NOTRE DAME OF TACURONG COLLEGE

Senior High School Department

City of Tacurong

Correlational Research About Online Gaming:

Impact on the Academic Performance of
Senior High School Students

Kevin Loise Abellanosa (Group Leader)

Ferdauz Abdulrahman
Janna Guiapar
Marry Joy Lopez
Marciano, Christian
Sarmiento, Adrianne
Trishia Villaloboz

A Thesis Proposal Presented to the Senior High School Department, Notre Dame of
Tacurong College, City of Tacurong in Partial Fulfillment of the Requirements to the
Grade XII Curriculum

Hummanities and Social Sciences

October 2021
 Chapter I

The Problem and Its Background

This chapter includes the introduction, theoretical framework, conceptual

framework, statement of the problem, scope and limitations of the study, hypothesis,

significance of the study and the definitions of term used.

Introduction

We are living in the world of new media, where everything is almost everything in

the world can be seen in the internet. The internet has an important role in our society it

is important in developing one’s mind and life experiences by creating productive works

in schools, offices, and even at home. The fact that people live in on informative life

where everything is updated with just one click, internet became one of the necessities

of people regardless of age or gender in today’s society. However, the influence of this

useful machine on youth is undeniably questionable. Online gaming, what is online

gaming? According to igi-global, Online games refer to games that are played over

some form of computer network, most often the Internet. Online games can range from

simple text-based games to games incorporating complex graphics and virtual worlds

populated by many players simultaneously. Online games are one of the most popular

recreational activities for many people. For some people, playing video games is said to

have various reasons because it can relieve stress, achieving something, relax, enjoy,

interact, and even a mental escape from the real world. For most people, online games

are one of the best leisure activities they can do, especially for teenagers. According to
Kuss & Griffiths, teens who play online games are just having fun. Not only do they play

serious, but also because they just want to feel relief. During school hours, students

tend to feel stressed from having a lot of school work, and playing will bring the release

of some of that stress.

It is undeniable that playing online games offers you something that no one can give

you. After some research, it is beneficial. It allows players to be more active, especially

in these puzzle-based games. In addition, it helps the player to make decisions in

difficult situations, especially adventure games that keep players alert, active and

strategic. Some psychology studies have shown that spending a lot of time on the

Internet can have a negative impact on academic performance because it focuses more

on playing online games than at school. And with this, the researcher felt to further the

concept of influence of Online games to people and the need to determine the impact of

online gaming to Senior high school students’ academic performance. The purpose of

this study is to find out the implications of online gaming to the academic performance

of the students.

Theoretical Framework

Online Gaming Addiction and Academic Performance

Students who spend a lot of time playing online games each week tend to suffer

from poor learning skills, poor concentration, poor academic performance, and poor

interaction with other people. The authors of this study (FangLing Lin, TaiYen Hsu,

TungShen Wu ChihLin Chang) found that college students in central Taiwan spend
hours playing online games and measuring their average daily participation in such

games. To investigate, we conducted a questionnaire-based survey. Out. Using a

proportionally stratified sample, respondents examined weekly participation of college

students from central Taiwan in online games grouped into groups of low, medium, and

high participation in cluster analysis. Selected for the survey results were confirmed by

an in-house developed evaluation system based on working memory and reaction time.

Randomly select 12 college students from a total of 36 college students, or low, middle,

and high participation groups to see how participation, play time, and viewing time in

online games affect working memory. I tested it. The results of this survey are as

follows: I. Low, medium, and high participation in online games is defined as playing

online games for an average of 1.34 hours, 4.84 hours, and 10.27 hours each day. 30.9

percent of respondents said they played online for more than 4 hours, suggesting that

online games may be the reason college students often stay up all night. II. This test

shows that the level of participation in video games, viewing time, and the interaction of

the two factors all affect visual working memory.

Gender Differences

Gender has been suggested as an important factor influencing Internet use and

its impact on mental health. There is evidence that men tend to be attracted to explosive

behavior and activities involving combat, and women are attracted to more social and

communication-oriented activities. Women were given more family supervision, which

could prevent them from developing internet addiction. Recent studies have shown that

female video game addicts have significantly more physical difficulty than male addicts.

They further argued that female addicts may be exposed to the unique risks of negative
physical health and sleep disorders. There was also a significant gender difference in

the relationship between adolescent family function and Internet addiction. Women

showed more negative results due to maladapted use of mobile phones. These studies

highlighted the need to further investigate gender differences in the addition of mobile

games and mental health issues.

