LEON GUINTO MEMORIAL COLLEGE INC.

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Senior High School Department

A CORRELATIONAL ANALYSIS OF CRAMMING AND ACADEMIC

PERFORMANCE OF GRADE 12 STUDENTS

A Term Paper

Presented to the Faculty of Senior High School Department

Leon Guinto Memorial College, Inc

Atimonan, Quezon

In Partial Fulfillment of the Requirements

For the Subject Practical Research 2

Humanities and Social Sciences Strand

by:

Ian Angelo C. Sogocio

Rejeane V. Almagro

CHAPTER I

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THE PROBLEM AND ITS SETTING

Introduction

The education system places a significant emphasis on academic performance,

particularly in senior high school levels, where students are preparing for higher

education or career opportunities. One of the commonly adopted study strategies among

students is cramming, which involves studying intensively for a short period before an

exam or assignment deadline. While cramming may provide short-term benefits by

helping students memorize information quickly, it may not be an effective long-term

strategy for learning and retention. Furthermore, cramming may lead to negative

consequences, such as increased stress, decreased sleep, and a lack of understanding of

the course material.

The current study aims to investigate the correlation between cramming and

academic performance among Grade 12 students. The study focuses on determining the

extent of cramming practices among students, the factors that contribute to cramming,

and the effects of cramming on their academic performance.

This study is important to investigate as it can provide valuable insights into the

effectiveness of study strategies and the impact of cramming on academic performance.

By examining the extent of cramming practices and the factors that contribute to it,

educators can't develop effective interventions and strategies to help students adopt more

effective and sustainable study habits. Furthermore, understanding the effects of

cramming on academic performance can help students make more informed decisions

about their study habits and improve their academic performance in the long term.

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This study's findings may advance new knowledge by providing a comprehensive

understanding of the extent and effects of cramming practices among Grade 12 students.

The study's results may also provide insights into the development of effective study

strategies that promote long-term learning and retention among students. Overall, this

study's results may inform and guide educational institutions, educators, and students in

developing effective study habits and achieving better academic performance.

Background of the Study

Previous studies have shown that cramming is a common study strategy among

students, especially in senior high school levels. However, the effectiveness of this study

method is questionable, as it may lead to negative consequences and may not be an

effective long-term strategy for learning and retention. Several factors, such as stress and

time pressure, may contribute to cramming practices.

While previous studies have explored the relationship between cramming and

academic performance, there is still a lack of understanding of the extent of cramming

practices, the factors that contribute to cramming, and the effects of cramming on

academic performance among Grade 12 students.

To address these gaps, the study will gather data through survey questionnaires

and academic records of Grade 12 students. The survey will explore the extent of

cramming practices, the factors that contribute to cramming, and the perceived effects of

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cramming on academic performance. The academic records will be used to obtain

information on the students' grades and academic performance.

It aims to provide insights that may help educators and students in developing

effective study strategies for improved academic performance. By examining the

relationship between cramming and academic performance, the study aims to contribute

to the existing knowledge on study strategies and their effectiveness. Additionally, the

study aims to raise awareness among educators and students about the potential negative

consequences of cramming and the importance of developing effective study habits.

Statement of the Problem

The study aims to determine the relationship between cramming/pressure, stress, and

academic performance among high school students. Specifically, the study seeks to

answer the following research questions:

1. What is the correlation between cramming and academic performance of grade 12

students?

1.1 What is the definition of cramming in the context of this study?

1.3 What factors might influence the relationship between cramming and

academic performance?

2. How does the frequency of cramming affect academic performance of grade 12

students?

2.1 What is the average frequency of cramming among grade 12 students in this

study?

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2.2 How does the frequency of cramming vary among different subgroups of

grade 12 students (e.g., gender, socio-economic status)?

3. Are there any demographic or psychological factors that moderate the relationship

between cramming and academic performance of grade 12 students?

3.1 What demographic factors (e.g., age, gender,) might moderate the relationship

between cramming and academic performance?

3.2 What psychological factors (e.g., motivation, anxiety, self-efficacy) might

moderate the relationship between cramming and academic performance?

3.3 How do these moderating factors interact with each other, and with the

frequency of cramming, to influence academic performance?

Significance of the Study

The content of this study is significant for several reasons. It is also beneficial to

the target groups of people such as:

Students:

The findings of this study will be significant to Grade 11 students as it will

provide insights into the impact of stress and cramming on their academic performance.

The study aims to identify effective study strategies that can promote academic success

while minimizing stress levels. The results of this study can help students develop better

study habits, manage stress levels, and improve their academic performance.

Teachers:

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Teachers play a crucial role in shaping students' academic success. Understanding the

impact of stress and cramming on students' academic performance can help teachers

develop effective teaching strategies that promote learning and minimize stress levels.

Teachers can also use the findings of this study to help students develop effective study

habits and manage stress.

School Administrators:

The results of this study can be beneficial to school administrators in developing

policies and interventions that promote academic success while minimizing stress levels.

The study can inform the development of programs that provide students with resources

and support to manage stress levels and develop effective study habits.

Future Researchers

This research can lay the groundwork for future studies on the relationship

between stress, cramming, and school performance. Future researchers can base the

findings of this study on investigating the effects of stress and forcing oneself to learn

information quickly on overall academic performance. Teachers can also use the results

of this study to help students develop effective study habits and manage stress levels.

Scope and Limitations of the Study

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The study aims to investigate the correlation between cramming and academic

performance among Grade 12 students. Specifically, the research will focus on

determining the extent of cramming practices among students, the factors that contribute

to cramming, and the effects of cramming on their academic performance. The study will

involve data gathering through survey questionnaires and academic records of the

students.

The study is limited to Grade 12 students from one school in a specific

geographical location. The findings of the study may not be generalized to other grade

levels and schools in different settings. The research will only rely on self-reported data

from the students, which may be subject to response biases. The study will not be able to

establish causality between cramming and academic performance due to the correlational

nature of the research design. The study may also face limitations in terms of sample size

and representativeness, as well as the availability of academic records for all participants.

Definition of Terms

For the sake of clarity and uniformity throughout the study, the following

definitions are provided:

Academic performance - an individual's level of achievement in academic-related

activities, such as tests, assignments, and projects.

Academic records - official documents containing a student's academic history and

performance.

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Academic success - the achievement of educational goals, typically measured by grades,

test scores, and overall academic performance.

Correlation - a statistical measure that describes the relationship between two variables.

Cramming - a study strategy that involves intensive, last-minute studying before an

exam or deadline.

Curriculum - a set of educational courses and activities designed to achieve specific

learning objectives.

Effective study strategies - techniques or methods that promote successful learning and

retention.

Grade 12 students - individuals in their final year of high school, typically aged 17-19.

Learning - the process of acquiring knowledge, skills, and values through study,

experience, or teaching.

Learning retention - the ability to remember and apply previously learned information

over time.

Long-term memory - the ability to retain information for a prolonged period, often

through repetition or reinforcement.

Memorization - the process of committing information to memory.

Retention - the ability to remember and apply previously learned information.

Short-term memory - the temporary storage of information in the brain, typically lasting

a few seconds to a minute.

Sleep deprivation - a condition caused by inadequate or insufficient sleep, resulting in

decreased cognitive function, mood disturbances, and physical health problems.

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Stress - a physiological and psychological response to challenging situations, often

leading to negative consequences.

Study habits - the behaviors and practices adopted by an individual in the process of

learning and studying.

Survey questionnaire - a research tool used to gather data through self-reported

responses to a series of questions.

Teaching methods - instructional techniques used by educators to facilitate learning and

understanding.

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