CHAPTER 3

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings which were analyzed and

interpreted in the previous chapter. This summary formed the basis for inferring

conclusions and offering recommendations.

SUMMARY

Statement of the Problem

The primary purpose of this study is to determine the level of aggression on male Senior
High School students in University of Bohol who are DOTA players. Specifically, the
study sought to answer the following questions:

1. What is the profile of the students regarding

1.1 Age

1.2 Grade level

1.3 Strand

2. What is the frequency of hours playing DOTA

2.1 One-two hours a day

2.2 Three-four hours a day

2.3 Five-six hours a day

2.4 Six hours above

2.5 Zero hours a day

3. What is the level of aggression of the following aspects:

 3.1 Physical

3.2 Verbal

3.3 Anger

3.4 Hostility

4. Is there a significant relationship between the respondent level of aggression with

regards to:

4.1 Age

4.2 Grade Level

4.3 Strand

5. Is there a significant relationship between the level of aggression and the frequency
of the time consumed in playing DotA?

6. Is there a significant variance among the aspects of aggression?

7. Based on the findings, what recommendations may be proposed.

Null Hypotheses

This study sought to accept or reject the following statements:

1. There is no significant relationship between the DOTA players and their level of
aggression.

2. The higher the frequency in playing DOTA, the higher the level of aggression.

3. The higher the grade students grade level, the higher is the level of aggression.

4. There is no significant relationship between the student's grade level and their level of
aggression.
Design

To achieve the purpose of the study, the researcher made use of survey and the
descriptive-normative design using a standardized questionnaire to gather the data on
the level of aggression on male senior high school DOTA player. The tool used was the
Buss-Perry Aggression Questionnaire, a 29-item test. It measures the four aspects of
aggression: Physical Aggression, Verbal Aggression, Anger, and Hostility.

THE FINDINGS

1. Profile of the Respondents

Age. 17 years’ old DotA players ranked top with fifty-three students out of 122

respondents (43.4 percent) followed by 18 years old DotA players with thirty-four

students out of 122 respondents (27.9 percent), 16 years old DotA players with twenty-

eight students out of 122 respondents (23 percent), 19 years old DotA players with five

students of 122 respondents (1.6 percent), 15 years old DotA players got a frequency of

two students out of 122 respondents(1.6 percent). Data reveals that the mean age of

the respondents is 17 years old.

Grade Level. Both grade 11 and grade 12 placed in the same rank with a

frequency of sixty-one students out of 122 respondents (50 percent).

Strand. GAS (Design & Industrial Arts) ranked top with forty-six DotA players out of

122 respondents (37.7 percent), followed by STEM with forty DotA players out of 122

respondents (32.8 percent), GAS (Hospitality & Wellness) with 14 DotA players out of

122 respondents (11.5 percent), HUMMS with eleven DotA players out of 122

respondents (9.0 percent), GAS (Criminal Justice) with five DotA players out of 122

respondents (4.1 percent), ABM with six DotA players out of 122 respondents. GAS

(Pedagogics) appeared with zero DotA players out of 122 respondents.

 2. Frequency of hours playing DotA

One-two hours a day topped in the ranking in terms of frequency of hours playing

DotA with forty-three students out of 122 respondents (35.2 percent) followed by three

to four hours a day with thirty-two students out of 122 respondents (26.2 percent), five-

six hours a day with twenty-two students out of 122 respondents (18 percent), six hours

and above with twenty-four students out of 122 respondents (19.7 percent). One

respondent neglected to answer the frequency of hours playing DotA identified as the

“missing system” in the table.

3. Level of aggression

3.1 Physical Aggression. Item number 5 ranked the highest which states that “If

I have to resort to violence to protect my rights, I will” with 2.826 or

“somewhat characteristic of me”. Item number 4 ranked the lowest which

states that “I get into fights a little more than the average person” with 1.645

or “extremely uncharacteristic of me”.

3.2 Verbal Aggression. Item number 10 ranked the highest which states that “I

tell my friends openly when I disagree with them.” with 2.893 or “somewhat

characteristic of me”. Item number 14 ranked the lowest which states that “My friends

say that I’m somewhat argumentative” with 2.165 or somewhat uncharacteristic of me.

3.3 Anger. Item number 15 ranked the highest which states that “I flare up

quickly but get over it quickly” with 2.303 or “somewhat uncharacteristic of me”. Item

number 18 with reversed scoring ranked the lowest which states that “I am an even-

tempered person” with 2.762 or extremely characteristic of me.

 3.4 Hostility. Item number 29 ranked the highest which states that “When people

are especially nice, I wonder what they want” with 2.762 or “somewhat characteristic of

me”. Item number 23 ranked the lowest which states that “At times I feel I have gotten a

raw deal out of life” with 2.066 or “somewhat uncharacteristic of me”.

