IMPACT OF VIDEO GAMES ON THE STUDENT’S BEHAVIOR:

A QUANTITATIVE STUDY

A Quantitative Research
Presented to the Faculty of Senior High School
STI Academic Center Sta. Mesa
Sta. Mesa, Manila

In Partial Fulfilment of the Requirements for the Subject

Practical Research 2

by:

Falguera, Maxine F.

Fulla, James R.

Garcia, John Erynold B.

Garcia, Josabeth F.

Gonzaga, Rannie V.

January 2021
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Chapter 1
THE PROBLEM AND ITS SETTING

Introduction

This study was conducted to assess and find out the impact of video gaming

on the academic performance and social behavior of people especially the students,

this study sought answers on the significant relationship between playing video

games and academic performance and to the social behavior of the students.

Computers have become an integral part of people’s lives and homes. This

gives students easy access to video games, and many students are always playing

video games.

Computers have become indispensable in modern times. From information to

fun, you can probably do everything with the help of this amazing machine.

Computers are essential for today's people, and the time they spend on computers is

constantly increasing.

One of the most popular computers for students is video games or computer

games. From puzzles to racing, action to sports, strategy to adventure, computer

games are probably the biggest addiction for most students. Companies such as

Sony and Microsoft are doing their best to promote Xbox and PlayStation to people

around the world, making these games accessible.

Addiction to these computer games can cause serious harm to students.

Students play for long periods of time, which can lead to eye damage. The effects of

excessive visual media are obvious; as many people these days have begun to wear
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glasses from an early age. Playing computer games for long periods of time can also

cause headaches and dizziness.

But one of the biggest concerns about playing excessive computer games is

that the students/people aren't out and playing. Playing outdoor sports does not only

improve your physical fitness, and it also students/people communicate with other

people and adapt to society. Meanwhile, games are a bad influence on students and

can teach them bad habits or attitudes.

It may not be possible to ban students from playing these games. However,

parents must encourage their children to reduce or limit themselves from playing

video games and do outdoor activities. They need to allocate time to play video

games and adults/seniors need to monitor the type of games the students are

playing.
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Background of the Study

The Internet as a source of information plays an important role in developing

the mind and life experience by creating productive works in schools, offices, and

even at home. Today, this can be the most efficient strategic tool for humans to take

charge of and cope with fast-growing technologies.

The fact that people live in a profitable lifestyle where everything is updated

has made the Internet one of the essentials of human beings, regardless of age or

gender in today's society. But the impact of this handy machine on young people is

undeniable. As Rock (2009) said, all of these technologies are great at distracting

people. In line with this development, online games were created to provide

entertainment to people.

Online games are one of the leisure activities widely used by many people. For

some people, playing video games has several reasons to play, such as stress relief,

challenge and competition, relaxation, fun, social interaction, and even a mental

escape from the real world. It is said.

For most people, online games are one of the best games ever, especially for

teens, adolescents, and students. According to Kuss, Daria, and Griffiths. (2012)

teens playing online games are just having fun. Not only do they actually play for

some seriousness, they just want to feel relieved. During class hours, many school

jobs tend to be stressful, and playing can help relieve stress.

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There is no doubt that playing online games offers something that no one can

offer. According to some studies, it is beneficial. This makes the player's mind more

active, especially in puzzle-based games. In addition, it helps players make decisions

in difficult situations, especially adventure games that keep players vigilant, lively,

and strategic.

Students learn unexpectedly, but improper use of online games can lead to

problems such as distractions at school. Moreover, it is the places where the child's

attention is divided that unknowingly affects the child's health and even social life.

Some psychological studies have shown that spending more time on the Internet can

adversely affect the ability to properly face-to-face and communicate with family

members, including friends, peers, and parents Anderson, Janna, and Lee Rainie.

(2012).

Studies show that the human brain is vulnerable to destruction, partly because

of the use of technology. The education system tends to follow the tide of constant

change in this society in order to obtain something relevant to today's generation.

Researchers felt the need to determine the impact of online games on students'

academic performance and social behavior. The purpose of this study is to clarify the

impact of online games on students' academic performance and social behaviour.

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Theoretical Framework

According to Majamaki & Matilda Hellman (2015) that a huge

multiplayer online role-playing games are graphical virtual environments during which

gamers interact with one another through avatars many hours’ day to day each day

on a daily basis. The foremost widely accepted criterion of problematic variants of the

gaming is that the amount of your time spent on the games.

Behavioral Theory:

According to Heiden, Braun, Müller, & Egloff (2019) Video Games potentially

affect students depends on the kind of games they are playing and the age group

they belong. Problematic video gaming was found to be associated with positive

affect and social relationships while playing but also with psychological symptoms,

maladaptive coping strategies, negative affectivity, low self-esteem, a preference for

solitude, and poor school performance.

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[ CITATION Maj15 \l 13321 ]

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Conceptual Framework

The conceptual framework that used in this study is the Input-Process-Output

Model. The IPO model process is viewed as a series of boxes connected by inputs

and outputs.

Input Process Output

1. Profile of the Identification of the Profile of the

Respondents
Profile Respondents Respondents identified
1.1 Age

1.2 Gender

1.3 Grade Level

1.4 Strand
Presentation, Analysis and Impact of Video
1.5 Video Games
Interpretation of Data Games
Usage
gathered through on the Student’s

Questionnaire Behavior

Impact of Video Games

on the Student’s

Behavior
Recommendations
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Statement of the Problem

In this generation, Playing Video Games is one among the leisure activities,

especially to the scholars who have such a tough time in class works. Rather than

doing assignments and activities they provide their time to play some video games.

Specifically, this study seeks to determine the Impacts of Video Games on Student’s

Behavior.

1. Profile of the Respondents.

1.1 Age

1.2 Gender

1.3 Grade Level

1.4 Strand

1.5 Video Games Usage

2. How do the respondents assess the impact of video games on the student’s

behavior in terms of:

2.1 School Performance

2.2 Social Relationship

2.3 Self-Esteem

2.4 Psychological Effect

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Hypothesis

In conducting this research, the researchers thought there are two possible

inference that we can conclude:

Senior High School students’ who are addicted in video games negatively impact

their behavior. The attitude of a gamer will affect their personality depending on how

they behave while playing video games. Some will develop short temper and may

verbally abuse others or worse, may lead to violence.

Senior High School Students’ who are addicted to video games can manage their

behavior and maintain positive attitude despite video games addiction. They can be a

good example to everyone who plays video games and show that playing doesn’t

affect their attitudes and behavior negatively.

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Scope and Limitations of the Study

The General Purpose of the study is to find out and study about the cause of the

negative behavior that students have developed when playing too much games. The

study will spread awareness to the issue towards addiction and give them help.

The scope area of this study is in STI Sta. Mesa. The study will be conducted by

looking and collecting information about the students who plays video games and by

conducting a survey to Senior High School Students. We will be studying what are

the impact of playing video games and how do the respondents assess the impact of

video games on the student’s behavior.

