“ANALYZING THE IMPACT OF MOBILE GAMES TOWARDS

ACADEMIC PERFORMANCE OF STUDENT IN BASILAN NATIONAL HIGH

SCHOOL”

In Partial fulfilment of our Research Paper In Practical Research II

MEMBERS:
GAPUR
RAGO
AGUA
FHUKAN
BAIRULLAH

SUBMITTED TO: Cherry Mae Boga

Basilan National High School
PRACTICAL RESEARCH II
CHAPTER 1

BACKGROUND OF THE STUDY

The advancement of technology has revolutionized various aspects of human life,

including education. The emergence of online games has sparked both enthusiasm and
concerns among educators and parents. Online games have become increasingly popular
among young individuals, providing them with immersive and interactive experiences in virtual
worlds. However, the impact of online games on the academic performance of students has
become a subject of significant debate. Basilan National High School (BNHS), being an
educational institution in the province of Basilan, has not been immune to the influence of
online games. Many students at BNHS are avid players of online games, spending a considerable
amount of time engaging in virtual environments. This study aims to investigate the relationship
between online gaming and academic performance among BNHS students, in order to gain a
deeper understanding of this phenomenon and its implications.

The popularity of online games has grown exponentially, particularly among

students in educational institutions. Online games have become a pervasive form of
entertainment that offers convenience, accessibility, and a wide range of engaging experiences.
However, concerns have been raised regarding the potential impact of these games on students’
academic performance. The academic performance of students is a crucial aspect of their
educational journey. It encompasses various factors such as grades, study habits, time
management, and overall learning outcomes. As online games increasingly capture the
attention and time of students, it is essential to examine how these games may influence their
academic performance. Previous research has explored the relationship between online gaming
and academic performance, revealing mixed findings.

Some studies suggest that excessive engagement with online games negatively
affects students’ academic performance. These games often require a significant investment of
time, diverting students’ attention and reducing the time available for studying and completing
assignments. Moreover, the immersive nature of online games, coupled with the constant allure
of advancement and achievements within the virtual world, may lead to addictive behaviour’s
and decrease students’ motivation to engage in academic pursuits. Conversely, other studies
propose that online gaming can have positive effects on academic performance.

They argue that certain types of online games, particularly educational games and
those that incorporate problem-solving and strategic thinking skills, can enhance cognitive
abilities and promote critical thinking. Additionally, online gaming can foster cooperative and
collaborative skills when played with classmates or friends, potentially leading to improved
teamwork and communication in academic environments. Despite the existence of various
research studies on the impact of online games on academic performance, there is still a need
for further investigation, as findings have been inconclusive and context-dependent.

Our study aims to contribute to the existing body of knowledge by examining the
specific impact of online games on the academic performance of students in BNHS. By
conducting a comprehensive analysis, including factors such as game genre, frequency of
engagement, duration of play, and the students’ self-reported academic performance, this
research seeks to provide a deeper understanding of the relationship between online gaming
and academic achievements in the context of BNHS. Understanding the impact of online games
on academic performance is crucial for educators, parents, and policymakers. With the
information gathered from this study, interventions and strategies can be developed to help
students strike a balance between their engagement with online games and their academic
responsibilities.

STATEMENT OF THE PROBLEM

The primary objective of this research is to examine the impact of online games on
the academic performance of students at Basilan National High School. Specific research
questions that will be addressed include:
1. What is the extent of online gaming among BNHS students?
2. How does the time spent on online gaming affect the academic performance of BNHS
students?
3. What are the perceptions and attitudes of students towards online games?
4. Are there any differences in academic performance between students who engage in online
gaming and those who do not?
5. What are the potential factors that contribute to the impact of online gaming on academic
performance?

OBJECTIVE OF THE STUDY

The main goal of this study is to explore the relationship between online gaming and
academic performance among students in Basilan National High School. Specific objectives
include:

1. To determine the extent of online gaming among BNHS students.

2. To examine the correlation between time spent on online gaming and academic performance.
3. To assess the perceptions and attitudes of students towards online games.
4. To compare the academic performance of students who engage in online gaming with those
who do not.
5. To identify the potential factors that contribute to the impact of online gaming on academic
performance.
RESEARCH HYPOTHESIS
Hypothesis: There is a significant negative correlation between the time spent on online gaming
and the academic performance of students at Basilan National High School.

