Chapters 1 To 5 PDF

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Things do happen when it is meant to happen. No matter how much it could
affect planned schedules, how much it could ruin the things that are already
organized, and how much it could bring burden just to comply it on due time.
These phenomena are part of everyone’s lives as humans. People have this
tolerance to getting things done in proper deadline as this also defines how
responsible they are as an individual. Society has a stimulus of saying that one
is lazy enough if they couldn’t finish tasks on the time they’re expected to get it
done.
Activities that exist at the same time which happened to have occurred
coincidentally is termed ‘simultaneous’ as defined by Merriam Webster’s
Dictionary. While ‘task’ is defined as something that has to be done or
undertaken. To sum up, simultaneous tasks are activities that are assigned at the
same time and are expected to get done at the same time. This idea looks fun
but looking on the bigger picture, a human brain is not nearly as good as handling
multiple tasks at the same time as what majority think it could (Kendra Cherry,
2018).
Multitasking could lead to over-stimulation of brain since a person who
multitask the most tend to get distracted easily by unimportant matters stored in
their short-term memory. With that, a person can become more sick due to stress,
irresponsible, and lose productivity in their overall work (Clifford Nass, 2009).
EFFECTS OF SIMULTANEOUS SCHOOL TASKS TO THE MENTAL HEALTH OF STUDENTS IN SJLSHS | 1

Which is why stress, anxiety, depression, and suicide issues among students
become heavier as time goes by. This has been a serious problem to them where
professionals also find it hard to eradicate the kind of mindset that young people
have towards compliance of tasks at the same time.
Whenever demands go beyond a person’s abilities, stress definitely follows
them (Woolston C., 2018). A research made by Joshua Rubinstein, David Meyer,
and Jeffrey Evans in their published book entitled ‘Journal of Experimental
Psychology: Human Perception and Performance’ (2014) says that stress could
bring headaches, stomach trouble, and sleep problems which could definitely
lead to depression. These factors may then affect one’s mental health.
Molecular Biologist John Medina also said in his book entitled Brain Rules
in 2008 that a person who do tasks simultaneously experience 40% drop of
productivity and it takes them 50% to accomplish just one task from the entire
activity that are needed to be finished. He concluded then that people who
multitask create 50% more mistake compared to those who focus on one task
since their attention are diverted to making a good output one by one.
Heavy multitaskers then tend to have a sacrifice on the primary task just to
let in other sources information. This is why they have greater tolerance to various
distractions since they are prone of switching their costs in multiple tasks (Ophir,
Nass, and Wagner, 2009, p. 15585) which then decreases their productivity
because human brain experiences confusion that results to series of mental
blocks and slowing down of an individual that hinders them to accomplish tasks
(Kendra Cherry, 2018).

Background of the Study
Doing things simultaneously usually makes it convenient for everyone to do
tasks as early as expected—the reason why a lot of people choose to do
multitasking. Multitasking is referred to as accomplishing two or more tasks at the
same time (Salvucci, D. and Taatgen, N., 2008). It’s more likely switching one’s
focus from one thing to another with the aim of getting it done at the same time.
Yet, performing simultaneously can cause pain to an individual regardless of the
intensity (Van Ryckeghem, et al., 2012). Specifically, a serious threat to one’s
mental health (Woolston, C., 2018).
Aside from that, it wastes time and reduce work quality without noticing it
(Meyer, 2014). Getting things done at the same time actually hinder productivity
because of the accumulated time that people tend to waste by switching tasks.
This makes the completion of the activity complicated and further makes it even
more difficult to accomplish (Petter, O., 2018). A recent Harvard Business View
has said that multitaskers gain 40% drop in productivity, increased stress, and a
10% drop in IQ (Bergman, 2010).
Doing tasks simultaneously don’t really benefit a person but rather harms
them in an unnoticeable way. Yet they seem to have no choice but to do it
simultaneously due to the allotted time given to them to accomplish it. With this
factor, the urgency and the importance of the task really matters and leaves a
person no choice but to do it at the same time (Classens, 2010). Time is an
essential element in accomplishing any task which defines the responsibility of a
person assigned to perform it. Once a person perceives that the time given is too

short to compromise with their ability to finish it, it’s then called ‘time pressure’
(Lee and Han, 2014).
Time pressure totally affect one’s behavior and attitude depending on their
gains or losses (Kocher, et al., 2013) (Karim, et al., 2015). However, Carrier et al.
(2009) found out that the millennial generation are using more media compared
to the older generations. One more thing, they do it all at the same time (e.g.
listening to music while reading). Yet, millennials can still be associated with
stress and other mental illness when perceived in a real-world situated
environment (Lund H. et al., 2010).
Clearly, doing tasks simultaneously has a dangerous effect to a person’s
mental health according to the majority of researches. Well, not only in the aspect
of mental health, it totally reflects in a person’s physical body as well as
mentioned one of the lines in the released movie recently entitled ‘Venom’
(2018)—saying, “Your mind is your body, Eddie”. A person’s mental health will
either define their life or their death. If it is healthy, an individual is definitely worry-
free and lives its life to its limitation. But if it is in a critical condition, an individual
might have thoughts of giving up and worse, ending their own life; a symptom that
is very hard to observe to a person suffering from it.
Statement of the Problem
This study aims to know the effects of simultaneous tasks to the mental
health of Grade 11 students in San Jose-Litex Senior High School, S.Y. 2018 –
2019. Based on the experiences of the participants, the following questions will
be presented:

1. How do the participants describe their experiences in conducting
simultaneous school tasks?
2. What are the effects of simultaneous school tasks to the mental health of
the students?
3. Based on the result of the responses, what suggestions can be suggested
to lessen the effects of simultaneous school task to an individual’s mental
health?
Assumptions
The following assumptions can be formed:
1. Students feel pressured on the school works that are required to be
passed at the same due time.
2. Students experience overthinking on how they are going to prioritize the
multiple tasks.
3. Students acquire fear of failing when simultaneous tasks occur.
Scope and Delimitation
This study aims to identify the effects of simultaneous tasks to the mental
health of students in San Jose-Litex Senior High School. It employs a Descriptive-
Qualitative research method which will be conducted during the 3 rd quarter of the
school-year 2018 – 2019.
Significance of the Study
This study will be beneficial to the following:
Students. The result of this study will provide them knowledge about the
effect of simultaneous tasks to the mental health and how it can be avoided.

Teachers. This will help them know how to deal with the students and
control assigning simultaneous tasks that are beyond the capability of the
learners.
Parents. Like the teachers, this study will help the parents understand if
their child is suffering from stress, anxiety, or depression concerning the
simultaneous tasks given to them and what are the possible actions to be taken
in order to help them cope with it.
Administrators and Staffs. This study will help them assess the effects of
giving simultaneous tasks to the students since this research will give them
recommendations and suggestions so they can take actions in preventing the
effects of simultaneous tasks to the mental health of the learners.
Futures Researchers. This research will be a useful reference for the
researchers who would plan to make any related study concerning the effects of
simultaneous tasks to the mental health of the students.
Definition of Terms
For further clarification and understanding of the terminologies associated
in this study, the following terms are defined operational:
Attention. This refers to the focus of a person in a certain task or activity as
employed in this study.
Distraction. Defined in this study as the factors that hinder an individual to keep
a focus in accomplishing a task needed to be done.
Effects. Referred as the reaction or result to the mental and physical health of a
human by doing a certain activity.

Grade 11 and Grade 12 Students. These are the respondents in this research.
Mental Health. In this research, it refers to the positive or negative thoughts that
an individual is processing on their mind.
Millennial. This refers to the modern generation of people living in these days
and is proven technical due to innovation.
Multitasking. Defined in this study as the process of doing two or more tasks at
the same time.
Productivity. Referred as the individual’s level of eagerness to perform a certain
task with good result in a given time.
Simultaneous Tasks. These are the activities that are assigned at the same time
and are expected to get done at the same time.
Time Pressure. In this research, it refers to the feeling that a person feels when
they perceive that the given time is too short for their performance capacity.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the recent studies that are relevant to the topic that the
researchers are conducting about the effects of simultaneous tasks to the mental
health of the students as an individual.
Foreign Literature
As young professionals, students are trained to work harder on their tasks.
Yet, as a child, they have responsibilities at home as well that adds pressure to
them. (Strodl, E. et al., 2015) Considering these, they may have the thought that
accomplishing these by multitasking would help them finish it as earlier as can be
and finally rest from a very tiring day (Bowman et al., 2010). But in reality, they
need additional time to make it efficiently without the fear of failing at any aspect
(Wieth and Burns, 2014). Students are unconsciously grade conscious and it
would be horrible to have low grades that could ruin the expectations of the
people around them (Van Reede, 2011).
Shamsuddin et al. (2013) mentioned that senior high students have higher
mental health problem scores compared to junior high students. They found out
that senior high students attained high level of mental health problems because
of the workloads or assignments they are tasked to do. They experience stress
since the time is limited and they get bothered of reaching the expectations of
their parents from them (Tangade et al., 2011). Parents really have high
expectations towards scores and academic performances that creates burden on
their children that could result to physical or mental ailments (Kaur, 2014)

because once a student feels unconfident enough for a competitive society, they
start to develop stress from academic goals (Anjana, 2011).
Simultaneous tasks bring a student time pressure because of the perceived
lack of time to comply on time (Lee, H. and Han, K., 2014). This is why students
are more likely to do multitasking to achieve tasks in a shorter period of time
(Judd, T., 2014). Some people say, “Why waste time doing just one task when
you can complete two or more simultaneously?” (Petter, 2018). Turning time
pressure upside down won’t change the fact that it will affect the performance of
a student (Moore and Tenney, 2012). Human brain can only focus on one thing
at a time and if one breaks this, the brain loses the capacity to perform efficiently
and successfully (Bradberry, 2015).
A research at the University of Sussex in 2014 suggests that multitasking
could even affect the way a person’s brain works. They MRI scanned the brains
of people who multitask and people who do not and found that high multitaskers
have less brain density in the anterior cingulate complex, a region responsible for
empathy as well as the cognitive and emotional control. Multitasking diminishes
a person’s tolerance to concentration, organization, and attention to any task they
are doing (Bradberry, 2015). As what Meyer said in 2016 (Journal of Experimental
Psychology: Human Perception and Performance), “The brain is not equipped to
do heavy-duty multitasking. People are being asked to do multiple things, but they
would need superhuman abilities.”
The world is developing in a high technology era which is why the issue of
multitasking and its effect on an individual’s brain is highlighted on how it could