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Significance of the study

The study conducted will be beneficial to the following sectors;

SENIOR HIGH SCHOOL STUDENTS

The main concern of the study are the senior high school students who often play

video games. This study will be very beneficial to the students, it will provide them

knowledge and awareness on how video games affect their behaviour.

PARENTS

The research will benefit the parents of those children addicted on video games. This

spreads awareness to parents and will help them to control their children on addictive

games thus prevent the negative impact of video games addiction on youths.

STI COMMUNITY

The study will be informing the STI regarding the impacts of video games on their

students. Through this they will be able to conduct rules that will limit their students

addiction inside the campus and implement programs that will regain the positive

behavior of those badly affected.

FUTURE RESEARCHERS

The findings of the study will be a useful reference that will support the researchers

for future studies relating to impact of video games on students behavior.

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Definition of terms

For a better understanding of this study, the following terms are defined in
the context of this research

Addiction. a kind of behavior that gives a person wanting through particular

substance, activity and objects.
Attitude. a general component of behaviors through settled way of thinking
on someone or something.
Awareness. it is a knowledge of preparation on something. It can be
concerning about and well informed.
Behavior. it is a generalization component of emotions, acts and conducts
oneself.
Computer. Is a device that we can use in playing games video games,
restoring/retrieving information.
Computer Games. A programmed software that gives a person
entertainment, excitement and enhancing skills.
Gamer. It refers to a person who participate through playing games in any
kind of device.
Impact. It has a strong influence on something.
Video Games. It refers to a game that is played on different platforms.
Violent Games. A branch of video game that contains violence, which is not
applicable for younger age.
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CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter presents the related literature studies after the thorough and in-

depth search done by the researchers. This will also present the synthesis of the art,

theoretical and framework to fully understand the research to be done.

This Literature Review focused on the Impacts of violent or non-violent video

game exposure on negative and positive outcomes. Negative outcomes include

negative behavior whereas positive outcomes include various types of learning.

Video games is one of the game which widely played by the people especially

to the students or the teenagers to used their free time activities and to develop their

skills when it comes to online games. Through Video games, it can negatively impact

their behavior if they did not used it in a proper way. And a source of entertain for

young people and even adults.

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In the Philippines, there is a lack of research on the relationship of video

games to aggression, stress, and vital signs. Libero (2013) is studying online learning

games because of the wide interest of students in video games.

Statistics Portal released data showing that more than 500 million people

worldwide play video and computer games every day and accumulate nearly 3 billion

hours of video games per week worldwide. Introduced in the 1970s and first played

on large public arcade machines, the 1980s allowed consumers to play games on

their home consoles.

According to Ivy Shiue (2010), environmental exposure to drinking, smoking,

gambling, or video game addiction is associated with adult hypertension, heart

disease, and cerebrovascular, allergies, and health and well-being self-assessment.

Video Games

Video games are ubiquitous in most children and adolescents' lives, with 97%

playing at least one hour a day in the United States. The overwhelming majority of

psychologist studies on the outcome of "games" were related to their adverse effects:

potential harm associated with violence, addiction, and depression. We recognize the

value of that research. However, he argues that a more balanced perspective is

needed. It takes into account the benefits of playing these games as well as the

possible negative effects. It is important to consider these potential benefits as the

characters in these games have changed dramatically over the last decade and have

become increasingly complex, diverse, realistic, and social in nature. A small but
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important series of studies documenting these benefits have begun to emerge,

primarily within the last five years. This article summarizes research on the positive

effects of playing video games that specialize in four key areas: cognition, motivation,

emotion, and society. By integrating insights from development, positive, and

psychology as well as media psychology, we propose several candidate mechanisms

that may promote real-world psychosocial benefits by playing video games. .. Our

aim is to provide strong evidence and rationale sufficient to stimulate new research

programs on the benefits of most unexplored psychological states in the game.

It is clearly a well-liked sort of gaming platform, with video games collectively

spending 3 billion hours per week ahead of their screens. Due to their widespread

use, scientists have researched how video games shape the brain and behavior. Are

these effects positive or negative? According to Nicolas (10, July 2017), they

examine the evidence. At a look, quite 150 million people within the US play video

games regularly, or for a minimum of 3 hours per week. The average American

gamer may be a 35-year-old adult, with 72 percent of gamers aged 18 or older. For

video games use by children, most parents – 71 percent – indicate that video games

have a positive influence on their child’s life.

Video game sales still increase year by year. In 2016, the video games industry

sold quite 24.5 billion games – up to 23.2 billion in 2015, and 21.4 billion in 2014.

The top three best-selling video games of 2016 were Call of Duty: Infinite

Warfare, Battlefield 1, and Tom Clancy's The Division. These games fall into the first-
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person shooter or action-adventure genres – the very two genres, accounting for 27.5

percent and 22.5 percent of sales, respectively. First-person shooter and action

genres often stand accused of stirring aggression and causing violence and

addiction.

Decades of research examining video gaming and violence have did not reach

consensus among scientists. Scientists are unable to seek out a causal link between

playing video games and acts of violence within the world.

The video game district, an information technology support (ITES) industry,

has expanded rapidly over the last 40 years, growing at 13.3% annually. In the

Philippines, which is currently one of the top destinations of ITS in the world, the

number of game developers is projected to increase from 4,300 in 2016 to 9,100 in

2022. Support for information technology response in the Philippines, and operations

to address these concerns using classical or Graseria-founded theoretical methods.

The results of the survey help game development organizations improve work

processes and conditions, which can lead to increased productivity and quality,

leading to schools an overview and evolution of game-related programs and

curriculum.

A survey conducted by Weststar (2015) conducted a qualitative survey of

workers making video games. This study used a sub-analysis of online sources to
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show that video game developers can be understood as a unique social or

occupational group. In another qualitative study, O'Donnell (2009) found that

everyday activities in game development embody the skills that underlie creative

collaborative practice, and these abilities represent aspects of critical thinking. Claims

to be. In another qualitative study by Wu (2013), how programming education differs

from other game-related regulations, whether current game education serves the

purpose of creating employable game programmers, and what type of game

education. We are investigating whether the syllabus is suitable for students who

want to work. As a game programmer. Simply this study recommends education

suitable for game programmers. (Serrano & Sison 2018).

Playing videogames is seen as an exciting aspect of the media scene and has

experienced a tremendous expansion in recent years. There has been an increase in

the number of children using video games in many parts of the world, particularly in

the United States (Hagan, et al.). Violent video games in children in the United

States, playtimes for videogames increased from 4 hours per week in the 1980s, to

about 13 hours per week in recent years.

Various studies have shown that violent content in videogames is detrimental

to players, especially children, in the real world. When players become desensitized,

they tend to increase their aggression and decrease their sympathy. Other

researchers have suggested that playing videogames with children does not lead to

significant aggressive behavior because the magnitude of the impact on meta-

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analysis may be a result of publication bias. Despite pressure from various societies,

many videogames contain a large amount of violence. Violent games are seen to

promote feelings of excitement, pleasure, and power to players.

