CHAPTER I

Introduction
A. Background of the Study
The research aims to develop the awareness of the students in terms of cramming. There are two reasons
why Parscians cram: They want to get a high grade or just because of their laziness. The study also discusses on
how to prevent cramming and for the students to prepare hastily on projects and other school works before the
deadline comes. Students are always faced with academic challenges. In school, students are given a lot of
assignments, activities and projects. Sometimes, teachers give schoolworks with the same deadlines.
B. Statement of the Problem/Objectives
Main Problem: What are the Factors Why Parscians cram?
Sub-Problems: 1. What causes Parscians to cram?
2. What are the possible effects of cramming to Parscians academic performance?
3. Is there a relationship between cramming and academic performance of Parscians?
C. Hypothesis
1. There is a significant relationship between cramming and academic performance of Parscians.
D. Significance of the Study
As we all know, studying is very important especially paving the way for a better future. In studying, we
prepare ourselves for the different challenges we may face. In doing this research, students will understand that
cramming can greatly affect their studies and academic performance in school. Parents will also benefit from this
research because they are the ones who enforced their children good acts and by this research they can encourage
their children not to cram.

E. Scope and Limitation

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The research is conducted during S.Y. 2014-2015 at Paraaque Science High School. Students are
involved in this research. The respondents were 25 male and 25 female.
F. Definition of Terms
1. Academic performance performance of a student in a specific area of subject; projects; assignments,
quizzes and other related studies.
2. Cramming concep: to study a subject intensively, especially for an imminent examination
op: last minute preparation for an exam

CHAPTER II
Related Literature and Studies

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A. Related Literature
1. Mugging/Swotting is a last minute term usually is known as the period just before a significant or concluding
moment such as a deadline, due date or schedule event. But in term of study, last minute studying is known as
cramming. In commonwealth countries, this technique usually occurs during the revision week, also known as
swotvac or stuvac. In education, cramming or last minute study is the practice of working intensively to absorb
large volumes of informational material in short amounts of time. It is often done by students in preparation for
upcoming exams, especially at the last minute. Cramming is often discouraged by educators because the
hurried coverage of material tends to result in poor long-term retention of material, a phenomenon often referred
to as spacing effect. H.E. Gorst (year) stated in his book, 'The Curse of Education', as long as education is
synonymous with cramming on an organized plan, it will continue to produce mediocrity. Generally considered
as a negative study technique, cramming is becoming more and more common among students both at the
secondary and post-secondary level. Pressure to perform well in the classroom and engage in extracurricular
activities in addition to other responsibilities often results in the cramming method of studying. Cramming is a
widely-used study skill performed in preparation for an examination or other performance-based assessment.
Most common among high school and college-aged students, cramming is often used as a means of memorizing
large amounts of information in a short amount of time. Students are often forced to cram after improper time
utilization or in efforts to understand information shortly before being tested. Improper time management is
usually the cause for last-minute cramming sessions, and many study techniques have been developed to help
students succeed instead of cramming....
Source: http://newsroom.ucla.edu/releases/cramming-for-a-test-don-t-do-it-237733
2. Cramming Techniques Students have forgotten about that all important exam or presentation in the morning
and have been forced to burn the midnight oil to scrape through or keep bold of a job. Like it or not, cramming is
an insurable part of life that extends beyond student years. Instead of spending all night trying to memorize facts
and figures using incorrect techniques, however its better to spend a couple of focused hours using effective
method to retain the info. This will leave plenty of room for sleep so that students will feel refreshed and reenergized when the morning comes. It is important that each individual concentrates their cramming efforts on a
couple of techniques that work for students. Its never going to be the best way through life, but with the

