Effects of Online Games to the Academic Performance of Senior and Junior High School Students: Basis for in Developing Guidance and Intervention Program

Abstract

INTRODUCTION

Today many of us have stayed up more than once playing our favorite online computer games. Online games have many genres including casual games. Online games can range from single text-based games incorporating complex graphics and virtual worlds populated by many players simultaneously. Online games consumed at least 9 hours for teenagers playing online does have positive views as for recreational purposes, but it could also do to opposite views and be destruction instead.

METHODS

This research used descriptive-correlation method design in gathering data and information, twenty Senior and twenty Junior High School of Lusok Integrated School as respondents, it uses survey questionnaires as an instrument for data gathering, were analyzed, and interpreted by using percentage, frequency distribution, and the sample mean formula as the statistical treatment.

RESULTS

It shows that 35% of learners experienced tardiness due to online games, 29% of the had poor performance, 15% of them lost interest in school, 13% had a tendency of dropping, and 8% involved in a quarrel. The academic performance before the intervention shows that 3 respondents with the equivalent of 7.5% who were playing manifested poor performance, 18 equivalents to 45% of grades from 75-79 having Fair, while 16 equivalents of 49% of them having an average from 80-84 with Satisfactory. Three respondents with the equivalent of 7.5% having a grade from 85-89 with Very Satisfactory. After the intervention, none of them has an average of below 75. Out of forty respondents, 8 of them with 20% got an average from 75-79 with Fair, 25 of them with 62.5% got an average from 80-84 with Satisfactory, and 7 of them with 17.5% got an average from 85-89 with Very Satisfactory.

DISCUSSIONS

Academic performance after the intervention over before intervention shows that there were no learners who got an average of 75. Overall, it has an increased in learners got good grades when the intervention was implemented. Home visitation, reorientation of school policies and regulations, internet cafes© regulation, and sports programs must be emphasized to actively minimize if not eradicate the addiction of online games. Strict implementation of Barangay Ordinances mustbe enforced, monitor learners progress using innovated checks and accurate intervention, and provide training programs such as responsible parenting and responsible adolescents. Above all, the school guidance counselor must be interactive.