Bea Thesis Paper

Excessive Use of Mobile Games and Academic Performance of Grade 10 Students |1
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Millions of years have passed. The evolution of technologies has been developed
and become advanced. These resulted in different machines, appliances, and gadgets with
unique features. Gadgets, which is the most prominent and popular among millennial
consists of applications and one of these is the mobile games highly played by students
and also millennial worldwide.
Mobile game is a video game played on a feature phone, smartphone/tablet, smart
watch, PDA, portable media player or graphing calculator. In 1994, Hagenuk MT-2000
played their earliest known game on a mobile phone which is Tetris Variant. Moreover in
1997, Nokia launched the very successful snake.
The International Telecommunication Union (ITU) estimated that there were more
than six billion mobile phone subscriptions in the world in 2016. The expansion of
mobile gaming is not worthy also in terms of quality, as mobile games have become a
site for innovative, new play and game design practices.
Literature on mobile games is often technically focused and generally moves
directly to discuss the implementation of games for mobile phones and other mobile
devices without necessarily clarifying the key concept itself (Hamer, 2007). Despite
being a common enough term and phenomenon in today’s technologically intense
societies, it is not necessarily self-evident what exactly constitutes and defines a “mobile
games”.
The early history of mobile games does not start with the introduction of the first
handheld electronic games in the late 1970s; there is continuity from the early simple
electronic gaming devices such as the Merlin by Parker Brothers in 1978 and the
evidences of traveling dice and board games being used by the Roman Emperor Claudius.
Since 1970s and 1980s, there have been many different mobile phone
manufacturers in the market, each regularly releasing phone models that support diverse
feature sets. Such key factors as the screen size, keyboard, memory, processor, operating
system, as well as the wireless capabilities all differ, making game development for
mobile phone ecosystems a rather challenging undertaking.
According to Statista, there was an average of 2.8 billion monthly active users of
mobile games worldwide in the end of 2016 and 2.7 billion users in the last quarter of
2015.
Due to the increasing cases of excessive use of mobile games, student who are
prone to mobile game suffer the descend level of academic performance in school.
Theoretical Framework
In recent years, gaming addiction (computer game addiction, console gaming
addiction, or even excessive play on portable systems) has received increased attention
not only from the media, but also from the psychologist, psychiatrists, mental health
organizations, and gamers themselves.
Gaming addiction is not yet classified as a mental health disorders or “true”
addiction like gambling or alcohol addiction. However, some gamers clearly struggle to
keep their playing habits under control and may place more importance on their gaming
accomplishments than their happiness and success in the real world.
According to the University of New Mexico, recent studies suggest that 6 to 15
percent of all gamers exhibit signs that could be characterized as addiction.
There is no definition or criterion of game addiction in the Diagnostic and
Statistical Manual of Mental Disorders DSM-IV-TR (American Psychiatric Association
[APA], 2000) or The International Classification of Diseases ICD 10(World Health
Organization [WHO], 1992).Although is possible to see plenty of academic studies, as
Petry (2011) argued, there is no consensus on the operational definition of game
addiction. But typically, game addiction can be described as excessive and compulsive
use of games that hinders the daily life of players (Weinstein,2010).Wood (2008),based
on four case studies, puts forward that the reason why people spend too much time on
games is not games’ addictive features but ineffective time management or people’
symptomatic reactions to some underlying problems.

Game addiction may be considered as a serious social issue (Park &
Ahn,2010).Game addiction, with the behaviour of excessive game playing, may lead to
some social (Sun et al., 2008),familial (Lee et al., 2007) and physical (Porter, Starcevic,
Berle, & Fenech,2010),problems and excessive game playing can be associated with
certain problematic aspects of individuals’ personalities, social live (Festl, Scharkow, &
Quandt,2012) and numerous medical problems (Griffiths,2008).
In addition to these, from an educational point of view, students may neglect
their lessons because of computer and mobile games. The relationship between different
kinds of computer, video and internet game playing and academic achievement has been
well established ( Anand, 2007; Ip, Jacobs & Watkins,2008).
Today, students play games not only in their houses or Internet cafes, but also
in educational environments with their portable electronic devices.

CONCEPTUAL FRAMEWORK
II Dependent
Independent Intervening
(Output)
(Input) Students’ Profile
Academic
Excessive Use of  Age Performance
Mobile Games In
 Gender  Quarterly
Exam
 Name
 Recitation
 Social
Economic  Quizzes
Status
 Projects
 Assignments
The illustration shows the relationship between the independent, intervening and
dependent variable in this study. The independent variable is the excessive use of mobile
games that can affect the dependent variable which is the academic performance such as
quarterly exam, recitation, quizzes, projects, and assignments. The intervening of this
study is the Student’s Profile like Age, Gender, Name, and Social Economic Status.
Surveys and questionnaire was used to determine the effect of excessive use of
mobile games in the academic performance of Grade 10 students.

STATEMENT OF THE PROBLEM
This study aims to know whether excessive use of mobile games affect students’
academic performance, specifically it aims to answer the following questions.
1. What is the students’ profile in terms of:
a. Gender
b. Age
2. What is the students’ level of academic performance before playing mobile games?
3. What is the students’ level of academic performance during playing mobile games?
4. What is the effect of excessive use of mobile games to the students’ academic
performance?
5. Is there a significant relationship between excessive use of mobile games and students’
academic performance?
NULL HYPOTHESIS
There is no significant relationship between excessive use of mobile games and
students’ academic performance.
SCOPE AND LIMITATION
This study is only limited in the Grade 10 students who are excessively using
mobile games which can affect their academic performance.