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techniques, cramming doesnt have to result in complete retention. Set up a quiet place for yourself, sit on a
chair that isnt comfy enough that itll make you fall asleep within the hour, and focus all your attention on the
information at hand.
Source: http://www.termpaperwarehouse.com/essay-on/poor-study-habit/201958
B. Related Studies
1. In the study, UCLA professor of psychiatry Andrew J. Fuligni, UCLA graduate student Cari Gillen-O'Neel and
colleagues report that sacrificing sleep for extra study time, whether it's cramming for a test or plowing through a
pile of homework, is actually counterproductive. Regardless of how much a student generally studies each day, if
that student sacrifices sleep time in order to study more than usual, he or she is likely to have more academic
problems, not less, on the following day.
The study findings appear in the current online edition of the journal Child Development. "No one is suggesting
that students shouldn't study," said Fuligni, the study's senior author. "But an adequate amount of sleep is also
critical for academic success. These results are consistent with emerging research suggesting that sleep
deprivation impedes learning." Students generally learn best when they keep a consistent study schedule,
Fuligni said. Although a steady pace of learning is ideal, the increasing demands that high school students face
may make such a consistent schedule difficult. Socializing with peers and working, for example, both increase
across the course of high school. So do academic obligations like homework that require more time and effort.
Source: http://newsroom.ucla.edu/releases/cramming-for-a-test-don-t-do-it-237733
2. Theories on Human Behavior (Cramming)
Abraham Maslow, a practicing psychologist, developed one of the most widely recognized need theories, a
theory of motivation based upon a consideration of human needs. His theory of human needs has three
assumption:
1. Human needs are never completely satisfied.
2. Human behavior is purposeful and is motivated by the need of satisfaction.
3. Needs can be classified according to a hierarchical structure of importance, from the lowest to highest.
Maslow broke down the needs hierarchy into five specific areas:

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1. Physiological needs. Maslow grouped all physical needs necessary for maintaining basic human wellbeing, such as food and drink, into this category. After the need is satisfied, however, it is no longer a
motivator.
2. Safety needs. These needs include the need for basic security, stability, protection, and freedom from
fear. A normal state exists for an individual to have all these needs generally satisfied. Otherwise, they
become primary motivators.
3. Belonging and love needs. After the physical and safety needs are satisfied are no longer motivators,
the need for belonging and love emerges as a primary motivator. The individual strives to establish
meaningful relationships with significant others.
4. Esteem needs. An individual must develop self-confidence and wants to achieve status, reputation,
fame, and glory.
5. Self-actualization needs. Assuming that all the previous needs in the hierarchy are satisfied, an
individual feels a need to find himself.
Source:
http://www.cliffsnotes.com/more-subjects/principles-of-management/the-evolution-of-managementthought/behavioral-management-theory

CHAPTER III
Methodology
A. Population and Sample
The total population used in the research was 143 students from sections A, B, C and D of grade 8 having a
sampling size of 50 students. From sections A, B, C and D of grade 8, 2 sections will have 12 respondents while the
other 2 sections will have 13 respondents.
B. Sampling
Through the lottery method, the researchers chose 50 students with the use of 0.05 as the margin of error.
They gathered their names and put them all together in a container and picked the respondents randomly.
C. Respondents
The respondents of this survey are 50 grade eight students of Paraaque Science High School coming from
the four sections, A, B, C and D. The number of students on two sections is 12 & while the other two sections is 13.
D. Research Tools

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The researchers used survey because they would like to ask the respondents some simple and close-ended
questions. They dont need to interview each one of them one by one just to find the results in the research. In giving
this survey, each one of the researchers will go in different rooms, give the selected students their survey, wait for
them to finish, and then collect it all. The survey is composed of close-ended questions.
E. Statistical Tools
All data will be tabulated and presented in tables. The frequency distribution will be computed as percentage
using the formula below:
% = x 100

CHAPTER IV
Results and Discussion
A. Presentation of Results
This part of the research presents all the tabulated data gathered by the researchers. It summarizes the
respondents' answers and this is where they base their conclusions and answers to the problems

Type
Procrastinator
Non-Procrastinator
Not Sure
Total

Table 1 Frequency of Procrastinators

No. of Respondents
30
4
16
50

%
60.00%
8. 00%
32.00%
100.00%

Sixty percent of the students admitted that they are procrastinators, Thirty-two percent are not sure and
eight percent are non-procrastinators.
Table 2 Frequency of the Responses on How Often the Respondents Cram
Type
No. of Respondents
%
Always
24
48.00%
Sometimes
25
50. 00%
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Never
Total

1
50

2.00%
100.00%

Fifty percent of the students experience cramming sometimes, Forty-eight percent always and two percent
said that they never experience cramming.

