Research-Final For U

LA VERDAD CHRISTIAN SCHOOL
Assessment of Cramming and Spaced-Learning in Terms of Examination Performance in

Mathematics Among Selected Grade 10 Students of La Verdad Christian School S.Y.
2019-2020: A Comparative Study
A Research Proposal
submitted in partial fulfilment of the requirements
for Inquiries, Investigation, and Immersion
Submitted by
Banting, Ruchelle
Canlas, Jazmeer
Cardeno, Patricia Gayle
Cervantes, Mark Eli
Montellano, Prince Jaycee
Quiroz, Clarence Mark
Toledo, Melvin Andrew
Submitted to
Ms. Willen Anne C. Alba
March 2020
1
ABSTRACT
Study habits or review style are the behavior used when preparing for examination or
any learning academic material. The researchers intended to know the more effective review
style between cramming and spaced-learning in terms of Mathematics examination.
Cramming is to prepare hastily for examination while, spaced-learning is where in a certain
gap between the day a student learns a material and the day of their examination. In this
study, the researchers used a posttest method consists of two different set of test questions
and distributed it to the respondents consisting of 40 students of Grade 10 Mark of La Verdad
Christian School that determined the result of this study. It was found that cramming is the
more effective review style than spaced-learning.
The results revealed that cramming excels as the more advantageous review style in
achieving a higher examination result in Mathematics.
However, based on the findings and result of this study, the researchers recommend
the following, the students must allow themselves to allot time right before their
examination, student leaders or teachers should hold a cram study, teachers should conduct a
quiz, exam and seatwork right after the discussion.
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ACKNOWLEDGMENTS
We would like to express our deepest gratitude to the following people that helped us
to go this endeavor in different ways.
First, we thank God for always hearing our prayers and giving us strength and ability
to do the work.
Second, we would like to give thanks to our parents who supported us in doing the
research work and took care of us all the time.
Third, to our classmates who shared their knowledge to make our study better and
cheered us up to finished the research.
Fourth, to our respondents who patiently answered the questionnaire we gave them
and for their genuinely participation to complete the data we needed.
Next, Ms. Willen Anne C. Alba, our research teacher, who always there to guide us,
helping us to finish our research easily and for the patience in checking out drafts and explain
every detail we needed to construct.
Finally, we thank La Verdad Christian School administrators, faculty members and
staffs for the opportunity to conduct this study.
Without the help of these people, we can’t make this research possible, meaningful,
and beneficial.
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TABLE OF CONTENTS
TITLE PAGE …………………………………………………………………. 1
ACKNOWLEDGEMENT ……………………………………………………. 2
ABSTRACT …………………………………………………………………... 3
TABLE OF CONTENTS ……………………………………………………... 4
CHAPTER 1 THE PROBLEM AND IT’S BACKGROUND
Introduction ……………………………………………. 6
Statement of The Problem ……………………………... 11
Scope and Delimitation ………………………………... 11
Theoretical Framework ………………………………... 12
Conceptual Framework ………………………………... 13
Significance of the Study ……………………………… 13
Definitions of Terms …………………………………... 14
CHAPTER 2 REVIEW OF RELATED LITERATURE …………….. 15
CHAPTER 3 METHODS AND PROCEDURE
Research Design ……………………………………….. 18
Research Respondents and Locale …………………….. 18
Research Sampling …………………………………….. 18
Research Instruments ………………………………….. 18
Validity ……………………………………………….... 19
Data Collection and Analysis Procedure ………………. 19
Statistical Treatment …………………………………… 20
CHAPTER 4 PRESENTATIOM, ANALYSIS AND INTERPRETATION OF
DATA ………………………………….. 21
CHAPTER 5 CONCLUSION AND RECOMMENDATION
Result ……………………………………………… 28
Conclusion ………………………………………… 28
4
Recommendation ……………………………………….. 29
APPENDICES
Appendix A …………………………………………….. 30
Appendix B …………………………………………….. 32
Appendix C …………………………………………….. 39
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
As the world enters modern age, society sees education as one of the humanity’s
basic necessity. As years go by, people values education more, leaving students of today with
the responsibility to work harder in order to accomplish greater achievements than the
previous generation. With this in mind, students try to be more persistent in their studies.
This shows how much the importance of education increased throughout the years.
As the value of education goes up, so does its standards, and with the higher
academic standards requires better level of academic performances. And with the general
academic performance part of it are written examinations, which requires preparation and
studying. Each student has his/her way of studying. Some likes to study in a less distractive
