ACKNOWLEDGEMENT

Immeasurable appreciation and deepest gratitude for the help and support are
extended to the following persons who, in one way or another, contributed in making this study
possible:
First of all, I would like to thank my Psych family, BFFs Rina Mae Miraflor, Robert
Monteclaro, Roselle Lutas and all our classmates for being there whenever I am in need of
help, for staying up late at night with me so we can graduate on time. Especially to Aubrey
Sesbreño, who pushed me to my limits when I thought I could not make it;
To Ricky Domanais for helping me plan on how to start with my data gathering. Your
suggestions for my related studies were appreciated and it really helped me finish this work;
To Lawrence Anthony Osabel and Clyde Vincent Acuña thank you for the survival tips in
thesis making and of course for the moral support;
To my friends Reu Raquion and Jamie Panceles who patiently accompanied me to the
internet shops to look for my respondents. Superchamp padi;
To Yuri Arroyo for keeping me motivated to finish my research work. Thank you for all
the help and moral support until my final oral defense. You have been such an inspiration for
how many years;
I would also like to express my very great appreciation to my thesis adviser, Mr. Ray
Artimus Hinlo for your valuable and constructive suggestions during the planning and
development of this research work which encouraged me to finish my study. Thank you for
your patience, support and encouragement even after my final defense, for welcoming me to
your office despite your busy schedule. Words are not enough to describe how lucky and
grateful I am to be your thesis advisee. This study would not be in its beauty without you.
To my Chair panel, Dr. Leticia M. Santillan along with the panel members, Madam Nora
Gallano and Sir Jacinto Ricafort for helping me improve my study;
To my research professor, Br. Yosep Undung, SVD for patiently checking the e-mail sent
manuscripts, for imparting your knowledge to improve my paper. Thank you so much Brother;
To my family, especially my mother Mary Ann Llavanes, my father Anthony Llavanes,
and my grandmother Josefa Cruzana. Thank you for the unending love and support. For
providing late night snacks and most especially for financing this study;
To my BFF for more than ten years Janeth Alejo, thank you for the support and
sacrificed your sleep helping me sort out the questionnaires answered by my respondents;
And most of all, I would like to thank and glorify God for giving me wisdom, ability,
strength and motivation to finish this study.
 Abstract
The focus of the researcher was to determine whether the time spent in playing online games
has a significant relationship toacademic performance. The study was conducted in internet
shops nearby Divine Word College of Legazpi by giving a questionnaire prepared by the
researcher and requested for a copy of the respondents’ grades. Pearson correlation was used
to correlate the data using Statistical Package for the Social Sciences (SPSS). Results show that
the time spent in playing games is negatively correlated to academic performance. Based from
the results, it was recommended that this study could be presented in orientations or seminars
given by Admissions, Guidance and Testing Center. It could also serve as basis whether
cybersports should be included during school Intramurals and for future researchers to consider
continuing this study by adding female gamers as respondents and investigate on time spent in
playing in computer shops and home.
Keywords: Online Games, Academic Performance, Correlation

With the popularity of Internet use in recent years and of high-tech devices like
computer, tablet, and smartphone, both online and offline games have become a popular
activity especially among the young ones. They usually play video games for entertainment,
excitement, challenge seeking, emotional coping and escaping from reality to virtuality to fulfill
some unsatisfied needs or motivations (Wang, Chan, Mak, Ho, Wong & Ho, 2014). The rise and
popularity of the internet as a medium has become a part of people’s daily lives. Game as one
of the most popular online contents, where a person can play not only with the computer but
with other people connected to the internet as well (Gorriz& Medina, 2000).Although Internet
was primarily designed to facilitate research, information seeking, interpersonal
communication, and business transactions, for some Internet users, it became the central focus
of their lives and even a temptation that they find hard to resist and becoming more common
in society. Since it became essential in most people’s lives,interactive games becameone of its
most popular uses (Bonebrake, 2002). According to Kerner, Kalinski and Kurrant (2001), it also
became an essential part of leisure time.

