Republic of the Philippines

Department of Education Region IX

Polanco National High School
Poblacion South, Polanco, Zamboanga del Norte

THE EFFECT OF MOBILE LEGENDS GAMING ON THE ACADEMIC

PERFORMANCES OF GRADE 12 HUMSS STUDENTS OF POLANCO NATIONAL
HIGH SCHOOL SY 2023-2024

A Research Study Presented to the Faculty of Senior High School,

Polanco National High School
Polanco, Zamboanga Del Norte

In Partial Fulfilment of the Requirements for

Practical Research 2

STEM 12

Presented by:
Cabrera, Gian Carlo B.
Catipay, Mark Gabriel
Corimo, Kervy T.
Garcia, Keith Mechelle T.
Hadlocon, Jiven H.
Zamoras, Dotsen James I.

October 2023

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 CHAPTER I
INTRODUCTION

Background of the Study

In the current era, technology is constantly changing and causing great influence in

our society. One of the most popular and loved by many young people and students today is

mobile games like Mobile Legends. It is an online Multiplayer Online Battle Arena (MOBA)

game that allows players to fight in virtual worlds using their mobile devices, despite the fun

and excitement caused by Mobile Legends, there are skepticism about its impact on students

learning.

Looking at the history of digital games, we can see that a new internet culture has

emerged. Although game activities can be practiced individually, when computers came into

our lives they turned into an interactive zone. Previously, the interaction was between only

the player and the producer, but later it turned into a game with multiple participants. With

the widespread of the internet, unlimited number of participants became involved in games

(Tabanlı, 2010).

According to Kim and Park (2006, 2007), some conditions motivated individuals to

play online games. For example the need for escapism, leisure, achievement, satisfaction,

entertainment and the need to kill time. The findings showed that players’ motivation was

significantly associated with online game addiction (cited in, Khang, Kim & Kim, 2013)

Playing Mobile Legends has various potential effects on student’s learning. Mobile

Legends can be positive through developing skills such as planning, cooperation, and

decision-making by players. On the other hand, Mobile Legends can also cause an impact on

student’s learning. Playing too much of it can result in less time that should be spent studying.

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Players maybe distracted from their school works and this may cause a decrease in their

grades and performance in class.

While numerous studies have examined the effect of online game addiction and

academic performance, there remains a significant research gap, especially when considering

specific grade levels like Elementary and Junior High School. Most existing research has

concentrated on Humanities and Social Sciences (HUMMS) field and students in higher

institutions (Colleges and Universities), resulting in limited empirical evidence concerning

the specific challenges and consequences associated with Mobile Legends game addiction

among HUMMS students.

Ultimately the inclusion of this research aims to provide a clear understanding of the

effects of playing Mobile Legends on student’s learning. Through the findings of this study,

many solutions and strategies can be offered for parents, teachers, and students to properly

manage time and the use of Mobile Legends without affecting their learning and

development.

Statement of the Problem

This study seeks to find out the Effect of Playing Mobile Legends on the Academic

Performances of Grade 12 HUMSS student’s learning and aims to address the following

questions:

1. What is the respondents demographic profile in terms of:

a). Age;

b). Gender; and

c). Academic Achievement

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 2. What is the level of attitude towards Mobile Legends of the selected HUMSS 12

students of Polanco National High School?

3. How knowledgeable is the selected HUMSS 12 students of Polanco National High

School when it comes to the effects of Mobile Legends ?

4. What is the level of discipline in their balancing strategy of selected HUMSS 12

students of Polanco National High School towards Mobile Legends?

Significance of the Study

Playing Mobile Legends has become a popular source of amusement and social

engagement among high school students as smartphone use among young people increases.

But the effects of extended gaming on their life are largely unexplored.

Therefore, the purpose of this study is to provide insight on how Mobile Legends

affect kids in senior high school. The findings of this study can be used as a foundation for

creating policies and initiatives that encourage responsible gaming behavior and strike a

balance between gaming time and social and academic obligations. Additionally, it can shed

light on the potential dangers of playing Mobile Legends too often, including as addiction,

poor academic performance, and social isolation.

Additionally, the research can advance the field's understanding of the beneficial and

harmful consequences of technology. By being aware of the effects of Mobile Legends on

student’s learning, parents, teachers and students can be helped.

Students. The students in Grade 12 themselves will benefit most from this study, as it

seeks to understand how playing Mobile Legends affects their academic achievement. The

study's findings can offer information that will aid students in choosing how to divide their

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time and effort between their academic work and extracurricular activities like playing video

games.

Parents. The study can assist parents in understanding how playing games affect their

children's academic performance. They may use this information to decide with confidence

how much time their youngster should spend playing Mobile Legends. If parents learn that

Mobile Legends has an impact on their child's academic performance, they can take steps to

limit the time their child spends playing the game.

Teachers. The impact of playing mobile games like Mobile Legends on academic

performance is clear to teachers. They can determine whether playing video games affects

students' academic performance favorably or unfavorably and whether the effect is large

enough to qualify as a distraction. For the purpose of developing effective teaching strategies

based on interactive games such as Mobile Legends, teachers can use this study's findings.

They're going to be able to create innovative educational activities that are engaging

students and achieving better results by using gaming mechanics.

They can create strategies and interventions to assist students in maintaining a good

balance between academic work and leisure time by understanding the effect of playing

Mobile Legends on their academic performances.

Scope and Limitations of the Study

This study primarily focuses on investigating the impacts of excessive online game

engagement on student’s academic performance. It specifically encompasses spicific students

from Humanities and Social Sciences (HUMSS) 12 strand at Polanco National High School

of the school year 2023-2024.

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 Despite the comprehensive scope, this study is not without limitations. The first

limitation revolves around the sample size, as the findings are confined to a spicific selected

group of HUMSS 12 students at Polanco National High School. It is crucial to recognize that

the insights gained from this research may not be universally applicable and may not

accurately represent the experiences of all HUMSS students. Additionally, the study relies on

self-reported data, which can introduce the potential for biases and inaccuracies. Participants

may not always provide completely accurate information about the effect of Mobile Legends

and academic performance. Furthermore, while the study includes the examination of gender,

age, and online gaming habits as extraneous variables, there may be other unaccounted

extraneous factors which are not addressed in this research.