cope with the task of processing more than one stream of information at a time
(Just and Buchweitz, 2014). Though, experts say that brain cannot process two
separate streams since it has to pause the first thing before doing the other
(Biado, 2014). Switching process will still more likely to get interrupted once the
brain starts to find it complicated and unfamiliar to continue processing (Petter,
2018). Thus, multitasking absolutely distracts the learning process of student at
any aspect (Downs et al., 2015).
Foreign Studies
A study made by the University of Washington (2016) stated that
multitasking has been a topic of interest for a long time. According to Leada Marie
(2015), the number of researchers that gained enthusiasm with this topic has
been increasing over the last twenty years. As one of the interested researchers,
Cynthia et al. (2016) defined ‘multitasking’ as “the simultaneous handling of more
than one task at the same time by a single person”. Hence, multitasking is one’s
capacity to deal with two tasks at the same time (Laloyaux et al., 2014). Yet, this
capacity is still in the dilemma if it’s a gain or a loss and affects the attitude and
behavior of an individual mostly when time pressure starts to get involve in the
situation (Kocher et al., 2014).
The term time pressure quickly follows when the term ‘multitasking’ is
engaged in any topic. Making this statement feasible, anyone can do nothing if
they let time pressure consume them and be the source of their fear (De Donno,
2009). A study in Case Western University (2009) also says that the way a person
perceives time pressure is the one that affects them either in a positive or a

negative way. Time pressure then leads a person to generate risky choices and
become counterproductive (Meyer, 2016). This makes time pressure become a
common constraint on real-world decisions (University of Warwick, 2015).
Based on the experiment done by Maria De Paola (2010), time pressure
has more impact to female and no significant effect on male. A research in Case
Western University (2009) supports this by saying that the problem isn’t
necessarily ‘time pressure’, but the way an individual looks at time pressure.
Meaning, this affects a person’s mind as well by setting up a thought of failing in
their mind. This is because students are gradually becoming stressed to the
academic financial and time management issues (Yusof and Azman, 2013);
(Karim, Sevari, Mitra, and Kandy, 2015). Based on PsycINFO Database Record
(2012), putting up pressure to students is not advisable as it reflects negatively
on them physically or mentally. And stress is very common to public schools
compared to private schools since both the government and the learners are
adjusting at the same time in the unpredictable changes (Hussain et al., 2008).
Local Literature
Looking in the bigger picture, the way a human brain works is really
fascinating. Just by imagining how it is wired to process, respond, and react to all
of the information in a millisecond, makes a person have a capability to multitask
(Mendiola, R. et. al, 2018). However, recent studies in psychology suggests that
only 2% of the human population can actually multitask effectively and the
remaining 98% are actually decreasing their productivity rate. To observe, people

nowadays are undeniably busy and are really trying hard to balance everything
out in the name of responsibility (Samson, V. et al., 2018).
Simultaneous task or tons of school works or anything that is needed to be
done at the same time can cause stress and can have a very bad effect to
someone’s psychological or mental behavior (Zubiri, 2017). Although stress is not
as bad as majority thinks, it still awakens the ‘fight or flight’ defense mechanism
of one’s body. This eventually manifests in the physical body and makes an
individual have hard time sleeping, have abnormal eating patterns, or make a
person look and feel unwell (Clopez, 2017).
According to a research from one of the universities in Pampanga in 2017,
students who multitask while studying or learning are eventually losing depth of
concentration and compassion as they try to accomplish the given tasks or
activities given to them. They gradually get mentally fatigued and eventually loses
their ability to generate learning to other subjects. Researchers suggest that
taking away gadgets from these students would help them get things done since
technology sometimes consume a student’s time to study. But the problem is, in
the modern generation, technology has also become a medium of education tool.
This makes it hard to put them away.
In projects, students use technology to communicate to through facebook
or any other social networking sites. In some homework, it requires them to use
internet to gather information regarding the certain topic they are asked to do.
Technology has become a part of a student’s life and to sum up, technology plays
a role in a learner’s academic purposes (Santos, M., 2017). Technology exists

and is very hard to make it cease to exist. It has become a part of everyone’s life
and what’s important is knowing how to use it properly.
Yet, disregarding technology, multitasking isn’t really a good thing as
mentioned by Biado, E. in his research in 2014. He believed that a human brain
needs time to “get into the groove” to function efficiently. And once a person
interrupts this by trying to do tasks at the same time, momentum is lost and
efficiency diminishes. It is because the brain cannot process two separate
streams of information simultaneously; it has to pause the first one before doing
the other as what experts suggests.
Synthesis
Tackling simultaneous tasks is obviously wide since it also talks about time
pressure. It’s always interrelated with the word ‘time pressure’. And once an
individual perceives time pressure as a threat for better performance, it will
definitely have a bad effect on their emotional and mental behavior. Students tend
to overthink and start to build fear within them may it be failure or the
disappointment from people who expect a lot from them. Students are naturally
competitive and they will have their defense mechanism on that.
As mentioned above, the surroundings or environment is also a factor why
learners experience stress when engaged in simultaneous tasks. Everybody
don’t have the same level of intelligence quotient and this is bothersome to those
who compare themselves to the people that they perceive to be higher and more
competitive than them. They tend to lose their confidence to keep on working and

will eventually feel anxiety and depression within them. Aside from time pressure,
they also feel family and peer pressure.
The effects of simultaneous tasks to the mental health of a learner has a
strong need to be justified to prevent the other possible results of these. As young
professionals, it is essential to know how significant it is to have mental
awareness not only to one being, but for everyone who might be experiencing it.
If stress, anxiety, and depression are the mentioned effects of multitasking to the
mental health of students, then it is a critical situation. A possible solution or
treatment must be found before it gets to something worst like hurting themselves
or even suicide.

CHAPTER 3
RESEARCH METHODOLOGY
This chapter shows the research design, sampling technique, selection of co-
researcher, and data gathering procedure.
Research Design
A qualitative research method allows the researchers to investigate the
language of people’s attribute to their behavior, actions, and interactions with
others. It is used in this study to show and collect information needed to the
effects of simultaneous tasks to the mental health of the students. Since the
qualitative research method is designed to reveal the meaning that informs the
actions or outcomes, the researchers will investigate meanings, interpretations,
symbols, processes, relations of social life, and how it affects an individual’s
attitude. This research employs phenomenological research design.
Phenomenology is interested in the individual’s experiences which fit the goal of
understanding the reason of the effects of simultaneous tasks to the mental
health of students. The researchers used this type of research design to describe
a phenomenon and how people respond to them.
Sampling Technique
The researchers used non-probability sampling technique. A random
sampling technique to represent a group of samples that reflect on the judgment
of the co-researchers. This type of sampling has a specific goal to examine a
wider range of people’s perspectives on their own experiences.

Selection of Co-Researcher
In choosing the respondents, the researchers will look for a co-researcher
with ages 16 and above, studying, and with any gender. The topic is about the
effects of simultaneous tasks to the mental health so the study will involve Grade
11 and Grade 12 students of San Jose-Litex Senior High School that will serve
as the respondents. The selected students will be observed while answering
some of the research questions and these students will undergo several
interviews to identify the effects of simultaneous tasks to the mental health of
these learners.
Data Gathering Procedure
The researchers used individual or one-on-one interview to be more
focused on the answers that would be given by the co-researchers and used an
interview questionnaire related on the topic of this study. Before the interview
starts, researchers informed the respondents that the interview won’t affect their
grades and reminded them that there is no right or wrong answers. The co-
researchers were asked based on the said research topic and answered it with
full honesty. During the interview, the researchers recorded the answers of the
respondents and transcribed them then interpreted them based on their answers.
This is to find out the experiences, thoughts, and opinions of the co-researchers.

CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the result of the study, analysis, and interpretation of data
that is relevant to the effects of simultaneous school tasks to the mental health of
students.
Case 1
When the participants were asked about their experiences in terms of
accomplishing or finishing simultaneous school tasks, their answers are as
follows:
“Ahhmm, mahirap kasi minsan sabay-sabay. Hmmm… magpapasa katulad
nung kay Ma’am X. Ahhmm… parang ‘yung mga, ‘yung pinapapasa niyang
compilation marami. Marami, ‘diba? Tapos, ‘yung sa isang subject palang is
sobrang dami, hassle pa kaya ‘pag sinabay ahhmm… sa ibang subject.”
“‘Yung ano, ‘yung sa may Religion namin. ‘Yung ano ‘yun eh, ‘yung
overnight kami nu’n eh. Du’n sa bahay ng kaklase ko tapos ‘di kame pumasok
kahit wala kaming tulog. Kasi sabi ano, bukas na ‘yung pasahan kahit ‘di naman
iyon ‘yung sinabe nu’ng 2018. Tapos sumabay pa ‘yun kay Ma’am X, ‘yung sa
Reading and Writing. Pasahan na ng lahat ng, ng compilation. Lahat ng lesson
niya pero sabi niya may sinabi daw siya pero wala naman talaga siyang sinabi.”
“So, ‘yung experience ko is mahirap kase nga simultaneous siya. So,
sunud-sunod ‘yung school works namin. ‘Yun, mahirap.”

“Ahhh, mahirap siya. Kasi siyempre, ano, ‘yung sabay-sabay na gawain na
binibigay sa’yo ng mga teachers. ‘Yun nga, siyempre mahirap kase nakaka…
naka… nakaka-stress ‘yun kasi ‘di mo alam kung ano ‘yung uunahin mo.”
“Ahhmm, una ano, siyempre. Habang ano, ina-accomplish mo ‘yun,
nakaka-pressure, nakaka-stress, masakit sa ulo. Pero ‘pag natapos mo ‘yun,
siyempre nawawala rin lahat.”
“Ano, ahhmm, mahirap pero worth it. Mahirap kasi, hindi lang school task
‘yung ginagawa mo sa buhay mo. Siyempre may gawain din sa bahay. Pero
kapag nagawa mo naman ‘yung mahirap na task sa school, sobrang worth it.”
“So, ‘yun nga, ano kami ‘diba ABM. So, ibig sabihin ‘yung pinaka pino-focus
namin ibig sabihin ‘yung accounting du’n kami nagkakaroon ng simultaneous task
kasi maraming pinapapapasa sa’min ‘yung mga teacher na this week kailangan
maipasa na, so, ayun sobrang stressed.”
“Ahhmm, for me, as an ABM student, we all know that, marami tayong
ginagawa, right? So, experience ko lang mostly siyempre ano, nakaka-
experience ako ng pagod ganu’n, siyempre kailangan ipasa agad ng takdang
oras. So, masakit sa ulo ganun.”
“First of all, you’re feeling stressed and ano, magagahol ka sa oras dahil sa
dami ng responsibilities and tasks—task about sa school. ‘Yun lang.”
“Experiencing, ayun po. ‘Yung experience ko po in the past na natapos ko
na po ‘yung sa Grade10 ko po, nag-conduct din po kami ng research about, ano,
about computer. Tapos ‘yung sa P.E., ‘yung scrapbook, ‘yung gagawa ka ng
scrapbook, ganyan ganyan. Tapos ‘yung sa cookery po kasi, cookery po kasi

