1

De La Salle University- Dasmariñas

College of Liberal Arts and Communication
Social Sciences Department

An Assessment on the Usual Hours and Activities of Tertiary Students during

Leisure Time

In Partial Fulfillment
of the Requirements

for GRSS 217 – Academic Writing

By
John Paulo S. Ruedas
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INTRODUCTION

Leisure time for students in the tertiary level is considered one of the factors in

developing their commitment and diligence to their studies despite the unexpected deadlines for

the requirements to be submitted to their respective professors. Furthermore, such is a manner of

rejuvenating themselves from their studies and researches. In fact, some of the proponents would

attest that leisure time provides one to achieve contentment of gaining strength and confidence to

perform his or her tasks and responsibilities. That “[l]eisure activities may facilitate adolescents'

developmental needs for social relatedness” is relevant to the students” (Đuranović & Opić,

2016, p. 14) may contribute to the welfare of the common good; for this reason, it is true that one

who lacks social life may affect more their duties. Moreover, leisure time activities become an

exercise for their preparation in the real-life which students would encounter (Đuranović & Opić,

2016, p. 547). Through the leisure time of the students, they may probably increase their pursuit

for academic excellence and self-efficacy (Kennett, Reed & VanderBerg, 2019, p. 137).

Nevertheless, some proponents concerning the use of leisure time argue in terms of time

management and the number of hours spent. It shows that leisure time may affect the student’s

behavior and disposition in studying and paying attention to the discussions in school. The social

media, for instance, may be considered as somewhat consumable in terms of time management

and hours spent in leisure time. For instance, opening and browsing through Facebook accounts

might benefit or disrupt a student’s disposition in studies and research. Sereetrakul (2013)

believes that “[s]tudents take advantage of Facebook as a tool in their studies as this platform

makes it possible for them to exchange ideas and opinions or to interact with the other users at

multiple levels” (p. 40) such as professionals, leaders, prominent persons and even their fellow

students who are in line with their point of discussion. However, the former observes the
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dilemma of the use of Facebook as “it may hinder their learning process as well”. Moreover,

according to a study, internet has the highest number of hours spent by each student in his or her

free time, and less focus is spent in cultural activities such as singing, dancing and other art

forms (Đuranović & Opić, 2016, p. 548 & 550). Most of all, in the period where technology

rapidly emerges and arises, students in each level are likely acquainted with the use of

smartphones, and reality informs the present society that the production and usage of such is

inevitable. In a recent study conducted by Ataş and Çelik (2019), most of the students

participated in the survey “connect to the Internet about 4 hours via their smartphones a day, and

check their smartphones 28 times a day on average” (p. 59). The use of technology such as

smartphones and the internet is available everywhere and may affect the student’s disposition of

his or her time management of leisure time as a manner of relaxation from several academic

activities.

The situation of leisure time in college students is more different than any other students

in elementary and secondary school. College students have their own stress management as well

as organization of their routine and activities. Indeed, their break times might be insufficient for

them to revitalize their studies. Their parents are even concerned with the disposition with their

children focusing on their lessons and assessments. Again, in a certain study, five out of ten

parents thought that their leisure time is insufficient (Gökçe, 2012, p, 2558). On the other hand,

leisure time of students may prolong due to the inevitable use of smartphones, televisions and

other gadgets which involve screens for viewing. Considering the importance of the family, a

study shows that one should reconsider the time they themselves spend in front of the screen and

shorten this time to spend more time with their children [and their parents as well]” (Kara, 2018,

p. 100). These conclusions and recommendations call the attention of the society, especially in
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the school and universities, to recognize time management of the students in spending leisure

time during their vacant periods.

In light with all the existing documents and studies about the topic concerned, this study

attests to the situation of several tertiary students with its relation to their leisure time spent in

school and at home and assesses their hours and activities they perform during free time.

Review of Related Literature

Recent studies show that the balance of student’s academic life and leisure time are

proportionate to one another as in the case of the number hours spent in each of the activities.

Kennett, Reed, and VanderBerg (2019) observes that an average number of “27 hours of

academic and 81 hours of nonacademic related activities weekly” is spent by the students in

these periods (p. 142). Furthermore, those who are involved in academic formation gain

excellence in the class especially that they can obtain higher grades in the school, whereas those

who immersed themselves spending their time mostly on their leisure time may affect their

disposition in their academic activities and may result to the risk of lower grades (p. 148). In

support with the study, an issue occurred on the relation between hours for academic activities

and leisure time because of its “low resourceful counterparts having low balance perceptions” (p.

