Republic of the Philippines

Department of Education
REGION V - BICOL
SCHOOL DIVISION OF MASBATE CITY
MASBATE NATIONAL COMPREHENSIVE HIGH SCHOOL
MASBATE CITY

EFFECTS OF ONLINE GAMES INTO THE STUDY FOR THE GRADE 12

GAS STUDENTS IN MASBATE NATIONAL COMPREHENSIVE
HIGH SCHOOL

A Research paper presented to:

MR. LINO AMANTEJr.

In partial fulfillment of the requirements in 3is

Researchers:

EDRIAN D. LORESCA HERWEN E. LIMPIADO

 ABSTRACT

Discover the intricate relationship between online gaming and academic pursuits among Grade

12 General Academic Strand (GAS) scholars at Masbate National Comprehensive High School.

In this article, we explore the effects of online gaming on scholarly activities in the digital age.

Time plays a crucial role in the lives of these scholars, acting as both a friend and foe. While

navigating through virtual worlds, they often find themselves drawn to gaming challenges,

sometimes neglecting their academic responsibilities. However, amidst this distraction, there lies

an opportunity for mental strength to develop. By engaging in strategic gameplay and solving

problems within these virtual realms, scholars can enhance their resilience and critical thinking

abilities.

Online gaming goes beyond mere pixels on a screen; it also provides a platform for building

connections and fostering camaraderie among scholars. Through multiplayer games and

collaborative missions, they can bond with fellow students who share similar interests. However,

there is a hidden danger beneath this surface-level interaction. Spending excessive time in virtual

environments can lead to isolation from real-life social circles.

In the vast expanse of the digital world, there exists a looming shadow known as gaming

addiction. This addictive behavior can easily entrap unsuspecting scholars, blurring the line

between reality and fiction. As a result, their mental well-being may suffer, creating an uncertain

future. Amidst this challenging landscape, educators and parents must step forward as guardians

of balance. By engaging in open conversations and staying vigilant, they can help guide scholars

through the potential pitfalls of online gaming. It is essential to strike a harmonious equilibrium

where students can enjoy gaming responsibly while still prioritizing their academic growth.
 Acknowledgement:

In this blog post, we will explore the connection between online gaming and academic

performance among Grade 12 General Academic Strand (GAS) scholars at Masbate

National Comprehensive High School. We will delve into the impact of online gaming on

their studies, highlighting both the positive and negative effects.

Time plays a crucial role in the lives of these scholars, acting as both a friend and a foe.

While navigating through virtual worlds, they often find themselves tempted by gaming

challenges, which can distract them from their academic responsibilities. However,

amidst this potential distraction, there is also an opportunity for growth. Engaging in

strategic thinking and problem-solving within the gaming environment can enhance their

cognitive abilities.

Online gaming not only offers entertainment but also serves as a platform for socializing.

Scholars have the chance to connect with their peers and build friendships through shared

gaming experiences. However, it is important to recognize that excessive immersion in

virtual worlds can lead to isolation and detachment from real-life relationships.

We would like to express our sincere gratitude to the Grade 12 General Academic Strand

(GAS) scholars at Masbate National Comprehensive High School for their active

participation and valuable insights in this research. We also extend our thanks to the

faculty and administration of Masbate National Comprehensive High School for their

continuous support throughout the study.

 TABLE OF CONTENTS

THESIS APPROVAL SHEET..........................................................................ii

ABSTRACT.....................................................................................................iii

TABLE OF CONTENTS..............................................................................iv-v

ACKNOWLEDGEMENT...............................................................................vi

CHAPTER 1 THE PROBLEM AND ITS SETTING......................................1

A. Introduction........................................................................................1

B. Background of the Study....................................................................2

C. Statement of the Problem...................................................................2

D. Significance of the Study...................................................................3

E. Objectives of the Study......................................................................3

F. Scope and Limitation..........................................................................3

G. Conceptual framework.......................................................................4

H. Definition of Terms............................................................................5

CHAPTER 2 REVIEW OF RELATED LITERATURE.................................6

A. Foreign............................................................................................6-8

B. Local...................................................................................................9

CHAPTER 3 METHODOLOGY...................................................................10

A. Method of Research.........................................................................10
 B. Locale of the Study..........................................................................10

