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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter includes the introduction, background of the study, statement of the problem,

hypothesis, scope and limitation, significance of the study and the definition of terms used.

Introduction

Video games developed as time pass by with the innovative technological developments of

microprocessors and different operating systems. Processors capable of rendering graphics that

look like real life images, making video games more exciting and interesting that lead to people to

make playing video games as their hobby.

Video games had and/or can become the preferred hobby of an individual with access to

computers or different consoles, most likely by young, impressionable students. This had quickly

become their past time and would rather play video games than sports. With video games becoming

more popular, the number of students whom indulge themselves into it has increased.

During the last couple of decades, the popularity of video games had increased even further

leading to video games having annual game tournaments being held around the world and some

matches even featured on different TV channels here in the Philippines.

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Video games have been rapidly growing in the past decades and up until today’s generation.

There have been lots of improvement in graphics, content, concept, technicalities, and system of

it. Hence, there are lot of people at any ages who have fascinated and patronized different kind of

video games.

According to the people who play video games, it gives them different kind of satisfaction

and happiness every time they play games. As far as academic performance is concern, playing

video games would affect the children’s academic performance if there would be no guidance of

parents. Parents must take responsibilities in every activity of their child. Parents has a big role on

their child’s physical, emotional, and mental development. As long as they’re strictly

implementing the rules and regulations in playing video games, their child has no choice but to

obey the rules. There would no negative effects from playing video games if used properly.

Researchers assumed that it is the student’s behavior that matters on their academic performances.

Background of the Study

The development of video games goes back to the 1940s and 1950s. The popularity of video

games grew rapidly in the 1970s and 1980s when they reached the mainstream population as game

consoles and computers were introduced to the public.

From board games to computers, different forms of leisure activities have evolved over

time. Before, kids were playing from arcade games with big boxed containers that are larger than
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an average adult, playing such titles like Pong, Super Mario, Tetris, Mortal Combat, Contra, Duck

Hunt and more. People can play at the comfort of their home playing with their consoles like the

Nintendo Entertainment System or Sega Genesis with a primitive 8bit graphics. Nowadays, they

play with computers much smarter and faster than the machines that took Apollo 11 to the moon

resulting in realistic graphics and much more sophisticated software.

As time passes by, the technology improved exponentially, according to Gordon Moore’s

law overall processing power for computers will double every two years because it all comes down

to how fast a machine can perform an operation, in other words people are looking on much faster

and much better computer’s that will make them more enjoyable in terms of playing video games.

Modern video games industry is an industry is a multi-billion-dollar market with titles such as

“Call of Duty” and “GTA 5”, the latter of which earned one billion dollars in revenue on the first

two weeks of its launch. Other forms of videogames such as online games or online gaming like

“Dota 2” or “League of Legends” have accumulated a culture same as those within high profile

sports like football and basketball, having tournaments that amassed a million-dollar prize pool

going up to 10 million dollars. Even the primitive consoles evolved in to PlayStation 4 and Xbox

One, machines that were developed and build with the idea of running a modern video games

towards their full capacity. The researchers would like to know the positive effects in playing

videogames towards the grades of Science, Technology, Engineering and Mathematics students.
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Statement of the Problem

With the steady improvement of technology and the rise of video games and the video

gaming culture that comes along with it, the debate on whether video games is a hindrance towards

the grades of student is prevalent throughout the world. With the demand for research and

information, this study seeks to answer the following questions.

1. Do number of hours spent playing video games positively affect the grades of of Grade 12

STEM Students of STI College Global City?

2. Will Grade 12 STEM Students of STI College-Global City can maintain good grades even while

playing video games?

3. Do Grade 12 STEM Students of STI College-Global City understand the possible negative

effects of playing too much video games

Research Hypothesis

Video games does not affect the grades and/or academic performance of Grade 12 STEM

students of STI College Global City negatively. Playing video games does not result in attaining

low grades even if the following respondents play for more than an hour each day.
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Significance of the Study

This study is conducted in order to gain more knowledge about video games and its effects

towards STEM Students of STI College-Global City. However, others can also gain knowledge

from the following study. These are the benefactors for this study.

 To the Professors

Knowing the effects that video games have on the marks of grade 12 STEM students, a

professor will be able to give the proper understanding towards his/her students in-order for them

to be guided and avoid having low marks.

 To the Students

Students, regardless of the level and grade they are in, will also benefit in this research because

they would be able to understand on how to adjust accordingly with regards on playing video

games and studying.

 To the Proponents/Researchers

This study serves as a tool for the researchers to know what will be the positive effect of playing

video games for students. This research will help students to surpass their flaws and errors trying

to grasp more realistic and relevant answer from the respondents. With this, it will also help the

researchers to build and augment their skills, have more confidence, and yearn for more answers

that the researchers aim to know after this research.

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 To the future Researchers

The future researchers will benefit in this research for this would be able to act as a stimulus

in continuing this research paper. This research may also serve as a basis for their research paper.

Scope and Limitation of the Study

Nowadays, students are exposed to video games or any sort of electronic game that involves

interaction with a user interface to generate visual feedback on a video device like TV screen or

computer monitor. The study aims to investigate the “Positive Effects of Video Games Towards

the Grades of Grade 12 Science, Technology, Engineering and Mathematics Students of STI

College-Global City” in order to help correct the knowledge of the researchers on how video games

will affect the grades of STEM students. This research only involves Grade 12 Senior High School

STEM student video gamers of STI College- Global City where the researchers will randomly

select 16 students from each 5 sections of the said track, in total of 80 respondents. The respondents

will be answering according to the questions the researchers prepared.

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Conceptual Framework

Figure 1

Figure 1 presents the IPO model in progress a Youth Seminar to be able to have conscious

regarding playing video games.

Input Process Output

Perspective and beliefs

of the Grade 12
Youth Seminar talks
Science, Technology,
over and discuss about
Engineering and The Proponents
the Positive Effects of
Mathematics students conducted survey
Playing Video Games in
on the Positive Effects questionnaires
their grades.
of Playing Video Games
in their grades.
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Feedback Loop

Figure 1. The IPO Model

The figure above shows the process of our study. The first box consists of the input that is

required in our study; the beliefs of the students regarding the topic are attainable information to

produce an eminent solution at the end of the study.

The second box shows the process of gathering the viable data. The proponents used survey

questionnaires to be able to gather a productive thought.

The third box signifies the output of our study. The proponents propose to have seminar for the

sake of the students especially the youths. The seminar will be cognizant to the youth about our

topic.
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Definition of Terms

Video game- an electronic game in which players control images on a television or computer

screen.

Prevalent- it is a widespread in a particular area or at a particular time.

Augment- to add something to (something) in order to improve or complete it.

Yearn- to feel a strong desire or wish for something or to do something.

Technology- the use of science in industry, engineering, etc., to invent useful things or to solve

problems.

Grasping- wanting money and possessions too much.

Stimulus- something that causes a change or a reaction.

Eligibility- able to be chosen for something.

Microprocessor - an integrated circuit that contains all the functions of a central processing unit

of a computer.

Operating System - the software that supports a computer's basic functions, such as scheduling

tasks, executing applications, and controlling peripherals.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This review consists of summary of findings or research on the past on the same or related

topic. This review provides insight regarding what’s already known and what are to be known.

And it also guides the researchers on how they could perceive the study. The aim of this chapter

is to have a review or a summary of the related literature on the negative effects of video games

towards the grades of the students.

Video Games

A video game is essentially the same form of entertainment but refers not only to games

played on a personal computer, but also to games run by a console or arcade machine.

It is an electronic game that involves interaction with a user interface to generate visual

feedback on a video device such as a TV screen or computer monitor. The word video in video

game traditionally referred to a raster display device, but as of the 2000s, it implies any type of

display device that can produce two- or three-dimensional images. Some theorists categorize video

games as an art form, but this designation is controversial.

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FOREIGN SOURCES:

Foreign Literature and Studies

According to Linton (2010). The Effects of Video Games on Learning: The

Negative View, the author describes the positive effect of videogames in his last post. And now,

he wants to describe the negative effects of it. On his book, Boys Adrift, Leonard Sax (2007)

presents a compelling argument that video games rob boys of motivation to learn. This research

shows a numerous study of negative correlation between amount of time spent on playing games

and academic performances, he argues that videogames are so addictive and it cause aggressive

behavior I the players. To guard against the negative effects of video games, he offers practical

guidelines for parents to follow: prohibit video games with graphic violence, especially those

that depict killing police officers and noncombatant civilians; limit video games to forty minutes

a day on school days and one hour on other days; and do not allow video games to displace other

activities and priorities, such as family, schoolwork, and friends.

In this research, the negative effects of playing videogames categorize as confirmed,

suspected, and speculative.

