CHAPTER I

THE PROBLEM AND ITS

BACKGROUND

47
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Intensive comes from the Latin for “high strung,” plus –ive, meaning “having the

qualities of.” Such that it involves concentrating a lot of effort on one particular task in

order to achieve a great deal in a short period of time.

On the other hand, Learning is a continuous process that begins at birth and

continues until death. It is the process of gaining knowledge through studying. It involves

the whole personality of the person- senses, feelings, intuition, beliefs, values and will. A

lot of learning occurs randomly throughout life, it can be from failures, new experiences

and perceptions. It also includes studying in a short time, also known as intensive

learning which is the focus of this research paper.

According to Macmillan Dictionary, intensive learning is the concentration of

learning into a short period of time. It is defined as to force something into a space that is

too small or to study quickly for an exam that is very soon, more popularly known as

cramming. Cramming is defined as the act of studying for an exam by memorizing facts

at the last minute. Thus, by definition cramming is learning something in a short retention

interval because you study the necessary information quite close to the memory recall

test (Christian Arenas, 2014).

It is known that this kind of approach uses rote-memorization, likewise known as

“chunking of factual knowledge” which is the inability to understand a context from a

much deeper perspective, learning just to achieve a minimal pass in an examination, and

47
also, when students are driven by their extrinsic motivation to achieve passing grades

and obtain certain qualifications (Ramsden, 1998).

Students who are most likely to cram out of choice are the ones who are adept

and often times passes their examination (Effects of Cramming for Examinations

Education Essay, 2013). Wherein its aim is to only attain extrinsic rewards such as

achieving good grades and qualifications. Some of the students said that they were able

to recall materials better when it’s learnt hours before the examination. However

according to a research in a newsletter, Monitor on Psychology (2001) of American

Psychological Association, adolescents are at high risk for poor school performance and

other effects.

While some students believe that studying the night before the test would help

them as the lessons they reviewed would still be fresh in their minds, studies have

shown that “most of the knowledge that students look at the night before the test is gone

by the start of the test due to anxiety that they will not perform to the best of their ability”

(Voges, n.d.).

According to Terry Doyle and Todd Zakrajsek (2013) in their book entitled “The

New Science of Learning: How to Learn in Harmony with Your Brain”, most of the

information that a person cram the night before, 75% of the information will be lose within

a week after the exam (Doyle & Zakrajsek, 2013). Intensive Learning or much better

known as Cramming is considered to be a short term fix for studying thus the said

material is not memorized (Voges, n.d.). Sometimes, once people realized that they do

not know that material that is the time for them to begin panicking. This feeling is called

47
as anxiety, the most common outcome or result of both procrastinating and cramming

(Voges, n.d.).

One study says that cramming is not a long-term learning strategy. As concluded

by UC-San Diego, hurried memorization is a hopeless approach for retaining information

therefore, intensive learning is not the best way to study.

This study will benefit the people especially, the students who used to learn,

intensively. Researchers aim to know whether this kind of method is actually, an

advantage or not in their academic performance as well as to provide the effectiveness

of intensive learning to ABM Grade 11-AM Senior High School in SSCR. Hence, this

would determine whether this kind of studying habits is beneficial for students. This could

advance new knowledge by how the students (respondents) will respond to the

questions given unto them. Their response to the survey will conclude the effects of

cramming towards the intellectuality of individuals.

DEFINITION OF TERMS

Rote-memorization – it is a memorization technique that is based on repetition.

Studying – an act of devoting attention and time in order to acquire and gain

knowledge of an academic subject.

Interval – it is defined as a pause or a break in an activity.

47
 Examination – a formal test for the person’s proficiency and knowledge towards

a particular subject.

Academic Performance – is the extent to which a student has achieved their

short or long-term educational goals.

Anxiety – a general term that causes fear, apprehension and worrying.

Strategy – a plan of action designed to achieve an overall aim.

Memorization – to learn so well that you are able to remember it perfectly.

Effectiveness – the degree to which something is successful in producing a

desired result; success.

Procrastination – the action of delaying or postponing something.

SCOPE AND LIMITATIONS

The coverage of this study focuses on the effectiveness of intensive learning to

the academic performance of the students. It will also be discussing the positive and

negative effects towards the students.

