EFFECTS OF COMPUTER GAMES TO SECOND YEAR BTLED STUDENTS IN
LEYTE NORMAL UNIVERSITY
An Undergraduate Thesis
Presented to the
Faculty of the College of Education
Leyte Normal University
In Partial Fulfilment of the
Requirements for the Degree of
BACHELOR OF SECONDARY EDUCATION
by
March 2019
1
APPROVAL SHEET
This
undergraduate
research
paper
entitled,
_______________________________________________________________________,
prepared and submitted by Mary Ann C. Bergola, Marlita E. Cepeda, Ma. Jaazel V. Malate,
Dorothy Navidad, Casey Laura H. Piedad, has been examined and is recommended for acceptance
and approval for the oral examination.
_____________________________
Adviser
PANEL OF EXAMINEE
Approved by the Committee of Oral Examination with a grade of PASSED.
Member
Member
Chairperson
Member
Accepted and approved in partial fulfilment of the requirements for the degree, Bachelor
of Secondary Education.
Comprehensive Oral Examinations passed in April 2019.
_______________________
Dean of College of Education
2
ACKNOWLEDGMENTS
The researchers would like to extend their deepest and warmest gratitude to those who gave
their full support, understanding, and knowledge to complete and finalize this study.
First of all, to the Divine Providence, for giving us wisdom, strength, good health and
good weather blessed to all the people involved in this work.
To our thesis writing instructor, _______________________________, for her undying
support, endless patience and understanding. Never did she let us felt that we were alone, for being
there always in our every query and being a great coach.
To ________________________, our thesis adviser, for all the ideas and principles shared
and guidance in our inputs.
To the defense panel, for scrutinizing our paper and giving us guidance to improve
our research study.
To the respondents, the salon owners of Tacloban City, for their cooperation and
participation.
To our family, for their financial support, understanding, and trust. To our classmates the
_____________________ majors and friends, without you all, the completion of this study won’t
be realized.
The Researcher
3
Abstract
4
TABLE OF CONTENTS
Page
Title Page …………………………………………………………………………
Approval Sheet …………………………………………………………………..
Acknowledgments………………………………………………………………...
Abstract …………………………………………………………………………..
Table of Contents ………………………………………………………………..
List of Tables …………………………………………………………………….
List of Figures…………………………………………………………………….
Chapter
I
Introduction
Background and Rationale….……………………………………………..
Framework of the Study …………………………………………………..
Statement of the Problem …………………………………………………
Significance of the Study …………………………………………………
Scope and Delimitations ………………………………………………….
Definition of Terms ……………………………………………………….
II Review of Literature
5
III
Methodology
Research Design …………………………………………………………..
Research Respondents …………………………………………………….
Research Instruments …...…………………………………………………
Data Gathering Procedure…………………………………………………
Data Analysis……………………………………………………………...
IV Presentation, Analysis, and Interpretation of Data
V Summary, Conclusions, and Recommendations
Summary of Findings ……………………………………………………..
Conclusions ……………………………………………………………….
Recommendations ………………………………………………………...
References ………………………………………………………………...
Appendices ………………………………………………………………..
Appendix A ……………………………………………………………….
Appendix B ……………………………………………………………….
Appendix C ……………………………………………………………….
Appendix D ……………………………………………………………….
Appendix E ………………………………………………………………..
6
LIST OF TABLES
LIST OF FIGURES
7
CHAPTER I
Introduction
Bachelor of Technology and Livelihood Education (TLE) is one of the learning
areas which requires an experiential, interdisciplinary and value-laden (cultural, aesthetic,
vocational, political-economic and moral values). It is in this field that facilitates Filipino students
to demonstrates the learned quality practical knowledge and life’s skills, especially the skills of
vocational efficiency and empathy (De Alca, 2008). Likewise, one of the track in K-12 today where
the TLED Majors will be handling in junior and senior high school is Information Technology,
focusing in Computer Hardware Servicing. Consequently, the issue of computer or online game
addiction has become prevalent, a concern that must be addressed by educational stakeholders.
