St.

Paul College of Parañaque

PAASCU Accredited-Level II

BASIC EDUCATION DEPARTMENT

Junior High School Unit
Academic Year 2018-2019

9 – Patience

Presents this research:

The Feelings Attributed from the Watched Movies by

Grade 7 & 9 Students of St. Paul College of Parañaque

By:
Espelita, Kaizer Aldrych T.
Preclaro, Martin Antonio C.
Ilagan, Carla Beatrice G.
Salvador, Keizel Rose E.
San Diego, Loreine
Yamson, Jenine Arianna H.

March 2019
 Table of Content
Page Number

Cover page ………………………………… i

Table of Content …………………………… ii

A. Introduction …………………………… 1

B. Methodology ………………………… 8

C. Results and Discussion ……………… 16

D. Conclusion …………………………… 32

E. Recommendation ……………………. 37

References ………………………………… 38
Appendix …………………………………… 39

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 A. INTRODUCTION

A film, also known as movie, motion picture, and theatrical film, is a series of still images
shown on screen, created to make illusion of moving pictures or objects. In this case, it
causes the audience to perceive continuous motion between separate objects viewed in
rapid succession. Filmmaking is both an art and an industry. When we say an art film, it is
a serious artistic work, often experimental and not made for huge audiences or appeal. It is
also not for commercial profit. While an industry film is a technological and commercial
institutions of filmmaking. It composes all the crew and the production of the movie.

A film is created by photographing an actual scene with a motion-picture camera, by

capturing images like drawings or miniature models using traditional animation techniques
with works of computer-generated imagery (CGI) – an application of computer graphics
or contribute to images in art and films – and computer animation – a process used for
generating animated images – or by a combination of some or all of these techniques and
other visual effects.

Films are cultural artifacts created by specific cultures. They reflect those cultures, and in
turn, affect them. It is considered to be a significant art form, a source of entertainment,
and a powerful way of educating – or indoctrinating – citizens. The visual basis of film
gives it a universal power of communication. The decade of the 1960s saw the appearance
of cinema in Brazil, movement that resemble neorealism (international relations) for many
years movies released slowly in a few big city, then fanning out across the country to
smaller cities in towns in the early 1970’s movie companies discovered that they might
gain greater financial returns by releasing a film in hundreds of cities. Movie companies
were developing a “star system” similar to those performing arts. Publicizing performers
became effective of promoting movies and attracting large audiences. Digital technology
has been driving force for change throughout the 1990s and into the 2000s.

Philippine films and cinemas began when it first started to introduce moving pictures to
the country during January 1, 1897 at the Salón de Pertierra in Manila. The following year,
local scenes were captured on film for the first time by a Spaniard, Antonio Ramos, using
the Lumiere Cinematograph. While most early filmmakers and producers in the country

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were mostly wealthy enterprising foreigners and expatriates, – is a person who temporarily
or permanently resides in a country other than their native country. The term is often refers
to professionals, skilled workers or artists taking positions outside their home country. –
on September 12, 1919, Dalagang Bukid (Country Maiden), a movie based on a popular
musical play, was the first movie made and shown by Filipino filmmaker, José
Nepomuceno. He was also known as the “Father of Philippine of Cinema”. José marked
the start of cinema as an art form in the Philippines.

In 1903, Jose Jimenez, a stage backdrop painter, set up the first Filipino-owned move
theatre named the Cinematograpo Rizal in Azcarraga Street (today, C.M. Recto Ave.), in
front of the Tutuban Railway Station. In the same period, a movie market was formally
created in the country along with the arrival of silent movies and American colonialism.
The films were accompanied by gramophone, a piano and a quartet, or when Caviria was
shown at the Manila Grand Opera House, a 200-man choir.

In 1910, the first picture with sound reached Manila, using the Chronophone. A British
film crew also visited the Philippines and filmed among other scenes. After two years, New
York and Hollywood film companies established their own agencies in Manila to distribute
films. During the same year, two American entrepreneurs made a film about the execution
of Jose Rizal which aroused a strong curiosity to the viewers or movie-goers. This was the
start of making Filipino films. By 1914, US colonial government was already using films
as a source for education, information, propaganda, and entertainment. After 1 year, the
best Europeans and American films were shown in the Philippines. When World War I
happened the production of European studios were banished. So then Manila turned to the
US for new film products. The Americans has quickly dominated the Philippine film
market.

As the years go by, in the 1930s, a few film artists and producers deviated from the norms
and presented sociopolitical movies. Ironically, the people whom have helped the film
industry develop and flourish were also the same people who suppressed its artistic
expression by inhibiting movie themes that would establish radical political and intellectual
views among the Filipinos.

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During the 1950s, this period made movies become more mature and more artistic. Though
producing film after film venturing into every known genre, made the industry into a
monopoly which prevented the development of production and independent cinema. In the
1970s and 1980s it brought positive and negative changes. These years brought the arrival
of alternative cinema in the Philippines. Presently, in the 1990s, film production in the
country excelled. However, industries unconsciously or rather consciously, imitate or
copying from the much more popular American films. Although, Philippine films are not
entirely imitating the American films but deriving its style back to the old style. In short
terms, Philippine films have appeared to be at the stage of refining and formulating its own
conventions and, in the process, getting in close contact with the other arts that form critical
attention and concern of people with a broader interest in the culture. Cinema in the
Philippines can no longer remain isolated from the main current of sensibilities and ideas
that shape the artistic forms such as literature, painting, the theatre and etc. Neither can it
fly from the actuality of social life, in which is a source of all artistic expression.

Emotions, on the other hand, has an impact in an individual’s daily life. It influences the
way they think and act. Recent studies have demonstrated that emotions constitute a central
part in the cognitive and decision making processes. Positive emotions can enhance
cognitive capacities and creative problem solving tasks; while negative emotions, narrows
the individual’s repertoire of thought and action and have valuable survival strategy.

By combining diverse symbolic systems, pictures, texts, music and narration, and videos
is a very rich media type, which often engage viewers cognitively and emotionally and
exposes an individual with a great potential in the promotion of emotional experiences. A
recent study of films as an emotion induction method since 1916, has been analyzing
mental operation of film viewers and discussing how emotions guide the motivation and
perception and the control of our attention by cinematographic narratives.

According also to another study, the appraisal in film viewing can be seen as based on a
set of illusions that are difficult to resist. In fact, escaping the illusion of the witnessing
events in the fictional world, can be difficult. Which are followed by the two factors that
can explain the high intensity of emotions in the cinema: a certain willingness of viewers
to cooperate; and the self-amplification inherent in film-produced emotion. Most recently,

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other researchers has used films to convey the feelings with different goals. Induction
methods has concluded that films were the best method to elicit emotions, positively and
negatively.

The extraction of content-based emotional info expressed in videos has been based on low-
level features like color, texture, lightning, motions, sounds, rhythm, lexicon, etc. inspired
by cinema theorist tools, resulting from director’s intention for felt emotions. The
classification of movie by its actual affective impact are based on the following
physiological signals: respiration, heart rate, blood pressure, or recognition of facial
emotional expressions. Films can be emotional inductors, it helps psychologists in specific
treatments or summarize videos, according to the emotional impact that tend to be
significantly different among the viewers.

Many people watch movies to get entertained and sometimes are able to grasp certain life
lessons from the message of the film. It helps one realize things and relate their lives to the
specific character. There may be instances that an individual watching a certain film with
confusing scenes or conflicts may lead to misunderstandings and misconceptions about an
actual event in real life. This may affect a person’s view in many things and be someone
else – being the character of the movie; moreover, wanting to copy the personality of a
specific character – in which it may influence them to do good or bad, depending on who
and how was the character portrayed in the film.

As much as possible, directors try to portray certain messages in their film to educate
people with a little bit exposure about anything in life or could make one think about
fantasies and other genres of movies which might be stuck in an individual’s mind and
affect his or her behavior with the certain exposure of movie.

The purpose of this study is to know the feedback of a certain film and how they felt after
watching the movie with a specific genre. Also, if they will be continuing to watch this
film or genre again based on how they feel. The study will further know what keeps people
intrigued or motivated to go watch movies either in cinemas or online. This new study is
specifically targeting the feelings of the grade 7 and 9 students towards the movies they’ve
previously watched over the last three months. Our study will also be providing
measurement of attitude of the students towards real life situations. For many people have

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been influenced with films they have watched over and over, depending on what genre it
is.

In order to know these classifications, it is significant to get into the mind of the spectator,
moviegoer, catalyst, or the viewer. To be able to understand the nature of this selection–
how did the film place an impact or influence in an individual’s life and why one chooses
a specific film to be watched, above many offered. Previous studies have examined about
the socio-economics aspects of moviegoers, such as looking at income or budget amount
and leisure activity of one, to see the impact of the movie to the society in general.
However, this new study is different and more specific, investigating more on the feelings
that were felt by the viewers and what they have learned from the film. As well as, knowing
why, why not or how did they grasp the personality of a certain character in the seen movie
may it be in a positive or negative manner.

Previous studies can also show how things have changed for audiences watching movies.
The study of the effects of movies on people can be traced back to the early 20th century.
In January 1929, a group of University of Chicago undergraduates were given a project in
which they had to write autobiographical accounts of their movie-going experiences and
the impact that movies had on their lives. There were mixed responses from participants,
from those who thought that movies were beneath them and that they were “a lower order
of art” to those who felt that movies were “guiding factors” in their lives (Fuller 1996).
This 1929 study would later be elaborated on and advanced by other researchers in 1986.

Another significant reason for conducting this study is to look beyond the simple matter of
watching a movie for what purpose and the impact they felt after viewing it. There is more
to knowing why films have different meanings and genres in order for people to learn than
just choosing a specific film from its catchy title, theme, trailer, etc. An individual or a
group can seem to have various reasons why they go watch a specific film. They may go
see a particular film for a reason that has nothing to do with social commentary the film
displays. (Vale 1982) Vale envisions that movies as having the ability to keep us up-to-
date on our changing times. Thus, in this generation, year by year it evolves its ways of
living, behaving and interacting with such events in our lives. However, according to Vale,
he points out that the analysis of movie-going behaviors are still unclear. A current study,

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has helped clarify the movie-going behavior of the public; while a major goal of this present
study being presented is to help most of the people understand that movies is just more
than entertainment, it is also after the thought and the intention of the director’s message
to the public.

The connection of feelings to attitude is that how the person feels can define their action
and behavior towards another. Why do we need to measure attitudes? Attitudes are
considered variously as things about students to be changed; moreover, it indicates strength
or weaknesses of a student. There are appropriate methods used to measure or to obtain
evidence about attitudes in diverse settings may likewise be different. He or she can then
begin to integrate an understanding of contexts, measurements and issues surrounding the
attitude constructs. Based on a previous study, it can also have other applications. For
example, it could help film production and distribution companies reach their audience the
best way possible once they know exactly what motivates a movie goer to go watch the
film that they want to watch.

The aim of this study is to know the significance of the genre and its message that can
either be relatable or educational to people who watch certain films that are according to
their likings. And it is attempted to determine why people go to the movies to watch the
film they want to see. The following variables were examined to answer the question: Have
they learned anything from the movie, how did they feel after watching the movie, were
they able to relate with the challenges in which the specific character have been through,
watched or not watched. Data we collected via an intercept sample of respondents at St.
Paul College of Paranaque. The subject matter of a film and featured movie stars were
reasons most often cited for going to a theater to see a motion picture.

To understand the impact of movie watching, it is also necessary to ask or get inside the
mind of the spectator. The idea of identification is paramount. Vale reminds us that “the
spectator anticipates, evaluates, moves forward, feels suspense, experiences emotions,
hopes and fears, is joyful and is depressed, satisfied and disappointed. In order to cause the
spectator to undergo all these pleasant and unpleasant reactions and feelings, he must be
interested.” In which it means that the person watching a movie should be interested, so it
may let the viewer be more of an observer and absorb the main learnings of the film. The

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spectator holds an important role in the film construction because they are the ones who
gives critical feedbacks in which the industry will learn from to be able to improve further
upcoming films. It is the moviegoer who will ultimately decide whether the movie has a
happy ending or a sad ending, and whether it makes millions or becomes a box-office dud,
and whether they learned something or not at all. As a result, it is important to know that
the viewer was able to learn something and apply these aspects into their lives, positively,
and to be able to analyze if the movie was good or not according to their emotions.

By studying how the person felt and how’d they react after viewing the film and if they
have adapted the personality of the character into their own selves. The primary researcher
feels that it will be possible to open up a huge array of human behavior topics that could
be discussed, related to movie watching and emotions connected to it. For example, the
needed information of a certain behavior of a person: have you grasp the idea of copying
or applying the character’s personality onto yourself and how? This is important to know
since our audience are still to be guided by an elder while watching a film. In order to
lessen the confusions or misunderstandings in the thought of the child.

Besides the theoretical and concrete reasons for performing this study, the investigator also
had personal reasons for conducting this study. The investigator has been interested in
knowing if someone enhanced or changed their personality due to the watched film
perhaps, it might make them think that their life will turn around just as portrayed in the
movie. An example of this is being like one of the popular kids in school and other things
like that. Since not all people likes reading books and would like to watch films instead.
Then, out of concern of the investigator, he/she wants to tell the public that every movie
and its plot has its meaning and good qualities that can be able to change bad people into
good and for them not to be misdirected in life. If film entertains well, if many people see
it, then it usually reflects the fantasies or daydreams of many in its audiences.

In this current study, the feelings attributed from the watched move will be examined. It
can also have other applications. Such as, help the film production and industry to portray
a good movie that people may learn and be intrigued and more interested in watching from
the feedbacks provided and in what possible ways can they reach for a better amount of
audience. Further methodology would describe the process of our study.

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 B. METHODOLOGY

Certain movies can have an impact on the viewer’s emotion and can have the possibility to
adapt the behavior of a certain character on how it is portrayed. Plus, the portrayed message
of the film has been noticed. But sometimes may be misunderstood and may get out of
hand.

The research will be a quantitative approach, it is a structured way of collecting and

analyzing data obtained from different sources. Quantitative research involves the use of
computation, statistical, and mathematical tools to derive results. It is conclusive in its
purpose as it is by looking for projectable results to a large population. The quantitative
research was chosen so that we may know what the specific students feel after watching
the desired film of their choice.

The researcher has used the “Survey Questions” as a tool to collect quantitative data. (See
Appendix A: Survey Sheet). The films included in this survey portrays our modern
technology, Philippine history, love and relationships. Participant were recruited among
grade 7and 9 students. The questions was about elicited response such as feelings and
insights encountered after watching these movies. The first question about the feelings you
encounter after watched the movie. The (Questions 2-4) deals with lesson learned with the
challenges can relate to and our survey helps to gather information on the perception of
youth towards the personality portrayed in the movie.

The “Survey question” to collect the feelings and opinion on the following aspects:

 Feelings after watched the movie (An open-ended question format and restricted
to 1 feeling).
 Life lessons learned in the movie (An open-ended question format and Single-line
statements to explain the reason).
 Characters in the movies that you can relate to (An open-ended question format and
single-line statements to explain the reason).
 Opinion on preferences in watching the movie (An open-ended question format and
single-line statements to explain the reason).

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The questions which helps the researcher to collect the quantitative data in order to analyze
the perception of respondents towards the movie based on their feelings after watched the
movie. The process also involves the distribution of questionnaires, collection of
questionnaires, interpretation of data, and drawing conclusion.

There are many different kinds of data collection and analysis are used but this typically
includes observation and interviews and may involve consulting other people and personal
or public records. People who take part in research will often be asked to compete various
test to measure their cognitive abilities could be to link performances and other factors.
The study may include an intervention such as training program, or social activity. Survey
involves collecting information, usually by means of questionnaire or interview. Another
method of research is questionnaire are good way to obtain information from large quantity
of people, who major may not have experience.

It also helps people take their time and really think about their answers. Questionnaires
also typically contain multiple choice questions, attitude scales, closed question and open
ended questions. The only drawback is having usually fairly low response rate. Interviews
are usually done through face-to-face but can also be done through telephone or through
communication apps. It is up to the interviewer to make sure that the interviewee is
comfortable about being asked questions that they may not be open to.

When conducting the interview, the research might have the two record answers or listen
them through handwritten or phone recording (with the consent of the interviewee of
course). Case studies usually involve the detailed study of particular case. The researcher
may be interested in a particular phenomenon or criminal operations to be used for various
methods of data collection and analysis. Case studies have very narrow focus which focus
on results in detailed descriptive data which is unique to the case. The survey we conducted
will be surrounding our main problem - The Feelings Attributed from the watched movies
by grade 7 and 9 students of St. Paul College of Parañaque.

Our source for information about the topic was manually searched in the school library and
also in the internet, so that we could have a wider knowledge about the things we needed
to know about our topic. We’ve used the study of; Media at the Movies as a guide and
reference in conducting our survey and introduction. Also, “The Encyclopedia of

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Educational Research”. Educational research should aim at improving educational practice
by analyzing the world of Education to understand it and make it better. It should be a
critical, reflective and professionally oriented activity. Educational research should have
three objectives: to explore issues and find answers to questions (for academics), to share
policy (e.g. relationships between education/work/training, for policy makers) and to
improve practice (for practitioners). Educational research has changed from the positivist
assumptions underpinning the scientific–experimental paradigms which had prevailed
during the 20th century, to the recent postmodernist and poststructuralist trends, which
challenged the previous assumptions. Educational purposes: According to the Liberal
Education paradigm, the purposes of Education are to make people more rational, to
develop the intellect, empowering individuals with broad knowledge and transferable
skills, and a stronger sense of values and ethics. The nature of knowledge, and the nature
of reality, or rather, how the researcher views reality and knowledge, will have a strong
impact on what can be researched and what can be found. Ethical research: Respect for
persons involves a person´s dignity and it requires a consent process in which the
researcher informs the potential subject of research on the details of the study so that they
can make an informed decision. This information should include the purpose of the
research, study methods, time required to participate, potential risks/benefits, and their
right to ask questions or quit at any time. For people with special needs, minors, mentally
handicapped etc. The permission from a third person will be needed to protect them from
possible harm.

For our study we have chosen grades 7 & 9 of St. Paul College of Parañaque to be our
respondents. Our reason for choosing these grade levels is to see what the different effects
of movies between the two are; would the grade 7 care more about the story? Or would the
grade 9 prefer movies that are trending? When finding our research respondents we put
some variables in to account that we would like to experiment for example: which grade
level prefers the character’s personality and how do they feel towards that behavior, over
the fact of adapting it into themselves, or whether or not they care about what the characters
challenges that have been through or the moral lesson of the movie. It would also be easier
to categories the different characteristics of the participant even if it is not a clear
description it does mean that we would be able to generalize our study.

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We look forward actually to the characteristics of our respondents whom have the
following:

 An actual movie-goer
 Has a deep sense of observing what is happening in the story of the film
 A responsible viewer of the film
 Has watched various movie genres
 Appreciates the moral lesson of the film; not focusing on the main idea of the genre.
For example, a horror movie, it can still have its good values due to the presented
protagonist and its difference with the antagonist or the evil and the scary parts of
the movie.
 Noticed that the movie has a great impact to them after viewing

We might have excluded the following characteristics:

 Those who barely watched a single movie for this year

 Does not observe or notice the storyline of the film
 Has not learned anything and does not appreciate the movie

We actually had difficulty in portraying the survey or rather distributing it. Due to some
instances that, most students have not watched most of the movies we placed. This has
shown irrelevance to out particular research since we are after their emotions after viewing
the film and how have this affected them. Also, the time given to conduct the survey was
hard to do it on time since not all students were dismissed on the same time of the normal
schedule. Some teachers might have extended a few minutes of their break time. While,
distributing the survey after dismissal time has been a struggle as well since not all students
are present in the room.

Our study also had its difficulty in finding its main purpose or goal why we are conducting
this sort of research. But mostly our weaknesses were on; time management, getting the
answers of all respondents, and the answers from our respondents in which we rely on for
our study.

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We overcame the obstacle by thinking deep into situations where in, what really affects
people when they watch certain movies that are recently released, or something according
to their likings. Due to that, a lot of people are struck with how these specific characters
are behaving and by the thought of wanting to follow it makes it look like a big problem
for people. Most especially for students since they should still be guided accordingly.

Our time management was solved by dividing our group to certain grade levels and during
the free time, we tend to make the time productive as possible. Each researcher of our group
would hold 20 or more survey sheets and to distribute them to their assigned level.
However, in getting the answers of our respondents, there were many students who have
not watched the movie and it was difficult and quite devastating. Although we managed to
focus on the answers who have watched the film we included. We still came up close with
the results we thought of.

An interview way of gathering data was not used instead a set of questionnaires were
distributed to the respondents for getting precise number of responses.

There were 196 students from Grade 7 and Grade 9 in the Junior High School Unit who
participated in the survey we have conducted. This research aimed to know the feelings of
the respondents after watching a movie. Furthermore, it also aimed to gather data that
would be used for the evaluation of movies that have great influence to them. The survey
through the use of a questionnaire became the tool to unlock the curiosity on how these
feelings were arisen after watching a movie. The responses are collected and interpreted
accordingly based on the set of questions from the questionnaire. Illustrations and
interpretations of data were also presented to show the concrete results of the study
conducted. In line with this, there are methods and strategies used to demonstrate the
outcome of the latter. The use of different graphs were incorporated to get a better
illustrations of the results. The use of pie chat, line graph, and the likes was of great help
in illustrating concrete results of the respondents in a specific movie with enumerated
questions as reflected in the questionnaire. The computation of the data also involved the
concept of percentage where the responses where in it was grouped and tallied accordingly.
There were also other concepts interrelated to the main problem of the study that were
discussed further to understand the perceptions of the respondents to the topic.

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Research Goal:

This study aimed to give awareness to the movie viewers about the impact of any kind of
movie to their personal thinking and even beliefs.
This also aimed to encourage young movie viewers to appreciate movies with moral
lessons shown to cultivate the morality of young individuals.
The study was conducted to give the other researches a bunch of idea about the feelings of
movie viewers especially the teenagers in connection to the theme of movies being implied.

Analysis:

Our overall goals have meet the expectation of the study therefore, we found out that
movies with lessons where appreciated and understood by the junior high school students
specifically Grade 7 and 9 students. Significant effect was found for personal thinking of
movie viewers.

During our survey we managed to get many variation of answers from the six questions.
Although all answers were completely valid there were still answers that we hoped to be
close.

Question: How did you feel after watching the movie?

Proposed outcome/answer: Enjoyable, even if the movie may have contained scenes that
we did not expect it was still very enjoyable as well as being with friends and family or
even going solo.

Question: Have you learned anything from the move?

Proposed outcome/answer: All movies have different notifications and morals behind
them, but in the end most movies portray good vs. bad with good as the victor and bad as
a lesson.

Question: Were you able to relate with the challenges in which the specific character have
been through?

Proposed outcome/answer: That very much depends, but in movies today we find them
becoming more and more realistic with characters who portray a deeper meaning into what

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life we live in, telling us to learn from it or fight for it, we continue to find different
challenges everyday but with different answers as well, what matters is how we resolve
our problems through our own character.

Question: Were you able to grasp the personality of the character and apply it to yourself?

Proposed outcome/answer: Every character has their own personality and so do we, we
find movies characters as someone we can relate to when their put in the same situation as
us. With that being said, we have a little bit of each character in us who portrays some parts
of us that we had never expected to be.

Question: Would you watch this movie again?

Proposed outcome/answer: Watching a movie is like eating your favorite snack, at first you
love the new taste but after a while it becomes the same old taste, in other words, when we
already watch something new we get excited but if we get the same repeat we end up losing
the excitement. It may also completely depend on what you're watching it again for.

Question: What makes you want to watch this movie again?

Proposed outcome/answer: Some people re-watch either for the love, entertainment, Easter
eggs, theories or to unravel hidden secrets. Movies are a form of entertainment that would
be watched again for many different reasons and that's the fun of it.

Students now a days can relate to movie about love, relationship and family than a
Philippine history. Because they can easily adapt the current situation on the movies they
have watch. They usually considered them self as a main character. Watching those movies
gave them the choices of the good and bad result they intend to do. So, Movies is not only
giving them pleasure but also the pictures of the future situation she/he might intend to do.

We can say that almost 99% of the viewers catch the movies that relates their life same as
the writers, all the stories they wrote is all about the trending topic of the current situation.
Stories with happy ever after ending is the most related ending to the viewers and gave
them smile and emotional happiness.
In the data, we identified trends or recurring patterns that reflected what the respondents

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“felt most strongly about and what expressed the strongest emotional content which moved
them and was typical of their common life”.

Generating themes with an awareness of respondents and generalizations, we found that

the meaning expressed by respondents helped us to understand and make sense of what
came next from another respondents. This justified one of the goals of analysis, which is
to. “What is their feeling after they watched the movie” Conversely, theme analysis also
involved noticing how respondents’ expressions fitted into a chosen theme, while another
might have indicated a divergence from the theme.

We distributed 196 surveys from November 12-16, 2018 with each class being on a
different date and time. The researchers designed a survey schedule as one of the data
collection instrumental for its study. The target respondents for this research is 100 percent
of the grades 7 & 9 population.

“There was no problem or difficulty in conducting the research because the students were
committed in answering the survey we gave them.”

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 C. RESULTS AND DISCUSSION

In this part of the study, we will be presenting the data we have collected and discuss the
results being shown. This will play a big part in our study since we rely on the answers of
our respondents and its outcome. The graphs or charts that will be shown further would be
based on the answers of those who have watched the movie, rather than presenting how
many have not watched the film. After completing our survey results we categorized them
into charts for each question. Although, one chart is combined with various questions and
will be labeled in the chart according to: its discernment (what they have learned from the
film), relativity (relating the viewer to the challenges of the character), application (if they
have applied the personality of the specific character to selves), and watch again (if they
want to view the movie again). Starting from our first movie down to our last. Each movie
has the same questions but fairly different results some came really close to 40% to 60%
or 0% to 100% ratios.

Movie: Venom

FIGURE 1: The Comparison between the Grades 7 & 9 Students Who

Have and Haven’t Watched the Movie
100
81
80 67
60
Grade 7
40 26
22 Grade 9
20

0
Watched Not watched

This graph represents the frequency distribution of Grade 7 & 9 students who have and
haven’t watched the movie. 48 students who have watched the movie. 148 students of
haven’t watched the movie.

16
 FIGURE 1.1: The Comparison between the Feelings of the Grade 7 &
9 Students after Watching the Movie
12 11
10 9
8
6
6 Grade 7
4 4 4
4 3 Grade 9
2 2
2 1 1 1
0 0
0
HAPPY SCARED ENLIGTHENED MAD SAD MORTIFIED OTHERS

Q#1: How did you feel after watching the movie?

In the graph shown, the orange bar represents the grade 7 respondents, 11 answered happy,
3 scared, 4 enlightened, 1 mad, no one answered sad & mortified, and 1 answered others.
The color yellow part is for grade 9 respondents, 9 answered happy, 4 scared, 6 enlightened,
no one answered mad, 1 sad, 2 modified and 4 answered others. Mostly the grade 9 students
have feelings after watching the movie.

