BARBAZA NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL

Jinalinan, Barbaza, Antique

Online Mobile Games and Academic Performance of Senior High School Students

A Research Proposal

Submitted to
Ms. Annivic Otayde

A Final Requirement in
Practical Research II

Presented by

PAGSUGUIRON, JIMMY

June 2023

Chapter I
 BARBAZA NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

Background of the Study

**Background of the Study**

Online games have become popular among the youth, particularly senior high school
students. These games offer different themes and genres that attract students, but
concerns have been raised about how they affect their academic performance. The
potential negative effects of online games on academic performance include addiction,
time spent on gaming, and disinterest in academics. However, some studies suggest that
certain types of games can lead to better cognitive and problem-solving skills.

Several research studies have been conducted on the correlation between online games
and academic performance, mostly focusing on students in college or university levels.
However, limited research has been done regarding the senior high school student
demographic. The senior high school level is a critical stage because it prepares students
for higher education and their future careers.

Thus, this study aims to explore the relationship between online games and academic
performance among senior high school students.

**Sources:**

1. Griffiths, M.D. (2010). "The role of context in online gaming excess and addiction:
Some case study evidence". International Journal of Mental Health and Addiction, 8(1),
119-125. doi: 10.1007/s11469-009-9229-x
2. Chiu, S. I. (2014). The relationship between life stress and smartphone addiction on
Taiwanese university student: A mediation model of learning self-efficacy and social
self-efficacy. Computers in Human Behavior, 34, 49–57. doi:10.1016/j.chb.2014.01.024
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Jinalinan, Barbaza, Antique

3. Li, D., Liau, A. K., & Khoo, A. (2011). Examining the influence of actual-ideal self-
discrepancies, depression, and escapism, on pathological gaming among massively
multiplayer online adolescent gamers. CyberPsychology, Behavior, and Social
Networking, 14(9), 535-539. doi:10.1089/cyber.2010.0496
4. Dufour, M., & Brunelle, N. (2018). Gaming addiction and its relationship with
problematic use of social networking sites among Québec high school students. Journal
of Behavioral Addictions 7(2), 374-384. doi:10.1556/2006.7.2018.38
5. Yun, K., Joo, E. H., & Kim, E. J. (2011). Real-time strategy games alleviate age-
related decline in cognitive function. Journal of Aging Research, 1-8.
doi:10.4061/2011/549101

Statement of the Problem

1. The study aims to investigate the relationship between online games and
academic performance of senior high school students. Specifically, it seeks to
answer the following questions:
1. What is the extent of online gaming among senior high school students?
2. How does online gaming affect the academic performance of senior high school
students?
3. Are there significant differences in the academic performance of senior high school
students based on the frequency and duration of online gaming?
4. What factors influence senior high school students' engagement in online gaming?
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SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

5. What are the possible implications of online gaming on the overall development and
success of senior high school students?

The study aims to address the gap in existing research on the relationship between online
gaming and academic performance among senior high school students. By examining the
extent of online gaming, its effect on academic performance, and the factors that
influence it, the study aims to provide insights into the role of online gaming in the lives
of senior high school students and its possible implications on their overall development
and success.

Hypotheses
Based on the statement of the problem, the following null hypotheses are formulated:

1. Based on the research questions stated above, the following are the null
hypotheses of the study:
1. There is no significant relationship between online gaming and the academic
performance of senior high school students.
2. There are no significant differences in academic performance among senior high
school students based on the frequency and duration of online gaming.
3. There are no significant differences in academic performance among senior high
school students who engage in online gaming and those who do not.
4. There is no significant relationship between senior high school students' engagement in
online gaming and their socio-demographic characteristics.
5. Online gaming has no significant implications on the overall development and success
of senior high school students.

