Effects of Online Gaming to Senior Highschool Students

During the Pandemic

A Research Study
In Partial Fulfillment of the Requirement in
PRACTICAL RESEARCH I

Submitted by:

STEM/Darwin
Barbac, Albern Neumill C.

Approved by:

Mr. Jondave Sios-e

Practical Research Instructor

DATE: ______________________
 CHAPTER I
INTRODUCTION

Nature and Importance of the Study

Behavioral problems are prevalent and debilitating disorders for teachers, families,

and the very children and adolescents causing many issues, which are associated with

high rates of social problems. Computer games have changed to one of the leading forms

of global media productions which promote war and violence.

COVID-19 upon its entry into the world as a global pandemic has caused schooling

to suspend face to face schooling. And resort to distance learning. Thus, learners use the

internet to cope up with this new normal school modality.

But aside from attending to this distant classes using the internet as means, children

and adolescents fill their time with playing these games, and are affected by and learn

from them. These impacts might be either positive or negative depending upon the

objectives of the designers, genre of game, and the allocated time. However, most studies

have concentrated on negative impacts due to the concerns about the side effects of the

computer games.

Students who are playing these online games said that they are playing these games

just for fun, to keep them away from things that bothers them, or their problem, without

knowing that there are a lot of effects when playing these online games. It requires much

of the player's time, leaving school activities and home works unattended. And some

students ditching online class just to play games like Mobile Legends and Valorant. That

is why they are addicted because of the event of online games and they don't mind what

they are doing. Most victims of these phenomena is unpredictable, boys and girls

including primary and secondary students, both junior and senior highschool.
 Games are part of our contemporary culture. Social science scholars have agreed that

games are not a new phenomenon and that the diffusion of games to the masses was a

result of initiatives conducted by the Department of Defense to simulate political military

crises, for example, Polish nationalistic uprising, Cold War, and the pro-Castro movement

in the early 80s. Today, games are more than military strategy tools. They are an element

of culture. Games have changed our society due to their impact on our economy.

The term online game is in sharp competition with video games, and arcade games.

Video games and console games usually mean games connected to a TV, whereas arcade

games means games placed in public spaces. Computer games on the other hand, are

occasionally used to mean games played on a personal computer. However, since all of

these areas have been developed in close parallel and because all of these games are played

on computers, most researchers use the term computer game to represent all of these areas

as a whole. Computer games first came into existence in the 1960s with the introduction

of a shoot up game. Since the computer games have become a regular part of life for many

people due to its increased popularity. The computer game has changed from being

primarily played at an arcade to be primarily played in the home.

Development in technology brings many things that people don’t have many years

back. One these things are online gaming that is provided by the internet. Online gaming is

one of the widely used leisure activities by many people. It enables the mind of the players

to be more active, especially those puzzle based games. It helps the player to come up with

decisions in tight situations, especially those adventure games that keep the players to be

alert, active and strategic. Playing these types of games makes the player experienced

different feelings because it is as if the player is really the one taking the challenges.
Despite those benefits, playing these games also bring negative effects. It requires much of

the players time, leaving school activities and home works unattended.
Objectives of the study

This study generally aims to know about the relationship of Online Games and

Students grades in senior highschool students..

1. The impact of online games in the students.

2. To identify the factors influencing the students addiction to online games.

 CHAPTER II

REVIEW OF RELATED LITERATURE

It is important to understand the positive and negative aspects of video games.

Playing games socially as part of balanced lifestyle seems to have some positive effects.

Playing violent games is linked to several negative problems. The portrayal of women in

video games can have a negative effect on the gender views of men and the identity and

self-worth of women.

Students and educators need to be aware of the dangers of excessive gaming. It can

have academic, social, and spiritual consequences. Students have been known to

completely disconnect from their friends and surroundings when playing games like

Mobile Legends. As was shown by several statistics presented earlier a small percentage

of students, especially men, spend a huge amount of time playing video games. Balance

needs to be emphasized as an important part of the healthy Christian lifestyle,

Fraser (2012) mentions that kids are among the most vulnerable to video game

addiction, experts said, and may become violent when their "drug" is taken away. Video

game and Internet addiction usually point to other mental problems including anxiety,

depression and trouble forming healthy relationships.

