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MOST PREFERRED MOBILE GAMES OF THE GRADE XI AND GRADE XII

SEMINARIANS DURING THEIR SPARE TIME.

________________________________________________

A Research Paper Presented

to the Sto. Niño Seminary
Senior High School Department
Diocese of Kalibo
Numancia, Aklan

________________________________________________

In Partial Fulfilment of the Requirement

For the Seminar on Research Writing
General Academic Strand

_______________________________________________

Sem. Hance Miguel F. Sablan

Sem. Niño Mc Arlae R. Salem
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ACKNOWLEDGEMENT

The researchers would like to acknowledge with the thanks and deep

appreciation the unwavering support extended to them by the following:

To our Parents and cousins who tirelessly keep reminding us to finish and submit

all our academic requirements.

To Ma'am Maria P. Franco for being so patient with us and for checking our

research paper generously and uncomplainingly and for her advice, input, knowledge,

and willingness to help and guide us through the challenge of this endeavor is greatly

appreciated.

To our batch the Johannines, who are their companions and closest brothers and

extending their helping hands accomplishing this research

To the seminary formators, Fr. Jay, Fr. Val, Fr. Bryan, Fr. Edwin, Fr. Al, Fr.

Ritchie, Fr. Vincent, and Fr. Kent for their guidance and dedication in forming them to be

good Christians.

To St. John XXIII, their dearly beloved patron saint, for guiding them and being our

example to become a good and diligent seminarian;

And lastly, to God and four our dearest Mother Mary, for never letting us feel

empty in times of weariness and for loving them unconditionally and for giving great

people to always be His instrument to guide us to the right path. Thank you very much

for everything.
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ABSTRACT

The purpose of this study was to determine the Most Preferred Mobile Games of

the Grade 11 and Grade 12 seminarians of the Academic and Formation Year 2019-

2020.

This study made use of descriptive design. Specifically, questionnaires were used

to gather the data for the research. The respondents of this study were chosen from the

Senior High School Seminarians of the Sto. Niño Seminary through simple random

sampling. The total population of the Senior High School Seminarians is 42 and there

were only 10 respondents who were chosen from the Senior High School Seminarians.

Data gathered revealed that in playing mobile games, seminarians took

consideration the genre. Their most preferred genre is shooting, the reason why they

play is entertainment, the time they utilize in playing is 2hrs-3hrs, the kind of mobile

games they prefer is Mobile Legends, the time they play is 6:00-9:00, and the

seminarians feel stress free when playing.

Based on the finding, the researchers recommend to seminarians, parents,

teachers, priest formators, as well as manufacturers that they should be aware of the

most preferred mobile games of the seminarians.

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TABLE OF CONTENTS

TITLE PAGE------------------------------------------------------------------------------------- i

ACKNOWLEDGEMENT---------------------------------------------------------------------- ii

ABSTRACT-------------------------------------------------------------------------------------- iii

TABLE OF CONTENTS---------------------------------------------------------------------- iv

LIST OF TABLES------------------------------------------------------------------------------ v

INTRODUCTION

Background of the Study----------------------------------------------------------- 3

Statement of the Problem--------------------------------------------------------- 8

Conceptual Framework------------------------------------------------------------ 9

Scope and Delimitation of the Study------------------------------------------- 10

Significance of the Study---------------------------------------------------------- 11

Definition of Terms------------------------------------------------------------------ 12

Review of Related Literature----------------------------------------------------- 14

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METHOD

Research Design---------------------------------------------------------------------- 21

Setting----------------------------------------------------------------------------------- 21

Participants of the Study------------------------------------------------------------ 21

Research Instrument----------------------------------------------------------------- 22

Data Gathering------------------------------------------------------------------------- 22

LIST OF TABLES

TABLE 1. TYPES OF MOBILE GAMES SEMINARIANS PREFER------------------------------- 23

TABLE 2. REASONS WHY SEMINARIANS PLAY---------------------------------------------------- 24

TABLE 3. TIME UTILIZED BY SEMINARIANS IN PLAYING MOBILE GAMES--------------- 25

TABLE 4. KIND OF MIBILE GAMES SEMINARIANS PREFER------------------------------------ 26

TABLE 5. TIME SEMINARIANS UTILIZE IN PLAYING MOBILE GAMES----------------------- 27

TABLE 6. HOW SEMINARIANS FEEL WHEN THEY PLAY----------------------------------------- 28

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Most preferred mobile games of grade 11 and 12 during their spare time.

