STRENGTHENED TEACHERS AND PARENTS’ PARTNERSHIP:

A SOLUTION TO ONLINE MOBILE GAME

ADDICTION AMONG STUDENTS

An Action Research Proposal

Presented to the
Regional Research Committee
with the Theme: Teaching & Learning

MILA P. CANTOMAYOR
ROLLY T. ASIS
JAYSON D. BALILA

B’LAAN NATIONAL HIGH SCHOOL

DAVAO OCCIDENTAL DIVISION

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 TABLE OF CONTENTS

PAGE

I. Context and Rationale 3

II. Action Research Questions 6

III. Proposed Innovation, Intervention, and Strategy 6

IV. Action Research Methods

a. Participants and/or other Sources of Data

and Information 13

b. Data Gathering Methods 14

c. Data Analysis Plan 15

V. Action Research Work Plan, Timelines and Cost Estimates 17

VI. Plans for Dissemination and Utilization 19

VII. References 20

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I. CONTEXT AND RATIONALE

B’laan National High School is situated in Barangay Little Baguio, Malita,

Davao Occidental and is considered as one of the remote places of our

municipality. Due to this, no network providers dared to invest despite the efforts

of the barangay officials.

Fortunately, through the initiative of our Congresswoman, many “piso

wifi” stalls were installed recently, which provide the locals an unlimited access to

internet.

We were so happy because students will now have a reliable source of

vast information that will definitely help them in accomplishing their respective

self-learning modules (SLMs), especially in this time of pandemic. Little did we

know, another kind of dominant problem appeared.

One morning, during the scheduled retrieval of SLMs in our school, one

parent demanded for our time to talk about something. We responded

immediately to address her concern. She worriedly revealed that her son stopped

answering the modules due to his addiction on playing Mobile Legends – an

online mobile game.

Day by day, one after another, parents were coming to us complaining

about the same issue. They were all worried because their respective sons

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prioritized playing online games rather than finishing answering the modules. The

fact that they can’t monitor their sons rigidly during the day because they have to

work on their farms, made the problem heavier. Every night, their respective sons

stayed late, just to play the online game. As a consequence, they wake up late and

often forgot to do their assigned household chores.

We told them to impose discipline accordingly and the parents

immediately asserted that they’ve done that. At times, it gets into a point that their

respective sons were full of bruises due to intense beating and whipping. They

stopped, but after few days, they played the game again addictively. They already

tried suspending their sons’ monetary assistance for their baon, but still, nothing

happened. Instead it only caused a bigger problem because their sons became

rebellious. Their respective sons often became out of control. Thus, the parents

are facing a terrible dilemma.

With the consent of our Principal, one of my colleagues decided to

investigate to validate the problem. He roamed on the different piso wifi stalls

during the day and stayed late at night to roam again, for three consecutive days.

Surprisingly, for three days, he observed that among all the individuals

staying near the different stalls, majority of it were our students and half of these

were playing online mobile games. Upon knowing this, we are dreadful of the

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possible effects that this problem can bring to our school. If this will continue to

grow, all the efforts and initiatives of the teachers might be wasted.

Research reports confirm that, for some individuals, gaming can be

severely disruptive to school, work, and ‘real-life’ social contacts (Chappell,

Eatough, Davies, & Griffiths, 2006; Grüsser, Thalemann, & Griffiths, 2007; Wan

& Chiou, 2006). Anderson and Dill (2007) studied video games and aggression

and suggested that not only does gaming have an impact on performance directly,

but it also triggers a higher level of aggression, which is often linked to problems

in school and decreased academic performance. Jackson et al (2008) found that

time spent playing games was a negative predictor of academic performance and

that those who played video games more often had poorer grades than those who

played less. Shao-I, Jie-Zhi, and Der-Hsiang (2004) also studied addiction and

noted a decrease in school performance when the student was addicted to gaming.

They found that gaming addiction physically impacts academic achievement

because the student is too involved in the game to do homework or prepare

academically.

The students’ academic performance will surely deteriorate if this habit

will continue. Teachers’ intensified efforts in delivering quality education in spite

of this pandemic will be put into waste. Moreover, the credibility of our school

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will be tarnished if this will not be addressed properly and straightaway. These are

the reasons why this action research is urged to be conducted.

II. Action Research Question

The main aim of this research is to neutralize students’ addiction on

playing online mobile games in order to focus more on accomplishing their

respective SLMs on the different learning areas. Furthermore, this research will

help our primary stakeholders (parents) on facing the dilemma that they are

currently into. This will also prevent the critical effects of students’ addiction to

online mobile games to their academic performance. Thus, this research seeks to

answer the question:

How does “Strengthened Teachers and Parents’ Partnership”

neutralize online mobile game addiction among students?

