A STUDY ON THE EFFECTS OF COMPUTER GAMES TO SENIOR HIGH

SCHOOL STUDENTS OF SOUTHEAST ASIAN COLLEGE INC., IN RELATION

TO THEIR ACADEMIC PERFORMANCE: BASIS FOR RECOMMENDATION

A STUDY PRESENTED BY THE SENIOR HIGH SCHOOL DEPARTMENT OF

SOUTHEAST ASIAN COLLEGE INC.

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN PRACTICAL

RESEARCH 1

SUBMITTED BY GROUP 1:

AGUS, JOANNA MARIE D.

FAUSTINO, BEATRIZ R.
LABIANO, KATHLYN Q.
ORTIZ, MARJORIE L.
SINGH, HARPREET JOY B.
VICTORIO, HYACINTH B.
BARAZAN, JEREMY H.
DELA CRUZ, RENEV J.
RIOVEROS, MIG JASPER D.

SCHOOL YEAR 2016 – 2017

SUBMITTED TO:
Mrs. CARMEN A. PANGANIBAN
Chapter I

PROBLEM AND ITS BACKGROUND

Introduction

Online games are now on the top list in the minds of young generation

because of the graphics that catch gamer’s attention as an alternative for leisure to

spend to. Some students stayed up late at night playing their favorite online games.

Parents complain about the time they spent on playing online games rather than doing

their home works.

On the other hand, the effects of playing online games on student’s academic

performance can be both an advantage and a disadvantage.

Playing online games can be the motivation of the students in their study. The

Isabela Granic and her fellow researchers at Radboud University in the Netherlands

stated the benefits experienced by children and adolescents playing these new, interactive

games. It provides young people to recognize different social conflicts scenarios that

they might face in the real world and also it helps young people to develop social

experiences that can be valuable as they mature and helps them to learn to cooperate and

accept their peers.

Several studies have documented negative correlations between playing online

games and academic performance for students and that argument was playing online

games are addictive. Addiction in playing online games increases depression, anxiety

levels, exhibit social phobias and worst their academic performance suffer. Academic

achievement may be negatively related to over-all time spent playing video games.
Studies have shown that the more time a kid spends playing video games, the poorer is

his performance in school. (Anderson & Dill, 2000; Gentile, Lynch & Walsh, 2004).

The effects of playing online games have a positive and negative impact to the

student. Thus, this study aim to know if playing online games affects the academic

performance and what are the effects of playing online games to the academic

performance of the selected Grade-11 students of Science, Technology, Engineering, and

Mathematics (STEM), General Academic Strand (GAS) and Technical-Vocational

(Tech-Voc) in Southeast Asian College Inc.

Background of the Study

The progression of Videogames goes as far back as the early 1940’s-1950’s.

Scientist had been focusing on each of the computer games designs and stimulations as

part of their findings.

Video gaming started on reaching the peak of fame and popularity at the years

1970’s and 1980’s as game consoles, and it is were computers are introduced to the

public.

Over the last couple of decades, the trend of Videogames has increased at a

significant rate. It had challenged all types of media for leisure time use. Interactive

electronic media has stemmed out from virtual non-existence to one of the primary means

of entertainment for college students.

Videogames has become and enhanced feature of a student’s daily life as it

constantly grows. Computer games nowadays affects the life of students, and the danger

that kids who play outdoors is no different from the online gamers at home.
 26% of female Millennial’s list playing games as a hobby while the male

Millenials has rated 51%. The computer and online games joint with the touch of

technology makes their pastime more than just a game, but would eventually wind up to

be an addiction. When the students reached this point of obsession towards playing, it

gets harder to stop them resulting to more hours of spending time in front of their

computer screens and lesser time with academic and other school performances.

Conceptual Framework

Conceptual Framework is a theoretical structure of assumptions, principles, and

rules that holds together the ideas comprising a broad concept. It is the researchers' own

position on the problem and gives direction to the study. It may be an adaptation of a

model used in previous study, with modifications to suit the inquiry. Aside from showing

the direction of the study, the researchers can be able to show the relationships of the

different constructs that they wants to investigate.

Conceptual Framework is consists of three (3) parts namely: INPUT, PROCESS

and OUTPUT. The Input – Process – Output model (IPO Model) or input – process –

output pattern. Input is something from the external environment that is fed into the

system. Input may be a raw data “capture” in some way or pre – existing data which has

been provided by an external system. Next, the process is the important element of the

conceptual framework. It accepts the inputs and performs it in some type of operations on

which it transform into some other state. Lastly, the output is the result of processing the

input. Without output, the study will not stand firm.

In this study, the input is: A study on the effects of computer games in relation to the

Academic Performance of Senior High School Students of Southeast Asian College Inc.:
 Basis for Recommendation. The process includes: Data gathering, Analysis of data

gathered, Questionnaires, and Tabulation of data. The output includes: Identify what is

the relationship of playing computer games on students' academic performance and give

a recommendation to the research study.

INPUT OUTPUT

A study on the  Identify what is

PROCESS
effects of computer the relationship
 Data gathering
games in relation to of playing
 Analysis of data
the Academic computer
gathered
Performance of games on
 Questionnaires
SHS Students of student’s
 Tabulation of
Southeast Asian academic
data
College Inc.: Basis performance.
for  Give a
Recommendation recommendati
on to the
mentioned
study/research
.

Figure 1

Figure 1 describes the conceptual framework of the study wherein the input is the

topic of research entitled: A study on the effects of computer games in relation to the
Academic Performance of SHS Students of Southeast Asian College Inc.: Basis for

Recommendation.

On the other hand, the process being used is through data gathering, analysis of

data gathered, questionnaires and tabulation of data. The output of this study was to

identify what is the relationship of playing computer games on student’s academic

performance and give a recommendation to the mentioned research.

The researcher aims to find out the relationship of playing computer games and

the student’s academic performance and give recommendations to the research.

