1

INTRODUCTION

Background of the Study

The internet has been touched as a premier educational tool. It drives the schools

to integrate internet services among its classroom environment. It also become part of the

daily lives of people including the engagement of the internet like browsing, researches

and mostly for wide connection of everyone. On the other side, online and offline gaming

is excessively intruding the life or people specifically the students.

According to Wakoopa (2012), computer games are the second most frequently

used application after social media. Online and offline games are preferred by wide range

of people ranging children and especially the adolescents. In addition, several studies

showed that the average game player is 30 years old and 32% of the players are 18 years

old (Griffiths, 2012). Hence, gaming represents a part of the postulated construct of

internet gaming addiction. It affects the academic performance and social interaction and

socialization skill of a person.

In Southeast- Asian countries, specifically in the Philippines, gaming addiction is

excessively gaining prior to academic and socialization effects. The negative impacts of

internet gaming addiction have led government and health care providers to take action of

the problem Kuss (2000). It has been stated that the higher the internet and gaming

penetration and social acceptance of gaming, the higher of prevalence of gaming

problems.
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The concerns appear to be grounded as a growing number of studies indicate that

Internet gaming addiction is associated with various negative consequences. The

psychological consequences include the following: sacrificing real-life relationships,

other pastime activities, sleep, work, education, socializing, and relationships, obsession

with gaming and a lack of real-life relationships, lack of attention, aggression and

hostility, stress, dysfunctional coping, worse academic achievement, problems with

verbal memory, and low well-being and high loneliness. Moreover, psychosomatic

consequences have been found in a number of studies. These included problems with

sleeping, seizures, and psychosomatic challenges. This long list indicates that Internet

gaming problems must be taken seriously as they can affect the individual negatively in a

variety of ways.

The study was conducted to determine the impact of gaming disorders of the

selected high school students of Valencia National High School. The study also examine

if the impact of online games can affect the student positively or not, and explore the

reason for playing computer games.

Statement of the Problem

This study aims to know the impacts of gaming disorder among the students of

Valencia National High School for S.Y. 2018-2019.

Specifically, this study sought to answer the following questions:

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1. What is the rate of students identified with gaming disorder?

2. What is the level of gaming disorder?

3. What is the behavior in gaming with respect to:

a. frequency of gaming?

b. number of hours gaming?

c. preferred games/s?

4. What are the significant effects of gaming disorder among the students in terms

of:

a. academic performance?

b. social interaction?

c. physical well-being?

d. mental well being?

Objectives of the Study

The study generally investigated the gaming disorder and its impacts to the

students at Valencia National High School for S.Y. 2018-2019.

Specifically it aims to:

1. determine the rate of students identified with gaming disorder;

2. evaluate the level of gaming disorder;

3. examine the behavior in gaming with respect to:

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a. frequency of gaming;

b. number of hours gaming; and

c. preferred games/s.

4. ascertain any significant effects of gaming disorder among the students in terms

of:

a. academic performance;

b. social interaction;

c. physical well-being; and

d. mental well-being.

Significance of the Study

This study will define Internet addiction so that students have a workable model

to understand the problem from a clinical perspective. The study also outlines the major

consequences of Internet addiction and its associated abuse. This study is significant to

students to limit the time of usage in the computer.

School organization will be able to implement events and activities that can help

rejuvenate computer addicts and help them restore their self-esteem and fix their social

life. The results of this study could benefit these events by using it as a basis or as a

theme.
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Through this study, in line with our generation, to help gamers with their

academic and social problems. This study will provide information to deliver this

generation’s problems which will allow the researchers to hasten further studies.

Scope and Delimitation of the Study

This study was mainly concerned and limited to the impacts of online gaming

among the students of Valencia National High School. This study considers every aspects

of the student’s utilization on online games commonly played. Also with the length of the

time they spent in playing. Each students was given a questioners to answer. All program

as respondents except SPJ, SPED, Senior High and Open High School. The study was

conducted three (3) months from December to February 2018.

Definition of Terms

Academic Performance is the extent to which a student, teacher or institution has

achieved their short or long-term educational goal.

Addiction is defined as a compulsive need for and use of a habit-forming

substance characterized by tolerance and by well-defined physiological symptoms upon

withdrawal.

DOTA (Defense of the Ancients) is a multiplayer online battle arena video game.
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Gamer Fatigue is whenever you are playing a video game of some sort, you

become sleepy after a while. Similar to driver fatigue but not fatal.

Gaming Disorder is a diagnosis characterized by the uncontrollable and persistent

playing of video and computer games, which is harmful to an individual’s well-being.

Internet Addiction Disorder (IAD) is also known as problematic internet use or

pathological internet use, is excessive internet use that interferes with daily life.

Mental health is defined as a state of well-being in which every individual realizes

his or her own potential, can cope with the normal stresses in life, work productively and

fruitfully, and able to make a contribution to her or his community.

Migraines is a symptom which usually occurs due to intense concentration to the

game and eyen strains

Moba is a subgenre of strategy video games that originated as a sub-genre of a

strategy, in which a player controls a single character in a team who compete versus

another team of players.

Physical Well-being includes lifestyle behavior choices to ensure health, avoid

diseases, and to live in a balanced state of body, mind, and spirit.

Social Interaction is an exchange between two or more individuals and is a

building block of society.

