CHAPTER I

INTRODUCTION

This chapter presents the background, statement of the problem,

significance and the scope and delimitation of the study.

Background of the Study

The rise in the use of the internet has led to many changes in life. Today,

the rise up of the internet users led to rise the online gaming. An online game or

internet game refers to games that are played over some form of computer

network, most often the internet. Online games can range from simple text- based

games to games incorporating complex graphics and virtual words populated by

many players simultaneously.

One who can see the impact of playing online games is different

generations. It is the most leisure activity followed by kids, teenagers and adults

nowadays. Online games surely have an impact on minds of online gamer

especially to students. Students who plays online games has a different reason of

playing and the usage of game leads to different effects/impacts for each player.

This study conceptualizes the impacts of online games to students.

Irrespective of whether problematic online game can be classed as an

addiction, there is now a relatively large number of studies all indicating that

excessive online gaming can lead to a wide variety of negative psychosocial

consequences for a minority of affected individuals. In extreme cases, these can

include sacrificing work, education, hobbies, socializing, time with partner/family,

and sleep. It is in this premise that the researchers prompted to conduct this study

in order to determine the impact of playing online games to senior high students.

Statement of the Problem

This study was conducted to determine the impact of playing online games

among Senior High School Students of Looc National High School.

Specifically, this study aimed to answer the following questions:

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

a. Sex

b. Economic Status

c. Strand/ Track

2. What is the impact of online games in terms of:

a. Behavior

b. Academic Performance

c. Physical Health

d. Time (minutes)

3. Is there a significant relationship between demographic profile and the

impact of online games?

 Significance of the Study

Online game is hugely popular with students and young people. The main

purpose of this study is to determine the impact of playing online games to the

students.

The following are the beneficiaries of the result of this study:

Teachers and School Administrators: The result of this study will

enlighten the teachers and devise appropriate plans and actions on how to

manage and regulate students’ eagerness in playing online games. Likewise,

school administrators will motivate the teachers by stressing out the importance of

prioritizing and elevating behavior, academic performance, and physical health

over online games.

Students: The students will become aware on both the negative and

positive effects/impacts of playing online games not only on behavior but also to

their academic performance as well as the students’ physical health.

Parents: Parents play important role in their children’s ability to prioritize

the important things in their lives as students. They can also benefit from this study

because it will give them the picture on how their children act and perform in this

kind of endeavor. It is not only the teacher’s role to make the students realize the

good and bad side of online gaming but parents on the other may do their share.

Future Researchers: They will also benefit in this study for their future

research studies.
 Scope and Delimitation

This study focused on the impact of online games among Senior High

School Students of Looc National High School. This is only limited to behavior,

academic performance, and physical health. Moreover, to determine the significant

relationship between demographic profile and impact of playing online games.

This covered 100 senior high students which was chosen randomly and

conducted at Looc National High School, School Year 2019-2020.

 CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter reviews of related literature on the following subtopics: (1)

Online Games, (2) Precursors to Online Gaming Addiction, (3) Gaming frequency,

Time, and Types of gamer, (4) Aspects of Gaming Behavior, (5) Academic

Achievement, (6) Students Health.

Online Games

Video game according to Bogdanowicz et al. (2010), is defined as “an

electronic or computerized game played by manipulating images on a video

display or television screen”. Online video games are popular among students and

they are used them as a means for them to be accepted by their peers. Peer

pressures according to Erikson have great impact on the life of an adolescence.

Erikson said that in adolescence phase, person is required to seek self-identity

and independence (Erikson 1968). When they try to get free from all adult influence

and protection, they become closer and more dependent on peer acceptance.

Peer acceptance brings out pressure that in turn can make the adolecences

vulnerable to youth behavioral problems (Allen et al. 2006; Van Rooij et al. 2011;

Porter et al. 2010).

Another reason that makes online video games becoming popular among

students is because these games are sophicastedly designed to amaze and evoke

the players’ curiousity. To amaze the players, video games usually presents
attractive game plays, realistic images and sounds. Virtual worlds in video games

are created by inspiration of real life location. This is intended to provide sensation

as if the player is visiting a real site location so they are not easy to get bored and

the games also make players becoming familiar and easy to memorize the

location.