4. Relationship between the respondents’ level of aggression with regards to

the profile of the students

4.1 Profile and Physical Aggression. Data revealed that there is no significant

difference between the respondents age, strand and grade level in terms of physical

aggression.

4.2 Profile and Verbal Aggression. Data revealed that there is no significant

difference between the respondents age, and strand except for their grade level in

terms of verbal aggression.

4.3 Profile and Anger. Data revealed that there is no significant difference

between the respondents age, strand and grade level in terms of anger aggression.

4.4 Profile and Hostility. Data revealed that there is no significant difference

between the respondents age, strand and grade level in terms of hostility aggression.

Profile and Overall Aggression. Data revealed that there is no significant

difference between the respondents age, strand and grade level in terms of the four

types of aggression.

5. Relationship between the level of aggression and the frequency of hours

playing DotA

`According to Table 6 the results reveals that there is no significant difference

between the levels of aggression and the frequency of hours in playing.

 6. Variance among the aspects of aggression

The variance among the aspects of aggression which is the Verbal, Physical, Hostility

and Anger. The first aspect of aggression which is anger has an average score of

2.170765 while the variance of its’ scores has .221629.

Second aspect, physical aggression which has an average score 2.072632 while the

variance of its scores .302437.

Third aspect, hostility which has an average score 2.427254 while the variance of its

scores .341901.

Fourth aspect, verbal aggression which has an average score 2.437432 while the

variance of its score 0.379092.

Data reveals that comparing the four aspects of aggression anger is equal to physical

aggression, while anger is greater than hostility, anger is greater than verbal

aggression, physical aggression is greater than hostility, physical aggression is greater

than verbal aggression and hostility is equal to verbal aggression. This holds true to the

122 male DotA layers of University of Bohol, Senior High School Department.
 CONCLUSION

1. What is the profile of the students in terms of Age, Grade level and Strand.

 Age. Data reveals that there were more respondents in the 17 age

range with fifty-three students.

 Grade Level. Both grade 11 and grade 12 placed in the same rank

with a frequency of sixty-one students.

 Strand. GAS (Design & Industrial Arts) ranked top with forty-six DotA

players. GAS (Pedagogics) appeared with zero DotA players.

2. Frequency of hours playing DotA

 The frequency of hours a day topped in the ranking was One-two hours

followed by three to four hours a day, five-six hours a day, six hours and

above with twenty-four students. One respondent neglected to answer the

frequency of hours playing DotA identified as the “missing system” in the

table. This would mean that the frequency of hours playing dota is

moderate.

3. What is the level of aggression of the following aspects: Verbal, Physical, Hostility
and Anger

 The level of aggression revealed that hostility ranked as the highest of all the

aspects followed by Verbal, Anger and Physical which is lowest ranked.

4. . Is there a significant relationship between the respondent level of aggression
with regards to Age, Grade Level and Strand.
 Data revealed that there is no significant difference between the respondents

age, strand and grade level in terms of the four types of aggression.

5. Significant relatiosnship between the level of aggression and the frequency of the
time consumed in playing DotA.
 The date reveals that there is no significant difference between the levels of
aggression and the frequency of hours in playing
6. Is there a significant variance among the aspects of aggression?
Comparing the variances of the four aspects of aggression it is sought that anger
is equal to physical aggression, anger is greater than hostility, anger is greater
than verbal aggression, physical aggression is greater than hostility, physical
aggression is greater than verbal aggression, and hostility is equal to verbal
aggression.
7. Based on the research findings, the Male Senior High School DotA players in
University of Bohol is in low level of aggression. This based on the “somewhat
uncharacteristic of me” parameter in the research questionnaire, with an overall
composite mean of 2.29907.

RECOMMENDATIONS

For the Students – Anything in moderation is okay but anything in excessive is

bad, playing DotA 2 in excess is bad itself but in moderation its good. Playing it
with discipline and prioritizing the Academics must be observed by the students.
For the School – To strengthen its campaign against excessive absentee of the
student. To implement programs that would inspire them to change for the
betterment of their lives. To give effective and rich symposiums to the students
about the effects of excessive computer gaming and how can it affective their
lives.
For the teachers – To guide their students earlier with regards to this habit, it’s
bad effects, and how it can really change our relationship with others. To be able
to teach correctly the students on what is the right thing to do. To help in building
students’ ethic behaviors. To encourage the students to disciplined engaging
themselves in playing computer games. To educate their students with negative
consequences of playing DotA.
For the community – To implement media campaigns about excessive computer
gaming. To put posters and slogans about excessive computer gaming that will
help the students discipline their selves in computer gaming.