THE CORRELATION OF ONLINE GAMES AND ACADEMIC PERFORMANCE

AMONG SFSASHS

An Undergraduate Thesis

Presented to the

Faculty of the Caregiving

Sta. Fe, Stand Alone Senior High School

Tacloban City

In Partial Fulfillment of the Requirements for the

Course PR2

(Practical Research 2)

by

Karylle C. Mollejon

Shamel Motabato

SY: 2023-2024

1
 ABSTRACT

The relationship between online gaming and academic performance has garnered

substantial attention in recent years. Numerous studies have attempted to explore the

potential impact of online gaming on students' academic outcomes. A prevailing concern is

the negative correlation often attributed to excessive gaming habits. Research suggests that

prolonged engagement in online games may lead to reduced study time, increased

procrastination, and a subsequent decline in academic performance. The immersive and time-

consuming nature of these games can create challenges for students in maintaining a healthy

balance between recreational activities and academic responsibilities.

Conversely, an opposing perspective emphasizes the cognitive benefits that certain

online games may offer. Some studies suggest that strategic and problem-solving games can

enhance cognitive skills, critical thinking, and spatial awareness. Proponents argue that a

judicious incorporation of gaming into a student's routine can potentially contribute to

improved academic performance. However, the nuances of this relationship are complex,

with individual differences playing a significant role. Factors such as the type of games

played, the duration of engagement, and the capacity of students to manage their time

effectively all contribute to the intricate dynamics between online gaming and academic

success. Further research is crucial to unravel the intricacies of this correlation and inform

educators, parents, and students about the potential implications of online gaming on

academic performance.

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 TABLE OF CONTENTS
I. Abstract…….…………………………………………………………………………2

II. Table of Content …………………………………………………………………..3-4

III. The Research Problem …………………………………………………………....5-8

Background of the Study……………………………………………………………5-6

Statement of the Problem…………………………………………………….………..6

Significance of the Problem……………………………………………………….…..7

Definition of Terms……………………………………………………………….…...8

IV. Review of Related Literature ……………………………………………………9-16

Literature Review………………………………………………………………….9-14

Theoretical Framework………………………………………………………………15

Conceptual Framework………………………………………………………………16

V. Methodology……………………………………………………………………..17-22

Research Design……………………………………………….……………….…….18

Research Respondents………………………………………………………….…….18

Research Locale……………………………………………………………….……..18

Sampling Procedure………………………………………….....................................19

Research Instruments………………………………………………………………...19

Data Gathering Procedure……………………………………………………………20

Data Analysis………………………………………………………………………...21

Method of Scoring …………………………………………………………………..21

Profile of Respondents ………………………………………………………………22

Statistical Treatment of Data …………………………………………………………

22

Frequency Counts ……………………………………………………………………22

3
 VI. Presentation, Analysis, and Interpretation of Data…………………………...23-29

VII. Summary of Findings, Conclusion, Recommendation ……………………….30-31

Summary of Findings……………………………………………………………… ..30

Conclusion……………………………………………………………………………31
Recommendation……………………………………………………………………..32
VIII. References ……………………………………………………………………….33-34

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 CHAPTER I
THE RESEARCH PROBLEM

Background of the Study

Then recreational activity of playing video games online has become immensely

popular among individuals (Islam and Other, 2020). Online gaming is favored for various

reasons such as stress relief, providing challenges and competition, offering a way to unwind

and have fun, and enabling social connection. For many students and young people, internet

gaming is a preferred pastime, as highlighted by kuss and Griffiths in 2011.

The relationship between studies and gaming can be harmonious, contributing to a

student’s cognitive growth. Gaming offers a unique opportunity for learning while having

fun. It enhances logic and problem-solving skills, improves multitasking abilities, quicker

decision making, faster creativity and can serve as a source income for students. Furthermore,

online games can inspire students to be responsible for academic obligations while enjoying

their gaming experiences.

