VIDEO GAMES ON ACADEMIC PERFORMANCE

A Research Proposal Presented to the

Faculty of Santa Rosa Science and Technology High School

In Partial Fulfillment
Of the Requirement for Research 11

by
Angeles, Emiko
Balgos, Trixie B.
Copon, Margarette Paulline D.
Dinglasa, Jonathan S.
Fernandez, Dana Faye S.
Giray, Sebastian Ken V.
Palaganas, Zophie Louise O.
Torres, Lance Julian F.

Grade 11 Biyo

to
Dr. Gladelyn Rull
Research Adviser

March 2019
 Table of Contents

Title Page i
Table of Contents ii
Abstract v
Acknowledgement vi
Chapter 1 1
Introduction 1
Background of the Study 2
Theoretical Framework 4
Conceptual Framework 5
Statement of the Problem 6
Scope and Delimitations of the Study 7
Significance of the Study 7
Definition of Terms 8
Chapter 2 10
History of Video Games 10
Positive Effects of Video Games 14
Negative Effects of Video Games 18
Chapter 3 22
Introduction 22
Qualitative Research 22
Strategy of Inquiry 22
Sample in Qualitative Research 23
Questionnaire 24
Participants 24
Procedure for selecting participants 24
Interview participants 24
Interview Procedures 24
Confidentiality 25
Analysis 25
Chapter 4 26

ii
 The Types of Video Games 26
The Most Frequently Played Kind of Video Game 26
Amount of Time Spent Playing 27
Students’ Performance 28
Video Games with the Most Positive Effects 29
How Video Games Affect Academic Performance 30
Chapter 5 34
Discussion 34
Limitations of the Research 36
Implications From School 36
Implications For Future Research 37
Bibliography 38
Appendices 41
Appendix A 41
Appendix B 42
Curriculum Vitae 43

iii
ABSTRACT

Today, technology became more widespread as it gradually advances. The

development of video games over time consequently lead to a new hobby for students

nowadays. Determining its influence can help promote a good academic environment

within students.

The purpose of this research was to find the most effective type and genre of

video games to alternate the results in a positive way especially in their academics.

Cluster sampling used because the participants must be a gamer from different sections in

grade 11 of Santa Rosa Science And Technology High School. A Random Sampling

Method was also done to determined the participants by choosing individuals from the

larger set.

It was hypothesized that playing video games developed patterns of human

thought, interpretation, and action as well as serving a guide for future actions.

iv
 ACKNOWLEDGEMENT

With the completion of this study, we would like to acknowledge the help and

support given by people around us.

The proponents would like to express their sincerest gratitude to Dr. Gladelyn M.

Rull for the unwavering guidance and continuous support to this research study and all

her students.

Aside from our dear teacher, special thanks also go to the parents of the

researchers who showed their relentless support from the start until the end.

Sincere thanks to our classmates and fellow-researchers who served as a big help

in times of need.

Lastly, the researchers would like to thank the respondents from our batch that

willingly cooperated in our survey and interview; their contribution was indeed a great

help in the pursuit of this study.

Above all, this study would never be possible without the God Almighty. To God

be the glory!

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 CHAPTER I

THE PROBLLEM AND ITS BACKGROUND

Introduction

Video games mirror the way the human mind and was designed to help them

learn. They motivate players to take risks and actions, set and achieve increasingly

difficult goals, and devote attention, time, and effort to acquiring knowledge and skills.

They are also a common pastime of many individuals, especially people in their teens or

early adulthood. The same can be said for many Grade 11 Students in Santa Rosa Science

and Technology High School (SRSTHS). Though there is a widespread stigma against

them, saying that they distract students from their studies, and that video games are a

waste of time.

On average, high school students are less engaged while in classrooms than

anywhere else; with students found to be thinking about topics entirely unrelated to

academics a full 40% of the time. When students focus on mastering a task according to

self-set standards or a self-imposed desire for improvement, high engagement is

observed. Engagement is represented by heightened concentration and effort in skill-

building activities paired with spontaneous enjoyment from intrinsic interest and

continued motivation. This is what happens when students play engaging video games.

Despite this, there are actual benefits that gamers or players obtain by playing.

Some of these are said to be cognitive benefits: improving hand-eye coordination,

problem-solving skills and enhancing the memory.

1
 Furthermore, SRI International, in research on GlassLab STEM games for K12,

found that for the average student, learning achievement increases by 12 percent when

game-based learning augments traditional instruction and 25 percent if the game is a

simulation.

In addition to this, in the Handbook of Positive Psychology in Schools, Shernoff

and Chikszentmihalyi note that enjoyment and interest during high school classes are

significant predictors of student success in college.

This study aims to investigate whether the same holds true for the Grade 11

Senior High School students of Santa Rosa Science and Technology High School, and to

know the major effects of video games on their academic performance.

Background of the Study

Playing video games is an outlet for stress, as well as a coping mechanism for

many. Some people make it a hobby, and others just to pass the time. G11 SRSTHS

students are no different --- they find the time to juggle academics and games.

In an article written by Tyson, (2018), it has been stated that video games have

been around since the early 1970s. The first commercial arcade video game, Computer

Space by Nutting Associates, was introduced in 1971. In 1972, Atari introduced Pong to

the arcades. An interesting item to note is that Atari was formed by Nolan Bushnell, the

man who developed Computer Space. He left Nutting Associates to found Atari, which

then produced Pong, the first truly successful commercial arcade video game. Many other

2
developments in video games was introduced. But in 1985, Nintendo introduced the

Nintendo Entertainment System (NES), and everything changed. Nintendo continued to

develop and introduce new game consoles. Then also other companies, such as Sega and

Sony, created their own home video game systems.

There are several studies, such as those of Drummond and Sauer (2014), which

claim that video games have no negative effect with regards to the academic performance

of students in science, mathematics or reading. Another study conducted by Adachi &

Willoughby (2013) reported that strategic video games improved the problem solving

skills of the respondents, which in turn improved their academic grades.

In an article written by Dewar (2018), it has been stated that “extreme claims on

either side of the spectrum are wrong.” Playing video games probably doesn’t harm

school performance, as long as kids don't neglect their studies and skip on sleep just to

play, as well as the games being age-appropriate and not emotionally troubling. But they

have also said that video games are not a miracle maker for improving students, though

those that do play video games moderately often have better academic skills than those

who don’t play at all. In addition to this, there is evidence that certain types of games can

enhance spatial skills, and possibly help children with dyslexia learn to read.

