G4 Finalmanuscript

DETERMINING THE INTERFERENCE OF ONLINE GAMING TO THE STUDY HABITS
OF GRADE 11 SCIENCE, TECHNOLOGY, ENGINEERING, AND

MATHEMATICS STUDENTS OF EMILIO
AGUINALDO COLLEGE-CAVITE
A Research Presented to the Faculty of

Senior High School
Emilio Aguinaldo College – Cavite
In Partial Fulfillment of the

Requirements for Senior High School 11
CRUZ, HANS CARLO C.

AVIÑANTE, AVRIL NICOLE B.
CONSTANTE, RICHMOND C.
DE LEON, TRIXIE JODY B.
EMPEÑO, ANGELICA YNA MHAE A.
FERNANDEZ, JOEUIE A.
MENDOZA, JHANNICA BEATRICE F.
REYES, ELIJAH T.
May 2021
APPROVAL SHEET
This thesis hereto entitled:
Prepared and submitted by CRUZ, HANS CARLO C., AVIÑANTE, AVRIL NICOLE B.,
CONSTANTE, RICHMOND C., DE LEON, TRIXIE JODY B., EMPEÑO, ANGELICA YNA MHAE
A., FERNANDEZ, JOEUIE A., MENDOZA, JHANNICA BEATRICE F., REYES, ELIJAH T., and
has been reviewed and recommended as partial fulfillment of the requirements for Senior High
School 11.
Accepted and approved by the Panel of Examiners following a successful Oral Defense on
_____ of October 2019 with a grade of ________.
MS. TRIXIA ANNE A. REYES

Research Teacher
MR. ERNESTO U. GUILLERMO, JR., LPT, MST

Principal, Senior High School
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CERTIFICATE OF ORIGINALITY
We hereby certify that the thesis entitled:

is our work and that, to the best of our knowledge and belief, contains no material previously
published or written by another person nor material to which to a substantial extent has been
accepted for award of any other degree or diploma of a university or other institution of higher
learning except where due acknowledgement made is made in the text.
We also declare that the intellectual content of this thesis is the product of our work even though
we may have received assistance from others on style, presentation, and language expression.
HANS CARLO C. CRUZ AVRIL NICOLE B. AVIÑANTE

Researcher Researcher
RICHMOND C. CONSTANTE TRIXIE JODY B. DE LEON

ANGELICA YNA MHAE A. EMPEÑO JOEUIE A. FERNANDEZ

JHANNICA BEATRICE F. MENDOZA ELIJAH T. REYES

ii
ACKNOWLEDGEMENT
iii
Cruz, Hans Carlo C., Aviñante, Avril Nicole B., Constante, Richmond C., De Leon, Trixie Jody
B., Empeño, Angelica Yna Mhae A., Fernandez, Joeuie A., Mendoza, Jhannica Beatrice F.,
Reyes, Elijah T.| Ms. Trixia Anne A. Reyes (Research Teacher)
(Proponents and Research Teachers)
Emilio Aguinaldo College – Cavite Senior High School
City of Dasmarinas, Cavite
ABSTRACT
This study is about the effects of online gaming to the study habit on Emilio Aguinaldo College STEM
students. Its aim is to discover the interference of online gaming to the study habits for Grade 11 STEM
students at Emilio Aguinaldo College-Cavite. As most of the previous studies in this area conducted a
quantitative research, the researchers chose to use qualitative research which will allow us to acquire
a deeper and better understanding on the experiences of the participant on online gaming. The
researchers collected data by getting to interview the participant, which included three interviews with
EAC-C students who play online games. On the basis of the research the results the researchers will
solely get data from their answers. Despite several studies made on such topic, this study will try to fill
the gaps in research if this study comes to determine if there are any interference caused by online
gaming to the study habits of EAC-C STEM 11 students.
Keywords: online gaming, study habits, flow, immersion, and FPS

Note: Online Games and Video Games are to be considered as the same definition for the
whole of the study.
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TABLE OF CONTENTS
Introduction
Background of the Study ……………………………………………………. 1
Statement of the Problem
Assumption
Scope and Delimitation
Significance of the Study
Definition of terms
Review of Related Literatures and Studies
Theoretical Framework
Synthesis
Methodology
Research Design. …………………………………………………………... 10
Sampling Technique
Research Instrument
Data Gathering Procedure
Data Analysis
Results and Discussions
Interpretation of Data
Discussion
Summary of Findings
Conclusions
Recommendations
References……………………………………………………………………………. 20
Appendices
Appendix A: Written Letters
Appendix B: Research Instruments, Informed Consent Form and Criteria of
Participants/Standardize Test
Appendix C: Raw Data (Transcription, Observation and Notetaking, Symbolism)
Appendix D: Curriculum Vitae
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INTRODUCTION
Background of the Study
The first video game to be published in the market was Atari’s game called “Pong” which
was released in 1972 (Casey, 2017). Due to their increased success, video games have caught
the attention of many people. In fact, according to the study by Halbrook, (2019), “The video-
game industry has grown exponentially since the initial development of Tennis for Two in 1958”.
Video games have transitioned from being predominantly played in arcades to being primarily
played at home. Many things have become available as a result of technological advancements
that people did not have many years ago. One of these is online gaming, which is made possible
by the internet.
Many people consider online gaming to be one of their favorite pastimes. Teenagers who
play these online games claim that they are doing so, for fun and to escape the heat of the sun,
but they are unaware that there are many side effects to playing these games that are much more
serious than they believe. According to some studies, playing online games is advantageous. It
allows players' minds to be more involved, particularly in puzzle-based games. It aids the player
in making quick decisions in stressful situations, especially in adventure games that require the
player to be alert, active, and strategic. Playing these games gives the player a variety of emotions
since it feels as if the player is the one facing the obstacles. Despite the advantages, there are
certain disadvantages to playing these games. It takes up a lot of the player's time, leaving
schoolwork and other responsibilities unattended.
Today's youth do not appear to spend their free time as they did in the past; instead, they
appear to spend their free time in their homes, internet cafes, or computer shops to satisfy their
hunger for online gaming. Online gaming has such a strong influence on not only the young, but
also people of all ages. So far, almost everyone can sit down at a computer and pound the keys
and mouse in order to get a high score, talk with other players, get the rarest objects, and level
up as quickly as possible. Yes, it appears that there are no restrictions on who can play online
games, how they can be played, or what they can be used for.
For people of all ages, particularly students, online gaming has emerged as a common
and effective source of entertainment and play. It is a term used to describe games that are played
over a computer network, most often the internet. These games are played online and can be
played with several players. It is usually platform independent, depending solely on a web browser
and the requisite plug-in.
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Statement of the Problem
The purpose of this phenomenological study is to discover the interference of online

gaming to the study habits for the grade 11 STEM students at Emilio Aguinaldo College-Cavite.
At this stage in the research, the study of interference of online gaming to the study habits will be
generally defined as effects of online gaming to the academic performance among the grade 11
STEM students. Thus, the following question should be answered:
General questions:
1. What are the effects of Online Gaming to the study habits of Grade 11 STEM students in
Emilio Aguinaldo College Cavite?
2. Are there any specific genre of online games that the students usually play from Grade 11
STEM students in Emilio Aguinaldo College Cavite?
Specific questions:
1.)
a.) What game and genre do you usually play, and how often?
b.) Do you experience any troubles studying from playing online games?
2.)
a.) Is studying better after you play Online Games?
b.) Do participants get a better attitude towards studying after playing Online Games?
c.) Does playing this game genre increase the participant’s attentiveness?
d.) Does playing this game genre give motivation to the participant to study?
Assumptions
Academic papers suggests that there can be a mixed feedback on what the data will show.
The researchers can expect that there would be no particular answer such as a yes and no.
Although, what the data can provide is that this study can help narrow down the gap by making a
study on EAC-C. This can help limit the answer to help future researchers to pin point a final
answer. This research will lean on the fact that there will be NO CORRELATION OF ONLINE
GAMES AND STUDY HABITS in terms of interference. Perhaps this is supported by the study
by Dumrique, et al., (2017) that there is no connection of the two that can significantly affect a
2
student on their study habits. Despite other studies, some had been manipulated or influenced by
other external means of interference such as their family, and mental health. Perhaps there are
little to few and outdated studies that prove that there can be a correlation between the two. This
will help start a new look on the impact of Online Games that there may be no connection between
the two and may have come from other sources in contrast to what people hear and say today
due to mass media and false claims.
Scope and Delimitation