It can be noticed that nowadays, more and more people are starting to use the Internet. At
the same time, online games have become extremely popular among the young generation thus
leading to the proliferation of online game addiction on a global platform (Iowa State University,
2011). According to recent researches, online gaming has become one of the most addictive
Internet activities to date (Wan ＆ Chiou, 2006). Online gaming is a technology rather than a
genre; a mechanism for connecting players together rather than a particular pattern of game
play. Online games are played over some form of computer network, now typically on the
Internet.
Furthermore, computer games have become a very popular leisure activity among children
and adolescents in recent years. In fact, based on popularity alone online gaming garners a larger
share of ‘favorite’ votes among young people than physical team sports such as ice hockey and
8
football combined. There are many benefits of the Internet as it not only acts as an entertainment
tool, but also an important professional resource for work, communication as well as education.
However, despite all of its inherent advantages, the Internet also has its drawbacks.
Consequently, computer games are the most popular entertainments in modern societies
and they target a variety of people in different ages. The addiction to the rivalry and excitements
of the games make them the most common recreational programs for today's teenagers, so that
they do anything to reach a higher level of the game, they immerse in the game so much that they
completely separate from their surroundings. Challenging with the obstacles and reaching a higher
level in the game, make the players excited and losing the game make them anxious. Computer
games started in 1972 with Pang, a computer tennis game, and then developed in hardware and
software systems. Zamani, E., & Chashmi, M. (2009)
Background of the Study
This rise in the use of internet has led to many changes in our daily lives. In particular, this
rise has also led to rise of online gaming. Online gaming can refer to any type of game that someone
can play through the internet or over the computer network. Most of the time, online gaming refer
to the video games played over the internet, where multiple players are in different location around
the world.
The computers become irreplaceable tool in everyday life of almost each person. The
adult’s users generally use it for business purpose while youngsters for computer games.
Computers became the part of our life and very important component in life leisure. And nowadays
majority of young people spend their leisure time in playing computer games, surfing through the
9
internet. Computer have become one of the favorite time. Spending of young people of all young
ages, and even some adults and the students.
There many cause of addiction to computer, one of the reason is most of the student’s need
something occupy in their vacant time. And this games and browsing to internet do that for
countless time. Some students used computer to escape reality which include school work and
responsibility in any possible personal problem.
The issue is all about the Effects of computer games to the 2nd year students of BTLED
Leyte Normal University. The issue is about playing too much games causes in player. Many
studies shows that most who are addicted to computer games have high heart beat and blood
pressure due to too much excitement and stress. Student learning takes place unexpectedly but in
an appropriate usage of playing online games also lead in some problems such as being distracted
in school. It is where the attention of the students were divided that even their health and social
life is unknowingly affected there can be an effect of computer games to the students like poor
mental health, relationships issues, social disconnection and exposure to toxic gaming
environment.
The purpose of this study was to investigate the effect of different kinds of computer games
on students’ academic performance and behavior. According to Aron et. al., (1974, cited in Qatrifi,
Rashid and De lavar, 2006) that based on the results of some studies regarding computer games,
these games are mostly harmful. The majority of researchers are regarding the effect of computer
games on mental health of players, some researchers consider the effect of these games on
cognitive and achievement performance of players. One of the first concerns about computer
games based on the extension of their use among youth is that such games by creating an attractive
space compared to textbook assignments can lead to interference in scientific and academic
10
performances. The overall goal is to determine what causes students to become addicted to
computer games, while trying to understand more about the social norms and daily habits of
computer game addicts.
Conceptual Framework
To further assess the variables of the study of the local salon industry and the in-demand
beauty care services offered, the Context, Input, Process, and Product (CIPP) model of valuation
by Stufflebeam (1972) will be used. The evaluation model is appropriate for this study as it aimed
in assessing the two variables from which the context of the variables will be dealt first before
inputting the data to be studied which will undergo through the research assessment process where
the outcome will be the product.
The Context, Input, Process, Product (CIPP) model will be utilized in this research study.
