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Abstract

This study employed a Convergent Mixed-Methods Design to examine how mobile gaming influences students’ behaviour, study habits, physical well-being, and academic obligations within a senior high school educational context. The quantitative component involved 58 Grade 11 students from Section X in the Philippines who answered a 10-item Likert-scale survey assessing gaming habits, academic distractions, sleep problems, physical symptoms, and coping strategies. Data were analyzed using weighted means, frequency distributions, and Pearson’s correlations. The qualitative component consisted of semi-structured interviews with ten purposively selected participants. The thematic analysis revealed three major themes: (1) gaming for enjoyment and escape, (2) physical discomfort and sleep loss, and (3) difficulty managing academic responsibilities alongside failed attempts at self-regulation. Findings indicated that greater gaming involvement was associated with reduced focus, sleep deprivation, decreased motivation, and neglect of academic tasks. Quantitative results revealed a moderate negative relationship between mobile game addiction and academic performance (r = −.52, p < .001). Qualitative narratives further explained how sleep loss, cognitive fatigue, and reinforcement-driven habits contributed to academic disengagement despite students’ awareness of negative consequences. The study highlights the importance of digital literacy programs, structured guidance interventions, and school-based strategies that promote responsible gaming habits and academic self-regulation among learners.

Author Biography

Mhel Cedric D. Bendo, Polytechnic University of the Philippines

Mhel Cedric D. Bendo is a student researcher specializing in educational psychology, curriculum and instruction, educational measurement and evaluation, psychometrics, educational technology, and business and financial technology (FinTech). He is pursuing a Bachelor of Science in Entrepreneurship at the Polytechnic University of the Philippines. As of 2026, he is a member of the Editorial Board of SIAR Publications, an Editorial Board Member of the International Journal of Multidisciplinary Research and Exploration (IJMRE), and an Editorial Board Member and Review and Technical Committee Member of the International Journal of Advanced Multidisciplinary Application (IJAMA), where he contributes to peer review, subject-area feedback, manuscript evaluation, and research assessment. He also serves as a Technical Editor for the Journal of Student-Run Clinics (JSRC), contributing to editorial review processes and the technical evaluation of submitted manuscripts. He is an invited peer reviewer for international peer-reviewed journals, including Cogent Education (Taylor & Francis), a peer-reviewed journal published by a leading global academic publisher, contributing to the evaluation of scholarly work in education and interdisciplinary research. His reviewing contributions cover education, psychology, artificial intelligence in education, educational technology, educational evaluation, interdisciplinary undergraduate research, health education, business, and entrepreneurship, including journals indexed in Web of Science (ESCI), Scopus (Q1–Q3), ERIC, and DOAJ.

Literacy is one of the most fundamental skills for people to access and navigate today’s digital environment. This work systematically studies the language literacy skills of online populations for more than 160 countries and regions across the world, including many low-resourced countries where official literacy data are particularly sparse. Leveraging public data on Facebook, we develop a population-level literacy estimate for the online population that is based on aggregated and de-identified public posts written by adult Facebook users globally, significantly improving both the coverage and resolution of existing literacy tracking data. We found that, on Facebook, women collectively show higher language literacy than men in many countries, but substantial gaps remain in Africa and Asia. Further, our analysis reveals a considerable regional gap within a country that is associated with multiple socio-technical inequalities, suggesting an “inequality paradox” – where the online language skill disparity interacts with offline socioeconomic inequalities in complex ways. These findings have implications for global women’s empowerment and socioeconomic inequalities.

The Women's Employment Study, or "WES" combined the insights of poverty researchers, epidemiologists, and social workers by analyzing the ways in which a broad range of labor market, mental health, physical health, and family problems affect a welfare recipient's ability to obtain and retain employment over time.

WES initially began in the Fall of 1997, and five waves of the survey were completed by early 2004, with a high proportion of the original panel sample retained throughout the study.

The unique aspects of WES rest largely with the broad range of barriers it measures, and the longitudinal nature of the study that allows researchers to look at employment and welfare experiences over time.

