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Final 1
Final 1
Final 1
Introduction
This chapter presented the background of the study that led to
researchers in doing this study, the problems they answered at the end
of the paper, the hypotheses the researchers had tested, its scopes
and limitations and significance.
A. Background of the Study
Such theories in learning can often contrast with each other
depending on the type of learning they describe. Moreover, students
typically spend a great time studying these different theories. Some of
them have fallen out of favor or enough evidence, while others remain
widely accepted. All are contributed, tested and even proven so as to
tremendously understand how a person learns.
How and what do people learn? People learn from things that
happen around them such as experiences. We can say that an
individual learns because they acquire appropriate responses such as
simple
responses,
perceptual
and
emotional
responses.
We
demands,
limited
resources,
limited
control,
or
takes for a person to learn a skill through a study reduces. Studies also
said that stress will only facilitate learning and memory processes
when the stress experienced in the context and around the time of the
event that needs to be remembered or experienced. In the field of
psychology, some forms of stress are useful in making a person alert
and attentive. Alertness and attentiveness are necessary conditions in
learning. Mild to moderate stress prepares a person to handle a major
learning hurdle, such as an exam, heightens his attention level, and
makes him learn faster. When a person is faced with uncertainty,
change or challenge, the body responds to stress with hormonal
reactions.
It revives, energizes, and produces adrenalin to pump the body into
action. With this motivation can be carried to long-term improvement in
learning and performance. Continued exposure to manageable stress
also leads to a persons resilience until such extent that learning under
pressure becomes a normal thing. While it is not correct to say that
learning and stress must be the standard in acquiring knowledge, there
are situations when learning under stress is inevitable.
The researches wanted to determine through this study if people
learn when they are confronted by pressure or when at ease. The
researchers wanted to determine if there is a significant relationship
between the time used in pressure and ease and the scores in the
exam taken by the subject.
B. Statement of the Problem
This research aims to determine whether people learn when they
are pressured or would they prefer being at ease. The following
questions will help determine the outcome of this study.
a. What is the demographic profile of the subjects
according to:
3
i.
age;
ii.
gender; and
CHAPTER II
Review of Related Literature
This chapter presented the related literature and studies gathered
from different articles, journals and websites. The following were
important and had a relation to the present study.
A. Foreign Studies
Otten (2009) conducted a research that tests the hypotheses that
an athlete's tendency to choke versus a good performance depends on
his/her personality, situational influences, and knowledge when
pressured. He used a structural equation model to conclude the
performance of an athlete or a common individual when he/she is
under pressure. The participants were chosen by their personal
preferences having an average of 6.95 years of experience in playing
basketball, average age of 20.13 and 32% of them claimed having
played as a varsity. In the first set of experiment, participants tend to
shoot 15 basketball shots wherein everything in the environment is at
ease. In the second set, the researcher put pressure which resulted in
a better performance that the other one. This study shows that there is
a significant difference between the performances under pressure than
the usual one which is at ease. It also suggests that greater anxiety an
individual will feel he/she can be more focus on the task.
that people who are excited tend to have longer and more speeches
than those who are calm. It shows that people started thinking on how
to deal with pressure caused by anxiety and stress. Additional to this,
Butavicius, Lee and Vast's (n.d.) study of "Face Matching Under Time
Pressure and Task Worsened" shows that the participants adopted and
can familiarize themselves on the demand of each specific condition
like time pressure and additional task to do and it also suggest that
learning was showed. Contradicting these, two studies were done
which gave opposing ideas on the above researches. Grohol (2013)
and Leonardo Leonidas (2012), a local researcher, listed stress as one
of the biggest hindrance in learning. They emphasized that prolonged
stress, especially when severe can lead to depression and even
helplessness and not learning. People learn when they feel at ease
and no emotional factors like stress and anxietyis within them, will
make theme be more focus on the task to do.
