The Effects of Online Games to the Academic

Performance of all the Grade 10 Students at San

Isidro Integrated School (S.Y 2021-2022)

 THESIS ABSTRACT

In our generation, technology is a very powerful and high

tech specially in terms of gaming.The advent and development

of technology brings many things which may either ease or make

life of people more difficult and complicated.One of the

results of this development is the opening of online gaming

through the internet which has become addictive and one of the

widely used leisure activities by many people and teenagers.

Online gaming is a technology rather than a genre; a mechanism

for connecting player together rather than a particular

pattern of a game play. Online Games are played over some form

of computer network,now typically on the internet. This study

aimed to determine the effect of online games to the Academic

Performance of the students at San Isidro Integrated School.

The researchers used the descriptive-correlation

research design. This design described the profile of

respondent and determined the difference in academic

performance of players of online games. On the basis results

of this study, it can be concluded that playing online games

has no significant difference between the academic performance

of the respondents for they still excelled in their class as

revealed by their academic grades.

 The Problem and its Setting

Adolescents and even adults are becoming hooked with online

games which are becoming more and more popular. In fact, most

online games tend to get old too quickly and lost their

appeal. It is because of the ever growing number of online

games being develop from time to time. Nowadays, the popular

online games that encourage the students to play are MOBILE

LEGENDS,CLASH OF CLANS, LEAGE OF LEGENDS, CALL OF

DUTY,DOTA,RULES OF SURVIVAL etc. These online games have a big

factor that affects the students in their academic

performances in school.

Unfortunately some people feel compelled to escape into

these fantasy worlds because of depression and oppression

daily. Littleton, Colorado these three towns recently

experienced .

As individual beings, we have difficulty accepting deriving

from what violence is and how video games are to different

people. Children who watch television and go to the movies see

thousands of murders and countless other acts of violence.

Many people believe that being exposed to all this violence

causes children to be more aggressive and to commit crimes.

(Shin, 2003)
Furthermore, researchers believe that online gaming opens a

door to computer literacy leading to potential technology

careers (SWS, 2007; AMA Poll, 2008).

The effects of electronic games and other factors in the grade

five pupils’ academic performance at A. Quezon elementary

school, DEPED, Manila was looked into by Dorol (2009). Dorol

concluded that electronic games were related significantly to

pupils’ academic performance with correlation of 194

significant .021 levels. This means that the computer games

played by the pupils before going to sleep, after taking lunch

or supper, and during recess significantly related to their

performance in school.

Mandanas (2007) conducted a study on the effects of playing

computer games and students’ profile in the socialization and

academic performance of selected students in Kapayapaan

National High School, Canlubang, Calamba City. The study

concluded that most of the students playing computer games and

the students’ profile both have a significant effect on the

socialization on the students but no significant effect on the

academic performance of the students.

STATEMENT OF THE PROBLEM

This study aimed to determine the effect of online games to

the academic performance of the students at San Isidro

Integrated School.Specifically, it aimed to answer the

following questions:

1. What is the profile of the respondents in terms of:

a. Age

b. Sex

c. Civil status: students

2. What are the types of online games being played by the

respondents?

3. How often and how many hours do the respondents spent in

playing online games in a day?

4. What is the significance of profile of respondents to the

effects of online games to the Academic performance of

the students?

5. What is the significance of the game type being palyed by

the students and the hours they spent in computer games

 in the effects of online games to the Academic

performance of the students?

RESEARCH HYPOTHESIS

1.There is no significant difference between the two groups of

respondents on the varied exposure time to online games to

their academic performances.

2.Students who spend all their time playing online games will

lose time studying and this will cause grades to drop.

3.Playing online games leads students away from stress,

enhances teamwork, and makes them listen actively to class

activities.
Significance of the study

The result of this study is significant of the following

group;

Students.

This study may give information to the students about how

online gaming affects the life of a students.

Teachers.

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

the students who are addicted to online games so they can help

the students to avoid being addicted to online games.

