I .

INTRODUCTION

Classroom behavior is one of the trickiest issues teachers face today. Disruptive
behavior results in lost curriculum time and creates a classroom environment that is not always
conducive to learning. One key to nipping behavioral problems in the bud is to promote positive
behavior before problems arise. This takes some planning, but the following article will provide
you with practical tips to help you lay a foundation for positive classroom behavior. The
behavior of the pupils who playing Rules Of Survival (ROS) and its affects to their academic
performance among Grade V Pupils at Patag Naawan Elementary School .

‘Rules of Survival’ often shortened to as ‘R.o.S’ is a multiplayer online video game that
requires you to be the last man standing in order to win. ‘R.o.S.’ is a Battle Royale/Hunger
Games-type of game where you get thrown into an island with 99 other people, scavenge for
weapons and kill each other off until only one remains. There is also a “Squad Mode” where
you and your friends can play as a team, help each other out and try to eliminate your
opponents. n Rules of Survival you parachute down into an island, decide which building to land
on, and hope nobody lands there too. In the building there are several weapons, ammos and
armors you can loot and once you’re armed and ready you can look for the rest of the people
there and kill them. All you need to do in ‘R.o.S.’ is survive and not let anyone kill you.

Survival is a major aspect in this game and it what makes R.o.S. so addictively fun and
frustrating. Once you don’t come up with a good strategy on how to survive while maintaining a
good kill count, then you would end up getting eliminated in the game quickly. It hurts even
more when you find out that it was a 12-year old boy who shot you down. Surviving in this
game is based on your own decisions and tactics, and if you don’t pull through, your failures
resonate with you. That’s why the moment you get killed in RoS, you enter a new gameplay and
promise yourself to be better.

Student’s academic performance and graduation rates have been the area of
interest for higher education institutions. Investigation of factors related to the academic
performance of university students become a topic of growing interest in higher
educational circle. Many recent studies were carried out to explore factors that affecting
university student’s academic performance. Hanson (2000) reported that Student
performance is affected by different factors such as learning abilities, gender and race.

I choose this this “behavior of the pupils who playing Rules Of Survival (ROS) and its
affects to their academic performance among Grade V Pupils at Patag Naawan Elementary
School” because my cousin a grade five pupils got addictive to the certain online games. His
grades are starting to decrease the moment he started to play the ROS .I want to study the
pupils behave in the room and response to the lesson of their teacher.

1.1 Statement of the problem

1. What is the behaviors of the pupils whom playing Rules Of Survival(ROS) in the
classroom?
2. What are the effects of playing ROS in the grade V pupils at Patag Naawan Elementary
School? In terns of:
a. Behavioral communication
b. Grades
c. Intellectual capacity

3. Is there a significance relationship between the behavior of the pupils who played ROS
in their academic performance when they are group according to gender?
4. Is there significance difference in the behavior of the pupils played ROS when they are
group according to gender?

Null Hypothesis:

There is no significance relationship between the behavior of the pupils who played ROS
in their academic performance when they are group according to gender.

There is no significance difference in the behavior of the pupils played ROS when they are
group according to gender.

1.2. Objective to the Study

1. To determine the behavior of the pupils whom playing Rules Of Survival(ROS) in the
classroom.
 2. To determine the effects of playing ROS in the grade V pupils at Patag Naawan
Elementary School? In terns of:

a. Behavioral communication

b. Grades
c. Intellectual capacity

3. To determine if there a significance relationship between the behavior of the pupils who
played ROS in their academic performance when they are group according to gender.
4. To determine if there significance difference in the behavior of the pupils played ROS
when they are group according to gender.

1.3. Significance of the study

This study is important to the following stakeholders in the Elementary education. To the
school administrators , the result will inform the behavior of the pupils who played Rules Of
Survival (ROS) and its affects to their academic performance. To the teacher , the result will
validate their instruction and will maybe decide how to make the topics more interesting to the
pupils played ROS that may divert their attention to the lesson . To the parents , the result will
help motivate them to become active participants in the education of the children . To the
pupils they will focused in their studies than playing ROS.

1.4 Scope and Limitation of the Study

The study was conducted at Patag , Naawan , Elementary School , involving the player
of ROS in grade V pupils. The parameters of the study is about one (1) month duration. The
study aim to find out the behavior of the pupils playing Rules Of Survival and its affect to their
academic performance .

1.5 Subject of the study

 Classroom behavior thus is stimulus-driven responses that occur specifically within
the classroom or how students are acting in the classroom in response to what is going on or
present around them.

