Critival Study on How Computer Games Affect the Grades of the Students

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The Effect of Computer Games on the Academic Achievement of the High School Students in Colegio de San Francisco Javier in Palompon, Leyte

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In Partial Fulfillment of the Requirements

In

Research 11

Second Semester

        Presented by:        

De Veyra, Maria Diane B.

Damayo, Fernando Jose P.

Grade 11-STEM-A

ABSTRACT

        Playing video games has become one of the largest leisure activities in the world. This study examines the effects video games have on high school students, their grade point averages, time management, and study habits. Existing literature has linked video game usage as being negatively correlated with each of these three variables. This research, using a sample of the high school student population at one of a private school in Palompon, Leyte, found a statistically significant correlation between video game usage and general weighted average. Statistically significant relationships were not found between video game usage and the variables of time management skills or study habits. It is important that high school students are aware of these possible negative effects of video game usage on their academic performance. This research can serve as a foundation for future research on the impact of video game playing and student performance.

ACKNOWLEDGEMENT

        Foremost, we would like to express our sincere gratitude to those people who help us in doing this research study entitled, “The Effect of Computer Games on the Academic Achievement of the High School Students in Colegio de San Francisco Javier in Palompon, Leyte”. This are the people who help us:

        First and above all, we praise Almighty God, for providing us this opportunity and granting the capability to proceed successfully, And also for giving us the strength and courage to do this work.

        To the students in Colegio de San Francisco Javier, who support during my research work.

        To our research teacher, Mrs. Mila Gonzales in correcting our errors and for her patience, motivation, enthusiasm and immense knowledge. Her guidance help us in all the time of research and writing this study. I could not have imagined having a better teacher for my study.

        To our parents who gave us the financial support in our research. And for their love, prayers, caring and sacrifices for educating and preparing for our future. Also we express our thanks to our sister and brothers for their support and valuable prayers.

        To all of this people we are thanking them to their help, without them we can`t make it finish and successful.  

Chapter I

INTRODUCTION

Rationale of the Study

The video game industry has flourished to become the world’s largest entertainment medium. The industry posted an estimated $34.2 billion in revenue in 2012, and revenue is expected to grow at an average of 5.5% over the next five years. The advancements in technology have led to video games that are increasingly complex, immersive, engaging, and enabling of a wide range of activities, goals, and social behavior. It is now difficult to find a household in the United States that does not have some sort of video game system, whether it is from common video game consoles or pc-based computer games. Due to the engaging nature of video games, users often find them to be a common part of their normal leisure activities, and spend considerable amounts of time playing them. U.S. gamers are now playing video games an average of 8 hours a week and this number is steadily rising. This study examined the effects of computer games on the academic achievement of senior high school students in Colegio de San Francisco Javier in Palompon, Leyte. The primary purpose of this research is to explore the correlation of video games with high school-age student grade point average (GPA). Additionally, it aims to discover the relationship between video games, time management skills, and study habits. This research will focus on measuring the impact of video games usage and high school students` performance in the classroom, study habits and the time management skills.  

Statement of the Problem

        The primary purpose of this research is to explore the correlation of video games with high school-age student grade point average (GPA). Additionally, it aims to discover the relationship between video games, time management skills, and study habits.

Specifically, it seeks answers to the following questions:

1. How does video game usage impact the general weighted average of the student?
2. How does video game usage impact the time management skills of the student?
3. How does video game usage impact the students study habits?

Null Hypothesis

1. Those students who report higher video game usage will have lower GWA`s.
2. Higher video game usage will negatively impact the students` time management skills.
3. Higher video game usage will negatively impact students` study habits.

Theoretical Framework

In this research, the social learning and social cognitive theories are suited in this study that people learn either through direct experience or through observation (e.g., Bandura, 1973, 1983; Mischel, 1973; Mischel & Shoda, 1995). People learn by observing boht themselves and others who may or may not be present. We can learn by observing people in the same room, on television, in movies, or in video games. When we observe people behave, we also see whether that behavior is rewarded or punished. People are more likely to imitate behaviors if they also witness that behavior being rewarded and less likely to imitate behaviors if they also witness that behavior being punished (e.g., Bandura, 1965; Bandura, Ross, & Ross, 1963).

        A key distinction that emerged from early learning research with animals – a distinction that is frequently lost in modern discussions – is the difference between learning and performance. Briefly learning entails the acquisition of new information regardless of whether it is ever used or displayed, whereas performance is the observable use of newly acquired information. Thus, an organism may well acquire new information (e.g., learn how to solve a type of algebra problem) but never actually use it. This distinction is important in many context, including social learning contexts. This child who watches a violent television episode may well learn a novel way of harming a provocateur but may be dissuaded from using the new aggressive behavior by observing that the person who used it was punished. Yet at a later point in time, perhaps when the threat of punishment has been removed, the novel aggressive behavior may be enacted.

        People can learn many complicated behaviors, attitudes, expectations, beliefs, and perceptual schemata through observation and participation in video games. And, as they observe and perform these new behaviors, they are also learning scripts. Scripts are organized sets of knowledge that define situations and guide behavior, for example, knowing what to expect and how to act in restaurant or at a movie. Scripts are well-learned and well- rehearsed concepts often involving an understanding of causation, goals, and plans of action (Abelson, 1981; Anderson, Benjamin, & Bartholow, 1998; Schank & Abelson, 1977).

        Once a script is learned, it can guide how we perceive and interpret similar situations, and can tell us how to behave appropriately. The more familiar the current situation is and the more similarities the current situation has with a previously learned script, the more likely that script will be activated. Many aspects of the initial situation can become cues that activate the script. Overall, people`s behavior is guided by learning, internalizing, and applying scripts (Huesmann, 1986, 1998).

        Theories about scripts are based on theories of cognition and memory (Anderson et al., 1998; Berkowitz, 1990; Collins & Loftus, 1975). According to these theories, memory is a network of concepts and their links. Individual cognitive concepts are known as nodes; as we earn more about a concepts, links are developed connecting that node with others. Or links, may be developed to connect concepts that have been experienced together. For example, “furry animal” might conjure images of dogs and cats or allergies reactions depending on one`s experiences. Some people will have the furry animal node closely linked to the nodes for various types of furry animals, but others furry animals will be closely linked to allergies.

Conceptual Framework

Figure 1 presents the schematic diagram of the conceptual framework of this research. [pic 4]

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Significance of the Study

        The findings of this research hopefully will create an awareness on the negative and positive implications of computer games towards students Grade Point Average, time management skills and study habits.

Scope and Delimitation of the Study