ONLINE GAMES IN RELATION TO ACADEMIC PERFORMANCE

Playing of Online Games in Relation to

A Research Presented to
The Senior High Faculty of
Mabinay Science High School

In Partial Fulfillment of the Subject

By

ZAYLE N. SUEDE
March 2018
ONLINE GAMES IN RELATION TO ACADEMIC PERFORMANCE

Table of Contents

Page No.

Title Page………………………………………………………………….……………...i

Abstract…………………………………………………………………………………..ii

Table of Contents……………………………………………………………………......iii

List of Figures………………………………………………………………………….…v

Acknowledgements……………………………………………………………….………vi

Chapter I: The Problem and Its Scope

Introduction……………………………………………………………………..…..…...1

Theoretical background of the Study………………………………………..………....3

Review of Related Literature and Studies……………………………..……..………...4

Related Literature……………………………………………………..………...4

Related Studies…………………………………………………………...………4

Conceptual Framework of the Study…………………………………………...………6

The Problem…………………………………………………………………...…………6

Statement of the Problem………………………………………………..………6

Research Hypothesis…………………………………………………......………7

Significance of the Study………………………………………...……...……….7

Scope of the Study……………………………………………………...………...8

Limitations of the Study…………………………………………………………8

Research Methodology…………...……………………………………………………...8
ONLINE GAMES IN RELATION TO ACADEMIC PERFORMANCE

Theoretical Framework of the Study

This research is all boiled down to the theory of Walberg which is named Walberg's theory

of educational productivity. More recently, Zins, Weissberg, Wang and Walberg, (2004)

demonstrated the importance of the domains of motivational orientations, self-regulated learning

strategies, and social/interpersonal abilities in facilitating academic performance. Zins et al.

reported, based on the large-scale implementation of a Social-Emotional Learning (SEL) program,

that students who became more self-aware and confident regarding their learning abilities, who

were more motivated, who set learning goals, and who were organized in their approach to work

(self- regulated learning) performed better in school. According to Greenberg, Weissberg,

O'Brien, Zins, Fredericks, Resnick, & Elias, (2003), Zins et al. (2004) assert that “research linking

social, emotional, and academic factors are sufficiently strong to advance the new term social,

emotional, and academic learning (SEAL). A central challenge for researchers, educators, and

policymakers is to strengthen this connection through coordinated multiyear programming"(p.

470).

The importance of the Walberg et al. group’s findings cannot be overstated. Walberg’s

(1981) theory of educational productivity is one of the few empirically tested theories of school

learning and is based on the review and integration of over 3,000 studies (DiPerna et al.,

2002). Walberg et al. have identified key variables that effect student outcomes: student

ability/prior achievement, motivation, age/developmental level, quantity of instruction, quality of

instruction, classroom climate, home environment, peer group, and exposure to mass media

outside of school (Walberg, Fraser & Welch, 1986). In the current context, the first three variables

(ability, motivation, and age) reflect characteristics of the student.

Review of Related Literature

Related Literature

Dongseong Choi and Jinwoo Kim in 2004 propose that theoretical model using the

concepts of customer loyalty, flow, personal interaction and social interaction to explain why

people continue to play online network games. The study then conducts a large-scale survey to

validate the model. Finally, it analyzes current online games to identify design features that are

closely related to the theoretical concepts. The results indicate that people continue to play online

games if they have optimal experiences while playing the games. This optimal experience can be

attained if the player has effective personal interaction with the system or pleasant social

interactions with other people connected to the Internet.

According to Kevin S. McGrew (2) Classroom learning is a multiplicative, diminishing-

returns function of four essential factors—student ability and motivation, and quality and quantity

of instruction—and possibly four supplementary or supportive factors—the social psychological

environment of the classroom, education-stimulating conditions in the home and peer group, and

exposure to mass media. Each of the essential factors appears to be necessary but insufficient by

itself for classroom learning; that is, all four of these factors appear required at least at minimum

level (Haertel et al., 1983, p. 76).