kami, ‘yun, parang nahihirapan po ‘kong mag-balance sa oras kung anong
gagawin ko po. Kung magre-research ba ako o gagawa ng ibang project. So,
iniisip ko, ‘yung scrapbook. Ayun, naglaan po ako ng time du’n and nagbigay din
po ako ng time sa research ko.”
“Ahhmm, nararanasan ko dito ay napakahirap lang kasi ‘pag nagpapatong
na ‘yung mga gawain, du’n mo na hindi magagawa ‘yung ibang dapat mong
gawin.”
“Ayun, ahhmm, na-pressure ako tapos, ‘yun nga, nagkasabay-sabay ‘yung
mga gawain—puro paper works— ayun, puro puyat, ganu’n”
“My experiences in accomplishing simultaneous school tasks is very difficult
because it is necessary and I often get stressed out in simultaneous works in our
school.”
“Ahhmm, minsan enjoy. Tapos minsan din nakaka-pressure ‘pag sobrang
dami talaga hindi kaya ng time, ganu’n.”
“Marami eh. Kasi as H.E., student meron kaming application. Ituturo muna
ng teacher then ia-apply namin ‘yun. Magluluto, ganu’n. Tapos meron pa’ng ibang
subject gaya nu’ng Oral Communication and General Mathematics na lalong
dumadagdag sa stress namin hahaha.”
“Sobrang hirap pusa. Lalo na sa’kin kasi nagke-cater ako tapos nag-i-
immersion pa kami nu’n. Pagtapos, may klase pa kami.”
“Marami. Kasi, nape-pressure na ‘ko na baka ‘di ko mapasa sa dami nilang
nagkasabay-sabay.”

“Para sa’kin, masarap sa feeling kasi nagawa mo sa buong husay mo
nagawa mo ‘yung test na inatas sa’yo.”
“Ano, hindi naman mahirap kasi ano, nagawa mo naman lahat. Siyempre,
masarap kapag natapos mo na lahat.”
“Gaya nu’ng last grading, halos nagsabay-sabay ‘yung mga pinapapasa.
Tapos nagi-immersion pa kami kaya mahirap isabay o kaya tapusin ‘yung mga
ipinapapasa. Marami pa nga akong ‘di napasa eh.”
Case 2
When the participants were asked about their opinions on the causes of
occurrence of simultaneous school tasks, their answers are as follows:
“Ahhmm, minsan parang nawawalan na ‘ko ng time sa sarili ko. Kunwari
matulog ng maaga ganern. Kasi ‘diba, ‘yung mga pinapapasa nila is gagawin ko,
edi mapupuyat ako. Ahhmm, kasi ‘diba halimbawa ‘yung ano, nagpapagawa si
Ma’am X ng folder niya, ‘diba? Tapos next week na papasa eh ‘di ginawa kase
tinamad ako, ‘diba, tapos ano, tapos ‘di ko ginawa. Tapos ‘yung bakasyon
naman, nagpapagawa ng portfolio edi nagsabay-sabay na, tapos ayun. Kaya
minsan, sabay-sabay dahil sa may—sa katamaran ko. Kasi ‘di ko ginawa.”
“Stress saka ano, halimbawa, nagawa nga namin ‘yung gawain pero
pagdating naman sa room tulog, ganu’n. Pagod.”
“Siguro ‘yung ano, ‘yung hectic schedule na school. ‘Pag ‘yung, dipende
naman eh. It depends kung ano. Pwedeng sa tardiness ng mga mag-aaral kasi
halimbawa, tatamarin tayo, magpapatung-patong talaga yung mga gawain.
‘Yun.”

“Ahhh, kasi nga sa ano, sa school ano, ahhh. Alam ng mga teacher na
meron din tayong responsibilities sa bahay kaya nagpapatong-patong ‘yung mga
gawain.”
“Ahhh, ‘yun na nga. Ano, ahhmm, nakaka-cause siya ng anxiety. Siyempre,
maraming kailangang ipasa tapos nagkakaroon ng nervousness.”
“Ano, ahhmm, unang-una, stress siyempre. Sunod du’n ‘yung hirap mag-
manage ng time.”
“Siguro ano, sige ano, halimbawa nagkakaroon ng masamang panahon,
siyempre walang pasok ‘yun, ‘pag dumating na ‘yung pasok, ang mangyaryari
mamadaliin tayo ng mga teachers.”
“For me, I guess, ‘yun nga. Gaya nu’ng sinabi ko nu’ng una, siyempre ano
siya, meron siyang epekto. Siyempre maaano tayo, parang mahahayok tayo na
gawin ‘yung isang bagay natin, ‘yun. Kaya malaki ‘yung impact sa’tin nu’n.”
“First of all, naii-stress ang isang tao dahil sa dami ng gawain kaya minsan,
it’s either ba nagagawa niya ba o hindi ‘yun. ‘Yun parin sa 50/50! 50/50 chances
pa rin kung magiging stressed ang isang tao.”
“Causes po, causes. Bilang po, adolescent pong estudyante, ‘yung cause
po sa amin ng simultaneous po, parang napakahirap po dahil sabay-sabay ang
paggawa ng task. Ayun po, parang ang hirap mag-adjust.”
“Ahhh, ‘yung cause nito ay ‘yung ano, pagkakaroon ng sabay-sabay na
halos nagkakapatung-patong na hindi mo alam kung ano ang uunahin mo.”

“Ahhmm ano, ‘yun nga puyat, puro puyat. Tapos ano, ‘yung ibang gawain
medyo hindi nagagawa kasi katulad ng mga gawaing bahay naka-focus. Tapos
late pa’ng kumain. Late pa’ng matulog.”
“Ahhmm, projects and activities as well as performances that is barely
needed in our school performances.”
“Kapag ano, hindi ginagawa ng mas maaga sa deadline. Kunwari, ‘pag ano
ginawa ko na kung kailan deadline, ganu’n.”
“Pagod na pagod siyempre at nababawasan ‘yung oras ko sa bahay kasi
minsan nag-e-extend pa ako ng oras sa school kasi nga, meron kaming day na
ia-apply ‘yung recipe na tinuro ng teacher. Halimbawa lang ‘yun.”
“Minsan, ‘di ko na siya natatapos kasi puyat ako. Kulang na kulang ako sa
tulog.”
“Minsan ‘yung pagod, sa sobrang dami nila ‘di ko na kayang pagsabay-
sabayin.”
“Para sa’kin, kaya nagkakasabay-sabay dahil rin po sa mga teacher na ano,
siguro dahil rin po para mas gusto nilang itaas ‘yung level ng pag-aaral ng bawat
estudyante.”
“Baka naghahapit lang ‘yung teacher du’n sa mga lesson kaya pinapagawa
niya ‘yung gawain ng sabay-sabay.”
“‘Diba nga, nagi-immersion kami nu’ng last grading. Minsan pagod na galing
sa immersion namin kaya hindi na natatapos ‘yung mga ipinapapasa tapos
sabay-sabay pa.”

Case 3
When the participants were asked about the effects of simultaneous school
tasks to the mental health of students as an individual, their answers are as
follows:
“Ahhmm, ayun. Lagi ahhmm, nakaka-stress nga dahil nga sa sobrang
daming pinapagawa nila. Tapos ayun, naii-stress ako pati ‘yung mga kaibigan ko,
mga classmate ko.”
“‘Yun nga, ‘yung ano, ‘yung stress saka kasi ano, nagagawa nga namin
‘yung gawain namin na tinapos namin. Pero parang lutang naman kami kasi ‘yung
ano ‘yung pagod nga.”
“Ahhh, siguro ano. Ahhh, para sa’kin, hmmm, ano siya, nakakapagod ng
utak. Kasi nga ‘yun, kasi sunud-sunod ‘yung gawain so, parang nawawalan na
ng pahinga. Ganu’n ‘yun.”
“Sa mental health ko? Ano, ahhh, ano, nakaka-stress tapos minsan nakaka-
depress kasi siyempre sa dami ng ginagawa mo. Parang babagsak na ‘yung
mundo, ganu’n.”
“Effect, ano, ‘yun naman nagkaka-ano kami, nagkakaroon kami ng fear.
Natatakot kami na baka biglang bumaba ‘yung grades namin.”
“Ahhmm, sa tingin ko, ano, ahhmm, nakakaano. Tawag du’n? Kumabaga,
nagli-lead ‘yung sobrang hirap na gawain sa school para ma-depress ‘yung isang
tao. Magkakaroon ng lead ‘yun para mas lalo nilang mai-down ‘yung sarili nila.”

“Ano, ahhmm, siguro ano, nakaka-ano siya, stress, parang ganu’n. Kasi
siyempre ‘diba kapag marami tayong ginagawa, ‘di natin alam kung anong
uunahin natin.”
“‘Yun nga, grabe ‘yung effect niya sa’tin. Lalo sa mental health natin.
Talagang nakakabaliw kahit na alam natin ung time management. Pero ‘di sapat
‘yun bilang estudiyante.”
“So, ayun nga, naii-stress sila so, most of the time they ano, they’re gonna…
nagii-strive sila so, ayun. First of all, napapagod nga sila sa dami ng gawain and
task and most of the time, nagpo-procrastinate sila on that time. ‘Di ano...
deadline of the task.”
“Ayun nga po, sa mental health problem po, minsan po sa isang estudyante
parang ‘yun, ang hirap mag-adjust. Bigla-bigla ako po nakararanas po ako na
ma-over fatigue po ako. Sobrang sakit po ng ulo ko, nanginginig po ako ng di ko
alam kung bakit eh naiisip ko po dati na du’n po ‘yun sa simultaneous school
work. ‘Yun po, ‘yan po epekto.”
“Nakaka-stress siya tapos ayun nga, parang may pagkalito na rin dahil sa
mga gawain.”
“Ano, ayun, hmmm, ang nakakaapekto sa’kin, una sa pagod tapos ang sakit
sa ulo kakaisip saka madaming gawain. Natambakan na kasi kaya ganu’n.”
“Ahhmm, students commonly experience sleep deprivation or lack of sleep
which then causes tiredness and energy insufficiency.”
“So, ayun, nakaka-pressure talaga siya tapos nakaka-stress talaga siya ng
utak kapag iniisip mo ‘yung mga school task na ‘yun.”