The study conducted by Dumrique, Castillo (2018), revealed that boys are

more spend time of a player compared to girls who often play popular video games

that require three or more players like Dota, League of Legends, Crossfire and many

more to mention. It is also stated that those who play video games are around 11-15

years old who are believed to be in the Grade 8 level. These students who often play

video games have an average weekly allowance of 100 pesos to 200 pesos. Playing

video games do not affect their grades badly for they know how to limit themselves.

They know that they need to control themselves in order to function well their brain

that is why they only play games during vacation and weekends with a lot of time

compared when they have classes.

Even though they play video games they know how to socialize well and they

can perform very well when it comes to academic performance. However, it is

inevitable not to play even for half an hour especially when they are addicted to it.

Therefore, it is just a matter of discipline.

Several studies in psychology have found out that increased time spent on the

Video Games can lead to negative impact on a person’s brain to communicate

appropriately face-to-face with friends, peers, family members including parents.

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Behavior

Video games can affect your behavior but it can dependent on how a person

treats their gaming lifestyle. According to the research of von der Heiden, Braun,

Müller, and Egloff (2019), they studied the relation between video gaming and

gamers’ psychological functioning. Questionnaires on personality and psychological

health also as video gaming habits were answered by 2,734 individuals who are:

2,377 males, 357 females. Results revealed a most but not all have a negative effect

on their behavior between problematic video gaming and psychological functioning

with regard to psychological symptoms, affectivity, coping, and self-esteem Moreover,

gamers’ reasons for enjoying and their favorite game genres were differentially

associated with psychological functioning with the foremost notable findings for

distraction-motivated players also as action game players.

Some of the changes that will affect your behavior in playing video games is

that you will have a change of personality. You might develop shyness, the desire to

be alone and to not be disturbed. Although, this not always the case because you can

also get the feeling of enjoyment and satisfaction when you play.

According to previous studies, aggressive behavior and some other antisocial

personalities may be due to the family environment, peer pressure, and computer

games. Violent computer games, along with some of the violent cultures inhabited by

many students and adults, play a more important role in today's society. The social
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impact of violent computer video games has been discussed by many scientists

regarding juvenile violence. This text briefly describes the study of violent computer

games on the negative effects on a player's personality development, such as

aggression, antisocial emotions, and behavior. Violent computer video games at

events are not the only way to contribute to people's negative behavior. There is

often a consistent conclusion that violent computer games increase a player's

aggressive behavior, aggressive cognition, psychological arousal, hostility, and other

negative reactions. However, it's not that frustrating. Playing the game has a positive

effect on both players and students. If used the right way, that's right. Develop our

basic cognitive processing, thinking, and problem-solving skills.

As video games playing has increased, so to have reports of problematic

behavior cuasing by playing video games. The terms used to describe problematic

behavior video games play vary across the research literature (Brunborg et al. 2013).

In the present study video games addiction is used as the preferred term and

will be used to refer to problematic or pathological use of video games, where gaming

leads to a functional impairment in daily life. Lemmens et al. (2009) define video

games addiction as an “excessive and compulsive use of computer or video games

that leads to in social and/or emotional problems; despite these problems, the gamer

is unable to regulate this excessive use.” (Lemmens et al. 2009, p. 78).

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Recently, research studies and media have reported on the detrimental effects

video games wear the social behaviors of adolescents. For example, previous studies

have found that playing video games is positively related to aggressive behaviors and

negatively related to prosocial behaviors.

However, only a couple of studies have examined the mediating effects of

personal characteristics between students playing video games and their social

behaviors. Thus, employing a sample of 1,242 seventh, eighth, and ninth grade

Korean students, the authors aimed to work out how playing video games is said to

aggressive and prosocial behaviors and whether their emotional abilities of

adolescents, such as empathy, emotional regulation, and self-control behavior,

mediate this relationship.

The results indicated that video games have a big direct effect on brain

behaviors, and a big indirect effect on prosocial behaviors. Specifically, empathy and

behavioral self-control were found to mediate the relationship between playing video

games and prosocial behaviors. These results suggest different prevention and

intervention approaches to scale back aggressive behaviors and increase prosocial

behaviors in students exposed to video games. The implications of those findings are

discussed.
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Impacts of Video Games on Students

"According to a study by Christopher P. Barlett and Christopher Rodeheffer

(2009), the consequences of exposure to violent video games are aggressive

thoughts, emotions, and physiological arousal."

"Psychological Impact of Video Games on Youth: In a review by Lavinia McLean and

Mark Griffiths (2013), this study found that the role and impact of video games on

youth living in a technological society, and how this impact occurs. Potential Young

people's exposure to violent video games can be seen in the context of risk factors

for the development of aggression, and thus in the understanding of research within

this area. "

"Isabela Granic, Adam Lobel, and Rutger CME Engels (20014) said," The

benefits of playing video games, video games are a controlled training regimen, and

behavioral changes result from brain changes and performance. It provides a context

of motivational behavior. Improvements are parallel to enduring physical and

functional neurological remodeling.

Online games have both positive and negative impacts on people, especially

students. This is one of the drawbacks. Many cases among students are addicted.

And this addiction can lead to worse problems. Students may steal money. They
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become lazy when it comes to studying and may prefer to play all day long. Some

people skip school to spend more time playing. (SujatAli Hamzah) Addictive gamers

spend so much time playing that their personal relationships are ignored and

sometimes even completely disappear. Among married addicted gamers, up to 50%

report their marriage tensions as a result of their addiction. Addictive gamers also

ignore the responsibilities of everyday life, such as school and work. (UNC-OASIS)

There are various genres of online games in today's world. The first is a console

game. Console games are more commonly referred to as video games. They are

played on a device specially made for gameplay called a video game console.

Players operate the game through a handheld device with a controller, buttons, and a

joystick or pad. Video and sound are received by gamers via the TV. Examples of

consoles include Microsoft Xbox, Sony Playstation, Nintendo GameCube, and

Nintendo Wii. The second is a real-time strategy game. This is a type of video game

in which the player executes a strategy along the way, usually conquering the enemy

and reaching the final destination without being eradicated. For example, to win,

players decide which route to take, what they need to do, and how to do it. Contrast

with first-person shooting games. The third is a cross-platform online game. Develop

or run the software for multiple types of hardware platforms. The most universal

cross-platform application is the web browser. Web browsers created for all desktop

and mobile platforms render web pages "almost" the same, no matter which

computer they are running on.

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The Study Conducted by Drummond & Sauer (2014) Video-gaming is common

among adolescents in industrialized countries, with prevalence rates above 75%

This ordinary pastime negatively impact adolescents' academic performance. The

exciting, fast-paced nature of the many videogames could conceivably compromise

children's ability to specialize in less attention-grabbing tasks (e.g., schoolwork).

According to this concept, increased video-gaming has been related to higher rates of

teacher-reports of student attention problems and poorer sleep efficiency. Attentional

shortfall and poor sleep could both plausibly diminish academic performance.

Further, increased time spent video-gaming can also reduce course time and,

potentially, academic performance (Barlett CP, Anderson CA, Swing EL, 2009).

