CHAPTER II RELATED LITERATURE

This chapter presents a review of related literature. It also presents the conceptual

framework, the hypothesis and definition of terms operational to the survey.

The Main topic is the “Comparative study of hours spent for studying amongst

sophomores in CSQC and PSHS”, a case study from Study Hacks (2008) discussed on

“Why the number of hours you spend in studying means nothing”, it goes with such an

outrageous number of hours spent hitting the books, this student expected to breeze

through the class. Then he took the first exam. He got a 70 — well below the average.

There are literally no more waking hours left in the day for this student to study. Study

two hours after lunch, every other day, and a good chunk of time on Sunday morning. In

other words, for improving his grade in this class is to study much, much less. Study two

hours after school, every other day, and a good chunk of time on Sunday mornings.

A common myth plaguing students is that grades are a function of smarts and

hours spent studying. Since you can’t change your smarts, your only option to increase

your grade is to study more. This story is that unless he is taking the absolute most

difficult human physiology course ever taught in the history of mankind, his experience

completely invalidates the study hour quantity myth. In other words, if devoting every

possible waking hour to a single course doesn’t budge your grade, there must be

something else more important playing a major role in determining your score.

This is why the student has to significantly reduce his work hours. Once this slash and

burn is complete, he can turn his attention to the real question at the core of the studying
process: what’s the most efficient way to transform the inputs, arriving in the form of

lectures, into outputs, leaving in the form of exam answers? (Study Hacks, 2008)

Another study in children 6-12 spent more time studying in 2003 than in 1997.

Two-thirds of children studied on a given day/week in 2003 and study time was up about

23% overall. In 2003, 64% of 6-8 year olds studied on a given weekday, compared with

53% in 1997. The average weekly time 6-8 year olds spent studying was 2 hours and 36

minutes in 2003, compared with 2 hours in 1997, an increase of about 30%. Children 6-8

spent about 30 minutes per day studying in 2003, including those who did not study.

Among those who studied, children studied about 4 hours per week, about 48 minutes per

day.

In 2003 about 68% of 9-12 year olds studied on a given weekday, compared with

62% in 1997. The average weekly time spent studying was 4 hours and 24 minutes in

2003, compared to 3 hours and 36 minutes in 1997, an increase of about 20%. Children

9-12 spent about 50 minutes per day studying in 2003, including those who did not study.

Among those who studied, the total weekly time spent studying was about 6 hours and 20

minutes, or about 1 hour and 15 minutes a day.

The increased time children spent studying fits with the federal government's

focus over the period on improving children's academic test scores (No Child Left Behind

Act of 2001). An increase in study time that occurred for all demographic groups, but that

was stronger for younger than older children, is very consistent with the increased math

test scores for younger (4th graders) but not older children (8th graders) that were

documented in the National Assessment of Educational Progress over the period.

Data come from time diaries filled out by a national sample of 1,448 children in 1997 and

1,343 children in 2003 (S. Hofferth, 2006).

Now let us correlate this to another study based on economics: Has leisure

increased over the last century? Standard measures of hours worked suggest that it has. In

this paper, they develop a comprehensive measure of non-leisure hours that includes

market work, home production, commuting and schooling for the last 105 years. They

also present empirical and theoretical arguments for a definition of “per capita” that

encompasses the entire population. The new measures reveal a number of interesting 20th

Century trends. First, 70 percent of the decline in hours worked has been offset by an

increase in hours spent in school. Second, contrary to conventional wisdom, average

hours spent in home production are actually slightly higher now than they were in the

early part of the 20th Century. Finally, leisure per capita is approximately the same now as

it was in 1900. (Ramey & Neville, 2006)

A guideline in basic study techniques was discussed in Texas A&M University,

Student Counselling Service where they found out that their university students have

been having trouble in managing their study habit. They have extreme practices in

spending hours for studying from loafing to overly studying most of the time. (Texas

A&M University, 2004). Trockel (2000) found out that the health behaviours caused by

the insufficient and irregular sleep and improper habits of a student affects his or her

grades as well.
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

Conclusions:

We found hypotheses “H1-Sophomores in CSQC spends more time in studying than

PSHS” rejected and “H0 Sophomores in PSHS spends more time in studying than

CSQC” supported as shown at Table 2, there are only N=7 from CSQC who answered

that they study more than two hours compared it to PSHS whose N=24. CSQC

respondents who answered that they “study less than an hour” N=35 is quite a number

than those with PSHS whose respondents are N=15.

