The Effects of Mobile Games On Academic Performance in Selected G12 Humss Students in TSHS S.Y 2021-2022

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
TAYTAY SENIOR HIGH SCHOOL
School ID# 342569
APPROVAL SHEET
This is to certify that we have supervised the preparation of and

read the research paper prepared by:
Burgos, Joyce E.
Flores, Arabelle A.
Tomas, Precious R.
Acebedo, Darwin M.
Menor, Ace Joshua B
TITLE OF RESEARCH
The Effects of Mobile Games on the Academic Performance of selected
Grade 12 HUMSS students in Taytay Senior High School S.Y 22021-2022.
ACKNOWLEDGEMENT
First of all, the researcher is giving their endless gratitude to the almighty God for
establishing the researcher by pieces made to be complete.
The researcher would like to express his sincere gratitude to their subject adviser, Ms.
Marivic Segura, for the continuous support to their study and research, for the patience,
motivation, enthusiasm, and immense knowledge. Ms. Marivic's and OOTD guidance

Benjamin B. Esguerra Main Campus
Brgy. Sta. Ana, Taytay, Rizal
Telephone #: 671-5428
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helped them in all the time of the research and writing of this thesis. The researcher
could not have imagined having a better advisor and mentor for their research.
Besides the researcher's advisor, they would like to thank and appreciate the rest of
their 12-Bautista (HUMSS) Family, for being there boost in doing their research. They
are giving thanks for the energy that they shared to them and for the inspiration.
They sincere thanks also goes to their beloved school, Taytay Senior High School, for
letting tgem excel in every aspect of their life and for letting them experience this
paperwork wherein they learned a lot.
In particular, the researcher is grateful to everyone who lends their helping hands in
their venture, directly or indirectly, it means a lot to them.
Last but not the least, the researcher would like to thank their family for giving birth to
them in the first place and supporting them spiritually.
ABSTRACT
A. Objectives and Problems
The purpose of this study is to determine whether mobile games help or hinder
students’ academic performance. This study aims to contribute the research and
measurable knowledge on the Effects of Mobile Games on the academic performance
of selected Grade 12 HUMSS students in TSHS S.Y 2021-2022.
B. Respondent research, and Statistical to Use
The researchers will explain the gathered necessary data and also the information
including statistical treatment.

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C. In this research you will know the effects of mobile games on the academic
performance of selected grade 12 students in Taytay Senior High School
and what solution we could give to help them.
RESEARCH QUESTIONS.
Statement of the Problem
This study aims to determine the Effects of Mobile Games on the Academic
Performance of selected Grade 12 HUMSS students in Taytay Senior High School S.Y
22021-2022.
1. What is the profile of the respondent in terms of:
1.1 Age
1.2 Sex
1.3 Gpa
2. How may the respondents be measured according to:
2.1 Frequency or number of hours spent playing mobile games?
2.2 Frequency or number of hours spent studying?
2.3 Kinds of mobile games commonly played?
3. What are the effects of Mobile games on the Academic Performance of selected
Grade 12 HUMSS students in Taytay Senior High School?

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4. Is there any significant relationship between the mobile games and academic
performance of the students?
HYPOTHESIS OF THE STUDY.
There is no significant relationship between playing mobile games and the academic
performance of the students.
SIGNIFICANT OF THE STUDY.

The researchers conducted this study to know the effects of mobile games on the
academic performance of selected Grade 12 HUMSS students in Taytay Senior
High School S.Y 2021-2022. Furthermore, the result of this study is significant to
the following group:
The Students
This study may give information to the students and help them have an insight
into the impact or how mobile gaming may affect their life.
Teachers
This study may serve as the way for the teachers to determine the students who
are addicted to online games to help the students avoid being addicted to online
games.

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The Family
This study is significant to the family because it may help them know if their
children are addicted to online games.
Netizens
This will be their guide on how to deal with the effect of mobile games on
academic performance, not only for Senior High School students, but for all youth
who are involved in this. This will be a tool for raising awareness about what they
are doing.
Department of Education
This will provide them with an optimistic understanding and awareness of the
various causes that will affect the academic person of each student who
participates in mobile games. This will be a big help for their future awareness of
what they will implement in every school, what they will do in the modern
generation or millennials students who were a part of it.
The Future Researchers
It would help future researchers interested in this study. It will serve as their basis
and background for their research.
SCOPE, LIMITATION, AND DELIMITATION.

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This study focuses on determining the effects of mobile games on academic
performance. The primary subject of this research study will consist of the Grade
12 students enrolled in the school year 2021-2022. The respondents will be
limited to ten (10) students in every different section of Grade 12 HUMSS
students in Taytay Senior High School.
THEORETICAL FRAMEWORK.
The Flow Model Theory by Csikszentmihalyi (1975) emphasizes individuals'
attention in accomplishing desired goals on specific tasks. It depicts the
psychological state of a person who is immersed in an activity with energized
concentration, optimal enjoyment, full involvement, and intrinsic interests, and
who is usually focused, motivated, positive, energized, and aligned with the task
at hand. According to Kuss and Griffiths, playing online games is enjoyable.
During school hours, students feel stressed and pressured by playing mobile
games. It helps to reduce stress for them, but online games have given many
challenges from students’ behaviors striking their academic behavior to
constantly changing positively or negatively their personality. In psychology, the
Ajzen(1991) theory of planned behavior is used to understand and predict
behaviors, which posits that behaviors are immediately determined by behavioral
intentions and, under certain circumstances, perceived behavioral control.

