La Salle College Antipolo Antipolo City
A Research Paper On Common Roots of Cramming Dilemma Among Teenagers
In Partial Fulfillment Of the Requirements for English 10
Submitted by: Trisha Miles M. Trabuco 10 - NHS March 06, 2017
Submitted to: Ms. Johanna O. Solero
Table of Contents
Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Body
................................................................ 4
Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Results and Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Outline Topic: Common Roots of Cramming Dilemma Among Teenagers Thesis Statement: Teenagers are suffering cramming dilemma due to distractions, extreme use of technologies, too much projects and out of school demands. I. Introduction A. Review of related literature II. Body A. Cramming as a Study Technique B. Roots of Cramming Problem 1. Fear of Success 2. Extra-Curricular Activities 3. Out of School Demands 4. Disorganization 5. Distractions C. Effects of Cramming III. Methodology A. Participants B. Instrument C. Data Gathering IV. Results and Discussions A. Section I B. Section II V.
Conclusion
VI. Bibliography A. Books B. Periodicals C. Internet
INTRODUCTION If you come to think of it – postponement, delay, stalling and pressure – all of these issues can be linked with the word cramming. But, what precisely is cramming? According to the Merriam - Webster online dictionary, cramming is a “quick period of study in order to learn a lot of information quickly for a test, exam, etc.” or a “last minute study especially for an examination.” In psychological terms, furthermore, cramming is a study technique that we are all familiar with and it’s one that has actually been proven to have a beneficial outcome for students. However, reviewed material leaves your head as quickly as it’s stuffed in there. On the other hand, we can say that our generation these days is living in a world of technologies. We live in a society wherein we use technologies in most aspects of our life. It is clear that with the rapid growing technologies nowadays, it is effortless to acquire and study compared before where technologies are just being developed. But the irony is, as technology constantly ascends, so is the decline of students doing school works and requirements. And what is most alarming is that as the moment of submission and deadline finally approaches, students face the inexorable distress of cramming dilemma. (Gorst, 1901) stated that "as long as education is synonymous with cramming on an organized plan, it will continue to produce mediocrity." Typically contemplated an ineffective study technique, cramming has become a common and sometimes celebrated form of studying. Research by Fuligni in 2012 revealed that students generally learn best
when they keep a consistent study schedule. Although a steady pace of learning is ideal, the increasing demands that high school students face may make such a consistent schedule difficult. Socializing with peers and working, for example, both increase across the course of high school. So do academic obligations like homework that require more time and effort. As a result, many high school students end up with irregular study schedules, often facing nights in which they need to do a quick period of study or completing school works that was due on the next day. Conducting a paper that emphases on the cause of cramming dilemma among teenagers can be a upright start. The outcomes produced from this study aside from contributing engendered from this research can aid as foundations for introducing interferences where they are desired the most. Introducing interferences is essential especially when it is intended at helping students do well out in their academic situation. The purpose of this research is to discover the general cause of pulling a caffeinefueled all-nighter in an attempt to cram as much information into their heads as they can or simply, the common roots of cramming dilemma. Thesis Statement: Teenagers are suffering cramming dilemma due to distractions, extreme use of technologies, too much projects and out of school demands. Review of Related Literature Just a few researchers have investigated the main point of this paper, which was to identify the common roots of cramming dilemma met by teenagers. Of those, most (Arenas, 2014; Pauk, 1989; Heacox, 1991 & Somner, 1990) have undertaken studies in
which they concentrated on the sources of postponement which later on adds to the roots of cramming dilemma among teenagers. According to a study done by Arenas (2014), “Cramming can be connected with the study of testing effect. By definition, cramming is learning something in a short retention interval because you study the necessary information quite close to the memory recall test.” In addition, he explained that when a student is cramming it is less likely that the student is studying for the test a few days before it, but is more likely that they are studying for their test on the day of the test and with only a few hours to spare. Pauk (1989) indicated that this is because “Most people tend to underestimate the amount of time they need to study. Wasting time becomes such a habit that you don’t realize you are wasting it.” Furthermore, Sommer (1990) suggested that students in a university system often adapt to the time-constraints that are placed upon them in college, and often use cramming to perform well on tests. In his article, Procrastination and Cramming: How Adept Students Ace the System, he stated " Many students outwardly adapt to this system, however, engage in an intense and private ritual that comprises five aspects: calculated procrastination, preparatory anxiety, climactic cramming, nick-of-time deadline-making, and a secret, if often uncelebrated, victory. These adept students often find it difficult to admit others into their efficient program of academic survival."
