Table of Contents

Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Body ................................................................ 4

Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Results and Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
 Outline

Topic: Common Roots of Cramming Dilemma Among Teenagers

Thesis Statement: Teenagers are suffering cramming dilemma due to distractions,

extreme use of technologies, too much projects and out of school demands.

I. Introduction

A. Review of related literature

II. Body

A. Cramming as a Study Technique

B. Roots of Cramming Problem
1. Fear of Success
2. Extra-Curricular Activities
3. Out of School Demands
4. Disorganization
5. Distractions
C. Effects of Cramming

III. Methodology

A. Participants
B. Instrument
C. Data Gathering

IV. Results and Discussions

A. Section I
B. Section II

V. Conclusion

VI. Bibliography

A. Books
B. Periodicals
C. Internet
schedule difficult. Socializing with peers and working, for example, both increase across

the course of high school. So do academic obligations like homework that require more

time and effort. As a result, many high school students end up with irregular study

schedules, often facing nights in which they need to do a quick period of study or

completing school works that was due on the next day.

Conducting a paper that emphases on the cause of cramming dilemma among

teenagers can be an upright start. The outcomes produced from this study aside from

contributing engendered from this research can aid as foundations for introducing

interferences where they are desired the most. Introducing interferences is essential

especially when it is intended at helping students do well out in their academic situation.

The purpose of this research is to discover the general cause of pulling a caffeine-

fueled all-nighter in an attempt to cram as much information into their heads as they

can or simply, the common roots of cramming dilemma.

Thesis Statement: Teenagers are suffering cramming dilemma due to

distractions, extreme use of technologies, too much projects and out of school demands.

Review of Related Literature

Just a few researchers have investigated the main point of this paper, which was

to identify the common roots of cramming dilemma met by teenagers. Of those, most

(Arenas, 2014; Pauk, 1989; Heacox, 1991 & Somner, 1990) have undertaken studies in

which they concentrated on the sources of postponement which later on adds to the

roots of cramming dilemma among teenagers.

 RESULTS AND DISCUSSION

Section I: Understanding the cause of cramming problem

The number of responses of the students was converted to percentages

scores and is presented in figures for each of the questions.

YES, 97 % NO, 3 %

Figure 1.1

Only three percent of the respondents (N = 1 out of 30) answered that he or she has not

experienced cramming for an examination while almost ninety seven percent of the

respondents (28 out of 30) confirmed that they have experienced pulling a caffeine-

fueled all-nighter in an attempt to cram as much information into their heads as they
can for an examination.

English, 13 % AP, 0 % Filipino, 3 % TLE, 3 % Science, 13 % Math, 83 %

Figure 1.2

BIBLIOGRAPHY

BOOKS

Arenas, C. (2014). The Testing Effect and Cramming: Presence of the Testing Effect in

a Shorter Retention Interval. U.S.A: Houghton Milton Company.

Bullock, T., Gall, J., Gall, M., & Jacobsen, P. (1990). Tools for Learning: A Guide

to Teaching Study Skills. Alexandria, Va: Association for Supervision

and Curriculum Department.

Cahill, M. (2000). Studying and Test Taking Made Incredibly Easy. Springhouse, Pa:

Springhouse Corp.
Donnelly, R. (1990). Active Learning: A Study Skills Worktext. U.S.A: Holt, Rinehard

and Winston Inc.

Ellis, D. & Lenn, P (1995). Learning Power: Strategies for Student Success. U.S.A:

Learning Technologies Corp.

Ellis, P. (1997). Becoming a Master Student. U.S.A: Houghton Milton Company.

Heacox, D. (1991). Up from underachievement: How teachers, students, and parents

can work together to promote success. U.S.A: Free Spirit Publishing.

Landy, J. (1996). How to Study. Manila: Tahanan Books for Young Readers

Meet, T., Goodchild, F. & Zajchowski, R. (1994). Learning for Success: Skills and

Strategies for Canadian Studies. Toronto: Horcort Brace Tordnovich

Corp.

Nugent, P. & Vitale, B. (2000). Test Success: Test Taking Technique for Beginning

Nursing Students. U.S.A: F.A Davis Company.

Pauk, W. (1989). How to Study in College. U.S.A: Houghton Mifflin Corp.

Rimm, S. (1995). Why Bright Kids Gets Poor Grades. U.S.A: Crown Trade Paperbacks.

Robinson, A. (1993). What Smart Students Know: Maximum grades, optimum

learning, minimum time. U.S.A: Crown Trade Paperbacks.

Vatterott, C. (2009). Rethinking homework: Best practices that support diverse needs.

Alexandria, VA: ASCD.

PERIODICALS
Sommer, W. G. (1990). "Procrastination and Cramming: How Adept Students Ace the

System". Journal of American College Health. 39 (1): 510

INTERNET

Cramming. (n.d.) In Merriam-Webster online dictionary (11th ed.). Retrieved from

http://www.google.com.ph/gwt/x?

gl=PH&hl=enPH&u=http://www.merriamwebster.com/dictionary/fr

ustration&source=s&Cramming

+ln+Psychological+Terms&sa=X&ei=egHgVkqkKNP48Wy&ved=0C8

QFjAG