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Behavioral choices are determined by three factors: attitudes toward the
behavior, subjective norms, and perceived behavioral control, which states that
playing mobile or online games intentionally results from having an impact on the
academic performances of the students. The findings show that perceived
enjoyment has the most substantial influence on disturbance in studying of the
students. These theories were used in the study to simplify and connect the
impact of mobile games to academic
performances.
CONCEPTUAL FRAMEWORK.

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INPUT PROCESS
OUTPUT
Fig.1 Research paradigm showing the "Effects of Mobile Games on the
Academic Performance of selected Grade 12 HUMSS students in Taytay Senior
High School".
DEFINITION OF TERMS.
Senior High School- is two years of specialized upper secondary education;
students may choose a specialization based on aptitude, interests, and school.
Mobile games- designed for mobile devices that may be connected to the
Internet. Examples include smartphones, feature phones, smartwatches, pocket
PCs, tablets, PDAs, or portable media players.
Academic Performance- is the measurement of student achievement across
various academic subjects.
Academic achievement- is how a student or institution has achieved either short
or long-term educational goals.
Sex- Differences of gametes are the defining feature of sexes. (Linda Zerilli)

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Age- is an experience that is through a process that must be completed. (Rabbi
Yelwda)
Mobile games user- A person who plays a game, especially a role-playing game
or computer game. (Mozee, 2014).
Cognitive Skills are the core skills your brain uses to think, read, learn,
remember, reason, and pay attention. Working together, they take incoming
information and move it into the bank of knowledge you use every day at school,
at work, and in life. The experience of playing video games can improve cognitive
development such as greater sensitivity to contrasts, better eye-to-hand
coordination and superior memory.
CHAPTER 2
REVIEW OF RELATED LITERATURE
This section presents the related literature and studies that were found significant
to the topic after the thorough and in-depth search done by the researchers. In
particular, it acquires the meaning of mobile games, types of mobile games commonly
played, possible effects of mobile games in academic performance of includes readings
and literature from various reviewed journal articles, related studies, published thesis,
books, websites, and dissertations are considered and cited here to provide a more
detailed and comprehensive description of the study.
Foreign

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Nowadays, Mobiles have become an essential operating gadget in

everyone’s life especially in this time of pandemic. It proposes to engage mobile games
and other efficient strategic tools for enabling yourself to take charge and cope with the
fast-growing technology. A mobile game is a video game that is typically played on a
mobile phone. The term also refers to all games that are played on any portable device,
including from mobile phone (feature phone or smartphone), tablet, PDA to handheld
game console, portable media player or graphing calculator, with and without network
availability. The earliest known game on a mobile phone was a Tetris variant on the
Hagenuk MT-2000 device from 1994.
The existence of the internet is also very helpful for people to develop themselves and
has become a strategic tool to enable them to cope with rapidly developing
technology. It is undeniable, people live now in an informative lifestyle where
everything is updated very quickly, and the internet has become one of the human
needs regardless of age or gender in society. However, the use of mobile games among
teenagers and children is often questioned as many of them tend to be addicted. In the
study conducted (Jin-Liang Wang , Jia-Rong Sheng & Hai-Zhen Wang, 2019).The
Association Between Mobile Game Addiction and Depression, Social Anxiety, and
Loneliness as a new type of addictive behavior distinct from traditional internet game
addiction on desktop computers, mobile game addiction has attracted researchers'
attention due to its possible negative effects on mental health issues.
In general, mobile gaming has exploded in the last few years. According to the most
recent data, there are 2.69 billion mobile game players worldwide. Furthermore, mobile
games dominate the App Store revenue share (66% percent ). These figures are likely
to rise even further in 2022. While in Asia, mobile gaming has transformed

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entertainment and gaming since its inception in the 1970s. Because of the internet's
invention and constant technological innovation with the introduction of fast-speed
internet connections, cheaper mobile phones, and cloud– all of these contribute to this
multi-billion-dollar industry that has the box office and music industry shaking in their
boots when it comes to audience share in entertainment however, the use of high-tech
communication tools will lead to positive and negative impacts for its users.
Gaming Addiction on Mobile Games

The game is one of the technologies worthy of attention by industry and at the same
time it can be a concern for parents and other stakeholders such as universities about
its effects on the academic performance of the students whether teens or adults
addicted to mobile gaming.
According to research, children are more prone to becoming addicted to online games
than adults. One of these online game addictions can be characterized by excessive
playing duration so that it has a negative impact on gamers (Lemmens, Valkenburg
&Peter, 2021).
Several studies (King, 2018; Rikkers et al.,2016) have found that mobile games have
negative impacts on players, such as reduced sleep time, behavioral problems (e.g. low
self-esteem, anxiety, depression), and decreased academic achievement in students. In
addition, the excessive use of the internet and the increase in playing mobile games
lead to addiction resulting in serious functional impairment in the lives of children and
adolescents if left untreated. The word addiction term can be applied to a wide range of
behavior including addiction to information communication technology (ICT). Online

