Research

LA IMMACULADA CONCEPCION SCHOOL
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Rationale
The rise in the use of the internet has led to many changes in our daily life.
In particular, this rise has also led to the rise of online gaming. Online gaming can
refer to any type of game that someone can play through the internet or over a
computer network. Most of the time, online gaming refers to the video games
played over the internet, where multiple players are in different locations around
the world. Everyone who plays video games has a different reason for playing,
and the usage of the game leads to different effects for each individual. Video
games maybe therapeutic for some people, but the small amount of people who
are negatively affected by gaming impact are many.
Setting of the problem
The researchers will try to figure out the effect on lifestyle and behavior of
the online gamer. Online game is the most look up activity followed by many
people nowadays. The group will focus on people that has experience playing
online games and also to those people that is not an online gamer so that they will
be able to compare the answers of the respondents.
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Literature Foundation
According to Molcho (1988), gaming has provided evidence that
instructional games can promote retention and the ability to transfer knowledge to
new domains. Instructional games are attractive to learners because they offer a
simple and creative means of providing high-level motivation, clear and
consistent goals, and sustained interactivity.
Also, according to Malone (1981), the theory of intrinsic
motivation is by far the dominant source of support for instructional gaming.
Research has provided evidence that instructional gaming has the intrinsic ability
to develop the learners' confidence in determining their own destiny. This theory
suggests that intrinsic motivation in an instructional gaming context is comprised
of an optimal relationship between fantasy, challenge, curiosity, and control.
Seriousness of the problem
Many studies have shown that one of the problems of people nowadays, is
the failure to achieve and do their assigned works because their attention is
focused only in playing online games. Students, in particular, sometimes forgot to
do their homeworks or projects because they spend their time playing online
games.
For this reason, it is viewed that in playing online games many people
especially students lack knowledge about their lessons because of online games.
Which is why we, researchers, have decided to conduct this research.
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General objective
At present, the researchers, are aware in this scenario. This research was
conducted to determine the factors and effects in playing online games to people
especially students.
General purpose
To know how online games can highly affect one’s performance when it
comes to their works. Especially to students that are addicted in playing online
games.
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Statement of the Problem
This study aimed to know the impacts of online gaming among students in La
Immaculada Concepcion School.
Specifically, it sought answers to the following questions:
1. What is the profile of the respondents in terms of:

a. Name(Optional)
b. Age
c. Gender
2. What are the advantages of online gaming among students in La
Immaculada Concepcion School?