INTRODUCTION

BACKGROUND OF THE STUDY

Man lives in a world of technologies and machineries. The dawn of technologies

and machines makes the life of every man easier, entertaining, and comfortable.

Technology plays a significant role in man’s life. Man tends to be contingent on the

machines and technologies since it can save time for each and every one and even

stays on their gadgets all day long. Mobile games are popular to many youngsters and

teenagers nowadays because of the excitement, enjoyment, and thrill it brings to many

people and because of the concept that you can manipulate the character and thus

becoming like supernatural being. While playing, they can do whatever they want to like

they can roam, kill enemies, complete missions and task, earn money, raise a family,

find a job, plant, manage a business and many more. Some teenagers are fund of

playing online games because of the thrill and they get a chance to play with other

players from other places and countries. They get a chance to meet new people and to

make friends with them. They can compete with different people from many places and

even communicate with them. Some teenagers also like to play offline games because

it does not require an internet connection and it is also fun. It also helps students to

develop important knowledge and social skills, communicating skills, strategy skills,

problem-solving skills, and be active citizens who create and share content and to make
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and spread friendship to one another. According to Anand (2007), the penetration of

video games into the United States alone is huge, with at least 90% of homes having

children that have played (rented or owned) video games. This is a record level that

continues to increase up until now. The college demographic seems to be the major

group of gamers simply because they have a lack of parental supervision and they have

more Flexible schedules, allowing for more play time (Anand, 2007). As with any other

innovation in society, the Introduction of video games brought the question "What are

the negative effects or consequences?” Smyth (2007) notes that there seems to be an

increased interest in research in the area of video gaming to answer this question. And

there does indeed seem to be much research on the topic in recent years.

In overviewing the research, one main concern seems to be whether the playing

of video games impacts academic performance in a negative or positive way and what

those consequences are. Skoric, Teo, and Neo (2009) went one step farther and

studied addiction to video gaming versus simple engagement in video gaming. Although

no definitive definition of addiction was given, they found that those addicted to gaming

consistently performed negatively in the academic setting, while there was no negative

correlation between times spent playing or engagement and academic performance.

Shao-I, Jie-Zhi, and Der-Hsiang (2004) also studied addiction (once again no definitive

definition was given) and noted a decrease in school performance when the student

was addicted to gaming. They found that gaming Modern Psychological Studies (2011)

addiction physically impacts academic achievement because the student is too involved

in the game to do homework or prepare on academics. There are also others that have

found decreased academic performance in relation to involvement in playing video

 Page |8

games. 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. A study conducted by Wood,

Griffiths, and Parke (2007) included open-ended questions that encouraged participants

to report different feelings about playing video games. Some of the negative

consequences indirectly related to school performance, in that participants reported

often missing lectures, skipping homework, etc. They also found that these

consequences were more likely to impact males, because males play more often and

were more likely to report losing track of the time while playing.

Many researchers have been leaping in to a significant amount of research on

how mobile games influence student retention and colleges. Lots of parents are so

worried that their children are wasting too much of time on playing mobile games and

not enough time studying, helping around the house, and bonding with their family.

They are worried because they think that their children are lacking about their study.

Even some of the children are not helping in their home because they are busy playing

mobile games.

