PHILIPPINE EMIRATES PRIVATE SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

VIOLENT VIDEO GAMES AND ITS EFFECT TO GRADE 7

AND 8 STUDENTS IN THE PHILIPPINE EMIRATES PRIVATE

SCHOOL

A Research

Presented to the

Faculty of Senior High School Department

Philippine Emirates Private School

In Partial Fulfillment

of the Requirements for

Practical Research

By

June 2019

i
 ABSTRACT

This study focuses on the effects of violent video games to the grade 7 and 8

students in the Philippine Emirates Private School. The research observes the effects of the

violence portrayed within these video games and determines to what extent the impacts could

have on teenagers and with that being said their researchers wanted to study its effect

towards the student’s school performances and behavioral change.

An online survey was constructed by the researchers which is divided into our

four parts to gather data regarding to the effects of violent video games towards the students.

With this and online survey, the researchers were able to gather perception or views of

students towards their topic. They were able to know the effect of the aggressive to the grade

7 and 8 in Philippine Emirates Private School.

Based on the data, the study showed that violent video games have an effect

towards the students of grade 7 and 8. Majority of the students agreed that it has negatively

affected a person’s school performance and focus and affects the way people act and behave.

ii
 ACKNOWLEDGEMENT

We, the researchers, wholeheartedly would like to offer our gratitude and

appreciation to the people who supported, helped, and inspired us to successfully accomplish

this research;

The success of this research is made by the following:

To Ms. Rosemarie Natividad, the principal of this institution, Philippine-Emirates

Private School, for allowing this study’s conduction within the school

To Mr. Henry P. Nadong, the subject instructor and guide of this study, for helping

and training us as we were doing the study and for being patient and approachable all during

the entire process of it.

To the grade 7 and 8 class advisers, for their cooperation and approval to let us take

the respondents from their designated class advisories.

To the grade 7 and 8 students, for being our respondent in this study and giving us

their valuable time in answering our survey.

To our parents, for their support and understanding they gave us through the process

of making this study, especially in financial support.

And lastly, to the Lord Almighty, who gave us the knowledge, strength, and patience

in doing this research.

The Researchers

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 DEDICATION

To our beloved country, the Philippines for being our source of inspiration in helping

the people in need as well as accomplishing our thesis.

To our family, especially to our parents for their never-ending support, motivation,

advice, and love in the creation of this study.

To our beloved school, the Philippine-Emirates Private School for providing in

creating high-quality education necessary for their student’s development.

To our mentor, Sir Henry P. Nadong for giving us the opportunity in creating this

thesis, for guiding us in becoming better researchers for the future.

To Sir Glen Vinluan, for allowing the researchers to use the computer laboratory as a

place to conduct the online survey with their respondent.

Our class adviser, Ma’am Diane Antonette M. Pascual for aiding our journey of the

completion of the thesis.

To our friends, who gave us opinions, ideas, knowledge, continuous support and

motivation in helping accomplish this research.

And most importantly, to our Almighty God for being the source of the strength and

determination to continue despite all the setbacks and obstacle that came in the way. He

guided us through the hard times. He is our source of happiness and He is our companion

throughout the years. Because of His guidance, we have succeeded from attaining better

education.

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 Without them, we would have not made it this far.

Table of Contents

TITLE PAGE………………………………………………………………………………

APPROVAL SHEET.................................................................................................................ii

ABSTRACT.............................................................................................................................iii

ACKNOWLEDGEMENT........................................................................................................iv

DEDICATION...........................................................................................................................v

Table of Contents......................................................................................................................vi

INTRODUCTION.....................................................................................................................x

THE PROBLEM .....................................................................................................................1

Background of the Study........................................................................................................1

Research Objectives...............................................................................................................2

Research Problem..................................................................................................................2

Statement of the Problem.......................................................................................................3

Research Hypothesis..............................................................................................................4

Scope and Limitation.............................................................................................................4

Significance of the Study.......................................................................................................4

v
 Definition of Terms................................................................................................................5

REVIEW OF RELATED LITERATURE AND STUDY............................................................6

Review of Related Literature and Study................................................................................6

Theoretical Framework........................................................................................................10

Conceptual Framework........................................................................................................12

RESEARCH METHODOLOGY.........................................................................................13

Research Design...................................................................................................................13

Respondents.........................................................................................................................13

Research Instruments...........................................................................................................13

Data Gathering Procedure....................................................................................................14

Statistical Treatment of Data................................................................................................15

PRESENTATION, ANALYSIS AND INTREPETATION OF FINDINGS ...................17

Characteristics of Respondents............................................................................................17

Table 1..............................................................................................................................17

Table 2..............................................................................................................................18

Table 3..............................................................................................................................19

Table 4 .............................................................................................................................20

Table 5..............................................................................................................................21

Table 6..............................................................................................................................22

Table 7..............................................................................................................................23

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Table 8..............................................................................................................................24

Table 9..............................................................................................................................25

Table 10............................................................................................................................26

Table 11............................................................................................................................27

Table 12............................................................................................................................28

Table 13............................................................................................................................29

Table 14............................................................................................................................30

Table 15............................................................................................................................31

Table 16............................................................................................................................32

Table 17............................................................................................................................33

Table 18............................................................................................................................34

Table 19............................................................................................................................35

Table 20............................................................................................................................36

Table 21............................................................................................................................37

Table 22............................................................................................................................38

Table 23............................................................................................................................39

Table 24............................................................................................................................40

Table 25............................................................................................................................41

Table 26............................................................................................................................42

Table 27:...........................................................................................................................43

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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.......................................48

Summary..............................................................................................................................48

Conclusion...........................................................................................................................49

Recommendations................................................................................................................50

BIBLIOGRAPHY..................................................................................................................51

APPENDICES........................................................................................................................52

CURRICULUM VITAE

viii
 INTRODUCTION

Games often inflict children’s creativity and help develop their brains as a new way

of learning but when destruction, and graphic imagery are integrated into video games, it can

change a child’s social aspects. Games like these lead to an increase in children’s aggression

causing to a more intemperate attitude for instance, saying profanities, increase in temper and

rough behavior. Children at these ages are easily influenced by the media and visuals they

see within these kinds of recreational activities. The rapid development and popularity of

new violent video games make children exceedingly obsessed that they start to accept their

depraved behavior as a norm.

Other effects may include a more reserved attitude, an increase in unwillingness or

interest in human interaction, lack of necessary social skill, and a shorter attention span. In

spite of many benefits, too much exposure could result in such impacts. They view these

games and the actions presented as something acceptable for them to imitate especially

considering how their actions are no longer closely monitored and are often left unattended.