3. What are the disadvantages of online gaming among students in La
Immaculada Concepcion School?
Conceptual Framework
This study indicates that there are many impacts of online gaming among the
students of La Immaculada Concepcion School. Studies have been conducted assessing
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the impacts of online gaming. As an input, the researchers will gather all the information
about the impacts of online gaming among the students. To carry out the study, the
researchers conducted a survey among the students in La Immaculada Concepcion
School. As a result, the researchers discovered the impact of online gaming among the
children.
The paradigm or conceptual framework illustrates this in the figure that follows:
The impacts of A survey among the Discovery of the
online gaming students of La impacts that the
among the Immaculada students obtain
students Concepcion School from online
gaming
Figure 1: The Research Paradigm on the Study
The researchers considered the different impacts in playing online games as one of
the factors that may affect students’ lifestyle and behavior.
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The inputs of the study are: Respondents' self-assessment on their skills in playing
online games has positive and negative impacts on their daily lives. It is one of their way
to express their thoughts and some said that they play online games because of boredom.
Some of the respondents said that it can boost their confidence as a person.
These are the areas that the researchers integrated in the study.
The input will be processed and assessed by gathering, tabulating and analyzing
data, through a researcher made questionnaire. The researchers will know the effects and
impacts in playing online games through the survey conducted in La Immaculada
Concepcion School.
Significance of the Study
Many people especially students have this habit on surfing the internet because it
tends to be one of their past time. Through internet, many students are easily attached in
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playing online games. Through this study, the researchers will know the impacts and
effects of playing online games to students. The groups of people who will benefit from
the study are the following:
For the Senior High School Students. They will be able to enhance their creativity and
imagination. They will be able to see the world in different ways that will help them to
see what’s behind it. Playing online games can also serve as a therapeutic, it serves as
their way of relaxation. It is one that generates positive mood and feeling for students.
For the Community. This will help the community to be aware of the advantages and
disadvantages of playing online games. They will be able to know what to do when they
get the habit of playing online games.
For Future Researchers. The future researchers will be able to make this study as their
basis on the research that they will be conducting. They will be informed on the different
impacts in playing online games and they can also help to make this research broader.
Scope and Limitations of the Study
This study is limited only among the students of La Immaculada Concepcion
School in the age range of 13 - 17. This school in Malinao, Pasig City were the locale of
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this study. It focused on the effects and impacts of playing online games to high school
students.
Definition of Terms
There are terms that are used in this study that need to be defined for clarity of
understanding. These terms are:
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Instructional games – are the activities that designed to motivate, engage,
involve learners with the course content by addition some techniques and rule to those
activities. This can contribute to the learning objectives related to competition,
cooperation, and teamwork.
Dominant – meaning most important, powerful, or influential.
Intrinsic motivation – is defined as performing an action or behavior because
you enjoy the activity itself. The inspiration for acting on intrinsic motivation can be
found in the action itself.
Gamification – it is the practice of making activities more like games in order to
make them more interesting or enjoyable.
Incompetence – it is the inability to do something successfully.
Clamoring – it refers to a loud complaint or demand about something.
MMO – It stands for Massively Multiplayer Online. It refers to videogames that
allow a large number of players to participate simultaneously over an internet connection.
Frequent gamers – are defined as individuals who play video games for four
hours or more per week.
Digital media – is digitized content that can be transmitted over the internet or
computer networks. This can include text, audio, video, and graphics.
Intervenes – meaning to come between so as to prevent or alter a result or course
of events.
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Constrained – meaning to compel or force someone or something toward a
particular course of action.
Surrogate – meaning a substitute, especially a person deputizing for another
specific role or office.
Commensurate – is a word that really measures up. It corresponds in size or
degree; in proportion.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
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This chapter comprises the related literature taken from different sources such as
books, journals, and articles. It also encompasses related studies from published and
unpublished research studies.
Related Literature
Foreign Literature
Serious gaming is one of the most effective methods to learn from practice
(Khine, 2011; Van der Zee, Holkenborg, & Robinson, 2012), and it is already being used
in different working environments, from hospitals to flying simulators. Gaming and
gamification are now widely regarded as a promising educational strategy (Gee, 2007;
Khine, 2011). Hamari et al. (2016) report that educational games in which challenges
increases with the growing skills and knowledge of students can efficiently engage them
in learning activities. Hamari et al. (2016), which found that perceived challenge in
games was a strong predictor of positive learning outcomes. Several of the participants'
statements reflect on the challenge presented by the games, while echoing some of the
sentiments expressed in relation to adaptability above. Serious and educational games
often combine the concentration demanded by challenging activities and the enjoyment
experienced when maximally utilizing one's skills, as in “serious play” or “playful work”
(Csikszentmihalyi &Schneider, 2000).
McGonigal (2011) observed: “In a good computer or video game you're always playing
on the very edge of your skill level, always on the brink of falling off. When you do fall
off, you feel the urge to climb back on. That's because there is virtually nothing as
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engaging as this state of working at the very limits of your ability.” Research has also
shown that students have higher motivation, via greater self-efficacy and self-worth,
when they perceived themselves to be competent (Covington, 1985). Interest directs
attention, reflects intrinsic motivation, stimulates the desire to continue engagement in an
activity, and is related to school achievement (Schiefele, Krapp, &Winteler, 1992).
Because success is positively valued and failure is negatively valued, people are
inherently motivated and engaged to produce the feeling of competency. Some have
argued that the perception of their competence and how it relates to perceived chances of
success is a fundamental motivator for learning contributing to continuing motivation and
global self-worth. Conversely, many students may feel at least somewhat uncomfortable
or insecure as a function of perceived incompetence, resulting in a reluctance to take risks
or take on new challenges that might increase competencies. (Thomas, 1980). The high
level of focus is often accompanied with a feeling that the activity is going well, that one
is being successful, and often with feelings of inner peace, joy, or wonder.
Csikszentmihalyi (1990).
Local Literature
According to Daniel Ordonez (2013) Here in the Philippines, when you say
games, most often than not you’ll find people that will answer you with DotA, which is
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the most popular game around the Metro as of the moment if not the entire country. It’s
not only DotA that Filipino gamers are clamoring for. Back-track a little bit and you’ll
find that Ragnarok once ruled the gaming scene in the Philippines. Even today, you’ll
find a few people still playing the game, waiting for Ragnarok 2 to finally arrive. There
are also other games that dominated the gaming scene here like Counter-Strike, StarCraft,
RF Online, Cabal Online…well, you get the picture. The popularity of PC gaming,
specifically MMO or LAN gaming, is evident. Almost every school is surrounded by net
cafes where you’ll find groups of high school or college students screaming at the top of
their lungs in mid-game. Planning for the next game night is also a norm between co-
workers during break time. There are also a number of local competitions held every year
catering mostly to PC games. Basically, the trend in the Philippines lies in PC games,
much like the gaming culture in Korea. But what draws the local crowd to these kinds of
games? One word: access. The reason that Filipinos would go out to a net cafe and play
with friends is because it’s accessible anywhere at any time, not to mention that it’s much
more affordable than buying a console. It’s easy entertainment. Playing games in net
cafés has been so popular these past few years that some even have dividers to separate
the gamers from everyone else. Even without a net café in sight, all you really need is a
PC. Sure the net connection is not the best here in the Philippines, but it’s decent enough
for people to still keep on playing. Even if every Filipino gamer had the resources to get a
console, most would only go so far as to buy games that they’re comfortable or familiar
with. Of course there are several Filipino gamers who would love to get out of their
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comfort zones and play something new like Mass Effect, Catherine or Yakuza, but again,
these games are too pricey for the majority, that or too experimental for their taste, which
is why they lean towards the comforts of PC gaming. Another plus worth mentioning is
that generally Filipino gamers love playing with a friend, which is why MMO or LAN
games are such a hit. Filipino gamers call out to each other, even in non-Asian servers,
and find instant connection and team up, even just temporarily. Of course, there’s no
doubt that there are Filipinos that love to play solo, but you can never discount the fact
that Filipinos would always want to play as a group and rarely by themselves. If ever
they’re going to play a game like NBA 2k13, they’d be scheduling the night between
friends.
According to Ysabel Allyna B. Muñoz (2017) One of the advantages of gaming is
meeting people. With this, one gets to learn more about the way the world works.
Hermosisima says that “Online gaming is the main reason why I have a diverse group of
friends who have all contributed to my experiences in life.” Mendoza also agreed.
“(Online gaming) has helped me become more mindful and conscious of the things I say
and do over the internet,” he added. “Anything you say online will be there forever, even
after you delete it. Therefore, it is important to practice precaution in the things you do on
the internet. For Mondigo, it was a little different—playing online games brings you to an
online world. “They have their own economy. People trade and sell goods to each other
and you learn to appreciate every bit of money you get; may it be online or in real life,”
he said. Playing online games has also helped widen his vocabulary. “As a kid, I used to
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search for the meaning of these terms I came across online. From then on, I always
remembered the words I’ve learned and I ended up knowing a bunch of words that my
classmates didn’t,” he shared. According to a study by Granic, Lobel, and Engels (2014),
video games may be responsible for compelling social, cognitive, and emotional
experiences that can help enhance mental health and well-being in children and
adolescents. These could be cognitive, motivational, emotional, and social benefits. But
the question remains. Does gaming really affect one’s studies? Hermosisima, a senior
high school student at Sacred Heart School–Ateneo de Cebu, being a consistent honor
student and an avid LoL player at the same time isn’t that demanding. “Playing didn’t
really interfere with my studies. I was still able to maintain honors while being a
competitive gamer,” he said. In fact, his good academic standing is the main reason why
his mother Menchie decided to support her son even though she did not approve of it in
the beginning. Mondigo shared the same opinion, saying that gaming would never
interfere with studies if one knows how to manage his time well. “As an avid gamer since
I was eight, balancing the two [gaming and studies] came naturally. It’s just a matter of
knowing what to do at the right time,” he said. Some players do become lazy due to being
addicted to gaming, just like Mendoza, who admitted that he did wing 90 percent of his
studies at one point. He emphasizes that the change should start from within. People
would only start to see gaming in a good way if gamers can show they can balance things
out, “dili kay magsige lang og duwa (and not just keep playing),” just like he did. He said
that one should realize that by being lazy, their goals in life would never be
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accomplished. That’s why after developing bad study habits, he decided to discipline
himself and do well in school. It is also crucial that when children look into their parents’
eyes, what they see is somebody who believes in them, regardless of the circumstances.
Menchie Hermosisima was against gaming in the beginning. “He started spending more
time playing so I gave him time limits. There were times when he violated my time rules.
We would always fight and he would even cry. But there came a point where he asked me
why I hated it so much when he was doing good in school,” she recalled.
Because of this, Menchie started researching about eSports. The more she learned
about online gaming, the more she realized the good it brought Hansel. “I discovered it
taught and trained him in many skills that will be helpful in real life. Even prior to High
School, he already demonstrated skills in goal setting, time management, strategic
thinking, among many others. He won’t learn these as fast in a regular school setting.
ESports played a key role in all these,” she said. On the other hand, Mondigo’s mother,
Narra, chose to support her son, saying he was better off as a gamer rather than be
addicted to a much worse vice like illegal drugs. “He can play all he wants just as long as
I see he is at home,” she said. Just like any parent, all she wants is the safety and well-
being of her son and for him to do good in his academics. Narra, an office clerk at
Abellana National School, said there are many students who cut classes or even drop out
of school completely just because of gaming. “But it really depends on the person. If he
wants a good future, then he should do well in school. Whatever he finds important, he
should prioritize and balance,” she added. “Some parents have become too traditional
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when it comes to raising their kids since the concept of gaming is new to their
generation.” If people, especially the parents, see that gaming isn’t what they think it is,
more people would realize that the growing industry is not such a bad thing. With the
right amount of discipline and hard work, nothing—not even online games—could get in
the way of a student’s success.
Related Studies
Foreign Studies
According to Daria J Kuss (2013) Internet gaming is a booming market. In 2012,
more than one billion individuals played computer games, which fuelled the 8% growth
of the computer gaming industry in the same year.1 A recent report by the market
research company Niko Partners has estimated the People’s Republic of China’s online
gaming market at $12 billion in 2013.2 Massively Multiplayer Online games (MMOs)
offer the possibility to play together with many other players and can be differentiated
based on game content and player experience. A latent profile analysis of survey data
from 4,374 Hungarian online gamers (91% male, mean age 21±6 years) indicated that the
most prominent MMOs were role-playing games, first-person shooters, real-time strategy,
and other games. Kuss analyzed online gaming and potential gaming excess by
interviewing eleven World of Warcraft players (72% male, mean age 27±7.3 years) and
used virtual ethnography75 as well as ludology principles76 to understand how playing
this particular game mirrors participation in popular media culture. In this context, media
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culture is understood as a flexible and evolving area of engagement that requires active
participation.
Gamers spend over 3 billion hours collectively playing video games a week
according to McGonigal (2010), who also argues that this is not nearly enough time to
indulge in the many benefits gaming has to offer, and that people all over the world
should be collectively playing 21 billion hours every week. Much of the previous
research on video gaming is centered on the effects of playing violent video games and
the negative impacts they have on the individual. Hence, there is a lack of research in the
area of non-violent video games, in particular, the emotional and cognitive benefits they
offer for those who play them. Current research in the area of video game play suggests
that there are many benefits to playing for an individual, such as decreasing symptoms of
depression and anxiety, decreasing stress, increasing positive emotions, and primarily,
improving mood (Russoniello, O’Brien and Parks, 2009; Russoniello, Fish & O’Brien,
2013; Granic, Lobel & Engels, 2014). When it comes to experiencing flow during video
game play, the frequency of which an individual plays video games can impact flow
experience. Frequent gamers are defined as individuals who play video games for four
hours or more per week (Green & Bavelier, 2010; Berard, Cain, Watanabe & Sasaki,
2015).
Local Studies
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According to Mark Anthony B. Gubagaras et al. The findings of this study have
shown that, indeed, online games serve as a venue for the formation of a virtual
subculture. The game is like a crucible where elements come together. The Internet
connection allows gamers to play with others of different backgrounds and personalities
around the world. Playing online games involves interaction with other gamers, and it is
through this that relationships are formed. The presence of such interaction creates a
tendency to form patterns in communication or gameplay. A virtual subculture does not
exist in a vacuum. To begin with, nothing is created if the actions within the game are not
consistent. Constant interaction through various forms of communication in the game
enables the gamers to form the virtual subculture. Communication thus plays a vital role
in the formation of a virtual subculture. When gamers chat or fight together, a
relationship is formed. This is the starting point for the creation of a virtual subculture
within the game. They Gubagaras, Morales, Padilla, and Zamora said that 85 are the ones
who create, recreate, and maintain this subculture through the employment of tools for
communication and interaction. Time is an essential factor in the virtual subculture. The
longer the gamer stays within the online game, the greater the possibilities that meanings
are shared, relationships are formed, and interactions are continued. It also sets the trend
whether a subculture is maintained or abandoned. Moreover, the categories for the
gamers are based on time.
According to Maria Portia Olenka C. Placino (2011) Digital games are the
ultimate realization of digital media wherein there is a combination of a cinematic vision
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as well as interactivity of the user, not just as an audience but also as a participant.
Manovich sees digital media as a realization of Water Benjamin’s concept of “perception
in the state of distraction” wherein, “The periodic reappearance of the machinery, the
continuous presence of the communication channel in the message, prevent the subject
from falling into the dream world of illusion for very long, make her alternate between
concentration and detachment.” Manovich also states that the, “cyclical organization of
the user’s experience is the computer games that alternate between FMV (full motion
video) segments and segments requiring the user’s input. Digital games as a new media
provide intervention of the participant as well as the intervention of the mechanism.
Darley points out that:
“The ability and expectation that the spectator physically intervenes to change or
affect what is occurring on the screen does seem to mark a shift which has more
significance… One is offered the semblance of control. Although, ultimately, constrained
by the game program, nevertheless up to appoint one has control over what is occurring
and what will occur—one adapts the mantle of prime mover in a surrogate world. Within
the numerous parameters established by the game itself the player has commensurate
‘freedom’ to select options and is permitted, thereby, a certain degree of agency within
the world of fiction”
CHAPTER 3
METHODOLOGY
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This chapter shows the methods and procedures maneuvered by the researchers in
orchestrating the study. It encompasses the participants of the study, setting of the study,
sample and sampling procedure, research instrument, data gathering procedure and the
statistical treatment of data.
Participants of the Study
The respondents of this study were the students from different grade levels in La
Immaculada Concepcion School. The total number of respondents was 100; 37 females
and 63 males. They were selected as respondents of this study because they have an idea
about playing online games.
Setting of the Study
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The researchers have conducted the research in La Immaculada Concepcion
School, from 8th grade to 10th grade students. We chose to pick our respondents in our
school, La Immaculada Concepcion School because we know that most of the people that
are playing games are students or teenagers, like us. But, we also interview a teacher so
that we can also know their opinion on the students that are playing games.
We all know that in La Immaculada Concepcion School, there are a lot of we
called “gamer” even in grade school. So we picked our school not because it is where we
go to but we want to know their opinions and the effects of online games to them. Also,
as a fellow students like them we can give them advice so that they can manage their time
on playing games and doing school works. Playing online games is not unpropitious as
long as you can manage it properly.
As we are researching or interviewing students, in our school, LICS, we can say
that there are still students that can manage their time. We interview some of students in
higher section asking them if they play online games and they said yes. In that, we can
see that you really can play online games and you study as long as you know your
limitations and not be addicted to it.
Sample and Sampling Procedure

