IMPACT OF ONLINE GAMING TO TAGUM NATIONAL

TRADE SCHOOL STUDENTS’ ACADEMIC

PERFORMANCE AMIDST PANDEMIC

A Research Presented to
The Senior High School Department
Tagum National Trade School
Apokon, Tagum City

In Partial Fulfilment of the Requirements

in Practical Research 2

John Rey Ando

Rhemark Vincent Asis
Stephen John Bregole
Eiji Clark Damalerio

March 2023
 Chapter 1

INTRODUCTION

Background of the Study

Many young adults share the problem of spending too much time

playing online games, and there is a significant relationship between students'

computer game addiction and their physical and mental health in the

dimensions of physical health, anxiety, and sleeplessness (Zamani 2009).

During the pandemic, many young people are actively playing online games.

At both time points, gaming behavior and physical activity status were

evaluated. Covariates included age, gender, and socioeconomic status (Dr.

Mahajan & Aneja 2022). The COVID-19 pandemic has far-reaching

consequences for our lives, including how we spend our time and deal with

unprecedented circumstances. Many people, according to anecdotal

evidence, have turned to video games to pass the time during the pandemic.

(Barr & Stewart 2021).

More than 3 billion people play video games worldwide, with 214

million in the United States playing for at least 20 hours per week (Graff

2022). In fact, statistics show that during the COVID-19 pandemic, Korean

youths spend significantly more time in online gaming (Kim, lee & Nam 2021).

Online gaming is popular among Indian youth, but it also has negative

psychological and physical health consequences. Children's addiction to

online gaming apps has skyrocketed since the COVID-19 pandemic, resulting

in negative physical and mental health consequences (Bureau 2021).

Depression is a serious threat that must be addressed in the context of

online game addiction. The high level of online game addiction, which is
positively correlated with the rate of depression among adolescents in

Philippines, could be attributed to the country's booming internet industry and

a lack of adequate mental health interventions. (Labana at. el. 2020).

According to Imperial et. al. (2020), Depression, as it relates to online game

addiction is a severe threat that requires attention. The burgeoning internet

sector and the dearth of effective mental health interventions in the nation

may be to blame for the high degree of online game addiction that is positively

connected with the risk of depression among adolescents in Manila. The

recommended interventions include enhancing adolescent depression

management and enhancing community and school-based mental health

services for this at-risk population group.

Based on our firsthand observation, we have seen and witnessed the

effects of online gaming addiction, and how it impacted the life of many young

adults. Undoubtedly the adverse effects of online gaming continue to destroy

the lives of senior high school students and how it affects their academic

performances in school. Dependence on gadgets and social media continues

to remain as one of the most common problem here in Tagum National Trade

School.

A study by Elsayed (2021), aimed to determine the impact of the

COVID-19 pandemic on increasing the social, psychological, behavioral, and

health risks of children's addiction to electronic games from a social work

standpoint. Another study done by Naaj and Nachouki (2021), They looked

into the changes of behavior caused by online game addiction and attempted

to determine the impact of online gaming on students' academic

performances. They also investigated the demographic factors linked to video

game addiction. However, we have not found a study that aims to determine

the effects of COVID-19 on senior high school students’ academic

performances, hence we aim to finish this study to fill in the research gap.

During the Pandemic we all have experienced using our phones and

social media to pass the time, and undoubtedly due to the overwhelming

amount of time spent on our phones, it slowly leads to dependence, and

eventually, it becomes an addiction. And many students across the

Philippines struggled with this problem especially here in Tagum National

Trade School. And as students of this school, we aim to determine the root

cause of this problem, and we are determined to dig deep into finding the

unanswered questions we have long to solve hence our pursuit of answers

motivates us to conduct this study urgently.

Research Objective

The main concern of this investigation is to determine the Impact of

Online Gaming to Tagum National Trade School Students’ Academic

Performance Amidst Pandemic.

Specifically, this investigation aims to:

1. describe the extent to which students engage in online gaming in terms of:

1.1 Mental behavior;

1.2 Toxicity; and

1.3 Isolation;

2. Determine the level of students in academic performance amidst pandemic

in terms of:

2.1 Performance task;

2.2 Time management; and

 2.3 Lack of focus;

3. Asses if there is a significant difference in the level of playing online games

when analyzed according to sex and year level.