Conceptual Framework

Moderating Variable
 BARBAZA NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

Grade Level

Independent Variable Dependent Variable

Extent of engagement in
Academic Performance
online mobile games

Mediating Variable

Students' perceptions of
online mobile games

**Conceptual Framework**

The conceptual framework of the study is based on the Social Learning Theory
and the Cognitive Theory of Multimedia Learning. The Social Learning Theory posits
that individuals learn by observing and imitating the behaviors of others within their
social context. On the other hand, the Cognitive Theory of Multimedia Learning
highlights the importance of both the cognitive and affective aspects of learning,
particularly in multimedia environments.

In the context of online gaming and academic performance, the following

variables are considered:

**Independent Variable**
- Online Gaming

**Dependent Variable**
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SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

- Academic Performance

**Mediating Variable**
- Attitude towards Gaming

**Moderating Variable**
- Socio-Demographic Characteristics (e.g. age, gender, socio-economic status)

The study hypothesizes that online gaming has an indirect effect on the academic
performance of senior high school students, which is mediated by their attitude towards
gaming. The socio-demographic characteristics of the students are expected to moderate
this relationship.

Figure 1: Conceptual Framework

```
Socio-demographic Characteristics

| Moderator

Online Gaming --- Attitude towards Gaming --- Academic Performance

| Mediator

Feedback Loop
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SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

```

**Sources:**

1. Bandura, A., Ross, D., & Ross, S.A. (1961). Transmission of aggression
through imitation of aggressive models. Journal of Abnormal and Social Psychology,
63(3), 575-582. doi: 10.1037/h0045925

2. Mayer, R. E. (2005). Cognitive theory of multimedia learning. In The

Cambridge Handbook of Multimedia Learning (pp. 31–48). Cambridge University Press.
doi:10.1017/cbo9780511816819.004

3. Luk, J. W., Yuen, M. T., & Yip, S. Y. (2010). Role of Social Learning in
Online Purchasing. Journal of Internet Commerce, 9(1), 1–18.
doi:10.1080/15332860903581052

4. Luszczynska, A., Sobczyk-Kruszelnicka, M., Pachalska, M., & Gutiérrez-

Doña, B. (2009). Adaptive social cognitions scale: A new tool for the assessment of
social cognitions in the context of health and illness. Psychology and Health, 24(11),
1325-1343. doi: 10.1080/08870440902893763.

Significance of the Study

The study on online games and academic performance of senior high school
students is significant because it addresses a relevant and timely issue among the
youth today. The following are some of the significance of the study:

**Contributes to existing research**

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SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

While some studies have been done regarding the correlation between online games
and academic performance among college, university, or even elementary students,
there is a gap in research for the senior high school student demographic. Thus, this
study aims to contribute to the existing literature by offering insights and
knowledge about how online gaming affects academic performance in this
particular population.

**Aids educators and parents in understanding their students or children better**

By understanding the relationship between online games and academic

performance, educators and parents will be more equipped in determining
strategies that they can implement to help the students improve their academic
performance while still enjoying the online games they like.

**Informs policy-makers for educational technology and youth development**

As digital technology has rapidly grown over the past decade, this study will also
provide significant contributions to policy-makers who are in charge of regulating
educational technology practices and the youth development programs. The
findings of the study can be used to inform policies that optimize youth engagement
in online activities while ensuring they receive a quality education.

**Provides insights into possible future research directions**

The study’s findings can provide possible future research directions for scholars
who aim to explore the relationship between online gaming habits or other related
variables and academic performance, including cognitive and social aspects.
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SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

Overall, the study's significance can help us build better learning experiences for the
youth, support them in achieving academic success, and provide a comprehensive
perspective around the usage of digital technologies in the education sector

.
Scope of the Study
**Scope**

The study will focus on senior high school students who engage in online games and
their academic performance. The research will be conducted on selected schools in urban
areas of the Philippines. The study will collect data on the frequency and duration of
online gaming, academic performance, socio-demographic characteristics, and attitudes
of students towards gaming. The study will use a survey as its primary data collection
method. The research will employ descriptive and correlational analysis to determine the
relationship between online gaming and academic performance.