In this study, 25 respondents from class of Grade 10 students were needed. There
were 15 boys and 10 girls and it was conducted in NNHS. Data that were collected were
mainly the respondents’ perceptions about the effects of excessive use of mobile games,
as well as their interpretation for questions asked in the questionnaire.
SIGNIFICANCE OF THE STUDY
The result of this study was a great help to both students and teachers, and for the
readers also. For the students, they can gain information about the effects of excessive
use of mobile games so they can give more focus with their study. They may be able to
increase their performance in school and can actively participate in class discussion.
Also, they can be able to lessen the time taken by playing mobile games. For the teachers,
they may be able to coordinate their students regarding with the excessive use of mobile
games and its effect in the academic performance of students. For the readers, they can
have an understanding about the effect of excessive use of mobile games in academic
performance.
DEFINITION OF TERMS
The term used were either defined operationally and conceptually as follows:
Mobile games- video game played on a feature phone, smart phone/tablet, smart watch,
PDA, portable media player or graphing calculator
Excessive- exceeding what is usual, proper, necessary or normal

Technology- science underlying industrial arts
Academic performance- the outcome of education that extend to which a student has
achieved their educational goal
Performance- the action or process of carrying out or accomplishing an action, task, and
function
CHAPTER II
REVIEW OF RELATED LITERATURE
RELATED LITERATURE
Foreign Literature
The literature on mobile games is often technically focused and generally moves
directly to discuss the implementation of games for mobile phones and other mobile
devices without necessarily clarifying the key concept itself. (Hamer, 2007).
Jane McGonigal, author of the “Reality is Broken: Why Games Make Us Better and
How They Change the World” said in an interview in National Public Radio,2011 “Well,
games seem to tap into the psychological state called eustress or positive stress. You
know, normally we think about stress as very negative. It makes us anxious or frustrated
or burnt out. But it turns out that if we have chosen a goal for ourselves and if we feel in
control of the work that we’re doing, that stress is experienced very positively”. However
McGonigal still encourages everyone to play games due to its convincing benefits but
also insists that people should only play on controlled number of hours.
According Chis Rowan, 2013, Effects of Android Game, Today’s families are
different. Technology’s impact on the 21st century family is fracturing its very foundation
and causing a disintegration of core values that long ago were the fabric that held families
together.
According to Rob Cover who studied Gaming (Ad) diction: Discourse, Identity,
Time and Play in the Production of the Gamer Addiction Myth. He focuses to the
production of an illusory dichotomy between the real and the virtual and continuing
cultural apprehension for activities and entertainments which are not viewed merely as
the new but as dangerous virtue of their representation as virtual.
Mccarthy, Li, and Tiu (2013) reported a positive impact on maths comprehension
after using a mobile game specifically designed for maths learning. The early mathematic
skills of pre-schoolers were improved after playing the game at home with the support of
their parents.
RELATED STUDIES
In this study, addiction to mobile games was defined as a kind of phenomenon that
users strongly rely on mobile games and cannot help playing mobile games repeatedly in
a comparative long period of time. As such behaviour may cause notable physical, mental
and social damage to individuals, we select the eight criteria for game addiction made by
Griffiths (1998) based on diagnosis of pathological gambling as our measurement items.
On one hand, previous studies have demonstrated that flow has a positive impact
upon game addiction. Chou et al.(2003) suggested that flow experience shows a strong
positive impact upon addiction, which means that online game players who have
experienced flow are much more likely to get into addiction. Wan and Chiou (2006)
investigated the relationship between players’ flow state and their online games
addiction. Seah and Cairns (2007) found that the experience of flow and ingame
immersion was associated with addiction. Flow experience has been acknowledgement as
an important predictor of game addictions which include mobile game addiction.
It is worth nothing that researchers didn’t reach an agreement on the terminology to
describe the media or internet addiction behaviour. Specifically, a variety of terms
including problematic Internet use (Shapira et al.2000), pathological Internet use (Davis
2001),unregulated media usage (Robert et al.2003),or Internet Addiction(Brenner
1997;Greenberg et al.1999;Griffiths 2000;Hall et al.2001) have been used in prior
literature. Even though such media consumption behaviours are termed differently, they
are essentially the same given the key concepts in descriptions.

Despite being a common enough term and phenomenon in today’s technologically
intense societies, it is not necessarily self-evident what exactly constitutes and defines
“mobile games”.
CHAPTER III
METHODOLOGY
In this part, the process used to collect the data and information needed and the
techniques used by the researcher was showed.
Research Design
This chapter presents the research methods, respondents of the study,
instrumentation, scaling and quantification, data gathering procedures, reliability of the
instrument and the statistical treatment of data.
Research Method
This research employed a Descriptive Method or Data Collection Method of
research in order to know easily the effects and impact of excessively playing mobile
games in academic performance.
Respondents of the study
The student-respondents of this study were the randomly selected Grade 10
students. Each was given questionnaire wherein they answered the questions
corresponding to the impact of mobile games in their learning attitudes in school or in
class. The questionnaires are answered in an allotted time. Results are based from the
responses of the selected respondents.

