CHAPTER 1 INTRODUCTION Introduction: This survey was implemented for the purpose of an immersion on sophomore students in two different schools, Claret School of Quezon City and Philippine Science High School as a comparative study on the number of hours children spent in studying, recreation and play. This is also done as a hands-on practice on statistics subject requirement. Background of study: Our study is all about the practice on how the teenage students’ age 13-15, manage their time especially in their study habits. We would like to find out how many hours do they spend in watching television as part of their relaxation, other recreation for individual enrichment, their travelling time from school, average number of hours in doing their assignments and time spent for studying for the next day’s lesson. Through this study we hope to find out if teens have a sense of work- life balance comparing it from the number of activity distribution in Twenty-four (24) hours. As we all know, 1
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CHAPTER 1 INTRODUCTION
Introduction:
This survey was implemented for the purpose of an immersion on sophomore
students in two different schools, Claret School of Quezon City and Philippine
Science High School as a comparative study on the number of hours children spent in
studying, recreation and play. This is also done as a hands-on practice on statistics
subject requirement.
Background of study:
Our study is all about the practice on how the teenage students’ age 13-15,
manage their time especially in their study habits. We would like to find out how
many hours do they spend in watching television as part of their relaxation, other
recreation for individual enrichment, their travelling time from school, average
number of hours in doing their assignments and time spent for studying for the next
day’s lesson. Through this study we hope to find out if teens have a sense of work-life
balance comparing it from the number of activity distribution in Twenty-four (24)
hours. As we all know, children also experience stress and being burnout; in this study
we would like to know the practice of children at this age in managing their time in
recreation, play and study. We chose to conduct interviews for sophomore students in
two (2) selected schools, Claret School of Quezon City and Philippine Science High
School.
Our study got its inspiration from “Children and adolescent psychiatry and
development” of Duke University. They were studying on the development of
children ages 9 to 18 and their parents. A suite of interviews have been developed that
employ a consistent approach to the assessment of psychopathology in childhood,
adolescence, and young adulthood. In addition to these assessments of
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psychopathology, the Developmental Epidemiology Program has also produced
companion measures to assess service use in children, adolescents and young adults
(the Child and Adolescent Services Assessment - CASA), and the impact of
children’s psychiatric problems on parental and family life (the Child and Adolescent
Impact Assessment - CAIA). (Duke University, 1986) Psychopathology is still a
debatable issue in childhood and adolescents; since one of the root causes is extreme
stress or prolong stress, the academic activities is seen as the major stressor in terms
of the number of hours spent in doing school-related activities.
In recent years, with the passage of legislation such as the “No Child Left
Behind Act” (signed by President Bush), standardized testing has become an integral
part of student learning from elementary school to high school levels. Due to the
increase in testing, it is vital for educators, especially classroom teachers who are
responsible for preparing the students for these tests, to be aware of the impact of test
anxiety student performance (Supon, 2004). Over the last several decades, researchers
have highlighted the adverse impact of test anxiety on student performance, regardless
of this student’s grade levels or previous academic achievement (Anastasi, 1976;
Sarason, Davidson, Lighthall, Waite & Ruebush, 1960; McDonald, 2001). For
instance Hembree’s (1988) meta-analysis of 562 studies addressing the relationship
between test anxiety and student performance have indicated that test anxiety is a key
factor in undermining student performance. In the case of some students, particularly
elementary school students, test anxiety can lead to the student’s completing their test
rapidly simply to “escape the unpleasant physical experiences” (Cheek, Bradley,
Reynolds, & Coy, 2002, p.162). What is highly disturbing is that as testing becomes
increasingly frequently and common in the lives of test-anxious students, their
experiences of “flight or fright” responses can exert long-term effects. In general, the
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thrust of the studies reported in the literature is that high levels of test anxiety among
high school students are manifested by reduced levels of academic performance.
While some researchers contend that test anxiety is a manifestation of academic
performance, most researchers contend that academic performance is affected by test
anxiety.
