TRINITY POLYTECHNIC COLLEGE INC.

892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Online Games: Its Effects to the Academic Performance of Grade 12 Senior High
School Students in Trinity Polytechnic College Inc. for the School Year 2021-2022

A Research Paper Presented to

The Faculty of Trinity Polytechnic College, Inc.
In Partial Fulfillment of the Requirements for the Course in Practical Research 2
By:
Alfeche, Sarah
Arinez, Cloue Jane
Baldemor, Liziel
Bayoneta, Jickle
Caliguia, Gerome
Camara, Dhayen
De Vera, Kylle Erica
Espiritu, Nicole
Fronda, Jazzmen
Igot, Odessa
Marquez, Samantha Khailey
Revilla, Dianne
Satira, Charisse Ann
Grade 12- ABM -TRITON
September 2021

MRS. JESUSA G. GENDRALA, LPT, MACDDS

Practical Research 2 Teacher

TABLE OF CONTENTS
Title Page……………………………………………………………………………………..1

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CHAPTERS

I. THE PROBLEM AND ITS BACKGROUND

The Problem and Its Background .........................................................………….....................4
Statement of the Problem ...........................................................................................................6
Significance of the Study ...........................................................................................................7
Assumptions ..........................................................................................…………….................7
Hypothesis............................................................................................………………...............8
Theoretical Framework ................................................................................................…...........8
Conceptual Framework ...............................................................................…............................9
Definition of Terms ...........................................................................................…….................10
Scope and Delimitation of the Study...........................................................................................11

II. REVIEW OF RELATED LITERATURE

Review of Related Literature.................................................................................................…..12
Synthesis ....................................................…….........................................................…………29
Relevance ..........................................................................….........................................….........20

III. METHODOLOGY OF THE STUDY

Research Design .....................................................................................................................…21
Respondents of the Study............................................................................................................21
Sampling Technique .............................................................................................................…..22
Instruments of the Study..........................................................................................................…22
Data Gathering Procedure………................................................................................................23
Statistical Treatment of Data........................................................................................................24

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Profile of Respondents ..............................................................................................................26
Factors gathered for the study ……… ...…............................................................................... 28
1. Correlation of Gen. Ave and Hours spent in Online Games............................................28
2. Students’ Academic Attitude……………………………………………………………29
3. Students’ Academic Performance………………………………………………………32

IV. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

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Summary …………..................................................................................................................37
Conclusions...............................................................................................................................39
Recommendations .....................................................................................................................40

Reference………………………………………………………………………………………41

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

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          This chapter presents the introduction, background of the study, the statement of the problem, scope and

delimitation and the significance of the study on the online games and its effects to the academic performance

of Grade 12 Senior High School Students of Trinity Polytechnic College, Inc. for the School Year 2021-2022.

In this generation, technology is at its peak. The invention of Online and Mobile Games have been a hit

because it is allowing people to play whenever and wherever they like. As time goes by, smartphones are

becoming more and more prevalent, thus, we have no signs that there will be a halt in online gaming. According

to Statistica, there’s over 2.4 billion mobile gamers in 2020. It will most likely reach 2.7 billion by next year.

The gaming market will reach $165 billion worldwide. That’s 51% of the gaming industry revenue, making

mobile gaming the most popular and lucrative industry in gaming. (Sheng, 2019).

As networks were created, games were also designed to test them. The internet was officially created on

January 1, 1983. Online gaming can now commence. SGI Dogfight, which became the first game to use the

Internet Protocol (TCP/IP), was released in 1986. The game was limited to a single network, as broadcast

packets were used. In the same year, workstation computers received graphics capabilities. As the 2000s began

with the dot-com bubble bursting, you might have thought tech was risky. What actually occurs is online

gaming begins to do what gamers have been waiting almost 2 decades for. The network effect. The start of the

2000s will see the release of gaming consoles with internet capabilities built in. This trend will continue to

today, and only become a bigger part of the gaming experience. (Datapath, 2017)

Electronic game worlds have generated billions of dollars, with millions of players around the world

fighting, buying, crafting, and selling in a variety of online environments. One of the most populous was

Activision Blizzard’s World of Warcraft. The massively multiplayer online game (MMOG) drew millions of

subscribers, who brought the company an estimated $1 billion per year in retail sales and subscription fees from

2007 to 2010. MMOGs differ from traditional computer games in a number of important ways. First, Internet

connectivity is a prerequisite for all MMOGs, as the games can be played only after logging in to the server that

hosts the game world popular MMOGs require dozens of such servers to accommodate their larger player

bases). Second, the social networking aspect of interacting with thousands of players worldwide frequently

overshadows the game content itself. A 2006 study found that almost one-third of female players and nearly 10

percent of male players had dated someone they met in a game. Third, most MMOGs operate on a subscription

basis, charging a monthly fee in addition to the initial purchase price of the game software. Some companies

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offer frequent downloadable “patches” of new game content to make these monthly fees more palatable to

players, while others offer their games free of charge to players who are willing to tolerate a stream of in-game

advertisements. The first wave of MMOGs included such games as Ultima Online (debuted in 1997), the South

Korean blockbuster Lineage (1998), and Sony Corporation’s EverQuest (1999). Growth for these early games

was relatively slow but steady, with the exception of Lineage, the explosive popularity of which was mainly due

to the early and widespread availability of high-speed Internet connections in South Korea. This popularity did

not come without a price, however. A number of Korean players died of exhaustion after marathon gaming

sessions, and a 2005 South Korean government survey showed that more than half a million Koreans suffered

from “Internet addiction.” Game companies funded dozens of private counseling centres for addicted gamers in

an effort to forestall legislation, such as that passed by China in 2005, that would force designers to impose in-

game penalties for players who spent more than three consecutive hours online. (Ray, 2012)

For most adolescents, gaming is a pleasurable pastime activity. However, research suggests that

excessive online gaming may in extreme cases lead to symptoms commonly experienced by substance addicts,

namely salience, mood modification, craving, and tolerance (Kuss & Griffiths, 2012). Assessing online gaming

addiction in children and adolescents is relevant for several reasons. With regards to developmental

psychopathological findings, it appears that addictions tend to have precursors during adolescence (Griffiths,

2011). Also, it is relatively common that most dependencies develop in early adulthood (Griffiths, 2011).

Therefore, prevention efforts must be established that target adolescents who have their first experiences with

addictive substances and behaviours during puberty. Parental influence is diminished whereas the peer group

gains more importance. Peer pressure may lead to a variety of problems that may result in the development of

pathological behaviours, such as chemical and behavioural addictions (Wˆlfling & M¸ller, 2009). According to

Abhinaya (2021), the five most popular online games in the Philippines are mobile legends, league of legends:

wild rift, genshin impact, call of duty mobile, and roblox.

According to research, the World Health Organization recognizes online game addiction as a mental

health condition. The rise of excessive online gaming is emerging in the Philippines, with 29.9 million gamers

recorded in the country. The incidence of depression is also increasing in the country. The current correlational

analysis evaluated the association between online game addiction and depression in Filipino adolescents.

(Labana et. al. 2020)

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The researchers have decided to conduct this research in order to identify how online games affect a

student academically. The objective of this study is to figure out the effects of online gaming to a student’s

intellectual capacity that might affect their academic attitude and mental health.

STATEMENT OF THE PROBLEM

This study aims to determine the effects of online games on the academic performance of Grade 12

senior high school students of Trinity Polytechnic College, Inc. for the school year 2021-2022.

Specifically, it ought to answer the following questions:

1. What is the demographic profile of Grade 12 students of Trinity Polytechnic College Inc. in terms of:

a. Age

b. Gender

c. Strand

2. What are the effects of online gaming among the grade 12 students in terms of?

a. General Average

b. Number of Hours Spent in Gaming

c. Academic Performance

d. Academic Attitude

e. Online Games commonly played

3. How much has the students' academic performance changed ever since they started online gaming?

SIGNIFICANCE OF THE STUDY

The effects of online games to the academic performance of the grade 12 senior high school students.

This study will be valuable and significant to students, teachers, parents, and researchers.

Student. The direct recipient of the output of this research are the students, it will give them information about

online gaming and its effects. It also serves as awareness of the students about how online gaming affects their

academics.

