CHAPTER III

Presentation, Analysis and Interpretation of Data

This chapter presents the analysis and interpretation of data collected from the
Grade 10 students of San Miguel National High School during the S.Y. 2019-2020. First,
it discussed the frequency distribution of number of hours spend in playing video games
and followed by academic performance of the students who are involved in playing
video games. Lastly, it discussed the significant relationship between the impact of
playing video games towards student’s grade.

Table 3

Number of Hours Spend in Playing Video Games

Number of Hours Frequency Percentage(%) Remarks

Distribution

16-24 3 10% Consistently

Played

9-15 7 23.33% Moderately

Played

1-8 20 66.67% Rarely

Played

The Frequency Table above shows the number of hours spend in playing video
games of the Grade 10 students. The first column shows the number of hours that spent
in playing. The second column is the frequency with the total of 30 respondents. The
third column shows the frequencies that are converted into percentage and the last is
the remarks.
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The numbers of hours1-8 have the percentage of 66.67% with 20 out 30

respondents, 7 out 30 respondents spent to 9-15 hours with percentage of 23.33% and
3 out 30 students fall in consistently played with the percentage of 10%.

Overall, 20 out 30 respondents got the percentage of 66.67% with the highest remarks
of rarely played who spent about 1-8 hours and the lowest percentage of 10% spent by
16-24 hours fall in consistently played.

Table 4
Academic Performance of the Grade X Students who are Involved in Playing
Video Games

Range of Grade Frequency Percentage Description

90-100 3 10% Outstanding

85-89 5 16.67% Very Satisfactory

80-84 18 60% Satisfactory

75-79 4 13.33% Fairly Satisfactory

Below 75 0 0% Did Not Meet The

Expectation

N 30 100%

This table shows the Academic Performance of the Grade X students who are
involved in Playing Video Games.

In the first column shows the range of grades of students. The second column is
the frequency with total of 30 respondents. The third column show the frequencies are
converted into percentage and the last is the remarks.
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In the grades of respondents during their first quarter,10% or out of 30 got the range of
grades of 90-100 with an outstanding academic level,46-67% or 5 out 30 got the range
of grades of 85-89 with a very satisfactory academic level,60% or 18 out of 30 got the
range of grades of 80-84 with a satisfactory academic level and 13.33% or 4 out of 30
respondents got the range of grades of 75-79 with a fairly satisfactory academic level
while none of the respondents got the grades below 75.

It is shown in the table that most of the students got the range of grades of 80-84 with a
satisfactory academic level.

Figure 2

Percentage of Students Who Played These Following Video Games

Playing Video Games

3%
10% Mobile Legend
ROS
COC
17% Dota 2
Temple Run
57%

13%

The Pie Chart above illustrates the percentage of students who are playing the
following video games, 57% of the respondents played Mobile Legends which gets the
highest percentage rate, 17% of them played COC, 13% of them played ROS, 10% of
them played Dota 2 and 3% of them played Temple Run which gets the lowest
percentage rate.
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The impact of Playing Video Games towards Student's

Grade
Number of hours spend in playing video games per week

30

25

20

15

10

f(x) = − 0.0647167644807349 x + 12.342083439653

5 R² = 0.00234202499030467

0
60 65 70 75 80 85 90 95 100

General Average

Figure 3 Polygon Graph

The polygon graph above gives information about the impact of playing video
games towards student’s Grade of San Miguel National High School during first quarter.

As observed in the graph, 2 students have the same academic performance

which is 77 but have different number of hours spent in playing video games, one of the
student just spent only 6 hours and another student spent 8 hours per week. 2 students
have the same academic performance which is 79 but have different number of hours
spent in playing video games, one student spend 2 hours only another student spent 10
hours per week. 3 students have the same academic performance which is 80 but have
different number of hours spend in playing video games, one student spent 2 hours,
another student spent 4 hours and the one student spend 5 hours per week. 3 students
have the same academic performance which is 81 but have different number of hours
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spent in playing video games, one of the students spent 5 hours per week, another
student spent 6 hours per week and the other one spent 24 hours per week. The one
student got the academic performance which is 82 but spend 2 hours per week. 4
students have the same academic performance which is 83 but have different number
of hours spent in playing video games, one of the student spent 2 hours,5 hours,8 hours
and the one student spent 10 hours per week. 4 students have the same academic
performance which is 84 but have different number of hours spent, the one student
spent 5 ½ hours, hours, 12 hours, 12 hours, and 24 hours per week. The one student
got the academic performance which is 85 but spent in ½ hour per week. 2 students
have the same academic performance which is 86 but have different number of hours
spent in playing, the one student spent 3 hours and the one student spent 4 hours per
week. One student got the academic performance which is 89 but the number of hours
spent 1 hour only per week. 2 students have the same academic performance which is
93 but have different number of hours spent in playing, one student spent 3 hours and
the other one spent 5 hours per week. Lastly, one student got the academic
performance which is 94 but the number of hours spent 13 hours per week.

The null hypothesis is rejected there is slight negative correlation. It’s state that
when the time spend of playing video games increases, the grades slightly decrease
and when the time spend of playing games decreases, the grades slightly increases.
Hence, the time spend in playing video games and grades are inversely proportional.