CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the gathered data in tabular presentation, analysis and interpretation

of findings based on the results of the statistical treatment applied. The data are organized in

sequential order based on the statement of the problem in Chapter 1.

Results and Discussion

Table 1

Frequency and Percentage in terms of Age of Respondents

Age Frequency Percentage (%)

16 to 17 15 50

17 to 18 15 50

Total 30 100

Table 1 showcases the distribution of research respondents according to age. 99 or 40% of

the total number of respondents were aged 16 to 17 years old. 50% or 123 of the respondents

were aged 17 to 18 at the time the survey was administered.

Table 2

Frequency and Percentage in terms of Sex of Respondents

Sex Frequency Percentage(%)

Male 12 50

Female 15 50

Total 30 100

Table 2 presents the demographic profile of the respondents in terms of sex. Among the

30 participating students, 50% are male and 50% are female.

Strand Frequency Percentage (%)

TVL 30 60

STEM 30 40

Total 30 100
Table 3

Frequency and Percentage in terms of Strand of Respondents

Table 3 shows the distribution of students according to strand. There were 137 or 60% of

TVL students that participated in this research. From the STEM strand, 93 or 40% of students

from this strand participated.

Table 4

Mean and Standard Deviation of Online Mobile Gaming, Online Engagement and Player

Motivation

Mean Std. Deviation

GAMING 2.55 .55

ONLINE ENGAGEMENT 2.41 .63

PLAYER MOTIVATION
2.59 .62

Table 4 showcases a descriptive analysis of online gaming, online engagement and player

motivation. The Mean score of the students’ player motivation is 2.59 with Standard Deviation

.62, which means that students are motivated to play games. It is 2.41 and .63 respectively for the

students’ online engagement; it indicates that the students are somehow addicted. The Mean

score of the students’ online gaming is 2.55 with Standard Deviation of .55, which indicates that

the students are engaged in playing online games.

Table 5

Mean and Standard Deviation of Soft Skills

Mean Std. Deviation

SOCIAL 2.88 1.14
IN-GAME 2.84 .72
OUT-GAME 2.91 2.1

It is observed from Table 5that the Mean score of soft skills of the students outside the

game is 2.91 with Standard Deviation2.1, it indicates that students are sociable in real life.

Respectively, 2.84 and.72 is the Mean score and Standard Deviation for the students’ soft skills

inside the game, which indicates that the students show soft skills even within online games. soft

skills of the students has a Mean score of 2.88 with Standard Deviation 1.14, this indicates that

overall, the students are sociable

Table 6

Mean and Standard Deviation of Psychological Well-being, Flexibility, Problem Solving, Work

Under Pressure and Soft Skills

Mean Std. Deviation

PSYCHOLOGICAL
WELL-BEING 2.6 .38

FLEXIBILITY
2.66 .7

PROBLEM SOLVING
2.63 .62

WORK UNDER PRESSURE

2.59 .68

SOFT SKILLS
2.52 .48
 Table 6 shows a descriptive analysis of psychological well-being, flexibility, problem

solving, working under pressure and soft skills. The Mean score of students with flexibility is

2.66 with Standard Deviation .7, it indicates that the students are problem solving. Respectively,

2.63 and .62 is the Mean score and Standard Deviation for the work under pressure of the

students, meaning that the students are emotionally stable. Whereas it is 2.59 and .68 for the

work under pressure of the students, which indicates that the students have soft skills and the

Mean score of the students’ soft skills is 2.52 with Standard Deviation .48, it indicates that the

students are self-regulated. The Mean score for the students’ psychological well-being is 2.6 with

Standard Deviation .38, which means that the students exhibit a positive psychological well-

being overall.

