1

CHAPTER 1

The Problem and its Background

The increasing prevalence of digital games and their impact on various aspects of

individuals' lives have raised concerns about their influence on the social behavior of

senior high school students. Understanding the relationship between playing digital

games and social behavior is crucial for educators, parents, and policymakers to address

potential challenges and maximize the benefits of gaming in this age group. Therefore,

the problem statement for this study is "What is the relationship between playing digital

games and the social behavior of senior high school students?".

Digital games have become an integral part of senior high school students' lives,

offering immersive experiences and opportunities for social interaction. However,

concerns have arisen regarding the potential impact of gaming on students' social

behavior. While games can enhance communication skills and teamwork, excessive

gaming may lead to social isolation and negative influences from violent content.

Research on this relationship has produced mixed findings, necessitating further

investigation. Understanding the link between gaming and social behavior will provide

valuable insights for promoting healthy gaming habits and supporting students' social

development.
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Introduction
In today's digital age, playing digital games has become a popular form of

entertainment and leisure activity among individuals of all age groups, including senior

high school students. Digital games provide immersive and interactive experiences that

allow players to explore virtual worlds, engage in challenging tasks, and interact with

other players in online environments. As the popularity of digital games continues to rise,

it is essential to understand the potential impact they may have on the social behavior of

senior high school students.

The relationship between playing digital games and social behavior among senior

high school students is complex and multifaceted. On one hand, digital games can

provide opportunities for social interaction and collaboration, as many games offer

multiplayer modes or online communities where players can connect and engage with

peers who share similar interests. These interactions can enhance communication skills,

teamwork, and problem-solving abilities, potentially fostering positive social behavior

among students.

On the other hand, excessive or problematic gaming behavior may lead to

negative consequences on social behavior. Excessive gaming can result in social

isolation, reduced face-to-face interactions, and decreased involvement in offline social

activities. Additionally, certain game content, such as violence or aggression, may

influence students' attitudes and behaviors in real-life social situations.

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This study aims to explore the relationship between playing digital games and

social behavior among senior high school students. It seeks to investigate the frequency

and duration of digital game playing, examine the effects of gaming on interpersonal

relationships, communication skills, social interaction patterns, and participation in

extracurricular activities. Additionally, the study aims to identify potential positive and

negative impacts of playing digital games on social behavior.

Statement of the Problem

1. What is the general profile of the respondents in terms of: age, gender, grade,

section.

2. How does playing digital games affect the social behavior of senior high school

students in terms of interpersonal relationships, communication skills, social

interaction patterns, and participation in extracurricular activities?

3. What are the potential positive and negative impacts of playing digital games on

the social behavior of senior high school students?

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Theoretical Framework

This study aims to investigate the relationship between digital games and the

behavior of ACLC Senior High School students. It will examine the potential impacts of

digital games on their cognitive, emotional, and social development.

Attachment Theory: Attachment theory, proposed by John Bowlby, focuses on the

formation and impact of emotional bonds between individuals. It suggests that early

experiences with caregiver shape individuals' attachment styles, which subsequently

influence their social behavior throughout their lives. Attachment theory highlights the

importance of secure attachments in fostering healthy social relationships and

interactions.

Conceptual Framework

Students Social
Digital Games
Behavior

There is a correlation between digital game playing and students' social behavior.

It proposes that digital game playing can have both positive and negative effects on social

behavior outcomes. Positive effects may include the development of communication and

collaboration skills, increased social connectedness within gaming communities, and the

potential for skill transfer to real-life interactions. Negative effects may involve excessive

gaming leading to social isolation, decreased face-to-face interactions, and potential

conflicts arising from gaming-related behaviors.

The mediating factors help to explain the variability in the correlation between

digital game playing and social behavior. They highlight the importance of individual and
 5

contextual factors in shaping the impact of digital games on social behavior outcomes.

Understanding these mediating factors can provide insights into how to promote positive

social behavior among students who engage in digital game playing and mitigate any

potential negative effects.

Null Hypothesis

There is no relationship between playing digital games and the social behavior of

senior high school students.

Assumptions

1. Digital Games has a relationship with the Social Behavior of ACLC

Senior Highschool Students

2. Digital gaming may influence social behavior

3. ACLC Senior High School students improve time management for gaming

balance.

