Research Instrument

A survey was developed containing three sections of closed response (e.g

yes/no and Likert-type scaling) and open-responsive items. Section 1 of the
instrument asked respondents to provide demographic information (e.g name,
course, age, sex). Section 2 invited students to provide academic information (GWA,
number of hours spent studying, extracurricular activities). Section 3 asked about
computer and Internet usage (number of hours spent in the internet for social
network sites, and number of hours spent in the internet for computer games, social
network sites they visit, type of computer games they play). The fourth section
solicited information related to students perceptions of the impact of social network
sites on their own academic achievement. The fifth section gathered information on
the students perceptions on the impact of online games to their own academic
achievement. The test was administered for 10 minutes. We also interviewed the
respondents as to specific questions in the survey.

Research Instrument Validation

Validity

evidence

for

the

instrument

was

provided

by

reviewing

the

questionnaire for the following: (1) Clarity in wording, (2) relevance of the items, (3)
use of standard English, (4) absence of biased words and phrases, (5) formatting of
items, and (6) clarity of the instructions (Fowler, 2002). The team members used
these guidelines to review the instrument. Based on their comments, the instrument
was revised prior to administration.

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Research Locale

The study will be conducted at RTRMF Tacloban City, with its concern on 2 nd
year BS Nursing students.

Respondent

Sixty students from the different section of 2 nd year BS Nursing enrolled at

RTRMF during 1st semester AY 2011-2012 will be the respondents of the study. These
respondents are composed of various individuals who differ in age, sex, preferences,
social status and the likes will be randomly chosen from the sections comprising the
2nd year level.

Data Gathering Procedure

Respondents were recruited by visiting classes and asking for volunteers to
complete surveys in the 2nd semester of 2011-2012. Permission from instructors was
obtained prior to visiting the classes. The sampling method began as a convenience
sample, which eventually developed into snowball sampling as students began
referring their friends who were willing to be respondents of the study. A script to
introduce the study, explain the consent process and recruit respondents was
followed. A description of the instructions was also included at the top of the study,
as well as an introduction of the group. The survey took approximately 15-20

22

minutes to complete. Students completed and returned the survey at the time of
recruitment.

Statistical Analysis

Data analysis was both quantitative and qualitative. Quantitative data

(means, standard deviations, frequencies, percentages) were analyzed. Aside from
basic descriptive analyses, the main analytic technique implemented was an
analysis of variance (ANOVA) which was used to examine the relationship between
use of social networking sites and online gaming to academic performance.

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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Demographic Profile

Table 1.1 Distribution of Respondents by Sex

Sex

Frequency

Percentage

Male

12

20%

Female

48

80%

TOTAL

60

100%

The results in Table 1.1 shows the distribution of sex of the respondents. Results
show that among the 60 respondents, 80% are female, while the remaining 20% are
male. The disparity in the equal distribution of gender can have an effect on the
results of the study.
Table 1.2 Distribution of Respondents by Age
Age

Frequency

Percentage

16-17

15

25%

18-19

33

55%

20-above

12

20%

TOTAL

60

100
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Shown in Table 1.2 is the Distribution of Respondents by Age. Since the respondents
came from a class of 2nd year nursing students, another way to describe them would
be to group them by age. Based on the results, majority of our respondents are
aged from 18-19, followed by 20-above age group. The mean and mode age is 18.

II

Academic Information

Table 2 :GWA for 1st Semester of the Respondents

GWA

Frequency

Percentage

1.6-2.0

15%

2.1-2.5

27

45%

2.6-3.0

24

40%

TOTAL

60

100%

One of the variables of the study was the academic performance of the
students. This is a constant factor that will be the basis of determining if their
gaming and social networking pattern has an impact on their grades. For purposes
of this research, we shall use the General Weighted Average for 1 st semester of our
respondents. The highest GWA is 1.96, while the lowest is 2.89. The mean GWA of
our respondents is 2.380.

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The results show that 45% of our respondents GWA fall within the 2.1 to
2.5 range. The other 40% belonged to the 2.6 to 3.0 range, while the remaining
15% form part of the 1.6-2.0 range.
It should be stressed however that there could be other factors which
could have affected the GWA of the students which includes study habits, the
technicality of the course, pressures from family/peer and others.
Figure 1: How many hours do you spend studying in a day?

Figure 1: Hours Spent Studying in a Day

1 hour and below

2-4 hours
5-beyond

As part of the academic information of the respondents, we asked as to

how long they study in a day. Majority of them 58% said they spend 2-4 hours of
study in a day while 42% said consume 1 hour of study. None of them respond that
they study 5 hours and beyond.

