REPUBLIC OF THE PHILIPPINES

SORSOGON STATE COLLEGE-LHS

S.Y. 2020-2021

EFFECTS OF ONLINE GAMES TO THE ACADEMIC

PERFORMANCES OF SENIOR HIGH SCHOOL

STUDENTS IN SORSOGON STATE COLLEGE

(a qualitative research)

By: Ahnan L. Habitchuela

Carlo Louise D.Manoles
Mark Soliman
Jaster Jaynario
Jay Lagamayo
ABSTRACT

Online became popular to students from the past years. This study was created with the purpose
of identifying the effects of online games to the academic performance of senior high school students in
Sorsogon State College. In this study, a survey questionnaire composed of five questions is used to
gather the data required. For the data analysis, the researchers used narrative analysis method. As a
result of this study, it is found that senior high school students play online games every day however
most of the students do their school activities first before playing online games. It is also found that not
all senior high school students agree that online games affect their academic performance. Moreover, it
is also found in the study that some students think that online games are distraction, hindering their
academic performance while some think that these games actually help them improve in academics. In
addition it is also found that some senior high school students think that their academic performance
are not affected by online games because they know how to manage time properly and prioritize things.
Based on these results, it is concluded that online games became a part of the daily lives of senior high
school student, and that most senior high school students prioritize their academic performance over
playing online games. It is also concluded that not all students have their academic performance
affected by online games. In addition, it is concluded that online games may improve or worsen the
academic performance of a senior high school student. Lastly, it is also concluded that students who
know how to manage their time and prioritizes their academics first will not be affected by online games
in terms of their academic performance.

KEYWORDS

Online games, academic performance, senior high school students

INTRODUCTION

Online gaming dominated the entertainment world in the present years of our society. According to

Oxford Dictionaries, online game is a game which can be played over a computer network(in later use

especially the internet); especially a video game which allows two or more players in different locations to

participate simultaneously. Engaging to these games online, players were able to play with each other in

different places with an internet connection. Hence, the popularity of these online games are very high that

nowadays, people play them professionally. Several tournaments for this kind of games are existing right now

for gamers to compete with each other (for example, the Mobile Legends Bang Bang Professional Leagues, in

which different Mobile Legends player compete to prove who’s the best.).
 The Philippines is one the countries who loves playing online games. Online gaming is one of the

things that most Filipinos do often in this time because of the pandemic, mostly teenagers, they spend most of

their time depending on technologies instead of doing physical work and school work. Mobile Legends, Clash

of Clans, Call of Duty, these are some common names of games that students play most of their time.

Teenagers often prioritize these games because it’s fun, exciting, thrilling, and also to showcase their skills to

everybody. Numerous people on their social medias started live streaming, playing online games for other

people to acknowledge their skill, fame and also as an influencer to everyone whose watching. But because of

this, people didn’t escape the fact that they are prone to addiction. Online games are addictive it is appealing

to people and it is entertaining.

According to a survey conducted by Rakuten Insight in the Philippines, 43 percent of surveyed

online gamers stated spending between one to two hours on one gaming session, 26 percent is less than an

hour, 17 percent is between two to three hours, 7 percent is between three to four hours, 3 percent is

between four to five hours and the last 5 percent is more than five hours. People especially students or

teenagers drains too much time playing games, they’re negating the fact that the world is larger than a phone.

On the contrary, people use online games as an instrument of teaching. It helps parents and teachers to

provide knowledge to their students and children. Online games provoke children or even adults to try them

because its less stressful than modules or in real class. Dumrique and Castillo (2017) found that online games

enables the mind of the players to be more active, especially those puzzle-based games. Furthermore, it helps

the player to come up with decisions in tight situations, especially those adventure games that keep the

player to be alert, active and strategic. Students learning takes place unexpectedly, but the inappropriate

usage of playing games also leads in some problems.

