy includes that students must surrender their phones before

their first subject period in both morning and afternoon classes. The time of

collecting the phones in the morning is 5 minutes before 7:30 and 5 minutes

before 1 o’clock in the afternoon. Students can only get their phones after their

last period. Violations of the said policy will be given appropriate penalties. If

student did not submit the phone or caught on using phones during class

hours, for the first offense the phone will be confiscated by the adviser or
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subject teacher for one day and for the second offense the phone will be

confiscated for 1 week. However, phones can still be used by the student for

research purposes provided that there is a permission coming from the subject

teacher (Student Hand Book, STNHS).

Prompted with these observations and scenarios, the researchers will

study the level of addiction of Junior and Senior High School students.

Relevantly, the researchers will also give awareness and will enlighten the

minds of the students on the consequences of playing online games

disproportionately.
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Framework

A growing and increasingly important trend in the social and behavioural

sciences is to think about the attempt to understand specific research

problems from an interdisciplinary perspective.

Internet comes equipped with pre-programmed games and people hooked

in playing them, Consequently, there’s a lot of controversy concluded the

overlap of devices and gadgets in gaming which has resulted in an ambiguous

definition of online games and online games addiction.

Online games are video game played over some form of computer

network which are usually the internet or equivalent technology. Online games

can range from simple text based environments to games incorporating

complex graphics and virtual worlds populated by many players

instantaneously. Online games addiction generally refers to an excessive,

unhealthy amount of playing online games.

In online games, continuous scoring, promotion, immediate feedback and

achievement satisfaction have become the channels for upgrading individual

self-esteem of the Internet generation. Online games provide various means of

the users to express themselves, to explore the world and seek self-recognition.

This study is associated with the following theories: The flow theory, and

Self-determination Theory.
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Flow Theory

Flow theory is a motivational theory that refers to the state in which

people are so obsessed in an activity that nothing else seems to matter. The

concept of this theory refers to optimal and very pleasing activities experienced

by individuals with the whole involvement, concentration and sense of time

distortion. The experience itself is so gratifying that people are willing to do it

for its own sake, with little concern for what they will get out of it even when it

is difficult and dangerous. This theory is associated with Online Games

Addiction. It has been proposed in an explanation for enjoying experiences

from using the internet and had been argued that creating compelling internet

experiences, such as online gaming depends on facilitating a state of flow

(Hoffman and Young 2000).

Online games have many features that encourage flow states, including

the satirical and immediate feedback to players’ action, enjoyment, playfulness,

and the ability to induce the high levels of player concentration. Flow theory

plays significant roles in this study; it mediates the relationship between the

student and their experiences on playing online games. Furthermore, once the

users are more addictive to online games, they will focus upon seeking flow

experience. Thus, this theory will greatly help the researchers on better

understanding the experience of every student who are addicted in playing

online games.
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Self-determination theory

Self-determination theory proposes that an individual’s well-being and

their abilities to self-regulate are based on the fulfilment of certain basic

psychological needs (Ryan & Deci, 2000). These needs include the need for

competence, the need autonomy, and the need for relatedness. When a person

is able to meet these psychological needs in their everyday lives they will

experience high levels of well-being. Conversely, if these needs are not met then

their well-being will suffer and they will be forced to look elsewhere to rectify

the situation (Ryan, 1995). As a result, individuals are more motivated to

chase activities that fulfil their necessities. Within online games competence

can be achieved through the completion of in game goals. In addition, online

games in particular allow players to interact with each other which enable

them to satisfy their need for relatedness. When the basic psychological needs

are met within a game the motivation to play is strengthened whereas attempts

to pursue and fulfil these needs outside of the game may become less common.

This theory is significant and will greatly help the study in such a way

that researchers will be given ideas about the necessities of the students

especially their needs on their study.

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Statement of the problem

This study aims to explore level of addiction in playing online games of

the students of Sto. Tomas National High School.

Specifically, this study seeks to answer the following questions;

1. What is the level of addiction in playing online games along:

a. Junior High School

b. Senior High School

2. Is there a significant difference on the level of addiction between

Junior High school students and Senior High School students?

Hypothesis

There is no significant difference on the level of addiction between

Junior High School students and Senior High School students

Importance of the Study

The data obtained in conducting this study will be valuable and

substantial in such a way that it will give information and insights to those

who are in the educational expertise. It will greatly benefit the Sto. Tomas

National High School Administrators, teachers, parents, students and future

researchers.
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School Administrators. They will be given ideas and insights that can

be used to make action about this issue.

Teachers. This study may serve as the way to the teachers to determine

the students who are addicted in playing online games. This will also provide

additional knowledge on what strategy to use to educate students about the

well-known effects of online gaming to their academic performance.

Parents. This study will give awareness how playing online games

excessively affects the academic performance and achievement of their

children. It will help them to better understand the behaviour and study habit

of their children when they are engaged into such activity.

Students. This study will provide information to the student about how

Online Gaming affects their academic performance.

Future Researchers. It will help the future researchers who are

interested in this study and it will serve as their basis and background to

conduct their own research.

Scope and Delimitation

This study is mainly concerned and limited to determine the level of

addiction of the Junior and Senior High School students in Sto. Tomas

National High School.

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Definition of Terms

For clarification purposes words were defined conceptually and

operationally.

Game Addiction. The extent to which students are hooked in playing online

games which were determined through the indicators highly addicted,

addicted and moderately addicted.

Online Game. Refers to any game that is played online, based online, or has a

majority of its content/ gameplay online.

Sto. Tomas National High School. The place where the researchers

conducted the study.

Sto. Tomas National High School Students. The term refers to both Junior

and Senior High School students who are the respondents of this study.
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Review of Related Literature

Online gaming in the 2000s giving rise to internet gaming addiction. It

has been prevalent toward the present young people, even among students in

school. Playing online games on computers or in the virtual world have an

important place in the individuals’ life and can be characterised as harmless.

According to Gentile (2004), online games are natural teachers.

Teenagers find them highly motivating by virtues of their inactive nature. They

are actively engaged, provided repeated practice, and include rewards for

skilful play. Fisher (2006) stated that, there’s also another type of online games

addiction that’s been identified, which has been labelled “positive addiction”.

Positive addiction is defined as obsessive behaviour in which benefits received

outweighed; immersing oneself into such activity can actually make the person

better and more aware human being. As studied by Daphne Bavelier (2011),

game simulating stressful events such as those found in battle or action games

could be a training tool for real world situations. Playing such games primes

the brain to make quick decisions; the gamers are able to make quick

conclusions without precision and without any doubt. Despite the old

stereotype about online games, some studies are conducted and provided data

showing that online gaming is linked to improvements in academic

performance.

A study conducted by Dumrique et..,al and Castillo et..,al (2017) revealed

that playing online games do not affect the grades of the students. Students
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who play online games function well in their class and able to perform well

when it comes to academic performance. Result shows that 53.97% of the

students that play online games obtain a grade of ranging from 86-90 which is

interpreted as “Good”. Followed by 38.89% of the students obtain grade

ranging from 81-85, with a description of “satisfactory”. Next is 5.56% of the

students got a description of “very good” for obtaining a grade ranging from 91-

95. The researchers concluded that, the academic performances of the

students are not affected even if they play online games. Their grades are still

good enough even if they are playing online games.

