1

Chapter 1
PROBLEM AND ITS BACKGROUND

Introduction

Education at school is designed to guide and to mold the learners’ behavior to

direct them toward their eventual role in society in the future and to enhance their

academic-related capabilities. On the 15th day of May in the year 2013, President

Benigno Aquino III approved the Republic Act (RA) 10533, signing into law the K to 12

program, wherein it includes Kindergarten and 12 years of basic education (six years of

primary education, four years of Junior High School, and two years of Senior High

School) to provide and develop lifelong learners and to produce globally competitive

individuals.

Many students are being left behind by an educational system that some people

believe is in crisis. Improving educational outcomes will require effort on many fronts,

but a central premise of this monograph is that one part of a solution involves helping

students to better regulate their learning through the use of effective learning techniques.

School is a competitive place where people have many duties and responsibilities and, to

adapt to the raging demand of learning, students now formulate study habits and in line

with this, their reviewing strategies. Reviewing strategy is defined as a way wherein the

student can easily comprehend the given topic to produce better results (Capulong et al.,

2018). Every student has their own reviewing strategy and sometimes students now

forget their health as their studies interfere with it.

Usually, when students arrive home from school at the end of the day, they want

to relax and play and do chores that are not related to school. However, most have a
 2

couple of hours of homework to complete. A study suggests that homework is one factor

that causes students to feel stressed, but some local school officials have found a way

around that.

Homework isn’t the only task that they worry about, they also worry about

achieving high scores on tests, an above average grade on their different performance

tasks and enrolling into a top college or university. These are just some of the things that

most students are bothered about. During the school year, a survey called “Stress in

America”, from the American Psychological Association, suggests that teenagers are

under more stress than their parents.

According to the recent study of Verónica Pérez et al. (2018), the main sources of

stress were academic-related, choosing a career path, and family troubles. Stress and

tension can be an effect when a student studies or the student has a poor reviewing

strategy. Over studying can cause the student to experience fatigue. When studying too

hard, it can cause the brain to develop an inflammation. It can also lead to depression and

memory loss (Godbout, 2009).

There are some reviewing strategies for different kinds of learning tasks including

memorizing facts, understanding concepts and relationships between ideas, taking notes

and synthesizing information, reviewing for class discussions, highlighting, rereading and

many more. Deciding what reviewing strategies to use or what approach to choose for an

assignment before you begin can save you time later. Thus, choosing the right reviewing

strategies is important (Geffen, 2010).

In connection to this, different studies have been made to raise awareness for the

students and for them to be able to recognize the bad effects of these reviewing strategies
 3

or study habits to their physical and mental health. With this, the main objective of this

study is to determine the effects of the different reviewing strategies of the Grade 11

students of College of the Holy Spirit of Tarlac in relation to their physical and mental

health build-up.

Statement of the Problem

This study would be conducted to determine the effects of the different reviewing

strategies of the Grade 11 students of College of the Holy Spirit of Tarlac to their

physical and mental health build-up.

It aimed to answer the following questions:

1. What are the most commonly used reviewing strategy of the Grade 11

students of the College of the Holy Spirit of Tarlac?

2. What are the effects of these reviewing strategies to the Grade 11 students in

terms of:

2.1. Physical health;

2.2. Mental health?

3. What are the advantages and disadvantages of these reviewing strategies to the

Grade 11 students?

4. What is the implication of this study in regards to the reviewing strategies of

Grade 11 students of the College of the Holy Spirit of Tarlac?

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Significance of the Study

Education helps to enhance and give knowledge. It develops the perspective of

everyone and keep them enlightened in a certain thing. Students do have different

reviewing strategies for them to remember the lessons and things that they have tackled,

and this study will help the students, specifically Grade 11 Senior High School students

of College of the Holy Spirit of Tarlac and to their parents, school administration and for

the future researchers.

To the students. For them to be aware of different reviewing strategies without

straining themselves and to also be aware of the different effects of their reviewing

strategies to their health, particularly mental and physical health.

To the parents. For them to be of aid to their children by helping them morally,

financially and physically for the students to be more flexible with their studies and for

their children to cope up with the stress.

To the school administration. For them to gain insights as to what measures are

appropriate to help the students cope better in their studies without interfering with their

health which can surely be applied to meet their goals in producing outstanding

graduates.

To the future researchers. The ideas presented in this study may be used as a

reference data in conducting new researches or in testing the validity of other related

findings.
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Conceptual Framework
Reviewing strategies

Effects of the reviewing

strategy to the respondent’s
physical and mental health

Advantages and
Disadvantages of the
reviewing strategies

Implications

Figure I. Paradigm of the Study

This diagram shows the conceptual framework of the study. The study will

revolve primarily on the different reviewing strategies of the Grade 11 students and its

effects to the respondents’ physical and mental health together with its advantages and

disadvantages. In order to gather information about the matter, the researchers will be

conducting a survey in a form of a questionnaire. After the collection of data, it will be

interpreted and the researchers will formulate the implications in regards to the reviewing

strategies of the respondents.