This synergy between gaming and academic can lead to positive outcomes, including

personal development, a fulfilling social life, and improve academic success. Test scores

improve life and work skills, enhance brain function, and increase physical activity among

students who balance gaming and academic effectively.

Despite these advantages, it’s essential to acknowledge the potential disadvantages of

the correlation between gaming and studies. Many individuals are concerned that gaming

may disrupt student’s academic performance. Common focus, and a tendency to

5
procrastinate. It’s crucial for students to recognize both sides of this relationship to

understand how it may impact them.

The academic achievement of students is influenced by numerous factors, and the role

of video games, particularly among teenagers, this industry has become highly profitable.

Video games, defined as computational surfable that immerses user in virtual environments,

have faced criticism, particularly violent games, for their potential harm to individuals.

In conclusion, the relationship between video games and academic performance is a

complex and evolving one while video games offer various benefits including cognitive

growth and personal development, they also pose risks such as distractions and academic

neglect. It is essential for students to strike a balance between gaming and their studies to

ensure academic success. Furthermore, advancements in internet connectivity play a crucial

role in shaping the academic landscape providing students with valuable resources for their

educational journey.

Statement of the Problem

Statement of the problem This study aimed to determine the relationship of online

games to the academic performance of the students under General Academic Strand (GAS).

Specifically, it sought to answer the following questions:

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

1.1 Age

1.2 Sex

1.3 General Weighted Average

1.4 Types of Online Games

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2. What are the negative and positive relationships of online games towards the academic

performance of the students?

3. How does gaming contribute skills to the students?

Scope and Delimitation

This study will cover the relationship of online games and academic of the students.

The primary subjects of this research study will consist of the senior high school students

enrolled in academic year 2023-2024 in Sta. Fe Stand Alone Senior High School at Brgy.

Pilit Sta. Fe, Leyte. Additionally, the study will rely on how the students make a level

between their academic and online games. On behalf of it, there will be an expected instance

that the researchers might include some discussion that has little value, yet it’s still connected

to the study.

Other that the relationship of online games and academic performance of the students,

no other topics will be covered in this research study. The researchers will use survey

questionnaires to acquire accurate and reliable information.

Significance of the Study

The purpose of the study is to gather on the relationship of online games and

academic performance of Sta. Fe Stand Alone Senior High School Students in the year 2023-

2024. Every survey response that shows the same opinion and idea to the following is useful

to this study.

Students - Students who don’t play online games can acquire advice and suggestions on

how gaming can impact their academic achievement.

Teachers - Teachers will give more attention to the academic progress on their pupils.

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Readers - Readers may learn about the relationship between senior high school students’

academic achievement and internet gaming in the school year 2023-2024

Definition of Terms

For the clarification and understanding of this study, the following terns are defined in

the context of this research.

Academic Performance – Work or a workplace that prioritize academic and critical thinking

over practical or technical skills.

Online Games – It refers to a video game that either partially or primarily played through the

internet or any other computer network available.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

The relevant research and literature are presented in this chapter to examining the

correlation between online gaming and academic performance among SFSASHS students is a

pertinent subject within the realm of educational research.

Aderson (2015) and colleagues conducted an early study highlighting a negative

correlation between excessive online gaming and academic performance. Their research

suggested that prolonged engagement in online games may contribute to decrease study time

and compromised educational outcomes.

Cheng and Li’s (2017) research focused on the impact of specific games genres on

academic performance. Their findings suggested variations in correlation, emphasizing that

certain game type, particularly, those requiring strategic thinking, might have different

findings effect compared to purely recreational games.

Gupta and Jain (2018) explored the role o parental involvement and supervision in

mitigating the potential negative effects of online gaming on academic performance. Their

study suggested that active parental engagement could influence students’ time management

and, subsequently, their academic performance.

Huissain and co-authors (2019) investigated the psychological aspects of gaming and

academic performance. Their research indicated that the relationship might be influenced by

9
factors such as gaming addiction and mental well-being shedding light on the intricate

interplay between the virtual and academic realm.

