Research.doc

LA IMMACULADA CONCEPCION SCHOOL

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

Introduction Rationale The rise in the use of the internet has led to many changes in our daily life. In particular, this rise has also led to the rise of online gaming. Online gaming can refer to any type of game that someone can play through the internet or over a computer network. Most of the time, online gaming refers to the video games played over the internet, where multiple players are in different locations around the world. Everyone who plays video games has a different reason for playing, and the usage of the game leads to different effects for each individual. Video games maybe therapeutic for some people, but the small amount of people who are negatively affected by gaming impact are many. Setting of the problem The researchers will try to figure out the effect on lifestyle and behavior of the online gamer. Online game is the most look up activity followed by many people nowadays. The group will focus on people that has experience playing online games and also to those people that is not an online gamer so that they will be able to compare the answers of the respondents.

1

LA IMMACULADA CONCEPCION SCHOOL

Literature Foundation According to Molcho (1988), gaming has provided evidence that instructional games can promote retention and the ability to transfer knowledge to new domains. Instructional games are attractive to learners because they offer a simple and creative means of providing high-level motivation, clear and consistent goals, and sustained interactivity. Also, according to Malone (1981), the theory of intrinsic motivation is by far the dominant source of support for instructional gaming. Research has provided evidence that instructional gaming has the intrinsic ability to develop the learners' confidence in determining their own destiny. This theory suggests that intrinsic motivation in an instructional gaming context is comprised of an optimal relationship between fantasy, challenge, curiosity, and control. Seriousness of the problem Many studies have shown that one of the problems of people nowadays, is the failure to achieve and do their assigned works because their attention is focused only in playing online games. Students, in particular, sometimes forgot to do their homeworks or projects because they spend their time playing online games. For this reason, it is viewed that in playing online games many people especially students lack knowledge about their lessons because of online games. Which is why we, researchers, have decided to conduct this research. 2

LA IMMACULADA CONCEPCION SCHOOL

General objective At present, the researchers, are aware in this scenario. This research was conducted to determine the factors and effects in playing online games to people especially students. General purpose To know how online games can highly affect one’s performance when it comes to their works. Especially to students that are addicted in playing online games.

3

LA IMMACULADA CONCEPCION SCHOOL

Statement of the Problem This study aimed to know the impacts of online gaming among students in La Immaculada Concepcion School. Specifically, it sought answers to the following questions: 1. What is the profile of the respondents in terms of: a. Name(Optional) b. Age c. Gender 2. What are the advantages of online gaming among students in La Immaculada Concepcion School? 3. What are the disadvantages of online gaming among students in La Immaculada Concepcion School?

Conceptual Framework This study indicates that there are many impacts of online gaming among the students of La Immaculada Concepcion School. Studies have been conducted assessing 4

LA IMMACULADA CONCEPCION SCHOOL

the impacts of online gaming. As an input, the researchers will gather all the information about the impacts of online gaming among the students. To carry out the study, the researchers conducted a survey among the students in La Immaculada Concepcion School. As a result, the researchers discovered the impact of online gaming among the children. The paradigm or conceptual framework illustrates this in the figure that follows:

The impacts of

A survey among the

Discovery of the

online gaming

students of La

impacts that the

among the

Immaculada

students obtain

students

Concepcion School

from online gaming

Figure 1: The Research Paradigm on the Study The researchers considered the different impacts in playing online games as one of the factors that may affect students’ lifestyle and behavior. 5

LA IMMACULADA CONCEPCION SCHOOL

The inputs of the study are: Respondents' self-assessment on their skills in playing online games has positive and negative impacts on their daily lives. It is one of their way to express their thoughts and some said that they play online games because of boredom. Some of the respondents said that it can boost their confidence as a person. These are the areas that the researchers integrated in the study. The input will be processed and assessed by gathering, tabulating and analyzing data, through a researcher made questionnaire. The researchers will know the effects and impacts in playing online games through the survey conducted in La Immaculada Concepcion School.

Significance of the Study Many people especially students have this habit on surfing the internet because it tends to be one of their past time. Through internet, many students are easily attached in 6

LA IMMACULADA CONCEPCION SCHOOL

playing online games. Through this study, the researchers will know the impacts and effects of playing online games to students. The groups of people who will benefit from the study are the following:

For the Senior High School Students. They will be able to enhance their creativity and imagination. They will be able to see the world in different ways that will help them to see what’s behind it. Playing online games can also serve as a therapeutic, it serves as their way of relaxation. It is one that generates positive mood and feeling for students.

For the Community. This will help the community to be aware of the advantages and disadvantages of playing online games. They will be able to know what to do when they get the habit of playing online games.

For Future Researchers. The future researchers will be able to make this study as their basis on the research that they will be conducting. They will be informed on the different impacts in playing online games and they can also help to make this research broader.

Scope and Limitations of the Study This study is limited only among the students of La Immaculada Concepcion School in the age range of 13 - 17. This school in Malinao, Pasig City were the locale of 7

LA IMMACULADA CONCEPCION SCHOOL

this study. It focused on the effects and impacts of playing online games to high school students.

Definition of Terms There are terms that are used in this study that need to be defined for clarity of understanding. These terms are: 8

LA IMMACULADA CONCEPCION SCHOOL

Instructional games – are the activities that designed to motivate, engage, involve learners with the course content by addition some techniques and rule to those activities. This can contribute to the learning objectives related to competition, cooperation, and teamwork. Dominant – meaning most important, powerful, or influential. Intrinsic motivation – is defined as performing an action or behavior because you enjoy the activity itself. The inspiration for acting on intrinsic motivation can be found in the action itself. Gamification – it is the practice of making activities more like games in order to make them more interesting or enjoyable. Incompetence – it is the inability to do something successfully. Clamoring – it refers to a loud complaint or demand about something. MMO – It stands for Massively Multiplayer Online. It refers to videogames that allow a large number of players to participate simultaneously over an internet connection. Frequent gamers – are defined as individuals who play video games for four hours or more per week. Digital media – is digitized content that can be transmitted over the internet or computer networks. This can include text, audio, video, and graphics. Intervenes – meaning to come between so as to prevent or alter a result or course of events.

9

LA IMMACULADA CONCEPCION SCHOOL

Constrained – meaning to compel or force someone or something toward a particular course of action. Surrogate – meaning a substitute, especially a person deputizing for another specific role or office. Commensurate – is a word that really measures up. It corresponds in size or degree; in proportion.

