The Influence of Gaming Behavior to the Academic Performance of Senior High

School Students of Mater Dei Academy

A Research Proposal/ Paper

Presented to the Faculty

of the Senior High School Department

Mater Dei Academy

Tagaytay City

In partial fulfillment

of the requirements for Research 2

& Inquiry Investigation & Immersion

By:

Tepora, John Arnold D.

Paman, Jerikah E.

Alimpolos, Eilwyn Lorenz P.

Costa, Julian Alessandro S.

Dimapilis, Vince Jerald C.

Nievares, Alexsandra Mae O.

Ramos, Redgine T.

April, 2022
 APPROVAL SHEET

This research paper titled, The Influence of Online Feedback to the Development of

Offline Identity, prepared and submitted by Tepora, John Arnold D., Paman, Jerikah E.,

Alimpolos, Eilwyn Lorenz P., Costa, Julian Alessandro S., Dimapilis, Vince Jerald C,

Nievares, Alexsandra Mae O., Ramos, Redgine T. in partial fulfillment of the

requirements for the course Research in Daily Life 2, is hereby accepted for Oral

Examination.

_______________________ ______________________

Date Teacher

Approved by the Tribunal on Oral Examination with a grade of

____________________.

______________________________

Chair

_____________________________ __________________________

Member Member

Accepted in partial fulfilment of the requirements for the course Research in Daily
Life 2.

_____________________ _________________________

Date SR. MA. LUISA M. NEMIS, SMDC

Directress
 ACKNOWLEDGEMENT

This research has been made possible due to the contributions of these individuals; the

researchers extend their sincerest gratitude and appreciation.

Sr. Ma. Luisa Nemis, SMDC, Principal of the school, for providing an opportunity to do

the research in Mater Dei Academy via virtual communication which made them

complete the research study;

Mrs. Henedina Reyes, Subject Teacher, for educating and guiding the researchers on

their endeavors for this study;

To their teachers, classmates, parents, and friends for their continuous support,

patience, and guidance;

Lastly, to Almighty God for the knowledge, wisdom, strength, guidance, provision, and

favor. He who enabled us to push forth and continue our tasks even amidst this

pandemic.

The Researchers
 TABLE OF CONTENTS

TITLE PAGE……………………………………………………………….…………… i

APPROVAL SHEET…………………………………………………………………... ii

ACKNOWLEDGEMENT……………………………………………..........……….... iii

TABLE OF CONTENTS……………………………………………………………... iv

Chapter

1 THE PROBLEM AND ITS SETTING

Introduction……………………………………………….……..…….……..1
Objectives……………………………….………......................…….……..3
Purpose Statement…………………………………….……….….…….....3
Assumption of the Study……………………………………….…….….....4
Scope and Limitation of the Study……………….......……..…….……....5
Significance of the Study………………………………………..…….…...6
Definition of Terms………………………………………...…….…….…....7

2 REVIEW OF LITERATURE
Research Literature ………………………………………………….……..9
Conceptual Literature ………………………………………......…….…..15

3 RESEARCH METHODOLOGY
Research Design……………………………………………….…….…....19
Respondents and Sampling Procedure……………………...…….…...20
Data Gathering Design……………………………………......…….…....20
Data Analysis…………………………………………………...…….…....24
BIBLIOGRAPHY…………………………………………………………………...…..
 CHAPTER I

PROBLEM AND ITS SETTING

Online games, or video games, have been a popular way of entertainment since

the rise of technology and the internet. It is a leisure activity that most people enjoy in

today’s society, the majority of the users being teenagers. It is widely thought that

playing video games could have detrimental consequences to a person's life. Contrary

to popular belief, there have been multiple studies that have suggested that gaming can

be beneficial to people under certain circumstances. Other studies however, also

discuss the downsides of gaming. Various studies have been conducted that proceed to

investigate this ongoing debate.

Previous findings have suggested how playing video games has a positive

impact on a student's academic performance. A study concluded that there were

positive outcomes from playing video games. Results showed how students were still

able to finish the required tasks on time. Playing online games enabled them to practice

their social skills and helped them to release emotions such as loneliness, or stress.