Sample 1
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Availability Sampling is a non-probability sampling method wherein the
willingness of a person as the subject to interact with the researchers by responding to
their questions will automatically consider them as their respondents.
Sample 2
Availability sampling was the sampling method used by the researchers in this
research study. This is a method of gathering data from a person that the researchers have
encountered during their data-collection time. Availability sampling requires the
willingness of a person to answer the questions the researchers would be asking.
Research Instrument
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The researchers used the survey questionnaire as the instrument in gathering of
data needed in identifying the effects and impacts of playing online games to students of
La Immaculada Concepcion School. The survey questionnaire was constructed based on
the informal interviews to some personnel, observations, and actual experiences of the
researchers. Additionally, the profile of the respondents and the different factors needed
to be answered by the respondents comprised the survey-questionnaire.
Data Gathering Procedure
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After finalizing and selecting what we need for the data gathering, the researcher
went to the building of Junior High School for taking prior permission to their
Headmasters/ Headmistress for collecting the necessary data.
Through the use of the survey questionnaire, data will be gathered from the 100
selected students of La Immaculada Concepcion School. The researchers distributed the
survey questionnaires to different grade levels of the high school department. Some of the
questionnaires were also recovered in the same day of administration of survey
questionnaires while others were retrieved after few days.
Statistical Treatment of Data
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In the analysis of the data collected, the following statistical techniques and
procedures were used. This method determines the distribution of the subject according to
the frequency of responses on the problems that were presented in this study.
The Weighted Mean was used to determine the average responses of the
participants. The respondents had five options, to wit: 5(Always), 4(Often),
3(Sometimes), 2(Rarely), and 1(Never).
The percentage formula is as follows:
Where:
P = Percentage
f = frequency of occurrences
N = total
The formula for weighted mean is:
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Where:
= the weighted mean

