The Relationship Between The Number of Years Playing Dota 2 and The Algebraic Skills of Senior High School Students in La Salle College Antipolo

APPROVAL SHEET
La Salle College Antipolo
We hereby Approve the Thesis
Submitted by:
Jeanne Paulo Pascual De Jesus
Corrine Francesca Isabelle Tadit Doblado
Joshua James Guevarra Ferreras
Joaquin Alfonso Caro Garcia
Nathan Jahziel Hugo Muncal
Entitled
The Relationship between the Number of Years Playing Dota 2 and the Algebraic Skills
of Senior High School Students in La Salle College Antipolo
As Partial Fulfillment of the Requirements for

The Completion of
Research Project
___________________________ ______ ___________________________ ______

Thesis Adviser Date HUMMSS Coordinator Date
___________________________ ______ ___________________________ ______
SHS Coordinator Date Principal Date

THE RELATIONSHIP BETWEEN THE NUMBER OF YEARS PLAYING DOTA 2
AND THE ALGEBRAIC SKILLS OF SENIOR HIGH SCHOOL STEM
STUDENTS IN LA SALLE COLLEGE ANTIPOLO
_________________________
A RESEARCH PAPER
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
RESEARCH PROJECT
________________________
SUBMITTED BY
JEANNE PAULO PASCUAL DE JESUS
CORRINE FRANCESCA ISABELLE TADIT DOBLADO
JOSHUA JAME GUEVARRA FERRERAS
JOAQUIN ALFONSO CARO GARCIA
NATHAN JAHZIEL HUGO MUNCAL

ACKNOWLEDGEMENT
The researchers gladly express their gratitude to their thesis adviser, Ms. Moira
Vargas. Guiding them into the right path in writing this thesis, answering their every
questions and providing suggestions to solve their problems, and teaching them how to
be an outstanding and independent researchers. Without her, they would not reach this far
and would not make this paper fully accomplished.
They would also like to acknowledge their respondents, the Senior High School
STEM students, their parents, and the STEM department teachers: Ms. Gooc, Mr.
Cambelisa, Mr. Pedragoza, and Mr. Roxas. For without their willingness in participating
to answer the test questionnaires, survey questionnaires, and sharing their opinions in the
interview, the data that they have which is the vital part of their research would not exist
and they would not be able to have the conclusion that the researchers have concluded.
A great appreciation to Dr. Arlyn Tumala, La Salle College Antipolo’s school
principal, for the approval of this research paper making their thesis existent today.
The researchers of this study would like to thank their family, friends, and
classmates for supporting and encouraging them nonstop through the years of their study
and through the progress of researching and constructing this thesis paper.
Mr. Nathan Muncal, one of the researchers, would like to especially thank Ms.
Anjella Mae Matullano for giving him motivation and being an inspiration, and providing
help to complete this paper. Similarly, Mr. Jeanne Paulo De Jesus, leader of the research
group, would like to express his deep gratitude to his special someone. For without that
person existing to be part of his life, he would not have the motivation the inspiration, the
courage, and the perseverance to be the leader of this research group.
Of course, last but definitely not the least, the researchers of this study would gladly
thank Him, the Lord of the lords, the God above all gods, the only One true living God,
for the overflowing love for them, giving them never ending blessings, and wisdom and
knowledge throughout the process of this paper. He constantly used the persons above in
order to help them finishing this research, this paper would not be possible without Him.
This thesis paper is all His.

TABLE OF CONTENTS
ABSTRACT
CHAPTER ONE: THE PROBLEM AND ITS SETTING
Introduction ----------------------------------------------------------------------------- 1
Statement of the Problem -------------------------------------------------------------- 3
Hypotheses ------------------------------------------------------------------------------ 4
Conceptual Framework ---------------------------------------------------------------- 5
Scope and Delimitations of the Study ----------------------------------------------- 6
Significance of the Study -------------------------------------------------------------- 7
Definition of Terms -------------------------------------------------------------------- 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE AND STUDIES -------- 10
CHAPTER THREE: RESEARCH METHODOLOGY
Sampling Procedure ------------------------------------------------------------------ 37
Criteria of Respondents -------------------------------------------------------------- 39
Research Instrument ------------------------------------------------------------------ 40
Research Locale ----------------------------------------------------------------------- 42
Data Analysis -------------------------------------------------------------------------- 42

CHAPTER FOUR: PRESENTATION, ANALYIS, AND INTERPRETATION OF
DATA --------------------------------------------------------------------------------------------- 43
CHAPTER FIVE: SUMMARY, CONCLUSIONS, REJECTION AND ACCEPTANCE
OF HYPOTHESES, AND RECOMMENDATIONS
Summary ------------------------------------------------------------------------------- 75
Conclusions ---------------------------------------------------------------------------- 70
Rejection and Acceptance of Hypotheses ----------------------------------------- 80
Recommendations -------------------------------------------------------------------- 83
REFERENCES
APPENDICES
Abstract
This study aimed to determine the relationship between the number of years
playing Dota 2 and the algebraic skills of senior high school STEM students in La
Salle College Antipolo. This study was conducted to further investigate the
relationship between the number of years playing Dota 2 and the algebraic skills.
The study of the research was administered in La Salle College Antipolo where
the survey also took place. In order to determine the total number of students
from Senior High School, the researchers conducted a preliminary survey first
that falls under criterion sampling before proceeding to the actual survey by using
a simple random sampling. The total number of respondents is 44 from the
population of 80 Dota 2 players in the Senior High School STEM strand was
computed by the use of Slovin’s Formula. Using the Pearson Correlation formula,
the researchers of this study had found that results show that there is a positive
relationship between the variables leading into accepting most of their
hypotheses, stating their conclusions, and recommending it to students, parents,
teachers, future researchers, and to the researchers of this study as well.

CHAPTER ONE
THE PROBLEM AND ITS SETTING
Introduction
As the gradual development of technology continues to climb on its peak, people
were able to create things with a unique purpose. Humans benefited from it in terms of
education, research, communication, health, transportation, and entertainment as well.
Movies, TV series, and new musical styles arose all from the technological advancement
through the years; and of course, the digital games became popular to the youngsters.
The modified map of the game StarCraft named as the Aeon of Strife was the known
as the birth of the new genre in the gaming industry. This became the first Multiplayer
Online Battle Arena or MOBA created, wherein the game is divided into two opposing
teams, each player is controlling a single and powerful hero unit, and each team have to
win to the match by destroying the base of the opposing team that is being defended by
the towers. When Warcraft 3 was released in 2003, a modder known as Eul began to
develop the similar map that would be played by 10 players, which was entitled as
Defense of the Ancients (DotA). After it was released, Eul stopped working on DotA then
other modders started trying to create versions of their own until the version of Steve Feak
named as DotA: Allstars became popular to the players (Dean, 2014).
On the month of July 2013, the Valve Corporation developed the game Dota 2, and
was released as a Free-to-Play game for Windows, Mac OS, and Linux. The game
2
is a successor of the popular game Warcraft 3 mod, Defense of the Ancients (DotA), which
was based on the Aeon of Strife, a customized map for StarCraft. The game Dota 2
became a popular Multiplayer Online Battle Arena alongside with League of Legends, a
MOBA as well. In addition, these popular MOBA games also have an international
competitive league and its professional players came from different countries including
the Philippines.
In these days, numbers of parents claim that playing such video games like Dota 2
badly affects the intellectual skills of a student and it became a prejudice or stigma. That
parents perceive Dota 2 causes a decline to their child’s academic performance in
Mathematics, and that it could not boost their algebraic skills. According to the fourth
paragraph from the House Bill No. 4740 (Gatchalian, 2015) of the Sixteenth Congress of
the House of Representatives here in the Philippines:
House Bill No. 4740 or the “Internet Café Regulation Act of 2015” by Sherwin
Gatchalian
Being that minors have an impressionable mind, these games occupy their mind that is has
become prevalent that minor students became addicted to these games and their school work
suffers from too much preoccupation with video games. Instead of using the internet positively
for research or school work, most minors go to the computer shops to play games instead.
Alarmingly, these establishments are located near schools and are regularly visited by minor
students even during regular class hours and visits often last late into the night, exposing them to
danger during store hours. Unscrupulous and computer shop owners have allowed and tolerated
minors to avail of their services even during class hours and even allow them to play into the late
hours of night in exchange for a quick profit without thought to the negative effects of excessive
gaming to the welfare and safety to the minors.
It is stated by the house bill that the students who are addicted to playing video
games that it affects the academic performance of the students. Hence, the researchers of
this study aim to determine the relationship between the number of years playing Dota 2
and the algebraic skills of Senior High School STEM students in La Salle College
Antipolo.
3
Statement of the Problem
This study was conducted to further investigate the relationship between the number
of years playing Dota 2 and the algebraic skills. It aims to provide answers for the
following questions:
a) What is the profile of the respondents?
1. Number of years playing Dota 2.
2. Recent average grade in Pre-Calculus and General Mathematics subjects in
the first (1st) semester of grade 11 (for the grade 11 respondents only).
3. Recent average grade in Physics 1 and Chemistry 2 subjects in the first (1st)
semester of grade 12 (for the grade 12 respondents only).
b) What are the raw scores of each respondent after taking the test conducted by the
researchers?
c) Is there a significant relationship between the number of years playing Dota 2 and
the algebraic skills of the Senior High School STEM students in La Salle College
Antipolo?
d) Are there any similarities between the opinions of grade 11 and grade 12 math
teachers?
1. Would the teachers recommend playing Dota 2 to learn mathematics?
2. Are the teachers going to consider Dota 2 as another strategy to improve the
algebraic skills of the students?

4
Hypotheses
The researchers of this study hypothesized that there is a significant relationship
between the number of years playing Dota 2 and the algebraic skills of the Senior High
School STEM students. The following statements are the hypotheses that will be attained
after analyzing the data gathered from the respondents:
 The higher the number of years playing Dota 2, the higher the algebraic skills of
a student and vice versa.
1. Most of the respondents have 4 years of experience.
2. Most of the respondents have a grade of 80-94 in Pre-Calculus, General
Mathematics, Physics, and Chemistry.
3. Most of the raw scores meet the most years of experience of the
respondents.
4. There is a positive relationship between the number of years playing Dota
2 and the algebraic skills of the Senior High School STEM students in La
Salle College Antipolo.

5
Conceptual Framework
Dota 2 & Arithmetic

Skills
Positive Relationship
Higher number of years

playing = Higher
arithmetic skills
Students tend to do better Dota 2 and high IQ

in academic behave similar to chess.
performances.
SHS STEM Students
Figure 1
The figure one above is the conceptual framework done by the researchers, wherein
their hypothesis and their related literature were connected. The figure above shows that
the Dota 2 and the algebraic skills have a positive relationship between each other, the
researchers of this study hypothesized that the higher number of years playing Dota 2, the
higher algebraic skills will be. To apply support to the said hypothesis, the researchers
were able to connect the related literature they have collected. The first one is from the
work of Samuel Gibbs (2016), stating that children who are playing video games tend do
better in academic performance. This literature supports the hypothesis because Dota 2
6
requires an internet access before it can be played making it an online game and in
addition, academic performances including mathematics certainly require an arithmetic
skill. Then the second is from the study in University of York (2017) said that the ability
to play MOBAs (like Dota 2) and the level of intelligence behave in a similar way in
playing chess. This also supports the hypothesis constructed by the researchers for it is
mentioned Dota 2 to their study and the IQ includes the arithmetic ability of a person.
Scope and Delimitations of the Study
The researchers of this study will only focuses to one topic only, and that is the
relationship between the number of years playing Dota 2 and the algebraic skills of the
Senior High School STEM students. This study will only determine the relationship
between the number of years playing Dota 2 and the algebraic skills. The researchers of
this study will only gather the Senior High School STEM students in La Salle College
Antipolo as their respondents.
Nevertheless, this study will not be including other MOBA games like: League of
Legends and Mobile Legends for the researchers of this study will be only focusing to
one MOBA game only, and that is Dota 2. This study will also not be gathering data
outside the grounds of La Salle College Antipolo; the researchers will only gather data
from the Senior High School students and teachers, and parents of La Salle Collage
Antipolo for the sake of their convenience and safety.

7
Significance of the Study
This study will be significant to the following:
To the students, this can be an additional option of strategy in improving the
algebraic skills if the relationship is positive. Nevertheless, this will help the students to
lessen the frequency of playing Dota 2 if the relationship is negative.
To the parents, this study will help them eliminate the prejudice on playing the
game Dota 2 if the relationship is positive. To guide their children who are playing the
game in controlling the frequency of playing Dota 2 if the relationship is negative.
To the teachers, especially for those who are teaching math-related subject, to adapt
the concept of the game Dota 2 in their lessons that are possibly hard to understand for a
student if and only if the relationship is positive. On the other hand, this will also help
them in guiding the students who are playing the game in balancing the frequency of
playing Dota 2 if the relationship is negative.
To the researchers of this study, to help them gain satisfaction for knowing the
answers about the given problem, to develop research skills, and to be more productive
in any fields they had chosen to be in the near future.
Lastly, to the future researchers, to use this study as an additional source for their
study that is related to this paper.

8
Definition of Terms
The following terms are defined based on how they will be used in the study:
1. Relationship – is a way in which two or more people or things are connected, or
a state of being connected.
2. Dota 2 – is a free-to-play mobile online battle arena or MOBA video game
developed by the Valve Corporation.
3. Experience - the process of doing and seeing things and of having things happen
to an individual
- it can be measured by how long or number of years of a person
he/she does things.
4. Multiplayer Online Battle Arena (MOBA) – is a strategy genre wherein the
gameplay is characterized by single unit hero strategic combat between two small
teams of players, each trying to destroy the opponent’s base.
5. Algebra – the part of mathematics in which letters and other general symbols are
used to represent numbers and quantities in formulae and equations.
6. Skill – is the ability to do something well; expertise.
7. Algebraic skills – is the ability of a person to manipulate variables well.
- it can be measured by how efficient and quick a person is in
solving any arithmetic problem.
8. Senior High School – a secondary school that compromising two (2) highest
grades including eleventh (11th) and twelfth (12) grades.

9
9. Science, Technology, Engineering, and Mathematics (STEM) Strand – is an
educational program developed to prepare primary and secondary students for
college and graduate study in the fields of science, technology, engineering, and
mathematics.
CHAPTER TWO
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter contains selected literature and studies published and uploaded by the
writers in which the researchers are able to link their study: the relationship between the
number of years playing Dota 2 and the algebraic skills of the senior high school STEM
students in La Salle College Antipolo. This study was conducted to determine the
relationship between the two variables.
I. Dota 2
According to the work of Winn (2015) entitled The Well-Played MOBA:
How DotA 2 and League of Legends use Dramatic Dynamics, he stated that
Within the discussion and examples above we have considered the various ways
in which the two most popular games within the MOBA genre encourage dramatic
tension through creating feelings of uncertainty and inevitability within
spectators. In doing this they analyzed the ways in which these games could be
considered performativity and also identified and applied an aesthetic model of
dramatic dynamics. Very little theoretical work has been done on the culture of
digital game spectating or the design of games which take advantage of it and,
though this paper has focused on the structure of MOBAs, by positing and
expanding upon the idea of games as performance there is hope that future studies
will have a starting point to build from in analysis of other e-Sports games or
genres. The increasing diversity in available viewing platforms

11
present opportunities for the attraction of increasingly large audiences and plays a
role in the continued growth of e-Sports.
Computer games are big business, which is also reflected in the growing
interest in competitive gaming, the so-called electronic sports. Multi-player
online battle arena games are among the most successful games in this regard.
In order to execute complex team-based strategies, players take on very specific
roles within a team (Eggert, Marc , Jan , & Rainer , 2015).
Miko Recare (2018) said that as a gamer of Dota for 8 years, there are
positive and negative effects.
On the positive side:
1. You will be able to exercise your mind and think faster.
2. A good stress reliever after a whole in school.
3. You can find lots of friends in school or outside the school.
4. You will become a team player.
On the negative side:
1. Addiction.
2. Failing Grades.
3. Play DotA instead of going to school.
4. You may become a trash talker.

