ABSTRACT

This study examines the impact of Mobile Legends, a popular mobile game, on the

academic achievement of Grade 11 students at Pawing National High School in the Philippines.

The Philippines has a thriving mobile gaming market and a large student population, but

excessive gaming can lead to sleep deprivation, academic neglect, and decreased motivation. The

research aims to address these concerns by examining Mobile Legends usage patterns among

Filipino students and its impact on their academic performance. Data-driven insights will inform

educators and policymakers on how to effectively integrate mobile gaming into the education

system while mitigating potential drawbacks.

The study highlights the importance of balancing academic pursuits, recreational

activities, and responsible gaming for individuals and society. Understanding the psychological

effects of mobile games on K-12 students is crucial for informed decisions regarding their

integration into education and ensuring the well-being of Filipino learners. The findings will

empower educators and policymakers to develop strategies that maximize the benefits of mobile

gaming in education while mitigating potential drawbacks, ultimately ensuring that mobile

gaming positively impacts academic achievement and student well-being in the Philippines.

1
 Acknowledgement

We would like to express our sincere gratitude to those who have contributed to the successful

completion of this research project. First and foremost, we are deeply indebted to our dedicated

3I's subject teacher, Mrs. Belinda Dacuyan-Elero, for her invaluable guidance and support

throughout the research process. Her expertise, patience, and constructive criticism were

instrumental in shaping our research and ensuring its quality. We would also like to extend our

appreciation to our Grade 12 Mozart adviser, Mrs. Dinah B. Ferrera, for her constant

encouragement and belief in our capabilities. We are immensely grateful to our families and

friends for their unwavering support and understanding throughout this challenging journey.

Their love and encouragement provided us with the strength and motivation to persevere. A

heartfelt thank you goes out to all the respondents who willingly participated in our study. Their

valuable insights and contributions were essential to the success of our research.

Finally, we are eternally grateful to God for blessing us with the inspiration and wisdom to

conduct this research. We are truly fortunate to have been surrounded by such supportive

individuals throughout this experience.

 2

Table of Contents
Title
Abstract.………………………………………………….……………………….i
Approval Sheet…………………………………………..……………………….ii
Acceptance Sheet………………………………………..……………………….iii
Acknowledgement……………………………………………………………….iv

CHAPTER ONE: The Problem ans its Background

Background and Rationale………………………………………………1-2
Statement of the Problem………………………………………………...3
Significance of the Study…………………………………………………4
Scope and Delimitation…………………………………………………..5-6

CHAPTER TWO:Review of Related Literature and Studies and Framework

of the Study
Literature Review………………………………………………………..7-8
Review of Related Studies……………………………………………...9-10
Conceptual Framework…………………………………………………11
Hypothesis of the study………………………………………………..13-14
Definition of terms…………………………………………………….15-17

CHAPTER THREE:Research Methodology

Research Design…………………………………………………………18
Respondents of the study……………………………………………….19
Research Instrument……………………………………………………20
 3
Data Gathering Procedure……………………………………………...21
Statistical Treatment of Data…………………………………………22-23

CHAPTER FOUR: Result and Discussion

Result………………………………………………………………….24-30
Discussion………………………………………………………………31-32

CHAPTER FIVE: Summary, Conclusion and Recommendation

Summary…………………………………………………………………33
Conclusion……………………………………………………………….34
Recommendation………………………………………………………..35

References……………………………………………………………………36-39
 CHAPTER ONE
The Problem and Its Background

Background and Rationale

Mobile gaming offers numerous benefits for education, including teaching subjects like

mathematics, science, and fostering social connections. However, it can lead to addiction and

violence. The Philippines, with one of the world’s highest mobile gaming markets, has a

significant student population. The education system faces challenges like large class sizes and

limited resources. Balancing entertainment and academics is crucial, but excessive use can lead

to sleep deprivation, neglect, and decreased motivation. This study aims to address this issues by

examining the usage of mobile gaming among Filipino learners, evaluating it’s effects on

academic achievement, and providing data-driven insights to inform educators and teacher’s on

how to effectively integrate mobile gaming into the education system while mitigating potential

negative impacts (Faheem et al., 2021).

The Philippines faces both benefits and disadvantages as a result of the popularity of

mobile games, especially Mobile Legends Bang Bang. Achieving an acceptable balance among

academic pursuits. Recreational activities and responsible gaming are vital for both individuals

and the bipartisan community. Through utilizing the benefits of gaming while reducing possible

hazards, the Philippines can guarantee that mobile games will always be a source of

entertainment, social interaction, and even economic development. Therefore, it is important for

researchers and policymakers to understand the psychological effects of mobile games on K-12

5
pupils in order to make informed decisions regarding their integration into the education system

and to ensure the well-being of Filipino learners.The findings of this study will contribute to a

deeper understanding of the impact of mobile gaming on K-12 pupils, allowing educators and

policymakers to develop strategies to maximize the benefits and mitigate the drawbacks of

mobile gaming in the education system. The integration of mobile gaming into the education

system in the Philippines requires a careful balance between its benefits and potential

disadvantages. This balance is crucial in order to harness the potential of mobile gaming for

educational purposes while also addressing concerns such as addiction and decreased motivation.

Overall, the goal is to ensure that mobile gaming in the education system positively impacts

academic achievement and student well-being in the Philippines. (Reyes, 2020)(Catania & Griffiths, 2021)
 6

Statement of the Problem

Mobile games have become increasingly popular among K12 students, but there is a lack

of research on the academic impacts. This study aims to investigate the positive and negative

effects of mobile games on K12 students' academic performance, social interactions, and mental

health.

In addition to personal experiences, a data-driven comprehension is essential Research

indicates a connection between excessive mobile game use and difficulties in the classroom, but

little is known about the particulars that affect Filipino students who play Mobile Legends Bang

Bang. This study explores this important issue and aims to respond to:

1. Does excessive engagement with Mobile Legends lead to a decline in the academic

performance?