Statement of the Problem

As we already know online gaming refer to games that are played over some

form of computer network, most often the Internet which captivated 700 million of

students around the world cited by Spil games, which some turned a simple hobby to

addiction that affects their academic performance.

Objectives of the study

1. To know the influence of online gaming on academic performances of Senior

high school student in NDTC.

2. To know how many Senior high students play online games in NDTC that

affected their academic performance.

3. To know the exact types of games that affect their ability to focus in School.

Significance of the Study

Throughout the years, online gaming paved the way for the development of new

generation. Online gaming was used as people’s game during 1970s until present. It

has been people’s leisure especially these days. Due to fast modernization, the habit of

human has changed a lot and greatly affect their health which causes the Senior High

School students’ lifestyle especially in academic performance. As time pass by, we can’t
deny the fact that people nowadays would prefer to stay at home and play online games

and usually sleep at 2 in the morning and wake up at 5 am that can result to unhealthy

lifestyle. This study was conducted to deepen the knowledge for this typical problem

faced by many especially Senior High School students. The researchers envisioned that

the findings of the proposed study are significant and useful to the following people: The

Senior High School Students. This study will help the Senior High School students to

know the impact of online gaming in their academic performance. It will help them

minimize the use of online gaming. The Researchers of this study will give idea to the

researchers’ in-depth knowledge about the impact of online gaming in the academic

performance of Senior High School students. It will serve as a further information for

their research and they may also use of this study for further endeavor or related

studies.

Scope and Limitations of the Study

This study focuses on influence of the academic performance of the Senior high

school students in Notre Dame of Tacurong College. The data collection will be

conducted exclusively on the Senior high school students of Notre Dame of Tacurong

College, school year 2021-2022 who will represent the population, this study will not

cover things that isn’t related to the study and students who are not Senior high school

students and students from Notre Dame of Tacurong College are not within the scope of

this research. The study would be done through the utilization of questionnaire to the

students as a survey and reference. By this strategy they would deepen their knowledge

about the influence of online gaming in students’ academic performance.

Hypothesis of the study

The researchers proposed two hypothesis in this research. The Null Hypothesis (Ho)

and the Alternative hypothesis (Ha).

The research of hypothesis read as follow:

1. Ho: there is no significant impact of online gaming to the academic performance of

Senior Highschool students.

2. Ho: There is no significant influence of online gaming on social behavior that will

affect the academic performance of Senior Highschool students.

3. Ha: Online gaming is significantly correlated to academic performance of Senior

Highschool students.

Conceptual framework

Academic
Online Gaming Performance

Gender
Definition of terms used

The following terms used were defined according to how they are being use in the

study:

Academic Performance – Academic performance is the measurement of student

achievement across various academic subjects. Teachers and education officials

typically measure achievement using classroom performance, graduation rates and

results from standardized tests. ([Link]

New Media – New media is any media from newspaper articles and blogs to music and

podcasts that are delivered digitally. ([Link]

arts/what-is-new-media)

Knowledge – Information, understanding, or skill that you get from experience or

education ([Link]

Online Gaming – Online gaming describes any video game that offers online

interactions with other players. Video games used to be classified by an Online Content

PEGI descriptor to signify whether they were online or not.

([Link]

Mental Health – Mental health includes our emotional, psychological, and social well-

being. It affects how we think, feel, and act. It also helps determine how we handle

stress, relate to others, and make healthy choices.

([Link]

Recreation – Recreation is an activity of leisure, leisure being discretionary time. The

“need to do something for recreation” is an essential element of human biology and

psychology. Recreational activities are often done for enjoyment, amusement, or

pleasure and are considered to be “fun” ([Link]

Null Hypothesis – A null hypothesis is a type of hypothesis used in statistics that

proposes that there is no difference between certain characteristics of a population (or

data-generating process) ([Link]

 Chapter II

Review of Related Literatures

This chapter presents and discusses the various theories, concepts, research

findings, and output from both foreign and local perspectives which are relevant and

supportive to the proposed study

Popularity of Online Games

Online games is a piece of interactive hardware or software that is used for

amusement, challenge, or education. The design of electronic games varies, but they

can incorporate brilliant color, sound, realistic movement, and visual effects, as well as

live actors in some cases. Electronic games are divided into two categories: video

games and computer games. Video games are intended for specialized video game

systems, mobile devices, and coin-operated arcade machines. Computer games are

played on personal computers. Electronic games are a popular hobby among adults

and children alike. Strategy games, sports games, adventure and exploration games,

card and board games, puzzle games, fast-action arcade games, and flying simulations

are some of the categories available. Reading, writing, problem solving, and other basic

abilities are taught using game-like components in some software packages.

