Complete Chaper 1-5

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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
A mobile game is a video game played on a feature phone,
smartphone, PDA, tablet computer, portable media player or
calculator. This does not include games played on dedicated
handheld video game systems such as Nintendo 3DS or
PlayStation Vita. The first game on a mobile phone was a
Tetris game on the Hagenuk MT-2000 device from 1994. Three
years later Nokia launched the very successful Snake on
selected models in 1997. Snake and its variants has since
become one of the most-played video games and is found on
more than 350 million devices worldwide. Mobile games are
played using the technology present on the device itself. For
networked games, there are various technologies in common
use. Examples include text message, multimedia message or GPS
location identification. The first two-player game for mobile
phones was a variant of the Snake game for the Nokia 6110,
using the infrared port. However, there are non networked
applications, that simply use the device platform to run the
game software. The games may be installed over the air, side
loaded onto the handset with a cable, or may be embedded in
the handheld devices by the OEM or by the mobile operator.
Mobile games are usually downloaded via the mobile operator's
network, but in some cases are also loaded in the mobile
MICRO ASIA COLLEGE OF SCIENCE AND TECHNOLOGY, INC.

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handsets when purchased, via infrared connection, Bluetooth,
or memory card.
Mobile games are the most popular entertainment in
modern societies and they target a variety of people in
different ages. The addiction to the rivalry and excitements
of the games make them the most common recreational program
for today`s teenager.
BACKGROUND OF THE STUDY

Online Videogames allows people to play the same game in
a session; it is one of
the reason why it is so appealing to its users. According to
ESA, 62% of people who are playing videogames play games
with others, either online or offline, which of that 68% of
people who does are at least 13-18 of age and according to
the Kaiser Survey conducted in 2010, video games consumed at
least 9 hours for teenager. Playing video games does have his
positive views as for recreational purposes, but it could
also do the opposite and be a distraction instead. And
Specially video games is one of the most problem in Senior
Students because this is one of the reason of the student
getting Drop or Always absent, behavior, Health, Violence And
no Relation in Their family. And that causing of low
Confidence, always Distracted, no Academic performance, mal
nutrition or over weight and also lack of sleep. In this

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research we Can know what is the Problem to help and give a
solution to be Focus on their Study.
STATEMENT OF THE PROBLEM

This Study aims at Finding And Understanding the Effect
of Mobile Games Addiction (MLBB) to the Academic Performance
of HUMSS student of Micro Asia of Science and Tehnology
Specially the research sought to answer the following
specific questions:
What is the Profile of the respondents in terms of:
Age
Gender
Year level
How does mobile games affect the students’ Academic
Performance when group according to Gender And Age?
Is there a significant effect of using Internet to the
Academic Performance of Senior high student of Micro Asia
College of Science And Technology?
How does long the freshman Student play mobile games per
session on daily basis?
CONCEPTUAL FRAMEWORK
The Conceptual framework is discussed the Effect of
mobile games Addiction (MLBB) to Academic performance of
HUMSS students of Micro Asia of Science and Technology. The
dependent variable is age, sex, year level, and Strand. The
Dependent Variable is the Effect for Academic Performances

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among the Senior Students through the effect of mobile games
addiction to academic perormance.
Research Paradigm
Independent Variable
I.Respondent
Dependent Profile
Variable  Academic performance
1.1 Age
1.2 Sex/Gender  Grades
1.3 Grade  Class performance
1.4 Section
1.5 Time spend playing  Attendance
MLBB
II. Psychological
Factor
2.1 Stress
2.2 Motivation
2.3 Lack of sleep
Figure 1. Research Paradigm

SCOPE AND LIMITATION
This Study limits its coverage on the Senior high
school only. Its means purpose to
identify the common problem that they encounter and to purpose
possible solution
regarding this problem.
This Study consider the every aspects of Senior
Students’ Personal Information that has an impact on their
Academic Performances. Each of respondents giving
questionnaire and Answer And this Study was focusses on
Effect of Mobile Games Addiction (MLBB) to Academic
performance of Senior high school students of Micro Asia
College of Science And Technology.

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DEFINITION OF TERMS
Addiction – Addiction is a brain disorder characterized by
compulsive engagement in rewarding stimuli despite adverse
consequences
the fact or condition of being addicted to a particular
substance, thing, or activity .
Academic Performance – Academic performance is the extent to
which a student, teacher or institution has achieved their
short or long-term educational goals. Cumulative GPA and
completion of educational benchmarks such as secondary school
diplomas and bachelor's degrees represent academic
achievement.
Bashing – is a harsh, gratuitous, prejudicial attack on a
person, group, or subject. Literally, bashing is a term
meaning to hit or assault, but when it is used as a suffix,
or in conjunction with a noun indicating the subject being
attacked, it is normally used to imply that the act is
motivated by bigotry violent physical assault, criticize
severely.
Behavior – the way in which one acts or conducts oneself,
especially toward others. the way in which an animal or
person acts in response to a particular situation or stimulus.
the way in which a natural phenomenon or a machine works or
functions behave well when being observed.

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Mobile Legends - “Mobile Legends: Bang Bang” is
a mobile MOBA. Unlike games such as DOTA2 or League
of Legends (LOL), you will only need a
compatible mobile phone to run the game. The game was
developed by Moonton, a gaming developer located at Kuala
Lumpur, Malaysia, with a company life nine months.
Mobile Games - A mobile game is a video game played on a
feature phone, smartphone, PDA, tablet computer, portable
media player or calculator. This does not
include games played on dedicated handheld
video game systems such as Nintendo 3DS or PlayStation Vita
Mobile games are played using the technology present on the
device itself.
Offline games – are the ones that can run/be played without
an Internet connection. There are soåàaaaà many games that
can be played online such as Casumo casino in the United
Kingdom, but in order to play it offline, you first need to
download the game and then install it on your device.
Online games – An online game is a video game that is either
partially or primarily played through the Internet or any
other computer network available.
Physiological effects-Physiological effects are those that
result from some imbalance to the overall human system, or
some specific part of it. The word “effects” means that the

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change can be seen or measured in some way. They can be short-
term (like a cold), or voluntary (like getting drunk).
Video games – A video game is an electronic game that
involves interaction with a user interface to generate visual
feedback on a two- or three-dimensional video display device
such as a TV screen, virtual reality headset
or computer monitor The electronic systems used to play video
games are called platforms.

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CHAPTER II
LITERATURE REVIEW
Stress
Foreign Literature
According to BMC Public health (2011) There were cross-
selectional associations between high compared to low mobile
games use and stress, sleep distubances, and symptoms of
depression for the men and womenzzz. When excluding
respondents reporting mental health symptoms at baseline,
high mobile games us was associated with sleep distubances
for men and symptoms of depression for the women at 1-year
follow-up. All qualitative variables had cross selectional
associations with mental health outcomes. In prospective
analysis, overuse was associated with stress and sleep
distubances for women and high accessibility stress was
associated with stress, sleep distubances and symptoms of
depressio for both men and women.
Stress is the body's natural response to challenges.
When a student experiences high levels of stress or chronic
stress, regardless of her age or grade, it can interfere with
her ability to learn, memorize and earn good grades as well
as lead to poor physical, emotional, mental health. By
learning about common stressors, a parent can help to metigate
negative or chronic stress in a child's life.

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These findings supported an earlier study from McGill
University in (2007), when researchers found that playing
what they called “social-intelligence games”, reduced the
stress hormone cortisol by an impressive 17 percent. It seems
fairly obvious that if you play video games, you will not be
as stressed out as you are right now.
According to Ryan Dube (2015) Playing video games/mobile
games can relieve your stress, reduce your depression, and
make you feel better.That may sound like a big claim to make,
but at this point, there’s plenty of evidence available to
support it. Enough evidence in fact, that if video games
aren’t a regular part of your life right now, adding a bit of
game-playing time to your schedule could actually improve
your mental health in many surprising ways.
A Taiwanese study - backed by British researchers - has
found that playing too many video games can (can) contribute
to a a rise in stress levels and feelings of anxiety in "young
people".
The report found that many games cause a "fight or
flight" reaction in the player's mind, which can often trick
the brain into releasing adrenaline into the body. Because
that's what the body needs to either fight or take flight.
Problem being that when playing games, the body doesn't do
either of those things. It just sits there. And if the

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adrenaline is released into the body and stays there - which
it will if you don't fight/run it out - it can contribute to
an adrenaline "overload", which in turn can lead to
neurological issues like anxiety disorders.(Luke Plunkett
2009
Christopher J. Ferguson (2010), chair of the psychology
and communication department at Texas A&M International
University told me that as a graduate student examining the
connection between media and real-life violence, he was
disturbed by the discrepancy between the actual data on the
effects of violent media and how scholars were interpreting
that data. Yes, said Ferguson, videogames can cause stress,
but the good kind. The kind you feel when you’re facing an
exciting challenge or playing sports, or reading a book that’s
so good you can’t put it down.
According to Bushman(2010), professor of psychology and
communication at Ohio State University, the research is
clear: When it comes to violent videogames and the stress
response, decades of research shows that they can cause
significant physiological arousal in players. That is, they
can increase angry feelings and behaviors, and aggressive
thoughts. They can also have an adverse impact on empathy and
pro-social behavior.

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Violent videogames are stressful, said Bushman, and the
overwhelming majority of social scientists agree on this
subject. “But it’s like with global warming research: you can
always find a few outliers who are not convinced.”
Motivation
While Iacovides (2009) used a case based approach to
observe participants playing a game of their choice and
interviewed them about their game-play experience afterwards,
the partici-pants only came into the lab on one occasion and
it could be argued that the lab was not set up to be a natural
game-play environment. Further work is needed in which
players are observed playing games in as natural a context as
possible over a sustained period of time, in order to tap
into what actually happens when people play games during their
leisure time. In addition, it would also be useful to explore
methods for keeping track of what happens outside instances
of game-play in order to consider the influence of different
game-related activities that players take part in.
This paper highlights some of the issues con-cerning
motivation, engagement and informal learning in relation to
playing digital games. It is clear that the links between
these concepts are not well understood and there is a need
for further empirical studies to assess how they relate to
each other. There is also a need for studies that do not look

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at people playing games in isolation but as part of a larger
socio-cultural activity (de Castell & Jenson, 2003; Squire,
2005; Pelletier & Oliver, 2006) to fully under-stand how
players participate within affinity groups and semiotic
domains. Further, methods and frameworks need to be developed
to aid researchers in exploring these issues.
Physiological measures may be able to provide an
objective measure for evaluating the game play experience as
Mandryk and Inkpen (2004) suggest but further work is needed
to identify what emotions are being experienced during play.
Another way to use these measures would be during real-time
observation to indi-cate when significant events have
occurred, as suggested by Hazlett (2008), or in conjunction
with video data post-play, as suggested by Mandryk and Inkpen
(2004). While some work is being carried out to explore how
physiologi-cal measures can be used to identify different
forms of engagement (Mandryk & Atkins, 2007; Lindley, Nacke,
& Sennersten,2008), there is little research that considers
whether these measures would be useful for considering the
learning that occurs in this context.
The concepts of gaming capital and paratexts (Consalvo,
2007) are highlighted as being of potential use in such
analysis. The paper goeson to look at traditional
conceptualisations of motivation and engagement in the

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research literature, in the light of new kinds of games,
interfaces, online interactions and new audi-ences of
players. It is suggested that work by Calleja (2007a, 2007b)
on involvement offers the potential for a fuller account of
how con-textual aspects relate to the gaming experience.
Consideration is also given to the suggestion of Boyle and
Connolly (2008) that reversal theory can be helpful in
understanding certain emotional flips that people can
experience whilst playing games. Academic interest in gaming
and learning seems to stem from the fact that digital games
are considered to be effective motivational tools and
learning environments (Kirriemuir & Mc-Farlane, 2004;
Mitchell & Savill-Smith, 2004; de Freitas, 2006). Games can
promote “active” and “critical learning” both within the game
and the “affinity groups” of players that surround specific
titles and genres (Gee, 2004). However, the literature often
fails to explore the potential links between what motivates
players to play a game (motivation), what keeps them engaged
in the game (engagement) and the learning that occurs as a
result of game-play and participation in gaming practices
(informal learning). This is important because when games are
used within formal educational environments, the links can
break down. For instance, de Castell and Jenson (2003) argue
that educational games have “not been hugely successful at

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taking up and exploit-ing the resources digital technologies
make available for learning” (p. 656) since there is often
only a tenuous connection between the game-play and the
learning tasks within the game. Furthermore, learners do not
all agree that they find games intrinsically motivating
within an educational context (Whitton, 2007) and it has also
been found that when com-mercial games are used to support
learning in educational environments, the games used do not
always appeal to all students (Squire, 2005).
It has been suggested above that there is a need for
empirical examination of the context and socio-cultural
factors around everyday games-playing, in order to provide
further insight into the effectiveness of games used for
learning e.g., Squire (2005). It can also be argued that
socio-cultural factors are important in relation to research
into aspects of motivation and en-gagement associated with
games.
Research in the area of games and learning often reveals
a potential tension between being motivated to play a game
and being motivated to learn (Whitton, 2007). This seems
similar to the idea that work and play are mutually exclusive
activities, with Calleja (2007a) arguing that “pinning
motivation for game-playing on the notion of fun risks missing
important dimensions of the game experience” (p. 136).

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Egenfeldt-Neilsen et al. (2008) also argue that despite
the later inclusion of interpersonal motivators, in Malone’s
(1981) work, there is too narrow a focus on the structure of
the game itself, without sufficient attention being paid to
the social dynamics and context that occur around it. For
instance, the theory would have trouble explaining any data
substantiating the claim that video games “are surrounded by
strong social networks, which facilitate the learning
experience” (Engenfeldt-Nielsen et al., 2008, p. 216).
Empirical research carried out by Malone and Lepper
(1987) provided support for this theory of intrinsic
motivation in games (Malone & Lepper, 1987; Cordova & Lepper,
1996). However, Habgood, Ainsworth, and Benford (2005)
question the claim that intrinsic fantasies are “more
instructional than extrinsic fantasies” (Malone, 1981, p.
361), regarding this as an untested hypothesis, noting Malone
(1981) did not measure any learning outcomes in his original
study. Moreover, Habgood et al. (2005), question the
usefulness of the con-cept of endogenous fantasy for
understanding the differences between games in relation to
learning. As an alternative to intrinsic fantasy, Ha good et
al., suggest that the experience of flow (Csikszentmihalyi,
1988), how the information is represented and how players
make meaningful decisions within the game, are factors more

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likely influence the integration of motivating factors and
learning content within educational games.
In addition, gaming is now seen as “nor-mal” activity,
one that is culturally acceptable on a large scale, since
more people are play-ing them (Juul, 2009). Juul argues that
part of this is due to the rise of casual games that require
less of a time and energy commitment from games players. Many
of these games are easy to access on PCs or mobile phones
(e.g., downloadable casual games such as Bejewelled) and
others use mimetic interfaces (such as the guitar shaped
controllers mentioned earlier for Guitar Hero) which are
easier to learn how to use since players are already familiar
with how the controllers are supposed to work, thus
loweringthe barriers of access. Juul highlights the fact that
many games that are played casually tend to include a social
component, which also seems to have broadened the general
appeal of games. It is also interesting to note that companies
such as Nintendo have purposefully aimed to broaden their
market by finding ways to make games more mainstream. For
instance, in his keynote address during Nintendo’s 2008 fall
conference, company president Satoru Iwata refers to
Nintendo’s basic mission to expand the gaming population by
making games that everyone can enjoy (regardless of age,
gender and experience) (Iwata, 2008).

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Academic Performance
Gaming frequency, time, and types of gamer The gaming
frequency and the amount of time spent on playing mobile games
have been studied for years frequently in association with
gaming addiction (Daniel Luke King 2012; Ko et al. 2009),
psychological constructs (e.g., self-concept clarity, self-
control, and flow) (Khang et al. 2013; Lee et al. 2012),
negative consequences (e.g., missing school work) (Hellström
et al. 2012), and even academic performance or learning
outcome (Furió et al. 2013; Ip et al. 2008). analyzed the
relationships between gaming frequency and academic
performance among 713 students. The study found that frequent
gamers, who spend more than 2 hours per day playing mobile
games, performed less well than infrequent gamers Some
children and youth with high Mobile Game addiction tendencies
may be at risk of sleep deprivation and disorders associated
with obesity and poor cardio-metabolic health, Hamilton
researchers have found.
The study, published in the scientific journal PLOS One,
examines the growing global gaming phenomenon and its impact
on youth health.
Hellström et al. (2012) examined the relationship
between gaming time, motives to play, and negative
consequences because of playing Massively multiplayer online

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role-playing games (MMORPGs). They recruited 7,757 Swedish
adolescents and had them completed a questionnaire and found
that time spent on gaming was related to negative
consequences, “less sleep due to gaming.”
According to Ventura et al. (2012) constructed an online
survey with 252 undergraduate students and a positive
indication was found between video gameplay and academic
performance. That is, students who spent 11-50 hours playing
mobile games or video games had significantly higher GPAs
than students who spent 0-10 hours playing video games. Types
of gamers are associated with the frequency and amount of
time a player has spent on playing video games. However, the
segmentation between types of gamers has not been
significantly, rigorously studied. Two types of gamers,
casual and hardcore gamers, have been growing rapidly in
recent years.
According to Kuittinen et al. (2007) discussed the
characteristics and differences between casual and hardcore
gamers. For example, hardcore gamers play extremely
competitive games and require a much higher degree
Therefore, prevention efforts must be established that
target adolescents who have their first experiences with
addictive substances and behaviors during their pubescence.
During this period of time, adolescents are con-fronted with

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a variety of cumulated stressors, such as physical and
hormonal changes, as well as shifts in personal value and
belief systems. Parental influence is diminished where as the
peer group gains more importance. Peer pressure may lead toa
variety of problems (SilbereisenandKastner,1998)that may
eventuate in the development of pathological be-haviors, such
as chemical and behavioral addictions (Wölfling and Müller,
2009).
Local Literature
In the last couple of decades, the popularity of video games
has increased at an ever greater rate.
Video games have rivaled all types of media for leisure time use.
The technological competition among software manufacturers has led
to an unprecedented advancement in videogames. Several platforms
have been developed, and graphics have been optimized to emulate
real life images, making video games more interesting, thus
attracting more hobbyists. Eighty-one percent of American youth
report playing at least once per month, and about 9% of 8-18years
old can be considered pathological users. (Video Game Playing and
Academic Performance in College Students, 2012) Overall,
approximately 81% of 18-29 years old play video games. (Video Game
Playing and Academic Performance in College Students, 2012)
A lot of children in the Philippines and worldwide are
crazy about mobile game play (VGP). Some parents even encourage

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it with the belief that it can increase their children’s
dexterity and could even improve their IQ. We now have robust
scientific data indicating this impression to be erroneous.
Although some scientific studies suggest that VGP may improve
certain types of visual agility skills, negative effects of
VGP outweigh them, with unfavorable effects on attention and
sleep. More importantly sleep because it can effect the memory
and performance of a child’s skills
Ever since the emergence of video games, there have been only
a few research studies conducted for the sake of finding various
types of effects of video games on human behavior and cognition.
There are even fewer studies conducted to examine the relationship
between playing video games and academic performance. Most video
game studies focus on the behavioral effector video games, in
particular, the effect of violent video games and their possible
effect on the level of aggression. Playing video games is often
associated in our society with poor academic performance. This
anecdotal idea is supported by some research. A 2000 study found a
negative correlation between GPA and time spent playing video games
(The Effect of Videogames on Student Achievement, 2011). However,
several older studies contend that the results of research have been
mixed. A 1997 study suggests that “there is no clear causal
relationship between videogame playing and academic

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performance”(The Effect of Video Games on Student Achievement
2011).
Playing video games is often associated in our society
with poor academic performance. This anecdotal idea is
supported by some research. A 2000 study found a negative
correlation between GPA and time spent playing video games
(Anderson & Dill, 2000). The correlation was relatively
small. Time alone accounted for a 4% variance in GPA, yet the
findings are significant. However, several older studies
contend that the results of research have been mixed. A 1997
study suggests that “there is no clear causal relationship
between video game playing and academic performance” (Emes,
1997, p. 413). It goes on to say that the research is “sparse
and contradictory” (Emes, 1997, p. 413).
The effect that interactive digital media has on the
learning process is not completely negative. It is not that
the medium itself is inherently flawed, but much of the
information that gets transmitted through it may be. As was
noted in a 2008 study on media attention and cognitive
abilities, “content appears to be crucial” (Schmidt
&Vanderwater, 2008, p. 63). If the content being consumed is
positive, then positive results can be expected. If the
content is negative, then negative results can be expected.

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The study examined research from many sources in arriving at
this conclusion.
Research on the social effects of video games is also
mixed (Allison, Wahlde, Shockley, &Gabbard, 2006). Some
studies have found that video games are similar to addictions
such as gambling which create negative social effects.
Massively Multiplayer Online Role Playing Games (MMORPGs)
have been called “heroinware” because they are
“simultaneously competitive and highly social” (Allison,
Wahlde, Shockley, &Gabbard, 2006, p. 383). Other studies have
noted positive aspects of the games such as the ability to
experiment with aspects of individual identity which do not
come out in public.
Assessing online gaming addiction in children and ado-
lescents is relevant for several reasons. With regards to
develop mental psychopathological findings, it appears that
addictions tend to have precursors during adolescence
(Hawkins and Fitzgibbon, 1993). Also, it is relatively com-
mon that substance dependencies develop in early adulthood
(APA, 2000).
Grades
Foreign literature
When it comes to playing video games, it seems moderation
is important to a child's mental health. A new study published
by the American Academy of Pediatrics finds excessive gaming

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may lead to depression, anxiety, and poor grades in school.
Boys were more likely to show symptoms of excessive gaming.
According to the Pew Research Center(2018), more than
two-thirds of American adolescents report playing computer
games. For many, online gaming has also became a new avenue
for connection, as Pew Research Center reported 57 percent of
teens ages 13 to 17 have made friends online. The cultural
impact of gaming has long been up for debate. Most people
have heard video games take the blame for violence or
aggression. And when it comes to school work, parents often
worry that video games serve as a distraction. Besides, what
could you possibly learn through games? Video games' true
impact on kids' grades hasn't been entirely understood,
thanks to mixed study results. In 2010, for instance, a study
found that video games can hurt schoolwork. But, in 2016, The
Guardian reported on a study showing positive links between
videos games and academic performance.
According to Vanessa Taylor(2018), that parents focus
more on when video games are being played instead of how many
hours kids play. Helping kids to find a good balance, such as
playing games only after homework is done or tests are studied
for, is probably better in the long run.
Clearing the name of video games is pretty important in
the long run. As noted by a 2004 Science News article, video

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games can be good for students; they offer new methods of
learning and engagement. "Kids diagnosed with ADHD because
they can't pay attention will play games for 9 straight hours
on the computer," James Gee, education professor,
told Science News. "The game focuses attention in a way that
school doesn't."
Video games are another example of how it's easy to be
afraid of technology, without recognizing what it can do.
Gaming by itself isn't bad and, as this recent study showed,
it doesn't have a significant impact on kids' grades.
According to Researchers at University Jaume I in
Castellon, Spain(2019), reviewed 58 studies on screen time
from 23 countries, involving more than 480,000 kids aged 4
to 18. They also combined the results of 30 studies
involving 106,000 children to further investigate the
effects of screen time on learning. They published their
results on Sept. 23 in the Journal of the American Medical
Association (JAMA), outlining how it's not the length of
screen time that can affect a child's academic performance,
but rather the quality of what they're watching or playing.
Not only did the kids with new game systems spend less
time doing homework, they also performed worse on
standardized tests of reading and writing four month's later.

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Moreover, their teachers were more likely to report academic
problems (Weis and Cerankosky 2010).
That sounds worrying, but we have to keep in mind: It's
just one small study, and critics raise the point that these
kids had never before owned a game console. Maybe they slacked
off at school because gaming was a novelty. If the study had
tracked them longer, maybe these kids would have eventually
learned to balance school and game play (Drummond and Sauer
2014).
Video game detractors seem eager to publicize studies
that support their views. But the evidence suggests that there
isn't any simple lesson regarding the effects of video games
on school performance.
Frequent use of multi-player games may put youth at
higher risk for poor reading performance, perhaps because
kids replace reading time with the excitement of multi-player
games. This interpretation is consistent with the results of
a study of American adolescents, aged 10 to 19: Kids who
played video games spent 30% less time reading (Cummings and
Vandewater 2007).
Local
The research, based on the performance of 15-year-old
Pilipino in the globally recognized Program for International
Student Assessment (PISA) tests, looked at the relationship

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between internet usage and educational outcomes." The
analysis reveals that children who regularly use mobile games
and social networks, tend to obtain lower scores in math,
reading, and science than students who never or hardly ever
use these sites," it said.
According to the study of “Mixed Up E-games”,(Michael
Detablan., et. Al, ACLC Taguig October 2013) the project has
a different categories: different shapes, math games,
colouring games, typing games and more. By the creating
various games that are fun yet educational, students can also
learn skills like problem solving and boosting creativity so
they’ll have advance learning before they go to school.
Parents also benefit from it since they don’t have to persuade
their children to learn new things. By letting the kids play
educational games, they will be able to acquire new skills or
improve what they already have.
According to an article TJD, GMA News, Game Development
Industry in the Philippines in booming. It has lot of
potential in generating jobs because right now, we have few
professionals related to gaming and information technology.
This is in comparison to other competitors from other
countries such as china, Singapore, Malaysia, and Vietnam as
stated also by an executive from Vietnam, who said they had
10,000 game developers. If game development starts at schools

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or earlier if possible so the companies that develop games
could hire highly skilled team for the job.
According to the article, “The measure of man
‘Gamification’ is how we’ll live and work in the future” (TJD
GMA News, 27 Jan 2014), is about how games and gaming
mechanics could affect how business run in the future. People
no longer get motivated by earning money alone, especially
new generations who seek more meaning in their working lives
. According to PHD, some one billion people spend at least
one hour every day playing video games, even as seven billion
hours by one billion gamers is up for grabs in the “Engagement
Economy.” Gaming has the ability to create numerous audiences
thus increase market and revenue.
According to the article “The gamification of education
why playing is the future of learning” by Michael Logarta
(June 11, 2014) students can benefit more in gamification of
education rather than using traditional way of educating
students. Gamification means using game mechanics to make
teaching more interesting , motivating, casual and fun for
students.
A software game “Traffic jam 2” created by eSoft
Interactive, a Philippine-based software company established
on April 2001 and specializes in game development for various
platforms, is also a casual-mind game. The goal is to get the

28
yellow beetle out of the traffic jam moving vehicles out of
its way. There are lots of puzzles to breeze through and
compare time records to friends to know who are the quickest
in solving traffic jams.
Attendance
Foreign Literature
Addiction takes away from life and reduces motivation to
do attend in school nor beyond the focus of the addiction
(IGDA panel). Niolosi (2002) found that mobile games are part
of the daily routine for 65% of American girls and 85% of
American boys. NBC News ( 5-19-05 ) reported that one in eight
gamers develops patterns similar to other types of addiction
and abuse. Tournemillie (2002) noted that a survey of 1500
teenagers indicated 25% were compulsive mobile gamers. Fifty
per cent of those surveyed used the word 'addiction' to
describe a friend's gaming behaviors.
Local
This study aimed to examine smartphone use patterns,
smartphone addiction characteristics, and the predictive
factors of the smartphone addiction in middle school students
in Philippines. According to the Smartphone Addiction
Proneness Scale scores, 563 (30.9%) were classified as a risk
group for smartphone addiction who loss motivation at
attending at school. 1261 (69.1%) were identified as a normal
user group. The adolescents used mobile messengers for the

29
longest, followed by Internet surfing, gaming, and social
networking service use. The two groups showed significant
differences in smartphone use duration, awareness of mobile
game overuse, and purposes of playing games. The predictive
factors of smartphone addiction were daily smartphone and
social networking service use duration, and the awareness of
game overuse.
Class Performance
Foreign Literature
Mobile gaming addiction is a topic of increasing
research interest. Since the early 2000s, there has been a
significant increase in the number of empirical studies
examining various aspects of problematic mobile gaming and
online gaming addiction. This entry examines the contemporary
research literature by analyzing the prevalence of
problematic online gaming use and online mobile addiction;
the negative consequences of bad class performance and
excessive mobile gaming; the factors associated with
problematic mobile gaming and online gaming addiction; and
the treatment of problematic online gaming and online gaming
addiction. The entry concludes by looking at the trends in
the field and a consideration of what the future of online
gaming addiction might be.
Local Literature

30
Mobile Games is one of the technologies that caught
attention over the last decade. Despite the positive effects,
parents frowned because of the potential on the overuse of
this technology which leads to addiction by students. The
dark side of playing online games becomes an issue of debate
in society. Thus, this study is conducted to determine the
associations of playing mobile games towards class
performance. Methods: The descriptive survey method which
involved a questionnaire, interviews, and observations were
employed. One hundred thirty-nine (139) students currently
enrolled during the first semester of the school year 2017-
2018 served as respondents. Findings: It showed that the
majority of the students expressed that playing mobile games
has adverse effects in their class performance such as "I
cannot focus on my studies" having (49.61%; n=69).
Applications/Improvements: Results of the study would serve
as inputs to the Leyte Normal University, Tacloban City in
crafting policy measures that would benefit its stakeholders.

31
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.
Research Design
The study used the descriptive research design because the
study involves the factors that may Effect of Mobile Games
Addiction (MLBB) to the Academic. Descriptive research design
is a scientific method which involves observing and
describing the behavior of a subject without influencing it
in any way. This research design helped the researchers to
collect and analyze the responses of the respondents to the
checklist designed by the researchers and to obtain their
views, opinions, and perceptions to the subject.
The process of descriptive research went beyond collection
and tabulation of data. It involved the elements or
interpretation of the meaning or significance of what was
described. Thus, description was often involved with
measurement, classification, interpretation and evaluation.

32
Research Local Map
Figure No. 2
This study was conducted in Micro Asia of Science and
Technology.
Data
The data for this study was gathered trough validated
survey questionnaire. The survey questionnaire covers four
parts, mainly the respondents profile in terms of age, sex,
grade and strand, the respondents Psychological factor which
consists of Stress with five questions. Motivation with five
questions, and Lack of sleep with five questions. All
questionnaire was constructed by the researchers that are
suitable from the related researcher of the study.
Population of Sample
The researchers gather information about the population
of the respondents to come up with the sample to be used in
analyzing the data. Slovin’s formula was used to determine
tha sample % derived from the population
The researcher conduct an research to HUMSS students.

33
Table 1
Population and Sample
Sample %
Humanities Population Sample (n)
Derived
HUMSS 12 AB 41 37 100%
HUMSS 12 CD 48 43 100%
HUMSS 11 A 27 25 100%
HUMSS 11 B 27 25 100%
Total 143 130 100%
Table 1 shows the distribution of number of respondents
to this study apparently. The data in the table shows that
the respondents have 4 specialization. The total sample for
this study is 130.
Research Instruments
A questionnaire was used in gathering data to determine
the learning orientation of the HUMSS 11 and 12 which are
our respondents.
Profile of the Students

This part tells the age, gender, grade, section and time
playing of mobile games of the respondent. The names of the
respondent were made optional to assure that the
questionnaire were confidential.
This part tells the psychological factor that may affect the
academic performance of HUMSS students of MACSAT. This have
indicator such as 2.1 and 2.2.
This part is the dependent variable of the study which
describe the respondent academic performance in terms of

34
their Effect of Mobile Games Addiction (MLBB) to the Academic
Performance in psychological factors which is stress and
motivation. Using Likert Scale, each of the indicators were
assessed and score from 1, 2, 3, 4 & 5 depending on the
degree that the item was perceived by the respondent. The
score were determine using the following arbitrary scale
legend:
Mean Range Description

5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree
Validation of Instruments
Researchers have prepared their own questionnaire based
on the literature and related studies and with the help of
experts. Before releasing the questionnaire is intended to be
answered to MACSAT students with an indirect response is to
find out if they understand it. Whichever part is found to be
confused, it is organize by the researcher in conducting the
final questionnaire.

35
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis, interpretation and
discussions of statistical findings of the study. This
chapter also delivers the discussion of findings based on the
demand of the statement of the problem of the study and the
hypothesis that guided this investigation.
1. Profile of the Respondents

To establish the profile of the respondents, researchers
use descriptive statistical tool to compute frequency and
percentage. Age, Sex and Grade Level comprises the profile
of the respondents.
1.1. Age
AGE
53.85 %
60 45.38 %
40
20 0.77 %
0
15-16 17-18 19-20
PERCENTAGE
Figure 3: Frequency and Percentage distribution

of the respondents in terms of Age
Age was described in this study as pertaining to number
of years an individual has. It is the life span of a person
when he/she does something or becomes legally able to do and
accomplish a specific task. It also serves as a variable for

36
the HUMSS students in MACSAT in this study. The age of the
respondents is presented in figure 3.
Figure 3 shows that respondents who are 15-16 years old
are composed of 70 people who have 54% frequency; 17-18 years
old are composed of 59 persons who have 45% frequency;
respondents who are 19-20 years old who have 1 person composed
of 1% frequency;. Overall, we have 130 respondents in this
study and most of them are 15-16 years old.
1.2. Sex
The sum of characteristic structures and functions of
the respondents by which they are classified as male or female
is the description given by the researchers for the term sex.
Sex is also considered as a variable for this study and it
was shown in figure4.
SEX
46.92%
53.08%
MALE FEMALE
Figure 4: Frequency and percentage distributions of the

Respondents in terms of sex
Figure 4 shows that the majority of the respondents in
this study are Males which consist of 69 people and have a

37
53% frequency. On the other hand, female respondents consist
of 61 people which have a 47% frequency.
1.3 Section
SECTION
53.08 %
46.92%
A B

Respondents in terms of Section
Figure 5 shows that the majority of respondent in this
study are Section-A which consist of 61 people and have 47%
frequency. On the other hand, Section-B respondent consist
of 69 people which have a 53% frequency.
1.4 Time spend playing MLLB
TIME SPEND PLAYING MLBB

5.38% 2.31%
11.54%
1-2 HRS
2-3HRS
3-5HRS
5-8HRS 18.46%
62.31%
8 HRS AND ABOVE

Respondents in terms of Time spend playing MLBB
Figure 6 shows that the majority of respondent in this
study are PLAYING MLBB which consist of 1-2 HOURS and have

38
62% frequency. the other hand, PLAYING MLBB 2-3 HOURS
respondent consist of 24 people which have a 18% frequency.
The other hand playing mlbb 3-5 hours respondent consist of
15 people which have a 12% frequency. The other hand playing
mlbb 5-8 hours respondent consist of 7 people which have a 5%
frequency. The other hand playing mlbb 8 hours respondents
consist 3 people which have a 2% frequency.
Table 2.
Mean and Standard Deviation of the Respondents
Psychological Factors in terms of Stress
Psychological Factor
A. Stress MEAN SD INTERPRETATION
1. Reducing depression and
decreasing atress level to 3.81 0.94 Highly Evident
improving maintain skills.
2. Mood enhancement. 3.89 0.84 Highly Evident
3. Can enhance spatial
3.75 0.94 Highly Evident
awareness.
4. Ehance mental skill to
handle to handle stress.
5. Reduce stress maintain good
condition.
AVERAGE 3.84 0.86 Highly Evident
Legend:
Mean Range Verbal Interpretation
4.51 – 5.00 Very Highly Evident
3.51 – 4.50 Highly Evident
2.51 – 3.50 Evident
1.51 – 2.50 Slightly Evident
1.00 – 1.50 Not Evident
Table 2 shows the overall mean and standard deviation of
Psychological Factors in terms of stress. According to BMC
associations between high compared to low mobile games use

39
and stress, sleep distubances, and symptoms of depression for
the men and women. When excluding respondents reporting
mental health symptoms at baseline, high mobile games us was
associated with sleep disturbances for men and symptoms of
depression for the women at 1-year follow-up. All qualitative
variables had cross selectional associations with mental
health outcomes. In prospective analysis, overuse was
associated with stress and sleep disturbances for women and
high accessibility stress was ass ociated with stress, sleep
disturbances and symptoms of depression for both men and
women.
The overall mean of the respondents Psychological
Factors in terms of stress .is 3.84 and deviates 0.86 It
justifies that the respondents are Highly Evident (HE); To
get better vision in a faraway view. (𝑿⃐ =3.81, SD=0.94) which
is Highly Evident (HE); It can increase the intellectual
skills. (𝑿⃐ =3.89, SD=0.84) which is Highly Evident (HE);
Expand the capacity of knowledge. (𝑿⃐ =3.75, SD=0.94) which is
Highly Evident (HE); Improving the energy of students.
(𝑿⃐ =3.90, SD=0.85) which is Highly Evident (HE); Enhancing
the lack of memorization. (𝑿⃐ =3.87, SD=0.95) which is Highly
Evident (HE);

40
Table 3.
Psychological Factors in terms of Motivation
B. Motivation MEAN SD INTERPRETATION
1. Games help student to become a
part of a team as well as take
responsibility for their own
learning.
2. By playing games students become
more motivated to learn and 3.63 1.06 Highly Evident
participate in set tasks.
3. Allowing students to work
through obstacles to achieve those
task can help boost self-
confidence.
4. Games also provided
entertainment reinforcement to
encourage player not to give up
despite growing challenges.
5. Player can learn to see
themselves as having skills and
intelligent they might not
otherwise realize they posses.
Legend:
2.51 – 3.50 Evident
Psychological Factors in terms of motivation. While Iacovides
(2009) used a case based approach to observe participants
playing a game of their choice and interviewed them about
their game-play experience afterwards, the participants only
came into the lab on one occasion and it could be argued that
the lab was not set up to be a natural game-play environment.
Further work is needed in which players are observed playing
games in as natural a context as possible over a sustained

41
period of time, in order to tap into what actually happens
when people play games during their leisure time. In addition,
it would also be useful to explore methods for keeping track
of what happens outside instances of game-play in order to
consider the influence of different game-related activities
that players take part in.
Factors in terms of motivation .is 3.90 and deviates 0.81 It
justifies that the respondents are Highly Evident (HE);
Giving the best effort at participating. (𝑿⃐ =3.63, SD=1.00)
which is Highly Evident (HE); More comfortable when at school
(𝑿⃐ =3.89, SD=1.06) which is Highly Evident (HE); Getting
inspired by someone. (𝑿⃐ =3.75, SD=0.97) which is Highly
Evident (HE); Achieving dreams and goals. (𝑿⃐ =3.79, SD=0.87)
which is Highly Evident (HE); Getting motivated because of
parent’s influences. (𝑿⃐ =3.96, SD=0.81) which is Highly
Evident (HE);
Psychological Factors in terms of lack of sleep. Gaming
frequency, time, and types of gamer The gaming frequency and
the amount of time spent on playing mobile games have been
studied for years frequently in association with gaming
addiction (Daniel Luke King 2012; Ko et al. 2009),
psychological constructs (e.g., self-concept clarity, self-

42
control, and flow) (Khang et al. 2013; Lee et al. 2012),
negative consequences (e.g., missing school work) (Hellström
et al. 2012), and even academic performance or learning
outcome (Furió et al. 2013; Ip et al. 2008). analyzed the
relationships between gaming frequency and academic
performance among 713 students. The study found that frequent
gamers, who spend more than 2 hours per day playing mobile
games, performed less well than infrequent gamers Some
children and youth with high Mobile Game addiction tendencies
may be at risk of sleep deprivation and disorders associated
with obesity and poor cardio-metabolic health, Hamilton
researchers have found.
Table 4.
Psychological Factors in terms of Lack of Sleep
C. Lack of Sleep MEAN SD INTERPRETATION
1. Sleeping early makes the body
4.4 0.83
more active and healthy. Highly Evident
2. Sleeping early result good in
4.29 0.85
making decision. Highly Evident
3. Benefits good result. 4.08 0.99 Highly Evident
4. Enhancing physical performance. 4.07 0.89 Highly Evident
5. Strength your memory and
essential for processing new 4.1 0.94
information. Highly Evident
Legend:
2.51 – 3.50 Evident

