PLAYING MOBILE GAMES AND BEHAVIOR OF SELECT GRADE 11

STUDENTS IN OUR LADY OF CAYSASAY ACADEMY

A Research Paper

Presented to the Faculty of

Our Lady of Caysasay Academy

Taal, Batangas

In Partial Fulfillment

Of the Requirements

For Practical Research 2

By:

Bautista, George Chloe B.

Dejacto, Diane Kylene M.

Navarro, Lans Jethric D.

Pablo, Lorenson Nhami I.

March 2021
 TABLE OF CONTENTS

Approval Sheet……………………………………………………….……………….. i

Acknowledgement………………………………………………………………...…. ii

Dedication………………………………………………..…………..……………. iii- vi

Abstract………………………………………………………………………….… vii- xi

1.0 The Research Problem

Introduction……………………………………………………………..……….1

Conceptual Framework………………………………...………….……..…....3

Paradigm of the Study …………………………………………….......….......4

Statement of the Problem………………………………………………….….5

Scope, Delimitation and Limitation………………………………….……..…5

Significance of the Study ……………………………………….….……..…..6

Definition of Terms…………………………………….……….……….……...7

2.0 Review of Related Literature and Studies

Related Literature……………………………………………..…………..…..9

Student achievement and digital games…………………..……..….……13

Aggression…………………………….………………………………14

Potential negative effects of digital gaming…………..…...……………14

Game Based Behavior Change…………………………………….14

Behavior…………………………………………………….…………15

Synthesis…………………………………………………….………..16
 Related Studies…………………………………………….…………..……...16
Synthesis……………………………………………….……..………..22

3.0 Methodology

Research Design…………………………………………………….……….…24

Respondents of the Study …………………………………………………….25

Data Gathering Instrument…………………..……….………………………..25

Data Gathering Procedure…………………………….…………………….…26

Statistical Treatment of Data………………………….……..…………….…..27

4.0 Presentation, Analysis and Interpretation of Data……………………..…28

5.0 Summary, Findings, Conclusion And Recommendation

Summary……………………………………………………………………..…33

Findings……………………………………………………………………...….34

Conclusion……………………………………………………………...………34

Recommendations ……………………………………………..……….…….35

Bibliography………………………………………..………………………….…….37

Appendices……………………………………………………………………… .39-43

Appendix A: Survey Questionnaire………………………………...……39-41

Appendix B: Sample Letter of Request……………...…………………….42

Appendix C: Statistical Treatment………………………………………….43

Curriculum Vitae………………………………………….……………….……..44-47
 APPROVAL SHEET

This research entitled, “PLAYING OF MOBILE GAMES AND BEHAVIOR

OF SELECT GRADE 11 STUDENTS IN OUR LADY OF CAYSASAY

ACADEMY” prepared and submitted by LANS JETHRIC D. NAVARRO,

LORENSON NHAMI I. PABLO, GEORGE CHLOE B. BAUTISTA and DIANE

KYLENE M. DEJACTO, in partial fulfillment of the requirements for Research 2,

has been examined and recommended for approval and acceptance for oral

examination.

MS. ANN KRISSABELLE QUILATON

Research Adviser

PANEL OF EXAMINERS

Approved by the committee on Research in Daily Life 2 with a grade of ____.

Ms. MARGARITA M. PEREZ, MEd

Chairman

Ms. JOAN C. PEREZ Mr. RICHMOND JAKE D. ALMAZAN

Member Member

Approved and accepted in partial fulfillment of the requirements in Research 2

DATE

i.
 ACKNOWLEDGEMENT

The success of this study wouldn’t be possible without the existence of the

subsequent people who helped, guided and supported the researchers with their

aim of accomplishing this requirement. With this, the researchers would like to

extend their heartfelt gratitude and appreciation to the following:

To their research teacher, Ms. Ann Krissabelle Quilaton, for genuinely and

actively supporting and dedicating herself as their critic for the effectiveness and

success of the study, and also for being patient and understanding all throughout

the process.

To their parents and family members, for giving their utmost support to the

researchers whether financially and emotionally, and especially for permitting

them to go to different places to be able to fulfill the research objectives and

goals of their study.

To their respondents, for allotting time in answering all the questions of the

researchers and giving ample information needed for the study.

And above everything, to the Almighty Father, for being so gracious all the

time and never ceased guiding them along every challenges and difficulties that

came in their way for this study, and also for giving them knowledge and wisdom

that they could use to make a better research paper.

Thank you very much and God Bless you all.

- The Researchers

ii.
 DEDICATION

I would like to thank my group mates and the grade 11 students in

cooperating in our study. I would also like to thank our research teacher, Ms. Ann

Krissabelle Quilaton and other teachers for helping us and giving suggestions to

accomplish our study.

I’m very thankful to have my parents and friends who supported me to be

more energetic and by giving me motivation to finish our study.

Most of all, I really want to thank God for everything for providing me

strength and inspiration to make this task. Without him, I will not be able to finish

all the task that they assigned to me.

- Lans

iii.
 DEDICATION

I would like to extend my deepest gratitude to the people who continued to

make this research possible. Without them, this would not be a success.

To my parents, for the financial support they gave me in order to be able

to pay for the required amount needed to complete this research, for the moral

support by letting us to go places to be able to conduct our research.

To our Research teacher, Ms. Ann Krissabelle Quilation, for helping us

with our research topic and approving it. Thank you for the consistent support.

Lastly, to God for giving us the emotional strength and guiding us

throughout the making of the study . I dedicate the success of this research

paper to Him.

- Nhami

iv.
 DEDICATION

More than just appreciation, I am immensely delighted to render my

heartiest gratitude and dedication to the persons behind the success of our

research. They are folks who gave their unfailing contribution to serve as the

moral fiber to me. In such, I dedicate this paper to the following:

First and foremost, to my family, Mommy, Papa, Gryn, Inay and Lolo for

their pounding encouragement and support for me to persevere and finish this

paper.

To my teacher, Ms. Ann Krissabelle Quilaton, for her painstaking effort to

share her valuable knowledge for us to come up with out research and made it

successful.

To my group mates in Research II, Lans Jethric D. Navarro, Lorenson

Nhami I. Pablo and Diane Kylene M. Dejacto for the collaboration of ideas and

the observance of professionalism at all times, despite of the difficulties and

predicaments we went through.

And lastly, to the Almighty Father and intercession of the Virgin of

Caysasay and Saint Martin of Tours for their heavenly sustenance of knowledge

they gave to me, as well as their guidance from the beginning as I endevoured to

persist and remain dedicated to accomplish this task with thoroughness.

-George

v.
 DEDICATION

First and Foremost, I would like to express my gratitude to the following

who supported, believed and strengthened me to persevere the completion of the

study.

To the Heavenly Father, I am enlightened and grateful to be an instrument

on delivering the truth through this paper as a means to serve others and God.

