Tanan Na Jud Ni! Chapters XD - Revised

CHAPTER I
INTRODUCTION
Living in the technological era, computers and
internet became an irreplaceable tool in everyday life of
almost every person. Adult users generally use it for
business purposes while young users usually use internet
and computers for gaming.
The rise of technology particularly the use of
computers and internet has led to many changes in our daily
lives. In particular, this growth has also led to the rise
of online gaming.
BACKGROUND OF THE STUDY
Online gaming can be referred as to any type of game
that someone can play through the usage of internet or over
a computer network. Most of the time, online gaming refers
to the video games played over the internet, where multiple
players are in different location around the world. In most
cases, online games are freeware programs that can be used
for an unlimited time and available for free. Most
percentage of web games available nowadays features more
developed game than downloadable games which makes it more
realistic and attractive.
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Typically, online gaming requires a high- speed of
internet connection. Proper hardware is also required
whether it is a computer or console, such as X-box and
PlayStation that is connected to the internet. Some of
online games uses some piece of controlling hardware like
joysticks and other game controllers. But these days,
gaming technology has progressed into a higher level.
Things like 3-D animation graphics with excellent surround
sound stereo now have the ability to make everyone addicted
into it. In terms of video games, online gaming is growing
in popularity because of variety of reasons. Gamers can
easily find opponents of a similar skill or level when
playing a head-to-head game over the internet. Players can
also play a massive multiplayer game where dozens of
players are playing an ongoing game in the virtual world.
Today, one has seen the effects of video games.
Because of the excellent features like 3-D animation
graphics, excellent effects, easy access etc. it adds more
amusement and excitement to the game which makes it
attractive or even addictive.
Individuals also have been aware about the effects of
game addiction, the leading problem concerned by the
society regarding gaming which leads to a lot of
complications. As mentioned, that computer games provide a
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high level of excitement or quick gratification, many
people find computer games as a great escape from stressful
reality, which is very common scenario to students.
This fact prompts the risk of game addiction. As
people get addicted to computer games, they prefer staying
in front of the computer all the time that they skip meals,
refuse going out for work or school, do not sleep enough
which cause to have a bad performance at school, start
losing their social ability, and also mix up the real and
virtual world which may pose a risk not only to themselves
but also to other people. They might also become an
irresponsible person.
People who play video games, have different reasons,
and the usage of the game may also lead to different
effects for each individual. Pressure at school, family
issues and peer influences may be some of the reasons why
individuals have a strong connection to the effects of
gaming. To some people, video games are some sort of a
stress reliever or therapeutic. However, people who have
experienced negative effects of gaming are many.
STATEMENT OF THE PROBLEM
This study aimed to know the impact of online gaming
to the Junior High Students. Specifically, to the Junior
High students of San Isidro High School.
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This study seeks to answer the following questions:
1. How attached are the students to online gaming?
2. How attached are the students to its negative
effects?
3. How attached are the students to its good
effects?
4. How online gaming affect the performance of the
students in school?
HYPOTHESIS
HO1: There is no significant correlation between the
academic performance of the students and online
gaming.
HO2: There is no negative effects on online gaming with
regards to the academic performance of the students.
HO3: There is good effects of online gaming on the academic
performance of the students.
HO4: There is no significant correlation between the
effects of online gaming and the school performance of
the students.
SIGNIFICANCE OF THE STUDY
This study is intended to know the impact of online
gaming among the Junior High students of San Isidro High
School.
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This study is significant to:
The Students
This study is vital to students. It will provide
information regarding the impacts of online gaming. The
study offers different reasons why individuals,
specifically students have a strong connection to online
gaming and its effects. This may help the students know
their limitations in playing online games.
The Parents and Guardians
The information given is also beneficial to the
parents and guardians, for them to be aware of the effects
of online games to their children, so they could also
properly guide and give limitations to their children upon
gaming. To avoid such effects that could possibly affect to
the student’s school performance.
The Future Researchers
This study may help the future researchers. This will
serve as their guide or reference for the future
researchers. Moreover, future researchers can elaborate and
examine the study and link it with other issues.
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SCOPE AND LIMITATION
The study focuses on the impact of online gaming to
the Junior High students. This will aim to understand why
students are very attached on the effects of online gaming.
This study is limited to the Junior High students of
San Isidro High School and other things not mentioned are
not part of the study.
CONCEPTUAL FRAMEWORK
The research deals with the study of online gaming.
This indicates that there are many impacts of online gaming
among the Junior High students of San Isidro High School.
In terms of the behavior and performance of the students in
school.
Figure 1: Schematic Diagram
Independent Dependent variable