The Covid19 pandemic worsened a lot of issues in the Philippines, including the addiction of

students in online games, affecting their academic performances. This research aims to determine the effects

of these online games to the academic performances of senior high school students in Sorsogon State College.
Review of Related Literature
In this time of pandemic, online games became a way to kill some time. It’s something where people
partake in order to alleviate one’s boredom. The purpose of this related literature is to support the idea of the
research. It will also help the readers to understand what is the idea of the research is. And the related studies
will show that there are previous researches that are connected to this research.

Foreign Literature

Online gaming allows a person to escape the real world and change the perception of self-
worth (Rooij, Online video game addiction: identification of addicted, 2010). According to Lan Ying Huang
(2003), by playing the online game features online gamer participants may view the games as source of
providing diversion and filling time. “The biggest risk factor for pathological video game use seems to be
playing games to escape from daily life,” said Joe Hilgard, lead author of the study and a doctoral candidate in
the Department of Psychological Sciences at Missouri. “Individuals who play games to get away from their
lives or to pretend to be other people seem to be those most at-risk for becoming part of a vicious cycle. These
gamers avoid their problems by playing games, which in turn interferes with their lives because they’re so
busy playing games (Peters 7 et al, 2007).

Games addiction shows the bad effect among the people nowadays. Addiction to the internet shares
some of negative aspects of substance addiction and has been shown to lead to consequences such as failing
school, family and relationship problem (Brian. D. NG, M.S & Peter. W. H, 2005). It can make the people who
has addicted will feel that the games can provide opportunities for achievement, freedom and even a
connection to the players. Those benefits trumped a shallow sense of fun, which doesn’t keep gamers as
interested (online gamers anonymous, 2008). The role of media in advertising the games also make more
cause why the games addicted will be more interested with those games. In 2005, advertiser spent $80
million to reach game players, this spending is expected to top $400 by 2009 (Park Associate 2006).

According to Anand (2007), the penetration of video games into the United States alone is huge, with
at least 90% of homes having children that have played (rented or owned) video games. This is a record level
that continues to increase. 55% of console players and 66% of online players are over 18. The college
demographic seems to be the major group of gamers simply because they have a lack of parental supervision
and they have more flexible schedules, allowing for more play time (Anand, 2007). Smyth (2007) suggested
that complex games may lead to academic success by engaging players in problem solving, critical thinking,
and creativity. Skoric et al (2009) found that while game addiction leads to negative academic performance,
moderate engagement in gaming can lead to improved performance in an academic setting. They found a
positive correlation between game play and English test scores, which suggests that gaming, can actually lead
to better test scores.

There has to be an admission to the claim that playing online games has benefits to the players
(Bavelier, Achtman, Mani & Fö cker, 2012; Bavelier & Davidson, 2013; Ewoldsen, Eno, Okdie, Velez, Guadagno
& DeCoster, 2012), but there it is also undeniable that engagement in these kind of games also has its
detrimental effects. Adachi and Willoughby (2013) did a research that focused on the positive effects of video
games on students. One aspect of their study is the self-reported positive effects of the games on the
respondents’ academic grades. The present study mirrored the self-reporting method of their study but with
inclination on the disadvantages of online games on the specific academic areas of doing assignments,
quizzes, class recitation, paper works, and examinations.

Local Literature

According to Dumrique & Castillo (2017) online gaming is one of the widely used leisure activities by
many people. For some people it is said that playing video games has a number of reasons to be played, for it
can be a stress reliever, challenge and competition, relaxation, enjoyment, social interaction, and even
mentally escaping from the real world.

Adachi and Willoughby (2013) did a research that focused on the positive effects of video games on
students. One aspect of their study is the self-reported positive effects of the games on the respondents’
academic grades. The present study mirrored the self-reporting method of their study but with inclination on
the disadvantages of online games on the specific academic areas of doing assignments, quizzes, class
recitation, paper works, and examinations.

Findings implied that another significant risk factor is agreeableness. It is characterized by

the individual's tendency to value benevolence, tradition, and conformity while avoiding placing too much
importance on power, achievement, or pursuit of selfish pleasures (Feist et al., 2018). Lessened agreeableness
directs a higher propensity to contend rather than cooperate. Video games require the high competitiveness
of the video gamers to advance in different levels of the game (Kardefelt-Winther, 2017).