Definition of Terms

The following terms are defined both conceptually and operationally for clearer

understanding.

Addiction – is a treatable, chronic medical disease that involves complex interactions among

brain circuits, genetics, the environment, and an individual’s life experiences.

Device – is a computer that can be used to access Google services.

Discipline– means self-control to do bad things, or the following the rules you know are

right.

Mobile Legends: Bang Bang - is a type of Multiplayer Online Battle Arena (MOBA) game.

This is produced and printed by Shanghai Montoon Technology in Shanghai, China.

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Online Games - online games are a game that you play only when you have internet

connection.

Strategy - is a word meaning good way or good method.

Technology – it is the advancement and application of tools, equipment and processes to help

in solving human problems.

THEORETICAL FRAMEWORK
Mobile Legend Bang Bang is believed to affect a wide range of outcomes. Plass et al.

(Citation2015) described four different theoretical perspectives for Mobile Legend Bang

Bang research that refer to the game design as well as the outcomes that games are targeting:

a cognitive perspective, a motivational perspective, a behavioral perspective, and a

sociocultural perspective.

Cognitive outcomes. This category aligns with Plass’s cognitive perspective and

combines Hainey’s categories (1) knowledge acquisition and content understanding and (3)

perceptual and cognitive outcomes, as these two categories contain relatively overlapping

constructs that are hard to distinguish. Outcome variables within this category are for

example, assessed learning outcomes, knowledge retention (Fokides, Citation2018) or

conceptual knowledge (Chee & Tan, Citation2012).

Motivational outcomes. In line with Hainey, affect and motivation were combined

into one category motivation. We understand motivation as affect towards a task which can

be called differently depending on the theory used (e.g., intrinsic motivation (Ryan & Deci,

Citation2000), interest (Hidi & Renninger, Citation2006), self-efficacy (Bandura,

Citation1977), enjoyment (Ryan & Deci, Citation2000).

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 Behavioral outcomes. Aligning with Hainey, we added the category behavior. This

category includes various behavioral outcomes, such as self-reported strategy use, behavioral

engagement, or effort (Fredricks et al., Citation2004).

Unlike the other three perspectives, the sociocultural perspective of Plass et al.

(Citation2020) does not specify a category of outcomes. Rather, it focuses on specific game

features (individual versus collaborative), which is beyond the scope of the present study as

the present study focuses on the moderating role of different student characteristics.

THEORETICAL MODEL

IS THERE A SIGNIFICANT DIFFERENCE

BETWEEN PLAYING MOBILE LEGENDS AND THE
ACADEMIC PERFORMANCES OF GRADE 12 HUMSS
STUDENTS OF POLANCO NATIONAL
HIGH SCHOOL

• Behavioural • Intrinsic • Knowledge  Individual

motivation (Ryan
engagement or retention versus
& Deci,
effort (Fokides, collaborative
Citation2000)
(Fredricks et al, • Interest (Hidi & Citation2018) (Plass et al.,
Citation2004) Renninger, (Citation2020)
Citation2006) • Conceptual
• Self-efficacy knowledge
(Bandura,
Citation1977)
(Chee & Tan,
• Enjoyment Citation2012)
(Ryan & Deci,
Citation2000

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 PLAYING MOBILE ACADEMIC
LEGENDS PERFORMANCES

Figure 1
CONCEPTUAL FRAMEWORK

Independent Variable Dependent Variable

Playing Mobile Legends Academic Performance

Extraneuos Variable
 Time
 Environment
 Focus

Figure 2

INTERPRETATION

The Conceptual framework that we use is the IV-independent variables and DV-
dependent variables or IV-DV model. As shown above, the (IV-DV) framework was used to
show the effect of playing Mobile legend to Academic performance, it is viewed as series of
boxes (processing elements) it connected through arrows, as you can see in the first box
contains the independent, which is the playing Mobile Legends, the second box contains the
dependent which is the academic performance of the grade 12 students, and the third box
which is the last box, contains the extraneous variable which both effects the independent and
dependent variables.

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 There are also two arrows and these are just single-headed arrows that means they are
one-directional arrows. The first connect to the dependent that means the independent
(Playing Mobile Legend) effect to dependent (Academic Performance), well because
engaging in intense gaming sessions, especially before during critical study periods, can
affect a student's ability to concentrate and retain information, and the second arrow connects
to both independent and dependent from extraneous variable that means it affects the both
boxes.
CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter highlights some related literature and studies on this topic. It contains

various sources obtained by the researcher from the internet and other electronic sources.

Introduction

Mobile Legends is a popular online mobile game that has been found to have negative

effects on the academic performance of students. Studies have shown that excessive and

unrestrained playing of Mobile Legends can lead to stress, depression, isolation, and lack of

actual communication and socialization, which can badly affect academic performance.

Related Literature and Studies

A study conducted by Embon (2021) found that playing Mobile Legends greatly

affected study time, especially when students were in a losing streak and craving for victory.

The study also found that excessive playing of Mobile Legends can lead to tardiness, lack of

focus, and anger management issues, which can degrade academic performance. Another

study conducted by De Los Santos et al. (2020) found that the amount of time spent playing

mobile games, specifically at home and the commonly played online mobile game at school,

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can affect academic performance. Cadosales (2018) found that spending too much time

playing Mobile Legends has a negative impact on students’ learning motivation and academic

performance. Dizon et al. (2021) found that playing Mobile Legends can lead to tardiness,

lack of focus, and anger management issues, which can degrade academic performance.

Pahayahay et al. (2021) found that playing Mobile Legends can lead to time management

issues, which can severely affect academic performance.

Another study by Sri Rochmayanti et al. (2021) titled "The Impact of Mobile Legends

Games on Student Learning Motivation: The Role of Parents and Teachers," stated in the

findings that Mobile Legends have an impact on students' drive to learn. The study aims to

investigate the impact of Mobile Legends games on student learning motivation and the role

of parents and teachers in this regard. The study concludes that the use of Mobile Legends

games has a positive impact on student learning motivation, and parents and teachers play a

crucial role in enhancing this motivation. However, it is important to note that the study was

conducted in Indonesia, and the results may not be generalizable to other countries or regions.

