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Chapter I
INTRODUCTION

As a medium, the computer game is now in a period oI hasty development. From a

design point oI view, video games are becoming more complex and they are rapidly
spreading to new platIorms such as mobile phones, pocket computers and websites. More
and more, they are becoming visible and diIIicult to write oII as a merely predictable
phenomenon.
Over thirty years ago, computer games were just a mere amusement, a sheer
recreational activity. But as time elapsed, it has developed into an addiction that hooked
many oI the people, especially the young. Unexpectedly, it has become a pervasive social
phenomenon oI substantial importance. The immense growth oI computer games all around
the world makes its eIIects more apparently dangerous and unsaIe both to the individual and
to the society as a whole.
The eIIects oI computer games vary through, depending on its application. According
to Swing and Anderson in a journal article called The Unintended Negative Consequences of
Exposure to Jiolent Jideo Games, computer games have some Ieatures that make them
useIul in the Iield oI education. Some educational institutions are already using this
technology in teaching algebra, geometry and biology. There are also businesses that have
made use oI computer games in order to teach job skills to their workers. And in the United
States, the US army created a program that teaches soldiers eIIective simulation in a variety
oI combat related skills. The same was used by the US marines (2007).


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But what concerns this study is the Iact that iI computer games, speciIically violent
computer games, are strongly capable oI teaching such broad array oI useIul subjects, it
would be reasonable to think that it also possesses the same capability in teaching
undesirable things to those who are habitually exposed to it. These undesirable things are
speciIically believed to impinge on the younger populace because they are the ones who are
the most vulnerable to this trend. Many research studies have emerged proving that a violent
computer game leaves an unwanted impact to its users. But the Iocal point that is given much
concentration on this study is its upshots on a person`s aggressive behavior as it is believed
that it inIluences an increase to it (Anderson and Bushman, 2001).
To consider the possibility that the up-and-coming culture oI violent computer games
can generally inIluence much on the behavior and even on the way our young people oI
today perceives things, is to deem the necessity to dig down deep the basics, the reasons and
the possible evidences oI the authenticity oI the premise. This study tries to capture necessary
prooI on the negative eIIects oI violent computer games Ior us to think again on how we
weigh the emergence oI the technology oI computer gaming in our society today. We could
not simply ignore what we know a little.
That habitual exposure to violent computer games may inIluence an increase on the
level oI aggressive behavior oI those concerned, is what this study proposes to stand. Several
studies have suggested that playing violent computer games leads to increases in aggression-
related result Ior game players. It has been revealed that playing violent computer games
increases physiological arousal, and decreases pro-social behavior. These eIIects are
vigorous; they have been Iound in children and adults, in experimental and non-experimental
studies (Gentile et al., 2004).


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Although much research has already been done in this Iield oI concentration, less has
been Iocused on the local area. Most oI the literature that is related to this subject matter was
centered on the west as it may be true that this computer technology has already penetrated
greatly in their place. But it must also be considered that such trend is already taking its
Ioothold even here in our locale; so it is just enough reasonable to redirect our lenses towards
this problem.
The essentiality oI this paper revolves around the endeavor to determine the negative
eIIects oI one`s` exposure to violent computer games, speciIically on their aggressive
behavior. This study stands on the premise that exposure to violent computer games increases
the level oI aggressiveness oI those who are exposed to it.
















4
STATEMENT OF THE PROBLEM
This study intends to determine the diIIerences on the level oI aggressive behavior
between adolescents who are players oI violent computer games and adolescents who are
non-players oI violent computer games.
Particularly, this study aspires to Iind answers to the Iollowing questions:
1. What is the level oI aggressive behavior oI adolescents who are players oI violent
computer games?
2. What is the level oI aggressive behavior oI adolescents who are non-players oI
violent computer games?
3. Is there a signiIicant diIIerence on the level oI aggressive behavior between
adolescents who are players oI violent computer games and adolescents who are non-
players oI violent computer games?
SIGNIFICANCE OF THE STUDY
This study portends the Iollowing signiIicance:
This study will serve as a competent training ground Ior the researcher as she may
pursue oI this Iield as a career path in the Iuture. This entire research process will reIine and
mold her oI what a proIessional researcher should and should not be. Through this research
study, the things about research work which were once just theories in her mind would
hopeIully be turned into a real liIe experience.
This will provide a reIerence to subsequent Sociology majors in certain areas oI
Sociology such as that oI the Iield oI mass media and society and social psychology as well.


5
Also to lay readers, especially to parents, this study may provide Ior them a clearer
understanding on the issues and questions on the impact oI violent media to the children iI
they are uncontrollably exposed to it. Through this study, the parents will be able to raise
means and measures to minimize these eIIects towards their children.
This research study will also provide a valuable reIerence material in conducting
seminars, symposia, colloquia and Iorums on the subject matter on the impact oI the Iast-
changing genre oI InIormation technology and violent media nowadays.
To other researchers who are in the same way, interested on the subject revolving
around the impact oI violent media on our very lives, particularly the outcomes produced by
violent computer games to the behavior oI those who are exposed to it, this research study
may aIIord a helpIul data.
More so, this study is expected to come up with practical recommendations in order
to minimize the assumed impact oI violent computer games to the adolescents and the
changes it creates to their behaviors.
SCOPE AND DELIMITATION
This research study was conducted in selected secondary schools situated in General
Santos City and Tupi, South Cotabato. This study was comprised oI 60 respondents who
were selected among the male high school students Irom the chosen institutions. There were
two groups in the study the 'Players and the 'Non-Players group respectively.
This study was limited only to male high school students. It is highly assumed that
playing violent computer games is more oI a characteristic oI a male than a Iemale.


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Moreover, according to Albert Bandura, boys tend to perIorm aggression than girls because
oI their masculine-role identiIication (1965).
The 'Players group was comprised oI thirty (30) male high school students taken
Irom the selected secondary schools in General Santos City who are spending considerable
amount about a minimum oI two (2) hours per play - oI playing violent computer games
and expends time on violent computer games Ior a least amount oI two hours weekly.
The computer games included in this study were as Iollows: DOTA, RF Online,
Cabal Online, Grand Chase, Special Force, X-Men Origins, Prototype, Call oI Duty, LeIt Ior
Dead, FlyII, Ran, Max Payne, MU, HON, Project Powder, Cross Fire, Armies oI Exigo,
Rakion, PerIect World, Ragnarok and Dragonica. The games which were mentioned herein,
beIore it was included in this study, have been subject to careIul assessment to determine iI it
Iits the criteria oI 'violent games. In this assessment process, a violent content rating Ior
computer games was used. In the rating system, it was determined what are the weapons
which are used against the adversary in the game; the extent oI the weapon`s use which is
determined Irom 'limited, 'moderate to 'excessive; the means used to win against the
adversary such as kicking, smashing, hitting or by the use oI weapons; the main task that is
acted against the adversary; and the corresponding consequences or rewards upon winning
against the adversary.
The raters oI the violent content Ior computer games were composed oI ten (10) male
college students who are themselves involved in playing the computer games which were
included in the breadth oI this study.


7
The 'Non-Players group who was taken Irom the selected secondary schools in
Tupi, South Cotabato was made up oI thirty (30) male high school students who may be
playing computer games but not the violent computer games identiIied in this study or those
who are not playing violent computer games at all.
The level oI aggressive behavior oI the high school students who are respondents oI
this study reIers only to the behavior at home as observed and assessed by the parents or any
attending person oI the respondent.
The level oI aggressive behavior oI adolescents who are players oI violent computer
games was compared to the level oI aggressiveness oI adolescents who are non-players oI
violent computer games Ior the purpose oI distinguishing whether the level oI aggressiveness
oI players oI violent computer games is higher than the level oI aggressiveness oI non-
players oI violent computer games.

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CONCEPTUAL FRAMEWORK
Researches on the Iield oI media violence, particularly in computer game violence,
predict changes in aggressive cognitions and behavior Iollowing repeated exposure to violent
computer games. This conception is supported by theories like the Social Learning Theory
propounded by Albert Bandura and the General Aggression Model (GAM) developed by
Anderson and Bushman. Both models states that violence in the media, including that oI
video games, could possibly increase aggressive behavior oI those who are exposed into it.
According to Albert Bandura as discussed in his article called the nfluence of
Models Reinforcement Contingencies on the Acquisition of mitative Responses, when a
person observes or witness a model, human or non-human, exhibit a succession oI acts, that
person attains blatant characteristics likened to those acts that had been modeled (1965). In
the case oI playing violent computer games, it is believed that it creates more impact on the
changes on the level oI aggressive behavior that is possessed by the player than just a mere
viewing oI a violent screen media. According to a study, the interactive character oI violent
computer games makes it distinctive among the screen based media because in computer
games, players actually involve themselves, and to some extent, create the actions, rather
than simply being a viewer. In order to succeed in playing violent video games, players must
categorize themselves as one oI the characters in the game and then choose their own violent
strategies against the opponents. Continual violent choices bring about a continuous round oI
reward. ThereIore, violence is presented as acceptable, without unhelpIul consequences, and
enjoyable as well (Funk, et al, 2004).
The General Aggression Model (GAM) which was developed by Craig A. Anderson
and Brad J. Bushman is a useIul Iramework that explains Iurther how a violent media,


9
particularly that oI computer and video games, aIIects the increase in the level oI aggression
exhibited by those who are habitually exposed to it . In their article entitled Effects of Jiolent
Jideo Games on Aggressive Behavior, Aggressive Cognition, Aggressive Affect,
Physiological Arousal, and Pro-Social Behavior. A Meta-Analytic Review of the Scientific
Literature, it was discussed that the enactment oI aggression is largely based on learning,
activation and application oI aggression-related knowledge structures stored in memory.
According to GAM, situational input variable such as a recent exposure to violent media,
inIluence aggressive behavior through their impact on the person`s inner state at hand.
Violent media boost up aggression by teaching viewers how to aggress by keying aggressive
cognitions, by increasing arousal, or by creating an aggressive aIIective state (2001). GAM
also discusses that repeated exposure to violent media can Iorm long term changes in
aggressive personality to aggressive behavior in immediate situations. Dmitri Williams and
Marko Skoric also supported that concept. In their authored journal article entitled nternet
Fantasy Jiolence. A Test of Aggression in an Online Game, they conIerred that repeated
exposure to violent game episodes over time leads to the development, automatization, and
reinIorcement oI aggressive cognitions which Iurther produce more aggressive perception,
belieIs, attitudes and behavioral scripts (2005).
This study Iocuses on the association between the adolescents` participation to violent
computer games and the level oI aggressive behavior that they develop as a result oI that
participation. This is primarily based on the General Aggression Model by Anderson and
Bushman which was already discussed beIorehand.
Amongst the vast eIIects oI participation to violent video games, this study Iocuses
only on the changes that are seen in the aggressive behavior oI the adolescents that are


