EFFECTIVENESS OF TECHNOLOGIES AND COMPUTER

ADDICTION IN STUDENTS OF MARIVELES NATIONAL HIGH

SCHOOL- CAMAYA CAMPUS SENIOR HIGH GRADE 11 TVL
YEAR OF 2017-2018

IN PARTIAL FULFILLMENT OF THE REQUIREMENT IN

PRACTICAL RESEARCH II

Submitted to:
Mr. Julius Bayubay

Submitted by:
Group 3
Kim Joshua Flores
Mae Raulyn Acob
Mica Lorise Dela Cruz
Jherwin Tolentino
Alien Artuz
Fedilyn Castro
Cherry Fernandez
Fauline Doquenia
Joshua Mayubay
Jhonas Cabanero
Edel Avindula
Christian Jay Legaspi

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 CHAPTER 1
INTRODUCTION
Background of the Study

The rise in the use of internet has led to many changes in our daily life. In particular, this
rise has also led to the rise of online gaming. Online gaming can refer to any type of game that
someone can play through the internet or over a computer network. Most of the time, online
gaming refers to the video games played over the internet, where multiple players are in
different locations around the world. In most cases, online games are freeware programs that
can be used for an unlimited time and are available for free. Most percentage of web games
available nowadays is written in Flash, Shockwave and Java languages. Because of that, they
feature more primitive game play than downloadable games.

Having an online gaming experience typically requires a high-speed internet connection.

Proper hardware will also be required whether it’s a computer or a gaming console, such as
Xbox or Play Station that’s connected to the internet. Some online games require a specific
piece of controlling hardware such as joystick or a game controller, but these days, gaming
technology has progressed to an amazing extent. Things like streaming 3-D animation graphics
with superb surround sound stereo now have the ability to make all addicted to gaming. In
terms of video games, online gaming is growing in popularity for variety of reasons. Gamers can
easily find opponents of a similar skill level when playing a head-to-head game over the
internet. Players also can compete in massively multiplayer games, where dozens of play an
ongoing game in virtual world. Some online games change a monthly fee for access to the video
game software.

Today, one can see the impact of computer and video games in politics, television, and
popular music in the Philippines. A lot of research is conducted to study its effect on lifestyle
and behaviour of the wow power levelling gamer especially the students of MNHS- Camaya
Campus Senior High. Online game is the most sought leisure activity followed by students
nowadays. Computers play a major role in shaping the future of the students. Days are gone

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hen children loved to indulge in outdoor activities, rather than running or playing outside,
children spend most of their time playing online games. Online games surely have an impact on
minds of students. Taking into consideration, it is positively a great mind exercise and helps
students explore many new things. It includes improvement in recursive and proactive thinking,
increased sociability and improved interpretive skills. Some research shows that the students
who play online games are more active and have sharper minds than their other counterpart.
However, computers and video games also receive much more negative critics, because games
are often coined with issue such as mindless entertainment, enhanced social recuse, sexism
and consumerism. Research shows that students who play violent video games showed on
increased in emotional arousal and a corresponding decrease of activity in brain areas involving
self-control, inhabitation and attention.

Everyone who plays video games has a different reason for playing, and the usage of the
game leads to the different effects for each individual students in MNHS- Camaya Campus
Senior High. Childhood upbringings, peer influences, pressures at school and family issues are
all factors that have a strong connection with the effects of gaming on individuals. Video games
maybe therapeutic for some people, but the small amount of people who are negatively
affected by gaming impact are many.

Statement of the Problem

This study aims to know the impacts of online gaming among 16-20 years old students
of Mariveles National High School- Camaya Campus Senior High of Zone VI Mariveles, Bataan.

Specifically, this study sought answers to the following questions:

1. What is the profile of the respondents in terms of:

1.1. Age
1.2. Gender
1.3. Online games commonly played
1.4. Length of time the respondents play online games (in terms of months)
1.5. Length of time the respondents play online games in a week (in terms of hours)
1.6. Amount of money the respondents spends for online gaming (per day)
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 2. What are the advantages of online gaming among 16-20 years old students?
3. What are the disadvantages of online gaming among 16-20 years old students?

