1

Chapter 1

Introduction

The term computer game is in sharp competition with video games, console

games, and arcade games. Video games and console games usually mean games

connected to a TV, whereas arcade games means games placed in public spaces.

Computer games on the other hand, are occasionally used to mean games played on a

personal computer. However, since all of these areas have been developed in close

parallel and because all of these games are played on computers, most researchers use the

term computer game to represent all of these areas as a whole. Computer games first

came into existence in the 1960s with the introduction of a shoot-up game. Since the

computer games have become a regular part of life for many people due to its increased

popularity, the computer game has changed from being primarily played at an arcade to

be primarily played in the home. Development in technology brings many things that

people don’t have many years back. One of these things is online gaming that is provided

by the internet.

Online gaming is one of the widely used leisure activities by many people.

Teenagers who are playing these online games said that they are playing these games just

for fun, to keep away from the heat of the sun, without knowing that there are a lot of

effects of playing these games that are more than what they think. Playing online games,

according to some research is beneficial. It enables the mind of the players to be more

active, especially those puzzle-based games. It helps the player to come up with decisions

in tight situations, especially those adventure games that keep the players to be alert,

active and strategic. Playing these types of games makes the player experienced different
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feelings because it is as if the player is really the one taking the challenges. Despite those

benefits, playing these games also bring negative effects. It requires much of the players

time, leaving school activities and home works unattended.

The youth of today no longer seem to spend their leisure activities like in the

olden days; outdoor games or playing with toys, instead, they spend their free time in

their homes, internet cafés or computer shops simply to satisfy their hunger; and that

hunger is online gaming. Online gaming has such a profound impact not only the young,

but dynamically every age group as well. So far, virtually anyone is able to go on a

computer and punch through the keys and mouse in order to get a high score, chat with

players, get the rarest items, and level up as fast as possible. Yes, there seems to be no

restriction as to whom, how or what online gaming can extend to. As in any situation

where new technology is introduced, the social impact of the internet is being looked at.

One social problem that has been observed is that the internet café has become mainly

game centers.
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Studies have also explored the association with psychosocial well-being (e.g., Young

& Abreu, 2011; Caplan et al., 2009, Lemmens et al., 2011 and Van Rooiji, 2011) as

well as the association with various personality traits (e.g., Leung, 2007, Lo et al.,

2005 & Whang et al., 2003), interpersonal skills and intelligence. Early speculation

by Young suggested that internet addiction may occur when the internet use has a

propensity to alleviate dysphoric moods and may therefore be used to cope with or

compensate for real life problems. People were more likely to engage in bouts of

heavy TV watching when they were in dysphoric states. Indeed, in later works

Caplan and High (2011) also suggested that through the exchange of online

messages, users compensate for what they may lack in real life. In the context of

internet addiction, Young and Abreu (2011) discussed whether an individual becomes

addicted to facebook because they are using it to fulfill missing social needs. The

recent discussion to take the idea of compensatory internet use to a more detailed

level where applications are assumed to have different compensatory potential

depending on their affordances.

The researchers want to know the effects of extensive viewing to online games

and how it affects the daily lives of online gamers and the people around. The researchers

wanted to help the parents to look for possible solutions in order to guide their children’s

behavior and to be active in their studies.

Theoretical/ Conceptual Framework

In the concept of Anderson and Gentile (2003), video games have a strong

effect on aggression because the games are highly engaging and interactive. The game

rewarded violent behavior, and because children repeat these behaviors over and over as
 4

they played, the student behavior might be affected in constantly playing the computer

video games.

Anderson and Gentile’s research shows that children are spending increasing

amounts of time playing video games with 13 hours per week for boys on average, and 5

hours per week for girls.

The Online Games has exciting features that convey the attention of games.

The schematic diagram on the next page presents the overview of this study

which includes the variables to be studied. The independent variable shows the senior

high school students as to how they manage their time in playing online games and

studying. The dependent variable presents the effects of extensive viewing to online

games. This will tell the results of this study whether the effect of extensive viewing to

online game has a significant relationship to the respondents’ academic performance. The

intervening variables present the age, sex, and annual family income which are

modifiable that is being involved in the study and it may affect the two variables.
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Independent Variable Dependent Variable

Senior High Effects of

School Students Extensive Viewing

 Age

 Sex

 Annual Family Income

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Intervening Variables

Figure 1 Schematic Diagram of the Study

Statement of the Problem

This study aimed to inform students about the effects of extensive viewing to

online games. Specifically, the study sought to answer the following questions:

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

1.1 Age;

1.2 Sex; and

1.3 Annual Family Income?

2. What are the effects of extensive viewing to online game in terms of :

2.1 Academic Performance;

2.2 Health; and

2.3 Family Relationship?

3. What is the academic performance of the respondents?

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4. Is there a significant relationship between the effects of extensive viewing to

online game and the respondents’ academic performance?

Hypothesis

Ho1. There is no significant relationship between the effects of extensive viewing

to online game and to the respondents’ academic performance.

Significance of the Study

The results of this study would provide the instructors on the necessary feedback

on the performance of the students who played online games extensively and would serve

as a primary tool on how they can prevent their students from playing such kind of online

games.

Student researchers would also be provided with background information as they

would conduct their study along this area and would guide them in the profession they

would have to choose and pursue in the near future.

Internet café. The result of this study would help them not to offer internet

games during class hours to prevent students from playing during that time.

Local Government Unit (LGU). They will become more vigilant to organize a

law which can prevent students to play online games daily.