First, the variables of the study will be defined and described (the demographic profiles of the of
the participants, the online game factors, their perceived level of effects of online games to
academic performance, and the difference of their gwa) to facilitate understanding about the
different concepts that are considered vital to be discussed in the study. Input, wherein, at this stage
data gathering procedures will be facilitated through research sampling utilizing the instrument.
After which data gathered will be process through statistical formulas that will be used. After
which, results will be generated from the findings of the study will be utilized in concluding and
recommendations that will be formulated.
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1. Demographic
Profiles of the
respondents
1.1. Age
1.2 Sex
1.3 weekly
allowance
2. Online Game
factors
2.1 Type of online
game user
2.2. Online Games
Played
Academic
performance of the
respondents
2.3 Hours spent in
online games
3. Perceived Level
on Effects of Online
Games to Academic
Performance
4. Difference
between the GWA
of respondent
Figure 1. The Conceptual Framework of the
Study
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Statement of the Problem
This study aimed to determine the effect of online games to the academic performance of
the students in the College of Teacher Education. Specifically, it aimed to answer the following
questions:
1. What is the profile of the respondents in terms of:
a. Age
b. Sex, and
c. Weekly Allowances?
2. What are the computer factors indulge by the students in terms of;
a. Type of online game user
b. online games played, and
c. hours spent in online games?
3. What is the difference of general weighted average of the respondents in;
a. first year second sem., and
b. second year first sem.?
4. How do respondents perceive on the effects of online games to their academic performance?
6. Is there a significant difference between the academic performances of the two groups of
respondents?
The significance of the Study
This study is important as this will assess the effect of online games to student on their
academic performance through their gwa. Likewise, it will describe how the second year BTLED
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students demographic profiles, the online game factors, the perceived level of effect of online
games to academic performance and their gwa percentage difference.
Furthermore, the researchers would like to contribute valuable information that is
beneficial to the following:
University – The findings of the study can provide the university the needed information
to draft measures and programs that will minimize or limit online game addiction among students
enrolled in the university. Likewise, the university can create seminars addressing the problem that
can help educational stakeholder’s achieved its goals in maintaining the quality of education and
the university graduates.
School Administrators – with the result of the study at hand, the school administrator can
formulate curriculum that can enhance the interest of the students preventing them from engaging
in online games. They can also draft projects and programs that will generate awareness among
the students the danger of being addicted in online games.
Teachers – With teaching and curriculum enhancement programs being carried out by the
schools that promotes interest through innovative approaches, teachers can facilitate effectively
the transfer of learning. Equipped with current trend and effective approach utilized, quality
teaching and lesson preparation will be effective and efficient as well resulting to the achievement
of the lesson’s objectives.
Students – As the receiver of learning, the students can be provided with adequate,
effective and up to date learning materials and techniques during classroom discussions. As
seminars and programs with a aim of preventing the students from being addicted to online games,
learners can now understand the effect of online games thus minimizing their interaction with the
technology, resulting to an improve grades and higher academic performance.
14
Future Researchers – The information that will be gathered by the study will serve as a
guide for researchers who will endeavour in replicating or studying the research gaps which the
researchers unable to touch on. The data can be used for their further assessment of the local salon
industry with wider coverage.
Scope and Limitation of the Study
The scope of the study will focus on assessing the demographic profile of the learners, their
perceive level of effects of online games to academic performance, and the effect of online games
to their gwa (fisrt year second sem and second year first sem). Fromwhich the difference will be
generated to show how online gaming affects their academic performance.
The study will be limited on the three variables, the demographic profile of the learner,
their perceived level on the effect of online games and their gwa difference. likewise, other topics
that the research study unable to deal with will be considered as the research gap which future
researchers can be performed to allow a better understanding on the effect of online games to
learners.
To safeguards the research respondent’s privacy and rights in answering the survey
instruments. A letter of voluntary consent (which was attached on the survey instruments) in
answering the sampling instruments has been sent before the sampling procedure has been
conducted, this is to prevent any unethical practices that could hamper and delay the research
process.