149), and it shows that the lack of resourcefulness of the student needs his or her development in

productivity during free time.

Another claim to support the problem of use of leisure time is found at the activities

performed. Nowadays, browsing the internet and using smartphones are inevitable once the

students are acquainted and familiarize themselves. In a study conducted in Turkey, of the 842

respondents, 39% mostly uses their smartphones at night and almost 36% of them use their
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smartphones in daytime (Ataş & Çelik, 2019, p. 64). It follows that more time is spent on the use

of modern cell phones. Furthermore, the use of social media as a medium for communication to

other people is a form of leisure time even of the students. In fact, as Sereetrakul (2013)

recognizes, “[c]ommunication means using [for example] Facebook to contact or communicate

with classmates or instructors while collaboration refers to using Facebook to do assignments

together in groups or to raise any academic issues to be discussed among friends” (p. 43). Ataş &

Çelik (2019) support this idea of the use of smartphones in the field of education and research.

They discovered that “47.7% of the participants … use their smartphones to review lecture

notes” (p. 64). It manifests the concept of the accessibility of such phones not only for text and

calls but also for internet browsing and viewing through social media platforms. Thus, if the use

of leisure time is spent on browsing on social media such as Facebook, Instagram, Twitter and

other platforms, then such is the case for several students who are academically inclined and

excel in class activities and assessments without disregarding the use of the internet for

communication about studies and researches. Nevertheless, the need of balance between

academic life and leisure time must be emphasized in order to utilize the assigned tasks and

responsibilities the student must encounter with the aim of achieving a productive activity. In

fact, “the perceived balance item does not assess whether the ability to balance academic and

nonacademic activities is offset because of engaging in too many academic or nonacademic

activities” (Kennett, Reed and VanderBerg, 2019, p. 150).

The results of most of the studies concerning leisure time was subordinated in general to

the elementary and secondary students who are more advanced in the use of technology.

Furthermore, the level of stress and necessity of the students in lower levels are distinct from the

situation of those in the tertiary level who are confronted with several requirements and other
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assessments and examinations. With this matter, unlike other students, tertiary students focus

less on their leisure time than their academic activities in school and group studies and research.

In line with the related literature abovementioned, it is of great importance to further understand

the situation of the students in the tertiary level in terms of leisure time management over

academic affairs.

Theoretical Framework

The usual leisure time spent by the students can be traced back from its philosophical and

sociological perspectives. Indeed, with the function of man as a rational being and, also, a social

being, the concept and lived experience of leisure continues to be evolved depending on the

demands of the society and individual.

The philosophical perspective of leisure may be understood in the critique of the work

ethic by Bertrand Russell. In his celebrated work “In Praise of Idleness”, Russell emphasizes the

fact that, rather than enforcing the custom of “slave morality” wherein, according to Max Weber

concerning the “Protestant work ethic”, the leisure is only achieved by the leisure class such as

clerics and authoritarians in the medieval period, (McLean as cited by Tapps & Wells, 2019, p.

56), a “work-sharing arrangement” wherein hours of labor must be diminished and periods of

relaxation and comfort must be promoted (p. 56). It follows that leisure is not only a privilege of

the upper class who would only contribute to the fruit of labor of the working class, but also for

those who deserve for relaxation and comfort after several hours of work in a certain area. It

provides even a short period of time for the workers to rejuvenate themselves and to proceed

with their next responsibilities.

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In a sociological perspective, Stanley Parker emphasizes the importance of leisure in the

present period. He mentioned that leisure is “a reaction to modern work, fueled by increasing

individual freedom in industrial society and the growth of social institutions” (Leisure, Theory

of, 2019, § 17). Influenced by the concept of functionalism and structuralism, Parker notices that,

regardless of man’s orientation, leisure influences individuals which are provided with

“relaxation, entertainment and personal development”, and the society where there is the

maintenance of “the social system and achieving collective ends”. With this regard, although

there is a concept “solitary leisure” - the meaning of which is to find convenience alone, - one’s

recreational activities are still influenced by the society regardless of how they directly contact

with it (Martinez & Yoder as cited by Tapps and Wells, p. 67). In the society, leisure time of the

individual is greatly influenced not by family orientation but by different external forces which

may be the reason of doing such.

