John B. Lacson Foundation Maritime University – Molo Inc.

College of Maritime Education

CHAPTER 1

INTRODUCTION TO THE STUDY

This chapter consists of five parts namely: (1) Background and Conceptual Framework

of the study, (2) Statement of the Problem and Hypothesis (3) Significance of the Study, (4)

Definition of Terms, and (5) Delimitations of the Study.

Part One, Background and Conceptual Framework of the study, discusses the rationale

reasons for conducting the study and presents its conceptual framework.

Part Two, Statement of the Problem and Hypothesis, states the research problem and

hypothesis to be tested in conducting the study.

Part Three, Significance of the study, cites the benefits that could be derived from the

results of the study and mentions those who will be benefitted.

Part Four, Definition of Terms, provides the conceptual and operational meaning of

some important terms used in this study.

Part Five, Delimitations of the Study, specifies the scope and coverage of this research.

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Background of the Study

An online game is a video game played over some form of computer network. This

network is usually the internet or equivalent technology, but games have always used whatever

technology was current: modems before internet, and hard wired terminals before modems.

The expansion of online gaming has reflected the overall expansion of computer network from

small local networks to the internet and the growth of internet access itself. Online games can

range from simple text based environments to games in cooperating complex graphics - a

virtual world populated by many players simultaneously. Many online games have associated

online communities, making online games a form of social activity beyond single player games

(Wikipedia, 2017).

Online games have been widely spread all over the world. Many young people are

playing different online games today. These online games made a huge impact on the society,

because a lot of young people were addicted to it. Some have already stopped schooling and

some have been skipping classes, meals, and normal hygienic practices. Their being hooked to

online games left them no time to talk to family members, and even to engage in socialization

activities.

The negative aspects of young people’s online game activities as reflected in their

classroom behaviour are raising some concerns. Extreme use of the internet to play online

games has created an imbalance in their experience in particular and their personality in

general. Studies found out that a student who is too focused on online games may experience

poor academic performance (a drop in grades), family relations problems (having to hide their

excessive internet use from parents), mental instability (depression), and financial constraints

(cost of accrued internet expenses)(Medscape, 2017).

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([Link] 2).place this in the bibliography...

Like in other schools, at John B. Lacson Foundation Maritime University – Molo Inc.

many of the students are engaged in playing online games. Thus the researchers agreed to

study the Addiction of Online Games among Marine Engineering students of the university.

Conceptual Framework

Many students have been hooked into playing online computer games. As a result, their

school performance suffers and even their personality development is at risk because a large

portion of their time is used in playing these games leaving them with very little time or no

more time for other activities.

According to Brian Dudley (2016), a therapist and owner of computer rehabilitation

centre in Britain, web – based computer ‘fantasy world” such as the World of Warcraft triggered

a wave of addiction not only among children but also among adults.

As the game becomes more enticing it leaves people at home in front of computer

screen. They become too obsessed with being online. In extreme circumstances game players

become detach from normal senses, forget to eat or sleep as they interact with screen

characters such as wizards and monsters. Youngsters can also develop posture problems.

Broadway lodge, a residential rehabilitation center in western-super-mare, Somerset,

United Kingdom, dealing normally with alcoholics and drugs addicts, has recently treated a 23-

years-old for his obsession with online games.

According to Brian Dudley, the centre’s chief, the 23 year old patient was staying online

for 7 to 8 hours. They developed a treatment for him which is a 12 step approach but they did

not tell him never to use the internet again. Although he has eating issues because he is not

eating properly he has a mechanism already to cope with it.

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Dudley added that the problem is not just restricted to young kids. There are also

parents who are hooked to internet games, though it is a small percentage. There are no

helpline for them in the UK.

Peter Smith, another counselor at broad way lounge, said that it is not unusual for

people to get so obsessed with online gaming that they forget to eat and drift forward an

anorexic and undernourished state. A player can play online with people around the world, so it

can be at odd times a day. When it is 5pm in Chicago, it is evening in Japan. He can have a

relationship with characters in the games that gives him an artificial feeling, created by his

body’s natural endorphins, when he has killed some monster or solved a problem.

