Chapter I

INTRODUCTION

The Problem and Its Background

As the internet has spread into our society on a broad scale, it has been used to trade

various kinds of contents. One of the most popular online contents is the game (Choi and

Kim,2004). Game is a physical or mental competition conducted according to rules with the

participants in direct opposition to each other. These games can be a video game, strategy,

adventure, action puzzles, online games and other types of games (Vince, 2018).

Online gaming is one of the activities that is used by people especially teenager and

children. Some says that they are just doing this just for fun and to have other activities

especially when bored. Playing online games have been linked to many negative life

outcomes and another problems of the society. Online games have also some positive

outcomes such as it may improve our hand-eye coordination, problem-solving skills and

especially or mind but too much or aggressive playing may lead to overweight, affection to

our academic and to other person (Hirsch,2019).

On the research conducted in United Kingdom, online games appeal to adults and

teenagers with a wide range of background and they spent more than half a working weeks

spending these environments and it lead to social isolation like your friends don’t like you

anymore, poor academic performance and sleep deprivation. It is important to realize that

gaming has shown elements of being a compulsive behavior, with players feeling addicted

and etc. (Cole and Griffiths, 2007). Internet use had interfered professional performance and

social lives. Others are ignoring their responsibilities and show up late.

Excessive gaming or “video game addiction” have a relation on the core components

of addiction such as mood modification and increasing game playing activities. This activity

increases aggressive behavior, hostile emotion as well as aggressive thinking (Grusser and

1
Thalenmann,2007). Other researches states that being addictive or aggressive in playing

online games will affect the emotional aspects especially depression and loneliness.

Being addicted to online games may lead to these negative outcomes studied by other

researches. There’s a way to qualify an individual as an addict. An individual must meet five

of eight criteria for Internet Addiction. These include (a) preoccupation with internet, (b)

need for longer time on line, (c) repeated attempts to reduce Internet use, (d) withdrawal

when reducing Internet use, (e) time management issues, (f) environmental distress, (g)

deception around time spent online and (h) mood modification through Internet use (Leung,

2004).

In order to solve these negative outcomes, at the end of this research, the research

must identify which effects of online gaming affects most the students and can identify some

solutions to help especially the society about the problems on online gaming.

Statement of the Problem

This research aims to determine the relationship of online gaming to the students of

GLVNHS. Specifically, it answers the following questions. What are the demographic

profiles of the students of GLVNHS who are playing online games? Does online gaming

causes obesity the students? Does online gaming cause depression? Does online gaming

causes Loneliness to the students of GLVNHS?

Objectives of the Study

The objectives of the study were

1. To determine the demographic profile of the students of GLVNHS in terms of:

a) Sex

b) Age

c) Weight

2
2. To determine the level of depression to the students of Gaudencio L. Vega National High

School.

3. To determine the level of loneliness to the students of Gaudencio L. Vega National High

School.

4. To determine the relationship between and among the profile variables, depression and

loneliness in relation to online gaming.

Significance of the Study

Students. This study may help the students to understand the negative effects of

online gaming and how online gaming contribute depression and loneliness. This study will

help the students on how to control their time on playing online games.

Parents. It will serve as basis to help share with other parents the information about

the effects of the playing online games. It may help them how to control their children on

playing online games to avoid depression and loneliness to their children.

Guidance Counselor. This study may help them to guide the students about the

negative effects of online gaming. This study can also give them information about

depression and loneliness.

Future Researches. The study can be a good reference for the future researchers who

are interested in studying online gaming. Hence, the output of the study serves as a basis for

them to conduct researches similar to this.

Scope and Limitation of the Study

The study was limited on the following factors: demographic profile of the students,

depression and loneliness. The respondents of the study were limited to the students of

GLVNHS who are playing online games using mobile phones. Data of the study was

obtained using a survey questionnaire.

3
Conceptual Framework

Figure 1 shows that the demographic profile of the students, depression and loneliness

are the effects of playing online games. The variables considered in demographic profile of

the students are sex, age and weight.