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Socio- Demographic Profile are nothing more than characteristics of a population.

Generally, characteristics such as age, gender, educational level, location, year of

experience, etc.
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THEORETICAL FRAMEWORK OF THE STUDY

Review of Related Literature

The Nature of Online Gaming

Online gaming is hugely popular with children and young people. Recent research

shows that gaming is one of the top activities enjoyed by 8-17 years olds online, with

gaming more popular than social networking. From sport related games to mission based

games and quests inspiring users to complete challenges, interactive games cater for a

wide range of interests, and can enable users to link up and play together (Chen, 2010).

Games are played on many platforms, with those bought in shops often having an online

component to them. Internet connectivity in a game adds a new opportunity for gamers as

it allows players to find and play against, or with other players from around the world in a

multiplayer game (Granic, Lobel, & Engels, 2014). All online games start their life cycle

as commercial products, with typically large markets of consumers willing to purchase

and participate in the online experience. For many, network connected gaming is sought

out with a strong desire, which stems from a common theme: the need for human social

interaction. This need is both a catalyst for initial online activity, and also the cause of its

eventual demise (Pekarek, 2010).

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History of Online Games

The development of video games goes back to the 1940s and 1950s. Computer

scientists had started working on early stages of video games by designing simulations

and artificial intelligence as part of their computer science research. It is almost

impossible to point out the very first video game produced during that time period due to

the unorganized processes of creating video games and the lack of concern of

preservation at that time, in addition to the fact that those early games were created on

obsolete and unavailable computer systems (Redmond, 2010). The popularity of video

games grew rapidly in the 1970s and the 1980s when they reach the main stream

population as game consoles, and computers were introduced to the public. During that

time, there was little variety of video game, some of the popular ones were Gun Fight,

Blockbuster and Space Invader. Space Invaders was released in 1978 and created a

renaissance in the video gaming industry as it was the new hit of the time (Seay, Hudson,

& Schell 2006).

In the last couple of decades, the popularity of video games has increased at an

even greater rate. Video games have rivaled all types of media for leisure time use. The

technological competition among software manufacture has led to an unprecedented

advancement in video games (Pohl, Rester, & Judmaier, 2009).

Advantages of Online Games

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Video games can clearly consume the attention of children and adolescent.

However, it is important to access the extent that video game technology had an impact

on childhood education. Since video games have the capacity to engage children in

learning experiences, this had led to the rise of “education and entertainment” media.

(Wen, Kow, & Chen, 2005). Online games has been found to help improve perceptual

skills and visual attention (Green & Bavelier, 2003), visuospatial cognition (Feng, Spence

& Pratt. 2007, Green & Bavelier, 2003; 2006), and spatial skills (De Lisi & Wolford,

2002; Passig & Eden, 2001). Research has explored the impact of online games of the

variety of different levels with a particular focus on learning as it appears that

videogames can offer a unique avenue for learning players. Oblinger (2004) argues that

online games are potentially powerful learning tools because they support multi- sensory,

active, and experiential and problem-based learning.

Disadvantages of Online Gaming

The disadvantages of online gaming are not suitable for children’s age that

contain violent or sexually-explicit content. On the other hand, is the bullying, Gaming

addiction may lead to mental disorder and its aspects like no time to social interaction to

friends, family and not engaging in outdoor recreational activities that involves physical

accumulation. According to Children (2001), early research in the area of violent

videogames indicated up to 89% of games in the market contained elements of violence,

and almost half of these games, included a form of serious violence taking place against
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another character. There are many outcomes, mostly negative, as a result of being

addicted to something. In a study of online game players behavior. There are much

disadvantages of online gaming, and according to the database, it depends on our tips of

our hands to stop or pursue the gaming addiction itself. Online gaming is one the fastest

growing trend in today's generation. Internet is an open place where you can access a vast

amount of information. Kids may download games from less reputed sites. As a result,

they end up downloading spam, viruses, malicious software etc. Some people out there

are always trying to find ways to take undue advantage of kids. Kids are fooled and

cheated and can also be abused and harassed online (Karm, 2014). Online games offer

not only entertainment but also visual effect. Most parents object their children to play

online games, because they are afraid that children will be addicted to it. Actually being

addicted to online games may cause many terrible things. The first one, it will affect your

learning attitude. Once you played overhead, you would have to skip the class or be

unable to concentrate on your studies. Second, it may affect your relationship. At this

time, the relationship between you and your family or friends must get worse. You do not

have the same topics o chat with each other. Third, the most important one, it may harm

your health. According to investigation, there are more and more teenagers wearing

glasses. It is the consequence of playing online games for a very long time. Besides, it is

also very harmful for your backbones. Seriously, it can cause many terrible diseases

(Todorovic, 2012). Many health and medical consequences that may result from

excessive gaming both online and offline (Griffiths et al., 2012)

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Psychological and Social Effect of Online Games

Reports in the popular media continue to suggest that the design and content of

certain games are responsible for the detachment depression, and even addiction that

some players experience. It is assumed that 10% of online game players are addicted to

the activity, an extrapolation from the survey finding that 10% of all users of the internet

are addicted to it. An internet search for gaming addiction yields lists of physical and

psychological symptoms from dry-eyes and carpal tunnel syndrome to problems with

school or work offered as in dilative of problem usage behavior. Clinicians around the

globe like Kim Hyun Soo, a psychiatrist and chairman of the Net Addiction Treatment

Center in Busan, South Korea, claimed that online game players don’t have normal social

relationships anymore” people pay online games in order to cover feelings of anger and

depression are under 25 years of age. The alarmist media coverage of this burgeoning

“social dilemma” is not unlike that which meets many technological advancements and

entertainment phenomena with deep penetration and wide appeal. Problematic use of

online games can be further operationalized as consumption of entertainment product in

such amounts or at such times that is causes demonstrable problems in the users real life.

