Republic of the Philippines

Province of Rizal
Municipality of Montalban
Colegio de Montalban
Kasiglahan Village, San Jose Montalban Rizal
[email protected]
Contact# 8-296-8667

The Effect of Playing Mobile Legends on the Students’ Academic Performance in Science at

Kasiglahan Village National High School

An Undergraduate Thesis
Presented to the Faculty of the Institute of Teachers Education
COLEO DE MONTALBAN Rodriquez Rizal

In Partial Fulfilment of
The Requirements of the Degree
Bachelor of Secondary Education
Major in General Science

2024
Introduction

Students nowadays live in the digital world, where technology has become trending.

The millennial generation has access to the internet with the use of different mediums, such

as electronic gadgets and appliances, that make life tasks easier compared to previous

generations. As time passes and the development of emerging technologies continues,

multimedia comes up, and different media platforms exist, such as films, radio, televisions,

etc., which can be accessed with the help of computers and many more, that project visual

images containing information. Multimedia made a huge contribution to the entertainment

industry, wherein video games started, and students got hooked.

Mobile Legends: Bang Bang is one of the most popular online games in the country.

Everyone can download this app for free, however some game items can also purchase for

real money. This game was developed and published by Shanghai Moonton Technology. It is

a 5v5 Multiplayer Online Battle Arena (MOBA) for iOS and Android devices that offers a

variety play heroes, games modes, and with controls optimized for touchscreen devices. It

has a two opposing team to defend their designated base. In the year 2020, Philippines were

in Ranked No. 2 in the game highest number of downloads which have a 41.2 million or 15%

of the app’s total number of downloads.

Mobile Legends tournaments have been held in the region, including the annual Mobile

Legends: Bang Bang Southeast Asian (MSC), and even each country has its local leagues.

Mobile Legends was confirmed as the first e-sports title to be included as a medal event at the

2019 Southeast Asian Games.

Mobile Legend games can be seen from, (1) Addiction, (2) Requiring refreshment to

relieve stress, (3) Environment, and (4) Their curiosity from within them. The impact on the

adolescent is procrastination, being lazy to study, School assignments, being delayed and

pilling up, not being on time to do it often neglecting assignments, and delaying worship time.

(Mochamad Saputra Octamo et al. 2022).

 However, the youth of today seem to be spending leisure activities like in the olden

days; outdoor games or playing with toys instead, they spend their free time in their home,

internet cafes, or computer shops simply to satisfy their hunger, and that hunger is Mobile

Legends has such a profound effect on not only the young, but dramatically every age group

as well. Virtually everyone can buy load and punch through keys to get high scores, chat with

players, get the rarest items, and level up as fast as possible. There seems to be no

restriction as to whom, how, or what online gaming can extend to.

The purpose of this study is to determine the effects of Mobile Legends, on

the academic performance of grade 9 students in science whether it is positive or negative

where currently enrolled in Kasiglahan Village National High School, S.Y. 2023-2024.

Knowledge Gap

According to Bautista (2019), Mobile Legends can help players improve various skills

applicable to real-life situations such as strategic thinking, critical thinking, and multitasking skills.

Playing Mobile Legends can contribute to the development of digital technology effectively and

responsibly. By engaging with Mobile Legends, students can enhance their understanding of digital

media, online collaboration, and navigating virtual environments. However, excessive playing of

Mobile Legends can also lead to negative impacts on student's learning motivation practices.

Excessive playing of Mobile Legends can negatively affect students' learning motivation and

academic performance, specifically their General Weighted Average (GWA),

The study conducted by Garcia (2022) found that students who become addicted to Mobile

Legends may end up having poor academic performance. When students dedicate too much time

to playing this, they tend to forget to do their activities. This will lead them to have a low grade and

sometimes a failing grade. Moreover, a student can tend to suffer from worsening learning ability

and concentration ability. Parents, educators, and social scientists are therefore saying that online

games are sources of social problems Long, Wang and Fang (2005). Some researchers have
focused on the addiction of students playing Mobile Legends (Agustarika and Adam, 2020),

whereas others have focused on the influence of Mobile Legends Adha, Suyadi, and Aisyah

(2022). In the present study, the researchers aim to contribute to the existing body of research by

addressing the research gap in understanding the effects of playing Mobile Legends on the

academic performance of students. While previous research has explored the impact of excessive

gaming on academic performance and addiction, this study seeks to provide a more

comprehensive understanding of how Mobile Legends gameplay affects academic performance,

particularly their General Weighted Average.

Review of Related Literature and Studies

According to John Bryan Casiano et al, (2019) entitled ‘Auditory Edge: Improvement in

Player in a Multiplayer Online Battle Arena (MOBA) game hinges on a variety of factors, some of

which are visual and auditory features of a game. In the context of the MOBA game, gaming

experts or researchers can attest to the negligence of the use of audio that can hinder the

improvement of the player’s performance. To solve this trend, furnishing additional knowledge

must be performed to promote enlightenment and enhancement to maximize the capabilities of the

player. Consequently, this quantitative study aims to understand the connection between the

improvement of player’s performance in the multiplayer online battle arena game to audio.

