ACKNOWLEDGEMENT

This study would not been possible without the kind support

and help of many individuals. We would like to express our deepest

gratitude to all of them.

We thank God for providing us with everything what was

required in completing this study.

We are highly indebted to Ms. Ta-an for giving necessary pieces

of advice and guidance regarding the study. We choose this moment

to acknowledge her contribution gratefully also for her support in

completing the project.

We also like to convey our gratefulness towards the

respondents for giving us such attention and time.

Our thanks and appreciations also go to the people who have

willingly helped us with their abilities.

P a g e 1 | 48
DEDICATION

This study is dedicated to our research adviser Ms. Christine Lara

Ta-an, who taught and guided us throughout the whole research

process. She is the one who encouraged us to comply all the

requirements needed to finish this research paper. It is also

dedicated to all our classmates, who helped each other in time of

need in order for all to complete the tasks needed. Most of all,

the researchers dedicate this study to their families for all the

support and encouraging words that gave us an inspiration to

finish this research paper.

-Consing, Maldecir, Puyot, Serante

-103017-

P a g e 1 | 48
ABSTRACT

TITLE: Online Games: Its effects to the study habits of

Grade 11 Ruizians

RESEARCHERS:

Consing, Marc Chester

Maldecir, Jemmarie

Puyot, Jana Regina

Serante, Crissent

ADVISER: Ms. Chritine Lara A. Ta-an

SCHOOL: Colegio de San Lorenzo

YEAR: 2017

As playing online games become a staple of everyday life, the

potential for overuse is introduced, which may lead to both positive

and negative effects. The purpose of this study is to determine the

P a g e 1 | 48
effects of online games to the study habits of Grade 11 Ruizians. The

implications of this research will serve as a guide to determine the

effects of online games, whether positive or negative, on the study

habits of Grade 11 Ruizians.

A total of 30 respondents coming from the four sections of

Grade 11 students of Colegio de San Lorenzo in the school year 2017

– 2018 were involved. The researchers conducted survey

questionnaires to the respondents of this study.

This research shows that playing online games has both

positive and negative effects to their study habits. It also shows that

despite the negative effects of playing they still manage to balance

their academic performance while playing.

Keywords: Online Games, Effects of playing online games,

Grade 11 Ruizians

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Chapter I

The Problem and Its Background

Introduction
Online games refer to games that are played over some forms

of computer network, most often in the internet. It can range from

single text-based games to games incorporating complex graphics

and virtual worlds populated by many players. Online games are also

a source of entertainment to kids nowadays. People can easily access

this online world because of the modern gadgets that are invented.

Computer games started in 1972 with Pang, a computer tennis

games, and then developed in hardware and software systems.

Improvement of quality and variety of games increasingly spread it in

the society especially adolescences. Klein and Keepers mentioned in

their research reports in 1990 that students who prefer computer

games to other entertainments have more behavioral problems than

other students. Internet gaming is a booming market. In 2012, more

than one billion individuals played computer games which fueled the

8% growth of the computer gaming industry in the same year. In

recent years, research about internet gaming addiction has increased

both in quantity as well as in quality. Research on gaming addiction

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dates back to 1983, when the first report emerged suggesting that

video gaming addiction is a problem for students. Shortly thereafter,

the first empirical study on gaming addiction was published by

Shotton. In South-East Asian countries, the negative impacts of

internet gaming addiction have led governments and health care

providers to take the problem seriously and to develop a series of

initiatives to curb and alleviate the problem. In South Korea, internet

gaming addiction is viewed as a significant concern for public health.

Internet gaming addiction is a behavioral problem that has been

classified and explained in numerous ways. According to Griffiths,

biopsychosocial processes lead to the development of addictions,

such as internet gaming addiction. Psychologists and scientific

researchers are beginning to recognize that playing too much online

game is a growing phenomenon.

The growth of online games can greatly affect the academic

performance of students. Being addicted to online games can also

lead to psychological disorders. Students, parents and teachers need

to find solutions to the problem in the addiction of online gaming.

Online gaming is the addictive hobby that can affect the performance

of the students in school. Other students may play continuously that

causes them to forget their responsibilities in school. They spend

several hours in playing online games instead doing their homework.

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Online games are pretty challenging especially a game with different

levels, players are challenged to play as the difficulty of the game

rises. And this may affect the social life and the behavior of the

addictive gamer. When a person is obsessed to online games, he or

she wants and makes more time in playing online games. Our

research’s aim is to answer the main problem regarding the effects of

online games on study habits of Grade 11 Ruizians.