To the head of this production, I want to share my gratification to Ms.

Quilaton for opening a door through instilling the fundamentals of writing a

research paper as a means to discover the truth.

To my family, who rooted for his cause to impact with the truth despite the

COVID-19 pandemic. They are the my source of courage and inspiration.

Lastly, I would like to give thanks to my friends for rendering

supplemental information and perspectives that aid me to fulfill the study with

volume and purpose.

- Diane

vi.
 ABSTRACT

Title : PLAYING OF MOBILE GAMES AND

BEHAVIOR OF SELECT GRADE 11

STUDENTS IN OUR LADY OF

CAYSASAY ACADEMY

Researchers : Navarro, Lans Jethric D.

Pablo, Lorenson Nhami I.

Bautista, George Chloe B.

Dejacto, Diane Kylene M.

Total Number of Pages : 59

Type of Document : Research Paper

Name and Address of Institution :Our Lady of Caysasay Academy,

Taal, Batangas

Number of Respondents :80 grade 11 students in Our Lady of

Caysasay Academy who play mobile

games

Summary

This chapter presents the summary of the study, the findings, the

conclusions based on the findings of the researchers.

vii.
 This study aimed to achieve healthy mental and emotional behavior within

the students and provide harmonious relationship with people.

Specifically, it sought to answer the following questions:

1. How many hours per day do grade 11 students spend on playing

mobile games?

2. How do the students’ assess their behavior?

3. Is there a significant relationship between playing of mobile games to

the behavior of the respondents?

4. How can an Infomercial be devised to improve further

knowledge about the effects of playing mobile games?

Hypothesis
The researchers posted the hypothesis:

Ho: There is no significant relationship between Playing of Mobile Games

and Behavior of select grade 11 students in Our Lady of Caysasay Academy.

Descriptive Research Design was used to identify the effects of Playing

Mobile games and Behavior of Students. The researchers disseminated a

researcher-made questionnaire to 80 grade 11 students in Our Lady of Caysasay

Academy. The statistical tools utilized in this study were Frequency, Mean-Value

Analysis, Pearson-r Moment of Correlation, and Percentage.

viii.
Findings of the Study

Based on the data collected, the following findings were obtained:

1. The majority of the Grade 11 student gamers spend 3-4 hours of playing

in a day. On the other hand, the frequency of 6 hours of playing time is the

lowest.

2. Majority of the student gamers answered disagree to the assessment of

behavior in playing mobile games with a frequency of 47 or 59%. However,

the strongly agree level got the lowest frequency, obtaining 0 or 0 percent.

3. The hours spent in playing mobile games and the behavior of the Grade

11 student gamers obtained a computed 0.058 r-value which was verbally

interpreted as slight correlation. It has a p-value .6089 which led to accept

the null hypothesis.

4. The proposed Infomercial gives awareness and knowledge about the

negative effect to gamers.

Conclusions

Based on the findings of the study, the following conclusions were

produced.

1. The grade 11 student gamers’ average number of playing hours is

approximately 3 - 4 hours.

2. The grade 11 students disagree to the assessment of behavior in

playing mobile games and the strongly agree level got the lowest

frequency.

ix.
 3. There is no significant relationship between playing of mobile games

and behavior of select Grade 11 students in Our Lady of Caysasay

Academy. Likewise, the student gamers’ level of influence and behavior of

the Grade 11 student gamers was verbally interpreted as slight correlation.

4. The proposed infomercial regarding the positive and negative effects of

mobile games may help the student gamers to further understand both

good and harmful effects that mobile games could offer to them.

Recommendation

After the conclusions have been drawn, the following recommendations

may be considered:

1. The school administrators may use the results of the study to formulate

other programs and activities in maintaining and improving student’s

behavior while playing mobile games.

2. The teachers and parents may utilize the findings of the study to

educate their students or children regarding proper behavior while playing

mobile games. Moreover, teachers may convince their students to use

certain genre of mobile games that are non-violent and age appropriate.

3. The devised Infomercial made by the researchers may be used to

maintain and improve student’s behavior while playing mobile

games, at the same time it could help students that could potentially be at

risk of having behavioral problems while playing mobile games.

x.
4. The future researchers may conduct a study similar to this one that

would deeply explain the findings of this research. Also, they may consider

different factors which can be affected due to playing mobile games.

xi.
 Chapter I

THE RESEARCH PROBLEM

Introduction

Technology nowadays are very much advanced that lead people to use it

extremely. In today’s world, mobile games are one of the best products of

technology that is widely used by people. It is a game played on a mobile device

which is downloaded via app store or play store. They are all around the world

and simply does not only being used for entertainment but is also used as a

source of income. With this, many people especially the adolescents are using

mobile games exceedingly which later on affect their behavior. It is believed that

the Mobile Games market still bears a huge growth potential for the coming years.

The chance of changes in behavior will be high because of it. It is not always

understood that a person’s behavior is already affected by playing mobile games.

Some of the people are showing concern to this matter and going to counselors

to look for help. However, some are already showing different behavior but is still

not considered as the effect brought by mobile games. These behaviors can be

seen at home, in school and even in socializing people outdoors.

North America, APAC or Asia Pacific, Europe, and RoW or the rest of the

world are the primary markets for mobile gaming. North America is projected to

provide the highest growth opportunities to the players in the years ahead, given

the high popularity of e-sports, significant number of smartphone users and the

sharp internet penetration. The United States (US) is the most profitable market

1
for mobile gaming in the region, expanding faster than any other country across

the globe. The country holds some of the most renowned gaming companies, like

Google LLC (Google), Microsoft, Sony Corp. (Sony), Nintendo and Apple Inc.

(Apple), to name a few. These companies are increasingly investing in the AR

technology to enhance the gaming experience and attract more gamers, which

ultimately leads to substantial gains for the regional market. The higher the

market of mobile games, the higher the risk of changes in behavior for its user.

Mobile gaming has many characteristics of other addiction disorders including

deleterious physical and mental health consequences.

The Philippines is considered as one of the countries who has a big

population of mobile gamers. As of May 2020, 74 percent of the Philippines’

online population play games on mobile, 65 percent play PC games; and 45

percent play console games. However, these games can be an avenue for

cyberbullying to occur which definitely affect one’s mental behavior. Because of

this, many mobile gamers are experiencing behavior that is different from the

usual.

Mobile games focuses on entertainment especially this pandemic, CoVid-

19, has brought to many people. Since Covid-19 is expected to continue, the

demand for social networks as well as mobile games is only presumed to

skyrocket across homes. No doubt that with people being quarantined, there is

now more time to play mobile games, as a result of which mobile games can lead

to changes in behavior especially at home.

2
 The supporters of mobile games which mostly are the teenagers, accept

that mobile games is important to address individual’s entertainment needs.