Electronic games have expanded from their humble beginnings in the late 1950s

and 1960s to become a multibillion-dollar industry that employs cutting-edge computer

technology to create increasingly realistic game experiences for millions of users

(known as gamers). (Kent, 2009) Furthermore, research have revealed that the majority
of gamers are now beyond the age of 18. As a result, many software businesses and

game studios have shifted their focus to creating more advanced games for late

adolescent and adult consumers. As a result, some parents' groups are concerned that

young children and teenagers are being exposed to graphic violence, drugs, and even

sexual content in popular games. Most game makers now use a rating system similar to

that used in the movie industry, which includes the letters E (for Everyone), T (for

Teens), M (for Mature), and AO (for Adults Only) (Adults Only). (Kent, 2009)

Evolution of Gaming

Some companies have expanded into other platforms as a result of the popularity

of interactive games on consoles and computers. The Internet is one of the fastest-

growing gaming platforms. While the first multi-user dungeon game (or MUD, online

role-playing game worlds featuring numerous players) debuted in 1979, current

advances have elevated the Internet, or online gaming, to a new level. (Kent, 2009)

"Massively multiplayer online" (MMO) worlds, in which hundreds or even thousands of

people can mingle and compete with one another, are one sort of popular Internet

game. Massively multiplayer online role-playing games, or MMORPGs, are another

name for these games.

Ultima Online, developed by Origin Systems, was the first financially successful

MMO game, with 100,000 paying subscribers by the year 2000. Games like Sony's Ever

Quest and Microsoft's Asheron's Call capitalized on this trend, as well as the growing

availability of high-speed Internet connectivity. The Sims, World of Warcraft, and

Lineage are all popular MMO games. Console game developments, such as Microsoft's

Xbox Live feature, have also been able to use the Internet to connect gamers and
improve their games. By the end of 2006, Xbox Live had almost 4 million paid

customers (Kent, 2009). The quick pace of technical advancement appears to offer a

bright future for the electronic-games industry. Games for handheld personal digital

assistants and cell phones are now available from a number of companies. Electronic

games' current popularity actually encourages the development of new technology

because firms see a large, lucrative market in which to launch new goods. Virtual reality

and other cutting-edge technologies may one day be offered to a broad audience

through video games, breaking new technological ground in society through play. (Kent,

2009) According to Zona in 2004, as reported by Seay in 2006, 430 million individuals

played video games worldwide in 2003, accounting for 7% of the global population.

Over a quarter of these people played video games online, and the percentage of

overall video gamers continues to rise. Half of all Americans aged six and up play video

games in the United States (ESA,2004). In 2004, both Zona and Kagan stated that in

2003, global gaming was at its peak revenues, including hardware and software, totaled

$31.37 billion, more than doubling from 1996. In 2003, the film business brought in

$34.2 billion in income. Along with these amazing financial figures, the gaming populace

continues to grow. In 2004, the average age of a video game player was 29, and 39% of

players were female (ESA, 2004). As the demographics continue to shift, income rises,

and content gets increasingly mature, there is no way gaming can remain be a “Kid

thing” interaction.

The Internet

Online gaming necessitates the use of the internet. The Internet is a worldwide

computer-based information system. Many interconnected computer networks make up

the Internet. Each network can connect tens, hundreds, or even thousands of

computers to share data and computing power. People all around the world may now

connect with one another efficiently and affordably because to the Internet. The Internet,

unlike traditional broadcasting mediums such as radio and television, lacks a centralized

distribution structure. An individual with Internet access, on the other hand, can speak

directly with anybody else on the Internet, post content for public consumption, retrieve

information, use remote apps and services, and purchase and sell things. Government,

business, and education have all benefited from the Internet. Internal government

communication, information sharing, and automated tax processing are all done via the

Internet. Businesses utilize the Internet to communicate with other businesses in

addition to selling goods and services to clients. Many people use the Internet to

communicate via electronic mail (e-mail), to get news, to research information, to shop,

to pay bills, to bank, to listen to music, to watch movies, to play games, and even to

make phone calls. The Internet is used by educational institutions for research and to

give online courses and course materials to students. Since its creation, the Internet's

popularity has skyrocketed. The success of the Internet is due to its adaptability. Instead

of limiting component networks to a single manufacturer or kind, Internet technology

allows any type of computer network to be interconnected. There are no networks that

are too big or too little, too fast or too slow to be connected. As a result, the Internet

contains both low-cost networks that connect a few computers in a single room and

high-cost networks that span continents and connect thousands of computers.