Significance of the Study

This study will be valuable and significant to students, parents, readers, and future
researchers.

Students. This study is primarily important to students, for it will give them information
about the impacts they may get from online gaming.

Parent. This study will help the parents to have enough knowledge about the impacts of
online gaming about their students.

Readers. This study will help the readers to have the understanding about the impact of
online gaming.

Future Researchers. This may serve as a basis for future research that they will conduct.

Scope and Delimitations

This study was mainly concerned and limited only with the impacts of online gaming
among the student’s ages of 16-20 years old of Mariveles National High School- Camaya
Campus Senior High of Zone VI, Mariveles, Bataan.

Definitions of Terms

For clearer understanding of the work, the following terms were defined:

Advantage. A benefit or gain.

Disadvantage. Something that makes a situation worse or that makes somebody or

something less effective or desirable.

Impact. The powerful or dramatic that something or somebody has.

Internet. An electronic communication network that connects computer network and

organizational computer facilities around the world.

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 Online Game. Game that can be run from an internet browser and require the internet
connection.

Technology. The practical application of knowledge especially in a particular area.

Hypothesis

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the local and foreign literature and studies relevant to
presentation investigation.

Related Literature

Local Literature

Lolita (2012) found out that the history of online gaming included contributions by
many different companies and entities. Online gaming began as multiplayer gaming, but has
evolved to include online gaming servers and massively-multiplayer online game settings.

Stated by Rudy (2011), online gaming is good and bad. Good for those who know their
limits and bad for those who fix themselves in the seats for long hours and cut off the
interaction with rest of the Philippines.

According to the study of Apolinario (2009), online gaming was referred to as Internet
Gaming or Electronic gaming. It was a gathering of players with a common game using a local
area network (LAN) where they could be on the same settings. The players seem to be in a real
situation that they use their mouse or keypads to move in the monitor, their virtual Philippines.

Rodrigo (2005) said that online gaming has become increasing popular over the past
few years.

Foreign Literature

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 Griffiths, et al. (2003) stated that online gaming has been separated by some
researchers into three main types: stand-alone games, local and wide network (LAWN) games
and massively multiplayer online role-playing (MMORP) games.

French & Dwyer (2002) claimed that online game players “don’t have normal social
relationships anymore” and play online game in order to cover feelings of anger, depression
and low self-esteem.

Nie & Erbring (2000) and Kraut, et al. (1998) stated that some fear that some fear that
virtual communities was detracted from social activity and involvement in the real world,
replaced real social relationships with less robust online substituted and caused users to turn
away from more traditional media.

Turkle (1995) found out that oline games enabled self-exploration and discovery that
users extended and idealized their existing personalities or try out new ways of relating to one
another that can positively affect real life relationships.

Rheigold (1993) stated that the one reason for the popularity of online games was that
they meld the fun and challenge of video games with the rewarding social aspects of online
community. Participation in online communities allows us to stay in touch with old friends,
meet new people, learn, and share information.

Theoretical Framework of the Study

According to Molcho (1988), gaming has provided evidence that instructional games can

promote retention and the ability to transfer knowledge to new domains. Instructional games

are attractive to learners because they offer a simple and creative means of providing high-

level motivation, clear and consistent goals, and sustained interactivity.

Gaming as an instructional variable may be analyzed as methods of rehearsal by

facilitating the organization and retention of content (Dwyer & Dwyer, 1985).

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 The theory of intrinsic motivation is by far the dominant source of support for

instructional gaming. Research has provided evidence that instructional gaming has the

intrinsic ability to develop the learners' confidence in determining their own destiny. This

theory suggests that intrinsic motivation in an instructional gaming context is comprised of an

optimal relationship between fantasy, challenge, curiosity, and control. (Malone, 1981)

Conceptual Framework of the Study

Research indicates that there are many impacts of online gaming among the students

ages 16-20 of Mariveles National High School- Camaya Campus Senior High. Studies have been

conducted assessing the impacts of online gaming. As an input, the researchers will gather all

the information about the impacts of online gaming among the students ages 16-20. To carry

out the study, the researchers conducted a survey among the students ages 16-20 of Mariveles

National High School- Camaya Campus Senior High. As a result, the researchers discovered the

impact of online gaming among the children.