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Teachers. The teachers will know how to manage and educate their students about online gaming. The teacher

will see the student's performance and the effects of online games on the students.

Parents. The parents will have knowledge to guide among their children. The research benefits the parents as

they will be having a self-assurance that their children are given more education about this issue.

Researchers. The researchers will provide information for the future researchers with the related states. This

research would be a basis or give additional information for the researcher who wants to conduct further

research on the related field.

ASSUMPTIONS

This study was conducted to assess and find out the impact of on-line gaming on the academic

performance of the students in the Trinity Polytechnic College. Furthermore, this study sought answers on the

significant relationship between playing online games and academic performance of the students. The study

revealed that the students spend a lot of time playing video games online, they have no time for other activities,

and that's one of the negative effects of online video games on anybody. Playing online games does not affect

their grades badly because they know how to limit themselves. They know that they need to control themselves

in order to function well in their class. That is why they only play games during vacation and weekends with a

lot of time compared to when they have classes.

HYPOTHESIS

The purpose of this study is to determine whether there is a significant effect between playing online

games and the students’ academic performance.

Null Hypothesis: There is no significant effect of online games on the academic performance of…

THEORETICAL/CONCEPTUAL FRAMEWORK

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THEORETICAL FRAMEWORK

This study is anchored from the theoretical support of learning theories. Behaviourism is known as a

paradigm that assumes the learner is passive and responds to environmental stimulus (V. Kettanurak, K.

Ramamurthy and W. Haseman, 2001). The gamer as a learner knows nothing in his first time gaming. The

gamer is not aware whether he will win or lose the game. Most likely, the previous behavior will not happen

again if the gamer loses the game. This attitude will be adapted by the gamer as an academic learner. In this

theory, learning comes when the correct response is demonstrated. The revolution of cognitivism has replaced

behaviourism in the 1960s as the leading paradigm (S.Kang,2004). The focus of cognitivism is on the inner

mental activities of the human mind because it is precious and necessary for the understanding of how people

actually learn (V.Kettanurak, K.Ramamurthy and W. Haseman,2001).

Engaging in online games makes the human mind mentally active. In relation to cognitive theory,

playing online games can facilitate the support of learners transferring, remembering and recalling knowledge

in learners memory. In constructivism, learning is seen as an active process of constructing knowledge rather

than acquiring it (V. Kettanurak, K. Ramamurthy and W. Haseman, 2001). There are online games which teach

the players to play according to their own experience or on their own way. These games tend to make the

players explore and acquire knowledge on their own. These online games, despite positive outcomes, also have

negative outcomes. Unfortunately, as children grow, they spend more time playing entertaining games and less

time playing educational games (Scantlin, 2000). Some research has also linked high levels of video games with

poorer academic performance(Anderson & Dill, 2000). In relation to the study, online video games can

affect students' learning behavior as well as their academic performance in many ways. It may have positive and

negative effects on students' learning and academic performance.

CONCEPTUAL FRAMEWORK

Online Games
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Significant relationship between Online games and Academic performance of students. The researchers will
discuss and study the relationship between online games and academic performance of the students.

DEFINITION OF TERMS

The following words used in the study are defined operationally by the researcher for much easy understanding.

ACADEMIC PERFORMANCE - Performance measured by taking written or oral tests, performing

presentations, turning in homework in participating in class activities and discussions. Teachers evaluate in the

form of letter or number grades and side notes, to describe how well a student has done.

ONLINE GAMES - Is any game that is played online, based on online or has a majority of its

content/gameplay online.

GAME ADDICTION - Is an excessive or compulsive use of computer games or video games, which interferes

with a person’s everyday life.

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SCHOOL - Educational environment where children go to learn from a teacher. Topics such as reading, writing

and mathematics are central to education.

ADOLESCENCE - Is a transitional stage of physical and psychological development that generally occurs

during the period from puberty to legal adulthood.

INTELLECTUAL CAPACITY - Is a very broad term to refer to how the mind operates. Dive into the

definition and dimensions of intellectual ability, find out how it’s measured, and take a look at a real-life

example to understand this process.

ACADEMIC ATTITUDE - Involves learning to trust your own critical abilities and being assessed on your

own performance.

SCOPE AND DELIMITATIONS OF THE STUDY

This research will be limited only on the Effects of Online Games to the Academic Performance of Grade

12 Senior High School Students along with the aspects of Students, Teachers, Parents and School. The

respondents of this study will be Grade 12 Senior High School Students. This will be conducted in Trinity

Polytechnic College, Inc. Students who do not fit the said criteria shall not play a part in this research. This

includes Grade 12 students, students outside of the school, and students who are not enrolled in the said

academic year.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the collated literature findings that the researchers found appropriate for the paper.

These shall aid the researchers in deepening their understanding of the topic, as well as formulating their own

conclusions.

Online games have become a significant part of the adolescent’s lifestyle now. Playing online games not

only helps the adolescents to recreate, have fun and release stress but also to experience a host of other

psychosocial benefits. The existing literature, however, highlights more negative than positive influences of

gaming amongst the adolescents. Whereas, relatively fewer studies explore how online games enhance the

cognitive, biological, psychological, emotional and social functioning of the individual if utilized optimally.

And realizing the fact that games have now become an ‘inevitable part’ of the adolescent’s lifestyle, exploring

its positive influences may actually provide an opportunity to practitioners, parents, and significant others to use

online games to improve the mental health of adolescents. For this purpose, the current investigation attempts

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to, firstly, review the ‘Positive Effects of Online Games’. Secondly, list findings based on the reviewed literary

studies and thirdly, provide strategies of using games to improve the overall functioning of the adolescent. The

study, therefore, attempts to invite future empirical researches which further explore the positive aspects of

online games and provide strategies to facilitate adolescent mental health based on the same. (Mahima Sahi,

Geeta Bhagat). The Internet as a source of information plays an important role in developing one's mind and life

experiences by creating productive works in schools, offices, and even at home. Nowadays, this can be a

person's most efficient strategic tool for enabling himself to take charge and cope with the fast- growing

technology. The fact that people live in on informative lifestyle where everything is updated, internet became

one of the necessities of human beings regardless of age or sex in today's society. However, the influence of this

useful machine on youth is undeniably questionable. As to what Rock said, all these technologies are very good

at distracting people. In line with this development, online gaming was created to give entertainment to people.

(Dennis O. Dumrique) Online gaming is one of the widely used leisure activities by many people. For some

people it is said that playing video games has a number of reasons to be played, for it can be a stress reliever,

challenge and competition, relaxation, enjoyment, social interaction, and even mentally escaping from the real

world.

For most people, on-line gaming is one of the best pastimes that they acquire specially for teenagers,

youngsters and students. According to Kuss & Griffiths, teens who play online games are just having fun. They

do not just actually play because of some sort of seriousness, but also because they just want to feel relief.

During school hours, students tend to feel stressed due to loads of school work and through playing it will

relieve their stress. It is undeniably questionable that playing online games provide them something that no one

can give.

According to some research it is beneficial. It enables the mind of the players to be more active, especially those

puzzle-based games. Furthermore, it helps the player to come up with decisions in tight situations, especially

those adventure games that keep the players alert, active and strategic. (Jennifer G. Castillo)

Significant negative association between time spent in gaming and academic performance have been

confirmed in some studies.(Anderson & Dill, 2000; Chan & Rabinowitz, 2006; Cordes & Miller, 2000; Gentile,

2009; Sharif & Sargent, 2006) Online gaming can negatively influence school performance by displacing time

that would have been spent in other educational activities such as reading and homework (Gentile, Lynch,

Linder & Walsh, 2004). Lojo (2008) conducted a study on the effects of playing computer games on the

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academic performance and behavior of high school students. The results of her study disclosed that to maintain

the good academic performance of students, parents should set limits on how often and how long their child is

allowed to play video games. Shao-I, Jie-Zhi, and Der-Hsiang (2004) also studied addiction and noted a

decrease in school performance when the student was addicted to gaming.They found that gaming addiction

physically impacts academic achievement because the student is too involved in the game to do homework or

prepare academically. There are also others that have found decreased academic performance in relation to

involvement in playing video games.