Bogost and Poremba also find that many video games are also popular

because their storyline are based on actual events or movie storylines. Some

games even exploit documentary styles to add the authenticity. “The Matrix” movie,

allied forces landing in Normady, and the assassination of John Frank Kenedy

(JFK) are used by video game creators to make the player enable to imagine

becoming the main character of the film or feel that they have a central role in an

important world event. Movie storylines and real events are also proposed to

familiarize players with the goal of the mission (Bogost & Poremba 2008).

On his the study about racing video games, Berger says that the actual

based race track is getting more fans than imaginary one. Even, imaginary race

track are design to create fair race and spectacular, actually authentic based race

track gives more fun for the players. Berger said that this is due to the sensation

of be a real race driver and win the world championship. Playing in the imaginary

track in contrast, makes the players get bored and leave the game immediately

because the players felt it useless (Berger 2008).

Video games are also enjoyed because it is designed to entertain and

amuse the players. Creators make video game storyline simple and easy to
understand. This will make the players not easy to get frustated. Players use video

games to get fun and and escaping them from life pressures, As such, they will

leave the game if they find it too complicated. To maintain the reasonability of video

game playing, creator also must balance the challenges in the game. The game

must not too hard or too easy to win. Players do not like easy game because they

feel useless to play. However, if the game is too hard, player will get frustrated and

they will leave the game. There are also some Strategies used to maintain players’

enthusiasm. One of which is by giving game assistance. Assistance such as coin

bonus or prize to buy new weapons or vehicles is used by the creator to help player

completing the game mission when they encounter difficulties. To keep the video

game looks real, any assistance in game must be built in disguised so the players

are unaware of it. By this strategy, Klimnt et al. (2008) said completing one mission

in video games can make someone feel worth and proud. So they feel reasonable

to continue playing the game.

For most students, another pulling factor of online video games is the

economic system that operates in it. Cain shows that many players are interested

to play online video games because of the economic system being operated. In

online video games there is a virtual currency circulation that is called “coin”. Coin

is a reward for players when they are able completing a mission. On line video

games coins can be accumulated to buy virtual equipment to help finishing the

game (Cain 2008). Although every missions gives coin bonus, the reward is usually

too small. Game creators always make the price of virtual equipment so high that
players will be motivated to play more or exchange their real life money into virtual

coin to buy equipment. Cain also states that the decision of the players to buy coins

is not solely intended for facilitating the game. They do not hesitate to buy

expensive virtual equipment because they can sell it back to other players (Cain

2008).

Transaction of virtual equipment in online game create a chance for making

money in online game. Through this, it is not surprising that many players are

willing to spend a lot of time to look for money. Students are even willing to be

absent in class or eventually drop out from school because they prefer playing

online games. Coin and virtual transactions in online video game make students

think that it is better to play game and get coins that can be sold rather than study

in school but never making any money (Olson 2010; Kowert & Oldmeadow 2013)

we must understand what motivates children to play electronic games and what

needs the games meet. Drawing on a survey of 1,254 middle school children, focus

groups with boys and their parents, and findings from other quantitative and

qualitative research, the author describes a variety of motivations for video game

play (including games with violent content.

It is not only visualization, game play or economic system that makes online

games interesting. Marshall says online video games also enable players to play

with virtual bodies (character) that commonly referred to “avatars”. In the online

video game, players are free to choose an avatar depending on taste and

experience they want to get, and image they want to show (Marshall 2008). In
online video game an overweight, short, and black player can choose a tall, white

and athletic avatar. Men players also possible to choose a women avatar,

depending on experience he wants to get during the game. Avatars in video games

online provide the opportunity for players to get ideal things that cannot be

obtained in the real world.

Stone says that online video games make players eliminate their physical

identity - Komunitas: International Journal of Indonesian Society and Culture 9 (2)

(2017): 191-202 194 UNNES JOURNALS ty (Stone 1991). In the game, players

become a new individual with new behavior. Stone and Turkle calls this

phenomenon multiple selves (Turkle 2011; Stone 1991). A person’s identity in the

real world is formed by his or her interaction with other people and material objects

they consume, but in virtual world, the identity is highly fluid, allowing player to

rewrite their identity beyond traditional boundaries. With avatar, a man can be a

woman’s, a poor can wear expensive clothes and a pacifist can kill other because

of the video game mission (King et al. 2011; Gentile 2011; Hellman et al. 2012).

