Beyond the Screen: The Effects of Video Gaming on the Academic Performance of Intermediate School Pupils

Author

E. B. U. Cabungcal,Prof. Lilia D. Antonio, Prof. Rhodora B. Balunsat, Prof. Jayson L. Jamco, Prof. Merlyn C. Maniego,


Abstract

 This study aimed to determine the perceived positive and negative effects of video gaming on the academic performance of intermediate schools’ pupils across different profile variables at Andres C. Ruiz Elementary School. Specifically, it examined how factors such as type of devise used, type of video game played, hour spent gaming, and academic averages relate to pupils’ perceptions of gaming effects.

A descriptive-comparative research design under a quantitative approach was employed. The study involved 51 Grade IV to VI pupils, who were surveyed using a printed questionnaire validated for content and reliability. Data were analyzed using frequency and percentage distributions to describe pupils’ profiles, weighted means to assess levels of agreement on the positive and negative effects of gaming and one-way ANOVA to examine differences across multiple categories.

Findings revealed that smartphones were the most commonly use device for gaming, while pupils preferred Puzzlers and Party games and Multiplayer Online Battle Arena (MOBA) games. Nearly half of the respondents played 0-2 hours per day, and the majority achieved high academic averages (90-100). Pupils strongly agreed that gaming enhanced learning new English words or concepts, practicing problem solving skills, and improving planning and strategizing for school tasks, while acknowledging some negative effects such as procrastination, rushing assignments and skipping reading or studying tasks. However, no significant differences were found in perceptions of positive and negative effects when respondents were grouped according to type of device, type of game, hours spent gaming or academic averages.

Based on these results an educational infographic was designed and developed to summarize the perceived effects of video gaming and promote responsible gaming habits. The infographic was distributed and discussed by the pupils’ advisers to raise awareness and encourage a balance approach between leisure and academic responsibilities.

It is recommended that educators integrate discussions on digital literacy and responsible gaming within the curriculum and consider employing game-based learning strategies to support academic engagement. The study highlights that with proper management, video gaming can be a constructive activity that foster cognitive, social and academic growth among intermediate schools’ pupils.


Keywords

Video games, digital gaming, Academic achievement, school performance, Middle school students, junior high school students



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