Mobile Legends is a popular multiplayer online battle arena mobile game developed by Moonton Technology. It involves two teams of five players battling to destroy each other's bases. The game has seen widespread popularity across Southeast Asia. While some research has found that excessive Mobile Legends play can negatively impact students' academic performance by reducing time spent on schoolwork, other studies have found no clear relationship or have suggested Mobile Legends can help develop problem-solving skills. Research on online games in general has also examined topics like online identities and social behaviors among player communities.

1. CHAPTER l
INTRODUCTION
Introduction Mobile Legends: Bang Bang is a Multiplayer online battle arena a Mobile
game developed and publish by Shanghal Moonton technology. The game has become
popular in Southeast Asia and will be. Event at the 2019 Southeast Asia Games is
arguably one of the most popular Mobile games currently being played.
Mobile Legends was Indonesias highest ranked Mobile Legends games for both
downloads and gaming in January 2018. In Spain Mobile Legends is grossing well too.
Also dropping out of the top 200 only three time. In the Philippines Mobile Legends is also
the most grossing free online games to download and recognized that the Mobile Legends
is popular among Filipinos and that we are one of the top countries to play the game,
Manila-Philippines is where the most venue are being held of the Mobile Legends: Bang
Bang professional League or MPL that is inviting teams to play like the teams Bren
Esports, Blacklist International, Onic Philippines, Nexplay Evos, Etc.
Most of the students are playing Mobile Legends to reduce the level of stress or
Anxiety level due to activities in daily living but some of them is getting addicted to the
game and that has a big factor in their studies, Teacher and Parents should train the
students to set limits on playing Mobile Legends and accepts the responsibilities within
the study not within the game.

2. Mobile Legends is distractive and has a negative effect to the students to their life
style. This game has potential in to distraction when performing other important activities
and giving a lack of productivity in school and even getting poor academic performing.
This game can affect health, it’s slow down the brain growth and negatively effect of the
eyesight and also resulting to insomnia.
Some students is extremely addicted in Mobile Legends even something worst
happening outside they do not care, because they don’t just want to play Mobile Legends.
Some parents get angry to their child because of this game. Their child want to play
Mobile Legends whole day even they’re on school, it may cause low grade and low
performance in their academics.
The objective of this study is to know or determine the impact of Mobile Legends
to the Academic Performace on the Student of SPA College Inc.
Acording to Moontoon Technology Co.Ltd Mobile Legend is created by China developer
is Moonton Technology Co. Ltd and shanghai mulong network and technology.,ltd.

3. CONCEPTUAL FRAMEWORK
INDEPENDENT VARIABLES DEPENDENT VARIABLE
MOBILE LEGENDS
 TIME
 MONEY
 HEALTH
ACADEMIC PERFORMANCE
 ATTENDANCE
 CHARACTER
 QUIZZES
Figure 1. Schematic diagram of the study
The diagram above shows the impact of mobile legends to the academic performance on
the students of SPA, College Inc. The independent is mobile legends with an indicator of
time, money and health. While the dependent variable is the academic performance and
the indicators are attendance, character and quizzes.

4. STATEMENT OF THE PROBLEM
This study aims to determine the impact of Mobile Legends to the Academic Performance
on the student of SPA College Inc.
Specially, it sought to the following question;
1. What is the level of Mobile Legends in terms of;
1.1 Time,
1.2 Money, and
1.3 Health?
2. What is the level of Academic Performance in terms of;
1.1 Attendance,
1.2 Character, and
1.3 Quizzes?
3. Is there a significant impact of Mobile Legends to the Academic Performance on the
students of SPA, College Inc?
Hypothesis of the study
Ho: There is no significant impact of mobile legends to the academic performance
on the students of SPA College Inc.

5. Scope and Delimitation
This study focuses on finding out the impact of mobile legends to the Academic
Performance of the students of SPA, College Inc. year 2022-2023. The respondents of
this study will be the criminology students who played mobile legends.
Significance of the Study
This study on the impact of mobile legends focuses on the problems faced by the
students together with the solutions provided that could help them overcome their
problems when it comes to playing mobile legends.
For the school administration, for the result of the study will serve as usefull
material for putting up effective information about the mobile legends: its impact to the
academic performance on the students of SPA Inc.
To the Teacher, This research will aid their questions and curiosity on why some
of their students are not able to focus in the class. And the ways they can help to inform
the students about playing mobile legends.
To the Parents, This research will be an essential tool for them to be fully aware
of their child’s excessive use of gadgets such as playing mobile legends and to be
informed on how to limit their child.
To the Students, It will help the students to know their limitations when it comes
in playing mobile legends.

6. To the School, This research will contribute to the institution for resolving
situations of the students.
To the Future Researcher, the results can provide valuable insights to conduct
related studies which would look into other factors that affect the performance of
criminology students.
Definition of Terms
To make this study more understandable to those who might come across it, the following
terms are defined operationally.
Academic Performance - is used to describe things that relate to the work done in
school, colleges, and universities, especially work which involves studying and reasoning
rather than practical or technical skills.
Mobile legend- is created by China developer is Moonton Technology Co. Ltd and
Shanghai mulong network and technology Co.,Ltd July 11,2016. Mobile legend bang
bang is a game design which only for phone.(Moonton,Mobile Legend,2016).

7. CHAPTER ll
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter contains that related literature that the past researchers conducted inside
and outside the country wherein it supported that the topic entitled “Mobile Legends: Its
impact to the academic performance on the students of SPA College Inc.
Mobile legend is a 5v5 moba showdown against real timehuman opponents from all
over the world. You will be able to choose from an increasing amountof heroes in this
game. In a team, you should be able to build your heroes and strategiesalongside with
your 4 comrades to win the game.This means that there have 5 players in each team to
showdown against each other. Whenyou going play this game, you will be able to choose
a heroes or build your heroes strategies orskills with your 4 comrades to win.In Contrast,
Lisad Cornella (2019, 2 24) state that mobile legends game review Massively multiplayer
online Video Games (mmos). Mobile legends is a 5v5 moba for handhelddevices that
offers a variety of playable heroes, game modes, and intense, fastpaced gameplay.With
controls optimized for touchscreen devices, players can quickly get set up to play a
matchagainst other players in real time.This states have the same perspective of the
author above, it consists 5 players in eachteam. The player can play able heroes, modes
and can quickly get set up as fast as you can andalso use the most effective or make the
best for your team.Based on (Funk, 2013).Legend one type of MOBA (Massive Online
Battle Arena) is atype of online game that combines two types of games namely RTS

8. (Real Time Strategy) andRPG (Role Playing Game) where players run one character from
two teams opposite to the goalto destroy the opponent's headquarters. Each character
which is played has a role with strengthand weakness each other so prosecuted for
cooperate with team to win the game.
According to Koueider,A.(2013), this can be downloaded in Google Play Store and
popular in Apple App store that is also hot seat as an entertainment in Android. This game
is said to be a free mobile MMO strategy video game which developed and published by
moontoon. Through this game, the players are planning on how to destroy the enemies
tower and on how they can defeat the enemy. This is also a strategically game because
it includes battle with the opponent online player. It means that this App can be
downloaded free on your mobile phone also it is a hot seat as an entertainment in Android.
This is strategically game where the players will think on what is the best utilize on their
facilities to plan, to defends and to destroy the opponent team.
Based on Rimington, Elzabi, and etc. (2016),Mobile Legend is the largest online
game in the world, but is under-represented in video game studies. Its community is large
and multi-sited, but known for competitive and toxic behaviors. It says that this app is one
of popular game that the degree of opponents online player compete against each other
to gain higher rank to win the battle.
According to Marcal Mora-Cantallops and Miguel-Angel Sicilia (2018, 2), This
article aims to perform a literature review of the available research that focuses strictly on
MOBA (multiplayer online battle arena) games. First, a review identifying the relevant
papers published since 2011 is conducted, exploring them systematically to extract