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SIGNIFICANCE OF THE STUDY

This study aims to determine the effects of online games to

Grade 11 students. In addition, this research will be beneficial to

students, teachers and future researchers.

For Students: This study will benefit the students’ perspectives

about online games. It will clearly emphasize the effects of online

games to their study habits. It will also show the ways on how to

balance leisure time and studies.

For Teachers: This research aims to give the teachers an idea on

what affects the students’ study habits. Teachers will know how to

approach students and suggest effective ways on how to lessen the

use of online games.

For the Department of Education: This study will enlighten the

Department of Education on how to handle students who are addicted

to online games. It will help them set some limitations to both the

school and nearby computer shops.

For the Future Researchers: They will have a basis in conducting

the research. This study will give them additional information about

the topic and will help them in constructing a conclusion about the

given topic.
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CONCEPTUAL FRAMEWORK

Online Games

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STATEMENT OF THE PROBLEM

The main goal of this research is to determine the effects of

online games to the study habits of Grade 11 Ruizians.

1. Why are the students into playing online games?

2. What are the positive and negative effects of online games to their

academic performance?

3. How will they balance their academic performances while playing

online games?

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OPERATIONAL DEFINITION OF VARIABLES

The following terms are defined for better understanding and

clarity of this research.

Study Habits- the behaviors used when preparing for tests or

learning academic material.

Effect- a change that is a result or consequence of an action or

other causes.

Online games- video game that is either partially or primarily

played through the internet or another computer network.

Academic Performance- refers to how students deal with

their studies and how they cope with or accomplish different tasks

given to them by their teachers.

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SCOPE AND DELIMITATION

The coverage of this study is only about the implications of

online games to the study habits of Grade 11 students. The target

population will be the students of Colegio de San Lorenzo. This study

will determine the positive and negative effects of online games to

the study habits of the students. It can also provide information

about the reasons of students for playing online games.

For this study, there will be a total of 30 participants coming

from all the sections of Grade 11 students. The researchers chose the

participants because these people are skilled in playing online games.

The participants are selected based on the online games they played

and the time spent on playing.

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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes data and the recent studies conducted by

researchers about online games. This consists of relevant researches

about the effects of online games to the students. These data are

presented with facts and evidences found by the researchers. The

main purpose of this chapter is to answer the specified questions on

the students’ reason for playing, positive and negative effects of

online games, and how to balance academic performance and the use

of online games.

The students’ reason in playing online games

Tediousness may also urge children towards the scourge of the

online gaming addiction. The lack of a goal to be reached may

provoke a feeling of tedium and meaninglessness. Alienation from

one’s social background –friend or family- is another sign of online

gaming addiction. Electronic games are placed on the top of the

users’ needs hierarchy. In even more acute addiction cases, users

may develop irrationally aggressive behavior towards anyone trying

to limit his daily preoccupation with online gaming (Oggins & Jeffrey,

2010). In such cases the child’s real-life decreased self-esteem is

replaced by the increased self-esteem within the games. Children

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thus opt for the virtual world instead of the real one (Jeong & Kim,

2011).

According to Stoll and Collett (2013), the more the player is

challenged the more he/she wants to play, this is a reason why

students are into playing online games. Pew Research Center (2015)

players think that online games help good problem solving skills and

strategic thinking skill. Their research also stated that gamers play

online games as a form of entertainment better than a television.

Online gaming constitutes a way to escape from the numerous

problems of daily reality, urging students to devote more and more

hours to it. The reason on online gaming addiction can also be found

among social issues like violence in all forms.

The positive and negative effects of online games to the

academic performance

On average, youth play video games for two hours a day

(Rideout, Foehr, & Roberts, 2010). However, a significant percentage

of males report playing four hours a day or more (Bailey, West, &

Anderson, 2010). Against this backdrop of nearly ubiquitous play, the

popular press regularly pulses out urgent warnings against the perils

of addiction to these games and their inevitable link to violence and

aggression, especially in children and adolescents. Indeed, the vast

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majority of psychological research on the effects of “gaming” has

been focused on its negative impact: the potential harm related to

aggression, addiction, and depression (Anderson et al., 2010;

Ferguson, 2013; Lemola et al., 2011).

