Group 3 Quantitative Research Final

Correlational Study between Time Spent in Daydreaming and the
Academic Performance of Selected Grade 11 Students in

Theresian School of Cavite
Quantitative Research Study

Submitted to the faculty of the
Senior High School Department
Bacoor City, Cavite
In partial fulfillment
Of the requirements of
Practical Research 1
Alcantara, Leo Angelo T., Butial, Ma. Mechaella E.,

Cardona, Nellson R., Lozano, Kayzee, Matanseco, Erica P.
Oreta Jr, Allan C., Ramos, Calista Mae D.
Topacio, Desiree Nicole S., Torrente, Aliceka M.
APRIL 2021
ABSTRACT
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF APPENDICES
LIST OF TABLES
LIST OF FIGURES
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction/Background of the Study
“Daydreaming allows your mind to wander and forget about reality for a short time. This
attribute alone can help you keep your sanity when you are going through some rough times.”
(Hagy, 2017)
Daydreaming is defined as a series of pleasant or desired visions which is usually a
wishful creation of one's imagination, an execution of intended mental tasks having undirected
ideas while in a state of consciousness. A part of one's brain, which is called as the default
network, is considered responsible for daydreaming. It becomes active as it turns on itself, which
produces the stimulus independent thought that is made up of fantasies and daydream, stuffs of
one's wandering mind. As a person suffers from daydream he or she becomes oblivious or
unaware, no response of his or her surroundings while in a state of consciousness. Although it is
said that most of daydreams lasts only for few minutes, it is estimated that people uses one third
to one-half of their working hours in daydreaming but may vary depending on the person.
Experts therefore agreed that this situation is normal and even considered as beneficial and is
known to be a universal human experience.
Academic performance is significant in measuring the student’s achievement in different
academic disciplines. Through this measurement, teachers and education officials will be able to
measure the achievement of the students by their performance in their educational environment
through activities or exercises given by the educators and through the students' general point
average.
As we experienced daydreaming in some times, we tend to forget what we are doing or
sometimes we stop what we are doing. A new study shows that daydreaming not only impairs
your memory of something you have just experienced, but that daydreaming of distant places
impairs memory more. Context is important for memory. Therefore, it is not surprising that
shifting your mind’s focus to another context can impair recall — or help you forget (Delaney,
et. al., 2010). Daydreaming and its correlates to the academic performance of the students have
yet to be adequately explored. People have the ability to focus and sustain attention in a specific
activity, and these allow them to perform both highly productive and fast. One way to forget
about the chaotic world is to daydream. Time spent in daydreaming is a potent form of
attentional disengagements that caught the attention of students both in class and while studying.
For example, do you experienced a scenario where you are studying? and then suddenly you
thought of a something that shift your attention? Alternatively, when you are in a class and it is
time for a subject, you cannot be interested, so you were able to daydream. Have you ever found
yourself zoning out during a meeting because you were daydreaming about your weekend plans?
Most of us will likely answer in the affirmative to these questions. Knowing the situation where
studying is important, it is clear to give a systematically examine the relationship between the
two.
The researchers' conducted this research to determine the relationship between Grade 11
students' academic performance and the amount of time they spend daydreaming, as well as the
average grade they receive.
The study's aim is to determine how much time Grade 11 students at Theresian School of
Cavite spend daydreaming and their average grade. It also focuses on evaluating academic
success and determining the association between times spent daydreaming and academic
performance of Grade 11 students at the Theresian School of Cavite.
In this study, the researchers will show the relation between the time spent in daydreaming and
the academic performance of the students. It will answer whether the two variables mentioned
really do have an interrelation. On the other hand, it will also serve helpful towards beneficiaries
in different ways, which will be discussed further as the study progresses.
Statement of the Problem
General Problem
The purpose of this correlational research is to test the relationship between the time
spent in daydreaming and the academic performance of Grade 11 students in Theresian School of
Cavite.
Specific Problem:
1. Are the selected Grade 11 students at Theresian School of Cavite have been identified as
daydreamers?
2. How much time is spent on daydreaming of selected Grade 11 Students in Theresian
School of Cavite in 24 hours?
3. What is the average grades of selected Grade 11 students in Theresian School of Cavite?
4. Is there a significant relationship between the time spent in daydreaming and the
academic performance of the selected Grade 11 students in Theresian School of Cavite?
Hypothesis
In the present research study, the hypothesis are:

