ST.

PAUL UNIVERSITY DUMAGUETE

BASIC EDUCATION DEPARTMENT – SHS

A.Y. 2020 – 2021

Online Video Game: Perception of Grade 11 – St. John Paul Students at St. Paul University

Dumaguete on its Impact

A Research Study Presented to the

Senior High School Department

of St. Paul University Dumaguete

In Partial Fulfilment of the Requirements

in Research

Shieka Audreydel Barredo

Aliah May Cabrera

Sheena Catequista

Jan Vincent Pialago

April 29, 2021

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APPROVAL SHEET

This research study ONLINE VIDEO GAME: PERCEPTION OF GRADE 11 – ST. JOHN

PAUL II STUDENTS AT ST. JOHN PAUL II ON ITS IMPACT submitted by ALIAH MAY

CABRERA, SHIEKA AUDRYDEL BARREDO, SHEENA CATEQUISTA, and JAN VINCENT B.

PIALAGO in partial fulfilment of the requirements in PRACTICAL RESEARCH 1 has been examined

and is recommended for acceptance and approval for ORAL EXAMINATION.

Ms. Jerlyn Manila

Research Teacher

This research is entitled, “ONLINE VIDEO GAME: PERCEPTION OF GRADE 11 – ST. JOHN
PAUL II STUDENTS AT ST. JOHN PAUL II ON ITS IMPACT” prepared and submitted by ALIAH
MAY CABRERA, SHIEKA AUDRYDEL BARREDO, SHEENA CATEQUISTA, and JAN VINCENT
B. PIALAGO, has been reviewed and approved by the panellists.

Chairman

Member Member

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ACKNOWLEDGEMENT

The study would have not been made possible without the assistance and guidance of the people

around the researchers. The knowledge and information that the researchers acquired during the study has

benefited them in many ways, and for that, they would like to thank the following who have made the

process of making the study possible and worthwhile:

-First and foremost, the researcher would like to dedicate the study to the grade 11 – St. John Paul II

students, especially those who are negatively affected by their family environment, for undergoing the

survey.

-Ms. Jerlyn Manila, the Research teacher, for the guidance from the start and throughout the study.

-The researcher’s parents, Mrs. Renelet Catequista, Mr. Romerico Catequista, Mrs. Aine Ventura, Mr.

Rocky Cabrera, Mrs. Glenda P. Barredo, Mr. Doy C. Barredo Jr., Mr. Jimson B. Pialago, and Mrs.

Analyn B. Pialago, for the never-ending support to the researcher, and for being the best people they can

rely on.

-The researchers’ Friends, for the help and motivation they have given to the researchers, for them to be

successful with the study.

-The Almighty Father, for being the reason of everybody’s success. None of these would have been

possible without Him.

SHIEKA AUDRYDEL BARREDO

ALIAH MAY CABRERA

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SHEENA CATEQUISTA

JAN VINCENT B. PIALAGO

RESEARCHERS

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A.Y. 2020 – 2021

ABSTRACT

Online Video games are crucial parts of the students’ way of enjoying leisure time. There are a

variety of games that the students can choose from, depending on their demands. The games serve as

factors that enable students to have a well-rounded time and overcome boredom. However, different

studies have linked online video games to the behavior of students towards their academic studies.

Present findings have indicated that their performance is associated with time management, in which they

manage such leisure activities with academics. The study intends to discover and understand the impact

of online video games on the academic performance of St. John Paul II students at St. Paul University

Dumaguete through four chosen respondents of the scope. Subjective, open-ended survey questionnaires

by the researchers were utilized and administered to the respondents. The responses were then analyzed

and interpreted through an Inductive Theme Development. The study found out that online video games

impose positive and adverse effects on the academic performance of St. John Paul II students. All

students performed well, based on the general average. Such games develop mental health and

capabilities to think and strategize. However, no focus in class was indicated, caused by the health issue

and poor time management. Lastly, ways associated with self-control and time management are

emphasized and beneficial to the students coping with the adverse effects.

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TABLE OF CONTENTS

CONTENT PAGE
Title i
Approval sheet ii
Acknowledgement iii - iv
Abstract v
INTRODUCTION 1 - 12
Review of Related Literature 1–2
Review of Related Studies 2–5
Statement of the Problem 5
Scope and Limitations 6
Significance of the Study 6–7
Theoretical Framework 8 - 10
Conceptual Framework 10 - 12
METHODOLOGY 13 - 26
Research Method/Design 13
Research Instrument 13 – 14
Research Respondents 14
Research Environment 14 – 15
Data-gathering Procedure 15
Definition of Terms 15 – 16
Data Analysis 17 -26
RESULTS AND DISCUSSION 27 – 31
Results 27 – 30
Discussion 31

Bibliography 32 – 33
Appendix A: Letter to the Respondents 34 – 35
Appendix B: Survey Questionnaire 36
Curriculum Vitae 37 - 38

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INTRODUCTION

Review of Related Literature

Local

Online gaming enhances a child's mind, said in an article entitled "Is Mobile Gaming Good or

Bad." The improvement of their creativity and logical thinking are recognized, emphasizing that it has

developed due to the online games' nature. On the other hand, the study stated that online gaming also

poses harmful effects only if mishandled. Parents tend to confiscate their children’s gadgets to help them

focus on their studies. Lastly, the article emphasized that there is nothing wrong with playing online

games, given that it does not create conflict with the gamer's academics. [CITATION Placeholder1 \l 1033 ]