Confirmed negative effects: The one negative effect of video games established by the

research is that exposure to violent video games is causally related to aggressive thoughts,

physiological arousal, aggressive behavior, and antisocial behavior. They also note that age, sex,

socioeconomic status, video game genre, or video game systems are not variables that affect

these outcomes because in this study shows that videogames are for everyone and the one who

wants to play these. However, there are two variables that heighten the effect. One is depiction of
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blood, which results in higher levels of physiological arousal, aggressive feelings, and aggressive

thoughts. Another is rewarding of violent acts, the respondents in our study are

teenagers/students and most of them can do whatever they want, which increases these effects

Suspected Negative Effects: There are negative outcomes that have substantial empirical

support but not enough to confirm causal claims by Barlett, Anderson, and Swing (2009). A

student who usually play violent video games may affect long-term attitudes and desensitization

toward violence. It will lead to adaptation. Exposure to electronic such as ADHD. Having these

symptoms can a student’s affect their studies a lot. Playing violent video games is associated

with decreased ability to exert executive control. Amount of time spent consuming screen media

(TV and video games) is negatively associated with school performance. A student should have

their limit when it comes using a video games.

Speculative Negative Effects: The authors speculate that there is a connection between

narcissism and violent video game play. It will be cause the arising of self-centeredness after

playing violent video game.

Conclusion: Most of this research on the negative effects of video games has focused on

violence and aggression. But what is the connection between video games and intelligence? Do

video games enhance a person’s memory and reasoning abilities or do they harm them? These

questions continue to be investigated, especially in connection with video games designed for

educational purposes (Stansbury, 2009). In the meantime, parents are advised to screen the video

games that their children play and limit the amount of time that they play.
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According to (Wang 2010) Problems with Video Games, there was a 15-year-old boy ran

away from home. Later, he was found dead about four kilometers away. It was only because his

parents took away his gaming console as he had been playing Call of Duty a lot. That is one of

the consequences of excessively playing video games.

Video games are games that can play on electronic screens such as computers, TVs and

even portable devices like iPods and cell phones. The games like Grand Theft Auto or Call of

Duty were made for bored people to pass the time. There’s a lot of games include shooting,

fighting, racist or sexual themes and plots. Video games have become extremely popular in

recent years. It can be played all over the world not only in homes, workplaces, and clubs, but

even schools.

Video games are such a popular activity for children of all ages and the video games

actually have many more bads than goods. The biggest problem, video game addiction, has

become a social issue. Playing video games for more than 2 hours per day is considered overuse

by the American Medical Association. When this happens, children can easily get addicted. Once

addicted, they use almost all their free time playing video games and not having many person to

person conversations in the real world. According to a University of Michigan study, the average

teen plays for an hour a day but does not learn anything useful. This would have negative effects

not only on relationships with family and friends, but also on their behavior in school. Addicts

will find it hard to concentrate as they will often find themselves drifting back to a video game in

class. Watching the screen too much often causes eye problems for them as well even worse,

many video games have fighting and shooting in them. Playing these violent video games

actually creates real world violence. In 2003, two teenagers aged 14 and 16, used rifles to shoot
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at cars on a highway and they were inspired by Grand Theft Auto, a violent video game. Also,

when kids play these violent games for a long time, they start thinking that the acts of violence in

the game are actually real and will eventually get numb to the emotion of someone dying. Then,

when something actually happens in real life, they do not have any emotional reaction to it.

Video games generally have a negative effect on society as many addicts will have

underdeveloped social skills from the lack of interaction in the real world. Violent video games

may cause violent behavior like fighting and in extreme cases, killing. Racism and sexism are

both huge in video games, calling up arguments from all over the world. If video games are a

factor in causing violence and racism, then it is a huge social issue. When children spend more

time in a virtual world, they end up neglecting real life social skills and might even get violent

from these games, but not all video games are bad. Certain video games teach good things, like

how to solve logical puzzles, how to do well in society, and how to play certain sports. These

games do not have violence and do not have as many risks.

According to Roberts, H. (2017), that it causes potential mental health problems in

which, spending too much time playing video games can increase depression in teens who have a

predisposition to social or mental health problems, notes researcher Douglas A. Gentile, an

associate professor of psychology at Iowa State University who studies the link between video

games and depression, in a January 18, 2011 article in "The New York Times." According to

Gentile, teens with mental health issues may turn to video games for relief, but then become

addicted to playing, causing social, academic and emotional problems that may last well into

adulthood. In some cases, teens become so addicted to video games that they can become
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isolated and depressed. Parents can help by monitoring game time and limiting it where

appropriate, advises Gentile.

Also according to Roberts, H. (2017), that it also is a cause of increased obesity risk,

which means too much screen time can promote a sedentary lifestyle -- one of the major

contributing factors to obesity and a major risk factor for heart disease, according to the Texas

Heart Institute. As many as 33 percent of teens are obese, according to estimates by the

American Academy of Child and Adolescent Psychiatry published by the Texas Heart Institute.

Obese teens are more likely to grow up to become obese adults, giving them an increased risk for

chronic health conditions, including heart disease, diabetes and arthritis. Trading even just 30

minutes of electronics time per day for physical activity can help significantly reduce these risks.

As established in the investigation of Gentile, Lynch and Walsh in 2014, scholastic

accomplishment might be adversely identified with general time spent playing computer games.

Studies have demonstrated that the additional time a child spends playing computer games, the

poorer is his execution in school. Additionally, an investigation by Argosy University's

Minnesota School on Professional Psychology found that computer game addicts contend a ton

with their educators, battle a great deal with their companions, and score bring down evaluations

than other people who play computer games less regularly. Different examinations demonstrate

that numerous diversion players routinely avoid their homework to play recreations, and

numerous understudies conceded that their computer game propensities are frequently in charge

of poor school grades. In any case, there are likewise looks into that help the constructive
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outcomes of computer games, particularly on the mind. As per University of Wisconsin clinician

C. Shawn Green, "computer games change the cerebrum." Video recreations change the structure

of the mind and can help discharge valuable neurotransmitter surges that can fabricate the mind.

Moreover, numerous multiplayer diversions, for example, DOTA or Defense of the Ancients and

LOL or League of Legends include participation with other online players keeping in mind the

end goal to win. These diversions urge players to benefit as much as possible from their

individual abilities to add to the group. Besides, an investigation in United Kingdom discovered

that understudies who played internet recreations relatively consistently scored 15 focuses better

than expected in maths and perusing tests and 17 focuses better than expected in science. In the

Philippines, the number of inhabitants in gamers is exceptionally enormous. Starting from the

straightforward toon amusements played by the little children up until the point that the mob

playing diversions played by the undergrads and the more established ones as well. An article

posted in PhilCare in 2014 called attention to that analysts found that computer games, especially

shooter recreations, tend to reinforce the psychological aptitudes of their guineas pigs,

particularly in the regions of spatial route, thinking, memory, and discernment. These impacts

shooter amusements have on test subjects were not clear on different kinds of safe computer

games like riddles or pretending recreations. Gamers can use these favorable circumstances of

PC diversions gave they play with some restraint. They ought not enable themselves to be

oppressed by these amusements. Need setting and legitimate direction by guardians, instructors,

and different senior citizens can have an influence in this objective. The impacts of PC

amusements on gamers are affected by the diversion content, as well as most particularly, by the

way on which the gamers play them. Video gaming isn't awful for the wellbeing and also the

prosperity of the person. It might likewise give a few advantages relying upon the recurrence of
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the gaming of the individual. In legitimate balance and supervision, video gaming may be an

apparatus for improving the subjective and social abilities of a person.

According to Anderson, C. and Gentile, D. (2012), literature gave us citing about the

harmful effects of video games in which indicates that violent video games have strong effects

on children’s aggression because first, the games are highly engaging and interactive, second the

games reward violent behavior, and lastly because children repeat these behaviors over and over

as they play. Dr. Anderson and his colleagues have shown that playing a lot of violent video

games is related to having more aggressive thoughts, feelings, and behaviors. Furthermore,

playing violent games is also related to children being less willing to be caring and helpful

towards their peers. Importantly, research has shown that these effects happen just as much for

non-aggressive children as they do for children who already has aggressive tendencies. Parents

have an important role to play. Anderson says that when parents limit the amount of time as well

as the types of games their children play, children are less likely to show aggressive behaviors.

And other research suggests that active parental involvement in children’s media-usage which

includes discussing the inappropriateness of violent solutions to real life conflicts, reducing time

spent on violent media, and generating alternative nonviolent solutions to problems can reduce

the impact of media violence on children and youth.

According to Kuhn (2013). Studied the effects of prolonged video game exposure on the

brains of young adults and found that several areas of grey matter expanded significantly. He

observed the subject as he played Super Mario 64 for 30 minutes every day, for two months.