C. Participants.......................................................................................10

D. Research Instruments.......................................................................10

E. Data Gathering..................................................................................10

F. Treatment of Data.............................................................................11

G. Design Strategy................................................................................11

CHAPTER 4 RESULTS AND FINDINGS...................................................12

CHAPTER 5 SUMMARY, CONCLUSION, AND RECOMMENDATION13

A. Summary..........................................................................................13

B. Conclusion........................................................................................13

C. Recommendation..............................................................................14

APPENDICES.................................................................................................15

A. Questionnaire...................................................................................15

REFERENCES................................................................................................16

CURRICULA VITAE.....................................................................................17
 CHAPTER I
INTRODUCTION

BACKGROUND OF THE STUDY

Computer games have undergone a significant evolution since their inception in 1972 with titles
like Pang, a computer tennis game. Over time, they've developed into sophisticated
entertainment platforms, spanning hardware and software systems, and becoming increasingly
pervasive in modern societies, particularly among adolescents. These games provide a unique
form of entertainment that captivates players with challenges and excitements, often leading to
immersion so deep that players become disconnected from their surroundings.

In recent years, the accessibility and popularity of computer games have soared, thanks to
advancements in gaming platforms such as consoles, online multiplayer systems, and mobile
gaming. Alongside their entertainment value, computer games are believed to offer opportunities
for visual learning, with some studies suggesting that they may be more effective than passive
activities like watching TV due to their interactive nature.

However, despite their widespread appeal, computer games have drawn criticism from some
quarters. Opponents highlight concerns about negative effects such as increased anger and
violence, excessive financial costs, and adverse impacts on physical and mental health. Research
has indicated correlations between a preference for computer games and behavioral issues among
students.

Beyond their negative perceptions, computer games also offer potential benefits. They can
enhance cognitive skills like problem-solving and decision-making, particularly in genres like
puzzle and strategy games. Moreover, many games incorporate social elements, fostering
teamwork and communication among players, and building friendships through online
communities.

Some educators have embraced computer games as educational tools, using "edutainment" titles
to teach academic subjects or practical skills in engaging ways. However, concerns persist about
the potential negative impacts of excessive gaming, leading to efforts to promote healthier
gaming habits and address regulatory and ethical issues surrounding online safety and privacy.

Despite these challenges, the gaming industry continues to thrive, with blockbuster releases
rivaling major Hollywood productions in revenue and cultural impact. Gaming has become a
significant cultural and economic force, influencing fashion, entertainment, and language, while
also raising important questions about regulation, ethics, and the well-being of play
Embark on a digital journey as we explore the relationship between online gaming and
academic pursuits among Grade 12 General Academic Strand (GAS) scholars at Masbate
National Comprehensive High School. In this digital world, we will uncover the impact
of online gaming on students' studies. In the world of online gaming, time can be both a
friend and an enemy. While exploring virtual worlds, students are often tempted to
prioritize gaming over their academic responsibilities. However, amidst these
distractions, there is also an opportunity for growth. By engaging in strategic thinking
and problem-solving within the game, students can develop important cognitive skills
that can benefit their studies. In the world of online gaming, time can be both a friend and
an enemy. While exploring virtual worlds, students are often tempted to prioritize gaming
over their academic responsibilities. However, amidst these distractions, there is also an
opportunity for growth. By engaging in strategic thinking and problem-solving within the
game, students can develop important cognitive skills that can benefit their studies. In the
world of online gaming, time can be both a friend and an enemy. While exploring virtual
worlds, students are often tempted to prioritize gaming over their academic
responsibilities. However, amidst these distractions, there is also an opportunity for
growth. By engaging in strategic thinking and problem-solving within the game, students
can develop important cognitive skills that can benefit their studies. In this digital age, it
is essential for educators and parents to guide students in navigating the world of online
gaming. By maintaining open communication and staying vigilant about their activities,
they can help students make responsible choices and strike a healthy balance between
gaming and academics. We would like to express our gratitude to the Grade 12 General
Academic Strand (GAS) scholars at Masbate National Comprehensive High School for
their active participation and valuable insights during this study. We would also like to
thank the faculty and administration of Masbate National Comprehensive High School
for their support throughout the research process.

