The Effects of Mobile Games on the Academic Performance of Junior High School

Students in Mercy Junior College, Inc.

Research Paper

Presented to the Faculty of Mercy Junior College, Inc.

Rizal Street, Tubod Lanao del Norte

_____________________________________________

In Partial Fulfilment of the Requirements

For the Practical Research

Humanities and Social Sciences

Van Orche G. Caroro

Josephine P. Torres
Justin E. Labrado
Angelyn B. Deblas

May 27, 2023

TABLE OF CONTENTS

Title Page

Abstract - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Acknowledgement - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Dedication - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

CHAPTER Page

I. INTRODUCTION

Background of the Study...........................................................................................

Significance of the Study..........................................................................................

Conceptual Framework.............................................................................................

Theoretical Framework.............................................................................................

Statement of the Problem..........................................................................................

Definition of Terms...................................................................................................

Scope and Delimitation.............................................................................................

II. REVIEW OF RELATED LITERATURE AND STUDIES

III. METHODOLOGY

Research Design......................................................................................................

Research Setting.......................................................................................................

Research Respondents..............................................................................................

Sample and Sampling Procedure..............................................................................

 Instrument of the Study..........................................................................................

Data Gathering Procedure.......................................................................................

Data Processing........................................................................................................

Ethical Considerations..............................................................................................

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Overall weighted mean of the Effects of Mobile Games on the Academic

Performance of Junior High school Students in Mercy Junior College Inc...................

V. CONCLUSION AND RECOMMENDATION

REFERENCE
APPENDICES

Chapter I

Background of the study

Mobile gaming has grown in popularity in recent years, and it is now a significant part of
the global gaming industry. Mobile games are incredibly popular around the world and have
become a multi-billion-dollar industry. According to a report by Newzoo, a leading provider of
market intelligence for the global games industry, the global mobile games market is projected to
reach $98 billion by the end of 2025. Mobile games are particularly popular in Asia, with
countries such as China, Japan, and South Korea leading the way in terms of game development
and consumption.
According to Statista, in-game mobile transactions in the Philippines are expected to
produce around $1.30 billion by 2023 (Guevara, R., n.d.). Furthermore, the number of Filipino
mobile gamers is predicted to reach 37 million by 2027. In recent years, possessing a smartphone
has evolved from a social status symbol to a daily need, with a huge majority of the population
owning one. Furthermore, internet connectivity has grown more broadly available across the
country. These elements, combined with the predicted increase in profit margins and population
figures, point to a bright future for the Philippine mobile gaming sector (Guevara, R., n.d.).
Mobile gaming has become popular among junior high school students due to its
convenience, accessibility, social features, and wide range of games available (National Cyber
Security Alliance, n.d.). It is also designed to be addictive and often incorporates elements of
social networking. According to a survey by the National Cyber Security Alliance, around 60%
of teenagers play games online and via mobile devices, but there are concerns about their
potential impact on academic performance (Chen et al., 2018). Excessive mobile game use has
been linked to negative outcomes such as lower academic performance, poor time management,
and addiction (Chen et al., 2018; Kim & Kim, 2019). Mobile games, in particular, can impair
students’ ability to focus on academic tasks, resulting in decreased productivity and increased
distraction (Kim & Kim, 2019).
The goal of this research is to look into the relationship between mobile games and
academic performance in junior high students. Due to the fact that mobile games are becoming
increasingly popular among students, it is critical to understand their potential impact on their
academic endeavors. While previous research has looked into the effects of technology and
digital media on academic performance, the specific focus on mobile games and their effects on
junior high school students calls for more research. Existing research on video games has yielded
mixed results, with some indicating negative outcomes such as decreased academic achievement
(Ferguson, 2015; Gentile et al., 2017).

Significance of the study

  This research study aims to provide an overview of how mobile games affect the
academic performance of junior high school students. The study can raise awareness among
students about the potential effects of mobile game use on academic performance, which can
promote responsible and informed use of mobile devices. This can be very beneficial to the
following:

Students. The study can help students become aware of the potential effects of mobile
game use on their academic performance. By understanding the correlation between excessive
game use and lower academic performance, students can make more informed decisions about
their mobile device usage and strike a balance between entertainment and studying

Parents. Parents can make informed decisions about their children’s screen time and
device usage if they are aware of the impact of mobile games on academic performance. They
can establish appropriate limits and rules for mobile game use, ensuring a healthy balance of
recreational and academic responsibilities.

Teachers. Teachers can use the research findings to identify students who are
particularly vulnerable to the negative effects of mobile game use on academic performance.
This understanding can assist teachers in tailoring their teaching strategies and providing
additional support to these students, such as by implementing interventions or establishing
guidelines for responsible mobile device usage.
Future researchers. For future researchers, this study can be used as a starting point and
they can improve on the methodology, increase the sample size, or investigate different variables
to gain a better understanding of the subject.