Table 7

Pearson r Correlation Analysis between Online Mobile Gaming and Soft Skills

SOFT SKILLS

ONLINE Pearson Correlation 1 .172**

GAMING Sig. (2-tailed) .009
N 230 230

Table 7 shows a correlation analysis using Pearson product moment coefficient of relation

(Pearson r) was performed to determine the relationship between online mobile gaming and the

soft skills. Results show that gaming is positively related with soft skills (r = .172, p<.009),

which means that online mobile gaming and soft skills are related to each other.
Table 8

Pearson r Correlation Analysis between Online Gaming and Psychological Well-being

GAMING PSYCHOLOGICAL

GAMING Pearson Correlation

1 .370**
Sig. (2-tailed) .000
N 230 230

Table 8 showcases a correlation analysis using Pearson product moment coefficient of

relation (Pearson r) was performed to determine the relationship between gaming and

psychological well-being. Results show that gaming is positively related with psychological

well-being (r = .370, p<.001), which means that online gaming is related to the psychological

well-being are of the gamers

Table 9

Pearson r Correlation Analysis between Online Mobile Gaming, Flexibility, Problem Solving,

Work under Pressure and Soft Skills

GAMING
FLEXIBILITY Pearson Correlation .161*
Sig. (2-tailed) .014
N 230
PROBLEM SOLVING Pearson Correlation .126
Sig. (2-tailed) .057
N 230
WORKING UNDER Pearson Correlation .257**
PRESSURE Sig. (2-tailed) .000
N 230
SOFT SKILLS Pearson Correlation .364**
Sig. (2-tailed) .000
N 230
 In Table 9, a Correlation analysis using Pearson product moment coefficient of

correlation (Pearson r) was performed to determine the relationship between online mobile

gaming, flexibility, problem solving, work under pressure and soft skills. Results show that

gaming is positively related with flexibility (r = .161, p<.014), indicating that students with an

extrovert personality is more likely to play online games. Likewise, working under pressure is

positively related to online mobile gaming (r = .2.57, p<.001), where those who exhibit negative

valence inclines to playing online games. Soft Skills also shown a positive relationship with

online mobile gaming (r = .364, p<.001), indicating that many students who play online games

have high soft skills. However, flexibility is not related with online mobile gaming.

Table 10

Pearson r Correlation Analysis between Online Mobile Gaming, Social (In-Game) and Social

(Out-Game)

GAMING
SOCIAL Pearson Correlation .310**
(IG) Sig. (2-tailed) .000
N 230
SOCIAL (OG) Pearson Correlation .080
Sig. (2-tailed) .226
N 230

On Table 10, a Correlation analysis using Pearson product moment coefficient of

correlation (Pearson r) was performed to determine the relationship between online gaming,

social (in-game) and social (out-game). Results show that online mobile gaming is positively

related with social (in-game) (r = .310, p<.001), indicating that soft skills within the game is

closely related to online mobile gaming. However, social (out-game) is not related with online

mobile gaming.
Table 11

T-test Results Comparing TVL and STEM on Online Gaming Engagement

Std.
Strand Mean df t-value p
Deviation
GAMING
TVL 2.54 .46
228 -.5 .616
STEM 2.57 .66

To determine whether the gaming engagement of TVL differs with STEM students,

independent sample t-test was performed. It is observed from Table 11 that the Mean score of

TVL students who play online games is 2.54 with Standard Deviation .46, whereas it is 2.57 and

.66 for STEM students. Results show that there is no significant difference between the gaming

engagement of TVL and STEM students (t (228) = -.5, p>.616).

Table 12

T-test Results Comparing TVL and STEM on Soft Skills

Std.
Strand Mean df t-value p
Deviation
SOFT
SKILLS TVL 2.93 1.42
228 .78 .439
STEM 2.8 .51

To determine whether the soft skill of TVL differs with STEM students, independent

sample t-test was performed. It is observed from Table 12 that the Mean score of TVL students is

2.93 with Standard Deviation 1.42, whereas it is 2.8 and .51 for STEM students. Results show

that there is no significant difference between the soft skills of TVL and STEM students ( t (228)

= .78, p>.439).
Table 13

T-test Results Comparing TVL and STEM on Psychological Well-being

Std.
Strand Mean df t-value p
Deviation

PSYCHOLOGICAL
WELL-BEING TVL 2.54 .35
228 -2.78 .006
STEM 2.68 .41

To determine whether the psychological well-being of TVL differs with STEM students,

independent sample t-test was performed. It is observed from Table 13 that the Mean score of

STEM students is 2.68 with Standard Deviation .41, whereas it is 2.54 and .35 for TVL students.

Results show that there is a significant difference between the psychological well-being of TVL

and STEM students (t (228) = -2.78, p<.006).