SAN ISIDRO HIGH SCHOOL OF MALIPAYON, INC.

CORRELATION BETWEEN TIME PLAYING ONLINE GAMES AND ACADEMIC PERFORMANCE

OF GRADE 10 STUDENT IN SAN ISIDRO
HIGH SCHOOL OF MALIPAYON INC.

A Research paper presented to faculty of San Isidro High School of

Malipayon, Inc.

In partial fulfillment of the Subject Practical Research 2

By
JERICHO DELACRUZ
BEA ANGELINE GRUPO
ELBERT PERIODICO

MARCH 2024
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SAN ISIDRO HIGH SCHOOL OF MALIPAYON, INC.

CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

The contemporary landscape of education in intricately woven the

threads of technological advancements, presenting both opportunities and

challenges for students. One area of concern is the escalating engagement of

Junior High School students in online gaming and its potential repercussions

on academic performance. The increasing prevalence of online gaming among

students has sparked interest in understanding its potential impact on

academic performance. As defined by Chen and Gu, online gaming is one of

the widely used recreational activities by people. It is said that

playing online games has a number of reasons to be played, for it can

be a stress reliever, challenge and competition, relaxation,

enjoyment, social interaction, and even mentally escaping from the

real world. Students addicted to online games generally have lower

motivation for academic achievement because they lack precise academic

planning and learning motivation.

According to Kuss & Griffith stated that teens who play online

games are just having fun. They do not just actually play because of

some sort of seriousness, but also because they want to feel relief.

Thus, there might be a negative correlation between online game

addiction and academic achievement motivation among students.

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Academic activities are an important one investing on human

growth and also economic growth. Many teachers and parent are

constantly gaining more stringent clamps for online games. The protest

mainly focused on the fact that the trend is the cause of the

distraction between student in the study. In fact, that most students

live in an information age lifestyle that everything is update, online

games have been one of the student needs. By exploring the

relationship, the study aims to provide valuable insights for

educators, parents, policymakers, fostering a nuanced understanding of

the delicate balance between recreational activities and academic

responsibilities in the lives of Junior High School students.

Statement of the Problem

This study aims to determine the relationship of time playing online

games and academic performance of Grade 10 student in San Isidro High

School of Malipayon, Inc.

Specifically, this aims to answer the following questions:

1. How often does a Grade 10 Junior High School students play online

game?

2. How does playing online games affect the academic performance of

student in terms of:

2.1. Interest

2.2. Behavior in class

2.3. Health

2.4. School Activities

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2.5. Grades

3. Is there a significant relationship between length of using gadgets

and academic performance?

Objectives of the Study

The general intent of the study is to determine the relationship

between time of playing online games to the academic performance of

Junior High School students.

Specifically, this aims to answer the following objectives:

1. To determine how often Junior High School Student play online

games.

2. To determine how does playing online games affect the academic

performance of students interns of:

2.1. Interest

2.2. Behavior in class

2.3. Health

2.4. School Activities

2.5. Grades

3. To determine the significant relationship between length of

using gadgets and academic performance.

Significance of the Study

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This study may be of great benefit to the following:

For school Administrator. This study holds paramount significance as

it provides insights into the potential influence of online gaming on

the academic performance of Senior High School students within the

institution. It also allows administrators to tailor policies and

guidelines that address the specific challenges posed by excessive

gaming, fostering a conducive learning environment.

For School Disciplinarian. This study can serve as guide for

disciplining a student in terms of the behaviors, attitudes the

students and for developing programs aimed at helping students cope

with time management.

For School Guidance Counselors. This study offers valuable insights

into potential impact of online gaming on the academic performance of

Junior High School students. It allows counselors to identify students

who may be facing challenges related to excessive gaming and offer

personalized guidance and support. It also enabling counselors to

address time management skills, stress management, and the development

of healthy leisure habits.

For the Teachers. This study holds significance as it provides

valuable insights into the potential relationship between students’

time spent on online gaming and their academic performance in Senior

High School. It enables teachers to identify students who may be

facing challenges due to excessive gaming and implement targeted

interventions to support their academic development.