environment. Others prefer to accompany their studying with music. There are those who
prefer to be in a group review and other. Studying depends on how the student plans or desire
to do it. These are called study habits.
Study habit is defined as a well-planned and deliberate pattern of study
(Acheaw,2004). It means studying is something that must be prepared for. However, there
are times in which student cannot perform the well-planned study because of various
activities that hinders it such as housework, church works, extra-curricular activities and like.
There are also who just pleasure themselves into postponing assigned activity and do what
they want. Because of these people tend to resort to a study method known as cramming.
According to Merriam Webster Dictionary cramming is to prepare hastily for examination.
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Although study made by psychologists from University of California, San Diego reveals that
cramming is not an effective method to prepare, it still seems to be part of every student habit
from time to time. But there’s method prescribed by the psychologists from University of
California, San Diego is called spaced-learning where in a certain gap between the day a
student learns a material and the day of their examination.
When talking about good study habit, most refer to the practice in which an
individual start studying with an ample of time before the date of an examination. This
method is called spaced-learning. According to Thalheimer, PhD (2006), spaced repetitions
will lead to long-term remembering. Using this technique, students undergo what is known as
spaced repetition where they would create time intervals (space) between learning sessions
along the brain to refresh and consolidate information before repeating process. This mean
that if a learner allots breaks in reviewing the same lessons, he/she would be able to retain the
gathered information much better. A research by Dellarosa & Bourne (1985) shows that the
wider gaps of repetition, the more material will the student remember. Another study was by
Kornel, PhD (2009) where he experimented on the effects of spaced repetition and tested
college students using flash cards.
Going against spaced-learning is the method used by anyone if not almost everyone;
and it’s none other than the traditional massed learning. Massed learning is the practice in
which a student tries to absorb as much information in a single sitting, allowing only little to
no break breaks from learning at all. One studying strategy that falls under this method is
cramming. It’s no wonder that almost everyone has done cramming at least once in their life
especially before an exam due to tight schedules, etc. However, most educators condemn this
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style of learning due to its extremely low chance of retention. According to Sommer (1968),
cramming means “a period of neglect followed by concentrated burst of studying
immediately before an exam”. Sommer shows that cramming causes horrible effects to one’s
education but countries like Japan and Taiwan conducts what is known as cram schools as
one of the ways to teach students. On the other, cramming is not all that negative, if utilized
properly. Cramming requires a person to process data in a much quicker phase and to analyze
things in a short amount of time. Another advantage of cramming is that it improves short-
term memory. Cramming also teaches an individual to work under great stress and time
pressure.
Whether cramming or spaced-learning is preferred by the students, it all comes down
to factors affecting their studying. The factor with the most effect would be the student’s
desire to learn material. Usually, if a student really enjoys the topic, he/she would be eager to
know more about that topic and would allot time to further study; while those who are less
engaged in that certain topic will disregard advancing to study the material. Although there
are uses in a student who fails to give time to study the subject even though he/she shows
interest. This is the time students of today aren’t just focused to their studies but also to other
things like family matter, other school activities, out-of-school organization activities, or
even part time jobs (for college and senior high school students). Another factor would be
memory, people gifted with good short-term memory have no problem with stock-pilling all
the knowledge they could with one sitting. But, this would most likely be forgotten right after
taking attest, compared to something being reviewed for a hefty amount of time and would
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be instilled in the long-term memory. But there are cases in which a student is able to store
crammed information in the long-term memory.
Due to the advancing educational standards, studying for examinations is now given