Lin and Wang (2020) focusing on cognitive benefits, Lin and Wang’s study suggested

that moderate engagement in certain online games could enhance cognitive skills such as

problem-solving and spatial awareness. Their findings introduced a positive perspective on

the correlation, emphasizing the potential for skill development.

Zhang and Cheng (2023) recent work delved into socioeconomic factors influencing

the correlation between online gaming and academic performance. Their findings indicated

that economic disparities could contribute to differentiated experiences, emphasizing the need

for context-specific interventions to address these variations.

Today’s educational system is based by several and challenges, not the least of which

is the impact of rapidly advancing technology. Mass-scale progress is being made in the

development of information technology. The global world community has replaced the

dominant form of society thanks to technology. The goal of adolescent development is for

them to be able to socialize with classmate and people of the opposite sex and gain emotional

independence, but in practice, may teenagers still struggle with these development goals.

Many youngsters who are learning and feel overwhelmed by the academic expectations they

encounter they encounter in the classroom become stressed, most of them find relief from

stress by playing online games.

Being a woman and having virtues lessened the likelihood of developing a light

gaming addiction, but competitiveness increased. The likelihood of being a serious online

game addict was found to rise with perception of appearance value. Online gaming addiction

among non-gifted high school students is influences by variables such as appearances,

competition, and academic proficiency from the most popular types of online games. The

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probability of developing a mild gaming addiction rises with preference for social media and

multi-user games. The likelihood of being hooked to high-level online gaming was found to

rise with beauty and competitive value perception, while decreasing with academic

competency. In terms of identifying the deafferenting characteristics, the study’s finding will

help school based preventative studies.

The entertainment factors were their main driving force when they played. Playing online

gams had a moderately detrimental impact on their ability to perform academically on

assignments, tasks, class recitations, papers, and exams. Their daily and weekly playing time,

motivation of playing online games, and the severity of the detrimental impacts on their

academic performance were all significantly correlated. Based on the study’ findings, the

researcher suggested that parents take steps to curb their kids’ love of online games while in

class players of online gamed performed academically on part with non-players, who

performed academically better.

Academic, online games marketers, and developers are all very interested in the

elements that affect the adoption of online games. The research model in this (social

influence) aspects when explaining and predicting games by incorporations a motivated

perspective into the social cognitive theory (SCT).

Additionally, to understand the relationship between behavioral intention and its

antecedents, this study explores the moderating effects of gender. According to this study,

players’ intention to play online games are highly influenced by self-efficacy, social

influence, trust, and expectations of utilitarian and hedonic outcomes gender moderates are

association between personal cognitive characteristics (such as self-efficacy and

Unitarianism). Between behavioral intentions and environmental influence (such as social

influence) as well as between hedonic outcome expectancies and trust.

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 The impact of learners’ online gaming experiences and self-efficacy on learning

outcomes is then looked at, in the meantime. The relationship between the key variables that

affects the outcomes of learning are examined. According to path analysis, only academic

accomplishment and learning time have a direct impact on how well students learning

outcomes. Since it may grab more students’ interest, the study’s’ online game-based learning

approach deserves to be widely adopted.

The divergent perspective of students who participated in this research’s

development of educational computer games regarding educational computer games and

mathematics courses. Due to this, researchers created two ratio and proportion related

educational computer games called proportional Tetris and Proportional Clown. Researchers

employed a survey that asked participants about math classes and instructional video games

on two likert-style scale in addition to a demographic data form. For the pupils in two

primary school in Balikesir, Turkey, educational computer games survey was used.

The paired samples t test was used to see whether educational computer games had

any impact on students’ views regarding both the mathematics course and educational

computer games. If there is a connection between students’ views regarding mathematics

classes and students’ attitudes. The person correlation test was used to examine students’

sentiments toward instructional video games improves as a result. However, students who

played proportional Tetris and proportional clown did not see change in their attitude.