The issue of game addiction is getting spread widely and uncontrollable. Gaming

addiction became s mysterious problem which is still difficult to treated, more terrifying

than alcohol or drugs addiction. Whereas, in fact, Dr Shumaila Yousafzai (2009) from

Cardiff Business School said popular online video games warned players not to overuse

their products. These warning messages also suggest that the online video game industry

might know how high the percentage of over-users is, how much time gamers spend
playing and what specific features make a particular game more engrossing and addictive

than others (Yousafzai, 2009). In other hand, Cyber psychologist Dr Zaheer Hussain, from

the University of Derby, said warning messages were not enough. As a first step online

game developers and publishers need to look into the structural features of the game design,

for example the character development, rapid absorption rate, and multi-player features

which could make them addictive and or problematic for some gamers (Hussain,

2008).Parents across the globe are increasingly concerned about their online gaming habits.

They are sure that there is a problem but counselors unfamiliar with online gaming

addiction don’t understand how seductive they can be (Young, 2009, p.4).
 CHAPTER III

CONCEPTUAL AND THEORETICAL FRAMEWORK

Theoretical Framework

(Computer) Game Theory

I have a long history with computer games, and I approach this research from a

gamer’s perspective using ethnographic methods. My motivation for writing about what I

do comes from my desire to help people learn to be active participants in their

communities. I see social problems all around me, and I think games could be a powerful

tool in exploring these social problems. Games are inherently interactive in the sense that

they require players to make choices to progress a narrative, and this choice-making

process has the potential to challenge people to think reflectively about moral, ethical, and

social problems. Previous research has focused on games from a game theory perspective

(Smith, 2005, Zagal, Rick, & Hsi, 2006), where an examination of game rules leads to ideas

about how people will behave and therefore how designing in certain ways can construct

certain types of communities, but I argue that looking at rules and constructed models does

not adequately explain actual player behavior. My interest in game theory literature

stemmed from an experience I had while playing through Star Wars: Knights of the Old

Republic (KotOR) (Bioware, 2003) twice a few years ago (in a galaxy far, far away).

Knights of the Old Republic is a computer role-playing game (CRPG) which lets players

make moral choices as a Jedi Knight. I wanted to play once making all the Light Side

choices and once making all the Dark Side choices, so I could see the whole set of

outcomes for the progression of the story that the developers designed into the game. While

I was playing a Dark Jedi, I noticed that sometimes the choices I made were the same ones

I made as a Light Jedi. For example, in the game, I was presented with the classic game
theory model, the Prisoner’s Dilemma (Felkins, 2001, PD), only in KotOR it had Star Wars

trappings. I had to choose whether to betray a friend (a Wookiee warrior) for selfish

reasons, and he had to make the same decision of whether to betray me. In both cases, I

chose to stand by my hairy friend. I’d never betray a friend as a Light Jedi, of course,

because I was being selfless. As a Dark Jedi, however, I reasoned that if I betrayed my

friend for immediate benefit, we would not be able to use each other for mutual personal

gain in the future, so I actually ended up standing by him in my second play-through, too.

Wow. Making a selfless choice and making a selfish choice actually lead to the same

conclusion. Game theory simulates considering future interactions with each other by

modeling iterated versions of the Prisoner’s Dilemma (Felkins, 2001, PD). In this model, it

has been demonstrated that the most benefiting choice is to initially cooperate with the

other person with no betrayal. Then, in all subsequent iterations, the choice should be to

reward or penalize the other person by either cooperating or betraying him or her

depending on what the other person did in the previous iteration. If both parties were to do

this, they would never betray each other. Yet, KotOR did not present this scenario as a

recurring one. My choices were motivated by how I saw myself playing a particular

character rather than “rational” thought as presented in traditional game theory literature.

My point here is that the choices I made while playing KotOR were more complex and tied

to how I saw myself playing a particular person in a socially situated world than the

reasoned choices I would have made in an abstract construct. This mirrors Gee (2003)

when he writes about playersrole-playing what they want their characters to be.