Presently, evidence on whether video-gaming negatively affects academic

achievement is just too weak for causal claims. Although some researchers have

reported a negative association between time consumed video-gaming and college

students' GPA and secondary students' school grades others have found no

connection between video-gaming and faculty grades. Despite this restricted

empirical support, the proposal that video-games may negatively influence academic

performance has received extensive media. More comprehensive scrutiny of the

effect of video-gaming on academic performance is required.

At the extent of the negative influence of video games, we have the number of

time allocated to the particular activity of gaming, which renders the aspect of

balance or imbalance of the activity. This aspect is going to be outlined in the study.
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Thus, we will mention both the excessive use of video games and a few pathological

problems in this regard. Studies show that there are tendencies towards pathological

manifestation regarding video games. This is often shown by the disproportionality of

the allocated time and by a series of symptoms, like withdrawal, solitude, lack of

control, also as conflicts intra or interpersonal. The elemental difference between the

pathological and therefore the excessive gaming activity is given by the very fact that

the primary type, the pathological one, results in the manifestation of problematic

behavior, whereas the latter results in behavior with disproportionate valence (Calin

et al.,2016).

Different video games affect brain activity (Gentile, 2009) through playing

person Games reduces brain activity but playing puzzle games increases brain

activity. Douglas (July 2009) supports the brain age principle but does brain activity

really denote a rise in intelligence? The naval army funded study supports the

connection between video games and intelligence (Perez, 2010)

Among the matter study noted was the length of your time the maximum

amount studies often used longer playtime as a basis for brain effect; no study

showed how a smaller and incremental playtime affects actual academic

performance. it's important to point out that on a minimum of during a Philippine

setting, Pinoys are gamers too and a shorter and more direct determination may

show a minimum of some perceived effects of video gaming to the tutorial standing of

a student. (Dublin 2014).

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The impacts of the High school students’ performance in Los Baños, Laguna,

Philippines. Allowance, gender, coevals, and year level positively affect student's

decision to play while time spent on studying, year level, previous grade, number of

books, and time spent playing computer games are established to be significant in

affecting student's production. Results showed that the probability of a computer

gamer to fail is 39%, given the scholar has quite four siblings, a previous grade of at

the most 84, lesser teachers, lesser hours on studying, living close by a computer

shop, and waste more hours playing computer games. Moreover, 60% of the

students' everyday allowance is consumed by playing computer games. (Cortes,

Alcarde & Camacho 2012).

Aggression

The study conducted by Tang & Fox (2016) Online video games afford co‐play

and social interaction, often unidentified, among players from all over the world. As

foreseen by the social identity model of de individuation result, Unpleasant actions

aren't uncommon in online gaming environments, and online harassment has

become a pervasive issue within the gaming community. During this study, we sought

to figure out what personality traits and game‐related variables foresee two kinds of

online aggression in video games: general harassment (e.g., skill‐based taunting,

insulting others’ intelligence) and harassment (e.g., sexist comments, rape threats).
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The guy who plays online video games (N = 425) takes part in an anonymous online

survey. Social dominance orientation and aggressive sexism foresee higher levels of

both harassment and general harassment in online games. Game participation and

hours of weekly gameplay were additional foretellers of general intimidation. We

discuss the implications of online social aggression and online harrying for online

gaming. We also apply our findings to the broader understanding of online

harassment, cyber aggression, cyberbullying, and other kinds of online malice in

computer‐mediated communication contexts.

The study conducted by Anderson & Dill (2000) Two studies examined violent

video game effects on aggression-related variables. Study 1 found that real-life

aggressive video gameplay was firmly related to aggressive behavior and

delinquency. The connection was powerful for individuals who are characteristically

aggressive and for men. Academic achievement was detrimental related to the

overall quantity of time consumed by playing video games. In Study 2, laboratory

exposure to a diagrammatically aggressive video game increased aggressive

thoughts and behavior. In both studies, the guy had a more hostile view of the world

than did the lady. The outcome from both studies is accordant with the General

intuitive Aggression Model, which foretell that exposure to violent video games will

expand aggressive behavior in both the short term (e.g., laboratory aggression) and

the long term (e.g., delinquency).

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According to Passmore & Holder (2014) typical impressions regarding video

games, the consequences of playing video games, and of gamers themselves, are

largely negative. These impressions are oversimplified at the best, and easily wrong,

at worst. One reason for this negative impression is that the portrayal of gamers by

the mainstream media as lonely individuals who play video games secluded in their

basements (Gamespot, 2013). This is often a gross misportrayal. Actually, most

computer game playing occurs within a social context—either with friends or family

within the same room, or interacting with other players via a variety of massively

multiplayer online (MMO) games (Entertainment Software Association [ESA], 2013).

Also contributing to the negative impressions surrounding gaming and gamers

is that the media is quick to make headlines out of tenuous links between tragic

events and computer game playing.

Research on video games has submitted accordant findings that aggressive

video games expand aggression and reduce prosocial behavior. However, these

studies typically examined single-player games. Of interest is that the result of

cooperative play during an aggressive computer game on subsequent cooperative or

competitive behavior. Contributor played Halo II (a first-person shooter game)

cooperatively or competitively then finished a modified prisoner's dilemma task to

evaluate competitive and cooperative behavior. Compared with the competitive play

state, players within the cooperative state occupied in additional tit-for-tat behaviors—
 STI ACADEMIC CENTER STA. MESA 29

a pattern of behavior that typically precedes cooperative behavior. The social context

of gameplay influenced subsequent behavior quite the content of the sport that was

played. (Ewoldsen et al.,2012).

According to Greitemeyer & McLatchie (2011) Past research has provided

abundant evidence that playing aggressive video games expands hostile behavior.

So far, these results are explained mainly because of the results of priming existing

apprehension structures. The research detail here examined the part of repudiating

humanness to people in accounting for the result that playing a violent computer

game has on hostile behavior. In two experiments, we found that playing violent video

games increased dehumanization, which successively evoked aggressive behavior.

Thus, it appears that video-game-induced hostile behavior is triggered when

victimizers discern the victim to be less human.

Synthesis of the Reviewed Literature and Studies:

This paper described all the studies related to how video games affect player

behavior and emotions, and whether this effect is positive or negative. The game has

been shown to be able to cause a variety of changes to the player, including

offensive, negative, cooperative, and positive attention. The data collected from

players is considered a major part of analyzing a player's personality in order to find

 STI ACADEMIC CENTER STA. MESA 30

out how the game affects the player. This data was collected in two ways. The first,

called self-reported data, is based on the player collecting data using surveys,

surveys, interviews, or ethnographic observations before, during, and after playing a

video game. The second method is called in-game data collection, where the data

was collected directly from the player through the video game and using a personal

test model such as a five-element model.

Most of the research concludes that there is a link between video games and

player behavior. In these studies, researchers conclude that video games influence a

player's personality, including emotions, reflexes, behaviors, motives, needs,

mindsets, and internal and external situations of approach. Meanwhile, there is

another research community that claims that video games do not affect players.

