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Transcript of On the number of hours spent for studying
CHAPTER 1 INTRODUCTION
Introduction:
This survey was implemented for the purpose of an immersion on sophomore
students in two different schools, Claret School of Quezon City and Philippine
Science High School as a comparative study on the number of hours children spent in
studying, recreation and play. This is also done as a hands-on practice on statistics
subject requirement.
Background of study:
Our study is all about the practice on how the teenage students’ age 13-15,
manage their time especially in their study habits. We would like to find out how
many hours do they spend in watching television as part of their relaxation, other
recreation for individual enrichment, their travelling time from school, average
number of hours in doing their assignments and time spent for studying for the next
day’s lesson. Through this study we hope to find out if teens have a sense of work-life
balance comparing it from the number of activity distribution in Twenty-four (24)
hours. As we all know, children also experience stress and being burnout; in this study
we would like to know the practice of children at this age in managing their time in
recreation, play and study. We chose to conduct interviews for sophomore students in
two (2) selected schools, Claret School of Quezon City and Philippine Science High
School.
Our study got its inspiration from “Children and adolescent psychiatry and
development” of Duke University. They were studying on the development of
children ages 9 to 18 and their parents. A suite of interviews have been developed that
employ a consistent approach to the assessment of psychopathology in childhood,
adolescence, and young adulthood. In addition to these assessments of
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psychopathology, the Developmental Epidemiology Program has also produced
companion measures to assess service use in children, adolescents and young adults
(the Child and Adolescent Services Assessment - CASA), and the impact of
children’s psychiatric problems on parental and family life (the Child and Adolescent
Impact Assessment - CAIA). (Duke University, 1986) Psychopathology is still a
debatable issue in childhood and adolescents; since one of the root causes is extreme
stress or prolong stress, the academic activities is seen as the major stressor in terms
of the number of hours spent in doing school-related activities.
In recent years, with the passage of legislation such as the “No Child Left
Behind Act” (signed by President Bush), standardized testing has become an integral
part of student learning from elementary school to high school levels. Due to the
increase in testing, it is vital for educators, especially classroom teachers who are
responsible for preparing the students for these tests, to be aware of the impact of test
anxiety student performance (Supon, 2004). Over the last several decades, researchers
have highlighted the adverse impact of test anxiety on student performance, regardless
of this student’s grade levels or previous academic achievement (Anastasi, 1976;
Sarason, Davidson, Lighthall, Waite & Ruebush, 1960; McDonald, 2001). For
instance Hembree’s (1988) meta-analysis of 562 studies addressing the relationship
between test anxiety and student performance have indicated that test anxiety is a key
factor in undermining student performance. In the case of some students, particularly
elementary school students, test anxiety can lead to the student’s completing their test
rapidly simply to “escape the unpleasant physical experiences” (Cheek, Bradley,
Reynolds, & Coy, 2002, p.162). What is highly disturbing is that as testing becomes
increasingly frequently and common in the lives of test-anxious students, their
experiences of “flight or fright” responses can exert long-term effects. In general, the
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thrust of the studies reported in the literature is that high levels of test anxiety among
high school students are manifested by reduced levels of academic performance.
While some researchers contend that test anxiety is a manifestation of academic
performance, most researchers contend that academic performance is affected by test
anxiety.
