Professional Documents
Culture Documents
Grade 12 Curriculum
By:
Differences In Stress Levels Between Junior High School And Senior High School in
Mount Carmel School of Maria Aurora, Inc.
MOUNT CARMEL SCHOOL OF MARIA AURORA, (MCSMA) Inc.
Senior High School
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October 2019
ENDORSEMENT SHEET
Mathematics (STEM) Strand of Senior High School has been examined and is endorsed
_____________________________ ____________________________
JOHN IAN C. BARRIENTOS, LPT JOHN IAN C. BARRIENTOS, LPT
Senior High School Coordinator Research Adviser
______________________________
REMIGIO R. BITONG, LPT, MA
School Principal
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APPROVAL SHEET
At the Oral Examination conducted on October 14, 2019 with a grade of PASSED.
_______________________________ _______________________________
_________________________________
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ACKNOWLEDGEMENT
First of all, the researcher is giving their endless gratefulness to the almighty God for
The researcher would like to express his sincere gratitude to their subject adviser, Sir
John Ian C. Barrientos, for the continuous support to their study and research, for the
helped them in all the time of research and writing of this thesis. The researcher
could not have imagined having a better advisor and mentor for their research.
Besides the researcher’s advisor, they would like to thank and appreciate the rest of
their 12-Marangal (STEM) Family, for being their boost in doing their research.
They are giving thanks for the energy that they shared to them and for the
inspiration.
They sincere thanks also goes to their beloved school, Mount Carmel School Of
Maria Aurora (MCSMA), for letting them excel in every aspects of their life and for
Differences In Stress Levels Between Junior High School And Senior High School in
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In particular, the researcher is grateful to everyone who lend their helping hands in
Last but not the least, the researcher would like to thank to their family for giving
Differences In Stress Levels Between Junior High School And Senior High School in
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Senior High School
DEDICATION
“I don’t know what your destiny will be, but one thing I know; the only ones
among you who will be really happy are those who have sought and have found
how to serve.”
-Albert Schweitzer
To their mother, a strong and gentle soul who taught them to trust in God,
To their father, for earning an honest living for them and for supporting and
To their parents who support the researchers morally and financially who served
To their classmates, friends, and beloved teacher Mr. John Ian C. Barrientos
who guided he researchers in this research and for giving valuable criticism.
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To Sir John Ian C. Barrientos, whose passion for teaching set a new standard for
which one human being seeks to support the growth and development of
another.
And to the almighty God for the supremacy and to the redeemer of their soul.
-The Researcher
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TABLE OF CONTENTS
Acknowledgement …………………………………………………………………...iv
Dedication ……………………………………………………………………………vi
Table of Contents……………………………………………..…………………….viii
Abstract ………………………………………………………………………………1
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Synthesis ….…………………………………..……………………………….……..29
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Summary ……………………………………………………………………….….52
Conclusion …………………………………………………………………………54
Recommendation ………………………………………………………………….55
Bibliography ……………………………………………………………………….56
xi
APPENDICES
Appendix A ……………………………………………….…………………………68
Appendix B ………………………………………………………………………….71
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ABSTRACT
School of Maria Aurora (MCSMA), Silvestre Street Brgy. 2, Maria Aurora, Aurora,
zip code 3202, in the school year 2019-2020. “EFFECTS OF ONLINE GAMES IN
The study dealt with the Effects of Online Games in Academic Performance
among Senior High School (SHS) Students of Mount Carmel School of Maria Aurora.
This aimed to determine the effects of online games among SHS in MCSMA.
Differences In Stress Levels Between Junior High School And Senior High School
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There were one hundred fifty + one (151) respondents which are composed of
males and females from Academic Tracks which are Accountancy, Business and
Management strand (ABM), General Academic strand (GAS), Humanities and Social
The study was laid out in descriptive design where researcher formulated
questionnaire through Likert Scale. By collecting answers received from the surveys
given out to the respondents, each criteria was tallied and was divided to the total
number of tallies of all criteria; then, the quotient was converted to a percentage by
multiplying it to 100. 2
The parameters used to evaluate the result were the effects of online games
among SHS in MCSMA. The result of the study showed that online game have
Study revealed that online gaming has a huge impact among them regarding on their
academic performance which lead them to poor or low grade and physical distress as
well. Majority of the respondents are replied and favored that online games gave
negative outcome to their study and health. They found out that the students cannot
focus on their studies, they cannot do their home works as well as their projects and
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MOUNT CARMEL SCHOOL OF MARIA AURORA, (MCSMA) Inc.
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Based on the general result, the researchers conclude that a number of students
playing online games could have a negative effect in their academic performance.
Furthermore, students, teachers, and parents must be aware of the effects of playing
online games and should regulate the time playing such game because it could ruin
every students focus on their study. Students should be disciplined when it comes to
playing online games which they could still perform satisfactorily in their studies and
it should not be given much priority over higher and more realistic priorities.
