THE EFFECTS OF COMPUTER GAMING OF THE SHS MARITIME STUDENTS TOWARDS THEIR ACADEMIC PERFORMANCE
PRESENTED TO THE FACULTY OF
THE SENIOR HIGH SCHOOL DEPARTMENT
OF THE UNIVERSITY OF CEBU – LAPU LAPU AND MANDAUE
CEBU CITY, PHILIPPINES
IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS IN THE RESEARCH 1 SUBJECT
Joseph Clint S. Sibi
Jerico I. DadorMarion Earl B. Baron
Brenz Christian P. Nunez
Bryle Rae T. TagsipS.Y. 2017-2018
University of Cebu Lapu-Lapu and Mandaue
University Research Office
THE EFFECTS OF COMPUTER GAMING OF THE SHS MARITIME STUDENTS TOWARDS THEIR ACADEMIC PERFORMANCE
Ms. Shrelycca Jobel Lagaras
Joseph Clint S. Sibi
Jerico I. DadorMarion Earl B. Baron
Brenz Christian P. Nunez
Bryle Rae T. TagsipSchool year: 2017-2018
The researchers wish to express their deepest gratitude and warmest appreciation to the following people, who, in any way have contributed and inspired the researchers to the overall success of the undertaking: To Ms. Shrelycca Jobel Lagaras for his guidance and support in the duration of the study.
To our research adviser, for the assistance that we have reaped in the middle of determining the loopholes and flaws our research had accumulated.
To our friends, who have been unselfishly extending their efforts and understanding.
To our parents who have always been very understanding and supportive both financially and emotionally. And above all, to the Almighty God, who never cease in loving us and for the continued guidance and protection.
We would also like to express our gratitude to ourselves and to our group members, for giving the best we could and working the things we are ought to do, and for sharing our own knowledge to each other for the benefit of this study.
Lastly, to our classmates and to those who made this study fruitful, and exciting and possible.
TABLE OF CONTENTS
Title page………………………………………………………………………………..iAcknowledgement………………………………………………………………….iiTable of Contents…………………………………………………………………..iii-iv
Chapter 1. The Problem and Its Scope
Rationale of The Study………………………………………………………1-4
Statement of the Problem…………..………………………………………8
Significance of the study…………………………………………………….9
Scope and Delimitation………………………………………………………10
Definitions of Terms………………………………………….………………11
Chapter 2. Review of Literature and Studies
Chapter 3. Research Methodology
Appendix A – (Transmittal letter) ………………………………
Appendix B – (Questionnaire) ……………………………….….
Technology was developed so much that is almost crucialto have electronic device particularly the personal at home, school, internet cate, etc. Teenagers have gotten so used to have technology around them. However, while having these computers that make life easier, comfortable, and handy at most of the times, it could also have negative effects on their live particularly in their studies when used to much.
Too much usage can lead to computer addiction. Computer addiction is defined as such a strong involvement with a machine or what can be displayed on it that the usual criteria for impairment through addiction are met (Lowison, 2005). This is the most common addiction being observed by the researchers among teenagers.
Computer game is one widely use leisure activities by many Marine Students. Most Students who are playing computer that they are playing computer just for fun, to keep away from boredom, without that they are a lot effects of playing computer games. These causes can affect the academic performances of the student, there are high rate of failure and dropout rate of the students. The nearby computer shops trigger the students to be easily hooked in computer games. (Deverensky & Gupta, 2004). For example;students tend to play game first, browse websites and make friends with new people by the use of the internet that studying.
There are lot of students that develop bad habits in their computer use that cause so many problems is studying, they spend a large amount of time in front of the computer doing unnecessary things. Being addicted to computer and doing net compulsions instead focusing on their academic performance (Lowison, 2004).