Research Paradigm

The impacts of A survey among the Discovery of

online gaming students of the impacts

among the Mariveles National that the

children. High School- students

Camaya Campus obtain from

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Senior High online gaming
Notes

https://www.academia.edu/8382300/CHAPTER_1_INTRODUCTION_Background_of_the_Study

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 CHAPTER 3

METHODOLOGY OF RESEARCH
This chapter introduces the details of research design, method of data collection,
sampling design and respondents, construction and validation of the instruments, data
gathering procedure and statistical treatment of data.

Research Design

The researchers used the descriptive research to conduct this study entitled
“Effectiveness of Technologies and Computer Addiction in Students of Mariveles National High
School- Camaya Campus Senior High Grade 11 TVL Year of 2017-2018.

Method of Data Collection

The respondents were chosen through quota sampling. The researchers made use of 40
students of Mariveles National High School- Camaya Campus Zone VI Mariveles, Bataan. The
respondents’ ages range from 16-18 and 19-20 years old.

After choosing the respondents, each of them were given a survey questionnaire to
answer.

Table 1

Distribution of Survey Questionnaire to the Selected Students in Mariveles National High

School- Camaya Campus.

AGE FREQUENCY

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 16-18 20
19-20 20
TOTAL 40

Sampling Design and Respondents

The researchers made use of 40 students’ ages 16-20 years old in Mariveles National
High School- Camaya Campus.

All children who play online games answered the test questionnaire given by the
researchers.

Construction and Validation of the Instruments

Questionnaire was used as the main instrument of the study to determine the impacts
of online gaming among the students ages 16-20. The designed questions focused on the
advantaged and disadvantages of online gaming.

The questionnaire was prepared by the researchers themselves after doing a research
and intensive reading from the internet and asking opinions from the online game players.

The researchers constructed a letter to the chairman of the school that allowed the
researchers to conduct the survey among the students ages 16-20.

The researchers’ questionnaire was prepared and showed to the adviser for the
comments and suggestions. After that, revision of the questionnaire was done. The researchers
incorporated the comments and suggestions of the adviser and prepared the second draft of
the questionnaire. The questionnaire has four parts. Part I contained the profile of the
respondents in terms of age, gender and educational status. Part II focused on what are the
online games mostly played by the students, how long the respondents spend their time
playing online games and how much money they spend playing online games. Part III focused
on the advantages of online gaming and Part IV on the disadvantages of online gaming.

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 The researchers initially distributed the survey questionnaire among the students ages
16-20 in Mariveles National High School- Camaya Campus. After the questionnaire was sent
back to the researchers, the responses were analyzed and interpreted. It was ddone through
the use of percentage and ranking.

Data Gathering Procedure

At first, the researchers looked for necessary resourced that could help them in their
study. They did an intensive reading from the internet and asked opinions from the online game
players. From these, they were able to construct ideas and questions necessary for the
questionnaire.

A letter of transmittal was then prepared and was submitted to their adviser, to their
directress and to the chairman of the school for the approval in producing and distributing the
questionnaire.

The researchers asked the permission from their adviser to allow them to proceed with
the distribution of the questionnaire to the students ages 16-20 of Mariveles National High
School- Camaya Campus.

With the permission granted, the chairman of the subdivision assisted the researchers in
distributing the questionnaire. The researchers clearly explained all the directions and items to
the students ages 16-20 – respondents to ensure understanding and correctness of their
responses.

Retrieval of the questionnaires was done after two days. The responses were tallied,
analyzed and interpreted in accordance to the items found in instruments.