Over past 20 years, there has been an increase in mobile gaming addiction. The study

investigated the relationship between teenage students’ academic performance and their

participation in online gaming in Aceh’s elementary schools. According to the study, boys

are better than girls who frequently play games and those who play online.

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 The Game Addiction scale (Lemmens et. Al. 2009) was used in the study. Regression

analysis was then used to evaluate the hypothesis. We can inter from the result that online

gaming has a negative impact on academic performance. This is because playing video

gam4s for extended periods of time makes ur harder for them to concentrate on academic

work. This research can be used as a source. Internet gaming habit of teenagers, which may

have an impact on their academic performance.

The worse teenagers’ attitude regarding online games is, the more addicted they are to

them (Jeong and Kim, 2011). Many teenagers who enjoy online games are subject to

limitations or prohibitions from their parents over the amount of time spent online or in other

ways. For instance, parental limitations were 1,9 times higher among adolescents who were

excessively addicted to online games than among other adolescent in a study of 2,021

teenagers (Wu et. Al., 2016). Children who are neglected by their parents may turn to internet

games to escape uncomfortable feeling about their families (Xu et. Al., 2021).

Online game has progressively gotten more common place among people in recent

years because of the quick advancement of information and communication technologies. It

is thought that using digital games as a catalyst can make them particularly effective tools.

According to a report on the use of broadband networks provided by Taiwan Institute for

Information Industry in 2010, Online games services are the most popular among Taiwanese

internet use, Teachers must therefore improve their students’ capacity for learning and

knowledge by providing them with temporary aid like information technology. History

should be historically tied to the digital world since it is a subject of facts. Being a junior high

history teacher, the researchers discovered that it would be preferable to utilize or playtue

method- learning via a play- and that we can use some digital help to boost kids’ academic

performance and motivation to learn.

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 Addiction to smartphone is detrimental to mental health and well-being. Two goals in

order to add to the body of knowledge of this subject. One was to investigate the link between

smartphone addiction risk and life satisfaction, as mediated by stress and academic

achievement. The second object was to investigate if smartphone addiction is made easier by

life satisfaction as mediated by stress and academic success. Systematic random sampling

was used to obtain demographic data and scale answer to identify test subjects. The primary

variables pearson correlation and a multivariable analysis of variance were included in the

data analysis. The findings revealed that whereas perceived stress was inversely correlated

with perceived stress. A smartphone addiction risk was also inversely correlated with

academic performance.

In 2007, Manila, the capital city of the Philippines, received concerns from schools

about students becoming more and more dependent on playing online video games. However,

even though the Department of Education (DEPED) or the Government values how online

computer gaming also aids in the young generation to become highly skilled users of

contemporary digital trends. DEPED also acknowledges that the internet and computer stores

serve students research needs, especially those without a home internet connection.

Additionally, it is believed that playing computer games is a change from the common views

of young people. Today’s students like drinking and smoking. Critics of video games for

computer seem to be demanding that there be owners of internet and computer stores.

One of the most popular pastimes for many individuals is playing video games online.

Some claim that there are many good reasons to play video game, including stress relief,

challenges and competitiveness, enjoyment, relaxation, social contact, and even mental

escape from the actual world.

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 Online game is one of the most popular pastimes among most people specifically

teenagers and students. Teens who play online games are merely having fun, say kuss &

Griffiths. They play not only because they feel relieved. Students often experience stress

during school hours owing to the amount of work they must do and because they are playing

game.

As a potential causes of the pupil’s academic performance, cyberbullying and mobile

gaming addiction were both disregarded. But it may be said that those who have experienced

cyberbullying are more prone to engage in or start it. The study also discusses further finding.

The usage of mobile gaming raises the chance of users developing physical and mental health

issues, which is growing worries. A common correlation between is the so-called internet

Gaming Disorder (IGD).

Due to vast and numerous protections for the installation of gaming and internet

stations the issuance of business licenses by local government units (LGU). There maybe be

sufficient time to miss class & enjoy playing video games in class well after their scheduled

bedtime (Lardizabal, 2019).

