Mobile Gaming: It’s Effect of Academic Performance of Grade 12 (STEM) Learners of

Dangcagan Senior High School.

RIVERA, EARL REXSON EMANUELLE G.

(iamtheone6233@gmail.com)
 CHAPTER 1

INTRODUCTION

Background of the Study

Technology continues to evolve. Computers were the greatest things ever invented by
man itself. Computers have become a part of man’s life. Development in technology brings
many things that people don’t have many years back. One of these things is online gaming that is
provided by the internet. Mobile gaming is one of the most widely used relaxation activities by
many people. Students who are playing these games just for fun, without knowing what will be
the outcome of playing these games that are more than what they think.

Mobile legend is one of the most popular online mobile games currently being played.
This is a multiplayer online battle arena developed and published by Shanghai Montoon
Technology. The players not only have a new interface to get used to, but they're introduced to
new heroes as well.
In this era of technology, online gaming has become more popular among teenagers as it
can be played anywhere at any time. All ranges of age are now able to be given more attention
into playing online games which at the end of the day they become less careful about themselves,
their performance at school and also their social life (OLIVEROS & SAPIO, 2014). Many
teachers continuously look after about online gaming mainly focused how the trend is becoming
a cause of distraction among students in their study where students designating internet cafes as
hangout places for those students do not have mobile phone anywhere they are comfortable
where hours are spent playing until late at night, or worse during school hours which makes
students skip classes. Playing online games on a daily basis score lower in every subject than
their non-gaming (Hytes,2015)
The internet as a source of information plays an important role in developing one’s mind
and life experiences by creating productive works in school, offices, and even at home.
Nowadays, this can be a person’s most efficient strategic tool for enabling himself to take charge
and cope with the fast growing technology. The fact that people live in on informative lifestyle
where
everything is updated, internet became one of the necessities of human beings regardless of age
or sex in today’s society. However, the influence of this useful machine on youth is undeniably
questionable. As to what Rock (1) said, all these technologies are very good at distracting people.
Online gaming is one of the widely used leisure activities by many people. It is said that
playing video games has a number of reasons to be played, for it can be a stress reliever,
challenge and competition, relaxation, enjoyment, social interaction, and even mentally escaping
from the real world. For most people, on-line gaming is one of the best pastimes that they
acquire, especially for teenagers, youngsters and students. According to Kuss & Griffiths (2),
teens who play online games are just having fun. They do not just actually play because of some
sort of seriousness, but also because they just want to feel relief. During school hours, students
tend to feel stressed due to loads of school work and through playing it will relieve stress. It is
undeniable and questionable that playing online games provides them something that no one can
give. According to some researchers it is beneficial. It enables the mind of the players to be more
active, especially those puzzle-based games. Furthermore, it helps the player to come up with
decisions in tight situations, especially those adventure games that keep the players to be alert,
active and strategic.

Student’s learning takes place unexpectedly, but the inappropriate usage of playing online
games leads to some problems such as being distracted in school. Further, it is where the
attention of the child was divided that even their health and social life is unknowingly affected.
Several studies in psychology have found out that increased time spent on the internet can lead to
a negative impact on a person’s ability to communicate appropriately face-to-face with friends,
peers, family members including parents. Studies revealed that the human brain is easy to
destroy and one of the reasons is using technology. The education system tends to go with the
flow with this constant change in society in order to get things relevant with generations today.

Regarding the above-mentioned situations, this study indicates how mobile gaming
affects the students’ academic performance. For this reason, the study determined the impact of
mobile gaming of grade 12 Senior High School students of Dangcagan National High School on
their academic performance; collect and compare their grades before and after joining mobile
games activities; and identify various kinds of apps that are participated by the students.The
researcher felt the need to determine the impact of online gaming to students’ academic
performance and their social behavior. The purpose of this study is to find out the implications
on on-line gaming to the academic performance and social behavior of the students.

Statement of the Problem

The conceptualization of this study is geared towards the Grade 12 students. This study
aims to identify the effects of mobile gaming on academic performance for the Grade 12 senior
high school students of Dangcagan National High School of the school year 2020-2021. The
research also focused on determining the relationship between playing online mobile games
(OMG) and academic performance among grade 12 STEM students. The following are the
formulated research questions:

1. Is there a significant difference in grade 12 STEM students playing OMG and

non- player students that can affect their academic performance on playing OMG?
2. Is there a significant difference between playing OMG and academic performance
of the students?

