COC EFFECTS ON THE ACADEMIC PERFORMANCE OF CED STUDENTS OF

WESTERN PHILIPPINES UNIVERSITY MAIN CAMPUS

S.Y. 2015-2016

GISELLE A. GABINETE
JEFERSON C. SERNA
JOMER R. BONILLO
KC JOY B. MANDE
LENNY L. GARCIA

A RESEARCH PAPER SUBMITTED TO PROF. LILY R. OCAPAN OF THE COLLEGE

OF EDUCATION, WESTERN PHILIPPINES UNIVERSITY, ABORLAN, PALAWAN
AS A PARTIAL FULFILLMENT OF THE REQUIREMENTS IN
EDS 101

BACHELOR OF SECONDARY EDUCATION

OCTOBER 2015
 Republic of the Philippines
WESTERN PHILIPPINES UNIVERSITY
COLLEGE OF EDUCATION
Aborlan, Palawan

ACCEPTANCE PAGE

The special problem entitled “COC EFFECTS ON THE ACADEMIC

PERFORMANCES OF CEd STUDENTS OF WESTERN PHILIPPINES UNIVERSITY

MAIN CAMPUS “has been approved and accepted as partial fulfillment of the requirements in

EDS 101(Seminar 1)

STUDENT’S RESEARCH COMMITTEE

EFREN A. SITCHARON ELSA P. RANOCCO

Adviser/English Critic Statistician
______________________ ___________________
Date Signed Date Signed

LILY R. OCAPAN
Subject Teacher
________________
Date Signed
 BIOGRAPHICAL SKETCH

The researcher was born on December 9, 1994 at Villa Libertad El Nido, Palawan. He is

the third among five children of Mr. Pepe D. Bonillo and Mrs. Judith R. Bonillo.

He finished his Elementary Education at Villa Libertad Elementary School at Villa

Libertad El Nido, Palawan, and his Secondary at El Nido National High School at Corong-Corong

El Nido, Palawan.

He is currently a third year college student at Western Philippines University Main Campus

Aborlan, Palawan taking up Bachelor of Secondary Education major in Social Studies.

He believes that “You can be anything you want to be in this world as long as you are

willing to work for it”.

JOMER R. BONILLO

The researcher was born on September 26, 1979, and is 36 years old at present time. She

is the third daughter among seven children of Mr. and Mrs. Generoso M. Amasan.

She finished her Elementary Education at Aberawan Elementary School in 1994, and her

Secondary Education at Alternative Learning System at Villa Libertad El Nido, Palawan.

She is currently a third year college student of Western Philippines University Main

Campus Aborlan, Palawan, taking up Bachelor of Secondary Education major in Social Studies.

GISELLE A. GABINETE
 The researcher was born on September 7, 1997, and is now 18 years old. She is the second

daughter among three children of Mr. Salvador V. Mande and Mrs. Thelma B. Mande.

She finished her Elementary Education at Magbabadil Elementary School and her

Secondary Education at Magbabadil National High School, Magbabadil Aborlan, Palawan.

She is presently a third year college student of Western Philippines University Main

Campus Aborlan, Palawan taking up Bachelor of Secondary Education major in Social Studies.

KC JOY B. MANDE

The researcher is 33 years old; she was born on Decenber 9, 1981 at Barangay Tanglaw

Puerto Princesa City. She is the second among five children of Mr. Manuelito Lauresta and Nida

Bundac.

She finished her Elementary Education at Aborlan Central School and her Secondary at

Aborlan National High School.

At present, she is a third year education student at Western Philippines University. Her

motto in life is “It is better to be late than never, always try your best and never quit”.

LENNY L. GARCIA
 The researcher was born on February 10, 1996 at Guilingan, Iraan, Rizal, Palawan. He is

the fourth among seven children of Mr. Samuel Serna and Rowela Serna.

He finished his Elementary Education at Guilingan Elementary School and his Secondary

at Speaker Ramon V. Mitra National High School.

At present, he is a third year education student at Western Philippines University.

He believes that “God never moves without purpose”

JEFERSON C. SERNA
 ACKNOWLEDGEMENT

We are grateful to God for giving us guidance, wisdom, comfort, strength, and knowledge

to make this research paper a successful one. The researchers would to express their deepest and

heartfelt gratitude to the following:

To their adviser and at the same time the critic of their research paper, Prof. Efren A.