In the context of the Seminary, the seminarians are not allowed to use their

cellphones due to the rules and regulations that are imposed on them. When the

seminarians go back to the seminary, they must surrender their cellphones to their

Leges, Then the Leges will hand over all the cellphones to the Prefect of Discipline. The
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cellphones will be given back to the seminarians if they are going home, if they need to

make calls or text their parents, it is released by the Fr. Prefect. Playing mobile games

is one of the things that the seminarians do especially when they have nothing else to

do at home. They spend their time on their room playing their favorite mobile games

instead of using their time to enjoy, bond, and recreate. They forgot the importance of

family time and to bond with their family because they always play their preferred mobile

games. During leisure time, the researchers have observed that some seminarians do

not use their time to bond with their family or to rest instead, they use their gadgets to

play different kinds of games. That is why the researchers wanted to conduct a research

on the most preferred mobile games of the Grade 11 and Grade 12 seminarians during

their spare time to determine which games they want so that they can go with their

family and friends to bond together, to recreate, and to study.

This study was conducted within the Sto. Niño Seminary due to some formation

purposes wherein the researchers are not allowed to perform their study outside this

institution. The Seminary is the seed bed of seminarians and the heart of the diocese. It

is an institution where boys are getting formed to become priests someday. It is located

on VIII Martyrs Street Poblacion Numancia, Aklan, about five kilometers from the capital

town of Kalibo. It is besides the St. Joseph, the worker Parish. The seminary is headed

by our beloved bishop Jose Corazon T. Tala-oc, headed by our beloved rector Rev. Fr.

John Jerome T. Velarde, supervised by our principal Rev. Fr. Edwin M. Chio, and other

priest Formators here in the seminary.

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Since the study was conducted at the Seminary, its mission and vision which are

mentioned below were taken into consideration.

Mission:

1. Relentlessly explore and pursue trailblazing paradigms, strategies, approaches and

functional tools in the five areas of formation (PASCH) in line with the mind of the

Church.

2. Patiently provide quality accompaniment by living God’s word, to any member to

blossoming into a Christ-centered, loving, virtuous, integrally whole, and socially

responsible persons so that, they would strive to become a community of disciples,

geared towards the Church of the poor and oriented towards new evangelization.

3. Develop care competencies of administrators, faculty, staff and personnel towards

the recognition of the Seminary as center of excellence in Human and Christ Formation,

Language and Arts Culture.

4. Extensively link with the seminaries and other primary institutions both locally and

internationally for a collaborative development effort.

5. Continuously incarnate God’s kingdom and for this purpose, productive generate

resources if necessary, for the sustainability of the seminary with the highest degree of

professionalism and integrity

Vision:

We envision Sto. Niño Seminary as a self-renewing, flourishing home and school of

formation committed to witnessing authentic Christian values as a community and as

 P a g e | 11

persons in becoming holistic servant leaders, thus contribute in building God’s kingdom

here on earth.

STATEMENT OF THE PROBLEM

The objective of this study is to determine what mobile games do the Senior High

School Grade 11 and 12 Seminarians prefer during their spare time at the Sto. Niño

Seminary during the Academic Year 2019-2020. The result of this study will be the

basis in formulating the guidelines for the proper time of playing mobile games of the

seminarians at the Sto. Niño Seminary and the right type of mobile games to play.

Specifically, this study sought to answer the following questions:

1.) Which of the Following reasons encouraged you to play mobile games?

2.) How much time do you utilize in playing mobile games?

3.) Which type of mobile games specifically do you prefer to play during your spare

time?

4.) When do you play?

5.) How do you feel whenever you play your favorite mobile games during homestay?

6.) for what purpose do you play mobile games?

 P a g e | 12

CONCEPTUAL FRAMEWORK

MOBILE GAMES

TYPE OF GAMES GRADE LEVEL PURPOSE

HOBBY
MOBILE LEGENDS GRADE 11 ENTERTAINMENT

CALL OF DUTY GRADE 12

CLASH OF CLANS BOREDOM

GRAND THEFT AUTO TRENDING

NBA 2K RELIEF

BRAWL STARS BONDING

MINECRAFT COMPETITION

MINI MILITIA
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The diagram shows the different variables used in the study. The conceptual

framework illustrates the different grouping variables such as the Type of mobile

games that the seminarians play and Year-level of the seminarians and their Purpose.

It also shows the sub-variable in each grouping such as Mobile Legends, Call of Duty,

Clash of Clans, Grand Theft Auto, NBA 2K, Brawl stars, Mine craft and Mini Militia. On

one hand, the year-level of the senior high school seminarians, which are grade 11 and

grade 12. Then the purpose of the seminarians such as entertainment, boredom,

trending, relief, bonding and hobby.

SCOPE AND DELIMITATION

This study was confined to the Senior High School seminarians, grades 11 and

12 of the Sto. Niño Seminary during the second semester of the Academic Year 2019-

2020. There were 41 respondents who were used as subjects of this study.

This study was limited to determining the most preferred mobile games of the

Senior high School seminarians as well as looking into their choices of mobile games

whether they are educational or not.

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Since the study was concerned primarily with the seminarians of the Sto. Niño

Seminary, the findings will relate to these seminarians.

SIGNIFICANCE OF THE STUDY

This is a study on the Senior High School Seminarians most preferred mobile

games of the grade 11 and 12 of the Sto. Niño Seminary during the second semester of

the Academic Year 2019-2020. The results of this study will benefit the following:

Parents. The study may be of help to them since they are the ones who are concerned

on the health and well-being of their children. That study will enable them to know about

the type of mobile games their children are hooked up at home and when they are away

from them.

Priest Formators. They are in charge of supervising of the seminarians in the seminary

and treating and forming them well. This study will provide them with information as to

which type of mobile games at home or away from them. It will also help them know

whether the type of mobile games the seminarians are playing is appropriate or

educational.

Seminarians. The study will be of help to them since they will be aware of the

significance of playing mobile games as well as the consequences of playing mobile

games during homestay.

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DEFINITION OF TERMS

The following terms were defined conceptually and operationally to guide the

reader in understanding this study.

Competition. Conceptually, it is the process of trying to win or to do better than others.

Operationally, seminarians use mobile games as some sort of competition. It might be

competition to prove who is stronger than others and who can play the game better.

Entertainment. Conceptually, entertainment provides the various ways of amusing

/entertaining people.

Operationally, seminarians use mobile phones as their source of entertainment while

playing mobile games.

Leisure. Conceptually, it is the time when one has no obligations or work

responsibilities to accomplish

Operationally, seminarians are given time wherein they can have fun activities like

sports and etc. In some instances, mobile phones are given to seminarians during free

time at night.

Mobile Games. Conceptually, it is a game that is played via mobile phone.

Operationally, they provide entertainment to the seminarians during their spare time.

Mobile Phone. Conceptually, it is a gadget. It has many features and uses such as

entertainment, music, taking picture and recording videos, and thus making man’s life

trouble-free.
 Page |

Operationally, one of the means by which seminarians use as a tool not only to

communicate with their loved ones while they are at the seminary but also to release

themselves of boredom especially if they are away from home.

Offline Games. Conceptually, they can be played without a computer network.

Operationally, offline games are seldom used by the seminarians.

Online Games. Conceptually, they are attached to or available through a central

computer or computer network.

Operationally, online games are the most usual game downloaded and played by the

seminarians.

Seminarian. Conceptually, a seminarian is one who is discerning the Lord’s call to the

Roman Catholic Priesthood. He is one who has a vocation and wants to become priest

someday.

Operationally, the seminary provides an environment that forms men into becoming

Disciples of Christ who are free to respond to God’s call to the priesthood, including the

call to the celibate life.