BODY A. Cramming as a Study Technique Gorst (1901) stated that “cramming is becoming more and more common among students both at the secondary and post-secondary level. Pressure to perform well in the classroom and engage in extracurricular activities in addition to additional responsibilities often results in the cramming method of studying. Cramming is a widely-used study skill performed in preparation for an examination or other performance-based assessment.” He also indicated that cramming is often used as a means of memorizing huge amounts of information in a short amount of time. Students are often forced to cram after improper time consumption or in efforts to comprehend information shortly before being tested. B.
Stems of Cramming Problem Fear of Success According to Calligan (1989), “Psychologists who have done research on the
reason why students study late found that many students have very high expectations. As long as they don’t get started on whatever the task is – a project, a paper, a test – they can go along thinking they are going to do a perfect job. Goodchild (1994) also implied that “Some students put off making serious commitment to study for a course because they anticipate, either consciously or unconsciously, unpleasant consequences of doing well. For example, they may fear that their relationship with classmates will suffer. Typically, they consider social life more important than studies. “Who wants to be a geek anyway?” they retort.”
In addition, Cahill (2000), proposed that students have different characteristics. One is the conformist. This student chooses to do less or study late because of peer pressure; they want to blend in with their friends not stand out from them. Maybe the conformist student discovered that studying slowly and late was a way to avoid expectations from both parents and teachers. He conceals his abilities and opts for mediocrity. He lives a lie to protect himself from peer ostracism and adult demands. All in all, these students fear success. Extra-Curricular Activities A study done by Ellis (1997) revealed that various teenagers in higher education are busier than they’ve ever been before. Often that’s due to the “variety of organizations and clubs available on campus: athletics, fraternities, sororities, student newspapers, debate teams, political action groups and many more.” With these kind of involvement, teenagers lost potential study time that soon leads them to rush things out. Also, Rimm (1995) explained that for competitive young people, the excitement of attaining center stage in the gymnasium, auditorium or on dance floor appears to provide a sure career direction. “Academics seem inconsequential and dull by comparison. Studying and homework are put aside in favor of practice and rehearsals.” Out of School Demands Cahill’s (2000) findings proposed that cramming can stem from several causes. It could be because of “your own illness, an illness or death in your family or other stressful and tiring events may cause you to fall behind in your study time.” Another reason why teenagers fail to study on time is that they have other commitments. Cahill
(2000) interpreted that “When facing several obligations at the same time, teenagers find it difficult to do any of them.” Teenagers often join or have personal commitments such as holding a full-time part job or seasonal commitment such as being a track athlete on summer. Teenagers who have full time or part time jobs probably have less time and less energy for studying on time than regular full time student. They often fill in housekeeping chores, sleeping, eating and are too lazy to study for exams. Heacox (1991) likewise detailed that if the student has a job, is involved in several extra-curricular activities, and is responsible for supervising younger family members and doing other tasks at home, there may simply not be enough hours in day for school work, too. In adolescence, friendships and other personal relationships often take precedence over school matters. Further research by Bullock, Gall & Jacobsen (1990) informed that “Different students face problems with time. An example is a student who has too little time left for studying because work or family responsibilities take up much of their time that is supposed to be done for studying.” Disorganization As noted by Rimm (1995), “Disorganization is a frequent cause of cramming problem. Most students appear to be purposely disorganized.” For some, the disorganization shows itself in messy desks, messy papers and messy rooms. Others seem unable to plan their time and thus, usually study late or not at all. Moreover, concomitant with the disorganization patterns are statements that are not entirely
honest such as “I forgot”, “I didn’t know I had to study” and “I don’t have enough time.”. This statement match those of Nugent & Vitale (2000) when they hinted that people who crams place low priority tasks ahead of high priority ones and then offer excuses for not doing the high priority tasks including: “I work best under pressure”, “I’ve got too many things to do first” and “I don’t know where to begin.” Distractions On the other hand, Pauk (1989) expressed that “External and internal distractions, physical and mental fatigue and boredom may keep you from concentrating during your study time.” External stimuli are happenings that interrupt your thinking and should be limited. Basically, internal distractions are any thoughts or feeling that interfere with the task at hand such as studying for exams. “Indecision, personal problems, anxiety and daydreams are all internal distractions.” Daydreaming is also one of the most time wasters. It is a way of escaping from hard work. Pleasant as it is, it uses up time which you could be reviewing your notes. Also, when you have several subjects to study on that night with more than one test looming, it’s easy to become distracted and lose your concentration. This was supported by Ellis (1995) stating, “Some students try to study in front of the TV or their computers, thus will give them a different message. Time to be entertained. This will further lead them to rush studying that they should have done instead of having fun. Distractions interfere with learning.”