Family.

This study is significant to the family because it may help

them to know if their children are addicted to online games.

Future researchers.

It would help the future researchers that are interested in

this study. It will serve as their basis and their background

about their research.

THE REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature

and studies relevant to the current investigation. This

helped the researcher in conceptualizing the variables

included in the study. The review also enabled the

researcher in determining the extent at which previous

researches have explored this topic which serves as the

spring board for the current research. It focuses on the

Differences in Stress Levels between Junior High Students

and Senior High Students in Mount Carmel School of Maria

Aurora.

Foreign Studies

Today's world is one that is largely composed of

technology. In a relatively short span of time we have been

immersed in a world of high-definition Clash of Clans, Rules

of Survival, mobile Legends, "green" cars, outrageous thrill

rides, 3-D technology, etc. But no area of technology has

become as prominent as that of online gaming.

According to Anand (2007), the penetration of online

games into the United States alone is huge, with at least 90%

of homes having children that have played

(rented or owned) video games. This is a record level that

continues to increase. 55% of console players and 66% of

online players are over 18. The college demographic seems to

be the major group of gamers simply because they have a lack

of parental supervision and they have more flexible schedules,

allowing for more play time (Anand, 2007). As with any other

innovation in society, the introduction of online games

brought the question "What are the negative effects or

consequences?" Smyth (2007) notes that there seems to be an

increased interest in research in the area of video gaming to

answer this question. And there does indeed seem to be much

research on the topic in recent years. In overviewing the

research, one main concern seems to be whether the playing of

online games impacts academic performance in a negative or

positive way and what those consequences are. One study done

by Anand (2007) found a negative correlation between the

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

scores of students. This means that GPA and SAT scores

decreased as time spent playing increased. However, Anand

(2007) did recognize the limitation of using SAT scores

because they represent a one-time standardized score. Using

GPA is more credible because it represents a continuous

measurement of school performance. He also found that males

were more prone to these results than females, because males

tend to play online games more. Skoric, Teo, and Neo (2009)

went one step farther and studied addiction to video gaming

versus simple engagement in online gaming. Although no

definitive definition of addiction was given, they found that

those addicted to gaming consistently performed negatively in

the academic setting, while there was no negative correlation

between time spent playing or engagement and academic

performance.

Shao-I, Jie-Zhi, and Der-Hsiang (2004) also studied

addiction (once again no definitive definition was given) and

noted a decrease in school performance when the student was

addicted to gaming. They found that gaming addiction

physically impacts academic achievement because the student is

too involved in the game to do homework or prepare

academically. There are also others that have found decreased

academic performance in relation to involvement in playing

online games.

Anderson and Dill (2007) studied video games and

aggression and suggested that not only does gaming have an

impact on performance directly, but it also triggers a higher

level of aggression, which is often linked to problems in

school and decreased academic performance.

Wack and Tantleff-Dunn (2009) also found a negative

correlation, although the relationship between GPA and

academic performance in their study was not significant.

Jackson et al (2008) found that time spent playing games was a

negative predictor of academic performance and that those who

played online games more often had poorer grades than those

who played less.

A study conducted by Wood, Griffiths, and Parke (2007)

included open-ended questions that encouraged participants to

report different feelings about playing online games. Some of

the negative consequences indirectly related to school

performance, in that participants reported often missing

lectures, skipping homework, etc. They also found that these

consequences were more likely to impact males, because males

play more often and were more likely to report losing track of

the time while playing.