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Figure 2: Extra-curricular activities involvement

18
16
14
12
10
8
6
4
2
0
Theater Arts

Literature

Sports

Club

None

The research also inquired on extra-curricular activities the respondents were

involved in. Results are presented in Figure 2. The majority of the are involved in
sports, followed by literature, club and theatre arts. Only 10% claim not to be
involved in any extra-curricular activities. Those belonging to this group said they
felt pressured by their lessons thus they need to focus on their studies. The others
said playing online games is the only thing that takes up their time when they are
not studying.
We talked to those who are involved in extra-curricular activities and they
said that it is important for them to have a life outside social networking sites so
they can update their status with whatever it is that is happening in their daily lives.

III

Assessment of the Gaming Behaviour

Table 3.1 Time Spent on Online Gaming (per day) of the Respondents
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Time

Spent

on

Frequency

Percentage

1 minute-1 hour

44

73%

2-5 hours

11

18%

5-9 hours

8%

10 hours-beyond

TOTAL

60

100%

Online Gaming

In order to establish the pattern of online gaming behaviour, we asked the

respondents how long do they usually engage in online gaming on a daily basis.
Results of the study showed that 73% said that they spend up to an hour of online
gaming daily, while 18% claimed that they can go from 2-5 hours of online playing
each day. Notably, 8% are heavy online gamers.
However, it is essential to note that the said figure is only a modest
estimate of their game time in a day. Some students said they play up to 8 hours
especially on a weekend. But on weekdays, they only devote 1-2 hours to play.
Among those who said they play 5-9 hours, they said that they only play
at night-time but they still attend their classes. Those who were engaged in online
games were observed to be thrill seekers. They play computer games because they
are after the friendly competition they have with their peers, and the challenge and
excitement of winning.
However, there were some who claimed they have moved out of their
heavy online gaming habit. One of them said I was into heavy gaming in high
school but when I entered college my priorities changed. My course (BS Nursing) is

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a demanding course that requires lots of time to study and attend to school
requirements.

Table 3.2 Type of Computer Games Played

Type of Computer
Games Played

Frequency

Percentage

Facebook Games

29

48%

MMORPG

6.67%

First-person shooter
games

13%

Adult/gambling/erot
ic games

Puzzle/strategy
games

10

16.67%

Racing/stimulation
games

5%

*Facebook games &

MMORPG

6.67%

*Facebook
games,MMORPG &
shooter games

3%

TOTAL

60

100%

Playing online gaming is a widely-used leisure activity by students,

male and female alike. We wanted to determine what type of online games our
respondents are addicted to and how certain students perceive each game genre.
As shown in Table 2.2, majority of the respondents are into Facebook
games. The social networking sites known as Facebook features more than a way to

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connect with friends-it is also known for a myriad of activities and Facebook games
for various age groups. It offers simulation games, card games and board games.
Cityville and Farmville, are the most popular Facebook games. These features a
wide array of virtual world application, similar to simulation games. Users are into
these games due to great graphics and a low yearning curve. The results show that
48% of the population are engaged in Facebook games.
A female respondent said although she does not play Farmville for an
hour or more, she visits her farm multiple times daily. She said she like the game
because it puts her in a virtual world she can brag and compare with her friends.
Puzzle/strategy games make up for 16.67% of our respondents. The
most common one are online Sudoku and Tetris. These type of games stimulate the
mind by presenting challenges and puzzles to the player. Students dig this game
type because it keeps the mind active and alert. Others claim these games are
relaxing and soothing.
First-person shooter games are also popular among our respondents,
as 13% of them are into this genre. The most common shooter games are
Counterstrike, Special Force and Call of Duty. Respondents say they prefer shooter
games because they are easy to understand and to play. It gives them a high
entertainment value.
Five percent of the population prefer racing games respectively. Racing
games are those in which a player partake in a racing competition with any type of
land, air or sea vehicles. One of the most common racing game is Gran Turismo.

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The remaining 6.67% are into MMORPG. This is another genre of

computer game, where the players role play animated characters while interacting
with many other users online simultaneously. The World of Warcraft (WOW) is one of
the more famous MMORPG games due to its widespread popularity. One of the
respondents said, Many people perceive it as an addicting game which leads to
lack of sleep and poor health. For me, playing Warcraft gives me greater enjoyment
and sense of reward from the game.
An interesting response came out of the survey and thus we were
forced to make two additional categories. 6.67 percent of the population said they
play both Facebook games and MMORPG while 3% play Facebook games, MMORPG
and shooter games altogether.
In summary, majority of the respondents are average online gamers who
prefer Facebook games. They log-in to their Facebook account both to check their
status updates and play games. One respondent says she only spend a few minutes
on the site, but she checks it frequently. Collectively, she could have spent a lot of
time in it.
Not one of the respondent said that they are into adult, gambling or any
erotic game. They said that is only for mature audience and that they perceive
themselves to be too young to engage in such.

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