FIGURE 1.2
35
29
25
21 19
17
15 13

DISCERNMENT RELATIVITY APPLICATION WATCH AGAIN

NO 21 17 35 19
YES 25 15 13 29

As shown in the graph, in the discernment column 21 answered no and 25 answered yes
which results that most of the respondents learned something from the movie. In the
relativity column, 17 answered no and 15 answered yes which results to most respondents
did not relate to most of the challenges presented in the film. As for the application column,
35 respondents answered no and 13 answered yes. Majority of the respondents has not
grasped the personality of the character present in the film. While for the last column, 19

17
students does not want to watch the movie again and 29 would want to watch it again.
Wherein per column is a total of 100%.

Movie: Hotel Transylvania: A Sumer Vacation

FIGURE 2: The Comparison between the Grades 7 & 9 Students Who

Have and Haven’t Watched the Movie
100
77
80

60
45 44 Grade 7
40 30
Grade 9
20

0
Watched Not watched

The table shows the frequency distribution of grade 7 and 9 students who haven’t watched
and watched the movie the Hotel Transylvania. 121 students did not watched while 70
students watched the movie.

FIGURE 2.1: The Comparison between the Feelings of the Grade 7 &
9 Students after Watching the Movie
40 35

30 26

20 Grade 7
Grade 9
10 7
4
1 0 2 1 0
0 0 0 0 0
0
HAPPY SCARED ENLIGTHENED MAD SAD MORTIFIED OTHERS

Q#1: How did you feel after watching the movie?

In the graph shown, the yellow bar is for grade 7, 35 answer happy, 7 enlightened, 1 mad,
2 modified, 1 answer others and no one answers scared, sad. Also the orange bar is for
grade 9, 26 answered happy, 4 enlightened, no one answered scared, mad, sad, mortified,
& others.

18
 FIGURE 2.2

58 59
51 51

25 25
18 17

DISCERNMENT RELATIVITY APPLICATION WATCH AGAIN

NO 18 51 51 17
YES 58 25 25 59

In the graph shown, The Discernment column, 18 answered no while 58 answered yes
majority that they learned something from the movie. Relativity column, 51 answered no
and 25 answered yes mostly they did not relate to most of the challenges presented in the
film. In the application, 51 answered no and 25 answered yes most of the respondents was
not able to grasp the personality of the character Presented in the movie. Last column
majority of the respondents they want to watch it again, 17 answered no while 59 answered
yes.

Movie: Mama Mia! Here We Go Again

FIGURE 3: The Comparison between the Grades 7 & 9

Students Who Have and Haven’t Watched the Movie
100 89
75
80
60
Grade 7
40
18 Grade 9
20 14

0
Watched Not watched

The graph shown the comparison between the grade 7&9 students who haven’t watched and

19
watched the movie. The 32 students have watched the movie and 164 who haven’t watched.

FIGURE 3.1: The Comparison between the Feelings of the Grade 7 &
9 Students after Watching the Movie
12 11
10
8 7
6
6 Grade 7

4 3 Grade 9
2
2 1 1 1
0 0 0 0 0 0
0
HAPPY SCARED ENLIGTHENED MAD SAD MORTIFIED OTHERS

Q#1: How did you feel after watching the movie?

In the graph shown, the orange bar is for grade 7 respondents, 7 answered happy, 1 scared,6
enlightened, no one answered mad, sad, mortified & others. The yellow is for grade 9, 11
answered happy, 3 enlightened, 2 sad, 1 mortified, 1 answered others and no one answered
mad, scared. The majority of grade 9 students have feelings after watching the movie.

FIGURE 3.2

28
25 24

17
15

7 8
4

DISCERNMENT RELATIVITY APPLICATION WATCH AGAIN

NO 7 17 24 4
YES 25 15 8 28

In the graph shown, discernment column 7 answered no and 25 answered yes majority that
they learned something from the movie. In the relativity column, 17 answered no and 15
answered yes which result did not relate to most of the challenges in the film. In the
application, 24 answered no and 8 answered yes mostly of the respondents has not able to
grasp the personality of the character presented in the movie. Lastly column 4 answered no
while 28 answered yes that they want to watch it again.

20
Movie: The Meg

FIGURE 4: The Comparison between the Grades 7 & 9 Students Who

Have and Haven’t Watched the Movie
100 89
79
80

60
Grade 7
40
Grade 9
18
20 10

0
Watched Not watched

The graph shown the comparison between the grade 7&9 students who haven’t watched
and watched the movie. The 10 students from grade 7 was watched the movie and 79
students did not watched. The yellow area have 18 students was watched from grade 9
and 89 did not watched.

FIGURE 4.1: The Comparison between the Feelings of the Grade 7 &
9 Students after Watching the Movie
8
6 6
6 5
4
4 Grade 7
2 2
2 1 1 1 Grade 9
0 0 0 0 0
0
HAPPY SCARED ENLIGTHENED MAD SAD MORTIFIED OTHERS

Q#1: How did you feel after watching the movie?

As shown in the graph, the orange bar if for grade 7, 2 answered happy, 5 scared, 1 sad, 1
modified, 1 answered others, and no one answered mad, enlightened. The yellow bar is for
grade 9, 2 answered happy, 6 scared, 4 enlightened, no one answered mad, sad, others and
6 answered modified. Majority of grade 9 students.

21
 FIGURE 4.2

21
19 18 19

9 10 9
7

DISCERNMENT RELATIVITY APPLICATION WATCH AGAIN

NO 9 21 18 9
YES 19 7 10 19

In the graph shown, column of discernment 9 answered no and 19 answered yes which the
respondent learned something from the movie. In the column of relativity, 21 answered no
while 7 answered yes most of the students did not relate to most of the challenges presented
in the film. In the application, 18 answered no and 10 answered yes mostly of the
respondents has not grasped the personality of the character present in the film. Also for
the last column 9 answered no and 19 answered yes which result the majority of
respondents want to watch it again.

Movie: Bohemian Rhapsody

FIGURE 5:The Comparison between the Grades 7 & 9 Students Who

Have and Haven’t Watched the Movie
100 86
76
80

60
Grade 7
40
21 Grade 9
20 13

0
Watched Not watched

The frequency distribution of grade 7 & 9 students who haven’t watched and watched the
movie. The total of student survey is 196. There are 168 students who haven’t watched the
movie. And the 28 students already watched the movie.

22
 FIGURE 5.1: The Comparison between the Feelings of the Grade 7 &
9 Students after Watching the Movie
15
12

10
7
6 Grade 7
5
5 Grade 9
2
1 1
0 0 0 0 0 0 0
0
HAPPY SCARED ENLIGTHENED MAD SAD MORTIFIED OTHERS

Q#1: How did you feel after watching the movie?

In the graph shown, the orange bar is for grade 7, 6 answered happy, 5 enlightened, 1 mad,
1 others, and no one answers sad, modified, and scared. In the yellow bar is for grade 9
respondent, 12 answers happy, 7 enlightened, 2 modified and no one answered scared, mad,
and sad. Majority of grade 9 students after watching the movie.

FIGURE 5.2
27 26
25

18
16

9 8
6

DISCERNMENT RELATIVITY APPLICATION WATCH AGAIN

NO 6 18 25 8
YES 27 16 9 26

As shown in the graph, in the discernment column 6 answered no and 27 answered yes
mostly that they learned something from the movie. Relativity column, 18 answered no
and 16 answered yes majority did not relate to most of the challenges presented in the film.
In the application, 25 answered no while 9 answered yes most of the respondents has not
able to grasp the personality of the character presented in the movie. Last column 8
answered no 26 yes mostly that they want to watch it again.

23
Movie: To All the Boys I’ve loved before

FIGURE 6: The Comparison between the Grades 7 & 9 Students Who

Have and Haven’t Watched the Movie
57
60
50 51
50
38
40
30 Grade 7

20 Grade 9
10
0
Watched Not watched

This graph represents the frequency distribution of Grade 7 & 9 students who haven’t
watched the movie: venom. Majority of 108 students haven’t watch the movie. 88 students
who have watched the movie. 108 students of haven’t watched the movie.

FIGURE 6.1: The Comparison between the Feelings of the Grade 7 &
9 Students after Watching the Movie
28
30
20
20
11 Grade 7
9 9
10 Grade 9
3 4 2
0 0 0 0 1 0
0
HAPPY SCARED ENLIGTHENED MAD SAD MORTIFIED OTHERS

Q#1: How did you feel after watching the movie?

As shown in the graph, the orange bar is for grade 7 respondents, 20 answered happy,11
enlightened, 3 sad, 1 modified, 2 others, and no one answered scared, mad. The yellow bar
is forged 9 respondents, 28 answered happy, 9 enlightened, 4 sad, 9 answered others and
no one answered scared, mad and modified. Majority of the students felt happy after
watching the movie.

24
 FIGURE 6.2
72
68
59
52

36
29
20
16

DISCERNMENT RELATIVITY APPLICATION WATCH AGAIN

NO 20 52 59 16
YES 68 36 29 72

In the graph shown, in the discernment section, 20 answered no and 68 answered yes
mostly the respondent learned something from the movie. In the relativity 52 students
answered no and 36 answered yes most of the respondents did not relate to most of the
challenges presented in the film. Column of application, 59 answered no and 29 students
answered yes majority of the respondents has not grasp the personality of the character
presented in the movie. Lastly 16 answered no while 72 answered yes which result of the
respondents want to watch it again.

Movie: The Nun

FIGURE 7: The Comparison between the Grades 7 & 9 Students Who

Have and Haven’t Watched the Movie
100
81
80

60 54
Grade 7
35
40 26 Grade 9
20

0
Watched Not watched

The table shows the frequency distribution of grade 7 of the students didn’t watched the
said movie and 9 students who have watched and haven’t watched the movie: the run. The

25
total of the students who was asked to answer the survey is 19. 1 of them answered that
they have watched it.

FIGURE 7.1: The Comparison between the Feelings of the Grade 7 &
9 Students after Watching the Movie
30
24 23

20
Grade 7
10 Grade 9
3 3 2 3
1 1 0 0 1 0 0 0
0
HAPPY SCARED ENLIGTHENED MAD SAD MORTIFIED OTHERS

Q#1: How did you feel after watching the movie?

In the graph shown, the orange bar is for grade 7 respondents, 3 answered happy, 24 scared,
3 modified, 3 others, and no one answers sad and mad the yellow bar is for grade 9 students,
1 answered happy 23 scared, 1 mad, 2 modified and no one answers enlightened, sad,
others. Mostly the grade 7 students have feelings after watching the movie.

FIGURE 7.2
56 54

38
32
31
25

7 9

DISCERNMENT RELATIVITY APPLICATION WATCH AGAIN

NO 38 56 54 31
YES 25 7 9 32

In the graph shown, Discernment column, 38 answered no and 25 answered yes mostly of
the respondents that they didn't learned anything from the movie. In the relativity column,
56 answered no and 7 answered yes which result did not relate to most of the challenges
presented in the film. Application column, 54 answered no and 9 answered yes majority of

26
the respondents was able to grasp the personality of the character presented in the movie.
Last column 31 answered no and 32 answered yes mostly they want to watch it again.

Movie: Ready Player One

FIGURE 8: The Comparison between the Grades 7 & 9 Students Who

Have and Haven’t Watched the Movie
100 90

80 73

60
Grade 7
40
Grade 9
16 17
20

0
Watched Not watched

The table shows the frequency distribution of grade 7 and 9 students who haven’t watched
and watched the movie ready player one. The student who was asked to answer the survey
is 196. 33 of them answered that they have watched the movie while 163 of them answered
no.

FIGURE 8.1: The Comparison between the Feelings of the Grade 7 &
9 Students after Watching the Movie
10
8 8
8
6 5
4 Grade 7
4 3 3
Grade 9
2 1 1
0 0 0 0 0 0
0
HAPPY SCARED ENLIGTHENED MAD SAD MORTIFIED OTHERS

Q#1: How did you feel after watching the movie?

In the graph shown, in the orange bar is for grade 7 respondents, 8 answered happy , 3
enlightened 1 modified, 4 answer others, and no one answer mad sad, scared. also the
yellow bar is for grade 9 respondents, 5 answer happy, 8 enlightened, 1 modified, and no
one answers scared, mad and sad. Majority of grade 9 students answered enlightened while
majority of the grade 7 students answered happy.

27
 FIGURE 8.2

24 23
21
19

14
12
9 10

DISCERNMENT RELATIVITY APPLICATION WATCH AGAIN

NO 9 19 23 12
YES 24 14 10 21

In the graph shown, 9 answered no and 24 answered yes in the column of discernment
which the respondents learned something from the movie. In the relativity, mostly of the
respondents did not relate to most of the challenges presented in the film 19 answered no
and 14 answered yes. Application column, 24 answered no while 10 answered yes majority
of the students did not grasp the personality of the character presented in the movie. Last
column 12 answered no that they don't want to watch it again and 21 answered yes that
they want to watch it again.

Movie: The Hows of Us

FIGURE 9: The Comparison between the Grades 7 & 9 Students Who

Have and Haven’t Watched the Movie
100
83
80 70

60
Grade 7
40
24 Grade 9
19
20

0
Watched Not watched

The table shows the frequency distribution of grade 7 and 9 students who haven’t watched
and watched the movie the how of us. 196 students answered the survey, 43 of them have
watched the movie while 153 haven’t watched it.

28
 FIGURE 9.1: The Comparison between the Feelings of the Grade 7 &
9 Students after Watching the Movie
12 11
10 9
8 7
6 5 Grade 7
4
4 3 3 Grade 9
2 1
0 0 0 0 0 0
0
HAPPY SCARED ENLIGTHENED MAD SAD MORTIFIED OTHERS

Q#1: How did you feel after watching the movie?

In the graph shown, the yellow bar is for grade 7 students, 9 answered happy, 5 enlightened,
4 sad, 1 answered others and no one answered and modified, scared, mad. Also the orange
bar is for grade 9, 11 answered happy, 3 enlightened, 1 modified, 3 answered others and
no one answered scared, mad, and sad.

FIGURE 9.2
38

31
29
24
19
14
12

3
DISCERNMENT RELATIVITY APPLICATION WATCH AGAIN
NO 3 24 29 12
YES 38 19 14 31

As shown in the graph, in the discernment column, 3 answered no and 38 answered yes
which result they learned something from the movie. Relativity column, 24 answered no
and 19 answered yes mostly did not relate to most of the challenges presented in the film.
Application column, 29 answered no and 19 answered yes most of the respondents was not
able to grasp the personality of the character presented in the movie. Lastly 12 answered
no and 31 answered yes majority of the students want to watch it again.

29
Movie: Goyo: Ang Batang Heneral

FIGURE 10: The Comparison between the Grades 7 & 9 Students

Who Have and Haven’t Watched the Movie
120
98
100
75
80
60 Grade 7

40 Grade 9
14 9
20
0
Watched Not watched

The table shows the frequency distribution of grade 7 and 9 students who haven’t watched
and watched the movie the Goyo ang Batang Heneral. 186 students answered the survey,
23 of them have watched the movie while 173 haven’t watched it.

FIGURE 10.1: The Comparison between the Feelings of the Grade 7

& 9 Students after Watching the Movie
5
4
4
3 3 3
3
2 2 2 Grade 7
2
1 1 1 1 Grade 9
1
0 0 0
0
HAPPY SCARED ENLIGTHENED MAD SAD MORTIFIED OTHERS

Q#1: How did you feel after watching the movie?

In the graph shown, the yellow bar is for grade 9, 1 answered happy, 1 for enlightened, 3
sad, 2 answered modified, and 3 answered others, and no one answered mad. Also the
orange bar is for grade 7, 2 answered happy, 3 enlightened, 1 mad, 2 sad, 1 answered others
and no one answered scared, modified. Majority of the grade 7 students answered
enlightened as for the grade 9 most of them answered enlightened as well.

30
 FIGURE 10.2
19
16

12 12
11 11

7
4

DISCERNMENT RELATIVITY APPLICATION WATCH AGAIN

NO 4 12 12 7
YES 19 11 11 16

As shown in the graph, the discernment column, 4 answered no and 19 answered yes
majority that they have learned something from the movie. In the relativity, 12 answered
no and 11 answered yes which result did not able to relate of the challenges presented in
the film. Also Application column, 12 answered no and 11 answered yes the respondent
did not able to graphs the personality of the character presented in the movie. Last column
7 answered no which they don't want to watch it again and 16 answered yes which they
want to watch it again.

31
 D. CONCLUSION

The respondents had different views on the movies presented in the study. Their interests
played an important factor in gathering data that were presented in different forms of
graphs. As observed, based on the graphs presented, many respondents found all of them
interesting because they gave their views on the given questions.

The movie Venom is a 2018 American superhero film based on the Marvel Comics
character of the same name, produced by Columbia Pictures in association with Marvel
and Tencent Pictures.

Most of the respondents were not able to watch the movie but they were able to watch the
trailer. As a result, there responses were gathered and summarized. Many of them felt
happy about the movie, then the rest had different feelings about it. They were able to relate
or even to reflect on their lives especially the heroism portrayed in the movie. Only few of
them stated their relevance to the characters’ moral concepts and were inspired to be like
one.

The movie Mamma Mia! Here We Go Again is a 2018 jukebox musical romantic comedy
film written and directed by Ol Parker, from a story by Parker, Catherine Johnson, and
Richard Curtis. It is a follow-up to the 2008 film Mamma Mia! Which in turn is based on
the West End/Broadway musical of the same name using the music of ABBA.

Majority of the respondents did not watch the movie. Few of them did because they were
inclined in musical interests. Most of the respondents saw the trailer. Indeed, they were
able to contribute their responses on the survey conducted. Many of the respondents felt
happy with the flow of the movie. Since it was musical, they could even relate on the
sounds and songs in it.

The Meg is a 2018 science fiction thriller film directed by Jon Turteltaub with a screenplay
by Dean Georgaris, Jon Hoeber, and Erich Hoeber, loosely based on the 1997 book Meg:
A Novel of Deep Terror by Steve Alten. The film stars Jason Statham, Li Bingbing, Rainn
Wilson, Ruby Rose, Winston Chao, and Cliff Curtis. The film follows a group of scientists

32
who encounter a 75-foot-long (23 m) megalodon shark while on a rescue mission at the
floor of the Pacific Ocean.

Many of the respondents did not watch the movie because it was a thriller movie that didn’t
catch their interests since there were scenes that were not really appropriate for young
viewers. It was also surprising that some felt happy about it, but their responses deserved
to be respected as it was the feeling that they felt.

Bohemian Rhapsody is a 2018 biographical film about the British rock band Queen. It
follows singer Freddie Mercury's life from his joining the band in 1970 to their Live
Aid performance at Wembley Stadium in 1985. A British-American venture, it is produced
by 20th Century Fox, New Regency, GK Films, and Queen Films, with Fox serving as
distributor. Directed by Bryan Singer, it is written by Anthony McCarten, and produced
by Graham King and Queen Manager Jim Beach. It stars Rami Malek as Mercury,
with Lucy Boynton, Gwilym Lee, Ben Hardy, Joe Mazzello, Aidan Gillen, Tom
Hollander, Allen Leech, and Mike Myers in supporting roles. Queen members Brian
May and Roger Taylor served as creative and musical consultants.

Most of the respondents were not able to watch the movie but they were able to watch the
trailer. As a result, there responses were gathered and summarized. Many of them felt
happy and enlightened about the movie, then the rest had different feelings about it. Many
were not able to relate or even to reflect on their lives portrayed in the movie. Only few of
them stated their relevance to the characters’ moral concepts and were inspired to be like
one.

To All the Boys I've Loved Before is a 2018 American teen romance film directed by Susan
Johnson and starring Lana Condor, Noah Centineo, Janel Parrish, Anna
Cathcart, Madeleine Arthur, Emilija Baranac, Israel Broussard and John Corbett. Based
on Jenny Han's 2014 novel of the same name, it was released by Netflix on August 17,
2018.

Most of the respondents were able to watch the movie. As a result, there responses were
gathered and summarized. It was also astoundingly they felt happy about the movie, then
the rest had different feelings about it. Many of them have learned but many were not able

33
to relate or even to reflect on their lives portrayed in the movie. Only few of them stated
their relevance to the characters’ moral concepts and were inspired to be like one. Since it
was a romance, many of respondents felt a romantic experience.

The Nun is a 2018 American gothic supernatural horror film directed by Corin Hardy and
written by Gary Dauberman, from a story by Dauberman and James Wan. It is a spin-off of
2016's The Conjuring 2 and the fifth installment in The Conjuring Universe. The film
stars Demián Bichir, Taissa Farmiga and Jonas Bloquet. The plot follows a Roman
Catholic priest and a nun in her novitiate as they uncover an unholy secret in
1952 Romania.

Majority of the respondents did not watch the movie. Few of them did because they were
in mystery and secrets. Most of the respondents saw the trailer. Indeed, they were able to
contribute their responses on the survey conducted. Many of the respondents felt scared
with the flow of the movie. Since it was horror, they could even been terrified and jump
scare while watching it.

Ready Player One is a 2018 American science fiction film produced and directed by Steven
Spielberg, and written by Zak Penn and Ernest Cline, based on Cline's 2011 novel of the
same name. The film stars Tye Sheridan, Olivia Cooke, Ben Mendelsohn, Lena
Waithe, T.J. Miller, Simon Pegg, and Mark Rylance. The film takes place in 2045, when
much of humanity uses the virtual reality software OASIS to escape the desolation of the
real world. Orphaned teenager Wade Watts (Sheridan) discovers clues to a hidden game
within the program that promises the winner full ownership of the OASIS, and joins several
allies to try to complete the game before a large company run by businessman Nolan
Sorrento (Mendelsohn) can do so.

Many of the respondents did not watch the movie because it didn’t catch their interests
since there were toxic scenes that were not really appropriate for young viewers. It was
also surprising that some felt happy and enlightened about it, but their responses deserved
to be respected as it was the feeling that they felt.

The Hows of Us is a 2018 Philippine romantic drama film directed by Cathy Garcia-
Molina and starring Kathryn Bernardo and Daniel Padilla.

34
Mostly of the respondents did not watch the movie. Few of them did because they were
amorousness and yearning that caught there to watch this movie. Most of the respondents
saw the trailer. Indeed, they were able to contribute their responses on the survey
conducted. Many of the respondents felt happy, enlightened and sad with the flow of the
movie. Many of them have learned but many were able to relate or even to reflect on the
lives portrayed in the movie.

Goyo: Ang Batang Heneral (English: Goyo: The Boy General[3]), also known simply
as Goyo,[6] is a 2018 Philippine historical epic film starring Paulo Avelino as the
titular "Boy General", who died at the historic Battle of Tirad Pass during the Philippine–
American War. It is written, directed, edited, and scored by Jerrold Tarog, and is a sequel
to the critically and commercially successful 2015 film Heneral Luna, which
chronicled Antonio Luna's life.

Many of the respondents did not watch the movie because it was a thriller movie that didn’t
catch their interests since there were scenes that were not really appropriate for young
viewers. It was also surprising that some felt enlightened about it, but their responses
deserved to be respected as it was the feeling that they felt.

Hotel Transylvania 3: Summer Vacation (known internationally as Hotel Transylvania 3:

A Monster Vacation and also known as Hotel Transylvania 3 and marketed as such
on home release)[6] is a 2018 American computer-animated comedy film produced
by Sony Pictures Animation and distributed by Sony Pictures Releasing. The third
installment in the Hotel Transylvania franchise and sequel to Hotel Transylvania 2 (2015)

Majority of the respondents did not watch the movie. Few of them did because of the
animation and adventure that set in the movie. Also there were scenes that promote positive
and tangible message to the viewers. Many of the respondents felt happy with the flow of
the movie.

The study mainly focused on the feelings and how it might or could’ve affected their
behaviour. Since it would really affect the person’s personality or behaviour towards events
if the feelings have not been handled well. It was such a great challenge for the researchers
to conduct the study because of the wide genres involved in the movie industry. Thus, they

35
came out on deciding for it through random movie selection from different genres in order
to evaluate the respondent’s point of view and feelings toward the chosen movies. Indeed,
the study was successful. Although, it turned to be successful, there were still information
that needed to incorporate on the study for further discussion of the data gathered. After
all, study also aimed to give an all honest views and opinions from all the respondents,
from the researchers and even to the future researchers that could find this study helpful to
them.

We actually had difficulty in portraying the survey or rather distributing it. Due to some
instances that, most students have not watched most of the movies we placed. This has
shown irrelevance to out particular research since we are after their emotions after viewing
the film and how have this affected them. Also, the time given to conduct the survey was
hard to do it on time since not all students were dismissed on the same time of the normal
schedule. Some teachers might have extended a few minutes of their break time. While,
distributing the survey after dismissal time has been a struggle as well since not all students
are present in the room.

We overcame the obstacle by thinking deep into situations where in, what really affects
people when they watch certain movies that are recently released, or something according
to their likings. Due to that, a lot of people are struck with how these specific characters
are behaving and by the thought of wanting to follow it makes it look like a big problem
for people. Most especially for students since they should still be guided accordingly.

Our study also had its difficulty in finding its main purpose or goal why we are conducting
this sort of research. But mostly our weaknesses were on; time management, getting the
answers of all respondents, and the answers from our respondents in which we rely on for
our study.

It came to us that young viewers, despite the fact they are already in freshmen year of junior
high school, still needs to be guided and watched over on what film they are viewing and
to teach them how to be an attentive and observing viewer of them film. While the elder or
ages 13-15 and above should choose wisely on what they want to watch and make sure that
they are responsible and that they can handle themselves properly after viewing the film.

36
 E. RECOMMENDATION

Determining the purpose of purposes behind a film can be tricky, since not every company
has the same objective. But for the most part the primary purpose behind most commercial
films was to make profit, and to keep building up an audience for better marketing.
In addition, this research recommends further works to:

 Research the different purposes of movies nationwide and how do they continue to
effect ones view on the films they watch.

 Evaluate how many people perceive the movies they watch emotionally or
mentally. Through challenges faces by the characters and how they relate to them.

 Establishing the importance of watching movies and finding there pros and cons.

 Make a final conclusion on the matter and whether or not it sustained the topic of
discussion throughout the survey and research.

 How does one movie-goer chooses the film he or she wants to watch.

 To discern different techniques on how to choose a good movie to watch, wisely.

This study still can be improved with further studies about how to distinguish various
behaviours, may it be bad or good. And a study that could further emphasize the effects of
movies to the viewers and how film-production and viewing these does help other people
in their lives.

37
REFERENCES:

 Alkin, M.C. (1992). Encyclopedia of Educational Research (6th Edition).

 The World Book Encyclopedia. (2010).
 Maxifeld, SM. (2003). Media at the Movies: Analyzing the Movie-Viewing
Audience.
 Emotion and Time Perception: Effects on Film-Induced Mood. (2011). Retrieved
From https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3152725/
 Chambel, T., Oliveira, E., & Martins, P. (n.d). Being Happy, Healthy And Whole
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