12
This research paper actually shows how DOTA influenced the
Filipino people – not only the gamers but also the people interacting with
them. In the arguments presented, they can conclude that the culture of
DOTA in the Philippines is rich, because it affects their daily lives and serves
as a connection between the gamers. In the first place, there are no other
games which have the same gameplay of DOTA; its origin, StarCraft, has
never been popular in the country. People continue to embrace its influence
and apply it to their everyday lives. It covers vast array of topics, which every
people should know such as its origin and its concept. Every people should
also know how gamers behave when they are playing informally and
formally. People should also know that there is no gender exclusivity in
playing DOTA. People should also know how DOTA invades the country,
and its effects to them. Everyone can establish a clear understanding
regarding the topic. He can clear things out, and know people’s opinions
about it. He can also help educate people of what is the game all about. The
main purpose of this paper is to inform and remove negative thoughts about
DOTA to the reader. Everyone must not be alarmed, but rather be informed
(Rayo, 2012).
Sicart (2013) said in his book Beyond Choices: The Design of Ethical
Gameplay that Ethical gameplay is the result of the ways in which different
choices, dilemmas, situations, and contexts are created by the interrelation
between the procedural and the semiotic in the context of play. Ethical gameplay
is a function of the design of systems, metaphors, and in the case of multiplayer

13
games, player interrelations. Ethical gameplay is a consequence of the tension
between the suspensions of disbelief and what Frank Lantz (Personal
Communication, 2011) calls the “ludic contract”. It tells us to pretend this story is
real and they will have an interesting experience.
When players encounter the being if the game, they participate in a complex
interrelation of the rules and worlds in which they live. Sometimes, whether on
purpose or by chance, that participation requires players to be more than just
observers. The being of a game might allow players to pass through those worlds
of rules and fictions, and this passage can deeply affect them.
According to Pervasive Games: Theory and Design (Montola, Stenros, &
Waern, 2009), role-playing games mostly take place in the imaginations of
players. Pen papers, dice, maps, and miniatures are often used to keep track of the
game state, but the most important part of the gameplay unfolds in the discussion
between players and the game master; make-believe, performance, pretense, and
acting are central elements of play. Role-playing as a gaming attitude, be it
minimalist or full-blown immersion, has found its way to both digital and analog
games.
As increasingly appealing visual interfaces were added to MUDs, they
evolved into huge massively multiplayer, online, role-playing games. Through
milestones such as Meridian 59, Ultima Online, Everquest, World of Warcraft,
and Lineage II: The Chaotic Throne, the genre has accumulated millions of
players worldwide. The growth of MMORPGs has also spawned a number of

14
paideic, noncompetitive virtual worlds, such as Habbo Hotel and Second Life.
Social Networking sites also inhabit a kind of persistent virtual worlds and the
influence of MMORPGs has been felt there as well.
Persistent worlds allow for the growth of long-lasting communities and
accumulation of in-world wealth and power. As players advance slowly in World
of Warcraft through gathering treasures and experience points, they also form
social connections, join guilds, and build communities. In order for this to happen,
the virtual world must be sustained at least for weeks or months.
Based on van der Zwaan, Dignum, Jonker, and van der Hof (2014) in their
conclusion on their paper Minding Minors Wandering the Web: Regulating Online
Child Safety, it states that the results of review of existing technologies indicate
that prevention and detection of cyberbullying do not suffice. Five online safety
task forces agree and conclude that empowerment, i.e., education and awareness,
is a primary solution strategy to protect children and adolescents against online
risks. Technology can be used to supplement education and awareness. However,
it is important to emphasize that technology alone can never solve a complex
problem such as cyberbullying. A combination of social, legal, and technological
measures is required for best results.
Technology does not have to be restrictive to influence behavior.
Persuasive technology steers behavior by exerting social influence. In previous
work, we presented a design for a virtual empathic buddy that provides emotional
support.
15
Cogburn and Silcox (2009) stated on their Philosophy through Video
Games, that different sorts of online and tabletop role-playing games actually
provoke very different types of psychological involvement from their players,
depending on the rules that each one uses, and also the different social conventions
that they reinforce. At one end of the scale, there are traditional high fantasy games
like D & D and World of Warcraft. In these sorts of games, the roles that the player
takes on are wildly fantastical; the traits of her character are determined by die
rolls or an online “character generation” engine, and the motivation that keeps
most people playing can be described without too much oversimplification as
being fundamentally escapist in the nature.
Referring to the book The Art of Video Games written by Tavinor in 2009,
he stated that videogames are clearly morally worrying to a great many people,
including many gamers. The most common attempt to explain the justification of
this moral worry – a consequential survey of the negative effects that videogames
have on players and wider society - cannot be used to establish that games or
gaming are immoral activities. There are worries with the consequentialist claims,
but more importantly with their application to the moral issue. Even if true, they
would not be sufficient to support the intuitions that video gaming is morally
suspect, because some people might still want to claim that videogames are
morally dubious even in the majority of cases where there are no obvious morally
significant consequences. To meet these intuitions, we can direct our attention to
the genuinely offensive content and images depicted in very many videogames:
even if fictional, these things are clearly offensive to some people. But this opens
16
up a partial moral defense of gaming: the possibility for normal transgression can
be excused in the case that games also have significant artistic merit. Indeed, such
moral transgression might be precondition of videogames becoming serious – and
hence potentially challenging – art.
According to Video Games and Anti-intellectualism: Higher Education in
Modern Video Games written by Lozano in 2017, Video games have been apt to
maintain entertainment stereotypes. Morally dubious, socially awkward, and self-
important characters are hallmarks of representations of higher education in video
games. Players potentially take away the message that educational attainment is
responsible for people who possess negative characteristics (e.g., lack of social
skills, lack of concern for world beyond own work) and that these people populate
higher education. These messages appear to be relatively consistent across video
genre regardless of where a game was developed.
Further, based upon how institutions are portrayed, game developers are
sending a message that institutions of higher education exist in a morally gray area
at times. Although many of the games promoted anti-intellectualism by
marginalizing higher education and higher education characters, several of these
games included characters who played key roles in the protagonist’s mission,
which does suggest a positive regard for higher education, in general. Further,
through the game-playing format, players get to be in higher education or interact
with characters of higher education, which could make an even stronger
connection between player and game. Yet, despite the potential to convey positive
depictions, the importance of educational attainment in the selected games is

17
muddled due to the prevalence of anti-intellectual messaging, particularly
concerning the utility of higher education and the moral relativism of those
bearing it. The inconsistent depiction of higher education in video games shows
some progress in terms of positive portrayals in relation to other media. Therefore,
higher education representations in video gaming may become more frequent and
more complete in the future.
II. Algebraic Skills
According to Dual Language Fluency and Math Word Problem
Performance of Selected Students (Cruz & Bullecer , 2016), language plays a
factor in mathematical problem solving tests, when a student takes a test that
opposes the language he/she is fluent at, most of the students will fail to reach the
average mark of the test, however through a mixed-language test it can help
improve the student’s math problem solving tests, and lastly there is no significant
difference between the performance of the fluent-Filipino participants and the
fluent-English participants on the mixed language type of test. As a form of
intervention, if anyone desires to improve his/her problem-solving skills,
language plays a big factor as presented in the study, and in order to be better in
whatever language used in a problem-solving test, it is still necessary for everyone
to know the basics of the English and Filipino language and read books so that
vocabulary can increase in order to understand every single word in the written
problem. For the practicing Mathematics instructors, may try to be clear in
expressing in dual language, especially in mathematical terminologies that each

18
students cannot understand. As for further studies an attempt to analyse how
fluency and mathematical performance can be correlated with one another and
also through a factorial study in order to determine what kind of interaction is
present between fluency and mathematical performance.
Mathematics education is an ever-changing, ever-expanding field of
knowledge. Mathematics education is more than “learning the steps” for working
problems; rather, it means understanding mathematical concepts as “packages of
knowledge” that support the ways children naturally approach learning and doing
mathematics.
Mathematics educators today recognize that students learn best when they
are actively engaged in the experience. To promote active learning, curricula and
teachers should respond to children’s different learning styles and their pre-
existing mathematical knowledge. Children’s literature can be a good connection
for active learning.
Technology should be used to enhance mathematics learning, including
technologies such as interactive multimedia, the Internet and World Wide Web,
and mathematics-related programming, as well as calculators of all types
(Hatfield, Edwards, Bitter, & Morrow, 2008).
According to Effects of Reading Skills on Students’ Performance in Science
and Mathematics in Public and Private Secondary Schools by Ombra Inam
(2016), based on the findings, reading predictors of Mathematics and Science
performance of students in public schools were different from those in the private
19
schools. Although previous studies have established significant relationship
between reading and Mathematics and reading and Science, not all reading skills
which were correlated to Mathematics and Science performance could predict
performance in the same way that not all uncorrelated reading skills were invalid
predictors. Although reading comprehension skills had some degree of influence
on students’ mathematics and Science, but such influence may not suffice to
improve their performance in both subjects. Generally, the poor performance of
students in Mathematics and Science can hardly be attributed to reading
comprehension skills variable.
Referring to the work of Isabelo Silao Jr. (n.d.) on his work Factors
Affecting the Mathematics Problem Solving Skills of Filipino Pupils, he stated that
on the light of the findings established, the following are the conclusions
formulated:
1. The proficiency level of the pupils in terms mastery of basic skills was on
the Nearly-Mastered Level.
2. The attitude level of the pupils towards mathematics was Fair.
3. The parents' profile in terms or parental involvement was Fair.
4. The pupils' problem solving skills was on the Nearly-Mastered Level.
5. There was a significant relationship between the pupils' mastery of basic
skills and their problem solving skills.
6. There was a significant relationship between the pupils' attitude towards
mathematics and their problem solving skills.

20
7. There was a significant relationship between parental involvement and
the pupils' problem solving skills.
Nancy Tan (2010) stated in her work Arithmetic Process Skills of Selected
Juvenile Delinquents in a Correctional Center that the present has enumerated the
following conclusions based on the results and finding of the study and
considering its limitations.
1. The juveniles’ strength in numerical sense is the operations in whole
numbers, and their weaknesses are the operations of decimals, fraction, and
percentage.
2. After analyzing the pre-test and the post-test result, it showed that the
intervention program was effective in improving the algebraic skills of the 13
juvenile delinquents who attended the program.
3. The researcher found out that by connecting school mathematics, intuitive
knowledge, informal procedures, by using a variety of techniques and
manipulatives for modelling the mathematical ideas, students will not only
develop skills and concepts, but will be able to use those skills and concepts to
solve problems.
4. The students who attended the program were satisfied with the lecturer,
the workload, aspects and to the contribution of learning.
In 2009, Denis Tan has said on her Using Metacognitive Skills in the
Mathematical Problem Solving Heuristics among Senior High School Students

21
that the theory of "using metacognitive skills in mathematical problem solving
heuristics" therefore provided heuristic perspective or frame of reference in which
human being (not only student) can better understand their problem solving
process. For students, it can certainly give them an idea to develop their
metacognitive skills to improve their problem solving experience from not good
to better ones.
The findings of this present study could also be generalizable in all other
contexts which entail problem solving task completion. Moreover, the findings
of this study can also be used as basis for curriculum makers, administrators, and
teachers in constructing a good mathematics problem solving curriculum. In
some, the findings can be generalizable for those readers who have problems to
be solved may it be mathematical or not, and for those who judge that this theory
has an implication for their own life problem solving process.
According to Exploring the Problem Solving Skills of Pre-service
Mathematics Teachers through a Problem Solving Course by Olivia Buzon
(2008), the problem solving skills of the pre-service math teachers in terms of
problem understanding, use of problem solving strategies, computations and
execution, and mathematical insights vary depending on the group they belonged.
Three out of the nine pre-service math teachers who were able to manifest
proficient levels in five or six of the nine problems with respect to the four problem
solving skills explored in the study. Two belong to high mathematical aptitude
group and one from the average ability group. For the other six (67%) pre-service
22
math teachers, the proficient levels were seen in less than 50% of the problems
and all four aspects of problem solving skills investigated in this study.
Finally, results of the study seemed to indicate that mathematical aptitudes
and attitudes can moderate or mediate and even affect the pre-service math
teachers' problem solving skills. In the study, the pre-service teachers who were
able to manifest proficient levels in all of the traits explored in the study belonged
to either high mathematical aptitudes or positive attitudes categories. Moreover,
most of the pre-service math teachers who belong to high aptitude or positive
attitude group have shown capability to develop their own solution strategies to
some of the problems.
Referring to the Reasons why Massive Multiplayer Online Role Playing
Games Continue to Play Excessively by Sarah Arboleda, Ness Custodio, Julienne
Santiago in 2012, the results of the study support the previous studies by Loton
(2007) and Skoric and Kwan (2011) that social capital and self-esteem or
insignificant factors for continued playing by gamers. The researchers can
conclude that having normal self-esteem or moderately low social capital do not
predict a player's gaming frequency. There are other factors that may influence
gaming frequencies but normal self-esteem and moderately low social capital can
be ruled out. One of these factors may possibly be age. As in an alternative as
analysis, results show that age is a significant predictor for gaming frequency. The
younger the player, gaming frequency is higher.

23
Based on Voyer’s (2010) Performance in Mathematical Problem Solving
as a Function of Comprehension and Arithmetic Skills, The results obtained for
explanation information reveal differences with situational information. They
suggest that pupils who take explanation information into consideration to
understand a problem have greater difficulty in solving it. At first sight, these
results are surprising, and results from past studies must be taken into
consideration in order to interpret them properly. In order to analyse the negative
impact of constructing a situation model based on explanation information, it is
important to remember that pupils with weak arithmetic skills are those who give
the greatest importance to explanatory information to understand a problem.
Pupils with weak skills retain 81.3% of the explanation information, whereas
pupils with strong arithmetic skills only retain47.2% of the same information.
Pupils who took the most explanatory information into consideration while
constructing representations are those with the weakest arithmetic skills. One must
also consider that students with weaker arithmetic skills performed better when
given problems with explanation information, compared to situational
information. The combination of these results tells us that pupils who construct a
situation model based on explanation information are primarily pupils who would
have the most difficulty solving arithmetic word problems. Moreover, the fact that
these students had better performance rates when given problems with explanation
information, as opposed to situational information, suggests that pupils who
construct situation models based one explanation information may improve their
performance in problem solving, even if they do not succeed as well as other

24
students. This will have to be validated by other studies, but it provides a new
avenue to explore for teachers working with students with weaker word problem
solving skills.
III. Dota 2 and Algebraic Skills
Clark Kent Magdua (2016) stated on his study entitled The Effects of Dota
2 to Student’ Academic Performance in Ubay National Science High School that
the effects of video games towards the students, Excessive amounts of time spent
on playing online video games can be severely disruptive to school, it also effects
the overall academic performance of a student. It seems that online games,
especially multiplayer online role playing games such as Dota 2, are more often
associated with video game addiction. Drawing parallels to other industries–such
as gambling–which are heavily regulated, the issue of social responsibility of the
video game industry is explored. Presently, online video game publishers provide
neither referral services nor customer care with regards to video game addiction
and these can trigger violence and disruption in the academic performance of the
gamers. Disruption in the academic performance of students can cause chaos
towards their future. This study aims to help the individuals manage their time in
video games to overcome their encountered problems regarding to their academic
performance because of addiction to Dota 2.
According to the article entitled Positive Link between Video Games and
Academic Performance, Study Suggests written by Samuel Gibbs in 2016,

