‭THE CORRELATION AND DIFFERENCES OF INTERNET‬

‭GAMING DISORDER AND SYMPTOMS OF DEPRESSION‬

‭OF GRADE 7 TO 9 STUDENTS OF THE INTERNATIONAL‬
‭PHILIPPINE SCHOOL IN AL KHOBAR‬

‭A Research Presented Paper To‬

‭the Faculty of the Senior High School‬
‭International Philippine School in Al Khobar‬

‭In Partial Fulfillment‬

‭of the Requirements for the Subject‬
‭Practical Research 2 and‬
‭Inquiries, Investigation, & Immersion‬

‭JAZEERA P. INSAIL‬
‭2024‬
 ‭2‬

‭ACKNOWLEDGEMENTS‬
‭ he‬ ‭researcher‬ ‭would‬ ‭like‬ ‭to‬ ‭extend‬ ‭her‬ ‭deepest‬ ‭gratitude‬ ‭to‬ ‭the‬ ‭exceptional‬
T
‭individuals‬ ‭and‬ ‭groups‬ ‭whose‬ ‭unwavering‬ ‭support,‬ ‭guidance,‬‭and‬‭participation‬‭have‬
‭been indispensable throughout the completion of this research paper:‬
‭Firstly,‬ ‭to‬ ‭Mrs.‬ ‭Nancy‬ ‭B.‬ ‭Barrot‬ ‭and‬ ‭Mrs.‬ ‭Arelene‬ ‭C.‬ ‭Adducul,‬ ‭our‬ ‭High‬
‭ chool‬ ‭Academic‬ ‭Supervisors,‬ ‭the‬ ‭researcher‬ ‭would‬ ‭like‬ ‭to‬ ‭express‬ ‭her‬ ‭heartfelt‬
S
‭appreciation for their invaluable guidance in making this research.‬
‭Sincerest‬ ‭and‬ ‭heartfelt‬ ‭thanks‬ ‭go‬ ‭to‬ ‭Mrs.‬ ‭Irish‬ ‭Mae.‬ ‭M.‬ ‭Caspe,‬‭our‬‭Practical‬
‭ esearch‬ ‭2‬ ‭and‬ ‭Capstone‬ ‭Project‬ ‭teacher,‬ ‭for‬ ‭her‬ ‭expertise,‬ ‭dedication,‬ ‭and‬
R
‭unwavering‬ ‭commitment‬ ‭to‬ ‭my‬ ‭academic‬ ‭development.‬ ‭Her‬ ‭mentorship‬ ‭has‬
‭significantly influenced the methodology and execution of this study.‬
‭The‬‭researcher‬‭is‬‭immensely‬‭grateful‬‭to‬‭Mr.‬‭Jesus‬‭L.‬‭Guinto‬‭Jr.,‬‭our‬‭Inquiries,‬
I‭ nvestigation,‬ ‭and‬ ‭Immersion‬ ‭teacher,‬ ‭for‬ ‭his‬ ‭critical‬ ‭recommendations‬ ‭and‬
‭suggestions that allowed me to make necessary revisions to this research paper.‬
‭Special‬ ‭appreciation‬ ‭is‬ ‭extended‬ ‭to‬ ‭Mrs.‬ ‭Teresa‬ ‭V.‬ ‭Garcia,‬ ‭our‬ ‭School’s‬
‭ uidance‬ ‭Counselor,‬ ‭for‬ ‭her‬ ‭invaluable‬ ‭expert‬ ‭advice,‬ ‭support,‬ ‭and‬ ‭encouragement,‬
G
‭which‬ ‭have‬ ‭been‬ ‭a‬ ‭source‬ ‭of‬ ‭comfort‬ ‭and‬ ‭guidance‬ ‭throughout‬ ‭this‬ ‭academic‬
‭endeavor.‬
‭The‬‭researcher‬‭would‬‭also‬‭like‬‭to‬‭acknowledge‬‭the‬‭invaluable‬‭contributions‬‭of‬
‭ r.‬ ‭John‬ ‭Randolph‬ ‭O.‬ ‭Tiongzon,‬ ‭my‬ ‭class‬ ‭adviser,‬ ‭whose‬ ‭unwavering‬ ‭support‬ ‭and‬
M
‭mentorship have played a significant role in my personal and academic growth.‬
‭To‬ ‭my‬ ‭dearest‬ ‭friends‬ ‭and‬ ‭classmates,‬ ‭I‬ ‭extend‬ ‭my‬ ‭sincere‬ ‭appreciation‬ ‭for‬
y‭ our‬ ‭camaraderie,‬ ‭encouragement,‬ ‭and‬ ‭unwavering‬ ‭support.‬ ‭Their‬ ‭collaboration,‬
‭support,‬ ‭and‬ ‭friendship‬ ‭have‬ ‭made‬ ‭this‬ ‭academic‬ ‭journey‬ ‭both‬ ‭fulfilling‬ ‭and‬
‭enjoyable.‬
‭ nd‬ ‭to‬ ‭the‬ ‭Grade‬ ‭7,‬ ‭8,‬ ‭and‬ ‭9‬ ‭respondents‬ ‭of‬ ‭the‬ ‭International‬ ‭Philippine‬
A
‭School‬ ‭in‬ ‭Al‬ ‭Khobar,‬ ‭thank‬ ‭you‬ ‭for‬ ‭the‬ ‭participation‬ ‭and‬ ‭cooperation‬ ‭that‬ ‭were‬
‭essential in gathering the necessary data for this research.‬
‭Finally,‬ ‭I‬ ‭would‬ ‭like‬ ‭to‬ ‭sincerely‬ ‭thank‬ ‭my‬ ‭parents,‬ ‭Jul-Amri‬ ‭and‬ ‭Jarzum‬
I‭ nsail,‬‭for‬‭their‬‭everlasting‬‭sacrifices,‬‭love,‬‭and‬‭support.‬‭My‬‭academic‬‭endeavors‬‭have‬
‭been propelled by their unwavering support and belief in my abilities.‬
‭ hank‬ ‭you‬ ‭all‬ ‭for‬ ‭your‬ ‭unwavering‬ ‭support,‬ ‭guidance,‬ ‭and‬ ‭participation.‬ ‭Your‬
T
‭contributions‬‭have‬‭been‬‭invaluable,‬‭and‬‭I‬‭am‬‭profoundly‬‭grateful‬‭for‬‭the‬‭role‬‭you‬‭have‬
‭played in my academic success.‬

‭JAZEERA P. INSAIL‬
 ‭3‬

‭ABSTRACT‬
‭This‬ ‭study‬ ‭investigates‬ ‭the‬ ‭correlation‬‭and‬‭differences‬‭between‬‭video‬‭gaming‬

‭and‬‭mental‬‭health‬‭among‬‭Grade‬‭7‬‭to‬‭9‬‭students‬‭at‬‭the‬‭International‬‭Philippine‬‭School‬

‭in‬ ‭Al‬ ‭Khobar.‬‭It‬‭explores‬‭the‬‭frequency‬‭of‬‭video‬‭game‬‭usage,‬‭the‬‭impact‬‭of‬‭excessive‬

‭gaming‬ ‭on‬ ‭daily‬ ‭functioning‬ ‭and‬ ‭well-being,‬ ‭and‬ ‭the‬ ‭association‬ ‭between‬ ‭internet‬

‭gaming‬‭disorder‬‭and‬‭depressive‬‭symptoms.‬‭The‬‭study‬‭also‬‭examines‬‭how‬‭symptoms‬‭of‬

‭depression vary by gender and grade level within this student population.‬

‭Existing‬ ‭literature‬ ‭highlights‬ ‭the‬ ‭potential‬ ‭benefits‬ ‭and‬ ‭risks‬ ‭of‬ ‭gaming,‬

‭especially‬‭during‬‭times‬‭of‬‭stress‬‭such‬‭as‬‭the‬‭COVID-19‬‭pandemic.‬‭However,‬‭concerns‬

‭persist‬ ‭regarding‬ ‭the‬ ‭impact‬ ‭of‬ ‭excessive‬ ‭gaming‬ ‭on‬ ‭mental‬ ‭health,‬ ‭particularly‬

‭among‬‭adolescents.‬‭Using‬‭a‬‭quantitative‬‭approach,‬‭this‬‭research‬‭employs‬‭surveys‬‭and‬

‭statistical‬ ‭analysis‬ ‭to‬ ‭explore‬ ‭correlations‬ ‭between‬‭Internet‬‭Gaming‬‭Disorder‬‭(IGD)‬

‭and‬ ‭depressive‬ ‭symptoms.‬ ‭Findings‬ ‭reveal‬ ‭significant‬ ‭relationships‬ ‭between‬ ‭gaming‬

‭behaviors‬‭and‬‭depressive‬‭symptoms,‬‭with‬‭certain‬‭genres‬‭and‬‭high‬‭gaming‬‭frequencies‬

‭demonstrating‬ ‭stronger‬ ‭associations‬ ‭with‬ ‭depressive‬ ‭symptoms.‬‭Additionally,‬‭gender‬

‭and‬ ‭grade‬ ‭level‬ ‭differences‬ ‭influence‬ ‭both‬ ‭gaming‬ ‭patterns‬ ‭and‬ ‭mental‬ ‭health‬

‭outcomes.‬

‭The‬ ‭study's‬ ‭implications‬ ‭underscore‬ ‭the‬ ‭importance‬ ‭of‬ ‭addressing‬ ‭gaming‬

‭habits‬ ‭and‬ ‭their‬ ‭potential‬ ‭effects‬ ‭on‬ ‭adolescent‬ ‭mental‬ ‭health.‬ ‭Recommendations‬

‭include‬ ‭broadening‬ ‭sample‬ ‭diversity‬ ‭for‬ ‭generalizability,‬ ‭conducting‬ ‭longitudinal‬

‭studies‬ ‭to‬ ‭assess‬ ‭long-term‬ ‭impacts,‬‭and‬‭using‬‭standardized‬‭tools‬‭for‬‭comprehensive‬

‭data analysis and comparisons.‬

 ‭4‬

‭TABLE OF CONTENTS‬

‭PRELIMINARIES‬

‭Title Page………………………………………………………………...i‬

‭Acknowledgment…………………………………………………...…...ii‬

‭Abstract……………………………………………………………........iii‬

‭Table of Contents……………………………………………………….iv‬

‭CHAPTER I. INTRODUCTION‬ ‭Page‬

‭A. Introduction.………………………………….………………….………..07‬

‭B. Statement of the Problem.……………………………….………………..14‬

‭C. Research Hypothesis.……….…………….………………………………15‬

‭D. Conceptual Framework..............................................................................16‬

‭E. Scope and Limitation/Delimitation..………..............................................17‬

‭F. Research Locale…………………………………………………………..19‬

‭G. Significance of the Study………………………………………………...19‬

‭H. Definition of Terms……………………………………………….……...20‬

‭CHAPTER II. RESEARCH METHODOLOGY‬

‭A. Research Design..………………………………….………………….…22‬

‭B. Population and Sampling..………………..………...…………………...23‬

‭C. Instrumentation..………………………………….……………………..24‬

‭D. Data Analysis and Treatment of Data..…………………….……………25‬

‭E. Ethical Considerations………………………………………….……….25‬

 ‭5‬

‭CHAPTER III. RESULTS AND DISCUSSIONS‬

‭A. Introduction………………………………………………………………..27‬

‭B. Interpretation & Discussion ………………………………………………27‬

‭CHAPTER IV. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS‬

‭A. Summary………………………………………………………………….37‬

‭B. Conclusions……………………………………………………………….38‬

‭C. Recommendations……………………………………………………...…38‬

‭REFERENCES‬‭……………………………………………………………...40‬

‭APPENDICES‬‭…………………………..………...………………………...36‬

‭PERSONAL INFORMATION‬‭………………………………...…………..51‬

‭LIST OF FIGURES‬

‭1 – IPO Framework of the Research…………………………..……………..7‬

‭LIST OF TABLES‬

‭Table No.‬ ‭Page‬

‭1.1 – Comparing frequent games played between the two genders.…….…………..27‬

‭1.2 – Comparing frequent games played between the different grade level..……….27‬

‭1.3 – Comparing frequent games played by the entire population………………….28‬

‭2.1 – Comparing high Internet Gaming Disorder scores between different genders..29‬
 ‭6‬

‭2.2 – Comparing high Internet Gaming Disorder scores between the different grade‬
‭levels………………………………………………………………………………...30‬

‭3.1 – Dataset from Depression, Anxiety, Stress Scale - 21…………………………31‬

‭4.1 – Results of the Correlation Analysis between IGD and depression scores…….32‬

‭5.1 – Results between depression scores of different genders……………………....34‬

‭5.2 – Results between depression scores of different grade levels………………….35‬

‭LIST OF APPENDICES‬

‭Page‬

‭Appendix A…….………………………………………………………………..47‬

‭Appendix B…….………………………………………………………………..48‬
 ‭7‬

‭CHAPTER I‬
‭INTRODUCTION‬
‭A.‬ ‭Introduction‬

‭The‬ ‭World‬‭Health‬‭Organization‬‭reports‬‭that‬‭adolescence,‬‭which‬‭is‬‭marked‬‭by‬

‭changes‬ ‭in‬ ‭social,‬ ‭emotional,‬ ‭and‬ ‭physical‬ ‭aspects‬ ‭of‬ ‭life,‬ ‭is‬ ‭a‬ ‭critical‬ ‭time‬ ‭when‬

‭people‬ ‭are‬ ‭more‬ ‭vulnerable‬ ‭to‬ ‭mental‬ ‭health‬ ‭issues.‬ ‭The‬ ‭global‬ ‭impact‬ ‭of‬ ‭the‬

‭Coronavirus‬‭Disease‬‭2019‬‭in‬‭(COVID-19)‬‭pandemic‬‭has‬‭been‬‭enormous.‬‭Restrictions‬

‭on‬ ‭quarantine‬ ‭and‬ ‭general‬ ‭unpredictability‬ ‭have‬ ‭had‬ ‭a‬‭detrimental‬‭impact‬‭on‬‭mental‬

‭health.‬ ‭Since‬ ‭the‬ ‭start‬ ‭of‬ ‭COVID-19,‬ ‭video‬ ‭games‬ ‭have‬ ‭permeated‬ ‭more‬ ‭and‬ ‭more‬

‭aspects‬ ‭of‬ ‭daily‬ ‭life‬ ‭and‬ ‭have‬ ‭a‬ ‭big‬ ‭impact‬ ‭on‬ ‭young‬ ‭people's‬ ‭leisure‬ ‭activities‬ ‭all‬

‭around‬ ‭the‬ ‭world.‬ ‭For‬ ‭example,‬ ‭the‬ ‭Philippines‬ ‭anticipates‬ ‭a‬ ‭14.3%‬ ‭growth‬ ‭rate‬ ‭in‬

‭gamers between 2020 and 2023 (FWD Philippines, n.d.).‬

‭The‬ ‭significant‬ ‭effects‬ ‭of‬ ‭screen‬ ‭usage‬ ‭on‬ ‭young‬ ‭people's‬ ‭behavior‬ ‭and‬

‭development‬ ‭are‬ ‭explored‬ ‭in‬ ‭an‬ ‭article,‬ ‭Children‬ ‭spend‬ ‭six‬ ‭hours‬ ‭or‬ ‭more‬ ‭a‬‭day‬‭on‬

‭screens‬‭,‬ ‭written‬ ‭by‬ ‭Jane‬ ‭Wakefield‬ ‭(2015)‬ ‭for‬ ‭BBC‬ ‭News.‬ ‭According‬ ‭to‬ ‭the‬‭report,‬

‭kids‬‭and‬‭teenagers‬‭spend‬‭almost‬‭six‬‭hours‬‭a‬‭day‬‭in‬‭front‬‭of‬‭screens,‬‭underscoring‬‭the‬

‭widespread‬ ‭impact‬ ‭of‬ ‭digital‬ ‭media‬ ‭on‬ ‭their‬ ‭lives.‬ ‭Concerns‬ ‭around‬ ‭accessibility‬ ‭to‬

