1

The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of
Saint Louis University

Carbonell, Theron V.; Ebbah, Solomon E.; Estipular, Gian Carlo P.; Gumabol, Audie Seth B.;
Lao, Cijan Michael S.; Tagulao, Carl James D.; Villacentino, Keith Irwin E.; Banayat, Angelica D.;
Gacad, Danielle Alishiah L.; Reyes, Tasha Kate E.; Tica-A Luzviminda, C.

Saint Louis University Laboratory High - Senior High School

INTRODUCTION
Background Of The Study
In the modern digital age, multiplayer
games are becoming a part of daily social life.
People are starting to use the Internet in more
significant numbers. Simultaneously, online
games have grown enormously popular among
the younger population, fueling international
online gaming addiction (Wan & Chiou, 2006).
Online games have become one of the most
addicting things to do online. Young people,
who make up most of the game industry's
audience, are immersed in new virtual universes
with their own rules and codes of conduct. The
volume of studies conducted on the impact of
computer games on young people illustrates the
importance and relevance of this area of
scientific interest. Some psychologists believe
that the hostile virtual computer environment
encourages aggressive behavior in gamers. As a
result, games teach a player to replicate
offensive and defensive behavior. At the same
time, the player gets rewards and benefits from
the game for following these rules, which also
keeps them involved (Borytko, 2002; Buglak,
2013; Cherdymova et al., 2019). In 2011, the
United States government and the American
Foundation for the Arts formally recognized
computer games as an art form alongside,
among others, film, music, painting, and
literature. Many Western countries hold esports
competitions every year (Savchuk, 2014).
Furthermore, the number of video game
varieties and platforms has grown substantially
(Entertainment Software Association, 2017),
allowing video games to reach a much larger
audience than previously thought. Along these
lines, while there has been much interest in the
gaming habits of adolescent boys (Bijvank,
Konijn, & Bushman, 2012; Konijn, Nije,
Bijvank, & Bushman, 2007; Mazurek &
Engelhardt, 2013), the average age of a gamer is
35 years, with women accounting for 41% of the
gaming population (Entertainment Software
Association, 2017). Researchers are becoming
increasingly interested in how gaming affects
people's behavior and sense of well-being (e.g.,
Granic, Lobel, and Engels, 2014; Greitemeyer &
Mügge, 2014; Jones, Scholes, Johnson,
Katsikitis, and Carras, 2014). This is because
many people play games, and the number of
people who play games and how much money
they spend on games is growing all the time.
Many psychologists, cultural scientists,
philosophers, and sociologists are researching
the impact of online games on multiplayer
players (gamers). The advancements of the
2000s changed public opinion of games and how
the gameplay was built. A second thing that has
been looked into is whether or not too much
gaming can be considered an addiction that can
lead to problems like depression and anxiety
(Mentzoni et al., 2011; Andreassen et al., 2016).