In connection, an article headlined as Parents of online gamers need to think twice before

labelling the hobby a ‘waste of time, suggests that online gaming perpetrates serious effects. Addiction is

broadly the term used to describe the impact. However, parents must focus more on why their children

engage in such activities instead of forcing a halt because, commonly, gaming is a coping factor of

sadness. [ CITATION Tod20 \l 1033 ]

Foreign

Online gaming carries beneficial effects on people, especially the youth, but negative factors

affect one's wellbeing. Although it is helpful, especially to a person's improvement in their social skills,

an article entitled, “Online Gaming - The Risk,” emphasized that online gaming undeniably presents risks

to the users. Such risks include longer screen time exposed to gadgets and health problems linked to

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addiction. Furthermore, the article suggests that parents need to monitor their children to prevent or

minimize the harmful effects online gaming inflicts. [CITATION Onl \l 1033 ]

Online gaming enables students to be more engaged in class, based on “Ludic Pedagogy:

Schooling Our Students is Fun.” Online gaming allows them to grasp new concepts, developing the sense

of thinking they embody. Students involved in online gaming have a playful approach towards interacting

with others, providing a wholesome environment in learning. Lastly, Engagement in online gaming

associates with a student having an optimistic and enthusiastic mindset. [CITATION Kei21 \l 1033 ]

Review of Related Studies

Local

A study entitled, “Mobile Games and Academic Performance of University Students,” stated that

mobile gaming is broadly associated with leisure activities among various people. The results suggested

that a portion of the conducted population have several reasons why they involve themselves in such

leisure activity. Specifically, the study conveyed that engaging in mobile gaming is caused and

determined by the reasons that can help the student have to cope with stress such as using it to relieve

stress, enjoy, escape reality, and interact with other people through the competition the game offers.

[CITATION Edu20 \l 1033 ]

In another study conducted at Polytechnic University of the Philippines among high school

students, there is a significant relationship between online gaming and the students' academic

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performance. However, the positive effects that online gaming is more evident than the harmful effects.

In fact, according to the results gathered, students who play video games have maintained passing grades

because of the proper time management they have demonstrated. Furthermore, engaging in online games

enabled the students to embody wise decision-making and enhanced their thinking capabilities to be more

active, especially in mind-related games. [ CITATION Den18 \l 1033 ]

Online video games present both advantageous and disadvantageous effects, based on the study

conducted among college students entitled, “The Effects of Online Games Towards the Academic

Performance of Selected Information Technology Students.” Estimates show that online games make up

around 80% of the total usage of the internet in the Philippines. Furthermore, the study indicated that

children who play computer games improve their visual intelligence skills and abilities in solving a

problem. On the other hand, online computer games pose disadvantages to the students’ academic

performance. Once an individual starts playing, he/she will spend too much time in it and can lead to

video game addiction. [ CITATION Joh18 \l 1033 ]

Students tend to indicate dependence on computer gaming. According to the study, "Self-Help:

Computer Addiction," among Mapua Institute of Technology students,9 out of 16 respondents (students)

are in danger of developing computer obsession. The study revealed that more time spent online translates

into less time spent studying, showing an imbalanced approach in managing time. Consequently, students

failed to pass most of their requirements because of online addiction. (Self-Help: Computer Addiction,

2008. [ CITATION Phi09 \l 1033 ]

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Foreign

“Online Game Addiction Among University Student Students,” a study conducted to find the

relation of online gaming addiction to the University of Gävle, Sweden among Swedish and Chinese

undergraduate students, suggests that the Addiction to online games caused problems to the studies. The

result was associated with the negative effect of online gaming on health. In addition, the relationship of

the students with friends and families is affected negatively. However, the student's relationship with their

parents is said to be on good terms. [ CITATION Luj11 \l 1033 ]

Harmful factors that potentially impact a student’s behavior towards academics direct to online

gaming, based on the study entitled, “Video Gaming as a Factor that Affects Academic Performance in

Grade Nine.” Three mid-western Canadian schools with 178 respondents participated in the study to

investigate the concerns raised by the counselors, to address the rise of numbers in the harmful effects of

gaming on their behavior towards studies. The results led the researchers to recommend the issues to be

recognized by the parents of the students regarding the possibility of online gaming harming their

children’s approach to education. [CITATION Mar \l 1033 ]

Another study conducted among college students at the University of the Cumberlands entitled,

“The Effects of Video Game Play on Academic Performance,” stated a decline in the GPA (Grade Point

Average) of the students who involve themselves in playing video games, compared to those who do not.

The findings suggest that playing video games affects how the students perform academically and based

on the results, negative effects are more likely to occur. However, the study found out that students who

do not play video games have higher GPAs because they are less likely to be involved in extracurricular

activities, which means that they have more time to focus on their academics. [ CITATION Jan11 \l 1033 ]

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Statement of the Problem

Online Video Games have been significant factors in the students’ leisure time, especially during

the pandemic lockdown. However, academically, there have been studies that link online gaming to how

student performance in class. Thus, the study seeks to determine the impact of online video games on the

academic performance of the grade 11 – St. John Paul II students at St. Paul University Dumaguete.

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

1.1. Age

1.2. Sex

1.3. General Average (1st Semester Grades)

2. What are the online games that the respondents play?

3. What are the reasons why the respondents play online games?

4. How much time do the respondents take in playing online games?

5. How much time do the respondents take in studying?

6. What are the positive effects of online gaming to the academic performance of the respondents?

7. What are the negative effects of online gaming to the academic performance of the respondents?

8. How will the respondents cope with the negative effects of online gaming to the academic

performance?