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game addiction is one type of addiction caused by internet technology or better known
as internet addictive disorder.
Online games are part of the internet that is often visited and very popular and can even
lead to addiction that has a high intensity. Referring to the description above, we may
conclude that addiction is a dependent behavior or a very strong physical and
psychological bound condition in doing something and there is an unpleasant feeling if it
is not fulfilled. Mental health issues can arise from any type of addiction (Kuss &
Griffiths, 2011; Samli, 2018). In fact, an academically successful student has the ability
to communicate effectively in a variety of ways: through oral and written communication.
Bukhori, et al (2019) claim that the intensity with which students study textbooks
impacts their academic performance. An activity's intensity is measured by the amount
of time and effort it takes for an individual to complete it. Readers' acquisition of
author-provided information is an example of a communication process including
reading. There has been research on the influence of internet gaming on
academic attainment (Harahap & Ramadan, 2021; Kurnada & Iskandar, 2021; Turner
et al., 2018) which demonstrates that online gaming users will not receive harmful
influence as long as they play with the suggested timespan.
Sun, Y., Zhao, Y., Jia, S. Q., & Zheng, D. Y. (2015) Mobile gaming addiction is a concern
that increases the user risk for physical and psychological health problems.
Kuimova, M., Burleigh, D., Uzunboylu, H., & Bazhenov, R. (2018).mobile learning
technologies become a valuable addition to traditional learning techniques as a student
has the opportunity to participate in educational activities at any time and place.

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Chou, T. J., & Ting, C. C. (2003).the american Psychiatric Association (APA) classified
internet gaming disorder (IGD) as a condition warranting more clinical research ahead
of formulating it as a mental disorder
Local.
Mobile Games have been in-demand through these years due to the excellent
improvement of technology globally. Mobile games are designed to play on mobile
phones and tablets. Playing mobile games removes boredom, especially in this
pandemic where we must stay at home. According to Overall Gaming Market Industry
(2021), in 2020, the number of players worldwide was 2.7 billion gamers, and it
increased to 2.8 billion gamers in 2021 due to the pandemic. The Philippines recorded
29.9 million mobile game players in the country. Playing games is an important part of
growing up in Philippine society. Some games are difficult to complete. Some people
are particularly sensitive. Some are physically good, while others are mentally in nature.
However, we play games as a group or as a gathering, and games teach us
sportsmanship. Mobile applications are more useful and convenient to use in this
generation than the traditional methods of the previous generations.
According to Magna Kultura (2012), Filipino children nowadays spend their childhood
playtime on Internet cafes or with handheld game consoles rather than socializing with
other children and playing traditional street games, which have been a culture and norm
for a typical Filipino child for years.
Michell, et al. (2007) Mobile learning games are considered to have potential for
encouraging both self-confidence and cognitive learning in young adults.

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Dumrique, D., and Castillo, J., (2018) The study revealed that boys are more of a player
compared to girls who often play games that require three or more players like League
of Legends, Clash of Clans, Crossfire and many more to mention. Playing online games
does not affect their grades badly because they know how to limit themselves. They
know that they need to control themselves in order to function well in their class. That is
why they only play games during vacation and weekends with a lot of time compared to
when they have classes. Even though they play online games; they know how to
socialize well and they can perform very well when it comes to academic performance.
However, it is inevitable not to play even for half an hour especially when they are
accustomed to it. Therefore, it is just a matter of discipline.
Rappaport et al., (2020) About 41% of teen boys and 20% of adolescent girls play
online games every day, based on the poll that found online games are more popular
among males than females.
Verecio, R. (2018) that the respondents have moderate level online game addiction risk
and their academic attitudes were fairly affected by online computer games. Further,
there was no significant relationship between online game addiction and students’
academic attitudes toward study habits, achieving goals, academic responsibility, but
has significant relationship in their participation in extra-academic activities.
Cornillez, Jr., Naval, Dls., Carillo, Jr., Giovanni, Dls. (2020) also studied the increasing
number of students who are hooked on playing online mobile games OMG is alarming.
The study used a random sample of 134 respondents selected through purposive
sampling of those who are playing OMG using their mobile phones. By the use of
descriptive correlational research design the findings revealed that the majority of the

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students played mobile legends and spent mostly 1 hours playing OMG for a reason of
boredom. Hence, the students' time spent on playing OMG at home and the type of
games students played at school have significant bearing on their academic
performance. As such, delimiting students' usage of the internet can be made to
address the problem.
Irene Pajarillo-Aquino (2019) studied the advent development of technology which may
with make ease or make life more difficult of the students, using a
descriptive-correlational to determine the players and non players in playing online
games has no significant difference between the academic performances of the
respondents for they still excelled in their class as revealed by their academic grades.
Kinds of Mobile Games Commonly Played

Mobile Legends: Bang Bang
Mobile Legends: Bang Bang is a multiplayer online battle arena (MOBA) game
designed for mobile phones. The two opposing teams fight to reach and destroy the
enemy’s base while defending their own base for control of a path, the three “lanes”
known as “top”, “middle” and “bottom”, which connect the bases. In each team, there
are five players who each control an avatar, known as a “hero”, from their own device.
Weaker computer-controlled characters, called “minions”, spawn at team bases and
follow the three lanes to the opposite team’s base, fighting enemies and turrets.
Call of Duty: Mobile

Call of Duty: Mobile is a free-to-play shooter game developed by TiMi Studio Group and
published by Activision for Android and iOS. It features characters, weapons and maps
from across the history of Call of Duty. Multiplayer is at the core of COD Mobile, and

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you’ll be able to join up with friends to play in teams. COD: Mobile plays host to a
Blackout-style Battle Royale mode, which can be unlocked after a small amount of play.
League of Legends: Mobile