Student who play online games tend to do better in academic science,

maths and learning tests, according to analysis of data from over 12,000 high

school students in Australia. Alberto Posso 2017 found out that students who

played online games almost every day scored 15 points above average in math

and reading test and 17 points above average in science. This study looked at

the correlation between academic scores and children’s personal interest and

activities outside the school, including internet usage such as playing online

games. The analysis show that show that student who play online games

obtain higher scores in Pisa tests, all other things equal. More proficient

students work more efficiently and therefore have more free time, making

online gaming a marker of possible academic ability rather than something

that actively boost performance. He also concluded that online games-at least
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right kind- don’t rot brain; they are an excellent educational tool in rapid

changing technological world.

A recent study conducted by the International Journal Of Humanities

and social Sciences 2017 found that multiplayer online games actually

increase cooperation, it also improve teamwork skills. Thus, teamwork plays an

essential role in the majority of classrooms. In fact online games like Kahoot!

and Classcraft, offers an engaging, effective medium for teaching collaboration

skills. Increasingly, schools are turning to group learning for education,

whether it is through project-based learning or collaboration technologies.

On the other hand, excessive playing can be classified as an addiction

(Stavropoulos 2016). In addition, users being unable to stop playing, regardless

of a compelling urge and leading to negative consequences or demanding online

activities of this type of game can turn into an addiction to online games.

Online games addiction shares negative aspects and showed destructive

consequences. In extreme cases, these can include poorer social skills,

decreased academic performance, failing school and decreases in verbal

memory performance (Peukert et.. al, 2010). It is possible that excessive online

game play is caused by poor time management skills and an avoidance of the

other problems rather than inherent addictive qualities of the games (Wood

et..al, 2008.)

According to Lan Ying Huang 3003, by playing online games; gamers

may view the games as a source of diversion and filling time. The biggest risk
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factor for pathological online game is that users play online games to escape

the reality, they get away from reality and avoid problems which turns

interferes with their lives because they are busy playing games (Peters et.., al,

2007). In a volunteer sample, 41% of online gamers acknowledged that they

use gaming as an escape and 7% were viewed as dependent (Hussain et.. al,

2009). At this point players generally try to play less as they try to orient

themselves back to the demand of society but end up failing.

One study done by Anad (2007) found a negative correlation between the

amount of time spent in playing online games and the GPA and SAT scores of

students. This means that GPA and SAT scores decreased as time spent

playing increased. He also found that males are more to this kind of activity

compared to females, because they tend to spend more time playing online

games. Skotic, Teo and Neo (2009) went one step farther and studied Addiction

to online games versus simple online gaming. They found out that students

who are addicted in online games consistently performed negatively in the

academic setting and noted a decrease in school achievement.

The level of addiction among students is dramatically increasing. Lot of

studies were conducted to investigate the level of addiction between male and

female students. In 2005, Yen & Chen examined the level of addiction among

college students. Accordingly men are more dependent rather than women. Girl

plays in order to relax and enjoy while boys play games to succeed and gain

more friends through online. For that, the level of addiction in girls is lower
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compared to the level of addiction among boys. Boys are more likely to play

aggressive and violent games while girls are more likely to play platform and

puzzle games (Griffiths, 2008) Boys tend to play RPG genre games by 10% and

Simulation genre games by 20% while female does not.

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CHAPTER II

METHOD AND PROCEDURES

This chapter presents the research design, sources of data, data

analysis, and ethical considerations.

Research Design

This study made used of descriptive-comparative and developmental

design, and quantitative research approach.

` It used to quantify attitudes, opinions, behaviours, and other defined

variables – and generalize results from a larger sample population. Quantitative

research uses measurable data to formulate facts and uncover patterns in

research. Quantitative data collection methods are much more structured than

Qualitative data collection methods. Quantitative data collection may be done

in various forms of surveys — online surveys, paper surveys, mobile surveys

and kiosk surveys, face-to-face interviews, telephone interviews, longitudinal

studies, website interceptors, online polls, and systematic observations

(DeFranzo, 2011). This implies that quantitative research approach quantify

the collected data from surveys, polls, and test questionnaires through the use

of statistical, mathematical or computational techniques. This approach is apt

to the study since it is meant to determine the level of addiction of both Junior

and Senior students in playing online games.

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Under Quantitative research the researchers used the descriptive,

comparative and developmental research design. According to Calderon

(2008), as cited by Alberto et al (2011), descriptive method is also

known as statistical research. It describes data and characteristics

about the population or phenomenon being studied. This research method

is used for frequencies, averages and other statistical calculations. Often the

best approach prior to writing descriptive research, is conducting a survey

investigation. The design was appropriate to the study since it aimed to

determine the level of addiction of the students at Sto. Tomas National High

School.

The second research design is Comparative Research design, which

essentially compares two groups in an attempt to draw a conclusion about

them. Researchers attempt to identify and analyse similarities and differences

between two groups and these studies are most often cross-national,

comparing two separate people groups. It enables to identify and explore the

similarities and differences between chosen phenomena that focus on different

cases, processes and geographically defined accords, which are comparable

[ CITATION Pen07 \l 13321 ] . Comparative studies can be used to increase

understanding between cultures and societies and create a foundation for

comprise and collaboration (Richardson, 2018). This design is appropriate to

this study since researchers want to know if there’s a significant difference

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between the levels of addiction among junior and senior students of Sto. Tomas

National High School.

The third research design is Developmental research design, which has

been defined as a systematic study of designing, developing and evaluating

instructional programs, processes, and products that must meet the criteria of

internal consistency and effectiveness (Ritchey, 1994). According to Richey

and Klien 2007, this research design examines the phenomenon with reference

to time. This is generally used to study pattern and rate of changes and to

make prediction about future direction based on previous identified patterns

and rates of changes (Klien, 2007). This design is apt to this study since it is

intended to assess changes and provide solutions by means of providing an

interventional output which will greatly contribute in reducing the level of

addiction among students.

Sources of Data

Locale and Population

The respondents of the study were students enrolled in Sto. Tomas

National High School, Sto. Tomas, Candon City, Ilocos Sur during the school

year 2019-2020. The researchers asked the Administrative Assistant who is in

charge of the school records about the total numbers of the enrolees both

Junior and Senior students. The total population of the students have reached

a number of 716 respectively and seemingly unmanageable, the lynch formula

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is utilized. The distribution of the student-respondent was determined through

stratified random sampling with allocation. Coding was used to identify the

students on the systematic sampling codes.

The lynch formula is (Manual, Don Mariano Marcos memorial State

University, 2017):

N z2 p (1− p)
n=
N d 2 + z 2 p(1−p)
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TABLE 1. Distribution of the Respondents

YEAR LEVEL N N

Grade 7
Acacia 42 15
Mahogany 37 13
Narra 39 14
Molave 34 12

Grade 8
Venus 36 13
Jupiter 36 13
Neptune 33 12
Saturn 30 10

Grade 9
Phoenix 41 14
Orion 37 13
Aquarius 38 13
Gemini 37 13

Grade 10
Amethyst 44 15
Sapphire 42 15
Diamond 44 15

Grade 11
GAS Sampaguita 27 9
TVL Ilang-ilang 31 11
TVL Gummamela 25 9

Grade 12
GAS Bonifacio 22 7
GAS Rizal 21 7
TVL Luna 20 7

TOTAL 716 250

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Instrumentation and Data Collection

To gather the needed data from Junior High and Senior High students,

the researches approached the School Secretary and asked the number of

students per section and tallied the total number of the students of Sto. Tomas

National High School.

