REGINO MERCADO NIGHT HIGH SCHOOL
Panganiban Street, Cebu City
EFFECTS OF ONLINE GAMING TOWARDS THE ACADEMIC
PERFORMANCE OF SELECTED GRADE 12 GAS STUDENTS OF
name of schoool
Precious Hope M. Pastoral
Charles Justin L. Salazar
2017
ACKNOWLEDGEMENT
First and foremost we thank our Almighty God for giving us strength, wisdom
and perseverance to face the challenges in making this research study possible.
We are deeply grateful to Mr. John Mark P. Mercene for guidance and
encouragements in making this research a success. We always appreciate your
constructive comments and your personal support to our academic endeavours.
To our wonderful parents, sisters and brothers, also to our relatives and loved
ones, thank you for your unconditional love, your encouragement and support.
We would like to extend a heartfelt thank you. Thank you for all the blessings
and prayers.
- The Researchers
DEDICATION
We dedicate this manuscript to our family, friends, and mentors. We are truly
grateful to your support. Your guidance, understanding, and encouragement
have been a true inspiration to us.
CHAPTER 1
INTRODUCTION
The Problem and its Background
Computer games are the most trendy entertainment in modern societies
and they target a diversity of people in different ages. It is a leisure activity that
has become an ever-increasing part of many young people’s day-today lives
(Griffiths, 2006). 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 immersed 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.
In today’s generation, the continuous growth of the modern technology is
developing too fast. Because of technology, new things were created that made
our life easier, comfortable and handy at most of the time.
They have set
numerous changes in all aspects of life in the field of education, medicine,
business and many more. Computers were created because of the technology.
Computers became a big part of our lives, the way we work, the way we learn,
the way we live and even the way we play. Along with the evolution of technology,
computers continue to upgrade. We can now edit and save documents as well as
play online games. Over the last decade, online gaming
has steadily increased. It has become extremely popular source of entertainment
and leisure activities especially to the students. Students can also learn new
words and languages through online games because it teaches them on how to
enhance their reading and thinking skills, they can even apply it from their
studies if possible.
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As the advent of online games occurs, students failed on their grades, they gave
more of their attention on playing online games rather than doing their school
responsibilities. Some are getting sick because they spend most of their time on
playing and choose to skip eating their food on time. They also don’t have enough
money to spend to their school works if needed because they spend it already in
playing computer games. Thus, research focuses on how online games affects
the academic performance of Grade 12 General Academic Stand students of
Marinduque Midwest College in year 2017-2018.
In here, the researchers will identify the possible effects of playing online games
and its relationship to the academic performance of the students.
Statement of the Problem
The study aimed to know the effects of online gaming to the academic
performance of the Grade 12 General Academic Strand students in
Marinduque Midwest College; specifically the researchers sought to find out the
answers to the following questions.
1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Gamer Type
1.4 Online games commonly played
2. How many sessions a gamer spends on playing online games in terms of:
2.1 Frequency of playing online games
2.2 Average time span of playing online games
2.3 Length of period of playing online games
3. How does playing games affect the academic performance of the students in
relation with:
3.1 Recent grades for 1st and 2nd grading period
3.2 Number of hours spent in studying
3.3 Frequency of absences in class
4. What are the advantages and disadvantages of playing online games to the
academic performance of the students?
5. Is there significant relationship between playing online games and academic
performance of students?
Null hypothesis
There is no significant relationship between playing online games to the
academic performance of students.
Alternative Hypothesis
There is significant relationship between playing online games to the academic
performance of students.
Significance of the Study
The study will help the students have an insight on the impact of online games
towards their academic performance.
To the Students. This study is primarily important to students, for it will
give them information about the effects of playing online games on their academic
performance. They will be more conscious on the said effect and for them to
realize that playing too much online games is not worth their money.
To the Parents. This study will help the parents to have enough knowledge
about the effects of playing online games among their children.
To the Readers. This study will help the readers to have the understanding
about the effects of playing online games on the academic performance.
To the Future Researchers. This may serve as a basis for future research
that will be conducted.
Scope and Delimitations
The study covers selected Grade 12 General Academic Strand students of
Marinduque Midwest College. This study was limited to DOTA, Mobile Legends,
Clash of Clans and League of Legends. The researchers gathered all information
about the possible effects of the selected online games on student’s academic
performance. The researcher also encounter problems in terms of the target
respondents, 31 is the target respondents among the Grade 12 GAS students
that represents the 50% of the total population but only 29 of the respondents
were able to answer the questionnaires. Especially the one who are
knowledgeable about or has experienced with a phenomenon of interest on
playing online games using a purposive sampling.
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes ideas, opinions, research findings, generalizations,
published or unpublished theories and discussions on related literature and
studies both foreign and local, which provides relevant facts about the effects of
online gaming towards the academic performance of the students. That helps in
familiarizing information that are relevant and similar to the present study.
Related Literature
Foreign
Dockrill (2012) stated that students who regularly spend time playing online
games are developing analytical and problem-solving skills that can also help
them in their schoolwork. He also said that when you play online games you’re
solving puzzles to move to the next level and that involves using some of the
general knowledge and skills in maths, reading, and science that you’ve been
taught during the day.
