TIME SPENT IN PLAYING MOBILE GAMES AND IT’S RELATIONS ONE

GENERAL AVERAGE GRADE.,

SCHOOL YEAR 2023-2024

A Research Presented to the Faculty of the Senior

High School Department, San Policarpo
National High School,
Calbayog City

In Partial Fulfillment of the Requirements for

Inquiries, Investigations and Immersion
of Senior High School

Researchers:

Kim M. Cano
Apriel Cathlyn L. Taniegra
Mc Jhon Rene L. Sisiban
Charid Kim Monforte
Melanie Lamor
Mary Joyce Matchubar
Jillian Sabandal

May 2024

i
 APPROVAL SHEET

This research titled “TIME SPENT IN PLAYING MOBILE GAMES AND IT’S
RELATIONS ONE GENERAL AVERAGE GRADE” prepared and submitted by Kim
M. Cano, Apriel Cathlyn L. Taniegra, Mc Jhon Rene L. Sisiban, Charid Kim
Monforte, Melanie Lamor, Mary Joyce Matchubar, Jillian Sabandal. in partial
fulfillment of the requirements for Humanities and Social Sciences in Inquiries,
Investigations and Immersion course, has been examined and is recommended for
acceptance and approval for ORAL EXAMINATION.

RESEARCH COMMITTEE

JASON M. COLLAMAR
Research Teacher and Adviser

REY NICHOLSON G. SALURIO

Member

Accepted and approved in partial fulfillment of the requirements for the

course, Inquiries, Investigations and Immersion in Humanities and Social Sciences.

ROMEO D. CASTANTE
Principal IV

Acknowledgement

ii
 We would like to express our deepest gratitude and appreciation to all those

who have contributed to the successful completion of this research project. Without

their support, guidance, and assistance, this study would not have been possible. We

are also immensely grateful to the participants particularly the Senior High School

learners who took part to our study. Their cooperation and involvement were

essential to the data collection process. Our sincere appreciation goes to our fellow

colleagues and research team members who actively participated in various aspects

of this project. Their contributions in data analysis, discussions, and collaborative

efforts greatly enriched the outcomes of this study. We would also like to

acknowledge the contributions of all the individuals who reviewed and provided

feedback on our research. Their valuable suggestions and inputs helped to improve

the quality and accuracy of our findings. Lastly, we would like to thank our friends

and family for their unwavering support and understanding throughout the duration of

this research. Their encouragement and belief in us were vital in overcoming

challenges and staying motivated. Once again, we express our deepest gratitude to

everyone involved in this research. Your support and contributions have been truly

invaluable, and we are truly thankful for the opportunity to undertake this study.

- The Researchers

iii
 Dedication
would like to dedicate this research on the topic of "Time Spent in Playing

Mobile Games and Its Relations to General Average Grade" to all the students who

have participated in the study. Your willingness to share your experiences and

insights has been invaluable in understanding the impact of mobile gaming on

academic performance.

We would also like to express our gratitude to the researchers and scholars

who have contributed to the existing body of knowledge on this subject. Your

dedication and efforts have laid the foundation for this research, allowing us to delve

deeper into the relationship between mobile gaming and academic achievement.

Furthermore, We extend our appreciation to the educators, parents, and

guardians who have supported this research. Your commitment to the well-being and

educational development of students is essential in creating a conducive

environment for learning.

Lastly, We dedicate this research to anyone who seeks to gain a better

understanding of how the time spent playing mobile games can influence general

average grades. May this research contribute to the ongoing discourse surrounding

digital technologies and their impact on students' academic performance.

- The Researchers

iv
 TABLE OF CONTENTS

TITLE PAGE

TITLE PAGE……………………………………………………………………… I
APPROVAL SHEET…………………………………………………………….. Ii
ACKNOWLEGMENT……………………………………………………………. Iii
DEDICATION…………………………………………………………………….. Iv
TABLE OF CONTENTS………………………………………………………… v-vi
LIST OF TABLES……………………………………………………………….. Vi
LIST OF FIGURES……………………………………………………………… Vi
ABSTRACT………………………………………………………………………. Vii

CHAPTER I: THE PROBLEM AND ITS SETTING

Introduction………………………………………………………………. 1-3
Statement of the Problem………………………………………………. 4-5
Theoretical Framework…………………………………………………. 6
Conceptual Framework…………………………………………………. 7
Significance of the Study ………………………………………………. 8-9
Definition of Terms………………………………………………………. 9-10
Scope and Limitation of the Study…………………………………….. 10

CHAPTER II: REVIEW OF RELATED LITERATURE AND

STUDIES
Related Literature……………………………………………………….. 11-12
Related Studies………………………………………………………….. 12-13

CHAPTER III: RESEARCH METHODOLOGY

Research Design………………………………………………………… 14
Locale of the Study……………………………………………………… 14-15
Respondents of the Study……………………………………………… 15
Sampling Technique…………………………………………………….. 16
Research Instrument……………………………………………………. 16
Statistical Treatment of Data…………………………………………… 16-17

CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION

v
 OF DATA
Presentation, Analysis, and Interpretation of Data…………………… 18-27

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
Summary of Findings……………………………………………………………. 28-29
Conclusions………………………………………………………………………. 29-30
.
Recommendations……………………………………………………………….. 30

APPENDICES
Letters…………………………………………………………………………… 32-33
…
Instrument………………………………………………………………………… 33-36
Timetable
Curriculum Vitae…………………………………………………………………. 37-46

LIST OF TABLES

Table 1: Usage Of Computer Programs Like Microsoft Office……………… 18

Table 2: Frequency Of Using Computer Programs………………………….. 18
Table 3: Alternative Used For Academic Output……………………………… 18
Table 4: Microsoft Usage on the Curriculum…………………………………. 20
Table 5: Prevalence Of Microsoft Office Programs For Academic Output… 22
Table 6: Academic Outputs Requiring The Use Of Microsoft Office……….. 23
Table 7: The Complexity On The Use Of Microsoft Programs……………… 24
Table 8: Difficulty In Using Specific Microsoft Office Programs…………….. 24
Table 9: Ease Of Using Specific Microsoft Office Programs………………… 25
Table 10: Opinions On Teaching Computer Programs………………………. 26
Table 11: Perceived Helpfulness Of Computer Programs For Students…... 26
Table 12: Devices Used To Access Microsoft Office………………………… 27

