Father Saturnino Urios University

Bp. Pueblos Senior High School

Butuan City

Correlation of Frequent Mobile Gaming in Senior High School

Students and Their Social Skills in Father Saturnino Urios
University Bp. Pueblos

A Research Paper

Presented to the

Faculty of Bp. Pueblos Senior High School

Father Saturnino Urios University

In Partial Fulfillment of the Requirements for

Practical Research 1

By:

Añora, Hesed John J.

Bermudez, Kis C.

Boholst, John Paul O.

Cabilan, Thrisha C.

Castillo, Chrisha Mae B.

Cervantes, Sam C.

Dela Torre, Louie Japeth A.

Quiao, Crestine Rose V.

Sanchez, Lyza Jen J.

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 Father Saturnino Urios University

Bp. Pueblos Senior High School

Butuan City

April 2023

Chapter 1

THE PROBLEM AND ITS BACKGROUND

1.1 Background of the Study

In particular among kids and teenagers, computer and mobile

games have been strongly linked to bad attitudes and behaviors.

Numerous research has examined the potential consequences of

these games on their learning and antisocial traits. These

studies, however, have recently demonstrated that games have

primarily favorable effects on young people (Cam Adair, 2021).

Frequent gaming can lead to a lack of social connection

which can have long-term social effects. Teens won't learn how

to interact with others well, which will make it difficult for

them to form and sustain healthy connections in college and

beyond (Marogi, 2020). A video game is described as "a game we

play thanks to an audiovisual apparatus and which can be based

on a story" (Esposito, 2005). Scientific studies on playing

video games have become more prevalent recently (e.g., Ferguson,

2015; Calvert et al., 2017; Hamari and Keronen, 2017). The

majority of scientific investigations in this field have

concentrated on the volume of video game play and the variety of

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Butuan City

correlations that it has. While some researchers (Primack et

al., 2012; Granic et al., 2014; Colder Carras et al., 2018) have

stressed the advantages of gaming and even recommended a

therapeutic application of video games, others (Anderson et al.,

2010; Müller and Wölfling, 2017) have been more interested in

its possible drawbacks.

In Father Saturnino Urios University Bp. Pueblos, we have

observed that there are a lot of students who play mobile games

as past-time. There is also an organization in the school for

e-games. It is inevitable that teens nowadays are prone to

exposure to mobile games and researchers would want to control

this behavior so that factors for human well being will not be

affected. As researchers we would want to assess the level of

frequent gaming of the students and how it influences their

social skills. The main objective of this study is to assess the

level of frequent gaming of students and correlate it to their

social skills.

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Butuan City

1.2 Statement of the Problem

The main goal of this study is to ascertain the frequency

of mobile gaming among Senior High School students at FSUU Bp.

Pueblos have affected their Social Skills. The following themes

are clarified in this thesis and are given to students together

with new information:

1.) What is the Profile of the Respondents in terms of:

1.1 SEX

1.2 GRADE LEVEL

1.3 STRAND

2.) What is the extent of mobile game exposure of the

students in terms of frequency of game usage? (hours spent

playing per day)

3.) Is there a significant relationship between frequent

mobile gaming and respondents’ social skills on the profile

of the respondent variables?

1.3 Significance of the Study

This study will benefit the following:

● Students.

a) To let them understand the potential damage of too

much mobile gaming may have on their social skills.

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b) The student's awareness of the issue that is

escalating in their second home will be aided by this

study. This will serve as a useful buffer to prevent

them from carrying out these actions.

● Parents. With the aid of this study, they will be better

able to comprehend how their children adhere to the

prevalent problem.

● Faculty of Father Saturnino Urios University Bishop

Pueblos. This study will serve as a reference for the

causes of the students in your class that play mobile

games. Also, it will increase your understanding of how to

manage this type of learner by helping them develop

effective time management skills. This research will also

provide background information that will assist you deal

with the student's social skills and determine what advice

is most appropriate for them.

● Other Researchers. The findings of the research will

provide new perspectives on the association between

frequent mobile gaming and social skills and how to develop

strategies to avoid becoming addicted.

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1.4 Scope and Delimitation of the Study

This study intends to evaluate students' social skills with

their frequency of mobile gaming. It will be conducted in Father

Saturnino Urios University Bp. Pueblos. The researchers used the

Slovin's Formula to extract 259 students out of 734 Senior High

School students S.Y. 2022-2023. They will be given priority in

the research’s field of study.

1.5 Theoretical Framework

The Social Cognitive Theory

There are more than two billion users of video games

globally (Newzoo, 2017), making it a hugely popular pastime.

However, the potential risks of excessive video gaming have been

highlighted by both the media and experts. Future research is

required to determine whether risks to psychological health are

related to either the causes or effects of video gaming. The

researchers are interested in learning more about the hazards to

their psychological well-being associated with their social

skills. According to the Social Cognitive Theory, learning takes

place in a social setting as a result of a dynamic interplay

between the learner, their environment, and their behavior. SCT

takes into account both the many ways in which people learn and

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Butuan City

practice behaviors as well as the social context in which those

behaviors are used. The theory considers a person's prior

experiences, which influence whether the behavioral activity

will take place. Reinforcements, expectations, and expectancies

are all influenced by past experiences, and they all have an

impact on whether or not someone would engage in a particular

activity as well as the motivations behind that behavior.

Students' prior experiences encourage them to play mobile

games. Mobile gaming can meet their demands, prompting them to

engage with more of it. When they achieve this level of

fulfillment, it impacts their psychological health, specifically

their social abilities. They acquire new tactics and improve

their communication abilities as they connect with them more.

However, frequent engagement would result in negative effects

such as delusions and loneliness, as well as hurting someone's

feelings since one's competitiveness was at its peak.

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Butuan City

1.6 Research Paradigm

Figure 1. Research Paradigm

1.7 Conceptual Framework

The paradigm shows the interplay between the dependent

variable and the profile of the students. In the first box, the

dependent variable of the study is the frequency of game usage.

In the second box, the profile of students which are the

intervening variables shown; Sex, Grade level, and Strand. In

the third box, the affected factor of the students is shown

which is Social Skills.

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1.8 Definition of Terms

The key terms in the study are given the following

operational definitions.

Technology. A system or device such as electronic gadgets

and mobile games used by FSUU Bp. Pueblos Senior High School

students that result from the application of scientific

understanding to a practical situation.

Mobile gaming. Refers to any sort of activity done in a

mobile game that can be networked, downloaded, or played in-app,

designed specifically for handheld mobile devices with wireless

networking capabilities played or used by FSUU Bp. Pueblos

senior high school students.

Mobile device. Refers to mobile operating systems used by

FSUU Bp. Pueblos Senior High School students such as portable

computers and storage devices such as laptops, cell phones,

tablets, and smartphones.

Social Skills. Refers to the interpersonal skills of Bp.

Pueblos Senior High School students in FSUU are crucial to this

study’s results.

Social Skills Rating System (SSRS). The SSRS (Gresham &

Elliott, 1990) is a broad, multi-rater assessment of students’

social behaviors that can affect teacher-student relations, peer

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acceptance, and academic performance. This will be used as a

questionnaire to be answered by the respondents of this study.

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Butuan City

CHAPTER 2

REVIEW OF RELATED LITERATURE

The review of related literature would assist this study’s

background on why the researchers have decided to conduct this

study.

Social Skills in the Psychosocial Well-being of Teens

Social skills (e.g. openness of expression, cooperation)

are intrinsic to a teen’s psychosocial well-being. These skills

may also support teens’ positive behavioral, social, and

academic outcomes. Specifically, teens’ social skills are an

important precursor in their development of school readiness and

peer acceptance (Lindsey et al., 2018). Conversely,

participation in screen-based behaviors, which are largely

solitary, sedentary pursuits, may reduce opportunities for

interaction with peers and thereby be detrimental to teenager’s

opportunities for socialization and to the development of

healthy social skills (Hinkley, T., Brown, H., Carson, V., &

Teychenne, M., 2018).