According to Dewi Christa Kobis et al., (2020), entitled ‘Students’ Perceptions on Mobile

Legends: Bang Bang (MLBB) as Medium to Learn English’ This study aims to know students’

perceptions of the role of Mobile Legends: Bang Bang (MLBB) as the medium to learn English.

This study explored MLBB as a possible training center where all skills that are necessary to learn

English such as vocabulary, listening, reading, writing, and speaking had been learned through the

process of playing the game.

According to Layli Triana Nanang Martono (2021) entitled ‘The Relationship between Social

Status and Students' Consumptive Behavior’ Online games are one of the most common types of

modern games. Online games are games that can be accessed by internet-connected and are
played on computers, laptops, cellphones, and other devices. Mobile Legends: Bang Bang (MLBB)

is the most popular online game in Indonesia. Playing mobile legends online games can have an

impact on consumptive behavior among college students.

According to Adil Dananjaya and Dyah Kusumastuti (2019), entitled ‘Students perception

on online game Mobile Legends for Vocabulary Development’ this study got a positive result with

74%, therefore can be categorized as positive perception based on Likert’s scale. Moreover, it was

supported by the interview result where the interviewees agreed that their vocabulary knowledge is

expanding when playing Mobile Legends. Most of questionnaire and interview respondents were

claiming that through playing games, Mobile Legends as one of them could increase their

vocabulary knowledge, related to the spelling of new words they found from the game, the

pronunciation, the use and obviously the meaning in Indonesian. The reasons of that claiming

were first from the game itself, where as an online multiplayer game it obviously makes the player,

especially from Indonesia, to interact with foreign player and with it be exposed with foreign

players’ mother language, where it is most an English speaker, and the second reason from their

personal thought that drove them to understand English more in order to understand the game’s

system and to communicate well with other player from overseas to achieve victory since the

game is rely on team communication.

According to Khefti AI Mawalia (2020) entitled ‘The Impact of the Mobile Legend game in

creating virtual reality’ This study aims to explore technological developments that are interested

in, namely the phenomenon of the emergence of the online games Mobile Legend. Mobile Legend

has succeeded in making Indonesians interested because of its avatar, message feature, and

buying and selling of online characters in one application. The evolution of online games from PC

to Smartphone makes it easier for gamers to play games anywhere and anytime. Not infrequently,

they can spend up to 6 hours a day looking for internet network access.

Allan Molina Panomora (MI O Lm; Stories of Mobile Legend Gamers in Accomplishing

their Learning Modules Amidst Covid-19 Pandemic) Hence, the students who got involved and

soon got addicted into playing mobile games whether these are pre-installed, offline, or online

have also increased significantly. This addiction may be associated to learners’ academic
performance especially in the implementation of the new learning modality in the school year

2021-2022. Penamora, A.M. (2021).

As stated by Gwen katrice A. Emano from the article ‘‘is Mobile Legends good?’’ mobile

legends have positive and negative effects: improving brain function and educating children.

Negative effects: distraction while performing another important activity, affecting social interaction,

sleep problems and loss of productivity. The negative effects can be avoided by the child, parents

should guide them well and make a schedule for their games. Parents can set up a time for their

mobile games and family outdoors. Through that activity, the interaction of the child to their mobile

games can be avoided or lessen.

Khairunnisa Rachman (Increasing Student’s Vocabulary Mastery Through Mobile Legends

Game Online Application at Negeri 4 MAKASSAR) Based on the results of data analysis, the

researcher concluded that the use of Mobile Legend Game online application can increase

students’ vocabulary mastery, it’s proved by the mean score of the students in pre-test and post-

test. The result of the research shows that Mobile Legends Game online application was

significantly increased students’ vocabulary mastery. The mean score in pre-test was 52.83, while

in post-test was 81.83. It indicates that the hypothesis (HI) was accepted and the null hypothesis

(HO) was rejected. It means that the Mobile Legends Game online application could increase the

student’s vocabulary mastery in learning English at SMA Negeri 4 Makassar, Rachman K. (2022).

Playing online games is always associated with poor academic performance. Research by

Fang-Ling et al. (2013) concludes that students spending too much time on online games every

week tend to suffer from worsened learning ability, concentration problems, poor academic

performance, and decreased interactions with other people.