This study is descriptive in nature which focuses on Grade 11 Science, Technology,
Engineering, and Mathematics Students from Emilio Aguinaldo College-Cavite who are
experiencing distraction to online classes due to excessive online gaming which results in a poor
habit in life. In this study, the researchers will identify the people who currently are undergoing a
dilemma or interference in online classes. The primary data gathering that the researchers will
conduct is through google survey forms together with an informed consent form which is limited
only for the STEM students of EACC, and will be analyzed by the researchers with a time
framework. Here are how the researchers will determine how Online gaming can affect students
on their study habits by using these two variables:
• Independent variable:
Effects of Online Gaming interfering with the study habits of Grade 11 STEM students
from EAC-C
• Dependent Variables:
1.) The frequency a student spends on playing online games.
2.) The amount of time a student plays online games in a day.
3.) The video game genre that a student usually play
4.) The video game that a student mostly spends time on.
By determining these variables, we can answer how Online Gaming can affect a student
through these variables. Each of these will be the key to know if Online Gaming plays a part in
interfering the study habits of a student.
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Significance of the Study
This study contains information that can help the students and at least have knowledge
about the interference of online gaming to the study habits of Grade 11 STEM students. This part
of the research enumerates the people who will benefit from the study.
Students- They will know what will happen in their studies if they continue on their habits in
playing online games.
Parents- They will have knowledge about what will happen if they continue tolerating their
children on their habits.
Future researchers- They can use our data to further expand this kind of study for the betterment
of the community.
EACC- Emilio Aguinaldo College-Cavite may also benefit from our study to raise awareness on
this issue. Through online seminars, posters, and other types of media that can help spread this
information not only to the students of EACC, but also to the public.
Definition of terms
This research involves interference of online gaming to study habits of Grade 11 STEM
Students. The following general terminologies and phrases were defined on how they were used
in this study.
1. RPG (Role-playing games)- A game in which players take on the roles of imaginary
characters who engage in adventures, typically in a particular computerized fantasy setting
overseen by a referee.
2. MMORPG (A massively multiplayer online role-playing game)- A massively multiplayer
online role-playing game (MMORPG) is a video game that combines aspects of a role-
playing video game and a massively multiplayer online game. ... MMORPGs are played
throughout the world.
3. FPS Games (First Person Shooter)- First-person shooter is a video game genre centered
on gun and other weapon-based combat in a first-person perspective; that is, the player
experiences the action through the eyes of the protagonist. The genre shares common traits
with other shooter games, which in turn makes it fall under the heading action game.
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4. Sandbox Games- The term “sandbox” may be more recognizable from its usage in tech or
even as an open-ended mode available within certain games. It’s often associated with
player choice, open environments, and non-linear gameplay. The sandbox genre has grown
from a small niche to encompass a huge variety of titles.
5. Real-time strategy (RTS)- In the archetypal RTS title, Dune II human and AI players control
different factions and compete against each other simultaneously in “real time” hence the
term “real-time strategy,” as opposed to turn-based strategy. These games typically include
resource and map management, and they often feature a top-down view.
6. Simulation and sports- The simulation genre encompasses many sandbox titles, world-
building games, and virtual reality games. The typical focus is on creating an immersive and
realistic game world with epic scenarios, while smaller experiences may center on a
particular area or experience.
7. Puzzlers and party games- Puzzlers and party games also have a significant overlap, with
both emphasizing game mechanics. You can expect to play a game based on a theme or a
traditional tabletop game with particular rule sets.
8. Action-adventure- It’s worth noting that adventure games encompass their own genre as
well. Many of them fall into the point-and-click sub-genre, which typically involves players
solving mysteries or puzzles in a first-person perspective.
9. Platformer- The platformer genre covers a huge variety of games that still proudly showcase
their roots in the earliest 2D side-scrollers. Platformers involve running, climbing, and
jumping as the player explores and works their way through challenging levels.
10. EACC (Emilio Aguinaldo College-Cavite)- This is where the study would be conducted.
This place is located in Congressional East Ave, Burol Main, Dasmariñas, Cavite.
11. STEM- S.T.E.M. is an abbreviation for Science, Technology, Engineering, and Mathematics.
STEM is a strand that focuses mainly on those four subjects.
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Review of Related Literatures and Studies
Local Literature
Depression on students' study habits:
Online Game Addiction and the Level of Depression Among Adolescents in Manila,
Philippines, Labana, Hadjisaid, et al., in 2020 stated the “Results: Three hundred adolescents
(59% males, 41% females) participated in the study. Fifty-three out of 300 respondents (12.0%
males, 5.7% females) had high levels of online game addiction as reflected in their high VAT
scores. In this study, 37 respondents (6.7% males, 5.7% females) had moderately severe
depression and 6 (2.0%) females had severe depression. Online game addiction was positively
correlated with depression in this study (r=0.31; p<0.001). When multiple regression analysis
was computed, depression was found to be a predictor of online game addiction
(Coefficient=0.0121; 95% CI-8.1924 - 0.0242; p=0.05)”.
This shows that students in EAC-C have a chance to develop depression as a cause of
the interference of Online Gaming. This can range from moderate to severe depression. This
can be another variable that we can point out as this research goes on. As stated in the study
above, depression is a “Predictor” to point out that they have an addiction in Online Gaming.
Foreign Literature
How the theory of Flow and Immersion affects a students’ routine:
Flow and Immersion in Video Games: The Aftermath of a Conceptual Challenge, On 2018,
Ballester, et al., examined that “Video games offer highly positive experiences and it has been
argued that the experience of flow alone may be responsible for the positive emotions during
video game playing (Hoffman and Novak, 1996; Quinn, 2005; Guo et al., 2012; Nah et al., 2014).
Literature, however, assimilates multiple terms that emulate flow’s richness of an experience –
for instance, immersion. Although immersion presents subtle structural differences from flow, it is
believed that they allude to different mental phenomena (Brown and Cairns, 2004; IJsselsteijn et
al., 2007; Jennett et al., 2008b; Nacke and Lindley, 2008, 2009; Brockmyer et al., 2009; Qin et
al., 2009; Drachen et al., 2010; Teng, 2010; Kiili et al., 2012; Sweetser et al., 2012; Cairns et al.,
2014; Denisova et al., 2017; Frochot et al., 2017)”. Mental factors can have a significant impact
on a person as it makes gradual change to the actions of a person.
6
This study using various theories such as the Flow theory which is used by our study
shows that Online Gaming can have a mental impact. The more a person is immersed in Video
Games, the more probable they are to forget other aspects of a human need. They may be able
to forget to do such tasks because the Flow theory suggests that a person may forget that time
passes by, this is applicable to students too, forgetting that there are tasks to be passed, while
they do not notice the movement of time caused by too much immersion in video games.
Local Studies
How Online Gaming DOES NOT have any significant correlation with academic
performance:
Online Gaming: Impact on the Academic Performance and Social Behavior of the
Students in Polytechnic University of the Philippines Laboratory High School, Dumrique and
Castillo in 2017 revealed that the interference of Playing On-Line Games results in a positive
effect in the social behavior of the respondents. Even if the respondents play online games still
the personal interaction with others is not affected. They still do have their friends personally and
are able to socialize effectively. The Academic Performance of the respondents is not affected
even if they play online games. Their grades are still good enough even if they spent time playing.
There is a significant relationship between the academic performance of the respondents and
playing online games during weekends. Which results in having a good grade while playing online
games. This can be interpreted as the trade-off when playing computer games. If the student
decides not to play, then there will be no deduction in the grades.
This is another factor to keep an eye on, as this study does not find a relationship of Online
Gaming to the academic performance of students. We may also consider this if our hypothesis
does not go as we have intended.
Foreign Studies
How Online Gaming CAN affect a student's academic performance:
Effect of internet use and electronic game-play on academic performance of Australian

