La Salle College Antipolo

Antipolo City

A Research Paper

On

Common Roots of

Cramming Dilemma

Among Teenagers

In Partial Fulfillment

Of the Requirements for English 10

Submitted by:

Trisha Miles M. Trabuco

10 - NHS

March 06, 2017

Submitted to:

Ms. Johanna O. Solero

 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
 INTRODUCTION

If you come to think of it postponement, delay, stalling and pressure all of

these issues can be linked with the word cramming. But, what precisely is cramming?

According to the Merriam - Webster online dictionary, cramming is a quick

period of study in order to learn a lot of information quickly for a test, exam, etc. or a

last minute study especially for an examination. In psychological terms, furthermore,

cramming is a study technique that we are all familiar with and its one that has actually

been proven to have a beneficial outcome for students. However, reviewed material

leaves your head as quickly as its stuffed in there.

On the other hand, we can say that our generation these days is living in a world

of technologies. We live in a society wherein we use technologies in most aspects of our

life. It is clear that with the rapid growing technologies nowadays, it is effortless to

acquire and study compared before where technologies are just being developed. But the

irony is, as technology constantly ascends, so is the decline of students doing school

works and requirements. And what is most alarming is that as the moment of

submission and deadline finally approaches, students face the inexorable distress of

cramming dilemma.

(Gorst, 1901) stated that "as long as education is synonymous with cramming on

an organized plan, it will continue to produce mediocrity." Typically contemplated an

ineffective study technique, cramming has become a common and sometimes celebrated

form of studying. Research by Fuligni in 2012 revealed that students generally learn best
when they keep a consistent study schedule. Although a steady pace of learning is ideal,

the increasing demands that high school students face may make such a consistent

schedule difficult. Socializing with peers and working, for example, both increase across

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

time and effort. 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 a 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.

According to a study done by Arenas (2014), Cramming can be connected with

the study of testing effect. By definition, cramming is learning something in a short

retention interval because you study the necessary information quite close to the

memory recall test. In addition, he explained that when a student is cramming it is less

likely that the student is studying for the test a few days before it, but is more likely that

they are studying for their test on the day of the test and with only a few hours to spare.

Pauk (1989) indicated that this is because Most people tend to underestimate the

amount of time they need to study. Wasting time becomes such a habit that you dont

realize you are wasting it.

Furthermore, Sommer (1990) suggested that students in a university system

often adapt to the time-constraints that are placed upon them in college, and often use

cramming to perform well on tests. In his article, Procrastination and Cramming: How

Adept Students Ace the System, he stated " Many students outwardly adapt to this

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. These adept students often

find it difficult to admit others into their efficient program of academic survival."
 BODY

A. Cramming as a Study Technique

Gorst (1901) stated that cramming is becoming more and more common

among students both at the secondary and post-secondary level. Pressure to perform

well in the classroom and engage in extracurricular activities in addition to additional

responsibilities often results in the cramming method of studying. Cramming is a

widely-used study skill performed in preparation for an examination or other

performance-based assessment. He also indicated that cramming is often used as a

means of memorizing huge amounts of information in a short amount of time. Students

are often forced to cram after improper time consumption or in efforts to comprehend

information shortly before being tested.

B. Stems of Cramming Problem

Fear of Success

According to Calligan (1989), Psychologists who have done research on the

reason why students study late found that many students have very high expectations.

As long as they dont get started on whatever the task is a project, a paper, a test they

can go along thinking they are going to do a perfect job.

Goodchild (1994) also implied that Some students put off making serious

commitment to study for a course because they anticipate, either consciously or

unconsciously, unpleasant consequences of doing well. For example, they may fear that

their relationship with classmates will suffer. Typically, they consider social life more

important than studies. Who wants to be a geek anyway? they retort.