‭potentially‬ ‭dangerous‬ ‭internet‬ ‭content‬ ‭and‬ ‭activities—which‬ ‭frequently‬ ‭take‬ ‭place‬

‭without parental supervision—are raised by this prolonged screen exposure.‬

‭In‬ ‭a‬ ‭study‬ ‭titled,‬ ‭The‬ ‭Effects‬ ‭of‬ ‭Playing‬ ‭Video‬ ‭Games‬ ‭on‬ ‭Stress,‬ ‭Anxiety,‬

‭Depression,‬ ‭Loneliness,‬ ‭and‬ ‭Gaming‬ ‭Disorder‬ ‭During‬ ‭the‬ ‭Early‬ ‭Stages‬ ‭of‬ ‭the‬

‭COVID-19‬ ‭Pandemic:‬ ‭PRISMA‬ ‭Systematic‬ ‭Review‬‭,‬ ‭conducted‬ ‭by‬ ‭Pallavicini,‬ ‭Pepe,‬

 ‭8‬

‭and‬ ‭Mantovani‬ ‭(2022),‬ ‭the‬ ‭act‬ ‭of‬ ‭playing‬ ‭video‬ ‭games‬ ‭transcended‬ ‭mere‬

‭entertainment‬ ‭during‬ ‭the‬ ‭early‬ ‭stages‬ ‭of‬ ‭the‬ ‭COVID-19‬ ‭pandemic.‬ ‭It‬ ‭served‬ ‭as‬ ‭a‬

‭coping‬ ‭mechanism‬ ‭for‬ ‭individuals‬ ‭facing‬ ‭the‬ ‭challenges‬ ‭imposed‬ ‭by‬ ‭the‬ ‭crisis.‬ ‭The‬

‭research‬‭findings‬‭suggest‬‭a‬‭dual‬‭impact‬‭of‬‭video‬‭games‬‭during‬‭this‬‭period.‬‭Contrary‬‭to‬

‭some‬ ‭perceptions,‬ ‭recent‬ ‭research‬ ‭indicates‬ ‭that‬ ‭video‬ ‭games,‬ ‭particularly‬ ‭those‬

‭featuring‬ ‭augmented‬ ‭reality‬ ‭and‬ ‭online‬ ‭multiplayer‬ ‭formats,‬ ‭have‬ ‭had‬ ‭a‬ ‭noteworthy‬

‭impact‬ ‭on‬ ‭teenagers‬ ‭and‬ ‭young‬ ‭individuals‬ ‭during‬ ‭pandemic-related‬ ‭stay-at-home‬

‭measures.‬‭This‬‭effect‬‭is‬‭notable‬‭for‬‭its‬‭ability‬‭to‬‭alleviate‬‭stress,‬‭anxiety,‬‭sadness,‬‭and‬

‭feelings‬‭of‬‭loneliness‬‭among‬‭players.‬‭For‬‭at-risk‬‭individuals,‬‭specifically‬‭male‬‭youths,‬

‭engaging‬ ‭in‬ ‭video‬ ‭games‬ ‭demonstrated‬ ‭detrimental‬ ‭effects,‬ ‭as‬ ‭highlighted‬ ‭by‬

‭contrasting‬ ‭research‬ ‭outcomes.‬ ‭This‬ ‭duality‬ ‭underscores‬ ‭the‬ ‭need‬ ‭for‬ ‭a‬ ‭nuanced‬

‭understanding‬‭of‬‭the‬‭diverse‬‭implications‬‭of‬‭video‬‭game‬‭involvement‬‭during‬‭times‬‭of‬

‭crisis.‬

‭The researchers noted;‬

‭"Interestingly,‬ ‭many‬ ‭individuals‬ ‭reported‬ ‭having‬ ‭increased‬ ‭the‬ ‭time‬ ‭spent‬

‭playing‬‭video‬‭games‬‭during‬‭the‬‭early‬‭phases‬‭of‬‭the‬‭COVID-19‬‭crisis‬‭with‬‭the‬

‭belief‬ ‭that‬ ‭gaming‬ ‭helped‬ ‭cope‬ ‭with‬ ‭such‬ ‭challenging‬ ‭life‬ ‭experiences,‬

‭diminishing‬ ‭their‬ ‭level‬ ‭of‬ ‭anxiety,‬ ‭stress,‬ ‭depression,‬ ‭and‬ ‭mitigating‬

‭loneliness" (p. 335).‬

‭This‬ ‭implies‬ ‭that‬ ‭during‬ ‭the‬ ‭initial‬ ‭stages‬ ‭of‬ ‭the‬ ‭COVID-19‬ ‭pandemic,‬ ‭a‬

‭considerable‬ ‭number‬ ‭of‬ ‭individuals‬ ‭reported‬ ‭an‬ ‭uptick‬ ‭in‬ ‭their‬ ‭gaming‬ ‭activity.‬‭The‬

‭interesting‬ ‭aspect‬ ‭lies‬ ‭in‬ ‭the‬ ‭fact‬ ‭that‬ ‭these‬ ‭individuals‬ ‭attributed‬ ‭their‬ ‭increased‬
 ‭9‬

‭gaming‬‭activity‬‭to‬‭the‬‭belief‬‭that‬‭it‬‭served‬‭as‬‭a‬‭coping‬‭mechanism.‬‭According‬‭to‬‭their‬

‭perception,‬ ‭engaging‬ ‭in‬ ‭video‬ ‭games‬ ‭helped‬ ‭alleviate‬ ‭the‬ ‭challenges‬ ‭posed‬ ‭by‬ ‭the‬

‭pandemic,‬ ‭leading‬ ‭to‬ ‭a‬ ‭reduction‬ ‭in‬ ‭feelings‬ ‭of‬ ‭anxiety,‬ ‭stress,‬ ‭and‬ ‭depression.‬

‭Additionally,‬ ‭they‬ ‭believed‬ ‭that‬ ‭gaming‬ ‭played‬ ‭a‬ ‭role‬ ‭in‬ ‭mitigating‬ ‭the‬ ‭sense‬ ‭of‬

‭loneliness‬‭that‬‭emerged‬‭due‬‭to‬‭the‬‭social‬‭isolation‬‭and‬‭uncertainty‬‭associated‬‭with‬‭the‬

‭challenging‬ ‭life‬ ‭experiences‬ ‭brought‬ ‭about‬ ‭by‬ ‭the‬ ‭global‬ ‭health‬ ‭crisis.‬ ‭In‬ ‭essence,‬

‭these‬‭individuals‬‭found‬‭solace‬‭and‬‭relief‬‭in‬‭video‬‭gaming‬‭as‬‭a‬‭means‬‭of‬‭managing‬‭the‬

‭psychological and emotional impact of the pandemic.‬

‭A‬‭study‬‭conducted‬‭by‬‭Tortolero‬‭et‬‭al.‬‭(2014),‬‭titled‬‭Daily‬‭Violent‬‭Video‬‭Game‬

‭Playing‬ ‭and‬ ‭Depression‬ ‭in‬ ‭Preadolescent‬ ‭Youth‬‭,‬ ‭contributes‬ ‭valuable‬‭insights‬‭to‬‭the‬

‭expanding‬‭body‬‭of‬‭literature‬‭by‬‭its‬‭examination‬‭of‬‭the‬‭connection‬‭between‬‭children's‬

‭mental‬ ‭health‬ ‭and‬ ‭exposure‬ ‭to‬ ‭violent‬ ‭media,‬ ‭with‬ ‭a‬ ‭specific‬‭focus‬‭on‬‭violent‬‭video‬

‭games.‬‭It‬‭has‬‭been‬‭recognized‬‭by‬‭researchers‬‭that‬‭students‬‭who‬‭show‬‭more‬‭depressive‬

‭tendencies are more inclined to play violent video games.‬

‭Additionally,‬ ‭researchers‬ ‭have‬ ‭observed‬ ‭that‬ ‭prolonged‬ ‭engagement‬ ‭with‬

‭high-violence‬ ‭video‬ ‭games‬ ‭is‬ ‭linked‬ ‭to‬ ‭a‬ ‭higher‬‭prevalence‬‭of‬‭depressive‬‭symptoms‬

‭among‬ ‭preadolescent‬ ‭children‬ ‭and‬ ‭adolescents,‬ ‭compared‬ ‭to‬ ‭shorter‬ ‭periods‬ ‭of‬ ‭play‬

‭with‬ ‭low-violence‬ ‭video‬ ‭games.‬ ‭Despite‬ ‭the‬ ‭tiny‬ ‭effect‬ ‭size,‬ ‭the‬ ‭fact‬ ‭that‬

‭preadolescent‬ ‭and‬‭adolescent‬‭adolescents‬‭frequently‬‭play‬‭violent‬‭video‬‭games‬‭makes‬

‭it quite significant.‬

‭Additionally,‬ ‭compared‬ ‭to‬ ‭shorter‬ ‭playtimes‬ ‭with‬ ‭low-violence‬ ‭video‬‭games,‬

‭researchers‬‭have‬‭discovered‬‭that‬‭prolonged‬‭exposure‬‭to‬‭high-violence‬‭video‬‭games‬‭is‬
 ‭10‬

‭linked‬ ‭to‬ ‭a‬ ‭higher‬ ‭incidence‬ ‭of‬ ‭depressive‬ ‭symptoms‬ ‭in‬ ‭preadolescent‬ ‭children‬ ‭and‬

‭adolescents.‬

‭In‬‭contrast,‬‭an‬‭investigation‬‭conducted‬‭by‬‭Gómez-Gonzalvo,‬‭Devís-Devís,‬‭and‬

‭Molina-Alventosa‬ ‭(2020)‬ ‭on‬ ‭Video‬ ‭Game‬ ‭Usage‬ ‭Time‬ ‭in‬ ‭Adolescents’‬ ‭Academic‬

‭Performance‬‭,‬ ‭investigates‬ ‭the‬ ‭correlation‬ ‭between‬ ‭teenagers'‬ ‭video‬ ‭game‬ ‭usage‬

‭patterns‬‭and‬‭their‬‭academic‬‭performance.‬‭According‬‭to‬‭the‬‭study,‬‭teenagers‬‭play‬‭video‬

‭games‬‭for‬‭an‬‭average‬‭of‬‭47.23‬‭minutes‬‭every‬‭day,‬‭a‬‭duration‬‭influenced‬‭by‬‭contextual‬

‭and‬‭methodological‬‭factors.‬‭Notably,‬‭the‬‭study‬‭highlights‬‭the‬‭substantial‬‭time‬‭invested‬

‭in‬ ‭video‬ ‭games,‬ ‭posing‬ ‭potential‬ ‭health‬ ‭risks‬ ‭and‬ ‭exceeding‬ ‭recommended‬ ‭daily‬

‭limits.‬ ‭However,‬ ‭these‬ ‭values‬ ‭vary‬ ‭across‬ ‭studies,‬ ‭reflecting‬ ‭differences‬ ‭in‬ ‭cultural‬

‭contexts and gaming trends among adolescents.‬

‭Gómez-Gonzalvo‬ ‭et‬ ‭al.‬ ‭reported‬ ‭that‬ ‭one‬ ‭significant‬ ‭finding‬ ‭is‬ ‭the‬ ‭inverse‬

‭relationship‬ ‭observed‬ ‭between‬ ‭academic‬ ‭performance‬ ‭and‬ ‭video‬ ‭game‬ ‭usage.‬ ‭Teens‬

‭with‬ ‭lower‬ ‭gaming‬ ‭times‬ ‭generally‬ ‭achieve‬ ‭better‬ ‭grades,‬ ‭while‬ ‭those‬ ‭with‬ ‭heavier‬

‭gaming‬ ‭habits‬ ‭exhibit‬ ‭academic‬ ‭underperformance.‬ ‭However,‬ ‭it's‬ ‭crucial‬ ‭to‬

‭acknowledge‬ ‭divergent‬ ‭findings‬ ‭in‬ ‭some‬ ‭studies‬ ‭reporting‬ ‭no‬ ‭significant‬ ‭correlation‬

‭between video game usage and academic outcomes.‬

‭Moreover,‬ ‭the‬ ‭study‬ ‭delves‬ ‭into‬ ‭nuanced‬ ‭aspects‬ ‭of‬ ‭video‬ ‭game‬ ‭usage,‬

‭revealing‬ ‭distinctive‬ ‭patterns‬ ‭during‬ ‭weekdays‬ ‭and‬ ‭weekends.‬ ‭Teens‬ ‭demonstrate‬ ‭a‬

‭substantial‬‭increase‬‭in‬‭video‬‭game‬‭usage‬‭during‬‭weekends,‬‭possibly‬‭due‬‭to‬‭increased‬

‭leisure time (Gómez-Gonzalvo, Devís-Devís, & Molina-Alventosa 2020).‬

 ‭11‬

‭Similarly,‬‭Prevalence‬‭and‬‭Predictors‬‭of‬‭Video‬‭Game‬‭Addiction:‬‭A‬‭Study‬‭Based‬

‭on‬‭a‬‭National‬‭Representative‬‭Sample‬‭of‬‭Gamers‬‭,‬‭by‬‭Wittek‬‭et‬‭al.‬‭(2015)‬‭represents‬‭a‬

‭comprehensive‬ ‭exploration‬ ‭of‬ ‭the‬ ‭expansive‬‭realm‬‭of‬‭video‬‭gaming‬‭and‬‭its‬‭potential‬

‭ramifications,‬ ‭particularly‬ ‭regarding‬ ‭addiction.‬ ‭The‬ ‭study‬ ‭marks‬ ‭a‬ ‭significant‬

‭contribution‬‭to‬‭the‬‭scholarly‬‭discourse‬‭on‬‭the‬‭global‬‭prevalence‬‭of‬‭video‬‭gaming‬‭as‬‭a‬

‭ubiquitous‬ ‭leisure‬ ‭activity.‬ ‭It‬ ‭underscores‬ ‭the‬ ‭finding‬ ‭that,‬ ‭while‬ ‭the‬ ‭majority‬ ‭of‬

‭individuals‬ ‭engage‬ ‭in‬ ‭gaming‬ ‭as‬ ‭a‬ ‭benign‬ ‭pastime,‬ ‭a‬ ‭discernible‬ ‭minority‬ ‭grapples‬

‭with issues arising from excessive gaming behavior.‬

‭Wittek et al. highlights that the;‬

‭“Prevalence‬‭rates‬‭uncovered‬‭present‬‭a‬‭spectrum‬‭of‬‭gaming‬‭engagement‬‭within‬

‭the‬ ‭sample:‬ ‭1.4%‬ ‭identified‬ ‭as‬ ‭addicted‬ ‭gamers,‬ ‭7.3%‬ ‭as‬ ‭problem‬ ‭gamers,‬

‭3.9%‬‭as‬‭engaged‬‭gamers,‬‭and‬‭the‬‭vast‬‭majority,‬‭constituting‬‭87.4%‬‭,‬‭as‬‭normal‬

‭gamers.” (p. 682)‬

‭Noteworthy‬‭correlations‬‭emerge,‬‭with‬‭gender‬‭and‬‭age‬‭emerging‬‭as‬‭significant‬

‭determinants.‬ ‭Male‬ ‭participants‬ ‭and‬ ‭younger‬ ‭individuals‬ ‭exhibited‬ ‭a‬ ‭positive‬

‭association‬ ‭with‬ ‭addicted,‬ ‭problem,‬ ‭and‬ ‭engaged‬ ‭gaming,‬ ‭pointing‬ ‭to‬ ‭demographic‬

‭nuances‬ ‭in‬ ‭gaming‬ ‭habits‬ ‭The‬ ‭intricate‬ ‭interplay‬ ‭between‬ ‭psychosomatic‬‭health‬‭and‬

‭gaming‬ ‭habits‬ ‭is‬ ‭unveiled,‬ ‭demonstrating‬ ‭a‬ ‭positive‬ ‭association‬ ‭between‬ ‭poor‬

‭psychosomatic health and problem and engaged gaming.‬

‭While‬ ‭some‬ ‭studies‬ ‭emphasize‬ ‭the‬ ‭positive‬ ‭effects‬ ‭of‬ ‭gaming‬ ‭during‬ ‭the‬

