Effects of Addiction

Table of Contents
Pages
Title page ……………………………………………………………………………………. i
Acknowledgement ………………………………………………………………………….. ii
List of tables …........................................................................................................................ iii
Chapter I Statement of the problem …………………………………………………………… 1 Introduction …………………………………………………………………………. 1 Hypothesis …………………………………………………………………………... 1 Significance of the study ……………………………………………………………. 1 Scope and limitation ………………………………………………………………… 1 Definition of terms …………………………………………………………………... 2
Chapter II Review of related literature …………………………………………………………. 3-4
Chapter III
Methodology ……………………………………………………………………….... 5
Chapter IV Results and Discussion ……………………………………………………………… 6-14
Chapter V Summary ……………………………………………………………………………. 15 Conclusion …………………………………………………………………………... 15 Recommendation ……………………………………………………………………. 15
Questionnaire
Pictures of the respondent
Bibliography
CHAPTER I

Statement of the problem
The major problem of this study is to determine if there are any good or bad effects on the academic performance of a student who is engaged in any form of computer games. This topic will also help them to know if they should stop or lessen their time using computer.

Introduction
Computers, video games, and the Internet have become entrenched features of our daily lives. Computer use has reached beyond work and is now a major source of fun and entertainment for many people. For most people, computer use and video game play is integrated into their lives in a balanced healthy manner. For others, time spent on the computer or video game is out of balance, and has displaced work, school, friends, and even family.

Hypothesis
Playing Computer games regularly affects the student’s academic performance and as a result they get lower grades.

Significance of the study
This study aims to help young know if there are any changes in their academic performance because of excessive computer usage. This will help them know if they should limit their use of computer.
The results will be very helpful for the teachers and parents in terms of understanding why their student/child becomes so attached to computer games.

Scope and Limitation
The coverage of this study focuses on the students of three different schools namely Brimestone Academy, PAG-ASA National Highschool, and Dasmarinas National Highschool.

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Definition of Terms

What is Addiction?
Addictions are a collection of thoughts, feelings, and behaviors that together present a syndrome that causes a person problems and is represented in a series of mental illness diagnoses. Addictions are characterized by an inability to stop or reduce a particular behavior/substance, despite wanting to and despite the behavior/substance resulting in negative consequences. They are associated with severe negative consequences for the addict and those close to them.
What is computer game addiction?

When time spent on the computer, playing video games or cruising the Internet reaches a point that it harms a child's or adult's family and social relationships, or disrupts school or work life, that person may be caught in a cycle of addiction. Like other addictions, the computer or video game has replaced friends and family as the source of a person's emotional life. Increasingly, to feel good, the addicted person spends more time playing video games or searching the Internet. Time away from the computer or game causes.
What is academic performance?
Academic performance refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers.

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CHAPTER II
REVIEW OF RELATED LITERATURE

The study was designed and analyzed by staff at the Kaiser Family Foundation, in collaboration with researchers from Stanford University. Data collection, sampling and weighting were conducted by Harris Interactive®. The report is based on a survey conducted between October 2008 and May 2009
With technology allowing nearly 24-hour media access as children and teens go about their daily lives, the amount of time young people spend with entertainment media has risen dramatically, especially among minority youth, according to a study released today by the Kaiser Family Foundation. Today, 8-18 year-olds devote an average of 7 hours and 38 minutes (7:38) to using entertainment media across a typical day (more than 53 hours a week). And because they spend so much of that time ‘media multitasking’ (using more than one medium at a time), they actually manage to pack a total of 10 hours and 45 minutes (10:45) worth of media content into those 7½ hours.
The amount of time spent with media increased by an hour and seventeen minutes a day over the past five years, from 6:21 in 2004 to 7:38 today. And because of media multitasking, the total amount of media content consumed during that period has increased from 8:33 in 2004 to 10:45 today.
Media in the Lives of 8- to 18-Year-Olds is the third in a series of large-scale, nationally representative surveys by the Foundation about young people’s media use. It includes data from all three waves of the study (1999, 2004, and 2009), and is among the largest and most comprehensive publicly available sources of information about media use among American youth
Mobile media driving increased consumption. The increase in media use is driven in large part by ready access to mobile devices like cell phones and iPods. Over the past five years, there has been a huge increase in ownership among 8- to 18-year-olds: from 39% to 66% for cell phones, and from 18% to 76% for iPods and other MP3 players. During this period, cell phones and iPods have become true multi-media devices: in fact, young people now spend more time listening to music, playing games, and watching TV on their cell phones (a total of :49 daily) than they spend talking on them (:33).

