Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is an important element of investment in human capital and economic

growth. Secondary education as being the link between primary schooling, tertiary

education, and the labor market, is significant in creating social opportunities and

economic benefits (Patton & Sawyer, 2000).

During the late 19th century and throughout the 20th century, new types of mass

media were produced and consumed such as dime novels, films, comic books, radio,

recorded music, television, video and computer games, and the Internet. Each medium

was often immediately praised for its potential benefits and criticized for its potential

harms. Many studies have been conducted to test whether technological advances,

specifically computers, are advantageous or disadvantageous to individual’s school

performance (.Schmidt & Vanderwater, 2008).

Many teachers, parents and other concerned organizations and people

continuously clamor for a tighter clamp over computer gaming. Protest mainly focused

on how the trend is becoming a cause of distraction among students in their studies.

Many entrepreneurs set up cafés near schools to cater the youngsters, the market by the

industry is seemingly tailored for. Many students are designating cafés as hangout places

where hours are spent playing – be it until late at night, or worse, during school hours

which makes students skip classes (Morrision & Krugman, 2001).

In 2007, complaints have been received from schools all over Manila,

Philippines’ capital city regarding students getting more and more addicted to online

1
computer gaming. This is in spite of the fact that the government’s Department of

Education (DepEd) values how online computer gaming also helps sharpen the young

generation into highly proficient individuals in new technologies and digital trends.

DepEd also recognizes that internet and computer shops cater to the research needs of

students, especially those without internet access at home. In addition, it is viewed that

computer gaming is a shift from the usual vices of young students today, such as drinking

and smoking. Apparently, computer game critics are clamoring that many internet and

computer shop owners could not care less since it meant more income for the business.

The effects of computer games on student’s academic performance can be both

advantageous and disadvantageous. With the boom of computer games, income of

computer shop owners and operators are expected to increase. This will mean higher

revenue for the local town economy. However, additional revenues from computer shops

are generated at the expense of future potential human capital through education.

Estimates show that in the Philippines, online computer gaming makes up around 80% of

the total usage of Internet in the country. Also, computer gaming constitutes to a quarter

of the entire business.

Several studies abroad, especially in the United States, supported the use of

computer games as a tool in teaching. However, many studies also argued that computer

games pose disadvantages to student’s academic performance. Several studies have

documented negative correlations between computer game use and school performance

for children, adolescents, and college students. Another argument is that, computer games

are addictive. Once an individual started playing, he tends to spend much of his time

playing.

2
 Quality of education and school performance of students are measured by

different factors. In a study by Angeles (2004), several determinants of school

performance in the primary and secondary levels were identified. Income, foregone

income, school quality, and health are the factors that affect the demand for education.

These factors have a positive relationship with student’s performance, which means that

higher or better values of the factors lead to higher demand for education. On the other

hand, factors that affect the supply of education are proximity to school, accessibility to

schooling, infrastructure and teacher-pupil ratio. All mentioned determinants, except

teacher-pupil ratio, positively affect school performance.

With the emerging technological advancements, there are new factors that may

affect the quality of educated population (Oliveros & Sapio, 2007). Several studies were

conducted to find out the relationship between technological advancements, specifically

computers and computer games, and students’ school performance.

Studies indicate that children who play computer games can improve visual

intelligence skills. Parents believed that computer use is related to better academic

performance of the children. It was found that high school students who used educational

software at home scored significantly higher on computer literacy tests than other

students. Computer use at home is also associated with improvements in general

academic performance. Other studies also found that students who own computers at

home had higher over-all grades particularly in Math and English, than those without

home computers.

On the other hand, a study done in Taiwan by Chuang and Chen (2007)

investigated and discovered that digital games improve children’s cognitive achievement

and can facilitate student’s cognitive learning process. Moreover, the findings indicated

3
that digital game playing not only improves participants’ fact or recall processes, but also

promotes problem-solving skills by recognizing multiple solutions. However, the

question on which type of digital games works best for students was not discussed in the

study.

Majority of studies regarding the impacts of computer games on school

performance were conducted abroad or internationally. There were only few attempts in

discussing the subject locally. Thus, the proponent of this study were encouraged to

venture into a research study in order to analyze the status of Clash of Clans patronage

and its impacts on school performance of randomly selected high school students of

Callang National High School in San Manuel, Isabela. Hence, this study has been

undertaken.

Statement of the Problem

This study has been conceptualized to assess the current status of Clash of Clans

patronage and its impact on the academic performance of the students of Callang

National High School for the school year 2015-2016.

More specifically, the study aimed to answer the following questions:

1. What is the demographic profile of the student-respondents as to the following

variables:

1.1 age;

1.2 gender;

1.3 year level; and

1.4 section.

4
 2. What are the perceptions of students of Callang National High School as regard

playing Clash of Clans in terms of the following variables?

2.1 extent of awareness of the game;

2.2 involvement in playing the game;

2.3 extent of frequency playing the game;

2.4 length of time spent playing the game;

2.5 parents’ awareness of their children playing the game;

2.6 absenteeism due to playing the game;

2.7 cutting classes due to playing the game;

2.8 place where the game is played;

2.9 source of money used in playing the game;

2.10 motivation to play the game; and

2.11 decision to quit playing the game.

3. What is the impact of playing “Clash of Clans” on academic performance as

perceived by students of Callang National High School?

4. What are the benefits of Clash of Clans as perceived by students?

Importance of the Study

The study could be a very significant one in the absence of similar study in

Callang National High School. The findings could be helpful in informing the

practitioners and all those interested in school education on how the online game, “Clash

of Clans” affects the academic performance of students. Accordingly, educational

stakeholders and practitioners are likely to benefit from the findings of this study in the

following ways:

5
 School Administrators. They will be able to use the findings as a source of

information on the impact of online games, like Clash of Clans, on the academic

performance of students; thus, addressing the possible problems that arise due to

students’ over-indulgence to the said game;

Teachers. The study will be of help in understanding better the diversity of

behaviors manifested by students in relation to playing computer online games which

have impact on their academic performance. As such, it is hoped that they could develop

an effective methodologies and strategies in teaching that would help pupils develop

positive behaviors toward online games.

