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CHAPTER 1

INTRODUCTION

In this modern era, Internet use has become widely popular. The Internet has taken

center stage in many people's lives as they can obtain myriad information from it. The 2018

statistics issued by the Malaysia Communications and Multimedia Commission (MCMC) show

that the percentage of Internet users increased from 76.9% in 2016 to 87.4% in 2018 at the

national level.

Fadil, Mohd, and Abdul (2010) indicated that 95% of Internet users are adults with college

or graduate degrees. Meanwhile, online games have become very popular globally, especially

among the young generation, leading to the proliferation of online game attitudes. Indeed, the

most addictive Internet activities nowadays are online gaming (Wan & Chiou, 2006).

Newzoo (2017) mentioned that more than two billion people spend their leisure-time

activity playing online games. This is because the players are provided entertainment and fun,

which may lead to attitudes. Some tasks are given to the players to discover and solve. They

have to play until they win to move to the next level, and if they lose, they can make other

attempts to win. This scenario may result in health problems, both physically and mentally.

In addition to the widespread use of the Internet in the modern era, its impact on society

has been profound. With the ability to access vast information, the Internet has revolutionized
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how people obtain knowledge and interact with the world. The Malaysia Communications and

Multimedia Commission (MCMC) reported a significant increase in Internet users, from 76.9% in

2016 to 87.4% in 2018 at the national level, highlighting the growing reliance.

While the Internet caters to diverse activities, online gaming has emerged as a trendy and

addictive pastime, especially among the younger generation. Fadil, Mohd, and Abdul (2010)

revealed that 95% of Internet users with college or graduate degrees engage in online gaming.

Moreover, on a global scale, Newzoo (2017) reported that over two billion people spend their

leisure time playing online games.

The appeal of online games lies in their ability to provide entertainment, fun, and

challenges to players, fostering the development of certain attitudes and behaviors. Players are

often tasked with overcoming obstacles, solving puzzles, and advancing through levels, each

success serving as a reward for their efforts. However, the addictive nature of these games can

lead to adverse health consequences, both physical and mental.

As the popularity of online gaming continues to soar, it becomes crucial to delve deeper

into its effects on individuals and society. Understanding the implications of excessive online

gaming and its impact on various aspects of life is paramount in developing effective strategies to

promote healthy and balanced Internet usage. This research explores the psychological and

social ramifications of online gaming, shedding light on the potential health problems associated

with this phenomenon. By examining the intricate relationship between online gaming and its

consequences, we hope to contribute to the broader understanding of the Internet's influence on

human behavior and well-being in the modern digital age.

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Statement of the Problem

This study determined the relationship between online gaming attitudes and students'

mental health. Specifically, it sought to answer the following questions:

1. What is the level of Online Gaming Attitudes of the students?

2. What is the level of Mental Health of the students?

3. Is there a significant relationship between the level of Online Gaming Attitudes and the

level of Mental Health of MSU-CETD students?

Null Hypothesis:

There is no significant relationship between the level of Online Gaming Attitudes and the

level of Mental Health of MSU-CETD students.

Significance of the Study

The study focuses explicitly on MSU-CETD students, providing insights into their attitudes

toward online gaming and its potential effects on their mental well-being. The study's findings

raise awareness among students, educators, and mental health professionals about the potential

risks associated with online gaming and the importance of promoting healthy gaming habits. It

can also inform the development of interventions and programs to reduce the adverse effects of

online gaming on mental health.

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Furthermore, the study can contribute to advancing academic research in psychology,

particularly in behavioral addiction and the impact of technology on mental health. By exploring

the attitudes and behaviors of MSU-CETD students towards online gaming, the study can

provide a valuable contribution to the growing body of research on this topic.

In addition, it is essential to highlight a few more points. It identifies potential risk factors

by focusing specifically on MSU-CETD students. The study can shed light on the unique factors

that may contribute to the development of problematic online gaming behaviors among this

population. Understanding these risk factors can help educators, mental health professionals,

and policymakers design targeted interventions and preventive measures to address the issue

effectively. By promoting mental health and well-being, the study can act as a catalyst for raising

awareness about the potential impact of online gaming on mental health among MSU-CETD

students. By highlighting the potential risks associated with excessive or problematic gaming, the

research findings can encourage discussions on the importance of maintaining a balance

between online gaming and other aspects of life. This can ultimately contribute to the student's

overall mental well-being and academic success.

