Effects of school workload to Quality Family time of Caloocan National Science and

Technology High School Grade 12 Students of S.Y. 2019-2020

In Partial fulfillment of the requirements for Inquiries, Investigations, and Immersion

Submitted by:
Ariota, Aaronesa
Cubelo, Rogine
Desepeda, Hannah Kristine
Galvez, Shiela Marie
Honor, Ma. Veronica
Latona, Charmelie
Tria, James Kobe

Submitted to:

Ms. Catalina Maravilla, MAT

Research Adviser

March 2020
 CHAPTER 1

INTRODUCTION

This chapter presents the following sections; Background to the Problem, Statement

to the Problem, General Objectives, Specific Objectives, Significance of the Study, Scopes

and Limitations of the study.

BACKGROUND OF THE STUDY

Under DepED Memorandum No. 291 dated June 13, 2008, it is mandated that a

student shall be subjected to six (6) hours of classroom studying a day. Teachers who have

rendered the six (6) hours of actual classroom teaching duly reflected in their daily time cards

shall be deemed to have completed the required daily working hours. This is the daily dose of

learning that is required for a student. This is aside from the ​Grade 12 students of Caloocan

National Science and Technology High School (CNSTHS) often spend their time doing

school work. The students are so eager to have good grades that they consume all their time

doing school work. The students have many school work to do like projects, reports, research,

assignments, and many more that they barely have time to spend with their family.

Having eight (8) hours of sleep can be considered a rarity and a miracle for a

CNSTHS student. CNSTHS, as a science high school can be considered more challenging

and focus demanding than normal public schools as the name of the school is a but a burden

to be upheld by its students. That is why, the students need to exert more effort in studying

that leads to less sleep and less time to accommodate other activities. According to

Nationwide Children’s Hospital, adolescents should be getting 9 to 9 ½ hours of sleep per

night. Due to the workload, they are trying to fit other after school activities in many

adolescents don’t get the necessary amount of sleep.

Workload meant the amount of work that has to be done by a particular person or

organization (Mbunda, 2006). Workload is defined as the amount of work to be done by

someone. It is interpreted as the number of hours an individual worked. Workload is

measured as the number of contact hours an individual spent on classes plus the time spent on

independent study. The meaning of the workload scale in the first version of the CPQ is

given as: ‘Pressure placed on students in terms of demands of the syllabus and assessment

tasks’ (Entwistle & Ramsden, 1983, p. 124).

Because of the demands of the education, students now experience workloads even at

home. The students do a lot of school work so that they can meet the standard of the school

even if this means that they can no longer have time to spend with their family.

There are a lot of benefits of having school work at home. Students can review their

school topics. They acquire more knowledge and skills to master certain topics. And they

become more ready for quizzes, long tests and Periodical Exams. But just like any other thing

in the world, there are also many negative effects of School workloads on students. Students

who struggle with workloads or who get a large volume of school work each night can

experience negative effects on their family and social relationships such as less time to spend

with their families and friends. Students who has several hours to spend on their homework,

for example, might not be able to eat dinner with their parents, and the parents might have to

alter their schedule to help their children with homework. Rather than encouraging students

to master material and learn efficiently, homework negatively impacts students and families

by causing more stress and taking away from family time. This is a problem not just for the
overworked students, but also for students who have more complex personal lives. Many

students work or have family obligations that they have to deal with, but don’t necessarily

feel comfortable talking to a teacher about them. Although teachers might not think that the

amount of homework that they give matters much,its influence goes beyond giving students

work to do at home to how they interact in other important personal aspects of their life (Ellie

Chambers, 2012).

STATEMENT OF THE PROBLEM

This study aims to determine the effects of having school workloads to having quality

time with family of Grade 12 students of Caloocan National Science and Technology High

School on spending quality time with their family.

Grade 12 students of Caloocan National Science and Technology High school barely

spends time with their family because of school workloads.

Moreover, this study seeks to answer the questions: 1.) “How many hours do the

students get together with their family or family members present?” 2.) “What are the daily

indoor and outdoor activities the students still do with their family or family members

present?” 3.) “What are the effects of school workloads with student’s family interaction” and

4.) “Are the students aware of Proclamation no. 847?”

OBJECTIVES OF THE STUDY

The general objective of this study is to assess the effect of teachers’ workload on

the amount of time Caloocan National Science and Technology High School Grade 12

students spend with their family.

