“THE CAUSE AND EFFECT OF MOBILE GAMES TO GRADE 11 STUDENTS

OF MONTESSORI PROFESSIONAL COLLEGE OF ASIA BATCH 2018-2019”

A THESIS PRESENTED TO THE FACULTY OF MONTESSORI

PROFESSIONAL COLLEGE OF ASIA, MARIKINA BRANCH.

IN PARTIAL FULFILLMENT FOR THE REQUIREMENTS IN PRACTICAL

RESEARCH 2.

BY:

SALCENA, MA. CLARINETH FAITH

PASCUAL, NORLYN

STA.ANA, KAYE SAIRIL

YMAS, MAGDALIN

CASQUEJO, KURT RUSSEL

PINULLAR, RAFFIE

SANOSA, GLENJAMIR
 I

Table of Contents

Page Nos.

ACKNOWLEDGEMENT III

ABSTRACT VI

CHAPTER I

1.1 Introduction 5
1.2 Background of the Study 5- 6
1.3 Conceptual Framework 6
1.4 Statement of the Problem 7
1.5 Significance of the Study 8
1.6 Scope and Delimitation 8-9
1.7 Definition of Terms 9-10

CHAPTER II
2.1 Related Literature 10-11
2.2 Related Studies 11

CHAPTER III
3.1 Introduction 12
3.2 Research Design 12
3.3 Population and Sampling Techniques 12-13
3.4 Research Local 13
3.5 Research Instruments 13-14
3.6 Data Gathering Procedure 14-15
3.7 Data Analysis Procedure 15

CHAPTER IV
4.1 Introduction 16
4.2 Results and Findings 16
1 Table 2 16
Table 3 16
Table 4 16-17
Table 5 17
2 Table 6 17
Table 7 18
3 Table 8 18
Table 9 18
4 Table 10 19
Table 11 19
5 Table 12 19-20
Table 13 20
6 Table 14 20
Table 15 21
7 Table 16 21
Table 17 22
8 Table 18 22
Table 19 23
9 Table 20 23
Table 21 24
10 Table 22 24
Table 23 25
11 Table 24 25
Table 25 26

CHAPTER V
5.1 Introduction 26
5.2 Summary of Findings 26-29
5.3 Conclusion 29-30
5.4 Recommendation 30

REFERENCES 31-32
 III

ACKNOWLEDGEMENT

It is a great pleasure to thank all those who made this research possible.
First of all, I thank Almighty God for answering our prayers and giving us the
strength and the ability to complete this research.

I wish to express our sincere thanks to our practical research I professor,

Mrs Lourdes F. Torre for the guidance and the efforts she extended to us.

I thank my fellow researchers for the stimulating discussions, for the

sleepless nights we were working together before deadlines and for all the fun
we have had. Thank you.

Most importantly, none of this could have happened without our family
who offered their support and encouragement in every way they possibly could, I
am forever grateful. This research is evidence of your unconditional love and
encouragement.
 IV
ABSTRACT

The study attempts to investigate the cause and effect of mobile games to
grade 11 students of Montessori Professional College of Asia.

The data presented in this study were collected and evaluated through the
questionnaire distributed to the respondents to determine the reasons of the
grade 11 students why they are playing mobile games and to know if they are
affected negatively or positively.

To accomplish the objective some hypothesis was set. And the result
obtained from the research was compared with hypothesis set. And according to
the comparison the result and conclusion was made.
 5

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

1.1 INTRODUCTION

Nowadays, Mobiles has become an essential operating gadget in

everyone’s life. It proposes as to engage to use mobile games. What are mobile
games? It is a game played on a feature phone, smartphone or tablets. (“Mobile
Games”, 2016) Mobile games are usually downloaded from App store as well as
from mobile operators’ portraits. Today, one can see the impact of mobile games.
A lot of research is conducted to study its cause and effect on lifestyle, behaviour
of gamers especially the youth. Mobile games are the most sought leisure activity
followed by youth nowadays. Teens spend most of their time in playing mobile
games rather than playing or doing some outdoor activities, going out with friends
or family and studying. Why youth are fond in playing mobile games? What are
the effects of playing mobile games? Mobile games surely have an impact on
minds of the teens. Taking into consideration, it is positively great mind exercise
and help them explore many things. It includes improvement in percussive and
proactive thinking, increased sociability and improved interpretative skills. (“The
Positive Effect of Mobile Gaming”, n.a) However, mobile games also receive
much more negative critics, because games are often coined with issue such as
mindless entertainment, having no time with family, changes in behaviour, no
time in studying and affect their physical and mental health. (“The Effect of
Mobile Games”, 2016).

