The Perceived Effects of Online

Gaming to the Academic

Performance of the Grade 8
Students of the Philippine School
Doha
S.Y. 2022-2023
 PRESENTED BY:
Group 3 of 8-Jenner
Enya Leigh F. Evacula
Alexa Perl R. San Mateo
Liam Matthew M. Valenzuela
Sabrina Marie M. Martinez
CHAPTER 1: Introduction
The researchers produced this study to determine the
academic performance of the grade 8 students who play online
games. Since the innovation of technology and entertainment
and since the pandemic, there are many cases of addiction
towards online games. These may affect the student’s mental or
physical health, but the researchers wanted to focus on how
online games affect the school lives or the academics of the
student. Us researchers also want to know how we can help
those who are addicted to online games and the reasons behind
these such addictions.
Statement of the Problem
This study aimed to find and describe the actions of Online Gaming to
Grade 8 students in PSD towards their Academic Performance.

This study specifically sought answers to the following questions:

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

1.1 sex and

1.2 age
Statement of the Problem
2. What are the responses of the students with the temptations of
online games during online classes?

3. What do students prioritize more? Online games or their

academics?

4. What are the perceived effects of online gaming to the academic

performance of the students?
CHAPTER 2: Review of Related Literature and
Related Studies
Children and adolescents can obtain information and knowledge and
interact conveniently with each other through the Internet. Additionally,
children and adolescents can gain social support online, and improve their
level of psychological well-being. However, excessive or inappropriate
Internet use can lead to Internet addiction, which has been defined as an
impulse-control disorder that does not involve an intoxicant.
CHAPTER 2: Review of Related Literature and
Related Studies
Internet addiction can cause children and adolescent physical and
psychological health problems, such as depression and suicidal ideation,
loneliness, interpersonal problems, time management problems,
sleeplessness, destructive lifestyles and poor dietary behaviors, and the
increase of blood lead concentration. There is a greater likelihood that the
adolescent will behave aggressively and even commit a crime if he or she is
addicted to the Internet”(Li, et al., nd)
CHAPTER 3: Research Methodology
Methods Used
The descriptive method of research is used in this study.
Descriptive research aims to accurately and systematically describe a
population, situation or phenomenon. It can answer what, where,
when and how questions, but not why questions. A descriptive
research design can use a wide variety of research methods to
investigate one or more variables. Unlike in experimental research,
the researcher does not control or manipulate any of the variables,
but only observes and measures them. (McCombes, 2019)
CHAPTER 3: Research Methodology
Sources of Data
The respondents, which are the grade 8
students of Philippine School Doha, will be asked to
answer a survey questionnaire about the effects of
online gaming to the academic performance of the
students as perceived by the respondents.
CHAPTER 3: Research Methodology
Population and Sample
The data is based on the answers of the Grade 8
students of Philippine School Doha, S.Y. 2022-2023 through
the questionnaires that will be distributed to each section.
The questionnaires will contain questions such as the
common academic behavior, and the effects of online gaming
to their academic performance. To find the number of
students to receive the survey, the researchers will be using
the Slovin’s Formula. The formula indicates that the number,
177, is the number of Grade 8 students in Philippine School
Doha.
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
This chapter is devoted to the presentation, analysis, and
interpretation of the results of the study. The subtopics follow
the sequence of the specific problems presented in Chapter 1. As
a whole, the succeeding discussions aims to answer the main
problem of the study with each specific question thoroughly
answered through the analysis based on the comments and
interpretations derived from them.
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
The findings as well as their analyses and interpretations
are presented in the sequence of the problem raised in
Chapter 1

1. The demographic profile of the respondents

CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 1
1.1 The profile of the respondents in terms of age
Age Frequency Percentage
Table 1 shows the profile of the respondents
12 years old 11 6%
in terms of age. One-hundred fifteen (115)
13 years old 115 64%
respondents or 64% are 13 years old, while
forty-seven (47) respondents or 26% are 14
14 years old 47 26% years old. In addition, another eleven
respondents or 6% are to 12 years old, while
15 years old 6 3%
six (6) respondents or 3% belonged to the
group of 15 years old. 
Grand Total 180 100%
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 2
1.2 The profile of the respondents in terms of sex
Sex Frequency Percentage