The student's behavior and the psychological state changed

Over K-12 students ranging from age 5-6 years old to 17-18

years old students in this age usually have no self-control, and

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they are the biggest enthusiasts of mobile games. When they play

games for long periods of time their behavior and psychosocial

state will be changed in a subtle way (Kurt et al, 2022).

Social skills deficiency caused by Frequent Gaming

The negative impact of frequent gaming is decreased social

interaction and social deviations such as problems in

communicating (Puji Setya Rini, 2019). Video games may have

negative effects such as less time spent with friends and a lack

of social skills among young adults and teenagers. In contrast,

some study shows that playing video games with real-life friends

has favorable impacts. Many modern video games are social and

participatory, involving interaction and debate between players

(Duncan Fisher, 2019). Obsessive passion for video games has

been associated with loneliness, post-play tension, motivation

to procrastinate, as well as lower mental and physical health

(Mandryk et al., 2020). It is important to note that frequent

gaming can also cause distraction, attention-deficit

hyperactivity disorder, and anxiety in teens (Cheng and chang;

Bulduklu 2017).

Neglected aspects of psychosocial mechanisms

The psychosocial mechanisms behind frequent gaming deserve

more attention than academic performance. We often observe a

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decline in academic performance. Still, the relationship between

playing video games and soft aspects such as feelings of

loneliness, loss, self-esteem, social anxiety, and social skills

are often ignored by people. These commonly overlooked factors

play a big part in negative events that influence our

perspective of mobile games. (Han et al., 2017).

Acknowledged social lives and psychological health

The implications of video games on adolescents' social

lives and psychological health have been thoroughly

acknowledged. For instance, Calvert et al. (2017) point out that

pathological video game players exhibit more aggressive

behaviors than non-players or those who do not play excessively

and emphasize that excessive video game playing results in

antisocial behaviors marked by decreased empathy and increased

aggression. Additionally, according to Lobel et al. (2017),

playing violent video games is strongly linked to the onset of

depression symptoms in teenagers if they play them too

frequently (8 hours or more per week). Social isolation is a

usual side effect of video game addiction. Teenagers who are

hooked on video games spend most if not all, of their leisure

time at home instead of mingling and socializing with others.

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Frequent Mobile Gaming leads to decline of Social Skills

Overindulging in video games can cause you to lose focus on

your social skills. One of the most crucial things you can do in

life is to improve your social skills, but if you spend your

entire day in front of a screen, you have very little

opportunity to do so. This may cause social skills to decline,

which lowers one's quality of life. Whether it's to land a job,

maintain a relationship, or make friends, we all require social

skills. Luckily, social skills are like a muscle; the more you

use them, the more they will grow. However, if you don’t work on

your social skills at all, they will weaken and decline. As with

any skill, it will take time and determination, because at

first, you might go through a lot of awkward experiences before

you master your social skills, and playing too many video games

can reduce your chances of interacting with other people

personally (Cam Adair, 2021).

Screen time affects health-related risk behaviors

Screen time (i.e. time spent viewing or use of a device

with a screen, including electronic games and computers) and

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Butuan City

physical activity are two health-related risk behaviors. These

behaviors are also associated with important health and

developmental outcomes, such as weight, bone health,

cardiovascular disease risk factors, cognitive development,

academic achievement, and psychosocial well-being in teenagers

(Lubans et al., 2017).

Players tend to play more and ignore other educational-social

activities and social interactions

The frequency of playing these games has caused some

concerns about the possible side effects they have on the

players. Major concerns about these games are due to two main

factors; first, the amount of time children spend, and second,

the nature of these games, particularly, when children spend

their time playing to compensate for ignoring other

educational-social activities and social interactions. They are

potentially harmful, because games may be replaced by other

activities such as social interactions, outdoor activities, and

sports where individuals can interact and create room for

improvement of social skills. It has been observed that children

addicted to computer games tend to play more and avoid social

relationships (Eshrat Zamani, 2017).