The Nemours BrightStart! (NBS!) study was a randomized controlled trial of the Nemours BrightStart! (NBS!) program. It was implemented as a small-group intervention to promote the emergent literacy skills of prekindergarten (PreK) children at risk for reading difficulties.

In this project, the researchers studied short- and long- term impacts of NBS!, including whether it reduced the reading achievement gap. Study participants included three sequential cohorts of teachers and children, and consisted of classrooms from state and local prekindergarten programs.

Classrooms were randomly assigned to one of the three study conditions:

• NBS! teacher implemented (in which the classroom teacher provided treatment)
• NBS! community aide implemented (in which treatment was provided by a community aide)
• business-as-usual control.

The study involved 290 children with full battery of assessments (plus 281 children with a partial battery) enrolled in 98 prekindergarten classrooms. Data were collected from 2016-2020.

The study's primary goal is to assess whether a mixed-mode professional development (PD) model that combines virtual and in-person delivery of PD activities can serve as a viable alternative to the original face-to-face delivery approach in supporting teachers' use of the Assessment-to-Instruction (A2i) system, facilitating their implementation of differentiated small-group instruction, and improving students' reading skills in a large, diverse set of schools.

There are three datasets for this study:

• A school-level dataset that includes information collected about the 59 schools in the study. School-level information was collected from the 2017-2018 Common Core of Data provided by the National Center of Education Statistics, the 2017-2018 Civil Rights Data Collection provided by the Office of Civil Rights, and school-level reading achievement data during the 2017-2018 school year, provided by state education departments. To maintain anonymity of schools, we excluded any publicly available data about school characteristics from the dataset. In Table 3 in the study report, which compares the study schools to public elementary schools nationally, the national sample includes all public, regular elementary schools serving students in any of Grades K, 1, 2, or 3 that are not charter, magnet or virtual schools.
• A teacher-level dataset that includes teachers in the analysis sample (i.e. teachers in Grades K-1 in the 2017-2018 school year, expanding to Grades K-3 in the 2020-2021 school year). This dataset includes responses to the two teacher surveys administered in 2019 and 2021, information about teacher usage of the A2i platform, and the number of PD events attended by each teacher in 2019-2020 and 2020-2021.
• A student-level dataset that includes all information used for the student-level analysis, including student demographic from district records and student achievement data from A2i assessments, Gates-MacGinitie Reading Tests administered in the spring of 2019, and state/district reading tests administered in the spring of 2021.

The Public Libraries Survey (PLS) is a voluntary census of public libraries conducted annually by the Institute of Museum and Library Services (IMLS). The Fiscal Year (FY) 2016, 2017, and 2018 surveys are the 28th, 29th, and 30th in the series, respectively. The American Institutes for Research (AIR) served as the data collection agent for all three surveys.

The PLS data files include all public libraries identified by state library administrative agencies in the 50 states, the District of Columbia and the outlying territories of American Samoa and Guam. The Northern Mariana Islands participated in FY 2017 and FY 2018, and the U.S. Virgin Islands participated in FY 2018. The reporting unit in each state or territory for the survey is the administrative entity (AE), defined as the agency that is legally established under local or state law to provide public library service to the population of a local jurisdiction. In this survey, the terms public library and public library system mean an AE. The AE may have a single outlet or multiple outlets. The term "outlet" refers to a library point of service, which may be a physical building, bookmobile, or a books-by-mail provider. Each PLS collected the following information:

• Data from each public library, such as its name and address, population of legal service area, service outlets, collections, full-time-equivalent (FTE) staff, and operating revenue and expenditures (see Appendix F). These data were reported in the AE record.
• State characteristics data, including the state total population estimate, the total unduplicated population of legal service areas for the state, and the state's reporting period start and end dates (see the survey questionnaire in Appendix F, items 100-103). Each state library administrative agency reported these data in the state characteristics record because they are not library-level data.
• Data from each public library service outlet, such as its name and address, type, county location, square footage, public service hours per year, and number of weeks it is open (see Appendix F). These data were reported in the outlet record.

This data collection is useful to researchers, journalists, the public, and policymakers at the federal, state, and local levels. These data are used by federal, state and local officials, professional associations, and local practitioners for planning, evaluation, and policy making.

