Online Games and Learning Motivation

Of the Grade 11 HUMSS Students

A Senior High School Proposal Submitted to:

ROSE ELEONOR L. SAGANG
Faculty of Senior High School Department
Cateel Davao Oriental

In Partial Fulfilment of the Requirements

PRACTICAL RESEARCH 2
S.Y. 2022-2023

Bonita, Nelma A.
Caballes, Jessa Mae P.
Crusio, Jhon Paul T.
Delos Santos, Rex A.
Iway, Jemboy J.
Jandayan, Rico L.
Mayandoc, Hanna Lorenz R.

September 2022
 ABSTRACT

The aim of this study was to determine the significant relationship between online

games and learning motivation. This study utilized quantitative descriptive-

comparative-correlational as the research design and stratified sampling method

as its sampling technique. Data were collected using adapted survey

questionnaires, which were responded by a total of 188 grade 11 senior high

school HUMSS students from Cateel, Davao Oriental, who were identified

through stratified random sampling. The results revealed that the level of online

games of grade 11 HUMSS students in Cateel was high; the learning motivation

is also high; and a significant relationship was found between the two variables.

This study was deemed beneficial to the following: students; teachers; parents;

and future researchers.

Keywords: online games; learning motivation ; senior high school grade 11

HUMSS students; Cateel, Davao Oriental; Philippines

 ACKNOWLEDGEMENT

Research has become a meaningful part of our educational journey. It did not

only give us ideas and knowledge, but also it taught us principles on how to be

persistent, respectful towards others, and especially on applying camaraderie to

surpass every challenge; not only in this subject but also in real life.

This venture would not have been possible without the assistance of other

people. We hope that this part may serve as a way to extend our deepest and

warmest gratitude within our hearts.

To our Almighty Father, who is always there at our side, who gives us

knowledge and strength to face every challenge in our life.

To the members of the faculty, especially to Mr. Bryan Ephraem E. Miguel, for

sharing his knowledge and experiences in order for us to gain better

understanding of this subject.

To Ms. Rose Eleonor L. Sagang, for giving us advises and corrections with the

grammatical errors in this subject, and for letting us use her printer and offering

other free services.

To our research respondents, for their voluntary participation as the primary

source of data analyzed in this study, lastly

To our families and friends, who give us their full support financially, emotionally

and morally; both in calm and rigid times.

TABLE OF CONTENTS

PRELIMINARIES Page

Title page

Abstract
Acknowledgement
Table of Content
List of Tables
List of Figures

CHAPTER 1 INTRODUCTION

Rationale
Statement of the Problem
Hypotheses of the Study
Theoretical Framework
Conceptual Framework
Significance of the Study
Scope and Delimitations

CHAPTER 2 REVIEW OF RELATED LITERATURE

Online Games
Learning Motivation
Significant Relationship between Online games and Learning
motivation

CHAPTER 3 METHODOLOGY

Research Design
Research Locale
 Sampling and Sampling Technique
Research Instruments
Data Collection Procedures
Statistical Treatment of Data

CHAPTER 4 RESULTS

CHAPTER 5 DISCUSSIONS AND CONCLUSION

Summary
Conclusions
Recommendations

REFERENCES

APPENDICES

A Letter of Permission to Conduct the Study

B Research Questionnaire

CURRICULUM VITAE

Chapter 1

INTRODUCTION

Rationale
 Online game is very popular today to this modern era, online gaming is not

only for the entertainment of the students but also for learning. However, playing

online games becomes a necessity in their lives because it requires much of the

player’s time, thereby leaving school activities and homework unattended.

Students’ academic performance declines when minimal attention is given to

study. Thus, online gaming affects the academic performances of students

negatively (Valdez et al., 2020).

Motivation is a condition that activates and sustains behavior toward a

goal. It is critical to learning and achievement across the life span in both informal

settings and formal learning environments (Pintrich, 2004). Motivation is not only

important in its own right; it is also an important predictor of learning and

achievement. Students who are more motivated to learn persist longer, produce

higher quality effort, learn more deeply, and perform better in classes and on

standardized tests (Camacho-Sanchez, 2022).

There are several theories have been reviewed on the relationship

between playing online games and student's academic performance. According

to Bassey (2022) when students spend a lot of time playing online games, they

have no time for other activities, and that’s one of the negative effects of online

games on anybody. Even senior high student’s assignments lose priority when a

big battle is planned for the night. This leads to poor grades and academic

problems. In addition, these students don’t walk around and exhaust their bodies

that sit in front of the screen.