However, according to Marjorita Sormunen and Hanna Miettinen’s study, Health

behavior tracking via mobile games: A case study among school-aged children, it

was discussed that many health behavior such as bedtime, whether to brush

one’s teeth before or after breakfast or whether to take a cell phone to bed or

place it in another room during the night were brought out for children to consider.

In line with mental and emotional health behavior, the researchers aspire to

know the effect of playing mobile games to the behavior of selected grade 11

students in Our Lady of Caysasay Academy.

Conceptual Framework

The key factors that are needed to be considered are the different effects

that will be brought to students by playing mobile games.

Mobile games are games designed for mobile devices, such as

smartphones, feature phones, pocket PCs, personal digital assistants (PDA),

tablet PCs and portable media players. Mobile games range from basic (like

Snake on older Nokia phones) to sophisticated (3D and augmented reality

games). Today’s mobile phones, particularly smartphones have a wide range of

connectivity features, including infrared, Bluetooth, Wi-Fi and 3G. These

technologies facilitate wireless multiplayer games with two or more players.

Children who play more video, and mobile games are more likely to have

increased anxiety, communication problem, psychomotor activity, conduct

3
disorder/ disruptive behavior, social skills, attention and hyperactive behaviour ,

aggressive thoughts, feelings, and behaviors, and decreased prosocial helping.

Educational mobile games can not only stimulate a child's interest in learning but

also can promote and increase child development, critical thinking, emotional

development, intelligence, and imagination. Therefore, educational games could

be seen as having an important role to play in a child's development. Using

mobile games have negative effect and also positive effect on a student’s

behavior.

Playing of
mobile games Survey Infomercial
and behavior of questionnaires
students.

Figure 1.0
Research Paradigm

Paradigm of Study

In the figure shown above, there are (3) concepts presented: the inputs

which include the effect of playing mobile games to students. The second part

shows the process that is done to know what is the effect of playing mobile

games to the students in terms of their behavior. And lastly, the output which is

Infommercial.

4
 The line describes the connection between the three concepts.

The connection that had been determined is the effect of playing mobile

games to the students’ behavior in which it has the output.

Statement of the Problem

To achieve healthy mental and emotional behavior within the students and

provide harmonious relationship with people, this sought to answer the following

questions:

1. How many hours per day do grade 11 students spend on playing

mobile games?

2. How do the student’s assess their behavior?

3. Is there a significant relationship between playing of mobile games to

the behavior of the respondents?

4. How can an Infommercial be devised to improve further knowledge

about the effects of playing mobile games?

Hypothesis

There is no significant relationship between the playing of mobile

games and the behavior of selected grade 11 students in Our Lady of Caysasay

Academy.

Scope, Delimitation and Limitations of the Study

The focus of this study is to determine the playing of mobile games and

behavior of Grade 11 senior high school students in Our Lady of Caysasay

Academy as a basis for the approval of the proposed output that would be

essential for the future of the adolescents’ community.

5
 The study is limited to those who have experienced playing mobile games.

The subjects are composed of Grade 11 senior high school students, regardless

of their nationality, age and gender, from Our Lady of Caysasay Academy who

had an experience of playing mobile games.

The study focused on the effect brought by playing of mobile games

resulting to different behavior. The presumed lapse of the study is that the

outcome may only be inclined to those people who are interested in solving such

issues. Other factors affecting behavior are not discussed in the study.

Significance of the Study

The various costs of different behavior due to playing of mobile games has

been widely studied in the country and around the world. This paper aims to add

to the literature by focusing on the behavior of adolescents at home. It is

important to understand how changes in behavior happens to the students to be

aware of what aspects do really affect them.

Mobile Gamer. The study may benefit the mobile gamer by providing them good

and better mental and emotional health. They may find this study beneficial for

them because this can increase the chance of people who wants to help them.

They may use this as basis for determining what has caused their behavior to

change.

Parents. This study may benefit parents in guiding their children with playing of

mobile games. With this research, parents can ensure the satisfactory of their

family’s behavior.

6
Students. Through this research, students will be knowledgeable about the

effect of mobile games and how a student like them would likely improve the

mental and emotional health of the society. This will give them the idea on how

to achieve stability and wellness to the community.

Future Researchers. The results from the research would make an effective

source of information or reference for future researchers who want to further

investigate the effect of playing of mobile games to one’s behavior. The study

could become a basis for a new research or a continuation of the study with a

greater perspective.

Definition of Terms

For a clearer understanding of the study, important terms are hereby

defined theoretically and operationally.

AR TECHNOLOGY. The term was used in this study by the companies to

enhance the gaming experience and to attract more gamers. According to Nadia

Kovach, Augmented reality is the technology that expands our physical world,

adding layers of digital information onto it.

BEHAVIOR. In psychology, behavior consists of an organism's external reactions

to its environment. Behavior may be modified according to positive or negative

reinforcements from the organism's environment or according to self-directed

intentions.

7
CHILD DEVELOPMENT. The term was used in the study as one of the aspect

on which educational games can bring. According to Freud, is thus primarily

concerned with the emergence of the functions of the ego, which is responsible

for channeling the discharge of fundamental drives and for controlling intellectual

and perceptual functions in the process of negotiating realistically with the

outside world.

EMOTIONAL DEVELOPMENT. Emotional development involves learning what

feelings and emotions are, understanding how and why they occur, recognizing

your own feelings and those of others, and developing effective ways for

managing those feelings. It is used in the study as basis to be achieved at the

end of the study.

MENTAL HEALTH. According to the World Health Organization (WHO), mental

health is “a state of well-being in which the individual realizes his or her own

abilities, can cope with the normal stresses of life, can work productively and

fruitfully, and is able to make a contribution to his or her community”

MOBILE GAMES. In this study, mobile games is the aspect on which behavior of

an individual is affected. According to a study, Augmented Reality Gaming in

Education for Engaged Learning, mobile games are games that are distributed to

the customer using a mobile operator’s network.

8
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents literature and studies which are relevant to the

study. The study presents some sources and some researchers who wrote their

own idea about the effects of mobile games to behavior locally and globally.

Related Literature

When you hear the effect of mobile games, you tend to think about

negative ones first, like the fact they are causing addiction. We are surrounded

by people who use internet. Some of them uses internet just for playing.

A study by Samaha and Hawi (2016) in smartphone addiction, revealed

that there is no relationship between smartphone addiction risk and academic

performance. Since mobile game addiction is part of IGD, there seems to be a

disparity on the result of academic performance between IGD and mobile phone

addiction. It’s probably because there is a difference between mobile game

addiction and with the other types of video game addiction, PC, and Console

games. This is one question which the paper seeks to resolve”

Addiction is one of the negative traits in playing mobile games or online

games. It can lead to negative effects like this cyber bullying. According to this

research with the use of advance technologies students tend to explore more

about the internet or the uses of it so in a way students bully other in e-mails,

chats and more on social media accounts. Students get addicted on playing

games that they gain power in that game and also they have the courage and

9
can control other people by their power. So they do it in the internet because

other students feel powerful enough to control or bully others.