On the other hand, Bernsen, Seggers and Tillema (2009) created a
study that was conducted about learning under pressure which resulted
in finding association in learning under pressure and workload and it
can be subjected to further studies. Another foreign study was
conducted to compare the chance of an athlete to choke or had a good
performance when under pressure, (Otten, 2009). The participants who
were chosen by their preferences were asked to play basketball and
shoot 15 balls. In the first set, they did the task with no pressure. In the
second set, the researchers put pressure which resulted to a better
performance of the players. The researchers suggested also that the
greater anxiety he/she feels leads to greater attention in the task.
Sometimes, learning under pressure does not always mean that a
learner experiences pressure related discomforts such as anxiety or
stress. There are some instances that parents and peers can bring
pressure to learners. Aktar & Aziz (2011) study about Parent-Peer
Pressure which resulted that parent pressure mainly affect the female
students' academic achievement than the male students who were
11
D. Conceptual Framework
12
The
researchers
determined
the
subjects
precision
15
CHAPTER III
Methodology
This
chapter
presented
the
procedures,
research
design,
Figure 1:
Faade
of St.
John
of
Beverley
18
19
reading
comprehension,
problem-solving,
language
anxiety feeling to subjects. The subjects were also told that their
performance will be videotaped and be presented to their parents.
When they were able to finish the specific task, a written exam was
given immediately to test what they learn. The time they finished the
task and leave able to leave the room together with their scores were
all recorded.
For the Ease experiment, students were still locked inside a room,
but the difference was they don't need to find any instrument that would
serve as light because the lights were not turned off. They also needed
to finish the challenges inside but this time with. Longer time was given
and no scary sounds and videotaping ideas were put so they could feel
comfortable and at ease. After they completed each challenge, a test
was also given immediately to measure what they learn. The time and
scores of the students were also recorded.
F. Statistical Analysis
All the significant data that were collected were statistically treated
by the researchers using the Pearson Product-Moment Coefficient of
Correlation which measures the strength and direction of a linear
equation between two variables. It was pioneered by a British
Statistician named Karl Pearson. This is used when the data is in
interval or ratio scale of measurement. The formula for this is:
22
x2
n
n
n xy( x)( y)
r=
When:
x = observed data for independent variable
y = observed data for dependent variable
N = number of samples observed
x
t=r
n2
1r 2
When:
r = value of Pearson r - Correlation Coefficient obtained
n = the number of samples used in the study
23
The another statistical test used by the researchers was the T-test
Comparing 2 Sample means which was used in finding out if the
scores in written exams of students in pressure experiment was
significantly higher than the scores in written exams of the students in
ease experiment. The formula for this is:
t=
( x1 x2 ) ( n)
2
1
+ s 22
When:
x 1 = mean of the observed data in the first group
x 2 = mean of the observed data in the second group
n
s2
24
6 . 08
s1
1. 275
x 2
5 .12
In the next table below showed the summation of the needed data
for computing Pearson R Correlation Coefficient from the time used
in completing the challenges by the students and their scores in written
exam in the Pressure Experiment, together with the obtained value of r.
Table 2: Values obtained from the data that was used for
Pearson R - Correlation Coefficient
x
y
2
x
261. 28
304
1405 . 4122
1928
y
xy
1554 . 88
r=0 . 60
25
There were 100 students in all from Grades 4, 5 and 6 of St. John
of Beverley and Caloocan Bethel Christian School that served as
subjects of the researchers for this study. Their performance were
measured with a use of written exams that tested their learning under
pressure and ease experiments. The researchers recorded the scores
of the students from the two different experiments as shown below in
r
0. 60
Table 4.
n
50
t=5. 20
EASE
6
6
6
4
8
6
6
4
6
8
6
8
8
8
8
8
6
6
4
6
6
8
4
6
6
6
4
6
4
4
4
4
6
6
4
6
4
4
6
4
4
6
6
6
6
6
6
4
6
4
6
6
4
4
6
4
4
6
4
4
4
8
6
6
6
4
8
6
4
6
4
6
4
4
6
26
In the table below, the researchers listed in pairs the time used by
the students in finishing the challenge and their corresponding scores
in the written exams.