According to Yang and Chen (2006), Online games is a form of interactive electronic
games that started in the internet which were originally created in the USA in 1969 and
eventually became popular in universities in 1980’s. As the online game market continues to
grow, a number of problems are brought to college student deserve our notice. Charlton and
Danforth (2009)’s study stated that playing these games became a habit in the lives of many
youth, especially boys.

While Rayo (2012) stated that computer gaming is one of the most favorite hobbies and
pastime of Filipinos. One of the most common and popular game they play is DOTA (Defense of
the Ancients). The game has induced such intense effects to Filipino youth in its everyday life.
Because of DOTA, the computer shops in the country have been growing massively since the
release of the game. Students gather in the computer shops to play informally and show
enthusiasm.
A study by Cortes (2012) stated that it is also important to take note of the types of
computer games that the students are playing. The Massively Multiplayer Online Role-Playing
Games (MMORPG) are games that do not have endings which means it is designed to be played
forever. It was also indicated that it is usually played with thousands of other players who are
online which is adding a highly addictive social component to the game. According to Alsaleh
(2005), The violent content that characterizes massive multiplayer online role-playing games
negatively correlates with final marks. It was also stated by Anand (2007) that video games
possess some addictive qualities simulating real life.
There are numerous claims that playing computer and video games can be educationally
beneficial but there are little investigations of whether or not the frequency in exposure to such
games actually affects a student’s academic performance (Ip, Jacobs, & Watkins, 2008).
However, there are several studies that also argued that computer games have disadvantages
to student’s academic performance. Like the study conducted by Jackson, Von Eye, Witt, Zhao
and Fitzgerald (2011), who examined the effects of Internet and videogame playing on
children’s academic performance with the hypothesis of videogame playing will be negatively
related to academic performance, concluded that youth who played videogames more had
higher visual-spatial skills but lower grade point Average (GPA). Another study by
Jaruratanasirikul, Wongwaitaweewong and Jangsuparawanich (2009), found out that students
in Thailand who have gaming time of 2 hours per day correlated with a grade point average of
below 3.00. Another study by Craton (2011) and Burgess and Stermer (2012) where findings
noted playing video games are often associated with poor academic performance and found a
negative correlation between GPA and time spent in playing video games. Contrary to this is
Khadra, Hackshaw and Mccolum (2012)’s study, where it is indicated that sometimes, playing
games may work as a brain stimulant that can boost the mental capability of others to perfrom
better.
The aim of this study was to determine whether there was a relationship between the
number of hours spent by the respondents in playing online games and their academic
performance. This topic was chosen by the researcher to help increase awareness among
students who play online games and have decreasing grades. Most children and young people
can easily become hooked in online games with uncontrolled usage which may affect their
academic performance that is why there is a growing concern that the researcher would like to
investigate on.
According to the theorists Reeves and Nass (1996), The media equation theory predicts
why people unconsciously and automatically respond to communication media as if it were
human.This theory claims that people tend to treat computers as if it was a real person or
place. It looks at the interpersonal communication between the media and an individual where
individuals talk back to their computers and use the same personal spacing techniques with it
as they would if that particular medium was a real person or place. This theory is scientific in
nature. According to Chaflee and Berger’s (1997) criteria for scientific theories, it is an okay one.
It predicts that people will treat media as they would to a real person, it explains why the
audience is active, it is simple to understand and also understand the action of the audience.
This study is very important to read since playing online games in the Philippines is
becoming popular. What makes this study unique is that the researcher selected respondents
from the Divine Word College of Legazpi to be able to recommend several practical implications
that may help contribute to student’s progress in school.
Since online computer games have become a trend, students are more likely to be
exposed on it. However, spending a lot of time in playing online games may have an impact on
their school performance. This was what the researcher investigated whether the time spent in
playing online games affects student’s performance. The study aimed to answer the following
questions:(1) What are the online games played by the respondents? (2) How much time do the
respondents spend in playing online games? (3) Does online gaming affect students’ academic
performance? (4) Is there a relationship between the time spent in playing online games and
their academic performance?
This study could benefit students and parents alike by making them aware that gaming
really affects academic performance. Schools can also benefit from this research by considering
the results in their various student programs.
Conceptual Framework

