JL Monster

CHAPTER III
RESEARCH METHODOLOGY
As it is indicated in the title, this chapter includes the research methodology of playing
brainstorming application such as maze games. In more details, in this part the
researchers outlines the research strategy, the research method, the research
approach, the methods of data collection, the selection of the sample, the research
process, the type of data analysis, the ethical considerations and the research
limitations of the project. The research held with respect to this dissertation was an
applied one, but not new. Rather, numerous pieces of previous academic research exist
regarding the different online games and its effect in our physical, mental and emotional
aspects.
Research Design
Descriptive associational research method has been used for this study. The aim of the
descriptive perspective is to determine related cases. This type of research is used to
demonstrate associations and relations between two and more variables (Karasar,
2009).
The Population and Sample of the Study

The population of this research involves all college students in Pangasinan State
University, Bayambang Campus. The sample for the research consists of 61.8 % (n=81)
female, 38.2 % (n=50) male, total 131 high school students. The sample was selected
through criterion sampling method of the purposive sampling. Students who had their
own personal computers were set as a criteria.
Instruments
“Online Game Addiction Scale” and Biographic-Demographic Information Forms were
used to collect data. Biographic and Demographic Information Form was prepared by
the researcher. It consisted of 12 questions. In this form the participants were asked to
answer questions related to (gender, which class he/she attends etc.) as well as
computer-internet related questions. “Online Game Addiction Scale” was developed by
Kaya and Başol (2013). The Cronbach’s alpha reliability coefficient score of the scale
is .91. In Online Game Addiction Scale there are three subscales. These subscales are
troubles, success and economic profit. Troubles subscale reflects the level of the
trouble experienced because of the habit of playing online games. High scores meant
having high level of troubles and low score meant avoiding troubles. Success subscale
indicated the level of one’s “continuously playing in order to satisfy oneself and the
player’s gaining a sense of achievement that depends on playing online games. High
success score implies high level of sense of success, while low scores mean no sense
of success. Economic profit subscale refers that to the level of achieving economic
gains and the effects of these gains by playing online games. The high score shows
high level of economic profit and low scores show that player does not have any
economic profit from online games. “Maze Game Scale” has a reliability score.
Reliability scores of subscales are .70 for the trouble subscale, .70 for the success
subscale and .76 for the economic profit subscale respectively.
Data Analysis
All analysis were performed by using the SPSS for Windows. Considering purposes of
the study percentage documentation average, independent samples T-test and Pearson
moment’s correlation were figured out in data analysis. The statistical significance level
was accepted as .05 in the study.
RESULTS
In this study, 131 students were selected using the personal computer criteria. It was
applied to the high school students. The group included 61.8 % (n=81) female, 38.2 %
(n=50) male students. The results of the study are presented as follows: The first sub-
question of the research: “Is there any statistical difference between online game
addiction and gender?”
Table 1. Comparing Students’ Gender with Online Game Scale Scores

The relationship between gender and the Online Game Addiction subscales was
examined through independent samples T-test.
It was determined that there was a statistical significant difference between, female
( =1.57 ± .64) and male students ( =2.28 ± 1.06) and trouble subscale scores (p=.000).
There was a statistical significant difference between female ( =2.38 ± 1.15) and male
( =3.26 ± 1.12) students and success subscale scores (p=.000). There was a statistical
significant difference between female ( =1.42 ± .59) and male ( =2.38 ± 1.34) students
and economic profit subscale scores (p=.000).
There was a statistical significant difference between female ( =1.85 ± .71) and male
( =2.67 ± .88) students and OGA general scores (p=.000). The other sub-questions of
the research are “Is there any statistical meaningful correlation between online game
addiction and experience of computer use?”, “Is there any statistical meaningful
correlation between online game addiction and experience of internet use?”, “Is there
any statistical meaningful correlation online game addiction between playing online
games?” and “Is there any statistical meaningful correlation between online game
addiction and daily duration of online gaming?”
Table 2. Correlation of Online Game Addiction Subscales Test Scores with Experience
of Computer – Internet Usage, Playing Online games and Duration Scores
The aim was to investigate the correlation between Online Game Addiction subscales
and the experience of computer usage, experience of internet usage, playing online
games, daily duration of playing online games of the students with the scores of these
scales with Pearson Moment’s Correlation Test applied and these results were
determined.
Statistically meaningful mild positive correlation was found between trouble subscale
score and experience of computer usage (r=.237), experience of internet usage
(r=.174). Statistically meaningful moderate positive correlation was found between
trouble subscale score and playing online games (r=.451). Statistically meaningful mild
negative correlation was found between trouble subscale scores and daily duration of
playing online games (r=-.308).
Statistically meaningful mild positive correlation was found between success subscale
and experience of computer usage (r=.241), experience of internet usage (r=.175).
Statistically meaningful moderate positive correlation was found between success
subscale score and playing online games (r=.597). Statistically meaningful moderate
negative correlation was found between success subscale scores and daily duration of
playing online games (r=- .485).
Statistically meaningful mild positive correlation was found between economic profit
subscale score and the experience of computer usage (r=.273), experience of internet
usage (r=.144). Statistically meaningful moderate positive correlation was found
between economic profit subscale score and playing online games (r=.457). Statistically
meaningful mild negative correlation was found between economic profit subscale
scores and daily duration of playing online games (r=-.348).

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CHAPTER III

The Population and Sample of the Study

Table 1. Comparing Students’ Gender with Online Game Scale Scores

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