The Prisoner’s Dilemma is part of a larger set of situations that economists and game

theorists call “social dilemmas” (Hardin, 1968, Axelrod, 1985, Felkins, 2001, SD) only
most social dilemmas have many people making choices of whether to cooperate or

“defect.” Basically, a situation is considered a social dilemma when an individual’s

immediate self-serving choice is not the same as the choice he or she would make to benefit

the community as a whole. A common feature of many models of social dilemmas is that

the whole community benefits when a certain number of people cooperate. In other words,

not everyone has to cooperate just a critical number of them to benefit everyone. What this

means is that someone could defect and “free-ride” so long as enough people are

cooperating. It’s relatively easy to show how two people can rationalize cooperating with

each other (by not betraying each other and maximizing their benefit over time). It’s much

harder to convince someone who belongs to a larger community that cooperating makes

sense.

The body of literature from people looking at social dilemmas in games has mostly

focused on how different games support cooperation through various game mechanics and

rules. If a team of players is trying to figure out how to most efficiently beat another team

of players or a set scenario in the game, they will choose to do such and such because of

certain game rules and how the game works. I found, however, that my experiences with

games, in general, and with World of Warcraft, in particular, showed that the choices being

made in certain situations—even ones which could clearly map onto social dilemma

models—weren’t so “cut and dry” and “rational.” One could argue about game mechanics

all one wanted, but a sense of actual game playing behavior in a real game context rather

than some sort of construct will never be realized. Smith (2005, p. 7) made this same

comment when he said, “One challenge for video game studies, which has so far been

largely neglected, is the examination of the relationship between game design and actual
player behavior.” I would take that argument further by saying real social situations—like

the ones I experienced inWorld of Warcraft—are messy and complex. Rationality does not

equal emotional, self-identification, nor does intention equal action, and even if it did, a lot

of decisions are being made without full knowledge of their consequences or how it affects

other players. Using ethnographic methods (Steinkuehler, 2004, Wolcott, 1997, Hayano,

1982) lets me both write about my personal experiences and explore issues of cooperation

in a real-world social space. Of particular use is the idea of divisions of labor (Strauss,

1985, Stevens, 2000), where the different tasks associated with a particular project are

assumed by different people depending on social factors. In WoW, those factors include

game mechanics and relationships of trust. I strongly believe that some “virtual” worlds,

like World of Warcraft, are every bit as “real” as our day-to-day off-screen world, in terms

of people behaving in a rich, complex social space.

 Conceptual Framework

Increasing popularity Senior High

of social media and School Students
available computer
shops in the area

Affects the Decreases the following

performances in Focus on Studying
Online Games
school Attendance in School
Dota 2
Call of Duty Gained Knowledge
Valorant Scores in Quizzes and
Mobile Legends Affects the Final Exams
thinking of
the student and
his/her
responsibility and
priority in life.

Failing Grades

Research Hypothesis

H0: There is no correlation between online games and students grades in senior

highschool.

H1: There is a correlation between online games and students grades in senior

highschool.
 OPERATIONAL DEFINITION OF TERMS

1. Correlation- is a mutual relationship or connection between two or more things.

2. Online Games- is a video game that is either partially or primarily played through

the Internet or another computer network. It has a attracted players from variety of

ages, nationalities, and occupations.

3. Grades- a teacher’s evaluation of a student’s performance in class.

4. Phenomena- a fact or situation that is observe to exist or happen, especially one

whose cause or explanation is in question.

5. Computer- An electronic device for storing and processing data, typically in

binary form.

6. Playing- Engage in activity for enjoyment and recreation rather than a serious or

practical purpose.

7. Violent- Using or involving physical force intended to hurt, damage, or kill

someone or something.

8. Technology- the application of scientific knowledge for practical purposes

especially in industry.
 CHAPTER IV

METHODOLOGY

Locale of the Study

The locale of the study will be conducted in Senior High School in ACLC College of

Ormoc. This is because the respondents of the study will be Grade 11 and 12 students:

Senior High School Department. This is assure the easy way to to the respondents.

Research Design

The research design will be in a Qualitative Design. There will be tables to represent

the data from the gathered evaluation by the students.

