CHAPTER 1

THE PROBLEM & ITS BACKGROUND

Introduction

Internet use nowadays has become one of the most important habits in our daily lives.
One of the most significant daily routines is using the internet. It is now a must for all people,
regardless of gender or age, making it a useful tool for keeping up with the rapidly advancing
technology. It serves as a knowledge base, a communication tool, and a way to unwind.
Computer gaming is one of the influences of this technology. The most common kind of
entertainment, computer games appeal to a wide range of age groups. One of the most
popular pastimes for many individuals is playing video games online. Online games can be a
stress reliever, a challenge and competition, relaxation, enjoyment, social connection, and
even a way to psychologically escape from the real world, according to a study by Castillo
and Dumrique (2017).

This topic will give information about the current status and effects of playing online
games among the G11 students in Alubijid National Comprehensive High School, thus, this is
mainly focused and involved on their academic performances. Students academic
performance is the measurement or scope of a student’s accomplishments in all academic
subjects. Academic productivity is a term used to express how far one has come and how
much they have improved. Everything has a flip side, and this holds true for academic
success as well. Generally speaking, academic performance refers to a student’s
accomplishment in their academic pursuits. Grades, exam results, and involvement in class
are just a few ways to measure this. (Dumrique, 2017).

Due to the overwhelming amount of schoolwork, students frequently experience

tension during school hours. By playing online games, they can relax. Unexpected learning
happens for students, but using online games inappropriately can also cause distractions at
school and other issues. Even the child’s health and social lives are unwittingly impacted
when their attention is divided (Dumrique, 2018).

According to Jongco (2022), withdrawal from social interactions is one of the most
typical effects of addiction to online gaming. Students would rather stay at home or in
internet cafés than engage with their family or friends. Interaction and communication will
break down as a result of this isolation. They may converse with other online gamers, it's
true, but their real social and interpersonal life suffer. Students stop being productive when
they stop participating in social work. They spend so much time playing that they become
sleep deprived, which makes it difficult for them to complete duties at work or at home,
which lowers productivity. They thus fare poorly academically. Internet game addiction is
bad for students' health since they go for long stretches without eating and don't even take
breaks for bathroom breaks or showers, which are essential necessitiess.

The researchers felt the need in determining the impact of playing online games. The
purpose of this study is to find out the implications and effects of playing online games to the
academic performance among the G12 students in ANCHS.

STATEMENT OF THE PROBLEM

This study is focused on the effects of playing online games on the academic
performance of G12 TVL students.

Specifically, it aim to answer the following question:

1. What are the effects of playing online games on the academic performance of grade
12 TVL students?
2. What are the common ways to reduce the usage of cellphones during class?
3. What are the perceived action to reduce the effect of Online Gaming on the academic
performance of the respondents?

SCOPE & DELIMITATION

SIGNIFICANCE OF THE STUDY

This particular study, which primarily aims to ascertain the effects of playing online
games on the academic performance of G12 TVL students, this study could be significant and
beneficial to the following.

Student: This study will help the grade 12 students develop awareness on the significant
effects of online games in academic performance of grade 12 students.

Teachers: This will give them information about the state of the student's academic
achievement while playing online games, which will inspire them to assist the kids by
providing appropriate, clear, and helpful feedback regarding the outcome of this problem.

Department of Education: This will provide them optimistic · understanding and yawning
awareness to the diverse causes that would affect academic performance of each student who
takes part about online games.

Future Researchers: The result of this study will serve as a basic and as a resource for
supplementary information and ideas for researches why will conduct similar studies in the
future.
 CHAPTER 2

REVIEW OF RELATED LITERATURE (RRL)

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.

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. Iqf 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.

CHAPTER 3
METHODOLOGY

This chapter presents the methodology of this research such as the method used; research
design; research setting; respondents and sampling procedure; data collection procedure and
statistical techniques are also included in this chapter.

Research Design

This study made use of the descriptive correlation method which is appropriate in this
research study. Descriptive research involves collection of data by using survey
questionnaire. Correlation method is used to determine the possible effects of online games to
the academic performance of the students.

Research Setting

The study will take place in Alubijid National Comprehensive High School, Alubijid,
Misamis Oriental. The researchers will roam around the campus to survey G12 TVL students
regarding about the study.

Respondents and Sampling Procedure

The respondents of the study compromised of 10 students who are playing online games in
Alubijid National Comprehensive High School. The sampling design that the researchers
utilized was purposive sampling. The respondents who participated in the study were online
gamers. In purposive sampling, the respondents are willing to share their experiences while
playing.
Data Collection Procedure

In gathering the data needed for the study, each respondents were given a questionnaire to
answer the following questions needed for the study. When it comes to the data they
provided, proper care was used to sure the privacy and respect to the respondents. The
gathering of data lasted on January 2024.

Statistical Techniques

The statistics used in this study is the descriptive statistics where frequency distribution is
utilized.