LIST OF FIGURES
Paradigm of The Study………………………………………………………… 7
Senior High School Building – San Policarpo National High School……… 14
Satellite Imagery of Barangay San Policarpo………………………………... 15
Respondents of the Study……………………………………………………... 15

vi
 Abstract

This study aims to investigate the correlation between the time spent playing

mobile games and the general average grade of students. With the increasing

popularity of mobile games among students, it is crucial to understand the potential

impact on their academic performance. The research sample consists of [number]

students from [school/university] who were surveyed regarding their mobile gaming

habits and academic achievements.

Through statistical analysis, the study found a significant negative correlation

between the time spent playing mobile games and the general average grade of

students. The findings suggest that excessive engagement in mobile gaming might

have detrimental effects on academic performance. The study also explores potential

factors influencing this relationship, such as the frequency of gaming sessions, game

genre preferences, and time management skills.

The implications of this research highlight the importance of promoting a

balanced approach to mobile gaming among students. It emphasizes the need for

educational institutions, parents, and policymakers to raise awareness about

responsible mobile gaming habits and encourage effective time management

strategies. Further research is recommended to delve deeper into the underlying

mechanisms and to explore potential interventions that can mitigate the negative

impact of excessive mobile gaming on academic performance.

vii
viii
 Chapter I

The Problem and Its Setting

Introduction

Mobile gaming has become increasingly popular among children and

adolescents in recent years. With the widespread availability of smartphones and
tablets, young people are spending more time engaging in mobile gaming
activities. The rise in mobile gaming has raised concerns about its potential
impact on various aspects of their lives, including academic performance. This
chapter aims to explore the relationship between the time spent playing mobile
games and its impact on general average grades among children and adolecents.
By examining the relationship, we can gain valuable insights into the potential
effects of mobile gaming on academic outcomes.
The use of technology, including mobile gaming, has become a significant
part of children and adolescents’ daily lives. It is crucial to understand the
potential consequences of excessive mobile gaming on academic performance, as
education plays a vital role in their future success. Previous research has
indicated that excessive screen time, including mobile gaming, may lead to
negative outcomes such as decreased attention span, poor academic
performance, and sleep problems. Therefore, it is important to investigate the
relationship between time spent playing mobile games and general average grades
to gain a comprehensive understanding of its impact on academic performance.
Existing studies have provide mixed findings regarding the relationship
between mobile gaming and academic performance. Some studies suggest that
excessive mobile gaming can be detrimental to academic outcomes, while others
argue that it may have no significant impact or even positive effects on certain
cognitive skills. However, the majority of these studies have focused on specific
age groups or have not specifically examined the relationship between time spent
playing mobile games and general average grade. Therefore, there is a need for
further research to provide a more comprehensive understanding of this
relationship among children and adolescents.

1
 This chapter aims to address the research gap by investigating the
relationship between the time spent playing mobile games and general
grades among children and adolescents. By examining this relationship, we can
gain insights into the potential impact of the mobile gaming on academic
performance. The findings of this study will contribute to the existing literature on
the effects of mobile gaming and provide valuable information for parents,
educators, and policymakers in developing appropriate guidelines and interventions
to promote healthy mobile gaming habits and support academic success among
young people average.

2
Statement of the Problem

1. What is the profile of the respondents in San Policarpo National Highschool in

terms of;
1.1 Age
1.2 Grade Level;
1.3 Strand

2. How many hours spent in playing Mobile games in terms of;

1.1 1 hours to 2 hours
1.2 2 hours to 3 hours
1.3 3 hours to 4 hours

3. What is the General Average of Senior high school student in the First
semester?

4. Is There a Significant Relationship between Time spent in mobile games and

their General Average in San Policarpo National High school?

5. Based on the Findings, What Recommendations can be suggested by

the researcher.

3
Theoretical Framework

The following major hypotheses make up the theoretical framework for investigating

the relationship between the amount of time spent playing mobile games and its impact on

overall academic grades:

1. Tecnology addiction theory: This theory suggests that playing mobile games

might be cause addictive behaviors that could be detrimental to academic performance.

2. Distraction Theory: According to this theory, playing mobile games too much

distracts people from their schoolwork, which could lead to lower.

3. Self -Regulation Theory: Stressing people’s ability to control their behavior, it

emphasizes how important it is to strike a balance between academic pursuits and

mobile gaming. It implies that detrimental consequences of excessive gaming may

be lessened by improved self-regulation abilities.

4. Cognitive Load Idea: According to this idea, playing mobile games might cause

cognitive overload, which impairs focus and performance in the classroom.

5. Social Cognitive Idea: According this idee, people pick up behaviors – including

time management – through social interaction and observation. As a result, peer

pressure and cultural expectations around gaming behavior could have an effect on

academic achievement.

6. Dual Process Theory: It distinguishes between automatic and conscious decision-

making processes and proposes that intentional academic endeavors may conflict

with habitual gaming tendencies. These ideas can be used to help researchers create

thorough studies that examine the complex relationships between academic

performance and mobile gaming while taking a variety of individual characteristics,

contextual factors, and potential mediators into account

Conceptual Framework

4
 In the first framework, it pertains to the profiles of the respondents,

including their age, grade level, strand. In the second framework, It pertains to

the Time spent in playing mobile games and its relationship on general

average grade. In the last framework, it pertains to what recommendations

can be made by the researchers based on the findings of the study.

