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

1
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

2
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

3
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

4
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:

5
 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

6
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

7
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

8
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

Population Variables
nd
2 year students of Time: Number of
Quezon City Hours for
Sample: o Studying
o Claret School of Quezon
Practice o Relaxation
City (CSQC)
o Philippine Science High o Recreation
School (PSHS)

Hypothesis:

H1 Sophomores in CSQC spends more time in studying than PSHS.

H0 Sophomores in PSHS spends more time in studying than CSQC.

9
H2 Sophomores in CSQC has enough time of rest than PSHS.

H02 Sophomores in PSHS has enough time of rest than PSHS.

Definition of terms:

1. adolescents - age groups 13 to 15 years old, sophomore students; chosen

population

2. experimental research - a study in which the researcher controls (manipulate)

the independent variable and it randomly assigns

subjects to different conditions

3. population - the entire set of individuals having some common

characteristics, sometimes it is called a “universe”

4. practice - the daily habit or custom of the chosen population

5. Quantitative research - an investigation of a phenomena that lend

themselves to precise measurement and quantification

6. Amusement Recreation - activities which do not necessarily require skills.

7. Recreation - an enriching activity often non-academic related that

empowers the adolescent the pleasure of recuperating from

a stressful environment.

8. Relaxation - a break from a long day’s work or an interval between

activities.

9. Time management – allotting of time per activity fitting it to the respondent’s

schedule.

10. Work-life balance –equal the time and effort done between the academic/

school related activities and relaxation and recreation

11. Smarts- high intelligence rate

10
CHAPTER III RESEARCH METHODS

Research Design:

Our group was not much on the details on what topic to choose from. Only a

few was really participating in the research. Having this dilemma, we agreed to go

through steps of what is commonly significant to each of us, time management

and work-life balance. There was much work load that a student that has to

undergo within Twenty-four (24) hours. We would like to know the practice of

children in our age group on their number of hours out of school. We would also

like to find out through mathematical calculation of how much rest or sleep do

they take in a day and if relaxation and recreation is still possible in their day to

day life. With this in mind, we ask ourselves these questions; [1] will there be

interventions? [2] What type of comparisons will be made? [3] When and how

many times will the data be collected? [4] In what setting will the study take

place?

We have to match all our answers and decided to go for Quantitative, non-

experimental study also knows as correlation research. Since everything is done

after the fact and it is observational in nature and no intervention has to be done

unlike an experimental research. We cannot even manipulate the number of hours

per activity per example has to answer us.

We agreed that our target participants should be of our own age group and

year level. The group has chose two schools, one (1) specialized schools-

Philippine Science High School and one (1) exclusive school- Claret School of

Quezon City. The sampling design was non-probability, convenience sampling

because it entails using the most convenient available people as participants. The

11
problem with convenience sampling is that available subjects might be a typical of

the population; therefore, the price of convenience is the risk of bias. It might be

the weakest yet it is widely used in quantitative studies.

Our tool selection was done in a self administered questionnaire because it is

economical and less time consuming. Our samplings are students with very

limited time and the enumerators are us, we have to do this at school breaks and

after classes.

Sample:

Our chosen population are second year students from Claret School of Quezon

City and Philippine Science High School. They have similar school curriculum,

number of population in the second year level and same 10 hours per day school

hours.

Computation:

n= N
1 + N (e)2

n= 720
1 + 720 (10%)2

n= 720
8.2
n= 87.80

n= 90

Both population samples also have its differences. Philippine Science High

School has female students while Claret School of QC has only male students.

Though Philippine Science High School is a government operated school, it is

specialized on sciences and they are known to be of very high standards and some

of Claret’s best students transferred there. Claret School of QC on the other hand

12
is one of the best schools known in Quezon City for its academic discipline and

specialized co-curriculums.

Instrument:

The 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 and the questions and corresponding choices are as

follows:

1. How much time do you spend for travelling from school to home? The

choices were; less than 30 minutes, an hour, more than 30 minutes but less

than an hour and more than 2 hours. – We would like to measure the time

of travel from to school to their residence to be multiplied by two (2). This

will contribute to the total number of hours spent in the students’ day to

day activities.

2. How much time do you spend time for studying at home? The choices

were; less than an hour, an hour, 2 hours and more than 2 hours. – We

would like to measure the time allotted to study at home. Yet, the

limitation was the time setting whether it was done in the evening or early

in the morning.