Statement of the Problem

The study aimed to answer the following:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Gender;

1.3 Strand and Section?

2. What is the academic performance of the respondents in the first quarter?

3. What are the effects of online games to the academic performance of the

respondents?

4. What is the most famous computer game that causes students to drop out?

5. How is compulsive gaming considered to be a psychological disorder?

Assumption

As years pass by computer gaming industry continues to grow, numerous students

will lose interest for studies because of this. Besides, it flaunts negative effects on Senior

high school (SHS) students in their academic performance. The researchers proved that

the number of subjects failed increases the probability of SHS students to drop out. Thus,

computer gaming also have a tendency to be the cause why students repeat another

academic year or stop from schooling.

The researchers’ hypothesize that playing computer games has a bad effects in

Grade-11 students in Southeast Asian College Inc. The students are spending more effort,

time and money in playing computer games. The students found that it is the best thing to

do in their leisure time, not being aware that they already neglected their home works,

projects and lessons. As a result, their academic performance has been affected. Low and

failing grades can be the results if the students continue to priorities their habit like

playing computer games.

Significance of the Study

This research aimed to know the effects of playing online games towards

the academic performance of Grade-11 students in Southeast Asian College Inc.

Furthermore, this research aimed to give significance to the following ;

Students. They will know the effects of online games to their academic

performance and be cautious about it.

 Teachers. They will be able to give more attention to the students. They can also

use internet as a tool for their teaching to get the interest of their students.

Parents. The result of this will serve as an eye opener for the parents to exert

their efforts in guiding, monitoring, and limiting their children on playing online games.

Scope and Delimitation

The scope of this study was to find the effects of playing online games

to the academic performance of the students.

The study was delimited for sections STEM, GAS, and TECH-VOC in Southeast

Asian College Inc.

The main focus of this study is to show the possible effects of computer games to

students on secondary level. The researchers involved 50 senior high school students of

Southeast Asian College Inc. In conducting the survey, each of the respondents are given

the same questionnaire to answer.

This study limits its coverage on 16 to 18 years old grade 11 students. The

researchers were motivated in finding the positive and negative effects of computer

games in relation to their academic performance. As for the negative effects, researchers

found a solution in making it positive either in the simplest or complicated way.

Terminologies

Academic Performance – academic achievement is the outcome of education, to

which extent of students has achieved their educational goals.

Gamer – a person who plays an online game.

Leisure – Enjoyable activities that you do when you have free time.

Massive Multiplayer Online Games (MMOGs)-A role-playing video game played on

the internet with a large group of people.

Motivation – things that give inspiration.

Online Game – is a video game that requires an Internet connection.

Phenomenon – a situation that is observed to exist or happen, it is unusual or difficult to

understand or explain.

Phobia – is a type of anxiety disorder or fear to an object or situation.

Video Games– an electronic game that involves human interaction.

Virtual World— A three-dimensional computer environment, where players can interact

with others.
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

For further understanding of the study, the researchers made use of different

reading materials such as books, magazine, newspapers, thesis and other web articles that

are essential in broadening the researcher’s knowledge and information. These will also

guide the researcher’s to gather in formations for further analyzation to target objectives

by getting ideas and in formations for other studies and make developments as possible.

The information gathered by the researchers focuses on the Effects of Online

Games to the Academic Performance of Selected Students of Southeast Asian College

Inc. S.Y; 2015-2016.

History

Around 1969, the earliest online gaming was originated but it becomes popular

around late 1970’s and early 1980’s when dial-up bulletin become popular and the users

started playing online games over them. It provides multi-users platforms that become the

earliest base for multi-user games which have finally changed into what is today

popularly known all over the world as the Massively Multi-player Online Role-playing

Games “MMORPG”.

Online gaming develops because of the cheaper and more accessible price

with each passing year. For almost 1990's, evolution led to an explosion that

increases younger web users although at 2001 online gaming activities slows down,
but phenomenon proves that it won't die out so easily until technology grants such

as Sony, Microsoft, and Nintendo change the phase of online gaming forever.

Since then, millions of users getting added every year.

Online Games

Online game is video games that require an internet connection. It is played

through a form of computer network. Online games can range from simple text based

games to games incorporating complex graphics and virtual worlds populated by many

players simultaneously. There are a lot of online games associated to online

communities, making online games a form of social activity beyond single player

games.

Related Literature

A. Foreign Literature

Much attention has been directed to the use of video games for learning in the

recent years, in part due to the large amounts of capital spent on games in the

entertainment industry, but also because of their ability to catch the attention of the player

and play it for long periods of time as players learn to master game complexities and

accomplish objectives. (Dondlinger, 2007).

The computer game is one of the most exciting and rapidly evolving media of our

time. Evidence can be seen from the Internet where online games are one of the fastest

growing areas (Carr et al., 2006).

 Electronic games can be designated as knowledge building environments as well

as a place for entertainment (Williamson, 2009). Players become active knowledge

builders by actually playing as opposed to being mere observers. They can only be

successful in the game after they manage to uncover a series of regulations, actions, and

routines (Klopfer, 2008).

In the book Die Tryin': Videogames, Masculinity, Culture by Derek Burrill

suggests that modern videogames have borrowed much of their material from

Hollywood. The player character in many games, referred to as the avatar, is generally

created to be at least somewhat superhuman. Just like in movies, this portrayal of what an

individual is supposed to be contributes to identity development. Many games involve

male characters that are incredibly well built and tough, and female characters that are

physically attractive. As Burrill puts it, “in short, avatars are sexy” (Burrill, 2008, p. 75).

According to the authors, Chen and Voderer, gamers fit into certain categories:

the competitor, explorer, collector, achiever, joker, director, storyteller, performer, and

the craftsmen. Each of these types of players has a specific goal for playing games,

motivating them to spend hours staring at a screen.