In conclusion, this study has the potential to raise awareness, inform interventions, and

contribute to the advancement of academic research in psychology, ultimately aiming to promote

healthy gaming habits and improve the mental well-being of MSU-CETD students.
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Figure 1. Conceptual Framework

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Figure 1. Conceptual Framework

The conceptual framework for this study is based on the hypothesis that online gaming

attitudes can directly or indirectly impact the mental health of MSU-CETD students. The

framework is grounded in the Cognitive Behavioral Theory, which posits that an individual's

attitudes and beliefs can influence their behavior and emotions.

The independent variable in this study is online gaming attitudes, which encompasses a

range of factors, including time spent gaming, gaming preferences, and attitudes toward gaming.

The dependent variable is mental health, which encompasses a range of psychological factors

such as stress, anxiety, and depression.

The correlation between the two variables will give us more information about the current

mental well-being of the student while online gaming, while finding the correlation between the

two will help us find one of the many factors that cause mental disorders, i.e., depression and

personality disorders. With the correlation, we will know that our friend is going through

something, and we can talk it out with them and ease their burdens.

Scope and Delimitation

This study determined the relationship between Online Gaming Attitudes and Mental

Health of MSU-CETD Students. Respondents are limited to MSU-CETD Grades 7 to 10 students

currently enrolled in S.Y 2022-2023. The researchers used survey questionnaires as a method

for data collection. The researchers will use the Purposive Sampling Method to gather our

desired respondents.
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Definition of Terms

Online Gaming Attitudes. Refers to the action, generally defined as the problematic,

compulsive use of video games that significantly impair an individual's ability to function in

various life domains over a prolonged time.

Mental Health. Refers to a person's condition concerning their psychological and emotional

well-being.

Level of Online Gaming Attitudes. Refers to the level of which a person's attitude while online

gaming is measured, with higher levels being more ill-tempered.

Level of Mental Health. Refers to a person's mental instability level, with higher levels being

more unstable.
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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Cognitive and emotional deficits characterize online gaming attitudes. Previous studies

have reported the co-occurrence of Internet attitudes and depression. In addition, a longitudinal

study found that Internet game attitudes/depression severity at an earlier time positively

predicted the depression/Internet game attitudes severity at a later time, which indicated that a

possible bidirectional relationship existed between online gamers' depression symptoms and

attitudes. People cope with their emotional distress by playing online games. However, the

excessive use of online games for a long time may separate individuals from real-life

relationships, thus causing severe mental health problems, such as depression. Therefore, in this

study, we would expect a positive relationship between mobile game attitudes and depression.

Loneliness is an unpleasant experience that derives from significant deficiencies in a person's

network of social relationships. Previous studies have consistently confirmed the connection

between loneliness and online game attitudes.

Furthermore, loneliness is not only the cause of online gaming attitudes but also the

consequence; there is a possible reciprocal relationship. Prior research has indicated that,

although playing online games may temporarily provide an escape from the negative feelings

associated with social deficiencies, excessive gaming does little to facilitate the development or

maintenance of real-life relationships. Instead, the substitution for interpersonal interactions in

real life may exacerbate the deterioration of existing social relationships, thereby increasing

loneliness. Thus, we expect a positive association between mobile game attitudes and loneliness

in this study.
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Social anxiety, the most common anxiety disorder in adolescence, is the tension or

discomfort experienced by individuals in social situations. Investigating the potential effects of

mobile game attitudes and adolescent social anxiety is essential, considering that approximately

one-third of adolescents meet the criteria for an anxiety disorder. Some literature indicates that

Internet, smartphone, and online game attitudes are all associated with an individual's social

anxiety. Individuals with a severe tendency to online gaming attitudes have significantly higher

social anxiety levels than those who use online games usually. Lo et al. investigated the potential

effects of online games on the quality of interpersonal relationships and levels of social anxiety.

