Do online games addiction affects the academic performance and health of a

elementary student?

The study of the relationship between online games addiction and the academic
performance, and health

Chapter 1

The Problem and Its Scope

Introduction

Internet as a source of information plays an important role in developing one's mind and
life experiences by creating productive works in schools, offices, and even at home.
Nowadays, this can be a person's most efficient strategic tool for enabling himself to
take charge and cope with the fast growing technology.

The fact that people live in on informative lifestyle where everything is up to date,
internet became one of the necessities of human beings regardless of age or sex in
today's society. However, the influence of this useful machine on youth is undeniably
questionable. Rock (2009)said, all these technologies are very good at distracting
people. In line with this development, online gaming was created to give entertainment
to people.

Online gaming is one of the widely used leisure activities by many people. For
some people it is said that playing video 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.

For most people, on-line gaming is one of the best past time that they acquire
specially for teenagers, youngsters and students. According to Kuss& Griffiths (2012)
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 just want to feel relief. During school
hours, students tend to feel stressed due to loads of school works and through playing it
will relive their stress.

It is undeniably questionable that playing online games provide them something

that no one can give. According to some researches it is beneficial. It enables the mind
of the players to be more active, especially those puzzle-based games. Furthermore, it
helps the player to come up with decisions in tight situations, especially those adventure
games that keep the players to be alert, active and strategic.

Despite those benefits, playing these games also bring negative effects. It
requires much of the player's time, leaving school activities and home works
unattended. The youth of today no longer seem to spend their leisure activities like in
the olden days; outdoor games or playing with toys, instead, they spend their free time
in their homes, internet cafés or computer shops simply to satisfy their hunger; and that
hunger is Online Gaming. Online gaming has such a profound impact on not only the
young, but dynamically every age group as well.

Anderson, Janna and Lee Rainie. (2012)have found out that increased time spent on
the Internet can lead to negative impact on a person's ability to communicate
appropriately face-to-face with friends, peers, family members including parents.

Studies revealed that the human brain is easy to destruct and one of the reasons
is using technology. The education system tends to go with the flow with this constant
change in the society in order to get things relevant with the generations today.

Theoritical Framework

The recent inclusion of Internet Gaming Disorder (IGD) in Section III (“Emerging
Measures and Models”) of the fifth edition of the Diagnostic and Statistical Manual of
Mental Disorders (DSM-5; American Psychiatric Association, 2013) appears to have
increased the interest of researchers in the development of new standardized
psychometric tools for the assessment of various online addictions. IGD has been
characterized by a “persistent and recurrent use of the Internet to engage in games,
often with other players, leading to clinically significant impairment or distress” (APA,
2013, p. 795). The DSM-5 asserts that further empirical evidence is needed to confirm
the nine criteria proposed for the clinical diagnosis of IGD, and to formally define IGD as
a mental disorder in future editions of the DSM. Of the nine criteria, seven criteria are
identical to those of gambling disorder and five criteria to substance use disorder (Petry
et al., 2014), and refer to preoccupation with Internet games, withdrawal symptoms,
tolerance, unsuccessful attempts to control participation in Internet games, loss of
interest in previous hobbies, continued excessive use of Internet games, deceiving
family members, use Internet games to escape, and losing a significant relationship, job
or education, or career opportunity. To be diagnosed as a disordered gamer, five (or
more) out of these criteria need to be endorsed over a period of 12 months (APA, 2013).

The nine IGD criteria directly map onto the six criteria of Griffiths’ components
model of addiction, and which have been used to conceptualize a number of
technological addictions. According to Griffiths, by “determining whether non-chemical
[…] addictions are addictive in a non-metaphorical sense” other potentially addictive
behaviour should be compared “against clinical criteria for other established drug-
ingested addictions” (Griffiths 2011). The six criteria comprise salience, mood
modification, tolerance, withdrawal symptoms, conflict, and relapse. Salience occurs
when addictive activities dominate a person’s thinking, feelings, and behaviour; mood
modification occurs when a person uses substances or is engaged in activities to
change their mood state; tolerance refers to the need to increase (over time) the
amounts of engagement in the addictive behaviour to achieve the initial mood-modifying
effects.