Sitcharon, who shared his knowledge and moral advice about the strategies and methods of the

research;

To their statistician, Mrs. Elsa P. Ranocco, for helping them analyze, interpret, and correct

the results of the research;

To the respondents, for answering the questionnaires;

To the teacher of this research, Prof. Lily R. Ocapan, for giving them such opportunity to

experience this kind of research;

To their families who gave full support and understanding; and to all the persons who are

not mentioned here, the researchers want to acknowledge and appreciate their support which led

to the completion of this study.

 ABSTRACT

SERNA, JEFERSON C., BONILLO, JOMER R., GABINETE GISELLE A.,

MANDE KC JOY B., GARCIA LENY L.: Western Philippines University, Aborlan, Palawan,

October 2015. “COC EFFECTS ON THE ACADEMIC PERFORMANCES OF CEd

STUDENTS OF WESTERN PHILIPPINES UNIVERSITY MAIN CAMPUS”.

CO-Researcher: PROF. LILY R. OCAPAN

This research was conducted on October 2015 among the students of the College of

Education. This specifically aimed to find out how much time is spent by the players in playing

COC; identify the reasons why they play COC; and to determine the effects of playing COC on

the academic performance of CEd students.

Thirty eight (38) students of College of Education served as respondents of the study.

To gather the data, questionnaires were distributed among selected students of CEd who

play Clash of Clans. Each student had to answer the set of questions by encircling and checking

the given questions.

Answers showed that many of the students play COC thrice a day, most of them sleep at

11-12 pm when they play this game, they also spend 10-20 pesos every time they play COC, and

it gives them pleasure when they get bored and stressed with their study. While some of the

students answered that this game improves their skills in terms of using techniques and it doesn’t

make them sleepy during class session.

The result in the COC Effects to the CEd students showed that the effects of the game to

their performance is moderate.

 TABLE OF CONTENTS

TITLE PAGE i
ACCEPTANCE PAGE ii
BIOGRAPHICAL SKETCH iii
ACKNOWLEDGEMENT iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLE vii
LIST OF APPENDICES viii

CHAPTER PAGE

I. INTRODUCTION

Background of the Study 1

Statement of the Problem 2
Objectives of the Study 2
Significance of the Study 2
Limitation of the Study 2
Operational Definition of terms 3

II. REVIEW OF THE RELATED LITERATURE 4

III. METHODOLOGY 11

Locale of the Study 11

Respondents of the Study 11
Research Instrument 11
Procedure for Data Collection 11
Procedure for Data Analysis 11

IV. RESULTS AND DISCUSSION 12

V. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary 16
Conclusion 17
Recommendations 18

VI. BIBLIOGRAPHY 19

VII. APPENDICES 20

Appendix A. Letter of Request 21

Appendix B. Questionnaire 23
 LIST OF TABLES
TABLE PAGE

1. Socio-Demographic Profile of the CEd Students of WPU 12

2. The Gender of CEd Players of COC of the WPU
13
3. The Year Level of the CEd Students of WPU
13
4. Students’ Response to a Set of Questions

5. The Perception of the Students to Playing COC 14

14
 LIST OF APPENDICES

APPENDIX PAGE

A. Letter of Request 21

B. Questionnaire 23
 CHAPTER I

INTRODUCTION

Digital games are considered to be the largest and fastest growing market segment of the

multibillion-dollar entertainment industry. The global market is worth billions of dollars, and

development costs, revenue, and audiences for digital games are comparable—and often exceed—

that of the movie industry.

The rapid penetration of increasingly sophisticated technologies into every facet of society

is causing significant shifts in how, when, and where we work, how individuals, companies, and

even nations understand and organize themselves, and how educational systems should be

structured to prepare students effectively for life in the 21st century. School-aged children

worldwide are growing up immersed in a media-rich, ubiquitous, “always connected” world.

Clash of Clans is an addictive game where players build a base, protect it, train troops and

attack others. It is the hit army strategy game where players raise their own army of barbarians,

archers, hog riders, wizards, dragons and other mighty fighters. It is a strategy game where players

can construct and expand one’s village, unlock successively more powerful warriors and defenses,

raid and pillage resources from other villages, create and join Clans and much, much more.