Allowing these children to immerse themselves with these kinds of games leaves them

vulnerable to influences that could negatively affect their personality and their performance

as students.

ix
 With all of those said, the researchers do believe that violent video games have a

notable effect on children and adolescents’ mind set. For games like these are increasing in

popularity as time passes due to technology being broadly used today.

x
 CHAPTER 1

THE PROBLEM

Background of the Study

Violent video games are popular with male and female children, adolescents, and

adults. They have been successfully marketed to youth and are easily obtained regardless of

age (Buchman & Funk, 1996). Video games first emerged in the 1970s, but it was during the

1990s that violent games truly came of age. Starting in the late 1980s video game producers

experimented with what the public would desire more in video games. Gradually as time

passed, it became clear that games sold better if they contained more violence.

According to recent national surveys of parents, school-age children (boys and girls

combined) devote about 7 hours per week playing video games (Gentile & Walsh, 2002). In

addition, a recent survey of over 600 seventh to ninth-grade students, had an average of 9

hours per week of video game play overall, with boys averaging 13 hours per week and girls

averaging 5 hours per week (Gentile, Lynch, Linder, & Walsh, 2004).

This is evidence that playing video games at night can disrupt sleep, which could

explain a decrease in school performance. In addition, studies suggest that children who

regularly play video games are at a slightly increased risk of developing attention problems at

school. Playing violent video games may have a small but negative impact on behavior and

some children may use these games exceptionally so much that gaming dominates their lives

and interferes with their time to study and socialize.

Frequent use of multi-player games may put youth at higher risk for poor reading

performance, perhaps because children replace their time for studying with the excitement of

1
multi-player and violent games. This understanding is consistent with the results of a study

of American adolescents, aged 12 to 19: Kids who played video games spent 30% less time

reading (Cummings and Vandewater, 2007).

Research Objectives

1. Identify the socio-economic profile of the respondents from grades 7 and 8 in PEPS;

2. Know the respondents’ level of interest to aggressive games such as PUBG, Grand

Theft Auto, Fortnite, The Last of Us, Call of Duty, Apex Legends, God of War,and

Mortal Combat;

3. Determine the major impacts of aggressive games to the respondents;

4. Determine the effect of violent games to the students’ focus and school performances;

and

5. Determine the necessary course of action to be taken to minimize the effects of

violent video games.

Research Problem

The researchers aim to answer the following questions thoroughly:

1. What is the socio-economic profile of the respondents in terms of:

a. Age

b. Gender

c. Grade level and section

d. Average Grade;

2
 2. What are the respondents’ level of interest to aggressive games such as PUBG, Grand

Theft Auto, Fortnite, The Last of Us, Call of Duty, Apex Legends, God of War

andMortal Combat?

3. What are the major impacts of aggressive games to the respondents?

4. What are the effects of violent games to the students’ focus and school performances?

5. What is the necessary course of action to be taken to minimize the effects of violent

video games?

Statement of the Problem

Gaming programs are now a frequent past-time or hobby for most of the children of

our generation, particularly teenagers in grades 7 and 8. Majority of the most popular games

such as PUBG, Grand Theft Auto, Fortnite, The Last of Us, Call of Duty, Apex Legends,

God of War and Mortal Combat are that of violent nature or settings. These games could

affect the behavior and thinking of our youth.

The effects of the violence portrayed within these video games determine to what

extent the impacts could have on teenagers. This research aims to determine if exposure to

such violence at that age is acceptable or proper and if the benefits of engaging in these

activities outweigh the negative effect on children (teens). As well as if the target of our

research which is students within our school that are of the ages 12-15, of both genders that

are involved with violent video games are getting their performance in class affected, both in

academic and co-curricular activities.

3
Research Hypothesis

Playing violent video games has no effect to the school performances and negative

behavior of the grade seven (7) and eight (8) students of the Philippine Emirates Private

School.

Scope and Limitation

Out of the total number of grade 7 and 8 Junior High School students from the

Philippine Emirates Private School, year 2018-2019, the researchers will randomly select the

110 of the number of students which is comprised of 70% of its totality. This study will not

cover other games that are not listed in the following: PUBG, Grand Theft Auto, Fortnite,

The Last of Us, Call of Duty, Apex Legends, God of War, and Mortal Combat. Other

students as well who do not fall as part of grade 7 and grade 8 in PEPS are not within the

scope of this research. This study only focuses on identifying the effect of violent video

games to the respondents’ school performance and behavior change.

Significance of the Study

Teachers and Academic Administrators. Through this study, This would be

beneficial to teachers and administrators because they will be able to understand the change

of behavior, and academic performances of the students that were engaged in these games.

They can easily try to cope up to the students’ attitude.

The Students. This research would be beneficial to the students as they will know the

negative effect of violent video games in their academic performance. They can also be more

4
aware and understand the bad influences these aggressive games can have on them. Besides

that, it can also help them in improving their studies by making them an effective learner.

The Parents. This research would also be a big help to parents as they can

understand the effects of violent games to their child (ren). Parents knowing the risk of

aggressive games can help prevent their child from showing intemperate anger and being

addicted to it.

The Future Researchers. This study would also be beneficial to the future

researchers because they can get information that might be needed in their research and some

of their questions may possibly be answered.

Definition of Terms

Video Games: A game played by electronically manipulating images produce by a computer

program and it is a form of entertainment to let time past usually played with a computer or a

console.

Violent: Using or involving physical force intended to hurt, damage, or kill someone or

something.

Aggression: a forceful action or procedure (such as an unprovoked attack) especially when

intended to dominate or master

Intemperate: Having or showing a lack of self-control; immoderate.

Effect: A change which is a result or consequence of an action or other cause.

Disrupt: To stop something continuing in its typical way.

5
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDY

This chapter will show the review of the related literature and studies the researchers have

gathered to furthermore support the study.

Review of Related Literature and Study

From the World Wide Web to movies, cell phones, and video games the human

race has evolved and thought of everything to provide people across the globe endless hours

of entertainment. Though these are the huge icons for the people of the newest generations,

there had been many issues and controversies that result from it, this mainly on video games.

According to Funk & Buchman (1996), adolescents are primary consumers of video and

computer games, and the games they prefer are often violent. This has been a concern for

many parents, teachers, and even the society, towards the children who play these violent

video games, peculiarly for extended periods of time, as they can be associated with violent

behavior or even copy similar acts of violence experienced during the game. The impact of

these aggressive games can leave a negative effect on children’s behavior and emotions such

as causing them to rage and show hostile traits. Przybylski (2014) said that any player who

has thrown down a remote control after losing an electronic game can relate to the intense

feelings or anger failure it can cause.

For almost three decades researchers and psychologists have conducted many

studies to find out whether violent video games such as Grand Theft Auto, God of War,

Manhunt, The Punisher, Doom, and many others lead to problems among children and
6
adolescents such as aggression. According to The Bronfenbrenner Center for Translational

Research (2018), the vast majority of these studies do show that people who play violent

video games are more likely to engage in aggressive behavior, and because its conclusion

supported most of its facts, even the American Psychiatric Association (APA) published a

policy statement in 2015 concluding that playing violent video games leads to more

aggressive moods and behaviors. The longer they are exposed to violent games, the more

likely they are to have hostile behaviors, thoughts, and feelings regardless of their sex, age,

or race because they have become too used to the game’s environment. Upon losing a game,

they can release their anger in the form of violence, throwing their remote control or even

going out of control.