Null Hypothesis
This study tested the following hypothesis in at 0.05 level of significance:

Ho1. There is no significant difference in grade 12 STEM students playing OMG and
non-player students that can affect their academic performance on playing OMG.
 Ho2. There is no significant difference between playing OMG and academic
performance of the students.

Ha1. There is a significant difference in grade 12 STEM students playing OMG and non-
player students that can affect their academic performance on playing OMG.

Ha2. There is a significant difference between playing OMG and academic performance
of the students.

Objective of the Study

The main objective of this study was to find out how online games affect the Grade 12
students’ intellectual capacity in relation to their academic performance and social behavior,
specifically the study intends to;
1. Respondents gaming profile in terms of hours spent playing OMG at school and at home.
2. Commonly played OMG at school and at home, reasons for playing OMG.
3. The respondent’s attitude on playing OMG and the level of academic performance of the
respondents in the first semester 2020-2021 compared to their past grade

Significance of the Study

This study was conducted to assess and find out the impact of on-line gaming on the
academic performance and social behavior of the Grade 12 - STEM students in the Dangcagan
National High School. Furthermore, this study sought answers on the significant relationship
between playing on-line games and academic performance to social behavior of the students.

To the Readers - it will give information about how online gaming affects the students’ academic
performance.

To the Parents - it will serve as a basis to help share with other parents the information about
certain games of ideas to help each other in parenting. Also it will help them understand the
behaviour and study habits of their children when they engage in such activity.

To the Teacher - it will provide additional knowledge on what strategy to use to educate students
about the well-known impact of online gaming to students’ academic performance and decision
making.

To the Researcher - this study will provide baseline data needed for future researchers and
studies related to this one.

Even though playing online games may affect academic performance, some can know
how to socialize well and they can perform 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.
This would help the future researcher as the basis for their future study if they wanted to
study more about the effects of mobile games on student’s academic performance.

Scope and Delimitation

This study will be conducted at Dangcagan National High School, Dangcagan Bukidnon.
This study is quantitative research. The sample comes from the students of Grade 12 in the said
school. This research focuses on the effects of mobile games on senior high school students of
Dangcagan National High School in their academic performance. The study will be delimited to
the population of 20 senior high school students specifically on grade 12- Galileo STEM
students. Samples from 20 students, 10 for male and 10 for female in the said section will be the
respondents of the study. These students were selected using purposive sampling technique
following a set criterion: (1) a student of Dangcagan National High School (2) must be a grade
12 student who is involved in mobile game activities (3) is willing to serve as a respondent of the
study. The respondents task to give their wholeheartedly answer and input their grades of the
provided instrument used by the researcher.
There were dependent and independent variables. The independent variable was
participation in mobile gaming activities. The dependent variables include the students’ grades
and academic performance of the students.

Theoretical Background

Theory on Gaming and Violence

The other key flashpoint which researchers frequently clash is whether playing violent
video games (VVG’s) creates genuine violent trends in players, and therefore should they be
considered a risk factor for committing of violence in the real world.
As a research area with many studies it is possible to examine and compare various
reviews that pooled the results of individual studies in meta-analysis. Strong meta-Analytic
research has suggested, taking into account all the published and unpublished literature available,
but exposure to VVG’s is a causal risk factor for higher levels of aggressive behavior, aggressive
cognition of aggressive affect, and for decreased empathy and prosocial behavior (Anderson et
al. 2010). Knowing the consequences caused by playing games is essential to this study since
this study highlights the impacts of online games to the students both academic and social
behaviors.

Theory on the Effects of Video Games

The increasing popularity of video games has resulted in an explosion of video games
research (Barlett, Anderson and Swing, 2009). The increasingly large research literature on this
topic shows consistently that video games are found in short and long term contexts and have
access to a wide variety of domains (Anderson and Dill, 2012). Some of the effects have been
researched extensively and are being determined. Allowing students to understand the effects of
playing violent games enables them to see and to realize how it can affect their social behaviors
or performances.
The Game Theory
Smith, et.al (2005) stated that playing online games takes part in a large body of theory
that concerns decision-making. It gives concepts of conscious, object-oriented decision making
involving multi-persons that provides concepts to analysis such as information, choices, moves,
strategy and outcomes.
Playing online games draws not only the negative impacts but also the benefits it gives to
the students. By averaging the effects of playing online games, it would help students consider
not just the negative side of it but also the benefits it provides to them.