III. Proposed Innovation, Intervention and Strategy

The moment we realized the level of the problem we are currently facing,

we immediately think of various avenues that will effectively resolve this

unexpected predicament. We applied several strategies but nothing had work.

What made the problem harder to resolve is the situation we are in, due to this

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pandemic. It is then we realized that the only way to solve this problem is through

the strengthened partnership of teachers and parents.

“Strengthened Teachers and Parents’ Partnership” is a program developed

based on self – regulation theory to develop and administer an intervention

program efficiently. The theory supporting this program is self-regulation (SR),

developed by Bandura.

Self-regulation is part of the social–cognitive theory group, which

involves three stages comprising self-monitoring, self-evaluation, and self-

reinforcement. The four components of self-regulation comprise standards,

monitoring, strength, and motivation. Self – regulation is an important personality

process by which people seek to exert control over their thoughts, feelings,

impulses, appetites, and task performances. An important process of self-

regulation is monitoring information about one’s existing state and comparing it

with the desired goal.

This program does not change gaming addiction behavior directly;

however, it can instead enhance self-regulation to promote confidence in refusing

game playing, gain more knowledge about gaming addiction and its effects, as

well as provide information about how to regulate themselves, the types of games

they can play, suitable duration to play games, etc. All of these would help

students prevent gaming addiction behavior.

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 The program required the involvement of teachers, to lead activities, and

of parents, to help maintain consistency, during the program. “Master Teachers”,

who underwent necessary training, will take the leading role. They will be the key

factors of educating the parents of what to do to regulate their respective sons’

gaming behavior. Families will play a crucial role in maintaining program

consistency. This program aimed to address knowledge, attitude, and self-

regulation skills with regard to the ability to control and manage frequency of

play and time spent gaming.

Table 1 shows the overview of the program under the “Strengthened

Teachers and Parents’ Partnership”, which is an adaptation from the

“Participatory Learning School and Family Based Intervention Program for

Preventing Game Addiction by Developing Self-Regulation Modules and

Instructional Activities” conducted by Apisitwasana, Perngparn, and Cottler on

2018:

Table 1. Overview of the “Strengthened Teachers and Parents’ Partnership” program

Target/ Purpose Core Content Activities/ Persons Venue
Schedule Evaluation Involved
Introduction/ To introduce an 1.What is Activities: Principal School
Orientation overview of the gaming? Introduction Guidance campus
(week 1) program 2.Types of game Orientation Counselor
To gain knowledge 3.Consequence of Group Master
about gaming, type gaming
Discussion Teacher
of game, 4.Gaming
Addiction Parents
consequence of Evaluation:
gaming, and behavior Assessment
gaming addiction 5.How to play Participation in
behavior games while
classroom
To investigate avoiding

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 problem situations addiction to Activities: Parents Students’
for gaming gaming? Pretest Students respective
addiction for 6.Time Limit for Checklist (participants) homes
schools playing games Likert Scale
To orient the per day
parents on what to 7.Education on
do as partners and the healthy
how to accomplish gamer
the materials/tools/ 8.Orientation to
instruments needed parents on what
to gather the to do as
necessary data partners and
from their how to
respective sons accomplish the
(participants) materials/tools/
instruments
necessary on
gathering the
data from their
respective sons.

Target/ Purpose Core Content Activities/ Persons Venue

Schedule Evaluation Involved
Self – To gain knowledge 1. What is self – Activities: Parents Participants
regulation about self – regulation? Provide Students ’ respective
(week 2) regulation 2. Why self – description of (participants) homes
regulation is self – regulation
necessary? Checklist
3. How can we
Likert Scale
develop self –
regulation by Evaluation:
ourselves? Assessment

Target/ Purpose Core Content Activities/ Persons Venue

Schedule Evaluation Involved
Self – Students determine 1. How to assess Activities: Parents Participants
determined, goals to be yourself? Administration Students ’ respective
goal and achieved and 2. Component of of Gaming (participants) homes
standard standards for successful test Addiction Scale
(week 3) behavior performance Students
Goal setting and 3. How to set
analyze
target behavior goals in the short
and long term? themselves
4. Value of goal Present result of
setting self –
assessment
 Goal setting