Furthermore, Wakil et. al. (2017) have presented in their study named “Impact of

Computer Games on Students GPA” that students who play video games between one to

three hours have little to no decrease in their GPA (up to 0.22% per hour), while those

that played for more than three hours had a decrease in their GPA (up to 2.41% per

hour).

3
 Although it is proven that video games certainly have an effect on players, finding

out the benefits and positive effects can help put video games in a more positive light,

especially with the older generations.

Upon knowing the psychological effects of playing video games, suggestions can

be made to G11 SRSTHS students to help manage their time for playing in connection

with the possible consequences to their academic performance.

Theoretical Framework

Game Theory, also known as the theory of social situations, is a well-known topic

to both economists and psychologists alike. Most research done on this theory is focused

on how groups of people interact with each other. The two main branches of Game

Theory are cooperative game theory (which claims that groups of players, called

coalitions, are regarded as the primary units of decision making, and that these groups

may strengthen cooperative behavior) and noncooperative game theory (which deals with

how intelligent persons work with each other to achieve their individual goals).

For Dr. von Gillern (2018), he theorized that video games are a learning

experience where people interpret symbols, experiment with the controls and digital

environments, and then learn from their experiences to guide future actions in the game.

These processes can help scholars in learning and digital literacy find human patterns of

thought, symbol interpretation and action in a particular context.

4
 Furthermore, speculations by Conolly et. al. (2012) proposed that video games

for learning that have varied topics with STEM subjects and health would be beneficial

for a systematic programme of experimental work, promoting engagement and

supporting learning.

In addition, Dr. Leo Vygotsky (2014) said in a proposition that by tapping into the

emotional engagement of gameplay through interesting storylines and pushing players

beyond their zone of proximal development, it leverages the social interaction inherent in

gameplay.

In summary, it is speculated that video games help develop patterns of human

thought, interpretation, and action, as well as serving as a guide for future actions. Games

incorporated with STEM subjects and health would be beneficial to improving interactive

learning, and by engaging players through profound storylines, video games help push

their socialization with others. The above-stated theories and information will be a major

basis of the study.

Conceptual Framework

The framework of the study will show the researchers’ analysis on the major

effects of Video games on the academic performance of Grade 11 Santa Rosa Science

and Technology High School (SRSTHS) Students and what type of game has the most

positive effect on school performance

The first frame contains the main topic, which are Video Games. The frames

connected to it are Academic Performance and the Types of Games. Under Academic

5
Performance are the categories High and Low, which will give an idea on whether the

corresponding Effects of video games are Positive or Negative. Once the data is

complete, the Analysis of data will follow. The arrows show the flow of information in

the study proper.

Video games

Academic Performance Type of Game

High Low

Effects

Negative Positive

Analysis

Figure 1. Paradigm of the Study

Statement of the Problem

The aim of the study is to identify factors that affect school performances by

video games, specifically:

1. What type of game has the most positive effect on school performance?

2. What are the major effects of video games on the academic performance of

the Grade 11 students of SRSTHS?

3. What are the effects of video games on the academic performance of the

Grade 11 students of SRSTHS?

6
Scope and Delimitation

Out of the thousands of students in Santa Rosa Science & Technology High

School, the researchers will be randomly selecting their respondents from Grade 11

students, other batches will be excluded. There are more than 200 students in this grade

level, but they will be gathering data from a range of 10 students (around 2 students from

each of the 5 sections). The participants will be those with experience in playing video

games. The focus of the study is to know if there are positive effects to the school

performance of the participants.

Significance of the Study

The findings of this study will rebound to the benefit of society considering that

video games play an important role in technology today. More specifically, the study will

be of importance to the following:

Students. A large number of SRSTHS students nowadays often play video games

for recreational purposes. The study will let them know on how much playing video

games affects their academic performance. It may also help them to balance their time

among studying, playing and other activities.

Parents. Games can be utilized by parents to help their children with their

studies. Also, parents will be aware of the benefits that their children will gain and so to

them.

7
 Teachers. Teaching strategies may be developed by teachers so as to help

students in being more engaged during lessons.

Guidance Counselor. Proper guidance can be offered to students who are

struggling with their academics, especially those who often play video games.

School Administration. The school will be guided on what should be

emphasized by teachers in school curriculum to improve the students’ performance in

learning.

Definition of Terms

To have a better understanding of the study’s concept, the terms below

have been defined operationally.

Academic Performance. A (category) that can be greatly affected by playing

video games. This will be the dependent variable of the study.

Students. The Grade 11 students of Santa Rosa Science and Technology High

School will be the respondents of the study.

Video Games. A factor that can affect the academic performance of students.

This will be the independent variable of the study.

MOBA (Multiplayer Online Battle Arena). A subgenre of strategy video games

in which a player controls a single character in a team who competes with another team

of human players.

8
9
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the discussion on related readings, studies and literature,

whether foreign or local that will support this study. In order to provide additional

formation, related studies and readings were used. The foreign and local literature and

studies will give way to a better understanding of the results and data gathered from the

survey that will be conducted. The studies and literature will be related to the positive and

negative effects of video games in relation to the students’ academic performance, as well

as presenting the history of video games so as to have a deeper understanding on the

topic.

History of Video Games

The history of video games starts way back in the 1970s, with the introduction of

Pong, the first arcade game. Five years later in 1977, the Atari 2600, one of the first at-

home consoles is released, with worldwide unit sales reaching 27,640,000. Then in 1978,

the famous Space Invaders arcade game was launched in arcades all over the United

States with 60,000 machines. And in 1979, Asteroids, Atari’s most successful game, is

released.

Moving on to the 1980s, some of the most popular games and game series were

released, starting in 1980 with Namco’s Pac-Man, and Mrs. Pac-Man which soon

followed. In 1981, the Donkey Kong arcade game was introduced to the world along with

Mario, selling 60,000 arcade units. Atari’s Centipede, another arcade favorite, was also

released. In 1985, the ever popular Nintendo Entertainment System (NES) was launched,

10
with worldwide sales reaching 61,910,000 units eventually. Then in 1988, the

improvement of PC games started advancing, with John Madden’s Football. Finally in

1989, Nintendo introduced the Gameboy, the first handheld gaming system, with

118,690,000 in worldwide sales.