TIME SPENT IN ACADEMIC

PLAYING GAMES PERFORMANCE
(Hours per week) (Grades)

RECOMMENDATIONS

Figure 1
Conceptual Framework
In the conceptual framework of this study, the researcher correlated two variables such
as time spent in playing online games (hours per week) to the academic performance (grades)
of the respondents. This framework determined whether there is significant relationship
between the two variables.
METHOD
Research Design
A quantitative research study was used with correlation as primary method of data
analysis. A questionnaire prepared by the researcher was distributed to the respondents.
Research Locale
The current study was conducted in internet shops near the school where the
respondents are enrolled which is the Divine Word College of Legazpi (DWCL).
Research Respondents
The respondents of the current study were sixty male college students from Divine
Word College of Legazpi enrolled at the time of participation and also enrolled during the 2 nd
semester of SY 2015-2016 and 1st semester of SY 2016-2017. All respondents considered
themselves as players of online games and found themselves always playing in computer shops
or their own houses.
 The sample size was justified through G Power, with a population of 60, the error rate
was 0.03 and 0.97 power.
Research Instrument
The researcher used a self-made questionnaire which contained a letter informing them
about the study being conducted and asked for consent that after answering the questionnaire,
the researcher would be able to see their grades and use it for research purposes with
assurance of confidentiality along with the questions that would answer the statement of the
problem such as the time spent by the students in playing online games and what kind of
games they played.
Research Procedure

As indicated above, the respondents who met the study inclusion criteria were profiled
and immediately given a questionnaire prepared by the researcher. The data were collected in
computer shops near the school of the respondents. After data were gathered from the
questionnaire and grades of the respondents, statistical analysis followed with Statistical
Package for the Social Sciences (SPSS) as statistical tool to determine if there is a significant
relationship between time spent in playing online games and academic performance.

Statistical Treatment
Pearson correlation was used to determine whether there was a significant relationship
between the time spent in online gaming and the academic performance of the respondents.
The Statistical Package for the Social Sciences (SPSS) was used for analyzing the data.
 RESULTS
This part is the presentation of the outcomes of the study that answered the questions of
the researcher mentioned in the Statement of the Problem and other descriptive data of the
respondents.

Table 1
Frequency count of the respondents
Course & Year Frequency Percentage
BSBA 3 9 15%
BSEE 5 6 10%
BSIT 4 6 10%
BSMA 3 6 10%
BS Psych 4 5 8.3%
AB Pol Sci 3 4 6.7%
BSIT 2 4 6.7%
BSBA 2 3 5%
BSEE 4 3 5%
BSCS 4 2 3.3%
BSIT 3 2 3.3%
BSMA 4 2 3.3%
AB Eng 2 1 1.7%
AB Pol Sci 4 1 1.7%
BS Econ 4 1 1.7%
BSA 3 1 1.7%
BSCE 5 1 1.7%
BSCS 2 1 1.7%
BSCS 3 1 1.7%
BSMA 2 1 1.7%
Total 60 100%

Table 1 shows the breakdown of 60 respondents from different colleges in DWCL. The
frequency and percentage of the student gamers were arranged in descending order. Majority
(15%) of the student gamers were 3 rdyear BSBA students, followed by (10%) 5 th year BSEE,
(10%) 4th year BSIT and (10%) 3 rd year BSMA students. There were also various courses with one
respondent each.