variable
Effects to
Online gaming student’s school
performance
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DEFINITION OF TERMS
Freeware-(not to be confused with free software) is
programming that is offered at no cost and is a common
class of small applications available for downloading and
use in most operating systems.
Hardware- Computer hardware refers to objects that you can
actually touch, like disks, disk drives, display screens,
keyboards, printers, boards, and chips.
Console- or Console games, more commonly referred to as
video games. They are played on a device specially made for
game play called a video game console. The player interacts
with the game through a controller, a hand-held device with
buttons and joysticks or pads. Video and sound are received
by the gamer though a television. Examples of consoles
Microsoft Xbox- A very popular video game console from
Microsoft. Introduced in 2001, the Xbox was designed to
complete with Sony’s PlayStation in Nintendo’s GameCube.
Sony PlayStation- is a band series of game consoles created
and developed by Sony Computer Entertainment.
Nintendo- is one of the world’s largest video game
companies by market capitalization, creating some of the
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best-known and top-selling video game franchises, such as
Mario, The legend of Zelda, and Pokémon.
GameCube- it is the first Nintendo console to use optical
discs as its primary storage medium. The discs are similar
to mini DVD format; as a result of their smaller size and
the console’s small disc compartment, the system was not
designed to play Standard DVDs or audio CDs.
Nintendo Wii- A popular video game console from Nintendo
introduced in 2006. Pronounced as “wee”, it runs Wii and
GameCube software and features a wireless motion sensing
controller that looks like a TV remote rather than a game
controller.
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CHAPTER II
REVIEW OF RELATED LITERATURE
For the intent of gathering more information and better
understanding, there are different ideas and concepts
gathered from different author’s opinion about the certain
topic. With all due respect to their works, some of them
are mentioned in this paper.
RELATED LITERATURE
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 evolve to include online gaming servers and
massively-multiplayer online game setting.
According to Jane Hurst (2015), today’s computer games
are loaded with action, and there are many different
categories or genres of games. But, many games can be
considered to be more than one genre. For instance, a
soccer game could be considered a sports game, as well as a
simulation game.
Chang (2009) stated that online gaming was referred to
as internet gaming or electronic gaming. It was a gathering
of players with a common game using local area network
(LAN) where they could be on the same setting. The players
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seem to be in a real situation that they use their mouse or
keypads to move in the monitor, their virtual world.
Nie & Erbing (2000) and Kraut, et al (1998) stated
that some fear that virtual communities was detracted from
social activity and involvement in the real world, replaced
real social relationships with less robust online
substituted and caused users to turn on from traditional
media.
The excessive growth of the internet has had a huge
influence on psychological research in understanding its
role in emotional states and there has been increased
interest in the addictive potential of the internet
(Griffiths, 2012).
Kimberly Young (2009), as gaming revolution evolved,
players could create rich, malleable environments from
designer-generated fantasies to complex Hollywood movie
themes. By 1990s, the gaming industry explored
manufacturers such as Sony and Microsoft have developed
more sophisticated and interactive features into their
games and the technology has become much portable and
mobile, making online games accessible anytime and
anywhere.
Kuss & Griffiths, (2012) stated that, for most
adolescents, gaming is a pleasurable pastime activity.
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However, research suggests that excessive online gaming in
extreme cases may lead to symptoms commonly experienced by
substance addicts, namely salience, mood modification,
craving, and tolerance
Heavy gaming, which means gaming for an excessive
amount of time, is a common symptom, as well as a strong
predictor of game addiction (Smahel, Brown, & Blinka, 2012;
Wang et al., 2011).
Chennan Liu (2014) stated that, although gaming
addiction has been shown to be related to poor academic
performance, poor health conditions, depression,
aggression, and substance use problems in a number of
studies, little is known about whether there are any causal
relationships. Furthermore, there is no study focusing on
how heavy gaming, an indicator and risk factor for gaming
addiction, influences health, mental health, and academic
outcomes.
Rheingold (2012) reiterated that the one reason for
the popularity of online games was that the combination of
fun and challenge of video games with the rewarding social
aspects of online community. Participation in online
communities allows us to stay in touch with old friends,
meet new people, learn and share information.
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RELATED STUDIES
In the study of Poon (2012), there are five aspects of
internet addiction noted by Shaw and Black (2008): Cyber
sexual addiction, cyber-relational addiction, net
compulsions, information overload, and computer addiction.
The main subtype we will be looking at is computer
addiction, as it is described as “Many computers come
equipped with pre-programmed games and people become
addicted to playing them at the cost of work performance or
family obligations”. There is a lot of controversy over the
overlap of devices in gaming, which has resulted in an
ambiguous definition for computer games and computer game
addiction.
According to Dr Kimberly S. Young, the ability to
mentally absorb oneself into a virtual environment that
seems more exciting and more interesting than one’s real
life reinforces the addictive behavior and can be used as a
coping mechanism to deal with missing or unfulfilled needs.
That is, gaming momentarily allows the person to forget his
or her problems. In the short term, gaming may be a useful
way to cope with the stress of a hard situation, however,
addictive behaviors used to escape or run away from
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unpleasant situations in the long run only end up making
the problem worse.
Anastasia & Chaplin (2005) stated that, 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. Consequently, the effects
of computer games on productivity have not been as
thoroughly explored.
Matthew W.G. Dye, C. Shawn Green, and Daphne Bavelier
(2009, discovered that playing action video games—
contemporary examples include God of War, Halo, Unreal
Tournament, Grand Theft Auto, and Call of Duty—requires
rapid processing of sensory information and prompt action,
forcing players to make decisions and execute responses at
a far greater pace than is typical in everyday life. During
game play, delays in processing often have severe
consequences, providing large incentive for players to
increase speed. Accordingly, there is anecdotal evidence
that avid game players react more readily to their
environment.
Peng, et al (2006) in their study of university
students’ attitudes and self-efficacy towards the Internet,
demonstrated the relationship between perceptions of the
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internet and their internet attitudes and self-efficacy.
They showed that there is a positive effect if the students
use the Internet as a functional tool or functional
technology.
In the study of Hollingdale & Greitemeyer (2014), it
is important to note that the violent and the neutral video
game differed in terms of perceived difficulty, enjoyment
and action, with the violent game perceived as being more
difficult, more enjoyable, and being faster. However, when
controlling for these video game properties, there was
still a significant influence of type of video game on
aggression. To put it differently, the effect that playing
the violent relative to the neutral video game increases
aggression is due to differences in perceived difficulty,
enjoyment and action. It should be noted, however, that
controlling for potential confounders within video game
research should be viewed with caution
However, good games operate at the outer and growing
edge of a player is competence, challenge, but do-able,
while schools often operate at the lowest common
denominator [diSessa 2000]. Since games are often
challenging, but do-able, they are often also pleasantly
frustrating, which is a very motivating state for human
beings. To achieve this, good games allow players to
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customize the game to their own levels of ability and
styles of learning. (JAMES PAUL GEE, 2003)
Calvert and Tan (2000) compared the effects of playing
versus observing violent video games on young adults'
arousal levels, hostile feelings, and aggressive thoughts.
Results indicated that college students who had played a
violent virtual reality game had a higher heart rate,
reported more dizziness and nausea, and exhibited more
aggressive thoughts in a post-test than those who had
played a nonviolent game.
A study by Irwin and Gross (2000) sought to identify
effects of playing an "aggressive" versus "nonaggressive"
video game on second-grade boys identified as impulsive or
reflective. Boys who had played the aggressive game,
compared to those who had played the nonaggressive game,
displayed more verbal and physical aggression to inanimate
objects and playmates during a subsequent free play
session. Moreover, these differences were not related to
the boys' impulsive or reflective traits.
Kirsh (2005) also investigated the effects of playing
a violent versus a nonviolent video game. After playing
these games, third- and fourth-graders were asked questions
about a hypothetical story. On three of six questions, the
children who had played the violent game responded more
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negatively about the harmful actions of a story character
whose intent was ambiguous than did the other children.
These results suggest that playing violent video games may
make children more likely to attribute hostile intentions
to others.
Malone (2008) argued that video games satisfy
children’s need for challenge, fantasy and curiosity,
making them a model for intrinsically motivating
instruction. While cognitive benefits associated with video
game use in and of itself have been documented.
Specific video games are also designed for use in
mental health care. The repeatability aspect of video
games, as compared with other media forms, is useful in
delivering manual-based interventions such as those
involved in cognitive– behavioural therapy. (Usab,
Holzinger, and Gesellschaft,2007)
Kranz (2008) stated that the seriousness of
the issues caused by computer game addiction and
video game addiction was even claimed to have created
a new face of addiction in modern-day societies.
Since this kind of addiction roots from seemingly
harmless sources, what leads to addiction is the people's
abuse to the effects or benefits that they bring. Since
no one will ever prevent using computer these days,
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at w o r k o r i n s c h o o l , t h e o r i s t s p r e d i c t t h a t t h i s
k i n d o f d i s o r d e r w i l l b e m u c h h a r d e r t o manage.
In the study of Isabela Granic, Adam Lobel, and Rutger
C. M. E. Engels (2014), video games are a ubiquitous part
of almost all children’s and adolescents’ lives, with 97%
playing for at least one hour per day in the United States.
The vast majority of research by psychologists on the
effects of “gaming” has been on its negative impact: the
potential harm related to violence, addiction, and
depression. We recognize the value of that research;
however, we argue that a more balanced perspective is
needed, one that considers not only the possible negative
effects but also the benefits of playing these games.
In the study of Fleming Seay (2004), though still the
canonical picture of video game play, the solitary player
sitting in front of a PC or television and interacting only
with automatically generated visual and auditory stimuli is
no longer the rule. Though the true “beginning” is a matter
of considerable debate, text based Multi-User Dungeons
(MUDs) began to captivate a niche of gamers with academic
and commercial access to the internet throughout the 1980s
by 4 offering a collaborative social experience in a
persistent online world.
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T. Atilla Ceranoglu (2010) sated that, video games
have found their way into the clinical care of youth in
most medical fields, and academic interest in their use is
increasing steadily. The popularity of video games among
youth may qualify them as a useful tool in psychotherapy
for children and adolescents. Limited literature on use of
video games in mental health care suggests that they can
help young patients become more cooperative and
enthusiastic about psychotherapy. Recent experience
suggests that video games may facilitate therapeutic
relationships, complement the psychological assessment of
youth by evaluating cognitive skills, and elaborate and
clarify conflicts during the therapy process.
Some video games have been associated with aggressive
behaviour. In that case, children imitate online
characters. Some children are at the period of modelling.
(Anderson & Bushman, 2001)
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CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
In this chapter, the researchers will discuss the
research design as well as the sampling technique and the
research environment. Instrument for data collection, and
method of data analysis were also discussed under this
chapter.
RESEARCH METHOD
Data was collected as part of the study of the effects
of online gaming in academic performance of the Junior High
Students of San Isidro High School, Tambulig Zamboanga Del
Sur. This study is designed to seek a broader knowledge and
understanding about how online gaming affects the
performance of the students at school and why students are
much attached on the effects of online gaming.
RESEARCH ENVIRONMENT
The survey was conducted during the second semester of
year 2017- 2018 at San Isidro High School (SIHS) in Lower
Lodiong, Tambulig Zamboanga Del Sur. SIHS is the only
private school in the municipality of Tambulig, Zamboanga
Del Sur with 187 Junior High students.
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RESEARCH SUBJECT
The selected respondents were the Junior High Students
of San Isidro High School. There were a total of 187 Junior
High Students in SIHS. The researcher randomly selected 19
respondents every section to meet the 50 percent of the
total respondent’s population.
RESEARCH DESIGN
The study used two methods: the qualitative method and
quantitative method. The quantitative method takes more
expressive and highlighted data and information while the
qualitative method that create firm morals like quantities.
These two methods were used in the study in order to
evaluate, know and better interpret the how online gaming
affect the academic performance of the students.
RESEARCH INSTRUMENT
The researchers generated a 4-point likert scale
questionnaire consisting twenty four questions. The
questions were easy and can be answered based on their
experiences. After collecting the questionnaires, the
analysis of the data was conducted by using Correlational
statistic method.
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DATA COLLECTION METHOD
Before conducting interviews and surveys, the
researchers submitted a letter signed by the coordinator of
the thesis, their adviser and the Principal of San Isidro
High School Tambulig Zamboanga Del Sur. The letter seeks
permission and approval in gathering the information needed
of the study.
The survey questionnaires were disseminated to the
Junior High students in a random order. The questionnaire
has very simple instruction in answering the questions. The
students just checked the item that corresponds to their
answer. The questionnaire consisted of questions which
seeks to answer the identified problem stated in the study.
STATISTICAL TREATMENT
To interpret the date effectively, the researcher will
employ the following statistical treatment. The Percentage,
Weighted Mean and Person-r are the tools use to interpret
data.
1. Percentage
This will employ to determine the frequency counts and
percentage distribution of personal related variables of
the respondents.
F
Formula: %= x 100
N
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% is the percentage F is the Frequency N is the total
number of respondents and 100 is a constant value
2. Weighted Mean
This will be used to determine the assessment of the
respondents with regards to their personal profiles.
fx
Formula: x́=
N
Where: x́ = the weighted mean
F = the frequency
x = the weight of each item
3. Person Correlational Coefficient
This is a statistical formula that measures the
strength between variables and relationships. When
conducting a statistical test between two variables, it is
a good idea to conduct a person correlation coefficient
value to determine how strong are the relationship between
the two variables.
Formula: r =N ∑ xy −¿ ¿ ¿
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Where: N = number of pairs of scores
∑ xy = sum of the products of paired scores
∑x = sum of x scores
∑y = sum of y scores
2
∑x = sum of squared x scores
2
∑y= sum of squared y scores
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CHAPTER IV
RESULTS AND DISCUSSION
RESPONDENT’S PROFILE
Table 1. Gender Distribution of the Junior High Students of

