Engagement in Mobile Games, Answering Modules, Time Management and Academic Performance of Junior and Senior Students in a State College

This descriptive-correlational research was aimed to determine the engagement in mobile Games, answering modules, time management and academic performance of junior and senior college students. This study advanced the hypothesis that the number of hours of playing mobile games and level of time management is not a predictor of academic performance of the junior and senior college students. The respondents of the study were the 30 junior and senior college students of NIPSC-LC selected through random sampling method. An adapted questionnaire on Time Management based on Wayne State University (2007), was used in gathering data on the level of respondents’ time management, time spent in playing mobile games, time spent in answering modules, and academic performance. For the descriptive analysis, mean, frequency and standard deviation were used. multiple logistic regression was used for inferential analysis. Results showed that academic performance of junior and senior college students had a mean of 1.6900 which meant “very good”, most of the respondents played less than 2 hours with a 60%, most of the respondents answered their modules 5 hours and above with 26.7%, academic performance of respondents when grouped according to number of hours spent in mobile games had a mean of 1.63 in less than 2 hours. When grouped according to time management, their level of time management was “excellent” with a mean of 1.60 of academic performance, level of time management in terms of playing mobile games and answering module where both “fairly well”, time management, and number of hours of playing mobile was not a predictor of academic performance of junior and senior college students.