Statistical Treatment of Data

Percentage and ranking were used by the researchers to convert the numerical data
gathered from the questionnaire. Only tallying, getting of percentage, and getting of ranking
were the methods needed to come up with a conclusion on this study. Descriptive statistics

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which include basic summary of the data gathered was used to explain further the result of the
study. The descriptive statistics used frequency, percentage, and ranking. These things would
be explained further in the following.

a. Frequency – pertains to the number of respondents that have the same answer in a
specific question.
b. Percentage- used to determine the ratio of respondents that have same answers
with general number of respondents.

Wherein:
Formula:
% = Percentage
% = f x 100
N f = number of respondents that answered the
question
N = total number of respondents

c. Ranking- used to determine the order of the results according to their percentage.

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 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data.

Profile of the Respondents

The study included several profile variables to gain the information about the
respondents of the study. These were presented in the following table.

1.1 Age. Table 2 shows the characteristics of the respondents in terms of age.
Table 2
Age Distribution of the Respondents
Age Frequency Percentage
16-17 20 50%
18-20 20 50%
TOTAL 40 100%

Results indicate that out of 40 respondents, the aged 16-17 and 18-20 both have the
same frequency, 20 with a percentage of 50%.

1.2 Gender. Table 3 shows the profile of the respondents in terms of gender.

Table 3

Gender Distribution of the Respondents

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 Gender Frequency Percentage
Male 31 77.5%
Female 9 22.5%
TOTAL 40 100%

Out of 40 respondents, 31 of them are male which is equivalent to 77.5% while 9 of

them are female which is equivalent to 22.5%.

The findings revealed that majority if the respondents who are playing online games wre
male.

1.3 Educational Status. Table 4 shows the profile of the respondents in terms of educational
status.

Table 4
Educational Status of the Respondents
Educational Status Frequency Percentage
Studying 40 100%
Not Studying 0 0%
TOTAL 40 100%

It shows that all of the respondents are studying. In this result, it is revealed that all the
respondents are studying even they are fond of playing online games.

1.4 Table 5 shows the profile of the respondents in terms of online games commonly played
by them.

Table 5
Online Games Commonly Played by the Respondents
Games Frequency Rank
Dota 21 1

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 LOL (League of Legends) 17 2
Tetris 12 3
Mobile Legends 7 4
Cross Fire 4 5
Cabal 0 6
MU Zypher 0 6
Guitar God 0 6
TOTAL 61

Table 5 shows the online games commonly played by the respondents. The most played
online game is the Dota games which has a frequency of 21 and the Cabal, Mu Zypher and
Guitar God are games not played by the respondents. Five out of eight online games are played
by the respondents.

1.5 Table 6 shows the length of time the respondents play online games (in terms of month).
Table 6
Length of time the respondents play online games (in terms of month)
Months Frequency Percentage Rank
0-6 months 20 50% 1
More than 12 12 30% 2
months
7-12 months 8 20% 3
TOTAL 40 100%

Table 6 shows the length of the time the respondents play online games 9in
terms of month). It shows that out of 40 respondents, 20 of them play online games for
about 6 months which is equivalent to 50%; 12 of them are playing online games more
than 12 months which is equivalent to 30%; and eight of them are playing online games
for 7-12 months which is equivalent to 20%.

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 It indicates that half of the respondents are playing online games for about 6
months only.

1.6 Table 7 shows the length of time the respondents play online games in a week (in terms
of hour)

Table 7
Length of time the respondents play online games in a week (in terms of hours)
Hours Frequency Percentage Rank
1-3 hours 31 77.5% 1
4-6 hours 5 12.5% 2
10-12 hours 3 7.5% 3
7-9 hours 1 2.5% 4
TOTAL 40 100%

Table 7 shows the length of time the respondents play online games in a week
(in terms of hour). It shows that 31 out of 40 respondents are spending 1-3 hours for
playing online games in a week which is equivalent to 77.5%; five of them are spending
4-6 hours for playing online games in a week which is equivalent to 12.5%; three of
them are spending 10-12 hours for playing online games in a week which is equivalent
to 7.5%; and one of the is spending 7-9 hours for playing online games in a week.
It indicates that almost all of the respondents are spending 1-3 hours in a week
in playing online games.
1.7 Table 8 shows the amount of money the respondents spend for online gaming (per day).
Table 8
Amount of money the respondents spends for online gaming (per day)
Money Frequency Percentage Rank

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 Php 0-50 37 92.5% 1
Php 51-100 2 7.5% 2
Php 101-150 0 0% 3
More than Php 150 0 0% 3
TOTAL 40 100%

Table 8 shows the amount of money the respondents spend for online gaming (per day).