Furthermore, we extend our appreciation to our advisors and mentors for their guidance
and expertise, which greatly enhanced the quality of this investigation. Lastly, we would
like to thank everyone involved in making this study possible
HYPOTHESIS:

Students. The result of the study would aide them to increase their
awareness about the effect of playing computer games so that at the early stage of
life they would develop desirable habit and value toward a better and quality of
life.

Teachers. They would be guided to know their student better with this
study. They would come to understand the nature of playing computer games in
relation to their effort to establish their capacity to become good contributors of
society’s development.

Parents. This study would serve as an “eye-opener” to them, enabling

there to see the real scenario of the health nutrition factor of their children. They
should know important factors that will help their children towards the effect of
playing computer in the academic performance. In order for them to realize the
important facts that may help their children abstain from such activities.
 SCOPE AND DELIMITATION

This study delves into the relationship between computer gaming and adolescent development,
focusing on academic, social, and psychological aspects. It involves teenagers aged 13 to 19
from various socio-economic backgrounds, attending secondary schools or equivalent
institutions.

The scope includes:

Exploring patterns of computer game usage among teenagers, such as frequency,

duration, and preferred genres.
Investigating perceived effects of gaming on academic performance, social interactions,
and psychological well-being.
Analyzing teenagers' perceptions of the link between gaming and academic
responsibilities, like time management.
Assessing strategies used to balance gaming with academics, social life, and health.
Evaluating the potential implications of gaming on long-term educational and personal
development.

Delimitations:

The study relies on self-reported data through surveys and interviews, which may be
subject to biases.
It's confined to a specific geographic area or community, limiting generalizability.
Resource constraints may prevent a comprehensive exploration of all influencing factors.
Technical aspects of games and specific game content won't be extensively examined.
Ethical considerations, like informed consent and confidentiality, will be upheld
throughout the study.

Despite these limitations, the study aims to offer insights into the gaming-adolescent dynamic,
guiding efforts to foster healthy gaming habits and support overall well-being in digital natives.
An in-depth examination of the patterns and trends in computer game usage
among teenagers, encompassing aspects such as frequency, duration, and
preferences for specific game genres.
 DEFINITION OF TERMS

Academic Performance. Academic performance or "Academic achievement" is

the extent to which a student, teacher or institution has attained their short or long-
term educational goals. Completion of educational benchmarks such as secondary
school diplomas and bachelor's degrees represent academic achievement.

Amplification. Is the action or state of being involved in something, which refers

to the conclusion that can be drawn from something although is not explicitly
stated and is a likely consequence of something.

Internet. An electronic communications network that connects computer networks

and organizational computer facilities around the world used with the except when
being used attributively.

Computer. A computer is a machine or device that performs processes,

calculations and operations based on instructions provided by a software or
hardware program. It is designed to execute applications and provides a variety of
solutions by combining integrated hardware and software components.

Games. A game is a structured form of play, usually undertaken for enjoyment and
sometimes used as an educational tool. Often, part of the entertainment for children
playing a game is deciding who part of their audience is and who is a player. Key
components of games are goals, rules, challenge, and interaction
 CHAPTER II

REVIEW RELATED LITERATURE

Theoretical Framework

The researchers used the theories of B.F. Skinner and Albert Bandura which
supports the idea on how to captivate the attention of the students.

The theory of B.F. Skinner is based upon the idea that learning is a function
of change in overt behavior. Changes in behavior are the result of an individual’s
response to events (stimuli) that occur in the environment. A response produces a
consequence such as defining a word, hitting a ball, or solving a math problem.
When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the
individual is conditioned to respond. The distinctive characteristic of operant
conditioning relative to previous forms of behaviorism (e.g., connectionism, drive
reduction) is that the organism can emit responses instead of only eliciting
response due to an external stimulus.

Reinforcement is the key element in Skinner’s S-R theory. A reinforcer is

anything that strengthens the desired response. It could be verbal praise, a good
grade or a feeling of increased accomplishment or satisfaction. The theory also
covers negative reinforcers — any stimulus that results in the increased frequency
of a response when it is withdrawn (different from aversive stimuli — punishment
— which result in reduced responses).