Scope and Limitation

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The study focuses on the impact of online video games on the students’ academic performance,

which will recognize the effects of online gaming with how the students perform academically.

Moreover, ways to gradually manage and balance online gaming with academic performance, especially

in preventing gaming addiction, are embodied in the study to help solve academic-related problems

associated with online gaming. The respondents are the currently enrolled students at St. Paul University

Dumaguete, particularly the grade 11 – St. John Paul II students that play online video games on any

platform. In line with the Online Learning System that the university currently uses, the dissemination of

the research questionnaires is through Google Forms. Lastly, the profile of respondents, especially the

general average, types of online games played, reasons for playing, time consumption in gaming and

studying, effects, and coping abilities are the factors embedded in successfully conducting the study.

Significance of the Study

The study will provide a significant understanding of the impact of online video games on the

academic performance of the grade 11-St. John Paul II students, at St. Paul University Dumaguete. The

effects recognized will be given appropriate ways of management, which will be beneficial. The study

anticipates in providing importance to the following study beneficiaries:

Students – The study will broaden the knowledge, awareness, and understanding of students that indulge

in online video gaming. The coping factors that the study recommends will help the students manage

themselves in balancing online video games and academic studies. Moreover, the study will help them

have good performance in class, despite the effects the online video games carry.

Teachers – The study will provide an understanding to the teachers on how the students who are into

online gaming be approached in case the academic performance is negatively affected. The reasons

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behind playing such games will enable the teachers to be aware of why students indulge themselves in

online gaming for some time.

Family – The study will provide significance to the family in understanding how their family member

(Student) is affected by online gaming. Awareness regarding the impact of online gaming on a student

and coping ways are also issued in the study to help the family in managing their concerns for the family

member (Student).

Future Researchers – The study will provide a significant basis and guide for future researchers who will

tackle the impacts of online video games on students.

Theoretical Framework

Online Game Theory of

Interactivity Theory Young

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Walberg's Theory of Educational

Productivity

Situated Cognitive Theory

Impact of online video games on

academic performance

Theoretical Background

The four theories support the study on the impact of online gaming on the academic performance

of students. According to the Online Game Interactivity Theory and Theory of Young, several factors

affect academic behavior, such as online video gaming. The student's living environment determines the

outcome of education, where both theories support Walberg's Theory of Educational Productivity. In

addition, these backs the claims of Situated Cognitive theory, understanding the individuals' daily

interaction and learnings to his/her approach in life. Lastly, the assumptions are significant in

understanding the relation of online video games with academic performance.

Online Game Interactivity Theory

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The Online Game Interactivity theory links an individual's engagement with the nature of the

online game. The perception and performance of a player link with what the game is all about, especially

in multiplayer setups. These allow them to socialize and be vocal with the other players, enhancing their

interactive abilities. Moreover, the nature of the game determines how the individual performs toward it. [

CITATION Mar03 \l 1033 ]

Theory of Young

The theory of Young (2009) supports the study, which states that online gaming addiction began

with the obsession with gaming. In this case, the gamer becomes more focused on playing games rather

than studying or thinking about the requirements needed in school. As a result, online gamers will likely

isolate themselves socially and be more concentrated on in-game achievements than in the real world,

such as succeeding academically. (Wang, 2011)

Walberg's Theory of Educational Productivity

The student's academic achievements are influenced by the characteristics and psychological

environment the students embody, according to Walberg's Theory of Educational Productivity. Several

recognized factors such as motivation, age, environment, and mass media exposure affect the students'

behavior on academics. Lastly, the theory suggests a relationship between the students' overall trait and

their educational approach. [ CITATION Kev08 \l 1033 ]

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Situated Cognitive Theory

The Situated Cognitive Theory stated that the knowledge gathered by a person is gained through

the experiences the individual tackles in a physical, cultural, and social manner. That emphasizes that

human interaction is crucial to embodying the learnings associated with the person's way of living. In

addition, it is done through the process of being in a particular moment and not merely by thoughts alone.

[ CITATION Ata12 \l 1033 ]

Conceptual Framework

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The Impact of Online Video Games to the Academic Performance of Grade 11 –

St. John Paul Students at St. Paul University Dumaguete

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Survey Questionnaires

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 Type of online video games  General Average (1st Semester

FEEDBACK
that the respondents play
Grades)
 Reasons why the
respondents play online
video games
 Time the respondents
consume in playing online
video games
 Time the respondents
consume in studying for
classes
 Positive effects of online
gaming to the students’
academic performance
 Negative effects of online
gaming to the students’
academic performance
 Ways to cope the negative
effects of online video
gaming


The results of the study will be formulated without bias and will be considered as
the source of knowledge of the impact of online video games to the students’
academic performance. It will also serve as the basis for the conclusion and
recommendations for the impact of online video games to the academic
Conceptual Background
performance of the grade 11 – St. John Paul II students at St. Paul University
Dumaguete.

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The study focuses on the impact of online video games on academic performance. The

information regarding the effects online video gaming carries on the academic performance of grade 11 -

St. John Paul II students at St. Paul University Dumaguete is accumulated.