(Latif et al., 2017b) Gaming was also attributed to being beneficial when learning the

English language in a Finnish Secondary school as the students would be constantly

exposed to the language whilst playing online games (Hemminki, 2021). Playing video

games was also associated with the improvement of the ability of working memory. (Lin

et al., 2013)
 Although some studies showed that there is also a negative correlation on

gaming. Their gaming behavior would affect or disrupt their sleep patterns, and in turn

causing them to possibly become sleep deprived which can affect their quality of work

(Mudabasappagol et al., 2019). Playing mobile games was also correlated to the poor

performance of students at school (Edu et al., 2020). College students that have been

exposed to excessive computer gaming have been more susceptible to psychological

anguish, especially those who continue playing online games after midnight (Zahra et

al., 2020).

However other studies have shown that gaming has little or no correlation to a

person’s academic performance. Despite their involvement in playing online games, the

respondents still have a good academic performance (Dumrique & Castillo, 2018).

Another study concludes that gaming behavior had little effect on the academic

performance in science, mathematics, and reading, and that its effects are too minimal

to be considered as a problem. Drummond, A., Sauer, J. (2014). A similar conclusion

was derived from another study that there was no relationship between playing video

games and their studies and that there was a very low correlation on gaming habits and

academics. (Arockiyasamy et al., 2016)

This study will focus on the identified research gap on the influence of gaming

behavior to a student’s academic performance. Throughout the gathered literature,

there were multiple conflicting conclusions as to whether gaming has a significant

influence. Majority of the papers conclude that playing online games is correlated to a

student’s academic performance, while the deferring conclusions would state about the

detrimental effects of gaming, or the lack thereof. The study aims to determine whether
or not gaming behavior affects the academic performance of the Senior High School

students of Mater Dei Academy.

Objectives

This paper aims to:

1. Identify the significant relationship between gaming behavior and

academic performance, whether it has a relationship or no relationship

2. evaluate how different genres, such as first person shooter games

and fighting games, are correlated to the students gaming behavior;

3. determine the gaming behavior of senior high school students in

Mater Dei Academy.

Statement of the Problem

This study aims to determine the Influence of Gaming Behavior to the Academic

Performance of Senior High-School Students of Mater Dei Academy. Specifically, it will

answer the following questions;

1. What is the profile of the Respondents in terms of;

a. Age

b. Sex

c. Family income
2. What is the gaming behavior of the respondents in terms of;

a. Game Genre (First Person shooter, Fighting games)

b. Gaming Time

c. Gaming Frequency

d. Self-Control

3. What is the academic performance of the respondents?

4. Is there a significant difference in gaming behavior when the respondents are

grouped according to their profile?

5. Is there a significant difference in academic performance when grouped

according to their profile?

6. Is there a significant relationship between gaming behavior and academic

performance of the respondents?

Hypotheses

Null Hypothesis

There is a significant relationship between gaming behavior and academic

performance.

Alternative Hypothesis
 There is no significant relationship between gaming behavior and academic

performance.

Conceptual Framework

Figure 1. Conceptual Framework

Figure 1 presents the conceptual framework of the study. It consists of two main

variables, gaming behavior as the independent variable, and academic performance as

the dependent variable.

In the conceptual framework, gaming behavior as an independent variable would

speak of a person’s behavior before, during, or after gaming. The definition of gaming

behavior has yet to be established, however in most of the studies gathered there are

four factors that have been included to gauge a person’s gaming behavior; This

includes gaming length, gaming frequency, game genre, and self-control. Terry & Malik

(2018) looked into the correlation between time spent playing video games and negative

school experiences. Their findings suggest that the more hours student’s spend playing
video games each day, the more likely they are to feel drowsy in class, and fall behind

on homework. However, another study done on university students also shows how

those students who spent more time on gameplay had significantly higher GPAs than

those who spent less hours on gameplay. Negative correlations were also found

between certain game genres such as those that are violent in nature to a student’s

GPA (Ventura et al., 2012). Previous studies tackling gaming behavior have also

concluded that students who have more control over their academic work have

achieved a higher GPA than those who lack self-control (Ku, et al. 2014)

The dependent variable, academic performance refers to a student’s school

performance and achievements. It is often gauged by referring to a student’s grade

point average or GPA and is considered as the result of learning that is garnered from a

teaching and learning dynamic of a teacher and student. The purpose of determining

the academic performance of a student is to set an educational objective, which is to

learn (Lamas, 2015). Understanding the factors or variables that affect a person’s

academic performance has been a topic of interest by multiple studies, as it is an

important factor that increases admission opportunities for higher education. The

academic achievements of a student also greatly influences their self-esteem,

motivation, and perseverance to pursue a higher degree (Jayanthi et al., 2014a).