SIHS in the Year 2017-2018 showing the Frequency
and Percentage.
Gender Frequency Percentage
Male 42 44.21%
Female 53 55.79%
TOTAL 95 100%
Table 1 shows the gender distribution of the Junior
High students of San Isidro. It indicates that 42 or 44.21
percent of the respondents are male and 53 or 55.79 percent
are female. A total of 95 respondents. It shows that
majority of the respondents are Female.
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Table 2. Age Distribution of the Junior High Students of
SIHS in the Year 2017-2018 showing the Frequency
and Percentage.
Age Frequency Percentage
12-13 43 45.26%
14-15 33 34.74%
16-17 17 17.89%
18-above 2 2.11%
TOTAL 95 100%
Table 2 indicates the range of age of the Junior High
students of San Isidro High School. It shows that 43 or
45.26 percent of the respondents are at the age range of 12
to 13 years old, 33 or 34.74 percent of the respondents are
at age range of 14 to 15, 17 or 17.89 percent are at the
age range of 16 to 17 years old and 2 or 2.11 percent of
the respondents are 18 and above. It shows that most of the
respondents are within the age range of 12-13 years old.
Table 3. Academic Status Distribution of the Junior High

Students of SIHS in the Year 2017-2018 showing
the Frequency and Percentage
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Academic Frequency Percentage
Status
ESC 68 71.58%
Regular 23 24.21%
Alumni 4 4.21%
Scholar
TOTAL 95 100%
Table 3 displays the Academic distribution of the
Junior High students of San Isidro High School. It
indicates that out of the 95 respondents, 68 or 71.58
percent are ESC, 23 or 24.21 percent are regular, and 4 or
4.21 percent of the respondents are an Alumni Scholar. Most
of the respondents are ESC scholar.
Table 4. Religious Affiliation Distribution of the Junior

High Students of SIHS in the Year 2017-2018
showing the Frequency, Percentage and Ranking
Religious Frequency Percentage
Affiliation
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Roman 86 90.53%
Catholic
UCCP 2 2.11%
Born Again 2 2.11%
Aglipayan 1 1.05%
Grace Gospel 2 2.11%
Alliance 1 1.05%
TOTAL 95 100%
Table 4 shows the religious affiliation distribution
of the Junior High Students of San Isidro High School. It
appears that out of the 95 respondents, a majority of 86 or
90.53 percent are Roman Catholic, 2 or 2.11 percent of the
respondents are UCCP, 2 or 2.11 percent are Born Again, 1
or 1.05 percent is an Aglipay, 2 or 2.11 percent are Grace
Gospel, and 1 or 1.05 percent of the respondents is an
Alliance. This indicates that majority of the respondents
are Roman Catholic.
Table 5. Ethnicity Distribution of the Junior High Students

of SIHS in the Year 2017-2018 showing the
Frequency, Percentage and Ranking
Ethnicity Frequency Percentage
Cebuano 93 97.89%
Maranao 1 1.05%
Ilocano 1 1.05%
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TOTAL 95 100%
Table 5 shows the different ethnicity of the Junior
High Students of San Isidro High School. It displays the
result that a majority of 93 or 97 percent of the
respondents are Cebuano, 1 or 1.05 percent is a Maranao,
and 1 or 1.05 is an Ilocano. Survey have resulted that
majority of the respondents are Cebuano.
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Table 6. Online Gaming
No. of R E S P O N S E S
respondents: 95
Statement 4 3 2 1 TWP WM AE
1. Played Online 83 12 0 0 368 3.87 VH
Games
2. Gaming is your 52 30 5 8 316 3.33 VH
hobby
3. You find online 56 30 4 5 327 3.44 VH
gaming addictive
4. You prefer 33 14 5 43 227 2.39 F
online social
interaction over
face-to-face
communication
5. You consider 43 14 18 20 270 2.84 H
online gaming as
a Must-do
activity
6. How often play 36 34 25 0 271 2.85 H
online games
within a week
7. Have a long 36 29 30 0 261 2.75 H
period of time
playing online
games in a day
WAM 48.43 23.29 12.43 10.85 291 3.07 H
Legend
Numerical Scale Adjectival Equivalent Legend
4-(3.26-4.00) Very High AWM Average Weighted Mean
3-(2.51-3.25) High TWP Total weighted Points
2-(1.75-2.50) Fair WM Weighted Mean
1-(1.00-1.75) Low AE Adjectival Equivalent
Table 6 shows how attached the Junior High students of
San Isidro High School to online gaming. This table
indicates the overall response of the respondents toward
online gaming. It is shown that the overall response of the
respondents on how attached they are to online gaming has
an average weighted mean of 3.07 with an adjectival
equivalent of high.
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Table 7. Negative effects of playing online games that have
happened to students.
respondents: 95
1. limbs had 40 25 17 13 282 2.96 H
less energy
to work
2. poor school 35 24 26 10 274 2.88 H
performance
3. not enough 46 30 10 9 309 3.25 H
sleep and
always
feeling
tired
4. blurred 60 15 15 5 320 3.37 VH
vision
because of
online
gaming
WAM 45.25 23.5 17 9.25 296.25 3.12 VH
Legend
Table 7 shows the negative effects of online gaming
that have happened to the Junior High Students of San
Isidro High School. It indicates that the overall response
of the respondents about the negative effects of online
gaming that have happened to them has an average weighted
mean of 3.12 which has an adjectival equivalent of very
high.
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Table 8. Good effects of playing online games that have
happened to students
No. of respondents: R E S P O N S E S
95
1. Improve your 26 25 19 25 242 2.55 H
hand-eye
coordination
2. Improve your 14 15 35 31 201 2.12 F
responsiveness
3. Being fast in 24 15 26 30 223 2.35 F
problem
solving, quick
thinking
4. Bring you 65 14 10 6 328 3.45 VH
happiness,
satisfaction
WAM 32.25 17.25 22.5 23 248.5 2.62 H
Legend
Table 8 displays the good effects of online gaming
Isidro High School. It indicates that the overall response
of the respondents about the good effects of online gaming
that have happened to them has an average weighted mean of
2.62 which has an adjectival equivalent of high
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Table 9. Effects to School Performance
respondents: 95
1. You forget 25 27 19 24 243 2.56 H
your school
responsibilit
ies when
gaming
2. You skip 15 51 15 14 257 3.02 H
classes for
game
3. During class 34 31 10 20 269 2.83 H
hours, you
are thinking
about gaming
4. You spend 49 13 9 24 277 2.92 H
more time on
gaming rather
than your
works or
studies
WAM 30.75 30.5 13.25 20.5 261.5 2.83 H
Legend
Table 9 displays the school performance of the Junior
High Students of San Isidro High School. This shows the
overall response of the students has an average weighted
mean of 2.83 which has an adjectival equivalent of high
when it comes to the effects of online gaming to school
performance.
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Table 10. Frequency percentage of the average Grade of the
Junior High Students
Average grade Frequency percentage
73-75 10 10.53%
76-78 14 14.74%
79-81 17 17.89%
82-84 12 12.63%
85-87 20 21.05%
88-90 13 13.68%
91-above 9 9.48%
TOTAL 95 100%
Table 10 displays frequency and percentage of the
average grade of the Junior High Students 10 or 10.53
percent have a range of average grade of 73-75, 14 or 14.74
percent have a range of average grade of 76-78, 17 or 17.89
have a range of average grade 79-81, 12 or 12.63 percent
have a range of average grade of 82-84, 20 or 21.05 percent
have an average grade of 85-87, 13 or 13.68 have an average
grade of 88-90, and 9 or 9.48% have an average grade of 91
and above. A total of 95 respondents or 100 percent. It
shows that 85-87 is the leading range of grade of the
Junior High students of San Isidro High School.
Table 11. Average Grade: 73-75; Online Gaming
33
No. of respondents: 10 R E S P O N S E S
1. Played Online Games 10 0 0 0 40 4.00 VH
2. Gaming is your 6 4 0 0 36 3.6 VH
hobby
gaming addictive
4. You prefer online 3 3 0 4 25 2.5 H
social interaction
over face-to-face
communication
5. You consider online 6 2 2 0 34 3.4 VH
gaming as a Must-do
activity
6. How often play 7 3 0 0 37 3.7 VH
online games within
a week
7. Have a long period 7 2 1 0 36 3.6 VH
of time playing
online games in a
day
WAM 6 3 0.29 0.71 34.43 3.44 VH
Legend
Table 11 shows the response of the Junior High
students of San Isidro High School who have an average
grade of 73-75. On how attached they are to online gaming.
This shows that among the students averaging 73-75 has a
weighted mean of 3.44 which has an Adjectival equivalent of
very high when it comes to how attached they are to online
gaming.
34
Table 12. Average Grade: 73-75; Negative effects of playing
online games that have happened to students.
1. limbs had less 7 3 0 0 37 3.7 VH
energy to work
2. poor school 6 4 0 0 36 3.6 VH
performance
3. not enough sleep 6 4 0 0 36 3.6 VH
and always feeling
tired
4. blurred vision 10 0 0 0 40 4 VH
because of online
gaming
AWM 7.25 1.57 0 0 37.25 3.73 VH
Legend
Students of San Isidro High School who had an average grade
of 73-75 toward the negative effects of online gaming that
have happened to them. This shows that among the students
who have an average grade of 73-75 has an average weighted
mean of 3.73 which has an Adjectival Equivalent of very
high when it comes to the negative effects of online gaming
that have happened to them.
35
Table 13. Average Grade: 73-75; Good effects of playing
online games that have happened to students
1. Improve your hand- 2 2 3 3 23 2.3 F
eye coordination
2. Improve your 1 1 5 3 15 1.5 L
responsiveness
3. Being fast in 3 1 3 3 24 2.4 F
problem solving,
quick thinking
4. Bring you happiness, 5 4 1 0 34 3.4 VH
satisfaction
AWM 2.75 2 3 2.25 24 2.4 F
Legend
Table 13 displays the good effects of online gaming
Isidro High School who have an average grade of 73-75. It
shows that among the students averaging 73-75 has an
average weighted mean of 2.4 which has resulted to a fair
adjectival equivalent in terms of the of the positive
effects of online gaming.
36
Table 14. Average Grade: 73-75; Effects to School
Performance
1. You forget your 7 3 0 0 37 3.7 VH
school
responsibilities when
gaming
2. You skip classes for 5 5 0 0 35 3.5 VH
game
3. During class hours, 5 4 1 0 34 3.4 VH
you are thinking
about gaming
4. You spend more time 7 3 0 0 37 3.7 VH
on gaming rather than
your works or studies
AWM 6 3.75 0.25 0 35.75 3.58 VH
Legend
High Students of San Isidro High School who have an average
grade of 73-75. This shows that among the students who has
an average grade of 73-75 has an average weighted mean of
3.58 which has an adjectival equivalent of very high when
it comes to the effects of online gaming to school
performance.
37
2. Gaming is your 9 5 0 0 51 3.64 VH
hobby
gaming addictive
social interaction
over face-to-face
communication
5. You consider online 10 2 2 0 50 3.57 VH
gaming as a Must-do
activity
6. How often play 7 6 1 0 48 3.43 VH
online games within
a week
7. Have a long period 9 4 1 0 50 3.57 VH
of time playing
online games in a
day
AWM 9 3 0.57 0.71 49.43 3.53 VH
Legend
gaming.
38
1. limbs had less 9 5 0 0 51 3.64 VH