Another related study on the treatment of children and
adolescent anxiety disorder is done by psychiatric doctors Silva,
Gallagher and Haruka (2008). Patients are directed to understand
the nature and content of thoughts, images, and interpretations of
events or situations that are anxiety arousing. The doctor’s means
of challenging the truth or accuracy of their thoughts are provided
and the adolescents are usually directed to find a set of internal
coping statements that more accurately reflect the true nature of
the situation. This step helps patients keep a realistic framework so
that images or thoughts of danger do not fuel avoidance. Finally,
through graduated exercises, patients are supported to expose
themselves to anxiety-arousing situations, use their methods of
coping with arousal and inaccurate thoughts about danger, and let
the anxiety diminish even though they are facing a “feared”
situation. During these exercises, under the therapist’s guidance,
the patient is not allowed to escape or avoid the situation until a
state of calm is reached. Their study focused on; (1) Evidence-based
therapies for youths have been built upon careful research into cognitive-behavioral
therapy (CBT) in a number of anxiety disorders. (2) Modifications to the emphasis of
the psychotherapeutic approach have been shown to significantly improve on
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recovery rates in youths. (3)Specific versions of CBT tailored to the symptoms and
problems of youths with different anxiety disorders result in meaningful change. (4)
Comparative effectiveness of therapies in relation to medication is encouraging in the
treatment of anxiety disorders.(2008) They also discussed on the warning
signs and symptoms of anxiety in children and adolescents and
these are; (1) Child or teen raises a number of worries before
approaching a situation (2) Child or teen is reluctant to participate in
situations (3) Child or teen shows many signs of nervousness or
complains of physical discomforts or symptoms when in situations
(4) Child or teen is very quiet or remote in situations. He or she
shows actions that are very different from the typical demeanor (5)
Child or teen clings to parent or other person in situations (6) Child
or teen engages in unusual actions to cope with apparent
nervousness (7) Child or teen asks many questions about the
appropriateness or effectiveness of her or his actions. (8) Teen uses
substances to “calm” down before social gatherings (9) Teachers or
others describe the child or teen as hesitant or avoidant of
situations (Silva RR, Gallagher R, Minami H. Primary Psychiatry. Vol
13, No 5. 2006.)
On the other hand, we also have to understand human physical growth and
development especially on adolescents. A journal on “Adolescent Growth and
Development” (Stang and Story, 2004) says, biological psychosocial and cognitive
changes that begin during puberty and continue throughout adolescence directly affect
nutritional status and nutrient needs. Adolescents experience dramatic physical
growth and development during puberty, which in turn appreciably increases their
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requirements for energy, protein, and many vitamins and minerals. Adolescents also
experience significant changes in their ability to asses and comprehend complex
situations and information and in their desire to become independent, unique
individuals. The increased need for energy and nutrients among adolescents,
combined with increasing financial independence, increasing need autonomy when
making food choices, and immature cognitive abilities, places adolescents at
nutritional risk. Therefore, it is vital that health care providers who provide nutrition
education and counseling have a thorough understanding of adolescent physical and
psychosocial growth and development.
Significance of the survey:
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.
Through this Quantitative, Non-experimental comparative study, we can now
determine their practice in time of management and if there is balance between school
work, relaxation and recreation.
This study may 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.
Scope and Delimitation of the survey:
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The scope of our survey is limited to the number of hours spent for traveling
from school, studying at home, average number of hours doing their assignments,
watching television in a day and average number of hours for recreation in a week.
The survey is limited only on the practice of Ninety (90) selected sophomore
students, ages 13 to 15 in Claret School of Quezon City and Philippine Science High
School and does not signify the behaviour neither the skills of the selected students.
Another limitation is that, the number of sampling and how the sampling is being
selected does not represent all adolescent in this city neither the country as a whole.
Statement of the problem:
This survey seeks to answer the main problem “What are number of hours spent for
studying among sophomores ages 13 to 15 years of age?” and the specific problems;
1.”Is there enough time for sleep to calculate from the 14 hours versus the students’
daily activity and school?” 2. “Is there a good time management between study,
relaxation and recreation?” to compare the two (2) selected schools, Claret School of
Quezon City and Philippine Science High School.
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
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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
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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
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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.
Conceptual Framework
Hypothesis:
H1 Sophomores in CSQC spends more time in studying than PSHS.
H0 Sophomores in PSHS spends more time in studying than CSQC.