SIGNIFICANCE OF THE STUDY

This research holds significant importance for various stakeholders, including students, parents,
teachers, and educational policymakers. By understanding the impact of online gaming on
academic performance, this study can provide valuable insights into the potential risks and
benefits associated with online gaming.
For students, the findings of this study can raise awareness about the potential consequences of
excessive online gaming on their educational achievements. It can also inform them about the
importance of maintaining a balance between online gaming and academic responsibilities.
For parents, this study can highlight the need for parental guidance and supervision in
regulating their children’s online gaming activities. Moreover, it can provide a basis for initiating
conversations and implementing strategies that promote a healthier relationship between
online gaming and academic pursuits.
For teachers, this research can shed light on the perceptions and attitudes of students towards
online games, enabling them to design educational interventions that incorporate beneficial
aspects of online gaming while mitigating any negative impact.
For educational policymakers, the outcomes of this study can guide the development of policies
and guidelines that strike a balance between allowing access to online gaming and maintaining
academic performance.

SCOPE AND LIMITATION

This study focuses specifically on the impact of online games on the academic performance of
students in Basilan National High School. The research will involve quantitative analysis of data
obtained through surveys and academic records. However, there are certain limitations to
consider. Firstly, the study will be conducted within the parameters of Basilan National High
School, limiting the generalizability of the findings to other educational institutions. Secondly,
the research relies on self-reported data, which may be subject to response bias. Lastly, external
factors outside the scope of the study, such as home environment and socio-economic status,
may also influence academic performance. IN the subsequent chapters, the study will delve into
the relevant literature, methodology, data analysis, findings, and conclusions, aiming to provide
comprehensive insights into the impact of online games on academic performance among
students at Basilan National High School.

DEFINITION OF TERMS
To ensure clarity and understanding throughout the research, the following terms are defined:

1. Online games: Interactive virtual games that are played over the internet, involving multiple players in
a shared virtual environment.

2. Academic performance: The measure of a student's achievement in education, typically assessed

through grades, test scores, and class rankings.

3. Impact: The influence or effect of online games on academic performance, encompassing both
positive and negative consequences.

4. Perceptions and attitudes: Individuals' subjective thoughts, beliefs, and feelings towards online games,
including their opinions and perspectives.

5. Enthusiasm: intense and eager enjoyment, interest, or approval.

Theoretical Framework

This research will be guided by the following theoretical framework:

Social Cognitive Theory (Bandura, 1986): This theory posits that human behaviour is influenced
by interrelated factors including personal, environmental, and behavioural factors. Within the context of
online gaming and academic performance, this theory suggests that personal factors (e.g., self-efficacy,
motivation) and environmental factors (e.g., parental influence, school environment) interact with
behavioural factors (e.g., time spent on online gaming) to affect academic outcomes.

By applying the Social Cognitive Theory, this study will explore how personal, environmental,
and behavioural factors interact to impact the academic performance of students engaged in online
gaming at Basilan National High School.
 CHAPTER II