energy to work
2. poor school 8 6 0 0 50 3.57 VH
performance
and always feeling
tired
4. blurred vision 13 1 0 0 55 3.93 VH
because of online
gaming
AWM 9.75 4 0 0 51.75 3.67 VH
Legend
of 76-78 towards the negative effects of online gaming that
39
14
1. Improve your 8 3 1 2 45 3.21 H
hand-eye
coordination
2. Improve your 2 1 6 5 22 1.57 L
responsiveness
3. Being fast in 4 3 4 3 36 2.57 H
problem solving,
quick thinking
4. Bring you 13 1 0 0 55 3.93 VH
happiness,
satisfaction
AWM 6.75 2 2.75 2.5 39.5 2.82 H
Legend
Table 17 shows the good effects of online gaming that
have happened to the Junior High Students of San Isidro
High School who have an average grade of 76-78. It shows
that among the students averaging 76-78 has an average
weighted mean of 2.82 which has resulted to a high
40
Performance
14
1. You forget your 7 2 2 3 41 2.93 H
school
responsibilities
when gaming
2. You skip classes 2 12 0 0 44 3.14 H
for game
3. During class 6 6 1 1 45 3.21 H
hours, you are
thinking about
gaming
4. You spend more 12 0 0 2 50 3.57 VH
time on gaming
rather than your
works or studies
AWM 6.75 5 0.75 1.25 45 3.21 H
Legend
grade of 76-78. This displays that among the students who
has an average grade of 76-78 has an average weighted mean
of 3.21 which has an adjectival equivalent of high when it
comes to the effects of online gaming to school
performance.
41
No. of respondents:17 R E S P O N S E S
2. Gaming is your hobby 12 5 0 0 63 3.71 VH
gaming addictive
social interaction
over face-to-face
communication
5. You consider online 10 2 4 1 55 3.24 H
gaming as a Must-do
activity
6. How often play online 10 6 1 0 60 3.53 VH
games within a week
7. Have a long period of 10 3 4 0 57 3.35 VH
time playing online
games in a day
AWM 12 3 1 1 60.43 3.56 VH
Legend
gaming.
42
1. limbs had less 11 5 1 0 61 3.59 VH

energy to work
2. poor school 14 3 0 0 65 3.82 VH
performance
and always feeling
tired
because of online
gaming
AWM 12.25 4.5 0.25 0 63 3.70 VH
Legend
of 79-81 towards the negative effects of online gaming that
43
1. Improve your hand- 10 4 1 2 56 3.29 VH
eye coordination
2. Improve your 4 2 6 5 39 2.29 F
responsiveness
3. Being fast in 4 4 4 5 41 2.41 F
problem solving,
quick thinking
4. Bring you 15 1 1 0 65 3.82 VH
happiness,
satisfaction
AWM 8.25 2.75 3 3 50.25 2.95 H
Legend
44
Table 22. Average Grade: 79-81; Effects School Performance
1. You forget your 5 5 4 3 46 2.71 H

school
responsibilities
when gaming
for game
3. During class hours, 4 8 1 4 46 2.70 H
you are thinking
about gaming
4. You spend more time 12 2 0 3 57 3.35 VH
on gaming rather
than your works or
studies
AWM 7.5 6.5 1.5 2.5 51 3.00 H
Legend
3.00 which has an adjectival equivalent of high when it
performance.
45
2. Gaming is your hobby 7 4 0 1 41 3.42 VH
gaming addictive
social interaction
over face-to-face
communication
5. You consider online 7 1 3 1 38 3.17 H
gaming as a Must-do
activity
6. How often play online 5 6 1 0 40 3.33 VH
games within a week
7. Have a long period of 5 5 2 0 39 3.25 H
time playing online
games in a day
AWM 7 3 1 1 40 3.33 VH
Legend
grade of 82-84 on how attached they are to online gaming.
This shows that among the students averaging 82-84 has an
average weighted mean of 3.33 which has an Adjectival
equivalent of very high when it comes to how attached they
are to online gaming.
46
Statement 4 3 2 1 TW WM AE
P
1. limbs had less 4 4 4 0 36 3.00 H
energy to work
2. poor school 6 5 1 0 41 3.42 VH
performance
and always feeling
tired
because of online
gaming
AWM 7.25 3.5 1.25 0 42 3.50 VH
Legend
47
1. Improve your hand-eye 3 5 2 2 33 2.75 H
coordination
2. Improve your 3 1 4 4 27 2.25 F
responsiveness
3. Being fast in problem 2 2 4 4 26 2.16 F
solving, quick
thinking
4. Bring you happiness, 8 2 2 0 42 3.5 VH
satisfaction
AWM 4 2.5 3 2.5 32 2.67 H
Legend
48
Table 26. Average Grade: 82-84 Effects to School
Performance
1. You forget your 2 2 4 4 26 2.17 F
school
responsibilities
when gaming
for game
you are thinking
about gaming
4. You spend more time 5 3 0 4 33 2.75 H
on gaming rather
than your works or
studies
AWM 3 4.25 1.75 3 31.25 2.60 H
Legend
comes to the effects of online gaming to school performance
49
1. Played Online 19 1 0 0 79 3.95 VH
Games
2. Gaming is your 15 5 0 0 77 3.85 VH
hobby
gaming addictive
4. You prefer online 7 2 1 10 46 2.3 F
social interaction
over face-to-face
communication
5. You consider 10 3 4 3 66 3.3 VH
online gaming as a
Must-do activity
6. How often play 7 5 8 0 59 2.95 H
online games
within a week
7. Have a long period 3 7 10 0 53 2.65 H
of time playing
online games in a
day
AWM 10.71 4 3.42 1.86 64.71 3.24 H
Legend
high when it comes to how attached they are to online
gaming.
50
respondents: 20
1. limbs had 9 6 5 0 64 3.2 H
less energy
to work
2. poor school 2 5 13 0 49 2.45 F
performance
3. not enough 13 4 3 0 70 3.5 VH
sleep and
always
feeling tired
4. blurred 8 8 1 1 59 2.95 H
vision
because of
online gaming
AWM 8 5.75 5.5 0.25 60.5 3.03 H
Legend
mean of 3.03 which has an Adjectival Equivalent of high
when it comes to the negative effects of online gaming that
have happened to them.
51
20
1. Improve your 1 5 4 10 37 1.85 F
hand-eye
coordination
2. Improve your 3 4 7 6 44 2.2 F
responsiveness
3. Being fast in 7 3 5 5 52 2.6 H
problem solving,
quick thinking
4. Bring you 14 2 2 2 68 3.4 VH
happiness,
satisfaction
AWM 6.25 3.5 4.5 5.75 5.25 2.51 H
Legend
High School who have an average grade of 85-87. This shows
52
Performance
1. You forget your school 4 5 4 7 46 2.3 F
gaming
2. You skip classes for 2 12 5 1 55 2.75 H
game
you are thinking about
gaming
4. You spend more time on 1 1 1 6 59 2.95 H
gaming rather than 2
AWM 7 6.5 3 4.5 54 2.7 H
Legend
grade of 85-87. The shows that among the students who has
performance.
53
13
1. Played Online 10 3 0 0 46 3.54 VH
Games
2. Gaming is your 1 5 2 5 28 2.15 F
hobby
gaming addictive
4. You prefer online 0 2 3 8 20 1.54 L
social interaction
over face-to-face
communication
5. You consider 0 3 3 7 22 1.69 L
online gaming as a
Must-do activity
6. How often play 0 6 7 0 32 2.46 F
online games
within a week
7. Have a long period 1 6 6 0 34 2.62 H
of time playing
online games in a
day
AWM 2.71 4.14 3.14 3 32.14 2.47 F
Legend
54
fair when it comes to how attached they are to online
gaming.