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 Checklist
Likert Scale

Evaluation:
Result of self-
assessment
and goal setting

Target/ Purpose Core Content Activities/ Persons Venue

Schedule Evaluation Involved
Strategic Searching for 1. What is the Activities: Parents Participants
Planning options and option of Brainstorming Students ’ respective
(week 4) formulating a plan planning? Presentation (participants) homes
2. How to Checklist
formulate a plan? Likert Scale
3. How to search
strategically to Evaluation:
achieve their Assessment
plan?
Target/ Purpose Core Content Activities/ Persons Venue
Schedule Evaluation Involved
Self – Self – monitoring: 1. How to Activities: Parents Participants
monitoring students observe systematically Teach the Students ’ respective
(week 5) and monitor their develop strategic students about (participants) homes
own performance plans for systematically
attempting their developing
own goals? strategic plans
2. Provide a
for attempting
guideline to
their goal.
attempt their
goals. Discussion
3. Option of self - Presentation
monitoring Administration
of Gaming
Addiction Scale
Checklist
Likert Scale

Evaluation:
Assessment

Target/ Purpose Core Content Activities/ Persons Venue

Schedule Evaluation Involved
Self – Self- instructions: 1. What is self – Activities: Parents Participants
instructions students give instruction? Teach about Students ’ respective
(week 6) themselves 2. What are self – (participants) homes
instructions (either appropriate

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 loudly or quietly) to rewards and instructions
help guide actions punishment? Brainstorming
Discussion
Presentation
Checklist
Likert Scale

Evaluation:
Assessment

Target/ Purpose Core Content Activities/ Persons Venue

Schedule Evaluation Involved
Self – Students have to 1. How to Activities: Parents Participants
reflection implement the plan implement the Test for Students ’ respective
(week 7) and response plan and Improvement (participants) homes
response? Students share
their
experiences
and show how
to achieve their
goal.
Discussion
Presentation
Administration
of Gaming
Addiction Scale
Checklist
Likert Scale

Evaluation:
Posttest

Target/ Purpose Core Content Activities/ Persons Venue

Schedule Evaluation Involved
Self – Self – imposed 1. What is the Activities: Principal Participants
imposed contingencies: benefit of self – Students share Guidance ’ respective
contingencies students impose regulation? their Counselor homes
(week 8) their own 2. Students experiences Master
consequences for response and Presentation Teacher
success or failure feedback for their Parents
about their
own Students
action and
consequences for (participants)
success and evaluate plan
failure Give rewards to
students
involve in this

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 study
Awarding of
Certificates

Evaluation:
Assessment

During the conduct of the intervention program, parents will report to

school every week for the distribution of the tools, materials, and instruments

needed to achieve the target. There will be also a rigid orientation on how to use

or accomplish these tools, materials, and instruments, since they will be the one

who will administer it to their respective sons. The content of these are

contextualized and translated into vernacular for ease of access and to promote

absolute understanding among parents and their students. Since the parents work

during the day, they are expected to implement the devised activities at night

except on the 8th week.

On the 8th week, there will be an awarding of certificates to the

participants and to their parents for their active engagement and collaboration

during the whole administration of the intervention program which will be held in

the participants’ respective homes. Thus, our presence (Principal, Guidance

Counselor and the Master Teacher – the proponents of this study) is highly

needed and the activities will be carried on during daytime. In order to attend all

the participants’ and parents’ awarding of certificates in their respective homes,

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and to make our business with them official, we will make a schedule based on

their availability and through home visitation.

IV. METHODS

a. Participants and/or other Sources of Data

The participants of this study are the 9 male students enrolled at B’laan

National High School whose parents often came to school to complain for their

sons’ unreliable attitude on accomplishing their SLMs due to addiction in

different online mobile games. These students are in different grade levels as

shown in table 2:

Table 2. Number of participants per grade level

Grade Level Number of Participants
7 0
8 1
9 2
10 3
11 1
12 2

These students belong to a well-off family. Some of the parents have huge

farms and have to supervise their workers, while some have stores to manage

which are the reasons why they can’t monitor their sons’ whereabouts during

daytime. At night, they have no strength left to check on their sons’ progress on

accomplishing the modules. They sleep early due to fatigue leaving their

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respective sons unattended which is why they can have the chance to play online

mobile games to their hearts content.

b. Data Gathering Methods

To examine the effectiveness of the intervention program, the following

data must be gathered: (1) number of hours the participants spent in playing

online mobile games; (2) participants’ compliance on becoming a healthy gamer;

(3) gaming addiction level; (4) SLMs pretest and posttest scores in all learning

areas; and (5) feedback from parents.

The research instruments that will be used in gathering the data from this

study will be administered by the participants’ parents and will be submitted to

the assigned Master Teacher for recording and safekeeping. The following

instruments are:

Checklist. This instrument will monitor the number of hours the

participants are playing online mobile games during the whole conduct of the

intervention program and will be administered every week.

Likert Scale. This instrument will monitor if the participants are

following the protocols and standards of becoming a healthy gamer which will

also be administered every week.