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Scope and Delimitation of the Study

The primary focus of this study would be to determine the effects of different

reviewing strategies of the Grade 11 students of College of the Holy Spirit of Tarlac to

their physical and mental health state. The research would take place on the grounds of

the school (College of the Holy Spirit of Tarlac) from November 2018 to March 2019.

The subjects are delimited to the entirety of the Grade 11 students S.Y. 2018-2019.

Definition of Terms

The following terms were defined to ensure clarity in their respective definitions

and uses in the research study.

Mental health. It refers to cognitive behavioral and emotional well- being. It is

all about how we think and behave. It is one of the variable used in the study that needs to

be considered. Student’s mental health can be measured in terms of their stress,

emotional capability and others.

Physical health. It is the overall physical condition of a living organism at a

given time. It is also one of the variable used in the study that needs to be considered.

Reviewing Strategy. It is a way wherein the student can easily comprehend the

given topic to produce better results. It is the independent variable used in the study

wherein the reviewing strategies of students such as highlighting, memorizing facts,

rewriting and others might affect their physical and mental health.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter entails related literatures and studies that are connected with the

study.

Related Literature

Education is the imparting and acquiring of knowledge through teaching and

learning, especially at a school or a similar institution. Throughout the years, it has been

developed into a modernized type of education where it uses a variety of technology,

computers, projectors, internet, and many more. Diverse knowledge is being spread

among the people. Due to raging demand of learning, students have formulated lots of

different reviewing strategies to cope up with their everyday studying schedule and

without realizing it, it largely affects their physical and mental health state (Singh, 2010).

A reviewing strategy is a way wherein the student can easily comprehend the

given topic to produce better results. Every student has their own review strategy such as

outlining, note- taking, identifying keywords, highlighting and mind mapping. Others

prefer to use their memory and stock knowledge in terms of written works for they

understand it better, when an idea pops into their minds. You can maximize your time

organizing your notes by major points and supporting ideas for an exam, as well as to

determine if it will work as a review strategy (Capulong et al., 2018). Deciding what

reviewing strategies to use or what approach to take for an assignment before you begin.

Many students jump into an assignment or a study strategy and discover midway through

the process that a different approach would have produced better results and saved time

(Geffen, 2010).
 8

Given that education plays a vital role to social and economic development and

has a profound impact on population health. The most evident reason for the association

of education to health is that education itself produces benefits that later predisposes the

recipient to better health outcomes and it can impart a variety of benefits that improve the

health trajectory of the recipient (Haley et al., 2015). Nevertheless, obsessing too much

about education and over studying in general can lead to excess and unwanted amounts of

stress and tension that can actually burn you out (Kim, 2015). Although studying itself

does not sound very fatal, it comes with consequences. Sitting for a long time, lacking

sleep, and overstressing, are three serious consequences of over studying which can

actually lead to death (Khajavi, 2018).

Lack of sleep among students negatively impacts health and academic outcomes

(Lazard et al., 2014) leading also to physical inactivity, and inactivity was reportedly “as

deadly as smoking” stating that a lack of exercise is now causing as many deaths as

smoking across the world (Bazian, 2012). In line with this, as stated by Gretchen

Reynolds (2013), children who are physically fit absorb and retain new information more

effectively than children who are out of shape, a new study finds, raising timely questions

about the wisdom of slashing physical education programs at school.

Parents and exercise scientist (who, not infrequently, are the same people) have

known for a long time that physical activity helps young people to settle and pay

attention in school or at home, with salutary effects on academic performance. On the

other hand, 15.2% of the adolescents had evidence of distress and 18.4% were found to

be depressed. Certain factors were found to cause this like parental fights, beating at

home and inability to cope up with studies (Goyal et al., 2013).

 9

In this study, it focused more on the specific reviewing strategies and its effects

on the Grade 11 students’ physical and mental health. The literatures stated above revolve

mainly on the relationship of education and health and the sensory and the kinesthetic

learning styles of students in general. Nevertheless, the findings in these studies will

validate the results of this study’s findings.

Related Studies

A. Local

Learning or thinking style denotes to the preferred way an individual acquires and

processes information. Based on the sensory preferences of learners, they tend to

gravitate toward one or more type of sensory input and maintain dominance of the

following types: visual, auditory or kinesthetic (Lumanog, 2016).