4. Determine the significant relationship between the level of playing online

games and their academic performance.

Hypothesis

This study will be tested at 0.05 level of significance.

1. There is no significant difference on the level of playing online games

when grouped according to sex and year level.

2. There is no significant relationship between the level of playing online

games and their academic performance.

Review of Related Literature

This chapter provides a review of relevant literature and studies to the

current investigation. This assists the researcher in conceptualizing the

variables in the study. The review also allowed the researcher to determine

the extent to which previous studies had investigated this topic, which served

as a springboard for current study. the Impact of Online Gaming to Tagum

National Trade School Students’ Academic Performance Amidst Pandemic.

Online Gaming

Players' use of online games to cope with stress and anxiety may be a

key etiological factor in online game addiction. The current study looks into

whether people who are anxious and use online games to cope are more

likely to develop an online game addiction. An investigation into serial

meditation revealed that anxiety associated with mental illness may increase

the use of online games as a coping mechanism, which is linked to increased

online game addiction (Plante et al., 2019). Since the beginning of the

COVID-19 pandemic, video games have become an increasingly important

form of entertainment for many people. They captivate in ways that television

and literature do not, and they frequently occupy the portion of your brain that

ends up mindlessly scrolling on social media. Because we've all been bored

at home, video games have stepped in to fill the void (Krishna, 2021).

Mental Health

According to Jeong and Kim (2011), young people nowadays prefer the

virtual world to the real world to satisfy their gaming needs. As a result, online

gaming addiction is a mental disorder that has been identified and described

in a variety of ways. Griffiths (2005) asserted that bio-psychosocial

mechanisms play a role in addiction. Online addiction is one example.

Gaming, which includes actions in adjusting mood through individual

behavior, tolerance, the occurrence of withdrawal symptoms at the end of the

activity, and interpersonal and social interactions as a result of the individual's

actions and experiences, intrapersonal issues arise. Online games are a

popular technology that has recently become a source of concern, particularly

among young people, because they can lead to addiction. (Charlton &

Danforth, 2010; Huh & Bowman, 2008).

In general, this technology addiction has a maladaptive psychological

component, though its adaptability is dependent on the types of online games

that offer various types of obsessive-compulsive patterns, which may entice a

player to the point of neglecting their important duty. Obsessive-compulsive

disorder in life. According to Fowler, Tompsett, and Braciszewski (2009), a

link between depression and violent video game content is possible. This
implies that adults and children are more likely to witness or be victims of

violence in real life. In addition, they have poor mental health outcomes, such

as depression, anxiety, and post-traumatic stress disorder.

Life satisfaction is defined as an individual's state of being content with

their living circumstances, enjoying life in general, and having a positive

outlook on life (Akn & Yalnz, 2015). Such issues can cause distress in an

individual's social relationships, lowering their level of life satisfaction.

Reduced life satisfaction can lead to a negative emotional state in the

individual. If this negative emotional state persists, a mental disorder known

as depression may develop. (Yazici and Kumcagiz 2021).

Toxicity

Toxic behaviors, on the other hand, are more passive-aggressive,

subtle, or insidious. For example, insults and hate speech can be overt but

also covert, with the receiver feeling harmed but unable to pinpoint the

source; disruptive intentions (i.e., griefing) can be visible but also concealed

(e.g., intentionally sabotaging strategy behind a veil of ignorance); or trash

talk can transition seamlessly from playful ribbing to hurtful ridicule and

mockery, with no clear distinction as to when the transit occurs. (Beres, et. al.

2021). The concept is characterized by negative behaviors and effects. The

term toxicity has appeared in a variety of contexts.

In terms of organizational Toxicity, for example, refers to leadership

styles that individuals within organizations cause systemic problem

Organizational harm (Green, 2014). Toxicity manifests itself in cyberspace as

hostile, disrespectful expressions or anti-social behaviors (Suler, 2004).

Toxicity is mostly studied in multiplayer games, where it refers to negative

behaviors such as abusive language and disruptive play, such as grieving and

trolling (Adinolf & Turkay, 2018; Tu rkay et al., 2020). Players who are

exposed to it experience frustration and rage. Toxic individuals will be

discouraged from participating in these games, possibly permanently (Neto et

al., 2017; Shores et al., 2014). Turkay, et al., 2020). Perhaps because players

lose their composure when their teammates fail to meet their expectations

(Kou, 2020), or because they try to motivate their teammates to play better by

exhibiting toxicity. (Tan & Chen, 2022).