10
participating in violent computer games as it is compared to the level oI aggressive behavior
oI those who are not participating in violent computer games.
The variables which were discussed in this study are the participation in violent
computer games as the independent variable; and the level oI aggressiveness as the
dependent variable. Under the participation in violent computer games, speciIic sub-variables
such as the length oI participation to violent computer games, and the Irequency oI such
participation will also be assessed. According to a study oI Williams and Skoric, when
exposed repetitively over a period oI time to violent computer games, a person is believed to
develop aggressive behaviors and attitudes (2005). As Ior the dependent variable which is the
level oI aggressiveness, it is only limited into two Iorms the physical aggression which
reIers to the behavior maniIested through actions and deeds in an active Iorm; and verbal
aggression which signiIies the behavior made noticeable through the use oI deIiant,
oppressive and undesirable words.
Violent computer games are those that are reIerred to as games that depict intentional
attempts by individuals to inIlict harm on others. This includes extreme Iorms oI hostility
such as physical assault and murder. An 'individual can be a nonhuman cartoon character, a
real person, or anything in between. Aggression, on the other hand, is deIined as behavior
intended to harm another individual who is motivated to avoid that harm. It is not an aIIect,
emotion, or aggressive thought, plan or wish. This deIinition excludes unintentional acts that
lead to harm but includes behaviors intended to harm even iI the attempt Iails (Anderson and
Bushman, 2001).



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The level oI aggressiveness oI adolescents who are subject to this study was assessed
by determining their participation to violent computer games and aIterwards, scoring their
level oI aggressive behavior through the aggression scale included in the instrument oI this
study. The level oI aggressiveness concerned in this study reIers limitedly to the behavior as
observed in the home by the parents or any attending person oI the respondent. The level oI
aggressiveness oI adolescents who are players oI violent computer games will be compared
to the level oI aggressiveness oI those who are not.
Hence, this study hypothesizes that those who are players oI violent computer games
show a higher level oI aggressiveness than those who are non-players oI violent computer
games.

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Figure 1
CONCEPTUAL PARADIGM

Independent Jariable Dependent Jariable

1J
HYPOTHESES OF THE STUDY
This study was undertaken to test the Iollowing hypotheses:
a. Null Hypotheses
There is no signiIicant diIIerence on the level oI physical and verbal
aggressiveness between adolescents who are participating in violent computer
games and those who are not participating in violent computer games.
There is no signiIicant diIIerence on the level oI physical aggressiveness
between adolescents who are participating in violent computer games and
those who are not participating in violent computer games.
There is no signiIicant diIIerence on the level oI verbal aggressiveness
between adolescents who are participating in violent computer games and
those who are not participating in violent computer games.
-. Alternative Hypotheses
The level oI physical and verbal aggressiveness oI adolescents who are
participating in violent computer games is higher than the level oI physical
and verbal aggressiveness oI those who are not participating in violent
computer games.
The level oI physical aggressiveness oI adolescents who are participating in
violent computer games is higher than the level oI physical aggressiveness oI
those who are not participating in violent computer games.
The level oI verbal aggressiveness oI adolescents who are participating in
violent computer games is higher than the level oI verbal aggressiveness oI
those who are not participating in violent computer games.


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REVIEW OF RELATED LITERATURE AND STUDIES
The Iollowing are the related literature and studies Ior this particular study:
On Media and Jideo Game Jiolence
Violent media are those that expose deliberate attempts by individuals to cause
damage on others. An 'individual can be a nonhuman cartoon character, a real person, or
anything in between (Anderson and Bushman, 2001).
Here Iollows a summary oI the developmental phases oI the concept media violence
according to Karen Olivier which she discussed in her article called The Effect of Jiolent
nternet Games on Children and Juveniles (2000):
As early as 1972, Dr. George Gerbner, an expert on media violence in the United
States deIined media violence as Iollows: 'the overt expression oI physical Iorce
against others or selI, or the compelling oI action against one`s will on pain oI
being hurt or killed. The expression oI injurious or lethal Iorce had to be credible
or real in the symbolic terms oI the drama. Humorous and even Iarcical violence
can be credible and real, even iI it has a presumable comic eIIect. But idle threats,
verbal abuse, or comic gestures with any real consequences were not to be
considered violent. On 1976, the Canadian Royal Commission on Violence in
the Communications Industry, established deIinitions Ior the nature oI violence
and the nature oI violence in the media. Accordingly, violence is any action
which intrudes painIully or harmIully into the physical, psychological or social
well-being oI persons or groups.In 1994, a proposal was raised by the Standing
Committee on Justice and Legal AIIairs. It is suggested to alter or add the
concept obscene` in a proposed deIinition oI media violence.



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As one oI the newest and most prominent sources oI screen-based media violence,
special attention should be given to considering the possible impact oI violent computer
video games. It has been suggested that the active nature oI video games makes them unique
among the screen-based media. Video game players actually participate in, and to some
extent create the video game actions, rather than simply being a viewer or a content recipient.
In plating a violent video game, players must identiIy and then choose violent strategies.
Repeated violent choices result in a continuous cycle oI reward. Violence is presented as
justiIied, without negative consequences, and Iun (Funk, et al, 2003).
Research on exposure to television and movie violence suggests that playing violent
video games will increase aggressive behavior. Concerns about media have been rising on
the national agenda, particularly children`s exposure to violence in video and computer
games (Olson, et al, 2007).
According to research, there are three Iactors that are strong predictors whether young
people will be inIluenced by media violence (Olivier, 2000):
1. dentifying with one of the characters. It can be postulated that since
aggressors in the media are usually males and Iemales are usually victims,
boys will be more likely to respond with aggression and girls with Iear.
Studies indicate that aIter playing violent video games, boys tend to Ieel
satisIied but on the other hand, girls Ieel less comIortable and are less likely
to play again. There are more aggressive themes, male Iigures and male
voices on screen in video games than on television.
2. nterpreting what they see as realistic and relevant to their own lives. Media
violence is more likely to have a strong eIIect on children and on young
adolescents. The reason being that they lack real liIe experiences to judge
whether something they see on screen is realistic.


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3. Personal fantasi:ing a-out the characters in a violent game. Daydream
reruns will increase the inIluence oI the violent scenes a child has watched.

The Bases of Aggression
Aggression is behavior intended to harm another individual who is motivated to avoid
that harm. It is not an aIIect, emotion, or aggressive thought, plan, or wish. This deIinition
excludes accidental acts that lead to harm, such as losing control oI an automobile and
unintentionally killing a pedestrian, but includes behaviors intended to harm even iI the
attempt Iails, such as when a bullet Iired Irom a gun misses its human object (Anderson and
Bushman, 2001).
Aggressive persons are conceptualized as angry, having the inclination to engage in
verbal and physical aggression and antagonistic in their cognitive patterns. It has been
speculated that aggressive individuals are more likely to make hostile attributions, thereby
increasing their anger and the possibility oI aggressive behavior (Markey and Markey, 2010).
Steven J. Kirsh identiIied the psychosocial and biological correlates oI aggressive
behavior. In his study entitled, The Effects of Jiolent Jideo Games on Adolescents. the
Overlooked nfluence of Development (2002), he Iurther explained these important issues in
the study oI violence and aggression:
Psychosocial Correlates
The increase in aggressive behavior and conIlicts in early adolescence appears to
be related to the variety oI new social and emotional challenges that arise during
early adolescence.Although most adolescents cope well with these challenges,
early adolescence is also a time oI increased negative emotions and depression.


17












A




One possibility Ior the increased aggressive behavior and conIlict during
adolescence is that the increase in negative aIIect and depression increases the
likelihood oI responding to a variety oI provocation situations with aggression.
Individuals who are depressed or are high in trait anger interpret ambiguous
provocation situations as stemming Irom hostile intent. Individuals with a
negative mood are more likely to remember negatively-valenced inIormation
better than other emotionally valenced inIormation. Furthermore, recent research
suggests that early adolescents have more diIIiculty recognizing Iacial
expressions oI emotions than do late adolescents.

Biological Correlates
Biological change during early adolescence, both hormonal and cortical, may
inIluence the aIorementioned increase in aggressive behavior. During early
adolescence, there is an increase in adrenal hormones (adrenarche) and gonadal
hormones (gonadarche). Adrenarche is a contributing Iactor to adjustment and
behavior problems. Furthermore, Gonadarche is positively correlated with
aggressive behavior. Additional research has indicated that structural changes
occur in the brain during adolescence. Between 7 and 16 years oI age,
adolescents lose one-halI oI their prepubertal neocortical synapses at a rate oI
30,000 synapses per hour.In early adolescence, prior to pruning, excessive
synapse connection may limit the preIrontal cortex`s ability to eIIiciently process
and evaluate situations, in turn reducing early adolescent`s ability to make sound
judgments. Thus it is possible that higher levels oI aggressive behavior during
adolescence are in part due to biologically driven limitations in rational thought
and evaluation oI consequences. OI note, testosterone has been associated with
an increase in the size oI at least one limbic structure (amygdale), which is the
part oI the limbic system primarily responsible Ior Iear and anger. This increase
appears to be grater Ior boys than girls. It is possible that one reason adolescent
boys are more overtly aggressive than adolescent girls is due to structural
diIIerences in the limbic system.