On the contrary, this game creates some hindrances and such distractions towards the

studies of many students. It decreases their time to study their lessons. In addition, sometimes they

could no longer eat and sleep on time the way they used to before.

This research report provides an overview of how Clash of Clans affects the performance

of the CEd students at Western Philippines University.

Statement of the Problem

Due to the increasing number of the students who are madly addicted to playing COC, this

research aims to answer the following questions: What are the effects of playing COC to the

academic performances of the CEd students? How much time and money they spend in playing

this game? What are the reasons why students get addicted to COC?

Objectives of the Study

This study aims to:

1. find out how much time is spent by CEd students in playing COC;

2. identify the reasons why CEd students play COC; and

3. determine the effects of playing COC on the academic performance of

CEd students.

Significance of the study

It is significant to determine the effects of playing COC on the academic performance of

CEd students. This identifies the number of the education students who play COC. Moreover, it

aims to find out how much time and money they spend in playing it.

Limitation of the study

This study is limited only at selected CEd students of WPU main campus.
Operational Definition of Terms

Clash. To meet in violent conflict: armies that clashed on the plain; to be in opposition or

disagreement: an eyewitness account that clashed with published reports; and to create an

unpleasant visual impression when placed together: colors that clash.

Clans. A clan is group of people united by actual or perceived kinship and descent. Even if lineage

details are unknown, clan members may be organized around a founding member or apical

ancestor.

Strategy. A method or plan chosen to bring about a desired future, such as achievement of a goal

or solution to a problem. It is the art and science of planning and marshalling resources for their

most efficient and effective use. The term is derived from the Greek word for generalship or

leading an army.
 CHAPTER II

REVIEW OF RELATED LITERATURE

For the purposes of this paper, we will use Salen and Zimmerman’s (2004) definition of

games, which is a “system in which players engage in artificial conflict, defined by rules, that

results in a quantifiable outcome” (p. 80). A digital game, then, further refines the definition by

requiring the game system to incorporate technology. Simulations, augmented reality, and

traditional video games all fall within this definition; however, purely virtual worlds, such as

Second Life, would not be games because there is no quantifiable outcome. Elements of

“gamification”—the use of game-like mechanisms applied to traditional teaching to increase

motivation or engagement (e.g., leader boards, points, badges) or the use of games simply as an

extrinsic reward system to increase motivation (e.g., earning game time as a reward for

performance)—are also not considered games under this definition. While improving motivation

and engagement by increasing the fun of learning are indeed important, these types of approaches

are beyond the scope of the paper.

With 97% of US teens playing some type of digital game on a regular basis (Lenhart,

Kahne, Middaugh, Macgill, Evans, & Vitak, 2008), it is not surprising that there is a large and

growing interest in the applicability of games in education.

Over the last century in the U.S., there has been a broad and consistent interest in

harnessing the power of technology to add contemporary relevance and improve instruction

(Fladen & Blashki, 2005). A steady stream of technologies from Victrolas, slide and film

projectors, radios, televisions, overhead projectors, computers, the Internet, and so on have been

employed in an effort to increase student engagement, improve classroom efficiency, solve teacher

shortages, and in general “fix the system” (Fabos, 2001). Many of the predictions of these new

technologies’ ability to change education for the better were no doubt exaggerated, but perhaps
not entirely without merit. Digital gaming is eliciting similar high hopes and bold claims. In this

paper, we will examine the theoretical and empirical evidence behind five of these claims:

1. Games are built on sound learning principles.

2. Games provide personalized learning opportunities.

3. Games provide more engagement for the learner.

4. Games teach 21st century skills.

Games provide an environment for authentic and relevant assessment.

Play is an important element for healthy child development (Ginsburg, 2007), including

learning development. Children learn through imaginative play (Bodrova & Leong, 2003;

HirshPasek, Golinkoff, & Eyer, 2003; Zigler, Singer, & Bishop-Josef, 2004). Because digital

games can provide an opportunity for play through simulated environments, these games are not

necessarily a distraction from learning, but rather can be an integral part of learning and intellectual

development (Ke, 2009). We think and understand best when we can imagine a situation and that

prepares us for action. Games present a similar situation through simulation, providing us the

opportunity to think,

An attractive element of the gaming experience as a learning tool is that it provides

opportunities for continued practice because negative consequences are not typically associated

with failure. Rather, failure serves as an integral part of the learning experience (Gee, 2009; Groff,

Howells, & Cranmer, 2010; Ke, 2009; Klopfer, Osterweil, & Salen, 2009). This encourages

players to improve through repeated practice either by advancing within a game or replaying parts

of a game. Failure with limited consequence, agency, and choice are seen as critical elements of a

true gaming experience. That said, in the context of education where a game might become a
required activity tied to real consequences, there could be a diminution in these key elements that

may lead students to be less inclined to practice and realize some of the benefits of gaming.