The research questionnaires that will serve as survey instruments through Google Docs have been

distributed to the respondents to assess their perception regarding the relation of online video games to

the academic performance of a student, particularly to the grade 11 – St. John Paul II students at St. Paul

University Dumaguete, considering the different dependent variables such as (1) First Semester general

average. The independent variables that correspond to the respondent’s profile will also be considered,

such as (1) respondents’ profile : age and sex, (2) type of online video games that the respondents play,

(3) reasons why the respondents play online video games, (4) time the respondents consume in playing

online video games, (5) time the respondents consume in studying for classes, and (6) positive and

negative effects of online video gaming on academic performance, and (7) ways to cope the harmful

effects of online video gaming.

METHODOLOGY

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The chapter outlines the process of the conducted study. Techniques and procedures used by the

researchers are discussed and highlighted in this part. In addition, it will serve as descriptive information

in deriving the data needed in addressing the effects of online video gaming on the academic performance

of grade 11 - St. John Paul II students.

Research Method/Design

The research undertakes the impact of online video games on the academic performance of grade 11 - St.

John Paul II students. To acquire perceptions of a particular phenomenon, Phenomenology and Case

Study research designs will be used by the researchers. This study investigates an individual's experience

related to online video gaming and how it affects academic performance. Furthermore, the experiences

will answer the problems recognized and are set in the survey to gain a more profound understanding of

their experiences concerning the study.

Research Instrument

The researchers designed a questionnaire as one of the data collection instruments for the study.

The researchers disseminate survey questionnaires that include seven major questions which seek to

achieve the researcher's aim of the study. The selected four Grade 11 students of St. John Paul II will be

answering the questions.

A subjective or open-ended survey was used for the interviewee to answer the questions that the

researchers prepared with their own opinions and suggestions. After Data gathering, the researchers will

analyze and interpret the collected data to obtain a general idea and sense of the whole content. They will

find the validity of the findings from the research participants.

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This type of Methodology is beneficial to the study of the researchers because this will allow

those who have experienced the phenomenon to give an insight into the experience that will help the

researchers understand the impact of Online video games on academic performance.

Research Respondents

The proponent selected the Grade 11-STEM St. John Paul II of St. Paul University Dumaguete to

be the respondents. Purposive sampling is utilized in the study with the following standards: (1) student of

St. John Paul II, and (2) plays online video games everyday. The proponent had come up with four

respondents, chosen through purposive sampling. The table below shows the distribution of the

respondents:

STEM: Grade 11 – NUMBER OF

PERCENTAGE
ST. JOHN PAUL II RESPONDENTS
MALE 2 50%
FEMALE 2 50%
TOTAL 4 100%

Research Environment

The conduction of the research was done on the selected grade 11 - St. John Paul II students from

St. Paul University Dumaguete, Basic Education Department - Senior High School. Forty-nine students

enrolled under the section, composing of transferees and old students. In addition, the university is at

North National Highway, Bantayan, Dumaguete City. Furthermore, on the 29th of October 1904, St. Paul

University Dumaguete was founded. The school aims to integrate students and provide them with a high-

quality education.

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Data Gathering Procedure

The study aims to know the perception of the grade 11 – St. John Paul II students concerning the impact

of online video games on their academic performance. To collect primary data from the respondents, the

researchers will utilize open-ended descriptive survey questionnaires through online surveys.

1. Prepare the online open-ended survey questionnaires through Google Forms.

2. Disseminate the survey links to the respondents.

3. Allow the respondents to answer the survey and wait for the answers.

4. If the respondents already finished answering, check the survey file on the Google Forms page

and obtain the data from the “Responses” tab.

5. The responses will be collected to be reviewed and analyzed for the presentation, analysis, and

interpretation of data.

Definition of Terms

Perception – the impression of an individual (respondent) on the topic

Gaming - Gaming is the practice of playing electronic games.

Management - a series of activities aimed at optimising the use of resources to attain one or more

objectives.

Performance – the action of performing or doing.

Online – It refers to being connected to the internet.

Gadget – Gadget is a technological device that is powered by artificial intelligence, used to make living

more convenient.

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Data Analysis

Q.1. What is the profile of the respondent?

1.3. GENERAL
Grade
RESPONDENT 1.1. AGE 1.2. SEX AVERAGE
Remarks
st
(1 SEMESTER)
S1 (STUDENT ONE) 17 Male 89 Passed
S2 (STUDENT TWO) 16 Female 92.6 Passed
S3 (STUDENT
19 Male 92 Passed
THREE)
S4 (STUDENT
17 Female 90.4 Passed
FOUR)

Q.2. What are the online games that the respondent play?

INTERPRETATION/
TRANSLATED SIGNIFICANT
CLUSTER THEMES EXHAUSTIVE
TRANSCRIPT STATEMENT
DESCRIPTION
S1 (STUDENT ONE) Mobile Legends: Cluster #1 Theme #1 The student indulges in

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The online video
Mobile Legends:
Bang Bang (S1: 1 – games involved
1Mobile Legends: Bang Bang Bang, Call
2) are Mobile
2Bang, Call of Duty, and of Duty, and
Call of Duty (S1: 2) Legends: Bang multiple online video games.
3Clash of Clans are the Clash of Clans are
Clash of Clans (S1: Bang, Call of
4games that I play. the played games.
3) Duty, and Clash
(S1)
of Clans.
Cluster #2 Theme #2

Play Mobile The played online The online video

S2 (STUDENT TWO) Legends: Bang Bang video games are games involved

1The games that I play are (S2: 1 -3) Mobile Legends: are Mobile

2Mobile Legends: Bang Player Unknown’s Bang Bang, Legends: Bang

Many online video games are
3Bang, Player Unknown’s Battlegrounds (S2: 3 Player Bang, Player
played by the student.
4Battlegrounds, Call of -4) Unknown’s Unknown’s

5Duty Mobile, and Call of Duty Mobile Battlegrounds, Battlegrounds,

6Minecraft. (S2: 4 – 5) Call of Duty Call of Duty

Minecraft (S2: 6) Mobile, and Mobile, and

Minecraft. (S2) Minecraft.