= frequency of each option
the sum of all the products of f and x
= the sum of all the respondents
And to analyse the results, the following scale points and description were
adopted:
Numerical Scale Point Interval Descriptive Interpretation

5 4.50 - 5.00 Always
4 3.50 - 4.49 Often
3 2.50 - 3.49 Sometimes
2 1.50 - 2.49 Rarely
1 1.00 - 1.49 Never
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CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter shows the data collected by the researchers as well as the analysis
and interpretation of those data. The research questions are presented on this chapter
which report the result of the analysis of data, research findings, and the interpretation of
data.
1. Respondents’ profile
The profile of the respondents in terms of age, gender and grade level is presented
in the succeeding tables.
1. What is the profile of the respondents in terms of:

a. Age
Table 4.1 shows the frequency distribution and the percentage of
the age of the respondents.
Table 4.1 The Age of the Respondents
Age Frequency Percentage

13 – 14 10 10%
14 – 15 23 23%
15 – 17 67 67%
TOTAL 100 100%
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The table presents that 10 of the total respondents or 10% has the
age range of 13 – 14. This is followed by the age range of 14 – 15, 23 of
the respondents has the age range of this. This constitutes 23% of the total
respondents. Then, 67 of the total respondents has the age of 15 – 17. This
is equivalent to 67% of the total respondents.
The graphical presentation of the age of the respondents is shown
on Figure 4.1.
Figure 4.1 Graphical Presentation of the Age of the Respondents

b. Gender
Table 4.2 shows the frequency distribution and the percentage of the
gender of the respondents.
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Table 4.2 The Gender of the Respondents
Gender Frequency Percentage

Female 37 37%
Male 63 63%
TOTAL 100 100%
The table presents that 37 of the total respondents or 37% is Female, and
63 respondents are Male. The Male constitutes the 63% of the total respondents.
The graphical presentation of the gender of the respondents is shown on Figure
4.2.
Figure 4.2 Graphical Presentation of the Gender of the Respondents
2. I play online games.
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Table 4.3 presents the frequency distribution and percentage of the
responses of high school students on how frequent they play online games.
Table 4.3 The Responses of High School Students on how frequent they play
online games.
Response Frequency Weighted Mean Descriptive Interpretation