Respondents and Sampling Procedure

The respondents of the research study will be the Grade 11 and 12 students of VNHS,

WLC, STI Ormoc, and ACLC College of Ormoc: Senior High of school year 2020-2021.

The total number of respondents is 50 students.

Research Instrument

This study uses a self-assessment questionnaire. In the questionnaire, there are

10 questions in the survey questionnaire and 5 open-ended questionnaire for them.

Data Gathering Procedure

The researcher develop questionnaires to be given through messenger of identified

respondents. The respondents will be given time to fill up the questionnaires and collect

the surveys once they are finished.

 CHAPTER V

RESULTS AND DISCUSSION

After collecting and tabulating the gathered data from the respondents, the

researcher was able to obtain the computed data through Microsoft Excel. The researcher

found out that there is no direct relationship between the students playing online games to

the grades of the student. These are the following data that will support this result:

Table 1.1 Research Respondents

Facebook
Name Birthdate Age Sex School Phone No.
Account
Jhon Sherwin J. 07/28/2004 16 Male VNHS 09645790103 Jhon Sherwin
Matutes Matutes
Jorge S. Solano 11/21/2003 17 Male VNHS 09518171396 Jorge Solano
Daniel Tom O. 07/02/2004 16 Male ACLC 09566530589 DanielTom Oro
Chuydarm (Ormoc) Chuydarm
Ella Jhon M. 06/08/2004 16 Female WLC 09098732031 Ella Jhon
Codilla (Ormoc) Codilla
Raymond C. 03/04/2004 16 Male ACLC 09510348228 Raymond
Amabao (Ormoc) Caputol Amabao
Francis N. 01/22/2003 18 Male ACLC 09385017616 Francis N.
Miranday (Ormoc) Miranday
Jay P. Giganto 10/05/2003 17 Male ACLC 09272860147 Jay Giganto
(Ormoc)
Lanie R. 03/26/2004 16 Female VNHS 09510403139 Lanie Roble
Logagay
Mary Grace G. 12/06/2004 16 Female VNHS 09662541443 Mary Grace
Campos Campos
Reca A. 08/22/2003 17 Female ACLC 09467129734 Reca Corcelles
Corcelles (Ormoc)
Divine A. Otida 07/06/2004 16 Female ACLC 09750868847 Divine Andrade
(Ormoc) Otida
Trisha Marie J. 04/16/2004 16 Female ACLC 09662975830 Trisha Marie
Castulo (Ormoc) Castulo
Ivan G. Delos 09/10/2003 17 Male VNHS 09317287555 Ivan Garces
Reyes Delos Reyes
Michaela Jane 11/19/2002 18 Female VNHS 0938125159 Michaela
E. Gallardo
Shelly May L. 03/04/2004 16 Female ACLC 09460760909 Shelly May
Marapoc (Ormoc) Labor Marapoc
Alexa Bianca B. 06/18/2004 16 Female WLC 09956623778 Alexa Bianca
Tan (Ormoc) Tan
Franco N. 02/19/2003 17 Male VNHS 09385017616 Franco N.