Theme #3
Cluster #3
S3 (STUDENT THREE) Play Mobile The online video Based on the student’s
Mobile Legends:
1I play Mobile Legends: Legends: Bang Bang game involved is experience, only one game is
Bang Bang is the
2Bang Bang. (S3: 1 – 2) Mobile Legends: played.
game played. (S3)
Bang Bang.
S4 (STUDENT FOUR) Plat Beat blade (S4: Cluster #4 Theme #4 Various online video games

1I play Beat blade, 1) The played online The online video are associated with the

2Slitherio, Mobile Slitherio (S4: 2) video games are games involved student’s experiences with

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are the played

Bleat blade, online video

3Legends: Bang Bang, and
4Hayday.
Mobile Legends:
Slitherio, Mobile games are Bleat
Bang Bang (S4: 2 –
Legends: Bang blade, Slitherio, online video gaming.
3)
Bang, and Mobile Legends:
Hayday (S4: 4)
Hayday. (S4) Bang Bang, and

Hayday.

Q.3. What are the reasons why the respondent plays online video games?

INTERPRETATION/
TRANSLATED SIGNIFICANT
CLUSTER THEMES EXHAUSTIVE
TRANSCRIPT STATEMENT
DESCRIPTION
Cluster #1
S1 (STUDENT ONE)
Bored and no one to Boredom (S1) The reason why the student
1Because I am bored and Theme #1
talk to (S1: 1 – 2) plays is to cope with the
2have no one to talk to so Enjoyment
To enjoy (S1: 3) Cluster #1 boredom and enjoy.
3I play games and enjoy
Fun (S1)
S2 (STUDENT TWO)
Cluster #2
1Playing online games is a A great way to lessen Theme #2 Online video games enable
Reduces stress
2great way to lessen my stress (S2: 2 – 3) Stress reliever the student to relieve stress.
(S2)
3stress.
S3 (STUDENT THREE) It is a stress reliever Cluster #3 Theme #3 Based on the student’s

1Because it is my stress (S3: 1 – 2) Reduces stress Enjoyment experience, online video

2reliever and to have fun To have fun (S2: 2) (S3) game serves as a stress

reliever which is why he

Cluster #3 plays such game.

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Fun (S3)
S4 (STUDENT FOUR)
Cluster #4 Theme #4 The student play online
1I play online video For fun (S3: 2)
Fun (S4) Enjoyment games to enjoy.
2games for fun.

Q.4. How much time does the respondent take in playing online games?

INTERPRETATION/
TRANSLATED SIGNIFICANT
CLUSTER THEMES EXHAUSTIVE
TRANSCRIPT STATEMENT
DESCRIPTION
S1 (STUDENT ONE) Theme #1
During free time Cluster #1 The student only plays
1I play during my free time, Available time
(S1: 1) Free time (S1) during free time.
2about four to six hours.
S2 (STUDENT TWO)

1I don't know the exact Cluster #2

After doing school-
2time, but I play online After doing tasks
works and household Only during her spare time
3games after doing school- (S2) Theme #2
chores (S2: 2 – 5) that the student will play
4works, and household Available time
Only play during free online video games.
5chores or let's say I will Cluster #2
time (S2: 6 – 7)
6only play if I have free Free time (S2)

7time.
In accordance with the

S3 (STUDENT THREE) Cluster #3 experience of the student,

Five hours a day (S3: Theme #3
1I play at least five hours a Five hours daily playing online video games
1 – 2) Timed routine
2day. (S3) is scheduled everyday for at

least five hours.

S4 (STUDENT FOUR) Fifteen minutes (S4: Cluster #4 Theme #4 The student has 15 minutes

1Fifteen minutes only in 1) Fifteen minutes Fifteen minutes of time of playing online video

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playing (S4) gameplay games.

Q.5. How much time does the respondent take in studying?

INTERPRETATION/
TRANSLATED SIGNIFICANT
CLUSTER THEMES EXHAUSTIVE
TRANSCRIPT STATEMENT
DESCRIPTION
Cluster #1
In the evening for at least
S1 (STUDENT ONE) Study three to four Three to four Theme #1
three to four hours is the
1I study three to four hours in the evening hours of study Study in the
student’s consumable time in
2hours in the evening. (S1: 1 – 2) time in the evening
studying.
evening (S1)
Cluster #2 Theme #2
S2 (STUDENT TWO) The student takes a
Nine hours maximum Nine hours of A maximum of
1I think nine hours is the maximum of nine hours
(S2: 1 -2) studying nine hours of
2maximum time. consumed in studying.
(S2) study time
Cluster #3 Theme #3
S3 (STUDENT THREE) The student does not have
Do not study (S3: 1) No hours of No allotted time
1I do not study. time to study.
studying (S3) for studying
S4 (STUDENT FOUR) One hour or more in Cluster #4 Theme #4 Based on the student’s

1I consume one hour or studying (S4: 1 – 2) Studies one hour At least one hour experience, at least one hour

2more in studying. or more (S4) of study time or more of time allotted for

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consumption studying is taken.

