ABSTRACT
This study examined the topic of Investigating the Effects of Working Under Deadlines on the Academic Performance of NESHS Students. Descriptive studies were used in the study to explain its overall conclusions. The sample population for this study consists of five (5) G11 students from Nasugbu East Senior High School. Most participants experience strong procrastination for their chosen strand of senior high school. The conclusion implies that the most significant factor resulting to a students’ experiences of procrastination is cramming.
Participants revealed that the primary factors that results to the experiences of procrastination and cramming of students are the diverse mindset of the students' intellectual skill resulting to these factors, considering the students may tend to procrastinate the origin and skill in relation to their chosen academic strand about academic pressure, preparation for stress that comes with dealing with tight deadline, and preparation of your mental health . The challenges and concerns that are associated with procrastination are having difficulty focusing on academic studies, challenges and struggles with participation and concern about the well being of students that affects their overall satisfaction with and enjoyment and fulfillment from their education.
Moreover, the researchers recommended that schools should offer extra support and resources for the students to develop a more constructive time management and symposium in order to ascertain knowledge on how to avoid procrastination and cramming while also considering the advantages and disadvantages regarding this topic. Additionally, another recommendation is to try to help students in shaping their minds to think critically to give information on the presented time period. Furthermore, schools should execute guidance programs in helping students to construct their own time management in which it can easily be accessible to every student as it considers their personal time and life to support them – especially for those students who are clueless on where and how to start creating their own time management such that this lack of knowledge mostly affect students in dealing with mental health instability.
Keywords: Discrimination, Inclusivity, Judgement, Guidance, Degradation, Senior High
Chapter 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
The impact of working under deadlines on the academic performance of students has been a topic of considerable interest within educational psychology not only here in Nasugbu East Senior High School but also all around the world. It refers to the necessity of completing tasks within a fixed time frame, often creating a sense of urgency. Deadlines can influence productivity, motivation, and stress levels, shaping how individuals manage their time and workload. In academic settings, deadlines drive students to organize their studies and submit work on time, but they can also lead to procrastination and last-minute efforts like cramming. "Cramming" is the practice of studying large amounts of material in a short time, often due to procrastination. While it may help with short-term memorization, it increases stress and reduces long-term retention. Consistent study habits are more effective, yet many students rely on cramming under deadline pressure.
The studies about deadlines/working under deadlines also show that as a deadline approaches, the tendency of the students to be "more locked in" increases, causing severe stress and anxiety to finish a task on time. One of the effects of working under deadlines and pressure is that while the quantity of learning time increases as the deadline approaches, the quality of the study may differ significantly. So that's why this research aims to help the students to see how the effects of deadlines interfere with their academic performance and what studies suggest they can do to avoid these types of problems associated with tight deadlines.
According to Castro et. al. (2022) found a complicated relationship between individual preferences, course engagement, and deadline pressures. They discovered that deadlines can cause students to put off doing their work and in certain situations they feel under pressure to finish it quickly, which leads to lower-quality results.
Similarly, Bisin and Hyndman (2020) conducted a field experiment examining the impact of self-imposed deadlines on procrastination among students. Their study revealed a significant demand for commitment mechanisms (deadlines), even though these deadlines did not always translate into improved task completion rates.
To Investigate the Effects of Working Under Deadlines on the Academic Performance of NESHS Students, the researchers from Nasugbu East Senior High School aim to investigate the effects of working under deadlines on the academic performance of NESHS students, considering the potential for both potential advantages and disadvantages.
This study emphasizes why students often find themselves working on assignments only as deadlines approach. The research explores the reasons behind this behaviour and why working under deadlines is considered crucial and effective by some students.
BACKGROUND OF THE STUDY
Procrastination has always been a significant problem to some of the students, it has an undeniable negative impact on academic performance of the students. Academic procrastination has also drawn attention in the form of failing to accomplish academic deadlines within the time frame. Deadlines create pressure that can force the students to complete work within a set timeframe. This concept aims to break down the principle of procrastination as the deadline approaches. Deadlines may have a positive effect on individuals, but it can also result in a negative impact if it keeps on happening frequently.