Parents. This study will benefit the parents for they will become aware about the

effects of extensive viewing to online game to their children.

Reader. The results of this study will open up the minds of these people as to

what are the possible effects of being addicted to online games.

School Officials. The results of this study would help them monitor strictly the

performance of the students if they are always in school during classes hours.
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Society. This study will benefit the society for they would be informed on the

different effects of online game addiction.

Students. This study will benefit the students for they will be aware about the

effects of extensive viewing to online games and how will it affect their academic

performance, health and family relationship.

Teachers. The result of this study is important to the teachers because they will be

able to find out reasons of students’ poor performances in the classroom.

Scope and Limitation of the Study

This study was focused on the effects of extensive viewing to online games to the

Senior High School Students of Jose Rizal Memorial State University Dipolog Campus,

Dipolog City. There were 195 senior high school students, who served as the respondents

during the school year 2016-2017.

Operational Definition of Terms:

Academic Performance. It refers to the grades in different subject areas obtained

by the students in school.

Anthropology - the social science that studies the origins and

social relationships of human beings.

Extensive viewing. An act of watching or playing that covers a large area or

widespread.

Internet. In this study, this refers to a large network made up of a number of

smaller networks. It is also called the global network of networks composed of nearly a

billion computers in more than 100 countries.

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Internet Café. A house where there are internet connected computers which

students’ use for gaming, searching, and communicating/interacting with others on

networking sites.

Family relationship. Relatedness or connection by blood or marriage or

adoption, kinship, relationship. relation - an abstraction belonging to or characteristic of

two entities or parts together.

Health. The state of being free from illness or injury.

Online Games. In order to adequately define the term, “online games,” it must

first to be broken down into its basic components: online and game. At its very basic

situation the term online can be referred to any activity that is taking place via use of the

internet. Game on the other hand according to the Oxford dictionaries (2012), is defined

as an activity that is played over some form of connection or computer network.

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Chapter 2

REVIEW OF LITERATURE AND STUDIES

This chapter presents foreign and local reports, articles, research, journal,

publication, featuring related literature and studies. It discusses relevant issues and

concerns, findings, and recommendations of studies to compliment results of the present

study. This chapter deals with literature and studies related to the present investigation.

These studies include local and foreign researchers. Few studies were conducted with

direct and indirect relation with the specific problems of the study.

Literature

According to Bachhuber and Saulnier (2012), playing online games is an effective

way of enhancing a student’s reading comprehension. Through formative testing, they

found out that online games can help a student improve his/her grammar, vocabulary, and
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comprehension because they can have an interactive way to learn English or any other

language.

Carey (2012) found out that the history of online gaming included contributions

by many different companies and entities. Online gaming began as multiplayer gaming

but has evolved to include online gaming servers and massively-multiplayer online game

settings

Violent video games provide a forum for learning and practicing aggressive

solutions to conflict situation. Anderson said that in the short run, playing violent video

games appears to affect aggression by priming aggressive thoughts. Longer-term effects

are likely to be longer lasting as well as the player learns new aggression situation

practices arise. One major concern is the active nature of the learning environment of the

online video games, according to the authors. This medium is potentially more dangerous

than exposure to violent television and movies which are known to have substantial

effects an aggression and violence.

The Nintendo group was found to only be using parts of the brain associated with

vision and movement, while the arithmetic group had activity throughout the left and

right hemispheres of the frontal lobe-areas of the brain associated by leaning memory,

emotion, and impulse control. Adding single digits numbers is very mundane task that

does not sound like it would require much of the brain. If online video games use even

less of the brain than the simple task of adding single digit numbers, then imagine how

much less of the brain that they use than more complex activities such as socially

interacting with peers. Frontal development is necessary for leaning to control behavior,

as well as for developing memory, emotions and learning.

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Hassan (2011), stated that online gaming is good and bad. Good for those who

know their limits and bad for those who fix themselves in the seats for long hours and cut

off the interaction with the rest of the world.

According to Bachhuber and Saulnier (2012), playing online games is an effective

way of enhancing a student’s reading comprehension. Through formative testing, they

found out that online games can help a student improve his/her grammar, vocabulary, and

comprehension because they can have an interactive way to learn English or any other

language.

Through use of functional magnetic resonance imaging (fMRI), biological

research has found that gaming addicts show similar neural processes and increased

activity in brain areas associated with substance related addictions and other behavioral

addictions, such as pathological gambling (significant activation in the left occipital lobe,

parahippocampal gyrus, dorsolateral prefrontal cortex, nucleus accumbens, right

orbitofrontal cortex, bilateral anterior cingulate, medial frontal cortex, and the caudate

nucleus (Kuss & Griffiths, 2012)

Given the increasing number of research teams in the gambling field being given

direct access to gambling companies' behavioral tracking data (Griffiths & Whitty, 2010),

there is likely to be a higher number of such collaborations in the gaming studies field.

The increased importance of additional research into the structural and situational

characteristics of consumptive behaviors (e.g., smoking nicotine, drinking alcohol,

gambling, etc.) suggests that research on design features within games and their

psychological impact (including potential addiction) will increase as well. Such research

has already begun (King et al., 2010a).

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While Internet Gaming Disorder is proposed as a disorder, it is still discussed how

much this disorder is caused by the gaming activity itself, or whether it is to some extent

an effect of other disorders. Research suggests that excessive online gaming may in

extreme cases lead to symptoms commonly experienced by substance addicts, namely

salience, mood modification, craving, and tolerance ( Mehroof and Griffiths, 2010).

