The Filipino Childs Media World

The Filipino Child’s Media World
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The Filipino Child’s Media World: Media Consumption, Parental Mediation
Strategies, and the Elementary Learner’s Classroom Performance
Authors: Airan Patricia D. Bueno, RPm

Patricia Veatriz S. Gentallan, RPm
John Isaac A. Hilario
Flordeliz L. Abanto
Joseph C. Francisco, RPsy, RPm, CSAP, CSCP
Jan Patrick G. Gutierrez, RPsy, RPm
Editor: Maria Isabel B. Naval
Cover Design: Earl Benz B. Molina
Published by the National Council for Children’s Television (NCCT)

Department of Education Complex, Meralco Ave., Pasig City, Philippines
© 2019 National Council for Children’s Television (NCCT) and Far Eastern
University (FEU) Manila
This study was funded by the National Council for Children’s Television (NCCT), in
partnership with the Far Eastern University (FEU) Manila. NCCT and FEU claim all
rights to the contents of this publication, any of which may not be copied, repro-
duced, or adapted in any format unless otherwise consented by the authors and the
institutions.
Preferred citation:
Gentallan, P.V.S., Bueno, A.P.D., Hilario, J.I.A., Abanto, F.L., Francisco, J.C., &
Gutierrez, J.P.G. (2019). The Filipino Child’s Media World: Media Consumption,
Parental Mediation Strategies, and the Elementary Learner’s Classroom Perfor-
mance (1st ed.). Pasig City: National Council for Children’s Television.
All rights reserved.
GOVERNMENT PROPERTY. NOT FOR SALE.
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The Filipino Child’s Media World:

Media Consumption, Parental Mediation Strategies,
and the Elementary Learner’s Classroom Performance
A study conducted by the National Council for Children’s Television (NCCT)

in partnership with Far Eastern University (FEU) Manila
2019
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FOREWORD
The National Council for Children’s Television (NCCT), a policy-making agency,

aims to promote and protect the youth’s physical, moral, spiritual, intellectual, and
social well-being of the Filipino child through the conduct of research, while
considering sectoral needs and conditions in the development of educational,
cultural, and recreational policies and programs for children.
In 2015, NCCT conducted its first study on the TV viewing habits of children and
reported that television was still the main source of media use. However, with con-
tinuous technological advancements and increase in mobility, as evident with smart
phones, tablets, and laptops, children are presented with a wide array of choices re-
garding the platform they will use.
In the Philippines, media consumption is an important part of our daily routine,

whether it be in school, work, or for leisure. However, concerns on children being
exposed to inappropriate content across all platforms have been reported throughout
the years. While some studies report positive effects of media on children’s
academic performance, other studies suggest negative effects are often observed in
children’s attitudes and behavior.
Further, there is insufficient data on how parents employ mediation strategies in their
children’s media use. Thus, NCCT conducted a research project in 2018 in partner-
ship with the Far Eastern University (FEU) Manila to explore the roles of parents in
mediating children’s media use and the effects of media in their school performance
in terms of competency, attributes, prosocial behavior, and task-oriented inclination.
This book highlights the important trends in children’s media habits which include
television viewing, social media practices, and video gaming. Hopefully, the report
will help our stakeholders understand the role that media plays in our children’s en-
vironment so that we can have discussions on how to protect and keep them safe
from media and online harm. This report will also help NCCT in strengthening its
projects and programs that will improve the quality of media content children are
exposed to.
RIZALINO JOSE T. ROSALES

Director IV, DepEd-BLSS
Officer-in-Charge
Office of the Executive Director III, NCCT
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MESSAGE FROM THE COUNCIL
Gone are the days where people sit in front of the television set to watch their
favorite programs. With an increasing number of digital gadget ownership through-
out the Philippines, it is no surprise that the young and old are consuming all kinds
of media content – videos, photos, interactive games, and others -- on multiple plat-
forms and at any time of the day.
Parental mediation in television viewing and media use, as part of responsible

parenting, should be encouraged. Majority of Filipino parents, even the educated
ones, never bother to discuss what their children see on TV, on YouTube, or in video
games. At the end of the day, we just want to sit in front of our screens and be enter-
tained - without the need for analysis and critical thinking of the content of the
program. All the things presented there had been left for our children to digest, ana-
lyze, and make sense of. Even the MTRCB’s sincere appeal to parents to consider
the PG (Parental Guidance) and SPG (Strong Parental Guidance) classification for
every TV program is often overlooked.
The conduct of this research study on “The Filipino Child’s Media World: Media
Consumption, Parental Mediation Strategies, and the Elementary Learner’s Class-
room Performance,” is therefore very timely and relevant as it will help propel the
direction where we are going as a people, as a nation of media consumers. This re-
search study, a fitting follow up to our landmark research on the “TV viewing habits
of the Filipino child,” makes us realize our regard or neglect of our children when it
comes to their TV viewing and media use.
We are so honored that Far Eastern University-Manila has partnered with NCCT in
this endeavor. The findings of this joint undertaking will open our eyes and will
make us think, pause, and reflect on the many ways to become a parent to a gadget-
savvy child.
We, the Council Members of the NCCT, applaud everyone involved in the study –
from the authors to the coordinators, facilitators, and the many parents, teachers, and
learners, who took time to participate in this research. May this study be a testament
of our undying commitment to the cause of children, to whom we owe our highest
respect.
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ACKNOWLEDGEMENTS
This study aims to gather comprehensive data on Filipino children’s media viewing
habits, parental mediation styles and strategies, and their effects on learners’ perfor-
mance and behavior development. Finding ways to involve the parents, learners, and
researchers towards this significant endeavor, the National Council for Children’s
Television (NCCT) is grateful to the following:
Far Eastern University as partner institution through Senior Vice President for
Academic Affairs Maria Teresa Trinidad P. Tinio and their team of researchers:
Ms. Flordeliz L. Abanto, Mr. Jan Patrick G. Gutierrez, and Ms. Kate Ashlyn N.
Dayag;
Dr. Joseph C. Francisco from Lyceum of the Philippines University for sharing his
expertise as a Clinical Psychologist in assessing and thematically analyzing the
children’s behavior patterns;
Ms. Mary Grace Magpily and Ms. Ma. Lyn T. Reyes for the assistance in encoding
the quantitative data collected during the data gathering in NCR, Luzon, Visayas,
and Mindanao areas;
Ms. Maria Isabel B. Naval for editing and proofreading the manuscript for logical
organization, and verification of the accuracy of facts, data, and excerpts of this
research;
The five (5) NCCT Council members: Dr. Luis P. Gatmaitan, Mr. Ramon “Bong” R.
Osorio, Dr. Ma. Lourdes “Honey” A. Carandang, Ms. Yasmin Mapua-Tang and
Ms. Alice A. Pañares, and the seven (7) Advisory Committee members together with
the NCCT Secretariat for collaborating and tirelessly pushing for this project to come
into fruition;
The DepEd Schools Division Superintendents (SDS), School Heads, teachers,

parents, and learners who served as survey respondents and participants in the focus
group discussions, with which the responsibility and significance of these findings
rests:
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NATIONAL CAPITAL REGION: Division of Caloocan City led by SDS

Cecile G. Carandang, with Gregoria De Jesus Elementary School; Makati
City Division led by SDS Rita E. Riddle, with Makati Elementary School;
Private Education Assistance Committee (PEAC) led by Executive Director
Rhodora Angela F. Ferrer, with private schools of Escuela de Sophia de
Caloocan, Inc., and Don Bosco Technical Institute of Makati;
LUZON: Calamba City SDS Rosemarie D. Torres, with Jose Rizal Memorial
Central School and St. John Colleges; Laguna Province SDS Josilyn S.
Solana, with Crisanto Guysayko Memorial Elementary School and Rizal
Standard Academy;
VISAYAS: Cebu City SDS Bianito A. Dagatan, with City Central School-
Cebu, and Southwestern University–PHINMA; Cebu Province SDS Rhea
Mar A. Angtud, with Badian Central School, and St. James Academy;
MINDANAO: General Santos City SDS Gildo G. Mosqueda, with Dadiangas

West Elementary School, and Notre Dame of Dadiangas University –IBED;
Sarangani Province SDS Crispin A. Soliven Jr., with Alabel Central
Integrated SPED Center, and Alabel Alliance School;
The public and private school leaders, teachers, parents, and learners who are direct-
ly or indirectly involved and are the target beneficiaries of the results of this study,
and the Filipino public in general from whom we draw inspiration and energy to
pursue lifelong learning and culture-based media literacy.
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THE RESEARCH TEAM
Desideria M. Atienza (Research Coordinator)

Supervising Administrative Officer
National Council for Children’s Television (NCCT)
Airan Patricia D. Bueno, RPm (Author)

Project Development Officer I
Patricia Veatriz S. Gentallan, RPm (Author)

Project Development Officer II
John Isaac A. Hilario (Author)

Project Support Staff / Administrative Assistant III
Flordeliz L. Abanto (Author)

Faculty
Far Eastern University (FEU) Manila
Kate Ashlyn N. Dayag (Facilitator)

Faculty
Joseph C. Francisco, RPsy, RPm, CSAP, CSCP (Author)

Faculty
Lyceum of the Philippines University (LPU) Manila
Jan Patrick G. Gutierrez, RPsy, RPm (Author)

Faculty
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TABLE OF CONTENTS
I. Introduction 1
II. Methods 12
III. Results 16
A. Quantitative Data 16
Table 1 Respondents’ Profile 16
Table 2 Media Consumption 28
Table 2.A Television Viewing 29
Table 2.B Video Gaming 38
Table 2.C Social Media 43
Table 3 Parental Mediation 51
Table 4 Classroom Performance 55
Table 5 Significant Differences 56
Table 6 Significant Relationships 69
B. Qualitative Data 81
Theme 1 Media Habits and Content of Media Use 81
Theme 2 Reasons and Motivations for Media Use 92
Theme 3 Impact of Media Consumption to Children 100
Theme 4 Parental Mediation Styles and Strategies 118
IV. Discussion 130
A. Media Consumption 130
B. Impact of Media Consumption to Children 134
C. Parental Mediation 136
D. Filipino Parental Mediation Styles and Strategies 138
E. Classroom Performance 140
V. Challenges and Recommendation 141
VI. Scope and Limitations of the Study 146
VII. References 147
VIII. Appendices 163
1. Ethical Review Clearance 165
2. Parent’s Consent 166
3. Teacher’s Consent 167
4. Questionnaire for Children (G1-3) 168
5. Questionnaire for Children (G4-6) 174
6. Questionnaire for Parents 180
7. Student Classroom Performance Survey 187
8. Sample Focus Group Discussion Guide Questions for Children 188
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9. Sample Focus Group Discussion Guide Questions for Parents 189
10. Nonsignificant Results 190
11. Turnitin Results 216
12. List of Sampled Public and Private Primary Schools 217
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INTRODUCTION
Media is a powerful tool that is consumed not only to entertain but also to
communicate and educate people. Media information can easily be accessed through
different platforms such as television, radio, or internet. As media technology
continues to advance and evolve at a rapid speed, it also serves different purposes for
different kinds of users. It provides resources and information that people need,
whether for work, entertainment, and academic needs.
In the Philippines, television viewing can be considered as a staple activity

in most households. Majority of Filipino households have access to at least one
television unit and a substantial number have more than one way to access television
programs by adding more units or channels or even setting up online connection
(Salazar, 2015). In 2014, Filipinos were reported to be the second-most avid
watchers of television in the world, spending an average of 21 hours a week
(Corrales, 2014), and an increased average of 33 hours a week by 2015 (Ilagan,
2016). In 2016, a survey conducted by media intelligence Kantar Media reported that
an average Filipino spends 3.7 hours watching television per day (Flores, 2017).
Alongside with this, children watch television close to 3 hours per day on weekdays
and 6 hours on weekends (Salazar, 2015).
The amount of television viewing may not seem a large portion of the
children’s daily activity but with the continuous development and advancement of
technology becoming more affordable, accessible and easy to navigate (Diloy,
2013), school age children even those as young as 4 and 5 years old are now
exploring other platforms like the internet, which they use for online viewing, social
media, and video gaming, thus increasing media consumption. The sudden growth of
broadband (70%) in the Philippines since 2009 resulted in the increase of Filipinos
with internet access. In a study conducted by the Asian Institute of Journalism and
Communication (2009), 75% of the Filipino school children aged 10-17 were
reported to have internet access. In 2012, Stairway Foundation conducted a similar
study and reported an increase in children’s internet usage to 89% (Diloy, 2013).
Children when asked, see the internet as an avenue for gathering information needed
for schoolwork. They also viewed the internet as a means for social activity, with a
large population reported to have primarily used the internet to exchange email, sign
in to social networking sites, form e-groups according to interests, play online video
games with friends, and upload or download content (AIJC, 2009). ComScore, an
American media measurement and analytics company reported that Filipinos are the
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most engaged in social media with 92.9% of its online population visiting
facebook.com (February, 2011). By 2012, 86% of 10-17-year-old school children
have Facebook accounts and 41% allot most of their time chatting on Facebook
(Diloy, 2013).
Indeed, the current generation is exceedingly comfortable with technology

and electronic entertainment (Craton, 2011). Online viewing sites like YouTube and
Netflix have gained immense popularity among Filipinos. In fact, while there are no
specific data on the amount of online viewing of Filipino children; on an average,
Filipinos posted the fourth-highest online viewing time per week at 6.35 hours
among France, Germany, India, Singapore, South Korea, United Kingdom and the
United States (Marcelo, 2017). Filipinos simultaneously watch television programs
throughout the day with usual peak during prime time, and they watch online videos
across the day and during late evening (“Traditional or Digital - Filipinos love to
watch TV”, 2015). The average number of hours spent on viewing videos online a
week was 5.75 hours. In terms of the duration of the online videos watched, most
often watch as the responses in a survey resulted to 31-60 minutes of content
(Marcelo, 2017).
Aside from online viewing and social media, Filipino children have also
shown great interest in video gaming. Video games were not as accessible than they
are now since one needed to be seated in front of a desktop or a laptop to play offline
and online games then. However, video games are now more accessible, as more
game developers innovate their games to be played using smartphones. Despite this,
Internet Cafes or icafes, are still very popular to children. Often, children visiting
icafes engage in online and network games. These games can be played with or
without internet connection and are usually Role-Playing Games or more commonly
known as RPG. RPGs are games in which one must “play as the character” and level
up by collecting game experience and items. In order to collect these, one must pass
through obstacles and challenges, which include killing their enemies (Diloy, 2013).
Risks and Dangers of Media on Behavior and School Performance
In the Philippines, freedom of expression has been highly regarded. This

gives content producers the liberty to make their programs as original and creative as
possible. Unfortunately, it seems majority of content producers do not consider that a
large portion of television viewers consist of younger population. According to a
study conducted by the Philippine Children’s Television Foundation (PCTVF) in
2001, violence is dominant in most of the shows usually watched by children. This
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means children see one violent incident on television every 10 minutes, or an

average of 6.2 incidents in an hour. In these programs, 52% are action and adventure
-themed, which contained “more violence than other programs”. Violence, as
PCTVF (2001) defined it, is portrayed by occurrences of “blatant physical force that
threatens another individual, the use of this physical force to purposely harm…, and
any depiction of the effects physically harmful acts… as an outcome of offscreen or
onscreen violence” (Celis & Laquihon, 2016, p. 2).
Similarly, among the genres of video games that include puzzle, action,
adventure, and role-playing, many involve violent interaction between characters.
These kinds of games are easily downloaded and played by children; these do not
bear warnings on the level of violence and its possible impact on children. According
to Wilson (2008), video games are superior to television about the intensity and
frequency with which violence is being depicted.
Albert Bandura posited in his Social Cognitive Theory (1989, 1989, 2001)
that children can easily learn different behaviors like aggression, by imitating or
modeling a social situation seen from the surroundings (e.g. parents, siblings, mass
media, etc.) even if direct reinforcement is not established (Newman & Newman,
2012). The National Center for Health Research also reported that long term
exposure to these kinds of games can desensitize gamers and decrease their empathic
ability. If a child has been repeatedly exposed to acts of violence through television
or video games, there is likelihood for the child to become disinhibited, having the
notion that violence is a part of everyday life and thus they let go of the constraints
on their actions and display similar acts of violence (Dodgson, 2018, Mbwana, &
Moore, 2008).
Too much media exposure could also produce different implications on

children’s cognitive development, and of the most affected and threatened are the
children in middle childhood (Ages 6-11). This stage is the most critical period in
children as this emphasizes intellectual growth (Erikson, 1963). During this time,
they are learning different skills that are relevant in their culture, literacy (reading
and writing) and performing arithmetic functions (Newman & Newman, 2011).
Studies have found that too much exposure to television and other types of
media could affect children’s language and cognitive development, and they are
most vulnerable to developing behavior problems, attention disorder, aggression and
obesity (Jusoff & Sahimi, 2009). The Displacement Hypothesis proposed that time
spent for activities that promote child development are instead taken away by
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excessive television watching. Several studies showed that higher levels of screen
time are linked to attention problems and lower academic performance while
exposure to media violence has been associated with aggressive behavior and lower
parental attachment (Anderson, Huston, Schmitt, Nichols, & Wright, 2001; Weis &
Cerankosky, 2010).
Interestingly, video games are also associated with poor academic

performance. Since children can become too attached to video games, they may have
difficulty limiting their amount of consumption which lead to less time for school
work and studying (American Academy of Child and Adolescent Psychiatry, 2019).
Threats to Online Security
With the increasing accessibility of internet, also comes the increase in

mobility. Internet is not only limited inside the household. Currently, smartphone is
the most popular gadget used for going online. Among Filipino children, 62% go
online at home through smartphones (Byrne, Kardefelt-Winther, Livingstone, &
Stoilova, 2016). On the other hand, children who do not own smartphones access the
internet through icafes (43%) while only 29% access internet from their homes
(Diloy, 2013).
When asked about their digital literacy, children in the Philippines feel less
competent in knowing how to manage their privacy settings online (Byrne et al.,
2016). Responsibility in using the internet was not seen as an important part of
digital literacy by children, as they have reported not seeing the dangers in posting
their information online (Diloy, 2013).
Filipino school children have two major social media behaviors that
threaten their security online. One is by creating public social media profiles, where
anyone can see their pictures, personal information, friends list, and interests.
Another one is by friending strangers. This provides opportunity for other people to
take advantage of children because of their curiosity and this might even lead to
sexual exploitation. TikTok, a popular music video app, was even fined millions for
collecting information on children under 13 years old (Willingham & Kaur, 2019).
Per UNICEF’s study, 19% of their Filipino respondents age 9-17 have been in touch
online with someone they have not met personally (2017). Furthermore, Diloy’s
study on internet usage reported that 1/3 of children have encountered sexual images
while browsing the internet (2013).
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To address a similar issue, YouTube developed YouTube Kids in 2015,

with the purpose of making a safer and simpler online video world for children.
However, this problem has not been fully resolved. Several reports from parents said
that there are videos tagged “for kids” that have slipped containing videos of
self-harm inserted in between the animated clips and uploaded in the site. Some of
these videos include Paw Patrol dogs committing suicide and videos giving
instructions and advice on self-harm (Dimarucut-Sison, 2019). Parents may have felt
assured that what they are feeding their children using YouTube Kids will be safe,
allowing them to turn on the Autoplay feature in the application, therefore, slipping
past them that harmful videos can still be inserted midway in the videos that their
children are watching.
Gaming Addiction
Video gaming, contrary to what most parents would probably think, is not
detrimental to the child per se, as numerous studies have been conducted to show the
positive effects of video gaming to relieve stress, improve problem-solving abilities,
and hand-eye coordination (Dodgson, 2018). Video gaming has also been shown to
have positive effects on children’s focus, intelligence and logical abilities. There has
been limited study on how internet gaming affects children age 6-12, but frequent
internet gamers 12 years old and above have exhibited better multitasking skills and
can keep track of a lot of information than those who are spending less time on
internet gaming (Byrne et al., 2016). In fact, Goal-directed games such as “Medal of
Honor” (Electronic Arts, 2010) and “Call of Duty” (Infinity Ward/Activision
Blizzard, 2011) are proven to stimulate cognition which lead to improved visual
acuity (Achtman, Green, & Bavelier, 2008; Green & Bavelier, 2006). This may be
because these games let the player work with simulated teams and commit
themselves to tasks. They may experience failures in accomplishing the tasks, but
can experience gratification (Koepp, Gunn, Lawrence, Cunningham, Dagher, &
Jones, 1998) thus increasing persistence, coordination and persistence (Gee, 2007;
Zumbach, Seitz, & Bluemke, 2015).
However, because video games continue to evolve and become more

interactive, and majority even display life-like features and scenarios, children and
adolescents can become overly involved with video games. Several problems may
arise starting from their sleeping time and daily exercise. Spending too much time
playing video games may lead to less socialization with family and friends, poor
social skills, less time with family, school work, and other hobbies. Excessive video
gaming is also correlated with obesity, lower school performance, and aggression
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(“Video Games and Children: Playing with Violence”, 2015), and may lead children
to develop addictive behaviors. According to the study conducted by Asian Institute
of Journalism and Communication (2009), 46% of the child-respondents age 10-17
surveyed reported to spend Php300.00 a month from their savings just so they can
rent computer units in icafes, with which majority of their activity is on video
gaming.
In 2013, Internet Gaming Disorder or IGD was defined and included as a

condition for further study in the Fifth Edition of the Diagnostic and Statistical
Manual of Mental Disorders (DSM-V), in which the disorder is characterized by
preoccupation with internet games for typically 8-10 hours a day and at least 30
hours per week. If a person with IGD is prevented from using a computer or
returning to the game, withdrawal symptoms like feeling of agitation and anger will
manifest. Excessive internet gaming and failed attempts to control participation in
internet games will give significant effects like jeopardizing a significant
relationship, job, educational, or career opportunity. The most frequently endorsed
symptoms of IGD include poor school performance due to excessive time spent in
thinking of and engaging in gaming, therefore skipping other tasks like schoolwork
(American Psychiatric Association, 2013; Bargeron & Hormes, 2017).
Additionally, in early 2018, the World Health Organization (WHO) has

added Gaming Disorder to the list of mental health conditions in an update of the
International Classification of Diseases (ICD) (2018). Similar to DSM-V’s criteria, a
person with Gaming Disorder needs to meet the following criteria: loses control over
gaming habits, gives most priority to gaming over other activities, and continues
playing games despite knowing its negative effects (Dodgson, 2018).
Addiction to video games can be partially attributed to Role-playing games

or RPG where a player controls the action of a character in a virtual world. The
characteristics of RPG increases the likelihood of addiction. One cause is the
growing emotional attachment of a gamer to their character or avatar (Hsu, Wen &
Hu, 2009). These avatars serve as an investment to gamers as they will continuously
try to level up the characters by collecting experience points and items. These may
be the reason why gamers feel an emotional attachment, thus finding it difficult to
log off from their games. Additionally, being too engrossed in the virtual world
might lead gamers to strip themselves from the reality (Liu & Chang, 2016). They
will most likely assimilate their physical and psychological characteristics to their
avatars, which they spent time, effort, and in many cases, money.
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Parental Mediation
In the Philippines, parents seem to give their children more control in

accessing media like the television. While majority of the Filipino households often
watch television as a family event and that both parents and children watch most if
not all the same content, some parents and children share the same level of authority
in choosing the channels or programs they watch. Additionally, children reported to
have mostly watched television programs without the supervision of their parents
(Salazar, 2015). This raises a question whether parents are actively involved in
guiding their children in developing healthy media habits.
Children model their parent’s attitude to media and imitate their behaviors,
including the types of programs watched and number of hours spent. Lack of
parental involvement may lead to the increase of negative effects, such as talking
back to parents (Nolan, 2012). However, several studies over the years claim that
the negative effects brought upon by media may still be mitigated by parents through
parental monitoring of media or parental mediation (Dinkha, Mitchell, & Zogheib,
2014; Fisher, Hill, Grube, Bersamin, Walker, & Gruber, 2009).
Parental Mediation is defined as the strategies by parents to control,

supervise or interpret the media content their children are exposed to (Warren, 2001).
The three main forms of Parental mediation are: Active mediation, Restrictive
mediation, and Co-viewing. Active Mediation incorporates discussion of parents
with their children about the media content they are exposed to. Restrictive
Mediation includes restricting the amount or time of exposure and the types of
programs viewed. Co-viewing on the other hand, is when both parents and their
children watch the shows together, without discussion about the content (Mendoza,
2009; Nolan, 2012).
Furthermore, parental mediation has been positively correlated to children’s

academic performance in a way that increase in parental involvement is significantly
related to child’s perception of cognitive competence that resulted in higher
achievement test scores (Topor, Keane, Shelton,& Calkins, 2010). Specifically,
Active mediation has shown increase in children’s pro-social behavior (Nathanson,
2002) and skepticism towards television news (Austin, 1993); decrease in aggression
(Nathanson, 1999) and lessened the negative effects of violent and sexual content in
teenagers (Mendoza, 2009; Strasburger & Wilson, 2002).
With the current media setup, it is virtually impossible to keep children
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from using media and exposing them from its harmful effects. Jordan Shapiro (2018)
explained in his book, The New Childhood: Raising kids to thrive in a connected
world, that many parents see themselves wise or good enough in helping their
children make good decisions whether it be with school, friends, and sports.
However, when it comes to their children’s digital lives, parents seem to be lagging
(Strauss, 2019), especially that children’s video gaming habits also need to be
monitored.
Only a few researchers have started to study about parents’ mediation to

their children’s video gaming, and strong evidence has not yet been established
whether parents use the same strategies used in television viewing and in video
gaming. However, since video gaming is supposedly a “solitary activity” (Nikken &
Jansz, 2006), parents may use a different approach to their children’s gaming habits.
PURPOSE OF THE STUDY
This study explores the role of parents in mediating their children’s media
consumption in terms of television viewing, social media, and whether parents use
similar strategies in mediating their children’s video gaming. This paper also
provides for a deeper examination on the reasons and motivations why parents
practice parental mediation strategies and how these affect their children’s classroom
performance. Lastly, the paper aims to identify the different challenges and risks
parents, children, and everyone involved can encounter amidst the rapid
advancement of children’s Digital and Media Literacy.
Definition of terms
The following terms are conceptually and operationally defined for better
understanding of readers:
Filipino Children / Children. Students 6 to 14 years old, ranging from

grade levels 1 to 6, enrolled in either public or private school, residing in
the Philippines.
Parents. The term parents is a collective definition for adults that are in
charge of, or those who have a big part in taking care of the student
respondents (parents, grandparents, other relatives, caretaker, etc.).
Media Consumption. Viewing hours and the amount of time spent in
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watching television, playing video games, and accessing social media ac-
counts; genre and format of the television program and video game.
Social Media. Refers to the following social networking platforms that are
most popular and most used in the Philippines: YouTube, Facebook,
Twitter, Instagram, and Snapchat.
Video Gaming. Engaging in electronically produced games which can be

played online or offline (non-Internet computerized games); solo or with
other players; and played on either of the following gadgets: mobile phones,
computer, laptop, tablet, and game consoles.
Parental Mediation. Strategies used by parents to monitor, supervise or

interpret the media content consumed by their children, either by television
viewing and video gaming.
Active Mediation. Parents actively discuss the meanings and effects of
media content with children.
Restrictive Mediation. Parents restricting the amount or time of
exposure and the types of programs viewed or played by children.
Co-viewing/Co-gaming. Parents simply watch television or play video
games together with their children but do not discuss the content or
their effects.
Classroom Performance. Based from the four performance appraisal

dimensions (Aamodt, 2010) namely:
Competency-based Performance. Refers to the child’s knowledge,
skills, and abilities (e.g. writing skills, oral presentation skills,
etc.).
Task-focused performance. Includes several competencies organized
by the similarity of tasks that are performed.
Contextual Performance. These are prosocial organizational
behaviours involved in task performance.
Attributes/Trait-focused Performance. An inherent characteristic of
an individual that makes up one’s personality.
STATEMENT OF THE PROBLEM
This study focused on the involvement of parents in their children’s media
9
consumption and the influence of Parental Mediation in their classroom
performance. Specifically, this study answered the following questions:
1. What are the contents of media consumed by children, their viewing and
gaming schedule and amount of exposure? What are the reasons and
motivations that make children consume media?
2. What are the Parental Mediation Styles used in monitoring their
children’s media consumption and why do they use such strategies?
3. How does media consumption influence children’s overall wellbeing and
classroom performance?
4. What are the challenges and risks parents and children face with regards
to media consumption and media content?
CONCEPTUAL FRAMEWORK
Figure 1. A schematic diagram showing the relationship of the research variables
SIGNIFICANCE OF THE STUDY
Parents. The study aims to provide Filipino parents insight and

understanding on how their involvement and supervision impact their children’s
media consumption and how to become responsible media users. Children are born
tech savvy and their endless curiosity towards the media during their childhood years
will be a challenge to parents who are not digital and media literate. The importance
of parental media viewing should also put emphasis on its further influence on
classroom performance. This way, the parents or the child’s family will know what
best strategies are to be practiced or incorporated in the supervision of their children.
10
Teachers and academic institutions. Like parents, teachers are also to be

provided with information on their equal influence on the behaviour of their students
and this study shall be able to help them become responsible media users as well.
With the increasing popularity of group chats that are used for announcements on
assignment, projects, or group works, teachers should be able to gather strategies on
how to use social media properly and to protect their students from online harm. The
research is also expected to help teachers identify which students need immediate
intervention, thus they can develop programs or teaching strategies that will address
the children’s specific needs.
Government Agencies. Government agencies catering to the educational

needs and welfare of children like the Department of Education (DepEd), National
Council for Children’s Television (NCCT), Council for the Welfare of Children
(CWC), among many others shall be enlightened on the real-time data representation
of parental mediation, children’s television viewing, video gaming, and classroom
performance. With this information in hand, different government agencies can
develop programs such as Digital and Media Literacy Awareness and interventions
to properly address the issues stated in the study. The results of the research can also
give light in deciding whether amendments on policies of the NCCT and DepEd
should be done to adjust to the current trends in Filipino children and television
viewing. Likewise, agencies that focus on media and technology like Movie and
Television Review and Classification Board (MTRCB) and Kapisanan ng mga
Brodkaster ng Pilipinas (KBP) are also expected to help in creating new or change
existing policies related but not limited to media content, time slots, and commercial
airing; and for the Department of Information and Communications Technology
(DICT) to help in creating appropriate guidelines on proper and responsible use of
the Internet.
Content Creators and Producers. One of the main objectives of the study
is to give insights to content creators and producers on how to be more sensitive to
children viewers. Television watching is still a dominant practice in the Philippines,
albeit the increased popularity of other media platforms such as the internet, social
media, and video gaming. Nevertheless, a big number of television audience are
predominantly young. This study may help content creators to produce media
content that are not harmful for children and that which develop positive values and
creativity in them.
NGOs and practitioners working in the field of family and child

development. The results gathered from the research shall give information on
11
which areas of concerns should be addressed, like education for parents, promotion
of child rights and cyber security, and activities for children committed on the
development of positive behaviour and responsible media use.
METHODS
Research Design
The research used a triangulation of research methods to understand the

phenomenon of school children’s media consumption, impact on kids, the practice of
parental mediation and classroom performance.
It conducted a survey among grades 1 to 6 pupils and their parents from

selected public and private schools in the National Capital Region, Luzon, Visayas
and Mindanao.
The study aimed at determining significant relationships among the main

variables: Media Consumption (Television Viewing, Video Gaming and Social
Media Usage), Parental Mediation in both TV viewing and video gaming, and
Classroom Performance. Quantitative data were analyzed using statistical tests such
as t-test independent samples, Pearson correlation, and Analysis of Variance
(ANOVA).
Meanwhile, a few survey respondents (both school children and their

parents) were invited to join the Focus Group Discussion (FGD) in order to get a
deeper and contextual understanding of the phenomenon under investigation. An
FGD for school children was conducted separately from their parents.
A cursory look was also made into the media content that kids reported; it
provided the researchers an idea on its educational, violent, or sexual contents.
Participants
The study garnered a total of 2203 respondents of which, 1007 were pupils,
1007 were parents and, 189 were teacher-adviser respondents. The sample came
from urban and rural-based public and private schools in the Philippines where high
media consumption was reported (Salazar, 2015). Purposive sampling was used in
selecting the participants with the help of the selected schools of the Department of
12
Education (DepEd) division offices.
The children were from grade Levels 1 to 6; between ages 5-14 years and
were from both genders (boys and girls). The age range was based on Piaget’s Stages
of Cognitive Development, the Concrete Operations (ages 6-11).
The corresponding parents and teacher-advisers of the selected pupils were

automatically selected as part of the study. At least two (2) to three (3) children from
each Grade level and their parents who participated in the survey were invited to join
the Focus Group Discussion (FGD).
Measures
Demographics for both children and their parents were gathered: sex, age,
grade level, and type of school were collected from the children; while their parents’
sex, age, marital status, educational attainment, number of children and work status
were also determined.
Paper and Pencil test of Parental Mediation was crafted with adaptations
from the same test by Saskia Böcking and Tabea Böcking (2009), Nathanson and
Botta’s (2003) study of parents’ mediation behavior, and Valkenburg et. al (1999).
Media Consumption was measured by determining the length and frequency of the
kids’ exposure to TV, social media, and videogames. For the Parental Mediation of
Television Content (M=30.10, SD=6.809), reliability coefficient was .863. On the
other hand, the Parental Mediation of Digital/Video Gaming (M=26.17, SD=8.860)
had a reliability coefficient of .923.
Meanwhile, Classroom Performance of the pupils was measured through a

survey instrument given to the advisers. The constructed scale required advisers to
rate the child’s classroom performance based on their Competency-based
performance, Task-focused performance, Contextual performance, and
Attributes/Trait-focused performance. The domains of the classroom performance
were based on the four performance appraisal dimensions by Aamodt (2010).
Competency-based performance refers to the knowledge, skills and abilities of the
pupils (e.g. writing skills, oral presentation skills, etc.). Task-focused performance
includes competencies needed in accomplishing school-related tasks. Contextual
performance consists of the behaviors exhibited towards others (e.g. classmates,
teachers, school personnel, etc.). Attributes performance refers to the traits elicited in
classroom-related activities (e.g. assertiveness, honesty, politeness, etc.). The
13
Classroom Performance Questionnaire garnered .918 reliability coefficient
(M=66.47, SD=9.028).
The 5-page questionnaire containing items on demographic profiles, child’s

media consumption, classroom performance, and parental mediation as perceived by
child and parent, respectively was written in English and Tagalog.
Procedure
The researchers initially pilot tested the survey instrument for its validity
and reliability to 60 children, 38 parents, and 23 teachers. It was found out that
school children had problems in completing the instrument, thus it was revised to
make it more comprehensible.
The Ethics Review Board of Far Eastern University-Manila then subjected

the study and the instruments constructed for ethical assessment. The subjects’ right
to anonymity was considered seriously and the study was conducted only among
those who submitted an Informed Consent. A letter to the parents explaining the
study and Informed Consent were given to teachers for dissemination days prior to
the actual date of the survey.
The support of DepEd division offices of Laguna (for Nagcarlan) and