The sample population of this study is limited to the senior high students of 11-

ABMAM of San Sebastian College-Recoletos Manila; thus, the ability to generalize the

whole population of SSC-R is restricted. These students were used as a sample in

conducting the survey as well as they were given the same questionnaires to answer.

47
 This study aims to search for ways on how to avoid the negative effects of

intensive learning or cramming to the student’s academic performance while

maintaining their intellectual abilities.

Here is the list of obstacles met by the researchers that could affect their data

during the research process.

1. Reluctance of the respondents to answer the given questionnaires.

2. The respondents may not be able to reflect their true opinions while answering

the questionnaires.

By the end of this thesis, it will be able present ideas on how one’s habit of

cramming or intensive learning could be reduced.

STATEMENT OF THE PROBLEM

This research study seeks to find the answers to the given questions:

1. What is the socio-demographic profile of the respondents based on the

following:

a. Age

b. Gender

2. What are the factors that affect the method of intensive learning or

cramming to the students?

a. Do the students usually cram for an examination?

47
 b. Due to the limited time, does it stimulates the students' mind thus

making them think more creatively?

c. Are they more focused when they study in a short span of time?

d. Do their minds easily absorb the lesson in short span of time?

e. Do they panic and feel anxious about the exam?

f. Don't they know which to prioritize or where to start in doing

projects/requirements/homework?

g. Do their minds went blank minutes before the exam?

h. Did they finish the task like projects without designs or effort?

3. What is the effectivity level of intensive learning to the academic

performance of the students?

4. How to avoid the negative effects of intensive learning or cramming to the

student’s academic performance?

47
 CHAPTER II

REVIEW OF RELATED
LITERATURE

47
 CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter tackles the reviewed literature that may help in supporting

recommendations of the study to a better understanding.

Cramming. Cramming or 'massed practice' is defined as a quick and intensive

study of subject contents for the sole purpose of passing the examinations (UK Essays,

2015). Likewise, Courtney Runn (2014) pointed out that cramming is a study technique

that has been used for decades. It is a way for students to study for quizzes and even

for major exams.

Effectiveness of Cramming. A study was conducted to examine the

effectiveness of cramming by using one hundred sixty-six (166) participants who

attended a small, private university located in Washington. Students who are engaged

in this study strategy are mostly juniors and seniors which suggested that students who

cram more often tend to attend college longer. For which a GPA of 3.2 by an average

crammer was found to perform equally or better than other students who use other

studying strategies. Cramming was most commonly used in writing intensive courses

and when a course required a broad range of coursework to be completed outside of

class (Vacha & McBride, 1993).

Despite the fact that there has been multiple definitions developed for

“cramming”, a few have described its gradation. Such question will arise: “More

specifically, if a student primarily uses the cramming method to study, is it considered to

47
be a successful study strategy if the student’s course grades are high, but their

processing and comprehension of course concepts are low?” (Haberman, 2011).

Cons of Cramming. On the other hand, Courtney Runn (2014) stated that even

though students were able to grasp knowledge and pass the exams, still it has

undesirable effects to them most especially that it harms the students' retention of

knowledge and grades. Moreover, anxiety, confusion of facts, reading fatigue and

inability to connect new facts to prior learning are also seen as bad effects.

Also, students who tend to procrastinate by habits are likely to delay a number of

tests preparation and thus, indulge in valueless cramming (UK Essays, 2015).

With this it could be understood that intensive learning or cramming is a most

commonly used method and strategy in studying for the exam. Whereas it sometimes

becomes their habit that could either result to a positive outcome or a negative

outcome. Whereas it could be considered as an effective strategy in studying the

lessons but could result to undesirable effects. In conclusion, this strategy is

continuously being used for the sole purpose of passing the examination through

memorization but results to negative effects such as low comprehension and processing

of subject contents, anxiety, and confusion of facts.

47
CHAPTER III

METHODOLOGY

47
 CHAPTER III
METHODOLOGY

In this chapter, the researchers will be discussing the method used in the

gathering and interpreting of data as well as who are their chosen respondents

and survey questionnaire.

METHOD USED

The researchers used the quantitative method of gathering and

interpreting data which is the rating scale in the survey questionnaire that they

had prepared.