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For School Teachers Advisers. This study will gain an understanding of

the School Performance of their students, enabling them to make

necessary adjustments and support students in reducing their time

playing online games and managing their school works.

Parents. The result of this study will enable families to understand

how stress affects their children's Academic performance; so that they

may better help their children in their daily academic endeavors using

the insight they would learn from this study, with the right

information and insight.

For parents. The study offers a significant understanding of the

potential correlation between their child’s time spent playing online

games and their academic performance in Senior High School. The

findings can guide parents in setting reasonable limits on screen time

and fostering a balanced approach to leisure activities, promoting

healthier study habits and academic engagement.

For the Students. This study can empower to make informed decisions

about their leisure activities and time management, fostering a

balanced approach to both academic responsibilities and recreational

pursuits. This also serve as a reminder that moderation in online

gaming can positively impact success, encouraging students to

prioritize their studies while still enjoying leisure activities.

To the future researchers. This study will open avenues for further

exploration, encouraging researchers to look deeper into specific

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aspects such as types of games played, the role of parental guidance,

or the impact of gaming on specific academic subjects.

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Scope and Delimitation of the study

This study focuses on the correlation between the time spent

playing online games and the academic performance of Grade 10

students. It encompasses data collection from a specific age group

within the Junior High School level, ensuring relevance to this

particular educational stage. The study incorporates quantitative

methods to analyze the data, providing a statistical understanding of

the observed correlation.

The study acknowledges the potential influence of external

factors, such as interest, behavior in class, health and school

activities., which may also impact academic performance but are not

primary focus on this research. The findings are context-specific to

educational system and cultural environment under investigation and

may not be universally applicable.

Definition of Terms

The following terms are crucial in this study and are therefore

defined operationally to facilitate understanding to the readers.

Academic Performance. Refers to the achievements and performance of

the Junior High School students for school year 2023-2024.

Online Gaming. Refers to a video gaming that is either partially or

primarily played through the internet or any other computer network

available.
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Hypothesis

At 0.05 level of significance, the following hypotheses will be

tested for guidance in the analysis of finding of the study and for

statistical testing:

H0 : There is no significant relationship between time playing of

online games and academic performance of Junior High School students.

Ha: There is significant relationship between time playing of

online games and academic performance of Junior High School students.

SAN ISIDRO HIGH SCHOOL OF MALIPAYON, INC.

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CHAPTER 2

REVIEW RELATED LITERATURE

This chapter presents writings, both local and foreign found by

the researchers to be very relevant and significant to the present

study, conceptual framework, and research paradigm. It also includes

studies reviewed that helped the researchers decide on the study, in

form, content and methodology.

Local Literature

Online games results to a positive effect in the social behavior

of the respondents. Even if the respondents play online games still

the personal interaction with others are not affected. They still do

have their friends personally and are able to socialize effectively.

The academic performance of the respondents is not affected even if

they play online games. Their grades are still good enough even if

they spent time for playing. To sum up with the result, the

respondents have a good academic performance despite their involvement

in playing online games (Dominque) and (Castillo).

The use of computers and the internet can aid communities’ by

supporting communication and access to information, thereby building

social capital and community capacity. Using computers can assist the

community planning process, community participation, and information

sharing. Computer-mediated communication can build community

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awareness, encourage local decision making and dialogue between

groups, and support disadvantaged communities. Status barriers can be

reduced, and online communication with disenfranchised groups, such as

women, people of color, and those with disabilities, can be promoted

(Valaitis 2005).