Conceptual Framework

Independent Variable Dependent Variable

Effects Mobile Games Academic Performance
 Figure 1 Conceptual framework
Figure 1 Presents the conceptual framework of the study. It consists of two variables: the mobile
games as an independent variable and academic performance as the dependent variable.

The number of hours spent playing mobile games per week can be considered an independent
variable. On the other hand, academic performance, specifically measured by class participation,
is the dependent variable. The study is based on the assumption that the use of mobile games
may have an impact on the academic performance of junior high school students. This study
determines the relationships between playing mobile games and academic performance and other
factors that may affect the relationship.

Other variables that may influence the relationship between mobile games and academic
performance include socio-demographic factors, such as age, gender, and socioeconomic status,
and factors related to mobile game use, such as game type and game addiction.
 
 
 

Theoretical Framework
The theoretical framework of this study is based on the theory of cognitive load, which
asserts that the amount of cognitive load placed on working memory can hinder learning
(Fuhrman, 2017). In the context of this study, the focus is on junior high school students and the
potential impact of mobile games on their learning and academic performance. It is hypothesized
that the cognitive demands of mobile games may compete with those of academic tasks,
resulting in an extraneous cognitive load on working memory. Furthermore, mobile games have
the potential to be addictive, leading to increased usage and subsequent negative effects on
academic performance. Therefore, the theoretical framework suggests that playing mobile games
may have a negative impact on junior high school student’s academic performance by increasing
extraneous cognitive load and decreasing working memory capacity for academic tasks.
According to Loveless, B. (2023), there are three types of cognitive load: intrinsic,
extraneous, and germane. The intrinsic cognitive load of a learning task refers to its inherent
difficulty. The cognitive load imposed by irrelevant information or distractions is known as
extraneous cognitive load. The term “germane cognitive load” refers to cognitive load that helps
with learning and schema acquisition.
Cognitive load theory is founded on several widely accepted theories about how human
brains process and store information (Gerjets, Scheiter, & Cierniak 2009, p. 44). These
assumptions include the following: that human memory is divided into working memory and
long-term memory; that information is stored in long-term memory in the form of schemas; and
that processing new information results in “cognitive load” on working memory, which can
affect learning outcomes (Anderson 1977; Atkinson & Shiffrin 1968; Baddeley 1983).

Statement of the problem

This study aimed to determine the effect of mobile games on the academic performance
of the students at Mercy Junior College. It aimed to answer the following question:

1. What is the profile of the respondents in terms of?

A. Age
B. Sex

2. What are the most popular types of mobile games played by Junior High School
students?

3. How do mobile games affect the academic performance of junior high school students?

4. What strategies can be implemented to mitigate the negative effects of mobile games on
academic performance?

Definition of terms
 Cognitive load refers to the mental effort needed to process and understand information.
It depends on factors like task complexity, information quantity, and individual abilities. When
the cognitive load is high, learning and performance may suffer” (Sweller, 1994).
Intrinsic cognitive load refers to the inherent cognitive demands of a specific task or
activity. It is the amount of effort required to complete a task using one’s current knowledge and
abilities. Sweller, J., P. Ayres, and S. Kalyuga. (2011).
Extraneous cognitive load refers to the mental effort expended in processing non-
essential information during a task. This includes distractions like irrelevant graphics or text,
which can hinder the learner’s focus on the critical material necessary for learning (Sweller,
2011).
Germane cognitive load is an essential part of cognitive load theory, which emphasizes
how working memory can be effectively used for long-term learning and problem-solving. It
involves integrating new material into existing knowledge structures and is crucial for deep and
meaningful learning. (Sweller, 2010).

SCOPE AND DELIMITATION

The main objective of this study is to determine the preferred types of mobile games
played by junior high school students at Mercy Junior College. The researchers aim to collect
information about the gaming preferences of these students and analyze the data obtained from
surveys to identify popular game types based on gender and age.
Furthermore, the study aims to determine the connection between mobile gaming and
academic performance at Mercy Junior College. By determining the gaming habits of junior high
school students and their academic performance, the researchers seek to determine if there is a
descriptive between these two variables. Through the analysis of survey data, potential trends or
patterns relating to mobile gaming and academic performance will be identified, contributing to a
better understanding of how mobile gaming may impact students’ academic success. 
Additionally, the study strives to identify perceived measures that can be taken to
mitigate the negative effects of mobile gaming on academic performance. By gathering
participants’ perspectives through the survey responses, the researchers aim to gain insights into
strategies that can be implemented to address the potential adverse impact of mobile gaming on
students’ academic performance. This data will provide valuable recommendations and opinions
from the students themselves. 
It is important to note that the study may face limitations due to constraints such as time,
funding, or participant availability. These limitations could affect the sample size or the
generalizability of the findings. Nevertheless, despite these potential constraints, the study aims
to offer valuable insights into the popular types of mobile games among junior high school
students, their relationship with academic performance, and potential strategies to mitigate the
negative effects of mobile gaming on academics.