The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University /1

Nevertheless, there is not enough evidence
to say that "gaming addiction" is a disorder
(Aarseth et al., 2017). This has led to much
debate about whether or not it should be. Others
argue that video games are being labeled as an
addiction rather than being classed as a
behavioral addiction like excessive eating,
buying, or exercise ("An Official Division 46
Statement on the WHO Proposal to Include
Gaming Related Disorders" in ICD-11," 2018).
Although this evidence of adverse effects
includes the contentious presence of a gaming
addiction condition, a growing body of research
shows that video games can also have sound
effects. Moderate video game players have been
shown to have fewer psychological symptoms
than those who play excessively or not (Durkin
& Barber, 2002; Jones et al., 2014); the reasons
why people play a significant role in gaming
improve well-being. For example, people should
play for fun rather than to win or become
obsessed (Carras et al., 2017; Lafrenière,
Vallerand, Donahue, & Lavigne, 2009). Because
video games have historically been seen
negatively, it is critical to shed light on their
positive effects on well-being, expand our
knowledge, and demonstrate that video games
are not just "good" or "bad." Although previous
reviews explored various forms of video games
on specific criteria of well-being, their scope
was narrower than in the current review. Granic
et al. (2014), for example, demonstrated the
positive effects of video games on four types of
well-being: cognitive, motivational, emotional,
and social; Greitemeyer and Mügge (2014)
focused solely on social outcomes; Jones et al.
(2014) investigated flourishing mental health;
and Pallavicini, Ferrari, and Mantovani (2018)
investigated the effects of games used as training
tools. These reviews concentrated on certain
sorts of video games or aspects of well-being.
As a result, the purpose of this paper is to
present research findings that shift away from
the largely negative image that video games
have had in the past and instead present
evidence of the positive effects of video games
while including several types of video games
and various definitions of well-being. So, we
The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University
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want to show the "ideal gameplay profile" in
which games are good for your health. Most
studies have looked at harmful effects,
especially how violent video games (which
show violent behavior) make people more
aggressive (see the meta-analysis by Prescott,
Sargent, and Hull, 2018).
This research study will look into the
effects of multiplayer games on Saint Louis
University- Laboratory High School Grade 12
students and the negative and positive
consequences of online multiplayer games.
Gap From Origin Of The Study Or RRL
There are several research gaps that have
been found by the researchers based on the study
process. The topic title is "The Effects of
Multiplayer Video Games Toward the Grade 12
Senior High School Students of Saint Louis
University", given that the researchers selected
topic is focused on the beneficial effects of
video games to students, it was difficult for the
researchers to find related articles that will
support the research topic. For instance, a lot of
articles state that playing video games have a
positive impact on students, but a lot of articles
also argue that playing video games have had a
harmful impact on students. Considering this
issue, the researchers will identify relevant
articles that address the advantages and positive
effects of video games to students.
Statement Of The Problem
This research study aims to investigate the
impacts and effects of multiplayer video games
towards the grade 12 senior high school students
of Saint Louis University. It also aims to
investigate whether the different aspects of the
Multiplayer video games have a similar result
among learners in grade 12, it will be executed
to find possible solutions for the existing
problems enumerated below which be based on
the interview that will be conducted.
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Statement of Hypothesis
 Gaming does not affect a student’s
academic performance.
 There is no significant correlation
between the factors affecting the
students in any way.
 Playing video games does not affect
one’s self esteem.
Research Questions
Specifically it aims to answer the following
queries:
1. How does multiplayer games affect the
respondents in terms of their
a. Academic performance
(cognitive)?
b. Self-esteem (Motivational)?
c. Psychological and emotional
well-being?
d. Social behavior?
2. What are the perspectives of the
respondents towards the favorable and
adverse effects of multiplayer games?
3. What are the reasons why the grade 12
Senior High school students of SLU
play video games?
Theoretical Framework
This study aims to identify the positive and
negative effects of multiplayer games on Grade
12 Senior High school Students in terms of their
emotional well-being due to multiplayer games.
Thus the theoretical framework of this study is
based on Daniel Goleman’s Emotional
Intelligence Theory (1995), Lev Vygotsky’s
The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University
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Social Developement Theory (1978), and
Mihaly Czikszentmihalyi’s Flow Theory (1970).
Gaming Addiction:
Mihaly Czikszentmihalyi’s Flow Theory (1970),
is greatly influenced by the word “flow” wherein
constant engagement in particular activities was
being done by individuals who enjoyed these
activities that they preferred. As a result, he later
found out that the enjoyment these people