Table 2
 The different games played by the respondents
Game Frequency Percentage
DOTA 39 61%
LOL 29 46%
HON 4 6.30%
Others 3 4.80%
Table 2 presents the different games played by the respondents and indicated that
majority (39) of the respondents played DOTA, 29 respondents played LOL and few
respondents played HON and other games. Most of the respondents preferred to play DOTA.
Table 3
Hours spent by the respondents in playing games per week
Hours Per Week Frequency Percentage
9 7 11.7%
4 6 10%
35 6 10%
12 5 8.3%
56 4 6.7%
8 3 5%
24 3 5%
30 3 5%
42 3 5%
1 2 3.3%
2 2 3.3%
6 2 3.3%
20 2 3.3%
28 2 3.3%
84 2 3.3%
3 1 1.7%
15 1 1.7%
18 1 1.7%
21 1 1.7%
25 1 1.7%
32 1 1.7%
49 1 1.7%
70 1 1.7%
Total 60 100%
Table 3 presents the Hours spent by the respondents in playing online games per day
was multiplied to the Days spent by the respondents in playing online games per weekto obtain
the data to be correlated with the respondents’ grades. The highest number of hours consumed
is 84 hours per week by 3.3% of the respondents and the least number of hours consumed is 1
hour per week by also 3.3% of the respondents.
Table 4
 Hours spent by the student gamers per week and academic performance

Table 4 presents the hours spent by each player in playing online games along with their
grades. The highest number of hours consumed per week is 84 and 1 as the lowest.
 Table 5
Responses of the respondents whether gaming can affect their grades or not

Response Frequency Percentage

No 41 68.3%
Yes 19 31.7%
Total 60 100%

Table 5 presents the opinion of the respondents as to whether gaming can affect their
grades or not. 68.3% of the sample population (41 respondents) answered no and 31.7% (19
respondents) answered yes.
Table 6
Pearson (bivariate) Correlation

  Hours per week Average GWA

Hours per week Pearson 1 -.305*
Correlation
Sig. (2-tailed)   .018
N 60 60
Average GWA Pearson -.305* 1
Correlation
Sig. (2-tailed) .018  
N 60 60
*. Correlation is significant at the 0.05 level (2-tailed).

Table 6 presents the correlation between the two major variables of the study. The
correlation had a coefficient of-0.305 and a P Value of .018.
 DISCUSSION
The results of this study contributed to the understanding of the nature and relationship
between the time spent in playing games and Academic Performance. The 60 players who
participated in this study produced information which could help raise awareness about the
relationship of online games with academic performance among DWCL students.

The main focus of the researcher was to determine whether the time spent in online
games has a relationship to the respondents’ weighted average in the first semester of school
year 2016-2017 and 2nd semester of school year 2015-2016 to determine if playing games can
affect the grades of the respondents.

The results in Table 1 inferred that study had a total of 60 respondents, majority (15%)
of them are 3rd year Bachelor of Science in Business Administration students, 10% from 5 th year
Bachelor of Science in Engineering, 10% from 4 th year Bachelor of Science in Information
Technology and 10%from 3rd year Bachelor of Science in Management and Accountancy
students. If year levels are disregarded, the course BSIT has the most number of respondents.

The results in Table 2 inferred that 61% of the respondents played DOTA. In line Rayo
(2012)’s study which implied that Millions of Filipinos are involved to this game that is why the
invasion of DOTA in the Philippines was very massive. Majority of the gamers in the Philippines
played and still continuing to play this game and regarded it as their specialty compared to
playing other games like League of Legends and Heroes of Newerth. You might ever wonder
what attracted the respondents to play the game? Rayo’s study narrated why most Filipino
gamers are into playing DOTA. He first explained that Filipinos loved games with action as genre
more than board games. He then explained that its game play is unlike any other because it is a
MMORPG game like what Cortes (2012) said that it can be played with other people who are
online.

The results presented in Table 3 are the hours spent in playing online games per week.
The data in this table was obtained by multiplying the hours per day and days per week and was
correlated to the average of grades of the respondents and determined its relationship to the
average of the respondents’ grades for two semesters. The table inferred that 11.7% of the
respondents spent 9 hours per week in playing online games. The highest number of hours
spent in a week (84 hours per week) is consumed by 3.3% of the respondents.

The results presented in Table 4 are the hours spent by the respondents along with their
grades. The table showed that the highest number of hours consumed by student gamers per
week also corresponded with the lowest grade. There is a general trend in the time spent by
the respondents in playing online games and grades.