To collect the information needed regarding the level of addiction in

playing online games of students both junior and senior, the researchers

utilized a survey-checklist questionnaire as their instrument for data

accumulation. Survey-checklist questionnaire is a commonly used method in

collecting information about a population of interest Kelley, 2003).

A likert scale is used to gather information.

Validity and Reliability of the questionnaire. To ensure the validity of the

questions, questionnaires were presented to a Panel of Validators, which

composed of two Junior High School Teachers and The Principal of the Sto.

Tomas National High School.

To interpret the degree of validity of the questionnaire, the 5 – Likert

rating scale as follows is used.

Points Ranges of Mean Value Descriptive Equivalent Rating

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5 4.21 – 5.00 Very High Validity (VHV)
4 3.41 – 4.20 High Validity (HV)
3 2.61 – 3.40 Moderate Validity (MV)
2 1.81 – 2.00 Poor Validity (PV)
1 1.00 – 1.80 Very Poor Validity (VPV)

The result of the validation of the survey-checklist questionnaire was

3.94, which was interpreted as high validity. This revealed that the research

tool could significantly measure what it intends to measure. Moreover,

comments and suggestions made by the panel are considered for the

questionnaire’s improvement. The final draft of the questionnaire is

administered to the target participants of the study.

On the other hand, the reliability of the constructed checklist-survey

questionnaire is established with a pilot test conducted to 30 students (Eleven

TVL-Luna and Nineteen 10- Amethyst students) which were randomly selected

to test its consistency and dependability all throughout the conduct of study.

To determine the degree of reliability of the questionnaire, Kuder-

Richardson 21 formula was used to determine if there is a significant

relationship between and among the items in the questionnaire.

To interpret the magnitude of the reliability coefficient, the following

classification is applied (Rodriguez et al., 2017 as cited by Salazar et al., 2018):

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Range Interpretation
1.00 Perfect Reliability

0.71-0.99 Very High Reliability

0.51-0.70 High Reliability

0.21-0.50 Low Reliability

0.01-0.21 Negligible Reliability

0.00 No Reliability

The result of reliability test was 0.92 which was interpreted as Very High

Reliability. This denotes that the questionnaire made by the researchers is

internally consistent and dependable. The questionnaire is now ready to be

floated.

Upon the approval of the Principal, the researchers distributed the

questionnaire personally to both Senior and Junior High school students.

Proper Etiquette is observed such the request has undergone an appropriate

procedure.

Tools for Data Analysis

The data that were gathered, collected, and tabulated are subjected for

analysis and interpretation using the appropriate statistical tools.

Researchers used the MS Excel in determining the weighted mean, and

the T-test.
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For problem 1, mean is used to determine the level of addiction of the

students. The formula for weighted mean is as follows

(https://www.statisticshowto.datasciencecentral.com/weighted-mean/):

(Σ f x)
WM =
N

Where:

WM= weighted mean

f= frequency

x= ratings

Σfx= summation of the product of f and x

N= number of respondents/ cases

An assessment of the normality of the data is essential for many

statistical tests because normal data is underlying assumption in using

parametric testing. This required the researchers to check whether the data is

normally distributed or not before applying the parametric. If the assumption

of normally distributed or not before applying the parametric or non-

parametric test. If the assumption of normality is valid then the researches can

now utilized the parametric test. In testing the normality, researchers used the
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Shapiro- Wilk test. The formula for Shapiro Wilk test is as follows (Batin and

Gacula, 2018):

2
( Σni=1 ai x (i) )
W=
Σ ni=1 ¿ ¿

Where,

x (i )— the ith order statistic

x́— sample mean

mT v−1
a i=( ai , … an )= T −1 −1
Such that m= (m1 ,… m n ¿ ¿T
√m V V m

In interpreting the result, the p value is greater than 0.05, null

hypothesis that the data came from a normally distributed cannot be rejected,

which is what the researchers wanter to be an outcome to meet the

assumption of normality.

Table 2: TEST OF NORMALITY

Indicator Shapiro-Wilk value p-value Remarks

Level of Addiction .980 .065 Normally Distributed

It can be deduced in the table a p-value of the data are normally

distributed. This is backed-up the p-value 0.065 greater than 0.05 level of

significance. This entailed researchers to utilize the parametric test.

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Parametric test is hypothesis testing procedures that rely on the

assumptions that observed data are distributed according to some

distributions on which we want to make inference. Parametric tests are used

only where a normal distribution is assumed. The most widely used tests are

the t-test (paired or unpaired), ANOVA and the Pearson rank correlation.

Parametric can test the extent to which numerous sample structures are

reflected in the population. [ CITATION Ric19 \l 13321 ]

As a result the following parametric test is used.

For problem 2, to determine the significant difference of the level of

addiction between junior and senior high school students, the t-test for

independent samples was used. T-test is applicable because it is used to

determine whether there is a significant difference between the means of two

groups (Del Siegle, 2019), the formula is as follows

(https://www.statisticshowto.datasciencecentral.com/?

s=T+test+independent+samples)

x́ 1−x́ 2
t= (n¿¿ 2−1)s 22 n 1+ n2
√ (n¿¿ 1−1)s 21+
n1 +n2 −2
+
√
n1 n2
¿¿

Where:

x́ 1= mean of the first group

x́ 2=¿ Mean of the second group
n1 =¿ Number of cases of the first group
n2 =¿ number of cases of the second group
s21= population variance of group 1
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s22 = population variance of group 2

Ethical Consideration

To establish and maintain ethics in conducting this research, the

researchers strictly observed the following.

The student’s names are not mentioned in any part of this research.

They were not emotionally and physically harmed nor forced just to be a

respondent of the study.

Coding scheme was used in selecting respondents reflecting on the table

for distribution of respondents.

Proper document sourcing or referencing of materials is done to ensure

and promote copyright laws.

A communication letter was presented to the Principal’s Office asking

permission to float the questionnaire.

A research instrument is subjected to validity and reliability. All the

suggestions of the validators were incorporated.

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CHAPTER III

RESULTS AND DISCUSSION

This chapter showed the result of data analysis that has been
undertaken and has been achieved from the studies.

Problem 1: What is the level of addiction in playing online games along?

a. Junior High School

b. Senior High School

The indicators below are included in the study to determine the level of

addiction of the students in playing online games.

It can be depicted in the table the level of addiction of the students.