Research Instrument
The researcher used questionnaire as a means for gathering data needed in this
study. The questionnaire consisted of questions related to the difficult variables used in
the study.
Reliability of the Instrument
Questionnaires were done to determine the reliability of instrument to the
twenty five (25) respondents from Grade 10.
Data Gathering Procedure
The researcher approached her respondents and requested them to answer the
questions as truthful as possible. The researcher explained well the contents of the
questionnaire for the appropriate responses from the respondent.
The responses from the respondents are collected and checked well by the
researcher. Eventually, all of the answers were anatomized and tabulated.
Statistical Treatment of Data
The researcher used descriptive and inferential statistics in analyzing the
results. Descriptive statistics include the use of computation, percentage, and rank.
Percentage was used to determine the percent (%) of the total observations
and data belong under a given category.
P-f/n×100
Where;
P = sample problem
f = frequency
n = sample space
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents, analyzes and interprets the data that was gathered from
the Grade 10 students of Nabuslot National High School in determining the effect of
excessive use of mobile games in the academic performance.
Table 1.1 Frequency and Percentage Distribution of the Profile of Grade 10 students
according to Gender
Gender Frequency Percentage

Male 18 72%
Female 7 28%
Total 25 100%
Analysis and Interpretation
Table 1.1 shows the frequency and percentage distribution of Grade 10 students in
relation to their gender wherein 18 out of 25 respondents are under the gender which is
male and 7 out of 25 respondents are under the gender which is female.
The data that were obtained implies that there are more male selected students
who are excessively playing mobile games because its frequency is 18 which are the
highest. On the other hand, female selected students’ who are using mobile games has a
frequency of only 7.
Table 1.2 Frequency and Percentage Distribution of the Profile of Grade 10 students
according to Age
Age Frequency Percentage

12-14 1 4%
15-16 22 88%
17-19 2 8%
Total 25 100%
Table 1.2 shows the frequency and percentage distribution of Grade 10 students in
relation to their age wherein 22 students out of 25 respondents are under the age of 15-
16, 22 students out of 25 respondents are under the age of 17-19 and 1 student out of 25
respondents are under the age of 12-14.
The data that were obtained implies that there are more selected students who are
using mobile games in the age of 15-16 years old because its frequency is 22 which is the
highest, while in the age of 17-19 years old its frequency is 2 which is second to the
highest and in the age of 12-14 years old its frequency is 1 which is the lowest.
Table 1.3 Frequency and Percentage Distribution of how often the respondents play
mobile games
How often do you play Frequency Percentage

mobile games?
Always 12 48%
Often 2 8%
Sometimes 10 40%
Seldom 1 4%
Never 0 0%
Total 25 100%
Table 1.3 shows the frequency and percentage distribution of how often the
respondents play mobile games. Always playing mobile game has a frequency of 12 and
has a percentage of 48%; sometimes playing mobile game has a frequency of 10 and a
percentage of 40%. Often playing mobile games has a frequency of 2 and has a
percentage of 8%, seldom playing mobile game has a frequency of 1 and a percentage of
4% while never playing mobile games has zero frequency and zero percentage.
The data that were obtained implies that the student is always playing mobile games
because always has the highest frequency which is 12. Also, it has the highest percentage
which is 48%.
Table 1.4 Frequency and Percentage Distribution of how long the respondents
spend time playing mobile games in a day

How long do you spend Frequency Percentage

your time playing mobile
games in a day?
Less than 1 hour 5 20%
2-4 hours 1 4%
1-3 hours 10 40%
More than 4 hours 9 36%
Total 25 100%
Table 1.4 showed the frequency and percentage distribution of how long the
respondent spend time playing mobile games in a day. 1-3 hours of playing mobile games
has a frequency of 10 and a percentage of 40% while more than 4 hours of playing
mobile games has a frequency of 9 and a percentage of 36%. Moreover, less than 1 hour
of playing mobile game has a frequency of 5 and a percentage of 20% and 2-4 hours of
playing mobile game has a frequency of 1 and a percentage of 4%.
The data obtained indicates that the student spend 1-3 hours’ time playing mobile
games in a day because it has the highest frequency which is 10 out of 25 respondents
and highest percentage which is 40% among the others.
Table 1.5 Frequency and Percentage Distribution of Mobile Games played by the
respondents
Mobile Games Frequency Percentage

Clash of Clans 1 4%
Rules of Survival 3 12%
Mini Militia 0 0%
Mobile Legends 21 84%
Others 0 0%
Total 25 100%
Table 1.5 shows the frequency and percentage distribution of mobile games played
by the respondent. Mobile Legends (ML), as a game played by respondents has a
frequency of 21 out of 25 respondents and has a percentage of 84%. Rules of Survival, a
kind of mobile game has a frequency of 3 out of 25 respondents and has a percentage of
12% while Clash of Clans (COC), another type of mobile game has 1 frequency and a
percentage of 4%. Mini Militia and other type of mobile games have zero frequency and
zero percentage.
The data obtained shows that most students were playing Mobile Legends or ML,
a type of mobile game because out of 25 respondents, it has a frequency of 21 which is
the highest the same with the highest percentage which is 84%.
Table 1.6 Frequency and Percentage Distribution of the respondents if they like to
play mobile games
Do you like to play mobile Frequency Percentage

games?
Very much 21 84%
Somewhat 2 8%
Not really 2 8%
Not at all 0 0%
Total 25 100%
Table 1.6 shows the frequency and percentage distribution of the respondents if
they like to play mobile games. Very much like when it comes to playing mobile games
has a frequency of 21 out of 25 respondents and has a percentage of 84% while
somewhat, level of interest in playing mobile games has a frequency of 2 out of 25
respondents and has a percentage of 8% the same with not really, level of interest in
playing mobile games. Not at all, level of interest in playing mobile games has zero
frequency out of 25 respondents and has zero percentage.
The data obtained implies that students are very much like to play mobile games
because it has the highest frequency of 21 out of 25 selected respondents. Also, it has the
highest percentage of 84 %.
Table 1.7 Frequency and Percentage Distribution of 3 most type of mobile games
played by respondents
Type of Mobile Games Frequency Percentage