Studies

Iowa State University (2011), has found further evidence in which online game

addiction exists globally, and is identified as what the risk factors were for becoming

pathological gamers. In addition, it provided the percentage of pathological gamers

among youth in many countries. Gaming addiction may not be unique to the disorder and

further research is needed. Research has also shown online gaming addiction to be

associated with a variety of comorbid disorders. These includes attention deficit

hyperactivity disorder, symptoms of generalized anxiety disorder, panic disorder,

depression, social phobia, school phobia, and various psychosomatic symptoms (Griffiths

et al., 2012)

Clinical interventions and treatment for problematic and/or addictive video

gameplay vary considerably in the literature, with most of the very few published studies

employing some type of cognitive behavioral therapy (CBT), pharmacotherapy, and/or

self‐devised psychological interventions (King et al., 2011, 2012). The evidence base on

the treatment of problematic and/or addictive online gaming is limited. Furthermore, the

lack of consistent approaches to treating problematic gaming and gaming addiction

makes it difficult to produce definitive conclusions as to the efficacy of treatment,

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although the effectiveness of CBT (as with the treatment efficacy of other addictions)

appears to be supported by preliminary evidence (King et al., 2011).

In a review of internet and gaming addiction treatment, King et al. (2011)

highlighted that most studies fail to employ an objective measurement of game usage to

confirm participants' self‐reported usage at baseline or following intervention. Another

issue is that many studies do not include a control group for between‐group comparison.

Treatment dose and duration also vary considerably across studies, for both

pharmacological and nonpharmacological interventions. As a result, the lack of consistent

approaches to treating problematic gaming makes it difficult to draw definitive

conclusions as to the efficacy of treatment

Longitudinal studies have found that video game exposure is related to greater

subsequent attention problems, even when earlier attention problems are statistically

controlled for (Gentile, Swing, Lim, & Khoo 2012; Swing, Gentile, Anderson, & Walsh

2010).

A study found that proactive cognitive control, a type of executive function

involving the maintenance of information in working memory, is habitual violent video

game players compared with nonviolent video game players (Bailey, West, & Anderson,

2010).

Thomas and Martin (2010) looked at Tasmanian secondary and college students

and split them into groups depending on game play hours. They found out that students

preferred playing over spending time with friends and family and doing homework which

negatively impacted their Grade Point Average.

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Taha, J. (n.d.) said that online games are seen as good learning tool because many

think that they can teach students in ways that their teachers by failing by sparking their

minds, stimulating their thinking, and inspiring their imagination.

Griffiths et al. (2012) reviewed the prevalence studies examining problematic

gaming and gaming addiction from 1994 to 2012. The studies they selected were based

on samples of at least 300 participants and used some kind of screening instrument to

assess problematic gaming (rather than self‐diagnosis). They reported that prevalence

rates of problematic gaming ranged from 1.7% to over 10% among general samples.

Prevalence rates among gamers were, in some cases, much higher (some as high as 17%

to 34%). These studies indicated that, in general, males are significantly more likely than

females to report problems relating to their gaming.

Considering the relatively high frequency of co‐occurring personality,

comorbidity, and biological factors, it is hard to assess the etiological significance of

these associations with online gaming addiction as they may not be unique to the disorder

and further research is needed. Research has also shown online gaming addiction to be

associated with a variety of comorbid disorders. These include attention deficit

hyperactivity disorder, symptoms of generalized anxiety disorder, panic disorder,

depression, social phobia, school phobia, and various psychosomatic symptoms (Griffiths

et al., 2012).
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Chapter 3

RESEARCH METHODOLOGY

This chapter presents the method used, research environment, research

respondents, research instrument, data gathering procedure and statistical treatment and

tools employed.

Method Used

The descriptive survey method is used by the researchers of the study entitled,

“The Effects of Extensive Viewing to Online Games” The researchers made a

questionnaire to be answered by the respondents of the study who are the Grade 11 of the

senior high school students of Jose Rizal Memorial State University, Dipolog Campus,

Dipolog City. The method aimed to describe the effects of extensive viewing to online

games to students’ academic performances of the said school and the results will be

analyzed and interpreted using the statistical tools.

Research Environment
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The study is done in Jose Rizal Memorial State University Dipolog

Campus, Dipolog City, specifically to the Senior High School Students that has more

than three hundred students in academic year 2016-2017. The respondents were selected

on the basis of their frequency in playing online computer games.

Jose Rizal Memorial State University was established by virtue of RA 9852 with

Congresswoman Cecilia G. Jalosjos-Carreon as principal author, Congressman Cesar

Jalosjos as co-author. It was approved by President Gloria Macapagal-Arroyo on

December 15, 2009. It was formerly the Jose Rizal Memorial State College by virtue of

RA 8193 sponsored by Congressman Romeo G. Jalosjos of the 1st District of Zamboanga

del Norte which was approved on June 11, 1996 by the President of The Republic, Fidel

V. Ramos. The environment is located at the Upper Turno, Dipolog City.

.
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DEVELOPMENT SITE OF JOSE RIZAL MEMORIAL STATE UNIVERSITY,

DIPOLOG CAMPUS

Respondents of Study

The respondents of this study were the Senior High School Students of

Jose Rizal Memorial State University Dipolog Campus, Dipolog City during the school

year 2016-2017. All Senior High School students who often viewed extensively on online

games.