In other theoretical studies, it stated that digital gaming is known to affect several
aspects of individuals’ psychological, social health, and physical health. Digital game
addiction is characterized by features such as low self-efficacy (Jeong& Kim, 2011),
anxiety, low self-esteem, and impulsivity traits (Billieux et al., 2015; Gentile et al., 2011).
Moreover, maladaptive cognitions, shyness and physical problems (Peng& Liu, 2010)
were also seen as predictive characteristics of gaming addiction. Gaming addiction was
accompanied by symptoms which might have developed as a consequence of other
disorders such as depression, anxiety and social phobia (Gentile et al., 2011).
Correspondingly, addictive players exhibited signs or symptoms such as social neglect,
loss of interest in other leisure activities, social and psychological isolation, escape
problems (Billieux et al., 2015; Young, 2009), aggressive behavior (Anderson, 2004;
Anderson et al., 2010), psychological stress, reduced school performance, decreased
sleep quality, suicidal ideation (Rehbein, Kleiman&Mössle, 2010), low sociability and
self-efficacy and lower satisfaction with life (Festl, Scharkow&Quandt, 2013). In certain
cases, digital game playing was allow to act as a coping strategy for deficiencies or
problems in the player’s life such as a lack of friends, relationship troubles, or
dissatisfaction with physical looks (Griffiths &Beranuy, 2009). Furthermore, prolonged
exposure to digital game was associated with physical health problems such as
musculoskeletal symptoms (Lui, Szeto& Jones, 2011).

In Finland, the effects of problematic game playing on players’ health are still
largely unexplored. Considering the increased prevalence of online gaming, this study
aimed to identify the problematic gaming behavior among Finnish adolescents and
young adults, and evaluate its connection to a variety of psychological
(psychopathological symptoms, satisfaction with life), social (preferences for online
social interaction) and physical health (general health, BMI, body discomforts, physical
activity) symptoms. In this paper we consider problematic gaming behavior in
accordance with the recent framework that sees it as “a continuum state which can
range from a normal to severe condition” (Griffiths et al., 2015).

Conceptual Framework
Figure 1.0: The relationship between online games addiction and the academic
performance, and health of grade 5 and 6 students in Ubaldo D. Laya Memorial Central
School.

The figure shows the relationship of online games to the academic performance of
grade 5 and 6 elementary students in Ubaldo D. Laya Memorial Central School. Do
online games affects the academic performance and the health of grade 5 and 6
students in Ubaldo D. Laya Memorial Central School? This study will help to determine
if there’s relation between the two variables.

Statements of the Problem

This study aims to know the perceived relationship of online games to the academic
performance among the Grade 5 and 6 in Ubaldo D. Laya Memorial Sentral School.

The research wanted to answer the following questions:

1. What are the demographic profiles of the respondents in terms of:

a. Frequency of playing online games b. Average time span of playing online

games

c. Length of period of playing online games (since they’ve started)

2. How does playing online games affect the academic performance of the students in
relation with:

a. Class Participation b. Number of Hours spent in Studying

c. Frequency of Absences in Class

3. Is there significant relationship between playing online games and academic

performance of the student of grade 5 and 6 of Ubaldo D. Laya Memorial Central
School?
Scope and Limitations

The study covers the students of grade 5 and 6 in Ubaldo D. Laya Memorial Central
School This study was limited to Mobile Legends, Roblox, and DOTA 2.

A survey will be conducted about the evaluation of the respondents regarding in

the study of the relationship of the online games on students’ academic performance in
Ubaldo D. Laya Memorial Central School grade 5 and 6. The selected respondents will
be given questionnaires to get information that will be needed in the study.

Significance the study

This study will help the students have an insight on the impact of online games
towards their academic performance.

Parents. It will serve as basis to help share with other parents the information
about certain games or ideas to help each other in parenting. Also it will help them
understand the behaviour and study habit of their children when they’re engaged into
such activity

Teachers.It will provide additional knowledge on what strategy to use to educate

students about the well-known effects of online gaming to students’ academic
performance, problem-solving strategy, decision-making and spatial visualization.