Calamba City for Luzon, Cebu (for Badian) and Cebu City for Visayas, Sarangani
and General Santos City for Mindanao, Makati City and Caloocan City for NCR, and
the Private Education Assistance Committee (PEAC) for private schools, was
solicited in identifying the schools to be involved in the study.
Administration of the questionnaire was done differently for grades 1-3 and
grades 4-6. A one-on-one face-to-face interview was done among grades 1 to 3 pu-
pils especially in the Visayas and Mindanao areas; the questions were translated in
Cebuano when needed and teachers from the schools served as research aides in the
data collection. Meanwhile, the questionnaires for grades 4 to 6 were group adminis-
tered.
Separate focus group discussions from both participant groups (children and
parents) were conducted after the survey.
Quantitative data were encoded into computer sheets and interpreted using
SPSS Version 22 for proper statistical treatment. Data cleaning procedure was done
to treat inconsistent, missing and extreme values.
14
Data Analysis
On the interpretation of the difference of variables, t-test independent

samples, analysis of variance (One-way ANOVA) were used while Pearson
correlation analyzed the relationship of the variables. Frequency distributions,
Means, Standard Deviations, z-scores and variance were used for the descriptive
statistics. Frequency count with frequency percentage was used to present the
distribution of the respondent’s profile.
Ethical Considerations
The researchers provided the parents with the Participant Consent Form
stating their autonomy and decision whether to take part in the study or not. The
Consent Forms indicated the needed information and its research purpose; it likewise
stated that neither harm nor penalty would be incurred should they decide to not take
part in the study. Furthermore, the participants were informed that they were free to
withdraw from the research at any time without giving a reason and without
prejudice.
To ensure the anonymity of the participants, names of the participants were

not requested, and each participant was given assigned codes. It was later used for
data encoding.
For the focus group discussions, the interviews were recorded using a
digital voice recorder. The interview lasted for 20 minutes to one (1) hour for each
participant group (children and parents). The purpose of the FGD was to elicit
narratives on the media use, parental mediation, and the perceived impact on
schoolchildren.
The discussions were transcribed, coded and thematically analysed and are
reported in the qualitative discussion of the results.
All survey forms were tallied in Microsoft Excel and analyzed by IBM
Statistics Software. All responses, transcriptions (recording and written), and other
data gathered were kept in one file cabinet with a lock and a key. Only the
researchers can have access to the files and documents.
Six (6) months after the conclusion of the study, all paper documents
containing the data gathered will be destroyed using a paper shredder.
15
RESULTS
Quantitative Data
All quantitative data were subjected to statistical tests to determine

significant relationships among variables. A total of 2203 students, parents and
teacher-advisers partook in the survey.
TABLE 1 Respondents’ Profile
The following socio-demographics were collected: the children’s age, sex,

grade level, location profile, type of school, the parent’s age, sex, marital status,
educational attainment, work status and their number of children.
TABLE 1.A.1
Age Profile of Grades 1–3
AGE FREQUENCY PERCENT

5 1 0.2
6 108 24.9
7 167 38.5
8 132 30.4
9 22 5.1
10 2 0.5
11 2 0.5
TOTAL 434 100.0
Table 1.A.1 shows the frequency of the age of the children respondents and
its corresponding percentage. Most of the respondents were 7 years old (38.5%), and
one was 5 years old (0.2%).
TABLE 1.A.2
Age Profile of Grades 4–6
AGE FREQUENCY PERCENT

8 6 1.4
16
9 130 31.0
10 137 32.6
11 108 25.7
12 36 8.6
13 1 0.2
14 2 0.5
TOTAL 420 100.0
Table 1.A.2 shows the frequency distribution of the respondents’ ages in

grades 4-6. Intermediate pupils aged 10 years old have the most number of respond-
ents, while pupils aged 13 years old have the least number of respondents.
TABLE 1.A.3
Sex Profile of Grades 1–3
SEX FREQUENCY PERCENT

Female 222 51.2
Male 212 48.8
TOTAL 434 100.0
Table 1.A.3 shows the number of grades 1-3 males and females who partici-
pated in the study. Out of 434 respondents, 222 of them were females and 212 were
males. In comparison to males, there are more female participants in this research.
TABLE 1.A.4
Sex Profile of Grades 4–6
SEX FREQUENCY PERCENT

Female 272 64.2
Male 148 35.2
TOTAL 420 100.0
Table 1.A.4 shows the frequency distribution of grades 4-6 males and fe-
males who answered in the study. Out of 420 respondents, 272 were females and 148
17
were males. Similar with the distribution of grades 1-3, there are more females than
males who participated in this research.
TABLE 1.A.5
Grade Level Profile of Respondents
GRADE LEVEL FREQUENCY PERCENT

1-3 434 50.8
4-6 420 49.2
TOTAL 854 100.0
In terms of grade level, the table displays the frequency distribution

between grades 1-3 and grades 4-6. With the total of 854 children respondents, 434
of them belong to the primary level, while 420 are from the intermediate level.
TABLE 1.A.6
Location Profile of Grades 1-3
LOCATION PROFILE FREQUENCY PERCENT
Urban 258 59.4
Rural 176 40.6
TOTAL 434 100.0
Table 1.A.6 shows the number of respondents according to their location

profile. Out of 434 grades 1-3, 59.4% of them live in urban areas, while there are
40.6% of the respondents live in rural areas.
TABLE 1.A.7
Location Profile of Grades 4-6
LOCATION PROFILE FREQUENCY PERCENT

Urban 267 63.6
Rural 153 36.4
TOTAL 420 100.0
Table 1.A.7 illustrates the distribution of respondents based on the location

profile of grades 4-6. Out of 420 respondents, there are more intermediate pupils
18
living in urban areas with 63.6% than intermediate pupils living in rural areas with
36.4% of the distribution.
TABLE 1.A.8
School Profile of Grades 1-3
TYPE OF SCHOOL FREQUENCY PERCENT

Private 190 43.8
Public 244 56.2
TOTAL 434 100.0
In terms of the distribution of grades 1-3 based on their type of school, more
than half of the respondents are studying in public schools (56.2%) as compared to
the respondents studying in private schools (43.8%).
TABLE 1.A.9
School Profile of Grades 4-6
TYPE OF SCHOOL FREQUENCY PERCENT

Private 171 40.7
Public 249 59.3
TOTAL 420 100.0
Table 1.A.9 illustrates the allocation of respondents according to the type of

school of grades 4-6. Same with the results of grades 1-3, more than half of the in-
termediate pupils are from the public schools having the percentage of 59.3% while
there are 40.7% of the respondents from the private schools.
TABLE 1.A.10
Grades 1-3 Parents’ Age Profile
AGE – PARENTS FREQUENCY PERCENT

19-27 30 6.9
28-36 189 43.5
37-45 155 35.7
46-54 37 8.5
55-63 19 4.4
19
64-71 4 0.9
TOTAL 434 100.0
Results show the frequency of the age of parents of grades 1-3 and its corre-
sponding percentage. This illustrates that the number of the respondents aged 28-36
years old have the most number, while aged 64-71 years old have the least number of
respondents.
TABLE 1.A.11
Grades 4-6 Parents’ Age Profile
AGE – PARENTS FREQUENCY PERCENT

22-29 12 2.9
30-37 137 32.6
38-45 174 41.4
46-53 67 16.0
54-61 19 4.5
62-71 11 2.6
TOTAL 420 100.0
Table 1.A.11 indicates the number of parents of grades 4-6 in terms of their
age who participated in the study. Parents aged 38-45 years old have the highest
number, while parents aged 62-71 years old have the lowest number of respondents.
TABLE 1.A.12
Grades 1-3 Parents’ Sex Profile
SEX – PARENTS FREQUENCY PERCENT

Female 369 85.0
Male 65 15.0
TOTAL 434 100.0
Table 1.A.12 shows that 369 out of 434 parents of grades 1-3 in terms of
gender who participated in the study are female. This makes up 85.0% of the
population. Only 65 respondents are males.
20
TABLE 1.A.13
Grades 4-6 Parents’ Sex Profile
SEX – PARENTS FREQUENCY PERCENT

Female 347 82.6
Male 73 17.4
TOTAL 420 100.0
In Table 1.A.13, majority of the parents of grades 4-6 when grouped ac-
cording to gender who took part in the research are females having 82.6% of the
population. Only 73 out of 420 parents are males.
TABLE 1.A.14
Grades 1-3 Parents’ Civil Status Profile
CIVIL STATUS FREQUENCY PERCENT

Single 30 6.9
Married 333 76.7
Separated 8 1.8
Live-in Partner 59 13.6
Others 4 0.9
TOTAL 434 100.0
Table 1.A.14 shows the distribution of the profile of parents of grades 1-3 in
terms of their civil status. Parents of primary pupils who are married have the highest
number of respondents in the study taking more than half of the population (76.7%).
TABLE 1.A.15
Grades 4-6 Parents’ Civil Status Profile
CIVIL STATUS FREQUENCY PERCENT

Single 25 6.0
Married 333 79.3
Separated 18 4.3
Live-in Partner 38 9.0
Others 6 1.4
TOTAL 420 100.0
21
In terms of the profile of grades 4-6 when grouped according to the civil
status of their parents, similar with grades 1-3, parents who are married have the
most number of respondents with 79.3%.
TABLE 1.A.16
Grades 1-3 Parents’ Educational Attainment Profile
EDUCATIONAL
FREQUENCY PERCENT
ATTAINMENT
Elementary 17 3.9
High School 118 27.2
College 273 62.9
Masters/Ph.D 26 6.0
TOTAL 434 100.0
Table 1.A.16 indicates the distribution of grades 1-3 in terms of educational

attainment of their parents. More than half of the parents obtained their college
degree having 62.9% of the population and having the highest number in the
respondents, while parents who finished elementary level have the lowest number
with 3.9%.
TABLE 1.A.17
Grades 4-6 Parents’ Educational Attainment Profile
EDUCATIONAL
FREQUENCY PERCENT
ATTAINMENT
Elementary 12 2.9
High School 135 32.1
College 256 61.0
Masters/Ph.D 17 4.0
TOTAL 420 100.0
Table 1.A.17 shows the number of grades 4-6 when grouped according to
educational attainment of their parents. Out of 420, 256 parents graduated with their
college degree, which makes up 61% of the respondents, while others garnered
32.1%, 4% and 2.9% for parents who finished High School level, Master’s and/or
Doctorate degree, and Elementary level respectively.
22
TABLE 1.A.18
Grades 1-3 Parents’ Work Status Profile
WORK STATUS FREQUENCY PERCENT

Unemployed 178 41.0
Company-employed 133 30.6
Self-employed 123 28.3
TOTAL 434 100.0
According to the work status of the parents of grades 1-3, results revealed
that 178 parents are unemployed, 133 parents are working in the company and 123
are self-employed or have their own business.
TABLE 1.A.19
Grades 4-6 Parents’ Work Status Profile
WORK STATUS FREQUENCY PERCENT

Unemployed 177 42.1
Company-employed 142 33.8
Self-employed 101 24.0
TOTAL 420 100.0
Table 1.A.19 shows the frequency distribution of the profile of grades 4-6
in terms of the work status of their parents. Out of 420, 117 parents are unemployed,
which has the highest number of respondents, followed by 142 parents who are
company-employed and 101 parents who are self-employed.
TABLE 1.A.20
Grades 1-3 Parents’ Number of Children Profile
NUMBER OF
FREQUENCY PERCENT
CHILDREN
0 1 0.2
1 115 26.5
2 160 36.9
3 105 24.2
4 34 7.8
23
5 9 2.1
6 4 0.9
7 4 0.9
8 2 0.5
TOTAL 434 100.0
Table 1.A.20 shows the profile of grades 1-3 when grouped according to the
number of children of parents. Between the ranges 0 to 8 children, most of the par-
ents of primary pupils have 1 to 3 children.
TABLE 1.A.21
Grades 4-6 Parents’ Number of Children Profile
NUMBER OF
FREQUENCY PERCENT
CHILDREN
0 2 0.5
1 93 22.1
2 156 37.1
3 97 23.1
4 39 9.3
5 18 4.3
6 7 1.7
7 6 1.4
8 2 0.5
TOTAL 420 100.0
Table 1.A.21 displays the profile of Grades 4-6 in terms of the number of
children of their parents. Similarly, the results of grades 1-3 show that most of the
parents of the intermediate pupils have 1 to 3 children.
TABLE 1.B Other Activities of the Respondents
Aside from the main variables, the researchers also looked into the other
activities that the respondents are involved in to determine the lifestyle of the
respondents that may affect their consumption of media, parental mediation received
and classroom performance.
24
TABLE 1.B.1
Play with Neighbors
Mon to Fri Sat and Sun

Grade Level Frequency
(f/%) (f/%)
Never 457 (72.20%) 274 (43.35%)
Grades 1-3 Sometimes 55 (8.69%) 138 (21.84%)
Always 121 (19.12%) 220 (34.81%)
Never 410 (74.28%) 230 (41.67%)
Always 122 (22.10%) 237 (43.94%)
Table 1.B.1 shows the distribution of respondents in terms of playing with

neighbors. In total, 72.20% of grades 1-3 never interact with other children on Mon-
days to Fridays, while 56.65% play with neighbors on Saturdays and Sundays.
Meanwhile, 74.28% of grades 4-6 never engage in recreational activities with neigh-
bors during weekdays, while 43.94% always at leisure during weekends.
TABLE 1.B.2
Play Toys

(f/%) (f/%)
Never 394 (62.34%) 234 (36.97%)
Always 147 (23.26%) 220 (34.81%)
Never 407 (73.73%) 229 (41.49%)
Grades 4-6 Sometimes 38(6.88%) 84 (15.22%)
Always 107 (19.38%) 239 (43.30%)
Out of 632 grades 1-3, 394 of them never play toys during weekdays and
358 play toys during weekends. On the other hand, 407 of Grades 4-6 never play
toys during Mondays to Fridays and 323 of them still play with their toys during
weekends.
25
TABLE 1.B.3
Going on Trips

(f/%) (f/%)
Never 468 (74.05%) 168 (26.54%)
Always 142 (22.47%) 355 (56.06%)
Never 376 (68.12%) 104 (18.84%)
Always 154 (27.90%) 369 (66.84%)
In terms of going on trips, 74.05% of the grades 1-3 respondents answered

never during weekdays, while 56.06% of them answered always during weekends. A
total of 68.12% of the grades 4-6 respondents never go on trips during weekdays,
while 66.84% responded always during weekends.
TABLE 1.B.4
Reads/Studies

(f/%) (f/%)
Never 285 (45.02%) 320 (50.63%)
Always 126 (19.91%) 142 (22.47%)
Never 251 (45.47%) 200 (36.23%)
Always 140 (25.36%) 149 (26.99%)
Table 1.B.4 shows the distribution of the responses of the participants in

terms of the frequency on reading and/or studying. Results show that 285 and 320 of
grades 1-3 pupils never read or study at home on Mondays to Fridays and Saturdays
to Sundays, respectively having the most number of responses. Meanwhile, 251 of
the grades 4-6 never read on weekdays, while 203 of them sometimes study on
weekends.
26
TABLE 1.B.5
Plays Video Games

(f/%) (f/%)
Never 414 (65.40%) 226 (35.70%)
Always 140 (22.12%) 257 (40.60%)
Never 320 (57.97%) 154 (27.90%)
Always 132 (23.91%) 212 (38.41%)
Table 1.B.5 shows that 65.40% of grades 1-3 never play video games on
weekdays, while 64.30% of them engage in video gaming on weekends.
Furthermore, 57.97% of grades 4-6 never play video games during Mondays to Fri-
days, and 72.11% play games during Saturdays and Sundays.
TABLE 1.B.6
Internet Surfing

(f/%) (f/%)
Never 417 (65.88%) 266 (42.02%)
Always 133 (21.01%) 219 (34.60%)
Never 304 (55.07%) 157 (28.44%)
Always 141 (25.36%) 205 (37.14%)
Results revealed that 65.88% of the primary pupils never surf the internet
during Mondays to Fridays. Meanwhile, 57.98% of them surf the internet during
Saturdays and Sundays. More than half of the intermediate pupils do not use the in-
ternet on weekdays, while 71.56% browse the internet on weekends.
27
TABLE 1.B.7
Rests

(f/%) (f/%)
Never 344 (54.52%) 312 (49.29%)
Always 104 (16.48%) 126 (19.91%)
Never 251 (45.47%) 200 (36.23%)
Always 140 (25.36%) 149 (26.99%)
According to Table 1.B.7, 344 of grades 1-3 do not have activities for relax-
ation like rest after school and 321 of them take rest on weekends. On the other hand,
54.53% of grades 4-6 reported that they take a certain amount of rest after school and
63.77% of the respondents take a break on weekends.
TABLE 2 Media Consumption
One of the main variables of the study is Media Consumption of grades 1-3
and grades 4-6 based on the perception of both children and parents. Media
Consumption incorporates television viewing, video gaming, and social media usage.
The television viewing includes the location of TV viewing, gadgets used

for online watching, television watching schedule for day and time schedule, average
viewing hours, top 10 most viewed TV programs, and top 10 most viewed TV
programs co-viewed by parents.
Video gaming comprises of the degree and location of video gaming, day
and time schedule of video gaming, and top 10 most commonly played video games
of children.
Lastly, social media usage covers YouTube viewing hours, top 10 most
viewed YouTube videos as reported by children and parents, Facebook usage,
Twitter usage, Instagram usage, and Snapchat usage of children.
28
TABLE 2.A Television Viewing
TABLE 2.A.1
Location of TV Viewing for Grades 1-3, Own TV = 623 (98.42%)
LOCATION FREQUENCY PERCENT

Living Room 496 78.36
Family Bedroom 177 27.96
Own Room 77 12.16
Relative’s Home 62 9.79
Neighbor 33 5.21
Others 9 1.42
Table 2.A.1 shows the distribution of the location of TV in households of

grades 1-3. Furthermore, 98.42% of the respondents have their own TV at home.
Majority of the primary pupils watch television in their living room.
TABLE 2.A.2
Location of TV Viewing for Grades 4-6, Own TV = 540 (98.18%)
LOCATION FREQUENCY PERCENT

Living Room 462 83.70
Family Bedroom 193 34.96
Own Room 60 10.87
Relative’s Home 96 17.39
Neighbor 41 7.43
Others 7 1.27
Results show that 98.18% of grades 4-6 has their own TV sets in their hous-
es. 462 of the intermediate pupils have their TV sets in their living rooms, which
makes up 83.7% of the population.
TABLE 2.A.3
Gadgets for Online Watching for Grades 1-3, Watching Online = 349 (52.1%)
GADGET FREQUENCY PERCENT

Computer/Laptop 162 24.2
29
Mobile Phone 329 49.1
Tablet 247 36.9
Based on Table 2.A.3, 349 primary pupils watch videos online. 329 of
grades 1-3 use mobile phones, 247 of them use tablet and 162 pupils use computer or
laptop as their gadget to watch online.
TABLE 2.A.4
Gadgets for Online Watching for Grades 4-6, Watching Online = 403 (59.8%)
GADGET FREQUENCY PERCENT

Computer/Laptop 269 39.9
Mobile Phone 461 68.4
Tablet 228 33.8
Table 2.A.4 displays the distribution of grades 4-6 who use gadgets to
watch online. 68.4% use mobile phones having the most number of responses, fol-
lowed by computer or laptop with 39.9% and tablet with 33.8% of the respondents.
TABLE 2.A.5
TV Watching Schedule of Grades 1-3
Degree Mon to Fri (f/%) Sat and Sun (f/%)

Less than 1 377 (59.56%) 217 (34.28%)
1 to 2 134 (21.17%) 165 (26.07%)
2 to 3 74 (11.69%) 144 (22.75%)
3 to 4 30 (4.74%) 48 (7.58%)
4 to 5 15 (2.37%) 28 (4.42%)
5 to 7 3 (0.47%) 31 (4.90%)
Table 2.A.5 shows the distribution of TV watching schedule of grades 1-3.

During Mondays to Fridays, 59.56% of the respondents watch TV for less than an
hour, which indicates the most number of responses, while only 3 of them watch for
5 to 7 hours a day. Meanwhile, during Saturdays and Sundays, 217 of the
respondents are watching TV for less than an hour and 28 of them watch for 4 to 5
hours a day, which has the least number of responses.
30
Figure A.1 Line Graph of TV Viewing Day Schedule for Grades 4-6
Figure A.1 shows a line graph of the TV viewing day schedule of grades 4-
6. It shows that the day schedule starts to peak on Friday and is at the highest on
Saturday, while it starts to decline on Sunday.
Figure A.2 Line Graph of TV Viewing Time Schedule for Grades 4-6
Figure A.2 illustrates a line graph representing the television viewing time
schedule of grades 4-6. It shows that the time schedule for TV viewing starts to as-
cend during 2 to 3 in the afternoon and reaches its peak during 6 to 7 in the evening.
It starts to decline during 8 to 9PM.
31
TABLE 2.A.6
Average TV Viewing Hours of Grades 1-3
WEEKDAYS WEEKENDS
0.83 1.89
Results show the average viewing hours in television of grades 1-3 as re-
ported by children. It shows that primary pupils watch TV on weekdays in an aver-
age of 0.83 hours, and 1.89 hours on weekends.
TABLE 2.A.7
Top 10 Most Viewed TV Programs of Grades 1-3
RANK TV PROGRAM FREQUENCY

1 FPJ’S Ang Probinsyano 58
2 It’s Showtime! 23
3 Meteor Garden 22
Disney Channel
4 17
Spongebob Squarepants
Araw Gabi
5 14
TV Patrol
6 Victor Magtanggol 11
Goin’ Bulilit
My Little Pony
7 10
Nickelodeon
Tom and Jerry
8 Disney Junior 9
ASAP
9 8
Super Book
Ben 10
Mickey Mouse
10 7
Ngayon at Kailanman
Rapunzel
Table 2.A.7 displays the Top 10 most viewed TV programs of grades 1-3 as
reported by children. FPJ’s Ang Probinsyano ranked as the most viewed by the re-
spondents, while Mickey Mouse, Ngayon at Kailanman, and Rapunzel ranked as the
32
least viewed TV programs.
TABLE 2.A.8
Top 10 Most Viewed TV Programs of Grades 1-3 co-viewed with Parents
RANK TV PROGRAMS FREQUENCY

1 FPJ’s Ang Probinsyano 45
Meteor Garden
3 19
TV Patrol
Araw Gabi
4 11
Ngayon at Kailanman
5 Goin’ Bulilit 10
6 News 9
ASAP
7 Halik 8
Maalaala Mo Kaya (MMK)
Eat Bulaga
8 Kapuso Mo Jessica Soho 7
Spiderman
ABS-CBN News
Bagani
9 Banana Sundae 6
Spongebob Squarepants
Sunday Pinasaya
24 Oras
Daig Kayo ng Lola Ko
Discovery Channel
HBO
10 5
Horror Movies
Jurassic World
Movies
Onanay
Table 2.A.8 exhibits the Top 10 most viewed television programs of grades
1-3 co-viewed by their parents. FPJ’s Ang Probinsyano ranked as the most viewed
TV program. Nevertheless, 24 Oras, Daig Kayo ng Lola Ko, Discovery Channel,
33
HBO, Horror Movies, Jurassic World, Movies, and Onanay all tied as the least
viewed TV program of the primary pupils.
TABLE 2.A.9
Average TV Viewing Hours of Grades 4-6
WEEKDAYS WEEKENDS
3.02 5.95
According to Table 2.A.9, the average viewing hours in television of grades

4-6 as reported by children is 3.02 hours on Mondays to Fridays. Furthermore, inter-
mediate pupils watch TV in an average of 5.95 hours on Saturdays and Sundays.
TABLE 2.A.10
Top 10 Most Viewed TV Programs of Grades 4-6

3 Meteor Garden 73
4 TV Patrol 51
6 Spongebob Squarepants 23
Cartoon Network
7 Eat Bulaga 21
Onanay
8 24 Oras 19
9 Ngayon at Kailanman 18
10 Team Yey 17
Table 2.A.10 presents the Top 10 most viewed television programs of

grades 4-6, According to the results, It’s Showtime! is rated as the top viewed TV
program of intermediate pupils, on one hand, Team Yey is the least viewed.
34
TABLE 2.A.11
Top 10 Most Viewed TV Programs of Grades 4-6 co-viewed with Parents
RANK TV PROGRAMS FREQUENCY

2 Sunday Pinasaya 75
4 TV Patrol 51
5 Meteor Garden 39
6 Eat Bulaga 26
7 Onanay 23
8 Ngayon at Kailanman 15
9 Kapuso Mo Jessica Soho 14
24 Oras
10 13
Victor Magtanggol
Table 2.A.11 shows the Top 10 most viewed TV programs of grades 4-6 co
-viewed by their parents. Intermediate pupils reported that FPJ’s Ang Probinsyano is
their most viewed TV program when watching television with their parents and their
least viewed shows are 24 Oras and Victor Magtanggol.
TABLE 2.A.12
Average TV Viewing Hours of Grades 1-3 as reported by Parents
WEEKDAYS WEEKENDS
1.70 3.50
Table 2.A.12 shows the responses of parents of grades 1-3 on the average
viewing hours in television of their children. It is reported that grades 1-3 have an
average of 1.70 hours on watching TV during weekdays and 3.50 hours on weekends
as observed by parents.
TABLE 2.A.13
Top 10 Most Viewed TV Programs of Grades 1-3 as reported by Parents

35
2 Team Yey 91
3 Cartoons 72
5 Disney Channel 57
Cartoon Network
6 55
TV Patrol
7 Meteor Garden 45
Eat Bulaga
Goin’ Bulilit
8 34
Super Book
Victor Magtanggol
9 Spongebob Squarepants 27
10 Barbie 20
Based on the results, the top most viewed television program of grades 1-3
as reported by parents is FPJ’s Ang Probinsyano. Conversely, Barbie is the least
viewed program of primary pupils stated on the Top 10 list.
TABLE 2.A.14
Top 10 Most Viewed TV Programs of Grades 1-3 co-viewed with Parents as
reported by Parents

2 TV Patrol 85
3 It’s Showtime 83
4 Eat Bulaga 42
5 Team Yey 36
6 Meteor Garden 34
Cartoons
8 28
News
9 Cartoon Network 25
10 Wansapanataym 23
In reference to the responses of the parents, the most viewed television

program of grades 1-3 when co-viewed by them is FPJ’s Ang Probinsyano and the
least viewed TV program included in the Top 10 list is Wansapanataym.
36
TABLE 2.A.15
Average TV Viewing Hours of Grades 4-6 as reported by Parents
WEEKDAYS WEEKENDS
1.72 3.88
According to the parents of grades 4-6, the average viewing hours of the
intermediate pupils is 1.72 hours during Mondays to Fridays, and 3.88 hours during
Saturdays and Sundays.
TABLE 2.A.16
Top 10 Most Viewed TV Programs of Grades 4-6 as reported by Parents

2 TV Patrol 65
3 Meteor Garden 62
5 Cartoons 50
6 Cartoon Network 47
7 Disney Channel 34
9 News 30
10 Team Yey 23
Table 2.A.16 shows the Top 10 most viewed TV programs of grades 4-6 as
reported by their parents. Results indicate that FPJ’s Ang Probinsyano is the top TV
program for the intermediate pupils, while Team Yey is the least TV program that
they watch.
TABLE 2.A.17
Top 10 Most Viewed TV Programs of Grades 4-6 co-viewed with Parents as
reported by Parents

