GAMING ADDICTION AND

ITS EFFECT TO THE

ACADEMIC PERFORMANCE
OF WCST STEM 11
STUDENTS
WORLDSTAR COLLEGE OF SCIENCE AND TECHNOLOGY

RESEARCH BY GROUP 4
 TABLE OF CONTENTS

CHAPTER ONE

1.1 Rational for undertaking the research project 1

1.2 Outline of the study 2

CHAPTER TWO
2.1 Introduction 4
2.2 Game Addiction and Its Relation on Academic Achievement
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 Chapter One
Introduction

The aim of this research is to examine the impact of gaming addiction on

the academic performance of STEM 11 students. This chapter serves as an
introduction to the research topic, providing the rationale for undertaking
the study and offering an overview of the subsequent chapters.

1.1 Rationale for undertaking the research project

With the rapid advancement of technology and the widespread availability

of gaming platforms, gaming addiction has become a prevalent issue
among students. The academic performance of STEM (Science, Technology,
Engineering, and Mathematics) 11 students is of particular interest due to
the rigorous nature of their curriculum and the potential impact that
excessive gaming may have on their educational outcomes.

While there is existing literature on gaming addiction and its

consequences, there is a dearth of research specifically focused on the
academic performance of STEM 11 students. This research aims to fill this
gap by exploring the relationship between gaming addiction and academic
performance within this specific student population.

Understanding the effects of gaming addiction on academic performance is

essential for educators, parents, and policymakers. By identifying the
challenges faced by STEM 11 students and examining the potential
implications of gaming addiction, this research project intends to
contribute to the development of effective interventions and support
mechanisms.

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The following research objectives have been identified:

- To assess the extent and prevalence of gaming addiction among STEM 11

students.
- To investigate the impact of gaming addiction on the academic
performance of STEM 11 students.
- To explore the potential underlying factors contributing to gaming
addiction among STEM 11 students.
- To identify coping strategies and support systems utilized by STEM 11
students to manage gaming addiction.
- To provide recommendations for educational institutions, parents, and
policymakers to address gaming addiction and enhance academic
performance.

1.2 Outline of study

Chapter two will conduct a comprehensive review of the existing literature

on gaming addiction, academic performance, and their intersection. This
chapter will explore relevant theories and models, highlight previous
research findings, and discuss the specific context of STEM 11 students.

Chapter three will describe the methodology employed in this research

study. It will outline the research design, data collection methods, and data
analysis techniques utilized. Additionally, ethical considerations and
limitations of the study will be addressed.

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Chapter four will present the findings derived from the data collected and
analyzed. The results will be organized thematically, supported by quotes
and references from the participants.

Chapter five will provide an interpretation of the findings and discuss their
implications in the context of existing research. The outcomes will be
related to theories, practical implications, and potential interventions.

Chapter six will conclude the research project by summarizing the main
findings and recommendations. It will offer insights into the significance of
the study's outcomes and propose strategies for educators, parents, and
policymakers to address gaming addiction and promote improved
academic performance among STEM 11 students.

By undertaking this research, we aim to shed light on the relationship

between gaming addiction and academic performance among STEM 11
students, providing valuable insights for stakeholders involved in their
education and well-being.

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 CHAPTER TWO
Review of Related Literature

2.1 Introduction

2.2 Game Addiction And Its Relation on Academic Achievement

Game addiction and academic achievement were negatively correlated but

this correlation was not supported by regression and structural equations.
According to Sahin et al., (2014) that computer and video game addiction
and academic performance in the present time study that there may be a
negative correlation between game addiction and academic achievement,
this correlation may be qualified as negligible. In light of that, a study by
Abbasi et al., (2021) stated that smartphone game-related use has a
negative effect on academic performance, whereas study-related use has a
positive effect. Furthermore, physical activity mitigates the negative impact
of gaming on academic performance. The findings add to the body of
knowledge on smartphone addiction by introducing physical activity as a
preventive factor, and they will help policymakers and parents understand
the importance of developing and promoting physical activity in young
adults. It is shown that the connection remains difficult because of the
complex nature of student life and academic performance. Where in video
games in computers and using smartphones usage may simply be a
function of specific personality types and characteristics.

References:
Sahin, M., Gumus, Y. Y., & Dincel, S. (2014). Game addiction and academic
achievement. Educational Psychology, 36(9), 1533–1543.
doi:10.1080/01443410.2014.972342
Abbasi, G. A., Jagaveeran, M., Goh, Y.-N., & Tariq, B. (2021). The impact of
type of content use on smartphone addiction and academic performance:

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Physical activity as moderator. Technology in Society, 64, 101521.
doi:10.1016/j.techsoc.2020.101521