"Enhancing English Comprehension: A Strategic
Proposal to Boost PISA Reading Literacy Scores
among Grade 10 students in Mayo National High
School
Ofelyn L. Magbutong
Mayo National High School
DepEd, Division of Mati City
I. CONTEXT and RATIONALE
The advent of computer and internet is of vital importance to
information and communication especially in the classroom setting.
Students can easily browse the internet and get information that they
needed towards their subjects, interests, or people. Yet, according to
Woog (2015), this advantage lays the problem on computer video games
addiction that hinders holistic development in learning. Although
computer video game addiction has not been labelled as psychological
disorder (Conrad, 2015), it is alarming that students are addicted to
computer video games that compromised their performance in school.
It is evident that the utilization of computer video games is rampant
on today’s youth since it is their medium of socialization, acceptance,
boredom, or hobby in the society (Fromme, 2003). According to Reuters
(2011), one (1) in twenty five (25) teens in Ney York, United States has
reported that they have “irresistible urge” in having or using internet
platform with or without the presence of computers.
In Philippines, the presence of video games is accepted and is being
used by adolescence, adults, and even some elderly. Some of these video
games are Defence of the Ancients (DOTA), Mobile Legend (ML), League
of Legends (LOL), Heroes of NewEarth (HON), and Cabal Online (Xairylle,
2013). According to GMA News (2015), the popular computer video game
DOTA was banned in Barangay Salwag in Dasmarinas, Cavite due to
incident that killed 2 youngsters due to argument of the game. According
to Baragay official there, youngsters (students) were distracted from their
studies and has some bad influence that leads to video game gambling
and even violence (GMA News, 2015).
In Mati School of Arts and Trade (MSAT), Mati City, Philippines, a
record from the school guidance counsellor dated September 3, 2018
suggested that student confessed that he cannot concentrate during
class hours because he was thinking of Mobile Legends, this leads him to
low grades and a symptomatic behaviour of video game addiction. This
suggests an existing problem on video games that needs intervention to
increase students’ performance to perform better in school and in
community. Thus, an action research is necessary to address this issue.
II. ACTION RESEARCH QUESTIONS
This study seeks to understand the following questions:
a. What is the percentage of video game addict students in MSAT?
b. Do video game addict students feel better using interactive
videos in class?
III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY
The students with problem towards video game addiction are
identified through the survey questionnaire of Young (2006) that
determines whether video games may be a problem in students’ life. The
questionnaire determines the students who have problems or symptoms
on video game addiction and does not diagnose the student’s
symptomatic behaviour.
The questionnaire has eight (8) items which is answerable by “yes”
or “no.” If the respondent had answered “yes” to any of the questions, the
student might be having problems. On the other hand if the student
answered “no” to all eight (8) questions, the student has no problem in
computer game addiction. Refer to appendix 1 for the questionnaire.
The selected students who had been identified as student who has
symptomatic problem with video games had the following:
a. Undergone counselling through guidance counsellor and adviser
b. Introduced Educational Videos as substitute to Video Games
c. Checked academic performance through pre and post test
intervention
The output of research gave more understanding in dealing and
helping students with symptomatic video game addiction. Through
utilization and dissemination of results and proposed prevention and
intervention, teachers were more enlightened on the topic making them
more aware in responding to students needs. The teachers, parents and
institutions would have reference on the topic which will provide inputs
and valuable insights in responding and treating such observable
behaviours.
IV. ACTION RESEARCH METHODS
a. Participants and/or other Sources of Data and Information
The study covered the students of Grades 7-12 of Mati Scool
of Arts and Trades, Sainz, Mati City, Philippines. This focused on
students that showed positive symptomatic behaviour of video
game addiction through the test conducted by the researcher
from the survey test questionnaire of Young (2009). The number
of students that was interviewed was limited in to five (5)
respondents which were critical for the collection of information.