 The researchers of this study felt the need to find out how online games

really affect the Grade 11 HUMSS students in terms of their academic

performance. The purpose of these study is to determine the implication of online

gaming to the students. It has an aim to find out how online games affect

student’s intellectual capacity in relation to their learning motivation. Hence, this

study must be conducted.

Statement of the Problem

The main goal of the study is to determine a significant relationship between

the level of online games and students’ academic performances. More

specifically, it seeks to answer the following questions:

1.) What is the level of the students’ online gaming in SHS in terms of:

1.1 Addiction

1.2 Need for Advancement

1.3 Need for Mastering the Mechanics

1.4 Need Escapism

2.) What is the level of the learning motivation in senior high school in terms

of:

2.1 Self- efficacy

2.2 Intrinsic Value

2.3 Cognitive Strategy

3.) Is there a significant relationship between online games and learning

motivation among Grade 11 Humss students?

Hypothesis

The hypothesis of the study was developed from research question

number 3 and was tested at 0.05 level of significance which states that Online

Games and Learning Motivation among Grade 11 HUMSS Students has no

significant relationship.

Conceptual Framework

This study is anchored on the theory of Bassey (2022) which states that

online games have negative effects, and impact on some students, directly on

their performance. Students who were addicted to online games tended to

perform lower than their counterparts at school who are not addicted to online

games.

In figure 1, is the conceptual framework of the study shows the

independent and dependent variable. The independent variable is Online Games

and the dependent variable is the Learning Motivation.

Furthermore, Online Games an independent variable is indicated by:

addiction, need for advancement, need for mastering the mechanics, and need

for escapism (Xu, Turel and Yuan, 2011). Addiction is when a student misses

his/her meals because of online games. Need for advancement is important for

the student to become powerful in the game. Need for mastering the mechanics,

the students usually uses a character builder or a template to plan his/her

character’s advancement. Need for escapism, a student often plays online game

to escape from real world problems.

 While learning motivation, a dependent variable is indicated by: self-

efficacy, intrinsic value, cognitive strategy ().First, Second, Lastly, .

Theoretical Framework

Research has shown that online games have negative effects, and impact

on some students, directly on their performance. There seems to be a connection

between depression, self-esteem, and the time a person spends online games.

Studies show that 94% of online games addicts are men and only 6% are

women. Many of the men interviewed were dissatisfied with their social life and

had low self-esteem. It is understandable that these two characteristics can affect

a student’s academic performance in school. Students who were addicted to

online games tended to perform lower than their counterparts at school who are

not addicted to online games (Bassey, 2022).

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Online Games
 Addiction
Learning Motivation
  Self- efficacy

Figure1. Conceptual framework showing the variables of the study.

Significance of the Study

This study will benefit the following:

Students. This study will help the students about the awareness on the

significant effect of online games in their academic performance among Senior

High School (SHS) students of Cateel Vocational High School. They will be

informed enough to lessen and prevent online gaming.

Parents. The result of this study will serve as basis to help share with

other parents the information about certain games or ideas to help each other in

parenting. Also it will help them understand the behavior and study habit of their

children when they are engaged into such activity.

Teachers. The outcome of this study will provide additional information on

what strategy to use to educate students about the well - known effects of online

gaming on the academic performance of the students.

Netizens. This will be their guide on how to deal with the effect of online

games in the students’ academic performance not only in Senior High School

students but to all who all the youth who involved about this thing. This will be an

instrument for awareness about what they are doing.

Researchers. The researcher, they shall be benefited as well because

they will be aware about effect of online games in academic performance among

Senior High School (SHS) students.

Scope and Delimitation

This study will use quantitative descriptive-correlation as research design

which aims to determine a significant relationship between the online games and

learning motivation. In survey research, 100 samples should be identified for

each major sub-group in the population and between 20 to 50 samples for each
minor sub-group (Cohen et al., 2000). This shall involve 100 Humanities and

Social Sciences (HUMSS) students of Cateel Vocational High School, Cateel

Davao Oriental.

The coverage of this study is all about online games effecting

the learning motivation. It consists of effects of playing online games, it tells

about the proper or right use of online games as their part time habits. This study

is focusing on the negative effect of online games if it becomes the education

interference and also it tells about possibilities or results if you play online games

even during school time.