experience does not come from relaxing and
leisuring in peace but by the intensity these
activities offer which amounts to great focus in
doing these activities. Since it offered the best
user experience, the idea of flow became the
foundational component of the notion of optimal
experience. A mental state known as "flow"
combines cognitive, physiological, and affective
components. Participants described the flow
experience as being similar to being in the zone,
being focused, or being in the groove, which
correlates to an ideal psychophysical condition.
Peak performances are also influenced by flow,
which is why some people use phrases like
"everything clicks" and "experiencing a perfect
moment."
The continuous feeling of joy and excitement
urges individuals to repeat the practice of these
certain activities. And in most cases result in
addiction. Such as in our research wherein the
impacts of online gaming are greatly
accompanied by the factors that result in
addiction. Thus, we intend on using the flow
theory as a key point in measuring the frequency
and tendency of Grade 12 Students in playing
online games.
Psychological Behavior:
Daniel Goleman’s Emotional Intelligence
Theory (1995) composes of five components of
EQ. Namely, Self-awareness, Self-regulation,
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Motivation, Empathy, and Social Skills. Self-
awareness corresponds to comfort and priority,
as knowing your limits through your strengths
and shortcomings gives you the opportunity to
improve or sustain. Knowing one’s self enables
you to apply your characteristics to achieve an
outcome. Self-regulation trains us to remain
calm in the face of chaos. As impulses may
greatly influence our actions, knowing how to
deal with conflict nurtures us mentally.
Motivation corresponds to the positive influence
each and every one of us must have, as this
results in goals. Empathy asserts knowledge.
Being aware of your thoughts and your emotions
with the strength to relate and analyze these
through different perspectives helps you make
objective decisions. You can be aware of both
yourself and your surroundings if you have
strong social skills including active listening,
vocal communication, nonverbal
communication, leadership, and persuasiveness.
Thus, we also intend to apply the use of
Emotional Intelligence theory in order to help
our respondents in analyzing themselves and
gather the effects that online gaming has on
them.
Lev Vygotsky’s Social Developement Theory
(1978) is the development and improvement of
the living conditions of individuals in society
and the relationships these individuals have with
each other and with other groups and
institutions. The theory attempts to explain the
qualitative changes in social structures and
frameworks that help society better achieve its
goals and objectives. It consists of the
development of the country's human and social
capital, including aspects such as health,
education, civil security, employment, and the
level of poverty, inequality, exclusion, isolation,
and vulnerability of the most exposed Groups. A
society's success is tied to the well-being of its
individual citizens and Improving the well-being
of all people in a society so that they can reach
their full potential is a must. Development is the
result of a society's ability to organize its
The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University
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resources to meet challenges and opportunities.
A society passes through well-defined stages in
its development. They are nomadic hunter-
gatherers, rural agricultural societies, urban
societies, commercial societies, industrial
societies, and post-industrial societies. Pioneers
introduce new ideas, practices, and habits that
conservative elements initially resist. The
innovation is then accepted, imitated, organized,
and used by other members of the community.
The organizational improvements put in place to
support innovation can take place
simultaneously on four different levels: physical,
social, mental, and psychological. In addition,
four different types of resources are involved in
facilitating development. Of these four, physical
resources are the most visible, but the least
likely to be upgraded. Increased organizational
quality and knowledge input significantly
increases resource productivity.
Whereas cognitive development is a study that
concentrates on how a child develops in terms of
information processing, conceptual resources,
perceptual skills, language development, and
other characteristics of the properly formed adult
brain and cognitive psychology. The
development of a person's cognitive, emotional,
intellectual, and social skills and functioning
over the span of a typical life span, from infancy
to old age, is referred to as psychological
development. It is the focus of the branch of
psychology known as developmental
psychology. Thus, the use of the Social
Development Theory shall serve as a pedal
towards the Grade 12 Student’s participation in
their own social environment called Saint Louis
University.
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Paradigm Of The Study
This study is about the The Effects of
Multiplayer Video Games towards the Grade 12
Senior High School Students of Saint Louis
University, which will be materialized by
gathering their input regarding their experience
INPUT
A survey questionnaire on why the grade
12 senior high louisians play multiplayer
video games.
A survey questionnaire on how senior high
school Louisians are affected by playing
multiplayer video games.
PROCESS
A Quantitative research method
with mixed descriptive and
correlational design
INPUT
The reason why the grade 12 senior high