 In addition, Cahill (2000), proposed that students have different

characteristics. One is the conformist. This student chooses to do less or study late

because of peer pressure; they want to blend in with their friends not stand out from

them. Maybe the conformist student discovered that studying slowly and late was a way

to avoid expectations from both parents and teachers. He conceals his abilities and opts

for mediocrity. He lives a lie to protect himself from peer ostracism and adult demands.

All in all, these students fear success.

Extra-Curricular Activities

A study done by Ellis (1997) revealed that various teenagers in higher

education are busier than theyve ever been before. Often thats due to the variety of

organizations and clubs available on campus: athletics, fraternities, sororities, student

newspapers, debate teams, political action groups and many more. With these kind of

involvement, teenagers lost potential study time that soon leads them to rush things out.

Also, Rimm (1995) explained that for competitive young people, the

excitement of attaining center stage in the gymnasium, auditorium or on dance floor

appears to provide a sure career direction. Academics seem inconsequential and dull by

comparison. Studying and homework are put aside in favor of practice and rehearsals.

Out of School Demands

Cahills (2000) findings proposed that cramming can stem from several causes.

It could be because of your own illness, an illness or death in your family or other

stressful and tiring events may cause you to fall behind in your study time. Another

reason why teenagers fail to study on time is that they have other commitments. Cahill
(2000) interpreted that When facing several obligations at the same time, teenagers

find it difficult to do any of them. Teenagers often join or have personal commitments

such as holding a full-time part job or seasonal commitment such as being a track

athlete on summer.

Teenagers who have full time or part time jobs probably have less time and less

energy for studying on time than regular full time student. They often fill in

housekeeping chores, sleeping, eating and are too lazy to study for exams.

Heacox (1991) likewise detailed that if the student has a job, is involved in several

extra-curricular activities, and is responsible for supervising younger family members

and doing other tasks at home, there may simply not be enough hours in day for school

work, too. In adolescence, friendships and other personal relationships often take

precedence over school matters.

Further research by Bullock, Gall & Jacobsen (1990) informed that Different

students face problems with time. An example is a student who has too little time left for

studying because work or family responsibilities take up much of their time that is

supposed to be done for studying.

Disorganization

As noted by Rimm (1995), Disorganization is a frequent cause of cramming

problem. Most students appear to be purposely disorganized. For some, the

disorganization shows itself in messy desks, messy papers and messy rooms. Others

seem unable to plan their time and thus, usually study late or not at all. Moreover,

concomitant with the disorganization patterns are statements that are not entirely
honest such as I forgot, I didnt know I had to study and I dont have enough time..

This statement match those of Nugent & Vitale (2000) when they hinted that people

who crams place low priority tasks ahead of high priority ones and then offer excuses for

not doing the high priority tasks including: I work best under pressure, Ive got too

many things to do first and I dont know where to begin.

Distractions

On the other hand, Pauk (1989) expressed that External and internal

distractions, physical and mental fatigue and boredom may keep you from

concentrating during your study time. External stimuli are happenings that interrupt

your thinking and should be limited. Basically, internal distractions are any thoughts or

feeling that interfere with the task at hand such as studying for exams. Indecision,

personal problems, anxiety and daydreams are all internal distractions. Daydreaming is

also one of the most time wasters. It is a way of escaping from hard work. Pleasant as it

is, it uses up time which you could be reviewing your notes. Also, when you have several

subjects to study on that night with more than one test looming, its easy to become

distracted and lose your concentration.

This was supported by Ellis (1995) stating, Some students try to study in front

of the TV or their computers, thus will give them a different message. Time to be

entertained. This will further lead them to rush studying that they should have done

instead of having fun. Distractions interfere with learning.

C. Effects of Cramming

Nugent & Vitale (2000) findings suggested that If you have implemented a

study routine in preparation for the test, you should have confidence in what you have

learned. Squeezing in last minute studying may increase anxiety and contribute to

feelings of powerlessness and helplessness. Goodchild (1994) also stated that if you

are afraid of failure or have many commitments, dont you find yourself procrastinating,

cramming and cutting class more often in short avoiding the cause of your anxiety?