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 Gaming Addiction Scale (GAS). This will gauge the addiction level of

the participants in playing online mobile games. This instrument is an adaptation

from the Gaming Addiction Scale used in the study of Khazaal, Breivek, Billieux,

Zullino, Thorens, Achab, Gmel, and Chatton on 2018. The participants will be

gauge three times – week 3, 5, and 7.

Pretest and Posttest. These tests will measure the participants level of

understanding in the SLMs in all learning areas before and after the

administration of the intervention program.

Reflective Journal. This journal is where all the parents’ feedback will be

written. This instrument will provide additional details on how the parents notice

the transformation among their respective sons. Moreover, the unexpected

problems that will be encountered along the process of administering the

intervention program will also be noted here.

c. Data Analysis Plan

The following statistical tools will be used in addressing the quantitative

data:

Frequency. This will be used to count the range of number of hours the

participants are playing online mobile games.

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 Mean. This will be used to describe the following: (1) the pretest and

posttest scores of the participants; (2) the level of participants’ compliance on

becoming a healthy gamer; and (3) the gaming addiction level of the participants.

Paired Sample T-test. This will be used to test if there is a significant

difference between the participants’ pretest and posttest scores.

Bar graph will be also used to present all the data in much clearer view

and to depict comparison among the data before and after the administration of

the intervention program.

Feedbacks from parents written in the reflective journal will be reviewed

thoroughly. All the significant statements will be noted to provide coherence to

the quantitative data.

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V. Action Research Work Plan, Timelines and Cost Estimates

AREA OF OBJECTIVES ACTIVITIES/ RESOURCE TIME ESTIMATED

FOCUS METHODS S FRAME COST
OR
STRATEGIES
Materials for To purchase Looking for BERF December Php 10,000
the participants 20 reams of stores that , 2021
bond papers, sells plenty of
10 boxes of school
staples, 10 supplies with
staplers, 10 great
bottles of discounts
glue, 3 boxes
of permanent
markers, 1
box of white
board
markers 10
boxes of
pencil and 10
boxes of pen.
Administration To conduct The BERF January - Php 5,000
of the the intervention February,
intervention intervention program will 2022
program program. be
administered.
Orientation to
the parents
will be the first
priority since
they will be
the one who
will administer

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 the tools and
instruments
necessary to
gather the
data.
Data gathering To gather and Instruments BERF December Php 3,000
collect the used in , 2021 –
data to be gathering the February,
tabulated and data will be 2022
analyzed. collected
weekly
through
participants’
parents. Their
feedback will
be noted for
additional
data on the
effectiveness
of the
intervention.
Data Analysis To analyze Statistical BERF March, Php 2,000
the data tools will be 2020
gathered. used to treat
the data.
Finalization of To finalize Editing and BERF March, Php 2,000
the and finish finalizing the 2020
manuscripts editing all the context of the
sections of manuscript of
the study. all the
sections of
the study.
Final Printing To produce A soft copy of BERF April, 2020 Php 8,000
copies of the the study will
study through be given to
a printing the printing
press. press for final
printing.

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VI. Plans for Dissemination and Utilization

To raise awareness about the findings of this study in the future, the
practitioners plan to conduct relevant training/seminar. The said training/seminar
aims to discuss and share the results of this study to the interested participants and
other concern stakeholders in each school or district of Davao Occidental.
Specific activities, time frame, persons involved, and success indicators
are below.

PRESENTED TIME FRAME PERSONS SUCCESS

ACTIVITIES INVOLVED INDICATOR
Secure permission from 2nd – 3rd week of PSDS, SDS, SGOD Permission has been
District and Division May 2022 secured and granted.
Offices
Conduct information 1st week of June Parents, Students, Target clienteles have
dissemination on findings 2022 School Heads, been able to attend
of the study to the Teachers, Master and participate in the
participants and other Teachers activity.
concern stakeholders.

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VII. References

Apisitwasa, N., Perngparn, U., & Cottler, L. (2018). Effectiveness of School-

and Family-Based Interventions to Prevent Gaming Addiction Among

Grade 4-5 Students in Bangkok, Thailand. Psychology Research and

Behavior Management: 103-115. http://www.dovepress.com

Khazaal, Y., Breivik, K., Billeux, J., Zullino, D., Thorens, G., Achab, S.,

Gmel, G. and Chatton, A. (2018). Game Addiction Scale Assessment

Through A Nationally Representative Sample of Young Adult Men: Item

Response Theory Graded – Response Modeling. Journal of Medical

Internet Research /vol. 20/ iss.8/ e10058/ p.1.

http://www.jmir.org/2018/8/e10058/

Van Rooij, A. J. (2011). Online Video Game Addiction. Exploring a new

phenomenon [PhD Thesis]. Rotterdam, The Netherlands: Erasmus

University Rotterdam

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