children, Islam, Biswas, et al., published on 2020 the evidence points on the fact that the use of
the Internet and electronic games is found to have detrimental effects such as reduced sleeping
time, behavioral problems (e.g., low self-esteem, anxiety, depression), attention problems and
7
poor academic performance in adolescents. In addition, excessive Internet usage and increased
electronic gaming are found to be addictive and may cause serious functional impairment in the
daily life of children and adolescents. For example, the AU Kids Online survey reported that 50%
of Australian children were more likely to experience behavioral problems associated with Internet
use compared to children from 25 European countries (29%) surveyed in the EU Kids Online
study, which is alarming. These mixed results require an urgent need of understanding the effect
of the Internet use and electronic gaming on the development of children and adolescents,
particularly on their academic performance.
More effects from the interference of online gaming suggests that students can develop
“detrimental effects such as reduced sleeping time, behavioral problems (e.g., low self-esteem,
anxiety, depression), attention problems and poor academic performance in adolescents”. These
can heavily affect a student in their regular study habits, slowly deteriorating on their academic
performance alongside other problems such as a person’s physical needs.
Theoretical Framework
The backbone of the study is called the Flow Theory by Mihaly Csikszentmihalyi published
in 1990. This study is heavily reliable as it determines the values needed to complete the study.
According to a study of Ballester, He, et al., in 2018, “Flow theory is often approached from a
radical standpoint, wherein all of its nine proposed dimensions must be present for the experience
to qualify as flow. These dimensions include balance between the skills of an individual and the
activity’s demands; merging of action and awareness; clear goals; immediate and unambiguous
feedback; concentration on the task; perceived control over the activity; loss of self-reflection;
distorted perception of time; and intrinsic motivation toward an activity (autotelic)
(Csikszentmihalyi, 1975, 1990)”. Flow theory is all about the immersion of a person about
something that they enjoy that they would just forget other aspects that they need such as sleep,
food, hygienic needs, and other essential needs of a person. They tend to just forget these
important aspects because of their immersion in Online Gaming. This is why Flow theory is
essential to this study, to determine its interference to the study habits of EAC-C students.
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Synthesis
The world we live in today is largely made up of technology which leads the researcher
about the habits of grade 11 Science, Technology, Engineering and Mathematics students of
Emilio Aguinaldo while determining the interference of online gaming to it. This paper shows the
effects of online gaming to the study habits of grade 11 students as well as the possible overall
outcome of the research itself. Going through the process of research will benefit not only the
students to determine its effects on their academic performance but also to the parents being
informed of their child's habit.
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METHODOLOGY
Research Method and Design
This research is designed as phenomenological design. In phenomenological design, the

study focuses on discovering the interference of online gaming to the study habits for the grade
11 STEM students at Emilio Aguinaldo College-Cavite. Since this research is obtaining a
summary of the respondents' living experiences through data collection in the form of questions
or interviews, it is the most suitable design to use.
Sampling Technique
This study will be performed by the selected Grade 11 STEM Senior High School Students
at Emilio Aguinaldo College – Cavite. The researchers used a type of non-probability sampling
called purposive Sampling; this technique relies on the judgement of the researcher when
choosing who to ask to participate. According to Crossman (2020) a purposive sample is a non-
probability sample that is selected based on characteristics of a population and the objective of
the study. Purposive sampling is different from convenience sampling and is also known as
judgmental, selective, or subjective sampling.
Research Instrument
Instrumentation for the convenience of the participants, also regarding their safety during
the pandemic, the researchers will be conducting an interview whereas the researchers can
deeply understand the interviewee on their experiences on Online Gaming. For the protection of
the participants' data, we will implement a consent form for participants to fill up to make sure that
the participants are willing to take part in the research. The data collected throughout the interview
will strictly be used only on the research paper and the participant’s identity will remain
anonymous if they wish. The contributors of this research will be the Grade 11 STEM students of
Emilio Aguinaldo College Cavite.
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Data Gathering Procedure
In order to gather information for the study the researchers will be interviewing the chosen
participants that fit the researchers’ criteria along with some following general questions and their
corresponding specific questions. By being able to use a questionnaire comprised of 6 questions
that the researchers will be able to read to the interviewee whilst being observed by the
researchers and notetaking to the smallest details. The researchers will also provide an Informed
Consent Form (ICF) on which the participant can indicate on the form that they would like to take
part for the interview. We also asked for the consent to record the whole interview process for the
final data report of the study. Once all of the data has been gathered, a data analysis will now be
conducted.
Data Analysis Procedure

After the data gathering procedure, the researchers will make transcriptions from the
recordings which will be the basis for the final interpretation of data as it serves as the source for
the result. To further expound the results that had been gathered, the analysis will use interrelated
thematic analysis which are composed of different kinds of themes and will be using superordinate
themes and sub-themes which will serve as the final interpreted data to form the conclusions and
recommendations. These themes will be made more efficiently by making symbolism that fits a
certain participant. This will ease the process of the interpretation of data. The sources and
transcripts and other sources of proof will be seen together with the attachments of this file such
as the recordings and their ICF’s.
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RESULTS AND DISCUSSIONS
Presentation of Results
This section explains the themes, statements, and sources of the phenomenon.
PARTICIPANT #1
MANAGEMENT
IN-VIVO STATEMENTS SOURCES
SKILL
“pag mayroong pinapagawa naman sa mga task na
p.1, line 18-
PRIORITY pinapagawa ng mga teachers is ginagawa ko naman po
19
agad”
“may mas marami akong binibigay na oras sa pag-aaral
TIME kaysa paglalaro. Minsan naman is parang balanced lang pp.1-2, line
MANAGEMENT din, minsan may mas marami akong laro, kaysa pag- 19-21
aaral.”
DETERMINED IN-VIVO STATEMENTS SOURCES
“nakaka-focus naman po ako sa pag-aaral kapag ano,