League of Legends is one of the world’s most popular video games, developed by Riot
Games. It features a team-based competitive game mode based on strategy and
outplaying opponents. Objective. Players work with their team to break the enemy
Nexus before the enemy team breaks theirs.
Clash of Clans
Clash of Clans is a 2012 free-to-play mobile strategy video game developed and
published by Finnish game developer Supercell. Clash of Clans has a worldwide fan
base due to the simple, yet highly entertaining gameplay features. Millions of players
log-in each day to chat with other clan members, upgrade their base, practice new
attack strategies, and participate in Clan Wars.
Player Unknown Battlegrounds

PUBG is a player versus player shooter game in which up to one hundred players fight
in a battle royale, a type of large-scale last man standing death match where players
fight to remain the last alive. Players can choose to enter the match solo, duo, or with a
small team of up to four people.
Wordscapes
Wordscapes is a word puzzle video game created by the American studio People Fun,
available on Android and IOS. Wordscapes was a top 10 ranked game at the Google

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Play Store, and the App Store. As of 2020, over 14 million people have played
Wordscapes.
Minecraft
Minecraft is a mobile game in which players create and break apart various kinds of
blocks in three-dimensional worlds. The game’s two main modes are Survival and
Creative. In Survival, players must find their own building supplies and food. They also
interact with blocks like mobs, or moving creatures.
Mini militia
Mini militia is an extremely popular new age video game. It is a multi player army
shooting game. One can combat with up to 6 players via online gaming and up to 12
players with the local Wi-Fi hotspot. You can shoot with various guns during the battle. If
you are a shooting game addict then Mini militia is the best solution for you. Mini Militia
games have become popular in the past few months among the teens. To be specific,
it's quite popular among senior high school students.
Roblox
Roblox is a vast online platform where kids can create and interact in what its makers
describe as “immersive 3D worlds.” Players are given the opportunity to create an
avatar (player) for themselves and allotted a small amount of digital money to rent a
house. Money to furnish and decorate the house requires real world money, with costs
adding up fast. A variety of different outfits are also available to purchase which is a
huge draw card for many young children who want to make their avatar look as cool as
possible. Players who don’t buy upgrades may be mocked by other players and
pressured into spending more.

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CHAPTER 3
METHODOLOGY
This chapter presents the methodology of this research such as the method
used; research method, research Instrument, participants of the study, research locale,
unit of analysis, and research ethics. The researchers will explain the gathered
necessary data and also the information including statistical treatment.
Research Design
The Quantitative Research method was used in this study. We selected quantitative
research because we are passionate and interested in determining the number or
percentage of the target grade 12 HUMSS students affected by mobile games on their
academic performances. We conduct descriptive research because it defines the
current statement as an identified variable. These studies are intended to provide and
assess systematic data and analysis, and it is also a methodical collection of data that
necessitates the careful selection of the units studied.
Research Instrument
The research instrument used in this study is an online survey questionnaire. A survey
is a research method used for collecting data from a predefined group of respondents to

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gain information and insights into various topics of interest. The researcher developed a
survey questionnaire to collect data gathered in the study. The developed questionnaire
was in the form of 5 points Likert scale to determine the effects of mobile games on the
academic performance of the students. Researchers used surveys that answered as
strongly agree, agree, neutral, disagree and strongly disagree to identify the impact of
mobile games on the academic performance of the respondents. We chose to conduct
a research survey because it will make it easier for us to learn about a particular topic
and it will make it easier for us to get an answer from respondents
Respondents of the Study
The researchers will explain the gathered necessary data and also the information
including statistical treatment.
The respondents of this study were the Grade 12 Humanities Social Science students of
Taytay senior high school. We chose 70 HUMSS students per section, Bautista,
Hidalgo, Fernando, Francisco, San Pedro, Arcellana, and Joaquin, to answer the
questions in our survey and our respondents are the grade 12 HUMSS students
enrolled in the current year 2020 - 2021.

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Research Locale
The study was conducted at Taytay Senior High School, a DEPed managed school Int.
Binhing Pag-asa St . Brgy. Dolores Taytay, Rizal. This school comprises Senior High
School and offers tracks which are academic, technical and sports tracks.
Unit of Analysis
Our unit of analysis is Grade 12 HUMSS students. According to our research, these
other individuals experience distractions and motivations in playing mobile games that
can affect their study, so our research focused on the Grade 12 HUMSS Students to
determine how mobile games affect their academic performances in this time of
pandemic.

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Research Ethics
The group established distinct ethical standards for us, the researchers, to follow; (1)
Principlaining informed consent, this is one of the foundations in upholding ethical
practices in the research. This means that the researchers must advise the participants
that they can enter research freely (voluntarily) and that they can withdraw at any
moment, as well as it must be provided with full information about what it means for
them to participate, and that they must give consent before they enter; (2) Open
Communication Principle, states that participants can freely express their thoughts and
questions regarding the subject matter; (3) Right to Protect Anonymity and
Confidentiality necessitates that all data provided by participants in response to the
questionnaire remain confidential throughout the study, particularly any information
provided by participants that is private or sensitive. The researcher agrees to maintain
the confidentiality of such information. (4) Privilege to Maintain Privacy refers to the
freedom of the participants to have rights in restricting their personal information and
enter just what they choose to reveal in the survey.
Statistical Treatment
The following statistical procedures were used to interpret the data gathered

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from the respondents of the study that recorded in tables. This part analyzed and
interpreted accordingly based on the results of the statistical treatment.
1.Simple Percentage, To determine how strong the relationship between the two
variables, the mobile games and the academic performance of the students.
where:
P = the total percentage
F = the total frequency
n = total number of the respondents