Additionally, today’s pupils have their own mobile phone devices are permitted for

online courses. They can easily access the gadgets and laptops to use the internet and engage

in computer games playing video games at their homes or internet cafe but in setting that are

instructional (Sahin, Gumus, & Dincel, 2014). Age and gender are significantly computer

consideration games addiction, duration of use, and selection (Xu, Tuel, & Yuan, 2012) of

genres. Males are more dependent.

Within Asia, internet addiction has become a significant issue with behavioral health,

but there are no current country comparisons. The Asian teenage Risk Behavior Survey

(ATRBS) examines and contrast teenage internet use and addiction prevalence in six Asian

15
nations (Philippines, Malysia, Hongkong, South Korea, Japan, and China). An organized

survey on internet usage during the 2012-2013 academic year was completed by participants.

Using the Internet Addiction Test (IAT) and the Revised Chen Internet Addiction Scale

(CIAS-R), internet between nations were looked at the general ownership rate of smartphone.

Addiction t the internet is widespread among teenagers in Asian nations. Risky cyber

behaviors are a common feature of problematic internet café.

Theoretical Framework

The effects of media on children’s development are open to interpretation. The term

“media” is an abbreviation of the phrase “media of communication” and it refers to structured

dissemination of information and entertainment such as newspaper, magazines, film, radio,

television, and the world wide web. When new technology is introduced, these has

historically been anxiety, especially when it comes to children and young people (Quigley &

Blashki, 2003). Early societal integration of new technology research is sometime “governed

by the myths of general cultural pessimism to address many design and interactivity concerns

in multiplayers games, online games interactivity. The defines interactivity on the three

different levels: player to player, player to game and player to computer. Predicated on the

idea that a player’s cultural social and physical experiences and circumstances help to shape

and reinforce their knowledge (Brown et al. 1989).

Learning happens because of an individual’s daily experiences, and the theoretical

model emphasizes an authentic setting for skill development (Brown et al 1989). When

learning materials are grounded in interpersonal relationship and mirror real-life experiences.

Learning is organic, meaningful, and successful (Herrington & Oliver, 1995). The use of

digital game-based learning as supplemental resources of the university level is skill in its

early stages of developmental (Herro & Clark, 2016; Itolmes & Gee, 016; Kanthan & Senger,

16
2011; Moy Ian, Burgess, Figley, & Bermstein, 2015). Students persists academically when

course lessons are more relevant to the lived experiences (Park & Choi, 2009) school and

college.

Conceptual Framework

The correlation between online games and academic performance has become a

subject of increasing interest in contemporary educational research. As the prevalence of

online gaming continues to rise among students, educators and parents are keen to understand

how these digital experiences might influence traditional academic outcomes. This

conceptual framework seeks to illuminate the dynamics between online gaming and academic

performance by delineating key components within the input, process, and output categories.

INPUTS PROCESS OUTPUT

 Effects of  Data  There are
addiction to Gathering lots of
online though effects of
gaming multiple- online
 Number of choice type gaming
Hours of addiction to
playing questionnai the
 To the re. behavior of
behavior of the
the students.
students
 Age
 sex

The figure above shows the research paradigm of the study.

The two-way arrow shows how the online gaming will affect the behavior of the

selected Grade 11 and 12 students’ respondents of the study. The online gaming addiction

(independent Variable) includes the number of hours spent in playing online games. The

17
researchers want to find out if the online gaming addiction will affect the behavior of the

respondents (dependent variables).

To perform the above procedures, the researchers will gather the necessary data

through a survey questionnaire (Multiple-choice Type).

CHAPTER 3

THE REEARCH METHODOLOGY

In this chapter, the research methodology used is described. The geography where the

study is conducted, the study design, and the population and sample. The Research

instrument used to collect the data including the data gathering procedures and statistical

treatment used are also described by the research in the study. This study scoured the internet

for articles, these, and research papers to gather more reliable and valid information to be

used in this study.