After undergoing MRI scans and being compared to the brains of a control group, the

psychologist discovered that the prefrontal cortex, hippocampus and cerebellum had all grown.
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In this research, it shows that playing video game makes you more violent, less

empathetic, and affect your attention problems, he claimed that video game players who favour

violent ‘shoot-em-up’ games are more likely to be aggressive and ferocious when offline, and

significantly more at risk of commiting crimes. Dr. Mark Appelbaum of the American

Psychological Association(APA) concluded that the research demonstrated a consistent relation

between video game use and increases in aggressive behaviour. He described that aggressive

cognitions and aggressive affect, as well as decreases in pro-social behaviour, empathy and

sensitivity to aggression were also cited as negative consequences of game playing in the APA

report. The data, from 300 video game studies published between 2005 and 2013, comprised

thousands of statistics from previous tests and surveys. A Study found that young men who play

violent video games such as Grand Theft Auto have a lower capacity for female empathy that

those who play more benign games. After playing Grand Theft Auto, in which women are

represented as sexual objects, a large sample of teenage boys reported significantly lower levels

of sympathy and compassion when shown a photo of a female victim of domestic violence.

In 2012, researchers discovered that playing video games can drastically improve the

eyesight of the visually impaired. The study tested six adults aged 19 to 31 who were born with

cataracts in both eyes. Even though the subjects had the problem fixed through surgery and

special contact lenses, they still had trouble reading small print, following moving objects and

identifying faces. However, after playing a first-person shooter video game for 40 hours, the

patient’s vision improved enough that they could read one or two lines further down on a

standard optician’s eye chart. In this presentation, the cognitive research debunked many of the

common misconceptions about video gaming and backed each point up with own scientific

findings.
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According to (Christopher 2017), Video game addiction can be as problematic as

gambling and affects players as young as 8 years old. Be aware of the effects of a video game

compulsion to keep your child's hobby in check. He shouldn't be getting more than two hours of

screen time per day and this includes time playing games, watching television and surfing the

Internet.

A video game addiction can be harmful if your child is unable or unwilling to participate

in any interests or extracurricular activities other than gaming. The On-Line Gamers Anonymous

website notes that it may be a sign of an addiction if your child is constantly thinking about his

next video game session, devising ways to get back to the game, abandoning former hobbies that

don’t relate to video games or declining social events with personal interaction because he's

spending time discussing video games on the Internet.

Health Problems: If your child spends all of his free time playing video games and skips

meals or loses sleep because of excessive game play, a video game addiction can negatively

impact his health. Children who spend more than two hours a day in front of a television or video

games in lieu of participating in physical activity may suffer from childhood obesity.

Suffering Relationships: Relationships with friends and family members may suffer if

your child is spending more time gaming than he is talking to or going out with loved ones. The

On-Line Gamers Anonymous website notes that gaming may be negatively affecting your child's

life if he only wants to talk about video games, lies to cover up the amount of time he spends

playing, and argues with you over his excessive gaming.

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Increased Aggression: Video games that feature violent actions and scenarios may lead

addicted players to be desensitized to the violence. They may adopt a detached view of society or

develop aggressive thoughts and tendencies.

Poor Performance: Long hours playing video games can negatively affect your child's

performance in school if he's preoccupied with video games. He can fail to work at his optimum

level because he's exhausted from a late night of video game playing. If your child devotes more

than one or two hours a day to television or video games, he may have trouble falling asleep,

have problems paying attention and have lower test scores than other children who don’t spend

as much time in front of a television or video game console.

According to (Smith 2017). The effects that video games have had on our society are not

confined to its technological advances. Its arrival in the world has had a rippling effect that has

touched the social, physical and psychological parts of our culture. Of particular interest is its

effects on today’s students who not only has to cope with the pressures of school and their own

development but must now face a slew of forces brought upon by their exposure to video games.

The worlds created by video game developers are massive and immersive and practically forces

users to use their imagination to deal and interact with the environment. The dark side of video

games can be split into two categories; psychological effects and physical effects. While some

games focus on exploration, cooperation and puzzle solving, others focus on violence. Shooting,

killing, harming, stealing and committing other criminal acts is a rare occasion in normal society,

but can quickly become the norm in some video games. Unsurprisingly, this idea tends to persist

in the minds of the player. It lingers well beyond the point where the game is turned off.
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Shooting and committing other violent acts in video games also tends to desensitize

students to the acts. After a while, it becomes okay to commit this act, and in some instances

they may even look to be rewarded for doing it. Now while this desensitization to trauma and

violence may not necessarily mean that they will commit crimes in real life, it does blur the line

somewhat in the minds of students. The malleability that allows them to take in knowledge and

internalize lessons also allows them to absorb the heinous acts that they are forced to commit or

are exposed to within some video games.

Obesity is an issue in the gaming community and it is easy to why. On top of this, playing

video games releases the same kind of pleasure chemicals in the brain as sex, eating certain kinds

of food and participating in extreme sports. As dopamine and adrenaline flood their minds and

bodies students are being stimulated, engaged and rewarded. Students may start craving and can

become addicted to this specific cocktail of chemicals. This means that they will be playing more

and more video games, spending less and less time moving and exercising, getting unhealthier by

the minute, letting more violence seep into their system, and of course decreasing the amount of

time dedicated to their studies. The addictive properties of video games almost make it an illness,

disease or disorder, since the gamer must (by this point) fight off the urge to play video games to

save their health.Video games were made to be entertainment and they should be treated as such.

Nothing exists to entertain you for endless hours and so video games should not be

According to Kellen (2017), A new study on the impact of video games determines

whether both the navigation strategy that players use and the genre of game they choose play a

role in determining if playing the game will be beneficial or detrimental to the user.
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Research has demonstrated that people who play action video games exhibit better visual

attention, motor control abilities, and short-term memory. However, the impact of video games

may lead to negative changes in the brain and cognition.

The hippocampus is a region of the brain that helps people to orient themselves (spatial

memory) and to remember past experiences (episodic memory). As such, it is important for

healthy cognition. Another region of the brain is the striatum, which counterbalances the

hippocampus. It has an area known as the caudate nucleus that acts as a kind of “autopilot” and

“reward system” – getting us home from work, for example, and telling us when it’s time to eat,

drink, have sex, and do other things that keep us alive and happy. The caudate nucleus also helps

us form habits and remember how to do things like ride a bicycle. Gaming has been shown to

stimulate the caudate nucleus more than the hippocampus. As many as 85% of players rely on

that part of the brain to navigate their way through a game.

Once researchers established the learning strategies, participants then began playing

either first-person shooter games (like Call of Duty, Killzone, Medal of Honor, or Borderlands 2)

or 3D-platform games such as Super Mario 64.

After participants had played a total of 90 hours of video games, the researchers used

neuroimaging to scan the brains of habitual players of action video games and compare them to

non-players. The same amount of screen time on each genre of video game produced very

different effects. There was evidence that shooter games can cause atrophy in the hippocampus.

Evidently, the more they use the caudate nucleus, the less they use the hippocampus and as a

result, the hippocampus began showing signs of atrophy. This is significant because people with

lower amounts of grey matter in the hippocampus are known to be at increased risk of

developing depression, schizophrenia, PTSD, and Alzheimer’s disease.

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On the bright side, the same amount of screen time with 3D-platform games had the

opposite effect, increasing the amount of grey matter in the brain. As such, it may be possible to

counteract the negative effects of shooter video games by encouraging response learners to use

spatial strategies when they are playing. This study shows that video games can be beneficial or

detrimental to the hippocampal system depending on the navigational strategy the individual

uses.

According to Suckling (2017), A study was recently released by Melbourne's Murdoch

Childrens Research Institute finding that television and video game use in children can lead to

emotional and behavioural problems around ages 8-9 years.It is believed that children are highly

sensitive at this age – owing to the biological, psychological, and emotional development that

happens in late childhood – and boys, in particular, are associated with greater conduct and

emotional problems when they play video games for an average of two hours per day.

Girls were not found to be affected in the same way with video games, and there was no

link found between computer use and behavioural or emotional problems. Other studies have

found there's no difference between the types of video games played, either: Oxford University

research suggests violent games are no more harmful than non-violent games.

Some studies on children have shown positive effects of video gameplay. According

toPediatrics: The Official Journal Of The American Academy of Pediatrics, "Compared with

non-players, children who typically invest less than one-third of their daily free time [in video

games] showed higher levels of prosocialbehaviour and life satisfaction and lower levels of

conduct problems, hyperactivity, peer problems, and emotional symptoms."

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Studies have also found that video gaming improves eyesight of visually impaired

people. Canada's McMaster University discovered people born with cataracts who played first-

person shooter games for a month could read several more lines down an optician's eye chart

than before playing the games.

