THE IMPACT OF ONLINE GAME ADDICTION ON ACADEMIC PERFORMANCE AMONG GRADE 11 SMAW

STUDENTS

A Research proposal

Presented to the

Senior high school department

Midsalip national high.

In partial fulfillment

Of the requirements in

Practical research 1.

By

PERALES, John ASHLEY U.

Abris Charles James C.

Ongue Denver B.

Yurong Domenic M.

Camelo john carl G.

Pacquiao Jusfher

Subing Subing, Romnick

Sapinit, John Michael L.

 ELLA CHRITABBEL R. BALUCAN

RESEARCH ADVISER

Chapter 1

The background of study

Introduction
As the year pass, many of the online games which widens and lead the year pass many of the
online games which widens and lead thes study guide and intervention for the online games things
adolescent's, but together with the fun and fulfilling moments while playing computer games was its
benefits and hindrances.
There are white sources documented risk to social development psychology mental health and school
performance. The lack of social skills where an adolescent doesn't have proper manner in socializing with
others and the different possible health problems such are worsening of blurred eye sight and improper
way of gaming with there are just you of example of the had effect of online gaming when and adolescent
begins to focus on the game it would have a big impact on their social activities especially when our
subject are the persons who is addicted in online games.

This paper examines the impact of online games addiction on academic among grade grade 11 smaw
student.
Products, Assembly servicing to midsalip National High School..

Currently, the problem of online game addiction among grade 11 smaw students is increasing. The
relationship between online game addiction, learning engagement, and reduced academic achievement
words to be addressed . The present study explored the relationships between the three aforementioned
variables by performing SEM. (1) online game addiction negatively affected behavioral engagement; (2)
online game addiction negatively affected emotional engagement; (3) online game addiction negatively
affected cognitive engagement; (4) behavioral engagement negatively affected reduced academic
achievement motivation; (5) emotional engagement negatively affected reduced academic achievement
motivation; (6) cognitive behavioral engagement negatively affected reduced academic achievement
motivation; (7) learning engagement medicated the relationship among people are all ages.

When smaw students are addicted to online games, their learning engagement can be affected, which
may decrease their behavioral, emotional, and cognitive engagement; their academic achievement
motivation may be further reduced and affect their academic success or even prevent them from
completing their studies. The mediating role of learning engagement between online game addiction and
reduced academic achievement motivation indicates that reduced academic achievement motivation
influenced by online game addiction could be prevented or weakened by enhancing learning engagement.
The impact of online gaming addiction is a growing concern in today's digital age. Online gaming, which
involves playing video games over the internet, has become increasingly popular among people of all ages.
However, like any form of addiction, excessive online gaming can have serious consequences on an
individual's physical,

online gaming addiction.

Based on your environment the class ,you observation about online games
Effect include improved cognitive skills, problem ~solving abilities,and hand -eye
Coordination video games can also promote social interaction and teamwork when
Played with other.
Currently the problem of online game addiction learning engagement, reduced academic performance
among grade 11 Smaw.

Conceptual Framework

The theoretical framework of the effects of online games encompasses various perspectives. One
perspective is the study of digital consumption, which explores the changes in consumer experience
brought about by the digital phenomenon of online games . Another perspective is the criminological
analysis of online games, which examines the impact of game addiction on criminal behavior and suggests
regulatory efforts to minimize these effects . Additionally, there is research on the potential associations
between online games and crime, considering theories such as media effects and moral panic .
Furthermore, the consumption behaviors exhibited by players of massively multiplayer online role-playing
games (MMORPGs) are examined, with a focus on social identity and community identification . Finally,
the study of online games as a social phenomenon involves various disciplines and research themes,
including network infrastructure, player study, and game business models .addiction on academic among
Grade 11 Smaw student .

Be much less it seems that every year video games become increasingly popular with a estimated 3.2
billion supported worldwide in 2021.
This paper examines the impact of Online Game Addiction
Products Assembly servicing on Academic performance among of grade 11 smaw. Student

Academic performance

THE IMPACT

Statement of the Problem

The purpose of the study is to know who are addicted to online games
The impact and solution to this problem In video games product Assembly servicing (Smaw) it seeks to
answer the following question.
1 . What the indications that a student is already addicted to online games ?
2. What are impact of online games to student to his academic performance ?
3. What are the ways to overcome online games addiction.?

Significant of the study..

The results of the study will benefit the following..

INSTRUCTOR:to informed teacher about this problem and how to deal students help who suffers from this
addiction.

STUDENT::

Vidave brought entertainment and enjoyment to millions of people around the world. They offer a form of
escapism and immersion in virtual worlds that can bthe stresses of everyday life.
games have had a significant impact on society in various . On one hand, they
However excessive gaming to health issues such as obesity, eye strain, and even addiction. Additionally,
there are concerns about the potential for violence and aggression to be lpromoted through violent video
games
Studies and provide relevant information about video games.

Scope and Delimitations.

This study was conducted at copper Smaw High School of the second semester of the school year 2023-
2024 to the grade 11 smaw students.

Definitions of terms.

This use this study of online games to facilities better understanding of the study.
Respondents: grade 11 national high school s.y:2023:2024.

Benefits video games is serve as basis for conducting similar studies and provide relevant information
about video games addiction the rise of sports has turned video gaming into competitive sport that person
who is addicted in online.
 CHAPTER II

Review of Related Literature and Studies

These chapter can be represented and reviewed in the literature and show instruction in the study
of service and writing or in relation and related literature studeis, foreign to each other and in the analysis
of experts who both have different interest in the number of a recognized discipline and which search
material to increase the information of the researchers.

Related Literature

Auto it is known to be powerful in the ability and rendering of visualization to reduce the time
consuming enabling users typing on this scope or hand hardware that those require specially composed
processing of building a model through computer software methods are used in the architecture of
movies and video games

Red Studies

La union a super leadership campaign by their land act 3d was founded in 1998 and development and
january 2001 act 3d developing in a private company in london that focuses on developing user real time 3
a
develop dynamic web sites with apache server, PHP5 script languages and database of MYSQL release .
The studies support the use of applications using the web so that students can access the websites. The
researchers used a database to increase the efficiency of registration procedures. They also used it for
purposes such as storing records or information of students and access in manipulating data in an easy
way. Using WAMP server and PHP languages is one way for them to develop their system.
Differences
According to Ella (2012), the ideas and concept where the students will check their schedule, view
subjects and teachers and set desired changes and pay online. While Gaton (2012), the system allows
students to choose courses they want to take with the available class schedules. This allows students to
make up their time schedules for different class courses without time schedule conflicts. After the allotted
enrollment period, the system runs and assigns slots to students. Both concept and ideas does not cover
the researchers system in terms of online payments or computation of student’s grades, class scheduling,
and assessment of fees.
Table Of Contents

Review of Related Literature This chapter covers a review of related literature and studies chosen by
theresearchers that are particularly beneficial throughout the studies.Foreign Literature Eyles et al. (2020),
they mentioned that missed school time can have a negative impact onchildren's educational outcomes
and future well-being. Many schools have provided purely onlinelessons to their students in order to
mitigate the negative impact of physical closures. Theevaluation of the effectiveness of distance education
delivery for students' academic outcomes iscritical, especially during a severe pandemic like COVID-
19.PsyArXiv (2021), stated that the growing number of studies seek to evaluate the impact ofschool
closures during the ongoing COVID-19 pandemic. While most studies reported severelearning losses in
students, some studies found positive effects of school closures on academic performance.In addition,
(Sintema, 2020 ) commented that student’s academic performance is likely todrop in classes held for both
end-of-year and internal exams due to reduced student communicationtime and lack of consultation with
teachers when learning/comprehension difficulties arise.Students may face some concerns and problems,
such as limited internet connectivity orsignal disruption due to poor signals. Some students may face
difficulties at home, such asdisruption from family members, which can lead to poor academic
performance.

Chapter III
Research Methodology

This chapter presents the procedure in the conduct of the study.

About problem..

The survey research method has been chosen to determine which negative factor of Facebook affects
astudent’s life. The survey instrument is in a form of questionnaire to determine the
respondents’perception in terms of using Facebook. The statistical treatment of data and data
gatheringprocedure are also included in this chapter.

Research Design "

Designing a study helps the researcher to plan and implement the study in a waythat will help the
researcher to obtain intended results thus increasing the chances of obtaining information that could be
associated with the real situation. !n conducting the study the researchers will convey surveys among
respondents involved in the study.The only materials that will be used are "## survey questionnaires.

