The Impacts of Binge-Watching Television Series to the

Academic Performance of Grade 10 Students

In Samar National School

Paolo John P. Aragon

Christopher A. Bernas Jr.
Leomar D. Labro
Nixon P. Saises
Kent Bryant C. Japzon

Samar National School

Catbalogan City

Mrs.Minda C. Floretes
 CHAPER 1

Introduction

Background of the Study

One click. Two clicks or a few that is how easily accessible television

shows are. Sitting down with a bowl of popcorn in hand while streaming to a

person's favorite show, it might take a couple minutes, episodes or even seasons

before satisfaction hits them. Most people call it addiction but the term Binge-

Watching is solely appropriate.

Binge-watching is also known as marathon viewing, it is the recent

television or mobile behavior of viewing multiple episodes over shows in a

concentrated period of time. This new habit allows viewers to bypass full seasons

on linearly scheduled television in favor of watching them all at once at their

convenience (Sodano, 2014, p. 28, 32).

Samar National School is a private institution that is PAASCU ()

accredited. Which has two-hundred eighty-two (282) grade twelve (12) students

from different strands which some have the habit of binge-watching that this

research will tackle on.

Now that many popular social video platforms have developed such as;

Netflix, Hulu, Amazon Prime, and HBO Go it is now an easier way to stream on

the go for anyone who has the chance to watch their favorite series online.
 Students watch shows as a past time activity but when it comes to an urge

to do an overtime streaming, it is an unhealthy response to both physical and

active performance inside the school.

The performance varies from some factors of binge watching such as;

Genre of the said show, the timeframes of each series, time spent in watching

seasons of a show and etc.

Turns out, binge-watching can have a variety of negative effects on a

person's mental and physical well-being. For example, Kruger's and Karmakar's

initial study—presented at a conference in 2015—found that people who self-

identified as binge-watchers reported higher levels of stress, anxiety and

depression.

But in contradiction, balancing and management is a fact that one might

actually consider in binge-watching. Developing that kind of behaviour can ease

that situation as sitting down to a new series of a sitcom.

But to this generation, it becomes a norm. From reading different articles

about Must Watch Showa to peer recommendations and much more. It is no

surprise that people raise an interest and develop a manner of binge-watching.

This study will be able to help raise a point to a possible contributing factor

to a students' performance. This will see the impacts on binge-watching, how it

helps or how it becomes an obstacle to a students' performance.

Introduction

Television is one of the most popular devices that are used for entertainment all over

the world. It has become quite common nowadays and almost every household has

one television set at their place. In the beginning, we see how it was referred to as

the ‘idiot box.’ This was mostly so because back in those days, it was all about

entertainment. It did not have that many informative channels as it does now.

Moreover, with this invention, the craze attracted many people to spend all their time

watching TV. People started considering it harmful as it attracted the teens the most.

In other words, teens spent most of their time watching television and not studying.

However, as times passed, the channels of television changed. More and more

channels were broadcasted with different specialties. Thus, it gave us knowledge too

along with entertainment. Binge watching of television programmes has rapidly

increased over the past 10 years. In what is often labelled as the new 'golden

age of television', not only have script writers taken storytelling up a notch, but

full time access to television series' has emerged due to websites such as Netflix

and TiVo.

Binge watching of television of Grade 10 STE and SPJ students of

Samar National School , have a significant role on the performance of Grade 10

Students ranging from there school participation, social interaction, grades,

personal hygiene, self-care and etc. Binge watching of television can have both

negative or positive effects on student’s performances in school (non-of which

have the same outcome depending on students). television motivates individuals to

develop skills. They also have various programs showing speeches of motivational
speakers. This pushes people to do better. You can also say that television widens

the exposure we get. It increases our knowledge about several sports, national

events and more.