Miranday Miranday
Rhona Mae L. 09/24/2004 16 Female ACLC 09095167951 Rhona Mae
Bulawan (Ormoc) Bulawan
Christian C. 12/06/2003 17 Male VNHS 09382757677 Christian
Tordillo Tordillo
Joey M. 12/15/2003 17 Male VNHS 09123456789 Joey Boncales
Boncales
Jalou R. Quinal 09/18/2004 16 Female VNHS 09457626187 Jalou Ramos
Quinal
Michelle C. 12/17/2003 17 Female VNHS 09364904714 Michelle Cuesta
Pepito Pepito
Dan Justine C. 01/17/2004 17 Male ACLC 09458511451 Dan Justine
Ibarra (Ormoc) Congson Ibarra
Jomar O. 01/24/2004 17 Male ACLC 09672816305 Jomar Orosio
Lumapas (Ormoc)
Jamester Joe 01/03/2004 17 Male KNHS 09082870661 Jamester Joe
Mantua Mantua
Lourenz Nino C. 01/18/2004 17 Male VNHS 09260464729 Lourenz Nino
Libres
Janah Marie G. 01/19/2005 16 Female VNHS 09508630700 Janah Marie
Acebuche Acebuche
Mary Zhylle 06/02/2004 16 Female VNHS 09128697045 Zhylle Martinez
Khaye S.
Martinez
Mitcheca April 04/21/2004 16 Female VNHS 09460012797 Mitcheca April
C. Aligway Chu Aligway
Vincent R. 08/18/2004 16 Male VNHS 09518523202 Vincent Gadiano
Gadiano
Darwin M. 01/28/2004 17 Male VNHS 09501392785 Darwin Yunson
Yunson
Earl Fritz G. 07/28/2002 18 Male VNHS 09518332803 Earl Fritz
Bacongco
Jomer Anthony 03/08/2004 16 Male VNHS 09514196865 Jomer Sansaet
P. Sansaet
Brent Yuri P. 05/07/2003 17 Male VNHS 09514196258 Brent Yuri
Licana Licana
Reina Mae C. 02/22/2004 17 Female Female 09207517326 Reina Mae
Porcare Porcare
Nick Andre N. 09/19/2004 16 Male WLC 09154388206 Nick Andre
Suson (Ormoc) Suson
Yosh S. Carreon 07/16/2004 16 Male WLC 09454330377 Yosh Carreon
(Ormoc)
Krystel Y. Gasal 11/14/2002 18 Female STI 09510454901 Krystel Yungco
(Ormoc) Gasal
Cherenel Joy C. 04/26/2004 16 Female VNHS 09668333069 Chernel Joy
 Velasco Velasco
Norlie Shane G. 05/08/2004 16 Male VNHS 09545360479 Norlie Shane G.
Apuya Apuya
Ken E. Apostol 09/17/2003 17 Male VNHS 09293926029 Kenzo Apostol
Ivan R. Orogan 09/07/2003 17 Male STI 09217387652 Ivan Orogan
(Ormoc)
Earl Justin 03/29/2005 15 Male VNHS 09380094321 Earl Justin
Ponteros Ponteros
Aya M. Diasalo 08/23/2002 18 Female VNHS 09420095331 Aya Diasolo
Arthur Beo M. 07/05/2004 16 Male VNHS 09241259232 Arthur Diasalo
Diasalo
Bryle D. Adolfo 07/13/2003 17 Male VNHS 09196378323 Bryle
Clint Aligway 08/07/2004 16 Male VNHS 09435553845 Clint Aligway
Robert P. Flores 11/24/2002 18 Male WLC 09876562376 Rob Flores
(Ormoc)
Albern Neumill 09/30/2003 17 Male ALCL 09196388652 Neumill Barbac
C. Barbac (Ormoc)