Significance of the study

Parent: The study provides insights for parents and guardians regarding the role of

digital games in their children's social development. Understanding the relationship

between gaming habits and social behavior can assist parents in making informed

decisions about their children's gaming activities and promoting healthy gaming habits.
 6

Teacher: The study provides teachers with a better understanding of how playing digital

games can influence the social behavior of their students. By being aware of the potential

impact, teachers can adapt their teaching approaches and classroom strategies to address

the social needs and challenges of students who engage in digital gaming.

Student: The study helps students gain a better understanding of how their engagement

with digital games may impact their social behavior. It raises awareness about the

potential positive and negative effects, allowing students to reflect on their gaming habits

and make informed decisions about their social interactions.

Future Research: The study provides a foundation for future researchers to build upon.

It offers insights into the relationship between digital game playing and social behavior

among senior high school students, serving as a starting point for more in-depth and

comprehensive investigations in this area.

Scope and Delimitation

The scope is the relationship between playing digital games and the social

behavior of senior high school students. It will investigate various aspects such as the

frequency and duration of game playing, types of games preferred, and the impact on

interpersonal relationships, communication skills, social interaction patterns, and

participation in extracurricular activities.

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Definition of Terms

Digital games: Interactive electronic games that can be played on various devices such

as computers, gaming consoles, or mobile devices. These games often involve virtual

environments, challenges, and gameplay mechanics.

Social behavior: The actions, interactions, and conduct of individuals within a social

context. It encompasses how individuals relate to and interact with others, including their

communication, cooperation, conflict resolution, empathy, and social skills.

Senior high school students: Refers to students who are typically in their final years of

high school education, usually between the ages of 15 and 18 years old. These students

are at an important stage of development and transitioning into young adulthood.

Relationship: The connection, association, or bond between individuals. In the context of

this study, it refers to the social connections, interactions, and associations formed by

senior high school students through playing digital games.

Online gaming: Refers to the act of playing digital games over the internet. It involves

connecting with other players in real-time through online platforms or networks to

engage in multiplayer gameplay.

Social interaction: The process of communication, engagement, and exchange of

information, emotions, and actions between individuals or groups. In the context of this
 8

study, it pertains to the social exchanges and interactions that occur among senior high

school students while playing digital games.

Citation

Bowlby, J. (1969). Attachment. Attachment and loss: Vol. 1. Loss. New York: Basic Books.
 9

CHAPTER 2
Review of Related Literature and Studies
A.) Computer

Computer games have become widely popular over the past decade, ranging from

simple text-based games to complex 3D graphics and virtual worlds. These games have

transformed into socially oriented, multiplayer platforms, thanks to technological

advancements and the internet (Herodotou, 2009). Massively Multi-User Online Games

(MMOGs) provide opportunities for players to interact and form relationships through

avatars. Many gamers spend a significant amount of time in these games, forming

relationships with other online players (Cole & Griffiths, 2007).

B.) Impact of games on social behavior

There is a debate regarding the impact of gaming on real-life social behavior.

Some researchers argue that gamers who primarily form relationships in gaming

environments may face difficulties in forming relationships in the real world, perceiving

online relationships as safer (Peters and Malesky, 2008). However, other studies suggest

that forming relationships in gaming environments can be as significant as face-to-face

relationships (Stiles, 2010). Personality traits, such as extraversion, have been identified

as strong predictors of motivation for playing online games (Park et al., 2011).
 10

C.) Gender

Gender studies indicate that MMOGs are generally preferred by male gamers, but

there has been an increase in the number of female gamers in recent years (Jansz and

Martens, 2005; Lenhart et al., 2008). Male gamers tend to make friends within the game

environment, while female gamers are more likely to form relationships in the real world

(Cole and Griffiths, 2007). Gamers' preferences for playing with friends and family

members vary, with some preferring to play games in isolation and others enjoying

playing with their loved ones (Jansz & Martens, 2005; Cole and Griffiths, 2007).

D.) Social Interaction

Personal traits play a role in game preferences and social interactions. Shyness

has been associated with the development of better quality online friendships, while

extraversion has been identified as a strong motivation predictor for playing online games

(Sheeks and Birchmeier, 2007; Park et al., 2011). Gamers with high extraversion scores

tend to enjoy games that require social interactions (Fang and Zhu, 2011). Furthermore,

gamers' satisfaction and motivation to spend time in MMOGs can be influenced by their

extraversion and the perceived opportunities for social interaction within the game (Park

et al., 2010).
 11

Foreign Literature and Studies

Playing video games may increase aggressive behaviors because violent acts are

continually repeated throughout the video game. This method of repetition has long been

considered an effective teaching method in reinforcing learning patterns (Gentile &

Anderson, 2003). Research has also found that, controlling for prior aggression children

who played more violent video games during the beginning of the school year showed

more aggression than other children later in the school year. (Pediatrics, Nov. 2008).