Filipino students are visual and kinesthetic learners. They prefer to process

information by seeing it. They like to receive information from pictures, graphs,

diagrams, and visual media. As kinesthetic learners, Filipino students learn well through

whole body involvement and direct experience. They want to be as active as they can.

Role play, field trips, grouping together with fellow students to form the letters of the

alphabet with their bodies, and becoming physically involved in the thoughts expressed

in poetry are examples of activities that help them learn. Filipino students, least preferred

perceptual modality is auditory (Wallace, 2010).

As students have their own way of reviewing their lessons (Dunn, 2009), in this

study, it was revealed that the Learning Style Inventory was administered to 450 sixth

and seventh grade students in one urban and two rural schools. The LSI is a self-report

instrument which analyzes the conditions under which students in grades 3 to 12 prefer to
 10

learn. It uses dichotomous items such as “I study best when it is quiet,” and “I can ignore

sound when I study”.

Of the 22 elements of learning style assessed by the LSI (Learning Style

Inventory), Filipino students were found to have preferences for eight. They prefer

silence rather than music or other sounds when studying. They need bright light to

concentrate or they may become drowsy and cannot think well. Filipino students prefer

cool temperatures and believe they do not perform as well when they are warm. They

enjoy sitting in wooden, steel, or plastic chairs (formal design) and can work in them for

long periods of time (Wallace, 2010).

Often, students who think better in silence than with sound, who need bright light

rather than dim light, and who concentrate better in formal seating than on a soft chair or

sofa tend to be sequential and persistent learners: They move from the beginning of a task

to end in a series of discrete stages (Milgram et al., 2009).

Many students assimilate that each one of them is having a hard time reviewing

and memorizing different terms. It is a hindrance among them that they don’t have a

favored review strategy to imply on their study habits. The reason why students get low

grades is that they do not conduct a strategy or technique for them to benefit from. It is a

matter of having a review strategy or bank memory. (Cuaresma et al., 2018)

It is shown that the learners had different preferences when processing

information, learners in the study also had different reviewing strategies. The studies are

similar to the current research because they emphasized that the students have different

reviewing strategies and preferences when reviewing. The only difference is the result

because the respondents of this study will be the Grade 11 students of the College of the
 11

Holy Spirit of Tarlac and the study will only focus in determining the effects of

reviewing strategies to their physical and mental health.

B. Foreign

As being exhibited by Picker (2018), the causal effects of education on health

would call for education subsidies only to the extent that there is a market failure and that

individuals are investing at suboptimal levels; otherwise, individuals would be basing

their education decisions on health benefits along with financial benefits. The possible

rationales for education subsidies include the idea that individuals may be unaware of the

health benefits of education when they make their education decisions, that they may be

credit constrained, that some groups do not know about or are excluded from higher

education, or that there are externalities to education and health beyond the individual

affected.

One study by Muney et al., (2013) gave emphasis to the relationship between

education and health, in particular about the possible causal relationships between

education and health and the mechanisms behind them.

As carried out by Wilde (2010), a substantial body of international evidence

clearly shows that those with lower levels of education are more likely to die at a younger

age and are at increased risk of poorer health throughout life than those with more

education. Extensive research has been conducted to better understand the multiplicity of

ways in which education influences health.

As stated by Meter (2009), the only variable that students claimed to have

influenced their note taking was background knowledge or prior knowledge. This factor

affected the selection of information they wanted to keep as note, the less familiar they
 12

were with the contents of a course, the more notes they tended to take. The same is

implied in another investigation of (Al-Ashkar, 2014) wherein the students who read a

related article before attending exams took less notes than those who read the same article

after the examination.

Zomick (2013) stated that an outline (one of the different reviewing strategy) is

simply a framework for presenting the main and supporting ideas for a particular subject

or topic. The good news is that making an outline or outlining is quite simple. Like most

creative endeavors, there are varying views on how to go about making an outline. Many

experts have reviewed and distilled their ideas into few logical steps.

Zimmerman (2010) discussed that the educational researchers have recently

begun 6to identify and study key processes through which students self-regulate their

academic learning. In this overview, it presents a general definition of self-regulated

academic learning and identifies the distinctive features of this capability for acquiring

knowledge and skills. The study of component processes contribute to understand the

distinctive features of students’ regulated learning. Finally, the implications of self-

regulated learning perspective on students’ learning and achievement are considered.

Oxford (2010) mentioned that students and teachers experienced style conflicts

82% of the time because of the different coping mechanism of students to deal with their

lessons.

Moreover, Willing (2011), noted that matching learning and teaching styles

improved learning, attitudes and motivation.