(Microsoft Encarta-Comer, 2009)

Online Gaming Addiction

 Gaming can become a problematic media focused coping method for

adolescents who utilize online games to cope with pressures (Thalemann, 2009).

Similarly, there have been reports of links between problematic gaming and how

teenagers cope with stress and frustration (Wölfling, Thalemann, & Grüsser, 2008). As

a result of their anger and aggravation, problematic gamers play games substantially

more frequently than non-problematic gamers. As a result, people appear to use

gaming as an emotion management approach to reduce bad feelings.

This appears to be especially troublesome since teenagers who play online

games excessively are less likely to learn appropriate ways of coping with pressures

because they are always occupied with playing online games. As a result, their

psychosocial development may be severely hampered. Consistently filtering out and

passively coping with unpleasant experiences may be effective in the short term, but it

may limit the ability to have essential experiences that are necessary for creating a safe

coping mechanism in the long run. In this situation, it appears more likely that certain

adolescents may continue to utilize escapist and media-focused coping techniques

whenever new stresses arise. This creates a vicious cycle (Wölfling and Müller, 2009).

Mobile Game Addiction and Depression

Cognitive and emotional problems are common in Internet game addiction.

Previous research has found a link between Internet addiction and depression.

Furthermore, a longitudinal study discovered that the severity of Internet game

addiction/depression at one time predicted the severity of depression/Internet game

addiction at a later time, implying that there was a possible bidirectional relationship

between online gamers' depression symptoms and addiction. People use online games
to cope with their emotional discomfort, but long-term use of online games may isolate

them from real-life interactions, leading to more serious mental health issues such as

depression. As a result, we would expect a favorable connection between mobile game

addiction and depression in this study.

Mobile Game Addition and Loneliness

Loneliness is defined as an uncomfortable experience resulting from significant

deficits in a person's social network. Previous research has regularly found a link

between loneliness and internet gaming addiction. Furthermore, loneliness is both the

cause and the effect of online gaming addiction; there may be a reciprocal relationship.

Excessive gaming, according to previous study, does little to help the establishment or

maintenance of real-life connections, despite the fact that it may briefly give an escape

from the negative sensations associated with social deficits. Instead, substituting virtual

contacts for real-life interactions may worsen the breakdown of existing social bonds,

increasing loneliness. As a result, a favorable relationship between mobile game

addiction and loneliness is expected in this study.

Social Anxiety

The most frequent anxiety condition in adolescents is social anxiety, which is

characterized by a feeling of tension or discomfort in social interactions. Given that one-

third of adolescents satisfy the criteria for an anxiety disorder, research on the possible

effects of mobile gaming addiction and adolescent social anxiety is critical. According to

several studies, Internet addiction, smartphone addiction, and online game addiction are

all linked to a person's social anxiety. Individuals who have a major proclivity for online
gaming addiction have much greater degrees of social anxiety than those who do not

play online games. Lo et al. (2015) looked at the impact of online games on the quality

of interpersonal interactions and social anxiety levels. When teenagers spend more time

playing online games, the quality of interpersonal connections may be harmed, and the

level of social anxiety may increase, according to the findings. We would expect a

positive relationship between mobile gaming addiction and social anxiety in the current

study.

Online Gaming Impact in Academic Performance

According to Anand (2007), video games have a huge presence in the United

States, with at least 90% of households having children who have played (rented or

owned) video games. This is a new high that will continue to rise. 55% of gamers use

consoles and 66% of online participants are over the age of 18. The collegiate

demographic appears to be the most active gamers, owing to a lack of parental

supervision and more flexible schedules that allow for more play time (Anand, 2007).