A research has shown that watching high-quality TV dramas like The West
Wing or Mad Men can increase our emotional intelligence and make us more
empathetic people. There also some negative effects of binge watching
television. Firstly, we see how television is airing inappropriate content which
promotes all types of social evils like violence, eve-teasing and more. Secondly, it is
also harmful to our health. If you spend hours in front of the television, your eyesight
will get weak. Your posture will cause pain in your neck and back as well.
Additionally, it also makes people addict. People get addicted to their TV’s and avoid
social interaction. This impacts their social life as they spend their time in their rooms
all alone. Nowadays, binge watching is not new to the students in Samar National
School (SNS).
Statement of the Problem

This study aims to determine the impacts of binge watching television

series to the academic performance of grade 10 STE and SPJ students of Samar

National School S.Y. 2019-2020

Specifically, this study seeks answers to the following questions:

1. What is the profile of the student-respondents in terms of the following

variates:

1.1 age and sex;

1.2 Grade;

1.3 section;

1.4 lifestyle

2. What is the availability of gadget of Grade 10 STE and SPJ students of

Samar Natioal School?

3. What is the academic performance of the student-respondents in terms

of their average in first grading period?

4. What is the level oftelevision usage Grade 10 STE and SPJ students

of Samar Natioal School in terms of:

3.1 genre television series;

3.2 frequency of television use;

5. What is the attention span in class Grade 10 STE and SPJ students of

Samar Natioal School?

 6. Is there a significant relationship between the student-respondents’

profile variates and the frequency oftelevision use on their academic

performance?

7. Is there a significant relationship between the frequency of television

use and their academic performance in terms of their average in first

grading period?

8. What implications may be derived based on the findings of the study?

Hypotheses

Based on the foregoing specific questions, the following null hypotheses

will be tested in the conduct of this study:

1. There is no significant relationship between the student-

respondents’ profile variates and the frequency of television use on their

academic performance.

2. There is no significant relationship between the frequency of

television use and their academic performance in terms of their average in first

grading period.

Conceptual Framework

Figure 1 shows the diagrammatic presentation of the research process.

The base of the scheme is research environment and the respondents of the

study. The research environment Samar National School, Samar, while the

respondents are the Grade 10 STE and SPJ students.

 The concept shows how the research process. The center of the concept

on the left hand ide which contains the students’ variates age and sex, strand,

and section. The academic performance of the students and their attention span,

is connected by double-headed arrow on the right hand. It shows the impact of

the binge watching television series to the academic performance of the

students. In the upper box ate the conclusion, findings, recommendation and

implication of the study.

IMPROVED

FINDINGS, CONCLUSIONS, RECOMMENDATIONS,

AND IMPLICATIONS OF THE STUDY

F F
E STUDENT-
RESPONDENTS’ E
E E
PROFILE VARIATES:
D IMPACTS OF D
 age and sex BINGE-WATCHING
B B
A  grade TELEVISION
A
C  section SERIES TO THE
C
K  lifestyle ACADEMIC
PERFORMANCE OF K
ACADEMIC THE STUDENTS
PERFORMANCE IN
TERMS OF THEIR
AVERAGE IN FIRST
GRADING
ATTENTION SPAN

GRADE 10 STE AND SPJ STUDENTS

SAMAR NATIONAL SCHOOL
Significance of the Study

This research is conducted to benefit Grade 10 STE and SPJ students of

Samar Natioal School, the teachers, the parents and the future researchers.

The Grade 10 students are the main focus to benefit from this research to

assess their academic performance and attendance from watching television

shows from known platforms or apps.

Meanwhile, the teachers serve as the tool to assess the performance and

attendance of the students. They help guide the students to maintain a healthy

relationship between school activities and entertainment. The research will help

the teachers to determine a positive or negative factor from the students'

academic performance.

There are also people who knows how the students behave socially, such

as the parents. They are the people who maintain and control the screen time of

the student. The research will be beneficial to the parents as it gives them a peek

to the positive or negative outcomes from the said research.

The study will also benefit to the researchers if they choose to further

investigate the said research.

Scope and Delimitation

The general intent of this study is to know how binge watching series can

affect to the academic performance of Grade 10 STE and SPJ students of Samar

Natioal School. Nowadays students like watching movies series just for fun and

to relax and in that case many of the students are experience negative effect

such as lacking of time, lots of work and it may affect to the academic

performance of having low grades of students.

This study will mainly identify and access different factors that affects the

academic of students. Also this study yearns to identify on how can the

researchers develop and assists the students to manage their time.

The study is delimited to a group of grade 10 (STE and SPJ) special

classes of school numbers of our respondents of high school students.