This destructive effect consistently leads to missed deadlines. Although deadlines are meant to encourage timely task completion, they can also create pressure that if unmanaged or overwhelming, it can result in over commitment, reduced work quality, increased stress, and anxiety. By analyzing the impact of meeting deadlines on NESHS students’ academic performance, this study investigates the connection between potential advantages and disadvantages of this common academic practice (Smith, 2024.)
STATEMENT OF THE PROBLEM
The study aimed to investigate the Effects of Working Under Deadlines on the Academic Performance of Nasugbu East Senior High School (NESHS) students.
Specifically, the study sought answers to the following questions:
1. How do senior high school students perceive the influence of deadlines on their academic performance?
2. In what ways do students believe that working under deadlines affects their motivation and engagement in their study?
3. What coping strategies do students employ to manage stress associated with tight deadlines?
SCOPE AND LIMITATIONS OF THE STUDY
This study focuses on investigating the effects of working under deadlines on the academic performance of students at Nasugbu East Senior High School (NESHS). It examines the relationship between deadline pressure and various academic outcomes, such as grades, assignment completion rates, and reported stress levels. The study includes Grade 11 and Grade 12 students from various strands within NESHS and considers their experiences, perceptions of deadlines, and coping mechanisms.
The study is limited to students currently enrolled at Nasugbu East Senior High School during the current academic year. It does not include students from other schools or previous academic years. The study also focuses solely on the students’ perspective and does not directly explore the perspectives of teachers or administrators regarding the impact of deadlines on student performance. The study also excludes external factors unrelated to academic performance, such as socioeconomic status or personal life events are not directly considered in this study, although their indirect influence is acknowledged. This study focuses specifically on the direct impact of deadlines, so external factors are excluded to isolate the variable of interest.
SIGNIFICANCE OF THE STUDY
The results of this study, “Investigating the Effects of Working Under Deadlines on the Academic Performance of NESHS Students,” are deemed significant to the following:
Students: This study may provide valuable insights into the factors that influence their academic performance when working under deadlines. The long-term impacts of deadlines on a student's academic performance and well-being should be further investigated in future studies, especially in light of changing learning settings. Understanding these factors can help students better understand their strengths and weaknesses, improve time management and stress management skills, and ultimately enhance their academic performance.
Teachers: The study may guide teachers in tailoring their approaches to meet the specific needs and motivations of students. It can inform the design of assignments and assessments that foster student interest and engagement while also managing expectations around deadlines. It might also help teachers develop strategies to support students in effective time management and stress reduction.
School Administrations: The findings can help administrators evaluate current policies and programs related to deadlines and academic workload.It might help create guidelines and initiatives that encourage efficient time and stress management techniques. This information can inform the creation of policies or strategies to better align student needs with assessment requirements, potentially enhancing overall student satisfaction and academic success.
Parents: The study can inform parents about the various factors influencing their children’s academic performance when working under deadlines. The study can also explore how parental support or pressure influences students' ability to handle deadlines. The findings could help parents better support their children, while also informing educational strategies to improve student outcomes and well-being. This understanding can help parents provide better support and guidance during the decision-making process related to their children’s academic choices and workload management.
Future Researchers: The study will serve as a valuable reference for future researchers conducting similar studies. It provides a framework and baseline data that can be used to explore related topics or replicate the study in other contexts, potentially leading to a more comprehensive understanding of the impact of deadlines on student learning and well-being.
DEFINITION OF TERMS
These are the conceptual and operational definitions of the following words and phrases used in this study for clearer understanding of the research:
Academic achievement: academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals (CC BY-SA 4.0). In this study, academic performance defines how the students perform on their academics and sometimes defined by average learning to talented.
Psychology: The science of mind and behaviour (Gordon et, al, 2025). In this study, psychology is defined by how students/people think and their perspective of things. Cramming: Cramming in the dictionary is defined as preparing hastily for something (Suss 2024).
Cramming, in other words, can mean a way in which the students are doing something as fast as they could as the deadline approaches.
Procrastination: Procrastination is defined to put off intentionally the doing of something that should be done ( Laker 2024). Procrastination can also be defined in where students postponed the task given for much too long, and now they're piled up, adding to the stress as is.
Time frame: A time frame is a period of time, especially with respect to some action or project( Farris 2025). Now, in this study, the time frame is referred to as the amount of time given to work on something before the deadline.