9. similarities, gaps and main findings. Results show how League of Legends is the most
explored game, with player experience and toxic behavior as popular topics for research.
It means that Mobile Legend is the most explored game, toxic behavior is a way of
sending out the vibe that you owe them something. Sometimes they have also a way of
doing something that hurts you, then maintaining they were doing it all for you. Over all,
the players are having a toxic behavior and competitive. Compete against each team or
to destroy the opponent team. Strategically game that needs to plan and the cooperation
in each player on the team, to plan, to defend and to work as one, to win the battle. Lorie,
Loeb (2013), state that Mobile legend is a 5v5 moba showdown against real time human
opponents from all over the world. You will be able to choose from an increasing amount
of heroes in this game. In a team, you should be able to build your heroes and strategies
alongside with your 4 comrades to win the game. This means that there have 5 players
in each team to showdown against each other. When you going play this game, you will
be able to choose a heroes or build your heroes strategies or skills with your 4 comrades
to win. In Contrast, Lisad Cornella (2019, 2 24) state that mobile legends game review
Massively multiplayer online Video Games (mmos). Mobile legends is a 5v5 moba for
handheld devices that offers a variety of playable heroes, game modes, and intense,
fastpaced gameplay. With controls optimized for touchscreen devices, players can quickly
get set up to play a match against other players in real time. This states have the same
perspective of the author above, it consists 5 players in each team. The player can play
able heroes, modes and can quickly get set up as fast as you can and also use the most
effective or make the best for your team. Based on (Funk, 2013).Legend one type of
MOBA (Massive Online Battle Arena) is a type of online game that combines two types

10. of games namely RTS (Real Time Strategy) and RPG (Role Playing Game) where players
run one character from two teams opposite to the goal to destroy the opponent's
headquarters. Each character which is played has a role with strength and weakness
each other so prosecuted for cooperate with team to win the game.
According to Abdolkhaleghi et al. (2006); Ramezankhani et al. (2008); Roe and
Muijs (2000); and Russell (2006) also showed that rate of playing mobile legend has
negative correlation with student achievement. It means that when playing mobile legend
can cause negative achievement in the students. Shao-I, et, (2004) state also that (once
again no definitive definition was given) and noted a decrease in school performance
when the student was addicted playing on mobile legend. They found that playing mobile
legend physically impacts academic achievement because the student is too involved in
the game to do homework or prepare academically. It says that there is negative effect
on your academic performance when you are too much addicted on playing mobile
legend. In connection to this,
According to Wack and Tantleff-Dunn (2009) also found a negative correlation,
although the relationship between GPA and academic performance in their study was not
significant. Jackson et al (2008) found that time spent playing games was a negative
predictor of academic performance and that those who played video games more often
had poorer grades than those who played less.

11. This state says that there is negative effect on the academic performance of that
student. It affects to those students played more on mobile legend and have poor grade
than to those student played less. In contrast, Based on Durkin and Barber (2002) showed
that there is no negative relationship between playing mobile legend and educational
attainment. It says that when you play mobile legend there is no negative connection to
the educational attainment. Overall, Mobile legends can cause negative of academic
performance of the students. When a student spend more time or addicted to this online
game more often had poor grades. In contrast, mobile legend has no negative connection
to the educational attainment.
Mobile legend is created by China developer is Moonton Technology Co. Ltd and
shanghai mulong network and technology Co.,ltd. July 11, 2016. Mobile legend bang
bang is a game designed which only for phone, this game has two opposing teams to
defend the fort so as not taken over by the opponent. Besides, mobile legend is very
popular and in demand from various circlesfrom teenagers to adults. This game is very
popular in Asian as many as ten million accounts are known to have downloaded this
game on the Google Play Store. The role is there are two group fights to reach and
destroy the enemy’s castle while defending their own castle to defend the castle they
have to control the path they pass through. There are three lines the first is “Upper”,
“Lower” , “Middle”. Those lines connect the road to the castle.
Someone who only plays the game is called player, one of developer online games
said if there are 12.675.696 players who download that online game and the players are
dominated by teenagers and early adults aged 15-25 years. In online games especially

12. is Mobile legend the player can interact with the other player to communicate and give
ideas. There are features to support their communication which are called chat room.
Young (2005) states that online games are networked games, where interaction
between one person and another aims to achieve goals, vision, and mission to achieve
the highest value in the virtual world. This game can be played by many people
simultaneously in one hand. This game is more accurately described as a technology
than as a genre or type of game. The mechanism of the game is for connecting
players to one another. According to Hall in Jan & Kowert (2015), it is explained that
identification in certain social groups such as gamers is a definition of individuals based
on the division of identity applied from the outside. Social identity serves to describe itself
socially concerning other people and contributes to feelings of belonging and self-worth.
The social identity model of de-individuation effects (SIDE), according to Lea, Spears in
Vilanova (2016), explains that this model will test anonymity and anonymity to change the
meaning of personal identity and social identity. So it can have a profound effect on
behavior. The anonymity comes from social networking sites and CMC, which leads to
the loss of consciousness of the individual. It can identify and strengthen individual and
group identities (Ramadani 2018). The existence of virtual reality in online games
certainly raises the concept of virtual identity. The virtual world offers a different form
that is flexible, freer, not decentralized, always in the process (Turkle 2005). Players in
the game will automatically be free to enter and exit the group of play. It interacts with a
wide variety of people, and its characteristics assure a wide variety of roles. A player is
also free to choose his gender.

13. Dockrill (2012) stated that students who regularly spend time playing mobile
legends are developing analytical and problemsolving skills that can also help them in
their schoolwork. He also said that when you play online games you’re solving puzzles to
move to the next level and that involves using some ofthe general knowledge and skills
in maths, reading, and science that you’ve been taught during the day.Computer games
have become one of themost important entertainmenttools for children, teenagers and
even adults all around the globe. Allowing access tothe virtual world with unlimited
possibilities, computer games compulsively attract many people. In fact, they have
become an integral part of human society. In other words, by providing virtual fun and
entertaining environments(Demirbileka & lema Tamer, 2010), and having characteristics
such as being interesting and exciting, computer games stimulate motivation and create
a sense of enjoyment of learning. They not only have become one ofthemost significant
recreations for all age groups, but also they have potentials to be used for educational
purposes as a new strategy (Prensky, 2003; Tuzaun& et al.,2009; Grimley & et al., 2011).
Therefore, video games can no longer be seen asmere entertainment tools. Today
the positive effects of video games are emphasized more than ever. As Games have
become a tool to communicate, teach, and influence attitudes and behavior, numerous
studies have suggested that they have positive effects on problem solving, achievement
as well as creating interest and commitment in learning (Tuzaun & et al., 2009; Kim,Park,
& baek, 2009).In an experiment by Williams(2006), school performance increased after
the participants dramatically decreased (limited time spent usingtechnology to30 minutes
per day) their usage of all technology, including video
games.Finally,Jaruratanasirikul,et.al, (2009) found that the excessive playing ofvideo

14. games (five hours or moreper session) resulted in school grades tha twere below a 3.00
average, and that time spent playing was a predictor of academic performance. They also
suggested that video games indirectly lead to decreased performance through promoting
violence. Finally, they noted that playing video games took time away from school
activities, homework, social interaction, etc. However, there is also plenty of research to
suggest that interactive videogames can actually lead to increased academic
performance (Anand, 2007).Smyth (2007) suggested that complex games may lead to
academic success by engaging players in problem solving, critical thinking, and
creativity.Anand (2007) also found that males were more prone to these results than
females, because males tend to play video games more. The penetration of video games
into the United States alone is huge, with at least 90% of homes having children that have
played (rented or owned) video games. This is a record level that continues to increase.
55% of console players and 66% of online players are over 18. The college demographic
seems to be the majo rgroup of gamers simply because they have a lack of parental
supervision and they have more flexible schedules, allowing for more play time. The
studies and literature concerning the effects of online games to the academic
performance of thestudents are contradictory because some of them suggest that online
games may lead to negative effects while others said that itgives positive benefits. The
relationship between the usage of computer games and academic performance has no
definitive answer to the question of whether computer games disrupt academic
performance.