Computer games have become one of the most important entertainment
tools for children, teenagers and even adults all around the globe. Allowing
access to the virtual world with unlimited possibilities, computer games
compulsively attract many people. In fact, they have become an integral part of
human society. In other words, by providing virtual fun and entertaining
environments (Demirbileka & lema Tamer, 2010), and having characteristics
such as being interesting and exciting, computer games stimulate motivation
and create a sense of enjoyment of learning. They not only have become one of
the most significant recreations for all age groups, but also they have potentials
to be used for educational purposes as a new strategy (Prensky, 2003; Tuzaun
& et al., 2009; Grimley & et al., 2011). Therefore, video games can no longer be
seen as mere entertainment tools. Today the positive effects of video games are
emphasized more than ever. As Games have become a tool to communicate,
teach, and influence attitudes and behavior, numerous studies have suggested
that they have positive effects on problem solving, achievement as well as
creating interest and commitment in learning (Tuzaun & et al., 2009; Kim, Park,
& baek, 2009).
In an experiment by Williams (2006), school performance increased after
the participants dramatically decreased (limited time spent using technology to
30 minutes per day) their usage of all technology, including video games. Finally,
Jaruratanasirikul, et.al, (2009) found that the excessive playing of video games
(five hours or more per session) resulted in school grades that were below a 3.00
average, and that time spent playing was a predictor of academic performance.
They also suggested that video games indirectly lead to decreased performance
through promoting violence. Finally, they noted that playing video games took
time away from school activities, homework, social
interaction, etc.
However, there is also plenty of research to suggest that interactive video
games can actually lead to increased academic performance (Anand, 2007).
Smyth (2007) suggested that complex games may lead to academic success by
engaging players in problem solving, critical thinking, and
creativity.
Anand (2007) also found that males were more prone to these results than
females, because males tend to play video games more. The penetration of video
games into the United States alone is huge, with at least 90% of homes having
children that have played (rented or owned) video games. This is a record level
that continues to increase. 55% of console players and 66% of online players are
over 18. The college demographic seems to be the major group of gamers simply
because they have a lack of parental supervision and they have more flexible
schedules, allowing for more play time.
The studies and literature concerning the effects of online games to the
academic performance of the students are contradictory because some of them
suggest that online games may lead to negative effects while others said that it
gives positive benefits The relationship between the usage of computer games
and academic performance has no definitive answer to the question of whether
computer games disrupt academic performance.
Local
Vinluan (2016) stated that computer gaming is one of the fast-developing
sectors of this generation of computer technology. Computer games offer their
patrons with a new dimension of virtual entertainment. The youth especially,
college students are the usual patrons of computer games. According to NIKO
Media Research (2017), the projected number of online gamers in the Philippines
rose from 21 million in 2012 to 28.72 million in 2014. Meanwhile, statistics from
Juha Sompinmaki of Tech in Asia show that about 409, of the gaming population
of the Philippines is aged 18-24 years old.
Furthermore, many multiplayer games such as DOTA or Defense of the Ancients
and LOL or League of Legends involve cooperation with other online players in
order o win. These games encourage players to make the most of their individual
skills to contribute to the team.
Related Studies
Online gaming has emerged as a popular and successful source of
entertainment and play for people of all ages, especially for the students. It refers
to the games that are played over some forms of computer network, typically on
the internet. These games are played online, in which you can connect with
multiple players. It is normally platform independent, relying on the web browser
and appropriate plug-in. (Robinson, 2016)
Skoric et al (2009) found that while game addiction leads to negative
academic performance, moderate engagement in gaming can lead to improved
performance in an academic setting. They found a positive correlation between
game play and English test scores, which suggests that gaming can actually lead
to better test scores.
Studies of Abdolkhaleghi et al. (2006); Ramezankhani et al. (2008); Roe
and Muijs (2000); and Russell (2006) also showed that rate of playing computer
games has negative correlation with student achievement; while other research
(Durkin and Barber, 2002) showed that there is no negative relationship between
computer games and educational attainment.
Shao-I, et.al, (2004) also studied addiction (once again no definitive
definition was given) and noted a decrease in school performance when the
student was addicted to gaming. They found that gaming addiction physically
impacts academic achievement because the student is too involved in the game
to do homework or prepare academically.
There are also others that have found decreased academic performance in
relation to involvement in playing video games. Anderson and Dill (2007) studied
video games and aggression and suggested that not only does gaming have an
impact on performance directly, but it also triggers a higher level of aggression,
which is often linked to problems in school and decreased academic
performance.
Wack and Tantleff-Dunn (2009) also found a negative correlation, although
the relationship between GPA and academic performance in their study was not
significant. Jackson et al (2008) found that time spent playing games was a
negative predictor of academic performance and that those who
played video games more often had poorer grades than those who played less
A study conducted by Wood, et.al, (2007) included open-ended questions
that encouraged participants to report different feelings about playing video
games. Some of the negative consequences indirectly related to school
performance, in that participants reported often missing lectures, skipping
homework, etc. They also found that these consequences were more likely to
impact males, because males play more often and were more likely to report
losing track of the time while playing.