Deadline: is a date or time before which something must be done (Rogers 2025). Now, in this study, the deadline is kind of similar to the timeframe, but the only difference is that the deadline to complete the task is finally over.
Pressure: Pressure is the burden of physical or mental distress (Mier 2025). In this study, pressure is the constant voices in your ear that slowly come up to your mind saying to always do better.
Exhaustion: Exhaustion is the state of being exhausted (Travers 2025). Exhaustion is where the cramming of tasks got too overwhelming, and you are so tired about it.
Multifaceted: Multifaceted means having many facets or aspects (Noel 2025). In this study, it is referred to as how an individual is doing after being put under massive pressure.
Well-being: Well-being is the state of being happy and prosperous (Pong 2025). The term multifaceted in this study simply means they are talented and gifted students/individuals with high capacity to manage stress and pressure given by a task.
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presents a detailed review of related literature found to be relevant to the study conducted. This chapter also includes conceptual and theoretical frameworks, as well as the research simulacrum.
REVIEW RELATED LITERATURE
The Influence of Working Under Deadlines of Senior High School Students and its Effects on Their Academic Performance
According to Kwaah (2017), the prevalence of perceived stress seems to be high among students which tends to affect not only their academic performances but also all aspects of their health including physical and mental health.
In addition, according to the study of Schouwenburg et al.., (2019), landmarks like assignment deadlines and exams are common in university students' lives, leading them to adjust their study activities accordingly. Students often increase their study efforts as these deadlines draw closer, even cramming or rushing tasks before them. Recent research on achievement motivation emphasizes situational motivation for specific study tasks. However, little is known about how exam-specific study motivation changes over time. Studies consistently found that expectancy and value measures of motivation tend to decline over time, indicating methodological differences. Exam-specific study behavior is usually assessed over shorter time periods, while expectancy and value beliefs are assessed over longer time periods.
Furthermore, Capelle et al.., (2023) mentioned that recent research has emphasized that achievement motivation is context-sensitive and varies within individual students. Ubiquitous temporal landmarks such as exams or deadlines are evident contextual factors that could systematically explain variation in motivation. Indeed, research has consistently found that university students increase their study efforts as exams come closer in time, indicating increasing study motivation. However, changes in study motivation for a specific exam as it comes closer have rarely been investigated. Instead, research on developmental changes in expectancy and value beliefs has consistently found that achievement motivation declines over a semester. Surprisingly, declining motivation thus apparently coincides with increasing study efforts for end-of-semester exams.
Students Beliefs in Terms of How the Working Under Deadlines Affect Their Motivation and Engagement in Their Studies
Based on what Cheng et al.., (2023), said. Academic delay can be understood as individuals' behavioral postponement of their work in academic settings. Leveraging learning analytics and using multilevel modeling, this study found that academic delay was composed of habitual and momentary components. Controlling for motivational beliefs, habitual delay was significantly more negative than momentary delay in relation to academic achievement. The relation between academic delay and academic achievement was moderated by motivational beliefs. The negative effect of momentary delay on academic achievement was dependent on academic self-efficacy, while the negative effect of habitual delay on academic achievement was dependent on emotional cost. These findings further confirm that academic delay in online learning environments is not necessarily harmful for college students. Simply focusing on academic delay without considering who is engaging in such behavior could be misleading for future intervention.
Burgos (2022) Deadlines are the latest time or date before which something should be completed. This study aimed to identify and define the relationship between deadlines and students' capacity, as well as the concept behind deadline impact and the actual influence of deadlines on junior high school students' performance in terms of performing and completing projects and requirements. The study concludes that deadlines play a significant role in the academic performance of junior high school students. While deadlines are perceived as beneficial, the study highlights the importance of considering student preferences, particularly regarding deadline length, to optimize student learning and minimize stress.
Additionally, Koli (2022) said that exercises come with deadlines that are considered to help students plan their schedules and consequently help get the exercise done. Without deadlines, exercises that need to be done may easily slide away to make room for other tasks that are seemingly more important.
Coping strategies that help students manage stress associated with tight deadlines.