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REVIEW OF RELATED LITERATURE

The Effects of Video Game Play on Academic Performance Today's world is one

that is largely composed of technology. In a relatively short span of time we have been

immersed in a world of high-definition television, Facebook, YouTube, internet radio,

"green" cars, outrageous thrill rides, 3-D technology, etc. But no area of technology has

become as prominent as that of video gaming. According to Anand (2007), the

penetration of video games into the United States alone is huge, with at least 90% of

homes having children that have played (rented or owned) video games. This is a

record level that continues to increase. 55% of console players and 66% of online

players are over 18. The college demographic seems to be the major group of gamers

simply because they have a lack of parental supervision and they have more lexible

schedules, allowing for more play time (Anand, 2007). As with any other innovation in

society, the Introduction of video games brought the question "What are the negative

effects or consequences?" Smyth (2007) notes that there seems to be an increased

interest in research in the area of video gaming to answer this question. And there does

indeed seem to be much research on the topic in recent years. In overviewing the

research, one main concern seems to be whether the playing of video games impacts

academic performance in a negative or positive way and what those consequences are.

One study done by Anand (2007) found a negative correlation between the amount of

time spent playing video games and the GPA and SAT scores of students.
 Page |

This means that GPA and SAT scores decreased as time spent playing increased.

However, Anand (2007) did recognize the limitation of using SAT scores because they

represent a one-time standardized score. Using GPA is more credible because it

represents a continuous measurement of school performance. He also found that males

were more prone to these results than females, because males tend to play video

games more.

Skoric, Teo, and Neo (2009) went one step farther and studied addiction to video

gaming versus simple engagement in video gaming. Although no definitive definition of

addiction was given, they found that those addicted to gaming consistently performed

negatively in the academic setting, while there was no negative correlation between

times spent playing or engagement and academic performance.

Shao-I, Jie-Zhi, and Der-Hsiang (2004) also studied addiction (once again no definitive

definition was given) and noted a decrease in school performance when the student

was addicted to gaming. They found that gaming Modern Psychological Studies (2011)

17: 37-44 38 addiction physically impacts academic achievement because the student

is too involved in the game to do homework or prepare on academics. There are also

others that have found decreased academic performance in relation to involvement in

playing video games. 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.

 Page |

Wack and Tantleff-Dunn (2009) also found a negative correlation, although the

relationship between GPA and academic performance in their study was not significant.

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. A study conducted by Wood, Griffiths, and Parke

(2007) included open-ended questions that encouraged participants to report different

feelings about playing video games. Some of the negative consequences indirectly

related to school performance, in that participants reported often missing lectures,

skipping homework, etc. They also found that these consequences were more likely to

impact males, because males play more often and were more likely to report losing

track of the time while playing. In an experiment by Williams (2006), school performance

increased after the participants dramatically decreased (limited time spent using

technology to 30 minutes per day) their usage of all technology, including video games.
 Page |

METHODOLOGY

This chapter discusses the survey approach specifically was used. It utilizes the

descriptive design. This study focuses on the most preferred mobile games of the

Grades 11 and 12 seminarians. The researcher followed the deductive analysis method

in the discussion of the study.

RESEARCH DESIGN

Considering the methods used in this study, the descriptive research design was used.

Specifically, the data gathering technique used was questionnaire. This study aims to

determine the most preferred mobile games in the Sto. Niño Seminary campus through

observing the mobile games that they play. Wikipedia defines descriptive research

design as it aims on casting lights on a current issue or problem through a process of

data collection that enables them to describe the situation more completely than was

possible without employing this method.

SETTING

The research was conducted at the Sto. Niño Seminary, XIX Martyrs Street, Poblacion,

Numancia, Aklan.

PARTICIPANTS OF THE STUDY

The respondents were chosen from the whole seminarian of the Sto. Niño Seminary.

Fishbowl Sampling Method was used to choose the respondents. The total population

of the seminarians in the grade 11 and grade 12 are 37.

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RESEARCH INSTRUMENT

According to Merriam-Webster dictionary, questionnaire is conceptually defined as a set

of questions for obtaining statistically useful or personal information from an individual; a

written or printed questionnaire often with spaces for answers; a survey made by the

use of questionnaire. As an appropriate method, the researcher used the questionnaire

in gathering data.