Chapter II

Review of Related Literature and Studies

The review of related literature and studies provides an overview of existing research and
literature relevant to the topic of the effects of mobile games on the academic performance of
junior high school students.

According to Guha (2022), mobile gaming is not only enjoyable but also a lucrative
industry worth billions of dollars. It is considered a critical component of the metaverse. Mobile
gaming involves playing video games on mobile devices such as smartphones and tablets, with
processors, displays, and telecom network connectivity playing important roles in this sector.
The popularity of mobile games can be traced back to 1997, when Snake was introduced as a
preloaded game on Nokia feature phones, demonstrating the feasibility of gaming on these
devices (Wikipedia).

Mobile games have become immensely popular worldwide and have grown into a
multibillion-dollar industry. The global mobile games market is expected to reach $98 billion by
the end of 2025, with Asia, particularly China, Japan, and South Korea, leading in terms of game
development and consumption. In China, mobile gaming constitutes more than half of the
country’s total gaming revenue, highlighting its significant role in the entertainment industry
(Newzoo).

In the Philippines, Mobile Legends: Bang Bang continues to be the most downloaded
game, along with other popular games like TongitsGo, ROBLOX, Call of Duty: Mobile, and
Smash Colors 3D. Concerns have been raised regarding the content of mobile games, including
violent or sexually explicit material that may not be suitable for all audiences. Additionally, there
are concerns about the impact of mobile games on children, as they may have difficulty
distinguishing between fantasy and reality or may be exposed to inappropriate content (André
Co.).

Gender representation in the mobile gaming industry has been a topic of discussion.
McDonald (2017) found that although women prefer mobile games, the industry still lacks
inclusivity. Male characters appear in 44% more app icons than female characters in the top 100
grossing games on Google Play, which may be discouraging for female players. Many women
who play mobile games believe that only 30% of mobile games are designed for them.

Contrary to popular belief, young people are not the primary users of mobile games.
Parents are more likely than their children to be gamers, with 61% of gamers being parents with
children living in the same household. The 16–24 age group accounts for only 14.2% of mobile
gamers, while those over 45 make up nearly a third. As a result, mobile gamers are more likely
to be middle-aged mothers than their adolescent sons, according to MMA Global. “Myth
Busting: Mobile Gaming Demographics.” Accessed May 27, 2023.

In summary, mobile games provide entertainment and relaxation for many people.
However, they also raise complex issues that need to be addressed to ensure the safe and
responsible enjoyment of mobile games.

Chapter III
Research Methodology
This chapter presents the operational framework of the study it includes the following: research
design, research setting, research respondent, sample and sampling procedures, an instrument of
the study, and data gathering procedure.

Research Design

This study will employ a quantitative research design to gather and analyze numerical data
related to mobile game usage and academic performance. Quantitative methods can be used to
discover patterns and averages, make predictions, test causal relationships, and generalize results
to larger populations. Bhandari (2020). The research will be conducted at Mercy Junior College,
with junior high school students from various grade levels as participants. The sample will
include a representative group of students, ensuring a diverse representation in terms of sex and
age. A survey will be used as the primary data collection tool. The survey will be designed to
record specific information related to mobile game usage, such as the frequency and duration of
gameplay sessions. The data collected through the survey will be analyzed quantitatively. The
primary analysis will involve counting the number of players according to sex and age.
Furthermore, the analysis will determine the most popular types of mobile games among junior
high school students. We used the strongly agree and strongly disagree scale entitled The Effects
of Online Games on the Academic Performance of the Students in the College of Teacher
Education by Aquino, I. (n, d).

Research Setting

We will conduct this research at Mercy Junior College, Inc. The study will be conducted through
a survey and analyze the effects of mobile games on junior high school students.

Research Respondents

This study’s participants will be 200 students, 25 from each section of the junior high school.
Respondents will be chosen based on their willingness to participate.

Sample and Sampling Procedure

Purposive sampling was used in this study. The respondents to the study were the junior high
school students at Mercy Junior College. Participants in this study were junior high school
students who were chosen through purposive sampling, in which the people chosen for the
determination are not expected to be representatives but rather to have the necessary information
about the issue being determined.
Instrument of the Study

For this research study, the researcher will be using a survey questionnaire, which is a process of
collecting, analyzing, and interpreting data from many individuals to determine insights about a
group of people. The researcher will provide the participants with a survey. Questionnaire from
Aquino,I (n, d) which is designed to gather information about the frequency and duration of
mobile game use, type of games played, and academic performance of students.