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2.Weighted mean, In analyzing and determining the gathered data, the researchers
used a simple percentage and frequency method using the following formula.
Where:
wm = is the weighted mean
Σ = summation symbol
F = the frequency each symbol
W = assigned weight
N = total number of frequency
Weighted mean/ equivalent Corresponding Remarks
4.21- 5.00 Strongly Agree
3.41- 4.20 Agree
2.61- 3.40 Neutral
1.81- 2.60 Disagree
1.00- 1.80 Strongly Disagree

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3. Likert Scale. The following likert scale serves as a guide for interpreting the data
gathered from the respondents.
Scale Equivalent Corresponding Descriptive Equivalent

remarks
5 4.21- 5.00 Strongly Agree Highly Favorable
4 3.41- 4.20 Agree Favorable
3 2.61- 3.40 Neutral Moderate Favorable
2 1.81- 2.60 Disagree Low Favorable
1 1.00- 1.80 Strongly Disagree Very Low

Favorable
4. Pearson correlation coefficient. This was used to test the correlation between
the two variables.
Where:
X: are X Values
Y: are the Y Values
Mx: Mean of X Values

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My: Mean of Y Values
X - Mx & Y - My: Deviation scores
(X - Mx)2 & (Y - My)2: Deviation Squared
(X - Mx)(Y - My): Product of Deviation Scores
5. Rankings. the response format used by the researchers to establish some type of
priority among the sets of data gathered from the respondents.
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter of the paper presents the data gathered from 70 student participants
from Taytay Senior High School, who served as respondents of this research. It also
provides the analysis and interpretation of the data that has been organized according
to the research question enumerated.
A. RESEARCH QUESTIONS #1 Respondents Demographic Profile.

Table 1 presents the demographic profile of the respondents in terms of age, sex and
1st semester general average.
Table 1.1 Frequency and Percentage Distribution of the Ages of the Respondents
Age Frequency Percent Rank
(f) (%)
17 years old and below 24 34.3 2
18-20 years old 36 51.4 1
21-23 years old 7 10 3

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24 years old and above 3 4.3 4
Total 70 100
Age. Table 1.1 shows that 24 out of 70 respondents are 17 years old and below, 36 of
the respondents were 18-20 years old, 7 respondents were 21-23 years old, while the
24 years old and above is 3 out of 70 respondents. Based on findings, the majority of
the respondents playing mobile games are in the range bracket between 18-20 years
old which is teenagers or millennials.
Table 1.2 Frequency and Percentage Distribution of Gender of the Respondents

Sex Frequency Percent Rank
(f) (%)
Male 37 52.9 1
Female 33 47.1 2
Total 70 100
Sex. Table 1.2 shows the frequency and percentage distribution of the respondents
according to gender. The gender breakdown of respondents is seen in Table 1.2. Males
made up 37 out of 70 respondents (52.9%), while females made up 33 percent (47.1%).
The results suggest that there isn't much of a gender divide among the respondents, yet
males still dominate females on playing mobile games. Rappaport et al., (2020) About
41% of teen boys and 20% of adolescent girls play online games every day, based on
the poll that found online games are more popular among males than females.
Table 1.3 Frequency and Percentage Distribution of the Academic Grades of the
Respondents
G12 1st Semester Frequency Percentage Rank
General Average (f) (%)
90-100 25 36 2

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85-89 28 40 1
80-84 12 17 3
75-79 5 7 4
Below 75 0 0
Total 70 100
Legend: 90-100 Outstanding, 85-89 Very Satisfactory, 80-84 Satisfactory, 75-79 Fair
Satisfactory, Below 75 Did not meet expectation.
Academic Grades. Table 1.3 below shows the frequency and percentage distribution of
the respondents' academic grades. The respondents frequency on academic grades
which range from 85-89 with a descriptive equivalent of very satisfactory. This data
imply that despite their involvement in playing mobile games, they are still academically
performing in the class.
B. RESEARCH QUESTION #2 Frequency and Percentage Distribution of hours

spent in playing mobile games, studying, and kinds of mobile games
commonly played.
Table 2 presents the respondents measured according to the number of hours spent
playing mobile games, studying and the kinds of games commonly played by the
students.

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Table 2.1 Frequency and Distribution in number of hours spent in Mobile games
and Studying
2.1 Number of hours Frequency Percentage Rank
spent playing mobile (f) (%)
games
8 hours and above 26 37.1 2
4 hours to 7 hours 10 14.3 3
Less than or equal to 3 34 48.6 1

hours
2.2 Time spent studying Rank
8 hours and above 27 38.6 1
4 hours to 7 hours 17 24.3 3
Less than or equal to 3 26 37.1 2

hours
Total 70 100

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Time spent in mobile games and studying. Table 2.1 & 2.2 shows how much time
students spend playing mobile games and how much time they spend by studying. In
which respondents spend less than or equal to 3 hours per day playing mobile games
while spending more than 8 hours per day studying. According to Cornillez, et al,.
(2020) the majority of the students played mobile legends and spent mostly 1 hours
playing OMG for a reason of boredom. Hence, the students' time spent on playing
OMG at home and the type of games students played at school have significant bearing
on their academic performance.
Table 2.3 Frequency and Distribution in Kinds of Mobile Games Commonly Played
by the Respondents
2.3 Kinds of mobile games commonly Frequency Percentage Rank
played (f) (%)
Mobile Legends: Bang Bang (MLbb) 21 30 1
Call of Duty (CODm) 12 17.1 2
League of Legends Mobile (LOL) 6 8.6 4.5
Clash of Clans (COC) 4 5.7 5
Player Unknown Battlegrounds (PUBG) 7 10 3.5
WordScapes 6 8.6 4.5
Minecraft 2 2.9 7.5
Mini militia 2 2.9 7.5
Roblox 3 4.3 6
Genshin Impact 7 10 3.5
Total 70 100