Researchers in this community support their assumptions by conducting a series of

experiments. They support their claim in two ways. The first is based on the type of

game and the second is based on the time spent by the player. Finally, from our point

of view from all existing research in this area, the impact of video games on player

behavior and emotions cannot be ignored. In addition, most studies denying the

existence of the effects of video games rely on a small number of participants or

weak evidence.
 STI ACADEMIC CENTER STA. MESA 31

Chapter 3

Methodology

This chapter includes the discussion of the research method used population,

sample size, and sampling technique, description of the respondents, research

instrument, data gathering procedure, and statistical treatment of the data.

Method of Research

The descriptive method in research is to develop, analyze, and classify

research equipment, instruments, and methods. It investigates phenomena in world

situations and uses survey methods. Common data gathering methods used are

surveys, interviews, and observations. There are three main types of descriptive

methods. Observation method, case study method, and survey method.

The researchers adopted a descriptive study design by using a behavioral

model to present the profile of respondents and the extent to which video games

affect student behavior. Researchers have used this type of research to directly drive

data to develop sound conclusions and recommendations for the study.

 STI ACADEMIC CENTER STA. MESA 32

Population, Sample Size and Sampling Technique

The population of the study specifically targeted the Senior High School

students who play video games. The study was conducted in the STI Sta Mesa.

The researcher applied sampling approach to work out the Impacts of Video

Games on the student’s behavior.

Description of the Respondents

A complete of 50 respondents were asked to participate. The respondents

were the Senior High School Students who assessed the extent of Impact of Video

Games on the student’s behavior. The researcher asked the profile of the

respondents supported their age, gender, strand, and grade level. The researcher did

not include the names of the respondents to stay them confidential and therefore the

identity isn't necessary.

 STI ACADEMIC CENTER STA. MESA 33

Research Instruments

The researcher gathered data through structured questionnaire

prepared for the respondents. The survey questionnaire consisted of two parts:

Part I was designed to collect the demographic profile of the respondents.

Part II intended to collect the perception of respondents towards the Impact of

Video Games on the student's behavior using the behavior model.

The survey questionnaire consisted predominantly of likert-type, five-point

scale questions. The subsequent the ratings of the numerical weights were assigned

to the corresponding value of the student's perception on the extent of Impact of

Video Games on their behavior.

Scale Verbal Interpretation

5 Severe

4 Major

3 Moderate

2 Minor

1 Insignificant
 STI ACADEMIC CENTER STA. MESA 34

Data Gathering Procedure

The researchers will give out survey questionnaires to Senior High School

Students. We will be using an online survey website to distribute to the participants.

The end result would be 50 respondents will partake in the survey with 15 questions.

The researchers will be using Google forms for the survey. We will be assisting the

ones that are having difficulties with the survey.

Statistical Treatment of Data

High school student survey responses were statistically analyzed using the

survey's data requirements. Students were statistically analyzed using research data

equipment. Descriptive statistics such as frequency counts, averages, percentages,

and ranks are taken into account.

Frequency and Percentage

This is a display of data that specifies the percentage of observations that exist

for each data point or a group of data points. It's a great way to express the

frequency of survey responses and other data. This was used to get the percentage

of response frequency.
 STI ACADEMIC CENTER STA. MESA 35

Weighted Mean

This shows the majority of respondents' answers to the question cluster. This

shows the general perception or assumption of most respondents to a phenomenon

or problem. It was used to statistically process the raw data collected for the level of

effectiveness of the advertising strategy of information technology companies.

Ranking

This refers to a data transformation in which a number or sequence value is

replaced with a rank when the data is sorted. It was used in the second part of the

questionnaire.
 STI ACADEMIC CENTER STA. MESA 36

Chapter 4

RESULTS AND DISCUSSION

This chapter contains the data gathered by the researchers. It also includes

table of the results which obtained from the online survey questionnaires.

1. Profile of the Respondents in Terms of Gender, Age, Strand, Grade

Level, Time Usage, and Frequency of Playing Video Games

Table 1

Frequency and Percent Distribution of the Respondents

According to Gender

Gender Frequency Percent

Male 34 68
Female 15 30%
Other 1 2%
TOTAL 50 100%
 STI ACADEMIC CENTER STA. MESA 37

Figure 1: Percentage of Gender

Table 1 represents the number of males, females, and others, of the 50

respondents, The gender with the largest population of 34 or 68% are males, Next is

15 or 30% are females, and 1 or 2% is other.

Table 2

Frequency and Percent Distribution of the Respondents

According to Age

Age Frequency Percent

16 years old 3 6%

17 years old 20 40%

18 years old 19 38%

19 years old 6 12%

20 years old 2 4%

TOTAL: 50 100%
 STI ACADEMIC CENTER STA. MESA 38

Figure 2: Percentage of Age

Table 2 shows that 20 out of 50 respondents belong to the age of 17 years old

represent the highest percentage having 20 (40%) of the respondents. The second-

highest-ranking ages were those respondents whose ages were 18 years old or 19

(38%) of the respondent population. The third highest-ranking percentage was those

respondents who are within the age of 19 or 6 (12%). The ages of 16 turned out to be

3 (6%) of the total respondents and fourth in rank. The fifth and last in highest-ranking

percentage were those respondents who are within the age of 20 years old or 2 (4%)

of the total respondents.

Table 3
 STI ACADEMIC CENTER STA. MESA 39

Frequency and Percent Distribution of the Respondents

According to Strand

Strand Frequency Percent

ITMAWD 23 46%
STEM 9 18%
ABM 7 14%
HUMMS 5 10%
GAS 6 12%
TOTAL: 50 100%

Figure 3: Senior High School Student Strands

It can be gleaned from Table 3 that 46% or 23 of the respondents were in

ITMAWD (Information Technology in Mobile Application and Web Development)

strand which constituted the highest population, 18% or 9 were in STEM (Science,

Technology, Engineering, and Mathematics) strand followed by ABM (Accountancy,

Bussiness and Management) strand which obtained 14% or 7.12% or 6 were in GAS
 STI ACADEMIC CENTER STA. MESA 40

(General Academics Strand) and 10% or 5 were in HUMMS (Humanities and Social

Sciences) strand which constituted the lowest population.

Table 4

Frequency and Percent Distribution of the Respondents

According to Grade Level

Grade Level Frequency Percent

Grade 11 8 16%
Grade 12 42 84%
TOTAL: 50 100%

Figure 4: Senior High School Grade Level

As shown in Table 4, of the 50 respondents, the grade levels with the highest

population of 42 or 84% were in Grade 12, followed by Grade 11 with 8 or

16%.

Table 5

Frequency and Percent Distribution of the Respondents

 STI ACADEMIC CENTER STA. MESA 41

According to Time Usage of Playing Video Games

Time Usage Frequency Percent

1 hour or less than an 8 16%

hour
1 - 2 hours 11 22%
3 – 4 hours 14 28%
More than 5 hours 17 34%
TOTAL: 50 100%

Figure 5: Time of Gameplays

Table 5 shows, out of the total survey respondents, 8 or 16% plays only 1 hour or

less than an hour, 11 or 22% of the respondents plays only 1 up to 2 hours followed

by 14 or 28% plays in the ranges of 3 to 4 hours and 17 or 34% of the respondents

can go more than 5 hours of gameplay.

