COMPARATIVE STUDY: ONLINE GAME ADDICTION AND ACADEMIC
PERFORMANCE OF F. BANGOY NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
A Research Paper Presented to the
SENIOR HIGH SCHOOL DEPARTMENT
F. Bangoy Senior High School, Davao City
In Partial Fulfillment of the Requirements for
Grade 12 Senior High School
AGLANAO, JOHN MICHAEL
ESTORES, KYLE JAMES
FERMILAN, JOHN ARTHUR
GICA, CYRUS
RAFOLS, CHRISTIAN BERT
SANTISAS, MARK JAYSON
JUNE 2023
ACKNOWLEDGEMENT
The researcher would like to express their sincere gratitude to all those who
contributed to completion of this research project. Firstly, The researcher would like to
thank the respondents who willingly shared their time and valuable insights, which
greatly contributed to the success of this study. The researcher also extends them
appreciation to MR. Junard S. Reyes for their guidance and support throughout the
researcher process. Their valuable feedback and insights have been crucial in refining
their research objectives and Methology. The heartfelt thanks also go to their
classmates and fellow researcher journey a full filling and meaningful one. Lastly, the
researcher would like to thank their family for the unwaving emotional support, which
helped them stay motivated and focused on achieving their research objectives. Your
contribution has been invaluable, and the researcher are grateful for your unwavering
support throughout this journey and to God who ma de everything possible.
ABSTRACT
This study aimed to investigate the relationship between online game
addiction and academic performance among senior high school students. A
sample of 381 participants completed a survey that assessed their level of online
game addiction and academic performance. The results show a significant
correlation between online game addiction and academic performance, indicating
that the students who were more addicted to online games tended to have lower
academic performance. The online game refers to games that are played over
some for of computer network, typically on the internet, in which you can connect
with multiple players. Nowadays, online gaming is not only for the entertainment
of the students but also for learning. According to some research, it helps teens
to exercise their mind and cause them to explore the internet. It enables the mind
of the players to be more active, especially with puzzle-based games. It also
helps the player to comes up with decision in tight situations, especially with
adventure games that require the players to be alert, active, and strategic.
However, despite these benefits, playing online games becomes a necessity in
their lives because it requires much of the player’s time, thereby leaving school
activities and homework unattended. Academic performance declines when
minimal attention is given to study. Thus, online gaming affects the academic
performance of students positively and negatively.
TABLE OF CONTENTS
Title page..............................................................................................................
Acknowledgement...............................................................................................
Abstract................................................................................................................
Table of Contents................................................................................................
CHAPTER 1
RESEARCH PROBLEM
Introduction.........................................................................................................
Theoretical Framework............................................................................
Conceptual Framework.............................................................................
Statement of the Problem........................................................................
Hypothesis................................................................................................
Significance of Study...............................................................................
Scope and Limitation...............................................................................
Definition of Terms...................................................................................
CHAPTER 2 REVIEW OF RELATED LITERATURE
CHAPTER 3 METHOD
Respondents/Participants......................................................................
Research Instruments.............................................................................
Data Gathering Procedure......................................................................
CHAPTER 4 RESULTS AND DISCUSION
Effects of Food Deprivation....................................................................
Concentration and Perserverance.........................................................
CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary..................................................................................................
Conclusions.............................................................................................
Recommendations..................................................................................
Chapter 1
THE RESEARCH PROBLEM
Introduction
Video game addiction is defined as impulse control disorder, which does not involve
use of an intoxicating drug and is similar to pathological gambling. Also, it is also referred to
video game overuse, pathological or compulsive use of computer games and videogames
(Greenfield & Young, 2009). Due to excessive use of computer games there is effect in their
personal traits like anxiety, sensation seeking, neuroticism, and aggression which are the
symptoms that a person is under the development of gaming addiction (Mehroof, M et al. 2010).
Brain is also affected in computer addiction; regions of the brain associated with cravings in
substance abuse also appear to be activated in gaming addicts when they view images of video
games (Ko, C et al. 2010). There are two types of gaming, “excessive gaming” and “addictive
gaming” these two types of gaming is different from each other; the difference between
“excessive gaming and “addictive gaming” is that two gamers may play for an identical number
of hours each day, but their psychological motivation and the meaning that gaming has within
their lives can be very different. Gaming addiction should be defined by how much the
negatively impacts other areas of life, not by how much time is spent playing (Griffiths, M et al.