25
children who play online video games tend to do better in academic science, maths
and reading tests, according to an analysis of data from over 12,000 high school
students in Australia. The study found that students who played online games
almost every day scored 15 points above average in maths and reading tests and
17 points above average in science. Alberto Posso (2016), from the Royal
Melbourne Institute of Technology, analysed data from high school students
across Australia taking the 2012 Program for International Student Assessment
(PISA) - internationally recognised tests that are administered by the Organisation
for Economic Cooperation and Development (OECD). The study looked at the
correlation between academic scores and the children’s personal interests and
activities outside of school, including internet usage.
Posso (2016), who published the research in the International Journal of
Communication, said: “The analysis shows that those students who play online
video games obtain higher scores on Pisa tests, all other things being equal.
“When you play online games you’re solving puzzles to move to the next
level and that involves using some of the general knowledge and skills in maths,
reading and science that you’ve been taught during the day,” said Posso.
Other studies into the effects of video games on academic performance
have shown similar results, either displaying no negative impact or positive
effects associated with complex tasks, reasoning and dexterity, as well as
reinforcing failure as a learning device. A recent study from Columbia University
in 2016 showed that high video game usage by children aged 6 to 11 was
26
associated with a greatly increased chance of high intellectual functioning and
overall school competence.
In 2014, Drummond and Saucer said in their Video-Games Do Not
Negatively Impact Adolescent Academic Performance in Science, Mathematics or
Reading that an advantage of using multilevel modelling analyses is that the
relationship between academic performance and video-gaming is allowed to
statistically vary across school sites and countries. Within the present data, there
was relatively little variance in the relationship between videogame use and
academic performance across countries and schools. However, the fact that some
variance occurred, particularly at the school level, suggests that increased video-
gaming was associated with reductions in academic performance in some schools,
but increased performance in others. Thus, with a view to future research, focusing
upon any one school is unlikely to provide a good understanding of video-gaming
effects on academic achievement. Our results support the need for psychological
and educational researchers to examine effects across appropriately large and
diverse datasets to ensure their validity.
In sum, across more than 192,000 students in 22 countries, video-gaming
behavior had little effect on psychometrically valid assessments of academic
performance in science, mathematics, or reading. The results suggest that the
impact of video-gaming on academic performance is too small to be considered
problematic.
27
According to the article of American Psychological Association (2013)
entitled Video Games Play May Provide Learning, Health, Social Benefits,
Review Finds, while one widely held view maintains playing video games is
intellectually lazy, such play actually may strengthen a range of cognitive skills
such as spatial navigation, reasoning, memory and perception, according to
several studies reviewed in the article. This is particularly true for shooter video
games that are often violent, the authors said. A 2013 meta-analysis found that
playing shooter video games improved a player’s capacity to think about objects
in three dimensions, just as well as academic courses to enhance these same skills,
according to the study. “This has critical implications for education and career
development, as previous research has established the power of spatial skills for
achievement in science, technology, engineering and mathematics,” Granic said.
This enhanced thinking was not found with playing other types of video games,
such as puzzles or role-playing games.
Playing video games may also help children develop problem-solving
skills, the authors said. The more adolescents reported playing strategic video
games, such as role-playing games, the more they improved in problem solving
and school grades the following year, according to a long-term study published in
2013. Children’s creativity was also enhanced by playing any kind of video game,
including violent games, but not when the children used other forms of
technology, such as a computer or cell phone, other research revealed.
An article The Effects of DotA to the Students (2012) states that there are
many students and even some young professional are addicted to Defense of the
28
Ancients or DotA. This is a kind of computer games that can be played by many
players and is one of the most popular games to young students. Many students
get addicted to this game and they even long hours inside the computer shop just
playing this kind of game. There are studies that getting addicted to playing
computer games affects their studies and this is the cause why they are lying to
their parents that they need extra money for their school project but the truth is
they are just using the money to rent a computer where they can play DotA with
their classmates. Sometimes in order to make the game exciting, they have a deal
to pay those who won the game so it becomes already a form of gambling.
When time spent on the computer, playing DotA games or cruising the internet
reaches a point that it harms a child’s or adult’s family and social relationships, or
disrupts school or work life, that person maybe caught in a cycle of addiction.
Like other addictions, DotA game has replaced friends and family as the source
of a person, emotional life. Increasingly, to feel good, the addicted person spends
more time playing video games or searching the internet.
Referring to Gwen Dewar (2018), in her article entitled The Effects of
Video Games on School Achievement, stating that on the one hand, playing video
games probably does not harm school performance -- not as long as kids do not
play so much that they neglect school-related activities, like reading, or skimp on
sleep. And not as long as the games they play are age-appropriate, and do not
cause emotional troubles.
On the other hand, video games are not a magical pill for boosting IQ, or
transforming poor students into excellent ones, but it appears that kids who play
29
games with moderate frequency -- a few hours a week -- tend to have better
academic skills than kids who do not play video games at all. In addition, there is
evidence that certain types of games can enhance spatial skills, and possibly help
children with dyslexia learn to read.
Referring to How Strategy Video Games affect one’s Evaluation of
Arguments Skills in Critical Thinking (De los Santos, Rigor, & Tanyag, 2013),
results have shown that playing strategy video games did not affect a person’s
critical thinking in regards to evaluation of arguments on a short term basis but it
is plausible that it can affect critical thinking in which the results state that the
participants who played strategy video games received the highest average in
comparison to others but it cannot be reproduced on a large scale basis which is
why it did not yield a significant effect which is due to a number of factors. In this
experiment however, it had noted probable reasons on why it did not yield a
significant effect and those two are the possibility of additional variables in the
calculation, gaming time and the possibility that the effect was shown in another
aspect of critical thinking which the researchers believe it to be deduction.
In 2011, Keith Devlin mention in his book Mathematics Education for a
New Era: Video Games as a Medium of Learning, that having a conceptual
understanding of numerical procedures such as addition (the most basic arithmetic
operation) is quite another. This latter development came much later, when people
first began to carry out intellectual investigations of the kind that we would know
now classify as mathematics.

30
As an illustration of the distinction between the use of a mathematical device
and the explicit recognition of the entities involved in that device, take the familiar
observation that order is not important when a pair of counting numbers (natural
numbers) is added or multiplied.
According to On Line and Other Game-Based Learning for Mathematics
(Pappas & Drigas, 2015), the purpose of this study was to examine the most
representative studies over the last decade, which investigated the contribution of
video games or educational video games in mathematics education. Video game-
based learning seems to have positive effect on students’ mathematical skills, as
well on students’ cognitive and mental skills. At the same time, educational math
video games could motivate students’ towards the course of mathematics. As
revealed by surveys, video games could constitute useful auxiliary learning tools,
in order to build an innovative teaching model. However, further investigation is
required on the educational content that video games afford, as well as the
feasibility on their utilization in the classroom.
In 2017, Del Pozo stated on her research article A Quantitative Approach
to Pre-service Primary School Teachers’ Attitudes towards Collaborative
Learning with Video Games: Previous Experience with Video Games can make
the Difference, this study explored pre-service primary teachers’ attitudes towards
collaborative learning with video games to examine whether they have a positive
attitude when they start their university studies, which can affect their training
about this topic. The results obtained provide information about one of the main
factors that influences the integration of video games in education. We obtained a

31
large sample size (193 primary pre-service teachers), which includes almost all
the students who were studying in the first year at this university during the 2014–
2015 academic year. In conclusion, the male students and students who play video
games for more years and who play more frequently have more positive attitudes
towards collaborative learning with video games, and then the results confirm our
hypotheses.
In the article of Smith and Chan (2017) with the title Collaborative and
Competitive Video Games for Teaching Computing in Higher Education, it stated
there that this paper has explored the effectiveness of a collaborative and
competitive video game in improving student understanding of basic
programming. Based on the results of this study, game-based learning can
effectively be used to teach basic computer programming concepts to students in
higher education. In particular, cooperation within a game world can be used
effectively to encourage students to teach one another. Also, in some cases, the
knowledge learned in the game can be transferred to a non-gaming context and
retained by the student. As proposed in the “Introduction” section, the
combination of pedagogical idea and technology used in this study were
successful in motivating students and improving their performance. The specific
ideas that are supported by the findings include the following: (i) educational
computer games can be used as motivational learning tools; (ii) a tablet platform
can be used effectively for educational games in higher education; (iii) social
competition can contribute to the enjoyment and motivation felt by computer

32
game players; and (iv) a collaborative component, through multiplayer teams, can
be added to motivate those students not influenced by competition.
According to More than Just Fun and Games: The Longitudinal
Relationships between Strategic Video Games, Self-Reported Problem Solving
Skills, and Academic Grades by Adachi and Willoughby (2013), this was the ﬁrst
study to demonstrate a cognitive training effect of strategic video games on self-
reported problem solving skills, in that playing strategic video games predicted
higher self-reported problem solving skills across the four high school years.
Furthermore, we found evidence for an indirect positive relationship between
strategic video game play and academic grades. These results, and the fact that
millions of adolescents enjoy playing strategic video games for several hours
every day (e.g., Lenhart et al. 2008), underscores the need for psychologists to
continue to investigate the relationship between strategic video game play and
problem solving skills.
Referring to Lang’s Maintaining Online Engagement in e-Learning
through Games Based Learning and Gamification Techniques in 2015, the
inclusion of games for learning, and incorporating the thinking associated with
gamification in designing online learning course may not be universal panaceas
for educators, nor a sure-fire means of attracting a loyal customer base for
retailers, and in political spheres a means for reaching out to communities and
voters. Neither can games nor gamification claim to be the solution to motivating
and re-engaging bored students, undergraduates or reaching disaffected adults
across the European Union. There is a possibility that the results of research
33
derived from studies undertaken with school children in Scotland discussed earlier
in this paper, along with the increasing application of games based learning in the
United States point to a possible powerful alternative approach to increasing
personal motivation particularly when applied to learning, specifically by utilizing
some of the elements associated with gaming in non-game contexts.
Zhang and Shang (2015) stated in their work entitled, The Strategies to
Cultivate the Creative Thinking based on the Game Based Learning, that First of
all, the expanding of the scope of literacy has a perfect echo to the new ways of
learning in the era of Internet, which has brought huge change to all the aspects of
our life, including learning. There are more and more videos that own the
educational significance. In the new era, the reading of books is not the only
source of knowledge gaining. Instead, the media of Internet provides different
patterns of knowledge expression. People could know and think through listening
speeches, sharing others’ stories in Facebook, as well as playing a video game.
We also have many ways to express ourselves, such as blog, Weixin, and virtual
communities. Gee’s opinions about literacy and semiotic domain help us to realize
that we are gaining knowledge through various approaches and experiences, and
make us know that playing video games or surfing the internet is not a waste of
time. At this point, the expansion of the concept of literacy definitely contributes
to the understanding of knowledge in the new era.
Gee’s perspective of understanding of video games from the analysis of
the learning theories is also thought-provoking. The discussion of the learning
theories of video games provides powerful evidences for the educational

34
significance of video games. Gee has clearly presented the relationship of the
gaining of knowledge and video games. When the learning theories of video
games are acknowledged, the importance of video games will catch more and
more attention. However, with regard to Gee’s opinions about the limitations of
school education, I could not totally agree with him. First of all, the academic
language and complicated understanding are necessary for learning. Although,
school education does not value the tacit knowledge, but considering the content
design of the classes, certain processes, such as assessments and
conceptualization, are necessary. What’s more, the teaching strategies have been
improved a lot, such as the cooperative and exploratory learning. Gee talks about
the limitation of school education and the strength of video games, but he does not
point of how to apply the video games in classrooms. Scholars in the field of
educational games have paid lots of attention upon the significance of educational
games, but the approaches to apply the video games in classrooms needs further
exploration. When we find that there is no conflict between video games and
learning, we should talk about how to make use of video games in classroom to
enhance learning.
Tassel, Novak, and Wu (2018) said in their Creativity and Technology in
Mathematics Education, Spatial skills, or visuospatial ability, refers to skills in
representing, transforming, generating, and recalling symbolic, nonlinguistic
information (Halpern & LaMay, 2000; Linn & Petersen, 1985). Mathematics
skills, coupled with spatial skills, are critical to success in the areas of STEM
including professions, such as architecture, medicine, chemistry, and engineering

35
(Ceci & Williams, 2007). Cohen and Hegarty (2007) attributed such
disadvantages to the difficulties of understanding and using the intensely-spatial
information. More emphasis was put on the effect of spatial abilities on
achievement in mathematics, and specifically geometry (Holzinger & Swineford,
1946). Spatial abilities have been successfully used to predict STEM achievement
with mathematics and verbal skills controlled: lower spatial abilities are likely to
result in lower STEM performances (Lubinski & Benbow, 2006; Shea, Lubinski,
& Benbow, 2001). Visual perception and spatial ability are connected to
mathematical thinking, and important for mathematical problem solving (Hegarty
& Waller, 2005). For students to be successful in 3D geometry thinking, strong
predictors are spatial visualization, spatial orientation, and spatial relations factors
(Pittalis & Christou, 2010). The interest in research on spatial abilities is attributed
to its impact on mathematics performance. In a meta-analysis of 75 studies,
Friedman (1995) found a substantial relationship between mathematical and
spatial abilities, ranging from 0.3 to 0.45. A more recent meta-analysis by Mix
and Cheng (2011) further confirmed the positive correlation between these two
constructs across ages and tasks. The results indicated that the students with higher
spatial skills tend to achieve better in mathematics. Empirical evidence has shown
that geometry education can improve students’ spatial abilities. For instance, high
school students that received Descriptive Geometry instruction outperformed their
peers from a control group on spatial ability tasks (Gittler & Gluck, 1998). Further
demonstrating a connection between geometry reasoning and spatial abilities,
Pittalis and Cristou (2010) revealed the relationships a student performance

36
predictor in the four types of reasoning in 3D geometry. Their study leads to an
assumption that students can improve on 3D geometry tasks with spatial reasoning
practice.
IV. Summary
Most of the gathered related literature and studies by the researchers, having
15 internet sources and 20 published books have been pointing to one thing only,
video games, especially multiplayer games (MOBAs, MMORPG, etc.), can affect
the academic performance of the students specifically Science, English, and
Mathematics. However, some of the collected sources suggest that it could not be
determined if it (video games) were the main cause of the improvement.
Nevertheless, other sources suggested that there will be neither effects nor
relationship between the video games and academic performance as long as the
student will not get addicted to it.

CHAPTER THREE
RESEARCH METHODS AND PROCEDURES
This section of the study shows the tools and methodologies to be used in solving
problems and questions about the topic. It entails the criteria of respondents, sampling
procedure, research instrument, research locale, and data analysis.
Sampling Procedure
In order to determine the total number of STEM students from the senior high
school, the researchers will use first with the criterion sampling which they conducted a
preliminary survey first before proceeding to the actual survey. After conducting the
preliminary survey, the researchers found that there are 80 students from the senior high
school STEM students who are playing Dota 2 for about one year and above. Then, by
using the Slovin’s formula to get the total number of respondents that will be surveyed
from the population of 80 students, the researchers have computed 44 students that will
be the respondents for this study having a 90% of confidence level wherein there is 10%
margin of error. The equation below is the computation for the n where n is equals to the
total number of respondents with a 10% margin of error using the Slovin’s formula.
𝑛 = 44.4 𝑜𝑟 44 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠
38
Next, the researchers of this study will be using the second technique which is the
simple random which it is a very basic type of method and can easily be a component of
a more complex sampling method. The main attribute of this sampling method is that
every sample has the same probability of being chosen, giving an even chance and
likelihood of being selected in the sample (Bhat, 2018). The researchers have randomly
selected 44 respondents from the whole population of 80 students despite of their grade
levels and sections.
This study is both quantitative and qualitative research. Thus, it follows the
triangulation method, wherein the paper will be having three different research
instruments from three different perspectives: the senior high school STEM students, the
parents, and the teachers. First, senior high school STEM students Dota 2 players’
records, specifically the raw scores resulted from their exam that will be conducted by the
researcher and their number of years playing the said video game. Second, there are 50
random parents that will be surveyed, since the students are not the subject and the
population of parents cannot be determined so, the Slovin’s formula cannot be applied.
The researchers only chose the number of parents that will suffice the data which is 50.
Then third, there will be four selected STEM mathematics teachers who teaches from
grade 11 and grade 12 levels to gain, and to determine if their opinions are contradicting
or they are similar.

39
Criteria of Respondents
Before the researchers gather the senior high school STEM students as their
respondents and conduct the survey on them, each student must meet with the following
criteria:
a) The respondent must be a student from SHS STEM of La Salle College Antipolo.
b) The respondent must be a player of Dota 2.
c) The respondent must have at least 1 year of experience in playing Dota 2.
d) The respondent must be willing to answer the survey questions.
In order for the parents to be considered as respondents for the study, each one of
them must meet the following:
a) The respondent’s child must be a student and currently studying at La Salle
College Antipolo.
b) The parent must be willing to participate as a respondent for the study and to
answer the survey.
As for the teachers, the researchers must consider the following given criteria below
before proceeding to the interview:
a) The respondent must be currently teaching at La Salle College Antipolo.
b) The respondent must be from Senior High School STEM Department.
c) The respondent must be a teacher of General Mathematics, Calculus, Chemistry,
and Physics.
d) The respondent must be willing to answer the interview questions.

