SPRINGFIELD SCHOOL OF NOVALICHES

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background of the study, the statement of the problem, the

theoretical framework, the conceptual framework, assumptions, significance, scope and

delimitations of the study including the definition of terms regarding the “Effects of Online

Games to the Academic Performances of Students S.Y. 2017-2018.”

Background of the Study

Computer games have existed as a major recreational activity since the introduction of

Pong in the 1970’s. Since the introduction of the personal computer the availability of

electronic entertainment has increased drastically, becoming available in locations where it was

previously inaccessible. The sheer number of personal computers in the workplace and

presence of games on the World Wide Web have made computer games easily accessible to

employee's in the workplace. Like most entertainment, the use of computer games in the

workplace is frowned upon by many employers, although there is mounting evidence that

games can help stimulate thinking and foster social relationships. However, the effects of

computer games on productivity have not been as thoroughly explored. This IQP investigated

the effects of skill-based computer games, particularly casual online games, on productivity,

especially when the games are played during a short work breaks. With computer games on the

rise as a recreational activity, casual games can provide relaxation while keeping a person’s

mind engaged and focused. This could be especially critical in fields such as customer service

or technical support where workers must be ready to assist callers even while waiting long

periods for someone to call. This is also important for people working jobs that involve long

tedious task such as data entry or secretarial work.

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Maximizing workplace productivity is critical to modern businesses. In today’s

competitive economy, it is understandable that employers want to keep their employees

working efficiently. Learning how to best configure and adjust the work environment is

critical. The total work environment incorporates many diverse factors that range from the

ergonomics of an employee’s work space to the length of the lunch break. One factor that has

become increasingly relevant is monitoring and controlling Internet access from an employee’s

computers.

Internet access is critical to many jobs today, but it also presents potential risk to a

company. Employees can waste a large amount of time on the Internet if they are not

responsible. Each company must decide for itself how closely to regulate access to the Internet.

Some companies choose to allow unfettered access; some choose to deny access to certain Web

sites. Most often, Web sites with offensive content are filtered out, but other kinds of Web sites

are filtered out by some companies. Fearing that their workers will become less productive,

some companies have restricted access to web sites that host computer games.

Video game players and video game makers do not want to be cut off from one another

based on bad reputation alone. While there have been many publicized negative studies

regarding computer games, research increasingly shows that video game play actually fosters

cognitive health and improves problem solving skills. While it is not acceptable to play

computer games when one is supposed to be doing productive work, it may be acceptable for

an employee to be allowed to play games during breaks from work. Game companies have a

strong incentives to demonstrate tangible benefits, or at least lack of harm to productivity with

scientific data. The goal of this is to study what, if any, impact video game play during breaks

have on worker productivity.

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Much of the controversy about video games centre’s around their impact on academic

performance. Matched groups of community college students, differing in the amount of their

game‐playing, were compared on selected academically‐related variables in two studies.

Frequent game‐players were not more likely to absent themselves from psychology classes than

infrequent players. There was no significant difference between frequent and infrequent players

on a measure of locus of control, or on GPAs. However, infrequent players received

significantly higher scores on psychology exams. The discrepancy between GPA results and

results on psychology exams was discussed and recommendations were made for future

research.

Statement of the problem

This research was made to know the effects of online games to the academic performances

of students. To know more about the research, the researcher conducted a survey where in the

following questions were asked:

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

a. Gender

b. Age

c. Section

d. General Average

2. Why are you playing online games?

3. Who influence you to play online games?

4. How many hours do you waste on online games?

5. Do you eat in proper time? If no why?

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6. Despite of your addiction to online games, do you still eat together with your family?

And if not why?

7. Can you balance your time with studies and games? If yes how? If no why?

8. Does playing computer games help your studies? How?

9. Do computer games help you positively change your performance? How?

10. Do you think online games are important? Why or Why not?

11. Do online games help you in your future? Why or why not?

Theoretical Frameworks

Time management by Abraham Harold Maslow, an American psychology professor,

teaches the importance of matching time management with our other needs as human

beings, and integrating everything into a nourishing and wholesome complex.

As long as the efficient use of time helps us meet higher goals of fulfilment,

spirituality and well-being, we perceive it as helpful. But in the interests of greater

efficiency if we sacrifice bigger things like purpose, meaning and satisfaction with our lives,

then it is moot victory.

Maslow’s theory focuses on understanding your needs, differentiating them, and

setting time limits on getting each done so that you do not encroach on other essential areas

of your life.
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Conceptual Framework

This study explains on the succeeding topics. The concept of this study is concretized

in the INPUT-PROCESS- OUTPUT scheme. Based on Fig.1, the following blocks are:

Block 1 is the Input, which contains the variables to determine the respondent’s profile, the

effects of online games on academic performance of students in studying, and their attitude

regarding good academic performance.