Many of these fall under the category of serious game Egbert (2009), explains

technology literacy as understanding the many ways in which technology affects lives for

both good and bad (P. 281). Furthermore, the twenty-first century skills as critical

thinking, communication, problem solving, production and creativity (P. 281). Ip, Jacobs,

Watkins (2008) state that the latest multi-million selling titles such as Grand Theft Auto,

The Sims, and The Legend of the Zelda can deliver realistic content and interaction with

such games requires gamers to possess not only.

 Games and its impact have been analyzed along a number of dimensions and it is

suggest that these classifications should help in developing a more organized framework

for better understanding games. It is considered that categorizing games is useful to the

primary function of the game. Whether its a game for entertainment, for learning or as

serious game. Mario Brother and Grand Theft Auto are digital commercial games that

were developing just for entertainment and recreation. While the aim of the Game Based

Learning (GBL) and serious game are learning and behavior change (Corti, 2006).

Although serious games have been develop for the wider purposes of training and

behavior changes in business industry, marketing, healthcare and government NGOs as

well as in education (Sawyer & Smith, 2008).

A 2005 paper suggests that videogames are changing education and that games

are more than a simple form of entertainment (Shaffer, Squire, Halverson, & Gee, 2005).

It explains that student learning can be enhanced by experiences in vast virtual worlds.

These worlds can allow students to interact as a community. Virtual worlds are useful

“because they make it possible to develop situated understanding” (Shaffer, Squire,

Halverson, & Gee, 2005, p. 106). This means that students are able to actually experience

and experiment with the things that they are learning rather than simply being told them

as facts or equations.

O’Neill, Wainess & Baker (2005) identified five “families of cognitive demands”

in playing games: content understanding and problem solving which are content specific

skills while collaboration/teamwork, communication and self-regulation are regarded as

content independent skills. Wouters, van der Spek & Oostendorp (2009) proposed a

model of four kinds of learning outcomes that games might have –cognitive learning
outcomes, which they divided into knowledge and cognitive skills, motor skills, affective

learning outcomes and communicative learning outcomes.

Instead of studying, there are lots of students spend most of their time in front of

the computer doing unnecessary things like: addiction to computer games and net

compulsions. The bad habit that students develop in their computer use can cause so

many problems in their study (Lowinson, 2005).

World of Warcraft is an online game, that causing students to drop out. The game,

in which you create your own character - an orc, a troll, a dwarf or a human - and join

others to defeat enemies in the mythical land of Azeroth, is topping sales charts in the

US, but its makers are receiving publicity they could do without, thanks to Deborah

Taylor Tate at the Federal Communications Commission (FCC). Tate says: "You might

find it alarming that one of the top reasons for college drop-outs in the US is online

gaming addiction - such as World of Warcraft - which is played by 11 million individuals

worldwide," she said in a speech.

Tate, one of five commissioners who oversee and regulate TV, radio and all

communications related to the US, made the claim shortly after a student adviser at the

University of Minnesota Duluth, Vince Repesh, told his local paper that he had seen

students with severe academic and personal problems. "I accused one of them of coming

in loaded from smoking dope, he looked so bad," Repesh told the Duluth News-Tribune.

Repesh says the game can be more pernicious than other addictions. "If somebody has a

chemical problem, you usually see side-effects from it," he explains, "but you can't tell

for a long time if someone is just sitting in front of a computer. I have seen straight-A

students who go to Fs because they think World of Warcraft is more important."At least
five students have come to Repesh over the last academic year with serious addictions

that were causing academic problems, he says. (Somaiya R., 2009)

Compulsive gaming is already considered a psychological disorder. The growing

number of students suffering from computer game addiction and video game addiction

can be puzzling for many people. What the people getting confused of is that they don’t

realize that any form of addiction roots from things that

usedto be harmless. Virtual games bring a sense of fun, thrill and excitement when played

and these feelings actually make the game more appealing and engaging and addictive it

also make the gamer more interested in playing online games . The seriousness of video

game addiction and computer game addiction has gone unnoticed. It managed to sneak

from a good thing that turns out bad due to abuse (Portal, 2007)

While gaming is an enjoyable pastime activity, research suggests that excessive

online gaming may in extreme cases lead to symptoms commonly experienced by

substance addicts, namely salience, mood modification, craving, and tolerance (Wölfling,

Grüsser and Thalemann, 2008; Young,2009; Hsu, Wen and Wu, 2009; Ko et al., 2009;

Mehroof and Griffiths, 2010).

While the emerging technological advancements, there are new factors that may

affect the quality of educated population (Oliveros & Sapio, 2007, 17-18).

A recent systematic literature review suggests that it is particularly excessive

engagement with MMORPG that can cause an addiction in a small minority of players

(KussandGriffiths, 2011b).Since online and offline and computer games are particularly

fascinating to children and adolescents (ESA, 2010), it shows reasonable to suggest that
these groups may be particularly at risk, more vulnerable and susceptible of developing

gaming addiction. Furthermore, it has been argued that because of the 24/7 nature and

almost mandatory excessive play required in playing MMORPGS (such as World of

Warcraft and Ever-quest), online gaming may be more problematic for ‘at risk’

individuals than offline gaming (Griffiths and Meredith, 2009)

During this period of time, adolescents are confronted with a variety of cumulated

stressors, such as physical and hormonal changes, as well as shifts in personal value and

belief systems. Parental influence is diminished where as the peer group gains more

importance. Peer pressure may lead to a variety of problems (Silbereisen and Kastner,

1998) that may eventuate in the development of pathological behaviors, such as chemical

and behavioral addictions (Wölfling and Müller, 2009).

Gamers who play for extended period of time (over 4 hours) and almost every day

show a clear signs of addiction. They get restless and irritable if they can’t play they also

sacrifice their other social activities just to play games. According to the assistant

professor of Psychology in Iowa State University, Douglas Gentile in his study about the

Journal Psychological Science he revealed that more than 8% of gamers between the ages

of 8 and 18 exhibit symptoms of video game addiction or what he terms “Pathological

Behavior”

There's also another type of computer addiction that's been identified which has

been labeled "positive addiction." It may sound like contradiction of terms, but having a

positive addiction is defined as obsessive behavior in which the benefits received

outweigh the cost of the addiction. There are many ways in which immersing oneself into
the computer can actually help make a person a healthier, more aware human being. Not

all the stuff on the Internet is bad, by any means (Fisher, 2006).

