ONLINE GAMES IN

THE BEHAVIORAL
CHANGES OF
SELECTED SHS
STUDENTS IN
GROUP VI
GUIMBA NUEVA
ECIJA.
 MEMBERS
LEADER: MONDRED
VICE-LEADER: JHEDA
MEMBERS:
JASHMAINE
JONAMAE
CRISHA MAE
JOVELINE
PATRICIA
MARY ANN
DIANNE
ERIKA
LANIE
KENNETH
GRAMELEE
 Table of Contents
CHAPTER I CHAPTER IV

01 THE PROBLEM AND ITS

BACKGROUND 02 PRESENTATION,
ANALYSIS, AND
INTERPRETATION OF
DATA

CHAPTER III CHAPTER V

03 RESEARCH
METHODOLOGY 04 SUMMARY, CONCLUSION,
AND
RECOMMENDATIONS
CHAPTER I:THE
PROBLEM AND ITS
BACKGROUND
 INTRODUCTION

Online gaming is one of the latest technologies

today, people can easily access on this Online
Environment because of the modern gadgets
that invented by this new generation.
CHAPTER I:THE
PROBLEM AND ITS
BACKGROUND
 BACKROUND OF THE STUDY

This study deals with the impact of online games

in the behavioral changes of selected SHS student in
GUIMBA Nueva Ecija.
CHAPTER I:THE
PROBLEM AND ITS
BACKGROUND
OBJECTIVES
This study is intended to know the
impacts of online gaming among SHS
students. It also aims to help the
parents to be informed about the
impacts their children obtain from
online gaming.
STATEMENT OF THE PROBLEM
This study aims to determine the
impact of online game in the
behavioral changes of selected senior
high school student in Guimba, Nueva
Ecija.
CHAPTER I:THE
PROBLEM AND ITS
SIGNIFICANCE OF THE STUDY
BACKGROUND
This study may give information to the This study is significant to the family
because it may help them to know if their
students about how online gaming
affects the life of students . children are addicted to online games.

STUDENTS FAMILY

TEACHERS FUTURE
This study may serve as the way the teachers to RESEARCHERS
Future researchers it would help the
determine the students who are addicted to online games so future researchers that are interested in
this study.
they can help the students to avoid being addicted to online
games.
CHAPTER I:THE
PROBLEM AND ITS
BACKGROUND
DEFINITION OF TERMS

 ACADEMIC PERFORMANCE
 INTERNET
 ONLINE GAMING
 DECISION MAKING
 COMPUTER
CHAPTER III: RESEARCH
METHODOLOGY Presents the research design, environment, the respondents,
instruments.

RESEARCH RESEARCH
DESIGN RESPONDENTS

RESEARCH RESEARCH
ENVIRONMENT INSTRUMENT
CHAPTER IV: PRESENTATION,
ANALYSIS, AND the data INTERPRETATION
This chapter illustrates the presentation, analysis and interpretation of
gathered for the research. OF
DATA
GRAPH 1.1 GRAPH 1.2

GRAPH 1.3 GRAPH 1.4 GRAPH 1.5

CHAPTER IV: PRESENTATION,
ANALYSIS, AND INTERPRETATION OF
GRAPH 1.1
DATA

presents the frequency and percentage distribution of the respondents' profile

in terms of age.
 CHAPTER IV: PRESENTATION,
ANALYSIS,
1.2
AND INTERPRETATION
1.3
OF1.4
DATA
shows the frequency and illustrates the frequency and shows the frequency and
percentage distribution of the percentage distribution of the percentage distribution of the
respondents as to sex. respondents as to grade level. respondents' strands.
CHAPTER IV: PRESENTATION,
ANALYSIS,
GRAPH 1.5 AND INTERPRETATION OF
DATA

shows that 70 respondents equivalent to 100 percent are playing online

games.
 CHAPTER IV: PRESENTATION,
V
ANALYSIS,
2.1
AND
2.2
INTERPRETATION OF 2.4
2.3
DATA
presents the frequency and
percentage distribution of the The weekly allowance or
respondent's number of playing money spend of respondents
online games in a week.

presents the frequency and

Years have been spent
percentage distribution of the
playing online games
respondent's number of hours
playing online games in a day.
 02

TABLE 1
EFFECTS OF ONLINE GAMES
IN ACADEMIC
PERFORMANCE OF THE
STUDENTS
 EFFECTS OF ONLINE GAMES IN
ACADEMIC PERFORMANCE OF THE
  ALWAYS (5) OFTEN (4) SOMETIMES (3) RARELY (2) NEVER (1) MEAN DESCRIPTION RANK

I think online 13 14 30 11 2 3.36 SOMETIMES 2

games engage me

STUDENTS
to think critically.

I think playing 10 24 24 11 1 3.44 OFTEN 1

games really helps
me to honed my
logical thinking
skills

I spend more time 7 9 21 16 17 2.61 SOMETIMES 3

to online games
than doing my
school task.

I usually skip 3 3 7 10 47 1.64 NEVER 6

classes for gaming. OVERALL RARELY
MEAN: 2.52
I always forgot the 6 5 15 12 32 2.26 RARELY 4
deadlines of school
works when I am
gaming.