15. Time
(Li Chen) Time spent on computer and mobile games is affected by many factors.
In terms of gender, males are more interested in playing computer and mobile games
than females. A Chinese study found that teenage females spend more time on other
extra-curricular and leisure activities, whereas teenage males spend more time playing
video games . Previous research showed that the length of time spent playing video
games varies with age . Smoking and drinking are associated with video games. Family
situation is also linked to playing computer and mobile games , whereby game behavior
can enhance family cohesion to a certain extent . Although game behavior is exhibited
separately, most players prefer to share activities with friends or parents. This preference
may relatively extend game time. Many studies identified factors that influence the
amount of time students spend playing computer and mobile games, but few studies
focused on interpersonal relations and social cognitive theory constructs at the time of
playing computer and mobile games, especially among Chinese medical undergraduate
students.
Interpersonal relations and social cognitive theory constructs (i.e., expectation,
self-efficacy, and self-control) are associated with game-playing behaviour. Interpersonal
relations measure the relationship between a person and those around him/her. A
previous study found that people who play video games possess a good friendship
network. The social nature of certain video games can extend playing time whilst allowing
players to gain new and other relationships. Social cognition theory is a dynamic and
reciprocal model based on the interaction among behaviour, personal factors, and
environmental influences. In this theory, expectation, self-efficacy and self-control are the

16. core determinants for achieving a goal. Social cognition theory was applied to study
Chinese people for smoking cessation and obesity prevention. Expectations include the
anticipation of the outcome of a particular action and the importance of the value of these
results. Self-efficacy describes a person’s confidence in exhibiting a particular behaviour
at a given moment. Self-control describes a person’s capability to regulate behaviour and
includes strategies that encourage proximal and distal goal setting and self-rewards.
Another study found that self-efficacy is a comparatively robust predictor of involvement
in massively multiplayer online role-playing game community. In addition, self-control is
negatively correlated with online game addiction, and students with high self-control
spend lesser playing time on video games than those with low self-control. A study on
Iranian students revealed that self-control when playing video games differs between
male and female students. (Ruiyi Liu)
Despite these efforts, previous studies paid little attention to medical
undergraduate students, especially in China. Medical undergraduate students have more
academic pressure and longer education years than other college students. Computer
and mobile games provide a way for medical undergraduate students to relax. The video
game time of medical students and the factors influencing this time may differ from those
influencing students of other majors. To the best of our knowledge, this study is the first
to use social cognitive theory in predicting the time spent playing computer and mobile
games among medical undergraduate students in China. The objectives of this study are
to examine the factors influencing students’ behaviours in playing computer and mobile
games and the effects of interpersonal relations and social cognitive theory constructs

17. (i.e., expectation, self-efficacy, and self-control) on the time spent by students playing
computer and mobile games. (Yong Zhao).
Money
(Yhong Lacson, 2022) As a professional gamer, you need capital to buy gaming
tools like a gaming computer, a camera, gaming chairs, and other tools that you will need
to create great gaming content. But of course, you can start with what you have, climb up
ladder by ladder, and eventually have all those mentioned gaming tools.
In addition to in-game microtransactions, Mobile Legends also makes money
through advertising. The game features a number of different advertisements, including
video ads that play before matches and banner ads that appear in between rounds. These
ads are targeted at the game’s large player base, which consists mostly of young adults.
Mobile Legends is a popular game in Asia, and it has been reported that the game
generates over $30 million per month in advertising revenue. On the other hand,
advertising is not the only way that Mobile Legends makes money. However, advertising
is a significant source of revenue for the game.
Again, like most games of its sort, Mobile Legends also makes money through
sponsorships. The game has been sponsored by a number of different companies,
including Razer and Coca-Cola. These sponsorships help to keep the game free-to-play,
as they provide a steady source of revenue. In addition, these sponsorships help to
promote the game to a wider audience. Furthermore, they help to legitimize the game as
a sport, which is important for its continued growth. Sponsorships also provide a way for

18. the game’s developers to make money without relying solely on in-game
microtransactions.
Another way that Mobile Legends makes money is through prize money from
tournaments. The game has a competitive scene, and there are a number of different
tournaments that are held throughout the year. These tournaments usually have large
prize pools, which can range from a few thousand dollars to over $100,000. The game’s
developers also make money by charging players a small entry fee to participate in these
tournaments. This provides a way for the game to generate revenue, while also giving
players an incentive to compete. The ML tournaments generally follow the same format:
two teams of five players face off against each other in a best-of-three series. The winning
team receives a cash prize, while the losing team receives nothing.
Finally, Mobile Legends makes money through iOS and Android platforms. The
game is available on both of these platforms, and it has been reported that the game
generates over $50 million per month in revenue from these two sources. This is due to
the fact that the game is extremely popular in Asia, where both of these platforms are
very prevalent. The way this works is that the game’s developers receive a percentage of
all the in-app purchases that are made by players. This is how they are able to generate
such a large amount of revenue.
Mobile Legends also sells DLCs (Downloadable Content). This is content that
players can purchase in order to improve their experience. For example, the game sells
a season pass, which gives players access to exclusive skins and other items.
Additionally, the game’s developers have also released a number of different maps and
game modes that are available for purchase. These DLCs help to keep the game fresh

19. and give players a reason to keep coming back. On the other hand, the majority of DLCs
are not essential to the gameplay experience and are purely cosmetic. This means that
they are not necessary for players to enjoy the game. However, Mobile Legends ranks
up there with the best of them when it comes to making money.
Finally, one of the biggest reasons why Mobile Legends makes large portions of
revenue on a monthly basis is because they know their market. As we were saying, the
game is extremely popular in Asia, which is a region that has a large population of young
adults. This is the demographic that is most likely to spend money on in-app purchases
and microtransactions. In addition, the game’s developers have also released a number
of different maps and game modes that are available for purchase. This shows that they
are constantly trying to add new content to the game in order to keep players engaged.
They are also always looking for ways to improve the gameplay experience. All of these
factors contribute to the game’s continued success.
Selling ML Skins Or Account
One of the easiest ways to make money in Moblie Legends is through selling ML
accounts or game hero skins. If you’re really good at playing the game, it will be easier
for you to grow a new account and repeat the process, selling your account again and
again.
Lots of new players who want to just skip the process of growing an account will be your
buyers. One of the known marketplace for selling ml accounts and hero skins is the
website called G2G.

20. You can also use Mobile Legends Facebook groups and forums to showcase your offer.
Start A Gaming YouTube And Facebook Channel
Creating gaming content for YouTube and Facebook is where you can build a
gaming career and earn a huge amount of money, and not just that, other pro players are
becoming gaming celebrities who also earn huge money through sponsorship.
You can start by creating a gaming YouTube and Facebook channel, and then maybe
start by uploading some of your compiled best ML gameplay. Make sure to also study
how this gaming platform works, Facebook and YouTube, and avoid mistakes.
Health
Multitasking abilities
A lot of video games require multitasking abilities. Playing regularly will help your
child to enhance his reflexes and responses. Like for example, racing games will require
you to drive and win the race while doing extra missions. In this case, you need to multi-
task for you to be able to finish the mission given to you.

21. Cooperation and teamwork
This is obvious especially in games like multiplayer online battle arena famously
known as MOBA. The key to winning this game is cooperation and teamwork. Without
these two essentials, it is almost impossible to win. If your child is fond of playing this kind
of games, then there are higher chances that he will learn to cooperate with his
teammates even when outside the game. This will apply specifically to his activities at
school or performance in his chosen sport.
Boost confidence
Playing video games can actually boost his confidence. He will be more likely to
become competitive. Accomplishing something or achieving victory in the game he is
playing might turn him to be more confident than he used to be before. It will also help
him to strive and work hard to gain more achievements. Seeing your child being
competitive is something you would like right?
Eye and hand coordination
Good hand and eye coordination are highly needed in playing video games. A
good example is shooting game. For you to win this kind of game, you need to be very
keen when it comes to chasing opponents and shooting them while you are defending
yourself too. This is possible if you have a good hand and eye coordination. Regular
playing can increase your child’s proficiency which is very useful for performing his daily
activities.

