THE EFFECT OF ONLINE GAMES TO THE ACADEMIC PERPORMANCE OF

GRADE-10 STUDENTS IN VILLA AGLIPAY NATIONAL HIGH SCHOOL S.Y 2022-

2023

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
The advent and development of technology brings many things which may either ease or
make life of people more difficult and complicated. One outcome of this growth is the
accessibility of online gaming through the internet, which has grown to be one of the most
popular and addicting forms of leisure time for both adults and teenagers. Online gaming is a
technology rather than a genre; it serves as a way to connect people rather than dictating how
they should play a game. Online games are played over a computer network, most often the
Internet these days. (IRENE PAJARILLO-AQUINO, 2019)

Teenagers now a days are primarily addicted to online gaming. According to one
concerned internet cafe entrepreneur, "Internet Cafe's are seducing youths to a new form of
addiction, one which may not destroy their bodies as drugs do, but which is certainly twisting
their minds." Just to conserve money for their wagers on online gaming, they forego their
allowance. In actuality, students already forget their commitments at home and at school. Video
games can have a significant impact on a person's family life, distract students, and jeopardize
employment. This is evident in their attitudes and, in worse cases, in their absences from job and
class J. .Fieror (2016) claimed that he struggles to focus on his work. He added that most of the
time his mind is not working for he is pre-occupied of the online games he is addictive to.

Teenagers of this days are growing addicted to the increasingly popular internet games.
In actuality, the majority of online games have a tendency to become boring too quickly. It is due
to the regularly expanding quantity of online games being created. Nowadays, Mobile Legends,
Call of Duty, Roblox, and other well-known online games encourage students to play. These
internet games have a significant impact on how well students perform academically at school.
(IRENE PARAJILLO-AQUINO, 2019)

According to Dondlinger (2007), a lot of focus has been placed on the use of video games
for learning in recent years, in part because of the staggering sums of money invested in games
in the entertainment industry, but also because of their capacity to capture player attention and
hold it for extended periods of time as players learn to master game complexities and accomplish
goals.

A gamer can be a competitor, explorer, collector, achiever, joker, director, storyteller,

performer, or craftsman, according to authors (Chen and Voderer). Each of these groups of
players is driven to spend hours glued to a screen by a particular objective. The explorer, for
instance, engages in play "to experience the boundaries of the play world”. player can also play
to transform into a "respected" figure who is a hero in a fantasy world in order to escape the
harsh truths of real life. Unfortunately, due to daily tyranny and depression, some people feel
forced to escape into these fantastical universes. Kentucky's Paducah. Arkansas's Jonesboro.
These three Colorado cities, including Littleton, have recently seen a number of school
shootings. The gunmen were college students who frequently watched violent movies. The
Columbine High School teenagers Eric Harris and Dylan Klebold, who killed 13 people and
injured 23 others in Littleton before shooting themselves, liked playing the gory video game
Doom. Harris modified the game Doom to include features that are uncannily comparable to the
shooting, such as two shooters, extra weapons, infinite ammunition, and helpless victims. The
only good that has come out of these tragedies is that more people in the press and the US have
become aware of the growing issue of video violence. Congress (2000). Several scholars stated
during a hearing before the Commerce Committee that there are legitimate concerns about
exposing children to violent video, both theoretically and empirically (Anderson, 2000).

The research was recently the subject of a meta-analysis by Anderson and Bushman
(2001). According to their investigation, playing violent video games has a deleterious impact on
a number of different metrics. The research showing that playing violent video games increases
aggressive conduct is the most significant. The authors claim that video games threaten public
health based on their overall analysis and presumably notably the one relating aggressive
conduct.

Additionally, gaming offers a rehearsal aspect and is capable of offering numerous types
of feedback that are crucial for maintaining motivation. Feedback directs the learning process
and gives students a sense of accomplishment or satisfaction. Extrinsic or intrinsic variables can
contribute to satisfaction. Any training format that includes competition and is governed by rules
qualifies as an instructional game (Jones, 2000).

Studies on gaming have shown that educational games can help students retain
information and be able to apply it to new situations. Because they provide a straightforward and
original method of delivering high-level motivation, distinct and consistent goals, and prolonged
involvement, instructional games are appealing. By assisting the structuring and retention of
knowledge, gaming as an instructional variable may be evaluated as ways of rehearsal (Dwyer &
Dwyer, 2000; Orbach, 2001).