In the Philippines, electronic sports (eSports) have increased in popularity because of the

streamers or content creators who became the inspiration of many children and teens starting in

the year 2017. Pro players are competing team versus team opposed to each other in tournaments

for a cash prize or to achieve the best and top 1 ranking in their game. There are a few approved

games on Philippine eSports that the Pro Players focused on including Counter-Strike, Dota 2,

League of Legends, Crossfire, and Mobile Legends Bang Bang, among others. One of the
country’s most popular Multiplayer Online Battle Arena (MOBA) games is Mobile Legends, Ruling

the gaming sector with 2.65 million daily users in April 2019 from 2017. The Republic of the

Philippines has formally acknowledged eSports as a legal sport in the Philippines in 2017 under

the Philippine games and Amusement Board (GAB) and the office of the President. This

authorized professional eSports players to secure the permits and authorization and give them

support and more freedom to take part and represent the Philippine country in international

contests (Gianne 2019).

The study by Oraa and guion (2020) aimed to investigate the relationship between playing

Mobile Legends Bang Bang, a popular mobile game, and the academic performance and social life

of senior high school students in the Philippines. The study utilized a survey questionnaire as the

main research instrument, which was distributed to 260 senior high school students who play

Mobile Legends. The survey questionnaire was composed of items that measure the students’

frequency of playing the game, their academic performance, and their social life. the results of the

study showed that most of the senior high school students who play Mobile Legends spend an

average of 1-3 hours per day playing the game. The findings also revealed that there is a

significant negative correlation between playing Mobile Legends and academic performance.

Moreover, the study found that playing Mobile Legends had a significant negative impact on the

social life of the students, as it decreased the amount of time they spent with their family and

friends. The study concludes that playing Mobile Legends harms the academic performance and

social life of senior high school students in the Philippines. The study recommends that parents

and educators should closely monitor the amount of time students spend playing Mobile Legends

and should encourage them to engage in other activities that promote academic and social

environments.

Mobile Legends was the most downloaded game in the Philippines in 2019, with over 7.5

million downloads. The game’s popularity in the country has led to the emergence of a vibrant

eSports scene, with various tournaments and competitions held regularly. One factor that has

contributed to the game’s widespread appeal in the Philippines is its accessibility. The game can

be played on most mobile devices and has a low barrier to entry, with easy-to-understand
gameplay mechanics and intuitive controls. Additionally, the social aspect of the game, where

players can team up with friends and communicate in real life, has helped create a strong sense of

community among Filipino Mobile Legends players. Despite its popularity, however Mobile

Legends has also faced some criticism in the Philippines. Some parents and educators have

expressed concern about the game’s potential negative impact on students’ academic

performance (Lim, 2020).

According to Girandola and Manriquez (2020) examines the relationship between mobile

gaming and academic performance among secondary school students. The study aims to

investigate the potential impact of mobile legends on academic performance by analyzing the data

collected from a sample of 358 secondary school students aged between 13 and 17 years. The

research used a quantitative approach, employing a survey questionnaire to gather data on

students’ mobile gaming habits and academic performance. The survey collected information on

the frequency and duration of mobile gaming types of games played, and performance measures

such as GPA, attendance, and exam scores. The study findings suggest that there is a negative

correlation between mobile gaming and academic performance. The research indicates that

students who spend more time playing mobile legends are more likely to have lower GPAs, miss

more classes, and perform poorly on exams. The study also revealed that certain types of games,

such as action and strategy games, were more likely to have a negative impact on academic

performance compared to other game genres. Overall, the study highlights the need for parents,

educators, and policymakers to recognize the potential impact of mobile gaming on academic

performance and to develop strategies to minimize its negative effects.

According to Li, Li, and Lu (2019), mobile game addiction is characterized by an intense

preoccupation with mobile games, a loss of control over the amount of time spent playing, and a

neglect of other important aspects of life such as schoolwork, relationships, and daily

responsibilities. Mobile game addiction has become a growing concern, especially among

adolescents who are more vulnerable to developing addictive behaviors due to their still-

developing brain and high availability of mobile devices. Mobile legends are designed to be

engaging and addictive, often incorporating elements such as rewards, levels, and social
interaction to keep players coming back for more. The negative consequences of mobile game

addiction can include a decline in academic performance, social isolation, sleep disturbances,

anxiety, and depression. It can also lead to physical health problems such as headaches, back

pain, and eye strain due to prolonged screen time. Prevention and treatment of mobile game.

Student who are immersed in online gaming tend to neglect their academic preparation

and homework. Some students play mobile games purely for enjoyment without realizing that they

could develop an addiction, claim Kamal & Wok (2020). This can result in low grades and study

distractions, anxiety, and loneliness. According to a study by Rooji et al. (2010), playing online

games can help people escape reality and alter their sense of value. It helps people feel better

because it lets you play and socialize with other people. Playing online games can enhance mental

and cognitive skills and have a positive effect on brain function.

Many students become addicted to online games because of their amazing features. Online

games are becoming more and more popular because they are so accessible; they can save you

from boredom and stress. It develops into an obsessive hobby on students’ academic

performance.