Following are the specific objectives of this study:

1. Find out the number of hours students spend time together with their family

2. Find out the number of hours spent doing school work at home

3. Determine the indoor and outdoor activities students are able to spend with their family.

4. Determine how school workload affects the relationship between

SIGNIFICANCE OF THE STUDY

This study aims to determine the effects of having school workloads to having quality

time with family of Grade 12 students of Caloocan National Science and Technology High

School on spending quality time with their family.

The Students

This study will be very beneficial to the Grade 12 students of Caloocan National

Science and Technology High School because they are the direct recipients of the output of

the research. This research can help spread awareness about how school workloads affect

Grade 12 students. This research may help lessen the burden of having workloads that Grade

12 students are experiencing.

The School

This research aims to improve the quality of education in Caloocan National Science

and Technology High School. This research can help the school to develop the rules and

regulations. This research may help Caloocan National Science and Technology High School

be a better version of the school.

The Parents

This research benefits the parents of every Grade 12 Students in Caloocan National

Science and Technology High School. The improvements made by the school may lessen the

workloads of the students and may result to spending more quality time with their family.

The parents can get to know their child better.

The Teachers

This study will also benefit the teachers since they are the one who’s giving

workloads to students. This study will help them realize the effects of the workloads they ask

the students to do. The teachers may purposely discover new ways of giving tasks to students

that will not result to workloads.

The Researchers

The outcome of the study is beneficial to the neither present researchers or the future

researchers. This study may be one of the basis that a new theory in learning will rise.

THEORETICAL FRAMEWORK

Human Ecology Theory

Human Ecology Theory is another theory supporting this transcendental

phenomenological study. The theory “focuses on the developing person, the environment,

and the evolving interaction between the person and the environment” (Berry, 2001, p. 379).

Developed by Urie Bronfenbrenner (1979) ecological model considers the effect of

socio-demographic characteristics of students and their families have on interactions with

immediate and distant environments (Hong & Eamon, 2012). Student characteristics include
age, ethnicity, and gender, while family characteristics include marital status, level of

education, and financial resources (Hong & Eamon).

Research has demonstrated outcomes and processes related to education are

influenced by myriad factors (Martin, Anderson, Bobis, & Way, 2012). Each of the

ecological levels discussed add to the sets affecting the process of education. Students bring

their prior achievements, and personal dispositions to school and these are combined with all

the ecological layers (Hattie, 2009). The role of the home is one of these layers (Martin et al.)

and is especially relevant when investigating the educational practice of homework.

Parental involvement in the educational experience of their children is of great

relevance as it demonstrates their belief in the importance of attaining a quality education and

the impact it will have on later life (Hong & Eamon, 2012). Those students receiving a high

level of support from the home are shown to develop positive character traits and avoid

negative behaviors (Peabody, 2012). Positive environmental interactions have a positive

effect on students’ perceptions toward school (Hong & Eamon, 2012).

Parents who are economically disadvantaged are often less able to assist their children

with homework or to provide the resources required for successful completion (Cooper &

Valentine, 2001). Many parents of low socio-economic status do not possess the required

knowledge base to assist their children with homework (Payne, 2013). Research has

demonstrated that teachers consistently report an essential character trait of students they

consider capable is an ability to complete homework assignments (Bang, Suarez-Orozco,

Pakes, & O’Connor, 2009). Those students whose ecological environments are not conducive

to homework completion are placed “at a position of cumulative disadvantage – for failed

opportunities to learn, negative teacher perceptions, lower academic self-efficacy, and

academic disengagement” (Bang et al., 2011, p. 27).

CONCEPTUAL THEORIES

This study aims to learn how our time allocated to be with our family is severely

affected by the excessive workload we receive in school. ​Studies of typical homework loads

vary​: In one, a Stanford researcher found that more than two hours of homework a night may

be counterproductive. The ​research​, con​ducted among students from 10 high-performing high

schools in upper-middle-class California communities, found that too much homework

resulted in stress, physical health problems and a general lack of balance​. ​This is the idea, the

researchers want to know in this study. The researchers want to know what are the drawbacks

present in having a ridiculous amount of school loads to our life outside of CNSTHS.
 Although the students in our study were averaging more than three hours of

homework per night, most did not find this homework engaging, nor did they feel it enhanced

their learning. The mental and physical well-being assessment consisted of questions like

“How often do you feel stressed about your academic experience?” as well as enquiries about

stress-related health problems such as headaches, weight gain and sleep difficulties. Previous

research has also shown that assigning too much work can diminish its effectiveness and even

make it counter-productive. Clearly, just because students are doing more work, doesn’t

mean they are actually learning more. ​Students have always been perceived as stressed

individuals due to the amount of academic workload they bear.