CHAPTER 1
the early 2000s, there has been a significant increase in the number of empirical
studies examining various aspects of problematic online gaming and online gaming
addiction.
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Online game is very popular today to this modern era. Students nowadays are
very prone to the gigantic influence of technology. They have most the major portion
on the online gaming rather than their school performance or academic matters.
Knowing that there is a huge scratch to academic performance when you become
one. The researcher was triggered to find out where the students will be when they
growth. Many teachers, parents and netizens are continuously clamored for a tighter
clamp over online gaming. Protest mainly focused on how the trend is becoming a
cause of distraction among students in their studies. The fact that most of the students
living on informative lifestyle where everything is updated, online game became one 4
of the necessities of students. For some ideologies like the Mount Carmel School of
Maria Aurora Senior High School students, playing online games like Mobile
Legends, Rules of Survival, Clash of Clans, Dota and so on has a number of reasons to
enjoyment, social interaction, and even mentally escaping from the real world. For
most of these students, on line gaming is one of the best past time that they acquire.
Differences In Stress Levels Between Junior High School And Senior High School
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no one can give. Studies revealed that the human brain is easy to destruct and one of
the reasons is using technology. The education system tends to go with the flow with
this constant change in the society in order to get things relevant to the generations
today. The dark side of playing online games became an issue of debate in school and
the whole Education Department at large. Thus, this study is conducted to determine
The researcher of this study felt need to find out how online games really affect
the Mount Carmel School of Maria Aurora Senior High School in terms of their
online gaming to the students. It has an aim to find out how online games affect
The general objective of this study is to find the effect of online games
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1.2 Age
1.3 Sex?
2. What are the effects of online games in academic performance among Senior High
Statement of Hypothesis
Ho: Online games affect academic performance of Senior High School (SHS)
Conceptual Framework
1. What are the Assessment, data Effect of Online
demographic
profiles gathering and Games in
of the respondents in analysis of the Academic
terms of: responses of the Performance
Differences In Stress Levels Between
1.1 Name (Optional) Junior High
respondents aboutSchool And Senior
amongHigh School
Senior
1.2 Age in
the Effect of High School
1.3 Sex? Mount Carmel School
Online of Maria
Games in Aurora, Inc.(SHS) Students
2. What are the Academic of Mount
effects of online Performance Carmel School
performance among School (SHS)
Senior High School Students of Mount
(SHS) students? Carmel School of
Maria Aurora.
Performance among Senior High School (SHS) Students of Mount Carmel School of
Maria Aurora”. 7
online games in academic performance among Senior High School (SHS) students of
Mount Carmel School of Maria Aurora will give a new insight to the following:
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Student. This study will help the students of Mount Carmel School of Maria
Aurora about the awareness on the significant effect of online games in academic
performance among Senior High School (SHS) students of Mount Carmel School of
Maria Aurora. They will be informed enough to lessen and prevent online gaming.
Teachers. This will provide facts concerning the status of the academic
performance engaging online games, that would embolden them to help the students
by giving apt, explicit and useful feedback regarding the result of this matter.
Netizens. This will be their guide on how to deal with the effect of online
games in academic performance not only in Senior High School students but to all
who all the youth who involved about this thing. This will be an instrument for
and yawning awareness to the diverse causes that would affect academic performance
of each students who take part about online games. This will be a big help for their 8
further consciousness about what they will implement in every school, what will they
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needs implementation involving the Senior High School students of MCSMA and
realizing their essential role in supporting the academic performance of each Senior
High student for keeping aware and well-informed about the impact of online game to
Researchers. The researcher, they shall be benefited as well because they will
be aware about effect of online games in academic performance among Senior High
Future Researchers. The result of this study will serve as a basis and as a
resource for supplementary information and ideas for researches to be conducted in the
future.
Theoretical Framework
(“Emerging Measures and Models”) of the fifth edition of the Diagnostic and
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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 recurr ent use of the Internet to engage in
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
Internet games, deceiving family members, use Internet games to escape, and losing 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 10
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Griffiths’ components model of addiction, and which have been used to conceptualize
non chemical addictions are addictive in a non- metaphorical sense” other potentially
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addictive behavior should be compared “against clinical criteria for other established
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
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)
other disorders such as depression, anxiety and social phobia (Gentile et al., 2011). 11
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neglect, loss of interest in other leisure activities, social and psychological isolation,
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escape problems (Billieux et al., 2015; Young, 2009), aggressive behavior (Anderson,
2004;
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,
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
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 12
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framework that sees it as “a continuum state which can range from a normal to severe
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The coverage of this study is all about online games effect to academic
performance of students. It consist of effects of playing online games, it tells about the
proper or right use of online games as their part time habits. This study is focusing on
the negative effect of online games if it becomes the education interference and also it
tells about possibilities or results if you play online games even during school time.