In view of Aboujaoude and Starcevic’s “Mental Health in the Digital Age” (2015),

it examines the relationship between exposure to video game violence and aggressive

behavior. Research has established that exposure to various violent media (from television to

video games) represents a risk factor for aggressive behavior. Due to the interactive nature of

new technologies, virtual aggression is more participatory and therefore more likely to result

in an increase in aggressive behavior. How and why aggressive outcomes arise following

exposure to violent media is well established. The General Aggression Model serves as a

theoretical foundation for understanding the effects of media violence. Several more specific

theories and mechanisms offer explanations, including cognitive association theory, script

theory, excitation transfer, desensitization to violence, hostile attribution bias, changes in

beliefs and attitudes as a result of exposure to violent media, and attention effects. Children

in this generation are vulnerable to these types of games and because they are still growing

7
and developing their mindsets, they are likely to imitate the actions portrayed in the game

and the outcome of this can lead to an immense catastrophe any school would fear.

Narvaez (2010) said that in a violent video game play, the player learns to

associate violence with pleasure by earning rewards for hurting another character. Such

activity undermines moral sensitivity and builds opposite intuitions that they take into the

rest of life, she added. Every violent video game contains blood, shooting people, and

fighting that ends in either someone dying or getting hurt and they earn points for every kill.

This gives children and teenagers a tendency to clone what they see on the screen and mimic

it into reality. They begin to accept violence and immoral behavior as a norm, taking the

brutal Columbine High School Massacre back in 1999 as an example, all the shooters were

students who consistently played and enjoyed the violent and harsh video game called Doom.

They murdered thirteen and wounded twenty-three people in Littleton before committing

suicide after the shooting. The game had the victims appealed and made such an impact on

them that they used it to practice their shooting and brought to reality as well as to change

their identity and build self-esteem, said Funk (2002). Considering that these violent games

have changed their approach towards life and way of coping with others, it shows the

possibility of a video game addiction not simply by the amount of time spent gaming, but

also the function of how a child acts to other individuals.

This has also been another concern for many parents, as their children spend a

quarter of their leisure time playing these violent games varying from two to fifteen hours a

day and has become their number one priority. Children and adolescents who have a

dependence on these games also have the risk of increased emotional difficulties, including

increased anxiety and depression, feeling more socially isolated and are more likely to have

8
problems with internet pornography. As said from a study by Hartney (2018) when game

playing is addictive, it takes over as the person’s main way of coping with life, with other

important areas of life being neglected or disrupted as a result. The rapid development and

popularity of new violent video games make children exceedingly obsessed that they start to

accept their depraved behavior as a norm. The more exposed they get to violent games, the

more they are prone to aggression.

These personalities are traits that are heavily influenced with unrealistic behaviors

of a normal responsive person. Games often inflict creativity but when destruction, mayhem,

and graphic imagery are integrated into video games, it can change a child’s social aspects.

Feeling of quick irritation and ill-temperedness is articulated and even physical response is

highly anticipated with a child’s feedback to stress or annoyance. Violent games don’t only

cause tension, but as well as barriers that could disconnect them from what is real and what

are only mere fictional ideas. Adults should also keep track of their child’s source of

entertainment, not only games can provide disruptive implementations that are inflicted upon

children but other forms of restricted media. The source of influence is broader than it seems

to be and every parent must be held accountable for their child’s growth and mentality.

Instead of approving of games that show robbery, guns, blood, and other graphic content.

We must integrate a healthy entertainment of games for kids that show great story-telling,

wide fantasy, psychological puzzles, and vast adventure-type realms. These games bring

more benefits to a child’s psychosocial capabilities and might even increase memory feed

and personality gain.

To summarize this topic, its purpose is to convince and aware the reader that

children and adolescents nowadays prefer playing video games that are violent (Funk &

9
Buchman, 1996). This can have an impact on a child’s behavior as well as leave a negative

effect on their emotions. It is clear from the research reviewed that the longer a child or

adolescent is exposed to these games, the more they are expected to show aggression in the

form of violence as they have gotten used to the game’s environment. From most of the

research, many children begin to learn on associating violence with pleasure by earning

rewards for hurting another character, said Narvaez (2010); this is accepting violence and

immoral behavior as a norm. Violent games can bid an escape from the real world, often

leading to isolation, social fear, and aggression, which obviously have adverse effects on a

child’s psychological functioning. Throughout all the reviews and researches majority says

teenagers and children addicted to violent video games undergo a noticeable change in

personality. These games are within their range of boredom, without proper guidance they

will maintain the absence of care from adults, and without the adults, children are abandoned

of their safety and of their social lives. Be aware and influence them more than games could

ever feed their entertainment.

Theoretical Framework

This study was anchored on the point of view and theories of the following

authorities which are closely relevant to the researchers study. Entertainment has been one of

the primary needs for people, to enjoy their leisure time or for amusement and video games

has no exemption. Games that show aggressive, brutal, and violent content have been gaining

popularity amongst adolescents. This raises the concerns of many parents, teachers,

researchers, policy makers, and informed many citizens as well about potential harmful

effects.

10
 Script Theory by Huesmann (1998) recommended that when children observe

violence in the mass media, they learn aggressive scripts. Scripts characterizes situations and

guide behavior: The individual first selects a script to represent the circumstance and then

assumes a role in the script. Once a script has been learned, it may be retrieved at some later

time and utilized as a guide for behavior. In video games, this is extended further by

rewarding players with points, in-game currency, or virtual items for killing enemies. Such

depictions make aggressive actions appear more rewarding and less damaging than in reality.

A parallel that one can draw is with aggressive fantasizing, which involves rehearsing mental

imagery in which violent actions are rewarded.

Uses and Gratifications (1940) the uses and gratifications approach is a central

theory employed in communication studies for explaining the use of media. It depends on

active recipients who select and use media in agreement with their motives and needs

(Ruggiero 2000; Katz et al. 1974). Relaxation is another gratification dimension when

playing video games. Since intuitiveness and accomplishment in games give users the feeling

that they have the power to control events. Video games are frequently geared towards

competition and challenge, as players strive to achieve the next level or outplay other gamers.

Cultivation Theory. With the prevalence of media today, research has sought to discover if

the violence depicted in media affects violence in reality. While previous research has mostly

focused on television portrayals of violence, “worried those all-too-receptive young viewers

will imitate aggression on the screen” (Griffin, 2009, p. 349), the onset of video games and

their widespread depiction of violence has also brought about concerns. One of the

challenges of studying cultivation theory in regards to video games (and in general) is the

wide variety of content and the generalizability of research findings (Williams, 2006).