2010). In a volunteer sample, 41% of online gamers acknowledged that they use gaming as an
escape. In the same sample, 7% were viewed as “dependent”. These gamers possessed
several behavioural attributes that are related to more well established forms of addiction (e.g.,
mood modification, tolerance, & relapse) (Hussain et al. 2009). Most online gamers are male.
Among male gamers, more severe online gaming addiction is correlated with older age, lower
self-esteem, and lower dissatisfaction with daily life. This relationship did not hold true for
female gamers(Ko et al. 2005). Excessive use of technology is relatively rare. Compared to
females, males are more likely to develop a gaming addiction. Boys are more likely to play
aggressive or violent games while girls are more likely to play platform and puzzle games
(Griffiths, 2008). In Germany, 1.5 – 3.5% of teenage internet users show signs of gaming
addiction. Gaming addiction is associated with higher rates of anxiety (and depression, and
poorer academic performance Peukert et al. 2010). Computer gaming addiction is positively
correlated with achievement motivation, sensation-seeking, a positive evaluation of one’s
intelligence, and a negative evaluation of one’s skills in interpersonal relationship (Zheng et al.
2006). In a sample of German teens, 6.3% of subjects fulfilled the authors’ diagnostic criteria for
gaming addiction. These adolescents were mostly male and had low educational backgrounds
(Klaus et al. 2008). Gaming addiction is negatively associated with academic achievement
(Chiu et al. 2004). So far there are no studies conducted as to the percentage of senior high
school students who are hooked to online games, thus, this study would like to find out factors
why senior high school students are addicted to online games.
Theoretical Framework
This study is anchored on Distraction-Conflict Theory of Robert Baron (1986). A
distraction is something that makes it hard for one to think or pay attention (Leung,
2015). It is a process by which an individual or group is distracted from the desired
focus area, blocking, or reducing the desired information. Similarly, Robert Baron’s
theory of distraction-conflict is based on the idea that being aware of another object
creates a conflict between attending to that object and attending to that object and
attending the task at hand (Baron, 1986). The distraction-conflict model calls this
attentional conflict. Attention conflict refers to the situation in which the person feels a
strong urge, desire, or obligation to pay attention to the distractor (i.e., mobile games)
when performing their task, especially if the distractor is attention-grabbing and difficult
to ignore (Baron, 1986). An attentional conflict occurs between multiple stimuli when the
subject is interested in paying attention to each stimulus. The task that is unrelated to
the subject’s primary goal is referred to as the distraction. This conflict only occurs when
the pressure to attend to each input is equal and the individual’s cognitive capacity to do
so is inadequate. Distraction- Conflict Theory provides insight into the evaluation of
mobile games as “other” object that distracts people from their primary goal (i.e.,
attending online classes). Negative consequences of distraction include attentional
conflict and impaired task performance. Concerning mobile games, its ubiquity and easy
access makes it a potentially strong mechanism for distraction. Therefore, mobile
games has made distraction easier, due to its portability and the diversity of
entertainment features.
Conceptual Framework
Assessment, data
gathering and
analysis of the
Effect of Online
respondents about
Games in Academic
the effect on Online
performance among
Games in Academic
Senior High School of
Performance among
F. Bangoy Senior
Senior High School
High School.
Students of F.
Bangoy Senior High
School.
Fig. 1 Research paradigm showing the “Effect of Online Games in Academic
Performance among Senior High School Students of F. Bangoy National Senior High
School.
Statement of the Problem
The purpose of this study is to investigate the relationship between online game
addiction and academic performance among F. Bangoy Senior High school students.
With the increasing popularity and accessibility of online gaming, there is a concern that
students may become addicted, leading to negative effects on their academic
performance. This study aims to determine the prevalence of online game addiction
among the students and its effect on their academic performance. The study will also
identify the factors that contribute to online game addiction and its impact on the
student’s academic performance. The insights from this research will help educators
and parents understand the risk associated with online gaming and develop
interventions to mitigate these risk and improve the academic performance of students.
Research Question
1, what is the level of online game addiction in F. Bangoy National High School Senior
High school?
2. what is the level on academic performance in F. Bangoy National High School Senior
High school?
3. is there a relation between in online game addiction and academic performance?
Hypothesis
Ho: There is a negative correlation between online game addiction and academic
performance.