3. What was the average number of hours do you spend in doing your

assignments in a day? The choices were; less than an hour, an hour, 2

hours and more than 2 hours. – Having in mind that assignments and

projects are added responsibility of every student, we would like to

measure their practice in how much time is allotted for this activity. This

13
 responsibility takes the biggest chunk of time that time of relaxation is

compromised.

4. How much time do you spend in watching television at home in a day?

The choices were, less than an hour, an hour, 2 hours and more than 2

hours. – Watching television is the easiest and most accessible form of

relaxation. We would like to measure the length of time spent for

relaxation versus the number of school activity-related hours.

5. How much time do you spend in amusement or recreation in a week? The

choices were; less than 24 hours, less than 5 hours, 5 hours and more than

five hours but less than 24 hours in a week. – This quantifies the number

of non-academic hours spent in a week with the family members. This

may be a part of weekend spree with the family members or the

community or friends; it can be correlated as the adolescent’s recreation or

relaxation. It could also be their means of getting away or coping

mechanism for academic related duties as to overcome stress and burnout.

Data Collection:

Data collection was done through a questionnaire and a brief instruction to

guide the respondents in answering the questionnaire. The group was instructed, was

given a task of gathering data by 20 samplings each in Claret School and was trained

on how to guide the respondents in answering the questionnaire. Jiordan Gabriel

Simon was tasked to train an enumerator in Philippine Science High School to recruit

respondents and help out in data gathering. This was done in small accidents groups

during recess and lunch break at Claret School while questionnaires and guide

14
instructions were done after school through the kindness of former Claretian

classmate now in Philippine Science High School. The activity of gathering data was

done in a week.

CHAPTER IV DATA ORGANIZATION, PRESENTATION AND ANALYSIS

Question #1 How much time do you spend for travelling from school to home?

15
 Table # 1

Figure #1

Time Time
Spentspent for travelling
for travelling from
from schooltotohome
school home
Less than 30 mins. An hour 30 minutes but less than an hour Morethan 2 hours

12% Relative
Time spent CSQC PSHS Total Freq
Frequency

Less than 30 20% 43%

44 34 78 43%
minutes

An hour 20 25 45 25%

25%

30 minutes but
less than an 21 14 35 20%
hour

More than 2
5 17 22 12%
hours

Mean 22.5 22.5 45

Standard
16.09 8.96 23.93
Deviation

Total 90 90 180 100%

16
The mean of CSQC is 22.5 and PSHS is 22.5 also. In total, they have a mean of 45.0.

The median of CSQC is 20.5 and PSHS is 19.5. In total, they have a median of 40.0.

It indicates that students from CSQC travels home for an hour or less while students

from PSHS also travels an hour or less. The Standard Deviation of CSQC is 16.09,

which means that the scores are dispersed, while PSHS is 8.96, which means that the

scores are close. In all, the Standard Deviation is 23.93 and it means that the scores

are dispersed. It also shows that 43% of students from Claret and Philippine Science

High School lives near the school while 12% of the total number of respondents lives

far probably out of Quezon City.

Question #2 How much time do you spend for studying at home?

Table # 2

17
 Time spent for studying at home

Number of Total Relative

CSQC PSHS
hours Frequency Frequency

Less than an
35 15 50 28%
hour

An hour 30 23 53 29%

2 hours 18 28 46 26%

More than 2
7 24 31 17%
hours

Mean Time spent for studying

22.5 22.5 at home 45
Less than an hour An hour 2 hours More than 2 hours

17%
Standard
12.56 5.45 28% 9.76
Deviation

Total 90 90 180 100%

26%
Figure # 2

29%

18
The mean of CSQC is 22.5 and PSHS is 22.5 also. In total, they have a mean of 45.0.

The median of CSQC is 24 and PSHS is 25.5. In total, they have a median of 49.5. It

indicates that most students from CSQC studies at home for a less than an hour while

most students from PSHS studies for 2 hours. The Standard Deviation of CSQC is

12.56, which means that the scores are dispersed, while PSHS is 5.45, which means

that the scores are close. In all, the Standard Deviation is 9.76 and it means that the

scores are not dispersed or close. It also shows that 29% of the respondents say they

allocate an hour for studying, 28% said less than an hour is enough for study hour,

while 43% says 2 or more hours of studying is needed.