11
Williams’ (2006) study states, “The online database www.allgame.com lists descriptions of

35,400 different games across 93 different game machines plus computers. To collapse this

wide variety of content and context into a variable labeled ‘game play’ is the equivalent of

assuming that all television, radio, or motion picture use is the same” (p. 70). One particular

difference between television viewing and video gaming is the level of involvement and

activity; video games are sites of social interaction both face to face and online, and game

content is often driven as much by the game design as by player interaction (whether the play

is interacting within the game world, or with other players in and out of the game world)

(Williams, 2006).

In addition to the much-studied effects of violence in the media, research has also sought to

discover what other attitudes media cultivates in those who consume it. Other effects include

fear in/of society (as mentioned in Griffin, 2009), attitudes towards women and minorities,

and gender effects.

Conceptual Framework

To be able to get the outcome of the research, the researchers started with the

input. The input of the research is the demographic profile of the respondents, the students’

level of interest to violent video games, and the preferences and opinions of the students.

With this input the researchers would be able to identify the process of this research.

The next step is the process which is all about changing those input into the

output. Without the process, there will be no output that the researchers will acquire. The

process of this research is knowing the level of interest of the respondents and conducting a

survey questionnaire. By this, the researchers can recognize the result of this study. The

12
process will serve as the basis of the procedure and the reason why the output was identified

by the researchers.

Finally, the last step is the output, which the outcome of the research can be seen.

The converted or processed input of the results is the output. The output of this research is

the effects of violent video games to the students of grades 7 and 8 in their school

performance and behavior change. Through identifying the students’ demographic profile,

knowing their level of interest to violent games and knowing the preference and opinions of

what the students prefer through classroom activities, the students’ engagement in learning

will develop.

INPUT PROCESS OUTPUT

 The demographic  Knowing the Effects of violent

profile of the level of interest of video games to
respondents. the respondents. the students of
 Students’ level of  Conducting grades 7 and 8 in
interest to violent survey. their school
video games. performances and
 The preference and behavior change.
opinions of the
students,
CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research design, respondents, and research instruments, number of

respondents, data gathering procedure and sampling technique, and statistical treatment that

applied in this study.

13
Research Design

This study will utilize the experimental survey method in order to achieve the

purpose of this study – which is to determine and reveal the effects of violent video games to

students in grades 7 and 8 from the Philippine Emirates Private School, UAE. It is

experimental in a sense that the data obtained is determined by their academic performances

and interest to aggressive games. The researchers used their survey questionnaire as their

instrument. Based on the result of the survey conducted, they will be able to determine the

details of this study.

Respondents

The randomly selected respondents of this study will be coming from the students

of grade seven (7) and eight (8) of the Junior High School Department of the Philippine

Emirates Private School.

Research Instruments

The research study will be conducted with the use of Google forms as a medium

for collecting the data. The Google forms will comprise questions that are accompanied with

an answer to the research objectives and problems of this research. The following questions

will be divided into parts, specifically:

PART I. These questions aim to determine the demographic profile of the

respondents.

PART II. These questions aim to evaluate the respondents’ interests and

satisfaction towards violent video games.

14
 PART III. These questions are designed to know the respondents’ views to the

major impacts of violent games in their life.

PART IV. These questions are intended to know whether aggressive games affect

the respondents’ focus and school performances.

PART V. These questions are formulated to know what necessary course of

action should be done to minimize the effects of violent video games.

Data Gathering Procedure

The researchers utilized a random sampling technique which 110 respondents

from grade seven (7) and eight (8) were randomly selected through random drawing. For this

matter, 77 out of 110 students in both grade levels compromise the 70% of the total

population which is needed to gather data and be able to conduct this study.

The 70% of all the students in grade 7 and 8 was attained with the use of the

following formula:

Formula: x = n× %

Where: x = eighty percent (70%) of the students in grade 7 and 8.

n = total number of students in grade 7 and 8.

% = percentage (70% or 0.7)

Afterwards, the researchers proceeded to conduct a survey through the following

procedures:

1. The researchers gathered the list of students who are needed for the data to

accomplish.

15
 2. The researchers then formulated the questionnaires based on the topic which is the

effects of violent video games to students.

3. The researchers asked for the consent of respective advisers or assigned subject

teachers to accumulate 15 minutes of their time to conduct the survey with the

students.

4. Upon approval, the researchers asked the students to proceed to the computer

laboratory to conduct the survey with the use of Google forms.

5. After gathering all the data, the researchers then proceeded to analyzing and

interpreting the data with the use of Google forms.

6. Lastly, with all the data gathered, the researchers settled the conclusion.

Statistical Treatment of Data

The data that was collected from google forms were calculated, analyzed, and

interpreted with the use of the following formula:

1. Percentage

The percentage was used to express the relative frequency of the survey responses

to the respondents’ choice in a particular question.

Formula:

Where: f = Frequency (number of answers of the respondents)

N= total number of respondents

% = Percentage of the answer of the respondents

16
 2. Pearson Correlation Coefficient:

Pearson is used in order to see if there are any relation between violent video

games and the school performances and behavioral change of the students.

Formula:

Where: N = number of pairs of scores

∑xy = sum of the products of paired scores

∑x = sum of x scores

∑y = sum of y scores

∑x2= sum of squared x scores

∑y2 = sum of squared y scores

17
 CHAPTER 4

PRESENTATION AND ANALYSIS OF DATA AND INTERPRETATION OF

FINDINGS

In this chapter, the objectives and problems of this research will finally be

fulfilled and answered respectively through the analysis and interpretation of the data

gathered from the conducted survey. Each of them will be individually presented and

interpreted by the researchers using tables for a better and easier understanding of the data.

Characteristics of Respondents

In this section, the age, gender, grade and section and average grade – or the

demographic profile – of the respondents will be shown and interpreted. This information

will provide a better understanding to the whole study as it shows the socio-economic status

of the respondents that can help in determining the suitable recommendations of this study.

Table 1 Age of the Respondents

Distribution of Responses

Age

Frequency Percentage

12 13 16.9%

13 33 42.9%

14 25 32.5%

15 6 7.8%

18
 This identifies the age group of the respondents, the age group being from 12-15.

The majority of the respondents that took part of this study was from ages 13-14, with the

frequency of fifty-eight (58) respondents or is equivalent to seventy-five point four percent

(75.4%). This indicates that most responses came from respondents at this age group.

Table 2 Gender of the Respondents

Distribution of Responses

Gender
Frequency Percentage

Female 39 50.6%

Male 38 49.4%

Based on the table above, it is evident that responses from female respondents are

more dominant compared to male respondents. There are thirty nine (39) female respondents

and thirty eight (38) male respondents. This indicates that majority of the respondents are

from female which covers fifty point six percent (50.6%) of the respondents.