Table 3: LEVEL OF ADDICTION OF JUNIOR HIGH SCHOOL STUDENTS

Indicators x́ Descriptive
rating
1. Playing online games makes me feel good. 3.72 Highly Addicted
2. I sleep late at night because of online games. 3.27 Addicted
3. Playing online games lets me vent and relieve 3.46 Highly Addicted
stress from the day.
4. I have a tough time controlling my need to play 3.17 Addicted
online games.
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5. Playing online games makes me forget of the real- 3.18 Addicted
life problems.
6. I am emotionally dependent on these games 3.14 Addicted
(online games).
7. The urge is too strong; I cannot help myself from 3.12 Addicted
playing.
8. I have almost an obsessive feeling for these 3.16 Addicted
games.
9. I spend a lot of time thinking about games even 2.97 Addicted
when I am not playing.
10. I cannot live without these games. 2.95 Addicted
11. I feel frustrated when I cannot play online 3.00 Addicted
games.
12. I had skip meals just to finish the game I’m 3.01 Addicted
playing.
13. I rather paly online games than socializing 3.18 Addicted
with other people during my free time.
14. I feel annoyed when someone disturbs me 3.45 Highly addicted
when I am playing online games.
15. I often talk about online games with someone 3.27 Addicted
close to me.
16. Playing online games affects my grades 2.98 Addicted.
negatively.
17. I prefer the enjoyment in playing online games 3.88 Addicted
than spending my time doing school works and
projects.
18. I have missed school and cut my classes 2.97 Addicted
because I played online games.
LEVEL OF ADDICTION 3.22 Addicted
Legend:

4.21-5.00 Very High Addicted

(VHA)
3.41-4.20 Highly Addicted (HA)
2.61-3.40 Addicted (A)
1.81-2.60 Moderately Addicted (A)
1.00-1.80 Not Addicted (NA)

As can be gleaned on the table, Junior High School students are addicted

when it comes to online game which was solidified by the mean rating of 3.22.

This means that Junior students are hooked into online games, they play
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excessively and beyond limits. They are emotionally dependent on playing

online games and the urge is too strong, they cannot live without these games.

Furthermore, Juniors have tough time controlling their need to play and they

spent a lot of time thinking about games even though they are not playing.

Some of them have missed school and cut their classes just to play online

games, and they also prefer the enjoyment they feel every time they play than

spending their time doing school works and projects. These findings imply that

juniors are at risk, failure and inability to perform well in class might be a

result.

For further scrutiny, they feel frustrated when they cannot play online

games. Junior students are easily annoyed when someone is disturbing them

while playing. They easily gets irritated and become aggressive. Another reason

is frustration and failing in winning a game. This finding is similar to the

finding of Maldonado (2018), the study found out that the more frustration a

person experienced while playing the game, and the more likely he or she was

to exhibit aggressive and irritation. The findings contradicts the study of

Romano (2019), he stressed that violent content of a game has no influence on

whether a person becomes aggressive. There’s no science proving a link

between online games and players’ physical aggression. He also added that,

online games have played a verifiable role in a handful of mass shootings, but

the science linking online games to aggression and violence is murky.

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Table 4: LEVEL OF ADDICTION OF SENIOR HIGH SCHOOL STUDENTS

Indicators x́ Descriptive
rating
1. Playing online games makes me feel good. 3.16 Addicted
2. I sleep late at night because of online games. 2.30 Moderately
Addicted
3. Playing online games lets me vent and relieve 3.47 Highly Addicted
stress from the day.
4. I have a tough time controlling my need to play 2.37 Addicted
online games.
5. Playing online games makes me forget of the real- 2.40 Moderately
life problems. Addicted
6. I am emotionally dependent on these games 2.19 Moderately
(online games). Addicted
7. The urge is too strong; I cannot help myself from 2.22 Moderately
playing. Addicted
8. I have almost an obsessive feeling for these 2.08 Moderately
games. Addicted
9. I spend a lot of time thinking about games even 2.80 Addicted
when I am not playing.
10. I cannot live without these games. 2.66 Addicted
11. I feel frustrated when I cannot play online 2.68 Addicted
games.
12. I had skip meals just to finish the game I’m 3.20 Addicted
playing.
13. I rather paly online games than socializing 2.25 Moderately
with other people during my free time. Addicted
14. I feel annoyed when someone disturbs me 2.39 Moderately
when I am playing online games. Addicted
15. I often talk about online games with someone 3.25 Moderately
close to me. Addicted
16. Playing online games affects my grades 2.26 Moderately
negatively. Addicted.
17. I prefer the enjoyment in playing online games 2.65 Addicted.
than spending my time doing school works and
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projects.
18. I have missed school and cut my classes 2.11 Moderately
because I played online games. Addicted.
LEVEL OF ADDICTION 2.58 Moderately
Addicted

Legend:

4.21-5.00 Very High Addicted

(VHA)
3.41-4.20 Highly Addicted (HA)
2.61-3.40 Addicted (A)
1.81-2.60 Moderately Addicted (A)
1.00-1.80 Not Addicted (NA)

When taken as a whole, Senior High School students are moderately

addicted when it comes to online game which was solidified by the mean rating

of 2.58. This means that they are still aware what they are doing and they

know the consequences of their actions. Seniors play online games to vent and

forget their real-life problems; it also serves as one of their ways to relieve

stress from school matters. Like Juniors, seniors are also said to be

emotionally dependent, they feel frustrated when they cannot play online

games and have an almost obsessive feelings towards this game. They sleep

late at night and skipped meals just to finish the game.

Furthermore, senior students still have the ability to control their

engagement on such activities and know their limitations on playing such

games. They can still manage to do their school work and requirement even

though they are online gamers. And they still perform well in their respective

subjects. Virtue stand in the middle, Virtue is in the moderate not the extreme

position (Aristotle). This finding corroborates the findings of Dumrique (2017),

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where students who play online games do not affect their performance badly

because they know that they need to control themselves in order to function

well in their class that is why they only play games during vacation and

weekends with a lot of time compared when they have classes. They also added

that even though they play online games; they know how to socialize well and

still manage to perform very well when it comes to academic performance. They

concluded that it is inevitable not to play even half an hour especially when

they are accustomed. Moderation is a critical factor in how online games

influence students. When the use and types of online games are kept in check,

they can even be helpful.

Seniors play online games to vent and relieve their stress but they are

not hooked into it. Doctor Peter Gray (2012), a research professor at Boston

College, explains that many students spend a lot of time pursuing their

hobbies and passions, but they’re not addicted to these matters. It’s the same

for gaming. Senior High School students can love online games, get much joy

from them, play them for many hours every day, and not have a gaming

disorder or online games addiction. In addition, Kuss and Griffiths stressed

that teens that play online games are just having fun. They do not just actually

play because of some sort of seriousness, but because they also want to feel

relief. During school hours, students tend to feel stressed due to loads of

school works and through playing it will relieve their stress. It’s undeniably

questionable that playing online games provide them something that no one

can give.
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In contrary, when students spend all of their free time playing online

games, it becomes another stressful addiction which loses the stress-relieving

power that made it such practical way to vent and get rid of stress (Kumsa,

2018).

Problem 2: Is there a significant difference between the level of

addiction of Junior High school students and Senior High School

students?

Table 5 show the difference on the level of addiction between Junior and

Senior High School Students.

Table 5: Significant difference on the level of addiction between Junior

and Senior high school students

Variable t-computed t-critical

Remarks

Level of Addiction 5.32 2.05

There is a significant difference

When subjected to t-test analysis, the t-computed which has a value of

5.32 is greater than the t-critical which is equal to 2.05. This means that the

null hypothesis which states that there is no significant difference on the level

of addiction between junior and senior students is rejected. Thus, significant

difference existed. This validates the reason that Junior High School students

are more addicted compared to the Senior High School students. This finding
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might been due to the fact that Seniors are more focused on their studies and

they have more responsibilities compared to Junior High school students who

are still enjoying their childhood where they have more time to play and enjoy

their leisure. Seniors play online games which serves as their leisure activity

and stress reliever while Junior students are hooked into it. They do not just

play online games to vent and relieve stress but it becomes their need, they are

totally and emotionally dependent on playing online games.