TIME SPENT IN PLAYING MOBILE

GAMES AND IT’S RELATIONS ONE
GENERAL AVERAGE GRADE

INPUT PROCESS OUTPUT

The study aims to: Promote Awareness

and Education
IDENTIFY HOW MUCH Promote Self-
THEY SPEND TIME OF regulation Skills:
PLAYING MOBILE
KNOW THE
GAMES Collaborate with
FREQUENCY AND
Game Developers
THE NUMBER OF
USERS OF PLAYING IDENTIFY WHAT IS Integrate
MOBILE GAMES 20 THE GENERAL Gamification in
AMONG SENIOR HIGH AVERAGE (GWA) OF Education
SCHOOL STUDENTS. THE SENIOR HIGH
SCHOOL STUDENTS

Figure 1: Paradigm of The Study

5
 This study presented in the picture suggests a research study that

seeks to investigate the relationship between playing mobile games and

academic performance among senior high school students. The framework

provides a structured approach to understanding the factors involved and

suggests potential strategies for addressing the impact of mobile gaming

on students' educational outcomes.

Significance of the Study

In this study, we aim to explore and analyze the various factors that

influence consumer behavior in the digital era, with the goal of providing

valuable insights for businesses to effectively adapt their marketing strategies.

STUDENTS. This study holds significant importance for students as it

serves as an awareness tool, highlighting the potential consequences of

excessive video game consumption on their mental, physical, and emotional

well-being, in addition to its potential effects on academic performance.

PARENTS. This study is of significance to parents as it serve as warning

regarding the potential negative impact of allowing their children to engage in

addictive mobile games, which can adversely affect their children’s health and

academic performance. consequently, this can assist parents in monitoring

their children and setting limits to emphasize the importance of playing in

moderation.

TEACHER. This study is important for teachers because it helps them

6
understand the potential effects of excessive mobile game use among their

students. it can inform their teaching strategies and classroom management

by providing insights into factors that may impact students academic

performance and behavior in a more relatable way.

SCHOOL. This Study carries significance for the school as it provides insights

into the potential consequences of excessive video games consumption among

students. It enables the school to address these issues proactively. Incorporating

strategies to support students in maintaining a healthy balance between gaming and

their academic responsibilities.

FUTURE RESEARCHERS. Future Researchers can use this study as a

starting point to learn about how to much Mobile games playing affects students. It

helps them explore and discover the impact on student’s health and school

performance.

Definition of Terms

7
 ADDICTION. It refers to a stale of psychological or dependence (or both) on

the use of mobile games played by Senior high school students or their

general average grade (2015, APA. Org) In this study it defines the unhealthy

dependence on interactive social media.

GENERAL AVERAGE GRADE. It refers encompasses various aspects of a

student’s general average and accomplishment in school. It can include

Grades, Academic performance, Attendance, and Extracurricular activities. (2023, p.

oxford dictionary). In this study it defines to go over a subject again as

part of study or look at something another time.

STUDY HABITS. It refers to the essentially the ways in which a student

organizes his or her tiandme so that they can ratinely review and study.

Additionally, he claimed that your study skills are the routines you developed

while in school. (losare, 2015). In this study it defines reading, taking notes, and

reading study.

TIME SPENT. It refers to the creation of procedures and equipments that bost

production and effenciency. (Adego, 2013). In this study it defines to increase work

academic performance affectively or productively.

Scope and Limitations of the Study

8
 It is important to acknowledge certain limitations within the scope of the

study:

1. GENERALIZABILITY: The findings of the study may be limited to the

specific group of participants involved in the research. The result may

not be applicable to a broader population due to variation in

demographics, and educational systems.

2. SELF - REPORTING BIAS: The study relies on self-reported data from

participants regarding their mobile gaming habits and general average

grades. This may introduce a potential bias as participants may provide

inaccurate in incomplete information.

3. CAUSALITY: The study will focus on establishing a correlation between

time spent playing mobile games and general average grades. However,

it may not be able to determine a causal relationships, as other factors

such as study habits, motivation, and external influences can also

impact academic performance.

4. TIMEFRAME: The study will examine the relationship between time

spent playing mobile games and general average grade at specific

point in time. It may not capture long-term effects or changes in gaming

habits and academic performance over an extended period.

5. EXTERNAL FACTORS: The study may not consider other external

9
factors that can influence academic performance, such as socioeconomic statua,

parental involvement, or extracurricular activities. These

factors could potenially confound the relationships between mobile

gaming and general average grades.

6. RECALL BIAS: Participants may have difficulty accurately recalling the

time spent playing mobile games or their general average grades,

which could impact the reliability of the data collected.

10
 Chapter II
Review of Related Literature and Studies

In this chapter, the research delves into a comprehensive exploration of the

existing body of knowledge and scholarly works related to the research topic. By

reviewing the related literature, the research aims to identify gaps, trends, and

debates within the subject area.

Adachi, P. J. C., & Wiiloughby, T. (2013). This study investigated the

longitudinal relationship between strategic video game play, self-reported problem-

solving skills, and academic grades among adolescents. The findings suggested

that strategic video game play was positively associated with self- reported

problem- solving skills, which, in turn, predicted higher academic grades.

Dela Cruz, J. R. (2019). This research investigates the influence of mobile

gaming on the academic performance of Filipino college students. The study

reveals a negative correlation between excessive mobile gaming and academic

achievement. Students who spend more time playing mobile games may have

lower grades and academic performance compared to those who spend less time

gaming.

Gonzales, L. R. (2018). This study explores the impact of mobile gaming on

the academic performance of high school students in the Philippines . The findings

suggest a negative relationship between excessive mobile gaming and academic

achievement. Students who spend more time playing mobile games may have

lower grades and academic performance compared to those who spend less time

11
gaming.

Drummond,A., & Saver, J. D. (2014). This study examined the

relationship between video game play and academic performance in science,

mathematics, and reading among adolescents. The results indicated that video

game play was not associated with poorer academic performance in these

subjects.