Anderson and Dill (2007) studied video games and aggression and suggested that not only does gaming

have an impact on performance directly, but it also triggers a higher level of aggression, which is often linked to

problems in school and decreased academic performance. Students’ learning takes place unexpectedly, but the

appropriate usage of playing online games also leads to some problems such as being distracted in school.

Students’ learning takes place unexpectedly, but the appropriate usage of playing online games also leads to

some problems such as being distracted in school (Dumrique and Castillo, 2012).

Therefore, the positive effects of online games to our academic performance is the way it boosts our

moods and helps us feel a sense of relief. While the negative effects of online games on students' academic

performance comes when students do not know how to manage their time playing online games and doing their

school work. Online games affect the academic performance of the students when they spend much more time

on playing than studying.

Many educators have recognized that video games can play an important part in education or training

and have begun to use immersive environments and gaming technologies in order to reach their students, to

harness their creativity, and to encourage them to learn by doing. This shift in teaching practices has been

supported by improvements in gaming technologies and the availability of applications that make it easier to

introduce, amongst other things, programming concepts to novices. According to many (e.g., Gee, 2003a;

Gershenfeld, 2014; Prensky, 2001; Shaffer, Squire, Halverson, & Gee, 2005). Certain varieties of digital games

offer complex worlds in which individuals can playfully explore and experiment, repeatedly fail, and ultimately

succeed. To navigate these immersive environments, players need to think critically and make meaningful

choices under time and other pressures mirrored in real life. Many of the latest technologies such as games and

simulations have the potential to improve teaching methods, learning and practice, and can also motivate

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students (Johnson, Graham & Hsueh, 2006). Klopfer and Squire (2008), after exploring the uses of handheld

computers in a K-12 school, concluded that the use of such technology could be successful in formal learning

environments. Maloney (2007) said, in the present conditions, teachers may find it difficult to teach without the

use of the Internet, course-management systems, Microsoft Office, email, and other technological applications.

Research shows that the present student community also uses the latest technologies such as the Internet

heavily. In over two decades of examining both the possible dangers and the potential benefits of video game

playing, evidence suggests that in the right context videogames can have positive health and educational

benefits to a large range of different sub-groups (Griffiths, 2005; 2008b). There are also recent overviews

showing that online gaming can be used in an educationally beneficial context (Defreitas & Griffiths, 2007;

2008). It was the same idea that Goodman (2010), says that game-based education might actually prepare

students to face real world problems. Based on these scholarly works, we could argue that games can be

effectively used as a tool to improve students’ critical and creative thinking to solve problems.Teachers can take

advantage of the availability of smartphones to create an interactive and interesting learning experience. By

utilizing the special features of the phones, the teacher can create a new learning experience and engage

students in the classroom and outside it and thus increase learning motivation among students (Jones et al.

2006). Smartphones can enrich learning by providing authentic and contextual learning conditions (Sharples et

al., 2010). Learning through mobile devices can be spontaneous and needs driven. It offers new possibilities for

learning: learning outside the classroom, learning anytime and anyplace and learning on the move (Liu et al,

2014).

Recognition of the pedagogical potential of using smartphones for learning gave rise to BYOD (bring your own

device) policy in schools. According to this policy, students bring a personally owned mobile device to school

as part of their personal learning toolkit and use it for varied learning purposes (Song, 2014; Vanwelsenaers,

2012). Nevertheless, many schools and many teachers oppose the use of smartphones at school. The most

common reason for their objection is that smartphones are destructive and therefore reduce attention and

concentration in class (Baker et al., 2012; Lenhart et al., 2010; Thomas, O’bannon & Britt, 2014). This

disrupting effect does not only harm students but also raises problems for teachers and their ability to control

the class (Sad & Goktas, 2014). Other reasons for resistance to the use of smartphones in school are the

teachers’ beliefs that these devices are used for cheating, allow access to inappropriate sites and constitute

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channels for cyberbullying (Thomas & O’bannon 2013; Thomas, O’banon & Britt, 2014). Mobile phones are

seen by many teachers only as means for recreation and entertainment and not for learning. Looking at the level

of resistance of teachers to use smartphones in class shows constant decreases over the years (O’bannon &

Thomas, 2015). As teachers become more aware of the pedagogical potential of smartphones, their anxiety level

is reduced. The higher their competence of using these technologies, the higher is their willingness to use them

for teaching and learning (Mac Callum & Jeffrey 2014). Still, teachers could lose control. A different concern

relates to the impact of games on teachers’ control of learning and the learning environment. This issue has

been identified in other studies, with teachers expressing concerns to varying degrees. While in some instances

(e. g. Sandford et al, 2006) teacher anxieties on this count turned out to be less than anticipated, in others, (e. g.

Merchant, 2013) loss of control of student behavior in the in-games world was a significant issue. Issues of

control were raised by teachers in this study in a range of ways. Teachers show distraction during classes and it

may cause students as well. Thus, the positive effects of online games to teachers is it helps improve and

upgrade their way of teaching. While the negative effect of it is the way it distracts students and to the teachers

as well.

According to (n.d.) Negative Effects of Online Games to Students, online games might be useful in

certain academic areas, the majority of students have been using them from a leisure perspective and

consequently became addicted users. One of the serious problems associated with online gaming in students is

addiction. Online video games have negative effects, and impact on some students, directly on their

performance. Addiction to online games has many effects and contributes to the mental health and social

anxiety of students. When students spend a lot of time on online games, they lose time on things they have to do

such as activities or assignments because they are more focused on online games. Students are obsessed with

the virtual world, lose their sense of reality and spend all their time playing. Many students who play online

games are so influenced by the games they play online that they transfer their virtual characters into the real

world. It can be the most efficient strategic tool with the fast- growing technology. All these technologies are

very good at distracting people because online gaming was created to give entertainment to people. Students

who have a lot of learning problems will find that sense of freedom in games. Sitting a long time in front of the

computer screen, tablet or mobile phone screen is extremely harmful to the health of the students. They take a

long time because it's an ideal way to get rid of stress, anxiety, and problems but gaming can actually be a fun,

engaging and enjoyable activity. Online games also have benefits such as stress relief in students, enhanced

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creativity, memory enhancement, opportunities for socialization when playing online games with others, and

logical thinking. When students take their online gaming as an addiction, it may lead to problems with class and

grades or potentially even more serious consequences. Some students might be able to keep their grades up

despite their online game addiction, but they can still suffer academically by missing out on learning

opportunities. Issues with grades can also cause friction with parents. The study revealed that boys are more of a

player compared to girls who often play games that require three or more players like League of Legends, Clash

of Clans, Crossfire, Ca of duty, Mobile Legends and many more to mention. Students tend to feel stressed due

to loads of school work and through playing it will relieve their stress. It is undeniably questionable that playing

online games provide them something that no one can give.

To sum up, the positive effects of online games on students is that it helps to overcome the stress of

every student who plays online games. Online gaming can be our coping mechanism. Also, gaming can help us

to think logically and wisely. On the other hand, the negative effects of online games on students who spend too

much time playing these games can affect our health. Also, students who are addicted to online games may not

manage their time and be irresponsible.

Parents should pay more attention to their children as they mature. Parents' busy lives may not always be

able to meet the attention of their children. Children are frequently left alone to play in order for their parents to

be unobserved (Tuty Rosyati 08.10.2019). Parents occasionally provide electronics so that their children can

enjoy entertainment and avoid boredom. Gaming is one of the many entertainment options accessible on mobile

devices. Online games are made using the creator's expertise, animation approaches, and ideas. (Purwanto,

2019). If a child is tired or bored, they will enjoy playing this game. Without having to explicitly teach the

child, this game can impart additional knowledge. (Gumilar, 2019) However, there are both beneficial and

negative consequences when it comes to children's intelligence. It depends on how parents teach their children

to play the game. (Rahmani Timorita Yulianti). As a result, some parents believe that computer games are

harmful to children. When it comes to delivering games to children, parents should encourage and lead their

children in making game choices. Some of them are educational games or educational games. Parents must be

able to control and select the game's source. Many websites provide games.

The game is software that can be easily purchased for mobile phones that already have an Android, ios,

or Windows operating system. Sekolah Tinggi Ilmu Administrasi (STIA) Menara Siswa, Bogor, Indonesia.