Ahmadi (1998) indicates that an adolescent who plays computer games has a

higher violence and aggression rate than those who does not play computer games. Azad

Fallah et al (2001) in their study investigated the relationship between games and social

skills of

258 male students of first grade of high school. The results showed a significant

relationship between the game-type and presence of others in the game location. In

addition, Payne et al (2000) studied the role of computer games on social isolation, low

self-esteem and violence. The results showed no relationship between playing computer

games and self-esteem in girls, but there was a negative relationship between the two in

boys.
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Local Literature and Studies

This study was conducted 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. Furthermore, this study sought

answers on the significant relationship between playing on-line games and academic

performance and to social behavior of the students. The study revealed that boys are more

of a player compared to girls who often play games that require three or more players like

League of Legends, Clash of Clans, Crossfire and many more to mention. It is also stated

that those who play online games are around 14-15 years old who are believed to be in

the Grade 8 level. These students who often play games have an average weekly

allowance of 101 pesos to 500pesos. Playing online games do not affect their grades

badly for they know how to limit themselves. They know that they need to control

themselves in order to function well in their class that is why they only play games during

vacation and weekends with a lot of time compared when they have classes. Even though

they play online games; they know how to socialize well and they can perform very well

when it comes to academic performance. However, it is inevitable not to play even for

half an hour especially when they are accustomed to it. Therefore, it is just a matter of

discipline.
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Synthesis

Computer games have transformed into socially interactive platforms, and players

form relationships through avatars. The impact of gaming on social behavior is debated,

with personality traits playing a role. Gender differences exist in gaming preferences and

relationship formation. Personal traits like shyness and extraversion influence game

preferences and social interactions.

Research indicates that playing video games, particularly those with violent

content, may contribute to increased aggression. The repetition of violent acts in video

games and the presence of others in game locations can influence social skills and

aggressive behavior. However, the relationship between playing computer games and

self- esteem appears to vary between genders.

The study concluded that online gaming had minimal negative effects on the

academic performance and social behavior of the students in the Polytechnic University

of the Philippines-Laboratory High School. The students demonstrated the ability to

balance their gaming activities with their academic responsibilities, emphasizing the role

of self- discipline in managing online gaming habits.

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Citations

Cole, H., & Griffiths, M. D. (2007). Social interactions in massively multiplayer

online role-playing gamers. CyberPsychology & Behavior, 10(4), 575-583

Fang,Z. Zhu, M. (2011). Extraversion and Computer Game Play: Who Plays What
Games? Human Computer Interaction, 659-667.

Griffiths, M.D., Davies, M.N.O., & Chappell, D. (2004). Demographic factors and
playing variables in online gaming. CyberPsychology and Behavior, 7,487– 497.

Griffiths, M.D., & Hunt, N. (1998). Dependence on computer games by adolescents.

Psychological Reports, 82, 475–480.

Jansz, J., & Martens, L. (2005). Gaming at a LAN event: The social context of playing
video games. New Media and Society, 7, 333-355.

Jeng, S.-P., Teng, C-I. (2008). Personality and motivations for playing online
games.Social Behavior and Personality, 36 (8),1053-1060.

Krotoski, A. (2004). Chicks and joysticks: an exploration of women and gaming. London:
Entertainment and Leisure Software Publishers Association.

Lenhart, A., Kahne, J., Middaugh, E., Macgill, E. R., Evans, C., & Vitak, J. (2008).
Teens, video games, and civics. Washington, DC: Pew Internet; American Life Project.

Park, J., Song, Y., & Teng, C. I. (2011). Exploring the links between personality traits
and motivations to play online games. Cyberpsychology, Behavior, and Social
Networking, 14(12), 747-751.

Peters, C. S., Malesky, A. (2008). Problematic usage among highly-engaged players of

massively multiplayer online role playing games. CyberPsychology & Behavior, 11
(4), 481-484.

Sheeks,M., & Birchmeier, Z.(2007). Shyness, sociability, and the use of computer-
mediated communication in relationship development. CyberPsychology and Behavior,
10, 64- 70.