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School ID# 342569
Kinds of mobile games commonly played. Table 2.3 presents the kinds of mobile
games commonly played by the respondents. As shown in the table below, the ranking
of kinds of mobile games commonly played, rank 1 mobile legends: Bang Bang (ML)
has 21 or 30% out of 70 respondents, rank 2 Call of Duty (CODm) has 12 or 17.1%,
Rank 3.5 Player Unknown Battlegrounds (PUBG) 7 or 10% and Genshin Impact. While
the least commonly played mobile games is Minecraft and mini militia that has 2 out of
70 respondents playing games. Based on the findings the majority of the kinds of mobile
games commonly played is Mobile Legend: Bang Bang.
C. RESEARCH QUESTION #3 Weighted Mean Distribution on the

Respondents' Attitude on the Effects of Mobile games to their Academic
Performance.
Table 3 presents the data gathered in a survey questionnaire regarding the respondents
attitude towards the effects of mobile games on the academic performance of the
students.
Table 3: Weighted Mean Distribution on the Respondents' Attitude on the Effects

of Mobile games to their Academic Performance
Rating Scale Overall
SA A N D SD WM DE Rank
(5) (4) (3) (2) (1)
1. I spent a lot of 19 1 1 18 40 2.29 D 10

time playing
mobile games.
2. I made a lot of 44 11 1 7 7 4.12 A 5

friends as a result
of playing mobile
games.
3. I play mobile 47 9 2 2 10 4.13 A 4

games to unwind
after a long day of
studying.

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4. I have less sleep 39 12 2 4 13 3.86 A 6

because of playing
mobile games.
5. I believe that 51 10 1 6 2 4.46 SA 1

playing mobile
games has
boosted my
self-confidence
and critical
thinking.
6. I have a low grade 20 4 2 12 32 2.54 D 9

in most of my
subjects because
of playing mobile
games.
7. I am unable to 27 12 1 7 23 3.19 N 7
attend classes on
time due to my
involvement with
mobile games.
8. I prefer to play 20 9 3 9 29 2.74 D 8

mobile games
rather than have a
meeting with
classmates to
have a group
study.
9. I believe that 46 14 1 3 6 4.3 SA 2

playing mobile
games helped me
to improve my
cognitive skills.
10. I believe playing 43 13 3 5 6 4.17 A 3

mobile games

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motivates me to
do my activities.
Overall Total 3.58 A

Legend: WM- weighted mean, DE- Descriptive Equivalent, SA- Strongly Agree, A-
Agree, N- neutral, D- disagree, and SD- Strongly Disagree.
Table 3 presents the effects of mobile games on the academic performance of

the students with an overall mean rating of 3.58 or descriptive equivalent of agree. The
respondents strongly agree that the following attitudes of students while playing mobile
games affect their academic performance in regard to the statements, "I believe that playing
mobile games has boosted my self confidence and critical thinking." (Wm=4.46, R=1), and
"I believe that playing mobile games helped me to improve my cognitive skills." (Wm=4.30,
R=2). According to Mitchell et al,. (2007) Mobile learning games are considered to have
potential for encouraging both cognitive and socio-affective learning in young adults, on
another note the respondents that obtained agree in the statement concern; "I believe
playing mobile games motivates me to do my activities." (Wm=4.17, R=3), "I play mobile
games to unwind after a long day of studying." (Wm=4.13, R=4), "I made a lot of friends as
a result of playing mobile games." (Wm=4.12, R=5), and "I have less sleep because of
playing mobile games." (Wm=3.86 R=6). Although the neutral that neither agrees or
disagrees in the statement concerns; "I am unable to attend classes on time due to my
involvement with mobile games." (Wm=3.19, R=7). While the lowest mean interpreted as
Disagree in the statement concern; "I have a low grade in most of my subjects because of
playing mobile games." (Wm= 2.54, R=9) and "I spent a lot of time playing mobile games."
(Wm= 2.29, R=10).
D. RESEARCH QUESTION #4 Analysis of Significant

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Table 4: Relationship Between the Academic Performance of the Respondents
CALCULATED DEGREES OF CRITICAL VALUE DECISION

VALUE FREEDOM AT .05
0.0074 68 0.2352 NOT SIGNIFICANT
Table 4 shows the computed p value of 0.007 is greater than the critical value of 0.2352
which means that there is no significant relationship between the academic
performances of the respondents' in playing mobile games because it will reject the null
hypothesis then accept the alternative hypothesis of the study. According to Irene
Pajarillo-Aquino (2019) studied the advent development of technology which may with
make ease or make life more difficult of the students, using a descriptive-correlational to
determine the players and non players in playing online games has no significant
difference between the academic performances of the respondents.
CHAPTER 5
CONCLUSION AND RECOMMENDATIONS
CONCLUSION
Based on the data we collected regarding the effects of mobile games on academic
performance of the selected G12 HUMSS students from the 70 respondents. Based on
findings, the majority of the respondents playing mobile games are in the range bracket
between 18-20 years old which is teenagers or millennials. The total amount of time
spent by playing mobile games is within the range of less than or equal to 3 hours per
day, while the amount of time spent by studying is within the range of 8 hours and
above per day. Mobile Legends: Bang Bang, on other hand, is the most popular
commonly played mobile games among respondents. Respondents are more likely
playing mobile games to unwind after a long day of studying for relaxation in mind, the
mobile games boosted their confidence and improve their cognitive skills, they also