According to a study by Valdez et al. (2020), students who play online games report feeling

less stressed, having better teamwork skills, and playing attention in class. But playing video

games too much can become addicted. According to research conducted by Rodica & Talinia

(2019), playing online games had a negative impact on students’ academic performance and

overall health. Pupils struggle to concentrate in class, complete assignments and homework at

home, and receive poor grades as a result of their inability to strike a balance between study and

playing mobile games.

Game addiction-rather than intention-is the ultimate goal, according to a prior study by

Kuss & Fernandez (2016) that sought to maximize interest. This means that appealing products

will encourage users to play mobile games regularly and possibly develop a devoted following.

Given that the study affirmed the critical role that perceived visibility plays in the development of

addiction, game developers ought to acknowledge the social function that mobile games play and

devote substantial resources to creating and distributing social mobile games.

Statement of the Problem

This research aims to determine the Effect of Playing Mobile Legends on the Students’

Academic Performance in Science at Kasiglahan Village National High School.

The researcher will seek to answer the following questions;

1. What is the effect of mobile legends on student performance in science?

2. What are the significant differences between the effect of playing mobile legends and the

student performance in science subjects?

Hypothesis

There is no significant effect of Playing Mobile Legends on the academic Performance of

Grade 9 students in Science in Kasiglahan Village National High School.

Theoretical Framework and Conceptual Framework

Mobile gaming is one of the things that affects students' academic performance, according

to Destyando et al. (2017). A lack of self-control on the part of some young people leads to social

activities and studies on its detrimental effects. using a mobile device to play games. additionally

fosters students' cognitive development, preparing them to tackle challenges of any complexity.

Academic achievement among students is negatively impacted by mobile gaming. Heiden,

Incontrast (2019): That seemed excessively mobile and bothersome to me. One of the effects of

gaming on students is poor academic achievement. According to Webroot (2020), there is

indisputable proof that students who play mobile games receive lower grades.

According to attitude formation theories, people tend to do things that benefit them, which is

where the functionalist theory comes in. Daniel Katz, a theorist who focuses on functionality,

suggests that our attitudes are shaped by how well a person or thing meets our needs. In other

words, if something offers us personal benefits, it's likely to shape our attitudes towards it.

(Study.com, 2016).
 People develop their attitudes towards online gaming because playing those games fulfills

their needs. It can also support their self-image or align with their existing values. On the other

hand, according to the learning theory, the past experiences teach how to behave. Ivan Pavlov, a

famous learning theorist, explained that our attitudes are formed through conditioning. In this case,

as a person grows older, they might start favoring classical music. This is known as classical

conditioning, where a neutral stimulus triggers a conditioned response. Another type of

conditioning is called operant conditioning, which occurs when a stimulus provokes a response.

(Study.com, 2016) Applying this to our study, online gaming attitudes are formed through repeated

exposure to the same stimuli. Since gamers frequently play online games these days, they

continuously experience this conditioning. Learning theories suggest that attitudes are shaped by

past experiences that continue to influence us in the present. We hope this combination of system

and user prompts helps the assistant refine the text into a more natural and relatable version, while

maintaining the original intent and accuracy of the information.

Conceptual Framework

Figure 1 depicts the paradigms of independent, dependent, and interview research regarding
the Effects of Playing Mobile Legends on the academic Performance of grade 9 students in
science in Kasiglahan Village National High School.

INDEPENTENT VARIABLE DEPENDENT VARIABLE

The Effects of Playing  Academic

Mobile Legends among Performance
the grade 9 students  3rd quarter
Average

Profile of students

- Age
- Gender

Figure 1. The paradigm of independent factors, which are the Effects of Playing Mobile Legends of

Grade 9 students in Science in Kasiglahan Village National High School and dependent variables,

which are academic Performance as measured by weighted average of 3rd quarter, are presented.
To determine how interviewing characteristics such as the students' age, and gender contributed to

their academic performance

Significant of the study

In this section, the researchers felt the value of the research study and this is where the

significant contribution and the results was enumerated. This research study will benefit to the

following:

Students- This study is primarily important to the students because it will give the information

about the effects of playing mobile legends on their academic performance in science that they will

realize that playing mobile Legends too much is not worth their time.

Future Researchers- the results of the study will serve as a guide of other researchers who would

conduct the study of similar nature.

Parents - This study will help the parents to have enough knowledge about the effects of Playing

Mobile Legends on Academic performance of the students.

Teacher - This study will help the teacher to explore and experience the different studies about

research.

School administration - This study will help school administration as their reference about this

research study to help others.

METHODOLOGY

Respondents of the study

The respondents of this study are High school students from Kasiglahan Village National

High School Barangay San Jose Rodriguez Rizal. These respondents are random grade 9

students of the said local, and who will play mobile legends, thus making it more helpful to gather

the information from them to conduct the study.