PROFILE VARIABLE

-Age

-Sex

-Weight Online
Gaming

DEPRESSION LONELINESS

4
Definition of Terms

Game Addiction- it is where the students abuse and give a lot of time playing online games

on their devices.

Gamer- is a student who plays online games on their devices.

Online Game- is any game that is played online, based online, or has majority of its

content/gameplay online.

Depression. is a common and serious medical illness that negatively affects how you feel,

the way you think and how you act.

Loneliness- is a complex and usually unpleasant emotional response to isolation. Loneliness

typically includes anxious feelings about a lack of connection or communication withother.

Demographic Profile- is a statistical data of the students such as sex, age and weight.

Gender- it refers whether the student is a male or female.

Age- it refers to the stage of student – respondents who are enrolled in the College of Arts

and Sciences.

5
 Chapter II

REVIEW OF RELATED LITERATURE

Online Gaming and Gender

Traditionally, video games have belonged in the male domain (Lucas and Sherry 2004).

Studies indicate that more men play online games that women (Becerra et al, 2008) and also

men develop interest in computer games earlier in their life than girls and on average, more

female player are older than male players (Hainey et al,2011).

Men and women also differ on time they spend in playing and frequency of play. There

are many studies that men play more often than women (Chou and Tsai 2007). However,

there is no consistency in existing findings regarding game duration because some studies

states that women spend more time in playing games (Williams et al.2008). Therefore, we

can’t conclude that men spend more in playing but earlier researches suggest that men play

for longer periods. 72% of all boys’ activities last longer than one hour compared to only

43% of girl’s activities (Lever 1976). This indicates that boys have a tendency to play for

longer periods of time, collaborating the finding of longer online gam duration for men.

There are also similarities and differences in the types of interactions men and women

seek. Various studies report that female gamers are more sociable and are more likely to meet

people while playing. (Guadagno et.al). Women are also more likely to recruit new players

both online and offline (Williams et al.2006). Men are different in terms of interaction and

relationship (Yee 2006). According to Hong and Hwang (2012), boys are less willing to seek

help than girls in the beginning of the game.

In terms of skills and performance in playing, male players perform better in online

games than females. Male performance is superior while females demonstrate more

difficulties, take longer to travel from start to end (Tippett et al.2009). Females are motivated

by ease of use in their use of technology (Venkatesh and Morris 2000) and prefer to play
6
games where the skills can be acquired much faster (Lever 1976), they may not develop the

same gaming skills that men do. In game preferences and play patterns of men and

women, men play more action and simulation games while women play logic and skills

training games or do not play at all (Quaiser-Pohl et al.2005). Female gamers usually play

gender specific games or family oriented simulations. In general, women prefer to play

games where they can correct mistakes and undo functions (Wang 2013).

Depression and Loneliness

Dr. David Greenfield states that “The Internet appears to be capable of altering the mood,

motivation, concentration, and producing a dissociating and disinhibiting experience for

users. For some individuals, patterns of use can transform to abuse, taking on a compulsive

quality. Many of the daily spheres of behavior, including work, appear to be affected by this

powerful technology”.In the study of Kraut and colleagues, they recruited 93 families who

don’t have internet access in their home at the beginning of their study. They supplied each

family with a personal computer, internet access and email accounts. They tracked the online

activity of the participants for 2 years. The participants were asked at the beginning of the

study and asked again after 1-2 years and they found out that Internet have a negative impact

to the participants. Depression, loneliness and daily stress were positively linked to greater

internet usage ( Shaw L. and Gant L, 2004). According to Davis (2001), cognitive-behavioral

model of PIU (Pathological internet use) suggests that psychosocial problems (e.g.,depression

and loneliness) are the distal and necessary cause of PIU. Also, Caplan (2003) further

explains that people who are suffering from psychosocial problems tended to have a stronger

preference for online social interaction, which in turn led to compulsive Internet use. In his

study, he found out that both depression and loneliness were significant predictors of

preferences for online social interaction. Ceyhan A. and Ceyhan E. investigated whether