Table 1 Distribution of the Respondents

Jose Rizal Memorial State

University Senior High Population Actual Respondent
School Strand (P) (S)
Electricity 34 15
HUMSS A 53 30
HUMSS B 51 35
GAS 53 `25
Automotive 33 15
Cookery 53 15
ABM 50 30
STEM 54 30
Total 381 195

Research Instrument
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A research made questionnaire was the main instrument developed by the

researchers to gather information, facts and concepts from the senior high school students
of Jose Rizal Memorial State University Dipolog Campus, Dipolog City who are fond of
playing online games.
The researchers also found out the students behavior particularly in Jose Rizal

Memorial State University Dipolog Campus, Dipolog City to acquire some information

of the said study.

Data Gathering Procedure

Before the researchers gathered data from their respondents, they did the

following procedures. First, they sent letters of permission to the office of the Senior

High School Coordinator. Upon the approval of the letters, the researchers asked

permission from the principal of the Senior High School where the study was to be

conducted and from the respective teachers of the respondents. After the approval of the

letters, the researchers personally administered the instrument to the respondents of the

study. After they finished answering the test, the researchers retrieved the questionnaires.

The resulting data were tallied, tabulated, interpreted, and evaluated through the use of

the different statistical tool.

The researchers requested 195 students of Jose Rizal Memorial State University

Dipolog Campus, Dipolog City to answer the questionnaires regarding their behaviors

and the effects of extensive viewing to online games in their study.

Statistical Treatment
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The following statistical tools were used to interpret the data gathered:

Percentage computation was used to determine the profile of the respondents.

The formula is:

Percentage = (part/whole) x 100

Weighted Mean was used to determine the effects of extensive viewing to

online game in terms of academic performance, family relationship, and health. This was

also used to determine the academic performance of the respondents. The formula is:

Weighted Mean = (data interval frequency x assigned weight)

Total respondents

The effects of extensive viewing to online game in terms of academic

performance, family relationship, and health were interpreted using the given verbal

description.

Legend:

Weight Range of Values Description

5 4.21 – 5.00 Always

4 3.41 – 4.20 Often

3 2.61 – 3.40 Sometimes

2 1.81 – 2.60 Seldom

1 1.00 – 1.80 Never

Spearman Rank Order Coefficient Correlation was used to measure the

Correlation between the effects of extensive viewing to online game and the respondents

Academic Performance. The formula is:

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Where:

rs = Spearman Rank Order Coefficient Correlation

= Sum of the squares of the difference between rank

X and

rank Y

N = Number of respondents

6 = constant

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data in tabular form, followed by the corresponding

analysis, interpretation and implication.

Table 2 Profile of the Respondents in Terms of Age

Age F %
15 – 17 years old 160 82.1 %
18 – 20 years old 21 10.8 %
20 years old and above 14 7.18 %
Total 195 100%

Table 2 presents the respondents profile in terms of age. Results revealed that out

of 195 respondents there were 160 or 82.1% who were 15-17 years old and 14 or 7.18%

who were from 20 years old above.

This implied that the senior high school students who belonged to ages 15-17

years old were active in extensive viewing to online games.

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Table 3 Profile of the Respondents in Terms of Sex

Sex F %
Male 102 52.3 %
Female 93 47.7 %
Total 195 100%

Table 3 presents the respondents profile in terms of sex. Results revealed that

there were 102 or 52.3% were male and 93 or 47.7% were female. There were more male

respondents than the female respondents. This implied that there was greater number of

male students in senior high school who viewed extensively to online games.

Table 4 Profile of the Respondents in Terms of Annual Family Income

Annual Family Income F %

Php 500,000 above 26 13.3 %
Php 200,000 – 499,999 5 2.56 %
Php 150,000 – 199,999 15 7.69 %
Php 100,000 – 149,999 11 5.64 %
Php 80,000 – 99,999 13 6.67 %
Php 79,000 and below 125 64.1 %
Total 195 100%

Table 4 presents the profile of the respondents in terms of annual family income.

It could be observed that there were 125 or 64.1% respondents who had a family income

of ₱79,000 and below. There were 26 or 13.3% respondents who had a family income of

₱500,000 above, 15 or 7.69% respondents had a family income of ₱150,000-199,999 and

there were 13 or 6.67% respondents had a family income of ₱80,000 – 99,999. There

were 11or 5.64 %respondents who had a family income of ₱100,000 – 149,999, and there

were 5 or 2.56% respondents who had a family income of ₱200,000 – 499,999. Therefore

majority of the respondents had a family income of ₱79,000 and below.

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This implied that in terms of annual family income, there was a great number of

respondents who had no sufficient money to supply the needs of the family.