better attention than before. For this reason, the researchers seek to uncover which between
cramming or spaced-learning is the more effective style of review in preparing for tests for
the La Verdad Christian School Grade 10 students.
In studying for Mathematics, most educators would very much likely to recommend
spaced-learning as the go-to method of studying. Since there are a lot of different concepts
and formulas involved in the subject, students would need a way to retain most of the
gathered information. This seems how the spaced-learning is designed to help. On the other
hand, there are still lack of evidences in order to prove that spaced-learning is actually
effective in real life scenarios.
Although there has been proof of massed learning’s ineffectiveness, top performing
countries like Japan, Singapore, and South Korea prefer to put their students under cram
schools. According to a Forbes article last January 11, Singapore ranked 1 st among the
countries with the highest percentage of students achieving advanced scores and average
national IQ at school while Japan ranked 5th and 6th respectively.
La Verdad’s Vision states that it’s an institution that ensures academic excellence. So,
it would be inevitable to expect its students to have quality performance as well. One way to
measure student’s performance is through examination. As La Verdad’s academic standard
increases, so does the standard of examination where one of the student’s problem is finding
a way to study more effectively in order to achieve the results expected from them. For this
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reason, the researchers seek to uncover which of learning practice is most effective in
preparing for tests. The researchers will try to find which would help students the most to
achieve better performances on examination.
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STATEMENT OF THE PROBLEM
This study aims to know which learning review style is effective for examination of
selected Grade 10 students of La Verdad Christian School Academic Year 2019-2020.
This study will attempt to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 age
1.2 sex
1.3 scholarship status
2. What is the result of the student’s exam when they use spaced learning after
their examination?
3. What is the result of the student’s exam when they use cramming technique
after their examination?
4. What significant difference between the math examination performance of the
student who used spaced learning method and cram technique?
SCOPE AND DELIMITATION
This study focused on review style between cramming and spaced-learning of the
Grade 10 Mark students in La Verdad Christian School Academic Year 2019-2020. The
researcher’s business is to know the more effective review style between cramming and
spaced-learning. This study was formulated to help students to know the most effective
review style.
The respondents of the study are restricted only to the Grade 10 Mark students of La
Verdad Christian School.
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Theoretical Framework
Theory of Spacing Effect
Thalheimer (2015) said that spacing effect occurs when teachers present learners with
a concept to learn and gain knowledge. Repetitions of learning parts include several
compositions like verbatim repetitions, paraphrased repetitions, stories, testing and
discussions. Repetitions can also be delivered to different perceptual modalities and also
through different learning medium. It is also the finding that longer spacings tend to produce
more long-term retention that shorter spacings.
Ebbinghaus (1885) stated that spacing effect happens when you present and repeat
information over intervals of time and it’s encoded in ways that cause it to be preferentially
retained.
Juggar (2014) stated the reasons why it is debatable. Some of this are wider spacing
require extra cognitive effort, wider spacing create memory trace and better remembering,
and it produce more forgetting during learning.
Theory of Testing Effect
Lambert (2015) said that testing effect happens when the teacher present information
in a ‘test’ format. It is also sometimes referred to a retrieval practice, practice testing or test-
enhanced learning. Topino T.C. and Cohen M.S. (2012) testing occurs when adding test to
one’s learning regimen benefits retention more than including a comparable amount of
additional studying.
Principle of Science
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Monkseaton High School (2015) said that repeated stimulation of the same neural
pathway demonstrates its importance to the brain and makes it easier to locate when you
need to access the information stored within it. The basis of this theory is the pathway of the
cells linked to the brain.
CONCEPTUAL FRAMEWORK
Review Styles
 High
 Cramming Examination
Performance
 Low
 Spaced Examination
Learning Performance
The conceptual framework hypothesizes that the difference between effectiveness of
spaced-learning or cramming may vary to either improved examination performance or lower
performance depending on the result of the study.
SIGNIFICANCE OF THE STUDY
The outcomes of this study considered important for its originality. This study is
expected to help and to bring out the positive changes in the following:
Students: The students will be the subject to determine the dominant review style of
the students. The result can also provide about how students nowadays can improve their
knowledge.
Teachers: This study will aid the teachers on what approach is the most effective to
students.
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Parents: They can help their children to improve their knowledge and support them
to some difficulties that their children may encounter.
School Administrator: This will provide the school administrator the importance of
determining the different review style of students.
Other Researchers: This study will help the other researchers in order to have
information that related to their study.
DEFINITION OF TERMS
Study Habit – According to Your Dictionary it is the behaviors used when preparing for
tests and learning academic material
Spaced Learning – a learning method which highly condensed learning content is repeated
three times.
Cramming – to fill (something) by force with more than it can easily hold.
Respondents – the pilot section of Junior High School graduating class.
Examination Performance – a process for testing the abilities or achievement of the student
in any area of academic program.
Learning – the acquisition of knowledge or skills through experience, study, or by being
taught.
Practice – the actual application or use of an idea, belief, or method, as opposed to theories
relating to it.
Education – the process of receiving or giving systematic instruction, especially at a school
or university.
Educator – a person who provides instruction or education; a teacher.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
Tavistock Tutors (2016) states top performing students maintain deliberate habits,
routines and procedures which they have done unknowingly at first. According to him these
habits and routines have adapted by students to have high grade, they learn in the fastest way
possible so that they may achieve academic excellence. Moreover, Tutors explains that
what’s important is that students should be able to absorb and comprehend in the end. His
study also states that developing your own way of studying promotes discipline since
students themselves will be in charge on the implementation of their review.
According to an article entitled Learning Good Study Habits (2018) that good study
habits are essential to educational success as it establishes a strong foundation of knowledge
that we can use in different ways. The article also stated that developing a certain skill with
good habits can reflect of what is the probable outcome of a study. It also said that study
habit teaches especially the students to be responsible by themselves and to be
knowledgeable about different techniques that can help on practicing good study habits. The
article also added that by means of following simple steps, procedures and the way the
students understand, it can lead to new set of knowledgeable information and practicing to be
a literate product by means of hard work and being passionate about something can assess of
what can be the result of anything you’ve done.
An article entitled Is Cramming for a Test Effective (2015) cited the research of Nate
Kornell (2009), and stated that some of the students tend to cram before a test or quiz the
night before. According to the research, the result of the exam is affected by the capacity of
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the student to study with the factor, whether they’re tired or not. The study also found out
sometimes students choose to sleep rather than studying because the energy for them to study
is insufficient to absorb knowledgeable information. They have conducted that having
enough energy to study is a big factor because it brings different impact when studying. But
it also states that most of the students tend to cram because it seems much easier to do for
them.
An article entitled Cramming in Exam Pros and Cons stated that cramming has an
advantage for students. One of it is that the brain remembers the information overnight.
According to the article if a student study before sleeping information will retain for the
mean time in your brain, but students must have a sufficient night sleep so that their brains
will perform well in the next morning. Another finding is cramming helps the students to
concentrate; if students facing many readings and the only choice is to cram, your mind can
shift into results-oriented mode of study. They found that students can practice abbreviating
the details for them to remember.
According to the research entitled Retrieval Practice and Spacing: Effects on Long-
Term Learning among Engineering Precalculus Students (2018), as they cited a research in
