MOBILE GAMING HABITS As DETERMINANT

OF STUDENTS’ SOCIAL BEHAVIOR

_____________________________________________________
A Research Paper Presented
to the faculty of
TULUNAN NATIONAL HIGH SCHOOL
Senior High School Department
Tulunan, Cotabato

In Partial Fulfillment of the Requirements

In Practical Research II (Quantitative Research)
of the Humanity in Social Sciences (HUMSS)

Art Joshua Lugnasin

Shella Mae Gelilang
Florabelle Campos
Aubrey Panagdato
Jamina Cortejo
Klein Alolor
Danica Papna
Shy Roble

Researchers

October 2019

1
 TABLE OF CONTENTS

TITLE PAGE i
ABSTRACT ii
APROVAL SHEET iii
TRANSMITTAL SHEET iv
AKNOWLEDGEMENT v

CHAPTER 1: INTRODUCTION 1
Background of the Study 2
Statement of the Problem 3
Significance of the Study 4
Conceptual Framework 5
Definition of Terms 6-7
Scope and Delimitations 7-8
Theoretical Lens 8-9
Hypothesis 8-9

CHAPTER 2: REVIEW OF RELATED LITERATURE 10-17

CHAPTER 3: METHODOLOGY

Research Design 18
Research Sampling 18-19
Instruments 19-20
Data Gathering 20
Data Analysis 21-22

CHAPTER 4: RESULTS 23-28

CHAPTER 5: CONCLUSION AND RECOMMENDATION 29-30

REFERENCES
APPENDICES

2
 Abstract

Online gaming is one of the widely used leisure activities made by many

people. In this article we aimed to determine if there was a significant relationship

between social behavior of gamers to their mobile gaming habits. This research

wanted to know if their mobile gaming habit was influenced by their social

behavior. The study used descriptive correlational research and applied a non-

probability sampling method which is snowball and purposive. The study was

conducted at Tulunan National High School with 100 respondents coming from

Grade 9-12 of TNHS. The result indicates that the most dominant gamers are

male with the age of 15-16. Also the social behavior of respondents in terms of

sub-variables: self-satisfaction, confidence, self-control, goal-oriented, flexibility,

concentration, extrovert, reflective has an overall mean of 3.53 which falls under

the description frequently. The respondents’ level of mobile gaming habits has

verbal descriptions of sometimes. Overall there are 16.7% of the variability can

be explained by respondents’ social behavior, the remaining 83.3% can be

explained by other factors which is not included in the study.

keywords: mobile gaming, social behavior, education

3
 APPROVAL SHEET

This Research entitled “STUDENTS’ SOCIAL BEHAVIOR AS DETERMINANT

OF MOBILE GAMING HABITS” prepared and submitted by ART JOSHUA
LUGNASIN, DANICA PAPNA, KLIEN ALOLOR, SHELLA MAE GELILANG, AUBREY
PANAGDATO, SHY ROBLE, JAMINA JEAN CORTEJO, FLORABELLE CAMPOS in
partial fulfillment of the requirements for the subject PRACTICAL RESEARCH 2 in the
Senior High School program, HUMANITIES AND SOCIAL SCIENCES (HUMSS)
STRAND has been successfully defended before this panel of Examiners:

HAYDEE C. PARRENO DONNA GAY D. BAO, MA

Member, Examining Committee Member, Examining Committee
HUMSS Strand HUMSS Strand

_________________ ________________
Date Date

Accepted as partial fulfillment of the requirements for the subject

PRACTICAL RESEARCH 2 of the HUMANITIES AND SOCIAL SCIENCES (HUMSS)
STRAND.

NILO G. DESLATE
Chairperson, Examining Committee
HUMSS Strand

______________________
Date

4
 TRANSMITTAL SHEET

This Research entitled “STUDENTS’ SOCIAL BEHAVIOR AS DETERMINANT

OF MOBILE GAMING HABITS” prepared and submitted by JAMINA CORTEJO, SHY
ROBLE, KLIEN ALOLOR, SHELLA MAE GELILANG, ART JOSHUA LUGNASIN,
AUBREY PANAGDATO, FLORABELLE CAMPOS, in partial fulfillment of the
requirements for the subject PRACTICAL RESEARCH 2 in the Senior High School
program, HUMANITIES AND SOCIAL SCIENCES (HUMSS) STRAND is hereby
accepted and endorsed:

ALBERT E. AGRAVANTE, MAED-MATH

Member, Advisory Committee
HUMSS Strand

________________
Date

MELVIN P. CARUMBA, PhD-MATH (Cand.)