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School ID# 342569
made a lot of good friends as a result of participation in mobile games, but spending a
lot of time playing mobile games during this pandemic period also affect their academic
performance because they frequently get less sleep due to playing mobile games, and
they are unable to attend their online classes, which affects their academic
performance, resulting in poor grades. From this, the researchers conclude that playing
mobile games can be used for entertainment and relaxation but also can have a bad
effect on academic performance in students. On the basis results of this study, it can be
concluded that playing mobile games has no significant relationship between the
academic performances of the respondents for they still excelled in their class as
revealed by their academic grades.
RECOMMENDATIONS
The Students involved in these issues must be aware of the effects of mobile
games in order to understand how they will feel if they continue to use this application or
games.
The Teachers, who are the student's second parents, must notify them of any
problems that arise. They must not tolerate the student's bad habits. Encourage and
motivate them to participate in other meaningful and school-related activities in order to
change their bad practice/routine into a good one.
Parents of students currently studying should be aware of the effects of online
gaming and should limit their children's time spent on it. Students who play mobile
games should be disciplined when it comes to playing mobile games while still

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School ID# 342569
performing satisfactorily in their studies. Because it is only a form of recreation, it should
not be prioritized over more important and realistic priorities such as their studies.
Finally, future researchers could conduct experimentally designed research. They
should also think about other year levels or age groups for their chosen respondents.
We recommended having a more in-depth study about it to find out how to solve it.
Some programs can adequately address their conditions to students who got addicted
to playing mobile games.
CHAPTER 6
REFERENCES
Charlton, J., & Danforth, I. (2010). Validating the distinction between computer
addiction and engagement: Online game playing and personality. Behaviour &
Information Technology, 29(6), 601-613.
Jeong, E., & Kim, D. (2007). A longitudinal study of game perceptions from the
perspective of Yin-Yang theory. In Proceedings of the 40thHawaii International
Conference on System Sciences. HI, USA.
Kuss, Daria J., and Mark D. Griffiths. (2012). Adolescent online gaming addiction.
Education and Health, 30 (1), 15-17.

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School ID# 342569
Huh, S., & Bowman, N. (2008). Perception of and addiction to online games as a
function of personality traits. Journal of Media Psychology, 13(2), 1-31.
Kuimova, M., Burleigh, D., Uzunboylu, H., & Bazhenov, R. (2018). Positive effects of
mobile learning on foreign language learning. TEM journal, 7(4), 837-841.
Chen, C. M., Liu, H., & Huang, H. B. (2019). Effects of a mobile game-based English
vocabulary learning app on learners’ perceptions and learning performance: A case
study of Taiwanese EFL learners. ReCALL, 31(2), 170-188.
Lee, C., & Kim, O. (2017). Predictors of online game addiction among Korean
adolescents. Addiction Research & Theory, 25(1), 58-66.
Yang, Q., & Gong, X. (2021). The engagement–addiction dilemma: an empirical
evaluation of mobile user interface and mobile game affordance. Internet Research.
Shiratuddin, N., & Zaibon, S. B. (2010). Mobile game-based learning with local content
and appealing characters. International Journal of Mobile Learning and Organization,
4(1), 55-82.

Division of Rizal
School ID# 342569
Sun, Y., Zhao, Y., Jia, S. Q., & Zheng, D. Y. (2015). Understanding the antecedents of
mobile game addiction: The roles of perceived visibility, perceived enjoyment and flow.
Fabito, B. S., Rodriguez, R. L., Diloy, M. A., Trillanes, A. O., Macato, L. G. T., &
Octaviano, M. V. (2018, October). Exploring mobile game addiction, cyberbullying, and
its effects on academic performance among tertiary students in one university in the
Philippines. In TENCON 2018-2018 IEEE region 10 conference (pp. 1859-1864). IEEE.
Balakrishnan, J., & Griffiths, M. D. (2018). Loyalty towards online games, gaming
addiction, and purchase intention towards online mobile in-game features. Computers in
Human Behavior, 87, 238-246.
Skoric, M. M., Teo, L. L. C., & Neo, R. L. (2009). Children and video games: addiction,
engagement, and scholastic achievement. Cyberpsychology & behavior, 12(5), 567-572
Wang, J. L., Sheng, J. R., & Wang, H. Z. (2019). The association between mobile game
addiction and depression, social anxiety, and loneliness. Frontiers in public health, 247
Chen, K. H., Oliffe, J. L., & Kelly, M. T. (2018). Internet gaming disorder: an emergent
health issue for men. American journal of men's health, 12(4), 1151-1159.