Future Researchers. The researchers are expecting that this study will be
helpful to the future researchers as they gather information. Also, the researchers want
to give some insights into how or what you can do

Definition of Terms

Academic Performance.Is measured by taking written and oral tests, performing

presentations, turning in homework and participating in class activities and discussions.
Teachers evaluate in the form of letter or number grades and side notes, to describe how well a
student has done.

Game Addiction.Is an excessive or compulsive use of computer games or video games, which
interferes with a person's everyday life.

Gamer. Is a person who plays a game or games, typically a participant in a computer or role-
playing game.
Online Game. Is any game that is played online, based online, or has a majority of its
content/gameplay online.

Chapter 2

Review of Related Literature and Studies

Related Study (Foreign)

Internet addiction is defined as a psychological dependence on the Internet and is

characterized by (a) an increasing investment of resources on Internet-related activities,
(b) unpleasant feelings (e.g., anxiety, depression, emptiness) when offline, (c) an
increasing tolerance to the effects of being online, and (d) denial of the problematic
behaviors. Individuals exhibiting such symptoms often are dealing with underlying
psychological issues. College students are particularly vulnerable to pathological
Internet use due to several factors. These factors include (a) the psychological and
developmental characteristics of late adolescence/young adulthood, (b) ready access to
the Internet, and (c) an expectation of computer/Internet use. The findings showed that
the favorite type of gaming on smart phones was playing casual games rather than
MMORPGs, which are considered more addictive games on PCs and consoles (Kuss,
2013; Kuss et al., 2012). These results are in line with ESA findings (2015), indicating
social games, puzzle games, action, and strategy games are the most commonly
played mobile games. As Engl and Nacke (2013) suggested, mobile game players may
engage in these activities for instant entertainment and to fill time between daily
activities (e.g., playing games while commuting). According to Jin et al. (2015), the
expansion of smart phone gaming has been driven by the compact screen and easy
mobility of these devices. This has generated an increasing production of casual
games, similar to puzzle games, which are characterized as a leisure activity that
requires sporadic attention of up to 5 min
(Andreassen et al.’s (2016) recent findings relating to addictive video gaming, as in this
study anxiety also negatively predicted smart phone dependence, but depression did
not. Moreover, stress positively predicted problematic smart phone use and
dependence (which had not been studied previously). Regarding depression,
(Andreassen et al. (2016) found there was a significant but weak correlation with
addictive gaming. Concerning stress, an alternative explanation is required when using
smart phone apps, such as games and SNSs, leading to more stress and increased
self-perceived problematic smart phone use. Finally, regarding anxiety, the relationship
was indirect, because anxious adult smart phone users perceive themselves to be less
dependent on smart phone use, possibly due to smart phone use providing a feeling of
relief, especially from social anxiety, which usually emerges when encountering
strangers in public settings (Hoffner et al., 2016; Lee et al., 2014). In other words,
anxiety decreases when using smart phones.

his suggests smart phone gaming is different from online gaming. As Jin et al. (2015)
stated, the genre of gaming is platform-specific because online gaming is usually
associated with PC games and requires a higher investment of time and effort relative
to the playing of mobile games via smart phones. The psychosocial impact of mobile
games may be different in comparison with non-mobile games, as are the behaviors
engaged in and the online apps used across platforms, and the contexts of use (e.g.,
smart phones are frequently used when commuting). This could also have implications
in relation to research related to IGD, because online gaming studies are usually based
on gaming via consoles and PCs rather than gaming via smart phones. Furthermore, no
game variables (i.e., playing casual games and gaming versatility) were related to
problematic smart phone use. This makes intuitive sense because (a) smart phone
gaming on a very small screen is much less immersive than gaming via consoles and
PCs (Hou, Nam, Peng, & Lee, 2012) and therefore less likely to be potentially
problematic, and (b) the more addictive types of games (e.g., MMORPGs), at present,
do not translate well on a small smart phone screen compared with simpler casual
games that do not rely on sophisticated graphics and sound.