Games also are built with clear goals and provide immediate feedback (Dickey, 2005). This

allows players to change their game play in order to improve their performance and reach their

goals. The idea of immediate feedback is also prominent in good formative assessment processes.

Students will improve their work when given constructive feedback (Black & Wiliam, 1998). It

can be difficult for teachers to translate student performance into constructive feedback or to plan

their lessons to incorporate probing questions and subsequent actions (Black, Harrison, Lee,

Marshall, & Wiliam, 2002). This type of feedback loop, however, is inherent in well-designed

games.

Although a player’s actions may demonstrate learning within the game environment, less

is known about whether such learning can be applied or transferred to a different context. For

example, Gee (2005) describes how the game World of Warcraft reflects key 21st century skills

such as individual specialization within cross-functional teams working collaboratively to meet

goals. Although this type of specialization and collaboration is important within the game, it is still

unclear how much these behaviors transfer outside of the game world. Of course there are some

situations in which you would not expect behavior from a game to transfer (e.g., jet skiing

simulation games), and games cannot be adapted for every possible learning situation (Nagle,

2001).

Although research has shown that skills such as problem solving ability increase within a

game and may even transfer or increase across games, it is difficult to transfer that skill outside

digital games (Egenfeldt-Nielson, 2006). Curtis and Lawson (2002) found only modest evidence

of the transfer of problem solving skills. Skills may be easier to transfer outside of games than
specific content; however, content that is transferred outside of games tends to be limited and low

level (Egenfeldt-Nielson, 2007).

The idea that education should meet students “where they are” is not a new one,

although it has several variations: differentiated instruction (Tomlinson, 1999), whole-person

learning (Snow & Farr, 1987), individualized instruction (Switzer, 2004), and personalized

learning (Organisation for Economic Co-operation and Development [OECD], 2006).

Personalized learning is described as the way that schools “tailor education to ensure that every

pupil achieves the highest standard possible” (OECD, 2006, p. 24). The OECD report suggests

personalized learning in schools through five processes:

(1) knowing the strengths and weaknesses of students,

(2) developing teaching and learning strategies based on student needs,

(3) engaging curriculum choices,

(4) supportive school organization, and

(5) community, local institution, and social service support.

However, personalized learning need not only occur at the school level. Games provide

an opportunity to personalize learning for students, meeting at least the first three processes.

Strengths and weaknesses of students can be inferred based on players’ actions during the

game. Kickmeier-Rust, Hockemeyer, Albert, and Augustin (2008) describe ELEKTRA, a project

funded by the European Commission. Throughout the course of game play, information from the

players’ actions (e.g., turning on or not turning on a light switch) are continually aggregated to

create an updated picture of the players’ competencies based on the accumulated play actions.
 Games can also be adapted based on students’ needs. Appropriate scaffolding can be

provided in games through the use of levels. Supports are embedded into games such that easier

levels are typically played first, advancing on to more complex levels as the player achieves

mastery. For example, scaffolding is built into the science mystery game Crystal Island by

allowing students to keep records of the information they have gathered and the hypotheses they

have drawn (Ash, 2011). Other scaffolding can be achieved through the use of graphics, such as

navigation maps, which can lower a player’s cognitive load while playing the game (O’Neil,

Wainess, & Baker, 2005). Researchers de Jong and van Joolingen (1998) concluded that adding

appropriate instructional supports and scaffolding to simulations or games may help with

challenges students may encounter in this type of discovery learning.