The researcher limited this research only at Mount Carmel School of Maria
Aurora (MCSMA) with the minimum count of respondents, 50 students either male or
female, Senior High School (SHS) students only. The researcher also limited this
researcher only with the effects of online games to their academic performance. It has
a nominal duration of 30 days. The consequence of the study was very genuine only
for the selected Senior High School (SHS) students only, while the generalizations and
13
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Definition of Terms
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Academic Performance – how students deal with their studies and how they cope
Education – the knowledge, skills, understanding and attitudes that you can get from
attending school.
communication protocols.
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Senior High School – an additional two years of grade schooling in secondary level,
Teacher – the facilitator of students’ learning. He/She oversee the conduct of each
students.
15
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CHAPTER 2
This chapter presents the review of related literature and studies relevant to
variables included in the study. The review also enabled the researcher in
determining the extent at which previous researches have explored this topic
which serves as the spring board for the current research. It focuses on the
Differences in Stress Levels Between Junior High Students and Senior High
Foreign Studies
Clans, Rules of Survival, mobile Legends, "green" cars, outrageous thrill rides, 3-D
technology, etc. But no area of technology has become as prominent as that of online
gaming.
According to Anand (2007), the penetration of online games into the United
States alone is huge, with at least 90% of homes having children that have played 16
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(rented or owned) video games. This is a record level that continues to increase. 55%
of console players and 66% of online players are over 18. The college demographic
seems to be the major group of gamers simply because they have a lack of parental
supervision and they have more flexible schedules, allowing for more play time
(Anand, 2007). As with any other innovation in society, the introduction of online
games brought the question "What are the negative effects or consequences?" Smyth
(2007) notes that there seems to be an increased interest in research in the area of
video gaming to answer this question. And there does indeed seem to be much
research on the topic in recent years. In overviewing the research, one main concern
negative or positive way and what those consequences are. One study done by Anand
(2007) found a negative correlation between the amount of time spent playing online
games and the GPA and SAT scores of students. This means that GPA and SAT scores
decreased as time spent playing increased. However, Anand (2007) did recognize the
limitation of using SAT scores because they represent a one-time standardized score.
performance. He also found that males were more prone to these results than females,
because males tend to play online games more. Skoric, Teo, and Neo (2009) went one
step farther and studied addiction to video gaming versus simple engagement in online
gaming. Although no definitive definition of addiction was given, they found that
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while there was no negative correlation between time spent playing or engagement and
academic performance.
Shao-I, Jie-Zhi, and Der-Hsiang (2004) also studied addiction (once again no
definitive definition was given) and noted a decrease in school performance when the
student was addicted to gaming. They found that gaming addiction physically impacts
homework or prepare academically. There are also others that have found decreased
Anderson and Dill (2007) studied video games and aggression and suggested
that not only does gaming have an impact on performance directly, but it also triggers
a higher level of aggression, which is often linked to problems in school and decreased
academic performance.
the relationship between GPA and academic performance in their study was not
significant. Jackson et al (2008) found that time spent playing games was a negative
predictor of academic performance and that those who played online games more often
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ended questions that encouraged participants to report different feelings about playing
etc. They also found that these consequences were more likely to impact males,
because males play more often and were more likely to report losing track of the time
while playing.
Foreign Literature
factors, and biological factors, and their association with online gaming addiction. In
relation to personality traits, gaming addiction has been shown to be associated with
low self‐esteem, state and trait anxiety, and low emotional intelligence (Griffiths et
these associations with online gaming addiction as they may not be unique to the
disorder and further research is needed. Research has also shown online gaming
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panic disorder, depression, social phobia, school phobia, and various psychosomatic
(2009) found that the excessive playing of online games (five hours or more per
session) resulted in school grades that were below a 3.00 average, and that time spent
playing was a predictor of academic performance. They also suggested that video
they noted that playing video games took time away from school activities, homework,
social interaction, etc. Then there are those in the research field who have come up
online role-playing games (MMORPG) and playing other types of online games and
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found that even though the MMORPG group reported greater interference in academic
work (such as skipping homework, missing a class, etc) as opposed to the other
20
groups, overall the groups did not differ in academic performance. Hart et al (2009)
used the Problem Online Game Playing survey to measure four different areas of life,
including academic behavior, impacted by the playing of online games and suggested
that there was not a significant correlation in any area. However, there is also plenty of
research to suggest that interactive online games can actually lead to increased
academic performance (Anand, 2007). Jackson et al (2008) found that the usage of
A study done with Kindergarteners Din & Calao, (2001) showed that students
who played educational online games on the Sony Lightspan, which is a game system
similar to the Sony Playstation One, made significant increases over the control group