A 34
O 19
S 25
3.55 Often
R 12
N 10
TOTAL 100
Legend:
A – Always
O – Often
S – Sometimes
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R – Rarely
N – Never
The table illustrates that 34 out of 100 respondents answered Always in
the statement, “I play online games.” This constitutes the 34% of the total
respondents. Another 19 respondents answered that they play Often. This
constitutes the 19% of the total number of respondents. Then, 25 respondents
answered that they sometimes play. This is equivalent to the 25% of the
respondents. Next, 12 respondents answered that they rarely play online games.
This constitutes the 12% of the total number of respondents. The remaining 10
respondents answered that they never play online games. This is equivalent to the
10% of the total respondents.
This study revealed that the respondents often play online games with a
weighted mean of 3.55.
The graphical presentation of the responses is visible on Figure 4.3.
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Figure 4.3 Graphical Presentation of the Responses regarding the statement “I play
online games.”
3. I prioritize online games rather than doing household chores.
responses of high school students on whether what they prioritize more in playing
online games or doing household chores.
Table 4.4 The Responses of High School Students on the statement “I prioritize
online games rather than doing household chores.”

A 11
O 11
S 36
2.69 Sometimes
R 20
N 22
TOTAL 100
the statement, “I prioritize online games rather than doing household chores.”
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This constitutes the 11% of the total respondents. Another 11 respondents
answered Often. This constitutes the 11% of the total number of respondents.
Then, 36 respondents answered sometimes. This is equivalent to the 36% of the
respondents. Next, 20 respondents answered rarely. This constitutes the 20% of
the total number of respondents. The remaining 22 respondents answered never.
This is equivalent to the 22% of the total respondents.
This study revealed that the respondents sometimes prioritize playing
online games rather than doing household chores with a weighted mean of 2.69.
Figure 4.4 Graphical Presentation of the Responses regarding the statement “I
prioritize playing online games rather than doing household chores.”
4. I skip meals because of online games.
responses of high school students on skipping meals because of online games.
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A 10
O 10
S 21
2.42 Rarely
R 30
N 29
TOTAL 100
Table 4.5 The Respondents of High School Students on the statement “I skip meals
because of online games.”
the statement, “I skip meals because of online games.” This constitutes the 10% of
the total respondents. Another 10 respondents answered Often. This constitutes
the 10% of the total number of respondents. Then, 21 respondents answered
sometimes. This is equivalent to the 21% of the respondents. Next, 30
respondents answered rarely. This constitutes the 30% of the total number of
respondents. The remaining 29 respondents answered never. This is equivalent to
the 29% of the total respondents.
This study revealed that the respondents rarely skip meals because of
online with a weighted mean of 2.42.
35
Figure 4.5 Graphical Presentation of the Responses regarding the statement “I skip
meals because of online games.”
5. I play online games as a stress reliever.
responses of high school students in online games as a stress reliever.
36

A 28
O 20
S 29
3.45 Sometimes
R 15
N 8
TOTAL 100
Table 4.6 The Respondents of High School Students on the statement “I play online
games as a stress reliever.”
the statement, “I play online games as a stress reliever.” This constitutes the 28%
of the total respondents. Another 20 respondents answered Often. This constitutes
This study revealed that the respondents sometimes play online games as a
stress reliever with a weighted mean of 3.45.
37
online games as a stress reliever.”
6. I play online games because I’m bored.
38

A 32
O 19
S 21
3.42 Sometimes
R 15
N 13
TOTAL 100
responses of high school students on playing online games because they’re bored.
games because I’m bored.”
the statement, “I play online games because I’m bored.” This constitutes the 32%
This study revealed that the respondents sometimes play online games
because they’re bored with a weighted mean of 3.42
39
online games because I’m bored.”
7. I consider online games as my passion.
responses of high school students considering online games as their passion.
40

A 18
O 7
S 29
2.73 Sometimes
R 22
N 24
TOTAL 100
Table 4.8 The Respondents of High School Students on the statement “I consider
online games as my passion.”
the statement, “I consider online games as my passion.” This constitutes the 18%
This study revealed that the respondents sometimes consider online games
as their passion with a weighted mean of 2.73.
41
consider online games as my passion.”
8. I consider online games as a model of communication.
responses of high school students considering online games as their passion.
Table 4.9 The Respondents of High School Students on the statement “I consider
online games as a model of communication.”
42

A 20
O 12
S 16
2.70 Sometimes
R 22
N 30
TOTAL 100
the statement, “I consider online games as a model of communication.” This
constitutes the 20% of the total respondents. Another 12 respondents answered
Often. This constitutes the 12% of the total number of respondents. Then, 16
respondents answered sometimes. This is equivalent to the 16% of the
This study revealed that the respondents sometimes consider online games
as a model of communication with a weighted mean of 2.70.
43
consider online games as a model of communication.”
9. I argue with my loved ones because of online games.
responses of high school students arguing with their loved ones because of online
games.
44

A 15
O 5
S 21
2.36 Rarely
R 19
N 40
TOTAL 100
Table 5.0 The Respondents of High School Students on the statement “I argue with
my loved ones because of online games.”
the statement, “I argue with my loved ones because of online games.” This
This study revealed that the respondents rarely argue with their loved ones
because of online games with a weighted mean of 2.36.
45
argue with my loved ones because of online games.”
10. I spend more time in playing online games rather than to bond with my family.
responses of high school students playing online games rather than bonding with
their family.
Table 5.1 The Respondents of High School Students on the statement “I spend more
time in playing online games rather than to bond with my family.”
46