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Key study that showed the connection between media violence and aggression was
the one by Dr. Leonard Eron. Together with Dr. Rowell Huesmann, they conducted a study
investigating oI TV`s violence and aggressive behavior. To their surprise, they discovered
that oI all the predictor Iactors oI aggressive school behavior, the amount oI aggressive
television viewed was the best. AIter interviewing 470 oI the original subjects in 1970, they
discovered that the subject`s 1960 television viewing habits were still the best indicator oI
violent behavior (Grey, 1984). It was then concluded that those who watched more television
at age eight were more likely, at age 30, to have committed more serious crimes, to be more
aggressive when drinking and to punish their children more harshly than others (Olivier,
2000). It is important to consider the literature on TV and movie violence on the question
that concerns video games Ior the Iollowing reasons: First, many oI the Iundamental
psychological processes identiIied in the TV-movie literature also apply to video games;
second, the literature on TV-movie violence is large, whereas the literature on video-game
violence is small; and lastly, the literature on TV-movie violence has had suIIicient time to
answer early criticisms oI the research with additional research (Anderson and Bushman,
2001).
The smaller video game literature has Iound that playing video games causes
increases in aggressive behavior, aggressive aIIect, aggressive cognitions, physiological
arousal, and decreases in pro-social behavior (Carnagey, 2007).
According to the General Aggression Model (GAM) developed by Anderson and
Bushman, learning, rehearsal, and activation oI aggression-related cognitive structures causes
aggressive behavior via changes in aggressive personality (2001). II these approaches are
related, we should expect an increase in both physical aggression and aggressive cognitions


19
over time when players are exposed to a violent game (Williams and Skoric, 2005). Williams
and Skoric Iurther discuss the General Aggression Model as Iollows:
First, exposure to a violent video game can result in short-term increases in
aggressive behavior as it aIIects the individual`s present internal state, that is,
cognitions, aIIect, and arousal. Every exposure to the game can be viewed as an
episode, a cycle oI the player`s ongoing social interaction, which represents a
central Iocus oI the GAM theoretical model. According to the model, playing
violent computer games could cause short-term aggression via priming oI
aggressive cognitions and creation oI aggressive aIIect, as well as via increases in
arousal. Repeated exposure to such episodes over times leads to the development,
automatization, and reinIorcement oI aggressive cognitions, which may produce
long-term eIIects, including more aggressive perception, belieIs, attitudes, and
behavioral scripts.

Aside Irom the General Aggression Model by Anderson and Bushman, theories have
emerged to help explain the possible center oI the emergence oI aggression among
individuals. These theories have been helpIul in channeling reasons and explanations
together and in integrating the development oI new emerging theories that elucidates more
clearly this phenomenon on aggression. Craig A. Anderson and Brad J. Bushman have cited
these theories in the article they have co-written which they entitled, Human Aggression
(2002). The Iull discussion oI these theories is as Iollows:
Cognitive Neoassociation Theory
It proposes that negative inIluences produced by disagreeable occurrences
routinely encourages various thoughts, expressive motor reactions,
memories and physiological reactions linked with both Iight and Ilight
trends. Aversive events such as Irustrations, provocations, loud noises,


20
uncomIortable temperatures, and unpleasant odors produce negative eIIects.
Aggressive thoughts, emotions, and behavioral tendencies are linked
together in memory. Concepts with similar meanings and concepts that
Irequently are activated simultaneously develop strong associations.

Social Learning Theory
People acquire aggressive responses the same way they acquire other
complex Iorms oI social behavior either by direct experience or by
observing others. Social learning theory explains the acquisition oI
aggressive behaviors via observational learning processes, and provides a
useIul set oI concepts Ior understanding and the describing the belieIs and
expectations that guide social behavior. Social learning theory is
particularly useIul in understanding the acquisition oI aggressive behaviors
and in explaining instrumental aggression.

Script Theory
Script theory proposes that when children observe violence in the mass
media, they learn aggressive scripts. Scripts deIine situations and guide
behavior: The person Iirst selects a script to represent the situation and then
assumes a role in the script. Once a script has been learned, it may be
retrieved at some later time and used as a guide Ior behavior. Thus, a child
who has witnessed several thousand instances oI using a gun to settle a
dispute on television is likely to have a very accessible script that has
generalized across many situations.

Excitation Transfer Theory

Excitation transIer theory notes that physiological arousal dissipates slowly.
II two arousing events are separated by a short amount oI time, arousal Irom
the Iirst event may be misattributed to the second event. II the second event
is related to anger, then the additional arousal should make the person even
angrier. The notion oI excitation transIer also suggests that anger may be


21
extended over a long period oI time iI a person has consciously attributed
his or her heightened arousal to anger. Thus, even aIter the arousal has
dissipated the person remains ready to aggress Ior as long as the selI-
generated label oI anger persists.

Subsequently, according to some authors (Ferguson, et al, 2008), there is an inherent
motivation that exist among individuals that makes them act Ior or against violent behavior.
According to this perspective, any relation oI violent video games and violent behavior is
correlational but not causal. According to Ferguson and his colleagues in a journal article
entitled Jiolent Jideo Games and Aggression (2008), individuals who have an aggressive
personality are more likely to engage in violent behavior during times oI environmental
tension. Thus, it is assumed that it`s not the environment that causes a person to propane
violence but the environmental stresses within the environment. In other words, although the
basic inclination to reply to events violently is brought about primarily through biological
Iactors and Iamily violence, the immediate situation can supply the immediate reason Ior
violence. ThereIore, violent behaviors would then be expected to occur more Irequently at
times during which environmental motives are more plenteous. Moreover, these authors
suggest that the role oI media violence (including video games) in such a model is not causal.
Rather, violent video games act as stylistic catalysts. When an individual high in violence
tendencies decides to act violently, this person may then model violence that he or she has
seen in the media. Thus, an individual may model violent behaviors he or she has witnessed
in a video game, but even iI that video game is taken out Irom that individual`s sphere oI
modeling opportunities, the violence would still occur in another Iorm. ThereIore, video


22
game violence does not cause violent behavior but may have an impact on its Iorm (Ferguson
et al, 2008).
Jideo Game and Media Statistics
Once considered an obsolete trend oI the 1970s and 1980s, video games are now a
30-year old media phenomenon that has entered the cultural mainstream. No longer
considered only children`s toys, video games have become a signiIicant cultural Iorce
crossing old demographic boundaries, and are now played in one Iorm or another, online or
oII, by a majority oI the people especially the adolescent division. According to Williams and
Skoric, over 60oI Americans play some Iorm oI interactive game on a regular basis, and
32 oI game playing population is now over 35. Financially, games have passed the motion
picture industry in sales (2005).
According to Kirsh, since the late 1970`s, one oI the preIerred spare time activities oI
adolescents has been playing video games. Video games are deIined as interactive games run
on computers or video game consoles (2002).
Perhaps the most obvious and intentional eIIect oI these video games is entertaining
their users. Thousands oI video game titles are available, and in 2005, their sales (including
directly related accessories) accounted Ior $10.5 billion in the United States alone. This
exceeds the $8.9 billion made by Iilms in the US box oIIice that same year. A national survey
conducted several years ago in the United States Iound that 87 oI children regularly play
video games; the number must be higher by now. 69 oI American heads oI household play
video games as well (Swing and Anderson, 2007).


2J
Over the last three decades the video game industry has evolved Irom oIIering a
handIul oI games on bulky home systems to oIIering scores oI video games on console
systems, personal computers, handheld systems, PDAs, and even cell phones. Currently, one
oI the primary public and political issues concerns the eIIect oI exposure to excessively
violent video games on aggression and violence. Over 85 oI games contain some violence,
and approximately halI oI video games include serious violent actions. And research shows
that youth exposed to violent media tend to become more aggressive immediately aIter
exposure, and become more aggressive adults. The eIIect oI violent television exposure at an
early age on later behavior has been shown larger than the eIIects oI low IQ, abusive parents,
exposure to antisocial peers, and being Irom a broken home (Carnagey, et al, 2007).
According to Anderson and Bushman, the U.S. population consumes much oI media
violence. Youths between the ages oI 8 and 18 spend more than 40 hr per week using some
type oI media, not counting school or homework assignments. Television is most Irequently
used, but electronic video games are rapidly growing in recognition. About 10 oI children
aged 2 to 18 play console and computer video games more than 1 hour per day (2002).
College students also play a lot oI video games. The Cooperative Institutional
Research Program Iound that in 1998, 13.3 oI men entering college played at least 6 hours
per week as high school seniors. By 1999, that Iigure had increased to 14.8. Furthermore,
2 oI the men reported playing video games more than 20 hr per week in 1998. In 1999, that
Iigure had increased to 2.5 (Anderson and Bushman, 2002).
Although the Iirst video games emerged in the late 1970`s, violent video games
came oI age in the 1990`s, with the killing games Mortal Com-at, Street Fighter, and


24
olfenstein 3D. In all three games, the main task is to maim, wound, or kill opponents. The
graphics (e.g., blood) and sounds (e.g., screams) oI these games were cutting-edge at the time
oI their introduction. By the end oI the 20
th
century, even more graphically violent games
became obtainable to players oI all ages (Anderson and Bushman, 2001).
Karen Olivier states in her article called The Effect of Jiolent Jideo Games on
Children and Juveniles, that violent video/internet games send the Iollowing Ialse messages
to the players:
- Problems can be resolved quickly and with little personal investment.
- The best way to solve a problem is to eliminate the source oI the problem.
- Problems are right or wrong, black or white.
- It is acceptable to immerse oneselI in the video game`s rule driven reality without
questioning the rules.
- Use instinctual rather than thoughtIul, responsible behaviors to react to problems.
- Personal imagination is not an important problem solving skill.
These Ialse messages are strengthened because oI the renowned Ieature oI video
gaming, namely interactivity. As the computer industry becomes more stylish in its
productions, so do the games promise a more realistic version oI events (2000).
Understanding the Game
Video game violence is the new kid on the media violence block, having emerged in
the late 1980s and early 1990s. Currently, one can play video games on computers, consoles
(e.g., Xbox 360, PlayStation, Wii), handhelds (e.g, Nintendo DS), computers, iPods, personal
digital assistants, and mobile telephones (Anderson, et al, 2010).


25
The Iirst things video games do that makes them eIIectual is capture and clutch the
attention oI the player. They do this through the use oI rapidly changing visual and auditory
stimuli that produce an automatic orienting response. Well-designed video games provide the
player with clear objectives that are Ilexible to the learning pace oI the viewer. In an attempt
to reach these objectives, not only do video games reinIorce mastery oI their material through
immediate and constant Ieedback but they also provide extrinsic reinIorcement (e.g.,
awarding points, impressive visual and sound eIIects), which motivates players to continue
playing. Eventually, players develop their skills to the point oI over learning (Swing and
Anderson, 2007).
Using the industry`s widely used typology oI game genres; role playing game (RPG)
is given much concern. According to Williams and Skoric, RPGs are games in which the
player creates, grows, alters and maintains a character through a longer-than-average play
experience. RPGs are also the most popular PC game genre. The smallest games Ior
example, online chess have only two players and are relatively short. The largest games
have hundreds oI thousands oI players. This kind oI game is known as a 'massively multi-
player online role playing game (MMRPG). In an MMRPG, players log into and out oI a
virtual environment that is 'persistent, or always on. Players access this shared virtual space
and see a representation oI themselves on the screen their avatar along with
representations oI other players. Most MMRPGs has a cultish Iollowing and the most hard-
core players report that they play upwards oI 60-80 hours per week, while more casual
players report 20-25 hours per week. MMRPGs represent the most popular genre oI today`s
PC games and the platIorm and setting that will likely mark the industry`s Iuture (2005).