Riding and Rayner (2009), just discuss and describe the two basic dimensions of

cognitive styles, including wholist-analytic and verbal imagery styles. The wholist-
 13

analytic style learners tend to organize information into wholes or parts, while verbal-

imagery style learners are inclined to represent information during thinking verbally or in

mental pictures.

It was evident that all learners have individual attributes relating to their own

learning process and reviewing strategy and each of them learn differently because of

their biological and psychological differences. The studies are quite similar to this study

because the two emphasized that either education and reviewing strategies or learning

styles has an effect to the physical and mental health of students. However, the only

difference is the result because the respondents of this study will be the Grade 11 students

of the College of the Holy Spirit of Tarlac and will only revolve in determining the

effects of reviewing strategies to their physical and mental health.

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Chapter 3
METHODOLOGY

This section shows the methodological and logistical issues of the study including

design and procedure implied, the respondents of the study, research instrument and

statistical treatment.

Research Design

This study employs qualitative research method to determine the effects of

different reviewing strategies of the Grade 11 students of the College of the Holy Spirit

of Tarlac to their physical and mental health. This study will pursue to recognize the

results through the methods of collecting data.

Sampling Method

The researchers will use the simple random sampling technique, which is also

known as the fishbowl method, wherein each students from Grade 11 Hope, Faith, Joy,

Love, and Peace will be given an equal chance of being included in the samples. The

researchers will list all the names of the students and these will be put in a container.

Then, researchers will draw the desired number of sample from the container. The

researchers will know the desired number of respondents through the use of Slovin’s

formula.

𝑁
Slovin’s formula: n=
(1+𝑁𝑒 2 )
𝑁
Interval=
𝑛
Whereas:
N- Total Population
℮- Margin of Error
 15

Table 1. Total number of Grade 11 Students of the College of the Holy Spirit of
Tarlac
HOPE FAITH LOVE PEACE JOY TOTAL

45 43 31 42 31 192

Solution:

𝑁
n=
(1+𝑁𝑒 2 )

192
n=
(1+(192)(.052 ))

n= 129. 73 or 130 therefore, 130 are the total number of samples.

Research Instrument

The researchers will use the instrument questionnaire to collect the data needed in

this study. This will be used to gather credible and valid answers that are connected with

their research. Questionnaire will serve as a guide for the researchers in order for them to

be intact with the objectives of the research.

Statistical Treatment

To discover the effects of different reviewing strategies of the Grade 11 students

of College of the Holy Spirit of Tarlac to their physical and mental health, responses to

the questionnaire from the selected grade 11 students of the College of the Holy Spirit of

Tarlac will be statistically analyzed and the data collected will be tabulated and checked

thoroughly.
 16

Analyses of data will be guided by frequency count and percentage.

𝐹
%= x 100
𝑛

Wherein:

% is the percentage

F is the frequency

𝑛 is the total number of the answers of the respondents

100 is a constant value

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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains the presentation, analysis and discussion of data gathered by

the researchers from the respondents. The questions were analyzed and based on the

problems of the study.

Our first objective is to determine the most commonly used reviewing strategy of

the Grade 11 students of the College of the Holy Spirit of Tarlac, Table 1. Most

Commonly Used Reviewing Strategies of Grade 11 Students of College of the Holy

Spirit of Tarlac will be the one to present the data about it and in the second objective

which is about the effects of these reviewing strategies to the Grade 11 students in terms

of their physical and mental health: Table 2. Students Who Think their Reviewing

Strategies Affects their Physical Health, Table 2.1. Students Getting At Least 8 Hours of

Sleep when Reviewing, Table 2.2. Students who are Sitting Still for More Than One

Hour of Their Time Reviewing, Table 2.3. Students Exhibiting Some Brisk or Hard

Exertion Even in the Middle of Reviewing, Table 2.4. Students Who Often Feel Tired

After Reviewing, Table 2.5. Students Who Still Participate in any Physical Activity that

Lasts For More Than 30 Minutes At Least Thrice a Week Despite of their Busy

Academic Schedule, Table 3. Students Who Thinks Reviewing Strategies Affects their

Mental Health, Table 3.1. Students Getting Easily Irritated After Reviewing, Table 3.2.

Students Feeling Emotionally Unstable While/After Reviewing, Table 3.3. Students

Developing a Problem Because of their Reviewing Strategy Specifically Regarding their

Mental Health, Table 3.4. Students Feeling Unusually Stressed Out While Studying and
 18

Table 3.5. Students Feeling Particularly Down For Two Days or More will present the

data needed in line with the second objective. While the third objective is about

determining the advantages and disadvantages of these reviewing strategies to the Grade

11 students: Table 4. Advantages of Reviewing Strategies and Table 4.1 Disadvantages

of Reviewing Strategies for the third objective.