GATHERING DATA

The researchers used the information gathered from the answers of the

students and also through the internet as source of information and reference for

their research study. The respondents came from the 11-ABMAM of the Senior

High School Department in San Sebastian College – Recoletos, Manila. Their

responses will be of a contribution to the discussion of the results based on their

survey questionnaire answers.

SUBJECT OF THE STUDY

These Grade 11 students from the section 11- ABMAM were the

respondents chosen by the researchers. Since they are more likely to cram

before the examination which makes them the actual target of the research

paper. Their responses would help in the accuracy and credibility of this study.

47
INSTRUMENT USED

The researchers prepared a questionnaire with two (2) criteria with twelve

(12) and eight (8) corresponding statements respectively. They were asked to

rate the given effects with 5 as the highest and 1 as the lowest.

47
 CHAPTER IV

PRESENTATION,
ANALYSIS AND
INTERPRETATION
OF DATA

47
 CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation of the results based on insights

from relevant data of the surveys of this research.—wherein the answers of the
respondents are tallied to be analyzed and interpreted by the researchers—
which also could help in recommendation of the study.

The following tables will show the demographical profile of the

respondents in terms of gender and age.

LEGEND: I = 1; V = 5

TABLE 1

GENDER

GENDER FREQUENCY PERCENTAGE

FEMALE 14 70%
MALE 6 30%
TOTAL 20 100%

The given data shows the tally, frequency and percentage of the

respondents from the 11 – ABMAM. With this, the majority of the respondents

were female with a total of seventy percent (70%) or fourteen students while the

male respondents comprise of thirty percent (30%) or six (6) students.

47
 TABLE 2

AGE

AGE FREQUENCY PERCENTAGE

16 3 15%
17 13 65%
18 4 20%
19 0 0%
TOTAL 20 100%

The data shows the tally, frequency and percentage of the respondents for

their age. Wherein, most of the respondents are 17 years old which composes of

sixty-five percent (65%) or thirteen (13) respondents followed by the four (4)

respondents who are 18 years old and lastly three (3) respondents whose age is

16 years old.

This scale used by the researchers aim to know the effectiveness level of

cramming to the academic performance of the students from the 11 – ABMAM of

the Senior High School Department of San Sebastian College – Recoletos,

Manila.

A.

The following tables will show the results per question in frequency and

percentage given the rates of 5 to 1 based on the positive effects of intensive

learning to their academic performance.

47
 TABLE 3

Question 1. I usually cram for the examination.

RATE FREQUENCY PERCENTAGE

5 8 40%
4 7 35%
3 3 15%
2 2 10%
1 0 0%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement I usually cram for the examination wherein, out of the twenty

(20) respondents forty percent (40%) of them answered STRONGLY AGREE

which got the highest number of respondents of eight (8). On the other hand,

thirty-five percent (35%) or seven (7) respondents answered AGREE, three (3)

respondents for NEUTRAL, and lastly only ten percent (10%) or two (2)

respondents answered DISAGREE for the statement I usually cram for the

examination.

Thus, this only shows how the majority of the Grade 11 Students from the

AM have responded that they strongly agree with the fact that they usually cram

for the upcoming examination.

47
 TABLE 4

Question 2. It takes at least 1-2 hours in studying my lessons for the

examination.

RATE FREQUENCY PERCENTAGE

5 8 40%
4 6 30%
3 4 20%
2 2 10%
1 0 0%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement it takes at least 1-2 hours in studying my lessons for the

examination. Most of the respondents have answered STRONGLY AGREE

which got forty percent (40%) or eight (8) respondents. Then followed by the

rating of AGREE consisting of six (6) respondents or thirty percent (30%). On

the other hand, while four (4) respondents have answered NEUTRAL, the other

two (2) responded with DISAGREE.

With this, the majority of the respondents strongly agree with the fact that

they study their lessons at least 1-2 hours for the examination.

47
 TABLE 5

Question 3. I consume 3-4 hours in studying to understand the lesson well.

RATE FREQUENCY PERCENTAGE

5 7 35%
4 10 50%
3 3 15%
2 0 0%
1 0 0%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement I consume 3-4 hours in studying to understand the lesson

well. Wherein it states that half or fifty percent (50%) of the respondents

answered AGREE to the statement “I consume 3-4 hours in studying to

understand the lesson well” whereas the other seven (7) and three (3)

respondents have answered STRONGLY AGREE and NEUTRAL respectively.