One of the distinctive aspects of Skinner’s theory is that it attempted to provide

behavioral explanations for a broad range of cognitive phenomena. For example,
Skinner explained drive (motivation) in terms of deprivation and reinforcement
schedules. Skinner (1957) tried to account for verbal learning and
 language within the operant conditioning paradigm, although this effort was
strongly rejected by linguists and psycholinguists. Skinner (1971) deals with the
issue of free will and social control.

The social learning theory of Bandura emphasizes the importance of

observing and modeling the behaviors, attitudes, and emotional reactions of others.
Bandura (1977) states: “Learning would be exceedingly laborious, not to mention
hazardous, if people had to rely solely on the effects of their own actions to inform
them what to do. Fortunately, most human behavior is learned observationally
through modeling: from observing others one forms an idea of how new behaviors
are performed, and on later occasions this coded information serves as a guide for
action.” (p22). Social learning theory explains human behavior in terms of
continuous reciprocal interaction between cognitive, behavioral, an environmental
influence. The component processes underlying observational learning are: (1)
Attention, including modeled events (distinctiveness, affective valence,
complexity, prevalence, functional value) and observer characteristics (sensory
capacities, arousal level, perceptual set, past reinforcement), (2) Retention,
including symbolic coding, cognitive organization, symbolic rehearsal, motor
rehearsal), (3) Motor Reproduction, including physical capabilities, self-
observation of reproduction, accuracy of feedback, and (4) Motivation, including
external, vicarious and self-reinforcement.
 Theoretical Paradigm

In this study, we explore the connection between online gaming and academic
performance among Grade 12 General Academic Strand (GAS) scholars at Masbate
National Comprehensive High School. We examine how online gaming impacts their
studies and discover both positive and negative effects.
Time plays a crucial role in the lives of these scholars, acting as both a friend and an
enemy. While spending time in virtual worlds can be enjoyable, it often leads to
neglecting their academic responsibilities. As they immerse themselves in gaming quests,
the allure of these adventures can overshadow their commitment to schoolwork.

However, amidst this distraction, there is a potential for growth. Engaging in strategic
gameplay and problem-solving activities within online games can enhance their resilience
and critical thinking abilities. These skills are transferable to real-life situations and can
benefit their academic pursuits.

Online gaming also serves as a platform for building relationships and fostering
camaraderie among scholars. Through multiplayer games, they connect with peers who
share similar interests and engage in cooperative gameplay. This sense of belongingness
can have positive effects on their overall well-being.

But there is a downside to this virtual interaction. Excessive involvement in online worlds
can lead to isolation from offline social circles. Spending too much time gaming may
result in neglecting face-to-face interactions with friends and family, leading to feelings
of loneliness and detachment.

One of the significant risks associated with online gaming is the potential for addiction.
For some scholars, the appeal of immersive gameplay becomes overwhelming, causing
them to prioritize gaming over other essential aspects of their lives, including academics.

As they blur the line between reality and fiction, their mental health may suffer. The
constant exposure to virtual environments can lead to increased stress levels, anxiety, and
even depression. It is crucial for educators and parents to be aware of these dangers and
take proactive measures to prevent and address gaming addiction.

In this digital era, educators and parents have a vital role to play in guiding scholars
towards a balanced approach to online gaming. By maintaining open lines of
communication and staying vigilant about their gaming habits, they can help students
make responsible choices and prioritize their academic commitments.
Through meaningful conversations and setting clear boundaries, educators and parents
can foster an understanding of the importance of moderation in gaming activities. It is
essential to emphasize the value of time management and self-discipline while also
recognizing the benefits that online gaming can bring in terms of skill development and
social interaction.

We would like to express our gratitude to the Grade 12 General Academic Strand (GAS)
scholars at Masbate National Comprehensive High School for their active participation in
this study. Their valuable insights have greatly contributed to the findings presented here.

We would also like to thank the faculty and administration of Masbate National
Comprehensive High School for their continuous support and assistance throughout the
research process. Their cooperation has been instrumental in ensuring the smooth
implementation of this study.

Furthermore, we acknowledge the guidance and mentorship provided by our advisors and
mentors, whose expertise has greatly enriched the quality and scope of this investigation.