Definition of Terms
The following terms were defined for better comprehension.

Mobile Games
A mobile game is a video game played on a feature phone, smartphone, PDA, tablet
computer, portable media player or calculator. This does not include games played on dedicated
handheld video game systems such as Nintendo 3DS or PlayStation Vita.

Massive Multiplayer Online Games

Massive Multiplayer Online Games (MMOG) are multiple player online games. The
games are different from regular online games as they have the technological capacity to host
hundreds of thousands of players on the same game in one persistent world (Chan and Vorderer,
2006, p.90).

Effect
a change which is a result or consequence of an action or other cause.

Academic Performance
Academic Performance refers to the achievement obtained by students in their study such
as their grades. It emphasizes the ability and achievement of learning outcomes as defined by the
K to 12 curriculum standards. The levels of performance are outstanding, very satisfactory,
satisfactory, fairly satisfactory, and did not meet the expectation (DepEd Order No.8, s 2015).
 CHAPTER II

Review of Related Literature

This chapter presents the related literature used by the researchers that has the same
bearing to the conducted and to aim them in conduct of the research. The studies of the different
educators and researchers are being reviewed and were being compared to the study my study to
get their insights as well as results regarding the research conducted. It shows effort by
experimental studies of other researchers and their findings, theoretical framework, and
identification of the research. This section reviews observed literature on the relationship
between school location and learners academic performance.

Related Literature
This chapter presents a review of the literature and studies considered relevant in
the present investigation. International and local relevant works and studies thematically
discussed the variable of the study. Included in this chapter are ideas and assumptions of
the impact of extra-curricular activities on the academic performance of students. The
related literature helps the researcher gain more ideas for the present study

Today's world is one that is largely composed of technology. In a relatively short span of
time we have been immersed in a world of high-definition television, Facebook, YouTube,
internet radio, "green" cars, outrageous thrill rides, 3-D technology, etc. But no area of
technology has become as prominent as that of video gaming.
According to Anand (20117), the penetration of video games into the United States alone
is huge, with at least 90% of homes having children that have played (rented or owned) video
games. This is a record level that continues to increase. 55% of console players and 66% of
online players are over 18. The college demographic seems to be the major group of gamers
simply because they have a lack of parental supervision and they have more flexible schedules,
allowing for more play time (Anand, 2017).
As with any other innovation in society, the introduction of video games brought the
question "What are the negative effects or consequences?" Smyth (2017) notes that there seems
to be an increased interest in research in the area of video gaming to answer this question. And
there does indeed seem to be much research on the topic in recent years. In overviewing the
research, one main concern seems to be whether the playing of video games impacts academic
performance in a negative or positive way and what those consequences are.
One study done by Anand (2017) found a negative correlation between the amount of
time spent playing video games and the GPA and SAT scores of students. This means that GPA
and SAT scores decreased as time spent playing increased. However, Anand (2017) did
recognize the limitation of using SAT scores because they represent a one-time standardized
score. Using GPA is more credible because it represents a continuous measurement of school
performance. He also found that males were more prone to these results than females, because
males tend to play video games more. Skoric, Teo, and Neo (2019) went one step farther and
studied addiction to video gaming versus simple engagement in video gaming.