43
Factors in terms of Lack of sleep .is 4.25 and deviates 0.79
It justifies that the respondents are Highly Evident (HE);
Makes the topic learn it better. (𝑿⃐ =4.4, SD=0.83) which is
Highly Evident (HE). Reduce feelings of frustration, anxiety
and depression. (𝑿⃐ =4.29, SD=0.85) which is Highly Evident
(HE); Enhancing cognitive Abilities (𝑿⃐ =4.08, SD=0.99) which
is Highly Evident (HE); It helps focus and think more
creatively. (𝑿⃐ =4.07, SD=0.87) which is Highly Evident (HE);
It improves judgement and reduces risk of making dangerous
mistakes. (𝑿⃐ =4.1, SD=0.94) which is Highly Evident (HE);
School Related Factors in terms of Academic Performance.
According to Ventura et al. (2012) constructed an online
survey with 252 undergraduate students and a positive
indication was found between video gameplay and academic
performance. That is, students who spent 11-50 hours playing
mobile games or video games had significantly higher GPAs
than students who spent 0-10 hours playing video games. Types
of gamers are associated with the frequency and amount of
time a player has spent on playing video games. However, the
segmentation between types of gamers has not been
significantly, rigorously studied. Two types of gamers,

44
casual and hardcore gamers, have been growing rapidly in
recent years.
Table 5
School Related Factors in terms of Academic Performance.
SCHOOL RELATED FACTORS
A. Academic Performance MEAN SD INTERPRETATION
1. Improves academic skills. 3.88 1.12 Highly Evident
2. Improves critical thinking. 3.95 0.90 Highly Evident
3. Focussing attention and listen
3.82 1.07
during every discussion. Highly Evident
4. Become already in all subject. 3.85 0.95 Highly Evident
5. Active in participating in every
3.88 0.99
discussion. Highly Evident
Legend:
2.51 – 3.50 Evident
The overall mean of the Respondents School Related
Factors in terms of Academic Performance .is 3.88 and deviates
0.89 It justifies that the respondents are Highly Evident
(HE); Playing mobile games, helps to relax mind and creates
strategies. (𝑿⃐ =3.8, SD=1.12) which is Highly Evident (HE);
Become already in all subject. (𝑿⃐ =3.95, SD=0.90) which is
Highly Evident (HE); Focusing attention and listen during
every discussion. (𝑿⃐ =3.82, SD=1.07) which is Highly Evident
(HE); Improves grades in every subject. (𝑿⃐ =3.85, SD=0.95)
which is Highly Evident (HE); Active in participating in every
discussion. (𝑿⃐ =3.88, SD=0.99) which is Highly Evident (HE).

45
Table 6.
School Related Factors in terms of Grades.
B. Grades MEAN SD INTERPRETATION
1. Get a passing grades. 3.94 0.98 Highly Evident
2. Improves attention and
3.77 0.97
concentration in a topic. Highly Evident
3. Improves physical and mental
3.90 0.88
skills. Highly Evident
4. help students from failing
3.67 1.03
their grades. Highly Evident
5. Always do my requirement to get
3.91 0.94
passing grades. Highly Evident
Legend:
2.51 – 3.50 Evident
Table 6 shows the overall mean and standard deviation
of School Related Factors in terms of Grades. According to
the Pew Research Center(2018) , more than two-thirds of
American adolescents report playing computer games. For
many, online gaming has also became a new avenue for
connection, as Pew Research Center reported 57 percent of
teens ages 13 to 17 have made friends online. The cultural
impact of gaming has long been up for debate. Most people
have heard video games take the blame for violence or
aggression. And when it comes to school work, parents often
worry that video games serve as a distraction. Besides,
what could you possibly learn through games? Video games'
true impact on kids' grades hasn't been entirely

46
understood, thanks to mixed study results. In 2010, for
instance, a study found that video games can hurt
schoolwork. But, in 2016, The Guardian reported on a study
showing positive links between videos games and academic
performance.
Factors in terms of Grades .is 3.92 and deviates 0.85 It
Improves attention and concentration in a topic. (𝑿⃐ =3.94,
SD=0.98) which is Highly Evident (HE); Enhancing cognitive
and creative skills in particular activity. (𝑿⃐ =3.77,
SD=0.97) which is Highly Evident (HE); Reduce stress and
maintain good condition. (𝑿⃐ =3.90, SD=0.88) which is Highly
Evident (HE); Improving eye and hand coordination. (𝑿⃐ =3.67,
SD=1.03) which is Highly Evident (HE); Improve physical and
mental skills. (𝑿⃐ =3.91, SD=0.94) which is Highly Evident
(HE);
School Related Factors in terms of Attendance. Addiction
takes away from life and reduces motivation to do attend in
school nor beyond the focus of the addiction (IGDA panel).
Niolosi (2002) found that mobile games are part of the daily
routine for 65% of American girls and 85% of American boys.
NBC News ( 5-19-05 ) reported that one in eight gamers

47
develops patterns similar to other types of addiction and
abuse. Tournemillie (2002) noted that a survey of 1500
Table 7.
School Related Factors in terms of Attendance.
C. Attendance MEAN SD INTERPRETATION
1. Attending class can also increase
a student interaction in atopic.
2. Gives interest on attending to
school.
3. Increase and adopts more skills
to improve academic performance.
4. Gives your idea about what you
want in course or job.
5. Gives challenge to discover new
ability or skills.
Legend:
2.51 – 3.50 Evident
Factors in terms of Attendance .is 3.90 and deviates 0.79 It
Improves academic skills. (𝑿⃐ =3.88, SD=0.84) which is Highly
Evident (HE); Attending class can also increase a student
interaction with variety of school mates. (𝑿⃐ =3.87, SD=0.93)
which is Highly Evident (HE); To gain knowledge on particular

48
subject. (𝑿⃐ =3.79, SD=0.88) which is Highly Evident (HE);
Improves critical thinking. (𝑿⃐ =3.81, SD=0.93) which is
Highly Evident (HE); Get a passing grades. (𝑿⃐ =3.92, SD=0.95)
which is Highly Evident (HE);
Table 8.
School Related Factors in terms of Class Performance.
D. Class Performance MEAN SD INTERPRETATION
1. Playing mobile games it helps
to cooperate and interact with 3.78 1.00 Highly Evident
team mates.
2. It will helps skills in
learning.
3. Exert more effort when doing
difficult activity.
4. Enhance multitasking skills in
activity.
5. It improves social skills. 3.95 0.93 Highly Evident
AVERAGE 3.86 0.76 High Evident
Legend:
2.51 – 3.50 Evident
Table 8 Shows the overall mean and standard deviation of
School Related Factors in terms Of Class Performance.
Addiction takes away from life and reduces motivation to do
attend in school nor beyond the focus of the addiction (IGDA
panel). Niolosi (2002) found that mobile games are part of
the daily routine for 65% of American girls and 85% of
American boys. NBC News ( 5-19-05 ) reported that one in eight
gamers develops patterns similar to other types of addiction

49
and abuse. Tournemillie (2002) noted that a survey of 1500
Factors in terms of Class Performance .is 3.86 and deviates
0.76 It justifies that the respondents are Highly Evident
(HE); Playing mobile games it helps to cooperate and interact
with team mates. (𝑿⃐ =3.78, SD=1.00) which is Highly Evident
(HE); It will helps skills in learning. (𝑿⃐ =3.61, SD=1.00)
which is Highly Evident (HE); Exert more effort when doing
difficult activity. (𝑿⃐ =3.73, SD=0.95) which is Highly
Evident (HE); Enhance multitasking skills in activity.
(𝑿⃐ =3.74, SD=0.98) which is Highly Evident (HE); It improves
social skills. (𝑿⃐ =3.95, SD=0.93) which is Highly Evident
(HE);
Table 9 illustrates the corresponding grand mean and
standard deviation for each indicators of effects of Mobile
games addiction (MLBB)to the academic Performance that was
perceived by the Humss students (Respondents. It can be
interpreted that the Humss students of Micro Asia College Of
Science and Technology are highly evident as they perceived
themselves towards their effects of Mobile Games Addiction
(MLBB) to the Academic Performance in terms of stress