Online gaming has emerged as a popular and successful source of entertainment by the students right now, to be young play is reality play”, (Maslog C., 1998). Student loss control or being addicted to computer games, according to the Kaiser Survey conducted in 2010, video games at least 9 hours for teenagers. Playing video games does have his positive views as for recreational purposes, but it could also do the opposite and be a distraction instead. Since college is different from secondary education and as the graduating students towards their courses, they will need more concentration than ever before. It could be possible that online computer games might hold the students back from reaching their potential, but as long as there are control and management, they could perform well. There are several theories have been reviewed on the relationship between playing video games and student’s academic performance. Selective player style refers to spending time on favorite game. if we compare to traditional video games, active educational video games produce higher positive effect on students in terms of physical activity and motivation.
And in another story, “Students who were medium in selective player style (spent 11-50h) had significantly higher GPAs than students low on selective player style (spent 10h. Despite the numerous studies conducted to investigate the relationship between video games and academic performance of students, many of them were actually carried out on western countries. Besides, only few of them carried in Malaysia. With this, the researcher hopes that the findings will give the benefit to the local reader. In the university, computer is not only used for working and doing assignment but it is also being use as gaming platform to play video game during free time. Therefore, this analytical paper purposes to study the relationship between video games and academic performance among students in IIUM University.
This study was carried out to determine if the students’ academic performance is affected by their Internet usage. The study was conducted among three hundred eighty-six (386) undergraduate students within Mindanao State University – Iligan Institute of Technology. The researchers framed a structured interview and a questionnaire yearning to gather all the information needed. The data collected from the respondents pointed out that there was no significant relationship between the respondents’ academic performance and their Internet usage. Findings of the study also reveal that there was no significant relationship between the respondents’ academic performance and the place where they have accessed the Internet. Another finding shows that there was no significant relationship between the respondents’ academic performance and their purposes in using the Internet such as for Gaming, Social Networking, News, and Entertainment. There was, however, a significant relationship between the respondents’ academic performance and their usage of Internet for academic purposes. From the results, the researchers recommend that Educators may encourage students to use the Internet by giving them assignments, projects, and online quizzes.
The Students in University of Cebu Lapu-Lapu and Mandaue, students from the school tend to be more tempted because of the computers shop around the school.
The goal of this study is to determine the effects of computer gaming towards the academic performance of SHS maritime students.
A study found other motivational factors using (Richard Ryan & Edward Deci’s, 2000). Self Determination Theory that is a theory which states that human behavior is driven by the need for competence, autonomy, and relatedness. If those needs are met, we enjoy activities more, even in gaming. Competence is fulfilled in games through flow, which is a completely focused mental state, and is used to explain the enjoyment of games. Flow is met in games when a game challenges the player enough so that it is still interesting and makes gamer want to continue to play, but not too hard where it is not fun anymore or too easy where it becomes boring. Autonomy is met because we have control in games and we voluntarily play games. Lastly, relatedness is fulfilled because we are able to interact and compete with others in a way and world that’s different from real life.
Four studies apply self-determination theory (SDT; Ryan & Deci, 2000) in investigating motivation for computer game play, and the effects of game play on well- being. Studies 1–3 examine individuals playing 1, 2 and 4 games, respectively and show that perceived in-game autonomy and competence are associated with game enjoyment, preferences, and changes in well-being pre- to post-play.
Competence and autonomy perceptions are also related to the intuitive nature of game controls, and the sense of presence or immersion in participants’ game play experiences.
Study 4 surveys an on-line community with experience in multi-player games. Results show that SDT’s theorized needs for autonomy, competence, and relatedness independently pre- dict enjoyment and future game play. The SDT model is also compared with Yee’s (2005) motivation taxonomy of game play motivations. Results are discussed in terms of the relatively unexplored landscape of human motivation within virtual worlds.
Similar to self-determination theory, humanistic needs theory is concerned with the fulfillment of psychological needs. The theory is perhaps best outlined in Maslow’s (1943) hierarchy of needs. The hierarchy summarizes the needs that individuals want met in order to experience high levels of well-being. The hierarchy includes the basic physiological needs that all organisms need to pursue to survive as well as other higher order needs such as esteem and self-actualization. Studies into video gaming addiction based on humanistic needs theory mainly concentrate on two of the needs categories in Maslow’s hierarchy, namely esteem and belongingness (Wan & Chiou, 2006). These categories are prioritized as they appear to contain the needs that video games are most capable of fulfilling. Additionally, these needs are not necessarily as easy to meet as the more basic physiological and safety needs.