“The implementation of internet connectivity in the university changed the

dynamics of students’ life to a great degree. Experts and researchers cited

various usage of the internet in our daily lives. It offers variety of benefits from

interacting socially online, use of collaboration tools between professors and

students and doing class research. Reasearch by Jessie Richie Naval de los

Santos, Eduardo Edu C. Cornillez J, Vicente D. Carillo, Jr and Giovanni Naval de

los Santos (2020)”

Social Development is being presented by students in playing mobile

games. According to this research, students focuses more on their time in

playing with their peers or other students more than focusing on their academic

performance. In this research it have negative and positive effects on students.

Social development or social skills progressed because of their focus on playing

mobile games with other players or students. Addiction is the negative effect

because of not participating in their academic performance.

“Online gaming is one of the widely used leisure activities by many people.

For some people it is said that playing video games has a number of reasons to

be played, for it can be a stress reliever, challenge and competition, relaxation,

enjoyment, social interaction, and even mentally escaping from the real world.

For most people, on-line gaming is one of the best past time that they

acquire specially for teenagers, youngsters and students. According to Kuss &

10
Griffiths, teens who play online games are just having fun. They do not just

actually play because of some sort of seriousness, but also because they just

want to feel relief. During school hours, students tend to feel stressed due to

loads of school works and through playing it will relive their stress. Dennis O.

Dumrique, Jennifer Castillo (2018)

On the same research, Playing online games or mobile games doesn’t

affect the academic performance of the students studying in that school.

Students just play games to be relieved or if they are stressed. Students in this

school are mindful that they manage to maintain their grades and play mobile

games. Critical thinking of students and also the nature of mobile games

students tend to think in quick succession. Especially, action games that demand

a user to apply quick decisions. When presented with unusual queries, usually

solve them instantly. This process not only improves their critical thinking, but

also teaches them the importance of trying different solutions for a given problem.

“Quality of education and school performance of students are measured

by different factors. In a study by Angeles (2004, 28-29), several determinants of

school performance in the primary and secondary levels were identified. Income,

foregone income, school quality, and health are the factors that affect the

demand for education. These factors have a positive relationship with student’s

performance, which means that higher/ better values of the factors lead to higher

demand for education. On the other hand, factors that affect the supply of

education are proximity to school, accessibility to schooling, infrastructure and

teacher-pupil ratio. All mentioned determinants, except teacher-pupil ratio,

11
positively affect school performance. With the emerging technological

advancements, there are new factors that may affect the quality of educated

population (Oliveros and Sapio, 2007, 17-18). Several studies were conducted to

find out the relationship between technological advancements, specifically Mobile

and mobile games and leaners' academic performance

Research showed that playing mobile games has negative effects on

learners' academic performance leading to drop outs or repeat the grade level.

Playing mobile games for a long timefor a long time will create a negative impact

on your child’s academic performance. The more your children spend in playing

online games, the sooner they fall asleep. Lack of concentration will be an issue

to the children that spend more time in playing online games. Some children

would fall to the online games and a kind of addiction will happen to them.

Technology helps improve the quality of life. However, people are plagued

by the recent advances in technology that they forget to have time for their family.

Computer games have always been a great way to pass the time in these

modern times. Online gaming is defined as playing any computer game online or

with the use of the internet. Online gaming started to become popular not long

after the internet was introduced to the public. This soon turned into a problem

when people started playing it excessively, which could turn a simple pastime

into an addiction (Kuss, 2013) Talabis, Dale Lemuel V. Ocampo, Rodelando

(2017)

According to this research, Self-esteem and life-satisfaction becomes

lower for one person if one person increases in playing mobile games. Loner Of

12
course, the gamers that spend most of their time in playing online games cannot

spend time with their friends and families. If the same thing continues, they want

to be alone all the time.

Laziness, addiction to online games causes laziness. Players who are that

addicted on playing mobile games don’t have the interest in doing anything rather

than playing. They are just focused on playing and he/she doesn’t care about the

things that is surrounded on them.

Student achievement and digital games. Over the past decade, in a variety

of disciplines, educators who use interactive games as educational resources

have reported beneficial results on student learning. The results of Empirical

research has shown that interactive teaching games can encourage the success

of mathematics for learners ( Kebritchi, Hirumi, & Bai, 2010; Pareto, Arvemo,

Dahl, Haake, & Gulz, 2011; Pilli & Aksu, 2012).

Girard, Ecalle, and Magnan’s (2012) meta-analytic review included only

randomized controlled studies between 2007 and 2011 that used video games or

serious games as learning tools. These authors defined serious games based on

part of Marsh’s definition. "Serious games are interactive games, simulations,

virtual worlds and mixed reality/media that provide opportunities to participate in

activities through responsive narrative/story, gameplay or meetings to educate,

control, well-being, and/or experience to convey meaning." (Marsh 2011, p.

63). Unlike Marsh, Girard et al. classify video games as being the same as

serious games, but made for fun rather than usefulness.

13
Whereas several books and papers have discussed the subject of digital gaming

in education, few empirical studies have addressed its usefulness as a learning

tool (Hays, 2010).

Aggression. This is known to be the negative behavior of a gamer in-

game or in the real world that is ignited by multiple triggers identified or

encountered by the players, the intent, and the environment while playing games.

Six types of aggression are developed in reaction to the effects of violent video

games: aggressive perception, impact, arousal, empathy or engagement in

violence, subtle aggressive behavior and overt prosocial behavior (Presscott

2018)

Potential negative effects of digital gaming. The two most frequently

posed concerns about digital games are the potential for gaming to lead to

increased violence and "addictive" gaming activity that contributes to negative

psychosocial consequences (Gentile et al., 2011). (Gentile et al., 2011). The

original software review centered on a game that had no violent content and

restricted playing time to prevent these problems.

Game Based Behavior Change. Digital games appear to make promises

for educational purposes to use the entertaining power (Huen, et al., 2016). The

player's actions will not always reflect the preference of the genre they want to

play. There are good effects while playing violent games, e.g., improved three-

dimensional visual skills, but no improvement in aggressive behavior was

observed. Health-related practices, for example, produce beneficial perceptions

and priorities for media in entertainment education pursuing social change.

14
However, little research is available with regard to other therapeutic methods

(e.g., the taxonomy of behavior change interventions), but after quitting to avoid

relapse intervention in favor of any particular behavior as the most supportive,

solid evidence is missing (Hassandra, et al., 2015).

Behavior. The action of players is a complicated matter because it is a

mixture of what gamers and users experience and how they respond to that

encounter. This concept, which is a reflective, impulsive, and complex process, is

informed by human actions. The action of a gamer is considered to be the way

the player behaves and conducts themselves within the game they play from the

aim of the particular types of games. This implies that the interaction between

players, the actions and decisions taken within the game, and the player's

reactions to the external factor are all consistent with the player's behavior.