In summary of the conceptual framework, it shows how the chosen variables can

be correlated to one another. The chosen focus and main correlation being between
gaming behavior and academic performance. As stated in previous studies, there are

multiple outcomes in which the independent variable affects the dependent variable of

the study. Though it remains unclear as to whether these variables are significantly

correlated.

Scope and Limitation

The study will determine the Influence of Gaming Behaviors to the Academic

Performance of Senior High-school Students of Mater Dei Academy. It will also cover

the profile of the respondents in terms of; a) age, b) sex, c) family income. Furthermore,

it will also deal with the Gaming Behavior with regards to; a) game genre (fighting or

first-person shooter games) b) gaming time, c) gaming frequency, d) self-control. The

data for this study will be gathered from students in grades 11 and 12 of Mater Dei

Academy, who are playing online games during school days. Participants who do not

meet the criteria will be dismissed. Other departments, such as primary, elementary,

junior high, and school staff, will be excluded from this study, thus the findings will not

be applicable to the entire school population.

Significance of the Study

The study will be beneficial to the following individuals, and organizations;

Students. The findings of the study can be used as a self-evaluation tool to

check if gaming has an impact on their academic performance and to help them

better manage their time.

Parents. It will benefit parents since it will provide them with a better

understanding of the topic. It can also assist them in establishing guidelines to

limit the amount of time spent by their kid playing online games.

Researchers. It is beneficial to researchers, as this can help enrich and polish

their skills in research. It may also be useful in the future especially when taking

up college or higher education level of research.

Future Researchers. May utilize the study's findings, and reference it when

conducting a similar research.

Definition of Terms

This study, which tackles the Influence of Gaming Behavior to the Academic

Performance of Senior High-School Students of Mater Dei Academy, the terms

presented are operationally defined in this study.

Gaming behavior - refers to a person's behavior while playing or in the game. It

can also shift in a disorder to when it takes over other daily activities, and starts
to impair a person’s relationships, school or work responsibilities for at least a

year.

Online games - refers to a video game which requires an internet connection to

be played. It allows multiple users to play together despite being in different

locations.

Video games - refers to a game that is played on an electronic device. It is

usually based on a story and includes objectives and tasks that must be

completed in order to complete the game.

Academic performance - refers to the measurement of a learner's awards and

accomplishments over various subjects in education.

Game time - refers to the amount of time spent by players while playing video

games.

Game genre - refers to a subgenre of video game that is defined by the game's

style rather than the story.

Fighting games - A fighting game is a type of video game in which the player

battles another player's character or the game's artificial intelligence (AI).

Special moves in fighting games are frequently activated by quick sequences of

button presses or corresponding mouse or joystick motions.

(First person shooting) games - A first-person shooter (FPS) is a type of

action video game in which the protagonist controls the action. FPS games

often track the player's movements and present an accurate representation of

what an actual person would see and do in the game.

Gaming frequency - refers to how often do players play video games in a given

span of time.

Self-control - refers to the ability of players to restrain themselves from gaming.

 CHAPTER II

REVIEW OF LITERATURE AND STUDIES

This chapter shall provide background information on the topic of gaming

behavior and academic performance. It is divided into two parts namely the

research literature, and the conceptual literature. The research literature looks

into the related studies that have explored the impacts of playing video games,

its factors, and how it is correlated to students academic performance. The study

shall also be discussed, specifying the identified research gap and the

importance of the study. Correlated topics and variables such as game time,

gaming frequency, self-control, game genre, and gaming behavior are further

discussed and elaborated in the conceptual literature.

Research Literature

A student’s academic performance and the factors that affect it has been a

topic of interest by multiple studies throughout the years. Understanding these

factors and its significant impact is important since a person’s academic

performance can dictate the amount of opportunities that will be open to them as

they progress further in life (Jayanthi et al., 2014b). In this particular study, the

topic of gaming and/or gaming behavior will be tackled and its correlations on

students academic performance.