Foreign Literature

A number of studies have examined the role of personality

factors, comorbidity factors, and biological factors, and

their association with online gaming addiction. In relation to

personality traits, gaming addiction has been shown to be

associated with neuroticism, aggression and hostility,

avoidant and schizoid interpersonal tendencies, loneliness and

introversion, social inhibition, boredom inclination,

sensation seeking, diminished agreeableness, diminished self‐

control and narcissistic personality traits, low self‐esteem,

state and trait anxiety, and low emotional intelligence

(Griffiths et al., 2012). Considering the relatively high

frequency of co‐occurring personality, comorbidity, and

biological factors, it is hard to assess the etiological

significance of these associations with online gaming

addiction as they may not be unique to the disorder and

further research is needed. Research has also shown online

gaming addiction to be associated with a variety of comorbid

disorders. These include attention deficit hyperactivity

disorder, symptoms of generalized anxiety disorder, panic

disorder, depression, social phobia, school phobia, and

various psychosomatic symptoms (Griffiths et al., 2012).

In an experiment by Williams (2006), school performance

increased after the participants dramatically decreased

(limited time spent using technology to 30 minutes per day)

their usage of all technology, including online games.

Finally, Jaruratanasirikul, Wongwaitaweewong, and

Sangsupawanich (2009) found that the excessive playing of

online games (five hours or more per session) resulted in

school grades that were below a 3.00 average, and that time

spent playing was a predictor of academic performance. They

also suggested that video games indirectly lead to decreased

performance through promoting violence. Finally, they noted

that playing video games took time away from school

activities, homework, social interaction, etc. Then there are

those in the research field who have come up with neutral

results.
 Smyth (2007) studied the difference between playing

massively multiplayer online role-playing games (MMORPG) and

playing other types of online games and found that even though

the MMORPG group reported greater interference in academic

work (such as skipping homework, missing a class, etc) as

opposed to the other groups, overall the groups did not differ

in academic performance. Hart et al (2009) used the Problem

Online Game Playing survey to measure four different areas of

life, including academic behavior, impacted by the playing of

online games and suggested that there was not a significant

correlation in any area. However, there is also plenty of

research to suggest that interactive online games can actually

lead to increased academic performance (Anand, 2007). Jackson

et al (2008) found that the usage of games is causally related

to an increase in visual-spatial skills, which often come in

handy in the fields of science, mathematics, technology, and

engineering.

A study done with Kindergarteners Din & Calao, (2001)

showed that students who played educational online games on

the Sony Lightspan, which is a game system similar to the Sony

Playstation One, made significant increases over the control

group in the learning of spelling and reading; however, no

significant gain was made over the control group in math. This

suggests a facilitative role of playing online games in

developing verbal skills (2001). Smyth (2007) suggested that

complex games may lead to academic success by engaging players

in problem solving, critical thinking, and creativity. Skoric

et al (2009) found that while game addiction leads to negative

academic performance, moderate engagement in gaming can lead

to improved performance in an academic setting. They found a

positive correlation between game play and English test

scores, which suggests that gaming can actually lead to better

test scores. North Carolina State University is even

experimenting with a synchronous online graduate course that

integrates online game design with science curriculum

(Annetta, Murray, Laird, Bohr & Park, 2008) To sum up this

overview of the recent literature on the relationship between

the usage of video games and academic performance, Anderson

and Dill (2000, pg 17) quite aptly state the predicament in

researching this topic: "There is no definitive answer to the

question of whether online games disrupt academic

performance." As the literature review shows, much has been

said to support every aspect of the topic, both positive and

negative. The present study seeks to answer the question: Does

playing video games have an impact on academic performance as

measured by amount of time playing and school GPA? This

proposal's hypothesis is that as time spent playing increases,

GPA will decrease; also that as level of cognitive engagement

as determined by number of puzzles/strategy situations

encountered increases, GPA will increase.

Local Studies

Online Games/Video Games

Playing video games is often associated in our society

with poor academic performance. This anecdotal idea is

supported by some research. The effect that interactive

digital media has on the learning process is not completely

negative. It is not that the medium itself is inherently

flawed, but much of the information that gets transmitted

through it may be. As was noted in 2008 study on media

attention and cognitive abilities, “content appears to be

crucial” Rivera, 2008, p. 63. If the content being consumed is

positive, then positive results can be expected. if the

content is negative, then negative results can be expected.