It indicates that 37 out of 40 respondents are spending almost Php 50 for playing online games

which is equivalent to 92.5%, and three of them are spending Php 51-100 for playing online

games which is equivalent to 7.5%.

It indicates that almost all of the respondents are spending almost Php 50 for online

gaming.

1. Advantages of Online Games

1.1 Table 9 shows the advantages of online gaming.

Table 9

Advantages of Online Games

Advantages Agreed Disagreed Rank

1. Children who play online games are

able to enjoy the reward and
satisfaction that come with the 40 or 100% 0 or 0% 1
small goals that are often
established in games.
2. Online games raise children’s
confidence and also instill a sense of
accomplishment. 40 or 100% 0 or 0% 1

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 3. Children learn the importance and
fun of sharing and taking turns.
39 or 97.5% 1 or 9.09% 2

4. Playing team games help the kids to

learn how to cooperate in a team.
39 or 97.5% 1 or 9.09% 2

5. Kids who play online games improve

their technological abilities.
39 or 97.5% 1 or 9.09% 2

6. Playing games like brain challenge,

etc., sharpen the mind of children.
37 or 92.5% 3 or 27.27% 3

7. Children who play online games can

learn how to multitask in an
effective manner. 36 or 90% 4 or 36.36% 4

Table 9 shows the advantages of online gaming. It shows that almost all of the

advantages listed above are agreed by the respondents. Out of 7 advantages, two of them got

the highest percentage (40 or 100%): “Children who play online games are able to enjoy the

reward and satisfaction that come with the small goals that are often established in games”

and “Online games raise children’s confidence and also instill a sense of accomplishment”. The

advantage that got the lowest percentage (36 or 90%): “Children who play online games can

learn how to multitask in an effective manner.”

The result was related to the study conducted by Klabber (2001). A great variety of

forms have been developed and put into practice to enhance learning, offer solace, to drive

away boredom, and/or to persuade players to adopt certain actions and opinions. The game

play improve various thinking skills but that it can also boost cognitive speed for those who play

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 action games and can also improve cognitive accuracy for players who solve puzzle and strategy

games.

2. Disadvantages of Online Games

2.1 Table 10 shows the disadvantages of online gaming

Table 10

Disadvantages of Online Games

Disadvantages Agreed Disagreed Rank

1. Playing online games can damage 40 or 100% 0 or 0% 1

the vision of the children.
2. Students who play online games 40 or 100% 0 or 0% 1
waste their money.
3. Students are getting addicted to 39 or 97.5% 1 or 9.09% 2
computer games.
4. Online games can be bad for your 38 or 95% 2 or 15.38% 3
health.
5. Students spend most of their time 37 or 92.5% 3 or 27.27% 4
on computer.
6. Online games can influence kids to 37 or 92.5% 3 or 27.27% 4
be violent like killing and fighting.
7. Students tend to ignore on their 36 or 90% 4 or 30.77% 5
education which is very important.

Table 10 shows disadvantages of online gaming. It shows that almost all of the

disadvantages listed above are agreed by the respondents. Out of 7 disadvantages, two of them

got the highest percentage (40 or 100%): “Playing online games can damage the vision of the

children.” and “Kids who play online games waste their money.” The disadvantage that got the

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lowest percentage (36 or 90%): “Children tend to ignore on their education which is very

important.”

This result was associated with the study conducted by Orzack (2004) and French

(2002). They found out that in internet search for “gaming addiction” yields lists of physical and

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

work,” offered as indicative of problem usage behavior.