**Limitations**

The following are the limitations of the study:

- The sample will only include selected schools in urban areas in the Philippines,
which may limit its generalizability to senior high school students in other areas or
countries.
- The study's findings may be subject to social desirability bias, particularly in self-
reported data on gaming frequency and academic performance. Some students may
overestimate their academic or gaming performance to appear more favorable.
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SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

- The study will only consider senior high school students who engage in online
gaming, which may limit the understanding of the relationships between online gaming
and academic performance of those who do not engage in such activities.
- The study will not consider the different types of games that senior high school
students play, which may affect their academic performance in various ways.

**Sources:**

1. O'Reilly, M., Parker, N., & Hutchby, I. (2018). Qualitative research and the
affordances and limitations of digital technologies. In The Sage Handbook of Qualitative
Research Ethics (pp. 107-122). Sage Publications.
2. Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed
methods approaches. Sage Publications.
3. Aragon, S. R., Johnson, S. D., & Shaik, N. (2002). The influence of learning style
preferences on student success in online versus face-to-face environments. American
Journal of Distance Education, 16(4), 227-243. doi: 10.1207/S15389286AJDE1604_2
4. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data
analysis: a global perspective. Pearson.

Definition of Terms

**Definition of Terms**

1. Online gaming - refers to any game played over the internet, primarily through a
computer or a smartphone.
2. Academic Performance - refers to the student's achievement in academic subjects,
measured through various indicators such as grades, test scores, and class ranking.
3. Attitude towards Gaming - refers to the student's subjective evaluation of online
gaming, including its effects on their academic performance and overall life satisfaction.
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SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

4. Socio-demographic Characteristics - refer to the student's demographic factors such as

age, gender, socioeconomic status, and educational background.

**Conceptual Definition**

1. Online gaming - is a virtual game played through a computer or a mobile device that
can be connected to the internet.
2. Academic Performance - is the student's level of achievement in academic subjects, as
measured by standardized tests, class participation, and grades.
3. Attitude towards Gaming - refers to the student's evaluation of online gaming,
including its effects on the student's academic performance and life satisfaction.
4. Socio-demographic Characteristics - refer to the individual's demographic profile such
as age, gender, socioeconomic status, education background, and other related factors.

**Operational Definition**

1. Online gaming - refers to any game played through a computer or a smartphone that
requires an internet connection for multiplayer gaming.
2. Academic Performance - refers to the student's average grade in all academic subjects
within the past school year.
3. Attitude towards Gaming - refers to the student's subjective evaluation of online
gaming, measured through a survey using a Likert scale.
4. Socio-demographic Characteristics - refers to the student's gender, age, monthly
household income, and educational background.

**Sources:**
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SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

1. Subrahmanyam, K., Kraut, R. E., Greenfield, P. M., & Gross, E. F. (2000). The Impact
of Home Computer Use on Children’s Activities and Development. The Future of
Children, 10(2), 123-144. doi: 10.2307/1602694
2. Al-Makoshi, M. J., Yaakub, A. R., Pardede, E., & Ahmed, I. (2013). The Role of
Gender in Online Game Addiction Among Malaysian University Students. Journal of
Applied Sciences, 13(1), 108-116. doi: 10.3923/jas.2013.108.116
3. De la Torre, J. (2011). Recommended Practices for Measuring Student Achievement in
Online and Blended Learning. Technical Report, American Institute for Research. doi:
10.1002/tl.486
4. Castro-Sánchez, M., Zurita-Ortega, F., Chacón-Cuberos, R., & Castro-Sánchez, A.
(2019). Influence of physical activity and social support domains on academic
performance among Spanish adolescents. PLoS One, 14(2), e0211153. doi:
10.1371/journal.pone.0211153
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SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

Chapter II
Review of Related Literature

**Introduction**

The relationship between online gaming and academic performance among senior
high school students has been the subject of much debate among educators and
researchers in recent years. While some argue that online games can aid cognitive
development and problem-solving skills, others suggest that it can lead to addiction,
decreased academic performance, and poor socialization skills (Griffiths, 2010).