Another related study on the treatment of children and
adolescent anxiety disorder is done by psychiatric doctors Silva,
Gallagher and Haruka (2008). Patients are directed to understand
the nature and content of thoughts, images, and interpretations of
events or situations that are anxiety arousing. The doctor’s means
of challenging the truth or accuracy of their thoughts are provided
and the adolescents are usually directed to find a set of internal
coping statements that more accurately reflect the true nature of
the situation. This step helps patients keep a realistic framework so
that images or thoughts of danger do not fuel avoidance. Finally,
through graduated exercises, patients are supported to expose
themselves to anxiety-arousing situations, use their methods of
coping with arousal and inaccurate thoughts about danger, and let
the anxiety diminish even though they are facing a “feared”
situation. During these exercises, under the therapist’s guidance,
the patient is not allowed to escape or avoid the situation until a
state of calm is reached. Their study focused on; (1) Evidence-based
therapies for youths have been built upon careful research into cognitive-behavioral
therapy (CBT) in a number of anxiety disorders. (2) Modifications to the emphasis of
the psychotherapeutic approach have been shown to significantly improve on
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recovery rates in youths. (3)Specific versions of CBT tailored to the symptoms and
problems of youths with different anxiety disorders result in meaningful change. (4)
Comparative effectiveness of therapies in relation to medication is encouraging in the
treatment of anxiety disorders.(2008) They also discussed on the warning
signs and symptoms of anxiety in children and adolescents and
these are; (1) Child or teen raises a number of worries before
approaching a situation (2) Child or teen is reluctant to participate in
situations (3) Child or teen shows many signs of nervousness or
complains of physical discomforts or symptoms when in situations
(4) Child or teen is very quiet or remote in situations. He or she
shows actions that are very different from the typical demeanor (5)
Child or teen clings to parent or other person in situations (6) Child
or teen engages in unusual actions to cope with apparent
nervousness (7) Child or teen asks many questions about the
appropriateness or effectiveness of her or his actions. (8) Teen uses
substances to “calm” down before social gatherings (9) Teachers or
others describe the child or teen as hesitant or avoidant of
situations (Silva RR, Gallagher R, Minami H. Primary Psychiatry. Vol
13, No 5. 2006.)
On the other hand, we also have to understand human physical growth and
development especially on adolescents. A journal on “Adolescent Growth and
Development” (Stang and Story, 2004) says, biological psychosocial and cognitive
changes that begin during puberty and continue throughout adolescence directly affect
nutritional status and nutrient needs. Adolescents experience dramatic physical
growth and development during puberty, which in turn appreciably increases their
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requirements for energy, protein, and many vitamins and minerals. Adolescents also
experience significant changes in their ability to asses and comprehend complex
situations and information and in their desire to become independent, unique
individuals. The increased need for energy and nutrients among adolescents,
combined with increasing financial independence, increasing need autonomy when
making food choices, and immature cognitive abilities, places adolescents at
nutritional risk. Therefore, it is vital that health care providers who provide nutrition
education and counseling have a thorough understanding of adolescent physical and
psychosocial growth and development.
Significance of the survey:
Our main objective in making this study is to compare the practice of
sophomore students from Claret School of Quezon City and Philippine Science High
School in managing their time by determining the number of hours spent in studying,
relaxation and recreation.
Through this Quantitative, Non-experimental comparative study, we can now
determine their practice in time of management and if there is balance between school
work, relaxation and recreation.
This study may show the unseen stress on teens’ daily routine through
calculating the number of activity hours versus the number of hours left in the day for
sleeping and spent in school.
Scope and Delimitation of the survey:
5
The scope of our survey is limited to the number of hours spent for traveling
from school, studying at home, average number of hours doing their assignments,
watching television in a day and average number of hours for recreation in a week.
The survey is limited only on the practice of Ninety (90) selected sophomore
students, ages 13 to 15 in Claret School of Quezon City and Philippine Science High
School and does not signify the behaviour neither the skills of the selected students.
Another limitation is that, the number of sampling and how the sampling is being
selected does not represent all adolescent in this city neither the country as a whole.
Statement of the problem:
This survey seeks to answer the main problem “What are number of hours spent for
studying among sophomores ages 13 to 15 years of age?” and the specific problems;
1.”Is there enough time for sleep to calculate from the 14 hours versus the students’
daily activity and school?” 2. “Is there a good time management between study,
relaxation and recreation?” to compare the two (2) selected schools, Claret School of
Quezon City and Philippine Science High School.
CHAPTER II RELATED LITERATURE
This chapter presents a review of related literature. It also presents the
conceptual framework, the hypothesis and definition of terms operational to the
survey.
The Main topic is the “Comparative study of hours spent for studying amongst
sophomores in CSQC and PSHS”, a case study from Study Hacks (2008) discussed on
“Why the number of hours you spend in studying means nothing”, it goes with such
an outrageous number of hours spent hitting the books, this student expected to breeze
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through the class. Then he took the first exam. He got a 70 — well below the average.
There are literally no more waking hours left in the day for this student to study.
Study two hours after lunch, every other day, and a good chunk of time on Sunday
morning. In other words, for improving his grade in this class is to study much, much
less. Study two hours after school, every other day, and a good chunk of time on
Sunday mornings.