Player behavior often begins in the Ludological Gaming Agreement, where the

individual begins the game and the rules of the real world, and has different

expectations, experiences, and goals within the game (Eng,2020)

The theoretical approach deals with the behavior of different players.

There are four types of players with different goals and objectives that have an

impact on the behavior of the player. First, socializers who are mainly interested

in the social interaction of the game. The second one is the explorers who just

like to tour the video game environment and interact with the objects around it.

The third category are the accomplishers whose main objective is to achieve the

goals set in the game. The last one is the murderers, who are involved in

15
tournaments and act on other players. Such types consider the role of a player in

a certain video game to be (Busch 2014).

Synthesis

Mobile games, especially to the generation of today, has brought a huge

impact in both emotionally and psychologically. The people of today uses mobile

games as a way to be entertained especially with the things that is revolving with

their interests. On the other hand, studies show that the behavior of most people

playing mobile games usually are affected. Even with the rising risk of over using

it, mobile games remain trendy. The related literature presented here were

selected on the basis of their significance in fulfilling and justifying for this present

study.

Related Studies

A study conducted by Dumrique & Castillo (2017) from the Polytechnic

University of the Philippines entitled Online Gaming: Impact on the Academic

Performance and Social Behavior of the Students in Polytechnic University of the

Philippines Laboratory High School shows that from the 126 respondents who

answered the survey the overall weighted mean is 3.2 which means that even

after playing online games, nothing changes on their behavior and said that it

even has a good effect. They also added that the number of hours playing and

the behavior of the students do not have any significant relationship since all the

p-value is greater than the level of significance of 0.05.

16
 Based on the assessment conducted by the researchers, even if the students

are playing online games their social behavior is still not affected and that it even

has a positive effect. But since most of the respondents are boys, the

researchers in partnership with the parent-teacher association conducted an

activity to engage the students to do more outdoor activity rather that playing

online games. Also, the teachers will update the parents on the students’

performance to strengthen the relationship of both parents and teachers.

The difference of this study and the researchers’ study is that this study does

not have any significant relationship in terms of the use of online games and

behavior of students whereas the researchers’ study believes that there is

significant relationship between online games and behavior of students.

Meanwhile the similarity of both studies is to find students other activity that they

can engage rather than just playing online games.

Belmonte et al. (2019) from the Universidad de Manila aims to prove that out

of 40 respondents, 62.5 percent said that they are addicted in playing games

because of wanting to have a higher rank and also because of having online

friends. 80 percent of them also said that it has a good effect such as stress

reliever.

They concluded that most of the students who play video games are more

likely to be addicted to it which both has positive and negative effect. They also

recommended that for the future researchers; use a bigger population in getting

the data for even better results.

17
 The only difference of this study to the researchers study is that this study

focuses more on the addiction brought by playing video games whereas the

researchers focuses more on the behavior of the students who play the video

game but both have a significant relationship between gaming and behavior of

students

The study of Lumbay et al.(2017) show that most of the respondents who

answered the survey have good grades even when they are playing computer

games and most of them play at night.

In conclusion, most of the gamers were playing video games even during

high school and most of them where males and even good at academe but the

researchers formulate a weak conclusion that students who play video games for

4 hours a day has a possibility that their academic will be affected. The

researchers recommend an in-depth study to include factors that were not

embraced in this study, so as to provide intervention programs to help those

computer gamers who have low performance in the academe.

The difference of this study to the researchers study is that this study focuses

more on the effect of video games to the academic performance of students

whereas the researchers aims to find out whether mobile games have significant

relationship with students’ behavior. The similarity of this research to the

researcher’s study is that both tackles about the effect of online games to the

students.

18
 There was a critical positive connection between a student's PC games habit

and their physical and psychological well-being in measurements of physical

health, anxiety and insomnia. Additionally, there was a huge negative connection

between addictions to PC games and impaired social functioning. The

aftereffects of this examination are in agreement with the discoveries of different

studies around the globe. (Eshrat Zamani, Malileh Chashmi and Nasim Hedayati,

2020)

Based on the findings, there was a direct relationship between addiction to

computer games and physical disorders such as anxiety, sleep disorder and

depression. 4 percent variance of addiction to computer games is common with

physical disorder, 12 percent with anxiety and sleep disorder, 1 percent with

disorder of social functioning and 6 percent with depression.

The relationship between addiction to computer games and social

dysfunction is reverse. 5 percent variance of addiction to computer games is

common with physical disorder, 19 percent with anxiety and sleep disorder, 2

percent with disorder of social functioning and 10 percent with depression.

Lastly, the relationship between addiction to computer games and disorder of

social functioning is also reverse. 3 percent variance of addiction to computer

games is common with physical disorder, 12 percent with anxiety and sleep

disorder, 0.9 percent with social dysfunction and 5 percent with depression.

(Eshrat Zamani, Malileh Chashmi and Nasim Hedayati, 2020)

19
 Discovering young children's every day exercises is very challenging. In their

investigation, parents were associated with the information assortment, taking

photographs of their children utilizing cell phones multiple times during one day

of the week when the researchers sent them instant messages containing

guidelines. The researchers coordinated three rounds of information assortment.

Besides, the parents and children were interviewed based on the photos and

writings. This cell phone journal strategy permitted specialists to pick up bits of

knowledge into a child's and a family's life. (Plowman and Stevenson, 2012)

In a study of Health Behavior Tracking via Mobile Games, the game itself is

not described as addictive and the reason for using it can be assumed as a result

from students’ own motivation and interest. They have mentioned that tracking

one's own conduct is particularly famous when it is related with health and a

healthy lifestyle. (Marjorita Sormunen and Hanna Miettinen, 2017)

The inspiration for utilizing the study stayed high among students during the

week. The instructors didn't report any unnecessary behavior from the kids, and

when the group experiences were collected, all communicated their fulfillment in

the game.

Two children’s teeth-brushing habits in the mornings and in the evenings are

also evaluated. Child 1 practiced teeth brushing regularly but only in the evenings.

Child 2’s teeth-brushing habits were more irregular.

17 children’s bedtimes and length of night’s sleep on one weekday and

weekend day is also studied. The data showed that most of the children went to

20
sleep on weekday evening at 10:00 pm and on weekend evening, at 10:00 pm or

11:00 pm. Additionally, 4 children went to sleep at midnight or after midnight on

weekend. On weekday, the most usual length of night’s sleep was 9 or 10 hours

and on weekend, 9 hours. On weekend, the variation between the lengths of

night’s sleep was larger than on weekday.

Young adult with versatile game addiction had higher self-reported

depression, social anxiety and loneliness.The outcome revealed that gender

difference was in the path between versatile game addiction and social anxiety,

with male teenagers having a more grounded relationship between mobile game

addiction and social anxiety. This shows that male teenagers may encounter

more social anxieties in the event that they utilize mobile games addictively,

contrasted with female young people. (Jin-Lian Wang, Jia-Rong Sheng and Hai-

Zhen Wang, 2019)

It shows that mobile game addiction can explain 10 percent variance of

depression, 6 percent variance of social anxiety, and 4 percent variance of

loneliness. Compared with female adolescents, male would in general tend to

lack social skills, were all the more socially withdrawn and disclosed less about

themselves in offline communication settings. This is additionally a reason behind

why guys are bound to be pulled in to a virtual world like mobile games since the

online world is more agreeable and can offer more suspicion that all is well and

good. This would further lead them to be more social isolated and experience

more social anxiety, loneliness, and depression because of the absence of social

security in communication settings.

21
 There are various aspects of problematic online gaming and online gaming

addiction. Research has likewise demonstrated online gaming addiction to be

related with a variety of comorbid disorders. These incorporate attention deficit

hyperactivity disorder, symptoms of generalized anxiety disorder, panic disorder,

depression, social phobia, school phobia, and various psychosomatic symptoms.

(Mark D. Griffiths, 2014)

He has also noted that gaming doesn't occur in a vacuum but is only one

behavior engaged with numerous others. Not many researches have been

utilized to inspect links between mobile games and other danger practices (e.g.,

gambling, drug and alcohol use, seatbelt use, poor school performance, conduct

problems, truancy, delinquency, violence, and sexual activity).

It has been said that it is more likely to mobile games to become a

mainstream for psychological and psychiatric research and to become an area of

significant importance given that mobile games’ popularity have been widespread.

(Mark D. Griffiths, 2014)

Synthesis

The related studies presented above discusses the results and discussion of

how mobile games, online games or video games affect students who are

playing those said games in terms of behaviour and academic performance. It

also shows the conclusions and recommendations of various researchers about

the study they have conducted. Both presented positive and negative effects of

22
mobile games which could help the researchers improve their research in the

future.

23
 Chapter III

RESEARCH METHODOLOGY

This chapter covers the method and procedures utilized by the

researchers. This includes the research design, subject of the study, instruments

used and data gathering procedure.

Research Design

The researchers made use of a descriptive research design to determine

effect of playing mobile games to the behavior of grade 11 students from Our

Lady of Caysasay Academy (OLCA).

Descriptive research is a study of status and is widely used in education,

nutrition, epidemiology, and the behavioral sciences. Its importance is based on

the assumption that, through observation, analysis, and explanation, problems

can be solved and practices improved. Other types of descriptive study include

observational research and correlational studies. Descriptive research produces

both qualitative and quantitative data that at a point in time determines the state

of nature (Koh and Owen, 2010)

Descriptive research can be described as simply an attempt to determine,

describe or recognize what is, while analytical research tries to determine why or

how it came to be. Describing, Explaining and validating can be explained as the

three main purposes of descriptive studies. It is closely related with observational

studies, but they are not limited to the process of collecting observational data.

(Ethridge D.E.,2011)

24
 The purpose of descriptive research studies is to describe, and interpret,

the current status of individuals, settings, conditions, or events (Mertler, 2014).

Respondents of the Study

The respondents of the study were taken from the Upper BEd Senior High

School students of Our Lady of Caysasay Academy who are only playing mobile

games. The researchers selected 80 respondents that will bring them the data

they need to have a good result. A survey was undertaken by the researcher that

helped determine the population which were under the said criterion. The

researchers considered the whole population of students, who had already

played mobile games, as respondents.

The sampling method used by the researchers to compute the sample

population is purposive sampling. The reason why the researchers chose that

specific population because the researchers want to have respondents who only

play mobile games to have a more accurate results.

Data Gathering Instrument

The researchers conducted a survey questionnaire to the respondents to

determine the effect of playing mobile games to their behavior. Participants are

given the freedom to answer the survey questionnaire in the manner they are

comfortable with.

In determining the level of the variable, the following scale was used:

Scale for the rating level of grade 11 students on playing mobile games

Scale Interpretation

25
 3.50 – 4.00 Strongly Agree

2.50 – 3.49 Agree

1.50 – 2.49 Disagree

1.00 – 1.49 Strongly Disagree

Scale for the assessment of grade 11 student’s behavior in playing mobile

games

Scale Interpretation

3.50 – 4.00 Strongly Agree

2.50 – 3.49 Agree

1.50 – 2.49 Disagree

1.00 – 1.49 Strongly Disagree

Data Gathering Procedure

The study made use of the following instruments such as survey-

questionnaire, documentary analysis and focus group discussion.

The researchers arranged set of questions that will decide the

respondent's observation through interview. The survey is distributed with the

most helpful time and with the accessibility of the interviewees.

The researchers sent a letter of request to the School principal and to the

Grade level moderator of the Senior High School in Our Lady Of Caysasay

Academy before conducting this study. The researchers sent out the

26
questionnaires to the respondents through an online form (Microsoft Forms) to

assess the effect of the Mobile games towards the behavior of the select Grade

11 students in Our Lady of Caysasay Academy.

The researchers likewise utilized software copy of survey forms for them

not to miss any data. It is to think back to the data and to have proof that there is

actually a survey led. After the information have been gathered and translate, the

researchers will dissect and decipher the information.

Statistical Treatment

After the researchers retrieved the data, tallying, tabulating and analyzing

was done. The following statistical treatments were used:

Frequency. This was used to determine the number of respondents who play

mobile games and the change in behavior.

Mean-value analysis. This was used to deepen the understanding on the result

of the variables.

Person r-moment of correlation. This was used to determine the relationship

between the frequency of playing mobile games and the change in behavior of

grade 11 students.

Percentage. This was used to determine the proportion of respondents who play

mobile games and the change in behavior.

27
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data based on the

statistical procedure. The data used in the interpretation were gathered from the

grade 11 students who have been playing mobile games in Our Lady of

Caysasay Academy Taal, Batangas.

1. Number of Playing Hours Per Day of the Students

The students’ involvement to mobile games focused on the number of

playing hours per day. It is presented in Table 3 below.

Table 3

Students’ Number of Playing Hours per Day

Playing Hours per Day F %

2 13 16%

3 22 28%

4 22 28%

5 17 21%

6 6 7%

As indicated in the table, out of 80 students from grade 11 students in Our

Lady of Caysasay Academy, 13 or 16 percent are playing mobile games for 2

hours. 22 or 28 percent are playing 3 hours per day and that goes also with

students playing 4 hours per day. Its total would be 44 students or 56 percent.

28
Meanwhile, 17 or 21 percent are playing 5 hours per day. Lastly, only 6 or 7

percent of the students are playing 6 hours per day. Based on the results above,

majority of the grade 11 students in Our Lady of Caysasay Academy are playing

3 and 4 hours per day. On the other hand, 6 hours of playing time has the least

frequency. It could be implied that students tend to play for shorter hours.