“Stress at pagod. ‘Yun lang naman nararamdaman. Siyempre, kahit ‘di kami
academic track, nakakaramdam rin kami ng stress at pagod. Marami rin naman
kasing ginagawa sa H.E. eh. ‘Pag may bisita kunwari, kami ‘yung magpe-prepare
ng mga handa du’n. So, stress na stress kami ‘pag ganu’n lalo na ‘pag biglaan.”
“Stress. Minsan, gusto mo nalang umiyak kasi patung-patong na ‘yung
gawain mo.”
“Para sa’kin, stress. Naii-stress sila kasi ang dami nilang nakatambak na
gawain.”
“Sa nararanasan po talaga ng estudyante is ‘yung pagka-stress. Dahilan po
ng masyadong marami nang pinapagawa ‘yung mga teachers.”
“Nakaka-stress siyempre. Para kang tumatanda kakaisip sa mga sabay-
sabay na problema.”
“Stress sobra, tapos ano, graduating pa tayo. Kailangan natin siyempre
tapusin o kaya gawin ‘yung mga ipinapapasa kahit sobrang dami pa niyan.”
Case 4
When the participants were asked about the techniques they employed to
finish the assigned simultaneous school tasks on time, their answers are as
follows:
“Ahhmm, siguro ‘pag nagtatanong ako sa mga kaibigan kong marunong o…
mga alam ‘yung gagawin. Tapos ‘yung… ‘yung… ‘yung… time management na
rin. Ayun.”
“‘Wag matulog. Tapusin talaga iyon.”

“So, ‘yun na, gumagawa ako ng paraan. Ahhh, hmmm, time organizer ko.
At doon nakalista kung ano ‘yung mga dapat kong gawin—kung ano yung dapat
kong unahin para matapos ko siya by the time na kailangan na magpasa.”
“Ahhmm, ginagawa ko, nilalagay—ano, binibigyan ko ng mga oras ‘yung
mga gawain ko para mapasa ko sa tamang oras.”
“Time management ganu’n, ‘yun lang.”
“Ahhmm, time management siyempre. Ayun talaga ang pinaka-effective
way.”
“Ano, siyempre uunahin natin. Ang ginagawa ko kasi, inuuna ko muna ‘yung
pinakamahirap tapos pinakamadali kasi ung mahirap matagal ‘yun matapos.
Bale, ‘yung madadali lang, sobrang easy lang.”
“Ahhmm, first, ako kasi tine-take down notes ko lahat ng gagawin ko. In
short, time management.”
“You have to plan your works depending on the schedule.”
“‘Yun po. Techniques po in advance po, ‘pag sinabi pong basta, sinabi po
ng teacher na ganyan ganyan, gawin mo ‘yung bagay na ‘yan, gawin mo ‘yung
pinapagawa niya. Gawin mo in advance. ‘Wag kang ano, ‘wag kang sabay-sabay.
Halimbawa, nagbigay si Ma’am ng ano, ng assignments. Nagbigay ‘yung isang
teacher ng project, gawin mo na agad ‘wag ka nang paligoy-ligoy pa on time.”
“Ayun, ‘pag natapos naman siya on time, masarap sa pakiramdam na
matapos mo ‘yung lahat ng ganu’n lang ng mabilis.”

“Hmmm, ayun pag-uwi ko sa bahay, ano, gagawin ko muna ‘yung mga
paperworks na binigay sa’kin ng mga teacher namin kaya para ma-pass namin
agad ng maayos.”
“Ahhmm, yeah, I finish all the task when I went home early so I could do
much more time to take care of all of the rest.”
“Ahhh, ano, mag-a-asign kami sa mga tropa namin. Kuwari, sa kanya ‘tong
ano, portfolio dito, sa kanya dito, ‘yung portfolio sa isang subject, ganu’n. Assign-
assign kami.”
“Minsan napagsasabay-sabay ko ‘yung nga pinapagawa then minsan
ginagawa ko ‘yung pinapagawa sa other subject sa ibang subject. Pero mahirap
‘yung ganu’n kasi kailangan mo siyempreng itago ‘yung ginagawa mo kasi baka
mahuli ka hahaha.”
“Habang nag-i-immersion ako nu’n, ginagawa ko siya sa pinag-i-immersion-
an ko. Kapag lunch break namin or ‘pag walang customer.”
“Ginagawa ko sa school ‘yung iba kapag may free time kami.”
“Bago ko gawin ‘yung mga task na binigay sa akin, una po magpapalipas
po muna ako ng oras hanggang sa maging handa na akong gawin ‘yung task na
‘yun.”
“Tinatapos ko isa-isa. Kapag natapos ko na ‘yung isa, isusunod ko naman
‘yung pangalawang gagawin para ‘di sila halos sabay-sabay.”
“Sa school ko ginagawa minsan ‘yung mga pinapapagawa kasi
nakakalimutan na o kaya tinatamad gawin sa bahay.”

Case 5
When the participants were asked to describe their experiences in
conducting simultaneous school tasks, their answers are as follows:
“Ahhmm, ‘yun nga, kasasabi ko lang kanina is nakaka-stress gawin ‘yung
simultaneous task. Tapos ang hirap din mag-ano, mag-time management kasi
nga ‘diba, sobrang dami tapos sabay-sabay. Nandu’n pa ‘yung point na tatamarin
akong gawin.”
“Mahirap pero ano, kailangan talagang gawin kasi, kasi ano eh kase, ayun,
kasi mahirap talaga. ‘Yung iba ‘di ko nagagawa. Aminado ‘ko.”
“So, ‘yun nga, mahirap. Nahirapan ako kase hmmm, unang una dapat hindi
ka tatamad-tamad diyan eh, kung ganyan ‘yung school tasks niyo.”
“Ahhh, so, ‘yun. Katulad ng sinasabi ko, ‘yung mahirap talaga siya kasi
sabay-sabay ‘yung mga ginagawa mo.”
“Parang nakaka-ahhmm, nakaka-pressure at nakaka-stress. ‘Yun lang.”
“Ayun, mahirap nga sobra. Nakaka-stress. Bukod du’n, ahhmm, ayun,
nakaka-stress talaga hahahaha.”
“Ano, para siyang nakaka-stress talaga. As in super.”
“Ahhmm, de-describe ko siya? Ano, parang siyang ano, for instance, grabe
‘yung ano talaga eh, ganu’n, haaay, ganu’n. Nakaka-ano, nakakapagod. Grabe
tuluy-tuloy, pagkatapos ng isa, meron ulit.”
“So, ayun nga. Nakakapagod, stressed and most of the time, hindi natin
maiiwasan ma-procrastinate tayo.”

“Describe po? Ahhh...ano po, ang hirap po. Siyempre, as a student po lalo
po this Senior High School and kailangan po natin mag-adjust sa Junior High
School po. Kasi kaya po natin magpa-petiks-petiks now, ‘pag gagawa tayo ng
sabay-sabay, ‘di na po tayo nakakatulog ng maayos. ‘Yan, pagkapasok mo di na
nagpa-function ‘yung utak mo. ‘Yun po.”
“Ayun, katulad sa thesis namin. Kadalasan, late na kami umuuwi tapos
kinabukasan, maaga kang papasok tapos pagkarating mo sa room mo, parang
inaantok ka lang so tutulog ka.”
“Ano, hmmm, mahirap tapos kailangan ng time management para magawa
‘yung mga binigay na task.”
“Stressful.”
“Ano, maraming emotion. Mixed emotion kaso ano, eh, dipende kung sa
gawain kung mahirap o madali lang ganu’n.”
“Pagod, siyempre. Kasi bukod sa application sa mga tinuturo nu’ng teacher,
meron din kaming ibang mga subject na sobra magpagawa na akala nila nasa
academic track sila nagtuturo hahaha ayoko mag-pangalan hahaha.”
“MAHIRAP. ‘Yun lang.”
“Sobrang sakit sa ulo.”
“Minsan mahirap din ‘yung paggawa ng sabay-sabay kasi nga, hindi naman
tayo ganu’n katalino na kayang gawin lahat ng pinapagawa ng teacher.”
“Nakaka-problema kasi kapag sunud sunod ‘yung gawain. Parang stressed
na stressed ka na sa buhay mo.”

“Mahirap sobra kasi sa strand ko, merong subject na hindi ko naman trip
gaya ng English, ganu’n. Nahihirapan ako sa mga ganu’n kasi nga, TVL student
ako eh.”
Case 6
When the participants were asked on how do they feel about the required
tasks that should be accomplished at the same time, their answers are as follows:
“Ahhmm, siyempre, ano. Maginhawa, tapos parang magaan sa loob. Kasi
wala ka nang gagawin. Nagawa mo na ‘yung mga dapat gagawin—‘yung mga
dapat gawin. ‘Yung mga dapat ipasa. ‘Yung parang masaya.”
“Siyempre, masaya. Parang na-relieved kasi, wala. Ano, tapos ko na ‘yung
dapat kong gawin tapos pwede na ‘kong magpahinga.”
“‘Yun, ahhh, nakakapagod siya. Nakakapagod.”
“Siyempre ano, masaya. Ano, nakakagaan ng loob kasi siyempre, natapos
mo sa tamang oras yung gawain mo. Kagaya ng naipasa mo ng maayos.”
“Maii-stress talaga hahaha ‘yun lang naman eh.”
“Ayun, katulad ng una kong sinabi, masaya diba. ‘Yung bagay na
pinaghirapan mo tapos nagawa mo ng maayos, sobrang saya.”
“Ano, siguro ano, nakakainis ‘diba? Kasi siyempre estudyante tayo, dalawa
lang kamay tayo, tapos kanan pangsulat ko. Siyempre, isang subject lang
magagawa ko, kaya ‘yung mga task ‘pag pinagpatong-patong nakakainis na.”
“Sa ngayon, okay naman. Kasi natatapos ko naman ‘yung activities na
kailangan ipasa sa ganu’ng oras. Kaya ano, okay naman, maayos naman,
ganu’n.”