50
(𝑿⃐ =3.84, SD=0.86); Motivation (𝑿⃐ =3.90, SD=0.81); lack of
sleep (𝑿⃐ =4.25, SD=0.79);
Table 9.
Summary of Mean and Standard Deviation of the Effect of
Mobile Games Addiction (MLBB) to the Academi.
Effect of Mobile Games
Addiction (MLBB) to the MEAN SD INTERPRETATION
1.Stress 3.84 0.86 Highly Evident
2.Motivation 3.90 0.81 Highly Evident
3.Lack of Sleep 4.25 0.79 Highly Evident
Grand MEAN and SD 4 0.21 Highly Evident
Table 10.
Summary of Mean and Standard Deviation of the Effect of
Mobile Games Addiction (MLBB) to the Academic Performance.
Effect of Mobile Games
Addiction (MLBB) to the MEAN SD INTERPRETATION
1.Academic Performance 3.88 0.89 Highly Evident
2.Grades 3.92 0.85 Highly Evident
3.Class Performance 3.86 0.76 Highly Evident
4.Attendance 3.90 0.79 Highly Evident
3.54 0.21
Grand MEAN and SD Highly Evident
Table 10 illustrates the corresponding grand mean and
standard deviation for each indicators of effects of Mobile
games addiction (MLBB)to the academic Performance that was
perceived by the Humss students (Respondents. It can be
interpreted that the Humss students of Micro Asia College Of
Science and Technology are highly evident as they perceived
themselves towards their effects of Mobile Games Addiction
(MLBB) to the Academic Performance in terms of Academic

51
Performance(𝑿⃐ =3.88,SD=0.89); Grades(𝑿⃐ =3.92,SD=0.85); Class
Performance(𝑿⃐ =3.86,SD=0.76); Attendance(𝑿⃐ =3.90,SD=0.79);
Table 11.
Relationship between the Profile of the Respondent and
Psychological Factors
PSYCHOLOGICAL FACTORS
SIGNIFICANC
STRESS R-VALUE E VALUE INTERPRETATION
PROFILE'S VARIABLE
Age -0.11 0.05 Weak Correlation
Sex -0.05 0.05 Weak Correlation
Grade Level -0.05 0.05 Weak Correlation
Section -0.28 0.05 Weak Correlation
Time spend playing
0.03 0.05
MLBB Weak Correlation
AVERAGE -0.09 0.05 Weak Correlation
SIGNIFICANC
MOTIVATION R-VALUE E VALUE INTERPRETATION
PROFILE'S VARIABLE
Grade Level 0.20 0.05 Weak Correlation
Time spend playing
0.00 0.05
SIGNIFICANC
LACK OF SLEEP R-VALUE E VALUE INTERPRETATION
PROFILE'S VARIABLE
Sex 0.27 0.05 Weak Correlation
Time spend playing
-0.09 0.05
Legend:
Scale Verbal Interpretation
R= .10 to 0.29 or -.10 to -.29 Weak Correlation

52
R= .30 to .49 or -.30 to-.49 Moderate Correlation

R= .50 to 1.00 or -.50 to -1.00 Strong Correlation
Table 11 shows the correlation of the respondent’s
profile to Effect of Mobile Games Addiction (MLBB) to the
Academic Performance in terms of Stress, Motivation and Lack
of sleep. Weak correlation is established between Age and
Effect of Mobile Games Addiction (MLBB) to the Academic
Performance in terms of Stress with an r-value of -0.11
significant at .05 level. Weak correlation is established
between Sex and Effect of Mobile Games Addiction (MLBB) to
the Academic Performance in terms of Stress with an r-value
of -0.05 significant at .05 level. Weak correlation is
established between Grade Level and Effect of Mobile Games
Addiction (MLBB) to the Academic Performance in terms of
Stress with an r-value of -0.05 significant at .05 level.
Weak correlation is established between section and Effect of
Mobile Games Addiction (MLBB) to the Academic Performance in
terms of Stress with an r-value of -0.28 significant at .05
level. Weak correlation is established between time spend
playing (MLBB) and Effect of Mobile Games Addiction (MLBB)
to the Academic Performance in terms of Stress with an r-
value of 0.03 significant at .05 level. Weak correlation is
established between Age and Effect of Mobile Games Addiction
(MLBB) to the Academic Performance in terms of Motivation
with an r-value of -0.05 significant at .05 level. Weak

53
correlation is established between Sex and Effect of Mobile
Games Addiction (MLBB) to the Academic Performance in terms
of Motivation with an r-value of -0.05 significant at .05
level. Weak correlation is established between Grade Level
and Effect of Mobile Games Addiction (MLBB) to the Academic
Performance in terms of Motivation with an r-value of 0.20
between Section and Effect of Mobile Games Addiction (MLBB)
to the Academic Performance in terms of Motivation with an r-
value of -0.20 significant at .05 level. Weak correlation is
established between Time spend playing MLBB and Effect of
terms of Motivation with an r-value of 0.00 significant at
.05 level. Weak correlation is established between Age and
Performance in terms of Lack of Sleep with an r-value of -
0.16 significant at .05 level. Weak correlation is
established between Sex and Effect of Mobile Games Addiction
(MLBB) to the Academic Performance in terms of Lack of Sleep
with an r-value of 0.27 significant at .05 level. Weak
correlation is established between Grade Level and Effect of
terms of Lack of Sleep with an r-value of -0.03 significant
at .05 level. Weak correlation is established between Section

54
and Effect of Mobile Games Addiction (MLBB) to the Academic
Performance in terms of Lack of Sleep with an r-value of -
established between Time spnd of playing MLBB and Effect of
terms of Lack of Sleep with an r-value of -0.09 significant
at .05 level.
Table 12.
Relationship between the Profile of the respondent and
School related factors
SCHOOL RELATED FACTORS
ACADEMIC R- SIGNIFICANC
PERFORMANCE VALUE E VALUE INTERPRETATION
PROFILE'S VARIABLE
Moderate
-0.34 0.05
Section Correlation
Time spend playing
0.03 0.05
R- SIGNIFICANC
GRADES VALUE E VALUE INTERPRETATION
PROFILE'S VARIABLE
Time spend playing
-0.03 0.05
R- SIGNIFICANC
CLASS PERFORMANCE VALUE E VALUE INTERPRETATION
PROFILE'S VARIABLE
Age 0.00 0.05 Weak Correlation

55
Time spend playing

-0.08 0.05
R- SIGNIFICANC
ATTENDANCE VALUE E VALUE INTERPRETATION
PROFILE'S VARIABLE
Age 0.00 0.05 Weak Correlation
Time spend playing
0.07 0.05
Legend:
Table 12 shows the correlation of the respondent’s
profile to School Related Factors in terms of Academic
Performance, Grades, Attendance and Classroom Performance.
Weak correlation is established between Age and School
Related Factors in terms of Academic Performance with an r-
established between Sex and School Related Factors in terms
of Academic Performance with an r-value of 0.03 significant
at .05 level. Weak correlation is established between Grade
Level and School Related Factors in terms of Academic
Performance with an r-value of -0.08 significant at .05 level.
Weak correlation is established between Section and School

56
established between Time spend of playing (MLBB)and School
value of 0.03 significant at .05 level. Weak correlation is
established between Age and School Related Factors in terms
of Grades with an r-value of -0.07 significant at .05 level.
Weak correlation is established between sex and School
Related Factors in terms of Grades with an r-value of 0.10
between Grade Level and School Related Factors in terms of
Grades with an r-value of -0.09 significant at .05 level.
Related Factors in terms of Grades with an r-value of -0.29
between Time spend of playing MLBB and School Related Factors
in terms of Grades with an r-value of -0.03 significant at
.05 level. Weak correlation is established between Age and
School Related Factors in terms of Class Performance with an
r-value of 0.00 significant at .05 level. Weak correlation is
established between Sex and School Related Factors in terms
of Class Performance with an r-value of -0.14 significant at
.05 level. Weak correlation is established between Grade
Level and School Related Factors in terms of Class Performance
with an r-value of 0.11 significant at .05 level.Weak
correlation is established between Section and School Related

57
Factors in terms of Class Performance with an r-value of 0.16
between Time spend playing of MLBB and School Related Factors
in terms of Class Performance with an r-value of 0.08
between Age and School Related Factors in terms of Attendance
with an r-value of 0.00 significant at .05 level. Weak
correlation is established between Sex and School Related
Factors in terms of Attendance with an r-value of 0.05
between Grade Leveel and School Related Factors in terms of
Attendance with an r-value of 0.07 significant at .05 level.
Related Factors in terms of Attendance with an r-value of -
established between Time spend playing of MLBB and School
Related Factors in terms of Attendance with an r-value of
0.07 significant at .05 level.