Definition of Terms

Binge Watching. According to Wikipedia, this term is spending too much

time watching an episodes or drama. The practice of watching multiple episodes

of a television program in rapid succession. In this study, the term refers to

having numerous episodes of continuously watching for hours. It can be an

addiction to the respondents.

Academic Performance. According to IGI Dictionary, this term is an

achievement of the students who meet or exceed and standards prescribed by

course work. In this study, the term refers to the focus on the content of student’s

goals can provide and valuable insights into ways in which multiple social and

academic goals might influence in their academic accomplishments.

 Television Series. According to ITS.MARC, this term is a group of

programs created or adapted for television with a common series title. In this

study, the term refers to a picture, piece of film, or display used to produce in

television or internet.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies related to the current

study of the researchers. The researchers had reviewed these pieces and found

it to be relevant to the conduct of this research.

Related Literature

The researchers went through some related literature to get ideas and

insights, and are presented below. The following literatures are found to be

related to this present study.

According to ProCon.org (2018), binge-watching creates a sense of community

around a show, something experts call a "shared cultural space.” This common

ground allows viewers to discuss and enjoy the show with everyone from a

coworker to the stranger in line at the grocery store. Instead of feeling lonely or

isolated, this shared space makes it easier to relate to other people and share

personal perspective.

Romantic relationships can also be strengthened by binge-watching

together because it creates a shared interest, is a fun activity, can be a

conversation starter, and is an easy way to share time together. Binge-watching

can also be a type of couple therapy for troubles such as illness or difficult family

relationships. If couples see fictional couples having the same problems, they

may be able to better understand and deal with the issues in real life.

A study published in the Journal of Social and Personal

Relationships found that binge-watching can help long-distance relationships by

replacing shared activities like going to dinner together and having mutual

friends. Sharing the pretend world of the shows creates the mutual friendships

and experiences needed to strengthen long-distance relationships.

According to psychiatrists, binge-watching releases dopamine in the brain,

which creates a feeling of pleasure and can help people to relax and relieve

stress. Psychologists say that finishing a series can give viewers feelings of

control and power, which can be beneficial if viewers are not feeling that in their

daily lives.

John Mayer, PhD, clinical psychologist, stated, "We are all bombarded

with stress from everyday living, and with the nature of today’s world where

information floods us constantly. It is hard to shut our minds down and tune out

the stress and pressures. A binge can work like a steel door that blocks our

brains from thinking about those constant stressors that force themselves into

our thoughts."

Binge-watching can also be healthy if the show relates to the viewer's real

life. For example, a character could be a role model or solve a problem that the

viewer is currently dealing with. The show might offer a sense of friendship and

new solutions that could make someone's day-to-day life better.

 While binge-watching, the viewer can feel the pleasure of full immersion

(aka "the zone"), which is a great feeling similar to staying up all night to finish a

book or project.

Many shows are now made for binge-watching. Consider how many full

seasons Netflix releases at once, including Orange Is the New Black,

and Stranger Things .Watching multiple episodes at once makes the story easier

to follow and more enjoyable than a single episode

Shows made for binge-watching are often more sophisticated, with

multiple intricate storylines, complex relationships, and multi-dimensional

characters. Media theorist Steven Johnson, MA, says that watching this sort of

show may make viewers smarter because greater attention and thinking are

needed to process them.

According to Loukia Papadopoulos (2019), One 2012 study published in

the Journal of Consumer Research found that repeatedly watching your favorite

shows over and over again was good for mental health.

“Unlike the survival motives that drive evolutionary psychology, we find

that consumers who chose to repeat hedonic experiences even just once are

expressing and affirming their individual experience and its special meanings to

them,” the study authors wrote in their paper’s conclusion.

In this case, it is not so much the medium(TV) but rather the content of the

shows that makes a difference. As such the conclusion to be drawn here is that it

matters what you watch.

 According to Ginnie Graham (2019), Binge watching isn’t that much

different than being invested in a really good book. The time commitment is

about the same. It’s unusual to find me at 2 a.m. unable to put down a novel. I

almost pulled an all-nighter when the final Harry Potter book was released.