Online Gamers Anonymous, a US website, classifies “massively multiplayer online role

playing games” as the most addictive. Success in these games is highly dependent on the

amount of time one puts into them. Playing the game casually will leave one trailing behind

others who put in more time, possibly making one feels as someone falling behind.

Online role-playing games, the site encourages interaction amongst people and

development of groups, allowing people to flourish socially online, providing an escape for their

struggling social life; however, the games could also ruin a “successful social life”.

ELSPA- the Entertainment and Leisure Software Publishers Association denied that

playing online games could lead to addiction. Its director becoming increasingly mainstream in

the UK and believes in the positive impact games can have (The Guardian, 2009).

([Link]/technology/.2009/004/08/[Link]-on-rise)...place in

the bibliography...

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Figure 1 shows the research paradigm of this research.

Independent Variables Dependent Variables

Student Profile …

 Weekly Allowance Degree of Addiction to Online

 Year Level Games

 Availability of Internet

Figure 1: Degree of Addiction to Online Games among Marine Engineering Students in John B.

Lacson Foundation Maritime University – Molo Inc.

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Statement of the Problem

This study attempted to determine the degree of Addiction to Online Games in John B.

Lacson Foundation Maritime University – Molo Inc. during the 2 nd semester of school year 2016-

2017.

Specifically it sought answers to the following questions:

1. What is the degree of addiction to computer games among the students when

they are classified as to their (a) weekly allowance, (b) year level, and (c)

availability of internet at home?

2. Are there significant differences in the degree of addiction of students to online

games when classified according to (a) weekly allowance, (b) year level, and

(c) availability of internet at home?

Hypothesis

Based on the foregoing question the following hypothesis was tested:

1. There are no significant differences in the Degree of Addiction to Online Games among

Marine Engineering students of John B. Lacson Foundation Maritime University – Molo

Inc. classified into: (a) weekly allowance, (b) year level, and (c) availability of internet at

home.

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Significance of the study

The findings of this study will be beneficial to the following:

Teachers. From the result of the study the teachers may get some beneficial

information that they can use to help some students from getting addicted to computer games.

Students. The outcome of the study may help some students realize the

disadvantageous effects of getting addicted to online computer games.

Parents. This study might provide some parents with the idea about what happens to

students who get addicted to online computer games, so they can give their children closer

supervision and guidance.

Definition of Terms

For the purpose of clarification, the following terms are by here defined conceptually

and operationally:

Age – this is the length of time which a being or a thing has lived or exist (Webster,

2008)

In this study age is categorized as younger (16 below) and older (19 above)

Year Level – year level is the educational ladder in tertiary level or educational

progress. ([Link]/index)

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In this study, year level is categorized into: first year, second year, third year, and

fourth year.

Delimitation of the study

This study attempted to determine the degree of addiction to online games among

Marine Engineering students of John B. Lacson Foundation Maritime University – Molo Inc. It

tried to ascertain the differences in degree of addiction to online games among the students

when classified according to certain categories. The study was conducted at John B. Lacson

Foundation Maritime University – Molo Inc. This utilized the students enrolled during the S.Y

2016-2017 as respondents.

The respondents were selected through simple random sampling or the lottery

technique. They were classified according to their weekly allowance, year level, and availability

of internet at home.

The research used the questionnaire to gather the necessary data for the purpose of

this study. It was personally constructed and subjected to validity and reliability testing. The

administration of the questionnaire was personally done by the researchers.

The study was conducted on January 2017. The statistical tools utilized in statistical

analysis of the gathered data were the means, standard deviations, t-test and one-way ANOVA.

The level significance was set at .05 Alpha.

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CHAPTER 2

Review of Related Literature

In an increasingly technology-dependent society, people use computers not only for

business but also for pleasures. Computers have become a social and an economic necessity

that permeates every part of our lives. It is feasible that in the future, every person in the world

may own or use a computer; therefore, necessary precaution must be taken in exploring all the

uses of computers, and the negative consequences of using them on daily basis.