louisians play multiplayer video games.
The Effects of Multiplayer Video Games towards
the Grade 12 Senior High School Students of
Saint Louis University
Significance Of The Study
The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University
5
This study will be undertaken to
determine the effects of multiplayer video games
towards the grade 12 Senior High School
Students of Saint Louis University and to find
out how a proportion of the students are affected
by multiplayer video games on students in terms
of academic performance, mental performance
and coping mechanism.
The following entities are among those who
stand to gain from the study's findings:
The students. Through this study, the
students/respondents will acquire and
understand the multiplayer video games effects,
benefits, advantages, and limitations in the
modern day. The study's findings will serve as a
tool to express their insights and experiences
regarding the influence of the multiplayer video
games. Additionally, the students will become
aware of how it affects their academic
achievement and personal growth, which may
support and direct them in both school and life.
The Parents. The finding of this study will aid
parents in gaining an understanding as to why
some children are being addicted to multiplayer
video games and give them insight into the
possible consequences of it. Furthermore, this
would enable them to successfully discuss the
possible negative effects of playing games with
their children and develop a plan to help them
manage their time and attention.
The Teachers. This study provides
comprehensive insights to regulate the students
concerning the influence of the of multiplayer
video games through looking upon the students'
perspective from the study's findings.
Furthermore, they may establish better methods
to assure that students would focus on their
academics despite multiplayer games effects
after evaluating the favorable results of this
study.
Future researchers. This research study intends
to contribute to the body of knowledge; hence,
future researchers can also utilize this study as
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the foundation for future research. The findings
of this study will be used as a source of
information and a guideline for future
researchers who aim to enhance and expand the
study relating on how multiplayer video games
affect students in terms of academic
performance, mental health and coping
mechanisms. Moreover, future researchers are
encouraged to pursue this topic in a different
timeframe and from a new perspective.
Scope and Delimitation
This study covers the effects of playing
online multiplayer video games on the general
well-being of Grade 12 students at Saint Louis
University-Laboratory High School. It is
designed to look into the positive and negative
consequences and present research findings that
support the idea of multiplayer video games
being favorable for one’s well-being under
certain controlled gaming conditions.
The study was delimited to Grade 12
Senior High Louisians from the three academic
strands, mainly Science, Technology,
Engineering, and Mathematics (STEM),
Accounting and Business Management (ABM),
and Humanities and Social Sciences (HUMSS).
Both males and females studying at Saint Louis
University Laboratory- Senior High School were
considered by the researchers in choosing their
population for the data collection.
This study excluded the results and
outcomes for pathological gamers. It delimits
that the study does not cover the population of
adult gamers, including college and lower grade
levels.
The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University
6
METHODOLOGY
This chapter discusses how the researchers
will obtain and analyze data regarding the
Effects of Multiplayer Video Games on Grade
12 Senior High School Students of Saint Louis
University.
Research Design
Given the goal of the investigation, the
researchers decided that the Quantitative
approach is the best approach for the study. This
research study utilizes the quantitative approach
to collect and analyze statistical data that can be
used to discover patterns and averages, construct
predictions, test causal relationships, and
generalize results to a broader population
(Bhandari, 2022). The researchers used this
strategy in order to get quantifiable data on the
effects of multiplayer video game play on grade
12 senior high school Louisians. Concurrently, a
mixed descriptive and correlation design was
then chosen by the researchers to gather data for
a systematic description of the population and its
predicament (McCombes, 2020), while also
examining the interaction between variables
outside of the researchers' control and
manipulation (Bhandari, 2022).
Locale and Population
This study will take place at Saint Louis
University-Laboratory Senior High School
located at Recto St, Baguio, Benguet. The
delimited respondents are to be the grade 12
Senior High Louisians with three different
academic strands. The strands that are going to
be considered by the researchers include
Science, Technology, Engineering, and
Mathematics (STEM), Accountancy, Business
and Management (ABM), and Humanities and
Social Sciences (HUMMS). In total, there are
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953 grade 12 students of Saint Louis University
Laboratory, but only 273 students are going to
take part in this study since the researchers
employed stratified random sampling. Slovin’s
formula was utilized to determine the needed
number of respondents. Below are the details
regarding the number of respondents per Strand
Grade 12 STEM 210
Grade 12 ABM 35
Grade 12 HUMSS 28
The formula used by the researchers to
determine the sample size of the population is