A 11
O 13
S 23
2.42 Rarely
R 13
N 40
TOTAL 100
the statement, “I spend more time in playing online games rather than to bond
with my family.” This constitutes the 11% of the total respondents. Another 13
respondents answered Often. This constitutes the 13% of the total number of
respondents. Then, 23 respondents answered sometimes. This is equivalent to the
23% of the respondents. Next, 13 respondents answered rarely. This constitutes
the 13% of the total number of respondents. The remaining 40 respondents
answered never. This is equivalent to the 40% of the total respondents.
This study revealed that the respondents rarely play online games rather
than bond with their family with a weighted mean of 2.36.
47
spend more time in playing online games rather than to bond with my family.”
11. I spend my allowance just to play online games.
responses of high school students spending their allowance just to play online
games.
48

A 8
O 13
S 9
2.02 Rarely
R 13
N 57
TOTAL 100
Table 5.2 The Respondents of High School Students on the statement “I spend my
allowance just to play online games.”
The table illustrates that 8 out of 100 respondents answered Always in the
statement, “I spend my allowance just to play online games.” This constitutes the
8% of the total respondents. Another 13 respondents answered Often. This
answered sometimes. This is equivalent to the 9% of the respondents. Next, 13
This study revealed that the respondents rarely spend their allowance just
to play online games with a weighted mean of 2.02.
49
spend my allowance just to play online games.”
12. I skip classes just to play online games.
responses of high school students skipping classes just to play online games.
50

A 8
O 4
S 4
1.64 Rarely
R 12
N 72
TOTAL 100
Table 5.3 The Respondents of High School Students on the statement “I skip classes
just to play online games.”
statement, “I skip classes just to play online games.” This constitutes the 8% of
the total respondents. Another 4 respondents answered Often. This constitutes the
4% of the total number of respondents. Then, 4 respondents answered sometimes.
This is equivalent to the 4% of the respondents. Next, 12 respondents answered
rarely. This constitutes the 12% of the total number of respondents. The remaining
72 respondents answered never. This is equivalent to the 72% of the total
respondents.
This study revealed that the respondents rarely skip classes just to play
online games with a weighted mean of 1.64.
51
Figure 5.3 Graphical Presentation of the Responses regarding the statement “I skip
classes just to play online games.”
13. I play online games because it’s trending/ viral.
responses of high school students playing online games because it is trending or
viral.
52

A 10
O 8
S 21
2.28 Rarely
R 22
N 39
TOTAL 100
games because it’s trending/ viral.”
the statement, “I play online games because it’s trending/ viral.” This constitutes
the 10% of the total respondents. Another 8 respondents answered Often. This
This study revealed that the respondents rarely play online because it’s
trending viral with a weighted mean of 2.28.
53
online games because it’s trending/ viral.”
14. I bet my money on playing online games.
responses of high school students betting their money on playing online games.
54

A 8
O 10
S 10
1.96 Rarely
R 14
N 58
TOTAL 100
Table 5.5 The Respondents of High School Students on the statement “I bet my
money on playing online games.”
statement, “I bet my money on playing online games.” This constitutes the 8% of
the total respondents. Another 10 respondents answered Often. This constitutes
This study revealed that the respondents rarely bet their money in playing
online games with a weighted mean of 1.96.
55
Figure 5.5 Graphical Presentation of the Responses regarding the statement “I bet
my money on playing online games.”
15. I get excited every time I play online games.
responses of high school students get excited every time they play online games.
56

A 24
O 15
S 20
2.99 Sometimes
R 18
N 23
TOTAL 100
Table 5.6 The Respondents of High School Students on the statement “I get excited
every time I play online games.”
the statement, “I get excited every time I play online games.” This constitutes the
24% of the total respondents. Another 15 respondents answered Often. This
This study revealed that the respondents sometimes get excited every time
they play online games with a weighted mean of 2.99.
57
Figure 5.6 Graphical Presentation of the Responses regarding the statement “I get
excited every time I play online games.”
16. I stay up at night to finish or play more game sessions.
responses of high school students staying up at night to finish or play more game
sessions.
Table 5.7 The Respondents of High School Students on the statement “I stay up at
night to finish or play more game sessions.”
58

A 16
O 16
S 16
2.68 Sometimes
R 24
N 28
TOTAL 100
the statement, “I stay up at night to finish or play more game sessions.” This
This study revealed that the respondents sometimes stay up at night to
finish or play more game sessions with a weighted mean of 2.68.
59
Figure 5.7 Graphical Presentation of the Responses regarding the statement “I stay
up at night to finish or play more game sessions.”
60
Factors Affecting Homework Weighted Descriptive

Completion of High School Mean Interpretation Rank
Students ( )
1.) I play online games. 3.55 Often 1st
2.) I prioritize online games rather 2.69 Sometimes 7th
than doing household chores.
3.) I skip meals because of online 2.42 Rarely 9th
games.
4.) I play online games as a stress 3.45 Sometimes 2nd
reliever.
5.) I play online games because I’m 3.42 Sometimes 3rd
bored.
6.) I consider online games as my 2.73 Sometimes 5th
passion.
7.) I consider online games as a 2.70 Sometimes 6th
model of communication.
8.) I argue with my loved ones 2.36 Rarely 10th
because of online games.
9.) I spend more time in playing 2.42 Rarely 9th
online games rather than to bond
with my family.
10.) I spend my allowance just to 2.02 Rarely 12th
play online games.
11.) I skip classes just to play 1.64 Rarely 14th
online games.
12.) I play online games because 2.28 Rarely 11th
it’s trending/viral.
13.) I bet my money on playing 1.96 Rarely 13th
online games.
14.) I get excited everytime I play 2.99 Sometimes 4th
online games.
15.) I stay up at night to finish or 2.68 Sometimes 8th
play more game sessions.
61
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter unveils the summary of findings, the conclusions, and the
recommendations of this research study.
Summary of Findings
The researchers had organized the following summary of findings based on the
questions given in the statement of the problem.
1. Majority of the respondents are male which composed of 63% of the overall
respondents and the remaining 37% are women. The age of the respondents
which are 10 in number belonged to the age bracket 13-14 and it belongs to 8 th
grade level. Respondents which are 23 in number belonged to the age bracket 14-
15 and belong to 9th grade. The remaining 67 respondents belonged to the age
bracket of 15-17 and belong to 10th grade level.