40
Research Instrument
The researchers of this study will construct first a survey on the first part to
determine their recent grades in Pre-Calculus, General Mathematics, Physics I, and
Chemistry II. Then on the second part, the researchers will be providing a test
questionnaire retrieved from AnalyzeMath.com enough measure the algebraic skills of the
respondents. Second, a survey sheet composed in Likert scale to determine parents’
perceptions. Then third, interview questions to know the comparison between the
teachers’ opinion who teaches in grades 11 and 12. The researchers will also collect the
recent grades of each respondent in their first quarter grading period that involves
algebraic skills such as Pre-Calculus and General Mathematics for the grade 11
respondents, and Physics and Chemistry for the grade 12 respondents. Then, they had it
approved by their thesis adviser, Ms. Moira Vargas. Once edited for minor revisions and
approved by their thesis adviser, they had submitted it to Ms. Tesalonica S. M. Espiritu
Santo (first semester, A.Y. 2018-2019) and Ms. Nimfa O. Lauresta (second semester,
A.Y. 2018-2019), the HUMMS coordinators, then to Ms. Paulette H. Dela Cruz, the
Senior High School coordinator, and lastly, to Ms. Jimelo S. Tipay, the school principal
together with the consent letter. Then, the researchers will conduct the revised test
questionnaire to the 44 randomly selected students, survey sheet to 50 random parents,
and interview questions to four selected teachers.
The test questionnaire for the students contains questions about the respondents’
personal information for the part A, and questions in line with the researchers’ research
questions for the part B. The questions are 10 questions in total that is aimed to be
answered; the questions are all about Intermediate Algebra collected from the website of
41
AnalyzeMath. Each respondent will only have to fill out the personal information that is
being asked of them and check the boxes that correspond to their answer for the second
part. Then, the survey sheet for the parents is composed of questions about the parents’
personal information in part A, together with statement constructed by the researchers of
this study in part B. The statements are five in total that is expected to be answered; the
statements in the survey sheet are about the video games being involved in the studies.
Lastly, the interview questions for the teachers are only composed by five questions; all
of the questions are in relation toward considering playing Dota 2 as an alternative way
to improve student’s algebraic skills. In addition, to be able to identify if the data from
conducted survey to the parents is reliable, the researchers used the formula for
Coefficient Alpha since one of their instrument is in Likert scale. The equation presented
below, is the computation for this paper’s Coefficient Alpha:
𝐶𝐴 ≈ 0.8; 𝑔𝑜𝑜𝑑 𝑟𝑒𝑙𝑖𝑎𝑏𝑖𝑙𝑖𝑡𝑦
In addition, this study is a quantitative type of research which emphasizes objective
measurements and the statistical, mathematical, or numerical analysis of data collected
through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data
using computational techniques. Quantitative research focuses on gathering numerical
data and generalizing it across groups of people or to explain a particular phenomenon
(University of Southern California, 2018). In the same case, it is also a qualitative research
that consists of open-ended information that the researcher usually gathers through
interviews, focus groups and observations. The analysis of the qualitative data (words,
text or behaviors) typically follows the path of aggregating it into categories of
information and presenting the diversity of ideas gathered during data collection. Hence,
42
by mixing both quantitative and qualitative research and data, the researcher gains in
breadth and depth of understanding and corroboration, while offsetting the weaknesses
inherent to using each approach by itself (FoodRisc Resource Centre, 2016).
Research Locale
The researchers conducted this study here in La Salle College Antipolo for the sake
of the security of their safety. In addition, conducting this thesis paper in La Salle College
Antipolo gives the researchers convenience in gathering the respondents and the data.
Data Analysis
The data will be analyzed through the following sequence:
1. Data Preparation – It contains Data Coding, Data Entry, Data
Transformation, and Data Cleansing.
2. Data Presentation – The data gathered from the survey will be tabulated
analysed. Also, tables and figures will be used on these data.
3. Data Interpretation – All the data collected from the survey will be
interpreted by the researchers. Interpreting the data will be done in order to
provide answers for the research questions; it will be based on what will be
the result from the computation using the Pearson Correlation formula to
determine if their hypotheses are correct. Also, in order to determine the
reliability of the data, the researchers will be using the Coefficient Alpha
formula for the survey.

CHAPTER FOUR
PRESENTATION, ANALYSES, AND INTERPRETATION OF DATA
The results of the test questionnaire gathered from the respondents, the main source
of the data, will be presented in this chapter. The analyses and interpretation of the data
will follow after the presentation.
This chapter provides answer on what is the relationship of the number of years
playing Dota 2 and the algebraic skills of the grade 12 STEM students who were currently
studying in La Salle College Antipolo.
A. Results from the Interview
I. Analysis of Interview on Ms. Cielo Gooc
Ms. Cielo Gooc, Grade 12 Physics Teacher, states that the possible factors
that affect a student’s knowledge in Mathematics are on how the students will
recognize what kind of operation he/she will be applying and of course, what type
of steps to undertake in order to take the final answer. Although she did not
answered the question directly, she implies is that it is up to the student on what
they can recall from their past lectures and what they are going to choose to answer
a certain problem quickly without losing its efficiency.
Then, on the second question, she mentioned that even though she does not
play Dota 2, she played other online games such as Red Alert and Counter Strike.
In that case, she still considered that they all requires an individual’s
comprehensive ability into to assess damage and what appropriate strategy to
consider. According to her, it somehow relevant when it comes to choosing on

44
what operation that the student will be using in solving a problem. Moreover, she
also said that in online games, one’s network signal flow in the brain should be
fast enough to think what kind of strategy to take, because when a player is a
second or minute later, it could cause a major effect on the match results and as
well as on their performance. Based on her response, she emphasizes speed on
choosing a certain strategy, it could mean that she thinks that Dota 2 can help
students’ learning in arithmetic problem in a way that the brain is being trained to
be fast enough to solve an arithmetic problem.
On the third aspect, if would they recommend playing Dota 2 in learning
mathematics, her response is she cannot comprehensively recommend it since she
was not able to play it. However, she has some friends and classmates from
different science in her college who plays Dota 2, and by observing, she was able
to notice that they are fast in solving, and also, she was told by her friends and
classmates that the connectivity signal flow in their brains are being exercised.
Ms. Gooc added that in studying mathematics by just reading a book, the flow of
the brain is passive, unlike in Dota 2 and other online games alike, the person is
being immersed to a field giving the brain some sort of simulation program to be
trained or exercised.
Fourth, Ms. Cielo believes that it is better to adopt the concept of online
video games such as Dota 2 to learn math instead of just being dormant in class
basing on the given generation today. According to her, students will be enticed
to be active in class resulting in having interest to the lesson. Even though not all
45
of the lessons can simply be added by the concept of it easily, the teacher can still
be creative enough if they have the eagerness to gain their attention and interest.
Based on Ms. Gooc, La Salle College Antipolo is currently working on
applying video games to serve as an alternative way of improving the students’
algebraic skills. However, due to difficulties when it comes to internet
connectivity, the project was not totally pursued. She added that basing on the
math score’s data, the application of video games did a great improvement on the
students’ performance in mathematics.
II. Analysis of Interview on Mr. JR Cambelisa
First, Mr. JR Cambelisa, Grade 12 Physics Teacher, says that there are
various things that could affect learning mathematics. But he enumerated some
factors that is commonly identified in a student: the environment, the readiness,
the skills, the teacher/s and facilitator, and the availability of materials or
information. It can be noted that by having various factors that could affect a
student’s capability to learn mathematics subjects, leading some students are not
proficient in the said field subject.
On the second aspect, he stated that he is aware of Dota 2 is a strategic game
but, he was not sure if Dota 2 can help the student’s learning in some way.
However, he believes that if it really associated with arithmetic processes, it has
something to do with their strategy on how to use their Mana appropriately, how
to manage their HP (Health Points) in a certain situation of the game, and the value
of items that they will be needing to use. Additionally, he even gave an example
46
of a boy who plays baseball well because he knew the right timing on hitting the
with the millisecond of time given for him which actually applies to physics, but
when it comes to lectures, he finds it hard to cope with the lesson. He clearly states
that there are different cases where mathematics is applied that some people does
neither realized nor noticed. Meaning he implies that though he was not sure that
Dota 2 can help to learn in math-related subjects, there is still some concept of
mathematics that are being associated to the game that makes it can help in a way.
Moving on the third aspect, Mr. Cambelisa directly said that he would not
recommend playing Dota 2 for the reason of not knowing how to control the usage
of their gadgets. According to him, instead of listening and paying attention to the
lecture, the student will most likely get distracted by thinking in advance on what
strategy he/she will be using for their next match. Based on his response, it is clear
that Dota 2 itself is not the main reason why he would not recommend it but
because of the student’s behavior in time management.
For the fourth aspect, he said the analyzing skills, the anticipation of the
problem, the growth of the brain are possible effects in learning mathematics
whenever a student plays MOBA especially Dota 2. However, he added that if the
student is distracted to it, then he/she will be having a hard time learning the
concepts. In here, he knew that there is some good effects or benefits in a manner
but, he still mentioned about the distraction which means there are proper
behaviors in managing the playing time of students that should be considered.
Then, according to Mr. Cambelisa, the research finding of this paper can be
considered as an alternative way in order to improve one’s algebraic skills by

47
undergoing curriculum assessment so that they could prepare on what they could
gamify the assessment wherein the concepts are obviously applied. With this, the
curriculum can create a MOBA inspired video game which involves arithmetic
processes so that the chance of the student to gain interest in learning the lesson
will increase.
III. Analysis of Interview on Mr. Pedragoza
Based on Mr. Pedragoza, Grade 11 General Mathematics Teacher, he thinks
that one of the possible factors that may affect the students’ knowledge in
mathematics is the interest of the student towards the lesson. He stated that a
teacher cannot get the attention of the students if there are not interested to the
topic. It can be noted that if the students’ interest, there must be action or new way
that could gain their interest so that they will pay more attention in class.
Next, he said that Dota 2 helps students learn especially in arithmetic
processes in a way of estimation or prediction. He stated a player must predict or
estimate at which blind spot to take on in order to track their opponent. It is clear
that the estimation of what angle, distance, the timing are the main factors that
could help in learning arithmetic processes. Because there some certain hero’s
skill that has delay time before it will be casted, so the player must consider it
together with the angle, direction, and timing in his/her calculation or estimation
perhaps in a matter of milliseconds in result of having their enemy damaged or
executed.
48
As for him, he would not recommend playing Dota 2 because it is an
addicting game. According to him, he himself became addicted to playing it back
when he was in college. He also said that it may enhance one’s algebraic skills
but, it could also have a bad effect in the students’ studies. It is clearly stated that
it may have a positive effect on the other hand, it could turn out as negative as
well.
For the fourth aspect, Mr. Pedragoza agreed that it really helped students
who play the game upon knowing the research finding of the researchers. He
thinks that the possible effects is the estimation of value of money and buying the
certain items that should have in mind depending on what case of game is. He
implies here is that a player must think wisely on what item should be bought that
could help him/her whether in farming, attacking, or defending. Because one
underestimation could affect the whole game performance. Hence, the player must
also consider their critical thinking skills in deciding quickly and effectively.
Then on the fifth aspect, he considers the research finding as an alternative
way in improving the students’ algebraic skills as long as there will be a limitation
to time since he mentioned that it is an addicting game. According to him, the
student may play at least two to three hours a day. It is transparent that with proper
regulation and control to the time management of a person, it will not cause any
negative effects or hindrance on the students’ learning.

49
IV. Analysis of Interview on Mr. Roxas
Mr. Roxas, Grade 11 Calculus Teacher, stated that there are two possible
factors that affect the students’ knowledge in mathematics. The first one is the
intelligence, because based on his stand, not all students are very good when it
comes to math, because some students are somewhat called as Math Wizard or
being talented in algebraic skills. Then second are the interest and the
preparedness in every stage of the students. In his statement, he suggested that
there are really some students who are gifted with high algebraic skills and some
who are not as good as the gifted ones but have interest in math that enhanced
their skills.
Second, he stated that in somewhat Dota 2 helps the students in arithmetic
problems is more on the strategy, the critical thinking skills, and the estimation.
Additionally, aside from arithmetic, the other application he had seen in the game
is geometry because of the calculations for angles, and positions. It is crystal clear
that there are really have some hidden application of mathematics in Dota 2 that
could be the reason behind why it could boost or enhance one’s algebraic skills
over a period of time.
Third, he responded that he would not recommend to play Dota 2 to learn
mathematics because it is an addicting game. Also, he added that if a student really
wanted to learn mathematics, they should practice the discipline of it. According
to him, although there might be some positive improvements as mentioned on his
response to the second question as they play the game, but the discipline itself is
not.
50
Fourth, Mr. Roxas agreed that playing Dota 2 do really help in some way
because it is about on the critical thinking skills. He said that, being a MOBA
player, the way the player thinks should always be up ahead in order to analyze
the situation on what will be the different effects of each strategies, and in
mathematics, there is a lot of different strategies and critical thinking skills that
must be considered to solve an arithmetic problem in a quick pace without losing
its efficiency. He added by clearing that it is the attitude of eagerness, critical
thinking skills, dedication, and commitment are being enhanced in this game.
However, not the discipline; according to his stand, the discipline is the knowledge
in mathematics. Furthermore, there are some emphasis about the attitude and the
discipline. That the attitude of the students are the only thing that is being
enhanced by the game but not the discipline of mathematics itself.
Fifth, Mr. Roxas responded by agreeing that the game, Dota 2, could be
considered as an alternative way in improving the students’ algebraic skills. He
stated that playing Dota 2 is good for he himself do have experience in playing
the said video game, he frankly mentioned that he also became an addict of Dota
2. He suggested that the player must know their limitations and should always
consider their priorities first. Mr. Roxas added that many people are playing the
game, Dota 2, just to release their stress from other things, and there is a large
group people or community who plays the said game for a living where a team
could win a prize tournament that is worth millions of dollars.

51
V. Analysis of the Four Interviews
On the first aspect, the possible factors that affect a student’s knowledge in
mathematics, the researchers have noticed that the three interviewees: Mr.
Cambelisa, Mr. Pedragoza, and Mr. Roxas do have the same opinion on the first
question of the interview. The three of them mentioned “interest” and the
“preparedness” as the possible factors, the interest of a student toward the certain
topic and the preparedness of their brain to absorb and comprehend the
information given. On the other hand, Ms. Gooc’s stand is about the decision and
strategy of a student in order to solve arithmetic problems quickly and efficiently.
Second, the interviewees’ thoughts on Dota 2 can help students’ learning
arithmetic problems, the researchers of this study have found out that the four
interviewees share on the same state of ideology. They are all pointing out on the
strategy of the student will be using in a short amount of time. On what strategy
they are going to consider to be ahead or in advantage against the opposing team.
Because a little miscalculation, underestimation of the battle situation, or late
decisions may lead the team into defeat.
However, on the third aspect which is about the recommendation of playing
MOBA games specifically Dota 2 in learning mathematics, all of the interviewees
except Ms. Cielo Gooc, strongly do not recommend it. As they describe it, the
game is addicting, even the two interviewees became addicted to it. Unlike, Ms.
Gooc, though she cannot comprehensively recommend it but, she has some friends
in other fields of science, and classmates in physics who plays Dota when she was
in college years. It turns out that their brain is being exercised to function quickly
52
while maintaining efficiency in solving arithmetic problems. It simply means that
Dota 2 itself is not the reason behind why the interviewees do not recommend
playing the game, but the sense of responsibility of the student in playing Dota 2.
The research finding of this study was introduced to the interviewees before
they proceeded to the fourth question of the interview, the possible effects playing
Dota 2 in learning mathematics and if they really help, the researchers of this study
noted that there are different opinions given by the four interviewees: adaptation,
strategy, estimation, and critical thinking. But, all of their responses do correlate
with each other since they are all associated in cognitive in the brain.
Furthermore, the researchers found that Ms. Gooc, Mr. Cambelisa, Mr.
Pedragoza, and Mr. Roxas all agrees that Dota 2 can be considered as an
alternative way of improving the algebraic skills of a student. Since it is an
addicting game that some of the students cannot control the usage of it, it becomes
a hindrance to the student. Hence, the frequency on the playing time of the player
per day must be regulated or controlled. As all of the interviewee agreed that it
still needs to be regulated, one of the interviewees, Mr. Pedragoza, suggested that
the student or player from one to two hours per day only.
53
B. Results from the Test
I. Years of experience playing Dota 2
Years Frequency Percentage
1 10 22.73%
2 11 25%
3 7 15.91%
4 7 15.91%
5 9 20.45%
Total 44 100%
Table 1. The respondents’ experience to play Dota 2 in terms of years
Years of Experience
20% 23%
16%
25%
16%
1 year 2 years 3 years 4 years 5 years
Figure 1. The experience of the respondents' in playing Dota 2 in terms of

years.
54
Table 1 show that the 10 of the respondents for this study has only one year of
experience in playing the game Dota 2, then 11 of the respondents have two years of
experience of playing, and then, seven of the respondents have three years of experience,
and also there are seven out of the 44 respondents having a four year experience, and
lastly, there are nine respondents who have five years of experience.
Based on Figure 1, the largest frequency on the years of experience on playing Dota
2 gaining a percentage of 25% are the respondents who have two years of experience.
Second to the largest are the respondents who are having only one year of experience that
has 23% of the sample. The third one has 20% of the sample of having five years of
experience of playing the MOBA game, the longest year possible. The least frequency of
year experience which only gained 16% of the sample each, are the respondents who have
three and four years of experience.
The researchers have interpreted why having a two year experience is the largest
percentage on the sample size is that most of the respondents started playing Dota 2 last
2016 for the reason of being curious of the respondents to the 7.00 update The New
Journey, releasing its newest Dota 2 hero at that time, the Monkey King. Also the said
update introduced its new feature: Hero Talent Trees which allows the player to argument
his/her hero’s capabilities with powerful new innate Talent choices, a redesigned in-game
interface, extensive map changes, and more, this update launches Dota into the next stage
of its constant evolution (Dota Team, 2016) that might be a trigger to the respondents to
play Dota 2. In addition, the possible reason of the respondents who have only one year
experience that resulted in gaining twenty-three percent of the sample size has a possible
relative reason as the reason on the two years of experience. It is possible that the new
55
update of the game, 7.07 The Dueling Fates, introducing two new characters at that time
and also, it features a new ranked game season for MMR (Match Making Rating); and an
entirely new game mode (Dota Team, 2017) encourage the respondent to play the game
Dota 2.
II. Pre-Calculus Grades of Grade 11 STEM
Grade Frequency Percentage
74 Below 1 3.45%
75-79 2 6.90%
15 51.72%
80-84
7 24.14%
85-89
4 13.79%
90-94
0 0%
95-100
Total 29 100%
Table 2. The grades of Grade 11 STEM in Pre-Calculus subject.