2 TV Patrol 91
37
4 Meteor Garden 40
5 News 28
6 Eat Bulaga 24
24 Oras
8 21
Cartoons
9 Onanay 19
10 Maalaala Mo Kaya (MMK) 17
As it appears from the table above, the most watched television program of
grades 4-6 when accompanied by their parents is FPJ’s Ang Probinsyano, same with
the top show they watch when they are alone, while Maalaala Mo Kaya (MMK)
garnered the least number of responses from the parents.
TABLE 2.B Video Gaming
TABLE 2.B.1
Degree and Location of Video Gaming—Grades 1-3
Computer
Degree Home Neighbor Friends Relatives
Shop
117 510 512 462 393
Never
(17.3%) (75.6%) (75.9%) (68.4%) (58.2%)
Some- 235 127 115 146 211
times (34.8%) (18.8%) (17.0%) (21.6%) (31.3%)
317 33 43 62 66
Always
(47.0%) (4.9%) (6.4%) (9.2%) (9.8%)
Table 2.B.1 displays the degree and location of video gaming of grades 1-3.
Primary pupils play video games mostly in their homes, 235 responded sometimes,
and 317 responded always. On the other hand, the least location of video gaming of
the respondents is in computer shops with 158 responses, 115 for sometimes and 43
for always.
38
TABLE 2.B.2
Degree and Location of Video Gaming—Grades 4-6
Computer
Degree Home Neighbor Friends Relatives
Shop
41 461 380 325 223
Never
(6.1%) (68.3%) (56.3%) (48.1%) (33.0%)
Some- 230 181 245 290 348
times (34.1%) (26.8%) (36.3%) (43.0%) (51.6%)
404 33 50 60 104
Always
(59.9%) (4.9%) (7.4%) (8.9%) (15.4%)
According to Table 2.B.2, 94% of grades 4-6 usually play video games in
their homes, while the least location of video gaming of the intermediate pupils is in
their neighbor’s house with only 31.7% of the respondents who answered.
TABLE 2.B.3
Video Gaming of Grades 1-3, Allowed to use Gadget = 488 (77.34%)

Less than 1 400 (63.19%) 206 (32.54%)
1 to 2 132 (20.85%) 178 (28.12%)
2 to 3 49 (7.74%) 133 (21.01%)
3 to 4 35 (5.53%) 45 (7.11%)
4 to 5 12 (1.90%) 33 (5.21%)
5 to 7 4 (.63%) 37 (5.85%)
The results display on Table 2.B.3 indicates the video gaming hours of
grades 1-3 during Mondays to Fridays, and Saturdays and Sundays. Also, 63.19% of
the primary pupils play video games for less than an hour per day on weekdays,
while only 4 of the respondents play video games for 5 to 7 hours a day. On week-
ends, 206 grades 1-3 play video games for less than an hour having the most number
of responses, while the lowest number with 5.21% of the population play for 4 to 5
hours a day.
39
Figure B.1 Line Graph of Video Game Day Schedule for Grades 4-6
Figure B.1 illustrates the line graph showing the video game day schedule
of grades 4-6. The day schedule starts to rise on Thursday and reaches its peak on
Saturday. Meanwhile, it starts to decline on Sunday.
Figure B.2 Line Graph of Video Game Time Schedule for Grades 4-6
Figure B.2 demonstrates the video game time schedule of grades 4-6. The
time schedule of video gaming of intermediate pupils starts to peak at 2 to 3 in the
afternoon and is at its highest at 6 to 7 in the evening. The time schedules start to go
down at 7 to 8 in the evening.
40
TABLE 2.B.4
Top 10 Most Commonly Played Video Games of Grades 1-3
RANK VIDEO GAME FREQUENCY

1 Roblox 27
2 Paw Patrol 20
3 Gatcha 16
4 Candy Crush 15
5 Grand Theft Auto (GTA) 5 13
Angry Birds
6 11
Vortex
7 Mobile Legends 9
8 My Talking Angela 8
Fishdom
Plants vs Zombies
9 7
Stick Man Legacy
Wordscapes
My Talking Ben
10 Super Mario Bros. 3 6
Sweet Escapes
Table 2.B.4 shows the Top 10 most commonly played video games of
grades 1-3 as reported by children. Roblox ranked as the most played video games,
while My Talking Ben, Super Mario Bros. 3, and Sweet Escapes all tied as the least
played video games.
TABLE 2.B.5
Top 10 Most Commonly Played Video Games of Grades 4-6

1 Minecraft 128
2 Roblox 120
Helix Jump
3 64
Mobile Legends
4 Rules of Survival (RoS) 39
5 Fortnite 25
Player Unknown Battlegrounds
6 24
(PUBG)
41
7 Granny 20
Crossfire
8 19
Wordscapes
9 Grand Theft Auto (GTA) 5 13
Candy Crush
10 12
Temple Run
In reference to Table 2.B.5, the most commonly played video game of

grades 4-6 as reported by children is Minecraft. On the other hand, Candy Crush and
Temple Run which are obtained the least number of responses from the intermediate
pupils.
TABLE 2.B.6
Top 10 Most Commonly Played Video Games of Grades 1-3 as reported by
Parents

1 Minecraft 116
2 Roblox 56
3 Wordscapes 42
4 Plants vs Zombies 28
5 Mobile Legends 23
Candy Crush
6 18
Granny
Helix Jump
7 14
My Talking Angela
Barbie
8 13
Temple Run
9 My Talking Tom 12
10 Subway Surfers 11
According to the responses of the parents as shown on Table 2.B.6, the top
video game of grades 1-3 is Minecraft. In contrast, Subway Surfers is the least
played video game of their children.
42
TABLE 2.B.7
Top 10 Most Commonly Played Video Games of Grades 4-6 as reported by
Parents

1 Minecraft 150
2 Roblox 82
3 Mobile Legends 64
4 Rules of Survival (RoS) 41
5 Hello Cats 34
6 Wordscapes 22
7 Candy Crush Saga 18
Fortnite
8 13
Granny
9 Clash of Clans 10
Plants vs Zombies
10 Player Unknown Battleground 9
(PUBG)
Puzzle Games
Based on the observations of the parents, Minecraft is the most frequently

played video game of Grades 4-6. Plants vs. Zombies, Player Unknown Battle-
grounds (PUBG), and Puzzle Games are considered as the least played video games
of intermediate pupils.
TABLE 2.C Social Media
TABLE 2.C.1
YouTube Viewing of Grades 1-3, Own account = 568 (89.87%)

Less than 1 410 (64.77%) 189 (29.86%)
1 to 2 106 (16.75%) 169 (26.70%)
2 to 3 93 (14.69%) 186 (29.38%)
3 to 4 24 (3.79%) 87 (13.74%)
Table 2.C.1 shows the YouTube viewing of grades 1-3. During weekdays,
64.77% of the primary pupils watch videos on YouTube for less than an hour, while
43
only 3.79% watch videos for 3 to 4 hours a day. On weekends, 29.86% of the re-
spondents watch videos on YouTube for less than an hour, followed by 29.38% of
them for 2 to 3 hours, 26.70% for 1 to 2 hours, and 13.74% for 3 to 4 hours a day.
Figure C.1 YouTube Grades 4-6 Viewers, Own account = 531 (96.20%)
Figure C.1 exhibits the line graph indicating the YouTube usage of grades 4
-6 per day. It shows that the YouTube viewing schedule of intermediate pupils starts
to ascend on Thursday and reaches its peak on Saturday. The viewing schedule
begins to decline on Sunday.
TABLE 2.C.2
Top 10 Most Viewed YouTube Videos of Grades 1-3
RANK YOUTUBE VIDEO FREQUENCY

1 Barbie 26
Frozen
2 21
Minecraft
3 Cartoons 16
4 DanTDM 14
5 My Little Pony 12
Black Pink videos
Cookie Swirl C
6 10
Roblox
Sis Versus Bro
44
7 5-Minute Crafts 9
Angry Birds
Five Nights at Freddy’s (FNAF)
8 8
Guava Juice
Kaycee and Rachel in Wonderland
Dennis Daily
Funny videos
Peppa Pig
9 7
Ryan’s Toy Review
Spiderman
Tom and Jerry
FPJ’s Ang Probinsyano
Popular MMOS
10 6
Preston Plays
Slime videos
Table 2.C.2 covers the Top 10 most viewed YouTube videos of grades 1-3
as reported by children. Barbie ranked as the top most viewed video, while FPJ’s
Ang Probinsyano, Popular MMOS, Preston Plays, and Slime videos all tied as the
least viewed YouTube video.
TABLE 2.C.3
Top 10 Most Viewed YouTube Videos of Grades 4-6

1 5-Minute Crafts 40
DIY Crafts
2 27
Minecraft
3 Roblox 23
4 Sis Versus Bro 20
Dance videos
5 19
Gameplays
K-Pop
6 18
Vlogs
7 Guava Juice 17
45
Black Pink videos
8 16
DanTDM
9 Funny videos 15
10 Wengie 13
In accordance to the results given, 5-minute Crafts videos are the most
watched YouTube video of grades 4-6 as reported by children. On the contrary,
Wengie garnered the least number of responses in the Top 10 list.
TABLE 2.C.4
Top 10 Most Viewed YouTube Videos of Grades 1-3 as reported by Parents

1 Cartoons 60
2 Minecraft 42
3 Barbie 37
4 Funny videos 26
5 Music videos 24
6 Kwentong Pambata 21
7 Dance videos 20
8 Roblox 17
Frozen
9 Lego 15
Peppa Pig
10 Mr. Bean 14
Table 2.C.4 displays the responses of the parents in terms of the YouTube
videos that their children are watching. Grades 1-3 are fond of watching cartoon
videos, which ranked as the top viewed videos by parents. However, Mr. Bean is
rated as the least viewed video of primary pupils.
TABLE 2.C.5
Top 10 Most Viewed YouTube Videos of Grades 4-6 as reported by Parents

1 Music videos 51
2 Minecraft 38
46
3 Cartoons 35
4 Funny videos 33
5 DIY videos 24
6 K-Pop videos 23
7 5-minute Crafts 19
8 Roblox 18
Movies
9 16
Barbie
Slime videos
10 12
Vlogs
As perceived by the parents, music videos are the most watched YouTube
video of grades 4-6. On the contrary, Barbie, Slime videos and Vlogs are the least
watched by intermediate pupils which are listed on the Top 10 most viewed
YouTube videos.
TABLE 2.C.6
Facebook use of Grades 1-3, Own account = 281 (44.53%)

Less than 1 534 (84.36%) 424 (66.98%)
1 to 2 60 (9.48%) 100 (15.80%)
2 to 3 31 (4.90%) 74 (11.69%)
3 to 4 8 (1.26%) 33 (5.21%)
Table 2.C.6 presents the degree of Facebook usage of grades 1-3 during
Mondays to Fridays, and Saturdays and Sundays. 84.36% of the respondents use
Facebook for less than an hour, while only 1.26% use Facebook for 3 to 4 hours a
day on weekdays. On the other hand, 66.98% of the primary pupils use Facebook for
less than an hour, while 5.21% of the population spend time on Facebook for 3 to 4
hours a day during weekends.
47
Figure C.2 Facebook Grades 4-6 Users, Own account = 452 (81.88%)
Figure C.2 demonstrates the line graph showing the daily Facebook usage
of grades 4-6. It shows that the Facebook usage of the respondents begins to rise on
Thursday and reaches its peak on Saturday, and declines on Sunday.
TABLE 2.C.7
Twitter use of Grades 1-3, Own account = 41 (6.49%)

Less than 1 608 (96.05%) 598 (94.47%)
1 to 2 9 (1.42%) 18 (2.84%)
2 to 3 15 (2.37%) 12 (1.90%)
3 to 4 1 (0.16%) 5 (0.79%)
Table 2.C.7 displays the distribution of the degree of Twitter usage of

grades 1-3 during weekdays and weekends. In total, 6.49% of the population have
their own Twitter accounts. Based on the results, 96.05% and 94.47% of the re-
spondents use Twitter for less than an hour a day on weekdays and weekends, re-
spectively.
48
Figure C.3 Twitter Grades 4-6 Users, Own account = 88 (15.94%)
Figure C.3 illustrates the line graph of the daily Twitter usage of grades 4-6.
As reported, 15.94% of the population have their own Twitter accounts. The trend of
Twitter usage starts to rise on Tuesday, but falls on Thursday, then continues to as-
cend on Friday and reaches its highest point on Saturday, then declines on Sunday.
TABLE 2.C.8
Instagram use of Grades 1-3, Own account = 72 (11.39%)

Less than 1 605 (95.58%) 577 (91.15%)
1 to 2 16 (2.53%) 30 (4.74%)
2 to 3 10 (1.58% 17 (2.69%)
3 to 4 2 (0.32%) 8 (1.26%)
There are 11.39% of grades 1-3 who own their Instagram accounts. Table
2.C.B reveals that 95.58% and 91.15% of the respondents spend their time on
Instagram for less than an hour only during weekdays and weekends.
49
Figure C.4 Instagram Grades 4-6 Users, Own account = 452 (81.88%)
Figure C.4 exhibits the daily Instagram usage of grades 4-6 and 81.88% of
the respondents have their own Instagram accounts. The Instagram usage of the
intermediate pupils begins to ascend on Thursday and reaches its peak on Saturday,
then suddenly drops on Sunday.
TABLE 2.C.9
Snapchat use of Grades 1-3, Own account = 126 (19.97%)
Less than 1 583 (92.10%) 544 (85.94%)
1 to 2 36 (5.69%) 50 (7.90%)
2 to 3 9 (1.42%) 27 (4.27%)
3 to 4 5 (0.79%) 12 (1.90%)
Table 2.C.9 comprises of the degree of Snapchat usage of grades 1-3 during
weekdays and weekends. Additionally, 19.97 of the respondents have their own
Snapchat accounts. 92.10% and 85.94% of the primary pupils only spend their time
on Snapchat for less than an hour both on Mondays to Fridays, and Saturdays and
Sundays, respectively.
50
Figure C.5. Snapchat Grades 4-6 Users, Own account = 153 (27.72%)
Figure C.5 demonstrates the daily Snapchat usage of the intermediate

pupils. About 27.72% of the respondents have their own Snapchat accounts. The
Snapchat usage of grades 4-6 starts to peak on Thursday and at its highest on Satur-
day. It starts to decline on Sunday.
TABLE 3 Parental Mediation
The second main variable is parental mediation used in grades 1-3 and
grades 4-6 as reported by children and parents. It involves the type and level of
parental mediation in both television viewing and video gaming. It also includes the
distribution of who has the authority to choose the TV channel to watch, and the
table which displays the people who accompanies children in watching television.
TABLE 3.A.1
Parental Mediation as reported by Grades 1-3
Type of Parental Standard

Media Mean
Mediation Deviation
Active 5.23 2.59
Television
Restrictive 6.06 2.59
Viewing
Co-Viewing 6.20 2.47
51
Active 4.99 2.87
Video Gaming Restrictive 5.93 2.71
Co-Gaming 4.56 3.08
Table 3.A.1 shows the distribution of parental mediation used in television

viewing and video gaming in grades 1-3 as reported by children. In terms of TV
viewing, co-viewing mediation (M=6.20, SD=2.47) is the most used parental
mediation. Meanwhile, parents are more engaged in restrictive mediation (M=5.93,
SD=2.71) in terms of video gaming of primary pupils.
TABLE 3.A.2
Parental Mediation as reported by Grades 4-6

Media Mean
Mediation Deviation
Active 5.40 2.29
Television
Viewing
Active 4.83 2.91
Co-Gaming 4.68 3.00
According to Table 3.A.2, as reported by children, parents of grades 4-6

engage more in co-viewing mediation (M=6.46, SD=2.40) when watching television.
On the other hand, restrictive mediation (M=5.60, SD=2.72) has the highest number
of responses in terms of video gaming.
TABLE 3.A.3
Parental Mediation as reported by Grades 1-3 Parents

Media Mean
Mediation Deviation
Active 7.53 2.41
Television
Viewing
Active 6.65 3.07
Co-Gaming 4.67 3.12
52
Table 3.A.3 exhibits the parental mediation used in television viewing and
video gaming of grades 4-6 as reported by their parents. Restrictive mediation is the
most used parental mediation in both television viewing (M=8.02, SD=2.23) and
video gaming (M=7.67, SD=2.84) of intermediate pupils.
TABLE 3.A.4
Parental Mediation as reported by Grades 4-6 Parents

Media Mean
Mediation Deviation
Active 7.22 2.39
Television
Viewing
Active 5.99 3.10
Co-Gaming 4.16 3.12
Based on the results given, parents of grades 4-6 reported that they fre-
quently use restrictive mediation to their children in terms of watching television
programs (M=7.66, SD=2.41) and playing video games (M=7.08, SD=2.84).
TABLE 3.B.1
Decision on TV Channel, Permitted to Watch TV = 540 (75.00%) as reported by
Grades 1-3
TV Channel Choice Frequency Percent

Child 369 55.00
Mother 404 56.11
Father 288 40.00
Siblings 199 27.64
Grandparents 114 15.83
Nanny 28 3.89
Table 3.B.1 displays the distribution of who decides the TV channel for
grades 1-3 to watch. It shows that 56.11% of the respondents reported that the
mother has the authority to decide on which channel or TV program to watch.
53
TABLE 3.B.2
Decision on TV Channel, Permitted to Watch TV = 429 (77.72%) as reported by
Grades 4-6
TV Channel Choice Frequency Percent

Child 390 70.65
Mother 378 68.48
Father 305 55.25
Siblings 217 39.31
Nanny 30 5.43
Table 3.B.2 shows the frequency distribution of the responses of grades 4-6
in terms of who has the authority to choose the TV programs they watch. It shows
that 70.65% of the intermediate pupils, which has the highest number of responses,
reported that they are the ones who choose the programs they watch.
TABLE 3.B.3
Co-viewing with the Child as reported by Grades 1-3
Watches with child Frequency Percent

Alone 127 17.64
Mother 433 60.14
Father 356 49.44
Siblings 366 50.83
Nanny 41 5.69
Table 3.B.3 indicates the person who accompanies the child, particularly
grades 1-3 when watching television. It shows that 60.14% of the respondents said
that their mother usually co-views with them.
TABLE 3.B.4
Co-viewing with the Child as reported by Grades 4-6
Watches with child Frequency Percent

Alone 185 33.51
54
Mother 451 81.70

Father 372 67.39
Siblings 360 65.22
Nanny 46 8.33
Table 3.B.4 presents the people who co-view with grades 4-6 in watching
television. Intermediate pupils stated that 81.70% of their mothers watch together
with them, while only 8.33% of the respondents reported to have nannies as their
accompany.
TABLE 4 Classroom Performance
The third main variable is about the classroom performance of grades 1-3
and grades 4-6. It comprises of four domains namely: competency-based, task fo-
cused, contextual, and attributes domain.
TABLE 4.1
Classroom Performance of Grades 1-3
Classroom Standard
Mean
Performance Deviation
Competency 15.14 2.75
Task-focused 18.36 2.06
Contextual 18.53 1.94
Attributes 17.09 2.46
In reference to Table 4.1, grades 1-3 are highest in terms of contextual do-
main (M=18.53, SD=1.94) in their classroom performance and competency-based
domain (M=15.14, SD=2.75) garnered the lowest number of responses.
TABLE 4.2
Classroom Performance of Grades 4-6
Classroom Standard
Mean
Performance Deviation
Competency 14.99 2.76
55
Task-focused 17.90 2.30
Contextual 18.27 2.33
Attributes 16.71 2.60
Table 4.2 displays the distribution of responses in the classroom

performance of grades 4-6. It shows that the contextual domain (M=18.27, SD=2.33)
has the most number of responses, while competency domain (M=14.99, SD=2.76)
is the least among the four domain.
TABLE 5 Significant Differences between Demographic Profile, Media

Consumption, Parental Mediation, and Classroom Performance
Using statistical tests such as analysis of variance (ANOVA) and

independent t-test, the results revealed significant differences in the media
consumption, parental mediation, and classroom performance of the respondents.
TABLE 5.A Significant Difference between Demographic Profile and Media

Consumption
TABLE 5.A.1
Sex and TV Consumption of Grades 1-3 respondents
Standard
Sex Mean p-value t-value Interpretation
Deviation
Male 1.30 0.91
.045 2.01 Significant
Female 1.13 0.85
Using the independent t-test, Table 5.A.1 illustrates that there is a signifi-
cant difference in the TV consumption of grades 1-3 when grouped according to
their sex, t(432)=2.01, p=0.045. Males (M=1.30, SD=0.91) have higher TV con-
sumption than females (M=1.13, SD=0.85).
56
TABLE 5.A.2
Sex and Facebook Use of Grades 1-3
Standard
Deviation
Male 0.25 0.47
.040 -2.06 Significant
Female 0.37 0.68
According to Table 5.A.2, there is a significant difference in the usage of

Facebook of grades 1-3 when grouped according to sex, t(432)=-2.06, p=0.040.
Females (M=0.37, SD=0.68) have higher Facebook usage than males (M=0.25,
SD=0.47).
TABLE 5.A.3
Sex and Game Consumption of Grades 4-6
Standard
Deviation
Male 26.23 17.85
Female 20.82 17.87
The results revealed that when grades 4-6 are grouped according to sex,
there is a significant difference in their game consumption, t(418)=2.97, p=0.003.
Male intermediate pupils (M=26.23, SD=17.85) have higher game consumption than
female intermediate pupils (M=20.82, SD=17.87).
TABLE 5.A.4
Location Profile and TV Consumption of Grades 4-6
Location Standard
Mean p-value t-value Interpretation
Profile Deviation
Urban 25.57 21.38
Rural 30.87 19.34
Based on Table 5.A.4, it was revealed that when grades 4-6 were grouped
according to their location profile, t(418)=-2.53, p=0.012, those living in rural areas
(M=30.87, SD=19.34) have higher TV consumption than those living in urban areas
(M=25.57, SD=21.38).
57
TABLE 5.A.5
Location Profile and Game Consumption of Grades 4-6
Location Standard
Profile Deviation
Urban 21.09 18.33
Rural 25.57 17.17
Table 5.A.5 indicates that there is a significant difference on the game

consumption of grades 4-6 when grouped according to their location profile,
t(418)=-2.46, p=0.014. Intermediate pupils living in urban areas (M=21.09,
SD=18.33) have lower game consumption as compared to intermediate pupils living
in rural areas (M=25.57, SD=17.17).
TABLE 5.A.6
Location Profile and YouTube Usage of Grades 4-6
Location Standard
Profile Deviation
Urban 1.40 0.87
Rural 1.00 0.71
According to Table 5.A.6, the YouTube usage of grades 4-6 differs from
one another, t(418)=4.83, p=0.000. Intermediate pupils living in urban areas
(M=1.40, SD=0.087) engage more in watching videos on YouTube than the
intermediate pupils living in rural areas (M=1.00, SD=0.71).
TABLE 5.A.7
Type of School and TV Consumption of Grades 1-3
Type of Standard
School Deviation
Public 1.13 0.84
Private 1.33 0.93
The results revealed that when grades 1-3 are grouped according to their
type of school, there is a significant difference in their TV consumption,
t(432)=-2.37, p=0.018. Grades 1-3 who are studying in private schools (M=1.33,
58
SD=0.93) have higher TV consumption than those studying in public schools

(M=1.13, SD=0.84).
TABLE 5.A.8
Type of School and YouTube Usage of Grades 1-3
Type of Standard
School Deviation
Public 0.76 0.61
Private 0.90 0.61
In reference to Table 5.A.8, it shows that there is a significant difference in

the YouTube usage of grades 1-3 when grouped according to their type of school,
t(432)=2.44, p=0.015. Primary pupils studying in private schools (M=0.90,
SD=0.61) spend more time watching videos on YouTube than primary pupils study-
ing in public schools (M=0.76, SD=0.61).
TABLE 5.A.9
Type of School and Facebook Usage of Grades 4-6
Type of Standard
School Deviation
Public 0.84 0.76
Private 0.67 0.77
Using the independent t-test, Table 5.A.9 indicates that the Facebook usage
of grades 4-6 when grouped according to their type of school are significantly differ-
ent from each other, t(418)=-2.21, p=0.028. Intermediate pupils who are enrolled in
public schools (M=0.84, SD=0.76) engage more in Facebook than the intermediate
pupils in private schools (M=0.67, SD=0.77).
TABLE 5.A.10
Parents’ Educational Attainment and YouTube Usage of Grades 1-3
Educational Standard
Attainment Deviation
Basic
0.65 0.68 .000 -3.85 Significant
Education
59
Higher
0.93 0.72
Education
Based on Table 5.A.10, the YouTube usage of grades 1-3 differs in terms of
educational attainment of their parents, t(432)=-3.85, p=0.000. Primary pupils with
parents who obtained higher education (M=0.93, SD=0.72) engage more in YouTube
than primary pupils with parents who obtained basic education (M=0.65, SD=0.68).
TABLE 5.A.11
Parents’ Educational Attainment and Game Consumption of Grades 4-6
Basic
9.88 9.22
Education
Higher
12.13 10.81
Education
Table 5.A.11 illustrates that in terms of game consumption, grades 4-6 with
parents who finished higher education (M=12.13, SD=10.81) garnered higher level
of game consumption than grades 4-6 with parents who finished basic education
(M=9.88, SD=9.22). Results show a significant difference in the level of game
consumption of intermediate pupils when grouped according to educational
attainment of their parents, t(418)=-2.14, p=0.033.
TABLE 5.B Significant Difference between Demographic Profile and Parental

Mediation
TABLE 5.B.1
Sex of Grades 4-6 and Parental Mediation in TV
Type of
Standard p- t-
Parental Sex Mean Interpretation
Deviation value value
Mediation
Male 4.99 2.36
Active .008 -2.67 Significant
Female 5.61 2.23
60
Male 5.29 2.71

Restrictive .007 -2.72 Significant
Female 5.98 2.33
Co- Male 6.11 2.58
Viewing Female 6.65 2.28
Using the independent t-test, Table 5.B.1 illustrates that there is a signifi-
cant difference in the active parental mediation in TV as reported by grades 4-6
when they are grouped according to their sex, t(418)=-2.67, p=0.008. The parents of
female intermediate pupils (M=5.61, SD=2.23) are more engaged in active parental
mediation in TV than those parents of male intermediate pupils (M=4.99, SD=2.36).
The results revealed that there is a significant difference in the restrictive

parental mediation in TV as reported by grades 4-6 when grouped according to their
sex, t(418)=-2.72, p=0.007. Parents of female intermediate pupils (M=5.98,
SD=2.33) are more restrictive in their TV consumption than the parents of male
intermediate pupils (M=5.29, SD=2.71).
The level of co-viewing parental mediation in TV as reported by grades 4-6

are significantly different when they are grouped according to sex, t(418)=-2.24,
p=0.026. Parents of female grades 4-6 (M=6.65, SD=2.28) have more time to watch
TV with them than parents with male grades 4-6 (M=6.11, SD=2.58).
TABLE 5.B.2
Location Profile of Grades 1-3 and Parental Mediation in TV
Type of
Location Standard p- t-
Parental Mean Interpretation
Profile Deviation value value
Mediation
Urban 5.87 2.62
Rural 6.40 2.54
Co- Urban 5.97 2.44
Viewing Rural 6.58 2.47
In terms of location profile of grades 1-3, parents in the rural areas,

(M=6.40, SD=2.54) are more restrictive in mediating the consumption of TV than
the parents in urban areas (M=5.87, SD=2.62). This indicates that there is a
significant difference in the restrictive parental mediation in TV as reported by
primary pupils t(432)=-2.11, p=0.035.
61
Table 5.B.2 shows that as reported by grades 1-3, parents in the rural areas,
(M=6.58, SD=2.47) watch TV with their kids more than those parents in the urban
areas (M=5.97, SD=2.44). This tells us that there is a significant difference in the
level of co-viewing parental mediation in TV in terms of location profile of grades 1-
3 t(432)=-2.53, p=0.012.
TABLE 5.B.3
Location Profile of Grades 1-3 and Co-Gaming Parental Mediation
Location Standard
Profile Deviation
Urban 4.83 3.06
Rural 4.17 3.07
In terms of parental mediation in video games of grades 1-3, there is a

significant difference in their co-gaming mediation when grouped according to
location profile, t(432)=2.20, p=0.028. Parents of grades 1-3 in the urban areas
(M=4.83, SD=3.06) are more engaged in playing video games with their kids than
the parents in rural areas (M=4.17, SD=3.07).
TABLE 5.B.4
Type of School of Grades 1-3 and Restrictive Parental Mediation in TV
Type of Standard
School Deviation
Public 6.42 2.45
Private 5.65 2.73
In reference to Table 5.B.4, there is a significant difference between the

level of restrictive parental mediation of grades 1-3 when grouped according to the
type of school t(432)=3.09, p=0.002. Primary pupils who are enrolled in public
schools (M=6.42, SD=2.45) have higher restrictive mediation than primary pupils
who are enrolled in private schools (M=5.65, SD=2.73).
62
TABLE 5.B.5
Type of School of Grades 4-6 and Co-Viewing Parental Mediation in TV
Type of Standard
School Deviation
Public 6.83 2.25
Private 5.93 2.52
According to Table 5.B.5, the levels of co-viewing parental mediation in

TV of grades 4-6 when grouped according to type of school are significantly
different from each other, t(418)=3.82, p=0.000. Intermediate pupils studying in
public schools (M=6.83, SD=2.25) receive more co-viewing parental mediation in
TV than the intermediate pupils studying in private schools (M=5.93, SD=2.52).
TABLE 5.B.6
Grades 1-3 Parents’ Educational Attainment and Active Parental Mediation in
TV
Basic
7.17 2.46
Education
Higher
7.70 2.37
Education
Using the independent t-test, it shows a significant difference between the

active parental mediation in TV of grades 1-3 in terms of educational attainment of
their parents, t(432)=-2.11, p=0.035. Parents who received higher education
(M=7.70, SD=2.37) practice active parental mediation when watching TV more as
compared to parents who received basic education (M=7.17, SD=2.46).
TABLE 5.B.7
Grades 1-3 Parents’ Educational Attainment and Restrictive Parental
Mediation in Games
Basic
7.21 2.94 .026 -2.24 Significant
Education
63
Higher
7.87 2.77
Education
When talking about the parental mediation in games, results show that there
is a significant difference between the restrictive type in grades 1-3 when they are
grouped according to the educational attainment of their parents, t(432)=-2.24,
p=0.026. Parents of primary pupils who only received basic education (M=7.21,
SD=2.94) are less restrictive in video gaming than the parents of primary pupils who
finished higher education (M=7.87, SD=2.77).
TABLE 5.B.8
Grades 4-6 Parents’ Educational Attainment and Parental Mediation in TV
Type of
Educational Standard p- t-
Parental Mean Interpretation
Attainment Deviation value value
Mediation
Basic
6.81 2.54
Education
Active .010 -2.59 Significant
Higher
7.44 2.28
Education
Basic
7.27 2.53
Education
Higher
7.88 2.31
Education
Table 5.B.8 shows that there are significant differences in the parental
mediation in TV such as Active Parental Mediation, t(418)=-2.59, p=0.010, and
Restrictive Parental Mediation, t(418)=-2.51, p=0.012 used to grades 4-6 when
grouped according to the educational attainment of their parents. Parents of
intermediate pupils who received higher education (M=7.44, SD=2.28), (M=7.88,
SD=2.31) both practice more the Active Mediation and Restrictive Mediation in their
children as compared to parents who only received basic education (M=6.81,
SD=2.54), (M=7.27, SD=2.53).
TABLE 5.B.9
Grades 4-6 Parents’ Educational Attainment and Restrictive Parental
Mediation in Games
Basic
6.52 2.97 .003 -2.95 Significant
Education
64
Higher
7.38 2.82
Education
Similar with the results got from grades 1-3, there is a significant difference
in the level of restrictive parental mediation in games received by grades 4-6 when
grouped according to the educational attainment of their parents, t(418)=-2.95,
p=0.003. Parents of intermediate pupils with parents who obtained higher education
(M=7.38, SD=2.82) are more restrictive in video gaming of children as compared to
the parents who only obtained basic education (M=6.52, SD=2.97).
TABLE 5.C Significant Difference between Demographic Profile and Student