 Many studies have investigated the varying factors of gaming and its

correlation to academics. In one study, it concluded that students, despite playing

online games, were still able to submit the required tasks, but struggled with time

management. (Latif et al., 2017b). The students were able to acknowledge how

playing video games can be considered as ‘a waste of time’, however despite

this self aware thought, students were still able to complete the necessary

assignments or tasks. Though it mentions how the majority of students did agree

it affected their study time as most of the students concurred that they had poor

judgement when it came to time management. This is due to their tendency in

prioritizing other unnecessary or unimportant activities first, such as gaming,

before their studies. This can be correlated to a student’s ability with self-control,

or their lack of it, since self control can dictate if an individual is able to strictly

follow through with a given time table, or get easily side tracked by other

irrelevant activities. Students were still able to submit their tasks, however the

quality of work could be questionable but it was not measured in the study as it

mainly focused on the impact of online games to undergraduate students, not

specifically on academic performance. It can be assumed that as students have

less time for studying, their poor time management can affect their academic

performance and quality of work submitted. In the same study, it was also

concluded how playing online games allowed them to relieve themselves of

stress and other aggravating emotions. Majority of the respondents agreed that

games have been a source of stress relief as it allowed them to forget their

troubles in reality. While playing games, respondents are able to engage and
enjoy the activities offered by these games, making them focus on playing while

momentarily forgetting about their worries or stressors in their life. These findings

were consistent with a study done about casual gaming as a form of stress

reduction. According to Stanhope et al., (2016), casual gaming had similar

effects to meditation or guided relaxation, however playing casual games was

associated with a positive increase in the effect on a person’s mood. Though

casual games would refer to nonviolent and arcade style games which did not

typically require any commitment. These conclusions can be attributed to the

concept of recovery of stress, mainly on the aspect of psychological detachment.

(Reinecke, 2009, as cited in Stanhope et al., 2016) The psychological

detachment can be seen with how the respondents are able to relax momentarily

by disregarding their troubles through the use of online games, or detaching

themselves from it.

Lin, Hsu, et al (2013) delved into a study that explored game length and

how it improves working memory. They aimed to look into the behavioral patterns

of college students who played video games, and analyzed how the working

memory is affected by the involvement and length of time students spent playing

video games. The study was conducted through the use of a survey that was

divided into three sections; a survey on personal background, usage behavior of

video gaming, and on mental and physical state. After the survey, the participants

were then divided into three groups depending on how involved they were in

playing video games. A total of 36 people were picked, twelve people in each

group, and were tested on their working memory using the visual code working
memory evaluation system, with variables such as length and level of gaming

involvement, and display duration being considered. The results of the study

concluded how playing video games improves working memory. They mention

the ‘Posner paradigm’, often used for studies involving visual spatial selective

attention, which was most likely the inspiration of their self-designed visual code

working memory evaluation system. These tests would assess a person’s ability

to shift their attention, and efficiency or accuracy of processing information. Since

the participants of the study were able to demonstrate better post-test scores

after playing video games, it was observed that playing video games engages

and strengthens the level of attention and visual concentration a person has. The

participants excelled at visual selective attention, or their ability to narrow their

focus and tune out distractions, after playing video games for two or three hours.

It mentioned how these processes involved the parietal lobe of the brain, which is

mostly responsible for processing sensory information, for covert shift of attention

which included the process of disengage, move, and engage. This process would

also provide the frontal lobe, which is the part of the brain responsible for

cognitive skills such as problem solving and use of memory, with the signal of

enabling priority management, which assists in managing and strengthening an

individual’s level of attention. These processes are most likely utilized while

playing video games, engaging these processes which allows the participants to

sort of practice or train their brains to apply visual selective attention before even

taking the evaluation system.

 Another study investigated the impact of online gaming on students

behavior and its effect on their academic performance. It examined whether its

impacts on a student’s behavior has a significant correlation and how it affects

their school performance. The study was conducted using a quantitative research

design utilizing a questionnaire, with the respondents being a mix of senior high

school and college students. There were two sets of questionnaires which went

into the effects of gaming. Aviso et al., (2021) concluded that there were different

factors that were affected as a result from online games. These factors being,

their cognitive ability and addiction to playing these games. The data gathered

suggests how playing online games enhanced their attentiveness, their sense of

sight or visual processing, their critical thinking and analyzation skills. These

factors are similar to previous studies mentioned in this literature review. This

further accentuates how video games are able to engage the processes required

to further enhance these cognitive abilities. As for their gaming addiction, players

tend to have a dependence on their usage of these online games. Its severity

has reached to a point that it affected the students on their relationships and

mental health. The constant and excessive exposure to these online games led

the students to become depressed and anxious. Most of the students did agree

to having certain instances of aggression which not only affects them, but also

the environment and other people around them. This can be correlated to how it

might also be affecting them physically, such as the amount of sleep they get, or

how much time they spend playing games, etc., though it was not discussed in

depth in the study.

 However, it has been studied how playing video games had a negative

impact on a student’s academic performance as it affected their quality of sleep.