In addition, according to the study "The Intensity of Playing Mobile Legends Games

with College Student Academic Procrastination" by Muhammad Zaki Mubarok et al. (2022),

there is a connection between students' academic procrastination and the intensity of their

Mobile Legends game play. Academic procrastination among students increases with the

severity of this game played; conversely, academic procrastination among students decreases

with reduced intensity of Mobile Legends gameplay.

Other studies conclude that playing Mobile Legends can help the students

educationally. According to Kobis, Dewi & Tomatala, Michel. (2020) study, "Students'

Perception of the Use of Mobile Legends Bang Bang to Assist English Language Learning,"

students view using Mobile Legends Bang Bang to help with English language learning

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favorably. It seemed to them that engaging in Mobile Legend Bang lessened their tension and

anxiety when studying English. In addition, a lot of respondents thought that playing this

game enhanced their ability to communicate in English and with others.

According to the study "The Effects of Mobile Games on Elementary School

Students' Achievement in Aceh" by Faizatul Husna et al. (2021), boys are more likely than

girls to be avid gamers, and those who play online games are typically between the ages of 11

and 12 and log on for three to five hours a day on average. They draw the conclusion that

there is a negative correlation between online gaming and academic performance. This is due

to the fact that prolonged game play impairs their capacity to concentrate on academic work.

In order to evaluate and ascertain the impact of online gaming on the academic

performance and social behavior of the students at the Polytechnic University of the

Philippines-Laboratory High School, Dennis O. Dumrique and Jennifer G. Castillo (2018)

conducted a study titled "Online Gaming: Impact on the Academic Performance and Social

Behavior of the Students in Polytechnic University of the Philippines Laboratory High

School". The results of the study showed that boys are superior gamers to girls, who

frequently engage in multiplayer video games like League of Legends, Clash of Clans,

Crossfire, and many more.

Additionally, various studies have proposed practical solutions for addressing this

issue with educational institutions, educators and parents alike. Garnada (2020) emphasized

the importance of engaging and interactive activities in schools to encourage mass

participation and distract students from excessive gaming. Career counselors can also provide

services to guide students and help them solve common academic problems.

Moreover, parents are advised to keep an eye on their children's online gaming habits,

limit their computer usage, and encourage them to prioritize productive activities. A study by

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Fariron et al. (2022) makes further recommendations and suggest a multipronged approach.

Computer games affect class performance, so learners are encouraged to manage their time

playing computer games. To improve their performance in class, the students are encouraged

to participate in class and pay attention to their teacher. It is recommended that parents

become more involved in their kids' education and supervise their gaming habits. Teachers,

administrators, and parents are encouraged to work together to improve student outcomes in

the classroom, and future researchers are encouraged to further investigate this area.

Conclusion

These findings suggest that playing Mobile Legends can have both benefits and

drawbacks for the students, depending on the amount and frequency of playing, as well as the

personal and environmental factors that influence their gaming behavior. Therefore, it is

important for the students to balance their gaming and academic activities, and to seek help if

they feel that they are addicted or affected by the game.

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology employed in this study that includes the

research design, research environment, research respondents and sampling design, research

instruments, scoring information, data gathering procedure, statistical treatment of data, and

ethical consideration.

Research Design

The research design selected for this study is the descriptive method, which aims to

furnish a comprehensive analysis of the influence of Mobile Legends on the academic

performances of Grade 12 HUMSS students. Descriptive research is characterized by its

commitment to portraying the characteristics of a phenomenon without experimental

manipulation of variables. In the context of this study, it involves capturing detailed

information regarding students' involvement with Mobile Legends and its potential

ramifications on their academic achievements.

Numerous relevant studies have adopted descriptive methods to scrutinize the nexus

between technology use, specifically gaming, and academic performance. For example,

Johnson and Smith (2017) employed a descriptive approach to scrutinize the patterns of video

game utilization among adolescents and its correlations with academic achievements.

Similarly, Jr. Gilbert et al. (2019) employed a descriptive research design to dissect the

impact of screen time on the academic performance of high school students. These studies

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proffer methodological insights and frameworks for comprehending the dynamics between

gaming behaviours and academic outcomes, aligning with the objectives of the present

research.

Research Environment

In studying the effect of Mobile Legends gaming on Grade 12 HUMSS students at

Polanco National High School S.Y. 2023-2024, we consider the diverse local context.

Insights from Anderson and Dill (2000) emphasize the role of the school environment in

shaping students' gaming habits and academic performance.

Since we are clear of the health protocols implemented during the pandemic, face-to-

face data gathering was done with the use of survey questionnaire. The researchers personally

handed out the survey to the students involved in the study and were oriented by the

researcher in front of the classroom about their rights to privacy and confidentiality.

Research Respondents and Sampling Design

The target respondents of the study were the grade 12 HUMSS students of Polanco

National High School that were both engaged in playing Mobile Legends and in their

Academic Performances. There were five grade 12 HUMSS section and only 70 participants

considered which were selected as per related in this study. The official list of the actual

participants along with their personal information was taken from the survey they’ve

answered.

The sampling method selected for the study investigating the effect of Mobile

Legends gaming on academic performances of the Grade 12 HUMSS students is a stratified

random sampling method. This method involves categorizing the student population into

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distinct strata based on relevant criteria, such as academic performance levels and the

frequency of Mobile Legends engagement. Subsequently, random samples are drawn

independently from each stratum, ensuring representation across various academic and

gaming behaviour profiles within the Grade 12 HUMSS cohort. By employing this method,

the study aims to provide a comprehensive and unbiased examination of the potential effects

of Mobile Legends, accounting for diverse student characteristics within the target

population. We managed to meet the target number on of respondents of the study which was

152. With this limited sample size, it provided the researchers administrative convenience in

carrying out the study. In addition, this could save their time, money, and other resources.

Table 1

Stratified Random Sampling

Disproportionate Stratified
Population
Sample
Students
Count Percent Count Percent

HUMSS A 63 25.8 38 25

HUMSS B 62 25.4 38 25

HUMSS C 57 23.4 38 25

HUMSS D 62 24.2 38 25

Total N=244 100.00% n=152 100.00%

Computation of the total sample size using the Slovin’s Formula:

N 244 244
n= = = =151.55=152
(1+ Ne ) 1+244 ( 0.05 ) 1.61
2 2

Research Instruments

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 The Likert scale of the questionnaire was used as the survey instrument of this study.

The questionnaires were researcher-made and were formulated based on the ideas and

insights taken from the different authorities as reflected in the literature as well as the

suggestions and recommendations of the researchers’ adviser. There were three parts. Part I

collected data on the demographic demographic profile of the respondents such as their age,

sex or gender etc. For Part II, the data dealt with the attitude of the respondents towards

Mobile Legends. For part III, the data unveiled the knowledge of the respondents on the

game Mobile Legends. For part IV, the data dealt with the discipline in their balancing

strategy towards Mobile Legends of the respondents when it comes to the importance of

having a balanced lifestyle between academics and gaming. Table A showed the parts of the

research instrument.

Table 2

Parts of the Research Questionnaire

Parts of the
Title/Content
Questionnaire
Part I Respondents’ Demographic Profile
Part II Attitude towards Mobile Legends
Part III Knowledge towards Mobile Legends
Part IV Discipline in their Balancing Strategies towards Mobile Legends

For examining the reliability of the research questionnaire, Pearson Product Moment

of Correlation was used to measure the internal consistency of the items in the scale. An

initial examination of the entire first version of the questionnaire produced a correlation

coefficient of 0.947 which was very satisfactory. Based on the test results, the research

instrument was highly valid since it generated a very high correlation index.

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Scoring Information

The data gathered from the questionnaire were scored and interpreted. Descriptive

interpretation with the use of frequency counting and percentage was utilized to describe the

data meaningfully. A five-point Likert scale was used to measure the knowledge, attitude, and

discipline in their balancing strategies towards Mobile Legends effects on academic

performances of grade 12 HUMSS students of Polanco National High School. Tables 2, 3 and

4 showed the mean indices and adjectival equivalent of the five-point Likert scale used in this

study.

Table 3

Adjectival Equivalent of 5-Point Likert Scale and Interpretation of Mean Indices Used to

Measure the Level of Attitude towards Mobile Legends

Scale Adjectival Equivalent Mean Value Interpretation

1 Strongly Agree 1.00 – 1.80 Very positive attitude
2 Agree 1.81 – 2.60 Positive attitude
Neither positive or
3 Neutral 2.61 – 3.40
negative attitude
4 Disagree 3.41 – 4.20 Negative attitude
5 Strongly Disagree 4.21 – 5.00 Very negative attitude

Table 4

Adjectival Equivalent of 5-Point Likert Scale and Interpretation of Mean Indices Used to

Measure the Level of Knowledge toward Mobile Legends

Scale Adjectival Equivalent Mean Value Interpretation

1 Strongly Agree 1.00 – 1.80 Very knowledgeable

2 Agree 1.81 – 2.60 Knowledgeable
Moderately
3 Neither agree or disagree 2.61 – 3.40
knowledgeable

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 4 Disagree 3.41 – 4.20 Unknowledgeable
5 Strongly Disagree 4.21 – 5.00 Very unknowledgeable

Table 5

Adjectival Equivalent of 5-Point Likert Scale and Interpretation of Mean Indices Used to

Measure the Discipline in their Balancing Strategy towards Mobile Legends

Scale Adjectival Equivalent Mean Value Interpretation

1 Strongly Agree 1.00 – 1.80 Very adherent

2 Agree 1.81 – 2.60 Adherent
3 Neutral 2.61 – 3.40 Moderately adherent
4 Disagree 3.41 – 4.20 Less adherent
5 Strongly Disagree 4.21 – 5.00 Not adherent

Data Gathering Procedure

The researchers signified their intention to conduct face-to-face research through a

letter sent to the principal of Polanco National High School, requesting their approval to let

the researchers gather pertinent data on the 152 students of HUMSS 12. After the Principal of

Polanco National High School had authorized the request letter, the researchers continued to

schedule appointments with HUMSS 12 students. During these sessions, they conduct

research collections and interviews, ensuring a full understanding of various factors. The data

collected was analysed in depth, contributing to the analysis of the educational researchers

and the experiences of the students as part of their studies.

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Statistical Treatment of Data

The researchers will determine the response of the participants through the use of

descriptive statistical tools that include frequency and percentage. The researchers used the

frequency and a percentage distribution formula to determine the percentage for the

respondent's profile and also to identify the frequency of the responses on the item on the

survey questionnaire.

Simple descriptive analysis, including frequencies, percentages, mean, were computed

for demographic characteristics, the level of attitude towards playing Mobile legends, the

knowledge level regarding the effect of Mobile Legends gaming on the Academic

performances of grade 12 HUMSS of Polanco National High School S.Y. 2023-2024, and the

Discipline in their Balancing Strategy towards Mobile Legends. These statistical measures

provide a detailed understanding of the surveyed population's demographics, attitudes, and

behaviours, enhancing the interpretability of the study findings.

Ethical Consideration

Autonomy or the respondents was informing them about the details of the research

study and giving them the freedom to decide for themselves whether to take part or not

through the process of informed consent. Printed informed consent for the participants was

obtained before conducting the survey. This consisted of two parts. The first part was the

information sheet and the participants were informed with the following: a) introduction; b)

purpose of the research; c) participant selection; d) voluntary participation; e) procedure f)

duration; g) risks; h) confidentiality; i) right to refuse or withdraw any time, and j) questions

for inquiry. The second part was the certificate of consent wherein there was a signed

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statement of the researcher or person taking the consent. A copy of this informed consent was

handed to the informant personally by the researcher.

Throughout this study, beneficence was focused. Beneficence indicated a way of

doing well. Respondents were not placed in a situation that puts them at risk or any

discomfort in the research study upon following this principle. The researchers connected to

the respondents through a face-to-face survey to ensure that the data collected will not be

tainted in any way possible. The researchers conducted the survey during the student’s free

time to ensure that the have the right amount of time to answer the survey-questionnaire and

to avoid disrupting them during class hours. When a participant would feel uncomfortable

during the survey, he/she has the right to refuse some questions and limit their involvement or

even withdraw from the study. Participants and the data collected were kept with full

confidentiality and respect.

The principles of justice were supported through the chosen nature of sample

selection. The participants were treated with the utmost confidentiality and respect equally

and fairly. Knowledge generated in this study would also benefit the participants in a form of

psychosocial support and information drive programs that would be extended by the health

workers of the Department of Health to boost the awareness and confidence of the

participants. Local government units could make use of the result of this study as baseline

data for policy initiatives that would enhance the acceptance or willingness of the community

to participate in the selected program.