As unique humans, we find it challenging to tolerate differences in perspectives on

violence and video games. Children who watch television and go to the movies witness tens of
thousands of homicides and other violent crimes. Many people think that youngsters who are
exposed to all of this violence become more aggressive and commit crimes. (Shin, 2003)

STATEMENT OF THE PROBLEM

This study aimed to determine the effect of online games to the academic performance of the
VANHS Grade 10 student in the S.Y. 2022-2023. Specially it aimed to answer the following
questions:
1. What are the types of online games being played by the respondents?
2. How often and how many hours do the respondents spent in playing online games in a week?
3.How does online games affects the academic performance of the students?
4. How do respondents perceive on the effects of online games to their academic performance?

SCOPE AND DELIMITATION OF THE STUDY

Grade-10 students of Villa Aglipay National High School only. Its main purpose is to
identify the effect of online games to the academic performance of VANHS Grade-10 students.

Out of 160 Grade-10 students of Villa Aglipay National High School. 50 students were
used as a sample in conducting the survey. This study limits its coverage on the Grade-10
students of Villa Aglipay National High School only. It’s main purpose is to identify the effect of
online games to the academic performance of VANHS Grade-10 students. This study considers
every aspects of students information that has an impact on their academic performances such as
the type of online games being played by the student’s, how many hours do the student’s spent in
playing online games in a day, and what is the average grade of the student in 3rd Quarter. Each
of the students are given the same questionnaires to answer. And this study focuses on the
current VANHS Grade-10 students of the present school year, 2022-2023.his study considers
every aspect of student’s information that has an impact on their academic performances such as
the type of online games being played by the student’s, how many hours do the student’s spent in
playing online games in a day, and what is the average grade of the student in 3rd Quarter. Each
of the students are given the same questionnaires to answer. And this study focuses on the
current VANHS Grade-10 students of the present school year, 2022-2023.How do respondents
perceive on the effects of online games to their academic performance?

SIGNIFICANCE OF THE STUDY

Educators and Schools: Understanding the impact of online games on academic
performance can help educators and schools develop appropriate strategies and interventions to
support students in balancing their gaming activities with their educational responsibilities. It can
guide the implementation of effective policies and programs to promote healthy gaming habits
and optimize academic outcomes.
Parents and Guardians: Parents play a crucial role in guiding their children's activities and
managing their screen time. By examining the effect of online games on academic performance,
parents can make more informed decisions regarding their children's gaming habits, promoting a
healthy balance between gaming and educational priorities.
Students: The study can empower students by increasing their awareness of the potential
effects of excessive or unregulated online gaming on their academic performance. It can help
them make informed choices, set realistic goals, and develop effective time management skills to
prioritize their educational responsibilities.
 Researchers: Investigating the relationship between online games and academic
performance contributes to the existing body of knowledge on the effects of technology on
education. It fills gaps in the research literature and provides a foundation for further studies,
enabling the development of evidence-based interventions and recommendations

RELATED LITERATURE
LOCAL
In our society, playing video games is frequently associated with poor academic
performance. Some research backs up this anecdotal idea. The impact of interactive digital media
on the learning process isn't entirely negative. The medium is not inherently flawed, but much of
the information that is transmitted through it may be. "Content appears to be crucial" according
to a 2008 study on media attention and cognitive abilities (Rivera, 2008. p. 63). Positive
outcomes can be expected if the content consumed is positive. Negative outcomes are to be
expected if the content is negative. In order to reach this conclusion, the study examined research
from a variety of sources.
FOREIGN
According to Lan Ying Huang (2010), 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, 2009). Internet addiction gives the gamer
to the unique psychological properties which is the users increase their use of these internet
services, the utility they gain from each usage does not diminish, leading not only to self-
destructive addiction but also to social ills.when a problem, playing video games can interfere
with real-life obligations such as work, and players can end up lying about playing video games.
The study found that “problematic” video game use can have similar effects as other addictive
activities, such as abusing alcohol (Inwon Kang,2011). Games addiction shows the bad effect
among the people now a days. 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. 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, 2010). The role of media in advertising the games also make more cause why the
games addicted will be more interested with those games. The advertiser spent $80 million to
reach game players, this spending is expected to top $400 by 2009 (Park Associate 2009).
Internet addiction is a relatively new phenomenon in which social workers and psychologists are
unaware of and are thus unprepared to treat at present. Mu (2010) points out that some of the
main symptoms of Internet and online game addictions. including the decrease in friend and
face-to-face interactions with others, become infrequent while the member of friends in the
virtual world exponentially increases. Ultimately, the psychokinesis becomes weaker and weaker
over time. This means that after a long time of playing online games, the players begin to realize
the dangers of online gaming. At this point players generally try to play less as they try to orient
themselves back to the demands of society.
RELATED STUDY
A study on the effects of playing video games on high school students' behavior and
academic performance was done by Lojo (2008). The findings of her study showed that parents
should place restrictions on how frequently and how long their child is permitted to play video
games in order to maintain the good academic performance of students.