‭pandemic‬ ‭(Pallavinci‬ ‭et‬ ‭al.,‬ ‭2022),‬ ‭others‬ ‭highlight‬ ‭potential‬ ‭harms,‬ ‭such‬ ‭as‬

‭depressive‬ ‭symptoms‬ ‭(Tortolero‬ ‭et‬ ‭al.,‬ ‭2014)‬ ‭and‬ ‭academic‬ ‭underperformance‬

 ‭12‬

‭(Gomez-Gonzalvo‬ ‭et‬ ‭al.,‬ ‭2020).‬ ‭Towards‬ ‭a‬ ‭Consensus‬ ‭Definition‬ ‭of‬ ‭Pathological‬

‭Video-Gaming:‬‭a‬‭Systematic‬‭Review‬‭of‬‭Psychometric‬‭Assessment‬‭Tools‬‭,‬‭a‬‭2013‬‭study‬

‭by‬ ‭King‬ ‭et‬ ‭al.,‬ ‭moreover,‬ ‭explores‬ ‭the‬ ‭increasing‬ ‭interest‬ ‭in‬ ‭pathological‬ ‭video‬

‭gaming,‬ ‭particularly‬ ‭its‬ ‭proposed‬ ‭DSM-V‬ ‭classification‬ ‭known‬ ‭as‬ ‭"Internet‬ ‭Use‬

‭Disorder."‬ ‭Through‬ ‭a‬ ‭comprehensive‬ ‭review,‬ ‭the‬ ‭study‬ ‭assesses‬ ‭the‬ ‭standards‬ ‭of‬

‭instrumentation‬‭for‬‭pathological‬‭video‬‭gaming,‬‭considering‬‭criteria‬‭and‬‭guidelines‬‭for‬

‭robust psychometric assessment.‬

‭The‬ ‭primary‬ ‭objective‬ ‭of‬ ‭the‬ ‭study‬ ‭was‬ ‭to‬ ‭identify‬ ‭the‬ ‭strengths‬ ‭and‬

‭weaknesses‬ ‭of‬ ‭current‬ ‭psychometric‬ ‭tools‬ ‭by‬ ‭investigating‬ ‭theoretical‬ ‭orientation,‬

‭dimensionality,‬ ‭validity,‬ ‭reliability,‬ ‭and‬ ‭practical‬ ‭considerations‬ ‭(King‬ ‭et‬ ‭al.,‬ ‭2013).‬

‭Upon‬ ‭examining‬ ‭behavioral‬ ‭addiction‬ ‭indications‬ ‭such‬ ‭as‬ ‭conflict,‬ ‭feelings‬ ‭of‬

‭euphoria,‬ ‭withdrawal,‬ ‭tolerance,‬ ‭relapse,‬ ‭and‬ ‭sensitivity‬ ‭in‬ ‭a‬ ‭variety‬ ‭of‬ ‭contexts.‬

‭Furthermore,‬ ‭the‬ ‭researchers‬ ‭observe‬ ‭that‬ ‭a‬ ‭growing‬ ‭body‬ ‭of‬ ‭data‬ ‭indicates‬ ‭that‬

‭withdrawal,‬ ‭losing‬ ‭control,‬ ‭and‬ ‭confrontation‬ ‭are‬ ‭typical‬ ‭symptoms‬ ‭of‬ ‭pathological‬

‭video gaming..‬

‭The‬ ‭research‬ ‭study‬ ‭about‬ ‭the‬ ‭Association‬ ‭Between‬ ‭Video‬ ‭Gaming‬ ‭and‬

‭Psychological‬ ‭Functioning‬ ‭explores‬ ‭the‬ ‭complex‬ ‭processes‬ ‭influencing‬ ‭how‬ ‭video‬

‭gaming‬ ‭and‬ ‭psychological‬ ‭health‬ ‭are‬ ‭related‬ ‭to‬ ‭one‬ ‭another.‬ ‭The‬ ‭study,‬ ‭which‬ ‭was‬

‭carried‬ ‭out‬ ‭by‬ ‭Von‬ ‭Der‬ ‭Heiden‬ ‭et‬ ‭al.‬ ‭(2019),‬ ‭thoroughly‬ ‭looks‬ ‭at‬‭2,734‬‭participants‬

‭with‬ ‭the‬ ‭goal‬ ‭of‬ ‭determining‬ ‭how‬ ‭different‬ ‭aspects‬ ‭of‬ ‭psychological‬ ‭functioning‬

‭interact‬ ‭with‬ ‭video‬ ‭gaming‬ ‭preferences‬ ‭and‬ ‭behaviors.‬ ‭Even‬ ‭while‬ ‭video‬ ‭games‬ ‭are‬

‭widely‬‭accepted‬‭as‬‭popular‬‭pastimes,‬‭worries‬‭about‬‭possible‬‭risks—particularly‬‭those‬
 ‭13‬

‭associated‬ ‭with‬ ‭excessive‬ ‭gaming—have‬ ‭motivated‬ ‭a‬ ‭deeper‬‭look‬‭into‬‭the‬‭effects‬‭of‬

‭gaming.‬

‭Von‬ ‭Der‬ ‭Heiden‬ ‭et‬ ‭al.‬ ‭(2019)‬ ‭reveals‬ ‭a‬ ‭negative‬ ‭correlation‬ ‭between‬

‭problematic‬ ‭video‬ ‭gaming‬ ‭and‬ ‭psychological‬ ‭functioning,‬ ‭covering‬ ‭key‬ ‭dimensions‬

‭such‬‭as‬‭psychological‬‭symptoms,‬‭coping‬‭strategies,‬‭affectivity,‬‭and‬‭self-esteem.‬‭While‬

‭acknowledging‬ ‭the‬ ‭positive‬‭aspects‬‭of‬‭video‬‭gaming,‬‭such‬‭as‬‭improvements‬‭in‬‭focus‬

‭and‬ ‭multitasking,‬ ‭the‬ ‭research‬ ‭sheds‬ ‭light‬ ‭on‬ ‭potential‬ ‭downsides,‬ ‭including‬ ‭lower‬

‭educational‬ ‭and‬ ‭career‬ ‭attainment,‬ ‭and‬ ‭challenges‬ ‭in‬ ‭interpersonal‬ ‭relationships‬

‭associated with intensive gaming habits.‬

‭The‬‭findings‬‭underscore‬‭the‬‭diverse‬‭motivations‬‭driving‬‭individuals‬‭to‬‭engage‬

‭in‬ ‭video‬ ‭games,‬ ‭ranging‬ ‭from‬ ‭seeking‬ ‭distraction‬ ‭from‬ ‭daily‬ ‭stressors‬ ‭to‬ ‭forming‬

‭social‬ ‭connections‬ ‭within‬ ‭virtual‬ ‭environments.‬ ‭Additionally,‬ ‭it‬ ‭also‬ ‭explores‬ ‭the‬

‭nuanced‬ ‭associations‬ ‭between‬ ‭preferred‬ ‭video‬ ‭game‬ ‭genres‬ ‭and‬ ‭psychological‬

‭functioning,‬ ‭revealing‬‭differential‬‭impacts‬‭across‬‭genres‬‭such‬‭as‬‭action,‬‭role-playing,‬

‭and simulation.‬

‭Notably,‬ ‭the‬ ‭study‬ ‭finds‬ ‭that‬ ‭having‬ ‭more‬ ‭online‬ ‭friends‬ ‭and‬ ‭having‬ ‭happy‬

‭gaming‬ ‭experiences‬ ‭are‬ ‭strong‬ ‭indicators‬ ‭of‬ ‭possibly‬ ‭hazardous‬ ‭video‬ ‭game‬ ‭use.‬

‭These‬ ‭elements,‬ ‭in‬ ‭addition‬ ‭to‬ ‭psychiatric‬ ‭symptoms,‬ ‭a‬ ‭deficiency‬ ‭of‬ ‭offline‬ ‭social‬

‭relationships,‬‭and‬‭mediocre‬‭academic‬‭achievement,‬‭add‬‭to‬‭a‬‭thorough‬‭comprehension‬

‭of the complex relationship between video gaming and psychological health.‬

‭Despite‬‭the‬‭valuable‬‭insights‬‭provided‬‭by‬‭the‬‭study,‬‭certain‬‭limitations,‬‭such‬‭as‬

‭its‬ ‭cross-sectional‬ ‭design,‬ ‭prompt‬ ‭the‬ ‭researchers‬ ‭to‬ ‭call‬ ‭for‬ ‭longitudinal‬
 ‭14‬

‭investigations‬ ‭to‬ ‭unravel‬ ‭the‬ ‭causal‬ ‭pathways‬ ‭between‬ ‭video‬ ‭gaming‬ ‭and‬

‭psychological‬‭functioning.‬‭The‬‭research,‬‭therefore,‬‭not‬‭only‬‭contributes‬‭to‬‭the‬‭current‬

‭understanding‬‭of‬‭the‬‭complex‬‭interplay‬‭between‬‭video‬‭gaming‬‭and‬‭mental‬‭health‬‭but‬

‭also‬‭emphasizes‬‭the‬‭need‬‭for‬‭tailored‬‭interventions‬‭that‬‭address‬‭gaming‬‭habits‬‭before‬

‭they manifest as significant psychological impairments.‬

‭The‬‭complex‬‭nature‬‭of‬‭the‬‭connection‬‭between‬‭video‬‭games‬‭and‬‭mental‬‭health‬

‭is‬ ‭demonstrated‬ ‭in‬ ‭this‬ ‭analysis.‬ ‭This‬ ‭study‬ ‭aims‬ ‭to‬ ‭explore‬ ‭the‬ ‭relationship‬ ‭and‬

‭variations‬‭between‬‭depressive‬‭symptoms‬‭and‬‭internet‬‭gaming‬‭disorder‬‭among‬‭middle‬

‭school‬‭students‬‭enrolled‬‭in‬‭Grades‬‭7‬‭to‬‭9‬‭at‬‭the‬‭International‬‭Philippine‬‭School‬‭in‬‭Al‬

‭Khobar.‬‭It‬‭will‬‭include‬‭motivations‬‭for‬‭gaming,‬‭such‬‭as‬‭social‬‭interaction,‬‭distraction,‬

‭or‬ ‭skill‬ ‭development,‬ ‭and‬ ‭examine‬ ‭favored‬ ‭video‬ ‭game‬ ‭genres‬ ‭and‬ ‭how‬ ‭they‬ ‭affect‬

‭psychological well-being.‬

‭B.‬ ‭Statement of the Problem‬

‭The‬ ‭prevalence‬ ‭of‬ ‭video‬ ‭gaming‬ ‭among‬ ‭Grade‬ ‭7‬ ‭to‬ ‭9‬ ‭students‬ ‭at‬ ‭the‬

‭International‬ ‭Philippine‬ ‭School‬ ‭in‬ ‭Al‬ ‭Khobar‬ ‭raises‬ ‭concerns‬ ‭about‬ ‭its‬ ‭potential‬

‭impact‬‭on‬‭their‬‭mental‬‭well-being,‬‭particularly‬‭depressive‬‭behavior.‬‭Despite‬‭gaming's‬

‭widespread‬ ‭popularity,‬‭the‬‭link‬‭between‬‭extensive‬‭gaming‬‭and‬‭adolescent‬‭depression‬

‭in‬ ‭this‬ ‭school‬ ‭community‬ ‭remains‬ ‭understudied.‬ ‭Given‬ ‭the‬ ‭evolving‬ ‭digital‬

‭entertainment‬ ‭landscape,‬ ‭it‬ ‭is‬ ‭imperative‬ ‭to‬ ‭explore‬ ‭its‬ ‭effects‬ ‭on‬ ‭students'‬

‭psychological health.‬

‭To address this gap, this study poses the following questions:‬

‭1. What is the frequency of video game usage among students?‬

 ‭15‬

‭2.‬ ‭Is‬ ‭there‬ ‭a‬ ‭correlation‬ ‭between‬ ‭internet‬ ‭gaming‬ ‭disorder‬ ‭and‬ ‭symptoms‬ ‭of‬

‭depression?‬

‭3.‬‭How‬‭does‬‭internet‬‭gaming‬‭disorder‬‭vary‬‭in‬‭terms‬‭of‬‭gender‬‭and‬‭grade‬‭level‬

‭in the International Philippine School in Al Khobar?‬

‭4. How do depressive symptoms vary by gender and grade level in the‬

‭International Philippine School in Al Khobar?‬

‭By‬ ‭investigating‬ ‭these‬ ‭research‬ ‭questions,‬ ‭the‬ ‭research‬ ‭aims‬‭to‬‭provide‬‭insights‬‭into‬

‭the‬ ‭intricate‬ ‭relationship‬‭between‬‭internet‬‭gaming‬‭disorder‬‭and‬‭depressive‬‭symptoms‬

‭among Grade 7 to 9 students at the International Philippine School in Al Khobar.‬

‭C.‬ ‭Research Hypothesis / Assumption‬

‭As‬ ‭the‬ ‭research‬ ‭aims‬ ‭to‬ ‭examine‬ ‭the‬ ‭correlation‬ ‭and‬ ‭differences‬ ‭between‬

‭internet‬‭gaming‬‭disorder‬‭and‬‭depressive‬‭symptoms‬‭among‬‭high‬‭school‬‭students‬‭from‬

‭Grade‬ ‭7,‬ ‭8‬ ‭and‬ ‭9‬ ‭at‬ ‭the‬ ‭International‬ ‭Philippine‬ ‭School‬ ‭in‬ ‭Al‬ ‭Khobar,‬ ‭the‬ ‭problem‬

‭outlined‬ ‭above‬ ‭and‬ ‭insights‬ ‭from‬ ‭relevant‬ ‭literature‬ ‭permit‬ ‭the‬ ‭formulation‬ ‭of‬ ‭the‬

‭following hypotheses:‬

‭Null Hypothesis (H‬‭0‭)‬ :‬‭There is no significant correlation‬‭between the‬

‭Internet Gaming Disorder and their depressive symptoms among high‬

‭school students of IPSA.‬

‭Alternative Hypothesis (H‬‭1‭)‬ :‬‭There exists a significant correlation between‬

‭the frequency of video game engagement among high school students of‬

‭IPSA and their depressive tendencies.‬

 ‭16‬

‭and;‬

‭Null Hypothesis (H‬‭0‭)‬ :‬‭There is no significant difference‬‭between‬ ‭the‬

‭Internet Gaming Disorder and their depressive symptoms among‬

‭high school students of IPSA, in terms of;‬

‭a. Gender‬

‭b. Grade Level‬

‭Alternative Hypothesis (H‬‭1‭)‬ :‬‭There exists a significant‬‭difference‬ ‭between‬

‭the Internet Gaming Disorder and their depressive symptoms among‬

‭high school students of IPSA, in terms of;‬

‭a. Gender‬

‭b. Grade Level‬

‭D.‬ ‭Conceptual Framework‬

‭Figure 1.‬‭Input-Process-Output Mode‬‭l.‬

 ‭17‬

‭The‬‭study‬‭draws‬‭on‬‭existing‬‭literature‬‭to‬‭inform‬‭its‬‭investigation,‬‭serving‬‭as‬‭a‬

‭foundation‬ ‭and‬ ‭reference‬‭point.‬‭Survey‬‭responses‬‭from‬‭IPSA‬‭students‬‭are‬‭crucial‬‭for‬

‭identifying‬ ‭trends‬ ‭and‬ ‭supporting‬ ‭hypotheses‬ ‭from‬ ‭related‬ ‭studies.‬ ‭Inputs‬ ‭include‬

‭knowledge,‬‭respondents,‬‭and‬‭resources‬‭necessary‬‭for‬‭data‬‭collection,‬‭focusing‬‭on‬‭the‬

‭impact of media violence on students.‬

‭The‬ ‭research‬ ‭methodology‬ ‭involves‬ ‭administering‬ ‭a‬ ‭structured‬ ‭survey‬

‭questionnaire‬ ‭to‬ ‭gather‬ ‭data‬‭on‬‭students'‬‭video‬‭game‬‭habits‬‭and‬‭depressive‬‭behavior.‬