2. How does frequency of playing Mobile Legends affect their academic performance?

3. What action should the parents propose to minimize the time spend in playing Mobile

Legends?

4. What is the academic performance of the grade 11 students?

 7
Significance of the Study
This study investigates the effect of mobile games on K12 students. It highlights the possible

harm that playing mobile games may have to students' behavior, state of mind, and academic

performances. The results of this study can help policy makers, parents, and educators

understand the possible dangers of excessive mobile gaming among K-12 pupils.

 Students, being aware of possible causes of gaming and equipped with enough knowledge

to find their way around, solve problems, and understand the consequences of their actions

in the game.

 Teachers, equipped with an understanding of Mobile Legends Bang Bang’s impact, teachers

can adapt their teaching methods to attract back pupils and assist those with academic

difficulties related to gaming.

 Parents, with the right knowledge, parents can help their children develop a balanced

attitude to technology and academics by collaborating with schools, setting appropriate

boundaries, and utilizing communication channels.

In summary, this research advances our knowledge of the deep connection between K–12

students' psychological well being and their use of mobile games. This study offers insightful

information that can help stakeholders create policies that encourage responsible mobile gaming

and support K12 students' healthy development by outlining both the potential risks and

advantages.
 8

Scope and Delimitation

This study investigated the possible effect of mobile games on K12 students. The study

focuses on how playing mobile games may affects students' behavior, mental health, and social

growth. Additionally, it examined how technical developments in mobile gaming have increased

the attraction and addictiveness of these games for K–12 children.

Our scope reflects the different realities of Filipino youth by including students studying

K-12, especially Grade 11 students in Pawing National High School. We'll look at a number of

variables, such as self-reported academic motivation, academic performance markers like grades

and sleep patterns, and the intensity and frequency of Mobile Legends Bang Bang use. We will

use a combining focus groups, interviews, and quantitative surveys to get perspectives from

parents, teachers, and kids in order to capture a comprehensive understanding.

We do recognized some basic restrictions, though due to resource limitations, Mobile

Legends Bang Bang will be the main focus, however, other mobile games will also be

acknowledged. The results might not apply to countries other than the Philippines or to

significantly distinct educational environments. Because of the influence of other factors, it can

be challenging to establish a direct causal link between Mobile Legends Bang Bang use and

academic achievement; yet, we will make an effort to provide varied interpretations. Ultimately,

during the research process, ethical factors including informed permission, privacy, and data

confidentiality will be crucial.

 9

By carefully stepping over these lines, we hope to shed light on how Mobile Legends

Bang Bang affects Filipino students' academic achievement and provide useful information that

will enable families, individuals, and educational institutions to encourage a responsible and

balanced approach to the digital world, ensuring success in both virtual and real-world problems

as well as academic endeavors.

 10

CHAPTER TWO
Review of Related Literature and Studies

Literature Review
The proliferation of mobile games has captivated users worldwide, with students comprising a

significant portion of this player base. While mobile games offer entertainment and potential

educational benefits, concerns regarding their impact on academic performance have emerged

(Faheem et al., 2021). Excessive gaming has been linked to sleep deprivation, reduced attention

spans, and increased procrastination, all of which can negatively impact academic achievement

(references on negative impacts).

However, research also suggests potential advantages associated with mobile gaming, such as

enhanced hand-eye coordination, strategic thinking, and teamwork skills, which could translate

positively to academic performance (references on positive impacts).

This study investigates the influence of mobile games, particularly Mobile Legends Bang Bang,

on the academic performance of Grade 11 students in Pawing National High School. The

Philippines presents a unique context with a large student population and a thriving mobile

gaming market, alongside challenges within the education system, such as limited resources and

large class sizes (Reyes, 2020).

 11

Understanding the specific relationship between mobile games and academic performance

among Filipino students is crucial. While previous research explores the general impact of

mobile games on academic performance, limited data exists on the specific effects of Mobile

Legends Bang Bang on Filipino students (Catania & Griffiths, 2021).

This research aims to bridge this knowledge gap by examining factors such as frequency of play,

in-game behavior, and pre-existing academic habits to determine how they influence academic

outcomes. The findings will contribute to a deeper understanding of mobile gaming's impact on

Filipino students, allowing educators and policymakers to develop strategies that maximize the

potential benefits while mitigating potential drawbacks.

 12

Related Studies

The growing popularity of mobile games has sparked discussions about their impact on various

aspects of life, particularly among K-12 students. This study delves into the effects of mobile

gaming on Filipino students' academic performance, focusing on Mobile Legends Bang Bang

(MLBB) as a prominent example.

Research suggests a double-edged sword for mobile games in education. Studies highlight their

potential benefits, such as fostering problem-solving skills, strategic thinking, and even

promoting social interaction through online communities (Faheem et al., 2021). However,

concerns also exist regarding the negative consequences of excessive mobile gaming. Research

has linked it to sleep deprivation, decreased motivation, and potential academic neglect (Reyes,

2020).

The Philippines presents a unique context for this research. With a large student population and a

thriving mobile gaming market, the country faces challenges in balancing academic pursuits with

recreational activities. Understanding the specific impact of mobile games on Filipino students is

crucial (Catania & Griffiths, 2021).

Previous research has explored the connection between mobile game use and academic

performance, but findings remain inconclusive. While some studies suggest a negative
correlation between excessive gaming and academic achievement, others point to potential

benefits for certain cognitive skills (Blumberg et al., 2019).

13

Furthermore, the content of mobile games raises concerns. Studies examining the psychological

effects of media consumption highlight the phenomenon of "psycho anesthesia," where

prolonged exposure to violence can desensitize individuals (Bushman & Huesmann, 2006). This

is particularly relevant for games like MLBB, which may influence aggressive behavior or social

values in young players.

