THE EFFECT OF ONLINE GAMES TO THE ACADEMIC PERFORMANCE OF

THE STUDENTS IN THE GRADE 12 STUDENTS

ABSTRACT: The advent and development of technology brings many things which may
either ease or make life of people more difficult and complicated. One of results of this
development is the opening of online gaming through the internet which has become
addictive and one of the widely used leisure activities by many people and teenagers. Online
gaming is a technology rather than a genre; a mechanism for connecting players together
rather than a particular pattern of game play. Online games are played over some form of
computer network, now typically on the Internet. This study aimed to determine the effect of
online games to the academic performance of the students in the Pangasinan School of Arts
and Trades. The researchers used the descriptive-correlational research design. This design
described the profile of respondents and determined the difference in academic performance
of players and non-players of online games. On the basis results of this study, it can be
concluded that playing online games has no significant difference between the academic
performances of the respondents for they still excelled in their class as revealed by their
academic grades.

KEYWORDS: online games, technology, academic performance, leisure activities,

descriptive correlational design

INTRODUCTION
The advent and development of technology brings many things which may either ease
or make life of people more difficult and complicated. One of results of this development is
the opening of online gaming through the internet which has become addictive and one of the
widely used leisure activities by many people and teenagers. Online gaming is a technology
rather than a genre; a mechanism for connecting players together rather than a particular
pattern of game play. Online games are played over some form of computer network, now
typically on the Internet.
According to one concerned Internet Cafe entrepreneur, “Internet Cafe's are seducing youths
to a new form of addiction, one which may not destroy their bodies as drugs do, but which is
certainly twisting their minds.” In reality, students mostly are addicted in online gaming.
They sacrifice their allowances just to save for their bets on online gaming. In fact, students
already fail to remember their commitment in school and in their home. Accordingly, video
games have an immense impact in the lives of their family, it also distracting students and
compromise ones jobs. This can be seen through their attitudes and worse in their absences in
their classes and workplace J. .Fieror (2016) said that he can't concentrate on what he is
doing. He added that most of the time his mind is not working for he is pre-occupied of the
on line games he is addictive to.
Adolescents and even adults are becoming hooked with online games which are becoming
more and more popular. In fact, most online games tend to get old too quickly and lost their
appeal. It is because of the ever growing number of online games being develop from time to
time. Nowadays, the popular online games that encourage the students to play are
MINIMILITIA, DOTA 2, LEAGE OF LEGENDS, SPECIAL FORCE, CRAZY KART,
GRAND CHASE etc. These online games have a big factor that affects the students in their
academic performances in school.
According to Dondlinger (2007) much attention has been directed to the use of video games
for learning in the recent years, in part due to the staggering amounts of capital spent on
games in the entertainment industry, but also because of their ability to captivate player
attention and hold it for lengthy periods of time as players learn to master game complexities
and accomplish objectives.

According to the authors Chen and Voderer, gamers fit into certain categories: the
competitor, explorer, collector, achiever, joker, director, storyteller, performer, and the
craftsmen. Each of these types of players has a specific goal for playing games, motivating
them to spend hours staring at a screen. For example the explorer plays “to experience the
boundaries of the play world.” At the same time there are players who play to escape from
the harsh realities of their life and change into a “respected” character that in the fantasy
world is a hero. Unfortunately some people feel compelled to escape into these fantasy
worlds because of depression and oppression daily. Paducah, Kentucky. Jonesboro, Arkansas.
Littleton, Colorado these three towns recently experienced similar multiple school shootings.
The shooters were students who habitually played violent video. Eric Harris and Dylan
Klebold, the Columbine High School students who murdered 13 people and wounded 23 in
Littleton, before killing themselves enjoyed playing the bloody video Doom. Harris created a
customized version of Doom with two shooters, extra weapons, unlimited ammunition, and
victims who could not fight back features that are eerily similar to aspects of the actual
shootings. The one positive result of these tragedies is the attention brought to the growing
problem of video-violence, from the newsroom to the U.S. Senate (2000). At a Commerce
Committee hearing, several researchers testified that there are indeed valid reasons, both
theoretical and empirical, to be concerned about exposing youths to violent video (Anderson,
2000).

Anderson and Bushman (2001) have recently published a meta-analysis of the research. Their
analysis concludes that exposure to violent video games has a negative effect on a variety of
measures. The analysis of greatest import is the one indicating that playing violent video
games causes an increase in aggressive behavior. On the basis of their overall analysis and
presumably especially the one regarding aggressive behavior, the authors assert that video
games pose a threat to public health.

Gaming also provides a rehearsal dimension and is capable of delivering various forms of
feedback essential in sustaining motivation. Feedback guides the learning process and
provides students with a sense of satisfaction and/or accomplishment. Satisfaction can result
from extrinsic or intrinsic factors. An instructional game can be defined as any training
format that involves competition and is rule-guided (Jones, 2000).