the Slovin’s Formula. This formula is calculated
as:
n=
Where n = sampling size N = population size e =
margin of error (where 5% of margin of error
was allotted) While the formula used by the
researchers to determine the proportionate
stratified random sample is:
STRATIFIED RANDOM SAMPLING
= x
Sampling Design
The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University
7
For the sampling design of this study, the
researchers have decided to use a Stratified
random sampling. According to Qualtrics,
(2022) a Stratified sampling is a probability
sampling technique in which the total population
is divided into homogeneous groups (strata) to
complete the sampling process. This method
ensures the reliable quality of the sample and
avoids bias during data collection, the Fishbowl
draw method will be used in order to achieve a
sample population that best represents the whole
population by dividing them into subgroups,
which is also known as the strata. For this study,
the researchers aim to discover The Effects of
multiplayer video games on the Grade 12 Senior
High School Students of Saint Louis University;
thus, they have divided the whole grade 12
students into different strata according to their
strands. In total, three groups were formed using
the formula offered by the stratified random
sampling design, wherein Slovin’s formula will
be used to calculate the estimated sample size.
Some benefits of utilizing this design, as stated
in an article written by Short (2019), are to avoid
bias during data collection, increase statistical
efficiency, and provide data to represent and
analyze subgroups.
Data Gathering Instrument
The data gathering statement selected in
this research will be the survey form; The
researchers decided to adapt web-based
questionnaires in this study to allow the
researchers to answer better and understand the
problems provided in this paper. In addition, the
researchers decided to adapt questions taken
from the study "The effects of video game play
on academic performance, Wright (2011), as
they were reviewed and statistically proven by
statisticians and researchers. The survey
questionnaires that were used is composed of a
Likert scale and Open-ended questions; the
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survey will study the effects of multiplayer
games on students in terms of: academic
performance, self esteem, psychological and
emotional well being and social behavior, their
perspectives and the reasons why the students
play multiplayer video games.
Data Collection Procedure
The first step in acquiring the necessary
data for this study is to consider and follow the
appropriate procedure. The researchers will use
a number of ethical criteria throughout the entire
data collection process. The study's organizers
must first gain approval from both the subject
teacher and the school's principal before they
can send the survey questionnaires. Greetings
and details about the goal and importance of the
research will be included in a formal request
letter that will be sent in order to complete the
task. To collect data for this project, the consent
will act as a first step. Following the letter's
approval, data gathering will start.
The letter will provide a full breakdown
of the various benefits of taking part in the
survey, as well as information about how
responses will be kept private and anonymous
both before and after the survey. The
respondents who will be selected via the
fishbowl draw procedure. The link to the
questionnaire will be easily accessible below the
letter once the respondents have agreed to
participate in this study. However, if some
responders are unable to participate, substitute
for their role is taken into consideration by once
again selecting a student using the fishbowl
draw method.
The senior high school students at SLU
Laboratory will be the source of the information
needed for this study. To gather data, the
researchers will use survey questionnaires. This
is because, as a result of the present global
pandemic, researchers can now only conduct
The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University
8
limited in-person surveys with respondents,
which would yield more accurate data. One
week is the recommended time for the
researchers to gather data, though this may
change if the sample size cannot be attained in
that period.
Data Analysis
After retrieving all the necessary data, it
will then be interpreted using descriptive
statistics and regression analysis. Here,
descriptive analysis is used to describe what the
data shows through its mean. It is used to
present data in a manageable form to answer the
first and the third problem, and regression
analysis will be used for the second problem,
wherein the relationship between two variables
is measured, this data analysis is performed to
look at how an independent variable affects the
dependent one to develop predictions about the
gathered data.
The first section will present the
quantitative results regarding the effects of
multiplayer video games among the grade 12
students of SLU Laboratory in the following
areas: academic performance, mental
performance, and coping mechanism
The second section will show the
quantitative results of the difference in the
responses of the grade 12 students of SLU
Laboratory along among the strands: STEM,
ABM, and HUMSS. Each section will discuss
the items for each area and strand.
Ethical Considerations
In the survey form that the researchers
will create, there will be ethical considerations
that both researchers must comply with. These
shall be the guiding principles for the duration of
data gathering. These considerations shall stress
on the following: voluntary participation,
/8