Ferguson, C. J. (2015). This meta-analysis examined the effects of video

game play on aggression, mental health, prosocial behavior, and academic

performance in children and adolescents. The findings indicated that there was no

significant negative impact of video game play on academic performance.

Weaver, J. B., & weaver, S. S. (2009). This study explored the impact of

video game play on adolescent social network and academic performance. The

result suggested that video game play did not have a significant negative effect on

academic performance but rather influenced the composition of adolescent social

networks.

Carillo,V. D. Jr., De los Santos, J. R. N., & Conrillez, E. E. Jr. (2020). This

study conducted in the Philippines examines the relationship between mobile gaming

and academic performance among university students. The findings highlight the

negative impact of excessive mobile game usage on academic performance.

Students who spend more time playing mobile games may have lower grade and

academic performance compared to those who spend less time gaming.

12
 Savic T., Adzic, S. Toc, V.,Aleksic, M., & Zakic, N, (2023). The researcher

found that excessive gaming may have a negative impact on academic performance.

Student who spend more time playing video games may have lower grades

compared to those who do not play games as much. This study highlights the

importance of managing gaming habits to maintain a healthy balance between

academics and gaming.

Gentile, D.A. & Stone, W. (2005). This book chapter provides an overview of

research on the effects of violent video games on children and adolescents.

While it does not specifically focus on academic performance, it offers insights

into the broader impact of video game play on various aspects of children’s lives.

According to the study of Adzic (2021) titled “The impact of mobile games

on students educational outcomes “ suggest the student with high academic

achievement not only spend a significant amount of time playing moblie games

but also manage to maintain high academic grades. This implies that there might

be a potential correlation between mobile games usage and academic

performance, indicating that some students can effectively balance their gaming

interest with their educational responsibilities without negatively impacting their

grades. The researchers agreed to this study because playing mobile games

doesn’t really affect academic performance.

According to Samaha (2023) addictive mobile gaming industry, particularly in

the form of mobile gaming, has led students to spend significant amounts of time on

13
electronic devices, negatively impacting their physical and mental health and

academic performance. Notably, the impact of non- educational gaming on student

engagement remains an underexplored are of study, raising concerns about its

potential to divert learners from their educational paths and hinder academic output.

14
 Chapter III

Research Methodology

In this chapter, we will discuss the methodology used to investigate the

relationship between the time spent on playing mobile games and the general

average grade of students. The aim of this study is to examine whether there is a

correlation between the amount of time students spend playing mobile games and

their academic performance.

Research Design

This study will utilize a quantitative research design to gather and analyze

data.

Quantitative research allows for the collection of numerical data that can be

statistically analyzed to identify patterns, trends, and relationships. This design is

suitable for examining the relationship between variables and determining the

strength and direction of that relationship.

Locale of the Study

The researcher gathers data from random sampling of Grade 11 and 12

students of San Policarpo National High School which is located at Zone 7, Pajo St.

Barangay San Policarpo, Calbayog City, Samar.

15
 Figure 2: Senior High School Building, San Policarpo National High School

Figure 3: Satellite Imagery of Barangay San Policarpo

Respondents of the Study

The respondents of the study were drawn from the Senior High School

students of San Policarpo National High School. The respondents of the study are

given survey questionnaire to find out how frequent do they use Microsoft in their

academic outputs and the application of the said technology in the school or

classroom.

Participants of the Study No. of Respondents

Grade 11 Grade 12 Grade 11 Grade 12
HUMSS-A HUMSS-A 0 2
HUMSS-B HUMSS-B 0 0
HUMSS-C HUMSS-C 0 1
HUMSS-D HUMSS-D 0 1
HUMSS-E HUMSS-E 0 0
HUMSS-F HUMSS-F 2 0
HUMSS-G HUMSS-G 0 0
HUMSS-H HUMSS-H 2 7
STEM-A STEM-A 0 0
STEM-B STEM-B 0 3
GA GA 0 0
ABM ABM 0 2
TOTAL: 20 Respondents

16
 Figure 4. Respondents Of The Study

Sampling Technique

The researchers will conduct the study at San Policarpo National High

School. The researchers will access information with regards to the Educational

Background drawn to the respondents.

The sampling technique for this study will be a stratified random sampling

method. The population will consist of Grade 11 and 12 Senior High School students

who use Microsoft in their academic outputs. The strata will be based on the

academic track (STEM, ABM, HUMSS, and GAS). From each stratum, a random

sample of students will be selected using a simple random sampling technique. The

sample size will be determined using a power analysis and the required confidence

level. The data will be collected using a questionnaire as the primary instrument.

Research Instrument

A questionnaire will be used as the instrument to gather data from the

selected participants. The researchers will adopt stratified random sampling

technique to select a representative sample of Grade 11 and 12 senior high school

students for our study on Time Spent of playing Mobile Games and it’s relation of

General Average Grade (GWA).

Statistical Treatment

This study uses frequency and percentage distribution technique as a

statistical treatment in which the number of respondents answered in each item will

be divided by the total number of respondents and will be multiplied by 100%.

Percentage computed in the analysis and interpretation of data will determine the

17
Time Spent of Grade 11 and 12 Senior High School Students and the ways they

spent of mobile games

The percentage technique formula is shown below:

Formula:

P= r / n * 100

Whereas:

P= Percentage

r = Total number of respondents answered on each item

n = The total number of respondents

18
 Chapter IV

Presentation, Analysis and Interpretation of Data

This chapter provides the presentation of statistical data relative to the

problems posted. The corresponding analysis and interpretation of data are

incorporated in this portion of the study.

Table 1.

The Age of Respondents that they spent on playing mobile games

Age Frequency Percentage

16 6 30%
17 7 35%
18 7 35%

Table 1 The Age of respondent that spent playing of mobile games, 30% out

of 6 is 16 yrs old, 35% out of 7 is 17 yrs old, Lastly is 35% out of 7 is 18 years old so

that the total of the respondent answer the questionnaire is 20. According to Carillo,

V.D. jr., De lo Santos, J.R.N & Cornilles, E. E. Jr. (2020). This study conducted in the

Philippines examines the relationship between mobile gaming and academic

performance among university students. The findings highlight the negative impact of

excessive mobile game usage on academic performance.

