THE EFFECTS OF ONLINE GAMING TOWARDS THE

ACADEMIC PERFORMANCE OF STUDENTS

PREPARED BY:

RHEA LYNE SUERTO

JOANNE TERO
RHEA MAE TORNEADO
SHAYNE ANN TOROTORO
ROSE WATIMAR
 The Effects of Online Gaming towards the Academic Performance of Students

Rationale
Students must perform their task in school and are obliged to do their
responsibilities and their different roles either inside the class or in their school. And as
a student, they are aiming for a high grades for them to graduate with flying colors.
Distraction shouldn’t be entertained because it will only cause their academic
performances to fail. For some students, they use their leisure time or vacant hours
going to an internet café and play online games. And this is the start of the failure of
attaining academic performance of those students.

Theoretical Background
Playing video games is often associated in our society with poor academic
performance. This anecdotal idea is supported by some research. A 2000 study found a
negative correlation between GPA and time spent playing video games ( Anderson &
Dill, 2000). The correlation was relatively small. Time alone accounted for a 4%
variance in GPA, yet the findings are significant. However, several older studies
contend that the results of research have been mixed. A 1997 study suggests that
“there is no clear causal relationship between video game playing and academic
performance” ( Emes,1997, p. 413). It goes on to say that the research is “sparse and
contradictory” (Emes, 1997, p. 413)
The effect that interactive digital media has on the learning process is not
completely negative. It is not that the medium itself is inherently flawed, but much of the
information that gets transmitted through it may be. As was noted in a 2008 study on
media attention and cognitive abilities,” content appears to be crucial” (Schmidt &
Vanderwater, 2008, p.63). If the content being consumed is positive, then positive
results can be expected. If the content is negative, then negative results can be
expected. The study examined research from many sources in arriving at this
conclusion.
According to All Academic Research, playing computer games may not be all
that bad. Peng Wei states that educational games can be effective assisting tools in the
educational areas of management, medicine and science. If you choose the right
educational computer games.
Because there is no official diagnosis of computer game addiction, there is
obviously no universally agreed upon list of symptoms. Psychologists and other mental
health professionals initially adapted the diagnostic criteria for gambling addiction and
used this as a rough assessment tool for computer game addiction. This classification
approach is rarely used today and for better or for worse. It is essentially up to the
individual researcher or clinician to define the symptoms of computer addiction. Still,
there are some signs and behavior that are almost included in definitions of computer
addiction, such as: Significance interference with school, work or relationships. Often
avoiding other commitments in order to keep playing. Frequently turning down social
invitations in favor of gaming. Using most or all of one’s free time for gaming. Regularly
playing late into the night and which results in poor sleep habits. Loss of interest in
previously enjoyed activities. Regular gaming “binges” of 8 hours or more nonstop.

Statement of the Problem

This study is guided by these following questions :

1. What are the major causes why students engage online gaming
2. How does playing online games affect the academic performance of the students
in relation with:
a) Class participation
b) Number of hours spend of studying
c) Frequency of absences in class

3. Is there significant relationship between playing online games and academic

performance of the student?