in the learning of spelling and reading; however, no significant gain was made over the
control group in math. This suggests a facilitative role of playing online games in
developing verbal skills (2001). Smyth (2007) suggested that complex games may lead
creativity. Skoric et al (2009) found that while game addiction leads to negative
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play and English test scores, which suggests that gaming can actually lead to better test 21
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online graduate course that integrates online game design with science curriculum
(Annetta, Murray, Laird, Bohr & Park, 2008) To sum up this overview of the recent
literature on the relationship between the usage of video games and academic
performance, Anderson and Dill (2000, pg 17) quite aptly state the predicament in
researching this topic: "There is no definitive answer to the question of whether online
games disrupt academic performance." As the literature review shows, much has been
said to support every aspect of the topic, both positive and negative. The present study
seeks to answer the question: Does playing video games have an impact on academic
performance as measured by amount of time playing and school GPA? This proposal's
hypothesis is that as time spent playing increases, GPA will decrease; also that as level
Local Studies
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Playing video games is often associated in our society with poor academic
performance. This anecdotal idea is supported by some research. The effect that 22
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interactive digital media has on the learning process is not completely negative. It is
not that the medium itself is inherently flawed, but much of the information that gets
transmitted through it may be. As was noted in 2008 study on media attention and
cognitive abilities, “content appears to be crucial” Rivera, 2008, p. 63. if the content
being consumed is positive, then positive results can be expected. if the content is
negative, then negative results can be expected. The study examined research from
Research on the social effects of video games is also mixed Oliveros, R. P.,
and M. T. Sapio. 2007). Some studies have found that video games are similar to
multiplayer online role-playing games (MMORPGs) have been called “heroin ware”
because they are “simultaneously competitive and highly social” (Galvan, 2006, p.
383). Other studies have noted positive aspects of the games such as the ability to
experiment with aspects of individual identity which do not come out in public.
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behavior. Prosocial behavior is defined as when one person acts to help another. while
research on this topic is mixed, there is evidence that games which focus on prosocial
Intelligence Benefits
that bad for your children. Palma states that educational games can be effective
assisting tools in the educational areas of management, medicine and science. If you
choose the right educational computer games, your child may learn better problem-
solving skills and eye -hand coordination. Your child may also get the ability to think
fast and think of multiple things all at once. Skills obtained from playing computer
games may help your child learn quickly when it comes to his studies. If your child is
Philippines, 2005 and other mental health professionals initially adapted the
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diagnostic criteria for gambling addiction and used this as a rough assessment tool for
computer game addiction. This classification approach is rarely used today and for
the symptoms of computer addiction. Still, there are some signs and behaviors that are 24
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keep playing, frequently turning down social invitations in favor of gaming, using
most or all of one’s free time for gaming, regularly playing late into the night and
which results in poor sleep habits, Loss of interest in previously enjoyed activities,
Local Literature
Fatigue, migraines due to intense concentration or eye strain, carpal tunnel syndrome
caused by the overuse of a controller or computer mouse and sometimes poor personal
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Like any other compulsive disorder, video game addiction can have severe
negative consequences. Though most of the symptoms listed above have short-term
effects, they can lead to more severe long-term repercussions if not addressed 25
properly. For example, someone addicted to video games will often avoid sleeping or
eating proper meals to continue gaming. While the short-term effects of this may
include hunger and fatigue, it could eventually lead to a sleep disorder or diet-related
health issues. Similarly, those who isolate themselves from others to play video games
may miss out on family events, outings with friends, or other events in the short-term.
If this continues to be a pattern for a long period of time, however, addicts might find
Other long-term effects of video game addiction to consider are the financial,
academic and occupational consequences involved. Video games and video game
equipment can be very expensive, especially when factoring in recurring costs such as
the high-speed Internet connection required for online multiplayer games. These
games can also be very time-consuming, leaving addicted gamers with less time to
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DOTA 2
Dota 2 is a multiplayer online battle arena (MOBA) video game developed and
III: Reign of Chaos and its expansion pack, The Frozen Throne. Dota 2 is played in
matches between two teams of five players, with each team occupying and defending
their own separate base on the map. Each of the ten players independently controls a
powerful character, known as a "hero", who all have unique abilities and differing
styles of play. During a match, players collect experience points and items for their
heroes to successfully defeat the opposing team's heroes in player versus player
combat. A team wins by being the first to destroy a large structure located in the
Mobile Legends: Bang Bang is a multiplayer online battle arena (MOBA) game
designed for mobile phones. The two opposing teams fight to reach and destroy the
enemy's base while defending their own base for control of a path, the three "lanes"
known as "top", "middle" and "bottom", which connects the bases. In each team, there
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are five players who each control an avatar, known as a "hero", from their own device.
follow the three lanes to the opposite team's base, fighting enemies and turrets.