Action 21 28%
Adventure 6 8%
Sports 18 24%
Simulation 12 16%
Strategy 18 24%
Others 0 0%
Total 75 100%
Table 1.7 shows the frequency and percentage distribution of three most type of
mobile games played by respondents. Action, as a type of mobile games has a frequency
of 21 and a percentage of 28% while Sports, also a type of mobile games has a frequency
of 18 and a percentage of 24% the same with Strategy, a type of mobile games.
Simulation, another type of mobile games has a frequency of 12 and a percentage of 16%
while Adventure, a type of mobile games has a frequency of 6 and a percentage of 8%.
Other type of mobile games has zero frequency and zero percentage.
The data obtained indicates that the three most type of mobile games played by
respondents is: Action, Strategy and Sports, and Simulation. These three games have the
highest frequency and highest percentage.
Table 1.8 Frequency and Percentage Distribution of 3 most reasons to play mobile
games
Why do you play mobile Frequency Percentage

games?
Because of the graphics 7 9%
It gives relaxation or 12 16%
recreation
It improves my hand-eye 5 7%
coordination
It challenges my mind 13 17%
It’s such a great feeling to 18 24%
master or finish a game
I’ll play anything when 20 27%
I’m bored
Others 0 0%
Total 75 100%
Table 1.8 shows the frequency and percentage distribution of the three most
reason why students play mobile games. The first reason which is I’ll play anything when
I’m bored has a frequency of 20 and a percentage of 27%. The second reason, It such a
great feeling to master or finish a game has a frequency of 18 and has a percentage of
24%.The third reason, It challenges my mind has a frequency 13 and a percentage of
17%. The fourth reason, it gives relaxation or recreation has a frequency of 12 and a
percentage of 16%. The fifth reason which is because of the graphics has a frequency of 7
and a percentage of 9%.Then the last reason which is it improves my hand-eye
coordination has a frequency of 5 and a percentage of 7%.Other reason has zero
frequency and zero percentage.
The data obtained implies that the three most reasons why students play mobile
games are: I’ll play anything when I’m bored, it’s such a great feeling to master or finish
a game, and It challenges my mind. The said reason has the highest number of frequency
and highest percentage.

Table 1.9 Frequency and Percentage Distribution of the respondents 3 most reason
to dislike playing mobile games
What don’t you like about Frequency Percentage

playing mobile games?
It takes up too much time 16 21%
It’s frustrating 9 12%
It’s lonely 6 8%
Too many rules to learn 12 16%
Costs too much 18 24%
Boring 9 12%
Pointless 5 7%
Others 0 0%
Total 75 100%
Table 1.9 shows the frequency and percentage distribution of the respondents three
most reason to dislike playing mobile games. The first reason which is cost too much has
a frequency of 18 and a percentage of 24%. The second reason which is it takes up too
much time has a frequency of 16 and a percentage of 21%. The third reason which is too
many rules to learn has a frequency of 12 and a percentage of 16%. The fourth reason is
which is It’s frustrating to has a frequency of 9 and a percentage 12% the same with
reason, Boring. The fifth reason which is its lonely has a frequency of 6 and a percentage
of 8%. Pointless, the sixth reason has a frequency of 5 and a percentage of 7%. Others
have zero frequency and percentage.
The data obtained implies that the three most reason why students dislike playing
mobile games is: Costs too much, It takes up too much time and Too many rules to learn.
The said reason has the highest number of frequency and highest percentage also.
Table 1.10 Frequency and Percentage Distribution of the respondents in how they
consider playing mobile games
In your opinion, how do Frequency Percentage

you consider playing
mobile games?
Must-do activity 5 20%
Should-do activity 7 28%
Can-do activity 6 24%
Not-necessary activity 7 28%
Total 25 100%
Table 1.10 showed the frequency and percentage distribution of the respondents
in how they consider playing mobile games. Should-do activity to consider mobile games
has a frequency of 7 out of 25 respondents and has a percentage of 28% the same with
Not-necessary activity to consider mobile games. Can-do activity to consider mobile
games has a frequency of 6 out of 25 respondents and a percentage of 24%. While Must-
do activity to consider a mobile game has a frequency of 5 out of 25 respondents and a
percentage of 20%.
The data obtained shows that the students considered playing mobile games as a
should-do activity and not-necessary activity because they have the same frequency
which is 7 and the same percentage which is 28%.
Table 1.11 Frequency and Percentage Distribution of the 2 worst effects of playing
mobile games that happens to respondents
Any bad effects of playing Frequency Percentage

mobile games that have
happened to you?
Not enough sleep, always 21 42%
feeling tired
Having aggressive 16 32%
behaviours ,feeling or
thoughts
Cannot be concentrated 12 24%
regarding to studies
Blurred Vision 1 2%
Others 0 0%
Total 50 100%
Table 1.11 shows the frequency and percentage distribution of the two worst
effects of playing mobile games that happens to respondents. Not enough sleep, always
feeling tired, as an effect has a frequency of 21 and a percentage of 42%. Another effect,
Having aggressive behaviours, feeling or thoughts has a frequency of 16 and a percentage
of 32%. Another effect, Cannot be concentrated regarding to studies has a frequency of
12 and a percentage of 24%. Lastly, Blurred vision, another effect of playing mobile
games has a frequency of 1 and a percentage of 2%.