26
Social learning can occur in three ways through game play. First, players may
observe and potentially model the behavior oI computer-driven characters. This kind oI
observational learning is what has been tested in prior studies, and that is applicable only to
games played alone. Second, players in a multi-player game such as MMRPG will also
observe and potentially model the behaviors oI other players in the virtual space. Because the
content is necessarily interactions however mediated with other real people, eIIects
should be stronger than with the more passive observation theorized Ior television. This is
especially relevant because as games become more and more multi-player, game content is
driven more and more by actions among the players themselves. Last, social learning may
occur Irom play that takes place in virtual space and also in physical proximity, as in arcade,
home or oIIice, in internet caIes or in LAN (Local Area Network) tournaments. In this case,
the in-game interactions and observations occur in parallel with real-world ones (Williams
and Skoric, 2005).
According to Nina Huntemann, there is something diIIerent in video games Irom a
typical TV and movie violence (Anderson, et al, 2010):
'You know what`s really exciting about video games is you interact with the
game physically you`re not just moving your hand with a joystick or a
keyboard, but you are asked to interact with the game psychologically and
emotionally as well. You`re not just watching the characters on screen; you`re
becoming those characters.





27
The Aggression Scale
The scale used in this study was adopted Iorm The Aggression Scale. A Self-Report
Measure of Aggressive Behavior for young Adolescents by Pamela Orpinas and Ralph
Frankowski (2001). The Iollowing discusses the development oI the said scale:
To develop the Aggression Scale, a list oI common verbal and physical
aggressive behaviors among middle school students was created. To ensure that
the items reIlected the most common aggressive acts among students and that
the wording oI the items was appropriate, items were reviewed by 1 school
counselor, 12 teachers and 2 university proIessors with expertise in school health
promotion and violence prevention. The scale measures behaviors that might
result in psychological or physical injury to others. Questions are limited to overt
aggressive behaviors and do not include relational aggression, that is, behaviors
that harm others through peer relationships (excluding others Irom a playgroup
or withdrawing Iriendship.

Also, according to Orpinas and Frankowski, the scale they have developed only
requests inIormation regarding the Irequency oI the most common overt aggressive
behaviors, including verbal aggression (teasing, name-calling, encouraging Iight, threatening
to hurt or hit) and physical aggression (pushing, slapping, kicking, hiting) (2001).

28
Chapter II
RESEARCH METHODOLOGY

Research Design
This is a descriptive study employing a comparative method oI research. It aims to
capture the diIIerence on the level oI aggressiveness oI high school students who are
participating and not participating to violent computer games.
Jaria-les of the Study
These are the variables oI the study:
1. Socio-Economic nformation
The socio-economic proIile oI the respondents will cover the respondent`s
age, parents` educational attainment and tribe as variables oI this study.
. Participation to Jiolent Computer Games
The variable on participation to violent computer games serves as the
independent variable oI this study. This variable is measured in two levels oI
participation the highly participating and not participating. The participation
is determined through the extent oI involvement the adolescent has in
computer games. Highly participating are those who are playing violent
computer games not less than two (2) hours per game and expends time on
playing in a minimum oI two (2) hours weekly. While the non-participating
are those who may be playing computer games but not the violent computer


29
games identiIied in this study or those who are not playing computer games at
all. This variable is determined through the two groups involved in this study
the players oI violent computer games and the non-players oI violent
computer games.
3. Level of Aggressive Behavior
The level oI aggressive behavior serves as the dependent variable oI this
study. This variable includes two maniIestations oI aggressiveness the
physical aggressiveness and the verbal aggressiveness. This variable is
measured through the rating oI the parents or any attending person oI the
aggressive behavior they have observed Irom the respondent at home.
Sampling Procedure
Sixty (60) samples were drawn Irom a non-random sampling procedure. Using the
purposive sampling technique, the researcher individually identiIied high school students
who may belong to the 'players group and the 'non-players group. Both groups were
comprised oI thirty (30) respondents separately. The players are those who admitted to have
been playing violent computer games Ior not lesser than two (2) hours per game and plays
the game Ior at least twice a week. The non-players are those who may be playing computer
games but not the violent games which are identiIied in this study or those who are not
playing computer games at all.
The researcher did not have a speciIic population Ior the study but included any
secondary institution that could be situated in the two localities namely General Santos City


J0
and Tupi, South Cotabato. This makes the researcher stick to the minimum requirement oI
the sample size which is thirty (30) respondents in each group.
Since the variable on the level oI aggressive behavior was operationalized as the
behavior observed in the home, the parents oI the respondents were included among the
respondents oI this study as well because they were believed to have an ability to provide the
necessary inIormation regarding the mentioned variable.
Research Locale
This study was conducted in two diIIerent locations. The Iirst being, General Santos
City and the second location was at Tupi, South Cotabato. The respondents who comprised
the 'players group were taken Irom the selected secondary schools in General Santos City.
Whereas the respondents included in the 'non-players group were taken Irom Tupi, South
Cotabato.
The researcher sought Irom two diIIerent locations in a desire to make clearer
distinctions between the two categories oI respondents. It is presumed that General Santos
City which is a highly urbanized locality caters more technological advancements such as
that oI computer gaming than Tupi, South Cotabato which is a less urbanized one.
There were thirty (30) respondents Irom General Santos City and thirty (30) Irom
Tupi, South Cotabato. This study constituted 60 respondents all in all.

J1
nstrumentation
In order to yield the necessary data, two instruments were used a questionnaire and
interview schedule. To obtain the needed inIormation Irom the students who were chosen as
respondents Ior the study, a questionnaire was employed.
The questionnaire was composed oI two parts. The Iirst part contained questions that
investigated the socioeconomic inIormation oI the respondents including their age, tribe, and
their parent`s educational attainment. The second part enclosed questions that examined their
computer gaming activities the speciIic computer games they are playing, the history,
Irequency and the length oI time they spend in playing the game and other questions related
to the subject.
To obtain the inIormation regarding the respondent`s level oI aggressive behavior, an
interview schedule was used. This instrument is designed speciIically Ior the parents or any
attending person that could provide an accurate response to the questions that are
enumerated. In this instrument, an aggression scale is provided. This scale was adopted Irom
The Aggression Scale. A Self-Report Measure of Aggressive Behavior for Young Adolescents
by Pamela Orpinas and Ralph Frankowski (2001). The researcher made some revisions on the
said scale. From a Iirst-person (I, me) approach used in the sentences, it was changed into a
third-person (he) approach.
The researcher has also provided a tagalog version oI the questionnaire and interview
schedule to make it more comprehensible Ior the respondents and their parents. It was
translated by a Iourth year AB Filipino student and was validated by a secondary Filipino


J2
teacher. Accordingly, the researcher also presented the instruments to the Iaculty oI the
department oI Sociology Ior scrutiny and validation.
A violent content rating Iorm Ior computer games was also used as an instrument to
assess the content oI violence Iound in the games which were included in this study. In the
rating Iorm, it was determined what are the weapons which are used against the adversary in
the game; the extent oI the weapon`s use which is determined Irom 'limited`, 'moderate to
'excessive; the means used to win against the adversary such as kicking, smashing, hitting
or by the use oI weapons; the main task that is acted against the adversary; and the
corresponding consequences or rewards upon winning against the adversary.
The raters oI violent content oI computer games were composed oI ten (10) male
college students who are themselves participating in playing violent computer games. The
raters were selected based on the personal knowledge oI the researcher about their
participation to violent computer games. However, it is important to note here that not all the
raters rated all the games which are included in this study; only those games oI which they
are participating to. Based on the ratings oI the raters on the violent content oI computer
games, twenty one (21) games came out to be violent out oI the twenty eight (28) computer
games which were rated.
Method of Data Gathering
In the course oI data gathering, the researcher used the two basic instruments applied
in this study the questionnaire and the interview schedule.
In order to distinguish who should qualiIy to be the respondents oI this study, the
researcher individually approached those who were deemed to Iit into the qualiIications oI


JJ
either the players or non-players. Using the purposive sampling technique, the researcher
sought in the school settings, went room-to-room to search Ior the possible respondents. II
the researcher reckoned the person to become a part oI the study and iI the person agrees to
the conditions given, the researcher then employed a questionnaire Ior the respondent to
answer. This procedure was repeatedly done until the sample size was Iinally completed.
Importantly, the researcher, beIore conducting this research procedure in institutions,
asked the consent oI the administrator oI each school by providing a letter oI approval
addressed to the principal or the school administrator.
AIter the respondents were all determined, the second phase oI the procedure took
place. This is where the data regarding the level oI aggressive behavior oI the identiIied
respondents is obtained.
The researcher traced the location oI the residences oI the respondents provided on
the questionnaire. AIter the location has been identiIied, the researcher conducted an
interview on either the parents or any attending person who could substantially provide the
necessary inIormation regarding the respondent`s level oI aggressive behavior. The parents
and/or attending persons oI the respondents were chosen to provide the inIormation regarding
the aggressive behavior oI the later because the aggressive behavior which is dealt with in
this study pertains only to the behavior which is observed in the home. Apparently, the best
persons who could provide that inIormation are those persons who observe the child`s home
behavior. The parents or any guardian oI the child best Iits this qualiIication so they were
chosen as respondents as well.