The results indicated that the quality of interpersonal relationships may be undermined, and

social anxiety may increase when teenagers spend more time playing online games. In the

current study, we would expect a positive association between mobile game attitudes and social

anxiety.
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Related Studies

The study "Adolescent online gaming addiction" by Griffins et al. (2012) was conducted to

assess and determine the impact of online gaming on the social behavior of the students at the

Polytechnic University of the Philippines-Laboratory High School. Furthermore, this study sought

answers on the significant relationship between playing online games and the social behavior of

the students.

The study revealed that boys are more a player than girls, who often play games

requiring three or more players, like League of Legends, Clash of Clans, Crossfire, and many

more. It is also stated that those who play online games are around 14-15 years old and are

believed to be in the Grade 8 level. These students who often play games have an average

weekly allowance of 101 to 500 pesos. Playing online games does not affect their grades badly

because they know how to limit themselves. They know they need to control themselves to

function well in their class. That is why they only play games during vacations and weekends with

much time compared to when they have classes.

Even though they play online games, they know how to socialize well, and they can

perform very well academically. However, it is inevitable not to play even for half an hour,

especially when they are accustomed to it. Therefore, it is just a matter of discipline.

As a source of information, the Internet plays a vital role in developing one's mind and life

experiences by creating productive work in schools, offices, and even at home. Nowadays, this

can be a person's most efficient strategic tool for enabling himself to take charge and cope with
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the fast-growing technology. Because people live an informative lifestyle where everything is

updated, the Internet has become one of the necessities of human beings regardless of age or

sex in today's society. However, the influence of this helpful machine on youth is undeniably

questionable. As to what Rock, Dave. (2009, October 4) said all these technologies are very

good at distracting people. In line with this development, online gaming was created to entertain

people. Online gaming is one of the widely used leisure activities by many people. For some

people, it is said that playing video games has several reasons to be played, for it can be a

stress reliever, challenge and competition, relaxation, enjoyment, social interaction, and even

mentally escaping from the real world. For most people, online gaming is one of the best

pastimes they acquire, especially for teenagers, youngsters, and students. According to Kuss &

Griffiths (2012), teens who play online games are just having fun. They do not just play because

of some seriousness but also because they want to feel relief. Students tend to feel stressed

during school hours due to loads of schoolwork, and playing it will relieve their stress.

The benefits of online games are subject to question, as they provide something unique

that cannot be easily replicated. Extensive research suggests that online gaming can have

positive effects. Engaging in puzzle-based games, for instance, can significantly enhance

cognitive abilities and mental agility. Players are challenged to solve intricate problems,

promoting active and critical thinking.

Moreover, online gaming fosters decision-making skills, particularly in high-pressure

situations commonly found in adventure games. These games demand quick thinking, strategic

planning, and effective decision-making, keeping players alert and actively engaged. The ability

to navigate and succeed in these virtual scenarios can also translate to improved
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decision-making capabilities in real-life situations. It is also important to note that students'

attitudes toward online gaming can sometimes lead to unexpected consequences. Inappropriate

usage and excessive time spent playing games can result in problems, particularly in academic

settings. Students may need to be more focused, reducing focus and productivity in school.

Balancing the enjoyment of online gaming with academic responsibilities is crucial to avoid

negative impacts on learning outcomes.

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Figure 2. Theoretical Framework

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Figure 2. Theoretical Framework

The cycle starts with gaming; then, there are two possible outcomes; positive and

negative. The two outcomes can give the people in question some symptoms over time. As time

passes and people spend most of their time gaming, they cannot spend time on other activities

such as biking, spending time with their family, watching movies, etc. As it continues, they may

experience loneliness and depression, and so the cycle repeats. Further, "the displacement

theory" (Gentile et al., 2017) explains how media consumption might replace essential activities

like sleeping and socializing. Building on this, we propose a model to explain the mutual

upholding mechanisms between depression, loneliness, and pathological gaming in one cycle.

Initially, gaming might be an activity to occupy adolescents with emotional problems (Lemmens

et al., 2011a).

Gaming can, as such, provide immediate relief from an unpleasant state, for instance,

agony caused by depression and loneliness, along with positive online experiences. Therefore,

symptoms of pathological gaming might be elevated and upheld by, for instance, being more

salient in adolescent life and becoming an important strategy for mood modification. This might,

in turn, result in the loss of real-life experiences and displacement of other activities (Gentile et

al., 2017) and further result in increased emotional problems. This might explain how

adolescents with pathological gaming can struggle to escape this self-enhancing vicious cycle.