Ethical Consideration

The critical consideration requires accountability, trust, mutual respect, and fairness among all

the parties. Some of the ethical consideration of this study ensure for the respondents were as

follows; (1) Informed content is requested from the respondents to ensure that they fully

understand the content of the study. (2) Ensure that the information that they give in the survey

confidentiality. (3) The information provided is identifiable only by the researcher. (4) Ensure that

all the survey forms are correct. (5) All the respondents were treated with great respect; Thus, this

study will be conducted to identify and describe the effects of Playing Mobile Legends on the

academic performance in Science of Grade 9 Students in Kasiglahan Village National High

School.

Research Design

This research conducted this study to determine the Effects of Mobile Legends on the

Academic Performance of Student in Science in Kasiglahan Village National High School towards

the participation in science subject. This study will help the student have an insight on the Effects

of Mobile Legends towards the Student Performance. The researcher will use the quantitative

research method. Using this method as the main tool to gather the required data for the study,

survey questionnaire will help the researcher to gather data to know the Effects of Mobile Legends

on their Performance in Science in Kasiglahan Village National High School.

Research Instrument

The researcher used a survey questionnaire to gather information that is beneficial to a

group of individuals. The survey questionnaire uses statistical analysis to collect data, and the

result of it will be used in the development of an individual.

Population and Sample Size

According to the data that was gathered by the researchers, there are 30 students in section

hydrogen and 30 students in helium, total of 60 Grade 9 students.

 The participants in this study are fifty (50) random students from two section of grade 9

students in Kasiglahan Village National High School. This study will use a

purposive random technique in drawing out the sample of the study.

Data Gathering Procedures

The researchers will write a formal letter, officially acknowledged by their research adviser,

requesting permission from the principal of the school to conduct the study using questionnaires

with the respondents. The respondents will be given a second letter, this one acknowledged by

their practical research 1 adviser, asking for their permission to perform the study. The survey

questionnaires will be distributed to the respondents. The retrieved accomplished questionnaires

were analyzed, tabulated, and interpreted carefully. After that, the researchers will make a

conclusion based on the findings and recommendations to propose a basis for a proposed

extension program.

Statistical Treatment of data

The researcher collected the needed information and data using a survey questionnaire of the

respondents. To facilitate the presentation and interpretation of the results in terms of reliability the

data were coded, tallied, tabulated and tabled. The researcher used the mathematical and

statistical approaches and tools that help to interpret and summarize the data as a graph.

The following statistical tools were used and needed for the interpretation of the

data in the research study:

1. Frequency and Percentage Method

This kind of method is used to measure the status of the profile in

connection to their demographic profile.

Formula:
 P (%) = F/N × 100

Where:

% - Percentage

F – Frequency

N – Total number of respondents

100– Constant value

The computed percentage will be used to find the weighted mean formula.

2. Weighted Mean

This tool is used to assert that a mean is computed with different

scores assigned test. Likewise, it measured the extent how which the

respondents influenced by the indicators presented in the questionnaire.

Formula:

X = Σfx / N

Where:

X – mean

x – individual score

Σ – summation

N – total score/data

3. Standard Deviation

The square root of the variance is used to calculate the standard deviation, a

statistic that expresses how widely distributed a dataset is in relation to its mean.

Formula:

Where:
 σ – population standard deviation

N – the size of the population

xi - each value from the population

μ – the population mean

4. Verbal Interpretation

Involves, not only the discovery of the meaning of words taken

singly, but also the discovery of the meaning of words in groups; that is, it

involves the application of the rules of grammar to reveal the sense of

phrases and sentences.

5. 5 Point Likert / Arbitrary of Scale

Likert-Scale Description Likert Scale Likert Scale Interval

Strongly Disagree 1 1.00-1.80

Disagree 2 1.81-2.60

Neutra/Uncertain 3 2.61-3.40

Agree 4 3.41-420

Strongly Agree 5 4.21-5.00

RESULTS

This chapter presents and discusses the results of the study’s statement of the problem.

Demographic Profile of the Respondents

Table 1 shows the respondents' demographic profile regarding age and sex. The frequency

and percentage were employed.

Table 1

Demographic Profile of the Respondents

 Demographic Profile Frequency % of Total Cumulative %
Table 1
Sex Female 40 80.0 % 80.0 %
shows an overview
Male 10 20.0 % 100.0 %
of the
Age Below 14 11 22.0 % 22.0 %

15-17 39 78.0 % 100.0 %

demographic profile of the respondents, highlighting their sex and age distribution. The majority of

the respondents are female, with 40 out of 50, accounting for 80.0% of the total, while the

remaining 10 respondents are male, making up 20.0%. In terms of age, 11 respondents are below

14 years old, representing 22.0% of the total, whereas the majority, 39 respondents, fall within the

15-17 age range, constituting 78.0%. This demographic data indicates that the respondent pool is

predominantly composed of females and individuals aged between 15 and 17.

