The Correlation Between Time Spent Playing Video Games and Academic Performance of
High School Students of University of Zamboanga
Ayanna Angga
Melodina Kallingalan
Aldyn Qhair Ahadulla
Khalid Jundam
Van Claude Valeros
AEMSHS
The Correlation Between Time Spent Playing Video Games and Academic Performance of
High School Students of University of Zamboanga 2
The Correlation Between Time Spent Playing Video Games and Academic Performance of
High School Students of University of Zamboanga
I. Introduction
Background of the Study
Playing video games has become one of the most popular pastimes in the world. Technology
improvements have resulted in video games that are becoming increasingly complicated,
immersive, and entertaining, allowing for a wide range of activities, actions, and goals. Users,
particularly high school students, find video games to be a typical element of their normal leisure
activities and spend significant amounts of time playing them due to their engaging nature. It's
becoming increasingly uncommon to find a student without some form of video game system,
whether it's from traditional video game consoles, computer-based games, or mobile phone video
games.
For many students juggling work and school, video games can be an effective stress reliever.
Teens that play online games, according to Daria & Griffiths (2012) are simply having fun. They
don't just play because they're worried about something, but also because they want to feel
relieved. Students are anxious during school hours owing to the amount of schoolwork they
have, and playing will help them relax. But those students looking for more competitive video
games may find that their commitment to that game interferes with their responsibilities and
school work.
Furthermore, according to Ferguson & Rueda (2010), playing video games can provide players
with a sense of control, dominance, and goal achievement, implying that video games can also
satisfy one's esteem needs. As some people are frustrated or helpless in life, playing video games
gives them the opportunity to take control of the game, for example, by winning a game while
competing with other players. The triumph increases the players' sense of self-worth by
demonstrating that they are better than others, and it gives a secure, legal, and amusing platform
for them to demonstrate their abilities without causing harm, rather than engaging in potentially
destructive self-proving activities. Thus, giving students particularly, high school students an
opportunity to improve their academic performance.
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The time spent playing video games can either have a positive or negative correlation to the high
school student's academic performance. These observations lead to questions and we, the
researchers, felt the need to determine the relationship between the time spent playing video
games on students' academic performance.
Statement of the Problem
This study aims to discover the correlation between the time spent playing video games and
particularly, the academic performance of high school students of Unibersidad de Zamboanga, as
well as to examine the impact of the time spent playing video games on academic performance
among high school students.
Specifically, this research seeks to answer the following questions:
1. How much time is spent on playing video games by high school students of Unibersidad
de Zamboanga?
2. How can we manage the time spent gaming to avoid as many negative effects on the high
school student's academic performance as possible?
3. What is the correlation between the time spent playing video games and high school
students' academic performance?
Significance of the Study
When a person spends more time playing video games instead of their grades, it shows a high
possibility that this person’s academic performance will wear out. This research will be
conducted with the aim of discovering the correlation between the time spent playing video
games and high school student's academic performance. This study can serve as a foundation for
future studies relating to the effects of playing video games on students’ academic performance.
This study will be able to determine how much time they will spend on either playing or
focusing on academic performance. Hence, high school students, should they spend more time
playing video games just because they want to? Or focus on their academic performance because
they need to?
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High School Students of University of Zamboanga 4
Students
The direct recipients of the findings of this research are the high school students of Unibersidad
de Zamboanga. The results of this study will benefit the students that have problems their
academic performance in school caused by playing video games. It's important that students are
aware of the possible negative impacts of video game usage on their academic performance.
The Parents
The result can give more ideas on how the parents of high school students should monetize their
children based on their wants and needs, it can also enlighten them on how playing video games
affects their children’s academic performance. This research can help parents be aware of their
children's academic progress. The results may help parents help their children manage their time
spent gaming in order to avoid as many negative effects on their academic performance as
possible.
The Teachers
This research will be beneficial to high school teachers or in general, teachers and especially to
teachers who are still starting in the teaching profession. Through this study, teachers will be
able to help and interact with their students, and as we are living a new normal, teachers might
use commercial video games to facilitate student learning and reflection, as well as to inspire
pupils. Teachers possibly make a classroom environment where video games are utilized to help
high school students improve their academic performance.
Future Researchers
Since there is a confusing relationship between time spent on video games and the academic
performance in school, researcher still has no solution to this problem. Many has said that video
games help students increase their academic performance and many has said that it is problem
with their academic performance. This study is a step for future researchers find an answer to
this problem and can serve as a foundation for future studies on the effects of playing video
games on students’ academic performance.