7
depression and loneliness were significant predictors of the problematic internet use. They

carried out their study in Turkish University with 559 students. The research data was

analyze using Multiple Regression Analysis and the findings indicated that depression and

loneliness were significant predictors of problematic use. Loneliness was found as the most

important predictive variable followed by depression. Problematic internet use is addictive

behavior - excessive or poorly controlled preoccupations, urges or behaviors. Problematic

internet use is more common in adolescent males than females and very often linked to

playing online games wherein players spend an average of 5.96 hours each week playing

games. 20.1% percent play for an hour or less each week. 36.2% percent play between 1 – 4

hours each week and 26.8% percent play seven or more hours. Wei H, Chen M and Bai Y.

(2012) said that people who spent longer hours in playing online games have a higher

tendency to suffer loneliness and depression.

8
Synthesis

9
 Chapter III

METHODOLOGY

Research Design

This study made of an exploratory type of research to analyze the relationships of

demographic profile, depression and loneliness to the students of NVSU who play online

games.

Time and Place of the Study

The study was conducted on second semester (Jan – June) of the S.Y 2019-2020

among the students of Nueva Vizcaya State University, Bayombong Campus.

Respondents of the study and sampling procedure

There were 120 students responded to the questionnaires coming from different levels

in GLVNHS. The said students were identified by asking the identified players who are

constantly playing online games.

Questionnaire is available in this link: https://forms.gle/4bEWPNU9ZwRL2HLc7

Research Instruments / Source of Data

The instruments that were used in the study are a researcher made questionnaires and

it involved the following parts. Part 1 designed to gather information pertaining to their

demographic profile such as gender, sex and weight. Part 2 designed to gather information if

this student suffers depression because of Online Gaming. Part 3 designed to gather

information if this student suffers loneliness because of online gaming.

Data Gathering Procedure

Data was obtained using questionnaires. Students who took the questionnaires was

identified first by asking random students from the College of Arts and Sciences if they were

10
playing online games. After identifying who are the students that will participate the study,

the questionnaires were given to them and they will answer it in 2 days to give them more

time to answer it. After two days, the questionnaires were collected in order to summarize it.

A request letter signed by the researcher and approved by the adviser was given to students

before the researcher will interview the students.

Treatment of Data and Statistical Tools

Descriptive statistics was used in the study, particularly mean; frequency and

percentage distribution were used to describe the demographic profile of the respondent.

Multiple linear regressions were used to determine the effects of playing online

games.

Locale of the Study

The current study takes place in GLVNHS that is located at Nalook, Kalibo Aklan.

Gaudencio L. Vega National High School (Nalook National High School) is one of the

popular School located in Kalibo.

11
 Chapter IV

RESULTS AND DISCUSSION

A. Demographic Profile

Table 1 shows the frequency and percentage distribution of the demographic profile of

the students of Nueva Vizcaya State University in terms of gender, age and weight.

Table 1. Frequency and Percentage Distribution of the Demographic profile of the Students

Demographic Profile Frequency

Percentage
n=150 %
Gender
Male 83 55.3
Female 67 44.7
Age
18-20 98 65.3
21-23 40 26.7
24-26 8 5.3
27-29 4 2.7
Weight
35-44 9 6.0
45-54 68 45.3
55-64 47 31.3
65-74 17 11.3
75-84 7 4.7
85 and above 2 1.3

As shown in Table 1, there were total of 150 respondents of which were 83 (55.3%)

male respondents and 67 (44.7%) female respondents. Most of the respondents belong to the

age bracket 18-20 with 98 (65.3%) respondents. The 40 (26.7%) respondents belong to the

age bracket 21-23. In the age bracket 24-26 consists of 8 (5.3%) respondents and the

remaining 4 (2,7%) respondents belong to the age bracket 27-29.

