The Culture of Cramming: A Sociocultural Inquiry into Academic Survival Strategies among Filipino Students

Artmarc Aleta; Michelle Gerardo; Ivy Amante; Shem Cedeño; Alven Bolotaolo; Potri Riham Arabia

doi:10.63931/ijchr.v7iSI3.308

Authors

Artmarc Aleta St. Columban College, Pagadian City https://orcid.org/0009-0009-6731-0832
Michelle Gerardo Mindanao State University - Buug https://orcid.org/0009-0005-7743-0986
Ivy Amante Mindanao State University - Buug https://orcid.org/0009-0009-6147-9290
Shem Cedeño Mindanao State University - Buug https://orcid.org/0009-0000-1107-4150
Alven Bolotaolo Mindanao State University - Buug https://orcid.org/0009-0000-7566-6403
Potri Riham Arabia Mindanao State University - Buug https://orcid.org/0009-0005-7113-4123

DOI:

https://doi.org/10.63931/ijchr.v7iSI3.308

Keywords:

cramming, Filipino students, academic performance, sociocultural factors, time management

Abstract

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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