Performance
TABLE 5.C.1
Sex and Classroom Performance of Grades 1-3
Standard p- t-
Domain Sex Mean Interpretation
Male 14.87 2.71
Competency .047 -1.99 Significant
Female 15.39 2.77
Male 16.73 2.54
Attributes .003 -3.01 Significant
Female 17.43 2.34
The levels of classroom performance in terms of competency of grades 1-3

when grouped according to their sex are significantly different from each other,
t(432)=-1.99, p=0.047. Females (M=15.39, SD=2.77) have higher levels of
competency-based classroom performance than males (M=14.87, SD=2.71).
It is also noticeable that there is a significant difference in the level of

classroom performance in terms of attributes of grades 1-3 when grouped according
to sex, t(432)=-3.01, p=0.003. Female primary pupils (M=17.43, SD=2.34) have
higher levels of attribute domain than male primary students (M=16.73, SD=2.54).
TABLE 5.C.2
Sex and Classroom Performance of Grades 4-6
Standard p- t-
Domain Sex Mean Interpretation
Overall Male 65.94 8.70 .000 -3.73 Significant
65
Female 68.92 7.29
Male 16.22 2.75
Attributes .004 -2.89 Significant
Female 16.98 2.48
Table 5.C.2 shows that there is a significant difference in the overall

classroom performance of grades 4-6 when grouped according to sex, t(418)=-3.73,
p=0.000. The level of classroom performance of female intermediate pupils
(M=68.92, SD=7.29) is higher as compared to those of males’ (M=65.94, SD=8.70).
Based on the results, in the attributes domain of classroom performance,

female grades 4-6 pupils (M=16.98, SD=2.48) still have higher performance than
males (M=16.22, SD=2.75). This shows that there is a significant difference in the
level of classroom performance in terms of attributes of grades 4-6 when grouped
according to their sex, t(418)=-2.89, p=0.004.
TABLE 5.C.3
Location Profile and Classroom Performance of Grades 1-3
Domain Mean Interpretation
Urban 69.71 6.85
Overall .035 2.12 Significant
Rural 68.23 7.51
Urban 15.36 2.61
Competency .043 2.03 Significant
Rural 14.81 2.93
Table 5.C.3 shows that there is a significant difference in the overall

classroom performance of grades 1-3 when grouped according to their location
profile, t(432)=2.12, p=0.035. Pupils who are living in urban areas (M=69.71,
SD=6.85) have higher level of classroom performance than the pupils living in rural
areas (M=68.23, SD=7.51).
In terms of difference in the competency domain, t(432)=2.03, p=0.043,

grade 1-3 pupils residing in cities (M=15.36, SD=2.61) also have higher level of
classroom performance than pupils residing in towns and municipalities (M=14.81,
SD=2.93).
66
TABLE 5.C.4
Location Profile and Classroom Performance of Grades 4-6
Urban 69.31 7.92
Overall .000 5.08 Significant
Rural 65.35 7.31
Urban 15.42 2.81
Competency .000 4.39 Significant
Rural 14.22 2.49
Task- Urban 18.11 2.31
focused Rural 17.54 2.24
Urban 17.06 2.62
Attributes .000 3.74 Significant
Rural 16.09 2.47
Using the independent t-test, the results show that there is a significant
difference in the level of classroom performance of grades 4-6 when grouped
according to location profile, t(418)=5.08, p=0.000. Intermediate pupils in urban
areas (M=69.31, SD=7.93) excel more in their classroom performance as compared
to pupils in rural areas (M=65.35, SD=7.31).
In terms of competency-based domain, t(418)=4.39, p=0.000, pupils living

in cities (M=15.42, SD=2.81) have higher level of classroom performance than pu-
pils living in towns/municipalities (M=14.22, SD=2.49).
Meanwhile, there is also a significant difference in the task-focused domain

in classroom performance of grades 4-6, t(418)=2.49, p=0.013. Intermediate pupils
from rural areas (M=17.54, SD=2.24) have slightly lower level of classroom
performance than pupils from urban areas (M=18.11, SD=2.31).
Lastly, grades 4-6 in rural areas (M=16.09, SD=2.47) have lower level of
classroom performance in terms of attributes than in pupils in urban areas (M=17.06,
SD=2.62). This indicates that there is a significant difference in the level of
classroom performance in terms of attributes of grades 4-6 when grouped according
to location profile, t(418)=3.74, p=0.000.
67
TABLE 5.C.5
Parents’ Work Status and Classroom Performance of Grades 4-6
Work Standard p- F-
Status Deviation value value
Unemployed 69.05 7.63
Company-
Overall 66.87 8.23 .032 3.46 Significant
employed
Self-
67.21 7.83
employed
Unemployed 18.26 2.26
Task- Company-
17.59 2.34 .022 3.84 Significant
focused employed
Self-
17.71 2.24
employed
Using the One-way Analysis of Variance (ANOVA), the overall classroom

performance of grades 4-6 varies in terms of the work status of their parents, F(2,
417)=3.46, p<0.05, η2=0.02. Tukey’s post hoc procedure indicated that the class-
room performance of intermediate pupils with parents who are unemployed
(M=69.05, SD=7.63) are higher than the intermediate pupils with parents who are
company-employed (M=66.87, SD=8.23). There are no significant differences in the
level of classroom performance of grades 4-6 with parents who are unemployed and
self-employed (M=67.21, SD=7.83), and pupils with parents who are self-employed
and working in the company.
Table 5.C.5 exhibits the distribution of differences between the classroom

performance in terms of task-focused domain of grades 4-6 when grouped according
to the work status of their parents, F(2, 417)=3.84, p<0.05, η2=0.02. Results show
that there is a significant difference in the classroom performance in terms of task-
focused domain of grades 4-6 when grouped according to the work status of their
parents. Intermediate pupils with parents who are unemployed (M=18.26, SD=2.26)
have higher task-focused performance than the pupils with parents who are company
-employed (M=17.59, SD=2.34). On the other hand, there are no significant differ-
ences in the level of task-focused classroom performance between grades 4-6 with
parents who are unemployed and self-employed (M=17.71, SD=2.24), and pupils
with parents who are working in the company and have their own businesses.
68
TABLE 6 Significant Relationships between Media Consumption, Parental

Mediation and Classroom Performance
The research looked into the significant relationships of media consump-

tion, parental mediation, classroom performance to determine if one variable influ-
ences the other and vice-versa.
TABLE 6.A Significant Relationship between TV Consumption and Game

Consumption
TABLE 6.A.1
TV and Game Consumption of Grades 1-3
p-value r-value Interpretation

0.000 .611** Significant
Using the Pearson correlation, results show there is a significant relation-

ship between the level of TV consumption and game consumption of grades 1-3,
r(500)=0.611**, p<0.05. The variables have high positive correlation to one another,
which means that as one variable increases, the other also increases, and vice versa.
TABLE 6.A.2
TV and Game Consumption of Grades 4-6

0.000 0.590** Significant
Table 6.A.2 shows the significant relationship between TV consumption

and game consumption of grades 4-6, r(503)=0.590**, p<0.05. There is a moderate
positive correlation between the two variables.
TABLE 6.A.3
TV and Game Consumption of Grades 1-3 as reported by Parents

69
As reported by parents, TV consumption and game consumption of grades 1
-3 are significantly correlated to one another, r(500)=0.451**, p<0.05. There is a
moderate positive correlation between TV consumption and game consumption of
primary pupils.
TABLE 6.A.4
TV and Game Consumption of Grades 4-6 as reported by Parents

According to Table 6.A.4, there is a significant correlation between the TV

and game consumption of grades 4-6 as reported by their parents, r(503)=0.400**,
p<0.05. There is a moderate positive correlation between the two variables, which
means that when the TV consumption of intermediate pupils increases, the game
consumption also increases, and vice versa.
TABLE 6.B Significant Relationship between Media Consumption and Parental

Mediation
TABLE 6.B.1
Game Consumption of Grades 1-3 and Restrictive Parental Mediation in TV

0.000 -.191** Significant
Table 6.B.1 displays the correlation between game consumption and restric-
tive parental mediation in TV of Grades 1-3, r(500)=-0.191**, p<0.05. Results show
that there is a weak negative correlation between the variables. It means that as one
variable increases, the other variable decreases and vice versa.
TABLE 6.B.2
Game Consumption of Grades 1-3 and Restrictive Parental Mediation in Games

70
According to Table 6.B.2, results show a weak negative correlation between

the level of game consumption of grades 1-3 and the level of restrictive parental me-
diation in games, r(500)=-0.141**, p<0.05.
TABLE 6.B.3
Game Consumption of Grades 4-6 and Parental Mediation in TV
Parental
Mediation
Active 0.003 -.130** Significant
Restrictive 0.001 -.147** Significant
Co-viewing 0.046 -.089* Significant
Table 6.B.3 exhibits the significant correlation between the game consump-
tion and parental mediation used in television viewing of grades 4-6. Results re-
vealed that there are significant relationships between the level of game consumption
of grades 4-6 and all the parental mediation in TV namely, active, r(503)=-0.130**,
p<0.05, restrictive, r(503)=-0.147**, p<0.05, and co-viewing, r(503)=-0.089*. The
three parental mediations have weak negative correlation with the level of game con-
sumption of intermediate pupils.
TABLE 6.B.4
Game Consumption of Grades 4-6 and Parental Mediation in Games
Parental
Mediation
Active 0.015 -.108* Significant
Restrictive 0.006 -.122** Significant
Based on the results, there is a weak negative correlation between the game
consumption of grades 4-6 and the parental mediation in games, particularly active
mediation, r(503)=-0.108*, p<0.05, and restrictive mediation, r(503)=-0.122**,
p<0.05
71
TABLE 6.B.5
TV Consumption of Grades 4-6 and Parental Mediation in TV as reported by
Parents
Parental
Mediation
Restrictive 0.011 .113* Significant
Co-viewing 0.046 .089* Significant
In reference to Table 6.B.5, there are significant relationships between the

TV consumption of grades 4-6 and the parental mediation in TV as reported by their
parents. TV consumption and restrictive parental mediation in TV have weak posi-
tive correlation, r(503)=0.113*, p<0.05, while TV consumption and co-viewing pa-
rental mediation also have weak positive correlation, r(503)=0.089, p<0.05.
TABLE 6.B.6
Game Consumption of Grades 4-6 and Active Parental Mediation in TV as
reported by Parents

0.014 -.109* Significant
Table 6.B.6 indicates the weak negative relationship of game consumption

and active parental mediation in TV of grades 4-6 as reported by their parents,
r(503)=-0.109*, p<0.05. This shows that as the level of game consumption of
intermediate pupils ascends, the level of active parental mediation in TV descends,
and vice versa.
TABLE 6.B.7
Game Consumption of Grades 4-6 and Co-gaming Parental Mediation as
reported by Parents

0.011 .112* Significant
Game consumption is directly proportional to the co-gaming parental

mediation in games of grades 4-6 as reported by parents, r(503)=0.112*, p<0.05. As
72
the co-gaming mediation increases its level, the game consumption of intermediate
pupils also elevates, and vice versa.
TABLE 6.C Significant Relationship between Media Consumption and

Classroom Performance
TABLE 6.C.1
TV Consumption of Grades 1-3 and Contextual Classroom Performance

Table 6.C.1 indicates the correlation between TV consumption and

classroom performance in terms of contextual domain of grades 1-3,
r(500)=-0.128**, p<0.05. This means that as the primary pupils are expose more in
watching television, their ability to maintain a prosocial behavior in class decreases.
TABLE 6.C.2
Game Consumption of Grades 1-3 and Classroom Performance
Domain p-value r-value Interpretation

Task-focused 0.043 -.091* Significant
Contextual 0.036 -.094* Significant
Game consumption and classroom performance of grades 1-3, particularly

the task-focused domain, r(500)=-0.091*, p<0.05, and contextual domain,
r(500)=-0.094, p<0.05 are significantly correlated. Both domains are inversely
proportional to game consumption of primary pupils. As the pupils engage more in
video gaming, their performance in accomplishing tasks and their contextual
behaviors decline.
TABLE 6.C.3
TV Consumption of Grades 1-3 and Classroom Performance as reported by
Parents

Overall 0.018 .106* Significant
73
Task-focused 0.044 -.090* Significant
Contextual 0.041 -.091* Significant
Attributes 0.032 -.096* Significant
Table 6.C.3 displays the correlation between the TV consumption and class
room performance of grades 1-3 as reported by parents. The overall classroom per-
formance, r(500)=0.106*, p<0.05, has a weak positive relationship with the TV con-
sumption of primary pupils. However, the task-focused domain, r(500)=-0.090*,
p<0.05, contextual domain, r(500)=-0.091*, and attributes domain, r(500)=-0.096*
of the classroom performance of primary pupils have weak negative correlation with
the level of TV consumption.
TABLE 6.C.4
Game Consumption of Grades 1-3 and Classroom Performance as reported by
Parents

Overall 0.007 -.121** Significant
Task-focused 0.001 -.151** Significant
Contextual 0.005 -.124** Significant
In accordance to Table 6.C.4, as reported by parents, the level of game

consumption of grades 1-3 and their classroom performance, particularly the overall
performance, r(500)=-0.0121**, p<0.05, task-focused domain, r(500)=-0.0151**,
p<0.05, and contextual domain, r(500)=-0.124**, p<0.05 are significantly correlated.
TABLE 6.C.5
Game Consumption of Grades 4-6 and Contextual Classroom Performance as
reported by Parents

Parents reported that the game consumption of grades 4-6 and their class-
room performance in terms of contextual domain are significantly correlated to one
another, r(503)=-0.104*, p<0.05. This means that as the intermediate pupils are more
engage in video gaming, they are more prone to exhibit disruptive or violent
behavior in class.
74
TABLE 6.D Significant Relationship between Parental Mediation and

TABLE 6.D.1
Co-viewing Parental Mediation in TV and Task-focused Classroom
Performance of Grades 1-3

Table 6.D.1 shows the correlation between the co-viewing parental

mediation in TV and the classroom performance in terms of task-focused domain of
grades 1-3, r(500)=-0.105*, p<0.05. The more the parents watch television with the
primary pupils, their ability to perform their tasks well in classroom decreases.
TABLE 6.D.2
Restrictive Parental Mediation in Games and Task-focused Classroom
Performance of Grades 1-3

Results revealed that there is a weak negative correlation between the

restrictive parental mediation in games and classroom performance in terms of task-
focused domain of grades 1-3, r(500)=-0.095*, p<0.05. As the level of restrictive
mediation in video gaming increases, their level of task-focused performance
declines.
TABLE 6.D.3
Active Parental Mediation in TV and Classroom Performance of Grades 4-6

Overall 0.007 .119** Significant
Competency 0.021 .103* Significant
Task-focused 0.018 .106* Significant
Attributes 0.012 .112* Significant
75
Using the Pearson correlation, results show that the active parental
mediation in TV and classroom performance, specifically the competency domain,
task-focused, attributes domain of grades 4-6 are significantly correlated. The overall
classroom performance, r(503)=0.119**, p<0.05, competency domain,
r(503)=0.103*, p<0.05, task-focused domain, r(503)=0.106*, p<0.05, and attributes
domain, r(503)=0.112*, p<0.05 are directly proportional to the active parental
mediation in TV.
TABLE 6.D.4
Co-viewing Parental Mediation in TV and Classroom Performance of Grades 4-
6

Overall 0.011 .114* Significant
Task-focused 0.004 .128** Significant
Attributes 0.038 .092* Significant
There are significant correlations between the co-viewing parental

mediation in TV and classroom performance of grades 4-6. The overall classroom
performance has a weak positive correlation with co-viewing mediation,
r(503)=0.114*, p<0.05. Furthermore, the task-focused domain, r(503)=0.128**,
p<0.05, and attributes domain, r(503)=0.092*, p<0.05 also have positive correlation
with the co-viewing parental mediation in TV of grades 4-6.
TABLE 6.D.5
Co-gaming Parental Mediation and Attribute Classroom Performance of
Grades 4-6 as reported by Parents

0.016 .107* Significant
As stated by parents, there is a weak positive relationship between the

co-gaming parental mediation in games and classroom performance in terms of
attributes of grades 4-6, r(503)=0.107*, p<0.05. This means that as the parents are
more engage in playing video games together with their children, their children ex-
hibit more positive attributes.
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TABLE 6.E Significant Relationship between Demographics and Media

Consumption
TABLE 6.E.1
TV Consumption and Age Profile of Grades 1-3

.001 .153** Significant
Table 6.E.1 shows that there is a significant relationship between TV con-

sumption of grades 1-3 and their age, r(432)=0.153**, p<0.05. The Pearson correla-
tion indicates a weak positive correlation which means that as the age of the respond-
ents increases, the TV consumption also increases. This means that the older pupils
in the primary level have higher TV consumption.
TABLE 6.E.2
Game Consumption and Age Profile of Grades 1-3

Results revealed that there is a weak positive correlation between game

consumption of grades 1-3 and their age, r(432)=0.126**, p<0.05. This means that
as the pupils get older, their game consumption increases over time.
TABLE 6.E.3
Social Media and Age Profile of Grades 1-3
Social Media p-value r-value Interpretation

YouTube .001 .153** Significant
Facebook .008 .127** Significant
Instagram .008 .127** Significant
The Pearson correlation shows that there are significant relationships

between some social media usage of grades 1-3 like YouTube, r(432)=0.153**,
p<0.05, Facebook, r(432)=0.127**, p<0.05, and Instagram, r(432)=0.127**, p<0.05
77
and their age. It shows a weak positive correlation, which means that there is a direct
relationship between two variables.
TABLE 6.E.4
Game Consumption and Age Profile of Grades 4-6

According to Table 6.E.4, there is a significant relationship between the

game consumption of grades 4-6 and their age, r(418)=0.148**, p<0.05. There is a
weak positive relationship between variables, which means that as the pupil ages, his
game consumption increases.
TABLE 6.E.5
Social Media and Age Profile of Grades 4-6

YouTube .000 .196** Significant
Facebook .000 .238** Significant
Instagram .008 .128** Significant
Based on the results, there are correlations between some social media
namely YouTube, r(418)=0.196**, p<0.05, Facebook, r(418)=0.238**, p<0.05, and
Instagram, r(418)=0.128**, p<0.05 consumption of grades 4-6 and their age.
YouTube and Instagram have weak positive correlation while Facebook
consumption has low positive correlation with the intermediate pupils’ age.
TABLE 6.E.6
Facebook Use of Grades 1-3 and Parents’ Age

As reported by parents, there is a direct relationship between Facebook

usage of grades 1-3 and the age of their parents, r(432)=0.124**, p<0.05. This
indicates that, as the parents of primary pupils get older, the pupils engage more in
Facebook.
78
TABLE 6.E.7
TV Consumption of Grades 4-6 and Parents’ Age

.044 -098* Significant
Using the Pearson correlation, results show that the TV consumption of

grades 4-6 and the age of their parents are significantly correlated to one another,
r(418)=-0.098**, p<0.05. According to Table 6.E.7, there is a negative correlation
between variables which states that as the parents get older, the intermediate pupils
decreases their consumption of TV.
TABLE 6.F Significant Relationship between Demographic Profile and

Parental Mediation
TABLE 6.F.1
Co-Gaming Parental Mediation and Age Profile of Grades 1-3

In terms of parental mediation, there is a significant relationship between

the co-gaming parental mediation and age of grades 1-3, r(432)=0.129**, p<0.05.
Co-gaming parental mediation in grades 1-3 is directly proportional to their age
which means as the primary pupils grow older, the engagement of parents in
co-gaming with their children increases.
TABLE 6.F.2
Co-Gaming Parental Mediation and Parents’ Age Profile of Grades 4-6

.018 -.116* Significant
In Table 6.F.2, co-gaming parental mediation in grades 4-6 and the age of
their parents are inversely proportional to each other, r(418)=-0.116*, p<0.05. This
shows that as the age of parents increases, their engagement in co-gaming with their
children decreases.
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TABLE 6.G Significant Relationship between Demographic Profile and Class-
room Performance
TABLE 6.G.1
Competency Classroom Performance and Age Profile of Grades 1-3

.013 .119* Significant
Among the four domains of classroom performance, competency-based

domain has a significant relationship and is directly proportional with the age of the
primary pupils, r(432)=0.119*, p<0.05. This means that older grades 1-3 are high in
competency-based classroom performance. Thus, age is a factor in determining the
level of competency-based classroom performance.
TABLE 6.H Significant Relationship between Social Media and Classroom

Performance
TABLE 6.H.1
YouTube Use and Task-focused Classroom Performance of Grades 1-3

There is a weak negative relationship between the YouTube usage and

classroom performance of grades 1-3 in terms of task-focused domain,
r(432)=-0.098*, p<0.05. This means that primary pupils who use YouTube more
have lower task-focused classroom performance.
TABLE 6.H.2
Snapchat Use and Attribute Classroom Performance of Grades 1-3

80
Using the Pearson correlation, results show that there is a weak negative
relationship between the Snapchat usage and classroom performance of grades 1-3 in
terms of attributes domain, r(432)=-0.113*, p<0.05. This indicates an inversely pro-
portional relationship between variable, which means as Snapchat usage increases,
the attribute performance of grades 1-3 decreases, and vice versa.
TABLE 6.H.3
YouTube Use and Task-focused Classroom Performance of Grades 1-3 as
reported by Parents

According to Table 6.H.3, as reported by parents, there is a significant

relationship between the YouTube usage of grades 1-3 and their classroom perfor-
mance in terms of task-focused domain, r(432)=-0.103*, p<0.05. There is a negative
relationship between the variables, which means as the primary pupils are more en-
gage in watching YouTube, their task-focused performance decreases.
RESULTS
Qualitative Data
Analysis of the interview transcripts revealed five main themes related to

children’s media consumption: (1) content of media use, (2) reasons and motivations
for media use, (3) impact of media consumption to children, (4) parental mediation
styles and strategies, and (5) challenges and suggestions for responsible media use.
Verbatim quotes from the study participants are labelled in terms of whether they are
a parent or child, location, and whether from public or private school.
Theme 1: Media Habits and Content of Media Use
Television Viewing
Discussions suggested that television viewing is seen as a family activity or

as a form of bonding. Since most families gather around the living room to watch
81
their favorite TV programs after school, it is not surprising that both parents and
children watch the same content. While most school in Luzon, Visayas, and Minda-
nao have whole day classes, few of the research participants from the National Capi-
tal Region belong to the morning shift (7AM-12NN) or the afternoon shift (12NN-
5PM) hence the survey results showed that some were watching noontime shows.
While most children reported that they are only allowed to watch television
or use gadgets after finishing their schoolwork, some children, especially the older
ones would either multitask, doing their schoolwork while watching television or
using gadgets, or watch television as a form of relaxation before doing their assign-
ments.
The succeeding paragraphs report what TV programs are watched and what
both participants have to say about its contents.
Violence and Sex
The popular TV programs for the participants are action, drama, romance,
and news programs, which are commonly watched with family members.
While both parents and children enjoyed viewing these programs, some
expressed concern over heavy themes of violence, sex, horror, or drugs in
these primetime TV programs. Plots on marital infidelity and bloody scenes
on top-rated programs were singled out as inappropriate to children.
“ Yung bastos...Halik may sexual activities like kiss and

sex.” (Child, Cebu City, Public)
“ tsaka yung mga third party, mga kabit kabit, feeling

tuloy ng mga kabit ang cool, uy may movie tayo…..hindi
siya actually maganda tsaka parang sinasabi na kahit
hiwalay masaya pa rin, parang hindi na na pe-preserve
yung marriage” (Parent, Makati City, Public School)
“Ma’am, may matututunan naman po tayo sa Imbestiga-

dor at SOCO eh. Yung mga batas po, kung paano po
mag-ingat….Minsan po kasi may mga episodes mayroong
karahasan.” (Child, Calamba City, Public school)
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“I-close ko raw mata ko kasi madugo masyado” (reaction

to FPJ’s Ang Probinsyano by a Child, General Santos
City, Public School)
Children generally show positive reactions on the program FPJ’s Ang

Probinsyano. They view Cardo (the main character of the story) as a hero
because he saves people and fights for what is right. Some children also
express that their future career interests have been influenced by the pro-
gram.
“Kasi po naliligtas po nila ang mga tao at inaayos nila

yung bansa po natin, tsaka po hinuhuli po nila yung mga
nagda-drugs.” (Child, Calamba City, Public School)
Trends, Horror, and Fantasy
Magazine Shows like Kapuso Mo Jessica Soho (KMJS) for instance, is seen
as informative and not harmful to children.
“KMJS din po. Kasi nagbibigay po siya ng knowledge,

nagpapainspire din po ng tao.” (Child, Calamba City,
Public School)
“…tapos manonood na naman ng Jessica Soho, gustong

gusto niya talaga ‘yan” (Parent, Cebu City, Public
School)
KMJS can be considered a program that delivers news and information on

trends, however, based from the responses of the children, also contains
themes of horror including ghosts, mythical and mysterious creatures:
“…may mga istorya, may mga multo, may mga may sakit
na bata kapag sinabing donate to the person who needs
or donate them money or toys and pinapanood ko naman
Jessica Soho sa multo multo kala ng may-ari na magsasa-
ka na sungib ay pinatay ang kanyang manok at tsaka
nasa palayan pa naman yung manok kaso yung tatlong
manok tumago at pumunta sa bahay ni magsasaka, sabi
ni suren paano namatay ang manok at tsaka akala ng
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magsasaka aso raw ang sungib, parang aso lang daw na
baliktad ang ulo dalawa ang paa at ang likod na paa ay
wala” (Child, Makati City, Public School)
Variety Shows
Parents reported that their children love to watch variety or noontime shows
especially It’s Showtime! and they did not see anything wrong in its con-
tents. Children however said that the program displays subtle forms of bul-
lying, and the hosts berates and embarrasses studio guests and sometimes,
speak profane language.
“It’s Showtime po. Kasi natatawa po ako sa mga jokes ni

Vice. Pero minsan kapag iba na po nagpapatawa, parang
corny na po” (Child, Calamba City, Public School)
“Minsan (yung) mga joke nila mga bastos yung nandoon

sa showtime nung nakita na yung panty ni Anne Curtis
kase jino-joke nila” (Child, General Santos City, Public
School)
“Pero minsan po yung Showtime nagsasabi po sila ng

bad words tapos pinapakita po nila sa bata na nagsasa-
kitan po sila kagaya po nung bigla daw pong nagblackout
po doon sa Eat Bulaga, sa Showtime po, parang mayroon
pong ginawa si Vice Ganda tapos naiyak po si Anne Cur-
tis, tapos nakikita po iyon ng mga bata” (Child, General
Santos City, Public School)
Instructional Shows and Cartoons
A few parents lamented that there are fewer child-friendly TV programs on

free TV and the progamming has been dominated by adult themes and early
childhood romance:
“…para sakin po, wala na ring magandang mapanood

lalo na sa hapon, para sa mga bata po ah. Para sa nanay
or sa mga adults po kasi puro mga adults po talaga,
dramarama. Wala na po yung dating magagandang pam-
84
bata na cartoons – yung Princess Sarah, mga ganyan.

Yung Sineskwela, ang gaganda po ng mga palabas dati
eh, Wansapanataym. Ngayon po puro may mga kissing
scenes, ganun ganun. Hindi po talaga makakanood yung
mga bata ng mga palabas na panghapon as in, kasi kung
titingnan mo po talaga, wala nang pambata na palabas
kapag hapon. Kasi from Showtime to Eat Bulaga, or
Showtime pababa, ano yan eh dramarama hanggang
balita na. Siguro sa ibang channel po, pero yung iba
pong wala kasing cable o ano po, wala po talagang
mapapanood” (Parent, Calamba City, Public School)
Young children are encouraged to watch educational programs by their

parents and some teachers. These programs are mostly curriculum-based,
often focusing on Math, Science, or those that help develop children’s crea-
tive skills. The children reported that they still get to watch some education-
al programs through TV Plus’ Yey Channel (ABS’ digital free TV) and on
cable channels like Discovery, National Geographic and History Channel.
Parents are not fond of cartoons or animated shows so they let their children
watch it by themselves. According to some parents, cartoons are less harm-
ful than teleseryes or dramas.
Social Media
Both children and parents revealed that the most used social networking
sites among children are Facebook and YouTube. Several of the children, especially
the younger ones use their parents’ accounts while some mentioned that they
misdeclared their age in order to maintain their own accounts.
Facebook’s Messenger is used for group chat with the children’ teachers
and for school announcements. Video posts on animals and news are popular among
children and a few access replays of certain shows and programs through Facebook
pages.
Meanwhile on YouTube, children watch instructional shows, magazine

shows, dance and music, cartoons, entertainment, vlogs, and gaming-related videos.
Parents narrated that children extend the watching of their favorite TV programs on
YouTube and the children said that they prefer to watch on YouTube because TV
85
programming is very limited.
“During weekends, on Saturday he watches Cartoons/Animation

on TV 5, like Mr. Bean and Ben 10. After watching those, he goes
to YouTube and would still watch Ben 10” (Parent, Cebu City,
Public School)
“yung anak ko po is grade 1 and grade 3, pareho silang hindi ma-

hilig manood ng TV, if ever lang matapat sila sa Goin’ Bulilit o
Ang Probinsyano, manonood sila saglit pero hindi naman nila
tinatapos, tapos more on YouTube sila” (Parent, Caloocan City,
Private School)
Instructional and educational
Videos watched on YouTube are those they believe will enhance learning in
the sciences, math, and history, among others. Popular among young chil-
dren are DIY (do it yourself) videos on arts and crafts and cooking:
“…po yung mga lifehacks kasi po kahit wala ka po nung

gamit na ganun pwede ko po silang magawa gamit po
yung mga recycled na materials, yung mga hindi na po
ginagamit” (Child, Makati City, Public School)
“…kahit ano lang ma’am tapos i-save niya from

YouTube, pati mga luto luto, nanonood din siya” (Parent,
Nagcarlan, Public School)
“Mahilig siya sa mga interesting na science, mga in-

formative” (Parent, Caloocan City, Private School)
Some parents confirmed that their young daughters in Grades 1 to 3 also

watch make up and fashion videos.
“Mahilig niya panoorin yung mga rampa rampa”

(Parent, Cebu City, Public)
86
Profanity and Vulgarity
With the rising popularity of KPop, children have also shown interest in
Music and Dance, often watching choreographies or music videos.
However, many music videos shown on YouTube especially Western Mu-
sic may contain explicit and adult-rated content such as sex, cursing, drugs,
or partying. As cited in Cummins (2007), music videos contain sexual im-
ageries and the public were concerned because its target audiences are teens
and adolescents and several studies have shown about the “potential harm-
ful effects that such content can have” (p. 97).
Movies and series (especially action and horror films), competitions and
contests, and comedy shows on YouTube are also viewed, according to both
children and parents. The children described that some contain violence and
profane language.
“Minsan po kasi nanonood kami ng movies may drugs

drugs” (Child, Caloocan City, Private School)
“Sanay na po akong manood ng mga action na may

patayan na movies” (Child, Caloocan City, Private
School)
Vlogging and Gaming-related videos
Another popular trend in the YouTube community is the rise of Vlogs,

which children are very knowledgeable and fond of. The vlogs they usually
watch include tutorials, challenge videos, comedy, pranks, and product re-
views:
“Pinapanood ko po sa YouTube puro prank, paggawa ng

slime, tapos DIY, may ginawa po akong notebook DIY po,
ako lang po gumawa. Tuwang tuwa po sakin ang mama
ko kasi po nakakagawa po ako ng DIY tapos po yung ma-
ma ko hindi makagawa” (Child, Makati City, Public
School)
“…minsan po funny moments, minsan yung Guava Juice

din. Dati po bago pa lang po, may Roblox po ako…”
87
(Child, Caloocan City, Private School)
“Yung YouTuber na may mga videos na nakakatawa, mga

challenge tapos minsan po Roblox yung nilalaro” (Child,
Caloocan City, Private School)
“Sa video, kapag may bagong toys, i-unbox, gustong gus-

to niya yun panoorin” (Parent, Cebu City, Public School)
“yung grade 1 ko po more on YouTuber na kids, mga

famous YouTuber kids, tapos Minecraft videos kasi iche-
check nila kung paano gawin yung something” (Parent,
“Kunwari po kung paano po gumawa ng mansion sa

Minecraft o kaya po paano manakop ng base” (Child,
Calamba City, Public School)
Vloggers are also known for their gaming videos, which includes giving
information on cheats, game reviews and walkthroughs:
“Granny po, nanonood lang po ako ng mga games na

ganun, tapos po kapag yung parang nandoon na siya,
pinapause ko po” (Child, Makati City, Public School)
“Mga gaming po, yung mga trolling po, mga tips and
tricks para makalusot sa something tapos po mga memes,
yung mga nakakatawa” (Child, Makati City, Public
School)
“Mga cheats po sa Wordscapes” (Child, Caloocan City,

Private School)
“…yung grade 1 ko po more on YouTuber na kids, mga

famous YouTuber kids, tapos Minecraft videos kasi ic-
check nila kung paano gawin yung something” (Parent,
“Nagshe-share po ng info sa Counter Strike” (Child, Ma-
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kati City, Public School)
Video Gaming
Children play video games in different platforms; either on their mobile

phones, tablets or computers. Some children also play on consoles.
Casual Games
Younger children tend to play more on casual games. These include: Ar-
cades, Coloring games, Dress-up or Fashion games, Educational games,
Word games, and Puzzles. Parents have good impressions on these types of
games and are not much bothered by their content.
Game Creation System
Sandbox Games like Minecraft and Roblox are very popular among all chil-
dren. These types of games require survival skills by building a setting or a
“world”, constructing houses and avoiding or fighting potential enemies.
Both parents and children see these games as educational and helpful in
developing their children’s creativity.
“wala pa ngang apat na taon ito marunong na (sa Mine-

craft). So hindi naman ako nagturo sakanya. Ang galing
niyang maggawa at magbuild ng house talaga doon o
magpasok ng animals sa farm. Alam niya kung paano
gawin… Kaya lang ang pinagtataka ko lang sakanya
paano siya nakakagawa ng ganun. Paano nakakapag-
produce ng mga bagay na alam niya yun yung hollow
blocks o kung ano (ang) components na pang build ng
bahay” (Parent, Makati City, Public School)
“yung sa Minecraft matututo ka naman po magcraft ng

bahay tapos po matututo ka rin pong iprotect yung sarili
mo” (Child, Makati City, Public School)
Violence and Horror
Violence and horror are the most prominent content of video games.
89
Among genres, the most played types are Action Games which include ac-
tion-adventure, battle or combat games, suspense or horror, and first-person
shooting games. These games are filled with violent and bloody scenes.
Mobile Legends, Rules of Survival (RoS), Fortnite, Grand Theft Auto

(GTA), and Player Unknown Battleground (PUBG) are the most popular
among the children. These games are a combination of Role-playing, Strate-
gic and Simulation and can be played either online or offline. These also
allow real-life chatting where a player can discuss strategies in defeating
enemies with other players around the world. These games are heavy on
graphic scenes of killing, shooting, as well as cursing (between players).
“Opo. Yung sa Critical Ops po patayan. 5B, 5 Pro, kahit

anong levels ma’am. Yung sa Pixel Gun, parang Mine-
craft or Roblox pero patayan” (Child, Caloocan City,
Private School)
“Patayan yung Mobile Legends, tapos Flush Royale po”

“RPG, they have different worlds din tapos kakalabanin

mo tapos paramihan ng kills” (Parent, Makati City, Pri-
vate School)
Some boys enjoy sports games like Basketball, Racing, Soccer, and Wres-
tling. Although these games do not portray profound killing, physical harm
is still depicted in the games, as shown in shooting, punching and other ag-
gressive acts.
“Yung drive ahead kasi yung sinabi niya yung opponent

iba-bump sa ulo tapos may points ka. Mayroon kasing
map na square tapos mayroong mga obstacles tapos mag-
da-drive ahead ka dun sa mga obstacles. Yung objective
mo yung iba-bump mo yung opponent sa head tsaka dapat
mabangga mo yung head ng opponent para makapoints
ka” (Child, Nagcarlan, Private School)
90
“I play Shell Shock. You keep hitting each other and it’s
an io game. The thing is that your character is an egg”
(Child, Makati City, Private School)
Aside from violent games, children also have increased interest in playing
Horror games, such as Slendrina, Granny, Outlast, and Five Nights at Fred-
dy’s. These games are all similar in nature, that is, a player must hide from
the killers, kill the enemies, or get caught and killed. The scenes and charac-
ters were described by children as scary, gross, and it had caused night-
mares to some.
“May nilalaro po ako nakakatakot po, naglaro po ako ng

Slendrina, natakot po ako… mas lalo na po yung Granny
kasi puro jumpscare po yun” (Child, Makati City, Public
School)
“Outlast is like a haunted game with lots of monsters and

stuff” (Child, Makati City, Private School)
Some children often mentioned the game, Baldi’s Basics. While the game
involves solving mathematical problems, the player gets punished and
beaten by a stick by Baldi if the player does not get the right answer. If the
player gets the correct answer, the player is rewarded with a coin.
“Math teacher si Baldi kaya…alam mo yung may punish-

ment kapag hindi nakuha yung answer” (Parent, Calam-
ba City, Public School)
Another popular game, Talking Ben, the Dog, is part of the game series,
Talking Tom and Friends. It is a simulation game where a player can inter-
act with the dog. Apparently, a player can slap, punch, and violate Ben in
the game. When parents were asked about this, apparently none of them
knew about it.
Simulation Games, Augmented Reality and Pornography
When the Japanese simulation game, Pokémon Go was first introduced, it

created a hype even among children. What makes Pokémon Go interesting
to children and adults alike is because it uses augmented reality where
91
players can join game characters in real life settings. This feature caused
some concern among parents; they believed that playing an augmented real-
ity game brings more danger to their child’s safety.
“Pokemon Go. Kahit saan siya lumalabas. Kahit sa tuk-

tok ng simbahan. Kaya delikado” (Child, Nagcarlan, Pri-
vate School)
The most surprising and alarming revelation from children is their

knowledge of pornographic games. A few children narrated that they were
introduced by friends or have accidentally chanced upon animated sex
games, Summertime Saga and Hentai Haven. They said that they do not
play the games, but they admitted that they have seen some parts of it con-
taining pornographic scenes.
“Kasi po ma’am nagtitingin po kami ng anime tapos may

nagtanong po na “Alam niyo yung Hentai Haven?” tapos
may sumagot po ng “oo” tapos mayroon daw pong hindi
censored doon” (Child, General Santos City, Public
School)
“Laro po na may mga bastos (Summertime Saga)”

(Child, General Santos City, Public School)
Theme 2: Reasons and Motivations for Media Use
There are four main reasons why children consume media. These are: Class
requirement, Socialization, Personal Motivations, and Availability and accessibility
of media.
Class Requirement
News, especially for children who are members of Journalism clubs, are
required to watch the news and get informed about the latest happenings inside and
outside of the country.
“Sa grade 5 naman, news naman po. Kaya hindi namin pwedeng
palampasin yung TV Patrol or sa Channel 7 everyday kasi naka-
assign po talaga sila. Kagaya nung anak ko, assigned siya na mag-
92
check ng group nila kung sino magrereport every Tuesday ng bali-

tang napanood. Then sila po, kung paano nila inintindi yung
balita, nirereport nila sa buong klase” (Parent, Cebu City, Public
School)
Most of the teachers in both Public and Private schools use social media in
making school announcements. Teachers use group chats in Facebook to notify stu-
dents of upcoming activities, school works and test announcements. The younger
children usually use the social media accounts of their parents while some older chil-
dren have created their own accounts.
“Nagaabang po ng balita, tinitingnan po kung may pasok o wala”

(Child, Nagcarlan, Private School)
“If ever po na may mga special announcements, doon po sa sec-

tion namin mayroon po kaming groupchat, doon po kami
nagbibigay ng special announcements. Sometimes po inaallow ko
po na mag add ng mga parents lalo na po nung first year ko po
para po makita din nila yung mga announcement po, kasi po yung
iba ko pong students wala silang messenger at Facebook account,
kaya yung ibang students yung Facebook ng parents nila ang ina-
add. Gumagamit din po kami ng e-learning, madalas po naming
ginagamit yun sa lecturing. Tapos po yung mga announcement po
na nasa bahay na sila, messenger po yung ginagamit.” (Parent-
teacher, Caloocan City, Public School)
“Ako po minsan ginagamit ko po yung Facebook ko pang-chat ng

teacher ko kapag po minsan kapag may namimiss ako” (Child,
“…inobligate sila na sumali sa group chat. Then doon nagsa-

submit ng mga videos, assignments, ganun... Magpo-post... pero
wala talaga siyang Facebook account, ngayon lang dahil nga in-
obliga sila na magkaron for the purpose of ano... complying with
the school works” (Parent, Makati City, Public School)
“Ma’am sila Papa naman po yung gumawa ng account ko so sina-

bi po nila sakin na yung kapatid ko po yung gagawan ko ng Face-
book, sabi ko po, “Ano po ba yung ilalagay kong date ng
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kapanganakan?” tapos sabi po “Basta, basta lagpas 18 years”.
Kasi po, yung gagamitin ko po kasing yun ay para po yung mga
projects po dun magtatanong kapag may mga assignments na hin-
di raw po nagawa.” (Child, Calamba City, Public School)
Socialization
Watching TV, playing video games, and social media are avenues for chil-
dren to share interests among friends and relatives, and it also serves as a family ac-
tivity. Both participants reported that children use social media to communicate with
family who are overseas, friends and to get to know new people, such as co-gamers.
A few use social media to gain followers.
One Grade 5 child narrated that he once joined a group chat in order to plan
strategies to defeat enemies in a game. While he thought he was chatting with a
foreigner abroad, the latter revealed that he lives in a nearby area and requested a
meet-up. The child was oblivious of the potential danger in meeting online acquaint-
ances in real life so he did show up for their rendezvous.
Kapitbahay ko lang pala, nung una po kasi di niya po ako kilala

kasi magkaibang pangalan po kasi tapos po flag ko Philippines
tapos flag niya New Zealand tapos nakipagmeet po siya, ininvite
niya po ako sa isang multiplayer, chinat niya po ako ng “where are
you from”? sabi ko po Philippines. Tinanong niya po ako kung
marunong ka mag tagalog sabi ko po oo, tapos tinanong niya kung
saan ako nakatira sabi ko dito nga sa Pilipinas sabi niya saang city
sabi ko Mandaluyong tapos sabi niya Mandaluyong din ako eh
tapos sabi ko anong street mo, sabi niya 206 tapos street ko din
yun eh, tapos meet up tayo dun sa covered court malapit samin,
tapos pagkakita ko po yung kapitbahay ko po sabi ko po sino
hinihintay mo, “yung kameet up ko sa game” sabi niya sakin “sino
hinihintay mo”? “yung kameet up ko sa game” sabi niya ako yata
yung kameet up mo (Child, Makati City, Public School)
“nakikipagusap ka sa iba (ng players) gaya po nung Fortnite, kun-

wari magpaplano kayo kung ano ang gagawin… makikipag-chat
ka po sa kanila tapos po magiging friends tapos makikipag-meet
ka na po sa totoong buhay” (Child, Makati City, Public School)
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“…minsan hinahayaan ko para magkaroon sila ng kaibigan”

(Parent, Caloocan City, Public School)
Interviewer: “So kailangan maka 1,000 (followers) ka, ano gina-

gawa mo para makakuha ka ng followers?”
Interviewee: “Nagpopost po ng mga pictures, yung iba po
naguupload ng videos sa YouTube para maging sikat po”
Interviewer: “Ano mga pinopost mong pictures?”
Interviewee: “Yung mga selfie ko, pero kapag mag trip kami,
nagpapa-picture po ako kay mama o papa tapos ipo-post ko po sa
Instagram” (Child, General Santos City, Public School)
Searching for potential partners on social media and curiosity over sex is
even true for some children. Some parents shared their experience witnessing young
children exploring the internet for pornographic and obscene pictures:
“China-chat nila, nakikipagkilala po sila, tapos, kapag po grupo

sila, nagtatawanan, ang gagawin ko po, titingnan ko kung anong
pinagtatawanan, nakikita ko po, naghahanap sila ng Facebook na
basta ang suot ay sexy, tapos po ina-add nila” (Parent, Nagcarlan,
Public School)
“ang alam ko lang po, nakikipag friend sila sa Facebook... Ang

pinakanatatakot po ako ay yung mga elementary na batang babae,
sila pa po yung mga nanonood ng bold” (Parent, Nagcarlan, Pri-
vate School)
“Bale naging problema ko po talaga yung sa panganay ko. At one

time, napapansin namin na pag nanonood siya ng YouTube, lagi
siyang nasa gilid. Tapos nalaman namin na may mga napapanood
siyang malalaswang panoorin.” (Parent, Makati City, Public
School)
Personal Motivations
Assimilation of Social Values
According to the children, they were able to assimilate social values from
the programs they watch and the games they play. However, these social
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values can be both desirable and undesirable. For example, one child narra-
ted that his desire to learn more and successfully pursue his future career, he
watches videos on YouTube and plays games related to his interests:
“Yung pinapanood ko po sa YouTube yung how to build a

house in Minecraft tapos kung paano po tumalino sa
math, tapos po yung tungkol sa space and universe po
kasi po gusto ko po paglaki ko astronaut eh kaso po
ayoko lumayo ng Pilipinas kaya po gusto ko nalang po
maging doctor” (Child, Makati City, Public School)
One parent also narrated that her daughter started taking interest in reading
web novels on her phone:
“last year nung bago pa yung phone niya, naglalaro siya

ng Minecraft saka Roblox pero since nalaman niyang
webnovel ma’am, magbasa na lang talaga siya, instead
na magbasa sa libro, sa cellphone na lang siya magbasa
ma’am, na-addict talaga siya ng basa basa” (Parent,
Cebu City, Public School)
However, media consumption can also influence children on verbal and

physical aggression. Children agree that they have fun watching cartoons
depicting violence, as well as playing violent games:
“…kasi po maganda po ung Cartoons kasi natatawa kami

si Grizzy at si Lemmings natatawa kami kapag nahulog
sila sa cliff at sa baba ng cliff may trampoline at sa gilid
ng trampoline, may machine na may punching gloves”
(Child, Makati City, Public)
Interviewer: “So you have fun killing someone (on

game)?”
Child: “Yes” (Badian, Private School)
Interviewer: “Kapag hindi patayan yung games?”

Child: “Boring” (Caloocan City, Private School)
“Minsan po masama yung game pero may natutunan po
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ako sa patayan. Ano po, mga baril, 1947, marami po.

Tapos minsan po sa classroom nagbabarilan kami gamit
yung mga gamit sa classroom. Tapos masama rin po, may
matututunan ka pong masama. Mas masama pa po. Min-
san po may mga mura.” (Child, Caloocan City, Private
School)
Aside from aggression, some parents reported that the children have also
been influenced by media to display prohibited behavior and misconduct.
One parent narrated:
“…may computer shop po kasi ako, more on nanonood

ng movies, maseselan na palabas, mga babae at tsaka
mga elementary (ang nanonood). Ngayon kapag po napa-
pansin ko po, kapag po mga elementary na babae, gusto
nila pe-pwesto doon. Ang ginagawa ko po tinatapat ko po
minsan, may video po ako, nakikita ko po yung pinapa-
nood nila, ang gagawin ko po, sisitahin ko, sa susunod po
di ko na po sila papapwestuhin dun. O kaya yung mga
lalaki naman po, mas okay nga po yung mga lalaki, kase
po ang nilalaro nila ROS (Rules of Survival), LoL
(League of Legends), mga ganun lang po.” (Parent, Nag-
carlan, Public)
Entertainment and Admiration of Personalities
Children create and use their own social media accounts to get updates from
famous personalities such as actors, singers, makeup artists, and social me-
dia influencers like gamers. Some of the famous personalities that children
follow on YouTube are PewdiePie, DanTDM, Ninja, Jamill, and Guava
Juice. Most children view these personalities as positive influencers who
post content about games or make product reviews; they are deemed enter-
taining, funny, and skillful in playing video games.
Sense of Achievement and Autonomy
Children’s access and ownership of modern technology like mobile phones

and tablets have given them a sense of autonomy and sometimes, a reason
to defy their parents’ rules on gadget use.
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“…open lagi yung wifi sa bahay dati, ang nangyayari,
tinatakas nila yung gadget kahit di nila time gumamit ng
gadget, kapag wala silang masyadong ginagawa, nag-
tatalukbong ng kumot, minsan nasa isang sulok naglala-
ro, masyado nang matalino yung mga bata eh, tas
malalaman ko nalang kaya pala tahimik nagge-games na
pala” (Parent, Caloocan City, Private School)
“minsan po sinabihan ako ni mama na tigilan na mag-

YouTube, hindi ko po siya sinunod kasi po nasa labas siya
habang wala pa po siya sa loob naglalaro pa po ako”
According to the school children, some parents allow them to use gadgets
as a reward for an impressive school performance or for accomplishing a
task given to them. Thus, the children become more motivated to do better
to ensure continued use of the gadgets.
“Ganun pa man po eh, dahil sa narinig ko naman po na

mataas ang grades, ayun po binibigyan ng reward mga
bata… nagpapasalamat naman ako’t may anak akong
ganoon. Pero ang sinasabi ko sa anak ko, kahit anong
talino mo, kung ikaw naman ay distracted, walang asenso
sa buhay. Kaya kailangan na parehas na meron. Papa-
yagan kitang mag-gadget, pero kailangang i-maintain
mo.” (Parent, Makati City, Public)
Curiosity and Environmental Safety
Parents expressed concern for the safety and security of their children out-
side their homes thus they prefer that children stay indoor and use gadgets
instead. This perhaps explains the survey results on why children seldom
play outdoors besides the lack of nearby playgrounds or spaces.
With children kept at home and allowed to use gadgets, the children explore
a multitude of media content at their fingertips. The children are exposed to
Clickbait titles which further stir the curiosity of children into consuming
media content which parents may not be aware of.
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“Kasi halimbawa n’yan, pinagbabawalan ko sila nung

mga game na Mobile Legends. Mga patay-patayan, mga
ganun-ganun. Na-cucurious sila kasi nilalaro nung iba.
Bakit sila hindi pwede?... Minsan, hindi nila naiiwasan
subukan kasi nga naa-out sila na pinag-uusapan so haha-
yaan ko sila maglaro.” (Parent, Calamba City, Public
School)
“Sakin walang physical gaano yung anak ko kasi hindi ko

sila pinalalabas sa bahay kasi yung environment hindi ko
rin gusto. Pero na-wawarningan ko sila kung ano. Kaya
ang anak ko pag umuuwi ng 3 o’clock, hinahayaan ko
muna hanggang 4 (to play gadgets) kasi yun yung physi-
cal nya dito, yun yung laro nya. Afterwards, pag-uwi
namin, gawa assignment, nanonood, inaabangan hang-
gang mag news. Pagdating ng Friday, meron na tayong
policy hindi ba, “no assignment” pagdating ng Friday sa
primary. So kapag Friday nagmamadali nang umuwi kasi
(maglalaro na ng) gadget hanggang Saturday” (Parent,
Calamba City, Public)
Coping
From the Focus Group Discussion, it was learned that some come from
restructured families, or households that are currently experiencing family
problems. According to the children, they would either watch programs,
use social media, and play games to “forget” the bad things their family is
experiencing.
Availability and Accessibility of Media
Most of the children are given their own gadgets (smartphones, tablets) that
are portable, mobile and user-friendly. Some homes are equipped with in-
ternet connection that makes it possible for children to do research and
school assignments, watch videos on YouTube, play online games and
download game applications. A few go to internet cafes. In some areas in
the country, Pisonet is readily accessible in neighborhoods and even near
schools. A child simply drops coins into the computer to be able to use it.
The children save their allowance for pisonet and a few asks money from
99
parents. One child admitted getting money from his mother’s purse without
permission.
Parents expressed shock about their children being able to navigate through
the internet and games without the assistance of adults. Children do their
own research for what is trending and read reviews and decide on what to
watch, trends to follow, and games to play.
“Minsan chinecheck ko hindi po nila minsan natatapos

yung palabas. Kapag sawa na po sila puro ayoko na. Na-
papansin ko kapag may ginagawa kami music o ano man
hindi nila matapos tapos kasi nabobored sila kasi
nasanay sila sa YouTube na at the mercy of their hand na
nililipat nila.” (Parent, General Santos City, Public
School)
“Pumipili ako ng game depende sa ratings ng game pati

sa reviews” (Child, Makati City, Private School)
Theme 3: Impact of Media Consumption to Children
Four domains of the bodily functions are known to have greatly impacted
by children’s media consumption. These are: Cognitive, Psychological, Behavioral,
and Social Domains.
Cognitive Domain
Academic Performance
There are split opinions on whether media consumption is bringing more

positive or negative effects on children’s academic performance. Many stu-
dents have reported that their studies are not affected by their usage of me-
dia, since majority of them would always finish their school works, and
assignments first before indulging into television, social media, and games.
Furthermore, they have stated that they would meet all academic require-
ments and would always excel in their studies and receive higher grades.
However, for some students, media especially excessive use of, have
brought more negative impacts on their academic performance and studying
100
habits such as tardiness and absenteeism.
“ang daming concern, ilang taon na marami na ang

nagreklamo, sa sitwasyon ngayon dito samin, halos kara-
mihan ng lalaki hindi na pumapasok dahil sa ganyan
yung mga DOTA DOTA (Defense of the Ancients). Iyan
talaga ang main problem ng mga parents dito sa amin,
hindi lang dito sa amin, sa buong Pilipinas talaga”
(Parent, Sarangani, Public School)
“Nakikilig tapos gabi na po natutulog. Tapos hindi na po

nagagawa ang homework. Kinabukasan, male-late po ako
ng pasok.” (Child, Calamba City, Public School)
Enriched Learning
Academic-related
There have been positive reports on the children’s use of media not
only on their academic performance, but also to their everyday
learning. Most of the positive effects brought upon to children are
academic-related, and usually involves arts and culture, geography,
language, math, science and technology, and news and current
events. When asked if the children intentionally watch programs or
play games that are related to the mentioned fields, the children
would often answer that these were influenced by their parents’
choices.
“Minsan po nagaadventure sila tapos po nag-

didiscover ng mga bagay dito sa Pilipinas na
ngayon lang makikita” (Child, Caloocan City,
Private School)
“Kasi po kapag po nilalaro ko yun para pong

yung utak ko may nalalaman pong bagong mga
word tapos kapag may internet yung mga words
na yun kapag pinindot niyo po ibibigay po ni
Wordscapes yung mga meaning nila” (Child,
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“Kapag nanonood po ako ng mga balita po, na-
tutuwa po ako kasi may natutunan ako,
nalalaman ko kung anong nangyayari sa lugar,
sa bansa” (Child, Caloocan City, Public School)
“Doctor Buymax, kasi interested po ako sa

science, tapos kapag hindi ko po naiintindihan,
naghahanap po ako ng methods sa YouTube”
(Child, Makati City, Public School)
Notions or Beliefs
On the other hand, media content shown to children have also in-
clined children to develop their notions or beliefs about sensitive,
albeit common topics, such as religion, romance and sex, and vio-
lence.
“Binabaliktad niya po yung ugali niya, yung

babae naging lalaki, yung lalaki naging babae,
sabi nga nung bible, huwag magbaliktad, kapag
ikaw, ikaw na yan.” (Child, General Santos City,
Public School)
“Ang story ng Meteor Garden ay tungkol sa mga

kabataan na tulad namin kaya kami ay
kinikilig.” (Child, Cebu City, Public School)
Below is the transcript of a child’s narrative on why he likes to

watch the animated program Grizzy and the Lemmings:
Interviewer: “…e hindi ba nasasaktan sila dun,

okay lang sayo na ganoon yung
pinapanood mo?”
Interviewee: “Comedy po yun e. Kasi si Grizzy

hindi yan nasasaktan kasi mata-
ba siya tsaka hindi siya
nasasaktan kasi mayroon siyang
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dala dala na wood plank sa dito

sa kanya (touches buttocks), dini-
dikit niya para hindi siya
masaktan.”
Interviewer: “Okay lang sayo na gayahin yun?"
Interviewee: “Oo, wood lang’”
Interviewer: “Edi nasaktan yung bata kapag

ginawa niya yun.”
Interviewee: “Oo naman, kapag walang pako,

okay lang yun.” (Child, Makati
Executive Functioning and Procedural Knowledge
Watching tutorials help children develop their executive skills,

including paying attention to details and completing projects and
tasks. Furthermore, DIY videos impact children positively in
which children can improve their dexterity and life skills.
“Nanonood lang siya ng five minutes crafts ta-

pos gagayahin niya. Naging creative mag-isip
yung mga bata.” (Parent, Nagcarlan, Public
School)
“Pinapanood ko po sa YouTube puro prank,

paggawa ng slime, tapos DIY, may ginawa po
akong notebook DIY po, ako lang po gumawa,
tuwang tuwa po sakin ang mama ko kasi po
nakakagawa po ako ng DIY tapos po yung mama
ko hindi makagawa.” (Parent, Makati City, Pub-
lic School)
Languages and expressions
Being exposed to the different contents of media, it is not surprising if chil-
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dren will learn different languages and expressions from what they are used
to seeing and hearing. Alarmingly, children most oftentimes learn foul lan-
guage, expressions, gay and gaming language, and memes. Parents reported
that they are not very familiar with some of the terms their children are say-
ing, or expressions they are stating. Additionally, children also seem to have
learned several medical terms and conditions, but they use it inappropriate-
ly.
“Kapag naglalaro ako, minsan po may nagcha-chat ng

puro mura kaya ako rin po napapa-chat na rin ng mura”
“Hindi na po ako nagmumura sa social pero kapag

naglalaro lang po ako nagchachat po ako ng mura.”
“Dati po kasi mayroon akong Clash of Clan, Flush

Royale tsaka ML (Mobile Legends) pero pinagbawalan
na po ako ngayon kaya iba na po nilalaro ko, yung PUBG
(Player Unknown Battlegrounds) tapos ROS (Rules of
Survival). Pinagbawal po ako na magdownload ng AOV
(Arena of Valor).” (Child, Caloocan City, Private School)
“Nadadala po sila sa laro nila, may mga kalaban kala-

ban yun kase sila eh kaya minsan nakakapagsalita na ng
(ano) kase dalang dala nila yung laro.” (Parent, Nagcar-
lan, Public School)
“Kasi gusto kong maging SPED (Special Child)” (Child,

Makati City, Public School)
“Yung iba po, tulad po ni Mr. Bean, gustong gusto kong

panoorin kaya lang pinapabura ni mama sa akin yung
mga offline videos kasi nagiging abnoy na po ako.”
“Ako po hindi ko po sinasabi kasi po mas tatakutin lang

nila ako. Sasabihin lang nila na nagha-hallucinate lang
ako.” (Child, Calamba City, Public School)
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“Yung isa kong pinsan naaadik sa DOTA (Defense of the