Video games in the 1990s kicked off with the release of the Super Nintendo

(SNES) in 1991, with worldwide sales reaching 49,100,000, not quite reaching the

heights of the first concole. In 1993, Mortal Kombat, one of the first two-player fighting

games, comes out in arcades. This release started the debate about violence in video

games and its effects on children. 1994 saw the release of Warcraft: Orc & Humans, the

first Warcraft game, on PC, garnering a massive following that still lasts today. 1995 was

the year Sony joined in on the gaming industry, launching the first PlayStation console,

and amassing 104,250,000 in worldwide sales. The Nintendo ’64, Nintendo’s third

console was released in 1996, still not reaching its predecessors’ popularity, with

32,930,000 in sales. The last hit of the 90’s was with Konami’s Dance Dance Revolution

launching in 199, giving the company a 260% increase in net income. Massive

Multiplayer Online games (MMOs) were also introduced to the world, with the hit PC

game Everquest.

In the 2000s, the video game industry is already rapidly booming, with new

games and consoles being released by different companies almost every year. The decade

kicks off with Sony’s launch of the PlayStation 2, the most popular and most widely

distributed console of all time, with no other console beating its worldwide record sale of

157,680,000 units. The first The Sims game was also released this year, giving way for a

more casual gaming audience. Then in 2001, Nintendo released two new gaming

11
systems: the next generation of Gameboy, the Gameboy advance, and; the GameCube,

with popular titles such as Mario Sunshine, Luigi’s Mansion, and the ever famous Super

Smash Brothers. Worldwide unit sales for both only reached 81,510,000 and 21,740,000

for the GameBoy Advance and the GameCube respectively. Microsoft finally gets in on

the industry in 2001, with the launch of the first Xbox console, though only reaching

24,650,000 in sales. Halo fortunately becomes a massive hit, turning into one of the most

popular video games in history, leading developers to start making their own First Person

Shooter Games (FPS). This success was followed by Valve when they introduced Steam

in 2003, a digital distribution platform for PC (Personal Computer) gamers wherein the

players can download and play titles from a wide selection. In the following year, 2004,

Nintendo released the Nintendo DS, with worldwide sales reaching an astounding

154,010,000 units making it arguably the most popular handheld of all time --- putting

Nintendo back on the map. Sony introduced the PlayStationPortable (PSP) later this

year, contributing to the handheld market. Featuring an impressive screen with high-

resolution graphics, the device’s worldwide sales reached 80,820,000. Following up in

2005, Microsoft releases their second console: the Xbox 360. It’s the first console ever to

have high-definition DVD graphics, though it eventually loses out to Blu-ray. Worldwide

sales have reached up to 84,000,000 units. The year also saw the continued reign of First

Person Shooter Games, with the launch of popular titles such as Call of Duty, Bioshock,

Borderlands, and Mass Effect. Moving on to 2006, Sony launches the PlayStation 3, with

sales worldwide reaching 83,800,000, falling just short on the Xbox 360’s sales. The PS3,

fortunately, holds exclusive rights to Blu-ray technology on the console. This was also

the year that Nintendo released one of the biggest game changers in the industry: the

12
Nintendo Wii. The interactive console included games like bowling, archery, and golf,

played using the Wii’s remote sensor system, and sales for the unit reached 101,560,000

worldwide. Then in 2007, a new, interactive rhythm game called Rock Band is released,

complete with microphone, guitar, and drum controllers while also bringing forth a whole

new crowd of players. Finally in 2008, the now most popular MMO, World of Warcraft,

is released, giving a whole new layer to social interaction in gaming.

The next and current decade of video games started with the highly addictive

game Minecraft, released in 2010 for PC and eventually for consoles. The following year,

2011, Nintendo launched the Nintendo 3DS, an improved version of their DS and an

innovative handheld gaming system, though not as popular as its predecessor with sales

just reaching about 53,070,000 units worldwide. In 2012, Nintendo then released a

second “version” of the Wii, the Wii U, which is like a handheld version of the console. It

was unfortunately not as popular as expected, gaining only 13,960,000 worldwide unit

sales, a record low for any console in history. 2013 saw the release of both Microsoft’s

Xbox One and Sony’s PlayStation 4, with Sony having double the amount of sold

consoles at 63,120,000 units than the Xbox One’s 30,970,000 worldwide sales. In 2014,

many beloved games and cult classics, like Assassin’s Creed, Final Fantasy, The Sims,

and Super Smash Bros gave out new installments to their series. Some new titles were

also released as well, such as Destiny, Five Nights at Freddy’s, and The Evil Within.

Nintendo also launched its new toys-to-life platform called Amiibo, which can connect to

the Wii U, Nintendo 3DS, and eventually the Nintendo Switch consoles, garnering about

39,000,000 worldwide sales. 2015 had a similar year, with Nintendo launching the New

Nintendo 3DS, titles like The Witcher and Metal Gear Solid adding in sequels to their

13
series, and the release of new games such as Dying Light and Undertale which instantly

became cult favourites. Moving on to 2016, Sony released two new refreshed and

updated versions of the PS4: the PlayStation 4 Pro and the PlayStation 4 Slim, gaining a

combined worldwide sale of 82,000,000 units (including previous PS4 versions). Not to

be outdone, Microsoft launches its own refreshed console: the Xbox One S, though it

only garnered about 39,100,000 in unit sales. The next year, Nintendo was “revitalized”

by the release of the Nintendo Switch in 2017, reaching up to 14,000,000 unit sales by

the end of the year. They also released the “retro” Super NES Classic Edition console, the

New Nintendo 2DS XL handheld, and plans for mobile gaming. The Xbox One X, a

newer version of the Xbox One, was also released by Microsoft that year.

PlayerUnknown’s Battlegrounds (a.k.a. PUBG) was one of the most dominant games of

the year, paving the way for the “Battle Royale” genre. This success led to the

development of similar games in 2018, such as the closely identical Fortnite Battle

Royale (a.k.a. Fortnite). Like previous years in the decade, 2018 also saw the release of

many new installments to fan-favourite game series, such as Donkey Kong, Mega Man,

Persona, and Monster Hunter.

Positive Effects of Video Games on Academic Performance

Craton, in his 2011 study, says that “The effect that interactive digital media has

on the learning process is not completely negative. It is not that the medium itself is

inherently flawed, but much of the information that gets transmitted through it may be.”

He goes on to cite Schmidt and Vanderwater in their 2008 study on media attention and

cognitive abilities, which notes that “content appears to be crucial” (Schmidt &

14
Vanderwater, 2008, p. 63). If the content being consumed is positive, then positive results

can be expected. Inversely, if the content is negative, then negative results can be

expected. The 2008 study examined research from many sources in arriving at this

conclusion.