Table 2 exposes that out

Male 90 50% of the one-hundred eighty
Female 90 50%
respondents, there are
ninety for 50% males and
Grand Total 180 100%
ninety or 50% females.
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 3
Attention Span

 2. I am not tempted to open any online game while

classes are going on. (1 being never 2 being rarely 3
being sometimes 4 often and 5 always)
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE Table 3 exposes that the majority of the
respondents are sometimes tempted to open
1 11 6%
any online games with 68 answering
2 34 19%
sometimes with a percentage of 38%, 39 of
the respondents are always tempted with a
3 68 38% percentage of 22 percent, while 34
respondents are rarely tempted with 19%
4 28 15%
and with 28 answering often tempted with
5 39 22%
15%, while 11 respondents are never
tempted with 6% 
Total 180 100%
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 4

3.   I have the tendency to play online games during

classes. (1 being never 2 being rarely 3 being sometimes
4 often and 5 always)
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 4 exposes that 58 or 32% of
1 33 18% the respondents sometimes have the
tendency to play online games
during classes, 54 answering rarely
2 54 30%

3 58 32% with a percentage of 30%, 7 of the

respondents are always tempted
4 28 16%
with a percentage of 18% , 28 or
5 7 4% 15% of the respondents are often
Total 180 100%
tempted, while 11 or 6% of the
respondents are never tempted
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 5

4.    I listen attentively to the discussion without the

distraction of online games. (1 being never 2 being
rarely 3 being sometimes 4 often and 5 always)
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 5 exposes that 59 or 32% of the
1 13 7%
respondents listen attentively to the
discussion without the distraction of
2 25 14% online games, 49 answering sometimes
with a percentage of 27%, 34 always listen
3 49 27%
attentively with a percentage of 19%,
while 25 respondents are rarely tempted
4 59 33%
with 14% and with 59 answering often
5 34 19% tempted with 33%, while 13 respondents
are never tempted with 7% 
Total 180 100%
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 6

5.    I easily get bored and play an online game during a

discussion. (1 being never 2 being rarely 3 being
sometimes 4 often and 5 always)
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 6 exposes that 52 or 29% of
1 52 29% the respondents never easily get
bored and play an online game
2 39 22%
during a discussion, 39 or 22% of
3 46 26% the respondents say rarely, 46 or
26% of the respondents say
4 37 21%
sometimes, 37 or 21% of the
5 6 3% respondents say often, 6 or 3% of
Total 180 100%
the respondents say always. 

 
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 7

6.    I often get distracted while classes are going on due

to online games. (1 being never 2 being rarely 3 being
sometimes 4 often and 5 always)
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE Table 7 exposes that 61 or 32% of
1 31 17%
the respondents sometimes get
distracted while classes are going on
2 53 32%
due to online games, 53 or 32% of
3 61 32% the respondents say rarely, 31 or
4 23 13%
17% of the respondents say never,
23 or 13% of the respondents say
5 12 6%
often, 12 or 6% of the respondents
Total 180 100% say always.

 
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 8
Time spent on Online Games

7.    I spend more time playing online games than

studying. (1 being never 2 being rarely 3 being
sometimes, 4 often and 5 always).
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 8 exposes that 58 or 33% of
1 27 15% the respondents sometimes spend
more time playing online games, 27
or 15% answering rarely, 15 or 8%
2 36 20%

3 58 33% of the respondents are always

4 44 24%
tempted, and with 27 or 15% of the
respondents answering often
5 15 8% tempted , while 11 respondents are
Total 180 100%
never tempted with 6% .

 
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 9

8.    I tend to waste a lot of time because of online games.

(1 being never 2 being rarely 3 being sometimes 4 often
and 5 always)
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 9 exposes that 55 or 31% of
1 22 12% the respondents rarely tend to waste
a lot of time because of online
games, 49 or 27% of the
2 55 31%

3 49 27% respondents say sometimes, 37 or

21% of the respondents say often, 22
4 37 21%
or 12% of the respondents say never,
5 17 9% 17 or 9% of the respondents say
Total 180 100%
always
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 10

9.    I tend to think more about online games than school.

(1 being never 2 being rarely 3 being sometimes 4 often
and 5 always).
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 10 exposes that 65 or 36% of
1 38 21% the respondents rarely tend to think
more about online games than
school, 47 or 26% of the
2 65 36%