The Digital Scaffolding for English Language Arts project examines the effect of Visual Syntactic Text Formatting (VSTF) on reading and writing outcomes of 7th and 8th-grade students. VSTF is a technology which reformats text to facilitate reading comprehension. The study used a randomized control trial and was set in an urban school district.

The project considers both teachers and students in its implementation of VSTF within the classroom. Variables include demographics, classroom observations, survey responses, annual state assessment results and an end of the year on demand writing task.

The Public Libraries Survey (PLS) provides statistics on the status of public libraries in the United States. It is a voluntary survey conducted annually by the Institute of Museum and Library Services (IMLS). The Fiscal Year (FY) 2015 survey is the 27th in the series.

The data files include all public libraries identified by state library administrative agencies in the 50 States, the District of Columbia, and the outlying areas of American Samoa and Guam. The reporting unit for the survey is the administrative entity, defined as the agency that is legally established under local or state law to provide public library service to the population of a local jurisdiction. In this survey, the term public library means an administrative entity.

For Fiscal Year 2015, IMLS collected the following information via a web-based survey for the PLS:

• Library Data - Data on each public library, such as its name and address, population of legal service area, service outlets, collections, full-time-equivalent staff, and operating revenue and expenditures. State characteristics data, including the reporting period starting and ending dates, the state total population estimate, and the total unduplicated population of legal service areas for the state. These data are contained in dataset 1 and include 9,251 records; 9,231 were public libraries and 20 were administrative entities that closed or temporarily closed for FY 2015.
• State Data - Each state library agency reported these data on the "State Characteristics" record because they are not library-level data. These data are in dataset 2 and include 53 records, one for each state and outlying area.
• Outlet Data - Data on each public library service outlet, such as its name and address, type, county location, metropolitan status, square footage, public service hours per year, and number of weeks a library outlet is open. These data are in dataset 3 and include 17,408 total records. The file includes identifying information and a few basic data items for public library service outlets (central, branch, bookmobile, and books-by-mail-only outlets). The file includes 17,328 outlets in the 50 states and the District of Columbia, 8 outlets in the outlying areas, and 72 records for outlets that were reported as closed or were temporarily closed for FY 2015.

This data collection is useful to researchers, journalists, the public, and policymakers at the federal, state, and local levels. These data are used by federal, state and local officials, professional associations, and local practitioners for planning, evaluation, and policy making.

The Consumer Pyramids is the largest survey of households in India. The survey contains record-level data that are delivered in the form of population estimates. The survey contains multiple databases that contain population estimates on household demographics, household income and expenses, borrowing by household, and household assets. The data also contain individual-level health status, financial inclusion, education level, and caste and literacy estimates. Demographic information collected include gender, age, religion, education, and occupation.

Database Composition: The Consumer Pyramids Survey is conducted over the course of four-month periods or waves throughout the year totaling three rounds a year. This collection includes the following six databases: People of India; Household Income and Expenses; Household Amenities, Assets, and Liabilities; Household Expenses; Composition of Incomes at the member level; Composition of Incomes at the household level.

The Public Libraries Survey (PLS) provides statistics on the status of public libraries in the United States. It is a voluntary survey conducted annually by the Institute of Museum and Library Services (IMLS). The Fiscal Year (FY) 2014 survey is the 26th in the series.

The data files include all public libraries identified by state library administrative agencies in the 50 States, the District of Columbia, and the outlying areas of American Samoa, Guam, the Northern Mariana Islands, Puerto Rico and the U.S. Virgin Islands. The reporting unit for the survey is the administrative entity, defined as the agency that is legally established under local or state law to provide public library service to the population of a local jurisdiction. In this survey, the term public library means an administrative entity.