TABLE 6

Question 4. It helps me remember the lessons I’ve reviewed while

answering the test questions.

RATE FREQUENCY PERCENTAGE

5 7 35%
4 10 50%
3 2 10%
2 0 0%
1 1 5%
TOTAL 20 100%

47
 The table shows the frequency and the percentage of the different ratings

about the statement it helps me remember the lessons I’ve reviewed while

answering the test questions. Whereas, the highest rating is AGREE that got fifty

percent (50%) or ten (10) respondents while seven (7) respondents or thirty-five

percent (35%) of the total respondents STRONGLY AGREE with the statement

“It helps me remember the lessons I’ve reviewed while answering the test

questions”. On the other hand, only ten percent (10%) have responded neutral to

the statement and five percent (5%) answered STRONGLY DISAGREE to the

given statement.

TABLE 7

Question 5. Due to the limited time, it stimulates my mind thus making me

think more creatively.

RATE FREQUENCY PERCENTAGE

5 3 15%
4 11 55%
3 4 40%
2 2 10%
1 0 0%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement due to the limited time, it stimulates my mind thus making

me think more creatively. Majority of the respondents answered AGREE having a

percentage of fifty-five percent (55%) or eleven (11) respondents followed by

NEUTRAL with forty percent (40%) or four (4) respondents. Only three (3) and

47
two (2) respondents answered STRONGLY AGREE and DISAGREE

respectively.

This means that one of the effects of cramming is creative thinking which

helps the students to think outside box.

TABLE 8

Question 6. I am more focused when I study in a short span of time.

RATE FREQUENCY PERCENTAGE

5 1 5%
4 10 50%
3 5 25%
2 2 10%
1 2 10%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement I am more focused when I study in a short span of time. Half

of the total respondents agreed while only 1 of them is strongly agree. 25% of the

students are said to be neutral while both disagree and strongly disagree got

10%.

The data shows most numbers of the students are focused when they study in a

short period of time.

47
 TABLE 9

Question 7. I’m able to pass the examination because I study the lessons
hours/minutes before the exam.

RATE FREQUENCY PERCENTAGE

5 4 20%
4 6 30%
3 8 40%
2 2 10%
1 0 0%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement I’m able to pass the examination because I study the

lessons hours/minutes before the exam. 8 of the total students are neutral. 30%

agreed while 20% of them strongly agreed to the given situation. Only 2 of the

respondents answered disagree and none of them strongly disagreed.

The table shows that most of the students either pass the examination or

fail if they cram.

TABLE 10

Question 8. I’m able to get good grades by using this method of cramming.

RATE FREQUENCY PERCENTAGE

5 3 15%
4 6 30%
3 6 30%
2 4 20%
1 1 5%
TOTAL 20 100%

47
 The table shows the frequency and the percentage of the different ratings

about the statement I’m able to get good grades by using this method of

cramming. Agree and neutral both got 30% while 3 of the total respondents have

strongly agreed and only 1 of them answered strongly disagreed. 20% students

disagreed to situation.

This means that most of them get good grades when cramming and some

are neutral--meaning they either get good grades or low numbers.

TABLE 11

Question 9. My mind easily absorbs the lesson in short span of time.

RATE FREQUENCY PERCENTAGE

5 0 0%
4 7 35%
3 10 50%
2 3 15%
1 0 0%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings about

the statement, "My mind easily absorbs the lesson in short span of time." Based on the

given table, out of 20 respondents, 35% or seven respondents answered

“Agree”, 15% or 3 respondents answered “Disagree” while 50% 10 respondents

answered Neutral. On the other hand, no one answered “Strongly Agree” and

“Strongly Disagree”

47
 This shows that half of the Grade 11- AM students are not supporting

either sides of the statement “My mind easily absorbs the lesson in short span of

time”.

TABLE 12

Question 10. Easy for me to finish the task at a lesser time.

RATE FREQUENCY PERCENTAGE

5 2 10%
4 4 20%
3 9 45%
2 4 20%
1 1 5%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement "Easy for me to finish the task at a lesser time.” Based on

the given table shows that 2 or 10% of the respondents answered “Strongly

Agree” for the statement Easy for me to finish the task at a lesser time, four or

20% answered “Agree”, nine or 45% of the respondents answered “Neutral”

while only one or 5% of the respondents answered “Strongly Disagree”.