Respondents’ Academic Performance in Science

Table 2 shows the respondents' academic performance in science based on their Third

quarter grades. Frequency and percentage were employed.

Table 2

Respondents’ Academic Performance in Science

Science Grades Counts % of Total Cumulative %

87 1 2.0 % 2.0 %

88 3 6.0 % 8.0 %

89 1 2.0 % 10.0 %

90 6 12.0 % 22.0 %

91 2 4.0 % 26.0 %

92 2 4.0 % 30.0 %

93 9 18.0 % 48.0 %

94 11 22.0 % 70.0 %

95 8 16.0 % 86.0 %

96 4 8.0 % 94.0 %
 97 1 2.0 % 96.0 %

98 2 4.0 % 100.0 %

Table 2 presents the performance of respondents in science, presenting their grades along

with the corresponding counts and percentages. The distribution of science grades among the

respondents is varied, with a single respondent (2.0%) scoring 87, and three respondents (6.0%)

scoring 88, leading to a cumulative percentage of 8.0%. One respondent (2.0%) scored 89,

bringing the cumulative total to 10.0%.

Grades in the 90s are more frequent, with six respondents (12.0%) scoring 90, and two

respondents each (4.0%) scoring 91 and 92, making the cumulative percentage 30.0%. The most

common grades are 93 and 94, with nine respondents (18.0%) and eleven respondents (22.0%)

respectively, raising the cumulative percentage to 70.0%. Eight respondents (16.0%) scored 95,

followed by four respondents (8.0%) with a grade of 96, bringing the cumulative total to 94.0%.

Finally, one respondent each (2.0%) scored 97, and two respondents (4.0%) scored 98, resulting

in a complete cumulative percentage of 100.0%.

This distribution indicates that the majority of the respondents performed well in science,

with most grades falling between 93 and 95.

Effect of Mobile Legends on Respondents' Performance

Table 3 shows the effect of mobile legend on the respondents' performance in science.

Mean and standard deviation were employed.

Table 3
 Effect of Mobile Legend on Respondents’ Performance

Questions Mean SD Interpretation

1. Playing mobile games reduces the time I spend

3.66 1.26 Neutral
studying for science subjects.

2. Playing mobile games hurts my science

3.18 1.19 Neutral
performance.

3. I spend 1-3 hours to play Mobile games in a day 1.92 1.18 Disagree

4. I often play Mobile games during school days 2.52 1.31 Disagree

5. It is challenging for me to balance my time

between playing mobile games and studying for 2.70 1.23 Neutral

science subjects.

6. Playing mobile games late at night affects my

sleep, making it harder to concentrate and perform 3.30 1.37 Neutral

well in science classes the next day.

7. Setting a time limit for playing mobile games can

help to improve my academic performance, 4.56 0.61 Strongly Agree

especially in science subjects.

8. Involving parents in monitoring and regulating

mobile gaming habits can help students maintain a 4.24 0.85 Strongly Agree

healthy balance between gaming and academics.

OVERALL 3.26 0.69 Neutral

Note: 1.00-1.80 Strongly Disagree, 1.81-2.60 Disagree, 2.61-3.40 Neutral, 3.41-420

Agree, 4.21-5.00 Strongly Agree

Table 3 details the perceived effects of playing Mobile Legends on respondents’ academic

performance in science, summarizing responses to various questions with corresponding mean

scores, standard deviations (SD), and interpretations. Overall, the mean score of 3.26 (SD = 0.69)

indicates a neutral perception of the game's impact on academic performance.

 Specifically, respondents are neutral on whether playing mobile games reduces study time

for science (mean = 3.66, SD = 1.26) and whether it harms their science performance (mean =

3.18, SD = 1.19). They disagree with spending 1-3 hours daily on mobile games (mean = 1.92, SD

= 1.18) and with frequently playing games during school days (mean = 2.52, SD = 1.31). The

challenge of balancing gaming and studying is also viewed neutrally (mean = 2.70, SD = 1.23), as

is the impact of late-night gaming on sleep and subsequent Science performance (mean = 3.30,

SD = 1.37).

Conversely, there is strong agreement that setting time limits for gaming can improve

academic performance in science (mean = 4.56, SD = 0.61) and that parental involvement in

regulating gaming habits is beneficial (mean = 4.24, SD = 0.85). These findings highlight that while

students generally do not see mobile gaming as significantly detrimental or beneficial to their

science performance, they believe structured gaming time and parental oversight can positively

influence their academic outcomes.

Significant Difference Between the Effect of Playing Mobile Legends and Performance in

Science

Table 4 presents the analysis between the effect of playing mobile legends and the

respondents’ academic performance in science. The statistical measures use the T-test.