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Parents and media rules. Only about three in ten young people say they have rules about how much time they can spend watching TV (28%) or playing video games (30%), and 36% say the same about using the computer. But when parents do set limits, children spend less time with media: those with any media rules consume nearly 3 hours less media per day (2:52) than those with no rules.
Media in the home. About two-thirds (64%) of young people say the TV is usually on during meals, and just under half (45%) say the TV is left on “most of the time” in their home, even if no one is watching. Seven in ten (71%) have a TV in their bedroom, and half (50%) have a console video game player in their room. Again, children in these TV-centric homes spend far more time watching: 1:30 more a day in homes where the TV is left on most of the time, and an hour more among those with a TV in their room.
“The amount of time young people spend with media has grown to where it’s even more than a full-time work week,” said Drew Altman, Ph.D., President and CEO of the Kaiser Family Foundation. “When children are spending this much time doing anything, we need to understand how it’s affecting them – for good and bad.”
Heavy media users report getting lower grades. While the study cannot establish a cause and effect relationship between media use and grades, there are differences between heavy and light media users in this regard. About half (47%) of heavy media users say they usually get fair or poor grades (mostly Cs or lower), compared to about a quarter (23%) of light users. These differences may or may not be influenced by their media use patterns. (Heavy users are the 21% of young people who consume more than 16 hours of media a day, and light users are the 17% of young people who consume less than 3 hours of media a day.)

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CHAPTER III
METHODOLOGY
This chapter presents the method and procedures of the study which includes the research method, respondents of the study research instrument, data gathering procedures and data analysis.
A. The Questionnaire The questionnaire was divided into two parts. The first part is very easy to answer because it is has choices on it. The second part is about how the respondent would rate his opinion about the question by answering 5 – strongly agree, 4 – agree, 3 – undecided, 2 – disagree, 1 – strongly disagree.
B. Survey It is when the researchers looks for a good environment and a group of individuals who can possibly be their respondents.
C. Respondents The respondents of this study were students from Brimestone Academy, PAG-ASA National Highschool, and Dasmarinas National Highschool.
D. Data Gathering Procedure 1. The method used here was given by the teacher and it serve as our guide. 2. The researchers prepared a questionnaire that they will use to perform a survey. 3. The survey will be tallied and presented by the researchers.

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CHAPTER IV
RESULTS AND DISCUSSION The results of the study answers the question to our problem about how do computer game addiction affects the player’s academic performance.

Age of the respondents

The table below shows the total number of the respondents, their gender, and their answer to the basic question of this study
1. Do you love playing computer games?
Gender Yes No Total no. of respondents
Male 26 2 28
Female 15 7 22
Total 41 9 50

6 We used a Pie Chart to present the results of the survey that we had conducted because it is easy to understand. The chart was divided according to the choices that gave to the following questions on our questionnaire.
2. What type of games do you like to play the most?

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3. What is the specific computer game you play the most?

4. How much time do you spend playing computer each day?

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5. How much money do you spend just to play computer games? 6. Do you get lower grades since you started playing computer games?

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7. What do you think is the reason why you get lower grades since you started playing computer games? (This question is only for those who answered yes from the question 6) 8. How do you manage to balance your time to study and play computer games?(This question is only for those who answered “no” and “it remained as it is” from the question 6) 10
9. What do you think is the reason why young people loves to play computer games?

11 For the next questions we used bar graphs to show the rate of the respondent’s answers.
10. Do you think being addicted to computer games can change a player’s personality? 11. Do you think being addicted to computer games brings negative impacts to our daily life?

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12. Do you think obsession on playing computer games will affect your academic results? 13. Do you think a student can balance his time on playing computer games and studying?

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14. Do you think computer game addiction is a serious problem?

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CHAPTER V
Summary:
The researchers found out the result of this study through the process of having a survey, asking students to answer the questionnaire that has the answer to the problem of this study. And the results shows that most of them are undecided some are agree and others disagree.
Conclusion:
We, the researchers, as far as the survey that we had conducted is concerned therefore conclude that being addicted to computer games doesn’t have any effects on the student’s academic performance because most of the students can manage their time of use of computer and their study time.
Recommendation:
Based on the results and conclusion that we gathered from this study, we recommend the teachers and parents to just guide your student/child whenever they play computer games. You don’t need to worry because most of them can manage their time for playing and studying. We also recommend the next researchers to have their survey in a larger community for them to be able to get a better results.

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