Students. Results of this study will lead to the student’s improvement of

their studies and academic performance to the best of their potentials by developing good

study habits through responsible online game use.

Parents. The findings of this study may serve as basis for parents to properly

guide their children. It may be a lending source of information for them to realize that

they are part of their children’s activities and learning.

Computer Shop Owners. This study is important because it provides them an

insight of the effect of computer games on the academic performance of students, thus,

giving them a better understanding of their obligations and responsibilities as computer

shop owners.

Future Researchers. The results of the study may reveal insights that will help

future researchers realize the goals of their studies. They may use the data of this study to

come up with a bigger and wider spectrum about the subject.

6
Scope and Delimitation

This study aimed to assess the perception of students of Callang National High

School regarding the impact of playing the game “Clash of Clans” on thier academic

performance.

The respondents of this study were the 20 purposively sampled students across all

grade levels, 5 students per grade level.

The researchers made use of a questionnaire in the form of a checklist. The data

were analyzed and interpreted using simple frequency count and percentage distribution.

Definition of Terms

To understand the contents of this piece of work better, some terms are hereby

defined either operationally or authoritatively:

Academic Performance. The term refers to the performance of the students with

regards to education and learning.

Assessment. This term refers to the appraisal of the status or condition of a thing

considering nature, characteristics, qualification and status. As used in this study, the

term refers to the appraisal of the effects of Clash of Clans on the academic performance

of students.

Clash of Clans. The term refers to the online multiplayer game in which players

build a community, train troops, and attack other players to earn gold and elixir, and Dark

Elixir, which can be used to build defenses that protect the player from other players'

attacks, and to train and upgrade troops. The game also features a pseudo-single player

campaign in which the player must attack a series of fortified goblin villages.

7
 Computer. The term refers to a device that accepts information (in the form of

digitalized data) and manipulates it for some result based on a program or sequence of

command.

Computer Game. This refers to any game, online or offline, that is played through

the use of a computer.

Impact. The term as used in this study refers to the effect of playing Clash of

Clans on the academic performance of students.

Internet. As defined by Wikipedia, the term refers to the global system of

interconnected computer networks that use the standard Internet protocol suite (TCP/IP)

to link several billion devices worldwide. It is a network of networks that consists of

millions of private, public, academic, business, and government networks, of local to

global scope, that are linked by a broad array of electronic, wireless, and optical

networking technologies. As used in this study, the term refers to the same global system

of interconnected computer networks that utilize the standard internet protocol suite.

Online Game. The term refers to any game that is played though the use of an

internet connection.

Students. The term as used in this study refers to the randomly selected secondary

students of Callang National High School across all grade levels, who served as the

respondents of this study.

8
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies, both foreign and local, which are

relevant and believed to be of importance in providing sufficient background as a guide

to the researcher in conceptualizing, discussing and interpreting the data of the study.

Related Literature

According to Grunberg and Rossi (2013), Clash of Clans is a freemium mobile

MMO strategy video game developed and published by Supercell. The game was

released for iOS platforms on August 2, 2012, and on Google Play for Android on

October 7, 2013 (Koueider, 2013).

According to Johnson (2012), Clash of Clans is an online multiplayer game in

which players build a community, train troops, and attack other players to earn gold and

elixir, and Dark Elixir, which can be used to build defenses that protect the player from

other players' attacks, and to train and upgrade troops. The game also features a pseudo-

single player campaign in which the player must attack a series of fortified goblin

villages.

To earn and store gold and elixir, players must build gold mines and gold storages

and elixir collectors and elixir storages, respectively. Elixir is used to train new troops,

carry out research in the laboratory to upgrade troops, to re-load X-Bows (available from

Town Hall 9) and to build and upgrade certain buildings, mostly pertaining to buildings

used in attacking another player's base. Gold is used to build defensive buildings

(Clashofclanstuts.com, 2016) and to upgrade the town hall, which allows access to more

buildings and higher levels for existing buildings. At higher levels, dark elixir becomes

9
available; this type of elixir is used to train and upgrade dark elixir troops and heroes,

create dark spells, and fuel the Inferno Tower, a defensive building that is available only

at Town Hall 10. To earn and store dark elixir, players must build dark elixir drills and

dark elixir storages (Wellington, 2012).

Rich (2012) puts it that there are a number of buildings available to the player to

defend their village, including cannons, mortars, bombs, traps, archer towers, and wizard

towers. Players can also build walls, which can be upgraded as they increase in level.

Furthermore, according to Bedford (2013), aside from gold and elixir, the game

also uses gems as a currency. Gems are awarded for reaching certain milestones,

completing achievements. One to six gems can be earned from clearing and obstacle such

as a tree or a mushroom from your base though the algorithm for this is highly random.

Players can also gain 25 gems from clearing a gem box, which costs 1000 elixir. Gem

boxes spawn randomly about every week or so. However, the main way to acquire gems

is through in-app purchases using real world money. Gems can be used to "boost"

building and heroes. Usually for a small sum 10 to 20 gems a player can boost and thus

speed up their building to give a times faster output for roughly two hours. Barracks and

spell factories are commonly boosted on higher levels of play.

Clash of Clans became an App Store top 5 download between December 2012

and May 2013 (Warner, 2013), and this success has been described as helping to usher in

a new era in conjoint gaming on mobile devices (Dredge, 2013). In 2013, Clash of Clans

was the third highest game in revenue generated on the App Store and no 1 on Google

Play (Mirani, 2014). According to Business Insider (2016), in 2015, the game was the top

grossing app on both the App Store and Google Play, with an estimated revenue of 1.5

million dollars per day.

10
 According to Morrison (2001), computer games are the most popular

entertainments in modern societies and they target a variety of people in different ages.

The addiction to the rivalry and excitements of the games make them the most common

recreational programs for today's teenagers, so that they do anything to reach a higher

level of the game, they immerse in the game so much that they completely separate from

their surroundings. Challenging with the obstacles and reaching a higher level in the

game, make the players excited and losing the game make them anxious.