METHODOLOGY

Participants

The researcher selected a section of 40 fourth year students taking Bachelor of Science in

Hotel and Restaurant Management (BSHRM) under the College of Accountancy, Business,

Economics and International Hospitality Management (CABEIHM) of the Batangas State

University ARASOF-Nasugbu Campus.

Materials

The researcher provided a survey questionnaire which consists of the questions

concerning the hours spent in their leisure time and their activities performed during their leisure

time, first, at home, and then, in school. This survey is to measure the length of consumption of
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hours spent by a tertiary student in their free time at home an in school and to observe a

significant difference between the two situations in performing their activities during their free

time.

Design

As aligned with the related literature, the set of questionnaires are structured on the usual

number of hours spent by a tertiary student at home and in school ranging from one to three

hours in both situations. Furthermore, different leisure activities were enlisted in order to identify

clearly the frequently performed acts in spending their free time at home and in school. Most of

the questions are derived from a certain questionnaire (18 Leisure Time Activities Survey

Questions + Sample Questionnaire Template, 2019).

Procedure

The researcher distributed the survey questionnaire to the 40 fourth year BSHRM

students before the class discussion has begun. The participants answered the questions as honest

as they can check the activities they performed, and the hours spent in their leisure time at home

and at school. The data were collected by tallying the number of items chosen by the

participants.

RESULTS

This section presents the results gathered from the survey conducted to 40 fourth year

BSHRM students from the Batangas State University – ARASOF Nasugbu Campus who are

currently enrolled under the College of Accountancy, Business, Economics and International

Hospitality Management (CABEIHM). The said survey includes the number of hours they spent
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and the common engagements or activities of each student during their free time at home and in

school.

Research Problem No. 1 The Length of Free Time Hours at Home and in School

The length of time a student spent in his/her free time were examined and assessed. Such

examination is divided into two sections: at home and in school. Upon collecting and gathering

the data, the difference between hours at home and in school were evident:

• Data shows that the number of hours spent during their free time in school were only given

a short and ample time since they focus on their classes and other curricular activities.

• On the other hand, the number of hours spent during their free time at home are only spent

more than an hour since they still must give time for other errands.

Figure 1

The Length of Free Time Hours in School

6 Hours

3 Hours

2 Hours

1.5 Hours

1 Hour

0 2 4 6 8 10 12 14 16

Number of Respondents

Figure 1 manifests that most of the respondents would spend their free time in school for

one hour. 38% of the respondents spent their free time for three hours. The rest have their longer

hours for free time since some of the respondents are irregular students of the institution. This is
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supported by the idea that most of the teachers thought that daily lesson hours are sufficient but

the hours for free time aside from semestral holidays were not enough to cater the students in

complying with the requirements in the school (Gökçe, 2012, p. 2555).

Figure 2

The Length of Free Time Hours at Home

16 Hours
8 Hours
6 Hours
5 Hours
3 Hours
2 Hours
1 Hour

0 5 10 15 20 25 30

Number of Respondents

Figure 2 indicates that students are provided with longer hours of free time at home. Most

of the respondents (63%) spent three hours of free time at home while some would take more than

the former in spending such. It may have a better connection to Figure 4 of this result that the

greatest factor of spending longer free time at home is the use of the internet and other social media

sites since, according to Opić and Đuranović (2014, p. 546), these would endanger the children

and the adolescent’s behavior and attitude.

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Research Problem No. 2. Common Activities at Home

Figure 3

Common Activities at Home

Recreational/Hobby
Listening to Music
Reading Books
Family Bonding Time
Doing Household Chores
Browsing the Internet/Social Media / Chat
Watching TV/Television
Studying/Complying with the Academic Requirements
0 5 10 15 20 25 30

Number of Respondents

In Figure 3, the use of the internet and other social media platforms and the use of television

became dominant in the recent survey with 60% among the respondents. A small number of

respondents are given especially with the time for family. In relation to the Figure 1, the lengthy

hours of their free time were spent mostly on the use of technology and media. This survey is

supported by the study taken by Opić and Đuranović (2014, p. 546) which recognizes browsing

the Internet as the dominant routine of spending free time at home especially the adolescents.