To be clear, the model tries to explain the mechanisms acting between emotional problems and

pathological gaming found in this study, not the magnitude of distress. The proposed model

does not imply that gaming, in general, will lead to depression or loneliness but rather explains

the interaction with pathological gaming identified in the current study.

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CHAPTER 3

METHODOLOGY

3.0 Introduction

This chapter explains various methodologies used in gathering data and analysis

relevant to the research. The methodologies will include areas such as the location of the study,

research design, sampling and sample size, types of data, data collection method, and

management.

3.1 Research Design

Our research design is a Quantitative, Descriptive Correlational type of study aimed at

exploring the relationships among variables related to online gaming attitudes and their effects

on the mental health of MSU-CETD students. The study seeks to describe the relationship

between online gaming attitudes and mental health without establishing a causal connection.

The study's primary objectives include

● assessing the prevalence of online gaming among MSU-CETD students,

● identifying the factors that influence online gaming attitudes, and

● investigating the potential effects of online gaming on mental health outcomes.

The study's sample consisted of MSU-CETD students who would be recruited through a

convenience sampling technique. The study used a self-administered questionnaire as the

primary data collection tool. Data collected would be analyzed using descriptive statistics and

correlation analysis to determine the strength and direction of the relationship between online

gaming attitudes and mental health outcomes. The study's findings are expected to provide
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valuable insights into the impact of online gaming on the mental health of MSU-CETD students

and inform the development of interventions to promote healthy online gaming behaviors among

the student population.

3.2 Research Respondents

The chosen respondents are MSU-CETD students that play online games or have

experienced playing them in the past; choosing other respondents could lead to ruination in the

data collected and may prove the null to be correct. During our data-gathering phase, we

amassed a total of 231 respondents.

3.3 Research Locale

MSU-CETD, Mindanao State University – General Santos (MSU GENSAN) is a premier

higher-education institution committed to offering affordable and excellent education to its clients

across SOCCSKSARGEN and neighboring regions. We chose MSU-CETD as we agreed it is

the most efficient place to gather the information and data we need.

3.4 Sampling Technique

In purposive sampling, you set out to identify members of the population who are likely to

possess specific characteristics or experiences (and to be willing to share them with you). Our

selection criteria would be the students currently or who used to be online gamers.
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3.5 Research Instrument

Our research questionnaire is an adapted questionnaire that uses the 5-point Likert

scale. It specifies their level of agreement to a statement typically in five points: (1) Strongly

disagree; (2) Disagree; (3) Neither agree nor disagree; (4) Agree; (5) Strongly agree. It scores in

the level of agreement as (1) Strongly disagree as Very Low; (2) Disagree as Low; (3) Neither

agree nor disagree as neutral; (4) Agree as High; (5) Strongly Agree as Very High. Our research

questionnaire was adapted from a questionnaire conducted by Nur Shazreen Zul Kamal and

Saodah Wok. We will use the rating scale table below for the level of online gaming attitude and

mental health.

Legend
1.00 - 1.49 - Very Low 2.50 - 3.49 - Moderate 4.50 - 5.00 Very High
1.50 - 2.49 - Low 3.50 - 4.49 - High

Our questionnaire was validated by 3 validators. Our validity/reliability scores are 4, 4.29,

and 4.57 respectively. Our data gathering procedure is using printed copies of our

questionnaires and distributing them to our desired respondents. As we conducted our pilot

study, we computed our data and got these results from the pilot study. Our Online Gaming

Attitudes questionnaire has a cronbach alpha of 0.89, with a rating of “good”. Our Mental Health

questionnaire has a cronbach alpha of 0.93, with a rating of “excellent”. This proves that our

questionnaire is valid and reliable. For our actual data gathering, the respondents had given us

their permission to collect personal information via means of adapted questionnaires. The

personal information collected had been kept in safe hands and was not released to the public.
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3.6 Statistical Treatment

This study employed different types of statistical treatment that answered the statement

of the problem.

The mean was utilized to ascertain the level of Online Gaming Attitudes and Mental

Health of MSU-CETD students.