‭Rigorous‬ ‭data‬ ‭processing‬ ‭ensures‬ ‭accuracy,‬ ‭with‬ ‭statistical‬ ‭analyses‬ ‭such‬ ‭as‬ ‭the‬

‭Mann-Whitney‬ ‭U‬‭Test,‬‭Kruskal-Wallis‬‭Test‬‭and‬‭Pearson’s‬‭Correlation‬‭Coefficient‬‭(r)‬

‭exploring relationships and patterns.‬

‭The‬ ‭study's‬ ‭primary‬ ‭output‬ ‭is‬ ‭a‬ ‭comprehensive‬ ‭assessment‬ ‭of‬ ‭video‬ ‭games'‬

‭impact‬‭on‬‭depressive‬‭symptoms‬‭among‬‭Grade‬‭7‬‭to‬‭9‬‭students.‬‭Findings‬‭contribute‬‭to‬

‭understanding‬ ‭the‬ ‭correlation‬ ‭between‬ ‭internet‬ ‭gaming‬ ‭disorder‬ ‭and‬ ‭depressive‬

‭symptoms, considering factors like gender and grade level.‬

‭E. Scope and Limitations / Delimitations‬

‭This‬ ‭research‬ ‭aims‬ ‭to‬ ‭explore‬ ‭the‬ ‭relationship‬ ‭between‬ ‭internet‬ ‭gaming‬

‭disorder‬ ‭and‬ ‭depressive‬ ‭symptoms‬ ‭among‬ ‭Grade‬ ‭7‬ ‭to‬ ‭9‬‭students‬‭at‬‭the‬‭International‬

‭Philippine‬‭School‬‭in‬‭Al‬‭Khobar.‬‭Emphasizing‬‭demographic‬‭variables‬‭like‬‭gender‬‭and‬

‭grade‬‭level,‬‭the‬‭study‬‭aims‬‭to‬‭uncover‬‭variations‬‭in‬‭video‬‭game‬‭habits‬‭and‬‭depressive‬

‭behavior‬ ‭within‬ ‭these‬‭groups.‬‭It‬‭also‬‭examines‬‭the‬‭influence‬‭of‬‭peer‬‭relationships‬‭on‬

‭students' mental well-being.‬

 ‭18‬

‭However,‬‭several‬‭limitations‬‭constrain‬‭the‬‭study's‬‭findings.‬‭It‬‭is‬‭confined‬‭to‬‭a‬

‭single‬ ‭school‬ ‭context,‬ ‭limiting‬ ‭generalizability.‬ ‭Reliance‬ ‭on‬ ‭self-reported‬ ‭data‬ ‭may‬

‭introduce‬‭bias,‬‭and‬‭the‬‭cross-sectional‬‭design‬‭offers‬‭only‬‭brief‬‭insight.‬‭The‬‭study‬‭lacks‬

‭comprehensive‬ ‭consideration‬ ‭of‬ ‭external‬ ‭factors‬ ‭and‬ ‭explores‬‭peer‬‭relationships‬‭to‬‭a‬

‭limited extent.‬

‭Furthermore,‬ ‭due‬‭to‬‭circumstances‬‭such‬‭as‬‭busy‬‭schedules,‬‭some‬‭respondents‬

‭were‬ ‭unable‬ ‭to‬ ‭complete‬ ‭the‬ ‭Google‬ ‭Forms‬ ‭questionnaire‬ ‭in‬ ‭time.‬ ‭In‬ ‭particular,‬ ‭in‬

‭Grade‬‭9,‬‭only‬‭40‬‭out‬‭of‬‭53‬‭answered,‬‭in‬‭Grade‬‭8,‬‭the‬‭target‬‭sample‬‭was‬‭reached‬‭with‬‭a‬

‭total‬‭of‬‭81‬‭out‬‭of‬‭the‬‭needed‬‭66‬‭students‬‭completing‬‭the‬‭survey,‬‭and‬‭in‬‭Grade‬‭7,‬‭53‬‭out‬

‭of‬ ‭56‬ ‭students‬ ‭answered.‬ ‭Despite‬ ‭these‬ ‭limitations,‬ ‭this‬ ‭research‬ ‭sheds‬ ‭light‬ ‭on‬ ‭the‬

‭complex‬ ‭interplay‬ ‭between‬ ‭Internet‬ ‭Gaming‬ ‭Disorder‬ ‭and‬ ‭depressive‬ ‭symptoms‬

‭among‬ ‭students.‬ ‭It‬ ‭provides‬ ‭valuable‬ ‭insights‬ ‭for‬ ‭educators,‬ ‭parents,‬ ‭and‬ ‭the‬

‭community, informing interventions and support systems.‬

‭F. Research Locale‬

‭The‬ ‭study‬ ‭will‬ ‭be‬ ‭conducted‬ ‭at‬ ‭the‬ ‭International‬ ‭Philippine‬ ‭School‬ ‭in‬ ‭Al‬

‭Khobar‬‭(IPSA)‬‭during‬‭the‬‭Academic‬‭Year‬‭2023-2024,‬‭a‬‭private‬‭school‬‭situated‬‭in‬‭Al‬

‭Khobar,‬ ‭Saudi‬ ‭Arabia.‬ ‭Established‬ ‭in‬ ‭1988,‬ ‭IPSA‬ ‭has‬ ‭been‬ ‭dedicated‬ ‭to‬ ‭providing‬

‭education‬‭to‬‭the‬‭children‬‭of‬‭Overseas‬‭Filipino‬‭Workers‬‭(OFWs)‬‭in‬‭the‬‭Eastern‬‭Region.‬

‭Students‬ ‭from‬ ‭Grades‬ ‭7‬ ‭to‬ ‭9‬ ‭at‬ ‭IPSA‬ ‭will‬ ‭participate‬ ‭in‬ ‭a‬ ‭survey‬ ‭questionnaire‬

‭conducted‬ ‭via‬ ‭Google‬ ‭Forms.‬ ‭The‬ ‭survey‬ ‭will‬ ‭be‬ ‭administered‬ ‭within‬ ‭the‬ ‭school‬

‭premises, during the students' free time, in their respective classrooms.‬

 ‭19‬

‭G. Significance of the Study‬

‭This study gives great importance to the following beneficiaries:‬

‭The‬‭Students.‬‭This‬‭study‬‭benefits‬‭students‬‭by‬‭identifying‬‭potential‬‭risk‬‭factors‬‭related‬

‭to‬ ‭video‬ ‭game‬ ‭engagement‬ ‭and‬ ‭depressive‬ ‭behavior,‬ ‭enabling‬ ‭targeted‬‭interventions‬

‭and informed educational practices.‬

‭The‬ ‭Parents.‬ ‭The‬ ‭insights‬ ‭gained‬ ‭can‬ ‭empower‬ ‭parents‬ ‭to‬ ‭implement‬ ‭targeted‬

‭interventions,‬‭fostering‬‭a‬‭healthier‬‭balance‬‭between‬‭technology‬‭use‬‭and‬‭mental‬‭health‬

‭within the specific school context.‬

‭The‬ ‭Educators.‬ ‭This‬ ‭information‬ ‭can‬ ‭inform‬‭targeted‬‭interventions,‬‭promote‬‭mental‬

‭health‬ ‭awareness,‬ ‭and‬ ‭contribute‬ ‭to‬ ‭the‬ ‭development‬ ‭of‬ ‭educational‬ ‭strategies‬ ‭that‬

‭align with the needs of the student population.‬

‭Future‬ ‭Researchers.‬ ‭This‬ ‭may‬ ‭assist‬ ‭and‬ ‭provide‬ ‭a‬ ‭foundation‬ ‭to‬ ‭support‬ ‭other‬

‭researchers‬ ‭who‬ ‭seek‬ ‭to‬ ‭expand‬ ‭the‬ ‭scope‬ ‭of‬ ‭this‬ ‭research.‬ ‭The‬ ‭result‬ ‭of‬ ‭this‬ ‭study‬

‭may‬ ‭be‬ ‭beneficial‬ ‭as‬ ‭a‬ ‭guide‬ ‭for‬ ‭individuals‬ ‭who‬ ‭want‬ ‭to‬ ‭widen‬ ‭and‬ ‭illustrate‬ ‭the‬

‭focus of the research.‬

‭H. Definition of Terms‬

‭For better comprehension, the following key terms in the study are defined:‬

‭Internet‬ ‭Gaming‬‭Disorder.‬‭Also‬‭known‬‭as‬‭Video‬‭Gaming‬‭Addiction,‬‭is‬‭a‬‭behavioral‬

‭condition‬ ‭that‬ ‭is‬ ‭typified‬ ‭by‬ ‭excessive,‬ ‭compulsive,‬ ‭and‬ ‭uncontrollable‬ ‭engagement‬

‭with‬ ‭video‬ ‭games‬ ‭to‬ ‭the‬ ‭point‬ ‭where‬ ‭it‬ ‭significantly‬ ‭interferes‬ ‭with‬ ‭an‬ ‭individual's‬
 ‭20‬

‭daily‬ ‭life,‬ ‭responsibilities,‬ ‭and‬ ‭overall‬ ‭well-being.‬ ‭It‬ ‭is‬ ‭also‬ ‭referred‬ ‭to‬ ‭as‬ ‭gaming‬

‭disorder or Internet gaming disorder.‬

‭Video‬ ‭Game.‬ ‭This‬ ‭refers‬‭to‬‭electronic‬‭games‬‭or‬‭interactive‬‭digital‬‭entertainment‬‭that‬

‭involves‬‭user‬‭engagement‬‭and‬‭interaction‬‭through‬‭a‬‭visual‬‭interface.‬‭These‬‭games‬‭can‬

‭be‬ ‭played‬ ‭on‬ ‭various‬ ‭gaming‬ ‭platforms,‬ ‭including‬ ‭but‬ ‭not‬ ‭limited‬ ‭to‬ ‭consoles,‬

‭computers, and mobile devices.‬

‭Depressive‬ ‭Symptoms.‬ ‭Refers‬ ‭to‬ ‭a‬ ‭range‬ ‭of‬ ‭psychological,‬ ‭cognitive,‬ ‭and‬ ‭physical‬

‭symptoms‬‭that‬‭are‬‭frequently‬‭linked‬‭to‬‭depression,‬‭a‬‭mood‬‭illness‬‭marked‬‭by‬‭enduring‬

‭melancholy, hopelessness, and a loss of interest in or enjoyment from routine tasks.‬

‭Video‬ ‭Game‬ ‭Engagement.‬ ‭The‬ ‭frequency‬ ‭of‬ ‭students'‬ ‭involvement‬ ‭with‬ ‭electronic‬

‭games,‬ ‭encompassing‬ ‭factors‬ ‭such‬ ‭as‬ ‭the‬ ‭duration,‬ ‭frequency,‬ ‭and‬ ‭types‬ ‭of‬ ‭video‬

‭games played.‬

‭Gaming‬ ‭Behavior.‬ ‭In‬ ‭the‬ ‭context‬ ‭of‬ ‭the‬ ‭study,‬ ‭this‬ ‭refers‬ ‭to‬‭the‬‭actions,‬‭habits,‬‭and‬

‭patterns‬ ‭of‬ ‭engagement‬ ‭that‬ ‭individuals‬ ‭exhibit‬ ‭in‬ ‭the‬ ‭context‬ ‭of‬ ‭playing‬ ‭electronic‬

‭games,‬ ‭commonly‬ ‭known‬ ‭as‬ ‭video‬ ‭games.‬ ‭This‬ ‭includes‬ ‭various‬ ‭aspects‬ ‭of‬ ‭how‬

‭students‬ ‭interact‬ ‭with‬ ‭video‬ ‭games,‬ ‭such‬ ‭as‬ ‭the‬ ‭frequency‬ ‭and‬ ‭duration‬ ‭of‬ ‭play,‬

‭preferences‬‭for‬‭specific‬‭game‬‭genres,‬‭the‬‭social‬‭aspects‬‭of‬‭gaming,‬‭and‬‭the‬‭impact‬‭of‬

‭gaming on other areas of life.‬

‭Behavior.‬‭This term refers to the way an individual acts and behaves.‬

 ‭21‬

‭CHAPTER II‬
‭RESEARCH METHODOLOGY‬
‭A.‬ ‭Research Design‬

‭The‬ ‭chosen‬ ‭research‬ ‭design‬ ‭for‬ ‭this‬ ‭study‬ ‭falls‬ ‭under‬ ‭the‬ ‭category‬ ‭of‬

‭non-experimental‬ ‭and‬‭employs‬‭a‬‭cross-sectional‬‭framework‬‭to‬‭investigate‬‭the‬‭impact‬

‭of‬ ‭video‬ ‭game‬ ‭engagement‬ ‭on‬ ‭the‬ ‭depressive‬ ‭tendencies‬‭of‬‭Grade‬‭7‬‭to‬‭9‬‭students‬‭at‬

‭the‬‭International‬‭Philippine‬‭School‬‭in‬‭Al‬‭Khobar.‬‭Internet‬‭Gaming‬‭Disorder‬‭serves‬‭as‬

‭the‬ ‭independent‬ ‭variable,‬ ‭while‬ ‭depressive‬ ‭symptoms‬ ‭constitute‬ ‭as‬ ‭the‬ ‭dependent‬

‭variable.‬ ‭This‬ ‭design‬ ‭allows‬ ‭for‬ ‭the‬ ‭exploration‬‭of‬‭associations‬‭and‬‭patterns‬‭without‬

‭manipulating‬ ‭variables,‬ ‭enabling‬ ‭a‬ ‭comprehensive‬ ‭examination‬ ‭of‬ ‭how‬ ‭video‬ ‭game‬

‭habits‬‭may‬‭relate‬‭to‬‭depressive‬‭symptoms‬‭in‬‭adolescents.‬‭The‬‭selected‬‭methodology‬‭is‬

‭crucial‬ ‭for‬ ‭unraveling‬ ‭the‬ ‭intricate‬ ‭dynamics‬ ‭influencing‬ ‭the‬ ‭mental‬ ‭well-being‬ ‭of‬

‭students‬ ‭in‬ ‭the‬ ‭context‬ ‭of‬ ‭video‬ ‭game‬ ‭use,‬ ‭offering‬ ‭valuable‬ ‭insights‬ ‭for‬ ‭targeted‬

‭interventions and support strategies.‬

‭……‬ ‭Participants‬‭for‬‭this‬‭study‬‭will‬‭be‬‭drawn‬‭from‬‭the‬‭demographic‬‭of‬‭students‬‭in‬

‭grades‬ ‭7‬ ‭to‬ ‭9‬ ‭at‬ ‭the‬ ‭International‬ ‭Philippine‬ ‭School‬ ‭of‬ ‭Al‬ ‭Khobar.‬ ‭The‬ ‭selection‬

‭process‬‭will‬‭adhere‬‭to‬‭purposive‬‭sampling‬‭criteria,‬‭encompassing‬‭considerations‬‭such‬

‭as‬‭grade‬‭level,‬‭gender,‬‭demonstrable‬‭depressive‬‭behavior,‬‭and‬‭engagement‬‭with‬‭video‬

‭games.‬ ‭The‬ ‭determination‬ ‭of‬ ‭the‬ ‭sample‬ ‭size‬ ‭will‬ ‭be‬ ‭facilitated‬ ‭through‬ ‭the‬

‭application of Slovin's formula and will be proportionally distributed.‬

‭……‬ ‭The‬ ‭data‬ ‭collection‬ ‭process‬ ‭for‬ ‭this‬ ‭study‬ ‭will‬ ‭be‬ ‭facilitated‬ ‭through‬ ‭a‬

‭structured‬ ‭questionnaire‬ ‭utilizing‬ ‭the‬ ‭Likert‬ ‭scale.‬ ‭The‬ ‭questionnaire‬ ‭is‬ ‭designed‬ ‭to‬

‭comprehensively‬ ‭explore‬ ‭respondents'‬ ‭preferred‬ ‭gaming‬ ‭genres,‬ ‭the‬ ‭frequency‬

‭dedicated‬ ‭to‬ ‭online‬ ‭gaming‬ ‭activities,‬ ‭assess‬ ‭various‬ ‭dimensions‬ ‭of‬ ‭problematic‬
 ‭22‬