Chairperson, Advisory Committee
HUMSS Strand

______________________
Date

5
 ACKNOWLEDGEMENT

The research team would like to say our “thank yous” to the following group of

people:

Our Almighty God for renewing our strength and for providing knowledge and

wisdom.

Our parents, for being very supportive of the demands of our research task

though at times it took so many arguments to win our side;

Our practical Research 2 teacher Melvin P. Carumba for the guidance and for

greatest support you give to us; for believing in us that we can finish this study; for

teaching us the basics and making sure that we do not just learn the essentials of

research making but for exposing us to the actual experience;.

Our handsome and kind subject teacher Albert E. Agravante for the motivation

that we can finish our research successfully.

Our beloved principal Marilyn T. Tabaosares for allowing us to conduct our

research.

Our respondents for the willingness to share their experiences and for the time

they gave.

THE RESEARCHERS

6
 CHAPTER 1
INTRODUCTION

Background of the study

Internet has embraced the society since it was invented and plays role in every

aspect of life of human being making every individual’s life easy and building a strong

connection to each other. Nowadays, it is the most preferred tool of every individual as

a source of information, business and many others. Moreover, due to the fast growing

technology people became more internet literate and lived a life that is always updated.

Due to this, internet became a need of human being and this machine had a great

impact on our daily lives and affects our lifestyle and behavior. However, despite the

fact that it gives us relief and entertainment, the influence of these technologies on

student is undeniable questionable.

Online gaming is one of the widely used leisure activities made by many people.

For some, playing online game has a number of reasons it can be a stress reliever, it

can bring relaxation, challenge and competition, socialization and can bring one to the

outside world. According to Kuss and Griffiths (2015) teens who played 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 a relief. During school hours, students tend to

feel stressed due to pressures of school demands and through playing with online

games it will relieve their stress.

1
It is undeniable questionable that playing online games provide them something that no

one can give. According to Techjury (2016) the number of active mobile gamers

worldwide was 1.6284 billion. This has almost doubled in 2019, reading 2.2219 billion at

the writing. Furthermore, at this rate the population of gamers worldwide has grown up

at an alarming rate.

Students’ learning takes place unexpectedly, but the inappropriate usage of

laying online games also leads in some problems such as distraction in school. It is

where the attention is divided that even their health and social life is unconsciously

affected.

Related studies showed that the human being is easily distracted from their focus

in what they do and one of the reasons is using technologies. The education system

tends to go with the flow with this constant change in the society in order to get things

relevant with the generations today.

These reasons gave us interest to pursue research on the association between

mobile gaming and students’ behavior.

2
Statement of the problem

This study aims to know if there is a relationship between Mobile Gaming Habits

and Student’s Behaviour

Specifically, the research (or study) seeks to answer the following questions.

1. What is the socio-demographic characteristics of the respondents in terms of:

a. Age

13-14

15-16

17-18

19- above

b. Sex

2. What is the status of Mobile Gaming Habits of the respondents?

3. What is the status of students’ social behavior?

4. Is there a relationship between mobile gaming habits and students’ social

behavior?

3
Significance of the Study

This research study will help the readers to understand the impact of online

gaming. Information gathered here could also serve as a basis for future research which

talks about the influenced of social behavior of students’ in their mobile gaming habits.

This study will offer benefit to the following:

Students. They will know if playing games is a habit reflecting their social

behavior.

Parents. They will acquire more knowledge on what is the association of social

behavior on the gaming habits of their children. They can prevent their children in

playing mobiles games too much.

Teachers. They will know what will be the role of social behavior in the habits of

mobile gaming and also they can teach the students who have a habit in playing that

being addicted in games is not good in for health.

Researchers. They will have broader knowledge about the connection of social

behavior on mobile games on students gaming habits and if there any relation between

the two.

4
 Conceptual Framework

Students’ Mobile
Gaming
Social
Habits
Behavior

Environmental
Factors
1. Family problem
2. Friends
3. School

The Independent variable of our study is the mobile gaming habits that may

affect the dependent variable of our study which is the student’s social behavior. It is

presumed that the independent variable has a direct effect to the dependent variable.