Majority of the ABM 11-AM are neutral to the statement Easy for me to

finish the task at a lesser time.

47
 TABLE 13

Question 11. I got 80% - 100% mark in my exam because of using this
cramming method.

RATE FREQUENCY PERCENTAGE

5 5 25%
4 5 25%
3 5 25%
2 5 25%
1 0 0%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement, "I got 80% - 100% mark in my exam because of using this

cramming method." Based on the table, 25% of the respondents or 5 answered

“Strongly Agree”, “Agree”, “Neutral” “Disagree” and “Strongly Disagree”

Therefore, this shows how equally disperse the responses of Grade 11-

AM students to the statement I got 80% - 100% mark in my exam because of

using this cramming method.

TABLE 14

Question 12. I get 75% - 80% mark in my exam using this method.

RATE FREQUENCY PERCENTAGE

5 1 5%
4 1 5%
3 8 40%
2 8 40%
1 2 1%
TOTAL 20 100%

47
 The table shows the frequency and the percentage of the different ratings

about the statement, “I get 75% - 80% mark in my exam using this method."

Wherein, eight or 40% of the respondents responded both “Neutral” and

“Disagree” to the statement I get 75% - 80% mark in my exam using this method.

One or 5% of the respondents answered both “Strongly Agree” and “Agree” while

the remaining two or 1% of the respondents answered “Strongly Disagree”.

Majority of the students in ABM 11-AM responded neutral and disagree

with the fact that they get 75%-80% mark in their exam by using cramming

method.

B.

The following tables will show the results per question in frequency and

percentage given the rates of 5 to 1 based on the positive effects of intensive

learning to their academic performance.

TABLE 15

Question 1. My mind went blank minutes before the exam.

RATE FREQUENCY PERCENTAGE

5 5 25%
4 2 10%
3 8 40%
2 5 25%
1 0 0%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement, “My mind went blank minutes before the exam.” Wherein,

47
out of 20 respondents, 40% of them answered NEUTRAL which got the highest

numbers of respondents of 8. On the other hand, 25% or 5 respondents

answered STRONGLY AGREE, followed by 25% or 5 respondents answered

DISAGREE to the statement, “My mind went blank minutes before the exam.”

Therefore, this shows that there are many respondents whom their minds

went blank minutes before the exam.

TABLE 16

Question 2. I don’t know which to prioritize or where to start in doing

projects/requirements/homework.

RATE FREQUENCY PERCENTAGE

5 6 30%
4 4 20%
3 2 10%
2 6 30%
1 2 10%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement, “I don’t know which to prioritize or where to start in doing

projects/requirements/homework.”

According to the data, out of 20 respondents, 30% or 6 respondents

have answered STRONGLY AGREE in tie with the 30% or 6 respondents who

have answered DISAGREE. Then followed by 20% or 4 respondents who have

answered AGREE and both NEUTRAL and STRONGLY DISAGREE have 10%

or two (2) respondents.

47
 Thus, this shows that some of the respondents knows which to prioritize or

where to start in doing their projects/requirements/homework, but some don’t.

TABLE 17

Question 3. I find it hard to recall certain information.

RATE FREQUENCY PERCENTAGE

5 3 15%
4 6 30%
3 5 25%
2 6 30%
1 0 0%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement, “I find it hard to recall certain information.”

Based on the given data, the highest ratings are the AGREE and DISAGREE

which both got 30% or 6 respondents while 25% or 5 respondents of the total

respondents answered NUETRAL. Meanwhile, only15% or 3 respondents have

answered STRONGLY AGREE to the statement, “I find it hard to recall certain

information.

With most of the respondents answered AGREE and DISAGREE, this

shows that some respondents find it hard to recall certain information, while

others don’t.

47
 TABLE 18

Question 4. I got low marks in the examination when I review all the lessons in
a short amount of time.