13
1. limbs had less 0 2 5 6 22 1.69 P
energy to work
2. poor school 0 1 8 4 23 1.77 F
performance
3. not enough sleep 1 5 5 2 31 2.38 F
and always
feeling tired
4. blurred vision 1 3 7 2 29 2.23 F
because of
online gaming
AWM 0.5 2.53 6.25 3.5 26.25 2.02 F
Legend
mean of 2.02 which has an Adjectival Equivalent of fair
when it comes to the negative effects of online gaming that
have happened to them.
55
1. Improve your hand- 1 3 5 4 27 2.08 F
eye coordination
2. Improve your 1 4 4 4 28 2.15 F
responsiveness
3. Being fast in 3 2 3 5 29 2.23 F
problem solving,
quick thinking
4. Bring you 7 2 2 2 40 3.08 H
happiness,
satisfaction
AWM 3 2.75 3.5 3.75 31 2.36 F
Legend
weighted mean of 2.36 which has resulted to a fair
56
Performance
1. You forget your 0 7 2 4 29 2.23 F

school
responsibilities
when gaming
2. You skip classes 0 2 6 5 23 1.77 F
for game
3. During class 4 4 2 4 36 2.77 H
hours, you are
thinking about
gaming
4. You spend more 1 3 4 5 26 2.00 F
time on gaming
rather than your
works or studies
AWM 1.25 3.75 3.5 4.5 28.5 2.19 F
Legend
2.19 which has an adjectival equivalent of fair when it
performance.
57
Table 35. Average Grade: 91-above; Online Gaming
1. Played Online Games 1 8 0 0 28 3.11 H
2. Gaming is your 1 2 3 2 22 2.44 F
hobby
3. You find online 3 2 1 3 23 2.56 H
gaming addictive
4. You prefer online 1 1 0 7 14 1.56 L
social interaction
over face-to-face
communication
5. You consider online 0 1 0 8 11 1.22 L
gaming as a Must-do
activity
6. How often play 0 2 7 0 20 2.22 F
online games within
a week
7. Have a long period 1 2 6 0 22 2.44 F
of time playing
online games in a
day
AWM 1 2.57 2.43 2.86 20 2.22 F
Legend
grade of 91-above on how attached they are to online
gaming. This shows that among the students averaging 91-
above has a weighted mean of 2.22 which has an Adjectival
58
equivalent of very high when it comes to how attached they
are to online gaming.
Table 36. Average Grade: 91-above; Negative effects of

playing online games that have happened to
students.
respondents: 9
1. limbs had 0 0 2 7 11 1.22 L
less energy
to work
2. poor school 0 0 3 6 14 1.56 L
performance
3. not enough 0 0 2 7 11 1.22 L
sleep and
always
feeling tired
4. blurred 0 0 7 2 16 1.78 F
vision
because of
online gaming
AWM 0 0 3.5 5.5 13 1.45 L
Legend
of 91-above toward the negative effects of online gaming
that have happened to them. This shows that among the
students who have an average grade of 90-above has an
average weighted mean of 1.45 which has an Adjectival
59
Equivalent of Low when it comes to the negative effects of
online gaming that have happened to them.
Table 37. Average Grade: 91-above; Good effects of playing

9
1. Improve your 1 3 3 2 21 2.33 H
hand-eye
coordination
2. Improve your 0 2 3 4 16 1.78 F
responsiveness
3. Being fast in 1 0 3 5 15 1.67 L
problem solving,
quick thinking
4. Bring you 3 2 2 2 24 2.67 H
happiness,
satisfaction
AWM 1.25 1.75 2.75 3.25 19 2.11 F
Legend
High School who have an average grade of 90-above. It shows
weighted mean of 2.11 which has resulted to a fair
60
Table 38. Average Grade: 91-above; Effects School
Performance
1. You forget your 0 3 3 3 18 2.00 F
school
responsibilities
when gaming
2. You skip classes 0 0 1 8 10 1.11 L
for game
3. During class 1 3 2 3 22 2.44 F
hours, you are
thinking about
gaming
4. You spend more 0 1 4 4 15 1.67 L
time on gaming
rather than your
works or studies
AWM 0.25 1.75 2.5 4.5 16.25 1.81 F
Legend
grade of 91-above. This shows that among the students who
has an average grade of 88-90 has an average weighted mean
of 1.81 which has an adjectival equivalent of fair when it
performance.
61
Figure 2. Scatterplot: Online Gaming
.81 - .99 Very High Positive Correlation
Legend
r value Descriptive Meaning

± 1.00 Perfect Positive or Negative correlation
±.81 - ±.99 Very High Positive or negative Correlation
±.61 - ±.80 Substantial Positive or Negative Correlation
±.41 - ±.60 Moderately Positive or Negative Correlation
±.21 - ±.40 Low Positive or Negative Correlation

±.01 - ±.20 Negligible Correlation
±.0 No Correlation
The figure shows that the r-value is .8890 which is
positively high correlated. Therefore, the hypothesis is
rejected. Thus, online gaming is positively correlated with
the student’s academic performance.
62
63
Figure 3. Scatterplot: The Negative effects of online
gaming
Legend


±.0 No Correlation
positively correlated. Consequently, the hypothesis is not
accepted. Thus, the negative effects of online gaming is
positively very high in correlation with the student’s
academic performance.
64
Figure 4. Scatterplot: The Good effects of online gaming
.41 -.60 Moderately Positive in correlation
Legend


±.0 No Correlation
positively correlated. Consequently, the hypothesis is
accepted. It indicates that there is a moderate positive
correlation between the student’s academic performance and
the good effects of online gaming.
65
Figure 5. Scatterplot: The Effects to School Performance
Legend