22. Social skills
This is totally helpful especially to those kids who are having a hard time
socializing with others. Playing online games will slowly help him to learn how to interact
with different kinds of people – even strangers. Yes, approaching people in real life might
be harder than doing it virtually when playing online games but the point is, he will
eventually learn how to handle talking to other people around him. There are guide to
educational games around that can be used that he can play to help increase his social
skills even more.
Promote physical activities
Contrary to the common belief that video games will make your child clumsy,
there are some video games that will require your child to perform physical activities. If
your child is not interested in playing outside, why not introduce him online virtual sports.
These includes basketball, tennis, volleyball, boxing, skateboarding and so on. Using
consoles, your child will experience outdoor activities even when he is alone and inside
his room. Later on, if he is already enjoying this kind of sports, then convince him to try it
with his friends too.
Reduce stress
Studying can be really stressful for your child. Sometimes, stressing him out
instead of letting him enjoy will push him more to hate his studies. Giving him the freedom

23. to play his games will reduce his stress. This will increase his positive vibes and will attract
good mood. When this happens, it will be easy for you to convince your child to study and
finish his homeworkPlaying video games is not bad. What makes it bad is the addiction
in playing too much video games. There’s a difference. Just like any other, play
moderately and have fun! (Alyzza Sanchez, 2017)
Mobile Legends Game is made by China Bamboo Curtain aka China or China. Mobile
Legends game created by Chinese developer Moonton or Shanghai Moonton Technology
Co., Ltd. Moonton is headquartered in Shanghai, China. (Moonton, Mobile Legend, 2016).
Mobile Legend one type of MOBA (Massive Online Battle Arena) is a type of online game
that combines two types of games namely RTS (Real Time Strategy) and RPG (Role
Playing Game) where players run one character from two teams opposite to the goal to
destroy the
opponent's headquarters. Each character which is played has a role with strength and
weakness each other so prosecuted for cooperate with team to win the game (Funk,
2013).
We have to admit that many of us loves to have some fun playing online games in
solo play or with our friends. And with a strategy Multi-player Online Battle Arena kind of
a game you’ll sure be hooked up with it for hours. This category of game was first
introduced in a PC and a lot of gamers find it great to measure one’s skill of a real player
when it comes to the gamer reaction time, critical thinking and strategies to win the game.
Nevertheless, it’ll measure ones’ sportsmanship which is a true quality of a real gamer.
(Arjay Aragon, 2017)

24. Let me tell you a story, a story of how I nearly lost my mind playing MLBB. Mind
you, I'm not writing this to discourage MLBB players or tell you that MOBA is a horrible
thing, but I am trying to address a challenge I think most hard gamers would go through
when they're deeply committed to the game.I started playing MLBB as a casual gamer,
not really trying to win but just loving and admiring the gameplay and the teamwork. I
wanted to choose one hero, just one, to play with for the rest of the time I'd spend on
MLBB because I thought I wouldn't stay interested in the game for too long. I was wrong.
My addiction began when I started going on rank and managed to reach Master II
in just a week. This was possible with the help of another gamer, who later on left the
game for the same reason I am writing this post. He was lucky to have had the will power
to stop himself. I, however, was not that fortunate. But even before I began ranked, I had
a feeling that I would be completely hooked on the game. Now, I had been previously
addicted to a lot of other games (MKX, Tekken, MAME games, Pokemon), but the
convenience of having a game played on your very own mobile (and such a super
awesome game at that) was what really got me drawn to Mobile Legends.
When I started playing ranked, I had initially wanted to see how far I could go while
my interest in MLBB was still at its peak. Slowly, I began to lose track of time, losing sight
of everything and everyone around me. This may sound dramatic, but to me it felt that
way. I couldn't think of anything other than Mobile Legends. I was hooked on their game,
and it seemed that I wouldn't be losing interest anytime soon. I compromised my time with
my family, friends, and my studies. I didn't notice that I was slowly changing, but everyone
else around me did.

25. My parents had to have a 1-on-1 session with me. They were worried that the
game was affecting my health (I could play for three days with little or no sleep, and
practically 1 snack in an entire day). They were worried that I was becoming an addict to
the game, and they warned me to stop playing or it would ruin my life. I thought they were
being over-dramatic, as all parents go. A number of times, my mom had uninstalled the
game in hopes of discouraging me from playing, but it didn't. I would re-install the game
over and over again, patiently reloading all the game data into the phone as I fed my
unhealthy addiction.
Things got out of hand when I started installing the game into every phone I could
get my hands on. My parents, my friends, anyone that I knew had a MLBB app with my
account linked to it. I always found it frustrating how you'd have to reach LV 8 before you
could change to your linked account, but I didn't complain. In school, I spent more time
researching on hero gameplays and builds than actually doing school work. I drastically
lagged behind on all my assignments and procrastinated to the extreme, to the point
where I was sure I would fail all of my courses. But that didn't stop me, somehow my mind
was only hardwired for MLBB. My friends started noticing that I was distancing myself
from everyone else (which was strange to them because I was a hyperactive extrovert
who talked to everyone and anyone), and they began to worry. One of them told me
about, but I ignored them. Nothing could stop me from reaching Mythic, and I was
determined to get there before the end of the season.
My addiction had changed my entire personality. I was becoming more aggressive
(not to people, but to the mobile phone I was playing on), and became a toxic player in
every team that I was put in. I smashed 3 phones in one week. Had my tablet repaired

26. after I broke the LCD, then broke it again 2 days later because I was lagging pretty badly.
People were afraid of giving me their phones, for fear of having to buy a new one. I
converted a lot of people into playing Mobile Legends (If I was a sales rep for the game,
the developers would be making millions), but in the process I was losing my sense of
reality. I became emotionally unstable, and would often miss playing MLBB even if I
stopped playing for just a few hours. The bright student who carried a high GPA and a
good record was suddenly a mosh pit of doomed failure, disappointment and depression.
Right now, I'm pretty much trying to salvage whatever I can after recovering from the
addiction. I'm getting back on track with school, putting a little more effort than I should
be. I'm determined to turn my life around. MLBB will always be a part of my life, but I have
learnt that some things should be put first before a MOBA app. I've learnt how to manage
my life and my time the hard way, through my MLBB addiction. And I'm advising everyone
who might be struggling with the same thing to please play in moderation. I'm just sharing
my experiences here so others can learn from it. You may be a wiz and balancing your
gaming with everything else, and that's great, but if you're like me and you're struggling
with a gaming addiction, I'm just letting you know that you're not alone. (Epixiie94, 2018)
Academic performance
Academic performance of students is a key feature in education (Rono, 2013). It
is considered to be the centre around which the whole education system revolves. Narad
and Abdullah (2016) opined that the academic performance of students determines the
success or failure of any academic institution. Signh, Malik and Signh (2016) also argued
that academic performance of students have a direct impact on the socio-economic

27. development of a country. Similarly, Farooq, Chaudhry, Shafiq and Behanu (2011),
asserted that students’ academic performance serve as a bedrock for knowledge
acquisition and the development of skills. Additionally, Farooq et al., (2011) emphasized
that the top most priority of all educators is academic performance of students. According
to Narad and Abdullah (2016) academic performance is the knowledge gained which is
assessed by marks by a teacher and/or educational goals set by students and teachers
to be achieved over a specific period of time. They added that these goals are measured
by using continuous assessment or examinations results.
Factors contributing to improvement in students’ academic performance have received
much attention from educators and researchers (Signh, Malik & Sign, 2016; Ali, Haider,
Munir, Khan & Ahmed, 2013; Farooq, Chaudhry, Shafiq & Behanu, 2011). These
researchers found that several factors contribute to improvement in the academic
performance of students. Ali et al. (2013) found daily study hours, social economic status
of parents/guardians and age as factors that significantly affects academic performance.
Similarly, Narad and Addullah (2016) and Farooq et al., (2011) also found economic
status of parents, their academic background and encouragement as factors that
influence academic performance. Proper guidance from parents and teachers,
communication skills, and learning facilities have also been found as a significant
determinant to academic performance (Signh, Malik & Signh, 2016).
The findings from the previous studies is a combination of home, school, students
and teacher factors (Narad & Abdullah, 2016; Farooq, Chaudhry, Shafiq & Behanu, 2011)
as well as environmental, personal, social, psychological and economic factors (Sign,

28. Malik & Sign, 2016; Ali et al. 2013). Other authors have also found that age, gender and
parents’ level of education affects academic performance (Khan, Iqbal & Tasneem, 2015;
Eshetu, 2014). It should be noted that these findings differ among countries, different
academic levels and the subjects involved. The current study focuses on factors
contributing to improvement in academic performance of students at the Junior High
School (JHS) in Gomoa Manso, Ghana.
Per the education structure in Ghana, JHS forms the third level of basic education.
According to the Report of President’s Committee on Review of Education in Ghana,
basic education is defined as “the minimum period of schooling needed to ensure that
children acquire basic literacy, numeracy and problem solving skills as well as skills for
creativity and healthy living” (Ministry of Education, 2002, p. 26). This level should be free
and compulsory and comprises of Kindergarten, primary and JHS. As indicated earlier,
the focus of this research is on JHS. JHS is a three year post primary education program
which prepares students aged 13 to 15 years to sit for a Basic Education Certificate
Examination (BECE) in their third year. From 2010 to 2016 the enrolment of JHS students
increased by 10.6% (Ministry of Education, 2016). Their performance at BECE from 1998
to 2002 was 60.1%; this figure increased by 0.99% from 2003 to 2007 but dropped
significantly by 9.1% from 2008 to 2011.
Previous studies have found that improvement in the academic performance of
students is dependent on a combination of teacher, student, school and parental factors
(Amuzu, Ankalibazuk, & Abdulai, 2017; Narad & Abdullah, 2016; Okolie, Elom, & Inyiagu,
2014; Oppong-Sekyere, Oppong-Sekyere & Akpalu, 2013; Farooq et al., 2011). Others

29. have also attributed it to environmental, personal, social, psychological and economic
factors (Sign, Malik & Sign, 2016; Ali et al. 2013; Mushtaq & Khan, 2012). Most of these
studies tend to focus on a single subject or focuses on limited factors that contributes to
academic performance. For example, Farooq et al. (2011) focused on only socio
economic status and parent’s level education. They recommended that other studies
should explore peer factors, family factors, student and school factors. Again, Jayanthi,
Balakrishnan, Ching, Latif and Nasiruden (2014) emphasized that an extensive study
should be conducted to include more than one school to assess the academic
performance of students.
Although, several studies have been conducted to assess the academic performance of
students worldwide, there is lack of sufficient studies conducted to assess factors that
can improve students’ academic performance. The few studies conducted do not assess
the current performance of students in JHS and their preparation towards their final exam.
This gap in the literature needs to be addressed. The current study sought to assess
factors that contribute to improvement in the academic performance of JHS students in
Gomoa Manso Basic School (Nkrumah, 2017) .
Academic performance/ achievement is the extent to which a student, teacher, or
institution has attained their short or long-term educational goals and is measured either
by continuous assessment or cumulative grade point average (CGPA). A correlational
study among vocational high school students in Indonesia found that students who had
good academic achievements have higher income, better employment benefits, and more
advancement opportunities. Besides, academically successful students have higher self-
esteem and self-confidence, low levels of anxiety and depression, are socially inclined,

30. and are less likely to engage in substance abuse, i.e., alcohol and khat. However, a cross-
sectional study in Malaysia in higher learning institutions reported that an increasing
number of students still do not graduate on time, suggesting that they did not perform well
in their studies (Idris f, Hassan Z, Ya’acob A, 2012).
Despite excessive government investment in education, most students fail to
achieve good academic performance at all levels of education. A correlational study in
Arba Minch University, South Ethiopia, reported that the trend of graduating students is
not proportional to the trend of enrolled students and more students commit readmission
due to poor academic performance. This resulted in unemployment, poverty, drugs elicit,
promiscuity, homelessness, illegal activities, social isolation, insufficient health insurance,
and dependence. Additionally, a systematic review in India concluded that poor academic
achievement causes significant stress to the parents and low self-esteem to the students.
It is also significantly associated with high anxiety scores among university students in
Pakistan. Further, in public schools in Pakistan, academic failure affects self-concept and
leads to a feeling of disturbance and shock. In this way, students finally drop out of the
education system at all (Awal N, Sothan S 2019).
Beyond the quality of schools, various personal and family factors, including
socioeconomic factors, English ability, class attendance, employment, high school
grades, and academic self-efficacy have been proposed to influence academic
performance. Besides, other factors, i.e., teaching skills, study hours, family size, and
parental involvement have an association with academic performance as well. A cohort
study among university students in Australia concluded that aging does not impede
academic achievement. A secondary data analysis among fifth-grade students in

31. Colorado showed that eating breakfast, normal body mass index, adequate sleep, and ≥ 5
days’ physical activity per week was significantly associated with higher cumulative
grades. A significant association was also found between joining the medical profession
and good academic performance in Pakistan. At Arba Minch University, students with a
good academic record before campus entry were more likely to have academic success
in higher education programs. A descriptive study on Bahir Dar university students
showed that the education status of parents and attending night club affect academic
performance. Also, a survey in Nigerian high schools indicated students whose parents
were government employees achieved better performance. However, the impact of these
factors varies from region to region and differs in cities and rural areas. This might be due
to diverse data measurement methods and quality or the context of each study (Talib N,
Sansgiry S, 2012).
One of the critical barriers to academic success is substance use. A cross-
sectional study in the US among high school seniors showed that substance users had
greater odds of skipping school and having low grades. Similarly, a descriptive survey
among primary school students in Jordan indicated that smoking affects children’s
physical and mental development and reduces academic achievement. Smoking was
considered a barrier to optimal learning. A cross-sectional study among university
students in Wolaita Sodo found that substance use (smoking, khat chewing, drinking
alcohol, and having an intimate friend who uses substances) was significantly and
negatively associated with students’ academic performance. In Jordan Primary school
students, smoking was more likely to impair cognitive development, and decrease

32. attentiveness and memory. This in turn leads to difficulty in remembering information and
verbal learning impairment (Gill SK, Tentama F, 2019).
Most of the previous studies focus on primary and secondary education levels and the
problem is not well addressed at the university level. The poor performance of university
students requests attention. Moreover, in Ethiopia, limited studies were done on this topic
and it was complicated by confounding factors. Thus, this study intended to identify the
predictors of academic performance among university students in Southern Ethiopia
(Abdillah MH, 2019).
A number of studies have been carried out to identify and analyse the numerous
factors that affect students’ academic performance in various centres of learning. Their
findings identify students’ effort, previous schooling (Siegfried &Fels, 1979; Anderson &
Benjamin, 1994), parents’ education, family income (Devadoss& Foltz, 1996), self
motivation, age of student, learning preferences (Aripin, Mahmood, Rohaizad, Yeop,
&Anuar, 2008), class attendance, and entry qualifications as factors that have a
significant effect on the students’ academic performance in various settings. Parent
involvement is another factor that has been consistently related to a child’s increased
academic performance (Hara& Burke, 1998; Hill & Craft, 2003; Marcon, 1999; Stevenson
& Baker, 1987). While this relation between Parent involvement and a student’s academic
performance is well established. This chapter covered the literature on the factors
affecting students’ academic performance. Therefore, the chapter covers how
communication skill affect students academic performance, how status of

33. teaching/learning facilities affect students academic performance and how guidance and
counseling services affect students’ academic performance (Romer, 1993)
Academic achievement or (academic) performance is the extent to which a
student, teacher or institution has achieved their short or long-term educational goals.
This performance can be measured by many tools such CGPA, skills, etc. There are
many empirical studies carried out to examine the factors affecting college students’
performance. A research carried out by Ali et al. (2013) supported the above sentence by
stating students’ academic gain and learning performance is affected by numerous factor
including gender, age, teaching faculty, students schooling, father/guardian social,
economic status, residential area of students, medium of instructions in schools, tuition
trend, daily study hour and accommodation as hostelries or day scholar. It is believed that
learning styles have a significant relationship with the academic performance (Rienties et
al., 2012; Desmedt & Valcke, 2003). A study by Wenglinsky (2001) stated that many
quantitative studies which focused specifically on teaching conformed to a similar pattern
finding little relationship between teacher inputs and student’ achievement. Therefore, it
can be observed that teaching style have a direct impact on student’s performance
because teachers are the most individual that students believe because whatever input
they got from their teachers, they will practice it. Canto-Herrera, & Salazar-Carballo
(2010) indicated that there is a significant relationship between beliefs about constructivist
teaching and each of the five categories of teaching styles of teachers of mathematics
were found, and relationship between teaching style "delegator" and student academic
achievement was found. English language and Communication is also another important
factor that has an impact on the students’ performance.