Although no definitive definition of addiction was given, they found that those addicted
to gaming consistently performed negatively in the academic setting, while there was no negative
correlation between time spent playing or engagement and academic performance. Shao-I, Jie-
Zhi, and Der-Hsiang (2014) also studied addiction (once again no definitive definition was
given) and noted a decrease in school performance when the student was addicted to gaming.
They found that gaming Modern Psychological Studies (2011) 17: 37-44 addiction physically
impacts academic achievement because the student is too involved in the game to do homework
or prepare academically.
There are also others that have found decreased academic performance in relation to
involvement in playing video games. Anderson and Dill (2017) studied video games and
aggression and suggested that not only does gaming have an impact on performance directly, but
it also triggers a higher level of aggression, which is often linked to problems in school and
decreased academic performance. Wack and Tantleff-Dunn (2019) also found a negative
correlation, although the relationship between GPA and academic performance in their study was
not significant. Jackson et al (2018) found that time spent playing games was a negative
predictor of academic performance and that those who played video games more often had
poorer grades than those who played less.
A study conducted by Wood, Griffiths, and Parke (2017) included open-ended questions
that encouraged participants to report different feelings about playing video games. Some of the
negative consequences indirectly related to school performance, in that participants reported
often missing lectures, skipping homework, etc. They also found that these consequences were
more likely to impact males, because males play more often and were more likely to report
losing track of the time while playing. In an experiment by Williams (2016), school performance
increased after the participants dramatically decreased (limited time spent using technology to 30
minutes per day) their usage of all technology, including video games.
Finally, Jaruratanasirikul, Wongwaitaweewong, and Sangsupawanich (2019) found that
the excessive playing of video games (five hours or more per session) resulted in school grades
that were below a 3.00 average, and that time spent playing was a predictor of academic
performance. They also suggested that video games indirectly lead to decreased performance
through promoting violence. Finally, they noted that playing video games took time away from
school activities, homework, social interaction, etc.
Then there are those in the research field who have come up with neutral results. Smyth
(2017) studied the difference between playing massively multiplayer online role-playing games
(MMORPG) and playing other types of video games and found that even though the MMORPG
group reported greater interference in academic work (such as skipping homework, missing a
class, etc) as opposed to the other groups, overall the groups did not differ in academic
performance. Hart et al (2019) used the Problem Video Game Playing survey to measure four
different areas of life, including academic behavior, impacted by the playing of video games and
suggested that there was not a significant correlation in any area.

However, there is also plenty of research to suggest that interactive video games can
actually lead to increased academic performance (Anand, 2017). Jackson et al (2018) found that
the usage of games is causally related to an increase in visual-spatial skills, which often come in
handy in the fields of science, mathematics, technology, and engineering. A study done with
Kindergarteners (Din & Calao, 2011) showed that students who played educational video games
on the Sony Lightspan, which is a game system similar to the Sony Playstation One, made
significant increases over the control group in the learning of spelling and reading; however, no
significant gain was made over the control group in math. This suggests a facilitative role of
playing video games in developing verbal skills (2011).
Smyth (2017) suggested that complex games may lead to academic success by engaging
players in problem solving, critical thinking, and creativity. Skoric et al (2019) found that while
game addiction leads to negative academic performance, moderate engagement in gaming can
lead to improved performance in an academic setting. They found a positive correlation between
game play and English test scores, which suggests that gaming can actually lead to better test
scores. North Carolina State University is even experimenting with a synchronous online
graduate course that integrates video game design with science curriculum (Annetta, Murray,
Laird, Bohr & Park, 2018).
To sum up this overview of the recent literature on the relationship between the usage of
video games and academic performance, Anderson and Dill (2010, pg 17) quite aptly state the
predicament in researching this topic: "There is no definitive answer to the question of whether
video games disrupt academic performance." As the literature review shows, much has been said
to support every aspect of the topic, both positive and negative. The present study seeks to
answer the question: Does playing video games have an impact on academic performance as
measured by amount of time playing and school GPA? This proposal's hypothesis is that as time
spent playing increases, GPA will decrease; also that as the level of cognitive engagement as
determined by the number of puzzles/strategy situations encountered increases, GPA will
increase.
Based on the study done by Chin-Sheng Wan, M.S. and Wen-Bin Chiou (2006), 6
majority of their respondent that is teenagers in Taiwan showed strong interests in roleplaying of
online game, in which they often do things that they dare not to do in real life. This is believed
due to the fact that in an anonymous environment, online game players tend to use their
nickname rather than their real. In their paper, they also conclude that those who are addicted to
the Internet might attempt to escape from the limitations brought by real life in order to obtain
the space for survival and security.
 Some researchers claim that teenagers choose online gaming as a way or method to cope
with daily problem and stress10. Online gaming can also become a dysfunctional mediafocused
coping strategy (Thalemann, 2009). It is reported that this is similar to how teenagers react
towards frustration and stresses (Wölfling, Thalemann, & Grüsser, 2008). For example,
problematic gamers will indeed show off emotions like anger, depression and frustration. But it’s
not all bad, problematic gamers can show positive emotions depending on the outcome of the
game. This seems particularly problematic because those teenagers who play online games
excessively are likely to develop a healthy lifestyle because they are constantly playing online
games instead of occupying themselves with school, friends and family.
A research by Abbacus (2017) was conducted to determine the effect of online game
addiction of the student to their academics and the effects of online games to their health. Online
game addiction is not far from drug addiction. Because both seek a way to make them feel better.
The lure of the fantasy world is especially pertinent to online -role playing games. These games
are in which a player assumes the role of a fictional character and interacts with the other players
in the virtual world. According to Huan (2003), by playing the online games features online
gamer participants may view the games as a source of providing diversion and filling time. This
study found that “problematic” video game use can have similar effects as other addictive
activities such as abusing alcohol Kang (2011). The study of Abacus (2017) is comparable to the
current study because it verifies the impacts of online games, however they disagree in specific
downside just like the study of Abacus (2017) specified the results of online gaming addiction.
Robinson (2016) conducted a research that investigates the relation between exposure to
computer games and the academic performance of the students. Research on the social effects of
video games is also mixed (Allison, Wahlde, Shockley and Gabbard, 2006). Some studies found
out that video game or similar to addiction such as gambling which create negative social effects.
The connection of the study of Robinson (2016) to this study is that it shows how so much
exposure to online games affects the academic performance of the students which is similar to
the study conducted by the researchers.
While Internet Gaming Disorder is proposed as a disorder, it is still discussed how much
this disorder is caused by the gaming activity itself, or whether it is to some extent an effect of
other disorders. Research suggests that excessive online gaming may in extreme cases lead to
symptoms commonly experienced by substance addicts, namely salience, mood modification,
craving, and tolerance (Wolfling, Grusser and Thalemann, 2008; Young, 2009; Hsu, Wen and
Wu, 2009; Ko et al., 2009; Mehroof and Griffiths, 2010).
In addition to that, their research also indicates that online gaming brings an anonymous
environment with lower public self-awareness, and allows players to stop concentrating on the
self- consciousness in order to prevent becoming overly- worried about what other people would
judge the way they act in front of others. At the conscious level addicted players might seek self-
presentation in an anonymous, relaxing, and secure space, but unconsciously, they might actually
have an unsatisfied need for self-presentation due to their poor self-image in real life.