cognitive psychology it stated that, information will be remembered for a long time if you
allotted a large time. This article also cited Hopkins and colleagues; they had that students
who uses a spaced learning are the students who performed better on exams in mathematical
object. The study indicated that retrieval practice increases long term retention of information
to a greater extend does study.
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According to the research of Ace T. Ceremonia and Remalyn Q. Casem (2017),
students’ mastery of the lesson especially in mathematics is one of the ordinary problems
nowadays. It suggested that the best way to give solution to this problem is spaced learning.
It helps to improve the performance and strategy of the student whether it is pre-test or post-
test.
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CHAPTER 3
METHODOLOGY
RESEARCH DESIGN
A quantitative research that aims to prove the effectiveness of cramming and spaced-
learning when it comes to examination performance of the students in Mathematics, the
researchers will use quasi experimental method. It is designed to know the difference and
most effective review style between cramming and spaced learning in Mathematics.
RESEARCH RESPONDENTS AND LOCALE
The participants of this study will be the Grade 10 Mark students of La
Verdad Christian School. The researchers will be gathering information from 40 students
from the said section. Researchers selected the pilot section of Junior High School graduating
class to assume the homogeneity of the learning experience. This research will conduct in La
Verdad Christian School New Building located at McArthur Highway, Sampaloc, Apalit,
Pampanga.
RESEARCH SAMPLING
The researchers will use purposive sampling for choosing the respondents. The
participants are selected based on their achievements and they are the performing section.
RESEARCH INSTRUMENTS
The researchers will conduct a posttest wherein the researchers will prepare a
set of different questions according to their topic. Researchers will conduct this to know the
difference between the effectiveness of review style in terms of examination performance in
Mathematics.
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VALIDITY
The instrument that will be used in this study is posttest. The questions are based on
their current lesson in the subject of Mathematics. The test questions are acquired from the
book.
The researchers consulted the Mathematics teacher Mr. Jeffrey Mari Cruz, Mr. Rene
Vee Sahagun and Mr. Victor Bermoy, to know if the questionnaire’s content will be effective
and has an ability to gather the useful data for the study.
The researchers will coordinate to the Mathematics teacher of the participants to plan
the schedule in order to avoid disturbing the respondents’ classes.
DATA COLLECTION AND ANALYSIS PROCEDURE
In order to accomplish the requirements of the study, the researchers will ask
permission from the Principal to conduct the research in school. Researchers also ask the
permission of the Mathematics teacher of Grade 10 Mark to participate in the research. Upon
the approval of the school head and the respondents, the researchers will have an agreement
regarding the availability of the respondents in order to schedule the examination.
The researchers will prepare the questionnaire, researchers came up to the questions
according to the latest topic of the respondents in subject of Mathematics. The test questions
are acquired from the book of e-math Advanced Algebra and Trigonometry. It will be
administered to the respondents wherein they need to write their age, sex, and scholarship
status. The researchers will distribute the questionnaires that will be answered by the
respondents and collect after they answered all the questions. The details that will be
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gathered by the researchers will be kept confidential and will be utilized only for research
purposes.
The gathered data from the respondents will be examined clearly, analyzed and
interpreted through the use of the most suited procedures.
STATISTICAL TREATMENT
The data that will be gathered from the respondents will be interpreted through the
following statistical techniques and procedure.
Correlated T-Test
∑D
T= 2
2
√ n ∑ D −( ∑ D )
N −1
where in
D = difference between cramming and spaced-learning
N or n = total number of populations
Percentage
f
P= x 100
N
where in
f = frequency of each variable
N = total number of populations
Mean
∑S
M=
N
where in
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S = total score
N = total populations
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of the data gathered through
examination and correlated t-test. The results were presented based on the scores of the
respondents in the examination.
Table 1.1 The frequency distribution and percentage of respondents according to age
Age Frequency Percentage