(2019) Many parents are concerned about their children's exposure to video games. They may assess whether

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games are good or bad in general, or they may conduct a more detailed search to determine how to effectively

engage with their child on the subject of video games. Parents frequently turn to the Internet for answers, only

to be met with two seemingly incompatible responses. The first set of results shows a graphic representation of

the relationships between undesirable behaviors (such as violence or hostility) and video game activity. One

website, for example, starts a discussion about video games by mentioning two high-profile school shootings.

(Wilkins, 2013). The other common outcome is webpages pleading with parents to pay more attention to the

possible educational benefits of video gaming. According to one website, children who play video games as

children are happier and more successful as adults (Trunk, 2013).

Thus, the negative effects of online games to parents are the rudeness of their child caused by being

isolated and addicted to online games. Because of this their child will have less communicating/socializing

skills. While the positive effects of online games include instilling in children the values of responsibility,

friendliness, vision, self-control, hard effort, and sharing, among many others, the positive way for our parents

is that their children have fun and their child is not always outside but they are just inside their house.

According to research, (Noraddin, Enas Mohamed; Kian, Neo Tse) Digital (or computer) games have

shown to be immensely appealing to gamers of all ages, particularly the young. They spend a lot of time playing

such games for fun and amusement. Harnessing digital games for teaching has been explored in several

sophisticated nations where instructors appeared to be open to the notion. In Malaysia, no substantial research

has been conducted on university teachers' opinions regarding adopting digital games in their classes. As a

result, the goal of this study is to evaluate university professors' perceptions of using digital games in the

classroom in Malaysian universities and colleges. It tries to answer a key question: do university professors in

Malaysia have good or unfavorable attitudes on employing digital games in their teaching efforts? And how do

their perspectives on digital gaming potential alter depending on the effect of characteristics such as age,

gender, academic discipline, and other sets of independent variables? An online questionnaire-based survey of

273 instructors from 5 Malaysian institutions was conducted to answer these key issues. The procedure was

typically checked for validity, and the data was examined in order to make some findings. Overall, the results

demonstrate that the majority of Malaysian university lecturers advocate employing digital games in the

classroom. A sizable proportion of instructors, albeit not a majority, have developed no opinion about

employing digital games in the classroom. Gender, age, years of teaching experience, teaching discipline, and

other factors had little effect on respondents' favorable or negative sentiments regarding adopting digital games

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in the classroom. Respondents' use of digital games as a lifestyle habit is associated with a happy attitude. In

other words, folks who enjoy playing digital games are more inclined to support the use of those games for

educational purposes. The more complex multiplayer games help teach players how to be strategic, analytical to

assess risk and reward and call for them to react quickly to changes in the game. All these skills that they use

can be transferable to real-world jobs that rely on problem-solving, analytical skills and strategic thinking. It

offers a new way to understand culture and perspectives. As games allow children to immerse themselves in

virtual worlds and at times connect to people from around the world, it can be a great way for them to learn

about different perspectives and cultures

The child's potential is not maximized in school when a portion of his time is heavily spent on gaming,

especially online games where the challenge is not just to defeat the computer but to defeat real human beings

who have mastered the games. When students spend a lot of time playing video games online, they have no

time for other activities, and that's one of the negative effects of online video games on anybody. Even college

assignments lose priority when a big battle is planned for the night. This leads to poor grades and academic

problems. This is the hypothesis of displacement. Online gaming can negatively influence school performance

by displacing time that would have been spent in other educational activities such as reading and homework.

But it also can positively affect the students analytical thinking skill and such.

SYNTHESIS

The finding of this study is synthesized, thus, reliable to the researcher’s study entitled: “Online Games:

Its Effects to the Academic Performance of Grade 12 Senior High School Students in Trinity Polytechnic

College Inc. for the School Year 2021-2022”.

The articles are vitally important to be able to keep a record of the data that would be acquired and used for the

study to facilitate finding solutions towards the key research problems and the question of the study.

The study, therefore, attempts to invite future empirical researches which further explore the positive

aspects of online games and provide strategies to facilitate adolescent mental health based on the same.

(Mahima Sahi, Geeta Bhagat). According to Kuss & Griffiths, teens who play online games are just having fun.

They do not just actually play because of some sort of seriousness, but also because they just want to feel relief.

During school hours, students tend to feel stressed due to loads of school work and through playing it will

relieve their stress. It is undeniably questionable that playing online games provide them something that no one

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can give. Significant negative associations between time spent in gaming and academic performance have been

confirmed in some studies (Anderson & Dill, 2000; Chan & Rabinowitz, 2006; Cordes & Miller, 2000; Gentile,

2009; Sharif & Sargent, 2006). Online gaming can negatively influence school performance by displacing time

that would have been spent in other educational activities such as reading and homework (Gentile, Lynch,

Linder & Walsh, 2004).

Furthermore, this study will help identify whether the significant effect of online gaming to a students

academic performance is positive, negative, or none. And how we could aid and improve its effect in a positive

manner helping students from using online gaming as a way to relax and not cram.

RELEVANCE

The finding of this study is synthesized, thus, reliable to the researcher’s study entitled: “Online Games:

Its Effects to the Academic Performance of Grade 12 Senior High School Students in Trinity Polytechnic

College Inc. for the School Year 2021-2022”.

The researchers have gathered local and foreign literature and studies that are relevant to their study on the

effects of Online Games on the Academic Performance of Grade 12 Students from Trinity Polytechnic College,

Inc. As it will provide assistance for the validation for future purposes, the articles and studies will help the

researchers identify the positive and negative effect of online games to students, parents, teachers, and academic

performance.

Furthermore, this study will gather feasible databases definitively to provide better results that could be

necessary for the researchers and future contents of the paper.

CHAPTER III

METHODOLOGY OF THE STUDY

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This chapter will discuss the research design, respondents of the study, instrument of the study, data

gathering procedure and statistical treatment that will be applied.

RESEARCH DESIGN

In this study, the researchers engaged the quantitative research design, As defined by Babbie (2017),

quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis

of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data

using computational techniques. Quantitative research focuses on gathering numerical data and generalizing it

across groups of people or to explain a particular phenomenon.

Specifically, the researchers utilized the survey research design. Survey research is a method of research

that aims at knowing what a big number of people think and feel about some sociological issues. The data it

collects from these people serving as “representatives or informants” explain or describe the society’s thoughts,

attitudes and feelings towards environmental issues. Although survey research is a very old research technique

that began in the period of the ancient Egyptian rulers, many still consider this as a very popular means of social

inquiry. (Babbie 2013, p.38)

RESPONDENTS OF THE STUDY

The respondents of the study were composed of 10 senior high school students of Trinity Polytechnic

College in the school year 2021-2022.The table below shows the distribution of respondents in each

corresponding senior high school strand.

Table 1

Respondents of the Study

Strand Respondents

ABM 2

STEM 2

HUMSS 2

GAS 2

H.E 2

Total: 10

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SAMPLING TECHNIQUE

The researchers have decided to conduct a probability sampling technique. To be specific, the researchers used

the simple random sampling technique. A simple random sample is a subset of a statistical population in which

each member of the subset has an equal probability of being chosen. A simple random sample is meant to be an

unbiased representation of a group.

INSTRUMENTS OF THE STUDY

In order to execute the quantitative data, this study used Questionnaire as its research instrument to gather input

and feedback from the designated respondents.

The developed questionnaire utilized four (4) parts that will be tackled below. The surveys and questionnaires

will only be made possible with the use of online forms.

Part I which contains the respondents’ (TPC-SHS ABM, STEM, HUMSS, GAS, HE students) demographic

profile such as their gender, strand, and age.

Part II shall contain 3 point SAQs type questions or Short Answer Questions with which we’ll attain answers

for their hours spent in online games, lowest general average ever since they started playing online games, and

the online games that they usually play.

Part III will contain a 5 point closed-ended question that is necessary for the researcher to further organize their

content corresponding with the respondent’s answer.

Part IV will contain 10 Likert type questions that range from 1 (strongly disagree), 2 (disagree), 3 (agree), 4

(strongly agree). The following instrument contains the respondent’s performance in class (items 1-10).