These behaviors will, of course, cause you to do even more poorly.

Further research done by Donnelly (1990) also conveyed that cramming

cripples your memory. Cramming sessions leave students feeling depleted physically

and lack of sleep is a serious issue when it comes to taking exams. When you cram, you

are only temporarily remembering information, after the exam is over the crammed

information leaves your brain. This is especially frustrating in high school and college

because different subjects and courses build upon each other. Thus, your success in

future classes will suffer from this forgotten knowledge. Moreover, cramming is often

discouraged by professors since the rushed management of information have a tendency

to result in poor long-term retention of information, a phenomenon often referred to as

the spacing effect. Arenas (2014).

METHODOLOGY
Participants

High school students from La Salle College Antipolo Night High School

Department were selected as the people of interest for two reasons. First, because of

their age level, the high school students are expected to have several causes of cramming

of dilemma that can affect their social interests and performance at school. Second,

night high school students particularly, are referred to as scholars studying at night shift

which considers their academic performance and thus, the conditions used in this

research were considered in agreement with such reasons.

The respondents have a total number of 30 students, age ranging from 13 to

17 years old, from the Night High School Department of La Salle College Antipolo. The

respondents were divided into three strata, with the total number of respondents in

parenthesis: Grade 8 (N=10), Grade 9 (N=10), and 5th Year (N=10).

Instrument

A survey instrument was created in order to focus on the research purpose

mentioned above. The instrument was examined by one La Salle College Antipolo Night

High School Department faculty member in English in order to confirm whether or not

the questions were valid. The final instrument consisted of 20 questions divided into

two separate sections. Section I is for understanding the cause of cramming problem

and Section II is for self-assessment.

Data Gathering

The study was administered during the second week of February 2017. The

respondents in each level were asked to answer the questionnaires as honest as they

could. Respondents were then given about 30 minutes to answer the questionnaire.

Information were collected after all respondents finished answering the survey

instrument.

To describe the responses of the Night High School students, percentages and

score means were computed. Data were examined through totaling the rate of

responses. Furthermore, relevant sources were studied in order to analyze whether

some of the tendency which seem to be taking place in the subject matter are also

revealed in journals, books and internet resources. This review targeted twelve books,

one journal, and one internet source, all of which were focused in examining the

literature.
 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

When asked about the subject they are having difficulty to study the

most, a considerable high amount of responses, eighty three percent (N = 25 out of 30)

of all responses, revealed Math as the main area of subject difficulty among Night

High School students. Followed by Science and English which both garnered

thirteen percent (N = 4 out of 30). Likewise, Filipino and Technology and Livelihood

Education (TLE) had the same amount of responses, each with three percent (N = 1 out

of 30) while none of the respondents have chosen Araling Panlipunan (AP) as a

difficult subject to study during exams.

Figure 1.3

Only three percent of the respondents (N = 1 out of 30) in figure 1.3 said

that he or she finds examinations difficult to meet when he or she is not feeling well.

The reasons of insufficient time for review and concentration problem had the same

amount of responses each with twenty three percent (N = 7 out of 30) while countless

projects gained the highest rate of forty seven percent of the respondents (N = 14 out of

30).

Technology, 53 % Family problems, 3 % Lovelife, 0% Peer pressure, 10 %

Figure 1.4
 Only thirty three percent of the respondents (N = 10 out of 30) stated that

they dont feel distracted on their studies while sixty seven percent of the respondents

(N = 20 out of 30) confirmed that they are having a tough time focusing on their studies.

When asked the reason why, much of the responses were attached to the presence of

technology at home earning fifty three percent (N = 16 out of 30) followed by peer

pressure gaining ten percent of the respondents (N = 3 out of 30). On the other hand,

only three percent of the respondents (N = 1 out of 30) answered that family problems

distract him or her on his or her studies and none of the respondents chose love life as

one of his or her distractions when studying.