Certain video games have adopted a model creating continuous play wherein the game

is designed to have a built in monthly fee, and in exchange the game is continually expanded

by the company in the hopes of keeping the player entertained. On the surface, it is simply a

model of business designed to create endless gameplay for individuals with the desire to

continue gaming in such an immersive environment (Poon, 2012).

One unintended side effect, however, is the escalation of commitment of time that

players experience, sometimes increasing their desire to seek the rewards found through

gaming while eschewing other important life responsibilities to the extent that it is debilitating

to themselves and those around them, creating potentially dangerous levels of immersion

(Ferraro et. al, 2007).

With the newly flourish cyber culture surrounding video games thriving, it is important to

understand the impact of the said culture, particularly any addictive behaviors taking place

within it. Such behaviors can have life threatening ramifications in terms of both the use of the

games themselves and other addiction-related behaviors. A particular aspect of computing that

is fascinating to the public is computer gaming (Caplan, 2002).

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The aspect of computer usage is recreational and lacks practicality in their majority of

people’s daily life. Three different types of computer players have emerged. The first are pro-

gamers, competitive and skilled players that play in tournaments and play money. The second

are social players, who play recreationally and for no monetary gain. They may play socially, to

spend times with friends while doing a particular activity, enjoyment of the game itself, or to

relieve stress. The third are computer addicts, who dedicated a large portion of their time to

playing a computer game, and display behaviors that are common to addiction. The number of

addicted players continues to grow as gaming gains more influence. If computer gaming is a

serious disorder, then it should be entered into the Diagnostic and Statistical Manual for Mental

Disorder V (DSM-V). With its inclusion, there will be credence to its validity, and therapeutic

programs can be created to find and treat those with serious computer games addiction. More

research will become focused on this phenomenon, as there is little attention on this subject

(Dongseong and Kim, 2004).

Also, perhaps computer game company will take up social responsibilities and decrease

factors that target potential computer game addicts.

The following are in depth examinations of computer-game addiction symptoms as

studied by researcher as well as real life-examples according to Poon (2012).

Persistence

Persistence, or behavioral silence, is an activity that dominates a person’s behavior to

the point that self-maintenance is neglected. Besides repeating an action to point of self-harm,

computer game addiction is more associated with ignoring bodily needs in favor of playing. The

British Broadcasting Corporation (2005) posted an article about a man in South Korea who

played for 50 hours straight in an internet café, and eventually collapsed from exhaustions. He

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died in the hospital with heart failure. Many of there stories usually stem from developed

countries in Asia such as China, South Korea and Japan where computer gaming is more

accepted and popular than in United States. For instance, in South Korea, StarCraft is popular

spectator sport and one needs a license in order to qualify as a pro-gamer. Computer Game

Addiction has been recognized as a formal disorder in these countries, and the government has

taken steps against it by creating programs and clinics to battle against it.

Risked Relationship

In addiction, one may drift away or alienate one’s close relation in favor of the

substance or activity. It has also been reported that several parents have neglected their

children in favor of computer and/or internet games. In case of Kim Yun-Jeong and her

husband, Kim Jae-Beom, they played a game named Prius, a fantasy, Massive Multiplayer

Online Role-playing game (MMORPG). They raised a virtual child named Animus in the game,

while only feeding and changing their child in between gaming sessions. The child due to

malnourishment, and they were sentenced to jail. Another parent, a single mother, played a

social game named Small Worlds, and neglected her children and two dogs. The children fed

themselves from bean cans every day, and the dogs died from malnourishment. Gamers often

become too invested and immersed in their games, and as they play longer hours they begin to

lose contact with the real world relationships. For some gamers, it is possible to play long hours

and not be considered addicted, and there are varying levels of risked relationship (Griffiths,

2000).

Violence

The basis of any addiction is the negative consequences that come with using a

substance or doing an activity. With pathological gaming, the criteria for it includes resorting to

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crimes to fund one’s own activity or pay off debts one has accumulated. However, articles in

the media indicate a trend that many crimes may occur either due to frustration surrounding

the game, or to copycat violent acts from the game. One man in China stabbed his friend

because the friend had sold a virtual sword on eBay for money (British Broadcasting

Corporation, 2005).