Related Studies

Based on the study done by Chin-Sheng Wan, M.S. and Wen-Bin Chiou (2006), majority

of their respondent that is teenagers in Taiwan showed strong interests in role-playing of online

game, in which they often do things that they dare not to do in real life. This is believed due to the

fact that in an anonymous environment, online game players tend to use their nickname rather than

their real. In their paper, they also conclude that those who are addicted to the Internet might
ONLINE GAMES IN RELATION TO ACADEMIC PERFORMANCE

attempt to escape from the limitations brought by real life in order to obtain the space for survival

and security.

In research done to understand the Generations Online in 2009 by Sydney Jones and

Susannah Fox (2009), they explained that generation Y is a young adults generally 18- 32years

old who grew up in the Information Age and they also be dubbed as the ‘Net Generation’. But,

while these “digital natives” may be savvier with their gadgets and more keen on new uses of

technology, their elders in Generation X, the Baby Boomers and older generations tend to

dominate internet use in other areas. In their research they claimed that the most groups of age to

use the internet for entertainment and for communicating with friends and family is the teens and

generation Y. They are more likely to seek entertainment through online videos, online games and

many more.

In another study done by EunJoo Kim, KeeNamkoong, Taeyun Ku and Se Joo Kim(2008),

they want to investigate the connection between online game addiction and self-control, aggression

and narcissistic personality traits, which are known as the psychological characteristics linked to

“at-risk” populations for online game addiction. They find out that aggression and narcissistic

personality traits are positively correlated with online game addiction, whereas self-control is

negatively correlated with online game addiction. In addition, a multiple regression analysis

revealed that the extent of online game addiction could be predicted based on the person's

narcissistic personality traits, aggression, self-control, interpersonal relationship, and occupation.

Conceptual Framework
ONLINE GAMES IN RELATION TO ACADEMIC PERFORMANCE

This study will be talking about the extent of addiction to online games among the Grade

10 students of Mabinay Science High School, the researcher uses a diagram for the framework

which can be seen from below. The researcher chose the playing of online games as the

independent variable, while their academic performance is the dependent variable. This concept is

depicted in in figure 1.

Independent Variable Dependent Variable

Playing of Online Games Academic Performance of

Figure 1. Schematic Diagram of the Conceptual Framework

Statement of the Problem

This study is aimed to determine the students’ use of online games for entertainment purposes in

relation to their academic performance. Specifically, this study seeks to find answers to the

following questions:

1. What are the profiles of the respondents in terms of:

1.1 age; and

1.2 sex?

2. What are the advantages and disadvantages of playing online games?

3. Is there a significant relationship between the students’ amusement to online games

and their academic performances?

4. Is there a significant relationship between the students’ profiles and their academic

performance?

5. What online game is the most popular among the students?

Research Hypothesis
ONLINE GAMES IN RELATION TO ACADEMIC PERFORMANCE

To verify the relationship between playing of online games and academic performance of

the students, a hypothesis is necessary and is based on the student profile developed on the bases

of information collected through the questionnaires given to each individual assisted students. And

is assumed that the student is carrying on his profile as it is.

Ho: There is no significant relationship between playing of online games to the academic

performance of the students in terms of age.

Ha: There is a significant relationship between playing of online games to the academic

performance of the students in terms of age.

Ho: There is no significant relationship between playing of online games to the academic

performance of the students in terms of sex.

Ha: There is a significant relationship between playing of online games to the academic

performance of the students in terms of sex.

Significance of the Study

This study can be very be beneficial to the students, parents, teachers, the researcher, and the

community:

Students. Because if online games truly is a factor in affecting the students’ performance,

it can help boost the students’ academics.

Parents. And also for parents to lessen their stress and finances in the leisure time of their

children doing unnecessary things and activities which are unrelated to their schooling

unless it is a basis for points in school activities such as intramurals etc.

Teachers. For teachers, it can also be very helpful in their teaching method, it would be

much easier to teach the students and they can really listen.
ONLINE GAMES IN RELATION TO ACADEMIC PERFORMANCE

Researcher. This can be very helpful because the researcher can reach a conclusion as to

what the research will bear, and become aware of the concept of the topic’s problem.

Community. It can also be helpful to the community because if ever they graduate college

and having excellent performance in class then get a job, can make our community more

efficient in doing its job in providing a sustainable environment for its subjects.

Scope and Delimitation of the Study

This study is limited only to the students of Mabinay Science High School, Poblacion,

Mabinay, Negros Oriental, attending Grades 7 - 12 for the S.Y 2017-2018.