In December 2012, the revelation that the Sandy Hook

Elementary School gunman played shooter games directly resulted in

President Obama requesting Congress to allocate $10 million for

research on the effects of violent media, especially video games

(Obama & Biden, 2013). Decades of valuable research on the effects

of violent video games on children and adolescents’ aggressive

behavior already exists, and this is indeed an important body of work

to consider. However, we argue that in order to understand the

impact of video games on children and adolescents’ development, a

more balanced perspective is needed, one that considers not only the

possible negative effects but also the benefits of playing these

games. Considering these potential benefits is important, in part,

because the nature of these games has changed dramatically in the

last decade, becoming increasingly complex, diverse, realistic and

social in nature (Ferguson & Olson, 2013). When you play online

games you are solving puzzles to move to the next level and that

involves using some of the general knowledge and skills in math,

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reading and science that you have been taught during the day

(Samuel Gibbs, 2016).

According to Alberto Posso (2016), the students who regularly

spend time playing online games are developing analytical and

problem-solving skills that can also help them in their schoolwork.

Balancing academic performance and the use of online games

Students who regularly played online video games scored

higher in math, reading, and science tests than their peers who did

not. When you play online games you are solving puzzles to move to

the next level and that involves using some of the general knowledge

and skills in math, reading, and science that you have been taught

during the day (Dockrill, 2016).

People experiencing compulsions to play online games typically

exhibit warning signs. Common signs of a problem include a

preoccupation with online games to the point of neglecting

relationships and responsibilities. Someone having trouble with online

game compulsions may lie to hide the time spent in gaming. A gamer

may also experience anger or irritability when something interferes

with gaming time. During time away from gaming, a person may feel

anxious and unsettled. Gaming could also become so consuming that

a gamer forgets to bathe, eat, and sleep.

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Preventing online game addiction is beneficial to avoid the

issues that accompany this compulsion. Instituting limitations on time

spent playing online games may help people avoid developing

compulsions to playing these games. People can consciously choose

to pursue other activities, such as outdoor sports, reading books,

housework, or spending time with friends and family, instead of

playing online games. Parents should provide ongoing supervision

and limits on the time children spend playing video games to prevent

compulsions from starting (Liu QX et al., 2015). It may also help to

talk about the fact that the action in online games can go on for a

long time, but the games can always wait for the next playing

opportunity. If online game compulsions become an issue, it is

possible to get help to resolve these feelings. Behavioral therapy can

help a gamer move past the addiction. Behavioral therapy is

psychotherapy that is concerned with the treatment of observable

behaviors rather than underlying psychological processes and that

applies principles of learning to substitute desirable responses and

behavior patterns for undesirable ones such as phobias or obsessions .

Therapy can help the compulsive person refocus thoughts and energy

on different activities instead of gaming (Young KS, 2013).

If a gamer has been immersed in an extensive gaming

community, spending time with other people who are also playing
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online games, it may be necessary to change the physical

environment of the gamer for a period of time to institute new habits

and thought processes. A residential treatment facility could provide

this temporary environment to help a person move past video game

compulsions.

We therefore conclude that online games has many positive

and negative effects in our time, school grades, and in life. The

positive effect of online games is that you would be better in some

subjects like math, reading, and science because when you play

online games, you are challenging yourself to the next level so when

you have problems on the said subjects you can easily solve it

because you have experience challenge thru online games. The

negative effect of online games is that when you are consuming more

time in playing online games than doing your chores and homework,

you will become an irresponsible student in the future. When you are

addicted in playing online games and consuming almost all of your

time playing it that is where the negative effect will affect your life

because you might forget to sleep and eat because you are too

addicted in online games. The solution to this problem is that you

should limit yourself in playing online games and spending most of

your time to your friends and family because you can learn more

from them. Some parents should pay attention and observe their

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children if they are playing online games because it might come to

the point that their son is not eating, sleeping and becoming an

irresponsible student because of too much playing. Online gaming is

not a beneficial hobby to start when you are bored. There are many

advantages that could befall you and others around, for instance your

family. Online gaming can ruin your future and education. There are

many more hobbies which could benefit you in terms of physical and

mental health. Online games are harmful to brain development,

because children neglect reading, and encourage violent behavior.

Online gamers would have less time to communicate with friends and

family members. Online games can alter the way people spend their

leisure time positively and negatively. The gamers ought to have

enough self-control. Being fully aware of the benefits and drawbacks

of online games, the gamers can maximize their advantages and

avoid the addiction.