REVIEW OF RELATED LITERATURE

Mobile games have both positive and negative effects on people, especially students. One of The
negatives is this. Many cases among students are addiction. And this addiction may lead to Worse
problems. The students might steal money. They may become lazy when it comes to Studying and prefer
playing the whole day long. Some may even skip school in order to have More playing time. Addicted
gamers spend so much time playing that their personal Relationships get neglected and sometimes
disappear altogether. Among addicted gamers who Are married, up to 50 percent report a strain in their
marriage as a result of their addiction. Addicted gamers also neglect the responsibilities of everyday life
such as school and work. In The world of today there are different genres of online games. First are the
console games. Console games are more commonly referred to as videogames. They are played on a
device Specially made for game play called a videogame console. The player interacts with the game
Through a controller, a hand-held device with buttons and joysticks or pads. Video and sound Are
received by the gamer though a television. Examples of consoles include the Microsoft Xbox, Sony Play
station, Nintendo GameCube, and Nintendo. Second are the real-time strategy Games. This is a type of
video game in which players exercise strategy along the way, typically To conquer enemies and reach a
final destination without being eradicated. For example, to win, Players decide which routes to take,
what needs to be done and how to do it. Contrast with first- Person shooter. Third are the cross-platform
online games. Developing software for, or running Software on, more than one type of hardware
platform. The most universal cross platform Application is the Web browser. The generation have a
different idea of fun and games. The influence of globalization and western popular culture has led to
the acquisition of technology That led to the computerization or digitalization of children's games. Thus,
enjoyment that Relies on these types of technology has become the monopoly of children from families
who could afford such amenities, and mostly concentrated in urban areas. In digital games such as the
LAN and Online PC Games, Video Arcade Games, Home Console Games and Handheld Computer Games
have been around the country for more than 30 years and have evolved from simple ping-pong into
sophisticated role-playing games. LAN and Online Games are in more than eighty percent of cafes in the
country and they have games as their main source of income through the years, several studies have
been conducted in order to delve deeper into the positive and negative effects of online gaming. One
such study is of Liu et al (2009) where in there searchers integrated research on problematic Internet use
to explore the cognitive and psychological predictors of negative consequences associated with playing
massively multiplayer online games (MMOGs). Participants recruited from online discussion boards
completed self-report measures on their online game-related cognitions and psychological condition,
social skills, psychological well-being, and negative life outcomes associated with game playing. The
results demonstrated the important roles that psychological dependency and deficient self-regulation
play in negative consequences associated with online gaming. The results also indicated that
psychological dependency on MMOGs was predicted by cognitive preference for a virtual life a construct
that is negatively related to social control skills.
One of the biggest worldwide trends is smart phones or mobile phones. Smart phones or mobile Phones
is very popular to all countries especially our cOuntry Philippines. Students were Engaged in this type of
technology, they use smart phones or mobile phones for educational Purposes and entertainment
needs. Smart phones or mobile phones are sometimes was the Cause of failing students on their
academics because of their unregulated and abused usage of Their mobile phones or smart phones.
According to a study Jeffrey et al. (2015) it was found that The students who are constantly using mobile
phones are outperformed by students who abstain From that. Numerous studies have also been
conducted to find the relationship between Academic performance, educational objectives and the use
of social networking sites. According To the paper (Kirschner and Karpinski, 2010) it was found that
learners who spent additional Time on Facebook usually have lower GPA compared to others. Another
study Junco (2012) Conducted in the same area found out that the time spent on Facebook was strongly
and Significantly related to overall GPA (Grade Point Average) while only weakly related to time Spent
preparing for class. It was also found that using Facebook for collecting and sharing Information was
positively predictive of the outcome variables, while using Facebook for Socializing was negatively
predictive (Junco, 2012).Research studies have also pointed out that multitasking as one of reason for
negative Relationship between electronic media use and academic performance. A recent study Wood et
Al. (2012) measured the influence of multitasking with a collection of electronic media on the Student’s
ability to leam from lectures in University. Mobile phone, messenger, emails and Texting through
available social media network sites are the four digitally based multi-tasking Activities which were
compared to three control groups (paper-and-pencil note-taking, word-Processing note-taking and a
natural use of technology condition) over three consecutive Lectures. It was found that the students
multitasking with these technologies were linked with Lower qrades on tests compared to students who
don’t multitask (Saraswathi et al., 2015). Another study Junco and Cotton (2012) used hierarchical
regression to analyse the impact of Multitasking to SHS GPA. It was found that multitasking may affect
the capacity for cognitive Processing and prevent deeper learning. According to another study Rosen et
al. (2011) it was Found that students who received more text message interruptions during a class
suffered in Terms of their marks. Even though, cell phones can produce bad effects to the students,
smart phones or mobile Phones are als0 good and helps student’s academic performance. Among many
mobile Technologies, smart phones or mobile phones have a potential of improving the teaching and
Learning processes as they contain useful applications. Learning through smart phones or Mobile phones
can occur anywhere and anytime (Brown, 2008). It is very easy to create a more Useful learning
environment if students either have smart phones/ mobile phones or some other Types of
communication device. Hoppe (2009) states that students can read materials such as e-books and can
watch lecture on mobile phones. According to Kafyulilo (2012), downloading feature on mobile phones
can be used to get various kinds of materials and video. In addition, most of the smart phones/ mobile
phones have features which can be used for recording and playing multimedia contents, so students can
use a camera on mobile phone for documenting Research studies have also pointed out that
multitasking as one of reason for negative relationship between electronic media use and academic
performance. A recent study Wood et al. (2012) measured the influence of multitasking with a collection
of electronic media on the student's ability to leam from lectures in University. Mobile phone,
messenger, emails and texting through available social media network sites are the four digitally based
multi-tasking activities which were compared to three control groups (paper-and-pencil note-taking,
word-processing note-taking and a natural use of technology condition) over three consecutive lectures.
It was found that the students multitasking with these technologies were linked with lower grades on
tests compared to students who don't multitask (Saraswathi et al., 2015). Another study Junco and
Cotton (2012) used hierarchical regression to analyse the impact of multitasking to SHS GPA.