This study was made because the researchers observed that as

technology growing, the average of people especially the youth, who are getting
fond and may result to addiction are also growing. Addiction to mobile games is a
big problem to large number of people and the number is only increasing
specifically youth which are the number one users of mobile games.

1.2 BACKGROUND OF THE STUDY

Mobile games are games that are distributed to customer using a

Mobile operator's networks. A game that runs on any handheld portable device
("Mobile Phones", 2016). Based on the study, ages 16-24 both male and female
are the number one users of Mobile games ("Philippine Statistics", 2015)
 6

The youth can't stop playing mobile games because it is incredible to be

able to sit down and connect with other people in another part of the world.
Games can help them to socialize and to learn. Games are extremely fun and
enjoy able to play the fact that this can be achieved on a mobile, means we can
always have games ready for those boring periods in our lives. But this mobile
games are not just fun, it also makes people their slave. ("Positive-Negative
Aspect of Playing Mobile Games", n. d). For example, as one of the researcher's
experience, he became a slave of it. He didn't notice that he was affected
negatively in playing mobile games. And as a result he had a total lack of social
life and health problems. Also, due to spending many hours in playing mobile
games, he experienced failing in his studies and having relationship problems
between him and his family and friends.

The research aims to see if the affect experienced by the said researcher
is also the same with the target respondents and if the result is negative, how
about the positive ones.

1.3 CONCEPTUAL FRAMEWORK

Studies have been conducted assessing the cause and effects of Mobile
Games to Grade 11 students of Montessori Professional College of Asia. As an
input, the researchers will gather all the information about the Cause and
Effects of Mobile Games to Grade 11 students of Montessori Professional
College of Asia. To carry out the study, the researchers conducted a survey
among the Grade 11 students who are playing mobile games. As a result, the
researchers discovered the cause and effects of mobile games to the student.
 7
1.4 STATEMENT OF THE PROBLEM

This is study aimed to know the cause and effect of mobile games to
grade 11 students of Montessori Professional College of Asia.

Specifically, this study needed answer to the following questions.

1).What are the socio demographic of the respondents?
a.) Age
b.) Gender

2).What gadget do you use in playing mobile games?

3).How do you discover mobile games?

4).Why are you playing mobile games?

5).How many hours do you spend in playing mobile games a day?

6).When do you play mobile games?

7).What affects you most when playing mobile games?

8).How does playing mobile games affect your study?

9).How does playing mobile games affect your health?

10).How does playing mobile games affect your relationship with other people?

11).What do you think is the impact of mobile games to your overall well-being?

HYPOTHESIS:
Mobile games may affect the students both positively and negatively.
 8

1.5 SIGNIFICANCE OF THE STUDY

This study is conducted to benefit the following:

STUDENTS. This study will help them to know how mobile games affects them
both positively and negatively. In the end of this study they would finally know
that there are consequences that they might get from too much playing mobile
games. This study will provide some knowledge about the effects of mobile
games specifically to students.

TEACHERS. The given data would guide the teachers on what to do with the
students that are being affected in playing mobile games negatively. The
teachers would be able to understand the cause why students are playing mobile
games.

PARENTS. Like the teachers the parents will understand why their children are
playing mobile games. This study will also help the parents to know the possible
effects of playing mobile games, both positively and negatively and later on will
help them to learn and to formulate actions for their children.

FUTURE RESEARCHERS. This research will be useful reference for the

researchers who would plan to make any related study.

1.6 SCOPE AND DELIMITATION

The general intent of this study is to know why some Grade 11 students of
Montessori Professional Collage of Asia are mobile games and how this affects
them or their lives both positive and negative.

This study mainly identify and assess different factors that affects the
grade 11 students also, this study aims to identify on how researchers develop
 9

And assist the students to have control and know their limits in playing mobile
games.

This study will be conducted with the limited amount of financial resources
and time framework.

1.7 DEFINITION OF TERMS

Operator portals
- This is the application that allows you to browse.
(Operational)
- Is an application that can allowed the users to browse the games and other
applications that is suitable to the users’ game.

Fond
- Is the affection you feel for someone or something.
(Operational)
- It is the feelings that you discovered for someone or something you liked for
the short period of time.