The intervening variable which is the environmental factors has also a possible effect to

the dependent variable.

5
Definition of Terms

To guide and enlighten the readers, the following terms are hereby defined

conceptually:

Habit: Conceptually, this term refers to a thing done often and hence easily; a

usual way of doing things; an addiction

Mobile Game: Conceptually, this term refers to a video game played on featured

phone smartphone, PDR, tablet computer, portable media player or calculator.

Behavior: Conceptually, this term refers to the way of behaving; conducts,

oneself especially towards others.

Scope and Delimitation

This study is a descriptive-correlational research between the variables students’

social behavior and mobile gaming habits which be using 100 students of Grade 9 to

Senior High School at Tulunan National High School in the first semester of school year

2019-2020.

Furthermore, the study delimits itself on student’s social behavior in engaging

with mobile games and not attempt to measure any other variables or factors. Mobile

gaming habits is limited only to those who are using internet for online gaming purposes

and excludes the use of internet by the respondents for academic and educational

purposes.

6
Theoretical Lens

The Flow Theory and Social Cognitive Theory was used as the guiding lights of

this research.

Flow theory is frequently applied to video gaming addiction in an effort to

understand the behaviour (Wan & Chiou, 2006). Flow theory is based around having an

optimal experience while involved in some activity (Csikszentmihalyi, 1975). In order to

achieve this “flow state” there are a number of things that the experience must provide.

It must have clear objectives, provide immediate feedback on performance, be

challenging but not so much as to overcome the individuals skills, immerse the

individual and of course be interesting in general. These are all things that video games

can provide (Wan & Chiou, 2006). The objectives of games are clear. They provide

immediate feedback through leveling and other reward systems. They can provide

desired challenge but generally allow the player to match their skill level to the

challenge. Finally, certain people find video games to be extremely interesting and

immersive. It is believed that most individuals play video games to achieve this flow

state as it makes the experience much more enjoyable. Consequently, one would

assume that individuals who often achieve this flow state in a particular game would be

more prone to becoming addicted. However, Wan and Chiou (2006) found that the

frequency of this flow state was actually negatively correlated with addictive tendencies.

On the other hand, Hull, Williams and Griffiths (2013) found in their study that certain

factors in the flow experience, namely the perceptions of time being altered during play

was in fact significant in predicting addiction. It is not entirely clear what the interaction

7
between the flow state and video gaming addiction is and studies are conflicted on the

strength and even the existence of this relationship.

Social cognitive theory (SCT), used in psychology, education, and

communication, holds that portions of an individual's knowledge acquisition can be

directly related to observing others within the context of social interactions, experiences,

and outside media influences. This theory was advanced by Albert Bandura as an

extension of his social learning theory. The theory states that when people observe a

model performing a behavior and the consequences of that behavior, they remember

the sequence of events and use this information to guide subsequent behaviors.

Observing a model can also prompt the viewer to engage in behavior they already

learned. In other words, people do not learn new behaviors solely by trying them and

either succeeding or failing, but rather, the survival of humanity is dependent upon the

replication of the actions of others. Depending on whether people are rewarded or

punished for their behavior and the outcome of the behavior, the observer may choose

to replicate behavior modeled. Media provides models for a vast array of people in

many different environmental settings.

Research Hypothesis

Below is the research hypothesis of the study.

Ho: There is no significant relationship between mobile gaming and student’s social

behavior.

8
 CHAPTER 2

REVIEW OF RELATED LITERATURE

The Internet is no longer a matter of choice; it has simply become a need and a

key to a successful future of children and adolescents. All children should have access

to this technology, but they need to be taught to use it properly and safely. It is the task

of adults, especially parents and teachers, to teach children medial literacy and

criticality when receiving information offered on the Internet. The duty of adults is to

warn children and adolescents about all the consequences that can occur while using

the Internet irresponsibly. It is known that, along with the many useful, educational and

fun contents on the Internet, there are contents that are inappropriate and potentially

dangerous to children and adolescents. Since the fact is that the forbidden fruit is the

sweetest, it is exactly the bad content that gets a lot of attention from adolescents and it

is obligatory that they are always encouraged to behave responsibly, both in the real

world and in the virtual world (Duranovic, 2016).