“Ayun, nagagahol, ganu’n. Sa stressed ng gagawin, overthinking sabay-
sabay. Ayun po, napi-feel relieved na po ako, feel relaxed na ako. Tapos na ang
gawain.”
“Ayun po, sobrang saya po kasi hindi ko akalain na magagawa ko o maa-
accomplish ko ‘yung binigay agad na task sa’kin ng mga teachers. Masaya po.”
“Ayan, nakaka-relief, nakakawala ng stress. Wala ka nang iisipin kasi tapos
mo na lahat ng gagawin mo. Wala ka nang iisipin na kung anu-ano.”
“Hmmm, gumaan ‘yung pakiramdam ko kasi nabawasan ‘yung mga gawain
ko.”
“Well, common students like us tempt student stress out in doing
simultaneous tasks.”
“Pressured. Tapos ano, kulang sa oras. Parang ganu’n, nagagahol.”
“Minsan sa sobrang daming kailangan ipasa, nakakalimutan ng makakain
kahit na H.E. eh hahaha. Pero totoo, minsan na lang makakain sa tamang oras
sa daming dapat habulin na deadline. Tapos nawawalan na rin ng social life. ‘Di
ko na name-meet ‘yung mga friend ko.”
“Nakakaiyak, pusa. Tapos, sasabihin ibabagsak ka kapag ‘di mo naipasa
sa ganitong panahon.”
“Minsan naiiyak na ‘ko kasi iniisip ko, kung tatapusin ko pa ba o ‘wag na—
kung magpapasa pa ba ‘ko.”
“Minsan nakaka-stress na rin kasi ‘yung hindi mo pa tapos ‘yung isang
bagay tapos may isa pa ulit na isasabay. Nakaka-stress lang kasi dapat
magkahiwalay sila ng time ng pagpasa.”

“Nakakalito kasi ‘di mo alam ‘yung uunahin mo sa dalawa.”
“Mahirap kasi minsan tapusin lalo na pagdating na ng mga application,
‘yung mga mag-i-install kami ng mga electric fan, kunwari, ganu’n. Tapos, meron
pang thesis na hindi naman namin trip.”
Case 7
When the participants were asked about how accomplishing tasks
simultaneously affect their mental health, their answers are as follows:
“Ahhmm, ayun, parang nabawasan ‘yung, hmmm, ‘yung stress. ‘Yung
stress na nararamdaman ko kase, ano ba? Halimbawa, stressed kami sa bahay
tapos parang dadagdag pa ‘yung school works mo. Edi ‘pag natapos ko na ‘yun,
parang nababawasan stress.”
“Nababawasan na ‘yung stress kasi ano, alam mo na sa sarili mo na pwede
ka na magpahinga. Kaya ‘yun, hindi ka na masyadong ano, parang kinakabahan
na pasahan na nito, ganu’n ganu’n.”
“So, ‘yun, ‘diba? Kasi masyadong hectic. Ahhh, masyadong stress ‘yun.
Minsan ‘di na natin—‘di ko na alam ‘yung uunahin ko. Pero, parang sasabog na
‘yung utak ko. Parang ganu’n.”
“Ahhh, sa mental health ko, nakakabawas ng stress, ‘yun.”
“Ahhh, kasi siyempre ano, nagkakaroon ng patung-patong na ano, task sa
isip mo. Minsan nagkaka-struggle din na baka ‘di mo matapos.”
“Sobrang laki ng effect ng sobrang hirap na gawain. Kasi siyempre, stress
tapos pwede pa mag-cause ng kung anu-ano sa mental health. Pwede ring
bumaba ‘yung confidence ko.”

“Hmmm, ano, siguro ano, siguro nakakapag-improve din ‘yung way natin
ng pag-iisip. Kasi malalaman natin kung pa’no natin mama-maximize ‘yung time
natin kasi tayo obligation natin as a student kung pa’no mama-maximize ‘yung
time natin.”
“Siguro ‘yun nga, nakaka-apekto siya kasi ano, sunud-sunod. Kaya ayun,
nakakapagod. Kaya grabe talaga ‘yung effect niya sa mental health ng isang tao.”
"In mental health, nawawalan ka na ng time sa sarili mo. So, ayun, most of
the time nag-o-overthink ka nalang sa dami ng gawain.”
“Masaya po. Siyempre, ‘diba po kanina sinabi ko ‘yung epekto ng
simultaneous na na-assign samin and then sa no.7 naging masaya ako. Naging
mapayapa po ‘yung utak namin. ‘Yun po.”
“Parang ano, ayun, nakaka-relief siya pero ano, ‘yung instance niya andu’n.
After nu’n, okay na siya sa pakiramdam.”
“Affect my mental health, ano, hmmm. Ayun, gumaganda pakiramdam ko
kasi natapos ko ‘yung task.”
“Doing more tasks simultaneously makes my body to over work to rest not
in time.”
“Ahhh ano, pressured, stressed. Tapos minsan nag-o-overthink kasi nga
ang dami ngang gawain tapos ‘di mo pa alam kung ano ‘yung uunahin kasi nga
gahol na sa oras.”
“Natutulala na lang ako minsan hahaha. Kasi, napapaisip ako kung
makakapasa ba ako sa subject—na kung may kulang ba ako, na may ginawa ba

akong hindi ko naipasa. Pero siyempre kinakaya ko kasi almost a month na lang
eh. Matatapos na rin ako sa Grade 11 eh.”
“Yun na nga. Sobrang laki ng epekto niya kasi naiisip mo ‘yung mga gawain
na ‘yun tapos dadagdag pa mga obligasyon mo sa bahay.”
“Masakit siya sa ulo. Minsan ‘di na ‘ko nakakatulong sa bahay kasi lutang
ako dahil sa tambak na schoolworks.”
“Para sa’kin, pwede kang maging stressed tapos tamarin ka nang gumawa
kasi laging nasa isip mo na ang dami namang pinapagawa ng mga teacher.”
“Minsan hindi ka na nakakakain kasi nga, marami kang iniintindi kaya ‘yun,
namamayat ka na.”
“Minsan iniisip ko kung makaka-graduate pa ba ako. Kasi maraming mga
pinapapasa na hindi ko naipasa lalo na nito lang. Last grading, meron akong
isang bagsak pero nagawan naman ng paraan pero hirap kayang maghabol sa
babae—hindi hahahaha ng grade. Naa-apektuhan ‘yung time ko ngayon.”
Case 8
When the participants were asked if they can give some instances when
their school tasks are all done at the same time, their answers are as follows:
“Halimbawa nalang ngayong sem. Ahhmm, ‘yung nagpapagawa si Ma’am
X ng compilation. Tapos sabay-sabay pa ‘yung sa may, sa may Entrepreneurship
na bukas din ipapasa. Parang nagawa ng sabay-sabay.”
“‘Yun nga, ‘yung sa Reading and Writing sabay Religion. ‘Yung nag-sabay-
sabay sila ng ano, ng pagpapapasa. Kasi sabi nila in-announce daw nu’ng 2018.
Pero wala talagang in-announce.”

“Ahhh, halimbawa nalang ‘yung sa immersion namin. Tapos ‘yung Monday,
January 28 pasahan lahat ng requirements tapos ‘yun. Siyempre, naghahabol,
‘diba?”
“Ahhh, katulad nalang nu’ng ano, ‘yung project namin sa school. Tapos
sumabay ‘yung immersion namin. So, nagbigay ako ng oras. Kung dito sa office
ng office nila, office ng BFP. Para makagawa ng project sa school.”
“Yung research na ginawa namin, tapos reading and writing na madaming
paragraph, tapos sa statistics na sobrang hirap talaga.”
“Ahhh ano, sa accounting po tsaka sa video. Gumawa po ako nu’n sa
accounting ng general journal lecture tapos sinabayan pa po ito ng research.”
“Ayun, ‘yung ano, ‘yung nagpapatong-patong ‘yung research namin tapos
accounting. Tapos muntik pa i-reject, tapos ‘yung accounting namin, si Sir,
nagpagawa siya ng transaction for whole month. Buti nalang nagawa namin, kaya
ayun, masaya kami.”
“So, ‘yun. Kapag may ipapasa na sabay-sabay, siyempre ‘yun nga. Time
management, kaya nagagawa ko siya in certain time. Kaya kailangan mo talaga
maglaan ng oras para maipasa mo siya.”
“’Yung task na nagawa namin is ‘yung sa programming po and then the
other subjects na math which is nagko-conflict po sila ng time. Which is, it’s hard
to learn about that two subjects.”
“Give some instances po? Ahh, like po ng sa research, ganyan. Ahhh, yung
sa P.E. po, ‘yung paggawa ng scrapbook tapos nu’ng sumayaw pa po kami ng

wellness. Ano po, parang sobrang ano po talga ng time. ‘Yun, kelangan magbigay
ng time ng sobra.”
“Ayun, bilang member ng SSG, kadalasan may meeting kami—ako. Tapos
nagkakasabay ‘yung sa thesis namin pero kailangan ko’ng um-attend ng meeting
namin. Tapos kailangan ko rin makipag-cooperate bale, ano, uunahin ko nalang
‘yung mas importamte kasi ‘yung meeting, pwede kang humabol pa.”
“Hmmm, katulad nu’ng first semester; defense namin then, defense namin
tapos nagsabay-sabay pa ‘yung gawain. Nagpasa ng mga requirements, tapos
‘yung ano, namin, ‘yung sa P.E namin, sa sayaw halos nagkakaugaga na kami.
Nataranta na kami pero nagawa rin naman namin ng maayos kaya naging
magaan na rin pakiramdam namin, kaya ganu’n.”
“Yeah, on the time that all outputs and projects must be passed last grading
on the same day.”
“Ahhh ‘yung ano, ‘yung sa bawat subject nagpapapasa ng portfolio. Ayun,
‘di ko alam kung ano ‘yung uunahin ko. Tapos ‘yung mga quiz, ‘yung mga exam
pa, mga long test.”
“Kahit ‘di pa ako tapos sa mga assignment, for example, nakakalabas o
nakakagala pa rin ako tapos, hapit na lang pag dating ng bukas. ‘Yun yung mali
sa part ko.”
“Kapag pare-parehas sila ng deadline hinahapit talaga.”
“Hmmm, mas inuuna ko siya kaysa sa computer games.”
“Example dito ‘yung thesis namin sa Practical saka ‘yung sa Pananaliksik
at Pagbasa.”

“’Yung thesis namin pati ‘yung sa business plan. Nagkasabay na saka ‘yung
thesis nga. Sobrang bigat sa pakiramdam kapag hindi mo magawa agad.”
“Kahit naman ‘di pa tapos ‘yung mga pinapapagawa eh, gumagala tapos
LOL. Siyempre, ‘di naman maiiiwasan ‘yun eh sa estudyante. Na kahit ‘di pa
tapos ‘yung mga ipapasa, mas inuuna pa ‘yung iba pa’ng gusto naming gawin.
‘Diba?!”
Case 9
When the participants were asked on how they prioritize their tasks, their
answers are as follows:
“Ahhmm, ayun. Mahalaga siya kasi nakaka-feel siya ng confidence kapag
nagawa. Kasi nga magkakaroon ka ng mataas na grades kapag nagawa mo
‘yung task na ‘yun o kaya ‘yung mga pinapapasa ng teachers.”
“Ano, ‘yung minsan talaga eh. ‘Yung ano, nagagawa ng ano, pero minsan
talaga hindi kayang pagsabay-sabayin. Mali ‘yung minsan nagiging priority. ‘Yung
ano, halimbawa, kasi ‘yung teacher, nakakatakot ganu’n. Pressure.”
“So, ‘yun. Inuuna ko muna ‘yung mga ahhh, ‘yung dapat gawin, dapat ipasa.
Inuuna ko ‘yung mas importante.”
“Ahhh, siyempre para sa grade. Para tumaas yung grado ko. Para
makapasa sa subject.”
“Dipende sa time na mauuna ganu’n. Kasi ‘pag ano, ‘yung unang
pinapagawa ayun talaga ‘yung uunahin ko. Hindi ako namimili kung ano ‘yung
mas mahirap at kung ano ‘yung mas madali. Kaya ayun, naayos ko naman ng
maayos ‘yung mga gawain ko. Tapos nagkakaroon pa ako ng time management.”