C.
Effects of Cramming Nugent & Vitale (2000) findings suggested that “If you have implemented a
study routine in preparation for the test, you should have confidence in what you have learned. Squeezing in last minute studying may increase anxiety and contribute to feelings of powerlessness and helplessness.” Goodchild (1994) also stated that “if you are afraid of failure or have many commitments, don’t you find yourself procrastinating, cramming and cutting class more often – in short avoiding the cause of your anxiety? These behaviors will, of course, cause you to do even more poorly.” Further research done by Donnelly (1990) also conveyed that cramming cripples your memory. Cramming sessions leave students feeling depleted physically and lack of sleep is a serious issue when it comes to taking exams. When you cram, you are only temporarily remembering information, after the exam is over the crammed information leaves your brain. This is especially frustrating in high school and college because different subjects and courses build upon each other. Thus, your success in future classes will suffer from this forgotten knowledge. “Moreover, cramming is often discouraged by professors since the rushed management of information have a tendency to result in poor long-term retention of information, a phenomenon often referred to as the spacing effect.” Arenas (2014).
METHODOLOGY
Participants High school students from La Salle College Antipolo Night High School Department were selected as the people of interest for two reasons. First, because of their age level, the high school students are expected to have several causes of cramming of dilemma that can affect their social interests and performance at school. Second, night high school students particularly, are referred to as scholars studying at night shift which considers their academic performance and thus, the conditions used in this research were considered in agreement with such reasons. The respondents have a total number of 30 students, age ranging from 13 to 17 years old, from the Night High School Department of La Salle College Antipolo. The respondents were divided into three strata, with the total number of respondents in parenthesis: Grade 8 (N=10), Grade 9 (N=10), and 5th Year (N=10). Instrument A survey instrument was created in order to focus on the research purpose mentioned above. The instrument was examined by one La Salle College Antipolo Night High School Department faculty member in English in order to confirm whether or not the questions were valid. The final instrument consisted of 20 questions divided into two separate sections. Section I is for understanding the cause of cramming problem and Section II is for self-assessment.
Data Gathering The study was administered during the second week of February 2017. The respondents in each level were asked to answer the questionnaires as honest as they could. Respondents were then given about 30 minutes to answer the questionnaire. Information were collected after all respondents finished answering the survey instrument. To describe the responses of the Night High School students, percentages and score means were computed. Data were examined through totaling the rate of responses. Furthermore, relevant sources were studied in order to analyze whether some of the tendency which seem to be taking place in the subject matter are also revealed in journals, books and internet resources. This review targeted twelve books, one journal, and one internet source, all of which were focused in examining the literature.
RESULTS AND DISCUSSION Section I: Understanding the cause of cramming problem The number of responses of the students was converted to percentages scores and is presented in figures for each of the questions.