The study examined research from many sources in arriving at

this conclusion.

Students Engagement and Sociological Effects

Research on the social effects of video games is also

mixed Oliveros, R. P., and M. T. Sapio. 2007). Some studies

have found that video games are similar to addictions such as

gambling which create negative social effects. Massively

multiplayer online role-playing games (MMORPGs) have been

called “heroin ware” because they are “simultaneously

competitive and highly social” (Galvan, 2006, p. 383). Other

studies have noted positive aspects of the games such as the

ability to experiment with aspects of individual identity

which do not come out in public.

One measure of this which has significant research is

that of prosocial behavior. Prosocial behavior is defined as

when one person acts to help another. while research on this

topic is mixed, there is evidence that games which focus on

prosocial behavior lead to prosocial results (Sanchez, 1997).

Intelligence Benefits

According to Angeles, M. L. 2004, playing computer games

may not be all that bad for your children. Palma states that

educational games can be effective assisting tools in the

educational areas of management, medicine and science. If you

choose the right educational computer games, your child may

learn better problem-solving skills and eye -hand

coordination. Your child may also get the ability to think

fast and think of multiple things all at once. Skills obtained

from playing computer games may help your child learn quickly

when it comes to his studies. If your child is struggling in

one of his school subjects, there are many educational

Computer Game Addiction

 Because there is no official diagnosis of computer game

addiction, there is obviously no universally agreed upon list

of symptoms. Psychologists in the Philippines, 2005 and other

mental health professionals initially adapted the diagnostic

criteria for gambling addiction and used this as a rough

assessment tool for computer game addiction. This

classification approach is rarely used today and for better or

for worse, it is essentially up to the individual researcher

or clinician to define the symptoms of computer addiction.

Still, there are some signs and behaviors that are almost

always included in definitions of computer addiction, such as:

Significant interference with school, work, or relationships.

Often avoiding other commitments to keep playing, frequently

turning down social invitations in favor of gaming, using most

or all of one’s free time for gaming, regularly playing late

into the night and which results in poor sleep habits, Loss of

interest in previously enjoyed activities, Regular gaming

“binges” of 8 hours or more nonstop.

Local Literature

Physical Symptoms of Video Game Addiction

Some of the physical signs or symptoms of video game

addiction include: Fatigue, migraines due to intense

concentration or eye strain, carpal tunnel syndrome caused by

the overuse of a controller or computer mouse and sometimes

poor personal hygiene, according to Capuno, 2009.

Short-Term and Long-Term Effects of Video Game Addiction

Like any other compulsive disorder, video game addiction

can have severe negative consequences. Though most of the

symptoms listed above have short-term effects, they can lead

to more severe long-term repercussions if not addressed

properly. For example, someone addicted to video games will

often avoid sleeping or eating proper meals to continue

gaming. While the short-term effects of this may include

hunger and fatigue, it could eventually lead to a sleep

disorder or diet-related health issues. Similarly, those who

isolate themselves from others to play video games may miss

out on family events, outings with friends, or other events in

the short-term. If this continues to be a pattern for a long

period of time, however, addicts might find themselves without

any friends at all.

Other long-term effects of video game addiction to

consider are the financial, academic and occupational

consequences involved. Video games and video game equipment

can be very expensive, especially when factoring in recurring

costs such as the high-speed Internet connection required for

online multiplayer games. These games can also be very time-

consuming, leaving addicted gamers with less time to focus on

their education or career.

DOTA 2

Dota 2 is a multiplayer online battle arena (MOBA) video

game developed and published by Valve Corporation. The game is

a sequel to Defense of the Ancients (DotA), which was a

community-created mod for Blizzard Entertainment's Warcraft

III: Reign of Chaos and its expansion pack, The Frozen Throne.