This finding is in line with the findings of ChildNet International,

children aged 12-15 or juniors spend on average 1.5 hours more gaming each

week in 2018 than they did in 2017. Both teenagers and young adults can

become addicted to online activities or video and computer games. But younger

students are considerably more likely than their seniors.

Opposing it, [CITATION Ama08 \l 13321 ], stressed that although younger

generations tend to dominate the gaming world; older respondents who do play

games are more avid players. Older gamers, particularly seniors, tend to play

games more frequently because they have more time to play than younger

gamers.
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CHAPTER IV

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter deals with the conclusions drawn from the findings of the

study conducted as well as recommendations formulated in line with the

findings and conclusions.

Findings

The following significant findings are revealed from the analysis of data.

1. According to the result, in terms of the level of addiction, the overall

weighted mean of the junior high school students is 3.27 which lie on the

interpretation of “Addicted” while the overall weighted mean for seniors is

2.58 interpreted as “Moderately Addicted”.

2. The indicators “I feel annoyed when someone disturbs me when I am

playing online games” and “Playing online games lets me vent and relieve

stress from the day” gathered an overall mean of 2.92 and 3.47

respectively.

3. Students play online games to vent and relieve stress.

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4. The study revealed that there is a significant difference on the level of

addiction between Junior High school and Senior High school students.

Conclusions

Based on the findings the, the researchers generate the following

conclusions:

1. Junior High school students have higher level of addiction compared to

Senior High school students.

2. Both Junior and Senior high school students play online games as a way

of relieving their stress. They also easily gest irritated when someone is

disturbing them while they are playing.

Recommendations

The researchers make the following recommendations based from the

conclusions:

1. Students should know their limitations in playing online games.

Programs that are related to online games can help the students in

acquiring more information about the impact and consequences of

playing online games and being addicted into it.

2. School administration and teachers with the collaboration of the Parents

might consider promoting sportsmanship, camaraderie and pro-skills to

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the students’ trough sports and recreational activities instead of getting

engaged with online games.

3. Parents-Teachers Association should consider being functional in all

their responsibilities. Teacher should notify about the academic

performance and school participation of the students inside the school

facilities. This association can strengthen the home and school

partnership to supervise the students’ activities.

4. The school should strengthen the implementation about the “Collection

of Mobile phone during class hours” Policy to prevent students from

using their phone playing games during their vacant time than spending

it making their school requirements.

5. School administrators must adopt the intervention made by the

researchers which entitled “Participatory Learning School and Family

Based Intervention” program to reduce the level of addiction of the

students on playing online games.

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PARTICIPATORY LEARNING SCHOOL AND FAMILY-BASED INTERVENTION PROGRAM

I. RATIONALE

Participatory learning school and family-based intervention program is formulated to give solutions to the

findings on a study entitled “Academic performance and online games addiction of the students of Sto. Tomas

national High School. This is utilized to reduce the level of online games addiction. It will also help students in

balancing their academic life and leisure activities, address knowledge and raise awareness about the effects of

playing online games to their academic performance in school. In the cases of Sto. Tomas National High School, it

was founded out that Junior students are addicted while Seniors are moderately addicted in playing online games.

This finding serves as the basis of this intervention.

Moreover, this intervention includes the following parts: Instructional program, objectives, topics, activities

and evaluation.

II. OBJECTIVES

Specifically, the intervention program aims to;

1. Reduce the level of online games addiction of STNHS students

2. Give awareness about the effects of playing online games to their academic performance in school;

and,

3. Address knowledge, attitude and self-regulation skills with regard to the ability to control and manage

frequency of play and time spent in gaming.

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III. CONTENT OF THE PROJECT

Participatory Learning School and Family-Based Intervention Program

Instructional
intervention Objectives Topics Activities/ Evaluation
program
Introduction To introduce an overview of the 1. What is gaming? Activities
(week 1) program 2. Type of game • Ice-breaking, introduction,
To gain knowledge about 3. Rating games and their test for baseline, VDO, group
gaming, type of game, symbolism discussion
consequence of gaming, and 4. Consequence of gaming • Walk rally
gaming addiction behaviour 5. Gaming addiction behaviour
To investigate problem 6. How to play games while
situations for gaming addiction in avoiding addiction to Evaluation:
school gaming? • Question and answer, pre-
7. Time limit for playing games test
per day • Participation in classroom
8. Education on the healthy
Gamer
Self-regulation To gain knowledge about self- 1.What is self-regulation? Activities:
(week 2) regulation 2.Why self-regulation is •Build rapport and provide
necessary? description of self-regulation
3. How can we develop self- •VDO, group discussion
regulation by ourselves?
Evaluation:
•Question and answer
•Participation in classroom
Self-determined, goal Students determine goals to be 1. How to assess yourself? Activities:
and standard achieved and standards for 2.Component of successful •Test: are you addicted to
(week 3) behaviour test performance gaming?
Goal setting and target 3. How to set goals in the short •Students analyse
behaviour and long term? themselves
4. Value of goal setting •Present result of self-
assessment in group
•Goal setting by groups
process
•Group presentation in
class

Evaluation:
•Question and answer
•Result of self-assessment
and goal setting
•Participation in classroom
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Strategic planning Searching for options and 1. What is the option of Activities:
(week 4) formulating a plan planning? •Brainstorming – group
2. How to formulate a plan? discussion
3. How to search strategically •Group presentation in class
to achieve their plan?
Evaluation:
•Question and answer
•Participation in classroom
Self-monitoring Self-monitoring: students 1. How to systemically develop Activities:
(week 5) observe and monitor their own strategic plans for •Teach students about
performance attempting their own goals? systemically developing
2. Provide a model guideline strategic plans for
to attempt their goals attempting their goal
3. Option of self-monitoring •Group discussion
•Group presentation in class

Evaluation:
•Question and answer
•Participation in classroom
Self-instructions Self-instructions: students give 1. What is self-instruction? Activities:
(week 6) selves instructions (either loudly 2. What are appropriate •Teach about self-
or quietly) to help guide actions rewards and punishment? instructions
•Brainstorming
•Group discussion
•Group presentation in class

Evaluation:
•Question and answer
•Participation in classroom
Self-reflection Students have to implement the 1. How to implement the plan Activities:
(week 7) plan and response and response •Students share their
experiences and show how to
achieve their goal?
•Group discussion
•Group presentation in class

Evaluation:
•Question and answer
•Participation in classroom
Self-imposed Self-imposed contingencies: 1. What is the benefit of self- Activities:
contingencies students impose their own regulation? •Students share their
(week 8) consequences for success or 2. Students response and experiences
failure feedback for their own •Group presentation about
consequences for success their action and evaluate plan
or failure in class
•Give rewards to all students
enrolled in this study
•Awarding certificates
Evaluation:
•Question and answer
•Participation in classroom
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This program was developed based on self-regulation theory and used a participatory learning method by creating a

partnership between school and family. The design and application of this program integrates several areas of intervention

structured into six modules: psychoeducational, treatment as usual, intrapersonal, interpersonal, and development of a new

lifestyle.

In week 1, the first objective is to introduce an over view of this program and give knowledge about gaming addiction.

The topics being tackled were about the nature and type of online games as well as the gaming behaviour of the gamers.

Activities include; Ice-breaking, introduction, test for baseline, VDO, group discussion, and Walk rally. Pre-test and Classroom

participation were also done as a part of the evaluation program.