15 19 47.5%
16 21 52.5%
Table 1.1 shows that 47.5% of the respondents are 15 years old and 52.5% are 16
years old.
Table 1.2 The frequency distribution and percentage of respondents according to sex
Sex Frequency Percentage

Male 18 45%
Female 22 55%
Table 1.2 shows that 45% of the respondents are male and 55% are female.
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Table 1.3 The frequency distribution and percentage of respondents according to sex
Scholarship Status Frequency Percentage

Full 17 42.5%
Partial 23 57.5%
Table 1.3 shows that 42.5% of the respondents are full and 57.5% are partial.
Table 2 RESULT OF CRAMMING EXAMINATION
Student Cramming
1 10
2 6
3 8
4 10
5 8
6 10
7 10
8 6
9 10
10 4
11 8
12 10
13 10
14 10
15 8
16 10
17 10
18 10
19 8
20 8
21 6
22 8
23 10
24 8
25 6
26 8
27 4
28 10
29 6
22
30 8
31 10
32 10
33 8
34 8
35 10
36 2
37 10
38 6
39 10
40 8
Percentage 82.5%
Passed Ratings 92%
In table 2, the data collected shows the result of the exam of the student using the
cramming technique. It shows that 82.5% total score of the respondents in cramming
technique.
Table 3 RESULT OF SPACED-LEARNING EXAMINATION
Student Spaced-learning
1 10
2 2
3 8
4 10
5 8
6 10
7 10
8 10
9 10
10 4
11 4
12 8
13 10
14 4
15 2
16 8
17 8
23
18 4
19 8
20 10
21 10
22 6
23 8
24 8
25 2
26 8
27 2
28 10
29 4
30 10
31 4
32 6
33 4
34 6
35 8
36 8
37 2
38 8
39 10
40 4
Percentage 69%
Passed Ratings 67.5%
In table 3, the data collected shows the result of the exam of the student using the
spaced-learning technique. It shows that 69% total score of the respondents in spaced-
learning technique.
Table 4 SIGNIFICANCE BETWEEN CRAMMING AND SPACED-LEARNING
Mean tc Ta = 0.05, df = 39
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Cramming 8.25
6.58 1.645
Spaced-learning 6.9
The table 4 shows the mean of cramming and spaced-learning are 8.25 and 6.9
respectively. It also shows that there is a significant difference between cramming and
spaced-learning. It shows that cramming technique is more effective review style in
mathematics subject than spaced-learning.
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CHAPTER 5
CONCLUSION AND RECOMMENDATION
This chapter presents the brief explanation about the study’s concept, the summary,
the findings, the conclusion drawn from the results, and the recommendation formulated by
the researchers.
RESULT
The researchers have analyzed and interpreted the gathered data and were able to
formulate responses to the questions given at the research’s statement of the problem.
The researchers found out that the more effective review style between cramming and
spaced-learning for the respondents is the cramming method. Students who uses cramming
excels in their academic and/or examination performances.
CONCLUSION
Based on the conducted study, 82% of the research participants passed the given
Mathematics examination after cram review; relatively high compared to the outcome of
spaced-learning review which generated only 69% of passers. This shows that Cramming is
more effective compared to Spaced-Learning as a Review Style for Math examinations.
With these results, the researchers are able to confirm that “Cramming” excels as the more
advantageous Review Style in achieving higher examination results in Mathematics. Thus,
the researchers successfully accomplished the hypothesis of their high preference where the
Cramming Review technique proves to be more effective.
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RECOMMENDATION
With the obtained result from the study where cramming shows to have a higher
percentage chance, the researchers opted to recommend measures and actions such to comply
to needs of students to increase their chances of passing Math exams. The researchers
suggest that:
a) Students must allow themselves to allot time right before their scheduled
exam to review notes and/or handouts to refamiliarize themselves to what
would they be taking.
b) Student leaders or Teachers should hold a cram study before the actual time of
the exam starts.
c) Teachers should conduct a quiz, seatwork, or light exam immediately after the
discussion of a topic.
d) Lessen pressure on the students’ who prefer last minute review.
These recommendations by the researchers are heavily based upon the outcome of the
research and are merely options for students to heighten their chances on getting better exam
performances for Mathematics.
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APPENDICES
APPENDIX A
LA VERDAD CHRISTIAN SCHOOL, INC