Gaming Frequency, Time and Types of Gamer
The gaming frequency and the amount of time spent on playing video games
have been studied for years frequently in association with gaming addiction (King
2012; Ko et al. 2009), psychological constructs (e.g., selfconcept clarity, selfcontrol, and flow) (Khang et al. 2013; Lee et al. 2012), negative consequences
(e.g., missing school work) (Hellström et al. 2012), and even academic
performance or learning outcome (Furió et al. 2013; Ip et al. 2008).
According to Ip et al. (2008) he stated that frequent gamers, who spend
more than 2 hours per day playing video games, performed less well than
infrequent gamers. Hellström et al. (2012) examined the relationship between
gaming time, motives to play, and negative consequences because of playing
massively multiplayer online role-playing games (MMORPGs). They recruited
7,757 Swedish adolescents and had them completed a questionnaire and found
that time spent on gaming was related to negative consequences, e.g., “less sleep
due to gaming.” Ventura et al. (2012) constructed an online survey with 252
undergraduate students and a positive indication was found between video
gameplay and academic performance. That is, students who spent 11-50 hours
playing video games had significantly higher GPAs than students who spent 010 hours playing video games.
Types of gamers are associated with the frequency and amount of time a
player has spent on playing video games. However, the segmentation between
types of gamers has not been significantly, rigorously studied. Two types of
gamers, casual and hardcore gamers, have been growing rapidly in recent years.
Kuittinen et al. (2007) discussed the characteristics and differences between
casual and hardcore gamers. For example, hardcore gamers play extremely
competitive games and require a much higher degree of involvement
than casual gamers.
Cummings and Vandewater (2007) found that only 534 (36%) played video
games, and that these individuals played an average of only 1 hour per weekday
and 1.5 hours per weekend day. On the other hand, another study was
conducted by Aliliran et al (2014) he stated on his study that out of 34 students,
12 of them spent 1-3 hours the most a day.
In the study conducted by Wood, Gupta, Devevensky & Griffiths (2004),
online gaming can be addictive. The researcher has tended to concentrate on
negative aspects, such as excessive play and addiction. Instead of spending their
hours on studying and doing their homework, children spend their time on
playing computer games.
The results of a survey show that 90% of children aged 9-13 years perform video
games. 43% of children do the games less than one hour and 27% as 2-6 hours
every day (Cited in Jensen 2005/2001). Gunter (1997,2008) states that children
at age 6-11 and 12-17 years have the highest number of players.
Academic Performance
According to Rehbein, et.al, (2010) they found a direct correlation between
increased truancy and video game dependency in their study of 15,168 German
9th graders. This finding is important, because researchers such as Yakovlev
and Kinney (2008) have found correlations between attendance and school
marks. Yakovlev and Kinney reported an overall course grade reduction of 0.9
points for every class missed. More literature exists on the relationship between
video gaming and final marks. Jaruratanasirikul, et.al, (2009) found that two
hours of gaming per day correlated with a Grading Period Average of below 3.00
in 1,492 high school students in Thailand.
Researchers have also found negative correlations between video gaming
and other types of school-related behaviours. Anand (2007) reported that video
game addicts are laggard in school assignments and fall asleep in class. Gentile,
et.al, (2004) found that gaming creates time conflicts that lessen the hours that
gamers devote to homework. Of 534 (10-19-year-old) gamers in Cummings and
Vandewater’s (2007) study, 425 boys spent an average of 30% less time reading
for every hour that they played video games on weekdays, and 109 girls spent an
average of 34% less time doing homework for every hour that they played video
games on weekdays.
In their study of 13,960 US high school students, Bowers and Berland
(2013) found positive correlations between 1-2 hours of daily gaming and
mathematics and reading skills. Wittwer and Senkbeil (2008) also found positive
correlations between “smart” gaming and mathematics skills in their study of
4,660 German 15-year-olds. Gamers develop problem-solving skills and complex
thought processes (De Aguilera & Mendiz, 2003) that apply to academic work.
Conceptual Framework
INDEPENDENT VARIABLE
Demographic profiles of the respondents
in terms of:
DEPENDENT VARIABLE
1.1 Frequency of playing online games
1.2 Average time span of EFFECTS OF playing online games
ONLINE
GAMING
TOWARDS THE
ACADEMIC
PERFORMANCE
1.3 Length of period of playing
online games
Online games affect the
academic performance of the students in relation with:
2.1 Trends of grades for past 1st
OF SELECTED
GRADE 12 GAS
AND ABM and 2nd grading period
STUDENTS OF
MARINDUQUE
MIDWEST
2.2 Number of hours spent in
studying
2.3 Frequency of absences in
COLLEGE class
Advantage and Disadvantage of Online
Gaming
Figure 1. Conceptual Paradigm
The study focused on the effects of online gaming towards the academic
performance of selected grade 12 GAS students of Marinduque Midwest College.
A Conceptual Framework is used in order for the researcher to clarify some
concepts regarding on the frequency, average time and length of playing online
games relates on the academic performances in relation to the attendance, grade
and class participation. Based on the conceptual paradigm, the independent
variables affect the academic performances of the students.
Definition of Terms
Academic Performance. Is measured by taking written and oral tests,
performing presentations, turning in homework and participating in class
activities and discussions. Teachers evaluate in the form of letter or number
grades and side notes, to describe how well a student has done.
