How Computer Addiction Affects Academic Perfomances amongst Senior Highschool

Students

CHAPTER I

Introduction

I. Background of the Study

Online games rather what we also called computer games are very popular in our today’s
modern society, in terms of entertainment which it targets most of the adolescents. Within the
internet, we can explore many activities such as: Facebook, Twitter, browsing Google for
information, internet for communication etc. Some claimed that playing online games is one way
to release stress and fill your free time. While some said that too much game can affect one's
mind and attitude. For example, people who play games are constantly feeling tired. When
someone is more likely to spend more time in playing online game, some of them may end up
with being addicted to it. Based on established researches, it’s an interesting discovery about the
reasons behind why young people start to play online games as well as how playing such games
affects the daily lives and activities of them.
Computer addiction is defined as the persistent, compulsive use of a computer despite
negative consequences. Those who suffer from computer addiction tend to prioritize computer
use above all other daily activities and responsibilities. We , as a youth and researchers of
STEM, are concerned about the effects of computer addiction to their academic performance.
Some people develop bad habits with their computer use that may cause significant
problems in their lives. The types of behavior and negative consequences are similar to those of
known addictive disorders, so the term computer or Internet addiction has come into use.
About half of all adolescents are gaming for two or more hours per day, spending more
time at home and less time out on socializing. There are well-documented risks to social
development, physiology, sleep, mental health and school performance. The lack of social skills
where an adolescent doesn’t have the proper manner in socializing with others and the different
possible health problems such as: worsening of blurred eye sight and improper way of gaining
weight, there are just few examples of the bad effects of online gaming. When an adolescent
begins to focused on the game, it would have a big impact on their social activities, especially
when our subject are senior highschool students.
 This research aims to know how computer addiction affects academic performances of
senior highschool students whether it has good or bad benefits.

II. Theoretical Framework

The recent inclusion of Internet Gaming Disorder (IGD) in Section III (“Emerging
Measures and Models”) of the fifth edition of the Diagnostic and Statistical Manual of Mental
Disorders (DSM-5; American Psychiatric Association, 2013) appears to have increased the
interest of researchers in the development of new standardized psychometric tools for the
assessment of various online addictions. IGD has been characterized by a “persistent and
recurrent use of the Internet to engage in games, often with other players, leading to clinically
significant impairment or distress” (APA, 2013, p. 795). The DSM-5 asserts that further
empirical evidence is needed to confirm the nine criteria proposed for the clinical diagnosis of
IGD, and to formally define IGD as a mental disorder in future editions of the DSM. Of the nine
criteria, seven criteria are identical to those of gambling disorder and five criteria to substance
use disorder (Petry et al., 2014), and refer to preoccupation with Internet games, withdrawal
symptoms, tolerance, unsuccessful attempts to control participation in Internet games, loss of
interest in previous hobbies, continued excessive use of Internet games, deceiving family
members, use Internet games to escape, and losing a significant relationship, job or education, or
career opportunity. To be diagnosed as a disordered gamer, five (or more) out of these criteria
need to be endorsed over a period of 12 months (APA, 2013).

The nine IGD criteria directly map onto the six criteria of Griffiths’ components model of
addiction, and which have been used to conceptualize a number of technological addictions.
According to Griffiths, by “determining whether non-chemical […] addictions are addictive in a
non-metaphorical sense” other potentially addictive behavior should be compared “against
clinical criteria for other established drug-ingested addictions” (Griffiths 2011). The six criteria
comprise salience, mood modification, tolerance, withdrawal symptoms, conflict, and relapse.
Salience occurs when addictive activities dominate a person’s thinking, feelings, and behavior;
mood modification occurs when a person uses substances or is engaged in activities to change
their mood state; tolerance refers to the need to increase (over time) the amounts of engagement
in the addictive behavior to achieve the initial mood-modifying effects.
In other theoretical studies, it stated that digital gaming is known to affect several aspects of
individuals’ psychological, social health, and physical health. Digital game addiction is
characterized by features such as low self-efficacy (Jeong & Kim, 2011), anxiety, low self-
esteem, and impulsivity traits (Billieux et al., 2015; Gentile et al., 2011). Moreover, maladaptive
cognitions, shyness and physical problems (Peng & Liu, 2010) were also seen as predictive
characteristics of gaming addiction. Gaming addiction was accompanied by symptoms which
might have developed as a consequence of other disorders such as depression, anxiety and social
phobia (Gentile et al., 2011). Correspondingly, addictive players exhibited signs or symptoms
such as social neglect, loss of interest in other leisure activities, social and psychological
isolation, escape problems (Billieux et al., 2015; Young, 2009), aggressive behavior (Anderson,
2004; Anderson et al., 2010), psychological stress, reduced school performance, decreased sleep
quality, suicidal ideation (Rehbein, Kleiman & Mössle, 2010), low sociability and self-efficacy
and lower satisfaction with life (Festl, Scharkow & Quandt, 2013). In certain cases, digital game
playing was allow to act as a coping strategy for deficiencies or problems in the player’s life
such as a lack of friends, relationship troubles, or dissatisfaction with physical looks (Griffiths &
Beranuy, 2009). Furthermore, prolonged exposure to digital game was associated with physical
health problems such as musculoskeletal symptoms (Lui, Szeto & Jones, 2011).