When in terms of their weight, there are 6 brackets. These are 35-44,45-54,55-64,65-
74,75-84 and 85 and above. Most of the respondents belong to the bracket 45-54 which
consists a total of 68 (45.3%) respondents. The bracket 55-64 consist of 47 (31.3%)

12
respondents.17(11.3%) respondents are in the bracket 65-74. The bracket 35-44 consist of 9
(6.0%) respondents. The 7 (4.7%) respondents are in the bracket 75-84 while the remaining 2
(1.3%) are in the bracket 85 and above.

B. Depression
Table 2 shows the frequency and percentage distribution on depression of the students in
Nueva Vizcaya State University. In this table, we can determine if the student is suffering
depression or not. The 0 – 16 score indicates no to mild Depressive symptomatology, 17-23
indicates moderate depressive symptomatology and 24 and above severe depressive
symptomatology.

Table 2. Frequency and Percentage Distribution of the Range of Depression on NVSU

Students
Depression Ranges Frequency
Percentage
(n=150) %

0 – 16 37 24.7
17 – 23 51 34.0
24 and above 62 41.3

As shown in the Table 2, there are 37 (24.7%) respondents ranges from 0 – 16 in the
bracket which means that these students are not suffering depression. In the range bracket 17
– 23, there are 51 (34.0%) respondents which means that these students are suffering mild or
moderate depression and the remaining 62 (41.3%) respondents are in the range 24 and above
and it means that these students are suffering severe depression.

C. Loneliness
Table 2 shows the frequency and percentage distribution on loneliness of the students of
Nueva Vizcaya State University. In this table, the scores are divided into 3 groups,20-40,41-
60 and 61-80. Revised UCLA Loneliness Scale is used to measure the loneliness of the
students where in the score ranges from 20 to 80. The higher the score, the greater the
degrees of loneliness.

13
Table 3. Frequency and Percentage Distribution of the Range of Loneliness on NVSU

Students

Loneliness Ranges Frequency Percentage

n=150 %

20-40 29 19.3
41-60 120 80.0
61-80 1 0.7

As shown in Table 3, 120 ( 80.0% ) respondents got a score in the range 41-60. 19

(19.3%) got a score in the range 20-40 and the remaining 1 respondent (0.7%) got a score in

the range 61-80.

D. Time Spent of Playing Online Games

Table 4 shows the Frequency and Distribution of the time spent of the students on

playing online games.

Table 4. Frequency and Percentage Distribution of Time Spent Playing Online Games

Time Spent Playing Online Games ( hrs) Frequency

Percentage
n=150 %

0-15 93
62.0
16-30 36
24.0
31-45 14 9.3
46-60 4 2.7
61-75 1 .7
76-90 1 .7
91-105 1 .7

As shown the table, majority of the respondents are in the range 0-15 playing hours

with 93 (62.0%) respondents followed by the range 16-30 with 36 (24.0%) respondents. The

14 (9.3%) respondents have a playing time in the range 31-45. In the range 46-60 of playing

14
time, there were 4 (2.7%) respondents and in the range 61-75, 76-90 and 91-105, 1 (0.7%)

respondent in each range.

E. Correlation Analysis

In this section, Spearman’s correlation to examine the relationship between the

variables. Correlation coefficients are able to provide numerical overview of the direction and

the strength of the linear relationship between the variables. Spearman’s correlation

coefficients (r) range from -1 to 1for the indication of positive and negative correlation.

Table 5: Correlation between Depression and the Demographic Profile of the Student

Depression Gender Age Weight Time

R Significance R Significance R Significance R Significance

1.I feel in tune with the . .005 .947 .124 .129 .066 .423
-.091 .268
people around me
2.I did not feel like
eating; my appetite was .081 .325 -.035 .671 -.183 .025
-.102 .213
poor
3.I felt that I could not
shake off the blues even -.115 .162 .028 .732 -.034 .676
-.022 .789
with help from my family
or friends
4.I felt I was just as good
as other people -.064 .440 .079 .334 -.038 .641
-.034 -.034
5.I had trouble keeping
my mind on what I .016 .845 .000 .997 -.059 .473
-.017 .838
was doing.
6. I felt depressed. -.072 .379 .057 .489 .009 .916
-.038 .645
7. I felt that everything I
did was an effort. -.008 .922 .026 .753 -.088 .285 .
062 .451
8. I felt hopeful about
the future. .077 .347 .054 .515 -.083 .310
-.064 .440
9. I thought my life had