Moreover, by the study conducted by Kallungal et al.., (2025), stress is how our body responds to various demands. People can feel stressed when they're busy, facing tight deadlines, or struggling to complete tasks within a limited time. Stress is a natural aspect of life, but it becomes problematic when it surpasses the body’s ability to cope, leading to physical or emotional symptoms. Common coping strategies included sleep, listening to music, socializing, and exercising. The study concludes that elevated stress levels among students negatively impact their mental and physical health, which in turn affects their academic performance. Therefore, effective time management and stress management techniques are crucial for enhancing students' well-being and achieving academic success.
He (2023), said that multiple factors contribute to higher education students' stress levels. It can lead to various physical and mental health complications, including headaches, exhaustion, difficulty concentrating, and depression. As a result, academic performance may be compromised, absenteeism may increase, and motivation may diminish. Numerous stressors have adverse effects on students' mental health, as well as the physiological effects of stress on physical fitness and the cognitive effects of stress on academic performance. This article provides a theoretical overview of these effects. A discussion is also provided regarding the importance of coping strategies such as the Stress Coping Inventory Style (SCSI) was used to ascertain the type of coping strategies used by students when confronted with academic stress to help them deal with that type of stress. An overview of relevant literature examines these relationships and identifies directions for future research and interventions.
Moreover, Soliman (2014) said that students used multiple strategies, mainly praying/meditating, and self distracting activities such as watching TV and listening to music to cope with stress. Other important stress coping strategies were emotional and instrumental support from family, friends and lectures.
Theoretical Framework
This study was anchored on the Journal of Educational Psychology conducted by Gregory Schraw et al.., This study describes in detail informants perceptions of procrastination, which includes adaptive (le, cognitive efficiency, peak experiences) and maladaptive (ie, fear of failure, postponement). dimensions of procrastination.
The theoretical perspective is applicable in the present study as it comprises various aspects encompassing components in a student's mental health. The interconnectedness of this concept is linked in the investigating the effects of working under deadline on the academic performance of Nasugbu East Senior High School Students relative to cramming, procrastination, time management and mental health. Moreover, acknowledging the importance of this theory would strengthen the crafting of outlines related to time management as it will provide substantial parameters for inputs in its realization.
Conceptual Framework
Based on the explained conceptual theory used in this study, the researchers recognize the importance of conducting a critical analysis of the variables influencing. the effects of working under deadlines on the academic performances of Nasugbu East Senior High School Students. This analysis allows for a deeper understanding of the relationships among these factors, enabling the development of effective time management strategies that enhance both instructional approaches and students' handling in the effects of working under tight deadlines.
Research Simulacrum
INPUT | PROCESS | OUTPUT |
| Investigating the effects of working under deadlines on the academic performances of Nasugbu East Senior High School Students | • The influence of working under deadlines of senior High School students and its effects to their academic performance • Students believe in terms of how they work under deadlines. affect their motivation and engagement in their study. • Coping strategies that help students manage stress associated. with tight deadlines. | Review of academic and exam schedules, more leisure time activities, better interaction with the faculty and proper guidance, and better time management. |
Figure (1) illustrates the research simulacrum of the study. It shows the relationship of working under deadlines and how it affects the students at Nasugbu East Senior High School and the challenges that come with procrastination and cramming. Hence, Impact of the variables is determined. The Findings of this study adhere to formulate new strategies to cope up with the stress that comes with working under deadlines leading to improve mental health of NESHS Students in dealing with tight deadlines.
Chapter 3
RESEARCH METHODS AND PROCEDURES
This chapter presents the methods of research used. It also includes the research design, locale and participants of the study, research instrument, construction and validation of instrument, ethical considerations, data gathering procedures, and analysis of data.
Research Design
This study used Qualitative Approach using phenomenological research design. This type of approach aims to understand the lived experiences of people. Also, it gives an idea on how individuals or a group of people react or experience a certain phenomenon. A phenomenon is a rare occurrence or an experience of an individual that is not common. In this study, the researchers investigated the effects of working under deadlines on the academic performance of Neshs students
Locale of the Study
The study was conducted in Nasugbu East Senior High School located at Brgy. Lumbangan, Nasugbu Batangas. The aforementioned school was selected as the research site due to its diverse school settings and the varying number of students, allowing for a more comprehensive understanding of the problem.