Foreign Literature

As of today, most people relate online games to low academic

performance. Through the years, studies have yielded different

results. Some of them say that they are co-related when some say that

they are not. According to (Anderson and Dill 2000), there is a

negative correlation between the two. Thus, meaning that there is no

relation between the number of hours played by a player and his

grades. At times, the students defend the games they are playing by

saying that they do learn something from it. A paper from EDUCAUSE

backs these students up by suggesting that the faculty learn and know

about these games so as to help students in in class learning

experience (Hitch and Duncan, 2005). Furthermore, another paper claims

that these games are not just for entertainment (Shaffer, Squire,

Halverson, & Gee, 2005). They claim that these games may be used to

learn and experience different things and interact with other people

and belong to a virtual community. Online games have both positive and

negative effects on people, especially students. One of the negatives

is this. Many cases among students are addiction. Wack and Tantleff-
 11

Dunn 2009, discovered a negative correlation as well, though the

relationship between GPA and academic performance was not significant

in their study.

According to Jackson et. al., (2008), time spent playing games

was a negative predictor of academic performance, and those who played

online games more frequently had lower grades than those who

played less. (Wood, Griffith’s, and Park 2007) conducted a

study that included open-ended questions that encouraged participants

to report various feelings about playing online games. Some of the

negative consequences were related to school performance in

the sense that participants frequently missed lectures,

skipped homework, and so on. They also discovered that males were more

likely to suffer from these consequences because they played more

frequently and were more likely to report losing track of time playing

online games.

Local Studies

An envisioned as based on the facts of Justin Visda, Heinson Tan

and Bryan Yaranon, online games are hard to resist, particularly if it

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is only around our environment. Students find it happy and enjoyable

and they eventually forget their tasks and problems, but it does a bad

effect to them, which is called addiction. According to them,

addiction is too much playing, and it cannot be resisted because most

of the youth says that they are bored with their everyday lives,

especially to their studies

According legends help students to improve their problem-solving

skills. It was a strategy that must recognized the player to win the

game. It enables their mind to more active and helps them came up with

decision in tights situation. In many cases there is a time pressure,

which develops speed and decisions making skills.

According to Joel Yuvienco a blogger and Technology, Economics

and Society mentor at De La Salle-Canlubang School, sees the potential

of these games to enhance the learning experience, given the fact that

there are already a huge number of student-gamer. This is supported by

a 2007 study of the International Data Corp. on the Philippines.

Online gaming user preference, saying, “The majority of the online

games are male, under 23 years old, and students.” In his blog,

Yuvienco posed a challenge to educators: “There’s got to be a way to

harness the power of this wave to enhance formal learning. Now

thinking aloud: Perhaps schools can enter into arrangements with

Internet cafes for collaborative education? Could become win-win.” The

technologies used in online gaming are not new to Philippine schools.

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In fact, some schools use virtual classrooms and e-learning techniques

to teach students. Psychologists point out that both genders can

improve spatial skills by practicing video games. Many imply that

girls are disadvantaged in the long run by playing far less games

(SWS,2007; AMA Poll, 2008). Regardless of the element of violence,

online games have been potentially effective tools for learning.

Furthermore, researchers believe that online gaming opens a door to

computer literacy leading to potential technology careers (SWS,2007;

AMA Poll, 2008)

Foreign Studies

Inhibitions from their parents over the time spent on the

Internet or Online games are criticized by educators because many

students invest a lot of time, money, and energy into games, which

seriously affects their academic studies, social interaction, and

physical and mental health, and ultimately leads to the tragedy of

online game addiction (Freeman, 2008; Kuss and Griffiths, 2012; Blinka

and Mikuška 2014). Online game addiction, as one of the most serious

behavioral addictions (Lopez-Fernandez 2018), could cause a series of

physical and mental problems, such as poor sleep, depression, anxiety,

or even death (Kuss and Griffiths, 2012). Meanwhile, parents’

opposition to online games can also be observed in family education.

Studies have shown that the more addicted adolescents are to online

games, the worse their parents’ attitude toward online games (Jeong
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and Kim, 2011). Many adolescents who love playing online games face

restrictions or other ways. For example, in a study of adolescents,

parental restrictions were 1.9 times higher among adolescents who were

overly addicted to online games than among other adolescents. Parents

who do not show enough attention to their children promptly can lead

to children using online games to divert negative family-related

emotions (Xu et al., 2021).