‘Rules of Survival’ often shortened to as ‘R.o.S’ is a multiplayer online video game

that requires you to be the last man standing in order to win. ‘R.o.S.’ is a Battle Royale/Hunger
Games-type of game where you get thrown into an island with 99 other people, scavenge for
weapons and kill each other off until only one remains. There is also a “Squad Mode” where
you and your friends can play as a team, help each other out and try to eliminate your
opponents. n Rules of Survival you parachute down into an island, decide which building to land
on, and hope nobody lands there too. In the building there are several weapons, ammos and
armors you can loot and once you’re armed and ready you can look for the rest of the people
there and kill them. All you need to do in ‘R.o.S.’ is survive and not let anyone kill you.

The respondents of this study leave near in the internet café and school.

1.6 Statistical tools

The study will use the following statistical tools to determine the Behavior of the
Grade V pupils playing Rules Of Survival (ROS) and its effects to their Academic performance in
school .

1.Mean

● percentage

-is a number or ratio that represents a fraction of 100. It is often denoted by the
symbol "%" or simply as "percent" or "pct." For example, 35% is equivalent to the decimal 0.35,
or the fraction.

● interval variable
 - a measurement where the difference between two values is meaningful. The
difference between a temperature of 100 degrees and 90 degrees is the same difference as
between 90 degrees and 80 degrees.

● interpretation

-is the process of assigning meaning to the collected information and determining
the conclusions, significance and implications of the findings.

CHAPTER 2 : REVIEW OF RELATED LATERATURE

Online gaming is one of the widely used leisure activities by many people. For

some people it is said that playing video games has a number of reasons to be played, for it can

be a stress reliever, challenge and competition, relaxation, enjoyment, socialinteraction, and

even mentally escaping from the real world. This study was conducted to assess and find out

the impact of on-line gaming on the academic performance and social behavior of the students

in the Polytechnic University of the Philippines-Laboratory High School. Furthermore, this study

sought answers on the significant relationship between playing on-line games and academic

performance and to social behavior of the students. The study revealed that boys are more of a

player compared to girls who often play games that require three or more players like League

of Legends, Clash of Clans, Crossfire and many more to mention. It is also stated that those who

play online games are around 14-15 years old who are believed to be in the Grade 8 level.

These students who often play games have an average weekly allowance of 101 pesos to 500
pesos. Playing online games do not affect their grades badly for they know how to limit

themselves. They know that they need to control themselves in order to function well in their

class that is why they only play games during vacation and weekends with a lot of time

compared when they have classes. Even though they play online games; they know how to

socialize well and they can perform very well when it comes to academic performance.

However, it is inevitable not to play even for half an hour especially when they are accustomed

to it. Therefore ,it is just a matter of discipline (Dumrique and Castillo, (2018 )

In a published book by Marc Prensky (2006), he presents the case - profoundly

countercultural but true nevertheless - that video and computer game playing, done

appropriately, is actually very beneficial to today's "Digital Native" kids, who use them to

prepare for life in the 21st century. He further believes that kids are so attracted to

these games because they are learning about important "future" things, from collaboration,

to prudent risk taking, to strategy formulation and execution,to complex moral and ethical

decisions. This study was conducted in order to provide a point of reference information

on the academic performance of computer gamer students of PIT-Tabango Campus. A total of

82 identified computer gamer students enrolled across all levels and across all the programs

offered in Palompon Institute of Technology-TabangoCampus for the school year 2015-2016

were involved in the study. It uses secondary data in the form of grades reflected in the

student prospectus; likewise, a questionnaire was utilized in satisfying the research

inquiries. Based on the evaluative measures set by the school, results showed that an

astonishing sixty (62) percent of the gamers were good performers in the academe.

Twelve (12) percent were having an incomplete gradewithin the entire school year and seven
(7) percent were dropped out of school duringthe second semester. Based on the findings of

the study, it was revealed that being acomputer gamer may affect the students’ academic

performance negatively if; a gamer plays too much (more than four hours a day), a

gamer plays too often (more than four timesa week), and a gamer plays until late night (10 to

12 midnight). Researchers recommended an in-depth study to include factors that were not

embraced in the study, so as to help those computer gamers who have low performance in the

academe (Lumbay, C ; Larisma, C Caben M. ; Centillas Jr., Catalino L. (2017))

This cultural arm as a quiet and effective media has effected all aspects of our life.

