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STUDENTS’ MOBILE LEGEND PLAY, BEHAVIOR, AND ACADEMIC

PERFORMANCE

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A Research Paper Presented to

MARIE LOVE P. TAMPOS, MSM

San Roque National High School

Alburquerque, Bohol

_________________________________________________

In Partial Fulfillment

of the Requirements of the Subject Practical Research 2

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Argallon, Daniel B.

Beceres, Lorina E.

Maceren, Ivan Rowell M.

Mahinay, Vercelie S.

Rebuyon, Justin P.

Tare, Hazel Faith S.

October, 2019
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Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Online gaming has emerged as a popular and successful source of

entertainment and play for people of all ages, especially for the students. It

refers to the games that are played over some forms of computer network,

typically on the internet. These games are played online, in which you can

connect with multiple players. It is normally platform independent, relying on the

web browser and appropriate plug-in. Today, mobile legend is one of popular

online games that is well known for players who have the interest of playing

multiplayer online battle area (MOBA).

For most people, online gaming is one of the best past time that they can

acquire specially for students. According to Kuss and Griffiths, teens who play

online games are just having fun. They do not just actually play because of

some sort of seriousness, but because they just want to feel relief. During school

hours, students tend to feel stressed due to loads of school works and playing

mobile legend will somewhat relieves their stress.

Students' learning takes place, but the inappropriate usage of playing

online games also leads in some problems such as being distracted in school.
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Further, it is where the attention of the child is divided that even their health and

social life is unknowingly affected.

Studies revealed that the human brain is easy to destruct and one of the

reasons is using technology. This study aims to find out how online game (Mobile

Legend) affects the behavior and academic performance of the students of San

Roque National High School, Alburquerque, Bohol. The result of the study would

serve as basis for immediate plans of action based on the arising issue involving

the variables concerned.

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Review of Related Literature

This section presents the related literatures which are relevant and

believed to be of importance in providing sufficient background as a guide to the

researchers in conceptualizing, discussing and interpreting the data of the study.

Mobile Legends is arguably one of the most popular mobile games

currently being played. While its premise is interesting enough, what really keeps

players glued to their smartphones are the updates from game developer

Moonton.

Computer game addiction generally refers to an excessive, unhealthy

amount of playing computer games. Rather than engaging in the real world, an

addicted user devotes majority of his or her time to gaming (Conrad, 2011). The

issue of game addiction is uncontrollable. Gaming addiction became a

mysterious problem which is still difficult to treat, more terrifying than alcohol or

drugs addiction. In fact Dr. Shumaila Yousafzai (2009) from Cardif Business

School said popular online video games warned players not to overuse their

products.

As of today, most people relate online games to low academic

performance. Through the years, studies have yielded different results. Some of

them say that they are co-related when some say that they are not.

According to Anderson and Dill (2000), there’s a negative correlation

between the online games and academic performance. Thus, it means that there

is no relation between the number of hours played by a Player and his grades.
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At times, the students defend the games they are playing by saying that

they do learn something from it. A paper from EDUCAUSE backs these students

up by suggesting that the faculty learn and know about these games so as to

help students in class learning experience. (Hitch and Duncan, 2005)

Furthermore, another paper claims that these games are not just for

entertainment (Shaffer, squire, Halverson, and Gee, 2005). They claim that these

games may be used to learn and experience different things and interact with

other people and belong to a virtual community.

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 (Ernes, 1997, p.413). It goes on to say

that the research is spare and contradictory (Ernes, 1997, p.413).

Many cases among students are addiction. Add this addiction may lead to

worse problems. The students might steal money. They may become lazy when

it comes to studying and prefer playing the whole day long. Some may even skip

school order to have more playing time. (Sujat Ali Hamzah)

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Addicted gamers spend so much time playing that their personal

relationships get neglected and sometimes disappear altogether. Among

addicted gamers who are married, up to 50 percent report a strain in their

addiction. Addicted gamers also neglect the responsibilities of everyday life such

as school and work.(UNC-OASIS).