Research Design

This study will employ the correlational type of research design to investigate the

relationship between two variables. According to John W, Creswell, correlational research is

a statistical test to identify propensity or pattern or two even variable of two sets of data to

change regularly. The purpose of correlational research is to determine the relationship

among two or more variables.

Research Respondents

The respondent of this study were the Senior High School students of Sta. Fe Stand

Alone Senior High School, Brgy. Pilit, Sta. Fe, Leyte who had enrolled for the S.Y 2023-

18
2024. Out of 139 students’ population under grade 12 general Academic Strand (GAS)

students, only 30 will randomly selected to participate in the study.

Research Locale

This study will be conducted at Sta. Fe, Sand Alone Senior High School located in

Brgy. Pilit Sta. Fe, Leyte with approximately 400 Grade 12 students enrolled in academic

year

2023-2024 in the various strands offered.

Research Instruments

The tool used in gathering the data survey questionnaires. The researchers will make

structured questions to be asked to the participants of the study. The researcher will analyze

answer for the quantitative data results. The participants’ answer will remain confidential and

private.

Sampling Procedure

Probability sampling was employed by the researchers, every member of the population had

an equal chance of being selected as a respondent. More specifically, each participant had an

equal chance of being selected since a section of the population was chosen at random using a

simple random sampling technique. According to Bhardwaj (2019), simple random sampling

is chosen for extremely homogeneous populations in which research participants are chosen

at random. Since there are six strands in School including General Academic strand (GAS),

Accountancy Business Management (ABM), Caregiving, Programming, Computer System

Servicing and Organic Agriculture, the researcher will get 5 students in each strand to be the

respondents. To do that, the researchers crafted a frame, the class will look into the class list,

19
and for those who have are in the first 6 students from skip counting by 6 will be considered

the participants.

Data Gathering Procedure

Prior to performing the research, researchers will make necessary modifications and

revisions in obtaining the teachers approval to conduct the study. In making questionnaire,

researchers use related questions to achieve the desired outcome of the study. The

questionnaire will be given out to the respondents and simple random sampling will be used

to determine the number of students selected. Data gathered from the Grade 12 Gas Students

will be examined and reported on by the researchers.

Data Analysis

A series of steps leading to the study’s conclusion will be included in the data analysis

plan using the collected data. The following are the protocols that must be followed.

a) Summarization of numerical data. This would be accomplished by tallying the

responses provided by the participants to a particular survey question. After that, the

tally will yield frequency and percentage.

b) Mathematical Statistical Interpretation of the summarized data. The collected data

will be then be used to compute the weighted mean.

Method of Scoring

To ascertain the respondents' characteristics, including their age, average weight, and

sex. And, to show data in a complete manner, the researcher used a frequency count and

percentage.

Likert Score

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 Range Description

1.00 -1.80 1-Strongly Disagree

1.81 – 2.60 2-Disagree

2.61 – 3.40 3-Neutral

3.41 – 4.20 4-Agree

4.21 - 5.00 5-Strongly Agree

Range Description

Below 75 DO NOT MEET EXPECTATION

90-100 OUTSTANDING

85-89 VERY SATISFACTORY

80-84 STATISFACTORY

75-79 FAIR STATISACTORY

Profile of the Respondents

Age. This will be categorized as follows:

17 years old

18 years old

19 years old

21
20 years old

21 years old

Statistical Treatment of Data

The responses will be analyzed using statistical tools. The following statistical tests

were utilized by the researchers in this study.

Frequency count:

The tally of frequency count is the calculation of how many people fit into a certain

category of the number of times a character occurs. This calculation is expressed by both the

absolute (actual number) and relative (percentage) totals (Guelph, n.d.).

Percentage

The tool is used to know the proportion of distribution of the respondents by the group.

The formula follows:

P=f/n x 100

Where:

P - Percentage

f - frequency of distribution

n- is the total number of respondents.