Pearson product-moment correlation test was utilized to determine the correlation

between the level of Online Gaming Attitude and the level of Mental Health of MSU-CETD

students.
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CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains the presentation, analyses, and interpretation of data

gathered from an instrument in this study.

Table 1. Level of Online Gaming Attitude of MSU-CETD Students

Online Gaming Attitude Mean Description

1) I'll get upset when people call me while I’m playing online games 3.00 Moderate
2) I'll get upset when someone or something interrupts me when 3.14 Moderate
I'm playing online games.
3) I feel upset whenever I can't connect to the Internet to play 3.14 Moderate
online games.
4) I'll curse others if I lose when playing online games. 2.38 Low
5) I'll get angry and tend to insult other players who make mistakes. 2.38 Low
6) I feel like my life is nothing if I can't connect to the Internet to 2.03 Low
play online games.
7) I tend to sleep very late at night just to play online games. 2.66 Moderate
8) I'll easily get angry if I cannot play online games. 2.16 Low
9) I spend a longer time playing online games rather than studying 2.64 Moderate
or doing assignments.
10) I neglect important activities (e.g., class, study, assignments) 2.27 Low
just to play online games.

Overall Mean 2.58 Moderate

Legend
1.00 - 1.49 - Very Low 2.50 - 3.49 - Moderate 4.50 - 5.00 Very High
1.50 - 2.49 - Low 3.50 - 4.49 - High
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In the study conducted on MSU-CETD students regarding their online gaming attitude,

Table 1 displays the various levels of attitudes observed. The highest statistical mean was

recorded for the statement, "I will get upset when someone or something interrupts me when I'm

playing online games," with a mean value of 3.14. This finding resonates well with the general

understanding that online gamers typically become frustrated when their gaming experience is

interrupted. This sentiment can be compared to a non-gamer engaged in an online quiz nearing

its deadline, only to face an unexpected Wi-Fi disconnection or constant distractions from

others.

On the other hand, the lowest statistical mean was found for the statement, "I feel like my

life is nothing if I cannot connect to the Internet to play online games," with a mean value of

2.03. When questioned about their low score, one student responded, "There is more to life than

just playing online games. Why not enjoy it and spend time with family and friends so we can

live our life to the fullest and with no regrets." This statement touched us, the researchers, as it

revealed a perspective beyond the typical gaming mindset. It emphasized the importance of not

neglecting other aspects of life, such as socializing with loved ones and pursuing diverse

experiences. The student's remark was heartwarming because it challenged the notion that

gamers often sacrifice meals, responsibilities, and meaningful interactions to prioritize gaming.

This study highlights the contrasting attitudes among online gamers regarding the

significance of online gaming in their lives. While some gamers may become highly frustrated by

interruptions, some recognize the value of a well-rounded life and prioritize meaningful

connections and experiences over excessive gaming.

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Table 2. Level of Mental Health of MSU-CETD Students

Mental Health Mean Description

1) I’m unable to focus on doing my assignments. 2.83 Moderate

2) I’m am having trouble with my concentration 3.03 Moderate

3) I’m unable to enjoy my day-to-day activities. 2.65 Moderate

4) I’m unable to face my problems. 2.71 Moderate

5) I sometimes feel unreasonably sad. 3.18 Moderate

6) I lost interest in all things that were important to me before. 2.87 Moderate

7) I feel that I’m not playing a useful part in life. 3.13 Moderate

8) I feel on the whole that I’m not doing well. 3.07 Moderate

9) I feel that life is totally hopeless. 2.76 Moderate

10) I feel that life is not worth living. 2.65 Moderate

11) I’ve been feeling guilty for everything I do. 3.10 Moderate

12) I’ve been very irritated and angry recently. 2.84 Moderate

13) I’ve been having little to no interest in doing things. 2.85 Moderate

14) I’m feeling that everything I’ve done has been a failure. 2.96 Moderate

15) I'm having trouble sleeping. 2.88 Moderate

16) I’ve been having suicidal thoughts. 2.50 Moderate

17) I’ve been feeling constantly overwhelmed and stressed. 3.30 Moderate

18) I’m having a loss of appetite. 2.77 Moderate

19) I’m having trust issues with everyone around me. 3.03 Moderate

20) I’m having trouble with all of my relationships (home as well as professional). 2.63 Moderate