J4
On both 'players and 'non-players group, the researcher made sure that beIore
starting the interview, the instructions were explained thoroughly to the interviewees.
Method of Data Analysis
The data which has been collected Ior this particular study was presented in a well
turned-out manner. To present the socio-economic inIormation oI the respondents, the
researcher used Irequency distributions Ior the speciIic variables such as the respondent`s
age, their parent`s tribe, their parent`s educational attainment, and their parent`s employment.
Also, The variables pertaining to computer related inIormation such as the availability
oI home computers, the internet caIe usage oI the respondents, the players` history, length
and Irequency oI playing computer games, and the speciIic violent games they play were also
presented through Irequency tables.
Regarding the two groups that are used in this study, namely the 'players and 'non-
players group, the mean scores were taken to determine the average level oI aggressive
behavior as rated through the aggression scale.
The aggression scale is a 5-point scale which was included in the interview schedule
to determine the respondents` level oI aggressive behavior. The score oI 5 represents a higher
level oI aggressiveness while the score oI 1 corresponds to a lower level oI aggressiveness. In
the scale, there were two distinctions oI aggressive behavior namely the physical
aggressiveness and the verbal aggressiveness. Questions number 2, 3, 4, 7, 8, 9, 10, 11, 15,
16, 17 19, 20 are questions measuring the physical level oI aggressiveness while the rest oI
the questions that are leIt are there to measure the verbal level oI aggressiveness.


J5
Below is the complete interpretation oI the aggression scale used in the interview
schedule together with their corresponding meanings which was utilized on the said scale:
THE AGGRESSION SCALE
(5) ALWAYS: This implies that almost all the time, the behavior is observed
Irom the child
(4) OFTEN: This implies that most oI the time, the behavior is observed
Irom the child.
(3) SOMETIMES: This implies that there are times that the behavior is observed
Irom the child.
(2) RARELY: This implies that seldom is the behavior observed Irom your child.
(1) NEVER: This implies that the behavior is never observed Irom the child.

The value oI the computed mean oI each group was interpreted based on the
Iollowing description oI each mean scores:
Description oI Means Ior
Frequency oI Occurrence
Interpretation oI Mean
Scores

4.51 5.0
3.51 4.5
2.51 3.5
1.51 2.5
1.0 1.5

Highly aggressive
Moderately aggressive
Fairly aggressive
Aggressive
Less aggressive




J6
In order to get the value oI the scores on the aggression scale Ior the purpose oI
interpretation according to the values given above, the mean and the standard deviation oI
each group were acquired. In the solution, the mean oI the two distinctions oI aggressiveness
which are measured through the scale was separately solved using the Iollowing Iormula Ior
sample mean:


Where:
mean
number oI observations
sum oI all the observations

Also, upon getting the mean scores oI each group, their corresponding standard
deviations were also obtained. The Iormula that is used in getting the value oI the standard
deviation is presented below:





J7
Where:
the standard deviation oI a sample
summation oI the values
each value in the data set
mean oI all the values in the data set
number oI the values in the data set
AIter the mean oI each group was obtained, it was then matched to the corresponding
values or interpretation oI means which are already mentioned above to distinguish the level
oI aggressiveness Iound in each group oI respondents.
In order to obtain the diIIerence oI the means oI each group, T-test Ior unequal
variances was used. BeIore coming up to use this Iormula Ior this particular study, the F-test
was Iirst undertaken. This test is Ior the determination which t-test Iormula either Ior equal or
unequal variance is appropriate to use in this study. The Iormula Ior the F-test is as Iollows:


Where:
J

standard deviation with a higher value

J

standard deviation with a lower value

J8
The calculated I value came out to be 3.559 which is greater that the tabular I value oI
1.85. ThereIore, it is concluded that the variances are unequal. Thus, we use the t-test
Iormula Ior unequal variance.
The Iormula that is being used in the computation oI the t-test is elaborated hereaIter:



Where:
the mean rating oI the level oI aggressive behavior oI the players oI violent
computer games.
the mean rating oI the level oI aggressive behavior oI the non-players oI
violent computer games.
the standard deviation squared or variance oI the players group.
the standard deviation squared or variance oI the non-players group.
the number oI cases oI both the players and non-players group.









J9
Figure
FLOW CHART
The Level oI Aggressive Behavior oI Male High School Students who are Players
and Non-Players oI Violent Computer Games in General Santos City and Tupi, South
Cotabato
Research Methodology
Descriptive
Causal-Comparative Method
Variables oI the Study
Socio-Economic InIormation
Exposure to Violent Computer Games
Level oI Aggressive Behavior
Sampling Procedure
Non-Probability Sampling
Purposive Sampling Technique
Respondents
Players oI Violent Computer Games
Non-Players oI Violent Computer Games
Parents oI Players and Non-Players oI Violent
Computer games
Instruments
Questionnaire
Interview Schedule
Rating Form on Violent Content oI Computer Games
Validation oI Instrument
Faculty oI the Sociology Department
Methods oI Data Gathering
Questionnaire Ior Students
Interview Schedule Ior Parents
Method oI Data Analysis
Frequency Tables
Arithmetic Mean
T-Test Ior Two Independent Groups


40
Chapter III
PRESENTATION, ANALYSES AND INTERPRETATION OF DATA
This chapter concerns the presentation, analysis and interpretation oI the data
gathered. Here, the data that has been obtained Irom the respondents Ior the use oI this
particular study are disclosed and analyzed to bring about the results which are necessary.
Socio-Economic nformation
This section pertains to the socio-economic inIormation oI the respondents
speciIically their age, parent`s tribe, educational attainment and employment.
Respondents Average Age
The table below shows the age distribution oI the two groups involved in this study
namely the 'players and the 'non-players group. As it is shown, the players group attained
a lower average age than the non-players group. The players group only has an average age
oI 14 years old while the non-players group showed one year older which is 15 years old.
All in all, without having to distinguish Irom the distinctions oI 'players and 'non-
players, it is revealed that the most number oI respondents belongs to the age distribution oI
15 years old which obtained 30 while the least came Irom the ages 12 and 18 which both
obtained 1.6 respectively.

41
Table 1. RESPONDENTS` AVERAGE AGE
/GE
DlSIFl8UIlCN
FFECUENCY
(p|cye|:}
FFECUENCY
(ncn-p|cye|:} ICI/L FEFCENI/GE
12 1 0 1 1.7
13 11 1 12 207
14 7 5 12 207
15 5 13 18 307
1 4 13 21.77
17 2 1 3 57
18 0 1 1 1.7
Mecn: 14.2 15.2 0 100%

Tri-e of the Respondents

From the Iigures shown in Table 2, it is make known that most oI the tribe oI the
mothers oI the respondents belongs to Cebuano. It scored 46.7 among the rest oI the tribes
presented. The tribe which ranked second is Ilonggo which obtained 26.7.
Table 2. MOTHERS` TRIBE
MCIHEF'S IFl8E
FFECUENCY
(p|cye|:}
FFECUENCY
(ncn-p|cye|:} ICI/L FEFCENI/GE
l|cnggc 5 11 1 2.77
CeLucnc 1 12 28 4.77
l|cccnc 3 0 3 57
8|ccn 2 0 2 3.37
Mu:|im 0 0 0 07
8icc|cnc 1 1 2 3.37
8chc|cnc 2 0 2 3.37
Icgc|cg 0 3 3 57
Surigccncn 1 0 1 1.7
/k|cncn 0 2 2 3.37
Kcpcmpcngcn 0 1 1 1.7
IcIc|: 0 0 0 100%

The Table 3 below shows the tribe oI the respondents` Iathers. It is shown that a
greater number oI the Iathers oI the respondents belong to both Ilonggo and Cebuano. They
gained the same number oI Irequency which is 22. This Iigure comprised 36.6 oI the total


42
number oI respondents. 11.7 on the other hand belonged to the tribe oI Ilocano. These three
comprised the most number oI Irequency scores Irom the respondents.
Table 3. FATHERS` TRIBE
F/IHEF'S IFl8E
FFECUENCY
(p|cye|:}
FFECUENCY
(ncn-p|cye|:} ICI/L FEFCENI/GE
l|cnggc 11 11 22 3.7
CeLucnc 11 11 22 3.7
l|cccnc 3 4 7 11.77
8|ccn 2 0 2 3.37
Mu:|im 1 0 1 1.7
8icc|cnc 0 0 0 07
8chc|cnc 1 0 1 1.7
Icgc|cg 1 2 3 57
Surigccncn 0 1 1 1.7
/k|cncn 0 1 1 1.7
Kcpcmpcngcn 0 0 0 07
IcIc|: 0 0 0 100%

As the data implies, the tribes oI the respondents are oI diverse orientations because
General Santos City, as well as Tupi, South Cotabato are two localities which is
characterized by diversity in culture. Thus, the data on the respondent`s tribe comprised
diIIerent ethnicities such as longgo, Ce-uano, locano, Blaan, Muslim, Boholano, Tagalog,
Surigaonon and Aklanon.
Parents Educational Attainment
From this section, the educational attainment oI both parents oI the respondents is
illustrated. The data in Table 4 situated below summarizes the level oI educational attainment
oI the mothers oI the respondents both Irom the players and the non-players group.
According to the data shown, most oI the mothers oI those who belonged to the players
group have been able to Iinish college level. This scored a Irequency oI 20. Both the high


4J
school graduate and college level obtained 4 points. The lowest educational attainment
reached was elementary level and high school level which both scored 1.
Regarding the non-players on the other hand, the data reveals that most oI the
mothers Irom the group acquired a college-level/vocational education which scored 14. The
least Irequency scores Iell into the elementary level and elementary graduate which both
scored 1. All in all, the highest educational level which has been scored was the college
graduate which obtained 45. The least was the elementary graduate which only comprised
1.6 oI the totality.
Table 4. MOTHERS` EDUCATIONAL ATTAINMENT
EDUC/IlCN/L
/II/lNMENI
FFECUENCY
(p|cye|:}
FFECUENCY
(ncn-p|cye|:} ICI/L FEFCENI/GE
E|emenIcry |eve| 1 1 2 3.337
E|emenIcry grccucIe 0 1 1 1.7
High Schcc| |eve| 1 2 3 57
High Schcc| GrccucIe 4 5 157
Cc||ege Leve|/VcccIicnc| 4 14 18 307
Cc||ege GrccucIe 20 7 27 457
DccIcrcIe 0 0 0 07
IcIc|: 0 0 0 100%

The Table 5 beneath here illustrates the level oI educational attainment acquired by
the Iathers oI the respondents. Below, it is being demonstrated Irom the data collected that
most oI the Iathers oI those who are players oI computer games have Iinished college oI
which Irequency scored 20 points. The highest educational attainment attained is doctorate
degree; nevertheless, it only scored 1. While 5 among them acquired college-level education,
both the elementary level and the high school-graduate education scored 2 points.