The data obtained implies that the two worst effects of playing mobile games
that happens to the respondents are: Not enough sleep, always feeling tired because it has
the highest frequency which is 21 and highest percentage which is 42% the same with
Having aggressive behaviours, feeling or thoughts because it is second to the highest
frequency which is 16 and percentage which is 32%.
Table 1.12 Frequency and Percentage Distribution of the student quarterly average
if they excessively play mobile games
Quarterly Average Description Frequency Percentage

80 below Very 5 20%
Unsatisfactory
81-85 Unsatisfactory 9 36%
86-90 Satisfactory 8 32%
90-95 Very Satisfactory 3 12%
90 below Outstanding 0 0%
Total 25 100%
Table 1.12 shows the frequency and percentage distribution of the student quarterly
average if they excessively play mobile games. Students who has an average of 81-85
has a frequency of 9 out of 25 respondents and a percentage of 36%.Students who has an
average of 86-90 has a frequency of 8 out of 25 respondents and a percentage of 32%.
Students who are 80 below have a frequency of 5 out of 25 respondents and a percentage
of 20%. Student who has an average of 90-95 has a frequency 3 out of 25 respondents
and a percentage of 12%. While students who got an average of 95 below have zero
frequency and zero percentage.
The data obtained implies that the quarterly average of the student if they
excessively play mobile games is 81-85 because it has the highest frequency which is 9
out of 25 respondents and highest percentage which is 36%. This result implies that the
performance is Unsatisfactory.
Table 1.13 Frequency and Percentage Distribution of the respondent if they feel
relax when they play mobile games
When I play mobile Frequency Percentage

games, I feel relax
Strongly Agree 1 4%
Agree 21 84%
Disagree 3 12%
Strongly Disagree 0 0%
Total 25 100%
they feel relax when they play mobile games. 21 out of 25 respondents agree that they
feel relax when they play mobile games which has 84%. 3 out of 21 respondents Disagree
that they feel relax when they play a mobile game which has 12%. On the other hand, 1
out of 25 respondents Strongly Agree that when they play mobile games, they feel relax
which receive 4%.While 0 out of 25 respondents Strongly Disagree that they feel relax
when they play mobile games.

The data obtained discuss that the students agree that when they play mobile games,
they feel relax because it has the highest frequency which is 21 out of 25 respondents and
a percentage of 84%.
Table 1.14 Frequency and Percentage Distribution of the respondents if they can
participate well in class when they play mobile games

games, I can participate
well in class
Strongly agree 2 8%
Agree 10 40%
Disagree 12 48%
Strongly disagree 1 4%
Total 25 100%
they can participate well in class when they play mobile games.12 out of 25 respondents
Disagree that they can participate well in class when they play mobile games which has
48%; 10 out of 25 respondents Agree that they can participate well in class when they
play mobile games which has 40%. Moreover, 2 out of 25 respondents strongly agree that
they can participate well in class discussion which has % while 1 out of 25 respondents
Strongly Disagree that they can participate well in class when they play mobile games
and receives 4%.

The data obtained suggest that the students disagree that when they play mobile
games, they can participate well in class discussion because it has the highest frequency
which is 12 out of 25 respondents and a percentage of 48%.
Table 1.15 Frequency and Percentage Distribution of the respondents if they feel
the happiness and joy when they play mobile games

games, I feel the happiness
and joy
Strongly agree 8 32%
Agree 15 60%
Disagree 2 8%
Total 25 100%
they feel the happiness and joy when they play mobile games. It is calculated that 15 out
of 25 students agree that they feel the happiness and joy when they play mobile games
which resulted to 60%. 8 out of 25 respondents strongly agree that playing mobile games
can bring joy and happiness which has 32%. 2 out of 25 respondents Disagree that
playing mobile games can bring happiness and joy which has 8%. Last, 0 out of 25
respondents strongly disagree that they feel the happiness and joy when they play mobile
games.
The data obtained shows that the students agree that when they play mobile
games, they can feel the happiness and joy because overall, it has the highest frequency
solve their emotional problems when they play mobile games

games, I can solve my
emotional problems
Strongly agree 1 4%
Agree 17 68%
Disagree 7 28%
Total 25 100%
they can solve their emotional problem when they play mobile games. 17 students agree
that they can solve their emotional problem by the help of mobile games which has
calculated percentage of 68%. 7 out of 25 respondents disagree that they can solve their
emotional problem when they play mobile games and receive a percentage of 28%. On
the other hand, 1 out of 25 respondents strongly agree that by playing mobile games, we
can solve our emotional problem and has a 4%. Lastly, 0 out of 25 respondents strongly
agree that due to mobile games we can solve our emotional problem.
The data obtained shows that the students agree that when they play mobile games,
they can solve their emotional problems because overall, it has the highest frequency
Table 1.17 Frequency and Percentage Distribution of the respondents if they excel
in class when they play mobile games

games, I excel in class
Strongly agree 0 0%
Agree 7 28%
Disagree 16 64%
Total 25 100%
they excel in class when they play mobile games. 16 students disagree that they excel in
class when they play mobile games and receives 64%. 7 out of 25 respondents agree that
they excel in class when they play mobile games and resulted with a percentage of
28%.Moreover, 2 out of 25 respondents strongly disagree that playing mobile games can
help to excel in class thus, it gains 8%. 0 out of 25 respondents strongly agree that
playing mobile game is a key to excel in class.
The data obtained suggest that students disagree that when they play mobile games,
they excel in class because it has the overall calculated frequency which is 16 out of 25
respondents which is the highest and a percentage of 64% which is also the highest.
get good grades when they play mobile games