27
Rules of Survival
Rules of Survival follows the standard form of the battle royale genre, where players
fight to be the last person (or team) alive. Players can choose to enter the match in
different modes: Solo, Duo, Squad (four players), or a Fireteam (five players). In
either case, the last person or team left alive wins the match. There are two playable
maps in the game: Ghillie Island (120 players, 4.8km×4.8km) and Fearless Fiord (300
players, 8km×8km). There are also different game modes such as the Gold Mode, in
which the player can earn gold, or the Diamond Mode in which players may earn
diamonds throughout the match. The introduction of the Fearless Fiord game map
introduces a new type of match, the Blitzkrieg, in which players will land only on a
certain part of the map equipped with a pistol, a backpack and basic armor. Blitzkrieg
is meant to make players clash head-on. The round starts with all players contained in
one location on an island. When the countdown finishes, players will parachute from a
plane onto an island, with procedurally distributed items such as weapons, armors and
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medical kits available to be looted, and vehicles to be ridden. Players can also loot
killed players for their gear. In third-person mode, players can switch between third-
person and first-person perspective. The game also offers first-person mode which
forces players into first-person perspective. As the game time progresses, the game's
safe zone will gradually reduce in size, where players caught outside the zone will take 28
damage. This increases the chance of encounter, and thus confrontation between
players. Random supply drops will also occur during match, providing random items
which may otherwise not be able to be found during normal gameplay. At the
completion of each round, players will receive in-game currencies based on survival
length, number of players killed by the player and the players level. The currencies can
then be used to purchase supply box containing cosmetic items for character or
weapon customization.
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Synthesis
The reviewed literatures and studies both local and foreign disclosed findings
that are parallel or run counter with one another. The differences with their
findings have been explored in the process of review. The current study
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CHAPTER 3
METHODOLOGY
This chapter presents the methodology of this research such as the method
used; locale of the study; respondents of the study; sampling method used; research
instrument; data gathering procedure; statistical analysis of the data and the validation
Research Method
This chapter contains the research design, locale of the study, respondents,
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researchers described and analyzed the knowledge, opinions and practices of the
Senior High School Students Mount Carmel School of Maria Aurora about playing
exists and may help to uncover new facts and meaning. The purpose of descriptive
research is to observe, describe and document aspects of situation as it occurs (Polit & 31
.
Hungler, 1999). This involves the collection of data that will provide an account if
description of individuals. In this study, the information was collected through the
questions distributed personally to the subjects by the researcher did not attempt any
experimental research.
Research Locale
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(MCSMA), Silvestre Street Brgy. 2, Maria Aurora, Aurora, zip code 3202, in the
school year 2019-2020 based on the Senior High School Students Mount Carmel
School of Maria Aurora about playing online game that affects their academic
performance.
The respondents are the Senior High School Students Mount Carmel School of
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Random sampling was employed. The researcher used one hundred fifty + one
(150 + 1) respondents which are composed of males and females from the different
Aurora.
during the available time of the students so that their classes will not be disturbed. This
was done also to ensure that the questionnaire would not be retrieve promptly.
33
Research Instruments
comments and recommendations from the members of the Senior High School student
the study.
The formulated questionnaire has been done through Likert Scale that develops
the topic, in terms of the extent to which they agree with it, and so tapping into
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The main tool that will be used in gathering the data for this research is the
questions which includes several inquiries about online games. It will be given to one
hundred fifty + 1 (150 + 1) chosen respondents. The instrumentation used will give
Part I includes personal data information, which was used to draw important
information about their name (optional) gender, age and grade level. 34
Part II includes the game session and activities of the online game players.
Answering the yes or no questions will determine the type of mobile game being
played, how often the students’ play online games and the number of hours spent in
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After gathering all the data needed, we carefully tallied and arrange the data. In
this researcher that fathered data, the researchers applied some methods that are
The first step to be use is to ask permission from the teacher of Senior High
School to conduct the survey. The researcher will administer the questionnaire to the
respondents, conduct test and analyze the pertinent records to get the necessary data,
retrieve the questionnaire from the class, collate and classify the questionnaire to
examine and compare carefully to note points and verify the order, necessary for the
The following are the specific and detailed steps done by the researcher in
Step 1. Selection of the topic: After discussing about a research paper the
Step 2. Approval of the topic: After the researchers decide what should be the
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Step 3. Formulations of the Chapters: After the approval of the topic, the s
started formulating the chapter 1. It includes the introduction, the problem and its
settings.
Step 4. Checking of Chapter 1. After the researcher finished the chapter one,
the researchers passed it to their adviser and checked it before they can proceed to the
next chapter.
on what the researchers going to do to questionnaires. And for the researchers on how
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Step 9. Tallying: After the researchers gather the answered questionnaires and
data the researchers proceed to tallying to know the results of the study that being
conducted.
Statistical Treatment
Researcher organized and tabulated before she validated the data gathered
though the use of survey questionnaire. For this study, the researcher used the Likert
In analyzing the data gathered, the researchers used a simple percentage and
37
F
P¿ ∗¿ 100%
n
Where:
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CHAPTER 4
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This chapter of the paper presents the data gathered from 151 from Senior
High School Students of Mount Carmel School of Maria Aurora, INC. who served
data that has been organized according to the research questions enumerated.