In addition to this, Hastings et al (2010) conducted a survey with 70 school boys,

aged 6 to 10, and their parents as respondents. The parents were asked to describe their

sons’ video game usage, as well as to report on their sons’ academic performance. The

two reported kinds of video games being played were violent video games and

educational video games. Analysis of the gathered data showed that students that played

educational video games did not suffer academically. Their results show that the type of

video game being played is a big factor that affects a student’s academic performance.

This can further connect with a study made by Coller & Shernoff, (2009). The results

of their research on a game relating to numerical analysis in an engineering curriculum

presented that “students experienced significantly more intellectual intensity, intrinsic

motivation, positive affect and overall student engagement when completing homework”

(p. 315). This further strengthens the conclusion that the type and content of the game

being played has a critical role in affecting the students’ academic performance.

Furthermore, Steinkuehler and Squire’s 2014 investigation to realize the ability of

video games to impact intellectual and behavioural changes in students had closely

similar results. They also included distinctive academic disciplines to test. Their results

presented that action games enhance visual sharpness and attention, Historical games

instructed world history and topography, videogame related writings increased reading

15
and comprehension abilities of struggling students, and casual games helped promote a

more stable state of mind and reduce stress, effectively diminishing strain with regards to

class exercises.

All the above-stated studies can be summed up nicely with a 2005 paper by

Shaffer, Squire, Halverson, & Gee. Their research suggests that videogames are changing

education and that games are more than just entertainment. It explains that student

learning can be improved by experiences in vast virtual worlds. These worlds can allow

students to interact and work together as a community. Virtual worlds are useful “because

they make it possible to develop situated understanding” (Shaffer, Squire, Halverson, &

Gee, 2005, p. 106). This means that students can actually experience, experiment, and

interact with the things that they are learning rather than simply being told of or reading

them as facts or equations.

With that said, a paper from Educause by Hitch & Duncan (2005) suggests that

faculty must be aware of games that could aid with the in-class learning experience. It

talks about using tactical and strategy games to enhance the level of understanding and

engagement with the topic. It specifically mentioned the game Civilization IV, a

simulation-type game focused on empire building and economies of scale to help with

learning history and economics.

Drummond and Sauer, in their 2014 study, reanalyzed data from over 192,000

students in 22 countries involved in the 2009 Programme for International Student

Assessment (PISA) to estimate the true effect size of frequency of video game use on

adolescent academic achievement in science, mathematics, and reading. Contrary to

16
claims that increased video-gaming can impair academic performance, video game use

had little impact on adolescent academic achievement.

Additionally, Samuel Gibbs’ 2016 study found that students who played online

games almost every day scored 15 points above average in math and reading tests and 17

points above average in science. However, the study’s methodology cannot prove that

playing video games were the cause of the improvement. The cause of the association

between game playing and academic success is not clear. It is possible that children who

are gifted at math, science and reading are more likely to play online games.

Alternatively, it could be that more proficient students work more efficiently, and

therefore have more free time, making online gaming a marker of possible academic

ability rather than something that actively boosts performance. The study also showed

that high video game usage by children aged 6 to 11 was associated with a greatly

increased chance of high intellectual functioning and overall school competence.

In an article written by Ronaldo Tumbokon on October 2018, video games may

actually teach kids high-level thinking skills that they will need in the future. Dr. C.

Shawn Green, a psychologist from the University of Wisconsin, states that “Video games

change your brain.” The organ’s physical structure changes when we play video games,

and it also happens when we do things like learning to read, playing the piano, or using a

map to navigate. Similar to how exercise can build muscle, the powerful combination of

concentration and rewarding surges of neurotransmitters like dopamine strengthen neural

circuits that can build the brain. Marc Palaus, author of the study published in Frontiers in

Human Neuroscience, says that there is a wide consensus in the scientific community that

playing video games changes both how the brain performs as well as its structure.

17
Negative Effects of Video Games on Academic Performance

Anderson and Dill (2000) contemplated on videogames and hostility and

proposed that, in addition to the fact that gaming has an effect on execution

straightforwardly, it triggers a more elevated amount of animosity, which is frequently

connected to issues in school and a decline in scholastic execution.

In terms of results, closely related to Anderson and Dill’s study is a research done

by Barlett, Anderson, and Swing (2009), in which one confirmed negative effect of

videogames established by the study is that exposure to violent video games is causally

related to aggressive thoughts, physiological arousal, aggressive behavior, and antisocial

behavior. They also note that age, sex, socioeconomic status, video game genre, or

videogame systems are not variables that affect these outcomes. However, there are 2

variables that heighten the effect. One is depiction of blood, which results in higher levels

of physiological arousal, aggressive feelings, and aggressive thoughts. Another is

rewarding of violent acts, which also increases these effects. Violent and aggressive

behavior in a student may lead to decreased participation in class, as well as a negative

relationship with their classmates.

The three researchers have also described some negative outcomes of video

games on academic performance that have substantial empirical support but not enough

to confirm casual claims. One of these outcomes states that exposure to violent

videogames may affect long-term attitudes toward violence, and that these games are

related to desensitization toward violence. Another says that the amount of time spent

consuming screen media (television, video games) is negatively associated with school

18
performance. In regard with college students, the amount of video games played is

associated with a lower GPA (Barlett, Anderson, and Swing, 2009).

According to Weber et al, 2006, video games can be used to teach school

children, but violent video games can teach aggression, and aggression can lead to poor

social skills and may cause the lack of motivation to study, which in return may lead to

poor school performance.

This connects with a study done by Hastings et al in 2010, where they conducted

a survey with 70 school boys, aged 6 to 10, and their parents as respondents. The parents

were asked to describe their sons’ video game usage, as well as to report on their sons’

academic performance. The two reported kinds of video games being played were

violent video games and educational video games. Analysis of the gathered data showed

that, for violent video games, there is a link between low academic competence and time

spent playing. This shows that the type of video game being played is a big factor in

affecting a student’s academic performance.