A common myth plaguing students is that grades are a function of smarts and
hours spent studying. Since you can’t change your smarts, your only option to
increase your grade is to study more. This story is that unless he is taking the absolute
most difficult human physiology course ever taught in the history of mankind, his
experience completely invalidates the study hour quantity myth. In other words, if
devoting every possible waking hour to a single course doesn’t budge your grade,
there must be something else more important playing a major role in determining your
score.
This is why the student has to significantly reduce his work hours. Once this
slash and burn is complete, he can turn his attention to the real question at the core of
the studying process: what’s the most efficient way to transform the inputs, arriving in
the form of lectures, into outputs, leaving in the form of exam answers? (Study Hacks,
2008)
Another study in children 6-12 spent more time studying in 2003 than in 1997.
Two-thirds of children studied on a given day/week in 2003 and study time was up
about 23% overall. In 2003, 64% of 6-8 year olds studied on a given weekday,
compared with 53% in 1997. The average weekly time 6-8 year olds spent studying
was 2 hours and 36 minutes in 2003, compared with 2 hours in 1997, an increase of
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about 30%. Children 6-8 spent about 30 minutes per day studying in 2003, including
those who did not study. Among those who studied, children studied about 4 hours
per week, about 48 minutes per day.
In 2003 about 68% of 9-12 year olds studied on a given weekday, compared
with 62% in 1997. The average weekly time spent studying was 4 hours and 24
minutes in 2003, compared to 3 hours and 36 minutes in 1997, an increase of about
20%. Children 9-12 spent about 50 minutes per day studying in 2003, including those
who did not study. Among those who studied, the total weekly time spent studying
was about 6 hours and 20 minutes, or about 1 hour and 15 minutes a day.
The increased time children spent studying fits with the federal government's
focus over the period on improving children's academic test scores (No Child Left
Behind Act of 2001). An increase in study time that occurred for all demographic
groups, but that was stronger for younger than older children, is very consistent with
the increased math test scores for younger (4th graders) but not older children (8th
graders) that were documented in the National Assessment of Educational Progress
over the period.
Data come from time diaries filled out by a national sample of 1,448 children in 1997
and 1,343 children in 2003 (S. Hofferth, 2006).
Now let us correlate this to another study based on economics: Has leisure
increased over the last century? Standard measures of hours worked suggest that it
has. In this paper, they develop a comprehensive measure of non-leisure hours that
includes market work, home production, commuting and schooling for the last 105
years. They also present empirical and theoretical arguments for a definition of “per
capita” that encompasses the entire population. The new measures reveal a number of
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interesting 20th Century trends. First, 70 percent of the decline in hours worked has
been offset by an increase in hours spent in school. Second, contrary to conventional
wisdom, average hours spent in home production are actually slightly higher now than
they were in the early part of the 20th Century. Finally, leisure per capita is
approximately the same now as it was in 1900. (Ramey & Neville, 2006)
A guideline in basic study techniques was discussed in Texas A&M
University, Student Counselling Service where they found out that their university
students have been having trouble in managing their study habit. They have extreme
practices in spending hours for studying from loafing to overly studying most of the
time. (Texas A&M University, 2004). Trockel (2000) found out that the health
behaviours caused by the insufficient and irregular sleep and improper habits of a
student affects his or her grades as well.
Conceptual Framework
Hypothesis:
H1 Sophomores in CSQC spends more time in studying than PSHS.
H0 Sophomores in PSHS spends more time in studying than CSQC.
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Population2nd year students of
Quezon CitySample:o Claret School of Quezon
City (CSQC)o Philippine Science High
School (PSHS)
VariablesTime: Number of
Hours foro Studyingo Relaxationo RecreationPractice
H2 Sophomores in CSQC has enough time of rest than PSHS.
H02 Sophomores in PSHS has enough time of rest than PSHS.
Definition of terms:
1. adolescents - age groups 13 to 15 years old, sophomore students; chosen
population
2. experimental research - a study in which the researcher controls (manipulate)
the independent variable and it randomly assigns
subjects to different conditions
3. population - the entire set of individuals having some common
characteristics, sometimes it is called a “universe”
4. practice - the daily habit or custom of the chosen population
5. Quantitative research - an investigation of a phenomena that lend
themselves to precise measurement and quantification
6. Amusement Recreation - activities which do not necessarily require skills.
7. Recreation - an enriching activity often non-academic related that
empowers the adolescent the pleasure of recuperating from
a stressful environment.
8. Relaxation - a break from a long day’s work or an interval between
activities.
9. Time management – allotting of time per activity fitting it to the respondent’s
schedule.
10. Work-life balance –equal the time and effort done between the academic/
school related activities and relaxation and recreation
11. Smarts- high intelligence rate
10
CHAPTER III RESEARCH METHODS
Research Design:
Our group was not much on the details on what topic to choose from. Only a
few was really participating in the research. Having this dilemma, we agreed to go
through steps of what is commonly significant to each of us, time management
and work-life balance. There was much work load that a student that has to
undergo within Twenty-four (24) hours. We would like to know the practice of
children in our age group on their number of hours out of school. We would also
like to find out through mathematical calculation of how much rest or sleep do
they take in a day and if relaxation and recreation is still possible in their day to
day life. With this in mind, we ask ourselves these questions; [1] will there be
interventions? [2] What type of comparisons will be made? [3] When and how
many times will the data be collected? [4] In what setting will the study take
place?
We have to match all our answers and decided to go for Quantitative, non-
experimental study also knows as correlation research. Since everything is done
after the fact and it is observational in nature and no intervention has to be done
unlike an experimental research. We cannot even manipulate the number of hours
per activity per example has to answer us.
We agreed that our target participants should be of our own age group and
year level. The group has chose two schools, one (1) specialized schools-
Philippine Science High School and one (1) exclusive school- Claret School of
Quezon City. The sampling design was non-probability, convenience sampling
because it entails using the most convenient available people as participants. The
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problem with convenience sampling is that available subjects might be a typical of
the population; therefore, the price of convenience is the risk of bias. It might be
the weakest yet it is widely used in quantitative studies.
Our tool selection was done in a self administered questionnaire because it is
economical and less time consuming. Our samplings are students with very
limited time and the enumerators are us, we have to do this at school breaks and
after classes.
Sample:
Our chosen population are second year students from Claret School of Quezon
City and Philippine Science High School. They have similar school curriculum,
number of population in the second year level and same 10 hours per day school
hours.
Computation:
n = N 1 + N (e)2
n = 720 1 + 720 (10%)2
n = 720 8.2
n = 87.80
n = 90
Both population samples also have its differences. Philippine Science High
School has female students while Claret School of QC has only male students.
Though Philippine Science High School is a government operated school, it is
specialized on sciences and they are known to be of very high standards and some
of Claret’s best students transferred there. Claret School of QC on the other hand
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is one of the best schools known in Quezon City for its academic discipline and
specialized co-curriculums.
Instrument:
The objective in making this study is to compare the practice of sophomore
students from Claret School of Quezon City and Philippine Science High School
in managing their time by determining the number of hours spent in studying,
relaxation and recreation and the questions and corresponding choices are as
follows:
1. How much time do you spend for travelling from school to home? The
choices were; less than 30 minutes, an hour, more than 30 minutes but less
than an hour and more than 2 hours. – We would like to measure the time
of travel from to school to their residence to be multiplied by two (2). This
will contribute to the total number of hours spent in the students’ day to
day activities.
2. How much time do you spend time for studying at home? The choices
were; less than an hour, an hour, 2 hours and more than 2 hours. – We
would like to measure the time allotted to study at home. Yet, the
limitation was the time setting whether it was done in the evening or early
in the morning.
3. What was the average number of hours do you spend in doing your
assignments in a day? The choices were; less than an hour, an hour, 2
hours and more than 2 hours. – Having in mind that assignments and
projects are added responsibility of every student, we would like to
measure their practice in how much time is allotted for this activity. This
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responsibility takes the biggest chunk of time that time of relaxation is
compromised.
4. How much time do you spend in watching television at home in a day?
The choices were, less than an hour, an hour, 2 hours and more than 2
hours. – Watching television is the easiest and most accessible form of
relaxation. We would like to measure the length of time spent for
relaxation versus the number of school activity-related hours.
5. How much time do you spend in amusement or recreation in a week? The
choices were; less than 24 hours, less than 5 hours, 5 hours and more than
five hours but less than 24 hours in a week. – This quantifies the number
of non-academic hours spent in a week with the family members. This
may be a part of weekend spree with the family members or the
community or friends; it can be correlated as the adolescent’s recreation or
relaxation. It could also be their means of getting away or coping
mechanism for academic related duties as to overcome stress and burnout.