DATA GATHERING

From the Grade 11 and Grade 12, the researchers chose 5 respondents from each

grade level through the way of the fishbowl method. The researchers decided to choose

5 in every class. The researchers wrote the name of all the students of Grades 11 and

12 on a piece of paper and put it in a bowl, then they randomly pick 5 pieces of paper in

each grade level in the bowl and if who is in that paper will be our respondent.

After the respondents, they were given questionnaires to be answered

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PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Figure 1: TYPES OF MOBILE GAMES SEMINARIANS PREFER

TYPES OF MOBILE GAMES SEMINARIANS

PREFER

SPORTS
10%

RPG
20% SHOOTING
40%

SURVIVAL
30%

This figure shows the preferred types of mobile games that the seminarians prefer. 40%

of the senior high school seminarians prefer shooting, 30% prefer Survival, 20% prefer

to play RPG, 10% prefer sports.

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Figure 2: REASOSN WHY SEMINARIANS PLAY

REASONS WHY SEMINARIANS PLAY

HOBBY
10%

BOREDOM
20%

TRENDING
30%

ENTERTAINMENT
40%

This figure shows the reason why seminarians play mobile games. 40% of the senior

high school seminarians play because the game is entertaining, 30% seminarians play

because they are trending, 20% play because they relieved them from boredom, while

10% of them consider playing games as their hobby.

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Figure 3: TIME UTILIZED BY SEMINARIANS IN PLAYING MOBILE GAMES

HOW MUCH TIME DO SEMINARIANS UTILIZE

IN PLAYING MOBILE GAMES

3HR-4HR 30 MINS-1 HR
13% 11%

1HR-2HR
33%

2HR-3HR
43%

This figure shows how much time seminarians utilize in playing mobile games. 43% of

the senior high school seminarians playing are 2hr-3hr, 33% seminarians play 1hr-2hr,

and 13% play 3hr-4hr, while 11%. Seminarians plays 30 mins-1hr.

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Figure 4: KIND OF MOBILE GAMES SEMINARIANS PREFER

KIND OF MOBILE GAMES DO SEMINARIANS

PREFER

2KNBA
10%

CALL OF DUTY
10%

MOBILE LEGENDS
80%

This figure shows the kind of mobile games that seminarians prefer. 80% of the senior

high school seminarians play Mobile Legends, while 10% play Call of Duty and 2kNBA

respectively.
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Figure 5: TIME SEMINARIANS UTILIZE IN PLAYING MOBILE GAMES

TIME OF SEMINARIANS ON PLAYING MOBILE

GAMES

9:00-12:00 PM
10%

6:00-12:00 NN
20%

12:00-3:00 PM
10%

6:00-9:00 PM 3:00-6:00 PM
50% 10%

This figure shows how much time seminarians utilize in playing mobile games. 50% of

the senior high seminarians playing time is 6:00-9:00 PM, 12:00-3:00 PM respectively.
 Page |

Figure 6: HOW SEMINARIANS FEEL WHEN THEY PLAY

HOW SEMINARIANS FEEL WHEN THEY PLAY

COMFORTABLE
11%
ENJOYABLE
22%

RELAXED
33%

RELIEVED OF STRESS
33%

This figure indicates how seminarians feel as they pay mobile games. 34% of the senior

high school seminarians play because they feel relieve of stress, 33% seminarians play

since they feel relaxed while playing, 22% of them feel that they enjoy while playing,

and 11% feel comfortable while playing

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The summary of Findings, Conclusion, and Recommendation

The overall purpose of this study was to determine the most preferred mobile games

that the senior high school seminarians play during their spare time.

Findings

This study came up with the following findings. 40% seminarians prefer shooting games

rather than sports, RPG, and survival. 40% of the seminarians play mobile games to

entertain themselves. 43% of them plays mobile games 2hr-3hr. 80% of them prefers

Mobile Legends. 50% of them play during 6:00-9:00. 34% of them feel relieved of stress

when playing mobile games.