Week 2 is about addressing knowledge and information about self-regulation. Self-regulation is not a mental ability or

an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into

academic skill. Building rapport and providing description of self-regulation were done as a part of the evaluation activity.

Week 3 revolved around self-determined, goal and standard. Objectives include; goals to be achieved and standards

for behaviour as well as Goal setting and target behaviour. Students determined their short and long term goal, they also value

goal setting. Activities and evaluations includes: self-assessment about their addiction in online games.

Strategic planning is the main topic for week 4. It was centred on Searching options and formulating a plan. Through

brainstorming and group presentation, students were able know what are the options in planning and how to formulate and

achieve a plan.

Week 5: self-monitoring, students observe and monitor their own performance on how they systemically developed

strategic plans for attempting their own goals. They provide a model guideline to attempt their goals through group discussion

and presentation .

Week 6 Self-instructions: students give selves instructions (either loudly or quietly) to help guide actions. They describe

and tackle about self-instruction and identified the rewards and self-punishment through self-learning and brainstorming.
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In week 7, students have to implement the plan and responses. Through brainstorming and self-learning they were

able to know how to implement the plan they developed. Students shared their experiences on how they achieved their goal

through group discussion.

Week 8, Self-imposed contingencies: students impose their own consequences for success or failure. They determined

the importance and benefits of self-regulation and gave responses and feedback on their own consequences for success or

failure.

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.Shapiro, C., & Varian, R.H. (1999). Information rules: a strategic guide to the
network economy . Boston: Harvard Business School Press.

Shi, J. (2019). Understanding the lives of problem gamers:

Themeaning,purpose and influences of video gaming. Computers in
human behavior, Pages 291-303.

Singh, S. (2018). Online gaming addiction among adolescents across gender: A

comparative study. Pradesh, India: International Journal of Home
Science.

Smyth, J.M. (2007). Beyond Self-Selection in Video Game Play: An Experimental

Examination of the Consequences of Massively Multiplayer Online Role-Playing
Game Play.
Cyberpsychology & Behavior, 10 (5), 717-721.

Sultanbayeva, L. (2013). The influence of computer games on children's

aggression in adolescence. South Africa: elsevier Ltd.

Terry, M. (2018). Video gaming as a factor that affects academic perfromance in

grade 9. Canada.

Van Rooij, A.J. et al., 2011. Online video game addiction: Identification of
addicted adolescent gamers. Addiction.
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Winkel M., Hull J.W.[25 Scott D. The effect of video games on feelings of
aggression .Journal of Psychology. 1995. V. 129.

APPENDICES
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APPENDIX A
LETTER TO CONDUCT VALIDATION

November 18, 2019

ALEJANDRO HABOC
Principal I
Sto. Tomas National High School
Sto. Tomas, Candon City, Ilocos Sur

Dear Sir:

Greetings of Wisdom and Grace!

This letter is in connection with the approved study entitled “ONLINE

GAMES ADDICTION AND ACADEMIC PERFORMANCE OF STO. TOMAS
NATIONAL HIGH SCHOOL STUDENTS”, as an in-partial fulfilment of the
requirement in the subject Practical Research II (Quantitative Research).

In relation with this, the researchers are politely asking your good office
a permission to allow them validate their questionnaires to some of your
teachers whose expertise are in line with this study. The researchers fully
believe that these teachers are expertly capable of making their checklist-
survey questionnaire measure what are the things intended to be measured.

It is with high hope that this will merit your approval. Attached herewith
are letters for the validators, the questionnaire for content validation, and the
checklist- survey questionnaire. Your permission would hugely contribute to
the success of this study.
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Thank you and God Bless!

Truthfully yours,

NOVELLE JOY V. CAWING ANGELINE MOLINA LENALYN DALIMEG

TERRIE U. MANGAYAYAM LAICHA R. DOLLIENTE JERRIC VALDEZ
JAYPEE M. OLIVER MARIFE BADONGEN ALTHEA C. NARTATEZ
Researchers

DEXTER MARK B. BATIN

Research Adviser

APPENDIX B.1
LETTER TO VALIDATOR

Nov 18,2019

ALEJANDRO F. HABOC JR.

PRINCIPAL II
Sto. Tomas National High School
Sto. Tomas, Candon City, Ilocos
Sur

Dear Sir:

Greetings!

The undersigned are currently conducting their approved study entitled

“ONLINE GAMES ADDICTION AND ACADEMIC PERFORMANCE OF STO.
TOMAS NATIONAL HIGH SCHOOL STUDENTS”, as an in-partial fulfilment of
the requirement in the subject Practical Research II (Quantitative Research).

In relation to this, the researchers are asking you to share your precious
time as well as your knowledge and expertise to validate the checklist-survey
questionnaire that they constructed. Being aware with your expertise in dealing
with concepts along Technology especially online games, the researchers are
confident that your intellectual input and substantial comments and
suggestions will result to a well-constructed questionnaire.
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Thank you very much and God Bless!

NOVELLE JOY V. CAWING ANGELINE MOLINA LENALYN DALIMEG

TERRIE U. MANGAYAYAM LAICHA R. DOLLIENTE JERRIC VALDEZ

JAYPEE M. OLIVER MARIFE BADONGEN ALTHEA C. NARTATEZ

Researchers

DEXTER MARK B. BATIN

Research Adviser

APPENDIX B.2
LETTER TO VALIDATOR

Nov 18,2019

RENEBOY M. SANCHEZ
TEACHER III
Sto. Tomas National High School
Sto. Tomas, Candon City, Ilocos Sur

Dear Sir:

Greetings!

The undersigned are currently conducting their approved study entitled

“ONLINE GAMES ADDICTION AND ACADEMIC PERFORMANCE OF STO.
TOMAS NATIONAL HIGH SCHOOL STUDENTS”, as an in-partial fulfilment of
the requirement in the subject Practical Research II (Quantitative Research).

In relation to this, the researchers are asking you to share your precious
time as well as your knowledge and expertise to validate the checklist-survey
questionnaire that they constructed. Being aware with your expertise in dealing
with concepts along Technology especially online games, the researchers are
confident that your intellectual input and substantial comments and
suggestions will result to a well-constructed questionnaire.

Thank you very much and God Bless!

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STO. TOMAS NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL

NOVELLE JOY V. CAWING ANGELINE MOLINA LENALYN DALIMEG

TERRIE U. MANGAYAYAM LAICHA R. DOLLIENTE JERRIC VALDEZ

JAYPEE M. OLIVER MARIFE BADONGEN ALTHEA C. NARTATEZ

Researchers

DEXTER MARK B. BATIN

Research Adviser

APPENDIX B.3
LETTER TO VALIDATOR

Nov 18,2019

CHERRY ROSE GUILLERMO

MASTER TEACHER I
Sto. Tomas National High School
Sto. Tomas, Candon City, Ilocos Sur

Dear Ma’am:

Greetings!

The undersigned are currently conducting their approved study entitled

“ONLINE GAMES ADDICTION AND ACADEMIC PERFORMANCE OF STO.
TOMAS NATIONAL HIGH SCHOOL STUDENTS”, as an in-partial fulfilment of
the requirement in the subject Practical Research II (Quantitative Research).

In relation to this, the researchers are asking you to share your precious
time as well as your knowledge and expertise to validate the checklist-survey
questionnaire that they constructed. Being aware with your expertise in dealing
with concepts along Technology especially online games, the researchers are
confident that your intellectual input and substantial comments and
suggestions will result to a well-constructed questionnaire.

