PLAYTIME ON ONLINE GAMES STUDY HABITS AND ACADEMIC PERFORMANCE OF

ELEMENTARY
A RESEARCH PAPER PRESENTED TO THE FACULTY OF EDUCATION, KABANKALAN
CATHOLIC COLLEGE

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MAJOR IN

ELEMENTARY EDUCATION

ZHACQUENNA VOLUNTATE
CRISOL CELIZ
JULIANNE APDO
MENCHI PAGAYUNAN
IAN CZAR NHOMBRE
 CHAPTER 1
PLAYTIME ON ONLINE GAMES, STUDY HABITS AND ACADEMIC PERFORMANCE
OF ELEMENTARY

Background of the Study

Mathematics proficiency is a critical aspect of a student’s academic development, laying the
groundwork for advanced learning in various fields such as science, engineering, and technology.
Elementary school serves as a crucial period for establishing fundamental mathematical skills,
including numeracy, problem solving, and critical thinking. Thus, understanding the relationship
between playtime on online games and academic performance in mathematics is essential for
educators, parents, and policymakers to effectively support students learning outcomes.
According to Smith et al. (2019) found a negative correlation between the times spent
playing online games and academic performance in mathematics among elementary school
students. The researchers observed that students who spent more time playing online games had
lower mathematical achievements scores.
Assessing academic performance of pupils may involve a combination of formative
assessments, summative assessments, standardized test, and teacher observations. By monitoring
students’ progress, identifying areas of strength and weakness, and providing target support and
interventions, educators can help elementary pupils develop a solid foundation in mathematics
from early stages of their education.
Online game, now a days has been easy to access with the improvements of technology, in daily
life of elementary pupils through smartphones, computers and other gaming devices. At their free
time they spent most of their time on playing. It can also improve math learning engagement
when it comes to instructional goals.
On the other hand, exclusive online gaming can lead to addiction and negative impact to students
specially those who are more exposed on online games at early age. Their learning engagement
can be affected. And online game addiction has recently became a critical problem affecting
students’ study habits as they spent more time on playing online games at their free time than
studying. Because of the learning engagement and academic performance may be affected.
The study found that addicted gamers in the Philippines experienced negative compensatory
factors associated with their frequent engagement in online games. Online gaming addiction in
the Philippines has been found worsen learning ability, attention issues, and lower academic
performance among students Oct. 18, 2023. This is an interesting area of study as it explores the
potential impact of online gaming on academic outcomes research on this topic can provide
valuable insight into the affects’ of technology use on children’s learning and development.
As the level of students’ game addiction increased, the level of their communications skills
decreased (Kanat, 2019). Furthermore, Tsai et al. (2020 pointed out a negative correlation
between online game addiction and peer relationship as well as students’ learning attitudes.
Statement of the Problem

This research aims to investigate the different online games, how long and their effect on the
scores in Mathematics among the Grade 5 learners at Kabankalan Catholic College.
Specifically, this research study aims to answer the following question;
1.1 What is the level of the study habits of the participants as a whole and in forms of the
following;
1.1
1.2
1.3
2. What is the average number of hours per week spent in playing online.
3. Is there a significant association between the level of study habits, average number of hours
per week spent in playing, academic performance of participants?

Hypothesis
There is no significant association between the playtime of online games and academic
performance in Mathematics among elementary school students.

Theoretical Framework
The relationship between playtime on online games and academic performance in Mathematics
among elementary school pupils can be understood within the context of several theoretical
perspective. One key theoretical framework that can be applied to this research area is the Social
Cognitive Theory proposed by Albert Bandura. This theory emphasized the reciprocal
interactions between personal factors, the environment, and behavior, shaping individuals’
cognitive processes and academic outcomes.
Social Cognitive Theory (Bandura, 1986
Observational Learning; Children observe, imitate, and learn from behaviors of others , including
peers, parents, and media influences.
Self- Efficacy; Beliefs in one’s ability to succeed in specific task impact motivation, effort, and
academic performance.
Behavioral Outcomes; Individuals actions, such as engaging in online games , can affect
academic performance through cognitive processes and skill development.
Theoretical Linkages;
Observational Learning and Playtime; Elementary pupils may acquire problem-solving skills and
strategies through gameplay experiences, influencing their mathematical performance. Excessive
playtime on online games may lead to distraction and reduced focus on academic tasks, affecting
learning outcomes.
Self-Efficacy and Academic Performance; Positive experiences and achievements in online
games could boost students’ self-efficacy beliefs in mathematical tasks. Conversely, if gameplay
consumes excessive time, it may diminish students’ self-efficacy in academic pursuits.
The theoretical framework of Social Cognitive Theory, alongside empirical studies on playtime
on online games and academic performance in mathematics among elementary school pupils,
provides insight into complex dynamics between digital gameplay, cognitive processes, and
learning outcomes. Understanding how children’s online gaming experiences impact their
mathematical performance offers valuable implications for educational interventions and student
support strategies.