A study conducted by Lumbay et al. (2017) said that most of the gamers

were playing online games even during highschool. It shows that students are

playing games even at hours which are not supposed to be spent with playing

such games.

Moreover, according to Griffiths (2014) claimed that online gaming

addiction is caused by the number of hours spent in games. He suggests that

males are being addicted because they spend multiple hours with online games.

2. Assessment of Change in Behavior

The students’ assessment of behavior in playing mobile games is presented in

Table 5.

Table 4

Students’ Assessment of Change in Behavior

Scale Verbal Interpretation F %

3.50 - 4 Strongly Agree 0 0%

2.50 - 3.49 Agree 20 25%

1.50 - 2. 49 Disagree 47 59%

1 - 1.49 Strongly Disagree 13 16%

Total 80 100%

29
 From the table above, it can be observed that disagree to change in

behavior was the highest with the number of 47 students or 59 percent. It was

followed by 20 or 25 percent who agree. Also, 13 students or 16 percent belongs

to those who strongly disagree. Lastly, none of the students strongly agree to

change in their behavior.

With the given data above, the researchers can relate the study of

Dumrique & Castillo (2017). They claimed that the number of hours playing

online games and the behavior of the students do not have significant

relationship. According to the results gathered in the present study, respondents

disagree on the change in behavior caused by online gaming.

On the other side, a study by Belmonte et al. (2019), suggested that

individuals only play games to raise their ranks, and it does not show any change

in behavior. The results vary from person-to-person.

3. Relationship between Playing of Mobile Games and Students’ Behavior

The relationship between playing mobile games and behavior of select

grade 11 students in Our Lady of Caysasay Academy can be seen on Table 5.

Table 5
Relationship between Influence of Playing Mobile Games and Behavior

Mean
level of
Hours Mean
Spent in level of r- Description p- Decision Verbal
playing Behavior value value (HO) Interpretation
mobile
games

3.76 2.09 0.058 Slight .6089 Accept Insignificant

Correlation

30
 As shown on the table above, the mean level of hours spent in playing

mobile games is 3.76 while the mean level of the behavior is 2.09. The computed

r- value is 0.058 that is verbally interpreted as slight correlation. On the other

hand, the computed p- value is .6089 which led to accept the null hypothesis.

Resulting to insignificant relationship between the hours spent in playing mobile

games and the behavior of the Grade 11 Students in Our Lady of Caysasay

Academy.

Supporting the results gathered regarding the relationship between

playing of mobile games and the behavior of Grade 11 students, a study by

Dumrique & Castillo (2017) claimed that there is an insignificant relationship

between two variables. This study is affirming what has been found out from the

data gathered in the present study.

However, there is a study by Zamani (2020) that says that there was a

critical positive connection between a student’s gaming routine and their attitude.

It opposes the findings of the present study, showing that there is a significant

relationship between variables.

Rationale

Since the findings revealed that there is no significant relationship

between playing of mobile games and behavior, the researchers developed a

Infommercial in a form of a simple video. This is believed to bring awareness to

mobile gamer to establish a healthy gaming and therefore can affect their

behavior in the future.

31
I. Output

Infomercial

II. Output Description

An infomercial is a longer-form video or television advertisement

that acts as a stand-alone program to pitch a good or service with a

call to action. Infomercials are different than

regular commercials because they last longer and have no breaks in

the program. As a result, infomercials are able to present more details

about a product or service. The purpose of infomercials is to prompt

the viewer to call a toll-free number or visit a website to make a

purchase (Kelton, 2019). The proposed infomercial would be the

devise to be used in spreading awareness to the people specially

students about the positive and negative effect of mobile games. By

filming contents that would contain the effects of mobile games to the

students would have a better understanding about the different effects

of playing mobile games.

III. Nature and Purpose

The proposed infomercial is designed to spread awareness to

people specially students who are hooked in playing mobile games.

Since most of the people are not aware of the positive and negative

effects of mobile games, the researcher’s goal is to help people

specially students not just in our country but worldwide to be educated

and be aware of the different effects brought by playing mobile games.

32
 Chapter V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study, the findings, the

conclusions based on the findings of the researchers.

To achieve healthy mental and emotional behavior within the students and

provide harmonious relationship with people, this sought to answer the following

questions:

1. How many hours per day do grade 11 students spend on playing mobile

games?

2. How do the students’ assess their behavior?

3. Is there a significant relationship between playing of mobile games to the

behavior of the respondents?

4. How can an Infomercial be devised to improve further knowledge about

the effects of playing mobile games?

Hypothesis

The researchers posted the hypothesis:

Ho: There is no significant relationship between Playing of Mobile Games

and Behavior of select grade 11 students in Our Lady of Caysasay Academy.

Descriptive Research Design was used to determine relationship between

Playing Mobile games and Behavior of Students. The researchers disseminated

a researcher-made questionnaire to 80 grade 11 students in Our Lady of

33
Caysasay Academy. The statistical tools utilized in this study were Frequency,

Mean-Value Analysis, Pearson-r Moment of Correlation, and Percentage.

Findings of the Study

Based on the data collected, the following findings were obtained:

1. The majority of the Grade 11 student gamers spend 3-4 hours of playing in

a day. On the other hand, the frequency of 6 hours of playing time is the

lowest.

2. Majority of the student gamers answered disagree to the assessment of

behavior in playing mobile games with a frequency of 47 or 59%. However,

the strongly agree level got the lowest frequency, obtaining 0 or 0 percent.

3. The hours spent in playing mobile games and the behavior of the Grade

11 student gamers obtained a computed 0.058 r-value which was verbally

interpreted as slight correlation. It has a p-value .6089 which led to accept

the null hypothesis.

4. The proposed Infomercial gives awareness and knowledge about the

possible negative effect to the gamers.

Conclusions

Based on the findings of the study, the following conclusions were

produced.

1. The grade 11 student gamers’ average number of playing hours is

approximately 3 - 4 hours.

34
 2. The grade 11 students disagree to the assessment of behavior in

playing mobile games and the strongly agree level got the lowest

frequency.

3. There is no significant relationship between playing of mobile games

and behavior of select Grade 11 students in Our Lady of Caysasay

Academy. Likewise, the student gamers’ level of influence and behavior of

the Grade 11 student gamers was verbally interpreted as slight correlation.

4. The proposed infomercial regarding the positive and negative effects of

mobile games may help the student gamers to further understand both

good and harmful effects that mobile games could offer to them.

Recommendations

After the conclusions have been drawn, the following recommendations

may be considered:

1. The school administrators may use the results of the study to formulate

other programs and activities in maintaining and improving student’s

behavior while playing mobile games.