games, I can get good
grades
Strongly agree 2 8%
Agree 11 44%
Disagree 9 36%
Total 25 100%
they can get good grades when they play mobile games. It is calculated that 11 students
out of 25 Agree that they can get good grades when they play mobile games so it has
44%.9 out of 25 respondents disagree that through playing mobile games we can get
good grades and has 36%. 3 out of 25 respondents strongly disagree that playing mobile
games is a big help to gain good grades and has a computed average of 12%. 2 out of 25
respondents strongly disagree that they can get good grades when they play mobile
games and have 8%.
The data obtained implies that the students agree that when they play mobile games,
they can get good grades because it has the highest frequency which is 11 out of 25
respondents and a percentage of 44%.
get high score in quizzes and written works when they play mobile games

games, I can get high
score in quizzes and
written works
Agree 9 36%
Disagree 9 36%
Total 25 100%

they can get high score in quizzes and written works when they play mobile games. 9 out
of 25 respondents agree at the same time disagree that playing mobile games is a big help
to get high score in quizzes and written works and receive 36%. 4 out of 25 respondents
strongly disagree that we can get high score in quizzes and written works if we play
mobile games. It has a percentage of 16%. Lastly, 3 out of 25 respondents strongly agree
that playing mobile games can be a useful thing to get high score in quizzes and also in
written works.
The data obtained shows that the students agree either disagree that when they play
mobile games, they can get high score in quizzes and written works because they have
the same frequency which is 9 out of 25 respondents and a percentage of 36%.
relieve their stress in home and school when they play mobile games

games, I can relieve my
stress in home and school
Agree 19 76%
Disagree 2 8%
Total 25 100%
they can relieve their stress in home and school when they play mobile games. 19
students Agree out of 25 respondents that playing mobile game is a key to relieve stress.
It has 76%.On the other hand,4 out of 25 respondents strongly agree that they can relieve
stress by playing mobile games. 2 out of 25 respondents disagree that relieving stress is
just playing mobile games. And last, 0 out of 25 respondents strongly disagree that
playing mobile games can help to relieve stress in home and in school.
The data obtained shows that the students agree that when they play mobile games,
they can relieve their stress in home and school because it has the highest frequency
Table 1.21 Frequency and Percentage Distribution of the respondents if they feel
refresh and contented with their life when they play mobile games

games, I feel refresh and
contented with my life
Agree 11 44%
Disagree 8 32%
Total 25 100%
Table 1.21 showed the frequency and percentage distribution of the respondents if
they feel refresh and contented with their life when they play mobile games. It is
tabulated that 11 out of 25 respondents agree that they feel refresh and contented when
they play mobile games which has also a 44%. 8 students where disagree to the said
statement. On the other hand, 6 out of 25 respondents strongly agree that the best way to
refresh and feel contented with life is by playing mobile games while 0 out of 25
respondents strongly disagree to this statement.
The data obtained says that the students agree that when they play mobile games,
they feel refresh and contented with their life because it has the highest frequency which
is 11 out of 25 respondents and a percentage of 44%.
Table 1.22 Frequency and Percentage Distribution of the respondents if their brain
works fast in class discussion when they play mobile games

games, I feel refresh and
contented with my life
Strongly agree 0 0%
Agree 9 36%
Disagree 12 48%
Total 25 100%
Table 1.22 showed the frequency and percentage distribution of the respondents if
their brain works fast in class discussion when they play mobile games.12 out of 25
respondents disagree that their brain works fast in class discussion when they play mobile
games, it has 48%.9 out of 25 respondents where agree that when they play mobile
games, their brain works fast. It has a percentage of 36%.4 out of 25 respondents strongly
disagree to the said statement. Lastly, 0 out of 25 respondents strongly agree to this
statement.
The data obtained suggest that the students disagree that when they play mobile
games, their brain works fast in class discussion because it has the highest frequency

CHAPTER V
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
SUMMARY
Generally, this study identified that excessive use of mobile games can affect
the academic performance of Grade 10 students.
Statement of the Problem:
1. What is the students’ profile in terms of:
a. Gender
b. Age
2. What is the students’ level of academic performance before playing mobile games?
3. What is the students’ level of academic performance during playing mobile games?
4. What is the effect of excessive use of mobile games to the students’ academic
performance?
5. Is there a significant relationship between excessive use of mobile games and students’
academic performance?
FINDINGS
The findings of this study are based on the analysis gathered and the computation of data.
1. Results that were obtained imply that there are more male selected students who
are excessively playing mobile games because its frequency is 18 which are the
highest. On the other hand, female selected students’ who are using mobile games
has a frequency of only 7.
2. The calculated data suggest that there are more selected students who are using
mobile games in the age of 15-16 years old because its frequency is 22 which are
the highest.
3. Students are always playing mobile games because it has the highest frequency
which is 12. Also, it has the highest percentage which is 48%.
4. The verified result says that student spend 1-3 hours’ time playing mobile games
in a day because it has the highest frequency which is 10 out of 25 respondents and
highest percentage which is 40% among the others.
5. As a result, most students were playing Mobile Legends or ML, a type of mobile
game because out of 25 respondents, it has a frequency of 21 which is the highest
the same with the highest percentage which is 84%.

6. The data obtained implies that students are very much like to play mobile games
because it has the highest frequency of 21 out of 25 selected respondents. Also, it
has the highest percentage of 84 %.
7. Results indicate that the three most type of mobile games played by respondents is:
Action, Strategy and Sports, and Simulation. These three games has the highest
frequency and highest percentage.
8. The results obtained implies that the three most reasons why students play mobile
games are: I’ll play anything when I’m bored, it’s such a great feeling to master or
finish a game, and It challenges my mind. The said reason has the highest number
of frequency and highest percentage.
9. Result implies that the three most reason why students dislike playing mobile
games is: Costs too much, It takes up too much time and Too many rules to learn.
The said reason has the highest number of frequency and highest percentage also.
10. The computed data shows that the students considered playing mobile games as a
should-do activity and not-necessary activity because they have the same
frequency which is 7 and the same percentage which is 28%.
11. It is computed that the two worst effects of playing mobile games that happens to
the respondents are: Not enough sleep, always feeling tired because it has the
highest frequency which is 21 and highest percentage which is 42% the same with
Having aggressive behaviours, feeling or thoughts because it is second to the
highest frequency which is 16 and percentage which is 32%.