There are a total of 130 respondents for this research but not all students answered

the survey-questionnaire because some of the students were always not around during the

gathering of data.
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Table 1. Most Commonly Used Reviewing Strategies of Grade 11 Students of

College of the Holy Spirit of Tarlac

Reviewing Strategies Frequency Percentage Rank

(%)

Memorizing Facts 85 36.80% 1

Reviewing for Class Discussions 17 7.36% 4

Rewriting 32 13.85%% 3

Taking Notes and Synthesizing 83 35.93% 2

Information

Review with Flash Cards 8 3.46% 5

Others (Recording lectures, 6 2.60% 6

Reviewing as a group and

Highlighting)

Total 231 100%

Table 1 shows the most commonly used reviewing strategies of the Grade 11

students of College of the Holy Spirit of Tarlac. Among the six most commonly used

reviewing strategies, memorizing facts and taking notes are the most frequently used

strategy used by Grade 11 students that had frequencies of 85 and 83 with percentages of

36.80% and 35.93% respectively. It can also be inferred from the table that the least used

reviewing strategies are reviewing with flashcards and other reviewing strategies,
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namely, recording lectures, reviewing as a group and highlighting that had a frequencies

of 8 and 6 with a percentage of 3.46% and 2.60% respectively.

Table 2. Students Who Think their Reviewing Strategies Affects their Physical
Health

Responses Frequency Percentage (%)

Yes 71 56.35%

No 55 43.65%

Total 126 100%

This table presents the data on how the reviewing strategies affect the physical

health of the Grade 11 students. Most of the respondents answered that it does affect their

physical health with a percentage of 56.35% while 43.65% said it does not affect their

physical health, the reason why will be justified with the help of the other succeeding

tables.

Table 2.1. Students Getting At Least 8 Hours of Sleep when Reviewing

Responses Frequency Percentage (%)

Yes 22 18.18%

No 99 81.82%

Total 121 100%

For table 2.1, it presents the data if the students are getting at least 8 hours of

sleep when reviewing. Most of the respondents answered that they do not get at least 8

hours of sleep when they are reviewing with a percentage of 81.82%. When asked why

not, majority of the respondents that said “No” state that it is due to the amount of

materials to review. On the other hand, 18.18% said that they still get 8 hours of sleep
 21

when reviewing and majority of the respondents that said “Yes” supported their answer

by stating that it is because they managed their time well and don’t need to sacrifice their

time in sleeping.

Table 2.2. Students Who are Free From Sitting Still for More Than One Hour of
Their Time Reviewing
Responses Frequency Percentage (%)

Yes 69 54.76%

No 57 45.24%

Total 126 100%

Table 2.2 shows the data of the students if they are free from sitting still for more

than 1 hour of their time when reviewing. Majority of the respondents answered that they

are free from sitting still for more than 1 hour of their time reviewing with a percentage

of 54.76% and 45.24% said “No”, meaning they are sitting still for more than one hour of

their time reviewing.

Table 2.3. Students Exhibiting Some Brisk or Hard Exertion Even in the Middle of
their Reviewing

Responses Frequency Percentage (%)

Yes 62 49.21%

No 64 50.79%

Total 126 100%

Table 2.3 presents the data of the students if they are still exhibiting some brisk or

hard exertion even in the middle of their reviewing. In line with the preceding table,

majority of the students who answered the questionnaire exhibits some brisk and hard
 22

exertion given that they are still in the middle of their reviewing with a percentage of

50.79%. However, 49.21% of the respondents answered “No”, meaning they are not

exhibiting some brisk or hard exertion even in the middle of their reviewing.

Table 2.4. Students Who Often Feel Tired After Reviewing

Responses Frequency Percentage (%)

Yes 102 80.31%

No 25 19.69%

Total 127 100%

Table 2.4 presents the data of students who often feel tired after reviewing. Most

of the respondents feel tired after engaging on act of reviewing. Majority of the

respondents answered “Yes” which means they often feel tired after reviewing and

majority of the respondents that said “Yes” supported their answer in the questionnaire

by stating that they have exerted so much effort to review causing their bodies to feel

tired. Nevertheless, 19.69% of the respondents answered “No” meaning they do not feel

tired after reviewing and majority of the respondents that answered “No” in the

questionnaire also stated that it is because they have established their own rest time in

between of their time in reviewing. Thus, minimizing the chance of over exhausting their

bodies.
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Table 2.5. Students Who Still Participate in any Physical Activity that Lasts For
More Than 30 Minutes At Least Thrice a Week Despite of their Busy Academic
Schedule

Responses Frequency Percentage (%)

Yes 67 53.17%

No 59 46.83%

Total 126 100%

Table 2.5 present the data of students who still engage on 30 minutes of physical

activity at least thrice a week despite of their heavy schedule. 53.17% of the respondents

do participate any physical activity and any other recreational activities. The remaining

46.83% of the respondents do not attend any physical activity that lasts for more than 30

minutes at least thrice a week despite of their busy academic schedule.

Table 3. Students Who Thinks Reviewing Strategies Affects their Mental Health

Responses Frequency Percentage (%)

Yes 98 77.78%

No 28 22.22%

Total 126 100%

Table 3 shows the data of students who believe that reviewing strategies affect

their mental health.77.78% of the respondents agreed on the given scenario. For the

remaining 22.22% does not agree that it affects their mental health, this claim will be

further elaborated with the use of the succeeding tables.

 24

Table 3.1. Students Getting Easily Irritated After Reviewing

Factors Frequency Percentage (%)

Yes 72 57.14%

No 54 42.86%

Total 126 100%

Table 3.1 shows that of the total sample size, only 54 students are not easily

irritated after reviewing. This number amounts to 42.86% and the respondents who

answered “No” in the questionnaire elaborated their answer by stating that it is because

they still can handle the stress brought by the piles of reviewing materials they need to

review while the rest indicated the complete opposite with a percentage of 57.14% and

unlike what the respondents that answered “No” said that they get easily irritated or they

get an irritable mood after reviewing is because they sometimes don’t get enough sleep

and they feel stressed out after.

Table 3.2. Students Feeling Emotionally Unstable While/After Reviewing

Responses Frequency Percentage (%)

Yes 68 53.97%

No 58 46.03%

Total 126 100%

It is evident from table 3.2 that the majority of the respondents (53.97%) claimed

that they are emotionally unstable during or after reviewing and when asked why

respondents stated in the questionnaire that it is because of frustration and tiredness that

was brought by tons of materials to review, whereas about 46.03% of them do not feel
 25

that they are emotionally unstable while or after reviewing and when asked why not, it is

because they can handle themselves and can manage their emotional state.

Table 3.3. Students Developing a Problem Because of their Reviewing Strategy

Specifically Regarding Their Mental Health

Responses Frequency Percentage (%)

Yes 60 48%

No 65 52%

Total 125 100%

Table 3.3 illustrates how many students are developing a problem because of their

reviewing strategy, specifically regarding their mental health. Most of the students

answered “No” with a 52% percentage. Respondents are tasked to reason out their

responses and those who answered “No”, majority of them stated that although

sometimes it affects their mental health, it is not that severe or they are not completely

pressured by their parents and classmates, while the students who answered “Yes” were

48% and it was further elaborated also by the respondents in the questionnaire that this

was because of students that give their time and effort to review for their exams but in the

end, they still get low grades.

 26

Table 3.4. Students Feeling Unusually Stressed Out While Studying

Responses Frequency Percentage (%)

Yes 100 79.37%

No 26 20.63%

Total 126 100%

From the table given above, it is clear that a majority of the respondents usually

feel stressed out while studying with a total percentage of 79.37% and that means 20.63%

of the respondents are not mostly stressed out while studying.

Table 3.5. Students Feeling Particularly Down For Two Days or More Because of
the Result of the Test

Responses Frequency Percentage (%)

Yes 74 58.73%

No 52 41.27%

Total 126 100%

Table 3.5 clearly exemplifies the number of respondents who said that they feel

down for two days or more after the result of the exam is out. The data below shows that

most of the respondents feel down whenever the result of the exam is out with a

percentage of 58.73%, they supported their question by stating the reason why in the

questionnaire and it is revealed that it is because even if students did their best in

studying, there’s some instances that they still end up being not good enough. The

remaining 41.27% said don’t feel down after getting the result of the exam and unlike the

other reason, some students do not feel down because they know they’ve done their part

and there’s nothing they can do about it.

 27

Table 4. Advantages of Reviewing Strategies

Advantages Frequency Percentage Rank

(%)

They get enough sleep 24 5.87% 6

They managed their time wisely 44 10.76% 5

They always get passing scores 87 21.27% 2

They understand the given topic well 83 20.29% 3

It makes them retain new information 90 22% 1

They can review the topics immediately 81 19.80% 4

Total 409 100%

Table 4 shows the different advantages of different reviewing strategies. It is

revealed that the main advantages of their reviewing strategies is that it makes them

retain new information (22%) and then, it helps them get passing scores with it, with a

percentage of 21.27%, followed by they understand the given topic well with a

percentage of 20.29%, and others also claim that using their reviewing strategies helps

them in a way in which they can review the topics immediately (19.80%). It was also

stated that they managed their time wisely (10.76%) and lastly is that, only 5.87%

claimed that they get enough sleep.