Time spent for studying at home

Total
Number Relative
CSQC PSHS Frequenc
of hours Frequency
y
Less than
35 15 50 28%
an hour
An hour 30 23 53 29%

2 hours 18 28 46 26%
More
than 2 7 24 31 17%
hours
Mean 22.5 22.5 45
Standard
12.56 5.45 9.76
Deviation
Total 90 90 180 100%

While hypotheses “H2 -sophomores in CSQC has enough time of rest than PSHS” is

supported as shown at Table 4 and “H02 Sophomores in PSHS has enough time of rest

than CSQC” is found rejected. In Table 4, CSQC sophomores takes time in watching

television for more than two (2) hours the respondents were N= 37 while PSHS
sophomores respondents is N=19. While in Table 5, it was asked how many hours do you

spend for amusement or recreation in a week both sophomore schools has almost the

same number of respondents answering “more than 5 hours”

Table 4 Time spent in watching television at home in

a day
Number of Total Relative
CSQC PSHS
hours Frequency Frequency
Less than an
15 35 50 28%
hour
An hour 17 23 40 22%
2 hours 21 13 34 19%
More than 2
37 19 56 31%
hours
Mean 22.5 22.5 45
Standard
9.983 9.29 9.87
Deviation
Total 90 90 180 100%

Table5 Time spent for amusement recreation in a

week
Number of Total Relative
CSQC PSHS
hours Frequency Frequency
Less than 2
13 13 26 15%
hours
Less than 5
hours but
20 14 34 19%
more than 2
hours
5 hours 9 17 26 14%
More than 5
48 46 94 52%
hours
Mean 22.5 22.5 45
Standard
17.54 17.76 32.88
Deviation
Total 90 90 180 100%
From the start of our research, our main objective in making this study is to compare the

practice of sophomore students from Claret School of Quezon City and Philippine

Science High School in managing their time by determining the number of hours spent in

studying, relaxation and recreation. Our study show the unseen stress on teens’ daily

routine through calculating the number of activity hours versus the number of hours left

in the day for sleeping and spent in school. Our research hinged with the idea that either

the studies of the student or the students’ relaxation or any form of recreational activity

would be compromised.

Results show that sophomores from CSQC and PSHS have different practices in

the number of hours spent for studying, relaxation and recreational activities. The

comparison of the two schools can be classified as diverse.

Our research found-out that most of the students from the two schools lived near

with a less than 30 minutes travel time. However, the sophomores coming from PSHS

spends more time in studying rather than students from CSQC. It is also evident that most

of the students from PSHS allots more time for their assignments than CSQC students. It

is already safe to say that sophomores from PSHS prioritize and gives more of his or her

time for studies. However, our survey presents that most of the students from CSQC are

more relaxed than the students of PSHS and less deprived of amusement recreational. It

is also safe to say that students from both schools are very diverse and doesn’t have a

well-balanced play and study growth, which could be caused of different factors.

Recommendations:
 Well-developed student time management skills are a foundation of good study

habits. A student needs to develop effective time management skills because their lives

are full of mountains of home works at one end, and many games and activities on the

other. So a student needs to know how to manage things better, while also having good

grades. Know here are few tips for time management for students.

1. Try using a scheduler/calendar. Prepare a list mentioning all your daily activities

and prioritize the items in the list. It’s not that a student life should always be in a

tough schedule and the list should only include boring studies and rules. The

student phase is also a time to rejoice life. So it also includes time for fun

activities. A student must know how to set priorities. They must understand what

things need to be done first.

2. They should also understand that multi-tasking might not be the easier solution to

solve a problem; rather a task should only be accomplished one after one.

Time management for students is a great way to set realistic goals. He or she may like to

dance or play football match. But the student must understand at the same time that he or

she needs to get good score in their school subjects, especially if they have already have

poor grades. Moreover, they need to organize time to do the projects on time, or else they

may have a higher chance to make a mess with these projects.

So before spending excessive time with friends, or in different non-school

activities, they must have to be honest with themselves to set a realistic goal and do the

first things first. In this way, they can also take the fun of life fully and on time. The life

of a student attracts many distractions, which may affect personal life, social life, and
academic life and that is why time management for students is so important. If a student

becomes unable to deal with them in a proper way, he or she may not be enough

successes in the adult life. So it is important to them to stay focus and organized. When a

student sets a priority list, it means that he must do his best to stick to it. However, a

student should also work out to meet unexpected changes in life and learn how to deal

with the unexpected changes, so that he can better optimize his time management skills.

1. Burnout Syndrome in Adolescents

Burnout is a chronic condition that happens when your body or mind can no

longer cope with overwhelmingly high demands. You are trap in a state of

emotional exhaustion, and it is hard to get out of that state. You stop caring

about what you do, even though you may feel guilty about that fact. Even if

you still continue working, it seems to be hard to make progress. You hardly

accomplish anything significant, just go through the motions.

There are many different situations that could lead to burning out. Common

burnout causes include:

• An overwhelming workload. Could be due to insufficient time management

skills, especially lack of planning, prioritizing, or delegation skills

• Hard work with no clear goals. You work hard and hard, but no matter how

long you keep at it, you cannot see any progress. But how could you see that

you have got closer if you don’t know your destination?

 • Powerlessness to change something important to you something that you are

very much emotionally attached too, but that is at the same time beyond your

control.

• Forcing you to make the impossible happen. For example, solving problems

without having the necessary resources.

• A conflict between your personal values and the values of the environment

you’re working with. You don’t believe in or disagree with what you are

doing, but you feel the circumstances force you to keep on doing it anyway.

• Hitting the invisible ceiling. No matter how good or competent you become,

there is hardly any chance of recognition or promotional opportunities.