informed consent, anonymity, confidentiality,
reducing and or removing the potential for harm,
and results in communication are among these
principles.
In the course of the study, the participants
were provided with consent letters to sign before
answering the questionnaires, as well as
collecting their answers and information. The
The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University
9
stated consent letters include the researcher’s
information, the purpose of the study,
procedures, and confidentiality. The voluntary
nature of participation states their free choice to
either participate, withdraw, or decline the
invitation to participate. It mentions that after
the respondents have signed the consent form,
they are allowed to withdraw anytime, and their
information will be returned or terminated.
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APPENDIX A
Letter to the Research Adviser

November 2022

COLE L. HERNANDEZ
Teacher, Saint Louis University Basic Education School
Senior High School Department
C.M. Recto St., Saint Joseph Village, Baguio City

Greetings, from Saint Louis University High School. Higher Purpose, Greater Good.

We, the Grade 12 STEM F – Saint Elizabeth students of Saint Louise University, Senior High School
Department, are currently making an investigatory project entitles “The Effects of Multiplayer Video
Games towards the Grade 12 Senior High School Students of Saint Louis University”

To fulfill the requirement for our Research III ( S.Y. 2022-2023 ), we humbly request for your guidance
and service in helping us understand how multiplayer video games impact the grade 12 students of SLU.

We are writing to humbly request for your knowledge and expertise to serve as the research adviser for
our research. We believe that your insights and inputs will be valuable and will greatly enrich our study.

We hope that you could fulfill our request. Please respond to this letter at your most convenient time.

Thank you for your consideration and continuous support in the university’s research objectives.

Sincerely,

Carbonell, Theron V. Lao, Cijan Michael S. Banayat, Angelica D.

Ebbah, Solomon E. Tagulao, Carl James D. Gacad, Danielle Alishiah L.

Estipular, Gian Carlo P. Villacentino, Keith Irwin E. Reyes, Tasha Kate E.

Gumabol, Audie Seth B. Tica-A Luzviminda, C

Noted,

Cole L. Hernandez Ruby Catalina P. Bautista

Research Adviser LAC Research Department

The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University /2
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APPENDIX B
Letter of Permission

November 2022

ALEJANDRIO P. PABLICO, LPT, MAEM

Principal
Saint Louis University Basic Education School
C.M. Recto St., Saint Joseph Village, Baguio City

Greetings, from Saint Louis University High School. Higher Purpose, Greater Good

We, the Grade 12 STEM F – Saint Elizabeth students of Saint Louise University, Senior High School
Department, would like to ask for your permission to allow us to conduct a survey among the grade 12
students about our research “The Effects of Multiplayer Video Games towards the Grade 12 Senior High
School Students of Saint Louis University”. The survey will last only about 5 to 10 minutes. Rest assured,
the data gathered will remain confidential and for academic purposes only.

We are hoping that this request will merit your favorable approval.

Thank you for your consideration and continuous support in the university’s research objectives.

Respectfully yours,

Carbonell, Theron V. Lao, Cijan Michael S. Banayat, Angelica D.

Ebbah, Solomon E. Tagulao, Carl James D. Gacad, Danielle Alishiah L.

Estipular, Gian Carlo P. Villacentino, Keith Irwin E. Reyes, Tasha Kate E.