Block 2 is the Process, which explains the researchers’ methods on answering and

understanding more about the topic through the help of some references such as articles,

books, and some online sources, and by conducting and analysing surveys in the form of

questionnaires.
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• Respondent's profile • Gathering of references

• Gender such as:

• Age • Section • Online references

• the perception of students • Books and articles

on computer games • Distribution of survey in

• Motivation of students questionnaires form

towards studying • Analyzation of data

INPUT PROCESS

• Identified positive and

negative effects of online

games

FIGURE 1

PARADIGM OF STUDY • More motivated

students in studying

OUTPUT
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Assumption of the Study

The variables, Indicators, and respondents utilized in his research can

adequately determine the effects of online games on the student’s academic

performance such as:

1. Not of all students addicted to online games.

2. The students will be able to study if they have reward if he get the average grade.

3. Reduce the playing hours and convert to study time or reading books.

4. Do their homework instead of playing online games.

5. Manage their time and be productive.

Significance of the Study

Significance and benefits of the research this research study will have

implications at many levels.

The students would be the primary beneficiary of this research because they will

know the effects of online games to their academic performance.Also, it will help them

realize that studies is key to success.

The parents might be able to be more aware of the effects of online to academic

performances of their children and to discipline them.

The teachers would know that could be the strategies they will use in teaching

because this research will reveal the effects of online games to the academic
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performances of students.

The school administrator could use this research to know the plans they will

make for their teachers as effective as effective educators and their school as an

effective and useful place of learning.

The future researchers could rely on this research to make their future

researchers well and use this as a reference.

Scope and Delimitation of the study

The main objective of this research is to distinguish the effects of Online Games to

the academic performance of Students S.Y. 2017- 2018.

It aims to consider or perceive the respondent’s effects of online games to the

student’s perception on how online games affects their performance academically.

Definition of Terms

To fully understand this research, the following terms are defined conceptually

according to different resources.

Academic performance •Academic achievement or (academic) performance is the

outcome of education.

Online games •is a video game that is either partially or primarily played through the Internet or

another computer network.

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GPA or grade point average •is a number representing the average value of the accumulated

final grades earned in courses over time.

World Wide Web •an information system on the Internet that allows documents to be connected

to other documents by hypertext links, enabling the user to search for information by moving from

one document to another.

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Review and Related Literature

Foreign Literature

Computer games can be beautiful, they can be entertaining, they can be social,

and they can be worrying. It is the latter aspect – the worry – that is the axis around

which this report moves. Games, after all, are regularly accused of being immature pop

cultural products that inspire sexism, aggression, and addiction. Such accusations are

often (or at least sometimes) based on research, but are also hotly contested. This leads

to radically conflicting statements, which in their turn lead to widespread confusion.

What, if anything, can we in fact say for certain about the effects of computer games?

That is the question which will be addressed in the following. The report is a revised

and updated version of a literature review commissioned by the Danish Media Council

for Children and Young People on behalf of The Danish Ministry of Culture. The

original “Forskningsnotat om computerspil og skadelighed” (EgenfeldtNielsen &

Smith, 2003) is available at www.medieraadet.dk. It is our hope that the report will

inspire more discussion – and communication of results – across research fields than

has hitherto been the norm.

The volume of research into computer games has increased steadily in recent

years. Within a short period of time, there have emerged at least one academic journal

(www.gamestudies.org), a number of recurring conferences, a Danish and an

international organization for games studies (www.spilforskning.dk and

www.digra.org) and a range of websites dedicated to game research (such as

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www.ludology.org and www.game-research.com). However, what we might somewhat

stylishly dub ‘mainstream game research’ deals with potential negative effects only to a

very limited extent. It concentrates instead on aesthetic questions, larger cultural issues,

analyses of games and studies of the special characteristics of the medium. The

question of negative effects is mainly dealt with by researchers who are not actually

part of the computer game research community, but who often have a background in

medicine or a North American psychological tradition. As mentioned above, the most

regular question posed about the effect of games has been that of whether violent

games lead to aggressive/violent behaviour. This question has been discussed since the

1976 game Death Race, in which the player knocks down human-like figures to win

points. Researchers have been trying to provide a scientific answer since the early

1980s. In the US, the discussion culminated around 1994, when a number of

particularly violent games (such as Mortal Kombat) led to a debate at the 2 There is

also a number of studies documenting positive effects (e.g., Bavelier & Green, 2003;