In another case, a mother in Florida shook her 3-month baby to death for crying when

she was playing Farmville (News Vancouver, 2010). In the instance of grand theft auto, there

have been copycats who have set out to repeat the crimes they committed in game; one group

of teenager in Garden City, New York decided to live out the popular action-adventure, crime

game named grand theft auto. They committed burglary, beat some men, attempted to steal a

car, and even punched a police officer in the face. Their only motivation was that they were

bored (Kelly, 2007).

Debt

In case of many computer games, you purchase a single game and then you hand out

no more money. However, game companies have changed their model to increase profits, and

now offer money options to buy more in game weapons or power-ups, gain advantages within

the game, or to renew a subscription to a game. It is possible to bid real money and earn

money, as well as lose money. The same problems of gambling addiction occur without casino,

and with the convenient use of the computer. Internet gambling may be even worse as it is a

solitary activity and is possible to play for hours or days without anyone seeing or stopping

oneself. Furthermore, virtual money has been converted from real money no longer seem like

having monetary value, and thereby creating inhibiting effect which would cause greater

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spending. It is harder to determine the difference between 100 dollars and a thousand dollars

when it is on the screen, and there is nothing physical within one’s hands (Poon, 2012).

Emotional Dependence

Computer player may use computer games as a way to solve emotional problems, and

to get away from reality. This may create a self-repeating cycle, as the problem is not solved

and only delayed which creates more conflict for the individual and cause them to play more. In

this manner, some or perhaps many gamers are more emotionally and socially invested in their

gameplay than someone who does not need computer games to interact (Poon, 2012).

MMORPG

Just as casinos create strategies to draw costumer in and prey on the vulnerable to

gambling addiction, computer game companies also attempt to make the most engaging and

interesting games in order to gain and keep costumers. Perhaps, the most addictive is Massive

Multiplayer Online Role Playing Games (MMORPG). These games allow for thousands to millions

of users to enter a virtual world they can interact with each other while developing their

character; the most notable MMORPG is WarCraft to the extent is has been nicknamed

WarCrack. World of Warcraft and EverCraft are two major games that have been researched by

psychologist when studying computer game addiction due to its salient qualities. Chan and

Vorderer (2006) described general characteristics of MMORPGs:

 Persistence – This is split between world persistence and avatar persistence. World

persistence refers to how the player knows the world continues to exist with or without

him playing. It is accessible at all times, during the whole week. This continuity allows

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for social structures to emerge, and creates the sense of a parallel reality. Avater

persistence refers to a created identity that has consistency in its representation of itself

to others.

 Physicality – MMORPG world are grounded in the physical. That is, they have laws of

nature, that are consistent in how all character\ within the game must abide by. There

are usually some consistent time and space factors, but they may be sped up or

decreased the effect of the game.

 Social interaction – Social interaction is encouraged or integral to the game play of

MMORPGs. Whether it be teaming up to accomplish a goal, fighting against each other,

or offering real life information to communicate about topics other than the game,

MMORPGs definitely have a social factor that make it appealing to the general public.

 Avatar-mediated play – the player is represented by a character or a created avatar,

with which they may create a new identity online. This is another appeal of MMORPGs,

as it offers anonymity which increases their freedom to play as they like without social

boundaries.

 Vertical game play – Game play is entirely focused on achievements and may include

increasing character levels, equipment quality and wealth.

 Perpetuity – MMORPGs do not have an ending in the traditional sense. Rather, the game

only ends for the player when they choose not to play. This leads tothe concentration of

the game being on the player, who can choose how they want to play the game, rather

than forcing the player on a single pathway.

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CHAPTER 3

METHODOLOGY

Chapter 3 consists of five parts namely: (1) Research Design, (2) Respondents, (3)

Instrument, (4) Procedure, and (5) Data analysis.

Part One, Research Design, presents the method used by the researchers in the study.