Games can be viewed as being authentic learning environments because players

are positioned in contact with practical situations, which are closer to real life situations

than those experienced in a school environment (Galarneau, 2005; Steinkuehler, 2004;

Williamson, 2009).

Most of the video games can be played in multi-player. Through this players can

use the settings of the games as well as other communication tool such forums and instant

messaging programs to discuss strategies and organize groups. Majority of the enterprises

are responsible for these games develop these forms of interaction (Galarneau, 2005).

Jane McGonigal, author of the book “Reality is Broken: Why Games Make Us

Better and How They Change the World” said in an interview Could Gaming be…

(National Public Radio, 2011) “Well, games seem to tap into the psychological state

called eustress, or positive stress. You know, normally we think about stress as very

negative. It makes us anxious or frustrated or burnt out. But it turns out that if we have

chosen a goal for ourselves and if we feel in control of the work that we're doing, that

stress is experienced very positively”. She also said that “Games are doing a better job of

provoking our most powerful, positive emotions, and also helping us build up remarkable

social relationships that cannot only improve our real lives but also potentially help us

change the real world. However McGonigal still encourages everyone to play games due

to its convincing benefits but also insists that people should only play on controlled

number of hours.
 There are also indications that games aid students in their studies. According to

the Entertainment Software Association Games: Improving Education (ESA,

2012) “researchers have found that video games have real potential as next-generation

learning tools. Games use new technologies to incorporate principles crucial to human

cognitive learning.” That is why the Department of Education (United States) fund

institutions that practices game development to develop educational games, simulations ,

video games, virtual worlds and avatars that would serve as learning tools. In fact a game

app that aims to reduce child obesity is already in the works as well as the game

adaptation of the CSI TV series wherein the players learn to examine crime scenes and

evidences, a game that aims to introduce to middle school children forensic sciences, also

the game Budget Hero 2.0, a game where players learn to manage a nation’s budget.

According to an article written by Lea Lebrilla (2010), she suggest that video

games can be a new way of teaching, in this manner video games are being used as a

teaching tool and is seen to help students to improve academic skill and creative thinking.

Since most of video games are goal oriented especially those games where in player is on

a quest, it is believed that it can help to improve one’s creativity in thinking as well as

improve imagination.

Evolution of the video games rides the back of the technological and computing

advances that drive the personal computer revolution” (Smyth, 2007, P. 717). Since their

introduction as mass market products in the 1970s, video games have come under

inspection in a number of contentious areas. Fuelled by the ever increasing popularity and

economic significance of the games industry, any negative findings such as those relating

to gaming addiction, epilepsy, and violent content have rapidly been picked up by the
media, often leading to condemnations of such games by the public (Ip Jacobs Watkins,

2008, P. 356).

“When people participate in playful activities, such as digital games, they are more

likely to enjoy the learning process resulting in more time, effort, and concentration put

into an activity” (Martin and Ewing 213). This section explore how video games have a

positive learning impact on learning. Video games can help students to established sense

of self. Furthermore, video games are compelling, incorporate problem solving,

encourage participation in learning communities and develop cognitive skills.

Analysis

Based on the foreign literature discussed it has been proven that the MMORGP

causes addiction in a small minority players.

Video games can be a learning experience, give your kid a variety of entertaining

things to learn from, so your kid will not be addicted to just one thing. Be sure to make

him read books, play sports, interact with other kids, and watch good TV. Everything

should be taken in moderation. The American Academy of Pediatrics recommends that

children not spend more than one to two hours per day in front of all electronic screens,

including TV, DVDs, videos, video games (handheld, console, or computer), and

computers (for non-academic use). This means seven to fourteen hours per week total.

As online games rapidly evolves in media , competitors , explorers , collector ,

achiever , joker , director , storyteller , performers , craftsmen plays for entertainment ,

learning and as serious game to accomplish objectives.

 Although compulsive gaming is already considered a psychological disorder

where Pathological Behaviors are observed (these are the addictive stages of online

gaming) there are still positive addiction that helps to gain good information makes a

person healthier and aware human being

A. Local Literature

The number of online gamers in the Philippines will reach 6.3 million by 2008,

said by a research released by the International Data Corporation (IDC). Due to the

increase of new online games and increase of broadband connections number of online

gamers became higher.

Another factor that supports the increase in number of online gamers is that as a

social aspect community of friends and families forms clans when playing .It is also

estimated that the online gaming subscriptions in the country will grow 58.4 percent

annually from 2002 to 2007.

The ultimate success of new online game distributors would depend on flexible

business models. Alliances among Internet service providers, game distributors and

telecommunications companies could also boost the growth of the Philippine

online gaming industry. IDC also forecast that the Philippines internet usage will record a

growth of 23 percent annually and reach 21.5 million by 2008.

The Philippine online gaming market is experiencing spectacular growth,

reaching US$10 million and 350,000 subscribers in 2004 (up from $3 million and 60,000

subscribers in 2003), according to International Data Corp. With an estimated 40%

annual increase in subscribers, online gaming has ceased to be just an ordinary pastime or

amusement
 It has become the most dynamic segment of the entertainment software industry

in the Philippines. And also another opportunity abound for U.S. online game content

developers, broadband service providers, and suppliers of servers, switches, new and

refurbished PCs, and gaming and PC accessories.

In 2000, PAGCOR authorized the Sports and Games Entertainment Corp. as the

exclusive operator of the Philippines' only online casino. In 2002, the government

allowed Phil. web Corporation, in cooperation with PAGCOR, to regulate and tax online

gaming sites based in the Philippines.