56
Grades in Pre-Calculus (Grade 11)

0%
3%
14% 7%
24%
52%
74-Below 75-79 80-84 85-89 90-94 95-100
Figure 2. The grades of Grade 11 STEM in Pre-Calculus subject.

The Table 2 that the grades of the grade 11 STEM in Pre-Calculus subject is that
one of the grade 11 eleven STEM respondents received a mark of 74 below. Next, two
grade 11 STEM respondents have the mark of 75-79. Then, 15 grade 11 STEM
respondents received a grade of 80-84 in the said subject. And then, there are seven
respondents from grade 11 STEM whose marks were 85-89. Also, there are four grade 11
STEM respondents who received 90-94 in Pre-Calculus subject, while there are no
respondents who got 95-100 as their grade in the subject.
The researchers have analyzed that 52% of the sample size in grade 11 have the
mark of 80-84 in Pre-Calculus subject. It was followed by the grades 85-89 that gained a
24% of the sample size in grade 11 STEM respondents. Next, the grade 11 STEM
respondents whose grades are 90-94 gained 14% of sample size in the grade 11, while
three percent (3%) of the sample size have the mark of 74 below.
57
The researchers of this study, interpreted that the mark of 80-84 has 52% of the
grade 11 STEM respondents in their Pre-Calculus subject is caused by adjustment period
of the respondents from their junior year shifting to their senior year. Also, most of the
grade 11 respondents who are currently in the STEM strand had the difficulty to
comprehend most of the lessons in Pre-Calculus, this has the possibility of being one of
the reasons why 52% of the 29 grade 11 STEM respondents of this study has the grade of
80-84. This might the possible cause of having 7% of the grade 11 STEM respondents
who received 75-79 grades and having 3% of the sample size in grade 11 who got 74
below.
III. General Mathematics Grades of Grade 11 STEM
74 Below 0 0
75-79 5 17.24%
80-84 8 27.59%
85-89 8 27.59%
90-94 8 27.59%
95-100 0 0
Total 29 100%
Table 3. Grades of Grade 11 STEM in General Mathematics subject.

58
Grades in General Mathematics (Grade 11)

0% 0%
17%
28%
27%
28%
74-Below 75-79 80-84 85-89 90-94 95-100
Figure 3. Grades of Grade 11 STEM in General Mathematics subject.
The data shows on Table 3 that there are five respondents who are in grade 11
STEM who received 75-79 as their grades. The data also show that the marks 80-84, 85-
89, and 90-94 have the frequency of having eight grade 11 STEM respondents. On the
other hand, there is no respondent that got 74 below as their marks.
Upon looking at the second figure, the researchers of this study analyzed that the
grades 85-89 and 90-94 share the same percentage which is both 28% of the sample size,
while the mark of 80-84 shares almost the same as the first grades. It was followed by the
grade of 75-79 which has the percentage of 17% on the grade 11 STEM included in the
sample size.
The data was interpreted that the reason of the marks 85-89 and 90-94 share the
same percentage of 28%. It is possible that it has the same reason just like in their Pre-
Calculus subject that it is caused by the adjustment period of the respondents. In addition,
General Mathematics isn’t as complicated subject as Pre-Calculus that the grades 80-84,
59
85-89, and 90-94 resulted in the same frequency as shown in Table 3. However, even
though General Mathematics dwells with more simple operations than the Pre-Calculus,
it also involves long mathematical equations that resulted with 17% of the grade 11 STEM
respondents to get a grade of 75-79.
IV. Physics Grades of Grade 12 STEM
74 Below 0 0
75-79 0 0
80-84 2 13.33%
85-89 8 53.33%
90-94 5 33.33%
95-100 0 0
Total 15 100%
Table 4. Grades of Grade 12 STEM in Physics Subject.

60
Grades in Physics (Grade 12)

0% 0%
13%
33%
54%
74-Below 75-79 80-84 85-89 90-94 95-100
Figure 4. Grades of Grade 12 STEM in Physics Subject.

Based on Table 4, it shows that the mark of 80-84 has the frequency of two
respondents from grade 12 STEM, while there are eight grade 12 STEM respondents as
the frequency of having a grade of 85-89. Nevertheless, there are five respondents of the
grade 12 STEM who have marks of 90-94 in Physics. In addition, none from the
respondents of grade 12 STEM received 75-79 and 74 below as their grades in the subject.
The researchers have analyzed the data that 54% of the grade 12 respondents have
the grade of 85-89. It was followed by the 90-94 which has 33% of the sample size in
grade 12 STEM. Lastly, the 80-84 has a frequency percentage of 13%, leaving the 95-
100, 75-79, and 75 below at 0%.
The data was interpreted that 54% of the grade 12 respondents have the mark of 85-
89 is because most of the students are experiencing difficulty in coping with the lessons
even though the respondents have already a foundation on Pre-Calculus and Basic
Calculus subjects on their last academic year for it is a pre-requisite to Physics. This is
61
also the possible reason for having 80-84 as their grade of the 13% respondents in grade
12 STEM. However, 33% of the grade 12 STEM respondents got 90-94 as their grade
that they might have a strong foundation on their pre-requisite subjects on last academic
year.
V. Chemistry Grades of Grade 12 STEM
74 Below 0 0
75-79 0 0
80-84 1 6.67%
85-89 2 13.33%
90-94 12 80%
95-100 0 0
Total 15 100%
Table 5. Grades of Grade 12 STEM in Chemistry subject.

62
Grades in Chemistry (Grade 12)

0% 0%
7%
13%
80%
74-Below 75 80-84 85-89 90-94 95-100
Figure 5. Grades of Grade 12 STEM in Chemistry subject.

The data shown in Table 5 is that only one respondent of the grade 12 STEM who
received 80-84 mark for the Chemistry subject. Then two of the grade 12 STEM
respondents have the grade of 85-89. And 12 respondents from the grade 12 STEM
achieved 90-94 as their mark for the subject.
The data was analyzed by basing on Figure 5 that 80% of the grade 12 STEM
respondents received 90-94 as their mark in Chemistry subject. It was followed by 85-89
grade which it has a frequency percentage at 13%, and then by 80-84 mark gaining only
at 7%.
The data was interpreted by the researchers that the reason of having an 80% of the
respondents from grade 12 STEM is that the Chemistry subject were understood by the
respondents with ease. Since Chemistry only requires basic mathematical operations such
as addition, subtraction, multiplication, and division to come up with the solution than in
Physics which it has to use angles and trigonometry (Henry, 2015). Also, it is possible for
63
the understanding of the respondents with ease to the subject is that they have already a
strong foundation in Chemistry for it is already discussed during their junior high years.
VI. Raw Scores of the Respondents
Score Frequency Percentage
0 1 2.27%
1 1 2.27%
2 10 22.73%
3 7 15.91%
4 7 15.91%
5 8 18.18%
6 2 4.55%
7 4 9.09%
8 4 9.09%
9 0 0%
10 0 0%
Total 44 100%
Table 6. Raw Scores of the Respondents after conducting the Test Survey.
64
Raw Scores
0% 0% 2% 2%
9%
9%
23%
5%
18%
16%
16%
0 1 2 3 4 5 6 7 8 9 10
Figure 6. Raw Scores of the Respondents after conducting the Test Survey.
Table 6 data shows that only one of the respondents got zero score in the test same
as the score of one. However, there are 10 respondents who only got two scores after
conducting the test questionnaire. Then, seven respondents got a score of three. Next,
seven also of the respondents scored four in the said test, and then eight of the
respondents scored five points. On the other hand, the respondents who got six in the
test questionnaire have only two students, then there are four respondents who scored a
seven same as well to the respondents who score an eight. There is no respondent to able
to achieve of having nine and 10 of raw scores.
The data was analyzed based on Figure 6 that 23% of the respondents who scored
two points after conducting the test survey. The second is the respondents who scored
five points in the test, having 18% of frequency percentage. Then, the respondents who
got three and four have the same frequency percentage at 16%. There is only 9% of the
65
sample size who got an eight, same percentage of the respondents who had a seven.
Only 6% of the sample has the score of six. Lastly, there is only 2% of the respondents
who got a zero and one score.
The researchers of this study interpreted the data shown in Figure 6 that 23% of
the respondents had a score of two is that the majority of the respondents of this study
in terms of years of experience playing Dota 2 are the respondents who have two of
experience that the percentage frequency at 25% dominating the other years of
experience. This supports the hypothesis of the researchers that the higher number of
years playing Dota 2, the higher the algebraic skills will be (and vice versa). However,
there are some possible factors that must be taken into account on the results of the test
questionnaires answered by the randomly selected senior high school STEM students in
La Salle College Antipolo. One of the common possible factors on the results of the data
is that the respondents did not answer the test questionnaire seriously. The reasons for
this possible factor is that the researchers of the study conducted the survey on the week
when all of the senior high school students are currently busy working and preparing for
their Performance Tasks. In addition, some of the respondents did not take the
questionnaire to answer seriously. Because the test questionnaire is composed of
arithmetic problems, the respondents lost their interest to answer that resulted into
guessing of answers by checking the boxes randomly. This kind of situation can be
avoided by constructing a simpler questionnaire but will remain under the current level
of the respondents.
66
C. Results from the Survey
I. Likert Item on Each Statement
Strongly Strongly Interpre

Disagree Agree Mean
Disagree Agree tation
F % F % F % F %
Video games like Dota 2 do 15. 41. 35. 7.6

not cause a decline to 6 16 14 3 2.36 Disagree
students’ academic 38 03 90 9
performance.
5.1 53. 38. 2.5

Video games like Dota 2
2 21 15 1 2.38 Disagree
could boost the students’
3 85 46 6
algebraic skills (math skills).
53. 43. 2.5

The concept of Dota 2 could
0 0 21 17 1 2.49 Disagree
be adaptive to lessons in
85 59 6
math-related subjects.
The findings of this study 10. 51. 35. 2.5

show that the higher number 4 20 14 1 2.31 Disagree
of years playing Dota 2, the 26 28 90 6
higher the algebraic skills .
7.6 56. 35.
Dota 2 is one of the platforms 3 22 14 0 0 2.28 Disagree
of mathematics. 9 41 90
Table 7. Likert Item on Each Statement.

67
Scale Interpretation
1.00 – 1.74 Strongly Disagree
1.75 – 2.49 Disagree
2.5 – 3.24 Agree
3.25 – 4.00 Strongly Agree
Table 7. 1. Scales for Interpretation in Likert Item.
Dota 2 Do Not Cause a Decline to Students’ Academic

Performance
7.69%
15.38%
35.90%
41.03%
Strongly Disagree Disagree Agree Strongly Agree
Figure 7. 1. Dota 2 Do Not Cause Decline to Students’ Academic Performance.

68
Dota 2 Could Boost the Students’ Arithmetic Skills

2.56%
5.13%
38.46%
53.85%
Figure 7. 2. Dota 2 Could Boost the Students’ Algebraic Skills.
Dota 2 Could be Adaptive to Lessons in Math-Related

Subjects
2.56% 0.00%
43.59%
53.85%
Figure 7. 3. Dota 2 Could be Adaptive to Lessons in Math-Related Subjects.

69
The Higher Number of Years Playing Dota 2, the Higher

the Arithmetic Skills
2.56%
10.26%
35.90%
51.28%
Figure 7. 4. The Higher Number of Years Playing Dota 2, the Higher the Algebraic
Skills.
Dota 2 is One of the Platforms of Mathematics

0.00%
7.69%
35.90%
56.41%
Figure 7. 5. Dota 2 is one of the Platforms of Mathematics.

70
Table 7. 1 shows that the mean on the first statement is 2.36. On the second
statement, it gained a mean of 2.38. Then, 2.49 on the third statement. Next, the fourth
statement has the mean of 2.31, being the second to the lowest mean gained. Nevertheless,
the fifth statement being the lowest mean having only 2.28. Basing on Table 7. 2, all of
the mean computed by the researchers of the study fall under the interpretation that the
respondents disagree to the statements.
Based on Figures 7. 1, 7. 2, 7. 3, 7. 4, and 7.5 the researchers of the study had been
able to analyze that 15.38% of the respondents strongly disagreed that Dota 2 does not
cause decline to the students’ academic performance, 41.03% disagreed, 35.90% of them
agreed, and only 7.69% strongly agree to the statement. It also shows that 5.13% strongly
disagreed that Dota 2 could boost the students’ algebraic skills, 53.85% disagreed on the
statement, 38.46% agreed to it, while only 2.56% of the respondents who strongly agreed.
As for the third statement, 53.85% of the 39 respondents disagreed that the concept of
Dota 2 could be adaptive to lessons in math-related subjects, there is 43.59% however
agreed upon the statement, and only 2.56% strongly agreed to it. Moving on to the fourth
statement, 10.26% who strongly disagree to the research finding of this paper that the
higher years of experience playing Dota 2, the higher the algebraic skills; then, 51.28%
of the respondents disagreed to it, while 35.90% agreed to the research finding, and only
2.56% who strongly agreed. Finally, there are 7.69% of them who strongly disagreed that
Dota 2 is one of the platforms mathematics, 56.41% disagreed to it, and 35.90% agreed
upon the statement.
It is crystal clear that majority of the parents disagreed to every statement on the
survey sheets. Simply means that they do not want to involve the concept of video games
71
on the academics of their child. Additionally, the parents does not want believe or
somehow accept that there is really a positive relationship between playing video games,
specifically Dota 2 and the algebraic skills of their child. Also, the researchers noticed
that there is already a stigma on the parents that whenever they hear the word Dota or
video game, they will already consider that it is useless or a bad thing for their child. Not
really knowing that it is not the game itself why the student are getting addicted but the
irresponsibility of the student to manage his/her time. That is why the results on each
statement are all in disagree.
II. Overall Scores
Score Frequency Percentage
5 – 10 16 41.02%
11 – 15 21 53.85%
16 – 20 2 5.13%
Total 39 100%
Table 8. 1. Overall Scores of the Respondents.

72
Score Frequency Interpretation
5 – 10 16 Negative Effect
11 – 15 21 Neutral
16 – 20 2 Positive Effect
Total 39
Table 8. 2. Scales for Interpretation on Overall Scores
Overall Scores
5 ~ 10 11 ~ 15 16 ~ 20
5%
41%
54%
Figure 8. Overall Scores of the Respondents.
According to Table 8.1, the data shows that 16 parent respondents that scored in the
range of 5 – 10, while there are 21 respondents who got their score under the range of 11
– 15, and there two parents who scored in the survey ranging from 16 – 20.
73
The researchers of this study analyzed the data based on Figure 8 is that the
respondents who scored from 5 – 10 having the percentage value of 41%, the scores
ranging from 11 – 15 have 54% gaining the highest percentage while the range score of
16 – 20 receiving the lowest percentage of only 5%.
The data was interpreted by basing on Table 8. 2, being score that ranges from 11
– 15 have the highest percentage value. Hence, the interpretation of the data is neutral.
Meaning in the majority of the parent respondents, it is either positive or negative in the
effects of playing video games to their child depending on how the child is being affected.
The reason why it is neutral, is that there are some benefits that could their child in
learning however, if misused, the benefits may turn into some sort of potential danger that
could harm their child. In addition, it is really based on a certain person on how they are
going to do or what purpose on what they are about to do.