The researcher declared no conflict of interest. Their responsibility would be limited

to the distribution and collection of the completed questionnaires. This research was not in

partnership with any person or institution, it was merely a prerequisite of education. The

researchers held intellectual property rights. However, the adviser of the researchers was

21
permitted to co-author this work. The terms of reference consequently would not apply. As to

vulnerability assessment, there would be no vulnerable individuals serving as research

respondents. The researcher took necessary measures to ensure that none of the respondents

belonged to vulnerable groups.

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 CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data in textual and tabular form, the analysis and

interpretation based on the statistical results. Related studies are also presented to validate or

distinguish their difference from the findings of the current study.

I. Demographic Characteristics

Table 6 – Frequency Distribution of Respondents in Terms of Age

Age Frequency(f) Percentage(P) Rank

19 8 5.263 3
18 79 51.974 1
17 65 42.763 2
16 0 0.000 4
Total 152 100.000%

Section I presented the descriptive statistics of the respondents’ demographic profile.

As shown on the table above, based on age, it was observed that 8 (5.263%) of the

respondents were 19 years old; 79 (51.974%) were 18 years old; 65 (42.763%) were 17 years

old; and 0 (0.00%) or none of the respondents were 16 years old. The above data on age

distribution indicated that the majority of the respondents were 18 years old.

Table 7 – Frequency Distribution of Respondents in Terms of Sex

Sex Frequency(f) Percentage(P) Rank

Female 75 49.34 2
Male 77 50.66 1
Total 152 100.00%

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 Based on sex, it was noted that 77 (50.66%) were males and 75 (49.34%) were

females. This showed that the majority of the respondents of Polanco National High School

HUMSS students were males. Male students in today's generation often engage in part-time

jobs or internships alongside their studies to gain practical experience and financial

independence. The gig economy, freelance opportunities, and remote work options have

expanded the ways students can participate in labor. Balancing work and academics is a

common challenge, but it can also provide valuable skills and insights for their future careers.

Table 8 – Frequency Distribution of Respondents in Terms of Section

Section Frequency(f) Percentage(P)

HUMSS A 38 25.00
HUMSS B 38 25.00
HUMSS C 38 25.00
HUMSS D 38 25.00
Total 152 100.00%

Based on number of respondents per section, we can see that all four (4) sections have

the same number of respondents which composed of 38 (25%) respondents per section. The

data of the number of respondents per section showed equal distribution of the grade 12

HUMSS students who participated in the research study.

Table 9

Academic Achievement Frequency(f) Percentage(P) Rank

None 89 58.55 1
With Highest Honor 0 0.00 4
With High Honor 15 9.87 3
With Honor 48 31.58 2

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 Total 152 100.00%

Based on academic achievements, 89 (58.55%) were not honor students, 0 (0.00%) or

none of the respondents were awarded with highest honor; 15 (9.87%) belonged to the with

high honor students; and 48 (31.58%) belonged to with honor students. Therefore, the

majority of the respondents were not honor students.

II. Impact Assessment

Part l - Attitude towards Mobile Legends

Table 10 – Impact Assessment of Respondents as reflected by Mean in Terms of Attitude

towards Mobile Legends

Statements Weighted Mean Interpretation

1. I believe that playing

Mobile Legends affects my 2.15 Positive attitude
focus on academic tasks.
2. I believe that I spend
Neither Positive or Negative
more time playing Mobile 3.24
Attitude
Legends than studying
3. I believe that my
academic performance has Neither Positive or Negative
2.79
worsened due to excessive Attitude
playing of Mobile Legends.
Overall Mean 2.73 Neither Positive
or Negative

Legend:
1.00 – 1.80 (Not Affected) 2.61 – 3.40 (Moderately Affected) 4.21 – 5.00 (Extremely Affected)
1.81 – 2.60 (Slightly Affected) 3.41 – 4.20 (Significantly Affected)

25
 Table 10 presents the impacts of Mobile Legends in student’s academic performance

as reflected by mean in terms of attitude towards Mobile Legends. Two of the statements

showed that the respondents were having neither positive nor negative attitude towards

Mobile Legends. Each statements was rated as follows: “I believe that I spend more time

playing Mobile Legends than studying” had a mean of 3.24 (Neither Positive or Negative

Attitude): and “I believe that my academic performance has worsened due to excessive

playing of Mobile Legends” had a mean of 2.79 (Neither Positive or Negative Attitude).

However, one statement showed that the respondents were having a positive attitude towards

Mobile Legends. The statement was also rated as follows: “I believe that playing Mobile

Legends affects my focus on academic tasks” with a mean of 2.15 (Positive Attitude).

Overall, the total mean was 2.73 which signified that the respondents had neither positive nor

negative attitude towards Mobile Legends.

Part ll – Knowledge towards Mobile Legends

Table 11 - Impact Assessment of Respondents as reflected by Mean in Terms of Knowledge

towards Mobile Legends

Statements Weighted Mean Interpretation

1. Playing Mobile Legends

can provide a platform for
social interaction, allowing
2.45 Knowledgeable
students to connect with
friends and build a sense of
community.
2. Playing Mobile Legends
can serve as a stress-
reliever, helping students 2.59 Knowledgeable
unwind and recharge for
academic tasks.
3. Playing Mobile Legends
involves strategic thinking 3.03 Moderately Knowledgeable

26
 and quick decision-making
which can enhance
cognitive skills and
problem-solving abilities.
Overall Mean 2.69 Moderately Knowledgeable

Legend:
1.00 – 1.80 (Very Knowledgeable) 2.61 – 3.40 (Moderately Knowledgeable)
4.21 – 5.00 (Very Unknowledgeable) 1.81 – 2.60 (Knowledgeable) 3.41 – 4.20 (Unknowledgeable)

Table 11 presents the impacts of Mobile Legends in student’s academic performance

as reflected by mean in terms of knowledge towards Mobile Legends. Two of the statements

showed that the respondents were knowledgeable towards Mobile Legends. Each statement

was rated as follows: “. Playing Mobile Legends can provide a platform for social interaction,

allowing students to connect with friends and build a sense of community” had a mean of

2.45 (Knowledgeable); and “Playing Mobile Legends can serve as a stress-reliever, helping

students unwind and recharge for academic tasks” had a mean of 2.59 (Knowledgeable).

However, one statement showed that the respondents were moderately knowledgeable

towards Mobile Legends. The statement was also rated as follows: “Playing Mobile Legends

involves strategic thinking and quick decision-making which can enhance cognitive skills and

problem-solving abilities” with a mean of 3.03 (Moderately Knowledgeable). Overall, the

total mean was 2.69 which signified that the respondents are moderately knowledgeable

towards Mobile Legends.

Part lll – Discipline in their Balancing Strategies towards Mobile Legends

Table 12 - Impact Assessment of Respondents as reflected by Mean in Terms of Discipline in

their Balancing Strategies towards Mobile Legends

27
 Statements Weighted Mean Interpretation

1. I have observed self-

discipline and effective
time management in 2.58 Adherent
balancing school works and
playing Mobile Legends.
2. I prioritize my academic
performance than playing 2.18 Adherent
Mobile Legends.
3. I am confident in
achieving an excellent
performance in school
2.36 Adherent
because of responsibly
balancing school works and
playing Mobile Legends.
Overall Mean 2.37 Adherent

Legend:
1.00 – 1.80 (Very Adherent) 2.61 – 3.40 (Moderately Adherent) 4.21 – 5.00 (Not Adherent)
1.81 – 2.60 (Adherent) 3.41 – 4.20 (Less Adherent)

Table 12 presents the impacts of Mobile Legends in student’s academic performance

as reflected by mean in terms of discipline in the balancing strategy towards Mobile Legends.

All three statements showed that the respondents were adherent of the discipline in their

balancing strategy towards Mobile Legends. Each statements was rated as follows: “I have

observed self-discipline and effective time management in balancing school works and

playing Mobile Legends” had a mean of 2.58 (Adherent); “I prioritize my academic

performance than playing Mobile Legends” had a mean of 2.18 (Adherent); and “I am

confident in achieving an excellent performance in school because of responsibly balancing

school works and playing Mobile Legends” with a mean of 2.36 (Adherent). Overall, the total

mean was 2.37 which signified that the respondents were adherent of the discipline in their

balancing strategy towards Mobile Legends.

CHAPTER 5

28
 SUMMARY OF FINDINGS, CONCLUSION, & RECOMMENDATIONS

This chapter presents the summary of findings, the conclusions obtained, and the

recommendations made as a result of the research. The purpose of this research was to

explore and understand the dynamics of the effect of Mobile Legends gaming on the

academic performances of grade 12 HUMSS students of Polanco National High School SY

2023-2024, by administering a descriptive research.

Summary of Findings

• The majority of the respondents were 18 years old (79 out of 152 respondents).

• The majority of the respondents were males (77 out of 152 respondents).

• The data of the number of respondents per section showed equal distribution (38

respondents per section) of the grade 12 HUMSS students who participated in the

research study.

• The total population of the HUMSS students in Polanco National High School is

244.

• The majority of the respondents were not honor students (89 out of 152

respondents)

• The respondents had neither positive nor negative attitude towards Mobile

Legends with an overall mean of 2.37.

• The respondents are moderately knowledgeable towards Mobile Legends with an

overall mean of 2.69.

• The respondents were adherent of the discipline in their balancing strategy

towards Mobile Legends with an overall mean of 2.37.

29
Conclusion
The findings of this research study provide some insights into the demographic

characteristics and attitudes, level of knowledge, and the discipline in the balancing strategy

of the participants towards Mobile Legends, a popular mobile game.

The majority of the respondents were male (77 out of 152) and their age distribution

was skewed towards the 18-year-olds, with 79 out of 152 respondents falling into this

category. This age group is likely to be in their senior year of high school, which aligns with

the fact that the research study was conducted among Grade 12 HUMSS students in Polanco

National High School. Interestingly, the majority of the participants (89 out of 152) were not

honor students, which suggests that Mobile Legends may not necessarily be a priority for

high-performing students. This finding could have implications for educators who are

concerned about the impact of mobile gaming on academic performance. The equal

distribution of respondents per section (38 respondents per section) indicates that the research

study had a representative sample size, as it covered all four sections of Grade 12 HUMSS

students in Polanco National High School. This ensures that the findings can be generalized

to the larger population of Grade 12 HUMSS students in this school.

The overall mean score for attitude towards Mobile Legends was 2.37, which suggests

that the respondents had a neutral attitude towards the game. This finding is interesting

because it challenges the common perception that mobile gaming is inherently addictive and

detrimental to academic performance. Instead, it suggests that some students may be able to

balance their gaming habits with their academic responsibilities. The overall mean score for

knowledge about Mobile Legends was 2.69, which indicates that the respondents were

moderately knowledgeable about the game. This finding highlights the importance of

30
educating students about responsible gaming habits and helping them develop strategies to

balance their gaming habits with their academic and social responsibilities.

Finally, the overall mean score for discipline in balancing strategy towards Mobile

Legends was also 2.37, which suggests that the respondents demonstrated moderate

adherence to discipline in managing their gaming habits. This finding provides some

reassurance that students are able to manage their gaming habits in a responsible manner, but

it also highlights the need for continued education and support in this area. Overall, these

findings provide some insights into the attitudes and behaviors of Grade 12 HUMSS students

towards Mobile Legends and can inform future research and interventions aimed at

promoting responsible gaming habits among students.

Recommendation

Based on the findings and conclusion presented, the following recommendations are

suggested by the researchers:

1. For the Educators and School:

a) Implement fun interventions within the educational framework to help students be

more engaged in class/school.

b) Encourage the integration meditation into daily routines, such as study breaks or

relaxation periods.

c) Provide resources and training for educators to understand and leverage the

positive impact of Mobile Legends on students' mental well-being.

d) Provide clear rules and regulations regarding the use of gadgets or mobile phones

during class hours. This policy should be carried out so that the students can focus

31
 in class and should also state the appropriate penalties for those who will violate

this policy.

2. For the Parents and Families:

a) Foster a supportive environment at home by encouraging students to manage there

time between gaming and studying.

b) Parents should guide their children and give advises to them in order to let them

learn on being responsible in managing their time.

3. For the Researchers:

a) Explore the impact of Mobile Legends on student’s academic performance across

diverse student populations, considering various educational levels and strands.

b) Investigate the potential long-term effects of Mobile Legends on student’s

academic performance into educational settings.