To facilitate online gaming, Phil. web launched Modular PAGCOR e-

Games Cafes (MPEGs). MPEGs are large mobile shipping containers and can be easily

moved from one location to another if a particular area is not generating sufficient

business. The containers come complete with computer terminals and cashier facilities.

Phil. web does not have competitors in the online gaming sector within the Philippines.

The most popular online game in the Philippines is baccarat, which accounts for 30 to

40% of the gaming volume.

PAGCOR also offers franchised e-Games Cafes. Operators may choose between a

rented space and a modular cafe. An e-Games Cafe may be owned and operated with a

start-up cost between PhP1.2M to PhP1.5M. There are no franchise fees, only a

processing fee, and monthly revenue is 28% of casino winnings. The typical payback

period is 12 months. An e-Games Cafe must be at least 200 meters away from

educational institutions or places of worship and religious centers and at least 1 km away

from existing PAGCOR e-Games Cafes.

 IP E-Games Ventures Inc. (E-Games) announced that it would be selling off its

game publishing business to rival Level Up! Inc. (LUI), in a deal that involves both

equity and cash, although the amount for the transaction has yet to be specified.

IP E-Game Ventures Inc. (EG) was incorporated on November 22, 2005 to

engage primarily in the business of interactive gaming and content distribution to the

local, regional and global market. EG is the online gaming subsidiary of IPVG

Corporation through a 71%-owned company, IPE Global Holdings Corporation, a

company incorporated in the British Virgin Islands. On October 16, 2007, EG was

registered with the Bureau of Investments on a non-pioneer status as a new information

and communication technology (ICT) export service firm in the field of application

software/systems development for online computer systems. E-Games are a wholly

owned subsidiary of IP Ventures Group Corp. (IPVG), a Filipino-owned technology

conglomerate that has quickly been diversifying its portfolio in recent years.

EG offers a portfolio of online games including massively multiplayer online

role-playing games or MMORPGs, and casual online games. Since it started operations in

2006, EG has commercially launched 20 online games including RAN Online, Granado

Espada, CABAL Online, Audition Dance Battle, Band Master and Point Blank. Starting

April 1, 2012, but the Company divided its business operations from online games to

distribution of box games through its accredited distributions.

Spite of the fact that the government’s Department of Education (DepED) values

on how online computer also helps sharpen the young generation into highly proficient

individuals in new technologies and digital trends.

 In 2007, they have received complaints from school all over Manila with regards

to the students who is getting more addicted to online computer gaming. ARCS theory is

the most universal one.

The theory is composed of four aspects: attention, relevance, confidence, and

satisfaction placed specific emphasis on attention, so he promoted ten skills for

maintaining learners’ online learning attention to strengthen motivation. That proves the

importance of motivation to academic performance. Taran (2005)

Analysis

According to the International Data Corporation (IDC), Phil. Online Gaming

market witnesses the ceased to be just an ordinary past time amusement especially with

the teens.

Therefore, based on the IDC due to the new online games and broadband

connection number increases, the online games get into increase too.

Related Studies

A. Foreign Studies

The effect that interactive digital media has on the learning process is not completely

negative. It is not that the medium itself is inherently flawed, but much of the information

that gets transmitted through it may be. As was noted in a 2008 study on media attention

and cognitive abilities, “content appears to be crucial” (Schmidt & Vanderwater, 2008, p.

63). If the content being consumed is positive, then positive results can be expected. If
the content is negative, then negative results can be expected. The study examined

research from many sources in arriving at this conclusion.

For 30 years, video games have been available to consumers. Because they encourage

players to be part of the game’s script. It shows that they are unique form of

entertainment. It is required the player to pay attention constantly to the game. This has

both negative and positive impacts on players but several studies about these impacts

used “positive” impact.

Through playing online games children may improve a players manual dexterity and

computer literacy. To provides players more realistic virtual playing experience,

technology improve it with better graphics and this quality makes the online game

industry a powerful force in many adolescents live.

There is a movement to leverage video games as a part of the learning process. A

paper from EDUCAUSE suggests that faculty need be aware of games that could be

helpful to the in class learning experience (Hitch & Duncan, 2005). It mentions using

tactical and strategy games to enhance the level of understanding and engagement with

the material. It specifically mentioned using Civilization IV, a game which focuses on

empire building and economies of scale to aid in the understanding of history and

economics.

Some research concludes there is little evidence to suggest that interactive media

enhances the learning experience (Schmidt & Vanderwater, 2008). Other sources have

noted positive impacts on student performance. One study of a game relating to

numerical analysis in an engineering curriculum found that “students experienced

significantly more intellectual intensity, intrinsic motivation, positive affect and overall

student engagement when completing homework” (Coller & Shernoff, 2009, p. 315).

Research on the subject has been mixed, but it seems that video games can have a

positive effect on learning when used in particular ways.

According to the study done in Taiwan by Chuang & Chen (2007, 30) they have

found that digital games improve children’s cognitive achievement and can facilitates

students cognitive learning process. Furthermore, the findings indicate that digital game

playing not only improve the participants “fact/recall” process but also the skills in

problem solving.

On the other hand, there are study shows that online games that have a violent content

make teens more aggressive.

The amounts of time that children are allowed to play online games are part of the

increasing of aggressive behavior.

In 2010, both video and PC game software retail sales amounted to approximately

$15.5 billion (Johnson, 2011). Sims 3 is the most popular online game followed by World

Warcraft’s Wrath of the Linch King. This suggest that simulation games and Massive-

Multiplayer Online Role-Playing Games (MMORPGs) are favored by gaming

communities (The NPD Group, 2010). These games let the players to inhabit massive

game world concurrently.

According to the latest report of the Entertainment Software Association (ESA) 60 %

of male under the age of 18 years there are 25% of computer and video game players and

also ESA reported that 25 % of parents do not put time limits on their children internet
use in general and 17 % of parents do not put time limits on their children in playing

video and computer games (ESA 2010). Through this statistics, it shows that gaming

particularly online gaming is an integral element of children and adolescents leisure time

activities.