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Butuan City

Multiplayer Online Games (MOGs) positive impact in social

relationships

In a broader sense, MOGs are online social networks where

people interact with one another through games. Here, we divide

online social networking sites into two groups, namely. networks

that are both socializing- and target-driven. MOGs are

target-driven, and its users primarily join and interact for a

particular target, i.e., games. This is in contrast to

traditional socializing-driven networks like Facebook, where

users primarily join to socialize with their online and offline

friends. Along with co-commenting on the same video, co-viewing

the same photo, and co-attending the same event, users can

interact on other usual target-driven networks like YouTube,

Flickr, and Meetup. Users in MOGs may form a variety of social

connections, much like in many other online social networks.

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CHAPTER 3

DESIGN AND METHODOLOGY

In this chapter, design and methodology will be discussed

with the application of proper research etiquette. Since this is

quantitative research, this chapter would also discuss the

questionnaire used for the data obtained.

3.1 Research Design

The quantitative research design used in this study, the

Descriptive Correlational Design is used in research studies

that aim to provide static pictures of situations as well as

establish the relationship between different variables (McBurney

& White, 2009). This technique will be utilized to create

samples and assess the degree of frequent mobile gaming among

Father Saturnino Urios University Bp. Pueblos Senior High School

Grade-11 and Grade-12 students and correlate it to the students'

Social Skills.

3.2 Research Environment, Population, Sample

The study will be conducted at Father Saturnino Urios

University Bp. Pueblos with a population of 734 Senior High

School students. Among the students, 259 Senior High School

students will be randomly selected.

𝑁
𝑛 = 1 +𝑁𝑒²

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Butuan City

Where: N= population size

n= sample size

734
e= margin of error 𝑛 = 2 𝑛 = 259
1 +734 (.05)

Table 1. Population of students in Grade-11

Grade and Section No. of No. of Total

Strand Female Male

11 STEM St. Thomas Aquinas 32 19 51

11 STEM St. John Evangelist 30 15 45

11 STEM St. Maria Goretti 28 18 46

11 STEM St.Therese of the Child of 24 23 47

Jesus

11 STEM St. John Paul II 32 16 48

11 STEM St. Joseph 21 16 37

11 HUMSS St. Lorenzo Ruiz 25 21 46

11 HUMSS St. Robert Bellarmin 10 15 25

11 ABM St. Catherine of Siena 34 11 45

11 ABM St. Bernadette Soubirous 13 3 16

11 GAS St. Pedro Calungsod 5 4 9

Total 254 161 415

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Table 2. Population of students in Grade 12

Grade and No. of No. of

Strand Section Female Male Total

12 STEM St. Ezekiel Moreno 32 23 55

12 STEM St. Francis of Assisi 31 20 51

12 STEM St. Andrew Kim 36 20 56

12 STEM St. Dominic 33 20 53

12 HUMSS St. Francis de Sales 29 18 47

12 ABM St. Benedict of Nursia 42 15 57

Total 203 116 319

Overall Total 734

Sampling Technique

This study will use a stratified random sampling technique

in which survey questionnaires (physical paper) will be

distributed to the Grade-11 and Grade-12 students Father

Saturnino Urios University Bp. Pueblos.

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Stratified Random Sampling (SRS) Equation:

SRS = Total Sample Size x Population of Subgroups (Section)

Entire Population

Table 3. Sample Size for each Section Grade 11

Section Population Total Sample Entire Sample

Size Population Size

St. Thomas 51 259 734 18

Aquinas

St. John 45 259 734 16

Evangelist

St. Maria 46 259 734 16

Goretti

St. Therese 47 259 734 17

Child of
Jesus

St. John 48 259 734 17

Paul II

St. Joseph 37 259 734 13

St. Lorenzo 46 259 734 16

Ruiz

St. Robert 25 259 734 9

Bellarmin

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St. 45 259 734 16

Catherine
of Siena

St. 16 259 734 6

Bernadette
Soubirous

St. Pedro 9 259 734 4

Calungsod

Total 148

Table 4. Sample Size for each Section Grade 12

St. Ezekiel 55 259 734 19

Moreno

St. Francis of 51 259 734 18

Assisi

St. Andrew Kim 56 259 734 20

St. Dominic 53 259 734 17

St. Francis de 47 259 734 17

Sales

St. Benedict 57 259 734 20

of Nursia

Total 111

Overall Total 259

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3.3 Research Instrument

A survey questionnaire on a physical paper will be used as

the instrument to collect the necessary data for the study. The

questionnaire draft will be created using the researcher's

readings, past studies, reliable literature, and published or

unpublished journals on the scope of the study.