YES, 97 %
NO, 3 %
Figure 1.1
Only three percent of the respondents (N = 1 out of 30) answered that he or she has not experienced cramming for an examination while almost ninety seven percent of the respondents (28 out of 30) confirmed that they have experienced pulling a caffeinefueled all-nighter in an attempt to cram as much information into their heads as they
can
English, 13 %
for
AP, 0 %
an
Filipino, 3 %
TLE, 3 %
examination.
Science, 13 %
Math, 83 %
Figure 1.2
When asked about the subject they are having difficulty to study the most, a considerable high amount of responses, eighty three percent (N = 25 out of 30) of all responses, revealed “Math” as the main area of subject difficulty among Night High School students. Followed by “Science” and “English” which both garnered thirteen percent (N = 4 out of 30). Likewise, “Filipino” and “Technology and Livelihood Education” (TLE) had the same amount of responses, each with three percent (N = 1 out of 30) while none of the respondents have chosen “Araling Panlipunan” (AP) as a difficult subject to study during exams.
Figure 1.3
Only three percent of the respondents (N = 1 out of 30) in figure 1.3 said that he or she finds examinations difficult to meet when he or she is “not feeling well”. The reasons of “insufficient time for review” and “concentration problem” had the same amount of responses each with twenty three percent (N = 7 out of 30) while “countless projects “gained the highest rate of forty seven percent of the respondents (N = 14 out of 30).
Technology, 53 %
Figure 1.4
Family problems, 3 %
Lovelife, 0%
Peer pressure, 10 %
Only thirty three percent of the respondents (N = 10 out of 30) stated that they don’t feel distracted on their studies while sixty seven percent of the respondents (N = 20 out of 30) confirmed that they are having a tough time focusing on their studies. When asked the reason why, much of the responses were attached to the presence of technology at home earning fifty three percent (N = 16 out of 30) followed by peer pressure gaining ten percent of the respondents (N = 3 out of 30). On the other hand, only three percent of the respondents (N = 1 out of 30) answered that family problems distract him or her on his or her studies and none of the respondents chose love life as one of his or her distractions when studying.
YES, 53 %
NO, 30 %
NOT SURE, 17 %
Figure 1.5
Majority of the respondents, fifty three percent (N = 16 out of 30) answered “YES” concerning the study schedule followed by “NO” which gathered thirty percent (N = 9 out of 30) while a few, seventeen percent of the respondents (N = 5 out of 30) are not sure if they have study schedule or they have none.
once a week, 10 %
twice a week, 7 %
thrice a week, 20 %
everyday, 30 %
Figure 1.6
Data in Figure 1.6 revealed that thirty percent of the respondents (N = 9 out of 30) who answered “YES’ when asked if they have a study schedule said that they are studying every day. Followed by “thrice a week” which collected twenty percent (N = 6 out of 30) and “once a week” which accumulated ten percent (N = 3 out of 30) while only a few have chosen “twice a week” which has only seven percent (N = 2 out of 30).
Figure 1.7
Figure 1.7 illustrates that 37 percent (N = 11 out of 30) of the Night High School students finds it difficult to study for examination during the month of “December”.
Thirty percent response rate was obtained for “March” followed by “November” which garnered 27 percent (N = 8 out of 30). Furthermore, “August” and “September” had the same amount of responses each with 10 percent (N = 3 out of 30). “February” and “January” both collected 3 percent (N = 1 out of 30). None of the respondents have chosen
“October
YES, 77 %
NO, 23 %
Figur e 1.8 Figure 1.8 illustrates that majority of the Night High School students, seventy seven percent of them (N= 23 out of 30) feel that they are being distracted on their studies because of browsing several social media sites while twenty three percent of the respondents (N = 7 out of 30) answered that social media doesn’t affect them in their studies.
YES, 67 %
NO, 33 %
Figure 1.9
As seen in Figure 1.9, students who answered “YES” when asked if weekly commitments hinder them from having enough study time, gained a total of sixty seven percent (N = 20 out of 30) while thirty percent of the respondents (N = 10 out of 30) answered that weekly commitments does not delay them from having a period for study.