In Table 5, almost 70% of the respondents answered ‘no’. Most of the students are not
aware that playing online games can affect their academic performance. Only 31.7% of the
respondents who answered ‘yes’ are aware that their academic performance is affected. The
result in this table had the same Results with Dummond (2014)’s study and also contradicts the
findings of this study where it suggests that comprehensive examination of the effect of gaming
to academic performance is required since there are some socio-cultural factors that can affect
academic performance of students and not only playing of online games. The study of Anand
(2007) stated that proving cause and effect remains difficult. Nasution (2015) also found a
surprising data where only few students believed that playing online games do affect academic
performance.

The data in Table 6 presented the Pearson (bivariate) correlation results where it
implied that the time spent in playing games by the respondents was strongly associated with
their academic performance (grades). It is strongly associated since the correlation coefficient
was considered high and negative as well. Negative sign beside the correlation coefficient
simply implies that as the hour spent by the respondent increases, the academic performance
decreases. The correlation has a significant relationship with a Probability Value of 0.01. A
statistically significant correlation is indicated by a P value of less than 0.05 which means that
the probability of obtaining such a correlation coefficient by chance is less than five times out of
100. Hemphill (2003) clarified that correlation studies are not like experiments where
conditions are controlled. The correlation coefficient of .30 can be justified as large or high.
Correlation coefficients can vary numerically from 0.0 to 1.0. The data in the 6 th table had a
numerical value of the correlation coefficient which is 1 which indicates a presence of a
relationship since a correlation of 0.0 indicates the absence of a relationship. With regards to
the limitation of correlation, McLeod (2008) implies that it cannot be taken to imply causation.
Even if there is a strong association between the two variables, we cannot assume that one
causes the other. In this context, the above stated statistical hypothesis “if the respondent’s
gaming hour increases, then his academic performance decreases” is accepted.
In view of the correlation data, it implies that playing online games are found to be
significant in affecting student’s performance. Results in Cortes (2012)’s study showed that
there is a probability that a student gamer may fail along with those who live near computer
shops and spends more hours in playing online games. Also in support to the hypothesis,
Jackson et al. (2011)’s study found negative correlations between online game playing and
academic performance.

Conclusions

Based on the results, the researcher made these conclusions; the time spent by the
respondents in playing online games is negatively correlated with their academic performance.
Playing online games is more likely to be a harmful distraction to academic performance. Also
the researcher concluded that there is a significant relationship between time spent in playing
online games and academic performance and lastly, almost 7 out 10 student gamers are not
aware or in denial that playing online games can affect their grades.
Recommendations
In view of the results and findings of the study, it is hereby recommended that:
1. For future researchers to consider continuing this study by adding female online
gamers as respondents.
2. For future researchers to investigate on the number of hours in playing in computer
shops and at home.
3. For future researchers to investigate further on the correlation between the time
spent in playing online games and academic performance.
4. Minor research could be presented in orientations for freshman students or in
seminars conducted by the Admissions, Guidance and Testing Center (AGTC) of the
Divine Word College of Legazpi.
5. This study could serve as basis whether or not cybersports will be included in
Intramurals of the Divine Word College of Legazpi.
 REFERENCES
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with teachers, irritability, and school performance among high school students in
Kuwait: An experimental and survey design. Journal of the Gulf & Arabian Peninsula
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Anand, V. (2007). A study of time management: The correlation between video game usage and
academic performance markers. CyberPsychology& Behavior, 10(4), 552-559.
Bolo, R. L. T., & Murcia, J. V. (2015). Online Gamers’ Preference for a Massive Multiplayer
Online Role-Playing Game (MMORPG).
Burgess, S. R., Stermer, S. P., & Burgess, M. C. (2012). Video game playing and academic
performance in college students. College Student Journal, 46(2), 376-388.
Charlton, J. P., & Danforth, I. D. (2010). Validating the distinction between computer addiction
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Technology, 29(6), 601-613.
Cortes, M. D. S., Alcalde, J. V., & Camacho Jr, J. V. (2012). Effects of Computer Gaming on High
School Students’ Performance in Los Baños, Laguna, Philippines. 国際公共政策研究 ,
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Behavior, 27(1), 228-239.
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 https://www.ccga.edu/uploaded/Business/files/VideoGamesAndAcademicPerformance.
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 APPENDIX A