32
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35
APPENDIX A
CORRESPONDENTS

36
 Republic of the Philippines
Department of Education Region IX
Polanco National High School
Poblacion South, Polanco, Zamboanga del Norte

LETTER OF PERMISSION

November 2023

GERARDO R. MONTILLA JR. EdD

School Principal IV
Polanco National High School

Dear Sir,

Greetings of Peace!

In partial fulfilment of our requirements for our subject Practical Research II we grade 12
students of section Stem namely: Keith Mechelle Garcia, Jiven Hadlocon, Kervy Corimo,
Mark Gabriel Catipay, Dotsen James Zamoras, and Gian Carlo Cabrera would like to ask for
permission to conduct a research study entitled " The Effect of Mobile Legends Gaming on
the Academic Performances of Grade 12 HUMSS Students of Polanco National High School
S.Y. 2023-2024”

In connection with this, we would like to ask your permission to allow us to conduct our
research study in the Senior High Department specifically on the Grade 12 HUMSS. Rest
assured that the data we will gather will remain absolutely confidential and to be used in
academic purpose only.

We believe that you are with us in our enthusiasm to finish the requirement as compliance for
our subject and to develop our well-being. We hope of your positive response on this humble
matter. Your approval to conduct this study will be greatly appreciated.

Respectfully yours,
KEITH MECHELLE T. GARCIA
Group Leader

Recommending Approval: Approved by:

JAMES D. COLALJO, CAR,EdD GERARDO R. MONTILLA JR. EdD

Practical Research I Teacher School Principal IV

37
 Republic of the Philippines
Department of Education Region IX
Polanco National High School
Poblacion South, Polanco, Zamboanga del Norte

RESEARCH SUBJECT INFORMED CONSENT

To the participants:

Read this consent form and ask questions and clarifications before you
decide to participate in this study or not. You are also free to ask questions
during your participation in this research.
----------------------------------------------------------------------------------------------------
Project Information

Research Title: THE EFFECT OF MOBILE LEGENDS GAMING ON THE

ACADEMIC PERFORMANCES OF GRADE 12 HUMSS STUDENTS OF POLANCO
NATIONAL HIGH SCHOOL S.Y. 2023-2024

Researchers: Keith Mechelle Garcia

Jiven Hadlocon
Mark Gabriel Catipay
Kervy Corimo
Dotsen James Zamoras
Gian Carlo Cabrera

Phone: 09108880856

School: Polanco National High School – Main Campus

Department: Senior High School

I. PURPOSE OF THIS RESEARCH STUDY

You are asked to participate in a research study that seeks to offer a

descriptive analysis about the effect of Mobile Legends gaming on the
Academic Performance of Grade 12 HUMSS students of Polanco National
High School S.Y. 2023-2024. The study aims to determine both the positive
and negative effect of Mobile Legends on the Academic Perfomances of
students.

38
 Specifically, this study aims to answer the following questions: (1) Is
there a significant difference in the academic performances of the students?
(2) Can playing Mobile Legends help students in a positive way? (3) Is there a
significant difference between the students who plays Mobile Legends but still
have a time set up for doing school works and students who plays Mobile
Legends without proper self-discipline?

II. PROCEDURES

The researchers will ask the class if there are Mobile Legends player
among the students this is because our research focuses on Mobile Legends
players, if the section does have Mobile Legends players then the researchers
will hand-out the questionnaires to those students. You will then be instructed
to fill out the information needed as per the instructions on the questionnaire
so please READ THE DIRECTIONS CAREFULLY AND ANSWER THE
QUESTIONNAIRE HONESTLY.

The expected duration of your participation is from November 27 to

November 30 2023.

III. POSSIBLE RISKS OR DISCOMFORTS

No possible risks can pose danger to you in any form during the conduct
of this study. The survey may last for 10-15 minutes so there is no need to rush
in answering the questions on the survey.

IV. POSSIBLE BENEFITS

The findings of this research will benefit students, teachers, and parents.
It may reveal patterns of distraction, time management issues, or even foster
collaboration and strategic thinking during gameplay. Understanding these
dynamics can inform educational strategies and support systems for students.

V. FINANCIAL CONSIDERATIONS

No amount will be required from you during your participation in this

study.

VI. CONFIDENTIALITY

39
 Your identity in this study will be treated with utmost confidentiality.
The results will be published for academic purposes only. However, any data
obtained as a result of your participation in this study may be checked by the
sponsor, by the person conducting this study and or by the research
panellists.

VII. TERMINATION OF RESEARCH STUDY

You are free to choose whether or not to participate in this study. There
will be no penalty if you choose not to participate. You may withdraw from
your participation at any time without penalty.

VIII. AVAILABLE SOURCES OF INFORMATION

Any further questions you have about this study will be answered by the
researcher.

VIIII. AUTHORIZATION

I have read and understood this consent form, and I volunteer to

participate in this research study. I understand that I will receive a copy of
this form. I voluntarily choose to participate, but I understand that my
consent does not take away any legal rights in the case of negligence or other
legal fault by anyone who is involved in this study.

_____________________________________
Participant’s Signature Over Printed Name
Date: ________________________________

_____________________________________
Researcher’s Signature Over Printed Name
Date: ________________________________

40
APPENDIX B
SURVER QUESTIONNAIRE

41
 Republic of the Philippines
Department of Education Region IX
Polanco National High School
Poblacion South, Polanco, Zamboanga del Norte

SURVEY QUESTIONNAIRE

PART I: Respondents Demographic Profile

Direction: Respondent is required to fill up the needed data below honestly and accurately.

Name: _____________________________________________________________________
Date:__________ Age:_____ Sex:_____ Section:__________ Honor Received:__________

PART ll: Attitude towards Mobile Legends

Direction: Shade the circle that corresponds to your answer accurately by choosing the
option that aligns most closely with your experience or opinion.

1. I believe that playing Mobile Legends affects my focus on academic tasks.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

2. I believe that I spend more time playing Mobile Legends than studying.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

3. I believe my academic performance has worsened due to excessive playing of Mobile

Legends.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

42
PART II: Knowledge towards Mobile Legends
Direction: Shade the circle that corresponds to your answer accurately by choosing the
option that aligns most closely with your experience or opinion.