SCOPES AND LIMITATIONS

The aforementioned study aimed to examine the effects of school workload to having

quality time with family of Grade 12 students in Caloocan National Science and Technology

High School A.Y 2019 -2020. The study would be done through the utilization of

questionnaire to 40-50 Grade 12 students of Caloocan National Science and Technology

High School as a survey and reference.

Limitations of the study are those factors or conditions which hinder the researcher

from smooth access to the required data or respondent or place restrictions on the conclusions

of the study (Kombo, et al, 2006).

 This study will not cover the effect of school workloads to spending quality time with

family of other grade levels. Any other effects of school workloads to the well being of the

student not regarding spending quality time with family will not be covered by this study.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains local and foreign review of literature relevant to the study

specifically on the effects of teachers’ workload on the amount of quality time spent with

their family.

LOCAL LITERATURE

Benefits of Family Time

Studies have shown time and time again that families who spend time together, even

if it’s just eating dinner together each evening, have children who are happier, healthier, and

who do better in school. Family time also promotes good emotional health in children, which

is linked to a greater likelihood that they will avoid risky behaviors such as drug use.

(Greenhause et al. 2013)

The benefits of quality family time are so dramatic, however, that it’s

definitely worth the effort. If you take every opportunity to spend quality time with your

family, everyone is sure to benefit. (YMCA, 2013) Cross-sectional research in adolescents

has found that eating family meals is associated with better nutritional intake. Family meals

during adolescence may have a lasting positive influence on dietary quality and meal patterns

in young adulthood (Lakaranon et al. 2017).

Children who don’t get regular attention from the adults in their lives will find a way to force

them to pay attention – usually through negative behavior. Acting out in this way leads to

added stress on the parent-child relationship, which can cause a vicious cycle of emotional

and behavioral issues. Spending quality time with the family is just as important a health

factor as nutritious food and plenty of exercise. (Kotod et al. 2010)

Making time for family members to be together and interact in positive ways strengthens the

relationships within your family. Quality time could mean father and daughter working on a

project together outside, or a mother reading a bedtime story to her son. Any activity that

allows for real, mindful interactions between family members will work towards

strengthening those bonds – and strong family bonds influence a child for life. (Shaw et al.

2012).

Children first begin to develop social skills at home, where they interact with family

members and learn how to establish relationships with others. Spending quality time together

as a family can foster communication skills, family values and a sense of trust and bonding in

young children. Family time also encourages cooperation, sharing, collaboration and

communication in older kids.

Daily time spent doing leisurely activities together as a family benefits children’s

emotional well-being and development. When families make time to do things together, it

establishes family cohesion, which is the family’s ability to relate to and bond with one

another emotionally. Family time spent enjoying activities or even collaborating on chores

and household tasks can also help children to experience love and appreciation, discover
interests and passions and express emotions in healthy, positive ways. Quality family time

can also reduce a child’s likelihood of experiencing emotional distress.

According to research gathered by Family Facts, an organization that provides data on

family trends in America, quality time spent with parents promotes children’s academic

achievement. Family time also reduces children’s likelihood to engage in violent behavior or

substance abuse. Contrarily, children who do not spend time with family are at an increased

risk for substance abuse, emotional distress and other negative factors.

Family vacations and special events provide meaningful bonding experiences for

children and parents, but ordinary, low-cost activities can also encourage healthy

development and family cohesion. According to Dr. Anne Fishel, families that regularly eat

together at the dinner table promote children’s health and development in areas such as

language, academic performance and self-esteem. Hosting a family game night once a week

can promote bonding and communication as well as creative thinking and problem-solving

skills. Engaging the family in routine chores fosters collaboration and can promote

compromise and conflict-resolution skills.