‭gaming‬ ‭behavior,‬ ‭and‬ ‭measure‬ ‭depression,‬ ‭anxiety‬ ‭and‬ ‭stress‬ ‭levels.‬ ‭By‬ ‭employing‬

‭the‬ ‭Likert‬ ‭scale,‬ ‭the‬ ‭survey‬ ‭aims‬ ‭to‬ ‭capture‬ ‭nuanced‬ ‭responses‬ ‭and‬ ‭gather‬ ‭in-depth‬

‭information,‬ ‭providing‬‭a‬‭foundation‬‭for‬‭analyzing‬‭the‬‭diverse‬‭factors‬‭associated‬‭with‬

‭the‬‭correlation‬‭and‬‭differences‬‭of‬‭Internet‬‭Gaming‬‭Disorder‬‭and‬‭depressive‬‭tendencies‬

‭of Grade 7 to 9 students at the International Philippine School in Al Khobar.‬

‭……‬ ‭The‬‭timeline‬‭for‬‭data‬‭collection‬‭is‬‭anticipated‬‭to‬‭span‬‭the‬‭entire‬‭third‬‭quarter,‬

‭affording‬ ‭ample‬ ‭duration‬ ‭for‬ ‭comprehensive‬ ‭analysis.‬ ‭The‬ ‭collected‬ ‭data‬ ‭will‬ ‭be‬

‭systematically‬ ‭organized‬ ‭into‬ ‭categorical‬ ‭frameworks‬ ‭and‬ ‭succinctly‬ ‭summarized‬ ‭in‬

‭tabular‬ ‭representations.‬ ‭Statistical‬ ‭analyses,‬ ‭such‬ ‭as‬ ‭the‬ ‭Mann-Whitney‬ ‭U‬ ‭Test,‬

‭Kruskal-Wallis‬ ‭Test‬ ‭and‬ ‭Pearson’s‬ ‭Correlation‬ ‭Coefficient‬ ‭(r),‬ ‭will‬ ‭be‬ ‭applied,‬ ‭and‬

‭further‬‭scrutiny‬‭of‬‭the‬‭data's‬‭relationship‬‭or‬‭correlation‬‭will‬‭be‬‭conducted‬‭culminating‬

‭in the extraction of meaningful insights and conclusive findings.‬

‭……‬

‭B.‬ ‭Population and Sampling‬

‭The‬‭population‬‭for‬‭this‬‭study‬‭comprises‬‭students‬‭from‬‭Grades‬‭7,‬‭8,‬‭and‬‭9‬‭in‬

‭the‬ ‭International‬ ‭Philippine‬ ‭School‬ ‭in‬ ‭Al‬ ‭Khobar,‬ ‭with‬ ‭a‬ ‭total‬ ‭of‬ ‭316‬ ‭students.‬ ‭To‬

‭determine‬ ‭an‬ ‭appropriate‬ ‭sample‬ ‭size,‬ ‭Slovins'‬ ‭Formula‬ ‭is‬ ‭employed,‬ ‭taking‬ ‭into‬

‭account‬ ‭a‬ ‭margin‬ ‭of‬ ‭error‬ ‭(e)‬ ‭of‬ ‭5%‬ ‭or‬ ‭0.05.‬ ‭The‬ ‭calculated‬ ‭sample‬ ‭size‬ ‭is‬ ‭176‬

‭students.‬

‭……‬ ‭To‬ ‭distribute‬ ‭the‬ ‭sample‬ ‭proportionally‬ ‭across‬ ‭the‬ ‭three‬ ‭grades,‬ ‭the‬ ‭total‬

‭sample‬‭size‬‭is‬‭distributed‬‭based‬‭on‬‭the‬‭proportion‬‭of‬‭students‬‭in‬‭each‬‭grade‬‭to‬‭the‬‭total‬

‭population.‬‭This‬‭results‬‭in‬‭a‬‭sample‬‭size‬‭of‬‭56‬‭students‬‭from‬‭Grade‬‭Seven,‬‭66‬‭students‬

‭from‬ ‭Grade‬ ‭Eight,‬‭and‬‭53‬‭students‬‭from‬‭Grade‬‭Nine,‬‭totaling‬‭to‬‭176‬‭students‬‭for‬‭the‬

‭study.‬
 ‭23‬

‭……‬ ‭The‬ ‭selected‬ ‭sample‬ ‭of‬ ‭176‬ ‭students‬ ‭will‬ ‭undergo‬ ‭the‬ ‭random‬ ‭sampling‬

‭procedure‬‭to‬‭ensure‬‭a‬‭representative‬‭and‬‭diverse‬‭representation‬‭across‬‭the‬‭three‬‭grade‬

‭levels.‬

‭C.‬ ‭Instrumentation‬

‭The‬ ‭primary‬ ‭aim‬ ‭of‬ ‭this‬ ‭research‬ ‭tool‬ ‭is‬ ‭to‬ ‭methodically‬ ‭evaluate‬ ‭and‬

‭comprehend‬ ‭the‬ ‭level‬ ‭of‬ ‭depressive‬ ‭symptoms‬ ‭among‬ ‭Grade‬ ‭7‬ ‭to‬ ‭9‬ ‭students‬ ‭at‬ ‭the‬

‭International‬‭Philippine‬‭School‬‭in‬‭Al‬‭Khobar‬‭(IPSA).‬‭The‬‭timeline‬‭for‬‭data‬‭collection‬

‭is‬ ‭anticipated‬ ‭to‬ ‭span‬ ‭the‬ ‭entire‬ ‭third‬ ‭quarter,‬ ‭affording‬ ‭ample‬ ‭duration‬ ‭for‬

‭comprehensive‬ ‭analysis.‬ ‭The‬ ‭adapted‬ ‭survey‬ ‭questionnaire‬ ‭comprises‬ ‭a‬ ‭total‬ ‭of‬ ‭44‬

‭items,‬ ‭distributed‬ ‭across‬ ‭four‬ ‭parts.‬ ‭Part‬ ‭1,‬ ‭Video‬ ‭Game‬ ‭Questionnaire‬ ‭–‬ ‭Version‬

‭December‬‭2021‬‭by‬‭Bavelier‬‭Labs,‬‭&‬‭Green,‬‭et‬‭al.‬‭(2021)‬‭consists‬‭of‬‭8‬‭items‬‭dedicated‬

‭to evaluating the extremes of gameplay by category or video game genre.‬

‭In‬ ‭Part‬ ‭2,‬ ‭A‬ ‭standardized‬ ‭psychometric‬ ‭tool‬ ‭by‬ ‭Pontes‬ ‭et‬ ‭al.,‬ ‭Internet‬

‭Gaming‬ ‭Disorder‬ ‭Scale–Short-Form‬‭,‬ ‭9‬ ‭items‬ ‭focus‬ ‭on‬ ‭assessing‬ ‭Internet‬ ‭Gaming‬

‭Disorder‬‭(IGD),‬‭while‬‭Part‬‭3‬‭utilizes‬‭a‬‭self-report‬‭scale‬‭from‬‭the‬‭Depression,‬‭Anxiety,‬

‭Stress,‬ ‭Scale-21‬ ‭by‬ ‭Lovibond,‬ ‭S.H.‬ ‭&‬ ‭Lovibond,‬ ‭P.F.‬ ‭(1995)‬ ‭consisting‬‭of‬‭21‬‭questions‬

‭dedicated‬ ‭to‬ ‭measure‬‭the‬‭negative‬‭emotional‬‭states‬‭of‬‭depression,‬‭anxiety‬‭and‬‭stress.‬

‭As‬‭such,‬‭further‬‭checking‬‭and‬‭review‬‭for‬‭validity‬‭was‬‭done‬‭by‬‭Mrs.‬‭Teresa‬‭V.‬‭Garcia,‬

‭IPSA’s School Guidance Counselor.‬

‭D.‬ ‭Data Analysis and Treatment of Data‬

‭The‬ ‭collected‬ ‭data‬ ‭will‬ ‭be‬ ‭systematically‬ ‭organized‬ ‭into‬ ‭categorical‬

‭frameworks‬‭and‬‭succinctly‬‭summarized‬‭in‬‭tabular‬‭representations.‬‭Through‬‭statistical‬

‭analyses‬ ‭like‬ ‭frequency‬ ‭distribution,‬ ‭standard‬ ‭deviation,‬ ‭mean,‬ ‭median,‬ ‭and‬ ‭mode,‬
 ‭24‬

‭will‬ ‭provide‬ ‭insights‬ ‭into‬ ‭the‬ ‭and‬ ‭central‬ ‭tendencies‬ ‭of‬ ‭scores‬ ‭within‬ ‭each‬

‭questionnaire.‬‭Further‬‭examination‬‭of‬‭normal‬‭distribution‬‭can‬‭reveal‬‭the‬‭distributional‬

‭characteristics‬ ‭of‬ ‭the‬ ‭data,‬ ‭while‬‭Pearson's‬‭correlation‬‭test‬‭can‬‭uncover‬‭any‬‭potential‬

‭relationships‬‭between‬‭different‬‭gaming‬‭categories.‬‭Lastly,‬‭Mann-Whitney‬‭U‬‭Test‬‭and‬

‭Kruskal-Wallis‬ ‭Test‬ ‭could‬ ‭assess‬ ‭if‬ ‭there‬ ‭are‬ ‭significant‬ ‭differences‬ ‭in‬ ‭preferences‬

‭across‬‭gender‬‭or‬‭grade‬‭levels,‬‭offering‬‭valuable‬‭insights‬‭into‬‭demographic‬‭influences‬

‭on gaming preferences.‬

‭These‬ ‭analyses‬ ‭collectively‬ ‭provide‬ ‭a‬ ‭good‬ ‭understanding‬ ‭of‬ ‭the‬ ‭gaming‬

‭habits‬ ‭and‬ ‭preferences‬ ‭within‬ ‭the‬ ‭sampled‬ ‭student‬ ‭population,‬ ‭offering‬ ‭valuable‬

‭insights for educational and recreational purposes.‬

‭E.‬ ‭Ethical Considerations‬

‭To‬ ‭successfully‬ ‭achieve‬ ‭the‬ ‭study's‬ ‭goal,‬ ‭all‬ ‭of‬ ‭the‬ ‭previously‬ ‭described‬

‭techniques‬ ‭and‬ ‭analyses‬ ‭are‬ ‭in‬ ‭accordance‬ ‭with‬ ‭the‬ ‭given‬ ‭research‬ ‭questions.‬

‭Informed‬ ‭consent‬ ‭was‬ ‭obtained‬‭from‬‭all‬‭participants,‬‭ensuring‬‭comprehension‬‭of‬‭the‬

‭study's‬‭purpose‬‭and‬‭potential‬‭risks,‬‭with‬‭assurances‬‭of‬‭voluntary‬‭participation‬‭and‬‭the‬

‭ability‬ ‭to‬ ‭withdraw‬ ‭at‬ ‭any‬ ‭time‬ ‭without‬ ‭consequence.‬ ‭Participants'‬ ‭privacy‬ ‭and‬

‭confidentiality‬ ‭were‬ ‭rigorously‬ ‭maintained‬ ‭through‬ ‭secure‬ ‭data‬ ‭storage‬ ‭and‬

‭anonymization procedures.‬

‭To‬‭minimize‬‭harm,‬‭particular‬‭attention‬‭was‬‭paid‬‭to‬‭potential‬‭negative‬‭impacts‬

‭associated‬‭with‬‭discussing‬‭gaming‬‭habits,‬‭and‬‭participants‬‭were‬‭provided‬‭with‬‭support‬

‭resources‬ ‭as‬ ‭needed.‬ ‭Throughout‬ ‭the‬ ‭study,‬ ‭efforts‬ ‭were‬ ‭made‬ ‭to‬‭maximize‬‭benefits‬

‭while‬ ‭respecting‬ ‭the‬ ‭diversity‬ ‭of‬ ‭participants‬ ‭and‬ ‭conducting‬ ‭research‬ ‭with‬ ‭honesty,‬

‭integrity, and transparency.‬

 ‭25‬

‭Ethical‬ ‭approval‬ ‭was‬ ‭obtained‬ ‭from‬ ‭the‬ ‭school‬ ‭guidance‬ ‭counselor,‬ ‭Mrs.‬

‭Teresa‬‭V.‬‭Garcia,‬‭as‬‭well‬‭as‬‭the‬‭approval‬‭from‬‭Mrs.‬‭Irish‬‭Mae‬‭M.‬‭Caspe,‬‭the‬‭primary‬

‭research‬ ‭teacher‬ ‭for‬ ‭senior‬ ‭high‬ ‭school,‬ ‭and‬ ‭all‬ ‭research‬ ‭procedures‬ ‭adhered‬ ‭to‬

‭professional‬ ‭standards‬ ‭and‬ ‭regulatory‬ ‭guidelines.‬ ‭Finally,‬ ‭research‬ ‭findings‬ ‭were‬

‭disseminated‬‭responsibly,‬‭with‬‭an‬‭emphasis‬‭on‬‭accurate‬‭representation‬‭and‬‭respectful‬

‭engagement with participants' contributions.‬

 ‭26‬

‭ HAPTER III‬
C
‭RESULTS AND DISCUSSIONS‬
‭A.‬ ‭Introduction‬

‭The‬ ‭findings‬ ‭of‬ ‭the‬ ‭study‬ ‭offer‬ ‭a‬ ‭comprehensive‬ ‭analysis‬ ‭of‬ ‭the‬ ‭intricate‬

‭relationship‬ ‭between‬‭Internet‬‭Video‬‭Gaming‬‭and‬‭depressive‬‭symptoms‬‭among‬‭Grade‬

‭7‬ ‭to‬ ‭9‬ ‭students‬ ‭at‬ ‭the‬ ‭International‬ ‭Philippine‬ ‭School‬ ‭in‬ ‭Al‬ ‭Khobar.‬ ‭This‬ ‭section‬

‭presents‬ ‭a‬ ‭detailed‬ ‭examination‬ ‭of‬ ‭the‬ ‭data‬ ‭collected‬ ‭through‬ ‭survey‬ ‭questionnaires‬

‭administered to the participants.‬

‭To reiterate, the research questions guiding this study are as follows:‬

‭1. What is the frequency of video game usage among students?‬

‭2.‬‭What‬‭is‬‭the‬‭correlation‬‭between‬‭internet‬‭gaming‬‭disorder‬‭and‬‭symptoms‬‭of‬

‭depression?‬

‭3.‬‭How‬‭does‬‭internet‬‭gaming‬‭disorder‬‭vary‬‭in‬‭terms‬‭of‬‭gender‬‭and‬‭grade‬‭level‬

‭in the International Philippine School in Al Khobar?‬

‭4. How do depressive symptoms vary by gender and grade level in the‬

‭International Philippine School in Al Khobar?‬

‭B.‬ ‭Interpretation & Discussion‬

‭The‬‭results‬‭from‬‭the‬‭Video‬‭Game‬‭Questionnaire‬‭by‬‭Bavelier‬‭Labs,‬‭&‬‭Green,‬‭et‬

‭al.‬‭(2021)‬‭were‬‭calculated,‬‭and‬‭the‬‭research‬‭inputted‬‭only‬‭the‬‭scores‬‭that‬‭indicated‬‭the‬

‭respondent‬‭playing‬‭for‬‭3‬‭to‬‭5‬‭or‬‭more‬‭hours‬‭into‬‭a‬‭Frequency‬‭Distribution‬‭Calculator‬

‭the‬‭data‬‭was‬‭categorized‬‭into‬‭the‬‭following:‬‭Table‬‭1‬‭shows‬‭the‬‭frequent‬‭games‬‭played‬

‭by two genders.‬

 ‭27‬

‭LIFE‬
‭ DVEN‬ ‭SPORT‬ S
A ‭ TRATEG‬ ‭ IMULA‬ M
S ‭ USIC‬
‭ CTION‬ ‭-TURE‬
A ‭-Y‬ ‭FANTASY‬ ‭-TION‬ ‭GAMES‬ ‭OTHER‬
‭MALE‬ ‭17‬ ‭12‬ ‭13‬ ‭9‬ ‭9‬ ‭27‬ ‭5‬ ‭17‬
‭FEMALE‬ ‭2‬ ‭10‬ ‭0‬ ‭2‬ ‭7‬ ‭13‬ ‭5‬ ‭9‬
‭Table 1.1.‬‭Comparing frequent games played between‬‭the two genders‬‭.‬