Conclusion

Based on the findings, the following conclusions were drawn, the seminarians like

shooting games since it requires strategy and skills on shooting using keyboard and

mouse, it requires coordination and teamwork. The seminarians play mobile games to

entertain themselves when they have free time. Seminarians play mobile games 2hr-

3hr. Many seminarians play Mobile Legends because of the thrill of the game; it also

need strategy and teamwork to win the game by destroying the base of the enemy.

Most seminarians play during 6:00-9:00 because that is the time they rest and

convenient to them. They play to relieve their stress and to forget their problems even in

a short period of time.

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Recommendation

Based on the findings, conclusion, and the significance of the study, the following are

recommended:

We recommend that the seminarians should also try other types of mobile games such

as RPG, survival, puzzle, and educational games. They should also play to learn new

things and to acquire skills. They should minimize their playing time by 30 mins or 1hr

for them to help with their families in doing chores. Other seminarians should also try

different games to have new experience.

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Sto. Niño Seminary

Diocese of Kalibo
Numancia, Aklan

May 20, 2021

REV. FR. EDWIN M. CHIO
Principal
Sto. Niño Seminary
Numancia, Aklan

Dear Father Principal:

Greetings of Love and Peace!

We are conducting a research entitled “MOST PREFFERED MOBILE GAMES OF

THE GRADE XI AND XII SEMINARIANS DURING THEIR LEISURE TIME.”

In view of this, we would like to request permission from your good office to administer
our questionnaires among our chosen Ten (10) respondents from Grade IX on February
25, 2020 during their sports time at 4:30 PM.

Please be assured that the data obtained will be treated with confidentiality and will be
used for the purpose of this study only.

We are hoping for your favorable actions upon our request.

Very truly yours,

SEM. HANCE MIGUEL F. SABLAN

SEM. NINO MC ARLAE R. SALEM

Noted by:

MRS. MARIA P. FRANCO

Approved by:

REV.FR EDWIN M. CHIO

Principal
 Page |

QUESTIONNAIRES:

1) Which of the following mobile games do you prefer?

A) Shooting G) Adventure

B) Survival H) Action

C) RPG I) Fashion

D) Building J) Sports

E) Strategy K) Arcade

F) Puzzle L) Others (Specify) _____________

2.) Which of the Following reasons encouraged you to play mobile games?

A) Boredom D) Hobby

B) Entertainment E) Bonding

C) Trending F) Others (Specify) _____________

3.) How much time do you utilize in playing mobile games?

A) 30 mins-1hr D) 3hr-4hr

B) 1hr-2hr E) 4hr-5hr

C) 2hr-3hr F) Others (Specify) _____________

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4.) Which type of mobile games E) Mine craft

specifically do you prefer to play during

F) 2KNBA
your spare time? Choose only one.
G) FIFA Soccer
A) Mobile Legends
H) Mini Militia
B) Clash of Clans
I) Angry Birds
C) Call of Duty
J) Others (Specify) _____________
D) Brawl Stars

5.) Of the given time, which one do you prefer to play the games of your choice in the

preceding question?

A) 6:00-8:00 AM G) 6:00-8:00 PM

B) 8:00-10:00 AM H) 8:00-10:00 PM

C) 10:00-12:00 NN I) 10:00-12:00 PM

D) 12:00-2:00 PM J) 12:00-2:00 AM

E) 2:00-4:00 PM K) 2:00-4:00 AM

F) 4:00-6:00 PM L) 4:00-6:00 AM

6.) How do you feel whenever you play your favorite mobile games during homestay?

A) Enjoyable D) Comfortable

B) Relieved of stress

C) Relaxed
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BIBLIOGRAPHY

Anand, V. (2007). A study of time management: The correlation between video

game usage and academic performance markers. CyberPsychology and

Behavior, 10(4), 552-559.

Skoric, M., Teo, L., & Neo, R. (2009). Children and video games: Addiction,

engagement, and scholastic achievement. CyberPsychology and Behavior, 12(5),

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