Precursors to Online Gaming Addiction

Following the release of the first commercial video games in the early

1970s, it took until the 1980s for the first reports of video game addiction to appear

in the psychological and psychiatric literature. These early studies claimed the

disorder was like any other behavioral addiction and consisted of a compulsive

behavioral involvement, a lack of interest in other activities, association and

friendship circles mainly with other video game addicts, and physical and mental
symptoms when attempting to stop the behavior (e.g., “the shakes”). However, all

of these The International Encyclopedia of Digital Communication and Society,

First Edition. Edited by Robin Mansell and Peng Hwa Ang. © 2015 John Wiley &

Sons, Inc. Published 2015 by John Wiley & Sons, Inc. studies were observational,

anecdotal, and/or based on case studies, primarily using samples of teenage

males. The 1990s saw a small but significant increase of research into gaming

addiction with almost all of these studies being carried out in the United Kingdom

and on adolescents, typically surveying children in school settings. However, all of

these studies were self-report surveys and relatively small scale. The main

problem was that all of them assessed gaming addiction using adapted versions

of the criteria for pathological gambling in the American Psychiatric Association’s

Diagnostic and Statistical Manual of Mental Disorders (DSM). Although there are

clearly many similarities between gambling and gaming, they are different

behaviors and specific video gaming screening instruments could have been

developed. Based on further analysis of the adapted DSM criteria used in these

studies, this work was later criticized for being more likely to be assessing gaming

preoccupation than gaming addiction (Charlton, 2002).

Gaming frequency, Time, and Types of gamer

The gaming frequency and the amount of time spent on playing video

games have been studied for years frequently in association with gaming addiction

(Daniel Luke King 2012; Ko et al. 2009), psychological constructs (e.g., self-

concept clarity, self-control, and flow) (Khang et al. 2013; Lee et al. 2012), negative
consequences (e.g., missing school work) (Hellström et al. 2012), and even

academic performance or learning outcome (Furió et al. 2013; Ip et al. 2008).

Ip et al. (2008) analyzed the relationships between gaming frequency and

academic performance among 713 students. The study found that frequent

gamers, who spend more than 2 hours per day playing video games, performed

less well than infrequent gamers. Hellström et al. (2012) examined the relationship

between gaming time, motives to play, and negative consequences because of

playing massively multiplayer online role-playing games (MMORPGs). They

recruited 7,757 Swedish adolescents and had them completed a questionnaire and

found that time spent on gaming was related to negative consequences, e.g., “less

sleep due to gaming.” Ventura et al. (2012) constructed an online survey with 252

undergraduate students and a positive indication was found between video

gameplay and academic performance. That is, students who spent 11-50 hours

playing video games had significantly higher GPAs than students who spent 0-10

hours playing video games.

Types of gamers are associated with the frequency and amount of time a

player has spent on playing video games. However, the segmentation between

types of gamers has not been significantly, rigorously studied. Two types of

gamers, casual and hardcore gamers, have been growing rapidly in recent years.

Kuittinen et al. (2007) discussed the characteristics and differences between

casual and hardcore gamers. For example, hardcore gamers play extremely
competitive games and require a much higher degree of involvement than casual

gamers.

Aspects of Gaming Behavior

Traditionally, video games have belonged in the male domain (Lucas and Sherry

2004; Fox and Tang 2013). Existing findings continue to support this perception,

albeit some exceptions (Table 1). First, men and women adoption rates differ.

Indisputably, studies indicate that more men play online games than women

(Becerra et al. 2008; Hainey et al. 2011). Second, men develop interest in

computer games earlier in their life, while females take up gaming later in life and

on average female players are older than male (e.g. Hainey et al. 2011). Men and

women also differ on time they spend playing and in frequency of play. Multiple

studies report that men play more often and for a significantly longer time than

women (Chou and Tsai 2007; Hainey et al. 2011; Chen 2010). However, there is

no consistency in existing findings regarding game duration and several studies

suggest that women spend more time gaming (Williams et al. 2008; Kuo et al.