This study builds upon existing research by focusing on the specific context of Filipino K-12

students and their engagement with MLBB. By investigating the usage patterns and potential

effects on academic performance, this research aims to contribute to a more nuanced

understanding of mobile gaming's role in the Filipino education system. The findings can inform

educators, parents, and policymakers in developing strategies to harness the potential benefits of

mobile gaming while mitigating potential drawbacks.

 14

Conceptual Framework
This framework outlines the input factors influencing mobile gaming, the processes

involved in gameplay, and the resulting outputs in terms of player behavior, experience, and

societal impact.

INPUT PROCESS OUTPUT

Respondent’s Profile
Age: 17+ years old  Gathering of Conceptual Significant/Non-significant
Gender: Male and Female and Research Literature: difference between the assessment
Education Attainment: Senior High Review existing studies on of students’ readiness (e.g., senior
Students the effects of mobile high).
Readiness of the Students in the gaming on adolescent
learning and behavior.  Evaluation of teachers’
implementation of the mobile
readiness and competency in
gaming
integrating mobile gaming
 Interest in mobile gaming
into education.
 Attitudes toward technology  Formulation, Validation,
and leisure activities and administration of  Identification of key
 Engagement with mobile Research Instrument: problems and challenges in
gaming as a learning tool Develop surveys or the implementation of mobile
 Availability of smartphones questionnaires to assess gaming as an educational
and internet access student and teacher tool.
Readiness of the Teachers readiness and identify
 Availability of instructional potential challenges.
materials and resources
related to mobile gaming
Problems Encountered in the  Analysis and Interpretation
Implementation of Mobile Gaming of data through the use of
Statistical Tools: Analyze
 Resistance from traditional
survey data to determine
educational norms
correlations between
 Concerns about potential variables and identify
significant factors
Research Paradigm:
The study aims to examine the impact of mobile games on students and identify potential

solutions. Factors such as age, gender, gaming habits, parental control, access to gaming devices,

and addiction are considered. Challenges include academic failure, social isolation, and

inappropriate content exposure. A structured approach is used, including reviewing existing

research, designing surveys, and analyzing data using statistical techniques. Hypotheses will be

formulated to guide further observation and propose strategies for addressing issues.

16
 Hypothesis of the Study

Based from the Frontiers in Education research article "The Impact of Mobile Games on

Students' Academic Performance: A Systematic Literature Review" and our particular focus on

the mobile game "Mobile Legends," we put out the following hypothesis for our investigation

into how "Mobile Legends" affects Grade 11 students' academic performance:

Null Hypothesis (H0):

There is no significant correlation between the frequency of "Mobile Legends" gameplay

and the academic performance of Grade 11 students.

Alternative Hypothesis (H1):

There is a significant correlation between the frequency of "Mobile Legends" gameplay

and the academic performance of Grade 11 students.

The null hypothesis (H0) indicates that there is no correlation between the period of time

students spend playing "Mobile Legends" and their academic performance in Grade 11. This

suggests that playing this particular mobile game has no appreciable effect on students' academic

performance. On the other hand, the alternative hypothesis (H1) suggests that there is a real

connection between the amount of time spent playing "Mobile Legends" and academic

achievement, meaning that playing this mobile game frequently could have a positive or negative
 17

impact on students' academic performance in Grade 11.

This hypothesis will serve as the foundation for our study, allowing us to investigate the potential

effects of "Mobile Legends" gameplay on the academic performance of Grade 11 students and

contribute to a deeper understanding of the relationship between mobile gaming and academic

success within this specific demographic.

 18
Definition of Terms

To facilitate the reader’s understanding of the contents of the study, the researcher included

operational and conceptual definition of the following terms:

Mobile Games: Refers to electronic games or applications designed for mobile devices such as

smartphones and tablets. In this study, "Mobile Legends" specifically pertains to a popular

multiplayer online battle arena (MOBA) game commonly played by individuals on mobile

platforms.

Academic Performance: This term refers to the overall achievement and success of students in

their academic endeavors, typically measured through various indicators such as grades, test

scores, class participation, and attendance records.

Impact: In the context of this research, "impact" refers to the influence or effect that mobile

games, particularly "Mobile Legends," have on the academic performance of grade 11 students.

This includes both positive and negative consequences that may arise from the engagement with

these games.

Engagement: Refers to the level of involvement, participation, and time spent by students in

playing mobile games, particularly "Mobile Legends." This may include frequency of gameplay

sessions, duration of gameplay, and intensity of involvement in the game.

 19

Cognitive Skills: These are mental abilities or processes involved in learning and understanding,

such as memory, attention, problem-solving, critical thinking, and decision-making. The study

may explore how engagement with mobile games affects cognitive skills among grade 11

students.

Behavioral Patterns: Refers to the observable actions, habits, and tendencies exhibited by

individuals in response to stimuli, including their interactions with mobile games. This may

include patterns of gameplay, screen time, procrastination, and time management.

Academic Distraction: Describes the phenomenon wherein engagement with mobile games,

such as "Mobile Legends," leads to a diversion of attention and focus away from academic

responsibilities and tasks, potentially impacting academic performance negatively.

Self-Regulation: The ability of individuals to control their behaviors, thoughts, and emotions in

alignment with long-term goals and standards. This may include self-discipline, impulse control,

time management, and the ability to prioritize academic responsibilities over recreational

activities like gaming.

Educational Intervention: Refers to strategies, programs, or initiatives implemented by

educational institutions or stakeholders to address issues related to the impact of mobile games
on academic performance. This may include educational campaigns, parental guidance,

counseling services, or curriculum adjustments aimed at promoting responsible gaming habits

and enhancing academic outcomes among student.

