Stats Research

In Partial Fulfillment of the Requirements in Statistics II

“Comparative study of hours spent for studying amongst sophomores in CSQC and PSHS”

Submitted by:

II-SAG Research Leader: Jiordan Gabriel F. Simon Members: Justin Surot Roman Regala

Submitted to: Mr. Jacinto Liwag

2nd year, Statistics Teacher

CHAPTER I

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 ages 13 to 15, manage their time especially in their study habits. We would like to find out how many hours do they spent 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 the 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. Here under are related studies which may contribute to why we would like to find out how children of our age manage their time and the outcome that we most fear about. 1. Factors Related to Impacts of Test Anxiety Levels on Student Performance In recent years, with the passage of legislations such as the “No Child Left Behind Act”, 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 of student performance (Supon, 2004). Over the last several decades, researchers have highlighted the adverse impact of test anxiety on student performance, regardless of the students' 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 students' completing their tests 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 fight" responses can exert long-term effects. To what extent is student study skills/habits related to test anxiety? What additional factors are related to test anxiety? Hypotheses 1. Students with high levels of test anxiety will score significantly lower on standardized tests (math and reading), compared to students with lower levels of test anxiety. 2. School SES will be related to test anxiety levels. 3. High levels of study skills/habits will be positively related to low levels of test anxiety. 4. Test anxiety, income level of school, and study skills/habits will predict academic performance on standardized tests. The general 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. All researchers agree, however, that a strong relationship exists between test anxiety and academic performance, regardless of the causal direction of the relationship, or whether or not such a causal relationship exists. 2. ADOLESCENT GROWTH AND DEVELOPMENT by Jamie Stang and Mary Story 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 requirements for energy, protein, and many vitamins and minerals. Adolescents also experience significant changes in their ability to assess 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 for 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 counselling have a thorough understanding of adolescent physical and psychosocial growth and development. 3. Time Management-Guide.com for students 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 activities on the other. So a student needs to know how to manage things better, while also having good grades. Now here are few tips for time management for students.

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. 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 had any 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 successful in the adult life. So it is important for them to stay focused and organized. When a student sets a priority list, it means that he must do his best to stick 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. 4. 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 trapped 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. 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 your 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.

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 management and if there is a 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 a day for sleeping and spent in school. Scope and Delimitation of the survey: The scope of our survey is limited to the number of hours spent for travelling from school, studying at home, average number of hours in 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 the 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 24 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. Conceptual framework:

Population

Variables

nd

2 year students of Quezon City Sample: o Claret School of Quezon City (CSQC) o Philippine Science High School (PSHS)

Time: Number of Hours for Practice

o o o

Studying Relaxation Recreation

Definition of terms: 1. adolescents 2. enumerator

- age groups 13 to 15 years old, sophomore students; chosen population - people who do the survey or sampling of a chosen population

3. experimental research - a study in which the researcher controls (manipulate) the independent variable and it randomly assigns subjects to different conditions 4. N - a symbol designating the total number of subjects 5. n - a symbol designating the number of subjects in a subgroup of a study. 6. Non-experimental research - studies in which the researcher collects data without introducing any intervention/ change. 7. Non-probability sampling -the selection of sampling units (e.g. participants) from a population using a nonrandom as in convenience. 8. population - the entire set of individuals having some common characteristics, sometimes it is called a “universe” 9. practice - the daily habit or custom of the chosen population 10. Quantitative research - an investigation of a phenomena that lend themselves to precise measurement and quantification 11. Amusement Recreation - activities which do not necessarily require skills.

12. Recreation

- an enriching activity often non-academic related that empowers the adolescent the pleasure of recuperating from a stressful environment. 13. Relaxation - a break from a long day’s work or an interval between activities. 14. Sampling - a process of selecting a portion of the population to represent the entire population. A subset of a population (sample), 15. Time management – allotting of time per activity fitting it to the respondent’s schedule. 16. Work-life balance –equal the time and effort done between the academic/ school related activities and relaxation and recreation

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 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 a Quantitative, nonexperimental study also known 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 sample has to answer us. We agreed that our target participants should be of our own age group and year level. The group chose two schools, one (1) specialized school- 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 problem with convenience sampling is that available subjects might be atypical 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 2nd year level and same 10 hours per day school hours.

Computation: n= n= n= n= n=

N 1 + N (e)2 720 1 + 720 (10%)2 720 8.2 87.80 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 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 2hours. – 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 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 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 5 hours but less than 24 hours in a week. – This quantifies the number of nonacademic 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 from 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 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 accidental groups during recess and lunch break at Claret School while questionnaires and guide 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? Table # 1 Figure #1 Time spent for travelling from school to home

Time spent

CSQC

PSHS

Total Freq

Relative Frequency

Less than 30 minutes

44

34

78

43%

An hour

20

25

45

25%

30 minutes but less than an hour

21

14

35

20%

More than 2 hours

5

17

22

12%

Mean

22.5

22.5

45

Median

20.5

19.5

40

Standard Deviation

16.09

8.96

23.93

Total = 90

Total = 90

Total = 180

Total = 100%

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

Time spent for studying at home

Number of hours

CSQC

PSHS

Total Frequency

Relative Frequency

Less than an hour

35

15

50

28%

An hour

30

23

53

29%

2 hours

18

28

46

26%

More than 2 hours

7

24

31

17%

Mean

22.5

22.5

45

Median

24

25.5

49.5

Standard Deviation

12.56

5.45

9.76

Total = 90

Total = 90

Total = 180

Total = 100%

Figure # 2

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? Table # 3

Average number of hours spent for doing assignments in a day

Number of hours

CSQC

PSHS

Total Frequency

Relative Frequency

Less than an hour

40

6

46

26%

An hour

32

26

58

32%

2 hours

10

35

45

25%

More than 2 hours

8

23

31

17%

Mean

22.5

22.5

45

Median

18

29

38

Standard Deviation

15.95

12.12

11.05

Total = 90

Total = 90

Total = 180

Total = 100%

Figure # 3

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

Time spent in watching television at home in a day

Number of hours

CSQC

PSHS

Total Frequency

Relative Frequency

Less than an hour

15

35

50

28%

An hour

17

23

40

22%

2 hours

21

13

34

19%

More than 2 hours

37

19

56

31%

Mean

22.5

22.5

45

Median

19

18

37

Standard Deviation

9.983

9.29

9.87

Total = 90

Total = 90

Total = 180

Figure # 4

Total = 100%

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.

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

Figure # 5

Time spent for amusement recreation in a week

Number of hours

CSQC

PSHS

Total Frequency

Relative Frequency

Less than 2 hours

13

13

26

15%

Less than 5 hours but more than 2 hours

20

14

34

19%

5 hours

9

17

26

14%

More than 5 hours

48

46

94

52%

Mean

22.5

22.5

45

Median

14.5

15.5

30

Standard Deviation

17.54

17.76

32.88

Total = 90

Total = 90

Total = 180

Total = 100%

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.