Table 5 Effects of Extensive Viewing to Online Game in Terms of Academic

Performance

Effects of Extensive Viewing to Online Game in

Mean Interpretation
Terms of Academic Performance
1. Forgets to do home works. 3.08 Sometimes
2. Incurred tardiness or absences in class attendance. 3.13 Sometimes
3. Participates actively in class activities. 3.32 Sometimes
4. Sleeps during class hours which lead to low grades. 2.42 Seldom
5. Acquires advanced information about the lesson to be Sometimes

discussed. 3.01
6. Gets low grades because of lack of interest. 2.39 Seldom
7. Fails to attend classes regularly due to oversleeping. 2.16 Seldom
8. Enhances vocabulary because of the terms encounter Sometimes

during the games. 2.80

9. Finds hard time to study. 2.94 Sometimes
10. Enriches sentence construction because of constant Sometimes

communication. 3.26
Average Weighted Mean 2.86 Sometimes

Table 5 presents the effects of extensive viewing to online games in terms of

academic performance wherein the 3.08 respondents’ mean had an interpretation of

sometimes that forgets to do their homework. The 3.13 and 3.32 mean had also an

interpretation of sometimes which is about incurred tardiness or absences in class

attendance and participates actively in class activities. The 2.42 mean had an

interpretation of seldom sleeps during class hours which lead to low grades. The 3.01
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mean had an interpretation of sometimes and it is acquires information about the lesson

discussed. 2.39 and 2.16 mean was interpreted as seldom and it is about, gets low grades

because of lack interest and fails to attend classes regularly due to oversleeping. The 2.80,

2.94, 3.26, and 2.86 mean were interpreted as sometimes and it’s about enhances

vocabulary, finds hard time to study and enriches sentence construction because of

constant communication.

Therefore, majority of the respondents’ academic performance was not much

affected by viewing extensively to online games.

Table 6 Effects of Extensive Viewing to Online Game in Terms of Family

Relationship

Effects of Extensive Viewing to Online Game in

Mean Interpretation
Terms of Family Relationship
1. Less personal talk with the family. 2.84 Sometimes
2. Commits misunderstanding to parents. 2.90 Sometimes
3. Considers own happiness rather than the family Seldom
happiness. 2.56
4. Losses time bonding with family. 2.69 Sometimes
5. Quarrels with parents. 2.75 Sometimes
6. Exerts extra time with the family. 3.21 Sometimes
7. Gets involved in the problem and solution of the Often
family. 3.43
8. Communicates to elders with respect. 3.43 Often
9. Gives quality time with the family. 3.47 Often
10. Develops good communication skills and spend a lot Often
of time talking with each other. 3.50
Average Weighted Mean 3.08 Sometimes
Table 6 presents the mean distribution of the effects of extensive viewing to

online game in terms of family relationship. The respondent who had less personal talk

with the family had a mean of 2.84 and it’s interpreted as sometimes and 2.90 and it was

interpreted as sometimes the respondent who commits misunderstanding to parents. The

respondents who considers own happiness rather than the family happiness had a mean of
 25

2.56 and it was interpreted as seldom, and losses time bonding with family had mean of

2.69 and was interpreted as sometimes. Mean of 2.75 was interpreted as sometimes and it

was about respondent who quarrels with parents. Exerts extra time with the family had a

mean of 3. 21 and was interpreted as sometimes. The respondent who gets involved in the

problem and solution of the family had a mean of 3.43 and was interpreted as often and

gives quality time with the family had a mean of 3.07 and was interpreted as often. The

respondents’ who develop good communication skills and spend a lot of time talking with

each other had a mean of 3.50 and was interpreted as often. The average mean is 3. 80

and interpreted as sometimes. It implied that there was no sufficient effects of extensive

viewing to online games in terms of family relationship.

Table 7 Effects of Extensive Viewing to Online Game in Terms of Health

Effects of Extensive Viewing to Online Game in

Mean Interpretation
Terms of Health
1. Skips meals together with the family. 2.82 Sometimes
2. Manages to have an exercise every day. 2.70 Sometimes
3.Acquires behavioral problems such as sleeplessness, Sometimes

insomnia, etc. 2.78

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4. Eats the right kinds of foods. 3.34 Sometimes

5. Performs activities well. 3.37 Sometimes
6. Possesses aggressive in thought and feelings. 3.18 Sometimes
7. Decides quickly on difficult situation. 3.02 Sometimes
8. Imitates those risky behaviors that are seen in the Sometimes

internet. 2.72
9. Acquires disorder, anxiety, loss of concentration. 3.11 Sometimes
10. Improves a wide variety of general skills that can Sometimes

help with everyday activities. 3.40

Average Weighted Mean 3.04 Sometimes

Table 7 presents the effects of extensive viewing to online games in terms of

health. The respondent who skips meals together with family had a mean of 2.82,

manages to have an exercise every day had a mean of 2.70, acquires behavioral problems

such as sleeplessness, insomnia, etc. had a mean of 2.78 and, eats the right kinds of foods

had a mean of 3.34. Performs activities well had a mean of 3.37, possesses aggressive

thought and feelings had a mean of 3.18, decides quickly on difficult situation had a mean

of 3.02, imitates those risky behaviors that are seen in the internet, acquires disorder,

anxiety, loss of concentration had a mean of 3.11 and improves a wide variety of general

skills that can help with everyday activities had a mean of 3.40. All of which were

interpreted as “sometimes”. The average mean is 3.04 and was also interpreted as

sometimes. It implied that there was no sufficient effect of extensive viewing to online

games in terms of health.

Table 8 Academic Performance of Respondents

Academic
F M fm
Performance
99 – 95 4 97 388
94 – 90 56 92 5,152
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89 – 85 79 87 6,873
84 – 80 49 82 4,018
79 – 75 6 77 462
74 – 70 1 72 72
Total

(Good)

Table 8 presents the academic performance of respondents. 79 out of 195

respondents had a mean of 87 with an academic performance of 85-89. 56 out of 195

respondents had a mean of 92 with an academic performance of 90-94. 49 out of 195

respondents with a mean of 82 have an academic performance of 80-84. 6 out of 195

respondents had a mean of 77 with an academic performance of 75-759. Four out of 195

respondents had a mean of 97 with an academic performance of 99-95. One out of 195

respondents had a mean of 72 with an academic performance of 74-70. As each

frequency was multiplied to its mean, the result is . Therefore, in academic

performance, majority of the respondents got the higher grades of 80-94 in terms of

extensive viewing to online games.