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES 10

LA IMMACULADA CONCEPCION SCHOOL

This chapter comprises the related literature taken from different sources such as books, journals, and articles. It also encompasses related studies from published and unpublished research studies. Related Literature Foreign Literature Serious gaming is one of the most effective methods to learn from practice (Khine, 2011; Van der Zee, Holkenborg, & Robinson, 2012), and it is already being used in different working environments, from hospitals to flying simulators. Gaming and gamification are now widely regarded as a promising educational strategy (Gee, 2007; Khine, 2011). Hamari et al. (2016) report that educational games in which challenges increases with the growing skills and knowledge of students can efficiently engage them in learning activities. Hamari et al. (2016), which found that perceived challenge in games was a strong predictor of positive learning outcomes. Several of the participants' statements reflect on the challenge presented by the games, while echoing some of the sentiments expressed in relation to adaptability above. Serious and educational games often combine the concentration demanded by challenging activities and the enjoyment experienced when maximally utilizing one's skills, as in “serious play” or “playful work” (Csikszentmihalyi &Schneider, 2000). McGonigal (2011) observed: “In a good computer or video game you're always playing on the very edge of your skill level, always on the brink of falling off. When you do fall off, you feel the urge to climb back on. That's because there is virtually nothing as 11

LA IMMACULADA CONCEPCION SCHOOL

engaging as this state of working at the very limits of your ability.” Research has also shown that students have higher motivation, via greater self-efficacy and self-worth, when they perceived themselves to be competent (Covington, 1985). Interest directs attention, reflects intrinsic motivation, stimulates the desire to continue engagement in an activity, and is related to school achievement (Schiefele, Krapp, &Winteler, 1992). Because success is positively valued and failure is negatively valued, people are inherently motivated and engaged to produce the feeling of competency. Some have argued that the perception of their competence and how it relates to perceived chances of success is a fundamental motivator for learning contributing to continuing motivation and global self-worth. Conversely, many students may feel at least somewhat uncomfortable or insecure as a function of perceived incompetence, resulting in a reluctance to take risks or take on new challenges that might increase competencies. (Thomas, 1980). The high level of focus is often accompanied with a feeling that the activity is going well, that one is being successful, and often with feelings of inner peace, joy, or wonder. Csikszentmihalyi (1990).

Local Literature According to Daniel Ordonez (2013) Here in the Philippines, when you say games, most often than not you’ll find people that will answer you with DotA, which is 12

LA IMMACULADA CONCEPCION SCHOOL

the most popular game around the Metro as of the moment if not the entire country. It’s not only DotA that Filipino gamers are clamoring for. Back-track a little bit and you’ll find that Ragnarok once ruled the gaming scene in the Philippines. Even today, you’ll find a few people still playing the game, waiting for Ragnarok 2 to finally arrive. There are also other games that dominated the gaming scene here like Counter-Strike, StarCraft, RF Online, Cabal Online…well, you get the picture. The popularity of PC gaming, specifically MMO or LAN gaming, is evident. Almost every school is surrounded by net cafes where you’ll find groups of high school or college students screaming at the top of their lungs in mid-game. Planning for the next game night is also a norm between coworkers during break time. There are also a number of local competitions held every year catering mostly to PC games. Basically, the trend in the Philippines lies in PC games, much like the gaming culture in Korea. But what draws the local crowd to these kinds of games? One word: access. The reason that Filipinos would go out to a net cafe and play with friends is because it’s accessible anywhere at any time, not to mention that it’s much more affordable than buying a console. It’s easy entertainment. Playing games in net cafés has been so popular these past few years that some even have dividers to separate the gamers from everyone else. Even without a net café in sight, all you really need is a PC. Sure the net connection is not the best here in the Philippines, but it’s decent enough for people to still keep on playing. Even if every Filipino gamer had the resources to get a console, most would only go so far as to buy games that they’re comfortable or familiar with. Of course there are several Filipino gamers who would love to get out of their 13

LA IMMACULADA CONCEPCION SCHOOL

comfort zones and play something new like Mass Effect, Catherine or Yakuza, but again, these games are too pricey for the majority, that or too experimental for their taste, which is why they lean towards the comforts of PC gaming. Another plus worth mentioning is that generally Filipino gamers love playing with a friend, which is why MMO or LAN games are such a hit. Filipino gamers call out to each other, even in non-Asian servers, and find instant connection and team up, even just temporarily. Of course, there’s no doubt that there are Filipinos that love to play solo, but you can never discount the fact that Filipinos would always want to play as a group and rarely by themselves. If ever they’re going to play a game like NBA 2k13, they’d be scheduling the night between friends. According to Ysabel Allyna B. Muñoz (2017) One of the advantages of gaming is meeting people. With this, one gets to learn more about the way the world works. Hermosisima says that “Online gaming is the main reason why I have a diverse group of friends who have all contributed to my experiences in life.” Mendoza also agreed. “(Online gaming) has helped me become more mindful and conscious of the things I say and do over the internet,” he added. “Anything you say online will be there forever, even after you delete it. Therefore, it is important to practice precaution in the things you do on the internet. For Mondigo, it was a little different—playing online games brings you to an online world. “They have their own economy. People trade and sell goods to each other and you learn to appreciate every bit of money you get; may it be online or in real life,” he said. Playing online games has also helped widen his vocabulary. “As a kid, I used to 14

LA IMMACULADA CONCEPCION SCHOOL

search for the meaning of these terms I came across online. From then on, I always remembered the words I’ve learned and I ended up knowing a bunch of words that my classmates didn’t,” he shared. According to a study by Granic, Lobel, and Engels (2014), video games may be responsible for compelling social, cognitive, and emotional experiences that can help enhance mental health and well-being in children and adolescents. These could be cognitive, motivational, emotional, and social benefits. But the question remains. Does gaming really affect one’s studies? Hermosisima, a senior high school student at Sacred Heart School–Ateneo de Cebu, being a consistent honor student and an avid LoL player at the same time isn’t that demanding. “Playing didn’t really interfere with my studies. I was still able to maintain honors while being a competitive gamer,” he said. In fact, his good academic standing is the main reason why his mother Menchie decided to support her son even though she did not approve of it in the beginning. Mondigo shared the same opinion, saying that gaming would never interfere with studies if one knows how to manage his time well. “As an avid gamer since I was eight, balancing the two [gaming and studies] came naturally. It’s just a matter of knowing what to do at the right time,” he said. Some players do become lazy due to being addicted to gaming, just like Mendoza, who admitted that he did wing 90 percent of his studies at one point. He emphasizes that the change should start from within. People would only start to see gaming in a good way if gamers can show they can balance things out, “dili kay magsige lang og duwa (and not just keep playing),” just like he did. He said that one should realize that by being lazy, their goals in life would never be 15

LA IMMACULADA CONCEPCION SCHOOL

accomplished. That’s why after developing bad study habits, he decided to discipline himself and do well in school. It is also crucial that when children look into their parents’ eyes, what they see is somebody who believes in them, regardless of the circumstances. Menchie Hermosisima was against gaming in the beginning. “He started spending more time playing so I gave him time limits. There were times when he violated my time rules. We would always fight and he would even cry. But there came a point where he asked me why I hated it so much when he was doing good in school,” she recalled. Because of this, Menchie started researching about eSports. The more she learned about online gaming, the more she realized the good it brought Hansel. “I discovered it taught and trained him in many skills that will be helpful in real life. Even prior to High School, he already demonstrated skills in goal setting, time management, strategic thinking, among many others. He won’t learn these as fast in a regular school setting. ESports played a key role in all these,” she said. On the other hand, Mondigo’s mother, Narra, chose to support her son, saying he was better off as a gamer rather than be addicted to a much worse vice like illegal drugs. “He can play all he wants just as long as I see he is at home,” she said. Just like any parent, all she wants is the safety and wellbeing of her son and for him to do good in his academics. Narra, an office clerk at Abellana National School, said there are many students who cut classes or even drop out of school completely just because of gaming. “But it really depends on the person. If he wants a good future, then he should do well in school. Whatever he finds important, he should prioritize and balance,” she added. “Some parents have become too traditional 16