For Fiscal Year 2014, IMLS collected the following information via a web-based survey for the PLS:

• Library Data - Data on each public library, such as its name and address, population of legal service area, service outlets, collections, full-time-equivalent staff, and operating revenue and expenditures. State characteristics data, including the reporting period starting and ending dates, the state total population estimate, and the total unduplicated population of legal service areas for the state. These data are contained in dataset 1 and include 9,305 records; 9,295 were public libraries and 10 were administrative entities that closed or temporarily closed for FY 2014.
• State Data - Each state library agency reported these data on the "State Characteristics" record because they are not library-level data. These data are in dataset 2 and include 56 records, one for each state and outlying area.
• Outlet Data - Data on each public library service outlet, such as its name and address, type, county location, metropolitan status, square footage, public service hours per year, and number of weeks a library outlet is open. These data are in dataset 3 and include 17,566 total records, 17,492 are public library service outlets (central, branch, bookmobile, and books-by-mail-only outlets). The remaining 74 records are outlets that closed or temporarily closed for FY 2014.

This data collection is useful to researchers, journalists, the public, and policymakers at the federal, state, and local levels. These data are used by federal, state and local officials, professional associations, and local practitioners for planning, evaluation, and policy making.

The Public Libraries Survey (PLS) provides statistics on the status of public libraries in the United States. It is a voluntary survey conducted annually by the Institute of Museum and Library Services (IMLS). The Fiscal Year (FY) 2013 survey is the 25th in the series.

The data files include all public libraries identified by state library administrative agencies in the 50 States, the District of Columbia, and the outlying areas of American Samoa, Guam, the Northern Mariana Islands, Puerto Rico and the U.S. Virgin Islands. The reporting unit for the survey is the administrative entity, defined as the agency that is legally established under local or state law to provide public library service to the population of a local jurisdiction.

For Fiscal Year 2013, IMLS collected the following information via a web-based survey for the PLS:

• Library Data - Data on each public library, such as its name and address, population of legal service area, service outlets, collections, full-time-equivalent staff, and operating revenue and expenditures State characteristics data, including the reporting period starting and ending dates, the state total population estimate, and the total unduplicated population of legal service areas for the state. These data are contained in dataset 1 and include 9,309 records; 9,290 were public libraries and 19 were administrative entities that closed in or temporarily closed for FY 2012.
• State Data - Each state library agency reported these data on the "State Characteristics" record because they are not library-level data. These data are in dataset 2 and include 56 records, one for each state and outlying area.
• Outlet Data - Data on each public library service outlet, such as its name and address, type, county location, metropolitan status, square footage, public service hours per year, and number of weeks a library outlet is open. These data are in dataset 3 and include 17,554 total records, 17,463 are public library service outlets (central, branch, bookmobile, and books-by-mail-only outlets). The remaining 91 records are outlets that closed or temporarily closed for FY 2012.

This data collection is useful to researchers, journalists, the public, and policymakers at the federal, state, and local levels. These data are used by federal, state and local officials, professional associations, and local practitioners for planning, evaluation, and policy making.

The Professional Development Study (PDS) is a randomized controlled evaluation of two forms of professional development delivered to over 490 early childhood education teachers: (1) coursework on effective instructional interactions (as defined by the Classroom Assessment Scoring System [CLASS], an observational measure with established links to child outcomes) and (2) video-based consultation support through MyTeachingPartner (MTP). These professional development supports aim to improve teachers' implementation of language/literacy activities and interactions with children, as well as promote gains in children's social and academic development.

The questionnaires and measures used to gather the study data were initially compiled into 76 Raw-level files. The Raw-level data were in turn used by the research team at NCRECE to create 10 comprehensive Analysis-level files in order to avoid any inaccuracies that might result from incorrectly merging the Raw files. The Analysis-level files are organized by participant and phase of study. Whenever possible, Analysis files should be utilized instead of merging individual Raw files.

Additional information about this study can be found at the NCRECE web site.

The Improving Literacy Instruction for Adults study commenced in 2005 as a project of the University of Kansas Center for Research on Learning. Research for the project was undertaken with three aims: (1) to identify relationships among reading component skills and global literacy outcomes for adults with low literacy; (2) to design adult literacy interventions based on findings from the first aim (1); and (3) to examine the efficacy of these interventions on learner outcomes in authentic settings. This release contains descriptive datasets from the first aim; data related to the second and third aims will be made available in the future.