Data Collection:
Data collection was done through a questionnaire and a brief instruction to
guide the respondents in answering the questionnaire. The group was instructed, was
given a task of gathering data by 20 samplings each in Claret School and was trained
on how to guide the respondents in answering the questionnaire. Jiordan Gabriel
Simon was tasked to train an enumerator in Philippine Science High School to recruit
respondents and help out in data gathering. This was done in small accidents groups
during recess and lunch break at Claret School while questionnaires and guide
instructions were done after school through the kindness of former Claretian
14
classmate now in Philippine Science High School. The activity of gathering data was
done in a week.
CHAPTER IV DATA ORGANIZATION, PRESENTATION AND ANALYSIS
Question #1 How much time do you spend for travelling from school to home?
Time spent for travelling from school to home
Time spent CSQC PSHS Total FreqRelative
Frequency
Less than 30 minutes
44 34 78 43%
An hour 20 25 45 25%
30 minutes but less than an
hour21 14 35 20%
More than 2 hours
5 17 22 12%
Mean 22.5 22.5 45
15
Standard Deviation
16.09 8.96 23.93
Total 90 90 180 100%
Table # 1
Figure #1
The mean of CSQC is 22.5 and PSHS is 22.5 also. In total, they have a mean of 45.0.
The median of CSQC is 20.5 and PSHS is 19.5. In total, they have a median of 40.0.
It indicates that students from CSQC travels home for an hour or less while students
from PSHS also travels an hour or less. The Standard Deviation of CSQC is 16.09,
which means that the scores are dispersed, while PSHS is 8.96, which means that the
scores are close. In all, the Standard Deviation is 23.93 and it means that the scores
are dispersed. It also shows that 43% of students from Claret and Philippine Science
16
Time Spent for travelling from school to home
12%
Less than 30 mins. An hour 30 minutes but less than an hour More than 2 hours
High School lives near the school while 12% of the total number of respondents lives
far probably out of Quezon City.
Question #2 How much time do you spend for studying at home?
Table # 2
Time spent for studying at home
Number of hours
CSQC PSHSTotal
FrequencyRelative
Frequency
Less than an hour
35 15 50 28%
An hour 30 23 53 29%
2 hours 18 28 46 26%
More than 2 hours
7 24 31 17%
Mean 22.5 22.5 45
17
Time spent for studying at homeLess than an hour An hour 2 hours More than 2 hours
Standard Deviation
12.56 5.45 9.76
Total 90 90 180 100%
Figure # 2
The mean of CSQC is 22.5 and PSHS is 22.5 also. In total, they have a mean of 45.0.
The median of CSQC is 24 and PSHS is 25.5. In total, they have a median of 49.5. It
indicates that most students from CSQC studies at home for a less than an hour while
most students from PSHS studies for 2 hours. The Standard Deviation of CSQC is
12.56, which means that the scores are dispersed, while PSHS is 5.45, which means
that the scores are close. In all, the Standard Deviation is 9.76 and it means that the
scores are not dispersed or close. It also shows that 29% of the respondents say they
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allocate an hour for studying, 28% said less than an hour is enough for study hour,
while 43% says 2 or more hours of studying is needed.
Question # 3 What was the average number of hours do you spend in doing your assignments in a day?
Table # 3
Average number of hours spent for doing assignments in a day
Number of hours
CSQC PSHSTotal
FrequencyRelative
Frequency
Less than an hour
40 6 46 26%
An hour 32 26 58 32%
2 hours 10 35 45 25%
More than 2 hours
8 23 31 17%
Mean 22.5 22.5 45
19
Standard Deviation
15.95 12.12 11.05
Total 90 90 180 100%
Figure # 3
The mean of CSQC is 22.5 and PSHS is 22.5 also. In total, they have a mean of 45.0.
The median of CSQC is 18 and PSHS is 29. In total, they have a median of 38. It
indicates that most students from CSQC do their assignments for a less than an hour
while most students from PSHS do their assignments for 2 hours. The Standard
Deviation of CSQC is 15.95, which means that the scores are dispersed, while PSHS
is 12.12, which means that the scores are dispersed. In all, the Standard Deviation is
11.05 and it means that the scores are not dispersed or close. It also shows that 32%
20
and 26% respectively do their assignments in an hour or less while 25% and 17% says
for them to accomplish all assignments in a day and they spend more time.
Question # 4 How much time do you spend in watching television at home in a day?
Table # 4
Time spent in watching television at home in a day
Number of hours
CSQC PSHSTotal
FrequencyRelative
Frequency
Less than an hour
15 35 50 28%
An hour 17 23 40 22%
2 hours 21 13 34 19%
More than 2 hours
37 19 56 31%
Mean 22.5 22.5 45
21
Standard Deviation
9.983 9.29 9.87
Total 90 90 180 100%
Figure # 4
The
mean of CSQC is 22.5 and PSHS is 22.5 also. In total, they have a mean of 45.0. The
median of CSQC is 19 and PSHS is 18. In total, they have a median of 37.0. It
indicates that most students from CSQC watch the television longer than most
students from PSHS that watch the television for less than an hour. The Standard
Deviation of CSQC is 9.983, which means that the scores are not dispersed or close,
while PSHS is 9.29, which means that the scores are also not dispersed or close. In all,
the Standard Deviation is 9.87and it means that the scores are not dispersed or close.
22
It only shows that 28% and 22% says that they watch television for an hour or less as
a form of relaxation, while 31% and 19% of the respondents watch television for 2
hours and more for them to relax. It also shows that most of CSQC students are more
relax than PSHS students.
Question # 5 How much time do you spend in amusement or recreation in a week?
Table # 5
Time spent for amusement recreation in a week
Number of hours
CSQC PSHSTotal
FrequencyRelative
Frequency
Less than 2 hours
13 13 26 15%
Less than 5 hours but more
than 2 hours20 14 34 19%
5 hours 9 17 26 14%
More than 5 hours
48 46 94 52%
Mean 22.5 22.5 45
23
Standard Deviation
17.54 17.76 32.88
Total 90 90 180 100%
Figure # 5
The mean of CSQC is 22.5 and PSHS is 22.5 also. In total, they have a mean of 45.0.
The median of CSQC is 14.5 and PSHS is 15.5. In total, they have a median of 30.0.
It indicates that students from CSQC spend more than 5 hours for amusement
recreation while most of PSHS students also travel also spends more than 5 hours for
amusement recreation. The Standard Deviation of CSQC is 17.54, which means that
the scores are dispersed, while PSHS is 17.76, which means that the scores are
24
dispersed. In all, the Standard Deviation is 32.88 and it means that the scores are
much dispersed. It also shows that 52% and 14 % of the respondents says they spend
5 hours and more for recreation, while 19% and 15% says they barely have time for
recreation during school months. It also shows that most of the students have time for
relaxation.
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
Conclusions:
We found hypotheses “H1-Sophomores in CSQC spends more time in studying than
PSHS” rejected and “H0 Sophomores in PSHS spends more time in studying than
CSQC” supported as shown at Table 2, there are only N=7 from CSQC who answered
that they study more than two hours compared it to PSHS whose N=24. CSQC
respondents who answered that they “study less than an hour” N=35 is quite a number
than those with PSHS whose respondents are N=15.
25
While hypotheses “H2 -sophomores in CSQC has enough time of rest than PSHS” is
supported as shown at
Table 4 and “H02
Sophomores in PSHS has
enough time of rest than
CSQC” is found
rejected. In Table 4,
CSQC sophomores
takes time in watching
television for more
than two (2) hours the
respondents were N= 37 while PSHS sophomores respondents is N=19. While in
Table 5, it was asked how many hours do you spend for amusement or recreation in a
week both sophomore schools has almost the same number of respondents answering
“more than 5 hours”
Time spent for studying at home
Number of hours
CSQC PSHSTotal
FrequencyRelative
FrequencyLess than an hour
35 15 50 28%
An hour 30 23 53 29%
2 hours 18 28 46 26%
More than 2 hours
7 24 31 17%
Mean 22.5 22.5 45
Standard Deviation
12.56 5.45 9.76
Total 90 90 180 100%
26
From the start of our
research, our
main objective in
making this
study is to
compare the practice of sophomore students from Claret School of Quezon City and
Philippine Science High School in managing their time by determining the number of
hours spent in studying, relaxation and recreation. Our study show the unseen stress
Table 4 Time spent in watching television at home in a day
Number of hours
CSQC PSHSTotal
FrequencyRelative
FrequencyLess than an
hour15 35 50 28%
An hour 17 23 40 22%
2 hours 21 13 34 19%
More than 2 hours
37 19 56 31%
Mean 22.5 22.5 45
Standard Deviation
9.983 9.29 9.87
Total 90 90 180 100%
Table5 Time spent for amusement recreation in a week
Number of hours
CSQC PSHSTotal
FrequencyRelative
FrequencyLess than 2
hours13 13 26 15%
Less than 5 hours but
more than 2 hours
20 14 34 19%
5 hours 9 17 26 14%
More than 5 hours
48 46 94 52%
Mean 22.5 22.5 45
Standard Deviation
17.54 17.76 32.88
Total 90 90 180 100%
27
on teens’ daily routine through calculating the number of activity hours versus the
number of hours left in the day for sleeping and spent in school. Our research hinged
with the idea that either the studies of the student or the students’ relaxation or any
form of recreational activity would be compromised.