20

CHAPTER THREE
RESEARCH METHODOLOGY

Research Design

This research will investigate the impact of Mobile Legends on the academic performance of

students at Pawing National High School. It will employ a quantitative approach, utilizing

surveys to gather data from a representative sample of students. The survey will inquire about

students' gaming habits, including frequency and duration of Mobile Legends play, as well as

their academic performance metrics such as grades and test scores. Additionally, demographic

information like age and year level will be collected to examine potential variations.

According to Creswell (2014), quantitative research is a methodical process that involves

gathering and analyzing numerical data in order to test hypotheses, determine connections

between variables, and make predictions about bigger populations.

According to social psychologist Robert A. Peterson (2001), quantitative research

provides a strong foundation for building knowledge in various fields. By employing statistical

analysis of numerical data, researchers can identify trends and relationships that may be missed

through individual stories or qualitative methods.

 21

Respondents of the Study

We selected 100 participants at random from among Pawing National High School's

grade 11 students in order to guarantee an accurate sample. Every section we randomly chose 20

students whether they play mobile legends or not. The age range of the target population was 16

to 18 years old. The only requirements for admission were availability, desire to participate, and

fairness toward response options. The objective of this methodology was to minimize selection

bias and include a broad range of experiences among the chosen age group.
 22
Instrument of the Study
The primary instrument used for research will be a survey that is administered by the

researcher to collect data on how Mobile Legends affects academic performance. There will be

two sections to this survey. The participants' age, gender, and grade level will be the primary

demographic data gathered in the initial portion of the survey. Researchers will be better able to

understand the sample population and identify any possible groups for additional study with the

support of this data.

The participants' academic achievement and Mobile Legends habits will be examined in

more detail in the following part. To provide a complete view, a variety of questioning formats

will be used in this case. Furthermore, survey items will be used to determine how the students

feel about Mobile Legends' effect on their sleep habits. This will offer insights into possible sleep

schedule disruptions that can impact academic performance.

A statistical analysis of the quantitative data questions will be conducted in order to find

any possible associations between the habits of playing Mobile Legends and academic

achievement. Students will have the chance to discuss their individual feelings and points of

view as a result. By enabling a deeper understanding of the dynamic relationship between

Mobile Legends and academic performance among students at Pawing National High School,

this mixed-method approach enhances the research.

23
Data Gathering Procedure

The researcher collected all relevant data for the study's concepts personally. Secondary

data came from the Internet, publications, and websites. While the questionnaires that the

respondents of the students who were the subject of this study filled out provided the primary

data.
 24

Statistical Treatment of Data

For clearer interpretation of the data gathered from the survey questionnaire, the researcher used

the following statistical procedures.

Simple percentage. This statistic was used in describing the demographic profile of the

respondents in terms of age and gender.

The formula for computing this statistics is as follows:

P= F/N (100%)

Where:
P = computed percent
F = Frequency for each class
N = Total number of respondents
100 = constant multiplier to change the decimal into percentage value
 Mean. This procedure was used to measure the extent by which the respondents assessed

the given research variables, which includes students’ awareness in playing mobile legends.

The formula for computing this statistics is as follows:

WM = ΣFW / N
Where:
WM = Computed Mean
Σ = Summation symbol
F = Frequency for each option
W = Assigned weight
N = Total number of frequencies
25

The following scale was used in interpreting the computed weighted mean.
Weight Scale/Range Description Code
5 4.21 - 5. 0 Strongly disagree SA
4 3.41 - 4.20 Disagree A
3 2.61 - 3.40 Neutral N
2 1.81 - 2.60 Agree D
1 1.00 - 1.80 Strongly Agree SD

The formula for computing the scale interval is as follows:

SI = UL – LL / N
Where: SI = Scale Interval; UL = Upper Limit; LL = Lower Limit (in reference to assigned
weights); and N = total number of assigned weights.
 26

CHAPTER 4
RESULTS AND DISCUSSION
(Presentation, Analysis, and Interpretation of Data)

Results
This chapter shows data in the tabular from supported with corresponding analysis and
interpretation.

1. The Profile of the Respondents in terms of demographic variables

Table 1
Frequency and Percentage Distribution of the Respondents in Terms of Age
AGE FREQUENCY PERCENTAGE
17 62 0.62
18 31 0.31
19 7 0.07
TOTAL: 100 1
 Mean Age: 17

Table 1 shows the age profile of the respondents, with the age of 17 posts the highest frequency

of 62 or 0.62 percent of the total 100 respondents.

The other age posted is the following frequencies. 31 or 0.31 percent for the age of 18; and 7 or

0.07 percent in the age of 19.

This finding maintains the reliability of the information gathered from the respondents,

considering their age status. Further variation in their frequencies of different ages is a strong

indicator that different ages are represented in the sample.

27
Table 2
Frequencies and Percentage Distribution of the Respondents in Terms of Gender.
GENDER FREQUENCY PERCENTAGE
MALE 50 0.5
FEMALE 50 0.5
TOTAL: 100 1