In terms of mental health, video games have shown to be beneficial too. Many of the

world's militaries (including the New Zealand Defence Force) use video games to prevent and

treat post-traumatic stress disorder (PTSD) during and after deployments to combat zones.Many

studies, including one prominent one by Stanford University, have found that "goal-orientated"

video games stimulate the reward pathways and the hippocampus of the brain, and dramatically

improve symptoms in people with depression.

Based on the study of Dillyn Chadwick (2011), video games has a negative effect on

children as well as with teenagers. It makes them more violent and aggressive, they can become

addicted to them, and it can affect their education. Although they may be fun and entertaining,

video games do pose a threat to children’s lives. According to a study done on teenagers in

Taiwan by Shao-I Chiu, Ed.D.,Jie-Zhi Lee, M.A., and Der-Hsiang Huang, Ph.D. (2004), the

earliest age for playing games is around 8 years old. They play around 3 times a week for about 2

hours each time. They play these games at web cafes and electronic stores too at 0.54 times and

0.45 times, respectively, with the most popular games being the action and adventure genres.

Addiction to video games is started due to “family functions, sensation seeking, and boredom

inclination”. With addiction, the higher it is, the stronger the hostility becomes in the teenager’s

behavior.
 25

According to (Schmidt), Computer games are a side interest delighted in by a large

number of individuals around the world. In any case, what you won't not know is that playing

computer games can cause an assortment of negative impacts upon your eyes. Note that specific

computer game sorts have likewise been demonstrated to elevate your vision; in this way, total

evasion of gaming due to potential eye conditions might be unwarranted.

PC Vision Disorder: When individuals play recreations they unintentionally flicker as

meager as could reasonably be expected. This prompts unnecessarily dry eyes, cerebral pains,

trouble centering and affectability to light.

Scarring of the Cornea: infrequently, people can invest so much energy playing

diversions without taking a break that perpetual harm is done to the cornea. As indicated by the

Nursing On the web Training Database, solid gameplay for your eyes comprises of taking

customary breaks, apportioning a restricted time for gameplay, limiting glare on the screen, and

on the off chance that you as of now make them wear, glasses. People ought to counsel their

doctors previously endeavoring to take part in any type of "marathon" gameplay.

In Kids: Youngsters have more delicate eyes and additional safety measures ought to be

taken to counteract unnecessary eye strain while gaming. As indicated by Keith Holland, an

expert who has examined the impacts of computer games and PCs on the eye's of kids, asserts

that kids have more awful visual perception than at any other time and over the top eye fatigue

identified with computer games might be one of the primary driver of this eye harm.
 26

According to Chalk (2012), another examination cases to give "the principal test

confirm" that brutal videogames have an aggregate, long haul effect on the individuals who play

them.

An examination group drove by Educator Brad Bushman of the Ohio State College has

discovered that individuals who played a brutal videogame for three sequential days displayed

"increments in forceful conduct and unfriendly desires" each day that they played.

The exploration took a gander at 70 French college understudies who were told they were

partaking in an examination on the impacts of videogame splendor. The understudies who played

brutal amusements will probably surmise that the character would act forcefully or viciously, a

conviction that became more grounded with each passing day; those in the peaceful pool did not

demonstrate any expanded desires of threatening vibe.

In another test, the individuals who played vicious amusements subjected concealed

adversaries in a multiplayer diversion (who didn't really exist) to progressively more and louder

impacts of unpalatable clamor each time they "won," while the individuals who played peaceful

recreations kept up their triumph commotion at a generally consistent level and length all

through the time of the examination.

According to Nickson (2015), Many of the issues covered by your other questions were

covered in a government review into video games and technology headed up by psychologist Dr.

Tanya Byron. She pointed out that as we tend to keep children at home more in their free time

rather than playing outside – a safety issue – they’ll use that time on video games to push

boundaries and take risks they might otherwise have taken differently in play outside. As to any
 27

change in numbers among those who take part in after-school activities, figures don’t appear to

exist. However, with more parents working than in previous generations, most schools at the

primary level have after-school clubs that are generally fully subscribed. For those in secondary

school, it’s hard to tell.

As to the social lives of adults being “ruined” by video games, that’s a very nebulous

question. If you mean they spend their time playing video games rather than socialising, then the

idea of ruin is very subjective. As adults they have a choice as to what to do with their free time,

and some wouldn’t consider playing video games to be a waste of time or ruin. In some regards,

there’s a strong generation divide about video games, with older people not seeking the point of

them, and those from their 30s downwards generally embracing them.

There’s been a lot of talk wondering whether video games have had a negative societal

impact and possibly responsible for the increase of violence. While it’s true we seem to read

constantly about the increase in stabbings and street violence than ever before, crime statistics

seem to be falling, and no studies have found a direct correlation between video games and real

world violence. In fact, most people seem to distinguish well between the virtual and real worlds.

There will always be exceptions, inevitably, but they seem to be very few and far between.

As per Hughes (2014). In the years since, the gaming scene has extended and subdivided

into various classes. There are easygoing, genuine and instructive diversions in mediums running

from comfort amusements to online RPG's (pretending recreations) to the latest and thriving

business sector of versatile amusements. In 2013, the overall market volume totaled $93 billion

(Measurements 2.0, 2007).

 28

Negatives of Computer games: There are different sorts of computer games accessible in

the present business. Computer games are expected to target distinctive parts of a kid's life.

These computer games are involved an assortment of instructive, genuine, and easygoing

recreations, yet in all actuality, what youngster will pick a diversion about learning versus an

amusement where they can murder zombies or drive autos at rowdy measures of speed?

Instructive amusements were more prominent for a portion of the young ladies being asked, yet

all through all the age gatherings, fierce computer games never lost their predominant power in

the gaming industry. Studies have demonstrated the negative impacts vicious computer games

have on the more youthful age. Concentrates found that "understudies who had played a fierce

virtual reality diversion had a higher heart rate, revealed more discombobulation and queasiness,

and showed more forceful considerations in a posttest than the individuals who had played a

peaceful amusement". Another negative part of computer games is the way that children are

investing excessively energy playing the amusements as opposed to physically playing outside.

By investing such a great amount of energy in their amusement support or on the PC, youngsters

are passing up a great opportunity for their social life. Youngsters are less inclined to go out and

contend in extracurricular exercises which hinder them from meeting new individuals and

making companions. Ultimately, we should investigate the conspicuous motivation behind why

computer games are not valuable to a tyke's improvement, corpulence. By investing quite a bit of

their free energy in the PC or on their diversion support, kids are not going out and taking an

interest in exercises that will keep them physically fit in sound. Children get the sluggish outlook

and would rather not go play outside.

 29

Advantages of Playing Computer games: Research has demonstrated that playing

computer games can be advantageous for various subjective capacities and may likewise contain

social advantages. The above all else thing one finds in an amusement is that following bearings

is absolutely critical. Keeping in mind the end goal to advance in amusements, one should first

figure out how to take after the rules, limitations and parts of them. Gamers additionally get used

to multitasking. As recreations turn out to be more mind boggling, players must juggle

distinctive destinations while monitoring all the changing components and associating thoughts.

Amusements likewise actuate speedy reasoning. At long last, gaming is fortifying, a learning

knowledge and a social movement. The motivation behind why individuals discover it so

agreeable is that amusements are normally the correct level of testing and the player plays a

dynamic part (dissimilar to staring at the TV) so there is a motivator to accomplish.

Like such a large number of different issues nowadays, the idea of computer games is

questionable. The line between a sound measure of gaming and an inordinate sum is effortlessly

obscured and crossed particularly when computer games are as addicting as studies assert. As

guardians, it is reasonable to discover control no matter what. Prohibiting diversions altogether

might be beneficial for a few family units, yet others (contingent upon the unmistakable quality

of gaming inside the earth) will find that it might socially confine their kids, take away a

wellspring of happiness and perhaps subjective advancement. Notwithstanding, opening the way

to the great, will likewise enable access to the awful including uncovering the youngsters'

psyches to the domain of viciousness, removing their available time from doing different things,

and putting them in danger for heftiness. At last, it is imperative that the parent screens what

sorts of diversions youngsters are playing and being presented to.

 30

As indicated by Dewar (2013), some review based examinations have revealed a

connection between computer game utilize and poor accomplishment in school. Be that as it

may, relationship doesn't demonstrate causation. Children who battle in school might probably

search out computer games as a diversion.

A current trial ponder helps address this vagueness. Robert Weis and Brittany

Cerankosky chose a gathering of young men who didn't possess computer games (Weis and

Cerankosky 2010). At that point every kid was haphazardly allocated to one of two conditions:

The "computer games now" assemble got their frameworks instantly and the "computer games

later" gathering didn't get their frameworks until some other time—after the finish of the

investigation.