Based on the data collected by Marion and Intal (2019), 71% of parents stated that

homework rarely or never gets in the way of family time. Conversely, 26% of parents

indicated that homework always or often gets in the way of family time. Parents who stated

that homework rarely or never gets in the way of family time stated that homework brings

parents and students closer together. Homework gives more time for the parents and the

students to bond. This is because students often ask their parents for help in their homework.
FOREIGN LITERATURE

School work can affect both students’ physical and mental health. 56% of

students considered school work a primary source of stress. Too much school work can result

in lack of sleep, headaches, exhaustion and weight loss. Excessive school work can also

result in poor eating habits, with families choosing fast food as a faster alternative. (Standford

University, 2014)

Extracurricular activities and social time gives students a chance to refresh

their minds and bodies. But students who have large amounts of school work have less time

to spend with their families and friends. This can leave them feeling isolated and without a

support system. For older students, balancing school work and part-time work makes it

harder to balance school and other tasks. Without time to socialize and relax, students can

become increasingly stressed, impacting life at school and at home. (Thompson et al. 2016)

The National Education Association and the National Parent Teacher

Association recommend that students spend 10 minutes per grade level per night. That means

that first graders should spend 10 minutes on school work, second graders 20 minutes and so

on. But a study published by The American Journal of Family Therapy found that students

are getting much more than that. While 10 minutes per day doesn’t sound like much, that

quickly adds up to an hour per night by 6th grade. The National Center for Education

Statistics found that high school students get an average of 6.8 hours of homework per week.

A figure that is much too high according to the Organization for Economic Cooperation and

Development (OECD). It is also to be noted that this figure does not take into consideration

the needs of the underprivileged student population.

 Perceptions of workload are influenced by content, difficulty, type of

assessment, teacher–student and student–student relationships. Workload and surface

approaches to learning are interrelated, in what appears to be a complex reciprocal

relationship. It is possible to inspire students to work long hours towards high quality

learning outcomes if attention is paid to teaching approaches, assessment and curriculum

design in the broadest sense. It is, therefore, important to have open evaluation systems which

gather feedback on a wide array of curriculum variables. (David Kember, 2010).

According to Julia Hood in 2017, many students get home and the first thing

they do is homework. They’re pressured by their parents to do their school work while

simultaneously being encouraged to spend time with family, eat, spend time with friends, go

outside, participate in sports or other extracurricular activities, and sleep for 7+ hours. Rather

than motivating students to master material and learn efficiently, school work negatively

impacts students by taking away from personal time that is necessary for them to lead

balanced lives.

At Science Leadership Academy in Philadelphia, 16 out of 19 (84%) of the students in Fire

Stream agreed that school work adds extra stress onto them or takes time away from other

things that they’re encouraged to do, such as sports, extra classes, extracurricular activities,

family time, etc. Meaning that students don’t have the luxury of just easily saying that school

work helps their academic performance or not, and they don’t have the luxury of just not

doing school work. That is especially true to high school students who have to regularly

choose between sleep and doing work, especially when they get school work from every class

every night and homework can be up to 30% of their grade. Students in every grade get piles

of school work and a lot of the time they don’t have resources on hand to see if they’re right
or to get help, meaning they might do it wrong and not learn anything at all. Even if students

do try and do their homework it might take a while, according to Nationwide Children’s

Hospital adolescents should be getting 9 to 9 ½ hours of sleep per night. Due to homework

and trying to fit other after school activities in many adolescents don’t get the necessary

amount of sleep. Sleep deprivation in teens has many negative effects such as mood changes,

being more inclined to engage in risky behavior such as driving fast, drinking, etc, doing

worse in school, and declined cognitive abilities.

In an article published by the New York Times, a mother explained how… ,

“The stress school work places on families starts early.” The article also talks about how

school work takes away from family time and family activities. The author also says that her

kids “are fighting not just over the school work, but also over their share of my coveted

attention and my unique ability to download and print images.” This shows how school work

adds extra pressure and can cause tension in families. It takes away from family time and

causes more stress on students and parents. It’s almost as if once children start school and the

school work starts that it never stops, and that more family time is taken away while more

stress is added.

In a study concluded in 2003 by Dr. Harris Cooper he tries to argue that school

work has a positive effect on students, but his studies also found no direct correlation

between increased homework for students and improved test scores. Cooper himself said that

“The analysis also showed that too much school work can be counter-productive for students

at all levels.” Meaning that excessive amounts of school work can cause negative effects on

students, He talks about the “10 minute rule” meaning that every grade that a student

increases they should get 10 more minutes of homework, meaning that a second grader
should get 20 minutes, and a twelfth grader should get around 2 hours of homework. That

would seem ideal, but in most high school settings teachers don’t interact with each other to

see how much homework each of them give to equal it out to around 2 hours. Cooper’s

research was also limited because very little research was done to see if student’s race,

socioeconomic status, or even their ability levels has an affect on how much homework is

“good” for said age range. This means that other aspects than just that they’re students in a

certain grade weren’t taken into consideration. These things could cause major changes to the

data that was collected.