The table shows the 50 respondents of this research, 25 of which are male, and the

other 25 are female with ages ranging from 15 – 18.

Chart 1.2 Respondents’ Answers to Research Questions.

Name Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Jhon Sherwin J. Yes Yes No Yes No No Yes No Yes Yes
Matutes
Jorge S. Solano Yes Yes No Yes No No Yes No Yes Yes
Daniel Tom O. Yes Yes No Yes No No No No Yes No
Chuydarm
Ella Jhon M. Yes No No No No No No No Yes No
Codilla
Raymond C. Yes Yes No Yes No Yes Yes No Yes Yes
Amabao
Francis N. Yes Yes No Yes No Yes Yes No Yes Yes
Miranday
Jay P. Giganto Yes Yes No Yes No No Yes No Yes Yes
Lanie R. Yes Yes No No No No Yes No Yes No
Logagay
Mary Grace G. Yes Yes No No No No No No Yes No
Campos
Reca A. Yes Yes No Yes No No No No Yes No
Corcelles
Divine A. Otida Yes Yes No No No No No No Yes No
Trisha Marie J. Yes Yes No Yes No No Yes No Yes No
Castulo
Ivan G. Delos Yes Yes No Yes No No Yes No Yes Yes
Reyes
Michaela Jane Yes No No Yes No No No No Yes No
E. Gallardo
Shelly May L. Yes No No No No No No No Yes No
Marapoc
Alexa Bianca B. Yes Yes No No No No No No Yes Yes
Tan
Franco N. Yes Yes No Yes No Yes Yes No Yes No
Miranday
Rhona Mae L. Yes No No No No No No No Yes No
Bulawan
Christian C. Yes Yes No Yes No No Yes No Yes Yes
Tordillo
Joey M. Yes Yes No Yes No No Yes No Yes Yes
Boncales
Jalou R. Quinal Yes No No Yes No No No No Yes Yes
Michelle C. Yes Yes No Yes No No No No Yes Yes
Pepito
Dan Justine C. Yes Yes No Yes No No Yes No Yes Yes
Ibarra
Jomar O. Yes Yes No Yes No Yes Yes No Yes Yes
Lumapas
Jamester Joe Yes Yes No Yes No No Yes No Yes No
Mantua
Lourenz Nino C. Yes Yes No Yes No No Yes No Yes Yes
Libres
Janah Marie G. Yes No No No No No No No Yes No
Acebuche
Mary Zhylle Yes Yes No No No No No No Yes No
Khaye S.
Martinez
Mitcheca April Yes Yes No Yes No No Yes No Yes No
C. Aligway
Vincent R. Yes No No Yes No No No No Yes No
Gadiano
Darwin M. Yes Yes No Yes No No Yes No Yes Yes
Yunson
Earl Fritz G. Yes Yes No Yes No No Yes No Yes No
Bacongco
Jomer Anthony Yes Yes No Yes No No Yes No Yes Yes
P. Sansaet
Brent Yuri P. Yes Yes No Yes No Yes Yes No Yes Yes
Licana
Reina Mae C. Yes No No Yes No No No No Yes No
Porcare
Nick Andre N. Yes Yes No Yes No No Yes No Yes No
Suson
Yosh S. Carreon Yes Yes No No No No Yes No Yes No
Krystel Y. Gasal Yes No No No No No No No Yes No
Cherenel Joy C. Yes Yes No Yes No No No No Yes No
Velasco
Norlie Shane G. Yes Yes No Yes No No Yes No Yes No
Apuya
Ken E. Apostol Yes Yes No Yes No Yes Yes No Yes Yes
Ivan R. Orogan Yes Yes No Yes No No Yes No Yes Yes
Earl Justin Yes Yes No Yes No No Yes No Yes Yes
Ponteros
Aya M. Diasalo Yes No No No No No No No Yes No
Arthur Beo M. Yes Yes No Yes No No Yes No Yes Yes
Diasalo
Bryle D. Adolfo Yes Yes No Yes No Yes Yes No Yes No
Clint Aligway Yes Yes No Yes No Yes Yes No Yes Yes
Robert P. Flores Yes Yes No Yes No Yes Yes No Yes Yes
Albern Neumill Yes Yes No Yes No No Yes No Yes Yes
C. Barbac
• In Question 1 (Have you ever play online games?), all the respondents say yes.

• In Question 2 (Does playing online games affect your performance in school?),

most of the respondents say yes.

• In Question 3 (Is playing online games a must do activity for you?), all

respondents say no.

• In Question 4 (Does playing online games take you away from your problem?),

most of the respondents say yes.

• In Question 5 (Is playing online games important to you?), all the respondents say

no.

• In Question 6 (Have you ever try ditching your class to play online games?), most

of the respondents say no.

• In Question 7 (Does your grades suffer because of playing online games?), most of

the respondents say yes.

• In Question 8 (Does playing online games is worth your time than doing your

school activities?), all the respondents say no.

• In Question 9 (Do you value your studies than playing online games?), all the

respondents say yes.

• In Question 10 (Do you think that online games is a hindrance to your studies?),

the respondents have divided answers.

 CHAPTER VI

SUMMARY, IMPLICATIONS AND RECOMMENDATIONS

Summary

Based on the responses of the research respondents, playing online games affect

school performance since most of them have grades which suffer due to online gaming.

However, it can also take away ones’ problems.

Implications and Recommendations

Online gaming has both positive and negative effects.

If taken seriously along with studies, surely it will take negative effects especially

that schooling during this pandemic relies so much online. But if online gaming is just

made as a past time and a sort to entertain oneself, it could not interfere with ones’

studies.
 LITERATURE CITED

Angeles, M. L. 2004. An Inquiry on the Determinants of School

Performance in the Primary and Secondary Levels: Philippine Case.