This study also explored gaming regarding smart phone use and problematic smart
phone uses in two European countries. According to Jin et al. (2015), the increase of
smart phone gaming is explained by socio-cultural factors (e.g., mobility and
environment), but people may play mobile games because they are entertaining and fun
(Banerjee & Das, 2015; ISFE 2012a, 2012b), and they are an accepted pastime activity
within Eastern and Western cultures. In this study, being Belgian predicted prohibited
smart phone use, and although the literature is scarce regarding this technological use
aspect across European cultures (e.g., ITU, 2016), it appears Belgians used smart
phones when banned more than the Finnish sample in the case of young adults. One
reason for this could be that younger age is related to higher smart phone use when
prohibited, and in this study, the Belgian participants were younger than the Finnish
participants (Table 1). According to Srivastava (2005), students and young adults
appear to be the most avid users of mobile phones with little distinction between public
and the private spheres (e.g., talking or texting on the phone when forbidden), despite
countries attempting to regulate mobile phone usage in public (e.g., prohibiting or
restricting use in restaurants, on public transport, in theatres, cinemas, and schools).
However, there is not enough literature yet to ascertain why these few cross-cultural
differences appeared in relation to prohibited use, and this could be due to different age
groups instead of different cultures. In both countries, mobile phones are banned when
driving (the penalty being double in Belgium compared with Finland; Jeanne Breen
Consulting, 2009). Similarly, Campbell (2007) also had problems in interpreting why
safety and security were cross-nationally differently perceived in relation to mobile
phones between American and European countries. This component of PMPU requires
more research.

and subjective happiness have a significant negative correlation. And as a result of our
research, it was found that there is a low positive correlation between high school
students' online game addiction and their feeling loneliness, and a low positive
correlation between online game addiction and depression tendencies. When the
tendency of loneliness and depression are evaluated as predictors of unhappiness,
findings can be said to be consistent with the results of the research done by Odabaş
(2016) it can be said that in the direction of the findings obtained from the research in
reducing the aggression behaviors seen in high school students, it is beneficial to
decrease their game addictions. In this case, parents and teachers should keep an eye
on the habits and addictive situations of adolescents showing aggressive behavior.
Depression and loneliness can also be seen as variations contributing to adolescents'
game addiction status. For this reason, social support for adolescents in this situation
may be useful in reducing gaming addictions. Besides in their research Yılmaz,
Karaoğlan Yılmaz, Öztürk and Karademir (2017) indicate that the majority of the
students are insufficient regarding information security and computer usage awareness
and they could be under risk in online settings towards the threats. For these reasons,
parents of students who are playing online games should be more careful and direct
their children. Karaoğlan Yılmaz and Çavuş Ezin indicate that through the necessary
institutions and organizations to prevent damage to parents and children, preventing
and raising awareness is required. Teachers who are one of the most important
instructors in this area should also be aware of online risks and cyber bullying (Sezer,
Yilmaz, & Karaoglan Yilmaz, 2015). Because online games platforms contain many risks
in terms of information security and cyber bullying.

In Taiwanesse; Ko et al., (2005) who research the addiction of high school students for
online games found that boys are more addicted than girls, girls spent more time than
boys, boys played for will to succeed while girls play to make friends . In a study carried
out in order to calculate the computer games addiction of primary school students in
Adıyaman (Güllü et al., 2012); it was concluded that the addiction levels of the children
for computer games was rather high. It was determined that the scores of addiction to
computer games among the students significantly differed according to the variants
such as gender, daily use of computer and the existence of computers at home;
however, there was no difference according to the variants such as grades, the
occupation of the parents and free time in and out of school. When the results of
another Kırehir centered research executed on primary school students are analysed ,
similarly, it is seen that a different situation exists. According to the study carried out by
ahin and Tu"rul (2012) the addiction levels of primary school students is very low.
Nevertheless, the students of 4.th grade have less addiction scores than those of 5.th
grade, girls are less addicted than boys and those who don’t own have less addiction
scores than those having computers at home. Another remarkable result that shows up
in the research is related to the education level of the mother. Accordingly, the more the
mother’s education level raises the more addiction level for computer games increases.
This situation makes the relationships between the education level and addiction
questionable. In a study carried out by Ayas (2012) on high school students in Giresun;
it was observed that boys were more addicted than girls and there was a positive
relation between addiction and being ashamed.