2012). It is important to note that the sample in the study by Kuo et al. (2012) had

over 3,000 players ranging in age from 8 to 86 (average 25), possibly indicating a

difference in the gaming time for older players. While we can’t unequivocally

conclude that men spend more time playing because of these conflicting results,

earlier research on game duration in offline context suggests that men play for

longer periods. For example, in childhood play 72% of all boys’ activities last longer
than one hour, compared to only 43% of girls’ activities (Lever 1976). This indicate

that boys have a tendency to play for longer periods of time, corroborating the

findings of longer online game duration for men.

Many studies investigated what motivates users to play online games.

Lucas and Sherry (2004) identify six motives for gaming: competition, challenge,

arousal, fantasy, diversion, and social interaction. We follow this classification to

group identified gender-relevant insights in this area (Table 2). It appears that men

and women exhibit some differences and similarities in the motives to play online

games (Chou and Tsai 2007; Lucas and Sherry 2004).

Academic Achievement

The potential of video gaming to influence students’ lives is undisputed.

Whether recreational or educational (Brockmyer et al, 2009; Chuang & Chen,

2009; Lee & LaRose, 2007), violent or nonviolent (Ferguson & Kilburn, 2010;

Fleming & Rickwood, 2001; Huesmann, 2010), video gaming has become an

integral part of North American children’s lives outside of school. Over 90% of all

youth in the United States play video games (Hagedorn & Young, 2011, “Gaming

Addiction,” para. 1).

The literature on the relationship between video gaming and school

attendance is sparse. Only one report of research that specified gaming as a

predictor of truancy (Rehbein, Kleimann, & Moble, 2010). In their study of 15,168

German 9th graders, Rehbein et al. (2010) identified increased truancy as directly

related to video game dependency (VGD), which they clearly differentiated from

extensive gaming. Austin and Totaro (2011) included video gaming as one of many

internet activities that could affect school attendance, but they reported no

correlation between gaming per se and attendance. The girls in their study tended

to skip school to socialize on the internet. The boys were more prone to video

gaming, but during out-of-school hours. These findings are important, because

other researchers (such as Lin & Chen, 2006; and Yakovlev & Kinney, 2008) have

found clear relationships between attendance and school marks. Yakovlev and

Kinney, for example, reported an overall course grade decrease of 0.9 points for

every class missed.

 Much more research has been done to investigate the connection between

video gaming and school performance. Most researchers have reported negative

correlations, based on time spent gaming, game content, and levels of player

dependency. Clear and negative correlations have been found between the

amount of time that a student spends playing video games and his/her school

marks (Gentile, Lynch, Linder, & Walsh, 2004; Hastings et al., 2009; Sharif &

Sargent, 2006). In their study of 1,492 high school students in Thailand,

Jaruratanasirikul, Wongwaitaweewong, & Sangsupawanich (2009) found that 2

hours of gaming per day correlated with an overall GPA of below 3.00. Violent

video game content, which is characteristic of massive multiplayer online role-

playing games (Oggins & Sammis, 2012; Sublette & Mullan, 2012; Young, 2009),

also negatively correlates with academic performance (Alsaleh, 2005; Lynch,

Gentile, Olson, & van Brederode, 2001; Sharif & Sargent, 2007). Most damaging

of all is video game dependency (VGD, Rehbein et al., 2010), which has also been

described as pathological gaming (Gentile, 2009) and addiction (Charlton &

Danforth, 2007; 3 Shao-I, Jie-Zhi, & Der-Hsiang, 2004; Van Rooij, Schoenmakers,

Vermulst, Van Den Eijnden, & Van De Mheen, 2011).

The negative correlations that have been found between video gaming and

overall school performance are augmented by reports of other school-related skills

and behaviors. Monke (2009) purported that the increased distances of time and

space afforded by worldwide online games would interfere with students’

developing normal perceptions of time and space. Anand (2007) found that video
game addicts tended to fall asleep in class and fall behind in their assignments.

Gentile (2009) reported correlations between pathological gaming and attention

deficits in class. Griffiths (2010a) and Sharif and Sargent (2006) found that video

gaming creates time conflicts that reduce the amount of time that gamers devote

to homework. The 425 (10-19-year-old) boy gamers in Cummings and

Vandewater’s (2007) study spent an average of 30% less time reading for every

hour that they played video games on weekdays, and the 109 girls spent an

average of 34% less time doing homework for every hour that they played video

games on weekdays. Clearly, there is evidence in the literature that video gaming

correlates with diminished school performance.