34. A study by Mosha (2014) revealed that students were highly motivated to learn
English for future expectations such as local and international communication, academic
advancement and employment prospects. However, students’ performance was affected
by shortage of English teachers and absence of teaching and learning materials. The
findings showed that presence of under-qualified, untrained, and trained teachers in
schools who were incompetent as a result they skipping to teach some difficult topics in
the syllabus. Study findings also indicated that students’ infrequent use of English
language at school and home, large class size, teacher’s responsibilities, poor conducive
teaching and learning environment in the home support environment and poverty were
contributing factors for English poor” (p.64). Besides that, Mushtaq & Khan (2012) found
that students’ performance depends on many factors such as learning facilities, gender
and age differences, etc. that can affect student performance (Hansen, 2000). Harb and
El-Shaarawi (2006) found that the most important factor with a positive effect on students'
performance is student's competence in English. If the students have strong
communication skills and have a strong grip on English, it increases the performance of
the students. The performance of the student is affected by communication skills; it is
possible to see communication as a variable which may be positively related to
performance of the student in open learning” (p.2). Another factor to determine the
students’’ performance is Language Assessment. Stevens et al. (2000) examined the
relationship between language proficiency and student performance on content
standardized tests, comparing the type of language assessed on language tests and the
language used on content tests. Based on their findings, Stevens et al. (2000) argued
that there is a need for the development of language proficiency assessments that

35. measure students’ academic language proficiency. Solnyshkina et al. (2015) said that the
impact of the Language Assessment courses in Kazan Federal University piloted in 2012-
2014 as part of implementation of ProSET was studied by the authors at four levels
(reactions, learning changes, behaviour and results). Some positive changes were
observed in students’ views on language assessment” (p.1228). Academic stress is one
of the most significant factors responsible for students’ academic performance is their
academic stress. Lal (2014) justified that academic stress is mental distress with respect
to some anticipated frustration associated with academic failure or even unawareness to
the possibility of such failure. Another a study by Bisht (1980) defined academic stress as
a demand related to academics that tax or exceed the available resources (internal or
external) as cognitively appeared by the student involved. According to her, academic
stress reflects perception of individual’s academic frustration, academic conflict,
academic pressure and academic anxiety. A conducted study by Lal (2014) mentioned
that “academic stress is mental concerning some anticipated frustration associated with
academic failure or even unawareness to the possibility of such failure” (p.123). This
academic stress happens because student has too many of things to take care, so for the
consequences that this academic stress will affect their performances. Focusing on
students’ self-concept as another factor which has an influence on students’ academic
performance, past studies by (Bandura, 1997; Villarroel, 2001; Boulter, 2002) stated that
self-concept is one of the most significant factors affecting the students’ academic
performance. Cokley (2000) defined academic self-concept as a student’s view of his or
her academic ability when compared with other students. Sanchez & Roda (2004)
identified in their study that academic self-concept and measures of academic

36. performances are having a close relationship. Self -concept means how someone thinks
about herself or himself. Some of the past studies had proven that academic performance
has a positive correlation between self-concept and their studies are accepted that a more
positive self-concept is associated with higher levels of performance. For instance,
Hansford and Hattie (1982) found a significant correlation between academic self-concept
and students’ performance in a study of junior high school students. Also, a study by Lyon
and MacDonald (1990) found academic self-concept a significant predictor of the high
performance of sixth-grade students. Zahra (2010) generated a study on self-concept and
academic achievement to find the linkage between the two using a sample of 1500 female
Bachelor’s degree students of 15 degree colleges of Rawalpindi and Islamabad. The
study included females only, who belonged to third and fourth year’s students 100 from
each the college. Her results for academic self-concept indicated that on average female’
students had a positive academic self-concept. They also had a positive physical, social
and general self-concept. DeFreitas & Rinn (2013) stated that overall academic self-
concept is a cognitive and affective evaluation of the self that can influence actual
academic performance. Gerardi (2009) did study of 98 first-year engineering students at
City University of New York (CUNY), found that academic self-concept was the best
predictor of academic success as measured by Grade Point Average (GPA) in minority
and low socioeconomic status college students. Found out in his study that students’ self-
concept influences their academic performance; however, the level of effort exerted by
students in learning to a large extent contributes significantly to students’ self-concept in
boosting with the academic performance. To summarize the above review of literature, it
can state that there exists a positive connection between teaching style, English language

37. and communication, academic stress, language assessment, self-concept with students’
academic performance. Thus, this study was aimed at investigating how these factors
affecting academic performance of students at College of Business (COB) of University
Utara Malaysia located in Kedah State, Malaysia Crawford (2013).
Attendance
Aquilan (2004) made a comparable thesis on the automation of time attendance
that records the time in and time out of every employee using Key card system. It tends
to eliminate the manual recording system of time and attendance and also include salary
computation of each employee based on the time and attendance reports. Ramon
Faloran (2005) wrote in the article “The Computer Edge of the New Employment and
Opportunities “in the Philippine Daily Inquirer. He stated that computer gives you a
different feeling about what is happening in the company. Business will be highly
competitive and innovative because the computer provides instant information. Study by
Cantoma (2004) in her thesis entitled “Computer Library System for St. James Academy”
stated that, in manual system in retrieving, maintaining security and piling records take
place because of the years gone by. Furthermore, these files were only kept in envelopes
and folders in wooden rocks.
Monitoring student attendance in the UK has become a verdure concern for
Universities in recent months, due to a perceived lack of accuracy in reports submitted to
the UK Borders Agency and political burden about broad immigration issues. This project
proposes a biometric-based solution to that interest which also adapt to legislative

38. pressures on data governance and information security, but which can grant precise,
decent data for the institution to use in future reports to UKBA All biometric techniques
obviate to need to carry a token or card, or to remember several passwords, and reduce
the risk of lost, forgotten or copied passwords, robbed tokens or over the shoulder
intrusion, This project shall focus on using fingerprint recognition, mainly due to the low-
cost of devices for deployment and high user compliance.
Fingerprint recognition has commonly used for data access amongst a mobile community
with increasingly portable devices, but it can also be employed for observation purposes,
and this project characterized by how it could be used in this context to provide a
fingerprint-based student attendance register. (C.O, Akinduyite, et al, 2013).
Monitoring is one of the great responsibilities of a teacher. This includes teaching
lessons to his/her students, writing lesson plans, and recording the achievement of the
students. Teachers have a lot of things to do in their daily routine, due to this daily task,
they consume much time in doing paper works and preparing some devices as they are
required to perform because they operate these tasks manually. The researchers will
build an automated attendance monitoring system for students using a barcode reader.
Using the barcode reader, the teacher will have a connection to the profile of each
student, which will be identified by reading his or her identification card. At the same time,
this system will send a message to the parents to notify them that their child is within the
school-bound. Since the students will just put their ID’s direct to the barcode reader, the
teacher will have no more rush in monitoring the attendance of his/her students.
Furthermore, the school can assure the security of their students because it will recognize

39. the attendance of each student. The parents are also guaranteed the presence of their
children in school. There is a need to develop a new system because of the grievance of
most of the teachers about their daily tasks. The new system will provide a simple process
for the teachers in monitoring the students and in alerting the parents through SMS.
Therefore, the number of tasks to be done by teachers will be lessened. (Alvin Johnson,
2015)
A growing body of literature categorizes school attendance into school attendees
and absentees (Schoeneberger, 2011; Nichols, 2003; Rana et al., 2015). Similarly, the
United States Department of Education (2019) categorized school attendees into irregular
and regular attendees. Nonetheless, Zubrick (2019) proposes that school absentees can
be further categorized into five dimensions: truancy, dropout, mobility, absenteeism and
expulsion. Each of these dimensions of school absenteeism embeds varying areas of
focus. According to National Audit Office (2005), truancy bears a legal implication and it
is common across a certain age group. Truancy is a deliberate and unsanctioned absence
from school. With the growing child rights movement today, children have the right to stay
home without being questioned or reprimanded by their parents, teachers and schools
(Shoenfelt and Huddleston, 2006). Nowadays teachers are forbidden from flogging
children or admonishing them harshly for nonattendance at school because child
protection laws prohibit any form of torture or harassment (McCluskey et al., 2004;
Maynard et al., 2013). Eventually, children keep on skipping school and it becomes
chronic truancy (Richardson, 1994; Weiner, 1991). In many societies in Africa,
compulsory school attendance is not yet a legal requirement which partly explains the
increase in the rate of truancy in these primordial societies (Sekiwu, 2013). School