“Ahhmm, syempre ano, dahil sa goal ko na makatapos siguro ganu’n. Goal
ko na kahit mahirap gagawin ko pa rin.”
“Siguro, siyempre nagbibigay ako ng oras at panahon para magawa ko
silang lahat.”
“Siyempre ayun nga, allotted time for each. Kasama na du’n ‘yung
siyempre, rest. Ayun, laan-laan ng oras.”
“By means of planning. Mas mapapadali at sunud-sunod ang scheduling ng
mga task mo. Hindi ka mag-o-overthink na sa pagsasabay-sabay mo sila. By
planning, maiisa-isa mo sila at madi-divide mo sila.”
“‘Yun po. Ahhh, one word lang po is TIME. One word lang po ang kailangan.
Kasi kailangan mong matapos ‘yung simultaneous works.”
“‘Ano, unahin mo na ‘yung mas importante kasi ‘yung mga iba na hindi
naman importante ‘di mo naman siya kailangan tapusin agad.”
“How do prioritize my task hmmm, inuuna ko muna ‘yung ano, mga
kailangang unahin tulad ng mga paper works na pinapagawa sa school. Inuuna
ko munang gawin bago ‘yung hindi naman masyado mahalagang gawain saka
katulad sa gawaing bahay.”
“Ahhh, simply accomplishing task it first.”
“Kung ano ‘yung mauuna. Kung ano ‘yung mauunang subject ‘yun ‘yung
uunahin ko. Kung ano ‘yung unang maipapasa ganun.”
“Siyempre, mas inuuna ko ‘yung mga nauunang deadline. Then sunud-
sunod ko nang gagawin ‘yung iba para hindi naman sila sabay-sabay at ‘di
masyadong nakaka-stress sa akin, ‘diba? Hahaha.”

“Dipende sa subjects at sa teacher. Kung hindi nagbibigay ng second
chances, mas inuuna ko ‘yun.”
“Dipende sa teacher. Kung terror at nangba-bagsak, mas inuuna ko
pinapagawa niya.”
“Mas inuuna ko ‘yung first na kailangang i-submit tapos isusunod ko ‘yung
mga susunod na submission date.”
“Mas ina-ano ko ‘yung importante kasi kapag ano, mahahabol naman ‘yun
eh.”
“Mas gusto ko ‘yung mga appli-application. ‘Yung mga mag-aayos kunware
ng wiring, ganu’n. Kasi hirap naman kasing pag-aralan ng mga research-research
na ‘yan. Mga English-English na ‘yan eh parang nakakatamad kasi kapag ‘di
gumagalaw. Kaya nga kasi TVL kinuha ko, akala ko more on ayos-ayos lang ng
makina, wiring at iba pa hahahaha.”
Case 10
When the students were asked on the suggestions they can offer to lessen
the effects of simultaneous school tasks to their mental health, their answers are
as follows:
“Ahhmm, siguro. Kapag ‘diba, may pinapagawa ngayong week ‘yung
teacher mo. Ahhmm, ‘pag… ‘pag uuwi sa bahay, simulan mo na. ‘Wag mo nang…
‘wag ka nang tamarin kasi lalo ka lang maii-stress kapag, ano tawag du’n? ‘Pag
pinagsasabay-sabay mo ‘yung gagawin dahil lang sa katamaran mo.”

“Wait lang, ‘yung ano ulit? ‘Yun, ‘yung ano time management saka ‘yung
ano, ‘yun. Self-discipline. Basta, kahit anong mangyari kahit anong pressure,
kailangan mong tapusin ‘yung kailangan mong tapusin.”
“‘Yun, ahhh. Suggestions is kung mas magagawa ng maaga, maaga mo
gagawin. Hindi na siya magpapatung-patong tapos hindi ka na ma…ahhh, hectic.
Hindi ka na ma… maghahabol, ganu’n.”
“So, ano, ahhh. Ano, ahhh… ang gagawin ko, ahhh. Mag—ahhh, mag-aano
ako ng time management para ma… para mapasa. ‘Pag may biningay silang
gawain, magawa mo.”
“Ano, parang isa-isahin mo lang, ‘wag mong pagsabay-sabayin. Tapusin
mo muna ‘yung unang task bago ‘yung pangalawa.”
“Ano, ‘wag masyadong magpadala sa mabibigat na gawain kasi lahat
naman ng bagay may paraan.”
“Siguro ano, ahhmm, wait lang. Siyempre kailagan natin bigyan ng time,
bigyan ng importance kung ano ‘yung pinaka-dapat unahin at dapat huli na
gawin.”
“Ngayon kasi ‘diba, maraming ginagawa. For me, I guess, the best way to
lessen the effect of simultaneous task sa’tin, makinig nalang ng mga sounds na
kin-ompose ni Mozart kasi sobrang nakaka-relax siya eh. ‘Yun lang.”
“Do planning and don’t procrastinate kasi most of the time nag-o-overthink
tayo so, ‘yun nga, nagli-lead ‘yun ng stress at hindi na ito maganda.”

“‘Yun nga po, sinabi ko nga po kanina earlier na pagkabigay po agad ng
mga teachers kailangan na po natin gawin ‘yun para ‘di na tayo mahirapan sa
ipapagawa ng mga teachers.”
“Ano, kung may oras kang tapusin ‘yung madadali, unahin mo na ang
madadali bago ‘yung mahirap para ‘di sakit sa ulo.”
“Suggestion? Hmmm, ano lang, time management at ‘wag masyadong
mape-pressure sa mga binibigay ng mga teacher na gawain at gawin ng tama
lahat. ‘Yung sasagutan ng tama lahat ‘yung mga pinapagawa para hindi na
mahirapan at ipasa sa tamang araw.”
“Sleep early, exercise and meditate.”
“Gawin ng maaga if possible tapos ano, iwasan ‘yung maghapit basta gawin
ng mas maaga.”
“Hindi dapat natin mas inuuna ‘yung mga pansariling gawain gaya ng
paggagala kasi ang lakas makakain ng oras ‘yun. Dapat mas inuuna pa rin natin
‘yung mga activities na pinapapagawa sa school para hindi tayo mahapit or
matambakan ng trabaho at mas malala ay walang mapasa at bumagsak sa
subject na ‘yun.”
“Siguro isipin mo nalang matatapos mo rin ‘yun. Tapos try nilang gumawa
kasama mga kaibigan nila para may ka-kwentuhan sila.”
“‘Wag niya masyadong i-stress sarili niya. Isipin niya lang na
makakapagpasa naman siya. Para happy lang.”

“Para sa’kin, bago sila gumawa ng ganyan, siyempre maglibang muna sila.
Para ‘yung utak nila mas mapalawak pa ‘yung kailangan nilang i-explain sa
ginagawa nila.”
“Enjoy mo lang ‘yung ginagawa mo saka wala ka dapat masyadong iniisip
du’n sa mga thesis na ‘yun.”
“’Wag natin siyempre kalimutan na estudyante pa rin tayo. Kailangan natin
ring magpakasaya pero dapat tapusin muna pinapapagawa ng mga teacher para
makakuha ng magandang grade. ‘Yan ‘yung isa sa mga bagay na ‘di ko nagawa
nitong last grading. Masyado kong inuna ‘yung magpakasaya, maggala, mag-
LOL. Kaya bandang huli, naghahabol ako sa kanya hahaha.”
Case Analysis
1. How do the participants describe their experiences in conducting
1.1 What are the causes of occurrence of simultaneous school tasks?
 Task that are difficult to accomplish is said to be one of the
causes of occurrence simultaneous school tasks. This is for the
very reason that it triggers laziness the moment that the students
have measured the weight of the tasks that they have to
accomplish as soon as possible considering the fact that the due
dates are also given on the same days.
 Most of the respondents considered pressure as a cause of
simultaneous school tasks because its occurrence creates an
image of failing which then pressures them to act as fast as can

be and with that, they tend to think of sacrificing any of the tasks
assigned simultaneously.
 Since there are more than 7 subjects to manage in a semester
day by day, students are trying their best to maintain their grades
in a certain subject. With the strong will to do it, there are times
that they know for themselves they cannot do it all at the same
time. With the fear of sacrificing any of them, students build
confusion in their minds and eventually becomes the root cause
of stress which hinders them to accomplish tasks immediately.
This then hinders them to do it as soon as they can.
1.2 What are your experiences in terms of accomplishing or finishing the
 The participants mentioned that they experienced exhaustion in
accomplishing or finishing simultaneous school tasks. This is
due to overworking that results to one’s lack of sleep and even
skipping meals because of a very busy day. Being exhausted
forbids them to work in a normal state because their body seem
to push them to rest instead.
 Majority of the co-researchers said that running after the
deadline gives them an instant pressure considering the fact that
a lot more tasks are needed to be accomplished too from
different kinds of teachers. They also said that the attitude of

teachers towards them is what adds the feeling of being
pressured in meeting the said due dates.
 Aside from getting pressured in accomplishing simultaneous
school tasks, various thoughts are playing through one’s mind
which is why the participants experiences stress as they try to
accomplish or finish the simultaneous school tasks that are
assigned to them. For this very reason, it results to a failure of
accomplishing it.
 Experiencing a loss of time for self is the most saddening part of
accomplishing simultaneous school tasks. The participants said
that they tend to prioritize the various tasks more than
themselves may it be in their physical or emotional aspect. This
results in being tired too which affects their behavior at school
might as well.
1.3 How will you describe your experiences in conducting simultaneous
school tasks?
 Almost half of the participants said that conducting or finishing
simultaneous school tasks is really difficult. Well, some parts
may be time-consuming wherein certain tasks are impossible to
achieve because of the limited time given to pass them. This
then makes it hard for them to balance out academic and
personal responsibilities.