According to Romeo Vitelli, 2018, there are three hypotheses on how gaming

affects school performance: first is time displacement, the second is sleep displacement,

and the third is attention deficit. The time displacement hypothesis suggests that the time

spent playing video games means less time that could be spent on academic activities

such as studying and homework. For example, young people who play video games

regularly typically spend a third less time on homework or school activities. The sleep

displacement hypothesis suggests that heavy gamers get less sleep overall than non-

gamers. Also, the quality of their sleep is often poorer as well. Not only do heavy gamers

19
go to bed later than non-gamers but the physical and emotional arousal produced by

intense gaming sessions can reduce the amount of REM sleep they get and make them

generally less alert and more prone to cognitive errors. Similar to the other displacement

hypotheses, the attention deficit hypothesis suggests that prolonged gaming can lead to

attention deficits and increased impulsivity. By taking time away from activities that

might help young people develop sustained attention skills (such as studying or

homework), gaming can have the opposite effect (Vitelli, R., September 2018).

Vitelli’s hypotheses, especially the time displacement hypotheis, can link up with

Harris and Williams’ study back in 2006, where 152 high school students from three

cities were surveyed in order to find out students’ reason for playing video games and the

relationship of playing games to academic performance. Time and money spent on

playing were positively correlated with each other, and negatively correlated with English

grades. Video games exhibited a negative effect on the school performance of the student

group.

Similarly, Jackson et al (2008) found that time spent playing amusements was a

negative indicator of scholastic execution, and that the individuals who play computer

games more frequently had poorer evaluations than the individuals who played less.

Their examination demonstrates that investing energy before computer games can

influence your creation on scholastic yield. Time is getting expended on amusements

rather than school works.

Their studies can be summarized by Anand (2007), where they found a negative

connection between the measure of time spent playing computer games and the GPA and

SAT score of their respondents.

20
 Skoric, Teo, and Neo (2009) went a bit farther and considered dependence on

videogames versus basic commitment in computer games. They found that those

dependent on gaming reliably performed contrarily in a scholastic setting, while there

was no negative connection between time spent playing or commitment and scholarly

exhibitions.

In connection with this, Shao-I, Jie-Zhi, and Der-Hsiang (2004) additionally

contemplated compulsion and noticed a decline in school performance when the

understudy was dependent on gaming. They found that gaming enslavement physically

impacts scholarly accomplishment on the grounds that the understudy is excessively

engaged with the diversion to do homework or get ready scholastically.

Finally, Wood, Griffiths, and Parke (2007) included open-finished inquiries that

urged members to report distinctive emotions about playing videogames. A portion of the

negative results in a roundabout way identified with school execution, in that members

detailed regularly missing addresses, skipping homework, and so on. They likewise

discovered that these outcomes were bound to affect guys, in light of the fact that males

play all the more frequently and were bound to report forgetting about the time while

playing.

21
 CHAPTER III

RESEARCH METHODOLOGY

Introduction

This chapter will investigate and explain on how video games influence students

and the results of this circumstance in their academic performances. Also it will mention

every component involved in conducting this research from participants, questionnaire

and sampling technique used for the interview. Finally, this chapter provides a detail

explanation of the selected mode of analysis used and data collection method.

Qualitative Research

The research design involved the utilization of qualitative research methods in

addressing the research questions. The methodology involved examination of the

perceptions of students who play video games, as well as their opinions on how it has

affected their academic performance.

The research question for this study centered on the perspectives of students who

are actively playing video games; thus, qualitative methods were most appropriate. The

voice given to these students provides educators with the insight to guide practice and

further research so as to aid with a more effective and appropriate approach in regards to

teaching strategies.

Strategy of Inquiry

The strategy of inquiry applied was phenomenological research.

Phenomenological research is the “study of a phenomenon or an event and the

22
participant’s perspective to provide insight and understanding to their experiences”

(Sauro, 2015). A phenomenological study “attempts to set aside biases and preconceived

assumptions about human experiences, feelings, and responses to a particular situation”

(Giorgi, 2012, p.43).

By using phenomenological study the researchers collected data from students

regarding their life as a gamer while being active in their academic works. Those

gathered data from their experiences in playing games could have negative or positive

results on their performance in school.

Sample in Qualitative Research

There is a wide range of choice in regards to strategies one can use in qualitative

research. Each choice has a unique function depending on the subject study. In this study,

the most appropriate sampling strategy is the cluster sampling.

Cluster sampling was used because the population was divided into different

stratas. These stratas are categorized as gamers from the different sections of the 11 th

grade of Santa Rosa Science and Technology High School, batch 2020, school year 2018-

2019. Each respondent was equally and randomly selected from the 5 sections of grade

11.

The information gathered from the students is used to obtain the factors that affect

academic performance positively and negatively. The respondents were asked with

questions to identify the significance and effect of playing video games has on their

performance academically.

23
Questionnaire

The questionnaire was developed based on the relevance of video games to the

academic performances of student gamers. Specifically, the data collected in the survey

will provide insights on how video games can directly affect the behavior and academic

performances of the students, whether it be a positive or a negative response.

Participants

Senior High students, specifically those in Grade 11, of 16 to 18 years of age,

answered the survey for this study. The students were actively recruited and were

selected to participate.

Procedure for selecting participants. Participants were selected from the 5

sections in grade 11. Selecting students had one core requirement: playing video games.

A pool of 10 students completed the survey. The participants consisted of students who

play video games, online RPG games, etc. The researchers engaged in an analysis of the

survey data afterwards.

Interview participants. As aforementioned, the goal was to have equal number of

participants (10) who have experience and prior knowledge in gaming. The goal of

having equal numbers of participants in each category was achieved.

Interview Procedures.

The structured interview method was used. As stated by Cohen D. and Crabtree

B. (2006), this kind of interview lets one keep the questions asked to be consistent among

24
all the respondents. Aside from that, a structured interview makes it easier to compare the

participants’ responses and evaluate them.

Before the interview started, permission was asked from each respondent to

record their answers to the interview questions. These questions inquired as to the type/s

of video games the participants play, their views on whether video games have a positive

or negative effect on their grades and productivity, and whether or not the games they

play affect their attitude and behavior academically. The participants’ responses were

recorded and later on transcripts were made for each interview.

Confidentiality

The surveys were conducted at school. When the participants agreed to answer

the survey, the date and time were established collaboratively through personal meetings.

Reassurance was made regarding the privacy of their information. The students were

given the choice on whether to input their real name and age by making it optional to

answer. They will be referred to within the study as simply Students A to J.

Analysis

The interviews were tape-recorded, with permission of the participants, and then

the tapes were transcribed verbatim. The transcriptions were analyzed using the thematic

content analysis method.

25
 CHAPTER IV

RESULTS

The results of the analysis of the interview data will be presented in this chapter.

The themes identified within the data include: (a) the type of video games the students

play, (b) student’s view on which type of video game has the most positive effect, and (c)

students’ perception on how video games affect their academic performance.