CHAPTER 5
SUMMARY OF FINDING, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and recommendations related
to the present study. The Effectiveness of Technologies and Computer Addiction in Students of
Mariveles National High School- Camaya Campus Senior High Grade 11 TVL Year of 2017-2018.

Summary of Findings

This study was conducted to determine the impacts of online gaming among the
students, ages 16-20. This research was conducted during the year 2017-2018. Specifically, the
study attempted to answer the following questions.

1. What is the profile of the respondents in terms of:

a. Age
b. Gender
c. Online games commonly played
d. Length of time the respondents play online games (in terms of months)
e. Length of time the respondents play online games in a week (in terms of
hours)

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 f. Amount of money the respondents spends for online gaming (per day)
2. What are the advantages of online gaming among 16-20 years old students?
3. What are the disadvantages of online gaming among 16-20 years old students?

After the data were tabulated, analysed and interpreted the following findings emerged:

1. The profile of the respondents in terms of:

1.1. Age. Out of 40 respondents, the ages 7-9 and 10-12 both have the same frequency,

20 with a percentage of 50%.

1.2. Gender. Out of 40 respondents, 31 of them are male which is equivalent to 77.5%

while 9 of them are female which is equivalent to 22.5%.

1.3. Educational Status. All of the respondents are studying even they are fond of playing

online games.

1.4. Online games commonly played. The most played online game is the Y8 games and

the Cabal, MU Zhyper and Guitar god are games that are not played by the

respondents. Five out of 8 online games are played by the respondents.

1.5. Length of time the respondents play online games (in terms of months). Out of 40

respondents, 20 of them play online games for about 6 months which is equivalent

to 50%; 12 of them are playing online games for more than 12 months which is

equivalent to 30%; and eight of them are playing online games for 7-12 months

which is equivalent to 20%.

1.6. Length of time the respondents play online games in a week (in terms of hour). 31

out of 40 respondents are spending 1-3 hours for playing online games in a week

which is equivalent to 77.5%; five of them are spending 4-6 hours for playing online

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 games in a week which is equivalent to 12.5%; three of them are spending 10-12

hours for playing online games in a week which is equivalent to 7.5%; and one of

them is spending 7-9 hours for playing online games in a week.

1.7. Amount of money the respondents spend for online gaming (per day). 37 out of 40

respondents are spending almost Php 50 for playing online games which is

equivalent to 92.5%, and three of them are spending Php 51-100 for playing online

games which is equivalent to 7.5%.

2. This study showed that 2 out of 7 advantages got the highest percentage (40 or 100%):

“Students who play online games are able to enjoy the reward and satisfaction that come

with the small goals that are often established in games” and “Online games raise children’s

confidence and also in still a sense of accomplishment” while the advantage that got the

lowest percentage (36 or 90%): “Children who play online games can learn how to multitask

in an effective manner.”

3. This study showed that 2 out of 7 disadvantages got the highest percentage (40 or 100%):

“Playing online games can damage the vision of the student.” and “Students who play online

games waste their money.” while the disadvantage that got the lowest percentage (36 or

90%): “Students tend to ignore on their education which is very important.”

Conclusions

1. Online games are prevalent, and the student are not that addicted to the popular online

games.

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 2. Students are getting many advantages from online gaming like “Children who play online

games are able to enjoy the reward and satisfaction that come with the small goals that

are often established in games” and “Online games raise children’s confidence and also

instill a sense of accomplishment”; in the other hand they are getting many

disadvantages, too like “Playing online games can damage the vision of the children.”

and “Stduents who play online games waste their money.”.

3. The education of the children is not greatly affected by playing online games; however

online games are seen as good learning tool because many think that they can teach

students in many ways.

Recommendations

After a careful and thorough evaluation of the results of the research conducted, the

following recommendations are hereby given:

1. Students should know their limitation in playing online games.

2. Students should know the consequences that they might get from too much playing of

online games.

3. Students should know that online games are not just for fun but it could also give them

the learning that they may apply in their lives.

4. Students must guide them on choosing the most appropriate online games that their

children should play.

5. Parents must know how to limit their children in playing online games.

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