Ancients) namatay siya.” (Child, Sarangani, Public
School)
Psychological Domain
Aside from cognitive functioning that are affected by media consumption,

several areas of the psychological domain are also affected by the content of media
the children are exposed to: these are the following: 1) Imagined-world Attachment
(IWA), 2) Sense of e-goal (SEG), 3) Cognitive Response Set (CRS), 4) Perceived
Moral Trends (PMT), 5) Cognitive Distortion, and 6) Positive Self-regard.
Imagined-world Attachment (IWA)
Many admitted that media (video gaming in particular) actually leads to

self-identification and relatedness of children to their virtual world. Some
children become too engrossed in gaming that they identify themselves in-
side the virtual world, or even play the game in real life.
Meanwhile, some children become enchanted by the glamor and fame ap-
parent in celebrities that some children would like to identify themselves
with their idols.
Interviewer: “So kailangan maka 1,000 (followers) ka,

ano ginagawa mo para makakuha ka ng followers?”
Interviewee: “Nagpopost po ng mga pictures, yung iba po
naguupload ng videos sa YouTube para maging sikat po”
Interviewer: “Ano mga pinopost mong pictures?”
Interviewee: “Yung mga selfie ko, pero kapag magtrip
kami, nagpapa-picture po ako kay mama o papa tapos
ipo-post ko po sa Instagram” (Child, General Santos
“Minsan po parang feeling mo gusto mo talagang gawin,

kunwari kapag hindi mo nilalaro, laruin mo nalang sa
totoong buhay?” (Child, Makati City, Public School)
105
Virtual induced emotions (VIE)
Violent and horror shows, programs, or games play a great role in inducing
emotions in children, with which most of the emotions are short-term and of
great intensity such as nightmares and tantrums. Some of which elicits the
following emotions: a) desensitization, b) elevated excitement, c) condi-
tioned fear, d) empathy, e) anger, and trauma-related symptoms.
Desensitization
The children reported to have felt numb and unaffected when they
are watching videos or playing games with violent content. While
they are aware of the harmful effects violent content may bring
them, children tend to brush this because they are more focused on
the sensation of being entertained by these kinds of content.
“Sanay na po akong manood ng mga action na

may patayan na movies.” (Child, Caloocan City,
Private School)
“May mabuti po, may masama pero mas

nagdudulot po sakin ng masama kasi hindi na po
ako umiinom ng tubig tapos nagluluha po ako,
pero minsan po mabuti kasi nalilibang po ako
lalo na yung mga patayan” (Child, Caloocan
City, Private School)
Elevated excitement
Perhaps some of the shows watched and games played by children

contain elements that will get them hooked, and as reported by
children, they get varying feelings of excitement whenever they
think of the shows they watch or the games they play.
“Gusto po kasi ng mga pinsan at ng kapatid ko

kasi pambata. Pero ewan ko po kung bakit
naeexcite ako kapag pinapanood si Dora”
(Child, Calamba City, Public School)
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“Kahit andito ako sa school o sa bahay, excited

talaga ako pumunta sa pisonet para maglaro ng
Roblox” (Child, Caloocan City, Private School)
“Yung sakin naman pagdating, hindi pa nakaka-

bihis binubuksan agad yung computer, kaso
isang oras lang naman pagdating niya ng 4pm
hanggang 5pm lang tapos gagawa na siya ng
assignment. Ganun lang din ang ginagawa kasi
yun ang sabi ko. Pagdating ko ng bahay, tina-
tanong ko rin kung may project kasi mamaya
hindi rin niya magawa.” (Child, Caloocan City,
Private School)
Conditioned Fear
Mostly brought upon by horror shows and games, children develop

a fear towards inanimate objects, and some start imagining grue-
some things that can happen either to themselves or the people
around them.
“Minsan po kapag nagpupunta po ako sa CR,

lumilingon po ako sa likod, kasi po yung laro na
yung may lalaki na may hawak na itak tapos
hahampasin ka sa ulo tapos mahahati ka”
“Nanood kami ng Nightmare at the Elm Street,

napanagipan ko po na nandun na ako sa movie.”
(Child, Calamba City, Public)
“Tuwing linggo po KMJS, minsan po napa-

panood ko dun mga multo kaya po yung TV
naming hinihinaan ko, tapos sabi po ng mama ko
lakasan kasi hindi niya raw marinig, kaya po
kapag nasa banyo po ako, mabilis po ako ma-
ligo, kapag nagtu-toothbrush din ako mabilis
din, minsan po sinasamahan ako ni mama, para
hindi naman ako mabilis maligo, natatakot po
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kasi ako eh.” (Child, Makati City, Public School)
“Ako din yung nakita ko din po si Krasue, yung

babae po na hanggang ears po yung mouth niya
tapos kita po yung intestines nila, nakakatakot
po siya, feeling ko po hina-hunt po ako sa banyo,
tinatakot ko lang pala yung sarili ko.” (Child,
Empathy
These emotions are mostly caused by unfortunate events captured

on video and oftentimes shared through social media. These are
most likely the videos of persons or animals that go viral or
trending because of the pitiful situations the characters are in.
“Mga story na mga dogs na namamatay tapos

yung owner nila umiiyak kasi yung animals. Na-
feel sad ako.” (Child, Caloocan City, Private
School)
“Kapag po nakikita ko sa Facebook ni mama

yung mga videos po doon na sa mga ibang bansa
na nilindol tsaka nagkaroon ng tsunami, nakaka-
lungkot po.” (Child, Caloocan City, Private
School)
Anger
When children were asked how they feel when they are playing
video games, children would often respond that they feel excited,
but get angrier as the time goes by, especially when their charac-
ters fail to level up, defeat their enemies or finish their mission.
“Parang galit na galit po, parang may kalaban

ka na kailangan patayin” (Child, Makati City,
Public School)
Parents also expressed concern over their children’s impulsivity,
108
channeling their anger towards them, especially when they would

try to limit their child’s media consumption.
“Kasi yung game po nakakaadik tapos sa tingin

niyo po kapag pinatigil kayo nakakaboring na-
nay niyo kapag minsan, kunwari po malapit mo
na madefeat yung boss tapos pinatigil ka ano po
maiinis po talaga kayo” (Child, Makati City,
Public School)
“Yung pinipigilan mo sila sa paglalaro, kasi

may gusto kang ipagawa. Parang ano sila, yung
nagagalit sila, parang nagrerebelde yung kaloo-
ban. Parang ganun, gusto lumaban. Nakita ko
yung effect. Sabi kong ganyan, ibigsabihin
ganito yung isang pamangkin ko, ganun. Sabi ko
“nakita ko yung epekto sayo, wala kang ginawa
kundi madalas mag video games, mga games na
yan. Nakita ko parang gusto ko na rin pumatay
ngayon kasi ganun ginagawa nila sa game.
Nakikipaglaban sila dun tsaka pumapatay sila.
Kailangan manalo sila ganun po. So, yun yung
ayoko ma-experience ng bata.” (Child, Nagcar-
lan, Private School)
Trauma-related symptoms
These include feelings of being observed and or followed, as well

as children having lingering feelings that someone is out to hurt
them. Some also narrated that they begin to see images and have
nightmares of the shows they have watched and games they have
played.
“May napanood po ako sa YouTube, naglalaro

po siya the evil nun, kapag po nakita ka nung
madre hahampasin ka po ng hammer, natrauma
po ako nun. ‘Pag po matutulog na ko tumitingin
po ako sa bintana” (Child, Makati City, Public
School)
109
“Yung laro ko pong Reporter 2, hindi alam ng
mama ko, sinasabi ko po sa kanya na parang
may nagaabang sakin na lalaking may itak,
sasabihin niya wala naman, tapos ituturo ko
ayan, ayan o” (Child, Makati City, Public
School)
“Hindi po sa YouTube po, yung God of Death po

sa series na yun, nagkapanaginip po ako na tu-
mitingin lang po sila sakin tapos nagising po ako
pawis na pawis po, kapag naglalakad po ako
magisa, naiisip ko po na nasa likod ko po sila,
sinusundan nila ako.” (Child, Makati City, Pub-
lic School)
“Yung napanood ko po sa Aha!, si Bea Binene

po nagtataping, nung nagpicture po siya sa likod
po ng halaman nakita po na black na tao, yung
parang namatay na army. Tapos po kapag may
kumakalabog po sa bahay namin natatakot po
ako tapos po minsan kapag tumingin po ako sa
bahay para pong may black lady.” (Child, Ma-
kati City, Public School)
Sense of e-goal (SEG)
Sense of e-goal is attributed to competition and accomplishment derived

from playing electronic games. This brings about the competitive nature of
children, especially in gaming.
“Since kambal sila so yung bonding time nila yung Mine-

craft, Roblox, minsan mag-away kapag competitive yung
isa, yun lang, minsan marinig mo magaway, maya maya
kampi na naman sila” (Parent, Sarangani, Private
School)
“Ano po kasi, nakakaasar po kapag natatalo po ako na-

papamura po ako kapag nagchachat” (Child, Caloocan
110
“I get excited to get to the last level” (Child, Badian, Pri-

vate School)
“Happy, tsaka ako ano na ako level 30 kaya natutuwa

ako, malapit na ako level 100. Ibig sabihin ano, ‘pag
meron kang rocket gun, pwede yun sabugsabugan, explo-
sion at marami pa, kapag level 100 ka na maganda na
yung pwede mong i-destruct na place” (Child, Makati
Cognitive Response Set (CRS)
These are mental activities that may enhance or derail the attention or focus
of the children. It was found out that time distortion and attention hijacking
are the most prominent and observable effects seen from the children who
are overexposed to media. Time distortion is when children become so im-
mersed to the media content, such as shows, social media, or games, that
they forget the time or do not notice that time has already passed. Attention
hijacking on the other hand, just like time distortion, is when children’s
time and attention are channeled to media consumption, instead of other
tasks that are more important, such as accomplishing school tasks and home
works, or doing house chores.
“Nakakaaddict po, hindi ko namamalayan kung anong

oras na po” (Child, Nagcarlan, Private School)
“madami naman pong educational games pero yung iba

po kasi hindi na nakakareview kapag quiz bagsak ka,
tapos wala ka pakialam sa grades mo, yung mga assign-
ments mo di mo na ginagawa, kapag sinasabihan ka nila
hindi ka na nakikinig” (Child, Makati City, Public)
Perceived Moral Trends (PMT)
Just like notions and beliefs, perceived moral trends pertains to behaviors
that are considered ‘good’ or ‘bad” in a given society. Many admitted that
they have done some things that are considered as bad in the society, as a
result of being too immersed in media such as exploration of pornographic
materials, disobedience and disrespect to authority, and age-inappropriate
111
behavior and even stealing.
“Ang pinakanatatakot po ako ay yung mga elementary na

batang babae, sila pa po yung mga nanunuod ng bold.”
(Parent, Nagcarlan, Private School)
“Tsaka sumasagot pa ng “Saglit” (angrily), parang

nakakalimot na po na magulang yung kausap” (Parent,
Nagcarlan, Public)
“sabi po ni mommy kapag tama na yan tama na po daw

‘yan tapos sinabi ko hindi” (Child, Makati City, Public)
“Lagi po kasi akong sinasabihan na tigilan na, sinasabi

ko po wait lang tapos humahaba na po ng humahaba”
“Opo, tapos minsan nasisigawan ko na po yung mama ko

ng wait lang” (Child, Makati City, Public)
“minsan po sinabihan ako ni mama na tigilan na mag-

YouTube, hindi ko po siya sinunod kasi po nasa labas siya
habang wala pa po siya sa loob naglalaro pa po ako”
“Minsan hindi na makuntento sa paglalaro sa loob ng

bahay, magnakaw minsan ng mga coins para maglaro
dun sa labas. Minsan napapalo kasi nagnanakaw na ng
pera minsan. ‘Pag andyan yung pitaka mo sa labas, ‘pag
nakita, minsan nawawalan ng 10 pesos” (Parent, Saran-
gani, Public School)
Cognitive Distortion
Children sometimes develop an exaggerated thought pattern or irrationality

against the reality.
“Kapag naliligo po kami, hindi po kami makaligo nang

maayos, malay niyo po yung pinambuhos niyo hindi na
112
tubig, dugo na po.” (Child, Calamba City, Public)
“Minsan po kasi, yung mga laro na super violent talaga,

nagagawa natin in real life, yung GTA 5 po, yung kotse
po dun binabangga yung kapwa kotse, natututo tayo
maging reckless, parang kung may kotse ka talaga, yun
yung gagawin mo kasi po yun yung nakasanayan mo,
nakita mo, yung gagayahin mo. Tapos po yung mga ba-
rilan po dun, sa simula po laruan lang gagamitin niyo
pero sa huli po paminsan ginagamit talaga nila totoong
baril” (Child, Makati City, Public School)
Positive Self-regard
Despite most of the negative impact of media consumption on children’s

psychological well-being, some believe that media can help children build a
positive self-regard, gain self-confidence, and improve self-concept:
“yung mga educational po, feeling ko po parang natututo

po ako, tapos po sabi ni mommy, maganda yan yung mga
educational games, tapos po sobrang saya po kasi may
natututunan po ako” (Child, Makati City, Public School)
Behavioral Domain
It can be determined that media also impacted children in terms of their

behavior. These behaviors come in three major types: formed habits, destructive
reactions, and unresponsiveness.
“Nagiba po yung attitude, naging maldita po ako, kasi minsan

inuutusan ako ng tita ko hugusan yung plato, hindi ko sinusunod,
minsan nagdadabog pa ako, pero nung nalaman ko kung anong
oras na hindi pa kami nagkakain, madami pa palang hugasan”
“Kasi nakita ko yung difference 3 years old pa lang siya nagalaw

lang yung gadget nagwawala na agad. Kaya nilimitahan ko na.
kapag weekdays 1-hour lang, kapag weekends 3 hours o 4 hours
husto na yun. Inaway ko talaga sya. Mga 5 or 6 sabi ko hindi ka
113
mamamatay nang walang gadget. Tapos ayun iyak siya ng iyak
anak pero hanggang sa narealize niya kasi naapektuhan din ang
patience nila kasi mabilis na sila mainip” (Parent, Nagcarlan,
Private School)
“’Di na po mautusan, naka ilang sabi na po eh hindi pa din alam

kung ano gagawin, name-mental block” (Parent, Nagcarlan, Pub-
lic School)
“kaya ako nagcoconfiscate ng gamit kasi hindi na sila

nagsasalita” (Parent, Nagcarlan, Private School)
Social Domain
Children’s relationship with other people are also affected, as they become
more isolated and engrossed in their own world. Impact of media on the Social do-
main encompasses the following: a) Social alternative platforms (SAP), b) Hybrids
of Entertainment (HoE), c) Family up-style of engagement (FUSE), d) Relational
Disintegration, and e) Building self-boundaries.
Social Alternative Platforms (SAP)
This refers to engagement and/or disengagement from the real world. It

could be a platform for cooperation or social disruption.
“Kasi yung dalawa kong anak yung pangalawa ko yung

lalaki ko addicted talaga siya sa games. Saturday Sunday
lang kasi siya pwede maglaro. Minsan kapag sobra na 1
hour after niya maglaro napapansin ko tulala. Parang he
is living in a virtual world. Kasi instruction mo hindi niya
nasusunod. Tumitingin siya sakin pero hindi niya ako
naiintindihan. Parang nagre-raise tayo ng anak na zom-
bie. Yung mind niya nasa virtual world.” (Parent, Gen-
eral Santos City, Public School)
Hybrids of Entertainment (HoE)
These are variations of games or shows that can be accessed on-line. Some
of these are influential and may turn viral in the social media.
114
“Yung mga entertainment po tulad po ng Jamill, tapos po

yung mga lifehacks kasi po kahit wala ka po nung gamit
na ganun pwede ko po silang magawa gamit po yung mga
recycled na materials, yung mga di na po ginagamit"
Family Up-style of Engagement (FUSE)
These refers to ways or approaches that parents or family apply to their kids
as they engage in various social media.
“Dress up games kasi puro girls sila, grade 4 and 2. Pero

minsan natutunan nila yung Roblox pero may pinapanood
sila na Roblox sa YouTube kaya lang lahat ng ano, wala
silang messenger, Facebook, sakin lahat ginagamit nila,
may isa lang silang cellphone na ginagamit nila pero
nakasave sakin, lahat ng history, nakalog-in ako dun sa
kanila, mache-check ko sa history ng cellphone ko kung
ano pinapanood nila sa YouTube. Nakikita ko dun Rob-
lox, may mga nagsasalita na mga medyo hindi maganda,
sinasabi ko sa kanila kapag ganito yung salita wag niyo
nalang panoorin so nakikita nila yun. Ang ginagawa ko,
nakasave lahat sakin, kahit yung mga group messages
sakin papasok lahat, kaya lang yung mga schoolmates na
nagcha-chat may mga badwords din” (Parent, Caloocan
City, Private)
“Sa mga bata po kasi Ma’am, since maliliit pa sila, min-

san hindi nila alam ang spelling. E sa cellphone po kasi,
magsasalita lang sila, voice search ganun. Lalabas lang
kung ano yung sinabi nila. Kasi maliliit pa sila at di nila
alam kung anong tamang spelling. So, yun ang advantage
para sa mga bata Ma’am kasi magsalita lang sila, la-
labas na e. So, isa rin yun na dahilan kaya namin binibig-
yan ng cellphone na ilang percent na lang yung battery
para ma-lowbatt, para tama na. Kasi minsan Ma’am, ‘di
namin sila magabayan talaga kasi busy. Kaya ganun
yung naisip namin na paraan, na kaunting percentage na
lang ng battery.” (Parent, Makati City, Private School)
115
Relational Disintegration
Parents reported that their children are now more drawn to being with
themselves and not having interest in joining family meals or family dis-
cussions.
“Parang mas gusto ko na lang po kalaro yung mga

nandun sa mga nakakalaro ko sa games yung mga naka-
kachat ko, nakakausap, tapos parang nagiba na rin yung
ugali ko pagdating sa family occasions po, parang ayaw
ko na po sumama, kunwari birthday nung pinsan ko, pa-
rang ayoko po, parang gusto ko nalang sa kwarto mag-
lalaro nalang ng games” (Child, Makati City, Public
School)
“Ay hindi po, kasi minsan po ako lang magisa sa room

tapos sinasara ko po yung pinto dun po ako naglalaro
kasi po minsan mas pipiliin natin yung laro kaysa sa na-
nay eh” (Child, Makati City, Public School)
“Masaya kasi para mo na silang kaibigan, yung mga

gadget” (Child, Sarangani, Public School)
“Both good and bad po, yung good po natututo po ako

pero yung bad mayroon pong occasion na mas pipiliin ko
po magbasa, minsan hindi na ako close sa cousins ko
‘pag andun sila parang nahihiya po ako tapos nahihiya
na din po sa ibang tao” (Child, Makati City, Public
School)
Building Self-boundaries
Parents are more worried for their children’s safety outside their homes.
According to them, outside of their homes is a mean world. In this regard,
they are the ones who encourage their children to stay at home and watch
programs or play video games instead, in order to reduce the risks they may
face when they go outside of their homes.
“Sakin walang physical gaano yung anak ko kasi hindi ko
116
sila pinalalabas sa bahay kasi yung environment hindi ko

rin gusto. Pero na-wawarningan ko sila kung ano. Kaya
ang anak ko kapag umuuwi ng 3 o’clock, hinahayaan ko
muna hanggang 4 (to play gadgets) kasi yun yung physi-
cal nya dito, yun yung laro niya. Afterwards, pag-uwi
namin, gawa assignment, nanonood, inaabangan hang-
gang mag-news. Pagdating ng Friday, mayroon na
tayong policy hindi ba, “no assignment” pagdating ng
Friday sa primary. So kapag Friday nagmamadali nang
umuwi kasi (maglalaro na ng) gadget hanggang Satur-
day” (Parent, Calamba City, Public)
Health Domain
Among all the domains presented, impact of media on health is the most
observable and most easily affected. Children naturally have weaker immune system
than adults, and changes in their schedules and habits easily take a toll on their
bodies. Overexposure to gadgets lead children to take time from their sleep resulting
into sleep deprivation and irregular changes in sleep pattern. Overexposure to
gadgets is also attributed to impaired senses, such as blurring of vision, and difficulty
in hearing.
When children become too engrossed in their gadgets, they may also forget
important daily activities such as eating meals and taking a bath, resulting in malnu-
trition and non-hygienic patterns. According to some children and parents we have
interviewed, children reported that they even forget to take urinary breaks in order
not to break the momentum of whatever they are playing.
In cases where all the above symptoms have continued to worsen, some
children showed addiction-related behaviors:
“nakakaadik talaga. Na-experience ko na. gusto mo nang matulog

pero kakalevel ng kakalevel hindi mo na titigilan tapos ang sakit
sakit na ng ulo ko” (Child, Nagcarlan, Private School)
“Kasi yung dalawa kong anak yung pangalawa ko yung lalaki ko

addicted talaga siya sa games. Saturday Sunday lang kasi siya
pwede maglaro. Minsan kapag sobra na 1 hour after niya maglaro
napapansin ko tulala. Parang he is living in a virtual world. Kasi
117
instruction mo hindi niya nasusunod. Tumitingin siya sakin pero
hindi niya ako naiintindihan. Parang nagre-raise tayo ng anak na
zombie. Yung mind niya nasa virtual world.” (Parent, General
In worse case scenarios, some children even experienced as far as having

tics and seizures.
“may doctor yung anak ko, psychiatrist, meron siyang pasyente sa

Manila na bata, so yung naiiwan sa bahay, yung yaya tsaka yung
lola, so tinutok nila yung bata sa ano (gadget or TV), nauwi yung
bata sa parang ano, yung autistic, nagkakaroon na siya nung
“tics” kasi nasanay siya ng ganoon habang naglalaro. Noong pa-
pasok na yung bata, hindi siya nagsasalita, yung hanggang sa pa-
rang 2 years na po, inglisero po yung bata” (Parent, Nagcarlan,
Public School)
Theme 4: Parental Mediation Styles and Strategies
Literature on parental mediation or parents involvement in their children’s

media use lists three (3) major styles: 1) Active mediation when parents explain and
discuss media content to their children; 2) Restrictive mediation when parents set
rules and limitations on what children may use and its duration; and, 3) Co-viewing
or co-gaming when both parents and children watch or play together (Nathanson,
1999).
This study found out that there are specific mediation practices which are
nuanced to the local culture thus expanding the mediation strategies to four (4) that
includes the Filipino Parental Mediation Styles.
Based on the study’s findings, the most frequently used parental mediation
for Television is co-viewing while restrictive mediation is used when it comes to the
use of video games. Active mediation is least used in the Philippine setting. (See
Tables 3.A.1 to 3.A.4).
Co-viewing or Co-gaming
Most often, parents co-view or watch TV with their children during prime-
time teleseryes which contain scenes with violence, sex or profanity (See
118
table and earlier discussion on content of media used).
Both parents and children find the programs entertaining and very seldom
do parents who co-view express concerns on the possible impact the media
content may have on the child as they do not find the programs containing
non-child-friendly content. Children will likewise perceive content as not
harmful because the parents allowed access and they enjoyed the media
content altogether.
Two patterns were noted when parents co-view with children: a) Structure
and b) Gendered activity.
Structure
Co-viewing, co-gaming, and social media co-use is done primarily

with parents. Mothers were frequently named as the companion
since the fathers were at work. In cases when both parents are at
work, grandparents and siblings join the child in the media activi-
ty.
“Lagi po akong may kasama kapag nanonood ng

TV. Mga pinsan ko po at si Lola. (Child, Calam-
ba City, Public School).
Almost all families have only one (1) TV set found in the living
room and watching TV is a shared activity. Decision for program
choices however rests on mothers as reported by both parents and
children.
“Pagdating po ng 8, lahat naman po kami

nanonood ng Probinsiyano. Kailangan ako po
ang masusunod.” (Parent, Makati City, Public
School).
On some cases, children’s choices prevail:
“Wowowin, kasi yung youngest ko favorite niya

si Willie” (Parent, Caloocan City, Private)
119
“pang gabi minsan, may Victor Magtanggol
tapos tulog na kami. Tapos yung babae ko po,
yung panganay ko, grade 6 mas gusto niya yung
Knowledge Channel kaya minsan may time na
hindi nagkakasundo eh, pero pag nanood ng ano
yung isa, nakikinood na rin kaming lahat. Sama-
sama kami kung manood kasi eh. Ako, wala na-
man akong magagawa. Kung ano yung pina-
nood nila hindi naman pwedeng sumusunod.
(Interviewer: sila rin yung nagdedesisyon, ga-
nun). Unless time ko na sabi ko, time ko na eh.
(Interviewer: Paano basketball niyo?) Wala
hindi na ako nanonood eh. (Parent, Makati City,
Public School)
Gendered activity
Patterns seem to imply that men gravitate towards action-filled

content while women prefer drama and entertainment. Co-viewing
and co-gaming then is a gendered activity.
Fathers watch sports and action programs and play video games
with their sons while mothers watch fashion style programs, noon-
time variety shows, teleseryes, modelling and makeup tutorials and
play casual games with their daughters.
“…mag pasalida iyang papa ug TV ng Ang

Probinsyano, maka tan-aw sila pero Monday to
Friday. [If the father watches Ang Probinsyano,
they may watch from Monday to Friday] (Child,
Cebu City, Public School)
“Si papa po kasama ko manood ng

wrestling” (Child, Nagcarlan, Private School)
“Sa Candy Crush. Tapos si Mama, kasi po si

Mama ‘pag sa Candy Crush 500+ na po yung
level niya, sa Farm Heroes 500+ na rin po pero
kapag hindi niya po macomplete halimbawa po,
120
(inaudible), kino-complete ko po. Minsan po

nadadaya ko po, (inaudible), minsan nga po may
mga premium pa eh.” (Child, Caloocan City,
Private School)
A few fathers admitted that they play battle games with their sons
and are not bothered with the violent content.
“Pero yung bonding nila is ano, kasi my hus-

band thinks na calculated yung laman dun sa VR
(Virtual Reality) kasi kapag may dugo, yung
animation niya hindi ganoon ka ano ung CGI
(Computer-generated imagery) niya so ‘yun
bonding kasi nila, pareho silang nag een-
joy.” (Parent, Makati City, Private School)
Restrictive Mediation
Certain practices parents use in restricting their children’s media consump-

tion involve: a) control on the use of media; b) control on the use of gadget
that includes safekeeping, maintenance and kind of gadget; c) control of
access to internet, accounts, and cable; d) inducing rewards to limit media
use.
Some parents are wary of the adverse effects of media use and yet they have
never attended any Media and Information Literacy Program. The primary
reason for their control on their children’s media use is the need for the lat-
ter to focus on their studies. A few heard about the health implications on
the eye but they are not aware of the other potential dangers that excessive
media use or the non-child friendly content may bring.
“Yung daddy ko po sinasaway po talaga ako,

one time nahuli niya ako hawak yung tablet ko,
sermon sa utak, tapos pagdating naman ni
mommy sermon ulit, wala na akong choice,
magbasa nalang tapos sumasali sa mga extra
curricular activities, tapos naman po mina-
manage ko na magfocus, parang ‘wag mo muna
isipin yung game kapag nasa school ka na, sa
121
bahay mo nalang isipin.” (Child, Makati City,
Public School)
Mothers are usually more restrictive in the media consumption of their

daughters, rather than with their sons.
“Yung papa nila maluwag talaga lahat ng hingin…

gadget. So yung control na lang nasa akin. Tapos, since
girls nga mas mahigpit po ako sa kanila. Unlike kung
boys iyan kahit pabagsak-bagsak yan, okay lang, which is
okay sakin kasi lalaki diba mas matakot silang humarap
kung ano yung magiging buhay nila sa labas. Which is
yung girls kailangan mo silang alagaan pareho, kaya
doon ako takot” (Parent, Makati City, Public School)
Control Use of Media
Most parents control the use of media by limiting the hours or days
when children may be permitted to watch shows, use their gadgets
for social media and video games.
On schooldays, some children are not allowed to use any media at

all so they can do their homework and rest. Other children agreed
to this rule but there are others who find ways to stealthily access
gadgets to watch videos on YouTube or play video games.
Moreover, some children are given specific program titles that

must not be watched, played or downloaded.
“Binibigyan ko naman sila ng time mag-relax

pero may time limit ganito siya, time mo ito para
mag-relax it’s either matulog ka or mag-
YouTube ka or mag-games pero after nito gawin
mo na assignment mo or gawin mo muna assign-
ment mo kapag meron tapos after nun, manood
ka na hanggang anong oras” (Parent, Caloocan
“On weekends, I can play (and decide) what
122
time I sleep. I can’t hold any gadgets if its Mon-

day up to Friday or (if there is an upcoming)“
(Child, Badian, Private School)
Malaswa talaga siya, lalo na po yung nagtabi

sila sa kama, in-off nalang po ni mama yung TV
tapos sabi ni mama, ano ba yang ABS-CBN
Sabi po ni mommy dapat daw hindi ako nag-
games ng baril-barilan, dapat daw yung mga
crafts lang po, Minecraft tapos Blockcraft lang
po, yung mga educational games lang po (Child,
Bawal din po sakin horror movie kasi po ‘pag

nanonood po ako ng horror movie nagkakasakit
po ako (Child, Calamba City, Public School)
Pinagbabawalan po talaga ko pero kapag wala

po ako kay Mommy, nagdadownload po ako ng
ML (Mobile Legends) ng secret secret (Child,
Caloocan City, Public School)
Control Use of Gadget
Parents who use this type of restriction would practice their

authority in personally safekeeping or handling their children’s
gadgets, or when the gadgets are broken, they will not have it re-
paired. Additionally, some parents reported to intentionally give
their gadgets to their children when it is already nearly drained of
battery, so when the phone shuts down, the child would not be able
to use it until the next day. Furthermore, parents who use this type
of restriction also practice confiscation of gadgets when children
do not listen or heed their instructions about limited use of their
gadgets.
“Sa mga bata po kasi Ma’am, since maliliit pa

sila, minsan hindi nila alam ang spelling. E sa
cellphone po kasi, magsasalita lang sila, voice
123
search ganun. Lalabas lang kung ano yung
sinabi nila. Kasi maliliit pa sila at hindi nila
alam kung anong tamang spelling. So, yun ang
advantage para sa mga bata Ma’am kasi mag-
salita lang sila, lalabas na e. So, isa rin yun na
dahilan kaya namin binibigyan ng cellphone na
ilang percent na lang yung battery para ma-
lowbatt, para tama na. Kasi minsan Ma’am,
hindi namin sila magabayan talaga kasi busy.
Kaya ganun yung naisip namin na paraan, na
kaunting percentage na lang ng bat-
tery.” (Parent, Makati City, Public School)
“Lalaki po. So, yun po. Nasabi niya na nag-

sisimula raw po kapag nagsesearch siya ng mga
videos, may mga options. Tapos since hindi
namin nababantayan kasi pareho kaming busy,
kapag nasa kapitbahay, may mga nakakalarong
older sa kanya. Nalalaman niya yung mga sites
na kanilang pinupuntahan. Nung nalaman ko
yun, hindi ko alam kung anong gagawin ko, kung
paano ko sasabihin sa kanya na sex yun, bad
yun. So, ang ginawa ko na lang po, kinuha ko
yung cellphone niyo. So hindi na siya nagce-
cellphone ngayon.” (Parent, Makati City, Public
School)
Interestingly, some parents tell their children to limit TV viewing

for reason of overconsumption.
“Pinapapatay sa hapon kasi umiinit na ang TV

malakas sa konsumo ng kuryente” (Child, Cebu
Meanwhile, to limit downloading games or watching videos,

some parents made sure that they do not give sophisticated
gadgets to their children.
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Control of Access
This includes restricting the social media accounts to parent’s ac-

count, or parents have control of the passwords for all accounts. In
other households, parents would deliberately not install cable or
internet connection, or they would control the connection through
the hotspots.
“Sa akin naman po as parent gusto nila manood

ng mga minute craft tapos yung cellphone ko
hindi ko masyado niloloadan para hindi sila
masyado makapag-YouTube para hindi umabot
ng mga 1 hour.” (Parent, General Santos City,
Public School)
“Mas preferred ko yung walang internet kasi sa

amin, almost 3 months na kami walang internet
sa bahay, pinaputol ko na. Dati kasi, gabi na,
tulog na ko, yung anak ko, may cellphone pa siya
dati nun, hindi ko napansin na nakatalukbong
siya ng kumot naglalaro. Since may messenger
siya nagsabi nalang yung mga pinsan at tita
niya, si sophie, nagmemessage sakin ng 11pm,
wala akong alam. Since nun, pinaputol ko yung
internet sa bahay tapos nirestrict ko lang yung
mga gadget, yung cellphone ko lang yung may
internet, para nalilimit yung screentime nila.
Kapag may kailangan iresearch o iprint, tsaka
ko lang ginagawang hotspot yung phone ko para
iconnect nalang yung laptop” (Parent, Caloocan
“...Yung internet sa bahay nilimit ko, para may

limit din yung paggamit nila, open lagi yung wifi
sa bahay dati, ang nangyayari, tinatakas nila
yung gadget kahit hindi nila time gumamit ng
gadget, kapag wala silang masyadong gina-
gawa, nagtatalukbong ng kumot, minsan nasa
isang sulok naglalaro, masyado nang matalino
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yung mga bata eh, tapos malalaman ko na lang
kaya pala tahimik nag ga-games na pala.”
(Parent, Caloocan City, Private School)
Use of Rewards
Some parents incentivize children’s media usage in exchange of

different rewards.
“Minsan po binibigyan ako ni ate ng reward

kapag tumitigil ako sa paglalaro” (Parent, Nag-
carlan, Private School)
Active Mediation
Parents use Active Mediation to encourage children into consuming more

educational or values-laden programs and to explain sensitive and harmful
content, especially those that contain sex and violence.
Rarely is active mediation used in videogames since parents are not in-
formed of the contents or are unable to check what they children are play-
ing. Unlike TV screens which are bigger and often located within the view-
ing range of the family, the use of smartphones or tablets make monitoring
difficult.
“As teacher magsabi kami ng totoo current ratio 1

teacher to 6 kids. Ako naman as parent there are times na
may kulang yung media source of information kaya
kailangan iregulate ko kaya kailangan andiyan din ako
para alam ko kung research o iba na.” (Parent, General
“Nakikita ko dun Roblox, may mga nagsasalita na mga

medyo hindi maganda, sinasabi ko sa kanila kapag ganito
yung salita wag niyo nalang panoorin so nakikita nila
yun. Ang ginagawa ko, nakasave lahat sakin, kahit yung
mga group messages sa akin papasok lahat, kaya lang
yung mga schoolmates na nagcha-chat may mga bad
words din” (Parent, Caloocan City, Private School)
“Ako naman pag SPG (Strict Parental Guidance) yung
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napapnood ko tapos napapanood din ng mga bata tapos

may violent ineexplain ko naman lalo na kasi mas mada-
las kami sa Ang Probinsyano, ini-explain ko po kung
bakit gagawin o bakit ginawa tsaka alam din naman nila”
(Parent, Caloocan City, Public School)
Filipino Parental Mediation Styles
This study uncovered some nuances in the practice of the Western-based

types of Parental Mediation Styles. Among this is the “Grandma’s Rule”,
in which media consumption is used as an incentive after following a cor-
rect behavior. Parents on the other hand, would often use punishment and
threats as an effect of media consumption.
“Depende po sa araw, kapag kunwari weekdays, tapos

may assignment, pwede sila pagkatapos nila gumawa ng
assignment. Pero kapag walang assignment, magtatanong
sila kung pwede bang mag-gadget or pwede bang mag-
laro sa labas inaallow ko naman pero may time. Strict
ako kung strict, pero maluwag po ako pagdeserve nila.”
(Parent, Caloocan City, Private School)
"Talagang hindi sila nakakapag-gadget ng Monday to

Friday kasi hindi ko china-charge yung gadget. Kung
walang magandang grades, walang gadget.” (Parent,
Nagcarlan, Private School)
“’Pag sabi ni nanay at tatay tama na ang gadget, tapusin

mo na kasi pag hindi sumunod papaluin ka or grounded”
(Parent, Makati City, Public School)
Another practice is when parents use Contextual Mediation, imploring the

help or assistance of other children to monitor their children’s own practice
in media consumption. Another practice is the use of Transitional Media-
tion, where parents act as the “kontrabida” in order to put their children’s
media habits into order.
“Kapag nasa computer shop po ako, nagpaparenta po

siya ng bata para po tingnan yung ginagawa ko” (Child,
127
Calamba City, Public School)
“Ma’am yung mga anak natin, hindi magse-stay yan na

bata lang sa paningin natin, darating at darating ang
time, sila yung magiging future engineers, doctors na
magagaling, tapos ang mahalaga lang talaga diyan
ma’am masubaybayan natin sa bawat paglaki nila, sa
pagtahak nila. Kung nung bata 100% ang magulang
nagdedecide, hindi naman kakain yung baby, pero maba-
bawasan yang 100% along the way paglaki nila, pag-
dating niyan ng preschool siguro 75% nalang yung sa
magulang 25% dun sa bata, pagdating ng adolescent
niyan nagdedecide na ng 50%, hayaan po nating made-
velop ng bata yung pagkatao niya, pero along the way na
nadedevelop niya, ang magulang pa rin ang magtuturo at
magga-guide kasi tayo yung dumaan na dun eh, tayo
yung nakakaalam kung ano yung dapat matutunan on
time. Yun lang po, darating at darating ang time yung
mga bata na ‘yan kailangan din nilang madevelop yung
sarili nila, gugustuhin ng mga magulang na maging suc-
cessful sila, so tayo dapat nakasupport, dapat along the
way nakatutok tayo.” (Parent, Caloocan City, Public
School)
For other parents, they think diverting their children’s interests from media
to other activities are strategic. Deemed effective by parents, they engage
their children into sports, outdoor activities, tutorial classes in Math and
English, cooking, and even attending Church or religious activities. This
strategy was aimed at weaning them from media use to make them more
physically active, focused on studies and more gratified with face to face
interactions.
“Ma’am ako po dalawa po yung anak ko, isa pong grade

5 na lalaki at isa pong grade 3. Yung Monday to Friday
po hindi po sila allowed mag-gadget, ang ginawa po ng
daddy nila, dinivert sila sa paglalaro ng chess. After nung
assignment po nila, kasi abroad po dati yung husband ko,
yung daddy nila, ayaw niya nung (mag) gadget po, nung
binilihan niya nung tablet pero sabi niya for school pur-
128
poses then chinecheck niya yung mga nakainstall, mga

nakadownload. Tapos, maganda po, nagiging ano na nila
(hobby), pagkarating, kapag assignment (sasabihin nila)
“Daddy, set up na (chess board)”. Kasi may business po
kami sa bahay lang, so natututukan po, eventually naging
player na sila ng chess. Hanggang ngayon po.” (Parent,
Nagcarlan, Public School)
“ako naman, gaya sakin, nagbe-bake ako, yung grade 7 ko

lumalabas nagba-basketball, yung grade 3 para iwas iwas
siya dun (gadget), inuutusan ko siya, kunwari “i-roll mo
‘to, gawin mo ‘to” kasi minsan kapag ganun, hindi mo
mautusan, minsan irritable, sabi ko hindi mo ba alam na
kapag nagtagal ka sa ganyan baka magsalamin ka, ma-
hirap magsalamin, gusto mo ipacheck kita, tapos minsan
may napansin ako sa mata niya, kaya pinapatulong ko
nalang siya sakin para medyo involve siya” (Parent,
Interestingly, some parents who do not use any of the three mediations
styles, would often display Passivity and Pacificity. This strategy was evi-
dent in the narrative of parents who are both working, single parent or even
those preoccupied with business. Mediation or involvement in the media
use of children is almost impossible hence parents just allow their children
to use whatever media for unlimited duration or parents consider the gadget
as a babysitter to keep children at bay.
“Ay kung ilang oras ako, ganun din siya na pagdating ng

gabi diretso na maliban lang ‘pag galing siyang school,
ayun mag study pagtapos sabihin niya “ma, manood tayo
TV ma” tapos di na kami naghihiwalay” (Parent,
“Hindi talaga ako makatuloy sa trabaho ko kaya wala

‘kong choice kaya palaruin ko talaga sa cellphone pero
yung mga educational na videos kasi hindi talaga titigil
kasi sobrang hyper ng bata na to, so downloadan ko ng
educational na videos” (Parent, Cebu City, Public
School)
129
“So, ang way to discipline ang mga bata kapag umiyak,
bigyan ng gadget.. kapag busy, ang ano, may pupun-
tahan, bigyan ng gadget.” (Parent, Makati City, Public
School)
“Tapos ako naman sa anak ko naman, kasi mayroon

siyang sariling ipad noong una 3 years old ang mga na-
kalagay lang doon mga educational, dati gusto niya pero
nung lumaki-laki na eh kasi yung daddy niya nilalagyan
na ng mga tungkol sa cars” (Parent, Makati City, Private
School)
DISCUSSION
The last few years proved that television is still a prevalent choice for media
consumption among children. However, with the rising popularity of other gadgets
like smart phones, laptops, and gaming consoles which are more efficient, light, and
mobile, children shifted to what they perceived as interactive, engaging and one that
has more varied content that they can select from.
Media Consumption
On an average, Filipino school children are watching less TV than reported

by NCCT’s study in 2015. Children are becoming more engaged in using different
platforms in accessing media. Such is the use of gadgets which are used to watch
YouTube videos, update social networking sites, and play video games. They are
also keen multitaskers, able to navigate through the different media platforms while
doing other activities such as watching TV while doing school works or while play-
ing video games. Furthermore, many programs from the television can now be ac-
cessed online through replays posted on social networking sites, thus decreasing tele-
vision consumption. While the number of media usage range from an average of 1 to
6 hours, schedules of media consumption indicate that children either watch, use
social media, or play video games most often during late afternoon to late evening.
While the results indicated that the children are very much engaged in
school works and extracurricular activities, children spend less time for outdoor ac-
tivities. Parents intimidated that they feel more secured if their children stay inside
130
their homes thus they provide them with media entertainment that keeps them at
home. According to parents, they perceive risks and dangers outdoors and they are
not able to monitor their children’s activities.
Reports of parents and children differed in terms of hours spent on media.

Older children claimed more hours than their parents’ report while younger ones
were reported to have longer hours on media. One possible reason is that the latter
may not have a good sense of time hence could not accurately report the duration of
media use. Parents on the other hand may not be aware of the media consumption of
older children outside their homes.
Older children are more adept in using devices thus have more chances in
being exposed to different types of media (Nikken & Schols, 2015), unlike younger
children whose parents make the selection on what they may watch or play.
Majority of the programs watched by both children and parents are action,
drama and romance, variety shows, and news and these contain themes on violence,
death, sex, extramarital affairs, drugs, and revenge. Death, infidelities, and sex are
glamorized. Even public affairs programs like Kapuso Mo Jessica Soho, Scene of the
Crime Operatives (SOCO), Imbestigador, and Ipaglaban Mo contain scenes that
recreate murders and other crimes, and ghost stories which haunt the imagination of
young children.
Interestingly, majority of the children watch cartoons or animated series and

films on TV or YouTube always by themselves, as parents see cartoons as less harm-
ful than teleseryes or movies. This suggests that parents may not have enough
knowledge on the content or images present in these programs. Some may contain
scantily dressed characters, kissing, fighting, using foul language or slang, and even
depicting abuse in some scenes. Celis & Laquihon (2016) reported that children
watch action and adventure-themed shows which contain “more violence than other
programs” and children are exposed to a violent incident on TV every 10 minutes.
The United Nations Children’s Fund (2017) reported that age 10 is the com-
mon age for a child to own a mobile phone; the gadget and social media are usually
introduced by their own parents. In this study, teachers required social media ac-
counts to access class assignments and announcements.
Findings in this study contradicted an earlier research by the Asian Institute

of Journalism and Communication (AIJC) in 2009 but supported studies by Badri,
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Nuaimi, Guang, & Rashedi, (2017), Brenner (2012), and Rideout, Foehr, and
Roberts (2010) indicating that girls visit social networking sites more than boys and
young boys spend more time in video gaming than girls.
It can be inferred that girls frequently use social media to communicate with
friends, while boys use video games to spend time with friends, as is also supported
by the study done by Lenhart, Smith, Anderson, Duggan, and Perrin in 2015.
Furthermore, the Philippine setting might still incline parents to believe that gaming
is a gendered activity only for boys thus making girls less interested in gaming and
more inclined to socializing. Being girls, parents are more protective of them and
kept them indoors using social media whereas boys are allowed to play video games
either at home or in internet cafes thus providing more chances for the latter to play
more video games than girls.
This study noted an increased interest in popular YouTubers or Vloggers,

which children idolize and imitate. Most of the content of the famous vloggers in-
clude challenge videos, pranks, game and product reviews and tutorials. Among
these types of content, the most popular proved to be toy unboxing. As explained by
child psychologist and neuroscientist Charlotte Keating, watching toy unboxing en-
tices children, which causes “mimetic desire”. Watching these kinds of videos can
lead children to develop an anticipatory desire towards the object (cited in Brown,
2017).
Cheat tutorials are also popular among child gamers and would often visit
video sites looking for gameplays and walkthroughs are still one of the most often
searched videos in YouTube. A possible explanation for this behavior can be ex-
plained by three reasons: 1) Children would like to get better at a game they are play-
ing. They might watch a video gameplay walkthrough in order to pass through a dif-
ficult section in the game; 2) Watching gameplays can also be a form of social con-
nection. In cases of children who cannot play the video games either they can not
afford to buy or play the game or simply because they are not allowed by their
parents, children resort to watching other people play the game in order to stay in
touch with their peers; 3) It is not only because of the game that children are
attracted to video gameplays, but also towards the person doing the game
walkthrough. Popular YouTubers are mostly funny and entertaining, that children
feel they are connected with the gamer (Kulman, n.d.).
This study revealed that the type of school the child is enrolled in is not a
predictor to play video games or the number of hours used in video gaming as op-
132
posed to previous findings that children in private than public schools engage more
in playing video games. Perhaps the shifting classes of public school students and the
accessibility of pisonets in their school or homes allow them to have more time to
play video games.
In the past, one could only play the more popular video games through
computers and laptops because of the demand for higher memory or display capaci-
ty. Continuous game developments however, made it possible to install video games
in compact phones, which children can readily access whether they are in school or
in their homes. Furthermore, interviews from the focus group discussions revealed
that older children (Grades 4-6) can bring their mobile phones to school and while
they are not allowed to use gadgets during class hours, children can use their mobile
phones during class break periods. This also goes with younger children (Grades 1-
3), only the mobile phones are provided by their parents or caretakers during lunch
breaks or class break periods.
Majority of the popular video games intended for children and young adults
are battle or shooting games, and with the continuous improvement of graphics,
scenes where there is blood or killing become more realistic. Younger children com-
monly play casual video games, but some say they are already knowledgeable of
teen or adult-oriented games such as Roblox, Grand Theft Auto (GTA) and Mobile
Legends. For older children, the most popular type of game is Role-playing Games
(RPG). Children’s increased interest in RPGs may be attributed to the game content
and design (Christou, 2014). Immersion in a game varies with the type of game cho-
sen. The game’s graphics, storyline, tasks, and activities that require collaboration
with other players evident in RPGs increases its appeal to gamers (Badrinarayanan,
Sierra, & Martin, 2015). RPGs may also appeal more to children because of more
realistic looking setting, tools (e.g. realistic looking gun) and being able to play the
game in first person point of view which leads to increased immersion and enjoy-
ment (McGloin, Farrar, Krcmar, Park, & Fishlock, 2016). Another motivation for
children to play RPGs, in particular the Massively Multiplayer Online Role-Playing
Games (MMORPGs) is their design for socializing, exploring, and novelty-seeking
(Soutter, & Hitchens, 2016).
Additionally, many video games allow users to modify a game or in gaming

slang, “to mod”. These types of game creation system, also known as Sandbox
games are also very popular among our respondents. These Sandbox games allow
the player to freely roam a virtual world with minimal restrictions. Common video
games often have a plot and entails specific missions and tasks in order to progress
133
and finish the game. In this game one only needs to survive, without a specific goal
(Technopedia, n.d.). These mods are created by taking the basic code of the game
then restructures it. This means a user can create his own characters, world, and
storyline (Tanner, 2015). According to the parents we interviewed, they believe these
games increase their children’s creativity and originality, thus popular to both chil-
dren and parents. In most times, parents even encourage their children to play these
kinds of games like Minecraft and Roblox, because they believe these games will
influence their children’s career choices in the future.
These motivations, however, when taken in a different context also led

some of children to accidentally chance through more risky games—for example,
augmented reality and simulation games. Pokémon Go is a type of an augmented
reality game, in which a player is transported between real and virtual setting, join-
ing both the player characters in the game in real world setting. Unfortunately, game
creation systems and simulation games also risk children’s safety because of their
lack of censorship. In as early as 2016, sex modifications for mobile game applica-
tions Roblox and Minecraft have been spread through game developer sites and sev-
eral instructional and walkthrough videos were published in YouTube. According to
the reports, the sex rooms include nudity, graphic sex, group sex and scripts for in-
game rape (MacDonald, 2018). Unfortunately, one can easily google sex modifica-
tions and install them in the game.
A few children reported sensitive and more adult-oriented games such as

Summertime Saga and Hentai Haven, both of which are sex-oriented simulation
games. They allegedly learned about the games from friends and accidental searches,
most often from advertisements shown on video viewing sites such as YouTube. It is
an alarming finding that adult games may be promoted on public platforms in which
the audience are heavily populated by children and teenagers.
Impact of Media Consumption to Children
Participants from this study consisted of students belonging to the higher

curriculum (e.g. top sections) and findings point to the children’s excessive media
usage has an impact on their cognitive, psychological, behavioral, and social skills,
and health.
Among the respondents, the most prominent impact of media can be seen
on children’s learning. Media is found to have helped enriched learning (e.g. DIY
tutorials, curriculum-based programs or games) and improved life skills (e.g. life
134
hacks) among the participants, while some reported that overexposure lead to lower
academic scores. Media also play a great role in the development of language and
expressions among children, although both positive and negative expressions can be
learned through media (e.g. curse words, jargons, misuse of medical terms).
In terms of children’s psychological experiences, children reported to have

experienced conditioned fear and displayed trauma-related symptoms (e.g. as if see-
ing the images in real life) and emotions (e.g. nightmares, tantrums). When they re-
lated these incidents to parents and teachers, the latter simply dismissed it. This indi-
cates the lack of competency in handling the stress experienced by children and the
children are left to process their own fears.
Furthermore, overexposure to gaming, especially to violent games seem to

lead to less empathy and desensitization towards violent images or scenarios. Per-
ceived moral trends arise, which in some cases children would often refer to violence
as something normal and that it happens in daily life.
Children easily learn new behaviors from television, social media, and
video games. Even without reinforcement, children can easily copy behaviors
whether it be positive or negative. Additionally, children are also influenced by
popular personalities in shaping their attitudes and reactions through simple observa-
tion.
Overexposure to media especially video games, may lead to addiction-

related symptoms. On instances where children are restricted from playing video
games, certain negative behaviors are accumulated, such as moodiness, destructive
reactions and unresponsiveness. The children get irritated whenever their gaming is
interrupted by calls for mealtime, need to help with house chores or bedtime.
Children also learn deceitfulness since they would intentionally falsify their
age information in order to pass through the account registration process for social
networking sites like Facebook. Or they declare another country of origin when they
play battle games online with other players.
Social media like Messenger is found to be encouraged by parents for com-

munication with relatives and friends, and by school teachers for group chats to post
special announcements like assignments, projects, school events, and group activi-
ties. Younger children use their parents’ social media accounts while the older chil-
dren know how to pass through the age restriction especially on Facebook by
135
changing their birth year during account registration.
The focus group discussions revealed that children are becoming more dis-
engaged with the real world. Children become loners in real life and disintegrate
from their relationships. They become trapped in their own virtual world, and often
they would not join family discussions, meals or activities.
In terms of the children’s overall physical health, the interviews proved that
excessive media consumption leads to impaired senses (e.g. sight, hearing) and
gaming addiction. As reported by both children and parents, too much focus on me-
dia consumption, specifically video gaming leads to sleep deprivation, and the
children also forget to eat or stay clean, leading to malnutrition and non-hygienic
patterns. In worse cases, some children had experienced psychosomatic symptoms
such as tics, dizziness, and seizures.
Parental Mediation
Media consumption has an indirect influence in the relationship of the fami-

ly and children’s development. Media can be a source of information. However,
there are different “truths” in the media, and by continuous exposure, the distorted
information will be assimilated by the child if without the proper guidance from an
adult or family member (Bandura, 1989, 1989, 2001; Cohen & Weimann, 2000).
According to the results of the study, most of the times parents still deter-
mine the type of parental mediation they will use based on the content of the TV
program their children are watching. Interestingly, this study found different nuances
in the parental mediation styles used by parents.
Children declared that their parents would often watch television with them,
rather than explain what they are watching or restrict their children’s media con-
sumption. However, parents generally believe that they are more restrictive to their
children’s television viewing rather than co-viewing with them. On the other hand,
both children and parents perceive the children’s gaming activities are most often-
times restricted by their parents.
Results revealed that restrictive mediation and co-viewing are directly pro-
portional with children’s television viewing. It can be inferred that during co-
viewing, children are more exposed to television when they watch together with their
parents, thus increasing their consumption. Some parents are aware of the non-child-
136
friendly content in media thus, they use co-viewing strategy. When asked what the
parents do if an inappropriate scene appears on the television while both parents and
children are watching, the parents reported that they will change the television chan-
nel or tell their children to avert their gazes. However, not all parents would state the
reason why they made their child do it.
Despite the use of restrictive mediation, this study found out that children’s
media use does not decrease. This may also be inferred as vice versa. A possible
explanation is that when children increase their media use, parents step in and use
restrictive mediation. As admitted by children, they stealthily watch or play video-
games while their parents are already sleeping late at night.
Mothers are still the most common companion of children when they are
watching television. This is because majority of the participants’ parents are house-
wives; therefore, majority of the children’s companions are their mothers. It is also
understandable that as regards choices on what channels and programs children will
watch, mothers would have the most authority in selecting them.
There is no significant relationship between parental mediation and social

media use. Only a few parents reported in the focus group discussions that they are
more restrictive in the number of hours their children can browse their social media
accounts. However, majority of the parents stated that there is no parental mediation
done at all.
In terms of video gaming, it was found that active and restrictive mediation
are negatively correlated with children’s video gaming. In a few cases, parents re-
ported to restrict their children’s video gaming if they think the game is not benefi-
cial to their children, even without knowing the game content. Nonetheless, some
children reported finding ways to play for extended hours (in school during recess,
before and beyond bedtime). Results also state that more often, parents would either
co-game with their children or employ no mediation at all. For grades 1-3, parents
would often co-game with their children. However, for grades 4-6, it was found that
there is significant decrease in the level of co-gaming between parent and child.
This study suggests that parents are more disposed to mediate their chil-
dren’s television viewing than their social media use and video gaming. One possible
explanation is the parent-child technological mismatch; while children continuously
increase their digital literacy skills, parents could not cope thus falling behind in
monitoring their children’s activity in video gaming. Besides, parents do not see
137
what their children are playing since the monitors are small unlike TV or desktop
screens where images can be visible to passersby or onlookers.
This study also infers that the degree of parental mediation is influenced by
the child’s age. As children grow older, parents give their children more media inde-
pendence. Nikken (2003) explained that parents’ influence on the media behavior of
children decreases as they grow older because it is replaced by peers who spend
more time with them in school.
It was also noted that co-gaming is a gendered activity; fathers play with
their sons more often than their daughters. Fathers do not think that violent content
in games can be considered harmful to their children as they know that these are
work of excellent graphics and game design. On the other hand, mothers would often
employ restrictive mediation towards their daughters. A possible explanation is that
mothers are more wary about their daughters being exposed to aggressive and violent
content of games, as it more appropriate for boys than girls (gender roles). This in-
ference is also supported by a statement made by a parent from one of our focus
group discussions.
Filipino Parental Mediation Styles and Strategies
Results suggest that while parents are aware of the dangers and risks of me-
dia, majority do not orient their children, least set up online security on social net-
working sites. Children reported to be able to navigate through the social network
sites with or without the assistance of their parents. Results of the study also indicate
that children as young as 5 years old know how to navigate gadgets, even if they do
not understand the settings or rules set, or even the language spoken in whatever
gadget they are using or application they are navigating. This suggests that children
are naturally perceptive, having the ability to navigate through the different plat-
forms very easily. This can also be attributed to the different applications being more
child and user-friendly that even people who do not read instructions can easily
manage to explore different sites and platforms. Increase in their digital literacy
however, proved to be very alarming especially for parents. UNICEF reported in its
global study that in the Philippines, only 5 percent to 40 percent of younger children
(below 15 years old) knew how to activate and change their privacy settings (United
Nations International Children’s Emergency Fund, 2017).
Furthermore, several children stated that they intentionally falsify their real
information online, for example, in social networking sites like Facebook and Insta-
138
gram as stated earlier, with children underqualified for age restriction. Another one is
the use of Incognito Mode in search-related sites and Virtual Private Network (VPN)
in which a user can “hide” themselves from snoopers and avoid revealing their infor-
mation to hackers. While these are beneficial in protecting information online, this
can also be used for private browsing, where a child can search for pornographic
websites without their parent’s knowledge, as the search history will not be seen in
the gadget’s history log. This maybe one of the main reasons while children reported
to have accidentally came across pornographic games and internet sites without the
knowledge of their parents.
Generally, Filipino parents react differently when it comes to their

children’s media safety. The first type is when parents do not provide any opportuni-
ty to talk with their children about their online safety either because they are oblivi-
ous to the dangers of media or they know about it; however, they downplay these
dangers because they believe that it is not as dangerous as compared to any physical
harm like being abducted outside their homes (Diloy, 2013).
The second type of attitude is when parents exhibit extreme paranoia about
knowing of the dangers of online media and thus deprive their children the oppor-
tunity to access the internet (Diloy, 2013). This extreme fear of what their children
are doing online; however, does not do any better than the first type of attitude
parents shows. For example, web security experts have stated that the new suicide
rumors revolving around the “Momo Challenge” are likely a case of “moral panic”,
sensationalizing hoaxes because of little knowledge about the incident, and without
verified reports. This does not suggest parents should dismiss reports like this. How-
ever, because of the attention the challenge is receiving, this may give other people
ideas to create more videos featuring the Momo content (General, 2019). The objec-
tive is unclear, but other people might do this just to refuel the fear, or to gather more
viewers.
Interestingly, a significant number of parents see media as a positive tool,

stating they use media as a form of early “teacher” and oftentimes as distraction es-
pecially for working parents or housewives. Some parents see media as a reward for
achievement, when children do well in school or in extracurricular activities. Thus,
children would see gadgets and media almost always in a positive light because it is
associated with achievement.
Parents have a divided opinion on the safety and risks of video games.
While some fathers are not bothered with battle or violent games, mothers are more
139
meticulous in choosing the games their children are playing. However, because of
lack of digital literacy, or lack of interest in trying out the games their children enjoy,
they would resort to restricting them instead. This may also be attributed with
working parents or housewives who have less time in educating themselves about the
popular video games.
Overall, gadgets are seen by parents as a form of reward to their children for
doing well in school or by simply obeying house rules. Children are then given extra
minutes of play after periodical exams. A few fathers admitted that they play battle
games with their sons and are not bothered with the violent content and view this co-
gaming as an opportunity for family bonding. Some mothers reported that they check
what their children access but give the older children the liberty to play their favorite
games and watch their favorite videos on YouTube.
The content of the media has a vital role in the performance of school chil-
dren. This could produce different implications on children’s attitude and behavior
towards school and learning (Robinson, 2016). In this study, TV consumption and
game consumption have significant effects on the classroom performance, particular-
ly task-focused domain and contextual domain. Contextual domain, as operationally
defined, refers to the ability of the child to finish tasks related to school such as sub-
mitting school works on time, following rules and regulations, attending classes
regularly, completing school works, and attending school activities. On the other
hand, task-focused domain as also operationally defined, refers to prosocial
behaviors or acts intended to mutually benefit others (Dovidio, 2001). Prosocial be-
haviors are manifested when children learn to socialize, act positively, share,
cooperate, and help others.
Results present that TV consumption has a negative correlation with the

contextual classroom performance of children, particularly Grades 1-3. This suggests
that overexposure to television decreases the children’s ability to maintain prosocial
behavior towards their classmates or peers. Content of media consumed also plays an
important part in children’s behavior. As explained by Bandura’s Social Learning
Theory, behavior is influenced by the environment and learned through observa-
tional learning. It is the process of observing and imitating the behavior from the
environment the child is exposed to (McLeod, 2016). The child looks up to their
“model”, which he believes is influential to him, such as parents or other members of
the family, peers, teachers, or in this case, the characters on television and games.
140
Whether the behavior is good or bad, if they perceive the models as similar to them,
children may imitate the behavior observed.
On the other hand, television programs and video games, which portray
violent acts, can influence and add up to children’s aggression (AIJC, 2009). Vio-
lence may manifest on how they interact with others, especially towards children of
the same age. They tend to bully other children, use derogative language and physi-
cally harm others.
Meanwhile, results of the study reported that game consumption is inversely

proportional to both task-focused and contextual classroom performance. This means
that the more the child engages in video gaming, performance in accomplishing
school tasks and behaving positively towards other children are also declining.
Decline in children’s ability to complete school tasks may be attributed to

media multitasking. As presented in our focus group discussion, several children
reported to have done multitasking while doing their school projects or assignments.
Since their attention is divided between multiple tasks, such as watching television,
updating social media or playing video games while studying or doing school work,
children are most likely not able to finish and complete their school tasks and their
ability to maintain whatever is learned weakens.
CHALLENGES AND RECOMMENDATIONS
Re-alignment of NCCT’s Programs and Projects
The landscape of Philippine Television has also been predominantly shelled

by Western-based shows and telenovelas, where stories are often sensationalized,
and most themes revolve around adultery and violence. It is of massive concern that
local content producers do not patronize children’s shows because advertisers would
not sponsor them. Majority of television shows employ children as cast, but this does
not mean the show becomes child-friendly. Another concern is that many Public
Utility Vehicles (PUVs) like taxis, vans and buses show adult-oriented programs
where everyone, especially children can easily see them.
Children’s media consumption nowadays is not limited to tv programs only,
141
the availability of new media platforms provides various content available to
children in which they can easily access as they are exposed to technology in their
early age.
Currently, the National Council for Children’s Television (NCCT) is on the

finalization of its Child-friendly Content Standards which requires free-to-air televi-
sion networks 15% of the daily airtime to produce and broadcast quality child-
friendly programs. The study will strengthen the need to implement the standards to
emphasize the impact of the television programs the TV networks produce to the
welfare of children. Moreover, NCCT has been conducting Media Literacy orienta-
tion programs for students which is the TeleBibo; for educators which is the Under-
standing and Utilizing Media in Teaching (UUMT); and for parents and guardians
which is the Katuwang sa Mapanuring Panonood (KaSaMaPa). These programs are
for the holistic development of child’s critical thinking in terms of gauging whether
the media content is appropriate for their age and for their guardians whether their
parents, relatives, and or teachers to guide them on what content will be of help to
them. However, these programs are based on the NCCT’s 2015 research.
With this new research, NCCT will be re-aligning these programs to suit the
current needs of students, teachers, and parents in validating and appraising media
content, on what will be beneficial to the children and what content can harm them.
Parents
Parents play a crucial role in the regulation of what media content their
children can access and be exposed to. Studies show that media influences child in
several ways and one of them is their behavior in the classroom. As parents become
preoccupied in their jobs, they find gadgets helpful and handy in terms of babysitting
their children and complying with their child’s academic requirements. These chil-
dren can go over websites singlehandedly and without the parents’ supervision; they
may be exposed to inappropriate media content and easily misinterpret it.
While there are parents that are wary of what their child is doing on their
gadgets, they may assume that their child will not be exposed to harmful media con-
tent especially when the program or game is visually attractive to children. However,
there are media materials that were designed to be aesthetically pleasing that contain
explicit themes and imagery and these can be accessed by children themselves. It is
imperative that parents must critically evaluate the media messages of the TV pro-
grams or video games that their children are usually watching or playing before they
142
let their children consume before allowing media use.
There are safety features, verifications, and prompts on some of the online
sites that are not appropriate for children, one example is Facebook. Before one can
create an account in Facebook the person must be 18 years old and above but as
shown in the results of this research, children have their own accounts and they ad-
mitted changing their age to suit the requirement for the creation of the account.
Parents must be aware that their children possess the skills to circumnavigate the
internet even with restrictions and that they need to adapt to the changing technolo-
gy.
Meanwhile, some parents created the social media accounts of their children
and they are the ones who manage the accounts. They post photos or videos about
their children’s activities, achievements and other information that is open to the
public. This may be appealing because parents share fun and interesting photos and/
or videos of their children online, but this must be taken with caution. Parents serve
as gatekeepers of their children’s personal information and they shape the online
identity of children. This may have an impact on the child that may compromise
their life later on.
Sharenting is a term coined to define parents’ excessive use of social media

to share information about their children (Online Sense, 2017). This may be alarming
because there are hidden data, such as the date, time, and location included in the
photos or videos taken, and data can be cracked by hackers which may put the
child’s safety at risk. In extreme cases, people may use the child’s information which
the parents posted for malicious intentions. Because of this, parents must be very
careful in posting photos, videos or other information about their children and set
their social media privacy settings accordingly.
Children are having social interaction with others more in the virtual world
than in the real world. They tend to play with the other kids through online games
more instead of playing with others using toys. This practice took a toll on children’s
health: overconsumption of video games leads to sleep deprivation, weak immune
system, poor eyesight, hearing loss, and even tics. Parents should encourage their
children to put their gadgets aside and start playing outdoors or engage them to
sports for their children to have active lifestyle.
143
Education Sector
Currently, the new curriculum of Department of Education includes Media

and Information Literacy to Grades 11 and 12, but these students have been exposed
to media beforehand. They may have misunderstood media content before and can
only examine the content they will be consuming after. This research shows that the
Education sector should be together with parents when teaching children how to be
critical and discerning with the media content presented to them. Additionally, teach-
ers should be trained to effectively gauge media content so that they may serve as
role models in school and for them to share their knowledge to their students.
During the focus group discussions, parents recommended that schools

should provide internet access in campus so that children would not need to go to
internet cafes for research. Additionally, children can be monitored in school and
they can setup restrictions on sites to filter media content that may not be appropriate
for children.
Concerned Government Offices and Private Institutions
Internet has been around for decades now but there was no available re-
search as to how it influences people’s daily lives, there were researches available,
but these researches focus on media consumption alone. Due to the rising dependen-
cy on the internet, NCCT initiated to conduct research on internet consumption
which includes video gaming and social media use and how these influence chil-
dren’s classroom performances. It turns out that there were inappropriate internet
contents for children and yet they are able to access it. In video games, there were
only basic instructions given as to how to navigate the game and does not include
any restrictions in accessing and playing the game. Children must be regulated in
playing video games for some games can do more harm than to educate and entertain
the players. There are also explicit content and inappropriate themes present in social
media sites which children may absorb and misunderstand.
Some countries in Europe have legislatures to get involved in regulating

internet usage. Some of which involves strict privacy law in posting intimate details
of the children by their parents without the consent of the child that may lead to im-
prisonment if found guilty (Chatfield, 2016). Also, internet providers were ordered to
provide the users the “right to be forgotten” which means social media users can
appeal to the internet providers not to disclose their past damaging information to the
public (Lorenz, 2019).
144
Because of this, concerned government agencies and private institutions

must come hand-in-hand in performing their responsibility to filter the media content
that the people, especially the children are consuming so that the media content may
have beneficial impact on them.
TV Networks and Advertising Institutions
According to Republic Act No. 8370, free-to-air TV networks should allot