Babu et al., (2019) looked into how video games affected the sleep duration and

academic performance of medical students. A cross sectional study was

conducted with a hundred students, one half being those that regularly played

video games, with a criteria of having played at least 30 minutes a day, and the

other half who did not play video games as their control group. The study showed

how playing affected the sleep duration of the students, mentioning that the sleep

patterns of students who played video games were impaired which led them to

require more amounts of sleep; It was discussed how it was due to their video

game exposure presleep that affects their ability to fall asleep, causing them to

feel drowsy with lack of sleep. This reduces the quality of sleep gamers have

because of their light exposure from the monitor during the night, delaying their

sleep time. These factors can impact their ability to perform well since their lack

of sleep may affect their quality of work. The cognitive and physical well being

are often negatively affected with reduced sleep time, making it difficult for

individuals to concentrate and focus due to feelings of drowsiness caused by

sleep deprivation therefore impacting their overall ability to perform or function

properly to their utmost capabilities.

In other studies, college students who excessively played computer

games, especially those that continue to play online games after midnight, were

more susceptible to psychological anguish (Zahra et al., 2020). They mention

how the more involved a person is with gaming, the more psychological
distressed they become. Their study also showed a link between internet gaming

and a student’s academic performance. It revealed how those students who

received relatively low grades and were also psychologically distressed, were

actually much more involved or exposed to online games than those who

received higher marks. The psychological distress can be caused by multiple

factors stemming from excessive online gaming. Those that excessively game

after midnight may affect their quality of sleep which can cause gamers to feel

lethargic in the morning. Being lethargic can then affect a student’s ability to

concentrate, making them work less efficiently and effectively therefore affecting

their academic performance. Having relatively low grades can then affect an

individual’s mental health and well being as it can lower a person’s self esteem,

and in some cases may even lead to depression (Försterling & Binser, 2002).

Though it is important to note that these have mostly just been applicable to

those who problematically utilize computers or gadgets to do excessive amounts

of gaming.

Ku, et al. (2014) found that, amongst the different variables they

considered in their study that tackled gaming behavior, their studies showed how

self-control, social interaction, and gaming platform had a more significant

correlation with academic performance. A survey was designed and conducted

according to their chosen variables being gaming time and frequency, gaming

genre and platform, self control, social media usage, computer and internet

usage, and lastly their motivation. They concluded that those students who had

more self control were able to achieve a much higher GPA than those who lack
this quality. Unlike other studies however, which often point out variables such as

gaming time and frequency as significant factors affecting academic

performance, their findings suggest that it has little to no correlation at all. This

can be due to how self-control may dictate the extent of how much the

participants are exposed to other variables, like gaming time and frequency.

These factors may vary depending on how much self-control an individual has

over their habits or academics. A person who lacks self-control may easily

indulge in their impulses, therefore ignoring their responsibilities such as studying

or doing their school work and other required tasks, which can affect their

academic performance. More self-control would enable an individual to stay

focused and be able to prioritize what needs to be done without easily giving in to

temptations or indulgences which enables them to finish their required tasks

efficiently.

There are multiple things that should be taken into consideration from the

gathered pool of literature; First of which are the conflicting conclusions of the

studies. In Lin, Hsu, et al. (2013), their study suggests how prolonged exposure

to video games improved the students' working memory. However, contradictory

to this was the study done by Ku et al. (2014), that also considered gaming time

and frequency as one of their variables. It was concluded that the correlation

between the game time and frequency to academic performance was too

insignificant to be considered as a factor that can affect it. These conclusions

also contradict the variables involving gaming time and gaming frequency and

whether it has a correlation to a student’s academic performance. Majority of the

studies were also mostly focused on male respondents as it is assumed that

males are primary players of online and video games. The majority of the

participants utilized in these studies are university students often ranging from

their early to late 20s. as it is assumed that males are primary players of online

and video games. Though in recent years, the gaming industry has been much

more diverse and gender inclusive, not only appealing to males, but also

females. This can be seen in a study done that had shown females playing for

longer and more frequently than males. They were also able to achieve much

higher level characters (Hussain et al. 2012a). Though it was most likely due to

the socialising and entertainment aspect of MMORPGs, which was the primary

game utilized in the research, that the females prefered. The majority of the

participants utilized in these studies are university students often ranging from

their early to late 20s. Taking age into consideration as a factor that could dictate

a person’s gaming time and gaming frequency is their age in a sense that adults

would usually carry much more responsibilities than a teenager would. The target

respondents, being senior high school students who are mostly teens, may have

much prolonged usage of video games than university students as teenagers

would often have more free time and less responsibilities (Hussain et al. 2012b).
Conceptual Literature

Video Games

Video games are electronic games in which players use controllers or

joysticks to control the visuals found on the screen. It can also refer to virtual

games that can be played on a variety of devices such as consoles, phones,

arcade machines, and computers.

1. Gaming Modes

Video games can be split into two major modes; single-player and

multiplayer. Usually played in a single machine, single-player refers to

games which are played by only one user without the company of

additional human players. Artificial intelligence (AI) is frequently used by

single players as partners or competitors. Multiplayer on the other hand

refers to games which can be played simultaneously by multiple players, a

game is classified to be multiplayer if there are two or more active players

within a game session.

2. Gaming Genres

There are different forms of video games, which can be referred to as

video game genres. Video game genres are defined as the types of video

games which are categorized into different sections, it also refers to a

video games’ type or style. The games can be categorized into 7 major

genres, it includes; action, adventure, fighting, role-playing, simulation,

 sports, and strategy games. Each game genre has its own definition, a)

Action games are a form of video game in which the player's reflexes and

hand-eye coordination are emphasized. b) Adventure games are types of

video games in which the player must solve puzzles in order for story

progression to occur. c) Fighting games, a combat occurs between the

player against artificial intelligence (AI) or other players as opponents. d)

Role-Playing games (RPG) are a type of game in which players progress

through missions and side quests, while the main character gains

experience and improves various skills and traits. e) Simulation games

refers to a game in which players are immersed in a simulated

environment. f) Sports games are games which were inspired by other

existing sports. Lastly, g) Strategy games are games in which a player

must create a strategy, in order to achieve the goals within the game itself.

3. Gaming Frequency

The intensity and duration of gaming are referred to as gaming frequency.

It can also be defined as to how frequently a person spends their spare

time engaging in video games. Gaming frequency can be measured in a

matter of days, weeks, months or a year etc.

Gaming Behavior

Gaming behavior is how it is defined in our paper, it refers to a person’s

behavior while engaging in online games. Gaming Behavior was found to be

associated with studies which typically tackle online gaming disorder;

Internet Gaming Disorder

Internet gaming disorder (IGD) is defined by the loss of control over

gaming, resulting in increased gaming time and poor repercussions in a variety of

areas from one's life, including; personal, family, social, occupational, as well as

other important areas in life. There have been some identified possible

symptoms for Internet gaming disorder. According to Diagnostic and Statistical

Manual of Mental Disorders, (DSM-5) some of the possible symptoms of Internet

Gaming Disorder include the following;

1. Preoccupation, gaming becomes a primary activity in the individual’s

everyday life, they look forward to playing the next game and reflect on the

prior gaming activities.

2. Withdrawal, when the ability to play the game gets taken away from

them, the individual exhibits negative responses such as anxiety,

impatience, or sadness.

3. Tolerance, the individual feels the need to devote a huge amount of time

to playing online games.

4. Loss of Control, the individual has not been able to restrict or limit their

engagement in online games.

 5. Giving up other Activities, occurs when the individual focuses on playing

games, and loses interest in past interests, relationships, and other

sources of amusement.

6. Continuation, despite being aware of their psychological concerns, the

individual continued to engage in excessive gaming.

7. Deception, the individual lied about the time spent playing online games,

to family members, as well as experts.

8. Escape, in order to escape negative emotions, the individual turns to

playing online games. .

9. Negative Consequences, due to the participation in online gaming, the

individual has compromised or ended up losing important parts of their life

such as: relationships, opportunities, or employment.

Self-Control

Self-control is defined as the ability to regulate one's wants, feelings, or

urges. It also means a person's tendency to think about the repercussions of

their actions before acting. It is also defined as independently managing one’s

own self. Self-controlling people are better at regulating their behavioral,

emotional, and attentional urges in order to attain long-term goals in comparison

to people who are impulsive. Self-control was found to be linked to other topics

such as; decision making, behavior, and emotions.

Benefits of Video Games

Improves Cognitive Ability

Cognitive ability, also known as general intelligence, is the capacity to

comprehend, creatively think, plan, solve issues, absorb complicated ideas,

adapt fast and learn from experience. Cognitive ability is usually linked to

academic achievement, as general intelligence is required, in order to interpret

conditions, as well as form a plan of action.

It was discovered that while engaging in online games, there were

changes in the brain's processes, notably in the grey matter section of the brain,

which is responsible for the regulation of a person's movements, memories, and

emotions. The quantity of grey matter in the hippocampus increased while

playing online games, as well as brain plasticity. It is responsible for the brain’s

ability to adapt to change, which is linked to improved performance in reference

and working memory.