Division of Rizal
School ID# 342569
Sun, Y., Zhao, Y., Jia, S. Q., & Zheng, D. Y. (2015). Understanding the antecedents of
mobile game addiction:
Chou, T. J., & Ting, C. C. (2003). The role of flow experience in cyber-game addiction.
CyberPsychology & Behavior, 6(6), 663-675perceived visibility, perceived enjoyment
and flow.
https://www.blog.udonis.co/mobile-marketing/mobile-games/mobile-game-market-trends
https://www.europeanbusinessreview.com/why-is-mobile-gaming-so-popular-in-asia/
https://gamingonphone.com/editorial/why-mobile-legends-is-so-popular-in-south-east-as
ia-sea-region/
https://www.blog.udonis.co/mobile-marketing/mobile-games/mobile-gaming-statistics
https://www.pewresearch.org/internet/2008/09/16/teens-video-games-and-civics/
https://gamertweak.com/android-adult-game/amp/
https://www.idolbirthdays.net/bianca-yao

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https://en.m.wikipedia.org/wiki/Alodia_Gosiengfiao
https://heightzone.com/choox-tv-real-name-net-worth-age-and-instagram-10-facts-to-kn
ow/
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kids
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6035026/
https://www.internetmatters.org/resources/online-gaming-advice/online-gaming-the-risks
Survey Questionnaire
THE EFFECTS OF MOBILE GAMES ON ACADEMIC PERFORMANCE OF
SELECTED GRADE 12 HUMSS STUDENTS IN TAYTAY SENIOR HIGH SCHOOL S.Y
2021-2022
Dear Respondents,
Good Day! We are the students from Grade 12 HUMSS C Bautista conducting a
research study, entitled; "Effects of Mobile Games on Academic Performance of Grade
12 HUMSS students in Taytay Senior High School. Please answer the following
questions with full honesty. We assure you that all of your responses will be strictly kept
confidential and used for academic purposes only. Thank you and we really appreciate
your time in volunteering to participate in this study.
The Researchers.
Part 1
1. What is the profile of the respondent in terms of:

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Instruction: Kindly mark the circles that correspond to your answer.
2. How may the respondents be measured according to:

Instruction: Kindly mark the circles that correspond to your answer.

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Part 2 Survey Questionnaire in Likert Scale Agree, Neutral, Disagree.

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School ID# 342569
Questions Disagree Neutral Agree
I spent a significant amount of time playing

mobile games.
I made a lot of friends as a result of my

participation in mobile games.
I play mobile games to unwind after a long day

of studying.
I have less sleep because of playing mobile

games.
I believe that playing mobile games has

boosted my self-confidence.
I have a low grade in most of my subjects

because of playing mobile games.
I am unable to attend classes on time due to

my involvement with mobile games.
I prefer to play mobile games rather than have

a meeting with classmates to have a group
study.
I believe that playing mobile games helped me

to improve my cognitive skills.
I believe playing mobile games motivates me to

do my activities.


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This is to certify that we have supervised the preparation of and

The Effects of Mobile Games on the Academic Performance of selected

Grade 12 HUMSS students in Taytay Senior High School S.Y 22021-2022.

TAYTAY SENIOR HIGH SCHOOL

A. Objectives and Problems

measurable knowledge on the Effects of Mobile Games on the academic performance

of selected Grade 12 HUMSS students in TSHS S.Y 2021-2022.

B. Respondent research, and Statistical to Use

including statistical treatment.

TAYTAY SENIOR HIGH SCHOOL

performance of selected grade 12 students in Taytay Senior High School

and what solution we could give to help them.

Statement of the Problem

1. What is the profile of the respondent in terms of:

2. How may the respondents be measured according to:

2.1 Frequency or number of hours spent playing mobile games?

2.2 Frequency or number of hours spent studying?

2.3 Kinds of mobile games commonly played?

Grade 12 HUMSS students in Taytay Senior High School?

TAYTAY SENIOR HIGH SCHOOL

performance of the students?

HYPOTHESIS OF THE STUDY.

performance of the students.

SIGNIFICANT OF THE STUDY.

academic performance of selected Grade 12 HUMSS students in Taytay Senior

the following group:

TAYTAY SENIOR HIGH SCHOOL

children are addicted to online games.

generation or millennials students who were a part of it.

The Future Researchers

and background for their research.

SCOPE, LIMITATION, AND DELIMITATION.

TAYTAY SENIOR HIGH SCHOOL

This study focuses on determining the effects of mobile games on academic

12 students enrolled in the school year 2021-2022. The respondents will be

limited to ten (10) students in every different section of Grade 12 HUMSS

students in Taytay Senior High School.

The Flow Model Theory by Csikszentmihalyi (1975) emphasizes individuals'

attention in accomplishing desired goals on specific tasks. It depicts the

psychological state of a person who is immersed in an activity with energized

concentration, optimal enjoyment, full involvement, and intrinsic interests, and

at hand. According to Kuss and Griffiths, playing online games is enjoyable.

challenges from students’ behaviors striking their academic behavior to

constantly changing positively or negatively their personality. In psychology, the

Ajzen(1991) theory of planned behavior is used to understand and predict

behaviors, which posits that behaviors are immediately determined by behavioral

intentions and, under certain circumstances, perceived behavioral control.

TAYTAY SENIOR HIGH SCHOOL

Behavioral choices are determined by three factors: attitudes toward the

academic performances of the students. The findings show that perceived

enjoyment has the most substantial influence on disturbance in studying of the

impact of mobile games to academic

TAYTAY SENIOR HIGH SCHOOL

Fig.1 Research paradigm showing the "Effects of Mobile Games on the

Academic Performance of selected Grade 12 HUMSS students in Taytay Senior

Senior High School- is two years of specialized upper secondary education;

students may choose a specialization based on aptitude, interests, and school.