Participants of the Study
Using Convenience Sampling, the researchers selected five (5) senior high school students (two males and three females), aged between 15 and above, who were convenient to be involved in the study. This saved researchers’ time and effort in looking for participants who joined in the interview.
Research Instrument
Data were collected using a semi-structured interview tool consisting of three (3) items covering working under deadlines.
Construction and Validation of the Instrument
The research instrument was constructed with the expert guidance of the research adviser. Several item questions were formulated and forwarded to the adviser for review and suggestions.
Ethical Considerations
Part of the ethical consideration of this study was to secure the consent of the participants to voluntarily participate. Before they participated in the study each participant was given a copy of the consent. The researchers made sure that the consent was carefully explained to them. It was further emphasized to the participants that participation in the study was voluntary and that they have the option not to participate in the study. Ethical principles were considered to preserve the integrity and dignity of the participants.
Data Collection Procedure
The school principal of Nasugbu East Senior High School granted permission for the researchers to conduct this study prior to the distribution of the research instrument. The request letter was forwarded to the Office of the School Principal. Following the approval, the researchers informed the participants of the research's goal before the interview and allowed for questions to address any concerns. Then the researchers gave the interview material to the study's target participants, giving them plenty of time to complete them.
In addition, the research sought the assistance of participants to be able to honestly answer the prepared questions.
Data Analysis
Qualitative data were analyzed using Manual thematic analysis to describe concepts.
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data gathered analysis and interpretation designed to answer the questions this study inquires.
Effects of working under deadlines on the academic performance of NESHS students
Table 1: How senior high school students perceive the influence of deadlines on their academic performance
| P1 | “Sa aking palagay, ang mga estudyante ay mas nagiging produktibo at mas nahahasa pa ng cramming ang kanilang mga isipan na mag isip ng mga ideya upang makapag isip sila ng maisasagot o magagawa sa isang activity.” (“In my personal opinion, students become more productive and their minds are more trained to be sharp with the influence of cramming. They are able to think of more ideas that lead to possible answers or ideas for their activities.”) | PRODUCE MORE PRODUCTIVITY |
| P2 | “Maari nila itong makita bilang isang pagbabanta o isang bagay na maaring makaapekto sa kanilang pangkalahatang akademikong pagganap. Base din sa aking perspektibo, ilan sa mga estudyante ay nakikita ito bilang isa ito sa mga nakakapag pahirap sa kanila kapag nabuksan ang usapan tungkol sa deadline.” (“They may see it as a threat or a factor that might affect their overall academic performance. Based on my own perspective, some students see deadlines as a source of struggle that later on leads to stress.”) | ACADEMIC PRESSURE |
| P3 | “Kapag lumalapit na yung deadline yung paktor ng cramming ay magiging present na din na nakakaapekto sa pangkalahatang proyekto na maaaring magdulot ng pagbaba ng kalidad ng kanilang akademikong pagganap.” (“As the deadline approaches, it must be taken into account that the factor of cramming will also be present, and that it can affect the entirety of the project which can often lead to an academic performance with reduced quality.”) | CRAMMING |
| P4 | “Naniniwala ako na ang impluwensya ng deadline ay maaaring maging mabuti o masama. Sa ngalan ng magandang bahagi ay magkakaroon ng kabuluhan o kahalagahan ng pag-aaral o ang aktibidad na kailangan pangalagaan. Sa kabilang banda, ang output ay maging walang kaugnayan sa paksa dahil sa oras na ginagamit ng mag-aaral sa paggawa ng partikular na output.” (“ I believe that the influence of deadlines can either be good or bad. On one hand, the good part of the study or the activity that needs to be taken care of will have acquired a significant or important role in students’ priorities. On the other hand, the output will become irrelevant to the topic provided due to the cramped time that the student exerts into creating a specific output.”) | DUAL IMPACT |
| P5 | “Paminsan-minsan ay napapabayaan nila ang mga ibinigay na deadline na humahantong sa patuloy na pag-iisip na maaari itong alagaan sa ibang pagkakataon.” (“They will sometimes neglect the given deadlines leading to the constant mindset that it can be taken care of later.”) | CRAMMING |
Interpretation for table number 1:
All of the answers of the participants show different themes, some of them talk about the cramming as to produce productivity, academic pressure, cramming, dual impact, and procrastination. Table 1 shows how senior high school students perceive the influence of deadlines on their academic performance. Two (2) of them directly expressed that cramming is how students perceived the influence of deadlines on their academic performance while the other three (3) showed different themes. One (1) of them shows that some students may perceive the influence of deadlines as a way to produce productivity. While the others may perceive it as an addition to their academic pressure. On the other hand some of them show that it can have a dual impact that can either be good or bad.