Furthermore, since there is a low value of percentage of dedicating time to the family in this survey,

it must be suggested according to Kara (2018, p. 1) that there must be a screen free week in all

forms of technology to allot more time talking and bonding with their family.
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Research Problem No. 3. Common Activities in School

Figure 4

Common Activities in School

Meal Time/Snack Time

Conversation with Classmates/Schoolmates
Visiting and Reading in the Library
Browsing the Internet/Social Media / Chat
Studying/Complying with the Academic Requirements

0 5 10 15 20 25

Number of Respondents

Figure 4 shows that studying or complying with the academic requirements is of great

importance to the students in spending their free time in school with 53% of the respondents. It

manifests the value and priority of studying rather than any other activities which could be done

in the institution. This is in congruence to the research conducted by Kennett, Reed and

VanderBerg (2019, p. 1) which proves that “the average number of hours spent engaged in

academic activities per week was greater for students scoring high in academic resourcefulness

regardless of whether they had low or high perceptions of balance”.

DISCUSSION

In the survey recently conducted, study shows that the length of hours which the tertiary

students spent in school is allotted only for an hour. As shown in the Figure 1, since it is

understood that students staying in such institution are equipped with several assignments,

activities and researches, they have the tendency not to prolong their leisure time. On the other

hand, some respondents who spent two or more hours of their vacant periods in school are
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different from the situation of those spending an hour of leisure time. The difference is that these

are the irregular students of the institution who are loaded with few units compared to the regular

students with the normal number of units. For this reason, irregular students enjoy more leisure

time for themselves rather than those with regular units whose leisure time is spent only for an

hour. Thus, an ample period for leisure time of the students in school is sufficient in order to

encounter the needs of the students especially in their studies and research. As Gökçe (2012)

recognizes the situation of the students in focusing more on studies at school, “additional time

should not be the extra of the time currently in effect but should be an opportunity to learn more

might be an effective method to promote learning” (p, 2559). However, not all of these schedules

must cater their needs, but, rather, the schedule of classes as well as their vacant period must be

directed to the continuous learning of the students, since “teachers might arrange activities

suitable for the level of each student, use learning activities to achieve high achievement and

provide objective feedback” (Wyne & Stuck as cited by Gökçe, 2019, p. 2559).

On the other hand, the majority of the students, regardless of their status, spent their

leisure time at home for three hours, since staying at home may not require them to follow a

certain schedule, and they must manage their own time by their free choice. However,

considering the number of hours spent by most of the students, three hours of leisure time may

already affect the student’s disposition to attend to other errands such as studying, conversation

with the family and other activities. That three hours is spent by a student during leisure time

may disregard other activities at home. Thus, a significant relationship is observed between the

number of hours spent at home by a student and the activity mostly performed by them as shown

in Figure 3. Most of the students spent their leisure time browsing the internet and social media

platforms such as Facebook, Twitter, Instagram and others. Chatting through messaging apps
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such as Facebook Messenger is included among these platforms. If three hours is spent by the

student performing such activity, then, most of them who spent such time for browsing the

internet and social media are affected in terms of other activities such as family bonding,

studying and doing leisure activities such as reading books, listening to music. In relation to the

use of the internet and social media, family bonding is affected and obtained 10% of the

respondents. It shows that the use of internet has greatly affected family relationships and it

might come to the point that no direct communication and contact would be established in a

family since a person would focus only with their smartphones, laptops and other gadgets. This

study is precise or closely related to the study in Thailand wherein more than an hour is spent on

Facebook (Sereetrakul, 2019, p. 45) and the effect on family relationship is evident on the

control of the adolescents in the use of technology, internet and social media (Moawad &

Ebrahem, 2016, p. 174).

Finally, in contrast to the previous survey, most of the students, despite a given leisure

time, tend to use it for studying and complying with the requirements. Unlike at home, students

staying in school have a structured schedule for the submission of requirements and an

environment for learning and research. The use of internet and social media is minimized as

shown in Figure 4 with 0.08% of the 40 respondents. It shows that the use of leisure time is

maximized by the students in studying the previous and advanced lessons and complying with

the requirements given by their respective professors. This study is similar to the measurement of

academic resourcefulness as a product of time management of students in their academic affairs

wherein they achieve “academic self-efficacy, university adjustment, and degree completion and

a unique predictor of academic resourcefulness and cumulative grades” (Kennett, Reed &

VanderBerg, 2019, p. 150).