2. The teachers and parents may utilize the findings of the study to

educate their students or children regarding proper behavior while playing

mobile games. Moreover, teachers may convince their students to use

certain genre of mobile games that are non-violent and age appropriate.

35
3. The devised Infomercial made by the researchers may be used to

maintain and improve student’s behavior while playing mobile

games, at the same time it could help students that could potentially be at

risk of having behavioral problems while playing mobile games.

4. The future researchers may conduct a study similar to this one that

would deeply explain the findings of this research. Also, they may consider

different factors which can be affected due to playing mobile games.

36
 Bibliography

A study by Samaha and Hawi (2016) in smartphone addiction. Retrieved from

https://www.researchgate.net/publication/331854629_Exploring_Mobi
le_Game_Addiction_Cyberbullying_and_its_Effects_on_Academic_P
erformance_among_Tertiary_Students_in_one_University_in_the_Ph
ilippines

Reasearch by Jessie Richie Naval de los Santos, Eduardo Edu C. Cornillez J,

Vicente D. Carillo, Jr and Giovanni Naval de los Santos (2020) The
implementation of internet connectivity in the university changed the dynamics of
students’ life to a great degree. Retrieved from

https://slejournal.springeropen.com/articles/10.1186/s40561-020-
00118-7

A study by Dennis O. Dumrique, Jennifer Castillo (2018) Online gaming is one of

the widely used leisure activities by many people. Retrieved from

https://knepublishing.com/index.php/KnE-
Social/article/view/2447/5372

A study by Angeles (2004, 28-29) Quality of education and school performance

of students are measured by different factors. Retrieved from

https://ir.library.osaka-
u.ac.jp/repo/ouka/all/24497/osipp_030_075.pdf

A research by (Kuss, 2013) Talabis, Dale Lemuel V. Ocampo, Rodelando (2017)

Technology helps improve the quality of life. Retrieved from

https://www.sanbeda-
alabang.edu.ph/bede/images/researchpublication/BedanJournalP
sych/BJP2017v1-166.pdf

A study by Kebritchi, Hirumi, & Bai, 2010; Pareto, Arvemo, Dahl, Haake, & Gulz,
2011; Pilli & Aksu, 2012. Retrieved from

https://educationaltechnologyjournal.springeropen.com/articles/1
0.1186/s41239-017-0062-1

A study conducted by Dumrique & Castillo (2017) from the Polytechnic University
of the Philippines entitled Online Gaming. Retrieved from

37
 https://knepublishing.com/index.php/KnE-
Social/article/view/2447/5372

A study of Eshrat Zamani, Malileh Chashmi and Nasim Hedayati, (2020) Focuses
more on the effect of video games to the academic performance of students.
Retrieved from

https://scholar.utc.edu/cgi/viewcontent.cgi?article=1197&context= mps

A study by Jin-Lian Wang, Jia-Rong Sheng and Hai-Zhen Wang, (2019).

Retrieved from

https://www.frontiersin.org/articles/10.3389/fpubh.2019.00247/full

A study by Mark D. Griffiths, (2014) Mobile games to become a mainstream for

psychological and psychiatric research. Retrieved from

https://onlinelibrary.wiley.com/doi/full/10.1002/9781118767771.wbi
edcs044

38
 APPENDICES

APPENDIX A

Survey Questionnaire

39
40
41
 APPENDIX B

Sample Letter of Request

42
 APPENDIX C

Statistical Treatment

43
 CURRICULUM VITAE

A. PERSONAL DATA

NAME: Bautista, George Chloe B.

NICKNAME: George

AGE: 17

ADDRESS: St. Joseph Village, Balisong, Taal, Batangas

SEX: Female

CIVIL STATUS: Single

CITIZENSHIP: Filipino

RELIGION: Catholic

BIRTHDATE: April 24, 2003

BIRTHPLACE: Bauan, Batangas

FATHER’S NAME: Rodante M. Bautista

MOTHER’S NAME: Maricar M. Bauan

B. EDUCATIONAL BACKGROUND

ELEMENTARY : Our Lady of Caysasay Academy

A.Y. 2014-2015

SECONDARY : Our Lady of Caysasay Academy

A.Y. 2018-2019

SENIOR HIGH SCHOOL : Our Lady of Caysasay Academy

A.Y. 2020-2021

44
 CURRICULUM VITAE

A. PERSONAL DATA

NAME: Pablo, Lorenson Nhami I.

NICKNAME: Nhami

AGE: 18

ADDRESS: Zone 11, Taal, Batangas

SEX: Male

CIVIL STATUS: Single

CITIZENSHIP: Filipino

RELIGION: Catholic

BIRTHDATE: November 24, 2002

BIRTHPLACE: Lemery, Batangas

FATHER’S NAME: Wilson C. Pablo

MOTHER’S NAME: Loreta R. Inocencio

B. EDUCATIONAL BACKGROUND

ELEMENTARY : Our Lady of Caysasay Academy

A.Y. 2014-2015

SECONDARY : Our Lady of Caysasay Academy

A.Y. 2018-2019

SENIOR HIGH SCHOOL : Our Lady of Caysasay Academy

A.Y. 2020-2021

45
 CURRICULUM VITAE

A. PERSONAL DATA

NAME: Dejacto, Diane Kylene M.

NICKNAME: DK

AGE: 18

ADDRESS: Sinisian East, Lemery, Batangas

SEX: Female

CIVIL STATUS: Single

CITIZENSHIP: Filipino

RELIGION: LDS

BIRTHDATE: February 04, 2003

BIRTHPLACE: Taal, Batangas

FATHER’S NAME: Melvin M. Dejacto

MOTHER’S NAME: Ma. Julieta M. Dejacto

B. EDUCATIONAL BACKGROUND

ELEMENTARY : Universal Scholastic Academe

A.Y. 2014-2015

SECONDARY : Our Lady of Caysasay Academy

A.Y. 2018-2019

SENIOR HIGH SCHOOL : Our Lady of Caysasay Academy

A.Y. 2020-2021

46
 CURRICULUM VITAE

A. PERSONAL DATA

NAME: Navarro, Lans Jethric D.

NICKNAME: Boyong

AGE: 18

ADDRESS: Heritage Villas, Taal, Batangas

SEX: Male

CIVIL STATUS: Single

CITIZENSHIP: Filipino

RELIGION: Catholic

BIRTHDATE: July 18, 2002

BIRTHPLACE: Lemery, Batangas

FATHER’S NAME: Edenly V. Navarro

MOTHER’S NAME: Mejia Regina D. Navarro

B. EDUCATIONAL BACKGROUND

ELEMENTARY : Our Lady of Caysasay Academy

A.Y. 2014-2015

SECONDARY : Our Lady of Caysasay Academy

A.Y. 2018-2019

SENIOR HIGH SCHOOL : Our Lady of Caysasay Academy

A.Y. 2020-2021

47