Advantage. A benefit or gain.
Computer Game. Refers to a video game played on a computer, rather than on
a video game console or arcade machine.
Disadvantage. Something that makes a situation worse or that makes
somebody or something less effective or desirable.
Gamers. A person who plays a game, especially a role playing game or computer
game.
Impact. The powerful or dramatic effect that something or somebody has.
Internet. An electronic communication network that connects computer
network and organizational computer facilities around the world.
Online game. Game that can be run from an internet browser and requires the
internet connection.
Technology. Refers as a purposeful application of knowledge, skills and
experiences in using resources to create products or systems to meet human
needs.
CHAPTER 3
METHODOLOGY
This chapter presents the research design, research locale, population and
sample, research instrument, data gathering procedures and statistical
treatment of data utilized by the researchers to collect and analyze the necessary
data in the course of the research study. The most appropriate method was used
to enable the researchers to come up with the accurate and needed information.
Research Design
Researchers used the qualitative, descriptive and correlational design under
quantitative method of research to determine the effects and relationship
between playing online games to the academic performance of Grade 12 GAS
students of Marinduque Midwest College.
According to Simon and Goes (2011) correlational researcher investigates one or
more characteristics of a group to discover the extent to which the characteristics
vary together. Descriptive and correlational studies examine variables in their
natural environments and do not include researcher-imposed treatments. Best
and Khan (2003), discussed that descriptive method of research is designed to
gather information about present existing conditions. This method is applicable
in the study because it helps the researcher come up with definite fact
information relevant to this study.
Variables and Measures
Table 1. Variables and Measures
Variables
Measures
Demographic Profile of the
Age
Respondents
Gender
Track
Gamer Type
Online games commonly played
How often do you play online
games?
How many days of the week do
you play online games?
On average, how many hours
you play online games per day?
How does playing games affect the
academic performance of the students
in terms of:
What was your recent grading
period average?
How many hours do you spend
on studying?
Absences in class
What are the advantages and
disadvantages of playing online games
to the academic performance of the
students?
Formulate strategies and
develop multi tasking
Enhance creativity
Enhance critical thinking
Improves technological abilities
Enhance problem solving and
logic
Formulates hand and eye
coordination
Sharpen the mind (brain
challenges)
Enhance cooperation in a team
Enhance decision making
Learns to manage resources
that are limited
Skip class to play online games
Skip sleep to play online games
Skip meals to play online games
Late in class because of playing
online games
Feel sleepy in class
Missed any deadlines of
homework
Missed any deadlines of projects
Received low grades
Missed school
Play online games during class
Sampling Design
The researchers used purposive sampling in choosing the respondents.
According to Patton (2002) Purposive sampling is a technique widely used in
qualitative research for the identification and selection of information-rich cases
for the most effective use of limited resources. (Cresswell & Plano Clark,
2011) This involves identifying and selecting individuals or groups of individuals
that are especially knowledgeable about or experienced with a phenomenon of
interest. Since the study focuses on the effects of online gaming towards the
academic performance of grade 12 GAS students of Marinduque Midwest
College, through the use of purposive sampling technique the researchers
carefully identify and select the respondents of the study, since it only focuses
to the students who are inclined in online gaming.
Research Respondents/Population
The target population for this study are the Grade 12 GAS students of
Marinduque Midwest College who are playing online games. Since, the study only
focuses to the students who are inclined in online gaming, a total of thirty three
(29) Grade 12 GAS students are the respondents of the said study.
Research Locale
This study was conducted in Marinduque Midwest College at Dili, Gasan,
Marinduque located in the Municipality of Gasan the third class municipality in
province of Marinduque, Region IV-B (MIMAROPA) Philippines.
Since, the researchers are students in the said school, wherein they observed
the extreme effects of online gaming. Due to curiosity, the researchers conduct
this study to determine the effects of online gaming towards academic
performance of the Grade 12 GAS students in Marinduque Midwest College.
Figure 2. Location of Marinduque Midwest College
Research Instrument
According to Garcia, in this part, the researcher explains the details and
methods used in data gathering which is needed and used in order to solve the
problems stated in the study.
The researchers used questionnaires as an instrument to gathered data.
The questionnaires consist of items that determined the effects of online games
to the academic performance of the students. Close ended questions was
included in the questionnaires. The questioning methods are in checklist form.
According to Fluid Surveys (2013) questions that are closed-ended are conclusive
in nature as they are designed to create data that is easily quantifiable. The fact
that questions of this type are easy to code makes them particularly useful when
trying to prove the statistical significance of a survey’s results. Furthermore, the
information gained by closed-ended questions allows researchers to categorize
respondents into groups based on the options they have selected. To gather more
accurate information, respondents are carefully guided in answering such
questionnaires. The questionnaire that asked to the students consisted of three
different sections: Part 1-Demographic Profile; Part 2- Disadvantages of Online
Games to the Academic Performance; Part 3- Advantages of Online Games to the
Academic Performance.
The researchers also used a Likert Scale to measure the frequency and
attitudes of the respondents to the extent to which they agree or disagree with a
particular question or statement.