Undergraduate Thesis. UP Diliman.

Chuang, T. Y., and W. F. Chen. 2007. Effects of Digital Games on

Children’s Cognitive Achievement. Journal of Multimedia 2(5):30.

Costales, A. C., et al. 2000. ECONOMICS: Principles and Applications.

Quezon City: JMC Press, INC. 322 p.

Mañugo, M. R. G. 2007. Analysis of Factors Affecting Dropouts

in Los Baños National High School. Undergraduate Thesis, UP at Los

Baños.

Mitchell, A., and C. Savill-Smith. 2004. The use of computer and

video games for learning: 7-24. 50 p.

Oliveros, R. P., and M. T. Sapio. 2007. Into IT: Computers and

Student Academic Achievement in Public Secondary Schools.

Undergraduate Thesis. UP Diliman.

APPENDICES
Appendix I. Letter to the School Principal of ACLC College of Ormoc

ACLC COLLEGE OF ORMOC

SENIOR HIGH SCHOOL DEPARTMENT

February 19, 2021

ANASTACIO B. MOLATO
ACLC College of Ormoc
Bonifacio Corner Lopez-Jaena Street, Ormoc City

Dear Mr. Molato,

Greetings!

I, Albern Neumill C. Barbac, a grade 11 student of ACLC College of Ormoc. Our Practical Research I
Instructor, Mr. Jondave Sios-e gave us a task to conduct a research. In connection to this, I will be
conducting a study entitled “Effect of Online Gaming to Senior Highschool Students During the
Pandemic”. The purpose of this study is to know the effects of Online Games and Students grades in
Senior High School.

I am looking forward to your favorable action and approval on this request.

Thank you and God Bless!

Sincerely yours,

Albern Neumill C. Barbac

Noted by:

MR. JONDAVE SIOS-E

Practical Research I Proctor, ACLC College of Ormoc - Senior High

Approved by:

ANASTACIO B. MOLATO
School Principal, ACLC College of Ormoc
Appendix II. Letter to the Respondents

ACLC College of Ormoc

Ormoc, City Leyte

SENIOR HIGH SCHOOL DEPARTMENT

February 24, 2021

Dear Respondents,

Greetings!

I, Albern Neumill C. Barbac, Grade 11 student of ACLC College of Ormoc,

under STEM strand. I am humbly asking for your permission to be tagged as

one of my possible respondents for a research since the conduct of our

study will be held on the 4th quarter this semester. Your cooperation with

this matter is highly appreciated. Rest assured that the info will be bound

within our school and will remain confidential.

Thank you and God speed!

Very truly yours,

BARBAC, ALBERN NEUMILL C.

Appendix III : Self-Administered Questionnaire
ACLC College of Ormoc
Senior High
Correlation of Online Games and Students Grades
Ormoc City, Leyte

Objectives: This study generally aims to know about the relationship of Online Games and
Students grades in SHS ACLC College of Ormoc.
1.The impact of online games in the students grades.
2.To identify the factors influencing the students addiction to computer games

Name: ___________________________________ Respondent No:______

Age: ____ Date: _______
Course: ___________________________ Address: _________________________
A.
Directions: Please check your chosen answer and kindly answer all the questions.

Questions No Yes
1. Have you ever play online games?
2. Does playing online games affect your
performance in school?
3. Is playing online games is a must do activity for
you?
4. Does playing online games takes you away
from your problem?
5. Is playing online games important to you?
6. Have you ever try ditching your class to play
online games?
7. Does your grades suffer because of playing
online games?
8. Does playing online games is worth your time
than doing your school activities?
9. Do you value your studies than playing online
games?
10. Do you think that online games is a hindrance
of your studies?
B.
Directions: Read the questions carefully and answer based on your opinion.

1. How often do you play online games?

Answer:

2. Did you spend money by just playing online games?

Answer:

3. Do you consider your self as an addict on playing online games?

Answer:

4. Which is important to you, your grades or online games?

Answer:

5. What do you think is the reason why some students play online games?
Answer: