Francisco 3is

Republic of the Philippines
Department of Education
Region XII
CITY SCHOOLS DIVISION OF KORONADAL
EFFECT OF PLAYING MOBILE LEGEND BANG-BANG ON THE

ACADEMIC PERFORMANCE OF GRADE 10 STUDENTS OF
MARBEL 7 NATIONAL HIGH SCHOOL
Quantitative Research Presented to the faculty of
Brgy. Topland, City of Koronadal
______________________________________________________________________________
in Partial Fulfillment of the Requirements in
INQUIRIES, INVESTIGATION AND IMMERSION
______________________________________________________________________________
Raffy H. Alvarez
Marvin L. Francisco
Kerk Gian L. Bulambot
Hannah Marie C. Isidro
12 – HUMSS(ARISTOTLE)
Kimberly G. Magracia
Research Adviser
April 2023

Barangay Topland, City of Koronadal
School ID: 304672
Region XII
APPROVAL SHEET
This research entitled, “The effect of playing Mobile Legend: Bang
Bang to the Academic Performance of Grade 10 Students in Marbel 7
National High School”, prepared and submitted by Hannah Marie C. Isidro,
Kerk Gian L. Bulambot, Raffy H. Alvarez, and Marvin L. Francisco has been
accepted and approved as partial fulfillment for the subject in Inquiries,
Investigation, and Immersion.
MRS. KIMBERLY G. MAGRACIA

Research Adviser
_____________________________________________________________________
Panel of Examiners
Approved by the committee on Final Defense with the grade of________.
KIMBERLY G. MAGRACIA
Chairman
RAMIL D. JAMIN IVY C. SILVA RITCHEL A. ARELLANO

Member Member Member
_____________________________________________________________________
Accepted and approved as partial fulfillment of the requirements for the

subject in Inquiries, Investigation, and Immersion.
SANNY P. PAMA, HT-VI

OIC- Principal

School ID: 304672
Region XII
ABSTRACT
This study aimed to determine the effect of playing mobile legend: bang
bang to the academic performance of the grade 10 students in Marbel 7
National High School. This research study is conceptualized based on
qualitative research where in data gathered is numerical and statistically
presented. The researcher employed a correlational research design that aims
to describe the effects of mobile legends on academic performance. The general
average of twenty (20) respondents was 84 with the equivalent of 2.6. The r-
value showed the degree of grades with negible positive correlation and the
remarks are accepting null hypothesis showed that there is no significant
relationship between the mobile Legends and the Academic Performance of the
students. The degree of quizzes showed negible negative correlation. This study
will help the gamer to minimize their playing and to give more attention to their
academic performances.
Keywords; effect playing Mobile Legend: Bang Bang to the Academic

Performance of Grade 10 Students

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Region XII
DEDICATION
This study extends its heartfelt gratitude to the parents/guardians of the
researchers, Mr. and Mrs. Isidro, Mr. and Mrs. Bulambot, Mr. and Mrs.
Alvarez, Mr. and Mrs. Francisco, for their unwavering support and
encouragement throughout the research process. Their understanding,
patience, and willingness to provide valuable insights and resources have been
instrumental in the successful completion of this study.
The researchers would also like to express their deep appreciation to all
their friends who generously dedicated their time and efforts to assist them in
solving and evaluating the research data. Their invaluable contributions,
whether in data collection, analysis, or offering valuable perspectives, have
significantly enriched the research findings.
Furthermore, the researchers extend their sincere gratitude to their
teacher adviser, Mrs. Kimberly G. Magracia, for her guidance, expertise, and
constant support throughout the research journey. Her valuable feedback,
insightful suggestions, and continuous encouragement have played a pivotal
role in shaping the research methodology and ensuring its overall quality.
Lastly, the researchers would like to acknowledge the participants of the
study, whose willingness to provide the necessary information and insights has

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Region XII
made this research possible. Their cooperation and participation have greatly
contributed to the depth and validity of the study's findings.
It is with heartfelt appreciation that the researchers express their
gratitude to all individuals and entities mentioned above, as their contributions
have been instrumental in the successful completion of this research project.

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Region XII
ACKNOWLEDGMENT
The completion of this research would not have been possible without
the invaluable contributions and support of numerous individuals who have
generously shared their time, expertise, and guidance. We would like to
express our deepest gratitude to each of them for their significant role in the
successful completion of this study.
First and foremost, we extend our heartfelt appreciation to our research
adviser, Mrs. Kimberly G. Magracia, for her unwavering support, guidance, and
mentorship throughout the entire research process. Her expertise and valuable
insights have greatly contributed to the development and refinement of this
study. We are truly grateful for her dedication and belief in our capabilities.
We would also like to extend our gratitude to Sir Ramil D. Jamin, our
statistician, for his invaluable assistance in data analysis and interpretation.
His expertise and meticulous approach have been instrumental in ensuring the
accuracy and reliability of our research findings. We are deeply appreciative of
his valuable contributions.
Furthermore, we would like to acknowledge the advisers of Grade 10
learners, Ma’am Zyra Mae R. Perez, Ma'am Glory B. Biongco, Ma'am Cristy Lyn

School ID: 304672
Region XII
B. Tianchon, and Ma'am Mary Jane M. Casilagan, for their guidance and
support in the academic realm.
We would also like to express our gratitude to Sir Sanny P. Pama, the
school principal, for his wisdom, support, and approval of our research. His
encouragement and belief in our abilities have provided us with the
opportunity to pursue this study and contribute to the academic community.
Additionally, we extend our thanks to our parents/guardians, Mr. and
Mrs. Isidro, Mr. and Mrs. Bulambot, Mr. and Mrs. Alvarez, Mr. and Mrs.
Francisco, for their unwavering support, understanding, and encouragement
throughout this research endeavor. Their love and belief in our capabilities
have been a constant source of inspiration.
We would also like to acknowledge our friends and classmates who
willingly participated in this study and provided valuable insights and
perspectives. Their cooperation and involvement have significantly enriched the
research process, and we are grateful for their contributions.
To all those mentioned above and the countless others who have
supported us in various ways, we offer our heartfelt thanks. Your
contributions, guidance, and encouragement have been invaluable, and we are
truly grateful for your presence in our research journey.
To Almighty God, the source of all wisdom, love, and strength, we offer
our heartfelt gratitude and profound appreciation. Throughout our research
journey, You have been our guiding light, illuminating our path and instilling

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Region XII
in us the determination to pursue knowledge and truth. In every step we took,
You were there, providing us with the inspiration to delve deeper, the clarity to
comprehend complex concepts, and the resilience to overcome challenges. Your
presence was a constant reminder of Your unwavering support, reminding us
that with You, all things are possible.
We are humbled by Your boundless grace and unwavering love, which
sustained us during moments of doubt and uncertainty. In times of struggle,
You lifted us up, filling our hearts with courage, hope, and a steadfast belief in
our abilities. You granted us the strength to persevere, the perseverance to
endure, and the resilience to overcome obstacles that crossed our path.
To You, dear God, we offer our sincerest thanks for the wisdom and
discernment You have bestowed upon us. We are immensely grateful for the
knowledge and understanding You have granted us, enabling us to conduct
this research with integrity, diligence, and a genuine desire to contribute to the
academic community.
As we conclude this research endeavor, we stand in awe of Your
greatness, marveling at the intricate design of Your creation and the infinite
wisdom that surrounds us. We humbly acknowledge that our achievements are
not solely our own but are a reflection of Your boundless blessings and divine
guidance. With humble hearts and voices filled with gratitude, we lift our
praises to You, Almighty God. Thank you for Your unwavering presence, Your
boundless love, and Your immeasurable grace. May our research endeavors

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bring glory to Your name and be a testament to Your infinite wisdom and
goodness.
The Researchers
Table of Contents
PRELIMINARIES PAGE
Title Page 1
Table of Contents 2
CHAPTER I-INTRODUCTION
Background of the Study 4
Statement of the Problem 7
Significance of the Study 7
Scope and Delimitation 8
CHATPER II REVIEW OF RELATED LITERATURE
Conceptual Framework 17
Operational Definition of Terms 18
CHAPTER III-METHODOLOGY
Research Design 19
Locale of the Study 19
Sampling Technique 20
Research Respondents 21
Research Instrument 21
Statistical Treatment 22

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Data Gathering Procedure 23
Ethical Consideration 24
CHAPTER I
INTRODUCTION
This chapter present the problem and its setting. It contains the
background of the study, statement of the problem, scope and delimitation,
and the significance of the study.
BACKGROUND OF THE STUDY
Mobile legend is a multiplayer online battle arena (MOBA) for IOS and
Android devices developed and published by shanghai Moonton Technology, a
game development company based in Kuala Lumpar, Malaysia. The game was
launched in 2016 (Kyle Chua, 2019).
Playable heroes, different game modes, and fast – paced gameplay. This
is what the multiplayer online battle arena game (MOBA) Mobile Legend: Bang
Bang (MLBB) has to offer. Although this is a mobile game, it features much of
what a PC MOBA has to offer: item builds, hero roles, hero abilities, skins and
so much more (Evident Integrated Marketing & PR, 2023).
Mobile legends developed and published by Moonton in 2016, and is
released worldwide before the development year ends. It is a multiplayer online

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battle arena, also known as MOBA, in which the two opposing teams should
fight to reach and destroy the base enemy while defending their own base
using heroes that the players will pick before the game start (Adrian A.
Bautista, 2018).
Online gaming can refer to aims type of game that someone can play
through the internet or over a computer network. Most of the time, it refers to
video games played over the internet, where multiple players are in different
locations across the world. Online Gaming also can refer to the idea of
gambling over the internet, through an online casino or an online poker room
(K. Schurman, 2023).
An Online Game is a game played over some form of computer network.
Online Games can range from simple text based games to games incorporating
complex graphics and virtual worlds populated by many players
simultaneously (Xu Xinlei, 2011).
According to Narad and Abdullah (2016), academic performances is the
knowledge gained which is assessed by marks by a teacher and/or educational
goals set by the students and teachers to be achieved over a specific period of
time. They added that these goals are measured by using continuous
assessment or examinations results.

School ID: 304672
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According to Malik and Signh (2016), also argued that academic
performance of students had a direct impact on the socio – economic
development of a country.
According to Farooq, Chaudry, Shafiq and Behanu (2011), asserted that
students’ academic performance serve as a bedrock for knowledge acquisition
and the development of skills. Additionally, Farooq et al., (2011), emphasized
that the top most priority at all educators is academic performance of students.
The purpose of this study is to determine the coefficient correlation
between playing Mobile Legend and the Academic Performance of Grade 10
Students in Marbel 7 National High School-SHS because we want to know the
effect of Mobile Legends to the academic performance of students so that we
can create awareness about the issue/topic.
STATEMENT OF THE PROBLEM
The purpose of this study is to determined the effect of playing Mobile
Legends: Bang Bang to the Academic Performances of Grade 10 Students in
Marbel 7 National High School.
Specifically, this seeks to answer the following questions:
1.) What is the academic grades performance of the students in the 1 st
Semester and 2nd semester?

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2.) How does mobile legend affect the academic performance of students
in terms of:
2.1. Class participation
2.2. Quizzes
2.3. Performance task
2.4. Exam
3.) Is there a significant relationship between Mobile Legends and
Academic performance?
SICNIFICANCANCE OF THE STUDY
Students. This study will helped them broaden Mobile Legends: Bang
Bang to the Academic Performance of Grade 10 students.
Teachers. This study would led to a great disposition of their role in
teaching on how Mobile Legend affects to the student Academic
Performance.
Parent. This study would provide information to help them become
aware of their children’s Academic Performance.
Future researcher. This study would help future researcher who have
same study to gain knowledge, ideas and serve as a reference to make
their study more reliable.
SCOPE AND DELIMITATION

School ID: 304672
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This study aimed to determined the effect of Playing Mobile Legend: Bang
Bang to the Grade 10 Students of Marbel 7 National High School, S.Y 2022-
2023. The researchers collected all the possible and necessary information
justifying the effect of mobile game (Mobile Legend). This study is focused on
the students who are playing Mobile Legends daily.
This study would utilize survey method wherein a survey questionnaire
will be disseminated that would served as a basis for every respondent in
answering each given questions. In random order, twenty (20) Grade 10
students receive a survey questionnaire to get the data needed in the study.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the notable studies related to the research study,
the conceptual framework and the operational definition of terms.
Mobile Legends Bang Bang
According to Fakultas, I., Komputer, et al., (2019). Mobile Legends:
Bang Bang! is a mobile game in the online multiplayer battle arena genre. The
game has been downloaded 35 million times and has 8 million daily active
users in Indonesia as of December 2017. As of July 2018, the game has had
his 100 million downloads and in Southeast Asia he has 43 million active
users, 50 percent of whom are Indonesian. To find out the reason for the

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number of active players in the game Mobile Legends:
Bang! Bang! Data collection is required to analyze players by dividing them into
his two groups. The first group is the group that plays Mobile Legends: Bang
Bang! I haven't played any other MOBA games. Second group, people who play
Mobile Legends: Bang Bang! I have also played other MOBA games. A mixed
method consisting of his two methods of quantitative questionnaires and
qualitative interviews based on game design elements is used for data
collection. After data collection, analyzes are performed to find significant
differences in questionnaire means between groups, or to find relationships
between questionnaire values and interview results, and conclusions are
drawn. As a result of questionnaire analysis between the two groups, 32 items
did not show a significant difference, and 3 items showed a significant
difference. The results of interviews with the respondent show that game
design elements are related to the number of his players active in the game
Mobile Legends: Bang Bang!
According to Pramesty, B. I. (2021). Advances in technology have also
created entertainment opportunities that serve the community. One of his
available entertainment is mobile games or mobile games. Mobile games are
very appealing to people of all ages and genders. This study analyzes
discrimination against female mobile legends: Bang Bang! Player Mobile
Legends in “Bang!” Online Player-to-Player Interactions: Mobile Legend: Bang!

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Bang! Although research on gender discrimination has focused on issues of
work and gender roles in the cultural fabric of society, leisure activities are still
largely unexplored. As such, this study aims to identify the discrimination
female players experience in Mobile Legends.
Bang! Bang! A form of verbal discrimination expressed by a player during play.
This study was conducted using phenomenological techniques to study player
experience. The adventures of female gamers are used to understand the
phenomena that lead to discrimination. The findings show that female gamers
experience discrimination against male gamers. Hateful words and phrases
indirectly target female players, such as accusing female players of being
prostitutes, equating them with animals, or mentioning that mobile her legend
her game is not a place for women. degrades the dignity and dignity of The
survey shows that gender discrimination occurs in the employment sector and
in the entertainment sector, including online gaming.
According to Rani, D., Hasibuan, E. J., & Barus, R. K. I. (2020).
Technology development in new media. The purpose of this study was to
examine the positive and negative effects of playing mobile legends: Bang!
Bang! Online games for FISIP UMA students who play games. The theories
used in this study are communication, new media, positive and negative online
games. The method used is a qualitative method. The informant ranks him fifth
among FISIP UMA students. Data collection techniques are performed using

School ID: 304672
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participant observations, in-depth interviews, and documentary evidence. The
results of the research show that the effects of playing Mobile Legends are
influenced by the player's attitude, are indifferent to the social environment,
are wasteful in terms of time and money, and can make new friends from other
countries in cyberspace. indicates that it is affected by Limited interactions add
insight and experience with technology.
Academic Performances
As cited in the study of Tadese et.al (2022), Academic
performance/achievement is determined by continuous assessment or XD
cumulative grade point average and indicates how well a student, instructor, or
institution has met their short- or long-term educational goals (CGPA) (Talib
and Sansgiry, 2012).
According to Steinmayr, R. et al., (2014). Academic achievement
represents performance outcomes that indicate the extent to which a person
has accomplished specific goals that were the focus of activities in instructional
environments, specifically in school, college, and university. School systems
mostly define cognitive goals that either apply across multiple subject areas
(e.g., critical thinking) or include the acquisition of knowledge and
understanding in a specific intellectual domain (e.g., numeracy, literacy,
science, history). Therefore, academic achievement should be considered to be
a multifaceted construct that comprises different domains of learning. Because

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the field of academic achievement is very wide-ranging and covers a broad
variety of educational outcomes, the definition of academic achievement
depends on the indicators used to measure it. Among the many criteria that
indicate academic achievement, there are very general indicators such as
procedural and declarative knowledge acquired in an educational system, more
curricular-based criteria such as grades or performance on an educational
achievement test, and cumulative indicators of academic achievement such as
educational degrees and certificates. All criteria have in common that they
represent intellectual endeavors and thus, more or less, mirror the intellectual
capacity of a person. In developed societies, academic achievement plays an
important role in every person’s life. Academic achievement as measured by the
GPA (grade point average) or by standardized assessments designed for
selection purpose such as the SAT (Scholastic Assessment Test) determines
whether a student will have the opportunity to continue his or her education
(e.g., to attend a university). Therefore, academic achievement defines whether
one can take part in higher education, and based on the educational degrees
one attains, influences one’s vocational career after education. Besides the
relevance for an individual, academic achievement is of utmost importance for
the wealth of a nation and its prosperity. The strong association between a
society’s level of academic achievement and positive socioeconomic
development is one reason for conducting international studies on academic
achievement, such as PISA (Programme for International Student Assessment),

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administered by the OECD (Organization for Economic Co-operation and
Development). The results of these studies provide information about different
indicators of a nation’s academic achievement; such information is used to
analyze the strengths and weaknesses of a nation’s educational system and to
guide educational policy decisions. Given the individual and societal
importance of academic achievement, it is not surprising that academic
achievement is the research focus of many scientists; for example, in
psychology or educational disciplines. This article focuses on the explanation,
determination, enhancement, and assessment of academic achievement as
investigated by educational psychologists.
According to Martha E. (2023). Academic performance appears to be
closely related to self-efficacy beliefs. High levels of academic self-efficacy are
strongly associated with the use of self-regulation strategies, high levels of
cognitive effort, and persistence to achieve increasingly more challenging
academic goals. Academic self-efficacy is a strong predictor of grades,
especially in science subjects. Feedback about performance (grades) can
strengthen or weaken self-efficacy, as mastery experiences are one of its most
powerful sources. Negative performance evaluations seem to outweigh positive
performance evaluations, suggesting that educational interventions that
present material in an incremental fashion or in a way that guarantees mastery
should strengthen self-efficacy. This should create a positive feedback cycle:

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Self-efficacy is related to the choice of behaviors used to pursue academic
goals, self-evaluation of performance, and persistence toward those goals. That
is, self-efficacy is relevant for both Self-Regulation, of academic behaviors and
metacognition about one's performance.
According to Lili Li (2014), To improve Academic Performance and career
development, information literacy has become not only a critical learning skill
required by institutions of higher education, but also a survival strategy/ability
that will be critical in future occupational competition. Every college or
university in the world requires students have the capability to access and
locate information in our networked information society. Without such
capabilities, it would be impossible to promote excellence in learning in
dynamic and interactive academic learning environments. For over a decade, a
great deal of research has been done to evaluate information literacy programs
and leverage information literacy instructions. In light of new breakthroughs by
information technologies in the digital age, many colleges and universities
worldwide have launched information literacy programs to promote the
knowledge and skills necessary for critical thinking, decision making, and
problem solving. However, many undergraduate students, especially first-year
students, remain confused about scholarly information distributed in
cyberspace. They are unsure where to access and search for scholarly
information. In an attempt to improve learning effectiveness, this chapter

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defines information literacy and explores the different relationships among
computer literacy, information literacy, and library literacy. Also discussed are
information literacy competency standards in the twenty-first century and
practical approaches to improve information literacy skills in the networked
academic learning community. Finally, an internationally recognized
information literacy competency assessment and some general education
learning outcomes are introduced.
Performance Task
According to Uluçınar, U., & Dinç, E. (2021). This study, which was
designed as participatory action research, aims to develop real tasks for an
undergraduate special education course's assessment and evaluation activities
and to investigate how these tasks affect students' experiences, perspectives,
and feelings during the implementation processes. 205 student teachers
collaborated in groups and made up the study group. The members arranged
forty separate smaller than usual exploration projects corresponding to a
custom curriculum and understudies with extraordinary needs. The collective
research diaries in which the participants reflected on their experiences,
thoughts, and feelings in relation to the performance tasks in which they

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participated were used to collect the research data. To evaluate the available
data, a qualitative content analysis was carried out. Constant comparative
analysis procedures were also used to guarantee the validity of the analysis
procedures. The examination discoveries show that credible exhibition errands
further develop understudy instructors' expert turn of events, help them to
upgrade their collection on examination, technique and science process
abilities, and create their abilities of fearlessness, self-viability,
correspondence, cooperation and the utilization of innovation. According to the
findings, the participants found the performance tasks to be educational,
creative, fun, and motivating. As a result, they have a variety of life experiences
that shape them.
According to Jr, A. C. S. (2021). The United Nations' Education for
Sustainable Development (ESD), one of the 17 Sustainable Development Goals
(SDGs), clearly outlines the pursuit of high-quality education for sustainable
development, including basic education. As a result, some of the methods that
are currently used in science education need to be updated in order to provide
students with the knowledge, skills, attitudes, and values they will need to deal
with the challenges that come along with sustainable development. To provide
students with a meaningful learning experience and improve the quality of
teaching, alternative activities and assessment methods like performance task
assessment are required. The study's goal was to provide science teachers with

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useful information from existing literature and a sample performance task
assessment to use in their classes. An original performance task assessment
and a lot of information about performance task assessment were presented to
accomplish this goal. One alternative approach to developing critical thinking
skills and providing an education that is truly relevant to every student in light
of today's challenges, like the pandemic, is to use performance assessment
tasks. It could give bona fide and significant growth opportunity to
understudies, and is exceptionally pertinent with regards to adapting to the
difficulties the science educators have been confronting. With the many bits of
proof on its adequacy and positive opportunity for growth by understudies
given by writing, it is sure that the utilization of execution evaluation task in
Science Classes can't be overemphasized.
Fundamentally, an exhibition task requests that understudies apply
their learning in some design. According to McTighe, Doubet, & Carbaugh
(2020), a performance task is defined as "any learning activity or assessment
that asks students to construct a multi-faceted response, create a product, or
produce a demonstration." In project-based learning, a "project" is a more top
to bottom opportunity for growth — alluding to the entire cycle, in addition to
the eventual outcome. The motivation, framework, and actions necessary to
finish the learning are provided by a project (Performance Tasks or Projects?
Complementary Approaches for Student Engagement, 2022, June 8).

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Class Participation
According to Uğur Akpur. (2021). The present study’s aim is to identify
whether class participation is a significant predictor of English language
achievement among university students and their views concerning class
participation and academic achievement. A sequential mixed method design
was applied and a total of 2013 university students (813 female 40.3%; 1200
male, 59.7%) participated in the quantitative portion of the study. Course
Participation Grade (CPG) criteria and English Proficiency Exam (EPE) held at
the end of the academic year by the institution were used as data collection
tools. The qualitative data were analysed through content analysis of a focus
group interview with a group of seven participants. The findings suggested that
the relationship between academic achievement and CPG was positive and
significant. Correspondingly, the qualitative data revealed similar results with
the quantitative data by showing that the class participation has powerful
impact on academic achievement.
According to Limin Liu. (2020). Humans no longer have to perform a lot
of calculations in science and engineering thanks to artificial intelligence (AI).
The computer-based intelligence can dissect the mass information on
homeroom conduct and the backend information of clever showing stages, and
concentrate the valuable elements of understudy ways of behaving in class.
This paper proposes a novel approach to class participation analysis based on

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feature fusion that finds a correlation between class participation and
classroom behaviors. First and foremost, the fundamental information for the
class support examination were handled, including the interest records of
online homeroom educating and the information of study hall video, and the
important computation recipes were developed. A training network for
classroom behaviors was developed after the features of classroom behaviors
were processed. The similarities of facial features and the fusion of classroom
behavior features were then evaluated, followed by an examination of the
correlations between classroom behaviors and class participation. The results
of our experiments demonstrate that our method can accurately and efficiently
assess class participation.
According to Warsame, A. A. (2018). This review points exploring the
determinants of class support, factors that persuade understudies to play a
functioning job in the homeroom through oral correspondence. According to
Tarar (2005), the success of a student's academic and personal development
depends on their willingness to participate in class. Understudy's commitment
to the homeroom can be both oral and non-oral investment. The student's
willingness to speak up in class and include oral participation. answering
inquiries or making remarks regarding the discussion. Non-oral participation
in the discussions through the distribution of important signals such as
gazing, smiling, nodding their heads, raising their hands, and glancing at one

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another (Warayet, 2011). Only students in the 2013 Bachelor of Development
Studies (BDS) case study class at Puntland State University (PSU) were
included in this study. The review conveyed quantitative strategy for research
with survey through information assortment. This study found that students'
silence in the classroom was caused by a variety of factors, including internal
(from the student) and external (from outside the student's control) factors.
Personality traits and a language barrier are two internal factors that
contribute to a student's prominence in the classroom. For character attributes
individuals are unique and can be either outgoing people individuals who
agreeable, chatty and open with others, or loners (timid, hesitant and saved)
this sort of Individuals favor single to social exercises. Personality can also play
a role in a student's early preparedness. If a student reads the class agenda, he
or she will be able to contribute a lot to the class by asking questions and
making comments, as well as answering questions from the instructor or other
students. Because of the student's poor language skills, they are unable to
participate fully, and if they have a language barrier, they avoid speaking up
rather than making mistakes, which hurts their public image. The outer
variables incorporate; students' participation in class is influenced either
directly or indirectly by the lecturer's role and the surrounding environment.
The students can be encouraged or discouraged by the lecturer's behavior in
the classroom. If the lecturer is approachable and encourages students to ask
questions and provide feedback, they will be more likely to participate in the

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lecture. At the last investigation discovered that Ecological variables
incorporate endlessly seating position, states of homeroom, address time and
showing materials and outer interruptions, (Clamors) this multitude of
elements impacted the understudy's hesitant to make some noise in the class.
Quizzes
According to Bruce W. Kennedy. (2015). Quizzes can build and assess
competency with a process or technique. Offering quiz zes before and after a
training session, with material presented in between, gives participants
immediate feedback on the effectiveness of a session and the knowledge they
have gained from it. The value of quizzes in lab animals is shown in
ClipartOf.com/439842 Volume 44, No. 10, October 2015. When working with
animals, rarely are we presented with questions that have simple, single
answers; typically the response is a hybrid of answers. In recent Fruits of
Education columns, I talked about how to assess knowledge and skills and
shared the curriculum of my lab animal technology class for veterinarian
technicians at the college level. I frequently use quizzes to assist in determining
what they are understanding and learning. When compared to other types of
assessments, quizzes offer a number of advantages: Compared to major
examinations, quizzes take less time to complete, grade, and return with
feedback. Quizzes can be used to help students learn and remember
information throughout a course, whether it's in an academic setting or a long-

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term course for certification or a professional exam. All this is as opposed to
the 'big'exam, with its related consterna-tion, which addresses the amount of a
stu-gouge's learning and planning.
According to T. W. Lowe. (2015). A UK Open University distance learning
introductory mathematics module's use of formative and summative online
quizzes is discussed in this article. The reasons behind introducing such
quizzes and how they are integrated into the module are discussed. The
utilization of the tests by understudies is broke down, as far as the number of
endeavors made and when they happen, and the outcomes accomplished.
There is a strong correlation between the number of written assignments
submitted and the number of online summative assessments taken. The
utilization of developmental quizzes was lower than that of the summative
appraisals, yet they really do appear to be valued by students who use them,
and they are utilized in anticipation of the summative evaluations.
According to Sithara H. P. W. Gamage, Jennifer R. Ayres, Monica Behrend, &
Elizabeth Smith, (2019). Background Computer-helped learning the Executives
frameworks (LMSs) are generally utilized in advanced education and are seen
as advantageous while changing from ordinary eye to eye educating to
completely online courses. While learning management systems (LMS) have
unique tools for transferring and evaluating knowledge, more research is
needed into their capacity to engage and evaluate students. This paper focuses

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on a study that looked at the LMS "Moodle" to see how well "Moodle quizzes"
improved, assessed, and distinguished knowledge in an Australian university
civil engineering course. There are 62 formative and 61 summative quiz
questions embedded with text, images, audio, and video in the course
database. With four course cohorts and 169 students, this study investigates
the use of these quiz questions. Through automated marking, the quizzes
evaluated students' competencies at various stages of a study period. Using
facility index (FI) and discrimination index (DI) statistics embedded in the
Moodle quizzes, a psychometric analysis was used to determine whether the
questions were appropriate for assessing and distinguishing student knowledge
levels. Results The methods used to create and review quiz questions for
formative and summative assessments are highlighted in this study. Students
viewed the interactive videos between two and six times, and 65% of students
attempted all of the formative questions, indicating that they were engaged and
satisfied with the formative assessment. The combination of the FI and DI
results distinguished students with different knowledge levels, while the FI
showed the student pass rate for the summative questions and the DI showed
their difficulty. Using these Moodle statistics, effective decisions regarding how
to improve the summative quizzes were made. Conclusion. The multimodal
tests were powerful in educating and evaluating a hypothetical designing
course and gave productive techniques to supplant traditional appraisals. The
FI and DI records are valuable measurable devices in updating proper

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arrangements of inquiries. Academics with limited time will benefit from
utilizing these readily available Moodle statistics to guide decisions regarding
quiz revision and assessment autonomy.
Exam
Every educator gains a better understanding of the mental capacity of
their students and the means by which they can address any shortcomings. In
turn, it encourages students to perform and think in the correct manner. It not
only provides a platform for adding "ability," subtracting "failure," and
multiplying their "success," but also improves mathematical reasoning,
communication, logistics, science, and the subject's expressive nature (Why
exams are important? 2021, June 13).
Every one of the Tests are a piece of development for the understudies; They
are necessary for testing one's knowledge and ability. Students should not
experience feelings of depression as a result of exams. Tests are planned to
foster a feeling of obligation among those memorable students the ideas and
present them in the most significant structure. (Exam, C., & Exam, C. 2022).
According to M, M. (2016). The information gathered from exams is used for a
variety of purposes, exams play a crucial role in the educational system. Data
gathered from examinations is crucial for making important decisions like
choosing a program of study, putting it in the right place, and figuring out how
well it teaches. Numerous studies have demonstrated that tests have an effect

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on the learning and teaching process, which can be either positive or negative.
The washback effect must be evaluated in order to determine how it affects the
quality of education provided in schools. This paper presents evidence that the
format and content of the Primary School Leaving Examinations in Botswana
have an effect on the teaching process due to examination washback. Teachers'
opinions on the extent to which final exams influence topic selection, content
coverage, teaching methods, and classroom activities were gathered through a
quantitative and qualitative questionnaire. By and large, assessments
introduced by the educators’ point towards presence of a negative washback
impact. In Botswana, the criterion reference testing system's successful
implementation is hindered by the apparent negative washback effect on the
curriculum.
Conceptual Framework
Independent Variable Dependent Variable
Academic Performance
 Class Participation Mobile Legends

 Quizzes
Bang Bang
 Performance Task
 Exam

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Figure 1. The diagram shows the correlational relationship between the
independent variable (Academic Performance) and the dependent variable
(Mobile Legends Bang Bang)
Ho: There is no significant relationship between playing mobile legends to the
academic performance of grade 10 students.
Operational Definition of Terms
Academic Performance: The measurable outcomes that reflect a
student's achievements in their academic pursuits. This can include various
indicators such as grades, test scores, class participation, attendance, and
overall educational progress.
Class Participation: Class participation is an important aspect of
student learning. When students speak up in class, they learn to express their
ideas in a way that others can understand. When they ask questions, they
learn how to obtain information to enhance their own understanding of a topic.
Effect: The measurable impact or influence of playing Mobile Legends:
Bang Bang on the academic performance of grade 10 Chivalry Students. It can
include factors such as changes in grades, study habits, time management,
and overall scholastic achievements.

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Exam: An examination (exam or evaluation) or test is an educational
assessment intended to measure a test-taker's knowledge, skill, aptitude,
physical fitness, or classification in many other topics (e.g., beliefs). A test may
be administered verbally, on paper, on a computer, or in a predetermined area
that requires a test taker to demonstrate or perform a set of skills.
Performance Task: A performance task is any learning activity or
assessment that asks students to perform to demonstrate their knowledge,
understanding and proficiency. Performance tasks yield a tangible product
and/or performance that serve as evidence of learning.
Playing Mobile Legends: Bang Bang: Engaging in the interactive mobile
game developed by Moonton, which involves team-based multiplayer battles. It
typically includes both individual gameplay and cooperative play with other
online players.
CHAPTER III
METHODOLOGY
This chapter provides a description of the methodology that was used in
the study. Specifically, this chapter briefly discusses the research design,
sources of data, instrumentation and data collection, and tools for data
analysis.

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Research Design
The research design of this study is quantitative, where it involves the
gathering of data using survey questionnaire and to check if there is any
significant difference between, the students who played mobile legend and the
one who didn’t play mobile legend.
Sampling Technique
The researcher used a probability sampling technique. Simple random
sampling is a basic technique where we select a group for study from larger
group. Each individual is chosen randomly and each member of the population
has an equal chance being included in the sample. This sampling technique is
not bias for each member of the population has an equal chance for being
chosen as a sample. In random order, twenty (20) Grade 10 students receive a
survey questionnaire to get the data needed in the study.
Locale of the Study
This study was conducted during the first semester of the school year
2022–2023 at Marbel 7 National High
School – Senior High School campus,
Purok Bagong Sikat Brgy. Topland,
Koronadal City, South Cotabato.

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Figure 2.
Location of the Study
The reason that we chose this locale, which is at the
Marbel 7 National High School-Senior High School department at barangay Topland, City of Koronadal
City, City of South Cotabato, was a lot of students in Marbel 7 National High School are playing the
mobile game Bang Bang, and we conducted research to see if there’s an effect on their academic
performances.
Research Respondents
The selection of respondents was done through simple random
sampling. The population of this research were grade 10 chivalry students,
both male and female adolescence. The school of Marbel 7 National High
School were selected to conduct a study on their responses will be kept
anonymous and confidential. In random order, twenty (20) of Grade 10
students receive a survey questionnaire to get the data needed in the study.
Research Instrument
The research instruments used in this study is a Survey Checklist
prepared by the researchers validated by the panel of examiners to collect

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information about the effect of Mobile Legend: Bang Bang on the academic
performance of grade 10 Students in Marbel 7 National High School. This study
will be based on their first and second grading periods. The table shows the
rating scale to measure the pupils who played Mobile Legend: Bang Bang. The
highest rating is 4 as interpreted as Strongly Agree and the lowest rating is 1 as
Strongly Disagree.
RATE RANGE INTERPRETATION
4 3.25-4.00 Always
3 2.50-3.25 Sometimes
2 1.75-2.50 Rarely
1 1.00-1.75 Never
Data Gathering Procedure
The data gathering procedure for this study involved several key steps.
Firstly, necessary permissions and approvals were obtained from the school
administration and relevant authorities at Marbel 7 National High School
(JHS). Ethical considerations and protocols were strictly followed to ensure the
well-being and privacy of the participants.
Next, a survey questionnaire was designed to capture information on
playing mobile legends and academic performance. The questionnaire was

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carefully crafted to include items that assessed various aspects such as
planning, prioritization, self-regulation, and academic outcomes. It underwent
several revisions to ensure clarity, conciseness, and suitability for Grade 10
students.
Once the questionnaire was finalized, it was administered to the selected
participants. Clear instructions were provided on how to complete the survey,
emphasizing the importance of honest and accurate responses. The survey was
administered in appropriate settings, such as classrooms, to ensure
convenience and participation.
In addition to the survey data, relevant secondary data, including
academic records, were collected from the school administration. These
included student GPA, subject scores, and class rankings. The data were
handled with utmost confidentiality and anonymized to maintain privacy.
To ensure data accuracy and completeness, the collected data underwent
a verification process. Responses from the survey questionnaire were cross-
checked, and any inconsistencies were resolved. The data were organized and
securely stored to maintain confidentiality and facilitate analysis.
Statistical analysis techniques were then applied to the data to examine
the relationship between time management practices and academic
performance. Descriptive statistics, correlations, and possibly more advanced
analyses were conducted based on the research objectives.

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Finally, the analyzed data were interpreted, and the findings were
reported in a clear and concise manner. Tables, charts, and narratives were
used to effectively communicate the results. The findings were related to the
research objectives and relevant literature to provide valuable insights into the
factors influencing student performance.
Data Source
The data for this study was sourced from multiple primary and
secondary sources.
Primary Source- The primary data was collected through a self-administered
survey questionnaire administered to Grade 10 students at Marbel 7 National
High School (JHS). The questionnaire provided valuable insights into the
students’ time management practices and academic performance.
Secondary Source- Secondary data was obtained from the school
administration, including academic records such as student GPAs, subject
scores, and class rankings. These secondary data sources complemented the
survey data and provided further context and objective measures of academic
performance. By utilizing a combination of primary and secondary data
sources, this study aimed to gather comprehensive and robust data for a
thorough analysis of the relationship between playing mobile legends and
academic performance among Grade 10 students
Ethical protocol

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This study adheres to strict ethical protocols to ensure the protection,
rights, and well-being of the participants. Informed consent will be obtained
from all participants, including the Grade 10 students at Marbel 7 National
High School (JHS), prior to their involvement in the study. The purpose,
procedures, and potential risks and benefits of participation will be clearly
explained, and participants will have the right to decline or withdraw from the
study at any time without consequences.
Confidentiality and anonymity will be strictly maintained throughout the
research process. All data collected will be treated as confidential and stored
securely, accessible only to the researchers involved. Any identifying
information will be removed or pseudonyms will be used to ensure participant
privacy.
The study also ensures that no harm or discomfort will be caused to the
participants. The survey questionnaire and data collection procedures will be
designed to minimize any potential distress or negative impact. Participants
will be assured of their rights to privacy, confidentiality, and protection from
any potential harm.
Ethical guidelines and regulations set forth by the research institution
and relevant authorities will be strictly followed. The research team is
committed to upholding the principles of integrity, respect, and fairness in the
conduct of this study. Any concerns or issues related to ethical matters will be
promptly addressed and reported to the appropriate authorities.

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By adhering to these ethical protocols, this study aims to maintain the
highest standards of research integrity, safeguard participant rights, and
contribute to the advancement of knowledge in a responsible and ethical
manner.
The Researcher in this study asked for the principal office's approval to
perform the study. Before the study has been done, the research letter's
approval and authorization were supplied. Depending on their own preferences,
respondents’ names were optional, to protect the respondent’s confidentiality
both during and after the interview. Additionally, the researcher will take a
photo as proof of the research's conduct and as evidence to back up the study.
Statistical Treatment
Pearson r- A measure of the strength of a linear link between two
variables, the Pearson product- moment correlation coefficient (or Pearson
correlation coefficient), is represented by the symbol r. The Pearson correlation
coefficient, r, shows how far all of these data points are from this line of best
fit. Basically, a Pearson product-moment correlation attempts to draw a line of
best fit through the data of two variables.
Where:

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r= ratio
X= Average of First Quarter
Y= Average of Second Quarter
N= total number of respondents
Σ= summation of all observation
Table 1: The level of linear relationship correlation
1.00 Perfect Positive (negative) Correlation
0.91-0.99 Very High Positive (negative) Correlation
0.71-0.90 High Positive (negative) Correlation
0.51-0.70 Moderately Positive (negative) Correlation
0.31-0.50 Low Positive (negative) Correlation
0.01-0.30 Negligible Positive (negative) Correlation
0.00 NO Correlation
Weighted mean - is about average. Rather than contributing equally to the
final mean, some data points provide more “weight” than others. If all of the

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weights are identical, the weighted mean equals the result of the arithmetic
mean (the familiar “average”)
Weighted mean=
∑ fx
N
∑ = summation of all observation
f = number of students that checked in the corresponding scale
x = Likert scale of the respondents
N = total number of respondents
The researchers used Five-Likert scale as the researcher’s instrument to
support the interpretation of data collection in the study.
Five level Likert item could be:
Table 2: Five Likert Scale
RATE RANGE INTERPRETATION
4 3.25-4.00 Always
3 2.50-3.25 Sometimes
2 1.75-2.50 Rarely
1 1.00-1.75 Never

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Level of significance: Null hypothesis level of significance 95%. Two tailed
directional.
Critical Region in Testing Hypothesis:
Level of significance Two tailed tests
Alpha=0.05 Z<1.96 or <-1.96
Table 3: Level of significance.
Note: Reject null hypothesis when the computed value of Z lies within the area
of rejection.
Data Gathering Procedure
The data gathering procedure began by requesting permission from the
Office of the Principal through a formal letter, outlining the purpose and details
of the data collection process. Upon receiving the approval, the next step
involved seeking permission from the targeted respondents to administer a
survey questionnaire. This involved explaining the purpose of the study and
ensuring confidentiality and anonymity of their responses. Once the
respondents granted permission, the survey questionnaires were distributed
and collected from them. Subsequently, the collected questionnaires were
meticulously tallied to ensure accurate and reliable data. Afterward, the data

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underwent a comprehensive analysis, employing appropriate statistical
techniques and software to derive meaningful insights. Finally, the gathered
survey data was carefully computed, examining trends, patterns, and
correlations to draw valid conclusions and support the research objectives.
The selected participants were provided an identical survey question
through a printed survey questionnaire. The researchers and volunteered
participants strictly followed the process for better emphasis and quality
answers on the research objectives.
Ethical Consideration
Before the conduct of this study approval and permission will be secured
from the school principal class adviser and the respondents. The participants
identify will be surely give high regards confidentially in order or not reveal
their identity. The participants have given a chance to choose an option if they
willing to put their personal information to the questionnaire or not.

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CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA
This chapter show the outcomes, analysis, and presentation of data
acquired in the field. The said data were used in tabular from accordance with
the specific question posited on the statement of the problem
Academic Grade of the respondents Respondents Grades Equivalent

11. 79 3.1
12. 74 3.6
Table 4. Academic grades of the 13. 88 2.2
14. 76 3.4
respondents 15. 77 3.3
16. 87 2.3
17. 87 2.3
MARBEL 7 NATIONAL HIGH SCHOOL 18. 89 2.1
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19. 83 2.8
20. 90 2.0
Total 83.55 2.66
Region XII
Respondents Grades Equivalent

1. 81 2.9
2. 80 3.0
3. 81 2.9
4. 81 2.9
5. 86 2.6
6. 81 2.9
7. 87 2.3
8. 85 2.5
9. 92 1.8
10. 87 2.3
The table 4 show that the grade that was taken from first semester of
school year 2022-20223 in the first quarter and second quarter. The selection
of the respondents coming from grade 10 students using sample random
sampling.
Class Participation
Table 5. Academic equivalent grade of the respondents in terms of Class
Participation and Mobile Legends.
Resp
Mobile
ondents Question Class
Participation Legends

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1. 2.25 1.5
Playing Mobile Legends has

2. 2.25 3.5
positively impacted my class
3. 2.25 3
participation by improving my
4. teamwork and collaboration 1.75 1.75

skills.
5. 1.25 1
6. 2 2.75
7. enhanced my problem-solving 1.25 1.5
abilities, which I can apply in

8. 2.25 2.5
class discussions and activities.
9. 1 4

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10. Playing Mobile Legends has 2 2.25
increased my motivation to
11. 2.75 2.75
actively participate in class
12. discussions and engage with 2 2.75
the subject matter.

13. 2.5 2.75
14. 1.74 3.5
15. 2.75 2.5
16. 2.25 2.75

17. provided me with valuable 1.75 2.25

insights and knowledge that I
18. 2.75 2.5
can relate to class topics
19. and contribute to class 2 2.75

discussions.
20. 2 3
Total R value = 0.12 1.98 2.56 P value= 0.614
With a total mean of 1.98 in class participation with interpretation of
never and 2.56 in mobile legends with interpretation of some of the students,
table 5 reveals that the mean of class participation and mobile legends is not

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closely to the mean of mobile legends that shows interpretation of some of the
students. The r value of class participation is 0.12 indicating a degree neglible
positive correlation. The p- value of relationship to the r- value was 0.614,
indicating that neglible positive (negative correlation.
Exam
Table 6. Academic grades of the respondents in terms of Exam.
Res
pondents Questions Exam Mobile Legends
1. 3.5 1.5

2. 1 3.5
negatively impacted my
3. 3.25 3
exam preparation and
4. performance. 2 1.75
5. 1.75 1
6. 2.25 2.75
7. 1.25 1.5
distracted me from studying
8. for exams. 1.25 2.5

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9. 1.5 4
10. 2 2.25
11. Playing Mobile Legends has 2.5 2.75
hindered my ability to
12. 1 2.75
manage my time effectively
13. for exam preparation 3.5 2.75
14. 4 3.5
15. 2.5 2.5
16. 2.75 2.75

17. 2.25 2.25
resulted in a decline in my
18. exam grades. 2 2.5
19. 2.25 2.75
20. 2 3
The table 6 shows, that the mean of exam is very closely to the mean of mobile
legends with a total mean of 2.22 in exam with interpretation of some of the
students and 2.56 in mobile legends with interpretation of also some of the

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students. The r- value of exam is 0.06 with the degree of Neglible positive
correlation, in the connection of the r- value the p- value was 0.8016.
The ABCCAP has devised the following Oral Examination Schedule to
ensure consistency in the examination procedure. Guidelines are provided by
the general speed and order of subjects to reduce the likelihood that
Candidates may be treated differently. It should take about three hours to
finish the oral examination procedure. It is a competence-based test, and the
candidate should get detailed explanations from the Examination Committee
about each competency topic. There is flexibility within each phase, depending
on the examination committee's assessment. The test will cover a wide range of
issues; therefore, some latitude should be permitted if it advances the
conversation. If a topic has been properly addressed before, it may receive more
cursory attention during its allotted time. It is frequently helpful.
Quizzes

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Table 7. Academic grades of the respondents in terms of Quizzes.
Respondents Mobile
Question Quizzes
Legends
1. 3 1.5

2. 1.5 3.5
positively impacted my
3. performance on quizzes by 3 3
enhancing my problem-solving
4. 2.25 1.75
and critical thinking skills.
5. 1.25 1
6. 2.25 2.75
7. helped me develop better 1.25 1.5

multitasking abilities, which
8. 1.25 2.5
have proven beneficial during
quizzes.
9. 1.25 4
10. 2 2.25
11. 2.75 2.75
increased my ability to stay

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12. focused and concentrated 1.7 2.75
during quizzes.
13. 4 2.75
14. 3.75 3.5
provided me with transferable
knowledge and skills that I can

15. 2.75 2.5
apply to quiz questions
16. 2.25 2.75
effectively.
17. 2 2.25
18. 1.5 2.5
19. 2 2.75
20. 2 3
The table 7 above shows the mean of quizzes of the respondents with a
total mean of 2.04 in quizzes with interpretation of sometimes and 2.56 in
mobile legends with interpretation of also sometimes. The r- value of quizzes is
0.16 with the degree of neglible positive (negative) correlation.
Student performance has been proven to be improved by preclass reading
quizzes (RQs). Preclass RQs are frequently given by teachers who use evidence-

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based teaching to make sure that their students are ready to participate in
class activities. A gamified, adaptive-learning RQ format is currently made
available by textbook publishers. Students respond to point-valued questions
in these RQs up to a predetermined level. When students choose the wrong
response, the question receives fewer points on subsequent attempts. These
RQs also provide students more questions on the subject and point students to
textbook chapters they need to examine when they respond wrong to a
question. We evaluated the effects of gamified, adaptive preclass RQs to more
conventional preclass RQs in order to determine how they affected performance
on in-class RQs, course exam performance, and students' views of RQs. Those
enrolled in the gamified, adaptive On in-class RQs and course examinations,
participants in the therapy and those in the conventional, static treatment
performed on par. Despite the fact that students in the gamified, adaptive
treatment did perceive preclass RQs more favorably, this component accounted
for less than 3% of the difference in RQ perception. Our research indicates that
before introducing gamified, adaptive technologies into their courses and
charging students for them, teachers should confirm that these technologies
have an influence on student learning.
Performance Task
Table 8. Academic grades of the respondents in terms of Performance Task.

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Responden Question Performance Mobile
ts task Legends
positively impacted my
2. 1.5 3.5
performance on tasks by
3. 3.25 3
improving my decision-making
4. and strategic planning skills. 2.25 1.75
5. 1.25 1
6. Playing Mobile Legends has 1.75 2.75
enhanced my ability to work

7. 1 1.5
collaboratively with others,
8. 2 2.5
which has positively influenced
9. my performance on group tasks. 1.74 4
10. 2 2.25
11. 2.5 2.75
helped me develop effective time

13. 3.5 2.75
management skills, which have
14. 3.25 3.5
contributed to better

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15. performance on time-bound 2.75 2.5
tasks.
16. 2.5 2.75
provided me with valuable

18. 2 2.5
insights and knowledge that I
19. 1.75 2.75
can apply to performance tasks,
20. resulting in improved outcomes. 2 3
The table 8 shows the mean of performance task of the respondents with
total mean of 2.09 in performance task with interpretation of sometimes and
2.56 in mobile legends with interpretation of also sometimes. The r- value of
performance task is 0.23 with the degree of neglible positive correlation.
Understanding how high-stakes evaluative settings, which are common in
the academic setting, may affect important outcomes like performance and
accomplishment has received more attention in recent years. Performance-based
objectives (i.e., the drive to outperform others) are encouraged by the importance
of grades and the necessity of standing out in professors' eyes in order to get
valuable credentials. Recent research has emphasized the negative effects of

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performance-approach objectives on the availability of working memory
resources, pointing to distraction as the origin of this phenomena. This
conclusion is consistent with literature demonstrating the cognitive costs of
high-pressure settings. We examine and debate this outcome in the context of
the literature on achieving goals. Then, in an effort to clarify and harmonize, we
offer both methodological and theoretical justifications.
r - Value P Value
Degree Remarks
Mobile Legends 0.16257 0.5004 Neglible Positive Correlation Accept Null Hypothesis
Table 9. Correlational of the independent and dependent variables
Summary
The summary and findings of the study that talks about the effect of playing
mobile legends: bang bang to the academic performance of grade 10 students in

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Marbel 7 National high School, reveals that the mean of class participation and
mobile legends is not closely, where class participation has a neglible positive
correlation to the academic performance of the students in school with a total
mean 0.12 of r- value with interpretation of never, while exam of the students is
not very closely to the mean of mobile legends, where it has a neglible positive
correlation with a total mean 0.06 of r- value which is not correlated to the mobile
legends with interpretation of sometimes, and the quizzes is also neglible positive
correlated to the mobile legends with a total mean 0.16 r- value with
interpretation of sometimes, as well as the performance task of the students
neglible positive correlated to the mobile legends with a total mean 0.23 of r-
value that shows also a sometimes interpretation. The data shows that mobile
legends have a neglible positive correlation which cannot affect the academic
performance of the students in terms of class participation, exam, quizzes, and
performance task which by taking the level of likert scale it shows a of
interpretation of sometimes and never, these 4 variables have no effect to the
academic performance of the students whose playing mobile legends.
CHAPTER V

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SUMMARY, FINDINGS, CONCLUSION AND RECOMENDATION
SUMMARY
Main Objective
This study aimed to determine the effect of playing mobile legend: bang bang to the
academic performance of the grade 10 students in marbel 7 national high school.
Specifically, the study aimed to answer the following:
1.) Determine the academic grades performance of the students in the
1st Semester and 2nd semester.
2.) Determine the relationship of mobile legend and the academic
performance of students in terms of.
2.1. Class participation
2.2. Exam
2.3. Quizzes
2.4. Performance Task
3.) Is there a significant relationship between Mobile Legends and
Academic performance?
This research study is conceptualized based on qualitative research
where in data gathered is numerical and statistically presented. The researcher

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employed a correlational research design that aims to describe the effect of
playing mobile legends on academic performance of the students in Marbel 7
National High School. Survey questionnaire was served as a salient instrument
in gathering data to come up with clear and logical results or findings. The
utilization of these research design will be specifically addressing the impacts:
(1) 1.) determined the academic grades performance of the students in the 1st
Semester? (2) determined the effect of playing mobile legends to the students in
terms of class participation, exam, quizzes, performance task (3) is there
significant relationship between the mobile legends to the academic
performance of the students in Marbel 7 National High School.
Findings
 This survey gathered the effect of mobile legends to the students of
Marbel 7 National High School in grade 10.
 The general average of twenty (20) respondents was 84 with the
equivalent of 2.6
 In terms of the grade, the r- value of grades is 0.16257 with the degree of
negible positive correlation. With no connection of the r- value to the p-
value is 0.5000. which means that there is no significant relationship
between class participant and mobile legends.
 In terms of class participation, the r- value of class participation is 0.12
with the degree of negible positive correlation. While the p- value is

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0.614. which means that there is no relationship between class
participant and mobile legends.
 In terms of exam, the r- value of exam is 0.06 with the degree of negible
positive correlation. And the p- value of exam is 0.8016 which means
that there is no significant relationship between exam and mobile
legends.
 In terms of quizzes, the r- value of quizzes is 0.16 with the degree of
negible positive correlation. And the p- value of quizzes was 0.5004
which means which means that there is no significant relationship
between exam and mobile legends.
 In terms of performance task, the r- value of performance task is 0.23
with the degree of negible positive correlation. While the p- value of
performance task is 0.3293 which means which means that there is no
significant relationship between exam and mobile legends.
Conclusion
Based on the gathered data in the effect of playing mobile legend: bang
bang to the academic performance of grade 10 students in Marbel 7 National
High School. In grades revealed that the mean of grades is not very closely to
the mean of mobile legends. The r- value showed the degree of grades with
negible positive correlation and the remarks are accepting null hypothesis

School ID: 304672
Region XII
showed that there is no significant relationship between mobile legends and
academic performance of grade 10 students in Marbel 7 National High School.
In class participation showed that the mean of class participation is not
very closely to the mean of mobile legends. The r- value showed the degree of
class participant with negible positive correlation and the remarks are accepting
null hypothesis showed that there is no significant relationship between mobile
legends and academic performance of the students in Marbel 7 National High
School.
In exam, revealed that the mean of exam is not very closely to the mean of
mobile legends. The r- value showed the degree of exam with negible positive
correlation and the remarks are accept null hypothesis showed that there is no
significant relationship between mobile legends and academic performance of
the students in Marbel 7 National High School.
In quizzes, revealed that the mean of quizzes is not very closely to the
mean of mobile legends. The r- value showed the degree of quizzes with negible
positive correlation and the remarks are accept null hypothesis showed that
there is no significant relationship between mobile legends and academic
performance of the students in Marbel 7 National High School.
In performance task, revealed that the mean of performance task is not
very closely to the mean of mobile legends. The r- value showed the degree of

School ID: 304672
Region XII
performance task with negible positive correlation and the remarks are accept
null hypothesis showed that there is no significant relationship between mobile
legends and academic performance of the students in Marbel 7 National High
School.
Recommendation
With the findings and conclusion, the following recommendations were
made:
 The students should maintain their grades while playing mobile
legends.
 The students should constantly review and monitor their grades to
avoid failing.
 The students should know their limits of playing mobile legends and
always priority their grades.
 The students should make some time to study hard to maintain
high grades.
Class participation
 The students should participate always in class.
 The students should have fun on doing school activities to minimize
playing mobile legends so they can participate in class.
 The student should attentively enjoy listening to their teachers.

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Region XII
 The student should Paying attention to class discussions.
Exam
● Offer exam preparation workshops or study groups to enhance study
techniques and test-taking skills.
● Encourage the development of personalized study schedules and
techniques tailored to individual learning styles.
● Provide timely feedback and guidance to help students identify areas
for improvement.
Quizzes
 The student should answer the quizzes before playing mobile
legend.
 The student should pass all their quizzes on time.
 The teachers should encourage the student to answer their quizzes
in minimum time.
 The student should study first before answering the quizzes.
Performance Task
 The student should pass all their performance task on time before
playing mobile legends.
 The students should give more time for their performance task
rather than playing mobile legends.

School ID: 304672
Region XII
 The teachers should always check the student’s record if there are
passing their performance task.
 The student should make more effort on making their performance
task.
To the parent:
 The parents should give their students an advice give more
attention on their academic performance.
 The parents should monitor their students’ academic performance.
To the teacher:
 The teachers should make a rules and regulations about playing
mobile legends while in class hour.
 The teachers should always monitor the student’s class
participants.
 The teachers should discipline the student’s attitude.
To the students
 The students should make a time managing about playing mobile
legends and give more time about their academic performance
 The students should prioritize their academic performance than
playing mobile legends.

School ID: 304672
Region XII
To the school
 The school should make more events to avoid the students playing
mobile legends.
 The school should make rules and regulation about playing mobile
legends.
To the mobile legends player
 This study will help the gamer to minimize their playing mobile
legends and to give more attention to their academic performance
 The mobile legends gamer should prioritize their academic
performance more than the mobile legends games.
To the future researchers
 The future researcher is encouraging to use this study as
basis, and support, especially to the.
 To the future researchers can use this study as a bridge on
their study also.

School ID: 304672
Region XII
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School ID: 304672
Region XII
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PATION_CASE_STUDY?fbclid=IwAR2PA0d1jF_8-
CqyRRcH95B04dNwWxNC4_g8EMvZaA1mcaClYn-EU7o7iKY
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Plj_ApnH4qNZjlGYXjGiK5THjGvOo

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Appendix A

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Appendix B

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Appendix C
Appendix E

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Appendix F
The effect of playing Mobile Legend: Bang Bang to the academic
performance of grade 10 students in Marbel 7 National High School
Thank you for participating in our research study. This questionnaire aims to
gather information regarding the time management of grade 12 students and
how it relates to their academic performance. Your responses will remain
anonymous and will be used solely for research purposes.
Thank you and God bless.
The Researchers
___________________________________________________________________________
Name: _____________________________________ Grade/Section: __________________
Sex: Male Female
Directions: Please put a check (/) on the box in each number on the given scale
1-5.
1. Never 2. Rarely 3. Sometimes 4. Always
Research Questionnaire (1) (2) (3) (4)
Mobile Legend
1. I do always playing mobile legend.

School ID: 304672
Region XII
2. After playing mobile legend I do have time to do

my activities.
3. I enjoyed playing mobile legend rather than

doing my homework.
4. After playing mobile games I still have time to

do my assign task.
CLASS PARTICIPATION
1. Playing Mobile Legends has positively impacted

my class participation by improving my teamwork
and collaboration skills.
2. Playing Mobile Legends has enhanced my

problem-solving abilities, which I can apply in
class discussions and activities.
3. Playing Mobile Legends has increased my

motivation to actively participate in class
discussions and engage with the subject matter.
4. Playing Mobile Legends has provided me with

valuable insights and knowledge that I can relate
to class topics and contribute to class discussions.
EXAM
1. Playing Mobile Legends has negatively impacted

my exam preparation and performance.
2. Playing Mobile Legends has distracted me from

studying for exams.
3. Playing Mobile Legends has hindered my ability

to manage my time effectively for exam preparation
4. Playing Mobile Legends has resulted in a decline

in my exam grades.

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Region XII
QUIZZES

my performance on quizzes by enhancing my
problem-solving and critical thinking skills.
2. Playing Mobile Legends has helped me develop

better multitasking abilities, which have proven
beneficial during quizzes.
3. Playing Mobile Legends has increased my ability

to stay focused and concentrated during quizzes.

transferable knowledge and skills that I can apply
to quiz questions effectively.
PERFORMANCE TASK

my performance on tasks by improving my
decision-making and strategic planning skills.
2. Playing Mobile Legends has enhanced my ability

to work collaboratively with others, which has
positively influenced my performance on group
tasks.
3. Playing Mobile Legends has helped me develop

effective time management skills, which have
contributed to better performance on time-bound
tasks.

valuable insights and knowledge that I can apply
to performance tasks, resulting in improved
outcomes.

School ID: 304672
Region XII
Appendix G
CERTIFICATION OF AUTHORSHIP
TO WHOM IT MAY CONCERN:
We hereby declare that the submission of this paper is our group work,
this contains the best of our knowledge, no materials had been published or
written by other person. This research study does not also contain materials
which, to a substantial extent, has been accepted for an award of any degree or
diploma, except where due acknowledge in the manuscript. Any helped made
to the research of others, with whom I have worked is greatly acknowledged.
Any helped that we had received in this research work and the contribution
gained in this projects design, conception style, presentation, and linguistics
expression which we also acknowledge.
Isidro, Hannah Marie C. Bulambot, Kerk Gian L.

Researcher Researcher
Alvarez, Raffy H. Francisco, Marvin L.

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Researcher Researcher
Appendix H
CERTIFICATION FROM AUTHORIZE STATISTICIAN
CERTIFICATION
This is to certify that the undersigned has thoroughly received the

statistical treatment and analysis of this paper entitled “Time Management
and its Relationship to the Academic Performance of Grade 12 Students
in Marbel 7 National High School” and the same has complied with the
standard and acceptable statistical procedure.

School ID: 304672
Region XII
This certification is being issued to Isidro, Hannah Marie C. for

whatever purpose/s it may serve his best.
RAMIL D. JAMIN
Statistician
Appendix I
CERTIFICATION

statistical treatment and analysis of this paper entitled “The effect of Playing

School ID: 304672
Region XII
Mobile Legend: Bang Bang to the Academic Performance of Grade 10

Students in Marbel 7 National High School” and the same has complied with
the standard and acceptable statistical procedure.
This certification is being issued to Bulambot, Kerk Gian L. for

whatever purpose/s it may serve his best.
RAMIL D. JAMIN
Statistician
Appendix J
CERTIFICATION


School ID: 304672
Region XII

This certification is being issued to Alvarez, Raffy H. for whatever

purpose/s it may serve his best.
RAMIL D. JAMIN
Statistician
Appendix K
CERTIFICATION

School ID: 304672
Region XII

This certification is being issued to Francisco, Marvin L. for whatever

purpose/s it may serve his best.
RAMIL D. JAMIN
Statistician
Appendix L
Documentation
Documentation during survey on Grade 12 students in Marbel 7 National

High School- SHS.

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Region XII
Documentation during the preparation of the researchers in Marbel 7

National High School.

School ID: 304672
Region XII
CURRICULUM VITAE
I. Personal Background
Name: Isidro, Hannah Marie C.

Birthdate: February 5, 2005
Place of Birth: Koronadal City, South Cotabato
Nationality: Filipino
Civil Status: Single
Gender: Female
Cellphone #: 09056433071
Email Address: Hannahmariecisidro@gmail.com
Address: Prk. Lower Mabuhay, Brgy. Topland, City of
Koronadal
Father: Phinney A. Isidro
Mother: Jeorgita C. Isidro
_____________________________________________________________________
II. Educational Background
Senior High School: Marbel 7

National High School-
Senior High School.
Humanities and Social
Sciences. (S.Y. 2022-2023)
(Present)
Junior High School: Marbel 7

National High School-
Senior High School. (S.Y.
2020-2021)
Elementary: Marbel 7 Central

Elementary School (S.Y.
2016-2017)
_____________________________________________________________________

School ID: 304672
Region XII
III. Trainings/Seminars
CURRICULUM VITAE
Name: Bulambot, Kerk Gian L.

Birthdate: September 23, 2004
Gender: Male
Cellphone #: 09357577910
Email Address: bulambot@gmail.com
Address: Prk. Paghili-usa, Brgy. Topland, City of
Koronadal
Father: Jerryme N. Bulambot
Mother: Bernadette L. Bulambot
_____________________________________________________________________
Senior High School: Marbel 7 National High School- Senior High School.
Humanities and Social Sciences. (S.Y. 2022-2023) (Present)
Junior High School: Marbel 7 National High School- Senior High School. (S.Y.
2020-2021)
Elementary: Marbel 7 Central Elementary School (S.Y. 2016-2017)

School ID: 304672
Region XII
_____________________________________________________________________
CURRICULUM VITAE
Name: Alvarez, Raffy H.

Birthdate: June 14, 2005
Gender: Male
Cellphone #: 09350013087
Email Address: raffygwapa123@gmail.com
Address: Prk. Bagong Sikat, Brgy. Topland, City of
Koronadal
Father: Virginio C. Siodora
Mother: Aida H. Alvarez
_____________________________________________________________________
2020-2021)

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Region XII
Elementary: Marbel 7 Central Elementary School (S.Y. 2016-2017)
_____________________________________________________________________
CURRICULUM VITAE
Name: Francisco, Marvin L

Birthdate: December 18, 2003
Place of Birth: Santa Margarita Street, Zamboanga Sibugay
Gender: Male
Cellphone #: 09152787281
Email Address: marvinledesma017@gmail.com
Address: Prk. Lower Mabuhay, Brgy. Topland, City of
Koronadal
Father: Nonilon B. Francisco
Mother: Lernie L. Francisco
_____________________________________________________________________

School ID: 304672
Region XII
2020-2021)
Elementary: Marbel 7 Central Elementary Schoool(S.Y. 2016-2017)
_____________________________________________________________________

School ID: 304672

Francisco 3is

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Republic of the Philippines

EFFECT OF PLAYING MOBILE LEGEND BANG-BANG ON THE

Quantitative Research Presented to the faculty of

MARBEL 7 NATIONAL HIGH SCHOOL

Brgy. Topland, City of Koronadal

in Partial Fulfillment of the Requirements in

INQUIRIES, INVESTIGATION AND IMMERSION

Kerk Gian L. Bulambot

Hannah Marie C. Isidro

MARBEL 7 NATIONAL HIGH SCHOOL

This research entitled, “The effect of playing Mobile Legend: Bang

Bang to the Academic Performance of Grade 10 Students in Marbel 7

National High School”, prepared and submitted by Hannah Marie C. Isidro,

accepted and approved as partial fulfillment for the subject in Inquiries,

Investigation, and Immersion.

MRS. KIMBERLY G. MAGRACIA

RAMIL D. JAMIN IVY C. SILVA RITCHEL A. ARELLANO

Accepted and approved as partial fulfillment of the requirements for the

SANNY P. PAMA, HT-VI

MARBEL 7 NATIONAL HIGH SCHOOL

bang to the academic performance of the grade 10 students in Marbel 7

National High School. This research study is conceptualized based on

qualitative research where in data gathered is numerical and statistically

presented. The researcher employed a correlational research design that aims

to describe the effects of mobile legends on academic performance. The general

remarks are accepting null hypothesis showed that there is no significant

Keywords; effect playing Mobile Legend: Bang Bang to the Academic

MARBEL 7 NATIONAL HIGH SCHOOL

This study extends its heartfelt gratitude to the parents/guardians of the

encouragement throughout the research process. Their understanding,

instrumental in the successful completion of this study.

solving and evaluating the research data. Their invaluable contributions,

whether in data collection, analysis, or offering valuable perspectives, have

significantly enriched the research findings.

Furthermore, the researchers extend their sincere gratitude to their

constant support throughout the research journey. Her valuable feedback,

insightful suggestions, and continuous encouragement have played a pivotal

Lastly, the researchers would like to acknowledge the participants of the

MARBEL 7 NATIONAL HIGH SCHOOL

contributed to the depth and validity of the study's findings.

It is with heartfelt appreciation that the researchers express their

gratitude to all individuals and entities mentioned above, as their contributions

have been instrumental in the successful completion of this research project.

MARBEL 7 NATIONAL HIGH SCHOOL

the invaluable contributions and support of numerous individuals who have

generously shared their time, expertise, and guidance. We would like to

successful completion of this study.

First and foremost, we extend our heartfelt appreciation to our research

insights have greatly contributed to the development and refinement of this

statistician, for his invaluable assistance in data analysis and interpretation.

accuracy and reliability of our research findings. We are deeply appreciative of

his valuable contributions.

Furthermore, we would like to acknowledge the advisers of Grade 10

MARBEL 7 NATIONAL HIGH SCHOOL

support in the academic realm.

encouragement and belief in our abilities have provided us with the

opportunity to pursue this study and contribute to the academic community.

Additionally, we extend our thanks to our parents/guardians, Mr. and

Francisco, for their unwavering support, understanding, and encouragement

have been a constant source of inspiration.

We would also like to acknowledge our friends and classmates who

willingly participated in this study and provided valuable insights and

perspectives. Their cooperation and involvement have significantly enriched the