FREQUENCY
Grade level:
11 84
12 67
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47% YES
53% NO
Graph 1. Does playing online game is the reason for you to be late/tardy at school?
Graph 1 shows the percentage of the respondents reply about playing online
game which is the reason why are they late and tardy at school. Results revealed that
71 which are 47% out of 151 respondents said that online game is the reason why they
are late or tardy. While 80 which are 58% of the respondents stand that there’s no
effect at all.
Online games also make more cause why the gamers addicted and will be more
interested with those games. In 2005, advertiser spent $80 million to reach game
players, this spending is expected to top $400 by 2009. That’s why student nowadays
were very apathetic for them to neglect school priorities for online games. They tend
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38%
YES
NO
62%
Graph 2. Do you have failing grades or low grades because of playing online
games like Mobile Legends, Rules of Survival, Clash of Clans etc.?
grades or low grades because of playing online games like Mobile Legends, Rules of
Survival, Clash of Clans etc. Result appears that 58 which are 38% out of 151
respondents said that playing online game caused having failing grades or low grades.
While 93 which are 62% respondents, higher than saying “Yes”, alleged that there’s
Zhang (2007) and Zhou (2007), who also researched about effects of online games,
reported results on the online game effects and the finding was majority of the student
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who are involved in playing online games have poor academic grades. Zhang (2007)
indicated that most of these students had low/bad grades in their school.
46%
YES
NO
54%
Graph 3. Does playing online game is the factor why you cannot focus and
concentrate to your studies?
game is the factor why Senior High School (SHS) of Mount Carmel School of Maria
Aurora (MCSMA) cannot focus and concentrate to their studies. Result come into
sight that 81 which are 54% out of 151 respondents believed that playing online game
is the factor why they cannot focus and concentrate to their studies. While 70 which
are 46% respondents lower than saying “Yes” said that it will never be the factor.
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The online games addict suffers from a psychological component to the addiction.
Online gaming allows a person to escape the real world and change the perception of
online gaming addiction is not that far from drug addiction. Both are searching for a
way to make they feel better so they will not care about their surroundings and cannot
22%
YES
NO
78%
Graph 4. Does playing online game leads you for being absent?
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leads SHS of MCSMA to be absent. Result revealed that only 33 which are 22% out of
43
151 respondents said that playing online game leads them to be absent at school.
While 118 which are 78% more elevated than the response of saying “Yes” strongly
When a problem, playing video games can interfere with real-life obligations
such as study at school,s players can end up lying about playing video games. The
study of Kang found that “problematic” online game among students can have similar
effects as other addictive activities, such as abusing alcohol. Especially when they one
to be belong into their peers, they will adapt what the majority done. Instead of
prioritizing to study well, they will leave school responsibilities. So that many students
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30%
YES
NO
70%
Graph 5. Do online games influence you not to do home works and projects?
44
game influence SHS of MCSMA not to do home works and projects. Result
discovered that only 46 which are 30% out of 151 respondents said that it has
something to do with it. While 105 which are 70% higher than the response of saying
Too much online gaming may seem relatively harmless compared with the dangers of
a drug overdose, but experts say video game addiction can ruin lives. Children who
play four to five hours per day have no time for socializing, doing homework, or
playing sports leaving little time for normal social development. According to Lan
Ying Huang (2003), by playing the online game features online gamer participants
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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
45
36%
YES
NO
64%
Graph 6. Do you spend your time playing online games above 5 hours even
during school hours?
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Graph 6 shows the percentage of the respondents concerning on the time they
spare on playing online games during school hour. Result come into view that 55
which are 36% out of 151 respondents said that they spent more than 5 hours. While
96 which are 64% respondents, said that they do not spent that much.
Gaming addiction defined by how much the negatively impacts areas of life,
especially by how much time is spent playing (Griffiths, M et al. 2010). In a volunteer
sample, 41% of online gamers acknowledged that they use gaming as an escape. In the
behavioural attributes that are related to more well established forms of addiction (e.g.,
46
mood modification, tolerance, & relapse) (Hussain et al. 2009). Most online gamers
are male and they could spent their 95% daily hour in just playing online games.
Among male gamers, more severe online gaming addiction is correlated with older
age, lower self-esteem, and lower dissatisfaction with daily life. Excessive use of
technology is relatively dangerous most especiall if you spend abouve 1 hour. This
relationship did not hold true for female gamers (Ko et al. 2005). Compared to
females, males are more likely to develop a gaming addiction. Boys are more likely to
play aggressive or violent games while girls are more likely to play platform and
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7%
YES
NO
93%
Graph 7 shows the percentage of the respondents about feeling of physical distress
right after playing online. Result come into sight that only 11 which are 7% out of 151
respondents dwell on that feeling of physical distress. While 140 which are 64%
Due to excessive use of online games there is effect in students personal traits like
anxiety, sensation seeking, neuroticism, and aggression which are the symptoms that a
person is under the development of gaming addiction (Mehroof, M et al. 2010). Aside
from physical distress, brain is also affected in computer addiction; regions of the
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gaming addicts when they view images of video games (Ko, C et al. 2010).