Games are inherently interactive in the sense that they require players to make choices to progress a narrative, and this choice-making process has the potential to challenge people to think reflectively about moral, ethical, and social problems. Previous research has focused on games from a game theory perspective (Smith, 2005, Zagal, Rick, & Hsi, 2006), where an examination of game rules leads to ideas about how people will behave and therefore how designing in certain ways can construct certain types of communities, but I argue that looking at rules and constructed models does not adequately explain actual player behavior.
This reinforcement schedule has been found to be very resistant to behavioral extinction (King, Delfabbro & Griffiths, 2011). This positive reinforcement that video games provide players is one of the things which encourage them to persist in gaming behavior. The social aspects of online gaming can also be positively reinforcing for those who lack this in their everyday lives (Wallace, 1999). Not only do the games themselves provide gamers with positive reinforcement but they also exert negatively reinforce on the player. As mentioned previously, one of the major components of online gaming addiction is withdrawal symptoms which arise when play is cut down or ceased. In order to avoid these negative symptoms gamers are encouraged to continue to engage in the problem behavior.
STATEMENT OF THE PROBLEM
This study aims to determine the effects of the computer games to the SHS Maritime Students toward their academic performances.
Specifically, the study aims to answer the following questions:
How frequent do they play computer games?
Why do Shs maritime play computer?
Based on the findings, what possible intervention can be proposed?
SIGNIFICANCE OF THE STUDY
This study will help the students, teacher, parents, school & administration, researcher and future researcher.
To the students, it will help them to have knowledge of what is the effect of computer game to their academic performance. Also, it will help them to understand what good and bad effects on is playing computer games.
To the teachers, it will provide additional knowledge on what strategy to use to educate students about the well-known effects of computer games to students’ academic performance, problem-solving strategy, decision-making and spatial visualization.
To the Parents, It will serve as basis to help share with other parents the information about certain games or ideas to help each other in parenting Also, it will help them understanding the behavior and study habit of their children when they’re engaged into such activity
To the School Administrators, they can benefit on this study. They will be more focus on the students’ behavior. It also helps the school administrators what it the lacks of the school to the students who are being addicted to the computer games.
To the Future Researchers, it can be a base to their research. They will have an idea why students are being addicted to the computer games and lack of focused on their studies.
SCOPE AND DELIMITATION
The scope of our study is for finding effects of playinh computer games to their academic performance of the student.
This study is delimited only for SHS Maritime Students in University of Cebu Lapu-lapu and Mandaue. The main purpose of our study is to point the effects of computer games and aim are determining whether playing computer games and its relation to the academic performances of the selected Shs Maritime students. However, this study excludes the effects of computer games to their behavior.
DEFINITION OF TERMS
Academic Performance – refers to the percentage of mark obtained by the student on each of the five compulsory subject after two terms of study in standard eight class.
Aims- Your goal or your purpose.
Computer games – A game played using a computer, typically a video games.
Frequent – Occurring or done on many situation, in many cases, or in quick succession.
Intervention- the action or process of intervening.
Maritime- connected with the sea, especially in relation to seafaring commercial or military activity.
Students – A person who ia studying at a school.
Proposed – Put forward an idea or plan for consideration or discussion of other.
REVIEW OF RELATED LITERATURE
Playing video games is often associated in our society with poor academic performance. This anecdotal idea is supported by some research. A2000 study found a negative correlation between GPA and time spent playing video games (Anderson & Dill, 2000). The correlation was relatively small. Time alone accounted for a 4% variance in GPA, yet the findings are significant. However, several older studies contend that the results of research have been mixed. A (1997) study suggests that “there is no clear causal relationship between video game playing and academic performance” (Emes, 1997, p. 413). It goes on to say that the research is 6sparse and contradictory” (Emes, 1997, p. 413).