Q.6. What are the positive effects of online gaming on the academic performance of the respondent?

INTERPRETATION/
TRANSLATED SIGNIFICANT
CLUSTER THEMES EXHAUSTIVE
TRANSCRIPT STATEMENT
DESCRIPTION
Cluster #1

Can analyse better Improves analysis

S1 (STUDENT ONE) The perception of the student
(S1: 1) (S1) Theme #1
1I can analyse better and stated that online video
Can have better Develops mental
2have better strategy games develop the mental
strategy specially in Cluster #1 capabilities
3specially in activities. capabilities.
activities (S1: 2 – 3) Improves strategy

(S1)
Cluster #2

It lessens stress (S2: Reduces stress

S2 (STUDENT TWO) 1) (S2)

1It lessen my stress so it It helped in the

Theme #2 Online video games improve
2really helped me in my mental health that is Cluster #2
Develops mental the mental health of the
3mental health and this linked to the Copes mental
health student.
4links to my academic academic health that leads

5performance. performance (S2: 2 – to better

5) performance

academically (S2)

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Cluster #3
Theme #3 The student does not see a
S3 (STUDENT THREE) There are none (S3: There are no
Absence of beneficial effect from online
1For me, there are none. 1) positive effects
beneficial effects video games.
(S3)
Cluster #4

No positive

effects (S4)
S4 (STUDENT FOUR) No positive effects

1No positive effects, clearly (S4: 1) Theme #4

2it affects to your academic
3performance because your
4time is being used in some
5things that is not fit on
6your time schedule.
Cluster #4
It affects academic Not beneficial for There are no positive effects
It adversely
performance because the academic obtained from online video
affects the
time is being used in performance, games according to the
academic
things that are not fit leading to poor student.
performance (S4)
on time schedule time management

(S4: 2 – 6)
Cluster #1

Poor time

consumption (S4)

Q.7. What are the adverse effects of online gaming on the academic performance of the respondents?

TRANSLATED SIGNIFICANT CLUSTER THEMES INTERPRETATION/

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EXHAUSTIVE
TRANSCRIPT STATEMENT
DESCRIPTION
Cluster #1
S1 (STUDENT ONE) Online video games reduce
Gives less time in Less time for Theme #1
1It gives me less time in the time for studying of the
studying (S1: 1 – 2) academic studies Less study time
2studying. student.
(S1)
Cluster #2

Not enough sleep

S2 (STUDENT TWO) Theme #2 The student experiences poor
Lack of sleep (S2: 1) (S2)
1Lack Sleep, I can't focus Poor sleeping sleeping habits that lead an
Can’t focus in class
2properly sometimes on habits associated adverse effect on her focus
(S2: 1 – 3) Cluster #2
3class because of this. with no focus during class.
No focus (S2)

Cluster #1

More time Imbalanced time

S3 (STUDENT THREE) playing online management is a result of the

Spending more time Theme #3
1The adverse effect of it is video games (S3) student getting involved in
in playing than in Imbalanced time
2spending more time in online video gaming, having
studying (S3: 2 – 3) management
3playing than in studying. Cluster #3 more time in online video

Less time games than academic studies.

studying (S3)
S4 (STUDENT FOUR) It affects the Cluster #4 Theme #4 According to the student, the

1It affects your academic academic Adversely affects Adversely health and academic

2performance not only that, performance (S4: 1 – the academic impacts both performance are adversely

3it can also affect your 2) performance (S4) health and impacted.

4health due to having some It affects the health performance

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due to the
Cluster #4
5adjustments just to play on adjustments just to
Adversely affects
6that specific game. play the game (S4: 3
health (S4)
– 6)

Q.8. How will the respondent cope with the adverse effects of online gaming on academic performance?

INTERPRETATION/
TRANSLATED SIGNIFICANT
CLUSTER THEMES EXHAUSTIVE
TRANSCRIPT STATEMENT
DESCRIPTION
Cluster #1

Can be coped
The student’s way of coping
with proper time
S1 (STUDENT ONE) the adverse effects of online
Proper time management (S1) Theme #1
1Proper time management games is by embodying
management (S1: 1) Proper Self-
2and self-control are the proper self-control that is
Self-control (S1: 2) Cluster #1 control
3coping ways. associated with proper time
Can be coped
management.
with self-control

(S1)
Cluster #2
S2 (STUDENT TWO)
Stop playing
1I tried to stop playing other Tried to stop playing The student stopped playing
online video Theme #2
2mobile games and this is a other mobile games video games and practiced
games (S2) Proper Self-
3great help because right helped in managing self-control in addressing the
Cluster #2 control
4now I managed my time time well (S2: 1 – 5) adverse effects.
Proper time
5well.
management (S2)
S3 (STUDENT THREE) Cope by being more Cluster #3 Theme #3 Discipline and having

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Can be cope by

being disciplined
discipline (S3: 1 – 2) Discipline awareness enable the student
1I can cope by being more (S3)
By knowing the to limit playing online video
2discipline and knowing my
limitations (S3: 2 – Theme #3 games and cope with the
3limitations. Cluster #3
3) Awareness adverse effects they carry.
limitation

awareness (S3)
Have time
S4 (STUDENT FOUR) Cluster #4
management (S4: 1)
1Have time management, Proper time
Focus (S4: 2) Theme #4
2focus, and learn to control management (S4) The student’s coping way is
Learn to control self Proper Self-
3yourself in doing things to have proper self-control.
in doing things that control
4that could possibly affect Cluster #4
could possibly affect
5your status. Self-control (S4)
self-status (S4: 2 – 5)

RESULTS AND DISCUSSION

The chapter interprets, and concludes the data collected by researchers. The Inductive Theme

Development highlights the translated transcripts, significant statements, clusters, themes, and

interpretation necessary to acquire the demanded and appropriate gathered data. All information collected

is thoroughly and honestly interpreted to obtain the aims of the researcher regarding the impact of online

video gaming on the academic performance of grade 11 - St. John Paul II students at St. Paul University

Dumaguete.