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Chapter III

RESEARCH DESIGN AND METHODOLOGY

This section shows the discussion of the methods used in this

research entitled, “Online Games: Its effects to the study habits of

Grade 11 Ruizians”

METHODS AND TECHNIQUES USED

The researchers followed the proper format. In order to come

up with answers on the problem in this research, qualitative method

was implemented by the researchers.

POPULATION AND SAMPLES OF STUDY

The respondents involved in data gathering are students from

Colegio De San Lorenzo for academic year 2017-2018. There are a

total of thirty (30) respondents coming from the grade 11 students.

INSTRUMENTS OF THE STUDY

The data of this research were gathered through the use of

questionnaires supported by interviews.

QUESTIONNAIRES – To distinguish the number of students who

experience the positive and negative effects of playing online games.

Researchers constructed a questionnaire that was disseminated to

the selected Ruizians from the batch of Grade 11 students.

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CONSTRUCTION – Questionnaires were formulated by the

researchers containing. It was constructed based on the research’s

problem and was presented to the advisers for some suggestion for

improvement and revisions.

VALIDATION – A letter for the validators was constructed to ask

for help in validating the tool that was used in this study. The

validators double-checked the survey questionnaires that will be used

to collect data for our research.

ADMINISTRATION – The questionnaire was administered by the

researchers to the respective Ruizian respondents, thirty (30) students

from grade 11. Eighteen (18) respondents came from Grade 11 –

Justice and Grade 11 – Temperance divided equally into nine (9)

respondents each section and the other twelve (12) respondents

coming from Grade 11 – Fortitude and Grade 11 – Prudence. Before

and after conducting short survey, the researchers formally

administered and retrieved the questionnaires.

DATA GATHERING PROCEDURE

This research followed a procedure; before data-gathering, during

data-gathering and after data-gathering.

Before data-gathering, the researchers have constructed problems

relating to the research resulting to completion of methodology,

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conceptual framework, review of related literature and studies, and

also the tools or questionnaires that were disseminated to the

respective teenager respondents. These drafts have undergone

revisions and approval from the research adviser. Lastly, the tools

were sent to the validators.

During data-gathering, the researchers asked permission from the

advisers to administer surveys to the selected grade 11 students. The

researchers surveyed the thirty (30) selected students of grade 11

from different sections.

After data-gathering, answers gained from the respondents were

carefully analyzed by the researchers.

DATA PROCESSING

The data gathered from the grade 11 respondents have undergone

analysis. Thus, researchers used the information to distinguish the effects of

online games to their academic performance.

Frequency Count

The statistical techniques were used to compute the data obtained from

the survey answered by the students. Responses were coded as positive,

negative and neutral and were tallied according to its group.

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Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter focuses on the presentation, analysis and interpretation

of the data from the Grade 11 Ruizians respondents gathered

according to the problems formulated in this study.

The data are presented in tabular and discussion form. The

interpretations of the findings follow the same sequential order of the

problems indicated in chapter 1.

To find out the answer to the statement of the problem, the

researchers had to meet the following research objectives: 1.)

Identify the students’ reason in playing online games. 2.) Identify the

positive and negative effects of online games to the academic

performance. 3.) Identify the mean to balance academic performance

and the use of online games.

The students’ reasons in playing online games

There are a lot of reasons while students play online games.

These 4 reasons where asked in the questionnaire given. Students

were tasked to answer if they agree or disagree on the reasons

stated in the survey questionnaire.

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Table 1

REASONS FREQUENC PERCENTAGE

Y
1. I like playing online games than 19 63.33%
doing my assignments.
2. It helps me gain friends. 19 63.33%
3. Online games relieve me from 26 86.67%
stress.
4. Playing online games is my hobby. 23 76.67%

The table 1 showed the survey results gathered from the Grade

11 Ruizians about the reasons why students’ into playing online

games. According to 86.67% of the respondents, the top reason for

playing online games is to relieve from stress. They like playing

online games than doing their assignments and help them to gain

friends came next, both 63.33%. 76.67% of the respondents said

that playing online game is their hobby.

The positive and negative effects of online games to the

academic performance

Playing online games has its positive and negative effects.

According to Alberto Posso (2016), the students who regularly spend

time playing online games are developing analytical and problem-

solving skills that can also help them in their schoolwork. We were

able to determine the positive and negative effects of online games

through the questionnaires.