2. The Impact of the Video Games on the Senior High Student’s Behavior
 STI ACADEMIC CENTER STA. MESA 42

Table 6

Impact of the Video Games on the Student’s

Behavior in terms of School Performance

School Weighted Mean Ranking Verbal

Performance Interpretation

You are having

some failing
grades therefore
your parents want 2.03 2 Minor
to stop you from
playing video
games because
they think it’s the
only reason.

You’re improving
your problem-
solving skills,
logic, and quick 3.68 1 Major
thinking and it
helps you to
identify your
academic ability
by playing video
games.

GRAND MEAN: 2.86 Moderate

 STI ACADEMIC CENTER STA. MESA 43

Figure 6: Student’s Behavior in School Performance

Table 6, shows that the impact of student’s behavior in terms of school

performance that there are 3.68% responses that the student’s performance was

improving through logically thinking and it helps them to identify their ability. While

2.03% of students are having failing grades. The Grand mean is 2.86% verbally

interpreted as Moderate.

Table 7

Impact of the Video Games on the Student’s

Behavior in terms of Social Relationships

Social Weighted Mean Ranking Verbal

Relationships Interpretation

Your friends don’t

want to play with 1.82 2 Minor
you because they
think you’re bad
at video games.
 STI ACADEMIC CENTER STA. MESA 44

By playing video
games, you are
making more 3.68 1 Major
friends online
than from the
outside.

GRAND MEAN: 2.75 Moderate

Figure 7: Student’s Behavior in Social Relationships

In Table 7, it shows the result of the impact of student’s behavior in terms of social

relationship that 3.68% responds that by playing video games or using online

platforms makes them better at social interaction than interacting outside of the

platform. Therefore 1.82% respond that their friends don’t want to play with them

because they’re bad at video games. Overall of the weighted mean is 2.75% and the

verbal interpretation is Moderate.

Table 8

Impact of the Video Games on the Student’s

Behavior in terms of Self Esteem

Self Esteem Weighted Mean Ranking Verbal

 STI ACADEMIC CENTER STA. MESA 45

Interpretation

You are feeling

strong enough 3 1 Moderate
now to think that
you can take
down everyone
else because
you win multiple
times.

You are feeling

down now and
weak to think
that you can 2.42 2 Minor
never gonna
take a crown or
win because you
lose on every
game you had.

GRAND MEAN: 2.71 Moderate

Figure 8: Student’s Behavior in Self Esteem

 STI ACADEMIC CENTER STA. MESA 46

In Table 8, the result shows that 3% responds that they are feeling strong

emotionally and mentally in terms of the impact of self-esteem by playing video

games. While 2.42% are feeling down when they lose their game. Self-esteem Grand

mean is 2.71% equivalent to Moderate interpretation.

Table 9

Impact of the Video Games on the Student’s

Behavior in terms of Psychological Effect

Psychological Weighted Mean Ranking Verbal

Effect Interpretation

You want to play

video games 3.32 1 Moderate
because you want
to escape reality
and block out.

You're having
trouble thinking
 STI ACADEMIC CENTER STA. MESA 47

straight in school 1.78 2 Minor

because you've
been playing
video games too
much.

GRAND MEAN: 2.55 Moderate

Figure 9: Student’s Behavior in Psychological Effect

In Table 9, it results that they’re 3.32% responds that they want to play video

games to escape reality in terms of the impact student’s behavior through

 STI ACADEMIC CENTER STA. MESA 48

psychological effect. And 1.78% are having trouble in school because of playing

video games too much. The total weighted mean is 2.55 also verbal interpreted as

Moderate.

Chapter 5

Summary of Findings, Conclusions and Recommendations

This chapter presents a summary of the findings, conclusions, and

recommendations based on the data analyzed in the previous chapter. Some

limitations have been identified. This study was researched by determining the extent

of the Impact of Video Games on the student’s behavior.

Summary of Findings
 STI ACADEMIC CENTER STA. MESA 49

This study sought to determine the extent of the Impact of Video Games

on the student’s behavior as assessed by the Senior High School students. It ratifies

the descriptive method to gather data. The random sampling technique was decided

upon to distribute the questionnaires through an online survey and was initiate to

guide and get information from the respondents. The statistical tools engaged were

Frequency and Percentage, Weighted Mean, Ranking.

Based on the data gathered, the following findings were derived:

1. Profile of the Respondents

In terms of gender, the highest number of the population who answered the

survey questionnaire, 34 or 68% were males and the lowest number is the

other gender, 1 or 2%. When it comes to age, the highest number is 17

years old with a frequency of 20 and a percentage of 40% and the lowest is

20 years old, 2 or 4%. In terms of the strand, IT students have the highest

number who play video games with a frequency of 23 and a percentage of

46%, and the lowest in the HUMMS students, 5 or 10%. According to

Grade level, the highest number who participated in this survey is the

Grade 12 students and the lowest is Grade 11 students. In terms of time

usage of playing video games, the highest total of survey respondents

would be 17 or 34% of the respondents that can play more than 5 hours of

gameplay while the lowest is 8 or 16% of the respondents that can only

play 1 hour or less of gameplay.

 STI ACADEMIC CENTER STA. MESA 50

2. The Impact of Video Games on the Student’s Behavior

In terms of School Performance, “You’re learning more by just playing

video games.” got 3.68 (Major), and “Parents will stop you from playing

video games due to having failing grades in school.” had 2.03 (Minor). In

terms of Social Relationships, “By playing video games, you’re making

more friends.” received 3.68 (Major), and “You’re bad at video games,

therefore, your friends don’t want to play with you because they think

you’re bad at video games.” attained 1.82 (Minor). In terms of Self-esteem,

“You are feeling strong enough now to think that you can take down

everyone else because you win multiple times.” collected 3 (Moderate) and

“You are feeling down now and weak to think that you can never gonna

take a crown or win because you lose on every game you had.” got 2.42

(Minor). In terms of Psychological Effect, “You want to play video games

because you want to escape reality and block out.” had 3.32 (Moderate),

and “You're having trouble thinking straight in school because you've been

playing video games too much.” got 1.78 (Minor).

Conclusions

1. Based on the findings, Males still have the highest population of playing

video games and most of them are at the age of 17 years old.
 STI ACADEMIC CENTER STA. MESA 51

2. In Senior High School (SHS) strands, the most student who's playing

video games is the Information Technology in Mobile Application and

Web Development (ITMAWD) strand, especially the Grade 12 students.

3. Many of them can play video games for up to 5 hours or more.

4. Most of the respondents who play video games improve their problem-

solving skills, logic, and quick thinking.

5. The respondents also believe that just playing video games will improve

their academic ability, and playing video games will allow them to find

more people and friends online than from the outside.

6. Sometimes they can't get enough of themselves because they know

they can win many times and think that they can take down every

game, but among all the people who play video games, this is really

stressful for them. Is a way to relieve, escape, or block, relax.

Recommendations

1. The researchers recommend that the Students shall play online games

in their free time to reduce their chances of being absorbed in online

games, especially for academic purposes, and to have positive results

on their academic performance.