K. Durkin & B. Barber, 2002; S. Jones, 2003) 5 highest political levels and to the

passing of the so-called Video Game Rating Act. In response, American computer

game producers set up an industry regulator (the Entertainment Software Rating

Board). In Europe, a new labelling standard called PEGI was recently introduced,

administered by the European Interactive Games Industry (ISFE). Since the mid-1990s,

particular attention has been paid to so-called ‘3D-shooters’ (such as Quake and

Counter-Strike), which have been accused of glorifying violence. Most recently, this

accusation has been directed at the game Grand Theft Auto III (see Fig. 1). This has
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brought clear differences of opinion to light, as a more or less unanimous games

industry has singled out Grand Theft Auto III as visionary and well designed (see, for

example, Ó hAnluain, 2003). Fig. 1 – Grand Theft Auto III (Rockstar Games, 2001) A

number of people involved in the debate base their arguments on articles in popular

science publications, or publications that are part of public debate (rather than

scientific). This is not always apparent from the way theories are presented by the news

media, however. For example, in the spring of 2003, the Danish daily newspaper

Berlingske Tidende referred to a marketing-oriented study of the importance of brand

names to 8- to 13-year-olds: “Contrary to what has previously been believed, children’s

imaginations are destroyed by popular video games. However, international research

shows that they adopt a far more strategic way of thinking.” (Carstensen & Vestergård,

2003; our translation) This is an example of those parts of the public debate about the

subject that are based on assertions and studies that it would take a large amount of

goodwill to describe as ‘scientific’. Some psychologically inspired studies have

identified grounds for concern in specific contexts, but even using the same methods,

other researchers have not always been able to replicate their results. At the same time,

researchers of a more cultural bent, not least in Scandinavia and Great Britain, have

questioned specific psychological experiments or completely rejected the idea that

experimental methods can provide useful results. For 6 outsiders, the picture may

appear somewhat diffuse because, as mentioned above, the research traditions involved

differ considerably and pay little heed to each other’s results. In 2000, the Danish

Media Council for Children and Young People summarized the research, as part of an
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evaluation of the importance of interactivity to the appeal and potential adverse effects

of computer games (Sørensen & Jessen, 2000a). In brief, the study indicated that the

interactive element did not contribute significantly to any potential negative effects.

According to the study, contemporary computer games were in fact likely to be less

damaging than violent films and TV programmes. Negative effects of computer games

have become the centre of renewed attention, however, primarily because of tragic

incidences of violence, especially the tragedies in Littleton, Colorado (1999) and

Erfurt, Germany (2002), in which school pupils shot and killed a large number of their

fellow pupils. Violent computer games of the time were explicitly accused, both in the

media coverage and in subsequent legal proceedings. During the Littleton case, the

perpetrators’ fascination with the 3D shooting game Doom (see Fig. 2) was regularly

referred to as a contributory factor. Fig. 2 – Doom (id Software, 1993). A number of

subsequent studies have cited the episode as motivation for studying the potential

negative effects of computer games (e.g., C. A. Anderson & Bushman, 2001). In one

Danish TV news broadcast (Søndagsmagasinet, DR, 5/5-2002), the Erfurt case was

linked to the perpetrator’s fascination with the game Counter-Strike and a theory was

advanced about the possible psychosis-inducing effect of computer games. Since this

case, computer games have been the subject of a certain amount of media debate in

Denmark (Borg & Krogh Jørgensen, 2002; Carstensen & Vestergård, 2003; Kentorp).

Swedish media recently picked up the discussion in the wake of the television

documentary Dödligt Spel (‘Lethal Play’) (aired on TV4 on March 3 2004). In addition
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to this, a series of meta-studies (studies that draw conclusions on the basis of previous

studies) has attracted the attention of news media and policy makers.

Call of Duty, Madden NFL, Battlefield, World of War Craft, what do all these titles

have in common? They are all video games that have a top selling product in the

consumer market. They are popular not only in the United States but throughout the

whole world, such as South Korea, Australia, China and even France. They consist of

a video game console or computer. You can play them at home; at a friend’s house or

even while you are walking down the street with a portable gaming device. Now, you

cannot find a house with children or teens living there without seeing some type of

video game hardware inside their home. With its high popularity and mass usage, what

happens when these video games become addictive? Do any negative or positive

effects occur? These four questions will help figure it out.

First, in order to understand video game addiction, you have to know how it all

started. When video games first came out back in the 1970’s, not that many people

were into them because, they were expensive and there were not many things you

could play on them other than Ping-Pong and hockey. Then, in the 1990’s Nintendo

came out with a whole new console which delivered a game and storyline people

became instant fans of. The storyline of the game was about two Italian brothers, one

red and one green, who were trying to save the princess from the evil Koopa King.

This game of course was called Super Mario Bros. This was the turning point for the

success of video games.

