"The effects of Online Games addiction on the Academic Performance Of

Grade 11 Students "

 CHAPTER I

INTRODUCTION

Background of the Study

More research is necessary on the complex topic of how Grade 11 students'

academic performance is affected by internet gaming addiction. This phenomenon

can have significant effects on a Grade 11 student's life, impacting not only their

academic performance but also their general development and well-being, even if it

may first appear innocuous. As we explore this topic, we'll look at how young people

become engrossed in the alluring world of online gaming, often resulting in a major

time and attention commitment that could have been used for educational

endeavors. An addictive combination of factors can lead to certain behaviors,

including the attraction of virtual achievements, the ability to form social ties within

these virtual worlds, and the ability to escape from pressures in the real world.

There are multiple ways in which this addiction is directly related to academic

achievement. First off, spending too much time gaming takes up time that could be

spent studying, going to class, or finishing assignments. Students may have sleep

loss as a result of staying up late to play games.The cognitive abilities that are

essential for academic performance, such as memory, attention, and problem-

solving techniques, are further hampered by insufficient sleep.It's also important to

consider the psychological impacts of gaming addiction, which include tension,

worry, and sadness. These elements have the potential to demotivate students from

participating in their academic obligations, which can result in a vicious cycle of

subpar work and an increase in gaming as a coping method.

 Plus, an addiction to online gaming can have negative consequences for

one's physical and mental well-being, such as eye strain, bad posture, and elevated

stress and anxiety levels, all of which can have a big impact on one's academic

achievement. As a result of social skills issues and decreased emotional intelligence,

students who substitute virtual contacts for in-person interactions may also

experience emotional distress and feelings of loneliness. In addition to impeding

group projects and engagement in class, these social and emotional challenges may

also negatively impact academic achievement.

Statement of the Problem

This statement aims to uncover the extent to which online gaming addiction

can be directly linked to the academic downfall of students.

1. How does the amount of time spent on online gaming correlate with

the academic grades of high school students?

2. What psychological factors contribute to online gaming addiction and

how do these factors affect students' academic motivation and performance?

3. Can interventions designed to reduce online gaming among students

lead to measurable improvements in their academic achievements?

Hypothesis

Null Hypothesis: No considerable connection exists between internet game addiction

and high school students’ academic performance.

Alternative Hypothesis: The academic performance of senior high school students is

significantly affected by addiction to online games.

Conceptual Framework

The independent variable in this research is the degree of senior high school

student’s addiction to online games; it refers to how much they are involved with or

dependent on internet gaming activities.

On the other hand, the dependent variable here will be represented by Senior

High School Student Academic Performance which means any educational

achievement obtained by them like grades, test scores among others.

Significance of the Study

The vital results of this study could be highly significant and beneficial to the

following:

The Students: The findings of this study can help raise awareness among students

about the negative impact of online game addiction on their academic performance.

It can serve as a wake-up call to students who may be struggling with balancing their

time between schoolwork and gaming. By understanding the consequences of

excessive gaming, students can make more informed decisions about their priorities

and allocate their time more effectively.

The Teachers: Teachers play a crucial role in the academic success of students. By

understanding the effects of online game addiction on academic performance,

teachers can implement strategies to address and mitigate this issue in the
classroom. This may include setting limits on the use of electronic devices during

school hours, engaging students in more interactive and hands-on learning activities,

or providing resources and support for students who may be struggling with gaming

addiction.

The Parents: Parents are key stakeholders in the education of their children and

can play a significant role in helping them manage their time and priorities. By being

informed about the negative effects of online game addiction on academic

performance, parents can monitor and regulate their children’s gaming habits, set

boundaries and limits on screen time, and provide support and guidance as needed.

The School Community: The findings of this study can also benefit the school

community as a whole by raising awareness about the prevalence of online game

addiction among students and its impact on academic performance. Schools can

implement policies and programs to address this issue, provide resources and

support for students who may be struggling, and create a more conducive learning

environment that promotes academic success.

The Future Researchers: This study can serve as a valuable resource for future

researchers who may be interested in exploring the relationship between online

game addiction and academic performance further. It can provide a foundation for

additional research studies, contribute to the existing body of knowledge on this

topic, and help identify potential areas for intervention and prevention.
Scope and Delimitation of the Study

This study was conducted to determine the effect of online game addiction on

academic performance. It only focuses on the effects of academic performance on

senior high school students. Specifically, in terms of addiction to online games, it

affects the decrease in the grades of students, particularly the senior high school

students of Molave Vocational Technical School. The participants are limited to 12

people, so in collecting data, the researcher only conducts a survey in two sections

with six participants.

Definition of terms

Academic Performance: Refers to how students deal with their studies and how they

cope with or accomplish different tasks given to them by their teachers.

Online Games Addiction: Excessive and problematic engagement in online games

that has a negative impact on the students' ability to perform well in their academic

studies.
Senior High Students: Refers to students in the senior high school level, typically

between the ages of 15 and 18, who are pursuing their secondary education before

entering college or university.

 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the researchers present existing literature and studies that

could significantly help their study. This chapter will attempt to give insights and

critically analyze the literatures that is relevant on his studies by examining existing

literatures.

According to Rui-Qi Sun, Guo-Fang Sun, Jian-Hong Ye (2023), and their

study about The effects of online game addiction on reduced academic achievement

motivation among Chinese college students: the mediating role of learning

engagement,Academic achievement motivation was negatively impacted by the onlin

e game addiction of Chinese college students in terms of behavioural, emotional, an

d cognitive engagement (the three dimensions of learning engagement). Learning en

gagement acted as a mediating factor in the relationship between online game addic

tion and decreased academic achievement motivation.