Research on gaming has provided evidence that instructional games can promote retention
and the ability to transfer knowledge to new domains. Instructional games are attractive
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 maybe
analyzed as methods of rehearsal by facilitating the organization and retention of content
(Dwyer & Dwyer, 2000; Orbach, 2001).

As individual beings, we have difficulty accepting deriving from what violence is and how
video games are to different people. Children who watch television and go to the movies see
thousands of murders and countless other acts of violence. Many people believe that being
exposed to all this violence causes children to be more aggressive and to commit crimes.
(Shin, 2003)

Psychologists point out that both genders can improve spatial skills by practicing video
games. Many imply that girls are disadvantaged in the long run by playing far less games
(SWS, 2007; AMA Poll, 2008). Regardless of the element of violence, online games have
been envisioned as potentially effective tools for learning.
Furthermore, researchers believe that online gaming opens a door to computer literacy
leading to potential technology careers (SWS, 2007; AMA Poll, 2008).

Mark Reagan Logan(2009), in his study on the skills performance among freshmen students
in Lipa City Colleges (LCC) in the unit of HRM 1 during the school year 2008 - to present
revealed that the lack of interest is caused by lack of motivation and poor study habits.

Lojo (2008) conducted a study on the effects of playing computer games on the academic
performance and behavior of high school students. The results of her study disclosed that to
maintain the good academic performance of students, parents should set limits on how often
and how long their child is allowed to play video games.

The effects of electronic games and other factors in the grade five pupils' academic
performance at A. Quezon elementary school, DEPED, Manila was looked into by Dorol
(2009). Dorol concluded that electronic games were related significantly to pupils' academic
performance with correlation of 194 significant .021 levels. This means that the computer
games played by the pupils before going to sleep, after taking lunch or supper, and during
recess significantly related to their performance in school.

Mandanas (2007) conducted a study on the effects of playing computer games and students'
profile in the socialization and academic performance of selected students in Kapayapaan
National High School, Canlubang, Calamba City. The study concluded that most of the
students playing computer games and the students' profile both have a significant effect on
the socialization on the students but no significant effect on the academic performance of the
students.

The trend toward increased video game and other interactive digital media usage does not
appear to be going away. The upcoming college students are even more likely to be tightly
tied to their technology than students today. The current generation is exceedingly
comfortable and electronic entertainment. (Escobar-Chaves and Anderson, 2008)

STATEMENT OF THE PROBLEM

This study aimed to determine the effect of online games to the academic performance of the
students in the grade 12 ICT. Specifically, it aimed to answer the following questions:
1. What is the profile of the respondents in terms of:
a. Age
b. Sex
 c. Weekly Allowances
2. What are the types of computer games being played by the respondents?
3. How often and how many hours do the respondents spent in playing online games in a
week?
4. What is the academic performance of the respondents?
5. How do respondents perceive on the effects of online games to their academic
performance?
6. Is there a significant difference between the academic performances of the two groups of
respondents?

RESEARCH HYPOTHESIS
There is no significant difference between the two groups of respondents on the varied
exposure time to online games to their academic performances.

METHODOLOGY
The researchers used the descriptive-correlational research design. This design described the
profile of respondents and determined the difference in academic performance of players and
non-players of online games.

RESPONDENTS AND SAMPLING PROCEDURE

The students of the Information and Communication Technology (ICT) in Pangasinan School
of Arts and Trades. – PSAT Campus are the respondents of this research. The researchers had
a pre-survey first on the prospective respondents. After which, the researchers identified
those who play and those who do not play online games.

DATA GATHERING TOOLS -The researcher used two sets of questionnaire for
gathering data for the profile of the respondents.

The main tool that was used in gathering data for this research is the researcher made
instrument.

Part I includes data information, it describes important information about their age, sex,
weekly allowances, and their final average based on the previous grading during their first
semester in the year 2022-2023.
Part Il includes the game session and activities of the online game players. It determines the
type of computer games being played, how often the students play online games and the
number of hours spent playing online games in a week? And why do they play online games?

For the non-player:

Part I includes data information, it described important information about their names, age,
gender, weekly allowances and their final average based on the previous grading.

Part II includes the reasons why they are not playing online games? What do they do during
their vacant time?

STATISTICAL TREATMENT
The following were used in the analysis and interpretation of data. Frequency, percentage and
T-test distributions were used to facilitate the analysis of data.