15
 been a failure. -.078 .345 .106 .198 -.057 .491
.022 .785
10. I felt fearful .052 .526 .033 .691 -.151 .065
.016 .842
11. My sleep was
restless. .204 .012 -.125 .127 -.277 .001
-.011 .892
12. I was happy . -.028 .733 .047 .564 -.064 .436
-.015 .859
13. I talked less than
usual. -.034 .682 .032 .702 -.097 .236
.076 .356
14. I felt lonely . -.004 .963 -.086 .293 -.020 .810
-.084 .305
15. People were
unfriendly. -.131 .109 .082 .318 -.100 .222 -.044
.595
16. I enjoyed life. .137 .095 -.008 .919 -.022 .792 -.055
.501
17. I had crying spells. .145 .076 -.263 .001 -.168 .
039 .083 .313
18. I felt sad. .071 .385 -.125 .128 -.052 .529 -.019
.820
19. I felt that people
dislike me. -.039 .633 .009 .917 -.007 .935 .016
.844
20. I could not get
“going” .-.036 .660 .079 .338 -.015 .
856 .060 .465
Average -.005 .947 .013 .870 -.168 .
040 .024 .774

Depression and Gender

As stated in Table 5, the statement “My sleep was restless” has a significance of 0.012

and has a correlation coefficient of 0.204 with gender. It explains that male students suffer

more restless sleep tan female students. Restless sleep is the feeling of being only half-asleep

or that you’re not sleeping deeply. Constant stirring because your mind is racing.

Depression and Age of the Students

In terms of age, the statement “I felt sad” has a significance of 0.001 and has a

correlation coefficient of -0.263. The data simply means that younger students suffers more

16
sadness than older students. Sadness is a normal reaction to a loss, disappointment, problems

or other difficult situations. Depression lasts for a long time and it is much more than sadness

(Canadian Mental Health). The same result was found in the research “Sadness prediction

and response: Effects of age and agreeableness”.

Depression and Weight

The statement “I do not feel like eating: My appetite was poor” has a significance of

0.025 and has a correlation coefficient of -0.183. Poor appetite results from not wanting to eat

and will lead to weight loss. This is the reason why the data that was gathered explains that

heavier students suffer less poor appetite than lighter students. The statement “My sleep was

restless” has a significance of 0.001 and has a correlation coefficient of -0.277. The data

states that lighter students suffers more of this problem than those who are heavier students.

The statement “I had crying spells” has a significance of 0.039 and has a correlation

coefficient of

-.168. People who have depression may find themselves crying frequently for no reason.

Crying spells can be a symptom of post-partum depression. A study about crying shows that

crying will help you lose weight because it is linked to hormones that heighten the cortisol

level, which is induced when you have bottles up emotions (Gabaldon, 2019). This is the

reason why lighter students suffers more crying spells than heavier students. On the average

of all the statements about the depression, it has a significance of 0.040 and has a correlation

coefficient of -0.168.

People with depression may experience weight gain or weight loss due to their

condition or the medications that treat them. But those who have severe depression, they

might lose weight because they have lost their interest in food. The data gathered explains

that lighter students suffers more depression.