The Types of Video Games

It is important to know the type and genre of video game being played, for

different kinds of games bring about different effects to the students. The time spent

playing is also a factor of how much a video game can affect a person. With this in mind,

the following sub-themes were developed: (a) the most frequently played kind of video

game, (b) amount of time spent on playing, and (c) the students’ grades.

The Most Frequently Played Kind of Video Game

According to the data gathered from the questionnaires, majority of the

participants are reported to be playing Multiplayer Online Battle Arena (MOBA) games,

wherein a team of players, usually five in a group, participate in a battle-royale style

match against another team in a specific battlefield. A respondent, Student A, has stated

his reason for playing as a “coping mechanism for unwinding.” Student A further

explained:

26
 Para ding may communication ka sa mga kaibigan mo. Kunwari, sa LoL, pwede

kayong mag-usap don, pwede kayong magkamustahan, ganon, more on, may parang

entertainment and communication siya as a whole.

The second most played type is the Role Playing Game (RPG) kind, in which a

player takes the role of a character, usually the protagonist, in the video game. The game

itself follows a story line, and includes quests required to be completed in order to

proceed with the story. Some visual novel-type games may fall under this category.

Student B noted that they often play “story-rich” games, citing the Japanese RPG NieR:

Automata as a prime example. Student C, who plays the aforementioned visual novel

type, has said that the game genre also gives stories and life lessons.

The third type of most frequently played video games are the First Person Shooter

(FPS) games, which give a first person view of the game itself, making it look as though

the player themselves are inside the game. Popular examples of this category include

Counter Strike, Player Unknown’s Battle Grounds, and Call of Duty.

Amount of Time Spent Playing

Upon acquiring the data regarding the average time respondents spend playing

video games, the general range that was recorded is less than an hour to a whole day (24

hours). This information was estimated and given by the students that participated in the

study themselves.

The inputs can be split into three categories: time spent playing on weekdays, on

weekends, and in general. This is most probably because of the schedules that students

have on weekdays, with school hours lasting at least 6 hours a day and requirements

27
(such as homework, projects, tests to study for, etc.) to do later in the afternoon after

dismissal time.

Participants of the study who play on weekdays are Student C, student D, student

F, and student H with a time range of 5 to 7 hours, 6 hours, 1 to 3 hours, and 2 to 5 hours

respectively. And for weekdays with examinations, student F plays less than an hour.

During weekends, student C plays for 12 to 13 hours, student D with 12 to 15

hours, student F with 1 to 3 hours, and student H for 10 to 14 hours. Student B is an

exception, with a playing time range of up to 24 hours, depending on the pending school

requirements to be done.

The rest of the respondents, student A, student E, student G, student I, student J,

all gave general answers, varying from 2 to 8 hours. With a range of 4 to 8 hours, student

A spends the most time playing in this group followed by student E and J, both with 5

hours and student I with 3 to 5 hours. Last is student G with only 2 to 3 hours.

In conclusion, the participants have reported to be playing games for at least two

to five hours daily, though this time period may extend to up a whole day for some

players during the weekend. On the other hand, the amount of time spent playing during

exams are reduced to one hour or less.

Student’s Performance

The subjects from which the student’s grades were gathered include those that are

concerned with Mathematics, Science, and Reading. Specifically, these subjects are:

Statistics and Probability, Basic Calculus, General Biology 2, Reading and Writing, and

28
Pagbasa at Pagsuri. It is relevant to note that some of these grades are estimated by the

respondents themselves, which reflect their own opinion on how their performance was

for the subject.

Starting off with Statistics and Probability, the resulting average grade of the 10

respondents is 93. There was little variation within the given data, with most grades

ranging from 92 to 94. The lowest grade among the respondents was 89, while three

students each reported to have a grade of 92 and 93. One student had a grade of 94,

another had 95, and a last one had 96 as their grade.

Similarly, the average grade for Reading and Writing is 93, with two students

having a grade of 91, three students with 92, one student with a 93, another three students

for 94, and one student 96 as their grade.

For the subject Pagbasa at Pagsuri, one respondent had a score of 91, and three

had a 92. There was one student each for the grades of 93, 94, and 95. Two students had a

grade of 96, and one had a 99. The resulting average of the scores is a 94.

The same average, 94, was acquired for General Biology 2, wherein one student

received a grade of 88, another had a 92, and three more had a 93. One student also had a

grade of 94, with three other students having a 96, and a final student had a 97.

As for Basic Calculus, the resulting average was 89. It is worth it to note that

there were a few outliers in the data for Basic Calculus, with half of the respondents

having a score below 90. There was one respondent each for the grades of 85, 86, and 87.

Two respondents had a grade of 89, whereas an additional three respondents had a 90,

and the last two had a grade of 94.

29
Video Games with the Most Positive Effects

The responses among the participants were more varied within this category.

Their answers ranged from simulation games and puzzle games to world-building and

“edutainment” games.

Student A stated that world-building and puzzle games have the most benefits,

saying that “They can simulate real life situations and can give way to more creative,

more imaginative point of view in life that can help them in being more optimistic.”

Student B’s statement agrees with this, noting that puzzle- solving games “stimulate the

brain and involve creativity,” which can help improve the way that students think.

On the other hand, Student C asserts that visual novel games are more beneficial,

stating that these games “provide a story and life lessons that can help one grow.” Student

D’s opinion, in a way agrees with the statement, stating that simulation games provide the

most benefits. Both visual novels and simulation games center on the decisions that the

player makes within the game, teaching them that their actions have consequences

whether good or bad.

A still differing answer comes from Student E, with their opinion siding on

“edutainment” games. They preferred games which “require understanding of concepts,

like quiz show- and game show-styled games,” as well as those that “require educational

topics.

30
How Video Games Affect Academic Performance

Majority of the respondents have answered that video games have a positive

effect on their academic performance, with only a minority taking a neutral or negative

stand.

Student A says that video games have a positive effect on their studies, saying

that it helps with stress relief, using a camera analogy to expand their point:

Diba kailangan kunwari sa camera, di mo naman pwedeng ifocus nang ifocus, may

times talaga na kailangan mong i-unfocus para mas maganda yung maging focus

nung camera. Parang ganon din, parang it’s a way to take yourself out of the situation

muna para di ka masyadong ma-stress, tapos after that ibalik mo yung sarili mo dun.