The relationship between academic and behavior problems is a long

recognized phenomenon (Alexander, Entwisle, & Horsey, 1997 Hinshaw, 1992).

A significant amount of research (see Lane, Barton-Arwood, Nelson, &

Wehby,2008; Nelson, Benner, Lane, & Smith,2004; Reid, Gonzales, Nordness,

Trout,& Epstein,2004) concerning this relationship comes from the study of

students with disabilities such as emotional disturbance(ED) and learning

disabilities (LD); yet, as Algozzine, Wang and Violette (2011) indicate, research

on this topic regarding these populations does “little to clarify, confirm, or

advance the link between achievement and behavior or the cause for it”(p.5)

In fact, the relationship between achievement and behavior also affects

other students, not just those with disabilities: For example as boys from low-

income families (Moilanen, Shaw, Maxwell, 2010) or youth with persistent

patterns of externalizing behavior (Vitro, Brenden, Larose, & Tremblay,2005).

Hinshaw (1992) suggested four possibilities for the relationship between

academic achievement and behavior including a) achievement affects behavior,

(b) behavior affects achievement ,(c) reciprocal relationships exist between

academic and behavioral variables,and (d) some third variable mutually affects
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behavior and [Link] researchers have investigated extensively to

understand the relationships between these variables, the relationship remains

[Link] has examined the potential impacts of academic achievement

on behaviors.

In their meta- analysis, Maguin and Loeber (1996) found that poor

academic performance appears be related to frequency, persistence, and

seriousness of delinquent activity. A more recent study (Joffe & Black, 2012)

revealed that among a sample of 352 secondary school students, those with low

academic performance had significantly greater social, emotional, and behavioral

difficulties.
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● Self-determined Theory Republic Act No. 10533

(Edward L. Deci and Richard M. Ryan)

● Cognitive Development Implementing Rules and
Theory (Educational Regulations of the Enhanced
Implications) John Piaget Basic Education Act of 2013
1952
School Policy

San Roque National High School Students

S.Y 2019-2020

Mobile Legend Play Behavior Academic Performance

Proposed Action Plan

 Wide dissemination on the Effect of Mobile Legend Play, to students

Behavior, and Academic Performance.

Figure 1. Theoretical and Conceptual Framework

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Theories

Self-determination theory proposes that an individual’s well-being and

their abilities to self-regulate are based on the fulfillment of certain basic

psychological needs (Ryan & Deci, 2000). These needs include the need for

competence, the need for autonomy, and the need for relatedness. When a

person is able to meet these psychological needs in their everyday lives they will

experience high levels of well-being conversely, if these needs are not meet then

their well-being will suffer and they be forced to look elsewhere to rectify the

situation (Ryan, 1995). As a result, individuals are more motivated to pursue

activities that fulfill these needs.

Humanistic Needs Theory similar to self-determination theory, humanistic

needs theory is concerned with the fulfillment of psychological needs. The

hierarchy summaries the needs that individuals want met in order to experience

high levels of well-being. The hierarchy includes the basics physiological needs

that all organism need to pursue to survive as well as other higher order needs

such as esteem and self-actualization. Studies into video gaming addiction based

on Humanistic Needs Theory mainly concentrate on two of the categories in

Maslow's hierarchy, namely esteem and belongingness (Wan & Chiou, 2006)

Flow theory is a theory that is frequently applied to video gaming addiction

in an effort to understand the behavior (Wan and Chiou,2006). Flaw theory is

based around having an optimal experience while involved in some activity

(Csikszentmihalji, 1975). In order to achieve this flow state there are a number of
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things that the experience must provide. It must have clear objective, provide

immediate feedback on performance, be challenging but not so much as to

overcome the individual skills, immerse the individual and of course be

interesting in general. These are all things that video games can provide. (Wan

and Chiou, 2006).

Operant Conditioning

The principles of operant conditioning tell us that the frequency of

behavior results from the consequences and it causes Charlton and Danforth

(2007) proposed that online games are good at inducing operant conditioning

through variable ratio reinforcement schedules comprised of evolving story lines

and event which occur in an unpredictable time frame. This reinforcement

schedules has been found to be very resistant to behavioral Extinction (king,

Delfabbio & Griffiths, 2011).

Functionalism Theory: the view that mental processes and behavior of

living organism help them adapt to their environment. (Schunk, 22)

According to Piaget’s (1952) Discovery Learning, the idea that children

learn best through doing an actively exploring was seen as central to the

transformation of the primary school curriculum.

The report`s recurring themes are individual learning, flexibility in the

curriculum, the centrality of play in children`s learning, the use of the

environment, learning by the discovery and importance of the evaluation of

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children of children`s progress teachers should not assume that only what is

measurable is valuable.

According to Piaget (1958), assimilation and accommodation require an

active learner, not a passive one, because problem solving skills cannot be

taught, they must be discovered.

Within the classroom learning should be student centered and

accomplished through active discovery learning. The role of the teacher is to

facilitate learning, rather than direct tuition.

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Legal Basis

Pursuant to Section 16 the Republic Act No. 10533, entitled “ An Act

Enhancing the Philippine Basic Education System by Strengthening Its

Curriculum and Increasing the Number of Years for Basic Education,

Appropriating Funds Therefor and for Other Purposes,” otherwise known as the

“Enhanced Basic Education Act of 2013”, the Department of Education (DepEd),

the Commission on Higher Education (CHED), and the Technical Education and

Skills Development Authority (TESDA), hereby issue the following rules and

regulations to implement the provision of the Act.

10.2 Standards and Principles. The DepEd shall adhere to the following standards

and principles, when appropriate, in developing the enhanced basis education

curriculum:

(a) The curriculum shall be learner- centered, inclusive and developmentally

appropriate;

(b) The curriculum shall be relevant, responsive and research- based;

(c) The curriculum shall be gender and culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist,

inquiry- based, reflective, collaborative and integrative.

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DepEd Undersecretary Annalyn Sevilla explained that the prohibition of

cellphone use during class hours is mandated by the DepEd Order 83 series of

2003 or the order prohibiting students of elementary and secondary schools from

using cellular phones and pagers during class hours. Sevilla said the government

started with the prohibition of cellphone use in 1999. Emphasizing that phones

are easily used today to spread nudes photos, Sevilla urged that parents to

consider their children’s age in relation using or owning phones.

Republic Act No. 11293, an act adopting innovation as a vital component

of country’s development policies. Inclusive innovation refers to the creation of

new ideas that results in the development of new product, processes, and

services. Innovation that improved policies, product, processes, or services

which are then spread or transferred across the market.

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THE PROBLEM

Statement of the Problem

The main purpose of this study is to determine the significant relationship

that exists on the extent students play Mobile Legend, their behavior and

academic performance. This will be administered to the selected students of San

Roque National High School, Alburquerque, Bohol, School Year 2019-2020.

The researchers want to answer the following questions:

1. What is the extent into which the respondent plays mobile legend?

2. What is the behavior of the students in terms of:

a) Socialization; and

b) School task/activities?

3. What is the students’ academic performance?

4. Is there a significant relationship between;

4.1 Students’ Mobile legend play and academic performance;

4.2 Students’ Mobile legend play and behavior; and

4.3 Students’ behavior and academic performance?

5. What action can be made based on the results of study?

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Statement of the Null Hypothesis

The results of the study will lead to the acceptance or rejection of the

following null hypothesis:

Ho 1: There is no significant relationship between students’ mobile legend

play and academic performance.

Ho 2: There is no significant relationship between students’ mobile legend

play and behavior.

Ho 3: There is no significant relationship between students' behaviour and

academic performance.

Scope and Delimitation

This study aims to know the effects of mobile games (Mobile Legend) to

behavior specifically on students’ socialization and behavior toward school

activities and academic performance of the selected students of San Roque

National High School, Alburquerque, Bohol, School Year 2019-2020.

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Significance of the Study

In this section, the researchers expressed the value or importance of the

research study and this is where the significant contribution of the result was

enumerated. This research study will be beneficial to the following:

Mobile Legend (ML) players. The result of this study will help the ML players to

know that there are effects of playing mobile games (mobile legends) in their

behavior and academic performance.

Students. The results of this study will give them ideas and information about

the effects of Mobile games (Mobile Legends) to the behavior and academic

performance aside from negative effects.

Parents. It will serve as basis to help share with other parents the effects of

mobile games. It will also help them understand the behavior and allows them to

follow up the study habit of their children.

Teachers. It will provide additional knowledge on what strategy to use to

educate students about the well-known effects of online gaming (Mobile

Legends) to students' academic performance, problem-solving strategy,

decision-making and spatial visualization.

Future Researchers. The results of the study will serve as a guide to other

researchers who would embark a study of similar nature.

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RESEARCH METHODOLOGY

Design

The researches employed the non-experimental design specifically the

correlational-descriptive research design. In this study, the researchers will

determine the extent of Mobile Legend play, behavior and academic performance

of the students of San Roque National High School.

Environment and Participants

The study was conducted at San Roque National High School, located in

Eastern Poblacion, Alburquerque, Bohol, School Year 2019-2020. This school is

composed of Junior and Senior High School Students where Senior High offer

General Academic Strand, (GAS) Technical Vocational and Livelihood, (TVL)

and Humanities and Social Sciences, (HUMSS).

The researchers used non-experimental design. The respondents of the

research were the students of San Roque National High School.

Instrument

This study utilized standardized questionnaires. The questionnaires were

used for measuring student behavior on playing mobile legend using the Likert

scale namely Strongly Disagree, Disagree, Agree, and Strongly Agree. The

questionnaire was composed of ten (10) items.

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The test items undergone pilot testing and item analysis before they were

administered to the respondents. The data were treated using the percentage,

weighted mean and Pearson r. Correlations and revisions of the questions were

referred to the thesis adviser for approval before these were reproduced for

distribution.

The respondents were given enough time to answer the questionnaire.

The accomplished forms were tabulated, computed, and analyzed.

Data Gathering Procedures

Phase 1. Asking Permission

The researchers sent a letter to the principal, adviser/teacher of research

project, and to the selected student of San Roque National High School as a

mean of asking permission for the conduct of the study.

Phase 2. Preparation of Questionnaire

The researchers prepared questionnaire for non-experimental test survey

questionnaire.

Phase 3. Presentation

The researchers went to respondents and conduct a survey through giving

a questionnaire.

Phase 4. Evaluation

The results of the survey were utilized in conducting and analyzing the data.
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Statistical Treatment

In computing, the sample size of the respondents, the researchers will use

the Slovin's formula.

N
n=
1+ N e 2

Where:

n=sample size

N=total number of

e=allowable sampling error of 0.05

A percentage frequency distribution is a display of data that specifies the

percentage of observations that exist for each data point or grouping of data

points. It is a particularly useful method of expressing the relative frequency of

survey responses and other data.

The data will be gathered, tallied and analyzed. The researchers get the

percentage of respondents who answered Strongly Disagree, Disagree, Agree or

Strongly Agree.

Formula:

%= f/n x 100

Where:

%= percentage

f= frequency

n= no. of responses
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Weighted mean. This method is used to measure the central tendency. To

determine the mean behavior and academic performance of the respondents,

researchers used this formula:

Fx
WM=∑
N

Where

WM = weighted mean

∑ Fx = summation of frequency of scale x

N=number of cases

To interpret the extent of students’ Mobile Legend play, the researchers

used the following scale.

HOURS DESCRIPTION
7-up Excessive
5-6 Frequently
3-4 Sometimes
1-2 Moderate

To interpret the average mean of students’ behavior, the researcher used

the following scale:

NUMERICAL VALUE DESCRIPTION

3.26-4.00 Highly Observed
2.51-3.25 Moderately Observed
1.75-2.50 Slightly Observed
1.00-1.75 Not Observed
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To get the mean academic performance of the students, grades were then

transmuted and interpreted using the following scale:

RANGE DESCRIPTION
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did not meet expectations

To find out the correlation on the extent students’ play Mobile Legend,

students’ behavior and their Academic Performance, the researchers used the

Person r.

