PERCEIVED EFFECT OF ONLINE GAMES ON THE CRITICAL THINKING SKILLS OF GRADE 9 AND 10 HIGH SCHOOL STUDENTS OF ST. JOHN'S INSTITUTE, INC.

This study is grounded in the Theory of Game-Based Learning (GBL) and aims to investigate the perceived effects of online games on the critical thinking skills of Grade 9 and 10 students. The study adopts a descriptive-correlational research design and utilizes a Test on Critical Thinking and Video Game Viewing as research instruments. Data was collected from the students of St. John's Institute, Inc., Infanta, Pangasinan, during the academic year 2022-2023. The findings indicate that, when taken as an entire group, the extent of perceived effect of online gaming was described as "Less Proficient," while the critical thinking skills were described as "Highly Accomplished." When classified by grade level, Grade 9 students exhibited a "Developing" level in the perceived effect of online games and a "Highly Accomplished" level in critical thinking skills. Grade 10 students, on the other hand, showed a "Less Proficient" level in the perceived effect of online games and a "Highly Accomplished" level in critical thinking skills. Furthermore, there is a significant difference in the perceived effects of online games on critical thinking skills when classified by grade level. The study concludes that there is a significant relationship between online gaming and critical thinking skills, although previous research has produced mixed results. Recommendations for further research include conducting similar studies with different student populations, extending the duration of the study, using other online games with appropriate evaluation rubrics, increasing awareness among teachers and parents about the potential benefits of online games in developing critical thinking skills, integrating online games as a teaching strategy, and considering the integration of online games into the curriculum