N0. There is no significant relationship between the time spent in daydreaming and the
academic performance of the selected Grade 11 students in Theresian School of Cavite.
N1. There is a significant relationship between the time spent in daydreaming and the
academic performance of the selected Grade 11 students in Theresian School of Cavite.
Conceptual Framework
Figure 1. Correlational Study between Time Spent in Daydreaming and the Academic
Performance of Grade 11 Students in
Academic Performance
of the selected
Time spent in
Grade 11 students in
Daydreaming
Theresian School of
Cavite
The illustration of the study depicts the relationship between the two variables involving
the selected Grade 11 students in Theresian School of Cavite. As you can see from the
framework, the variable of the amount of time spent daydreaming that can affect the other
variable, which is the academic performance of the selected Grade 11 students at the same
institution. The double-headed arrows represent the relationship of the two variable variables in
the study.
Scope and Delimitation
This study is to focus on the relation between the daydreaming of students and their
academic performance by determining the time spent in daydreaming and their average grades. It
covers the selected Grade 11 students from Theresian School of Cavite this school year 2020-
2021.
The study will be limited to the time that students spend on daydreaming in 24 hours and
their average grades. The researchers will be excluding the particular activities, objects and
thoughts of the students while they are in the state of daydreaming also the grades of the students
in each subject as we only aim for their average grades.
Significance of the Study
Benefiting the study are the various sectors as follows:
Theresian School of Cavite: This study will help the institution to further understand
situations and implement activities that can help students and the school itself.
Students: This study will help students a lot in terms of determining the relationship
between the times spent in daydreaming and the students' academic performance and its
effects. It is essential for the students to gain information in this study to increase their
knowledge and expand their minds in such situations or experiences.
Parents: This study can also help parents so that they know the possible effects and
impacts of daydreaming on students or people on their academic performance. This study
will also help parents so that they can guide their children better in this kind of situations.
Faculty Members: The result of this study could serve as a baseline of information to
improve programs and their education especially for the students with their academic
performances.
Community: This study can be read by random people in the community especially
those who are interested in this topic. This can be reason for someone to understand their
fellow neighbor, teenagers or students’ experiences and situations.
Future Researchers: The benefit of the future researchers of this study will help them to
increase their knowledge in this situation and it can serve as advance reading. They can
also use this study to find ideas and thoughts about the said topic.
Definition of Terms
Academic Performance. It is the Grade Average of the students on how they carry out their
education.
It is the measurement of student achievement across various academic subjects. Teachers
and education officials typically measure achievement using classroom performance, graduation
rates and results from standardized tests.
Average Grade. The basis of the students’ performance on their Academics.
The practice of calculating semester or end-of-year course grades by taking the sum of all
grades awarded in a course and then dividing that sum by the total number of grades awarded.
Daydreaming. The state of mind of the students when in a class.
A pleasant visionary usually wishful creation of the imagination.
Time. It is the duration on how long the students are Daydreaming.