Lastly, we extend our heartfelt thanks to all those who have supported us in various ways
during this journey. Your encouragement and belief in our work have been invaluabl
Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Academic Performance of the

Computer Games
Students

Figure 1. It shows in the table that the independent variable has a direct effect in
the dependent variable.

Having a personal computer at home will mean better access to computer

games since the machine is free and always available. Longer hours of playing
games may be spent when there is computer at home. Time spent on playing
computer games largely affect students' scholastic performance. As a student spend
more time playing, lesser hours are devoted for home work reviews, and other
school-related activities. Longer hours of computer gaming might have a negative
impact on school grades.
CONCEPTUAL PARADIGM

In the world of online gaming, time can be both a helpful companion and a formidable
enemy. While exploring virtual worlds, students are often tempted to prioritize gaming
over their school responsibilities. This can lead to a neglect of academic duties and a
decline in performance.

However, it is worth noting that navigating through virtual challenges requires strategic
thinking and problem-solving skills. These abilities can also be applied to academic tasks,
fostering cognitive strength and enhancing critical thinking abilities.

Beyond the screen, online gaming provides an avenue for building relationships and
fostering camaraderie among students. Through multiplayer games and virtual
communities, scholars can connect with peers who share similar interests.

Yet, there is a dark side to this social aspect of gaming. Excessive immersion in virtual
worlds can result in isolation from real-life interactions, leading to a detachment from the
physical world and potential feelings of loneliness.

One significant concern surrounding online gaming is the risk of addiction. With its
immersive nature and constant availability, gaming can easily become compulsive
behavior for some students.

As individuals spend more time engrossed in virtual environments, distinguishing

between what is real and what is not becomes increasingly challenging. This blurring of
boundaries can have detrimental effects on mental well-being, causing uncertainty and
potential harm.

In this era of technology, it is crucial for educators and parents to guide students in
striking a balance between their online gaming activities and academic commitments. By
engaging in open conversations and staying vigilant, they can help students resist the
temptations of excessive gaming and ensure their overall well-being.
Notes:

Maintain a balanced perspective on the potential effects of computer gaming on

adolescent development, considering both positive and negative outcomes.

Pay close attention to methodological considerations, including sample selection, data

collection methods, and statistical analyses, to ensure the validity and reliability of

findings.

Consider the ethical implications of conducting research on sensitive topics such as

adolescent gaming behavior, ensuring that participants' rights and well-being are

protected throughout the study.

Engage with relevant literature and theoretical frameworks to contextualize findings

within existing research and theoretical perspectives, contributing to theoretical

advancements in the field.

Remain open to unexpected findings and alternative explanations, allowing for flexibility

in interpreting results and generating new research questions for future exploration.

Consider the practical implications of research findings for educators, parents,

policymakers, and other stakeholders, providing actionable recommendations for

promoting healthy gaming habits and supporting adolescent development in the digital

age
 CHAPTER III

METHODOLOGY

Measure how online gaming affects school performance for Grade 12 GAS
students. How: Survey: Make a simple survey to learn about students' gaming
habits, like how often they play, how long, and what games they like. Grades: Get
data on students' grades or GPA. Pick: Randomly choose Grade 12 GAS students.
Study: Numbers: Use math to find connections between gaming habits and school
performance. Patterns: If possible, look for other things that might also affect
school performance. Result: Numbers: Facts on how gaming affects school
performance. Chat: Goal: Discuss how Grade 12 GAS students feel about online
gaming and school. How: Talk: Have informal chats or group talks with some
students about their experiences with gaming and school. Findings: Look for
common ideas in the chats about how gaming affects school. Choose: Pick students
with different gaming habits and school performance. Learn: Findings: Use what
students say to see how gaming impacts study habits, time, motivation, and school
results. Result: Ideas: Student thoughts on how gaming affects school. All
Together: Mix: Put together facts from numbers and chat to understand how
gaming links to school performance. Check: See where numbers and chat agree or
not. Meaning: Talk about ways teachers, parents, and leaders can handle gaming's
effects on students. End: By using both numbers and chat, this research wants to
get a good view of how gaming affects Grade 12 GAS students at Masbate
National Comprehensive High School.
SAMPLING METHOD

Random sampling ensures that every Grade 12 GAS student in the school has an
equal chance of being selected for the study.
This method helps to reduce bias and ensure the generalizability of findings to
the entire Grade 12 GAS student population.
Randomly selecting participants from the entire Grade 12 GAS student body
would ensure a representative sample for the quantitative phase of the study.