Isolation

During this trying time, these online games keep people connected. It

demonstrates that our desire for social interaction extends even to virtual

interactions. These games fill the void that we continue to feel and allow us to

form and strengthen bonds and friendships even when we are socially

isolated. The pandemic's lockdowns have highlighted the connection that the

gaming community builds, so much so that even non-gamers have begun to

appreciate what online games can do in bringing people together while they

are stuck at home (Espena, 2021).

According to Mullan et. al. (2010), the most common physical and

psychosocial effects of online video gaming include social isolation, increased

aggression, and negative academic and occupational outcomes. A systematic

review was conducted to evaluate the evidence of the effects of Massively

Multiplayer Online Games (MMOGs) on those who play them, taking into

account the bias in reporting negative consequences of video gaming.

In this sense, the vast virtual environment that characterizes online

games is potentially safe for meeting needs (e.g., social affiliation and a sense
of competence) that cannot be met under pandemic-induced self-isolation. As

a result, it appears that there was a significant increase in online gaming and

other online activities such as e-sports watching and live streaming during the

COVID-19 pandemic. (Balhara et al., 2020). The coronavirus (COVID-19)

pandemic has severely disrupted normal activities around the world.

Mandates and quarantines to stay at home have increased consumption of

digital entertainment, particularly online gaming and related activities (e.g.,

esports viewing and video game streaming). (Javed, 2020; Perez, 2020).

Because of the imposition of work/school-at-home practices, the

recognized negative effects of excessive gaming, such as harm to mental

health, sleep patterns, or physical health, may be difficult to discern.

Prolonged periods of isolation, technology-based activity, and limited face-to-

face interaction run the risk of cementing unhealthy lifestyle patterns,

exacerbating technology-related disorders, and complicating readaptation

after the COVID-19 crisis has passed. (Saunders et al., 2017).

Academic Performance

According to Griffiths (2011), teenagers who play online games are

simply having fun. They do not simply play, both out of some sort of

seriousness and out of a simple desire to feel relief, especially for stressed-

out students who have finished their schoolwork’s and studies. In the

Philippines, the development of internet connectivity technology is essential.

role in college, junior high and senior high students' academic lives. With the

arrival of COVID-19, the rise in online gaming and the absence of face-to-face

education in schools raised concerns about the impact on students' academic

performance. The purpose of this study was to determine the relationship

between the level of online learning and the academic performance of BPEd

students.

In light of this study, we can assess the level of impact of online games

on health, social, intellectual, and academic performance. (Cabrillos et al.

2023). Students often feel stressed during the school day as a result of the

amount of work they have to do, and by playing online games helps to relieve

that stress. Students learn in unexpected ways, but inappropriate use of

online games causes some problems, such as being distracted in class

(Sernadella, 2021). According to Kuss (2013), the concerns appear to be well-

founded, as a growing number of studies show that Internet gaming addiction

is associated with a variety of negative consequences.

The Psychological consequences include sacrificing real-life

relationships, other hobbies, sleep, work, education, socializing, relationships,

and an obsession with gaming. Students' online video games, on the other

hand, Because of the potential negative effects on their health, socialization,

and academic performance, their use has sparked widespread concern.

Several studies point out this last point. that online video games have a

negative impact on academic performance others emphasize their positive

effects on performance (Naaj and Nachouki, 2021). Online games like

MOBILE LEGEND, DOTA 2, LEAGE OF LEGENDS, and others have a

significant impact on student's academic performance at school. (Aquino

2019). Performance Task

Students often feel stressed during the school day as a result of the

amount of work they have to do, and by playing online games helps to relieve

that stress. Students learn in unexpected ways, but inappropriate use of

online games causes some problems, such as being distracted in class

(Sernadella, 2021). According to Kuss (2013), the concerns appear to be well-

founded, as a growing number of studies show that Internet gaming addiction

is associated with a variety of negative consequences.

The Psychological consequences include sacrificing real-life

relationships, other hobbies, sleep, work, education, socializing, relationships,

and an obsession with gaming. Students' online video games, on the other

hand, Because of the potential negative effects on their health, socialization,

and academic performance, their use has sparked widespread concern.

