In response to concerns expressed by educational professionals, the researchers developed a quantitative Likert-scale survey to examine the relationships between academic performance (defined as final marks) and recreational video gaming and texting. Questions about video gaming and texting were included with other questions about social relations, extra-curricular activities, and leisure-time activities. The focus for inquiry was a Pakistan International School in Saudi Arabia. Complete data sets were obtained for 36 grade 9 students, based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. Non-educational video gaming correlated with self-concept, school experiences, relationships with peers, and other non-academic activities. Recreational texting also correlated with self-concept, school experiences, relationships with peers, and other non-academic activities. In this report, the results are collated into 17 tables that reveal coefficients ranging from moderate to perfect, based on correlating 142 pairs of variables concerning the following factors separated by gender: video games, texting, school, self-concept, peers, parents, and non-academic activities other than playing video games and texting. In consideration of their findings, the researchers recommend that school professionals advise parents and students of the negative effects of playing video games and texting excessively.