Table 9 Test of Relationship between the Effects of Extensive Viewing to

Online Game and the Respondents Academic Performance

Critical
Ranks Computed
Variables SD (∝) value Interpretation Action
Mean rs
rs-
Effects of 8 4.36 0.641 Significant Ho was
Extensive 0.456 relationship rejected
Viewing to 0.05
Online
Game
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Respondents 0.05
Academic 8 4.40
Performance

Table 9 presents the significant relationship between the effects of extensive

viewing to online game and the respondents’ academic performance. The table shows the

rank mean of 8 with the standard deviation of 4.36 on the effects of extensive viewing to

online games. On the respondents’ academic performance 4.40 was the standard deviation

with the confidence level of 0.05 and has the computed ratio of 0.641 and critical value of

0.456. Looking at the result, it led to rejection of the null hypothesis. It means that the

academic performance of the respondents has been affected by the effects of extensive

viewing to online games.

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter gives a brief summary of the study with the findings, conclusions

and recommendations.

SUMMARY

This study aimed to determine the effects of extensive viewing to online games of

the senior high school students in Jose Rizal Memorial State University, Dipolog

Campus.

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

1.1 Age;

1.2 Sex; and

1.3 Annual Family Income?

 29

2. What are the effects of extensive viewing to online game in terms of :

2.1 Academic Performance;

2.2 Health; and

2.3 Family Relationship?

3. What is the academic performance of the respondents?

4. Is there a significant relationship between the effects of extensive viewing to

online games and the respondents’ academic performance?

Summary of Findings

This study revealed the following findings:

1. There were 160 out of 195 respondents who were at the age of 15 – 17. Of the total

number of respondents, 21 were in the age bracket of 18 – 20 and 14 out of 195

respondents were 20 years and above.

2. As to sex, out of 195 respondents, 102 were male and 93 were female.

3. As to annual family income, there were 125 or 64.1% out of 195 respondents had

an annual family income of Php 79,000 and below.

4. As to the effects of extensive viewing to online game in terms of academic

performance, the average weighted mean was 2.86 which were interpreted

as “Sometimes”.

5. As to the effects of extensive viewing to online game in terms of family

relationship, the average weighted mean was 3.08 which was interpreted

as “Sometimes”.
 30

6. As to the effects of extensive viewing to online game in terms of health, the average

weighted mean was 3.04 which was interpreted as “sometimes”.

7. In terms of academic performance of the respondents, the total is and was

labeled as “good”.

8. The hypothesis was rejected.

Conclusions

The effects of extensive viewing to online games are manageable. Since it is

manageable the students can improve their communications skills. Through the use of

internet that cannot affect the health of respondents. The respondents manage their time

when to play online games and to bond with their family. The students never neglect their

study time. The respondents know how to balance their time to play and to study. There is

no significant relationship between the effects of extensive viewing to online games and

to the respondents’ academic performance, health, and family relationship.

Recommendations

1. Students should be allowed to play computer games to enhance their knowledge

and to be a keen observer.

2. Parents should take time to discuss to their children the games that they are

playing in the internet. They should ask their children about how they feel and

what they observe in playing video games. This is an opportunity to share their

feelings and get closer with their children.

3. Parents should guide their children when it comes to playing online games. They

should establish explicit game-playing guidelines, including time limits their

children are bound to play.

 31

4. The instructors should take possible steps in motivating their students to be active

in their class or exhibiting physical activities.

5. Computer shop owners should strictly impose an implementation of the city

ordinance No. 02-163 stating that Elementary pupils and High School students are

not allowed to play online games during the specified time 8:30 AM to 11:30 AM

and 1:30PM to 4;00 PM.

 32

BIBLIOGRAPHY

Anderson CA, Bushman BJ. Effects of Violent Games on Aggressive Behavior,

Aggressive Cognition, Aggressive Effect, Physiological Arousal, Prosocial Behavior: A
meta-analytic review of the scientific literature. Psychol Sci. 2001; 12(5):353-9

Bachhuber, J., & Saulnier, T. (2012). Worldplay Games: T.(2012) Worlplay

games: Three games modules to improvestudent vocabularly knowledge. Proceedings of
the international conference on the the foundations of digital games, 258-260.

Gentile,d. (2010). Pathological Video Game use among youth ages 8-19=8. A
National Study, Psychological Science, 20, 594-602.

Kuss D.J., Griffiths M.D. internet gaming addiction: A systematic review of

imperical research. Int.J.Ment. Health Addict. 2012;10:278-296.doi:10 1007/s11469-001-
9318-5.

Wood, R.T(2010, April). Problems with the concept of video game ‘addiction’:
Some case studyexamples. International Journal of Mental Health and Addiction, 6, 169-
178.pp.

INTERNET SOURCE

http://www.news.iastate.edu/news/2012/may/prosocialgames

http://www.researchgate.net/publication/26883822_A_negative_association_between_vid
eo_game_experience_and_proactive_cognitive_control.
 33

Appendix A
Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Dipolog Campus, Dipolog City

The Principal

We would like to gather grades as data to the advisers of those students who viewed
online game extensively for their undergraduate thesis entitled “Effects of Extensive
Viewing to Online Game.”