Of course there are differences between reading a story and watching

one, but the post-conclusion melancholy is identical. Saying goodbye to

characters can be a difficult mental task. When “Veronica Mars” first aired, I was

caring for a newborn, so television wasn’t part of the routine. It takes a few years

for parents to move from the world of Curious George back into pop culture.

It took 15 years to discover the teenage private investigator turned adult

crime fighter. It’s more about solving mysteries with a whip-smart attitude than

the typical teen angst found on the CW network programs. That’s what I’ve told

my husband and kids anyway. As I’m rolling those storylines around in my head,

I’m thinking of what next to tackle: maybe a book or perhaps another television

series.

Researchers have a fascination with the effects of screen time and binge

watching, which is a relatively new phenomenon that arrived with online

streaming services. A majority of Americans binge on television programs (two or

more episodes at a time), according to numerous surveys: 61% according to

Netflix, 58% from a YouGov report, and consulting firm Deloitte reported 70%

(broken down by 90% of Gen Z, 86% of millennials and 80% of Gen X). Statista,

a market research website, says 52% say they feel sad after binging on a show,

giving some comfort about my current “Veronica Mars” comedown.

 A report from the University of Michigan and Belgium’s University of

Leuven found a link between sleep problems and binge watching. It found one in

three binge watchers experienced poor sleep including insomnia, fatigue and

poor sleep quality. This was just associated with binging on shows, not regular

television viewing. Strangely, reading a book is heralded as a way to relax, have

better social skills and live longer; television gets no respect.

According to Matthew Setzekorn (2010), As Netflix and Hulu become

more popular, “binge watching” television shows has become a popular pastime.

Several experts think this could mean bad news to a student’s GPA.

Michael Serra, associate professor in the Department of Psychological

Sciences, said it may not actually be watching television shows that is causing

poor academic performances among students. However, it could affect a

student’s overall desire to study. “The more time you spend binge watching TV,

that’s time you are not devoting to studying or working on a paper”, Serra said.

“That’s going to be the biggest impact area. It’s just reducing total time you could

be putting towards school.” Watching TV while finishing class assignments is not

a good approach, Serra said. “Whether it is music or in this case, watching TV,

what you’re doing is a form of multitasking, but people really aren’t,” Serra said.

“Multitasking like that has a time cost that people aren’t always aware of it. It

would take you less time to watch TV then study on their own than it would to

study while watching a TV show.”

Ashleigh Austin, a junior public relations major from Fort Worth, said she

is an avid binge-watcher and that binge watching ultimately comes down to how
students control themselves. Austin said she finds it hard to multitask and watch

TV while finishing homework assignments. “I couldn’t concentrate and study

because I would get distracted if there was television in the background,” Austin

said.

According to Michael C. Roberts and John L. Powell III (2010), Effects of

television viewing on child development, highly contested topic within child

development and psychology involving the consequences for children from the

content of and the duration of their exposure to television programming. The

effects of television viewing on child development have aroused a range of

reactions from researchers, parents, and politicians that has fueled a debate that

extends back to the medium’s inception in the 1920’s.

In several studies in the 1960’s and ‘70s, American psychologists Albert

Bandura found that children learn from and imitate the behavior of individuals

they observe, specifically when the individual is rewarded for aggressive acts.

That finding corroborated the admonitions of those who suggested that children

who constantly witnessed their favorite TV “heroes” being praised for beating up

or killing the “bad guy” would, in turn, incorporate aggressive acts into their own

repertoire of behaviors for use in situations characterized by conflict. Throughout

the following decades, psychologists, and other social scientists have argued a

number of different perspectives with respect to whether television violence

facilitates or triggers violent behaviours in children. Some believe that watching

violence on television likely causes a significant number of children to behave

violently. Others have agreed that this may be true but that it is so only with
children already susceptible to exhibiting violence. As a result, some have

argued for tighter controls, either voluntary or legislative, concerning what should

be allowed on the airwaves. Alternately, some have blamed parents instead of

the broadcast industry and contended that parents are ultimately to blame for

their children’s viewing habits. A general point of agreement (or compromise)

among the research community is that television can have effects on children’s

behaviours but that it must be considered as one of many determinants that may

cause a child to act in a particular manner.

Related Studies

The following items are some of the related studies which were thoroughly

reviewed by the researcher that were found to be relevant to this study.