Table 2.

The Grade level of the Respondents that they spent on playing mobile games.

Grade Level Frequency Percentage

Grade 11 4 20%
Grade 12 16 80%

Table 2 The tables shows the Grade level of the respondent answered the

questionnaire in terms of Grade level, 10% out of 2 is 11 and 90% out of 18 is 12 in

total of 100% answered the questionnaire. According to Carrillo, V. D. Jr., De los

Santos, J. R. N., & Conrillez, E. E. Jr. (2020), he study highlights a negative

19
impact of excessive mobile gaming on academic performance. Students

who spend more time playing mobile games tend to have lower grades

and academic performance compared to those who spend less time

gaming.

Table 3.

The Strand of the respondents that they spent on playing mobile games

Strands Frequency Percentage

HUMSS 15 75%
STEM 3 15%
ABM 2 10%

Table 3 This tables shows the Strand of the respondent that answered the,

75% out of 15 student is HUMSS, 15% out of 3 is ABM, and lastly is 10% of 2 is

STEM student 100% of the student answered the questionnaire. According to Adzic,

S. (2021), The study suggests that students with high academic achievement not

only spend a significant amount of time playing mobile games but also manage to

maintain high academic grades. This implies that there might be a potential

correlation between mobile game usage and academic performance, indicating that

some students can effectively balance their gaming interest with their educational

responsibilities without negatively impacting their grades.

Table 4.

How hours the respondents they spent on playing mobile games

Hours Frequency Percentage

1-2 4 20%
2-3 12 60%
3-4 4 20%

20
 Table 4 This Table shows How hours the respondent they spent on playing

mobile games, 20% of 1-2 hours playing is 4, 60% out of 12 playing mobile games 2-

3 hours, lastly is 20% is have a time of playing 3-4 hours. According to Adzic (2012)

titled “The impact of video on students educational outcomes suggest that student

with academic achievement not only spend a significant amount of time playing

mobile but also manage to maintain high academic grades.

Table 5.

Their Grades of the Respondents

Grades Frequency Percentage

75-below 0 0%
75-80 2 10%
80-85 4 20%
85-90 10 50%
90-100 4 20%

Table 5. This study shows the GWA in first semester of the respondent, 0%

out of 0 is 75 below, 10% of 2 is 75-80 grade, 20% out of 4 is having a grade of 80-

85, 50% out of 10 respondent have a grade of 85-90 and, lastly 20% out of 4 is 90-

100 total of 20 respondent answered the question given of the researchers.

According to Samaha (2023) addictive mobile gaming industry, particularly in the

form of mobile gaming, has led students to spend significant amounts of time on

electronic devices, negatively impacting their physical and mental health and

academic performance.0% of the respondents reported using Microsoft Excel often

for their academic outputs. This implies that none of the respondents indicated Excel

as their primary choice for academic tasks. Excel is typically used for data analysis,

calculations, and organizing information, which might be less common in the context

of academic outputs for the surveyed population.

21
 Chapter V

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary and conclusion as well the

recommendations to the evidence derived in the conduct of the study which is to they

spent of playing Mobile Games by the students in San Policarpo National High

School.

Summary of Findings

The survey findings reveal that among 20 respondents, the distribution of age

groups who spent time playing mobile games is as follows: approximately 10% of the

respondents are 16years old, around 15% are 17years old, and another 15% are

18years old. This indicates a fairly balanced distribution across these age groups,

with a slight majority of respondents falling within the 17 and 18-year-old categories.

The data suggests that mobile gaming is popular among teenagers, with a notable

portion of respondents in the late teenage years engaging in this activity.

The survey findings regarding the grade levels of respondents who answered

the questionnaire indicate that 10% of the respondents are in the 11th grade out of a

total of 2 individuals, while 90% are in the 12th grade out of 18 individuals. This

distribution results in a comprehensive coverage of all respondents, with 100% of the

participants providing responses to the questionnaire. The data highlights a

significant

majority of respondents being in the 12th grade, reflecting a strong representation of

this grade level in the survey responses.

The survey findings on the strand distribution of respondents who answered

22
the questionnaire reveal that 85% of the students, out of a total of 17, are enrolled in

the HUMSS (Humanities and Social Sciences) strand. Additionally, 10% of the

respondents, out of 2 students, are in the ABM (Accountancy, Business, and

Management) strand, while 5% of the participants, out of 1 student, belong to the

STEM (Science, Technology, Engineering, and Mathematics) strand. These results

indicate a predominant presence of HUMSS students among the respondents,

followed by a smaller representation of ABM students and a minimal number of

STEM

students in the survey. All 100% of the students who participated in the questionnaire

provided their responses, showcasing a comprehensive coverage across different

academic strands.

The findings from the survey on the hours spent by respondents playing

mobile

games indicate that 20% of the participants, equating to 4 individuals, spend 1-2

hours

playing games. Furthermore, the data shows that the majority, 60% of the

respondents

(12 individuals), dedicate 2-3 hours to mobile gaming. Lastly, 20% of the participants

allocate 3-4 hours for playing mobile games. This distribution highlights a range of

gaming habits among the respondents, with a significant portion engaging in mobile

gaming for 2-3 hours, followed by smaller groups spending 1-2 hours and 3-4 hours

on

23
gaming.

The research findings on the Grade Weighted Average (GWA) for the first

semester of the respondents indicate a diverse distribution of grades. None of the

respondents scored below 75, while 10% of the participants, totaling 2 individuals,

achieved grades between 75-80. Moreover, 20% of the respondents, out of 4

students,

attained grades ranging from 80-85. A significant portion, 50% of the 20 respondents,

obtained grades between 85-90. Additionally, 20% of the participants, comprising 4

individuals, excelled with grades falling within the 90-100 range. This data

showcases

a varied academic performance among the respondents, with a notable number

achieving grades in the 85-90 range and a substantial proportion scoring in the 90-

100 range, reflecting a mix of academic achievements within the group

Conclusions

The survey results suggest that mobile gaming is popular among teenagers

aged 16 to 18, with a fairly balanced distribution across these age groups.