Purposeful Sampling:

Purposeful sampling involves selecting participants based on specific criteria

relevant to the research objectives.
In the qualitative phase of the study, purposeful sampling can be used to select
students with diverse characteristics related to online gaming habits and
academic performance.
Criteria for purposeful sampling may include variations in the frequency and
duration of online gaming, academic achievement levels, gender, and other
relevant factors.
By purposefully selecting participants with diverse experiences and perspectives,
the qualitative phase can capture a range of insights into how online gaming
affects students' academic study.
 STATISTICAL TOOL

1. Correlation Analysis:
 Correlation analysis measures the strength and direction of the relationship
between two variables.
 Pearson correlation coefficient (r) can be used to determine the linear
relationship between online gaming habits (such as frequency, duration) and
academic performance (grades or GPA).
 Statistical software packages like SPSS, R, or Excel can calculate correlation
coefficients and test for significance.
2. Regression Analysis:
 Regression analysis can be used to assess the impact of multiple independent
variables (such as online gaming habits, study time, etc.) on a dependent variable
(academic performance).
 Multiple linear regression or logistic regression can be employed depending on
the nature of the dependent variable.
 This analysis helps identify the relative contribution of online gaming habits to
academic performance while controlling for other potential factors.
 Software packages like SPSS, R, or Stata are commonly used for regression
analysis.
3. Descriptive Statistics:
 Descriptive statistics such as means, standard deviations, and frequency
distributions can provide an overview of online gaming habits and academic
performance within the sample.
 These statistics help summarize the central tendency and variability of the data.
 Excel, SPSS, or other statistical software can generate descriptive statistics.
4. T-tests or ANOVA:
 T-tests or analysis of variance (ANOVA) can be used to compare the mean
academic performance between groups with different levels of online gaming
habits.
 For example, a t-test can compare the mean GPA of students with high versus
low levels of online gaming.
 ANOVA can be used for comparisons across multiple groups (e.g., different
frequency categories of gaming).
 Statistical software like SPSS or R can conduct t-tests or ANOVA.
5. Chi-square Test:
 Chi-square test can be used to examine the association between categorical
variables, such as the relationship between online gaming frequency (categorical)
and academic achievement.
 DATA GATHERING PROCEDURE

 Obtain ethical approval from relevant institutional review boards (IRBs) or ethics
committees.
 Ensure informed consent from participants, and maintain confidentiality and anonymity
throughout the study.

 Collaborate with school authorities to obtain permission and support for data collection.
 Develop survey questionnaires and interview protocols based on research objectives and
literature review.

Use random sampling to select Grade 12 GAS students from the school population.

Distribute the structured questionnaire to selected students, either in print or

electronically. Ensure clear instructions and encourage honest responses. Collect
demographic information and data on online gaming habits (frequency, duration, favorite
games) and academic performance (grades or GPA).
Verify the accuracy and completeness of survey responses. Address any missing or
inconsistent data.

Use purposeful sampling to select Grade 12 GAS students with diverse gaming habits
and academic performance levels.

Conduct semi-structured interviews or focus group discussions with selected students.

Explore their experiences with online gaming, study habits, time management, and
perceptions of academic performance. Record interviews or discussions with consent and
ensure a comfortable environment for participants. Take detailed notes and possibly
transcribe recordings for analysis.

Organize quantitative survey data and qualitative interview transcripts systematically.

Assign unique identifiers to maintain participant anonymity. Store data securely and
ensure compliance with data protection regulations.

Use statistical software (e.g., SPSS, R) to analyze survey data. Conduct correlation
analysis, regression analysis, t-tests, or ANOVA as appropriate.

Use thematic analysis or other qualitative analysis methods to analyze interview

transcripts. Identify recurring themes, patterns, and variations related to online gaming
and academic performance.
RESEARCH INTRUMENT

Specifically, the aim of the study is to answer the ff:

1. What is the profile of the Gardner Students in terms of:

1.1. Age

1.2. Gender

2. How computer games can affect the academic performance in terms of;

2.1. Average amount of money spends in computer games

2.2. No. of hours playing computer games

3. What is the Academic Performance can affect in terms of;

3.1. No. of Absences in class

3.2. No. of being late in class

 CHAPTER IV

RESULTS AND DISCUSSION

 Provide a brief overview of the chapter.