There are incidents happening to students due to the addiction of online gaming. For
instance, when playing mobile games become the habit of students, it could be difficult for them
to stop. In some occurrences, there is no money when one wants to play the game because they
would do anything to fulfill their desire and it may root stealing money from their parents or
other targets. Egli and Myres (1984) identified compelling behaviors associated with online
gaming, discovering that 13% of the students they interviewed sacrificed other activities and
uncontrollable spending money and time in gaming. When building this habit playing online
games, it gives affect on their education, Anderson and Dill (2007) studied video games
suggested that gaming affects directly their stimulating a high level of aggression which is
usually linked to school problems and definitely decreased academic performance.
Relating to the above-mentioned literature, This study indicates how mobile gaming
affects the students’ academic performance. For this reason, the study determined the impact of
mobile gaming of grade 12 Senior High School students of Dangcagan National High School on
their academic performance; collect and compare their grades before and after joining mobile
games activities; and identify various kinds of apps that are participated by the students.

CHAPTER III

Research Methodology

This chapter presents the method and procedures used in the conduct of the study. It
includes the research design, locale of the study, participants of the study, sampling procedure
and research instrument.

Research Design
The study applied a quasi-experimental research design. There were two groups of the
participants, namely: the experimental group and the control groups. The students before joining
mobile games. The student’s grades before joining mobile game activities were assigned as the
control group; while, the student’s grades after joining extra-curricular activities were assigned
as the experimental group.
Research Locale
This study was conducted at Dangcagan National High School, a public school located in
Purok 1B, Poblacion, Dangcagan, Bukidnon, 8719, Region X, Philippines. This school is under
the provision of the Department of Education, which has 52 active and brilliant teachers,
consisting of 12 Senior High School teachers and 40 Junior High School teachers. It has two
non-teaching personnel; two LGU paid job orders, two schools MOOE paid utility and
watchman with the enrollment of Two Thousand One hundred thirty-four (2,134) students for the
school year 2020- 2021. There were One Thousand Five Hundred Eighty-Six (1,586) students
from Junior High, composed of Eight Hundred Eighteen (818) male students and Seven Hundred
Sixty-Eight (768) female students; and there were Five Hundred Forty-Eight (548) Senior High
School students, composed of Two Hundred Sixty-Four (264) male students and Two Hundred
Eighty-Four female students.