I usually forget 4 6 7 15 38 1.9 RARELY 5

responsibilities  
like studying just
to play games.
TABLE 2
BEHAVIORAL
CHALLENGES OF THE
STUDENTS
 BEHAVIORAL CHALLENGES
I neglected household chores to spend more time 7 12 16 16 19 2.6 RARELY 5

OF THE STUDENTS
online.
I think of video games even when I am away from my 4 7 21 20 18 2.41 RARELY 7
games console PC/Mobile Phone

I get irritable or upset when I can’t play online games. 8 2 16 21 23 2.3 RARELY 12

I argue with my family and friends due to online 3 9 14 21 23 2.26 RARELY 13

gaming.
I believe that online games relieve unpleasant 16 24 18 7 5 3.56 OFTEN 1
emotions such as anxiety and sadness.

I neglected other activities because of online games. 2 10 15 20 23 1.97 RARELY 16

I usually hide or lie about my gaming. 4 6 11 19 30 2.07 RARELY 15

I usually spend money due to gaming. 5 8 15 18 24 2.31 RARELY 10
I usually get angry when something interrupts my 11 6 24 21 8 2.87 SOMETIMES 3
gaming.
I usually become irritated and defensive when people 7 5 15 19 24 2.31 RARELY 9
suggest I might be gaming too much.

I usually blow off social events because of online 1 9 13 21 26 2.11 RARELY 14

games.
I habitually forget eating while gaming. 3 6 24 13 24 2.3 RARELY 11
I normally lose hours of sleeping to gaming. 7 12 25 12 14 2.8 SOMETIMES 4
I have experienced stealing money to my parents to 3 5 5 7 50 1.63 NEVER 18
play games.
I believe, I developed toxic behavior due to online 3 10 18 18 21 2.37 RARELY 8
gaming.
I regularly have trouble waking up in the morning 6 11 17 18 18 2.56 RARELY 6
because of online games.
I lose contact with my friends and family since I 4 6 10 14 36 1.97 RARELY 17
started gaming.
Playing online games is my way to escape from 15 14 25 9 7 3.3 SOMETIMES 2
problems.

OVERALL MEAN: 2.43 RARELY

 03
TABLE
3
FREQUENCY
I play      
FREQUENCY
         
online 22 15 17 14 2 3.59 OFTEN 1
games
every day.
I usually
spend most
of my time 7 10 26 26 11 2.8 SOMETIMES 5
playing
games.
I repeatedly
play online
games after
losing. 13 13 28 12 4 3.27 SOMETIMES 3

OVERALL SOMETIMES
I play
online MEAN: 3.25
games
18 15 22 11 4 3.46 SOMETIMES 2
before
going to
bed.
I only play
online
games 17 7 21 17 8 3.11 SOMETIMES 4
during
weekends.
 CHAPTER V: SUMMARY,
CONCLUSION,
FOR
STUDENTS
FOR
PARENTS

FOR RECOMMENDATIONS CONCLUSI

TEACHERS ON

SUMMARY FEMALE
GAMER

NEW FOR FUTURE

FRIENDS RESEARCHERS

CRITICAL RECOMMENDATIO FUN STRESS MALE

THINKING NS RELIEVER GAMER
 SUM
MAR
Y
A study was conducted on the factors
affecting students' educational excellence,
with 70 students playing online games
from Guimba and nearby cities serving as
the sample population. They were designed
to answer a series of questions about the
positive and negative effects, as well as the
impact on students' academic success.
The findings are summarized below based on data analysis and interpretation:
1.The student respondents are mainly 16 to 20 years old, with a female majority of 51.4
percent, and most of them spend 2 to 4 hours per day playing and paying 50 to 100 pesos a
week.
2.The impact of a student's academic performance when it comes to the drawbacks of online
gaming, the propensity to exhibit aggressive behavior is the most serious side effect of playing
video games. Aggression, violent emotions, and disruptive behavior are more common in
children who play video games.
3.While the benefits of online gaming are numerous, we connect with other teenagers, form
groups and societies, and assist one another. We have the ability to learn new tactics, solve
problems, and overcome obstacles. We practice observational skills as well as sensitivity and
focus.
4.The issues also reported that some of the issues with playing online games had no negative
impact on their grades because they know how to set limits. They understand that they must
maintain self-control in order to perform well in class, which is why they only play games
during vacations and weekends when they have more free time than when they have school.
conclusi
on
Female students were more likely than male students to participate in online gaming. The
majority of those who responded were in the 12th grade, which placed them between the ages of
18 and 19. According to the survey respondents, they began playing just a few years ago and now
spend 2-4 hours per day playing. And when the respondents are playing video games, their
academic output is unaffected. The majority of respondents ranked their roles in school ahead of
playing video games. Respondents benefit from the lightness of online play, which helps them
improve their cognitive skills. Behavioral changes, on the other hand, have not been exposed to
playing online games. Despite playing video games, respondents can still manage personal
interactions and socialize with their family and friends. When it comes to mental and physical
health issues, the respondents can still play video games despite their limitations. Overall,
respondents' academic results, behavioral problems, social experiences, and physical and mental
wellbeing were unaffected by playing online games.
recommend
ations
For Senior High School students, should
concentrate more on academic success and play
video games in their spare time to better control
their time and devote more time to learning.
For future researchers, a larger sample
population, more variables, and more
research on your topic are recommended for
more reliable results.
For Teachers, should be understanding of students
like these because it may be their way of reducing
stress at school and avoiding depression.
For parents, it is recommended for parents to be a
reminder and to maintain good communication
with their children in order to keep their child
focused on their studies and to ensure that they
do not forget their schoolwork.
 VICTORY
.

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