2. Based from the findings in questionnaire, one of the advantages of online gaming
among students is that for them online gaming as stress reliever; hence, this
statement has the second highest weighted mean of 3.45. That gives a descriptive
interpretation of sometimes. Students play online game for them to release their
boredom based from statement 5. Playing online games because they’re bored
received a weighted mean of 3.42 with interpretation of sometime. Also, students
play online games as their one of communicating with their friends. The statement
62
of “I consider online games as a model of communication” rated as sometimes
and has a weighted mean of 2.70.

3. The disadvantage of playing online games among students based on the findings
is that they stay up night just to play online games. The statement receives a
weighted mean of 2.68 with a descriptive interpretation of sometimes. Students
tend to not have enough sleep due they play online games until late at night.
Findings also showed that they play online games instead to have bond with their
families and they skip eating their meals just to play online games. Both statement
receives 2.42 weighted mean and have interpretation of rarely. Playing online
games caused them to argue with their loved ones with a weighted mean of 2.36.
Conclusions
Based on the relevant points discussed in the summary, the following conclusions
are presented.
1. Research have shown that out of 100 respondents of La Immaculada
Concepcion school 63% are male and the remaining are female. Respondents which are
23 in number belonged to the age bracket 14-15 and belong to 9th grade. The remaining
67 students has a place with the age section of 15-17 and belong to 10th grade level.
2. Based from discoveries in survey one of the benefits of online gaming
among students is that for them online gaming as stress reliever; thus this statement has
63
the second highest weighted mean. They also play online game to release their boredom
and consider online games as model of communication.
3. The hindrance of online games base on the findings that they stay up night and
skip eating their meals just to play internet amusement.
Recommendations
Based from the conclusions drawn and from the other recommendations
conclude by the researchers, the researchers hereby offer the following
recommendations:
1. Helping your parents is more important than playing online games because it
is only a game, it can be deleted or what, but your parents are always there
and can’t be deleted in your life.

2. The students should not be skipping meals because it is the most important
thing to do every single day for a cause that it is where you gain energy for the
rest of the day.

3. Considering playing online games as a stress reliever is not bad as long as you
don’t bet anything important on it.

4. The students shouldn’t spend their money or bet money when playing online
games.
5. The students should not be staying up all night just to play or finish more
game sessions because it is bad for the health.
BIBLIOGRAPHY
64
Khine, V., Holkenborg, & Robinson, (2012) Gaming and gamification are now
widely regarded as a promising educational strategy.
https://www.researchgate.net/publication
Schiefele, K. & Winteler, (1992) Interest directs attention, reflects intrinsic

motivation,stimulates the desire to continue engagement in an activity.
Daria J., (2013) Internet gaming is a booming market.

McGonigal M., (2010) Gamers spend billion hours collectively playing video
games a week. https://www.researchgate.net/publication
Russoniello, O’Brien and Parks, (2009) The frequency of which an individual

plays video games can impact flow experience.
Green & Bavelier, (2010) Frequent gamers are defined as individuals.

Anthony B. (2012) Online games serve as a venue for the formation of a virtual
subculture. https://www.researchgate.net/publication
65
APPENDICES
66
APPENDIX A
La Immaculada Concepcion School

Pasig City
May 30, 2018
Dear Sir/Ma’am,
We, the students of 11th – Grade Heraclitus of La Immaculada Concepcion School,

taking up Accountancy, Business and Management (ABM) are asking for permission in
bringing gadgets on the day of our defense which is on June 1 2018, Friday.
Thank you for your time and consideration of this request. We look forward on
your answer at your earliest convenience.
The Researchers
67
APPENDIX B
La Immaculada Concepcion School

Pasig City
May 30, 2018
Dear Participant,
We, the students of 11th - Grade Heraclitus of La Immaculada Concepcion School,

taking up Accountancy, Business and Management (ABM) are presently conducting a
study titled: “Online Games: An Emerging Addiction Among The Youth and their
perceived implications” in partial fulfillment of the requirements for Research in Daily
Life 1.
We are inviting you to participate in this survey by soliciting your valuable

opinion with each of the following statements provided below. Rest assured that all the
responses entered therein will be treated with utmost confidentiality and will only be used
for the purpose of the study.
Your favorable response shall be deeply appreciated.
The Researchers
68
NAME (optional):______________________________________ SEX: _____________

GRADE LEVEL: _________ SECTION: ___________________ AGE: ____________
Directions: Put a check mark (✔) in each box representing your response using the
following scoring system:
Legend:
1– Never, 2 – Rarely, 3 – Sometimes, 4 – Often, 5 –Always
STATEMENT 1 2 3 4 5
1. I play online games.
2. I prioritize online games rather than doing household chores.
3. I skip meals because of online games.
4. I play online games as a stress reliever.
5. I play online games because I’m bored.
6. I consider online games as my passion.
7. I consider online games as a model of communication.
8. I argue with my loved ones because of online games.
9. I spend more time in playing online games rather than to bond

with my family.
10. I spend my allowance just to play online games.
11. I skip classes just to play online games.
12. I play online games because it’s trending/viral.
13. I bet my money on playing online games.
14. I get excited everytime I play online games.
69
15. I stay up at night to finish or play more game sessions.
COMPLETE NAME: Khaile C. De Leon

Complete Address: Cluster 29 2H Second Flr. Cambridge
Village, barangay San Andres, Barangay San Andreas,
Cainta Rizal
Contact Number: 09497823385
Gmail account: deleonkhaile@gmail.com
PERSONAL PROFILE:
Date of Birth: November 5, 2000
Place of Birth: Rizal Medical Center
Sex: Male
Civil Status: Single
Nationality: Filipino
Languages Known: English and Tagalog
WORK EXPERIENCE:
 NONE
EDUCATION:
2017-2018 La Immaculada Concepcion School
E Caruncho Ave., Malinao, Pasig City
Accountancy, Business, and Management
2016-2017 Colegio de San Pedro Calungsod

Carangalan Village
2015-2016 Manggahan Elementary School

Ramos St. Manggahan, Pasig City
AWARDS RECEIVED
 Most punctual (Grade 10)
70
COMPLETE NAME: Kyla Caryll D. De Villa