LA IMMACULADA CONCEPCION SCHOOL

when it comes to raising their kids since the concept of gaming is new to their generation.” If people, especially the parents, see that gaming isn’t what they think it is, more people would realize that the growing industry is not such a bad thing. With the right amount of discipline and hard work, nothing—not even online games—could get in the way of a student’s success. Related Studies Foreign Studies According to Daria J Kuss (2013) Internet gaming is a booming market. In 2012, more than one billion individuals played computer games, which fuelled the 8% growth of the computer gaming industry in the same year.1 A recent report by the market research company Niko Partners has estimated the People’s Republic of China’s online gaming market at $12 billion in 2013.2 Massively Multiplayer Online games (MMOs) offer the possibility to play together with many other players and can be differentiated based on game content and player experience. A latent profile analysis of survey data from 4,374 Hungarian online gamers (91% male, mean age 21±6 years) indicated that the most prominent MMOs were role-playing games, first-person shooters, real-time strategy, and other games. Kuss analyzed online gaming and potential gaming excess by interviewing eleven World of Warcraft players (72% male, mean age 27±7.3 years) and used virtual ethnography75 as well as ludology principles76 to understand how playing this particular game mirrors participation in popular media culture. In this context, media

17

LA IMMACULADA CONCEPCION SCHOOL

culture is understood as a flexible and evolving area of engagement that requires active participation. Gamers spend over 3 billion hours collectively playing video games a week according to McGonigal (2010), who also argues that this is not nearly enough time to indulge in the many benefits gaming has to offer, and that people all over the world should be collectively playing 21 billion hours every week. Much of the previous research on video gaming is centered on the effects of playing violent video games and the negative impacts they have on the individual. Hence, there is a lack of research in the area of non-violent video games, in particular, the emotional and cognitive benefits they offer for those who play them. Current research in the area of video game play suggests that there are many benefits to playing for an individual, such as decreasing symptoms of depression and anxiety, decreasing stress, increasing positive emotions, and primarily, improving mood (Russoniello, O’Brien and Parks, 2009; Russoniello, Fish & O’Brien, 2013; Granic, Lobel & Engels, 2014). When it comes to experiencing flow during video game play, the frequency of which an individual plays video games can impact flow experience. Frequent gamers are defined as individuals who play video games for four hours or more per week (Green & Bavelier, 2010; Berard, Cain, Watanabe & Sasaki, 2015).

Local Studies

18

LA IMMACULADA CONCEPCION SCHOOL

According to Mark Anthony B. Gubagaras et al. The findings of this study have shown that, indeed, online games serve as a venue for the formation of a virtual subculture. The game is like a crucible where elements come together. The Internet connection allows gamers to play with others of different backgrounds and personalities around the world. Playing online games involves interaction with other gamers, and it is through this that relationships are formed. The presence of such interaction creates a tendency to form patterns in communication or gameplay. A virtual subculture does not exist in a vacuum. To begin with, nothing is created if the actions within the game are not consistent. Constant interaction through various forms of communication in the game enables the gamers to form the virtual subculture. Communication thus plays a vital role in the formation of a virtual subculture. When gamers chat or fight together, a relationship is formed. This is the starting point for the creation of a virtual subculture within the game. They Gubagaras, Morales, Padilla, and Zamora said that 85 are the ones who create, recreate, and maintain this subculture through the employment of tools for communication and interaction. Time is an essential factor in the virtual subculture. The longer the gamer stays within the online game, the greater the possibilities that meanings are shared, relationships are formed, and interactions are continued. It also sets the trend whether a subculture is maintained or abandoned. Moreover, the categories for the gamers are based on time. According to Maria Portia Olenka C. Placino (2011) Digital games are the ultimate realization of digital media wherein there is a combination of a cinematic vision 19

LA IMMACULADA CONCEPCION SCHOOL

as well as interactivity of the user, not just as an audience but also as a participant. Manovich sees digital media as a realization of Water Benjamin’s concept of “perception in the state of distraction” wherein, “The periodic reappearance of the machinery, the continuous presence of the communication channel in the message, prevent the subject from falling into the dream world of illusion for very long, make her alternate between concentration and detachment.” Manovich also states that the, “cyclical organization of the user’s experience is the computer games that alternate between FMV (full motion video) segments and segments requiring the user’s input. Digital games as a new media provide intervention of the participant as well as the intervention of the mechanism. Darley points out that: “The ability and expectation that the spectator physically intervenes to change or affect what is occurring on the screen does seem to mark a shift which has more significance… One is offered the semblance of control. Although, ultimately, constrained by the game program, nevertheless up to appoint one has control over what is occurring and what will occur—one adapts the mantle of prime mover in a surrogate world. Within the numerous parameters established by the game itself the player has commensurate ‘freedom’ to select options and is permitted, thereby, a certain degree of agency within the world of fiction” CHAPTER 3 METHODOLOGY 20

LA IMMACULADA CONCEPCION SCHOOL

This chapter shows the methods and procedures maneuvered by the researchers in orchestrating the study. It encompasses the participants of the study, setting of the study, sample and sampling procedure, research instrument, data gathering procedure and the statistical treatment of data.

Participants of the Study The respondents of this study were the students from different grade levels in La Immaculada Concepcion School. The total number of respondents was 100; 37 females and 63 males. They were selected as respondents of this study because they have an idea about playing online games.

Setting of the Study

21

LA IMMACULADA CONCEPCION SCHOOL

The researchers have conducted the research in La Immaculada Concepcion School, from 8th grade to 10th grade students. We chose to pick our respondents in our school, La Immaculada Concepcion School because we know that most of the people that are playing games are students or teenagers, like us. But, we also interview a teacher so that we can also know their opinion on the students that are playing games. We all know that in La Immaculada Concepcion School, there are a lot of we called “gamer” even in grade school. So we picked our school not because it is where we go to but we want to know their opinions and the effects of online games to them. Also, as a fellow students like them we can give them advice so that they can manage their time on playing games and doing school works. Playing online games is not unpropitious as long as you can manage it properly. As we are researching or interviewing students, in our school, LICS, we can say that there are still students that can manage their time. We interview some of students in higher section asking them if they play online games and they said yes. In that, we can see that you really can play online games and you study as long as you know your limitations and not be addicted to it.

Sample and Sampling Procedure Sample 1 22

LA IMMACULADA CONCEPCION SCHOOL

Availability Sampling is a non-probability sampling method wherein the willingness of a person as the subject to interact with the researchers by responding to their questions will automatically consider them as their respondents.

Sample 2 Availability sampling was the sampling method used by the researchers in this research study. This is a method of gathering data from a person that the researchers have encountered during their data-collection time. Availability sampling requires the willingness of a person to answer the questions the researchers would be asking.

Research Instrument

23

LA IMMACULADA CONCEPCION SCHOOL

The researchers used the survey questionnaire as the instrument in gathering of data needed in identifying the effects and impacts of playing online games to students of La Immaculada Concepcion School. The survey questionnaire was constructed based on the informal interviews to some personnel, observations, and actual experiences of the researchers. Additionally, the profile of the respondents and the different factors needed to be answered by the respondents comprised the survey-questionnaire.