1. Playing Mobile Legends can provide a platform for social interaction, allowing students to
connect with friends and build a sense of community.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

2. Playing Mobile Legends can serve as a stress-reliever, helping students unwind and
recharge for academic tasks.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

3. Playing Mobile Legends involves strategic thinking and quick decision-making, which can
enhance cognitive skills and problem-solving abilities.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

PART III: Discipline in their Balancing Strategy towards Mobile Legends

Direction: Shade the circle that corresponds to your answer accurately by choosing the
option that aligns most closely with your experience or opinion.

1. I have observed self-discipline and effective time management in doing school works and
playing Mobile Legends.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

43
2. I prioritize academic performance than playing Mobile Legends.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

3. I am confident in achieving an excellent performance in school because of responsibly

balancing schoolworks and playing Mobile Legends.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

How was the survey?

Participant’s Feedback:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

THANK YOU FOR PARTICIPATING!

44
GOD BLESS 

45
 CURRICULUM VITAE

KEITH MECHELLE T. GARCIA

Poblacion North, Polanco, Z. N.
Email: [email protected]
Contact Number: 09108880856

PERSONAL INFORMATION
Age: 17
Gender: Female
Civil status: Single
Date of Birth: July, 5, 2006
Place of Birth: Poblacion North, Polanco, Z.N.
Citizenship: Filipino
Name of Parents: Mr. Viany C. Garcia
Mrs. Nenita T. Garcia

EDUCATION BACKGROUND YEAR

ELEMENTARY 2018
Polanco Central School
Poblacion North, Polanco, Z. N.

JUNIOR HIGH SCHOOL 2022

Polanco National High School – Main Campus
Poblacion South, Polanco, Z. N.

SENIOR HIGH SCHOOL Currently-2024

Polanco National High School – Main Campus
Poblacion South, Polanco, Z. N.

46
 CURRICULUM VITAE

JIVEN H. HADLOCON
Purok Gabi, Isis, Polanco, Z. N.
Email: [email protected]
Contact Number: 09855114879

PERSONAL INFORMATION
Age: 18
Gender: Male
Civil status: Single
Date of Birth: July, 10, 2005
Place of Birth: Minaog, Dipolog City
Citizenship: Filipino
Name of Parents: Mr. Joel P. Hadlocon
Mrs. Geneveve H. Hadlocon

EDUCATION BACKGROUND YEAR

ELEMENTARY 2018
Gulayon Integrated School
Gulayon, Dipolog City

JUNIOR HIGH SCHOOL 2022

Polanco National High School - Extension Isis
Isis, Polanco, Z. N.

SENIOR HIGH SCHOOL Currently - 2024

Polanco National High School - Main Campus
Poblacion South, Polanco, Z. N.

47
 CURRICULUM VITAE

KERVY T. CORIMO
Purok Central, Labrador, Polanco, Z. N.
Email: None
Contact Number: 09122809655

PERSONAL INFORMATION
Age: 17
Gender: Male
Civil status: Single
Date of Birth: June, 2, 2006
Place of Birth: Letapan, Polanco, Z.N.
Citizenship: Filipino
Name of Parents: Mr. Placido P. Corimo
Mrs. Roselyn T. Corimo

EDUCATION BACKGROUND YEAR

ELEMENTARY 2018
Labrador Elementary School
Purok Central, Labrador, Polanco, Z. N.

JUNIOR HIGH SCHOOL 2022

Polanco National High School – Main Campus
Poblacion South, Polanco, Z. N.

SENIOR HIGH SCHOOL Currently - 2024

Polanco National High School – Main Campus
Poblacion South, Polanco, Z. N.

48
 CURRICULUM VITAE

MARK GABRIEL CATIPAY

Purok Mangga, Letapan, Polanco, Z. N.
Email: None
Contact Number: 09126355134

PERSONAL INFORMATION
Age: 18
Gender: Male
Civil status: Single
Date of Birth: September, 11, 2005
Place of Birth: Dipolog City, Z.N.
Citizenship: Filipino
Name of Parents: Ms. Florimen R. Catipay

EDUCATION BACKGROUND YEAR

ELEMENTARY 2018
Metro Dipolog Baptist Academy
Upper Turno, Dipolog City

JUNIOR HIGH SCHOOL 2022

Polanco National High School – Main Campus
Poblacion South, Polanco, Z. N.

SENIOR HIGH SCHOOL Currently - 2024

Polanco National High School – Main Campus
Poblacion South, Polanco, Z. N.

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 CURRICULUM VITAE

DOTSEN JAMES I. ZAMORAS

Purok Linabo, Isis, Polanco, Z. N.
Email: None
Contact Number: 09106135200

PERSONAL INFORMATION
Age: 17
Gender: Male
Civil status: Single
Date of Birth: February, 1, 2006
Place of Birth: ZN Integrated Provincial Health Office
Citizenship: Filipino
Name of Parents: Mr. Charina I. Valles
Mrs. Jame S. Zamoras

EDUCATION BACKGROUND YEAR

ELEMENTARY 2013
Isis Elementary School
Isis, Polanco, Z. N.

JUNIOR HIGH SCHOOL 2022

Polanco National High School – Main Campus
Poblacion South, Polanco, Z. N.

SENIOR HIGH SCHOOL Currently - 2024

Polanco National High School – Main Campus
Poblacion South, Polanco, Z. N.

50
 CURRICULUM VITAE

GIAN CARLO B. CABRERA

Purok Lower Camote, Villahermosa, Polanco, Z. N.
Email: [email protected]
Contact Number: 09635605646

PERSONAL INFORMATION
Age: 17
Gender: Male
Civil status: Single
Date of Birth: October, 21, 2006
Place of Birth: Poblacion North, Polanco, Z.N.
Citizenship: Filipino
Name of Parents: Mr. Johann M. Cabrera
Mrs. Joann B. Cabrera

EDUCATION BACKGROUND YEAR

ELEMENTARY 2018
Polanco Central School
Poblacion North, Polanco, Z. N.

JUNIOR HIGH SCHOOL 2022

Polanco National High School – Main Campus
Poblacion South, Polanco, Z. N.

SENIOR HIGH SCHOOL Currently-2024

Polanco National High School – Main Campus
Poblacion South, Polanco, Z. N.

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