±.0 No Correlation
positively correlated. Therefore, the hypothesis is
rejected. It shows that there is a very high positive
correlation between the student’s academic performance and
the effects of online gaming to the academic performance.
CHAPTER V
66
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
This Chapter presents a brief summary of the study, it
emphasize the significant findings, conclusions and
proposed recommendation based on the findings of the study.
SUMMARY
This research was inspired by the cases of online
gaming addiction of the Junior High Students. San Isidro
High School was set as the subject of the study with
regards to this case. The researchers aimed to know the
level of correlation between online gaming and the academic
performance of the students through a correlational
statistic study. Furthermore, the researchers also aimed to
describe the respondents in terms of age, gender, religious
affiliation, grade level, scholarship status, and their
grade for the latest rating period. To maximize the
reliability of the study, the researchers surveyed half of
the population of the Junior High Students. The data were
analysed and interpreted using the frequency, percentage,
weighted mean and the Person Correlation Coefficient.
FINDINGS
67
1. HO1 is rejected. Online gaming is positively
correlated with the student’s academic performance.
2. HO2 is rejected. The negative effects of online gaming
is positively very high in correlation with the
student’s academic performance.
3. HO3 is accepted. It indicates that there is a moderate
positive correlation between the student’s academic
performance and the good effects of online gaming.
4. HO4 is rejected. It shows that there is a very high
positive correlation between the student’s academic
performance and the effects of online gaming to the
academic performance.
68
CONCLUSION
Based on the findings of the study, the researchers
conclude that there is a correlation between online gaming
and the academic and school performance of the students.
Thus, online gaming has negative effects to their academic
performance to some of the students, hence, it has also
positive effects.
69
RECOMMENDATION
1. Students
1.1. The Students must focus on the importance in
maintaining balance in one’s life, a balance
between online and off-line interactions.
2. School Administration
2.1. The School should spare an attention on the case
of online gaming, for this may be an unseen factor
of why the students have a poor school performance.
3. Parents and Guardians
3.1. Parents and guardians should ask their children’s
report card, and monitor them at school, to know
their academic performance.
3.2. Parents and guardians should limit the amount of
time children spend in playing video games to make
sure the activities do not get in the way of their
social life and school work.
3.3. Parents and guardians should set time limits on
playing time. They should tell their children that
they can play for a couple of hours after they have
done their homework or their chores- Not Before
3.4. Parents and Guardians should always get their
children to follow the recommendations by the game
manufacturers and/or service providers to avoid
such complications (e.g., Sit at least two feet
70
from the screen, never have the screen at maximum
brightness, and never engage in gaming when feeling
tired.
3.5. If then, their children has a poor academic
performance because of online gaming, the parents
or guardians can prohibit their children from
playing online games. In this manner they can also
keep their children away from gaming addiction.
4. Future Researchers
4.1. The Future Researchers could use this study for
reference and revision.
71
LITERATURE CITED
Book sources
Cesarone, Bernard. “Video Games and Children – Child &
Adolescent Development: Overview.” Gracepoint. Gracepoint.
Web. 16 Apr. 2014.
“Video Game Addiction: 81% of American Youth Play; 8.5% Are
Addicted. “Metrics 2.0: Business and Market Intelligence.
Metrics 2.0, Jan. 2007.
JAMES PAUL GEE. “What Video Games Have to Teach Us About
Learning and Literacy?” ACM Computers in
Entertainment. Vol. 1, No. 1, October 2003.
Tumbokon, Chacha. “The Positive and Negative Effects of
Video Games. “Raise Smart Kid. Web. 16 Apr. 2014.
Matthew W.G. Dye, C. Shawn Green, and Daphne Bavelier.
“Increasing Speed of Processing With Action Video Games.” A
Journal of the Association for Psychological Science. Vol.
18 No. 6 (2009): 321-326.
Burgess, S. R., Stermer, S. P., & Burgess, M. C. (2012).
Video Game Playing and Academic Performance in College
Students.
Internet sources
https://www.igi-global.com/article/effects-online-
interactive-games-high/73937
https://thoughtcatalog.com/jane-hurst/2015/02/12-types-of-
computer-games-every-gamer-should-know-about/
https://studymoose.com/effects-of-computer-games-to-young-
student-essay
https://www.igi-global.com/journal/international-journal-
distance-education-technologies/1078
http://www.acsd.org/article/the-effect-of-videogames-on-
student-achievement/
72
APPENDIX A
LETTER TO RESPONDENTS
SAN ISIDRO HIGH SCHOOL

Tambulig, Zamboanga Del Sur
Senior High School
February 14, 2018
Dear Respondents,
Greetings!
Please allow us the privilege of requesting you to be

one of our respondents for our thesis entitled “The effects
of online gaming in academic performance in Junior High
Students of San Isidro High School Tambulig, Zamboanga Del
Sur”, as a partial fulfillment of the subject Project 12.
Therefore, we have constructed self-made
questionnaires to gather information for our study. Your
support is highly appreciated.
Please feel assured that the information gathered will
be treated with the strictest confidentiality.
Thank you very much for your kind response to our
request.
Respectfully yours,
Jhon Mark V. Zarcaoga

Ralp Waldo P. Baje
Coleen T. Anding
Noted by:
SHERIE ANN T. GOM-OS, LPT SOLLY SUZANNE B. MUGOT, LPT

Coordinator Adviser
SR. NANIE MARIA A. BALEROSO, MCM

Principal
73
APPENDIX B
QUESTIONNAIRE
I. Respondents Profile
Name (optional): ___________________________
Grade and section: ___________________________
Instruction: Put a check (/) on the space provided that

corresponds to your answer.
1.Gender: Male( ), Female( )
2.Age: 12-13( ), 14-15( ), 16-17( ), 18-above( )
3.Academic Status: ESC Scholar( ), Regular( )
Others (Please specify)

______________________________________
4.Religious Affiliation: Roman Catholic( ), Islam( ),

SDA( ), Jehovah’s Witness ( ), UCCP ( ), Born again ( )
Grace Gospel ( )

______________________________________
5.Ethnicity: Cebuano( ), Tausug( ), Chavacano( ),

Maranao( ), Subanin ( ), Ilocano ( )

______________________________________
6. Average grade: ( ) 73- 75 ( ) 76-78 ( ) 79-81

( ) 82-84 ( ) 88-90 ( ) 91-above
74
II. Question Proper
Instruction: Put a check (/) on the space provided that