Computer games started in 1972 with Pang, a computer tennis game, and then

developed in hardware and software systems. Improvement of quality and variety of

games increasingly spread it in the society especially adolescences (Anderson, 2000). It is

believed that computer games like watching TV provides opportunities for visual

learning. Especially because these games are more active compared to watching TV, they

are considered more effective (Anderson and Bushman, 2001). Since these games are

known as the second entertainment after TV, opponents of these games emphasize on

their negative effects such as stimulating anger and violence, costing a lot of money and

having negative effects of physical and mental health, which are much higher than the

positive effects of the games such as increasing the coordination of eyes and hands

(Manteqi, 2001). As Klein and Keepers (1990) mentioned in their research reports in

1990, students who prefer computer games to other entertainments have more behavioral

problems that other students (cited from Patton, 2000).

The use of multimedia in education has significantly changed people’s learning

processes. Results from a number of research studies indicate that appropriately designed

multimedia instruction enhances students’ learning performance in science, mathematics,

and literacy (Gee, 2003). Previous studies indicate that computer-assisted instruction

11
programs have important factors that can motivate, challenge, increase curiosity and

control, and promote fantasy in children (Zeng, 1999).

Despite the fact that computer and video games have the same multimedia

capability as computer-assisted instruction programs, their potential learning impact is

often discounted by parents and educators. Recently, computer-based video games’

presence and popularity have been ever-growing, and game developers and researchers

have started to investigate video games’ impact on students’ cognitive learning (Begg,

Dewhurst & Macleod, 2005). There is a movement to leverage computer games as a part

of the learning process. A paper from EDUCAUSE suggests that faculty need be aware

of games that could be helpful to the in class learning experience (Hitch & Duncan,

2005). It mentions using tactical and strategy games to enhance the level of

understanding and engagement with the material.

A 2005 paper suggests that computer games are changing education and that

games are more than a simple form of entertainment. It explains that student learning can

be enhanced by experiences in vast virtual worlds. These worlds can allow students to

interact as a community. Virtual worlds are useful “because they make it possible to

develop situated understanding” (Shaffer, et al, 2005). This means that students are able

to actually experience and experiment with the things that they are learning rather than

simply being told them as facts or equations.

Related Studies

Playing online games is often associated in our society with poor academic

performance. This anecdotal idea is supported by some research. A study conducted by

Anderson and Dill (2000) found a negative correlation between GPA and time spent

12
playing computer games. The correlation was relatively small. Time alone accounted for

a 4% variance in GPA, yet the findings are significant. However, several older studies

contend that the results of research have been mixed. A study by Emes (1997) suggests

that “there is no clear causal relationship between video game playing and academic

performance.” It goes on to say that the research is “sparse and contradictory”.

Some research concludes there is little evidence to suggest that interactive media

enhances the learning experience (Smith & Vanderwater, 2008). Other sources have

noted positive impacts on student performance. One study of a game relating to

numerical analysis in an engineering curriculum found that “students experienced

significantly more intellectual intensity, intrinsic motivation, positive affect and overall

student engagement when completing homework” (Coller & Shernoff, 2009). Research

on the subject has been mixed, but it seems that video games can have a positive effect on

learning when used in particular ways.

Pillay (2002) commenced a study investigating the influence of recreational

computer games on children’s subsequent performance on instructional tasks. While

game-playing is regarded somewhat negative in educational settings, particularly for

young children, re-scrutinization of its influence in a teaching and learning context is

crucial.

Chuang and Chen (2009) in their experimental study investigated whether

computer-based video games facilitate children’s cognitive learning. In comparison to

traditional computer-assisted instruction (CAI), this study explored the impact of the

varied types of instructional delivery strategies on children’s learning achievement. One

major research null hypothesis was tested: there are no statistically significant differences

in students’ achievement when they receive two different instructional treatments: (1)

13
traditional CAI; and (2) a computer-based video game. One hundred and eight third-

graders from a middle/high socio-economic standard school district in Taiwan

participated in the study. Results indicate that computer-based video game playing not

only improves participants’ fact/recall processes (F = 5.288, p < .05), but also promotes

problem-solving skills by recognizing multiple solutions for problems (F = 5.656, p < .

05).

Computer games have been found to help learning (Mayer & Moreno, 2002) and

foster social skill development (Bosworth, et al, 2002). Studies conducted had shown

that, computer games once adapted within an educational environment, could provide

benefits such as language development skills, computer literacy, geography and history,

mathematics as well as for management and financial studies (Latif, 2007).

Computer games also can give the opportunity to learners to explore their

imagination comfortably (Millian, 1999). Fantasies, mental images and non-real

situations in computer games can stimulate learners' behavior (Vockell, 2004). To make

learning motivating and appealing for learners, one way is to present the material to them

either in an imaginary context which is familiar to them or in a fantasy context which is

emotionally appealing for the learner (Malone & Lepper, 1987). Creating such

environments that stimulate learners to become absorbed in a fantasy world can motivate

and engage them in activities (Cordova, 1993). Empirical research suggests that

embedding material in a fantasy context can enhance learning more than a generic,

decontextualized environment. Malone (1980) has identified that challenge, fantasy and

curiosity are the three important characteristics of learner motivation.

14
 Chapter III

METHODOLOGY

This chapter delves mainly with description of the research methodology, locale

of the study, respondents of the study, data gathering instruments, data gathering

procedures and the statistical treatment of the data.

Research Design

The researcher made use of the descriptive research to answer the questions

concerning the impact of playing “Clash of Clans” on academic performance as

perceived by the students of Callang National High School, S. Y. 2015-2016. The

descriptive method involves in the collection of data in order to answer the questions in

the problem statements.

According to Calderon (1994), descriptive method of research is a process of

gathering beliefs, trends, interpretation about such data and cause and effect relationships

and making adequate and accurate interpretation relative to it.

According to Good and Scates (2001), this method is appropriate in determining

the current condition of any unit, group or organizations, programs and many others. The

term normative is used because surveys are frequently made to ascertain the normal and

typical condition and practices. They further claimed that these methods are used to

organize, analyze, interpret and report the present situation or status of a group.