Table 5: Time (in minutes) Used in Performing the Challenge
and the Scores in the Written Exam of Students Under
Pressure.
Time (in
minutes)
4.85
4.55
6.48
6.58
5.50
5.23
6.32
6.54
5.30
5.22
4.06
2.25
5.26
5.14
5.40
5.01
5.30
4.43
5.20
6.15
4.30
6.30
5.50
5.49
6.43
Scores
Time (in
Scores
8
8
8
6
6
6
6
6
4
6
4
6
6
6
6
6
4
8
6
6
8
8
6
4
4
minutes)
5.04
4.44
4.40
5.18
4.39
4.55
5.05
6.33
5.42
4.31
4.43
6.42
6.42
5.23
5.13
5.58
6.03
5.08
4.52
5.00
6.45
4.07
4.48
5.19
5.35
6
6
6
4
8
6
6
4
6
8
6
8
8
8
8
8
6
6
4
6
6
8
4
6
6
27
28
the room led the students to be more focused on what they were doing
so they could escape immediately in the room. Supporting these ideas,
study conducted by Otten who used basketball players as his subjects
led to a result that players tend to perform better when said that they
were videotaped while shooting. He also concluded that the more a
person feel anxiety which is a pressure related discomfort, the more
task he/she could accomplished and more attention in doing the task.
The next obtained value, r = -0.60 proved that there was a
relationship, yet negative moderate relationship between the time used
in completing the challenge and the students' scores in the written
exam in Pressure Experiment. Testing the significance of the
correlation coefficient obtained, another value, t = I-5.20I was greater
than the critical value of 1.645 that also led the researcher to reject the
null hypothesis which means that the obtained value of r was
significant, yet negative moderate relationship. There was a significant
inverse relationship between the time accumulated and the students'
scores in written exam which means the students reached the
maximum time in completing the challenge, their scores got low and
vice versa.
C. Conclusion
From the statistical findings and results obtained by the
researchers, it was concluded that the scores in the written exam of the
students under pressure experiment was significantly higher than the
scores in the written exam of the students under the ease experiment
which showed that students under pressure experiment learn more and
perform better compared to other group. The researchers derived that
putting pressure could help the students to perform well compared to
the ease experiment. The subjects in pressure experiment exerted
more attention in answering and completing the task because they had
the will to escape and leave the room. The researchers also observed
that the subjects wanted more to experience the challenge with
30
31
CHAPTER V
Recommendation
This chapter presented the recommendations that the researchers
suggested for the improvement of this study and also the people who
can benefit from this.
In view of the conclusions the researchers offer the following
recommendations.
The study aims to determine if pressure can affect the learning of
the students in grades 4 to 6. The future researchers should make it a
point that they select their subjects in the particular level. Knowing that
they are median class of the students from elementary to high school,
the researchers conclude that they are in the shape in learning and at
the same time, their knowledge are just like an average and not
exceeding for the challenged used.
The teachers and mentors of the students in this level may inflict
sufficient/enough pressure that is applicable for the said level. Adding
more pressure may result to change in the outcome/output of the
students. Pressure boosts the performance of the students. Students
who tend to choke while being pressured has an outcome that is
undesirable.
The school administration can read and imply this research, it may
help them to understand how children learn and they can determine
different pressures that help and affect students learning. They can
implement different teaching skills to their school that help students in
learning.
32
This study also recommended to the parents, they can read this
study in order for them to help their children learn, adjust and cope up
in different pressure that serves as hindrance in their childs learning.
By helping their children, learning process is much easier to children.
On the other hand, students who are at ease tend to be relaxed
while answering challenges. Some of the students who are at ease are
still able to answer the challenges correctly. The results are also
relative to the individual personality of the students.