The findings of the study aligns with the literature reviewed, particularly regarding the effects of cramming, academic pressure, dual impact, and a way to produce more productivity among the students of Nasugbu East Senior High School (NESHS). Parker (2019) talked about how students in secondary and tertiary education settings face a wide range of ongoing stressors related to academic demands. Previous research indicates that academic-related stress can reduce academic achievement, decrease motivation and increase the risk of school dropout. This narrative review presents the most recent research concerning the impact of academic-related stress, including discussion of the impact on students’ learning capacity and academic performance, mental health problems, such as depression and anxiety, sleep disturbances and substance use.
Furthermore, the study findings on how deadline add to the academic pressure of students can be seen directly in the study conducted by Smith (2025) Homework is vital to undergraduate student learning, but college students also rank it as one of their biggest stressors. Online homework deadline times may affect student learning outcomes and mental health. Particularly, the de facto standard of 11:59 p.m. potentially contributes to a lack of sleep and may encourage waiting until the night an assignment is due.
In addition, by The study conducted by Siagian (2022), there was a significant difference in academic achievement between active procrastinators and passive procrastinators in the group who began cramming only one day or less before the examination. The overall agreement is on the ineffectiveness of cramming as a long-term study strategy and the necessity of adopting alternative study strategies. And;
Lastly, in the study talking about how deadlines produce more productivity among students, the study conducted by Sommer (2010) is the best fitting. This study talked about the clear power differentials between teacher and pupil and the assignment of well-delineated tasks within specified time constraints characterize the academic system. Most university students are supremely adept at working within that structure. Many students who outwardly adapt to the system, however, engage in an intense and private ritual that comprises five aspects: calculated procrastination, preparatory anxiety, climactic cramming, nick-of-time deadline-making, and a secret, if often uncelebrated, victory.
Overall, some of the students believe that it can produce more productivity as the incoming deadline adds significance to the given activity, some of them believe that deadlines add up to their academic pressure, and some of them even believe that procrastination and cramming has both a good and bad impact on our engagement on our academic performance. Nevertheless, it has become clear that procrastination eventually leads to students cramming so that they can finish the tasks needed.
TABLE 2: Coping strategies that help students manage stress associated with tight deadlines.
| P1. | “Isa sa mga personal kong estratehiya sa pagharap sa stress ay makinig sa musika upang makakuha ng mas maraming pokus habang ginagawa ang mga gawain.” (“One of my personal coping strategies is to listen to music so that I can maintain focus while doing the activities.”) | LISTENING TO MUSIC |
| P2. | “Para sa akin, ilan sa mga estratehiya ko para makayanan ang stress na dulot ng mahigpit na mga deadline ay ang mag-gaslight at pilitin ang sarili ko na isipin na kung hindi ko ito gawin ngayon, hindi ko na ito matatapos. At syempre, nakakatulong na rin yung pakikinig ko sa music.” (“ For me some of my coping strategies involve bottling up the stress caused by tight deadlines, as well as gaslighting and pressuring myself into believing that if I don’t finish this right now, I never will.”) | LISTENING TO MUSIC |
| P3. | “Batay sa ilan sa aking karanasan, nakikinig ako ng musika upang makakuha ng mas maraming pokus tuwing may ginagawa akong may pinakamabigat na deadline.” (“Based on some of my experiences, I resort to listening to music so that I’m able to direct more focus into my activities whenever I'm doing something that has a very tight deadline.”) | LISTENING TO MUSIC |
| P4. | “Batay sa ilan sa aking karanasan, nakikinig ako sa musika upang mas makapagtapos ako tuwing may ginagawa akong may napaka-maikling deadline. naniniwala ako na ang ilang estudyante ay naglalaro ng musika at kumukuha ng maliliit na pahinga paminsan-minsan upang makayanan ang stress na kaakibat ng mahigpit na mga deadline.” (“Well, I do believe that some students used to play music, and take small breaks from time to time so that they can manage the stress associated with tight deadlines.”) | LISTENING TO MUSIC |
| P5. | “Una sa lahat, isa sa pinakamalaking estratehiya ng mga estudyante upang pamahalaan ang walang katapusang stress na dulot ng mga deadline ay ang umiyak ng todo, pagkatapos ay gumamit kami ng earpods upang makakuha ng mas maraming pokus habang gumagawa ng isang aktibidad.” (“First and foremost, one of the biggest coping strategies that students deploy to manage the unlimited stress caused by deadlines is to cry it all out, then they use earpods so that they can gain more focus while doing an activity.”) | LISTENING TO MUSIC |
Interpretation for table number 2:
On this table all of the responses of the participants talked about listening to music. Table 2 shows that almost all of the students listened to music as a form of coping strategies when dealing with tight deadlines.
The findings of this study aligned with the study conducted by Mataas (2019) talks about how Exams of any kind are usually considered to be the most stressful academic activities in the formal academic system. Existing literature agrees that listening to music deals with stress and emotional changes, including happiness, pleasure, sadness, love and pride, among others. Nevertheless, how listening to music affects students after an exam is not well known, in comparison to listening to noise or other stimuli. Pleasant music is defined like pieces of music appreciated by students or music compositions imitating nature. On the other hand, listening to white noise is counterproductive because it keeps a high level of negative affect in comparison to pleasant music.
To sum it all up, listening to music while doing their tasks has worked out for a lot of students facing stress while dealing with their unfinished task.
TABLE 3: Students' beliefs in terms of how working under deadlines affect their motivation and engagement in their studies
| P1. | “Batay sa aking unang pahayag, naging mas aktibo ang ating isipan sa pag-iisip tungkol sa mga deadline at sa stress na maaaring idulot nito sa atin.” ("Based on my previous statement, our minds became more active with the thought of dealing with deadlines and the stress that it's going to give us.”) | ADRENALINE RUSH |
| P2. | “Bilang isang estudyante, personal kong nararamdaman na mas mahusay akong magtrabaho kapag may pressure, dahil sa takot na mabigo bilang estudyante o sa aking kaso, bumaba ang aking mga grado.” (“ As a student, I personally think that I work better under pressure because of the thought that I will become a failed student or in my case my grades will start slipping.”) | PRESSURE |
| P3. | “Tulad ng sinabi ko noon, kulang sa motibasyon ng mga estudyante upang gawin ang kanilang mga gawain dahil sa ideya na kailangan nilang ipasa ang mga ito sa takdang oras, habang nasa isip nila ang palagiang mindset na "Pwede na ito."” (“As I've said before, the students lack the motivation to work on their activities with the idea that they need to pass those papers on time having the constant mindset of "this will do.") | LACK OF MOTIVATION |
| P4. | “Para sa akin, pagdating sa motibasyon at pagiging masigasig, mas gumagana ng maayos ang ating isipan sa pag-iisip ng iba't ibang paraan upang matapos ang isang gawain, at nagiging mas determinado tayo na gawin ito.” (“ Well for me, as for motivation and engagement is that our minds do work better to think of possible ways to finish the activity and it gives us more motivation to work on it. | INSPIRATION AND FOCUS |
| P5. | “Kaya para sa akin bilang isang estudyante, naniniwala ako na ang pressure at stress na dulot ng deadline ay may malaking epekto sa ating motibasyon at pagiging masigasig sa pag-aaral, lalo na sa pag-iisip na kailangan natin itong ipasa sa tamang oras, kung hindi, mawawalan tayo ng grado. Kaya naman, ginagawa na lang ito ng mga estudyante, ngunit nawawala na ang tunay na diwa o mensahe ng aktibidad.” (“So for me as a student, I personally think that the pressure and the stress that the deadline that we're dealing with, affects our motivation and engagement in our studies, especially with the thought that we need to pass this on time or else we will have no grades. So they just deal with it but the message of the activity will not be present anymore.”) | CONSEQUENCES/IMPACTS OF PRESSURE |
Interpretation for table number 3:
All of the answers of the participants show different themes, but they also represent different aspects of the stress response in academic settings. Some of them talk about the Adrenaline rush as to lack of motivation, academic pressure, inspiration and focus, and the consequences/impact of pressure. Table 3 shows the students' beliefs in terms of how working under deadlines affects their motivation and engagement in their studies. Two (2) of them directly expressed how these factors affect their well being, while the other three (3) showed different themes. One (1) of them shows that students also have inspiration and have more focus while doing their task. While the other may experience a lack of motivation while working under deadlines. On the other hand some of them experience an adrenaline rush when they feel pressured.