In a Sakarya based research carried out by Horzum (2011) which levels of addiction
level for computer games among primary school students according to various variants;
a significant difference was observed between the girls and boys from the point of
addiction. Namely, male students have higher addiction scores than the female
students. Moreover, the students who are higher income earners are more addicted
than the students with lower or medium income levels and the students of 4.th grade
are more addicted than 3.rd and fourth grade. Besides, it was seen that the existence of
computers in the homes of the students didn’t cause a significant difference in the level
of addiction.

Foreign

Related study (local)

In retrospect, ―digital games such as the LAN and Online PC Games, Video Arcade

Games, Home Console Games and Handheld Computer Games have been around the
country for more than 30 years and have evolved from simple ping-pong into
sophisticated role-playing games. LAN and Online Games are in more than eighty
percent of cafes in the country and they have games as their main sour

ce of income‖ (Delos Reyes, 2010)

Through the years, several studies have been conducted in order to delve deeper into
the positive and negative effects of online gaming. One such study is of Liu et al (2009)
wherein the researchers integrated research on problematic Internet use to explore the
cognitive and psychological predictors of negative consequences associated with
playing massively multiplayer online games (MMOGs). Participants recruited from
online discussion boards completed self-report measures on their online game-related
cognitions and psychological condition, social skills, psychological well-being, and
negative life outcomes associated with game playing. The results demonstrated the
important roles that psychological dependency and deficient self-regulation play in
negative consequences associated with online gaming. The results also indicated that
psychological dependency on MMOGs was predicted by cognitive preference for a
virtual life

Extending earlier work to the interpersonal domain, the researchers examined the
effects of obsessive and harmonious passion for massively multiplayer online role-
playing games (MMORPGs) on the number and quality of online and offline friendships.
Obsessive passion describes an irrepressible urge to engage in an activity, whereas
harmonious passion describes the voluntary engagement in an activity. In an online
survey of 406 MMORPG players, found differential relationships between obsessive
and harmonious passion and the number and quality of online and offline friendships.
Related Studies

Local

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 rather what we also called computer games are very popular in our
today’s modern society, in terms of entertainment which it targets most of the
adolescents. Within the internet, we can explore many activities such as: Facebook,
Twitter, browsing Google for information, internet for communication etc.Some claimed
that playing online games is one way to release stress and fill your free time. While
some said that too much game can affect one's mind and attitude. For example, people
who play games are constantly feeling tired. When someone is more likely to spend
more time in playing online game, some of them may end up with being addicted to it.
Based on established researches, it’s an interesting discovery about the reasons behind
why young people start to play online games as well as how playing such games affects
the daily lives and activities of them. The first computer games is generally assumed to
be game Spacewar, developed in 1962 at MIT (Stephen Russell a.o). As the games
starts to widen, young people, especially students, correspondingly get addicted to the
online games. Researchers are starting to make a conclusions that online games was
becoming a growing phenomenon for those you often plays it. An online game is a video
played over some form of computer network. This usually the internet or equivalent
technology, but games have always used whatever technology was current. Usually, an
online games was used for leisure time only, but because it was more time spending
than a television, players tend to immerse in the game that they were completely
separated from their surroundings. The excitement and rivalry within the challenges of
the computer games, pushes the programmers and developers to recreate, upgrade
rather most of the games. But as the game became wider than before, it had covered a
wide range of health and other issues which also affect the human brain. Regions of the
brain associated with cravings in substance abuse also appear to be activated in
gaming addicts when they view images of computer games. Computer game has been
considered as serious threat to mental health in Asian countries with extensive
broadband usage. 21st century students are the learners that live with the use of
technology. Technology, internet to be distinct is very useful tool for everyone, notably
students, it helps them gather data which support them throughout their studies. But
because of the broaden technology access sharing files, documents, and most specially
playing online games which cause their goals and achievements break down. Seems
like their academic performance was affected logically. If that continues, they may suffer
from a long term different major problems. Because of this, we, researcher was
prompted and had a desires to know if the selected high school students are having
achievement breakdown due to the lack of focused on their study and what possible
ways are we going to do to prevent the portentous problem. This study is trying to show
the effects of playing online games to the academic performance of the selected grade
11 senior students of GFIS. (Ramos,2015)