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From here on out, games started getting more specific, detailed and expanding with

levels. It used to take a few days to complete a game, but with more memory and

better consoles the levels are much deeper and longer to beat. Graphics have been

modified to look like real life events and people. Video game makers have established

a gaming experience where it feels as though the users are really inside the game.

Another gaming advancement has been online play. Online playing makes it possible

for a person from the United States to play with a person from China via Internet as

long as they have the same game. With headsets and texts, people can communicate

with the people they are playing with. The better the game the more a person will

play. All these developments made a few people become addicted to playing video

games, playing over 15 hours a day, losing sleep, missing school and work. There are

some people who believe playing video games can be a good thing and that it is just a

childhood thing to do.

What do researchers say can cause a child, teen or adult to become addicted to video

games in the first place? According to my research, most kids ranging from 8 to 17

years old play video games for large amounts of time because, they do not have

anything to do when they get off of school. With online video games, teens can chat

with friends or meet new people. Some children and teens do not have friends at

school so they can use video games as a replacement to have fun and interact with

people. Another part of my research shows most adults who are addicted to playing

video games started when they were in their teens and they never let go of playing. In

some cases these people chose video games over their actual lives and either get a
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small job or do not even have a job and still live with their parents even after high

school. This gives the person more playing time without having to worry about paying

bills or living life outside.

Video games can deprive a person from the real world. According to this database,

“Users may play compulsively, isolating themselves from other forms of social contact,

and focus almost entirely on in-game achievements rather than broader life events.”

(Weinstein 2010). This means video game addicts focus all of their attention on the

video game and they do not try to interact with life outside the game. Symptoms a

person can have are isolation from the outside world; the person stays quarantined in

their home, having no connection with the outside world. They spend all day playing

video games rather than being with friends and family. They also make goals for

themselves, but not life goals such as striving for good grades, being in clubs or trying

to get a boyfriend/girlfriend. Instead they make video game goals as in trying to

achieve in completing a certain level, getting a high score or beating the whole game in

one day. All these are symptoms of a video game addict.

There have been various amounts of effects for video addicts. According to this

database, a study “Found that self-reported sleep problems, depression, suicidal

ideation, anxiety, obsessions, and compulsions as well as alcohol and substance abuse

were positively related to the frequency of video game playing.” (Mentzoni 2011).

This means the syndromes that a video game addict can obtain range from a minor

problem (sleep problems) to major problems (suicide). When a person does not have

at least eight hours of sleep a day, he or she can develop stress and become moody.
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This not only affects the video game addict themselves but also family or friends that

are close to the individual. The way suicides occur is some people try to reenact what

they play in the game. Violent video games are believed to contribute in this factor.

According to this article, “One of the primary concerns with violence in video games is

that gaming is not passive. In order to play and win, the player has to be the aggressor.

Rather than watching violence, as he might do on television, he's committing the

violent acts.” (Violence and Video Games). Video games are rated to show the age

appropriateness. Video games have ratings to show the appropriateness of the video

game. The ratings start at C, which means children and range up to A which means

adults only. The most common rating is E, which stands for everyone. Most shooting

and violent games are M for mature which says they are only meant for people over

the age of 17, meaning, only people over the age of 17 can purchase these types of

games. However, children and teens are still able to get their hands on these games

because parents or older siblings buy them without noticing the ratings.

Video game companies have made it easier for people to get more games at a time by

making them available for rent. People can now play a game for a week, send it back

and get another one. Another spike in video game addiction has been remote

controllers’ usage. Meaning when used for a long time, remote controllers ran out of

battery and people had to keep buying batteries but now people can buy a

rechargeable pack so that the player can never stop playing.

Video game addiction normally affects males more than females.

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As you can see in the graph above, males play any type of video games more than

females. The graph consists of different console categories and shows how many

males and females play the console. In all the categories, males played more than

females.

There could be trends though that children and teens can go through. According to

this database, “Given trends for television usage, one might expect videogame usage to

increase across elementary school, peak at about middle school, and drop off across

high school… The frequency of video-game play appeared to be relatively steady from

ages 8 to 13, and to decrease thereafter” (Gentile 2009). This means video addiction

can be just a phase a person goes through. Kids in elementary start using video games

because everyone has them, in middle school they have nothing else to do, but by high

school, kids turn into teens and start going to parties and joining sports teams which

diminishes video game use. These statistics are different for video game addicts

though, because according to the pie graph below, video game addiction affects 18-49

year old people more than 18 and under people. The average age of a video game

addict is 35 years old.