The effect that interactive digital media has on the learning process is not completely negative. It is not that the medium itself is inherently flawed, but much of the information that gets transmitted through it may be. As was noted in a (2008) study on media attention and cognitive abilities, “content appears to be crucial” (Schmidt ; Vanderwater, 2008, p. 63). If the content being consumed is positive, then positive results can be expected. If the content is negative, then negative results can be expected. The study examined research from many sources in arriving at this conclusion.
MMORPGs have been criticized for hampering academic and job performance. The FCC has specifically accused world of Warcraft, one of the most popular games, as leading to student’s dropouts – (Somaiya, 2009). Students can become obsessed with these games and become disengaged from schools, friends, and life in general. Video games can also have positive social effects. One measure of this which has significant research is that of prosocial behavior.
According to (Schie & Wiegman, 1997) academic Research, playing computer games may not be all that bad for your children. Peng Wei states that educational games can be effective assisting tools in the educational areas of management, medicine and science. If you choose the right educational computer games, your child may learn better problem-solving skills and eye-hand coordination. Your child may also get the ability to thin& fast and thin& of multiple things all at once. Skills obtained from playing computer games may help your child learn quickly when it comes to his studies. If your child is struggling in one of his school subjects, there are many educational computer games available for him. There are math and reading related games that may help boost your child’s skills. These games can be both fun and educational for your children.
Hand-eye coordination, fine motor and spatial skills. In shooting games, the character may be running and shooting at the same time. This requires the real-world player to keep track of the position of the character, where he/she is heading, his speed, where the gun is aiming, if the gunfire is hitting the enemy, and so on. All these factors need to be taken into account, and then the player must then coordinate the brain’s interpretation and reaction with the movement in his hands and fingertips. This process requires a great deal of eye-hand coordination and visual-spatial ability to be successful. Research also suggests that people can learn iconic, spatial, and visual attention skills from video games.
There is a large body of evidence which suggests that violent video games lead to increased aggression and even violence. There is some mixed evidence on the psychological effects of video game violence, but Craig Anderson (2003) offers overall implications that can be reached by looking at all studies that relate video games to risk factors:
Some studies have yielded nonsignificant sic video game effects, just as some smoking studies failed to find a significant link to lung cancer. But when one combines all relevant empirical studies using meta-analytic techniques, five separate effects emerge with considerable consistency. Violent video games are significantly associated with: increased aggressive behavior, thoughts, and affect; increased physiological arousal; and decreased prosocial (helping) behavior. (Anderson, 2003, Myths and Facts, para. 1)
In another study which considers available research on media violence, several relevant conclusions were reached (Anderson, et al., 2003). It was found that there are “sufficient studies with sufficient consistency” to back up several important findings (Anderson, et al., 2003, p. 93). Video game violence is linked to aggression in the short term. Cross-sectional studies have been able to show a correlation between long term exposure to video game violence and real-world violence. A few longitudinal studies are also able to suggest that video game exposure has long term effects on aggression. It should be noted that Craig Anderson, one of the authors of this study has been criticized for overstating the data on video games and its link to aggression and violent behavior (Block & Crain, 2007).
The gaming frequency and the amount of time spent on playing video games have been studied for years frequently in association with gaming addiction (Daniel Luke King 2012; Ko et al. 2009), psychological constructs (e.g., self-concept clarity, self-control, and flow) (Khang et al. 2013; Lee et al. 2012), negative consequences (e.g., missing school work) (Hellström et al. 2012), and even academic performance or learning outcome (Furió et al. 2013; Ip et al. 2008). If et al. (2008) analyzed the relationships between gaming frequency and academic performance among 713 students. The study found that frequent gamers, who spend more than 2 hours per day playing videogames, performed less well than infrequent gamers. Hellström et al. (2012) examined the relationship between gaming time, motives to play, and negative consequences because of playing Massively multiplayer online role-playing games (MMORPGs). They recruited 7,757 Swedish adolescents and had them completed a questionnaire and found that time spent on gaming was related to negative consequences, e.g., “less sleep due to gaming.” Ventura et al. (2012) However, the segmentation between types of gamers has not been significantly, rigorously studied. Two types of gamers, casual and hardcore gamers, have been growing rapidly in recent years. Kitinen et al. (2007) discussed the characteristics and differences between casual and hardcore gamers. For example, hardcore gamers play extremely competitive games and require a much higher degree of involvement than casual gamers.