Part Two, Respondents, describes the informants of the study.

Part Three, Instruments, describes the instruments used in the study.

Part Four, Procedure, states the procedures employed by the researchers before the

actual administration of the study.

Part Five, Data analysis, presents the statistical tools used to analyze and interpret the

result of the study.

Research Design

Descriptive survey method was used in this study. This particular design of research is

concerned with the present phenomena in terms of conditions. Practices belief, processes,

relationship or trends invariably termed as “Descriptive survey study”. According to Dr. Y.P

Aggarwal (2008) descriptive research is devoted to the gathering of information about

prevailing conditions or situations for the purpose of description and interpretation. This type of

research method is not simply amassing and tabulating facts but includes proper analysis,

interpretation, comparisons, and identification of trends and relationships.

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Moreover, it is concerned not only with the characteristic of individuals but with

the characteristic of the whole sample thereof. It provides information useful to the solutions of

local issues (problems)

This descriptive research aimed to know the degree of addiction to online games of

Marine Engineering students in John B. Lacson Foundation Maritime University – Molo Inc.

during this 2nd semester of school year 2016-2017.

Procedure

In gathering the data necessary for this research, the researchers in order to clarify and

answer whatever clarifications and questions raised with the respondents. The respondents

were also assured that their response would be treated with confidentiality and would be

utilized only for research purposes.

All the gathered data from the respondents were coded, tabulated, computer processed,

analysed and interpreted.

The Respondents

The respondents of this study were the 500 Marine Engineering students of John B.

Lacson Foundation Maritime University – Molo Inc. who were officially enrolled during this

school year 2016-2017. In selecting these respondents, the researcher got the 36% of the total

population of the Marine Engineering students of the said institution. The same percentage was

applied to get the number of respondents from first year to fourth year. Then, they were

selected through simple random sampling or the lottery procedure. The name of each student

was written on a small piece of paper. The paper was rolled and put inside the box. Then,

researchers picked out the name of the students to be utilized as respondents until 36% was

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reached. The respondents were classified according to their year level, weekly allowance and

availability of computer at home. Year level was categorized into: first year, second year, third

year, and fourth year. Weekly allowance was categorized into: 1 000 above and 1 000 below.

Availability of internet at home was categorized into: available and not available.

The data in the table 1 show the distribution of the respondents classified as to certain

categories. As shown from the table, there were 500 respondents.

When they were classified as to their year level, there were 20% 1 st Year, 30% 2nd Year,

30% 3rd Year and 20% 4th Year.

When they were classified as to their weekly allowance, there were 21 or 32.3% higher

1 000 allowance and 44 or 67.7% below 500 allowance.

When they were classified as to their availability of computer at home, there were 21 or

32.3% available and 44 or 67.7% not available.

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Table 1 Distribution of Students Classified as to Certain Categories

Category Frequency Percentage

A. Entire Group 500 100 %

2nd Year 145 36%

3rd Year 300 36%

4th Year 9 36%

C. Weekly Allowance
Higher (1 000) 375 75%

Lower (1 000) 125 25%

D. Availability of

Computer at Home

Available 160 32%

Not Available 340 68%

Instrument

The research instrument that served as the source of the data in this study was the

Degree of Addiction to Online Games Checklist.

The first part contained some questions about the respondents, name, year level,

weekly allowance and availability of computer at home.

The second part contained the different statements to determine the degree of addiction

to online games.

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The respondents were given Three (3) options to their answer in the questionnaire. The

options are: Never, Sometimes, and Always. For satisfactory reason, numerical weights were

assigned to each option as follows:

Options Numerical Weights

Never 1

Sometimes 2

Always 3

Data Analysis

The data gathered for this study were subjected to computer processed statistics

via Statistical Package for Social Science (SPSS) Software. The descriptive statistics used

was the mean. The inferential statistical tools used were the t-test and One-way

Analysis of Variance (ANOVA). Significance level was set at 0.05 alpha.