Teng, C. I. (2008). Personality differences between online game players and

nonplayers in a student sample. CyberPsychology & Behavior, 11(2), 232-234.
 15

CHAPTER 3
Research Methodology

To explore the relationship between digital games and social behavior among

senior high school students, a mixed-method research approach will be employed. This

approach will involve both quantitative and qualitative methods to gather comprehensive

data and provide a deeper understanding of the topic.

Research Design
The research design for studying the relationship between digital games and

social behavior of senior high school students will employ a quantitative correlational

research design. This design allows for the examination of the association between digital

game playing and social behavior, providing valuable insights into the nature and

strength of the relationship.

Research Locale

The research will be conducted at ACLC Commonwealth, which serves as the

primary research locale for the study. ACLC Commonwealth is a Senior High School

located in Commonwealth Avenue, Quezon City. The institution offers various academic

tracks and programs to cater to the diverse educational needs of its students.

Respondents of the Study

The study will focus on ACLC Senior High School students as the respondents. A

total of 41 students from different grade levels and academic tracks will be included in

the research. The selection of respondents will be based on specific criteria to ensure their

relevance to the study's objectives.

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The inclusion criteria for the respondents may include factors such as age 17 and

below to 20 and above, enrollment in ACLC Senior High School, and active engagement

in digital game playing. Both male and female students will be represented to capture a

diverse range of perspectives.

By focusing on ACLC Senior High School students, the study aims to gain

insights into the relationship between digital games and social behavior within this

specific educational setting. The findings from these respondents will contribute to a

better understanding of how digital game playing influences social behavior among

senior high school students in ACLC.

Research Instrument

The research instrument used for this study is a Google Form questionnaire. The

Google Form questionnaire will be designed to gather data from senior high school

students regarding their digital game playing habits and social behavior.

The Google Form questionnaire will consist of a series of questions that cover

various aspects related to digital game playing and social behavior. The questions will be

designed to gather quantitative data

 17

The questionnaire will include closed-ended questions, likert scale question,

multiple choices question, where respondents can select pre-defined response options.

These questions will assess factors such as the frequency and duration of digital game

playing, types of games played, preferred gaming platforms/devices, and modes of

gaming (e.g., single-player, multiplayer, online).

The Google Form questionnaire will be shared with the respondents

electronically, and they will be able to provide their responses online. The use of a digital

questionnaire offers convenience and ease of data collection, allowing for efficient data

processing and analysis.

By utilizing a Google Form questionnaire as the research instrument, the study

aims to gather comprehensive data on the relationship between digital games and social

behavior among senior high school students. The data collected will be analyzed to

explore the potential effects of digital game playing on various aspects of social behavior.

Proportion and Sampling Method

For the study on the relationship between digital games and social behavior of

senior high school students the proportion can be calculated as the ratio of the sample

size

(41) to the total population size.

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In this study, random sampling was employed to select the participants. Random

sampling involves randomly selecting individuals from the target population, giving each

member an equal chance of being included in the sample. This method helps to ensure

that the sample is representative of the larger population and reduces the potential for

bias. Random sampling increases the generalizability of the findings, allowing for

broader conclusions to be drawn about the relationship between digital games and social

behavior among senior high school students.

Research Procedure

1. Define the research objectives: Clearly outline the specific objectives of the study,

such as examining the relationship between digital games and social behavior

among senior high school students.

2. Review the literature: Conduct a thorough review of existing literature and studies

related to digital games and social behavior. This step helps to identify relevant

theories, concepts, and previous findings that can guide the research.

3. Develop the research instrument: Create a questionnaire or survey that includes

relevant questions to assess digital game playing habits and social behavior. In

this case, the research instrument includes questions that can be represented using

a pie graph.

4. Sampling: Randomly select participants from the senior high school student

population using random sampling. Determine the sample size based on statistical

considerations and the research objectives.

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5. Data collection: Administer the questionnaire or survey to the selected respondents.

Collect their responses and ensure that the data is accurately recorded.

6. Data analysis: Analyze the collected data using appropriate statistical methods. In

this case, use the responses to create a pie graph that visually represents the

distribution of opinions or behaviors related to digital games and social behavior

among senior high school students.

7. Interpretation of results: Interpret the analyzed data and pie graph to draw

meaningful conclusions. Analyze the proportions or percentages represented in

the pie graph to understand the relationship between digital games and social

behavior among senior high school students.