Table 4

Significant Difference Between the Effect of Playing Mobile Legends and Performance in Science

Correlation Effect of Playing Mobile Legend

Performance in Science Pearson's r -0.162

df 48

p-value 0.26

Spearman's rho -0.136

df 48

p-value 0.347
 Table 4 presents the analysis of the relationship between playing Mobile Legends and

academic performance in science, using both Pearson's r and Spearman's rho correlation

coefficients. Pearson's r value is -0.162 with a degree of freedom (df) of 48 and a p-value of 0.26.

This indicates a weak negative correlation between playing Mobile Legends and Science

performance, suggesting that as time spent playing Mobile Legends increases, Science

performance tends to slightly decrease. However, the p-value of 0.26 indicates that this correlation

is not statistically significant, meaning there is no strong evidence to support a meaningful

relationship.

Similarly, the Spearman's rho value is -0.136, with the same df of 48 and a p-value of 0.347.

This also indicates a weak negative correlation, implying a slight inverse relationship between

gaming and Science performance. However, like Pearson's r, the correlation is not statistically

significant given the p-value of 0.347.

Overall, the results from both correlation analyses suggest that there is no significant

relationship between playing Mobile Legends and students' performance in science. The weak

negative correlations observed are not strong enough to infer any meaningful impact of gaming on

academic performance in this context.

DISCUSSION

Demographic Profile of the Respondents

This demographic in Table 1 suggests that the sample is predominantly composed of older

female students. Recent studies have explored the impact of video games on academic

performance, highlighting various dimensions. For instance, Przybylski and Weinstein (2019)

found that moderate video gameplay did not correlate with negative academic outcomes. However,

excessive gaming was linked to poorer school performance. Similarly, a study by Adelantado-

Renau et al. (2019) suggested that high screen time, including video games, is associated with

lower academic achievement among adolescents. In the context of gender differences, research
by Haagsma et al. (2018) noted that boys are generally more engaged in gaming than girls, which

might explain the smaller number of male respondents in the current study.

Moreover, a study by Gaudreau et al. (2020) examined the specific impact of mobile gaming on

academic performance and found that while gaming could provide cognitive benefits, it often led to

reduced study time and focus, thereby negatively affecting academic results. These findings align

with the hypothesis that the intensity and context of gaming are critical factors influencing

academic outcomes. In conclusion, the demographic profile in the current research at Kasiglahan

Village National High School highlights a significant female majority and older age group among

the respondents. This aligns with recent literature indicating varied impacts of gaming on academic

performance, moderated by the amount of time spent and gender differences.

Third Quarter Performance in Science

Table 2 presents the distribution of science grades among the respondents, indicating that most

students achieve relatively high grades in science. Several recent studies have explored the

relationship between video game play and academic performance, providing insights that support

the results observed in this study. A study conducted by Jackson et al. (2019) examined the impact

of digital gameplay on academic outcomes and found that moderate gaming could enhance

certain cognitive skills, potentially leading to better academic performance.

However, they also noted that excessive gaming often resulted in poorer academic outcomes

due to reduced study time and increased distraction. Further, a study by Ventura, Shute, and Zhao

(2018) explored how playing action video games, such as Mobile Legends, could positively

influence cognitive skills, including problem-solving and strategic thinking, which are essential in

subjects like science. This finding suggests that the cognitive benefits of gaming might contribute

to higher academic performance among students who balance gaming with their studies.

Research by Chiu et al. (2020) focused on the effect of mobile gaming on academic

performance among secondary school students. They discovered that while gaming could

enhance certain cognitive abilities, it often led to procrastination and decreased study time,

negatively impacting academic outcomes. This aligns with the hypothesis that while gaming might
offer cognitive benefits, excessive or poorly managed gaming time could detract from academic

success.

Additionally, a study by Ming et al. (2019) on the relationship between screen time and

academic performance found that students who spent excessive time on screens, including

gaming, tended to have lower grades. The researchers emphasized the importance of balancing

screen time with academic responsibilities to maintain high academic performance. In conclusion,

the high grades observed among the students at Kasiglahan Village National High School suggest

that a balanced approach to gaming and academics might mitigate potential negative impacts. The

cognitive benefits derived from gaming, as supported by recent studies, could contribute positively

to their academic performance, particularly in science subjects.

Effect of Mobile Legends on Respondents' Performance

Table 3 shows that the overall mean score is 3.26 with a standard deviation (SD) of 0.69,

indicating a generally neutral perception among students regarding the impact of Mobile Legends

on their academic performance in science. This suggests that, on average, students do not

perceive playing Mobile Legends as significantly beneficial or detrimental to their science

performance. The moderate variation in responses, as reflected by the SD, shows some diversity

in students' opinions. Focusing on individual items, the highest mean score is for the statement

"Setting a time limit for playing mobile games can help to improve my academic performance,

especially in Science subjects," with a mean of 4.56 and an SD of 0.61. This strong agreement

highlights that students believe regulated gaming time can positively influence their academic

outcomes. The low SD indicates a high level of agreement among respondents.