Mobile games
- is a game that you can play in your mobile.
(Operational)
- Is type of entertainment games that can be downloadable in any type of
mobile phones.

Mental disorder
- It is a disorder that affects our mentality.
(Operational)
- It is an illness than can affect our appearances or our physical/outside looks.

Smartphone
- It is the gadget that we use for everyday life.
(Operational)
- It is the one that we need for our hobby, work, and other important things
that we can do in that smartphone.

Technology
- Is the group of gadgets that we use.
 10
(Operational)
- Is the gadgets we used for our desire and for our needs that need to fulfil
using the technology
Gamer
- Is a person who played the game.
(Operational)
- The one who played the mobile games and the one who knows games very
well than anyone else.

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents the literature and studies that will support the facts
about the study.

2.1 RELATED LITERATURE

The improvement in Mobile technology has paved its way to handle

complicated things in an effortless manner. People now prefer everything on the
go, from shopping, groceries to buying clothes. Similar evolution is taking place
in the gaming industry with the dawn of smart phone era where now, addiction to
Mobile games is increasing. This is because mobile phone act as portable game
stations and they are one of the must carry things in your pocket. People usually
play their games while they are travelling or while on a wait. It is a life saver in
many situations, mobile games also help to de-stress from their hectic day.

Mobile games have both positive and negative effects on people

especially to students. According to kuss & Griffiths (2), teens who play online
games are just having fun. They do not just actually play because of some sort of
seriousness, but also because they just want to feel relief. During school hours,
students tend to feel stressed due to loads of school works and through playing it
will relive their stress. Also, Taha, J. (n.d.) said that online games are seen as
good learning tool because many thinks that they can teach children in ways that
their teachers are failing by sparking their minds, stimulating their thinking, and
inspiring their imagination. But, one of the negatives is this. Many cases among
students are addiction. And this addiction may lead to worse problems. The
students might steal money. They may become lazy when it comes to studying
and prefer playing the whole day long. Some may even skip school in order to
 11

have more playing time. (SujatAli Hamzah). Addicted gamers spend so much
time playing their personal relationships get neglected and sometimes disappear
altogether. Addicted gamers also neglect the responsibilities or everyday life
such us school and work. (UNC-IASIS)

Stated by Hassan (2011), online gaming is good and bad. Good for those
who know their limits and bad for those who fix themselves in the seats for long
hours and cut off the interaction with rest of the world.

2.2 RELATED STUDIES

According to Gentile, et al. (2004) majority of these studies have shown

that online games can be addictive and that some online games have been
associated with aggressive behaviour. However, these studies have been
relatively controversial as they examine these factors using self-report methods
and artificial scenarios. This type of research is fraught with problems and
criticism.

On the other hand, online games can also benefit on playing online
games. A great variety of forms have been developed and put into practice to
enhance learning, offer solace, to drive away boredom, and/or to persuade
players to adopt certain actions and opinions. The game play improves various
thinking skills but that it can also boost a cognitive speed for those who play
action games and can also improve cognitive speed for those who play action
games and can also improve cognitive accuracy for players who solve puzzle
and strategy games (Klabber, 2001). Some video games have been associated
with aggressive behaviour. In that case, children imitate online characters. Some
children are at the period of modelling (Anderson & Bushman, 2001).

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

performance. Through the years, studies have yielded different results. Some of
them say that they are co related when some say that they are not. According to
Anderson and Dill (2000), there is a negative correlation between the two. Thus,
meaning that there is no relation between the number of hours played by a player
and his grades.
 12

CHAPTER III

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This Chapter provides a description of the methodology that was used in

the study. Specifically, this chapter briefly discusses the research design,
sources of data, instrumentation and data collection, and tools for data analysis.

3.2 RESEARCH DESIGN

The study used the descriptive research design because the study
involves the factors that may affect the behavior and health of students.
Descriptive research design is a scientific method which involves observing and
describing the behavior of a subject without influencing it in any way. This
research design helped the researchers to collect and analyze the responses of
the respondents to the checklist designed by the researchers and to obtain their
views, opinions, and perceptions to the subject.

The process of descriptive research went beyond collection and

tabulation of data. It involved the elements of interpretation of the meaning of
significance of what was described. Thus, description, was often involved with
measurement, classification, interpretation and evaluation.

3.3 POPULATION AND SAMPLING TECHNIQUE

The population of the study was chosen through non-probability based on

purposive sampling. The researcher made use of 50 grade 11 students of
Montessori Professional College of Asia. The respondents are the user or the
students who are playing mobile games. After choosing the respondents, each of
them was given a survey questionnaire to answer.