Results show that sophomores from CSQC and PSHS have different practices
in the number of hours spent for studying, relaxation and recreational activities. The
comparison of the two schools can be classified as diverse.
Our research found-out that most of the students from the two schools lived
near with a less than 30 minutes travel time. However, the sophomores coming from
PSHS spends more time in studying rather than students from CSQC. It is also
evident that most of the students from PSHS allots more time for their assignments
than CSQC students. It is already safe to say that sophomores from PSHS prioritize
and gives more of his or her time for studies. However, our survey presents that most
of the students from CSQC are more relaxed than the students of PSHS and less
deprived of amusement recreational. It is also safe to say that students from both
schools are very diverse and doesn’t have a well-balanced play and study growth,
which could be caused of different factors.
Recommendations:
Well-developed student time management skills are a foundation of good
study habits. A student needs to develop effective time management skills because
their lives are full of mountains of home works at one end, and many games and
activities on the other. So a student needs to know how to manage things better, while
also having good grades. Know here are few tips for time management for students.
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1. Try using a scheduler/calendar. Prepare a list mentioning all your daily
activities and prioritize the items in the list. It’s not that a student life should
always be in a tough schedule and the list should only include boring studies
and rules. The student phase is also a time to rejoice life. So it also includes
time for fun activities. A student must know how to set priorities. They must
understand what things need to be done first.
2. They should also understand that multi-tasking might not be the easier
solution to solve a problem; rather a task should only be accomplished one
after one.
Time management for students is a great way to set realistic goals. He or she may like
to dance or play football match. But the student must understand at the same time that
he or she needs to get good score in their school subjects, especially if they have
already have poor grades. Moreover, they need to organize time to do the projects on
time, or else they may have a higher chance to make a mess with these projects.
So before spending excessive time with friends, or in different non-school
activities, they must have to be honest with themselves to set a realistic goal and do
the first things first. In this way, they can also take the fun of life fully and on time.
The life of a student attracts many distractions, which may affect personal life, social
life, and academic life and that is why time management for students is so important.
If a student becomes unable to deal with them in a proper way, he or she may not be
enough successes in the adult life. So it is important to them to stay focus and
organized. When a student sets a priority list, it means that he must do his best to stick
to it. However, a student should also work out to meet unexpected changes in life and
learn how to deal with the unexpected changes, so that he can better optimize his time
management skills.
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1. Burnout Syndrome in Adolescents
Burnout is a chronic condition that happens when your body or mind can
no longer cope with overwhelmingly high demands. You are trap in a state
of emotional exhaustion, and it is hard to get out of that state. You stop
caring about what you do, even though you may feel guilty about that fact.
Even if you still continue working, it seems to be hard to make progress.
You hardly accomplish anything significant, just go through the motions.
There are many different situations that could lead to burning out.
Common burnout causes include:
An overwhelming workload. Could be due to insufficient time
management skills, especially lack of planning, prioritizing, or delegation
skills
Hard work with no clear goals. You work hard and hard, but no matter
how long you keep at it, you cannot see any progress. But how could you
see that you have got closer if you don’t know your destination?
Powerlessness to change something important to you something that you
are very much emotionally attached too, but that is at the same time
beyond your control.
Forcing you to make the impossible happen. For example, solving
problems without having the necessary resources.
A conflict between your personal values and the values of the environment
you’re working with. You don’t believe in or disagree with what you are
doing, but you feel the circumstances force you to keep on doing it
anyway.
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Hitting the invisible ceiling. No matter how good or competent you
become, there is hardly any chance of recognition or promotional
opportunities.