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Table 2.1

FREQUENCY PERCENTAGE
Affected you 28 93.33%

positively
Affected you 18 60%

negatively
Affects your study 17 56.67%

habits
Hinder your studies 18 60%

The table 2.1 showed the impacts of online games to the

academic performance of students. 56.67% of the respondents

affects their study habits. 60% of the respondents hinder their

studies. 93.33% of the respondents affected them positively and 60%

of the respondents affected them negatively.

Table 2.2

Positive and Negative effects

Not having enough sleep 13

Blurred Vision 9
Distracted from studies 6
Having aggressive behaviors, feelings and/or 2

thoughts
It improves hand-eye coordination 6
It improves responsiveness 5
It develops problem solving skills and quick in 14

thinking
It brings happiness and satisfaction P a5g e 1 | 48
Table 2.2 presents the positive and negative effects in which

students have been experience in playing online games. According to

fourteen (14) grade 11 Ruizians, by playing online games, their

problem solving skills and quick in thinking develops. Not having

enough sleep was experienced by thirteen (13) grade 11 Ruizians.

The negative effects such as blurring of the eyes, distraction from

studies, and having aggressive behaviors feelings and thoughts were

experienced by seventeen (17) respondents. Most of them have

experienced positive effects such as bringing happiness and

satisfaction, and improvement of hand-eye coordination and

responsiveness.

Table 2.3

STATEMENT ALWAYS SOMETIMES NEVER

Losing sleep 8 19 3

Skipped class 1 4 25

Forget responsibilities 3 17 10

Affect your grades 2 15 13

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Neglecting schoolwork 5 17 4

The table 2.3 showed the survey result gathered from the grade 11

Ruizians explain that the nineteen (19) respondents answer sometimes when

playing online games in the statement losing sleep. In the statement skipped

class the twenty-five (25) respondents answer never when playing online

games, in the statement forget responsibilities the seventeen (17)

respondents answer sometimes when playing online games, in the

statement affect your grades the fifteen (15) respondents answer sometimes

when playing online games, and in the statement neglecting school works

the seventeen (17) respondents answer sometimes when playing online

games.

Balancing academic performance and the use of online games

The number of hours and days spent on playing online games

were also determined. This table shows that 14 out of 30 students

play for 3-4 hours. 10 students answered that they spend 3-4 days in

a week into playing online games.

Table 3

Hours and Days Spent

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Half hour 4
1-2 hours 6
3-4 hours 14
5 hours or over 6
Daily 8
3-4 days 10
Once a week 5
Twice a week 7

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

The aim of this chapter was to determine the study with

emphasis on the summary of findings, appropriate generalizations in

the form of conclusions and recommendations for the problems

discovered, what the result mean and what actions should be taken

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in the result of the findings based on the gathered data that were

analyzed and interpreted in chapter 4.

The main goal of this study was to determine the Effects of

Online Games on Students’ Academic Performance. In order to satisfy

the goal of this research, the researchers had to look into the

following research objectives: (1) Reasons in playing online games;

(2) Effects of online games to the academic performance of the

students; and lastly, (3) Balancing academic performance and the

use of online games. The selected grade 11 respondents were from

Coldeio De San Lorenzo for school year 2017-2018.

The data were analyzed and interpreted by using a

statistical tool and combined into more coherent work or

consolidated, organized and tabulated tables.

SUMMARY OF FINDINGS

From the results of analysis and interpretation of data in

chapter 4, the findings were herby presented according to its

sequence of the problems stated in chapter 1.

The major instrument used by the researchers to gather

data was written questionnaires and oral interview to determine the

P a g e 1 | 48
Effects of Online Games to Grade 11 Students’ Academic

Performance.

The study yielded with the following findings:

1. What are the students’ reasons in playing online

games?

Based from the data gathered, the major caused of playing

online games according to the respondents is to relieve their stress.

However, it is not a valid reason to play online games. Too much

playing online games affects the students’ academic performance.

Furthermore, the time that they spent in online games affects their

study habits because most of the students forget to do their school

works because of playing online games.

2. How can online games affect the academic

performance of the students?

The students who play online games affect not only their

academic performance but also their communication to others. They

don’t interact with other people because their attention is on playing

online games. Online gaming affects their academic performance if

they did not do their school works because they spent their time in

online games only. Online games clearly shows that it can affect both

of the students’ socializing to others and academic performance.