Video games do not just have negative effects on people; they can also have positive

effects. According to this database, “Players play video games due to various

motivations and purposes. Some believe video games help them boost mental skills

and improve physical coordination… reading ability, attention, hand-eye coordination,

and speed reactions to novel situations.” (Shu-Hsun 2011). This means that video
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games can contribute mental skills because some video games require critical thinking

and that can enhance people’s reaction. Also since most video games require a remote

control, hand-eye coordination increases a person’s movement. Some video games

can also help people lose weight while exercising. This method uses a kinetic sensor

device, which is a motion sensor that does not require a remote control. All you have

to do is put the sensor device near your television where it can scan the person’s

playing, and any kind of movement the person does, the player on the television will

do the same thing. This establishes an exercise activity in which people who play will

not be sitting on a couch. All kinetic games promote the act for cardio activity. For

instance; pumping your feet and arms to make it seem like you are running. Other

activities include jumping up and down, dancing and even martial arts movements.

The video games industries are also a big market for the economy. According to a

Forbes research, citizens in the United States spend roughly between 16.3 to 16.6

billion dollars on video games a year. This also included online and mobile games as

well. The U.S. is not the only country that uses video games to boost the economy;

other countries as well succeed in selling video games. According to this database,

“With the popularity of online games in South Korea, the total revenue of the online

gaming industry reached about 1.8 billion U.S. dollars in 2006, 24 percent of which

was comprised of revenue from the South Korean gaming industry.” (Bong-Won

2010). This means not only are people in the United States buying video games, but

also other countries purchase these games to increase currency in their economy as
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well. The popularity and addictiveness to these games make people of all age buy

them.

Treatments for video game addicts include putting the person in a rehab facility where

the person has no access to a video game console or computer. A family and friends

intervention can also be useful to show the person what he/she’s been missing since

being focused on video games. Another example can be outdoor programs such as

wilderness camps. According to this article, “"Wilderness camps" or "outdoor

education," are highly effective in treating teens struggling with behavioral problems

like video game addiction or obsessive Internet use.” (Why Wilderness Works). These

programs are designed to get people outside and interact with nature. All the person

has to do is call to get more information.

In conclusion, video game addictiveness can have various effects. As studies show

video games usage increase during middle school age but slowly decrease throughout

high school. The effects though can be more severe to some people and can go on past

high school. There are helpful websites that can instruct parents on how to control

their child’s playing habits. Since this starts at an early age, the websites target

parents to be focused on what their children are playing and how long they are

playing it.
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Local Literature

Good news and bad news for video gamers: new research shows game play boosts

visual and cognitive skills, but that too much of the activity is linked to behavioral

problems.

In one of two studies published this week, Brown University researchers found

gaming not only improves visual skills but also may improve learning ability for those

skills.

"It may be possible that the vast amount of visual training frequent gamers receive

over the years could help contribute to honing consolidation mechanisms in the brain,

especially for visually developed skills," the researchers wrote in the study published

Tuesday in PLoS One, a scientific journal published by the Public Library of Science.

"A lot of people still view video games as a time-wasting activity even though research

is beginning to show their beneficial aspects," said Aaron Berard, a graduate student

and lead author.

"If we can demonstrate that video games may actually improve some cognitive

functioning, perhaps we, as a society, can embrace newer technology and media with

positive application."
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The researchers said the study doesn't necessarily prove whether playing video games

improves learning ability or whether people with an innate ability become gamers

because they find gaming more rewarding.

A separate study by Oxford University researchers offered a more mixed outlook on

the question of whether video games are harmful for children.

The researchers concluded that children who play video games for more than three

hours a day are more likely to be hyperactive, get involved in fights and not be

interested in school.

But the Oxford team found that the problems were linked to the amount of time spent

gaming rather than the types of games played and found no link between playing

violent games and real-life aggression or a child's academic performance.

They also found playing games for less than one hour a day might be positive for

children's behavior.

"These results highlight that playing video games may just be another style of play

that children engage with in the digital age, with the benefits felt from the act of

playing rather than the medium itself being the significant factor," said researcher
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Allison Mishkin of the study published in the journal Psychology of Popular Media

Culture. — Agence France-Presse

While children who play violent computer games are more aggressive, there's

no evidence to support claims that the games themselves cause kids' aggressive

behaviour, the Swedish Media Council (Statens medieråd) has concluded.

The findings come following a review of more than 100 articles about violent

computer games and aggression which have been published in international scientific

journals since 2000.

According to the Council's review, there is a clear, statistically significant link between

violent computer games and aggressive behaviour.

However, many of the studies use different methods to measure aggression, many of

which lack a clear connection to violent behaviour.

In addition, a great deal of the research exploring causal links between violent

computer games and aggressive behaviour “suffer from serious methodological

deficiencies” and don't provide sufficient evidence to establish a causal relationship.

The few studies that have attempted to examine other causes of aggression found that

factors such as poor physical health or family problems can explain both violent

behaviour and a propensity to play violent computer games.