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the gathered researches from different sources. Our

related literature focused on the discussion of the two variables, online games

and learning motivation. Under the independent variable is Online Gaming the

following online games are discussed, namely in; addiction, advancement,

mastering the mechanics and escapism. On the other hand, the dependent

variable is the learning motivation, the following are discussed namely the; self-

efficacy intrinsic value, cognitive strategy.

Online Games

Renehamm (2018) specified that online gaming is very popular nowadays,

players are crazy about online games like Call of Duty, Destiny 2, Grand theft

auto 5, Player unknown battle grounds etc. Also, there is a different requirement

of PC for each game. But that won't make anyone stop playing. It has become a

culture nowadays. You can also buy Call of Duty World War 2 series, Destiny 2,

Grand theft auto, Fortnite like games from different websites.

Online gaming is huge! From World of Warcraft to Final Fantasy Online

and more. The thing is that a lot of people thing that MMORPG (Multi-Massive

Online Role-Playing Games or Massive Multiplayer Online Role-Playing Games)

is the only thing there is out there to play. However, there are a lot of fun online

games to play as well that feature a multitude of genres (Ellaesans, 2010).

Playing online games are favored via an extensive vary of human beings

ranging from kids and young people to adults. Research with the aid of the

Entertainment Software Association (2012) confirmed that the common player is

30 years historical and 32% of players are under the age of 18. Players select to

play online games for a range of reasons along with fun, pastime (Kuss &

Griffiths, 2012).
 Addiction. According to the research conducted by way of Zhang &

Zhuo (2007) online addiction, the physical signs of Internet and online addiction

were having been cervical spondylosis, neurasthenia and insomnia. Cervical

spondylosis is a spinal injury brought about via having the equal sitting position

for hours while enjoying games.

On the other hand, Neurasthenia is a psychological disorder marked

specifically via handy fatigability and often by way of lack of motivation, feelings

of inadequacy, and psychosomatic symptoms. It results from when players have

interaction in hours and hours of recreation taking part in with no in reality sleep

intervals in between. This causes sleep sensitivity and disorders which set off

addicted gamers to wake up several times at some stage in the night and as

such this leads them struggling from insomnia which can motive mental

nervousness and sooner or later result in apprehensive breakdowns and ordinary

tiredness.

One of the paramount serious problems associated with online gaming is

addiction. People are obsessed with the virtual world, lose their sense of reality

and spend all their time playing. If a person can be easily influenced, the

likelihood of becoming addicted is much higher. Addiction is a serious

psychological problem that needs to be treated and therefore identified early.

Need for Advancement. According to Smith (2019) the entertainment

market has been blossoming in the whole wide world. Gaming is a major section

which is ever-growing and progressing over the decades in a rapid pace. Solo

and multi-playing is an easy and interesting option of online gaming. It is visible

that in the future years to come, the gaming twice more than it is earning now

and will flourish fully. Online gaming is an opportunity for marketers to make

money and provide a truly advanced gaming experience to the world. It is

estimated that in 2015, US$91.5 Billion was earned by the online gaming

industry.

Smith (2019) also added that online gaming has progressed rapidly in the

past century. Technology has a great impact on every industry. It has influenced

the online gaming industry as well. Technological advancement has played a key

role in changing the meaning of online gaming for us. The online multiplayer

option has caught the interest of many people, permitting them to compete with

their friend or to fight a battle against evil together an increased number of

audiences to participate and enjoy games with your real companions.

Need for Mastering the Mechanics. Game researchers and designers

have provided a number of definitions of game mechanics that have been used

in different contexts, from analysis Järvinen, (2008) to game design Hunicke,

LeBlanc, and Zubek (2004). In this article, I propose a definition of game

mechanics useful for the analysis of games and their formal constituents. This

definition will allow for formalized analysis of game structures, and it will also

open up for the possibility of connecting formal game analysis with research on

controller designs and user experience (Sicart, 2008).

Game designer Rouse (2005) offers a more pragmatic approach to defining

game mechanics, with the goal of teaching the basics of game documentation of
game design. For Rouse, game mechanics are "the guts of a design document",

since they describe "what the players are able to do in the game-world, how they

do it, and how that leads to a compelling game experience".

