INTRODUCTION

Background
Megonigal(2011) Games today come in more forms, platforms, and genres
than any other time in human history. We have single-player, multiplayer,
and massively multiplayer games. We have games you can play on your
personal computer, your console, your hand-held device, and your mobile
phone not to mention the games we still play on fields or on courts, with
cards or on boards.
So what are the factors why people play these games?.So how does it really
affect us students? Change our routines, alter our study habits, way of
approaching to others, our academic performance? And eventually affecting
those we hold most dear. Also Burgess, Stephen R.; Stermer, Steven Paul and
Burgess, Melinda C. R. of College Student Journal , Vol. 46, No. 2 said that,
The relations between media consumption, especially TV viewing, and
school performance have been extensively examined. However, even though
video game playing may have replaced TV viewing as the most frequent
form of media usage, relatively little research has examined its relations to
school performance, especially in older students. We surveyed 671 college
students concerning their history of video game usage and school
performance. In general, video game players had lower GPAs, but this finding
varied by gender. Video game players also reported a greater likelihood of
playing video games to avoid doing homework. There were consistent
negative associations between liking to play violent video games and school
performance." Being said, we can conclude that videogames have taken up
pace and is dominating over T.V. as the most frequent media usage, which in
fact may spell trouble for students. It is also said that students who play
videogames reportedly have lower GPAs meaning it (videogames) are taking
away students attention from their studies. But why do students get involved
in playing videogames? What factors are involved? Why students are
immersed in this so called escape from reality?

Statement of problem
This paper aims to know the factors why students are engaged in computer
games. It encompasses variables that may affect the desire of the students
to play. Also it will find out the leading factor on why the students of OLLCS

are involved in such way of entertainment or as we are concerned,

graphically bent, bounded by rules reality.
Conceptual Framework
Significance of the research
This study aims to know why students are engaged in computer games. This
research can be useful for the teachers, parents and for the students as well. At the
time the factors were determined, the parents would able to know the roots of their
son/daughters addiction in computer games thus they will able to fix their childs
behavior through manipulating the childs action towards the source. For example if
the root is lack of discipline of parents, the parents would adjust through adding
disciplinary measures to their children. To teachers will know the root of one of the
obstacles of the students in studying which is computer games through knowing
this they can implement programs through the help of the school to reduce
students activity in computer games so their students will become more productive
towards their academics. To students, they will able to know the factors why they
are engaged in these games, factors that some are unaware of, through this they
could adjust their computer games activity by avoiding the source that could bring
benefits to them such as improving their academic performance and strengthening
their social life.

Scope and limitation of the survey

The scopes of this study are only the factors or reasons why students are engaged
in playing computer games. This study will not scope the possible effects of
computer games towards the students. This research do not aims to know the
possible actions or solutions for students activity toward computer games such as
routine, disciplinary measure etc.

Definition of the study

CHAPTER II
Review of related Literature
CHAPTER III : METHODOLOGY

CHAPTER IV: PRESENTATION and Analysis of Quantitative/Qualitative

Data
CHAPTER V: Summary, Conclusion, and Recommendation