Game Over for Grades: Gaming Addiction’s Killer Blow to Student Focus and Success

This study examined gaming habits, student focus, and academic performance among Grade 4–6 pupils from two public elementary schools in Lutayan District II, Sultan Kudarat, Philippines, during the School Year 2025–2026. Using a descriptive-correlational design, the researchers included 153 pupils from a total population of 247. The sample was determined through Slovin’s formula using a 5% margin of error and was then proportionally allocated between the two schools. A modified self-administered questionnaire was used to describe how often and how long pupils played games, as well as different aspects of their focus during learning activities. Academic performance was described using the pupils’ grades. The questionnaire had a Cronbach’s alpha of 0.70. Gaming frequency (M = 3.80, SD = 1.10) and duration of play (M = 3.73, SD = 1.12) were both interpreted as Often. The student-focus indicators were also generally rated Often: attention span had a mean of 3.59 (SD = 1.16), distraction had a mean of 3.80 (SD = 1.05), and ability to concentrate had a mean of 3.80 (SD = 1.13). The respondents had a mean grade of 85.93, which was interpreted as Very Satisfactory. The analysis showed a statistically significant but weak positive association between gaming involvement and student focus, r = 0.28, t(151) = 3.58, p < .001, with r² = 7.84%. These results show an association between gaming involvement and student focus. These findings suggest that gaming involvement is weakly associated with student focus, highlighting the importance of considering pupils’ gaming habits alongside other factors that may influence their attention and concentration during learning activities.