RESULTS AND DISCUSSION

Table 1.1 Frequency and Percentage Distribution of the Respondents' Profile in terms of
Age
AGE ON LINE PLAYER NON-PLAYER
Frequency Percentage Frequency Percentage
24-26 0 0 2 4.00
21-23 4 8.00 4 8.00
18-20 46 92% 44 88.00
Total 50 100.00 50 100.00
Mean age = 22.6

Table I presents the frequency and percentage distribution of the respondents' profile in terms
of age. The table revealed that both groups of respondents, the online players and the non-
players, have the highest frequency on age which is ranging from 18-20 with a frequency of
46 or 92 percent and 44 or 88 percent respectively. The data imply that majority of the
respondents are already on the legal age and that they are already aware of the repercussions
of being addictive to online gaming.

Table 1.2. Frequency and Percentage Distribution of the Respondents' Profile in terms of
Sex
SEX ON LINE PLAYER NON-PLAYER
Frequency Percentage Frequency Percentage
MALE 42 84% 16 32%
 FEMALE 8 16% 34 68%
Total 50 100.00 50 100.00
Table 2 shows the frequency and percentage distribution of the two groups of respondents as
to sex. As revealed from the table, 42 or equivalent of 84 percent is male while 8 or
equivalent of 16percent are female. Further, for the non-player group, the female has the
highest frequency of 34 or equivalent of 68 percent. This implies that there are more males
playing online games than females.

Table 1.3. Frequency and Percentage Distribution of the Respondents' Profile in terms of
Weekly Allowances
WEEKLY ALLOWANCE ON LINE PLAYER NON-PLAYER
Frequency Percentage Frequency Percentage
550-700 10 20.00 2 4.00
350-500 32 64.00 40 80.00
150-300 8 16.00 8 16.00
Total 50 100.00 50 100.00
Mean Weekly allowance 425.67

The weekly allowance of the two groups of respondents is shown in table 3. As shown in the
table, the two groups of respondents has the weekly allowance ranging from 350-500 pesos
with frequency of 32 or equivalent to 64 percent and 40 or 80 percent respectively.

TABLE 2: Frequency and Percentage Distribution of the types of Computer Games played
by the Respondents
Types of Computer Games Frequency Percentage

DOTA2 10 20.00
LEAGUE OF LEGENDS 6 12.00
SPECIAL FORCE 6 12.00
SPECIAL KART 0 0.00
MINIMITIA 10 20.00
OTHERS(Clash of Clans) 18 36.00
TOTAL 50 100.00
Table 2 presents the frequency and percentage distribution of the type s of on line gaming
they are engaged into. It shows that most type of computer games being played by the was
the COC(Clash of Clans) with a frequency of 18 or equivalent to 36 percent.
TABLE 3: Frequency and Percentage Distribution Spent by the Respondent Online Games
No. of days Frequency Percentage
1 day 8 16.00
2 days 6 12.00
3 days 6 12.00
4 days 0 0
OTHERS (everyday) 30 60.00
TOTAL 50 100.00
Table 3 presents the frequency and percentage distribution of the respondent’s number of
days in playing online games. It shows that most of the respondents play online games every
day with a frequency of 30 or equivalent to 60 percent

TABLE 4: Frequency and Percentage Distribution of Respondents' Academic Grades

PLAYER NON-
PLAYER
AVERAGE GRADE
Frequency Percentage Frequency Percentage
90-100 4 8.00 0 0
85-89 20 40.00 30 60.00
80-84 20 40.00 16 32.00
75-79 6 12.00 4 8.00
Below 75 0 0 0 0
Mean grade= 50 100.00 50 100.00

LEGEND:

Below 75 - DID NOT MEET EXPECTATION

90 - 100 – OUTSTANDING
85-89 - VERY SATISFACTORY
80 - 84 – SATISFACTORY
75-79-FAIR SATISFACTORY

Table 2 shows the frequency and percentage distribution of the two groups of respondent’s
academic grades. Bothe groups of respondents garnered the highest frequency on academic
grades which range from 85-89 with a descriptive equivalent of very satisfactory. This data
imply that despite their involvement in on line gaming, they are still academically performing
in the class.
TABLE 5: Weighted Mean Distribution on the Respondents' Perception on the Effects of
Online Gaming to their Academic Performance
EFFECTS OF ONLINE GAMING WEIGHTED DESCRIPTIVE
MEAN VALUE
1. Playing online games is one way to increase my computer 3.08 agree
literacy.

2. Playing online games can change my attitude through the 2.34 disagree
character on the games.

3. Playing online games can destroy my sense of sight. 2.92 agree

4. Playing online games help me become more 3.48 strongly agree
creative and imaginative

5. Playing online games can loss the appetite of eating 2.68 agree
6. Playing online games can enhance the accuracy/speed of my 3.32 strongly agree
hands.