A similar pedagogical approach is taken by Fullerton, Hoffman and Swain

(2004), who define "game procedures" (a similar concept to mechanics), as "the

actions or methods of play allowed by the rules they guide player behavior,

creating interactions". In teaching game design, there is a need to apply

Avedon's conceptual distinction between rules and mechanics. The design

process is understood as the creation of a system, and the interaction

possibilities that a player has with that system.

However, these approaches lack a deep explanation of the connections

between rules and mechanics. These connections are fundamental for the formal

analysis of games, as Björk and Holopainen (2005) stated in their argumentation

for the development of Game Design Patterns.

Other definitions, like Cook's (2006): "game mechanics are rule based

system/simulations that facilitate and encourage a user to explore and learn the

properties of their possibility space through the use of feedback mechanisms",

while acknowledging the relations between players, rules and mechanics, fail to

provide a sufficiently clear set of properties that allows the concept to be applied

in a formal analysis of games. This definition is valuable since it incorporates the

notion of feedback to the understanding of mechanics, but it falls short in

explaining how we can identify a mechanic, or a set of mechanics, and how it is

based in the rule system.

Need for Escapism. A study conducted by Schofield (2021) online games

offer a way for players to escape stress and cope with stressors. Online games

are a new, and potentially unique, mechanism for telling stories. They allow a

player to not only interact with a world, but to fully immerse themselves in a

digital world. Similar to many other forms of media, online games have a plethora

of different genres to pull from, but unlike other media types, these genres can

change the play style along with the narrative themes and elements. Being able

to quite literally escape to a fantasy world where your actions matter, and you’re

given control can be a great form of self-therapy for players.

Hagstrom and Kaldo (2014) explains that escapism is the term often

attributed to the online games as the latter “serves the purpose of negating or

fleeing from an element in real life and also to transcend reality by pursuing an

activity and fantasy to seek pleasure”. Video games are a unique form of

entertainment because they challenge the player to “act and explore” within

High level of control over the game character's choices (Kuo et al., 2020).

Online games are a unique form of entertainment because they challenge

the player to “act and explore” within the virtual world, rather than act as a

passive media observer. Because of this, online games are often considered a

form of active escapism, an interactive media that fully immerses the individual

(Calleja, 2010).
Learning Motivation

According to Silva (2020) Motivation is the state that can maintain

students’ attention and behavior as well as provides with more energy needed to

lead tasks to completion. Thus, it can help sustain activities over a period of time.

In education, motivation can have a variety of effects on students’ behavior,

preferences, and results. For instance, motivation can help us direct our attention

toward tasks that need to be done, allow us to do these tasks in shorter periods

of time as well as maintain attention during a longer time, minimize distractions

and resist them better, affect how much information we retain and store,

influence the perception of how easy or difficult tasks can appear. Most

importantly, motivation urges to us perform an action. Without it, completing the

action can be hard or even impossible.

Silva added that Motivation in education can have a dramatic impact on

students’ performance and results. Therefore, parents and teachers who are

willing to help their children do better in school should be aware of the factors

that affect student motivation.

Self-efficacy. Self-efficacy is the belief in one’s own ability to successfully

accomplish something. The literature shows that students with a strong sense of

efficacy believe they can accomplish even difficult tasks. In the face of impending

failure, these students increase and sustain their efforts to be successful. They

approach difficulty or threating situations with confidence that they have control

over them. Conversely, students who doubt their ability to accomplish difficult
tasks see these tasks as threats and give up quickly. This can lead to task

avoidance, passivity, lack of engagement and a resignation that failure is

inevitable. Developing efficacy beliefs in the classroom is a great place to start

(fratturar, 2018).

Intrinsic Value. Intrinsic value refers to the interest and enjoyment that

students experience when engaging in an activity. When students enjoy

scholastic tasks, they are intrinsically motivated to do well. Both interests and

personal relevance produce intrinsic value for a student. Generally, students are

intrinsically motivated to pursue activities that are moderately novel, enjoyable,

exciting, optimally challenging and games. When schoolwork is too easy,

students become bored. When tasks are too difficult, students become frustrated

and anxious (Deci & Ryan,2004).

Cognitive Strategy. According by the TeachingEnglish (n. d.) cognitive

strategies are one type of learning strategy that learners use in order to learn

more successfully. These include repetition, organising new language,

summarising meaning, guessing meaning from context, using imagery for

memorisation. All of these strategies involve deliberate manipulation of language

to improve learning. Classifications of learning strategies distinguish between

cognitive strategies and two other types, metacognitive strategies (organising

learning), and social/ affective strategies (which enable interaction).