Overall Mean 2.89 Moderate

Legend
1.00 - 1.49 - Very Low 2.50 - 3.49 - Moderate 4.50 - 5.00 Very High
1.50 - 2.49 - Low 3.50 - 4.49 - High
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In Table 2, the focus shifts to the level of mental health among MSU-CETD students. The

data collected revealed interesting findings. The statement "I have been feeling constantly

overwhelmed and stressed" received the highest mean value of 3.30. This result resonates with

us, the researchers, as we acknowledge the presence of stress and overwhelming feeling

among the student population. Factors such as the ongoing pandemic and the approaching

graduation may contribute to these heightened levels of overwhelming stress. We, the

researchers, can relate to these sentiments, as we have experienced similar emotions during

this demanding period. The month under study has proven particularly challenging, further

validating the high scores obtained for this statement.

Conversely, "I've been having suicidal thoughts" received the lowest mean value of 2.50.

While this score is the lowest among the items in the questionnaire, it still indicates a moderately

high level of prevalence. We, the researchers, express our shock and concern upon discovering

these results. We had expected a lower score for this statement, as a lower score would

typically indicate better mental health outcomes. Even a moderately high score was obtained,

highlighting the importance of addressing mental health concerns among MSU-CETD students.

We, the researchers, sincerely hope for the betterment of our fellow students' mental health and

emphasize the significance of providing a supportive and nurturing environment within the

school community.
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The findings presented in Table 2 shed light on the mental health landscape among

MSU-CETD students. The high scores for feeling overwhelmed and stressed underscore the

challenging circumstances students face, including the pressures of the pandemic and

impending graduation. The institution must acknowledge and address these stressors, providing

adequate support and resources to promote student well-being.

Moreover, the average score for suicidal thoughts serves as a reminder of the

importance of mental health awareness and intervention. It highlights the need for accessible

mental health services and initiatives prioritizing early intervention, destigmatization, and

psychological well-being. The researchers emphasize the importance of a comprehensive

approach to student mental health, fostering an environment that promotes resilience, coping

strategies, and open dialogue.

By acknowledging these findings and striving for improvement, we, as students and the

institution, can work together to prioritize mental health, creating a positive and supportive

experience for all MSU-CETD students.

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Table 3. Relationship Between Level of Online Gaming Attitudes and Level of Mental Health

VARIABLES CORRELATION P VALUE REMARKS

COEFFICIENT

Level of Online 0.4572 0.00001 moderately

Gaming Attitudes & strong
MENTAL HEALTH correlation
Level of Significance = 0.05

This study also aimed to determine if there is a significant relationship between

the level of online gaming attitudes among MSU-CETD students and the level of mental

health among MSU-CETD students. The results are shown in Table 3 above. Since the

p-value (0.0001) is less than the level of significance of 0.05, the null hypothesis is

rejected since a lower p-value would result in the chances of the null happening to be

lower and would be better to be rejected than accepted. Also, the correlation coefficient

of 0.4572 indicates a moderately significant relationship between the level of online

gaming attitudes among MSU-CETD students and the level of mental health among

MSU-CETD students. Although not high, we still proved that there was a significant

relationship between our variables, meaning that if your friend has a bad attitude while

online gaming, there is a chance that your friend will have a concerning issue about

mental health. In some cases, gamers use video games to alleviate their symptoms of

depression. They turn to gaming as an escape and way to cope with their depression,

but in the end, gaming worsens their depression, not fix it.
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CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

The summary and conclusion are procured in the study's conduct, which

explores the effect of Online Gaming Attitudes and its effect on the Mental health of

MSU-CETD Students.

SUMMARY

Our study has found that Online Gaming Attitudes have a significant relationship

with the Mental Health of MSU-CETD Students. The research involved 231 students

who completed a survey on their online gaming attitudes and mental health status. The

results show that most respondents tend to have worse attitudes when playing online

games, affecting their mental health. Some of the respondents have lower tendencies

than most; according to our findings, about 62.34% of our respondents showed a high

level of mental health instability.

FINDINGS

These are the findings of the study.