However, it is worth noting that the majority of studies focus on

the negative effects of online games (Li and Wang, 2013), while

positive effects are neglected. In fact, playing online games at a

moderate level could be beneficial to players’ personal psychological

growth and interpersonal relationships (Granic et al., 2014). In terms

of emotional experience, existing research on the emotional impact of

online games suggests that they have the potential to reduce

depression, stress and obtain happiness (Wu and Liu, 2007). In the

process of psychological development, college students’ cognitive,

memory, and other mental skills are proved to be enhanced by online

games (Oei and Patterson, 2013). There is evidence that games have the

potential to provoke thought about the player’s personal development

and ideals and increase the sense of self-realization if the players

have strong ability in online games (Mora-Cantallops and Sicilia,

2018). In social life, online games also establish the value of social

connectedness and enhance the sense of interaction (Oliver et al.,

2016), Argue that through online games “socialization may just shift
 15

in focus: while real-world relationships eroded for some players.” It

is further proposed that intimacy in games will also extend to offline

real life, and shared game experience will reinforce offline

communication (Lai and Fung, 2019). MOBA games focus on personality

development and teamwork in battle. In other words, electronic space

expands social communication to the virtual field (Yee, 2006) and

increases the team cooperation consciousness, leading to diverse

communication ways. Besides, in terms of learning, online games are

proven to help students engage in learning activities (Calvo-Ferrer

and Belda-Medina, 2021).

Relationship of Related Study to the Present Study

The present study ‘correlation between time playing online games

and academic performance’ behavior in class, interest, and school

activities of Grade 10 students of San Isidro High school of Malipayon

Inc. and it is related regarding the number of online games to the

study of SY, (2022). The presentation study understands the

correlation of time playing online games to the academic performance

of the students and how their grades got affected by using it. This

study may have the same topic to those related past studies, but it is

different in terms of setting and data gathering Procedures.

As of today, most people relate online games to low academic

performance. Through the years, studies have yielded different

results. Some of them say that they are co-related when some say that
 16

they are not. According to (Anderson and Dill 2000), there is a

negative correlation between the two. Thus, meaning that there is no

relation between the number of hours played by a player and his

grades. At times, the students defend the games they are playing by

saying that they do learn something from it. A paper from EDUCAUSE

backs these students up

Conceptual Framework

This study shows the relationships between variables. In an ideal

situation, the relationship between time playing online games and

academic performance of senior high students in San Isidro High School

of Malipayon, Inc. In practical situations the student's academic

performance will be influenced by various factors which include,

friendships and relationships, exams and deadlines, poor time

management, social media, financial stability, ideas about future

careers, depression, anxiety, and many more. Because of the intense

competition in educational settings, students must be able to manage

the online gaming associated with their studies by using their coping

mechanisms. It also identifies how time playing online games affects

academic performance through negative attitudes towards school,

strained relationship with teachers, failed subjects, and lack of

confidence in their academic work. Additionally, it describes how time

playing online games impairs academic performance by causing students

to have a poor attitude toward learning, have strained relationships

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with their teachers, fail classes, and lack confidence in their

academic work.

CONCEPTUAL PARADIGM

INDEPENDENT VARIABLE DEPENDENT VARIABLE

TIME PLAYING ONLINE ACADEMIC

GAMES PERFORMANCE
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Figure 1. Schematic Diagram

SAN ISIDRO HIGH SCHOOL OF MALIPAYON, INC.

CHAPTER 3
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METHOD AND PROCEDURE

This chapter presented the overall methodology of the research

study. It consists of research design, locale of the study,

participant of the study, data gathering procedure, and research

instrument.

Research Design

The correlational method is employed in this study on what is the

relationship of time playing online games to the academic performance

of grade 10 students of San Isidro High school. It is descriptive

since it employed a survey to determine what is the correlation of

time playing online games to the academic performance of Grade 10

student of San Isidro high school. It then assistance researchers in

determining the correlation of time playing online games to the

academic performance of Grade 10 student.