YES, 53 % NO, 30 % NOT SURE, 17 %

Figure 1.5

Majority of the respondents, fifty three percent (N = 16 out of 30) answered

YES concerning the study schedule followed by NO which gathered thirty percent (N

= 9 out of 30) while a few, seventeen percent of the respondents (N = 5 out of 30) are

not sure if they have study schedule or they have none.

 once a week, 10 % twice a week, 7 % thrice a week, 20 % everyday, 30 %

Figure 1.6

Data in Figure 1.6 revealed that thirty percent of the respondents (N = 9 out

of 30) who answered YES when asked if they have a study schedule said that they are

studying every day. Followed by thrice a week which collected twenty percent (N = 6

out of 30) and once a week which accumulated ten percent (N = 3 out of 30) while

only a few have chosen twice a week which has only seven percent (N = 2 out of 30).

Figure 1.7

Figure 1.7 illustrates that 37 percent (N = 11 out of 30) of the Night High School

students finds it difficult to study for examination during the month of December.
Thirty percent response rate was obtained for March followed by November which

garnered 27 percent (N = 8 out of 30). Furthermore, August and September had the

same amount of responses each with 10 percent (N = 3 out of 30). February and

January both collected 3 percent (N = 1 out of 30). None of the respondents have

chosen October

YES, 77 % NO, 23 %
Figur

e 1.8

Figure 1.8 illustrates that majority of the Night High School students, seventy

seven percent of them (N= 23 out of 30) feel that they are being distracted on their

studies because of browsing several social media sites while twenty three percent of the

respondents (N = 7 out of 30) answered that social media doesnt affect them in their

studies.
 YES, 67 % NO, 33 %

Figure 1.9

As seen in Figure 1.9, students who answered YES when asked if weekly

commitments hinder them from having enough study time, gained a total of sixty seven

percent (N = 20 out of 30) while thirty percent of the respondents (N = 10 out of 30)

answered that weekly commitments does not delay them from having a period for study.

Figure 1.10

Majority of the respondents, about fifty-three percent (N = 16 out of 30) have

chosen home chores as the primary reason that hinders them from having sufficient

study time. It was then followed by the reason church gaining 23 percent (N = 7 out of

30) and sports that has twenty percent (N = 6 out of 30). Thirteen percent response
rate were collected under the choice special events Lastly, none of the respondents

have chosen outings and sidelines as a hindrance from having adequate study time.

Section II: Self-assessment

Section II of the questionnaire was adapted from HOW WELL DO I PLAY THE

SCHOOL GAME, a self-assessment survey organized by Heacox (1991). The number of

responses of the students are indicated in Figure 2.1 with their total number of

responses out of thirty respondents was converted into percentages scores.

II. Directions: Kindly check those items that apply to you.

If not leave it blank. Total Percentage

11. I have so many things going on in my life that are more 2 7%

important than school.

12. I do not have a regular schedule and time committed for study. 16 53%
13. If I get done early, it just means more work. Ill just work on it 9 30%

later.
14. I am stressed. My love life is currently complicated. - -
15. I have family problems, things havent been going really well 14 47%

lately.
16. I have health problems, I just cant do it now. 3 10%
17. I spend too much time browsing on social media sites (ex: 25 83%

Facebook, Twitter, Instagram etc.).

18. I purposely set aside study time so that my friends wont think 2 7%

Im a nerd.
19. I usually focus better under the pressure of tight deadlines. 22 70%
20. Sometimes I focus on subjects that interest me that I forgot 19 63%

there are still other subjects.

Figure 2.1

Results indicate that 83 percent of the respondents (N = 25 out of 30) regard

social media sites as their root of cramming dilemma. This was then followed by better
focus under the pressure of tight deadlines garnering a total response rate of seventy

percent (N = 22 out of 30). Subsequently, it can be seen that some students indicate

their concentration over a subject they like most may cause them to overlook other

subjects they like least having a total response rate of 63 percent followed by the

absence of study schedule with fifty three percent. Consequently, 47 percent (N = 14

out of 30) of the respondents emphasize family problems as a cause for cramming

followed by health problems obtaining 10 percent. Also, seven percent (N = 2 out of 30)

of the respondents point out that out that they have so many things going on in their

lives and they purposely set aside study time as an excuse for not being a nerd. However,

none of the respondents have preferred love life as a cause for cramming dilemma.