2. The researchers recommend to avoid playing video games that last 5

hours or more they shall create their own playing schedule such as
 STI ACADEMIC CENTER STA. MESA 52

before playing, eat first, then play for 1-2 hours or 1 hour and eat again

for dinner and at night sleep early.

3. The researchers recommends that the students should take

responsibility for themselves for their behavior with video games.

4. Students have to lessen their time playing video games so that they can

create manage carefully their time management.

5. Students have to keep on learning things and skills not just in video

games, they also have to learn new things in school.

6. Students also have to socialize not just in video games online, but also

in person outside.

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 Rock, Dave. (2009, October 4). Easily distracted: why it's hard to focus, and

what to do about it (Blog Post). Retrieved from

https://www.psychologytoday.com/.../200910/easily- distracted-why-its-hard-

focus-and-what-do-about-it
 STI ACADEMIC CENTER STA. MESA 53

 Kuss, Daria J., and Mark D. Griffiths. (2012). Adolescent online gaming

addiction. Education and Health, 30 (1), 15-17. Retrieved from

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technology, and human potential in 2020 (Blog Post). Retrieved From

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 Majamäki, M., & Hellman, M. (April 8, 2015). “When Sense of Time

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The Association Between Video Gaming and Psychological Functioning.

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 Nichols, H. (2017, July 10). How video games affect the brain. Retrieved 2020,

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 O'Donnell, C. (2009). The everyday lives of video game developers:

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SIGMIS Conference on Computers and People Research - SIGMIS-CPR'18,

pages 183-184.
 STI ACADEMIC CENTER STA. MESA 54

 “The Benefits of Playing Video Games,” Isabela Granic, PhD, Adam Lobel,

PhD, and Rutger C.M.E. Engels, PhD, Radboud University Nijmegen;

Nijmegen, The Netherlands; American Psychologist, Vol. 69, No. 1.

 Dumrique, D., & Castillo, J. (2017). Online Gaming: Impact on the Academic

Performance and Social Behavior of the Students at Polytechnic University of

the Philippines Laboratory High School DOI: 10.18502/kss.v3i6.2447

 Castillo, R., (2016, February 06). Video games adversely affect children’s

brains. Inquirer.net. https://business.inquirer.net/206733/video-games-

adversely-affect-childrens-brains

 Verecio, R., (2018). Online Gaming Addiction among BSIT Students of Leyte

Normal University Philippines its Implication towards Academic Performance.

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10.17485/ijst/2018/v11i47/137972

 Brigham Young University. (2020, May 13). Is video game addiction real?.

ScienceDaily. Retrieved October 29, 2020, from

www.sciencedaily.com/releases/2020/05/200513143803.html

 Barlett, C. P., & Rodeheffer, C. (11 March 2009). Effects of Realism on

Extended Violent and Nonviolent Video Game Play on Aggressive Thoughts,

Feelings, and Physiological Arousal. doi:https://doi.org/10.1002/ab.20279

 Granic, I., Lobel, A., and Engels, R. C. (January 2014). The Benefits of Playing

Video Games, 69, 1st ser., 66-78. DOI: 10.1037/a0034857

 STI ACADEMIC CENTER STA. MESA 55

 Drummond, A., & Sauer, J. D. (April 3, 2014). Video-Games Do Not

Negatively Impact Adolescent Academic Performance in Science,

Mathematics, or Reading. doi:https://doi.org/10.1371/journal.pone.0087943

 D. A. Gentile and J. R. Gentile, “Violent Video Games as Exemplary Teachers:

A Conceptual Analysis,” Journal of Youth and Adolescence 9 (2008): 127–141.

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Appendices

Sample Questionnaire

Part 1: Profile of the Respondents

1.) How old are you?

o 15 years old
o 16 years old
o 17 years old
o 18 years old
o 19 years old
o 20 years old

2.) What is your Gender?

 STI ACADEMIC CENTER STA. MESA 56

o Female
o Male
o Other

3.) What is your Grade Level?

o Grade 11
o Grade 12

4.) If you intend to enroll Academic Track, what Strand?

o Information Communication in Mobile App and Web Development
(ITMAWD)
o Science, Technology, Engineering and Mathematics Strand (STEM)
o Accountancy, Business and Management Strand (ABM)
o Humanities and Social Sciences Strand (HUMMS)
o Pre- Baccalaureate Maritime Strand (PBM)
o General Academics Strand (GAS)

5.) How many hours do you spend in a day playing video games?
o 1 hour or less than an hour
o 1 - 2 hours
o 3 - 4 hours
o More than 5 hours

Part 2: The Impact of Video Games on the Student's Behavior

1.) How will you assess the impact of playing video games, whether playing
rarely, moderate, or often on a student's behavior? Choose an answer based
on the statements below.

School Severe Major Moderate Minor Insignificant

Performance

You are
having some
failing grades
 STI ACADEMIC CENTER STA. MESA 57

therefore your o o o o o
parents want
to stop you
from playing
video games
because they
think it's the
only reason.

You're
improving
your problem-
solving skills,
logic, and
quick thinking o o o o o
and it helps
you to identify
your
academic
ability by
playing video
games.

Social Severe Major Moderate Minor Insignificant

Relationship
s

Your friends
don't want to
play with you o o o o o
because they
think you're
bad at video
 STI ACADEMIC CENTER STA. MESA 58

games.

By playing
video games,
you are
making more
friends online
than from the o o o o o
outside.

Self-esteem Severe Major Moderate Minor Insignificant

You are
feeling strong
enough now o o o o o
to think that
you can take
down
everyone else
because you
win multiple
times.

You are
feeling down
now and
weak to think
that you can
never gonna o o o o o
take a crown
or win
because you
lose on every
game you
had.
 STI ACADEMIC CENTER STA. MESA 59

Psychologica Severe Major Moderate Minor Insignificant

l Effect

You want to
play video
games o o o o o
because you
want to
escape reality
and block out.

You're having
trouble
thinking
straight in
school
because o o o o o
you've been
playing video
games too
much.

Survey Results

Table 1

Frequency and Percent Distribution of the Respondents

According to Gender

Gender Frequency Percent

Male 34 68
 STI ACADEMIC CENTER STA. MESA 60

Female 15 30%
Other 1 2%
TOTAL 50 100%

Table 2

Frequency and Percent Distribution of the Respondents

According to Age

Age Frequency Percent

16 years old 3 6%

17 years old 20 40%

18 years old 19 38%

19 years old 6 12%

20 years old 2 4%

TOTAL: 50 100%

Table 3

Frequency and Percent Distribution of the Respondents

 STI ACADEMIC CENTER STA. MESA 61

According to Strand

Strand Frequency Percent

ITMAWD 23 46%
STEM 9 18%
ABM 7 14%
HUMMS 5 10%
GAS 6 12%
TOTAL: 50 100%

Table 4

Frequency and Percent Distribution of the Respondents

According to Grade Level

Grade Level Frequency Percent

Grade 11 8 16%
Grade 12 42 84%
TOTAL: 50 100%

Table 5

Frequency and Percent Distribution of the Respondents

According to Time Usage of Playing Video Games

Time Usage Frequency Percent

1 hour or less than an 8 16%
 STI ACADEMIC CENTER STA. MESA 62

hour
1 - 2 hours 11 22%
3 – 4 hours 14 28%
More than 5 hours 17 34%
TOTAL: 50 100%

The Impact of the Video Games on the Senior High Student’s Behavior

Table 6

Impact of the Video Games on the Student’s

Behavior in terms of School Performance

School Weighted Mean Ranking Verbal

Performance Interpretation

You are having

some failing
grades therefore
your parents want 2.03 2 Minor
to stop you from
playing video
games because
they think it's the
only reason.