Classroom behaviors are affected by the relationship between adolescent

video gaming and aggression (Barenthin & Van Puymbroeck, 2006; Ferguson &

Kilburn, 2010; Hastings et al., 2009). This aggression makes players more apt to

argue with teachers and fight with classmates (Alsaleh, 2005; Gentile et al., 2004;

Lynch et al. 2001). The level of aggression correlates with the degree of violence

in the games (Anderson, Gentile, & Buckley, 2007; Anderson, Shibuya, & Ihori,

2010; Huesmann, 2010). Players of violent games are rewarded for becoming

increasingly engaged in the violence (Bartlett & Rodeheffer, 2009; Ledwis et al.,

2008, Fleming & Rickwood, 2001). Outside of the gaming environment, this

aggression manifests as emotions that range from irritability (Alsaleh, 2005,

Hagedorn & Young, 2011) to outright hostility (Gentile et al., 2004, Lynch et al.,
2001; Shao-I et al., 2004) and loss of control (Duven, Muller, & Wolfling, 2011;

Hagedorn & Young, 2011).

In other research, video gaming has been found to benefit school marks,

skills, and behaviors (Barber, Eccles, & Stone, 2001; Blum-Dimaya, Reeve,

Reeve, & Hoch, 2010; Sutherland, Facer, Furlong, & Furlong, 2000). While

Ferguson (2011) conservatively concluded that gaming does not necessarily

jeopardize school performance, other researchers have found positive correlations

between gaming and educational development, including reading and math

(Bowers & Berland, 2013; Wittwer & Senkbeil, 2008), cognitive processing

(Abrams, 2009; Ferguson, 2007); imagination and creativity (Durkin & Barber,

2002; Steinkuehler & Duncan, 2008), nonverbal intelligence (Subrahmanyam,

Greenfield, Kraut, & Gross, 2001), and general literacy and learning skills (Gee,

2004; Jenkins, 2006). Bowers & Berland (2013) found positive correlations

between 1-2 hours of daily gaming and mathematics and reading skills in 13,960

US high school students. In their study of 4,660 German 15 year-olds, Wittwer and

Senkbeil (2008) also found positive correlations between “smart” gaming and

mathematics skills (but no other school subjects). Abrams (2009) reported that

struggling high school students can use gaming to develop cognitive schema that

can be applied to academic material as well, and De Aguilera and Mendiz (2003)

and Ferguson (2007) reported positive correlations between gaming and spatial

cognition. In their interactions with artificial intelligence (Durkin & Barber, 2002),
gamers develop complex thought processes and problem-solving skills (De

Aguilera & Mendiz, 2003) that can serve them well in school settings.

Overall, the literature includes evidence of both positive and negative

correlations between video gaming and academic performance. Addiction and

violent game content feature 4 prominently in the reports of negative correlations,

but most of the research reviewed here did not separate addiction from non-

dependent use, or violent from nonviolent content. Griffiths (2010b) cautioned

against assuming that excessive gaming equates addiction, even if the individual

plays 14 hours a day, because addiction has its own set of deleterious

consequences that do not always characterize heavy gaming. It seems reasonable

to assume that the average adolescent is not a pathological gamer. Cummings

and Vandewater (2007) found that only 534 (36%) of their 1491 (10-19-year-old)

US students were video gamers, and that the gamers played an average of only 1

hour per weekday and 1.5 hours per weekend day. Hunley et al. (2005) found a

higher proportion (50%) of gamers in their much smaller study of 101 US

adolescents, who played an average of 4.43 hours per week. If these figures are

representative, most adolescents spend three times as many hours watching

television as they do playing video games (Cummings & Vandewater, 2007). The

type of game content is more worrisome, and may not have been adequately

teased out in this review of the literature.

Students Health

Firstly, playing online games can affect adolescents’ health directly both

physically and psychologically, which will have big influence on their lives.

According to The Positive and Negative Effects of Video Games, video games may

have bad effects on some children’s health, causing obesity, video-induced

seizures, and postural, muscular and skeletal disorders, such as tendonitis, nerve

compression, carpal tunnel syndrome (cited in Positive and Negative Effects of

Video Games). Besides the bad effects on the physical health, there also exits

some bad effects on their psychological health. The most evident network

personalities are” loneliness, tension, fear, indifference and anti-social”. In

addition, too much video game playing makes kids socially isolated (as cited in

Positive and Negative Effects of Video Games). In conclusion, excessive online

games will harm teenagers’ bodies and psychologic seriously if they are out of

control.