Children, teenagers and adults are attracted to them interestingly and receive their evident and

hidden messages ]. Because of the fascinated attraction of these games for children and

teenagers, they spend a lot of time playing games, in fact students spend their mental and

nervure energy on these games to finish the games with tired eyes and mind The computer

game industry has flourished to become the world’s largest entertainment, one of the

problem students playing with electronic games for long time without thinking about negative

affections especially on their GPA. In this paper to present impact of computer games on

creativity and academic achievement of basic school students, we proposed a

questionnaires form for 100 students at basic schools. The result of our research explained

that the students playing between 1-3 hours per day with electronic games their GPA ot

decreased or very few which is -0.22% per hour, in same time students that playing

more than 3 hours per day their GPA decreased more which is -2.41% per hour. The

result help the students to play with electronic games carefully, because if they playing

for few hour not return negative affection and sometimes helped them to opining their
mind and study, but if playing for more than three hours most time return negative affection

for their GPA. (Karzan ,Shano,Bayan 2017)

Digital game-based learning is an instructional method that has shown promise in

adult education and learning (Anderson, Anderson, & Taylor, 2009). Digital game-based

learning combines educational content with the use of video games. The digital games are

explicitly designed for educational purposes and have the capability to engage a diverse of

learning styles and behaviors. Technological advances have provided educational institutions

the capability to explore various online teaching strategies such as digital games in the

classroom.Though games can be used to engage various learning styles and behaviors, the

platform is mainly practiced at the secondary educational grade level with traditional-aged

students. Little research literature exists that explores the influence of digital gamebased

learning on the academic achievement of nontraditional undergraduate students. An extensive

literature review of 77 articles was conducted using the procedure developed in Cooper’s

Taxonomy (1998) for analyzing and synthesizing literature. Cooper’s system involved (a)

formulating the problem, (b) collecting data, (c) evaluating data appropriateness, (d) analyzing

and interpreting relevant data, and (e) organizing and presenting the results. This scoping

literature review explores how digital games can be used in the educational environment to

support the learning of nontraditional students.( (Turner, Johnston , Kebritchi , Evans, and

Heflich2018)

Most recent trends show that online games that had started in the 20 1st century

have become popular, giving rise to studies on Internet gaming addiction, presenting the
outcomes of too much exposure to it, most particularly, on the negative effects and the

resulting associated risk factors (Kuss, November 14, 2013). As early as 1983, the report of

the first research on gaming addiction pointed out that video gaming addiction is a problem

for students (Soper and Miller, 1983;31:40–43). Sometime later, Shotton (1989), published

the first experimental study on gaming addiction based on self-reports of young male players

who claimed that they were “hooked”on their games. Online gaming in the 2000s, giving

rise to internet gaming addiction, has been prevalent toward the present young

people,even among students in the schools. The study investigated on how online gaming

touched on the academic responsibility of the Bachelor Of Science In Marine Engineering

(BSMarE) II students at CEBU the TECHNOLOGICAL UNIVERSITY DAANBANTAYAN CAMPUS

Daanbantayan, Cebu (University) toward creating an awareness among them on the possible

effects to their study; thus, focusing on online games spent most of the time, per cent of time

spent on online gaming per day, per week; extent of impact of online gaming to academic

responsibilities (daily attendance in classes, assignments, daily review of lesson and study, and

projects), and proposed learning procedure to minimize negative effects of online gaming, as a

number of students in the University have been observed to be engaged in online gaming, as

addiction to online gaming has been cited to have negative effects, as giving rise to associated

risks in student life,as quitting or failing, with the goal of having a base as to how schools

could judiciously keep the students in schools with regulated, if not totally, curbed

online gaming while still studying. To gather the needed data, the descriptive survey

method was used, utilizing the questionnaire technique that also served as the interview

guide, among the 60 stratified sampling, out of the total of 149 BSMarE II students, by
section, of respondents, which gathered data were subjected to statistical tools, as

percentage and chi-square analysis, for their analysis and interpretation. The findings

revealed that online games spent most of time were Defense Of The Ancient (19 or 31.67

per cent), Facebook Application (15 or 25 per cent), Crossfire (10 or 16.67 per cent),

Continents (nine or 15 per cent), NBA 2K Series (six or 10 per cent), and Kabal andRAM Online

(one or 0.0167 per cent, each); per cent of time spent on online gaming per day, per

week, was in Class C and D levels only, with less than 30 per cent of the time; extent of impact

of online gaming as to addiction level with academic responsibilities showed significant

relationship with attendance, assignments, daily review of studies, respectively, but not

with project; concluding, thus, that BSMarE II students chose generation-trending online

games on themes (survival, teamwork, adventure, and competition), generally, with levels

of addiction as not so serious, being Class C and D levels only, reflecting that academic

responsibility was being affected by online addiction’s level in attendance, doing

assignments, daily review of studies, though, not on project; recommending, then, that

students be aware on negative vibes that online gaming may bring to studies through

school-conducted online addiction awareness programs and teachers, too, by seminar

workshops on ways of handling online gaming addicted students.( . Gulbe, Casia, . Conde,.

Cruz, Jr2016 ).