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Results

The first question tackles the profile of the respondents. The age, sex, and first semestral

grade average were the information collected. Through the purposive sampling method, two

males and two females with ages that ranged from sixteen to nineteen years old were able to

respond. All respondents have passing grades in the first semester of the grade 11: 2020 – 2021

academic year. Furthermore, the result supported the study conducted at the Polytechnic

University of the Philippines among high school students in 2018 by Dumrique and Castillo,

which indicated that the students who played video games maintained passing grades. In

addition, the findings of the study, Self-Help: Computer Addiction, were denied by the results

since all the respondents showed passing remarks. 

The second question highlights the online video games played by the respondents. Based

on the data, almost all respondents play multiple games, while only one was associated with

having just one online video game. Mobile Legends: Bang Bang is the most common online

video game recorded in the study as it is associated with all the respondents. Call of duty then

follows, with two respondents playing the game. Then, Player Unknown’s Battleground,

Slitherio, Minecraft, and Hayday were each mentioned once only. 

The third question recognizes the reasons of the respondents why they indulge

themselves in playing online video games. Respondents play video games to cope up with the

boredom and stress stated in the data. It affirmed that such leisure activity makes the respondents

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enjoy and overcome boredom. In connection with the related study entitled, “Mobile Games and

Academic Performance of University Students,” students have several reasons behind playing

games, indicating that these enable them to escape reality and have fun. 

The fourth question shows the amount of time the respondents consume while playing

video games. The data indicated that half of the respondents play during their free time,

particularly for hours. And on the other hand, the other half of the respondents have daily time

schedules that range from fifteen minutes to a maximum of five hours. In addition, "Self-Help:

Computer Addiction," a related study conducted among Mapua Institute of Technology students,

recognizes the possibility that the amount of time spent could lead to addiction. Furthermore, the

findings also relate to the Theory of the Young, tackling the time management of individuals that

could determine the outcome of their performance. 

The fifth question shows the amount of time the respondents consume while studying.

Each of the perceptions differs from the others. A respondent indicated consumption of three to

four hours of studying. Another respondent has a maximum of nine hours allotted time for

studies. Then, one hour or more hours for another. Also, one respondent has no time for

studying. Lastly, the findings also relate to the Theory of the Young, showing that time

management determines the outcome of the student’s performance.

The sixth question asks the respondents about the positive effects online video games

carry on their academic performance. The results were even. Mental health and capabilities are

improved, making them more strategic. Then, the other respondents said that online video games
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do not have beneficial effects and will only lead to poor time management. The results linked

with the related study entitled, “The Effects of Online Games Towards the Academic

Performance of Selected Information Technology Students,” stating that online video gaming

improves the thinking abilities of students, while it can also impact the studies adversely.

Moreover, Walberg's Theory of Educational Productivity supports the data, stating that

experiences are factors that can determine the productivity of students.

The seventh question asks the respondents about the adverse effects online video games

impose on their academic performance. All the respondents stated adverse effects that such

games carry, especially on the health aspect. They indicated that engaging in those leisure

activities results in having a poor sleeping habit, that will eventually lead to poor performance

and lack of focus. Furthermore, online video games also affect the time management of the

respondent because of the time imbalance between studies and games. The Theory of the

Young is associated with the findings because such effects can lead to addiction, according to it.

Lastly, relating to Walberg’s Theory of Educational Productivity¸ the experiences determine the

performance of students academically.

The eighth question acknowledges the coping ways of the adverse effects of online video

games on their performance academically. The most common coping response recorded is self-

control which is associated with the discipline. One respondent highlights the awareness of

limiting oneself in indulging in such games. In addition, it stated that self-control enables the

respondents to have proper time management. Walberg’s Theory of Educational

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Productivity and Situated Cognitive Theory supports the data because these theories address the

impact of the environment and experiences on behavior. 

Discussion

The gathered data showed the perception of the students (respondents) regarding the impact of

online video games to the academic performance. The collected responses correspond to the questions

formulated in the study’s statement of the problem, concerning the phenomenon of engaging in online

video gaming with academic studies. In line with the Conceptual framework, the profile of the

respondents together with the dependent factors, real-life experiences were accumulated to address the

statement of the problem.

 The positive effects that online video games exhibit on the academic performance of grade 11 –

St. John Paul II students at St. Paul University Dumaguete, are not applicable to all because it

depends on the students’ experiences. A portion of the scope can develop and achieve mental

health and capabilities that will lead to better performances, while another may not obtain

positive results.

 Online video games have adverse effects on the academic performance of grade 11 – St. John

Paul II students at St. Paul University Dumaguete. The games can affect the wellbeing or health

of the student that will lead to lack of focus during classes.

 The students of St. John Paul II at St. Paul University Dumaguete can still achieve passing grades

despite the adverse effects they experienced because there are applicable ways of coping the

effects that involve self-control.