Similarities and differences to this study are hereby presented.

Matto (2010) conducted a study entitled, “Influence of Heavy and Low

Television Watching on Study Habits of Secondary School Students.” It was

found out that heavy TV viewer female subjects plan their time for studies

properly, adjust the study periods and maintain record of all activities. This

planning helps them to adjust other activities according to their own needs which

help them to gain success. Female heavy TV viewers are also seen to have:

good amount of learning motivation; desire to learn quickly and retention ability

for a long time. But on the other hand, heavy TV viewer male subjects possess

good study habits of taking examinations i.e. they arrange ideas properly and

follow logical pattern. They prepare an outline and arrange the ideas properly,

following a logical pattern of presentation, uses simple language and place

headings and sub headings properly. In remaining areas of study habits both the

groups have been found to be similar i.e. physical conditions, reading ability,

memory, note taking, and health. So, it is concluded that heavy TV viewers (male

and female group) more or less do not differentiate themselves in majority of the

areas of study habits.

It is concluded in the study that low TV viewers have a good amount of

learning motivation; are seen to have a desire to learn quickly and retaining of

information for a long time. The table further reveals that low TV viewer female

group of subjects’ exhibit good habit in memorizing and remembering the facts

for a longer period. In remaining areas of study habits both the groups under

investigation. (Low TV viewer male and female subjects) have been found similar

in budgeting time, physical conditions, reading ability, note taking, taking

examination and health. It is revealed that low TV viewers, male and female

group of subjects are more or less similar in majority of the areas of study habits.

Kakamad and Fatah (2018) conducted a study entitled, “The Relationship

between Watching Television and Academic Achievement in 9thGraders

Students.” The first aim of this study was to find the relationship between

watching Television and academic achievement. The results of this study show

that there is a strong relation between watching TV and academic achievement.

According to the results of this study, the mean of students who watch less than

3 hours a day is (M= 78.01). This is higher than the mean of those students who

spend more than three hours watching Television a day. This number is scored

as (M=64.03). It is clear from the results that those students who spend fewer
hours watching Television score higher grades in schools. Furthermore, (t=12.28)

which is higher than t table, indicates that there is a significant statistical

difference between students who watch more or less than three hours of

Television a day, p=0.27. Moreover, the results of this study show that watching

Television (.38) can have an impact on academic achievement in that the more

time students spend watching Television every day, the more likely they are to

get lower grades in school. Also, the findings of this study are supported by other

researchers like Caldas and Bankston (1999), Khan (2012), and Kureishi and

Yoshida (2012). One could argue, as mentioned before, that in Kurdistan there

are few educational programs for 9th-grade students. As a consequence, many

students spend time watching Television translated from Turkish, Arabic and

Chinese series. Some students, especially boys, spend many hours watching

games or playing video games. Sometimes students are addicted to these

movies or video games and they spend hours discussing these movies and

games rather than school-related topics.

The fourth aim of this research was to find if there is any statistical

difference between the academic achievement of lower and upper social

economic level students who view TV more than 3 hours a day. We found that

there is no statistical difference between these students. The last aim of this

research was to find if there is any statistical difference between the academic

achievement of lower and upper social economic students who view less than 3

hours a day. The results show that there is a minor statistical difference between

these groups. The results show that lower socioeconomic class students who
watch less than three hours of TV a day achieve higher scores in their schools

than the upper economic class students who watch less than three hours a day.

One explanation for this finding might be because many upper economically

situated students have access to our own such devices as Play Station, Wii, or X

box. These students might be “addicted” to these games and instead of talking

about their classes, they talk about games and movies.

According to the study “‘Just one more episode’: Frequency and

theoretical correlates of television binge watching” by Walton-Pattison,

Dombrowski and Presseau, a total of 86 people completed an online

questionnaire assessing self-efficacy, proximal goals, outcome expectations,

anticipated regret, automaticity, goal conflict and goal facilitation, and self-

reported binge watching over the last week. Participants reported binge watching

a mean 1.42 days/week (standard deviation = 1.42). Intention and outcome

expectations accounted for variance in binge watching, and automaticity,

anticipated regret and goal conflict each separately accounted for additional

variance in binge watching. Binge watching is commonplace and associated with

both reflective and impulsive factors.