‭As‬‭shown‬‭in‬‭Table‬‭1.1.,‬‭the‬‭analysis‬‭reveals‬‭a‬‭notable‬‭inclination‬‭among‬‭both‬

‭male‬ ‭and‬ ‭female‬ ‭respondents‬ ‭towards‬ ‭Turn-Based‬ ‭Strategy/Life‬ ‭Simulation/Puzzle‬

‭games,‬‭evident‬‭from‬‭its‬‭highest‬‭mean‬‭score‬‭and‬‭mode‬‭within‬‭the‬‭dataset.‬‭Furthermore,‬

‭the‬ ‭variance‬ ‭in‬ ‭preferences‬ ‭across‬ ‭distinct‬ ‭game‬ ‭categories‬ ‭demonstrates‬ ‭varying‬

‭levels‬ ‭of‬ ‭diversity‬ ‭among‬ ‭participants'‬ ‭choices,‬ ‭this‬ ‭variability‬ ‭suggests‬ ‭that‬ ‭certain‬

‭genres may resonate more strongly with individuals.‬

‭LIFE‬
‭ DVE-‬ ‭SPORT‬
A ‭ TRAT‬
S ‭ IMULA‬ M
S ‭ USIC‬
‭ CTION‬ ‭NTURE‬
A ‭-EGY‬ ‭FANTASY‬ ‭-TION‬ ‭GAMES‬ ‭OTHER‬

‭GRADE 7‬ ‭9‬ ‭6‬ ‭7‬ ‭4‬ ‭9‬ ‭16‬ ‭4‬ ‭12‬

‭GRADE 8‬ ‭3‬ ‭4‬ ‭4‬ ‭4‬ ‭5‬ ‭16‬ ‭5‬ ‭11‬
‭GRADE 9‬ ‭7‬ ‭4‬ ‭2‬ ‭3‬ ‭2‬ ‭7‬ ‭1‬ ‭3‬
‭Table 1.2.‬‭Comparing frequent games played between‬‭the different grade levels.‬

‭The‬ ‭data‬ ‭set,‬ ‭calculated‬ ‭the‬ ‭same‬ ‭way‬ ‭as‬ ‭Table‬ ‭1.1.,‬ ‭provided‬ ‭in‬ ‭Table‬ ‭1.2.‬

‭illustrates‬ ‭the‬ ‭gaming‬ ‭preferences‬ ‭of‬‭students‬‭across‬‭different‬‭grade‬‭levels‬‭(7,‬‭8,‬‭and‬

‭9)‬‭in‬‭various‬‭categories.‬‭It‬‭reveals‬‭that‬‭there‬‭are‬‭fluctuations‬‭in‬‭preferences‬‭as‬‭students‬

‭advance‬ ‭through‬‭the‬‭grades.‬‭In‬‭Grade‬‭7,‬‭Turn-Based‬‭Strategy/Life‬‭Simulation‬‭games‬

‭seem‬‭to‬‭be‬‭the‬‭most‬‭favored,‬‭followed‬‭closely‬‭by‬‭the‬‭“Other”‬‭category‬‭(Phone‬‭games,‬

‭Browser‬ ‭games,‬ ‭Fighting‬ ‭games,‬ ‭etc.).‬ ‭Grade‬ ‭8‬ ‭exhibits‬ ‭the‬ ‭same‬ ‭preference,‬ ‭with‬

‭Turn-Based‬ ‭Strategy/Life‬ ‭Simulation‬ ‭as‬ ‭a‬ ‭clear‬ ‭favorite,‬ ‭Strategy,‬ ‭and‬ ‭Adventure‬

‭games‬ ‭sharing‬ ‭relatively‬ ‭equal‬ ‭popularity.‬ ‭In‬ ‭Grade‬‭9,‬‭Strategy‬‭games‬‭take‬‭the‬‭lead,‬

 ‭28‬

‭followed‬ ‭by‬ ‭Turn-Based‬ ‭Strategy/Life‬ ‭Simulation‬ ‭and‬ ‭Action‬ ‭genres.‬ ‭This‬

‭progression‬‭suggests‬‭a‬‭potential‬‭shift‬‭in‬‭gaming‬‭interests‬‭as‬‭students‬‭mature,‬‭possibly‬

‭influenced‬‭by‬‭factors‬‭such‬‭as‬‭cognitive‬‭development‬‭and‬‭exposure‬‭to‬‭different‬‭gaming‬

‭experiences.‬

‭Table 1.3.‬‭Comparing frequent games played by the entire population.‬

‭The‬‭provided‬‭data‬‭in‬‭Table‬‭1.3.‬‭presents‬‭the‬‭distribution‬‭of‬‭gaming‬‭preferences‬

‭among‬ ‭all‬ ‭participants‬ ‭of‬ ‭this‬ ‭study‬ ‭represented‬ ‭both‬ ‭in‬ ‭absolute‬ ‭counts‬ ‭and‬

‭percentages.‬‭It‬‭reveals‬‭that‬‭Turn-Based‬‭Strategy/Life‬‭Simulation/Puzzle‬‭games‬‭are‬‭the‬

‭most‬ ‭preferred,‬ ‭constituting‬ ‭approximately‬ ‭22.99%‬ ‭of‬ ‭the‬ ‭total‬ ‭preferences.‬

‭First/Third‬‭Person‬‭Shooters‬‭and‬‭Action-RPG/Adventure‬‭games‬‭follow‬‭closely‬‭behind,‬

‭comprising‬ ‭10.92%‬ ‭and‬ ‭8.62%‬ ‭of‬ ‭the‬ ‭total‬ ‭preferences,‬ ‭respectively.‬ ‭Real-Time‬

‭Strategy/MOBA‬‭and‬‭Sports/Driving‬‭games‬‭are‬‭also‬‭notable,‬‭with‬‭6.32%‬‭and‬‭7.47%‬‭of‬

‭the‬‭preferences,‬‭respectively.‬‭Music‬‭games,‬‭on‬‭the‬‭other‬‭hand,‬‭represent‬‭5.75%‬‭of‬‭the‬
 ‭29‬

‭total‬ ‭preferences.‬ ‭Additionally,‬ ‭the‬ ‭“Other”‬ ‭category‬ ‭encompasses‬ ‭14.94%‬ ‭of‬ ‭the‬

‭preferences, suggesting a diverse range of gaming interests among participants.‬

‭The‬ ‭results‬ ‭from‬ ‭the‬ ‭Pontes‬ ‭et‬ ‭al.,‬ ‭Internet‬ ‭Gaming‬ ‭Disorder‬

‭Scale–Short-Form,‬‭was‬‭first‬‭checked‬‭using‬‭the‬‭Cronbach's‬‭Alpha‬‭coefficient,‬‭which‬‭is‬

‭0.81,‬‭indicating‬‭good‬‭internal‬‭consistency‬‭reliability‬‭for‬‭the‬‭survey‬‭instrument‬‭used‬‭in‬

‭assessing‬ ‭gaming‬ ‭behavior.‬ ‭Then‬ ‭the‬ ‭researcher‬ ‭calculated‬ ‭and‬ ‭compared‬ ‭High‬

‭Internet‬‭Gaming‬‭Disorder‬‭scores‬‭using‬‭the‬‭Frequency‬‭Distribution‬‭Calculator,‬‭as‬‭such,‬

‭Table 4 compares the scores of male and female participants.‬

‭Q1‬ ‭Q2‬ ‭Q3‬ ‭Q4‬ ‭Q5‬ ‭Q6‬ ‭Q7‬ ‭Q8‬ ‭Q9‬

‭MALE‬ ‭55‬ ‭12‬ ‭17‬ ‭15‬ ‭12‬ ‭16‬ ‭11‬ ‭52‬ ‭12‬
‭FEMALE‬ ‭35‬ ‭3‬ ‭14‬ ‭5‬ ‭10‬ ‭5‬ ‭6‬ ‭35‬ ‭3‬

‭Table 2.1.‬‭Level of high Internet Gaming Disorder‬‭scores between different genders.‬

‭The‬ ‭data‬ ‭provided‬ ‭consists‬ ‭of‬‭responses‬‭to‬‭specific‬‭questions,‬‭with‬‭Q1‬‭to‬‭Q9‬

‭representing‬ ‭abbreviated‬ ‭versions‬ ‭of‬ ‭each‬‭question.‬‭The‬‭responses‬‭are‬‭segmented‬‭by‬

‭gender‬ ‭(male‬ ‭and‬ ‭female)‬ ‭and‬ ‭indicate‬ ‭the‬ ‭frequency‬ ‭of‬ ‭high‬ ‭Internet‬ ‭Gaming‬

‭Disorder‬ ‭(IGD)‬ ‭scores‬ ‭among‬‭students‬‭across‬‭different‬‭grade‬‭levels.‬‭Upon‬‭analyzing‬

‭the‬‭responses,‬‭it‬‭becomes‬‭apparent‬‭that‬‭males‬‭generally‬‭exhibit‬‭higher‬‭frequencies‬‭of‬

‭high‬‭IGD‬‭scores‬‭compared‬‭to‬‭females‬‭across‬‭most‬‭questions.‬‭For‬‭instance,‬‭in‬‭Q1,‬‭Q4,‬

‭Q5,‬ ‭and‬ ‭Q8,‬ ‭males‬ ‭consistently‬ ‭show‬ ‭a‬ ‭higher‬ ‭prevalence‬ ‭of‬ ‭high‬ ‭IGD‬ ‭scores‬

‭compared‬‭to‬‭females.‬‭Not‬‭only‬‭that‬‭but‬‭after‬‭calculating‬‭the‬‭Standard‬‭Deviation‬‭of‬‭the‬

‭data‬ ‭concluded‬ ‭that‬ ‭the‬ ‭scores‬ ‭of‬ ‭male‬ ‭respondents‬ ‭had‬ ‭significantly‬ ‭greater‬

‭variability than the female scores.‬

 ‭30‬

‭Q1‬ ‭Q2‬ ‭Q3‬ ‭Q4‬ ‭Q5‬ ‭Q6‬ ‭Q7‬ ‭Q8‬ ‭Q9‬

‭GRADE 7‬ ‭26‬ ‭4‬ ‭11‬ ‭4‬ ‭6‬ ‭9‬ ‭8‬ ‭23‬ ‭7‬
‭GRADE 8‬ ‭38‬ ‭8‬ ‭13‬ ‭7‬ ‭10‬ ‭9‬ ‭6‬ ‭38‬ ‭7‬
‭GRADE 9‬ ‭25‬ ‭3‬ ‭7‬ ‭9‬ ‭6‬ ‭3‬ ‭3‬ ‭25‬ ‭1‬

‭Table 2.2.‬‭Level of Internet Gaming Disorder between‬‭the different grade levels.‬

‭The‬ ‭provided‬ ‭data‬‭in‬‭Table‬‭2.2.‬‭presents‬‭the‬‭distribution‬‭of‬‭responses‬‭to‬‭each‬

‭question‬ ‭among‬ ‭students‬ ‭across‬ ‭different‬ ‭grade‬ ‭levels‬ ‭(Grades‬ ‭7,‬ ‭8,‬ ‭and‬ ‭9).‬ ‭Upon‬

‭examination,‬ ‭it‬ ‭is‬ ‭evident‬ ‭that‬ ‭there‬ ‭are‬ ‭variations‬ ‭in‬ ‭the‬ ‭frequencies‬ ‭of‬ ‭responses‬

‭across‬‭different‬‭questions‬‭and‬‭grade‬‭levels,‬‭standard‬‭deviation‬‭checking‬‭confirms‬‭this,‬

‭noting that Grade 8 has a greater variability compared to the other grade levels.‬

‭For‬‭instance,‬‭in‬‭Grade‬‭7,‬‭the‬‭highest‬‭frequency‬‭of‬‭responses‬‭is‬‭observed‬‭in‬‭Q1‬

‭and‬ ‭Q8,‬ ‭indicating‬ ‭that‬ ‭a‬ ‭significant‬ ‭number‬ ‭of‬ ‭students‬ ‭in‬ ‭this‬ ‭grade‬ ‭level‬ ‭may‬

‭experience‬ ‭issues‬ ‭related‬ ‭to‬ ‭those‬ ‭particular‬ ‭aspects‬ ‭covered‬ ‭by‬ ‭these‬ ‭questions.‬

‭Conversely,‬ ‭the‬ ‭lowest‬ ‭frequencies‬ ‭are‬ ‭observed‬ ‭in‬‭Q2,‬‭Q4,‬‭and‬‭Q9,‬‭suggesting‬‭that‬

‭fewer‬‭students‬‭in‬‭Grade‬‭7‬‭may‬‭face‬‭problems‬‭related‬‭to‬‭those‬‭aspects‬‭covered‬‭by‬‭these‬

‭questions.‬

‭Similarly,‬‭Grade‬‭8‬‭exhibits‬‭a‬‭similar‬‭pattern,‬‭with‬‭higher‬‭frequencies‬‭observed‬

‭in‬ ‭Q1,‬ ‭Q4,‬ ‭Q5,‬ ‭and‬ ‭Q8,‬ ‭and‬ ‭lower‬ ‭frequencies‬ ‭in‬‭Q2,‬‭Q3,‬‭Q6,‬‭and‬‭Q9‬‭compared‬‭to‬

‭other‬‭questions.‬‭However,‬‭there‬‭is‬‭an‬‭increase‬‭in‬‭responses‬‭to‬‭Q3‬‭compared‬‭to‬‭Grade‬

‭7,‬ ‭indicating‬ ‭a‬ ‭potential‬ ‭shift‬ ‭in‬ ‭concerns‬ ‭or‬ ‭experiences‬ ‭among‬ ‭students‬ ‭as‬ ‭they‬

‭progress‬ ‭to‬ ‭the‬ ‭next‬ ‭grade‬ ‭level.‬ ‭In‬ ‭Grade‬ ‭9,‬ ‭the‬ ‭frequencies‬ ‭follow‬ ‭a‬ ‭comparable‬

‭trend‬‭to‬‭the‬‭previous‬‭grades,‬‭with‬‭relatively‬‭higher‬‭responses‬‭in‬‭Q1,‬‭Q4,‬‭and‬‭Q8,‬‭and‬
 ‭31‬

‭lower‬ ‭responses‬ ‭in‬ ‭Q2,‬‭Q3,‬‭Q6,‬‭and‬‭Q9.‬‭Notably,‬‭there‬‭is‬‭a‬‭decrease‬‭in‬‭responses‬‭to‬

‭Q8‬ ‭compared‬ ‭to‬ ‭Grade‬‭8,‬‭suggesting‬‭a‬‭potential‬‭decrease‬‭in‬‭the‬‭prevalence‬‭of‬‭issues‬

‭related to that particular aspect among students in Grade 9.‬

‭Table 3.1.‬‭Level of Depressive Tendency from Depression, Anxiety, Stress Scale - 21‬

‭Upon‬‭examination‬‭of‬‭the‬‭data‬‭collected‬‭from‬‭the‬‭Depression,‬‭Anxiety,‬‭Stress,‬

‭Scale-21,‬ ‭it‬ ‭is‬ ‭evident‬ ‭that‬ ‭there‬ ‭is‬ ‭variability‬ ‭in‬ ‭the‬ ‭stress,‬ ‭depression,‬ ‭and‬ ‭anxiety‬

‭scores‬‭among‬‭the‬‭participants.‬‭The‬‭stress‬‭scores‬‭range‬‭from‬‭0‬‭to‬‭42,‬‭depression‬‭scores‬

‭range from 0 to 34, and anxiety scores range from 0 to 38.‬

‭The‬ ‭table‬ ‭presents‬ ‭a‬ ‭preview‬ ‭of‬ ‭psychological‬ ‭distress‬ ‭across‬ ‭severity‬

‭categories,‬ ‭wherein‬ ‭the‬ ‭participants‬ ‭are‬ ‭classified‬ ‭as‬ ‭"Normal"‬ ‭demonstrate‬