 The co-researchers used the word ‘stressful’ to describe their
experiences while balancing out the assigned simultaneous
school tasks. Them thinking that their acquired skills are not
good enough to accomplish the tasks as soon as possible
becomes an additional factor why they feel stressed in the
process of conducting simultaneous school tasks.
 It is mentioned that conducting simultaneous school tasks is
definitely tiring. To think that a student’s body and mind has
been working most of the time and don’t gain enough rest in
return, the exhaustion reflects on them the next day. And with
that, their body seem to prefer resting instead. Seeing another
set of things to do makes it look tiring even more.
1.4 How do you feel about the required tasks that should be accomplished
at the same time?
 Encountering simultaneous school tasks is indeed stressing out
as mentioned by the majority of the participants. This is for the
reason that the more the tasks are assigned to them, the more
they get a hard time balancing their responsibilities as a child
and as a student. Both are important and they don’t want to fail
in any.
 As mentioned above, students are having a hard time balancing
their time being a child and a student. That’s why, there are
instances that they also experience overthinking due to worrying

on how they can accomplish them on the exact dates they are
expected to get the tasks done.
1.5 Can you give some instances when your school tasks are done all at
the same time?
 Simultaneous school tasks happen because there are instances
that the due times that were coincidentally required on the same
dates. Majority of the participants shared their hard time
experiences on trying to accomplish various compilations as
they plan on different performance tasks and even activities,
quizzes, or long tests at school.
 Some of the co-researchers stated another reason on how
simultaneous school tasks occur. They said that sometimes, it
is the student itself that makes the simultaneous school tasks
occur. Admit it or not, students do procrastination most of the
time and cannot overcome mañana habit so their tasks get
stocked until they cannot accomplish them anymore.
2. What are the effects of simultaneous school tasks to the mental health of the
students?
2.1 What are the effects of simultaneous school tasks to your mental
health as an individual?
 The most mentioned effect of simultaneous school tasks to the
mental health as an individual is overthinking because of
worrying on how they are going to accomplish them all at once.

As a student, it is given that nobody wanted to fail or even get
scolded by the teachers. The pressure on how they are going to
manage all of it leads them to overthink.
 Tardiness was also mentioned to be one of the effects of
simultaneous school tasks to the mental health as an individual.
The co-researchers reasoned out that a bunch of workload
triggers laziness that exhausts their physical body. After
finishing simultaneous school tasks, its difficulty then reflects on
their physical aspect.
 Confusion on how they are going to balance their responsibilities
also causes migraine which then becomes one of the effects of
simultaneous school tasks to the mental health of a student as
an individual. The participants said that they get bewildered
whenever they try managing all of it but it really overlaps with
the given time as well as their skill to finish it with their best.
 Individuals don’t have the same capacity of accomplishing
anything as fast as can be. Some of the participants said that
whenever simultaneous school tasks occur, they don’t feel so
proud of their works since it is made out of rush. Then,
decreased self-confidence due to being conscious of the
possible outcome of their rushed work is said to be one of the
effects of simultaneous school tasks to the mental health as an
individual.

2.2 How does accomplishing tasks simultaneously affect your mental
health as a learner?
 Meanwhile, individuals don’t have the same intelligence
quotient. Considering this fact threatens a student if they could
pass or rather fail the required tasks that must be passed on
same due dates. This then makes them consider it as one of the
effects of simultaneous school tasks to the mental health of a
student as a learner.
 As learners, it is given that students will be competitive enough
to try to at least maintain a good record of their grades. But
simultaneous school tasks hinder them to do so because there
are times that a student need to sacrifice one task to accomplish
the more important activity. And so the student, as a learner,
starts overthinking and getting pressured of the possible
reactions of the people that expect a lot from them as shared by
the majority of the participants.
 Just like the mentioned effect of simultaneous school tasks to
the mental health of the students as an individual, the co-
researchers also said that tardiness is also one of the effects of
simultaneous school tasks to their mental health as learners. It
takes them overnight to accomplish certain tasks and so at
school, they tend to sleep and can no longer focus on the
lectures.

 In connection with the effect mentioned above, students,
accomplishing academic works most of the time consumes a lot
of their time and with that, as an effect, they get lesser time for
themselves since they have to work hard finishing the
simultaneous school tasks on time.
3. Based on the result of the responses, what suggestions can be suggested to
lessen the effects of simultaneous school task to an individual’s mental
health?
3.1 What techniques did you employ to finish the assigned simultaneous
school tasks on time?
 When there are effects, then there should be a solution to
prevent them from happening again. The participants, as an
individual, has their own techniques employed in order to finish
the simultaneous school tasks. Most of them are doing time
management saying that they are scheduling a definite time for
each subject so the times for accomplishing them won’t overlap.
 Task organizing is also one of the techniques mentioned by the
co-researchers when they are asked on how they handle
simultaneous school tasks. With this strategy, they said that they
are sequencing the tasks depending on the strictness of the
teacher or the urgency of the activity given.

3.2 How do you prioritize your tasks?
 The most effective way to prioritize simultaneous school tasks
is to identify the most required to the least required and then
arrange them chronologically as stated by the majority of the co-
researchers. They said that one has to focus on the most difficult
and most required because the easier tasks will not cause too
much hassle on the process of accomplishing them.
 By allotting specific time for each task to prevent overlapping of
schedules, the participants said that it could be a good way of
prioritizing simultaneous school tasks. The equilibrium between
the time for working and the time for self must be maintained
because they said that breaking it would really affect one’s
mental health through stress, overthinking, or exhaustion.
3.3 What suggestions can you suggest to lessen the effects of
simultaneous school tasks to your mental health?
 Staying calm and refraining from being a pessimist is one of the
suggested solutions of the participants to at least lessen the
effects of simultaneous school tasks to them both as an
individual and as a learner. They said that having a positive
outlook in life will help them accomplish the tasks properly.
 Doing time management was also suggested to lessen the
effects of simultaneous school tasks to one’s mental health.
Dividing the tasks given into specific hours of doing them is said

to be a big help to prevent rushing or cramming just to finish
them on time.
 Holding yourself back from doing things that are not really
necessary and starting doing the tasks right away will also help
lessen the effects of simultaneous school tasks to one’s mental
health as mentioned by the co-researchers. Limit the time for
enjoyment for the meantime and do the tasks as fast as can be
so you can also have time for yourself.
 Disciplining yourself is the most suggested way by the majority
of the participants. Lesser time for leisure time and greater time
for study time must be applied to lessen the effects of
simultaneous school tasks to the mental health.
 One can also organize their tasks from the most required ones
to the least ones to ease the factor of rushing or cramming. By
doing them one by one, a student can lessen the effects of
simultaneous school tasks to the mental health as mentioned by
the participants.

CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the findings of the study, conclusion, and recommendation.
Findings of the Study
1. Students rush accomplishing the assigned tasks even if it takes them
sleepless nights and sacrifice the day sleeping at school and then going
home without gaining something really substantial. Accomplishing or
conducting simultaneous school tasks is really building pressure, difficulty,
loss of time for self, overthinking, stress, and exhaustion to students as
their responsibilities doesn’t only lie on being a student, but also being a
child at home.
2. Relying on the findings mentioned above, the effects of simultaneous
school tasks to the mental health of students are as follows; stress due to
overthinking and worrying in accomplishing the assigned tasks all at once.
Students are also having a hard time balancing their time because the
tasks come after another and so, they are overcome by tardiness in doing
them. They’d take any risk just to get everything done thinking of the
expectations of people around them that leads them to feel pressure. And
if they fail, they will have a decrease in self-confidence.
3. Despite of the hardship that the participants shared during the interview,
they still have their own ways of coping with simultaneous school tasks.
They never fail to always suggest time management and task organizing
to balance everything out. Planning schedules will do and separating the

tasks from the most urgent to the least urgent will also do. Covering the
negative effects with positive outlooks will make it convenient for one to
handle simultaneous school tasks.
Conclusions
In this study, the following conclusions are formed:
1. Receiving a single task already builds pressure to a student. Then,
receiving simultaneous school tasks is indeed a whole new level process
of doing a school work. It interferes with the student’s physical and mental
aspect of daily living. Thinking of how they are going to manage the time
to balance everything out makes it stressful for the students too. Yet, they
got no other choice but to do it otherwise, they fail. As a summary, the
students experienced difficulty, pressure, stress, exhaustion, and loss of
time for self.
2. Accomplishing or finishing simultaneous school tasks affects not only the
mental health of students but also their physical health since they can no
longer take meals properly and even sleep properly. Lastly, handling
simultaneous school tasks have interconnected effects to a student’s
mental health.
3. Being punctual in time is the solution that will lead one to accomplish
anything no matter how heavy a workload is. Engaging positivity will also
help diminish the effects of simultaneous school tasks in the mental health
of students. As a whole, one has to discipline himself/herself to make the
flow of accomplishing the various tasks convenient.

Recommendations
For further researches, the following recommendations can be formed:
1. Students should keep in touch with people who can influence them to have
a positive outlook in any simultaneous school task that are needed to be
done. They can look for help from someone who are good in the field if
necessary. There’s no need of keeping the burden in themselves and don’t
let the sense of procrastination and negativity overcome them in the
process of achieving their goal. As for the teachers, they have to be
considerate enough with the capabilities of the students and understand
that their little mistakes are caused by personal problems as well. And the
parents must also be considerate enough with their children since studying
isn’t as easy as they think it is because K to 12 curricula is a whole different
system that’s why students are having a hard time balancing their time for
school, for household chores, and for themselves.
2. Students should not tolerate themselves getting consumed by negativities.
They must encourage themselves to continue doing their goals if no one
can do it for them. They can listen to music to relax somehow. They can
also take their meals while doing the tasks so they don’t skip them. And to
prevent sleeping late, they have to set aside having fun time. As for the
teachers, they have to be careful enough with the way they discipline the
students because words can be more than something if it creates a real
big impact. And the parents must show even more support and assistance
to their children by simply checking if they’re still doing fine or how’s school

is going because great affection is what teens at these age needs when
they feel really bad.
3. Students should know how to be punctual because being irresponsible will
lead them nothing in the future. Regardless of the negative effects of
simultaneous school tasks, they must be aware on how to handle their
emotions properly and don’t forget that accomplished tasks despite of the
difficulty is worth it. As for the teachers, they must be a good example to
the students and lessen the times of rushing the students out because no
sane student wanted to receive a failing grade. They must be an extension
of help and inspiration to students and not a reason to stop pursuing their
dreams. And the parents must monitor their child’s daily and remind them
time by time to limit spending too much time on social media and take time
doing their academic requirements. A concern from the parent would help
lessen the effects if the student is ever already feeling a negativity.