The emergence of video games, like every other invention in society, prompted the

inquiry, "What are the negative impacts or consequences?" According to Smyth (2007),

there appears to be a growing interest in video gaming research to answer this topic. In

recent years, there appears to have been a lot of research on the subject. In reviewing

the evidence, one major concern appears to be whether playing video games has a

harmful or good impact on academic achievement, as well as what those repercussions

are. Anand (2007) discovered a negative relationship between the amount of time spent

playing video games and students' GPA and SAT results in one research. This indicates

that as the amount of time spent playing increased, so did the GPA and SAT scores.
Anand (2007) did acknowledge, however, that using SAT scores has limitations

because they are a one-time standardized assessment. The usage of a grade point

average (GPA) is more believable because it indicates a continual assessment of

academic performance.

Online Gaming and Gender Differences

Men and women adoption rates differ. Indisputably, studies indicate that more

men play online game than women (Beccera et al. 2008; Hainey et al. 2011). Men

develop interest in computer games earlier in their life, while females take up gaming

later in life and on average female player are older than male (e.g Hainey et al. 2011)

Video games have traditionally been associated with men (Lucas and Sherry

2004; Fox and Tang 2013). Existing evidence, with a few exceptions, continues to

support this viewpoint (Table 1). For starters, the adoption rates of men and women are

different. Clearly, more males than women play online games, according to studies

(Becerra et al. 2008; Hainey et al. 2011). Second, men get interested in computer

games earlier in life, whereas women do so later in life, and female gamers are on

average older than male gamers (e.g. Hainey et al. 2011). Men and women also differ in

terms of how much time they spend playing and how often they play. According to

multiple researches, men play more frequently and for a longer period of time than

women (Chou and Tsai 2007; Hainey et al. 2011; Chen 2010). Existing findings on

game duration, however, are inconsistent, and several research imply that women

spend more time gaming than males (Williams et al. 2008; Kuo et al. 2012). It's worth
noting that the sample in Kuo et al(2012) .'s study included over 3,000 gamers ranging

in age from 8 to 86 (average 25), suggesting that older players spend more time

gaming.

While these contradictory results make it conclude that males spend more time

playing, previous research on game duration in an offline situation implies that men play

for longer times. In childhood, for example, 72 percent of all boys' activities endure more

than an hour, compared to only 43 percent of girls' activities (Lever 1976). This

suggests that boys prefer to play for longer lengths of time, correlating with the findings

that men spend more time playing online games.

Online Gaming among students

Online gaming is very popular among students all over the world. Whereas low to

moderate levels of online gaming may be entertaining and providing opportunities to

interact with other players online, excessive gaming lead to online gaming addiction and

associated problems such as depression and anxiety. Prior studies have investigated

the risk for online gaming in terms of the student’s academic performance. The present

study has taken a further step on focusing on student’s perception of relative deprivation

as a macrosystem influence on online gaming. According to the cognitive-behavior

model of Pathological Internet Use (PIU), the perception of relative deprivation may

increase the risk for online gaming by including negative thoughts, emotions or by

increasing escape motivation and in academic performance of the student. Importantly,

the effect of relative deprivation may lead to maladaptive cognition; that is, the

perception of relative deprivation may lead to maladaptive cognition, which in turn would

predict online gaming addiction. Furthermore, individual differences in mindset may

moderate this mediation process, in that entity theorists may be more vulnerable to

maladaptive cognition that incremental theorists. In sum, we propose a moderate

mediation model to account for online gaming. Specifically, we tested the relationship

between relative deprivation and online gaming addiction, the mediating effect of

maladaptive cognition, and the moderating effect of mindset, in a sample of students.

The participants of this study were 460 students (mean age = 16 -19 years, 220

males, 240 females) who had experienced in online game playing. Their average time

gaming was 3 hours per day in the past half year. The participants completed a battery

questionnaire. The proposed moderated mediation model was tested using regression

analysis and the PROCESS macro. Previous studies have suggested that online

gaming addiction may differ by gender and age. Hence, the effects of gender and age

were controlled in all analyses. The present study is the first to demonstrate the

detrimental impact of perceived relative deprivation and the moderated mediation effect

of maladaptive cognition and mindset on online gaming addiction. Our findings provide

further evidence of the role of ecological context in the risk for online gaming disorder.

They also have potential applied value with regard to online gaming addiction in

students. Because incremental theory may be more helpful than entity theory for online

gaming addicts, and because incremental theory can be learned through training,

understanding students’ self-theories can inform the development of prevention and

intervention programs for online gaming addiction. (PsycINFO Database Record (c)

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