Analysts followed the young men's scholarly execution at school, and discovered proof of

an impact. Not exclusively did the children who got amusement frameworks invest less energy

doing homework, they likewise performed more awful on state administered trial of perusing and

composing four month's later. Additionally, their educators will probably report scholarly

issues.However, is all the news awful? No. Computer game spoilers appear to be anxious to

announce ponders that help their perspectives. In any case, the proof proposes that there isn't any

straightforward lesson with respect to the impacts of computer games on school execution. Some

exploration recommends that children who consistently play computer games are at a somewhat

expanded hazard for creating consideration issues at school. What's more, unmistakably a few

children are wild - playing computer games so much of the time that the recreations start to

command their lives. But on the other hand it's possible that playing activity computer games can

support visual spatial aptitudes and maybe even enable dyslexic youngsters to enhance their
 31

perusing capacity. So there are the two expenses and advantages related with computer

games.Furthermore, it's not far-fetched that the impacts of amusements on school

accomplishment rely upon the substance of the diversion. Instructive computer games not related

with poor school execution. Resulting investigation uncovered that time went through playing

was connected with low school fitness - yet just for savage computer games. Children who

played instructive computer games did not endure scholastically.

According to Jacobs (2014). The first, a meta-analysis of 98 studies with nearly 37,000

participants, concludes without equivocation that “violent video games increase aggression.”The

second, which describes new research from Italy, provides further evidence of that troubling

dynamic, and indicates they also lead to “decreased self-control and increased cheating.” “Many

real-world decisions require self-regulation of moral behavior,” writes a research team led by

psychologist Alessandro Gabbiadini. “Our study indicates that playing violent video games can

interfere with this ability.”

"PARTICIPANTS WHO PLAYED A VIOLENT VIDEO GAME FOR ONLY 35

MINUTES EXHIBITED LESS SELF-CONTROL, CHEATED MORE, AND BEHAVED

MORE AGGRESSIVELY THAN DID PARTICIPANTS WHO PLAYED A NONVIOLENT

VIDEO GAME.”

In addition, participants took part in a “competitive reaction time task” in which the

winner of each round “could blast the loser with loud noise through headphones.” Researchers

measured aggression by how loud and long participants blasted the unpleasant sound.The results

were consistent across the board: “Participants who played a violent video game for only 35

minutes exhibited less self-control, cheated more, and behaved more aggressively than did

participants who played a nonviolent video game.”Specifically, those who played the violent
 32

game ate more M&Ms, took more unearned raffle tickets, and gave their rivals a longer and

louder blast of noise.That last point provides interesting context for the meta-study, which was

conducted by researchers Tobias Greitemeyer and Dirk Mügge and published in the Personality

and Social Psychology Bulletin. It finds “strong evidence that violent video games do affect

aggressive outcomes.”

“AGGRESSIVE BEHAVIOR IS MULTI-DETERMINED, WITH VIOLENT VIDEO

GAME EXPOSURE BEING ONE SOURCE AMONG MANY OTHERS (AND SOME OF

THEM HAVING A STRONGER INFLUENCE THAN DO VIOLENT VIDEO GAMES).ON

THE OTHER HAND, EVEN SMALL EFFECTS AND THE EFFECT OF VIOLENT VIDEO

GAMES IS SMALL TO MEDIUM IN ITS EFFECT SIZE CAN HAVE A NEGATIVE

IMPACT ON A SOCIETAL LEVEL WHEN MANY PEOPLE ARE EXPOSED TO IT,

WHICH CERTAINLY APPLIES TO VIOLENT VIDEO GAMES.THUS, IN OUR VIEW,

VIOLENT VIDEO GAME PLAY SHOULD BE REGARDED AS A RISK FACTOR FOR

AGGRESSIVE BEHAVIOR.”

The Italian researchers both expand on that notion they find it is actually a risk factor for

several types of negative behavior and narrow it somewhat, suggesting certain players are more

susceptible to such effects than others. These findings, which need to be replicated, potentially

add important nuance to the debate, but they don’t change the fundamental equation: Violent

video games can, and do, impact players’ attitudes and behaviors. And not for the better.
 33

Summary of Foreign Literature and Studies

To sum it all up, there are negative effects of playing video games on the academic

performances of students. These effects are as follows: Aggressive thoughts, Physiological

arousal, Aggressive behavior and Antisocial behavior. The reason why these effects are negative,

because the takes note of the depiction of blood which results to higher levels of physiological

arousal, feelings and behavioral aggresiveness. Also, rewarding of violent acts which is another

reason for these effects. Another issue that exposure to electronics can cause attention deficit

hyperactivity disorder or ADHD, which affects children and teens, and can continue into

adulthood. ADHD is the most commonly diagnosed mental disorder of children. Children with

ADHD may be hyperactive and unable control their impulses or they may have trouble paying

attention. It causes self-centeredness after playing violent video games. Most research on

negative effects are focused on aggression and violence. Violent video games have strong effects

on children’s aggresion because first, games are highly engaging and interactive. Second, games

reward violent behavior. And lastly, children repeat these behaviors over and over as they play.

Violent video games is related to having more aggressive thoughts, feelings, and behaviors. A

research demonstrated a consistent relation between video game use and increases in aggressive

behavior. Video games which features violent actions and scenarios may lead to addicted players

to be desentisized to the violence. They may also adapt a detached view of society and develop

aggressive thoughts and tendencies. Addiction to playing video games can cause social,

academic and emotional problems, problems which may last up to adulthood. In most cases, teen

become so addicted to video games that they become isolated and depressed. An advise that

would be so appropiate is that they should monitor their playing time and limit it, as it would be

they´re guiding their children. It is also a cause of increased obesity risk, which means too much
 34

screen time can promote a sedentary lifestyle. A major factor which contributes to obesity and a

major risk factor for heart disease. A research has shown that obese teens are most likely to grow

up and become an obese adult. Also giving them an increased risk for chronic health conditions.

Simply trading 30 minutes of electronics per day can significally reduce these risks. Playing

video games can be addictive like being addicted to gambling, which affects players as young as

8 years old. A child shouldn´t be getting as much as 2 hours of playing time a day. This may

affect the childs attentive skills. A video game may also be harmful if your child is unable or

unwilling to participate in any interests or extracurricular activities other than gaming. Video

game addiction can negatively impact a childs health.

LOCAL SOURCES:

Local Literature and Studies

According to Castillo,R. (2016), That a lot of children in the Philippines and worldwide

are crazy about video game play (VGP). Some parents even encourage it with the belief that it

can increase their children’s dexterity and could even improve their IQ. We now have robust

scientific data indicating this impression to be erroneous.Although, some scientific studies

suggest that VGP may improve certain types of visual agility skills, negative effects of VGP

outweigh them, with unfavorable effects on verbal memory, attention, sleep, learning and

comprehension. Most children regularly engage in VGP have demonstrated the release of the

hormone dopamine is increased, which is associated with most types of addiction. A high level

of dopamine makes one experience pleasure. Repeated exposure to an addictive substance or

 35

behavior such as playing video games conditions the brain cells in key areas like the prefrontal

cortex, in which the area of the brain involved in planning and executing task to crave and go

after the substance or behavior causing the release of dopamine. The end result is being

“addicted” to the source of pleasure, and in our children’s case which is addiction to video

games. Some scientists describe the effect of video games as “hijacking the pleasure center,”

which is the same reward circuit in the brain involved with motivation and memory. Since an

addictive behavior like VGP stimulates the same circuit, this part becomes “hijacked and

overloaded,” unfavorably affecting the child’s memory, learning and motivation to acquire other

knowledge and skills. Hence, for many children, they may prefer playing their video games than

doing their school assignments or reviewing for their exams.

Summary of Local Literature

Addictive video game play is a hindrance to those children who are very focused on their

academics. One reason is that they easily get distracted and choose not to do certain school

related activities with their attention barely at video games. Video game play changes the

structure of the mind, which includes gameplay that has online cooperation with one main goal

and that is to win. This kind of perspective puts the player to benefit as much as possible from

their individual abilities to add to the group.

 36

CHAPTER 3

RESEARCH METHODOLOGY

This chapter deals with the discussion of the research design that is used in the study, as

well as the target population. The kinds of instruments and procedures in gathering data are also

discussed, and finally the Data Analysis.

Research Design

This study employed the descriptive research design to determine the opinion and

perspective of the respondents, it is used to describe characteristics and/or behavior of sample

population. According to John Wiley & Sons (2014), descriptive studies may be characterized as

simply the attempt to determine, describe or identify what is the topic all about. The way that the

researchers use about doing a descriptive research is survey, it is defined as a brief interview or

discussion with an individual about a specific topic.

Research Locale and Population

This study was conducted at STI Academic Center, University Parkway Drive, Fort

Bonifacio Global City, Taguig City 1634.

 37

The population frame of this study includes Grade 12 STEM students of STI College-

Global City which has a total population of 241 students.