44
Meanwhile, as the data Irom Table 5 reveals, most oI the Iathers oI whose sons
belong to the non-players group Iinished college but with a lesser Irequency than those Irom
the players group. It only scored 10 compared to the players group which is 20. The same
Irequency value oI 8 reached the high school-graduate level and the college/vocational level.
The lowest Irequency attained Irom the non-players group Iell to both elementary level and
elementary graduate which both scored 1.
Table 5. FATHERS` EDUCATIONAL ATTAINMENT
EDUC/IlCN/L
/II/lNMENI
FFECUENCY
(p|cye|:}
FFECUENCY
(ncn-p|cye|:} ICI/L FEFCENI/GE
E|emenIcry |eve| 0 1 1 1.7
E|emenIcry grccucIe 2 1 3 57
High Schcc| |eve| 0 2 2 3.337
High Schcc| GrccucIe 2 8 10 1.87
Cc||ege Leve|/VcccIicnc| 5 8 13 21.77
Cc||ege GrccucIe 20 10 30 507
DccIcrcIe 1 0 1 1.7
IcIc|: 0 0 0 100%

The educational attainment oI the parents oI the players showed to be higher than the
non-players. More parents Irom the players group have Iinished college than the non-players.
This entails that parents who are situated in an urbanized place such as General Santos City
are more educated due to the stiII economic demands in cities unlike those parents Irom a
small town such as Tupi, South Cotabato where the living condition is more agricultural.
Parents Employment
From the Iigures which are arranged in Table 6, we could perceive that more than halI
oI the Iathers are reported to be employed. This obtained a totality oI 71.67. But iI we
would scrutinize the data based on the individual groups oI the respondents, we would


45
distinguish that Ior the players group, 26 out oI 30 Iathers are employed; while Ior the non-
players group, only 17 out oI 30 are employed.
Table 6. FATHERS` EMPLOYMENT
EMFLCYMENI
FFECUENCY
(p|cye|:}
FFECUENCY
(ncn-p|cye|:} ICI/L FEFCENI/GE
Emp|cyec 2 17 43 71.77
NcI Emp|cyec 4 13 17 28.337
IcIc|: 0 0 0 100%

Table 7 placed right below shows the mothers` employment oI the respondents. From
the data presented, it is revealed that unlike the Iathers, most mothers are Iound to be
unemployed who acquired 60 and 40 represented those who are employed. It is also
revealed that there are more number oI unemployed mothers Irom the non-players group
which scored 21 out oI 30 than the mothers Irom the players group which only scored 15.
Table 7. MOTHERS` EMPLOYMENT
EMFLCYMENI
FFECUENCY
(p|cye|:}
FFECUENCY
(ncn-p|cye|:} ICI/L FEFCENI/GE
Emp|cyec 15 24 407
NcI Emp|cyec 15 21 3 07
IcIc|: 0 0 0 100%

As showed Irom Table 6 and Table 7, the parents Irom the players group have a
higher Irequency oI being employed than the parents Irom the non-players group. This is
apparent because, as it was already revealed, more parents Irom the players group have a
higher educational attainment than the parents oI non-players. Accordingly, the basic source
oI income oI the highly educated in an urbanized place is in their employment. On the other
hand, those Irom the non-players group resort to selI-employment such as engaging in selI-


46
owned small businesses and maintaining their Iarmlands to sustain their needs since they are
situated in a small town which is Tupi, South Cotabato.
Participation to Jiolent Computer Games
This section discusses about the variables that pertains to the participation oI the
respondents to violent computer games such as the availability oI home computers, the rate
oI internet caIe usage, the computer games that are being played the at most, the players`
history, length and Irequency oI playing computer games, as well as their other computer
activities. Included also in this portion are the rate oI amount spent in playing computer
games and the corresponding source oI that used Iund.
Availa-ility of Home Computer
Table 8 positioned underneath tells that among the two groups involved, the players
group showed a higher Iigure when it comes to availability oI computers at home which
scored 20. The non-players group only counted 9. This may be due to the Iact provided
regarding their parent`s employment that among the non-players, only a Iewer are employed
compared to the players group which makes them less able to acquire a personal computer.
Table 8. AVAILABILITY OF HOME COMPUTERS
/V/lL/8lLlIY CF HCME
CCMFUIEF
FFECUENCY
(p|cye|:}
FFECUENCY
(ncn-p|cye|:} ICI/L FEFCENI/GE
/vci|cL|e 20 2 48.337
NcI /vci|cL|e 10 21 31 51.77
IcIc|: 0 0 0 100%






47
nternet Cafe Usage
From the numerals arranged in Table 9, it is presented that both the players and the
non-players group showed a high intensity oI internet caIe usage. The players group obtained
30 points out oI 30 and the non-players group scored just a little bit lower which is 29 out oI
30.
Also, based on the data aIIorded above, most oI the players oI violent computer
games, although they have computer sets in their own home, still rent Ior a computer usage in
the caIe. This is maybe due to the reason that in the caIe, it is more Iun and enjoyable to play
especially in the presence oI Iriends who are in the same way playing the game.
Table 9. INTERNET CAFE USAGE
lNIEFNEI C/F
US/GE
FFECUENCY
(p|cye|:}
FFECUENCY
(ncn-p|cye|:} ICI/L FEFCENI/GE
NeI Ccf U:er 30 2 5 8.337
Ncn NeI Ccf U:er 0 1 1 1.77
IcIc|: 30 30 0 1007

Computer Games Played
Table 10 shows the names oI the violent computer games that are being played by the
players. The data presented herein pertains only to the players group. From the table, we can
decipher that DOTA ranked as the most Irequently played violent computer game which
obtained a Irequency score oI 25. Second lined was Special Force with 23 points. Left for
Dead and Call of Duty ranked third which both attained a Irequency score oI 13. Prototype
and Grand Chase was next in line which both scored 9. Ca-al Online ranked 7
th
which
gained 6 Irequency scores. X-men Origins and Flyff obtained the same score oI 4. Crossfire


48
*MulLlple answers glven
and MU Iollowed nest in rank which both scored 3. And then, Rakion and RF Online
Iollowed aIter which both obtained 2. The rest oI the details are enumerated below.
Table 10. COMPUTER GAMES FREQUENTLY PLAYED
CCMFUIEF G/MES FL/YED FFECUENCY
DCI/ 25
Specic| Fcrce 23
LefI fcr Decc 13
Cc|| cf DuIy 13
FrcIcIype
Grcnc Chc:e
CcLc| Cn|ine
X-Men Crigin: 4
F|yff 4
Crc::fire 3
MU 3
Fckicn 2
FF Cn|ine 2
Fcn 1
Mcx Fcyne 1
HCN 1
FrcjecI Fcwcer 1
/rmie: cf Exigc 1
Fcgncrck 1
Drcgcnicc
1

History of Playing Computer Games

The numbers in Table 11 shows that most oI the players oI violent computer games
have played Ior as long as 10 months to 1 year which scored 6. There are 5 who responded
that they have played since 5 years ago which ranked next to the Iormer. The longest time
recorded was 8 years but only obtained 1 Irequency score.



49
Table 11. HISTORY OF PLAYING COMPUTER GAMES
HlSICFY CF FL/YlNG FFECUENCY
3-5 mc:. cgc 2
5-8 mc:. cgc 2
8-10 mc:. /gc 1
10 mc:. - 1 yecr cgc
2 yecr: cgc 3
3 yecr: cgc 4
4 yecr: cgc 2
5 yecr: cgc 5
yecr: cgc 3
7 yecr: cgc 1
8 yecr: cgc 1
IcIc|: 0

Length of Playing Computer Games
The Iigures in table 12 reveals that a greater number oI respondents play violent
computer games Ior as long as 2 hours per playing. 6 oI them play Ior 3 hours. For Iour and
Iive hours, both obtained a similar score oI 3. There were 2 who play violent computer games
Ior 10 hours and the longest time oI playing recorded 20 hours.
All in all, the data reveals that the average length oI playing violent computer games
as reported by the players themselves is 4.6 hours per play.
Table 12. LENGTH OF PLAYING COMPUTER GAMES
LENGIH CF FL/YlNG FFECUENCY
2 hcur: 13
3 hcur:
4 hcur: 3
5 hcur: 3
10 hcur: 2
12 hcur: 1
15 hcur: 1
20 hcur: 1
Mecn: 4.


50
Frequency of Playing Computer Games
From Table 13, it is revealed that most oI the players oI violent computer games are
playing the game every day. From the table below, it is shown that the highest score obtained
was 12 and it corresponds to 'everyday. Second to that order is 'twice a week which
scored 9 Irequency scores. The table also reveals that least oI the players oI violent computer
games play the game Ior once a week. This scored only 3 points.
This proves that most oI the players oI violent computer games are hooked to the
habit that they consistently engage in the activity as oIten as every day.
Table 13. FREQUENCY OF PLAYING
FFECUENCY CF FL/YlNG FFECUENCY
Everyccy 12
Every cIher ccy
Iwice c week
Cnce c week 3
IcIc|: 0

Other Computer Activities

This portion shows the diIIerent computer activities engaged into by both the players
and non-players. Form the numbers Iound in Table 14, it is disclosed that the computer
activity that is most engaged into by both players and non players are Facebook, which
scored 29 Ior the players and 18 Ior the non-players. This two accumulated the highest
scores. The next most done computer activity aIter Facebook is research. This ranked second
Irom both the players and non players group. The remaining Iigures are shown below.

51
Table 14. OTHER COMPUTER ACTIVITIES
CCMFUIEF /CIlVlIlES
FFECUENCY
(p|cye|:}
FFECUENCY
(ncn-p|cye|:}
ChcIIing 12 1
Fe:ecrch 14 5
E-Mci| 8 1
FcceLcck 2 18
Vicec SIrecming 2 0
*mulLlple answers glven
Amount of Money Spent for Computer Usage
The Iigures in Table 15 show the amount oI money spent oI both the players and non-
players oI violent computer games every time they rent Ior a computer usage in the internet
caIe. In this part, the diIIerence between the spending oI the players and non-players is
revealed. According to the data shown below, the average amount spent by the non-players is
signiIicantly lower than the amount oI money spent by the players. The non-players average
spending is only 20.67 per computer usage while the average spending oI the players is
69.80 per computer usage.
The players apparently spent a greater amount oI money than the non-players because
it takes a longer time to get through the games. The non-players spend lesser amount in
renting Ior computer usage because most oI the activities they do revolves around research,
social networking and the likes.