● The level of Online Gaming Attitudes of the students is classified as Moderate,

with an overall mean of 2.58.
● The level of Mental Health of the students is classified as Moderate, with an
overall mean of 2.89.
● There is a significant relationship between the level of Online Gaming Attitudes
and the level of Mental Health of MSU-CETD students.
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CONCLUSION

With the time we had for our research, we concluded the following:

● Based on the study, it can be concluded that the students generally express a
moderate level of dissatisfaction rather than experiencing a significant shift in
their attitudes when playing online games. This conclusion is supported by the
fact that three of the questions in the study had a mean score higher than 3.
● Based on the study, it can be concluded that some students utilize online gaming
as a coping mechanism for everyday stress. They may also express their anger
through interactions with other players in the game.
● Based on the statistical analysis, it can be concluded that a significant
relationship exists between the level of online gaming attitudes and mental health
among MSU-CETD students. This conclusion is supported by a p-value lower
than the chosen significance level, indicating a low probability of the null
hypothesis being true.

RECOMMENDATIONS

1. Future researchers should also try adding or using new variables, for example,
The effects of losing an online game with and without friends on students' mental
health. They should also look at other variables, such as the child's environment
and physical health.
2. Someone like the students who are constantly stressed should have a little break
anytime and spend time on things that may be valuable for students, like their
studies and spending time with their loved ones.
3. As student researchers, we should talk and ask more professionals and
experienced people like psychiatrists or experts to understand our research
better.
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APPENDICES

APPENDIX A

Title: Online Gaming Attitude and Its effects on the Mental health of MSU-CETD
Students
Name (optional): ______________________________________________________

Grade Level and Section (required): ______________________________________

Do you play Online Games (required): ____________________________________

General Direction: This questionnaire requires you to assess your level of Online
Gaming Attitude and the level of your mental health. Please give your honest answer in
terms of the following situations in each indicator by checking the appropriate box that
matches your real reaction to the statement. There is no right or wrong answer and
please do not leave any questions unanswered.

PART A1. Level of Online Gaming Attitude

For each given statement, indicate the level of your attitude while playing online
games and how you would react to certain situations using the 5-point likert scale below
by putting checkmarks on the corresponding boxes.

5 STRONGLY AGREE The statement is always true.

4 AGREE The statement is often true.
3 MODERATELY AGREE The statement is sometimes true.
2 DISAGREE The statement is seldom true.
1 STRONGLY DISAGREE The statement is almost never true.

Questions 1 2 3 4 5

1) I'll get upset when people call me while I’m playing

online games

2) I'll get upset when someone or something interrupts

me when I'm playing online games.

3) I feel upset whenever I can't connect to the Internet to

play online games.
 31

4) I'll curse others if I lose when playing online games.

5) I'll get angry and tend to insult other players who

make mistakes.

6) I feel like my life is nothing if I can't connect to the

Internet to play online games.

7) I tend to sleep very late at night just to play online

games.

8) I'll easily get angry if I cannot play online games.

9) I spend a longer time playing online games rather

than studying or doing assignments.

10) I neglect important activities (e.g., class, study,

assignments) just to play online games.
Adapted from: The Impact of Online Gaming Addiction on Mental Health among IIUM Students by Nur Kamal and Soadah Wok
https://www.researchgate.net/publication/347652081_THE_IMPACT_OF_ONLINE_GAMING_ADDICTION_ON_MENTAL_HEALTH_
AMONG_IIUM_STUDENTS
 32

PART A2. Level of Mental Health

For each given statement, indicate the level of your mental health stability.
Please put a checkmark on the box that corresponds to your answer based on the
5-point Likert Scale below.

5 STRONGLY AGREE The statement is always true.

4 AGREE The statement is often true.
3 MODERATELY AGREE The statement is sometimes true.
2 DISAGREE The statement is seldom true.
1 STRONGLY DISAGREE The statement is almost never true.

Questions 1 2 3 4 5

1) I’m unable to focus on doing my assignments.

2) I’m am having trouble with my concentration

3) I’m unable to enjoy my day-to-day activities.

4) I’m unable to face my problems.

5) I sometimes feel unreasonably sad.

6) I lost interest in all things that were important to me

before.

7) I feel that I’m not playing a useful part in life.

8) I feel on the whole that I’m not doing well.

9) I feel that life is totally hopeless.