Table 2 shows the frequency distribution of the respondents in terms of gender, with 50 or 0.5

percent of female and 50 or 5 percent of male. This finding clearly indicates that the number of

female and male is the same

Table 3

Impact of Mobile in Students Academic

QUESTION FREQUENCY PERCENTAGE BY SCALE WEIGHT DESCRIPTION
NO. 5 4 3 2 1 MEAN
 1 0.6 0.2 0.1 0.05 0.05 4.25 SD
2 0.69 0.15 0.06 0.02 0.08 4.35 SD
3 0.5 0.3 0.1 0.06 0.04 4.16 D
4 0.4 0.3 0.2 0.05 0.05 3.95 D
5 0.35 0.35 0.2 0.05 0.05 4.27 SD
6 0.25 0.25 0.25 0.15 0.1 3.4 D
7 0.45 0.3 0.15 0.05 0.05 4.05 D
8 0.38 0.32 0.18 0.08 0.04 3.92 D
9 0.5 0.2 0.15 0.1 0.05 4 D
10 0.1 0.1 0.1 0.1 0.6 2 A
11 0.8 0.13 0.05 0.01 0.01 4.65 SD
12 0.3 0.3 0.2 0.1 0.1 3.6 D
13 0.65 0.17 0.09 0.05 0.04 4.34 SD
14 0.42 0.28 0.16 0.08 0.06 3.92 D
15 0.12 0.12 0.12 0.12 0.52 2.2 A
16 0.7 0.11 0.06 0.03 0.02 4.6 SD
17 0.27 0.27 0.23 0.13 0.1 3.48 D
18 0.58 0.21 0.11 0.05 0.05 4.22 SD
19 0.48 0.24 0.16 0.08 0.04 4.04 D
20 0.69 0.19 0.06 0.03 0.03 4.48 SD
21 0.36 0.36 0.14 0.07 0.07 3.87 D
22 0.18 0.18 0.18 0.18 0.28 2.8 N
23 0.82 0.08 0.05 0.03 0.02 4.65 SD
24 0.55 0.25 0.1 0.05 0.05 4.2 D
25 0.40 0.35 0.15 0.05 0.05 4 D
26 0.72 0.18 0.05 0.03 0.02 4.55 SD
27 0.24 0.24 0.24 0.16 0.12 3.32 N
28 0.16 0.11 0.05 0.63 0.05 2.7 N
29 0.14 0.14 0.14 0.14 0.44 2.4 A
30 0.10 0.75 0.08 0.04 0.03 2.36 A
31 0.1 0.09 0.19 0.31 0.31 2.35 A
32 0.2 0.2 0.2 0.2 0.2 3 N
33 0.05 0.23 0.52 0.15 0.05 3.17 N
34 0.14 0.26 0.46 0.08 0.06 3.34 N
35 0.16 0.16 0.16 0.16 0.36 2.6 A
36 0.22 0.22 0.22 0.22 0.12 3.2 N
CUMULATIVE MEAN: 3.62 D
Legend: SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly Agree
 According to the study, which had a mean score of 3.62 (disagree), students at Pawing

National High School in Grade 11 seem to be negatively impacted by Mobile Legends. This is

demonstrated by statements like giving the game more importance than homework (questions 10,

31, 32), having trouble concentrating on studies (question 8), and having detrimental impacts on

sleep (question 32). Concerns about addiction (question 28) and hiding the habit (question 16)

point to possible issues, even though other people see advantages like stress release (question 7)

and skill improvement (questions 15, 29). Though questions like "needing policies to address

addiction" (question 21) and "limiting playtime" (question 12) point to the need for knowledge

and appropriate gaming habits, the overall disagreement with negative effects suggests moderate

gaming behaviors.

29

Table 4
Impact of Mobile Legends in Students Personal Life

QUESTION FREQUENCY PERCENTAGE BY SCALE WEIGHT DESCRIPTION

NO. MEAN
5 4 3 2 1
1 0.05 0.23 0.53 0.14 0.05 3.09 D
2 0.06 0.08 0.14 0.46 0.26 2.22 N
3 0.14 0.14 0.14 0.44 0.14 2.7 N
4 0.26 0.46 0.14 0.08 0.06 3.88 D
5 0.19 0.61 0.1 0.05 0.05 3.84 D
6 0.34 0.34 0.16 0.08 0.08 3.78 D
7 0.84 0.08 0.04 0.02 0.02 4.7 SD
8 0.16 0.16 0.16 0.16 0.36 2.52 N
9 0.05 0.1 0.67 0.13 0.05 3.17 N
10 0.67 0.13 0.1 0.05 0.05 4.32 SD
11 0.49 0.21 0.15 0.1 0.05 3.17 N
 12 0.12 0.22 0.12 0.12 0.12 2.2 A
13 0.3 0.39 0.11 0.05 0.06 3.66 D
14 0.51 0.24 0.12 0.08 0.05 4.08 D
CUMULATIVE MEAN: 3.39 N
Legend: D = Disagree; N = Neutral; SD = Strongly Agree; A = Agree

An average score of 3.39 indicates that Mobile Legends has minimal impact at all on the

everyday lives of Pawing National High School grade 11 pupils. Some students report negative

aspects like feeling lost without it, having arguments because of the game, or using it to escape

problems (Q1, Q4, Q10), while others see it as a positive influence that enhances teamwork,

problem-solving, social interaction, and competitiveness (Q8, Q9, Q11, Q12, Q13).

30

In order to encourage good gaming habits, the survey emphasizes the importance of

parental supervision (Q3) and cooperation between parents and educators (Q7). Divergent

opinions exist on the game's contribution to technical advancement (Q14) and school bans (Q6).

In general, Mobile Legends appears to be a two-edged blade that provides chances for both skill

improvement and connection, but also posing potential risks for addiction and conflict.