It was also found out that TV binge watching is a new behaviour that many

engage in at least once per week. Binge watching is associated not only with

standard social cognitive factors but also anticipated regret, automaticity and

perceptions of goal conflict. Interventions targeting binge watching to reduce time

spent being sedentary would benefit from targeting reflective and impulsive

pathways to behaviour change.

 Abdel and Ahmed (2010) conducted a study entitled, “New Era of TV-

Watching Behavior: Binge Watching and its Psychological Effects.” It was found

out that Youtube and TV program websites are the main sources that

respondents use for binge-watching. The most popular device used for binge TV-

watching are smartphones and laptops. The findings revealed that binge-

watching is more significant among younger age group. Also, the results showed

a significant positive correlation between binge-watching and depression, while

there is no significant correlation between binge TV-watching and loneliness.

The different research literature and studies cited proved to be useful to

the present study in terms of determining the impacts of binge-watching

television series to the academic performance of the grade 12 students of St.

Mary’s College of Catbalogan. The reviewed related studies had contributed

much for the formulation of problems, conceptualization and development of the

study.

Chapter 3

METHODOLOGY

This chapter describes and discusses the research design and

methodology that will be employed in the study. This chapter includes the

research deign, locale of the study, instrumentation and validation of the

instruments, sampling procedure, data gathering procedure, and statistical

methods that will be used in interpreting the data.

Research Design
 This research study will employ a descriptive and correlational designs. In

the same case, the researchers will determine the effects of Binge Watching

Television Shows to the Academic Performance of the Grade 10 Students of

SNS. The study will make use of the questionnaire which will be obtained from

the Grade 10 students alongside with their records as the means of a

documentary analysis.

Correlational analysis will be used to determine the effects of the students'

academic performance with the relation to Binge Watching television shows in

terms of their grades, attendance and the test questionnaire that will be applied.

Locale of the Study

This research is conducted in Samar National School, City of

Catbalogan,Samar. Samar National School is a public school that is PAASCU

ACCREDITED which is located besides Catbalogan 1 Central Elementary

School,Catbalogan City, Samar. This institution caters to, junior high school, and

senior high school level of education. This school is located along in san Roque

St. Catbalogan City Proper and it is accessible through many public vehicles

lines passing directly in front the school.

Instrumentation

To obtain the needed data and other information for the use in this study,

the researchers will employ the survey questionnaire to the student-respondents

as well as documentary analysis of the official records of the student-

respondents.
 Part I of the student-respondents’ questionnaire is intended to gather

information about their demographic profile as to their age, sex, strand and

section.

Part II, on the other hand, is designed to gather the data with regards to

the student-respondents’ perceived impacts of binge-watching television series. It

consists of fifteen specific items which will require them to answer using the 5-

point scale where 5 is Strongly Agree (SA), 4- Agree (A), 3- Neutral (N), 2-

Disagree (D), and 1- Strongly Disagree (SD).

Moreover, important documents of the student-respondents will be

carefully analyzed and collected as part of this study. Such documents are

mostly in the student-respondents’ official records to gather their average grade

in the third quarter for this School Year 2019-2020.

Validation of the Instrument

Before the administration of the questionnaire to the student-respondents,

the instruments will undergo expert validation to determine its validity and

reliability.

The research adviser will do expert validation in the following manner:

first, draft of the questionnaires will be given to the research adviser for checking

purposes, comments and suggestions; second, the researchers will consider the

corrections and suggestions that will be made; and lastly, the questionnaire will

be considered to the final revision for the data collection.

Sampling Procedure

To be able to obtain the specific population for the said study, the

researchers used the purposive method to get the samples. In which the Grade

10 Students are the respondents and within that, the number of binge watchers

are picked and recognized as the sample. In which __% is chosen to represent

as the samples per strand in the 10th grade.