DATA GATHERING PROCEDURE

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This study was approved by the Research Office and Campus Director Office of Trinity Polytechnic College as

institutional research activity and was assisted by the Registrar Office in the determination of the number of

target respondents that were involved directly in the study. The pilot testing of the questionnaire was conducted

to the students of ABM, GAS, STEM, HUMMS and HE Department with similar characteristics of the target

respondents. The researchers administered the survey questionnaire to the student respondents by explaining the

purpose and importance of the study, its ethical considerations, assuring them that all information was held with

confidentiality and to use solely for the purpose of the study. The responses of the respondents were

electronically coded and saved for analysis.

DATA GATHERING PROCEDURE

1. The researchers will conduct the following procedures in fulfilling this research

2. The researchers will ask the 10 students of Trinity Polytechnic College Inc.

3. The researchers will make a survey questionnaire to be validated by the research adviser and

research statistician.

4. The researchers will gather information by asking questions through the survey questionnaire via

google form.

5. The researcher will gather the data, and those data will be analyzed.

DATA GATHERING AND STATISTICAL TREATMENT

This study utilizes the following statistical tools:

Frequency. A systematic arrangement of numeric values from lowest to the highest. together with a count or
percentage of the number of times each value was obtained.
In analyzing the data gathered, the researchers used a simple percentage and frequency method using the
following formula:
P= (F/N)100%
Where in:
P is the total percentage,
F is the total frequency; and
N is the total number of respondents

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Pearson Product-Moment Correlation Coefficient. This was used to identify the relationship between Online
Games and Student Performance of Grade Senior High School Students.
Σ xy−Nx̄ ȳ
r=
√(Σx ²−N x̄ ²)(Σy ²−N ȳ ²)
Where in:
N - number of respondents
x - general average
y - hours spent in playing online games
x̄ - mean of x
ȳ - mean of y
Σx - summation of x
Σy - summation of y
SP - sum of products
SS - sum of squares
dƒ - degrees of freedom
Student's Academic Performance. This will be used for students to achieve their goals.

Likert Scale. In order to measure responses of the respondents the researchers will utilize the use of Likert scale.

A psychometric scale commonly involved in employing questionnaires, the researchers will be using the verbal

interpretation of “Strongly Agree'', “Agree”, “Disagree”, and “Strongly Disagree” as the choices the

respondents could determine and answer.

RATE VERBAL INTERPRETATION RANGE

4 Strongly Agree 3.36-4.00

3 Agree 2.51-3.25

2 Disagree 1.76.2.50

1 Strongly Disagree 1.00-1.75

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter will discuss the data gathered, the result from the statistical analysis made by the

researchers, and the interpretation of findings. These are made known in tables following the concatenation of

the specific research problem regarding the Effects of Online Games to the Academic Performance of the Grade

12 Students in Trinity Polytechnic College, Inc.

PROFILE OF THE RESPONDENTS

The first problem is in accordance with the respondents profile.

Table 1.
Distribution of the Respondents' Profile in terms of Gender

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GENDER FREQUENCY PERCENTAGE

FEMALE 5 50 %

MALE 5 50 %

TOTAL 10 100 %

Table 1 represents the gender of the respondents. It is shown that the 10 respondents consist of Fifty percent (50%) female
students and Fifty percent (50%) male students. In conclusion, the participants are equally divided.

Table 2.
Distribution of Respondents in accordance to their age.

AGE FREQUENCY PERCENTAGE

17 years old 4 40%

18 years old 3 30%

19 years old 2 20%

20 years old 1 10%

TOTAL: 100%

Table 2 shows the age of the respondents. The ten percent (10%) of the respondents were in the age of 20 years old.
twenty (20%) of the respondents were the age 19 years old. Thirty percent (30%) of the respondents were the age 18 years
old. The most percentage was at the age of 17 years old in forty percent (40%) of the total respondents. In conclusion,
most of the participants are in their teenage years.

Table 3.

Distribution of Respondents in accordance to their strand.

STRAND FREQUENCY PERCENTAGE

ABM 2 20%

STEM 2 20%

HUMSS 2 20%

GAS 2 20%

HE 2 20%

TOTAL; 10 100%

Table 3 represents the strand of the respondents. Data shows that they are all equal having twenty percent (20%)

in the ABM, twenty percent (20%) in STEM, twenty percent (20%) in HUMSS, twenty percent (20%) in GAS,

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and twenty percent (20%) in HE with a total tally of 100%. In conclusion, the respondents were equal from each

strands.

II. Correlation between General Average and Hours spent playing Online Games and the Online Games

commonly played by the Respondents/

Correlation describes the relationship between two variables and also tests the strength or significance of their linear
relation. This is a relationship that makes both variables getting the same high score or one getting a higher score and the
other one, a lower score.

Table 4.
The correlation between the general average of the students and their hours spent in online games.

x y (x-x̄) (y-x̄) (x-x̄)(y-x̄) (x-x̄)² (y-ȳ)²

92 10 8.5 6.3 53.55 72.25 39.69

90 4 6.5 0.3 1.95 42.25 0.09

89 4 5.5 0.3 1.65 30.25 0.09

87 4 3.5 0.3 1.05 12.25 0.09

87 4 3.5 0.3 1.05 12.25 0.09

85 3 1.5 -0.7 1.05 2.25 0.49

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79 2 -4.5 -1.7 7.65 20.25 2.89

78 2 -5.5 -1.7 9.35 30.25 2.89

74 2 -9.5 -1.7 16.15 9.25 2.89

74 2 -9.5 -1.7 16.15 9.25 2.89

Σx=835 Σy=37 SP=109.6 SS=402.25 SS=52.1

x̄= 83.5 ȳ= 3.7

This data shows that r- value is greater than 0.70. Therefore the students’ general average and their hours spent in playing
online games have a strong relationship. They are strongly correlated to each other.

Table 5.
Online Games commonly played by the Respondents.

GAMES FREQUENCY PERCENTAGE

Mobile Legends: Bang Bang! 2 20%

Call of Duty 4 40%

League of Legends 3 30%

Valorant 1 10%

TOTAL: 10 100%

The table shows the online games commonly played by the respondents. The action/shooting game Call of Duty which
has a frequency of 4 with an equivalent percentage of 40% and the second is the League of Legends with the percentage
of 30% and the third is other games with a percentage of 10% then the Mobile legends with a frequency of 2 with an
equivalent percentage of 20%. These are the games that are played by the respondents. In conclusion, the most played
games is Call of Duty, it is the most popular for the respondents.

III. Students’ Academic Attitude

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Respondents in Question 1 “Have you ever crammed in school work because of online games?”
The two-way table shows the frequency and percentage of students who do and do not cram in school work because of
online games.

Variable Frequency Percentage

Yes 4 40%

No 6 60%

Total 10 100%

Four (4) students equivalent to forty percent (40%) answered ‘yes' and six (6) students equivalent to sixty percent (60%)
answered ‘no’.
Therefore, most of the respondents do not cram in school work because of online games.

Table 6.1.
Respondents in Question 2 “Have you considered playing online games as a career?”
The two-way table shows the frequency and percentage of students who do and do not consider playing online games as a
career.

Variable Frequency Percentage

Yes 2 20%

No 8 80%

Total 10 100%

Two (2) students equivalent to twenty percent (20%) answered ‘yes’ and eight (8) students equivalent to eighty percent
(80%) answered no.
Therefore, most of the respondents do not consider playing online games as a career.

Table 6.2.
Respondents in Question 3 “Have you ever skipped school because of online games?”
The two-way table shows the frequency and percentage of students who do and do not skip school because of online
games.

Variable Frequency Percentage

Yes 4 40%

No 6 60%

Total 10 100%

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Four (4) students equivalent to forty percent (40%) answered ‘yes’ and six (6) students equivalent to sixty percent (60%)
answered ‘no’.
Therefore, most of the respondents did not ever skip school because of online games.

Table 6.3.
Respondents in Question 4 “Have you ever considered online games as a reward for your hard work”
The two-way table shows the frequency and percentage of students who do and do not consider online games as a reward
for their hard work.

Variable Frequency Percentage

Yes 3 30%

No 7 70%

Total 10 100%

Three (3) students equivalent to thirty percent (30%) answered ‘yes’ and seven (7) students equivalent to seventy percent
(70%) answered ‘no’.
Therefore, most of the respondents do not consider playing online games as a reward for their hard work.