A game genre, a type of games, is classified based on how gamers interact with a game. For example, an action game, e.g., first-person shooters, usually involves physical challenges, which requires gamers to react to the game scenario swiftly to achieve goals or to overcome obstacles. The first book dedicated to computer and game design is the Art of Computer Game Design by Chris Crawford (Crawford 1984). He recognizes gaming genres change quickly so a complete taxonomy of gaming genre is difficult to develop. Ventura et al. (2012) investigated the relationship between video gameplay, game genre preference personality, and GPA with 319 university students. Both positive and negative relations were found between video game genre preference and academic performance. For example, two significant negative correlations to GPA are social media and shooter types of game. In addition, Ip et al. (2008) found that the number of genres played is associated with academic performance in examinations. That is, games who play four or more game genres generally perform less well in examinations.
The study’s aim was to examine how young people’s use of computers and access to the Internet might impact final grades achieved in their GCSEs, a qualification that British students obtain at 16. The study was conducted in Northern Ireland on 611 students, as well as 41 parents and 18 teachers of the pupils. Possible confounding factors such as socio-economic background of the students and their educational needs were also taken into account.
Students benefit from having a computer and being familiar with the software, the study confirms. It highlights how students that have access to word processing and presentation programs are significantly more likely to achieve higher grades than the students that did not. They also found that the highest achieving pupils were the ones who spent a moderate to high amount of time on a computer (1-3 hours a day), regardless of what they were actually doing on the computer.
The report goes on to analyze different aspects of information and communication technology. In general, teachers and parents were found to believe that usage of mobile phones, social media and gaming play a part in pupils’ poor academic achievements. Contrary to this idea, the study didn’t find any relationship between time spent on social media or mobile phone usage and poor performance in school.
What the study did find, however, was that among those gamers who used a portable gaming console more than twice a day, only a small proportion (41%) achieved the highest grades. This has been reported elsewhere as the “smoking gun” of the damaging effect of video games, but the NCB study also failed to find any significant difference between the grades of those classed as regular gamers (gaming once a day) to occasional gamers.
In fact, recent studies in the United States and in England have highlighted how low levels of regular gaming (less than an hour per day) can actually have a positive impact on a student academic achievement. The report advises caution in the interpretation of these results and suggests a need for more detailed studies to understand the potential underlying cause, in addition to intensive gaming, which could possibly lead to poor academic performances.
Video Games & Academic Achievement 4 evolution of the video games rides the back of the technological and computing advances that drive the personal computer revolution” (Smyth, 2007, P. 717). Since their introduction as mass market products in the 1970s, video games have come under scrutiny in a number of contentious areas. Fueled by the ever-increasing popularity and economic significance of the games industry, any negative findings such as those relating to gaming addiction, epilepsy, and violent content have rapidly been picked up by the media, often leading to condemnations of such games by the public (Ip Jacobs Watkins, 2008, P. 356). On the other hand, there has recently been a growing amount of research into the possible benefits of game playing, such as that of promoting ICT skills, and of its being an added motivational component for training and education (Ip Jacobs Watkins, 2008, P. 356). The aim of this paper is to investigate research into games and education: whether or not there is a link between the frequency with which video games are played, the type of video game being used, and academic achievement, as measured by traditional examination results, of those who play them. Definition of Terms Wikipedia- The Free Online Encyclopedia defines a video game as “a game that involves interaction with a user interface to generate visual feedback on a video device. The word video in video game traditionally referred to a raster display device. However, with the popular use of the term “video game”, it now implies any type of display device. The electronic systems used to play video games are known as platforms; examples of these are personal computers and video game consoles.
Leigh (2004) showed that computer games could improve cognitive skills and problem solving. They stated that if children love computer games, teachers should make computer math games that students can do computations with computer. These games include some strategies to increase knowledge of students. Computer games should present immediate feedback and test skills are developed. These games are used as an alternative for practice.