RATE FREQUENCY PERCENTAGE

5 1 5%
4 7 35%
3 5 25%
2 6 30%
1 1 5%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement, “I got low marks in the examination when I review all the

lessons in a short amount of time.” Where in, most of the respondents have

answered AGREE which got 35% or 7 respondents. Then followed by

DISAGREE consisting of 30% or 6 respondents, followed by NEUTRAL that got

25% or 5 respondents. On the other hand, only 5% or 1 respondent answered

STRONGLY AGREE along with the 5% or 1 respondent also in the STRONGLY

DISAGREE in the statement “I got low marks in the examination when I review all

the lessons in a short amount of time.”

Therefore, this shows that most of the respondents gets low marks in the

examination when they review all their lessons in a short amount of time.

47
 TABLE 19

Question 5. I got low grades because of this method.

RATE FREQUENCY PERCENTAGE

5 0 .0%
4 2 10%
3 7 35%
2 9 45%
1 2 10%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement, “I got low grades because of this method.” Based on the

given data, out of the twenty (20) respondents forty percent (45%) of them

answered DISAGREE which got the highest number of nine (9). On the other

hand, thirty five (35%) or seven (7) respondents answered NEUTRAL, and the

remaining answered AGREE and STRONGLY DISAGREE for the statement I got

low grades before my record

Thus, this only shows how the majority of the Grade 11 Students from the

AM have responded that they disagree with the fact that they got low grades

because of this method.

47
 TABLE 20

Question 6. I panic and feel anxious about the exam.

RATE FREQUENCY PERCENTAGE

5 4 20%
4 11 55%
3 2 10%
2 3 15%
1 0 0%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement, “I panic and feel anxious about the exam.” Some of them

answered AGREE which got the highest number of eleven (11). On the other

hand, twenty (20%) or seven (7) respondents answered STRONGLY AGREE,

fifteen (15%) for DISAGREE and lastly the remaining ten (10%) answered

NEUTRAL for the statement I panic and feel anxious about the exam

Thus, this only shows how the majority of the Grade 11 Students from the

AM have responded that they agree with the fact that they panic and feel anxious

about the exam.

TABLE 21
Question 7. I just finished the task like projects without designs or effort.

RATE FREQUENCY PERCENTAGE

5 0 0%
4 7 35%
3 5 25%
2 5 25%
1 3 15%
TOTAL 20 100%

47
 The table shows the frequency and the percentage of the different ratings

about the statement, “I just finished the task like projects without designs or

effort.” Based on the given table, out of the twenty (20) respondents thirty five

percent (35%) of them answered AGREE which got the highest number of seven

(7). On the other hand, twenty five (25%) or five (5) respondents answered

NEUTRAL AND DISAGREE, and lastly fifteen (15%) answered STRONGLY

DISAGREE for the statement I just finished the task like projects without designs

or effort.

Thus, this only shows how the majority of the Grade 11 Students from the

AM have responded that they agree with the fact that they finished the task like

projects without designs or effort.

TABLE 22

Question 8. I get a 75% and below mark in my exam by using this method.

RATE FREQUENCY PERCENTAGE

5 0 0%
4 4 20%
3 4 20%
2 10 50%
1 2 10%
TOTAL 20 100%

The table shows the frequency and the percentage of the different ratings

about the statement, “I get a 75% and below mark in my exam by using this

method.” Based on the given data, out of the twenty (20) respondents thirty fifty

percent (50%) of them answered DISAGREE which got the highest number of

47
ten (10). On the other hand, twenty (2%) or four (4) respondents answered

AGREE AND NEUTRAL, and lastly ten (10%) answered STRONGLY

DISAGREE for the statement I get a 75% and below mark in my exam by using

this method.

Thus, this only shows how the majority of the Grade 11 Students from the

AM have responded that they disagree with the fact that they get a 75% and

below mark in my exam by using this method.

47
 CHAPTER V

SUMMARY,
CONCLUSION AND
RECOMMENDATION

47
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter will present the summary, conclusion and recommendation

based on the research study.

SUMMARY

From the analysis it was found out that:

a. Students usually cram for the examination with Strongly Agree has the

highest percentage of 40% followed by Agree with 35% and lastly Neutral

with 15%.

b. Cramming do stimulate the student’s mind thus making them think more

creatively with Agree having the highest percentage of 55%, Neutral with

40% then lastly Strongly Agree with 15%.

c. Students become more focused when they study in a short span of time

due to Agree having a percentage of 50%, and then followed by Neutral

with 25% and the last which is Strongly Disagree with 10%.

d. Their minds are able to easily absorb the lesson in short span of time as

Agree got the highest percentage with 50%, second is the Strongly Agree

with 35%, and Neutral with 15% responses from the respondents.

e. Students do panic and feel anxious as based on the results, Agree got

55% followed by Strongly Agree with 20% and lastly Disagree with only

15%.

