Perception on The Effects of Online Gaming to Their Academic Performance Among Moncast Marketing Management Students

Abstract

This study examined the perception of students regarding the effects of online gaming on their academic performance among Marketing Management students at the Monkayo College of Arts, Sciences and Technology (MONCAST). The study employed a quantitative descriptive research design using a survey questionnaire based on a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Descriptive statistics, particularly the mean and standard deviation, were utilized to analyze the data collected from the respondents.
The findings revealed an overall mean score of 3.53 with a standard deviation of 0.60, indicating that students generally agree that online gaming has noticeable effects on their academic performance. The relatively low standard deviation suggests that the responses of the participants were fairly consistent, reflecting a similar perception among students regarding the influence of online gaming on their academic-related activities. The results imply that while online gaming is a common leisure activity among students, its impact on academic performance depends largely on how students manage their gaming time and academic responsibilities.
The study concludes that online gaming is perceived by Marketing Management students as a factor that may influence their academic performance, both positively and negatively. Therefore, students are encouraged to practice responsible gaming habits and effective time management to maintain a balance between entertainment and academic responsibilities. Educational institutions may also promote awareness programs on digital well-being and responsible gaming. Future researchers are encouraged to explore additional variables such as gaming frequency, types of games played, and self-regulation skills to further understand the relationship between online gaming and academic performance.