Games also meet the unique teaching and learning needs of students when new concepts

are introduced as a logical learning progression. Learning progressions are often described as the

path students take to learn a set of knowledge or skills (Masters & Forster, 1996), i.e., the sequence

in which these skills are typically developed. Learning progressions are frequently used in

education. In traditional classroom settings, a student that does not master a concept could be left

with a gap in their knowledge foundation that challenges later attempts to build to more complex

concepts. In contrast, digital games inherently force the player to master a concept in order to

advance (e.g., the double jump with a dash in mid-air to get across the pit of lava). Players are able

to repeat the same scenario until they master this concept. The same philosophy could extend to

the use of digital games in education. A student cannot, in essence, unlock Algebra until a

prerequisite knowledge of previous skills has been mastered. This mastery-based learning,

however, may require students to invest ample time in learning each skill before moving to the

next.
 In general, well designed games—as with well-designed education experiences — are

challenging but achievable. Games should present players with challenges that are matched to their

skill level in order to maximize engagement (Kiili, 2005). “The key is to set the level of difficulty

at the point where the learner needs to stretch a bit and can accomplish the task with moderate

support” (Jalongo, 2007, p. 401). This is similar to Vygotsky’s zone of proximal development,

which is “the distance between the actual developmental level as determined by independent

problem solving and the level of potential development as determined through problem solving

under adult guidance, or in collaboration with more capable peers” (2006, p. 86). A game is able

to provide that opportunity for appropriate guidance or collaboration in order to help players meet

the next challenge. The stepwise increase in difficulty reduces frustration and allows players to

form knowledge and strategies that will be useful later (Gee, 2003). A state of pleasant

frustration—challenging but doable—is an ideal state for learning several content areas such as

science (diSessa, 2000). In a game, however, the price of failure is lower (Gee, 2005). Students

can take risks and quickly learn from their mistakes. Effective games provide feedback that is “(1)

clear and unobtrusive, and (2) immediately responsive to the player’s actions” (Rigby & Ryan,

2007, p. 8). The feedback also helps reinforce motivation (Jones & Issroff, 2005). Students are

able to adapt to the feedback, and the game continues to adapt to the student.

However, learning does not just end with the game. Debriefing is critical to using games

in education (Lederman & Fumitoshi, 1995), as it provides the connection between learning in the

game and applying those skills to other contexts. Teachers can facilitate the transfer of skills by

leading pre- and post-game discussions which connect the game with other things students are

learning in class (Ash, 2011). Students can be encouraged to share different ways of approaching

a problem. Based on a review of 17 studies focused on game design, Ke (2009) concluded that

instructional support features are necessary in order for the lessons learned in computer games to
transfer to other contexts. Video games can be used to create deeper learning experiences for

students, but they do not provide the entire experience. Games work best when coupled with

effective pedagogy (Squire, 2002). As such, Steinkueler & Chmiel (2006) suggest that games will

not replace teachers and classrooms, but they might replace some textbooks and laboratories.

Traditional schooling has often been labeled as boring for many students. In fact, nearly

half of high school dropouts said a major reason for dropping out was that the classes weren’t

interesting, and 70% said they were not motivated or inspired to work hard (Bridgeland, Bilulio,

& Morison, 2006). Teachers have long used various approaches including contemporary media

and art to increase engagement and motivation in the classroom. Perhaps the unique value of the

engagement factor within digital games is the ability to sustain engagement and motivation across

time, particularly with more challenging learning tasks and without the teacher needing to be a

“superstar” (Gee, 2003, 2008; Rupp, Gushta, Mislevy, & Shaffer, 2010). Digital games can be

more engaging than regular classroom activities (Malone, 1981; Rieber, 1996). Although

engagement may be just one component, Kirkpatrick & Kirkpatrick (2006, p. 30) noted, “Positive

reaction may not ensure learning, but negative reaction almost certainly reduces the possibility of

its occurring.”

Students’ experiences with game environments are shaping their expectations of

learning environments. Students prefer rich graphics and multitasking interfaces (Prensky, 2001).

They desire tasks that are “fast, active and exploratory, with information supplied in multiple forms

in parallel” (Kirriemuir & McFarlane, 2004, p. 3). Students are also more engaged when a narrative

story is present within the games (Barab, Arici, & Jackson, 2005).
 CHAPTER III

METHODOLOGY

Locale of the Study

The research was conducted among selected CEd students of WPU Main Campus San Juan

Aborlan, Palawan on August-September 2015.

Respondents of the study

The respondents of the research are the selected Education students of WPU Main Campus.

Research Instrument

A set of questionnaire was used to gather the necessary data. It covered about the

perceptions of the players of COC.