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3. How can students’ balance their academic

performance and the use of online games?

A students should develop self-discipline. They should

arrange and organized their plan wisely and proper time

management. They should lessen or avoid playing online games and

learn to do first their school works. Students’ who play online games

should know their limit.

CONCLUSION

Based from the general findings of this study, the guiding

principle which emphasizes the effects of online games to academic

performance of the students. Based from the data obtained from the

respondents, the following conclusions were drawn:

1. Playing online games has different reasons such as it helps

them to gain friends, to relieve stress, they like playing online games

than doing their assignments. However, it is still not acceptable

reason to forget your responsibilities. Even though you are playing

online games, you must not forget your responsibilities.

2. Playing too much online games can affect the academic

performance of the students’. It can get low grades because they did

not do their school works and they are not listening to the lessons of

their teachers’ because they are too lazy because of online games.
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However, based on the research, they have difficulty in getting high

grades because online gaming can affect their studies. Academic

performance is the most affected area in students’ life. Always remind

the students’ that they have limitations, this will help to lessen the

negative impacts of playing online games.

3. Proper time management will help the students to lessen the

use of online games. Parents and teachers should properly approach

the students to let them fully understand what would happen if they

did not minimize the use of online games.

RECOMMENDATIONS

Based on the findings and the conclusions drawn from such

findings, the following are hereby recommended:

FOR STUDENTS

This study shows that playing online games has both positive

and negative effects. Thus, students should balance the time spent

on playing online games that will affect their academic performance.

FOR TEACHERS

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Teachers helps the students to attain their academic success

and one of the reasons that will affect their academic performance is

playing online games. They will be inform on what is its effect to their

academic performance. Teachers should monitor their students and

teach effective ways on how they will balance their time effectively.

FOR THE DEPARTMENT OF EDUCATION

The DepEd is known to be the one who monitors every school’s

academic performance. Through this study DepEd are able to know

the positive and negative effects of playing. They should ban

computer shops near the school premises to lessen students who are

playing after class hours or students who skip class to play.

FOR THE FUTURE RESEARCHERS

For the future researchers, they can use this research to

gain more information about the effects of online games to the

students. Future researchers can use this information to educate

other people the positive and negative effects of playing online

games.

P a g e 1 | 48
P a g e 1 | 48
BIBLIOGRAPHY

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3905489/

https://prezi.com/

https://thoughtcatalog.com/justin-wright/2015/02/10-

facts-about-online-gaming/

P a g e 1 | 48
http://www.techaddiction.ca/gaming-addiction-

statistics.html

http://www.techaddiction.ca/video_game_addiction_statistic

s.html

https://newzoo.com/insights/articles/the-global-games-

market-will-reach-108-9-billion-in-2017-with-mobile-taking-

42/

https://venturebeat.com/2016/12/21/worldwide-game-

industry-hits-91-billion-in-revenues-in-2016-with-mobile-the-

clear-leader/

https://www.eteknix.com/5-shocking-facts-about-the-

growth-of-online-gaming/

http://www.rubinbrown.com/Gaming_Stats.pdf

https://assets.kpmg.com/content/dam/kpmg/in/pdf/2017/

05/online-gaming.pdfg

P a g e 1 | 48
APPENDICES

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Letters

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Questionnaire

Colegio de San Lorenzo

Congressional Ave, Quezon City

Name (optional): ____________________________ Date: _________

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Section: _________________________________

Directions: Check the box if you AGREE or DISAGREE about the

following reasons for playing online games.

REASONS AGRE DISAGREE

E
5. I like playing online games than doing
my assignments.
6. It helps me gain friends.
7. Online games relieve me from stress.
8. Playing online games is my hobby.

Others, please specify: ______________________________________

Directions: Read the following questions carefully and encircle

the letter that corresponds to your answer. Answer the
questions honestly.