The questionnaire consists of a short explanation of the

purpose of the study and the statement of the problem of the

research followed by consent of the respondents in answering the

questionnaire. The first question would be the level of frequent

gaming of the respondent followed by the Social Skill Rating

System (SSRS)which evaluates the social skills affected by the

respondent’s frequent mobile gaming.

Table 5. Frequency and Percentage Distribution of Respondents

per Section (Grade 11)

Grade and Sections Population Sample Percentage

Strand Size

11 STEM St. Thomas Aquinas 51 23 45%

11 STEM St. John Evangelist 45 20 44%

11 STEM St. Maria Goretti 46 21 46%

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11 STEM St. Therese Child of 47 21 45%

Jesus

11 STEM St. John Paul II 48 22 46%

11 STEM St. Joseph 37 17 46%

11 HUMSS St. Lorenzo Ruiz 46 21 46%

11 HUMSS St. Robert Bellarmine 25 11 44%

11 ABM St. Catherine of Siena 45 20 44%

11 ABM St. Bernadette 16 7 44%

Soubirous

11 GAS St. Pedro Calungsod 9 4 44%

Total 415 187 45%

Table 6. Frequency and Percentage Distribution of Respondents

per Section (Grade 12)

Grade and Sections Population Sample Percentage

Stand Size

12 STEM St. Ezekiel Moreno 55 25 45%

12 STEM St. Francis of Assisi 51 23 45%

12 STEM St. Andrew Kim 56 25 45%

12 STEM St. Dominic 53 24 45%

12 HUMSS ST. Francis de Sales 47 21 45%

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12 ABM St. Benedict of Nursia 57 26 46%

Total 319 144 48%

Overall Total 734 330 45%

3.4 Data Gathering Procedure

The participants of this study survey are Grade-11 and

Grade-12 students of Father Saturnino Urios University Bp.

Pueblos Senior High School. In order to conduct their study

survey, the researchers adhered to a standard system of rules.

Before starting the survey, the researchers seek permission from

their school's principal to conduct the survey. Upon obtaining

approval, the researchers prepared a set of questions with

answers that satisfied the information needed for their study.

These questions must be validated by three teachers.

The researchers will then create a consent form in which

they verify the participant's desire to participate while

stating simply complete honesty and the researchers' guarantee

of the anonymity of the participant's private details. The

researchers will use a random sampling technique, thus all

Grade-11 and Grade-12 students have a probability of being

chosen. The survey will be conducted in a face-to-face setting

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during the students' spare time. After collecting all of the

necessary data, the researchers will then transcribe and analyze

the responses provided by the participants.

3.5 Data Analysis

To remove missing values, the questionnaire's raw data will

be cleansed. Data will be coded to ensure that the information

is accurate and full. Descriptive statistics, which contain

frequencies and percentages, will be used to analyze the data.

The survey's results will be summarized and organized using

frequency distribution and other statistical tools before being

presented.

Social Skill Rating System(SSRS)

For the results of SSRS, the researchers will account for

the result of the test where the score of the reading test will

be determined. Each item on the SSRS is rated on a 3-point scale

(“0—Never,” “1—Sometimes,” “2—Very Often,”) based on the rater's

perceived frequency of a certain behavior.

Table 7. Interpretation of points

0 Never

1 Sometimes

2 Very Often

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CHAPTER 4

RESULTS AND DISCUSSION

The results and discussion would be presented in this

chapter. With the help of statistics and data, the researchers

were able to summarize the results of this study.