10) I feel that life is not worth living.

11) I’ve been feeling guilty for everything I do.

12) I’ve been very irritated and angry recently.

13) I’ve been having little to no interest in doing things.

14) I’m feeling that everything I’ve done has been a failure.

15) I'm having trouble sleeping.

 33

16) I’ve been having suicidal thoughts.

17) I’ve been feeling constantly overwhelmed and stressed.

18) I’m having a loss of appetite.

19) I’m having trust issues with everyone around me.

20) I’m having trouble with all of my relationships (home as

well as professional).
Adapted from: Depression Questionnaire: 30 Survey Questions and GHQ-60
https://www.questionpro.com/blog/depression-questionnaire/amp/

Thank you for your participation and honest response.

KENT GERALD SIMUGAN
ROGER HANIEL VERSOLA
LEE MARVIN ESCAÑO
Researchers
 34

APPENDIX B

Table B1. Level of Online Gaming Attitude of MSU-CETD Students

Online Gaming Attitude Mean Description

1) I'll get upset when people call me while I’m playing online games 3.00 Moderate
2) I'll get upset when someone or something interrupts me when 3.14 Moderate
I'm playing online games.
3) I feel upset whenever I can't connect to the Internet to play 3.14 Moderate
online games.
4) I'll curse others if I lose when playing online games. 2.38 Low
5) I'll get angry and tend to insult other players who make mistakes. 2.38 Low
6) I feel like my life is nothing if I can't connect to the Internet to 2.03 Low
play online games.
7) I tend to sleep very late at night just to play online games. 2.66 Moderate
8) I'll easily get angry if I cannot play online games. 2.16 Low
9) I spend a longer time playing online games rather than studying 2.64 Moderate
or doing assignments.
10) I neglect important activities (e.g., class, study, assignments) 2.27 Low
just to play online games.

Overall Mean 2.58 Moderate

Legend
1.00 - 1.49 - Very Low 2.50 - 3.49 - Moderate 4.50 - 5.00 Very High
1.50 - 2.49 - Low 3.50 - 4.49 - High
 35

Table B2. Level of Mental Health of MSU-CETD Students

Mental Health Mean Description

1) I’m unable to focus on doing my assignments. 2.83 Moderate

2) I’m am having trouble with my concentration 3.03 Moderate

3) I’m unable to enjoy my day-to-day activities. 2.65 Moderate

4) I’m unable to face my problems. 2.71 Moderate

5) I sometimes feel unreasonably sad. 3.18 Moderate

6) I lost interest in all things that were important to me before. 2.87 Moderate

7) I feel that I’m not playing a useful part in life. 3.13 Moderate

8) I feel on the whole that I’m not doing well. 3.07 Moderate

9) I feel that life is totally hopeless. 2.76 Moderate

10) I feel that life is not worth living. 2.65 Moderate

11) I’ve been feeling guilty for everything I do. 3.10 Moderate

12) I’ve been very irritated and angry recently. 2.84 Moderate

13) I’ve been having little to no interest in doing things. 2.85 Moderate

14) I’m feeling that everything I’ve done has been a failure. 2.96 Moderate

15) I'm having trouble sleeping. 2.88 Moderate

16) I’ve been having suicidal thoughts. 2.50 Moderate

17) I’ve been feeling constantly overwhelmed and stressed. 3.30 Moderate

18) I’m having a loss of appetite. 2.77 Moderate

19) I’m having trust issues with everyone around me. 3.03 Moderate

20) I’m having trouble with all of my relationships (home as well as professional). 2.63 Moderate

Overall Mean 2.89 Moderate

Legend
1.00 - 1.49 - Very Low 2.50 - 3.49 - Moderate 4.50 - 5.00 Very High
1.50 - 2.49 - Low 3.50 - 4.49 - High
 36

Table B3. Relationship Between Level of Online Gaming Attitudes and Level of Mental Health

VARIABLES CORRELATION P VALUE REMARKS

COEFFICIENT

Level of Online 0.4572 0.00001 moderately

Gaming Attitudes & strong
MENTAL HEALTH correlation
Level of Significance = 0.05
 37

APPENDIX C

Figure C1. Conceptual Framework

 38

Figure C2. Theoretical Framework