Thank you very much and God Bless!

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STO. TOMAS NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL
NOVELLE JOY V. CAWING ANGELINE MOLINA LENALYN DALIMEG

TERRIE U. MANGAYAYAM LAICHA R. DOLLIENTE JERRIC VALDEZ

JAYPEE M. OLIVER MARIFE BADONGEN ALTHEA C. NARTATEZ

Researchers

DEXTER MARK B. BATIN

Research Adviser

APPENDIX C.1

CONTENT VALIDATION
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APPENDIX C.2
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CONTENT VALIDATION

APPENDIX C.3
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CONTENT VALIDATION

APPENDIX C.4

COMPUTATION OF VALIDITY RATING

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Validators Rating TOTAL

1 2 3
The items are valid representative of 4 4 4 4
the scope.
The items are clear and do not
warrant misconceptions. 4 4 5 4.33
The items are written based on the
respondents’ understanding. 4 4 4 4
The items lead to an acceptable 4 3 5 4
answer.
The items are free from any error. 3 3 5 3.66
Generally, the questionnaire
measures what intends to measure 4 3 4 3.66
TOTAL 3.83 3.5 4.5 3.94

Points Numerical Rating Descriptive Equivalent Rating

5 4.21 – 5.00 Very High Validity (VHV)
4 3.41 – 4.20 High Validity (HV)
3 2.61 – 3.40 Moderate Validity (MV)
2 1.81 – 2.00 Poor Validity (PV)
1 1.00 – 1.80 Very Poor Validity (VPV)

APPENDIX D.1

LETTER TO CONDUCT PILOT TESTING

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November 25, 2019

ALEJANDRO HABOC
Principal II
Sto. Tomas National High School
Sto. Tomas, Candon City, Ilocos Sur

Dear Sir:

Greetings!

The students who are presently enrolled in Practical Research II are

currently pursuing the research study entitled “ONLINE GAMES AND
ACADEMIC PERFORMANCE OF STO. TOMAS NATIONAL HIGH SCHOOL
STUDENTS”. Anent to this, the researchers are humbly asking your office a
permission to allow them to conduct their pilot testing of their questionnaire to
the high school students from Sto. Tomas National High School. Rest assured
that all data collected will be treated with outmost and will used for research
purposes only. Your permission would immensely contribute to the success of
this study.

Thank you.

Truthfully yours,

NOVELLE JOY V. CAWING ANGELINE MOLINA LENALYN DALIMEG

TERRIE U. MANGAYAYAM LAICHA R. DOLLIENTE JERRIC VALDEZ

JAYPEE M. OLIVER MARIFE BADONGEN ALTHEA C. NARTATEZ

Researchers

DEXTER MARK B. BATIN

Research Adviser

APPENDIX D.2
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Cronbach's Alpha 0.908714458

Split-Half (odd-even) Correlation 0.851122468

Spearman-Brown Prophecy 0.919574456

Mean for Test 57.93333333

Standard Deviation for Test 12.23365122

APPENDIX E.1

LETTER TO FLOAT QUESTIONNAIRE

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November 25, 2019

ALEJANDRO HABOC
Principal II
Sto. Tomas National High School
Sto. Tomas, Candon City, Ilocos Sur

Dear Sir:

Greetings!

The students who are presently enrolled in Practical Research II are

currently pursuing the research study entitled “ONLINE GAMES AND
ACADEMIC PERFORMANCE OF STO. TOMAS NATIONAL HIGH SCHOOL
STUDENTS”. Anent to this, the researchers are humbly asking your office a
permission to allow them to float their questionnaire to the high school
students from Sto. Tomas National High School. Rest assured that all data
collected will be treated with outmost and will used for research purposes only.
Your permission would immensely contribute to the success of this study.

Thank you.

Truthfully yours,

NOVELLE JOY V. CAWING ANGELINE MOLINA LENALYN DALIMEG

TERRIE U. MANGAYAYAM LAICHA R. DOLLIENTE JERRIC VALDEZ

JAYPEE M. OLIVER MARIFE BADONGEN ALTHEA C. NARTATEZ

Researchers

DEXTER MARK B. BATIN

Research Adviser

APPENDIX E.2
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LETTER TO STUDNETS FOR THE FLOATING OF QUESTIONNAIRES

DEAR STUDENTS,

The undersigned are currently enrolled in Practical Research II at Sto.

Tomas National High School and currently conducting their study entitled
“ONLINE GAMES ADDICTION AND ACADEMIC PERFORMANCE OF STO.
TOMAS NATIONAL HIGH SCHOOL STUDENTS”, as an in-partial fulfilment of
the requirement in the subject Practical Research II (Quantitative Research).

With that, the researchers are asking for your support and cooperation
so that this study will carefully carried out and may greatly contribute in
solving the issue in this school regarding the gaming addiction among
students.

Please answer the questionnaire very accurately and with all honesty.
Your responses will greatly contribute to the success this study. Please answer
all the questions and don’t leave any item unanswered.

Rest assured that all data and information obtained here will be held
strictly confidential. Your immediate request to this request is highly
cherished.

Thank you very much and God Bless!

NOVELLE JOY V. CAWING ANGELINE MOLINA LENALYN DALIMEG

TERRIE U. MANGAYAYAM LAICHA R. DOLLIENTE JERRIC VALDEZ

JAYPEE M. OLIVER MARIFE BADONGEN ALTHEA C. NARTATEZ

Researchers

DEXTER MARK B. BATIN

Research Adviser

ONLINE GAMES ADDICTION AND ACADEMIC PERFORMANCE

OF STO. TOMAS NATIONAL HIGH SCHOOL STUDENTS
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SENIOR HIGH SCHOOL
LEVEL OF ADDICTION OF THE RESPONDENT

Direction: Please put a check mark (√) on the appropriate column for the
following statements.

Norm:
5- Strongly Agree
4- Agree
3-Undecided
2- Disagree
1-Strongly Disagree

LEVEL OF ADDICTION 5 4 3 2 1
Playing online games makes me feel good.
I sleep late at night because of online games.
Playing online games lets me vent and relieve
stress from the day.
I have a tough time controlling my need to play
online games.
Playing online games makes me forget of the real-
life problems.
I am emotionally dependent on these games
(online games).
The urge is too strong; I cannot help myself from
playing.
I have almost an obsessive feeling for these
games.
I spend a lot of time thinking about games even
when I am not playing.
I cannot live without these games.
I feel frustrated when I cannot play online games.
I had skip meals just to finish the game I’m
playing.
I rather paly online games than socializing with
other people during my free time.
I feel annoyed when someone disturbs me when I
am playing online games.
I often talk about online games with someone
close to me.
Playing online games affects my grades
negatively.
I prefer the enjoyment in playing online games
than spending my time doing school works and
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projects.
I have missed school and cut my classes because
I played online games.
OVERALL MEAN

Legend:
ITEM DESCRIPTIVE RATING STATISTICAL RANGE
OVERALL DESCRIPTIVE RATINGS
5- Strongly Agree 4.21-5.00 Very High Addicted
(VHA)
4- Agree 3.21-4.20 Highly
Addicted (HA)
3- 2.61-3.20 Addicted (A)
Neutral
2- 1.81-2.60 Moderately
Disagree Addicted (MA)
1- 1.00-1.80 Not Addicted (NA)
Strongly Disagree

APPENDIX F
DOCUMENTATION
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Junior High School

Senior High School

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SENIOR HIGH SCHOOL
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CURRICULUM
VITAE

CAWING, NOVELLE JOY V.