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Definition of Terms
Online Games
In order to adequately define the terms, “online game” has first to be broken down into its
basic components: online and game. At its very basic situation the term online can be referred to
any activity that is taking place via use of the Internet. Game on the other hand according to the
Oxford dictionaries (2012) is defined as an activity or pastime that generates amusement.
MassiveMultiplayer Online Games
Massive Multiplayer Online Games (MMOG) are multiple player online games. The
games are differences from regular online games as they have the technological capacity to host
hundreds of thousands of players on the same game in one persistent world (Chan and Vorderer,
2006, p.90).
Game Addiction
In the research of Ahn and Randall (2008) on computer game addiction, they define game
addiction on the basis of the definition used by the Center for Addiction and Mental Health based
in the US. The center defines addiction as “a psychological or a physical dependence on
something”. Individual with game addiction can thus be said to have a psychological dependence
on Massive Multiplayer Online Games or to exhibit excessive or compulsive use of computer
and video games.
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CHAPTER II
Review of Literature
This chapter includes a review of related literature and previously conducted studies
relating to the present study.
The Cause of Online Game Addiction
As technology evolved into sophistication the crave for its usage among tech savvy
generations have gathered an enormous interest. It can be attributed similarly to online games, as
some research studies suggest that it causes some negative effects among learners who are hooked
up on this new technology. According to Diao (2003), everyone needs to express their feelings and
thoughts. As such, when a person cannot express himself or herself adequately he (or she) may get
depressed. Although this scenario cannot manifest all the situation of an individual addicted to
online games, somehow this has become one of the reason why some has engaged in online games
and become addicted to it.
Moreover, Diao, (2003) said that some young people are naturally too shy to talk to
strangers face to face in reality, but when surfing the Internet or playing online games, they can be
whoever they want to be. As such, they can chat with the people they met online without feeling
any of the regular social pressures that come with physical meetings. (Ibid)
Demographic Profiles and the Online Games Effect
Past studies have shown the effects of some demographic variables on video/game
addiction and time-spent gaming. For example, males tend to be addicted to video games and
spend more time playing video games than females [1, 2, 4, 7, 14-17]. Gender differences were
found regardless of whether a monothetic or polythetic approach was used. For instance, Brunborg,
17
Mentzoni [2] reported that more males than females were addicted to video games using both the
monothetic and polythetic approaches (6.1% vs. 1.8% and 26.3% vs. 7%; respectively). Age also
influences video game addiction, such that younger people tend to be more addicted to video games
than older individuals [1, 4]. In addition, time spent gaming was found to decrease after age 13
[18, 19]. Haagsma, Pieterse [12] found that online gamers spent more time per week playing games
and had more problematic game behaviours than offline gamers (see also 20, 21). To our
knowledge, whether individuals who play only online games or only offline games differ from
those who play both games in terms of time spent playing the games and video/computer gaming
addiction is still not yet known. The current study will therefore explore this issue
Time spent playing video/computer games has been found to be positively related to video
game addiction [9, 12, 22, 23]. In addition, video/computer game addiction positively correlated
with depression [4, 5, 22-26]. Moreover, some studies have found a negative relationship between
video/ computer game addiction and self-esteem and also life satisfaction [22, 23, 27, 28],
especially in males.
The Negative Effects of Online Games
In the study of Zhang (2007) and Zhuo (2007), from which they researched on the same
topic, they reported different results on the online game addiction and the finding supported the
same symptoms. Zhang indicated that most of these students had bad grades in their universities,
as they have limited time reading their lessons and books as the latter is being consumed by their
game addiction.
Consequently, the majority of researches about online games deals on the effect of games
on mental health of players, some researchers consider the effect of these games on cognitive and
18
achievement performance of players. According to Ghatrifi et al., (2006) beside all concerns and
different views regarding the effect of computer games on psychological state of people, there are
some concerns regarding the effect of computer games on academic performance of students.
Indeed, one of the first concerns about computer games based on the extension of their use among
the youth is that such games by creating an attractive space compared to textbook assignments can
lead to interference in scientific and academic performances.