Procedure for Data Collection

The researcher requested permission from the Dean of the College of Education to conduct

the study. After written consent to conduct the study was obtained, an initial request for

respondents followed. This served as invitation to participate and respond to the survey

questionnaire.

Procedure for Data Analysis

This study used different statistical tool to analyze and interpret the data. The study was

descriptive in nature thus analyzed through descriptive measures such as frequency counts,

percentages, and means.

 CHAPTER IV

RESULTS AND DISCUSSION

COC Effects on the Academic Performance of Ced Students of Western Philippines

University Main Campus

Table 1 shows the range of the students’ ages who are playing COC. Four (4) students with

the age of 16 have answered the questionnaire which the result of frequency mean is 64. Eight (8)

students with the age of 17 have answered the questionnaire which the result of frequency mean

is 136. Thirteen (13) students with the age of 18 have answered the questionnaire which the

frequency mean is 234. Six (6) students with the age of 19 have answered the questionnaire which

the frequency mean is 114. Four (4) students with the age of 20 have answered the questionnaire

which the frequency mean is 80. Three (3) students with the age of 21 have answered the

questionnaire which the frequency mean is 63.

Table 1. Socio-Demographic Profile of the CEd Students of WPU

Profile f
n=38

Age f fx

16 4 64
17 8 136
18 13 234
19 6 114
20 4 80
21 3 63

Mean 18.184
 Table 2 shows the gender of the COC player of WPU. The study revealed that male players

have the frequency of 24 and are greater than females in terms of number who have 14.

Table 2. The Gender of CEd players of COC of the WPU

Gender f
Male 24
Female 14

Table 3 shows the number of the players in different levels. Based on the data gathered,

the 1st year level has 12 number of students who play COC having the frequency mean of 12; the

2nd year level has 13 number of students who play COC having the frequency mean of 26; the 3rd

year level has 5 number of students who play COC having the frequency mean of 15; and the 4th

year level has the 8 number of students who play COC having the frequency mean of 32. In

addition, the 2nd year has the highest number of COC players while the 3rd year has lowest number

of COC players.

Table 3. The Year Level of the CEd students of WPU

Year Level f

1st Year 12
2nd Year 13
3rd Year 5
4th Year 8

The table shows the result of the given questions on the questionnaire. The question number

one indicates that most of the students play COC game thrice a day, slept at night during 11-12

pm, and the money they spend is 10-20 pesos.

 Table 4. Students’ response to a set of questions
Q1. How often do you play COC? Once a week Once a day Twice a day Thrice a day
11 9 6 12

Q2. What time do you often sleep at 9-10 pm 10-11 pm 11-12 pm 12 pm-5 am
night? 12 5 13 8
Q3. How much money do you spend 10-20 pesos 20-30 pesos 30-40 pesos 40 pesos and above
every time you play COC? 23 5 0 10

Table 5 reveals whether the students Strongly Agree, Agree, Moderately Agree, Disagree,

and Strongly Disagree based on the given questions in the first column. 17 students strongly

agreed; 14 students agreed; 6 students moderately agreed; 0 (none) disagreed; and 1 student

strongly disagreed that playing Clash of Clans (COC) gives them some pleasure when they get

bored and stressed with their studies.

Table 5. The perception of the students to playing COC

Strongly Agree Moderately Disagree Strongly Mean
Agree (4) Agree (2) Disagree
(5) (3) (1)
1. It gives me some pleasure when I get 17 14 6 0 1 4.21
bored and stressed with my studies.

2. It improves the usability of my mind 12 15 10 1 0 4.0

when it comes to techniques.

3. I make lots of friends who also play 12 14 10 0 2 3.89

this game.

4. This game is costly. 7 4 14 8 5 3

5. It always makes me sleepy during 1 4 9 15 9 2.28

class session.

6. It makes my health prone to sickness. 1 7 12 10 8 2.55

Legend:

4.51-5.00 ---------SA (Strongly Agree)

3.51-4.50----------A (Agree)

2.51-3.50----------MA (Moderately Agree)

1.51-2.50----------DA (Disagree)

1.00-1.51----------SD (Strongly Disagree)

 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

This study will be conducted to determine the COC effects of the performance level of CEd

students in WPU main campus on S.Y.2015-2016.

There were (38) CEd students utilized as respondents of the study. To determine the effects

of COC to the selected CEd student, there are two types of test in the questionnaire used to know

the different effects and served as the research instrument.