A moment, hour, day, or year as indicated by a clock or calendar.
Wander. It is the progress of imagination to imagine things that they want to do or what they are
planning.
To walk around slowly in a relaxed way or without any clear purpose or direction.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Introduction
This chapter provides an overview of the local and foreign studies as well as the local and
foreign literature that communicates to elaborate the variables of the study and serves as a basis
to explain the hypothetical claim of the intended investigation. In this chapter, the researchers
will help the readers in familiarizing the information relevant to the study and will further
validate the daydreaming and academic performance of the students.
Foreign Literature
(Pica, 2016), daydreaming turns out to be advantageous when it comes to learning. In the
same article, Pica mentioned that in her interview with Melanie Link Taylor, the latter stated that
when people daydream, their brains trigger a network known as the "Default Mode Network."
This network is useful for thinking about things that are not currently happening. It is involved in
the creation and reliving of memories, imagining of future scenarios that are likely to happen,
debating the etiquette, and making complicated facts reasonable.
“Daydreaming is productive when a student has the stimulation and opportunity to reflect and
imagine outcomes and possibilities, even if it seems impossible or impractical” Melanie added.
(Blaszczak-Boxe, 2016), daydreaming has a poor reputation because students who do not
pay attention in class have a hard time completing their works. Allowing your mind to wander
for a few moments when you are stuck on a problem can help you get out of it. As stated in their
article, an acting director of a child and adolescent psychiatry at Lenox Hill Hospital in New
York City mentioned that daydreaming motivates people to work toward their goals. In addition
to that, if a high school student daydreams about getting into a good college, that daydreaming
can encourage them to study harder during high school in order to get into a good college.
Concurring to Eric Schumacher, a related brain research teacher from Georgia Tech and
co-author of a modern study, Individuals with proficient brains may have as well much brain
capacity to halt their minds from meandering too, also, Schumacher says higher effectiveness
implies more capacity to think, and the brain may intellect meander when performing simple
errands. Students who are as well well-informed people progressed in their classes. Whereas it
may take five minutes for their companions to memorize something modern, they figure it out in
a diminutive, at that point check out and begin wandering off in fantasy land. (Maderer, 2017)
Foreign Studies
(Priya et al., 2018), Daydreaming happens in a short period where it benefits the human
brain to work in a better condition and gives mind relaxation. Experts now agree that
daydreaming was normal. Most people assume that daydreaming is a reason why they lose
themselves completely but they lose themselves seldom. They added that mind wandering
workouts the working memory. According to the findings of the report, 90 percent of the
participants, or students, daydream during the operating period, and nearly half of the students,
or 40 percent, are capable of concentrating even when daydreaming. Daydreaming, according to
their findings, allows people to communicate with their emotions, allowing their brain to
function more efficiently and effectively.
“The more working memory a person has, the more daydreaming they can do without
forgetting the task at hand.” Priya added.
(Alenizi et al., 2020), it said that, daydreaming is a way to escape relentless reality that is
replaced with imaginations that is good or annoying. When things went too far and gets more
serious, it turns out to be a maladaptive daydreaming that happens at the point when an
individual neglect to give appropriate and enough change in accordance with a circumstance.
The results showed the relationship of Maladaptive Daydreaming and GAD to the students’
academic performance. The researchers concluded that the majority of the participants they have,
which are students, were MDers. In addition, being a maladaptive daydreamer is associated with
GDA that significantly correlates the student’s academic performance.
(Scherer et al., 2017), there is a hypothesis that focuses on the components of a person’s
acumen of her or his advancement states that tall educational achievement is basic for perfect
person progression and traces them interior the scope of fundamental mindedness, energetic
engagement, flexibility, and communalism.
An individual prepared in the metacognitive procedures of mindfulness may permit the
person to take care of upsetting thoughts or feelings and break the pattern of rumination before it
starts. This may viably hinder enthusiastic acceleration, which is probably going to occupy a
person from current and long-term goals, such as studying, working on an assignment, or the
completion of other future-oriented tasks. The results of this research propose that future analysis
of the students' personal factors that influence academic performance may benefit the
development of programs that aim to enhance academic success.
"It seems plausible that students may benefit from coursework developed to include basic
stress reduction techniques and coursework in academic habits, time management, and
behavioral self-regulation." The researchers stated in the conclusion of their study.
Local Studies
(Tus, 2020), Students’ Academic Performance plays a big part of the student success. It
plays a big important role in education, primarily an instrument to way in the students’ learning
course. The students comprehended by the Psychologists and researchers on how they vary in
processing, retaining, and retrieving learning information. They have used various personality,
attitudinal, cognitive styles, and ability measures. Nevertheless, this study focuses to determine
the students’ study habits, study attitudes, and academic performance. Thus, this examined the
influence of study attitudes and study habits on their academic performance.
Table 2: Study in terms of Education Acceptance. With a fairly satisfactory mean score
of 2.24 shows that if the respondents are not interested in the class, they will do something that
suites their interest or daydream of the career that they wanted to pursue. Daydreaming is a
hindrance to their studies, they tend to be moody, restless or being sad, that causes their
Academic Performance to left behind.