The researchers would like to seek permission from your good office to allow them to
conduct and collect data from the adviser`s class records.

Your cooperation will add validity to the study. Rest assured that everything will be
treated with confidentiality.

Thank you very much.

Very truly yours,

JAYMARBIADNES
MARK LESTER CANINIT
PRINCESS GOLD INGOM
PATRICK MAGTUBA
IVY ODATO
ROSELYN PATANGAN

Approved by:

IVO MATTHEW M. SIATON,MA.P.E

Principal
 34

Appendix B
Letter of the Respondents

Jose Rizal Memorial State University

The Premier University of Zambaonga del Norte
Senior High School
Dipolog Campus, Dipolog City

Dear Respondents,

Greeting!

The researchers are presently conducting a study on the “EFFECTS OF

EXTENSIVE VIEWING TO ONLINE GAMES.” The undersigned realized that this

research study will not be materialize without your full support; hence, we humbly solicit

for your help and cooperation by answering this questionnaire very honestly. Rest assured

your answers will be treated with outmost confidentially and secrecy.

Your favorable consideration and valuable help in this regard will be highly

appreciated.

Please refer to the second page for the answering of the questionnaire.

God Bless us all!

Very truly yours,

The

Researchers
 35

Personal Information

Direction: Put a  mark in the box to fill up.

Name (Optional):

Sex:

Track/Strand:

Age:

( ) 15-17 years old ( ) 18-20 years old ( ) 20 above

Family Income:

( ) Php.500, 000 above ( ) Php.150, 000-199,999 ( ) Php.80,

000-99,999

( ) Php.200, 000-499,999 ( ) Php.100, 000-149,999 ( ) Php.79, 000

below

B. Title: Effects of Extensive Viewing to Online Games

Direction: Put a ( ) mark to the corresponding number, according to your observation.

Legend:
5 - Always
4 – Often
3- Sometimes
2 – Seldom
1- Never

Always Often Sometimes Seldom Never

Academic Performance (5) (4) (3) (2) (1)
 36

1. Forgets to do home works.

2. Incurred tardiness or absences in class
attendance.
3. Participates actively in class activities.
4. Sleeps during class hours which lead to
low grades.
5. Acquires advanced information about the
lesson to be discussed.
6. Gets low grades because of lack of
interest.
7. Fails to attend classes regularly due to
oversleeping.
8. Enhances vocabulary because of the terms
encounter during the games.
9. Finds hard time to study.
10. Enriches sentence construction because
of constant communication.
Family Relationship
1. Less personal talk with the family.
2. Commits misunderstanding to parents.
3. Considers own happiness rather than
family happiness.
4. Losses time bonding with family.
5. Quarrels with parents.
6. Exerts extra time with the family.
7. Gets involved in the problem and solution
of the family.
8. Communicates to elders with respect.
9. Gives quality time with the family.
10. Develops good communication skills and
spend a lot of time talking with each other.
 37
Health
1. Skips meals together with the family.
2. Manages to have an exercise every day.
3. Acquires behavioral problems such as
sleeplessness, insomnia, etc.
4. Eats the right kinds of foods.
5. Performs activities well.
6. Possesses aggressive in thought and
feelings.
7. Decides quickly on difficult situation.
8. Imitates those risky behaviors that are seen
in the internet.
9. Acquires disorder, anxiety, loss of
concentration.
10. Improves a wide variety of general skills
that can help with everyday activities.
 38

Appendix C
Republic of the Philippines
Jose Rizal Memorial State University
The Premier University in Zamboangadel Norte
Dipolog Campus, Dipolog City
Office of the Research and Development

PHILOSOPHY

Jose Rizal Memorial CERTIFICATE FROM THE ENGLISH EDITOR

State University adheres to the
principle of dynamism and cultural
diversity in building a just and
humane society

MISSION
I hereby certify that undergraduate thesis certified
Jose Rizal Memorial
State University pledges to deliver “Effects of Extensive Viewing to Online Game” written by
effective and efficient services
along research, instruction,
Jaymar T. Biadnes, Mark Lester B. Caninit, Princess Gold E.
production and extension.

It commits to provide Ingom, Ivy C.Odato, and Roselyn G. Patangan has undergone
advance professional, technical
and technopreneurial with the aim thorough critiquing and editing.
of producing highly competent,
innovative and self-renewed
individuals.
I further endorse its readiness for final printing,
VISION
reproduction and hard binding.
A dynamic and diverse
internationally recognized
University. Given this day of May 15Th 2018 at Jose Rizal Memorial

State University, Dipolog Campus, Dipolog City.