CHAPTER FIVE
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
The gathered respondents to participate in this study as the main source of the data,
provided answers to the problem of this research which is:
a) What is the profile of the respondents?
1. Number of years playing Dota 2.
2. Recent average grade in Pre-Calculus and General Mathematics
subjects in the first semester of grade 11 (for the grade 11
respondents only).
3. Recent average grade in Physics 1 and Chemistry 2 subjects in the
first semester of grade 12 (for the grade 12 respondents only).
b) What are the raw scores of each respondent after taking the test conducted
by the researchers?
c) Is there a significant relationship between the number of years playing
Dota 2 and the algebraic skills of the Senior High School STEM students
in La Salle College Antipolo?
d) Are there any similarities between the opinions of grade 11 and grade 12
math teachers?
1. Would the teachers recommend playing Dota 2 to learn
mathematics?
75
2. Are the teachers going to consider Dota 2 as another strategy to
improve the algebraic skills of the students?
Summary
A. What is the profile of the respondents?
1. Number of Years playing Dota 2
The results have shown that 25% of the Dota 2 player of Senior High
School students have two years of experience. 23% has one year of
experience. 20% have five years of experience, and both only 16%
have three and four years of experience.
2. Recent average grade in Pre-Calculus subject in the first semester of
grade 11 (for the grade 11 respondents only).
Results show that 52% of the Dota 2 players Grade 11 STEM got
80-84. 24% achieved 85-89. 14% got 90-84, only 3% got 74 below.
3. Recent average grade in General Mathematics subject in the first
(1st) semester of grade 11 (for the grade 11 respondents only).
The results stated that 28% of the Dota 2 players of Grade 11 STEM
got 85-89 and 90-94. 27% achieved 80-84. Then only 17% got 75-
89.
4. Recent average grade in Physics 1 subject in the first (1st) semester
of grade 12 (for the grade 12 respondents only).

76
Results show that that 54% of the Grade 12 STEM Dota 2 players
got 85-89. 33% got 90-94. 13% achieved 80-84, and 0% on 95-100,
75-79, and 75 below.
5. Recent average grade in Chemistry 2 subjects in the first semester of
grade 12 (for the grade 12 respondents only).
The have resulted that 80% of the Grade 12 STEM Dota 2 players
got 90-94. 13% achieved 85-89. Then, 7% got 80-84.
B. What are the raw scores of each respondent after taking the test conducted
by the researchers?
The results have shown that 23% of the respondents who scored two points.
18% scored five points. Both have 16% in getting scores of three and four
points. Both 9% scored eight and seven. 6% got six points. Only 2% got a
score of zero and one point. This might be the cause of losing interest of the
respondents to answer the questionnaire, leading them into guessing and
picking random answers on each item.
C. Is there a significant relationship between the number of years playing Dota
Salle College Antipolo?
There is a significant relationship between the number of years playing Dota
2 and the algebraic skills of the Senior High School STEM Students in La
Salle College Antipolo.
The results using the Pr formula is 0.5, thus it has a positive relationship.
77
D. Are there any similarities between the opinions of grade 11 and grade 12
math teachers?
1. Interviewee 2, 3, and 4 all mentioned the preparedness and the
interest of a student that may affect the student’s knowledge in
mathematics. While interviewee 1 said that the decision and strategy
of the student that affects.
2. All of the interviewees answered that the strategy itself that actually
help students’ learning arithmetic problems.
3. Most of the interviewees do not recommend playing Dota 2 for it is
addicting for the youth. Interviewee 1 however, is unsure because
the interviewee 1 had witnessed her friends and classmates and knew
that it has potential benefits to human’s cognitive brain.
4. Although the four interviewees responded with four different
statements but still correlates under the cognitive part of the human
brain,
5. All of the interviewees agreed that Dota 2 can be considered as an
alternative way to improve algebraic skills as long as the time
management would not be compromised.

78
E. Survey
1. Video games like Dota 2 do not cause a decline to students’ academic
performance.
Data shows that 43.03% responded by disagreeing to the statement,
given that 43.03% is the highest percentage value.
2. Video games like Dota 2 could boost the students’ arithmetic skills
(math skills).
It show that 5.13% strongly disagreed, 53.85% disagreed, 38.46%
agreed, and 2.56% strongly agreed.
3. The concept of Dota 2 could be adaptive to lessons in math-related
subjects.
The data tells that 53.85% disagreed. 43.59% agreed, and 2.56%
strongly agreed.
4. The findings of this study show that the higher number of years playing
Dota 2, the higher the arithmetic skills.
It clearly states that 51.28% disagreed, 35.90% strongly disagreed, and
2.85% who strongly agreed.
5. Dota 2 is one of the platforms of mathematics.
The data show that 7.69% strongly disagreed, then 56.41%
disagreed.
79
F. Reliability
The data gathered from the conducted survey is reliable.
The results by computed data show that the value is CA≈0.8, which
means a good reliability
Conclusions
Based on the data gathered by the researchers of this study from the test survey,
survey, and interview they had conducted, the researchers, therefore conclude that there
is a positive relationship between the number of years playing Dota 2 and the algebraic
skills of the Senior High School STEM Students in La Salle College Antipolo.
With regards to the profile of the respondents in terms of years of experience of the
players, the grades in Pre-Calculus and General Mathematics of the Grade 11, and the
grades in Physics and Chemistry. Most of the Senior High School STEM students who
are Dota 2 players have two (2) years of experience; the grades of grade 11 in Pre-
Calculus are mostly 80-84, and in General Mathematics are mostly 85-94; the grades of
grade 12 in Physics are primarily 85-89, and Chemistry are mainly 90-94.
As for the raw scores resulted from the conducted survey, most of the Senior High
School STEM students who are playing Dota 2 got a score of two (2) points as the most
year of experience of the students who are players of Dota 2 are two (2) years.
Regarding the relationship between the number of years playing Dota 2 and the
algebraic skills of the Senior High School STEM Students, the researchers have
80
concluded that there is a positive relationship between the two variables – the number of
years playing Dota 2 and the algebraic skills.
In terms of the survey on parent, majority of them disagreed on every positive
statements on the survey. Despite of that, the researchers concluded that it has only neutral
effect on them, means that it is still based on the behavior of the student. In other words,
a lot of things are good but they become bad when it is too much. The researchers of this
study concluded that the data gathered, and analyzed by the researchers is in a good
reliability. Not just by being valid, but also being reliable to other paper works.
In addition, the researchers of this study also concluded that playing Dota 2 could
improve one’s algebraic skills. However, proper time management of the student must be
considered.
Nevertheless, the researchers of this study have also concluded that this study
considered by the Senior High School STEM students as an additional strategy in
improving their algebraic skills as long as the student manages his/her time well.
Rejection and Acceptance of Hypotheses
In order to determine what hypotheses to be rejected or accepted, the researchers of
the study used the Pearson correlation formula first to know if one of their hypothesis: the
higher the number of years playing Dota 2, the higher the algebraic skills of the students
will be. The solutions below are the computations for Pr between the number of years
playing the game and the respondents’ scores, P r between the number of years playing
81
Dota 2 and the grades of grades 11 and 12 respondents, then lastly, the Pr between the
grades of 11th and 12th grade respondents and their raw scores:
A. Pr between the number of years playing Dota 2 and the raw scores of the
respondents:
𝑃𝑟 ≈ 0.5; 𝑃𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝐶𝑜𝑟𝑟𝑒𝑙𝑎𝑡𝑖𝑜𝑛, 𝑆𝑡𝑟𝑜𝑛𝑔 𝑅𝑒𝑙𝑎𝑡𝑖𝑜𝑛𝑠ℎ𝑖𝑝
B. Pr between the number of years playing Dota 2 and the grades of grade 11
respondents:
𝑃𝑟 ≈ 0.2; 𝑃𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝐶𝑜𝑟𝑟𝑒𝑙𝑎𝑡𝑖𝑜𝑛, 𝑊𝑒𝑎𝑘 𝑅𝑒𝑙𝑎𝑡𝑖𝑜𝑛𝑠ℎ𝑖𝑝
C. Pr between the number of years playing Dota 2 and the grades of grade 12
respondents:
𝑃𝑟 ≈ −0.1; 𝑁𝑒𝑔𝑎𝑡𝑖𝑣𝑒 𝐶𝑜𝑟𝑟𝑒𝑙𝑎𝑡𝑖𝑜𝑛, 𝑊𝑒𝑎𝑘 𝑅𝑒𝑙𝑎𝑡𝑖𝑜𝑛𝑠ℎ𝑖𝑝
D. Pr between the grades of 11th grade respondents and their raw scores:
E. Pr between the grades of 12th grade respondents and their raw scores:
Based on the computed Pr above, the majority of the solutions have come up with
answers of Pr = 0.5 between the number of years playing Dota 2 and the raw scores of
the respondents, Pr = 0.2 between the number of years playing Dota 2 and the grades of
grade 11 respondents, Pr = -0.1 between the number of years playing Dota 2 and the grades
82
of grade 12 respondents, Pr = 0.1 between the grades of 11th grade respondents and their
raw scores, and Pr = 0.2 between the grades of 12th grade respondents and their raw
scores. Although one of the Pr is negative, the researchers still considered that there is a
positive relationship between the two variables, number of years playing Dota 2, and the
algebraic skills. Hence, the researchers of the study have been able to reject and accept
the following hypotheses presented in this study:
 The higher the number of years playing Dota 2, the higher the algebraic skills of
a student and vice versa; accepted.
1. Most of the respondents will have 4 years of experience; rejected.
2. Most of the respondents will have a grade of 80-94 in Pre-Calculus,
General Mathematics, Physics, and Chemistry; accepted.
3. Most of the raw scores will meet the most years of experience of the
respondents; accepted.
4. There is a positive relationship between the number of years playing Dota
Salle College Antipolo; accepted.
5. The Senior High School STEM Students may consider this study as an
additional strategy in improving their algebraic skills; accepted.

83
Recommendations
The researchers of this study recommend this study to the following:
To the students, this can be an additional option of strategy in improving the
algebraic skills since the relationship had resulted as positive. But, proper time
management and control must still be considered.
To the parents, this study may help them eliminate the prejudice on playing the
game Dota 2. However, a proper control and guidance from them is still a must in order
to not draw their focus to play it too frequently.
To the teachers, especially for those who are teaching math-related subject, to adapt
the concept of the game Dota 2 in their lessons that are possibly hard to understand for a
student. This will help the students who are having a difficulty to cope with lessons,
especially when they are complicated.
To the researchers of this study, to help them gain satisfaction for knowing the answers
about the given problem, to develop research skills, and to be more productive in any
fields they had chosen to be in the near future.
Lastly, to the future researchers, to use this study as an additional source for their
study that is related to this paper.

REFERENCES
Books
Arboleda, S. G., Custodio, N. C., & Santiago, J. V. (2012). Reasons why Massive
Multiplayer Online Role Playing Games continue to Play excessivly. Taft, Manila:
De La Salle University - Manila.
Buzon, O. N. (2008). Exploring the Problem Solving Skills of Pre-service Mathematics
Teachers through a Problem Solving Course. Taft, Manila: De La Salle
University - Manila.
Cogburn, J., & Silcox, M. (2009). Philosophy through Video Games. New York, NY:
Routledge.
Cruz, V., & Bullecer , M. (2016). Dual Language Fluency and Math Word Problem
Performance of Selected Students. Alabang, Muntinlupa: The Bedan Journal of
Psychology.
De los Santos, K., Rigor, Y., & Tanyag, B. (2013). How Strategy Video Games affect
One's Evaluation of Argument Skills in Critical Thinking. Taft, Manila: De La
Salle University - Manila.
Devlin, K. (2011). Mathematics Education for a New Era: Video Games as a Medium of
Learning. Natick, Massachusetts: A K Peters.
Hatfield, M. M., Edwards, N., Bitter, G. G., & Morrow, J. (2008). Mathematics Methods
for Elementary and Middle School Teachers - Sixth Edition. NY, USA: John
Wiley & Sons Inc.

Imam, O. A. (2016). Effects of Reading Skills on Students’ Performance in Science and
Mathematics in Public and Private Secondary Schools. Cotobato: Journal of
Education and Learning.
Isabelo V. Silao, J. (n.d.). Factors Affecting the Mathematics Problem Solving Skills of
Filipino Pupils. Kiamba, Sarangani: International Journal of Scientific and
Research Publications.
Lang, G. (2015). Smart Education and Smart e-Learning, Smart Innovation, Systems and
Technologies 41. Chester, UK: Springer International Publishing .
Lozano, J. (2017). Anti-Intellectual Representations of American Colleges and
Universities. Indiana, USA: The Author(s).
Montola, M., Stenros, J., & Waern, A. (2009). Pervasive Games: Theory and Design.
USA: Morgan Kaufmann Publisher.
Pappas , M. A., & Drigas, A. S. (2015). On Line and Other Game-Based Learning for
Mathematics. Athens, Greece: Institute of Informatics and Telecommunications.
Shang, J. (2015). The Strategies to Cultivate the Creative Thinking based on the Game
Based Learning. Switzerland: Springer International Publishing .
Sicart, M. (2013). Beyond Choices: The Design of Ethical Gameplay. Cambridge
Massachusetts: The MIT Press.
Tan, D. (2009). Using Metacognitive Skills in the Mathematical Problem Solving
Heuristics among Senior High School Students. Taft, Manila: De La Salle
University - Manila.
Tan, N. L. (2010). Arithmetic Process Skills of Selected Juvenile Delinquents in a
Correctional Center. Taft, Manila: De La Salle University - Manila.
Tassel, J., Novak, E., & Wu, M. (2018). Creativity and Technology in Mathematics
Education,. OH, USA: Springer International Publishing.
Travinor, G. (2009). The Art of Video Games. United Kingdom: Wiley-Blackwell.
van der Zwaan, J., Dignum, V., Jonker, C., & van der Hof, S. (2014). Minding Minors
Wandering the Web: Regulating Online Child Safety. Leiden, Netherlands:
T.M.C. Asser Press.
Online Sources
American Psychological Association. (2013). Video Games Play May Provide Learning,
Health, Social Benefits, Review Finds. Retrieved from American Psychological
Association: https://www.apa.org/news/press/releases/2013/11/video-games.aspx
Bhat, A. (2018). Simple Random Sampling: Definition and Examples. Retrieved from
QuestionPro : https://www.questionpro.com/blog/simple-random-sampling/
Dean, P. (2014). The Story of DOTA. Retrieved from Eurogamer:
https://www.eurogamer.net/articles/2011-08-16-the-story-of-dota-article
Del Pozo, M., Gome-Pablos, V., & Munoz-Repiso, A. (2017 ). A Quantitative Approach
to Pre-service Primary School Teachers’ Attitudes towards Collaborative
Learning with Video Games: Previous Experience with Video Games can make
the Difference. Retrieved from SpringerLink:
https://link.springer.com/article/10.1186/s41239-017-0050-5#aboutcontent
Dewar, G. (2018). The Effects of Video Games on School Achievement. Retrieved from
Parenting Science: https://www.parentingscience.com/Effects-of-video-games-
on-school.html
Dota Team. (2016, December 12). 7.00 Update – The New Journey Begins. Retrieved
from Dota 2: http://blog.dota2.com/2016/12/7-00-update-the-new-journey-
begins/
Dota Team. (2017, October 30). 7.07 Update — The Dueling Fates. Retrieved from Dota
2: http://blog.dota2.com/2017/10/7-07-update-the-dueling-fates/
Drummond, A., & Saucer, J. (2014, April 3). Video-Games Do Not Negatively Impact
Adolescent Academic Performance in Science, Mathematics or Reading.
Retrieved from NCBI: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3974676/
Eggert, C., Marc , H., Jan , S., & Rainer , M. (2015, December 01). Classification of
Player Roles in the Team-Based Multi-player Game Dota 2. Retrieved from
Springer Link: https://link.springer.com/chapter/10.1007/978-3-319-24589-8_9
FoodRisc Resource Centre (2016). Mixed methods research. Retrieved from FoodRisc
Resource Centre: http://resourcecentre.foodrisc.org/mixed-methods-
research_185.html
Gibbs, S. (2016). Positive Link between Video Games and Academic Performance, Study
Suggests. Retrieved from The Guardian: https://amp-theguardian-

com.cdn.ampproject.org/v/s/amp.theguardian.com/technology/2016/aug/08/posit
ive-link-between-video-games-and-academic-performance-study-
suggests?usqp=mq331AQCCAE%3D&amp_js_v=0.1#referrer=https%3A%2F%
2Fwww.google.com&amp_tf=From%20%2
Henry, D. (2015). Which is harder: physics or chemistry? Retrieved from Quora:
https://www.quora.com/Which-is-harder-physics-or-chemistry
Rayo, J. F. (2012, May 14). The Culture of DOTA in the Philippines (revised). Retrieved
from Academia:
https://www.academia.edu/22222828/The_Culture_of_DOTA_in_the_Philippine
s_revised_
Recare, M. (2018, Febuary 28). What are the Effects of Dota in Students? Retrieved from
Quora: https://www.quora.com/What-are-the-effects-of-Dota-in-students
Smith, S., & Chan, S. (2017). Collaborative and Competitive Video Games for Teaching
Computing in Higher Education. Retrieved from SpringerLink:
https://link.springer.com/article/10.1007/s10956-017-9690-4
The Effects of DotA to the Students. (2012, September 27). Retrieved from
personsaddictedbycomputergames:
https://personsaddictedbycomputergames.wordpress.com/2012/09/27/the-
effects-of-dota-to-the-students/
University of Southern California. (2018, October 4). Research Guides. Retrieved from
USC Libraries: https://libguides.usc.edu/writingguide/quantitative