3 47 26% respondents say sometimes, 38 or

21% of the respondents say never,
23 or 13% of the respondents say
4 23 13%

5 7 4% often, 7 or 4% of the respondents

say always.
Total 180 100%
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 11

10. I often play online games first before doing my

schoolwork. (1 being never 2 being rarely 3 being
sometimes 4 often and 5 always)
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 11 exposes that 49 or 27% of
1 49 27%
the respondents never play online
games first before doing my
2 42 23%
schoolwork, 43 or 24% of the
3 43 24% respondents answering sometimes,
42 or 23% of the respondents say
rarely, 32 or 18% of the respondents
4 32 18%

5 14 8% say often, 14 or 8% of the

respondents say always
Total 180 100%
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 12

11.  I often miss a lot of schoolwork because I spend a

lot of my time playing online games. (1 being never 2
being rarely 3 being sometimes 4 often and 5 always)
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 12 exposes that 77 or 43% of
1 77 43% the respondents never miss a lot of
schoolwork because of spending a
2 43 24%
lot of time on playing online games,
3 32 18% 43 or 24% of the respondents say
rarely, 32 or 18% of the respondents
4 23 13%
say sometimes, 23 or 13% of the
5 5 2% respondents say often, 5 or 2% say
always.
Total 180 100%
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 13
Academic Performance

12. Online games greatly affect my concentration

towards my academic performance. (1 being never 2
being rarely 3 being sometimes 4 often and 5 always)
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 13 exposes that 47 or 26% of
1 47 26% the respondents say online games
never affect my concentration
towards their academic
2 40 22%

3 39 22% performance, 40 or 22% of the

respondents say rarely, 39 or 22% of
4 34 19%
the respondents say sometimes, 34
5 20 11% or 19% of the respondents say
always, 20 or 11% of the
Total 180 100%
respondents say always.
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 14

13. Ever since I discovered online games, my academic

performance has decreased. (1 being never 2 being
rarely 3 being sometimes 4 often and 5 always)
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 14 exposes that 58 or 32% of
1 58 32% the respondents say that ever since
they discovered online games, their
2 52 29%
academic performance has never
3 38 21% decreased, 52 or 29% of the
4 20 11%
respondents say rarely, 38 or 21% of
the respondents say sometimes, 20
5 12 6% or 11% of the respondents say often,
Total 180 100%
12 or 6% of the respondents say
always.
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 15

14. Online games made a great impact on my academic

performance. (1 being never 2 being rarely 3 being
sometimes 4 often and 5 always)
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 15 exposes that 62 respondents are
1 31 17%
rarely tempted to open any online games
with a percentage of 34%, 48 of the
2 62 34% respondents are sometimes tempted with
a percentage of 27 percent, 31
3 48 27%
respondents are never tempted with 17%,
30 respondents answering often tempted
4 30 17%
with 17%, and 9 respondents are always
5 9 5% tempted with 5%.

Total 180 100%

CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 16

15. I play online games excessively that I tend to forget

my school projects, assignments, etc. (1 being never 2
being rarely 3 being sometimes 4 often and 5 always).
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 16 exposes that 59 or 33% of
1 59 33%
the respondents never play online
games excessively that they tend to
2 56 31%
forget their school projects,
3 36 20% assignments, etc. 56 or 31% of the
respondents say rarely, 36 or 20% of
the respondents say sometimes, 19
4 19 10%

5 10 6% or 10% of the respondents say often,

10 or 6% of the respondents say
Total 180 100%
always.
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 17

16. My academic performance was not affected ever

since I started playing online games. (1 being never 2
being rarely 3 being sometimes 4 often and 5 always)
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 17 exposes that 56 or 31% of
1 23 13%
the respondents say their academic
performance was sometimes
2 31 17%
affected ever since they started
3 56 31% playing online games, 42 or 23% of
the respondents say often, 31 or
4 42 23%
17% of the respondents say rarely,
5 28 16% 28 or 16% say always, 23 or 13% of
Total 180 100%
the respondents say never.
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
TABLE 18