Table 1

Distribution of survey questionnaire to the selected grade 11 students of

Montessori Professional Collage of Asia.
 13

SECTION FREQUENCY

M1 7

M2 10

M4 28

M7 5

TOTAL 50

Sampling Frame

The researchers made use of 50 grade 11 students in Montessori

Professional College of Asia who are players of mobile games.

3.4 RESEARCH LOCAL

The research setting refers to the place where the data are collected. In
this study, data were collected at Montessori Professional College of Asia,
building of grade 11 students.

3.5 RESEARCH INSTRUMENTS

Questionnaire was used as the main instrument of the study to determine

the cause and effect of mobile games to grade 11 students of Montessori
Professional College of Asia. The designed questions focused on why they are
playing mobile games and how this affects them. The questionnaire was
prepared by the researchers themselves after doing a research and intensive
reading from the internet and asking opinions from people who plays mobile
games.

The researchers’ questionnaire was prepared and showed to the adviser

for the comments and suggestions. After that, revision of the questionnaire was
done. The researchers incorporated the comments and suggestions of the
adviser and prepared the second draft of the questionnaire.

The questionnaire has four parts. Part I contained the profile of the
respondents in terms of age, gender and educational status. Part II focused on
how they discover mobile games, how long the respondents spend their time
playing mobile games and when they play mobile games and Part III focused on
how playing mobile games affects their relationship, health and study. The
 14

researchers initially distributed the survey questionnaire to those grade 11

students who play mobile games. After the questionnaire was sent back to the
researchers, the responses were analysed and interpreted.

3.6 DATA GATHERING PROCEDURE

At first, the researchers looked for necessary resources that could help
them in their study. They did an intensive reading from the internet and asked
opinions from the mobile games’ player. From these, they were able to construct
ideas and questions necessary for the questionnaire.

Some sample questions that were included in the questionnaire were the
following:

1.) Why are you playing mobile games?

a.) To prevent getting bored
b.) To relieve stress
c.) For past time
d.) To learn new skills

2.) How many hours do you spend in playing mobile games per day?
a.) 1-2 Hour
b.) 3-4 Hours
c.) 5 Hours and above

3.) What affects you most when playing mobile games?

a.) Relationship with others
b.) Physical Health
c.) Emotional Health

4.) What do you think is the impact of mobile games to your overall well-
being?
a.) Positive impact
b.) Negative impact
c.) Both A and B

The researchers ask permission to the teacher of every classroom to allow

them to proceed with the distribution of questionnaire to the students who plays
mobile games.
 15

With the permission granted, the researchers clearly explained all the
directions and items to the respondents to ensure understanding and correctness
of their responses. Retrieval of the questionnaires was done after 3-5minutes.

Questionnaire was used as the main instrument of the study to determine

the cause and effect of mobile games to the grade 11 students who play mobile
games. The designed questions focused on the reasons why respondents are
playing mobile games and how this affects their lives.

The questionnaire was prepared by the researchers themselves after

doing a research and intensive reading from the internet and asking opinions
from the mobile games’ player.

The researchers’ questionnaire was prepared and showed to the adviser

for the comments and suggestions. After that, revision of the questionnaire was
done.

The researchers initially distributed the survey questionnaire among the

grade 11 students who are playing mobile games in Montessori Professional
College of Asia.

3.7 DATA ANALYSIS AND PROCEDURE

Percentage and ranking were used by the researchers to convert the

numerical data gathered from the questionnaire. Only tallying, getting of
percentage and getting the standard deviation were the methods needed to
come up with a conclusion on this study. These things would be explained further
in the following.

a. Frequency- pertains to the number of respondents that have the same

answer in a specific question.

b. Percentage- used to determine the ratio of respondents that have

same answers with general number of respondents.

c. Standard Deviation- used to tell how measurements for a group are

spread out from the average (mean).
 16

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 INTRODUCTION

This chapter presents the analysis and interpretation of data.

1. PROFILE OF RESPONDENTS
This study included several profile variables to gain the information about
the respondents of the study. These were presented in the following table.

1.1 AGE. Table 2 shows the characteristics of respondents in terms of

age.
Table 2
Age Distribution of the Respondents

AGE FREQUENCY PERCENTAGE

15-17 YEARS OLD 45 90%
18-20 YEARS OLD 5 10%

Results indicate that out of 50 respondents, ages 15-17 got the higher
frequency which is equivalent to 45 with the percent of 90% while 18-20 got a
frequency of 5 with the percent of 10%.