The gaming frequency and the amount of time spent on playing online games have

been studied for years frequently in association with gaming addiction (Daniel Luke King

2012; Ko et al. 2009), psychological constructs (e.g., self-concept clarity, self-control,

and flow) (Khang et al. 2013; Lee et al. 2012), negative consequences (e.g., missing

school work) (Hellström et al. 2012), and even academic performance or learning

outcome (Furió et al. 2013; Ip et al. 2008).

In the research conducted by Ahn and Randall (2008) on computer game addiction

and mental health based in the U.S. addiction define as “a psychological or physical

dependence on something”. An individual with game addiction can be said to have a

psychological dependence on massive multiplayer online games or to exhibit excessive

use of computer and video games.

Stated that the seriousness of the issues caused by computer game addiction and

video game addiction was even claimed to have created a new face of addiction in

modern-day societies.

Since this kind of addiction roots from seemingly harmless sources, what leads to

addiction is the people's abuse to the effects or benefits that they bring. Since no one will

ever prevent using computer these days, at work or in school, theorists predict that this

kind of disorder will be much harder to manage (Moreover & Kranz ,2008).
 Many cases have been reported in which users play online games compulsively,

isolating themselves from social contact and almost focusing on in-game rather than out-

game life event such as academia and bonding with family and friends. Players see in-

game life more important than out-game life which means they spent almost of their time

in playing online games.

According to Young (2007), many hospital and clinic have set up out-patient clinics,

programs and campus support groups to help those who are addicted to the internet.

Furthermore, these facts tells that playing a lot is not the same as being pathological

gamer, that gaming must be causing problems for the individual to be considered as a

pathological conditions which can help to diagnose whether the interviews are addicted to

online games or not.

Ahn and Randall (2008) discovered that MMOGs affected both social and academic

lifestyles of students involved. Of the surveyed data, approximately 50% of MMOG

addicted students were reported as actively engaged in a physical argument. Furthermore

the addiction interferes with their relationships, inwhich most of the addicts are reported

to be involved in arguments with both friends and teachers.

Academically most addicts registered more Failed grades as compared to non-

addicted students. This statistics corresponds with the amount of playing time of addicted

students on the MMOGs.

A study conducted by Wan and Chiou (2006). They found out that most of the

adolescents they interviewed stated that online gaming had become the main focus on

their lives, and their life would become dark and bleak without these games.
 According to Mu (2006) points out that some of the main symptoms of internet and

online game addiction, including the decrease in social friend network and face to face

interactions with other become occasional while the member of friend in the virtual world

increases.

The negative correlations that have been found between video gaming and overall

school performance are augmented by reports of other school-related skills and

behaviours. Monke (2009) purported that the increased distances of time and space

afforded by worldwide online games would interfere with students’ developing normal

perceptions of time and space.

Academic achievement may be negatively related to over-all time spent playing

video games. Studies have shown that the more time a kid spends playing video games,

the poorer is his performance in school. (Anderson & Dill, 2000; Gentile, Lynch &

Walsh, 2004). A study by Argosy University’s Minnesota School on Professional

Psychology found that video game addicts argue a lot with their teachers, fight a lot with

their friends, and score lower grades than others who play video games less often. Other

studies show that many game players routinely skip their homework to play games, and

many students admitted that their video game habits are often responsible for poor school

grades.

Anand (2007) found that video game addicts tended to fall asleep in class and fall

behind in their assignments. Gentile (2009) reported correlations between pathological

gaming and attention deficits in class. Griffiths (2010, “Online”) and Sharif and Sargent

(2006) found that video gaming creates time conflicts that reduce the amount of time that

gamers devote to homework.

 Zhang (2007) and Zhuo (2007), who also researched on the same topic, reported

different results on the online game addiction and the finding supported the same

symptoms.

With regards to undergraduate students who were addicted to the Internet or online

games, Zhang signify that most of these students had bad grades in their universities.

Moreover, Zhuo stated that the physical symptoms of Internet and online game addiction

were cervical spondylosis, neurasthenia and insomnia. Cervicalspondylosis, a fairly

common symptom of many MMOG players, is essentially a spinal injury which results

from keeping the same sitting position for hours while playing games.

Recently, there has been an increasing amount of research about the possible benefits

of playing games, such as that it is promoting ICT skills and of it is being added as

motivational component for training and education (1p Jacobs Watkins, 2008, p. 365).

According to the study by Douglas Gentile, Ph.D., associate professor of psychology

at Iowa State of University video games is a powerful force in many adolescents. When

video game is “pro-social” and rewards players for building a town or helping others,

children tend to show more empathy and helpfulness in their daily lives.

It has been an ongoing debate to both educational and public environment about the

academic performance and cognitive consequences of playing video games. While it is

debatable whether video games affects student’s academic performance, recent studies

have considered that digital games as an educational tool to nurture student’s learning

interest and motivation (Choi et al. 2013: Jennifer Henderlong 2009: Van Eck 2006) and

to give different levels of knowledge more effectively.

 Studies show that motivation is very important catalyst for learning success and

correlated with academic achievement (Jennifer Henderlong Corpus 2009: Jurisevic et al.

2008)

Charlton and Danforth (2007) considered the distinctions between core andexternal

standards for behavioral addictions as they applied in the specific area ofMassive

Multiplayer Online Game playing. According to Brian and Wiemer-Hastings(2005)

through DSM-IV, online gaming addiction has been identified by an actual diagnosis, in

which most researchers rely on their definition for addiction as the guidance of this

document.

On the other hand, Kimberly and Young (2007) identifiedand referred to Internet

addiction as a new and often unrecognized clinical disorder that impacts the ability of a

user to control Internet use to the extent in that it cancause relational, occupational, health

and social problems. Syracuse University (2007) reported that being addicted to games

may lead to lessen their sleep, interference withthe demands of society life including

socializing and academic work.