40. dropout refers to leaving school in the later years, usually in upper classes before
graduation (Gottfredson and Gottfredson, 1989). School dropout is a situation arising out
of a gradual lack of educational continuity, poor retention and mild participation (Council
of Australian Governments, 2010). It often demonstrates patterns of segregation of
learners into academic and vocational streams (Reid, 2012). Further, the patriarchal
social order and school system discriminates against and stigmatizes girls which
eventually leads to many girls dropping out of school (Gray and Partington, 2012). In the
developing world, high poverty levels in families are a major cause of school dropout even
in UPE schools where education is free of charge (Morrissey et al., 2014). This argument
is similar to the Social Sub-Culture Theory (Sifuna et al., 2006), which proposes that
dropout rates may be due to situations where learners under the vocational stream leave
school because they cannot cope with intellectual work. Finally, Hancock et al. (2013)
contend that social disadvantage, the lack of community and family supports and social
inequity, and inclusion factors explain increased school dropout. Learner mobility factor
is also a significant dimension of school attendance. Learner mobility means multiple
enrolments in different schools as he/she moves from one community to another or
changes guardianship. Evans (2006) observes that learner mobility may be used as a
proxy factor to explain increased school dropouts. The work of Dunn et al. (2003) also
reveals that there is a negative correlation between mobility and academic achievement.
As well, Oghuvbu (2010) observes that when learners repeatedly enroll in different
schools, this is likely to affect their concentration levels; hence, their academic
performance drops tremendously. Further absenteeism is one of the most important
dimensions of school attendance confronting school organizations today. There are

41. varying attempts to define school absenteeism in the literature. Each definition of
absenteeism depends on a particular geographical region’s culture and legal system.
Chronic school absence is likely to affect pupil achievement negatively. Baltimore
Education Research Consortium (2011), for example, find that students who missed two
or more school days are chronic absentees who often register low grades. Epstein and
Sheldon (2002) define chronic absenteeism as a student missing 20 or more school days
within one academic school year. However, Balfanz and Byrnes (2012) defines chronic
absentee pupils as those who miss 10% or more of school attendance over the course of
one academic school year for any reason, excused or unexcused. Again, Sheldon and
Epstein (2002) argue that when learners miss school consistently, they are identified as
being chronically absent. Learners who are chronically absent from school are
susceptible to tobacco use, alcohol consumption and substance abuse. Balfanz et al.
(2007) find that chronic absenteeism is most prevalent among low-income students since
these often face economic challenges because of their inability to pay school fees on
time. The present study hypothesizes variations in absenteeism which will affect
academic performance differently. Current literature finds that expulsion from school is a
significant issue. Enrolment declines if expulsion occurs frequently (Schoneberger, 2011).
Expulsions have been rampant among learners who are highly undisciplinedand do not
respect the school code of conduct (Gottfredson and Gottfredson, 1989). Expulsion is
likely to affect pupil academic performance because those expelled waste time looking
for alternative schools. Again, pupils who are expelled develop emotional problems and
continued misbehavior which might affect their intellectual capabilities (Ready, 2010;
Ehrlich et al., 2013). From the dimensions of school attendance reviewed in this portion

42. of the literature, we hypothesize that pupils who are chronically absent from school
perform differently from regular school attendees.
Character
With the expectation that schools will develop, deliver and implement character
education programs, there are no set guidelines as to the exact content that is to be
taught. However, the importance of character education is highlighted as “promoting
prosocial attitudes and behavior that support the development of social competence and
a cooperative disposition,” (White & Warfa, 2011). One program that has shown positive
results is The Building Schools of Character program. This platform uses an “ecological
framework to develop an understanding of social constructs associated with a person’s
schemas of behavior and is rooted in the empirical evidence gained from developmental
research” (White & Warfa, 2011). Such programs use Vygotsky’s zone of proximal
development (SPD) to develop a child’s schemas of behaviors. The results indicated that
prosocial character education programs positively affect students’ abilities to meet the
social, emotional, and cognitive needs. Students’ on-task behaviors nearly increased
49%, while their off-task behaviors decreased 51%.
Social-emotional and character development programs, such as Positive Action
(PA), have also shown success in improving school quality. “The PA program is a
comprehensive, school-wide social-emotional and character development program
designed to improve academics, student behavior and character,” (Snyder, Vuchinich,
Eashburn, & Flay, 2012). The program is curriculum that consists of 140, 15-20-minute

43. lessons taught over the course of 35 weeks by the classroom teacher. Lessons cover a
total of 6 major concepts that include self-concept, physical and intellectual actions,
social/emotional actions for managing oneself responsibly, getting along with others,
being honest with yourself and others, and continuous self-improvement (Snyder et al.,
2012). Two studies were completed to examine the PA program utilizing
quasiexperimental designs and matched-control comparisons. Snyder and colleagues
reported that both studies showed positive effects on student achievement in academics
and a decrease in problem behaviors (e.g., suspensions, violence rates, bullying). When
the schools were examined 1-year after the implementation of the PA program, the
schools’ report cards stated an improvement on standardized tests for reading and math
and lower absenteeism, suspension, and retention rates. Moral education has become a
common practice in schools across the country. The purpose of moral education is to
teach students to be honest, smart and good (Lickona, 1991). “Through discipline, the
teacher’s good example, and the curriculum, schools have sought to instruct children in
the virtues of patriotism, hard work, honesty, thriftiness, altruism, and courage” (Lickona,
1991, p. 59). In other words, teachers demonstrate moral education through the use of
preexisting school and classroom curriculum and instruction. For example, children can
practice their reading while learning about heroism and virtue. Teachers choose reading
assignments that captivate young readers and include characters who display ideal
character traits. According to Pritchard (1998), students who have moral education built
into their curriculum are selfdisciplined and tend to score higher on achievement tests
than students who do not identify with positive behavior characteristics. Studies have also
shown that moral education makes it possible for all students to achieve and show greater

44. success. “Moral education is a recognized educational standard that introduces a
noncompetitive goal for students to aim at, a goal that is within the reach of many more
students than is academic excellence” (Pritchard, 1988).
Even if teachers do teach children to value positive characteristics, it hardly
becomes an easy task to initiate. When character education is implemented into the
school curriculum, it is expected that students will continue with what they learned and
apply it within society and social situations outside of school. Teachers cannot supervise
the students beyond the classroom. Therefore, it comes into question the significance
and the effectiveness of teaching character education if children will not oblige, or follow
through, with the values that were taught through a specified character education program
(Pritchard, 1988). In order for a character education program to be effective, it must
involve the entire faculty, staff, parents, and community. “Cooks, custodians, and bus
drivers, as well as teachers, parents, and community must be involved if student
behaviors are to be positively affected.” However, having various individuals designating
character traits, such as “respect,” can become confusing for a child because the word
has a different meaning for each person. “The student receives mixed messages about
the trait;” therefore, could become lost on how to express and show respect towards
themselves, others, and property (Bulach, 2002). Another conflict with teaching character
education in schools is there could be very little change in student behaviors because the
repetition of teaching the same character traits. “If a system has twenty-five traits to cover
and they are repeated each year, students will say, ‘We did that last year.’ They become
bored with it and do not take it seriously” (Bulach, 2002, p. 274).

45. Quizzes
Gamification hopes to create collaboration and encourage users to use game
components such as approaches, scoreboards, and critiques along with other benefits
(Viray, 2016). There are some opular Web 2.0 applications such as Kahoot, Quizlet,
Edupuzzle and Quizizz that are used for teaching Malay grammar in Malaysian schools.
The basic focus of this research is to measure the effectiveness of the use of Quizizz
application for teaching and learning Malay grammar and in students’ selfassessment.
Quizizz is a gamified online tool for teaching and learning Malay grammar, which that
allows students to assess their knowledge and track progress. Quizizz also allow teachers
to assign school work to the students for additional practice. Quizizz is available for free
and its easy-to-use formative online assessment tool that teachers can use to conduct
students' language studies (Zhao, 2019). The highlights of Quizizz in teaching and
learning Malay grammar are timely access, study segment, re-research of the quiz and
completion of another quiz. These four highlights could be referred as behavioral
assessment steps using Quizizz. (Rahayu, 2018). The input material in Quizizz for
teaching and learning Malay grammar includes the game or quiz overview (scoring and
ranking) as well as performance data (number of answers), the number of unexpected
questions, normal time per questions and the longest series. Followed by the assessment
segment: students can see all directions where the correct answers can be found for each
question. To improve the students' understanding after the study, they can repeat the quiz
with the relevant but random questions. This decision allows students to assert
themselves through numerous efforts and experiential learning, at least absurd for
students who are suddenly "as good as expected". Ultimately, students can take a new