Data Gathering Procedure 24

LA IMMACULADA CONCEPCION SCHOOL

After finalizing and selecting what we need for the data gathering, the researcher went to the building of Junior High School for taking prior permission to their Headmasters/ Headmistress for collecting the necessary data. Through the use of the survey questionnaire, data will be gathered from the 100 selected students of La Immaculada Concepcion School. The researchers distributed the survey questionnaires to different grade levels of the high school department. Some of the questionnaires were also recovered in the same day of administration of survey questionnaires while others were retrieved after few days.

Statistical Treatment of Data 25

LA IMMACULADA CONCEPCION SCHOOL

In the analysis of the data collected, the following statistical techniques and procedures were used. This method determines the distribution of the subject according to the frequency of responses on the problems that were presented in this study. The Weighted Mean was used to determine the average responses of the participants. The respondents had five options, to wit: 5(Always), 4(Often), 3(Sometimes), 2(Rarely), and 1(Never). The percentage formula is as follows:

Where: P = Percentage f = frequency of occurrences N = total

The formula for weighted mean is:

=

26

LA IMMACULADA CONCEPCION SCHOOL

Where:

= the weighted mean = frequency of each option the sum of all the products of f and x = the sum of all the respondents And to analyse the results, the following scale points and description were adopted: Numerical Scale 5 4 3 2 1

Point Interval 4.50 - 5.00 3.50 - 4.49 2.50 - 3.49 1.50 - 2.49 1.00 - 1.49

27

Descriptive Interpretation Always Often Sometimes Rarely Never

LA IMMACULADA CONCEPCION SCHOOL

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter shows the data collected by the researchers as well as the analysis and interpretation of those data. The research questions are presented on this chapter which report the result of the analysis of data, research findings, and the interpretation of data. 1. Respondents’ profile The profile of the respondents in terms of age, gender and grade level is presented in the succeeding tables. 1. What is the profile of the respondents in terms of: a. Age Table 4.1 shows the frequency distribution and the percentage of the age of the respondents. Table 4.1 The Age of the Respondents

Age

Frequency

Percentage

13 – 14

10

10%

14 – 15

23

23%

15 – 17

67

67%

TOTAL

100

100%

28

LA IMMACULADA CONCEPCION SCHOOL

The table presents that 10 of the total respondents or 10% has the age range of 13 – 14. This is followed by the age range of 14 – 15, 23 of the respondents has the age range of this. This constitutes 23% of the total respondents. Then, 67 of the total respondents has the age of 15 – 17. This is equivalent to 67% of the total respondents. The graphical presentation of the age of the respondents is shown on Figure 4.1.

Figure 4.1 Graphical Presentation of the Age of the Respondents b. Gender Table 4.2 shows the frequency distribution and the percentage of the gender of the respondents.

29

LA IMMACULADA CONCEPCION SCHOOL

Table 4.2 The Gender of the Respondents Gender Female Male TOTAL

Frequency 37 63 100

Percentage 37% 63% 100%

The table presents that 37 of the total respondents or 37% is Female, and 63 respondents are Male. The Male constitutes the 63% of the total respondents. The graphical presentation of the gender of the respondents is shown on Figure 4.2.

Figure 4.2 Graphical Presentation of the Gender of the Respondents 2. I play online games.

30

LA IMMACULADA CONCEPCION SCHOOL

Table 4.3 presents the frequency distribution and percentage of the responses of high school students on how frequent they play online games.

Table 4.3 The Responses of High School Students on how frequent they play online games.

Response A O S R N TOTAL Legend:

Frequency

Weighted Mean

Descriptive Interpretation

34 19 25 12 10 100

3.55

Often

A – Always O – Often S – Sometimes

31

LA IMMACULADA CONCEPCION SCHOOL

R – Rarely N – Never

The table illustrates that 34 out of 100 respondents answered Always in the statement, “I play online games.” This constitutes the 34% of the total respondents. Another 19 respondents answered that they play Often. This constitutes the 19% of the total number of respondents. Then, 25 respondents answered that they sometimes play. This is equivalent to the 25% of the respondents. Next, 12 respondents answered that they rarely play online games. This constitutes the 12% of the total number of respondents. The remaining 10 respondents answered that they never play online games. This is equivalent to the 10% of the total respondents. This study revealed that the respondents often play online games with a weighted mean of 3.55. The graphical presentation of the responses is visible on Figure 4.3.

32

LA IMMACULADA CONCEPCION SCHOOL

Figure 4.3 Graphical Presentation of the Responses regarding the statement “I play online games.”

3. I prioritize online games rather than doing household chores. Table 4.4 presents the frequency distribution and percentage of the responses of high school students on whether what they prioritize more in playing online games or doing household chores. Table 4.4 The Responses of High School Students on the statement “I prioritize online games rather than doing household chores.”

Response

Frequency

Weighted Mean

Descriptive Interpretation

A O S R N TOTAL

11 11 36 20 22 100

2.69

Sometimes

The table illustrates that 11 out of 100 respondents answered Always in the statement, “I prioritize online games rather than doing household chores.” 33

LA IMMACULADA CONCEPCION SCHOOL

This constitutes the 11% of the total respondents. Another 11 respondents answered Often. This constitutes the 11% of the total number of respondents. Then, 36 respondents answered sometimes. This is equivalent to the 36% of the respondents. Next, 20 respondents answered rarely. This constitutes the 20% of the total number of respondents. The remaining 22 respondents answered never. This is equivalent to the 22% of the total respondents. This study revealed that the respondents sometimes prioritize playing online games rather than doing household chores with a weighted mean of 2.69. The graphical presentation of the responses is visible on Figure 4.4.

Figure 4.4 Graphical Presentation of the Responses regarding the statement “I prioritize playing online games rather than doing household chores.”

4. I skip meals because of online games. Table 4.5 presents the frequency distribution and percentage of the responses of high school students on skipping meals because of online games. 34

LA IMMACULADA CONCEPCION SCHOOL

Response

Frequency

Weighted Mean

Descriptive Interpretation

A 10 O 10 S 21 2.42 Rarely R 30 N 29 TOTAL 100 Table 4.5 The Respondents of High School Students on the statement “I skip meals because of online games.”

The table illustrates that 10 out of 100 respondents answered Always in the statement, “I skip meals because of online games.” This constitutes the 10% of the total respondents. Another 10 respondents answered Often. This constitutes the 10% of the total number of respondents. Then, 21 respondents answered sometimes. This is equivalent to the 21% of the respondents. Next, 30 respondents answered rarely. This constitutes the 30% of the total number of respondents. The remaining 29 respondents answered never. This is equivalent to the 29% of the total respondents. This study revealed that the respondents rarely skip meals because of online with a weighted mean of 2.42. The graphical presentation of the responses is visible on Figure 4.5.

35

LA IMMACULADA CONCEPCION SCHOOL

Figure 4.5 Graphical Presentation of the Responses regarding the statement “I skip meals because of online games.” 5. I play online games as a stress reliever. Table 4.6 presents the frequency distribution and percentage of the responses of high school students in online games as a stress reliever.