17
Table 6: Correlation between Loneliness and the Demographic Profile of the Student

Loneliness Gender Age Weight

Time
R Significance R Significance R Significance

R Significance

1. I feel in tune with the

people around me -.050 .544 -.104 .207 .050 .547
.154 .059
2. I lack companionship .030 .719 -.251 .002 -.039
.636 -.194 .018
3. There is no one I
can turn to -.070 .392 .021 .795 -.076
.354 -.162 .047
4. I do not feel alone -.025 .762 .058 .478 .089
.280 .090 .274
5. I feel part of a group
of friends -.112 .171 -.019 .819 -.016 .843
.067 .418
6. I have a lot in
common with the people -.007 .937 -.097 .237 -.012
.888 -.008 .926
around me
7. I am no longer close
to anyone. -.151 .065 -.037 .649 .006
.946 -.173 .034
8. My interests and
ideas are not shared by
those around me . -.067 .418 -.053 .518 -.012
.887 .019 .816
9. I am an outgoing
person -.100 .222 -.118 .151 .099
.228 -.031 .703
10. There are people I
feel close to. -.186 .023 -.061 .457 .015
.855 .131 .110
11. I feel left out. -.092 .264 .057 .491 .034
.682 -.018 .831
12. My social
relationships are
superficial. -.139 .090 .020 .808 -.077
.350 .038 .642
13. No one really
knows me well. -.030 .712 .086 .298 -.036
.660 -.095 .246
14. I feel isolated from
others. -.080 .333 .126 .124 -.059
.472 -.124 .129

18
15. I can find
companionship when
I want it. -.022 .788 -.067 .416 .079
.338 -.110 .180
16. There are people
who really understand
me. -.067 .415 -.132 .108 -.006
.944 -.081 .326
17. I am unhappy being
so withdrawn. -.037 .657 .060 .464 -.204 .012
.015 .853
18. People are around
me but not with me. -.163 .047 -.007 .930 .018
.829 -.059 .475
19. There are people I
can talk to. -.125 .126 .036 .658 .006
.943 -.002 .977
20. There are people I
can turn to. -.124 .131 .149 .069 .064 .440
.029 .726
Average -.228 .005 -.032 .699 -.022 .790
-.059 .473

Loneliness and Gender

In the statement “There are people I feel close to” has a significance of 0.023 and has

a correlation coefficient of -0.186. Developing and maintain close friendships helps foster

feelings of belonging. Caring about others makes life more meaningful. You are taking a

responsibility of offering compassion and emotional support. Good social relations will help

us to feel happy and overcome loneliness. In the data gathered, male students feel more close

to people than female students. Males are more chilled out and find it easier to get along with

both the sexes. It is easier for males to confront about problems, even if it means ending up in

fistfights. This leads them in making more friends within a particular amount of time.

In the statement “People are around me but not with me” has a significance of 0.047

and has a correlation coefficient of -0.163. This is the feeling that you know that they are

people who are always there for you even though they are not with you. You always feel their

19
support, love and everything that can help you to feel happiness and based on data, Male

students feel this more than females.

On the average of statements for loneliness, it has a significance of 0.005 and has a

correlation coefficient of -0.228. The data explains that male suffers more loneliness than

females. Research on gender differences in loneliness is mixed. Some studies show that

women are lonelier than men; others say that women are lonelier than men. But most

researchers agree that single men tend to be especially lonely and that certain social norms

governing masculinity may increase the risk of loneliness in men (Villines,2019).

Loneliness and Age

In the statement “I lack companionship” has a significance of 0.002 and has a

correlation coefficient of -0.251. The data states that younger students feel more that they are

lack of companionship than older students. Many people who want to be in a relationship

stop trying to find a companion and lull themselves into a life of quiet desperation and

loneliness. The need for companionship is very human, very normal at necessary because it

gives us emotional balance and lets us enjoy life. Connor Ibbetson, research manager said

that many young people are subject to feelings of loneliness and isolation.

Loneliness and Weight

The statement “I am unhappy being so withdrawn” has a significance of 0.012 and

has a correlation coefficient of -0.204. This explains that lighter students often feel this

statement than heavier students. Quiet loners are withdrawn – that’s a word for people who

keep to themselves to such an extent that it seems a little unhealthy. A withdrawn person can

be hard to find and even if they’re around, they are hard to talk to.

Loneliness and amount of time playing

20
 The statement “I am lack of companionship” has a significance of 0.018 and has

correlation coefficient of -0.194. When in terms of the amount of time playing games, the

students who doesn’t play longer time feels that they are lack of companionship based on the

data gathered. Playing games provides social benefits. Whether children are playing

multiplayer games with friends or using other apps with their family, these type of games can

help nurture relationships through shared moments and improve their social skills. For some

children who may have disabilities, it can be a way for them to social and make friends if

they are restricted.