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There is also too little research into the hypothesis that violent video games may cause

violent behaviour among people with certain personality traits.

As a result, the Council concludes, “there is no evidence that violent computer games

cause aggressive behaviour”.

“If research can't provide any simple answers about how games make children

aggressive, perhaps we adults should stop judging the games children play based on

whether they are violent or not,” Media Council researcher Ulf Dalquist said in a

statement.

Speaking with the Aftonbladet newspaper Dalquist said that a number of longitudinal

studies included in the review showed “beyond a reasonable doubt” that family

conflicts and poor health among children can make children more drawn to computer

games and result in a higher level of aggression.

And while the games themselves may not cause aggressive behaviour among children,

parents should nevertheless be aware of the games their children play.

“As parents, we can stand and freeze on the sidelines of a football pitch or listen to out

of tune recorder concerts – but we can't engage in their computer gaming. It may not

be about how much violence a game contains, but rather what sort of values the game

expresses,” he told the newspaper.

Synthesis
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Recent literatures and studies have shown that videogames does not exactly give any

negativity at start but it actually has many benefits to the user such as increase in a

person’s cognitive thinking, reflexes and also relieves stress. Videogames only gets

unhealthy is when the user gets too serious on what they play as well as the time

consumed that ultimately leads to addiction of a videogame as well as losing

themselves from reality. This leads gamers into having aggressions whenever they

have a hard time finishing a level but this doesn’t mean that videogames leads to

violence. In the end studies shown earlier says that videogames is only gets harmful

when time consumed has been way too much.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the method and procedures of research applied to gather the

needed data. It contains the Research Design, Respondents, Sampling Techniques,

Instruments used with its Construction, Validation, Administration and Retrieval, and

Statistical Treatment of Data.

Research Design

The study used the descriptive survey design in its attempt to determine, to describe

and to analyze the effects of heterogeneous sectioning on the learning process. It tries to find

out whether the independent variables strongly influence the dependent variable.

 According to Good (3:1987), the Descriptive Method Survey may include present

facts or current condition concerning the nature of a group of persons, a number of objects, or

classes of events and may involve the procedure of induction, analysis, classification,

remuneration, or measurement.

 Best (1:2000), for this part, referred this as concerned with the condition or relation

that exists, practices that prevail, beliefs, point of view, attitude that are held, processes that

are going on, effects that are felt or current trends that are developing.

Respondents of the Study

This study used 25 high school students of Springfield School in Novaliches, Quezon

City who are enrolled during the recent school year.

Sampling Techniques

The researchers used the random sampling technique, as applied by the principles in
 SPRINGFIELD SCHOOL OF NOVALICHES

charge of choosing the respondents.

Instruments Used

The researchers utilized the following instruments in gathering significant data to

complete the study. In gathering the data for this study, the researchers used the following

instruments:

1. Questionnaire. This was the primary source of the needed data. The researchers

used it because it is the most effective and widely accepted way of collecting information to

be able to pursue the objective of the study.

Construction of the Instruments

To formulate the concept and framework of the study, and to determine the variables

and indicators to be used, the researchers read literatures, thesis and studies related to the

subject of the study.

The researcher prepared the initial draft of the questionnaire based on the readings

and they showed it to their adviser for their comment and suggestions.

Validation of the Instruments

The instruments were validated to 5 selected students, where the researchers serve as

student teachers, as trial respondents who are not part of the study. The purpose is to find out

if there are questions which are vague or unclear.

 SPRINGFIELD SCHOOL OF NOVALICHES

Administration and Retrieval of the Instruments

The researchers were responsible for the administration and retrieval. After

considering the results of try-out, the researchers prepared the final draft of questionnaire for

the final retrieval. The researchers personally went to the respective area covered by the

study which is Springfield School in Novaliches, Quezon City the selected 25 respondents

were given a single copy of questionnaire. 100% of questionnaires were retrieved. The

group conducted interviews after the respondents answering the questionnaire. The purpose

of this is to gather some comments or any information just to support this study.

Statistical Treatment of the Data

The researchers used the following statistics to find out the Effects of Heterogeneous

Sectioning by selected fourth year students to their learning outcomes.

The data heated through the following statistical methods:

A. Frequency and Percentage Distribution

Formula:

P=F/N x 100

Where:

P= Percentage

F= Frequency

N= Total number of Respondents

Frequency distribution is the itemized summary of responses for each question on

the bases of categories establish in the study base on the arithmetical percentage of the
 SPRINGFIELD SCHOOL OF NOVALICHES

frequency distribution to the number of responses.