Figure 1.10
Majority of the respondents, about fifty-three percent (N = 16 out of 30) have chosen “home chores” as the primary reason that hinders them from having sufficient study time. It was then followed by the reason “church” gaining 23 percent (N = 7 out of 30) and “sports” that has twenty percent (N = 6 out of 30). Thirteen percent response
rate were collected under the choice “special events” Lastly, none of the respondents have chosen “outings” and “sidelines” as a hindrance from having adequate study time. Section II: Self-assessment Section II of the questionnaire was adapted from “HOW WELL DO I PLAY THE SCHOOL GAME”, a self-assessment survey organized by Heacox (1991). The number of responses of the students are indicated in Figure 2.1 with their total number of responses out of thirty respondents was converted into percentages scores. II. Directions: Kindly check those items that apply to you. Total 2
Percentage 7%
important than school. 12. I do not have a regular schedule and time committed for study. 13. If I get done early, it just means more work. I’ll just work on it
16 9
53% 30%
later. 14. I am stressed. My love life is currently complicated. 15. I have family problems, things haven’t been going really well
14
47%
lately. 16. I have health problems, I just can’t do it now. 17. I spend too much time browsing on social media sites (ex:
3 25
10% 83%
Facebook, Twitter, Instagram etc.). 18. I purposely set aside study time so that my friends won’t think
2
7%
I’m a nerd. 19. I usually focus better under the pressure of tight deadlines. 20. Sometimes I focus on subjects that interest me that I forgot
22 19
70% 63%
If not leave it blank. 11. I have so many things going on in my life that are more
there are still other subjects. Figure 2.1
Results indicate that 83 percent of the respondents (N = 25 out of 30) regard social media sites as their root of cramming dilemma. This was then followed by “better
focus under the pressure of tight deadlines” garnering a total response rate of seventy percent (N = 22 out of 30). Subsequently, it can be seen that some students indicate their concentration over a subject they like most may cause them to overlook other subjects they like least having a total response rate of 63 percent followed by the “absence of study schedule” with fifty three percent. Consequently, 47 percent (N = 14 out of 30) of the respondents emphasize family problems as a cause for cramming followed by health problems obtaining 10 percent. Also, seven percent (N = 2 out of 30) of the respondents point out that out that they have so many things going on in their lives and they purposely set aside study time as an excuse for not being a nerd. However, none of the respondents have preferred “love life” as a cause for cramming dilemma.
CONCLUSION
Based on the results of this research, it occurs that the insights of high school students on cramming dilemma stem from various different causes and this was in harmony with the studied information. Thus, a number of primary conclusions were drawn. First, the one of the common roots of cramming dilemma is from extreme use of social media sites. They spend too much time surfing the internet and engaging themselves into different sites that entertains them such as Facebook, Twitter, Instagram and the like. Also, data in this investigation indicate that students already feel distracted because of the presence of technology at home. In fact, 70 percent of the respondents confirmed that the time which they are supposed to be studying was often spent on browsing the internet that may serve as an alternative escape from tons of projects at school. This result fits those of Rimm (1995) when he suggested that “teenagers especially like to do browse the internet when they are supposed to be studying for exams. Television, computers and video games may serve as alternative escapes.” Second, pressure brought by tight deadlines cause students to concentrate better. The findings of this research matched those of Robinson (1993) when he suggested that this was because “They’ve found that cramming helps them focus on the essential issues: details are a luxury they simply don’t have time for. They also find that they rehearse for and take tests better in that frightened state of awareness that adrenaline produces. In short they like the rush.” They feel that rushing things and studying the night before an exam is more effective than the distributed practice of learning.