36

LA IMMACULADA CONCEPCION SCHOOL

Response

Frequency

Weighted Mean

Descriptive Interpretation

A 28 O 20 S 29 3.45 Sometimes R 15 N 8 TOTAL 100 Table 4.6 The Respondents of High School Students on the statement “I play online games as a stress reliever.” The table illustrates that 28 out of 100 respondents answered Always in the statement, “I play online games as a stress reliever.” This constitutes the 28% of the total respondents. Another 20 respondents answered Often. This constitutes the 20% of the total number of respondents. Then, 29 respondents answered sometimes. This is equivalent to the 29% of the respondents. Next, 15 respondents answered rarely. This constitutes the 15% of the total number of respondents. The remaining 8 respondents answered never. This is equivalent to the 8% of the total respondents. This study revealed that the respondents sometimes play online games as a stress reliever with a weighted mean of 3.45. The graphical presentation of the responses is visible on Figure 4.6.

37

LA IMMACULADA CONCEPCION SCHOOL

Figure 4.6 Graphical Presentation of the Responses regarding the statement “I play online games as a stress reliever.”

6. I play online games because I’m bored.

38

LA IMMACULADA CONCEPCION SCHOOL

Response A O S R N TOTAL

Frequency

Weighted Mean

Descriptive Interpretation

32 19 21 3.42 Sometimes 15 13 100 Table 4.7 presents the frequency distribution and percentage of the

responses of high school students on playing online games because they’re bored. Table 4.7 The Respondents of High School Students on the statement “I play online games because I’m bored.” The table illustrates that 32 out of 100 respondents answered Always in the statement, “I play online games because I’m bored.” This constitutes the 32% of the total respondents. Another 19 respondents answered Often. This constitutes the 19% of the total number of respondents. Then, 21 respondents answered sometimes. This is equivalent to the 21% of the respondents. Next, 15 respondents answered rarely. This constitutes the 15% of the total number of respondents. The remaining 13 respondents answered never. This is equivalent to the 13% of the total respondents. This study revealed that the respondents sometimes play online games because they’re bored with a weighted mean of 3.42 The graphical presentation of the responses is visible on Figure 4.7.

39

LA IMMACULADA CONCEPCION SCHOOL

Figure 4.7 Graphical Presentation of the Responses regarding the statement “I play online games because I’m bored.” 7. I consider online games as my passion. Table 4.8 presents the frequency distribution and percentage of the responses of high school students considering online games as their passion.

40

LA IMMACULADA CONCEPCION SCHOOL

Response

Frequency

Weighted Mean

Descriptive Interpretation

A 18 O 7 S 29 2.73 Sometimes R 22 N 24 TOTAL 100 Table 4.8 The Respondents of High School Students on the statement “I consider online games as my passion.”

The table illustrates that 18 out of 100 respondents answered Always in the statement, “I consider online games as my passion.” This constitutes the 18% of the total respondents. Another 7 respondents answered Often. This constitutes the 7% of the total number of respondents. Then, 29 respondents answered sometimes. This is equivalent to the 29% of the respondents. Next, 22 respondents answered rarely. This constitutes the 22% of the total number of respondents. The remaining 24 respondents answered never. This is equivalent to the 24% of the total respondents. This study revealed that the respondents sometimes consider online games as their passion with a weighted mean of 2.73. The graphical presentation of the responses is visible on Figure 4.8.

41

LA IMMACULADA CONCEPCION SCHOOL

Figure 4.8 Graphical Presentation of the Responses regarding the statement “I consider online games as my passion.”

8. I consider online games as a model of communication. Table 4.9 presents the frequency distribution and percentage of the responses of high school students considering online games as their passion. Table 4.9 The Respondents of High School Students on the statement “I consider online games as a model of communication.”

42

LA IMMACULADA CONCEPCION SCHOOL

Response

Frequency

Weighted Mean

Descriptive Interpretation

A O S R N TOTAL

20 12 16 22 30 100

2.70

Sometimes

The table illustrates that 20 out of 100 respondents answered Always in the statement, “I consider online games as a model of communication.” This constitutes the 20% of the total respondents. Another 12 respondents answered Often. This constitutes the 12% of the total number of respondents. Then, 16 respondents answered sometimes. This is equivalent to the 16% of the respondents. Next, 22 respondents answered rarely. This constitutes the 22% of the total number of respondents. The remaining 30 respondents answered never. This is equivalent to the 30% of the total respondents. This study revealed that the respondents sometimes consider online games as a model of communication with a weighted mean of 2.70. The graphical presentation of the responses is visible on Figure 4.9.

43

LA IMMACULADA CONCEPCION SCHOOL

Figure 4.9 Graphical Presentation of the Responses regarding the statement “I consider online games as a model of communication.” 9. I argue with my loved ones because of online games. Table 5.0 presents the frequency distribution and percentage of the responses of high school students arguing with their loved ones because of online games.

44

LA IMMACULADA CONCEPCION SCHOOL

Response

Frequency

Weighted Mean

Descriptive Interpretation

A 15 O 5 S 21 2.36 Rarely R 19 N 40 TOTAL 100 Table 5.0 The Respondents of High School Students on the statement “I argue with my loved ones because of online games.”

The table illustrates that 15 out of 100 respondents answered Always in the statement, “I argue with my loved ones because of online games.” This constitutes the 15% of the total respondents. Another 5 respondents answered Often. This constitutes the 5% of the total number of respondents. Then, 21 respondents answered sometimes. This is equivalent to the 21% of the respondents. Next, 19 respondents answered rarely. This constitutes the 19% of the total number of respondents. The remaining 40 respondents answered never. This is equivalent to the 40% of the total respondents. This study revealed that the respondents rarely argue with their loved ones because of online games with a weighted mean of 2.36. The graphical presentation of the responses is visible on Figure 5.0.

45

LA IMMACULADA CONCEPCION SCHOOL

Figure 5.0 Graphical Presentation of the Responses regarding the statement “I argue with my loved ones because of online games.”

10. I spend more time in playing online games rather than to bond with my family. Table 5.1 presents the frequency distribution and percentage of the responses of high school students playing online games rather than bonding with their family.

Table 5.1 The Respondents of High School Students on the statement “I spend more time in playing online games rather than to bond with my family.”

46

LA IMMACULADA CONCEPCION SCHOOL

Response A O S R N TOTAL

Frequency

Weighted Mean

Descriptive Interpretation

11 13 23 2.42 Rarely 13 40 100 The table illustrates that 11 out of 100 respondents answered Always in

the statement, “I spend more time in playing online games rather than to bond with my family.” This constitutes the 11% of the total respondents. Another 13 respondents answered Often. This constitutes the 13% of the total number of respondents. Then, 23 respondents answered sometimes. This is equivalent to the 23% of the respondents. Next, 13 respondents answered rarely. This constitutes the 13% of the total number of respondents. The remaining 40 respondents answered never. This is equivalent to the 40% of the total respondents. This study revealed that the respondents rarely play online games rather than bond with their family with a weighted mean of 2.36. The graphical presentation of the responses is visible on Figure 5.1.