52
Table 15. AMOUNT OF MONEY SPENT FOR COMPUTER USAGE
MCNEY SFENI
FFECUENCY
{p|cyer:)
FFECUENCY
{ncn-p|cyer:) ICI/L FEFCENI/GE
8.00 0 2 2 3.337
10.00 0 2 2 3.337
12.00 1 0 1 1.77
15.00 1 14 15 257
20.00 3 1 4 .77
25.00 3 0 3 57
30.00 5 8 13 21.77
32.00 1 0 1 1.77
45.00 2 0 2 3.337
50.00 8 3 11 18.337
0.00 1 0 1 1.77
150.00 2 0 2 3.337
250.00 1 0 1 1.77
300.00 1 0 1 1.77
350.00 1 0 1 1.77
Mecn: .8 20.7 0 1007

Sources of Fund for Computer Usage

Table 16 shows that most oI the respondents take the money they use Ior computer
usage Irom their savings which garnered 51.67. But iI we compare the Iigures obtained by
both the players and the non-players group on the, it is shown that there are more non-players
who use their own money Ior computer usage than the players. The non-players who use
their own savings Ior computer usage scored 18 while the players scored 13 only. 10 oI the
totality oI the respondents takes the Iunds that they use Irom their mothers and 5 Irom their
Iathers.




5J
Table 16. SOURCE OF FUND FOR COMPUTER USAGE
SCUFCE CF
FUND
FFECUENCY
(p|cye|:}
FFECUENCY
(ncn-p|cye|:} ICI/L FEFCENI/GE
Scving: 13 18 31 51.77
FcrenI: 12 8 20 33.337
McIher 4 2 107
FcIher 1 2 3 57
IcIc|: 30 30 0 1007

Most oI the respondents use their own savings in paying Ior their expenses in renting
Ior a computer usage. For the players, using their own money Ior their computer gaming
expenses makes their parents uninIormed oI their unhealthy habits. This would save them
Irom parental controlling oI their computer gaming addictions. For the non-players, on the
other hand, the expenses they have in computer usage is small enough so that they can
sustain themselves without asking sustenance Irom their parents.
Levels of Aggressive Behavior
This portion reveals about the levels oI aggressiveness oI both the players and non-
players oI violent computer games. There are two distinctions which have been measured
here the level oI physical aggressiveness and the level oI verbal aggressiveness.
Level of Physical Aggressiveness
The data which is presented in Table 17 signiIy about the level oI physical
aggressiveness oI both the players and the non-players group. From the numerals below, it is
revealed that the players oI violent computer games have a higher level oI physical
aggressiveness which is 1.96 than the non-players oI violent computer games who scored
1.46. ReIerring to the interpretation oI the means on page 35, the players group turned out to


54
be aggressive and the non-players group Iell to the range which corresponds that they are not
aggressive. The complete values oI mean and standard deviation Ior the level oI physical
aggressiveness are shown in Appendix G at the back portion oI this paper.
Table 17. LEVEL OF PHYSICAL AGGRESSION
GFCUFS CF /DCLESCENIS ME/N
SI/ND/FD
DEVl/IlCN
F|cyer: cf Vic|enI CcmpuIer Gcme: 1.
1.00
Ncn-F|cyer: cf Vic|enI CcmpuIer Gcme: 1.4
0.53

Level of Jer-al Aggressiveness

According to the data presented in Table 18 positioned below, it is uncovered that
those who are players oI violent computer games show a higher level oI verbal
aggressiveness which is 2.09 than those who are non-players oI violent computer games who
scored 1.77. The diIIerence between the two groups on the level oI verbal aggressiveness is
only small, though. Thus, it is signiIied that both the players and the non-players oI violent
computer games are Iound to have the same level oI aggressiveness. They are both Iound to
be aggressive as identiIied in the interpretation oI means in the 35
th
page oI this paper. The
complete values oI mean and standard deviation Ior the level oI verbal aggressiveness are
also shown in Appendix G.
Table 18. LEVEL OF VERBAL AGGRESSION
GFCUFS CF /DCLESCENIS ME/N
SI/ND/FD
DEVl/IlCN
F|cyer: cf Vic|enI CcmpuIer Gcme: 2.0
1.08
Ncn-F|cyer: cf Vic|enI CcmpuIer Gcme: 1.77
0.8


T-Test Findings on the Level of Physical and Jer-al Aggressiveness Com-ined
This section reveals the diIIerence on the level oI the combined physical and verbal
aggressiveness oI the players and non-players oI violent computer games. Using the Iormula


55
Ior t-test, the t-value was solved and resulted has to as 1.7219. And as Table 22 shows, the
tabular t-value is 1.699. Thus, it is apparent that the computed value oI 1.7219 is greater than
the tabular t-value oI 1.699. The null hypothesis is rejected. ThereIore, it is concluded here
that the level oI the combined physical and verbal aggressiveness oI players oI violent
computer games is signiIicantly higher than the level oI the combined physical and verbal
aggressiveness oI non-players oI violent computer games. The values discussed are presented
in Table 19 below.

Table 19. DIFFERENCE ON THE LEVEL OF AGGRESSIVENESS COMBINED
FL/YEFS
NCN-
FL/YEFS
LEVEL CF
SlGNlFlC/NCE
CCMFUIED
I-V/LUE
I/8UL/F
I-V/LUE
lNIEFFFEI/IlCN

Mecn 2.01 1.0 0.05
1.721

1.

S|GN|F|CAN
SD 1.0 0.7 0.05

T-Test Findings on the Level of Physical Aggressiveness
The result oI the two sample t-test has deciphered that there is a signiIicant diIIerence
between the players and non-players group when it comes to the level oI physical
aggressiveness oI which they are characterized. As presented Irom the table beneath, the
computed t-value resulted to 2.4201 while the tabular value came out as 1.699. Accordingly,
the computed value oI 2.4201 has turned out to be greater than the critical value Irom the
table which is 1.699. Hence, the null hypothesis is rejected. Thus, the Iindings suggest that
the mean oI the level oI physical aggressiveness oI the players oI violent computer games
which is 1.96 is signiIicantly higher than the mean oI the physical aggressiveness oI the non-
players which only scored 1.46.




56

Table 20. DIFFERENCE ON THE LEVEL OF PHYSICAL AGGRESSIVENESS

FL/YEFS
NCN-
FL/YEFS
LEVEL CF
SlGNlFlC/NCE
CCMFUIED
I-V/LUE
I/8UL/F
I-V/LUE

lNIEFFFEI/IlCN
Mecn 1. 1.4 0.05
2.4201

1.

S|GN|F|CAN
SD 1.00 0.53 0.05

T-Test Findings on the Level of Jer-al Aggressiveness
The t-test Iindings have resulted to a conclusion that there is no signiIicant diIIerence
on the level oI verbal aggressiveness between the players and non-players oI violent
computer games. As it is revealed Irom Table 21 below, the computed t-value was 1.2524.
To compare that computed t-value with the tabular value which is 1.699, it is concluded that
the computed value has turned out to be lesser than the tabular value. Apparently, this means
that the null hypothesis is not rejected. Hence, there is no signiIicant diIIerence on the level
oI verbal aggressiveness between the players and non-players oI violent computer games.

Table 21. DIFFERENCE ON THE LEVEL OF VERBAL AGGRESSIVENESS
FL/YEFS
NCN-
FL/YEFS
LEVEL CF
SlGNlFlC/NCE
CCMFUIED
I-V/LUE
I/8UL/F
I-V/LUE

lNIEFFFEI/IlCN
Mecn 2.0 1.77 0.05
1.2524

1.
NC
S|GN|F|CAN
SD 1.08 0.8 0.05

Discussion of Findings
As it is revealed on the Iindings oI this study, it was Iound out that the level oI
physical aggressiveness oI players oI violent computer games is signiIicantly higher than the
level oI physical aggressiveness oI non-players. Accordingly, the same results were yielded
when the two maniIestations oI aggressiveness the physical and verbal was combined.
The players still showed a signiIicantly higher level oI physical and verbal aggressiveness
combined than the non-players. However, there is a disparity on the results when it comes to


57
the level oI verbal aggressiveness oI the respondents Irom the two groups involved in this
study. The Iindings have suggested that there is no signiIicant diIIerence on the level oI
verbal aggressiveness between the players and non-players oI violent computer games.
Apparently, these results do not coincide with the earlier Iindings aIorementioned in the
literature review section oI this paper. In this regard, there must be noteworthy possibilities
that will introduce explanations Ior this circumstance.
Firstly, the researcher deems the shortcomings oI having a small sample size. 30
respondents would not really produce dependable results, not like the Ieatured researches in
the literature review which integrated a larger sample size that makes it more reliable and
valid.
Secondly, there must be a signiIicant diIIerence on the results iI the variable on
parental consent or intervention was included in this study. As it is still a noticeable in our
immediate society nowadays that parental discipline and control still holds much credit on
the molding oI an adolescent`s character and behavior. This might have been one oI the
unnoticed sides oI this study that`s why the expected outcome was not realized much.
Thirdly, the parents as raters oI level oI aggressive behavior may have caused small
disparity on the results. As the researcher have observed, the behavior oI some oI the
respondents on the internet caIe does not strongly match that oI the parent`s rating. Also,
there may be a little lack on the parents` ability to observe the behavior or their children
cause oI their hasty schedules outside their homes. Moreover, the verbal aggressiveness may
have been less likely revealed by the respondents at home settings. The verbal aspect oI the
aggressiveness oI the players is presumed to be activated only and mostly at the immediate
environment while playing, such as the internet caIe.


58
Fourthly, the researcher has Iailed to make clear distinctions regarding the
respondents` level oI participation to violent computer games. It would have produced
diIIerent results iI the players and non-players were distinctively deIined. The players must
contain only those who are extremely participating in violent computer games and the non-
players as those who are not participating at all the distinctions which lie in between these
two should not have been included as respondents oI the study.
FiIthly, the criteria used in rating the violent content oI computer games may have not
been that reliable and eIIicient. Thus, it should be developed into a more comprehensive
Iorm. Also, the ability oI the raters regarding the violent content oI the computer games
involve in this study may not be that trustworthy.
And lastly, it was also included in the literature review that the relationship oI violent
media and aggressive behavior may not necessarily be causal but correlational. It may be true
that violence in the media does not really cause an increase in aggressive behavior but
instead acts as catalysts Ior aggressive behavior. This aggressive behavior is now assumed
here to have been triggered by situational and immediate Iactors and not by the violence in
the media. The person who is exposed to violent media is expected to use the tactics he has
observed in the media and uses it to express his aggression caused by his immediate
environmental stresses. Hence, with or without the exposure to violent media, the person still
has the same tendency to aggress. This explanation may Iit to the Iindings this study have
produced.