The statement “There is no one I can turn to” has also a significance of 0.047 and has

a correlation coefficient of -0.162. This statement is the feeling that there is no one you would

ask for support or help. Without someone to turn to for advice, making the most appropriate

choice can be difficult. Based on the data gathered, those who are playing games for a longer

time feels that there is no one that they can turn to. Some players use the games to find

someone they can talk to or share their problems.

The statement “I am no longer close to anyone” has a significance of 0.034 and has a

correlation coefficient of -0.173. Being close to anyone can help you to make happy, reduce

stress and can help you to avoid loneliness. On the data gathered, those who do not play a

longer period of time feels that they are no longer close to anyone. Online games can allow

players to talk to others and make friends at their current ability level and also researches

show that many people who meet while playing online games do end up spending time with

those people.

21
 Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The study sought to identify the demographic profile of the students in NVSU, to

determine if online gaming causes loneliness and depression and to determine the level of

loneliness and depression they are suffering.

The questionnaires were distributed to 150 students of NVSU who are enrolled in the

College of Arts and Sciences (CAS). The demographic profile consists of gender, age,

weight and the amount of time playing online games. Revised UCLA loneliness scale was

used to calculate the loneliness of the students while Center for Epidemiologic Studies

Depression Scale (CES-D), NIMH was used for the calculating the depression.

Descriptive statistics like frequency and percentage was used to describe the gathered

data. Multiple Linear Regression was used in order to know the interactions of the variables.

Summary of Findings

1. For demographic profile of the students, there are more males than females. When

in terms of age, most of the respondents belong to the bracket 18-20 and in terms

of weight, most of them belong to the bracket 45kg-54kg.

2. For the level of depression of the students, most of the students were suffering

severe depression and some students were suffering mild and moderate

depression.

3. For the level of loneliness of the students, most of the students were suffering

middle level of loneliness which is on the range 41-60 scores.

4. The relationship between demographic profile of the students and depression were

males suffers more from restless sleep, younger students suffers more sadness and

22
 depression leads to loss of appetite that causes to loss of weight. The relationship

between demographic profile and loneliness were males feel more close to people

than females, males feel also that there are people around them but males suffers

more loneliness than females, younger students were lack of companionship and

lighter students were unhappy for being do withdrawn. The relationship between

loneliness and depression is directly proportional to each other.

Conclusion

Based on the significant findings of the study, the following conclusions are drawn.:

1. Majority of the students who are playing online games were males, 18-20 years of

age and weighs 45-54 kg.

2. Most of the students were suffering a severe depression and middle level of

loneliness

3. Depression causes restless sleep, sadness and loss of appetite and males suffers

more loneliness than females.

Recommendations

1. The students should know how to control themselves on playing online games

especially males to avoid depression and loneliness. Students should also have

time control to help them especially for the problem of loneliness.

2. Parents should help their children to avoid excessive use of their devices and help

them to control their time, remind them about the effects of online games

especially depression and loneliness

3. Guidance Counselor should help the students and remind them that online games

contribute depression and loneliness to them

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4. Future researchers may conduct similar studies and find other factors that

contribute depression and loneliness and other effects of playing online games.

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 APPENDIX

Appendix A. Questionnaire used in the Study

Republic of the Philippines

GAUDENCIO L. VEGA NATIONAL HIGH SCHOOL
Nalook, Kalibo Aklan

Dear Respondents,

We are Joellyn D. Pandongon, Manilyn R. Turnino, and Kimberlyn L. Tejada,

students of 12th grade in TECHVOC, conducting a research paper entitled “The Interaction
Effects of Depression and Loneliness to Academic performance of Online Game”. May I
request you to fill up the following information for the success of this research paper.

Thankyou!

Joellyn D. Pandongon
Manilyn R. Turnino
Kimberlyn L. Tejada

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