The indentified students will undergo processes of counselling
through the guidance counsellor and with the aid of the teacher
adviser. Educational videos are introduced as means of
intervention to divert attention from video games which made
them preoccupied and study less on their subjects. The students’
academic performance is monitored from the pre-intervention to
post-intervention using their test result of their math subject.
b. Data Gathering Methods
The first research question was taken through survey
questionnaire from Young (2009) which identified students with
symptomatic video game addiction. Please refer appendix 1. The
researcher used stratified random sampling to get the
respondents to conduct the survey questionnaire. The sampling
technique uses 99% level of confidence in selecting the number
of students to participate for the survey to get the percentage of
students with symptomatic game addiction.
The second research question was taken by selecting five (5)
students through purposive sampling to students with positive
results on symptomatic addiction. The students underwent
counselling through guidance counsellor to make the students
aware of their symptomatic game addiction and its unlikely
effects. Then the researcher introduced educational videos as
substitute to video games to direct attention and alleviates
symptomatic video game addiction. The selected students were
interviewed whether their attention was diverted from playing
video games to watching educational videos.
The third question was taken by comparing their pre-
intervention and the post-intervention. The difference percentage
between the pre and post intervention were taken from 5
selected students with positive symptomatic game addiction
behaviour.
c. Data Analysis Plan
The first question was a survey of percentage with symptomatic
video game addiction. The data were arranged through tables and bar
graph to have a clear picture of overall percentage of video game
addiction in Mati School of Arts and Trades.
The second research question was analyzed through the result of
interview that used thematic analysis to get the themes of the students’
responses with positive behaviour of game addiction. With the questions
answered, the researcher will tally the results and grouped them
according to themes which suggested the change of interest from video
game addiction to educational video games.
The third research question was analyzed through taking the
difference between the pre-intervention and post-intervention score in
math subject. The result percentage suggested the positive result in
academic performance using educational videos substituting from
behavioural symptomatic video game addiction.
V. ACTION RESEARCH WORK PLAN AND TIMELINES
a. Work Plan
The researcher will focus on the students of Mati School of
Arts and Trades, Sainz, Mati City, Davao Oriental. The plan is to
survey the students of Mati School of Arts and Trades (MSAT)
students with a 99% confidence level interval. This gave overall
numerical percentage of students with symptomatic video game
addiction. Then using direct purposive sampling which directly
identifies the respondents through the result of survey, the
researcher identified five (5) students to participate in an quasi-
experiment wherein students undergone counselling of school’s
counsellor to help students aware of the result of their behaviour
having symptomatic video game addiction. The counsellor with the
help of the teacher introduced educational video to divert their
attention from video games to educational videos. The educational
videos are the intervention to provide diversion from video games.
The identified students with positive indication of the survey
test will be treated with confidentiality; the students will be
interviewed thoroughly that focuses on the question that whether
the educational video diverts their attention from playing video
games. The collected data will be analyzed through thematic
analysis which will give the researcher ideas change in interest from
playing to educational videos.
The selected five (5) students grade are monitored, using their
pre-intervention grade, this is compared to the post-intervention
grade and compared to have the difference in favour of increase in
post-intervention. This suggested that the intervention is effective in
minimizing the negative effects of video games, and on the other
hand maximizing learning in different subject.
b. Timelines
TIMELINE ACTIVITIES/DEVELOPMENTS VENUE
June 2019 Survey of Video Game Identifying of students
addiction in MSAT
M
July 2019 Counselling to students Introduction
S
with positive to Education
Interview of
symptomatic game Videos A
students
addiction
T
August Application of Test Pre-
2019 Educational video Evaluation of intervention Mati
games post- & post- City
intervention intervention
&
Comparison
September Conclusion on the Publication Evaluation
2019 overall research output and
reproduction
of outputs
VI. COST ESTIMATES
a. Meals (Duration of Research)
Snacks @ Php100 x 3pax (teacher, researcher, Counsellor) x 10 days=
Php3000.00
Lunch @ Php100 x 3pax (teacher, researcher, Counsellor) x 10 days =
Php3000.00
b. Resources
Paper & Printing cost = Php1,500.00
Intervention & Programs =Php5,000.00
c. Research dissemination
Publishing and Reproduction =Php5,000.00
(Research booklets, pamphlets, binding,etc.)