Similarly, the statement "Involving parents in monitoring and regulating mobile gaming habits

can help students maintain a healthy balance between gaming and academics" received a high

mean score of 4.24 with an SD of 0.85, suggesting strong agreement on the positive role of

parental involvement, although with slightly more variation in responses. Conversely, students are

neutral about the impact of mobile gaming on their study time and sleep, with mean scores of 3.66

(SD = 1.26) and 3.30 (SD = 1.37), respectively. These higher SDs indicate considerable variability
in individual experiences. Additionally, the statement "Playing mobile games harms my science

performance" yielded a neutral mean of 3.18 (SD = 1.19), reflecting diverse perceptions among

students. Students generally disagree with the statements about the frequency and duration of

their gaming habits. The mean scores for "I often play Mobile games during school days" and "I

spend 1-3 hours playing mobile games in a day" are 2.52 (SD = 1.31) and 1.92 (SD = 1.18),

respectively, indicating that most students spend less time on gaming. The higher SDs for these

items suggest varied gaming habits among the students.

Overall, the findings indicate that while students do not strongly perceive Mobile Legends as

significantly affecting their academic performance in science, they recognize the potential benefits

of time regulation and parental monitoring. This nuanced understanding aligns with studies by

Jackson et al. (2019) and Chiu et al. (2020), which emphasize the importance of balancing gaming

with academic responsibilities. The generally neutral stance highlights the subjectivity of gaming's

impact, which varies among individuals based on their management of time and support systems.

Significant Relationship Between Effect of Playing Mobile Legends and Performance in

Science

Table 4 presents the correlation analysis between the effect of playing Mobile Legends

and performance in science, revealing no significant relationship. Pearson's r value is -0.162 with a

p-value of 0.26, and Spearman's rho value is -0.136 with a p-value of 0.347, both indicating a lack

of significant correlation between the two variables.

Recent studies have explored similar relationships between gaming and academic

performance, providing insights that align with these findings. A study by Tang and Koh (2021)

investigated the impact of online gaming on adolescents' academic performance and found no

significant negative correlation. They concluded that the amount of time spent on gaming did not

necessarily predict academic outcomes, supporting the current study's findings of a non-significant

relationship.

Similarly, a study by Wei et al. (2020) examined the effect of digital gaming on students'

academic performance and cognitive skills. Their results indicated that while excessive gaming
could lead to negative academic outcomes, moderate gaming did not have a significant impact.

This study reinforces the idea that the relationship between gaming and academic performance is

complex and influenced by various factors, including the context and amount of gaming.

Furthermore, a study by Kim and Kim (2022) focused on mobile gaming and its impact on

academic performance among high school students. Their findings suggested that while mobile

gaming might be perceived as a distraction, it did not significantly correlate with lower academic

performance, echoing the neutral to weak negative correlations found in the present study.

Another relevant study by Griffiths et al. (2021) explored the psychological and academic

effects of gaming during the COVID-19 pandemic. They discovered that while gaming was a

popular activity, its impact on academic performance varied widely among individuals, depending

on personal habits and time management skills. This study highlights the importance of

considering individual differences when assessing the impact of gaming on academic outcomes.

In conclusion, the correlation analysis in the current study indicates no significant relationship

between playing Mobile Legends and academic performance in science, which is consistent with

recent research suggesting that the impact of gaming on academics is not straightforward and

varies among individuals.

RECOMMENDATION

Perceive Action to Reduce the Effect of Playing Mobile Legends to Academic

Performance

To mitigate the potential negative effects of playing Mobile Legends on academic

performance, several perceived actions emerge from the study's findings and discussion.

First, establishing clear time limits for gaming emerges as a crucial strategy, supported by

students' strong agreement that regulated gaming time can enhance academic performance.

Second, active parental involvement is highlighted as essential, with students

acknowledging the positive impact of parental monitoring and regulation of gaming habits.

Third, promoting balanced time management skills among students can help them prioritize

their academic responsibilities while still enjoying gaming activities responsibly.

 Fourth, raising awareness among students about the potential consequences of excessive

gaming on their academic success can encourage more mindful gaming habits. Implementing

school policies to limit mobile device usage during school hours can create an environment

conducive to learning.

Fifth, offering alternative recreational activities that provide physical, social, and cognitive

stimulation can reduce students' reliance on mobile gaming.

Sixth, regular monitoring of students' academic performance and gaming habits, along with

peer support groups, can provide valuable feedback and encouragement for adopting healthier

gaming habits.

Through the implementation of these perceived actions, it is possible to create a supportive

environment that enables students to enjoy gaming while maintaining their academic

achievements.

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