 28

Table 4.1 Disadvantages of Reviewing Strategies

Disadvantages Frequency Percentage (%) Rank

They don’t get enough sleep 103 30.38% 1

It’s time consuming 70 20.65% 3

They always forget important concepts 41 12.09% 4

They always procrastinate to review 73 21.53% 2

It is not efficient 25 7.37% 6

They don’t understand the concepts well 27 7.96% 5

Total 339 100%

After stating the advantages, Table 4.1 shows the different disadvantages of

different reviewing strategies. Most of the respondents said that with their own reviewing

strategies, they were not getting enough sleep while doing it, which top the other

disadvantages stated above with a percentage of 30.38%. It is also indicated that their

reviewing strategy let them procrastinate to review (21.53%) because it’s time consuming

(20.65%). They also forget important concepts with it (12.09%) and they don’t

understand the concepts well (7.96%) and lastly, they claimed that it is not efficient

(7.37%).
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Implications of the Study

In today’s generation, stress and different mental illnesses are very rampant

among young ones, specifically among the students. School is a crucial aspect of

children’s lives. If they are unable to go school each day to acquire the skills they need to

be successful in life, then they will be at a disadvantage for their entire lives. Multiple

studies have found that most students are getting too much extra assignments, leading to

sleep deprivation, unhealthy levels of stress, as well as other related health problems. In

alignment with these different problems that students are facing, this study could help

them improve their certain reviewing strategy that they are currently using, and the said

study could also help them be conscious about their health, specifically physical and

mental health.

The main goal of this research is to raise awareness to the students about the effects of

reviewing strategies to the physical and mental health of the Grade 11 students S.Y 2018-

2019. The researchers had obtained these using a survey questionnaire that fits the topic.

As the researchers had interpreted the data, the implications of the study are made. Based

on the data given, the researchers reveals that the most commonly used reviewing

strategy of the Grade 11 students is memorizing facts and taking down notes. After

determining the most commonly used reviewing strategy of the Grade 11 students, it also

reveals that the reviewing strategies that the Grade 11 students are using are affecting

their physical and mental health. In addition to this, advantages and disadvantages of

these reviewing strategies are also determined and revealed. Through this study, the

researchers find out about the impacts of the respondents' reviewing strategies. Thus, this

study can open the eyes of students, and let them see what is/are the outcomes of the
 30

strategies they use. In regards to this, with the help of this study, students could prevent

the different mental and physical illnesses that they might acquire and become severe.
 31

Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter gives a final rundown of the research, gathered information, and

processes in the completion of the study.

Summary of Findings

This study entitled “Effects of Reviewing Strategies of the Grade 11 Students of

the College of the Holy Spirit of Tarlac S.Y. 2018-2019 to their Physical and Mental

Health” will be conducted to find the effects of the reviewing strategies to the physical

and mental health of the Grade 11 students of the College of the Holy Spirit of Tarlac

S.Y. 2018-2019.

In which, the researchers seek to answer the following problems:

1. What are the most commonly used reviewing strategy of the Grade 11 students

of the College of the Holy Spirit of Tarlac?

2. What are the effects of these reviewing strategies to the Grade 11 students in

terms of:

2.1. Physical health;

2.2. Mental health?

3. What are the advantages and disadvantages of these reviewing strategies to the

Grade 11 students?

4. What is the implication of this study in regards to the reviewing strategies of

Grade 11 students of the College of the Holy Spirit of Tarlac?

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1. Most commonly used reviewing strategy of the Grade 11 students of the College

of the Holy Spirit of Tarlac.

Based from the gathered data, the most commonly used reviewing strategy is

memorizing facts with a 36.80% rating, followed by taking notes and synthesizing

information with a rating of 35.93% and, reviewing for class discussion with a rating of

7.36%. These three had the highest ratings for the most commonly used reviewing

strategies.

2. Effects of the reviewing strategies among the Grade 11 students of the College of

The Holy Spirit of Tarlac S.Y. 2018-2019 in terms of their physical and mental

health.

Most of the respondents do not get at least 8 hours of sleep, the majority of the

respondents also exhibit hard and brisk exertion when reviewing that results to feeling

tired after they had reviewed. Most of the respondents also agreed that the reviewing

strategies affect their mental health, a great number of respondents agreed that they get

irritated and feel emotionally unstable after they review. The respondents also felt

unusually stressed out while studying.

3. Advantages and Disadvantages of these reviewing strategies to the Grade 11

students in terms of their physical and mental health.