Furthermore, online gaming will lead to a problem or conflict, and causes anxiety (Laird

2015).
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Online Games on Academic Performances of the Students

Perhaps playing video games can have different effects on different people. As it

diverts the focus away from academic material for some, it may work as a brain stimulant

that boosts the mental capability to perform better academically for others. Ever since the

emergence of video games, there has been only few studies conducted for the sake of

finding various types of effects of video games on human behavior and cognition (Ip,

Jacobs, & Watkins, 2008). There are even fewer studies conducted to examine the

relationship between playing video games and academic performance. Most video game

studies focus on the behavioral effect of video games, in particular, the effect of violent

video games and their possible effect on the level of aggression (Ku, Kwak. & Yurova,

2014). In 2005, a research paper suggested that video games are changing education and

that games are more than simple form of entertainment. It explains that student learning

can be enhance by experiences in vast virtual worlds (Prot, Anderson, & Gentile, 2014).

On the other side, some research concludes there is little evidence to suggest that

interactive media enhances the learning experience. Other sources have noted positive

impacts on student’s performance. One study of a game relating to numerical analysis in

an engineering curriculum found that students experienced significantly more intellectual

intensity, intrinsic motivation, positive affect and overall student engagement when

completing homework (Wang, 2011).

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Online Games on Gamers Family Interaction

Durkin and Barber (2002) explained that gamers tend to have a high level of

family closeness as compared to adolescents who do not play games at all implying that

social cohesion within the family is generally higher with gamers. Moreover, despite the

fact that video games are often played alone, many gamers would prefer to play with

friends or family as indicated by interviews with LAN gamers (Jansz & Martens, 2005).

This could be, in part, because the game environment allows family members ton interact

with each other in a new and interesting format that fosters togetherness and teamwork.

Work by Kubey and Larson (1990) suggest that adolescents playing video games may

show higher arousal and more positive subjective states when they play video games with

friends or family. If playing with family and friends can enhance the experience of

playing video games then this may be an incentives for adolescents to seek out family

and friends to play games with. Durkin and Barber (2002) suggest this very idea claiming

that adolescents that feel close to their families may play video games more frequently in

order to share the experience with family members. In particular, gaming together can

produce strong bonds between fathers and sons (Jansz & Martens, 2005).

It is important to mention that video games are not only played by adolescents and

children. In fact, the average age of today’s gamer is 29 (Rosser Jr. et al., 2007). Further,

the average age of a MMORPG player in the study conducted by Cole and Griffiths

(2007) was 23.6 years with nearly 30% of players being older than 25. Interestingly, only
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one fifth of the players in the study were under age 18. This shows that video games are

becoming more acceptable and even enjoyable to adults making potential for family

interaction within the game even higher. Parents interviewed by Kutner et al. (2008)

expressed an understanding of how valuable video games were to the social lives of their

children further indicating that parents are becoming increasingly willing to accept video

games as social tool.

Parental Monitoring and Cultural Factors

Hopf and Weed (2008) argued that the lack of parental monitoring together with

frequent exposure to violent media can lead to significant risk of child demonstrating

antisocial behavior during adolescence. Research on the effect of parental monitoring has

provided clear evidence for a beneficial effect of such monitoring and mediation of media

messages (Austin, 2003). Research conducted with Japanese children indicate that they

are less likely to have own television sets and games consoles (Anderson et al, 2010), and

thus are more likely to play videogames in a public place where monitoring of

inappropriate games may be possible. Research conducted in Ireland indicates that just

over one-third of all nine-year olds had videogame consoles in their bedroom (GUI,

2009). Cultural factors have been put forward as a possible moderator of the effects of

violent media. Anderson et al. (2007) have argued that particular cultures in Japan have

high levels of media violence but have low levels of crime. This suggests there may be a

difference in the context of the violence portrayed and the understanding of the violence.
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The authors also suggest that this finding supports the notion of exposure to violence as

having only one risk factor for aggression. Lemmens and Bushman (2006) argued that a

violence cycle can be observed in the exploration of online game moderators and

attraction to violent games.

Conceptual Framework

Peters and Malesky (2008) supported the idea that gamers who look for social

connections within a game environment might have problems in forming relationships in

the real environment. Individuals can avoid face to face interactions, relationships or

rejections and they tend to form online relationships which are much safer (Sheeks and

Birchmeier, 2007). On the other hand, several researcher demonstrated that extraversion

as a personal trait is the strongest motivation predictor for playing multiplayer games

(Park et al., 2011; Stiles 2010). This result support the findings of Sheek and Birchmeier,

2007. On the other hand, no significant difference was found between extraversion scores

of gamers based on their reason for game preference (competing, social communication,

fantasy, challenge, relax, refreshing effect) and also their game preference (single player,

multiplayer or both of them). However, according to Yee, 2006; Krotoski, 2004, Jansz

and Martens, 2005; and these games encourage group interaction and leads to for new

forms of social interaction by giving opportunity to create meaningful relationships with

other players but it is not possible to claim that playing multiplayer games always result

in meaningful relationships. In the study by Cole and Griffths (2007), while 80% of the
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gamers prefer playing with real life friends and family members, only 26.3% of them

really plays with real life friends and family members.