58
Table 13.
Relationship between the Effect of Mobile Games Addiction
(MLBB) to the Academic Performance
PSYCHOLOGICAL FACTORS
R- SIGNIFICANC
STRESS VALUE E VALUE INTERPRETATION
SCHOOL RELATED VARIABLE
Academic
0.53 0.05
Performances Strong Correlation
Grades 0.61 0.05 Strong Correlation
Moderate
0.41 0.05
Class Performance Correlation
Attendance 0.59 0.05 Strong Correlation
AVERAGE 0.53 0.05 Strong Correlation
R- SIGNIFICANC
MOTIVATION VALUE E VALUE INTERPRETATION
Academic
0.28 0.05
Performances Weak Correlation
Grades 0.29 0.05 Weak Correlation
Class Performance 0.59 0.05 Strong Correlation
Moderate
0.45 0.05
Attendance Correlation
Moderate
0.40 0.05
AVERAGE Correlation
R- SIGNIFICANC
LACK OF SLEEP VALUE E VALUE INTERPRETATION
Academic
0.58 0.05
Performances Strong Correlation
Moderate
0.48 0.05
Grades Correlation
Class Performance 0.19 0.05 Weak Correlation
Moderate
0.47 0.05
Attendance Correlation
Moderate
0.43 0.05
AVERAGE Correlation
Legend:
Table 13 shows correlation of Effect of Mobile Games
Addiction (MLBB) to the Academic Performance to School related
factors in Terms of Academic Performance, Grades, Class

59
Performance, and Attendance. Strong correlation is
established between Academic Performance and Effect of Mobile
Games Addiction (MLBB) to the Academic Performance in terms of
Stress with an r-value of 0.53 significant at .05 level.
Strong correlation is established between Grades and Effect
in terms of Stress with an r-value of 0.61 significant at .05
level. Moderate correlation is established between Class
Performance and Effect of Mobile Games Addiction (MLBB) to
the Academic Performance in terms of Stress with an r-value of
0.41 significant at .05 level. Strong correlation is
established between Academic Performance and Effect of Mobile
Stress with an r-value of 0.59 significant at .05 level. Weak
correlation is established between Academic Performance and
significant at .05 level. Waek correlation is established
between Grades and Effect of Mobile Games Addiction (MLBB)
to the Academic Performance in terms of Motivation with an r-
value of 0.29 significant at .05 level. Moderate correlation
is established between Class Performance and Effect of Mobile
Motivation with an r-value of 0.59 significant at .05 level.

60
Moderate correlation is established between Attendance and
significant at .05 level. Strong correlation is established
between Academic Performnace and Effect of Mobile Games
Addiction (MLBB) to the Academic Performance in terms of Lack
of Sleep with an r-value of 0.58 significant at .05 level.
MOderate correlation is established between Grades and Effect
in terms of Lack of Sleep with an r-value of 0.48 significant
at .05 level. Weak correlation is established between Class
Performnace and Effect of Mobile Games Addiction (MLBB) to
the Academic Performance in terms of Lack of Sleep with an r-
value of 0.19 significant at .05 level. MOderate correlation
is established between Academic Performnace and Effect of
Mobile Games Addiction (MLBB) to the Attendance in terms of
Lack of Sleep with an r-value of 0.47 significant at .05
level.

61
Chapter V
SUMMARY OF FINDINGS, CONCLUSIION, AND RECOMMENDATIONS
This chapter discusses the Summary of Findings,
Conclusions, and Recommendations formulated through the
researchers’ study.
Summary of Findings:
1. Profile of the Respondents:
Age
Based on the data gathered and analysed by the
researchers, majority of their respondents are 17 years old.
Respondents who are 17 years-old are composed of 42 persons
(33%); respondents who are 18 years-old consist of 20 persons
(16%); respondents who are 16 years-old who have 41 persons
(32%); respondents who are 15 years-old consist of 27 persons
(20%) Overall, we have 130 respondents in this study.
Sex
researchers, majority of their respondents are males.
Respondents who are female consist of 61 persons (47%);
respondents who are male consist of 69 persons (53%).
Grade Level
researchers, the majority of respondent in this study are
Grade 12 which consist of 79 people and have 61% frequency.

62
On the other hand, Grade 11 respondent consist of 51 people
which have a 39% frequency
2. Psychological Factors
The researchers examined that the respondents are highly
evident in terms of: Stress (𝑋 = 3.84, SD = 0.86); Motivation
(𝑋 =3.90, SD =0.81); Lack of Sleep (𝑋 = 4.25, SD = 0.79).
Overall, School related factors has a grand mean of 4and
Standard deviation of 021.
3. School related fators
The researchers examined that the respondents are highly
evident in terms of: Academic Performance (𝑋 = 3.88, SD =
0.89); Grades (𝑋 = 3.92, SD = 0.85); Attendance (𝑋 = 3.86,
SD = 0.76); Class Perfomance (𝑋 = 3.90, SD = 0.79).Overall,
School related factors has a grand mean of 3.54 and Standard
deviation of 0.21.

63
Conclusions:
Based on the findings of this study, the researchers
made the following conclusions:
1. The HUMSS Students of Macsat are mostly Males age ranges
from 15-20 years old.
2. The HUMSS Students of Macsat has a high evident in terms
of Psychological Factors
3. The HUMSS Students of Macsat has a high evident in terms
of their School Related Factors

64
Recommendations
1. The Researchers recommend to know the limits of using
Mobile Games.
2. Paying attention to other things like housework can be
a great help to exercise the body.
3. Focus on academic lessons instead of spending time
playing mobile games.

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1

smartphone, PDA, tablet computer, portable media player or

calculator. This does not include games played on dedicated

handheld video game systems such as Nintendo 3DS or

PlayStation Vita. The first game on a mobile phone was a

Tetris game on the Hagenuk MT-2000 device from 1994. Three

years later Nokia launched the very successful Snake on

selected models in 1997. Snake and its variants has since

become one of the most-played video games and is found on

more than 350 million devices worldwide. Mobile games are

played using the technology present on the device itself. For

networked games, there are various technologies in common

use. Examples include text message, multimedia message or GPS

location identification. The first two-player game for mobile

using the infrared port. However, there are non networked

applications, that simply use the device platform to run the

loaded onto the handset with a cable, or may be embedded in

the handheld devices by the OEM or by the mobile operator.

Mobile games are usually downloaded via the mobile operator's

network, but in some cases are also loaded in the mobile

MICRO ASIA COLLEGE OF SCIENCE AND TECHNOLOGY, INC.

handsets when purchased, via infrared connection, Bluetooth,

Mobile games are the most popular entertainment in

modern societies and they target a variety of people in

different ages. The addiction to the rivalry and excitements

of the games make them the most common recreational program

for today`s teenager.

BACKGROUND OF THE STUDY

the reason why it is so appealing to its users. According to

ESA, 62% of people who are playing videogames play games

with others, either online or offline, which of that 68% of

people who does are at least 13-18 of age and according to

the Kaiser Survey conducted in 2010, video games consumed at

positive views as for recreational purposes, but it could

also do the opposite and be a distraction instead. And

Specially video games is one of the most problem in Senior

Students because this is one of the reason of the student

getting Drop or Always absent, behavior, Health, Violence And

no Relation in Their family. And that causing of low

Confidence, always Distracted, no Academic performance, mal

nutrition or over weight and also lack of sleep. In this

MICRO ASIA COLLEGE OF SCIENCE AND TECHNOLOGY, INC.

research we Can know what is the Problem to help and give a

solution to be Focus on their Study.

STATEMENT OF THE PROBLEM

of Mobile Games Addiction (MLBB) to the Academic Performance

of HUMSS student of Micro Asia of Science and Tehnology

Specially the research sought to answer the following

What is the Profile of the respondents in terms of:

How does mobile games affect the students’ Academic

Performance when group according to Gender And Age?

Is there a significant effect of using Internet to the

Academic Performance of Senior high student of Micro Asia

College of Science And Technology?

session on daily basis?

mobile games Addiction (MLBB) to Academic performance of

HUMSS students of Micro Asia of Science and Technology. The

dependent variable is age, sex, year level, and Strand. The

Dependent Variable is the Effect for Academic Performances

MICRO ASIA COLLEGE OF SCIENCE AND TECHNOLOGY, INC.

among the Senior Students through the effect of mobile games

addiction to academic perormance.

Figure 1. Research Paradigm