Respondents of the studies

The respondents of this study will be the female students of $rades % to $rade &of 'ary !mmaculate (chool
)*.+
These respondents are the ones whoare knowledgeable enough to answer the problems posed in the
present study. Theyanswered the questionnaire that the researchers gave them which supplies
theinformation that the researchers need.

Research and development procedure.

procedures refer to the systematic approach followed by organizations to conduct research activities and
develop new products, processes, or technologies. While specific procedures may vary depending on the
industry and organization, here is a general outline of the R&D procedure:

Instrument Used for the Data Gathering"

In all these methods, it's crucial to ensure that ethical standards are maintained, the privacy of
participants is respected, and informed consent is obtained.

Stage 1.assesment stage

procedure, also known as the assessment stage, involves evaluating the feasibility and potential of a
research project. Here are the key steps involved in the assessment stage:

Stage 2.design stage

Build upon the initial idea and develop a clear concept for the research project. This involves refining the
objectives, defining the scope, and outlining the key features or characteristics of the proposed solution.
Stage 3 development stage

following these steps in the development stage, the research project progresses towards implementing
the designed solution and preparing it for deployment and further evaluation.

Stage 4.implementision stage

Implement the data collection methods outlined in your research design.

Stage 5.evolution stage

It is important to note that the concept of specific stages of evolution is not universally accepted
among scientists, and the evolutionary process is considered more continuous and gradual.

Chapter IV
Results and discussions.

4.1 Introduction

In this chapter the results of the study are presented and discussed with reference to the aim

of the study, which was to determine the influence of using graphic representations of signs

in teaching signs to hearing mothers. The two sub-aims - the first to compare the acquisition

of signs by teaching signs with and without sign illustrations, and the second to compare
these strategies of sign teaching with regard to the assistance provided by the trainer during

sign learning - form the main comparisons in the evaluation of the impact of sign

illustrations. These aspects were described in the previous chapter that presented the

methodology used in the study.

The research design, viz. the AATD (described in Table 3.1) had to be closely adhered to in

order to determine the influence of the sign illustrations on sign learning. Four participants

attended four half-hour sign training sessions over four consecutive days, during which they

all learned the same four pre-selected theme-based sign sets, which were alternated together

with the two teaching strategies. Two themes were taught using the strategy of graphics, in

which sign illustrations in a theme-based graphic display together with signing was used, and

two themes were taught with the strategy of signing-only, in which only lists of the sign

glosses were used. The training strategies were described in Table 3.7. A total of 96 signs,

24 in each theme, were taught. Of these, 15 signs per theme, i.e. 60 signs per strategy served

as probes for the comparison of strategies with regard to the acquisition of signs and trainer

assistance required during sign learning. (The signs sets are presented in Table 3.8).

As the design was specifically chosen to allow for comparison of the sign teaching strategies,

the accuracy of the scoring of signs and the assistance provided as measured by the probe

signs was critical. The scoring was thus subjected to reliability measures to ensure accuracy

and thus confidence in the data. (A description of the procedures used is presented in Section

3.6.4.3). These results will be presented first.

4.2 Reliability of data

Reliability measures involved both the evaluation of the treatment integrity of the training to

determine the extent to which procedures were conducted as stipulated in the training

schedule, and the inter-rating of sign acquisition scores and assistance scores.
 4.2.1 Treatment integrity of the training

Two aspects were considered with regard to treatment integrity. Firstly the consistency of the

training was assessed to determine whether all components in a session were conducted, and

secondly the adherence to the training strategies in terms of the teaching criteria was

conducted, as described in Section 3.5.2.3 of the methodology.

As described in Section 3.6.4.3 (and shown in Appendix 28), 37, 5% (six randomly selected

sessions of 16 video sessions) were observed for treatment integrity. The result was that a

total of 52 items were checked (Appendix 32). In addition, these same sessions, 37.5% of the

total number of sessions were also observed for implementation of the teaching strategies

(Appendix 33) with regard to instructions (30 items were checked), demonstrations by the

trainer (360 items were checked), the participants’ imitations (360 items were checked) and

self practice (900 items were checked) to determine the extent to which teaching criteria were

observed. The results of the ratings for treatment integrity are presented in Table 4.1. Note

the scores were added and averaged where necessary for presentation.

ResultsTable 4.1 Results for treatment integrity ratings.

