This qualitative study explored the lived experiences of secondary school students who experienced academic decline due to excessive electronic gaming. E-games have become a dominant recreational activity among adolescents, often providing enjoyment, social connection, and cognitive stimulation. However, prolonged engagement has been linked to academic difficulties, including poor time management, reduced study habits, and emotional strain. The purpose of this study was to examine how learners described their academic and personal struggles while engaging in excessive gaming, and how they attempted to regain academic stability. Using a phenomenological design, eight participants from public secondary schools in the Philippines were purposively selected. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s (2006) thematic analysis approach. Findings revealed three overarching themes: (1) Loss of Academic Focus—students reported neglecting schoolwork, experiencing declining grades, and failing to balance study and play; (2) Emotional and Mental Strain—participants described guilt, stress, and anxiety associated with excessive gaming; and (3) Struggles in Balancing Priorities—learners struggled to regulate gaming behavior but showed resilience through self-discipline, limiting playtime, and behavioral adjustments such as deleting games. This study highlights the dual nature of gaming, as it serves both as a coping strategy and a source of academic stress. It emphasizes the importance of parental guidance, teacher intervention, and school-based digital literacy programs that support responsible gaming habits.
Alacida et al. (Thu,) studied this question.