Table 3

Standard Deviation

DATA ITEM DEVIATION SQUARE

45 29 841
5 -11 121
SD= 22

1.2 GENDER. Table 4 shows the characteristics of respondents in

terms of gender.

Table 4

Gender Distribution of the Respondents

 17

GENDER FREQUENCY PERCENTAGE

MALE 20 40%
FEMALE 30 60%

Out of 50 respondents, 20 of them are male which is equivalent to 40%

while 30 of them are female which is equivalent to 60%

The findings revealed that majority of the respondents who are playing
mobile games were Female.

Table 5

Standard Deviation

DATA ITEM DEVIATION SQUARE

20 4 16
30 16 196
SD= 10

2. GADGET USED IN PLAYING MOBILE GAMES

2.1 Table 6 shows what gadget does the respondents used in playing
mobile games.

Table 6
Gadget used by the respondents in playing mobile games
GADGET FREQUENCY PERCENTAGE
A. Tablet 4 8%
B. Own Cellphone 43 86%
C. Others’ Gadget 3 6%

Table 6 shows that most of the respondents which has 43 or 86% of them
owned a hand phone that they used to play mobile games. The result also shows
that 6% of the respondents is borrowing gadgets to other just to play mobile
games.
 18

Table 7

Standard Deviation

DATA ITEM DEVIATION SQUARE

4 -12 144
43 27 729
3 -13 169
SD= 19

3. HOW RESPONDENTS DISCOVER NEW MOBILE GAMES

3.1 Table 8 shows how the respondents discover new mobile games.

Table 8
How the respondents discover new mobile games

WAYS FREQUENCY PERCENTAGE

A. Introduced by
26 52%
friends
B. Through social
17 34%
Media
C. Through Ads 6 14%

Table 8 shows that 26 or 52% of the respondents discover new mobile

games by their friends; while 17 or 34% of the respondents said that through
social media; and 7 of them which is 14% said that through ads.

Table 9

Standard Deviation

DATA ITEM DEVIATION SQUARE

26 10 100
22 6 36
2 -14 196
SD= 11
 19

4. WHY RESPONDENTS PLAYS MOBILE GAMES

4.1 Table 10 show the why the respondents are playing mobile games.

Table 10

Why respondents are playing mobile games

CAUSE FREQUENCY PERCENTAGE

A. To prevent
24 48%
getting bored
B. To relieve Stress 9 18%
C. For past time 11 22%
D. To learn new
6 12%
skills

Out of 50 respondents, 24 of them which is equivalent to 48%, said that

they play mobile games to prevent getting bored, while 11 of them which is 22%
said that just for past time; 9 or 18% of them said that it helps them to relieve
stress and 6 of them which is 12% said that they are playing mobile games to
learn new skills.

The findings revealed that most of the respondents are playing mobile
games just to prevent getting bored.

Table 11

Standard Deviation

DATA ITEM DEVIATION SQUARE

24 8 64
9 -7 49
11 -5 25
6 -10 100
SD= 8

5. HOURS SPEND IN PLAYING MOBILE GAMES DAY

5.1 Table 12 shows the length of time the respondents play mobile
games.

Table 12
 20

Length of time the respondents play mobile games

HOUR FREQUENCY PERCENTAGE

A. 1 to 2 Hours 30 60%
B. 3 to 4 Hours 14 28%
C. 5 Hours & Above 6 12%

It shows that out of 50 respondents, 30 of them play mobile games for

about 1 to 2 hours which equivalent to 60%; 14 out of them play mobile games
for about 3 to 4 hours which is equivalent to 28%; and 6 of them spend 5 hours
and above in playing mobile games which is equivalent to 12%.

It indicates that half of the respondents spent 1 to 2 hours in playing

mobile games.

Table 13

Standard Deviation

DATA ITEM DEVIATION SQUARE

30 14 196
14 -2 4
6 -10 100
SD= 10

6. WHEN DO RESPONDENTS PLAYS MOBILE GAMES

6.1 Table 14 shows when the respondents plays mobile games.

Table 14

WHEN FREQUENCY PERCENTAGE

A. During free time 48 96%
B. While at school 1 2%
C. Meal time 1 2%

Out of 50 respondents plays mobile games “during free time” which is

equivalent to 48 or 96% play mobile games during their free time. While choices
“while at school” and “Meal times” both got 2%.