Considering the benefit of the doubt that there are other underlying factors why

these students experience a burn-out syndrome, we also need to address these factors so

that these students will learn a more holistic and well-balanced manner. We also

recommend the following to the academe:

1. There should be a limit on the number of homework and a limit on the number

of quiz on a given day. Considering that the student is practicing time

management, Barkin (1988) argued that an average student should and limit 2

hours on one subject at any one time only because after 2 hours, their ability

to concentrate will decrease as well as the effectiveness of their studying.

Most of the time students allot more time in making their assignments as

shown in our research (see Table#2 and Table#3).

 a. Students often learn most effectively when they have the opportunity

to interact with other students. Kennett et.al. (1996) reported that test

performance improved for students who worked cooperatively with

others. Interaction among students typically leads to group problem

solving. When students are unable to meet together, appropriate

interactive technology such as E-mail should be provided to encourage

small group and individual communication. Assignments in which

students work together and then report back or present to the class as a

whole, encourage student-to-student interaction so it is quite obvious

to ensure clear directions and realistic goals for group assignments

(Burge, 1993).

2. Instructors must face and overcome a number of challenges before learning

takes place including: becoming and staying responsible for themselves;

owning their strengths, desires, skills, and needs; maintaining and increasing

self-esteem; relating to others; clarifying what is learned; redefining what

legitimate knowledge is; and dealing with content (Brundage et.al., 1993). We

see that the teachers or the mentors themselves should have a clear stance and

sufficient skills to teach their subject of interest. We also see that in their

teaching they should also show confidence and clarity in their lectures.

a. High motivation is required to complete distant courses because the

day-to-day contact with teachers and other students is typically

lacking. Instructors can help motivate learners by providing consistent

and timely feedback, encouraging discussion among students, being

 well prepared for class, and by encouraging and reinforcing effective

student study habits. Motivational factors have also an effect

onstudents‘ levels of achievement (Eppler and Harju, 1997).

b. Students need to recognize their strengths and limitations. They also

need to understand their learning goals and objectives. The instructor

can help learners to explore their strengths/limitations and their

learning goals/objectives by assuming a facilitative role in the learning

process. Providing opportunities for students to share their personal

learning goals and objectives for a course helps to make learning more

meaningful and increases motivation. Achieving students were found

often likely to seek help if they needed it and to do so in an effective

and efficient way (Ryan and Hicks, 1997). In this manner, the students

will have a goal and objectives in life and will see what field he or she

should further develop and invest on with the guidance of the teacher.

If these students know their strengths and weaknesses, they themselves

will seek the opportunities that they think that would enrich

themselves.

The home is where learning started thus we also recommend the following:

1. That every parent should monitor and evaluate their

children’s development, not to mention a work-life balance

and time management. Enough sleep and rest will give the

brain time to recoil.

2. A good communication skill should be practiced at home.

This is to ensure that there is a parent –child quality talk; a

simple story telling on the child’s day would lessen stress and

therefore a burnout can easily be coped.

3. A well balanced diet and good nutrition will help the teens to

think well and learn more.

4. A weekend relaxation activity with the adolescent will help

to relieve the tiresome week long.

5. Positive reinforcements like award giving or just a simple

“very good” from the parent gives a boost of motivation to

the teen’s morale.

Bibliography:

1. The Child and Adolescent Psychiatric Assessment, Duke Development

Program, Duke University, 1986

2. Cognitive-Behavioral Treatments for Anxiety Disorders in Children and

Adolescents, Raul R. Silva, MD, Richard Gallagher, PhD, and Haruka

Minami, BA, Primary Psychiatry

3. Time Management-Guide.com for students

4. ADOLESCENT GROWTH AND DEVELOPMENT by Jamie Stang and

Mary Story, Paediatric Magazine, January 2000

5. A Century of Work and Leisure, Valerie A. Ramey, University of

California, San Diego, National Bureau of Economic Research and

Neville Francis, University of North Carolina; May 2006

6. Texas A&M University, Student Counselling Service,

http://www.scs.tamu.edu/selfhelp/elibrary/basic_study_techniques.asp

7. Changes in Study Time of Children 6-12, 1997 to 2003 S. Hofferth,

Department of Family Studies, University of Maryland, August 2006

8. James, Elizabeth and Carol Barkin. How to be School Smart. Lothrop,

Lee & Shepard Books, New York. 1988.

Health-Related Variables and Academic Performance
Among First-Year College Students: Implications for
Sleep and Other Behaviors.(Statistical Data Included)
Journal of American College Health | November 1,
2000| Trockel, Mickey T.; Barnes, Michael D.; Egget,
Dennis L.

In Partial Fulfilment of the

Requirements in Statistics II
 “Comparative study of
hours spent for studying
amongst sophomores in
CSQC and PSHS”

Submitted by:
II-SAG
Research Leader: Jiordan Gabriel F. Simon
Members: Justin Surot
Roman Regala
Karlo Santos

Submitted to:
Mr. Jacinto Liwag
2nd year, Statistics Teacher