Locale of the Study

The study was undertaken at Callang National High School, San Manuel, Isabela.

The said school is first ever secondary school in the municipality. It is a public non-

15
sectarian learning institution. It is situated at Barangay District No. 4, San Manuel,

Isabela.

Respondents of the Study

The respondents of this study were determined using ramdom sampling. Twenty

(20) students comprised the respondents. Five (5) students per grade level were taken as

samples.

Data Gathering Instruments

The study made use of a set of questionnaire that asks questions regarding

students’ perception on the online game, “Clash of Clans.”

The questionnaire likewise asked the pofile of the respondents, the status of Clash

of Clans patronage and its impact to their academic performance as well as its benefits.

Data Gathering Procedures

Keeping in mind the end goal to acquire related information for thier study, the

proponents of this study made use of the poll/survey in the form of a questionnaire as the

real instrument and meetings as exploration procedures.

The questionnaire was prepared by the researchers with the aim of coming up

with data and information that answer the questions raised in the statement of the

problem.

Prior to the distribution of the questionnaire, the researcher sought approval from

their research adviser, Mrs. Zenaida F. Concepcion. The researchers personally

16
administered and retrieved the questionnaire from the respondents. The data gathered

were tallied, tabulated and interpreted to show on their significance.

Statistical Treatment of Data

After the retrieval, the data were tallied, tabulated, and computed to facilitate the

analysis and interpretation of data. They were statistically processed using simple

frequency and percentage computations and were presented using distribution tables and

graphs.

17
 Chapter IV

RESULTS AND DISCUSSION

This chapter presents the results and findings of the study. They are presented in

tabular and textual forms. To facilitate the interpretation of results, they are likewise

presented in graphical form.

I. Profile of the Respondents

The profile of the respondents includes age, gender, grade level and section.

Table 1 Frequency and Percentage Distribution of Respondents according to Age

Age Frequency

17 years old
15-16 years & above
old 5% 12 years old
30% & below
10%
13-14 years
old
55%

Percentage

12 years old and 2 10.00

below

13-14 years old 11 55.00

15-16 years old 6 30.00

17 years old and 1 5.00

above

TOTAL 20 100.00

18
 It is evident from the table and graph that there was a predominance of student-

respondents who belong to 13-14 years old age bracket with 11 or 55.00 percent which is

more than half of the total respondents. It was followed by 15-16 years old age group at

6; 12 years old and below at 2; while was only 1 student who belongs to 17 years old and

above.

Table 2. Frequency and Percentage

Female Distribution of
15% Respondents according to
Gender

Male
Gender Frequency 85%
Percentage

Male 17 85.00

Female 3 15.00

TOTAL 20 100.00

The table transpires that were more male than female students who were taken as

respondents of this study, with frequencies of 17 and 3, respectively. This is due to the

reason that more males are playing online games such as “Clash of Clans” than females.

Table 3. Frequency and Percentage Distribution of Respondents according to Grade

Level

Grade Frequency Percentage

Level Grade 10 Grade 7
25% 25%
Grade 7 5 25.00

Grade 8 5 25.00
Grade 9 Grade 8
Grade 9 25% 5 25%25.00

19
 Grade 10 5 25.00

TOTAL 20 100.00

It is evident from the table that there was an equal distribution of respondents

across all grade levels. This was to ensure that all grade levels are given equal chances of

participating and to eliminate bias in generalizing the results as the overall perceptions of

the students of Callang National High School. However, it is to be noted that respondents

were purposively selected and only those who are playing Clash of Clans were included

as samples.. Hence, no respondents who do not play the said game are included as

respondents of this study

Table 4. Frequency and Percentage Distribution of Respondents according to

Section

Section Frequency Percentage

Section 2
Section 1 18
10% 90.00

Section 2 2 10.00

Section 3 0 0
Section 1
90%
Section 4 0 0

TOTAL 20 100.00

The table reveals that majority of the respondents came from the highest section

with a frequency of 18 and a percentage of 90.00 percent. Moreover, 2 respondents were

from section 2, while no students from sections 3 and 4 participated in the survey.

II. Perceptions of Respondents on “Clash of Clans”

20
 Table 5. Respondents Perceptions on the
Question: “Are you aware/familiar of
the online game, Clash of Clans?”

Are you aware/familiar Frequency Percentage

with the online game,
Clash of Clans?Yes
100%
Yes 20 100.00

No 0 0

TOTAL 20 100.00
On the question, “Are you aware/familiar with the online game, “Clash of

Clans”? all the respondents answered “Yes”, which implies that the said game is very

familiar nowadays, especially to youth.

Table 6. Respondents Perceptions on the

Question: “Are you playing Clash of
Clans?”

Are you playing Frequency Percentage

Clash of Clans?
Yes
Yes 100% 20 100.00

No 0 0

TOTAL 20 100.00

As regard the question, “Are you playing “Clash of Clans”? all of the 20

respondents affirmed that they do play the said game. This is an indication that the said

game is not only popular but it is also widely patronized by youths.

Table 7. Respondents Perceptions on the Question: “How often do you play Clash of
Clans?”

21
 How often do you Frequency
play Clash of
Clans? At least once a
week
5%
4-5 times a week Everyday
25% 40%

2-3 times a week

30%

Percentage

Everyday 8 40.00

2-3 times a week 6 30.00

4-5 times a week 5 25.00

At least once a 1 5.00

week

TOTAL 20 100.00
Responses of the students surveyed on the question “How often do you play

Clash of Clans?” revealed that majority of the student-respondents confirmed that they

are playing the game “everyday”, while the least was recorded on the option “at least

once a week”.

Table 8. Respondents Perceptions on the Question: “Every time you play, on the
average, how long does it take you playing the game?”