Data Gathering Procedure

The data-gathering procedure was subdivided into three processes. First, we will obtain
permission from appropriate authorities, such as school administrators and students. Explain the
study’s purpose and procedures while maintaining confidentiality and anonymity. Respect the
participants’ privacy and rights. Second, design a survey or questionnaire to collect pertinent
data. Include sections on demographics, mobile game usage patterns, academic performance
indicators, and possibly other factors that may influence academic performance. Third, compare
the findings of the analysis to the research objectives and existing literature. Determine whether
there are any significant relationships between mobile game usage and academic performance
and look into any possible underlying factors.
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The Effects of Mobile Games on the Academic Performance of Junior High School
Students at Mercy Junior College Inc.

Table 1.1 Frequency and percentage Distribution of the Respondents profile in terms of Age

Age Mobile Gamers

Frequency Percentage

12-13 62 31%

14-15 68 34%

16-17 70 35%

Total 200 100%

Table 1.1 shows the frequency and percentage distribution of the respondents' profiles in
in terms of age. The table indicated that respondents played mobile games.
Having the highest frequency based on age, which runs from 16 to 17, with
70 respondents and 35%, respectively. According to the information
The majority of respondents are not of legal age and are therefore unaware of
The consequences of online gaming addiction
 Table 1.2 Frequency and percentage Distribution of the Respondents profile in terms of Sex

Sex Mobile Gamers

Frequency Percentage

Male 106 53%

Female 94 47%

Total 200 100%

Table 1.2 shows the frequency and percentage distribution of the two groups of respondents
according to sex. As revealed from the table, 106 which is equivalent of 53 percent are male,
while 94 equivalent of 47 percent, are female. Further, this implies that there are more males
playing online games than females.

Table 2: Frequency and Percentage Distribution of the types of Mobile Games played by the
Respondents

Types of Mobile Games Frequency Percentage

Mobile Legends 81 40%

Call of Duty Mobile 38 19%

Roblox 46 23%

Pubg 35 17%

Total 200 100%

Table 2 presents the frequency and percentage distribution of the types of mobile games they
engage in. It shows that the most popular type of mobile game being played is ML (Mobile
Legends), with a frequency of 81, which is equivalent to 40 percent.

Table 3: Weighted Mean of the Effects of Mobile Games on the Academic

Performance of Junior High school Students in Mercy Junior College Inc.

Question Weighted Descriptive Rank

mean value

1. Playing mobile games can change my 2.74 Agree 16

attitude through the character on the games.

2. Playing mobile games can destroy my 3.08 Agree 2

sense of sight.

3. Playing mobile games help me become 2.84 Agree 13

more creative and imaginative

4. Playing mobile games can loss the 2.86 Agree 10

appetite of eating

5. Playing mobile games can enhance the 3.16 Agree 1

accuracy/speed of my hands.

6.Playing mobile games can stimulate anger 3.05 Agree 4

and violence due to games

7.Playing mobile games can enhance my 2.79 Agree 14

analytic thinking

8. Playing mobile games can consume my 3.06 Agree 3

time.

9.Playing mobile games makes me smarter 2.56 Agree 18

10.Playing mobile games is one way to 2.85 Agree 12

develop my high level of thinking skills

11. Too much mobile games may adapt bad 2.54 Agree 19
language
 12. It develop my reading and math skills 2.77 Agree 15
reading direction, quantitative analysis

13.It develops my inductive reasoning 2.71 Agree 17

14. It improved my ability to rapidly and 2.85 Agree 11

accuracy recognizes visual information

15. It can increase my self-confidence and 1.24 Strongly 20

self-esteem. disagree

16. It gives a feeling of happiness and well- 3.05 Agree 5

being.

17. Video games make my vision become 2.94 Agree 9

more sensitive to different shades of color.

18. Violent video games may act as a release 3.04 Agree 7

of aggression and frustration

19. Too much video game makes me 3.03 Agree 8

socially isolated

20. Playing mobile games spent less time in 3.04 Agree 6

working responsibility

Table 3 presents the weighted mean distribution of the respondents' perceptions of the effects of
mobile games on their academic performance. The information showed five items that had the
highest ranking. The data showed that mobile games in item 5 can enhance the accuracy and
speed of my hands, which rank at number 1, which the respondent agrees with, and have a
weighted mean of 3.16. The second ranking is on item 2, which says that playing mobile games
can destroy my sense of sight. The respondent agrees and has a weighted mean of 3.08. The third
item, playing mobile games, can consume my time, as the respondent agrees, and has a weighted
mean of 3.06. The 4th item says that playing mobile games can stimulate anger and violence due
to games, which the respondents agree with and has a weighted mean of 3.05. The fifth item is
that it gives a feeling of happiness and well-being. which the respondent agrees and has a
weighted mean of 3.05.
Reference Aquino, I.(n.d.). The Effects of Online Games to the Academic Performance of the
Students in the College of Teacher Education.
 Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS