Immaculada Concepcion College

Of Soldier’s Hills Caloocan City, Inc.

Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

THE EFFECTS OF CRUNCH TIME ON THE MENTAL STABILITY OF

GRADE 11 AND GRADE 12 ICT STUDENTS OF

IMMACULADA CONCEPCION

COLLEGE

A Thesis Presented to

The Faculty of Senior High School Department

Immaculada Concepcion College

In Partial Fulfilment

Of the Requirements for

Research Project

By:

12 ICT - Java

May, 2022

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ACKNOWLEDGEMENT

First and foremost, praises be to God, The Almighty, for this shower of blessings through

the obstacles to complete the research successfully. We would like to express our deep and

sincere gratitude to our research teacher, Mr. Mc Whaller Rivera, for guiding us through our

research along with the encouragement we needed. To our adviser, Mr. Aries Veral Salomon,

thank you for giving us recommendations that were necessary to make strides in this research.

We are grateful to the researchers of ICT - Java who made this research possible with their hard

work and dedication. The researchers would also like to give special thanks to our family as a

whole for their continuous support and understanding when undertaking our research project.

DEDICATION

We dedicate this paper to the researchers. The researchers who gave their time and efforts

to accomplish this paper, the researchers who worked late at night and early in the morning to

find the applicable data and information necessary to answer the important questions posed in

this paper. We would also like to dedicate this paper to our school, Immaculada Concepcion

College for giving us the wonderful opportunity in doing this paper and tackling this topic. The

researchers also want to extend their gratitude and dedication to the respondents, the family of

the researchers, friends, teachers, our research adviser, and sir Mc Whaller Rivera for supporting

us throughout this insightful journey. We are grateful to all of you for this research would not

have been possible without your help.

- The researchers

ABSTRACT

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

The purpose of this study is to find whether crunch time has an effect on the mental

stability of Grade 11 and 12 ICT students. This research was done using the descriptive method

to identify and convey information that has helped with the research, convey the data gathered,

and the results found. The researchers correlated the Temporal Motivation Theory with the study

presented as it is the theory that is more focused on the process of an individual on what they

should prioritize. This theory was helpful in thinking of what effects crunch time had on the

students. With 37 participating respondents which agreed to partake in the survey consisting of

15 questions, after gathering and interpreting the data, it was discovered by the researchers using

cohen’s d and weighted mean that while the respondents are constantly being affected by crunch

time, it had little effect on the mental stability of the ICT 11 and 12 students.

i. TITLE PAGE ………………………………………………………………………………... 1

ii. ACKNOWLEDGEMENT …………………………………………………………………. 2
iii. DEDICATION ……………………………………………………………………………... 2
iv. ABSTRACT ………………………………………………………………………………… 3
v. TABLE OF CONTENTS …………………………………………………………………… 3

CHAPTER
I THE PROBLEM AND ITS SETTING
Introduction …………………………………………………………………………….. 4
Research Locale ………………………………………………………………………... 8
Framework of the Study ……………………………………………………………….. 8
Statement of the Problem ………………………………………………………………. 9
Research Hypothesis …………………………………………………………………... 10
Significance of the Study ……………………………………………………………….11
Scope and Limitation ………………………………………………………………….. 12
Definition of Terms ……………………………………………………………………. 13
II REVIEW OF RELATED LITERATURE AND STUDIES
A. Related Literature ……………………………………………………………… 14
Foreign …………………………………………………………………………. 14

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Local …………………………………………………………………………… 15
B. Related Studies ………………………………………………………………… 17
Foreign …………………………………………………………………………. 17
Local …………………………………………………………………………… 18
C. Relationship of the Previous Studies to the Present Study …………………….. 19
III RESEARCH METHODOLOGY
Research Method ………………………………………………………………………. 20
Research Respondents …………………………………………………………………. 20
Research Instruments …………………………………………………………………... 20
Data Gathering Procedure ……………………………………………………………… 21
Statistical Treatment of Data ……………………………………………………………
22
IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Statistical Analysis …………………………………………………………………….. 23
Profile of the Respondents …………………………………………………………….. 23
Degree of Influence ……………………………………………………………………. 28
Cohen’s D ……………………………………………………………………………… 36
V SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary ………………………………………………………………………………. 37
Findings ……………………………………………………………………………….. 37
Conclusion …………………………………………………………………………….. 39
Recommendation ……………………………………………………………………… 39
BIBLIOGRAPHY ……………………………………………………………………………. 41
APPENDICES ………………………………………………………………………………... 43

CHAPTER I

INTRODUCTION

Students nowadays find it hard to manage their time lately. With the state of the world at

this moment, it may be hard for them to feel motivated to do things all the time; but what else

could they do when the workload given to them is slowly piling up? The thought of not being

able to catch up academically is scary for most, if not, all students. This is where crunch, crunch

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time, and crunch culture come in. Crunch period (or crunch time) is the short span between when

an individual starts their given workload and its deadline. Crunch, on the other hand, is the act of

pushing yourself to meet a deadline. These terms may often be used or heard in the company-

related industries, or the game development industry to be specific, rather than in the academic

field. It is in these industries where the term “crunch culture” is also made. Crunch culture is the

idea that regularly staying awake, and slaving away on a project among your peers is a “good

thing” and should be expected from those in the field.

Crunch is the result of deadlines, the amount of time needed to comfortably reach them,

and a general sentiment that it is okay to act like this because the end justifies the means. It was

already mentioned how the terms described earlier were mostly used in the working industries,

that’s because of the terrifying effects the crunch has on the employees of the companies. In an

article by Kotaku, by the accounts of 19 anonymous employees from the “BioWare,” a video

game company, about the effects of working non-stop or crunching constantly. It has been said

that some employees had to take “stress leave”— a doctor-mandated period of weeks or even

months worth of vacation for their mental health. During this, a new term has emerged: “stress

casualty.” “I actually cannot count the amount of ‘stress casualties’ we had on Mass Effect:

Andromeda or Anthem,” said a third former BioWare developer in an email. “A ‘stress casualty’

at BioWare means someone had such a mental breakdown from the stress they’re just gone for

one to three months. Some come back, some don’t.” (Schreier, J., 2019) Stress casualty has been

around for maybe a hundred years or so. Although not usually about game developers. The term

actually comes from military documentation describing soldiers with early-onset PTSD

(https://dictionary.apa.org/stress-casualty). In the case of BioWare, they have lost count on how

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many times this has happened to their company. The situation during the development of one of

their games was so rough, that one former BioWare developer said in the interview they would

frequently find a private room in the office, shut the door, and just cry. “People were so angry

and sad all the time,” they said. Said another: “Depression and anxiety are an epidemic within

Bioware.” (Schreier, J., 2019)

It is frequently argued that these companies are not forcing the employees to crunch, but

the truth is that they are actually expected to crunch in the first place. If they were not able to

deliver the expected results by the end of the given deadline, the worst-case scenario is that their

higher-ups are disappointed by their performance and they become unemployed. This makes it

more likely since with the rising trend of the development of video games, there are a lot of

people who can just replace those who were removed from their jobs. So, after discussing so

much about how crunch time and crunching play a huge role in the video game industry, what

does this have to do with the students? To draw a connection between the two, let us draw

parallels between this and the students. While they might not be forced to do their workload at

the last possible moment, if they fail to deliver their assigned work in due time, students are

more likely to fail. It seems like this is also suitable to be used for students who like to study or

do their assigned work at the last moment when the deadline is very near. These terms are so

common in fact that there are articles made online about dealing with crunch time, mostly,

during exams. There was even an article made by a university about studying for an exam during

crunch time.

There may be multiple arguments that could be made against the act of crunching, but the

counter-arguments made against them do hold up quite as well. For example, a common

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argument is “why not just do the work at the same time or day it was given?” There are many

factors and reasons as to why this could be. It could be because the student has chores to do at

home or is working a part-time job; maybe even if they do start working on it the moment it was

given, there are still other another possibility would be that the student finds it difficult to focus

on the work because of the time gap and could only find the edge to do their work during crunch

time, or it could be because of other problems unrelated to their school life and their family life.

It is important to consider these factors when making arguments, and it is also important to

consider them when making a research paper.

Nevertheless, it is very intriguing to think about what could possibly lead the students to

be in this period most of the time when they are doing their work. It is also somewhat of a

mystery why the students seem to crunch a lot instead of doing their work the moment it was

given to them; adding to this, how does “crunching” affect the health of the students? Up until

now, we can only speculate how many students crunch and how many are affected by it. These

questions and possibly more are what we are looking forward to answering in this paper.

To summarize, crunch time is the short period between when a student starts their work

and the deadline of the given task. Crunch or “crunching” is the act of pushing yourself to meet a

deadline. Lastly, crunch culture is the belief that being constantly awake to meet a deadline is

fine as it will be all worth it in the end. After the introduction of the terms, we went into depth

about how these affect the working industry, especially the video game industry. We used the

company BioWare as an example of how negative the effects of crunching are to the employees,

let alone an individual. In which the severity of the cases led to the company having multiple

cases of “stress casualties.” These are people who have been so mentally stressed to a point that

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they suddenly disappear for a couple of months. Whether or not they come back is always a

mystery to the employees at the time.

Then we connected how this is related to the academic side of things. This mostly relates

to the students having their own versions of crunch, crunch time, and crunch culture. How this

affects the students and what led them to crunch in the first place are questions we hope to

answer in this paper.

RESEARCH LOCALE

The location where this research will be conducted will be the institution of Immaculada

Concepcion College, located at Soldiers Hills III Subdivision, Barangay 180, North Caloocan

City, Philippines. However, the surveys and inquiries involving the students will be done through

online means in order to comply with the quarantine regulations implemented by the government

during the making of this research. Despite the interviews and surveys being conducted through

online means, the students are enrolled and based at the institution that is Immaculada

Concepcion College; and for that reason, we will be placing the school as the locale of our

research.

FRAMEWORK OF THE STUDY

During the introductory part of our research, we mentioned some of the reasons why

students experience crunch. These include the students could have part-time jobs, personal

problems, and that some people prefer the pressure they feel during crunch time and that they

find a certain edge to this. This is where the Temporal Motivational Theory comes in.

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The Temporal Motivation Theory (TMT) is a theory with a lot of history. This theory is

rooted from the work of Ainslie and Haslam in 1992, which was named Picoeconomics or

Hyperbolic Discounting (cited in Ferrari, Johnson, and McCown, 1995). TMT is the theory that

is more focused on the process of an individual on what they should prioritize. It is also here that

they theorize that the reason why students procrastinate is that they are less likely to get

distracted and be more motivated to do their work if they start it at the last possible moment.

This “last possible moment” could be what the crunch period is. Crunch is a period when the

pressure to succeed is great, often toward the end of an undertaking. A lot of people have very

strong opinions about crunch time since most people can’t sustain working for long periods of

time. It’s not healthy, and it does erode productivity and morale. which affect the economic value

of time and influence perceived time pressure.

STATEMENT OF THE PROBLEM

This study aimed to determine how the Crunch time affects the mental stability of the

students of Immaculada Concepcion College. Specifically, the researchers seek to answer the

following questions:

1. How do the students manage their time in terms of:

1.1. Age

1.2. Category

1.3. Strand

2. Have the students experienced crunch time and how frequently do they experience it?

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3. How do the students deal with the pressure of doing things at the last moment before their

work deadline?

RESEARCH HYPOTHESIS

RESEARCH TITLE: The Effects of Crunch Time on the Mental Stability of the ICT Senior

High School Students of Immaculada Concepcion College

CLAIM: The researchers claim that crunch time and crunch culture affects the mental stability

of the ICT students.

NULL HYPOTHESIS

H0 = Crunch time does not affect the mental stability of the ICT students of Immaculada

Concepcion College.

Let µ be Crunch Time

H0: μ ≠ mental stability of the students

ALTERNATIVE HYPOTHESIS

H1 = Crunch time affects the mental stability of the ICT students of Immaculada Concepcion

College.

Let µ be Crunch Time

H1: µ = mental stability of the students

ALTERNATIVE HYPOTHESIS [2]

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H1 = Crunch time is less likely to affect the mental stability of the ICT students of Immaculada

Concepcion College.

Let µ be Crunch Time

H1: µ < mental stability of the students

ALTERNATIVE HYPOTHESIS [3]

H1 = Crunch time is more likely to affect the mental stability of the ICT students of Immaculada

Concepcion College.

Let µ be Crunch Time

H1: µ > mental stability of the students

SIGNIFICANCE OF THE STUDY

To the respondents

Since we will be basing what we find in this study on the respondents, we hope to find a way to

understand them more so that we will be able to help them by the time we are finished with our

research.

To the students

Since the focus of our research is how crunch time and the act of crunching affects the students,

we hope to understand and find a way to help them deal with this conundrum. Crunch and the act

of crunching is something that most students have done or have encountered without even

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knowing what it is. With our paper, we hope to inform the students on what these are and how to

deal with them.

To the teachers

Crunch is not only limited to students as we have established in the introductory part of the

research. In most cases, working adults are the ones that mostly crunch and experience crunch

time. With our research, there could be teachers that will realize if they or their students are

going through a crunch period most of the time.

To future researchers

This topic is still mostly unexplored and has a lot of untapped potential. If there were future

researchers that are interested in the topic, this paper would be a good way to introduce them to

the terms and how they would affect a particular demographic.

SCOPE AND LIMITATION

This study focuses on the effects of crunch time on grade 11 and 12 ICT students. This

study will ultimately find out how big or small the effects of crunch time are on the target

students, which are grade 11 and 12 ICT students, and establish the factors that do lead them to

crunch time. Through our interviews or survey, the researchers also hope to find out how high or

low the influence of crunch time is on the students. The researchers will not go in-depth with all

the factors that lead to crunch time and will only choose a handful, yet impactful, factors. The

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target students will only be those who were enrolled at Immaculada Concepcion College at the

time of making this paper.

DEFINITION OF TERMS

1. Crunch - used to describe the act of employees working overtime in order to meet a

deadline in the development of a project.

2. Crunch time - a critical moment or period when decisive action is needed.

3. Crunch culture - It describes the societal pressure or "culture" in which overworking is

good work. The term is most frequently used in the programming industry, even more so

in the game development industry, though it may be used outside of those fields.

4. Mental stability - a sense of being in control of their personal thoughts and actions. A

sense of (general) well-being. Friends and family are generally confident in the

individual's ability to care for themselves physically, emotionally, and spiritually.

5. Procrastination - to delay doing something until a later time because you do not want to

do it.

6. Conundrum - an intricate and difficult problem.

7. Precipitated psychological distress - the particular factor, sometimes a traumatic or

stressful experience, that is the immediate cause of a mental or physical disorder.

8. Psychiatric coping - the use of cognitive and behavioral strategies to manage the

demands of a situation when these are appraised as taxing or exceeding one's resources or

to reduce the negative emotions and conflict caused by stress.

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9. Self-efficacy - refers to an individual's belief in his or her capacity to execute behaviors

necessary to produce specific performance attainments.

10. Biological clock - is an innate mechanism that controls the physiological activities of an

organism that change on a daily, seasonal, yearly, or other regular cycle.

CHAPTER II

FOREIGN RELATED LITERATURE

To determine the severity of crunch and crunch time, we should first determine what we

believe are the causes or elements that lead to crunch. An example of these elements mostly

associated with what leads to crunch is procrastination. Despite the advances in education

nowadays, and the challenging tasks that students face day by day to cope with the requirements

of their respective courses, they are still in the realm of seemingly taking their studies for

granted, as if it’s easy or simply put, procrastinating (Anuddin, F. O., 2021). As of the time this

research paper is being conducted, most schools in our country are in the process of having

classes through online means; this means we have to use whatever device and technology we

have for our own benefit. However, during this time, the students have either lost the motivation

to focus solely on studying or lost their motivation to do their work unless it is necessary. What I

think could be the mindset in this is “if the deadline isn’t tomorrow, then why do it today?” This

kind of mindset is what leads students to crunch time, to begin with. The word is so familiar to

us because, throughout our life, we have experienced it more times than we can remember.

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Procrastination is also a serious and common obstacle that keeps the students from getting their

work done. According to Zacks, S. & Hen, M. (2018), “Recent studies support the notion that

academic procrastination can be seen from a situational perspective and as a failure in learning

self-regulation.” Procrastination is more of a problem that comes from within the students rather

than a problem that is caused by what is happening around the students. Other than

procrastination, another cause for crunch is the time management of the students. When it comes

to time management, students usually get overwhelmed and just do things on the fly, resulting in

a crunch which also affects the quality of the students’ work. According to Wilson, Robert;

Joiner, Keith; Abbasi, Alireza (2021), “Findings confirm an effect between time-management

skills and academic success that offers substantial savings from fewer lost students.

Recommendations are made to improve time-management skills and academic performance for

all transitioning university students and examine if this significant effect translates to other initial

training employment.” This is how important time management can be if given the time to tend

to. With results like these, being in a time crunch or even the act of crunching among students

could be diminished in a significant way.

LOCAL RELATED LITERATURE

The Mañana habit, which is also known in Filipino as "Mamaya na" practice, is a Filipino

term for procrastination. (Mejia, A., 2017) This kind of practice has already been an existing

problem since before. And it was the reason why this kind of phenomenon is rapidly scattered

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through generations. The students who procrastinate often have worse performance in any

activity because postponing tasks will lead students who procrastinate to submit unfinished work

and miss important deadlines. This means that procrastinators tend to earn worse grades than

non-procrastinators, which becomes more problematic since some side effects can increase

students' tendency to procrastinate more. “Academic life is full of challenges and stumbling

blocks. Students encourage certain unusual studying techniques using this concept. Academic

procrastination is one of them” (Asio, J. M. R. 2020). To constantly try to find the motivation

within ourselves to do the work given to us is an exhausting task. So, why should we try to avoid

procrastinating and just do the work exactly when we need to do it? "When you look through

social media and see people who live an active lifestyle, have a good physique, and possess

overall positive energy, it makes you wonder how you could do the same. The only difference

between you and that person is that they chose to start."(Mejia, A.,2017) Teenagers often get

unmotivated to do their tasks when they realize how worse their living standards are compared to

their peers online which can cause them to not do anything for a while. Most students are hit

with the realization of how important the given work is only when crunch time begins. But some

people really do believe that procrastination is helpful for them in some cases and that it

somewhat gives the students the push they need to do their work. In a research conducted by

Asio, J. M. R. (2020), they found that “there is a low negative relationship between academic

procrastination and the subject areas of general education subjects, and professional education

subjects.” However, we cannot assume that procrastination is beneficial to all students, but only

to some. We have already mentioned in the introduction segment of our paper that some find the

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edge to do their work during crunch time, and the result of Mr. Asio’s research proves that to be

true.

FOREIGN RELATED STUDIES

Time management problems, fear of failing, examinations and grades, feelings of

incompetence, and study pressure and obligations were stressors that precipitated psychological

distress in dental students (Radeef, A.S. & Faisal, G.G, 2018). This was what they concluded in

their study on the relationship between stressors and the symptoms of depression, anxiety, and

stress in dental students. Arguably, these can also be applied to younger, less experienced

students. Students that are newly exposed to the university environment in years 1 and 2, and are

less able to deal with stressors than students in the clinical phase, who have some medical

education and training in psychiatric coping with stress. Academic and personal factors included

the five most frequently cited stressors. This finding is consistent with other studies in which

academic factors were found to be the main sources of stressors (Radeef, A.S. & Faisal, G.G,

2018). The younger students in this study may have been less skilled in dealing with challenges

in life, going through a transition phase, inexperienced in time management, less able to adjust to

a new environment, or found it difficult to adapt to the university curriculum (Radeef, A.S. &

Faisal, G.G, 2018). The less experienced the students are with facing new challenges, especially

when it comes to academic scenarios, the more likely they are to get stressed; thus they will feel

uninspired or unmotivated to do their work, and they could procrastinate, then lead to crunch

time. Even the factors that could eventually lead the student to crunch time can cause huge

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impacts on an individual by themselves. Time management, procrastination, and stressors are to

be taken seriously if we want to avoid crunching altogether. Students who tend to procrastinate

might benefit from training that focuses on training both time management skills and

psychological flexibility and not focusing on only one. This might produce the best results

(Hailikari, T., Katajavuori, N. & Asikainen, H., 2021). I believe that finding ways to cope with

these factors that could lead to crunch is crucial as training ourselves to be able to handle these

problems psychologically and how to manage our time correctly could also help us become

prepared when facing situations in the future that are unfamiliar to us.

LOCAL RELATED STUDIES

As of the time of making this paper, learning and having classes through online means

has been the new norm. But how does this relate to crunch and crunch time? Online learning is a

flexible learning system. The most practical method of education in this pandemic is the face-to-

face way is not feasible and avoids direct contact with one another, but this did not initially get a

good response from students and lecturers (Sison, E. & Doloque, E. & Santor, K. & Rayla, N. &

Capagalan, S. & Tus, J., 2021). It is debatable whether online learning is better than the face-to-

face way of learning. Some students do feel overwhelmed with more time spent doing the work

given rather than learning how to do the given task. Online learning needs to be well designed to

provide positive outcomes and help the students increase their competence in this “new normal”

and motivate them to do well in school amidst new average education (Sison, E. & Doloque, E.

& Santor, K. & Rayla, N. & Capagalan, S. & Tus, J., 2021). The less motivation the students

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have to do their work, the more likely it is for them to procrastinate; the more likely it is for them

to become stressed, and the more likely it is for them to crunch. In a study by Sison, E. &

Doloque, E. & Santor, K. & Rayla, N. & Capagalan, S. & Tus, J. (2021), they found that

academic motivation and self-efficacy influence each other, and having such good self-efficacy

can motivate the students to do well in school and increase their academic success. As long as

they can be motivated to do their work, the fewer chances there are for them to be affected by the

factors that could lead to crunch time.

RELATIONSHIP OF THE PREVIOUS STUDIES TO THE PRESENT STUDY

Not a lot is known about “crunch” and crunch time however that does not rule out the

possibility of people experiencing it but not knowing about it. There have been multiple studies

correlating procrastination, burnout, and stress towards the students in the past; and there are a

lot of papers about the cause of these towards students but “crunching” and crunch time are also

a huge part of these past researches. While past studies have allowed us to have a grasp as to

what other effects other school-related things have on the students, our study wants to explore

what kind of effects the actions of the students have on them while confronting school-related

activities and if there are any effects at all.

CHAPTER III

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RESEARCH METHOD

This chapter concentrates on the discussion about the research methods and procedures

adhered to by the researchers to systematically answer the specific problems posed for

investigation. With the help of past studies, journals, papers, and surveys, we hope to reach a

conclusion that will be knowledgeable for the researchers and the readers. We also hope to ask

the future respondents how they manage their time and the stress they encounter, along with how

they deal with the pressure that comes with the time given to them. With the information

gathered, we hope to group their answers based on their grade levels and strands in order to

further understand the severity or lack thereof of the effects of crunch time on the students. In

this chapter, we used the descriptive method in this study. because in addition to informing the

readers about crunch time and crunch culture, we want to assess their behavior and see how they

are affected by it.

RESEARCH RESPONDENTS

The researchers of ICT - Java plan to survey at least 37 respondents from the ICT Senior

High School students of Immaculada Concepcion College with a confidence level of 95% and

8% margin error.

RESEARCH INSTRUMENT

The list of questionnaires that will be used for this paper is the survey that was developed

online. The researchers believed that this was our best choice to gather the data we need going

forward. In the survey are questions that are dedicated to finding out how the students manage

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

their time, what the possible effects crunch time has on them, and how they manage to deal with

the pressure they face. This will be done with the survey having fifteen (15) questions in total.

The survey also aims to organize and group the students based on their grade levels and strands

along with their answers in the survey.

DATA GATHERING PROCEDURE

The researchers created a title that was validated by the research teacher, as well as the

general and specific problems to be addressed by the study's findings. The researchers also used

the internet to find other papers about the subject. The descriptive technique was used by the

researchers to support the investigation.

The survey questionnaire was used as an instrument in this investigation. The research

adviser validated the instrument used to perform the research. The questionnaire is now ready to

be used as a research instrument. The researcher designed the survey questionnaire checklist to

be completed by the chosen student strand. The researcher used Google Forms to disseminate the

survey questionnaire to all sections of Immaculada Conception College's Grade 11 - 12 ICT

strand. The survey's general instructions are to answer the questionnaire honestly and to be

allowed to answer the questionnaire if they consent to answer our questionnaire. The

questionnaire is divided into three (4) sections, the first of which is demographics, and the

remainder are all about answering each subproblem.

The first section of the subproblem consists of five questions that can be answered using

a multiple-choice grid. The multiple-choice grid is the most basic approach or strategy for

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

responding to a survey. The second section likewise includes five (5) questions that will be used

to answer the second sub-question. The final section also includes five (5) questions, and the

following questionnaire will serve as a basis for answering the subproblem three (3) in total. The

researchers developed a fifteen (15) question questionnaire for the entire survey, and the purpose

of this survey is to determine whether or not crunch time affects the mental stability of grade 11

and grade 12 ICT students at Immaculada Conception College. Following the distribution of the

survey to the chosen students, the researchers can now collect data and assure the total number of

students as specified by the population calculator, and conduct an assessment in seven (7) days

with a total of 37 responses from Grade 11 and 12 ICT strand.

STATISTICAL TREATMENT OF DATA

In this study, the researchers will use a percentage formula along with Cohen’s d to

answer the mathematical statement since, with the help of this tool, it will be somewhat easy for

us to categorize the answers from our respondents and to quickly classify students based on

survey replies and grade levels/strands.

The formula for percentage is as follows:

a
P= n
x 100

Where:

P = percentage

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

a = scores on variable

n = total number of scores

The formula for cohen’s d is as follows:

d= M ₁−M ₂ ⁦
√❑

Where:

D = Cohen’s d

M = Weighted mean

SD = Standard deviation

CHAPTER IV

PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

1.1 Age

We started our survey with a set of questions that would gather the demographics of our

respondents. The first table consists of the age of the respondents. The data in the table shows

that 4 of the respondents are between the age of 15-16, which translates to 10.81 %. While 27 of

the respondents answered that they are in the age group of 17-18, translating to 72.97%, and 5 of

the respondents are between the age of 19-20 which translates to 13.51%.

Table 1

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Frequency and Percentage Distribution of Respondents

(Age)

Age Frequency Percentage

15-16 4 10.81

17-18 27 72.97

19-20 5 13.51

20 & above 1 2.70

Total 37 100

1.2 Sex

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

The data below shows that out of our 37 respondents in our survey, 13 answered that they

are male, translating to 35.13 percent. While the remaining 24 informed the researchers through

the survey that they are female, translating to 64.86%.

Table 2

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Frequency and Percentage Distribution of Respondents

(Sex)

Sex Frequency Percentage

Male 13 35.13

Female 24 64.86

Rather not specify 0 0

Total 37 100

1.3. Grade Level

Since the target demographic of this paper is the grade 11 and grade 12 ICT students of

Immaculada Concepcion College, knowing which of our respondents are in grade 11 and which

of them are in 12th grade is a factor the researchers thought was important. 37 of the respondents

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

are from the 11th grade, which makes up 72.97% of the respondents. The remaining 10 of our 37

respondents are from the 12th grade, which translates to 27.03%.

Table 3

Frequency and Percentage Distribution of Respondents

(Grade level)

Grade level Frequency Percentage

Grade 11 27 72.97

Grade 12 10 27.03

Total 37 100

1.4 Section

The data in table 4 consists of the sections the respondents are from. 15 of the respondents are

from Ajax, translating to 40.54, 2 respondents from Fortran (5.40), 9 from Linux (24.32), 8 from

Python (21.62), and 3 from Vue (8.11 ).

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Table 4

Frequency and Percentage Distribution of Respondents

(Section)

Section Frequency Percentage

Ajax 15 40.54

Fortran 2 5.40

Linux 9 24.32

Python 8 21.62

Vue 3 8.11

Total 37 100

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Table 1

The Respondent’s Time Management

Describe Often Sometimes Rarely Almost

me true of true of me true of never

Statement Weighted Degree of
perfectly me me true of
Mean Influence
me

f x5 f x4 f x3 f x2 f x1

1. I want to 5 25 10 40 15 45 3 6 5 5

play games
Influenced
than doing

work 3.24

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2. I will 10 50 15 60 11 33 0 0 1 1 Influenced

clean my

room,

garage, or

kitchen. 3.89

3. I tend to 13 65 11 44 9 27 4 8 0 0 High

spend a lot Influence

of time on

the phone or

computer. 3.89

4. I created a 2 10 10 40 17 51 4 8 4 4 High

to-do list and Influence

agendas for

today. 3.05

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5. I Start 6 30 6 24 18 54 5 10 2 2 Influenced

Working On

Assignments

Early. 3.24

Overall Weighted Mean = High

Influence
3.46

We have given our respondents sets of questions that are laid out in the table above. In the first

set of questions, the researchers aim to find out how the respondents react to time management.

They are asked to rate how much they relate to the following statements. In the first statement,

they are asked if they want to play games instead. Five (5) of the respondents answered that it is

described them perfectly, ten (10) answered that it is often true for them, fifteen (15) answered

that it is sometimes relatable to them, three (3) answered "rarely true", and five (5) answered that

it is never true for them. It has a weighted mean of three-point twenty-four (3.24) which has a

degree of neutral influence.

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Then in the second statement, ten (10) of the respondents answered that it describes them

perfectly, fifteen (15) of the respondents answered that it is often true for them, eleven (11)

answered that it is sometimes true for them, and no one of the respondents answered "rarely true

of me" and the other one (1) respondents answered, "almost never true of me". It has a weighted

mean of three-point eighty-nine (3.89) which has a degree of high influence.

For the third statement, thirteen (13) of the respondents answered that is it describes them

perfectly, eleven (11) of the respondents answered that it is often true for them, nine (9) of the

respondents answered that is sometimes true for them; four (4) of the respondents answered

"rarely true of me" and no one answered that is almost never true for them. It has a weighted

mean of three-point zero five (3.89) which has a high degree of influence.

In the fourth statement, two (2) of the respondents answered that is it describe to them perfectly,

ten (10) of the respondents answered that is it often true for them, seventeen (17) of the

respondents that is it sometimes true for them, four (4) of the respondents answered that is it

rarely true for them, four (4) of the respondents answered that is it almost never true for them. it

has a weighted mean of three-point zero five (3.05) which has a degree of influence.

In the fifth statement, six (6) of the respondents answered that it describes them perfectly, six (6)

of the respondents answered that it is often true for them, eighteen (18) answered that it is

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sometimes true for them, five (5) of the respondents answered that is rarely true for them and two

(2) of the respondents answered that it is almost never true for them. It has a weighted mean of

three-point twenty-four (3.24) which has a degree of neutral level of influence.

Table 2

Experiencing Crunch Time

Always Often Sometimes Rarely Never

Statement Weighted Degree of

f x5 f x4 f x3 f x2 f x1 Mean Influence

1. Have you

experienced
4 20 7 28 20 60 5 10 1 1 Influenced
crunch time

and how

frequently

do you

experience

it? 3.22

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2. I am the Influenced

kind of
4 20 11 44 15 45 5 10 2 2
person who

leaves things

till the last

minute. 3.27

3. I tend to High

have several Influence

5 25 12 48 19 57 1 2 0 0
projects

going on at

the same

time. 3.57

4. I put off 5 25 10 40 17 51 5 10 0 0 High

daily Influence

activities. 3.41

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

5. My High

bedtime Influence
10 50 13 52 10 30 2 4 2 2
varies

depending

on the

workload I

have each

day. 3.73

Overall Weighted Mean = 3.44 High

Influence

In this specific survey, the researcher aims to find out how the respondents experienced

crunch time. in the first statement, four (4) of the respondents answered "always", seven (7) of

the respondents answered "often", twenty (20) of the respondents answered "sometimes", five (5)

of the respondents answered "rarely" and one (1) of the respondent answered "never". it has a

weighted mean of three-point twenty-two (3.22) which has a degree of influence.

In the second statement, four (4) of the respondents answered "always", eleven (11) of the

respondents answered "often", fifteen (15) of the respondents answered "sometimes", 5 (five) of

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

the respondents answered "rarely" and two (2) of the respondents answered "never". it has a

weighted mean of three-point twenty-seven (3.27) which has a degree of influence.

In the third statement, five (5) of the respondents answered "always", twelve (12) of the

respondents answered "often", nineteen (19) of the respondents answered "sometimes", one (1)

of the respondent answered "rarely" and none of the respondents answered "never". It has a

weighted mean of three-point fifty-seven (3.57) which has a degree of high influence.

In the fourth statement, five (5) of the respondents answered "always", ten (10) of the

respondents answered "often", seventeen (17) of the respondents answered "sometimes", five (5)

of the respondents answered "rarely" and none of the respondents answered "never". it has a

weighted mean of three-point forty-one (3.41) which has a degree of high influence.

In the fifth statement, ten (10) of the respondents answered "always", thirteen (13) of the

respondents answered "often", ten (10) answered "sometimes", two (2) of the respondents

answered " rarely", two (2) of the respondents answered "never". it has a weighted mean of

three-point seventy-three (3.73) which has a high degree of neutral influence.

Table 3

Cohen’s D

Standard Deviation 1 0.397 Weighted Mean 1 3.46

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Standard Deviation 2 0.212 Weighted Mean 2 3.44

Cohen’s D = 0.06

We get the value of Cohen's D by subtracting the two (2) weighted means, then dividing

it by the quotient of the sum of the two (2) standard deviations and two (2). The value of

standard deviation from the means of the first part of the survey questionnaire is zero point three

hundred ninety-seven (0.397), and zero-point two thousand one hundred twenty-two (0.2122).

For the second part. The weighted mean for the first part of the survey questionnaire is three-

point forty-six (3.46), while the weighted mean for the second part is three-point forty-four

(3.44). Performing the formula for Cohen’s D, we get the value of zero point zero six (0.06).

Based on the effect size scale for Cohen’s D, this shows that crunch time has a small effect on

the mental stability of the ICT 11 and 12 students of Immaculada Concepcion College.

CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

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This chapter aims to see if the outcomes support the hypothesis. The conclusions and

recommendations offered to attempt to persuade readers of the importance of the topic addressed

throughout the research. The findings from the previous chapter are discussed in this chapter.

The findings of the data collection are provided. The findings from the data tabulation are used

to draw conclusions and make recommendations.

Summary of the Problem

This study aimed to determine how the Crunch time affects the mental stability of the students of

Immaculada Concepcion College. Specifically, it sought to answer the following questions:

How do the students manage their time in terms of?

1.1. Age

1.2. Category

1.3. Strand

2. Have the students experienced crunch time and how frequently do they experience it?

3. How do the students deal with the pressure of doing things at the last moment before their

work deadline?

The study was conducted to know if crunch time has an effect on the mental stability of senior

high school students of Immaculada Concepcion this study used the descriptive method. While

survey method was used for gathering data with at least 50 respondents. The researchers

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

capitalized on using the Temporal Motivational Theory (TMT) to help identify the effect of

crunch time on the senior high school students of our institution. The survey was conducted via

google forms and stood as the instrument for gathering our data. The google forms were

distributed to the respondents online.

Findings

The salient findings of the study are as follows:

1. Profile of the respondents

A. Age: The profile of the respondents has been classified in terms of age where 4 of the

respondents are between the ages of 15-16, translating to 10.81 percent, 5 of the respondents are

aged between 19-20, which translates to 13.51 percent, and 1 respondent on the age of 20 and

above, translating to 2.70 percent. While 27 of the respondents answered that they are in the age

group of 17-18, which translates to 72.97 percent.

B. Strand: The profile of respondents of the strand is mostly ICT students of Grade 11 and Grade

12 at 27 of the respondents are from 11th grade, which makes up 72.97% of the respondents. The

remaining 10 of our 37 respondents are from the 12th grade with 27.03%.

2. Have the students experienced crunch time and how frequently do they experience it?

According to the table, the grade 11 and 12 students regularly experience crunch time

because their bedtime varies based on the task they have each day. Analytically, the weighted

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

mean of the statement is three point forty-four (3.44), which means that the students are highly

influenced in crunch time because of their workloads during their bedtime.

3. How do the students deal with the pressure of doing things at the last moment before their

work deadline?

Based on the response of grade 11 and 12 ICT students, they are dealing with the

pressure by prioritizing deadlines more than anything and they are spending much time worrying

about making mistakes.

Conclusions

Based on the findings, the researchers conclude the following:

1. Based on the data the researchers have gathered through the survey, it is evident that

some of the students are aware that they are sometimes in “crunch time.”

2. Some of the respondents also established that it is advantageous to them that they are in

“crunch time” for most of them put their work aside and do them at the last possible

minute.

3. Based on Cohen's d of the data the researchers have gathered, although most of the

respondents experience “crunch time,” it has little impact on them.

Recommendations

1. To the students, the researchers recommend that the students find ways to manage their

time that is most comfortable for them and commit to it. This is so they can be more

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

efficient with their work and minimize risks like burnout, sleep deprivation, and messing

up their biological clock. Although the researchers found out that crunch time has little

effect on the respondents, that should not be taken as a sign that it is okay to push one’s

self all the time.

2. To the teachers, to be more communicative with their students when it comes to

deadlines. In some cases, deadlines might coincide with some events both personal and

school-related, when this happens, try to give more time to the students as it will be

beneficial to both you and the students. Giving them more time to work along with

enough time for themselves will be enough for them to fully take in the lessons rather

than learn them for the sake of passing.

3. To the future researchers, the researchers believe that this topic still has much to offer

and so it is encouraged that you attempt to look for any other ways to approach this topic.

Think of this paper only as a gateway to the topic of crunch time and the act of crunching

as the researchers believe that there is still so much more to discuss and find out.

BIBLIOGRAPHY

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● Anuddin, F. O. (2021). Academic Performance and Procrastination: The Case of

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

22(2). https://doi.org/10.7454/msk.v22i2.9064

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APPENDICES

PROFILE OF THE RESPONDENTS

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

ANSWERS OF THE RESPONDENTS

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