7. Playing online games can stimulate anger and violence due to 2.56 agree
games

8. Playing online games can enhance my analytic thinking 3.12 agree

9. Playing online games can consume my time. 3.04 agree
10. Playing online games makes me smarter 2.76 agree
11. Playing online games is one way to develop my high level of 2.96 agree
thinking skills.
12. It develop my reading and math skills reading direction, 2.92 agree
quantitative analysis

13. It develops my inductive reasoning. 2.84 agree

14. It improved my ability to rapidly and accuracy recognizes visual 3.08 agree
information

15. It can increase my self-confidence and self-esteem. 2.98 agree

16. It gives a feeling of happiness and well-being. 3.28 strongly agree
17. Video games make my vision become more sensitive to different 2.76 agree
shades of color.

18. Violent video games may acts as a release of aggression and 2.84 agree
frustration.

19. Too much video game makes me socially isolated 2.76 agree
20. Playing online games can confuse reality and fantasy 2.76 agree
21. Video games will affect your physical appearance especially 2.64 agree
your postural, muscular and skeletal disorders.
 22. Too much online games may adapt bad language. 2.8 disagree
23. Playing online games may exhibit impulsive and have attention 2.6 disagree
problems.

24. Too much playing online games may decrease your performance 2.64 agree
in school.

25. Playing online games decline my verbal memory performance. 2.48 disagree
26. Playing online games significantly reduced amount of slow wave 2.72 agree
sleep

27. Playing online games may lead to problems such as 2.52 agree
hyperactivity, ADD or ADHD
28. Playing online games spent less time in working responsibility. 2.84 agree
29. Playing online games can learn new strategies use full in my 2.92 agree
studies.

30. Playing online games increase emotional disorder r symptoms 2.24 disagree
Table 5 presents the weighted mean distribution on the respondents' perception on the effects
of online games to their academic performance. The data showed that online games have bad
effects on their academic performance which the respondents AGREE with a weighted mean
of 2.82.

TABLE 6: Analysis on the Significant Difference Between the Academic Performance of

the Respondents
CALCULATED VALUE DEGGRESS O CRITICAL DECISION
F VALUE AT
FREEDOM
.05
0.370 48 2.010 NOT SIGNIFICANT

Table 6 shows the computed t value of 0.370 is less than the critical value of 2.010 which
means that there is no significant difference between the academic performances of the
respondents' in playing online games.

CONCLUSION
On the basis results of this study, it can be concluded that playing online games has no
significant difference between the academic performances of the respondents for they still
excelled in their class as revealed by their academic grades.

RECOMMENDATIONS
In the light of foregoing findings, the researcher recommends the following:
 1. Parents should be aware of the effects of on line games on the academic performances
of their children and that proper guidance and supervision on their extra-curricular
activities must be monitored.

2. Students must find others activities where they can engaged in other than on line
games

3. A similar study can be conducted where an in-depth analysis can be done

BIBLIOGRAPHY
Aldus, Kyle (2014, February 2). Computer gaming effects on academic performance.
Retrieve march 7, 2017 from www.ehow.com/list 5910606 computer gaming effects
academicperformance. Html

Anand, V. (2007). A study of time management: the correlation between online games usage
and academic performance markers. Cyber psychology and behavior. Retrieve March 7, 2014
from www. Online liebertpub.com/doy/abs/10.1089/cbp.2007.2002

Anderson & Dill, 2000), he found similar null effects.

Anderson and Bushman (2001) have recently published a meta-analysis of the research. Their
analysis concludes that exposure to violent video games has a negative effect on a variety of
measures

Chen and Voderer, gamers fit into certain categories: the competitor, explorer, collector,
achiever, joker, director, storyteller, performer, and the craftsmen.

Dorol (2009).Dorol concluded that electronic games were related significantly to pupils'
academic performance with correlation of .194 significant .021 levels.

Dwyer & Dwver. 2000; Orbach, 2001). Gaming as an instructional variable may be analyzed
as content

Dwyer & Dwyer, methods of rehearsal by facilitating the organization and a 2000;
Orbach, 2001).
Escobar-Chaves and Anderson, 2008)The current generation is exceedingly comfortable with
technology and electronic entertainment.

Jones 2000). An instructional game can be defined as any training format that involves
competition and is rule-guided.

Lojo (2008) conducted a study on the effects of playing computer games on the academic
performance and behavior of high school students.

Mandanas (2007) conducted a study on the effects of playing computer games and students'
profile in the socialization and academic performance of selected students in Kapayapaan
National High School, Canlubang, Calamba City.

Mark Reagan Logan(2009), in his study on the skills performance among freshmen students
in Lipa City Colleges (LCC) in the unit of HRM 1 during the school year 2008 - to present
revealed that the lack of interest is caused by lack of motivation and poor study habits.

(http:///findarticles.com//p/articles/mi m0816/is 6 21/ai n97723191)

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