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Educational professionals and parents sought evidence for monitoring students’ gaming and texting. The study uses survey responses from 205 students, collecting final academic marks and answers to 36 questionnaire items covering demographics, parental support, peer relationships, activities, school engagement, self-esteem, and related behaviors. Spearman rho correlations test links between activity patterns and school, relationships, and self-concept, reporting significant associative trends.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/factors-that-affect-grade-nine-students-in-rawalpindi-pakistan-research-report/594955/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/factors-that-affect-grade-nine-students-in-rawalpindi-pakistan-research-report/594955.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the research on grade 9 students in Rawalpindi?","Question",{"text":112,"@type":113},"To examine correlations between multiple factors—especially non-educational video gaming and recreational texting—and students’ school experiences in grade 9.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected for the study?",{"text":117,"@type":113},"Complete data were gathered for 205 grade 9 students, including final academic marks and survey answers to 36 questionnaire items covering demographics, support, peers, activities, school engagement, self-esteem, self-advocacy, video games, and texting.",{"name":119,"@type":110,"acceptedAnswer":120},"What method was used to analyze the data and what were the key findings?",{"text":121,"@type":113},"Spearman rho calculations were used to test correlations. Non-educational video gaming and recreational texting both correlated with school experiences and relationships with parents and peers, along with additional links involving peer relationships, self-concept, and other non-academic activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594955,1792897488,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","RESEARCH REPORT  \nFactors That Affect Grade Nine Students  \nin Rawalpindi, Pakistan  \nAmjad Malik and Bushra Chohan  \nWe conducted the research in partnership with two schools in Rawalpindi, Pakistan , in response to concerns over the effects of non-educational video gaming and texting on students’school experiences. Educational professionals wanted to refer to research findings when they advised parents to monitor their children’s video gaming and texting activities. Our research purpose was therefore to examine the correlations between various factors and school experiences in grade 9. The factors included social relations (e.g. , friends), extra-curricular activities (e.g. , work), and leisure-time activities (e.g. , playing video games and texting) .  \nData Collection  \nComplete sets of data were obtained for 205 grade 9 students:  \n􀁸 Academic performance data consisted of the students’ final marks (percentage grades in English, mathematics, and science – biology, chemistry, and physics) .  \n􀁸 Survey data consisted of the students’ answers to 36 questionnaire items: demographics , parental support, peer relationships, extracurricular activities, school activities, self-esteem, self-advocacy, video games, and texting. (See Appendix A. )  \nData Analysis  \nWe used Spearman rho calculations to determine correlations. Correlational research requires a minimum of 30 research subjects to produce statistically significant correlations. Separating the 205 grade 9 students by gender created numerically strong data sets of 95 males and 110 females, which was important in order to test the assumption that “boys play video games, but girls text” – as conveyed to us by school professionals, parents, and other adults in the general community.  \nResults  \nBecause of the nature of data collected by Likert-scale surveys, and because our quantitative survey questionnaire was “homemade,” we did not anticipate collecting statistically significant findings. We were essentially testing the waters to see whether any correlations would arise. They did. Non-educational video gaming correlated with school experiences and relationships with parents and peers. Recreational texting also correlated with school experiences and relationships with parents and peers. Other interesting correlations involved other non-academic activities, peer relationships, school experiences, and self-concept.  \nThe following tables summarize these correlations.  \n\n| Time Spent Playing Video Games | Strength of\u003Cbr>Correlation | Strength of\u003Cbr>Prediction |\n| --- | --- | --- |\n| Males\u003Cbr>The more hours that adolescent boys play video games  \u003Cbr>  the more they feel good when they play video games.\u003Cbr>  the more importance they attach to playing video games.\u003Cbr>  the more they are told that they play video games too much. | moderate\u003Cbr>moderate\u003Cbr>moderate | limited\u003Cbr>limited\u003Cbr>limited |\n\n\n| Positive Video Game Experiences | Strength of\u003Cbr>Correlation | Strength of\u003Cbr>Prediction |\n| --- | --- | --- |\n| Males\u003Cbr>The more importance that adolescent boys attach to playing video games . |  |  |\n| . . | moderate | limited |\n|   the more they feel sleepy in school. | moderate | limited |\n|   the more text messages they send during school classes. |  |  |\n\n\n| Females\u003Cbr>The more adolescent girls feel good when they play video games  \u003Cbr>  the less they like their teachers.\u003Cbr>  the more they are encouraged by their parents to do well in school.\u003Cbr>  the less they work during the week. | good moderate\u003Cbr>moderate | fair limited\u003Cbr>limited |\n| --- | --- | --- |\n\n\n| Negative Video Game Experiences | Strength of\u003Cbr>Correlation | Strength of\u003Cbr>Prediction |\n| --- | --- | --- |\n| Males |  |  |\n| The more adolescent boys lie about how much time they play video games . . |  |  |\n|   the more they feel that they “mess up” everything. | moderate | limited |\n| The more adolescent boys think they play video games too much   |  |  |\n|   the more hours they spend sending text messages. | moderat","cbCaif4EX9Zb4Wh2","https://ap.wps.com/l/cbCaif4EX9Zb4Wh2","pdf",87696,"English","# Data Collection\n## Student Academic Performance Data\n## Survey Questionnaire Data\n# Data Analysis\n## Spearman rho Correlations\n# Results\n## Video Gaming Correlations\n## Texting Correlations","[{\"question\":\"What was the purpose of the research on grade 9 students in Rawalpindi?\",\"answer\":\"To examine correlations between multiple factors—especially non-educational video gaming and recreational texting—and students’ school experiences in grade 9.\"},{\"question\":\"How was data collected for the study?\",\"answer\":\"Complete data were gathered for 205 grade 9 students, including final academic marks and survey answers to 36 questionnaire items covering demographics, support, peers, activities, school engagement, self-esteem, self-advocacy, video games, and texting.\"},{\"question\":\"What method was used to analyze the data and what were the key findings?\",\"answer\":\"Spearman rho calculations were used to test correlations. Non-educational video gaming and recreational texting both correlated with school experiences and relationships with parents and peers, along with additional links involving peer relationships, self-concept, and other non-academic activities.\"}]","Factors That Affect Grade Nine Students in Rawalpindi, Pakistan - Research Report | PDF",1792080161]