Game is one of the greatest technology in our industry right now. Developer can

get so many advantages, but game addiction certainly is a bad addict and still be the

mysterious problem. It can make parents worry about their child. Game addiction can

attack anyone, no matter teens or adult, but the most are kids (Arifin n.d.). The

statistical study of Lenhart et al (2008) stated that fully 97% of teens ages 12-17 play

computer, web, portable, or console games. Fully 99% of boys and 94% of girls play

video games. Younger teen boys are the most likely to play games, followed by younger

girls and older boys. Older girls are the least “enthusiastic” players of video games,

9
though more than half of them play. Some 65% of daily gamers are male; 35% are

female. For most teens, gaming is a social activity and a major component of their

overall social experience. Teens play games in a variety of ways, including with others

in person, with others online, and by themselves. Although most teens play games by

themselves at least occasionally, just one-quarter (24%) of teens only play games

alone, and the remaining three-quarters of teens play games with others at least some

of the time.

According to Sormunin & Miettinen (2017) using a mobile game for children has

a clear advantage for several reasons. First, the majority of the children were familiar

with mobile devices, especially with mobile phones, and they were interested in using

them in their free time. Compared to other situations, in which paper questionnaires are

given to children each day, using a mobile devices is presumably much more intriguing.

Second, the children normally carried their device with them, and therefore, they were

able to play the game during the day in their everyday environments. Therefore, they

did not have to go to a different setting to fill in the questionnaire, and their parents and

school teachers did not have to be involved at all. This gave the children autonomy in

relation to their own time. Third, the game application motivated children to play the

game daily even we did not consider it very motivating. Electronically taking photos,

writing up one’s own activities, and choosing the “correct” choice on multiple-choice

questions was experienced as fun. Video games increase your kid’s self-confidence and

self-esteem as he masters games. In many games, the levels of difficulty are

adjustable. As a beginner, your kid begins at the easy level and by constant practicing

10
and slowly building skills, he becomes confident in handling more difficult challenges.

Since the cost of failure is lower, he does not fear making mistakes. He takes more risks

and explores more. Your kid can transfer this attitude to real life. However, video

games may also have bad effects on some children’s health, including obesity, video-

induced seizures, and postural, muscular and skeletal disorders, such as tendonitis,

nerve compression, carpal tunnel syndrome. When playing online, your kid can pick up

bad language and behavior from other people, and may make your kid vulnerable to

online dangers (Raise Smart Kid nd).

Playing computer games is sometimes perceived to have negative social and

mental consequences. Because of this many workplaces are restricting worker access

to Web sites that host computer games. However, many studies now show that playing

computer games can in fact have positive side effects, particularly in the area of

cognitive health (Anastatsia & Chaplin, 2005). Playing online video games is a powerful

social experience. Because playing online games often requires competing against

other players and also cooperating with those in the same team, interpersonal

communication processes have been repeatedly documented in online games. Online

gaming refers to video games played over a computer network (PEÑA, 2016).

According to Dumrique & Castillo (2018) playing On-Line Games results to a positive

effect in the social behavior of the respondents. Even if the respondents play online

games still the personal interaction with others are not affected. They still do have their

friends personally and are able to socialize effectively.

11
 Castillo & Dumrique (2018) stated that the Academic Performance of the

respondents is not affected even if they play online games. Their grades are still good

enough even if they spent time for playing. To sum up with the result, the respondents

have a good academic performance despite their involvement in playing online games.

In contrary too much video game playing makes your kid socially isolated. Also, he may

spend less time in other activities such as doing homework, reading, sports, and

interacting with the family and friends (Raise Smart Kid nd). Therefore video games can

affect our academic performances. As Salimi (2016) stated students using war or sport

computer games daily or each day alternatively had high scores in math compared to

the students not using computer games or those using only at summers. Based on the

findings of study, it is proposed that teachers on one hand and manufacturers of

computer games on the other hand, apply the facilities of these games to teach basic

skills in learning math. Addition to this students who never played online video games

can be considered outdated and cowards. Then they will exiled from peer association.