H1: There is no negative correlation between online game addiction and academic
performance.
significance of the study on the comparative study of online
game addiction and academic performance of F. Bangoy
Senior High School is summarized as follows:
1.Help identify the impact of online gaming addiction on academic performance: By
comparing the academic performance of students who are addicted to online games
and those who are not, the study can help to determine the negative impact of online
gaming addiction on academic performance. This information can help school
administrators, parents and other stakeholders devise interventions and strategies that
can improve the academic performance of students.
2.Provide insights into the risk factors associated with online gaming addiction: The
study can help identify the major risk factors that contribute to online gaming addiction.
This information can be used to guide parents and educators on preventive measures
that can be taken to minimize the risk of students becoming addicted to online games.
3.Help to generate advocacy and raise awareness about online gaming addiction: By
highlighting the negative impact of online gaming addiction on academic performance,
the study can help to raise awareness about the problem among key stakeholders in the
education sector. This can lead to advocacy and the development of policy interventions
aimed at reducing online gaming addiction among students.
Scope and limitation
The study aims to identify the relationship between online game addiction and
the academic performance of students from F. Bangoy National Senior High School.
The participants of the study will be limited to 318 students of the said school, who are
currently enrolled. The study will use a quantitative research method, and data will be
collected through a questionnaire that will be administered to the participants. The data
collected will be quantified and analyzed using appropriate statistical tools. The study
will focus on the factors leading to online game addiction, its effects on academic
performance, and the possible intervention strategies that can be employed to mitigate
the adverse effects of addiction.
The study has some limitations that may affect the generalizability of the
results. The participants will be selected from one school only, thereby limiting the
generalizability of the study results of other schools. Also, the study only focuses on
students, which means that the study that the study’s results may not apply to other age
groups or education levels. Further, the study will rely solely on self-reported data,
which may be affected by social desirability bias. The study will also not consider other
factors, such as student’s physical, emotional, and mental well-being, which may also
affect academic performance. Lastly, the study will not involve a control group, which
makes it difficult to establish a casual relationship between online game addiction and
academic performance.
Definition of Terms
1. Online Game Addiction: Online game addiction refers to a compulsive and excessive
dependence on playing online games, leading to negative consequence in various aspects of an
individual’s life. It involves an inability to control or limit gaming behavior, prioritizing gaming
over other responsibilities or activities, and experiencing withdrawal symptoms when unable to
play.
2. Academic performance: academic performance refers to the level of achievement or
success attained by a student in their educational pursuits. It encompasses factors such as
grades, test scores, completion of assignments, class participation, and overall engagement in
academic performance serves as an indicator of a student’s knowledge, skills, and
understanding of the subjects they study
Chapter 2
Related literature and studies about comparative Study of
online game addiction and academic Performance.
Here are some references to related literature and studies on the comparative
study of online game addiction and academic performance:
1.Gentile, D. A., Choo, H., Liau, A., Sim, T., D., Fung, D., & Khoo, A. (2011). Pathology
video game use among youths: A two-year longitudinal study. Pediatrics, 127(2), e319-
e329.
2.Hussain, Z., & Griffiths, M. D. (2009). Excessive use of massively multiplayer online
role-playing games: A pilot study. International Journal of Mental Health and Addiction,
7(3), 563-571.
3.Lam, L. T. (2014). Internet gaming addiction, problematic use of the internet, and
sleep problems: A systematic review. Current Psychiatry Reports, 16(14), 1-9.
4.Kim, D., Namkoong, K., Ku, T., & Kim, S. (2008). The relationship between online
game addiction and aggression self-control and narcissistic personality traits. European
Psychiatry, 23(3), 212-218.
5.Rehbein, F., Kleimann, M., & Moble, T. (2010). Prevalence and risk factors of video
game dependency in adolescene: Results of a German nationwide survey.
Cyberpsychology, Behavior, and Social Networking, 13(3), 269-277.
6.Chang, F. C., Chiu, C. H., Miao, N. F., Chen, P. H., Lee, C. M., Chiang, J. T., & Pan,
Y. C. (2015). The relationship between parental mediation and Internet addiction among
adolescents, and the association with cyberbullying and depression. Comprehensive
Psychiatry, 57, 21-28.
7.Dong, G., Lu, Q., Zhou, H., & Zhao, X. (2011). Precursor or sequela: Pathological
disorders in people with Internet addiction disorder. PLoS One, 6(2), e14703.