47
f. Students don’t know which to prioritize or where to start in doing

projects/requirements/homework due to cramming as results showed both

Strongly Agree and Disagree having 30% while Agree got 20%.

g. Their minds still went blank minutes before the exam as Neutral got 40%

while Strongly Agree and Disagree both have 25% responses from the

respondents.

h. In the part, they finish the task like projects without designs or effort,

Agree got the highest percentage of 35% while that of the Neutral and

Disagree got 25% respectively.

47
CONCLUSION

The researchers therefore conclude that:

a. Most students from the ABM 11-AM or 40% of the respondents usually

cram for examination due to lack of time. They intend to do their school

works when the deadline is almost near.

b. As what the researchers have gathered from the survey, the ABM-11 AM

students cram as they are able to think more creatively leading them to

produce an output that is beyond one's expectation due to the results

having 55% of the respondents answering Agree.

c. During cramming, the ABM 11-AM students are more focused. All of their

attentions and efforts are directed to academics. As based on the data

gathered by the researchers having 50% of the respondents.

d. Half of the ABM 11-AM students or 50% can easily absorb the lessons as

they cram for the upcoming examination. With this, they are able to

answer well the questions provided in their exam papers

e. When the students of ABM11-AM cram, they do panic and feel anxious

before the exam due to pressure and lack of time with the results having

50% of the respondents..

f. . As what the researchers have gathered from the survey, some of the

students of ABM11-AM said that as they cram, they don’t know which to

47
 prioritize or where to start in doing their projects, requirements and

homework as both strongly agree and disagree got 30% .

g. Some of the students claim that as they cram during their review, their

mind goes blank minutes before the exam. As the results show, neutral

got 40%.

h. The students of ABM11-AM finishes their task or projects without designs

or efforts due to cramming or having short span of time to do everything.

Because the data shows Agree got the highest percentage which is 35%.

47
RECOMMENDATION

a. Procrastination is not an excuse. Students are encourage to study their

lessons and write notes to pass the examination.

b. Doing tasks ahead of time is recommended in order to be efficient in terms

of work.

c. Students should find suitable and comfortable places to study.

d. Note-taking is an effective way to remember the lesson well.

e. It is recommended to calm and focus only on your examination

f. It is advisable to make a to-do list, a planner or to put down the

simplest/easiest things to most complicated/hardest ones to know which to

start.

g. Don't think about unnecessary things, just concentrate on your papers.

h. The researchers advised the ABM 11-A (AM) students to start the project

at least two days before the deadline.

47
BIBLIOGRAPHY

Courtney, R. (2014). The Science Behind Cramming, Multitasking and

Study Techniques. Retrieved from https://stemjobs.com/science-behind-
cramming-multitasking-study-techniques/.

Doyle, T. (2017). New science of learning: how to learn in harmony with

your brain. S.l.: Stylus Publishing.

Essays, UK. (November 2013). Effects Of Cramming For Examinations

Education Essay. Retrieved from
https://www.ukessays.com/essays/education/effects-of-cramming-for-
examinations-education-essay.php?cref=1

Haberman, A. (2011). Student Examination Performance Predictors: The

Cramming Study Strategy and Examination Format (Unpublished master's
thesis). Minnesota State University.

(2010, October 15). THE PROS AND CONS OF CRAMMING. Retrieved

from https://www.oxfordlearning.com/the-pros-and-cons-of-cramming/

Vacha, E., & McBride, M. J. (1993). Cramming: A barrier to student

success, a way to beat the system or an effective learning strategy?
College Student Journal, 27, 2-11.