DILANIE P. VALERO
English Editor

Appendix D
39
40
41
 42

Curriculum Vitae

PERSONAL DETAILS

Name: JAYMAR T. BIADNES

Address: GULAYON, DIPOLOG CITY,

ZAMBOANGA DEL NORTE

Cell phone No.: 09308644459

Date of Birth: 29th JANUARY 2000

Age: 18th YEARS OLD

Place of Birth: SILAWE, POLANCO, ZAMBOANGA DEL NORTE

Nationality: FILIPINO

Marital Status: SINGLE

Language Spoken: ENGLISH, FILIPINO, BISAYA

EDUCATION BACKGROUND

SENIOR HIGH

2016-Present: JOSE RIZAL MEMORIAL STATE UNIVERSITY

DIPOLOG CITY

JUNIOR HIGH

2012-2016: GULAYON INTEGRATED SCHOOL

GULAYON, DIPOLOG CITY, ZAMBOANGA DEL NORTE

ELEMENTARY

2006-2012: GULAYON INTEGRATED SCHOOL

GULAYON, DIPOLOG CITY, ZAMBOANGA DEL NORTE

 43

PERSONAL DETAILS

Name: MARK LESTER B. CANINIT

Address: DILAWA, PINAN, ZAMBOANGA DEL

NORTE

Cellphone No.: 09051026309

Date of Birth: 10th NOVEMBER 1999

Age: 18th YEARS OLD

Place of Birth: DIPOLOG CITY

Nationality: FILIPINO

Marital Status: SINGLE

Language Spoken: ENGLISH, FILIPINO, BISAYA

EDUCATION BACKGROUND

SENIOR HIGH

2016-Present: JOSE RIZAL MEMORIAL STATE UNIVERSITY

DIPOLOG CITY

JUNIOR HIGH

2012-2016: DILAWA NATIONAL HIGH SCHOOL

DILAWA, PINAN, ZAMBOANGA DEL NORTE

ELEMENTARY

2006-2012: KUMALARANG CENTRAL ELEMENTARY SCHOOL

KUMALARANG ZAMBOANGA DEL SUR

 44

PERSONAL DETAILS

Name: PRINCESS GOLD E. INGOM

Address: SAN MIGUEL, POLANCO,

ZAMBOANGA DEL NORTE

Cellphone No.: 090756763590

Date of Birth: 15th OCTOBER 1999

Age: 18th YEARS OLD

Place of Birth: ZAMBOANGA DEL NORTE

Nationality: FILIPINO

Marital Status: SINGLE

Language Spoken: ENGLISH, FILIPINO, BISAYA

EDUCATION BACKGROUND

SENIOR HIGH

2016-Present: JOSE RIZAL MEMORIAL STATE UNIVERSITY

DIPOLOG CITY

JUNIOR HIGH

2012-2016: POLANCO NATIONAL HIGH SCHOOL EXTENSION-ISIS

POLANCO, ZAMBOANGA DEL NORTE

ELEMENTARY

2006-2012: POLANCO CENTRAL SCHOOL

POLANCO, ZAMBOANGA DEL NORTE

 45

PERSONAL DETAILS

Name: PATRICK B. MAGTUBA

Address: PUROK MADASIGON, SICAYAB

DIPOLOG CITY

Cellphone No.: 09505730647

Date of Birth: 15th NOVEMBER 1999

Age: 18th YEARS OLD

Place of Birth: DIPOLOG CITY, ZAMBOANGA DEL NORTE

Nationality: FILIPINO

Marital Status: SINGLE

Language Spoken: ENGLISH, FILIPINO, BISAYA

EDUCATION BACKGROUND

SENIOR HIGH

2016-Present: JOSE RIZAL MEMORIAL STATE UNIVERSITY

DIPOLOG CITY

JUNIOR HIGH

2012-2016: SICAYAB NATIONAL HIGH SCHOOL

SICAYAB, DIPOLOG CITY, ZAMBOANGA DEL NORTE

ELEMENTARY

2006-2012: SICAYAB ELEMENTARY SCHOOL

SICAYAB, DIPOLOG CITY, ZAMBOANGA DEL NORTE

 46

PERSONAL DETAILS

Name: IVY C. ODATO

Address: BLK.29,LT.20,VICTORIA COUNTRY

HOMES, OBAY POLANCO, ZN

Cellphone No.: 09097531454

Date of Birth: 8th JULY, 1999

Age: 18th YEARS OLD

Place of Birth: SINDANGAN, ZAMBOANGA DEL NORTE

Nationality: FILIPINO

Marital Status: SINGLE

Language Spoken: ENGLISH, FILIPINO, BISAYA

EDUCATION BACKGROUND

SENIOR HIGH

2016-Present: JOSE RIZAL MEMORIAL STATE UNIVERSITY

DIPOLOG CITY

JUNIOR HIGH

2012-2016: ZAMBOANGA DEL NORTE NATIONAL HIGH SCHOOL

TURNO, DIPOLOG CITY

ELEMENTARY

2006-2010: JUAN BUGARIN CENTRAL SCHOOL

PANGALALAN, SINDANGAN ZAMBOANGA DEL NORTE

2010-2012: OBAY ELEMENTARY SCHOOL

OBAY, POLANCO ZAMBOANGA DEL NORTE

 47

PERSONAL DETAILS

Name: ROSELYN G. PATANGAN

Address: SIKITAN, PINAN, ZAMBOANGA DEL

NORTE

Cellphone No.: 09365633533

Date of Birth: 29th MARCH, 1999

Age: 18th YEARS OLD

Place of Birth: SIKITAN, PINAN, ZAMBOANGA DEL NORTE

Nationality: FILIPINO

Marital Status: SINGLE

Language Spoken: ENGLISH, FILIPINO, BISAYA,SUBANEN

EDUCATION BACKGROUND

SENIOR HIGH

2016-Present: JOSE RIZAL MEMORIAL STATE UNIVERSITY

DIPOLOG CITY

JUNIOR HIGH

2012-2016: DILAWA NATIONAL HIGH SCHOOL

DILAWA, PINAN, ZAMBOANGA DEL NORTE

ELEMENTARY

2006-2012: SIKITAN ELEMENTARY SCHOOL

SIKITAN, PINAN, ZAMBOANGA DEL NORTE