Based on the increasing inclination of students to computer games on one hand and the inconsistent results on their hand, in the previous studies regarding the effect of these games on academic performance of players, it is required that researchers perform more studies in this regard. The present study is also performed for this aim. In most of the studies, the effect of computer games on academic performance of students is investigated as general and less is considered about the effect of these games on performance of students. Violent behavior, video game also teaches teens wrong values. Video games portray women as weaker characters. They depict women as helpless and sexually provocative personalities. Teens also pick up bad language and behavior while playing with other people online.
Researches we study about the psychological factor, whether that is factor to the online game addiction among students. Unlike with substance abuse, the biological aspect of videogame addiction is uncertain. Research suggests gambling elevates dopamine, but there’s more to addiction than brain chemistry (Rooij, Online video game addiction: identification of addicted,2010). The addict suffers from a psychological component to the addiction. Online gaming allows a person to escape the real world and change the perception of self-worth (Rooij, Online video game addiction: identification of addicted, 2010). An online gaming addiction is not that far from drug addiction. Both are searching for a way to make they feel better. The lure of a fantasy world is especially pertinent to online role-playing games. These are games in which a player assumes the role of a fictional character and interacts with other players in a virtual world. An intelligent child who is unpopular at school can feel dominant in the game. The virtual life becomes more appealing than real life. Too much gaming may seem relatively harmless compared with the dangers of a drug overdose, but experts say video game addiction can ruin lives. Children who play four to five hours per day have no time for socializing, doing homework, or playing sports leaving little time for normal social development. According to Lan Ying Huang (2003), by playing the online game features online gamer participants may view the games as source of providing diversion and filling time. “The biggest risk factor for pathological video game use seems to be playing games to escape from daily life,” said Joe Hilgard, lead author of the study and a doctoral candidate in the Department of Psychological Sciences at Missouri. “Individuals who play games to get away from their lives or to pretend to be other people seem to be those most at-risk for becoming part of a vicious cycle. These gamers avoid their problems by playing games, which in turn interferes with their lives because they’re so busy playing games (Peters 7 et al, 2007). Internet addiction gives the gamer to the unique psychological properties which is the users increase their use of these internet services, the utility they gain from each usage does not diminish, leading not only to self-destructive addiction but also to social ills. When a problem, playing video games can interfere with real-life obligations such as work, and players can end up lying about playing video games. The study found that “problematic” video game use can have similar effects as other addictive activities, such as abusing alcohol (Inwon Kang,2011).
Games addiction shows the bad effect among the people nowadays. Addiction to the internet shares some of negative aspects of substance addiction and has been shown to lead to consequences such as failing school, family and relationship problem (Brian. D. NG, M.S & Peter. W. H, 2005). It can make the people who has addicted will feel that the games can provide opportunities for achievement, freedom and even a connection to the players. Those benefits trumped a shallow sense of fun, which doesn’t keep gamers as interested (online gamers anonymous, 2008). The role of media in advertising the games also make more cause why the games addicted will be more interested with those games. In 2005, advertiser spent $80 million to reach game players, this spending is expected to top $400 by 2009 (Park Associate 2006).
Internet addiction is a relatively new phenomenon in which social workers and psychologists are unaware of and are thus unprepared to treat at present. Mu (2006) points out that some of the main symptoms of Internet and online game addictions, including the decrease in friend and face-to-face interactions with others, become infrequent while the member of friends in the virtual world exponentially increases.
Ultimately, the psychokinesis becomes weaker and weaker over time. This means that after a long time of playing online games, the players begin to realize the dangers of online gaming. At this point players generally try to play less as they try to orient themselves back to the demands of society. However, this is mostly unsuccessful as it almost always ends up failing. Zhang (2007) and Zhou (2007), who also researched on the same topic, reported different results on the online game addiction and the finding supported the same symptoms. With regards to undergraduate students who were addicted to the Internet or online games, Zhang (2007) indicated that most of these students had bad grades in their universities. Moreover, Zhou (2007) stated that the physical symptoms of Internet and online game addiction were cervical spondylitis, neurasthenia and insomnia. Cervical spondylitis, a fairly common symptom of many MMOG players, is essentially a spinal injury which results from keeping the same sitting position for hours while playing games. This situation is more often than not leads to injuries to the cervical vertebra on the spinal cord. Neurasthenia on the other hand is a neurological disorder that results from when players engage in hours and hours of game playing with no virtually sleep intervals in between. Even though players may end up playing games for a long time before going to sleep, their brains still keep running.