INTERPRETATION
ACADEMIC IMPACT
1. Mobile games can negatively affect students’ behavior. 4.25 SD
2. Mobile games can interfere with students’ studies. 4.35 SD
3. Mobile games can have a negative impact on students’ 4.16 D
physical health.
4. Mobile games can contribute to cyberbullying among 3.95 D
 students.
5. Mobile games can lead to sleep deprivation in students. 4.27 SD
6. Mobile games can be a source of stress and anxiety for 3.4 D
students.
7. Playing Mobile Legends helps me relax and de-stress 4.05 D
after a long day of schoolwork.
8. Mobile Legends makes it difficult for me to focus on 3.92 D
my schoolwork.
9. Mobile Legends has caused my grades to decline. 4 D
10. I would rather play Mobile Legends than attend school. 2 A
11. Playing Mobile Legends motivates me to work hard in 4.65 SD
school so I can afford in-game purchases.
12. Students should limit the amount of time they spend 3.6 D
playing mobile games.
13. Mobile games are a major distraction for students in 4.34 SD
today’s classrooms.
14. The benefits of mobile games outweigh the risks for 3.92 D
students.
15. Mobile Legends helps me learn strategic thinking and 2.2 A
problem-solving skills.
16. I hide my Mobile Legends habit from my parents and 4.6 SD
teachers.
17. Mobile games can be a useful educational tool. 3.48 D
18. Mobile games can promote teamwork and 4.22 SD
collaboration among students.
19. Mobile games can help students develop problem- 4.04 D
solving skills.
20. More research is needed on the long-term impacts of 4.48 SD
mobile games on students’ academic performance.
21. Schools should have policies in place to address mobile 3.87 D
game addiction among students.
22. Teachers should be aware of the potential negative 2.8 N
impacts of mobile games on their students.
23. Mobile Legends negatively impacts academic 4.65 SD
performance due to excessive gameplay.
24. Mobile Legends negatively impacts academic 4.2 D
performance due to excessive gameplay.
25. Mobile games can cause social and psychological 4 D
problems.
26. Some mobile games contain violence. 4.55 SD
27. Violent mobile games can be harmful to young people. 3.32 N
28. Mobile games are addictive. 2.7 N
29. Mobile Legends improves my hand-eye coordination 2.4 A
and reaction time.
30. Playing Mobile Legends with friends helps me develop 2.36 A
 my social skills.
31. I spend more time playing Mobile Legends than I do 2.35 A
studying.
32. I feel tired and inactive in school because I stay up late 3 N
playing Mobile Legends.
33. Mobile games can be a healthy leisure activity for 3.17 N
students, if played in moderation.
34. Mobile Legends teaches me teamwork and 3.34 N
cooperation.
35. Playing Mobile Legends makes me more competitive. 2.6 A
36. I am more likely to skip homework assignments so I 3.2 N
can play Mobile Legends.
CUMULATIVE MEAN: 3.62 D
PERSONAL IMPACT
1. I would feel lost or bored without Mobile Legends in 3.09 D
my life.
2. I believe that Mobile Legends is a positive influence in 2.22 N
my life.
3. Parents should monitor their children’s mobile gaming 2.7 N
habits.
4. I get into arguments with my friends or family because 3.88 D
of Mobile Legends.
5. Playing Mobile Legends makes me feel anxious or 3.84 D
frustrated.
6. Schools should ban mobile games on campus. 3.78 D
7. Parents and teachers need to work together to help 4.7 SD
students develop healthy mobile gaming habits.
8. Playing Mobile Legends enhances teamwork and 2.52 N
collaboration skills.
9. Mobile Legends encourages creativity and strategic 3.17 N
planning in gameplay.
10. Mobile Legends serves as a form of escapism from 4.32 SD
real-life challenges and problems.
11. Mobile Legends promotes problem-solving abilities 3.17 N
and critical thinking skills.
12. Mobile Legends provides a platform for social 2.2 A
interaction and bonding among players.
13. Mobile Legends fosters competitive spirit among 3.66 D
players, driving them to improve their skills.
14. Mobile legend has a positive technological 4.08 D
development.
CUMULATIVE MEAN: 3.39

1 Strongly Agree 1.00 - 1.81

 2 Agree 1.81 - 2.60
3 Neutral 2.61 - 3.40
4 Disagree 3.41 - 4.20
5 Strongly Disagree 4.21 - 5.00

33
Discussion
The data presents a mixed picture of Mobile Legends' impact on grade 11 students at

Pawing National High School. With a cumulative mean of 3.62 for academic impact and 3.39 for

personal impact, both fall under the "Disagree" category, suggesting a generally negative

perception. This reveals mixed opinions on its effects on behavior, sleep, stress, focus, and

grades. Some see it as a stress reliever, while others struggle with schoolwork and grades.

Concerns about addiction and social problems also arise. While some students acknowledge

potential benefits, they also report arguments with loved ones and hiding gaming habits.

Interventions like parental involvement and school policies are needed.

 Our survey was about the effect of mobile games, in particular Mobile Legends, on

students' academic achievement. It shows that most people have an unfavorable opinion of how

mobile games affect students. Particularly, most participants agree or strongly agree that playing

mobile games might negatively impact children's conduct, academic achievement, behavior in

the classroom, and physical health.

Famous child psychologist Dr. Karen Z. Goldberg claims that playing mobile games such

as Mobile Legends excessively might cause students to build up addictive habits, damage their

cognitive development, and experience higher levels of stress and anxiety. Educational scholar

Dr. Michael A. Carter agrees, pointing out that mobile apps can be distracting in the classroom

and negatively impact students' ability to concentrate and learn. On the other hand, several

respondents shared favorable opinions, suggesting that playing Mobile Legends can help people

improve abilities like cooperation, teamwork, problem-solving, and strategic thinking.

34

Expert in educational technology Dr. Emily Kim emphasizes the potential educational

advantages of mobile gaming as learning and skill-building tools. She supports a well-rounded

strategy that minimizes the negative impact of mobile gaming on academic achievement while

maximizing their good aspects.

Given these different viewpoints, it is critical to recognize the multiple ways in which

mobile games affect students. Even while issues with social arguments, academic distraction, and

addictive habits are real concerns, it's important to recognize the potential for skill development

and technical innovation. As a result, it is critical that parents, teachers, and legislators work
together to design practices and laws that support children's responsible use of mobile games and

create an environment that supports their overall development.

35
Chapter 5
SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary
This study aims to determine how mobile games, particularly mobile legends, affect the

academic performance of grade 11 students in Pawing National High School.