Teachers warn days of up to 10 hours in school or childcare result in children who do not talk

to anyone, fall asleep and lag behind their peers. Most of the more than 1,300 teachers polled

by the Association of Teachers and Lecturers (ATL) felt families spent less time together

now. According to the survey teachers believe pressure on families is eroding childhood.

More than half (56%) of the 1,343 members surveyed said they thought children spent a lot

less time with their families than they did 20 years ago. Nearly three quarters (74%) said

parents and children had less time together than they did five years ago and 61% thought they

had less time together than two years ago. The vast majority (94%) said the main reason for

this is parents working, while 92% blamed the use of technology. (Katherine Sellgren, 2014)

A study also suggested that these schoolwork can cause tension, especially at home by

“diminishing the quality time of family interactions.” (Dudley-Marling, 2003) and by

“fostering conflict between school at home” (Kralovec & Buell, 2004). As Bennett and

Kalish also discussed, that it could also result to “family fallout” for as the parents take up the

role of the taskmaster, overseeing homework, and as their children, who are burdened by

their heavy workloads, are excused to do chores or participate in any family gathering. These
results prompted a MetLife Survey, and found that secondary students are most likely to

spend their time with homework, rather than spending it on chores or helping out at home

(Markow, Kim, & Liebman, 2007)

SYNTHESIS

The National Education Association and the National Parent Teacher Association

recommend that students spend 10 minutes per grade level per night. That means that first

graders should spend 10 minutes on school work, second graders 20 minutes and so on. But a

study published by The American Journal of Family Therapy found that students are getting

much more than that. At Science Leadership Academy in Philadelphia, 16 out of 19 (84%) of

the students in Fire Stream agreed that school work adds extra stress onto them or takes time

away from other things that they’re encouraged to do, such as sports, extra classes,

extracurricular activities, family time, etc. On a study conducted by Standford University,

Too much school work can result in lack of sleep, headaches, exhaustion and weight loss.

Excessive school work can also result in poor eating habits, with families choosing fast food

as a faster alternative. According to research gathered by Family Facts, an organization that

provides data on family trends in America, quality time spent with parents promotes

children’s academic achievement.. A study also suggested that these schoolwork can cause

tension, especially at home by “diminishing the quality time of family interactions.”

(Dudley-Marling, 2003) and by “fostering conflict between school at home” (Kralovec &

Buell, 2004).
 CHAPTER III

METHODOLOGY:

This Chapter presents the Sample of the Respondents, Sampling Techniques, Methods

of Data Collection and Types of Data collected. The Chapter also presents the procedures

which were used to validate the data collected and the data analysis plan

RESEARCH DESIGN

This study used a descriptive survey method to assess socio-demographic profile such

as Name, Section, Number of Family Member, Family Time, Daily Activities; Insights about

the impact of school works that affect the Family Time of senior high school students of

CNSTHS school year 2019-2020. Descriptive research is a purposive process of data

gathering, analyzing, classifying, and tabulating data about prevailing conditions, practices,

beliefs processes, trends and cause-effect relationships and provides adequate and accurate

interpretation about such data with or without statistical treatment.

In this study, we will use Descriptive Research to determine whether CalNatScians

experience the effects (positive and negative) of the heavy workload from school to their time

they are supposed to be spending with their families. Descriptive Research uses the answers

of respondent through analysing their answers (open-ended and closed questions) in the

questionnaires.
SAMPLING SCHEME

For the participants of the study, the researchers performed a simple random sampling

to determine the 40 respondents. Then after selecting the respondents, a data collection

process is efficiently performed. The Data Collection Process is utilized through the use of

questionnaires given individually to the 40 chosen respondents. These questionnaires will

also act as a survey and reference with the use of Google Forms.

RESEARCH INSTRUMENT

The instrument used in this study was a researcher-made questionnaire that consists of

two (2) parts that aim to gather personal information about the respondent. The content of the

questionnaire was based from the different factors that could affect family relations in

accordance to previous studies, literature and published texts. The first part of the

questionnaire is a close-ended checklist that is focused on concrete information about the

family (i.e. number of family members, hours spent together with family, etc.); and finding

out similarities and differences of the respondent’s current situation in both school and home

(i.e. issues in time-management, hindrances that limit social interactions, etc.) using a 5-point

Likert Scale. The second part is an open-ended questionnaire to further obtain valid and

accurate responses from the respondent, and with freedom to describe their preferred

solutions and suggestions to the issue regarding family time versus school load. The

instrument was created in Google Forms and shall be answered in the same link given. The

researchers will distribute the link online to their selected respondents. The online preference

of the researchers is premised on saving data gathering costs and for a more reliable answer,

as the respondents would most likely answer the questionnaire at the comfort of their homes.