Initiation of the study involved the collection of reading assessments from volunteer participants at 13 adult education sites throughout Kansas and Kansas City, Missouri. Data were collected using a number of adult literacy evaluation methods, including but not limited to: General Educational Development (GED) tests, the Woodcock Reading Mastery Tests (WRMT), the Test of Silent Word Reading Fluency (TOSWRF), the Wechsler Adult Intelligence Scale (WAIS), the Test of Word Reading Efficiency (TOWRE), the Tests of Adult Basic Education (TABE), the Comprehensive Adult Student Assessment System (CASAS), the Peabody Picture Vocabulary Test (PPVT), the Comprehensive Test of Phonological Processing (CTOPP), the Gray Oral Reading Test (GORT), the Clinical Evaluation of Language Fundamentals (CELF), and the National Assessment of Educational Progress (NAEP).

Study participants also completed a background questionnaire designed to assess students' learning goals, motivations for seeking adult education classes, and any barriers or difficulties faced while pursuing adult education. Background questions also gathered demographic and personal information, including participant age, gender, ethnicity, language, education level, employment status and history, marital status, number of children, religious participation, health issues, and drug and alcohol abuse.

The National Early Literacy Panel (NELP) was convened in 2002 to conduct a synthesis of the scientific research on the development of early literacy skills in children ages zero to five. NELP met on 12 occasions between April 2002- February 2006. NELP's primary goal was to identify interventions, parenting activities, and instructional practices that promote the development of children's early literacy skills. Toward that end, the panel posed the following four questions:

1. What are the skills and abilities of young children (age birth through five years or kindergarten) that predict later reading, writing, or spelling outcome?
2. Which programs, interventions, and other instructional approaches or procedures have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling?
3. What environments and settings have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling?
4. What child characteristics have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling?

NELP adopted a methodology that allowed for the identification and selection of published studies relevant to the panel's questions, a coding system that allowed for the combination and comparison of studies, and an appropriate method of statistical analysis. Approximately 500 research articles were used in the meta-analyses conducted by the panel. The meta-analyses summarized both correlational data showing the relationships between children's early abilities and skills and later literacy development and experimental data that showed the impact of instructional interventions on children's learning.

In 2000, the Kentucky General Assembly passed historic early childhood legislation (Kentucky's KIDS [Kentucky Invests in Developing Success] NOW Initiative) of which a component included the development of a seamless professional development system. The professional development system includes core content, articulation, credentials, scholarships and a training framework. This comprehensive professional development system, along with other initiative components in assuring maternal and child health, supporting families, enhancing early care and education, and establishing a support structure, have moved the field of early childhood care and education forward in the state and improved child and family outcomes.

This study was designed to build on the KIDS NOW Initiative by conducting research investigating the degree to which a statewide unified professional development system impacted the educational level of early care and education providers and subsequent classroom quality. It focused on three major predictors of professional development outcomes:

1. Individual teacher characteristics, including learning readiness, education (level and type), training experience, attitudes towards training, personality (conscientiousness, self-efficacy), job satisfaction (perceptions of support)
2. Characteristics of the program administrator, including administrator education and administrator support of professional development
3. Characteristics of the teacher's work setting, including program administration, and policies and procedures, and classroom setting (Child Care, Head Start, or Public Preschool)

The impact of these three predictors was measured on two major outcomes: (a) professional development outcomes, as measured by job status, learning and transfer of learning, and (b) organizational outcomes, as measured by program quality, child outcomes and staff retention.

The research questions guiding this research were focused on determining the degree to which (1) a unified professional development framework initiated at the state level results in positive child outcomes, and (2) the educational level of early care and education providers enhances the quality of classroom environments. Specifically:

• What components of a professional development framework are more effective in encouraging and supporting individuals to remain in early care and education settings?
• What components of a professional development framework are more effective in supporting early care and education professionals in enhancing classroom quality and child outcomes?
• Are there specific factors that impact early care and education professionals' ability to participate in professional development activities at various levels?
• Does the level and intensity of professional development experiences impact classroom quality and child outcomes?
• What personnel factors have the highest impact on quality classroom environments and child outcomes?
• What is the interaction between the personnel, professional development, and program variables on classroom quality and child outcomes?