Ip et al. (2008) analyzed the relationships between gaming frequency and academic

performance among 713 students. The study found that frequent gamers, who spend more

than 2 hours per day playing video games, performed less well than infrequent gamers. In

addition, Ip et al. (2008) found that the number of genres played is associated with

academic performance in examinations. That is, gamers who play four or more game

genres generally perform less well in examinations.

 Because of playing Massively Multiplayer Online Games (MMORPGs), Hellströma

et al. (2012) examined the relationship between gaming time, motives to play and

negative consequences. They recruited 7,757 Swedish adolescents and had them

completed a questionnaire and found that time spent on gaming was related to negative

consequences like, less sleep due to gaming. Ventura et al. (2012) constructed an online

survey with 252 under graduate students and a positive indications was found between

video game play and academic performance. That is students who spent 11-50 hours

playing video games had significantly higher GPAs than student who spent 0-10 hours

playing video games.

In the research report of Rehbein, Kleimann and Moble (2010) they found that video

gaming as a predictor of truancy. They have found a direct correlation between increased

truancy and video game dependency in their study of 15,168 German 9th graders. This

finding is crucial because researchers such as Yakoulev and Kinney (2008) have found

correlation between attendance and school marks. They have reported an overall

reduction of 0.9 ppoints for every class missed.

Two hours per day is correlated with a GPA of below 3.00 in 1,492 high school

students in Thailand (Jaruratanasirikul; Wongwaitaweewong; Sangsupawanich, 2009).

The violent content that characterizes massive multiplayer online role-playing games

(MMOs) also negatively correlated with final marks. (Alsaleh, 2005). Most harmful of all

is video game dependency (Rehbein et al., 2010), also called pathological gaming

(Gentile, 2009).
 Some researchers have found negative between video gaming and other types of

school related behaviors. According to the report of Anand (2007) that video game

addicts are tardy in doing school works and fall asleep in class.

There is clear relationship between adolescent video gaming and aggression

(Anderson, Shibuya, Ihori, 2010) which makes players more prone to fight with teachers

and fight with peers (Gentile, 2009). Bartlett and Rodeheffer (2009) discovered that the

graphic realism of modern video games positions players to become more engaged in

violence.

Students get so obsessed with online gaming like Defense of the Ancient, Left for

Dead, Cabal, etc. that they tend to sacrifice their academic sides just to go to computer

shops and play, not noticing the time while using the computer (Sharples, 2009;Self-

Help: Computer Addiction,2008)/

Students tend to lie to their teacher, parents, etc. so that they may be able to continue

their addiction to online games in computer. In the survey administered by the

researchers at Mapua Institute of Technology to the first year student, five out

of 16 students confessed that they have lied to their teachers, parents, etc. that they

have skipped their classes just to go to a nearby computer shop. They did alibis so

that they will be able to cut classes. They also lied about the amount of time

spent on the computer (Self-Help: Computer Addiction, 2008).

There are modern accounts of effective learning acknowledge that many variables

contribute to academic performance. One of this is the proposed model of Connolly

(2008) for the evaluation of games for learning that includes motivational variables such

as interest and effort as well as learner’s preference, perceptions, and attitudes to games
in addition to looking at learner’s performance. Categorizing outcomes related to learning

and skill obtainment but also effective and motivational outcomes of playing games.

Most games do not teach kids math, history and other subjects, however, they do

provide students indirect opportunities to learn principles that can help them in their

academic pursuits. Certain types of video games can help train kids to follow instructions

as well as helping them develop their problem solving and logical thought processes.

Video gaming is reported to enhance school behaviors (Blum-Dimaya, Reeve Reeve

and Hoch, 2010) such as in reading and in mathematics. In the study of Bowers and

Berland (2013) they found positive correlations between 1-2 hours of daily gaming and

mathematics and reading. Wittwer and Senkbeil (2008) also found positive correlation

between smart gaming and mathematics skills in their study of 4,660 German 15 years

old.

However, other researchers have correlated video gaming with decreased self-esteem

(Padilla Walker, Nelson, Carroll & Jensen, 2010), and pathological gaming with

intrapsychic conflict (Griffiths, 2010a), depression (Hagedorn& Young, 2011) and

suicidal thoughts (Rehbein et al., 2010).

In their efforts to escape everyday life by gaming (Wallenius et al., 2008), adolescents

tend to lose interest in other activities (Griffiths, 2010; Rehbein et al., 2010; Young,

2009). The time that addicted players devote to gaming obstructs their participation in

clubs (Anand, 2007), work (Oggins&Sammis, 2012), sports (Anand, 2007), and general

socialization (Duven et al., 2011), especially when MMOs are involved (Van Rooij et al.,

2010). Even non-addicted gamers are less likely to engage in activities such as sports
(Cummings &Vandewater, 2007), and more likely to engage in risky behaviors such as

alcohol consumption (Padilla-Walker et al., 2010).

Analysis

As the analysis, statements proved that there are possible benefits of playing games,

there is also such positive effects brought due to gaming frequency and a reason to

perform more frequently on studies.

On the other hand, it is also proved that based on some reports online game addicts

are mostly those who’s been tardy in doing school works and fall asleep in their classes.

Although some influences are counted negatively, it has been stated that students are

not thought academic subjects such as mathematics, english or science but it is observed

that they improved more on problem solving and logical thought processing.

Local Studies

Mandanas (2007) conducted a study on the effects of playing computer games and

students profile in the socialization and academic performance of selected students in

Kapayapaan National High School, Canlubang, Calamba City. The study concludes that

there are significant effects on the socialization to the students who play computer games

but no significant effect on the academic performance of the students.

According to Lojo (2008) who study about on the effects of playing computer games

on the academic performance and behavior of high school students discover that to
maintain the good academic performance of students, parents should set limits on how

often and how long their children is allowed to play video games.