University of York. (2017, November 15). Multiplayer Video Games: Skill at Game and
Intelligence Linked. Retrieved from Science Daily:
https://www.sciencedaily.com/releases/2017/11/171115153631.htm
Voyer, D. (2010). ) Performance in Mathematical Problem Solving as a Function of
Comprehension and Arithmetic Skills. Retrieved from SpringerLink:
https://link.springer.com/article/10.1007/s10763-010-9239-y
Winn, C. (2015). The Well-Played MOBA: How DotA 2 and League of Legends use
Dramatic Dynamics. Retrieved from E-channel: https://e-
channel.med.utah.edu/wp-content/uploads/2016/04/digra2015_WINN.pdf
Case Law
Gatchalian, S. (2015). House Bill No. 4740: Internet Cafe Regulation Act. Quezon City:
House of Representatives.
APPENDIX A: Preliminary Survey
Name (required): ___________________________
Grade and Section: ___________
1. Do you play Dota 2? (If your answer is no, do not answer number 2.)
 Yes
 No
2. Years of Experience playing Dota 2.
 1
 2
 3
 4
 5
APPENDIX B: Test Questionnaire
Dear Respondent,
We, Jeanne Paulo P. De Jesus, Corrine Francesca Isabelle T. Doblado, Joshua James G. Ferreras,
Joaquin Alfonso C. Garcia, and Nathan Jahziel H. Muncal, are conducting a research entitled The
Relationship between the Number of Years Playing Dota 2 and the Arithmetic Skills of Senior High School
STEM Students in La Salle College Antipolo. In order to address our research problems, we would like to
ask you to provide answers for the following questions with utmost honesty. All answers will be kept in
strict confidentiality.
Thank you very much for taking part in our research.
_____________________________________________________________________________________
A. PERSONAL INFORMATION. Indicate the information asked on the lines provided.
Name (optional):_________________________ Grade Level: ______
Years of Experience playing Dota 2: ____
For Grade 11 only:

Average Grade on Pre-Calculus: _____. General Mathematics: _____.
For Grade 12 only:

Average Grade on Physics 1: _____. Chemistry 2: _____.
B. INTERMEDIATE ALGEBRA. Answer the following questions below; put a check in the box
provided for your answer.
1. If f(x) = 4x3 - 4x2 + 10, then f(-2) =

 26
 -38
 10
 38
2. Which of these values of x satisfies the inequality -7x + 6 ≤ -8:
 -2
 0
 -7
 2
3. The domain of the function f(x) = √(6 - 2x) is given by
 x>0
 x≥6
 x≤3
 x≤6
4. The equation |-2x - 5| - 3 = k has no solution if k =

 -5
 -3
 7
 0
5. The inequality corresponding to the statement: “the price is no less than 100 Dollars" is:
 x < 100
 x ≥ 100
 x ≤ 100
 x > 100
6. What is the slope of the line perpendicular to the line y = -5x + 9?
 5
 -5
 1/5
 -1/5
7. The equation mx - 8 = 6 - 7(x + 3) DOES NOT have any solution if m =
 3
 7
 -7
 0
8. The equation -mx + 1 = 13 - 4(x + 3) is an identity if m =
 4
 -4
 1
 -1
9. The value of 2-|-2| is:
 4
 0.25
 -4
 -0.25
10. If a and b are positive real numbers, then (a0 - 3b0)5=
 0
 1
 -32
 32
- End of Questionnaire –
Source:
Analyzemath. (n.d.). Intermediate Algebra Questions with Answers Sample 5. Retrieved from Free Mathematics
Tutorials: http://www.analyzemath.com/intermediate_algebra/questions_5.html
APPENDIX C: Consent for Authority (Quantitative)
Block 2, Lot 2, H. R. C. Street,

Steelhomes subdivision,
Barangay San Luis, Antipolo City
Rizal, 1870
No.: 09567917447
E-mail: djeannepaulo123@gmail.com
22 September 2018
Ms. Jimelo S. Tipay, M.S.

Principal, La Salle College Antipolo
1985 La Salle Ave., Town and Country Heights
Brgy. San Luis, Antipolo City, Rizal 1870
Dear Ms. Tipay:
We, Jeanne Paulo P. De Jesus, Corrine Francesca Isabelle T. Doblado, Joshua James G. Ferreras, Joaquin
Alfonso C. Garcia, and Nathan Jahziel H. Muncal, Grade 12-E students of La Salle College Antipolo, would
like to conduct a written mathematical test as part of our requirement in ASRES2: Quantitative Research.
We are working on a research project entitled The Relationship between the Number of Years Playing Dota
2 and the Arithmetic Skills of Senior High School STEM Students in La Salle College Antipolo and would
like to discover if there is a relationship between the two variables and determine whether it will be
beneficial for the students to play games like Dota 2 or not.
We would like to survey from September 24-28 and from October 1-5, 2018.
If there are any questions or concerns, please contact us through the details specified above or through our
thesis adviser, Ms. Moira Vargas. Attached here is the test questionnaire.
We are hoping for your positive response. Thank you very much.
Sincerely,
Jeanne Paulo P. De Jesus Corrine Francesca Isabelle T. Doblado Joshua James G. Ferreras
Student Student Student
Joaquin Alfonso C. Garcia Nathan Jahziel H. Muncal

Student Student
Noted by:
Ms. Moira D. Vargas Ms. Tesalonica S. M. Espiritu Santo Ms. Paulette H. Dela Cruz
Thesis Adviser HUMSS Coordinator SHS Coordinator
APPENDIX D: Consent for Authority (Mixed)
Block 2, Lot 2, H. R. C. Street, Steelhomes subdivision,

Barangay San Luis, Antipolo City, Rizal, 1870
No.: 09567917447
E-mail: djeannepaulo123@gmail.com
7 January 2019
Ms. Jimelo S. Tipay, M.S.

Principal, La Salle College Antipolo
1985 La Salle Ave., Town and Country Heights
Brgy. San Luis, Antipolo City, Rizal 1870
Dear Ms. Tipay:
Alfonso C. Garcia, and Nathan Jahziel H. Muncal, Grade 12-E students of La Salle College Antipolo, would
like to conduct an interview with selected teachers and a survey to the parents as part of our requirement in
ASRES3: Research Project. We are working on a study entitled The Relationship between the Number of
Years Playing Dota 2 and the Arithmetic Skills of Senior High School STEM Students in La Salle College
Antipolo and would like to determine and understand their opinions and perceptions about the findings of
our study. We would also like to know their recommendations to further improve the students’ arithmetic
skills.
We would like to survey from the interview together with the survey from January 21 onwards, wherever
convenient for the interviewee.
If there are any questions or concerns, please contact us through the details specified above or through our
thesis adviser, Ms. Moira Vargas. Attached herewith are the interview questions.
We are hoping for your positive response. Thank you very much.
Sincerely,
Jeanne Paulo P. De Jesus Corrine Francesca Isabelle T. Doblado Joshua James G. Ferreras
Student Student Student
Joaquin Alfonso C. Garcia Nathan Jahziel H. Muncal

Student Student
Noted by:
Ms. Moira D. Vargas Ms. Nimfa O. Lauresta Ms. Paulette H. Dela Cruz
Thesis Adviser HUMSS Coordinator SHS Coordinator
APPENDIX E: Survey Questionnaire for Parents
Dear Respondent,
Alfonso C. Garcia, and Nathan Jahziel H. Muncal, are conducting a research entitled The Relationship between the
Number of Years Playing Dota 2 and the Arithmetic Skills of Senior High School STEM Students in La Salle College
Antipolo. In order to address our research problems, we would like to ask you to provide answers for the following
questions with utmost honesty. Rest assured, all answers will be kept in strict confidentiality.
Thank you very much for taking part in our research.
_____________________________________________________________________________________________
C. PERSONAL INFORMATION. Indicate the information asked on the line provided. Also, put a check in the box
corresponding to your answer.
Name (optional):____________________________
Do you have son/s or daughter/s who play video games?

 Yes
 None
D. SURVEY. Answer the following questions below with utmost honesty; put a check in the box provided for your
answer.
Strongly Disagree Agree Strongly

Disagree Agree
1. Video games like Dota 2 do not cause

a decline to students’ academic
performance.
2. Video games like Dota 2 could boost

the students’ arithmetic skills (math
skills).
3. The concept of Dota 2 could be

adaptive to lessons in math-related
subjects.
4. The findings of this study show that

the higher number of years playing
Dota 2, the higher the arithmetic
skills.
5. Dota 2 is one of the platforms of
mathemtatics.
- End of Questionnaire -
APPECDIX F: Transcript of Interview – Ms. Cielo Gooc
JP De Jesus: Good afternoon Miss... We, Jeanne Paulo P. De Jesus, Corrine Francesca
Isabelle T. Doblado, Joshua James G. Ferreras, Joaquin Alfonso C. Garcia, and Nathan
Jahziel H. Muncal, are conducting a research entitled The Relationship between the
Number of Years Playing Dota 2 and the Arithmetic Skills of Senior High School STEM
Students in La Salle College Antipolo. In order to address our research problems, we
would like to ask you to provide answers for the following questions with utmost honesty.
Rest assured, all answers will be kept in strict confidentiality. Uhm... In your own opinion,
what could be the factors that affect a students’ knowledge in Mathematics?
Ms. Gooc: Every first is to… recognize what kind operation we’ll be applying in a certain
Mathematical problem... and what type of steps you’re going to undertake to get the final
answer...
JP De Jesus: Second, in what way do you think DOTA 2 can students’ learning especially
in arithmetic... arithmetic... problems?
Ms. Gooc: Although hindi ako naglaro ng DOTA before but I’ve played ‘Red Alert’ dati
tsaka ‘Counterstrike’. I think uhhh... in playing online games, you have this
comprehensive ability to assess damage and asses what type of strategy you are going to
undertake. Yung pag change nggg…amination, pag change ng... gagamitin mong... uhm...
weapon to a certain situation parang ano din siya counterpart niya yung uhm, pag pili mo
ng operation na gagamitin sa pag solve ng problem. Mas mabilisan kasi yung sa ano eh...
sa online game kasi, if you’re a minute later in deciding what type of strategy will you
use, baka ikaw na yung back clash dun sa enemy mo. Kaya mas mabilis, mas mabilis
yung... yung flow ng network sa... sa brain, network signal.
JP De Jesus: Interesting, thank you. Uh, what... would you recommend playing MOBA
games like DOTA 2 in learning mathematics why or...?
Ms. Gooc: since hindi ako naglalaro ng DOTA 2 hindi ko masasa... comprehensively
masasabi na marerecommend ko siya, but as far as... I’m concerned, I saw... I...I have
friends na engineering sa iba’t ibang uhmm... specialization in mech eng., electrical
engineering pati physics na classmates ko, naglalaro sila ng DOTA eh mas magaling sila
mag kapag mabilisang solve mas mabilis sila, as in real talk... sabi ko, “oh, ang angas”...
tas ano magaling din sila mag trashtalk *laughs* pero magaling sila tas sabi nila in a way
mas naaa... na eexercise nila yung connectivity ng sig—ahh yung flow ng signal sa brain
kasi kung magbabasa lang passive yung flow, kasi babasahin mo titignan mo tas wala ka
masyadong iniisip, although nag iisip kung ano yung itsura ng scenario, pero hindi katulad
sa paglaro ng online game, gumagawa kasi ng strategy tas alam mo kung anong gagawin
mo sa area mo kasi kailangan madefend mo siya bago ka umattack tas anong gagawin ng
strategies mo sa pag attack, connection mo sa friends, connection mo sa... mga characters
na meron ka, pero magaling din siya mas mabilisan, mas mabilis mong ma fufunction...
JP: timing?
Ms.: hmm, hmmm

JP: Next is, what could be the possible effects, playing MOBA games in learning math?
Does it really help?
Ms.: I think for the generation today mas maganda i-adopt instead na turuan sila ng
conventional math na passive lang dormat nakaupo lang, siguro if si teacher gagawan
niya ng scenario ng naglalaro edi mas maeentise yung bata na mag aral, although hindi
naman lahat ng skills... uh... pwede nating ilaro example magkahoot, kasi example
calculus di mo naman pwedeng ilaro unless napaka creative ni teacher na maitransform
siya to ah... in an online game na setting or... yung parang mas ma, mas mamotivate yung
bata na “osige kasi may kailangan ‘kong iachive na... number of coins or...
JP: para mas maging interesting
Ms: Oo, mas mainteresting compared sa pen and paper lang.
JP: For the last question Ms, kasi ang sabi sa research findings namin sa last quantitative
research is… the, yung relationship ng paglalaro ng DOTA 2 and sa arithmetic skills ng
mga, ng mga bata o ng mga, mga students is the higher na years na paglalaro...
Ms: paglalaro bumababa?
JP: Mas mataas yung arithmetic skills
Ms: oh I see, so sakto siya sa idea ko *laughs*
JP: so... so what would you think about considering this research findings as an alternative
way of improving one’s arithmetic skills?

Ms.: Actually inaapply na siya ng La Salle Antipolo ngayon, if you... sina Nate, sina
Nathan dati nag math score tas meron silang edu fighter, so naglalaro sila tas math yung...
math yung ginagawa nilang process tas mabilisang isip din yon, tas may mga, may math
score challenges sila na ginagawa pero siguro hindi---dahil sa ang hirap ng connection
dati requirement nila yon sa ano... every year dapat, may tinatarget silang points kaya
parang nagka—dati 10 thousand yung target tas binaba ng 2 thousand kasi ang hirap din
eh hindi naman, actually hindi naman lahat may internet sa bahay pero pag dating dito at
least kahit papaano naglalaro sila for... with the math, tapos sabi naman ni math score
maganda yung ano niya... yunggg... if makuha niyo yung data ni math score tsaka yung
math department maganda yung improvement ng grades tas proof non yung performance
ng math department in terms of contests outside nag pplace tayo kahit mga 3 rd, 4th pero
nagustuhan ko naman yung finding kapag math score contests.
JP: thank you Ms.

APPENDIX G: Transcript of Interview – Ms. J.R. Cambelisa
JP De Jesus: Good morning sir, We, Jeanne Paulo P. De Jesus, Corrine Francesca Isabelle
T. Doblado, Joshua James G. Ferreras, Joaquin Alfonso C. Garcia, and Nathan Jahziel H.
Muncal, are conducting a research entitled The Relationship between the Number of
Years Playing Dota 2 and the Arithmetic Skills of Senior High School STEM Students in
La Salle College Antipolo. In order to address our research problems, we would like to
ask you to provide answers for the following questions with utmost honesty. Rest assured,
all answers will be kept in strict confidentiality. uhm yung first question po is, in your
opinion po what could be the factors that affect a students’ knowledge in mathematics?
Sir Cambelisa: Ahhh factors ano? When you say factors that could be broad ano, there
are... various uhh... uhh... things that may affect learning mathematics. Uhh, basically the
environment, the readiness of the learner to learn the concept, the skill and the... the...
teachers also, facilitator and availability of uhh... materials or information. So, so far those
are some of the factors that I can identify.
JP: next question po is, in what way do you think DOTA 2 can help students’ learning
especially in arithmetic problems?
Sir: Arithmetic problems, I...am aware that DOTA 2 is a strategic game which entails
uhh... skills in uh... uhh... motor like uh... uhmm... what do you call this? Uhh……... yung
hand and uh... mind coordination uh... I’m not pretty sure if that really helps to learning
mathematics but uh... I believe that anything associated to something would be of help to
learning a concept so if a... for example uh... students uhm… know how to play DOTA
and they can see numbers there like the amount of uh... the value of MANA... the value
of items they are buying and the... the amount of a HP they are gaining every time they
uh... kill a monster or a... a hero. Uhh. If the person know how to uh... associate that to
mathematics then most probably it could help. Let me give you an example, uh... there
was uh... this uh... boy, whooo is not good in uh... math, but when... he’s an athlete, a
baseball player but uh... he knows how to calculate the innings and uh... can uh... even
predict uh, probabilities when it comes to baseball, so that’s the same thing, math but then
if uh... uh... when faced with concepts at—in the classroom they find it hard... to uh... find
meaning...
JP: Third question po is... would you recommend playing MOBA or multiplayer online
battle arena games like DOTA 2 in learning mathematics why or why not?
Sir: For me, I wouldn’t recommend uh... MOBA games because uhm... the given
generation that we have uh... they do not know how to control their usage of uh... gadgets
instead of the—learning the concepts uh... theyyy... are being distracted of the game.
Soo... usually when you try to listen to the concept in a classroom, what students are
actually excited to doing have their minds absent in the classroom is because they are
actually preparing us to what strategy they are going to make in the next time they will
play MOBA games.
JP: For the next question sir is, yung sa research findings po kasi ng research group po
namin is... based on the gathered data and based on the analysis of the data is the higher
they playing or yung pag—kung gaano kataas yung years ng experience ng paglalaro ng
DOTA is tumataas din yung arithmetic skills ng students so... parang we, the research
group concluded that it somehow helps the—yung MOBA sa arithmetic skills especially
dun sa--what could be the possible effects, playing MOBA games in learning math? Does
it really help?
Sir: Okay, uhh... there could be a possible effect like uh... again the analysis skills, the...
uh... anticipation of a problem, your... the growth of a brain since it is a stimulated every
now and then when you play uh... MOBA games uh... somehow it is uh... uhh... of good
effect in that manner, but uh... when it comes to learning the concept paper uh... most
probably uhmm... students would have a... would find time learning the concept if they
are distracted.
JP: For the last question sir, what would you think about considering this research finding
as an alternative way of improving one’s arithmetic skills?
Sir: uhh... maybe uh... it could be helpful in deciding in the curriculum for the... course
when uh... preparing an assessment, we could uh... gamify the assessment in a way that
students are uh... uh... involve and uh... are practicing the skill at the same time so, it could
be another... game so instead of MOBA it could another uh... game wherein the concepts
are really applied... you can really see and measure uh... assess uh... arithmetic skills, uh...
you can have it like uh... you also have a game meron ding badge uh... yung level up as
you solve arithmetic problems and mathematic problems. Okay?
JP: Okay po, thank you sir.