Tapos parang lang, parang wala na masyado yung stress kasi naibuhos mo na siya sa

game. Parang way of ano lang siya, way of ano lang,way of relaxation, ganon.

They also share that video games also serve as a “coping mechanism for

unwinding,” and that it can even help with schoolwork, “Pwede din siya marelate, parang

sa creativity aspect. kunyari gagawa ka ng poster, meron ka nang other concepts na alam

mo na talaga, kasi due to the game. Parang it can add to the aesthetics pati na din sa , uh,

complexity nung art. So yon, pwede rin siya in art, tapos music din kasi nakikinig din

naman, lahat ng games may music.”

Student B agrees with Student A’s response, “For me, yes because nakakapag-

focus ako sometimes, kasi nagmu-multitask ako minsan eh, naglalaro habang may

ginagawa.”

31
 The same goes for Student C, noting that it “stimulates our critical and logical

thinking, and to other people it is a form of relaxation. It keeps the mind learning,

thinking, and evolving leading to intellectual development.” They also noted that the

improvement in critical and logical thinking can be applied not only in academics but

also in life.

Student D also has a similar view: “In my opinion, video games have a positive

effect due to the fact that it helps the brain to focus and think more logically and

analytically. Plus it is also one way to relieve stress.”

Student E, as well, has the same opinion, since “it enhances my logical and

coordination skills.”

As for Student F, they think that video games pose both positive and negative

effects: “ I think online games in moderation has an effect on my studies in the sense that

critical thinking skills and dimensional analysis are promoted but time for review is

reduced.” Student F adds that “The less time I spent studying can be really damaging

especially if there is a quiz on the following day or something.”

In addition to this, Student G has the following opinion: “At first, it may give a

positive effect for it may improve your concentration but having it too much may give

also a negative effect like wasting time.”

Furthermore, Student H’s perception is similar to that of Student G, saying that “it

keeps me awake and wears out my boredom. It can also be negative because I can be

easily distracted.” They also shared an experience that happened recently:

32
 Kasi nag-eedit ako nun sa BaCal, tapos tas medyo, ano, mag-eedit ako tapos may,

meron palang game, so game muna. Tapos after non may nakita ako sa cellphone

komay nag- pop up na notification, “uy ready na yung dragon mo, pwede na siyang

makolekta,” ganon. So, ano, parang, in a way, it’s stress reliever but also a

distraction. Kasi instead na matapos mo siya in two hours, aabutin ka ng four hours,

kasi, kakacheck mo ng stat, kakacheck mo ng progress mo, wala ka nang nagawa.

On the other hand, Students I and J both agreed on the stand that video games

have negative effects with both respondents pointing out that they can be a distraction

and can be time consuming. Student I also provides an occurrence that happened to them:

Nauubos ang oras ko, tas pagtapos ko maglaro tatamarin na ako magaral, obvious

naman yon. Nasakit na kasi ulo ko after maglaro kaya ayun wala na akong gana

magaral

In conclusion, video games have both positive and negative effects, though the

pros outweigh the cons. The positive effects include the improvement of logical and

critical thinking, coordination skills, and intellect, the stimulation of the brain,

involvement of creativity, promotion of relaxation and focus, and relief from stress. The

negative effects of playing video games are them serving as a distraction and reducing the

time to be spent for studying.

33
 CHAPTER V

DISCUSSION

Video games today are a large part of many individuals. They help stimulate the

brain and often provide relief from stress and boredom. It’s one of the many ways that

humans spend their time to enjoy themselves.

It is speculated that video games help develop patterns of human thought,

interpretation, and action, as well as serving as a guide for future actions. Games

incorporated with STEM subjects and health would be beneficial to improving interactive

learning, and by engaging players through profound storylines, video games help push

their socialization with others.

Because a majority of students in this generation play video games, the

researchers have endeavoured to learn the major effects of it on the academic

performance of students.

Based on the gathered data, the top 3 kinds of video games played by the students

are Multiplayer Online Battle Arena (MOBA) games, Role Playing Games (RPGs), and

First Person Shooter (FPS) games, in order. On average, the respondents also play video

games for two to five hours daily. This span of time increases up to a whole day during

weekends, and declines to at most an hour during exams.

The results of the study show that world-building and puzzle games, as well as

simulation games, thinking have been found to give the most positive effects in terms of

academic performance for they stimulate the brain and improve logical thinking, as well

34
as involving creativity. This is in line with Hitch and Duncan’s 2005 study from

EDUCAUSE, in which they suggest the use of tactical and strategy games, as well as

citing the well-loved simulation game Civilization IV to help with learning history and

economics.

As for the major effects of video games, they aid in the development of logical

and critical thinking of students, their coordination skills, and their intellectual

development. The results of Steinkuehler and Squire’s 2014 investigation are very much

alike. Their findings show that the effects also depend on the type of game being played,

citing examples that state action games improve visual sharpness and attention, historical

games teach world history and topography, and videogame related writings increased

reading and comprehension abilities of struggling students. Another study conducted by

Adachi & Willoughby (2013) reported that strategic video games improved the problem

solving skills of the respondents, which in turn improved their academic grades. This is

similar to what Schimdt and Vanderwater presented in their 2008 study, where they note

that “content appears to be crucial,” as well as the findings from Hastings et al’s 2010

work, which show that the type of video game being played is a relevant factor.

Other effects of video games on students are mostly positive, as it helps them to

relieve mental stress and refocus. They also provide a means of relaxation. This further

links it to Steinkuehler and Squire’s 2014 work, in which casual games have been proven

to help promote a more stable state of mind and reduce stress, effectively diminishing

strain with regards to class exercises. But it is also worth noting that video games may

distract students, with them choosing to spend their time playing games instead of

35
studying. Romeo Vitelli (2018) also shared the same concerns, in which one of his three

hypotheses present in the study, time displacement, states a matching problem.

LIMITATIONS OF THE RESEARCH

The researchers randomly selected their respondents from Grade 11 students of

Santa Rosa Science and Technology High School. Although there are more than 200

students in this grade level, the researchers only gathered data from a range of 10 students

(around 2 students from each of the 5 sections). The only criteria for choosing the

participants are for them to have experience in playing video games. The focus of the

study is to know if there are positive effects to the school performance of the participants.

IMPLICATIONS FROM SCHOOL

With this study, the teachers and administration can use the results to aid in the

development of teaching strategies to further engage students in class. They may also use

the findings to help determine what should be emphasized by teachers in the school

curriculum to improve the students’ performance. Since playing video games can

influence the students’ creation on scholastic yield- whether positively or negatively

correlated, knowing this information will prove useful for the instructors to be able to

adjust appropriately to avoid a harmful impact on the school performance of student

gamers.