‭comparatively‬ ‭elevated‬ ‭stress,‬ ‭depression,‬ ‭and‬ ‭anxiety‬ ‭ratings‬ ‭in‬ ‭contrast‬ ‭to‬ ‭those‬

‭classified‬ ‭as‬ ‭"Mild."‬ ‭The‬ ‭presence‬ ‭of‬ ‭common,‬ ‭manageable‬ ‭levels‬ ‭of‬ ‭psychological‬

‭symptoms‬ ‭in‬ ‭the‬ ‭general‬ ‭population,‬ ‭reflecting‬ ‭daily‬ ‭stressors‬ ‭and‬ ‭emotional‬

‭experiences, is suggested by these higher baseline scores in the "Normal" group.‬

‭On‬ ‭the‬ ‭other‬ ‭hand,‬ ‭students‬ ‭who‬ ‭fall‬ ‭into‬ ‭the‬ ‭"Mild"‬ ‭category‬ ‭have‬ ‭lower‬

‭scores‬ ‭on‬ ‭all‬ ‭three‬ ‭psychological‬ ‭distress‬ ‭measures‬ ‭(stress:‬ ‭22,‬ ‭depression:‬ ‭27,‬

‭anxiety:‬ ‭11),‬ ‭suggesting‬ ‭relatively‬ ‭small‬ ‭psychological‬ ‭impairment.‬ ‭According‬ ‭to‬

‭these‬ ‭scores,‬ ‭those‬ ‭falling‬ ‭into‬ ‭the‬ ‭"Mild"‬ ‭group‬ ‭might‬ ‭be‬ ‭experiencing‬ ‭a‬ ‭few‬
 ‭32‬

‭challenges,‬ ‭but‬ ‭they‬ ‭seem‬ ‭to‬ ‭be‬ ‭doing‬ ‭well‬ ‭in‬ ‭general‬ ‭and‬ ‭might‬ ‭not‬ ‭need‬

‭psychological attention right away.‬

‭The‬ ‭severity‬ ‭scores‬ ‭for‬ ‭depression,‬ ‭stress,‬ ‭and‬ ‭anxiety‬ ‭show‬ ‭an‬ ‭evident‬ ‭rise‬

‭from‬ ‭"Mild"‬ ‭to‬ ‭"Moderate,"‬ ‭"Severe,"‬ ‭and‬ ‭"Extremely‬ ‭Severe."‬ ‭Within‬ ‭these‬

‭categories,‬ ‭this‬ ‭trend‬ ‭indicates‬‭rising‬‭levels‬‭of‬‭psychological‬‭impairment.‬‭Significant‬

‭impairment‬‭that‬‭probably‬‭necessitates‬‭immediate‬‭intervention‬‭and‬‭therapy‬‭is‬‭indicated‬

‭by‬ ‭the‬ ‭greatest‬‭distress‬‭levels‬‭(stress:‬‭5,‬‭depression:‬‭8,‬‭anxiety:‬‭38)‬‭in‬‭those‬‭who‬‭fall‬

‭into the "Extremely Severe" category.‬

‭Table 5.1.‬‭Results between depression scores of different‬‭genders.‬

‭To‬‭observe‬‭how‬‭depressive‬‭tendencies‬‭vary‬‭between‬‭the‬‭two‬‭genders,‬‭first‬‭the‬

‭data‬‭was‬‭tested‬‭for‬‭normality‬‭using‬‭the‬‭Shapiro-Wilk‬‭test,‬‭which‬‭showed‬‭a‬‭significant‬

‭departure‬ ‭from‬ ‭normality,‬ ‭W(174)‬ ‭=‬ ‭.94,‬ ‭p‬ ‭<‬ ‭.001,‬ ‭because‬ ‭of‬ ‭this‬ ‭the‬ ‭researcher‬

‭utilized‬ ‭the‬ ‭Mann-Whitney‬ ‭U‬ ‭test‬ ‭was‬ ‭employed‬ ‭to‬ ‭assess‬ ‭potential‬ ‭differences‬ ‭in‬

‭depressive‬ ‭tendencies‬ ‭between‬ ‭two‬ ‭independent‬ ‭groups‬ ‭based‬ ‭on‬ ‭certain‬ ‭criteria,‬

‭possibly‬ ‭related‬ ‭to‬ ‭video‬ ‭game‬ ‭engagement‬ ‭or‬ ‭other‬ ‭factors.‬ ‭The‬ ‭test‬ ‭yielded‬ ‭a‬

‭Mann-Whitney‬‭U‬‭statistic‬‭(U)‬‭value‬‭of‬‭3144,‬‭along‬‭with‬‭a‬‭Z-score‬‭of‬‭-1.92496‬‭and‬‭a‬

‭corresponding P-value of 0.05486.‬

 ‭33‬

‭The‬ ‭Z-score‬ ‭of‬ ‭-1.92496‬ ‭indicates‬ ‭that‬ ‭the‬ ‭observed‬ ‭U‬ ‭value‬ ‭is‬ ‭below‬ ‭the‬

‭expected‬‭mean‬‭under‬‭the‬‭null‬‭hypothesis,‬‭suggesting‬‭a‬‭tendency‬‭towards‬‭lower‬‭ranks‬

‭in‬ ‭one‬ ‭group‬ ‭compared‬ ‭to‬ ‭the‬‭other‬‭in‬‭terms‬‭of‬‭depressive‬‭tendencies.‬‭However,‬‭the‬

‭critical‬ ‭aspect‬‭of‬‭the‬‭analysis‬‭lies‬‭in‬‭the‬‭interpretation‬‭of‬‭the‬‭P-value.‬‭With‬‭a‬‭P-value‬

‭of‬ ‭0.05486,‬ ‭which‬ ‭is‬ ‭slightly‬ ‭above‬ ‭the‬ ‭conventional‬ ‭significance‬‭level‬‭of‬‭0.05‬‭(α‬‭=‬

‭0.05),‬ ‭the‬ ‭results‬ ‭are‬ ‭deemed‬ ‭"not‬ ‭significant‬‭at‬‭p‬‭<‬‭0.05."‬‭This‬‭implies‬‭that‬‭there‬‭is‬

‭insufficient‬ ‭evidence‬ ‭to‬ ‭reject‬ ‭the‬ ‭null‬ ‭hypothesis‬ ‭that‬ ‭there‬ ‭are‬ ‭no‬ ‭significant‬

‭differences in depressive tendencies between the groups being compared.‬

‭In‬‭practical‬‭terms,‬‭while‬‭there‬‭appears‬‭to‬‭be‬‭a‬‭trend‬‭or‬‭indication‬‭of‬‭differences‬

‭in‬ ‭depressive‬ ‭tendencies,‬ ‭the‬ ‭observed‬ ‭effect‬ ‭is‬ ‭not‬ ‭strong‬ ‭enough‬ ‭to‬ ‭confidently‬

‭conclude‬ ‭that‬ ‭these‬ ‭differences‬ ‭are‬ ‭statistically‬ ‭significant‬ ‭and‬ ‭not‬ ‭simply‬ ‭due‬ ‭to‬

‭random variability.‬

‭Table 5.2.‬‭Results between depression scores of different‬‭grade levels.‬

‭In‬ ‭this‬ ‭table,‬ ‭the‬ ‭analysis,‬ ‭employing‬ ‭the‬ ‭Kruskal-Wallis‬ ‭test‬ ‭to‬ ‭examine‬

‭potential‬ ‭differences‬ ‭in‬ ‭depressive‬ ‭tendencies‬ ‭among‬ ‭multiple‬ ‭independent‬ ‭groups,‬

‭such‬‭as‬‭different‬‭grade‬‭levels‬‭or‬‭categories‬‭based‬‭on‬‭video‬‭game‬‭engagement,‬‭within‬‭a‬
 ‭34‬

‭sample‬‭size‬‭of‬‭174‬‭individuals,‬‭of‬‭the‬‭three‬‭different‬‭grade‬‭levels‬‭(7,‬‭8,‬‭and‬‭9)‬‭yielded‬

‭an H statistic of 1.0356 with 2 degrees of freedom (df).‬

‭The‬‭interpretation‬‭of‬‭the‬‭Kruskal-Wallis‬‭test‬‭results‬‭indicates‬‭that‬‭the‬‭obtained‬

‭P-value‬ ‭of‬ ‭0.59582‬ ‭exceeds‬ ‭the‬ ‭conventional‬ ‭significance‬ ‭level‬ ‭of‬ ‭0.05‬ ‭(α‬ ‭=‬ ‭0.05),‬

‭leading‬‭to‬‭the‬‭conclusion‬‭that‬‭the‬‭results‬‭are‬‭"not‬‭significant‬‭(p‬‭<‬‭0.05)."‬‭This‬‭suggests‬

‭that‬ ‭there‬ ‭is‬ ‭insufficient‬ ‭evidence‬ ‭to‬ ‭reject‬ ‭the‬ ‭null‬ ‭hypothesis‬ ‭that‬ ‭there‬ ‭are‬ ‭no‬

‭significant differences in depressive tendencies among the groups being compared.‬

‭Further,‬ ‭the‬ ‭observed‬ ‭variations‬ ‭in‬ ‭depressive‬ ‭tendencies‬ ‭across‬ ‭different‬

‭groups‬‭(e.g.,‬‭varying‬‭grade‬‭levels‬‭or‬‭levels‬‭of‬‭video‬‭game‬‭engagement)‬‭may‬‭likely‬‭be‬

‭due‬ ‭to‬ ‭random‬ ‭variability‬ ‭or‬ ‭other‬ ‭unaccounted‬ ‭factors‬ ‭rather‬ ‭than‬ ‭meaningful‬

‭differences‬‭associated‬‭with‬‭the‬‭variables‬‭under‬‭investigation.‬‭Therefore,‬‭based‬‭on‬‭the‬

‭Kruskal-Wallis‬ ‭test‬ ‭findings,‬ ‭it‬ ‭appears‬ ‭that‬ ‭there‬ ‭is‬ ‭no‬ ‭statistically‬ ‭significant‬

‭difference‬ ‭in‬ ‭depressive‬ ‭tendencies‬ ‭among‬ ‭the‬ ‭specified‬ ‭groups‬ ‭within‬ ‭the‬ ‭study‬

‭population.‬

‭MEASURE‬ ‭VALUE‬
‭Pearson Correlation Coefficient (r)‬ ‭0.4056‬
‭Coefficient of Determination (R‬‭2‭)‬ ‬ ‭0.16‬
‭P-Value‬ ‭< .00001‬
‭Significance Level‬ ‭p < .05‬

‭Table 4.1.‬‭Results of the Correlation Analysis between‬‭IGD‬‭and depression scores.‬

‭Table‬ ‭4.1‬ ‭presents‬ ‭compelling‬ ‭statistical‬ ‭findings‬ ‭revealing‬ ‭a‬ ‭moderately‬

‭positive‬‭linear‬‭relationship‬‭(Pearson‬‭correlation‬‭coefficient,‬‭r‬‭≈‬‭0.41)‬‭between‬‭internet‬

‭gaming‬ ‭disorder‬ ‭(X‬ ‭values)‬ ‭and‬ ‭depression‬ ‭scores‬ ‭(Y‬ ‭values)‬ ‭among‬ ‭the‬ ‭study‬
 ‭35‬

‭participants.‬‭This‬‭correlation‬‭suggests‬‭that‬‭as‬‭internet‬‭gaming‬‭disorder‬‭scores‬‭increase,‬

‭so do depression scores, indicating a meaningful association between these variables.‬

‭Furthermore,‬ ‭the‬ ‭coefficient‬ ‭of‬ ‭determination‬ ‭(R²‬ ‭=‬ ‭0.16)‬ ‭indicates‬ ‭that‬

‭approximately‬ ‭16%‬ ‭of‬ ‭the‬ ‭variability‬ ‭in‬ ‭depression‬ ‭scores‬ ‭can‬ ‭be‬ ‭explained‬ ‭by‬

‭variability‬ ‭in‬ ‭internet‬ ‭gaming‬ ‭disorder‬ ‭scores.‬ ‭This‬‭statistical‬‭measure‬‭highlights‬‭the‬

‭extent‬ ‭to‬ ‭which‬ ‭internet‬ ‭gaming‬ ‭disorder‬ ‭contributes‬ ‭to‬ ‭predicting‬ ‭depression‬

‭tendencies among the sample population.‬

‭Significantly,‬ ‭the‬ ‭reported‬ ‭p-value‬ ‭(<‬ ‭.00001)‬ ‭signifies‬ ‭that‬ ‭the‬ ‭observed‬

‭relationship‬ ‭between‬ ‭internet‬ ‭gaming‬ ‭disorder‬ ‭and‬ ‭depression‬ ‭scores‬ ‭is‬ ‭statistically‬

‭significant‬ ‭at‬ ‭the‬ ‭conventional‬ ‭significance‬ ‭level‬ ‭of‬ ‭p‬ ‭<‬ ‭.05.‬ ‭This‬ ‭robust‬ ‭statistical‬

‭significance‬ ‭underscores‬ ‭the‬ ‭reliability‬‭of‬‭the‬‭findings,‬‭reinforcing‬‭the‬‭existence‬‭of‬‭a‬

‭meaningful‬‭relationship‬‭between‬‭internet‬‭gaming‬‭disorder‬‭and‬‭depression‬‭tendencies.‬

‭Thus,‬ ‭these‬ ‭statistical‬ ‭findings‬ ‭clarify‬ ‭the‬ ‭significant‬ ‭correlation‬‭between‬‭depression‬

‭and‬‭internet‬‭gaming‬‭problem,‬‭wherein‬‭participants‬‭in‬‭the‬‭study‬‭who‬‭scored‬‭higher‬‭on‬

‭internet gaming disorder also scored higher on depression.‬

 ‭36‬

‭ HAPTER IV‬
C
‭ UMMARY, CONCLUSIONS, AND RECOMMENDATIONS‬
S
‭A.‬ ‭Summary‬

‭The‬ ‭frequency‬ ‭distribution‬ ‭analysis‬ ‭revealed‬ ‭notable‬ ‭trends‬ ‭in‬ ‭gaming‬

‭preferences‬ ‭among‬ ‭male‬ ‭and‬ ‭female‬ ‭respondents.‬ ‭Both‬ ‭genders‬ ‭exhibited‬ ‭a‬ ‭strong‬

‭inclination‬‭towards‬‭Turn-Based‬‭Strategy/Life‬‭Simulation/Puzzle‬‭games,‬‭as‬‭evidenced‬

‭by‬ ‭the‬ ‭highest‬ ‭mean‬ ‭score‬ ‭and‬ ‭mode‬ ‭within‬ ‭the‬ ‭dataset.‬ ‭This‬ ‭finding‬ ‭suggests‬ ‭a‬

‭widespread‬ ‭appeal‬ ‭for‬ ‭strategic‬ ‭and‬ ‭puzzle-based‬ ‭gameplay‬ ‭among‬ ‭the‬ ‭study‬

‭participants.‬ ‭Additionally,‬ ‭the‬ ‭analysis‬ ‭of‬ ‭variance‬ ‭in‬ ‭game‬ ‭category‬ ‭preferences‬

‭highlighted‬‭a‬‭diverse‬‭range‬‭of‬‭individual‬‭choices,‬‭indicating‬‭that‬‭certain‬‭game‬‭genres‬

‭resonate‬ ‭more‬ ‭strongly‬ ‭with‬ ‭specific‬ ‭individuals,‬ ‭reflecting‬ ‭varied‬ ‭gaming‬ ‭interests‬

‭within the sample population.‬

‭Further‬ ‭exploration‬ ‭of‬ ‭gaming‬‭preferences‬‭across‬‭different‬‭grade‬‭levels‬‭(7,‬‭8,‬

‭and‬ ‭9)‬ ‭uncovered‬ ‭interesting‬ ‭shifts‬ ‭in‬ ‭popularity.‬ ‭In‬ ‭Grade‬ ‭7,‬ ‭Turn-Based‬

‭Strategy/Life‬ ‭Simulation‬ ‭games‬ ‭emerged‬ ‭as‬ ‭the‬ ‭most‬ ‭favored‬ ‭category,‬ ‭closely‬