In Finland, the effects of problematic game playing on players’ health are still largely
unexplored. Considering the increased prevalence of online gaming, this study aimed to identify
the problematic gaming behavior among Finnish adolescents and young adults, and evaluate its
connection to a variety of psychological (psychopathological symptoms, satisfaction with life),
social (preferences for online social interaction) and physical health (general health, BMI, body
discomforts, physical activity) symptoms. In this paper we consider problematic gaming
behavior in accordance with the recent framework that sees it as “a continuum state which can
range from a normal to severe condition” (Griffiths et al., 2015)
III. Conceptual Framework

Independent Variables Dependent Variables

*Health Problems * Poor Eyesight
* Increases Aggressive Behavior * Poor Relationship Breakdown
* Improve Academic Problems *High Grades

Feedbacks

According to some researchers, addictive players exhibited signs or symptoms such as

social neglect, loss of interest in other leisure activities, social and psychological isolation (Jeong
& Kim, 2011; Young, 2009), escape problems (Billieux et al., 2015; Young, 2009), aggressive
behavior (Anderson et al., 2010), psychological stress, reduced school performance, decreased
sleep quality, suicidal ideation (Rehbein, Kleiman & Mössle, 2010), low sociability and self-
efficacy and lower satisfaction with life (Festl, Scharkow & Quandt, 2013). In certain cases,
digital game playing was allowed to act as a coping strategy for deficiencies or problems in the
player’s life such as a lack of friends, relationship troubles, or dissatisfaction with physical looks.
Furthermore, prolonged exposure to digital game was associated with physical health problems
such as musculoskeletal symptoms and worsening of blurred eyesight (Lui, Szeto & Jones,
2011).

Alberto Posso (2016), from the Royal Melbourne Institute of Technology, analysed
data from high school students across Australia taking the 2012 Program for International
Student Assessment (Pisa) - internationally recognised tests that are administered by the
Organisation for Economic Cooperation and Development (OECD). The study looked at the
correlation between academic scores and the children’s personal interests and activities outside
of school, including internet usage. Posso, who published the research in the International
Journal of Communication, said: “The analysis shows that those students who play online video
games obtain higher scores on Pisa tests, all other things being equal. “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.” The cause of the association between game playing and academic success is not clear from
the research. It is possible that children who are gifted at math, science and reading are more
likely to play online games. Alternatively, it could be that more proficient students work more
efficiently, and therefore have more free time, making online gaming a marker of possible
academic ability rather than something that actively boosts performance.

IV. Research Paradigm

This is a graphical representation that shows the procedures done by the researchers for
this study.

Selecting Distributing Tallying the result

Respondents Questionnnaires of the survey

Conclusion of the How Computer Analyzing the

Result of the Addiction affects result of the
Survey Academic performances survey
V. Scope and Delimitations of the Study

The research focuses on how computer addiction affects academic performances amongst
Senior Highschool Students of Virgen Milagrosa University. The researchers will gather
information of the effects of computer addiction through the academic performances of the senior
highschool students. This will further explain and discuss the reason beyond the illiterate behavior
of the students.

VI. Significance of the study

This will discuss the benefits of the following subjects throughout the study.

Students – This will provide us with some knowledge regarding the effects of computer addiction
and how it can affect our academic performance. It will also give us the realization that computer
addiction can destroy our mind and maybe take us away from our better future.

Parents – They will profit from this study, since the parents will be aware of the problems of their
children and the effects of computer addiction to their academic performance. It will help them to
speak for their children and motivate them in their studies in order to achieve higher academic
performance.

Teacher – The given datas would guide the teachers on what to do to the students who are always
absent on the classes due to hanging out in the computer shop all day. The teachers would be able
to understand on why some student prefer to play online games rather than to study.

Researcher – This is to have a good first impression by demonstrating the excellence of our
research and the sophistication of your analyses and interpretations. It also offers a perfect chance
to establish important matters of style and formatting.

Future Researcher – The ideas presented can be use as reference data in conducting new researches
rather in testing the validity of other related findings. This study also serves as their cross-reference
that will give them a background or an overview through the rest of the study.
References:

D.J Kuss and M.D Griffiths. 2012. The effect of online games in the academic performance of
the grade 11 students in GFIS (research paper). Internet and Gaming Addiction: A Systematic
Literature Review of Neuroimaging Studies. https://www.yourbrainonporn.com/internet-and-
gaming-addiction-systematic-literature-review-neuroimaging-studies-2012

Posso, D. A. (2016). The effect of online games in the academic performance of the grade 11
students in GFIS (research paper). https://www.rmit.edu.au/news/all-news/2016/august/online-
gaming-can-boost-school-scores

Validation of the Internet Gaming Disorder Scale – Short-Form (IGDS9-SF) in an Italian-

speaking sample
MonacisLucia, PaloValeria de, GriffithsMark D., SinatraMaria
Journal of Behavioral Addictions Dec 2016. http://akademiai.com/author/Monacis%2C+Lucia

Social Activities, Self-Efficacy, Game Attitudes, and Game Addiction

Eui Jun Jeong and Doo Hwan Kim. Cyberpsychology, Behavior, and Social Networking. April
2011, 14(4): 213-221. https://doi.org/10.1089/cyber.2009.0289

The association between online gaming, social phobia, and depression: an internet survey
Han-Ting Wei, Mu-Hong Chen, Po-Cheng Huang and Ya-Mei Bai BMC Psychiatry201212:92
https://doi.org/10.1186/1471-244X-12-92

Problematic digital gaming behavior and its relation to the psychological, social and physical
health of Finnish adolescents and young adults. Manniko Nikko, Billeux Joel, Kaariainen Maria
(2010). http://akademiai.com/doi/full/10.1556/2006.4.2015.040.