Internet as a source of information plays an important role in developing one's mind and
life experiences by creating productive works in schools, offices, and even at home.
Nowadays, this can be a person's most efficient strategic tool for enabling himself to
take charge and cope with the fast growing technology. The fact that people live in on
informative lifestyle where everything is updated, internet became one of the necessities
of human beings regardless of age or sex in today's society. However, the influence of
this useful machine on youth is undeniably questionable. As to what Rock [1] said, all
these technologies are very good at distracting people. In line with this development,
online gaming was created to give entertainment to people. Online gaming is one of the
widely used leisure activities by many people. For some people it is said that playing
video 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. For most people, on-line gaming is one of the best past
time that they acquire specially for teenagers, youngsters and students. According to
Kuss & Griffiths [2], 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 just want to
feel relief. During school hours, students tend to feel stressed due to loads of school
works and through playing it will relive their stress. It is undeniably questionable that
playing online games provide them something that no one can give. According to some
researches it is beneficial. It enables the mind of the players to be more active,
especially those puzzle-based games. Furthermore, it helps the player to come up with
decisions in tight situations, especially those adventure games that keep the players to
be alert, active and strategic. Students' learning takes place unexpectedly, but the
inappropriate usage of playing online games also leads in some problems such as
being distracted in school. Further, it is where the attention of the child were divided that
even their health and social life is unknowingly affected. Several studies in psychology
have found out that increased time spent on the Internet can lead to negative impact on
a person's ability to communicate appropriately face-to-face with friends, peers, family
members including parents. Studies revealed that the human brain is easy to destruct
and one of the reasons is using technology. The education system tends to go with the
flow with this constant change in the society in order to get things relevant with the
generations today. The researchers felt the need to determine the impact of online
gaming to students' academic performance and their social behavior. The purpose of
this study is to find out the implications of on-line gaming to the academic performance
and social behavior of the students. (Castillo,2017)

RELATED LITERATURE (Foreign)

Online games have both positive and negative effects on people, especially students.
One of the negatives is this. Many cases among students are addiction. And this
addiction may lead to worse problems. The students might steal money.6

9They may become lazy when it comes to studying and prefer playing the whole day
long. Some may even skip school in order to have more playing time. (SujatAli Hamzah)
Addicted gamers spend so much time playing that their personal relationships get
neglected and sometimes disappear altogether. Among addicted gamers who are
married, up to 50 percent report a strain in theirmarriage as a result of their addiction.
Addicted gamers also neglect there’s responsibilities of everyday life such as school
and work. (UNC-OASIS).In the world of today, there are different genres of online
games. First are the console games. Console games are more commonly referred to as
videogames. They are played on a device specially made for game play called a
videogame console. The player interacts with the game through a controller, a hand-
held device with buttons and joysticks or pads. Video and sound are received by the
gamer though a television. Examples of consoles include the Microsoft Xbox, Sony Play
station, Nintendo GameCube, and Nintendo Wii. Second are the real-time strategy
games. This is a type of video game in which players exercise strategy along the way,
typically to conquer enemies and reach a final destination without being eradicated. For
example, to win, players decide which routes to take, what needs to be done and how to
do it. Contrast with first-person shooter. Third are the cross-platform online games.
Developing software for, or running software on, more than one type of hardware
platform. The most universal cross platform application is the Web browser. Written for
every 10 desktop computer and mobile platform, Web browsers render Web pages
“almost" the same no matter which computer they run on.