T-test. This test was employed to ascertain the significance of the differences on

the degree of addiction on online games when the respondents were classified according

to the independent variables with 2-level categories such as their year level, weekly

allowance, and availability of internet at home.

One-Way-ANOVA. This test was employed to ascertain the significance of the

differences in the degree of addiction on online games.

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CHAPTER 4

RESULTS AND INTERPRETATION

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This chapter explains the results of research. The results are divided into two

parts namely (1.) Descriptive Data Analysis and (2.) Inferential Data Analysis

Part One, Descriptive Data Analysis which deals in the degree of addiction in

online games in Marine Engineering students of John B. Lacson Foundation Maritime

University –Molo Inc., when they are classified according to certain categories

Part Two, Inferential Data Analysis deals with the differences of students’

addiction to online games when they are classified to some certain categories.

DESCRIPTIVE DATA ANALYSIS

The data gathered for this study were basically subjected to descriptive statistical

data treatment. This was done to terminate the students’ degree of addiction to online

games. The means and its corresponding description were utilized in the interpretation

of data.

Degree of Addiction to Online Games

The data in the table 2 show the findings on the degree of addiction to online

game among the Marine Engineering students of John B. Lacson Foundation Maritime

University –Molo Inc., when they were classified as to certain categories. Based on the

the table, the results reveal that the students had a “low” degree of addiction to online

games whether they were taken as an entire group or classified as to their year level,

weekly allowance, and availability of internet at home as shown by their obtained mean

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which ranged from 28.00 to 32.28 except among the second year students that

reflected a mean of 34.06.

Table 2 Degree of Addiction to Online Games Among Marine Engineering

Students Classified as to Certain Categories.

Category Mean Description

A. Entire Group
B. Year Level
1st Year 28.50

2nd Year 34.06

3rd Year 28.00

4th Year 29.44

C. Weekly Allowance
Higher (1 000) 30.38

Lower (1 000) 30.00

D. Availability of

Computer at Home

Available 30.24

Not Available 30.07

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Arbitrary Scale

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Mean Score Description

46. 66 – 60.00 High

33.33 - 46.65 Average

20.00 - 33.32 Low

INFERENTIAL DATA ANALYSIS

The data gathered were subjective to inferential data analysis in order to

determine the difference, in the degree of addiction to online games among students

when they were classified, as to certain categories. T-test and One-way ANOVA were

used in the statistical treatment of data.

Differences in the Degree of Addiction to Online Games Among Students Classified

to Certain Categories.

Table 3 and 4 show the data on differences in the addiction to online games

among Marine Engineering students of John B. Lacson Foundation Maritime University -

Molo when they were classified according to certain categories. The table shows that the

Marine Engineering students differed significantly in their addiction to online games

when they were classified as to their year level as attested by the t-test which generated

a sig. (2-tailed) value of 0.000 for gender and one-way ANOVA which generated a sig.

Value of 0.042 for year level. These did not exceed a set significance of 0.05 alpha.

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On the other hand, weekly allowance and availability of internet at home did not

make any significant differences in the students’ addiction to computer games as

revealed by the sig. (2-tailed) values of the computer at home which. These exceed the

set significance of 0.05 alpha.

Table 3 T-test Showing the Differences in the Degree of Addiction to Online

Games Among Students Classified as to Year Level, Weekly allowances, and

Availability of internet at home.

Category N SD Mean T-Value DE SIG. 2 Interpretation

2nd Year 145

3rd Year 300

4th Year 9

F. Weekly
Allowance
Higher (1 000) 375 5.912 30.98

Lower (1 000) 125 7.153 30.00 .212 63 .833

G. Availability of

Computer at

Home

Available 160 7.056 30.24

Not Available 340 6.565 30.07 .94 63 .925

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SIG. (2-tailed) > 0.05, NOT SIGNIFICANT

SIG. (2-tailed) ≤ 0.05, SIGNIFICANT

Table 4 One-way ANOVA Showing the Differences in the Degree of Addiction to

Online Games Among Students Classified as to Year Level.