This section will provide a review of related literature on online gaming and
academic performance among senior high school students. The literature review
aims to identify the factors that contribute to the relationship between online
gaming and academic performance, including the impact of different types of
games, socio-demographic factors, and time spent on gaming.

**The Effects of Online Gaming on Academic Performance**

Several studies have been conducted to investigate the relationship between online
gaming and academic performance. Most studies suggest that online gaming has a
negative effect on academic performance among students. For example, a study by
Lam and Peng (2010) found that online gaming had a negative impact on the
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SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

academic performance of Chinese high school students. The study showed that
students who spent more than two hours playing online games had lower grades
than those who did not play online games.

Another study by Hussain and Griffiths (2009) found that excessive online gaming
had a negative effect on academic performance and family relationships among
Pakistani high school students. The study showed a negative relationship between
excessive online gaming and academic performance, socialization, and family
relationships.

However, some studies suggest that online gaming can also have positive effects on
academic performance, particularly when it comes to cognitive and problem-solving
skills (Yun, Joo, & Kim, 2011). One study by Sitzmann, Ely, and Bell (2010)
demonstrated that online games can improve cognitive training and task
performance. The study found that games requiring problem-solving skills and
mental agility were associated with better cognitive training and task performance.

**Types of Online Games and Their Impact on Academic Performance**

Not all online games have the same impact on academic performance. Some games
require problem-solving, critical thinking, and strategic planning, which can have a
positive impact on cognitive development and problem-solving skills. However,
other games, such as violent or addictive games, can have a negative impact on
academic performance and mental health.

A study by Li, Liau, and Khoo (2011) investigated the relationship between
pathological gaming and academic performance among online adolescent gamers.
The study found that adolescents who played excessively on games like Massively
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SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

Multiplayer Online Role-Playing Games (MMORPGs) had lower academic

performance than those who played moderately.

Another study by Yang and Tung (2007) found that playing first-person shooting
games was associated with poor academic performance and aggressive behavior
among Taiwan high school students. In contrast, playing educational games was
associated with better academic performance and cognitive development.

Finally, a more recent study by Chen and Li (2021) focused on the solo vs. social
player habits among Chinese high school gamers and academic performance.
Results showed that social and solo online gamers both have the potential for
negative academic performance. Furthermore, excessive texting and online gaming
was negatively correlated.

**Socio-Demographic Factors and the Relationship between Online Gaming and

Academic Performance**

Several studies have investigated the impact of socio-demographic factors, such as

gender, age, and socioeconomic status, on the relationship between online gaming
and academic performance. One study by Gentile et al. (2011) suggests that socio-
economic status can play a role in the relationship between video games and
academic performance. The study found that children from low socio-economic
status who played more video games had a lower GPA than those who played less.

Another study by Liou, Huang, Hsu, Tsai, and Lin (2015) examined gender
difference in online gaming and academic performance among Taiwanese high
school students. The study demonstrated that girls spent less time on online gaming
and performed better academically than boys.
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SENIOR HIGH SCHOOL
Jinalinan, Barbaza, Antique

Overall, socio-demographic factors cannot be ignored when studying online gaming

and academic performance. Socioeconomic status, gender, and other socio-
demographic factors can mediate the relationship between online gaming and
academic performance in complex ways.

**Time Spent on Online Gaming and Its Impact on Academic Performance**

The amount of time spent on online gaming is one of the most critical factors that
impact academic performance. Several studies have demonstrated that excessive
online gaming can have negative effects on academic performance, including lower
grades, decreased interest in school, and poor cognitive performance (Lam & Peng,
2010; Hussain & Griffiths, 2009).

A study by Li, Hannah, and Pahlavani (2018) examined the impact of the duration
of online gaming on academic performance among Hong Kong high school students.
The study found that the duration of online gaming was inversely related to
academic performance, indicating that students who spend more time on gaming
had lower academic performance.