McArthur Highway, Sampaloc, Apalit, Pampanga
Privacy Notice:
I hereby agree to give my consent that the data out-written in this paper and
my personal information are to be utilized in conducting the research study.
_____________
Signature
Name: ___________________________ Sex: Male ( ) Female ( )

Age: _____ Scholarship Status: Partial ( ) Full ( )
Direction: Answer the following questions. Read the questions carefully. Box your final
answer. You can use calculator. (2 pts each.)
1. A basket contains 4 starapples, 5 mangoes, and 8 guavas. How many ways can 2
starapples, 1 mango and 2 guavas be chosen?
2. From a class of 32 girls and 18 boys, how many study groups of 3 girls and 2 boys can be
formed?
3. At a party, each guest shook hands with every other guest exactly once. There were a
total of 1225 handshakes. How many guest were there?
4. The head of the guidance office at LVCC HS wants to start a peer facilitator group to
handle the discipline problems. She needs to narrow down her choice to five students
from a group of 10 students. In how many ways can a group of five be selected?
5. A photographer is taking a picture of a bride and a groom together with 6 sponsors. How
many ways can he arrange the 8 people in a line if the bride and a groom stand in the
middle?
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LA VERDAD CHRISTIAN SCHOOL, INC

McArthur Highway, Sampaloc, Apalit, Pampanga
Privacy Notice:
I hereby agree to give my consent that the data out-written in this paper and
my personal information are to be utilized in conducting the research study.
_____________
Signature
Name: _____________________________ Sex: Male ( ) Female ( )

Age: _____ Scholarship Status: Partial ( ) Full ( )
Direction: Answer the following questions. Read the questions carefully. Box your final
answer. You can use calculator. (2 pts each.)
1. How many different ways can the letters of MISSISSIPPI be arranged?
2. There are seven finalists for the Math contest and medals will be given to the first three
finishers. How many ways are there for the medal winners to be selected?
3. In how many ways can 8 people line up for registration?
P
12 9
P
4. Evaluate 10 6 .
C2 6 C2  4 C2 .
5. Evaluate 8
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APPENDIX B
Banting, Ruchelle
G.
Camella Fiorenza Paligui, Apalit, Pampanga
09161018903
ruchellebanting@gmail.com
Objective
Education  La Verdad Christian School
Senior High School
 La Verdad Christian School
Junior High School
 Francisco Mendoza Memorial
Elementary School
Elementary
Awards and Achievements  Grade 1-2 & Grade 4-6 (with
honors)
 Grade 8&10 (with honors)
Canlas, Jazmeer
30
G.
San Isidro, Minalin, Pampanga
09052696687
jazmeergcanlas@gmail.com
Objective
Senior High School
Junior High School
 San Isidro Elementary School
Elementary
Awards and Achievements  Top Achiever in Elementary
 SGO President in Elementary
 Top Achiever from Grade 7 to 8
 Grade 10 (with honors)
Cardeño, Patricia
Gayle F.
31

09058897359
patricia.gayle.cardeno@gmail.com
Objective To know what is more effective review

style for me and also for other students
that getting hard time for reviewing their
notes

Senior High School
Junior High School
 San Vicente Elementary School
Elementary
Awards and Achievements  Kinder (Top 3 and Best in
Conduct)
 Elementary (Best in Conduct)
 Grade 10 (with honors and CAT
Officer)
32
Cervantes, Mark
Eli
09058897359
patricia.gayle.cardeno@gmail.com
Objective
Senior High School
Junior High School
 San Vicente Elementary School
Elementary
Awards and Achievements  Kinder (Top 3 and Best in
Conduct)
 Elementary (Best in Conduct)
 Grade 10 (with honors and CAT
Officer)
Montellano, Prince
33
Jaycee P.
Purok 3 Sampaloc, Apalit, Pampanga
09551028207
Jaycee24.2012@gmail.com
Objective To lessen the struggle of students who

get so frustrated in their mathematics
subject and to our teachers to help them
adjust their method of teaching or how
to deal with different kinds of students

Senior High School
Junior High School
Elementary
Awards and Achievements  Grade 9&10 (with honors)
 Grade 10 CAT Officer
 Grade 12 (SGO Comfirm)
Quiroz, Clarence
34
Mark J.
09558259638
quirozjclarence@gmail.com
Objective For the teachers to know what to advice

to their students for them to get a higher
grade

Senior High School
Junior High School
 Blueridge School of Apalit, Inc.
Elementary
Awards and Achievements  Elementary (2nd Honorable)
 Grade 8 to 10 (with honors)
 Grade 10 (CAT Platoon
Champion)
 Grade 12 (SHS Governor)
35
Toledo, Melvin
Andrew C.
#29 Piety Street Nayong Tsinoy, San Pablo
Propio, San Simon, Pampanga
09654184853
melvinandrewtoledo26@gmail.com
Objective For the students to meet their teacher’s

standards and also for the teacher to
know how to approach their students.