Today's world is one that is largely composed of technology. But no area of technology
has become as prominent as that of video gaming. According to Anand (2007), the
penetration of video games into the United States alone is huge, with at least 90% of
homes having children that have played (rented or owned) video games. This is a
record level that continues to increase. 55% of console players and 66% of online
players are over 18. The college demographic seems to be the major group of gamers
simply because they have a lack of parental supervision and they have more flexible
schedules, allowing for more play time (Anand, 2007). As with any other innovation in
society, the introduction of video games brought the question "What are the negative
effects or consequences?" Smyth (2007) notes that there seems to be an increased
interest in research in the area of video gaming to answer this question. And there does
indeed seem to be much research on the topic in recent years. In overviewing the
research, one main concern seems to be whether the playing of video games impacts
academic performance in a negative or positive way and what those consequences are.
One study done by Anand (2007) found a negative correlation between the amount of
time spent playing video games and the GPA and SAT scores of students. This means
that GPA and SAT scores decreased as time spent playing increased. However, Anand
(2007) did recognize the limitation of using SAT scores because they represent a one-
time standardized score. Using GPA is more credible because it represents a
continuous measurement of school performance. He also found that males were more
prone to these results than females, because males tend to play video games more.
Skoric, Teo, and Neo (2009) went one step farther and studied addiction to video
gaming versus simple engagement in video gaming. Although no definitive definition of
addiction was given, they found that those addicted to gaming consistently performed
negatively in the academic setting, while there was no negative correlation between
time spent playing or engagement and academic performance. Shao-I, Jie-Zhi, and Der-
Hsiang (2004) also studied addiction (once again no definitive definition was given) and
noted a decrease in school performance when the student was addicted to gaming.
They found that gaming and (c) an expectation of computer/Internet use. The nature of
the computer medium and the sense of control experienced when engaged in computer
activities can also contribute to the potential for problematic computer/Internet use.
Research on Internet addiction is in its infancy. The need for greater understanding of
Internet addiction and its treatment is noted.(Wright,2011) .

According to the research results made by Eyyüpoğlu (2017); computer game addiction
and internet addiction predicted adolescence disobedience separately and together -
there is strong relations of adolescence disobedience, computer game addiction and
internet addiction positively. And a result of our research, it is found that there is a
moderate positive significant correlation between online game addiction and aggression
tendencies. According to the results of Odabaş (2016), online game addiction

Chapter 3

Methodology

In this chapter, the researchers present the methodology on the study. This includes
here the number of respondents that will be gathered, and the sampling design. This
explains the methods on how the researchers gathered the data to answers the
statements of the problem.

Research Design

This research is a correlational because the researcher seeks to understand what kind
of relationships online games have with academic performance of grade 5 and 6
elementary students in Ubaldo D. Laya Memorial Central School.

Research Instrument

In this research, the researchers used the survey questionnaire for the respondents to
answer. The content of this survey sheets was the respondent’s feedback. This
surveyed the relationship of online games to the academic performance of grade 5 and
6 elementary students in Ubaldo D. Laya Memorial Central School.

Data Collection Method

In this research, the researchers used the survey - questionnaire as an instrument of

gathering the data from the respondents. The researchers also apply some oral
activities to the respondents for them to fully understand what is being asked.

Development of Research Instrument

In this research, the questionnaires was developed through the guide of our Practical
Research Adviser, its content is all about the effects of online games to the academic
performance, time management and physical health of grade 5 and 6 elementary
students in Ubaldo D. Laya Memorial Central School.
Sampling Design

In this research, the researchers used non-probability, which the researchers only
choose those elementary students who are playing online games. These students are
under grade 5 and 6 in Ubaldo D. Laya Memorial Central School.

In addition, the researchers applied oral survey which the researchers asked
questions to the respondents for them to understand thoroughly.

Research Environment

This study was conducted in Ubaldo D. Laya Memorial Central School of Iligan City.
This is located at Avocado St, Iligan City, Lanao del Norte which is closely to the city proper.

Figure 2.0 Research Environment

Figure 2.1: Ubaldo D. Laya Memorial Central School

Statistical Treatment

After the data gathering, the researcher tabulated, analyzed and interpreted the data
using the following statistical methods and techniques:

• Frequency and Percentages. These were used to summarize the data gathered
from the survey questionnaires that the respondents answered.

• Pictures,Tables and Graphs. These were used to easily visualize the data
gathered from the survey questionnaires that the respondents answered.