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CODES OF THE CASES
EXPERIENCES OF STUDENTS IN ACCOMPLISHING/CONDUCTING

SIMULTANEOUS SCHOOL TASKS
Primary Themes Secondary Themes
Causes of simultaneous  Tasks that are difficult to

school tasks accomplish (Abangan, Alayon,
Bayanin, Antonio, Recto,
Tiagan, Bonayon, Parza,
Griego)
 Pressure in accomplishing the

tasks (Mindajao, Ricafort,
Mitra, Manalo)
 Stress from other tasks that

causes pressure (Bayanin,
Manrique, Aoanan, Tuden)
 Migraine caused by
overthinking on how to finish
the tasks (Dellosa)
 Too much enjoyment /

Procrastination (Mitra)
 Exhaustion from other

personal responsibilities
(Dellosa)
 Teachers that aim to teach

students how to manage time
properly (Dela Cruz)
Experiences in terms of  Exhaustion due to overwork

accomplishing simultaneous that links to lack of sleep,
school tasks skipping meals, and busy day
(Vergara, Alayon, Tuden,
Manalo, Griego)
 Pressured running after the

deadline (Alayon, Manrique,
Dellosa, Tiagan, Bonayon,
Mitra, Ignacio)

 Stress due to the
unaccomplished tasks
(Vergara, Antonio)
 Loss of time for self because

of accomplishing them first
(Abangan, Tuden)
 Anxiety caused by worrying if

they could accomplish them
without failing (Mindajao)
 Nervousness which resulted

from the fear of failing
(Mindajao)
 Difficult because of the same

due dates (Recto)
 Sleep deprivation in strong

need to finish them the next
day (Ricafort)
Experiences in conducting  Difficult due to the limited time

simultaneous school tasks given to accomplish them
(Vergara, Alayon, Bayanin,
Antonio, Recto, Ricafort,
Parza, Dela Cruz, Griego)
 Stressful specially when the

tasks are not fit with my skills
(Abangan, Mindajao, Antonio,
Manrique, Aoanan, Bonayon,
Ignacio)
 Tiring since my body wanted

to rest instead (Dellosa,
Aoanan, Tiagan, Tuden)
 Builds pressure from fear of

disappointing the teacher
(Mindajao)

 Procrastinating since my body
wanted to rest instead
(Aoanan)
 I usually come home late just

to finish them one by one
(Tiagan)
 Mixed emotion for finding ways

how to accomplish them
without sacrificing another
(Mitra)
 Gives me headache from the

will to accomplish them even
when I can’t (Manalo)
Feelings towards required  Stressed out (Mindajao,

tasks that should be complied Aoanan, Bonayon, Dela Cruz)
at the same time
 Exhausted imagining the tasks
you have to do all at once
(Alayon)
 Annoying because we’re

humans and not robots to do
them simultaneously
(Manrique)
 Just fine (Dellosa)
 Causes overthinking due to

worrying (Aoanan, Mitra)
 Rushed from running after the

deadline (Mitra)
 Confused on how to balance

things out (Ignacio)
 Difficulty in maintaining the

equilibrium (Griego)

Instances when school tasks  Simultaneous school tasks
are done at the same time occur when there are
instances that the due times
happened to be assigned on
the same dates (Abangan,
Vergara, Alayon, Bayanin,
Mindajao, Antonio, Manrique,
Dellosa, Recto, Tiagan,
Ricafort, Bonayon, Mitra,
Parza, Dela Cruz, Ignacio)
 Simultaneous school tasks

occur when procrastination
overcomes the student’s will to
prioritize school tasks first
(Tuden, Griego)

EFFECTS OF SIMULTANEOUS SCHOOL TASKS TO THE MENTAL
HEALTH OF STUDENTS
Effects of simultaneous school  Stress due to overthinking and

tasks to the mental health of worrying in accomplishing
students as an individual them all at once (Abangan,
Vergara, Bayanin, Manrique,
Aoanan, Tiagan, Mitra, Tuden,
Parza, Manalo, Dela Cruz,
Ignacio, Griego)
 It causes tardiness because a

bunch of workload triggers
laziness (Ricafort, Bonayon,
Tuden, Aoanan)
 Confusion on how to balance

responsibilities can cause
migraine (Alayon, Recto,
Tiagan, Ricafort)
 Fear of failing since there are

a lot of things to be complied
(Mindajao)
 Decreased self-confidence
due to being conscious of the
possible outcome of their
rushed work (Antonio, Recto)
Effects of simultaneous school  Stress because we do not

tasks to the mental health of have same degrees of
students as a learner intelligence quotient (Alayon,
Antonio, Mitra, Dela Cruz)
 Starts overthinking and getting

pressured of the possible
reactions of the people that
expect a lot from them
(Mindajao, Aoanan, Mitra,
Tuden, Manalo, Griego, Mitra)

 Tardiness for the reason that
they have their own personal
responsibilities aside from
academics (Dela Cruz,
Dellosa)
 Lesser time for self since they

spend most of the hours
accomplishing academic
works (Aoanan, Bonayon)
 Decreased self-confidence
because rushed works aren’t
something to be proud of
(Antonio)
 Mind improving since limited

time would require immediate
formulation (Manrique)
 Migraine because of mind

overworking (Manalo)

SUGGESTIONS TO LESSEN THE EFFECTS OF SIMULTANEOUS
SCHOOL TASKS TO THE MENTAL HEALTH OF STUDENTS
Techniques employed to finish  Time management for

the assigned simultaneous balancing certain priorities
school tasks (Abangan, Bayanin, Mindajao,
Antonio, Dellosa, Aoanan,
Recto, Parza, Manalo)
 Task organizing for

sequencing the crucial and
least required activities
(Alayon, Manrique, Aoanan,
Ricafort, Bonayon, Mitra,
Ignacio)
 Stay awake to get rid of

wasting time (Vergara)
 Spend leisure time to give

yourself a break at least (Dela
Cruz)
Ways to prioritize  Arrange the tasks

simultaneous school tasks chronologically (from the most
required to the least) (Alayon,
Mindajao, Aoanan, Tiagan,
Ricafort, Mitra, Tuden, Parza,
Manalo, Dela Cruz, Ignacio)
 Allot specific time for each task

to prevent overlapping of
schedules (Manrique, Dellosa,
Recto)
 Keep an eye for your goal

(Antonio)
 Prioritize the school tasks

instead of your own likes
(Bonayon)

Suggestions to lessen the  Stay calm and refrain from
effects of simultaneous school being a pessimist (Antonio,
tasks to a student’s mental Ricafort, Bonayon, Manalo)
health
 Do time management
(Vergara, Bayanin, Ricafort)
 Start right away and do not

think of spending time for joy
(Abangan, Alayon, Recto,
Mitra)
 Discipline yourself and

endeavor to accomplish them
as fast can be (Vergara,
Aoanan, Bonayon, Tuden,
Griego)
 Organize your tasks from most

required to the least ones
(Manrique, Mindajao, Tiagan,
Tuden)
 Listening to music to at least

ease stress (Dellosa)
 Enlighten yourself if nobody

can (Parza)
 Spend leisure time before

working too much (Dela Cruz)
 Enjoy so you finish them

without stressing yourself out
(Ignacio)

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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Things do happen when it is meant to happen. No matter how much it could

coincidentally is termed ‘simultaneous’ as defined by Merriam Webster’s

Dictionary. While ‘task’ is defined as something that has to be done or

Multitasking could lead to over-stimulation of brain since a person who

EFFECTS OF SIMULTANEOUS SCHOOL TASKS TO THE MENTAL HEALTH OF STUDENTS IN SJLSHS | 1

have towards compliance of tasks at the same time.

Whenever demands go beyond a person’s abilities, stress definitely follows

and Jeffrey Evans in their published book entitled ‘Journal of Experimental

in 2008 that a person who do tasks simultaneously experience 40% drop of

because human brain experiences confusion that results to series of mental

(Kendra Cherry, 2018).

EFFECTS OF SIMULTANEOUS SCHOOL TASKS TO THE MENTAL HEALTH OF STUDENTS IN SJLSHS | 2

Doing things simultaneously usually makes it convenient for everyone to do

tasks as early as expected—the reason why a lot of people choose to do

multitasking. Multitasking is referred to as accomplishing two or more tasks at the

Yet, performing simultaneously can cause pain to an individual regardless of the

intensity (Van Ryckeghem, et al., 2012). Specifically, a serious threat to one’s

mental health (Woolston, C., 2018).

10% drop in IQ (Bergman, 2010).

them in an unnoticeable way. Yet they seem to have no choice but to do it

person no choice but to do it at the same time (Classens, 2010). Time is an

essential element in accomplishing any task which defines the responsibility of a

EFFECTS OF SIMULTANEOUS SCHOOL TASKS TO THE MENTAL HEALTH OF STUDENTS IN SJLSHS | 3

(Lee and Han, 2014).

stress and other mental illness when perceived in a real-world situated

environment (Lund H. et al., 2010).

Clearly, doing tasks simultaneously has a dangerous effect to a person’s

of mental health, it totally reflects in a person’s physical body as well as

is very hard to observe to a person suffering from it.

Statement of the Problem

EFFECTS OF SIMULTANEOUS SCHOOL TASKS TO THE MENTAL HEALTH OF STUDENTS IN SJLSHS | 4

simultaneous school tasks?

3. Based on the result of the responses, what suggestions can be suggested

to lessen the effects of simultaneous school task to an individual’s mental

The following assumptions can be formed:

1. Students feel pressured on the school works that are required to be

passed at the same due time.

2. Students experience overthinking on how they are going to prioritize the

3. Students acquire fear of failing when simultaneous tasks occur.

Scope and Delimitation

health of students in San Jose-Litex Senior High School. It employs a Descriptive-

school-year 2018 – 2019.

Significance of the Study

This study will be beneficial to the following:

EFFECTS OF SIMULTANEOUS SCHOOL TASKS TO THE MENTAL HEALTH OF STUDENTS IN SJLSHS | 5

their child is suffering from stress, anxiety, or depression concerning the

in order to help them cope with it.

recommendations and suggestions so they can take actions in preventing the

effects of simultaneous tasks to the mental health of the learners.

Futures Researchers. This research will be a useful reference for the

simultaneous tasks to the mental health of the students.

For further clarification and understanding of the terminologies associated

in this study, the following terms are defined operational:

Attention. This refers to the focus of a person in a certain task or activity as

employed in this study.

a focus in accomplishing a task needed to be done.

human by doing a certain activity.

EFFECTS OF SIMULTANEOUS SCHOOL TASKS TO THE MENTAL HEALTH OF STUDENTS IN SJLSHS | 6

an individual is processing on their mind.

and is proven technical due to innovation.

the same time.