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 Mean:

∑x
mean x=
n

Wherein: x=total number of variables n=number of respondents

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the findings from the analysis and interpretation of the information

gathered from the field participants responses to questionnaire. According to the precise

questions posed on the statement of the problem, they were provided in tabular, and graphical

forms.

Table 1
Distribution of the Respondents in Terms of Age
Age Frequency (f) Percentage (%)
17 6 20%
18 9 30%
19 10 33.33%
20 3 10%
21 2 6.61%
Total 30 100%

23
 6.61%

20.00%
10.00%

33.33%
30.00%

17 18 19 20 21
Figure 1: Age Distribution of the Respondents
Table 1 and figure 1 show the age distribution of the 30 respondents. Most of the

respondents were 19 years old, which is 33.3% of the whole population. Followed by 18

years old respondents which is 30%, the 20% of the respondents has the age of 17 years old,

the 10% of the respondents has the age of 20 years old. And lastly, the 21 years old of the

respondents, which is 6.61 %, has the lowest total population.

Table 2
Distribution of the Respondents in Terms of Sex

24
 Sex Frequency (f) Percentage (%)
Female 11 36.7%
Male 19 63.3%
Total 36.70% 30 100%

63.30%

Male Female
Figure 2: Sex Distribution of the Respondents in Terms of Sex
Table 2 and figure 3 shows the sex distribution of the randomly selected 40

respondents. Based on the results, 36.7% of the total population were females while on the

other hand, 63.3% were males. The table above clearly shows that male respondents are

much higher than female respondents.

Table 3 General Weighted Average

Average Frequency Percentage

90-100 11 35.7%

85-89 7 23.3%

80-84 5 16.7%

75-79 4 13.3%

25
 Below 75 3 10%

12

10

6
11

4
7

5
2 4
3

0
90-100 85-89 80-84 75-79 Below 75

Figure 3: General Weighted Average

The data above shows the average number of students playing online games. 90-100 got the

higher frequency while below 75 got the lower frequency.

Types of Online Games

Types of Online Games Frequency Percentage

Mobile Legend 10 33.3

Special Force 8 26.7

Candy crush 5 16.7

26
 Temple Run 4 13.3

NBA mobile basketball 3 10

game

0.35

0.3

0.25

0.2

33.30%
0.15
26.70%

0.1
16.70%
13.30%
0.05 10.00%

0
Mobile Legend Special Force Candy Crush Temple Run NBA moile Basketball Game

Figure 4: Types of Online Games

From the data above, the most played online game is Mobile legend with the percentage of

33.3%, while the least commonly played game is NBA mobile Basketball Game.

Table 5
Negative Relationship of Online Games to the Students’ Academic Performance

Statement Strongly Disagree Neutral Agee Strongly

Disagree Agree
f % f % f % f % f %
1.I delay my 4 13.3 7 23.3 14 46.6 3 10 2 6.67
study time to play
online games

27
2.Playing online 2 6.67 5 16.6 14 46.6 6 20 3 10
games takes much
more of my time
than studying

3.Playing online 5 16.6 2 6.67 16 53.3 6 20 1 3.3

games spent less
time working
school
responsibilities

4.Playing online 10 33.3 5 16.6 10 33.3 4 13.3 1 3.3

games will lead
me to failing
grades
5.Playing online 3 10 8 26.6 11 36.6 8 26.6 0 0
games is not good
when studying

Total percentage 15.9% 17.9 43.28 17.9% 4.6%

(%) % % %

28
 50.00%

45.00% 43%

40.00%

35.00%

30.00%

25.00%

20.00% 18% 18%

16%
15.00%

10.00%
5%
5.00%

0.00%
SD D N A SA

Fig. 5 Negative Relationship of Online Games to the Students’ Academic Performance

The Table 3 and Fig. 3 above shows that most of the respondents with the total

percentage of 43.28% answer Neutral, whereas the least respondents with the total percentage

of 4.6% answered Strongly Agree, which leads to the findings that there is something a

negative relationship between Online Games and Academic Performance of the students

based on the results above.