47

LA IMMACULADA CONCEPCION SCHOOL

Figure 5.1 Graphical Presentation of the Responses regarding the statement “I spend more time in playing online games rather than to bond with my family.” 11. I spend my allowance just to play online games. Table 5.2 presents the frequency distribution and percentage of the responses of high school students spending their allowance just to play online games.

48

LA IMMACULADA CONCEPCION SCHOOL

Response

Frequency

Weighted Mean

Descriptive Interpretation

A 8 O 13 S 9 2.02 Rarely R 13 N 57 TOTAL 100 Table 5.2 The Respondents of High School Students on the statement “I spend my allowance just to play online games.” The table illustrates that 8 out of 100 respondents answered Always in the statement, “I spend my allowance just to play online games.” This constitutes the 8% of the total respondents. Another 13 respondents answered Often. This constitutes the 13% of the total number of respondents. Then, 9 respondents answered sometimes. This is equivalent to the 9% of the respondents. Next, 13 respondents answered rarely. This constitutes the 13% of the total number of respondents. The remaining 57 respondents answered never. This is equivalent to the 57% of the total respondents. This study revealed that the respondents rarely spend their allowance just to play online games with a weighted mean of 2.02. The graphical presentation of the responses is visible on Figure 5.2.

49

LA IMMACULADA CONCEPCION SCHOOL

Figure 5.2 Graphical Presentation of the Responses regarding the statement “I spend my allowance just to play online games.”

12. I skip classes just to play online games. Table 5.3 presents the frequency distribution and percentage of the responses of high school students skipping classes just to play online games.

50

LA IMMACULADA CONCEPCION SCHOOL

Response

Frequency

Weighted Mean

Descriptive Interpretation

A 8 O 4 S 4 1.64 Rarely R 12 N 72 TOTAL 100 Table 5.3 The Respondents of High School Students on the statement “I skip classes just to play online games.”

The table illustrates that 8 out of 100 respondents answered Always in the statement, “I skip classes just to play online games.” This constitutes the 8% of the total respondents. Another 4 respondents answered Often. This constitutes the 4% of the total number of respondents. Then, 4 respondents answered sometimes. This is equivalent to the 4% of the respondents. Next, 12 respondents answered rarely. This constitutes the 12% of the total number of respondents. The remaining 72 respondents answered never. This is equivalent to the 72% of the total respondents. This study revealed that the respondents rarely skip classes just to play online games with a weighted mean of 1.64. The graphical presentation of the responses is visible on Figure 5.3.

51

LA IMMACULADA CONCEPCION SCHOOL

Figure 5.3 Graphical Presentation of the Responses regarding the statement “I skip classes just to play online games.” 13. I play online games because it’s trending/ viral. Table 5.4 presents the frequency distribution and percentage of the responses of high school students playing online games because it is trending or viral.

52

LA IMMACULADA CONCEPCION SCHOOL

Response

Frequency

Weighted Mean

Descriptive Interpretation

A 10 O 8 S 21 2.28 Rarely R 22 N 39 TOTAL 100 Table 5.4 The Respondents of High School Students on the statement “I play online games because it’s trending/ viral.”

The table illustrates that 10 out of 100 respondents answered Always in the statement, “I play online games because it’s trending/ viral.” This constitutes the 10% of the total respondents. Another 8 respondents answered Often. This constitutes the 8% of the total number of respondents. Then, 21 respondents answered sometimes. This is equivalent to the 21% of the respondents. Next, 22 respondents answered rarely. This constitutes the 22% of the total number of respondents. The remaining 39 respondents answered never. This is equivalent to the 39% of the total respondents. This study revealed that the respondents rarely play online because it’s trending viral with a weighted mean of 2.28. The graphical presentation of the responses is visible on Figure 5.4.

53

LA IMMACULADA CONCEPCION SCHOOL

Figure 5.4 Graphical Presentation of the Responses regarding the statement “I play online games because it’s trending/ viral.”

14. I bet my money on playing online games. Table 5.5 presents the frequency distribution and percentage of the responses of high school students betting their money on playing online games.

54

LA IMMACULADA CONCEPCION SCHOOL

Response

Frequency

Weighted Mean

Descriptive Interpretation

A 8 O 10 S 10 1.96 Rarely R 14 N 58 TOTAL 100 Table 5.5 The Respondents of High School Students on the statement “I bet my money on playing online games.”

The table illustrates that 8 out of 100 respondents answered Always in the statement, “I bet my money on playing online games.” This constitutes the 8% of the total respondents. Another 10 respondents answered Often. This constitutes the 10% of the total number of respondents. Then, 10 respondents answered sometimes. This is equivalent to the 10% of the respondents. Next, 14 respondents answered rarely. This constitutes the 14% of the total number of respondents. The remaining 58 respondents answered never. This is equivalent to the 58% of the total respondents. This study revealed that the respondents rarely bet their money in playing online games with a weighted mean of 1.96. The graphical presentation of the responses is visible on Figure 5.5.

55

LA IMMACULADA CONCEPCION SCHOOL

Figure 5.5 Graphical Presentation of the Responses regarding the statement “I bet my money on playing online games.”

15. I get excited every time I play online games. Table 5.6 presents the frequency distribution and percentage of the responses of high school students get excited every time they play online games.

56

LA IMMACULADA CONCEPCION SCHOOL

Response

Frequency

Weighted Mean

Descriptive Interpretation

A 24 O 15 S 20 2.99 Sometimes R 18 N 23 TOTAL 100 Table 5.6 The Respondents of High School Students on the statement “I get excited every time I play online games.”

The table illustrates that 24 out of 100 respondents answered Always in the statement, “I get excited every time I play online games.” This constitutes the 24% of the total respondents. Another 15 respondents answered Often. This constitutes the 15% of the total number of respondents. Then, 20 respondents answered sometimes. This is equivalent to the 20% of the respondents. Next, 18 respondents answered rarely. This constitutes the 18% of the total number of respondents. The remaining 23 respondents answered never. This is equivalent to the 23% of the total respondents. This study revealed that the respondents sometimes get excited every time they play online games with a weighted mean of 2.99. The graphical presentation of the responses is visible on Figure 5.6.

57

LA IMMACULADA CONCEPCION SCHOOL

Figure 5.6 Graphical Presentation of the Responses regarding the statement “I get excited every time I play online games.”

16. I stay up at night to finish or play more game sessions. Table 5.7 presents the frequency distribution and percentage of the responses of high school students staying up at night to finish or play more game sessions. Table 5.7 The Respondents of High School Students on the statement “I stay up at night to finish or play more game sessions.”

58

LA IMMACULADA CONCEPCION SCHOOL

Response

Frequency

Weighted Mean

Descriptive Interpretation

A O S R N TOTAL

16 16 16 24 28 100

2.68

Sometimes

The table illustrates that 16 out of 100 respondents answered Always in the statement, “I stay up at night to finish or play more game sessions.” This constitutes the 16% of the total respondents. Another 16 respondents answered Often. This constitutes the 16% of the total number of respondents. Then, 16 respondents answered sometimes. This is equivalent to the 16% of the respondents. Next, 24 respondents answered rarely. This constitutes the 24% of the total number of respondents. The remaining 28 respondents answered never. This is equivalent to the 28% of the total respondents. This study revealed that the respondents sometimes stay up at night to finish or play more game sessions with a weighted mean of 2.68. The graphical presentation of the responses is visible on Figure 5.7.