Correlation between Online Games and Students Learning Motivation

 There are many factors that correlated with students' learning motivation.

Some people believe that online game is one of the factors that affect students'

learning motivation negatively. Thus, the purpose of this study was to investigate

the relationship between online games and student learning motivation among

male and female students of Cateel Vocational High School.

According to Weis and Cerankosky (2010) not only did the students with

new game systems spend less time doing homework, they also performed worse

on standardized tests of reading and writing four months later. Moreover, their

teachers were more likely to report academic problems.

Chapter 3
METHODOLOGY
 This chapter discusses methods and procedures used in the study. The

following information provides details on the research design, research local and

duration, sampling and sampling technique, research instruments, data collection

procedure and statistical treatment of data the researcher will use in the study.

Research Design

This study will be using quantitative descriptive-correlational research

design. According to Bhandari (2022), quantitative research is the process of

collecting and analysing numerical data. It can be used to find patterns and

averages, make predictions, test causal relationships, and generalize results to

wider populations. It is also the opposite of qualitative research, which involves

collecting and analysing non-numerical data.

Bhandari (2021), stated that a descriptive-correlational research design

investigates relationships between variables without the researcher controlling or

manipulating any of them. A correlation reflects the strength and/or direction of

the relationship between two (or more) variables. The direction of a correlation

can be either positive or negative.

Bhandari (2021), also added that, correlational research is ideal for

gathering data quickly from natural settings. That helps you generalize your

findings to real-life situations in an externally valid way. Correlational research

can provide insights into complex real-world relationships, helping researchers

develop theories and make predictions.

Research Locale and Duration

 This study will be done at Cateel Vocational High School (CVHS), in

Senior High School (SHS) Grade 11 Humss Students. A DepEd managed

partially rural secondary public school. This school comprises Senior High School

and offers three tracks which are Technical Vocational Livelihood (TVL),

Humanities and Social Sciences (HUMSS), and General Academic Strand

(GAS). It is located at Poblacion, Cateel Davao Oriental. This study will be

conducted in the first semester of the academic year 2022-2023.

Figure 2. A Geographical Map of the Philippines highlighting
Cateel Davao Oriental.
Sampling and Sampling Technique

In this study, the sampling technique that we are going to apply is stratified

random sampling technique. Hayes (2022) states that the population is divided

into several sub populations that are individually more homogeneous than the

total population (the different sub populations are called "strata”).

The proposed convenience sample size will be at least 203 Grade 11

Humss students. Participants will be recruited through face to face. Inclusion

criteria incorporate the need to be 16 years or older to participate and to have

pre-existing addiction on playing online games.

Table 1. Distribution of Respondents

Grade 11 HUMSS Population Sample Size Percentage

Euclid 43 39 20.7%

Pythagoras 46 43 22.8%

Gregor Mendel 56 52 27.6%

Marie Curie 58 54 28.7%

Total 203 188 100%

Sample Size Solution: Percentage Solution:

43 ÷ 203 × 188 = 39 39 ÷ 188 × 100 = 20.7

46 ÷ 203 × 188 = 43 43 ÷ 188 × 100 = 22.8

 56 ÷ 203 × 188 = 52 52 ÷ 188 × 100 = 27.6

58 ÷ 203 × 188 = 54 54 ÷ 188 × 100 = 28.7

Total: 188 Total: 99.8

Research Instruments

The research instrument that is going to be used in this study is the two

adapted questionnaires. The first questionnaire is independent variable which is

Online Games it is adapted from Xu, Turel and Yuan (2011) with the following

indicators: addiction, need for advancement, need for mastering the mechanics,

and need for escapism.

The following likert scale will be used to interpret the mean of online

games:

Range of Means Description Interpretation

The level of Online

Strongly Agree Games is far above
the expected level.

The level of Online

Agree Games is above
the expected level.

The level of Online

Moderately Agree Games is within
the expected level.

The level of Online

 Disagree Games is below
the expected level.

The level of Online

Strongly Disagree Games is far below
the expected level.

The second questionnaire is the dependent variable which is Learning

Motivation, adapted from Kubischta (2014) with the following indicators: self-

eficacy, Intrinsic value, and cognitive strategy.