8. Report and present findings: Prepare a research report that includes an

introduction, methodology, findings, discussion, and conclusion. Include the pie

graph in the report to visually present the distribution of responses. Present the

findings in a clear and concise manner, providing explanations and insights based

on the pie graph and data analysis.

9. Reflection and recommendations: Reflect on the research process and findings.

Based on the results, provide recommendations for promoting positive social

behavior among senior high school students who engage in digital game playing.

Consider any limitations of the study and suggest areas for further research.

Statistical Analysis of Data

The correlation analysis helps to quantify the degree of association between

digital game playing and social behavior among senior high school students. It provides

insights into whether an increase or decrease in digital game playing is related to changes

in social
 20

behavior outcomes. The correlation coefficient can help determine the magnitude and

significance of this relationship.

By utilizing data visualization (pie graph) and conducting correlation analysis, the

study aims to provide a comprehensive understanding of the relationship between digital

game playing and social behavior among senior high school students. The data

visualization offers a visual representation of the distribution, while the correlation

analysis provides a quantitative assessment of the strength and direction of the

relationship. These analyses together contribute to a more robust interpretation of the data

and support the study's conclusions and implications.

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CHAPTER 4

Presentation, Analysis, and Interpretation

Profile of the Respondents

Pie Graph 1
Age

Based on the graphical data, the majority of the respondents, accounting for

43.9% (18), were aged 17 years old and below, which represents the highest percentage.

The second highest percentage, 39%, was observed among respondents aged 18 years

old, with a total of 16 participants. A smaller proportion, consisting of 9.8% of the

respondents (4 participants), was aged 20 years old and above. The age group of 19 years

old had a percentage of 7.3%, with 3 respondents falling within this category.
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Pie Graph 2

GENDER

Based on the graphical data, a significant majority of the respondents, comprising

53.7% (22), identified as female. Conversely, 43.9% (18) of the respondents identified as

male,

Pie Graph 3

Grade Level

According to the pie graph, the data reveals that the highest percentage,

accounting for 53.7%, corresponds to grade 11 among the 22 respondents. Conversely,

grade 12 constituted 46.3% of the respondents, totaling 19 individuals.

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Pie Graph 4
Section

The data indicates that the majority of the respondents, comprising (28) 68.3%,

belong to the ICT track, whereas (13) 31.7% are from the ABM track.

Pie Graph 5

The data reveals that the majority of the respondents, accounting for (31) 75.6%,

allocate 1-2 hours to play digital games. 12.2% (5) of the respondents spend 30 minutes

to 1 hour, while 9.8% (4) spend 3-4 hours. Lastly, 2.4% (1) of the respondents dedicate

more than 4 hours to playing digital games.

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Pie Graph 6

According to the graph, the most popular genre among the respondents is MOBA,

comprising 51.2% (21) of the participants. Following closely behind is the first-person

shooter (FPS) genre, accounting for 24.4% (10) of the respondents. Role-playing games

(RPGs) were played by 12.2% (5) of the participants. The genres with the lowest

percentage of players are fighting and sports, each with 2.4% (1) of the respondents.

Pie Graph 7

According to the data, the majority, or 73.2%, (30) of the respondents prefer to

play games with others, while 26.8% (11) prefer to play alone.
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Pie Graph 8

According to the data, the majority, or 92.7%, (38) of the respondents prefer to
play online multiplayer games, while (3) 7.3% prefer to play offline single-player games.

Pie Graph 9

According to the pie graph 80.5% (33) of the respondents are moderate players.
14.6% (6) of the respondents were casual players and 4.9% (2) of the respondents were
avid players
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Pie Graph 10

The data indicates that the majority of the respondents, comprising (32) 78%,
have a favorable interpersonal relationship. 14.6% (6) of the respondents have an average
interpersonal relationship, while (2) 4.9% have an exceptional interpersonal relationship.
Conversely, 2.4% (1) of the respondents exhibit a poor interpersonal relationship.
Pie Graph 11

According to the data, the majority of the respondents, accounting for (33) 80.5%,
acknowledge that playing digital games has an impact on their interpersonal relationship
with friends and peers. 12.2% (5) of the respondents remained neutral on this matter,
while
(2) 4.9% strongly agreed. Conversely, 2.4% (1) of the respondents disagreed with the
influence of digital games on their interpersonal relationships.
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Pie Graph 12

Based on the data, a significant majority of the respondents, comprising (36)

87.8%, reported that they have observed improvements in their communication skills as a

result of playing digital games. Conversely, 12.2% (5) of the respondents stated that they

did not notice any changes in their communication skills through the help of playing

digital games.