Relieves Stress

Stress is defined as a condition of psychological pressure and worry

brought, by the troubles found in one's life, career, or other circumstances. It can

also refer to something that makes a person feel worried or anxious. Individuals'

stress levels and anxiety levels were shown to be reduced whilst playing online
games, as it was used as a kind of escapism to alleviate negative emotions and

boost a positive emotional state. It was also revealed that stress levels were

decreased in the following stress measurements, including heart rate, blood

pressure, and psychological stress assessment (PSM-9), even after playing

video games for a short period of time.

 CHAPTER III

METHODOLOGY

This chapter will present the research design that will be used, the respondents

of the study, data gathering by specifying the research instrument and data analysis.

Research Design

The study will be utilizing the correlational research method to determine if there

is a significant relationship between gaming behavior and academic performance.

According to Curtis et al. (2016), the correlational research design is useful in discerning

the prevalence of relationships among the given variables. It is designed to measure

and assess the relationship of variables through statistical means. The aim of the

current study is to identify whether a student’s gaming behavior is significantly

correlated to their academic performance. This research design can help in determining

a statistical pattern between the variables, as well as establishing the direction and

strength of the relationship of the variables in the study.

Respondents of the Study

The participants of the study are among the 134 students from the senior

high-school department of Mater Dei Academy. A pre-survey will be given out to each

section, it includes questions that measure their engagement in video gaming in terms

of: their demographic profile, do they consider themselves as a gamer, their most used

game genre, time spent and frequency online gaming in a week. Participants for this

study will be chosen based on the findings of the pre-survey. If the students meet the
following criteria: a) they are between the ages of 16-18, b) they consider themselves as

gamers, c) they play first-person shooters or fighting games, d) they play video games

for 29 hours or more within a week (Chen, V., Wilhem, C. Joeckel, S. 2019) Then, they

are eligible to take part in the study.

Students which pass the criteria from the previous pre-survey will be selected to

participate in the study. Non-probability, purposive sampling was used by the

researchers to ensure that the ones chosen are knowledgeable about and actively

participate in video gaming. Senior high-school students are chosen as the respondents

since they are at a developmental stage in which they can understand the given

questions that younger levels might find confusing or difficult to answer, resulting in a

reliable source of information that can be used to better understand the topic.

Data Gathering Design

The research instrument that will be used for this study is a survey questionnaire

designed by Yurova, Y. et.al, (2014), Carillo, V. (2020), which is adapted to suit the

current objectives of the study. It consists of 28 closed-ended questions. The first part of

the questionnaire will feature questions regarding the demographic profile which

includes their: age, sex, and family income. The next section of the survey will feature

questions regarding the engagement of the respondents in video-gaming, to be specific;

the game itself, the genre, as well as the gaming behavior, frequency of gaming, and

the time spent playing video games. The last part of the questionnaire will include

questions regarding their academic performance: which will be derived from the
participant’s General Weighted Average (GWA) from the first semester this Academic

Year (2021-2022).

Before distributing the research instrument, the researchers will seek authorization from

the section advisers of the senior high-school department to conduct a study as well as

administer the pre-survey and research instrument to the students. The pre-survey will

be given out to all of the department's sections, and the results will be used to identify

which students are eligible to participate in the study. The questionnaire will be

distributed through google forms online to students who were chosen from the

pre-survey, where the participants are to accomplish it within 3-5 school days. After the

stated deadline, a group member will be allocated to collect the survey questionnaire,

which will then coordinate with the group to gather and sort out the data.

Data Analysis

After collecting the data from the respondents, it will be analyzed using the

following statistical tools:

1. The arithmetic mean will be utilized to determine the mean of the study, given by

the formula:

2.