The instrument is consulted by the research adviser/subject teacher. After consulting the

research adviser/subject teacher, the researchers will move on to gathering and analysing the

data which will help the researchers come up with concrete information that will eventually

lead to the conclusion.

RESPONDENTS

The forty (40) respondents were chosen at random. They came from the Section Curie,

Faraday, Hertz, and Pascal. The respondents were chosen because they are from Caloocan

National Science and Technology High School which is a variable in our study. ​They were

chosen because they embody the main essence of the study, families and having a bunch of

workloads.

Specific requirements were needed to be achieved by our respondents in order to

progress further in our study. These requirements were: (a) Student, preferably from
Caloocan National Science and Technology High School, (b) Currently living with family (c)

Grade 12 student from sections Curie, Faraday, Hertz and Pascal.

VALIDATION OF RESEARCH INSTRUMENTS

The instrument that has been used are questionnaires. As a process, validation

involves collecting and analyzing data to assess the accuracy of an instrument. There are

numerous statistical tests and measures to assess the validity of quantitative instruments,

which generally involves pilot testing.

Specifically, Google Forms was the instrument that was used to make the

questionnaire. Google Forms served as the medium between the researchers and the

respondents of the study.

Google Forms can be validated as accurate since it stores the feedback received so we

can analyze it in detail. The general configuration of forms or surveys allows you to collect

the recipient’s email address and limit the answers. It is also integrated with Google

spreadsheets, therefore we can access to a spreadsheet view of the collected data. Moreover,

the type of data that can be inserted into a field can be customized using regular expressions

as this helps customize the form even more.

DATA GATHERING PROCEDURE

The first step we made into gathering the data was to determine who our respondents

will be. As stated before, the forty (40) target respondents will be from the Grade 12 students

of Section Curie, Faraday, Hertz, and Pascal from Caloocan National Science and

Technology High School. The 40 respondents were chosen at random.

 The second step of gathering the data was to share the Google Forms link. We shared

the questionnaire to the random 40 respondents through sending the link in Facebook

Messenger.

After the link was sent, we waited for the 40 respondents to turn in their responses.

Then we checked the responses from time to time to see if we had reached the quota.

After that we gathered the responses thru email.

Lastly, we organized the responses. We then reviewed the pie graphs Google Forms

has provided us. Using the pie graphs, we then gathered the raw data needed for our study.
SAMPLE OF GOOGLE SURVEY

Name: _____________

Section:_________________

How many are you in the family? *

___2-3

___3-5

___5 above

How many hours do you get together with your family? *

__None

__1-2

__3-5

__6-10

__10 above

Put a check in the box for all the daily activities you can still do with all your family

members present.

__Eating Breakfast

__Eating Dinner

__Watching TV together

__Cooking together

__Cleaning the house together

__20 to 30 minutes chit-chats

Put a check in the box for all the outdoor activities you can still do with all your family

members present.

__Watching a movie

__Visiting a place

__Going to the church

__Playing Sports

__Eating out

__Mall strolling

"My time is mostly used to school requirements than my family"

__Strongly Agree

__Agree

__Neutral

__Disagree

__Strongly Disagree

"My interaction with my family is limited by the amount of workload from school"

__Strongly Agree

__Agree

__Neutral

__Disagree

__Strongly Disagree

"I can no longer do activities with my family because of assignments and projects"

__Strongly disagree

__Disagree

__Neutral
 __Agree

__Strongly agree

"I use social media more to connect with my family than face to face because i am busy"

__Strongly disagree

__Disagree

__Neutral

__Agree

__Strongly agree

"It is hard to manage my time with the amount of school load i have." *

__Strongly disagree

__Disagree

__Neutral

__Agree

__Strongly agree

"My parents are understanding that i spend more time doing school works than spending time

with them"

__Strongly Agree

__Agree

__Neutral

__Disagree

__Strongly Disagree
If you will be signing a proclamation to better the situation you are in regarding the issue of

family time versus school load, what will be the clauses in this proclamation? (Write

suggestions on how any rules and regulations that would be useful to have more quality

family time)
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents and discusses the research findings of this study. The findings

are presented and discussed according to the sub-themes derived from the research objectives.

