Learners' Addiction in Cyber Games and their Academic Performance: Basis for the Guidance Intervention Development and Sustainability Program

Abstract

INTRODUCTION

One of the perennial problems that our educators are facing today is the addiction of learners in cyber games. Most of the time, learners tend to neglect their obligations and responsibilities in school and at home and even spend more of their time playing different online games. Their studies are also neglected to result in dropping out of school. We are already in the modern world of technology. It implies that with the rising of technological advancement in our society today, part of it is the proliferating and unstoppable cyber games that learners are addicted to. Further, this study explored learner-driven measures to address this problem in order to minimize learners' addiction to cyber games resulting.

METHODS

A descriptive method was used. Parents also participated in the focus group discussions about their children's behaviors. The participants were identified thirty-two (32) male Junior High School learners, specifically those who are addicted to cyber games. The existing home visitation records of learners addicted to cyber games were used to gather the needed data. The data collected through a quantitative and qualitative analysis were treated using the frequency count, weighted mean and percentage. Averaging method of computing grades in learner's report card was utilized as the basis for the academic performance of learners.

RESULTS

The results showed that learners who engaged in cyber games performed poorly before the guidance intervention. Learners demonstrating this type of behavior also manifested an adverse and uncontrollable behavior at home -going home late at night and neglecting responsibilities -yet, significantly improved after the implementation of the guidance interventions. More so, a significant difference in the average grades of learners addicted to cyber games before and after the intervention program was remarkable.

DISCUSSIONS

It is understood that guidance interventions in the learning process play a substantial role in the lives of learners. An educational facility should come up with an unswerving learner-motivated and learner-driven innovations and strategies as pull factors to bring learners back into the limelight of education. More essentially, this study also recognized the necessity of stakeholders in the learning process and the holistic development of learners.