FOCUSED p.2, line 24
[kapag] nakakalaro”
“kasi yung mga bawat sentence o grammar na ginagawa
nila is mas nafo-focus mo yung uhm, yung pagch-chat p.2, line 34-
BENEFITTED
nila kasi mas marami ka pang nalalaman o nakukuha sa 35
kanila,”
“may benefits din ang paglalaro dahil may mga kausap ka
p.2, line 30-
UNWAVERING rin na tina-trash talk kasi sa ganiyang bagay. May mga
32
English na hindi mo pa nalalaman”
“namo- motivate ka na aralin iyon at gumawa pa ng mga p.2, line 35-
MOTIVATED
sentence na about sa mga bagay.” 36
Table 1. Participant No. 1: D.S.
The summary table shown above was the interview of participant 1 a.k.a DS. There are
two themes used in the table which are Management Skill, and Determined.
The first theme is Management Skill in which the personalities of the participant were expressed
as a person who knows how to handle his time and know his priority. Under this theme, there are
two sub themes, there are Priority and Time management.
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The second theme is Determined wherein the participant shows his determination to
improve his knowledge on various activities while not making gaming a hindrance towards his
goals, but making it a part of his learning experience despite certain drawbacks. Under this theme,
there are four sub themes, Focused, Benefitted, Motivated and Unwavering.
Symbolism
Participant No.1: Symbolism for the Researchers – (Globe)
This participant gave a new perspective to the researchers, because of the way he used
Online games to discover new words and sentences from international players. He went on to tell
us how it happens and it never fails to amaze that you can learn something like that from Online
Gaming. The globe is a perfect match for this participant, because a globe takes you to places
and encourages you to learn about a specific country or place. A globe is also a representation
of a spherical model of the earth, which means you have easy access to see different places. The
globe is also responsible for the curiosity of mankind. By going to different places, we can discover
more of the cultures, landscapes, food, and beliefs that we have here on Earth. Its correlation with
Online Games is very uncanny, gaming can truly fuel up your curiosity.
13
PARTICIPANT #2
RESPONSIBLE IN-VIVO STATEMENTS SOURCES
“Ahm… yung nilalaro ko ngayon is call of duty mobile,

p.1, line 8-
PASSIONATE garena and ang genre nya is
11
Ahm… mostly action at every day ako naglalaro nun.”
“Ahmm… so far none naman. Ahmm... kasi hiwalay yung
SELF- p.1, line
oras ko sa ahm… paglalaro and hiwalay rin yung oras ko sa
AWARENESS 12-16
pagaaral.”
BALANCED IN-VIVO STATEMENTS SOURCES
“Ahmm… actually kasi ahm… maglalaro ako before ako

mag ahh… nag s-study ako before ako maglaro so mas for
pp.1-2, line
PROCEDURAL me kasi mas better kung mag aaral muna ko then gagawin
17-20
ko yung mga homework and activities na hindi ko pa
natatapos then after nun naglalaro na ko.”
SELF- “Ahm… no, kasi sa paglalaro ko na to mas lalo akong p.2, line 21-
AWARENESS tinatamad talaga mag study.” 23
“Yes, and ahm… mas nasasanay na kasi ako kapag sa
p.2, line 24-
PASSIONATE game naka focus ako ng todo ahm... nasasanay narin ako
27
mag focus rin sa online classes namin.”
“For me, hindi ako na mo-motivate mag-mag ahm… mag-
aral dahil sa video games. Kasi ahm... ayun nga sabi ko
SELF- p.2, line 28-
kanina mas lalo ko tinatamad ganun tapos kapag may
AWARENESS 32
tatapusin ako or may naka-schedule akong gawain
pinagpapabukas ko nalang since gusto ko maglaro.”
Table 2. Participant No. 2: Z.D.
The summary table shown above was the interview of participant 2 a.k.a. ZD. There are two main
themes used in the table which are, RESPONSIBLE, and BALANCED.
In the theme RESPONSIBLE, the participant showed the trait of being aware by acknowledging
her mistakes and being honest about how she really feels and how it affects her, and by knowing
how to manage her time. There's one sub theme, self-awareness.
14
For the second theme BALANCED, the participant expressed the trait of being disciplined and
how to use her time wisely, there's one sub theme and it's procedural.
Symbolism
Participant No.2: Symbolism for the Researchers – (Lioness)
This participant gave the first negative impacts of Online Gaming. We can describe her as
a lioness. Why? This is because of the predatory nature of lions; the participant is so focused on
her game that she doesn’t mind the other factors in life. When apex predators see prey, they have
their eyes locked on them and making every necessary but careful actions to achieve success,
the downside of this is something called the Theory of Flow by Mihaly Csikszentmihalyi which is
the state of mind that turns your attention to only one thing. Such as our participant, when she’s
playing Online Games, the immersion she's in cannot be broken. Once you start you cannot stop,
and doing things you want will always be a temptation for you to do it again. In her situation, she
instead does her schoolworks the next day because she would go on to play.
15
PARTICIPANT #3
SELF-
IN-VIVO STATEMENTS SOURCES
CONFIDENT
“The game that w-we always play is Valorant and the game
PASSIONATE is fps game and we usually play it every time we have free p.1, line 5-6
time.”.
CONFIDENT “None so far”. p.1, line 8
PASSIONATE IN-VIVO STATEMENTS SOURCES
CONFIDENT “Yes I did, I became more attentive and I’m always ready”. p.1, line 10
“Yes, since playing games makes me stay on the computer

HOOKED p.2, line 20
for many hours”.
“Yes, playing fps games made me focus more on details p.2, line 23-
BENEFITTED
and many more benefits”. 24
“Actually, yes I do because I’m satisfied that I have played p.1, line 27-
SATISFIED
already so I can focus more on my studies”. 28
Table 3. Participant No. 3: L.C.
The summary table shown above was the interview of participant 3 a.k.a LC. There are two
themes used in the table which are Self-confident and Passionate.
The first theme is self-confidence, in which the participants' personalities were expressed as a
person who does the playing with his confidence. Under this theme, there are two sub-themes,
Passionate and Confident.
The second theme is Passionate. This is where the participant desired to play with a serious
feeling about Valorant. Under this theme, there are four sub themes, Confident, Hooked,
Benefitted and Satisfied.
16
Symbolism
Participant No.3: Symbolism for the Researchers – (Undisturbed Water)
This participant without any doubt gave answers that showed only positivity. He was not
affected by playing Online Games. Such as the water in a pond that is very calm, not bothered by
anything. His approach to balancing both studying and playing made him a very stable student
thus, not creating any interference or trouble. A pond’s surroundings come in harmony with
everything that is there. Same to our 1st participant, everything that he does comes in a flow,
each playing a part in the flow of everything that he does.
As calm as the pond is, the participant never considered gaming as interference from the
flow of his studies. Instead, it went along with the flow and even helped him to study and have
time to play with his friends.
17
Summary of Findings
Discussion and Summary of Findings
THEMES PARTICIPANT 1 PARTICIPANT 2 PARTICIPANT 3
pp.1-2, line 18-21

UNBOTHERED p.2, line 18-20 p.1, line 8
p. 2, line 24-26
INTEREST p. 1, line 9 p.1, line 10-11 p.1, line 5-6
Table 4. Superordinate Theme
This table showed the three superordinate themes that answer the general research questions
such as UNBOTHERED and INTEREST. These themes will be able to answer our general
questions.
For the first general question which is “What are the effects of Online Gaming to the study
habits of Grade 11 STEM students in Emilio Aguinaldo College Cavite?”, the three participants
came up ending with similar answers, they were found to be UNBOTHERED by Online Games,
there has been no significant event or times that it had interfered with a student’s habit in studying.
Perhaps we can relate this to the study by (Chou, et al., 2017) that the theory of flow can contribute
to a player’s loyalty to the game, this may also increase their time playing the game due to the
increase in immersion.
All three participants have the same results for the second general question which is “Are
there any specific genre of online games that the students usually play from Grade 11 STEM
students in Emilio Aguinaldo College Cavite?”. We have found out that they all had a common
INTEREST in one video game genre which is within the range of the top 10 genres players usually
play (Danley, 2020). We can also prove that our participants may have also been influenced by
others to play this game genre, a study conducted shows that “When considering game genres
alone, as seen in Model 1, we can see a large number of eSports genres (e.g., CCG, FPS and
MOBA) showing a positive association with affective motivations. Adopting a wider perspective,
we can see that it is not the genre but the type of content, or theme, that is driving this association
as per expectations” (Macey, et al., 2017).
18
Conclusions
This section closes the gaps of the research paper.