Table 3: Study Habits in terms of Delay Avoidance. With a satisfactory mean score of
2.55 shows that daydreaming distract and grab the students’ attention when studying their
lessons.
Table 4: Study Habits in terms of Work Method. With a satisfactory mean score of 2.35
shows that daydreaming grasp their attention and a disturbance to a student when they’re
studying a lesson. They hesitate to ask something or to clear up the things that they do not
understand. They tend to forgot of what they read; they had hard time to pick up the main point
or the key point of a reading assignment.
The null hypothesis probability is true about the study attitudes with moderate levels of
teacher approval and education acceptance, along with the respondents' study habits with average
levels of delay avoidance and work method. It can be stated that the study attitudes and habits of
the respondents can still improve, especially in terms of teacher approval, education.
(Lipa et al., 2017), conducted a research to identify the significant relationship of
Demographic profile and Selected Indicators on the Academic Performances of the Offices
Managements Students of PUP- Parañaque Campus. Lipa, Llave, Nartea, et al. (2017), believe
that the students are the key assets of the universities. In present days, education is very much
important especially for the young age. However, various obstacle hinders the students to
perform well in the class affecting their academic performances. It is still in the hands of the
teachers and the students themselves the future of their study.
The Demographic profile and Select Indicators variables in this study are the age, gender,
year level and Test Anxiety, Academic Competence, Time Management, Test Competence and
Study Habits of the students. Based on the summary of Weighted Mean of Office Management
in Test Anxiety, students agreed that during examination, they find themselves thinking of things
unrelated to the actual study material.
As stated by results additionally shows that most students are adequately skillful yet they
are encountering challenges in dealing with their time for their studies. In addition, age also had
impact to their time management and their study habits. It is essential to have a sustainable
academic performance to carry out an educational institution. Age, gender and year level of the
students caused anxiety and daydreaming to the students during examinations. Students agreed
that they are academically competent and practiced good study habits.
Synthesis
The collection of both local and foreign literature that was stated above provides
information about the relationship with the two variables namely the time spent in daydreaming
and the academic performance of the students. As stated, the factor of daydreaming builds a
connection to the students' academic performance as it results to both positive and negative
consequences.
The compilation of the related studies above shows its relevance towards the area of the
study chosen by the researchers as it helps to establish a good foundation and helps for an easier,
faster and more efficient study that will benefit the readers.
CHAPTER III
METHODOLOGY
Introduction
This chapter contains the methodological procedures of the six major sections with their
description: the research design, sampling and participants, research instrument, data gathering
procedure and the data analysis. The details are stated below.
Research Design
In this study, the researchers will use a non-experimental correlational research design.
A correlational research design measures a relationship between two variables without the
researcher controlling either of them (McCombes, 2019). This type of design was chosen
because it is best applicable with the correlational study the researchers are conducting which is
about determining the relations between two or more variables. This study aims to identify how
the time spent in daydreaming and academic performance of students from Theresian School of
Cavite relate with each other that leads the researchers in using this design.
Sampling and Participants
The participants of the study were composed of two hundred three (203) Grade 11
students. The researchers used the simple random sampling technique. The researchers will
utilize the randomizer in Excel in order to select the sample participants. Since the researchers
are from Grade 11, they chose the selected Grade 11 students enrolled at Theresian School of
Cavite as the subject of the study with no specification of their strand, section, and age.
In determining the sample size, the Slovin formula was used:
n = N/1+Ne²
Where:
n is the sample size
N is the population size
e is the marginal error
n = 411/1+411(0.05)²
= 411/2.0275
= 203
There is a population of four hundred eleven (411) grade 11 students. The total sample
size covered in the study is two hundred three (203) Grade 11 students.
Table 1. Population of the Selected Grade 11 Students in Theresian School of Cavite.
SECTION POPULATION
ABM 11-A 37
ABM 11-B 35
ABM 11-C 37
HUMSS 11-A 40
HUMSS 11-B 40
STEM 11-A 59
STEM 11-B 60
STEM 11-C 60
ICT 11 43
TOTAL 411
Research Instrument
In preparation of the Research Instrument, the researchers will arrange a survey
questionnaire as the necessities that is needed for designing a good data collection. Research
instrument are meant to be considered as some instances like details in situations were repressed
to help fit the understanding style of the respondents, Furthermore, a closed-ended questionnaire
will be given in order to collect quantifiable data that is related to the topic. Through this, the
instruments used are approved and given permission to obtain various valid kinds of responses of
the students. The partiality used in the structured questionnaire is to postulate some research
assumptions. Such as a.) Less cost and expenses in the terms of gathering data b.) The
respondents are made to have lesser pressure on themselves for their immediate response c.) To
avoid plain unethical answers.