According to Leah Mae Fancubila Farillon, Kathleen Seth Fancubila Farillon,

Eulalia Fancubila Farillon (2022), and their study about Computer Games

Addiction and Class Performance of Selected Philippine Senior High School

Students, The respondents' level of computer game addiction is "average" when

taken as a whole, but when grouped by gender, the male has "high" and the female

has "low" levels; similarly, their level of class performance is "average" when taken

as a whole, but when grouped by gender, the male has "average" and the female

has "high" levels; and a significant correlation between computer game addiction and

class performance is noted. Since there is a negative correlation between computer

gaming addiction and performance in the classroom, larger levels of addiction will

inevitably result in worse performance.

According to Maui Buenaventura (2022), and her study about The Effect Of

Online Games To The Academic Performance Of The Senior High School Students,

The researcher's study revealed that senior high school pupils' learning in critical

topics like science, maths and English is not significantly impacted by their online

gaming habits. The research's data suggests that even though Senior High School

students play online games, they still receive satisfactory grades. It also shows that

the majority of students only play online games for relaxation and constructive

purposes. The Sta. Senior High School pupils. Online games were used by students

at Monica National High School as a stress reliever and as a means of self-

expression and communication even in the virtual world.

According to Eskasasnanda (2017), and her study about Causes and effects

of online video game playing among junior-senior high school students in Malang

East Java, Modern games like online video games have supplanted the popular

traditional games of the past. This article addresses the causes and effects of kids in

Malang's junior and senior high schools playing online video games. According to

this study, students play online video games as a result of peer pressure. Online

games are popular because they are thought to be more diversified, realistic,

practical, and modern. Students initially use online video games to unwind after a

long day of studying, but as time goes on, they develop an addiction to the point

where they find it impossible to stop. Their academic performance will be directly

impacted by this disease.

 CHAPTER III

RESEARCH METHODOLOGY

The research approach for the current study is described in depth in this

chapter. It discusses the goals of the study, the best way to get there, and how to

choose the tools that will be utilized to conduct the research. It covers the research

design, population, data gathering process, and data analysis. It also includes

discussion on the research methodology.

Research Design

The study is a Qualitative type of Research. Qualitative Research involves

collecting and analyzing non-numerical data to understand concepts, opinions, or

experiences. It can be used to gather in depth insights into a problem or generate

new ideas for research.

Locale of the Study

The locale of the study on the effects of online games addiction on the

academic performance of senior high students would typically be within a school or

educational institution where senior high students are enrolled. This could be a

specific senior high school or several schools within a certain geographical area.The

study would likely be conducted within the school premises, and data would be

collected from the students who are willing to participate in the research. The

researchers may work closely with school administrators, teachers, counselors, and

other relevant personnel to gather data and insights on the topic.

Respondents of the Study

The researchers choose students particularly on Grade 11 from the sections

of GAS 2 and TVL 2, students of Molave Vocational Technical School as the

respondents of this study. The researchers asked a data from this two section 6

participants on GAS 2 and 6 participants from TVL 2.

Sampling Design

Grade 11 senior high participants from Molave Vocational Technical School

were included in the study. The sampling procedure for the qualitative research on

the effects of Online Games addiction on the Academic Performance Of Senior High

Students among the choosen Grade 11 students on GAS 2 and TVL 2 in Molave

Vocational technical school involves purposive sampling to select participants based

on the effects of online games addiction.

Data Gathering Procedure

In this study data was collected by the means of Survey. Data collected

involved contacting the respondents to collect the required information about the

study. Researchers conducted this survey with the 6 participants on GAS 2 and 6

participants on TVL 2 a students from Grade 11.

After the survey was created by the researcher was validated, the researcher

multiplied it until there were enough copies for each respondent. The respondents

were given 5-10 minutes to accomplish the forms to prevent them from giving hasty

responses. The completed answered of the questionnaire - checklists were

checked, classified, tabulated and analyzed according to the research design

described in this chapter.

Statistical Treatment of Data

Statistical treatment of data will involve the collection, organization, analysis,

and interpretation of data gathered from the study participants. Descriptive statistics

such as mean, median, mode, standard deviation, and percentages may be used to

summarize the data. Inferential statistics such as correlation analysis, regression

analysis, t-tests, and ANOVA may be used to test hypotheses and determine

relationships between variables. Data may be analyzed using statistical software

such as SPSS or Excel.

RESEARCH SURVEY QUESTIONNAIRE

1. Will limiting access to online gaming for high school students lead to an

improvement in their academic grades?

2. Can implementing educational programs about the risks of online gaming

addiction lead to better academic performance among high school students?

3. Will offering alternative extracurricular activities to online gaming for students

result in improved academic achievements?

4. Can parental involvement and monitoring of online gaming habits positively impact

high school students' academic outcomes?

5. Will incentivizing academic achievements and setting goals for high school

students who reduce their online gaming time result in improved grades?

6. Can online gaming restrictions imposed by schools or educational institutions

effectively lead to improved academic performance among high school students?

7. Will counseling or therapy sessions aimed at addressing underlying psychological

issues contributing to online gaming addiction result in enhanced academic

achievements for high school students?

8. Can peer support groups or mentoring programs focused on reducing online

gaming habits among high school students lead to better academic outcomes?

9. Will implementing technology usage guidelines and promoting digital literacy

education help high school students manage their online gaming habits and improve

their academic performance?

10. Can a combination of parental guidance, school interventions, and individual self-

regulation strategies effectively reduce online gaming addiction and consequently

enhance academic achievements for high school students?