The Correlation Between Time Spent Playing Video Games and Academic Performance of
High School Students of University of Zamboanga 5
Scope and Delimitation
This study only focuses on the correlation between time spent playing video games and high
school students' academic performance. We will only survey those who are familiar with the
nature of playing video games. The respondents of this study are the high school students of
Universidad de Zamboanga, the school year of 2022-2023 who will represent the population.
High school students are chosen for this study due to the fact they are primarily more exposed to
new technology and to its entertainment area, which is video games. We will also try to possibly
involve the high school students who have talent or passion for playing video games.
The study will not cover other factors that contribute to the amount of time students spent
playing video games. We are going to use the idea of online data gathering and gather the
required data within the confines of social media and then sample respondents through the use of
cluster sampling or multistage sampling. Using social media and Google Form as the platform,
the researchers will then hand out the survey via social media and then, send them a message if
the sampled respondents have time to answer a survey or questionnaire. The source of the data
will be the survey. This research will be conducted with a limited amount of time framework and
financial resources.
Theoretical Framework
Video games are a common pastime for high school students. A long-standing fear has been that
time spent playing video games could harm pupils' academic achievement. According to
Hartanto, Xing, & Yang (2018), frequent video gaming, particularly on weekdays, may displace
students' assignments, lowering academic performance by a minor amount. Although some
evidence has been offered in favor of this position, the evidence is still mixed. While negative
effects of playing video games can easily be brought forward, they are also benefits of playing
video games. According to Granic, Lobel, & Engels (2014) playing video games may also help
children develop problem-solving skills, the more adolescents reported playing strategic video
games, such as role-playing games, the more they improved in problem-solving and school
grades the following year. On the other hand, Griffiths (2010) found that video gaming creates
time conflicts that reduce gamers' amount of time for homework. Gómez-Gonzalvo, Devís-
Devís, & Molina-Alventosa (2020) suggest that those who play video games more during the
The Correlation Between Time Spent Playing Video Games and Academic Performance of
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week fail more topics, whereas those who play more on weekends obtain better grades. In other
words, previous academic performance is the best predictor of future academic performance, so
the emergence of video games is not a determining factor in school success. There are a number
of studies that indicate the existence of positive relationships between the use of video games.
Conceptual Framework
Academic Time Spent
Performance Playing Video Games
Figure 1. Conceptual Framework Showing the Correlation of the Variables
Figure 1 presents the conceptual framework of our study. It consists of two variables, academic
performance as an independent variable and the time spent playing video games as the dependent
variable.
In Figure 1, academic performance as independent variable pertains to a method of assessing
student achievement in a variety of academic subjects. Classroom performance, graduation rates,
and standardized test results are commonly used by teachers and education administrators to
assess achievement. Academic performance also pertains to always being considered as a
criterion in university populations and regular and alternative school performance populations
with a basic education.
Another variable is time spent playing video games, this refers to how long a video game is
played or the average time a person plays a video game, which includes console games, and
personal computer (PC) games.
The Correlation Between Time Spent Playing Video Games and Academic Performance of
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References
Daria, K. J., & Griffiths, M. D. (2012). Adolescent online gaming addiction. Education and
Health. 15-17.
Ferguson, C. J., & Rueda, S. M. (2010). The Hitman Study Violent Video Game Exposure
Effects on Aggressive Behavior, Hostile Feelings, and Depression.
Gómez-Gonzalvo, F., Devís-Devís, J., & Molina-Alventosa, P. (2020). Video Game Usage Time
in Adolescents' Academic Performance.
Granic, I., Lobel, A., & Engels, R. C. (2014). The Benefits of Playing Video Games.
Griffiths, M. D. (2010). The Role of Context in Online Gaming Excess and Addiction: Some
Case Study Evidence.
Hartanto, A., Xing, T. W., & Yang, H. (2018). Timesplitters: Playing video games before
(but not after) school on weekdays is associated with poorer adolescent academic performance. A
test of competing theoretical accounts. Retrirved from:
https://doi.org/10.1016/j.compedu.2017.12.007
Hindi kasali yung sa baba
Hartanto - https://doi.org/10.1016/j.compedu.2017.12.007
The study is anchored on the theory of educational productivity by Herbert J. Walberg (1981).
Walberg’s theory tackles about the influences on learning that affects the academic performance of
a student. It is an exploration of academic achievement wherein Walberg used a variety of methods
on how to identify the factors that affects the academic performance of a student. In his theory, he
identified 11 relevant categories of variables, eight of which are influenced by social-emotional
factors, including classroom management, parental support, student-teacher interactions, social-
behavioral qualities, motivational-effective attributes, and the pee test.
The Correlation Between Time Spent Playing Video Games and Academic Performance of
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Jackson et al. (2011), through a longitudinal study, suggest that adolescents who perform well
academically maintain their performance over time, regardless of the time they spend
using video games.
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Tables
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Figures title:
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