Moreover, Zhou (2007) stated that the physical symptoms of Internet and online
injury which results from keeping the same sitting position for hours while playing
games. This situation is more often than not leads to injuries to the cervical vertebra on
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3%
YES
NO
97%
Graph 8. Does playing online games during class hour made your teacher angry
at you?
Graph 8 shows the percentage of the respondents in relation to the situation where
the teacher got angry whenever SHS of MCSMA playing online games during class
hour. Result revealed that there are 148 which are 97 % out of 151 respondent
experienced/encountered angry teacher about playing online games during class hour.
While there are only 3 which are 3% respondents said “No” which has little portion on
the graph.
Online games addiction shows the bad effect among the people nowadays.
Addiction to the internet shares some of negative aspects of substance addiction and
49
has been shown to lead to consequences such as failing school, family and teacher-
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relationship problem. Because like parents, teacher wants to lift students to be more
involve in academic matters, they will not tolerate students who disregard their study
36%
YES
NO
64%
Graph 9. Does playing online game makes you to be slow to catch up lesson in
every subject in school?
Graph 9 shows the percentage of the respondents apropos on playing online game
Result appears that there are 97 which are 64% out of 151 respondent stands that it
influences them naturally. While there are only 54 which are 36% respondents, lower
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Previous studies have shown that video game addiction among adolescents gamers
is highly correlated with psychosocial and mental problems such as time spent on
games (i.e., usage), life satisfaction, loneliness, social competence , and aggression,
4%
YES
NO
96%
Graph 10 shows the percentage of the respondents about playing online game
affects your academic performance negatively. Result revealed that there are 145
which are 96% out of 151 respondent said that it affects them definitely. While there
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are only 6 which are 4% respondents, believed that it cannot affect their academic
performance.
In Germany, 1.5 – 3.5% of teenage internet users show signs of online gaming
addiction. Online gaming addiction is associated with higher rates of anxiety and
German teens, 6.3% of subjects fulfilled the authors’ diagnostic criteria for gaming
addiction. These adolescents were mostly male and had low educational backgrounds
achievement (Chiu et al. 2004). So far there are no studies conducted as to the
percentage of senior high school students who are hooked to online games, thus, this
study found out factors why senior high school students are addicted to online games.
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Chapter 5
This chapter presented the summary of the study, the findings based on the
conclusion and the recommendations.
Summary
Summary
among Senior High School (SHS) Students of Mount Carmel School of Maria Aurora.
The study was conducted at Mount Carmel School of Maria Aurora (MCSMA),
Silvestre Street Brgy. 2, Maria Aurora, Aurora, zip code 3202, in the school year
2019-2020. Which the respondents are Senior High School students from different
Management strand (ABM), General Academic strand (GAS), Humanities and Social
Sciences strand (HUMSS). The researcher used one hundred fifty + one (151)
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during the available time of the students so that their classes will not be disturbed.
recommendations from the members of the Senior High School student population.
The formulated questionnaire has been done through Likert Scale. After gathering all
the data needed, researcher carefully tallied and arrange the data.
In this gathered data, the researchers found that online game have negative
revealed that online gaming has a huge impact among them regarding on their
academic performance which lead them to poor or low grade and physical distress as
well. Majority of the respondents are replied and favored that online games gave
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Conclusion
By collecting answers received from the surveys given out to the respondents,
each criteria was tallied and was divided to the total number of tallies of all criteria;
This study found out that there is an effect on academic performance of Senior
High School students of Mount Carmel School of Maria Aurora when they are fond of
playing online games. They found out that the students cannot focus on their studies,
they cannot do their home works as well as their projects and that they have low
grades.
Out of 151 respondents, 145 replied that they are affected in their academic
performance by playing online games. From this, the researchers conclude that a
number of students playing online games could have an effect in their academic
performance. Though the 145 respondents replied that they’re affected, it does not
necessarily mean that they are poorly performing in their studies. Most of the students
play an hour to two of online videogames every day since they find it as a source for
recreation.
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Recommendation
For the students involved on these issue must be aware to such effect of online
games for them to know how they would be when they continuously using this
application.
For the teachers who are the second parent of the student must inform them
regarding occurring problem. They must not tolerate the student to this kind of habit.