Sampling Method

The researchers used the Random-Stratified sampling method. This method is a probability

sampling technique wherein the researcher divides the entire population into different subgroups

or strata, then randomly selects the final subjects proportionally from the different strata, it means

that it requires a small sample size which can save a lot of time, money and effort of the researchers

For the purposes of this research, a survey was conducted by the researchers. While

conducting the survey, questionnaires made by the researchers were distributed to the chosen

respondents. The survey questionnaires will contain a total of 15 questions. Each question will

have a maximum of five and a minimum of three choices. The questionnaires provided by the

researchers will be given to the 16 selected students of each section of STEM strand in grade 12.

Data Collection Procedure

To gather the data, the proponents made a cover letter for the teachers and students to allow

us to give our research instrument to our respondents.

The researchers used questionnaires as a research instrument to allow feedback from the

chosen students of Senior High School. Each student provides anonymous feedback on their
 38

experiences. The survey questionnaires will be conducted on Grade 12 Science, Technology,

Engineering and Mathematics Students of STI College-Global City who spend most of their time

in playing video games. The data that will be gathered will be analyzed based on the respondent’s

answers. The researchers will tally the questions and answers based on the inclined questionnaires.

Graphs and explanation will be used after tallying the gathered data to be able to interpret it clearly

and to identify the number of the respondent’s answers.

 39

CHAPTER 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the analysis and interpretation of data gathered from the

student-respondents of five sections, STEM 401, STEM 402, STEM 403, STEM 404, STEM 405

from Grade 12 STEM strand Senior High School of STI College Global City.

1. Profile of the Student-Respondents in terms of Gender

Table 1

Frequency and Percentage Distribution of Students According to Gender

Gender STEM 401 STEM 402 STEM 403 STEM 404 STEM 405 TOTAL

F % f % f % f % f % f %

Male 8 50% 11 68.75% 12 75% 10 62.5% 7 43.75 48 60%

Female 8 50% 5 31.25% 4 25% 6 37.5% 9 56.25 32 40%

Total 16 100% 16 100% 16 100% 16 100% 16 100% 80 100%

As shown in Table 1, profile of the students as to gender there were 8 or 50% male and 8 or 50%

female from section STEM 401. Followed by 11 or 68.75% male and 5 or 31.25% female from

section STEM 402. Whereas, 12 or 75% were male and 4 or 25% female from section STEM 403.
 40

Also, 10 or 62.5% male and 6 or 37.5% female from section STEM 404. Additionally, 7 or 43.75%

male and 9 or 56.25% female from section STEM 405.

II. Profile of the Student-respondents in terms of Age.

Table 2

Frequency and Percentage Distribution of Students According to Age Group

STEM 405
STEM 401 STEM 402 STEM 403 STEM 404 Total

F %
Age Group F % F % F % F % F %

10 62.5% 44 55%
17 8 50% 6 37.5% 9 56.25% 11 68%

6 37.5% 36 45%
18-19 8 50% 10 62.5% 7 43.75% 5 32%

1 80 100%
16 100%
TOTAL 16 100% 16 100% 6 100% 16 100%

As shown in Table 2, Profile of students as to Age Group, there ages from 17 years old to

19 years of age. 44 student-respondents have the age of 17 years old which is 55% of the total

sample size. On the other hand, 36 student respondents age were from 18 to 19 years old which

is 45% of the total sample size.

 41

Survey Questionnaire

Negative Effects of Video Games Towards the Grades of Grade 12 STEM Students in STI College
Global City:

A Qualitative Research

Name (optional): ________________________ Section: __________

Gender: _______________________________ Age: ________

Instructions: Read the questions carefully and answer the questions with a check mark to the best of
your knowledge.

1. What system do you normally play video games on?

☐ Personal Computer ☐ Gaming Consoles ☐ Mobile Devices ☐Others: __________

2. When do you usually play video games?

☐ After Class ☐ Every Weekend ☐ Every Time ☐ Others: __________

3. Where do you usually play video games?

☐ Home ☐ Computer Shops ☐ Others: __________

4. Do you skip classes to play video games?

☐ Yes ☐ No

5. Do playing video games lead you to not being able to complete certain school related tasks on time?

☐ Yes ☐ No

6. How much time do you spend playing video games?

☐ 1 hour ☐ 2 hours ☐ 3 hours ☐ More than 3 hours

7. How much is your daily allowance?

☐ P20 – P50 ☐ P50 – P100 ☐ P100 - P200 ☐ More than P200

 42

8. Do you use your allowance on playing video games?

☐ Yes ☐ No

9. How much money do you spend playing video games within a week?

☐ P15 – P100 ☐ P100 – P200 ☐ More than P200

10. Do you know your limit when you’re playing video games?

☐ Yes ☐ No

Instructions: Read the questions carefully and answer the questions with a check mark and
explanation to the best of your knowledge.

11. Do you consider playing video games as hindrance towards your study?

☐ Yes ☐ Sometimes ☐ No

Explain your answer: ___________________________________________________________

12. Did video games took over other hobbies you used to enjoy?

☐Yes ☐ Sometimes ☐ No

Explain your answer: ___________________________________________________________

13. What is the most memorable video game for you?

Explain your answer: ____________________________________________________________

14. Have you learned anything while playing video games?

Explain your answer: ____________________________________________________________

15. Of all the hours spent on playing video games, would you take it back and spend it on different
things?

☐ Yes ☐ Sometimes ☐ No

Explain your answer: ___________________________________________________________

 43

1. What system do you usually play video games on?

38 37

4
1
Personal Computer Gaming Console Mobile Devices Other

Table 1. Medium that the respondents use to play video games

The Table 1 shows that, out of the 80 respondents, 38 stated that they use Personal

Computers in playing Video Games. 37 of the respondents said that they play Video Games on

Mobile Devices while only 4 of the respondents use Gaming Consoles and 1 on others.

This finding suggests that Personal Computers and Mobile Devices are more common systems

rather than Gaming Console. This is possibly due to the fact that Gaming Consoles are much more

expensive that low end Personal Computers and Mobile Devices, plus the added function of being

able to use a device like a Computer or a Mobile Phone for more than just playing video games

e.g. using a computer for professional use like coding and managing documents and for

communication purposes with a mobile phone, whereas a Gaming Console can only be used for

Video Games.
 44

2. When do you usually play video games?

31
25

12 12

After Class Every Weekend Every Time Other

Table 2. Time when the respondents play video games

The Table 2 shows that, when it comes to playing towards playing video games, 31/80

every time, 25/80 play on weekends, 19/80 after classes, and 12/80 on others.

The data indicates that when playing video games, only a quarter of the respondents (31/80) play

video games on a daily basis which is unexpected considering that the respondents acknowledged

that they are indeed passionate video gamers, thus the total on this answer was estimated to be

higher. The number of students saying that they only play on weekends and after their class hint

at the idea that the students know their priorities and can discipline themselves when it comes to

their recreational activities.

 45

3. Where do you usually play video games?

63

16
1
Home Computer Shops Others

Table 3. Place where the respondents play video games

The Table 3 shows that, 63/80 play video games on the comfort of their own home, while only

16/80 play on computer shops and 1/80 on others.

The findings on this question also validates the findings of the first question regarding the number

of respondents playing on Personal Computers and Mobile Devices and that the students would

rather play inside the safety of their homes.

 46

4. Do you skip classes to play video games?

66

14

Yes No
Table 4. Number of students who skips class to play video games

The Table 4 shows that, 66/80 respondents, out of the 14/80 whom miss out on their class,

does not skip their classes in-order to play video games. The respondents would not sacrifice their

studies in order to play video games, further justifying the concept of Grade 12 STEM Students

developing their personal limitations and discipline.

5. Do playing video games lead you to not being able to complete certain school related

tasks on time?

52

28

Yes No
 47

Table 5. Number of students who skips class to play video games

The Table 5 shows that, 52/80 respondents stated that video games does not lead them to being

unable to complete certain school related tasks on time. Further indicating that the respondents

were indeed mature enough in order to finish their tasks first over playing video games.

6. How much time do you spend playing video games?

41

18
13
8

1 Hour 2 Hours 3 Hours More than 3 Hours

Table 6. Number of time they spend to play video games

The Table 6 shows that, 41/80 play video games for more than 3 hours, 18/80 play for only

3 hours, 13/80 play only an hour, and 8/80 play games for 2 hours. This goes to show that when

students are have already started playing their favorite video games, it can be hard to stop playing.