Too much gaming may seem relatively harmless compared with the dangers of a drug overdose, but experts say video game addiction can ruin lives. Children who play four to five hours per day have no time for socializing, doing homework, or playing sports leaving little time for normal social development. According to Lan Ying Huang (2003), by playing the online game features online gamer participants may view the games as source of providing diversion and filling time.
A study by Sherry et al (2001) investigating the reasons for playing video and computer games by adolescents and their game priorities on 535 adolescents in age 15-20 in the West USA found that 68% of adolescents had these games as their weekly entertainment. The reasons for playing these games among boys were excitements and challenges and they insisted to win. Moreover, sport and violent games were more attractive for boys. A study by Sherry et al (2001) inveRelationships with friends and family members may suffer when you spend more time gaming than he/she is talking to or going out with loved ones. The On-Line Gamers Anonymous website notes that gaming may be negatively affecting your health and life if he/she only wants to talk about computer/mobile games, lies to cover up the amount of time he spends playing, and argues with you over his excessive gaming.
The study was conducted in University of Cebu-Lapulapu Mandaue. There were respondents, (example) 50 grade 11 maritime students and 50 grades 12 maritime students in our study. Hoping that they will give their participation and cooperation with honesty and sincerity in answering the survey questions.
In this study, there will two instrument that will be used, the first instrument that will be used interview and the second one is survey. In the first instrument we will conduct a interview at UCLM campus focusing on the Senior High School Maritime students that has a bad experience on playing computer games. To gain insight and understanding on their underlying reasons from their answer to the questions. The type of question to be used in the interview will be Open Ended Type of question to look deeper on the respondents through their experience in playing computer games. The second instrument that will be used is survey, in which is serves as a written document in a form of questionnaires which is completed by the 50 selected respondents being surveyed. The question or statement of this instrument will be based on the data or information gathered by the first instrument, which is the interview. The type of survey questionnaires used will be the Dichotonomous survey questionnaires in in which the question are having two choices in order to distinguish the thoughts and ideas of the respondents clearly. The instrument used will help the researcher to determine the common strategies that most of the students used to overcome fear and uneasiness during facing the crowd, which will play an important factor in the analysis of data throughout the process of the study.
Appendix A:Transmittal letter
March 13, 2018
Dr. Severina B. Chin
Senior High School Department
University of Cebu – LM
A.C. Cortes Ave, Mandaue City
Dear Dr. Chin,
We are conducting a research for our Research 1 (Qualitative Research) with the title “The Effect of Computer Gaming of the SHS Maritime Students Towards their Academic Performance”. This study would like to investigate how are they being addicted of computer games towards their academic performances.
With this, we would like to have a permission to conduct the study of 6 Sections of Senior High School STEM Maritime Students ( SM11A1, SM11A2, SM11A3, SM11A5,& SM11A6) in the university.
We hope for your favorable response on this matter, we will share the results of the study to UCLM community.
BRYLE RAE T. TAGSIP
Shrelycca Jobel M. Lagaras Research-I Adviser
DR. SEVERINA B. CHIN
Appendix B: (Questionnaire)
Name(Optional) Strand & Section:
INSTRUCTIONS: Check (?) Yes if you agree and No if you disagree.
QUESTIONS Yes No
1. Have you experienced being addicted to computer games? 2. Does playing computer games affect your Acdemic Performaces? 3. Can you manage your time wisely in playing computer games? 4. Do we need to play computer games to skip away from boredom? 5. Does computer games be a hindrance for us to do good academically? References:
Date of Birth: July 2, 2001