Research Respondents

The primary respondents of the study are the twenty (20) Grade 10

student of San Isidro high school of Malipayon Inc, which was

conducted in the academic year 2023-2024. The selection of the

respondents ensures a diverse representation of students from the

specific year level.

Instrumentation
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The researchers made used of the questionnaires. The

questionnaires are the same for the twenty (20) selected student. The

questionnaires were distributed to the respondent directly. The

researchers then guide them in the case that they have any question.

The section contains 5 Likert scale with the response ranging

from “strongly agree” “neither” for the time playing online games. The

mean was interpreted as follows strongly disagree in the point range

of 1.00- 1.80- 2.60 neither 2.62 - 3.40, agree 3.41-4.20, and strongly

agree 4.21 - 5.00

Rating Mean Score Descriptive Level

Scale
5 4.21-5.00 Strongly Agree

4 3.41-4.20 Agree

3 2.61-3.40 Neither

2 1.81-2.60 Disagree

1 1.00-1.80 Strongly Disagree

The test questionnaires will be content validated by local

experts in mathematics and will be subjected to reliability test

analysis. To measure the academic achievement of the student the

following scale is to be use in the interpretation of data adapted

from DepEd order No. 8, series of 2015.

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Descriptive Rating Qualitative interpretation

Did not meet the expectation

Below 75
75-79 Fairly Satisfactory
80-84 Satisfactory
85-89 Very Satisfactory
90-100 Outstanding

The researchers made used of the questionnaires. The

questionnaires are the same for the twenty (20) selected student. The

questionnaires were distributed to the respondent directly. The

researchers then guide them in the case that they have any question.

This section contains 5 Likert scale with the response ranging from

“strongly agree” “neither” for the time playing online games. The mean

was interpreted as follows strongly disagree in the point range of

1.00- 1.80- 2.60 neither 2.62 - 3.40, agree 3.41-4.20, and strongly

agree 4.21 - 5.00

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Research Locale

This study will be conducted in San Isidro High School of

Malipayon, Inc. Located at Purok 1 Malipayon, Pangantucan, Bukidnon,

Philippines. Presently, it has 12 faculty staff and 200 students

coming from the barangay itself and the neighboring barangays as well.

This institution is under the division of Bukidnon and is headed by a

school Teachers in Charge. This study will be investigating the

relationship between time playing online games and academic

performance of Grade 10 student in San Isidro High School Malipayon,

Inc.
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Figure 2. Map of San Isidro High School of Malipayon, Inc.

Data Gathering Procedure

In order to perform this study, survey and questionnaire are

used. The researchers provide a letter of authorization to the school

Teacher in charge and adviser teachers to conduct a survey as part of

the data collection process. The respondents are from grade 10

students of Junior High School student of San Isidro High School of

Malipayon Incorporated. Next, after assuring them that the information

acquired will be kept private, the researchers handed them the

questionnaire.

Statistical Tool

Descriptive statistics such means, percentages and standard

deviation will be employed to determine the students time plying

online games and academic performance for the first semester of

Academic Year 2023-2024. In this study the researchers are to

investigate the relationship of time playing online games and academic

performance of grade 11 students in San Isidro high school of

Malipayon, Inc. Quantitative measures such as statistical package for

the social sciences (SPSS)test are run to determine if a statistically

significant relationship between the time playing online games and

academic performance in San Isidro High school.

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Ethical Consideration

Ethical issues were considered to very important in

conducting research of this kind. For this reason, the researcher took

into consideration to the ethical issue in the study. This study was

done in an ethical manner, and was in line with both moral and

practical issues in research. The consent of the respondents was

sought before the study was carried out. In gathering data for the

study, the respondents were aware about the purpose of the research

and the objective it meant to achieve. The respondents were also

encouraged to feel free and be objective as possible in giving out

their responses as outmost anonymity and confidentiality is assured in

terms of how the findings were revealed. Participants were also

assured that names would not use and specific reference would not be

made to individual to allow anyone to discern the real persons being

referred to the study.