22
 Every time you play,
on the average, how Frequency
long does it take you
playing the game?
More than 5
hours
10%
3-4 hours Less than 1
10% hour
1-2 hours 40%
40%

Percentage

Less than 1 hour 8 40.00

1-2 hours 8 40.00

3-4 hours 2 10.00

More than 5 hours 2 10.00

TOTAL 20 100.00

As to the perceptions of students on the question, “Every time you play, on the

average, how long does it take you playing the game?” 8 students each replied “less

than 1 hour” and “1-2 hours”, while 2 students each answered “3-4 hours” and “more

than 5 hours”. The results are quite alarming because students are consuming

considerable number of hours playing “Clash of Clans” instead of studying their lessons

or doing their home works or helping at home.

23
 Table 9. Respondents Perceptions on
the Question: “Do your
parents know that you are
No playing Clash of Clans?”
15%

Do your
parents know
that you are Frequency Percentage
Yes
playing “Clash 85%
of Clans”?

Yes 17 85.00

No 3 15.00

TOTAL 20 100.00

On the question, “Do your parents know that you are playing Clash of

Clans?” majority answered “yes” at 85.00 percent, while 15.00 percent replied “no”.

Again, this finding is quite alarming because it indicates that parents know that their

children are playing the game and they are tolerating them to do so.

Table 10. Respondents Perceptions on the Question: “Have you ever been absent
from your class just to play Clash of Clans?”

Have you ever been Frequency Percentage

absent from your
class just to play
Clash of Clans?

Yes 0 0
No
No 20
100% 100.00

TOTAL 20 100.00

The “no” responses of the students on the question, “Have you ever been absent

from your class just to play Clash of Clans?” are affirmations that even though they

24
openly admitted that they are playing Clash of Clans, they have never absent themselves

from their classes just to play the game.

Table 11. Respondents Perceptions on the Question: “Did you ever cut classes just to
play Clash of Clans?”

Did you ever cut

classes just to
play Clash of Frequency Percentage
Clans?

Yes 0 0
No
No 100%
20 100.00

TOTAL 20 100.00

As to the question, “Did you ever cut classes just to play Clash of Clans?” all

the 20 student-respondents affirmed they did never cut classes just to play the game. This

is a good indication that though they play the game, they never cut classes in order to

spend their time playing the said online game.

Table 12. Respondents Perceptions on

the Question: “Where do you
usually play Clash of Clans?”
Other places
Where do you Frequency
5% Percentage
usually play Clash
of Clans?

At the net cafe 0 CP/tab

On my 0
95%
On my cell 19 95.00
phone/tab

On PC/laptop 0 0

Other places 1 5.00

TOTAL 20 100.00

25
 As regard the question, “Where do you usually play Clash of Clans?” 95.00

percent of the respondents answered they do it on their cell phones or tab, and 1 in other

places. No student claimed they play in the net café or on PC/laptop. The reason why

almost all answered “CP/tab” is the fact that the said game is supported by android

phones and anyone can play it using any android cell phones.

Table 13. Respondents Perceptions on the

Question: “Where do you get money
to pay for the game?”

Where do you get Frequency Percentage

I ask my parents
money to pay for the 5%
game?
From my allowance
30%
It is free 13 65.00
It is free
65%
From my 6 30.00
allowance

I ask my parents 1 5.00

From my friends 0 0

TOTAL 20 100.00

On the question, “Where do you get money to pay for the game?” majority

answered, “It is free” at 13 or 65.00 percent. Six (6) claimed the money they use are

“from their allowance” while one (1) “asked from his parents”. The most common

answer was “it is free” because there is an app in cell phones where anyone can play the

game for free. On the other hand, no one replied they get the money to pay for the game

“from their friends”.

26
Table 14. Respondents Perceptions on the Question: “Who motivated you to play
the game, Clash of Clans?”

Who motivated you to play Frequency Percentage

the game, Clash of Clans?
My friends
10% My personal
My personal 8 40.00
decision
decision 40%
My classmates
50%
My friends 0 0

My classmates 10 50.00

My family 2 10.00

Other people 0 0

TOTAL 20 100.00

It is evident from the responses of the students on the question, “Who motivated

you to play the game, Clash of Clans?” 10 or 50.00 percent claimed their “classmates”,

8 or 40.00 percent affirmed it’s their “personal decision”, while 2 or 10.00 percent

confirmed their “family”.

Table 15. Frequency and Percentage Distribution of Respondents Perceptions on the

Question: “At present, do you have plans of stopping playing “Clash of
Clans?”

At present, do you
have plans of stopping
playing “Clash of Frequency Percentage
Clans?” Yes
45%
No Yes 9 45.00
55%
No 11 55.00

TOTAL 20 100.00

27
 Confronted with the question, “At present, do you have plans of stopping

playing “Clash of Clans?”, 9 or 45.00 percent of the respondents have plans of quitting

while 11 or 55.00 percent have no plans of stopping playing the game.

III. Impact of “Clash of Clans” on the Academic Performance of Students

Table 16. Frequency and Percentage Distribution of Respondents’ Perceptions on

the Impact of “Clash of Clans” on the Academic Performance of Students

Agree Disagree
Impact
f % f %
1. Low grades 7 35.00 13 65.00

2. Unaccomplished home works/projects 10 50.00 10 50.00

3. Lack of attention to teachers 2 10.00 18 90.00

4. No time to study/review at home 7 35.00 13 65.00

5. Sleepy in classes 6 30.00 14 70.00

6. Absenteeism/cutting classes 2 10.00 18 90.00

7. Tardiness/late in going to school 5 25.00 15 75.00

8. Low scores on quizzes and exams 4 20.00 16 80.00

9. Non-participation in recitation 4 20.00 16 80.00

10. Bad study habits 3 15.00 17 85.00

11. Lack of interest on the lessons 4 20.00 16 80.00

28
 18
16
14
12
10
8
6
4
2
0
1 2 3 4 5 6 7 8 9 10 11

It can be gleaned from the table and graph that the student-respondents almost

“disagree” on most of the indicators on the impact of Clash of Clans on the academic

performance of students. Some “agree” that playing Clash of Clash” may result in the

following: “Low grades”, “Unaccomplished home works/projects”, “Lack of attention to

teachers”, “No time to study/review at home”, “Sleepy in classes”, “Absenteeism/cutting

classes”, “Tardiness/late in going to school”, “Low scores on quizzes and exams”, “Non-

participation in recitation”, “Bad study habits”, and “Lack of interest on the lessons”, but

majority were “disagreed” by the students. This may be due to the fact that these students

are currently enjoying the game and the negative impacts are overshadowed by the

fulfillment that they derive from playing the game.