Third, too much attention over a subject you like the most may cause you to cram for the overlooked subjects. This research supported the conclusion of Landy (1996) when she stressed that “most teenagers have an unhealthy attitude towards examination on a subject they found uninteresting thus, give them far more importance than they deserve.” They tend to avoid lessons that seem boring or difficult or they may put off studying because they doubt their ability to understand it. In addition, results from this research shows that the respondents regard Math as the main area of subject difficulty among the six subjects having a considerable high amount of response rate with a total of 80 percent. Also, Cahill (2000) proposed that “when you have several subjects to study on that night with more than one test looming, it’s easy to become distracted and lose your concentration.” Fourth, absence of study schedule cause teenagers to cram. Although majority of the respondents answered “YES” when asked if they have their own study schedule, it is not often followed due to several reasons. It could be because of personal problems or problems with your family and friends. Fifth, weekly commitments may cause you to fall behind on your studies. In fact, more than half of the respondents agreed that weekly commitments inside and outside the campus delay them from having sufficient study period. These include home chores, church responsibilities, sports and special events. In line with this, Bullock, Gall & Jacobsen’s (1990) findings suggested that “Most students are expected to help with work at home. Some have major responsibilities for cleaning, meal preparation and care of younger siblings. Thus, leads them to have difficulty studying on time.
Limitations of the study This study focused only on the common roots of cramming dilemma among teenagers. Additionally, this study was only limited to 30 high school respondents from a night shift schedule. And since the study was limited to those who were enrolled during the school year 2016-2017 in the Night High School Department of La Salle College Antipolo, the results of this study cannot be generalized to other colleges or universities whether in the Philippines or abroad. Recommendations Despite of the many limitations of this study, the results of this study proved that extreme use of social media sites, tight deadlines, subject preference, absence of study schedule and weekly commitments as common roots of academic frustration were reality and actually being experienced by high school students. In line with this, it is advised that the study be simulated in other locations in the Philippines or abroad using the same instrument used in the study with greater number of respondents and with greater number of schools to see if results will hold true. The use of other instruments that measures cramming dilemma, if ever there are, is also recommended. Effects and steps on how to cope with cramming problem can also be another meaningful undertaking.
BIBLIOGRAPHY BOOKS Arenas, C. (2014). The Testing Effect and Cramming: Presence of the Testing Effect in a Shorter Retention Interval. U.S.A: Houghton Milton Company. Bullock, T., Gall, J., Gall, M., & Jacobsen, P. (1990). Tools for Learning: A Guide to Teaching Study Skills. Alexandria, Va: Association for Supervision and Curriculum Department. Cahill, M. (2000). Studying and Test Taking Made Incredibly Easy. Springhouse, Pa: Springhouse Corp. Donnelly, R. (1990). Active Learning: A Study Skills Worktext. U.S.A: Holt, Rinehard and Winston Inc. Ellis, D. & Lenn, P (1995). Learning Power: Strategies for Student Success. U.S.A: Learning Technologies Corp. Ellis, P. (1997). Becoming a Master Student. U.S.A: Houghton Milton Company. Heacox, D. (1991). Up from underachievement: How teachers, students, and parents can work together to promote success. U.S.A: Free Spirit Publishing. Landy, J. (1996). How to Study. Manila: Tahanan Books for Young Readers Meet, T., Goodchild, F. & Zajchowski, R. (1994). Learning for Success: Skills and Strategies for Canadian Studies. Toronto: Horcort Brace Tordnovich Corp.
Nugent, P. & Vitale, B. (2000). Test Success: Test Taking Technique for Beginning Nursing Students. U.S.A: F.A Davis Company. Pauk, W. (1989). How to Study in College. U.S.A: Houghton Mifflin Corp. Rimm, S. (1995). Why Bright Kids Gets Poor Grades. U.S.A: Crown Trade Paperbacks. Robinson, A. (1993). What Smart Students Know: Maximum grades, optimum learning, minimum time. U.S.A: Crown Trade Paperbacks. Vatterott, C. (2009). Rethinking homework: Best practices that support diverse needs. Alexandria, VA: ASCD. JOURNALS Sommer, W. G. (1990). "Procrastination and Cramming: How Adept Students Ace the System". Journal of American College Health. 39 (1): 5–10 INTERNET Cramming. (n.d.) In Merriam-Webster online dictionary (11th ed.). Retrieved from http://www.google.com.ph/gwt/x? gl=PH&hl=enPH&u=http://www.merriamwebster.com/dictionary/fr ustration&source=s&Cramming +ln+Psychological+Terms&sa=X&ei=egHgVkqkKNP48Wy&ved=0C8 QFjAG
