Abstract
The study aimed to assess the frequency and type of video games played by Grade Four pupils, the time spent gaming per week, teachers' perceptions of video games' effects on study attitudes, and gender differences in gaming habits. Conducted in three schools of Valencia City District III—Vintar Elementary School, Kahaponan Elementary School, and San Isidro Elementary School—the study employed a descriptive research design. A total of 109 pupils and five teachers participated, with data gathered through questionnaires. Statistical tools such as percentage, mean, standard deviation, rank, and t-test were used for analysis. Findings showed that fighting games were the most frequently played, though pupils spent limited time on gaming. Teachers agreed that video games influence pupils' work and study attitudes. While no significant gender difference was found in overall gaming frequency, role-playing games showed a notable gender-based variation. Recommendations for parents include monitoring the type of games children play, selecting age-appropriate and educational games, limiting screen time, and encouraging alternative activities for balanced development. Teachers should closely monitor attendance, use engaging teaching materials, and discourage pupils from visiting computer shops during school hours. Pupils are encouraged to prioritize studies, choose educational games, and follow parental guidance.