According to Garnada, Vicpher. (2020). Computer games are a one way to ease our boredom, but
sometimes it leads to addiction because of lack of self-discipline. Computer game addiction is a worrying
aspect of the modern-day technologically able youth. Many students spend hours a day on computers, so
much so that computers have become a primary source of entertainment for them and because of that; they
forget the role of being a student. An online game has swiftly become a popular source of entertainment for
all ages, particularly among young people. It is becoming a regular source of entertainment globally,
spreading in conjunction with the constant improvement of internet access

Related Studies

Foreign

In a study on a large sample of adolescents (13-16 years olds) in the Netherlands, van Rooij et al.
(2011) show that compared to non-addicts, video game addicts have significantly higher levels of depressive
moods, loneliness and significantly lower levels of self-esteem. In this study, the result of this comparison for
social anxiety level is not significant.

Taş (2017) examined the relationship between gaming addiction and school engagement;
Demir and Kutlu (2018) looked into the relationship between internet addiction and a range of dependent
variables that are influenced thereby, including school attachment levels, academic procrastination, and
academic motivation; Navaneetham and Chandran (2018) examined the impact of video games on study
habits, apart from studying the prevalence of this entertainment type; Yilmaz, Yel, and Griffiths (2018)
studied the impact of excessive gaming on the scholastic success and communication quality of those
addicted; Başol and Kaya (2018) successfully tested OGAS or the Online Gaming Addiction Scale as a reliable
and valid instrument with adequate psychometric properties, which showed the negative psychological
impact of excessive gaming on school students with direct, albeit unconfirmed academic implications.

Local

The study of (Cortes et al., 2012) where they examined the effects of computer games on school
performance of high school students in Los Bañ os, Laguna, Philippines. Where they concluded that computer
gaming, measured by number of hours spent playing, contributes to the probability of a student to fail. The
study of Mañ ugo (2007, 45-46) proved that the number of subjects failed increases the probability of a
LBNHS student to drop out. Thus, computer gamers also have the tendency to drop out of school; either
repeat one academic year or stop schooling. Because computer gaming poses negative effect on student’s
performance in school, there is a possibility that education in high school would have a tendency to
deteriorate. As computer gaming industry continues to grow, bigger number of students will lose interest for
studies. This might mean that investment on higher education will lead to lower rate of return among
students. Thus resources such as money, time, school inputs, etc. are probably go to waste. It was also proven
that the quantity of teachers affect student’s probability of failing. More teachers would mean lower
probability of failing. However, due to the demand of teachers abroad, many teachers decide to go out of the
country because of higher income and greater job opportunities. This resulted in less number of teachers
which can lead to higher probability of students’ failing. Thus, a greater allocation of resource for teachers
would potentially help upgrade the seemingly deteriorating quality of education. Providing greater incentives
would keep teachers in their jobs so as to prevent brain drain in the country.

Dumrique & Castillo, (2018) conducted a research to assess and find out the impact of on-line gaming
on the academic performance and social behavior of the students in the Polytechnic University of the
Philippines-Laboratory High School. They found out that as the respondents assessed, it can be inferred that
Playing On-Line Games results to a positive effect in the social behavior of the respondents. Even if the
respondents play online games still the personal interaction with others are not affected. They still do have
their friends personally and are able to socialize effectively. The Academic Performance of the respondents is
not affected even if they play online games. Their grades are still good enough even if they spent time for
playing. To sum up with the result, the respondents have a good academic performance despite their
involvement in playing online games.