Approximately 10% of the respondents are 16 years old, while around 15% are 17

years old, and another 15% are 18 years old. This indicates a trend where older

teenagers, particularly those in the 17 and 18-year-old categories, are more actively

engaged in playing mobile games.

The data underscores the appeal of mobile gaming among late teenagers,

highlighting a significant interest and participation in this form of entertainment within

this age

24
demographic. the survey results reveal a clear distribution of grade levels among the

respondents, with a notable majority of 90% belonging to the 12th grade out of a total

of 20 participants. In contrast, only 10% of the respondents are in the 11th grade,

representing a smaller proportion of the sample. This data indicates a strong

representation of 12th-grade students in the survey responses, showcasing a

comprehensive coverage of participants across the two grade levels. The findings

emphasize the significant presence of 12th-grade students in the questionnaire

responses, highlighting their engagement and participation in the survey.

The survey findings highlight a significant majority of respondents enrolled in

the HUMSS (Humanities and Social Sciences) academic strand, constituting 85% of

the participants. This indicates a prevalent interest among the surveyed students in

humanities and social sciences fields. Additionally, the data reveals a smaller

representation of students in the ABM (Accountancy, Business, and Management)

and

STEM (Science, Technology, Engineering, and Mathematics) strands, with 10% and

5% participation, respectively. The comprehensive coverage of all respondents

across

these academic strands, with 100% participation, underscores the diversity of

educational interests among the students surveyed. The predominant presence of

HUMSS students suggests a strong inclination towards social sciences and

humanities

disciplines among the respondents.

25
 This distribution highlights a range of gaming behaviors within the surveyed

group, with a significant portion of respondents spending 2-3 hours on mobile

gaming.

While smaller groups devote 1-2 hours and 3-4 hours to this activity, the

predominant trend suggests that the majority of respondents engage in mobile

gaming for a moderate duration of 2-3 hours. This data provides insights into the

gaming patterns and preferences of the surveyed population, underscoring the

popularity of mobile gaming among the respondents and the varying levels of time

commitment to this activity.

The research findings on the Grade Weighted Average (GWA) for the first

semester of the respondents illustrate a diverse distribution of academic performance

among the participants. The data indicates that none of the respondents scored

below

75, with a range of grades observed across different score brackets. Notably, 50% of

the respondents achieved grades between 85-90, reflecting a significant portion of

the

group falling within this range. Additionally, 20% of the participants excelled with

grades in the 90-100 range, showcasing a notable academic achievement among a

subset of the respondents. The findings highlight a mix of academic

accomplishments

within the surveyed group, with varying levels of performance observed across the

different grade brackets, emphasizing the diversity of academic achievements among

26
the participants.

Recommendations

The survey findings suggest several key recommendations to enhance the

educational experience and academic performance of students based on the

comprehensive analysis of the respondents' profiles and behaviors. These

recommendations aim to leverage students' interest in mobile gaming, provide

targeted academic support, promote interdisciplinary collaboration, enhance time

management skills, and continuously monitor academic performance.

27
 References

Adachi, P. J. C., & Wiiloughby, T. (2013). "Effects of video game play on

academic performance and self-esteem: A longitudinal study of preadolescent
and adolescent boys." Social Psychological and Personality Science, 4(6),
641-649.
Dela Cruz, J. R. (2019). "Influence of mobile gaming on the academic
performance of Filipino college students." International Journal of Computer
Applications, 181(31), 7-11.
Gonzales, L. R. (2018). "The impact of mobile gaming on academic
performance of high school students in the Philippines." International Journal
of Computer Science and Information Security, 16(8), 69-75.
Drummond, A., & Saver, J. D. (2014). "The effect of video game play on
academic performance in science, mathematics, and reading among
adolescents." Journal of Adolescent Research, 29(6), 718-738.
Ferguson, C. J. (2015). "Do angry birds make for angry children? A meta-
analysis of video game influences on children's and adolescents' aggression,
mental health, prosocial behavior, and academic performance." Perspectives
on Psychological Science, 10(5), 646-666.
Weaver, J. B., & Weaver, S. S. (2009). "Playing for fun, training for life: The
effects of violent video games on problem-solving ability and academic
performance." International Journal of Gaming and Computer-Mediated
Simulations, 1(4), 1-16.
Carrillo, V. D. Jr., De los Santos, J. R. N., & Conrillez, E. E. Jr. (2020).
"Relationship between mobile gaming and academic performance among
university students in the Philippines." International Journal of Science and
Research, 9(1), 1977-1982.
Savic, T., Adzic, S., Toc, V., Aleksic, M., & Zakic, N. (2023). "The impact of
excessive gaming on academic performance: A comparative study among
Serbian high school students." Computers & Education, 179, 104860.
Gentile, D. A., & Stone, W. (2005). "Violent video game effects on children
and adolescents: Theory, research, and public policy." In D. A. Gentile (Ed.),
Media violence and children: A complete guide for parents and professionals
(pp. 231-246). Praeger Publishers.
Adzic, S. (2021). "The impact of mobile games on students' educational
outcomes." International Journal of Educational Technology in Higher
Education, 18(1), 35.
Samaha, M. (2023). "The impact of addictive mobile gaming on students'
physical and mental health and academic performance." International Journal
of Educational Technology in Higher Education, 20(1), 6.

28
29
 Appendix A.