19
 Table 3 Grade and Sections of the Respondents

Distribution of Responses

Grade

and Total number of

Section Frequency Percentage respondents per Percentage

grade level

7 – Fortitude 21 27.3%
42 54.6%

7 – Humility 21 27.3%

8–
16 20.8%
Compassion
35 45.5%
8- Prudence 19 24.7%

Table 3 shows where the respondents belong to in terms of grade level and

section. The respondents were from selected students of grades seven (7) and eight (8) which

were chosen randomly. The respondents are from the Philippine Emirates Private School.

These grade levels comprise of two (2) sections per level, which is equal to four (4) in totals.

This table shows that the respondents of this study mostly came from grade 7 students which

cover 54.6% out of the 100% of the respondents.

20
 Table 4 Average Grade of the Respondents

Distribution of Responses
Average

Grade
Frequency Percentage

90 and Above 36 46.8%

80 to 89 41 53.2%

70 to 79 0 0%

69 and Below 0 0%

In the table above, it is evident that the majority of the respondents who took part

in the survey had an average grade of 80 to 89 with a frequency of 41 students which is

equivalent to 53.2% of the total respondents. While 36 students had an average grade of 90

and above, this is equal to 46.8%. It is also shown that no respondents have gotten and

average grade of 79 and below making it 0%.

Attitude of Respondents towards the Topic

In this section, the data correlating to the respondents’ view, attitude, and belief

towards violent video games and the effects it has on their school performances and

behavioral change will be presented. This will show what the respondents’ view on the major

impacts aggressive games have made and what can be done to improve the situation.

21
 Table 5 Respondents’ Game of Interest

I enjoy playing video games such as…

Choices Frequency Percentage

PUBG 42 54.5%

Fortnite 18 23.4%

Mortal Kombat 10 13%

God of War 3 3.9%

Apex Legends 10 13%

Grand Theft Auto 15 19.5%

Call of Duty 25 32.5%

The Last of Us 3 3.9%

All of the Above 7 9.1%

None of the Above 20 26%

According to the results above, most of the respondents have interests in games

such as PUBG (54.5%), Call of Duty (32.5%), Fortnite (23.4%), Grand Theft Auto (19.5%),

Mortal Kombat (13%) and Apex Legends (13%). While 26% from the total respondents have

played none of the mentioned games. This shows how interested the students are with

popular games nowadays.

22
 Table 6 Respondents’ View on the Amount of Time Spared for Violent Video Games

I spend most of my spare time in school and home playing violent video games.

Choices Frequency Percentage

Strongly Agree 4 5.2%

Agree 24 31.2%

Disagree 37 48.1%

Strongly Disagree 12 15.6%

It is shown above that, 4 (5.2%) students strongly agreed that they spend most of

their time in school and home playing violent video games and 24 (31.2%) responded agree

out of the total respondents, while 37 (48.1%) students do not spend most of their time

playing violent games and 12 (15.6%) respondents firmly disagree that they do not play

violent video games at school and home at all.

23
 Table 7 Respondents’ Willingness to Spend Money for a Game

I am willing to spend money for a video game.

Choices Frequency Percentage

Strongly Agree 5 6.5%

Agree 22 28.6%

Disagree 26 33.8%

Strongly Disagree 24 31.2%

Based from the table above, majority of the students disagreed with the

percentage of 33.8% that they are willing to spend money for a video game, and 31.2%

firmly disagreed that they will spend any money at all, while 22 (28.6%) students agreed on

spending money for a video game and only 5 (6.5%) students firmly agreed that they are

willing to spend their money.

24
 Table 8 Students’ Time Spenyt on Violent Video Games in a Week.

In a week, I play violent video games for more than 10 hours.

Choices Frequency Percentage

Very Frequently 4 5.2%

Occasionally 8 10.4%

Rarely 21 27.3%

Very Rarely 12 15.6%

Never 32 41.6%

Based on the researchers findings, it indicated that 41.6% or a majority of 32

students responded that in a week, they never play violent video games for more than 10

hours, 12 (15.6%) responded that it is very rare for them to play video games exceeding 10

hours, and 21 (27.3%) students from the total population responded that they rarely play for

that amount of time.

25
 Table 9 Respondents’ Satisfaction with playing aggressive games

I am satisfied with playing aggressive games.

Choices Frequency Percentage

Strongly Agree 7 9.1%

Agree 35 45.5%

Disagree 23 29.9%

Strongly Disagree 12 15.6%

Based on the table above, majority of the student agree with the percentage of

45.5 that they are satisfied playing aggressive video games and 29.9% of the people disagree

that they agree playing aggressive video games. This table shows that most of the

respondents are satisfied aggressive video games.

26
Table 10 Respondents’ Perception on the Effects of Violent Games with the Way People
Act and Behave.

Playing violent video games affects the way people act and behave.

Choices Frequency Percentage

Strongly Agree 14 18.2%

Agree 40 51.9%

Disagree 20 26%

Strongly Disagree 3 3.9%

Its shows above that, the respondents agree that people change when they play

violent video games and has the percentage of 51.9% and some respondents says that they

disagree, which has the percentage of 26%. This shows about the respondents Perception on

the effects of violent video games with the way people act and behave.

27
 Table 11 Respondents’ View of the Negative Effect of Violent Games Towards their
Sleeping Habits.

Playing video games has negatively affected my sleeping habits.

Choices Frequency Percentage

Strongly Agree 17 22.1%

Agree 25 32.5%

Disagree 23 29.9%

Strongly Disagree 12 15.6%

It is shown on the table that the majority twenty-five (25) respondents or thirty-

two-point five percent (32.5%) of the respondents agrees that playing video games has

negatively affected their sleeping habits. While twelve (12) respondents, which are equal to

15.6% answered “strongly disagree”. 17 respondents or 22.1% answered they strongly agree

while 23 respondents or 29.9% of the respondents answered “disagree”.

28
 Table 12 Respondents’ View of Playing Video Games and its Interference with their
Family Time.

Being concentrated with playing video games interferes with my time

with my family.

Choices Frequency Percentage

Often 8 10.4%

Occasionally 16 20.8%

Rarely 25 32.5%

Very Rarely 11 14.3%

Never 17 22.1%

The results show that 25 respondents rarely let their violent video game-play

interfere with their family time. This is equivalent to thirty-two-point five percent (32.5%) of

29
the responses. The second most chosen answer which gathered seventeen (17) respondents

say that they never let their game-play interfere with their time with their family. This only

shows that almost the majority of the students know that their family time is important.

Table 13 Respondents’ Perception of Aggressive Games Towards their Health.

Playing aggressive games affects my health.

Choices Frequency Percentage

Strongly Agree 6 7.8%

Agree 28 36.4%

Disagree 34 44.2%

Strongly Disagree 9 11.7%

It is shown from the table above that the majority thirty-four (34) respondents or

forty-four point two percent (44.2%) of the respondents disagrees that playing aggressive

games would affect their health. While twenty-eight (28) respondents which are equal to

36.4% answered “agree”. Nine (9) respondents or eleven point seven (11.7%) answered

30
“strongly disagree” while six (6) respondents or fifteen point six (15.6%) of the respondents

answered “strongly agree”.