Table 6.4.
Respondents in Question 5 “Have you ever fought with your teachers because of online games”
The two-way table shows the frequency and percentage of students who do and do not fight with their teachers because of
online games.

Variable Frequency Percentage

Yes 0 0%

No 10 100%

Total 10 100%

No students answered ‘yes’. All of them answered ‘no’ equivalent to one hundred percent (100%).
Therefore, all of the respondents have not ever fought with their teachers because of online games.

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IV: Students’ Academic Performance

Table 7.

This table shows the breakdown for the data gathered in the likert point system question 1 asking if the respondents
always recite in their class.

Respondent in Question 1 (Likert Point System)

Likert Point Frequency Percentage

Strongly Agree (4) 0 0%

Agree (3) 7 70%

Disagree (2) 1 10%

Strongly Disagree (1) 2 20%

Total Percentage: 100%

Data shows that the majority of Seventy percent (70%) of the respondents votes agree (A) regarding the said matter, Ten
percent (10%) of the respondents disagree (D), and the remaining Twenty percent (20%) votes strongly disagree (SD)
about the said matter.

To sum up, the majority of the students recite in their class.

Table 7.1.

This table shows the breakdown for the data gathered in the likert point system question 2 asking if the respondents is an
honor student.

Respondent in Question 2 (Likert Point System)

Likert Point Frequency Percentage

Strongly Agree (4) 1 10%

Agree (3) 4 40%

Disagree (2) 3 30%

Strongly Disagree (1) 2 20%

Total Percentage: 100%

Data shows that the majority of Forty percent (40%) in the respondent agrees (A) about the said matter, Thirty percent
(30%) of the respondents disagrees (D), Twenty percent (20%) of the respondents strongly disagrees (SD), and the
remaining Ten percent (10%) in the respondents voted strongly agree (SA).

To sum up, most of the students belong to the honor roll.

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Table 7.2.

This table shows the breakdown for the data gathered in the likert point system question 3 asking if the respondents
practice time management.

Respondent in Question 3 (Likert Point System)

Likert Point Frequency Percentage

Strongly Agree (4) 3 30%

Agree (3) 5 50%

Disagree (2) 2 20%

Strongly Disagree (1) 0 0%

Total Percentage: 100%

Data shows that the majority of the respondents which is Fifty percent (50%) agrees (A) about the said matter, Thirty
percent (30%) of the respondents voted strongly agree (SA), and the remaining Twenty percent (20%) of the respondents
chose to disagree (D).

To sum up, the majority of the students know how to manage their time well.

Table 7.3.

This table shows the breakdown for the data gathered in the likert point system question 4 asking if the respondents
always pass their tasks on time.

Respondent in Question 4 (Likert Point System)

Likert Point Frequency Percentage

Strongly Agree (4) 2 20%

Agree (3) 3 30%

Disagree (2) 3 30%

Strongly Disagree (1) 2 20%

Total Percentage: 100%

Data shows that the Thirty percent (30%) of the respondents voted agree (A) regarding the said matter, Twenty percent
(20%) of the respondents voted strongly agree (SA). While another Thirty percent voted for disagree (D) about the said
matter and another Twenty percent (20%) of the respondents voted strongly disagree (SD).

To sum up, half of the students managed to pass their task on time while the other half always missed the deadline.

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Table 7.4.

This table shows the breakdown for the data gathered in the likert point system question 5 regarding the activeness of the
respondents in school.

Respondent in Question 5 (Likert Point System)

Likert Point Frequency Percentage

Strongly Agree (4) 0 0%

Agree (3) 7 70%

Disagree (2) 3 30%

Strongly Disagree (1) 0 0%

Total Percentage:

Data shows that the majority of Seventy percent (70%) of the respondents agrees (A) about being active in school. While
the remaining Thirty percent (30%) of the respondents disagrees (D) about the said matter.

To sum up, the majority of the students are active in school.

Table 7.5.

This table shows the breakdown for the data gathered in the likert point system question 6 asking whether the respondents
do not skip school because of online games.

Respondent in Question 6 (Likert Point System)

Likert Point Frequency Percentage

Strongly Agree (4) 4 40%

Agree (3) 2 20%

Disagree (2) 2 20%

Strongly Disagree (1) 2 20%

Total Percentage: 100%

Data shows that the majority of Forty percent (40%) in the respondents strongly agrees (SA) regarding the said matter,
Twenty percent (20%) of the respondents agrees (A), another Twenty percent (20%) of the respondents disagrees (D) and
the last Twenty percent (20%) of the respondents strongly disagrees (SD) about the said matter.

To sum up, most of the students do not skip school due to online games.

Table 7.6.

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This table shows the breakdown for the data gathered in the likert point system question 7 asking the respondents if online
games never distract them during classes.

Respondent in Question 7 (Likert Point System)

Likert Point Frequency Percentage

Strongly Agree (4) 3 30%

Agree (3) 6 60%

Disagree (2) 1 10%

Strongly Disagree (1) 0 0%

Total Percentage: 100%

Data shows that the majority of Sixty percent (60%) in the respondents agrees (A) regarding the said matter, and Thirty
percent (30%) of the respondents strongly agrees (SA). While Ten percent (10%) of the respondents disagrees (D) about
the said matter.

To sum up, the majority of the students were not distracted in class because of online games.

Table 7.7.

This table shows the breakdown for the data gathered in the likert point system question 8 asking the respondents whether
a teacher almost confiscated their phone because of online games during face to face classes.

Respondent in Question 8 (Likert Point System)

Likert Point Frequency Percentage

Strongly Agree (4) 0 0%

Agree (3) 1 10%

Disagree (2) 2 20%

Strongly Disagree (1) 7 70%

Total Percentage: 100%

Data shows that the majority of Seventy percent (70%) of the respondents strongly disagrees (SD) regarding the matter,
Twenty percent (20%) of the respondents disagrees (D), and Ten percent (10%) of the respondents agrees (A).

To sum up, most of the student’s didn’t experience having their phone confiscated because of online games.

Table 7.8.

This table shows the breakdown for the data gathered in the likert point system question 9 asking the respondents whether
their parents got called in the office for their lack of focus during classes.

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Respondent in Question 9 (Likert Point System)
Likert Point Frequency Percentage

Strongly Agree (4) 1 10%

Agree (3) 0 0%

Disagree (2) 2 20%

Strongly Disagree (1) 7 70%

Total Percentage:

Data shows that the majority of the respondents which is Seventy percent (70%) strongly disagrees (SD) regarding the
said matter, Twenty percent (20%) disagrees about the said matter, and Ten percent (10%) of the respondents strongly
agrees (SA).

To sum up, most of the student’s parents didn’t experience being called due to their child’s lack of focus in school.

Table 7.9

This table shows the breakdown for the data gathered in the likert point system question 10 asking the respondents if their
family does not have any issues with their academic performance.

Respondent in Question 10 (Likert Point System)

Likert Point Frequency Percentage

Strongly Agree (4) 6 60%

Agree (3) 2 20%

Disagree (2) 2 20%

Strongly Disagree (1) 0 0%

Total Percentage: 100%

Data shows that the majority of Sixty percent (60%) in the respondents strongly agrees (SA) about the said matter,
Twenty percent (20%) of the respondents agrees (A), and another Twenty percent (20%) of the respondents disagrees (D)
regarding the said matter.

To sum up, most of the student’s family does not have any issues with their academic performance.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter will serve as the final chapter that concludes this paper. This chapter will discuss the summary of

findings, conclusion and recommendation based on the data gathered from the TPCians regarding the Effects of Online

Games to the Students Academic Performance.

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SUMMARY

This paper is meant to investigate the impact of Online Games to the Academic Performance of the Grade 12 student in

Trinity Polytechnic College. While investigating the paper, the researchers searched for answers whether online games

really affect a students’ academic performance. The researchers ought to know the results based on the data gathered from

the following parts.

Part 1. Using the Pearson-r we have identified the relationship between the General Average of the student and the

Number of Hours spent in Gaming.

This data is analyzing the relationship between the students' general average and their hour spent in playing online games.