Several studies point out this last point. that online video games have a

negative impact on academic performance others emphasize their positive

effects on performance (Naaj and Nachouki, 2021).

Time Management

The COVID-19 pandemic-related confinement orders have increased

students' interest in online games, according to Naaj and Mirna (2021). A lack

time manage, may find that playing too much affects their academic

performance and becomes more addictive. Only a few studies examined

COVID-19's long-term impact on senior high school students' game addiction.

Online addiction involves playing games uncontrollably for long periods of

time. Students use online games to relieve stress, but excessive use can

lead to decreased learning ability, concentration problems, poor academic

performance, and decreased interactions with others. (Jongco 2022).

Autonomy and self-control, according to Chen et al. (2020), are key

protective personality factors in preventing or mitigating adolescent addiction

to online games. In fact, time management has been identified as a critical

component of self-regulated learning, with researchers recommending

additional research into the effects of time management on other aspects of

students' performance and personal well-being. Addiction to online games is a

negative aspect of substance addiction that has been linked to consequences

such as school failure, family and relationship issues. (Ng and Hastings

2005).

Playing online games does not have a negative impact on students'

grades if they know how to limit themselves. They understand that they must

control themselves in order to function well in class, which is why they only

play games during vacations and weekends when they have more time than

when they have classes. (Dumrique and Castillo 2017). Chiu et al. (2004)

conducted a study in which It was discovered that gaming addiction causes a

variety of issues, including violence in players, learning disorders, decreased

academic achievement, and health problems as a result of restricted or limited

time. Movement problems, visual disturbances, a lack of social skills, and a

decrease in emotions and desire are all symptoms.

Lack of Focus

Ignorance of self-control while playing games leads to addiction.

Addiction to online games can lead to a variety of issues, including forgetting

to sleep, eat, and rest. Game addiction is a condition in which individuals

develop a dependence on specific behaviors, specifically gaming, as a result

of a lack of control (Dr. Rizki 2020). Always sleeping during class hours can

have a negative impact to focus their academic performance because some

gamers may delay logging off or may wake up during the night to continue
playing Delayed bedtimes and late waking times can also exacerbate rhythm

desynchronization. (Ahmed et al., 2022).

According to Adair (2023) found a difference in academic performance

between students who played online games. It discovered that gaming has no

beneficial effect on educational outcomes. Students who spend equal time

playing online games struggle to achieve high grades. Adolescents should not

prioritize playing online games over managing their academic performance;

online games have a negative impact on some of them, causing their

development to be hampered. This is due to the amount of time spent playing

video games rather than studying. (Fuad and Helminsyah, 2017).

Theoretical Framework

The recent inclusion of Internet Gaming Disorder (IGD) in Section III

(“Emerging Measures and Models”) of the fifth edition of the Diagnostic and

Statistical Manual of Mental Disorders (DSM-5; American Psychiatric

Association, 2013) appears to have increased the interest of researchers in

the development of new standardized psychometric tools for the assessment

of various online addictions. IGD has been characterized by a “persistent and

recurrent use of the Internet to engage in games, often with other players,

leading to clinically significant impairment or distress” (APA, 2013, p. 795).

The DSM-5 asserts that further empirical evidence is needed to confirm

the nine criteria proposed for the clinical diagnosis of IGD, and to formally

define IGD as a mental disorder in future editions of the DSM. Of the nine

criteria, seven criteria are identical to those of gambling disorder and five

criteria to substance use disorder (Petry et al., 2014), and refer to

preoccupation with Internet games, withdrawal symptoms, tolerance,

unsuccessful attempts to control participation in Internet games, loss of

interest in previous hobbies, continued excessive use of Internet games,

deceiving family members, use Internet games to escape, and losing a

significant relationship, job or education, or career opportunity. To be

diagnosed as a disordered gamer, five (or more) out of these criteria need to

be endorsed over a period of 12 months (APA, 2013). The nine IGD criteria

directly map onto the six criteria of Griffiths’ components model of addiction,

and which have been used to conceptualize a number of technological

addictions. According to Griffiths, by “determining whether non chemical

addictions are addictive in a non- metaphorical sense” other potentially

addictive behavior should be compared “against clinical criteria for other

established drug -ingested addictions” (Griffiths 2011)

The six criteria comprise salience, mood modification, tolerance,

withdrawal symptoms, conflict, and relapse. Salience occurs when addictive

activities dominate a person’s thinking, feelings, and behavior; mood

modification occurs when a person uses substances or is engaged in

activities to change their mood state; tolerance refers to the need to increase

(over time) the amounts of engagement in the addictive behavior to achieve

the initial mood-modifying effects. In other theoretical studies, it stated that

digital gaming is known to affect several aspects of individuals’ psychological,

social health, and physical health.