The study of (Garcia, Jarabe, & Paragas, 2018), where they conducted a research to determine the
negative effects of online games on the academic performance of the Grade 11 senior high school students of
Pangasinan State University- Lingayen Campus for SY 2017-2018. As the result Ninety-nine respondents were
online game players and 72% of them were males. Only 12 online game players had high GPA. In contrast, 55
respondents who were mostly females were non-players of online games and 21 of them had high academic
performance. Eighty-two percent of the online game players preferred the multi-player online games; more
than half of them had average to high weekly allowance; they spent at least two hours daily in playing; and
they played for 4.45 days weekly. The players’ primary motivation in playing online games was
entertainment. The playing respondents admitted that their engagement in online games had a moderate
negative effect academic areas of doing assignment, quizzes, class recitation, paper works, and examinations.

METHODOLGY
This study is a qualitative research. Qualitative research involves collecting and
analyzing non-numerical data to understand concepts, opinions or experiences
(Bhandari,2020). This study will be focusing the personal experiences of senior high
students regarding the effects of playing online games on their academic performance.

DATA COLLECTION METHODS AND PARTICIPANTS

For this study, the researchers conducted a survey to gather data. Surveys are the
process of distributing questionnaires with open-ended questions (Bhandari,2020) . In
order to collect the necessary data needed for this study even the researchers may not go
outside too frequently due to the current Covid 19 pandemic, the researchers sent survey
questionnaires to twenty participants after asking for their consent.
RESEARCH INSTRUMENTS

The instruments that have been used for this research are questionnaires . The
research instruments is used to fulfill the required data for this study.

DATA ANALYSIS
After gathering the necessary data, the researchers used the narrative analysis method to
analyze the data they gathered. Narrative analysis is a method used to analyze content from various
sources, such as interviews of respondents, observations from the field, or surveys; it focuses on
using the stories and experiences shared by people to answer the research questions (Your Guide
to Qualitative and Quantitative Data Analysis Methods,
https://humansofdata.atlan.com/2018/09/qualitative-quantitative-data-analysis-methods).
Given that this study aims to know the effects of playing online games to the academic
performance of senior high students on Sorsogon state college, the researchers decided that
narrative analysis is the best method to use in analyzing the data they will be gathering. The
researchers decided that because, this study focuses on the personal experiences of Senior high
students regarding online games, and due to the description of narrative analysis, the researchers
decided that it will be the best way to interpret the data they’ll be gathering.

RESULTS AND DISCUSSION

The data needed for the study Effects of Online Games on the Academic Performance of the
Senior High School Students in Sorsogon State College through the means of Survey questionnaire. The
answers given by the participants were used and analyzed using narrative analysis to answer the survey
questions. The answers of the participants for each question are placed below:

QUESTION NO.1HOW OFTEN DO YOU PLAY ONLINE GAMES?

ANSWERS GIVEN BY PARTICIPANTS FOR QUESTION NO. 1:

>Everyday (three participants gave this as an answer)

>Two times a day.

>I play every day and sometimes every other day.

>Every time all-day during free time

>Every day, at least one hour per day.

>30 minutes to 1 hour per day

>16 hours for a day

>One to three hours a day

>Four to six hours a day

>4 HOURS PER DAY

>7-10 HOURS PER DAY

>Whole Day

>Always

>Very often (two participants answered this)

>Five times a week

Based on the answers given by the participants, it can be said that most senior high school
students spend time every day to play online games. Most answers gathered from the participants state
that they play these games every day. In addition, a participant answered “16 hours a day”, while
another answered “30 minutes to 1 hour per day”. These indicates that time spent in playing online
games every day varies from student to student.

QUESTION NO.2:DO YOU DO YOUR SCHOOL ACTIVITIES FIRST BEFORE PLAYING ONLINE GAMES?

ANSWERS GIVEN BY PARTICIPANTS FOR QUESTION NO.2:

>Yes (seven participants answered this)

>No (five participants answered this)
> Yes but sometimes I play online games to boost my thinking in doing school activities.
> Yes and sometimes playing before doing another activity to refresh my mind.
> Yes but I also play games while taking a break from doing school activities.
> Not all the time. But I make sure I have time for my school activities.
> Sometimes, but mostly, I play first.
>No, I just want to enjoy life.
>Sometimes
>I do it before playing.
Based on the answers given for question no. 2, it can be said that most of the senior high school
students still prioritize their academic performance over online games. Most of the participants state
that they do their school activities first before playing online games. The answers “yes” (answered by
seven participants), “Yes but sometimes I play online games to boost my thinking in doing school
activities” ,Yes and sometimes playing before doing another activity to refresh my mind”, “Yes but I also
play games while taking a break from doing school activities, I do it before playing” given by the
participants testify that majority of senior high school students still view their academic performance as
their priority in life. However, a small number of participants state they play first instead of doing school
activities, implying that not all senior high school students prioritize their studies.