The following likert scale will be used to interpret the mean for the
students’ academic performance:

Range of Means Description Interpretation

The level of Online

Always Games is far above
the expected level.

The level of Online

Often Games is above
the expected level.

The level of Online

Sometimes Games is within
the expected level.

The level of Online

Rarely Games is below
the expected level.
 The level of Online
Never Games is far below
the expected level.

The research instruments that will be used, will undergo both validity and

reliability test. To achieve validity, a pool of experts will check the content and language

of survey questionnaires. To achieve reliability test, a pilot of test questionnaires will be

conducted to 10 non respondents of the study. Once the pilot test is done, its result shall

be conducted using Cronbach's Alpha.

Data Collection Method

The following step will be followed to collect the data:

1. Seeking permission to conduct the study. The researcher will need to ask

permission from the teacher of Senior High School to conduct the survey.

2. Administration and distribution of questionnaire. The researcher will

administer the questionnaire to the respondents. Conduct test and analyse the

pertinent records to get the necessary data.

3. Retrieval of questionnaire. After the respondents are done answering the

questionnaire, collect and classify it to examine and compare carefully to note

points and verify the order, necessary for the completeness of the study.

Statistical Statement of Data

The data to be gathered in this study will be subjected to the following statistical

treatment:
 Mean. This statistical tool will be applied to determine the level of online games

and students’ academic performance among grade 11 Humss students. Additionally, this

will be used to answer SOP1 and SOP2.

Pearson's product-moment correlation coefficient. It is used to measure linear

association between two variables. It will determine if there is correlation between the

online games and students’ academic performance to the statement of the problem (3).

Chapter 4

PRESENTATION AND ANALYSIS OF FINDINGS

Presented in this chapter is the presentation and analysis of findings of the study.

The following headings center the discussion: level of online games, level of

learning motivation, and significance of the relationship between online games

and learning motivation.

Level of Online Games

Table 2 presents the descriptive analysis of the level of online games among

grade 11 HUMSS students which is measured according to learning motivation,

addiction, need for advancement, need for mastering the mechanics, and need

for escapism. The analysis revealed that the level of online games is ___ or high.

This means that the level of online games is above the expected level.

According to Ellaesans, (2010) Online gaming is huge! From World of

Warcraft to Final Fantasy Online and more. The thing is that a lot of people thing

that MMORPG (Multi-Massive Online Role-Playing Games or Massive

Multiplayer Online Role-Playing Games) is the only thing there is out there to

play. However, there are a lot of fun online games to play as well that feature a

multitude of genres .

Table 2. Level of Online Games

Indicators Mean SD Descriptive

Equivalent
Addiction

Need for advancement

Need for mastering

the mechanics
 Need for Escapism

Addiction. The descriptive analysis of the level of addiction in online games

among grade 11 HUMSS students yielded a mean of ___ or very high. This

means that the level of addiction in terms of online games is far above the

expected level. According to Zhang & Zhuo (2007) One of the paramount

serious problems associated with online gaming is addiction. People are

obsessed with the virtual world, lose their sense of reality and spend all their time

playing. If a person can be easily influenced, the likelihood of becoming addicted

is much higher. Addiction is a serious psychological problem that needs to be

treated and therefore identified early.

Need for advancement. In terms of the indicator need for advancement, the

mean posted a value of ____ or high. This means that the level of advancement

in terms of online games is above the expected level. According to Smith (2019)

online gaming has progressed rapidly in the past century. Technology has a

great impact on every industry. It has influenced the online gaming industry as

well. Technological advancement has played a key role in changing the meaning

of online gaming for us.

Need for mastering the mechanics. This indicator attained a mean of ___ or

very high. This means that the level of mastering the mechanics in terms of

online games is far above the expected level. According to Cook's (2006): "game

mechanics are rule based system/simulations that facilitate and encourage a

user to explore and learn the properties of their possibility space through the use
of feedback mechanisms", while acknowledging the relations between players,

rules and mechanics, fail to provide a sufficiently clear set of properties that

allows the concept to be applied in a formal analysis of games. This definition is

valuable since it incorporates the notion of feedback to the understanding of

mechanics, but it falls short in explaining how we can identify a mechanic, or a

set of mechanics, and how it is based in the rule system.