B. Ranking

This was used to determine the ranking position of scores to determine the specific

rank of the variables. Rank 1 as the highest and rank 4 as the lowest.
 SPRINGFIELD SCHOOL OF NOVALICHES

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the gathered data.

The obtained data were statistically analyzed and the results were presented in tabular

form to have a clearer and better understanding.

Table 1

Frequency Distribution of Respondents Gender

Gender Frequency Percentage Rank

Male 28 93.3% 1

Female 2 6.7% 2

Total 30 100%

Table 1 shows the frequency and percentage distribution of the gender of the

respondents.

The data reveals that there are more male than female respondents. They constitute

93.3% as rank one while the female respondents are 6.7% as rank 2.
 SPRINGFIELD SCHOOL OF NOVALICHES

It is a common observation that in most population, males almost always dominate

female in number.

Table 2

Frequency Distribution of Respondents’ Age

Age Frequency Percentage Rank

17 13 40% 1

16 17 60% 2

Total 30 100%

Table 2 presents the frequency and percentage distribution of the age of the respondents.

The data portrays that 60% or 17 respondents of grade 10 students are mostly aged

16 which ranks first, then it is followed by students ages 17 with the percentage of 40% or

frequency of 13 respondents ranks second

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Table 3

Frequency Distribution of Respondents’ Grade

Grade Frequency Percentage Rank

12 7 23.3% 3

11 9 30% 2

10 14 46.7% 1

Total 30 100%

Illustrated in the table above is the number of student grade level. About 46.7% or 14

of the student are in grade 10. Follow by student are in grade 11 which has frequency of

9 or 30% and last one which has frequency of 7 or 23.3% of student are in grade 12.
 SPRINGFIELD SCHOOL OF NOVALICHES

Table 3

Frequency Distribution of Respondents’ Average Grade

Gen Ave. Frequency Percentage Rank

80 and above 14 46.7% 2

79 16 53.3% 1

30 100%

This table shows that the gen ave of students who played video games are 80 and

above the frequency of students have gen ave of 80 and above is 14 equivalent of 46.7%

and follow by the students gave 79 gen ave which the frequency is 16 equivalent to

53.3%.
 SPRINGFIELD SCHOOL OF NOVALICHES

1 Why do you play video games?

Table 4

Frequency Percentage Rank

Entertainment 10 33.3% 2

Stress reliever 12 40 1

Escape from 6 20% 3

reality

Other reason 2 6.7% 4

30 100%

This table shows that the highest number frequencies are the people who plays video

games for stress relieves then follow by people who play the game for entertainment, and

third are the people who play video games for escaping the reality, and the last one are the

people plays video games for other reason.

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2 Who influenced you to play video games?

Table 5

Frequency Percentage Rank

Friends 15 50% 1

Classmate 10 33.3% 2

Family 5 16.7% 3

Other people 0 0% 4

The table illustrates that most video gamers influenced them to play by their friends which

has the frequency of 15 or percentage of 50%, follow by the frequency of 10 or percentage of

33.3% that their classmates influence them to play video games, and the last one are the people

influence them to play video games is their family which has the frequency of 5 or 16.7%.
 SPRINGFIELD SCHOOL OF NOVALICHES

3. How many hours do you waste on online games?

Table 6

Frequency Percentage Rank

3-4 hours 11 36.7% 2

1-2 hours 14 46.7% 1

5-6 hours 4 13.3% 3

7 hours and above 1 3.3% 4

30 100%

This table shows that most of the students play for 1-2 hours which has frequency of

14 or percentage of 46.7%, follow by the people who play for 3-4 hours which has

frequency of 11 or percentage of 36.7%, follow by the people plays for 5-6 hours which

has frequency of 4 or percentage of 13.3%, and the last one is player who play about 7

hours and above which has frequency of 1 or percentage of 3.3%.

 SPRINGFIELD SCHOOL OF NOVALICHES

4. Do you eat in proper time? If no, why?

Table 7

Frequency Percentage Rank

Yes 18 60% 1

No 12 40% 2

30 100%

The table illustrate that most of players eat in proper time which has frequency of 18

or percentage of 60%, and follow by the players who not eat in proper time because they

are distracted by playing video games which has frequency of 12 or percentage of 40%.
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5 Despite of your addiction to online games, do you still eat together with your
family? And if not , why?

Table 8

Frequency Percentage Rank

Yes 22 73.3% 1

No 8 26.7% 2

30 100%

The table shows most of the players they can eat together despite of their addiction

which has frequency of 22 or 73.3%, follow by players who not eat together with their

family because their mom or dad are at work, so they eat first than to play video games

which has frequency 8 or 26.7%.