It indicate that majority of the respondents play mobile games during their
free time
 21

Table 15

Standard Deviation

DATA ITEM DEVIATION SQUARE

48 32 1024
1 -15 225
1 -15 225
SD= 22

7. MOST AFFECTED WHEN PLAYING MOBILE GAMES

7.1 Table 15 shows what is the most affected to the respondents when
playing mobile games.

Table 16

Most affected to when playing mobile games

AFFECTED FREQUENCY PERCENTAGE

A. RELATIONSHIP 27 54%
B. PHYSICAL
17 34%
HEALTH
C. MENTAL
6 12%
HEALTH

It shows that out of 50 respondents, 27 of them are affected the

respondents relationship to others, which equivalent to 54%; 17 of them are
affecting the respondents Physical Health, which is equivalent to 34%; and 6 of
them affecting the respondents Emotional Health, which is equivalent to 12%.

It indicates that half of the respondents are affecting the respondents

Relationship with others.
 22

Table 17

Standard Deviation

DATA ITEM DEVIATION SQUARE

27 11 121
17 1 1
6 -10 100
SD= 9

8. EFFECTS OF MOBILE GAMES TO THE STUDY OF RESPONDENTS

8.1 Table 17 shows the effect of mobile games to the study of
respondents.

Table 18

Effect of mobile games to the study of respondents

EFFECTS FREQUENCY PERCENTAGE

A. Unable to do
30 60%
school works
B. It encourage
more effective 14 28%
study habits
C. It’s distract me
while doing
important 6 12%
activity or
school works

Out of 50 respondents, 30 or 60% of them are “Unable to do school

works” because of playing mobile games. While 14 of them which is equivalent to
28% said that playing mobile games “Encourage more effective study habits”; 6
of them which is 12% said that mobile games “Distract them while doing
important activity or school works”.

The results shows that playing mobile games has a negative effect on the
study of the students.
 23

Table 19

Standard Deviation

DATA ITEM DEVIATION SQUARE

7 -9 81
11 -5 25
32 16 256
SD= 11

9. EFFECTS OF MOBILE GAMES TO THE HEALTH OF THE

RESPONDENTS
9.1 Table 20 shows the effect of mobile games to the health of
respondents.

Table 20

Effect of mobile games to the health of the respondents

EFFECTS FREQUENCY PERCENTAGE

A. Having Sleep
33 66%
Problem
B. Improving brain
functions and
12 24%
encouraging
physical health
C. Loss of
5 10%
productivity

Out of 50 respondents, 33 or 66% of them are “Having sleep problems”

because of playing mobile games. While 12 of them which is equivalent to 24%
said that playing mobile games helps them in “Improving brain functions and
encouraging physical health”; 5 of them which is 10% said that “Loss of
productivity” is the effect of mobile games to them.

The results indicates that playing mobile games has a negative effect on
the health of the respondents.
 24

Table 21

Standard Deviation

DATA ITEM DEVIATION SQUARE

33 17 289
12 -4 4
5 -11 11
SD= 10

10. EFFECTS OF MOBILE GAMES TO THE RELATIONSHIP OF THE

RESPONDENT
10.1 Table 22 shows the effect of mobile games to the
relationship of respondents.

Table 22

Effect of mobile games to the relationship of the respondents

EFFECTS FREQUENCY PERCENTAGE

A. Losing time to
associate with 33 66%
others
B. It becomes a
22 44%
bonding
C. It ruins
0 0%
relationship

Out of 50 respondents, 33 or 66% of them are “Losing time to associate

with others” because of playing mobile games. While 22 of them which is
equivalent to 44% said that playing mobile games “Becomes their bonding”; 0 of
them which is 0% said that playing mobile games “Ruins relationship”

The results shows that playing mobile games has a negative effect to the
relationship of the respondents with others.
 25

Table 23

Standard Deviation

DATA ITEM DEVIATION SQUARE

28 12 144
22 6 36
0 -16 16
SD= 8

11. THE IMPACT OF MOBILE GAMES TO THE RESPONDENTS

11.1 Table 24 shows the impact of mobile games to the overall
well-being of the respondents.

Table 24

The impact of mobile games to the respondents

IMPACT FREQUENCY PERCENTAGE

A. Positive
8 16%
Impact
B. Negative
8 16%
Impact
C. Both A and B 34 68%

Out of 50 respondents, 34 or 68% of them said that the impact of mobile

games to their overall well-being is “Both Positive and Negative”. While choices
“A. Positive Impact” and “B. Negative Impact” both got a frequency of 8 with the
percentage 16%.