The addiction to the rivalry and excitements of the games make them the most

common recreational programs for today's teenagers, so that they do anything to reach a

higher level of the game, they immerse in the game so much that they completely separate

from their surroundings. Challenging with the obstacles and reaching a higher level in the
game, make the players excited and losing the game make them anxious. The study

population includes all students in the second year of public guidance schools in the city of

Isfahan in the educational year of 2009-2010. The sample size includes 564 students selected by

multiple steps stratified sampling. Dependent variables include general health in dimensions of

physical health, anxiety and sleeplessness and impaired social functioning. Data were

collected using General Health Questionnaire (GHQ-28) scale and a questionnaire on

addiction to computer games. Pearson's correlation coefficient and structural model were

used for data analysis. There was a significant positive correlation between students'

computer games addiction and their physical and mental health in dimensions of physical

health, anxiety and sleeplessness. There was a significant negative relationship between

addictions to computer games and impaired social functioning. The results of this study are in

agreement with thefindings of other studies around the world. As the results show, addiction

to computer games affects various dimensions of health and increases physical problems,

anxiety and depression, while decreases social functioning disorder.(Zamani, , Chashmi ,Hedayati

2009)

Computer games have existed as a major recreational activity since the

introduction of Pong in the 1970’s. Since the introduction of the personal computer the

availability of electronic entertainment has increased drastically, becoming available in

locations where it was previously unaccessible. Playing computer games at work is often

discouraged, even though there is evidence that work breaks increases productivity and that

computer games can be beneficial. We investigated the effects of computer games, particularly

short Internet based games, on productivity, especially when games are played during short
breaks. We conducted two studies simulating work in anoffice environment, and examined the

impact of computer game breaks. Although our investigations proved inconclusive, our

methodology can be used for future investigations into this subject (Anastasia , Chaplin2005).

The academic performance and cognitive consequences of playing video games

have been an ongoing debate in both the educational environment and the public. While it is

still arguable whether playing video games actually affects students’ academic performance,

recent studies of many educators have considered digital games as an educational tool to foster

students’ learning interests and motivation (Choi et al. 2013; Jennifer Henderlong Corpus

2009; Van Eck 2006) and deliver different levels of knowledge more effectively. Video-

game playing is popular among college students. Cognitive and negative consequences have

been studied frequently. However, little is known about the influence of gaming behavior

on IT college students’ academic performance. An increasing number of college students take

online courses, use social network websites for social interactions, and play video games online.

To analyze the relationship between college students’ gaming behavior and their academic

performance, a research model is proposed and a survey study is conducted. The study

result of a multiple regression analysis shows that self-control capability, social interaction

using face-to-face or phone communications, and playing video games using a personal

computer make statistically significant contributions to the IT college students’ academic

performance measured by GPA (Chih-Hao , Kwak Yurov,. Yurova 2012).

A number of studies indicate that electronic games are now aroutine part of normal

childhood and adolescence (e.g., Greenberg,Sherry, Lachlan, Lucas, & Holmstrom, 2008; Ito et al.,

2008;Lenhart et al., 2008; Olson et al., 2007; Roberts, Foehr, & Rideout,2005). Until recently, most
studies on video games have focused on potential harms to children from exposure to inappropriate

game content. Some researchers are now exploring what children can gain from electronic games, often

emphasizing their potential to teach academic skills. The potential benefits and uses of electronic games

are best understood in the context of children’s motivations for play. Electronic games are now an

everyday part of childhood and adolescence. The debate has moved fromwhether children should play

video games to how to maximize potential benefits and to identify and minimize potential harms. To do

this, we must understand what motivates children to play electronic games and what needs the games

meet. Drawing on a survey of 1,254 middle school children, focus groups with boys and their parents,

and findings from other quantitative and qualitative research, the author describes a variety of

motivations for video game play (including games with violent content) and how these may vary based

on factors such as mood, environment, personality, and developmental stage. The findings are put into

the context of normal development, and suggestions are given for parents, educators, and researchers.

(Cheryl K.Olson2010).

When someone is more likely to spend more time in playing online game, some

of them may end up with being addicted to it. Based on established researches, it’s an

interesting discovery about the reasons behind why young people start to play online games as

well as how playing such games affects the daily lives and activities of them. The first computer

games is generally assumed to be game Spacewar, developed in 1962 at MIT (Stephen Russell

a.o). As the games starts to widen, young people, especially students, correspondingly get

addicted to the online games. Researchers are starting to make a conclusions that online games

was becoming a growing phenomenon for those you often plays it. An online game is a video

played over some form of computer network. This usually the internet or equivalent

technology, but games have always used whatever technology was current.( The effects of
Online Games in the Academic Performance of Grade 11 students in Green Fields Integrated

School of Laguna”2018)

CHAPTER III: MATERIALS AND METHODS

3.1 Research Design