Year N Mean SD F DF Sig. Interpretation

SIG. (2-tailed) > 0.05, NOT SIGNIFICANT

SIG. (2-tailed) ≤ 0.05, SIGNIFICANT

CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

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Chapter four has three parts: (1) Summary, (2) Conclusion, (3) Recommendations.

Part One, Summary, presents the vital points and the finding of the study.

Part Two, Conclusions, presents the inferences drawn from the finding of the study.

Part Three, Recommendations, suggests some recommendations based on the finding

and conclusion of the study.

Summary

Study aimed to determine the degree of addiction to online games among the Marine

Engineering students of John B. Lacson Foundation Maritime University-Molo Inc. It also aimed

to ascertain the differences in their addiction to online games when they were classified as to

certain categories.

Considering such objectives, the researchers utilized the descriptive method of research.

The independent variable employed were Year level, Weekly Allowance, and Availability of

internet at home. The dependent variable is the degree of addiction to online games among

John B. Lacson Foundation Maritime University-Molo Inc.

The respondents of this study were the 500 Marine Engineering students of John B.

Lacson Foundation Maritime University-Molo Inc. during the school year 2016-2017. They were

determined using Gay’s Formula in getting a sample size which is 36% of the total population

and were selected through Simple Random Sampling. They were classified according to their

Year level, Weekly Allowance, and Availability of internet at home.

The instrument used in gathering the necessary data was a questionnaire personally

constructed by the researchers. It was also personally administered to the respondents. The

study was conducted on January 2017. The statistical tools used in the statistical treatment of

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the data were mean, T-test, and one-way ANOVA. The level of significance was set at 0.05

alpha level.

The students had a “low” degree of addiction to online games whether they were taken

as an entire group or classified as to their Year level, Weekly Allowance, Availability of internet

at home. On the other hand, the second year students reflected an “average” degree of

addiction base on the result of one-way ANOVA.

Conclusion

Based on the findings, the following conclusions drawn are.

Based on the formulated data taken as an entire group, the degree of addiction on

online games among Marine Engineering students of John B. Lacson Foundation Maritime

University-Molo Inc. the result reveal that the student had a “low” degree of addiction to online

games, except 2nd year students. Based on the one-way ANOVA the differences were reveal that

the 1st Year, 3rd Year and 4th Year got a low average at addiction in online games except 2 nd year

students also base in the result in the mean of one-way ANOVA using Arbitrary scale.

Therefore, the “low” average of addiction in online games, means that the students are

not addicted to online games and they’re not giving mere time in playing online games and they

much giving mere attention to their study. And also if their average in addiction is “low” their

academic standard is high.

Only the 2nd year students got the average degree of addiction in online games.

Therefore, the average result means, the students setting their time for playing online games

and into their studies, and they give more time in playing online games rather than their studies

and that’s the results why the 2nd year students got the average result. The researchers also

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observe that there were some 2nd year students doing some unethical behavior because of their

addiction in online games.

The difference in the degree of addiction in online games in the Marine Engineering

students of John B. Lacson Foundation Maritime University-Molo Inc. was terminated by using

the one-way ANOVA, and they are all significant. The researchers consider that they are

significant by using this method sig. (2 tailed)> 0.05 not significant, sig. (2 tailed) < 0.05

significant. If the result is greater than 0.05 that is significant, but if it is less than or equal 0.05

that is significant.

Recommendation

The researchers would like to recommend some rules and regulation for school, because

of our forgoing observation of our study we found out that some Marine Engineering students

of John B. Lacson Foundation Maritime University-Molo Inc. doing some unethical behaviour

due to their addiction in online games. The researchers recommend that the rules and

regulation of this school must be stricter. We want to add some rules to prevent some case of

escaping or cutting classes.

1. The teachers must have the cellphone number of the parents of every

student for them to confirm the excuse letter of the students, because the

excuse letter is the reason sometimes of escaping of the students.

2. The students must not be excused to class unless absence has been proven.

3. Exercises should not be allowed to be passed later than time allotted.

4. Failure to be present in class is a measure to fail in achieving cut off grades.

References:

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([Link]

[Link]

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