The result was related to the study conducted by Klabber (2001). A

great variety of forms have been developed and put into practice to enhance
learning, offer solace, to drive away boredom and to improve various thinking but
still have a negative effect.
 26

Table 25

Standard Deviation

DATA ITEM DEVIATION SQUARE

8 -8 64
8 -8 64
34 18 324
SD= 12

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 INTRODUCTION

This chapter presents the summary of findings, conclusions and

recommendations related to the present study, The Cause and Effect of Mobile
Games to Grade 11 students of Montessori Professional College of Asia.

5.2 SUMMARY OF FINDINGS

This study was conducted to determine the cause and effect of mobile to
the grade 11 students of Montessori Professional College of Asia. This research
was conducted during the year 2019. Specifically, the study attempted to answer
the following questions:

Specifically, this study needed answer to the following questions.

1).What are the socio demographic of the respondents?

a.) Age
b.) Gender

2).What gadget do you use in playing mobile games?

3).How do you discover mobile games?

 27

4).Why are you playing mobile games?

5).How many hours do you spend in playing mobile games a day?

6).When do you play mobile games?

7).What affects you most when playing mobile games?

8).How does playing mobile games affect your study?

9).How does playing mobile games affect your health?

10).How does playing mobile games affect your relationship with other people?

11).What do you think is the impact of mobile games to your overall well-being?

After the data were tabulated, analysed and interpreted the following findings
emerged:

1. The profile of the respondents

1.1 AGE. Out of 50 respondents, ages 15-17 got the higher frequency
which is equivalent to 45 with the percent of 90% while 18-20 got a
frequency of 5 with the percent of 10%.
1.2 GENDER. Out of 50 respondents, 20 of them are male which is
equivalent to 40% while 30 of them are female which is equivalent to
60%. This study showed that majority who plays mobile games are
Females.

2. GADGET USE IN PLAYING MOBILE GAMES

2.1 Most of the respondents which has 43 or 86% of them owned a hand
phone that they used to play mobile games. The result also shows that
6% of the respondents is borrowing gadgets to other just to play
mobile games.

3. HOW RESPONDENTS DISCOVER NEW MOBILE GAMES

 28
3.1 26 or 52% of the respondents discover new mobile games by their
friends; while 17 or 34% of the respondents said that through social
media; and 7 of them which is 14% said that through ads.

4. CAUSE WHY RESPONDENTS PLAYS MOBILE GAMES

4.1 Out of 50 respondents, 24 of them which is equivalent to 48%, said

that they play mobile games to prevent getting bored, while 11 of them
which is 22% said that just for past time; 9 or 18% of them said that it
helps them to relieve stress and 6 of them which is 12% said that they
are playing mobile games to learn new skills. The findings revealed
that most of the respondents are playing mobile games just to prevent
getting bored.

5. HOURS SPEND IN PLAYING MOBILE GAMES DAY

5.1 It shows that out of 50 respondents, 30 of them play mobile games for
about 1 to 2 hours which equivalent to 60%; 14 out of them play
mobile games for about 3 to 4 hours which is equivalent to 28%; and 6
of them spend 5 hours and above in playing mobile games which is
equivalent to 12%. It indicates that half of the respondents spent 1 to 2
hours in playing mobile games.

6. WHEN DO RESPONDENTS PLAYS MOBILE GAMES

6.1 Out of 50 respondents plays mobile games “during free time” which is
equivalent to 48 or 96% play mobile games during their free time.
While choices “while at school” and “Meal times” both got 2%. It
indicate that majority of the respondents play mobile games during
their free time.

7. MOST AFFECTED WHEN PLAYING MOBILE GAMES

7.1 It shows that out of 50 respondents, 27 of them are affected the

respondents relationship to others, which equivalent to 54%; 17 of
them are affecting the respondents Physical Health, which is
equivalent to 34%; and 6 of them affecting the respondents Emotional
Health, which is equivalent to 12%. It indicates that half of the
respondents are affecting the respondents Relationship with others.

8. EFFECTS OF MOBILE GAMES TO THE STUDY OF RESPONDENTS

 29
8.1 Out of 50 respondents, 30 or 60% of them are “Unable to do school
works” because of playing mobile games. While 14 of them which is
equivalent to 28% said that playing mobile games “Encourage more
effective study habits”; 6 of them which is 12% said that mobile games
“Distract them while doing important activity or school works”. The
results shows that playing mobile games has a negative effect on the
study of the students.

