Impact of online games on the academic performance of biology education students in Nigerian universities

Esther Ebele Akachukwu

doi:10.62672/gbl.v2i2.28

Authors

Esther Ebele Akachukwu Nnamdi Azikiwe University, Nigeria

DOI:

https://doi.org/10.62672/gbl.v2i2.28

Keywords:

Academic performance, Biology education, Nigerian universities, Online games

Abstract

Online gaming has become increasingly popular among university students, raising concerns about its potential influence on academic performance. This study examined the relationship between online gaming and academic performance among Biology Education students in selected Nigerian universities. A correlational research design was employed, involving 100 final-year students selected through simple random sampling. Data were collected using the Online Gaming Behaviour Questionnaire (OGBQ) and students' cumulative grade point average (CGPA) records. The instrument was validated by experts and demonstrated good reliability (α = 0.87). Data were analyzed using descriptive statistics, Pearson correlation, and SPSS version 26. The findings showed that both male and female students actively engaged in online gaming, although males spent more time on daily gaming, participated more frequently in multiplayer games, and reported greater study distractions. However, no significant gender differences were found in academic performance, with mean CGPAs of 3.236 for males and 3.232 for females. Pearson correlation analysis revealed a very weak negative relationship between online gaming and academic performance (r = −0.017), suggesting that increased gaming was associated with only a slight decline in academic achievement. Overall, the findings indicate that online gaming has a negligible effect on students' academic performance when gaming is appropriately regulated.

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