According to the study of Dorol (2009) about the effects of electronic games and

other factor in the grade five pupils’ academic performance at A. Quezon Elementary

School, DEPED, Manila that pupils’ academic performance with correlation of .194

significant .021 levels were related significantly to electronic games. This shows that the

computer games played by the pupils before going to sleep, after taking lunch or dinner

and during recess significantly related to their performance in school.

In the study about the effects of computer gaming on high school students’

performance done by Maria Daisy Cortes, Jhoana Alcalde and Jose Camatcho Jr. in Los

Baños, Laguna, Philppines (2013). Computer gaming measured by number of hours spent

in playing has the probability of a student to fail. They also conclude that students with a

higher allowance are most likely to become computer gamer. A student with higher

allowance tends to play more computer games.

The moderate use of the internet, was associated with better grades and higher self-

reported academic aspirations. Those who reported using the internet less or excessively

tended to have lower levels of academic performance than those who used it moderately.

Causal statements cannot be made based on these findings, but it is clear that adolescents

who do not use the Internet for learning tasks, as well as excessive users of the Internet,

are at a disadvantage academically. (Willoughby, T., 2008).

 Analysis

Virtual or cyber games over internet are direct personally to each individual user. It

encourages and requires the participation of individual user or gamester. It is an

inexpensive in the sense that the internet connections for the online games are easily

accessible everywhere and anywhere and affordable these days. This aspect works in

association with the personal characteristic and importance of discipline to the individual

(student) gamester. The effective advertisement and promotions of online games

developers caught the youth or student’s attention to response. These qualities of online

games advertisement give it immense influence over a vast range and sizeable number of

youth or student gamester. Certainly, it is not just a matter of a single flick.

The online game is an industry. An industry is any grouping of businesses that share a

common method of generating profit. Online game is a business and profit has to

generate. Apparently, businesses, or anyone for that matter, do not see many monetary

profits from hardcore developmental animation, graphic development, and as businesses,

they must do everything to maximize profits. The children, teenager or students are

where the money is at, and corporate boards of many online game sites decided that these

are the ones who must be targeted.

The more children, teenager or students playing at strategic times of the day, the

more they could advertise and give promos. As the online game developers’ states, there

is amount of charge that internet café and computer shop should hold. That is the idea

behind the online games that the student cannot understand more of their school lesson
 Chapter 3

METHODS OF PROCEDURE AND SOURCES OF DATA

This chapter presents the method of research, the research design, population and

sample, research instrument, data gathering and statistical tool used.

Research Design

A quantitative descriptive method was used in this research to determine the

effects of playing online games on the academic performance of selected students in

Southeast Asian College Inc. A survey was used to collect data and was distributed to the

selected sample from a specific population. Questionnaire served as the survey

instrument. A descriptive survey was used because it has an accurate description to the

aims of the research. It describes the data and characteristics about what is being studied.

The research was also used to study frequencies and other statistical calculations.

The quantitative descriptive method would stand to have the accurate frequencies and

data related with the study.

To conduct the research, selected students in Southeast Asian College Inc. stands

as the respondents for the questionnaire. Most of the questions provided are about

academic performance .The average grades of the students in all academic subjects in 1st

Quarter was gathered and to assure the facts given, the researchers gathered it from their

report cards from their advisers with request letter.

As the survey started the researchers monitors the respondents to prevent

exasperation. After the retrieval it would undergo process of collation and classifications
to confirm facts written and to get the frequency with their age, gender and grade level.

Statistical data was analyze and interpret for verifying order necessary for the

completeness of the study.

Population and Sample

The population of the study are the selected students in different strands and

sections from Southeast Asian College Inc. Overall, 50 students will answer the survey

form. This helps the study to have a better and clear answer to the effects of playing

online games to the academic performance of the selected students of Southeast Asian

College Inc.

Table 1. Population Sample and Percent of Respondents According to

their Strands.

STRAND SAMPLE PERCENT

STEM 20 40

GAS 10 20

TECH-VOC 20 40

TOTAL 50 100
Research Instrument

The main tool was used in gathering data for this research was a researcher –

made questionnaire. The questionnaire was divided into two main parts; Part I includes

personal data information, which can be used to determine the respondents in terms of

age, gender and Strand and Section. Part II contains the statements to be rate whether

“Always” ,”Frequently” ,”Sometimes” ,”Rarely” or ”Never” that was used to find out the

effects of online games on the respondents in terms of their academic performance.

Data Gathering Procedures

The researchers asked permission from the Thesis Adviser to allow the

researchers to conduct a study about The Effects of Online Games to the Academic

Performance of the selected students of Southeast Asian College Inc. Answer survey

questionnaire then, would be gathered; response coded and would be subject to

appropriate statistical computation of reliability. Students name was then deleted from the

list of total population so as not to include them again in selection of the sample

population. Stratified Sampling Method was used in this research to divide the population

of the students. The researchers randomly select elements from each cluster. In having

the frequency, it is used to interpret the number of respondents.

Statistical Treatment of Data

The study utilized various statistical methods to provide a reliable and accurate

analysis and interpretation of the data gathered. The following statistical tools and

treatment were employed

 1. Percent. This was used to analyze the numerical description of the scores for

comparative purposes. The formula is ;

𝑛
𝑝 = ( ) 𝑥 100
𝑁

Where:

P=percent

n= number of observations

N=number of total samples

2. Weighted Mean. This was used to determine the weight of responses with the

Formula;

𝑇𝑤
𝑊𝑚 =
𝑁

Wm= Weighted Mean

Tw= Total of Weight

N= Total Number of Frequency

1. Frequency. This was used to interpret the number of respondents.

Interpretation Used in the Study

The table below shows the interpretation used for the academic performance of the

respondents.
 Range Interpretation

90 – above Outstanding

86 – 89 Above Average

81- 85 Average

75 – 80 Below Average

75 below Poor

Legend:

Weighted Mean Interpretation

4.21 - 5.00 Always

3.41 - 4.20 Frequently

2.61 – 3.40 Sometimes

1.81 – 2.60 Rarely

1.00 – 1.80 Never