Complete Address: Blk 7 Lot 9 Bpthai 2 Ibayo Tipas,
Taguig City
Gmail account: kyladvll@gmail.com
PERSONAL PROFILE:
Date of Birth: January 9, 2001
Place of Birth: Medical City
Sex: Female
WORK EXPERIENCE:
 NONE
EDUCATION:

E. Caruncho Ave., Malinao, Pasig City

AWARDS RECEIVED
 Most Responsible Student (Grade 10)

 Top 2 in Science (Kinder)
 Excellency in Singing (Kinder)
MEMBERSHIP IN ORGANIZATIONS
71
 Youth and Choir
COMPLETE NAME: Chielo Milan T. Enriquez

Complete Address: #24 D.M. Cruz Ext. St. Sta. Ana.,
Taguig City
Contact Number: 423-4436
Gmail account: chielomilan@gmail.com
PERSONAL PROFILE:
Place of Birth: San Juan City
Sex: Female
WORK EXPERIENCE:
 NONE
EDUCATION:

2015-2016 Taguig Elementary School

Sta. Ana, Taguig City
AWARDS RECEIVED
 Top 2 overall (Grade 3)
 Youth and Choir
72
COMPLETE NAME: Sophia Elise A. Galang

Complete Address:
Gmail account: sophiagalang@gmail.com
PERSONAL PROFILE:
Place of Birth: Pasig City
Sex: Female
WORK EXPERIENCE:
 NONE
EDUCATION:


 Iglesia Ni Cristo
73
COMPLETE NAME: Erica Jane G. Largoza

Complete Address: Nagpayong, Pasig City
Gmail account: ericalargoza15@gmail.com
PERSONAL PROFILE:
Date of Birth: September 15, 2001
Place of Birth: Pasig City
Sex: Female
WORK EXPERIENCE:
 NONE
EDUCATION:
2016-2017 Pinagbuhatan High School

Pinagbuhatan, Pasig City
2015-2016 McLorenze Academy

Taytay Rizal
AWARDS RECEIVED
 Best in Math (Grade 6)
74
COMPLETE NAME: Maylinia B. Liton

Complete Address: 11 Katwiran St. Samama Ph 2
Napindan, Taguig City
Gmail account: maylinia15@gmail.com
PERSONAL PROFILE:
Date of Birth: May 15, 2000
Place of Birth: Mandaluyong City
Sex: Female
WORK EXPERIENCE:
 Service Crew (Wendy’s BGC)
EDUCATION:

2015-2016 St.Uriel Academy of Taguig City

Napindan, Taguig City
AWARDS RECEIVED

 Top 1 overall (Kinder)
 Youth and Choir
75
COMPLETE NAME: Neil Aldrin C. Maglipon

Complete Address: Baybreeze Subdivision Ganders
Bend St. Brgy. Hagonoy, Taguig City
Gmail account: betspaasa@gmail.com
PERSONAL PROFILE:
Date of Birth: December 8, 2000
Place of Birth: De Jesus Clinic, Taguig City
Sex: Male
WORK EXPERIENCE:
 NONE
EDUCATION:


AWARDS RECEIVED
 Top 1 in English (Grade 10)
 Top 6 in overall (Grade 8)
76

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LA IMMACULADA CONCEPCION SCHOOL

THE PROBLEM AND ITS BACKGROUND

are negatively affected by gaming impact are many.

Setting of the problem

be able to compare the answers of the respondents.

According to Molcho (1988), gaming has provided evidence that

simple and creative means of providing high-level motivation, clear and

consistent goals, and sustained interactivity.

Also, according to Malone (1981), the theory of intrinsic

motivation is by far the dominant source of support for instructional gaming.

suggests that intrinsic motivation in an instructional gaming context is comprised

of an optimal relationship between fantasy, challenge, curiosity, and control.

Seriousness of the problem

focused only in playing online games. Students, in particular, sometimes forgot to

Which is why we, researchers, have decided to conduct this research.

Statement of the Problem

Immaculada Concepcion School.

Specifically, it sought answers to the following questions:

1. What is the profile of the respondents in terms of:

Immaculada Concepcion School?

Immaculada Concepcion School?

students of La Immaculada Concepcion School. Studies have been conducted assessing

researchers conducted a survey among the students in La Immaculada Concepcion

The impacts of A survey among the Discovery of the

online gaming students of La impacts that the

among the Immaculada students obtain

students Concepcion School from online

Figure 1: The Research Paradigm on the Study

the factors that may affect students’ lifestyle and behavior.

impacts in playing online games through the survey conducted in La Immaculada

Significance of the Study

the study are the following:

get the habit of playing online games.

Scope and Limitations of the Study

This study is limited only among the students of La Immaculada Concepcion

understanding. These terms are:

Instructional games – are the activities that designed to motivate, engage,

activities. This can contribute to the learning objectives related to competition,

cooperation, and teamwork.

Dominant – meaning most important, powerful, or influential.

Intrinsic motivation – is defined as performing an action or behavior because

found in the action itself.

Gamification – it is the practice of making activities more like games in order to

make them more interesting or enjoyable.

Incompetence – it is the inability to do something successfully.

Clamoring – it refers to a loud complaint or demand about something.

MMO – It stands for Massively Multiplayer Online. It refers to videogames that

allow a large number of players to participate simultaneously over an internet connection.

hours or more per week.

Intervenes – meaning to come between so as to prevent or alter a result or course

Constrained – meaning to compel or force someone or something toward a

particular course of action.

Surrogate – meaning a substitute, especially a person deputizing for another

specific role or office.

Commensurate – is a word that really measures up. It corresponds in size or

REVIEW OF RELATED LITERATURE AND STUDIES

unpublished research studies.

in different working environments, from hospitals to flying simulators. Gaming and

sentiments expressed in relation to adaptability above. Serious and educational games

(Csikszentmihalyi &Schneider, 2000).

when they perceived themselves to be competent (Covington, 1985). Interest directs

attention, reﬂects intrinsic motivation, stimulates the desire to continue engagement in an