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CONCLUSION

As the level of education arises in the situation of every student, the level of academic

responsibilities and intellectual awareness also arises. With this regard, upon the reviewed

literature and results presented, the challenge is imposed on the tertiary students of Batangas

State University ARASOF-Nasugbu who perceived leisure time as an ample period for their

relaxation, and, afterwards, spend the rest of the hours in academic, and even non-academic

activities. The use of social media at home may consume most of the hours with the possibility

of unattended important activities especially family bonding. It might diminish their direct

contact with the members of the family as well as connectedness to oneself. Nevertheless, since

the students possess the sense of diligence for studies without disregarding the allotted leisure

time for other activities, the need to organize the hours of study and discussions in the class must

be developed in order to achieve academic resourcefulness and excellence in studies. In light of

these results emerged in this research, the researcher would like to recommend the following

activities:

• The students must develop an awareness of time management at home and in school in

order not to affect any other activities such as academics

• The students should minimize the use of social media at home if not necessary in order to

develop other activities for leisure such as family bonding and conversation, recreational

activities, listening to music, reading books, and others.

• The students must promote a screen free week as introduced by Kara (2018) wherein

parents must supervise them in the control and use of screen technology such as

smartphones, laptops and televisions.

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• The students must maintain the academic atmosphere in the school by managing the

hours for leisure time and develop a sense of diligence for academic activities in their

participation in the class and research.

References

18 Leisure Time Activities Survey Questions + Sample Questionnaire Template. QuestionPro.

Retrieved from https://www.questionpro.com/survey-templates/leisure-time-

activities/?fbclid=IwAR1EaOoNkiu-7-ghVXao-do1zG-

FbhappfLBIfVmPExJ1RuUk6YXZM_kzMg.

Ataş, A.H. & Çelik, B. (2019), Smartphone Use of University Students: Patterns, Purposes, and

Situations. Malaysian Online Journal of Educational Technology, 7(2), 59-70. DOI:

http://dx.doi.org/10.17220/mojet.2019.02.004

Đuranović, M. & Opić, S. (2014). Leisure Time of Young Due to Some Socio-demographic

Characteristics. Život I Skola, 62(1), 13-23. Retrieved from

https://files.eric.ed.gov/fulltext/ED569495.pdf.

Đuranović, M. & Opić, S. (2014). The Activities of Students in Leisure Time in Sisak-Moslavina

County (Republic of Croatia). Procedia - Social and Behavioral Sciences, 159, 546-551.

DOI: 10.1016/j.sbspro.2014.12.422

Gökçe, F. (2012). Opinions of Teachers and Parents about Time Spent by Students at School,

Lesson Hours, Break Times, Holidays and School Terms. Educational Sciences: Theory

and Practice, 12(4), 2555-2560. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1002862.pdf
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Kara, H. (2018). A Case Study on Reducing Children’s Screen Time: The Project of Screen Free

Week. World Journal of Education, 8(1), 100-110. DOI: 10.5430/wje.v8n1p100

Kennett, Reed & VanderBerg (2019). The Importance of Perceived University-Life Balance,

Hours per Week Engaged in Academic Activities, and Academic Resourcefulness.

Teaching and Learning Inquiry, 7(1), 136-153. Retrieved from

http://dx.doi.org/10.20343/teachlearninqu.7.1.9

Moawad, G.E.N.A. & Ebrahem, G.G.S. (2016). The Relationship between use of Technology

and Parent-Adolescents Social Relationship. Journal of Education and Practice, 7(14),

168-178. Retrieved from https://files.eric.ed.gov/fulltext/EJ1103022.pdf.

Sereetrakul, W. (2013). Students’ Facebook Usage and Academic Achievement: A Case Study

of Private University in Thailand. International Association for Development of the

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SURVEY FORM
Name (Optional): _______________________ Age: ________
Course/Year/Section: ____________________ Gender:
 Male
 Female

1. How much time do you spend your free time?

 In School
 1 hour
 2 hours
 3 hours
 Others (please specify) _________
 At Home
 1 hour
 2 hours
 3 hours
 Others (please specify) _________
2. What do you usually do in your free time at home?
 Studying/Complying with the Academic Requirements
 Watching TV
 Browsing the Internet/Social Media / Chat
 Doing Household Chores
 Family Bonding Time
 Texting/Calling through Cell Phones
 Reading Books
 Listening to Music
 Eating and Drinking
 Recreational/Hobby
 Others (Please specify) ________________
3. What do you usually do in your free time in school?
 Studying/Complying with the Academic Requirements
 Browsing the Internet/Social Media / Chat
 Visiting and Reading in the Library
 Conversation with Classmates/Schoolmates
 Sports Activities
 Texting/Calling through Cell Phones
 Meal Time/Snack Time
 Others (Please specify) _________________