corresponds to your answer.
Online gaming
Statement 4 3 2 1
1. Played Online Games
2. Gaming is your hobby
3. You find online gaming
4. You prefer online
social interaction
over face-to-face
communication
5. You consider online
gaming as a Must-do
activity
6. How often do you play
online games within a
week
7. Have a long period of
time playing online
games in a day.
Negative effects of online gaming that have happened to the
students
1. Limbs had less energy
to work
2. Poor school
performance
3. Not enough sleep and
always feeling tired
4. Blurred vision because
of online gaming
Good effects of playing online games that have happened to
students
1. Improve your hand-eye
coordination
2. Improve your
responsiveness
3. Being fast in problem
solving, quick
thinking
4. Bring you happiness,
satisfaction
75
Effects to School performance
1. You forget your school
gaming.
2. You skip classes for
game
3. During class hours,
you are thinking about
gaming.
4. You spend more time on
gaming rather than
Legend:
4- Always
3- Sometimes
2- Once
1- Never
76
APPENDIX C
RESPONDENTS PROFILE
COMPUTATION
Respondent’s Profile
f
Percentage Formula: %= x 100
n
1. Gender
42
Male %= x 100=44.21 %
95
53
Female %= x 100=55.79 %
95
Total %=100 %
2. Age
43
12-13 %= x 100=45.26 %
95
33
14-15 %= x 100=34.74 %
95
17
16-17 %= x 100=17.89 %
95
2
18 and Above %= x 100=2.11 %
95
Total %=100 %
3. Academic Status
68
ESC %= x 100=71.58 %
95
23
Regular %= x 100=24.21 %
95
4
Alumni Scholar %= x 100=4.21 %
95
Total %=100 %
4. Religious Affiliation
86
Roman Catholic %= x 100=90.53 %
40
2
UCCP %= x 100=2.11 %
95
77
2
Born Again %= x 100=2.11 %
95
3
Aglipayan %= x 100=1.05 %
95
2
Grace Gospel %= x 100=2.11 %
95
1
Alliance %= x 100=1.05 %
95
Total %=100 %
5. Ethnicity
93
Cebuano %= x 100=97.89 %
95
1
Maranao %= x 100=1.05 %
95
1
Ilocano %= x 100=1.05 %
95
Total %=100 %
6. Average Grade
10
73-75 %= x 100=10.53 %
95
14
76-78 %= x 100=14.74 %
95
17
79-81 %= x 100=17.89 %
95
12
82-84 %= x 100=12.63 %
95
20
85-87 %= x 100=21.05 %
95
13
88-90 %= x 100=13.68 %
95
9
91 and Above %= x 100=9.47 %
95
Total %=100 %
78
79
APPENDIX D
LOCATION MAP
Inspired by the success of Columban missionaries
priests in establishing schools in north-western part of
Mindanao and moved by the enthusiasm of the parishioners,
Rev. Fr. William Carrigan, SSC, the parish priest of San
Labrador Parish, conceived the idea of founding a parochial
school in Tambulig. With the help of MR. Ismael Jumalon,
Mr. Nicolas Quimno, and the support of the parishioners,
the construction of a three-classroom school building was
realized. For the school to officially operate, Atty.
Fernando G. Cagoco Sr. helped procure the school permit.
Thus in the school year 1967-1968, the school formally
opened and ninety-eight first year students enjoyed the
privilege to study at San Isidro High School.
Rev. Fr. Carrigan laid the foundation of a catholic
education with the help of Mr. Jose Cabalit, the first
80
principal and the pioneering teachers namely: Mrs. Lucy
Rada Cabalit, mrs. Norma Fuentes Talip, Mr. Fructoso
Andales, Mrs. Necita Turado Nericua, Mrs. Evangeline
Tenebrp, Mr. Pompey Geromo, Mrs. Juanuta Talip Mediana and
Mr. Numeriano Gilbolingo.
The first commencement exercise in March 1971 had Miss
Bernadith C. Jumalon, as the class valedictorian, Mr.
Crisiligo Ragupa, the salutatorian and Miss Esther Lara,
the first honorable mention.
In 1973, there was a sudden decline of enrolment
caused by the rise of EHANCA, now Tambulig National High
School, and other public schools that mushroomed in the
neighbouring towns. For some time in the history of the
school, the parish priest was the designated school
director. Consequently, in 1976-198, the new parish priest,
Fr. Bernard Steed took over as the school director wi7th
Fr. Francis Carey to assist him.
In the late 1980’s the diocesan priest took over the
management of the parish and the school. However, they
still continued what had been started by the Columban
priest. They were Fr. Clarito Rara, Fr. Beda Belotendos.
Fr. Juan Cardinal Pintac, Fr. Danilo Jungco, Fr. Mario
Sarsaba, Fr. Rey Mutia, and Fr. Eugene Elson Cagoco.
However, in 1996 it was deemed to separate the position of
81
the parish priest from the school director hence, the
position as a school director was given to another diocesan
priest to enable him to concentrate on school matters more
closely.
In the year 2005-2006, diocesan sister from the
Missionary Congregation of Mary in the person of Sr. Joy
Cajes took over the administration of the school as
directress. Plans for the development of the school have
been intensified and additional institutional development
plans were started.
In response to the rapid technological changes of the
world, in the year 2007-2008, SIHS gave way to
computerization program, an innovation by the Pagadian
diocesan schools powered by digital information system and
technologies. Since then teacher’s work load was lessen.
Likewise, with the leadership of the next directress Sr.
Teresita Sajelan, MCM, plans of action for a more enhanced
teaching-learning process were given attention. Improvement
of the school, physical plant, and acquisition of
innovative instructional facilities was done. Furthermore,
the school has also come up with the revised school seal
having faith and diligence as the motto.
In the year 2011-2012, sr. Nally G. Espiritu, MCM, was
appointed as the next school directress of SIHS. Countless
82
efforts and sacrifices were evidently made to cater the
needs of the clientele and to respond to the challenges of
the technological world. Thus, she continued to advocate
the greater formal partnership among the stakeholders just
to strengthen the bond in the community.
Since 2012-2013, sr. Rowena J. Suarez, MCM, is the
directress of the said educational institution. Good
quality of instruction was emphasized and encourage in
touching people’s lives. Seminar-workshops were
intentionally attended to enhance teaching performances in
order to produce graduates needed for the national
development.
San Isidro High School is no different from any other
catholic school in the country experiencing lights and
shadows but it has continued to produce graduates who have
been successful in the different fields of endeavour.
83
APPENDIX E
DOCUMENTATION
84
85
CURRICULUM VITAE
PERSONAL BACKGROUND
Name: Ralp Waldo P. Baje
Nickname: Jamboo
Current Address: Purok 4, Balucot Tambulig,
Zamboanga Del Sur
Age: 18
Date of Birth: October 27, 1999
Place of Birth: Pagadian City
Sex: Male
Civil Status: Single
Church Affiliation: Roman Catholic
Citizenship: Filipino
Language/ Dialects Spoken: Cebuano
Email Address: [email protected]
Contact Number: 09096723022
Education Attainment
Senior High School: San Isidro High School
Junior High School: San Isidro High School
Elementary: Tambulig Central Elementary School (SPED)
86
CURRICULUM VITAE
PERSONAL BACKGROUND
Name: Coleen T. Anding
Nickname: Cute
Current Address: Purok Sab-a,Tungawan
Tambulig, Zamboanga del Sur
Age: 18
Date of Birth: September 14, 1999
Place of Birth: Riverside Tambulig Zamboanga del Sur
Sex: Female
Church Affiliation: Cristohanon
Junior High School: San Isidro High School
Elementary: Tambulig Central Elementary School (Regular)
87
CURRICULUM VITAE
PERSONAL BACKGROUND
Name: Jhonmark V. Zarcoaga
Nickname: Mackoy
Current Address: Purok 2, Upper Lodiong
Tambulig, Zamboanga del Sur
Age: 18
Date of Birth: February 13, 2000
Place of Birth: Riverside Tambulig Zamboanga del Sur
Sex: Male
Church Affiliation: Roman Catholic
Junior High School: Tambulig National High School
Elementary: Riverside Elementary School
88

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CHAPTER I

Living in the technological era, computers and

internet became an irreplaceable tool in everyday life of

almost every person. Adult users generally use it for

business purposes while young users usually use internet

and computers for gaming.

The rise of technology particularly the use of

computers and internet has led to many changes in our daily

lives. In particular, this growth has also led to the rise

BACKGROUND OF THE STUDY

Online gaming can be referred as to any type of game

that someone can play through the usage of internet or over

a computer network. Most of the time, online gaming refers

to the video games played over the internet, where multiple

players are in different location around the world. In most

cases, online games are freeware programs that can be used

for an unlimited time and available for free. Most

percentage of web games available nowadays features more

developed game than downloadable games which makes it more

realistic and attractive.

internet connection. Proper hardware is also required

whether it is a computer or console, such as X-box and

PlayStation that is connected to the internet. Some of

online games uses some piece of controlling hardware like

joysticks and other game controllers. But these days,

gaming technology has progressed into a higher level.

Things like 3-D animation graphics with excellent surround

sound stereo now have the ability to make everyone addicted

into it. In terms of video games, online gaming is growing

in popularity because of variety of reasons. Gamers can

easily find opponents of a similar skill or level when

playing a head-to-head game over the internet. Players can

also play a massive multiplayer game where dozens of

players are playing an ongoing game in the virtual world.

Today, one has seen the effects of video games.

Because of the excellent features like 3-D animation

graphics, excellent effects, easy access etc. it adds more

amusement and excitement to the game which makes it

attractive or even addictive.

Individuals also have been aware about the effects of

game addiction, the leading problem concerned by the

society regarding gaming which leads to a lot of

complications. As mentioned, that computer games provide a

people find computer games as a great escape from stressful

reality, which is very common scenario to students.

This fact prompts the risk of game addiction. As

people get addicted to computer games, they prefer staying

refuse going out for work or school, do not sleep enough

which cause to have a bad performance at school, start

virtual world which may pose a risk not only to themselves

but also to other people. They might also become an

People who play video games, have different reasons,

and the usage of the game may also lead to different

effects for each individual. Pressure at school, family

issues and peer influences may be some of the reasons why

individuals have a strong connection to the effects of

gaming. To some people, video games are some sort of a

stress reliever or therapeutic. However, people who have

experienced negative effects of gaming are many.