15% of their daily airtime to child-friendly TV shows, and since there were no clear
standards as to what a child-friendly television is, free-to-air TV networks cannot
fully commit in producing more child-friendly shows. Because media is still a
business, TV networks are having a hard time in consistently providing child-
friendly shows because one of their basis in continuously airing a certain program is
its ratings, thus producing TV programs that are based on the audience’s taste, re-
gardless of the theme’s impact to the public. Also, TV networks are requesting for
support from the advertisers for it to be aired regularly. On the other hand, there
were child-friendly shows that garnered high-ratings like “100 Days to Heaven”.
This show gathered support from advertisers, and it made the show air for 140 epi-
sodes. This goes to show that there are clamor for child-friendly shows and TV net-
works should produce more of these and advertising agencies should pledge to sup-
port these shows.
Local Government Units
There are households that have little or no access to internet that is why
students have resorted to going to internet cafes to research so that they can comply
with their classroom requirements. During focus group discussions with parents,
there are students who pretended that they need internet access for them to finish
their homework, thus, the need to go to internet cafes, but in reality, they will just
play video games instead of doing schoolworks. Parents have observed truancy or
absenteeism from their children due to video gaming. They also have mentioned that
aside from not getting enough rest, students are abandoning their classes so they can
have more time playing video games.
There should be strict implementation of the Department of Education Or-

der 86 Series of 2010, which prohibited students in public and private elementary
and secondary schools from going to computer shops, malls, theaters, and the likes
during class hours. Implementation of this DepEd Order might be confusing as there
are different schools and may have different class hours. This can only be resolved
145
through coordination between the local government and schools.
For Further Research
This research has focused on currently enrolled elementary students only

and involvement of out-of-school youths are recommended considering that maybe
they have just skipped a school year and they may have been exposed to media more
than the elementary students. Additionally, further research can target high school
students for they have more knowledge in accessing media content and have better
concept of time, time management, and may have developed a sense of autonomy in
accessing media.
For the children’s classroom performance, focus group discussions may be

conducted with the children’s classroom advisers to get a direct observation of how
the children behave in class and how media affect their classroom performance.
SCOPE AND LIMITATIONS OF THE STUDY
The terms used in the study are operationally defined, thus its area of
generalizability is limited and does not cover other variables that can be considered
as contributing factors. The participants include children 6 to 11 years old, both in
public and private schools, but excluding out of school youth and students enrolled
under the Special Education curriculum.
Other limitations considered that can influence parental mediation is the

number of children the parents have. It may be possible that only children receive
much more attention from their parents unlike children who have several siblings
because parental attention has been divided. Issues of single-parent homes and ex-
tended families may also contribute in the division of attention parents may provide
to their children.
The study also considers the age and sex of the parents and the children as a
possible contributing factor in parental involvement since there is a common notion
that older people are wiser than their younger counterparts and that older children
have lesser restrictions from their parents as they start developing independence.
Furthermore, male and female parents may also differ in their practice of parental
involvement with their sons and daughters.
146
The media consumption of the children is limited to the free-to-air televi-

sion network programs, and does not include programs shown in cable networks and
even programs that can be accessed on the internet, e.g. Netflix, iflix, HOOQ, etc.
Parental mediation has three types: active mediation, restrictive mediation,

and co-viewing. Active mediation and restrictive mediation may occur with or with-
out the supervision of the parents when children are watching television, unlike in co
-viewing, parents must accompany the children.
In terms of Classroom Performance, the domains to be measured are limited

to four: Competency-based, Task-focused, Contextual, and Attributes/Trait-focused
Performance. The four domains are based on the Performance Appraisal Dimensions
in evaluating employee performance at work.
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162
APPENDICES
163
164
Appendix 1
Ethical Review Clearance
165
Appendix 2
Parent’s Consent
166
Appendix 3
Teacher’s Consent
167
Appendix 4
168
169
170
171
172
173
Appendix 5
174
175
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177
178
179
Appendix 6
180
181
182
183
184
185
186
Appendix 7
187
Appendix 8
Sample Focus Group Discussion Guide Questions for Children
188
Appendix 9
Sample Focus Group Discussion Guide Questions for Parents
189
Appendix 10
Nonsignificant Results
TABLE 1 Media Consumption and Parental Mediation
TABLE 1.A
TV Consumption and Parental Mediation in TV of Grades 1-3
Parental Mediation p-value r-value Interpretation

Active 0.795 0.012 Not significant
Restrictive 0.203 -0.057 Not significant
Co-viewing 0.438 0.035 Not significant
As classified in this study, there are three types of parental mediation name-
ly, active, restrictive, and co-viewing. Table 1.A shows that each parental mediation
style shows no significant influence on children’s TV consumption of grades 1-3
pupils.
TABLE 1.B
TV Consumption and Parental Mediation in Games of Grades 1-3

Co-gaming 0.106 0.072 Not significant
Table 1.B presents that each parental mediation styles for gaming does not
influence TV consumption of grades 1-3. This means that any increase or decrease in
TV consumption of grades 1-3 is not caused by parental mediation in gaming and
vice versa.
TABLE 1.C
Game Consumption and Parental Mediation in TV of Grades 1-3

Active 0.195 -0.058 Not significant
190
Co-viewing 0.263 -0.050 Not significant
As presented in this table, game consumption was not influenced by active

and co-viewing parental mediation in TV which means that when parents practiced
active and co-viewing parental mediation in TV, it will not have any effect on the
game consumption of grades 1-3.
TABLE 1.D
Game Consumption and Parental Mediation in Games of Grades 1-3

Active and co-gaming parental mediation in games were not found to have
any effect on gaming consumption of grades 1-3. This means that when parents co-
game with their grades 1-3 children and actively explain the game played by their
children, it will not have any significant effect on their children’s gaming consump-
tion.
TABLE 1.E
TV Consumption and Parental Mediation in TV of Grades 4-6

Any type of parental mediation does not affect TV consumption of grades 4

-6. This implies that they have developed autonomy on when and how long they can
watch TV.
TABLE 1.F
TV Consumption and Parental Mediation in Games of Grades 4-6

191
Co-gaming 0.242 -0.052 Not significant
In Table 1.F, parental mediation in games have no effect on the TV con-

sumption of grades 4-6 and vice versa. This may mean that grades 4-6 are in control
of their TV consumption as even every type parental mediation in TV has no effect
on TV consumption of grades 4-6.
TABLE 1.G
Game Consumption and Co-gaming Parental Mediation in Games of Grades 4-
6

0.088 -0.076 Not significant
Parent co-gaming with grades 4-6 has no influence over their gaming con-
sumption and vice versa. An increase or decrease in game consumption will not im-
pact how often parents play with their children.
TABLE 1.H
TV Consumption and Parental Mediation in TV of Grades 1-3 as reported by
Parents

Restrictive 0.236 0.053 Not significant
As reported by parents, their parental mediation strategies have insignificant

influence on their grades 1-3 children’s TV consumption and vice versa.
TABLE 1.I
TV Consumption and Parental Mediation in Games of Grades 1-3 as reported
by Parents

192
Parental mediation in games of grades 1-3, as reported by parents, have no

influence on their children’s TV consumption. Even though parents may be active,
restrictive, or co-game with their children, it will not have any effect on children’s
TV consumption and vice versa.
TABLE 1.J
Game Consumption and Parental Mediation in TV of Grades 1-3 as reported by
Parents

Co-viewing 0.138 -0.066 Not significant
This table shows that parental mediation in TV of grades 1-3 have insignifi-
cant effect on gaming consumption, as reported by parents, and vice versa, which
means that gaming consumption will not increase or decrease even when parental
mediation is used.
TABLE 1.K
Game Consumption and Parental Mediation in Games of Grades 1-3 as report-
ed by Parents

Gaming consumption and parental mediation in games of grades 1-3, as

reported by parents have no correlation as shown in Table 1.K. This means that the
high or low level of game consumption is not influenced by parental mediation in
games.
193
TABLE 1.L
TV Consumption and Active Parental Mediation in TV of Grades 4-6 as report-
ed by Parents

0.087 0.076 Not significant
Using the Pearson correlation, Table 1.L result reveals that as reported by
parents, active mediation shows no signs of correlation with TV consumption of
grades 4-6.
TABLE 1.M
TV Consumption and Parental Mediation in Games of Grades 4-6 as reported
by Parents

Table 1.M shows that each parental mediation type for gaming of grades 4-
6 does not influence their TV consumption, and vice versa, as reported by their par-
ents.
TABLE 1.N
Game Consumption and Parental Mediation in TV of Grades 4-6 as reported by
Parents

Game consumption is not influenced by restrictive and co-viewing parental

mediation in TV of grades 4-6, as reported by parents. This means that an increase or
decrease in game consumption does not necessarily mean an increase or decrease in
restrictive and co-viewing parental mediation in TV of grades 4-6 and vice versa.
194
TABLE 1.O
Game Consumption and Parental Mediation in Games of Grades 4-6 as report-
ed by Parents

In reference to Table 1.O, the active and restrictive parental mediation in

games of grades 4-6 are not correlated with game consumption of grades 4-6.
TABLE 2 Media Consumption and Classroom Performance
TABLE 2.A
TV Consumption and Classroom Performance of Grades 1-3

Overall 0.186 -0.059 Not significant
Competency 00.605 0.023 Not significant
Task-focused 0.113 -0.071 Not significant
Attributes 0.430 -0.035 Not significant
According to Table 2.A, result shows no correlations between TV consump-

tion of grades 1-3 and competency, task-focused, and attributes domains of class-
room performance. The overall classroom performance also has no correlation with
TV consumption of grades 1-3.
TABLE 2.B
Game Consumption and Classroom Performance of Grades 1-3

Contextual 0.091 -0.075 Not significant
Attributes 0.947 0.003 Not significant
There were no correlations between game consumption and the overall

classroom performance of grades 1-3. Moreover, the competency, contextual, and
195
attributes domain of classroom performance have no correlation with their game
consumption.
TABLE 2.C
TV Consumption and Classroom Performance of Grades 4-6

Overall 0.280 0.048 Not significant
Task-focused 0.169 0.061 Not significant
Results present that every domain of classroom performance of grades 4-6

were not correlated with their TV consumption, which implies that overall classroom
performance of grades 4-6 was also not correlated with their TV consumption.
TABLE 2.D
Game Consumption and Classroom Performance of Grades 4-6

Competency 0.241 -0.052 Not significant
Table 2.D reveals that there were no correlations between competency, task
-focused, and attributes domains of classroom performance and game consumption
of grades 4-6. Furthermore, increase or decrease in game consumption does not
mean a change in the overall classroom performance and its competency, task-
focused, and attributes domains.
TABLE 2.E
TV Consumption and Classroom Performance in terms of Competency of

0.190 -0.059 Not significant
196
Table 2.E shows that the competency domain of classroom performance has
no correlation with TV consumption of grades 1-3 as reported by parents.
TABLE 2.F
Game Consumption and Classroom Performance of Grades 1-3 as reported by
Parents

Based on the results, game consumption of grades 1-3 as reported by par-

ents has no correlation with their competency and attributes domains of classroom
performance.
TABLE 2.G
TV Consumption and Classroom Performance of Grades 4-6 as reported by
Parents

Overall classroom performance and its domains have no significant correla-

tions with TV consumption of grades 4-6 as reported by parents, which implies that
TV consumption of grades 4-6 does not affect their classroom performance.
TABLE 2.H
Game Consumption and Classroom Performance of Grades 4-6 as reported by
Parents

197
Table 2.H shows that there are no correlations between game consumption
of grades 4-6 and their competency, task-focused, and attributes domains of class-
room performance. Also, there is no correlation between game consumption and
overall classroom performance of grades 4-6.
TABLE 3 Parental Mediation and Classroom Performance
TABLE 3.A
Active Parental Mediation in TV and Classroom Performance of Grades 1-3

Contextual 0.657 0.020 Not significant
Active parental mediation in TV is not correlated with overall classroom

performance of grades 1-3 and its domains. This means that active parental media-
tion in TV has no influence over classroom performance of grades 1-3 and vice ver-
sa.
TABLE 3.B
Restrictive Parental Mediation in TV and Classroom Performance of Grades 1-
3

Using the Pearson correlation, results reveal that restrictive parental media-
tion has no significant correlations between overall classroom performance of grades
198
1-3 and its domains. Moreover, an increase or decrease on classroom performance of

grades 1-3 is not influenced by restrictive parental mediation in TV and vice versa.
TABLE 3.C
3

Co-viewing parental mediation in TV has no correlations with competency,

contextual, attributes domain of classroom performance, and overall classroom per-
formance of grades 1-3.
TABLE 3.D
Active Parental Mediation in Games and Classroom Performance of Grades 1-3

There were no correlations between active parental mediation in games and

overall classroom performance of grades 1-3 and each of its domains. This implies
that active parental mediation in games has no influence over classroom performance
of grades 1-3 and vice versa.
TABLE 3.E
Restrictive Parental Mediation in Games and Classroom Performance of
Grades 1-3

199
This table shows that restrictive parental mediation in games is not influ-
enced by overall classroom performance of grades 1-3 and its competency, contextu-
al, and attributes domains and vice versa.
TABLE 3.F
Co-gaming Parental Mediation in Games and Classroom Performance of
Grades 1-3

There were no significant correlations between co-gaming parental media-

tion in games and overall classroom performance of grades 1-3 and its domains. This
means that the frequency of play between parents and their children does not affect
the classroom performance of grades 1-3.
TABLE 3.G
Active Parental Mediation in TV and Classroom Performance in terms of Con-
textual of Grades 4-6

0.192 0.058 Not significant
In reference to Table 3.G, active parental mediation in TV is not correlated

to contextual domain of classroom performance of grades 4-6.
TABLE 3.H
6

200

This table shows that restrictive parental mediation in TV is not correlated

with overall classroom performance of grades 4-6. Additionally, classroom perfor-
mance domains of grades 4-6 are not correlated with restrictive parental mediation in
TV.
TABLE 3.I
6

Co-viewing parental mediation in TV is not correlated with classroom per-

formance of grades 4-6 and vice versa. Also, competency, contextual and attributes
domains of classroom performance is not correlated with co-viewing parental media-
tion in TV.
TABLE 3.J

There were no correlations between active parental mediation in games and

classroom performance of grades 4-6. Moreover, there were no correlations between
active parental mediation and each of the domains of classroom performance of
grades 4-6.
201
TABLE 3.K
Grades 4-6

Table 3.K reveals that there were no correlations between restrictive paren-
tal mediation in games and all of the classroom performance domains of grades 4-6
which implies that restrictive parental mediation in games is also not correlated with
overall classroom performance of grades 4-6.
TABLE 3.L
Grades 4-6

Co-gaming parental mediation in games is not correlated with overall class-

room performance of grades 4-6 and its domains. Moreover, the frequency of parents
play with their children does not influence the children’s classroom performance.
TABLE 3.M
Active Parental Mediation in TV and Classroom Performance of Grades 1-3 as
reported by Parents

202

Result shows that active parental mediation in TV and overall classroom

performance was not correlated as reported by parents. Additionally, the classroom
performance domains were also not correlated with active parental mediation in TV
as reported by parents.
TABLE 3.N
3 as reported by Parents

Restrictive parental mediation in TV has no influence on each of the class-

room performance domains and vice versa which also implies that restrictive paren-
tal mediation in TV is not correlated with overall classroom performance of grades 1
-3.
TABLE 3.O

According to Table 3.O, as reported by parents, co-viewing parental media-

tion is not correlated with each of the classroom performance domains of grades 1-3.
The overall classroom performance of grades 1-3 is also not correlated with co-
viewing parental mediation in TV.
203
TABLE 3.P
as reported by Parents

This table shows that as reported by parents, active parental mediation in

games and overall classroom performance of grades 1-3 have no correlation with
each other. Also, all the domains of classroom performance of grades 1-3 do not
have any influence in active parental mediation in games and vice versa.
TABLE 3.Q

Restrictive parental mediation in games has no correlation with overall

classroom performance of grades 1-3 and its domains. Furthermore, how parents
restrict their children in games does not affect the children’s classroom performance
and vice versa.
TABLE 3.R

204

There were no correlations between co-gaming parental mediation in games

and overall classroom performance of grades 1-3. Likewise, there were no correla-
tions between every classroom performance domains and co-gaming parental media-
tion in games.
TABLE 3.S
Active Parental Mediation in TV and Classroom Performance of Grades 4-6 as
reported by Parents

Active parental mediation in TV is not correlated with overall classroom

performance of grades 4-6 as reported by parents. Every domain of classroom per-
formance is also not correlated with active parental mediation children received from
their parents.
TABLE 3.T

Result shows that there were no correlations between restrictive parental

mediation in TV and each of classroom performance domains following the insignif-
205
icant correlation of overall classroom performance and restrictive parental mediation
in TV as reported by parents.
TABLE 3.U

Table 3.U shows that co-viewing parental mediation in TV is not correlated

with overall classroom performance of grades 4-6 as reported by parents. Additional-
ly, competency, task-focused, and contextual domains of classroom performance is
not correlated with co-viewing parental mediation in TV.
TABLE 3.V

Active parental mediation in games has no significant correlation with over-

all classroom performance. Likewise, active parental mediation in games is not cor-
related with every classroom performance domain as reported by parents.
TABLE 3.W

206

As reported by parents, there were no correlations between restrictive pa-

rental mediation in games and every domain of classroom performance of grades 4-6
resulting to insignificant correlation between overall classroom performance and
restrictive parental mediation in games.
TABLE 3.X

Overall classroom performance of grades 4-6 has no significant correlation

with co-gaming parental mediation in games as reported by parents. Also, competen-
cy, task-focused, and contextual domains of classroom performance are not correlat-
ed with co-gaming parental mediation in games.
TABLE 4 Social Media and Classroom Performance
TABLE 4.A
Social Media and Classroom Performance of Grades 1-3

YouTube 0.311 -0.049 Not significant
Facebook 0.944 -0.003 Not significant
Twitter 0.617 -0.024 Not significant
Instagram 0.425 -0.038 Not significant
Snapchat 0.117 -0.075 Not significant
207
Social media use is not influenced by the overall classroom performance of
grades 1-3 and vice versa as they are not correlated with each other.
TABLE 4.B
Social Media and Classroom Performance in terms of Competency of Grades 1-
3

Facebook 0.413 0.039 Not significant
Social media use and competency domain of classroom performance of

grades 1-3 is not correlated with each other. Thus, social media has no influence over
classroom performance of grades 1-3 and vice versa.
TABLE 4.C
Social Media and Classroom Performance in terms of Task-focused of Grades
1-3

Twitter 0.556 0.028 Not significant
This table presents that social media use is not correlated with task-focused
domain of classroom performance of grades 1-3. Social media has no influence over
task-focused domain of classroom performance of grades 1-3.
TABLE 4.D
Social Media and Classroom Performance in terms of Contextual of Grades 1-3

208
Instagram 0.714 0.018 Not significant

Snapchat 0.371 0.043 Not significant
Table 4.D reveals that the contextual domain of classroom performance of

grades 1-3 has no influence over social media use and vice versa as they are not cor-
related with each other.
TABLE 4.E
Social Media and Classroom Performance in terms of Attributes of Grades 1-3

Result shows that attributes domain of classroom performance of grades 1-3

has insignificant correlation with social media use, in which an increase or decrease
in social media use has no influence over attributes domain of classroom perfor-
mance of grades 1-3 and vice versa.
TABLE 4.F
Social Media and Classroom Performance of Grades 4-6

YouTube 0.130 0.074 Not significant
There were no correlations with social media use and the overall classroom
performance of grades 4-6. Furthermore, an increase or in social media use will not
have an influence on classroom performance of grades 4-6 and vice versa.
209
TABLE 4.G
6

Competency domain of classroom performance of grades 4-6 has no signifi-

cant correlation with social media use. This means that competency domain of class-
room performance of grades 4-6 is not influenced by social media use and vice ver-
sa.
TABLE 4.H
4-6

This table shows that task-focused domain of classroom performance of

grades 4-6 is not correlated with social media use which means that an increase or
decrease in social media use has no influence over task-focused domain of classroom
performance of grades 4-6.
TABLE 4.I

210

Social media use and contextual domain of classroom performance of

grades 4-6 is not correlated to each other. This means that social media has no influ-
ence over contextual domain of classroom performance of grades 4-6 and vice versa.
TABLE 4.J

According Table 4.J, social media use and attributes domain of classroom
performance grades 4-6 is not correlated with each other. Moreover, an increase or
decrease in social media use will not result in increase or decrease of attributes do-
main of classroom performance of grades 4-6.
TABLE 4.K
Social Media and Classroom Performance of Grades 1-3 as reported by Parents

Results show that social media use has no influence over classroom perfor-
mance of grades 1-3 as reported by parents. Additionally, social media use is not
correlated to classroom performance of grades 1-3.
211
TABLE 4.L

Social media use is not correlated with competency domain of classroom

performance of grades 1-3 as reported by parents. Social media does not influence
competency domain of classroom performance of grades 1-3 as reported by parents
and vice versa.
TABLE 4.M
1-3 as reported by Parents

There was no correlation between social media use and task-focused do-
main of classroom performance as reported by parents. This means that an increase
or decrease in social media use does not mean an increase or decrease on task-
focused domain of classroom performance of grades 1-3 and vice versa.
TABLE 4.N

212

Based on the results, social media use is not correlated with contextual do-
main of classroom performance of grades 1-3 as reported by parents. Moreover, so-
cial media use has no influence over contextual domain of classroom performance of
grades 1-3 and vice versa.
TABLE 4.O

This table shows that attributes domain of classroom performance of grades

1-3 and social media use is not correlated with each other. Furthermore, social media
use does not influence the attributes domain of classroom performance and vice ver-
sa as reported by parents.
TABLE 4.P
Social Media and Classroom Performance of Grades 4-6 as reported by Parents

As reported by parents, there was no correlation between social media use

and overall classroom performance of grades 4-6. This means that social media has
no influence over classroom performance of grades 4-6 and vice versa.
213
TABLE 4.Q

Social media use is not correlated with competency domain of classroom

performance of grades 4-6 as reported by parents. Furthermore, an increase or de-
crease in social media use does not mean an increase or decrease of competency do-
main of classroom performance and vice versa.
TABLE 4.R
4-6 as reported by Parents

Using the Pearson correlation, result reveals that social media such as
YouTube, Facebook, Twitter, Instagram, and Snapchat, and task-focused domain of
classroom performance of grades 4-6 are not correlated. This means that they have
no influence over each other.
214
TABLE 4.S

Table 4.S shows that social media use is not correlated with contextual do-
main of classroom performance as reported by parents. Moreover, an increase or
decrease in social media use does not mean an increase or decrease on contextual
domain of classroom performance and vice versa.
TABLE 4.T

There was no correlation between social media use and attributes domain of
classroom performance of grades 4-6. This means that social media use has no influ-
ence over attributes domain of classroom performance of grades 4-6 as reported by
parents.
215
Appendix 11
Turnitin Results
216
Appendix 12
List of Sampled Public and Private Primary Schools
NCR
SCHOOL TYPE
Caloocan City Makati City
Gregoria de Jesus
Public Makati Elementary School
Elementary School
Escuela de Sophia de Don Bosco Technical
Private
Caloocan, Inc. Institute of Makati
LUZON
SCHOOL TYPE
Calamba City, Laguna Nagcarlan, Laguna
Jose Rizal Memorial Crisanto Guysayko
Public
School Central I Memorial Elementary School
Private St. John Colleges Rizal Standard Academy
VISAYAS
SCHOOL TYPE
Cebu City Badian, Cebu
Public City Central School - Cebu Badian Central School

Southwestern University -
Private St. James Academy
PHINMA
MINDANAO
SCHOOL TYPE
General Santos City Sarangani Province
Dadiangas West Elementary Alabel Central Integrated
Public
School SPED Center
Notre Dame of Dadiangas
Private Alabel Alliance School
University - IBED
217
ABOUT THE AGENCY
Created pursuant to Republic Act No. 8370, otherwise known as the

Children’s Television Act of 1997, the National Council for Children’s Television
(NCCT) is a government agency primarily mandated to improve the quality of the
media environment for Filipino children in collaboration with the various stake-
holders: media practitioners, parents, educators, civic organizations, and the children
themselves.
MANDATES
a) to formulate and recommend plans, policies and priorities for government and
private sector (i.e. broadcasters, producers, advertisers) action towards the
development of high quality locally-produced children’s television programming,
to meet the developmental and informational needs of children;
b) to promote and encourage the production and broadcasting of developmental-

ly-appropriate television programs for children through the administration of a
national endowment fund for children’s television and other necessary mecha-
nisms;
c) to monitor, review and classify children’s television programs and advertise-

ments aired during the hours known to be child-viewing hours in order to take
appropriate action such as disseminating information to the public and bringing
monitoring results to the attention of concerned agencies for appropriate action;
d) to formulate, together with the television broadcast industry, a set of standards

for television programs shown during child-viewing hours and work closely with
the industry for the adoption and implementation of said standards;
e) to initiate the conduct of research for policy formulation and program develop-
ment and disseminate its results to broadcasters, advertisers, parents and educa-
tors on issues related to television and Filipino children;
f) to promote media education within the formal school system and other non-
formal means in cooperation with private organizations;
g) to monitor the implementation of this Act and other existing government poli-
cies and regulations pertaining to children’s broadcast programs, as well as to
recommend and require the appropriate government agencies and/or self-
regulatory bodies concerned to enforce the appropriate sanctions for violations of
these regulations and policies based on their respective mandates;
218
h) to recommend to Congress appropriate legislative measures which will grant

incentives for independent producers and broadcasters to encourage the
production of quality local children’s television programs; and
i) to act on complaints committed in violation of this Act with the goal of pro-
tecting children from the negative and harmful influences and to cause or initiate
the prosecution of violators of this Act.
THE ORGANIZATION
The National Council for Children's Television (NCCT) is composed of the

Council, Secretariat and Advisory Committee.
Council Members
The Council is responsible in the development and monitoring of the imple-

mentation of national policies related to children and media. The Council establishes
its authority in the promotion of children’s rights to responsible television program-
ming. It is composed of five members who represent the following sectors:
LUIS P. GATMAITAN, M.D.

Chairperson
Child Development Specialists Sector
MA. LOURDES A. CARANDANG, Ph.D

Member
Parents Sector
RAMON R. OSORIO, APR, CPR

Member
Broadcast Media Sector
YASMIN MAPUA-TANG
Member
Child-Focused NGOs Sector
ALICE A. PAÑARES
Member
Academe Sector
219
Advisory Committee
The Advisory Committee assists the Council in the formulation of national

policies pertaining to children's broadcast programs and in monitoring its implemen-
tation. The members of the Advisory Committee shall be composed of the following:
1. Council for the Welfare of Children (CWC)

2. National Commission for Culture and the Arts (NCCA)
3. Kapisanan ng mga Brodkaster ng Pilipinas (KBP)
4. Philippine Association for National Advertisers (PANA)
5. Philippine Information Agency (PIA)
6. Movie and Television Review and Classification Board (MTRCB)
7. National Telecommunications Commission (NTC)
Secretariat
The Secretariat headed by an Executive Director provides administrative

and technical assistance in the implementation of the Council's programs, activities,
and projects.
RIZALINO JOSE T. ROSALES

Director IV, DepEd-BLSS
Officer-in-Charge
Office of the Executive Director III, NCCT
DESIDERIA M. ATIENZA
Supervising Administrative Officer
MARIA TERESITA M. CRUZ

Accountant III
PATRICIA VEATRIZ S. GENTALLAN, RPm

JUDY H. GALLETA
AIRAN PATRICIA D. BUENO, RPm

Project Development Officer I
PATRICIA ANNE G. RAMOS

JOHN ISAAC A. HILARIO

EARL BENZ B. MOLINA

KEITH DARRYL DON A. BARAERO

Bookkeeper
220
221
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The Filipino Childs Media World

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The Filipino Childs Media World

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The Filipino Child’s Media World

Authors: Airan Patricia D. Bueno, RPm

Editor: Maria Isabel B. Naval

Cover Design: Earl Benz B. Molina

Published by the National Council for Children’s Television (NCCT)

All rights reserved.

GOVERNMENT PROPERTY. NOT FOR SALE.

The Filipino Child’s Media World:

A study conducted by the National Council for Children’s Television (NCCT)

The National Council for Children’s Television (NCCT), a policy-making agency,

In the Philippines, media consumption is an important part of our daily routine,

RIZALINO JOSE T. ROSALES

Parental mediation in television viewing and media use, as part of responsible

The DepEd Schools Division Superintendents (SDS), School Heads, teachers,

NATIONAL CAPITAL REGION: Division of Caloocan City led by SDS

MINDANAO: General Santos City SDS Gildo G. Mosqueda, with Dadiangas

Desideria M. Atienza (Research Coordinator)

Airan Patricia D. Bueno, RPm (Author)

Patricia Veatriz S. Gentallan, RPm (Author)

John Isaac A. Hilario (Author)

Flordeliz L. Abanto (Author)

Kate Ashlyn N. Dayag (Facilitator)

Joseph C. Francisco, RPsy, RPm, CSAP, CSCP (Author)

Jan Patrick G. Gutierrez, RPsy, RPm (Author)

In the Philippines, television viewing can be considered as a staple activity

Indeed, the current generation is exceedingly comfortable with technology

Risks and Dangers of Media on Behavior and School Performance

In the Philippines, freedom of expression has been highly regarded. This

means children see one violent incident on television every 10 minutes, or an

Too much media exposure could also produce different implications on

Interestingly, video games are also associated with poor academic

Threats to Online Security

With the increasing accessibility of internet, also comes the increase in

To address a similar issue, YouTube developed YouTube Kids in 2015,

However, because video games continue to evolve and become more

In 2013, Internet Gaming Disorder or IGD was defined and included as a

Additionally, in early 2018, the World Health Organization (WHO) has

Addiction to video games can be partially attributed to Role-playing games

In the Philippines, parents seem to give their children more control in

Parental Mediation is defined as the strategies by parents to control,

Furthermore, parental mediation has been positively correlated to children’s

With the current media setup, it is virtually impossible to keep children

Only a few researchers have started to study about parents’ mediation to

PURPOSE OF THE STUDY

Filipino Children / Children. Students 6 to 14 years old, ranging from

Media Consumption. Viewing hours and the amount of time spent in

Video Gaming. Engaging in electronically produced games which can be

Parental Mediation. Strategies used by parents to monitor, supervise or

Classroom Performance. Based from the four performance appraisal

STATEMENT OF THE PROBLEM

This study focused on the involvement of parents in their children’s media

Figure 1. A schematic diagram showing the relationship of the research variables

SIGNIFICANCE OF THE STUDY

Parents. The study aims to provide Filipino parents insight and

Teachers and academic institutions. Like parents, teachers are also to be

Government Agencies. Government agencies catering to the educational

NGOs and practitioners working in the field of family and child

The research used a triangulation of research methods to understand the

It conducted a survey among grades 1 to 6 pupils and their parents from

The study aimed at determining significant relationships among the main

Meanwhile, a few survey respondents (both school children and their

Education (DepEd) division offices.