 SPRINGFIELD SCHOOL OF NOVALICHES

6 Can you balance your time with your studies and games? If yes how? If no, why
not?

Table 9

Frequency Percentage Rank

Yes 28 93.3% 1

No 2 6.7% 2

30 100%

This table illustrates that most of the player can manage their time with their studies

and video games by alarming their phone or posting a note in their laptop which has

frequency of 28 or 93.3%, follow by players who cannot manage their time with studies

and games because they are too distracted to study which has frequency of 2 or 6.7%
 SPRINGFIELD SCHOOL OF NOVALICHES

7. Do playing video games help your studies? How?

Table 10

Frequency Percentage Rank

Yes 28 93.3 1

No 2 6.7% 2

30 100%

This table shows that video games help the players in their studies because it

encourages them to finish their home works so that they can play games right after, which

has a frequency of 28 or 93.3%, follow by players who said that video games can’t help

them in their studies because of their addiction who has frequency of 2 or 6.7%.
 SPRINGFIELD SCHOOL OF NOVALICHES

8. Do video games help you positively change your performance? How?

Table 11

Frequency Percentage Rank

Yes 18 60% 1

No 12 40% 2

30 100%

This table illustrate that video games change them positively by knowing team work,

self-discipline, patience, and overcome the pressure. This has frequency of 18 or 60%,

followed by players that says video games can’t change them positively because once they

play the game they can’t stop their selves which has frequency of 12 or 40%.
 SPRINGFIELD SCHOOL OF NOVALICHES

9. Do you think games are important? Why or why not

Table 12

Frequency Percentage Rank

Yes 30 100% 1

No 0 0% 2

30 100%

This table shows that the video games are important because this is their stress

reliever or entertainment, which has frequency 30 or 100%, oddly no one said that isn’t

important in their lives.

 SPRINGFIELD SCHOOL OF NOVALICHES

10 Do online games help you in your future? Why or why not?

Table 13

Frequency Percentage Rank

Yes 25 83.3 1

No 5 16.7 2

30 100%

This table shows that online games help them in their future because they can sell

their account once if they would ever need the money. It has a frequency of 25 or 83.3%,

follow by players that says online games cannot help them in their future because once

they’re addicted to a game they have a hard to time stopping that highly affects their

overall performance at home and in school.

 SPRINGFIELD SCHOOL OF NOVALICHES

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and recommendations on

the study, “The Effects of Video Games to the Academic Performance of Grade 9-10

Students A.Y. 2017-2018.”

Summary of Findings

From the data gathered, the researchers came up with the following summary of

findings.

1. On the profile respondents

1.1 Majority of the respondents is male with 28 or 93.3%.

1.2 16 or 60%% among the respondents are 16 years of age.

1.3 Majority of the respondents has gen average of 79

2. On the respondents most reason why their playing video games.

a.) Almost 40% or 12 respondents reasoned that video games are their stress reliever.

3. On the respondents the one influenced them to play video games.

a.) 15 or 50% said that their friends influenced them to play video games.

4. On the respondents hours that they wasting in video games.

a.) Most of the respondents plays 1-2 hours

5. On the respondents eat in proper time

a.) Most of the respondents eat in proper time

 SPRINGFIELD SCHOOL OF NOVALICHES

6. On the respondents despite of their addiction they can still eat together with their family

a.) 22 or 73.3% of the respondents says that they eat together with their family

7. On the respondents balance the studies between video games

a.) 28 or 93.3% can manage their time between studies and video games

8. On the respondents video games help them in studies

a.) 28 or 93.3% of respondents saying that video games help them in their studies

9. On the respondents help them positively change their performance

a.) Most of the respondents says that video game help them change positively

10. On the respondents that video games are important

a.) 30 or 100% of respondents says that video games are important

11. On the respondents video games help them in their future

a.) 25 or 83.3% of respondents says that video games help them in their future

Conclusion

Based on the presented findings, the following conclusions were drawn:

1. Students always play video games.

2. Students waste 1-2 hours for video games.

3. Students can manage their time between playing video games and studies.

4. Most of student says that video games are important.

5. Despite of their addiction they still eat together with their family.

Recommended

1. Teachers should recognize the importance education between video games.

 SPRINGFIELD SCHOOL OF NOVALICHES

2. School administrator must organize a program to teach the importance of education.

3. Parents should support the program of school administrator for their child.

4. Student must appreciate the importance of education.

5. That a further research conducted to improve students.

BIBLIOGRAPHY

Books

1. Tracy Brian, Video games, New York 2005, pp 160-168

2. Alcott Graham. Productivity Ninjan, New York 2014

3. Nickerson Pat, MacKenzie Alec K. Effects of video games to academic

performance,

Newspaper

1. Philippine Daily Inquirer, September 30, 2011, pp 5-6

Electronic Services

1. www.google.com

2. www.wikipedia.org