Playing online games is often associated in our society with poor academic

performance. This anecdotal idea is supported by some research. A study found a

negative correlation between GPA and time spent playing online games. On the other

side, some research concludes that there is little evidence to suggest that interactive

media enhances the learning experience.

Research Paradigm

Independent Variable Dependent Variable

A. Rate of Students with

Gaming Disorder
Impact of Gaming
B. Level of Gaming
Disorder
Disorder
C. Behavior in Gaming

Figure 1. A schematic diagram showing the Independent and Dependent Variable

of the Study

Hypothesis of the Study

HO: There is no significant effects of gaming disorder among the students in terms

of academic performance, social interaction, physical well-being and mental well-being.

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HA: There is a significant effects of gaming disorder among the students in terms

of academic performance, social interaction, physical well-being and mental well-being.

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METHODOLOGY

Research Design

The study about the impact of gaming disorder among the students of Valencia

National High School employed a Quantitative design. The test questionnaire were given

to 30 students that were randomly chosen on every curriculum with different grade levels.

Entry Protocol

A formal letter was sent to the school principal, Dr. Ramilito P. Paloma to allow

the researchers to conduct their study within the parameters of the school. This is to

permit the researchers to gather data and administer questionnaires to the selected

students that serves as the respondents of the study.

Location and Duration of the Study

The study was conducted in Valencia National High School. The conduct of the

study started on the first week of February and ended on the first week of March 2019.

The questionnaires were given randomly to the identified gamer students.

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Respondents of the Study

The respondents of the study were the students that are identified gamers of

different online games on Valencia National High School on different grade levels and

curriculums. The respondents were purposively selected. The total of two hundred (200)

participants that are enrolled in Valencia National High School in all grade levels.

Grade Level Regular SSP SPS SPA TOTAL

Curr.
7 20 10 10 10 50

8 20 10 10 10 50

9 20 10 10 10 50

10 20 10 10 10 50

TOTAL: 80 40 40 40 200

Table 1. Different respondents in Valencia National High School

Instrumentation

Referring to previous related works, the authors developed the research questions

of the study along with the conceptual research model. Since a variety of the factors

could affect students’ academic of learning outcome, social interaction, physical and

mental well-being, it is not wise to pinpoint a single factor. Previous studies showed that

various factors including gaming frequency, gaming genre and platform, self-control
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social media, personal characteristics, and motivation to play video games can be

positively or negatively correlated to their interaction and performances.

Rating Qualitative Description

1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree

Data Gathering Procedure

Questionnaires were given to the randomly selected identified online gamers of

Valencia National High School at different grade levels. Before the questionnaires was

given, the researchers asked the permission of the respondent’s advisers and a letter from

the researchers was placed on the questioners to inform the respondents about the study.

The respondents filled up the questionnaires that was given, after the questionnaire was

answered the grades of the respondents was requested. The researchers focused on the

general average of the respondents specifically on the third quarter.

Data Analysis

All statistical analysis were conducted using the IBM SPSS a Statistics (20.0)

software. The study used a descriptive analysis specifically the study determine the

percentage, frequency, mean, standard deviation, and Pearson R moment of correlation.

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Photo Documentation

The researchers used a phone camera in taking photos for the documentation of

the study. It serves as evidence that the researchers conducted the social study.
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RESULTS AND DISCUSSION

The online game nowadays gains attention because of the entertainment it can

give specially on students and teenagers, past studies also prove that online games can

help the academic performance and socialization of the gamer. In contrast based on

previous studies too much gaming can result to addiction, anxiety and depression.

The table below shows the data gathered from two hundred (200) respondents

from Valencia National High School at different grade levels and curriculum that are

randomly selected.

Table 2. Frequency and Percentage of Gamers Gaming Time

Hour Spent Frequency Percentage

1-2 110 55%

5-6 55 27.5%

More than 6 34 17%

Table 2 shows the frequency and percentage of gamers gaming time from 200

respondents. The data revealed that 55% of the identified gamers spent most of their time

in online games 1 up to 2 hours. The data also shown that 27.5% of the respondents spent
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online games 5 up to 6 hours and 17% of the gamers spent more than 6 hours a day. This

implies that hours 1 up to 2 are the most common gaming time of gamers among of all

the respondents.