Firstly, contrast to popular opinion, this study shows that online games have little to no
effect to the study habits of EAC-C students. According to their experiences, we can close in to
the gaps of this research study. The themes below are the answers to the general questions:
1. Unbothered- All the participants that participated in this study has been found to
have common experiences on Online gaming. Video games do not seem to have
a significant impact enough to damage or interfere with a student’s study habits.
2. Interest- All three participants have the same interest in one video game genre.
Which is the FPS genre, whereas they might have been influenced by other
external sources such as friends and social media influencers.
Recommendations
Based on the findings and conclusions presented, the following recommendations were
suggested for the following institution/unit:
Senior High School Students- Supply them with information that video games do not have any
significant effects on student’s study habits, but is recommended to not exceed the two-hour play
limit.
Senior High School Teachers- The study will serve as a way to foresee the aspects that affects
the students' academic performance with the interference of online games. The researchers
recommend that they should not blame any shortcomings of a student on video games. This is
not strong reason that Online Games affect a student on their study habits.
Future Researchers- The researchers highly recommend the study to the future researchers as
a reliable reference for their future study. Gathering further information about the study was also
suggested as the study will produce advancement to the researchers' knowledge. They may
extend this study to cover more participants for this study to have more accuracy and have an
increase in legitimacy.
EAC-C- The school may use our research to spread awareness for students by making slogans
or posters and conferences about this topic.
19
References
• Danley, K. (2020, April 11). Top 10 Most Popular Gaming Genres 2020. Straits
Research. https://straitsresearch.com/blog/top-10-most-popular-gaming-genres-in-
2020/.
• Huang, H.C., Huang, L.S., Chou, Y.J., & Teng, C.I. (2017, January 9). Influence of
temperament and character on online gamer loyalty: Perspectives from personality and
flow theories. Computers in Human Behavior.
https://www.sciencedirect.com/science/article/abs/pii/S0747563217300092.
• Sjöblom, M., Törhönen, M., Hamari, J., & Macey, J. (2017, March 24). Content
structure is king: An empirical study on gratifications, game genres and content type on
Twitch. Computers in Human Behavior.
https://www.sciencedirect.com/science/article/abs/pii/S0747563217301930.
• Crossman, A. (2020). Understanding Purposive

Sampling:https://www.thoughtco.com/purposive-sampling-3026727
• Dumrique, D. & Castillo, J. (2017). Online Gaming: Impact on the