Limitations of the Study

This study will be assessed only to the Grades 7 – 12 students of Mabinay Science High

School that their amusement to online games is affected by their student related aspects.

Research Methodology

This section will present the research design which includes the detailed discussion on the

research method, environment, respondents, instruments, data gathering procedure, and statistical

treatment.

Research Design

The descriptive method of research was used in the researcher’s study. The researcher

wanted to find out the truth from the data that will be gathered through the conducted study result

of the students from Mabinay Science High School, Division of Negros Oriental. The researcher

wanted an objective description of the data after these are gathered and collected.

Research Environment
ONLINE GAMES IN RELATION TO ACADEMIC PERFORMANCE

This study will be conducted in Mabinay Sciecne High School of Poblacion, Mabinay,

Negros Oriental. Mabinay is located at the central part of the island of Negros abutting the western

side of the provincial boundery. It is about 87 km north-west of the provincial capital, Dumaguete

City.

Research Respondents

The respondents of the study are the students of Mabinay Science High School. Grades 7-

12. These assisted students are only from Mabinay Science High School, S.Y 2017-2018.

Research Instruments

The researcher will use survey questionnaires in order to gain information from the assisted

students. These survey questionnaires will describe as to how online games can affect their

performance in class, some of these questions acquired through the use of surveys from the

internet.

Research Procedure

The researcher sought permission from the School Head of Mabinay Science High School

and to the Advisers of Grades 7-12 students. If the permission is granted the questionnaires will

be give automatically to the assisted students for the to answer. The respondents will be assured

of the confidentiality of their answers in the survey questionnaires. If done, the research will be

able to retrieve these questionnaires and these data will be tabulated and analyzed for

interpretation.

Statistical Treatment of Data

The statistical tools that the researcher will be using in this study is deemed appropriate to

the problem at hand that the researcher wants to answer.

Operational Definitions of Terms

Online Game. Is a video game that is either partially or primarily played through the Internet or

another computer network. The design of online games can range from simple text-based

environments to the incorporation of complex graphics and virtual worlds.

Academic performance. Is the extent to which a student, teacher or institution has achieved their

short or long-term educational goals. Cumulative GPA and completion of educational degrees such

as High School and bachelor's degrees represent academic achievement.

Extent. The amount to which something is or is believed to be the case. The range over which

something extends, the point, degree, or limit to which something extends.

Finance. Finance describes the management, creation and study of money, banking, credit,

investments, assets and liabilities that make up financial systems, as well as the study of

those financial instruments.

References
ONLINE GAMES IN RELATION TO ACADEMIC PERFORMANCE

Chin-Sheng Wan, M.S. , Wen-Bin Chiou. Why Are Adolescents Addicted to Online Gaming? An Interview
Study in Taiwan.Cyber Psychology &Behavior.Volume 9, Number 6, 2006. Mary Ann
Liebert, Inc.https://www.ncbi.nlm.nih.gov/pubmed/17201603

J. Sydney, F. Susannah. Generations Online in 2009.Pew Internet & American Life Project.2009. Pew
ResearchCenter.http://www.pewinternet.org/

EunJoo Kim, KeeNamkoong, Taeyun Ku, Se Joo Kim. The Relationship between Online Game Addiction
and Aggression, Self-Control and Narcissistic Personality Traits. European Psychiatry -
April 2008 (Vol. 23, Issue 3,Pages 212-218)

Dongseong Choi, Jinwoo Kim (2004). Why People Continue To Play Online Games: In Search of Critical
DesignFactors to Increase Customer Loyalty to Online Contents.Cyber Psychology & Behavior. Volume
7, Number 1,2004. Mary Ann Liebert, Inc.

Abdul Hadi, M.H., Yusmar, Z.,Abidin, Z.Z., Najimuddin, D.F.,&Jefri H.N. The Effects of
Online Game: A study on Online Game Addiction among UNISEL’sShahAlam
Campus Students. Retrieved from https://www.scribd.com/doc/251501796/The-Effects-
of-Online-Game-A-study-on-Online-Game-Addiction-among-UNISEL-s-Shah-Alam-
Campus-Students