QUESTION NO. 3: DO YOU THINK ONLINE GAMES HAVE EFFECTS ON YOUR ACADEMIC PERFORMANCE?

ANSWERS GIVEN BY PARICIPANTS FOR QUESTION NO. 3:

> EIGHT PARTICIPANTS ANSWERED “YES”

> TWELVE PARTICIPANTS ANSWERED “NO”

For question no. 3, eight participants answered “yes” while twelve participants answered
“no”. This means that online games does not affect all of the senior high school students academic
performance. The answers for this question also indicate that the effects of online games to their
academic performance, varies from student to student.

QUESTION NO. 4: IF YES, HOW DO ONLINE GAMES AFFECT YOUR ACADEMIC PERFORMANCE?
ANSWERS GIVEN BY PARTICIPANTS FOR QUESTION NO.4
>Sometimes the reason of failing grades is a irresponsible student prioritizing online games before
school related outputs. It can be a distraction that causes low academic performance to student who
cannot time manage.
>It inspires me to do my best because most of my team mates in mobile legends is calling me “bubu”. I
want to prove to them that I am not dumb and I am actually an honor student.
>It didn’t gave me a worse academic performance. It even helped me improve my calmness and decision
making since it’s a strategic game.
>It helps me concentrate and focus because I only play games to refresh my mind.
>It consumes time that should have been used in school activities.
>It makes my grades higher.
>It sways my attention.
>For me, it can be addicting and in turn might cause lack of time for studies. However, it can also help to
relive stress which can result on doing better academically.
The answers for this question are given by the participants who answered yes. The answers “It
makes my grades higher”, “It helps me concentrate and focus because I only play games to refresh my
mind”, “It didn’t gave me a worse academic performance. It even helped me improve my calmness and
decision making since it’s a strategic game” given by participants indicates that online games can have a
positive effect in the academic performance of these students. Playing these games help them improve
in different things such as in decision-making , more importantly in academics. However, on the other
hand, the answers “It sways my attention”, “Sometimes the reason of failing grades is a irresponsible
student prioritizing online games before school related outputs. It can be a distraction that causes low
academic performance to student who cannot time manage” , and “For me, it can be addicting and in
turn might cause lack of time for studies. However, it can also help to relive stress which can result on
doing better academically”, given by the participants indicates that academic performance can also
affect the academic performance of these students negatively. These games can be hindrances for these
students in making their school activities, making their academic performance low. This indicates that,
the effects of online games to the academic performance of senior high school varies for each student.