IV. Benefits of Playing “Clash of Clans”

29
Table 17. Frequency and Percentage Distribution of Respondents’ Perceptions on
the Benefits of Playing “Clash of Clans”

Benefits Agree Disagree

f % f %

1. Gaining more friends 20 100.00 0 0

2. Improving computer skills 11 55.00 9 45.00

3. Enhancing problem solving and decision 12 60.00 8 40.00

making skills

4. Promoting self-confidence 12 60.00 8 40.00

5. Improving cognitive skills 11 55.00 9 45.00

6. Enhancing sensory-motor coordination 11 55.00 9 45.00

7. Becoming more participative in school 13 65.00 7 35.00

activities

8. Meeting a lot of people 16 80.00 4 20.00

20
18
16
14
12
10
8
6
4
2
0
1 2 3 4 5 6 7 8

30
 The table reveals that in general, the students perceived playing Clash of Clans to

be beneficial as evidenced by the greater number of respondents who replied “agree” on

the different indicators than those who responded “disagree’. His can be attributed to the

mindset it brings to the players that the said game benefits them along the way.

Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

31
 This chapter highlights the summary of this research study. It gives a picture of

the whole study. This chapter also includes the conclusion and the recommendations

offered by the researcher as drawn out of the findings.

Summary

This study was conceptualized to assess the perceptions of secondary students of

Callang National High School as regard the impact of playing the online game, “Clash of

Clans” on their academic performance.

It aimed to find answer to the following specific questions: First, what is the

demographic profile of the student-respondents as to age, gender, year level and section?

Second, what are the perceptions of students of Callang National High School as regard

playing Clash of Clans in terms of extent of awareness of the game, involvement in

playing the game, extent of frequency playing the game, length of time spent playing the

game, parents’ awareness of their children playing the game, absenteeism due to playing

the game, cutting classes due to playing the game, place where the game is played, source

of money used in playing the game, motivation to play the game, and decision to quit

playing the game? Third, what are the impacts of playing “Clash of Clans” on academic

performance as perceived by students of Callang National High School? And lastly, what

are the benefits of Clash of Clans as perceived by students?

To come up with answers to the problems raised in the statement of the problems,

descriptive normative survey was utilized. It was done by administering a questionnaire

checklist to 20 randomly selected students across all grade levels. Distribution and

retrieval of the accomplished questionnaires were personally done by the researchers.

32
Data gathered were tabulated and interpreted. Results were presented using frequency

and percentage distribution tables and graphs.

Conclusion

Based on the findings of the study, these conclusions were formulated:

1. Majority of the respondents were males, who are within the 13-14 years old age

bracket. Distribution of respondents was done equally across all grade level to eliminate

bias; however, most of them came from section 1.

2. All the respondents are aware/familiar and are playing the game, Clash of Clans.

3. Most of them claimed that they are playing it everyday at an average of less than 1

hour to 2 hours.

3. Most respondents admitted that their parents knew that they are playing the game

4. All replied that they never absent or cut classes just to play the game.

5. Respondents predominantly play the game using their cell phones and they claimed it

is for free because of the existing free apps.

6. Their motivations to play the game are their friends and their personal choice.

7. It is quite alarming because more than half of them have no plans of stopping playing

the game.

8. There are a greater number of students who believe that playing Clash of Clash does

not pose negative impact on their academic performance.

9. Furthermore, more students perceived the game to be beneficial.

Recommendations

33
 In the light of the findings and conclusions, the following recommendations are

made for implementation:

1. Since it was found out that many students are playing the game everyday at an

average of less than 1 hour to 2 hours, it is recommended that these students must limit

the number of days and number of hours playing the game in order to have more time

studying their lessons.

2. Since students claimed that parents know that their children are playing Clash

of Clans, they are encouraged to advice their children to minimize if not quit playing the

game because it was found out to be addictive.

3. Since they caimed they never absent or cut from their classes just to play the

game, students are encouraged to attend to their classes regularly despite the fact that

they are playing the said game.

4. Since students can play the game on their cell phones anytime due to the free

apps, parents should set a schedule of cell phone usage for their children.

5. Since it was found out that most of them have no plans of quitting playing the

game, a symposium should be undertaken to explain to students the disadvantages of over

indulgence to computer games.

6. Since students perceived Clash of Clans to have no negative impact on their

academic performance, they must be enlightened that playing the game may have

negative effects on their studies in the long run.

7. Since the students perceived playing Clash of Clans to be beneficial, they must

use these benefits to their own advantage.

BIBLIOGRAPHY

34
Anderson CA, Bushman BJ (2001). Effects of violent video games on aggressive
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Johnson, Leif (2012). "Clash of Clans Review". Gamezebo. Retrieved March 6, 2016

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thesis, University of Georgia, USA.

36
APPENDICES

37
DOCUMENTATIONS

38
Photo showing the Grade 7 students while accomplishing the questionnaire

39
Photo showing the Grade 8 students while accomplishing the questionnaire

40
Photo showing the Grade 9 students while accomplishing the questionnaire

41
 Photo showing the Grade 10 students while accomplishing the questionnaire

Letter of Approval
Republic of the Philippines
Department of Education

42
 Region 02
Division of Isabela
CALLANG NATIONAL HIGH SCHOOL

March 7, 2016

MRS. ZENAIDA F. CONCEPCION

English I0 Teacher
Callang National High School
San Manuel, Isabela

Madam:

May we seek permission from you to allow the undersigned to conduct a research study
entitled, “CLASH OF CLANS”: A SILENT CULPRIT (An Assessment of its Impact
on Academic Performance as Perceived by Students of Callang National High
School), in partial fulfilment of the requirements in English 10.

With humility and respect, it is fervently hoped that the above stated research title would
merit your favorable approval.

Thank you very much.