To get the appropriate data needed, the researcher will have questionnaires with four (4)
parts.
Part I will ask for the profile of the respondents. The researcher made the tool for
profile; it will determine the name, age, gender, civil status, and section of the respondents.
Part II is the tool that will be used to determine if a person is experiencing a maladaptive
daydreaming .The researchers will adopt the 16-item Maladaptive Daydreaming Scale (MDS-16)
created by Eli Somer, Jayne Bigelsen, Jonathan Lehrfeld & Daniela Jopp that will be utilized in
the study. According to Health line, it rates the content and quality (detail) of dreams, a person’s
ability to control their dreams and compulsion to dream, the amount of distress caused by
daydreaming, a person’s perceived benefits of daydreaming and how much daydreaming
interferes with a person’s ability to carry out their daily activities. The MDS-16 is an 11-point
Likert scale self-report test of maladaptive daydreaming. The initial 14-item scale was recently
revised to include 16 elements, with excellent internal consistency. MDS-16 has test-retest
reliability (r=0.92) and a good criterion validity (r=0.58). The instruction states that in answering
the following questions please refer to your daydreaming activities in the last month, if not
otherwise specified. Choose the option that best fits your experience: The number “0” indicates
that there is no distress at all, while the number “10” up to "100" indicates the intensity of
significant distress that occurs. For example, item #2 was rephrased as: “I felt the need or urge to
continue a daydream that was interrupted by a real-world event at a later point”. Scores for each
item are averaged for an overall daily score. The daily score is calculated by averaging the scores
for each item. On the trait variant of the MDS-16, a cutoff of 40% was found to better
differentiate those with clinical level maladaptive daydreaming from non-maladaptive
daydreamers.
Part III is the part of the tool that aims to determine the time spent in daydreaming of the
Grade 11 students in Theresian School of Cavite.
Part IV is the part of the tool provided to determine the average grade of selected grade
11 students in Theresian School of Cavite.
Data Gathering Procedure