1. Do you feel that gaming has affected your life positively?

a. Yes b. No

2. Do you feel that gaming has affected your life negatively?

a. Yes b. No

3. Does playing online games affect your study habits? Explain your
answer.

a. Yes b. No

4. Do you think playing online games too often will hinder your
studies?

a. Yes b. No

P a g e 1 | 48
5. How long do you play online games in a day?

a. Half hour c. 3-4 hours

b. 1-2 hours d. 5 hours or over

6. How often do you play online games within a week?

a. Daily c. Once a week

b. 3-4 days d. Twice a week

7. Which of the following bad effect of playing online games that have
happened to you?

a. Not having enough sleep

b. Blurred vision

c. Distracted from studies

d. Having aggressive behaviors, feelings and/or thoughts

Others:

8. Which of the following good effect of playing online games that

have happened to you?

a. It improves hand-eye coordination

b. It improves responsiveness

c. It develops problem solving skills and quick in thinking

d. It brings happiness and satisfaction

9. Rate from 1-10. How important is playing online games to you?

1 2 3 4 5 6 7 8 9 10

Directions: Check the box that corresponds to your answer.

STATEMENT ALWAYS SOMETIMES NEVER

1. Do you lose hours of
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sleep to gaming?

2. Have you skipped classes

to play game?

3. Do you forget
responsibilities or deadlines
in school when gaming?

4. Does online games affect

your grades?

5. Do you play online games

first before you do your
schoolwork?

Directions: Answer the following questions. Write your answers on

the space provided below the questions.

1. Aside from the statements mentioned above, what are the

advantages of playing online games?
_____________________________________________________
_____________________________________________________
_____________________________________________________
2. What are the negative effects of online games?
_____________________________________________________
_____________________________________________________
_____________________________________________________
3. Do you think games can be educational? Why or why not?
_____________________________________________________
_____________________________________________________
_____________________________________________________
4. What are the ways to balance one’s academic performance while
playing online games?

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_____________________________________________________
_____________________________________________________
_____________________________________________________

Curriculum
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Vitae

Consing, Marc Chester C.

Address: #8 Kanduli St. Silvina Village, Novaliches, Quezon City.

Contact #: 09177039886

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E-mail Address: cmarcchester@yahoo

Personal Background

Age: 17 years old Religion:

Christian

Birthday: April 15, 2000 Birthplace: Quezon City

Civil Status: Single

Primary: Claret School of Quezon City

Mahinhin St., UP Village, Diliman Quezon City

2005-2011

Secondary: Claret School of Quezon City

Mahinhin St., UP Village, Diliman Quezon City

2011-2014

Colegio de San Lorenzo

Congressional Avenue, Project 6, Quezon City

Maldecir, Jemmarie

Address: 135 Lower Gulod Sauyo Road, Novaliches, Quezon City

Contact #: 09507345815
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E-mail Address: [email protected]

Personal Background

Age: 17 years old Religion: Roman Catholic

Birthday: September 26, 2000 Birthplace: Quezon City

Civil Status: Single Nationality: Filipino

Educational Background

Primary: Sauyo Elementary School

12 Fuschia St, Novaliches, Quezon City, Metro Manila

2006-2012

Secondary: Sauyo High School

2nd Laguna Street, Tandang Sora, Quezon City,

Metro Manila

2012-2016

Colegio de San Lorenzo

Congressional Avenue, Project 6, Quezon City

Puyot, Jana Regina N. Puyot

Address: 13B August St. Congressional Village, Project 8, Quezon

City
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Contact #: 09166531549

E-mail Address: [email protected]

Personal Background

Age: 17 years old Religion: Aglipayan

Birthday: January 19, 2000 Birthplace: Quezon City

Civil Status: Single Nationality: Filipino

Educational Background

Primary: St. Joseph's College of Quezon City

295 E. Rodriguez Sr. Avenue, Quezon City 1102

2006-2012

Secondary: St. Joseph's College of Quezon City

295 E. Rodriguez Sr. Avenue, Quezon City 1102

2012 - 2016

Colegio de San Lorenzo

Congressional Avenue, Project 6, Quezon City

Serante, Crissent B.

Address: #91 Purok 4 Luzon Ave. Barangay Culiat, Quezon City

Contact #: 09274666080
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E-mail Address: [email protected]

Personal Background

Age: 16 years old Religion: Roman Catholic

Birthday: April 23, 2001 Birthplace: Cabanatuan City

Civil Status: Single Nationality: Filipino

Educational Background

Primary: Nuestra Señora De Salvacion of Quezon City

184-A Luzon Avenue Culiat Quezon City

2007-2008

New Era Elementary School

Tandang Sora Ave. Brgy. New Era, Quezon City

2008-2013

Secondary: New Era High School

Tandang Sora Ave. Brgy. New Era, Quezon City

2013-2017

Colegio de San Lorenzo

Congressional Avenue, Project 6, Quezon City

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