APPENDIX H: Transcript of Interview – Mr. Pedragoza
JP: Good morning po sir, We, Jeanne Paulo P. De Jesus, Corrine Francesca Isabelle T.
Doblado, Joshua James G. Ferreras, Joaquin Alfonso C. Garcia, and Nathan Jahziel H.
all answers will be kept in strict confidentiality. So for our first question. In your opinion,
what could be the factors that affect a students’ knowledge in mathematics?
Sir Pedragoza: One of the factors that may affect the students’ knowledge in mathematics,
I think is their interest especially in interest in the topic. Uhmm... you cannot uhh...you
cannot get the attention of the students if they’re not interested in the topic.
JP: Second question is, in what way do you think DOTA 2 can help students learn
especially in arithmetic problems or processes?
Sir: ahh... DOTA 2 I think in the est—estimation. Kasi in DOTA 2 I think DOTA 2 is
about uhmm... predicting, for example in jungle, you’re predicting that someone’s
farming there so what you need to do is you need, to roam round in that jungle for you to
hunt ahmm... opponents or heroes.
JP: Next question is, would you recommend playing multiplayer online battle arena
games or MOBA games like DOTA 2 in learning mathematics why or why not?
Sir: For me… I would not recommend it. Why? Because DOTA 2 is a game or any
MOBA games, these are the game where the students can be addicted to. Ah for example
DOTA 2, some of the students uhmm, me personally, honestly, I’m addicted to DOTA 2
when I was in college so every time after school until late at night I play DOTA 2. Yes it
may enhance your arithmetic skills in a way that you can easily solve arithmetic problems
or you mental some... answer mentally some problems, but... it can also—or it has a bad
effect in your studying—for your studying.
JP: So, based on our research findings po kase, na...na cinonduct ng research group po
namin is... based on the data ga—that gathered to the students na naglalaro ng DOTA 2
and based on the analysis...data analysis that we conducted, the higher the years of
experience playing DOTA 2 is the higher the arithmetic skills so, what could be the
possible effects of playing MOBA games in learning math? Does it really help?
Sir: So the longer the playing time or the longer—the year
JP: the longer the experience
Sir: experience?
JP: opo, years of experience lang naman po sir so hindi naman po siya means ng parang
lag—yung frequency is lagi or daily.
Sir: basta yung years ang tinutukoy?
JP: opo, the higher the arithmetic skills
Sir: by the way, in your research ano yung arithmetic or nagpasagot ba kayo ng survey?
JP: yes po
Sir: ano yung problem?
JP: exam yung... intermediate algebra so, so the grade 11 and grade 12 students can really
relate it to basic—parang basic ano nalang po sa kanila since nag—yung grade 11 is nag
calculus—napagdaanan na rin po nila yung calculus, general mathematics as well as the-
--
Sir: So ang binigay niyo is parang general algebra where the students get to answer?.... so
I think there uhm tsk... you can... with your result gathered or the data gathered, the higher
the years, the higher the arithmetic skills, I think yes… it really helped based on your
research... based on the data gathered it really helped the student who play DOTA 2.
Possible effects... ahhhmmm…... … I think in buying items uhm, you’re estimating for
example... ahh ano ba?... dati kasi sange and yasha pa yun eh—
JP: opo
Sir: wala na ngayon diba? So first is, i-estimate muna ‘cause you need to buy first the
yasha or the sange right? So there’s an estimation on the money you gain or for example
uhmm... in farming right? In farming uhm, you can estimate how many wave of trips do
you need to kill for you to get the sange or the yasha. So yung estimation siguro that’s
one way or that’s one possible effect na nakakatulong dun sa mga students to solve
arithme—arithmetic easily and quickly.

JP: So for our last question sir, what would you think about considering this research
findings as an alternative way of improving one’s arithmetic skills?
Sir: Y-yes, but in limited time siguro, yung kailangan lang i-limit or for example—
JP: time management po
Sir:--yes, for example ahh... 2-3 hours per day lang.
JP: that’s all sir thank you po

APPENDIX H: Transcript of Interview – Mr. Roxas
JP: Good afternoon po, We, Jeanne Paulo P. De Jesus, Corrine Francesca Isabelle T.
Doblado, Joshua James G. Ferreras, Joaquin Alfonso C. Garcia, and Nathan Jahziel H.
all answers will be kept in strict confidentiality. uhmm... for our first question. In your
opinion, what could be the factors that affect a students’ knowledge in mathematics?
Sir Roxas: ahh... I think thee... uhmm... most important factor... on the students’
knowledge in math is… the ahh... intelligence himself. Intelligence in math because as
you may know not all students are very good in math. So sometimes you can say that
math is a talent also. Okay? Anddd... the second one is the... uh... the interest of the
children in the subject, as well as on how the stages where the students learn in math
progress. I mean yung ahh... the ahh... the preparation of the students in every stage in
learning math because you don’t have a good uhh... background if you don’t have a good
foundation, it will be hard for you to study, learn the higher math.
JP: thank you sir. Ahh, next question, in what way do you think DOTA 2 can help students
learn especially in arithmetic problems?
Sir: Actually… ahh, the application I’ve seen in playing DOTA in terms of math is the
strategy not actually arithmetic but it is more in geometry, ahh... because calculations of
angles, calculations of positions but not actually arithmetic problems. Ahh...anyway

somewhat yes... so I think it’s more on the strategy and critical thinking of course on the
effects and ahh... the ahh theee… the estimation, estimate because math is a estimate,
there’s also estimation in mathematics. Okay?
JP: yes sir. Third question sir, would you recommend playing multiplayer online battle
arena games or MOBA games like DOTA 2 in learning mathematics why or why not?
Sir: Actually, do you want to learn math? Math itself the discipline in math. I-I don’t
recommend playing online games... becauseeee... you might get addicted if you really
want to-- learn math is you study math only, but not playing online games, but what I can
see in a... the effect of playing—the positive effect of playing MOBA games to students
is the critic—having a critical thinking skill, developing the critical thinking skills of the
students, especially the a... the analysis because we know math is analysis so, playing
MOBA games you might be able to learn how to analyze the situation being a critical
thinker but discipline in math i-I don’t think so. In terms of discipline in math. Okay?
JP: sir to give you some overview about our research findings is that there is a positive
relationship between the years of playing DOTA 2 and the arithmetic skills of the
students, meaning that, the higher the years of experience playing DOTA 2 the higher the
arithmetic skills of the students so, what could be the possible effects that--that playing
MOBA games in learning math? Does it really help in some way?
Sir: I think in some way yes, because like what I’ve said earlier it’s about the critical
thinking skills, because as a MOBA player you—your thinking skills should go ahead, I
mean you should always be ahead right? Y-y-you might be able to analyze the situation,
what would be the possible effects of your different strategies... and we know that in math
there’s a lot of strategies and critical thinking skills so that I’m saying is that—n what I’m
saying is t-t-the attitude, that is the one being top or that is the one being enhanced
during... ahh... the playing of MOBA games. It’s the attitude but not the discipline, when
we talk about discipline it’s the knowledge in math it’s the attitude and we know that
uhm... in order for you to learn math you should have this attitude of eagerness, critical
thinking skills of—of dedication and commitment I think, that’s the one, that’s the
character that is being developed, positive—that’s on the positive way.
JP: So for our last question sir, what would you think about considering this research
findings as I said earlier, as an alternative way of improving one’s arithmetic skills?
Sir: ahh... playing MOBA games is—is... is good as I’ve said I’ve been addicted before.
It’s really good, but of course ahh... as—as an adult, a young adult, you should know your
limitations, you should know how to uhm... ahh... limit the time you’ll spend in playing
this and of course you should know your priorities, do not get addicted to MOBA games
just, you know, if-if-if if you find it ahh... do it to—to—to ahh... ano ‘to? As an... ahh...
para mawala yung boredom mo?
JP: past time?
Sir: not actually pastime but, sometimes if you are too dep—too depressed, too toxic in
work so, that could be your... it could be an yung ano... ano nga yun yung nilalabasan
ng... what do you call this? I forgot the term... para maalis mo yung stress mo, stress
reliever. But it should be of modulation, yung tama lang, kase as we know there are young
adults who are no ahh... make MOBA as their source of living kasi they could win
millions of dollars in playing DOTA games. Dollars eh, dollars. So yun, yun lang. okay
na?
JP: thank you sir, thank you.

APPENDIX I: Formulas
A. Slovin’s Formula
𝑁
𝑛=
1 + 𝑁𝑒 2
B. Pearson Correlation Formula
𝑁 ∑ 𝑥𝑦 − ∑ 𝑥 ∑ 𝑦
𝑃𝑟 =
√[𝑁 ∑ 𝑥 2 − (∑ 𝑥)2 ][𝑁 ∑ 𝑦 2 − (∑ 𝑦)2
C. Coefficient Alpha Formula
𝑛 ΣV
𝐶𝐴 = ( )(1 − )
𝑛−1 V
APPENDIX J: Solutions
A. Total Respondents
80
𝑛=
1 + (80 ∗ 0.12 )
400
𝑛=
9
𝑛 = 44.4 𝑜𝑟 44 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠
B. Reliability
5 2.27
𝐶𝐴 = ( )(1 − )
4 6.80
𝐶𝐴 ≈ 0.8; 𝑔𝑜𝑜𝑑 𝑟𝑒𝑙𝑖𝑎𝑏𝑖𝑙𝑖𝑡𝑦
C. Pr between the number of years playing Dota 2 and the raw scores of the respondents
44(587) − (126)(182)
𝑃𝑟 =
√[44(454) − (126)2 ][44(940) − (182)2
2893√−492109024 + 229322
𝑃𝑟 =
−4982109024 + 229322
𝑃𝑟 ≈ 0.498366
𝑃𝑟 ≈ 0.5; 𝑃𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝐶𝑜𝑟𝑟𝑒𝑙𝑎𝑡𝑖𝑜𝑛, 𝑆𝑡𝑟𝑜𝑛𝑔 𝑅𝑒𝑙𝑎𝑡𝑖𝑜𝑛𝑠ℎ𝑖𝑝

D. Pr between the number of years playing Dota 2 and the grades of grade 11 respondents
29(612) − (85)(204)
𝑃𝑟 =
√[29(305) − (85)2 ][29(1536) − (204)2 ]
408√−295932240 + 173402
𝑃𝑟 =
−295932240 + 173402
𝑃𝑟 ≈ 0.187334
E. Pr between the number of years playing Dota 2 and the grades of grade 12 respondents
15(361) − (41)(134)
𝑃𝑟 =
√[15(149) − (41)2 ][15(1212) − (134)2 ]
79√−29535780 + 54942
𝑃𝑟 = −
−29535780 + 57942
𝑃𝑟 ≈ −0.0981192
𝑃𝑟 ≈ −0.1; 𝑁𝑒𝑔𝑎𝑡𝑖𝑣𝑒 𝐶𝑜𝑟𝑟𝑒𝑙𝑎𝑡𝑖𝑜𝑛, 𝑊𝑒𝑎𝑘 𝑅𝑒𝑙𝑎𝑡𝑖𝑜𝑛𝑠ℎ𝑖𝑝
F. Pr between the grades of 11th grade respondents and their raw scores
29(874) − (204)(122)
𝑃𝑟 =
√[29(1536) − (204)2 ][29(638) − (122)2 ]
458√−608819040 + 248882
𝑃𝑟 =
−608819040 + 248882
𝑃𝑟 ≈ 0.140717

G. Pr between the grades of 12th grade respondents and their raw scores:
15(543) − (134)(60)
𝑃𝑟 =
√[15(1212) − (134)2 ][15(302) − (60)2 ]
105√−64433280 + 80402
𝑃𝑟 =
−64433280 + 80402
𝑃𝑟 ≈ 0.230051

The Relationship Between The Number of Years Playing Dota 2 and The Algebraic Skills of Senior High School Students in La Salle College Antipolo

Uploaded by

Copyright:

Available Formats

You might also like

The Relationship Between The Number of Years Playing Dota 2 and The Algebraic Skills of Senior High School Students in La Salle College Antipolo

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Relationship Between The Number of Years Playing Dota 2 and The Algebraic Skills of Senior High School Students in La Salle College Antipolo

Uploaded by

Copyright:

Available Formats

APPROVAL SHEET

La Salle College Antipolo

We hereby Approve the Thesis

As Partial Fulfillment of the Requirements for

___________________________ ______ ___________________________ ______

___________________________ ______ ___________________________ ______

SHS Coordinator Date Principal Date

AND THE ALGEBRAIC SKILLS OF SENIOR HIGH SCHOOL STEM

STUDENTS IN LA SALLE COLLEGE ANTIPOLO

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

JEANNE PAULO PASCUAL DE JESUS

CORRINE FRANCESCA ISABELLE TADIT DOBLADO

JOSHUA JAME GUEVARRA FERRERAS

JOAQUIN ALFONSO CARO GARCIA

NATHAN JAHZIEL HUGO MUNCAL

and would not make this paper fully accomplished.

A great appreciation to Dr. Arlyn Tumala, La Salle College Antipolo’s school

courage, and the perseverance to be the leader of this research group.

This thesis paper is all His.

CHAPTER ONE: THE PROBLEM AND ITS SETTING

Statement of the Problem -------------------------------------------------------------- 3

Conceptual Framework ---------------------------------------------------------------- 5

Scope and Delimitations of the Study ----------------------------------------------- 6

Significance of the Study -------------------------------------------------------------- 7

Definition of Terms -------------------------------------------------------------------- 8

CHAPTER TWO: REVIEW OF RELATED LITERATURE AND STUDIES -------- 10

CHAPTER THREE: RESEARCH METHODOLOGY

Sampling Procedure ------------------------------------------------------------------ 37

Criteria of Respondents -------------------------------------------------------------- 39

Research Instrument ------------------------------------------------------------------ 40

Research Locale ----------------------------------------------------------------------- 42

Data Analysis -------------------------------------------------------------------------- 42

CHAPTER FIVE: SUMMARY, CONCLUSIONS, REJECTION AND ACCEPTANCE

OF HYPOTHESES, AND RECOMMENDATIONS

Rejection and Acceptance of Hypotheses ----------------------------------------- 80

a simple random sampling. The total number of respondents is 44 from the

relationship between the variables leading into accepting most of their

hypotheses, stating their conclusions, and recommending it to students, parents,

teachers, future researchers, and to the researchers of this study as well.

THE PROBLEM AND ITS SETTING

As the gradual development of technology continues to climb on its peak, people

education, research, communication, health, transportation, and entertainment as well.

named as DotA: Allstars became popular to the players (Dean, 2014).

parents perceive Dota 2 causes a decline to their child’s academic performance in

the House of Representatives here in the Philippines:

Statement of the Problem

a) What is the profile of the respondents?

1. Number of years playing Dota 2.

2. Recent average grade in Pre-Calculus and General Mathematics subjects in

semester of grade 12 (for the grade 12 respondents only).

1. Would the teachers recommend playing Dota 2 to learn mathematics?

algebraic skills of the students?

The researchers of this study hypothesized that there is a significant relationship

after analyzing the data gathered from the respondents:

a student and vice versa.

1. Most of the respondents have 4 years of experience.

2. Most of the respondents have a grade of 80-94 in Pre-Calculus, General

Mathematics, Physics, and Chemistry.

_____ _

_____ _