Question # 3 What was the average number of hours do you spend in doing your
assignments in a day?

19
 Table # 3

Average number of hours spent for doing assignments in a day

Number of Total Relative

CSQC PSHS
hours Frequency Frequency

Less than an
40 6 46 26%
hour

An hour 32 26 58 32%

2 hours 10 35 45 25%

More than 2
8 23 31 17%
hours

Mean 22.5 22.5 45

Standard
15.95 12.12 11.05
Deviation

Total 90 90 180 100%

Figure # 3

20
The mean of CSQC is 22.5 and PSHS is 22.5 also. In total, they have a mean of 45.0.

The median of CSQC is 18 and PSHS is 29. In total, they have a median of 38. It

indicates that most students from CSQC do their assignments for a less than an hour

while most students from PSHS do their assignments for 2 hours. The Standard

Deviation of CSQC is 15.95, which means that the scores are dispersed, while PSHS

is 12.12, which means that the scores are dispersed. In all, the Standard Deviation is

11.05 and it means that the scores are not dispersed or close. It also shows that 32%

and 26% respectively do their assignments in an hour or less while 25% and 17% says

for them to accomplish all assignments in a day and they spend more time.

Question # 4 How much time do you spend in watching television at home in a day?

Table # 4

21
 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%

Figure # 4

22
 The

mean of CSQC is 22.5 and PSHS is 22.5 also. In total, they have a mean of 45.0. The

median of CSQC is 19 and PSHS is 18. In total, they have a median of 37.0. It

indicates that most students from CSQC watch the television longer than most

students from PSHS that watch the television for less than an hour. The Standard

Deviation of CSQC is 9.983, which means that the scores are not dispersed or close,

while PSHS is 9.29, which means that the scores are also not dispersed or close. In all,

the Standard Deviation is 9.87and it means that the scores are not dispersed or close.

It only shows that 28% and 22% says that they watch television for an hour or less as

a form of relaxation, while 31% and 19% of the respondents watch television for 2

hours and more for them to relax. It also shows that most of CSQC students are more

relax than PSHS students.

23
Question # 5 How much time do you spend in amusement or recreation in a week?

Table # 5

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 more 20 14 34 19%
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%

24
 Figure # 5

The mean of CSQC is 22.5 and PSHS is 22.5 also. In total, they have a mean of 45.0.

The median of CSQC is 14.5 and PSHS is 15.5. In total, they have a median of 30.0.

It indicates that students from CSQC spend more than 5 hours for amusement

recreation while most of PSHS students also travel also spends more than 5 hours for

amusement recreation. The Standard Deviation of CSQC is 17.54, which means that

the scores are dispersed, while PSHS is 17.76, which means that the scores are

dispersed. In all, the Standard Deviation is 32.88 and it means that the scores are

much dispersed. It also shows that 52% and 14 % of the respondents says they spend

5 hours and more for recreation, while 19% and 15% says they barely have time for

recreation during school months. It also shows that most of the students have time for

relaxation.

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

25
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”

26
 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

27
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

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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

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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.

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 • 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

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 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

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 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.

3. For the academe’s supporting staff like the Guidance Counselor , Class

Adviser and PTA Coordinator to look into a skills building on

communication therapy for students and parents. This will make a

therapeutic interaction between parents and their children. Knowing that

transcending messages through both sectors are difficult and usually result

into misunderstandings and gap.

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.

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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.

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Bibliography:

1. Goldstein, A. & Findling, R. (1986, August 1). The child and

adolescent psychiatric assessment:Duke development program. Duke

University.

2. Silva, R., Gallagher, R. & Minami, H. (2006). Cognitive-behavioural

treatments for anxiety disorders in children and adolescents. Primary

Psychiatry.

3. Stang, J., & Story, M. (2009, January 3). Adolescent growth and

development. Paediatric Magazine.

4. Ramey, V. & Francis, N. (2006, May). A century of work and leisure.

National Bureau of Economic Research. University of California, San

Diego.

5. Texas A&M University. (2004) Student counselling service. Retrieved

December 2, 2009, from

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

6. Hofferth, S. (2006, August) Changes in study time of children 6-12,

1997 to 2003. Department of Family Studies, University of Maryland.

7. Barkin, J., Barkin, E. & Barkin, C. (1988). How to be school smart.

New York: Lothrop, Lee & Shepard Books.

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