Likert Scale is a universal method of collecting data, which means it is
easy to understand them. Furthermore, because Likert Scale questions are use
a scale, people are not forced to express an either-or opinion, rather allowing
them to be neutral should they so choose. Once all responses have been received,
it is very easy to analyse them.
Likert Scale
Part II
Table 2. Range and Verbal Description for the Negative Effects of Online Game
Range
Verbal Description
Scale
1.0 – 1.5
Never
1
1.6 – 2.5
Sometimes
2
2.6 – 3.5
Often
3
3.6 – 4.5
Very Often
4
4.6 – 5.5
All the Time
5
Part III
Table 3. Range and Verbal Description for the Positive Effects of Online Game
Range
Verbal Description
Scale
1.0 – 1.5
Strongly Disagree
1
1.6 – 2.5
Agree
2
2.6 – 3.5
Neither Agree nor
3
3.6 – 4.5
Disagree
4
4.6 – 5.5
Disagree
5
Strongly Agree
Data Collection
In collecting the data, the researchers distributed the questionnaires to the
respondents. They discussed the contents of the questionnaires to the
respondents before answering. In distributing the questionnaires, they use the
allotted time so that class discussion will not be disturbed. The students were
given enough time in answering the questionnaires. The questionnaires used in
data collection were based on the previous studies, published and unpublished
thesis, articles and etc. which are relevant to the present study.
Data Gathering Procedure
Identification of
Respondents
Identification of
sample size to
the total
population of
the respondents
Preparation of
Questionnaires
to be
administered
Requesting
Permission to
conduct
research from
the Principal
Retrieval of
request letter
Distribution of
Survey
Questionnaire to
the Respondents
Collecting of
Questionnaire
from the
Respondents
Tabulation and
tally of the
gathered data
Computation
and
Interpretation of
the gathered
data
Result and
Discussion
Figure 3. Data Gathering Procedure
Ethical Considerations
The participants were selected based on the researcher's judgement. This
was due to the potentially invasive nature of the research design and the
explorative characteristics of the research study. The participants were informed
about the study in great detail before asking for their consent to take part. The
consent letter was included in the questionnaires be distributed. Aims and
objectives of the study, together with details about the data collection process
were explained to the participants. The participants were informed that they
could withdraw from the study at any time without questions being asked. The
researchers will treated as confidential as the answers of the respondents and
used only for academic purposes. All data collected was presented anonymously
by replacing the participants' names with ascending code numbers in the order
of the initial interviews.
Statistical Treatment of Data
The researchers will be using statistical treatment to determine the frequency
distribution and percentage.
Percentages were used by the researcher to covert the numerical data gathered
from the questionnaire. The descriptive statistic used frequency and percentage.
These things would be explained further in the following:
a.
Frequency – pertains to the number of respondents that have same answer
in a specific question.
b.
Percentage – used to determine the ratio of respondents that have the same
answers with general number of respondents.
The following statistical components will use are as follows:
Formula:
a. P= F/N x 100 where:
P = stands for percentage (%)
F = number of respondents that answered the question
N = total number of respondents
Weighted Mean
The researcher used weighted mean as statistical treatment to determine
the extent of perception of respondents to the statements in the questionnaire.
A. WM= 5f+4f+3f+2f+f
N
B. WV= F(N)
C. WM= Total weighted mean
Total frequency of respondents
Where:
WM = Weighted mean
WV = Weighted value
Pearson Correlation Coefficient
The researchers used the Pearson correlation coefficient to test the correlation
between playing online games and academic performance. Pearson’s correlation
coefficient is the test statistics that measures the statistical relationship, or
association, between two continuous variables. It is known as the best method
of measuring the association between variables of
interest because it is based on the method of covariance.
Table 4. Numerical Rating and Verbal Interpretation for Pearson Correlation
Coefficient
Numerical Rating
Verbal Interpretation
0-0.20
No Relation
0.21-0.40
Slight
0.41-0.70
Moderate
0.71-0.90
High
0.91-0.99
Very High
1
Perfect
CHAPTER 4
RESULTS AND DISCUSSIONS
This chapter presents, analyzes and interprets the data gathered in the
study to answer the problems raised in the previous chapter. This study utilized
the tabular and textual modes of presentation. The research problems
enumerated in Chapter 1 serve as the guide for the presentation, analysis and
interpretation of data.
1. Profile of the Respondents
The study included several profile variables to gain the information about the
respondents of the study. These were presented in the following figures.
3% 0%
16years old
17years old18 years old
45%
52%
19 and above
Figure 4. Age of Respondents (n=29)
As shown in the graph, it revealed that majority of the respondents (52%)
identified themselves as 17 years old, (45%) said that they are 18 years old, (3%)
answered that they are 19 and above and no respondent answered 16
years old.
34%
Female
Male
66%
Figure 5. Gender of Respondents (n=29)
The graph shows that twenty one (66%) of the respondents are male and
twelve (34%) of the respondents are female.
7%
Casual
21%
Hardcore
72%
Prefer not to
answer
Figure 6. Gamer Type (n=29)
The graph shows that 72% of the respondents are casual gamer, 21% said
that they are hardcore gamer. The least 7% prefer not to answer the question.