Digital game addiction is characterized by features such as low self-

efficacy (Jeong & Kim, 2011), anxiety, low self-esteem, and impulsivity traits

(Billieux et al., 2015; Gentile et al., 2011). Moreover, maladaptive cognitions,

shyness and physical problems (Peng & Liu, 2010) were also seen as
predictive characteristics of gaming addiction. Gaming addiction was

accompanied by symptoms which might have developed as a consequence of

other disorders such as depression, anxiety and social phobia (Gentile et al.,

2011).

Correspondingly, addictive players exhibited signs or symptoms such

as social neglect, loss of interest in other leisure activities, social and

psychological isolation, escape problems (Billieux et al., 2015; Young, 2009),

aggressive behavior (Anderson, 2004; Anderson et al., 2010), psychological

stress, reduced school performance, decreased sleep quality, suicidal

ideation (Rehbein, Kleiman & Mössle, 2010), low sociability and self-efficacy

and lower satisfaction with life (Festl, Scharkow & Quandt, 2013). In certain

cases, digital game playing was allow to act as a coping strategy for

deficiencies or problems in the player’s life such as a lack of friends,

relationship troubles, or dissatisfaction with physical looks (Griffiths &

Beranuy, 2009).

Furthermore, prolonged exposure to digital game was associated with

physical health problems such as musculoskeletal symptoms (Lui, Szeto &

Jones, 2011). In Finland, the effects of problematic game playing on p layers’

health are still largely unexplored. Considering the increased prevalence of

online gaming, this study aimed to identify the problematic gaming behavior

among Finnish adolescents and young adults, and evaluate its connection to

a variety of psychological (psychopathological symptoms, satisfaction with

life), social (preferences for online social interaction) and physical health

(general health, BMI, body discomforts, physical activity) symptoms. In this

paper we consider problematic gaming behavior in accordance with the recent

 framework that sees it as “a continuum state which can range from a normal

to severe condition” (Griffiths et al., 2015).

Conceptual Framework

Figure 1 shows the variable of the study regarding student’s level of

playing online games and their academic performance. These variables will

help and assist the researchers to determine the significant relationship

between the level of playing online games and their academic performance.

Independent Variable Dependent Variable

Online Games Academic Performance

 mental behavior  performance task

 isolate  time management

 toxicity  lack of focus

 sex

 year level
 Figure 1: The conceptual paradigm of the students’ level of playing online

games and their academic performance

Scope and Limitation

The study specifies on the level of playing online games and the

students’ academic performance on how they will assist and understand all

the situations that can affect their values, attitudes, and beliefs as they reveal

their perception on the problem focused in this study.

Out of 1576 Senior High School students, grade 11 and 12 of Tagum

National Trade School, only 157 students will be the participants of this study.

The researchers will only focus at TNTS as a ground for conducting the

research paper. The researcher aims to accomplish the study within 7

months.

Significant of the Study

The finding of the study will make the students realize that Impact of

Online Gaming to Tagum National Trade School Students’ Academic

Performance Amidst Pandemic. Through this, they will take control by over

using of the gadgets while playing online games.

 As a student, online gaming can be harmful to one's health and well-

being, specially in our social life. I recognize the influence on how many hours

a day we spend and remain positive throughout, and it is crucial to us to

identify the bad aspects of the situation while also focusing on the aim and

progress that we have accomplished. We can reach our goals if we choose to

stop playing online games.

This research is significant because it can assist teachers in teaching

their pupils about the good and negative effects of online games on their

study habits. It also helps to prevent people from becoming addicted to

internet games. This study will determine whether or not playing online games

has a positive or negative impact on students.