Secondly, the online games can help teenagers to develop many important

abilities which are indispensable in their social lives. To begin with, video games

can make teenagers learn to thinking, analysis and decisions in a short time.

Teenagers can practice these abilities in almost every second during the game.

From a research from the University of Rochester, such as a scientists called

Daphne Bavelier, some stressful games such as those found in action games or

battle can teach teenagers how to deal with unknown situation in the reality. The

(Positive and Negative Effects of Video Games). The study shows that action video
games can help the brain to make quick decisions. (The Positive and Negative

Effects of Video Games） Besides, video games can teach teenagers how to

manage. Management simulation games let the players learn how to make quick

management and make most use of the infinite recourses, and some games such

as Age of Empires and Civilization even simulate controlling the whole country.

Last but not least, video games can improve our memory. Other games such as

Call of Duty help the player to effectively select the useful information to the brain.

According to a study which published in the Psychological Research, the online

gaming is a virtual world where adolescents have to use many abilities to survive.

（Raisesmartkid, The Positive and Negative Effects of Video Game） All those

abilities will be quite beneficial for their study and lives with proper application.

Last but not least, different online games will have different influence on

adolescents’ characteristics. According to Wallace, P. (2014), people who are

addicted to different kinds of online games will have different characteristics,

because some games will have violent elements but others may emphasize

completely different aspects like cooperation. For example, violence, which is

blamed most among the bad effects of online games (as cited in The Positive and

Negative Effects of Video Games) can be indoctrinated to adolescents by some

games filled with killings, kicking, stabbing and shooting. However, other games

like Farmville of Facebook, will help players learn to cooperation and some other

social skills by virtual gift-giving (Wallace, P. 2014). If teenager spends much time

on online games full of violence and aggression, he will surely be influenced by

games and will easily form bad characteristics. On the other hand, playing games

which emphasize good qualities will benefit them.

As one of the most important parts of many adolescents’ lives, online games

are affecting their health, abilities and characteristics in different way which will

cause different effects. The proper use of online games can make teenagers

relaxed and gain many useful skills, but if the use of the Internet is out of control,

adolescents will suffer from many physical and psychological disorders.

Adolescence is nearly the most important stage when both adolescents’ bodies

and mentality are developing and their values and characteristics are forming.

While as an important way of communication and entertainment, online games

take much of teenagers’ time, and it is influencing their lives in many aspects. It is

important for them to tell the virtual world from the reality, and not only play the

role in games well but also make their real lives wonderful. Only when adolescents

can make sensible use of Internet and play online games with strict self-restraint,

will they be able to benefit from the Internet.

 Theoretical Framework

Molcho (1988) stated that, gaming has provided evidence that instructional

games can promote retention and the ability to transfer knowledge to new

domains. Instructional games are attractive to learners because they offer a simple

and creative means of providing high-level motivation, clear and consistent goals,

and sustained interactivity. Gaming as an instructional variable may be analyzed

as methods of rehearsal by facilitating the organization and retention of content

(Dwyer, 1985). The theory of intrinsic motivation is by far the dominant source of

support for instructional gaming. Research has provided evidence that

instructional gaming has the intrinsic ability to develop the learners’ confidence in

determining their own destiny. This theory suggests that intrinsic motivation in an

Figure 1. Diagram showing the Intrinsic Motivation Theory.

instructional gaming context is comprised of an optimal relationship between

fantasy, challenge, curiosity, and control. (Malone, 1997).

The primary concern on this study is to determine the impact of online

games to the behavior, academic performance, and physical health of Senior High
 Students. The theory assumes that the behavior greatly affect the students’

academic performance, physical health and it’s behavior. It contributes a big

impact on how the students managed his obligations after playing online games.

The online games served as the environment where the students interact to one

another and develop a new behavior skills, it might lead them into good or bad that

serve as the product of playing online games.

Intrinsic Motivation

Senior High Students

Online Games  Behavior
 Physical Health
 Academic

Figure 2. Diagram showing the relationship of Intrinsic Motivation Theory, Online

Games, and Senior high students’ behavior, physical health, and academic
performance.