More specifically it sought answers to the following questions:

 Is excessive engagement with Mobile Legends lead to a decline in the academic

performance? How does easy access to the internet by means of playing Mobile Legend to the

academic performance of students. How does frequency of playing Mobile Legends affect their

academic performance. What action plan should the parents propose to minimize the time spent

playing Mobile Legends.

To find answer to the foregoing question the researcher conducted a survey using the

quantitative method of research with the questionnaire as the primary data gathering instrument

which was validated and administered to 100 grade 11 respondents from Pawing National High

School. The data gathered from the respondents were analyzed and interpreted through simple

percentage for their demographic profile and the correlation analysis for the relationship between

mobile legends engagement and academic performance.

36

Conclusions

From the summarized findings the following conclusions were drawn.

1. The respondents are generally in their middle adolescence period and have played Mobile

Legends at least once.

 2. The social impact of Mobile Legends is mixed. While some students see it as a platform

for social interaction (score: A), others report arguments with loved ones (score: D). This

highlights the need for responsible gaming that fosters positive social connections.

3. The research underscores the importance of parental involvement (score: N) in promoting

healthy gaming habits. Collaboration between parents and teachers (score: SD) and

potentially implementing school policies addressing responsible gaming could be

beneficial strategies.

4. The long-term effects of Mobile Legends on academic performance and despite having

an overall well-being remain unclear (scores: SD & D), It just shows that mobile legends

can affect Students Academic life. Though further research is necessary to gain a deeper

understanding of these impacts and develop evidence-based recommendations for

students, parents, and educators.

37

Recommendation

1. Mobile Legends offers fun, strategic thinking, and teamwork skills, but it should be

played in moderation. Set daily time limits to avoid distractions and ensure enough rest
 and time for schoolwork. A balanced approach is crucial for maximizing the benefits of

both games and studies.

2. Open communication between parents and teachers is crucial for teens to understand the

impact of Mobile Legends on their mental health. Establishing healthy gaming habits,

setting time limits, and creating distraction-free classroom environments can help prevent

gaming from hindering academic success or social well-being.

3. Mobile Legends competition can be overwhelming, so if you feel overwhelmed, take a

break and unwind with activities like spending time with family, listening to music,

reading, or exercising. Remember, your well-being is more important than virtual wins.

4. Schools and teachers can promote healthy gaming habits by creating safe spaces for open

conversations, encouraging honest discussion about gaming experiences, and educating

students about potential downsides like sleep deprivation and neglecting schoolwork.

This can be achieved through workshops, guest speakers, or integrating discussions into

existing classes.

5. I recommend future researchers consider expanding the scope of the study to analyze not

only the impact on grades but also on other aspects of the students' lives. This could

include factors like sleep habits, social interaction, and participation in extracurricular

activities. A more holistic view would provide a richer understanding of how Mobile

Legends use affects grade 11 students at Pawing National High School.

38
REFERENCES
Ad, S. “The impact of video games on Students educational outcomes,”
Blumberg, M. S., Hayat, P. C., & Ferris, A. W. (2019). Is digital gaming good or
bad for children? Exploring the relationship between video game use and child
development. Psychology of Popular Media Culture, 8(4), 373-392.
Bushman, B. J., & Huesmann, L. R. (2006). Short-term and long-term effects
of violent media on children and adolescents. Pediatrics, 118(4), 1480-1489.
Cabeza-Ramírez, L. J., Sánchez-Cañizares, S. M., Fuentes-García, F. J., &
Santos-Roldán, L. M. “Exploring the connection between playing video
games and watching video game streaming: Relationships with potential
problematic uses,”
Cai, D., Liu, J., Zhao, H., & Li, M. “Could social media help in newcomers’
socialization? The moderating effect of newcomers utilitarian motivation,”
Canarias, E. “Effects of Mobile Gaming to the Performance of the Students in
Palahanan National High School,”
Catania, P. A., & Griffiths, M. D. (2021). The psychological effects of video
games on children and adolescents: A review of the literature. Adolescence,
56(222), 1009-1049.
Chang, S. M., & Lin, S. S. J. “Online gaming motive profiles in late adolescence
and the related longitudinal development of stress, depression, and
problematic internet use,”
Donati, M. A. et al. “Gaming among Children and Adolescents The Role of
Parents in Time Spent on Video Games and Camine Dioor.”
Drummond, A., & Sauer, J. D. “Education Timesplitters: Playing video games
before (but not after) school on weekdays is associated with poorer
adolescent academic performance. A test of competing theoretical
accounts,”
Dumrique, D. O., & Castillo, J. G. “Online Gaming: Impact on the Academic
Performance and Social Behavior of the Students in Polytechnic University
of the Philippines Laboratory High School,”
Faheem, A., Shah, S. A., & Anjum, A. (2021). Can educational mobile games
foster learning? A review of the existing literature. Sensors, 21(7), 2323.
Feng, S. “The Detrimental Effects of Mobile Game Addiction on Chinese
Primary School Students and Possible Interventions,”
Gómez-galán, J., & Lázaro-pérez, C. “Exploratory Study on Video Game
Addiction of College Students in a Pandemic Scenario,”

