Due to concerns expressed by high school counsellors, Dr. Malik and Dr. Terry 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. Al Moattasem International School in Saudi Arabia was the focus for data collection and analysis. Complete data sets were obtained for 13 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. For the 7 males, non-educational video gaming correlated with primarily negative school experiences and negative relationships with parents and peers. Male recreational texting also correlated with primarily negative school experiences and negative relationships with parents and peers. For the 6 females, non-educational video gaming correlated with primarily positive school experiences and negative relationships with parents and peers. Female recreational texting correlated with primarily positive school experiences and positive relationships with parents and peers. Other interesting male and female correlations involved other non-academic activities, peer relationships, and self-concept. In this report, the results are collated into 26 tables that reveal coefficients ranging from fair to perfect, based on correlating 261 pairs of variables concerning the following factors separated by gender: video games, texting, other non-academic activities, peers, parents, self-concept, and school. In consideration of their findings, the researchers recommend that educators advise parents and students of the adverse effects of playing video games and texting excessively.