Table 3: Academic Performance prior to its Gaming Addiction for Grade 7

Question No. and Indicators N Mean Std. Deviation

Q1. My work or grades suffer because
of the time I spent in playing games. 50 2.0200 .91451
Q2. I attentively listen to the teacher in
class rather than using phone to play 50 2.5400 1.09190
or entertainment purposes.
Q3. I concentrate well when studying. 50 2.7600 1.02140
Q4. I invert much time in studying that
50 2.5600 .78662
playing computer games.
Q5. I can manage my time in studying
50 2.6200 .94524
well without any cellphone.
Q6. I eagerly read books, magazines and
scientific journals than playing 50 2.3800 .83029
computer games.
Q7. I prefer to rest than studying or
50 2.4600 .88548
reading book.
Q8. When I am playing computer games
I have the ability to study well because 50 2.2200 .84007
of the effect of the computer games.
Q9. I can’t familiarize well in class
because I feel lazy, because of the habit
50 2.2200 .84007
to sleep late at night due to in involving
computer games.
Q10. I engage well in individual and
50 2.4800 .99468
group works in my class.
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Legend:
Strongly Agree- 1.999-2.499
Agree- 2.500- 2.999
Disagree- 3.000- 3.499
Strongly Disagree- 3.500-3.999

Table 3 shows the academic performance for online gamers, there are 10 indicators on
the academic performance .On the questions 8 and 9, it has a mean of 2.2200 with a
standard deviation of .84007. This means that online gamers are satisfied and concluded
that online gaming can highly affect their academic performance . On the other hand, in
question number 3 which garnered a mean of 2.7600, with a standard deviation for
1.02140, which is the highest mean in the table 3, that indicates they are less in studying
and intervening to school without achieving any high grades.
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Table 4: The Physical and Mental Aspects of the Online Gamers for Grade 7

Questions N Mean Std. Deviation

Q1. I eat meals at the appropriate time prior to engaging 50 2.5800 .94954
online games.
Q2. I gain or lose weight when I play online games. 50 2.5200 .86284
Q3. I experience disturbances in sleep that may lead you 50 2.4800 .83885
to excessively outgrowth of pimples.
Q4. I feel threatened in terms of your physical status 50 2.3800 .85452
when I spend time in online gaming.
Q5. I feel inactive or weak when I cannot play online 50 2.1800 .94091
games prior to my physical status or changes.
Q6. I feel the improvement of cognitive skills when I 50 2.6200 .90102
play online games.
Q7. I experience poor academic performance and low 50 2.2800 .83397
intelligence in our school.
Q8. I experience anxiety, insomnia and headaches when 50 2.0000 .92582
I play online games.
Q9. I directly get mad when I lose the game. 50 2.5200 .97395
Q10. I feel addicted or fell in love to online games when 50 2.5200 .90891
I play them most of the time.

Legend:
Strongly Agree- 1.999-2.499
Agree- 2.500- 2.999
Disagree- 3.000- 3.499
Strongly Disagree- 3.500-3.999
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The table 4 shows the physical and mental aspects for online gamers in Grade 7. It
illustrates that status of their cognitive, and mental capabilities and physical status of the
Grade 7 online gamers prior to its results. In question number 8, which garnered a mean
of 2.0000 with a standard deviation of .92582, therefore this means that they can feel
anxiety, insomnia and headaches when they play online games. This is a good indication
that playing online games or other related to the core results to dizziness, insomnia and
anxiety. On the other hand, in question number 7, that the respondents got a mean of
2.2800 which implies they have much risk of low intelligence in their school
performances. On the contrary, in question number 3, focusing in physical aspects, that it
got the 2.4800 which the respondents strong agreed that they are experiencing excessive
growth of pimples due to the fact of sleeping late at night because of playing online
games.

Table 5: Social Interaction Performance for the Online Gamers for Grade 7

Question No. N Mean Std.

Deviation
Q1. I still spend quality time with my friends. 50 2.5800 .94954
Q2. I engage or join some recreational activities in our 50 2.5200 .86284
school or at our home
Q3. I socialize myself to my family in achieving 50 2.4800 .83885
quality time and bonding activities everyday.
Q4. I spend volunteering in community services. 50 2.3800 .85452
Q5. I interact myself with my siblings, nieces, and 50 2.1800 .94091
other relatives.
Q6. I intervene myself in engaging youth clubs and 50 2.6200 .90102
organizations in dealing with advocacies of helping
humans.
Q7. I feel fascinated when I allure myself in gaining 50 2.2800 .83397
some new friends
Q8. I cannot play outside involving physical activities 50 2.6750 .89912
with my friends or classmates
Q9. I feel happy when I play online games as to be 50 2.5200 .97395
compared to talking and engaging to my friends.
Q10. I feel weak or sad when I cannot talk or socialize 50 2.5200 .90891
with someone
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Legend:
Strongly Agree- 1.999-2.499
Agree- 2.500- 2.999
Disagree- 3.000- 3.499
Strongly Disagree- 3.500-3.999

The table 5 shows the social interaction performance for Grade 7 online gamers. Based
on the result, in question number 2, it garnered a mean of 2.5200, which is quite high to
the other results, this implies that online gamers has lesser social interaction to others. On
the other hand, in question number which come up to a mean of 2.6200 and a standard
deviation of .90102, which highly indicates that the respondents are experiencing lesser
socialization qualities and capabilities in gaining lesser interaction and lesser engaging
aspects prior to youth clubs and organizations in dealing with advocacies of helping
humans.