This may be the one of the reasons why some of the respondents play video games every day and

sometimes even skip their classes entirely as it can be hard to stop playing.
 48

7. How much is your daily allowance?

36

23
16

20-50 50-100 100-200 More than 200

Table 7. The respondents allowance

The Table 7 shows that, 36/80 have a daily allowance of 100-200 pesos to spend on food,

transportation, etc. 23/80 respondents are given 50-100 pesos to cover for the transportation and

some food. 16/80 respondents are given more than 200 pesos to cover all the basic necessities and

have an extra pocket money. While 5/80 have 20-50 pesos worth for strictly their transportation

needs.

We can see the different ranges of allowance the students receive which can possibly be

spent on video game related stuff.

 49

8. Do you use your allowance on playing video games?

40

35

Yes No
Table 8. If they use their allowance on playing video games

The Table 8 shows that, 40/80 of them answered that they do in fact spend their money on

playing video games, while 35/80 of the same respondents answered no, they do not spend their

money on video games. This is further explored on the next question

 50

9. How much money do you spend playing video games within a week?

46

21
13

15-100 100-200 More than 200

Table 9. The number of money they spend on playing video games within a week

The Table 9 shows that, 46/80 respondents answered 15-100 pesos. This is plenty enough

as 50 pesos is equivalent to 4 hours of playing on a computer shop. 21/80 said that they spend 100-

200 and 13/80 said that they spend more than 200.

The price range of 15-100 pesos is for the respondents that play on computer shops as they are

required to pay for the computers in-order for them to play video games. The 100-200 or more is

grouped towards those who play at home assuming that they buy their video games from online

stores or buying credits for mobile games.

 51

10. Do you know your limit when you’re playing video games?

69

11

Yes No

Table 10. The number of respondents who knows their limit when playing video games

The Table 10 shows that, a majority of the respondents 69/80 answered yes while only 11/80

answered no. This, and all of the previous questions, hint at the ability of the respondents

understanding the importance of their academics rather than succumb to the temptation of playing

video games.

11. Do you consider playing video games as hindrance towards your study?

35
28

17

Yes Sometime No
Table 11. The number of respondents who consider playing video games is a hindrance towards their study
 52

The Table 11 shows that 17/80 of the respondents answered yes and agree that they

consider playing video games is a hindrance towards their study, while 28/80 of the respondents

answered sometimes it is a hindrance towards their study and majority of the them 35/80 stated

no.

According to the data we can conclude that most of the respondents can control their video gaming

habit or video games does not affect their school performance altogether.

YES

10

3 4

Video Games waste a lot of Cut classes in order to play Playing video games than
time, leaving no room for video games going to school or rather
studying than studying

10 respondents have stated that video games waste a lot of time and leave no room for

studying. This is another example of video games being destructive. Disregarding self-control and

letting one’s self become addicted to video game as to choose it over studying. Same as with the

3 respondents whom cut classes to play video games and the 4 respondents that would rather play

video games than studying. According to the findings of Gentile, Lynch and Walsh in 2014

Different examinations demonstrate that players routinely avoid their homework to play
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recreations, leading to poor grades. So we can assume that these following respondents experience

the following leading them to believe that video games are a hindrance towards studying.

SOMETIMES

16

4 3
2 1 1
Playing video games Because video games is Prevents (me) from Tend to study at the last Cut class Can lead to addiction
can distract us when not a hindrance to being productive minute or procrastinate
studying studies all the time

16 respondents states that video games sometimes distract them from studying. Either

thinking about video games and/or want to play video games while studying. Being distracted can

have multiple reasons, such as lack of sleep, stress, etc. that can all lead to a person being

distracted. 4 of the respondents said that video games aren’t a hindrance all the time.

According to Linton (2010). The Effects of Video Games on Learning: The Negative View.

Linton’s book, Boys Adrift, Leonard Sax (2007) presents a compelling argument that video games

rob boys of motivation to learn. This lack of motivation can be the cause of lost focus, cutting

classes, and being unproductive when it comes to playing video games, and according to Wang

(2010), Addicts will find it hard to concentrate as they will often find themselves drifting back to

a video game in class.

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NO

18

4 3 3 3 4

Manage time Study first before Not addicted to it Video gaming is only Disciplined, Knows their Priority
accordingly playing a past time Responsible

For these following students, video gaming is not a hindrance toward their studies. 18 of

the respondents have said that they manage their time accordingly, 4 knows their priority. 4 more

study first before playing and the rest considers video gaming to be only a recreational activity.

These responses are based on the students’ individual skills and approach towards their study. It

is entirely plausible that someone can play video games and can still maintain their studies

properly. It depends on the person.

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12. Did video games took over other hobbies you enjoy?

36

25
19

Yes Sometimes No

Table 12. The number of students who believe video games took over other hobbies they use to enjoy

The Table 12 shows that 25/80 of the respondents answered that video games took over

their other hobbies that they used to enjoy, while 19/80 of the respondents answered sometimes

they forgot their other hobbies because of video games, and majority of them 36/80 stated no, it

did not take over their other hobbies that they used to enjoy.
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YES

14

6
3 2
Always playing video games Video games are more instead of reading books, (I) It just did
interesting play video games

14 of the respondents said that video games are more interesting while 6 are always

playing video games. Playing video games can be as rewarding and fulfilling as some of the

other hobbies that one might have. But always playing video games poses a danger physically.

According to Roberts, H. (2017), that playing video games is the cause of increased obesity risk,

which means too much screen time can promote a sedentary lifestyle. Meaning that those

addicted towards playing video games is at risk of obesity when they would disregard their need

for physical activities and would rather just play video games.

SOMETIMES

7
6
4
2

I forgot my other hobbies because of Only sometimes I get way too Don’t play sports or other hobbies as Influenced by friends to only play
video games addicted playing video games much as before playing video games video games

Examining the graph, it shows that from studying to one’s personal time, video games can

sometimes take over, hobbies are no different. And for the 7 respondents that forgot their former
 57

hobbies, for the 6 respondents that are way too addicted playing games. But as always, it’s up to

the individual to focus on their particular hobbies they indulge in.

NO

14

6 5 5
3 3

Playing video games is Balanced schedule and Not as addicted in Self-discipline and Prioritize other hobbies, Video gaming is my only
only a hobby time management playing video games enforcing limitations studying hobby

For 14 respondents video games did not took over their hobby. It’s because video games

are their hobby. And for most to the remaining respondents, almost all have the capability to

manage their time properly, can enforce limitation upon one’s self or not entirely addicted to video

gaming as much.

13. What is the most memorable video game for you?

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63

17

Online games, such as LOL, ROS, Mobile Legends, AOV Offline games, such as Super Mario, God of war, Metal Gear
Solid, Last of Us, Tekken, Plants vs zombies, GTA

Table 13. The respondents most memorable video game

The graph above shows the staggering difference between online gamers and offline

gamers between the respondents. 63 of which play offline games and 17 play online game. For

reference, an online game requires constant internet connection and is usually played with 2 person

or more. While an offline game tends to have deep and compelling story lines which are generally

solo experiences only. And most of the respondents prefer being immersed in a story and gameplay

rather than playing an arcade type of game.

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Reason

28
25
15
12

It is fun It is cool Playing with friends Reminds (me) of

childhood

For most of the respondents, 28 of them have answered that video games remind them of their

childhood. This may come from the fact that many of the respondents started playing video games

at an early age and playing similar video games may induce nostalgia. For 25 it is purely for

enjoyment purposes as those that play video games seek, and 15 enjoys playing with friends.

14. Have you learned anything while playing video games?

70

9
1
Yes Maybe No

Table 14. The number of respondents who learned from playing video games
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The Table 14 shows that 70 of the respondents answered they did learn something while

playing video games. And 9 of them stated that they didn’t learn anything while playing video

games.

Yes

17
13 11 10 9
5 5
Time Teamwork Multitasking Critical Communication Strategy Patience
management Thinking skills

For those that answered Yes, 17 of the respondents have stated that they had learned to

handle their time while playing video games. Which comes as a surprise because no one would

normally associate time management to playing video games. Other answers include teamwork,

multi-tasking and critical thinking.

No

5
2 2
1
It's only entertaining Don’t know what they Only makes me happy It's just a game
learned
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5 of the respondents answered this way mainly because they themselves didn’t know what

they have learned if they have learned anything at all. Or for some, they only consider playing

video games strictly for entertainment purposes only.

15. Of all the hours spent on playing video games, would you take it back and spend it

on different things?

30 30

20

Yes Sometimes No

Table 15. The number of respondents who would take all the hours they spent and spend it on different things

The Table 15 shows that 20/80 of the respondents answered yes and would take all the

hours they spent on playing video game and spend it on different things if they are given a chance,

while 30/80 of the respondents answered sometimes, also 30/80 of them stated that they would not

spend it on different things.

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Yes

11
4 3 1 1
Be more productive, do Video games is a waste rather read books than Spend it on sleep Exercise
more important stuff of time play video games

The graph shows that 11 of the respondents think that they would take all the hours they

spent on playing video game if given a chance and be more productive or do more important stuff

in life. This is the danger of playing too much video game as it is addicting and will consume all

your free time if put in check.