Research Findings

This chapter describes the analysis of data and followed by

the discussion of the data gathered upon research, the findings

were based on research questions that guided the study. A total

of 259 were distributed and all the responses were recorded, 45%

percent of the expected population experience frequent gaming,

all the respondents managed to complete the given questionnaires

and has provided us data in correlation of frequent gaming to in

their social skills. The Statistical Software Suite (SPSS) was

utilized for the analysis of data.

4.1 Results of Students’ Social Skills

The Social Skills Rating System of Students was utilized to

interpret the results of the survey the researchers had

conducted. All forms evaluate social skills, specifically

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cooperation, assertion, responsibility, empathy, and

self-control.

Table 8. Male Students Number of Hours and Results of SSRS

Survey

Social Skills 1-2hrs 3-4hrs 5-6hrs 7-8hrs < 8 Total

Few 5 7 3 1 2 18

Average 34 25 6 3 3 71

More 14 2 1 0 1 18

In Table 8, the data manifest that most senior high male

students of Bp. Pueblos Senior High School has an average result

which indicates that they have balanced the time they spent

playing online games while actively socializing with others. On

the other hand, those students who scored too few indicates that

their social skills were poor and despite the number of hours

engaging in online games. Lastly, students who resulted in more

indicates that despite the number of hours spent playing online

games their social skills were not affected by it (Gresham and

Elliot, 1990).

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Table 9. Female Students Number of Hours and Results of SSRS

Survey

Social Skills 1-2hrs 3-4hrs 5-6hrs 7-8hrs < 8 Total

Few 27 10 1 2 0 40

Average 73 21 5 3 2 104

More 5 3 0 0 1 9

In table 9, the majority of senior high female students of

Bp. Pueblos Senior High School only spends 1-2 hrs playing

online games a day. Nonetheless, most of them have an average

result which indicates that they have balanced the time they

spent playing online games while actively socializing with

others. On the other hand, those students who resulted in few

indicators that their social skills were poor despite the number

of hours engaging to online games. Lastly, only few of the

female students spend a lot of time playing online games and

despite the number of hours spent playing online games their

social skills were not affected by it (Gresham and Elliot,

1990).

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Table 10
Correlation of results in male students

Null Correlation p-value Decision Remarks

Hypothesis,Ho Coefficient
There is no Average-0.872 Average- Failed There is no
significant More-0.872 0.054 to significant
relationship on More- reject relationship on
the Social 0.054 Ho at the social
Skills vs the α=0.05 skills between
Hours (Few vs. those who
Average, Few vs. answered few vs
More) average and few
7-8 hours vs more

There is no More-0.921 More Reject There is

significant 0.026 Ho at significant
relationship on α=0.05 relationship on
the Social the social
Skills vs the skills between
Hours (Average those who
vs. More) answered average
<8 hours vs. more

Table 10 shows that the correlation coefficient of of male

students who gained an average and more than average score of

SSRS for students having 7-8 hours time spend playing online

games had resulted to 0.872 correlation coefficient with p-value

of 0.054 which failed to reject Ho at α=0.05. Thus, there is no

significant relationship on the social skills between those who

answered few vs average and few vs more.

On the other hand, those who spend more than 8 hours

playing online games gained 0.921 correlation coefficient having

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a p-value of 0.026 which rejects Ho at α=0.05. Thus, there is a

significant relationship on the social skills between those who

answered average vs more.

Table 11
Correlation of results in female students

Null Correlation p-value Decision Remarks

Hypothesis,Ho Coefficient
There is no Average- Average- Failed to There is no
significant 0.700 0.188 reject Ho significant
relationship More-0.667 More at α=0.05 relationship on
on the Social 0.219 the social skills
Skills vs the between those who
Hours (Few answered few vs
vs. Average, average and few
Few vs. More) vs more
5-6 hours

There is no More-0.821 More Failed to There is no

significant 0.089 reject Ho significant
relationship at α=0.05 relationship on
on the Social the social skills
Skills vs the between those who
Hours answered average
(Average vs. vs more
More)
<8 hours