Very truly yours,

APPLE JEAN S. DULIG CLAIRE P. CALUCAG

Research Proponent Research Proponent

GEORJS EIRENE C. GARCILLAN HARRIET MAE E. BAUTISTA

Research Proponent Research Proponent

JEFFREY A. GALLEON DESIREE D. LAMPA

Research Proponent Research Proponent

JOLLY P. GAMBOL JR.

Research Proponent

Approved:
MRS. ZENAIDA F. CONCEPCION
English Teacher
Letter to Respondents
Republic of the Philippines

43
 Department of Education
Region 02
Division of Isabela
CALLANG NATIONAL HIGH SCHOOL

March 7, 2016

Dear Respondents,

The undersigned is currently conducting a research entitled, “CLASH OF CLANS”: A

SILENT CULPRIT (An Assessment of its Impact on Academic Performance as
Perceived by Students of Callang National High School), in partial fulfilment of the
requirements in English 10.

In this regard, may we request from you to please supply the needed data by answering
the questionnaire. Rest assured your responses will be dealt confidentially. Your utmost
concern will surely redound to the success of this endeavor.

Thank you very much.

Very truly yours,

APPLE JEAN S. DULIG CLAIRE P. CALUCAG

Research Proponent Research Proponent

GEORJS EIRENE C. GARCILLAN HARRIET MAE E. BAUTISTA

Research Proponent Research Proponent

JEFFREY A. GALLEON DESIREE D. LAMPA

Research Proponent Research Proponent

JOLLY P. GAMBOL JR.

Research Proponent

Attested:
MRS. ZENAIDA F. CONCEPCION
English Teacher
QUESTIONNAIRE

“CLASH OF CLANS”: A SILENT CULPRIT

44
 (An Assessment of its Impact on Academic Performance as Perceived
by Students of Callang National High School)

Apple Jean S. Dulig, Claire P. Calucag, Georjs Eirene C. Garcillan, Desiree D. Lampa
Harriet Mae E. Bautista, Jeffrey A. Galleon, Jolly P. Gambol Jr.

This survey is conducted to assess the perceptions of students of Callang National

High School on the impact of playing the online game, “Clash of Clans”, on their
academic performance.

Part I. Respondent’s Profile

Directions: The researcher is currently conducting a research entitled “CLASH OF

CLANS”: A SILENT CULPRIT (An Assessment of its Impact on Academic
Performance as Perceived by Students of Callang National High School).
Please answer the questionnaire honestly and without any mental
reservations by ticking (√) the appropriate boxes or by filling in the blanks.
Your responses will be treated with utmost concern and confidentiality.

Name: (Optional) _________________________________________________________

Age: 12 years old and below 15-16 years old
13-14 years old 17 years old and above
Gender: Male Female
Grade Level: Grade 7 Grade 9
Grade 8 Grade 10
Section: Section 1 Section 3
Section 2 Section 4

Part II. Perceptions of Students on the Game “Clash of Clans”

1. Are you aware/familiar of the online game, “Clash Yes No

of Clans”?
2. Are you playing the game, “Clash of Clans”? Yes No
3. How often do you play the game? Everyday
At least once a week
2-3 times a week

45
 4-5 times a week
4. Every time you play, on the average, how long does Less than 1 hour
it take you playing the game? 1-2 hours
3-4 hours
More 5 hours
5. Do your parents know that you are playing “Clash Yes No
of Clans”?
6. Have you ever been absent from your class just to Yes No
play “Clash of Clans”?
7. Did you ever cut classes just to play “Clash of Yes No
Clans”?
8. Where do you usually play “Clash of Clans”? At the net café
On my cell phone/tab
On my PC/laptop
Others
9. Where do you get money to pay for the game? It is free
From my allowance
I ask from my parents
From my friends
10 Who motivated you to play the game, “Clash of My personal decision
Clans”? My classmates
My friends
My family
Other people
11. At present, do you have plans of stopping playing Yes No
“Clash of Clans”?

Part III. Impact of Playing “Clash of Clans” on the Academic Performance of

Students
Impact on Academic Performance Student’s Perception
1. Low grades Agree Disagree
2. Unaccomplished home works/projects Agree Disagree
3. Lack of attention to teachers Agree Disagree
4. No time to study/review at home Agree Disagree
5. Sleepy in classes Agree Disagree
6. Absenteeism/cutting classes Agree Disagree
7. Tardiness/late in going to school Agree Disagree

46
 8. Low scores on quizzes and exams Agree Disagree
9. Non-participation in recitation Agree Disagree
10. Bad study habits Agree Disagree
11. Lack of interest on the lessons Agree Disagree

Part IV. Benefits of Playing “Clash of Clans”

Benefits of Playing “Clash of Clans” Student’s Perception

1. Gaining more friends Agree Disagree
2. Improving computer skills Agree Disagree
3. Enhancing problem solving and decision Agree Disagree
making skills
4. Promoting self-confidence Agree Disagree
5. Improving cognitive skills Agree Disagree
6. Enhancing sensory-motor coordination Agree Disagree
7. Becoming more participative in school Agree Disagree
activities
8. Meeting a lot of people Agree Disagree

Thank you very much for your cooperation…

- The Research Proponents

47
 CURRICULUM VITAE

Curriculum Vitae

Name: APPLE JEAN S. DULIG

Address: District No. 2, San Manuel, Isabela
Birthdate: February 10, 2000
Birthplace: San Manuel, Isabela
Ambition: To become a Doctor/Physician
Motto: “Strike the iron while it is still hot”
Favorites:
Subject: Science

48
 Color: Black, gray, white
Movie: Everyday I Love You
Actor: Daniel Padilla
Actress: Kathryn Bernardo
Singer: Daniel Padilla
Food: Burger and fries
Parents:
Father: Apolinar C. Dulig Jr. (deceased)
Mother: Jeanette S. Dulig
Educational Attainment:
Preschool/Kindergarten: District No. 2 Day Care Center (2004-2005)
Elementary: San Manuel Central School (2004-2012)
Secondary: Callang National High School (2012-2016)