QUESTION NO. 5: IF NO, WHY DO YOU THINK ONLINE GAMES DOES NOT AFFECT YOUR ACADEMIC
PERFORMANCE?
ANSWERS GIVEN BY PARTICIPANTS FOR QUESTION NO.5:
>BECAUSE I’VE PREPARED MYSELF FOR THE RESULTS OF WASTING MY TIME ON GAMES. IN OTHER
WORDS, I KNOW I HAVE TO DO MY TASKS RIGHT AFTER I PLAY BECAUSE I’VE ALREADY WASTED MY FREE
TIME. ONLINE GAMES WILL ONLY HINDER YOUR ACADEMIC PROGRESS WHEN YOU’RE NOT PREPARED
FOR THE CONSEQUENCES.
>AS I SAY FOR MYSELF, I MANAGE MY TIME WHENEVER WHEN I FEEL PLAYING ONLINE GAMES BECAUSE
I DO PLAY AT A SPECIFIC TIME OR AFTER I DO MY ACTIVITIES. I PLAY FROM 9 TO 12 AND I PLAY AFTER AN
ACTIVITY I PLAY FOR 30 MINUTES SO THAT I REFRESH MY MIND.
>I THINK ONLINE GAMES DOES NOT AFFECT MY ACADEMIC PERFORMANCE BECAUSE I ALWAYS
MANAGE MY TIME IN ACADEMICS AND FOR ONLINE GAMES.
> BECAUSE I CAN MANAGE MY TIME TO PLAY GAMES AND DO THE TASKS GIVEN TO ME, IT DOESN’T
AFFECT MY ACADEMIC PERFORMANCE SINCE I SUBMIT EVERYTHING BEFORE OR ON THE DEADLINE
>I THINK IT IMPROVES YOUR COGNITIVE SKILLS AND INSPIRES YOU TO FINISH YOUR SCHOOL WORKS
>IT WILL NOT AFFECT YOUR ACADEMIC PERFORMANCE IF YOU LIMIT ON IT OR BALANCE IT

>IT’S JUST FOR FUN AND I KNOW HOW TO PRIORITIZE IMPORTANT THINGS

>BECAUSE I KNOW MY PRIORITIES

>I PRACTICE TIME MANAGEMENT

>BECAUSE I’M A MULTITASKER I CAN DO ALL THINGS

>BECAUSE I CAN PROPERLY MANAGE MY GAMING TIME AND ACADEMIC PERFORMANCE.

Based on the answers given by the participants who answered no to question no. 3, online
games does not affect their academic performance because they know how to manage time and
prioritize what is important. “Because I can properly manage my gaming time and academic
performance”, “I think online games does not affect my academic performance because I manage my
time in academics and for online games”,and “ Because I can manage my time to play games and do the
tasks given to me, it doesn’t affect my academic performance since I submit everything before or on the
deadline” are answers given by participants that indicate proper time management is a reason why the
academic performances of these students are not affected by online games. These students manage
their playing time and time for academics to ensure that their academic performance won’t get low
because of playing games.
 According to a participant, online games is just for fun and he knows how to prioritize
important things. In addition, one of the participants answered “because I know my priorities. Based on
these answers, it can be implied that , the academic performance of these students are not affected by
online games because they don’t prioritize these games. These students prioritize doing their school
works than playing online games.

CONCLUSIONS

The conclusions based on the questions answered for this study are the following:

Based on the answers given by the participants in question no. 1, the researchers
concluded that online games became a part of the daily life of the senior high school students. However,
the amount of time spent playing these games per day varies from student to student.

Based on the answers collected for question no. 2, it is concluded that most of the senior
high school students still prioritize their academic performance over online games. These students do
their school activities first before playing online games.

For question no.3, there are participants who answered yes while some answered no. From
this fact, it is concluded that online games does not affect all senior high school students in terms of
their academic performance.

Based on the answers provided by the participants question no.4, which is answered by the
participants who answered ”yes” for question no.3; it can be concluded that online games may affect
the academic performance in two ways: improving it, or the opposite. It is indicated that online games
may help students improve their performance, however these games may also serve as a distraction,
hindering the academic performance of the senior high school students.

On the other hand, based on the answers given by participants for question no.5, which is
answered by the participants who answered “no” in question no.3, the researchers concluded that
online games will not affect the academic performance of a senior high school students who know how
to manage their time properly and know how to prioritize things. The students who manages their time
for gaming and school activities and the students who prioritize their academics first have their
academic performance not affected by online games in any way.
RECOMMENDATIONS

1) The numbers of participants of this study is too small. The aim of this study is to know the effects of
online games to the academic performance of senior high school students, and we researchers believe
that the data we gathered is lacking. It is recommended to increase the numbers of participants in doing
a study with the similar aim to this one. Increasing the number of participants will provide the
researchers more and better data to gather and analyze.

2) The only instrument used in this study is a survey questionnaire the researchers recommend the
use of other instruments in data gathering to improve the quality of research.

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