Table 11 shows that the correlation coefficient of of

female students who gained an average score of SSRS for students

having 5-6 hours time spend playing online games had resulted to

0.700 correlation coefficient with p-value of 0.188 which failed

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to reject Ho at α=0.05.For those who resulted more gained 0.0667

correlation coefficient with 0.219 p-value which also failed to

reject Ho at α=0.05. On the other hand, those who spend more

than 8 hours playing online games gained 0.821 correlation

coefficient having a p-value of 0.089 which failed to reject Ho

as well at α=0.05. All the time spent implies that there is no

significant relationship on the social skills between those who

answered few vs average and few vs more.

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CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONs, AND RECOMMENDATIONS

The summary of findings, conclusions, and recommendations

of the study provides a comprehensive overview of the study.

This section is intended to present and conclude the study

clearly.

5.1 Summary of Findings

The results of students’ social skills in 259

correspondents, there are 107 males and 152 females. In 259

correspondents their social skill is divided into Few, Average,

and More. In males there are 107 correspondents out of this

corresponds to 18 in few, 71 in average, and 18 in more. And in

females there are 152 correspondents out of this corresponds to

40 in few, 103 in average, 9 in more.

The correlation analysis in boys is that there is no

significant relationship on the social skills between those who

answer few vs average and few vs more but there is significant

relationship on the social skills between those who answered

average vs more and those who have average and more social

skills produced a substantial link with a correlation

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 Father Saturnino Urios University

Bp. Pueblos Senior High School

Butuan City

coefficient of 0.921. The correlation analysis in girls is that

there is no significant relationship at all. This means that the

hours of playing have no association on social skills. And

compared to boys that have significant differences when compared

to girls.

5.2 Conclusion

The respondents that were used as a subject to this

research were both female and male senior high school students

of Father Saturnino Urios University Bp. Pueblos Senior High

School.

The Social Skills Rating System of Students was used to

evaluate the results of the survey, and of course, the frequency

of game usage was also taken into account. The majority of the

male students in Table 1 play online games for 1-2 hours per

day, and most of them scored in the average range. In Table 2,

the majority of female students are also exposed to online games

for 1-2 hours a day, and most of them scored average as well.

Based on the data that was gathered, it can be concluded that

the majority of both male and female students at FSUU Bp.

Pueblos Senior High School plays online games for only 1-2 hours

a day, which is the lowest number of hours of exposure to online

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 Father Saturnino Urios University

Bp. Pueblos Senior High School

Butuan City

games in the survey, and the vast majority of students at FSUU

Bp. Pueblos Senior High School scored average, indicating that

their time spent on online games and their social lives are

balanced.

For male students, it can be inferred that those who have

average and more social skills produced a substantial link with

a correlation coefficient of 0.921, which denotes a strong

relationship, independent of the number of hours they worked on

the task.

Girls, on the other hand, regardless of hours they spent

playing online games there is no significant association on

social skills. It is also worth noting when comparing boys and

girls since guys have a significant relationship with those who

scored average or higher compared to the girls.

5.3 Recommendations

Students. The researchers recommend that even though the data we

gathered does not show disadvantages of frequent gaming in

student’s social skills does not mean that excessive gaming

could not lead to decline of social skills. It is very important

that students have control in their game time.

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 Father Saturnino Urios University

Bp. Pueblos Senior High School

Butuan City

Parents. The researchers recommend that parents should be

updated about their children’s life particularly in the frequent

mobile gaming that can affect their social skill. Communication

must be the key for a parent-child relationship to be

established.

Faculty of Father Saturnino Urios University Bp. Pueblos. The

researchers would also recommend that the school faculty should

assess their students' situation in regards to their frequent

gaming. It is to keep in mind that frequent mobile gaming not

only possibly affects an individual’s social skills but also in

their academic performance and lifestyle.

Other Researchers. The researchers recommend for future

researchers that scope and limitations of studies similar to

this should set a bigger scope. It is for results to be more

accurate since a greater percentage of scope gives accurate data

that is not biased.

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