Voges, A. (n.d.). Research Paper (Unpublished master's thesis). Retrieved

from https://aisharhea7.wordpress.com/research-paper/

47
TALLY RESULTS

5 4 3 2 1 TOTAL
1 VIII VII III II 20
2 VIII VI IIII II 20
3 VII VV III 20
4 VII VV II I 20
5 III VVI IIII II 20
6 I VV V II II 20
7 IIII VI VIII II 20
8 III VI VI IIII I 20
9 VII VV III 20
10 II IIII VIIII IIII I 20
11 V V V V 20
12 I I VIII VIII II 20

1 V II VIII V 20
2 VI IIII II VI II 20
3 III VI V VI 20
4 I VII V VI I 20
5 II VII VIIII II 20
6 IIII VVI II III 20
7 VII V V III 20
8 IIII IIII VV II 20

LEGEND: I = 1; V = 5

47
APPENDICES

47
CURRICULUM
VITAE

47
 CURRICULUM VITAE

Name : Lorraine Mae B. Ilagan

Nickname : Mae

Gender : Female

Date of Birth : October 25, 1999

Address : 1227 J. Barlin St. Sampaloc, Mana

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

Language : Filipino, English

Father’s Name : Lorenzo E. Ilagan, Jr.

Mother’s Name : Marife B. Ilagan

Educational Background

San Sebastian College-Recoletos Manila

Senior High
: Recto Avenue, Manila
School
2016-2018

Sta. Teresa College

Junior High School : Bauan, Batangas

2012-2016

Durungao Elementary School

Primary : Durungao, Bauan, Batangas

2006-2012

47
 CURRICULUM VITAE

Name : Samantha Angela C. Gonzales

Nickname : Sam

Gender : Female

Date of Birth : May 16, 1999

Address : 455 Salamisim St. Bacood, Sta. Mesa, Manila

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

Language : Filipino, English, Japanese

Father’s Name : Rosele Cortez

Mother’s Name : Richard Gonzales

Educational Background

San Sebastian College-Recoletos Manila

Senior High
: Recto Avenue, Manila
School
2016-2018

San Sebastian College-Recoletos Manila

Junior High School : Recto Avenue, Manila

2014 - 2016

Our Lady of Fatima Parochial Educational Center

Primary : Ubiran St., Bacood, Sta. Mesa Manila

2014

47
 CURRICULUM VITAE

Name : Zarina Luz R. Bartolay

Nickname : Zai

Gender : Female

Date of Birth : December 18, 1999

Address : Rm. 104 968 Josefina III, Sampaloc, Manila

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

Language : Filipino, English

Father’s Name : Jerry D. Bartolay

Mother’s Name : Lucita R. Bartolay

Educational Background

San Sebastian College-Recoletos Manila

Senior High
: Recto Avenue, Manila
School
2016-2018

Holy Trinity Academy

Junior High School : Balic-Balic, Sampaloc, Manila

2012-2016

Holy Trinity Academy

Primary : Balic-Balic, Sampaloc, Manila

2006-2012

47
 CURRICULUM VITAE

Name : Stephanie Grace C. Mortera

Nickname : Steph

Gender : Female

Date of Birth : May 14, 1999

Blk 12 lt. 41 Georgetown Heights Subd. Molino 4, Bacoor City,

Address : Cavite

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

Language : Filipino, English

Father’s Name : Pelagio C. Mortera

Mother’s Name : Marie Yvette C. Mortera

Educational Background

San Sebastian College-Recoletos Manila

Senior High Recto Avenue, Manila

:
School 2017-2018

Woodridge College

Bacoor, Cavite

Junior High 2014-2017

:
School University of Perpetual Help System Dalta-Molino Campus

Bacoor, Cavite

2011-2013

47
 St. Jerome Emiliani Institute

Bacoor, Cavite

2006-2010
Primary :
Saint Jude College

Dasmarinas, Cavite

2013-2015

47
 CURRICULUM VITAE

Name : Marie Yzabel R. Visaya

Nickname : Yza

Gender : Female

Date of Birth : November 3, 1999

Address : 744 C. Dela Cruz St,. Begy. Vergara, Mandaluyong City

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

Language : Filipino, English

Father’s Name : Abelardo A. Visaya

Mother’s Name : Marian R. Visaya

Educational Background

San Sebastian College-Recoletos Manila

Senior High
: Recto Avenue, Manila
School
2016-2018

San Felipe Neri Parochial School

Junior High School : Poblacion, Mandaluyong

2012-2016

Isaac Lopez Integrated School

Primary : Vergara, Mandaluyong

2006-2012

47
47