46. quiz with multiple questions, but simultaneously on a similar topic in a similar setting. This
includes the rationale for the self-assessment, i.e. the students' ability to take
responsibility for completing the later stages (Basuki and Hidayati, 2019). According to
Ariffin (2021), Student teams-achievement divisions (STAD) strategies is suitable in
learning grammar Quizizz. This STAD strategies encourage students to answer correct
the questions in Quizizz that drive them to collect better mark and success in this Quizizz
activity. It encourage the students to be positive and confident with the grammar they
learned. Students also will improve their grammar capability. Majority of the respondents
agreed that STAD strategies was acceptable and suitable to be implemented in learning
grammar (Affin, 2021). As uttered by Ja'afar, Othman, Kesevan, and Budi (2021), reading
repeated the questions in Quizizz all the time makes they develop more vocabulary.
Students can get new information from each repetition questions in Quizizz. Repetition
read the questions can strengthen students’ memory. The findings showed the students
who only heard the same questions in grammar 3 times were much better at remembering
the grammar as well as remembering new words (Ja’afar et al., 2021).
The concept of quizzing in higher education is not novel. In fact, quizzing has been
used by the faculty of college classrooms as an assessment tool, a teaching technique,
or some combination for over thirty years (Mawhinney, Bostow, Laws, Blumenfeld, and
Hopkins, 1971; Olsen, Weber and Dorner, 1968; Standlee and Pashan, 1960). While
there is not an abundant amount of research on quizzing in higher education, it has not
gone completely unnoticed either. Studies completed by Anderson (1984), Burns and
Vinchur (1992), Connor-Greene (2000), Hagen (2000), and Peckham and Roe (1977)
demonstrate the consistent and equivocal findings, over time, of the research on quizzing

47. in higher education. These authors, as a whole or in separate, suggest that quizzing has
demonstrable impact on student engagement and student perception toward learning,
yet, is not independently linked to student learning / performance. Studies on traditional
in-class quizzing have served to inform faculty of the effectiveness of various teaching
and assessment practices on student engagement, performance, and perception. For
example, some studies suggest that in-class quizzing leads to an increase in the amount
of time students spend reading course material out-of class (Connor-Greene, 2000;
Mawhinney et al. 1971). This finding is especially encouraging as out-of-class reading by
a student tends to promote academically engaged time (paying attention, contributing to
discussions, and answering questions) by the student during the class (Ehrlich, 1995).
Moreover, this academically engaged time is second only to general ability regarding
having documented positive effects on classroom achievement or academic performance
(Berliner, 1979; Denham and Lieberman, 1980). In addition, according to Barbarick
(1998), Connor-Greene (2000), Crooks (1988), Ehrlich (1995), and Hagen (2000), when
quizzing is used in a course, students perceive themselves as being more prepared for
class meetings and more prepared for class assessments. This increase in self-
perception may motivate the learners to participate in class more by adding to discussions
and asking questions (Connor-Greene, 2000). However, with regard to academic
performance, the findings have been more balanced. Anderson (1984), Connor-Greene
(2000), and Olsen et al. (1968) offer views that, while admittedly not highly generalized,
indicate that quizzing does not automatically lead to higher test scores or increases in
student performance as indicated by final grades. This is in contrast to Barbarick (1998),
Beaulieu and Zar (1986), Crooks (1988), Hagen (2000), and Martin and Srikameswaran

48. (1974) who suggests that, with appropriate content overlap between the quizzes and
performance assessments (tests), quizzes may lead to higher student performance on
tests or in the form of final grades. What is novel, however, is utilizing the current
technology found in higher education today to deliver the quizzes. More specifically,
college faculty has at their disposal today technologies and expertise that was simply not
available forty years ago. As a result, when considering quizzing as an assessment tool,
a teaching technique, or some combination, faculty currently can construct and deliver
quizzing which looks substantially different to that found in college classrooms thirty,
twenty, or even ten years ago. As a result, the use of out-of-class and on-line quizzes by
instructors in higher education and their effect on student engagement, learning, and
perception warrants further investigation.

49. CHAPTER III
Methodology
This chapter describes the operational plan of work or strategy. A number of
activities in the plan of work include the following operations: a) research design; b)
respondents of the study; c) data gathering procedures; d) data gathering instrument; e)
statistical instrument will be used.
Research Design
The researcher made used of the Descriptive-Survey Research Design Method of
research as the most accurate design to determine the impact of mobile legends to the
academic performance on the students of SPA, College Inc. It involves the collection of
data in the attempt to answer the different questions posted as regards to the status of
the subject under study. According to Williams (2007) descriptive research is a research
method that can determine the situation in current phenomenon. In addition, Walliman
(2011) defines the descriptive research relates to an observation in collecting the data.
Locale of the study
The researchers will conduct the study in Southern Philippine Academy extension
in Mlang North Cotabato.

50. Respondent of the Study
The researchers selected the criminology students of SPA, College Inc. who
played mobile legends to be the 30 respondents of the research that is being conducted.
Data Gathering Procedure
The following are the procedures in gathering of data:
Modification of the survey questionnaire. The questionnaire of the researchers
will be checked and if there are items to be change it will be modified by the panel of
experts and the adviser.
Retrieval of names. The researchers will identify all of the possible criminology
students who play mobile legends by asking their fellow students.
Permission to conduct study. A written permission will be submitted to the office
of the president of SPA, College Inc. for approval.
Administration of Survey questionnaire. If the study is being permitted, the
questionnaire will then be distributed to the identified respondents.
Retrieval of the questionnaire. Once the questionnaire had been distributed, the
researchers will assist the respondents in answering the questionnaire and collect it as
soon as possible and the responses will be tabulated and subjected to the appropriate
statistical computation.

51. Data Gathering Instrument
The researchers will be utilized the Survey Questionnaire as the main instrument in
gathering the needed data. After formulation of the survey questionnaire the researchers
will be consulted their statistician for the statistical tools use in this study and the
researchers will ask suggestion, comments and correction for the construction of the
questionnaire.
The respondents of this study will be identified the mobile legends: its impact to
the academic performance on the students of SPA College Inc. and the mean of the
weights will be used. The data for this item will base on a five point scale; each scale has
a corresponding weight, as follows:
Scaling Numerical Rating Rating Description
4.20-5.00 5 Strongly Agree
3.40-4.19 4 Agree
2.60-3.39 3 Neutral
1.80-2.25 2 Disagree
1.00-1.75 1 Strongly Disagree

52. Statistical Treatment
The information gathered will be computed statistically and analyzed using the
weighted mean is used to get the level of Mobile Legends and Academic performance.
T-test is used to get the significant impact of Mobile legend to the academic
performance.

53. SPA COLLEGE, INC.
Nat’l Hi-way, Magaslong, DatuPiang, Maguindanao
GOVERNMENT RECOGNITION S. 2014
E-mail address: c.spa97@yahoo.com
SURVEY QUESTIONNAIRE
Name (Optional):
Date:
This is to assess "Mobile Legends: Its impact to the Academic Performance on the
Students of SPA College Inc.". This will be used to gather data to meet the objectives of
the study.
Please answer the following statements sincerely. The data that you will provide
the researchers will surely be a great help in the success of the study.
Instruction: Read the following statements carefully. Please be honest in answering. Put
Check inside the Box of your correspondent answer.
Scale Description
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree

54. 1.What is the level of Mobile Legend in terms of.
Time 5 4 3 2 1
I spend my entire time to play mobile legends?
I usually play mobile legends most days or and for long
periods of time?
I play mobile legends at least 30 hours a week?
MONEY 5 4 3 2 1
I spend 100 pesos per day in playing Mobile legends.
I spend all my allowance to recharge diamond and to buy
skins or heroes in mobile legend?
I lied to my parents to ask for money and spent it in playing
mobile legends.
HEALTH 5 4 3 2 1
I find it hard to sleep if I play mobile legends.

55. When I play mobile legends, I often forget to eat.
I play mobile legends longer than the time to sleep.
What is the level of Academic Performance in terms of.
Attendance 5 4 3 2 1
I frequently leave my class?
I can be possible absent and stay up late at night
I always cutting classes with friends to play mobile
legends can affect attendance in school?
Character 5 4 3 2 1
I Develope bad habits?
I suddenly change my mood from good to bad?
I can think and decide things quickly?

56. Quizzes 5 4 3 2 1
I have high score on my quizzes?
I Answer all the questions?
It is easy for me to answer the questions?