17. My grades in certain subjects have dropped as I tend

to focus on online games more. (1 being never 2 being
rarely 3 being sometimes 4 often and 5 always).
CHAPTER 4: Presentation, Analysis,
And Interpretation Of Data
CHOICES FREQUENCY  PERCENTAGE
Table 18 exposes that 66 or 37% of
1 49 27% the respondents say that their
grades in certain subjects have
2 66 37%
rarely dropped, 49 or 27% of the
3 45 25% respondents say never, 45 or 25% of
4 13 7%
the respondents say sometimes, 13
or 7% of the respondents say often,
5 7 4% 7 or 4% of the respondents say
Total 180 100%
always.
Chapter 5: Summary, Conclusions, and
Recommendations
This chapter presents the study’s summary, conclusions,
and recommendations which were all based on the
gathered and interpreted data. A number of relevant
points gathered brought significant answers in describing
the Perceived Effects of Online Gaming to the Academic
Performance of the Grade 8 Students. The results were
derived based on the questions previously outlined in the
earlier part of this paper.
Chapter 5: Summary, Conclusions, and
Recommendations
Summary of findings
The prominent findings of the study are:

1. Demographic profile of the respondents

1.1 Age: Table 1 shows the profile of the respondents
in terms of age. One-hundred fifteen (115) respondents or
64% are 13 years old, while forty-seven (47) respondents
or 26% are 14 years old. In addition, another eleven
respondents or 6% are to 12 years old, while six (6)
respondents or 3% belonged to the group of 15 years old.
Chapter 5: Summary, Conclusions, and
Recommendations
Summary of findings
The prominent findings of the study are:

1. Demographic profile of the respondents

1.2 Sex: Table 2 exposes that out of the one-hundred
eighty respondents, there are ninety-five or 50% males
and eighty-five or 50% females.

.
Chapter 5: Summary, Conclusions, and
Recommendations
2.What are the responses of the students with the
temptations of online games during online classes?

Table 3 exposes that the majority of the respondents are

sometimes tempted to open any online games with 68
answering sometimes with a percentage of 38%, 39 of the
respondents are always tempted with a percentage of 22
percent, while 34 respondents are rarely tempted with
19% and with 28 answering often tempted with 15%,
while 11 respondents are never tempted with 6%
Chapter 5: Summary, Conclusions, and
Recommendations
3.What do students prioritize more? Online games or
their academics?
Table 8 exposes that 58 or 33% of the respondents
sometimes spend more time playing online games rather
than their respective schoolwork, 27 or 15% answering
rarely, 15 or 8% of the respondents are always prioritizing
online games more, and with 27 or 15% of the
respondents answering often , while 11 respondents
answer never with 6%
Chapter 5: Summary, Conclusions, and
Recommendations
4.What are perceived effects of online gaming to the
academic performance of the students?

Table 13 exposes that 47 or 26% of the respondents say

online games never affect my concentration towards their
academic performance, 40 or 22% of the respondents say
rarely, 39 or 22% of the respondents say sometimes, 34 or
19% of the respondents say always, 20 or 11% of the
respondents say always.
Chapter 5: Summary, Conclusions, and
Recommendations
Conclusion
Based on the findings of the study, the researchers
conclude that:

1. The majority of students are sometimes tempted with

the attraction of online games during their sessions in the
online class and find themselves rarely opening or
running online games during the class which leads to
them being distracted.
Chapter 5: Summary, Conclusions, and
Recommendations
Conclusion

2. According to the survey conducted, majority of the

students prioritize their schoolwork rather than online
games.
3. The survey findings state that online gaming plays an
important role in the academic performance of a grade 8
student.
Chapter 5: Summary, Conclusions, and
Recommendations
Recommendations
Based on the findings and conclusions, the
researchers recommend the following:

1. Researchers recommend setting time limits for play and

stick to them. Health experts recommend that teens and
school-aged kids should spend no more than 2 hours a day
in front of a screen. Keep phones and other gadgets out of
the bedroom so you won’t play into the night.
Chapter 5: Summary, Conclusions, and
Recommendations
Recommendations

2. Based on the findings of the conducted survey,

researchers recommend to restrict access to games by
using applications or extensions. You may install
applications or browser extensions that restrict the
amount of time you can spend playing games on your
computer or smartphone. Some apps can limit your
access to specific games, while others will lock you out
of your device altogether during a set time.
Chapter 5: Summary, Conclusions, and
Recommendations
Recommendations

3. Lastly, researchers recommend distract your mind with

other entertaining things. If you have other activities to
keep you busy, you’ll be less likely to get stuck on gaming.
Use this chance to rediscover hobbies you used to like, or
try out something new.