33
APPENDIX A
Letter of Permission
APPENDIX B
34
y
8
8
8
6
6
6
6
6
4
6
4
6
6
6
6
6
4
8
6
6
8
8
6
4
4
6
6
6
4
8
6
6
4
6
8
6
8
x2
38.8
36.4
51.84
39.48
33.00
31.38
37.92
39.24
21.20
31.32
16.24
13.50
31.56
30.84
32.40
30.06
21.20
35.44
31.20
36.90
34.40
20.40
33.00
21.96
25.72
30.24
26.64
26.40
20.72
35.12
27.30
30.30
25.32
32.52
34.48
26.58
51.36
y2
23.5225
20.7025
46.7856
43.2964
30.2500
27.3529
39.9424
42.7716
28.0900
27.2484
16.4836
5.0625
27.6676
26.4196
29.1600
25.1001
28.0900
19.6249
27.0400
37.8225
18.4900
39.6900
30.2500
30.1401
41.3449
25.4016
19.7136
19.3600
26.8324
19.2721
20.7025
25.5025
40.0689
29.3764
18.5761
19.6249
41.2164
xy
64
64
64
36
36
36
36
36
16
36
16
36
36
36
36
36
16
64
36
36
64
64
36
16
16
36
36
36
16
64
36
36
16
36
64
36
64
35
6.42
8
5.23
8
5.13
8
5.58
8
6.03
6
5.08
6
4.52
4
5.00
6
6.45
6
4.07
8
4.48
4
5.19
6
5.35
6
x=261 . 28 y =304
38.52
31.32
30.78
44.64
36.18
30.48
18.08
30.00
38.70
32.56
17.92
31.14
32.10
x 2=1405 . 4122
41.2164
27.3529
26.3169
31.1364
36.3609
25.8064
20.4304
25.0000
41.6025
16.5649
20.0704
26.9361
28.6225
y 2=1928
64
64
64
64
36
36
16
36
36
64
16
36
36
xy=1554 . 80
x2
n
n
n xy( x)( y)
r=
r=
50(1554.80)(261.28)(304 )
r=
7774079429.12
( 70270.6168267.2384 ) ( 9640092416 )
r=
1689.12
( 2003.3716 ) ( 3984 )
r=
1689.12
7981432.454
r=
1689.12
2825.142909
36
r=0.597888338
r 0. 60
EASE
6
6
6
4
8
6
6
4
6
8
6
8
8
8
8
8
6
6
4
6
6
8
4
6
6
6
4
6
4
4
4
4
6
6
4
6
4
4
6
4
4
6
6
6
6
6
6
4
6
4
x 2=5 .12
s 2=1 .15
6
6
4
4
6
4
4
6
4
4
4
8
6
6
6
4
8
6
4
6
4
6
4
4
6
( x1 x2 ) ( n)
+ s 22
( 6.085.12 ) ( 50)
1
(1.275)2 +(1.15)2
37
1.625625+(1.3225)
( 0.96 ) (7.071067812)
t=
t=
6.788225099
2.948125
t=
6.788225099
1.717010483
t=3.953514067
t 3.95
0.60
50
n2
1r 2
t=0.60
502
1(0.60)2
t=0.60
48
10.36
t=0.60
48
0.64
t=0.60
48
10.36
t=0.60 75
38
t=0.60 ( 8.660254038 )
t=5.196152423
t 5.20
APPENDIX C
A. Reading Comprehension (Paper Wings)
It was a warm June evening in the Catskill Mountains. The birds were
welcoming the twilight with their bubbling songs, and the sky was
growing dimmer with each passing moment. It was the perfect night for
life to begin. It was the perfect night for something magical to happen.
On a crooked twig, high in the canopy of a grand old sugar maple,
hundreds of tiny, newborn caterpillars squirmed and squished from their
sticky eggs and scrambled wet, blind, and scared into their new,
uncertain world.
