EFFECTS OF PLAYING DOTA

TO THE CLASSROOM
BEHAVIOR OF GRADE 10
STUDENTS
DORADO, JAKE DARYL
.
FLORES, RAYMOND JOSEPH
ISON, JEROME
RICABORDA, DAN MATTHEW
SAN MIGUEL, JOEL
 OVERVIEW
The perception of the society towards DOTA is that it pollutes our
mind and causes unwanted behavior. But how true is it and does it
have positive effects along with it? It might be true that DOTA
may be the reason to the unwanted behavior of a person. But the
real problem might be the addiction and not DOTA itself.
Behavior is a very important thing for people especially the youth
because they are the ones who needs good behavior the most.
This study is conducted to know the effects of playing DOTA to the
Classroom Behavior of Grade 10 students of HTA.
 REVIEW OF RELATED
LITERATURE AND STUDIES
Engr. Clarence (2012) DOTA may have good benefits but it corrupts
the mind and the way the youth thinks. Health,
money, moral values were not given importance
because of it.
Radandish (2013) There was a correlation between the amount
of computer game usage and behavioral
problems between withdrawn/depression,
depression/ anxiety, social problems, rule-
breaking problems, and aggressive behavior.

Belonio (2015) The analysis revealed that the personality and

behavior of respondents did not exhibit an
increase in aggressiveness as a result of
video game play or content.
 INTRODUCTION
The effects of computer games especially DOTA towards student had
been evident ever since. This study aims to find out what are the effects
of playing DOTA to the classroom behavior of Grade 10 students if
there are any. Majority of the students in Holy Trinity Academy is
exposed to computer games because it is surrounded with internet cafes
around it. The researchers would like to know if DOTA has an effect to
the classroom behavior of grade 10 students. With all these reasons the
researchers came up to have a study about it:
• To Identify the effects of playing DOTA to the classrom behavior
of grade 10 students of Holy Trinity Academy
• To know if their classroom behavior is related to playing DOTA
• To determine if there is a significant effect of DOTA to their
classroom behavior
 STATEMENT OF THE PROBLEM
The present study which is entitled “The Effects of Playing DOTA
to the Classroom Behavior of Grade 10 Students” aims to answer
the following research questions:
• How does playing DOTA affect the classroom behavior of the students?
• What is the relationship of playing DOTA to their classroom behavior?
• How does their classroom behavior affect their classroom interaction?
 METHODS
• Non-probability sampling is applied in order to
select the participants needed for the research.
• Purposive sampling technique is used wherein 25
DOTA players from grade 10 were surveyed and
after that, 5 were chosen to be interviewed.
 DATA COLLECTION
• Data are collected from the grade 10 students of
Holy Trinity Academy.
• Surveys are given with consent form that is signed in
order to participate in the study. The content of the
survey was a likert scale of frequency to know how
often they act positive and negative behaviors.
• Out of the 25 DOTA players, only 5 were
interviewed and structured interview was used.
 DATA ANALYSIS
Effect of playing DOTA to the Classroom Behavior of Students
a. There was no direct effect of playing DOTA to the classroom
behavior of students.
b. Although there was no effect of playing DOTA to the classroom
behavior of students, it had improved their strategic skills and
made the way they speak english better because of DOTA
based on the interview.
• Relationship between playing DOTA and Classroom Behavior
There is also no significant relationship between the classroom behavior
of students and playing DOTA since it has no effect to their classroom
behavior.

• Classroom Behavior and Classroom Interaction

Their classroom interaction is just like a normal classroom interaction.
Majority of the Students are actively participating in the discussion and
students behaving normally.
 SUMMARY
• The major result that came out is that there is no effect of
playing DOTA to the classroom behavior of students. However,
based on the interview, playing DOTA had improve the way they
focus and their english speaking skills. This means that the game
DOTA can positively affect us while the classroom behavior is
not affected.
• On the other hand, another result was found that the way they
interact with their cclassmates and teachers are just the same
and normal. They may say bad words at times but they still treat
their classmates and teachers with respect.
• Lastly, it came out that playing DOTA had improved
their strategic skills and also their decision making skills.
Also, they also got motivated and inspired to study
harder because of DOTA.
• In totality, there are a lot of results that came out when
the researchers analyzed all the sources and references
they have gathered, but what is mentioned above are
those the researchers really needed to answer the
research questions they have provided
 CONCLUSION
In connection with the summary of the findings The
researchers found out that there is no significant
relationship between playing DOTA to their classroom
behavior. Lastly from the interview, it showed that DOTA
helped them to have better decision making and
communicating skills. Although there is no direct effect of
playing DOTA to their classroom behavior, This means
that they can averagely perform in their playing DOTA to
their classroom behavior But, it is still needed to be
played moderately. To arrive at this conclusion, the
researchers have used different sources of data, such as
questionnaires and interview which are considered to be
reliable.
 RECOMMENDATIONS
• Students should be responsible in playing DOTA because prolonged
playing of it may cause to DOTA addiction.
• It is also recommend to play DOTA if you want to improve your strategic
skills and English speaking skills because DOTA is a good way in
enhacing both of it.
• Teachers should be considerate because if a student has a not so good
classroom behavior, it doesn‘t mean that only DOTA is the main factor to
it. He/she might have many factors affecting his/her classroom behavior.
 BIBLIOGRAPHY
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