DATA ANALYSIS

Chart 1: The number of family members of CNSTHS Grade 12 Students

Majority of the respondents, 65% or 26 out of 40 students, are from a family of 3 to 5

people. While the rest of the 35% or 14 out of 40 students either are from a family of 1-2

persons or 5 and above persons.

Chart 2: The number of hours spent by CNSTHS Grade 12 Students with their family

Fifty percent (50%) of the respondents admitted to spending 3-5 hours with their

family. Twenty-two percent (22%) answered only 1 to 2 hours of family time while the

twenty-three percent (23%) said 6 to 10 hours of time. Meanwhile, only five percent (5%) or

two (2) students revealed that they are able to spend 10 and above hours of family time a day.

These results reveal that the Grade 12 Students of CNSTHS are still able to spend time with

their family, although not much.

Chart 3: Everyday/ Indoor Activities students enjoy with their Families.

The results of the survey exhibited the most common activity done by the students

together with their family is ‘Eating Dinner’ having eighty five percent (85%) or 34 votes.

The second common activity is having a ‘20 to 30 minutes chit-chats’ and ‘Watching TV

together’ both garnered the same seventy two percent (72%) or 29 votes. The third common

activity is ‘Eating breakfast’ who garnered around thirty seven percent (37%) or 15 of the

total votes. The fourth common activity done is ‘Cleaning the house together’ which

accumulated about thirty two percent (32%) or 13 votes. Lastly, the least common activity

done by students together with their family is ‘Cooking together’ only gathering just about

seven percent (7%) or just 3 votes. The results convey that some families prefer to have more

of a chill alone time with their child than doing activities that are very hefty and require more

skill and activity.

Chart 4: Outdoor Activities students enjoy with their Families

The results gathered conveyed the most common outdoor activity that students enjoy

with their families is ‘Eating’. Which gathered about ninety percent (90%) or 36 votes of the

total sample size. Next, the second outdoor activity is ‘Going to the church’ which

accumulated around seventy two percent (70%) or 29 votes. The third outdoor activity is

‘Mall strolling’ which garnered seventy percent (70%) or 28 votes. The fourth common

activity is visiting a place which garnered around fifty seven percent (57%) or 23 votes.

Lastly, the fifth common activity is watching a movie which garnered forty percent (40%) or

16 votes. The results suggested that students prefer a more easy and chill activity even though

it is outdoors.
Percentage of answers per questions:

Fifty five percent (55%) of the respondents strongly disagreed with the statement that

their time is mostly used to school requirements than their family. Meanwhile, thirty two

percent percent (32%) of the respondents agreed with the statement. The other ten percent

(10%) responded with neutral decision. Next, the three percent (3%) disagreed with the

statement. On the other hand, no respondent has strongly disagreed with the statement.
 Fifty two percent (52%) of the respondents strongly agreed with the statement

that their interaction with their family is limited by the amount of workload from school.

Thirty eight percent (38%) agreed with the statement. Both the neutral and disagree panel has

the same percentage garnering percent five (5%). On the other hand, no respondent has

chosen to strongly disagree with the statement.

 Thirty percent (30%) of the respondents were neutral with the statement

saying that they can no longer do activities with their families because of assignments and

projects. Both sections of strongly agree and disagree share the same percentage of twenty

percent (20%). Next. seventeen percent (17%) of the respondents agreed. And lastly, thirteen

percent (13%) of the respondents disagreed with the statement.

 Thirty five percent (35%) of the respondents disagreed with the statement where it

says that they use social media more to connect with their family than face-to-face because

they are busy. Twenty three percent (23%) of the respondents were neutral. Twenty percent

(20%) of the respondents strongly disagree with the statement. While seventeen percent

(17%) of the students agree. Lastly, five percent (5%) of the respondents strongly agreed with

the statement.
 Thirty seven percent (37%) of the respondents agree with the statement saying that it

is hard to manage their time with the amount of school load they have. Twenty five percent

(25%) of the respondents strongly agree with the statement. Twenty two percent (22%) of the

respondents were neutral. On the other hand, thirteen percent (13%) strongly disagree with

the statement along with the other three percent (3%) who disagreed.

Answers to open-ended question: What rules/ regulations can you suggest to extend

time spent with your family?

1. No any form of assignments or works on weekends

2. At least once a week let families gather to connect with each other

3. School days should only be 4 days a week

4. Allowing home works that only require researching, learning concepts and answering

practice problems.