Table 6: Academic Performance for the Online Gamers for Grade 8

Questions N Mean Std. Deviation

Q1. My work or grades suffer because of the time 50 1.6200 .75295

I spent in playing games.
Q2. I attentively listen to the teacher in class 50 2.6600 1.13587
rather than using phone to play or entertainment
purposes.
Q3. I concentrate well when studying. 50 2.5800 .90554
Q4. I invert much time in studying that playing 50 2.3800 .75295
computer games.
Q5. I can manage my time in studying well 50 2.8200 .91896
without any cellphone.
Q6. I eagerly read books, magazines and 50 2.3600 .82709
scientific journals than playing computer games.
Q7. I prefer to rest than studying or reading book. 50 2.5400 .81341
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Q8. When I am playing computer games I have 50 2.6400 .96384

the ability to study well because of the effect of
the computer games.
Q9. I can’t familiarize well in class because I 50 2.3600 .92051
feel lazy, because of the habit to sleep late at
night due to in involving computer games.
Q10. I engage well in individual and group 50 2.6000 .94761
works in my class.

Legend:
Strongly Agree- 1.999-2.499
Agree- 2.500- 2.999
Disagree- 3.000- 3.499
Strongly Disagree- 3.500-3.999

Table 6 shows the academic performance for online gamers for Grade 8 , there are 10
indicators on the academic performance .On the questions 8 and 10, it has a mean of
2.6400 and 2.6000 with a standard deviation of .96384 and .94761 This means that online
gamers are satisfied and concluded that online gaming can highly affect their academic
performance .
On the other hand, in question number 9 which states that the respondents can’t
familiarize well in class due to sleeping late at night in the reason of playing online
games , the respondents highly agreed that it can really affect their academic performance
in playing online games.

Table 7: Physical and Mental Aspects of the Online Gamers for Grade 8

Question No. N Mean Std. Deviation

Q1. I still spend quality time with my friends. 50 2.5200 .90891
 30

Q2 I engage or join some recreational activities in 50 2.2200 1.01599

our school or at our home
Q3 I socialize myself to my family in achieving 50 2.3400 .93917
quality time and bonding activities everyday.
Q4. I spend volunteering in community services. 50 2.2000 .88063
Q5 I interact myself with my siblings, nieces, and 50 2.2200 .88733
other relatives.
Q6 I intervene myself in engaging youth clubs and 50 2.6000 .85714
organizations in dealing with advocacies of helping
humans.
Q7 I feel fascinated when I allure myself in gaining 50 2.0800 .85332
some new friends
Q8 I cannot play outside involving physical 50 1.9800 .95810
activities with my friends or classmates
Q9 I feel happy when I play online games as to be 50 2.3600 .98478
compared to talking and engaging to my friends.
Q10 I feel weak or sad when I cannot talk or 50 2.1800 1.00387
socialize with someone.

Legend:
Strongly Agree- 1.999-2.499
Agree- 2.500- 2.999
Disagree- 3.000- 3.499
Strongly Disagree- 3.500-3.999

Table 7 shows the physical and mental aspects of the online gamers of Grade 8. It
illustrates the status of their cognitive, and mental capabilities and physical status of the
Grade 8 online gamers prior to its results.
In question number 8, which garnered a mean of 1.9800 with a standard deviation of
.95810, therefore this means that they can feel anxiety, insomnia and headaches when
they play online games. This is a good indication that playing online games or other
related to the core results to dizziness, insomnia and anxiety.
 31

Table 8: The Social Interaction Performance for the Online Gamers of Grade 8

Questions N Mean Std. Deviation

Q1. I still spend quality time with my friends. 50 2.3000 1.05463
Q2 I engage or join some recreational 50 2.5600 .92934
activities in our school or at our home
Q3 I socialize myself to my family in 50 2.4200 .88271
achieving quality time and bonding activities
everyday.
Q4. I spend volunteering in community 50 2.4200 .97080
services.
Q5 I interact myself with my siblings, nieces, 50 2.4600 .93044
and other relatives.
Q6 I intervene myself in engaging youth clubs 50 2.5800 1.05153
and organizations in dealing with advocacies
of helping humans.
Q7 I feel fascinated when I allure myself in 50 2.6600 .89466
gaining some new friends
Q8 I cannot play outside in involving physical 50 1.9800 .95810
activities with my friends or classmates
Q9 I feel happy when I play online games as to 50 2.6000 .90351
be compared to talking and engaging to my
friends.
Q10 I feel weak or sad when I cannot talk or 50 2.5000 .95298
socialize with someone.

Legend:
Strongly Agree- 1.999-2.499
Agree- 2.500- 2.999
Disagree- 3.000- 3.499
Strongly Disagree- 3.500-3.999
 32

Table 8 shows the social interaction performance for online gamers in Grade 8. It
illustrates that status of their intellectual aspects, cognitive status, and mental capabilities
and physical status of the Grade 8 online gamers prior to its results. In question number 8,
which garnered a mean of 1.9800 with a standard deviation of .95810, therefore this
means that they cannot play outside involving physical activities and they can experience
anxiety, insomnia and headaches when they play online games. This is a good indication
that playing online games or other related to the core results to dizziness, insomnia and
anxiety. And the respondents have lesser time in socializing needs.