Defense Of The
8%
14%
Ancient
27%
League of Legends
Mobile Legends
5%
30%
16%
Clash of Clans
Special Force
Figure 7. Online games commonly played (n=29)
As shown in the graph, it revealed the top three commonly played by the
respondents were Clash of Clans (COC) which is 30%, 27% of the respondents
played Defense of the Ancient (DOTA) and lastly, 16% of the respondents played
Mobile Legends.
2. Sessions a gamer spends on playing online games
16
14
12
10
8
Frequency
6
Percentage
4
2
0
21%
Always
10%
Often
48%
Sometimes
21%
0%
Rarely
Never
0%
Prefer not
to answer
Figure 8. Often you play online games (n=29)
As shown in the graph, it reveals that majority (48%) of the respondents
answered they sometimes play online games, 21% answered that they play online
games always same to those who play online games rarely, 10% answered that
they often play online games while no respondent answered never and prefer not
to answer the question.
16
14
12
10
8
Frequency
6
Percentage
4
2
28%
52%
14%
7%
0%
0
Less than 1 2-3 hours
hour
4-5 hours
6 or more
hours
Prefer not
to answer
Figure 9. Hours you play online games per day (n=29) The graph
shows that 52% respondents play online games 2-3 hours per day, 28%
answered that they play less than 1 hour, 14% answered they play 45 hours, 7%
answered they play for about 6 hours and up while no respondents answered
prefer not to answer the question.
16
14
12
10
8
Frequency
6
Percentage
4
2
10%
52%
21%
2-3 days
4-5 days
17%
0%
0
1
6-7 days Prefer not
to answer
Figure 10. Days in the week you play online games (n=29) The
graph shows that 52% of the respondents play online games for 2-3 days per
week, 21% of the respondents play online games for 4-5 days, while 17% of the
respondents play for 6-7 days, 10% of the respondents play for 1 day and no
respondents check the choice which is prefer not to answer.
3. Effects of Online Gaming to the Academic Performance
12
10
8
6
Frequency
4
Percentage
2
34%
28%
14%
21%
3%
0
Less than 1 2-3 hours 4-5 hours 6 or more Prefer not
hour
hours
to answer
Figure 11. Hours spend on studying (n=29)
As shown in the graph, it reveals that majority (34%) of the respondents
answered they study for less than 1 hour, 28% answered that they study for
about 2-3 hours, 21% answered that they study for about 6 or more hours, 14%
answered that they study for about 4-5 hours and 3% of the respondents prefer
not to answer the question.
16
14
12
10
8
Frequency
6
Percentage
4
2
17%
48%
24%
3%
90 and
above
89-85
84-80
79-75
0%
7%
0
74 belowPrefer not
to answer
Figure 12. Recent grading period average (n=29)
As shown in the graph, it reveals that majority (48%) of the respondents
has received 85-89 GPA, 24% of the respondents answered that they received
80-84 GPA, 17% of the respondents answered that they received 90 and above
GPA, 7% of the respondents prefer not to answer the question, 3% of the
respondents answered that they received 75-79 GPA and no respondents
answered 74 below.
20
18
16
14
12
10
Frequency
8
Percentage
6
4
2
62%
28%
7%
0%
3%
0
Never
Sometimes
Often
Very OftenAll the time
Figure 13. Often you missed school for online games (n=29)
As shown in the graph, 62% of the respondents answered that they never
missed school for playing online games, 28% of the respondents answered they
sometimes missed school for playing online games, 7% said that they often
missed school, 3% of the respondents said that they missed school all the time
for playing online games and no respondents answered very often.
4. Disadvantage and Advantage of Playing Online Games
Table 5. Disadvantages of Playing Online Games
1
WV
2
WV 3 WV
4 WV 5 WV
Skip
Sleep
Skip Meal
Skip Class
Late in
class
Feel
sleepy in
class
Missed
any
deadlines
of
homework
Missed
any
deadlines
of
projects
Received
low grades
Missed
school
Play
during
class
breaks
Total
Total
10
11
21
0.34
0.38
0.72
10
10
6
0.69
0.69
0.41
7
5
1
0.72
0.52
0.10
1
3
1
0.14
0.41
0.14
1
0
0
0.17
0.00
0.00
2.07
2.00
1.38
16
0.55
7
0.48
4
0.41
0
0.00
2
0.34
1.79
5
0.17
15
1.03
2
0.21
4
0.55
3
0.52
2.48
11
0.38
13
0.90
3
0.31
0
0.00
2
0.34
1.93
14
0.48
12
0.83
1
0.10
1
0.14
1
0.17
1.72
17
0.59
8
0.55
3
0.31
0
0.00
1
0.17
1.62
18
0.62
8
0.55
2
0.21
0
0.00
1
0.17
1.55
5
0.17
18
1.24
3
0.31
1
0.14
2
0.34
2.21
=18.76
TOTAL WEIGHTED MEAN: 1.88 “SOMETIMES”
Legend:
Range ( weighted mean range)
1.0– 1.5
Sometimes 2.6 – 3.5
Very Often 4.6 – 5.5
Adjectival Equivalent
Never 1.6 – 2.5
Often 3.6 – 4.5
All the time
As a whole, the table reveals that the respondents “Sometimes”
experienced the following negative effects of playing online games to the academic
performance as evidenced by the total weighted mean of 1.88.