The negative effects of computer games on academic performance are supported in some
studies. Anderson & Karen (2002) showed that there was a negative relationship between the
duration of computer games and academic performance. Durkin & Barber (2002) supported the
weakness of academic performance of users of computer games. In another study as performed by
Gentille,Lynch,Linder &Walsh (2003) the studies performing computer games for a long time
have low performance in school.
Despite the research evidences, some studies showed that computer games had no effect
on academic performance of users. Ahmadi (1998) in a sample of male third of guidance school
in Isfahan city found that the students performing computer games are similar to the students from
academic aspects not performing these games. In another study done by Ghatrifi et al., (2006),
there was no significant difference between academic performance of three groups of guidance
school students of Tehran (the group not using computer games, the group using less and the group
using much). The results of study showed that there was no correlation between the application of
micro-computers and academic performance (Dominick, 1984; cited in Gunter, 1997/2008). Other
studies supported the positive effects of computer games on cognitive and academic performance
of players. Pourmohseni, Vafayi and Azad Falah (2004) showed that computer games increased
mental rotation (spatial ability) of first and second of guidance school students.
19
McClurg & Chaille (1987), Miller &Kapel (1985) reported similar results. Anderson et al.,
(2004, cited in Ghatrifi et al., 2006) cited some researches as emphasize ng the positive effects of
computer games in training and health (Rinkon et al., 1983), enrichment of educational
environment (Simon, 1985), increasing learning motivation of students (Kelly et al., 1994),
simulation of various situations in education affairs as stock market and air traffic control (Rutter
et al., 1983). Dempsey, Rasmussen & Lucassen. (1994) reviewed 94 studies regarding the effect
of video instructional games as positive. Vogel et al., (2006) reviewed 32 studies and found the
instructional effects of these games as positive. Salimi (2016)
Randel,Morris &Wetzel (1992) reviewed 67 studies of the effect of computer instructional
games in the mentioned studies as inconsistent. Hays (2005) reviewed 48 studies and achieved
similar results. Vansickle (1986) in a study “A quantitative review of research on instructional
gaming: A twenty-year perspective” reviewed 26 studies and stated the result positive and weak.
According to one concerned Internet Cafe entrepreneur, “Internet Cafe's are seducing
youths to a new form of addiction, one which may not destroy their bodies as drugs do, butwhich
is certainly twisting their minds.” Accordingly, video games have an immense impact in the lives
of their family, it also distracting students and compromise ones jobs. This can be seen through
their attitudes and worse in their absences in their classes and workplace J. .Fieror (2016) said that
he can't concentrate on what he is doing. He added that most of the time his mind is not working
for he is pre-occupied of the on line games he is addictive to.
According to Dondlinger (2007) much attention has been directed to the use of video games
for learning in the recent years, in part due to the staggering amounts of capital spent on games in
the entertainment industry, but also because of their ability to captivate player attention and hold
20
it for lengthy periods of time as players learn to master game complexities and accomplish
objectives.
According to the authors Chen and Voderer, gamers fit into certain categories: the
competitor, explorer, collector, achiever, joker, director, storyteller, performer, and the craftsmen.
Each of these types of players has a specific goal for playing games, motivating them to spend
hours staring at a screen. For example the explorer plays “to experience the boundaries of the play
world.” At the same time there are players who play to escape from the harsh realities of their life
and change into a “respected” character that in the fantasy world is a hero. Unfortunately some
people feel compelled to escape into these fantasy worlds because of depression and oppression
daily.
Furthermore, researchers believe that online gaming opens a door to computer literacy
leading to potential technology careers (SWS, 2007; AMA Poll, 2008). Mark Reagan
Logan(2009), in his study on the skills performance among freshmen students in Lipa City
Colleges (LCC) in the unit of HRM 1 during the school year 2008 - to present revealed that the
lack of interest is caused by lack of motivation and poor study habits.
Lojo (2008) conducted a study on the effects of playing computer games on the academic
performance and behavior of high school students. The results of her study disclosed that to
maintain the good academic performance of students, parents should set limits on how often and
how long their child is allowed to play video games.