𝑀𝑒𝑎𝑛 = 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠

𝑥̅ = 𝑥1 + 𝑥2 + 𝑥3 ... + 𝑥𝑁

𝑥̅ = mean
 𝑥1 = first value

𝑥2 = second value

𝑥3 = third value

𝑥𝑁 = last value

𝑁 = number of value

3. The Pearson’s R will be utilized to determine the relationship between gaming

behavior and the respondent’s academic performance, given by the formula:

Σ(𝑥𝑖 − 𝑥)(𝑦𝑖 − 𝑦)
𝑟 =
2 2
Σ(𝑥𝑖 − 𝑥) Σ (𝑦𝑖 − 𝑦)

R = correlation coefficient

𝑥𝑖 = values of the x-variable in a sample

𝑥 = mean of the values of the x-variable

𝑦𝑖 = values of the y-variable in a sample

𝑦 = mean of the values of the y-variable

4. The T-test will be utilized to determine the applicable hypothesis for the study,

given by the formula:

𝑡 = 𝑥1 − 𝑥2

√(𝑛1 − 1)𝜎12 + (𝑛2 − 1)𝜎22 𝑥√ 1 + 2 𝑛1+𝑛2 − 2 𝑛1 𝑛2

𝑡 = T-test

𝑥̅1 = first mean of the sample

𝑥̅2 = second mean of the sample

𝜎1 = first standard deviation

𝜎2 = second standard deviation

𝑛1 = first number of observation

𝑛2 = second number of observation

 PRE-SURVEY QUESTIONNAIRE

Direction: Answer the following questions accordingly.

Note: You can ask the member assigned to your section if you find any question in the
survey confusing.
● 12-Kalinga, Tepora
● 12-Malasakit, Alimpolos
● 11-Ugnayan, Nievares
● 11- Kamalayan, Paman
● 11- Kasarinlan, Dimapilis

1. What is your name? 2. What is your age?

a) 16
Answer:________________ b) 17
c) 18
d) Other: ______

3. What is your sex? 4. What is your grade and section?

a) Male Answer:_________________
b) Female

5. Do you play Video Games regularly? 6. Do you consider yourself a gamer?

‘
a) Yes a) Yes
b) No b) No
7. What Genre of Video Game do you 8. What is your average weekly gametime?
Consume the most?

a) Fighting Games (WWE, Mobile a) 29 hours or more

Legends, Mortal Kombat, Tekken,
b) 18-28 hours
Dead by Daylight)
b) First-Person Shooting Games (Rules c) 10-18 hours
of Survival, PUBG, Call of Duty)
d) 10 hours or less
c) Simulation Games (Animal Crossing,
Sims, Roblox, Farmville 2)
d) Puzzle Games (Sudoku,
Wordscapes, Candy Crush, Puzzles)

MAIN SURVEY QUESTIONNAIRE

Direction: Answer the following questions accordingly.

Note: You can ask the member assigned to your section if you find any question in the
survey confusing.

● 12-Kalinga, Tepora
● 12-Malasakit, Alimpolos
● 11-Ugnayan, Nievares
● 11- Kamalayan, Paman
● 11- Kasarinlan, Dimapilis
I. DEMOGRAPHIC PROFILE

AREAS QUESTIONS

1. Name

2. Age
Personal Information/
Demographic Profile 3. Sex

4. Grade and Section

5. Monthly

II. GAMING BEHAVIOR

AREAS QUESTIONS Item No. in the

 Google form

I play video games weekly

Gaming Time /
Frequency I allot a specific time to play video games

I play first person shooter games frequently (e.g.

Rules of Survival, PUBG, Call of Duty)
Gaming Genre
I play fighting games frequently (e.g. WWE, Mobile
Legends, Mortal Kombat, Tekken, Dead by Daylight)

I missed deadlines and exams because of playing

video games

I am often times late for class because of playing

video games

I prefer to play online video games rather than helping

with group activities.
Self-Control
I can allot time for video gaming and still be able to
(About School)
accomplish my tasks

I play video games while listening to class discussions

I am able to play video games and still allot time for

studying

I play online video games to relax because of study

pressure.

Video games help me strategize and think critically

After playing online games I found myself better at

solving mathematical problems

I lost track of time because of playing video games,

(Add Follow up question)

Self-Control I’ve developed my multi-tasking abilities because of

(General) playing video games

I eat while I play videos games

 I allot time for video gaming and still be able to do
household chores

I have high speed internet at home

Computer and
Internet I own a high-end laptop/computer that can handle
heavy gaming softwares

I own proper gaming equipment

I get scolded by my parents because I play too much

video games
Outward
Behavioral I have less sleep because of playing online video
Manifestations games.

I often time skip meals because of playing video

games

I would rather play online videos games than play

sports

At times I would find myself thinking about playing

video games while in class

I tend to be distracted by the idea of me being able to

play games after class

III. ACADEMIC PERFORMANCE

1. Respondents Academic Performance: General Average for the First Semester of S.Y.
2021 - 2022
A. 96 and above
B. 91 - 95
C. 86 - 90
D. 81 - 85
E. 80 and below

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