Academic Performance and Social Behavior of the Students in Polytechnic University of
the Philippines Laboratory High School. Retrieved from
https://knepublishing.com/index.php/KnE-Social/article/view/2447/5372
• Michailidis, L., Balaguer-Ballester, E., & He, X. (2018, August 21). Flow and immersion
in video games: The aftermath of a conceptual challenge. Retrieved April 16, 2021, from
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01682/full
• Islam, M., Biswas, R., & Khanam, R. (2020, December 10). Effect of internet use
and ELECTRONIC GAME-PLAY on academic performance of Australian children.
Retrieved April 16, 2021, from https://www.nature.com/articles/s41598-020-78916-9
• Labana, R., Hadjisaid, J., Imperial, A., Jumawid, K., Lupague, M., & Malicdem, D.
(2020). Online game addiction and the level of depression among adolescents in Manila,
Philippines. Retrieved April 16, 2021, from
http://cajgh.pitt.edu/ojs/index.php/cajgh/article/view/369
20
• O’Donnell, A. T., Halbrook, Y. J., & Msetfi, R. M. (2019). When and How Video Games
Can Be Good: A Review of the Positive Effects of Video Games on Well-Being - Yemaya
J. Halbrook, Aisling T. O'Donnell, Rachel M. Msetfi, 2019. SAGE Journals.
https://journals.sagepub.com/doi/abs/10.1177/1745691619863807?journalCode=ppsa.
• Casey, D. (2017, November 28). Why Atari's PONG Matters 45 Years Later. Nerdist.
https://nerdist.com/article/atari-pong-45th-anniversary-history-video-game/.
• Pavlovic, D. (2020, July 24). Video Game Genres Everything You Need To Know: HP®
Tech Takes. Video Game Genres Everything You Need To Know | HP® Tech Takes.
https://www.hp.com/us-en/shop/tech-takes/video-game-genres.
21
APPENDICES
Appendix A: Transcription, Observation and Note taking, Symbolism
TRANSCRIBED INTERVIEW
Participant No.1
Interviewer: Trixie Jody B. De Leon and Yna Mhae Andes Empeño (IN)
Interviewee (codename): Mr. DEIVAN SANBORN (ZD)
Settings: 8 May 2021/ 3:30 P.M./ Zoom Meeting
Type of Interview: Video Recording
1.) IN: Good afternoon. We, the selected students from Grade 11 STEM 29-Matuwid are currently
working
2.) on our research study as part of our partial requirements for the subject Practical Research 1. This
3.) study is entitled “Determining the interference of online gaming to the study habits of grade 11
4.) Science, Technology, Engineering, and Mathematics students of Emilio Aguinaldo College”, that aims
5.) to discover the interference of online gaming to the study habits and IPA or about and how
participants
6.) give meaning to a specific experiences or state of events.
7.) IN: So here is Mr. Deivan Sanborn to answer our questions.
8.) IN: What game and genre do you usually play and how often?
9.) DS: Uhm, I think it’s Valorant, League of Legends, and Mobile Legends.
10.) IN: Okay next, ano naman po, based on your experience, did you have a better attitude towards
11.) studying when you play Online Games? And bakit po?
12.) DS: Paki-ano po-
13.) IN: Uhm ganito po iyan, parang na-improve po ba yung pag-aaral niyo yung attitude niyo, yung habit
14.) niyo sa pag-aaral dahil po naglalaro kayo, parang mas ano po ba? Yung iba po kasi epekto ng
15.) paglalaro pag nag-aaral sila, parang gusto na nila tapusin yung mga ano nila, tasks nila para
16.) makapag-laro na. Ikaw po, ano po ang example mo na ganoon na magandang attitude na na-ano sa
17.) iyo ng game. Kung mayroon man.
18.) DS: Okay, yung pag mayroong pinapagawa naman sa mga task na pinapagawa ng mga teachers is
19.) ginagawa ko naman po agad. And, uhm, ano uhm, may mas marami akong binibigay na oras sa
22
20.) pag-aaral kaysa paglalaro. Minsan naman is parang balanced lang din, minsan may mas marami
21.) akong laro, kaysa pag-aaral. Yun lang po.
22.) IN: Okay. Based on your experience, does playing Valorant and other games increase your
23.) attentiveness during classes? Why?
24.) DS: Uhm, nakaka-focus naman po ako sa pag-aaral kapag ano, [kapag] nakakalaro , tapos parang
25.) mas hobby ko na kasi yung paglalaro eh, tsaka, mas naba-balance ko yung pag-aaral tsaka yung
26.) dalawang ‘yan. Kaya mas madali na lang po, yun lang po.
27.) IN: Sige last question na po. Does playing those games increase your motivation in learning? What
28.) are your experiences on it? Ano lang po, kahit kaunting experiences lang na nagawa ng games na
29.) mas naging motivated ka mag-aral, dahil sa games kung mayroon man.
30.) DS: Mas naging motivated ako sa uhm- na naging ano, may benefits din ang paglalaro dahil may
31.) mga kausap ka rin na tina-trash talk kasi sa ganiyang bagay. May mga English na hindi mo pa
32.) nalalaman is, wait lang po ah tinatawanan kasi ako sorry.
33.) IN: Sige lang po.
34.) DS: Uhm, kasi yung mga bawat sentence o grammar na ginagawa nila is mas nafo-focus mo yung
35.) uhm, yung pagch-chat nila kasi mas marami ka pang nalalaman o nakukuha sa kanila, at namo-
36.) motivate ka na aralin iyon at gumawa pa ng mga sentence na about sa mga bagay. Mga
37.) international po kasi yung nakakalaro mo.
38.) IN: Ah, parang mas namo-motivate ka po na may gawin pang bago, ganon po.
39.) DS: Opo.
40.) IN: Ah sige po, okay.
23
Symbolism
Participant No.1: Symbolism for the Researchers – (Globe)
This participant gave a new perspective to the researchers, because of the way he used
Online games to discover new words and sentences from international players. He went on to tell
us how it happens and it never fails to amaze that you can learn something like that from Online
Gaming. The globe is a perfect match for this participant, because a globe takes you to places
and encourages you to learn about a specific country or place. A globe is also a representation
of a spherical model of the earth, which means you have easy access to see different places. The
globe is also responsible for the curiosity of mankind. By going to different places, we can discover
more of the cultures, landscapes, food, and beliefs that we have here on Earth. Its correlation with
Online Games is very uncanny, gaming can truly fuel up your curiosity.
24
Participant No.2
Interviewer: Trixie Jody B. De Leon and Avril Nicole B. Aviñante (IN)
Interviewee (codename): Miss ZARINA DERESMA (ZD)
Settings: 8 May 2021/ 4:30 P.M./ Zoom Meeting
1. IN: Good day, we are the selected student from grade 11 STEM 29 - Matuwid and we are
2. currently working on our research study as part of our partial requirements when subject
3. practical research 1 this study entitled ‘Determining the interference of online gaming to the
4. study habits of grade 11 science technology engineering and mathematics students of Emilio
5. Aguinaldo College’, that aims to discovered the interference of online gaming to the study
6. habits and IPA or about and how participants give meaning to a specific experience or state of
7. events.
8. IN: So here is Miss from STEM 11 17 - (Matuwid) Matulungin to answer our question. First
9. question is what game and genre do you usually play and how often?
10. ZD: Ahmm yung nilalaro ko ngayon is call of duty mobile, garena and ang genre nya is
11. ahmm mostly action at everyday ako naglalaro nun.
12. IN: Second question, do you experience any trouble studying from playing online games?
13. ZD: Ahmm so far none naman.
14. IN: Ah why po?
15. ZD: Ahmm kasi hiwalay yung oras ko sa ahm paglalaro and hiwalay rin yung oras ko sa
16. pagaaral.
17. IN: Do you have a better time studying after playing video games? Why?
18. ZD: Ahmm actually kasi ahm maglalaro ako before ako mag ahh nag s-study ako before ako
19. maglaro so mas for me kasi mas better kung mag aaral muna ko then gagawin ko yung mga
20. homework and activities na hindi ko pa natatapos then after nun naglalaro na ko.
21. IN: Based on your experience do you have a better attitude towards studying when you play
22. online games? Why?
23. ZD: Ahmm no, kasi sa paglalaro ko na to mas lalo akong tinatamad talaga mag mag study.
24. IN: Okay, ganun din ako. Ah based on your experienced does playing this game increase your
25. attentiveness during classes? Why?
26. ZD: Yes, and ahmm mas nasasanay na kasi ako kapag sa game naka focus ako ng todo ahm
27. nasasanay narin ako mag focus rin sa online classes namin.
28. IN: Last question na po, does playing games increase your motivation in learning? What are
your
29. experiences on it?
30. ZD: For me, hindi ako na momotivate mag-mag ahm mag aral dahil sa video games. Kasi
31. ahm ayun nga sabi ko kanina mas lalo ko tinatamad ganun tapos kapag may tatapusin ako or
32. may naka schedule akong gawain pinagpapabukas ko nalang since gusto ko mag laro.
33. IN: Ah thank you po miss sa pag a-answer ng mga question namin, yun lang po thank you po!
34. ZD: Thank you!
25
Symbolism
Participant No.2: Symbolism for the Researchers – (Lioness)
This participant gave the first negative impacts of Online Gaming. We can describe her as
a lioness. Why? This is because of the predatory nature of lions; the participant is so focused on
her game that she doesn’t mind the other factors in life. When apex predators see prey, they have
their eyes locked on them and making every necessary but careful actions to achieve success,
the downside of this is something called the Theory of Flow by Mihaly Csikszentmihalyi which is
the state of mind that turns your attention to only one thing. Such as our participant, when she’s
playing Online Games, the immersion she's in cannot be broken. Once you start you cannot stop,
and doing things you want will always be a temptation for you to do it again. In her situation, she
instead does her schoolworks the next day because she would go on to play.
26
Participant No.3
Interviewer: Elijah Reyes (IN)
Interviewee (codename): Mr. Lindon Carpio (LC)
Settings: 8 May 2021/ (7:30 P.M.)/ Zoom Meeting
1. IN: Hi Lindon Carpio, I'm Elijah Reyes from STEM 29 - Matuwid, I'm here with you to interview
2. you for research purposes. Are you ready?
3. LC: Yes, Good Evening.
4. IN: Ok, first question, what game and what genre do you usually play and how often?
5. LC: The game that w-we always play is valorant and the game is fps game and we usually
6. play it every time we have free time.
7. IN: Ok, next question, Do you experience any trouble studying from playing online games?
8. LC: None so far.
9. IN: Next question, Do you have a better time studying after playing video games? And why?
10. LC: Yes I did, I become more attentive and I'm always ready.
11. IN: Based on your experience, Did you have a better attitude towards studying when you play
12. online games?
13. LC: Yes, since play-
14. IN: And why?
15. LC: Ay hah, wait lang
16. IN: Go
17. LC: Go ulitin mo yung tanong.
18. IN: Ok, Based on your experience, did you have a better attitude towards studying when you
19. play online games? And why?
20. LC: Yes, since playing games makes me stay on the computer for many hours.
21. IN: Next question, Based on your experience, does playing valorant or any FPS games, increase
27
22. your attentiveness during classes? And why?
23. LC: Uhm yes, playing FPS games ma-made me more focused on details and many more
24. benefits.
Symbolism
Participant No.3: Symbolism for the Researchers – (Undisturbed Water)
This participant without any doubt gave answers that showed only positivity. He was not
affected by playing Online Games. Such as the water in a pond that is very calm, not bothered by
anything. His approach to balancing both studying and playing made him a very stable student
thus, not creating any interference or trouble. A pond’s surroundings come in harmony with
everything that is there. Same to our 1st participant, everything that he does comes in a flow,
each playing a part in the flow of everything that he does.
As calm as the pond is, the participant never considered gaming as interference from the
flow of his studies. Instead, it went along with the flow and even helped him to study and have
time to play with his friends.
28
Appendix B: Written letters/ Chats to Participants
Participant 1:
Participant 2:
Participant 3:
29
Appendix C: Research Instrument, Informed Consent Form and Criteria for Participants
INTERVIEW QUESTIONNAIRE
RESEARCH TITLE: “Determining the interference of Online Gaming to the study habits of Grade
11 Science, Technology, Engineering, and Mathematics of Emilio Aguinaldo College-Cavite”
RESEARCHERS NAME: Yna Empeño, Avril Aviñante, Jhannica Mendoza, Trixie Deleon,
Hans Cruz, Joeuie Fernandez, Elijah Reyes, Richmond Constante. Grade 11 STEM 29-
Matuwid
STATEMENT OF THE PROBLEM
GENERAL QUESTIONS SPECIFIC QUESTIONS