Conceptual Framework

The review of related literature and studies strengthened the belief of the

researchers that senior high school students’ demographic profile in terms of age,

gender, and economic status as well as behavior, academic performance, and

physical health is greatly affected and influenced by online gaming.

This study will focus on the impact of online games to senior high school

students at Looc National High School. The dependent variables will be the
students’ behavior, academic performance, and physical health and online games

will serve as the independent variable.

Based on the above-cited idea, a paradigm below is established.

Independent Variable Dependent Variables

IMPACT

Behavior
Online Games
Academic Performance

Physical Health

Figure 3. The research paradigm showing the relationship between the

independent variable which is the online games and the dependent variables that
consists behavior, academic performance and physical health.

Research Hypotheses:

This study has the following null hypotheses

There is no significant relationship between demographic profile and the

impact of online gaming.

Factors such as behavior, academic performance, and physical health is

not greatly affected by online games.

 Operational Definition of Terms

For clearer understanding of the study, the following terms were defined:

Academic- Is relating to education and performance is the act of performing

or doing something successfully using knowledge as distinguished from merely

possessing it.

Age-The length of time that a person has lived or thing has existed.

Behavior- The way in which a person acts in response to a particular

situation.

Demographics- Is defined as statistical data about the characteristics of a

population, such as the age, gender and income of the people within the

population.

Economic status- The total measure of a person’s work experience and of

an individuals or families economic and social position in relation to others base

on earners education or household income.

Impact- The powerful or dramatic effect that something or somebody has.

Internet- An electronic communication network that connects computer

network and organizational computer facilities around the world.

Online games- Game that can be run from an internet browser and requires

the internet connection.

Physical health- The condition of being physical fit and healthy of a person.
 CHAPTER 3

METHODOLOGY

This chapter explains how the study will be conducted. It includes the

research design, research instrument, research locale and time of the study,

population and sample of the study and sampling procedure.

Research Design

The researchers used the descriptive-correlational type of research to

conduct this study entitled ‘’ Playing Online Games: It’s Impact to Senior High

Students”. This method is considered as most appropriate in this study because it

describes events, trends, and circumstances as they exist and observed by the

researchers. Steamberg claimed that it was designed for the investigator to gather

information about present existing condition and that the principal aims in

employing this method to describe the nature of a situation as it exist at the time

of study and to explore the causes of particular phenomena. The use of this

method will be based on its appropriateness to the purpose of the study.

The findings will be described based on data that was gathered. The

findings will be tested to determine the impact of playing online games of senior

high students in Looc National High School.

Population and Sample of the study
The respondents of the study were Grade 11-12 students who were officially

enrolled in the school year 2019-2020 in Looc National High School, Looc

Romblon. There are 100 students-respondents from different sections. Simple

random sampling will be used in selecting the respondents.

Sampling Procedure
The researchers will use simple random sampling, it is a method of

sampling that involves the division of population into sub-groups known as strata.

The strata were formed based on members’ shared attributes or characteristics.

Research Instrument
Nature and Purpose. The researchers will use questionnaire as the main

data gathering instrument in the study. It was formulated and organized based on

the suggestions of adviser and teachers, various literature, and informal interviews.

Validation. To ensure clarity and validity of content of the instrument

preliminary copies of the questionnaires were referred to English, Statistician and

Research teachers. After clarification and validity, desired number of copies will

produce.

Data collection and source of data. Questionnaires were used to gather

data and information about the impact of playing online games in SHS at Looc

National High School. Data was then collected and it is expected to undergo

tabulation, analyzation and interpretation.

Method of Data Analysis

In analyzing the data, Median and Spearman Rho used. Median used to

determine the impact of playing online games in senior high school students.

To interpret the scores of the respondents in the impact of online games to

the SHS students, Spearman Rho was used to determine if there is significant

relationship between the demographic profiles of respondents and impact of

playing online games of Grade 11 and 12 students. The gathered data was

encoded; tabulated and analyzed using the Statistical Package for Social Sciences

(SPSS).