The findings of the study aligns with the literature reviewed, particularly regarding how deadlines add to the academic pressure of students is tackled by Lewis, et al (2015) this study shows that academic pressure is a potential candidate for public health interventions which could prevent adolescent mental health problems. Large population-based cohort studies are needed to investigate whether academic pressure is a causal risk factor that should be targeted in school- and policy-based interventions.
Additionally, in the study conducted by Hayter (2020) the study shows the consequences and impact of pressure, it explores the significant pressure Chinese students face at home and in school to achieve high academic success. It examines students’ lives from their own viewpoints, focusing on how family and school pressures affect their intellectual, psychological, and physical development. The authors analyze cultural, political, and economic factors to explain this situation. They raise important questions about the purpose of education and emphasize the need to balance educational goals with other aspects of students' lives.
Furthermore, in Cotterill, S. T. (2015) study, it explores the perceptions of academic staff on what it means to be an inspirational teacher in higher education (HE). The study highlights the lack of research on strategies to inspire and motivate students, emphasizing the need for new teaching approaches that move beyond traditional methods. The study, using interpretative phenomenological analysis (IPA), reveals seven key themes related to inspiration: influencing factors, outcomes, strategies for motivating students, staff development, factors that reduce inspiration, and student responsibility for learning. The research concludes that inspirational teaching is multifaceted and complex, going beyond personality traits, and highlights the importance of understanding various ways to inspire students and the role of staff development in promoting inspirational teaching practices.
In addition, according to a study conducted by Sissons (2024), An adrenaline rush is a natural response to stress or excitement. It is triggered by the release of the hormone adrenaline, which prepares the body for "fight or flight." This can happen during a real threat, but also during stressful events like exams or even exciting activities like roller coasters. The article explains what happens during an adrenaline rush, including increased heart rate, muscle tension, and heightened awareness. It also discusses potential causes of adrenaline rushes, such as anxiety, PTSD, and even tumors. The article suggests ways to control adrenaline rushes, such as deep breathing, exercise, and relaxation techniques. It emphasizes that frequent adrenaline rushes can have negative health consequences, so it's important to seek medical advice if they are persistent.
Lastly, in the study talking about the lack of motivation, Rokhyati (2020) it shows that High school students in America often struggle with motivation in the classroom, and this lack of motivation has been acknowledged by educational researchers. Despite this awareness, the reasons behind students neglecting their studies remain unclear. The study aims to understand the structure of academic motivation and explore the social factors and academic effects of motivational deficits in students.
Similarly, in higher education, particularly within graduate English programs, poor academic performance is linked to a lack of motivation. This research investigated internal factors affecting students' performance, using interviews with participants to gather qualitative data. The findings indicated that the family environment and teacher support significantly influence student motivation and, consequently, their academic success.
Overall, it is important to look beyond students’ mistakes to identify underlying causes of their lack of motivation.
Chapter 5 SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings, conclusions, and recommendations of the study.
SUMMARY OF FINDINGS
CONCLUSION
RECOMMENDATION
1. As it becomes clear, those with authority should help students to manage their time more effectively and help them to look at deadlines as something or that encourages them, that a activity with deadlines isn’t given to them to cause out stress – thus given to give students motivation to work on their assigned tasks even before the deadlines of activity came.
2. Those with higher power such as teachers, parents, and guidance counselors should help students to construct a more flexible schedule or teach them to make better time management so that they avoid the stress that comes when dealing with tight deadlines.
3. As we can see, there are different perspectives of students on how tight deadlines affect their motivation and engagement in their study. so recommended that the authorities such as the principals, teachers, and guidance counselors conduct a simple symposium to help students make a more flexible time management so that we can avoid having something negatively affect our engagement and motivation in our study.
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