12. Result indicates that the quarterly average of the student if they excessively play
mobile games is 81-85 because it has the highest frequency which is 9 out of 25
respondents and highest percentage which is 36%. This result implies that the
performance is Unsatisfactory.
13. The data obtained discuss that the students agree that when they play mobile
games, they feel relax because it has the highest frequency which is 21 out of 25
14. Results suggest that the students disagree that when they play mobile games, they
can participate well in class discussion because it has the highest frequency which
15. Results shows that the students agree that when they play mobile games, they can
feel the happiness and joy because overall, it has the highest frequency which is 15
out of 25 respondents and a percentage of 60%.
16. The tabulated data shows that the students agree that when they play mobile
games, they can solve their emotional problems because overall, it has the highest
frequency which is 17 out of 25 respondents and a percentage of 68%.
17. The data obtained suggest that students disagree that when they play mobile
games, they excel in class because it has the overall calculated frequency which is
16 out of 25 respondents which is the highest and a percentage of 64% which is
also the highest

18. The data implies that the students agree that when they play mobile games, they
can get good grades because it has the highest frequency which is 11 out of 25
19. Results gathered shows that the students agree either disagree that when they play
mobile games, they can get high score in quizzes and written works because they
have the same frequency which is 9 out of 25 respondents and a percentage of
36%.
20. It is computed that the students agree that when they play mobile games, they can
relieve their stress in home and school because it has the highest frequency which
21. Data obtained says that the students agree that when they play mobile games, they
feel refresh and contented with their life because it has the highest frequency
22. The data obtained suggest that the students disagree that when they play mobile
games, their brain works fast in class discussion because it has the highest
frequency which is 12 out of 25 respondents and a percentage of 48%.

CONCLUSION
With respect to the relation with the findings that enumerated, the following
conclusions were drawn below:
1. As a result, there are more male students who are excessively using mobile games
with a frequency of 18 and a percentage of 72%.
2. Results showed that there are more students at the age of 15-16 who are actively
engage in using mobile games with a frequency of 22 and a percentage of 88%.
3. The calculated result implies that students are always playing mobile games with
a frequency of 13 and a percentage of 48%. On the other hand, they consume 1-3
hours of using mobile games with a frequency of 10 and a percentage of 40%.
4. Mobile Legends is a kind of mobile games that mostly students’ play. While the
type of mobile game they usually play is Action.

5. The computed result suggest that the most reason while students play mobile
games are: it can be play anything when you are bored, it’s such a great feeling to
master or finish a game, and it gives relaxation or recreation.
6. Students consider playing mobile game as a should-do activity at the same time, a
not-necessary activity.
7. Students are very much like to play mobile games because it has a frequency of
21 and a percentage of 84%.
8. It is verified that the worst effects of playing mobile games are: not enough sleep,
always feeling tired and having aggressive behaviours, feeling or thoughts.
9. The computed result implies that the students agree that they can get good grades
when they play mobile games with a frequency of 11 and a percentage of 44%.
10. The quarterly average of the students who are prone to mobile games is 81-85
with a frequency of 9 and a percentage of 36%. Thus, the academic performance
is unsatisfactory.
RECOMMENDATIONS
1. The students must balance their time on playing mobile games and time for study.
2. This study recommends that teachers must coordinate with their students
regarding with the effects of excessive game playing.
3. The future researchers must conduct more study and more improve observations
to solved problems regarding excessive use of mobile games and its effect on the
academic performance.
Bibliography
 https://www.semanticscholar.org/paper/A-Study-of-the-Influence-of-Gaming-Behavior-
on-of-Ku-Kwak/34277893f06e78819026789c08dc519f36f5a3c4
 https://www.semanticscholar.org/paper/Understanding-the-Antecedents-of-Mobile-
Game-The-of-Sun-Zhao/419cb97897f014d2d932afbf8c35b0b1e45fe424
 https://www.researchgate.net/publication/235265707_Effects_of_mobile_gaming_patt
erns_on_learning_outcomes_A_literature_review
 https://people.uta.fi/~tlilma/Mobile_Games.pdf
 https://www.tandfonline.com/doi/abs/10.1080/09523987.2014.889409
 http://www.academia.edu/11451928/CHAPTER_II_REVIEW_OF_RELATED_LITERATURE_
AND_STUDIES
Appendix
Excessive Use of Mobile Games and Academic Performance of Grade 10 Students
QUESTIONNAIRE
Name: _________________________ Adviser:_________________________
Direction: Blocken the circle that corresponds to your answer.

I.
Gender: Ο Male Ο Female
Age: Ο 12-14 Ο15-16 Ο17-19
1. How often do you play mobile games?
Ο 5-always Ο 3-sometimes Ο 1-never
Ο 4-often Ο 2-seldom
2. How long do you spend your time playing mobile games in a day?
Ο Less than 1 hour Ο 1-3 hours
Ο 2-4 hours Ο More than 4 hours
3. What mobile game do you play?