Research Locale

The study will be conducted in Looc National High School located at Looc

Romblon where it belongs to fourth class municipality that is politically divided into

12 barangays. Geographically, Looc is located along the shores of Looc Bay on

the southern portion of the Tablas Island. It is bordered to the north by the

municipalities of Ferrol and Odiongan, to the east by the municipality Alcantara, to

the south by the municipality of Sta. Fe and to the west by Looc Bay and Tablas

Strait. Looc has a total land area of 13,282 hectares (32,820 acres) and a total of

22,262 people. Its topography consists predominantly of slopes which are

characterized as nearly level to slightly and undulated rolling hills.

 Figure 4. Map of Looc that was taken from Google Map

Time of the Study

This study covered the whole semester in the school year 2019-2020.
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents, interprets and analyses the results of the study

gathered with the use of questionnaires and other data gathering instruments.

They are presented based on the sequence of the statement of the problem in the

first chapter of this manuscript.

1. Demographic Profile of the Respondents

a. Sex

Sex Frequency Percent

Male 79 79.0

Valid Female 21 21.0

Total 100 100.0

Table 1 shows the frequency and percentage of the respondents in terms of sex.

Male and Female percentages are 79% and 21% respectively.

b. Economic Status

Economic Status Frequency Percent

Low Class 11 11.0

Middle Class 89 89.0

High Class 0 0.0

Total 100 100.0

Table 2. above shows the economic status of the respondents. The respondents

that belongs to low class has a percentage of 11% while the middle class has a

percentage of 89%. No respondent belongs to high class.

c. Strand

Strand Frequency

STEM 19 19.0

ABM 7 7.0

HUMSS 48 48.0
Valid
ARTS & DESIGN 6 6.0

TVL 20 20.0

TOTAL 100 100.0

Table 3. Depicts the strand of the respondents. STEM has 19%, ABM has 7%,

HUMSS has 48%, ARTS & DESIGN has 6%, and TVL has 20%.

2. Impact of Online games

A. Behavior Median Description

1. 3 Fairly Agree
2. 3 Fairly Agree
3. 4 Agree
4. 3 Fairly Agree
5. 4 Agree
Total 3 Fairly Agree
Median Description
B. Academic Performance
1. 4 Agree
2. 4 Agree
3. 4 Agree
4. 4 Agree
5. 4 Agree
Total 4 Agree
C. Physical Health Median Description
1. 3 Fairly Agree
2. 4 Agree
3. 3 Fairly Agree
4. 4 Agree
5. 3 Fairly Agree
Total 3 Fairly Agree
D. Time Median Description
1. 3 Fairly Agree
2. 3 Fairly Agree
3. 4 Agree
4. 3 Fairly Agree
5. 3 Fairly Agree
Total 3 Fairly Agree

Table 4 shows the median results on the impact of online games in terms of

behavior, academic performance, physical health, and time.

LEGEND*
Scale Interpretation
5 Strongly Agree
4 Agree
3 Fairly Agree
2 Disagree
1 Strongly Disagree

3. Significant Relationships between Demographic Profile and the Impact of

Online Games

SEX Economic Strand

Status
Impact of Correlation
Online Coefficient .259** .030 -.035
Games
Sig. (2-tailed) .009 .763 .731

N 100 100 100

**. Correlation is significant at the 0.01 level (2-tailed).
The table above, table 5 shows the significant relationship between of the

demographic profile and the impact of online games. It shows that sex has a

significant relationship with the impact of online games because the computed

value 0.259 is significant at 0.01 level. The economic status and strand has no

significant relationship on the impact of online games.

 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and

recommendations advanced by the researchers.

Summary

This study was conducted to determine the impact of playing online games

among Senior High School Students of Looc National High School.

Specifically, this study answered the following questions: (1) What is the

demographic profile of the respondents in terms of: a. Sex, b. Economic Status, c.

Strand/ Track; (2) What is the impact of online games in terms of: a. Behavior, b.

Academic Performance, c. Physical Health, d. Time (minutes); (3) Is there a

significant relationship between demographic profile and the impact of online

games?; (4) Do the factors such as behavior, academic performance, and physical

health is greatly affected by online games?

Findings

Here are the highlights of the findings of the study:

1. In terms of Sex, out of one hundred (100) students, 79 or 79% are all male

while 21 or 21% are female.

Conclusions:

Based from the findings, the following conclusions were drawn:

Recommendations
 Based from the findings and conclusions drawn, the researchers herein
proposed the following recommendations.