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
21
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..
Positive Effects
In other research, video gaming has been found to benefit school marks, skills, and
behaviors (Barber, Eccles, & Stone, 2001; Blum-Dimaya, Reeve, Reeve, & Hoch, 2010;
Sutherland, Facer, Furlong, & Furlong, 2000). While Ferguson (2011) conservatively concluded
that gaming does not necessarily jeopardize school performance, other researchers have found
positive correlations between gaming and educational development, including reading and math
(Bowers & Berland, 2013; Wittwer & Senkbeil, 2008), cognitive processing (Abrams, 2009;
Ferguson, 2007); imagination and creativity (Durkin & Barber, 2002; Steinkuehler & Duncan,
2008), nonverbal intelligence (Subrahmanyam, Greenfield, Kraut, & Gross, 2001), and general
literacy and learning skills (Gee, 2004; Jenkins, 2006).
Bowers & Berland (2013) found positive correlations between 1-2 hours of daily gaming
and mathematics and reading skills in 13,960 US high school students. In their study of 4,660
German 15 year-olds, Wittwer and Senkbeil (2008) also found positive correlations between
“smart” gaming and mathematics skills (but no other school subjects). Abrams (2009) reported
that struggling high school students can use gaming to develop cognitive schema that can be
applied to academic material as well, and De Aguilera and Mendiz (2003) and Ferguson (2007)
reported positive correlations between gaming and spatial cognition. In their interactions with
artificial intelligence (Durkin & Barber, 2002), gamers develop complex thought processes and
problem-solving skills (De Aguilera & Mendiz, 2003) that can serve them well in school settings.
22
Gaming also provides a rehearsal dimension and is capable of delivering various forms of feedback
essential in sustaining motivation. Feedback guides the learning process and provides students
with a sense of satisfaction and/or accomplishment. Satisfaction can result from extrinsic or
intrinsic factors. An instructional game can be defined as any training format that involves
competition and is rule-guided (Jones, 2000).
Research on gaming has provided evidence that instructional games can promote retention
and the ability to transfer knowledge to new domains. Instructional games are attractive because
they offer a simple and creative means of providing high-level motivation, clear and consistent
goals, and sustained interactivity. Gaming as an instructional variable maybe analyzed as methods
of rehearsal by facilitating the organization and retention of content (Dwyer & Dwyer, 2000;
Orbach, 2001).
Psychologists point out that both genders can improve spatial skills by practicing video
games. Many imply that girls are disadvantaged in the long run by playing far less games (SWS,
2007; AMA Poll, 2008). Regardless of the element of violence, online games have been envisioned
as potentially effective tools for learning.
Correlation Between Online Games and Academic Performance
The literature on the relationship between video gaming and school attendance is sparse.
We found only one report of research that specified gaming as a predictor of truancy (Rehbein,
Kleimann, & Moble, 2010). In their study of 15,168 German 9th graders, Rehbein et al. (2010)
identified increased truancy as directly related to video game dependency (VGD), which they
clearly differentiated from extensive gaming. Austin and Totaro (2011) included video gaming as
23
one of many internet activities that could affect school attendance, but they reported no correlation
between gaming per se and attendance. The girls in their study tended to skip school to socialize
on the internet. The boys were more prone to video gaming, but during out-of-school hours. These
findings are important, because other researchers (such as Lin & Chen, 2006; and Yakovlev &
Kinney, 2008) have found clear relationships between attendance and school marks. Yakovlev and
Kinney, for example, reported an overall course grade decrease of 0.9 points for every class
missed.