It is times like these for which the woodland birds wait. Robin and Blue
Jay noticed a great white feast moving along the crooked twig. It was
feeding time! But amidst the wind of frantic wings, the snapping of
furious beaks, and the cries of many hungry baby birds, one caterpillar
kept inching his way on the twig.
39
Caterpillar could feel the feathered hunters upon him . . . next to him,
behind him, and above him. He could feel them coming and going in
great numbers. He couldnt see what was happening; his eyes were
much too weak. He only knew to keep inching. He knew not to stop.
As he inched and inched, Caterpillar noticed he was no longer on the
surface of the twig. He had made it to a leaf! He inched his way to the
leafs underside, where no bird would see his juicy body. He was very
tired. After all, it was his first day. Hed already had to inch for his life.
Caterpillar fell into a great slumber. He dreamt of floating through the
air on pretty, delicate wings above the sunflowers and dandelions.
When Caterpillar awoke, his world was entirely different. Brilliant light
filled his six sensitive eyes. For the first time, he realized he was
hungry. He began to chew on the leaf that he was on. When he was
done, he chewed on more and more leaves. He chewed on leaves all
through the day and all through the night. For many days and nights, all
caterpillar did was chew on leaves.
Even when it rained, Caterpillar kept chewing. He grew bigger and
bigger.In a few weeks, he no longer had to hide from the woodland
birds. His body grew bristles, which helped him to blend in with the
surrounding branches. It was a happy life of chewing for Caterpillar.
Although chewing on leaves was very satisfying for Caterpillar, he
began to feel funny. He didnt know how, or even what felt different, but
he just felt too big. His whole body began to ache. To his surprise, at
the height of his pain, his skin split in half and peeled right off. In fact, it
sat in a crumpled ball next to him. What a relief! Since he was still very
hungry, Caterpillar gobbled up his old skin and the rest of the leaf it
was on too.
B. Puzzle
40
C. Problem - Solving
Color Sequence (Boo)
41
Rebus
Puzzle (Idiom)
1. Barya Lang Po Sa Umaga
3. Ilaw ng Tahanan
42
4. Tengang Kawali
D. Questions
Question 1:
Which is the following is NOT true on paragraph 1
a. It was the morning
b. It was warm outside
c. Birds were singing
d. It was June
Question 2:
What did the Caterpillar do when his skin peeled off?
a.
b.
c.
d.
He ate it
He took it with him to the next leaf
He stared at it
He kicked it off the branch
APPENDIX D
43
PICTURES (DOCUMENTATION)
Pressure Experiment
Ease Experiment
44
45
BIBLIOGRAPHIES
Aktar, Z. &. (2011, June). The Effect of Peer and PArent Pressure on
the Academic Achievement of University Students. Retrieved
August
13,
2014,
from
languageinindia.com:
http://www.languageinindia.com/june2011/zarinaparentpressuref
inal.pdf
Aldanese, V. (. (2010, February 1). Peer Pressure Its Influence Teens
And Decision Making. Retrieved August 24, 2014, from Philstar:
http://www.philstar.com/cebu-lifestyle/545385/peer-pressure-itsinfluence-teens-and-decision-making
Anonymous. (2013). What are the obstacles for learning? Practical tips
to learn better. Retrieved August 21, 2014, from careerindia:
http://www.careerinida.com/value-read/obstacles-to-learningand-the-ways-to-overcome-them-007726.html
Beilock, S. D. (2007). From Poor Performance to sucess under stress:
Working memory, strategy selection and mathematical ProblemSolving under Pressure. Retrieved August 13, 2014, from
Beilock%26DeCAro_2007.pdf:
https://hpl.uchicago.edu/sites/hpl.uchicago.edu/files/uploads/Beil
ock%26DeCaro_2007.pdf
Butavicius, M. L. (n.d.). Face Matching Under Time Pressure and Task
Demands. Retrieved August 13, 2014, from socsci.uci.edu:
http://www.socsci.uci.edu/~mdlee/vastface2.pdf
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