Considering the benefit of the doubt that there are other underlying factors
why these students experience a burn-out syndrome, we also need to address these
factors so that these students will learn a more holistic and well-balanced manner. We
also recommend the following to the academe:
1. There should be a limit on the number of homework and a limit on the
number of quiz on a given day. Considering that the student is practicing
time management, Barkin (1988) argued that an average student should
and limit 2 hours on one subject at any one time only because after 2
hours, their ability to concentrate will decrease as well as the effectiveness
of their studying. Most of the time students allot more time in making their
assignments as shown in our research (see Table#2 and Table#3).
a. Students often learn most effectively when they have the
opportunity to interact with other students. Kennett et.al. (1996)
reported that test performance improved for students who worked
cooperatively with others. Interaction among students typically
leads to group problem solving. When students are unable to meet
together, appropriate interactive technology such as E-mail should
be provided to encourage small group and individual
communication. Assignments in which students work together and
then report back or present to the class as a whole, encourage
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student-to-student interaction so it is quite obvious to ensure clear
directions and realistic goals for group assignments (Burge, 1993).
2. Instructors must face and overcome a number of challenges before
learning takes place including: becoming and staying responsible for
themselves; owning their strengths, desires, skills, and needs; maintaining
and increasing self-esteem; relating to others; clarifying what is learned;
redefining what legitimate knowledge is; and dealing with content
(Brundage et.al., 1993). We see that the teachers or the mentors
themselves should have a clear stance and sufficient skills to teach their
subject of interest. We also see that in their teaching they should also show
confidence and clarity in their lectures.
a. High motivation is required to complete distant courses because the
day-to-day contact with teachers and other students is typically
lacking. Instructors can help motivate learners by providing
consistent and timely feedback, encouraging discussion among
students, being well prepared for class, and by encouraging and
reinforcing effective student study habits. Motivational factors
have also an effect onstudents‘ levels of achievement (Eppler and
Harju, 1997).
b. Students need to recognize their strengths and limitations. They
also need to understand their learning goals and objectives. The
instructor can help learners to explore their strengths/limitations
and their learning goals/objectives by assuming a facilitative role in
the learning process. Providing opportunities for students to share
their personal learning goals and objectives for a course helps to
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make learning more meaningful and increases motivation.
Achieving students were found often likely to seek help if they
needed it and to do so in an effective and efficient way (Ryan and
Hicks, 1997). In this manner, the students will have a goal and
objectives in life and will see what field he or she should further
develop and invest on with the guidance of the teacher. If these
students know their strengths and weaknesses, they themselves will
seek the opportunities that they think that would enrich themselves.
3. For the academe’s supporting staff like the Guidance Counselor , Class
Adviser and PTA Coordinator to look into a skills building on
communication therapy for students and parents. This will make a
therapeutic interaction between parents and their children. Knowing that
transcending messages through both sectors are difficult and usually result
into misunderstandings and gap.
The home is where learning started thus we also recommend the following:
1. That every parent should monitor and evaluate their children’s
development, not to mention a work-life balance and time management.
Enough sleep and rest will give the brain time to recoil.
2. A good communication skill should be practiced at home. This is to ensure
that there is a parent –child quality talk; a simple story telling on the
child’s day would lessen stress and therefore a burnout can easily be
coped.
3. A well balanced diet and good nutrition will help the teens to think well
and learn more.
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4. A weekend relaxation activity with the adolescent will help to relieve the
tiresome week long.
5. Positive reinforcements like award giving or just a simple “very good”
from the parent gives a boost of motivation to the teen’s morale.
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Bibliography:
1. Goldstein, A. & Findling, R. (1986, August 1). The child and
adolescent psychiatric assessment:Duke development program. Duke
University.
2. Silva, R., Gallagher, R. & Minami, H. (2006). Cognitive-behavioural
treatments for anxiety disorders in children and adolescents. Primary
Psychiatry.
3. Stang, J., & Story, M. (2009, January 3). Adolescent growth and
development. Paediatric Magazine.
4. Ramey, V. & Francis, N. (2006, May). A century of work and leisure.
National Bureau of Economic Research. University of California, San
Diego.
5. Texas A&M University. (2004) Student counselling service. Retrieved
December 2, 2009, from
http://www.scs.tamu.edu/selfhelp/elibrary/basic_study_techniques.asp
6. Hofferth, S. (2006, August) Changes in study time of children 6-12,
1997 to 2003. Department of Family Studies, University of Maryland.
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New York: Lothrop, Lee & Shepard Books.
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