Ο Clash of Clans Ο Mini Militia
Ο Rules of Survival Ο
Mobile Legends
Other/s:__________________________
4. Do you like to play mobile games?

Ο Very much Ο Not really
Ο Somewhat Ο Not at all
5. What type of mobile game do you play (Choose at most 3)

Ο Action Ο Sports Ο Strategy
Ο Adventure Ο Simulation Other/s:____________
6. Why do you play mobile games? (Choose at most 3)

Ο Because of the graphics
Ο It gives relaxation or recreation
Ο It improves my hand-eye coordination
Ο It challenges my mind
Ο It’s such a great feeling to master or finish a game
Ο I’ll play anything when I’m bored
Other/s:______________________
7. What don’t you like about playing mobile game? (Choose at most 3)
Ο It takes up too much time Ο It’s lonely Ο Costs too much
Ο Pointless Ο It’s frustrating Ο Too many rules to learn
Ο Boring
Other/s:________________________
8. In your opinion, how do you consider playing mobile games?

Ο Must-do activity Ο Should-do activity
Ο Can-do activity Ο Not-necessary activity
9.Any bad effects of playing mobile games that have happened to you?(Choose at most2)
Ο Not enough sleep, always feeling tired
Ο Cannot be concentrated regarding to studies
Ο Having aggressive behaviours, feeling or thoughts
Ο Blurred vision
Other/s:_____________________
10. What is the student quarterly average if they excessively play mobile games?
Ο 80 below Ο 86-90 Ο 95 below
Ο 81-85 Ο 90-95
II.
Direction: Indicate how true the statement is for you. Put a check () in your chosen
box.
1. When I play mobile games, I feel relax.
□ Strongly agree □ Agree □ Disagree □ Strongly disagree

2. When I play mobile games, I can participate well in class.

3. When I play mobile games, I feel the happiness and joy.

4. When I play mobile games, I can solve my emotional problems.

5. When I play mobile games, I excel in class.
□Strongly agree □ Agree □

Disagree □ Strongly disagree
6. When I play mobile games, I can get good grades.
□Strongly agree □ Agree □Disagree □Strongly disagree

7.When I play mobile games, I can get high score in quizzes and written works.
□Strongly agree □Agree □Disagree □Strongly disagree

8.When I play mobile games, I can relieve my stress in home and school.

9.When I play mobile games, I feel refresh and contented with my life.

10.When I play mobile games, my brain works fast in class discussion.
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Excessive Use of Mobile Games and Academic Performance of Grade 10 Students |1

THE PROBLEM AND ITS BACKGROUND

and also millennial worldwide.

Mobile game is a video game played on a feature phone, smartphone/tablet, smart

1997, Nokia launched the very successful snake.

site for innovative, new play and game design practices.

Literature on mobile games is often technically focused and generally moves

being a common enough term and phenomenon in today’s technologically intense

mobile phone ecosystems a rather challenging undertaking.

In recent years, gaming addiction (computer game addiction, console gaming

organizations, and gamers themselves.

Gaming addiction is not yet classified as a mental health disorders or “true”

accomplishments than their happiness and success in the real world.

According to the University of New Mexico, recent studies suggest that 6 to 15

percent of all gamers exhibit signs that could be characterized as addiction.

There is no definition or criterion of game addiction in the Diagnostic and

Statistical Manual of Mental Disorders DSM-IV-TR (American Psychiatric Association

[APA], 2000) or The International Classification of Diseases ICD 10(World Health

Organization [WHO], 1992).Although is possible to see plenty of academic studies, as

Petry (2011) argued, there is no consensus on the operational definition of game

symptomatic reactions to some underlying problems.

Game addiction may be considered as a serious social issue (Park &

Quandt,2012) and numerous medical problems (Griffiths,2008).

In addition to these, from an educational point of view, students may neglect

well established ( Anand, 2007; Ip, Jacobs & Watkins,2008).

in educational environments with their portable electronic devices.

mobile games in the academic performance of Grade 10 students.

STATEMENT OF THE PROBLEM

academic performance, specifically it aims to answer the following questions.

1. What is the students’ profile in terms of:

There is no significant relationship between excessive use of mobile games and

students’ academic performance.

SCOPE AND LIMITATION

mobile games which can affect their academic performance.

as well as their interpretation for questions asked in the questionnaire.

SIGNIFICANCE OF THE STUDY

PDA, portable media player or graphing calculator

Excessive- exceeding what is usual, proper, necessary or normal

Technology- science underlying industrial arts

achieved their educational goal

REVIEW OF RELATED LITERATURE

the new but as dangerous virtue of their representation as virtual.

Griffiths (1998) based on diagnosis of pathological gambling as our measurement items.

an important predictor of game addictions which include mobile game addiction.

It is worth nothing that researchers didn’t reach an agreement on the terminology to

describe the media or internet addiction behaviour. Specifically, a variety of terms

2001),unregulated media usage (Robert et al.2003),or Internet Addiction(Brenner

1997;Greenberg et al.1999;Griffiths 2000;Hall et al.2001) have been used in prior

are essentially the same given the key concepts in descriptions.

Despite being a common enough term and phenomenon in today’s technologically

techniques used by the researcher was showed.

This chapter presents the research methods, respondents of the study,

instrumentation, scaling and quantification, data gathering procedures, reliability of the

instrument and the statistical treatment of data.

This research employed a Descriptive Method or Data Collection Method of

games in academic performance.

Respondents of the study

The student-respondents of this study were the randomly selected Grade 10

corresponding to the impact of mobile games in their learning attitudes in school or in

responses of the selected respondents.

Reliability of the Instrument

Questionnaires were done to determine the reliability of instrument to the