When students see their peer playing online video games, they become interested

because the thrill, excitement and audio-visual presented in online video game

(Eskasasnanda, 2017). It indicates that mobile learning games have the potential to

bring about affective as well as cognitive learning outcomes. MLGs can help to increase

the motivation to engage in learning activities. With regard to “hard learning” (Schwabe

and Göth, 2005) though, empirical evidence is fragmented. In general, the empirical

evidence in the literature we reviewed was inconsistent in terms of study design and

terminology. The diverse studies had different settings with regard to the statistical base

12
(dependent/independent variables) and the research methods they applied, as they

addressed various research interests. Still, some verifiable effects are in existence

(Schmitz, Klemke & Specht, 2012). Lemmens, Peter, & Valkenburg (2010) also stated

that pathological gaming causes an increase in physical aggression among adolescent

boys. The finding that pathological gaming only affects physical aggression among boys

does not diminish its importance because adolescent boys are generally the most

devoted group of violent game players and most susceptible to pathological

involvement. However, Ventura, Shute, & Zhao, (2013) said that playing video games is

associated with higher persistence in a performance-based measure. This is meaningful

considering there is still a stigma that playing video games can lead to poor academic

performance. Also Weaver, Kim, Metzer & Szendrey (2013) indicates that higher video

game usage correlates to lower GPA.

Gamers often want to be the best at the game. In order to grow in the game, they

need to play, especially in quest type of games, where there is a shared activity, they

hunt together for items together and it can take several hours to complete one quest.

Gamers who become hooked become obsessed with the need to be the best at the

game. They want to feel powerful and recognized by other players and in order to do

this they must spend time in the game. With that said, they continue to use the game

despite consequences it may be causing in their lives. Among adolescents, they may

fail out of school, lose a scholarship, break up with girlfriend or boyfriend, and ignore

their basic hygiene just to be online. Among adults, they may lose a job, lose a

13
relationship or their marriage may be tittering on divorce, but they remain loyal to the

game (Young, 2009). Video game effects are complex and are better understood in

terms of multiple dimensions than a good or bad dichotomy. Video games are at the

center of a public debate concerning what is beneficial or harmful to children and

adolescents (Prot et al 2014). Gaming addiction could drastically increase body weight

abnormally due to poor eating habits, which can be dangerous. Socially it hindered the

development of their social skills and can also ruin the relationship with family, friends

and peers academically.

All gaming addicts admitted that their academic careers had been suffered

significantly since they started playing (Wang, & Zhu, 2011). Overall, the studies

indicate that Internet and gaming addiction is associated with both changes in function

as well as structure of the brain. Therefore, not only does this behavioral addiction

increase the activity in brain regions commonly associated with substance-related

addictions, but it appears to lead to neuro-adaptation in such a way that the brain itself

actually changes as a consequence of excessive engagement with the Internet and

gaming (Kuss, & Griffiths, 2012). They also stated that Measurements of increased

glutamatergic and electrical activity give insight into brain functioning, whereas

measures of brain morphometric and water diffusion provide an indication of brain

structure. It has been shown that each of these undergoes significant changes as a

consequence of Internet and gaming addiction. To conclude, understanding the

neuronal correlates associated with the development of addictive behaviors related to

using the Internet and playing online games will promote future research and will pave

14
the way for the development of addiction treatment approaches. In terms of clinical

practice, increasing our knowledge regarding the pathogenesis and maintenance of

Internet and gaming addiction is essential for the development of specific and effective

treatments. These include psychopharmacological approaches that target Internet and

gaming addiction specifically on the level of biochemistry and neuro circuitry, as well as

psychological strategies, that aim to modify learned maladaptive cognitive and

behavioral patterns.

Online games have in many ways revolutionized the interactive entertainment

industry creating an important new source of revenue and gamers. Hence, more lifelike

agents are necessary for this new industry which will continue to grow (Raouzaiou,

Karpouzis, & Kollias, 2003). According to Rudd (2013) Gaming in MMORPG‘s could do

with a lot more work to allow for casual gamers to have access in a manner that would

stop creating conflict within a home environment, perhaps the ability for a parent to

create gaming schedules on the Battle.net website via an update to it. In the present we

study found that about half of all adolescents were playing MMORPGs, gaming online

was three times more common among boys than girls, and boys also spent more time

playing than girls did. The highest proportions of individuals who played for more than

five hours a day on weekdays or weekends were found among those aged 15–16 years.