Table 14 Respondents’ Attitude while Playing Aggressive Games

I tend to lose my temper when I play PUBG, Grand Theft Auto, Fortnite, The Last of

Us, Call of Duty, Apex Legends, God of War and Mortal Kombat.

Choices Frequency Percentage

Always 6 7.8%

Occasionally 17 22.1%

Rarely 13 16.9%

Very Rarely 16 20.8%

Never 25 32.5%

Based on the researchers findings, majority of the respondents which is twenty-

five (25) or equivalent to thirty-two point five percent (32.5%) responded that they never

31
tend to lose their temper. Meanwhile, the least chosen answer with six (6) respondents say

that they always lose their temper with a percentage of seven point eight (7.8%) of the

responses.

Table 15 Respondents’ View of the Game Addiction

Being addicted to playing games can make a person anti-social.

Choices Frequency Percentage

Strongly Agree 10 13%

Agree 36 46.8%

Disagree 21 27.3%

Strongly Disagree 10 13%

The result above implicates that majority of the respondents thirty-six (36)

believes that being addicted playing video games can make a person anti-social with a

32
percentage of (46.8%). Meanwhile, the average respondents disagree with a frequency of

twenty-one (21) and has the average of twenty-seven point three (27.3%)

Table 16 Respondents’ Perspective of the Effect of Violent Video Games to Attention

Problems at School.

Students who regularly play violent video games are at an increased risk of

developing attention problems at school.

Choices Frequency Percentage

Strongly Agree 0 0%

Agree 42 54.5%

Disagree 22 28.6%

Strongly Disagree 8 10.4%

As shown from the results above the majority of forty-two (42) respondents or

fifty-four point five percent (54.5%) of the respondents agrees that students who regularly

33
play violent video games are at an increased risk of developing attention problems at school.

While twenty-two (22) respondents which are equal to 28.6% answered “disagree”. Eight (8)

respondents or ten point six (10.6%) answered “strongly disagree” while none of the

respondents answered “strongly agree”.

Table 17 Perception of the Students Towards Violent Games and School Assignments

I skip homework or work in order to play more video games.

Choices Frequency Percentage

Often 5 6.5%

Occasionally 6 7.8%

Rarely 9 11.7%

Very Rarely 24 31.2%

Never 33 42.9%

The result shows that the majority of thirty-three (33) respondents say that they

never skip homework in order to play video games and has the percentage of forty-two point

34
nine (42.9%). Meanwhile, five (5) of our respondents says that they always skip homework

in order to play video games.

Table 18 Perception of the Students to the Effect of Violent Games during a Class.

I always think of games such as GTA, Call of Duty, Fortnite, etc, when the teacher is

teaching.

Choices Frequency Percentage

Always 0 0%

Occasionally 2 2.6%

Rarely 13 16.9%

Very Rarely 13 16.9%

Never 49 63.6%

35
 Based on the researchers’ findings, majority of the respondents which is forty-

nine (49) or equivalent to sixty-three point six (63.6%) responded that they never think of

games when the teacher is teaching. Meanwhile, two (2) respondents always think of video

games when the teacher is teaching.

Table 19 Views of Respondents to Effect of Violent Games to Exams.

I have done poorly in a school assignment/ test because I have spent so much time

playing video games.

Choices Frequency Percentage

Strongly Agree 2 2.6%

Agree 16 20.8%

Disagree 28 36.4%

Strongly Disagree 31 40.3%

36
 The result indicates that they strongly disagree with a frequency of thirty-one (31)

done poorly in a school assignment/test they spent so much playing video games and has the

percentage of forty point three (40.3%). Meanwhile, two (2) of our respondents says that they

strongly agree done poorly because of video games.

Table 20 Awareness of Students towards Negative Effects of Violent Games to their

School Performance and Focus.

Playing violent games has negatively affected a person’s school performance and

focus.

Choices Frequency Percentage

Strongly Agree 9 11.7%

Agree 44 57.1%

Disagree 17 22.1%

Strongly Disagree 9 11.7%

37
 The majority of the responses from the statement “Playing violent games has

negatively affected a person’s school performance and focus” answered that the involvement

of violent video games negatively affected a person’s school performance and focus and has

the percentage of fifty-seven point one (57.1%) and the average of respondents answered

disagree with a percentage of twenty-two point (22.1%). Meanwhile, strongly agree and

strongly disagree has a equal percentage which is eleven point seven (11.7%)

Table 21 Respondents’ Perspective of Aggressive Games and Cheating in an Exam.

Teenagers who play aggressive games are more likely to cheat in an exam.

Choices Frequency Percentage

Strongly Agree 7 9.1%

Agree 19 24.7%

Disagree 37 48.1%

Strongly Disagree 14 18.2%

38
 It is shown on the table that the majority thirty-seven (37) respondents or forty-

eight-point one percent (48.1%) of the respondents disagrees that teenagers who play

aggressive games are more likely to cheat in an exam. While twelve (12) respondents which

are equal to 24.7% answered “agree”. 14 respondents or 18.2% answered they “strongly

disagree” while 7 respondents or 9.1% of the respondents answered “strongly agree”.

Table 22 Respondents’ View towards Minimizing the Effects of Aggressive Games

through the shorter Time duration of their Game-play.

Playing games for a shorter duration of time can help minimize the negative effects of

violent games.

Choices Frequency Percentage

Strongly Agree 14 18.2%

Agree 47 59.7%

Disagree 14 18.2%

39
 Strongly Disagree 0 0%

Base on the table shown above, forty-seven (47) responded out of seventy-seven

(77) responders agree that playing games for a shorter duration of time can help minimize the

negative effects of violent games and has the average of fifty-nine point seven (59.7%).

Meanwhile, strongly agree and disagree has the same percentage with eighteen point two

(18.2%) and has the frequency of14 respondents.

Table 23 Respondents’ View on Using Video Games to Improve School Performances.

It would be a great idea if teachers tried to use video game rewards to help improve

your school performance.

Choices Frequency Percentage

Strongly Agree 12 15.6%

Agree 29 37.7%

Disagree 31 40.3%

40
 Strongly Disagree 0 0%

It is shown from the table above that the majority thirty-one (31) respondents or

forty-point three percent (40.3%) of the respondents disagrees that it would be a great idea if

teachers tried to use video game rewards to help improve your school performance. While

twenty-nine (29) respondents which are equal to 37.7% answered “agree”. 5 respondents or

6.5% answered they “strongly disagree” while 12 respondents or 15.6% of the respondents

answered “strongly agree”.

Table 24 Respondents’ View on Parents Monitoring Game-play.