Dota 2 is played in matches between two teams of five players,

with each team occupying and defending their own separate base

on the map. Each of the ten players independently controls a

powerful character, known as a "hero", who all have unique

abilities and differing styles of play. During a match,

players collect experience points and items for their heroes

to successfully defeat the opposing team's heroes in player

versus player combat. A team wins by being the first to

destroy a large structure located in the opposing team's base,

called the "Ancient".

Mobile Legends: Bang Bang

Mobile Legends: Bang Bang is a multiplayer online battle arena

(MOBA) game designed for mobile phones. The two opposing teams

fight to reach and destroy the enemy's base while defending

their own base for control of a path, the three "lanes" known

as "top", "middle" and "bottom", which connects the bases. In

each team, there are five players who each control an avatar,

known as a "hero", from their own device. Weaker computer-

controlled characters, called "minions", spawn at team bases

and follow the three lanes to the opposite team's base,

fighting enemies and turrets.

Rules of Survival

Rules of Survival follows the standard form of the battle

royale genre, where players fight to be the last person (or

team) alive. Players can choose to enter the match in

different modes: Solo, Duo, Squad (four players), or a

Fireteam (five players). In either case, the last person or

team left alive wins the match. There are two playable maps in

the game: Ghillie Island (120 players, 4.8km×4.8km) and

Fearless Fiord (300 players, 8km×8km). There are also

different game modes such as the Gold Mode, in which the

player can earn gold, or the Diamond Mode in which players may

earn diamonds throughout the match. The introduction of the

Fearless Fiord game map introduces a new type of match, the

Blitzkrieg, in which players will land only on a certain part

of the map equipped with a pistol, a backpack and basic armor.

Blitzkrieg is meant to make players clash head-on. The round

starts with all players contained in one location on an

island. When the countdown finishes, players will parachute

from a plane onto an island, with procedurally distributed

items such as weapons, armors and medical kits available to be

looted, and vehicles to be ridden. Players can also loot

killed players for their gear. In third-person mode, players

can switch between third-person and first-person perspective.

The game also offers first-person mode which forces players

into first-person perspective. As the game time progresses,

the game's safe zone will gradually reduce in size, where

players caught outside the zone will take damage. This

increases the chance of encounter, and thus confrontation

between players. Random supply drops will also occur during

match, providing random items which may otherwise not be able

to be found during normal gameplay. At the completion of each

round, players will receive in-game currencies based on

survival length, number of players killed by the player and

the players level. The currencies can then be used to purchase

supply box containing cosmetic items for character or weapon

customization.
Definition of terms

Academic performance- how students deal with their studies how

they cope with accomplish different task given to them by

their teacher.

Education- the knowledge, skills and understanding and

attitude that you can get from attending school.

Effect- a result of something that was exist, done and

happened.

Internet-a global computer network providing a variety of

information and communication facilities, consisting of

interconnected networks using standardized communication

protocols.

Online games- a game played by electronically manipulating

images produced by a computer program which is available on or

performed using the internet or other computer network.

Player- a person taking part in a sport or game specially in

online videogames.

School- a place where the students study or teacher where

teaching.

Students- a person who studying at San Isidro Integrated

School.

Teacher- the facilitator of students learning.

Technology- invented useful things that use in Science

industry.
QUESTIONNAIRE:

1. Playing online games is one way to increase my computer

literacy.

a.agree b.disagree

2. Playing online games can change my attitude through the

character on the games.

a.agree b.disagree

3. Playing online games can destroy my sense of sight.

a.agree b.disagree

4. Playing online games help me become more creative and

imaginative.

a.agree b.disagree

5. Playing online games can loss the appetite of eating.

a.agree b.disagree

6. Video games will affect your physical appearance

especially your postural, muscular and skeletal

disorders.

a.agree b.disagree

7. Playing online games can stimulate anger and violence due

to games

a.agree. b.disagree

8. Playing online games can enhance my analytic thinking.

a.agree b.disagree

9. Playing online games can consume my time.

a.agree. b.disagree
10. online games makes me smarter. a.agree. b.disagree
STATISTICAL TREATMENT

The following were used in the analysis and interpretation of

data. Frequency, percentage and T-test distributions were used

to facilitate the analysis of data.