According to data gathered out of 10 students, 4 of them spent more than 4 hours playing online games and got a score of

7 in their lowest general average. Also 4 of them spent 3-4 hrs in playing online games and got a line of 8 for their lowest

general average. The remaining students spent only 2 hours playing online games and got a line of 9 for their lowest

general average. It is because the more time you spend playing online games the less you focus and prioritize your study

and affects your grade and general average. It is evidence that playing online games can affect the academic performance

of the students.

Part 2. Using the Percentage we have identified the Online Games commonly played by the students.

The data gathered have shown that 4 out of 10 respondents engaged in online gaming prefer playing Call of Duty, while 3

out of 10 gamers play League of Legends, and 2 out of 10 prefer Mobile Legends: Bang Bang! Lastly, the remaining 1

respondent prefers the game Valorant. The result has shown what online games have caught the attention of the senior

high school that may have affected their academic performance.

Part 3. Using the Closed Questions and Percentage we have analyzed the effects of Online Games to the Academic

Attitude of the students.

This summary of findings are based on data gathered using the close-ended questions answered by 'yes' or 'no'. For the

first question,students are asked if they are crammed in school work because of online games. Four out of ten students

answered 'yes' which is equal to forty percent and the rest answered 'no' which is equal to sixty percent. For the second

question,students are asked if they consider playing online games as a career. Two out of ten students answered 'yes'

which equates to twenty percent and the rest of them answered 'no' which equates to eighty percent.

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For the third question, students are asked if they ever skipped school because of online games and four of them answered

'yes' which equates to forty percent, the rest of them answered 'no' which equates to sixty percent. For the fourth

question,students are asked if they consider online games as a reward for their hard work and three of them answered no

which equates to thirty percent. The rest of them answered 'no' which equates to seventy percent. For the last question,

students are asked if they ever fought with their teachers because of online games and all of them answered 'no' which is

equal to one hundred percent.

Part 4. Using the Likert Questionnaire and Percentage we have gathered data that made us see the impact of Online

Games to the Academic Performance of the students.

As evidenced from the data gathered, 7 out of 10 of the respondents participate in their class recitation even though they

are involved with online games. The number of honor students who play online games is 50-50 because data says 5 out of

10 respondents belong to the honor roll. 8 out of 10 of the respondents also practice time management regardless of being

a gamer and it can be interpreted that they still know how to value their time. The respondents are halved in terms of

passing their tasks on time which means that 5 out of 10 respondents do not practice passing their task before the said

deadline. Meanwhile, 7 out of 10 of the respondents agreed for being active in school despite playing online games. The

response for skipping school also showed that 6 out of 10 students who are gamers do not skip school. The majority of 9

out 10 responded that they are never distracted in class because of online games. 9 out of 10 respondents disagreed with

having their phone confiscated because of online games during face to face class meaning they do not play games while

the teacher is having a discussion. 9 out of 10 students did not agree in terms of lacking focus during classes meaning

even though they are an active gamer the games were still not enough for them to space out and have their parents called

by the school office. And lastly, 8 out of 10 respondents agreed that their family do not have any issues with their

academic performance in spite of them being a gamer.

CONCLUSION

This study found out that Online Games have an effect on the Academic Performance of the Senior High School Students

in Trinity Polytechnic College. By collecting respondents, each was tallied and was divided to the total number of all

tallies in all criteria; then, the quotient was converted to a percentage by multiplying it to 100.

According to the gathered data from the survey most of them got the lowest general average because they spent more time

playing online games. It is evidence that playing online games can affect the academic performances of the students.

Though it does not necessarily mean that they are poorly performing in their studies. Most of the students play an hour to

two of online games every day since they find it as a source for recreation. To summarize the findings, there is a

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correlation between respondents' academic performance and their participation in online gaming while studying. This is

correct according to the researchers' findings for the responders and based on the experience of the researchers.

This indicates that statistically there is a significant relationship between the two variables. The data gathered indicates

that there is a significant correlation between playing online gaming and poor academic performance for the Trinity

Polytechnic College students. Thus, accepting the alternative hypothesis (HA) and rejecting the null hypothesis (HO).

RECOMMENDATION:

With regards to the findings and conclusion the researchers came up with the following suggestions that are made to avoid

letting online games negatively affect our academic performance. We see that all those who are just going through their

adolescence stage or adolescence persons are the ones who mostly play online games.

1. Since many respondents answered that they don't always complete their tasks on time, prioritizing schoolwork is a

tip that might help lessen the impact of online gaming on their academic achievement. We recommend that before

playing online games students need to finish our homework first and not waste a lot of time on online games.

2. Considering the fact that most students are engaged in online games. We suggest that they try to make more

memorable real life actions instead of focusing on their gadgets.

3. Students are suggested to use online games to hone their analytical and critical thinking skills more instead of

using it as an excuse to cram at school.

4. The researchers recommend that instead of engaging in online games, school officials and teachers, in partnership

with parents, can consider promoting physical fitness, sportsmanship, and pro-social skills to students.

5. In addition, the Parents and Teachers connection may be considered to be useful. For example, a teacher may

consider informing parents about their children's academic performance and social conduct while they are in

online class/school. This connection between home and school might be strengthened to oversee the students’

activities.

The result in this study may be used by future researchers for further studies regarding the effect of online games on the

academic performance of a student.

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REFERENCES:

Mark Griffiths. Online computer gaming: Advice for parents and teachers
http://irep.ntu.ac.uk/id/eprint/20885/1/200593_6996%20Griffiths%20Publisher.pdf
https://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf
https://surface.syr.edu/cgi/viewcontent.cgi?article=1055&context=idde_etd
Academics' Attitudes toward Using Digital Games for Learning & Teaching in Malaysia (Noraddin, Enas Mohamed;
Kian, Neo Tse) Digital (or computer)
https://files.eric.ed.gov/fulltext/EJ1085940.pdf
( Tuti Rosyati, 08.10.2019) Effects of Games and How Parents Overcome Addiction to Children.
Journal-of-Critical-Reviews-Effects-of-Games-and-How-Parents-Overcome-Addiction-to-Children.pdf (researchgate.net)
Anderson, C., & Dill, K. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in
life. Journal of Personality and Social Psychology, 78(4), 772-790.
https://1drv.ms/w/s!AtqQB0kB4lftgRfQZasKDQZB-_Pk

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Telephone Number: 7738-1713
Email: [email protected]
Gentile, D. A. (2009). Pathological video game use among youth 8 to 18: A national study. Psychological Science, 20,
594-602.
Lojo (2008) conducted a study on the effects of playing computer games on the academic performance and behavior of
high school students
The Role of Social Media for Collaborative Learning to Improve Academic Performance of Students and Researchers .

Jennifer G. Castillo (2017) Online Gaming: Impact on the Academic Performance and Social Behavior of the Students.
Online Gaming: Impact on the Academic Performance and Social Behavior of the Students (knepublishing.com)
Level up learning: A national survey on teaching with digital games By Lori M. Takeuchi & Sarah Vaala.
http://content/uploads/2014/10/jgcc_leveluplearning_final.pdfhttps://surface.syr.edu/cgi/viewcontent.cgi?
article=1055&context=idde_etd.
(March 10, 2017) by Group F Section G Effects of online game addiction to the students of the senior high school
students. EFFECTS OF ONLINE GAME ADDICTION TO THE STUDENTS (wordpress.com)
 Noraddin, Enas Mohamed; Kian, Neo Tse (2014) Academics' Attitudes toward Using Digital Games for Learning. ERIC
- EJ1085940 - Academics' Attitudes toward Using Digital Games for Learning .
(Jan,20,2017) The History of Online gaming The History of Online Gaming. The history of online gaming dates back… |
by Datapath.io | Medium.
Online Gaming online gaming | History, Examples, Companies, & Facts | Britannica
How Can Peer Group Influence the Behavior of Adolescents: Explanatory Model (nih.gov)
Online Game Addiction and the Level of Depression Among Adolescents in Manila, Philippines. Online Game Addiction
and the Level of Depression Among Adolescents in Manila, Philippines | Central Asian Journal of Global Health
(pitt.edu)

APPENDIX A:
PERMISSION LETTER

January 3, 2022

Ma’am Jesusa G. Gendrala

School Principal
Division of Quezon City
Forest Hill, Quezon City

Ma’am,

The petitioner would like to ask for permission from your courtesy to allow her to conduct a research study entitled as
“Online Games: Its Effects to the Academic Performance of Grade 12 Senior High School Students.” to be able to
attain the requirements for the Accountancy and Business Management students at Trinity Polytechnic College, Inc. With
this regard, we humbly request you to kindly allow us to gather the required data for us to be able to acquire the most
accurate result for our research. The identity and information that we have managed to accumulate from the students will
be strictly kept confidential and it will only be used for the research study only. Please see the file attached below
containing the instrument of the study.