Sampling Procedure

A Simple Random procedure was used for selecting the participants

in this study. This procedure was employed to insure fairly equal

representation of the variables in this study. The selection of Junior

high school students was by simple random sampling. This was achieved
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by writing the names of junior high school students in a piece of

paper which was folded and put in a hat. After through reshuffling,

the researcher selects from the folded piece of paper as respondents

until the required respondents was obtained.

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SAN ISIDRO HIGH SCHOOL OF MALIPAYON, INC.

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The presentation, analysis and interpretation of data gathered

are presented in this chapter, this also contains the presentation of

data in table form along with their corresponding interpretation.

Table 2.1

The frequency and percentage distribution of respondent’s response in

terms of their Interest.

Statement SA D N A SD Total

Online games gave me an

excitement that I cannot 25% 20% 15% 15% 75%

explain.
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SAN ISIDRO HIGH SCHOOL OF MALIPAYON, INC.

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

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References

A. Journals

Kuss, D.J, and Griffith’s, (2012). Internet gaming addiction: A

systematic review of empirical research. International Journal of

Mental Health and Addiction, in press.

Kuss, D.J., & Griffiths, M.D. (2012). Online Gaming addiction in

children and adolescents: Journal of Behavioral Addiction in press.

Li, H. & Wang, S. (2013). The Role of cognitive distortion in online

game addiction adolescents, Journal article.

Wu, Jiming; Liu, De. Journal of Electronic Commerce Research; The

Effects of trust and enjoyment on intention to play online games.

B. INTERNET

Anand V. (2007). The correlation between video game usage and academic

Performance.

Anderson and Dill (2000). Negative correlation between hours played

and grades.

AC Oei and Patterson, (2013). Enhancing cognition with video games.

 29

Calvo-Ferrer JR, Belda-Medina J. The Effect of Multiplayer of Video

Games.

Dennis O. Dumrique. Effects of Online Games on the Social Behavior and

Academic Performance of Respondents.

Freeman D., Lucas Blinka, and Jakub Mikuska. The Role of Social

Motivation and Sociability of games in online game addiction.

Gina Lai and Fung (2019). Positive effects of online games on the

growth of students.

Granic, I et, al., (2014). The benefits of playing video games.

Hitch and Duncan (2005), Shaffer, Halverson, & Gee (2005). Faculty

should understand games for better in-class learning. Addiction and

Academic Performance:

International Data Corp. Majority of online gamers are students under

23 years old; there’s potential to harness online gaming for

collaborative education.

Jackson et, al. (2008). The Effects of Video game play on academic

performance.

Jennifer G. Castillo. The Role of Computers and Internet in Building

Social Capital and Community Capacity Negative Correlation;

Joel Yuvienco.Online games, viewed as a strategy, can improve problem-

solving skills and decision- making, particularly under time pressure.

 30

Jeong and Kim (2011), Wu et al. (2016), Xu et al. (2021). Parents

often oppose online games, and restrictions are higher among

adolescents addicted to them.

Justin Visda, Heinson Tan, Bryan Yarano. Online games can lead to

addiction, causing students to neglect tasks and studies.

M.Mora- Cantallops (2018). Exploring player experience in ranked

league of Legends.

Oliver et, al. (2016). Video Games as Meaningful Entertainment

Experiences.

Olatz Lopez Fernandez (2018). Measuring Female Gaming; Gamer Profile,

Predictions, Prevalence, and characteristics from Psychological and

Gender Perspectives.

RK Valaitis (2005). Computers and the Internet: Tools for youth

empowerment.

SWS (2007), AMA Poll (2008). Both genders can improve spatial skills

through video games; potential technology careers may arise from

online gaming. It seems the discussion involves both the challenges

and opportunities presented by online gaming in the context of

education.

Wack and Tantleff-Dunn (2008), Griffith’s, and Park (2007).

Negative Consequences, addiction, and potential impact on academic

Performance.
 31

Wood R.T.A., Griffiths, M.D. and Parke, A.(2007). Experiences of time

loss among video game players.

Yee (2006). Motivations for play in online games.

32