Taken singly, it shows that the respondents have “Sometimes”, skip sleep
(x = 1.9), skip meal (x = 2.0), late in class (x = 1.8), feel sleepy (x = 2.3), missed
any deadlines of homework (x = 1.9), missed any deadlines of projects (x = 1.7),
play during class (x = 2.2), received low grades (x = 1.6), and missed school (x =
1.6). It further shows that the respondents “Never”, skip class (x = 1.4),
Table 6. Advantages of Playing Online Games
Formulate
strategies
and develop
multitasking
skills
Enhance
creativity
Enhance
critical
thinking
Improves
technological
activities
Enhance
problem
solving and
logic
Formulates
hand and eye
coordination
Sharpen the
mind (brain
challenge)
Enhance
cooperation
in a team
Enhance
decision
making
Learns to
manage
resources
that are
limited
Total
1
WV
2
WV
3
WV
4
WV
5
WV
Total
0
0.00
1
0.07
4
0.41
10
1.38
14
2.41
4.28
1
0.03
0
0.00
4
0.41
15
2.07
9
1.55
4.07
1
0.03
1
0.07
6
0.62
7
0.97
14
2.41
4.10
0
0.00
1
0.07
3
0.31
13
1.79
12
2.07
4.24
0
0.00
1
0.07
13
1.34
3
0.41
12
2.07
3.90
0
0.00
3
0.21
6
0.62
9
1.24
11
1.90
3.97
0
0.00
1
0.07
10
1.03
5
0.69
13
2.24
4.03
1
0.03
3
0.21
3
0.31
10
1.38
12
2.07
4.00
0
0.00
1
0.07
8
0.83
10
1.38
10
1.72
4.00
0
0.00
1
0.07
10
1.03
5
0.69
13
2.24
4.03
=40.62
TOTAL WEIGHTED MEAN: 4.06
“AGREE”
Legend:
Range ( weighted mean range)
Adjectival Equivalent
1.0– 1.5
Strongly Disagree 1.6 – 2.5
Neither Agree nor
Agree 4.6 – 5.5
Disagree 2.6 – 3.5
Disagree 3.6 – 4.5
Strongly Agree
As a whole, the table reveals that the respondents “Agree” to the following
positive effects of playing online games to the academic performance as evidenced
by the total weighted mean of 4.06.
Taken singly, it shows that the respondents have “Agree”, that playing
online games formulate strategies and develop multi-tasking skills (x = 4.3),
improves technological activities (x = 4.2), enhance critical thinking (x = 4.1),
enhance creativity (x = 4.1), enhance cooperation in a team (x = 4.0), formulates
hand and eye coordination (x = 4.0), sharpen the mind (brain challenge) (x = 4.0).
It further shows that the respondents “Agree”, that playing online games learns
to manage resources that are limited (x = 4.0), enhance decision making (x = 4.0),
and enhance problem solving and logic (x = 3.9).
5. Relationship Between Online Gaming and Academic Performance
Table 7. Relationship of Frequency of Playing Online Games to Academic
Performance
Academic Performance
Computed Pearson-R
Verbal Interpretation
Recent GPA
-0.22
Slight
Hours Spend on
0.13
No Relation
Absences in Class
0.57
Moderate
Weighted Average
0.30
Slight
Studying
In this table, Pearson Correlation Coefficient r was used to determine the
significant relationships between the frequency of playing online games to
academic performance of the respondents. It could be seen in the table 7 that
the computed r for the significant relationship between academic performance
and frequency of playing is 0.30 in which there is a slight correlation. Therefore,
the null hypothesis that there is no significant relationship between playing
online gaming to academic performance of the students will be accepted. It
means that academic performance and frequency of playing online games of the
respondent is not significantly related.
Table 8. Relationship of Average Time Span of Playing Online Games to
Academic Performance
Academic Performance
Computed Pearson-R
Verbal Interpretation
Recent GPA
-0.21
Slight
Hours Spend on
0.29
Slight
0.52
Moderate
0.34
Slight
Studying
Absences in Class
Weighted Average
In this table, Pearson Correlation Coefficient r was used to determine the
significant relationships between the average time span of playing online games
to academic performance of the respondents. It could be seen in the table 8 that
the computed r for the significant relationship between academic performance
and average time span of playing is 0.34 in which there is a slight correlation.
Therefore, the null hypothesis that there is no significant relationship between
playing online gaming to academic performance of the students will be accepted.
It means that academic performance and average time span of playing online
games of the respondent is not significantly related.
Table 9. Relationship of Length of Period of Playing Online Games to
Academic Performance
Academic Performance
Computed Pearson-R
Verbal Interpretation
Recent GPA
-0.07
No Relation
Hours Spend on
0.14
No Relation
Absences in Class
0.53
Moderate
Weighted Average
0.25
Slight
Studying
In this table, Pearson Correlation Coefficient r was used to determine the
significant relationships between the length of period of playing online games to
academic performance of the respondents. It could be seen in the table 9 that
the computed r for the significant relationship between academic performance
and length of period of playing is 0.25 in which there is a slight correlation.
Therefore, the null hypothesis that there is no significant relationship between
playing online gaming to academic performance of the students will be accepted.
It means that academic performance and the length of playing online games of
the respondent is not significantly related.