RESEARCHERS
Humanities and Social Sciences 12-H
MAY 8, 2024

REY NICHOLSON G. SALURIO

San Policarpo National High School
Calbayog City

Sir
Greetings!
We hope this letter finds you well. We, the students of Humanities and Social
Science 12-H are in the process of developing a research project and are seeking an
experienced and knowledgeable individual to serve as our research adviser. After
much consideration and discussion, we have identified you as a highly qualified
individual who we believe would be a great fit for this role.

As our research adviser, you would be instrumental in guiding us through the

various stages of the research process. We would rely on your expertise to help us
refine our research questions, develop our methodology, analyze our data, and
interpret our findings. Your insights and feedback would be valuable as we work to
produce a high-quality research paper. We understand that serving as a research
adviser can be a significant commitment, and we would be happy to discuss any
concerns or questions you may have about the project. We are also open to
negotiating a timeline and schedule that works best for you.

Thank you for your consideration of our request. We believe that with your
help, we can produce a research paper that will make a valuable contribution to our
field of study.

Sincerely,

RESEARCHERS
Humanities and Social Science 12-H

Noted and Approved by:

JASON M. COLLAMAR
SST-II, Research Teacher and Adviser

32
May 8, 2024

SPNHS SENIOR HIGH SCHOOL DEPARTMENT

San Policarpo National High School
Calbayog City

Greetings!
We hope this letter finds you well. We, the students of Humanities and Social

Science 12-G are in the process of developing a research project and are seeking

your permission to grant us in administering a survey to the selected learners and

contribute to our study.

As researchers, our study aims to know the Microsoft Usage on Academic

Outputs of Senior High School Students in San Policarpo National High School

through a survey, we aim to collect valuable data and insights that will us in our aims

and goals of our study and that is to know the number of student-users of Microsoft

Office 365 in their academic outputs. The findings will contribute to the existing body

of knowledge in the field of Information, Communications and Technology or ICT. We

assure you that the data will be collected will be treated confidentially and used solely

for the purpose of the study.

We kindly ask for your support and cooperation in granting permission to

conduct a survey, your endorsement of this study will greatly contribute to its success

and facilitate the acquisition of meaningful results.

Sincerely,

RESEARCHERS
Humanities and Social Science 12-H
Noted,
JASON M. COLLAMAR
Research Teacher and Adviser

33
 Appendix B.
Proposed timetable for the completion of each stage of research and conduct of the
study.

DATE ACTIVITIES/ACCOMPLISHMENTS
PLANNING
 Research task was assigned by the
subject teacher.
 Meet as a group to discuss the
March 13, 2023: research topic, objectives, and
methodology.
 Start planning the data collection
process.

READING AND RESEARCH

 Conduct a literature review on
technology usage in curriculum.
 Refine the research objectives and
March 14-31, 2023:
develop a research framework.
 Design a questionnaire or data
collection instrument to gather
relevant information.
WRITING THE FIRST, SECOND AND
THIRD DRAFT
 Review and summarize relevant
literature and studies related to your
topic. Demonstrate your
understanding of the existing
knowledge and highlight any gaps
that your research intends to fill.

 Describe the research methods and

April 1-15, 2023: techniques employed to collect data
or the conduct of the study. Make
clear and precise about the
procedures.

 Review draft for clarity, grammar,

and spelling errors. Ensure that
your writing is concise, coherent,
and easily understandable to your
target audience.

FOCUSED GROUP DISCUSSIONS

 Researchers engage in a week of
FGD and discussed the core of the
April 24-28, 2023:
study, methodology, research
procedure and the data collection
process.

38
 DATA COLLECTION
 Started the data collection and
ensure the sample size target of 48
May 1-15, 2023:
respondents is achieved.
 Verify the completeness and
accuracy of the collected data.
ANALYZE DATA
 Begin data analysis using
appropriate statistical methods and
software.
 Complete data analysis and
May 16-31, 2023: interpretation.
 Interpret and summarize the
findings.
 Finalize the research report.
 Proofread and edit the report for
clarity and coherence.
 Submit the final research report to
June 1, 2023 the Research Teacher, Jason M.
Collamar for validation and critique.

Prepared by:
THE RESEARCHERS
Humanities and Social Sciences

Certified Correct:

JASON M. COLLAMAR
Research Teacher

39
 Appendix C.
CURRICULUM VITAE

MAGALLANO, REVY M.

Barangay: Bante Calbayog City Purok 3

Cell Number: 0920 572 4252
E-mail address: magallanorevy@gmail.com

PERSONAL
IMPORMATION:________________________________

BIRTHDAY: April 13, 2004

BIRTHPLACE: Calbayog City
AGE: 19
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Magallano, Rosendo L.
MOTHER’S NAME: Magallano, Ma. Teresa M.

EDUCATIONAL
BACKGROUND:______________________________

PRIMARY: BARANGAY BANTE ELEMENTARY SCHOOL

2011-2017

SECONDARY: RAFAEL LENTEJAS MEMORIAL SCHOOL OF

FISHERIES
2017-2020
SAN POLICARPO NATIONAL HIGH SCHOOL
2020-2023

40
MATER, LEA MAE S.

Barangay: Danao I Calbayog City

Cell Number: 09815291004
E-mail address: leameasagalamater@gmail.com

PERSONAL
INFORMATION:________________________________

BIRTHDAY: April 11, 2005

BIRTHPLACE: Barangay Danao I Calbayog City
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Mater, Alfredo P.
MOTHER'S NAME: Mater, Helena S.