RESULTS AND DISCUSSION

Table 1.Frequency and Percentage Distribution of the

Respondents’ Profile in terms of Age

The table presents the frequency and percentage distribution

of the respondents' profile in terms of age. The table

revealed that the respondents at SIIS the online players, have

the highest frequency on age which is ranging from 14-15 with

a frequency of 8 or 40 percent and 12 or 60 percent

respectively. The data imply that majority of the respondents

are already on the right age and that they are already aware

of the repercussions of being addictive to online gaming

Age Frequency Percentage

14-15 8 40%

16-17 12 60%

Total: 20 100%
Table 2. Frequency and Percentage Distribution of the

Respondents’ Profile in terms of Gender

The table shows the frequency and percentage distribution of

respondents as to gender. As revealed from the table, 5 or

equivalent of 25 percent is female while 15 or equivalent of

75 percent are male. Further, the female has the highest

frequency of 9 or equivalent of 56 percent.

Gender Frequency Percentage

Female 5 25%

Male 15 75%

Total: 20 100%

TABLE 3: Frequency and Percentage Distribution on the

Respondents’ Perception on the Effects of Online Gaming to

their Academic Performance

Table 3 presents the frequency and percentage distribution on

the respondents’ perception on the effects of online games to

their academic performance. The data showed that online games

have bad effects on their academic performance which the

respondents AGREE with a 14 or 72 percent of total numbers of

20 respondents.

Questions Frequency Percentage

 Agree Disagree Agree Disagree

1.Playing online

games is one way 12 8 60% 40%

to increase my

computer

literacy.

2.Playing online

games can change

my attitude 12 8 60% 40%

through the

character on the

games.

3.Playing online

games can destroy 13 7 65% 35%

my sense of

sight.

4.Playing online

games help me

become more 15 5 75% 25%

creative and

imaginative

5.Playing online

games can loss 10 10 50% 50%

the appetite of
eating

6.Video games

will affect your

physical

appearance 14 6 70% 30%

especially your

postural,

muscular and

skeletal

disorders.

7.Playing online

games can

stimulate anger 20 0 100% 0%

and violence due

to games

8.Playing online

games can enhance

my analytic 16 4 80% 20%

thinking

9.Playing online

games can consume 19 1 95% 5%

my time.

10.Playing online

games makes me 12 8 60% 40%

smarter
Total: 14 6 72% 28%

Reference

Aldus, Kyle (2014, February 2). Computer gaming effects on

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Anand, V. (2007). A study of time management: the correlation

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Cyber psychology and behavior. Retrieve March 7, 2014 from

www. Online liebertpub.com/doy/abs/10.1089/cbp.2007.2002

Anderson & Dill, 2000), he found similar null effects.

Anderson and Bushman (2001) have recently pub molished a meta-

analysis of the research. Their analysis concludes that

exposure to violent video games has a negative effect on a

variety of measures

Chen and Voderer, gamers fit into certain categories: the

competitor, explorer, collector, achiever, joker, director,

storyteller, performer, and the craftsmen.

Dwyer & Dwver. 2000; Orbach, 2001). Gaming as an instructional

variable may be analyzed as content

Dwyer & Dwyer, methods of rehearsal by facilitating the

organization and a 2000; Orbach, 2001).

Oliveros, R. P., and M. T. Sapio. 2007. into IT: Computers and

Student Academic Achievement in Public Secondary Schools.

Undergraduate Thesis. UP Diliman

(http:///findarticles.com//p/articles/mi m0816/is 6 21/ai

n97723191) (http://www.oppapers.com)

Prepared by the Researchers;

Group leader;

JESTER T. APILADO

Members;

Denver Almeda

Lea Jean Cariño

Lyka Serrano

Jhoerenz Patagoc

Josephine Tanghal
 MINI

RESEARCH PAPER