59
Chapter IV
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter is pertaining to the summary, conclusions and recommendations the

researcher has arrived at based on the Iindings that this study has produced.

SUMMARY
This study was Iocused on the possible eIIects oI the participation to violent computer
games on the aggressive behavior oI high school students in General Santos City and Tupi,
South Cotabato. Consequently, the levels oI participation to violent computer games were
measured by the application oI the two groups oI high school students the players oI violent
computer games and the non-players oI violent computer games. These two groups were
compared in terms oI their level oI physical and verbal aggressiveness on the scores which
were summarized Irom the aggression scale included in the interview schedule which was
employed to measure the level oI aggressive behavior oI the respondents.
A purposive sampling method was the sampling technique used in reaching the
demanded thirty (30) respondents in each oI the two groups involved in this study. Each oI
the two groups was proportionally represented by thirty (30) respondents who were chosen
based on the qualiIications discussed in the scope and delimitation section oI this paper. The
Iirst group, which is the players group, contained high school students who are studying at
any secondary institution in General Santos City. The respondents who belonged to this
group were characterized by those who are participating in violent computer games. All oI
them reached the requirement oI playing violent computer games which is at least two hours


60
per week. This was based on the same condition set by Dmitri Williams and Marko Skoric
published in their co-written study entitled nternet Fantasy Jiolence. A test of Aggression in
an Online Game (2005). The non-players group was composed oI high school students
chosen Irom the secondary institutions situated at Tupi, South Cotabato. They are
characterized as those who are playing computer games but not the violent ones identiIied in
this study or those who are not playing computer games at all.
The study was conducted at the school settings at the selected secondary high schools
both in General Santos City and Tupi, South Cotabato. The data gathering procedure was
done under the permission oI the school administrators oI the chosen schools.
In this study, it was Iound out that the average age oI the players group is much lower
than the average age oI the non-players group. The players` group average age was 14 years
old while the non-players group was IiIteen (15) years old. Most oI the respondents have a
Cebuano and Ilonggo backgrounds.
Regarding the educational attainment oI the parents oI the respondents, it was
revealed that most oI the mothers oI the respondents have reached college level education.
This scored 45 oI the overall number oI the respondents. The data also revealed that most
oI the Iathers oI the respondents have Iinished college as an educational attainment. This
comprised 50 oI the totality oI the respondents oI this study.
In addition, it has also been Iound out that most oI the Iathers oI the respondents are
employed which obtained 71.67. Pertaining to the mothers on the other hand, it was
revealed that there are more unemployed mothers than the employed. As the data have
shown, 60 oI the respondents` mothers are unemployed and only 40 are employed.


61
It has also been Iound out that 100 oI the players oI violent computer games rent Ior
a computer usage in the internet caIe even iI almost halI oI them have reported to have
computer sets in their homes. This might have been due to the motive that it is more
enjoyable to play in the internet caIe in the presence oI Iriends and playmates in the
immediate vicinity that in home where they might as well play alone.
More so, the diIIerent computer games that are being played Irequently by the players
were also investigated. From the data that are being gathered, it can be deciphered that DOTA
ranked as the most Irequently played violent computer game which obtained a Irequency
score oI 25. Second lined was Special Force with 23 points. Left for Dead and Call of Duty
ranked third which both attained a Irequency score oI 13. Prototype and Grand Chase was
next in line which both scored 9. Ca-al Online ranked 7
th
which gained 6 Irequency scores.
X-men Origins and Flyff obtained the same score oI 4. Crossfire and MU Iollowed nest in
rank which both scored 3. And then, Rakion and RF Online Iollowed aIter which both
obtained 2. Other computer games such as Ran, Max Payne, HON, Profect Powder, Armies
of Exigo, Ragnarok and Dragonica ranked as the least Irequently played games which all
scored 1.
As Ior the data which talks about the length, history and Irequency oI the computer-
playing habits oI the respondents, it was Iound out that the average length oI time consumed
by the players when they are playing the game is 4.6 hours. Most oI the players reported to
have played Ior at least 10 months to one year. Importantly, the longest length which has
been reported was eight years. Also a greater number oI the respondents have reported that
they are playing every day which numbered a Irequency score oI 12. HalI oI this number is
playing every other day. Nine (9) have reported to play in a Irequency oI twice a week and


62
three (3), Ior once a week. All oI the players have reached the qualiIication oI playing which
is at least two hours a week.
It was also revealed that between the players and non-players oI violent computer
games, there is a big diIIerence when it comes to their expenses in internet caIe usage.
According to the data which has been aIIorded, the players` expenses reached the average oI
69.80 while the non-players only averaged 20.67. 51.67 oI the respondents have also
reported that the Iunds that they use Ior computer usage comes Irom their own savings.
33.33 have said that the money they are using comes Irom their parents while 15 reported
that they take the money that they use either Irom their mother or Iather.
The results oI the T-test have revealed that the level oI physical aggressiveness oI
players oI violent computer games is signiIicantly higher than the level oI physical
aggressiveness oI non-players. The computed t-value Ior the level oI physical aggressiveness
which is 2.4201 is greater than the tabular value oI 1.699. Nonetheless, the results have
varied when it pertained to the level oI verbal aggressiveness. The computed t-value Ior the
level oI verbal aggressiveness which is 1.2524 has turned out to be lesser than the tabular
value which is 1.699. Hence, the t-test has attested that there is no signiIicant diIIerence on
the level oI verbal aggressiveness between the players and non-players oI violent computer
games.
Since the t-test Iindings have aIIorded relatively diIIerent results when it comes to the
physical and verbal aggressiveness oI the players and non-players oI violent computer
games, the t-test was moved to be employed on the level oI physical and verbal
aggressiveness combined. Thus the t-test results have suggested that the level oI the
combined physical and verbal aggressiveness oI the players oI violent computer games is


6J
signiIicantly higher than the level oI the combined physical and verbal aggressiveness oI the
non-players. The computed t-value which is 1.7219 has managed to be greater than the
tabular value which is 1.699. Thus, the null hypothesis is rejected.

CONCLUSIONS
The level oI aggressive behavior oI the players and non-players oI violent computer
games varied upon the two distinctions oI aggressive behavior which is the physical
aggressiveness and the verbal aggressiveness.
When it pertains to the level oI physical aggressiveness oI the players and non-
players oI violent computer games, the players group has obtained a mean score oI 1.96
while the non-players group attained 1.46. This tells that the players are Iound to be
physically aggressive while the non-players are not physically aggressive.
Regarding the results on the level oI verbal aggressiveness oI the two groups involved
in this study, it was revealed that the mean score attained by the players group was 2.09
while the non-players achieved a mean score oI 1.77. Both groups were Iound to be verbally
aggressive.
Through the application oI the t-test as a test oI diIIerence between means, it was
revealed that the level oI physical aggressiveness oI players oI violent computer games is
signiIicantly higher than the level oI physical aggressiveness oI non-players. Nonetheless, the
same test has concluded that there is no signiIicant diIIerence on the level oI verbal
aggressiveness among the players and none-players oI violent computer games.
More importantly, the t-test was also employed on the level oI physical and verbal
aggressiveness oI the players and non-players oI violent computer games combined. The


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resulting Iindings have exposed that the level oI physical and verbal aggressiveness oI the
players oI violent computer games is signiIicantly higher than the level oI physical and
verbal aggressiveness oI the non-players.

RECOMMENDATIONS
These are the Iundamental recommendations by the researcher basing on the actual
observations and Iindings aIIorded by this particular research study:
To the other researchers
There is a necessity to go deeper in the study oI the impact that is brought about by
the violent computer games on adolescents. It might as well do better iI it would not
only Iocus on the Iormer`s contribution on the changes in the aggressive behavior but
also in its eIIects on the adolescents` pro-social behavior and even on the impact it
makes on the school perIormance oI those who are exposed to it.
An Ethnographic study or a case study may do well in observing and in investigating
on how the immediate environment oI the players, such as that in the internet caIe,
aIIects and changes the behavior and conduct oI the players when playing a violent
computer game.
Since this particular research study is characterized by a small sample size, the
researcher thereIore recommends that this study be replicated but with a greater
sample size. This would generate more reliable results. Also, that there should be
clear distinctions between the players and non-players. The respondents should only
include those who are extremely participating in violent computer games and those
who are not participating at all no distinctions in between the two camps.


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The researcher moreover recommends that the rating Iorm on the violent content oI
computer games be made more reIined and eIIicient. In this manner, the games which
would be included in the study would be classiIied better. Also, that there would be
more raters than what is utilized in this study.
It is also recommended that the researcher would look into the peer group`s
perspective when measuring the level oI aggressive behavior. As observed by the
researcher, the behavior maniIested by some oI the respondents in the peer group
environment (e.g. in the internet caIe) does not strongly coincide with what is
observed by their parents at home. Also, in connection to this, the researcher also
recommends that the place oI observation oI aggressive behavior be reconsidered.
A more comprehensive interview schedule on investigating about the level oI
aggressive behavior should be developed. There are more maniIestations oI
aggressive behavior other that what is just included in the schedule used in this study.
To the Government, School Administrators and Concerned Parents
A comprehensive ordinance should be activated regarding the prohibition oI students
on the internet caIe`s during school days and class hours. As what has been Iound out
Irom the data provided Irom this research study, some adolescents spend as much as
15 to 20 hours as oIten as every day in internet caIe`s in playing violent computer
games. II the prohibition pertaining to this is well implemented, the government
might as well have contributed to minimizing the negative consequences oI
overexposure to violent computer games towards those who are involved.
The school administration should think oI ways on the development and application
oI computer gaming in ways what would both provide the students the same Iun and


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enjoyment as what violent computer games aIIord them; and at the same time gives
them the necessary learning that they need as students. Some academes in the United
States are using computer gaming technology in teaching biology, algebra and
geometry.
The parents should develop ways and means to supervise their children in order that
they would be disciplined at the exact timing oI its necessity. In the interviews
conducted by the researcher with the parents oI the respondents, it was observed that
most oI them are not Iully aware oI the extent oI participation their children have in
violent computer games.

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