Parents should monitor and supervise your game-play from time to time.

Choices Frequency Percentage

Strongly Agree 24 31.2%

Agree 42 54.5%

41
 Disagree 9 11.7%

Strongly Disagree 0 0%

Based on the researchers findings, majority of the respondents which is forty-two

(42) or equivalent to fifty-four point five percent (54.5%) responded that they agree that

parents should monitor and supervise children’s game-play from time to time. Nine (9) of our

respondents disagree and has the equivalent to eleven point seven percent (11.7%).

Table 25 View of Respondents Towards Socializing with People.

Socializing physically (person to person) is better than socializing online.

Choices Frequency Percentage

Strongly Agree 29 37.7%

42
 Agree 38 49.4%

Disagree 0 0

Strongly Disagree 0 0

It is shown from the table above that the majority thirty-eight (38) respondents or

forty-nine-point four percent (49.9%) of the respondents agrees that socializing physically

(person to person) is better than socializing online. While eight (8) respondents which are

equal to 10.4% answered “disagree”. 29 respondents or 37.7% answered they “strongly

agree” while 2 respondents or 2.6% of the respondents answered “strongly disagree”.

Table 26 Respondents’ View of practicing Household Chores to Minimize Effect of

Violent Video Games.

Practicing household chores can help change the negative behavior and level of

concentration at home and school.

Choices Frequency Percentage

43
 Strongly Agree 31 40.3%

Agree 41 53.2%

Disagree 0 0

Strongly Disagree 0 0

It is shown from the table above that the majority forty-one (41) respondents or

fifty-three-point two percent (53.2%) of the respondents agrees that practicing household

chores can help change the negative behavior and level of concentration at home and

school.While five (5) respondents which are equal to 6.5% answered “disagree”. 31

respondents or 40.3% answered they “strongly agree” while none of the respondents

answered “strongly disagree”.

Table 27: Pearson Correlation Coefficient

In order to find there is any correlation between two subjects, the research will

use the data to shown in table 4 and table 10. For this questionnaire, likert scale will be used

to measure how much the respondents agree or disagree to avert statement wherein the value

44
for “Strongly Agree” is 1, the value for “Agree” is 2, the value for “Disagree” is 3, and the

value for “Strongly disagree” is 4. The values for the statement “social media can affect my

opinions and perspective” will be placed at the x column and the value for the statement

“Negative online like mean message and posts about looks and self-worthy can affect me”

will be placed at the y column.

Respondents X Y XY X^2 Y^2

1 1 3 3 1 9

2 1 3 3 1 9

3 2 3 6 4 9

4 3 2 6 9 4

5 3 2 6 9 4

6 3 3 9 9 9

7 2 3 6 4 9

8 1 3 3 1 9

9 2 2 4 4 4

10 3 2 6 9 4

11 2 1 2 4 1

12 2 2 4 4 4

13 2 2 4 4 4

14 2 2 4 4 4

15 3 2 6 9 4

16 4 4 16 16 16

17 4 4 16 16 16

45
18 3 2 6 9 4

19 4 2 8 16 4

20 1 2 2 1 4

21 3 2 6 9 4

22 2 4 8 4 16

23 3 4 12 9 16

24 4 3 12 16 9

25 3 2 6 9 4

26 2 4 8 4 16

27 2 1 2 4 1

28 4 2 8 16 4

29 2 1 2 4 1

30 4 4 16 16 16

31 4 2 8 16 4

32 2 4 8 4 16

33 2 4 8 4 16

34 4 2 8 16 4

35 1 3 3 1 9

36 2 3 6 4 9

37 2 2 4 4 4

38 3 4 12 9 16

39 3 1 3 9 1

40 2 2 4 4 4

41 3 2 6 9 4

46
42 2 1 2 4 1

43 3 3 9 9 9

44 2 2 4 4 4

45 3 2 6 9 4

46 1 3 3 1 9

47 2 2 4 4 4

48 2 2 4 4 4

49 4 2 8 16 4

50 1 2 2 1 4

51 2 3 6 4 9

52 2 2 4 4 4

53 3 2 6 9 4

54 4 2 8 16 4

55 2 2 4 4 4

56 3 2 6 9 4

57 4 2 8 16 4

58 3 3 9 9 9

59 2 3 6 4 9

60 4 2 8 16 4

61 3 2 6 9 4

62 2 3 6 4 9

63 2 2 4 4 4

64 3 2 6 9 4

65 2 3 6 4 9

47
 66 2 2 4 4 4

67 3 4 12 9 16

68 2 2 4 4 4

69 3 2 6 9 4

70 2 1 2 4 1

71 2 2 4 4 4

72 2 2 4 4 4

73 2 2 4 4 4

74 3 3 9 9 9

75 2 2 4 4 4

76 1 2 2 1 4

77 3 1 3 9 1

Total: 193 187 461 543 499

77 ( 461 )−( 193 ) (187 )

r=
√¿ ¿ ¿

r = 0.03242592911

r ~ 0.03

48
 With this information, the researchers can say that there is a correlation between

the two factors but has a very weak relationship.

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

49
Summary

This thesis is conducted to determine the effects of violent video games to the

students of grade 7 and 8 of the Philippine Emirates Private School. Violent Video Games

have become an every-increasing part of many adolescents’ day to day lives. The increase of

satisfaction and interest towards violent games has affected the way students act and behave.

Thus showing that, the exposure of aggressive games affects the students’ school

performance and focus. The effects of the violence portrayed within these video games

determine to what extent the impacts could have on teenagers. This research designed has

different chapters containing with different important information needed for the study.

In Chapter 1, the researchers introduce the background of the study, the reason

why they choose to conduct the study. The researchers identified the effects of violent video

games towards the students. This chapter shows that the researchers focused their study to

the students from grades 9 and 10. It also stated that in this chapter the significance of the

study, the objective and the goals of conducting this study.

In the second chapter, it shows the related literature and studies the researchers

used for their study. In this chapter, the researchers will furthermore explain the effects of

violent video games that have been mentioned in the previous chapter with the use of related

literature and studies that they have found. These studies and literature will furthermore

prove their study. Theories were also mentioned in this chapter to further explain, predict and

understand the phenomena of their study.

In chapter 3, it presents the research design, respondents, research instruments,

data gathering procedure and statistical treatment used for their study. This chapter will

50
further explain about the method used to gather the data needed; the random selected

respondents and which type of medium is used for accumulating the data. It also stated the

formulas that will be used to attain the final data.

In chapter 4, the objectives and problems of the research will be fulfilled and

answered respectively through the analysis and interpretation of the data gathered from the

conducted survey. Each of them will be individually presented and interpreted by the

researchers using tables for a better and easier understanding of the data.

Conclusion

Although we, the researchers, hypothesized that violent video games has no effect

to the school performances and negative behavior of the grade seven (7) and eight (8)

students of the Philippine Emirates Private School. The data we have gathered says

otherwise.