Sometimes
19

5 4 2
Spend more time doing Playing video games all the Be more productive Spend it on bonding with
school works than playing time can lead to bad things the family
video games

The graph shows that 19 of the respondents answered sometimes they think that they would

take all the hours they spent on playing video game and spend more time doing school works.

Video games does not get in the way of their study, but time spent on playing video games is time

NOT spent studying.

These respondents know what their priority is even though they play video games.
 63

No

15
11
2 1
Never regretted playing enjoyed every moment lead them to participate Not addicted
video games playing video games in video gaming
tournaments

The graph shows that 15 of the respondents answered no, they would not take all the hours

they spent on playing video game and never regret it. 11 of the same respondents enjoyed every

moment of them playing video games.

These respondents whether video games harm or help their studies, consider video games as their

favorite past time. Hence the devotion and enjoyment to playing video games.

Keep in mind that the refusal to regret playing video game does not mean that an individual is

addicted to it.
 64

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary, conclusions, and recommendations of the study which

sought to determine the Negative Effects of Video Games Towards the Grades of STEM Students

as perceived by selected grade 12 STEM students of STI College Global City.

SUMMARY

Based on the data gathered, analyzed, and interpreted. the researchers have come up with

the following findings presented in accordance with the research questions formulated in the

statement of the problem.

A large number of the respondent (52/80) have stated that playing video games does not lead

towards being unable to submit school tasks on time, the majority (66/80) don’t skip their classes

in order to play video games, and (69/80) of the same respondents have stated to knowing their

own limitations when it comes to playing video games, further consolidating the idea that playing

video games does not negatively affect students. (70/10) of the respondents believe that they have

learned useful skills while playing video games. Skills like improved Time Management,

Teamwork, Multitasking, Critical Thinking, etc. However, (28/80) respondents warn others that

video games can get in the way of school, studying, and home works. Which is entirely plausible

as too much of anything can hurt. Negative effects include: Tardiness, Spending school allowance

on video games, and playing games instead of studying.

 65

Based on the research, findings state that the ages of the respondents’ ranges from 17-19 years

old. Students that are randomly selected Gr .12 STEM students from sections STEM 401, STEM

402, STEM 403, STEM 404 and STEM 405 and the average hour that they spend playing video

games rages from 1 to 3 hours to more than 3 hours. Meaning that video games can be a time-

consuming hobby if not controlled.

CONCLUSION

Based from the summary of the findings, the following conclusions were drawn:

Reviewing the findings, the hypothesis is deemed correct. Studying the responses, it is

clear that playing video games does not contribute towards getting low grades. The respondent

was disciplined enough to not let video games get in the way of their studies.

The positive effects when it comes to playing video games as the respondents have stated

is that video games have taught them teamwork, time-management, multi-tasking, develop,

boost, enhanced communication skills and even critical thinking.

All in all, video gaming is not as bad as it is deemed to be.

 66

RECOMMENDATION

This research that the researchers have done is one step forward to attaining a larger room

of knowledge. And with this, the researchers hope that they have imparted some information.

In the light of the findings and conclusion the following recommendations were offered to

improve this study as perceived by selected Grade 12 STEM students of STI College Global City.

For the Parents, it is advised to monitor their child’s video game habits as this will indicate

whether their child is addicted or not. The parents should also limit their children’s allowance as

to not enable them to spend more money than they would otherwise playing video games. And if

their children are getting low grades, then it is advisable for their child to be disciplined

immediately.

For the Respondents, it is recommended to impose limitations towards themselves so that

their hobby doesn’t negatively impact their academics, e.g. playing video games only when school

related tasks are already finished. Knowing one’s priority is also a key factor when it comes to

balancing games and academics, knowing your priority will lead you to capitalize on what matters

most instead of potentially wasting your time playing video games.

The Researchers have recommended delving deeper into what might cause a student to

have low grades when playing video games that were not discussed in this study, either with the

video game itself or the aftermath of playing too much. e.g. health problems, relationship

problems, etc.
 67

Referrence:

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http://www.atechnologysociety.co.uk/what-are-negative-effects-video-games-society.html

Castillo, R. (2016) Videogames adversely affect childrens´ brain. (2016, February 6). Retrieved

January 20,2018, from http://business.inquirer.net/206733/video-games-adversely-affect-

childrens-brains

Chalk, A. (2012) Research Finds Negative Effects in Violent Videogames. (2012, December 11).

Retrieved January 26, 2018, from http://www.escapistmagazine.com/news/view/121055-

Research-Finds-Negative-Effects-in-Violent-Videogames

Christopher, D. (2017, September 11). The Negative Effects of Video Game Addiction. Retrieved

January 23, 2018, from https://www.livestrong.com/article/278074-negative-effects-of-video-

game-addiction/

Dewar, G. (2013) The effects of video games on school achievement. (n.d.). Retrieved January 29,

2018, from http://www.parentingscience.com/Effects-of-video-games-on-school.html

Fry, A. and Dai, D (2014) Effect of Video Games on Child Development. (n.d.). Retrieved January

29, 2018, from https://my.vanderbilt.edu/developmentalpsychologyblog/2014/04/effect-of-video-

games-on-child-development/

Jacobs, T. (2014, February 10). Violent Video Games and Bad Behavior: The Evidence Mounts.

Retrieved January 29, 2018, from https://psmag.com/social-justice/violent-video-games-bad-

behavior-evidence-mounts-74372
 68

Kellen, D. A. (2017, October 05). The Negative Impact of Video Games on the Brain and

Cognition. Retrieved January 25, 2018, from https://www.medicalnewsbulletin.com/negative-

impact-video-games-brain-cognition/

OurSpeeches: Share with the World. (2010). Retrieved January 15, 2018, from http://-

www.ourspeeches.com/¬speeches/¬Problems-with-Video-G¬ames/320

Schmidt, J. (2017) Negative Effects of Video Games on Eyes. Retrieved January 26, 2018, from

https://itstillworks.com/12310294/negative-effects-of-video-games-on-eyes

Smith, C. (2017, February 03). Harmful effects of video games on students. Retrieved January 23,

2018, from https://knowtechie.com/essay-harmful-effects-video-games-students/

Suckling, L. (n.d.). What are the positive and negative effects of video games? Retrieved January

26, 2018, from https://www.stuff.co.nz/life-style/well-good/teach-me/88820493/what-are-the-

positive-and-negative-effects-of-video-games

The Effects of Video Games on Learning: The Negative View. (2010, January 11). Retrieved

January 15, 2018, from https://¬glinton.wordpress.com¬/2010/01/11/¬the-effects-of-video-

¬games-on-learning-th¬e-negative-view/

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video-game-addiction/

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/20161017/281663959532650
 69

Wells, J and Bagburn F (2017) Is video gaming bad for you? The science for and against. (2013).

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 70

Appendix A

Republic of the Philippines

City of Taguig

STI College Global City

STI Academic Center, University Parkway Drive,

Bonifacio Global City

Dear Respondent,

Greetings!

Our group is presently undertaking a research study entitled “Positive Effects of Video Games
Towards the Grades of Grade 12 Science, Technology, Engineering, and Mathematics
Students: A Qualitative Study.” This is a requirement for the subject Inquiries, Investigation,
and Immersion in STI College Global City.

On this regard, we are respectfully asking your favor in answering the instrument honestly and
completely. Your participation will pave the way for the completion of the stud. Rest assured that
whatever information gathered will be treated with utmost confidentiality.

Thank you and God bless!

Respectfully yours,

The researchers
 71

Appendix A

Republic of the Philippines

City of Taguig

STI College Global City

STI Academic Center, University Parkway Drive,
Bonifacio Global City
Dear Madame/Sir,

Greetings!

Our group is presently undertaking a research study entitled “positive Effects of Video Games
Towards the Grades of Grade 12 Science, Technology, Engineering, and Mathematics
Students: A Qualitative Study.” This is a requirement for the subject Inquiries, Investigation,
and Immersion in STI College Global City.

In this goal, we are respectfully asking for our permission to please allow us to administer the
instrument to the Grade 12 Science, Technology, Engineering, and Mathematics (STEM) Senior
High School Students of STI College Global City as our respondents in our study. Rest assured
that whatever information they will provide will be treated with utmost confidentiality.
It would be much appreciated if favorable action is taken on this request.

Thank you and God bless!

Respectfully yours,

The researchers,
Group 5 (STEM402)
Arboleda, Karl P. Sorolla, Angelo R.
Berondo, Andrew Tamayo, John Michael D.
Marquez, Joselito Ken P. Terrones, Stephanie Anne Lykah G.
Rivera, Kathleen Mae A. Tucay, Lance