EDUCATIONAL
BACKGROUND:______________________________

PRIMARY: BARANGAY DANAO-1 ELEMENTARY SCHOOL

2011-2017

SECONDARY: RAFAEL LENTEJAS MEMORIAL SCHOOL OF

FISHERIES
2017-2020
SAN POLICARPO NATIONAL HIGH SCHOOL
2020-2023

41
GARGANERA, MN PRINCE P.

Barangay: Binaliw
Cell Number: 09093517997
E-mail address: mnprincegarganera30@gmail.com

PERSONAL
INFORMATION:________________________________

BIRTHDAY: November 14,2002

BIRTHPLACE: Barangay Binaliw
AGE: 19
NATIONALITY: Filipino
RELIGION: UCCP
CIVIL STATUS: Single
FATHER'S NAME: Garganera, Nelbe
MOTHER'S NAME: Garganera, maricel

EDUCATIONAL
BACKGROUND:______________________________

PRIMARY: BARANGAY BINALIW ELEMENTARY SCHOOL

2011-2017

SECONDARY: SAN JOAQUIN NATIONAL HIGH SCHOOL

2017-2020
SAN POLICARPO NATIONAL HIGH SCHOOL
2020-2023

42
NICOL, MARBE ROSE G.

Barangay: Binaliw
Cell Number: 09093516546
E-mail address: nicolmarberose@gmail.com

PERSONAL
INFORMATION:________________________________

BIRTHDAY: November 19,2005

BIRTHPLACE: Barangay Binaliw
AGE: 17
NATIONALITY: Filipino
RELIGION: UCCP
CIVIL STATUS: Single
FATHER'S NAME: Nicol, Martino T.
MOTHER'S NAME: Nicol,Bella G.

EDUCATIONAL
BACKGROUND:______________________________

PRIMARY: BARANGAY BINALIW ELEMENTARY SCHOOL

2011-2017

SECONDARY: SAN JOAQUIN NATIONAL HIGH SCHOOL

2017-2020
SAN POLICARPO NATIONAL HIGH SCHOOL
2020-2023

43
MAGAN, AUBREY M.

Barangay: Danao I Calbayog City

Cell Number: 09356354024
E-mail address: friskxx17@gmail.com

PERSONAL
INFORMATION:________________________________

BIRTHDAY: August 23,2004

BIRTHPLACE: Calbayog City
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Magan, Mario V.
MOTHER'S NAME: Magan, Marian M.

EDUCATIONAL
BACKGROUND:______________________________

PRIMARY: BARANGAY DANAO-1 ELEMENTARY SCHOOL

2011-2017

SECONDARY: MALAJOG INTEGRATED SCHOOL

2017-2020
SAN POLICARPO NATIONAL HIGH SCHOOL
2020-2023

44
LADROMA, ERIKA JANE G.

Barangay: Bante Calbayog City Purok 1

Cell Number: 09917751322
E-mail address: janeerika999@gmail.com

PERSONAL
IMPORMATION:________________________________

BIRTHDAY: June 13,2004

BIRTHPLACE: Barangay Bante
AGE: 19
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Ladroma, Edward T.
MOTHER’S NAME: Ladroma, Gemarie G.

EDUCATIONAL
BACKGROUND:______________________________

PRIMARY: BARANGAY BANTE ELEMENTARY SCHOOL

2011-2017
SECONDARY: RAFAEL LENTEJAS MEMORIAL SCHOOL OF
FISHERIES
2017-2020
SAN POLICARPO NATIONAL HIGH SCHOOL
2020-2023

45
BALANDRAY, GEO B.

Barangay: Danao I Calbayog City

Cell Number: 09917032032
E-mail address: balandraygeo09@gmail.com

PERSONAL
INFORMATION:________________________________

BIRTHDAY: September 20,2005

BIRTHPLACE: Barangay Danao
AGE: 17
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Balandray, Orlando
MOTHER'S NAME: Batchar, Geonalyn

EDUCATIONAL
BACKGROUND:______________________________

PRIMARY: BARANGAY DANAO-1 ELEMENTARY SCHOOL

2011-2017

SECONDARY: RAFAEL LENTEJAS MEMORIAL SCHOOL OF

FISHERIES
2017-2020
SAN POLICARPO NATIONAL HIGH SCHOOL

46
 2020-2023

EXAMINADO, BENNA S.

Barangay: Danao I Calbayog City

Cell Number: 09367846994
E-mail address: bennaexaminado01@gmail.com

PERSONAL
INFORMATION:________________________________

BIRTHDAY: January 1,2005

BIRTHPLACE: Calbayog City
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Examinado, Bonifacio S.
MOTHER'S NAME: Examinado, Ludina S.

EDUCATIONAL
BACKGROUND:______________________________

PRIMARY: BARANGAY DANAO-1 ELEMENTARY SCHOOL

2011-2017
SECONDARY: RAFAEL LENTEJAS MEMORIAL SCHOOL OF
FISHERIES
2017-2020
SAN POLICARPO NATIONAL HIGH SCHOOL
2020-2023

47
ORNOPIA, MA.GESELLE T.

Barangay: Danao I Calbayog City

Cell Number: 09278948376
E-mail address: mariaornopia4@gmail.com

PERSONAL
INFORMATION:________________________________

BIRTHDAY: march 20,2004

BIRTHPLACE: Calbayog City
AGE: 19
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Pandong, Vevencio
MOTHER'S NAME: Merencilio, Emma

EDUCATIONAL
BACKGROUND:______________________________

PRIMARY: BARANGAY DANAO-1 ELEMENTARY SCHOOL

2011-2017
SECONDARY: RAFAEL LENTEJAS MEMORIAL SCHOOL OF
FISHERIES
2017-2020
SAN POLICARPO NATIONAL HIGH SCHOOL
2020-2023

48
BRACERO, RONELO JR. M.

Barangay: Danao I Calbayog City

Cell Number: 09974014109
E-mail address: ronelojrbraceros@gmail.com

PERSONAL
INFORMATION:________________________________

BIRTHDAY: January 12,2005

BIRTHPLACE: Calbayog City
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Bracero, Ronelo SR.
MOTHER'S NAME: Bracero, Emelda

EDUCATIONAL
BACKGROUND:______________________________

PRIMARY: BARANGAY DANAO-1 ELEMENTARY SCHOOL

2011-2017

SECONDARY: RAFAEL LENTEJAS MEMORIAL SCHOOL OF

FISHERIES
2017-2020
SAN POLICARPO NATIONAL HIGH SCHOOL

49
50