Senior High School
Junior High School
 St. Augustine Institute of
Pampanga
Elementary
Awards and Achievements  Grade 8 to 10 (with honors)
 Grade 10 (Cadet First Lieutenant
– 2nd Overall Champion)
APPENDIX C
LA VERDAD CHRISTIAN SCHOOL, INC.
36
MacArthur Highway, Sampaloc, Apalit, Pampanga
January 30, 2020

LUZVIMINDA E. CRUZ, Ph. D.
Principal
LA VERDAD CHRISTIAN COLLEGE, INC.
Mac Arthur Highway, Sampaloc
Apalit, Pampanga
Dear Ms. Cruz:
We, the researchers from Grade 12 - STEM (Science, Technology, Engineering and Mathematics) B,
are currently conducting a research entitled “An Assessment of Cramming and Spaced-learning in
Terms of Examination Performance in Mathematics among Selected Grade 10 Students of La
Verdad Christian School S.Y. 2019-2020: A Comparative Study” as a requirement in Inquiries
Investigations and Immersion.
In line with this, we would like to seek your permission to conduct an examination on the selected
Grade 10 students of this academic year.
Your approval to this will be highly appreciated. Rest assured that the data gathered will be treated
with utmost confidentiality.
Thank you!
Respectfully yours,
________________________
MARK ELI CERVANTES
Group Representative
Noted by:
______________________ _____________________ _____________________
Ms. WILLEN ANNE C. ALBA Mr. GILBERT FRUEL Mr. ROLDAN VILLANUEVA
Instructor Data Privacy Officer SHS
Coordinator
Recommended by: Approved by:
____________________ ___________________ ___________________

Mr. NORIEL P. MANGASIL Mr. ALBERT D. SORIANO Dr. LUZVIMINDA
E. CRUZ
Teacher Coordinator Research Coordinator/SHS Focal Person
Principal
37

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LA VERDAD CHRISTIAN SCHOOL

Assessment of Cramming and Spaced-Learning in Terms of Examination Performance in

submitted in partial fulfilment of the requirements

for Inquiries, Investigation, and Immersion

Cardeno, Patricia Gayle

Cervantes, Mark Eli

Montellano, Prince Jaycee

Quiroz, Clarence Mark

Toledo, Melvin Andrew

Ms. Willen Anne C. Alba

style between cramming and spaced-learning in terms of Mathematics examination.

Cramming is to prepare hastily for examination while, spaced-learning is where in a certain

and distributed it to the respondents consisting of 40 students of Grade 10 Mark of La Verdad

more effective review style than spaced-learning.

achieving a higher examination result in Mathematics.

quiz, exam and seatwork right after the discussion.

to go this endeavor in different ways.

research work and took care of us all the time.

cheered us up to finished the research.

and for their genuinely participation to complete the data we needed.

every detail we needed to construct.

Finally, we thank La Verdad Christian School administrators, faculty members and

staffs for the opportunity to conduct this study.

THE PROBLEM AND ITS BACKGROUND

to do it. These are called study habits.

Study habit is defined as a well-planned and deliberate pattern of study

According to Merriam Webster Dictionary cramming is to prepare hastily for examination.

student learns a material and the day of their examination.

method is called spaced-learning. According to Thalheimer, PhD (2006), spaced repetitions

college students using flash cards.

cramming means “a period of neglect followed by concentrated burst of studying

Whether cramming or spaced-learning is preferred by the students, it all comes down

crammed information in the long-term memory.

the La Verdad Christian School Grade 10 students.

effective in real life scenarios.

national IQ at school while Japan ranked 5th and 6th respectively.

measure student’s performance is through examination. As La Verdad’s academic standard

achieve better performances on examination.

STATEMENT OF THE PROBLEM

selected Grade 10 students of La Verdad Christian School Academic Year 2019-2020.

This study will attempt to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.3 scholarship status

after their examination?

4. What significant difference between the math examination performance of the

student who used spaced learning method and cram technique?

SCOPE AND DELIMITATION

Verdad Christian School.

Theory of Spacing Effect

compositions like verbatim repetitions, paraphrased repetitions, stories, testing and

more long-term retention that shorter spacings.

and it produce more forgetting during learning.

Theory of Testing Effect

cells linked to the brain.

The conceptual framework hypothesizes that the difference between effectiveness of

spaced-learning or cramming may vary to either improved examination performance or lower

performance depending on the result of the study.