CHAPTER 5
SUMMARY, SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATION
This chapter summarizes the whole research process. A brief summary of
the whole study is given. It also provides a summary of the main findings of the
study, conclusions of the study, recommendations and suggestions for further
research.
Summary
This study was conducted to determine the effects of online gaming
towards the academic performance of selected Grade 12, General Academic
StranD students of Marinduque Midwest College. The researchers used
correlational design under quantitative method of research to determine the
relationship between playing online games to the academic performance of the
students. Purposive Sampling Technique used to select the respondents of the
study since it only focuses to the students who are inclined in online gaming, a
total of twenty nine (29) Grade 12 GAS students are the respondents of the said
study. Researchers used questionnaires as an instrument to gathered necessary
data for this study. Frequency, percentage, weighted mean and Pearson
correlational coefficient were used to analyze and interpret the data gathered.
Summary of Findings
The study was conducted to determine the effects of online gaming towards
academic performance of the selected students and its relationship.
After the data were tabulated, analyzed and interpreted the following
findings emerged.
1. Demographic profiles of the respondents in terms of:
1.1
Age. The research had a total respondent of 29. Majority of
the respondents (52%) ages 17 and the least (3%) ages 19 and above.
1.2
Gender. Out of 29 respondents, majority of the respondents
(66%) are male and the least 34% are female.
1.3
Gamer Type. Majority of the respondents (72%) identified
themselves as a casual gamer the least (21%) said that they are hardcore
gamer.
1.4
Online games commonly played. Out of six games, the top
three most played online games of the respondents are Clash of Clans
(30%), Defense of the Ancient (27%) and lastly Mobile Legends (16%).
2. Sessions a gamer spends on playing online games in terms of:
2.1
Frequency of playing online games. Majority (48%) of the
respondents answered they sometimes play online games, 21% answered
that they play online games always same to those who play online games
rarely and the least 10% answered that they often play online games.
2.2
Average time span of playing online games. Majority of the
respondents (52%) played online games for about 2-3 hours per day and
the least (7%) answered that they play for about more than 6 hours.
2.3
Length of period of playing online games. Majority of the
respondents (52%) play online games for 2-3 days per week and the least
(10%) play for 1 day only.
3. How does playing games affect the academic performance of the
students in relation with:
3.1 Trends of grades for past 1st and 2nd grading period. It reveals
that majority (48%) of the respondents has received 85-89 GPA and the least
(3%) respondents received 75-79 grading period average.
3.2 Number of hours spent in studying. It reveals that majority (34%) of
the respondents answered they study for less than 1 hour and the least (14%)
answered that they study for about 4-5 hours.
3.3 Frequency of absences in class. Majority (62%) of the respondents
answered that they never missed school for playing online games and the least
(3%) of the respondents said that they missed school all the time for playing
online games.
4. What are the advantages and disadvantages of playing online games to
the academic performance of the students?
As a whole it revealed that the respondents are “Agree” on the advantages of
playing online game by the total weighted mean of 4.06. “Improves technological
activities and formulate strategies and develop multitasking skills” are the two
major advantages of online gaming.
On the other hand, it revealed that the respondents have “Sometimes”
experienced the disadvantages of playing online games by the total weighted
mean of 1.88. “Feel sleepy and play during class” are the two major
disadvantages of online gaming.
5. Is there significant relationship between playing online games and
academic performance of students?
Pearson Correlation Coefficient r was used to determine the significant
relationships between the frequency, average time span and length of playing
online games to academic performance of the respondents. It shows that the
computed r for the significant relationship between academic performance and
frequency of playing is 0.30, average time span of playing is 0.34 and length of
period of playing is 0.25 in which there is a slight correlation. Therefore, the null
hypothesis that there is no significant relationship between playing online
gaming to academic performance of the students will be accepted. It means that
academic performance and frequency, average time span, length of playing
online games of the respondent are not significantly related.
Conclusion
Based on the above-mentioned findings, the researchers conclude that majority
of the respondents who usually play online gamings are males ages 17. Most of
them identified themselves as casual gamer and the online games they commonly
played are Clash of Clans, Defense of the Ancient and Mobile Legends. Most of
the respondents play online games for about two to three hours per day and two
to three days per week. With their academic performance, majority of them
received a grading period average of 85-89, they usually spend less than 1 hour
in studying and almost of them never missed school to play online games.
Although there is a relationship between online gaming and academic
performance still it is very low and it cannot be supported. Thus, the hypothesis
is accepted that there is no significant relationship between playing online games
to the academic performance of students.
Recommendation
Based on the findings and conclusions, the researchers hereby present the
following recommendations:
1.
The researcher recommend for follow-up research could include the
Psychological and
Sociological Effects of Online Gaming to Academic
Performance, Addiction and Excessive Gaming.
2.
To the Future researchers they should also include a larger sample size
not limited to only GAS students from one particular school/section.
3.
To the students they should know their limitation and consequences that
they might get from too much playing online games. They should priority first
important things (e.g. doing home works & household chores) they need to do
before playing.
4.
The students should step away playing online games time to time. Sitting
for long periods of time to play a game is unhealthy. Online gaming should be
done for fun, not for an unhealthy obsessive reason.