Pie Graph 13

According to the data, the majority of the respondents, accounting for (30) 73.2%,

do not participate in any extracurricular activities outside of school. On the other hand,

26.8% (11) of the respondents are engaged in extracurricular activities outside of their

academic responsibilities.
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Pie Graph 14

Based on the data, the majority of the respondents, comprising (30) 73.2%,

reported experiencing a positive impact. Conversely ,(6) 14.6% stated that they did not

observe any impact, while (5) 12.2% expressed that they had a negative impact as a result

of playing digital games.

Pie Graph 15

According to the data, the majority of the respondents, accounting for (17) 41.5%,

reported experiencing both enhanced problem-solving abilities and increased social

interaction with fellow gamers. On the other hand, 17.1% (7) of the respondents indicated

that they improved their teamwork and cooperation skills.

 29

Pie Graph 16

Based on the data, the majority of the respondents, comprising (26) 63.4%,

reported experiencing increased aggression or irritability. Additionally, 26.8% (11) of the

respondents indicated poor time management skills, while (3) 7.3% reported no negative

impacts. In contrast, 2.4% (1) of the respondents stated a decrease in face-to-face social

interactions.

Pie Graph 17

According to the data, the majority of respondents, accounting for (30) 73.2%,

believe that the benefits of playing digital games outweigh the negative impacts.

Conversely, 26.8% of (11) respondents held a different opinion.

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Table 18

Pearson’s Correlational Coefficient

Variable X Frequency Variable Y Frequency
How does playing 32 What are the potential 31
digital games affect positive and negative
the social behavior of 33 impacts of playing 33
senior high school digital games on the
students in terms of social behavior of
interpersonal 36 senior high school 30
relationships, students?
communication skills, 30 17
social interaction
patterns, and 38 26
participation in
extracurricular
activities? 30 30

Mean: 33.167 Mean: 27.833

Correlation Coefficient: 0.2148

There is a weak relationship between the two variables.

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CHAPTER 5
Summary of Findings, Conclusion, and Recommendation

Summary of Findings

This study was focus on investigating the relationship between Playing Digital Games

and Social Behavior of Senior High School Students. It also aim to answer the following

questions.

1. What is the profile of the respondents in terms of:

A. Gender

B. Age

C. Grade

D. Section

2. How does playing digital games affect the social behavior of senior high school

students in terms of interpersonal relationships, communication skills, social

interaction patterns, and participation in extracurricular activities?

3. What are the potential positive and negative impacts of playing digital games on

the social behavior of senior high school students?

4. The research design and method are Quantitative Research. The total respondents

that will be use were 41, Grade 11 TVL-ICT and ABM and Grade 12 TVL-ICT

and ABM from ACLC commonwealth, simple random sampling, the research

instrument was survey questionnaire made using by google form. It contains 13

research questionnaires. It contains closed-ended question, Multiple choices, and

Likert Scale Questions. The findings showed the majority of the respondents were
 32

female aging 17 years old below. The data collected answered the statement of the

problem this research aimed to investigate.

5. For the first statement of the problem “What is the general profile of the

respondents in terms of age, gender, strand?” most of the students were female

aging 17 years old and below and their strand is ICT grade 11.

6. Second statement of the problem “How does playing digital games affect the

social behavior of senior high school students in terms of interpersonal

relationships, communication skills, social interaction patterns, and participation

in extracurricular activities?” in terms of interpersonal relationship digital games

gave positive influenced to their interpersonal relationships with friend and peers.

In terms of communication skills they noticed changes in their communication

skill by playing digital games. In terms of social interaction patterns none and

lastly their participation in extracurricular activities, many of the respondents

don’t participate in extracurricular activities outside and prefer to play digital

games.

7. Lastly statement of the problem “What are the potential positive and negative

impacts of playing digital games on the social behavior of senior high school

students?” Based on the data collected in chapter 4 the positive impact that found

is playing digital games helps them enhance their problem solving abilities and

increased social interaction with fellow gamers. While the negative impacts that

found are increase aggression or irritability.

 33

Conclusion

1. There is a weak positive relationship between the two variables

2. Frequency and duration of digital game playing: The majority of senior high

school students in this study reported spending 1-2 hours playing digital games.

This suggests that digital game playing is a common leisure activity among this

population.