Our results show that boys and girls also game for various reasons, which is in line with

earlier findings that girls play MMORPGs mostly to pass the time whereas boys play to

pursue feelings of achievements (Hellström, nd). The social aspect of the game is a

very addictive part of the game with being able to always find a ―guild‖ that is of similar

15
strength, ability and direction as the young person themselves so thus will keep the

player coming back to even chat to virtual friends within the game. Helena, Griffiths,

(2007) indicates that MMORPGs can be extremely social games, with high percentages

of gamers making life-long friends and even partners. As well as making good friends

online, 81% of gamers play with real-life friends and family, suggesting that MMORPGs

are by no means an asocial activity, nor are the players socially introverted. The virtual

world that these games offer allows players to express themselves in ways they may

not feel comfortable doing in real life because of their appearance, gender, sexuality,

age, or other factors. They also offer a place where teamwork, encouragement, and fun

can be experienced. Although the headlines of the effects of online video gaming have

been sensational, there is inconclusive evidence to support that regular game play of

MMOGs causes negative effects to the physical or psychosocial health of the player.

The evidence suggests that online game play involving MMOGs in itself appears to

have few negative consequences. However, manifestations of addiction involving game

playing have been shown to be detrimental, and more systematic research into video

gaming addiction, treatments, and interventions is needed ( Sublette, & Mullan, (2012).

Therefore, MMORPG users have a tendency to spend many more hours devoted to

their game and find the social aspects of the in-game world more pleasant and

satisfying than what occurs in the real world (Hastings & Brian, 2005).

16
 Chapter 3

METHODOLOGY

Research Design

This study used a descriptive-correlational research design. A descriptive

correlational study is a study in which the researcher is primarily interested in describing

relationships among variables, without seeking to establish a causal connection. The

relationship between the two variables was tested. These variables are mobile gaming

habits and students social behavior.

Sampling Design and Technique

This study applied a non-probability sampling method which is purposive

sampling and snowball in particular. A purposive sample is a non-probability sample

that is selected based on characteristics of a population and the objective of the study.

Purposive sampling is different from convenience sampling and is also known as

judgmental, selective, or subjective sampling. Snowball sampling is a non-probability

sampling technique that is used by researchers to identify potential subjects in studies

where subjects are hard to locate. This type of sampling technique works like chain

referral. After observing the initial subject, the researcher asks for assistance from the

subject to help identify people with a similar trait of interest. From among the mobile

gaming addicted students 100 students will be selected. This group of students will be

given a questionnaire.

17
The Instruments

This study made use of one research instrument and it is research questionnaire

to provide data on the variable being studied. A validated questionnaire was used to

determine the respondent status of gaming habits. To measure the student’s behavior in

class, the researcher also used a validated questionnaire. This instrument is further

described in the succeeding paragraphs.

Problematic Online Gaming Questionnaire (POGQ). The purpose of this

questionnaire is to assess the respondent level of Gaming habits, frequency of use, and

mode of use. It was developed and tested for validity and reliability by Demetrovics

(2012), et al. for their research on The Development of the Problematic Online Gaming.

Aside from being recent, the researchers have decided to use the instruments because

it has been constructed with a context about our research.

Social Behavior Questionnaire (SBQ). The purpose of this questionnaire is to

determine the social behavior of students. It was developed and tested for validity and

reliability by Keisha L. Iverson-Louwagie for her research “The Effect That Participation

in the S.M.A.R.T. Program has on Student Social Behaviors and Academic Scores”.

Aside from being recent, the researchers have decided to use the instruments because

it has also been constructed with a context about our research.

Data Gathering Procedure

18
 The researcher used an instrument to measure the mobile gaming habits and

students’ behavior of students. After knowing the validity of instruments, we asked an

approval to conduct our survey to the principal of Tulunan National High School to. After

having permission, distribution of the questionnaire to the selected respondents during

their class with permission from the teacher and the note of approval of the principal

with 100 of total respondents from grade 9 to senior high school student was done. The

questionnaire were retrieved same day as they are given to ensure higher return

percentage of questionnaire.

Data Analysis Procedure

To answer the following questions presented under the statement of the problem,

the following statistical tools was employed.

Percentage was used to present and analyze data regarding the demographic

profile of the respondents.

Weighted mean was computed to represent the responses of each respondent to

the questionnaire and their behavior score.

Standard Deviation was used to determine the degree of variability in these

values. The means were interpreted as follows.