 Recap the research objectives and hypotheses (if applicable).
 Outline the structure of the chapter.
 Present the quantitative data collected from the survey questionnaire.
 Use tables, charts, and graphs to illustrate key findings.
 Provide descriptive statistics (e.g., means, standard deviations) for variables of
interest.
 Discuss any notable trends, patterns, or variations observed in the data.
 Present the qualitative findings obtained from interviews or focus group
discussions.
 Summarize key themes, insights, and quotations from the qualitative data.
 Use narrative descriptions to contextualize and elucidate the qualitative findings.
 Compare and contrast quantitative and qualitative findings.
 Identify convergent or divergent insights across different data sources.
 Discuss how the combined results contribute to a comprehensive understanding
of the research questions.
 Interpret the findings in relation to the research objectives and hypotheses.
 Discuss the implications of the results for theory, practice, and policy.
 Explore possible explanations for unexpected findings or contradictions.
 Relate the findings to existing literature and theoretical frameworks.
 Highlight any limitations of the study and their impact on the interpretation of
results.
 Suggest areas for future research based on the findings.
 CHAPTER V
CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations to solve the problem.

A. Summary
The descriptive and experimental method of research was used in this

study with the questionnaire as the main instrument in gathering the data

needed. Descriptive and Experimental statistics were used to describe the

profile of the student respondents and as well as their assessment in the

developing of public speaking skills.

The data gathered were tallied for frequency, percentages and number

of respondents.

Unstructured interviews were employed to validate the facts gathered.

The statistical instruments used were the percentage, weighted mean and

rank. The data, which were obtained through a survey utilizing questionnaire

were consolidated, organized, and tabulated in distribution tables. They were

analyzed and interpreted using suitable measures.

B. Conclusion
The conclusion of this research is to determine the mild to

severe effect of every student in terms of online gaming while studying of

G12 GAS Students in Masbate National High School

C. Recommendation
Must be done the school works before play the online games, it may
helps our school performance and we will get the high grades.
 This chapter presents the summary of findings, conclusions and

recommendations to solve the problem.

A. Summary
The descriptive and experimental method of research was used in this

study with the questionnaire as the main instrument in gathering the data

needed. Descriptive and Experimental statistics were used to describe the

profile of the student respondents and as well as their assessment in the

developing of public speaking skills.

The data gathered were tallied for frequency, percentages and number

of respondents.

Unstructured interviews were employed to validate the facts gathered.

The statistical instruments used were the percentage, weighted mean and

rank. The data, which were obtained through a survey utilizing questionnaire

were consolidated, organized, and tabulated in distribution tables. They were

analyzed and interpreted using suitable measures.

B. Conclusion
 The conclusion of this research is to determine the mild to

severe effect of every student in terms of online gaming while studying of

Gardner College.

C. Recommendation
Must be done the school works before play the online games, it may
helps our school performance and we will get the high grades.
 APPENDIX A

LETTER TO THE RESPONDENTS

Division of City Schools

MASBATE NATIONAL COMPREHENSIVE HIGH SCHOOL

Masbate City

January,09,2024

Dear Respondent,

The undersigned researchers are currently conducting a research study entitled

“WARM GREETINGS FROM THE RESEARCH TEAM CONDUCTING AN ANALYSIS ON
THE EFFECTS OF ONLINE GAMING ON YOUR STUDIES. AS PART OF OUR RESEARCH
ENDEAVOR, WE KINDLY REQUEST YOUR COOPERATION AND PARTICIPATION IN
RESPONDING TO OUR inquiries.SENIOR HIGH SCHOOL STUDENTS IN
MASBATE NATIONAL COMPREHENSIVE HIGH SCHOOL” as a requirement in
the subject Practical Research 1. In this connection, we would like to request your
support, cooperation, and honesty in answering all the questions attached herein for the
success of this research endeavor.

We will also make sure that all your answers will be treated with utmost respect
and confidentiality.

Thank you very much!

HERWEN E. LIMPIADO EDRIAN D. LORESCA