Table 9: The Academic Performance for the Online Gamers for Grade 9

Descriptive Statistics

QUESTIONS N Mean Std. Deviation

Q1. My work or grades suffer because of the time I 50 1.8400 .76559
spent in playing games.
Q2. I attentively listen to the teacher in class rather 50 2.7400 1.12141
than using phone to play or entertainment purposes.
Q3. I concentrate well when studying. 50 2.6000 .83299

Q4. I invert much time in studying that playing 50 2.5000 1.01519

computer games.
Q5. I can manage my time in studying well without 50 2.4400 1.03332
any cellphone.
Q6. I eagerly read books, magazines and scientific 50 2.4000 .85714
journals than playing computer games.
Q7. I prefer to rest than studying or reading book. 50 2.3400 .91718

Q8. When I am playing computer games I have the 50 2.5200 .93110

ability to study well because of the effect of the
computer games.
Q9. I can’t familiarize well in class because I feel 50 2.1600 .81716
lazy, because of the habit to sleep late at night due to
in involving computer games.
Q10. I engage well in individual and group works in 50 2.6400 .92051
my class.
 33

Legend:
Strongly Agree- 1.999-2.499
Agree- 2.500- 2.999
Disagree- 3.000- 3.499
Strongly Disagree- 3.500-3.999

Table 9 shows for Grade 9 shows the academic performance for online gamers, there are
10 indicators on the academic performance .On the question 1, states that the respondents
work or grades suffer because of the time I spent in playing games. and, it has a mean of
1.8400 with a standard deviation of .76559 . This means that online gamers are satisfied
and concluded that online gaming can highly affect their academic performance . On the
other hand, in question number 3 which garnered a mean of 2.6000 , with a standard
deviation for .83299, which is the highest mean in the table 3, that indicates they are less
in studying and intervening to school without achieving any high grades.

Table 10: Physical and Mental Aspects of the Online Gamers for Grade 9

Questions N Mean Std.

Deviation
Q1. I eat meals at the appropriate time prior to 50 3.1000 .97416
engaging online games.

Q2. I gain or lose weight when I play online games. 50 3.0400 .87970
Q3. I experience disturbances in sleep that may lead 50 2.8800 .93982
you to excessively outgrowth of pimples.
Q4. I feel threatened in terms of your physical status 50 2.7000 .95298
when I spend time in online gaming.

Q5. I feel inactive or weak when I cannot play online 50 3.0400 .80711
games prior to my physical status or changes.

Q6. I feel the improvement of cognitive skills when I 50 3.0400 .85619

play online games.
 34

Q7. I experience poor academic performance and low 50 3.0600 .76692

intelligence in our school.
Q8. I experience anxiety, insomnia and headaches 50 2.9200 .92229
when I cannot play online games.

Q9. I directly get mad when I lose the game. 50 3.0400 .85619
Q10 .I feel addicted or fell in love to online games 50 2.7800 .97499
when I play them most of the time.

Legend:
Strongly Agree- 1.999-2.499
Agree- 2.500- 2.999
Disagree- 3.000- 3.499
Strongly Disagree- 3.500-3.999

Table 10 shows the physical and mental aspects for online gamers in Grade 9. It
illustrates that status of their cognitive, and mental capabilities and physical status of the
Grade 9 online gamers prior to its results. In question number 8, which garnered a mean
of 2.9200 with a standard deviation of .92229, therefore this means that they can feel
anxiety, insomnia and headaches when they play online games. This is a good indication
that playing online games or other related to the core results to dizziness, insomnia and
anxiety.

Table 11: Social Interaction for the Online Gamers

Descriptive Statistics

N Mean Std. Deviation

50 2.6000 .96890
1. I still spend quality time
with my friends.
 35

50 2.4200 .99160
2. I engage or join some
recreational activities in
our school or at our
home.

50 2.3200 1.01900

3. I socialize myself to my
family in achieving
quality time and
bonding activities
everyday.

50 2.6800 .97813

4. I spend volunteering in
community services.

50 2.4600 .93044

5. I interact myself with

my siblings, nieces, and
other relatives.
 36

50 2.2600 .87622

6. I intervene myself in
engaging youth clubs
and organizations in
dealing with advocacies
of helping humans.

50 2.3400 .87155

7. I feel fascinated when I

allure myself in gaining
some new friends.

50 2.3600 .92051

8. I play outside involving

physical activities with
my friends or
classmates.

9. I feel happy when I play 50 2.4600 .81341

online games as to be
compared to talking and
engaging to my friends.
 37

50 2.3000 .88641

10. I feel weak or sad when

I cannot talk or
socialize with someone.

Valid N (listwise) 50

Legend:
Strongly Agree- 1.999-2.499
Agree- 2.500- 2.999
Disagree- 3.000- 3.499
Strongly Disagree- 3.500-3.999

Table 11 shows the social interaction performance for Grade 9 online gamers. Based on
the result, in question number 2, it garnered a mean \ of 2.4200, which is quite high to the
other results, this implies that online gamers has lesser social interaction to others. On the
other hand, in question number 9 which come up to a mean of 2.4600 and a standard
deviation of .81341, which highly indicates that the respondents are experiencing lesser
socialization qualities and capabilities in gaining lesser interaction and lesser engaging
aspects prior to youth clubs and organizations in dealing with advocacies in life.