4.21- 5.00 - Always

3.41- 4.20 - Frequently
2.61- 3.40 - Sometimes

19
 1.81-2.60 - Seldom
1.00- 1.80- Never

The person Product Moment Correlation Coefficient will be used to determine the

degree of relationship between mobile gaming habits and students behavior. The

correlation coefficient will be interpreted as follows:

20
 Chapter 4

RESULTS AND DISCUSSIONS

RQ1: What is the Socio-demographic status of respondents in terms of sex and age?

Table 1 below shows that in total of 100 respondents 74 (74%) are male and the

remaining 26 (26%) are female.

Age distribution were as follows: 7% of the respondents ages 13-14 years of age

while 67% are in the age of 15-16 and 22% are at the age of 17-18 and the remaining

4% are 19 years old and above.

Table 1. Socio-demographic characteristics of respondents

Characteristics Frequency Percentage

Sex
Male 74 74%
Female 26 26%
TOTAL 100 100%
Age
13-14 years old 7 7%
15-16 years old 67 67%
17-18 years old 22 22%
19-above years old 4 4%
TOTAL 100 100%

RQ2. What is the level of social behavior of respondents in terms of the sub-variables:

self-satisfaction, confidence, self-control, goal-oriented, flexibility, concentration,

extrovert, reflective?

21
 Table 2 below shows the level of social behavior of respondents in terms of sub-

variables: self-satisfaction (3.72 frequently), confidence (3.71 frequently), self-control

(3.63 frequently), goal-oriented (3.64 frequently), flexibility (3.43 frequently),

concentration (3.35 sometimes), extrovert (3.23 sometimes), reflective (3.49 frequently)

have an overall mean of 3.53 which falls under the description frequently.

Table 2 Summary
Descriptive of
Respondents
Social Behavior

Specific Areas Mean Std. Deviation Verbal

Description

SELF-SATISFACTION 3.72 .72 Frequently

CONFIDENCE 3.71 .83 Frequently

SELF-CONTROL 3.63 .81 Frequently

GOAL-ORIENTED 3.64 .84 Frequently

FLEXIBILITY 3.43 .77 Frequently

CONCENTRATION 3.35 .71 Sometimes

EXTROVERT 3.23 .66 Sometimes

REFLECTIVE 3.49 .81 Frequently

Grand mean 3.53 Frequently

LEGEND:
Scale Verbal Description Interpretation

1.00-1.80 Never 0% of the time

1.81-2.60 Seldom 25% of the time

2.61-3.40 Sometimes 50% of the time

3.41-4.20 Frequently 75% of the time

4 .21-5.00 Always 100% of the time

22
RQ3. What is the level of mobile gaming habits of respondents?
Table 3 below shows the level of mobile gaming habits of respondents. Their

responses varied in every specific question but as a whole their mobile gaming habits

has an overall mean of 2.97 which falls under the description of sometimes.

Table 3 Level of Mobile

Gaming Habits

Specific Areas Mean Std. Deviation Verbal

Description

When you are not gaming,

how often do you think about
playing a game or think about 3.24 .90 Sometimes
how would it feel to play at
that moment?
How often do you daydream
3.05 1.18 Sometimes
about gaming?
How often do you dream
2.92 1.26 Sometimes
about gaming?
How often do you feel that you
should reduce the amount of 3.39 1.00 Sometimes
time you spend gaming?

How often do you

unsuccessfully try to reduce the 3.21 .95 Sometimes

time you spend on gaming?

How often do you feel that

gaming causes problems for 2.93 1.14 Sometimes
you in your life?
How often do you neglect your
studies, work or other
2.89 1.30 Sometimes
important duties because of
your gaming?
How often do you neglect your
tasks at home in order to play 2.88 1.27 Sometimes
games more?

23
 How often do you think about
getting professional help to
2.90 1.02 Sometimes
reduce your time spent
gaming?
How often do you try to keep
the amount of time you spent
2.79 1.09 Sometimes
on gaming secret from people
around you?
How often do you lose track of
2.93 1.15 Sometimes
time when gaming?
How often do you play longer
3.23 1.04 Sometimes
than originally planned?
How often do you feel time
3.03 1.13 Sometimes
stops while gaming?
How often are you so
immersed in gaming that you 2.81 1.28 Sometimes
forget to eat?
How often do you play games
3.00 1.27 Sometimes
when you should be sleeping?
How often do you think to
yourself ‘‘just a few minutes 3.27 1.32 Sometimes
more and then I’ll stop’’?
How often do you fail to meet
up with a friend because you 2.83 1.19 Sometimes
were gaming?
How often do you neglect
other activities because you 2.97 1.09 Sometimes
would rather game?
How often do you choose
gaming over going out with 2.86 1.25 Sometimes
someone?
How often do you lose
concentration on other tasks
3.05 1.19 Sometimes
because you are preoccupied
with gaming?
How often do you argue with
your parents and/or your 2.78 1.17 Sometimes
partner because of gaming?