Figure 2. Data Gathering Procedure
CONSENT OF THE PARTICIPANTS

Phase 1
DISTRIBUTION OF SURVEY QUESTIONNAIRES

Phase 2
COLLECTION OF THE SURVEY QUESTIONNAIRES

Phase 3
COLLECTING DATA FROM THE QUESTIONNAIRES

Phase 4
COLLECTION OF INFORMATION
Phase 5
ANALYSIS
Phase 6
Data Analysis Procedure
The researchers will use Pearson r correlation to measure how strong the relationship of
time spent in daydreaming and the academic performance of the students is. Pearson's r will give
information about the magnitude of the correlation, as well as the direction of the relationship.
The procedure will start in gathering the data about the two variables involve in the study,
specifically the time spent in daydreaming and the academic performance of the selected
respondents. With the help of the survey questionnaires and the trustworthy statements of the
respondents we will find out if; first is those selected respondents if they are identified as
daydreamers. Second is to know how much time they spent on daydreaming and academic
studies in a day (24hours) and get the mean. Third, is to get the mean grades of the selected
respondents by adding all numbers in the data set and then dividing by the number of values in
the set. Last, is to know the relationship between the time spent in daydreaming and the
academic performance of Grade 11 students in Theresian School of Cavite. In addition, to
identify it the researchers will interpret it using the Pearson correlation coefficient formula and
analyze if there is a relationship between the time spent in daydreaming and the academic
performance of the Grade 11 students in Theresian School of Cavite.
Ethical Consideration
APPENDICES
REFERENCES
Science of daydreaming. (2011).Dartmouth Undergraduate.
https://sites.dartmouth.edu/dujs/2011/02/03/science-of-daydreaming/
Alenizi, M., Alenizi, D., Almushir, S., Alosaimi, A., Alqarni, A., Anjum, I.,Omair, A. (2020).
Impact of maladaptive daydreaming on grade point average (GPA) and the association
between maladaptive daydreaming and generalized anxiety disorder (GAD). Research
Gate.
https://www.researchgate.net/publication/344771126_Impact_of_Maladaptive_Daydream
ing_on_Grade_Point_Average_GPA_and_the_Association_Between_Maladaptive_Dayd
reaming_and_Generalized_Anxiety_Disorder_GAD
Boxe, A. (2016). Daydreaming again? 5 facts about the wandering mind. Live Science.
https://www.livescience.com/56096-surprising-facts-about-daydreaming.html
Cirino, E. (2018). Maladaptive Daydreaming. Healthline.
https://www.healthline.com/health/mental-health/maladaptive-daydreaming
Delaney, P. F., Sahakyan, L., Kelley, C. M., Zimmerman, C. A. (2010). The amnesic effect of
daydreaming. About Memory. https://www.memory-key.com/research/news/amnesic-
effect-daydreaming
Hagy, C. (2017). Positive and negative effects of daydreaming. Everyday Health.
https://www.everydayhealth.com/emotional-health/positive-negative-effects-
daydreaming
Huston, M. (2013). Why and how you daydream. Psychology Today.
https://www.google.com/amp/s/www.psychologytoday.com/us/blog/fulfillment-any-
age/201301/why-and-how-you-daydream%3famp
Lipa, C. J, Llave, C., Nartea, M., Serrano, J., Baccay, E. B. (2017). Correlation of Demographic
Profile and Selected Indicators on the Academic Performance of the Office Management
Students of PUP-Parañaque Campus. Research Gate.
https://www.researchgate.net/publication/327393400_Correlation_of_Demographic_Prof
ile_and_Selected_Indicators_on_the_Academic_Performance_of_the_Office_Manageme
nt_Students_of_PUP-
Paranaque_CampusCorrelation_of_Demographic_Profile_and_Selected_Indicato
Maderer, J. (2017). Daydreaming could be a sign of creativity and intelligence. World Economic
Forum. http://governance40.com/wp-content/uploads/2018/11/Daydreaming-could-be-a-
sign-of-creativity-and-intelligence-_-World-Economic- Forum.pdf?
fbclid=IwAR0DNL7mcNCsTE8gt- ekQb3mRyQbOg6ZUKK1cary3Ga5qgE0F1byhN6bn_k
McCombes, S. (2020). Correlational research. Scribbr.
https://www.scribbr.com/methodology/correlational-research/
Pica, R. (2016). Students daydreaming? That can be a good thing! Bam!Radio.
https://www.bamradionetwork.com/students-daydreaming-that-can-be-a-good- thing/?
fbclid=IwAR2I6E0FxEHQjkAJrq0GqxfAzmvaHqVYFh_DMSfDcCcufpDAwGO
glU_OnSk
Priya, A. J., Naidu, I., Devi, G. (2016). The hidden benefits of daydreaming. Drug Invention
Today. https://jprsolutions.info/files/final-file-5b90c25e397fa3.43771075.pdf
Scherer, S., Talley, C. P., Fife, J. E. (2017). How personal factors influence academic behavior
and gpa in african stem students. Sage Journals.
https://journals.sagepub.com/doi/10.1177/2158244017704686
Tus, J. (2020). The influence of study attitudes and study habits on the academic performance of
the students. Research Gate.
https://www.researchgate.net/publication/344659816_The_Influence_of_Study_Attitudes
_and_Study_Habits_on_the_Academic_Performance_of_the_Students
RESEARCH RUBRIC FOR PROPOSAL ORAL DEFENSE