You're improving
your problem-
solving skills,
logic, and quick 3.68 1 Major
thinking and it
helps you to
identify your
academic ability
by playing video
games.
 STI ACADEMIC CENTER STA. MESA 63

GRAND MEAN: 2.86 Moderate

Table 7

Impact of the Video Games on the Student’s

Behavior in terms of Social Relationships

Social Weighted Mean Ranking Verbal

Relationships Interpretation

Your friends don't

want to play with 1.82 2 Minor
you because they
think you're bad at
video games.

By playing video
games, you are
making more
friends online 3.68 1 Major
than from the
outside.

GRAND MEAN: 2.75 Moderate

 STI ACADEMIC CENTER STA. MESA 64

Table 8

Impact of the Video Games on the Student’s

Behavior in terms of Self Esteem

Self Esteem Weighted Mean Ranking Verbal

Interpretation

You are feeling

strong enough 3 1 Moderate
now to think that
you can take
down everyone
else because
you win multiple
times.

You are feeling

down now and
weak to think
that you can 2.42 2 Minor
never gonna
take a crown or
win because you
lose on every
game you had.
 STI ACADEMIC CENTER STA. MESA 65

Table 9

Impact of the Video Games on the Student’s

Behavior in terms of Psychological Effect

Psychological Weighted Mean Ranking Verbal

Effect Interpretation

You want to play

video games 3.32 1 Moderate
because you want
to escape reality
and block out.

You're having
trouble thinking
straight in school
because you've 1.78 2 Minor
been playing
video games too
much.

GRAND MEAN: 2.55 Moderate

 STI ACADEMIC CENTER STA. MESA 66

Fifty randomly selected grade 11 and grade 12 students from different strands

completed and answered the survey questionnaire with a total of 9 questions. From

the first given question which asks the profile of the respondents and the second

question which asks the Impact of the Video Games on their behaviour in terms of

School Performance, Social Relationships, Self-Esteem and Psychological Effect.

There are also some of the respondents with the same strand that had different and

same answers.
 STI ACADEMIC CENTER STA. MESA 67

FALGUERA MAXINE DOMINIQUE FULO

________________________________________________________________

Address: 552D MAKISIG ST. BACOOD STA. MESA MANILA

Contact Number: TEL 713 96 94
Email: [email protected]

CAREER OBJECTIVE:
To use my abilities and creativity to solve my challenges
and problems ahead in my workplace.

SKILLS:
 Can offer assistance to people in need
 Fair knowledge towards technology
 Fair skill at designing and digital art

EDUCATION:

2015 – 2018 Arellano University Plaridel Campus

53 New Panaderos Ext, Mandaluyong, 1550 Metro Manila

2018 – 2019 Regina Apostulorum Academy

4700 Valenzuela, Santa Mesa, Manila, 1016 Metro Manila

2019 - 2021 System Technology Institute

Information Technology in Mobile App and Web Development
STI Academic Center, P.Sanchez
Street corner Pat Antonio Street,
Sta. Mesa, Manila, 1035 Metro Manila.
 STI ACADEMIC CENTER STA. MESA 68

FULLA JAMES WILLIAM REQUISO

________________________________________________________________

Address: 3525 ALLEY 2 ST. V MAPA EXT STA MESA MANILA

BARANGAY 601
Contact Number: 09214755594
Email: [email protected]

CAREER OBJECTIVE:
My objective is to become successful in choosing my career.

SKILLS:
 Skills in operating and creating Web Design and Web Layout

EDUCATION:

2015-2019 Antonio A Maceda Integrated School

Manga Ave, Sampaloc, Manila, Metro Manila

2019-2021 Information Technology in Mobile App and Web Development

STI Academic Center, P.Sanchez Street corner Pat Antonio
Street,
Sta. Mesa, Manila, 1035 Metro Manila.
 STI ACADEMIC CENTER STA. MESA 69

GARCIA JOHN ERYNOLD BUENSUCESO

________________________________________________________________

Address: 367 A Leandro Ibarra 2nd Floor St. Tondo Manila

Contact Number: 09217217094

Email: [email protected]

CAREER OBJECTIVE:
To secure a challenging position in a reputable organization to expand my learnings,
knowledge, and skills.

SKILLS:

 Problem Solving
 Teamwork
 Freehand Drawing
 Video Editing
 Computer proficiency in Word and PowerPoint

EDUCATION:
2015-2019 System Technology Institute
Information Technology in Mobile App and Web Development
1914 Doña Faustina Building, Recto Ave, Quiapo, Manila,
1001 Metro Manila

2019-2021 System Technology Institute

 STI ACADEMIC CENTER STA. MESA 70

Information Technology in Mobile App and Web Development

STI Academic Center, P.Sanchez Street corner Pat Antonio
Street,
Sta. Mesa, Manila, 1035 Metro Manila.

GARCIA JOSABETH FEGALAN

________________________________________________________________

Adress: #44 Blk 31 Welfareville Compound, Barangay Addition Hills,

Mandaluyong City
Contact Number: 09156719270
Email: [email protected]

CAREER OBJECTIVE:
Seeking a career opportunity where I can fully utilize
my skills and knowledge while meeting the company’s
goals and objectives.

SKILLS:
 Sound knowledge in Computer Programming
 Basic skills in Photography
 Computer proficiency in Word, PowerPoint, and Excel

EDUCATION:

2015-2019 Highway Hills Integrated School

Calbayog St, Mandaluyong, 1550 Metro Manila

2019-2021 System Technology Institute

Information Technology in Mobile App and Web Development
STI Academic Center, P.Sanchez Street corner Pat Antonio
Street,
Sta. Mesa, Manila, 1035 Metro Manila.
 STI ACADEMIC CENTER STA. MESA 71

GONZAGA RANNIE VILLANUEVA

________________________________________________________________

Address: 31 Sinag Street. Barangay Highway hills,

Mandaluyong City
Contact Number: 09186064887
Email: [email protected]

CAREER OBJECTIVE:

Looking for a challenging role in a reputable organization where I can utilize my skills,
learnings and knowledge, while making a good contribution to a successful company.
SKILLS:
 Being resourceful in IT involve
 Being organized in all my work
 Having confidence in my colleagues and the company that I work for

EDUCATION:

2015-2019 Good Shepherd Christian School

71 I. Lopez St., Brgy. New Zaniga, Mandaluyong City

2019-2021 System Technology Institute

Information Technology in Mobile App and Web Development
STI Academic Center, P.Sanchez Street corner Pat Antonio
Street,
Sta. Mesa, Manila, 1035 Metro Manila.
STI ACADEMIC CENTER STA. MESA 72