24
 How often do the people
around you complain that you 2.89 1.21 Sometimes
are gaming too much?
How often do you get restless
or irritable if you are unable to 2.87 1.12 Sometimes
play games for a few days?
How often do you feel
depressed or irritable when
not gaming only for these 2.80 1.31 Sometimes
feelings to disappear when
you start playing?
How often do you get irritable,
restless or anxious when you
2.63 1.16 Sometimes
cannot play games as much
as you want?
Grand mean 2.97 Sometimes

LEGEND:

Scale Verbal Description Interpretation

1.00-1.80 Never 0% of the time

1.81-2.60 Seldom 25% of the time

2.61-3.40 Sometimes 50% of the time

3.41-4.20 Frequently 75% of the time

4 .21-5.00 Always 100% of the time

RQ4. Is there a significant relationship between social behavior and mobile gaming
habits?

Table 3 shows that the combined contribution of students’ social behavior

significantly influenced their mobile gaming habits (F-value = 2.278, p-value =.029). Of
these characteristics, the students’ reflective behavior (t-value = 6.150, p-value = 0.000)
is the best significant predictor of the dependent variable, mobile gaming habits.
The result also implies that the coefficient of determination 𝑅 2 , indicates that
16.7% of the variability in the students’ mobile gaming habits was accounted for by their
social behavior. The remaining 83.3% was influenced by other factors which were not
included in model 1.
25
 This result was supported by the study of Dumrique & Castillo (2018) which
found out that Playing On-Line Games results to a positive effect in the social behavior
of the respondents. Even if the respondents play online games still the personal
interaction with others are not affected. They still do have their friends personally and
are able to socialize effectively.

Table 3. Regression analysis of dependent and independent variables.

DEPENDENT VARIABLES
Social Behavior Categories Coefficient β t-value p-value
Model 1 Mobile Gaming Habits
Constant 2.907 6.150 0.000
Self-Satisfaction .017 .140 .889
Confidence .019 .166 .869
Self- Control -.176 -1.698 .093
GOAL-ORIENTED .081 .707 .482
FLEXIBILITY .063 .607 .546
CONCENTRATION .220 1.851 .067
EXTROVERT .147 1.559 .122
REFLECTIVE -.337 -3.773 .000
Model Statistics R-square =0 .167 F-value = 2.278 .029

Significant at 5% level

26
 Chapter 5

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

Based on the data gathered, the following summary are given:

1.) The dominant players of mobile games are male with 74% and the remaining

26% are female.

2.) The level of social behavior of respondents in terms of sub-variables: self-

satisfaction, confidence, self-control, goal-oriented, flexibility, concentration,

extrovert, reflective has an overall mean of 3.53 which falls under the description

frequently.

3.) The level of mobile gaming habits of respondents. Their responses varied in

every specific question but as a whole their mobile gaming habits has an overall

mean of 2.97 which falls under the description of sometimes.

4.) As a whole, 16.7% of the variability in the respondents’ mobile gaming habits can

be explained by their social behavior and the remaining 83.3% can be attributed

to other variables.

5.) Among the variables used in the study, reflective social behavior of respondents

is the best significant predictor of the dependent variable mobile gaming habits.

6.) As a researcher we conclude that students’ social behavior has a great impact to

the mobile gaming habits of respondents and the best predictor of it is the

reflective behavior.

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RECOMMENDATIONS

Based on the conclusions, as the following recommendations are given:

1.) For the teachers, it is recommended that they must introduce a new style of

teaching and include more group activity in their lesson, so that students’

attention will be focused on studies rather than mobile games.

2.) For the parents, it is recommended that they must control their children’s habits

of using gadgets and reduced their playing time to focus on their studies.

3.) For the future researchers, it is recommended that they must focus on some

other things and other factors associated with gamers.

4.) For the students, it is recommended that they should control and limit their

selves to that they can focus in their studies.

28
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