Learning Action Cell =Php5,000.00
(Progress Report, Food & Snacks, Resources)
In-Service Training =Php5,000.00
(Training & Seminar on teachers)
d. Others
Incidental expenses =Php500.00
Travel Expenses =Php2,000.00
GRAND TOTAL Php30,000.00
VII. PLANS FOR DISSEMINATION AND UTILIZATION
Primarily in Mati School of Arts and Trades, the teachers within the
school will be disseminated with the information taken from output of this
research through pamphlets that will be distributed amongst teachers.
The budget for dissemination will be taken from the proposed budget to
be approved by this division. The purpose of this is to give light to
teachers who deal with students that may have problems involving video
gaming addiction or may have shown symptoms of video game addiction.
The researcher will propose and In-service Training (ISeT) Program to
selected teachers, probably grade level chairman and head teachers so
that easy relay of information throughout the school will be disseminated
with ease.
Outside of Mati School Of Arts and Trades, the researcher together
with the help of Division of Mati City will propose trainings in identifying,
helping and dealing with students who has symptoms on video game
addiction. The selection of teacher will based upon the suggestion of the
DepEd personnel of Division of Mati City.
The published output of the action research will be distributed to
selected schools and a copy to the DepEd division of Mati City. The study
will serve as basis for further study or be reference to similar research in
literature.
VIII. REFERENCE
Ahn, J. & Randall, G. (n.d.) Computer Game Addiction; Clemson University;
Retrieve from:
http://andrewd.ces.clemson.edu/courses/cpsc414/spring07/chp/team
3.pdf
Conrad, W. (2015) Computers in Education: Great Machines, Wrong
results; Retrieve from:
http://www.conradwolfram.com/home/2015/9/15/computers-in-
education-great-machines-wrong-results
Fromme, J. (2003) Computer Games as a Part of Children’s Culture:
Retrieve from: http://www.gamestudies.org/0301/fromme/
GMA News (2015) DOTA banned in internet shops in Cavite village;
retrieve from:
http://www.gmanetwork.com/news/news/regions/413042/dota- banned-
in-internet-shops-in-cavite-village/story/
Wang, L. & Zhu, S. (2011) Online Game Addiction Among University
Students; International Social Work; Retrieve from: https://www.diva-
portal.org/smash/get/diva2:602320/FULLTEXT01.pdf
Wood, K, Psyd.D (2015) Problematic Computer/ Video Gaming and
Electronic/ Social Media Use; Retrieve from:
https://pdfs.semanticscholar.org/presentation/2401/64ec046fb9f315e3
04340ed617e6cd1c6268.pdf
Xairylle (2013) 13 Top Pc Games in Computer Cafes in the Philippines;
Retrieve from: https://www.techinasia.com/13-top-pc-games-
computer- cafes-philippines
Young, K. (2009) Internet Addiction: The emergence of a new clinical
Disorder; Retrieve from: https://doi.org/10.1089/cpb.1998.1.237
Appendices
Appendix 1
An eight-item questionnaire to identity whether the interviewees are
addicted to video game before we started the interview. This
questionnaire comes from Dr. Kimberly S. Young (2006)’s resources.
1. Do you feel preoccupied with the Internet (think about previous on-line
activity or anticipate next on-line session)?
2. Do you feel the need to use the Internet with increasing amounts of
time in order to achieve satisfaction?
3. Have you repeatedly made unsuccessful efforts to control, cut back, or
stop Internet use?
4. Do you feel restless, moody, depressed, or irritable when attempting to
cut down or stop Internet use?
5. Do you stay on-line longer than originally intended?
6. Have you jeopardized or risked the loss of significant relationship, job,
educational or career opportunity because of the Internet?
7. Have you lied to family members, therapist, or others to conceal the
extent of involvement with the Internet?
8. Do you use the Internet as a way of escaping from problems or of
relieving a dysphoric mood (e.g., feelings of helplessness, guilt, anxiety,
and depression)? Appendix Appendix