Gumabol, Audie Seth B. Tica-A Luzviminda, C

Noted, Approved by,

Cole L. Hernandez Ruby Catalina P. Bautista Alejandrio P. Pablico

Research Adviser LAC Research Department Principal, SLU

The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University /1
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APPENDIX C
Letter to the respondents

November 2022

Dear respondents,

We are currently conducting a study called “The Effects of Multiplayer Video Games towards the Grade
12 Senior High School Students of Saint Louis University” under the Science, Technology, Engineering,
and Mathematics (STEM) strand in partial fulfillment for our requirement for our Research III.

The objectives of our study are the following:

1. To determine the effects of multiplayer video games among the grade 12 senior high school
students of SLU through the following:
a. Academic Performance
b. Self esteem
c. Psychological and emotional well-being
d. Social behavior

2. To determine the perspectives of the grade 12 senior high school students of SLU towards the
favorable and adverse effects of multiplayer games.

3. To determine the main reasons why the grade 12 senior high school students of SLU play video
games.

Having been chosen as one of the respondents, please go over the questionnaire and answer it in the most
honest possible way.

Participating in our study is voluntarily, you also have the right to withdraw your consent and discontinue
participation at any time with any penalty or loss of benefits to which you are otherwise entitled.

Should you choose to participate, we assure you that your responses will only be collected and analyzed
for research purposes. Only the researchers will have access to all of your responses.

Thought the results of this study may be presented at scientific or professional meetings and published in
scientific journals, your identity will be disclosed. You will be given access to the results of the study.

Thank you and stay safe fellow Louisians.

Sincerely,

Carbonell, Theron V. Lao, Cijan Michael S. Banayat, Angelica D.

Ebbah, Solomon E. Tagulao, Carl James D Gacad, Danielle Alishiah L.
Estipular, Gian Carlo P. Villacentino, Keith Irwin E. Reyes, Tasha Kate E
Gumabol, Audie Seth B. Tica-A, Luzviminda, C.

The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University /1
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PROFILE SURVEY

I. BIO DATA

Name (Optional):

Age:

Gender:

Nationality:

Occupation:

Educational Status:

Strand and Section:

II. This questionnaire will assess your eligibility as a respondent for this study. Please provide an
honest response to each question by putting a check in the box

1. Do you play multiplayer video games?

2. In the average week, how many hours do you spend gaming?

3. What is your primary mode of gaming?

4. What game genre has been your primary center of play?

The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University /1
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QUESTIONNAIRE

I. How does multiplayer games affect the grade 12 senior high school students of SLU through
the following:
a. Academic Performance
b. Self esteem
c. Psychological and emotional well-being
d. Social behavior

Please read and understand each statement carefully. Select the number that represents your reaction
to the statement

Scale Level
1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree

A. Academic Performance

1 2 3 4
1. I feel sleepy during classes.
2. I do not keep up with my assignments.
3. I have missed school because I played video games.

B. Self Esteem

1 2 3 4
1. I feel good being in the classroom.
2. Teachers say I have good attitude.
3. I think I play video games too much.

C. Psychological and Emotional Well-being

1 2 3 4
1. I lie about how much I play video games.
2. Playing video games makes me feel good.
3. Video games are important in my life.

D. Social Behavior

1 2 3 4
1. There should be a video game club in school.
2. I have been told that I play video games too much.
3. I like most of my teachers.

The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University /2
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II. What are the perspectives of the respondents towards the favorable and adverse effects
of multiplayer games ( Open ended Questionnaire )

1. Do you think video games are educational? Why or why not?

____________________________________________________
____________________________________________________

2. Do you think video games affected your GPA negatively? Why so?
____________________________________________________
____________________________________________________

3. What don’t you like about video games? Why so?

____________________________________________________
____________________________________________________

III. What are the reasons why the grade 12 Senior High school students of SLU play video
games?

Please read and understand each statement carefully. Select the number that represents your reaction
to the statement

Scale Level
1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree

1 2 3 4
1. Self Distraction
2. Loneliness
3. Life Satisfaction
4. Social Support
5. Self efficacy

The Effects of Multiplayer Video Games towards the Grade 12 Senior High School Students of Saint Louis University /3