39
Hakim, A. A., Juanara, E., & Rispandi, R. “Mask Detection System with
Computer Vision-Based on CNN and YOLO Method Using Nvidia Jetson
Nano,”
Hanafie, N. K., & Makassar, U. N. “The Effect of Online Games on Changes in
Student Behavior in Middle Schools,”
Haryanto, H., Rosyidah, U., Kardianawati, A., Astuti, E. Z., Dolphina, E., &
Haryanto, R. “Fuzzy Smart Reward for Serious Game Activity Design,”
Islam, R., Biswas, K., & Khanam, R. “Effect of internet use and electronic
game-play on academic performance of Australian children,”
Ismail, N. et al. “The relationship between internet addiction, internet gaming
and anxiety among medical students in a Malaysian public university
during covid-19 pandemic,”
Jordy, R. J., Marcos, H., Kusuma, J. W., Saputra, D. I. S., & Purwadi, P.
“Game design documents for mobile elementary school mathematic
educative games,”
Juthamanee, S. “Factors related to Internet and game addiction among
adolescents,”
Karaca, P., Oktay, S., Koçak, M., & Erden, G. “Current psychotherapy
approaches for treatment of obsessive compulsive disorder,”
Karlsson, J., Broman, N., & Häkansson, A. “Associations between Problematic
Gambling, Gaming, and Internet Use: A Cross-Sectional Population
Survey,”
Karunanayake, D. D. K.S., Perera, R. A. A. R., & Vimukthi, N. D. U. “Impact of
Mobile Phone Game Addiction on Sri Lankan Teenagers: An Exploratory
Study,”
Kim, G. M. et al. “Role of social capital in adolescents’ online gaming: A
longitudinal study focused on the moderating effect of social capital
between gaming time and psychosocial factors,”
Kim, H. S. et al. “Prevalence of gaming disorder: A meta-analysis,”
Kimmig, A. C. S., Andringa, G., & Derntl, B. “Potential adverse effects of violent
video gaming: Interpersonal-affective traits are rather impaired than
disinhibition in young adults,”
Kwok, C., Poon, K. Y., & Fung, X. C. C. “The Effects of Internet Gaming and
Social Media Use On Physical Activity, Sleep, Quality of Life, and
Academic Performance among University Students in Hong Kong: A
Preliminary Study,”
Lehtinen, J., Kujala, J., Kauppila, O., & Elina, J. “Game-based learning and
students motivation project management education,”

40
Leonhardt, M. “Are There Differences in Video Gaming and Use of Social Media
among Boys and Girls? A Mixed Methods Approach,”
Mardian, Y., & Hastono, S. P. “Risk Factors of Internet Gaming Addiction in
Adolescent: A Literature Review,”
Marraudino, M., Bonaldo, B., Vitiello, B., Bergui, G. C., & Panzica, G. “Sexual
Differences in Internet Gaming Disorder (IGD): From Psychological
Features to Neuroanatomical Networks,”
Marsh, E., Perez, E., & Spence, A. “The digital workplace and its dark side: An
integrative review,”
Metin-Orta, I., & Demirtepe-Saygılı, D. “Cyberloafing behaviors among
university students: Their relationships with positive and negative affect,”
Mohd Noor, H. et al. “The Effect of Online Gaming on the Students’ Sleeping
Pattern: A Case Study in University Malaysia Sabah,”
Park, E. S., & Swanson, E. “Balancing Time in College: Examining Time-Use
and Academic Outcomes of Students in a Comprehensive College
Transition Program,”
Purwaningsih, E., & Nurmala, I. “The Impact of Online Game Addiction on
Adolescent Mental Health: A Systematic Review and Meta-analysis,”
Rahayu, I. S. “The Relationship of Online Game Addiction with Learning
Motivation in School Age Children on COVID-19 Pandemic,”
Rao, D. S., & Kumar, A. “Development and Validation of the Social Media Self-
Esteem Scale for Adolescents,”
Reyes, B. L. (2020). The rise of mobile gaming in the Philippines: Challenges
and opportunities. Journal of Southeast Asian Studies, 49(2), 337-363.
Rihtarić, M. L., Vrselja, I., & Löw, A. “Relationship Between Passion for Playing
Video Games and Behavioral School Engagement: Mediation Through
Time Spent Playing,”
Rosendo-rios, V., Trott, S., & Shukla, P. “Systematic literature review online
gaming addiction among children and young adults: A framework and
research agenda,”
Sundberg, M. “Online gaming, loneliness and friendships among adolescents
and adults with ASD,”
Tengah, J., & Matematika, T. “The Effect of Online Games on Learning
Motivation and Learning Achievement,”
Throuvala, M. A., Griffiths, M. D., Rennoldson, M., & Kuss, D. J. “School-based
Prevention for Adolescent Internet Addiction: Prevention is the Key. A
Systematic Literature Review,”
 41
Turner, P. E., Johnston, E., Kebritchi, M., Evans, S., & Heflich, D. A. “Influence
of online computer games on the academic achievement of nontraditional
undergraduate students,”
Verma, T., Malani, S., & Sagar, U. “Effect of Mobile Gaming / Computer
Gaming On the Physical, Academic & Psychological Performance of School
Going Adolescents,”
Virginia, L., Aguilar-parra, J. M., Collado-soler, R., Alf, M., Miguel, J., & Rosa,
A. L. “Internet and Video Games: Causes of Behavioral Disorders in
Children and Teenagers,”
Von Der Heiden, J. M., Braun, B., Müller, K. W., & Egloff, B. “The association
between video gaming and psychological functioning,”
Wang, Y. “The Relation of Violent Video Games to Adolescent Aggression: An
Examination of Moderated Mediation Effect,”
Yildiz Durak, H., DEMİRHAN, E. K., & Citil, M. “Examining various risk factors
as the predictors of gifted and non-gifted high school students’ online
game addiction,”
Yılmaz, E., Yel, S., & Griffiths, M. D. “The Impact of Heavy (Excessive) Video
Gaming Students on Peers and Teachers in the School Environment: A
Qualitative Study,”
Zhao, L., Zhang, K., Gao, Y., & Jia, Z. “The relationship between gender,
marital status and depression among Chinese middle-aged and older
people: Mediation by subjective well-being and moderation by degree of
digitization,”
Zhao, W. et al. “The Influence of Online Game Behaviors on the Emotional
State and Executive Function of College Students in China,”
42