Need for Escapism. In terms of escapism , its mean posted a value of ____ or

very high. This means that the level of advancement in terms of online games is

far above the expected level. According to Hagstrom and Kaldo (2014) explains

that escapism is the term often attributed to the online games as the latter

“serves the purpose of negating or fleeing from an element in real life and also to

transcend reality by pursuing an activity and fantasy to seek pleasure”. Video

games are a unique form of entertainment because they challenge the player

to “act and explore” within High level of control over the game character's

choices

Level of Learning Motivation

Table 3 presents the descriptive analysis of the level of learning motivation

among grade 11 HUMSS students when analyzed according to self-eficacy,

Intrinsic value and cognitive strategy. The analysis revealed that the overall level

of learning motivation is ____ or very high. This means that the level of learning

motivation is far above the expected level. According to Silva (2022) Motivation

in education can have a dramatic impact on students’ performance and results.

Therefore, parents and teachers who are willing to help their children do better in

school should be aware of the factors that affect student motivation.

Table 2. Level of Learning Motivation

Indicators Mean SD Descriptive

Equivalent
Self-eficacy

Intrinsic Value

Cognitive
Strategy

Self-eficacy. The descriptive analysis of the level of self-eficacy among grade 11

HUMSS students yielded a mean of ___ or high. This means that the level of

self-eficacy in terms of learning motivation is above the expected level. According

to fratturar (2018) Self-efficacy is the belief in one’s own ability to successfully

accomplish something. The literature shows that students with a strong sense of

efficacy believe they can accomplish even difficult tasks. In the face of impending

failure, these students increase and sustain their efforts to be successful. They

approach difficulty or threating situations with confidence that they have control

over them. Conversely, students who doubt their ability to accomplish difficult

tasks see these tasks as threats and give up quickly.

Intrinsic Value. The descriptive analysis of the level of intrinsic value among

grade 11 HUMSS students yielded a mean of ___ or high. This means that the

level of intrinsic value in terms of learning motivation is above the expected level.

According to Deci and Ryan (2004). Intrinsic value refers to the interest and
enjoyment that students experience when engaging in an activity. When students

enjoy scholastic tasks, they are intrinsically motivated to do well.

Cognitive Strategy. The descriptive analysis of the level of cognitive strategy

among grade 11 HUMSS students yielded a mean of ___ or high. This means

that the level of cognitive strategy in terms of learning motivation is above the

expected level. According by the TeachingEnglish (n. d.) cognitive strategies are

one type of learning strategy that learners use in order to learn more

successfully. These include repetition, organising new language, summarising

meaning, guessing meaning from context, using imagery for memorisation. All of

these strategies involve deliberate manipulation of language to improve learning.

Significance of Relationship between Online Games and Learning

Motivation

Presented in table 4 is the correlational analysis between the level of online

games and learning motivation among grade 11 HUMSS students. Results

revealed a P-value of ______ which is below the tabular value of ______. this

means that there is a significant relationship between the level of online games

and learning motivation. Furthermore, this means that the null hypothesis is

rejected

The result of the study supported the claims of Colleges (2020) Students do not

be able to focus on their studies if they are too much indulged in gaming.

Spending extra time in gaming can spoil one’s mind as kids spend all the time in

such activity and their energy level is consumed in doing nothing. They get
irritated when asked to stop playing and start their studies. Their intention is

scattered during the class and they keep talking about things of their interest.

Children avoid doing homework and forget to eat. Excess gaming results in a bad

health and slow development and growth. Balance is a need of this time as there

is so much for kids to do but the choice of activities matters and parents’ role for

this matter is important. They must keep them engaged in healthy stuff that can

include studies, educational games, and good eating as well as sleeping habit.

Variable P-value r-value Decision

Online Games

Learning

Motivation
 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Presented in this chapter are the summary, conclusions and

recommendations based on the analysis and findings of the study.

Summary
The main goal of the study is to determine a significant relationship between the

level of online games and learning motivation among grade 11 HUMSS

students . More specifically, it sought to answer the following questions:

1. What is the level of online games in terms of:

1.1 Addiction,

1.2 Need for Advancement,

1.3 Need for Mastering the Mechanics, and

1.4 Need for Escapism?

2. What is the level of learning motivation in terms of:

2.1 Self-eficacy,

2.2 Intrinsic Value, and

2.3 Cognitive Strategy?

3. Is there a significant relationship between the level of online games

and learning motivation among grade 11 HUMSS students?