(Interview Questions)
1. What are the effects of Online
Gaming to the study habits of Grade 1.)
11 STEM students in Emilio
Aguinaldo College Cavite? a.) What game and genre do you usually
play, and how often?
2. Are there any specific genre of online
games that the students usually play b.) Do you experience any troubles studying
from Grade 11 STEM students in from playing online games?
Emilio Aguinaldo College Cavite?
2.)
a.) Do you have a better time studying after

playing video games? Why?
b.) Based on your experience, did you have a

better attitude towards studying when you
play Online Games? Why?
c.) Based on your experience, does playing

this (Game Genre) increase your
attentiveness during classes? Why?
d.) Does playing (Game Genre) games

increase your motivation in learning? What
are your experiences on it?
Validated by:
MS. TRIXIA REYES MR. JONATHAN ACE C. ROBLES, LPT

Research Adviser Subject Area Coordinator – English
30
Criteria for Selecting Participants
RESEARCH TITLE: “Determining the interference of Online Gaming to the study

habits of Grade 11 Science, Technology, Engineering, and Mathematics of Emilio
Aguinaldo College-Cavite”
RESEARCHERS NAME:Yna Empeño, Avril Aviñante, Jhannica Mendoza,

Trixie Deleon, Hans Cruz, Joeuie Fernandez, Elijah Reyes, Richmond
Constante. Grade 11 STEM 29-Matuwid
Stated below are the criteria for selecting the participants of this research.
1.) Must play at least one of the following games: (Mobile Legends, COD, CODM, Valorant,
Genshin Impact, League of Legends, League of Legends: Wild Rift, Fortnite, Minecraft, and
PUBG).
2.) Those who experience an abnormal change in daily humanitarian routine caused by
online gaming.
3.) Exceeds the 2-hour limit in playing video games.
Validated by:
MS. TRIXIA REYES
Research Adviser
31
INFORMED CONSENT FORM
May 8, 2021
To Participant:
Good day!
We, the selected students from Grade 11 STEM 29–Matuwid, are currently working on
our research study as part of our partial requirements for the subject Practical Research
1. This study entitled “Determining the interference of Online Gaming to the study habits
of Grade 11 Science, Technology, Engineering, and Mathematics of Emilio Aguinaldo
College-Cavite”, that aims to identify the interference of Online gaming to the study
habits of EACC STEM students. We also aim to help in the search to find the correlation
between Online gaming and study habits.
We are requesting your participation in the study, which will involve some of your time
and effort to answer our questions honestly as possible. We think this will take 25-30
minutes of your time. Your participation in this study is voluntary.
If you choose not to participate or to withdraw from the study at any time, there will be no
penalty. It is reasonable to expect from benefits from this research. However, we cannot
guarantee that you will personally experience benefits from participating in this study,
but others may benefit in the future from the information we find in this study.
If at anytime you discontinue the interview, your results will be discarded. The results of
the research study may be published, but your name will not be known and used. We
promise that all the information that we will get from you will keep confidential for your
safety and privacy.
If you have any questions concerning the research study, you can email
hcccruz.cvt@eac.edu.ph or call number 09563800951.
Your involvement with this research is highly appreciated and valued. Thank you and God bless!
INFORMED CONSENT
(for the Participant)
I, _____________(name – optional) grant to participate in the study by answering the
questions to be asked in the interview and hereby assured that any information obtained
that can be identified and use against me will remain confidential. Thus, I agree to
answer the questions with all honesty, integrity, clearly, and credibility as possible.
✅ I have understood the nature of this study and wish to participate.
✅ I do not want to participate in this study.
________________________________________
Signature of Participant
32
Appendix D: Curriculum Vitae
33
AVRIL NICOLE B. AVIÑANTE
Address: Blk6 Lot6 PH3 Romans St., Greensborough Subd.,
Dasmarinas City, Cavite
Email Address: anbavinante.cvt@eac.edu.ph
Contact No: 09613949328
Facebook Link: https://www.facebook.com/vrlvrlvrl
EDUCATION
Senior High School / 2019 – Present: Emilio Aguinaldo College – Cavite
Junior High School: Maranatha Christian Academy of Imus
Elementary School: Maranatha Christian Academy of Imus
AWARDS/RECOGNITION RECEIVED
• WITH HONORS
Maranatha Christian Academy of Imus – Junior High School
School year 2017-2018
February 9, 2018
• WITH HONORS
February 9, 2019
• WITH HONORS
February 17, 2020
• WITH HIGH HONORS
Emilio Aguinaldo College Cavite – Senior High School
February 13, 2020
PERSONAL INFORMATION
Nickname: Avril
Birthdate: March 22, 2004
Birthplace: Manila
Name of Mother: Mary Ann B. Aviñante
Occupation: Housewife
Name of Father: Alex H. Aviñante
Occupation: Architect
I hereby certify that all information above are true and correct with the best of my knowledge and ability.
AVRIL NICOLE B. AVIÑANTE

Researcher
34
HANS CARLO C. CRUZ
Address: Blk4 Lot29 PH5 Emerald St. DEV Subd.
San Agustin 3 Dasmarinas City, Cavite
Email Address: hcccruz.cvt@eac.edu.ph
Contact No: 09563800951
Facebook Link: https://www.facebook.com/hanscarlo.cruz
EDUCATION
Junior High School: Holy Child Jesus Montessori
Elementary School: Holy Child Jesus Montessori
• BEST PHOTO JOURNALIST: DSPC
Holy Child Jesus Montessori
August 17, 2020
• WITH HONORS
Holy Child Jesus Montessori
September 15, 2019
• WITH HONORS
School year 2020-present
January 20, 2021
Nickname: Hans
Birthdate: July 5, 2003
Birthplace: Manila
Name of Mother: Lanie Cruz
Name of Father: Niño Cruz
Occupation: IT Manager
HANS CARLO C. CRUZ

Researcher
35
RICHMOND C. CONSTANTE
Address: Blk k15 lot4 Brgy. San Francisco 1 Dasmarinas City, Cavite
Email Address: yalzalceconstante@yahoo.com
Contact No: 09185506352
Facebook Link: https://web.facebook.com/Watashiwarich
EDUCATION
Junior High School: Dasmarinas East Integrated High School
Elementary School: San Nicolas Elementary School
• 2ND PLACE IN TAEKWONDO
Dasmarinas East Integrated High School
July 21-22, 2016