The selected CEd students was inquired using the questionnaire and their answers were the

basis in the COC effects to their performance.

Answers showed that many of the students play COC thrice a day, most of them sleep at

11-12 pm when they play this game, they also spend 10-20 pesos every time they play COC, and

it gives pleasure when they are bored and stressed to their study. While some of the students’

answered that this game improves their technique skills and it doesn’t make them sleepy during

class session.

The result in the COC Effects to the CEd students showed that the effects of the game to

the student’s performance is moderately.

Conclusion

The researchers conclude that majority of the respondents answered that playing COC give

them pleasure when they get bored in their studies. Several of those respondents answered

moderately that playing COC is costly.

Playing COC gives pleasure to the selected students, and many of the players play this

game because it is not that costly/ expensive. This game is not that bad for the selected students,
because based on the result of the research the effects of COC to the performance of the selected

students is moderately, means that the effects is neither negative nor positive.

Recommendations

Based on the results of the study, the researchers recommends the following:

1. The students should practice time management to prevent their health from sickness and

to focus in their study.

2. Education students must have self-discipline in playing Clash of Clans to prevent the

addiction in playing this game.

3. Students must read books and other materials that will give knowledge instead of playing

games.

4. The parents should buy their sons/daughters such phones which are java, not android for

them not to be able to install the application of Clash of Clans.

 BIBLIOGRAPHY

WEBSITES/ INTERNET SOURCE

http://www.clashofclansguidehq.com/

https://en.wikipedia.org/wiki/Clash_of_Clans

http://www.clashofclansgameonline.com/

https://play.google.com/store/apps/details?id=com.supercell.clashofclans&hl=en
APPENDICES
Appendix A: Approved Letter of Request

Republic of the Philippines

WESTERN PHILIPPINES UNIVERSITY
COLLEGE OF EDUCATION
Aborlan, Palawan

September 2015
DR. LOVINA A. HAMORA
Dean, College of Education
Western Philippines University

Madam:

We, the BSEd students of the College of Education major in history are presently
working on our research entitled “COC EFFECTS ON THE ACADEMIC PERFORMANCE
OF CED STUDENTS OF WESTERN PHILIPPINES UNIVERSITY MAIN CAMPUS
S.Y. 2015-2016” as a requirement in our subject EDS 1(Seminar 1).

In line with this, may we have the honor to ask permission from your office to allow us to
conduct this study in this college.

I am hoping for your kind consideration and approval.

Respectfully yours,

(SGD)GISELLE GABINETE

(SGD) JEFERSON SERNA

Researchers

Recommending Approval:

(SGD) LILY R. OCAPAN

Subject Teacher

Approved:

(SGD) LOVINA A. HAMORA, Ph.D.

Dean, CED
 Appendix B. Questionnaire

Dear student,

We, the third year Education students, would like conduct a research among all of you,
CEd students about the effects of COC on your academic performances. We assure you that the
pieces of information generated from the survey questionnaire will be highly appreciated and
treated with utmost confidentiality.
Thank you and God bless you all.
Respectfully yours,

JOMER R. BONILLO
GISELLE A. GABINETE
LENNY L. GARCIA
KC JOY B. MANDE
JEFERSON C. SERNA
Researchers
 Questionnaire

Name (Optional): ________________________

Gender: __________
Age: _______
Year Level: _________
I. Directions: Give your insights about the ff. questions by encircling the corresponding letters in
each number.

1. How often do you play COC?

a. Once a week b. Once a day c. Twice a day d.Thrice a day
2. What time do you often sleep at night?
a. 9-10 pm b. 10-11 pm c. 11-12 pm d. 12 pm-5 am
3. How much money do you spend every time you play COC?
a. 10-20 pesos b. 20-30 pesos c. 30-40 pesos d. 40 pesos and above

II. Effects of COC Game on the performance of the CEd students.

Directions: Put a check on the box below that corresponds to the effects of COC in your
performance.

Strongly Agree Moderately Disagree Strongly

Agree (4) (3) (2) Disagree
(5) (1)
1. It gives me some pleasure when I get bored and
stressed with my studies.
2. It improves the usability of my mind when it
comes to techniques.
3. I make lots of friends who also play this game.
4. This game is costly.
5. It always makes me sleepy during class session.
6. It makes my health prone to sickness.