Much more research has been done to investigate the connection between video gaming
and school performance. Most researchers have reported negative correlations, based on time spent
gaming, game content, and levels of player dependency. Clear and negative correlations have been
found between the amount of time that a student spends playing video games and his/her school
marks (Gentile, Lynch, Linder, & Walsh, 2004; Hastings et al., 2009; Sharif & Sargent, 2006). In
their study of 1,492 high school students in Thailand, Jaruratanasirikul, Wongwaitaweewong, &
Sangsupawanich (2009) found that 2 hours of gaming per day correlated with an overall GPA of
below 3.00. Violent video game content, which is characteristic of massive multiplayer online
role-playing games (Oggins & Sammis, 2012; Sublette & Mullan, 2012; Young, 2009), also
negatively correlates with academic performance (Alsaleh, 2005; Lynch, Gentile, Olson, & van
Brederode, 2001; Sharif & Sargent, 2007). Most damaging of all is video game dependency (VGD,
Rehbein et al., 2010), which has also been described as pathological gaming (Gentile, 2009) and
addiction (Charlton & Danforth, 2007; Shao-I, Jie-Zhi, & Der-Hsiang, 2004; Van Rooij,
Schoenmakers, Vermulst, Van Den Eijnden, & Van De Mheen, 2011).
24
The negative correlations that have been found between video gaming and overall school
performance are augmented by reports of other school-related skills and behaviors. Monke (2009)
purported that the increased distances of time and space afforded by worldwide online games
would interfere with students’ developing normal perceptions of time and space. Anand (2007)
found that video game addicts tended to fall asleep in class and fall behind in their assignments.
Gentile (2009) reported correlations between pathological gaming and attention deficits in class.
Griffiths (2010a) and Sharif and Sargent (2006) found that video gaming creates time conflicts
that reduce the amount of time that gamers devote to homework. The 425 (10-19-year-old) boy
gamers in Cummings and Vandewater’s (2007) study spent an average of 30% less time reading
for every hour that they played video games on weekdays, and the 109 girls spent an average of
34% less time doing homework for every hour that they played video games on weekdays. Clearly,
there is evidence in the literature that video gaming correlates with diminished school
performance.
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
25
CHAPTER III
Methodology
Research Approach and Design
The researchers utilized a descriptive correlational type of research.
Descriptive
Correlational Designs. Descriptive correlational studies describe the variables and the relationships that
occur naturally between and among them. This design employs a quantitative instrument to gather the
needed data, likewise it aims to describe the variables being studied and the relationship wherein this
research study is all about. Sousa, V.D. et al. (2007)
Research Setting
The study will be conducted in Leyte Normal University, with the BTLED Second Year
students as the respoindents of the study. Considered as an institution of teacher’s excellence, the
university possess a distinguished achievement in molding quality and competitive graduates that
26
can compete globally in terms of teaching competence. Located at Paterno Street, Tacloban City,
the university is the prime teaching institution for more than a hundred years since its establishment
in region eight and in the province of Leyte.
Figure 2. The Research Setting of the Study
The Study Population
The research respondents of the study will be the second year students enrolled in the
BTLED program for this school year 2020-2021. Twenty-five percent (25%) of their total
population will be included as the participants of the study. The sample population is deemed
enough for this study to the ratio of enrollees wherein a decrease of enrollee has been recorded due
to the current pandemic. Likewise the latter (COVED-19) heath protocols were considered as well
to let this number of participants in the study be utilized.
Sample Population
The sample population of the study will be twenty-five percent of the total population or
enrollees of the BTLED second year for the school year 2020-2021.
Research Instrument
The study utilized a researcher made patterned and modified questionnaire, which served
as the instrument of the study. The questionnaire has four parts respectively.
Part I, will deals on discuss the demographic profiles of the respondents, their age, sex, and
their weekly allowance will be generated. Part II, will be asking about online game factors which
are the type of online user, the online games played, and the number of hours spent playing online
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games. Part III, is the assessment on how the participants perceived the level of effects of online
games to their academic performance. Part IV, will be the generation of the gwa of the respondents
to view if there is a difference from the two semesters while they are engaged or not in online
games.
Reliability and Validity
On the reliability of the questionnaire, which is also known as the internal consistency, or
also refers to the degree that a set of survey questionnaires measure a similar characteristic (George
& Mallery, 2016). Each question in the instruments has a goal of generating the needed data for
the study from which consistency has been taken into consideration. The researcher carefully
scrutinized each item included in the sampling instrument to ensure that the needed information
was gathered. To further assure that the instrument was valid and reliable, it was checked by an
expert. Content and criterion validity has been put into the account in the creation of the instrument.