This study teaches us as parents that we need to know what the most

common issues are with teenagers and whether or not our child is addicted or

has a status related to playing online games. We also need to teach our

children how to avoid playing online games and how to avoid becoming

addicted to playing online games, as well as how many online games can

harm them.

When this study is published or successful, the school will fix or help

many students on how to get over playing online games, not only on how but

also on why they really need to stop or stay on playing online games because

it has an effect on their study habits. Some students play online games and,

let's say, become hooked to them; the school may be able to help them stop

playing online games.

Definition of Terms
 To further understand the term that was mentioned above, the

following terms are defined:

Academic Performance – how students deal with their studies and how

they cope with or accomplish different tasks given to them by their teachers.

Online game – a game played by electronically manipulating images

produced by a computer program which is available on or performed using the

Internet or other computer network. Games that need an internet connection.

Example, Mobile Legend, Clash of Clans, Rules of Survival, Dota etc.

Chapter 2

METHODOLOGY

This chapter explains what kind of research design will be used, how

many respondents will participate, what kind of instrument will be used, how

the researchers will collect all the data, and how the researchers will analyze

data.

Research Design

This study will use a quantitative non-experimental descriptive research

design that aims to determine the student’s perception regarding sex

education as part of the curriculum. It used to obtain information concerning

the status of the phenomena and to describe "what exists" with respect to

variables or conditions in a situation.

 Quantitative methods emphasize objective measurements and the

statistical, mathematical, or numerical analysis of data collected through polls,

questionnaires, and surveys, or manipulating pre-existing statistical data using

computational techniques (Babbie, 2010).

Non-experimental is the label given to a study when a researcher

cannot control, manipulate, or alter the predictor variables or subjects, but

instead, relies on interpretation, observation or interactions to come to a

conclusion (Kowalczyk, 2017). In addition, it tends to have a high level of

external validity, meaning it can be generalized to a larger population.

Descriptive research design is often used as a pre-cursor to more

quantitative research designs with the general overview giving some valuable

pointers as to what variables are worth testing quantitatively (Shuttleworth,

2008).

This research design is appropriate in terms of collecting data that

corresponds all the researcher’s need. It also helps researcher in establishing

only the variable and other existing phenomena. Moreover, it describes how

each objective will be achieved.

Respondents of the Study

The target respondents of this study are the Senior High School

students of TNTS. The researchers will use simple random sampling in

determining the respondent of the study from Grade 11 and Grade 12

learners who will actively participate in this study.

Research Instrument

The data-gathering strategy that will be used in this study is through

the use of researcher-made survey questionnaire. The survey questionnaire

 compromises questions regarding the level of playing online games and their

academic performance. By using survey questionnaire, this will help the

researchers to easily get the percentage of SHS students with regards their

level of playing online games and their academic performance.

To determine the level of student’s perception on sex education as part

of the curriculum, the following parameter limits are as follow:

RANGE OF DESCRIPTION LEVEL OF INTERPRETATION

MEANS MEANS

4.50–5.00 Strongly Very High This means that statement

Agree
pertaining to playing online

games and their academic

performance is very much

agreeable.

3.50–4.49 Agree High This means that statement

pertaining to playing online

games and their academic

performance is agreeable.

2.50–3.49 Neutral Moderate This means that statement

pertaining to playing online

games and their academic

performance is neither

agreeable nor not agreeable.

1.50–2.49 Disagree Low This means that statement

pertaining to playing online

games and their academic

 performance is not agreeable.

1.00–1.49 Strongly Very Low This means that statement

Disagree
pertaining to playing online

games and their academic

performance is very much not

agreeable.

Data Collection

Before distributing the questionnaire to the respondents, the researcher

will ask and submit a letter of permission to conduct the study at Tagum

National Trade School’s Administration Office. The researchers assure that

the purpose of this study and questions indicated in the questionnaire are

understandable and can honestly and easily answered by the respondents.

The questionnaire will be validated by panel of experts and need to have pilot

testing for reliability test. Since it is asked and validated, the researcher will

now distribute the questionnaire to the respondents before retrieving it.

Further, data analysis will be tested by statistician.

Data Analysis
 In analyzing the data, the researchers will use:

Mean. To determine the level of student’s perception of sex education

as part of the curriculum;

T-test. Use in analyzing the significant difference when grouped

according to sex.

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