3. Social interaction patterns: The data revealed that a significant number of

respondents preferred to play digital games with others rather than alone. This

indicates that digital games provide opportunities for social interaction and

collaboration among senior high school students.

4. Impact on interpersonal relationships: The majority of respondents reported

having positive interpersonal relationships, indicating that playing digital games

may not have a significant negative impact on their relationships with friends and

peers. However, a small percentage of respondents did report experiencing

negative impacts, highlighting the need for further exploration of this aspect.

5. Communication skills: A large proportion of respondents recognized an

improvement in their communication skills through playing digital games. This

suggests that digital games can enhance verbal and non-verbal communication

abilities among senior high school students.

6. Participation in extracurricular activities: The data revealed that a significant

number of respondents did not engage in extracurricular activities outside of

digital
 34

game playing. This suggests a potential impact on their involvement in other

social and physical activities.

7. Positive and negative impacts: The majority of respondents perceived the positive

impacts of playing digital games to outweigh the negative ones. However, a small

percentage did report experiencing negative impacts, indicating the need for a

balanced approach to digital game playing.

Recommendation

Parents: Set clear rules and boundaries regarding the time spent on digital games.

Encourage a balanced approach where students allocate sufficient time for academics,

physical activities, socializing, and other hobbies. Discuss these guidelines openly with

your child and ensure they understand the reasoning behind them.

Students: Develop good time management skills to balance your digital game

playing with other important activities such as academics, physical exercise, socializing,

and pursuing other hobbies. Set limits on the amount of time you spend playing games

and stick to them.

School: Develop school rules or policies that outline appropriate and responsible

use of digital games. Specify the permitted times, locations, and devices for playing

games within the school premises. Emphasize the importance of balancing game time

with academic responsibilities and other social activities.

 35

Friends: Encourage friends to engage in activities that involve face-to-face

interactions and promote social bonding. Encourage meetups, outings, and group

activities that allow for personal interactions and strengthen friendships outside of the

digital gaming realm.

Bibliography

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Appendices
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Appendix C
Resume

EIREL RITZ BUGAUISAN

Address: Blk 4 Lot 25 Anahaw St.
Violago Homes Bagong Silangan Quezon City Cellphone number: 09995148941
Email:
PERSONAL INFORMATION:

Date of Birth : April 10, 2005

Place of Birth : Bayombong Nueva Viscaya

Age : 18 years old

Gender : Male

Nationality : Filipino

Religion : Catholic

Civil : Single

EDUCATIONAL BACKGROUND:
Secondary : AMA Computer Learning Center

Commonwealth Technical-Vocational-Livelihood

Information and Communications Technology)

2021-2023

Village School Of Parkwoods 2017-2021

Primary : Payatas B Annex Elementary School 2012- 2017

Skills : Encoding, Printing, Photocopying, and

Scanning
 43

JOHN PETER BONGAT ORLANDA

Address: 3 Blk. 7 Lot 11 Juan Luna St. Sta. Lucia

Novaliches Quezon City.

Cellphone number: 09164403563

Email: janaquilato@gmail.com

PERSONAL INFORMATION:

Date of Birth : July 21, 2005

Place of Birth : East Avenue Quezon City

Age : 17 years old

Gender : Male

Nationality : Filipino

Religion : Jehovas Witness

Civil Status : Single

EDUCATIONAL BACKGROUND:

Secondary : AMA Computer Learning Center -

Commonwealth (Technical-Vocational-
Livelihood Information and Communications
Technology) 2021-2023

Bagong Silangan Highschool 2017-2021

Primary : Bagong Silangan Elementary School 2012-

2017

Skills : Programming, Encoding, Printing,

Photocopying, and Scanning
 44

ORDUÑA, JOSEPH BENJAMIN L.

Address: Road 4 extension Brgy. Bagong Silangan Q.C
Cellphone Number: 09075465731
Email: PERSONAL INFORMATION

Date of Birth : January 11, 2005

Place of Birth : Quezon City

Age : 18 years old

Gender : Male

Nationality : Filipino

Religion : Iglesia ni Cristo

Civil Status : Single

EDUCATIONAL BACKGROUND:

Secondary : AMA Computer Learning Center -

Commonwealth (Technical-Vocational-
Livelihood Information and Communications
Technology) 2021-2023

Bagong Silangan Highschool 2017-2021

Primary : Bagong Silangan Elementary School 2012-

2017

Skill: Encoding