It was found that multitasking may affect the capacity for cognitive processing and prevent deeper
learning. According to another study Rosen et al. (2011) it was found that students who received more
text message interruptions during a class suffered interms of their marks. Even though, cell phones can
produce bad effects to the students, smart phones or mobile phones are also good and helps student's
academic performance. Among many mobile technologies, smart phones or mobile phones have a
potential of improving the teaching and learning processes as they contain useful applications. Learning
through smart phones or mobile phones can occur anywhere and anytime (Brown, 2008). It is very easy
to create a more useful learning environment if students either have smart phones/ mobile phones or
some other types of communication device. Hoppe (2009) states that students can read materials such
as e-books and can watch lecture on mobile phones. According to Kafyulilo (2012), downloading feature
on mobile phones can be used to get various kinds of materials and video. In addition, most of the smart
phones/ mobile phones have features which can be used for recording and playing multimedia contents,
so students can use a camera on mobile phone for documentingvisual materials and collecting scientific
data (Cuing & Wang, 2008).Although mobile phones are Banned in many classrooms since faculty
perceive them as intrusive stuffs which may distract The leamers from learning, they can be turned to be
a learning device if the faculty know how to Use them to accomplish learning tasks wisely. Mobile
phones have been found to be effective ir Improving educational outcomes. Smart phones or mobile
phones have surpassed the initial Purpose as a communication device. They have become a leaming tool
for language progress To users. Students in various gender groups, school levels, and locations are at-risk
of Dropping out for various reasons. Some of these factors are common to all dropouts, While others are
more keenly associated with specific groups. The adverse effect of Poverty on children’s participation in
school is clearly manifested in all dropouts, and in Many different ways depending on whether they are
male or female, are in elementary Or secondary, in lower or higher school level, and in urban or rural
areas. Those who Come from rural areas are most vulnerable in two ways. First, because their parents
Have little and irregular income, they often lack money for school-related expenses such As school
allowance, transportation, uniforms and class requirements. Families with Limited financial resources
prioritize their expenses; allotting whatever little money they Have to more urgent family needs like
food, a finding which supports earlier studies (Capili, 2016)

CHAPTER III

METHODOLOGY

This chapter gives an outline of research methods that were followed in the study. It Provides
information on the participants, the criteria for inclusion in the study, who the Participants were and
how they were sampled. The researcher explains how the Necessary data and information to address
the research objectives and questions was Collected, presented and analyzed, The instrument that was
used for data collection is Also described and the procedures that were followed to carry out this study
are Included.
RESEARCH METHOD

This research methods was both applied of quantitative and descriptive Method. The quantitative
research method is used to examine the relationship between Variables with the primary goal being to
analyse and represent that relationship Mathematically through statistical analysis. While the descriptive
research Method is Used to describe characteristics and behaviour of sample population.

RESEARCH LOCALE

This research was conducted In Basilan National High School since The chosen Respondents are student
of particular school