“They always get passing scores” had the highest rating of 21.27%, “They

understand the topic well” had a rating of 20.29% and “They can review the topics

immediately” had a rating of 19.80% these three had the highest ratings in the advantages

of the reviewing strategies. “They don’t get enough sleep” had the highest rating of
 33

30.38%, “They always procrastinate to review” had a rating of 21.53% and “It’s time

consuming” had a rating of 20.65% these three disadvantages had the highest ratings.

Methodology

The researchers employs qualitative research method, specifically the descriptive

research method to determine the effects of different reviewing strategies of the Grade 11

students of the College of the Holy Spirit of Tarlac to their physical and mental health.

This study will pursue to recognize the results through the methods of collecting data.

The researchers used the instrument questionnaire to collect the data needed in

this study. This will be used to gather credible and valid answers that are connected with

their research.

The respondents were the Grade 11 students of College of the Holy Spirit of

Tarlac, in which they are selected using the simple random technique as the sampling

method.

Conclusions

The purpose of this study will be to determine the effects of reviewing strategies

affecting the physical and mental health of the Grade 11 students. This manuscript began

by introducing how to guide and mold the learners’ behavior in order to enhance their

academic-related performance. A reviewing strategy is a way that a student uses to easily

comprehend the given topic of their lesson. Students use different reviewing strategies

such as Memorizing facts, Reviewing for Class Discussion, Rewriting, Taking Notes and

Synthesizing Information, Reviewing with flash cards and others. However, based on the

answers of the respondents, Memorizing facts is the most effective reviewing strategy.
 34

Students somehow neglect their health in a way that they experience physical and mental

health complications. Physical health is the critical overall well-being and is the most

visible of the various dimensions of health, which also includes social, intellectual,

emotional, spiritual, environmental health. In simpler terms, it is the overall physical

condition of a living organism at a given time. While mental health refers to a person’s

cognitive, behavioral, and emotional well-being - it is all about how we think, feel, and

behave. The term 'mentally healthy' is used to mean an absence of a mental disorder.

Students experience health disorders but they tend to neglect it that makes it become

worse that leads to severe stress in engaging more time in studying and reviewing, so

limiting yourself capacities can also lessen the burden in your life that affects your

healthy lifestyle as a student.

After the conduction of the study the following conclusions were derived:

1. The result of the study about reviewing strategies declared that the most

commonly used reviewing strategy used by the Grade 11 students of the College

of the Holy Spirit of Tarlac S.Y. 2018-2019 is memorizing facts.

2. Based on the findings gathered from the study, the respondents’ reviewing

strategy/strategies affect their physical health as they tend to be immobile while

studying and they feel drowsiness after doing so. However, they still find time to

obtain the required amount of exercise in a week.

3. It was shown from the data gathered that the reviewing strategies of the Grade 11

students of the College of the Holy Spirit of Tarlac S.Y. 2018-2019 have impacts

on their mental health seeing that they feel overtaxed and irritable due to studying.
 35

4. The advantages of reviewing strategies outweigh the disadvantages of reviewing

strategies considering that the respondents chose more positive answers than

negative. In addition, the respondents balance their capacities in handling their

said works and performance task in order to lessen the cause of health disorder

such as overstress and anxiety.

5. According to the gathered data, the respondents give their full time and effort in

reviewing their studies and tend to forget the importance of their own health that

leads to different kinds of health disorders. They focus too much in studying and

neglect about their health just to have high grades and above average

performances in school.

Recommendations

Based on the conclusions the following recommendations are being presented:

1. Students should always be aware of their habits and actions especially in their

social and academic life. They should also have proper time management.

Students should focus more on doing actual tasks like reviewing rather than

spending most of their time contemplating so as to avoid the negative effects of

their reviewing strategy to their mental and physical health. Students must also

have a specific reviewing strategy that has the least negative effect on their health.

2. Parents and teachers should provide students proper motivation and sufficient

support so that the learners will continue to review and attend school. They should

make the students motivated, not the other way around.

 36

3. Peers should support each other to become motivated when one is being down or

feeling sluggish and tired. They should encourage them and not influence them to

quit, or influence them to become procrastinators. Also, they should not

encourage and let each other turn to vices as this will not only harm their health,

but it will also hinder them from reaching their full potential in school.

4. The school administration should take into account the state of the students when

making decisions regarding the students’ learning which impacts them and plays a

part in their school life. Consequently, they should provide programs fitting to the

needs of the learners in terms of their education and their health. These two

aspects should be balanced for the benefit of the students and the school.

5. Researchers that will continue and conduct a study related to this should examine

existing data and validate them before putting them in their paper. They should

also touch other aspects and broaden this study to gain more information

regarding the subject. If future researchers will use this study as reference, they

should focus only on one variable, either physical health or mental health.
 37

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