Figure 1 shows the Map of the reseacrch locale.

Participants of the Study

The participants of the study were twenty (20) Grade 12 STEM learners of Dangcagan
National High School enrolled in S.Y. 2020-2021.

Management of Class
The researcher conducted a short orientation to the control group and experimental group
on the meeting. The study was conducted first to the control group, then the experimental group
on the following day. He explained the flow of activities during the conduct of the study. The
researcher gave the letter of consent to the parents of the participants. Parents' approval was
necessary for them to know the flow of activities the participants may undergo, especially the
research was conducted in the middle of a pandemic. The letter of assent was given to the
participants, informing them of their participation in the study and asking for full support. The
participants of both groups answered the 25 items survey questionnaire, administered to them
before the conduct of the study.
Figure 2 shows the flowchart of the management of class in the conduct of the study. The
Practical Research-2 teacher permitted the researcher to not administer post-test and pre-test,
since the grades before joining extra-curricular activities were assigned as the control group and
the grades after joining extra-curricular activities were assigned as the experimental group,
therefore the study would be manageable in times of pandemic.
Figure 2. Flowchart of the management of classes.
Statistical Treatment of Data
To answer subproblems number 1 and 2 which were the difference on the grades before
and after joining mobile gaming activities, the difference of the academic performance between
the students who participate in mobile gaming activities, and those students who do not
participate in mobile games activities. The researcher gets the frequency or the number of the
students who have decreased their grades after joining mobile gaming activities and the
frequency or the number of students who have increased their grades after joining the said
activity.
The formula for sample percentage is as follows:
P= (f/n) x 100
Where:
P= Percentage
f= Frequency of students who have decreased/increased their grade after joining extra-curricular
activities.
n= total no. of respondents

Sampling Procedure
A permission letter may be sent to the adviser who holds the school year GPA of
Dangcagan National High School. The study was centered to know the difference of the
respondent’s grade before putting themselves on the life of mobile games. After being permitted,
list downing their grades for calculating the difference in the study.
The research is conducted to specific sections. The researcher may ask some questions
relevant to the study that are needed for calculating the number of students who agree from the
said statement in provided questionnaires. Every separated gender of students can receive a
questionnaire so that the researcher would know the difference between the grades before and
after the students joined mobile gaming activities. The students were explained about the purpose
of the study and they were interviewed together by gathering their past grades compared to the
present that their anonymity is secured.
This study consists of the following variables in which the research is being based.

Research Instrument
In order to search and gather data, the researcher used a random sampling method, every
member of the population has an equal chance of being selected. First, the researcher makes
simple, accurate and relevant questions that are needed for compiling the ideas for the
respondents of the study. 20 will be selected and 10 for every gender as distributing the papers
using fishbowl technique. After gathering information for each respondents, the researcher will
make a direct contact through the adviser who holds the GPA of the students to list and identify
the difference they made so far. These following instruments that will be used can support the
answer of the respondents and greatly helped the researchers to answer all the objectives of the
study.
Data Collection
In the conduct of this study, the researcher followed the research protocol by asking
permission from the School Principal of Dangcagan National High School to conduct the study
with a letter of request approved by the Practical Research-2 teacher. In the same way, the grade
12 advisers of Dangcagan Senior High School were requested. After the request granted, the
study was conducted, following the research ethics.

Research Ethics
Following proper protocol, the researcher obtained a letter of recommendation from the
Practical Research-2 teacher. The approved letter was handed to the office of the School’s
Principal for the approval of the request to conduct the study. The approved application for the
study was given by the researcher to the principal. The researcher also gave an orientation before
the conduct of the intervention. The researcher followed the APA (American Psychological
Association) the Ethical Guidelines for Research before the conduct of the study with human
subjects. The researcher assumed the responsibility to conduct research with concern and
sensitivity for the welfare and dignity of human participants. That would conform to all
professional standards and regulations regarding research with human participants.
The researcher presented the approved request to the School Principal for permission to
launch the study. Orientation was provided on the different processes and procedures for them to
have orderly and active participation in the study. The standards of ethics were given more
emphasis by the researcher to show respect and dignity to the participants, thereby attaining the
concerns and welfare of all the learner participants.
Scoring Procedures The guidelines specified in the K to 12 Curriculum were used to
define the academic performance of Grade 12 students. The bases were on the “Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education Program” of the
Department of Education order no.8, s. 2015. This also used guidelines to interpret the
proficiency level of the students. The scores ranged from Outstanding (26-30), Very Satisfactory
(23-25), Satisfactory (21-22), Fairly Satisfactory (18-20), and Did Not Meet Expectations (0-17).
Each multiple-choice item corresponds to one point and that 25 points would be the highest
possible score. The bases for the performance of the learners were the following:

The Scoring Procedure of K-12 Academic Performance

Level of Range of Scores Performance Range Qualifying

Proficiency Statements

Outstanding 26-30 90-100% - The learners at this

 level exceed the core
requirements in terms
of knowledge, skills,
and understanding
and can transfer them
automatically and
flexibly through an
authentic task.

Very Satisfactory 23-25 85-89% - The learners at this

level have developed
the fundamental skills
and core
understanding and
can transfer them
independently
through authentic
performance tasks.

Satisfactory 21-22 80-84% -The learners at this

level have developed
the fundamental skills
and core
understanding and
with a little guidance
from the teacher
and/or with some
assistance from peers,
can transfer this
understanding
through authentic
performance tasks.

Fairly Satisfactory 18-20 75-79% - The learners at this

level have developed
the fundamental skills
and core
understanding and
with much guidance
from the teacher
and/or with some
assistance from peers,
can transfer this
understanding
through authentic
performance tasks.
 Did Not Meet 0-17 74% Below - The learners at this
Expectation level struggle with
his/her understanding,
prerequisite and
fundamental
knowledge and, or
skills have not been
acquired or developed
adequately to aid
understanding.

The researcher adopted and modified the Learning Engagement Scale in the Faculty of
the Department of Languages and Literature (2019). The engagement scale measures and
evaluates the learners’ opinions, actions, and participation, and academic performance.

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Survey Questionnaire on Online Mobile Game Activities of Grade 12 STEM Students: Its
Impact on Their Academic Performance of Dangcagan Senior High School

Name:_____________________________________________________________

Description:
This study aims to identify the impact of joining in playing mobile games to the Grade
12 STEM students of Dangcagan National High School of the school year 2020-2021. The
research also focused on determining the significant difference between the grades before and
after joining mobile gaming activities. Through this study, it is hoped that with the identification
and analysis of the impact of joining mobile game activities to students’ academic performance,
appropriate action could be done to address this need.

Participation:
The researchers would like to ask for your participation in the conduct of this study. Rest
assured that the result of this endeavor will remain confidential and will be treated with
anonymity. Specifically, the researchers ask you to:
1. Answer the survey questionnaire honestly.
2. Mark check and explain short but precisely that corresponds to your answer

These questions are adopted from the study presented by the Faculty of the Department
of Languages and Literature (2019) on their study entitled, “The Effects of Online Games to
Students: Behaviors and Academic Performance”.
Profile and Self-Reliant Questions for the Respondents:
1. Gender
____Male ____Female
2. Age
____15 - 20 ____21 - 25
_____26 - 30 ____Others please specify

3. Do you play online games?

____Yes ____No
4. What kind of gaming genre do you play?
____FPS (First Person Shooter)
____Strategic Games (Dota, LOL, etc.)
____Gambling Games
____Educational Games
_______________Others please specify
5. How many days do you play games in a week?
____1-3 days ____4-6 days ____7 days
6. How many hours a day do you spend playing games?
____2 - 4 hrs. ____more than 12 hrs.
____5 - 8 hrs. ______others please specify

7. How often do you play these games?

(Refer to your answers in question no. 4)
____Always ____Sometimes
____Often ____Never
8. How was the gaming experience in times of defeat or success?
____________________________________
9. What urges you to play online games?
________________________________________________________________________.
10. Do online games engage you to think critically?
____Yes ____No
11. Do the things you learn in online games help you in real life?
____Yes ____No
12. Other than logical thinking, what benefits can you get from playing online games?
____________________________________
13. Does online gaming affect your performance at school?
____Yes ____No
14. Does online gaming affect your behavior towards your family and friends?
____Yes ____No
15. How much money do you spend while playing online games?
____ 50 - 100 pesos ____ 200 - 300 pesos
_______others please specify
16. Have you experienced stealing money due to playing online games?
____Yes ____No