Table 1

Number of Student-Respondents Per Section

Number of
Total Number
Grade 10 Student-
of Students Percentage
Sections Respondent Who
per Section
Will Be Taken
STE
(Pythagoras) 30 36.14 15
STE
(Archimedes) 29 34.94 14
SPJ 24 28.92 12
Total 83 100.00 41

Data Gathering Procedure

The first step in data gathering procedure will be securing a letter of

approval from the President and Principal, the Academic Coordinator of Samar

National school and the class advisers of the Grade 10 students to conduct the

study.
 After the approval of the final copy of the questionnaire, it will be

reproduced according to the number required in this study. The next procedure

will be for the researchers to personally administer the questionnaire to the

student-respondents to ensure a hundred percent retrieval of the accomplished

questionnaires.

Upon the approval of the President and Principal, the Academic

Coordinator of Samar National School, and the class advisers of the Grade 10

students, the researchers will also employ documentary analysis using the official

school records of the student-respondents. This will enable the researchers to

compute for the student-respondents’ average grade in the first quarters.

The data will be collected, tabulated, analyzed, and interpreted with the

aid of statistical tools.

Statistical Treatment of Data

The data about the perceived impacts of binge-watching television series

to the academic performance of the students that will be gathered from the

student-and teacher-respondents through the use of questionnaire and data

analysis will be carefully tallied, tabulated, analyzed, interpreted and subjected to

appropriate statistical treatment. The following statistical techniques were used in

this study:

Frequency Count. This statistical tool will be used in reporting the

number of student-respondents of the same age, sex, grade, section, availability

of gadget, lifestyle, and academic performance in terms of their average in the

first quarter.
 Percentage Distribution. This will be employed in the analysis and

interpretation of the data on the age, sex, grade, section, availability of gadget,

lifestyle, and academic performance in terms of their average in the first quarter

of the student-respondents.

Mean. This statistical tool will be used in reporting the student-

respondents’ average age, sex, grade, section, availability of gadget, lifestyle,

and academic performance in terms of their average in the first quarter.

Standard Deviation. This tool will be employed in the analysis and

interpretation of the data on the age, sex, grade, section, availability of gadget,

lifestyle and academic performance in terms of their average in the first quarter.

This is the formula for standard deviation is presented below:

∑(x − x̅ )2
s=√
n−1

where x represents each value in the population, x-bar is the mean value of the

sample, Σ is the summation (or total), and n-1 is the number of values in the

sample minus 1 (www.libweb.surrey.ac.uk, October 9, 2017).

Weighted Mean. This tool will be used to quantify the responses of

student-respondents to the questionnaire relative to the perceived impacts of

binge-watching television series of the students.

The formula is as follows (www.statisticshowto.com, October 9, 2017):

𝚺𝐰𝐱
weighted mean = 𝚺𝐰

Where:
 Σ = the sum of

w = the weights

x = the value

In interpreting the weighted mean, the following substantial values will be

used:

Range Value/ Description Interpretation

4.51 -5.00 Strongly Agree

3.51 -4.50 Agree

2.51 -3.50 Neutral

1.51 -2.50 Disagree

1.00 -1.50 Strongly Disagree

Pearson Product-Moment Correlation Coefficient (Pearson’s r). This

tool will be used to determine the degree of relationship between the student-

respondents’ profile variates and the frequency of television use as well as their

academic performance. This tool will also be used to determine the degree of

relationship between the student-respondents’ frequency of television use and

their academic performance in terms of their average in first grading period.

Furthermore, it will be used to determine the relationship between the student-

respondents’ perceived impacts of binge-watching television series. The formula

(Broto, 2007:62) is as follows:

nΣxy − ΣxΣy
r=
√(nΣx 2 − (Σx)2 )(nΣy 2 − (Σy)2 )

where:

r = Pearson-Product Moment Correlation Coefficient

 n = sample size

Σxy = the sum of the product of x and y

ΣxΣy = the product of Σx and Σy

Σx 2 = sum of squares of x

Σy 2 = um of squares of y

In the evaluation of the computed r-value, the following scale will be used:

Value Degree of Correlation

0.00 to 0.20 Negligible Correlation

0.21 to 0.40 Low/Slight Correlation

0.41 to 0.70 Moderate Correlation

0.71 to 0.90 High Correlation

1.00 Perfect Correlation

The researchers will make use of 0.05 level of significance in determining

the direction of the hypothesis. The data analysis will be facilitated useing

Microsoft Excel Data Analysis and Statistical Package for Social sciences

(SPSS).