This study used quantitative descriptive-correlation as research design. This

involved 188 grade 11 HUMSS students in Cateel which were selected through

simple random sampling technique. Two adapted survey questionnaires were

used to gather the data. The following are the findings of the study:

1. The descriptive analysis results for the level of online games posted an overall

mean of ____. More specifically, its indicators attained the following mean:

addiction is _____, need for Advancement _____, need for mastering the

mechanics ______, and need for escapism is ______

2. The level of learning motivation yielded an overall mean of ____. Its indicators

gained the following mean: self-efficacy is ____, Intrinsic value ____, and

cognitive strategy is ___

3. The correlational analysis of the level of online games and learning motivation

yielded a p-value of _____.

Conclusions

Based on the findings of the study, the researchers made the following

conclusions:

1. The level of online games is high

2. The level of learning motivation is very high

3. There is a significant relationship between the level of teacher

engagement and job performance.

 Recommendations

Based on the findings and conclusions of the study, the researchers made the

following recommendations to selected group of individuals:

For the students playing online games, they should be disciplined when it comes

to playing online games which they could still perform satisfactorily in their

studies. As it is only a form of recreation, it should not be given much priority over

higher and more realistic priorities such as their studies.

Teachers may inform the students who are addicted in online games regarding

the occurring problem. They must not tolerate the student to this kind of habit.

Guide and motivate them into other meaningful and school relevant activities to

transform their bad practice/routine into a good one.

For the parents of students currently studying, they should be aware of the

effects of playing online games and should regulate their children's time on it.

Finally, for the future researchers, they may conduct an experimental- designed

thesis. They may also consider other year levels or other age groups for their

selected respondents.
 Chapter 1
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 Chapter 2
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 ONLINE GAMES & STUDENT’S ACADEMIC PERFORANCE SURVEY QUESTIONNAIRE

Grade & Section: H Sex: Male Female

This questionnaire contains two parts. The first part is the Online Games Questionnaire by
Xu, Turel and Yuan (2011), which is used to measure Online Games. The second part is the
Students’ Academic Performance Questionnaire by Melafae Bayan (n.d.), which is used to
measure Students’ Academic Performance.
Please rate yourself honestly based on what you actually do given the statement using
the following scales.

5 – Always 4 – Often 3 – Sometimes 2 – Rarely 1 – Never

PART I. ONLINE GAMES

No. Particulars 1 2 3 4 5

1. Playing online games has sometimes interfered with my study.

2. When I am not playing online games I often feel restless.
3. I have made unsuccessful attempts to reduce the time I spend
playing online games.
4. Arguments have sometimes arisen at home because of the time I
spend on online games.
5. I often fail to get enough sleep because of playing online games.
6. I often miss meals because of playing online games.
7. It is important for me to level up my game character as fast as
possible.
8. It is important for me to acquire rare items that most players will
never have.
9. It is important for me to become powerful in the game.
10. It is important for me to accumulate resources, items, or money in
the game.
11. It is important for me to be well-known in the game.
12. It is important for me to be part of a serious, raid/loot-oriented
guild.
13. It is important for me to level up my game character as fast as
possible.
14. It is important for me to optimize the roles played by my game
character.
15. I usually use a character builder or a template to plan my
character’s advancement at an early stage.
16. I like to know as much as possible about the game playing rules
and winning strategies.
 17. I usually play games so I can avoid thinking about some of real-
life problems or worries.
18. I usually play games in order to relax from the day’s work or study
stress.
19. I often use game playing to escape from real world problems.
20. I often use game playing to alleviate my depression.

PART II. STUDENTS’ ACADEMIC PERFORMANCE

No. Particulars 1 2 3 4 5

1. I actively participate in discussion in class even while I playing

online games.
2. I try hard to do well in school even when I’m always playing online
games.
3. I participate class activities during playing online games.
4. I listen attentively to the lecture of my teacher even I’m playing
online games.
5. I continue playing even though there’s a teacher.
6. I play online games even more during busy times of study.
7. I can’t study at least 2 hours due on playing online games.
8. I prefer online games than studying.
9. Sometimes I forgot to study due to online games.
10. Playing online games makes me feel relax compared to studying.
11. I have missed school because I play online games too much.
12. I am always late due to playing online games at night.
13. I am too lazy to go to school.
14. I oversleep because of playing online games.
15. Instead of going to school, I played online games.