8.Chiu, S. I. (2014). The relationship between life stress and smartphone addiction on
Taiwanese university student: A mediation model of learning self-efficacy and social
self-efficacy. Computer in Human Behavior, 34, 49-57.
9.Zhang, M. W., Lim, R. B., Lee, C., Ho, R. C., & Prevalence of Internet Addiction in
Medical Students: A Menta-analysis. Academic Psychiatry, 41(6), 1-10.
10.Lemmens, J. S., Valkenburg, P. M., & Peter, J. (2011). Development and validation
of a game addiction scale for adolescents. Media Psychology, 14(3), 1-23.
These studies provide insights into the relationship between online game addiction and
academic performance, as well as associated factors and consequences. Please note
that access to some of these articles may require a subscription or purchase.
Chapter 3
Method
The methods and processes will be covered in full in this chapter. We will
explain the research design in details, the survey respondents, research instruments
and data analysis.
Research Design
This study utilize the correlational methods as it aims to shed on the
comparative between online gaming addiction and academic performance in students
insights for academic institutions and students on how effectively balance social media
usage and academic pursuits.
Respondents of the Study
The respondents of the study will be samples among Senior High students of F
Bangoy National High School. Determined using T-Test formula, the appropriate sample
size is 318 students.
Research Instruments
The research design is unified, detailed and specific plan on how to acquire,
analyze and interpret data, researcher made a survey questionnaire that will be
distributed through Google form. The Facebook and Messenger app to get easily gather
a data, the survey contains some rating scale of 1 to 5 for to just answer it right away.
Thinking a lot was given to the questionnaire ensuring that it will be connected to our
survey.
Data Analysis
In our survey, we gathered 318 students data who responded to the following
questions that we provided.
The questionnaire contains 10 questions, each questions has a 1-5 likers scale,
which 1 is Strongly Disagree, 2 is Disagree, 3 is Neutral, 4 is Agree and Lastly is
Strongly Agree.
Chapter 4
Results and Discussion
This chapter presents findings, analysis and interpretation of data
gathered from respondents of the study. The specific problems raised in this
study were answered sequentially. This study data reviewed the answers of
respondents after the survey.
Effects of Online Game Addiction
MEAN INTERPRETATION
I play online game to get relief from academic stress. 4.371 Strongly Agree
I use social media sites to become more sociable. 4.134 Agree
I usually postpone my academic task for spending 4.055 Agree
more time on the social media.
I use social media to keep in touch with my relatives. 4.063 Agree
I use social media to do research work. 4.420 Strongly Agree
Self Academic Assessment
MEAN INTERPRETATIION
I exert more effort when I do difficult 4.016 Agree
assignments.
I actively participate in every 3.8957 Agree
discussion.
I made myself ready in all subjects. 3.766 Agree
I try to ready other materials to get 3.587 Agree
more information to the topics taught
in class.
. I enjoy homework and activities. 3.828 Agree
Chapter 5
Recommendations
Research has shown that social media usage can have both positive and
negative effects on academic performance. Here are some possible
recommendations regarding social media usage and its effects on academic
performance :
1. Limit social media usage during school hours: It's important for
students to focus on learning during school hours. Encourage students to limit
their use of social media during this time to avoid distractions and stay focused
on their studies.
2. Use social media for educational purposes: Social media can be a great
tool for learning. Encourage students to use social media platforms such as
Twitter, Instagram, and Facebook to connect with experts in their field, follow
educational blogs, and join learning groups.
3. Set boundaries: Set boundaries around social media usage during
homework and study time. Encourage students to devote time to homework
and studying without the distraction of social media. Setting specific time slots
for social media usage can also help students stay on track.
4. Monitor social media usage: Monitor students' social media usage to
ensure that it isn't interfering with their academic performance. If social media
usage is a persistent problem, consider limiting or blocking access to social
media on school computers.
5. Encourage face-to-face interactions: Encourage students to interact
with their peers in person rather than solely through social media. Face-to-face
interactions can have a positive impact on academic performance and promote
social and emotional development.
Overall, it's important for students to learn how to use social media responsibly
and balance their social media usage with their academic responsibilities. By
setting clear boundaries and encouraging positive social media usage, students
can potentially improve their academic performance while still enjoying the
benefits of social media.
