The Culture of Cramming: A Sociocultural Inquiry into Academic Survival Strategies among Filipino Students
DOI:
https://doi.org/10.63931/ijchr.v7iSI3.308Keywords:
cramming, Filipino students, academic performance, sociocultural factors, time managementAbstract
This study investigates the frequency, functions, and sociocultural drivers of cramming as an academic survival strategy among Filipino senior high school students. Anchored on Cognitive Load Theory and sociocultural perspectives, the research employs a mixed-methods approach involving 154 Grade 12 students at Mindanao State University – Buug Campus. Quantitative data reveal that cramming occurs “sometimes” to “seldom” across various indicators, with emotional stress reported “often” during last-minute academic work. Despite these behaviors, the average academic performance of students remains within the “Very Satisfactory” range (M = 85.50). Correlation analysis indicates no statistically significant relationship between cramming frequency and academic performance (r = -0.0657, p > .05). Thematic analysis of open-ended responses reveals that personal distractions (e.g., social media, procrastination), family responsibilities, and school-related pressures contribute to cramming behavior. These findings highlight cramming not merely as a time management issue but as a culturally embedded coping mechanism shaped by the learners’ social, economic, and institutional environments. The study underscores the need for educational reforms that promote time regulation, learner engagement, and psychosocial support to address both the behavioral and contextual roots of cramming in the Philippine academic setting.
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