Feb. 16,2021
• WITH HONORS
March 31,2021
Nickname: Rich
Birthdate: March 16, 2004
Birthplace: Cavite
Name of Mother: Rhea Constante
Name of Father: Ronnie Constante
Occupation: I.T Personnel
RICHMOND C. CONSTANTE
Researcher
36
TRIXIE JODY B. DELEON
Address: Blk30 Lot28 PH2 Green Gate Homes Malagasang II-B Imus, Cavite
Email Address: trixiejodyb.deleon@gmail.com
Contact No: 09186153962
Facebook Link:
EDUCATION
Junior High School: Fiat Lux Academe
Elementary School: Malagasang II Elementary School
• 1ST PLASE IN VOLLEYBALL
Fiat Lux Academe
Feb. 14,2020
• WITH HONORS
Feb. 16,2021
• WITH HONORS
March 31,2021
Nickname: Trixie
Birthdate: January 14, 2003
Birthplace: Manila
Name of Mother: Maricar De Leon
Name of Father: Tyron De Leon
Occupation: Seaman
TRIXIE JODY B. DELEON

Researcher
37
38
JOEUIE A. FERNANDEZ
Address: Blk55 Lot21 PH4 Neon St. Anabu II-F Golden City
Imus, Cavite
Email Address: jafernandez.cvt@eac.edu.ph
Contact No: 09052345***
Facebook Link: https://www.facebook.com/joe.uie777/
EDUCATION
Junior High School: Ann Marris Montessori School / Maranatha Christian Academy of Imus
Elementary School: Ann Marris Montessori School
• WITH HONORS
Ann Marris Montessori School – Elementary
March 20 2016
• WITH HONORS
Ann Marris Montessori School – Junior High School
March 19 2017
• WITH HONORS
Ann Marris Montessori School – Junior High School
March 23 2018
Nickname: Joe
Birthdate: September 20, 2003
Birthplace: Imus, Cavite
Name of Mother: Louie Adalin
Occupation: Billing Supervisor
Name of Father: Joemel Fernandez
Occupation: Unemployed
JOEUIE A. FERNANDEZ
Researcher
39
JHANNICA BEATRICE F. MENDOZA
Address: Blk B4 Lot 1 Luzviminda I Dasmarinas City, Cavite
Email Address: jhannicamendoza.cvt@eac.edu.ph
Contact No: 09218400***
Facebook Link: https://www.facebook.com/jhannicamendoza/
EDUCATION
Junior High School: Dasmarinas Integrated High School
Elementary School: San Nicolas Elementary School
• SATURDAY MTAP CLASS TOP 3
Dasmarinas Integrated High School – Junior High School
October 19, 2019
• WITH HONORS
Dasmarinas Integrated High School – Junior High School
June 23, 2020

Emilio Aguinaldo College – Cavite – Senior High School
First Semester 2020-2021
March 31, 2021
Nickname: Jhannica
Birthdate: December 17, 2021
Birthplace: Dasmarinas City
Name of Mother: Elizabeth F. Mendoza
Name of Father: Gregorio U. Mendoza
Occupation: Painter
JHANNICA BEATRICE F. MENDOZA

Researcher
40
ELIJAH BRYLLE T. REYES
Address: Blk7 Lot20 Greenpark Villas Malagasang ll-D.
Imus Cavite
Email Address: etreyes.cvt@eac.edu.ph
Contact No: 09454609592
Facebook Link:
EDUCATION
Senior High School / 2020-Present: Emilio Aguinaldo College – Cavite
Junior High School: University of Perpetual Help Molino
Elementary School: Ann Marris Montessori School
• WITH HONORS
Ann Marris Montessori School
March 23, 2017
• BEST IN ARTS
March 23, 2017
• BEST IN P.E
March 17, 2018
Nickname: Elijah
Birthdate: November 1, 2003
Birthplace: Bicol
Name of Mother: Eliza Reyes
Occupation: HR Manager
Name of Father: Joseph Reyes
Occupation: Contractor
ELIJAH BRYLLE T. REYES

Researcher
41
42

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DETERMINING THE INTERFERENCE OF ONLINE GAMING TO THE STUDY HABITS

OF GRADE 11 SCIENCE, TECHNOLOGY, ENGINEERING, AND

A Research Presented to the Faculty of

In Partial Fulfillment of the

CRUZ, HANS CARLO C.

MS. TRIXIA ANNE A. REYES

MR. ERNESTO U. GUILLERMO, JR., LPT, MST

We hereby certify that the thesis entitled:

DETERMINING THE INTERFERENCE OF ONLINE GAMING TO THE STUDY HABITS

HANS CARLO C. CRUZ AVRIL NICOLE B. AVIÑANTE

RICHMOND C. CONSTANTE TRIXIE JODY B. DE LEON

ANGELICA YNA MHAE A. EMPEÑO JOEUIE A. FERNANDEZ

JHANNICA BEATRICE F. MENDOZA ELIJAH T. REYES

Emilio Aguinaldo College – Cavite Senior High School

City of Dasmarinas, Cavite

Keywords: online gaming, study habits, flow, immersion, and FPS

The purpose of this phenomenological study is to discover the interference of online

a.) Is studying better after you play Online Games?

Scope and Delimitation

1.) The frequency a student spends on playing online games.

2.) The amount of time a student plays online games in a day.

3.) The video game genre that a student usually play

Effect of internet use and electronic game-play on academic performance of Australian

This research is designed as phenomenological design. In phenomenological design, the

Data Analysis Procedure

DETERMINED IN-VIVO STATEMENTS SOURCES

“nakaka-focus naman po ako sa pag-aaral kapag ano,

RESPONSIBLE IN-VIVO STATEMENTS SOURCES

“Ahm… yung nilalaro ko ngayon is call of duty mobile,

BALANCED IN-VIVO STATEMENTS SOURCES

“Ahmm… actually kasi ahm… maglalaro ako before ako

Participant No.2: Symbolism for the Researchers – (Lioness)

CONFIDENT “None so far”. p.1, line 8

PASSIONATE IN-VIVO STATEMENTS SOURCES

“Yes, since playing games makes me stay on the computer

Discussion and Summary of Findings

THEMES PARTICIPANT 1 PARTICIPANT 2 PARTICIPANT 3

pp.1-2, line 18-21

INTEREST p. 1, line 9 p.1, line 10-11 p.1, line 5-6

Table 4. Superordinate Theme

This section closes the gaps of the research paper.

• Crossman, A. (2020). Understanding Purposive

• Dumrique, D. & Castillo, J. (2017). Online Gaming: Impact on the

Appendix A: Transcription, Observation and Note taking, Symbolism

Interviewee (codename): Mr. DEIVAN SANBORN (ZD)

Settings: 8 May 2021/ 3:30 P.M./ Zoom Meeting

Type of Interview: Video Recording

6.) give meaning to a specific experiences or state of events.

7.) IN: So here is Mr. Deivan Sanborn to answer our questions.

12.) DS: Paki-ano po-

17.) iyo ng game. Kung mayroon man.

21.) akong laro, kaysa pag-aaral. Yun lang po.

23.) attentiveness during classes? Why?

32.) nalalaman is, wait lang po ah tinatawanan kasi ako sorry.

33.) IN: Sige lang po.

37.) international po kasi yung nakakalaro mo.

39.) DS: Opo.

40.) IN: Ah sige po, okay.

Interviewer: Trixie Jody B. De Leon and Avril Nicole B. Aviñante (IN)

Interviewee (codename): Miss ZARINA DERESMA (ZD)

Settings: 8 May 2021/ 4:30 P.M./ Zoom Meeting

Type of Interview: Video Recording

Participant No.2: Symbolism for the Researchers – (Lioness)