‭followed‬ ‭by‬ ‭a‬ ‭diverse‬‭range‬‭of‬‭other‬‭gaming‬‭options‬‭like‬‭Phone‬‭games‬‭and‬‭Browser‬

‭games.‬ ‭Similarly,‬ ‭Grade‬ ‭8‬ ‭exhibited‬ ‭a‬ ‭notable‬ ‭preference‬ ‭for‬ ‭Turn-Based‬

‭Strategy/Life‬ ‭Simulation‬ ‭games,‬ ‭with‬ ‭Strategy‬ ‭and‬ ‭Adventure‬ ‭games‬ ‭also‬ ‭gaining‬

‭popularity.‬ ‭By‬ ‭Grade‬ ‭9,‬ ‭there‬ ‭was‬ ‭a‬‭noticeable‬‭transition‬‭towards‬‭Strategy‬‭games‬‭as‬

‭the‬ ‭top‬ ‭choice,‬ ‭suggesting‬ ‭evolving‬ ‭gaming‬ ‭interests‬ ‭as‬ ‭students‬ ‭progress‬ ‭through‬

‭their academic years and are exposed to different gaming experiences.‬

‭Moreover,‬‭the‬‭researcher‬‭delved‬‭into‬‭the‬‭relationship‬‭between‬‭internet‬‭gaming‬

‭disorder‬ ‭and‬ ‭depression‬ ‭using‬ ‭robust‬ ‭statistical‬ ‭methods.‬ ‭The‬ ‭calculated‬ ‭Pearson‬
 ‭37‬

‭correlation‬ ‭coefficient‬ ‭(r‬ ‭≈‬ ‭0.41)‬ ‭indicated‬ ‭a‬ ‭moderately‬ ‭positive‬ ‭linear‬ ‭relationship‬

‭between‬ ‭internet‬ ‭gaming‬ ‭disorder‬ ‭scores‬ ‭and‬ ‭depression‬ ‭scores‬ ‭among‬ ‭participants.‬

‭The‬‭coefficient‬‭of‬‭determination‬‭(R²‬‭=‬‭0.16)‬‭further‬‭revealed‬‭that‬‭approximately‬‭16%‬

‭of‬ ‭the‬ ‭variability‬ ‭in‬ ‭depression‬ ‭scores‬ ‭could‬ ‭be‬ ‭attributed‬ ‭to‬ ‭variability‬ ‭in‬ ‭internet‬

‭gaming‬‭disorder‬‭scores.‬‭Importantly,‬‭the‬‭statistical‬‭significance‬‭of‬‭this‬‭relationship‬‭(p‬

‭<‬‭.00001)‬‭underscored‬‭a‬‭meaningful‬‭association‬‭between‬‭internet‬‭gaming‬‭disorder‬‭and‬

‭depression tendencies.‬

‭These‬ ‭findings‬ ‭suggest‬ ‭that‬ ‭higher‬ ‭internet‬ ‭gaming‬ ‭disorder‬ ‭scores‬

‭corresponded‬ ‭with‬ ‭elevated‬ ‭depression‬ ‭scores‬ ‭among‬ ‭the‬ ‭study‬ ‭participants,‬

‭emphasizing‬ ‭the‬ ‭potential‬ ‭impact‬ ‭of‬ ‭excessive‬ ‭gaming‬ ‭behavior‬ ‭on‬ ‭mental‬ ‭health‬

‭outcomes.‬ ‭Overall,‬‭the‬‭study‬‭provided‬‭valuable‬‭insights‬‭into‬‭gaming‬‭preferences‬‭and‬

‭their‬‭implications‬‭for‬‭mental‬‭well-being‬‭among‬‭adolescents,‬‭highlighting‬‭the‬‭need‬‭for‬

‭further‬ ‭research‬ ‭and‬ ‭targeted‬ ‭interventions‬ ‭to‬ ‭promote‬ ‭healthy‬ ‭gaming‬ ‭habits‬ ‭and‬

‭support mental health in this population.‬

‭B.‬ ‭Conclusions‬

‭After‬‭conducting‬‭a‬‭thorough‬‭analysis‬‭at‬‭the‬‭International‬‭Philippine‬‭School‬‭in‬

‭Al‬ ‭Khobar,‬ ‭several‬ ‭noteworthy‬ ‭conclusions‬ ‭have‬ ‭come‬ ‭to‬ ‭light,‬ ‭shedding‬ ‭valuable‬

‭insight‬ ‭into‬ ‭the‬ ‭correlation‬ ‭and‬ ‭differences‬ ‭between‬ ‭internet‬ ‭gaming‬ ‭disorder‬ ‭and‬

‭symptoms of depression, thus answering the questions posed in this research:‬

‭1.‬‭The‬‭study‬‭reveals‬‭that‬‭video‬‭game‬‭engagement‬‭is‬‭prevalent‬‭among‬‭students‬

‭in‬ ‭Grades‬ ‭7‬ ‭to‬ ‭9‬ ‭at‬ ‭the‬‭International‬‭Philippine‬‭School‬‭in‬‭Al‬‭Khobar.‬‭Survey‬

 ‭38‬

‭data‬ ‭indicates‬ ‭that‬ ‭a‬ ‭significant‬ ‭portion‬ ‭of‬ ‭students‬ ‭regularly‬ ‭and‬ ‭actively‬

‭engage with video games as a part of their leisure activities.‬

‭2.‬ ‭The‬ ‭correlation‬ ‭between‬ ‭internet‬ ‭gaming‬ ‭disorder‬ ‭and‬ ‭symptoms‬ ‭of‬

‭depression‬ ‭reveals‬ ‭important‬ ‭insights‬ ‭into‬‭the‬‭relationship‬‭between‬‭these‬‭two‬

‭variables.‬‭A‬‭significant‬‭correlation‬‭suggests‬‭that‬‭individuals‬‭with‬‭higher‬‭levels‬

‭of internet gaming disorder may also exhibit more symptoms of depression.‬

‭3.‬‭The‬‭difference‬‭in‬‭internet‬‭gaming‬‭disorder‬‭across‬‭gender‬‭and‬‭grade‬‭levels‬‭at‬

‭the‬ ‭International‬ ‭Philippine‬ ‭School‬ ‭in‬ ‭Al‬‭Khobar‬‭demonstrates‬‭unique‬‭trends‬

‭in‬‭gaming‬‭behavior‬‭among‬‭different‬‭student‬‭demographics,‬‭males‬‭show‬‭higher‬

‭IGD scores, suggesting differences in gaming preferences and susceptibility.‬

‭4.‬ ‭Gender‬ ‭and‬ ‭grade‬ ‭level‬ ‭differences‬ ‭influence‬ ‭depressive‬ ‭tendencies.‬

‭However,‬ ‭depressive‬ ‭symptoms‬ ‭vary‬ ‭across‬ ‭different‬ ‭grade‬‭levels,‬‭indicating‬

‭developmental and contextual influences on mental health.‬

‭In‬ ‭conclusion,‬ ‭the‬ ‭comprehensive‬ ‭analysis‬ ‭conducted‬ ‭at‬ ‭the‬ ‭International‬

‭Philippine‬‭School‬‭in‬‭Al‬‭Khobar‬‭has‬‭provided‬‭valuable‬‭information‬‭on‬‭the‬‭importance‬

‭of‬ ‭monitoring‬ ‭and‬ ‭addressing‬ ‭video‬ ‭game‬ ‭usage,‬ ‭internet‬ ‭gaming‬ ‭disorder,‬ ‭and‬

‭depressive‬ ‭symptoms‬ ‭among‬ ‭students‬ ‭at‬ ‭the‬ ‭International‬ ‭Philippine‬ ‭School‬ ‭in‬ ‭Al‬

‭Khobar.‬ ‭Understanding‬ ‭these‬ ‭relationships‬‭and‬‭variations‬‭can‬‭inform‬‭evidence-based‬

‭interventions and promote student well-being within the school community.‬

 ‭39‬

‭C.‬ ‭Recommendations‬

‭To‬ ‭enhance‬ ‭the‬ ‭quality‬ ‭and‬ ‭effectiveness‬ ‭of‬ ‭the‬ ‭research‬ ‭on‬ ‭the‬ ‭relationship‬

‭between‬ ‭video‬ ‭game‬ ‭engagement‬ ‭and‬ ‭depressive‬ ‭tendencies‬ ‭the‬ ‭following‬

‭recommendations are proposed:‬

‭1.‬‭Expand‬‭the‬‭sample‬‭size‬‭and‬‭ensure‬‭diversity‬‭among‬‭participants‬‭to‬‭enhance‬

‭the‬ ‭generalizability‬ ‭of‬ ‭the‬ ‭findings.‬ ‭Recruiting‬ ‭participants‬ ‭from‬ ‭different‬

‭grades,‬ ‭socio-economic‬ ‭backgrounds,‬ ‭and‬ ‭gaming‬ ‭preferences‬ ‭can‬ ‭offer‬ ‭a‬

‭more nuanced understanding of the relationship under investigation.‬

‭2.‬‭Consider‬‭adopting‬‭a‬‭longitudinal‬‭study‬‭design‬‭to‬‭track‬‭participants'‬‭gaming‬

‭behaviors‬ ‭and‬ ‭mental‬‭health‬‭outcomes‬‭over‬‭an‬‭extended‬‭period.‬‭Longitudinal‬

‭data‬ ‭can‬ ‭capture‬ ‭changes‬ ‭and‬ ‭trends‬ ‭over‬ ‭time,‬ ‭allowing‬ ‭for‬ ‭a‬ ‭more‬ ‭robust‬

‭analysis of causal relationships and the effectiveness of interventions.‬

‭3.‬ ‭Incorporate‬ ‭standardized‬ ‭assessment‬ ‭tools‬ ‭for‬ ‭measuring‬ ‭video‬ ‭game‬

‭engagement,‬ ‭depressive‬‭symptoms,‬‭and‬‭other‬‭relevant‬‭variables.‬‭This‬‭ensures‬

‭consistency‬ ‭and‬ ‭comparability‬ ‭of‬ ‭data‬ ‭across‬ ‭different‬ ‭studies,‬ ‭facilitating‬

‭meta-analyses and replication of findings.‬

‭4.‬ ‭Consider‬ ‭incorporating‬ ‭regression‬‭analysis‬‭into‬‭their‬‭studies‬‭to‬‭explore‬‭the‬

‭relationship‬‭between‬‭internet‬‭gaming‬‭disorder‬‭(IGD)‬‭and‬‭depressive‬‭symptoms‬

‭among‬ ‭students.‬ ‭This‬ ‭approach‬ ‭allows‬ ‭for‬ ‭predictive‬ ‭analysis,‬ ‭control‬ ‭for‬

‭confounding‬ ‭variables,‬ ‭identification‬ ‭of‬ ‭moderating‬ ‭or‬ ‭mediating‬ ‭effects,‬

 ‭40‬

‭enhanced‬‭predictive‬‭modeling,‬‭and‬‭informed‬‭targeted‬‭interventions‬‭to‬‭promote‬

‭mental health and gaming behavior management.‬

‭By‬ ‭implementing‬ ‭these‬ ‭recommendations,‬ ‭the‬ ‭research‬ ‭can‬ ‭be‬ ‭strengthened,‬

‭leading‬‭to‬‭more‬‭robust‬‭findings‬‭and‬‭actionable‬‭insights‬‭that‬‭benefit‬‭students,‬‭parents,‬

‭educators, and future researchers alike.‬

 ‭41‬

‭REFERENCES‬

‭World Health Organization.‬‭Mental health of adolescents.‬‭(2021, November 17).‬

‭https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health‬

‭FWD Life Philippines.‬‭The rise of online gaming in‬‭the Philippines.‬‭(n.d.).‬

‭https://www.fwd.com.ph/blog/passion/the-rise-of-online-gaming-in-the-philip‬

‭pines/‬

‭Wakefield, B. J. (2015, March 27).‬‭Children spend six hours or more a day on‬

‭screens‬‭. BBC News.‬‭https://www.bbc.com/news/technology-32067158‬

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‭Video‬ ‭Games‬ ‭on‬ ‭Stress,‬ ‭Anxiety,‬ ‭Depression,‬ ‭Loneliness,‬ ‭and‬ ‭Gaming‬

‭Disorder‬ ‭During‬ ‭the‬ ‭Early‬ ‭Stages‬ ‭of‬ ‭the‬ ‭COVID-19‬ ‭Pandemic:‬ ‭PRISMA‬

‭Systematic‬ ‭Review.‬ ‭Cyberpsychology,‬ ‭Behavior,‬ ‭and‬ ‭Social‬ ‭Networking‬‭,‬

‭25‬‭(6), 334–354.‬‭https://doi.org/10.1089/cyber.2021.0252‬

‭Tortolero, S. R., Peskin, M. F., Baumler, E. R., Cuccaro, P. M., Elliott, M. N., Davies,‬

‭S.‬ ‭L.,‬ ‭Lewis,‬ ‭T.‬ ‭H.,‬ ‭Banspach,‬ ‭S.‬ ‭W.,‬ ‭Kanouse,‬ ‭D.‬ ‭E.,‬ ‭&‬ ‭Schuster,‬ ‭M.‬ ‭A.‬

‭(2014,‬ ‭September).‬ ‭Daily‬ ‭Violent‬ ‭Video‬ ‭Game‬ ‭Playing‬ ‭and‬ ‭Depression‬ ‭in‬

‭Preadolescent‬ ‭Youth.‬ ‭Cyberpsychology,‬ ‭Behavior,‬ ‭and‬ ‭Social‬ ‭Networking‬‭,‬

‭17‬‭(9), 609–615.‬‭https://doi.org/10.1089/cyber.2014.0091‬
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‭Wittek, C. T., Finserås, T. R., Pallesen, S., Mentzoni, R. A., Hanss, D., Griffiths, M.‬

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‭x#google_vignette‬

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‭lator.php‬ ‭from‬ ‭CalculatorSoup,‬ ‭https://www.calculatorsoup.com‬ ‭-‬ ‭Online‬

‭Calculators‬

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 ‭44‬

‭Frequency Distribution Calculator‬‭. (n.d.). Social Science Statistics. Retrieved from‬

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 ‭45‬

‭APPENDICES‬
 ‭46‬

‭APPENDIX A‬

‭Letter of Request to Conduct Study‬

 ‭47‬

‭APPENDIX B‬

‭Survey Questionnaire (adapted from Bavelier Labs, & Green, et al.,‬‭Pontes et al., (2015).‬‭,‬
‭Lovibond, S.H. & Lovibond, P.F. (1995).‬‭)‬
‭48‬
‭49‬
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‭51‬
‭52‬
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‭54‬
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 ‭58‬

‭PERSONAL INFORMATION‬

‭Basic Information:‬

‭Name‬ ‭:‬ ‭Jazeera P. Insail‬

‭Gender‬ ‭:‬ ‭Female‬

‭Father’s Name‬ ‭:‬ ‭Jul Amri T. Insail‬

‭Mother’s Name‬ ‭:‬ ‭Jarzum P. Insail‬

‭Date of Birth‬ ‭:‬ ‭December 11, 2005‬

‭Saudi Address‬ ‭:‬ ‭Al Janubiyah, Al Khobar, Saudi Arabia‬

‭Philippine Address‬ ‭:‬ ‭Zamboanga City, Zamboanga Del Sur, Philippines‬

‭Hobbies‬ ‭:‬ ‭Reading, Writing, Graphic Design‬

‭Communication Language‬ ‭:‬ ‭English and Filipino‬

‭Contact No.‬ ‭:‬ ‭+966 55 696 6383‬

‭Email Address‬ ‭:‬ ‭jazeera.insail@ipsa.edu.sa‬

‭Educational Attainment:‬

‭Elementary‬ ‭:‬ ‭Grades 1-6, International Philippine School in‬

‭Al-Khobar‬

‭High School‬ ‭:‬ ‭Grades 7-10, International Philippine School in‬

‭Al-Khobar‬

‭Senior High School‬ ‭:‬ ‭Grades 11-12, International Philippine School in‬

‭Al-Khobar‬