DIVINE WORD COLLEGE OF LEGAZPI

COLLEGE OF ARTS AND SCIENCES
PSYCHOLOGY DEPARTMENT
LEGAZPI CITY

Dear Respondents:

I am Nicole Andre C. Llavanes, 4 th year BS Psychology student conducting a research that

focuses on whether the time spent by students on playing online games has a relationship with
their academic performance as partial fulfillment of the requirements for the degree of
Bachelor of Science in Psychology. Answering this questionnaire will not take you longer than 5
minutes. In this connection, I would also like to ask for your consent for me to request a copy of
your grades since I will be correlating your gaming hoursto it. Rest assured that your name will
not be mentioned in any report or document and all information gathered will be confidential
and none will be used for any purpose other than this research. Thank you.

Name: ____________________________ Course & Year: _________________ Sex: _________

1.) Do you consider yourself as a player of online games?

a. Yes
b. No

2.) What game(s) do you play?

a. Defense of the Ancients (DOTA)
b. League of Legends (LOL)
c. Heroes of Newerth (HON)
d. Others _____________________

3.) How many hours do you play per day?

a. 1 hour per day g. 7 hours per day
b. 2 hours per day h. 8 hours per day
c. 3hours per day i. 9 hours per day
d. 4 hours per day j. 10 hours per day
e. 5 hours per day k. 11 hours per day
f. 6 hours per day l. 12 hours and above per day

4.) How often do you play games per week?

a. 1 day per week
b. 2 days per week
c. 3 days per week
d. 4 days per week
e. 5 days per week
 f. 6 days per week
g. Everyday

5.) Do playing online games affect your school performance/grades?

a. Yes
b. No

Why?
________________________________________________________________________
________________________________________________________________________
____________
 APPENDIX B
DIVINE WORD COLLEGE OF LEGAZPI
COLLEGE OF ARTS AND SCIENCES
PSYCHOLOGY DEPARTMENT
LEGAZPI CITY

February 17, 2017

MRS. EMILIANA BELTRAN

REGISTRAR
DIVINE WORD COLLEGE OF LEGAZPI

Dear Madam:

Greetings of Peace!

I am a fourth year Bachelor of Science in Psychology student from the School of Arts and
Science at Divine Word College of Legazpi conducting a research entitled “ONLINE GAMES AND
ITS RELATIONSHIP TO ACADEMIC PERFORMANCE” where it aims to determine whether the
number of gaming hours of the respondents affects their grades.

In this connection, may I request for a copy of the Weighted Average of my respondents during
the 2nd semester of SY 2015-2016 and 1 st semester of SY 2016-2017. Rest assured that their real
names will not be mentioned in any report or document of my study and all the information
gathered will be strictly confidential thus, should indicate a code name for each student as a
substitute for their names.

Should you require any further information, please do not hesitate to contact me. You may
contact me through my email address at niksllavanes@gmail.com or txt me at my mobile no.
09162313253.

Your grant of my request will be a big part of my study and may help me finish it as well.

Thank you and God Bless.

Respectfully yours,

Nicole Andre C. LlavanesBS Psychology 4

Researcher

Noted by:

Ray Artimus Hinlo

Thesis Adviser
 CURRICULUM VITAE

Personal Information

Name: Nicole Andre C. Llavanes

Age: 20

Date of Birth: September 15, 1996

Address: Zone 2, Brgy. 37, Bitano, Legazpi City

Nationality: Filipino

Parents: Mary Ann C. Llavanes; Anthony N. Llavanes

Educational Background

Elementary: Saint Agnes’ Academy, Legazpi City

Secondary: Saint Agnes’ Academy, Legazpi City

Tertiary: Divine Word College of legazpi, Legazpi City

Work Experience

August – October 2016: Intern, Human Resource Management Office

Divine Word College of Legazpi, Legazpi City

January – March 2017: Intern, DSWD Haven for Women and Girls

DSWD Complex, Nasisi, Ligao City