Grade 10

Table 12: Academic Performance for the Online Gamers for Grade 10
Descriptive Statistics
Questions N Mean Std. Deviation

Q1.My work or grades suffer because of the 50 1.9000 .78895

time I spent in playing games.
 38

Q2. I attentively listen to the teacher in class 50 2.8200 .94091

rather than using phone to play or
entertainment purposes.
Q3. I concentrate well when studying. 50 2.8800 .82413
Q4.I invert much time in studying that playing 50 2.4800 .90891
computer games.
Q5. I can manage my time in studying well 50 2.7600 .87037
without any cellphone.
Q6.I eagerly read books, magazines and 50 2.3200 .91339
scientific journals than playing computer
games.
Q7. I prefer to rest than studying or reading 50 2.5200 .83885
book.
Q8.When I am playing computer games I 50 2.2400 .82214
have the ability to study well because of the
effect of the computer games.
Q9. I can’t familiarize well in class because I 50 2.1400 .78272
feel lazy, because of the habit to sleep late at
night due to in involving computer games.
Q10. I engage well in individual and group 50 2.6600 .84781
works in my class.
50
Valid N (listwise)

Legend:
Strongly Agree- 1.999-2.499
Agree- 2.500- 2.999
Disagree- 3.000- 3.499
Strongly Disagree- 3.500-3.999
 39

Table 132 shows the academic performance for online gamers, there are 10 indicators on
the academic performance .On the questions 8 and 9, it has a mean of 2.2400 with a
standard deviation of .82214. This means that online gamers are satisfied and concluded
that online gaming can highly affect their academic performance .
On the other hand, in question number 3 which garnered a mean of 2.8800 , with a
standard deviation of .82413 , which is the highest mean in the table 13, that indicates
they are less in studying and intervening to school without achieving any high grades.

Table 13: Physical and Mental Aspects of the Online Gamers

Questions N Mean Std. Deviation

Q1.I engage well in individual and group 50 2.6800 .86756

works in my class.
Q2.I gain or lose weight when I play online 50 2.2800 .70102
games.
Q3. I experience disturbances in sleep that 50 2.3000 .86307
may lead you to excessively outgrowth of
pimples.
Q4. I feel threatened in terms of your physical 50 2.3600 .77618
status when I spend time in online gaming.
Q5. I feel inactive or weak when I cannot play 50 2.1200 .79898
online games prior to my physical status or
changes.
Q6 .I feel the improvement of cognitive skills 50 2.4800 .70682
when I play online games.
Q7. I experience poor academic performance 50 1.8400 .79179
and low intelligence in our school.
Q8. I experience anxiety, insomnia and 50 1.8600 .85738
headaches when I cannot play online games.
Q9. I directly get mad when I lose the game. 50 2.2400 .91607
Q10. I feel addicted or fell in love to online 50 2.2600 .89921
games when I play them most of the time.
 40

Legend:
Strongly Agree- 1.999-2.499
Agree- 2.500- 2.999
Disagree- 3.000- 3.499
Strongly Disagree- 3.500-3.999

Table 13 shows the physical and mental aspects for online gamers in Grade 10. It
illustrates that status of their cognitive, and mental capabilities and physical status of the
Grade 10 online gamers prior to its results. In question number 5, which states that the
respondents feel inactive or weak when I cannot play online games prior to my physical
status or changes. garnered a mean of 2.1200 with a standard deviation of .79898
therefore this means that they can feel anxiety, insomnia and headaches when they play
online games.

This is a good indication that playing online games or other related to the core results to
dizziness, insomnia and anxiety. On the other hand, in question number 7, that the
respondents got a mean of 1.8400 which implies they have much risk of low intelligence
in their school performances. On the contrary, in question number 3, focusing in physical
aspects, that it got the 2.3000 which the respondents strong agreed that they are
experiencing excessive growth of pimples due to the fact of sleeping late at night because
of playing online games.

Table 14: The Social Interaction Performance for the Online Gamers

Questions N Mean Std.

Deviation
Q1. I still spend quality time with my 50 3.0800 1.00691
friends.
Q2. I engage or join some recreational 50 2.8400 .76559
activities in our school or at our home.
 41

Q3. I socialize myself to my family in 50 2.9000 .93131

achieving quality time and bonding
activities everyday.
Q4. I spend volunteering in 50 2.1800 .89648
community services.

Q5. I interact myself with my siblings, 50 2.7400 .89921

nieces, and other relatives.

Q6. I intervene myself in engaging 50 2.4800 .73512

youth clubs and organizations in
dealing with advocacies of helping
humans.

Q7. I feel fascinated when I allure 50 2.8000 .78246

myself in gaining some new friends.
Q8. I play outside involving physical 50 2.8800 .79898
activities with my friends or
classmates.

Q9. I feel happy when I play online 50 2.4800 .81416

games as to be compared to talking
and engaging to my friends.

Q10. I feel weak or sad when I cannot 50 2.2400 .93808

talk or socialize with someone.

Legend:
Strongly Agree- 1.999-2.499
Agree- 2.500- 2.999
Disagree- 3.000- 3.499
Strongly Disagree- 3.500-3.999
 42

Table 14 shows the social interaction performance for Grade 10 online gamers. Based on
the result, in question number 2, it garnered a mean of 2.8400, which is quite high to the
other results, this implies that online gamers has lesser social interaction to others. On the
other hand, in question number which come up to a mean of 2.6200 and a standard
deviation of .78559 , which highly indicates that the respondents are experiencing lesser
socialization qualities and capabilities in gaining lesser interaction and lesser engaging
aspects prior to youth clubs and organizations in dealing with advocacies of helping
humans.

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