Number
1-2
3-4
5 and above
Total

Table 3 Number of Assignments Everyday

No. of Respondents
1
36
13
50

%
2.00%
72.00%
26.00%
100.00%

Seventy-two percent of the students said that they receive 3-4 assignments everyday. Twenty-six percent
answered 5 and above while two percent said that they receive 1-2 assignments everyday.
Table 4 Frequency of Students which said that Studies can affect their Sleeping hours
Type
No. of Respondents
%
Affected
48
96.00%
Not Affected
2
4.00%
Total
50
100.00%

Ninety-six percent of the students answered that cramming affects their sleeping hours and about four
percent said that their sleeping hours is not affected by cramming.
Table 5 Frequency of responses on which are the distractions why the students cram
Distractions
No. of Respondents
%
Gadgets
35
70.00%
Time for Family
2
4.00%
Time for Friends
4
8.00%
Others
9
18.00%
Total
50
100.00%

Seventy percent of the students use gadgets as a distraction on why they have a habit of delaying works,
eighteen percent other distractions, four percent because of time spent with family and eight percent from
friends.

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Factors
Lots of Work to do
Laziness
Compare their answer
They just want to
Others
Total

Table 6 The Factors Why the Students Cram

No. of Respondents
19
25
1
1
4
50

%
38.00%
50.00%
2.00%
2.00%
8.00%
100.00%

Fifty percent of the students said that Laziness is the reason why they cram, Thirty-eight percent because of
a huge load of works to do. Eight percent for other reasons, two percent just because they want to compare their
answers and another two percent because they just want to do it.
Table 7 Number of Responses in the Effects of Cramming
No. of Responses
No. of Respondents
Percentage
1
43
86.00%
2
3
6.00%
3
1
2.00%
4
2
4.00%
5
1
2.00%
Total
50
100.00%

Eighty-six percent of our respondents have only one response while six percent respond 2 answers, and
two percent have 3 responses. Four percent have 4 responses. And lastly, another two percent answered 5
responses on Question 7.
B. Analysis of Results
Table 1 presents that majority of the respondents are procrastinator (60.00%). About 98.00% of them do
cramming. Based on table 5, the reason why most Parscians cram is because of gadgets. This shows that students
nowadays are exposed to so many technological advancements which could cause them to delay their works.
Based on Table no. 4, 96.00% of the respondents are affected by doing such in any way like as shown in
and no. 7 the effects of being a procrastinator are lack of sleep, bad academic performances, lack of time for the
family, friends, and to themselves.

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Based on Table 7, most Parscians answered that academic performance is affected by cramming and on
Table 6, students cram because of many homeworks and projects. The reason the students cram because it is hard
to manage the time due to many works and other activities which serves as another task to do.

CHAPTER V
Conclusions
A. Conclusions
1. What causes Parscians to cram?
In this generation, many advanced technologies are introduced to the youth nowadays not just to entertain
but also to make our lives easier especially for students. But these cause a bad habit to the students. Too much
exposure cause the students delay of works.
2. What are the possible effects of cramming to Parscians Academic Performance?
Students are mostly affected by cramming in terms of sleeping hours. Because these students lack sleep, it
affects their performance and it leads to the lowering of grades.
3. Is there a relationship between cramming and academic performance of Parscians?

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There is a relationship between cramming and academic performance in a way that students grades
become lower. They cram because of other tasks to do and a lot of homeworks and projects given by the
teacher.
B. Recommendations
The research Factors Why Parscians Cram wasnt really a success. Instead of surveying all year levels,
the researchers only surveyed the grade 8 students. This is a big fault because the grade 8 students cannot
represent the whole student body. Also, they only chose 50 students instead of 100 out of the 143 students of the
grade 8. Their sample is too small. Instead of using the term procrastinator in the first and last question in the
questionnaire, the researchers could have used simpler terms. Inconsistent terms used for the questionnaire could
confuse the respondents when answering the questionnaire.

BIBLIOGRAPHY
Online Sources
Wheeler, Mark (2012). Cramming for a test? Don't do it, say UCLA researchers. 310-794-2265. Retrieved from:
http://newsroom.ucla.edu/releases/cramming-for-a-test-don-t-do-it-237733
danny135 (2013). Poor Study Habit. Retrieved from: http://www.termpaperwarehouse.com/essay-on/poor-studyhabit/201958
Unknown author (2014). Behavioral Management Theory. Retrieved from: http://www.cliffsnotes.com/moresubjects/principles-of-management/the-evolution-of-management-thought/behavioral-management-theory

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