9. EFFECTS OF MOBILE GAMES TO THE HEALTH OF THE

RESPONDENTS

9.1 Out of 50 respondents, 33 or 66% of them are “Having sleep

problems” because of playing mobile games. While 12 of them which
is equivalent to 24% said that playing mobile games helps them in
“Improving brain functions and encouraging physical health”; 5 of them
which is 10% said that “Loss of productivity” is the effect of mobile
games to them. The results indicates that playing mobile games has a
negative effect on the health of the respondents
10. EFFECTS OF MOBILE GAMES TO THE RELATIONSHIP OF THE
RESPONDENT

10.1 Out of 50 respondents, 33 or 66% of them are “Losing time to

associate with others” because of playing mobile games. While 22 of
them which is equivalent to 44% said that playing mobile games
“Becomes their bonding”; 0 of them which is 0% said that playing
mobile games “Ruins relationship”. The results shows that playing
mobile games has a negative effect to the relationship of the
respondents with others.

11. THE IMPACT OF MOBILE GAMES TO THE RESPONDENTS

11.1 Out of 50 respondents, 34 or 68% of them said that the impact of
mobile games to their overall well-being is “Both Positive and
Negative”. While choices “A. Positive Impact” and “B. Negative Impact”
both got a frequency of 8 with the percentage 16%.

5.3 CONCLUSION

1. Mobile games are popular and grade 11 of Montessori Professional College of

Asia and the students cannot be considered addict to mobile games.
 30

2. Students are getting positive effects from mobile games like, it relived stress,
to learn more skills, it encourage more effective study habits and it helps to
improve brain functions. In the other hand, they are also getting negative effects
too like losing time for their families and friends, sleep problems, unable to do
their task.

3. The education of some grade 11 students affected by playing mobile games;

however mobile games are seen as a good learning in terms of making
strategies to achieve goals.

5.4 RECOMMENDATION

After a careful and thorough evaluation of the results of the research

conducted, the following recommendations are hereby given:

1. Students should know their limitation in playing mobile games.

2. Students should know the consequences that they might get from too much
playing of mobile games.

3. Students should know that mobile games are not just for fun but it could also
give them the learning that they may apply in their lives.

4. Parents must guide them while playing mobile games and also on choosing
the most appropriate mobile games that their children should play.

5. Parents must know how to limit their children in playing mobile games.
 31

REFERENCES

https://-www.scribd.com/doc/-251501796/-The-Effects-of-Online--Game-A-study-
on-Onl-ine-Game-Addiction-a-mong-UNISEL-s-Shah-A-lam-Campus-Students

https://-en.m.wikipedia.org/-wiki/Mobile_game

https://-www.bartleby.com/-essay/-Situational-Analysis--Mobile-Phones-
P3F64G-ATJ

https://-www.academia.edu/-8382300/-CHAPTER_1_INTRODUCTIO-N_Backgro
und_of_the_-Study

https://-www.academia.edu/-24209633/-Chapter_4_PRESENTATIO-N_ANALYSI
S_AND_INTER-PRETATION_OF_DATA

http://-uir.unisa.ac.za/-bitstream/handle/-10500/2127/-05chapter4.pdf

https://-www.academia.edu/-24209633/-Chapter_4_PRESENTATIO-N_ANALYSI
S_AND_INTER-PRETATION_OF_DATA

https://paperap.com/-paper-on-the-effect-o-f-online-games-to-th-e-academic-
performan-ce-of-first-year-stu-dents-of-smcl-in-yea-r-2010-2011-complete-d-
from-chap-1-to-
3/-?fbclid=IwAR3fcAmhJtA-pPEcDy9QK_HTnZBZ0MFo-66aZPJY7c9VPKVwtFO
Lz-33Kj2JkA

https://-www.academia.edu/-8382300/-CHAPTER_1_INTRODUCTIO-N_Backgro
und_of_the_-Study

https://-www.reddit.com/r/-mobilelegends/-comments/8bmwfg/-mobile_legends_a
nd_vi-deo_game_addiction/
 32

https://-spacewhalestudios.com-/-positive-negative-asp-ects-playing-mobile-
-games/

https://-itstillworks.com/-12516875/-the-negative-effects--of-mobile-games