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Hoping for your kind consideration regarding this matter.

Respectfully Yours,

Samantha Khailey S. Marquez

Research Leader

APPENDIX B:
INSTRUMENT OF THE STUDY
Dear Respondents,
We welcome your views in regards to Online Gaming. Please observe honesty and answer the following questions
diligently. The purpose of this survey is to identify the effect of online gaming to the academic performance of the grade
12 students in Trinity Polytechnic College Inc.
In accordance with the 10173 or the Data Privacy Act of 2012, we must abide and protect all personal information that is
disclosed in this questionnaire for its purpose shall only be for this study. Thank you for taking the time to answer this
survey.
The researchers are asking for your full cooperation in the conduct of this stud. Please respond to the following survey
questionnaires in order to gather the data and necessary information for our research paper titled, Online Games: Its
Effects to the Academic Performance of Grade 12 Senior High School Students in Trinity Polytechnic College Inc. for the
School Year 2021-2022.

Part I: Respondent’s Profile

Kindly answer with your real and not unreal information. Use the following choices or fill in the space provided.
1. Gender
a. Male
b. Female

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2. Age: __
3. Strand
a. ABM
b. STEM
c. HUMSS
d. GAS
e. HE

Part II: Short Answer Questions

Kindly answer on how well each statement describes you and not other people do. Use the following choices or fill in the
space provided.
1. How many hours do you spend playing online games every day?
2. What was the lowest general average you got ever since you started playing online games?
3. What game do you play often?

Part III: Dichotomous Questions

Kindly answer on how well each statement describes you and not other people do. Use these choices; Yes or No.
1. Have you ever crammed in school work because of online games?
2. Have you ever considered playing online games as a career?
3. Have you ever considered online games as a reward for your hard work?
4. Have you ever skipped school because of online games?
5. Have you ever fought with your teachers because of online games?

Part IV: Likert Questions

Kindly answer on how well each statement describes you not other people do. There are no right or wrong answers to
these statements. Use the following scale:
1= Never or Almost Never True of Me
2= Usually Not True of Me
3= Somewhat True of Me
4= Usually True of Me
1. I always recite in classes.
2. I am an honor student
3. I practice time management.
4. I always pass my tasks on time.
5. I am active in school.
6. I don’t skip classes because of online games
7. Online games never distracts me during classes
8. My teacher almost confiscated my phone because of online games during face to face classes.
9. My parents got called into the office because I lacked focus during class.
10. My family does not have any issues with my academic performance

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APPENDIX C:
RESUME OF RESEARCH MEMBERS

The content of this paper is a short background of the researchers.

Name: Samantha Khailey S. Marquez Junior High School: San Bartolome High School
Address: #20-A Buenamar St. Novaliches, Quezon City, Senior High School: Trinity Polytechnic College Inc.
Brgy. Novaliches Proper, 1123
Contact Number: 09275045906 Name: Lady Dianne L.Revilla
Date of Birth: September 19, 2004 Address: Pascualer Ville.Brgy.San Bartolome
Place of Birth: Bernardino General Hospital Novaliches QC
Email: [email protected] Contact Number: 09305315108
Date of Birth: April 28,2004
EDUCATION Place of Birth: Quezon City
Elementary - Sto. Niño de Novaliches School, Inc Email: [email protected]
Junior HIgh School - Sto. Niño de Novaliches School,
Inc. EDUCATION
Senior High School - Trinity Polytechnic College, Inc. Elementary: Manuel L.Quezon Elementary School
Junior High School: Sta.Lucia High School
Name: Cloue Jane Bayoneta Senior High School: Trinity Polytechnic College Inc.
Address: #2 Remarville Ave. Bernardino Rd. Barangay
Bagbag Novaliches Quezon City Name: Nicole Espiritu
Contact Number: 09519181796 Address: #44 San Paulo Subdivision Novaliches,
Date of Birth: November 20,2003 Quezon City
Place of Birth: Cebu City Contact Number: 09771831146
Email: [email protected] Date of Birth: November,25,2003
Place of Birth: Bani Pangasinan
EDUCATION Email: [email protected]
Elementary: San Bartolome Elementary School EDUCATION

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Elementary; Rosa L. Susano Elementary school Junior High School: Talipapa High School
Junior High School: Novaliches High School Senior High School: Trinity Polytechnic College, Inc.
Senior High School: Trinity Polytechnic College, Inc.
Name: Jickle Bayoneta
Name: Sarah Betinol Alfeche Address: 99 sauyo road, Quezon City
Address: Brgy. Sta Monica, Quezon City Contact Number: 09456292991
Contact Number: 09317974063 Date of Birth: April 15, 2004
Date of Birth: February 11, 2003 Place of Birth: Quezon City
Place of Birth: Negros Oriental Email: [email protected]
Email: [email protected]
EDUCATION
EDUCATION Elementary: Bagbag Elementary School
Elementary: Rosa L. Susano Junior High School: San Bartolome High School
Junior High School: Novaliches High School Senior High School: Trinity Polytechnic College, Inc.
Senior High School: Trinity Polytechnic College, Inc.
Name: Jazzmeen Fronda
Name: Odessa D. Igot Address: Novaliches, Quezon City
Address: #5 Sta. Barbara Gulod Novaliches Quezon City Contact Number: 09265334913
Contact Number: 09101770056 Date of Birth: September 25, 2004
Date of Birth: May 02, 2004 Place of Birth: Guimba, Nueva Ecija
Place of Birth: Matalom, Leyte Email: [email protected]
Email: [email protected]
EDUCATION
EDUCATION Elementary: Pacac Highschool
Elementary: Rosa L. Susano Junior High School: Pacac Elementary School
Junior High School: Novaliches High School Senior High School: Trinity Polytechnic College, Inc
Senior High School: Trinity Polytechnic College, Inc.
Name: Kylle Erica De Vera
Name: Ma. Charisse Ann B. Satira Address: 5A Rivera St. Brgy. 164, Caloocan City
Address: 076 Area 6B Sitio Cabuyao Sauyo Quezon Contact Number: 09152988358
City Date of Birth: February 14, 2003
Contact Number: 09953878973 Place of Birth: Nagas, Oas, Albay
Date of Birth: December 20,2002 Email: [email protected]
Place of birth: Pitogo, Quezon
Email: [email protected] EDUCATION
Elementary: Tapel Elementary School
EDUCATION: Junior High School: Talipapa High School
Elementary: Bagbag Elementary School Senior High School: Trinity Polytechnic College, Inc.
Junior High School: Sauyo High School
Senior High School: Trinity Polytechnic College, Inc.

Name: Gerome Caliguia

Address: Lot 22, Comp. 2, Kasiyahan Village, Bagbag,
Name: Liziel Pino Baldemor Novaliches, Quezon City
Address: 12 TH Dela Cruz Villilia Village Talipapa Contact Number: 09126697550
Novaliches Quezon City Date of Birth: April 09, 2004
Contact Number: 09473894355 Place of Birth: Lying in Valenzuela
Date of Birth: August 15, 2004 Email: [email protected]
Place of Birth: Sta. Cruz, Laguna
Email: [email protected] EDUCATION
Elementary: East Bagong Barrio Elementary School
EDUCATION Junior High School: San Bartolome High School
Elementary: Placido Del Mundo Elementary School Senior High School: Trinity Polytechnic College, Inc.

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Telephone Number: 7738-1713
Email: [email protected]

Name: Dhayen A. Camara

Address: Pamana ville Brgy. Sta. Lucia Novalicvhes
Quezon City
Contact Number: 09636201525
Date of birth: March 8, 2002
Place of birth: Manila City
Email: [email protected]

EDUCATION:
Elementary: San Gabriel Elementary School
Junior High School: Sta Lucia High School
Senior High School: Trinity Polytechnic College, Inc.

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