Content validation has been done to assure that the questions used will tackle the issue of concerns
and will generate the needed data of the research. Expert on the field of business was asked in
regards to their opinion on the appropriateness of the questions utilized and an external statistician
to validate the statistical formula used in analyzing and interpreting the results.
Ethical Consideration
Research ethics should be incorporated in any study, as it does not only show sincerity and
respect of the researchers to the people involved in regards to their right to participate and privacy.
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The participants right to privacy has been given with utmost consideration as they were
asked first for their permission in the presence of the researcher if they’re going to participate in
the study or not. Of the forty-two (42) respondents only thirty-three of the salon operators
acknowledge participating in the sampling process. Nine (9) of the salon operators declined to
participate in the study. This just shows that the participants were given free-will if they will accept
and become the participant of the study or not.
Prior to the sampling process, the respondents were informed about the objective and the
goals of the study and assured them that the data or any information that will be gathered will be
used for research purposes only.
Data Gathering Procedure
After deliberation and final evaluation of the research proposal, a letter of intent has been
sent to the President of the Leyte Normal University to allow the researcher to conduct the study
outside the school premises.
A pilot testing has been conducted on three (3) salon operators in barangay Suhi located at
the Northern barangay in Tacloban City. This was to further evaluate the items in the
questionnaires if it can generate the needed data the research study wanted to have.
After which, the sampling proper has been conducted to the participant of the study which
was the salon operators in Tacloban City. The researcher ensures that they were present during the
answering of the survey questionnaires. The researchers were the one who collected the
instrument, to ensure that a valid primary data will be gathered. After which the data has been
gathered, tabulated, analyzed and were interpreted.
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Data Analysis and Interpretation
The researcher utilized means, weighted mean and percentage formula, the said statistical
tool were deemed appropriate to be used in interpreting the data that have been gathered during
the sampling procedure.
1. Simple Percentage. This statistic was utilized in describing nos. of participants who
score on the selected variables in part one and part two included in the questionnaires.
The formula for computing this statistic is as follows:
P = F / N (100)
Where: P = computed percent
F = Frequency for each class or category
N = Total number of respondents
100 = constant multiplier to change the decimal into a percentage value
2. Weighted Mean.
This statistic will be used in describing the extent of demand for the beauty care
services offered in the salons in Tacloban City.
WM= TWF/N
N=Total number of respondents
WF= Weighted frequency
A Likert Scale was used as options to the respondent's answer on their perceived effects
of online games to their academic performance. Wherein qualitative level will be the following;
Mostly Disagree (MD), Disagree (D), Agree (A), Mostly Agree
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In the interpretation of the results the following measurement were utilized: 1.00 –highly
negative; 2.00 means positive; 3.0 means averagely positive; and 4.0 means highly positive.
(Bruses, 2014)
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CHAPTER IV
Presentation, Analysis, and Interpretation of Data
The studies aimed was to assess the
CHAPTER V
Summary of Findings, Conclusions, and Recommendations
The study aimed in assessing the local salon industry by determining the beauty care
services offered and the most in-demand beauty care services availed by the customer in the salon
and from which has an objective of answering the following questions:
This study aimed to determine the effect of online games to the academic performance of the
students in the College of Teacher Education. Specifically, it aimed to answer the following
questions:
1. What is the profile of the respondents in terms of:
a. Age
b. Sex
c. Weekly Allowances
2. What are the types of computer games being played by the respondents?
3. How often and how many hours do the respondents spent in playing online games in a week?
4. What is the academic performance of the respondents?
5. How do respondents perceive on the effects of online games to their academic performance?
6. Is there a significant difference between the academic performances of the two groups of
respondents?
Summary of Findings
The study finds out the following results:
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1.
Conclusions
The analysis and interpretation of the gathered data led to the following conclusions:
1.
2.
Recommendations
1.
2.
3.
4.
REFERENCES
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