The effects of video games and other elements on the academic performance of grade five
students at A. Dorol (2009) investigated Quezon Elementary School, DEPED, Manila. With a
correlation of 194 significant.021 levels, Dorol came to the conclusion that electronic games
were strongly correlated with students' academic achievement. This indicates that the students'
use of computers before bed, after eating lunch or dinner, and during recess had a significant
impact on their academic performance.

In Kapayapaan National High School, Canlubang, Calamba City, Mandanas (2007)

conducted a study on the effects of playing computer games and students' profiles in the
socializing and academic performance of chosen students. According to the study's findings, the
majority of students who play computer games and their online profiles both significantly affect
students' socializing but not their academic achievement.

It seems that more people are using interactive digital media, such as video games, than
ever before. Future college students are much more likely than current students to be dependent
on technology. The entertainment options for the contemporary age are really pleasant. (2008)
Escobar-Chaves and Anderson
 CHAPTER 2
METHODS OF STUDY AND SOURCES OF DATA

SUBJECT OF THE STUDY

The respondents of the study comes to a total of 50 students in Grade-10. Random
students were kindly asked by the researcher to answer the survey form.

RESEARCH INSTRUMENT
In gathering data relevant in this study, the researcher conducted a survey to Grade-10
students of Villa Aglipay National High School.

DATA GATHERING PROCEDURES

The researchers were divided into 4 assigned to each section. The researchers approached
some students to answer their questionnaires. The questions were written on a pieces of paper.
Researchers easily attained the goal to survey 50 students of Villa Aglipay National High
School.

TREATMENT OF DATA
Construction of the Frequency Distribution Table.
3rd Quarter Average Frequency Lower Boundary <cfb
91-95 10 90.5 50
86-90 24 85.5 40
81-85 14 80.5 16
76-80 2 75.5 2
i=5 n=50
Computation and interpretation of the following:

[ ]
KN
KN −cfb
Q1 = LB = 80.5 Q1 = LB+ 4 i
4
f

Q1 =
1(50)
4
cfb = 2 [
Q1 = 80.5+
12.5−2
14 ]
5
Q1 = 12.5 f = 14 Q1 = 84.3
i =5
Therefore, 25% of the effect of online games on the academic performance of grade-10 students
in VANHS are less than or equal to 84.3.

[ ]
KN
KN −cfb
Q2 = LB = 85.5 Q2 = LB+ 4 i
4
f
Q2 =
2(50)
4
cfb= 16 Q2 = 85.5+ [ 25−16
24
5 ]
Q2 = 25 f = 24 Q2 = 87.4
i=5
Therefore, 50% of the effect of online games on the academic performance of grade-10 students
in VANHS are less than or equal to 87.4.

[ ]
KN
KN −cfb
Q3 = LB = 85.5 Q3 = LB+ 4 i
4
f

Q3 =
3(50)
4
cfb = 16 Q3 = 85.5+ [ 37.5−16
24
5 ]
Q3 = 37.5 f = 24 Q3 = 90
i=5
Therefore, 75% of the effect of online games on the academic performance of grade-10 students
in VANHS are less than or equal to 90.

[ ]
KN
KN −cfb
D4 = LB = 85.5 D4 = LB+ 10 i
10
f

D4 =
4 (50)
10
cfb = 16 D4 = 85.5+
24[
20−16
5 ]
D4 = 20 f = 24 D4 = 86.4
i=5
Therefore, 40% of the effect of online games on the academic performance of grade-10 students
in VANHS are less than or equal to 86.4.

[ ]
KN
KN −cfb
D6 = LB = 85.5 D6 = LB+ 10 i
10
f

D6 =
6(50)
10
cfb = 16 D6 = 85.5+ [ 30−16
24 ]5
D6 = 30 f = 24 D6 = 88.4
i=5
Therefore, 60% of the effect of online games on the academic performance of grade-10 students
in VANHS are less than or equal to 88.4.

[ ]
KN
KN −cfb
D8 = LB = 85.5 D8 = LB+ 10 i
10
f
D8 =
8(50)
10
cfb = 16 D8 = 85.5+
24[
40−16
5 ]
D8 = 40 f = 24 D8 = 90.5 or 91
i=5
Therefore, 80% of the effect of online games on the academic performance of grade-10 students
in VANHS are less than or equal to 90.5 or 91.

[ ]
KN
KN −cfb
P16 = LB = 80.5 P16 = LB+ 100 i
100
f

P16 =
16(50)
100
cfb = 2 P16 = 80.5+ [ ] 8−2
14
5
P16 = 8 f = 14 P16 = 82.7
i=5
Therefore, 16% of the effect of online games on the academic performance of grade-10 students
in VANHS are less than or equal to 82.7.