CONCLUSION
 Based on the results of this research, it occurs that the insights of high school

students on cramming dilemma stem from various different causes and this was in

harmony with the studied information. Thus, a number of primary conclusions were

drawn.

First, the one of the common roots of cramming dilemma is from extreme use of

social media sites. They spend too much time surfing the internet and engaging

themselves into different sites that entertains them such as Facebook, Twitter,

Instagram and the like. Also, data in this investigation indicate that students already feel

distracted because of the presence of technology at home. In fact, 70 percent of the

respondents confirmed that the time which they are supposed to be studying was often

spent on browsing the internet that may serve as an alternative escape from tons of

projects at school. This result fits those of Rimm (1995) when he suggested that

teenagers especially like to do browse the internet when they are supposed to be

studying for exams. Television, computers and video games may serve as alternative

escapes.

Second, pressure brought by tight deadlines cause students to concentrate better.

The findings of this research matched those of Robinson (1993) when he suggested that

this was because Theyve found that cramming helps them focus on the essential issues:

details are a luxury they simply dont have time for. They also find that they rehearse for

and take tests better in that frightened state of awareness that adrenaline produces. In

short they like the rush. They feel that rushing things and studying the night before an

exam is more effective than the distributed practice of learning.

 Third, too much attention over a subject you like the most may cause you to

cram for the overlooked subjects. This research supported the conclusion of Landy

(1996) when she stressed that most teenagers have an unhealthy attitude towards

examination on a subject they found uninteresting thus, give them far more importance

than they deserve. They tend to avoid lessons that seem boring or difficult or they may

put off studying because they doubt their ability to understand it. In addition, results

from this research shows that the respondents regard Math as the main area of subject

difficulty among the six subjects having a considerable high amount of response rate

with a total of 80 percent. Also, Cahill (2000) proposed that when you have several

subjects to study on that night with more than one test looming, its easy to become

distracted and lose your concentration.

Fourth, absence of study schedule cause teenagers to cram. Although majority of

the respondents answered YES when asked if they have their own study schedule, it is

not often followed due to several reasons. It could be because of personal problems or

problems with your family and friends.

Fifth, weekly commitments may cause you to fall behind on your studies. In fact,

more than half of the respondents agreed that weekly commitments inside and outside

the campus delay them from having sufficient study period. These include home chores,

church responsibilities, sports and special events. In line with this, Bullock, Gall &

Jacobsens (1990) findings suggested that Most students are expected to help with work

at home. Some have major responsibilities for cleaning, meal preparation and care of

younger siblings. Thus, leads them to have difficulty studying on time.

Limitations of the study

This study focused only on the common roots of cramming dilemma among teenagers.

Additionally, this study was only limited to 30 high school respondents from a night

shift schedule. And since the study was limited to those who were enrolled during the

school year 2016-2017 in the Night High School Department of La Salle College

Antipolo, the results of this study cannot be generalized to other colleges or universities

whether in the Philippines or abroad.

Recommendations

Despite of the many limitations of this study, the results of this study proved that

extreme use of social media sites, tight deadlines, subject preference, absence of study

schedule and weekly commitments as common roots of academic frustration were

reality and actually being experienced by high school students. In line with this, it is

advised that the study be simulated in other locations in the Philippines or abroad using

the same instrument used in the study with greater number of respondents and with

greater number of schools to see if results will hold true. The use of other instruments

that measures cramming dilemma, if ever there are, is also recommended. Effects and

steps on how to cope with cramming problem can also be another meaningful

undertaking.
 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.

JOURNALS

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