5. Less group activities

 6. Mandating a 2 to 3 day holiday free of school and office works.

DISCUSSION

The results above show that the amount of workload that the students receive

everyday affect the relationship between the child and the other family members. They

encounter a hard time in time management with the overwhelming number of work they are

obliged to finish. They experience isolation and a decline in their sociability skills. The

respondents experience lesser time in doing what they really want and instead they are

focused on spending time with their school work.

Aside from the limitation in their family time, the student-respondents also

encountered stress and lack of sleep that causes them to be irritable to their family members

and for arguments to be present.

In the last question in the survey, the researchers asked an open-ended question on

what can they suggest so that they will be able to spend more time with their family. Most

frequent answer is to not allow assignments during weekends or those given on fridays. A

respondent also answered that school days should be lessen to four days a week only and to

create a schedule so that only 2 subjects will be giving school work per day so that the

students may be able to rest well.

 CHAPTER V

CONCLUSION AND RECOMMENDATION

SUMMARY

This study aims to determine the effects of school workload on the quality family time

of the Grade 12 students of CNSTHS S.Y. 2019-2020. The researchers came up with this

study because students of CNSTHS, being in a science high school, usually have a lot of

workload and have difficulties in juggling their school time and family time due to that. A

descriptive online survey on Google Forms was used to collect data from forty (40) Grade 12

students. The questionnaire contained several items that served to extract personal

information pertinent to the research study. After collecting and analyzing the data, it was

ascertained that the students spend mostly 3-5 hours with their family which pales in

comparison to the time that school takes up. The researchers also found that the usual indoor

activities that students do with their family are: (1) eating dinner together, (2) watching TV

together, and (3) chatting for 20 to 30 minutes. On the other hand, the usual outdoor activities

are: (1) eating out, (2) going to church, and (3) mall strolling. And despite the amount of time

that students spend with their family, most of them answered that they did not feel that their

family interaction was limited by school workload, though most also said that the workload

made it hard to manage their time. From these results, we can say that school workload does

have an effect on the time that Grade 12 students of CNSTHS have for their family.

CONCLUSION
 We can conclude in this analysis that while it is important to stay focused, and try to

perform as well as they can in school, students shouldn’t be given overwhelming amounts of

work to the point where it can devastate a family and possibly ruin relationships with family

members/friends. When students are so busy doing homework for hours a day, They don't

have time for anything else. Whether that be sports or family. In addition, The stress can

make them more likely to not want to participate in family activities. School work needs to be

more heavily regulated. Homework is the focus of many versions of educational reform; yet

research on the efficacy of homework as a means of raising student achievement is mixed at

best. Even less certain is the impact of homework on the lives of families, particularly family

relationships. This study used a survey to examine how students perceived school work in

terms of their relationship with their family. In general, the presence of an overwhelming

amount of school work had a disruptive effect on the lives of these families, reducing the

time available for family activities and diminishing the quality of family interactions. In these

families, homework was a carrier for school troubles, a means by which "school troubles' '

were transformed into "family troubles.".

RECOMMENDATIONS

This study confined itself only on examining the relationship holding between

teachers’ workload on students’ quality family time of Grade 12 students of CNSTHS. The

findings of this study provide only a representative picture within the area of confinement.

Therefore, this study makes the following recommendations for that call for thorough

researcher: Studies on similar theme of teachers’ workload and students’ academic

performance in community secondary schools should be carried out over vast area in the

country to reveal actual image of such academic phenomenon.

It is also recommended that research should be carried out to examine the

consequence of students’ poor academic performance resulting from teachers’ heavy

workload on the socio-economic, political and scientific and technological implications to the

students and the general community.

GLOSSARY

1. Behavioral - ​involving, relating to, or emphasizing behavior.​10. Workload - the amount of

work to be done by someone.

2. Family - ​a group consisting of parents and children living together in a household.

3. Independent - ​not depending on another for livelihood or subsistence.

4. Periodical - ​a magazine or newspaper published at regular intervals.

5. Pressure - ​continuous physical force exerted on or against an object by something in

contact with it.

6. Quality - ​the standard of something as measured against other things of a similar kind; the

degree of excellence of something.

7. Regulations - ​the act of regulating or state of being regulated.

8. Research - ​the systematic investigation into and study of materials and sources in order to

establish facts and reach new conclusions.

9. Utilization - ​the action of making practical and effective use of something.

10. Workload - the amount of work to be done by someone.

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