59

LA IMMACULADA CONCEPCION SCHOOL

Figure 5.7 Graphical Presentation of the Responses regarding the statement “I stay up at night to finish or play more game sessions.”

60

LA IMMACULADA CONCEPCION SCHOOL

Factors Affecting Homework Completion of High School Students

Weighted Mean (

Descriptive Interpretation

Rank

)

1.) I play online games.

3.55

Often

1st

2.) I prioritize online games rather than doing household chores. 3.) I skip meals because of online games. 4.) I play online games as a stress reliever. 5.) I play online games because I’m bored. 6.) I consider online games as my passion. 7.) I consider online games as a model of communication. 8.) I argue with my loved ones because of online games. 9.) I spend more time in playing online games rather than to bond with my family. 10.) I spend my allowance just to play online games. 11.) I skip classes just to play online games. 12.) I play online games because it’s trending/viral. 13.) I bet my money on playing online games. 14.) I get excited everytime I play online games. 15.) I stay up at night to finish or play more game sessions.

2.69

Sometimes

7th

2.42

Rarely

9th

3.45

Sometimes

2nd

3.42

Sometimes

3rd

2.73

Sometimes

5th

2.70

Sometimes

6th

2.36

Rarely

10th

2.42

Rarely

9th

2.02

Rarely

12th

1.64

Rarely

14th

2.28

Rarely

11th

1.96

Rarely

13th

2.99

Sometimes

4th

2.68

Sometimes

8th

61

LA IMMACULADA CONCEPCION SCHOOL

CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATIONS This chapter unveils the summary of findings, the conclusions, and the recommendations of this research study. Summary of Findings The researchers had organized the following summary of findings based on the questions given in the statement of the problem. 1. Majority of the respondents are male which composed of 63% of the overall respondents and the remaining 37% are women. The age of the respondents which are 10 in number belonged to the age bracket 13-14 and it belongs to 8 th grade level. Respondents which are 23 in number belonged to the age bracket 1415 and belong to 9th grade. The remaining 67 respondents belonged to the age bracket of 15-17 and belong to 10th grade level. 2. Based from the findings in questionnaire, one of the advantages of online gaming among students is that for them online gaming as stress reliever; hence, this statement has the second highest weighted mean of 3.45. That gives a descriptive interpretation of sometimes. Students play online game for them to release their boredom based from statement 5. Playing online games because they’re bored received a weighted mean of 3.42 with interpretation of sometime. Also, students play online games as their one of communicating with their friends. The statement

62

LA IMMACULADA CONCEPCION SCHOOL

of “I consider online games as a model of communication” rated as sometimes and has a weighted mean of 2.70. 3. The disadvantage of playing online games among students based on the findings is that they stay up night just to play online games. The statement receives a weighted mean of 2.68 with a descriptive interpretation of sometimes. Students tend to not have enough sleep due they play online games until late at night. Findings also showed that they play online games instead to have bond with their families and they skip eating their meals just to play online games. Both statement receives 2.42 weighted mean and have interpretation of rarely. Playing online games caused them to argue with their loved ones with a weighted mean of 2.36.

Conclusions

Based on the relevant points discussed in the summary, the following conclusions are presented. 1.

Research have shown that out of 100 respondents of La Immaculada

Concepcion school 63% are male and the remaining are female. Respondents which are 23 in number belonged to the age bracket 14-15 and belong to 9th grade. The remaining 67 students has a place with the age section of 15-17 and belong to 10th grade level. 2.

Based from discoveries in survey one of the benefits of online gaming

among students is that for them online gaming as stress reliever; thus this statement has 63

LA IMMACULADA CONCEPCION SCHOOL

the second highest weighted mean. They also play online game to release their boredom and consider online games as model of communication. 3. The hindrance of online games base on the findings that they stay up night and skip eating their meals just to play internet amusement.

Recommendations Based from the conclusions drawn and from the other recommendations conclude by the researchers, the researchers hereby offer the following recommendations: 1. Helping your parents is more important than playing online games because it is only a game, it can be deleted or what, but your parents are always there and can’t be deleted in your life. 2. The students should not be skipping meals because it is the most important thing to do every single day for a cause that it is where you gain energy for the rest of the day. 3. Considering playing online games as a stress reliever is not bad as long as you don’t bet anything important on it. 4. The students shouldn’t spend their money or bet money when playing online games. 5. The students should not be staying up all night just to play or finish more game sessions because it is bad for the health. BIBLIOGRAPHY

64

LA IMMACULADA CONCEPCION SCHOOL

Khine, V., Holkenborg, & Robinson, (2012) Gaming and gamification are now widely regarded as a promising educational strategy. https://www.researchgate.net/publication Schiefele, K. & Winteler, (1992) Interest directs attention, reflects intrinsic motivation,stimulates the desire to continue engagement in an activity. https://www.researchgate.net/publication Daria J., (2013) Internet gaming is a booming market. https://www.researchgate.net/publication McGonigal M., (2010) Gamers spend billion hours collectively playing video games a week. https://www.researchgate.net/publication Russoniello, O’Brien and Parks, (2009) The frequency of which an individual plays video games can impact flow experience. https://www.researchgate.net/publication Green & Bavelier, (2010) Frequent gamers are defined as individuals. https://www.researchgate.net/publication Anthony B. (2012) Online games serve as a venue for the formation of a virtual subculture. https://www.researchgate.net/publication

65

LA IMMACULADA CONCEPCION SCHOOL

APPENDICES

66

LA IMMACULADA CONCEPCION SCHOOL

APPENDIX A La Immaculada Concepcion School Pasig City May 30, 2018

Dear Sir/Ma’am, We, the students of 11th – Grade Heraclitus of La Immaculada Concepcion School, taking up Accountancy, Business and Management (ABM) are asking for permission in bringing gadgets on the day of our defense which is on June 1 2018, Friday. Thank you for your time and consideration of this request. We look forward on your answer at your earliest convenience.

The Researchers

67

LA IMMACULADA CONCEPCION SCHOOL

APPENDIX B La Immaculada Concepcion School Pasig City May 30, 2018 Dear Participant, We, the students of 11th - Grade Heraclitus of La Immaculada Concepcion School, taking up Accountancy, Business and Management (ABM) are presently conducting a study titled: “Online Games: An Emerging Addiction Among The Youth and their perceived implications” in partial fulfillment of the requirements for Research in Daily Life 1. We are inviting you to participate in this survey by soliciting your valuable opinion with each of the following statements provided below. Rest assured that all the responses entered therein will be treated with utmost confidentiality and will only be used for the purpose of the study. Your favorable response shall be deeply appreciated. The Researchers

68

LA IMMACULADA CONCEPCION SCHOOL

NAME (optional):______________________________________ SEX: _____________ GRADE LEVEL: _________ SECTION: ___________________ AGE: ____________ Directions: Put a check mark (✔) in each box representing your response using the following scoring system: Legend: 1– Never, 2 – Rarely, 3 – Sometimes, 4 – Often, 5 –Always

STATEMENT

1

1. I play online games. 2. I prioritize online games rather than doing household chores. 3. I skip meals because of online games. 4. I play online games as a stress reliever. 5. I play online games because I’m bored. 6. I consider online games as my passion. 7. I consider online games as a model of communication. 8. I argue with my loved ones because of online games. 9. I spend more time in playing online games rather than to bond with my family. 10. I spend my allowance just to play online games. 11. I skip classes just to play online games. 12. I play online games because it’s trending/viral. 13. I bet my money on playing online games. 14. I get excited everytime I play online games.