Formula:

r =N ∑ xy −¿ ¿ ¿

Where:

N= number of pairs of scores

∑ xy = sum of the products of paired scores

∑ x = sum of x scores

∑ y = sum of y scores

∑ x 2 = sum in squared x scores

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∑ y2=sum in squared y scores

To determine the significant relationship on the extent students’

play Mobile Legend, students’ Behavior and their Academic Performance, the

researchers compared the computed Pearson r-value to the Pearson r-tabular

value at 5% level of significance and degree of freedom, df=n-2, where n is the

number of sample size.

DEFINITION OF TERMS

The following terms are operationally defined to have better understanding

and to avoid confusions in the interpretations of the words used in this study.

Academic Performance. It refers to the respondent’s average grade during 1 st

and 2nd grading of the School Year 2019-2020.

Behavior. It refers to the actions and mannerism made by the selected students

of San Roque National High School. In this study behavior is measured through

using standardized questionnaire.

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Mobile Legend. It refers to a mobile game that most of the respondent played.

In this study the extent into which the respondent plays Mobile Legend is

measured by identifying the number of hours the respondents plays Mobile

Legend.

SURVEY QUESTIONNAIRE
Students’ Mobile Legend Play and Behavior
Name (optional):________________________
Average Grade: 1st ______________________
2nd _____________________
Kindly specify your extent.
( ) 1-2 ( ) 3-4 ( ) 5-6 ( ) 7-up
Legend:
Strongly Disagree (SD) (4)
Disagree (D) (3)
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Agree (A) (2)

Strongly Agree (SA) (1)

Socialization Strongly Disagree Agree Strongly

Disagree Agree
1. I would rather spend
more time on Mobile
Legend than go out to
spend time with people.
2. I like to make new
friends on Mobile Legend.
3. Playing Mobile Legend
enables me to make
friends.
4. I enjoy meeting with
friends while playing
Mobile Legend.
5. Communicating with
others on Mobile Legend
is more enjoyable.

School Task/Activities Strongly Disagree Agree Strongly

Disagree Agree
1. The time I spend on
Mobile Legend usually
exceeds what I expected.
2. I will overlook academic
work to spend time on
Mobile Legend.
3. Before I have to do my
assignments, I will check
my Mobile Legend to see
if there is new information
or there are games to
play.
4. Because I spend too
much time on Mobile
Legend, my academic
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work or grades have been

affected.
5. My academic
performance and attention
have been affected by
Mobile Legend.

Source: Why are they so addicted? Modeling online games addiction behavior
among university students. (Ramayah, Rabaya, Saparya, Mahmud, and
Rawshon)

REFERENCE LIST

Robinson, A. (2016). The effects of Online Gaming towards the academic

performance of selected grade 10 students. Retrieved from
[Link]
Kremer, K. [Link]. Behavior problems and children’s academic achievement: A test
of growth-curve models with gender and racial differences. Retrieved from
[Link]
Ahn, J. and Randall, G., 2008. Computer game addiction. [pdf] Available at: <

[Link]
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Brian, D and Wiemer-Hastings, P., 2005. Addiction to the internet and online

gaming. Cyber Psychology & Behavior [e-journal] 8(2) pp. 110-113

Available through: Worlds of education

Chan, E. and Vorderer, P., 2006. Massively Multiplayer Online Games. In P.

Vorderer, and J. Bryant, Ed. 2006. Playing Video Game: Motives,

Responses, and Consequences. Routledge, Taylor& Francis Group.

Charlton, J. P., and Danforth, I. D., 2007. Distinguishing addiction and high

engagement in the context of online game playing. Computers in Human

Behavior [e-journal] 23(3), pp.1531-1548 Available through: Digital Library
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