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Bibliography

Arayata, M. C. (2021, February 12). Is Mobile Gaming Good or Bad. Retrieved from Philippine News

Agency: https://www.pna.gov.ph/articles/1130518

Arayata, M. C. (2021, February 12). Is Mobile Gaming Good or Bad. Retrieved from Philippine News

Agency: https://www.pna.gov.ph/articles/1130518

Ataizi, M. (2012). Situated Cognition. Encyclopedia of the Sciences of Learning. Retrieved from

Springer.

Cornillez, E. E., Santos, J. R., & Carillo, V. J. (2020). Mobile Games and Academic Performance of

University Students. International Journal of Innovative Technology and Exploring Engineering.

Dumrique, D. O., & Castillo, J. G. (2018). Online Gaming: Impact on the Academic Performance and

Social Behavior of the Students in Polytechnic University of the Philippines Laboratory High

School. Knowledge E.

Edmund, K., & Lauricella, S. (2021, April 3). Ludic Pedagogy: Schooling Our Students in Fun. Retrieved

from Faculty Focus: https://www.facultyfocus.com/articles/philosophy-of-teaching/ludic-

pedagogy-schooling-our-students-in-fun/

Friedl, M. (2003). Online Game Interactivity Theory. Charles River Media.

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A.Y. 2020 – 2021

McGrew, K. (2008, January 7). Walberg's Theory of Educational Productivity. Retrieved from Beyond

IQ: A Model of Academic Competence & Motivation :

http://www.iapsych.com/acmcewok/Walberg'stheoryofeducationalproductivity.html

Olesco, J. K., Suguitan, C. M., Quinabato, J. K., & Pascua, B. D. (2018). The Effects of Online Games

TowardsThe Academic PerformanceOf Selected InformationTechnology Students. Research.

Online Gaming: The Risk. (2014, March). Retrieved from Internet Matters:

https://www.internetmatters.org/resources/online-gaming-advice/online-gaming-the-risks/

Palaña, P. K., Rabacio, J. P., Maralit, M., & Andrade, N. P. (2009). The Effects of Computer Addiction to

the Academic Performances of Mapua Institute of Technology First Year Students. Computer

Addiction.

Terry, M., & Malik, A. (2018). Video Gaming as a Factor that Affects Academic Performance in Grade

Nine.

Todd, J. (2020, August 19). Parents of Online Gamers Need to Think Twice Before Labelling the Hobby

a ‘Waste of Time’. Retrieved from The Conversation: https://theconversation.com/parents-of-

online-gamers-need-to-think-twice-before-labelling-the-hobby-a-waste-of-time-143956

Wang, L., & Zhu, S. (2011). Online Game Addiction Among University Students. International - Degree

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Wright, J. (2011). The Effects of Video Game Play on Academic Performance. Modern Psychological

Studies: Vol. 17.

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APPENDIX A

Dear student,

Greetings of Peace!

We are grade 11 -St. John Paul II students at St. Paul University Dumaguete, Basic

Education Department-SHS unit, currently pursuing our research study which is entitled “THE

IMPACT OF ONLINE VIDEO GAMES ON THE ACADEMIC PERFORMANCE OF GRADE 11

– ST. JOHN PAUL THE II AT ST. PAUL UNIVERSITY DUMAGUETE .” Our purpose of

conducting the study is to find and understand the impact of online video games on your

academic performance.

We are grateful for the favorable action that you will extend regarding the matter. Rest

assured that the data gathered will be kept with utmost confidentiality. Thank you very much!

Sincerely,

SHIEKA AUDRYDEL BARREDO

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ALIAH MAY CABRERA

SHEENA CATEQUISTA

JAN VINCENT B. PIALAGO

Researchers

Noted by:

MS. JERLYN MANILA

Research Teacher

Approved by:

SR. EMELITA S. ALVAREZ, SPC

Basic education Principal

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APPENDIX B

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

1.1. Age

1.2. Sex

1.3. General Average (1st Semester Grades)

2. What are the online games that the respondents play?

3. What are the reasons why the respondents play online games?

4. How much time do the respondents take in playing online games?

5. How much time do the respondents take in studying?

6. What are the positive effects of online gaming to the academic performance of the respondents?

7. What are the negative effects of online gaming to the academic performance of the respondents?

8. How will the respondents cope with the negative effects of online gaming to the academic

performance?

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CURRICULUM VITAE

PERSONAL DATA

Name: Shieka Audrydel P. Barredo

Age: 17 years old

Birth Date: February 5, 2004

Current Home Address: Ajong, Sibulan, Negros Oriental

Nationality: Filipino

Civil Status: Single

Languages/Dialects Used: English, Filipino, and Cebuano

Name: Aliah May Cabrera

Age: 17 years old

Birth Date: November 25, 2003

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Current Home Address: Boloc-boloc, Sibulan Negros Oriental

Nationality: Filipino

Civil Status: Single

Languages/Dialects Used: English, Filipino, and Cebuano

Name: Sheena Catequista

Age: 16 years old

Birth Date: July 3, 2004

Current Home Address: Tubtubon, Sibulan Negros Oriental

Nationality: Filipino

Civil Status: Single

Languages/Dialects Used: English, Filipino, and Cebuano

Name: Jan Vincent B. Pialago

Age: 18 years old

Birth Date: January 30, 2003

Current Home Address: Tampi, San Jose, Negros Oriental

Nationality: Filipino

Civil Status: Single

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Languages/Dialects Used: English, Filipino, and Cebuano

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