Patac, Galimuyod, Ilocos Sur
09458841237
[email protected]

PERSONAL INFORMATION
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SENIOR HIGH SCHOOL

Age :18 y/o

Birthdate : November 16,2001
Birthplace : Bangued, Abra
Religion : Iglesia Ni Cristo
Father’s Name : Sandoval Jhune A. Cawing
Mother’s Name : Siony V. Cawing
Nationality : Filipino
Civil Status : Single

EDUCATIONAL BACKGROUND

Secondary Degree
 Senior High School
Sto. Tomas National High School
 Junior High School
Sto. Tomas National High School

Primary Degree
 Sto. Tomas Elementary School

”A dream doesn’t become reality through magic; it takes sweat,

determination and hard work.”

I hereby attest to the accuracy and veracity of the data above therein.

DOLLIENTE, LAICHA R.
Allangigan , Candon City, Ilocos Sur
09353286210
[email protected]

PERSONAL INFORMATION
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Age : 18 y/o
Birthdate : September 20, 2001
Birthplace : Allangigan 2nd, Candon City, Ilocos Sur
Religion : Roman Catholic
Father’s Name : Alexander Dolliente
Mother’s Name : Lilia Dolliente
Nationality : Filipino
Civil Status : Single

EDUCATIONAL BACKGROUND

Secondary Degree
 Senior High School
Sto. Tomas National High School
 Junior High School
Sto. Tomas National High School

Primary Degree
 Sto. Tomas Elementary School

”All our dreams can come true, if we have the courage to pursue them.”

I hereby attest to the accuracy and veracity of the data above therein.

DALIMEG, LENALYN D.
Bidbiday, Galiuyod, Ilocos Sur
09759254160
[email protected]

PERSONAL INFORMATION
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Age : 18 y/o
Birthdate : September 28,2001
Birthplace : Bidbiday, Galimuyod Ilocos Sur
Religion : Church of Christ
Father’s Name : Ronel Dalimeg
Mother’s Name : Jovelyn Dalimeg
Nationality : Filipino
Civil Status : Single

EDUCATIONAL BACKGROUND

Secondary Degree
 Senior High School
Sto. Tomas National High School
 Junior High School
Sto. Tomas National High School

Primary Degree
 Bidbiday Elementary School

”The future belongs to those who believe in the beauty of their dreams.”

I hereby attest to the accuracy and veracity of the data above therein.

MOLINA, ANGELINE ANN V.

Allangigan , Candon City, Ilocos Sur
09350336093
[email protected]

PERSONAL INFORMATION
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STO. TOMAS NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL

Age : 18 y/o
Birthdate : May 16,2001
Birthplace : Allangigan 1st Candon City Ilocos Sur
Religion : Roman Catholic
Father’s Name : George Molina
Mother’s Name : Mary Jean Molina
Nationality : Filipino
Civil Status : Single

EDUCATIONAL BACKGROUND

Secondary Degree
 Senior High School
Sto. Tomas National High School
 Junior High School
Sto. Tomas National High School

Primary Degree
 San Andres Adventist Elementary School

”Dreams are today’s answers to tomorrow’s questions.”

I hereby attest to the accuracy and veracity of the data above therein.

VALDEZ, JOHN JERRIC D.

Rubio,Galimuyod,IlocosSur
09994888655
[email protected]
 73

STO. TOMAS NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL
PERSONAL INFORMATION

Age : 17 y/o
Birthdate : March 26,2002
Birthplace : Candon,Ilocos Sur
Religion : Roman Catholic
Father’s Name : Jerry Valdez
Mother’s Name : Jennie Lyn Valdez
Nationality : Filipino
Civil Status : Single

EDUCATIONAL BACKGROUND

Secondary Degree
 Senior High School
Sto. Tomas National High School
 Junior High School
Sto. Tomas National High School

Primary Degree
 Galimuyod Central School

”Dreams are today’s answers to tomorrow’s questions.”

I hereby attest to the accuracy and veracity of the data above therein.

NARTATEZ, ALTHEA JOYCE C.

Sto. Tomas , Candon City, Ilocos Sur
09669943354
[email protected]

PERSONAL INFORMATION
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SENIOR HIGH SCHOOL

Age : 17 y/o
Birthdate : August 16, 2002
Birthplace : Athens Greece
Religion : Methodist
Father’s Name : Robert Nartatez
Mother’s Name : Joyce Nartatez
Nationality : Filipino
Civil Status : Single

EDUCATIONAL BACKGROUND

Secondary Degree
 Senior High School
Sto. Tomas National High School
 Junior High School
Sto. Tomas National High School

Primary Degree
 Bidbiday Elementary School

”Nothing happens unless first we dream.”

I hereby attest to the accuracy and veracity of the data above therein.

BADONGEN MARIFE G.
Sabangan Bato, Galimuyod, Ilocos Sur
09612994061
[email protected]

PERSONAL INFORMATION
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STO. TOMAS NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL

Age : 17 y/o
Birthdate : April 3,2002
Birthplace : Sabangan Bato, Galimuyod Ilocos Sur
Religion : Pentecost
Father’s Name : Mario Badongen
Mother’s Name : Marites Badongen
Nationality : Filipino
Civil Status : Single

EDUCATIONAL BACKGROUND

Secondary Degree
 Senior High School
Sto. Tomas National High School
 Junior High School
Pagangpang National High School

Primary Degree
 Bidbiday Elementary School

”Dreams as if you’ll live forever, live as if you’ll die today.”

I hereby attest to the accuracy and veracity of the data above therein.

MANGAYAYAM, TERRIE ANNE U.

Sto. Tomas Candon City, Ilocos Sur
09755700143
[email protected]

PERSONAL INFORMATION
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STO. TOMAS NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL

Age :18 y/o

Birthdate : January 11,2002
Birthplace : Paratong, Sta Cruz, Ilocos Sur
Religion : Methodist
Father’s Name : Vincent Jan Mangayayam
Mother’s Name : Jeanette Mangayayam
Nationality : Filipino
Civil Status : Single

EDUCATIONAL BACKGROUND

Secondary Degree
 Senior High School
Sto. Tomas National High School
 Junior High School
Sto. Tomas National High School

Primary Degree
 Sto. Tomas Elementary School

”To accomplish great things, we must not only act, but also dream; not
only plan, but also believe.”

I hereby attest to the accuracy and veracity of the data above therein.

OLIVER, JAYPEE LOUEL M.

San Andres Candon City, Ilocos Sur
09179671468
[email protected]

PERSONAL INFORMATION
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SENIOR HIGH SCHOOL

Age :17 y/o

Birthdate : July 27,2002
Birthplace : San Fernando, La Union
Religion : Seventh Day Adventist
Father’s Name : Jayson Oliver
Mother’s Name : Presalyn Janice Oliver
Nationality : Filipino
Civil Status : Single

EDUCATIONAL BACKGROUND

Secondary Degree
 Senior High School
Sto. Tomas National High School
 Junior High School
Conception Adventist Academy

Primary Degree
 San Andres Adventist Elementary School

”Amateurs sit and wait for inspiration, the rest of us just get up and go
to work.”

I hereby attest to the accuracy and veracity of the data above therein.