1. The research data given by the surveys reveals that majority of the respondents

are interested and satisfied with playing aggressive games.

2. Majority of the respondents concluded that playing violent games has made major

impacts with the way people act and behave like the negative effect towards their

sleeping habits, losing temper when playing; and making someone anti-social.

3. The respondents also agreed that aggressive games have made a negative effect to

the students’ focus and school performances as they have an increased risk of

developing attention problems at school.

4. Majority of the respondents also concluded that there can be many necessary

courses of action to be taken to minimize the effects of violent video games like

playing for a shorter duration of time. Letting parents to monitor their child’s

51
 game-play from time to time, socializing physically rather than online and

practicing chores to help change the negative behavior and level of concentration

at home and school.

Recommendations

After analyzing the gathered findings, the researchers came up with the following

recommendations:

1. Teachers should encourage students to take part and focus during classes with

the help of video games as it makes it seem much more appealing and they

would learn faster and be more focused to improve their school performance.

2. Parents should also be more aware and should start monitoring their children’s

game-play content as young as they are and the amount of time they play. Too

much exposure to violent games can lead children to show their aggression

and intemperate attitude.

3. Instead of playing games all day, children should try practicing their

household chores to help change the negative behavior and level of

concentration at home and school.

4. The respondents’ knowledge and focus are not well-practiced therefore they

need to be exposed in more hands-on activities or educational games to

improve their school performances.

52
 BIBLIOGRAPHY

Funk, J. B., & Buchman, D. D. (1996). Playing violent video and computer games and
adolescent self-concept. Journal of Communication, 46(2), 19-32.
http://dx.doi.org/10.1111/j.1460-2466.1996.tb01472.x

Andrew Przybylski (2014). Aggressive Behavior Linked to Players'

Experiences,http://www.rochester.edu/news/show.php?id=8712

The Bronfenbrenner Center for Translational Research (2018).Do Violent Video Games
Make Kids More Violent?https://www.psychologytoday.com/intl/blog/evidence-
based-living/201807/do-violent-video-games-make-kids-more-violent

Elias Aboujaoude and VladanStarcevic (2015). Mental Health in the Digital Age: Grave
Dangers, Great Promise. Jun; 41(3): 183.doi: 10.1192/pb.bp.116.054650
In C. A. Anderson (Chair), Violence in video games. Symposium conducted at
Funk, J. B. (2002b, July). What young children experience playing violent video games.
The meeting of the International Society for Research on Aggression, Montreal, CA.

Hartney (2018). What to know about video game

addiction.https://www.verywellmind.com/what-is-video-game-addiction-22333

Cummings HM and Vandewater EA. (2007). Relation of Adolescent Video Game Play to
Time Spent in Other Activities. Arch PediatrAdolesc Med. 161(7):684-689.

Weis R and Cerankosky BC. (2010). Effects of video-game ownership on young boys'
academic and behavioral functioning: a randomized, controlled study. Psychol Sci.
21(4):463-70.

Hastings EC, Karas TL, Winsler A, Way E, Madigan A, Tyler S. 2009. Young children’s
video game/computer game use: Relations with school performance and behavior.
Issues Ment Health Nurs. 30(10):638-49.

Hollingdale J, Greitemeyer T (2014) The Effect of Online Violent Video Games on Levels of
Aggression. PLoS ONE 9(11): e111790.
https://doi.org/10.1371/journal.pone.0111790
Carnagey NL, Anderson CA (2005) The effects of reward and punishment in violent
video games on aggressive affect, cognition, and behavior. American Psychological
Science 16: 882–889.

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Anderson CA, Carnagey NL, Flanagan M, Benjamin AJ, Eubanks J, et al. (2004) Violent
video games: Specific effects of violent content on aggressive thoughts and behavior.
Loton, D. et al. (2016). Video game addiction, engagement and symptoms of stress,
depression and anxiety: The mediating role of coping.  International Journal of
Mental Health and Addiction, 14, 565-578.

Ferguson, M. C., Coulson, M., & Barnett, J. (2011). A meta-analysis of pathological gaming
prevalence and comorbidity with mental health, academic, and social
problems. Journal of Psychiatric Research, 45, 1573-1578

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62
 SURVEY QUESTIONNAIRE

PART I

1. Name:
2. Age:
3. Gender: F or M
4. Grade and Section:
o 7 – Fortitude
o 7 – Humility
o 8 – Compassion
o 8 – Prudence

5. Average Grade:
o 90 and Above.
o 80 to 89
o 70 to79
o 60 and Below

PART II

63
6. I enjoy playing video games such as…

o PUBG
o Fortnite
o Mortal Kombat
o God of War
o Apex Legends
o Grand Theft Auto
o Call of Duty
o The Last of Us
o All of the Above
o None of the Above

7. I spend most of my spare time in school and home playing violent video games.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

8. I am willing to spend money for a video game.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

9. In a week, I play violent video games for more than 10 hours.

o Very Frequently
o Occasionally
o Rarely
o Very Rarely
o Never

10. I am satisfied with playing aggressive games.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

64
 PART III

11. Playing violent video games affects the way people act and behave.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

12. Playing video games has negatively affected my sleeping habits.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

13. Being concentrated with playing video games interferes with my time with my
family.

o Often
o Occasionally
o Rarely
o Very Rarely
o Never

14. Playing aggressive games affects my health.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

15. I tend to lose my temper when I play PUBG, Grand Theft Auto, Fortnite, The Last
of Us, Call of Duty, Apex Legends, God of War and Mortal Kombat.

o Always
o Occasionally
o Rarely
o Very Rarely

65
 o Never

16. Being addicted to playing games can make a person anti-social.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

PART IV

17. Students who regularly play violent video games are at an increased risk of
developing attention problems at school.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

18. I skip homework or work in order to play more video games.

o Often
o Occasionally
o Rarely
o Very Rarely
o Never

19. I always think of games such as GTA, Call of Duty, Fortnite, etc, when the teacher is
teaching.

o Always
o Very Often
o Rarely
o Very Rarely
o Never

20. I have done poorly in a school assignment/ test because I have spent so much time
playing video games.

o Strongly Agree
o Agree

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 o Disagree
o Strongly Disagree

21. Playing violent games has negatively affected a person’s school performance and
focus.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

22. Teenagers who play violent video games are more likely to cheat in an exam.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

PART V

23. Playing games for a shorter duration of time can help minimize the negative effects
of violent games.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

24. It would be a great idea if teachers tried to use video game rewards to help improve
your school performance.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

25. Parents should monitor and supervise your game-play from time to time.

o Strongly Agree
o Agree
o Disagree

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 o Strongly Disagree

26. Socializing physically (person to person) is better than socializing online.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

27. Practicing household chores can help change the negative behavior and level of
concentration at home and school.

o Strongly Agree
o Agree
o Disagree
o Strongly Disagree

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