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 Table 6
Positive Relationship of Online Games to the Students’ Academic Performance
Statement Strongly Disagree Neutral Agree Strongly
Disagree Agree
f % f % f % f % f %
1.Playing 2 6.67 7 23.3 11 36.6 7 23.3 3 10
Online
games is one
way to
develop my
high level of
thinking
skills
2.Playing 0 0 7 23.3 12 40 7 23.3 4 13.3
online games
enhance my
intelligence
as a student
3.Playing 2 6.67 4 13.3 10 33.3 11 36.6 3 10
online games
improve my
multi-tasking
skills
4.Playing 9 30 9 30 8 26.6 3 10 1 3.3
online games
makes me
smarter
5.Playing 1 3.3 8 26.6 12 40 7 23.3 2 6.67
online games
increase my
overall
motivation
Total 9.33% 23.3% 35.3% 23.3% 8.65%
Percentage
%

30
40.00%

35.30%
35.00%

30.00%

25.00% 23.30% 23.30%

20.00%

15.00%

10.00% 9.33% 8.65%

5.00%

0.00%
SD D N A SA

Fig. 6 Positive Relationship of Online Games to the Students’ Academic Performance

Table 4 and Fig. 4 shows that most of the respondents with the total percentage of

35.3% answered Neutral, while on the other hand, the least respondents with the total

percentage of 9% answered Strongly Agree, which leads to the findings that is something a

positive relationship of Online Games and Academic Performance of the student based on the

data result above.

The mean for negative and positive is 3.

The Pearson r in correlation to the topic is 2.62. Therefore, the result is neutral.

CHAPTER V

31
 SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATION

SUMMARY OF FINDINGS

The study on the relationship between online gaming and academic performance was

carried out on the Sta. Fe Senior High campus. Specialized General Academic Strand GAS

pupils at Fe Standalone Senior High School. 30 Grade 12 students will be randomly chosen

under General Academic Strands (GAS) from a population of 139 students, though, and they

will be used in the survey.

Understanding the relationship between online games and academic performance is

the main objective of this study. The data acquired demonstrated how the two factors were at

odds with one another. Many students dispute the claim that there is no link between playing

online games and students' academic performance as evidenced by the findings. According to

the data results, there is no correlation between online games and a student's academic

performance. In this interpretation of the data, neither positive nor negative relationships have

demonstrated the effectiveness of combining the two variables.

CONCLUSION

Indeed, both academics and virtual addictions to video games can have adverse

consequences, involving social isolation and a sense of detachment from reality. Lower

grades: games that interfere with learning. They produce less because of incomplete duties at

home or at school. They consequently are inadequate academically. The researcher concluded

that there was no positive correlation between the study of online games and students'

academic performance. Failure would result if the students spent less time on their academic

work and more time playing online games. Everyone is aware that in certain circumstances,

32
playing online games can help students learn more effectively by boosting their intelligence,

enabling them to be more creative, and other benefits. Nevertheless, not every individual

finds success with it. In fact, most participants disagree with the relationship. Furthermore,

playing video games online can discourage students from learning.

RECOMMENDATION

Although the researcher considers that there are many more things to be understood by

how the data was selected and how the study was conducted, the researcher encourages some

other researchers to preserve this investigation. This research could potentially be beneficial

to some students to discover details for comprehending the connection between online

gaming and academic performance. Regardless of the results of this study, certain instructors

will still add legitimate data. The researchers make the following suggestions for additional

research on the relationship between Online Games and Students Academic Performance

1. Conduct a study and investigation to identify the engagement relationship between

Online Games and Students Academic Performance.

2. Make an analysis to find out what is the most significant and helpful solution to end

the addiction to online games.

3. Parents should be aware of the effects of online games on the academic performances

of their children and that proper guidance and supervision on their extra-curricular

activities must be monitored.

4. Students must find other activities where they can engage in other than online games.

5. A similar study can be conducted where an in-depth analysis can be done.

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