Aspect
Inter-rater agreement
1.Treatment integrity of training sessions
2.Treatment integrity of training procedure
100% (desirable consistency)
. Instructions
. Sign demonstrations 99% (desirable consistency)
. Sign imitations
. Sign practice 98% (desirable consistency)

99% (desirable consistency)

These results, with scores ranging from 96 - 100%, indicate high inter-rater agreement,
implying that the training was essentially administered as planned and that the results can

therefore be interpreted with confidence with regard to the training being consistent across

the four participants and across the different sessions.

4.2.2 Inter-rater reliability of scoring

4.2.2.1 Inter-rater reliability of sign acquisition scores

As described in Appendix 28, all probe signs, i.e.100% of the data (15 per set, 60 across the

four sets), were inter-rated for all probe measures, pre-and post-training (P0-P3) by Inter-rater

2. Thus 960 signs were observed for sign-production (expression) and 960 for signunderstanding
(reception). (The results of the inter-rating procedure across themes and

participants are presented in Appendix 34). A summary in terms of expressive and receptive

scores is presented in Table 4.2.

Table 4.2 Inter-rater reliability ratings of sign acquisition scores

Aspectexceed 90%, which reflects a desirable consistency

The above ratings Inter-rater agreement
in the inter-rater
Sign production: 95% (desirable consistency)
Inter-rating
scoring ofprobe
of the sign acquisition
signs (Richards et al., 1997), and thus the sign acquisition data is
consistency) Sign production: 95% (desirable consistency)
considered reliable.

4.2.2.2 Inter-rater reliability of trainer assistance scores

These measures looked at the procedural aspects of the training related to Aim Two - to

determine the amount and nature of assistance required during self practice. Inter-rater 1
observed six sessions - 37.5% of the data - evaluating the assistance provided for the 15

probe signs per session during self practice of signs trained to criterion (Appendix 28). As

there were three phases of practice for each sign, 270 signs were observed and the kind of

assistance required noted. An inter-rater agreement score of 88% was obtained. (The results

are presented in detail in Appendix 35). Whilst the score of 88% for trainer assistance is

lower than the desirable consistency (90%), it does fall within the “adequate” margins of 70-

89% (Richards et al., 1997).

In summary, the inter-ratings on the various aspects ranged from adequate to desirable and

indicate that the sign teaching strategies were implemented as planned, and the participant

responses are reflected accurately in the calculations of sign acquisition and assistance

received during training.

4.3 Comparison of the effectiveness of the two sign teaching strategies

The comparison of the teaching strategies which related to the two sub-aims of the study

essentially involved comparing the number of signs acquired with each of the teaching

strategies, as well as the number of signs with which assistance was required and the nature

of that assistance. Sign acquisition was approached in terms of three post-training measures

which were adjusted to account for initial baseline scores. The three post-training measures

were recall (immediately following training on the same day), retention (one day posttraining) and
withdrawal (one week post-training) as described in Section 3.6.4 of the

methodology

4.3.1 Set equivalence

An additional consideration prior to the above comparisons was the influence of the sign sets

on sign acquisition. This was important as the AATD called for the use of equivalent sets in

the comparisons - four in this case. Thus the ANOVA was used to verify this. The

comparisons considered the influence of sets on the scores related to the three post-training

probes. The results of the statistical analyses indicated that there were no significant
differences on the acquisition probes for both sign production and sign understanding that

could be attributed to the sign sets used in the training, as the p-values were greater than 0.05

as reflected in Table 4.3.

Table 4.3 Influence of theme probe sets on sign acquisition .

*All statistically significant values on the 5% level of confidence are indicated with an asterisk

It is therefore evident that the probes for the four sign sets were balanced for equivalence as

required for the AATD, and therefore allowed for reliable comparisons. This lack of effect of

set on the training conditions confirms the procedures used to develop and test equivalence of

probe-sign sets, as described in the pre-experimental phase of the study in Section 3.5.2.1.

4.3.2 Sign acquisition

Sign acquisition was examined in terms of both production and understanding of individuals.

probe signs. The results on these aspects for both sign teaching strategies will be presented in this section.

4.3.2.1 Sign production

It must be noted at this stage that the participants were not sign-naïve and although they were

matched as closely as possible, there were slight differences in their baseline skills which

may be seen to have a bearing on the results, despite their serving as their own controls in the

study. The participant knowledge of probe signs in the different conditions pre-training is

presented in Table 4.4. (Detailed individual results across the sign sets are presented in

Appendix 39).
Table 4.4 Signs produced by individual participants pre-training .