36
IMPLICATIONS FOR FUTURE RESEARCH

To those that plan on conducting a similar study, a larger population of

respondents is suggested so as to have a more varied and accurate result. A small amount

of respondents, unfortunately, can only give a limited view as to what a whole batch may

think. The researchers also recommend keeping up with future game trends and their

possible influences. With ample time allotted, more questions (in the survey and in the

interview) can be asked in order to get a wider variation of responses. Another possibility

is to have respondents not only from one batch; instead of solely grade 11 students,

including the grade 12 students as well is feasible. This makes the research for Senior

High School students- an easier feat compared to trying with Junior High School students

which have more batches in comparison, albeit this is also viable.

37
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40
 APPENDICES

APPENDIX A – Survey Questionnaire

SURVEY QUESTIONNAIRE

Part I.

Name (optional): ________________________________________________________

Age (optional):_________

Part II. Questionnaire

1. What type/genre of video games do you often play (i.e. RPG, MOBA, First-Person
Shooter, etc.)?

________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. How many hours in a day do you spend playing video games?

________________________________________________________________________

3. What are your scores (estimated) in the following subjects from the previous quarter?
a. Statistics and Probability: _________
b. Reading and Writing: _________
c. General Biology 2: _________
d. Basic Calculus: _________
e. Pagbasa at Pagsusuri: _________

4. In your opinion, does playing video games have a positive or negative effect on your
studies? Why?

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

41
 APPENDIX B – Interview Protocol

The interview protocol is as follows:

1. How did you become a gamer?

2. What are your favorite games (genre) and why?

3. Does playing games have healthy benefits in terms of academic performance?

4. Does your productivity get affected with the amount of gaming time you spent?

5. Does the games you play affect your attitude?

42
CURRICULUM VITAE

Name: Emiko Angeles

Age: 17 years old
Address: Blk 55 Lt 4, Wayfield st. Phase 3, Laguna Belair 1, Barangay Don Jose, Sta.
Rosa City,
Laguna
Date of Birth: October 3, 2001
Email Address: [email protected]
Phone Number: (+63) 9458607079
Motto: "Go where the underserved wait."

EDUCATIONAL BACKGROUND
Primary: Laguna Belair Science High School
Secondary: Laguna Belair Science High School
Pulong Sta Cruz National High School
Senior High School: Santa Rosa Science and Technology High School

43
Name: Trixie B.Balgos
Age: 16 years old
Address: Blk 1 L27 Platinum St. Phase 1 Celina Homes 5 Subd. Brgy. Tagapo Sta.Rosa
Laguna
Date of Birth: May 21,2002
Email: [email protected]
Motto: "Trust yourself"

EDUCATIONAL BACKGROUND
Primary: Tagapo Elementary School
Studied Elementary at Santa Rosa Elementary School Central 2
Secondary: Santa Rosa Science and Technology High School
Senior High School: Santa Rosa Science and Technology High School

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Name: Margarette Paulline D. Copon
Age: 16 years old
Address: Purok 2, Kanto, Brgy. Sinalhan, Santa Rosa, Laguna
Date of Birth: January 18, 2003
Email Address: [email protected]
Phone Number: (+63) 9154847938
Motto: "Everything happens for a reason."

EDUCATIONAL BACKGROUND
Primary: Arc Angels School of Santa Rosa (now Little Angels)
Holy Rosary College
Secondary: Santa Rosa Science and Technology High School
Senior High School: Santa Rosa Science and Technology High School

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Name:Jonathan S. Dinglasa
Age: 17 yrs old
Address: Blk 4 Lot 15 Mercedes Homes IV, Brgy. Market Area, Santa Rosa, Laguna
Date of Birth: January 03, 2002
Email: [email protected]
Phone number: 09082314729
Motto: "If you have a dream to chase, nothing can stop you"

EDUCATIONAL BACKGROUND
Primary: Santa Rosa Special Science Elementary School (SSES Central III)
Secondary: Santa Rosa Science and Technology High School
Senior High School: Santa Rosa Science and Technology High School

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Name: Dana Faye S. Fernandez
Age: 18 years old
Address: Blk 5 Lt 4, New Mahogany Village Phase 3, Barangay San Isidro, Cabuyao
City,
Laguna
Date of Birth: March 12, 2001
Email Address: [email protected]
Phone Number: (+63) 9206136778
Motto: “Rise up, wise up, eyes up!”

EDUCATIONAL BACKGROUND
Primary: Holy Redeemer School of Cabuyao
Secondary: Santa Rosa Science and Technology High School
Senior High School: Santa Rosa Science and Technology High School

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Name: Sebastian Ken V. Giray
Age: 17years old
Address: Blk 1 Lt 42 ph1, San Lorenzo South, Barangay Malitlit, santa rosa, Laguna
Date of Birth: May 10, 2001
Email Address: [email protected]
Phone Number: (+63) 9557060011
Motto: “if somebody is dragging you down, it only means that you are above the"

EDUCATIONAL BACKGROUND
Primary: Ramon Magsaysay Kindergarten
Holy trinity Academy
Legarda Elementary School
Secondary: Ramon Magsaysay High School
Balibago National
Senior High School: Santa Rosa Science and Technology High School

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Name: Zophie Louise O. Palaganas
Age: 16 years old
Address: Blk 7 Lot 3 Mercury St., Satellite Ville Subd., Brgy Market Area, Santa Rosa,
Laguna
Date of Birth: October 28, 2002
Email Address: [email protected]
Phone Number: (+63) 9294165623
Motto: “Fortune favors the brave"

EDUCATIONAL BACKGROUND
Primary: Santa Rosa Elementary School Central I
Secondary: Santa Rosa Educational Institution
Senior High School: Santa Rosa Science and Technology High School

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Name: Lance Julian F. Torres
Age: 16 years old
Address: Blk 12 L47 Ciudad de San Jose, Balibago, Sta. Rosa City, Laguna
Date of Birth: July 7, 2002
Email Address: [email protected]
Phone Number: (+63) 9496123887
Motto: "Admitting your limits is the first step to failure"

EDUCATIONAL BACKGROUND
Primary: Studied Pre-school and Elementary at Kindertech of Uno Cevita
Secondary: Santa Rosa Science and Technology High School
Senior High School: Santa Rosa Science and Technology High School

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