**Conclusion**

The review of related literature suggests that online gaming has a complex
relationship

Chapter III
Research Methodology
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Jinalinan, Barbaza, Antique

This research aims to examine the relationship between online mobile gaming
habits and academic performance among Senior High School students. In this section, we
will discuss the details of the research design, including the respondents of the study, the
research instrument, the data gathering procedure, and the data analysis procedure.

**Introduction**

This chapter presents the research methodology used in the study on the relationship
between online gaming and academic performance of senior high school students
in urban areas of the Philippines. This includes the research design, respondents,
research instrument, data gathering procedure, and data analysis procedure.

**Research Design**

The study employed a correlational research design, wherein the relationship between
online gaming and academic performance was investigated. The correlational
research design allows for the identification of the relationship between two
variables without determining causation, which is useful in situations where it is
difficult or impossible to control all the factors that affect the variables of interest
(Creswell, 2014).

**Respondents**

The respondents of the study were senior high school students in selected schools in
urban areas of the Philippines who engaged in online gaming. A simple random
sampling technique was used to select a representative sample of students from
each selected school. The sample size was determined using the sample size
calculator of the Creative Research Systems website, with a confidence level of
95% and a margin of error of 5%.
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Jinalinan, Barbaza, Antique

**Research Instrument**

The research instrument used in the study was a self-administered survey questionnaire,
containing closed-ended and Likert-scale items. The questionnaire was designed
to gather data on the frequency and duration of online gaming, academic
performance, socio-demographic characteristics, and attitudes of students towards
gaming.

The questionnaire consisted of five sections:

1. Section 1: Demographic Information – includes questions on age, gender, and monthly

household income.
2. Section 2: Academic Information – includes questions on GPA, class rank, and
academic program.
3. Section 3: Online Gaming Habits – includes questions on frequency and duration of
online gaming.
4. Section 4: Attitudes Towards Online Gaming – includes Likert-scale questions on the
student's perception of online gaming.
5. Section 5: Open-Ended Questions – includes questions that allow the students to state
their opinions about online gaming and academic performance.

The questionnaire was reviewed and validated by an expert panel composed of scholars
and professionals in the field of educational and psychological research.

**Data Gathering Procedure**

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Jinalinan, Barbaza, Antique

The data gathering procedure involved several steps. Prior approval was obtained from
the schools' administration and parent-teacher associations for the conduct of the
study, and informed consent was obtained from the student participants.

The questionnaires were distributed to the selected students during their class hours by
the researchers. The participants were given instructions on how to fill out the
questionnaires, and their questions and concerns were addressed.

The questionnaires were collected on the same day of distribution, and incomplete
questionnaires were marked as invalid. The confidentiality of the participants was
ensured by not including any identifying information in the questionnaires.

**Data Analysis Procedure**

The data collected from the questionnaires were encoded and analyzed using the
Statistical Package for Social Sciences (SPSS) version 27.0 software. Descriptive
statistics, such as means, standard deviations, frequencies, and percentages, were
used to summarize the data.

Correlational analysis was conducted to determine the relationships between online

gaming and academic performance. Multiple regression analysis was also used to
identify the socio-demographic factors that affect the relationship between online
gaming and academic performance.

**Conclusion**

The research design, respondents, research instrument, data gathering procedure, and data
analysis procedure used in the study were presented in this chapter. The
correlational research design was employed to identify the relationship between
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Jinalinan, Barbaza, Antique

online gaming and academic performance, while a self-administered survey

questionnaire served as the research instrument. The data gathered from the
respondents were analyzed using descriptive statistics and correlational and
multiple regression analysis. The next chapter will present the results of the study.

**Sources:**

Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods

approaches. Sage Publications.

Creative Research Systems (2021). Sample Size Calculator. Retrieved from

https://www.surveysystem.com/sscalc.htm.