69

2

3

4

5

LA IMMACULADA CONCEPCION SCHOOL

15. I stay up at night to finish or play more game sessions.

COMPLETE NAME: Khaile C. De Leon Complete Address: Cluster 29 2H Second Flr. Cambridge Village, barangay San Andres, Barangay San Andreas, Cainta Rizal Contact Number: 09497823385 Gmail account: [email protected] PERSONAL PROFILE: Date of Birth: November 5, 2000 Place of Birth: Rizal Medical Center Sex: Male Civil Status: Single Nationality: Filipino Languages Known: English and Tagalog WORK EXPERIENCE:  NONE EDUCATION: 2017-2018

La Immaculada Concepcion School E Caruncho Ave., Malinao, Pasig City Accountancy, Business, and Management

2016-2017

Colegio de San Pedro Calungsod Carangalan Village

2015-2016

Manggahan Elementary School Ramos St. Manggahan, Pasig City

AWARDS RECEIVED 

Most punctual (Grade 10) 70

LA IMMACULADA CONCEPCION SCHOOL

COMPLETE NAME: Kyla Caryll D. De Villa Complete Address: Blk 7 Lot 9 Bpthai 2 Ibayo Tipas, Taguig City Contact Number: 09773839823 Gmail account: [email protected] PERSONAL PROFILE: Date of Birth: January 9, 2001 Place of Birth: Medical City Sex: Female Civil Status: Single Nationality: Filipino Languages Known: English and Tagalog WORK EXPERIENCE:  NONE EDUCATION: 2017-2018

La Immaculada Concepcion School E Caruncho Ave., Malinao, Pasig City Accountancy, Business, and Management

2016-2017

La Immaculada Concepcion School E. Caruncho Ave., Malinao, Pasig City

2015-2016

La Immaculada Concepcion School E. Caruncho Ave., Malinao, Pasig City

AWARDS RECEIVED   

Most Responsible Student (Grade 10) Top 2 in Science (Kinder) Excellency in Singing (Kinder)

MEMBERSHIP IN ORGANIZATIONS 71

LA IMMACULADA CONCEPCION SCHOOL



Youth and Choir

COMPLETE NAME: Chielo Milan T. Enriquez Complete Address: #24 D.M. Cruz Ext. St. Sta. Ana., Taguig City Contact Number: 423-4436 Gmail account: [email protected] PERSONAL PROFILE: Date of Birth: January 5, 2001 Place of Birth: San Juan City Sex: Female Civil Status: Single Nationality: Filipino Languages Known: English and Tagalog WORK EXPERIENCE:  NONE EDUCATION: 2017-2018

La Immaculada Concepcion School E Caruncho Ave., Malinao, Pasig City Accountancy, Business, and Management

2016-2017

La Immaculada Concepcion School E. Caruncho Ave., Malinao, Pasig City

2015-2016

Taguig Elementary School Sta. Ana, Taguig City

AWARDS RECEIVED  Top 2 overall (Grade 3)  Top 17 overall (Grade 6) MEMBERSHIP IN ORGANIZATIONS 

Youth and Choir

72

LA IMMACULADA CONCEPCION SCHOOL

COMPLETE NAME: Sophia Elise A. Galang Complete Address: Contact Number: 09756421390 Gmail account: [email protected] PERSONAL PROFILE: Date of Birth: January 9, 2001 Place of Birth: Pasig City Sex: Female Civil Status: Single Nationality: Filipino Languages Known: English and Tagalog WORK EXPERIENCE:  NONE EDUCATION: 2017-2018

La Immaculada Concepcion School E Caruncho Ave., Malinao, Pasig City Accountancy, Business, and Management

2016-2017

La Immaculada Concepcion School E. Caruncho Ave., Malinao, Pasig City

2015-2016

La Immaculada Concepcion School E. Caruncho Ave., Malinao, Pasig City

MEMBERSHIP IN ORGANIZATIONS 

Iglesia Ni Cristo

73

LA IMMACULADA CONCEPCION SCHOOL

COMPLETE NAME: Erica Jane G. Largoza Complete Address: Nagpayong, Pasig City Contact Number: 09358521492 Gmail account: [email protected] PERSONAL PROFILE: Date of Birth: September 15, 2001 Place of Birth: Pasig City Sex: Female Civil Status: Single Nationality: Filipino Languages Known: English and Tagalog WORK EXPERIENCE:  NONE EDUCATION: 2017-2018

La Immaculada Concepcion School E Caruncho Ave., Malinao, Pasig City Accountancy, Business, and Management

2016-2017

Pinagbuhatan High School Pinagbuhatan, Pasig City

2015-2016

McLorenze Academy Taytay Rizal

AWARDS RECEIVED  Best in Math (Grade 6)

74

LA IMMACULADA CONCEPCION SCHOOL

COMPLETE NAME: Maylinia B. Liton Complete Address: 11 Katwiran St. Samama Ph 2 Napindan, Taguig City Contact Number: 09554727438 Gmail account: [email protected] PERSONAL PROFILE: Date of Birth: May 15, 2000 Place of Birth: Mandaluyong City Sex: Female Civil Status: Single Nationality: Filipino Languages Known: English and Tagalog WORK EXPERIENCE:  Service Crew (Wendy’s BGC) EDUCATION: 2017-2018

La Immaculada Concepcion School E Caruncho Ave., Malinao, Pasig City Accountancy, Business, and Management

2016-2017

La Immaculada Concepcion School E. Caruncho Ave., Malinao, Pasig City

2015-2016

St.Uriel Academy of Taguig City Napindan, Taguig City

AWARDS RECEIVED  

Top 5 overall (Grade 6) Top 1 overall (Kinder)

MEMBERSHIP IN ORGANIZATIONS 

Youth and Choir

75

LA IMMACULADA CONCEPCION SCHOOL

COMPLETE NAME: Neil Aldrin C. Maglipon Complete Address: Baybreeze Subdivision Ganders Bend St. Brgy. Hagonoy, Taguig City Contact Number: 09056638826 Gmail account: [email protected] PERSONAL PROFILE: Date of Birth: December 8, 2000 Place of Birth: De Jesus Clinic, Taguig City Sex: Male Civil Status: Single Nationality: Filipino Languages Known: English and Tagalog WORK EXPERIENCE:  NONE EDUCATION: 2017-2018

La Immaculada Concepcion School E Caruncho Ave., Malinao, Pasig City Accountancy, Business, and Management

2016-2017

La Immaculada Concepcion School E. Caruncho Ave., Malinao, Pasig City

2015-2016

La Immaculada Concepcion School E. Caruncho Ave., Malinao, Pasig City

AWARDS RECEIVED  Top 1 in English (Grade 10)  Top 6 in overall (Grade 8)

76