APPLE JEAN S. DULIG

Signature

Curriculum Vitae

Name: CLAIRE P. CALUCAG

Address: Babanuang, San Manuel, Isabela
Birthdate: October 14, 1999
Birthplace: Babanuang, San Manuel, Isabela
Ambition: To become a Certified Public Accountant
Motto: “Open rebuke is better than secret love”
Favorites:

49
 Subject: Math
Color: Blue and Pink
Movie: Hannah Montana
Actor: Enrique Gil
Actress: Kim Chiu
Singer: Taylor Swift
Food: Adobo
Parents:
Father: Jessie Calucag
Mother: Perlita Calucag
Educational Attainment:
Preschool/Kindergarten: Babanuang Day Care Center (2004-2005)
Elementary: Babanuang Elementary School (2004-2012)
Secondary: Callang National High School (2012-2016)

CLAIRE P. CALUCAG
Signature

Curriculum Vitae

Name: GEORJS EIRENE GARCILLAN

Address: District No. 1, San Manuel, Isabela
Birthdate: October 10, 2000
Birthplace: San Manuel, Isabela
Ambition: To become a Registered Nurse
Motto: “Hurt me with the truth, but do not comfort me with a lie”
Favorites:
Subject: Filipino

50
 Color: Blue, yellow, black
Movie: Love story movies
Actor: Enrique Gil
Actress: Liza Soberano
Singer: Sarah Geronimo
Food: Palabok, fries, siomai
Parents:
Father: George Garcillan
Mother: Jovelyn Camangeg
Educational Attainment:
Preschool/Kindergarten: District No. 2 Day Care Center (2004-2005)
Elementary: San Manuel Central School (2004-2012)
Secondary: Callang National High School (2012-2016)

GEORJS EIRENE GARCILLAN

Signature

Curriculum Vitae

Name: HARRIET MAE E. BAUTISTA

Address: District No. 1, San Manuel, Isabela
Birthdate: September 13, 1999
Birthplace: District No. 1, San Manuel, Isabela
Ambition: To become a successful lawyer
Motto: “Judge me as if you know me, you just know my name, not my story”
Favorites:
Subject: Science

51
 Color: Black and white
Movie: Step Up All In
Actor: Paulo Avelino
Actress: Nadine Lustre
Singer: James Reid
Food: Carbonara, fruit salad
Parents:
Father: Darlon Bautista
Mother: Beatriz Bautista
Educational Attainment:
Preschool/Kindergarten: District No. 1 Day Care Center (2004-2005)
Elementary: San Manuel Central School (2004-2012)
Secondary: Callang National High School (2012-2016)

HARRIET MAE E. BAUTISTA

Signature

Curriculum Vitae

Name: DESIREE D. LAMPA

Address: District No. 4, San Manuel, Isabela
Birthdate: September 17,1999
Birthplace: Roxas, Isabela
Ambition: To become a successful marketing expert
Motto: “It’s easy to forgive, but not to forget”
Favorites:
Subject: Araling Panlipunan

52
 Color: Blue, violet, black
Movie: Meteor Garden
Actor: Daniel Padilla
Actress: Kathryn Bernardo
Singer: Sarah Geronimo
Food: Menudo, adobo, fries, siomai
Parents:
Father:
Mother:
Educational Attainment:
Preschool/Kindergarten: District No. 4 Day Care Center (2004-2005)
Elementary: San Manuel Central School (2004-2012)
Secondary: Callang National High School (2012-2016)

DESIREE D. LAMPA
Signature

Curriculum Vitae

Name: HARRIET MAE E. BAUTISTA

Address: District No. 1, San Manuel, Isabela
Birthdate: September 13, 1999
Birthplace: District No. 1, San Manuel, Isabela
Ambition: To become a successful lawyer
Motto: “Judge me as if you know me, you just know my name, not my story”
Favorites:
Subject: Science

53
 Color: Black and white
Movie: Step Up All In
Actor: Paulo Avelino
Actress: Nadine Lustre
Singer: James Reid
Food: Carbonara, fruit salad
Parents:
Father: Darlon Bautista
Mother: Beatriz Bautista
Educational Attainment:
Preschool/Kindergarten: District No. 1 Day Care Center (2004-2005)
Elementary: San Manuel Central School (2004-2012)
Secondary: Callang National High School (2012-2016)

HARRIET MAE E. BAUTISTA

Signature

Curriculum Vitae

Name: JEFFREY A. GALLEON

Address: District No. 1, San Manuel, Isabela
Birthdate: August 23, 1999
Birthplace: San Manuel, Isabela
Ambition: To become a successful person someday
Motto: “Ang problema dinadaanan, hindi tinatambayan”
Favorites:
Subject: AP, Science, MAPEH, Filipino

54
 Color: Red, blue, black
Movie: Da Vinci Code
Actor: Enchong Dee
Actress: Janella Salvador
Singer: Sarah G.
Food: Anything
Parents:
Father: Herman S. Galleon
Mother: Rose A. Galleon
Educational Attainment:
Preschool/Kindergarten: District No. 1 Day Care Center (2004-2005)
Elementary: San Manuel Central School (2004-2012)
Secondary: Callang National High School (2012-2016)

JEFFREY A. GALLEON
Signature

Curriculum Vitae

Name: JOLLY P. GAMBOL JR.

Address: District No. 3, San Manuel, Isabela
Birthdate: October 22, 1999
Birthplace: San Manuel, Isabela
Ambition: To become a lawyer someday
Motto: “Time is gold”
Favorites:
Subject: Math, Filipino

55
 Color: Blue and black
Movie: Crazy Beautiful You
Actor: Coco Martin
Actress: Angel Locsin
Singer: Darren Espanto
Food: Adobo
Parents:
Father: Jolly Gambol Sr.
Mother: Janette Gambol
Educational Attainment:
Preschool/Kindergarten: District No. 3 Day Care Center (2004-2005)
Elementary: San Manuel Central School (2004-2012)
Secondary: Callang National High School (2012-2016)

JOLLY P. GAMBOL JR.

Signature

56
ACCOMPLISHED

QUESTIONNAIRES

57