Guide and motivate them into other meaningful and school relevant activities to
For the parents of students currently studying, they should be aware of the
effects of playing online games and should regulate their children’s time on it. For the
students playing online games, they should be disciplined when it comes to playing
online games which they could still perform satisfactorily in their studies. As it is only
a form of recreation, it should not be given much priority over higher and more
designed thesis. They should also consider other year levels or other age groups for
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performance.html
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Cabardo, L. G., Ganzon, J. B., Menor, A.D., Solis, C.P., &Vicencio, C.A.
www.researchandmarkets.com/reports/2250106/computer_games_text_narrati
ve_and_play.pdf
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2009, http://journals.sagepub.com/doi/abs/10.1111/j.1467-9280.2009.02340.x
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Workplace Learning
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2009
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Oliveros, R. P., and M. T. Sapio. 2007. Into IT: Computers and Student
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January 1, 2006, http://er.educause.edu/articles/2006/1/serious-games-
incorporating-video-games-in-the-classroom
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Raise Smart Kids: “The Good and Bad Effects of Video Games” Retrieved
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gamers 15 September2010 http://onlinelibrary.wiley.com/doi/10.1111/j.1360-
0443.2010.03104.x/abstract
Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video Games
and The Future of Learning. The Phi Delta Kappan, 104-111. Retrieved March
achievement/
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disorder”,
prediction and
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influence
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CURRICULUM VITAE
Denysrodica@icloud.com
0939-117-8348
PERSONAL INFORMATION
GENDER: Female
NATIONALITY: Filipino
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HEIGHT: 5’2
WEIGHT: 45
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EDUCATIONAL BACKGROUND
2013-2014
2019-2020
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CURRICULUM VITAE
hanestalania.28@gmail.com
0909-186-0197
PERSONAL INFORMATION
GENDER: Male
NATIONALITY: Filipino
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HEIGHT: 5’7
WEIGHT: 72
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EDUCATIONAL BACKGROUND
2013-2014
2019-2020
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APPENDIX A
Part I
Gender: __________________________________________________
Age: __________________________________________________
Part II
Differences In Stress Levels Between Junior High School And Senior High School
in
Mount Carmel School of Maria Aurora, Inc.
MOUNT CARMEL SCHOOL OF MARIA AURORA, (MCSMA) Inc.
Senior High School
69
Questions Yes No
late/tardy at school?
of Clans etc.?
3. Does playing online game is the factor why you cannot focus
Differences In Stress Levels Between Junior High School And Senior High School
in
Mount Carmel School of Maria Aurora, Inc.
MOUNT CARMEL SCHOOL OF MARIA AURORA, (MCSMA) Inc.
Senior High School
projects?
negatively?
Differences In Stress Levels Between Junior High School And Senior High School
in
Mount Carmel School of Maria Aurora, Inc.
MOUNT CARMEL SCHOOL OF MARIA AURORA, (MCSMA) Inc.
Senior High School
71
School principal
We, Pauline Denise V. Rodica and Hanes Andrew Q. Talania, Senior High
Student of Mount Carmel School of Maria Aurora, Inc. taking Science , Technology,
Engineering, Mathematics (STEM) Strand, would like to ask your permission to allow
Differences In Stress Levels Between Junior High School And Senior High School
in
Mount Carmel School of Maria Aurora, Inc.
MOUNT CARMEL SCHOOL OF MARIA AURORA, (MCSMA) Inc.
Senior High School
Games in Academic Performance among Senior High School in Mount Carmel School
will full confidentiality. Moreover, the identity of the respondents who will participate
will not be disclosed in any way even in the discussion of the results in our research.
Thank you very much! May the good Lord bless you more! 72
Respectfully yours
Student-Researcher Student-Researcher
Noted by:
Recommending Approval:
Differences In Stress Levels Between Junior High School And Senior High School
in
Mount Carmel School of Maria Aurora, Inc.
MOUNT CARMEL SCHOOL OF MARIA AURORA, (MCSMA) Inc.
Senior High School
Approved by:
73
Appendix B
Dear Respondents,
Greetings of peace!
Academic Performance among Senior High School in Mount Carmel School of Maria
Differences In Stress Levels Between Junior High School And Senior High School
in
Mount Carmel School of Maria Aurora, Inc.
MOUNT CARMEL SCHOOL OF MARIA AURORA, (MCSMA) Inc.
Senior High School
In line with this, we wish to ask your valuable assistance with our research.
The data you can provide us through the attached Survey Questionnaire are necessary
Please rest assured that your answers/responses will be treated with utmost
confidentiality and will not be used for the purpose of the study.
Thank you very much. May the Lord God bless you more!
74
Truly yours,
Student-Researcher Student-Researcher
Noted by:
Differences In Stress Levels Between Junior High School And Senior High School
in
Mount Carmel School of Maria Aurora, Inc.
MOUNT CARMEL SCHOOL OF MARIA AURORA, (MCSMA) Inc.
Senior High School
Recommending Approval:
Approved by:
Differences In Stress Levels Between Junior High School And Senior High School
in
Mount Carmel School of Maria Aurora, Inc.