[ ]
KN
KN −cfb
P45 = LB = 85.5 P45 = LB+ 100 i
100
f

P45 =
45(50)
100
cfb = 16 P45 = 85.5+ [ 22.5−16
24
5 ]
P45 = 22.5 f = 24 P45 = 86.7
i=5
Therefore, 45% of the effect of online games on the academic performance of grade-10 students
in VANHS are less than or equal to 86.7.

[ ]
KN
KN −cfb
P65 = LB = 85.5 P65 = LB+ 100 i
100
f

P65 =
65(50)
100
cfb= 16 P65 = 85.5+ [ 32.5−16
24
5 ]
P65 = 32.5 f = 24 P65 = 89
i=5
Therefore, 65% of the effect of online games on the academic performance of grade-10 students
in VANHS are less than or equal to 89.

[ ]
KN
KN −cfb
P89 = LB = 90.5 P89 = LB+ 100 i
100
f
P89 =
89(50)
100
cfb = 40 P89 = 90.5+[ 44.5−40
10 ]5
P89 = 44.5 f = 10 P89 = 92.8
i=5
Therefore, 89% of the effect of online games on the academic performance of grade-10 students
in VANHS are less than or equal to 92.8.

CHAPTER 3
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY OF FINDINGS
Most of the students used to play a lot of online games but the most particular online
games being played is Mobile Legends. And mostly answered 3-4 hours on the question, “How
often and how many hours do the students spent in playing online games in a day?”.
It also affect their studies in a way that some of them are getting low grades and they
didn’t know how to manage their time.

CONCLUSION
Most of the students used to play Mobile Legends as the most particular online games
being played. And 3-4 hours is the most relevant time that they answered when asked “How
often and how many hours do the respondents spent in playing online games in a day?”.
The researchers realized that playing online games can affect their academic performance
if they continue not to manage their time playing online games.

RECOMMENDATIONS
In the light of foregoing findings, the researcher recommends the following:
 Parents should be aware of the effects of online games on the academic performances of
their children and that proper guidance and supervision on their extracurricular activities must be
monitored.
Students must know how to manage their time and they should not only focus on playing
online games
Students must find other activities that may help them on their academic performance

CHAPTER 4
BIBLIOGRAPHY, AND REFERENCES

BIBLIOGRAPHY
 J. .Fieror (2016) states that he can't concentrate on what he is doing. He added
that most of the time his mind is not working for he is pre-occupied of the on line
games he is addictive to.
 Dondlinger (2007) states that much attention has been directed to the use of video
games for learning in the recent years, in part due to the staggering amounts of
capital spent on games in the entertainment industry, but also because of their
ability to captivate player attention and hold it for lengthy periods of time as
players learn to master game complexities and accomplish objectives.
 (Anderson & Dill, 2000), he found similar null effects.
 Anderson and Bushman (2001) have recently published a meta-analysis of the
research. Their analysis concludes that exposure to violent video games has a
negative effect on a variety of measures.
  Chen and Voderer, gamers fit into certain categories: the competitor, explorer,
collector, achiever, joker, director, storyteller, performer, and the craftsmen.
Dorol (2009).
 Dorol concluded that electronic games were related significantly to pupils'
academic performance with correlation of .194 significant .021 levels.
 (Dwyer & Dwver. 2000; Orbach, 2001). Gaming as an instructional variable may
be analyzed as content.
 Dwyer & Dwyer, methods of rehearsal by facilitating the organization and a
(2000; Orbach, 2001).
 (Escobar-Chaves and Anderson, 2008)The current generation is exceedingly
comfortable with technology and electronic entertainment.
 (Jones 2000). An instructional game can be defined as any training format that
involves competition and is rule-guided.
 Lojo (2008) conducted a study on the effects of playing computer games on the
academic performance and behavior of high school students.
 Mandanas (2007) conducted a study on the effects of playing computer games
and students' profile in the socialization and academic performance of selected
students in Kapayapaan National High School, Canlubang, Calamba City.
 Mark Reagan Logan(2009), in his study on the skills performance among
freshmen students in Lipa City Colleges (LCC) in the unit of HRM 1 during the
school year 2008 - to present revealed that the lack of interest is caused by lack of
motivation and poor study habits.

REFERENCES:
 https://graph.co.uk/lJARMSS/Mar2019/G-2629.pdf
 https://www.academia.edu/23472/
THE_EFFECTS_OF_ONLINE_GAMING_TOWARDS_THE_ACADEM
IC_PERFORMANCE_OF_GRADE_10_STUDENTS