PANELIST NAME:
INTRODUCTION
Indicators 5 4 3 2 1
1 The introduction consists of an adequate introductory discussion of the problem
2 Factors that led to the problem are well-discussed

3 The in-text citations are properly and clearly presented in the literature review.
4 The Literature Review is comprehensively done by the researchers and they only stated
researches relevant to their study.
5 Conceptual framework adequately supports the main problem or the title of the study
6 The gap of knowledge of the study is clearly and specifically stated
7 The research paradigm is able to provide the direction and skeletal framework of the study.
8 The aims/ purposes or objectives were thoroughly presented.
9 The hypothesis is clearly and specifically stated
1
0 In general, the manuscript is scholarly written and has global impact in educational context.
LITERATURE REVIEW
1 Cited literature and studies are adequate and relevant to the research problem
2 Related literature and studies are recent (five years ago to present year of the study)
4 The sources of the cited literatures and studies are appropriately acknowledged and or
credited.
METHODS
1 The research methodology is well-described and is suitable or fitting to the research problem
The participants of the study are well-described in terms of the sample profile, sample size
2 and sampling technique and or procedure.
The procedure and or techniques of gathering data are explained in complete detail beginning
3 from the time the researches sought permission to conduct the study
4 The research instrument is presented and discussed in terms of its validity and reliability
The research design and method employed by the researchers are correct and relevant to the
5 fulfillment of the accurate results of the study.
The statistical tool selected is appropriate to gather the needed data and answer the problem
6 of the study.
The statistical tool is brief and accurately used to answer the queries or objectives of the
7 study.
REFERENCES
Indicators
1 The references cited in the manuscript are complete. 5 4 3 2 1
2 The referencing follows an APA format.
3 It follows an alphabetical order.
RESEARCH RUBRIC FOR PROPOSAL ORAL DEFENSE
5 4 3 2 1
OVERALL
PANELIST PRESENTATION
NAME:
TOTAL SCORE
INTRODUCTION

1
LITERATURE REVIEW
credited.
METHODS
6 of the study.
7 study.
REFERENCES
Indicators
5 4 3 2 1
OVERALL PRESENTATION RESEARCH RUBRIC FOR PROPOSAL ORAL DEFENSE
TOTAL SCORE
PANELIST NAME:
INTRODUCTION

1
LITERATURE REVIEW
credited.
METHODS
6 of the study.
7 study.
REFERENCES
Indicators
5 4 3 2 1
OVERALL PRESENTATION
TOTAL SCORE

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Correlational Study between Time Spent in Daydreaming and the

Academic Performance of Selected Grade 11 Students in

Quantitative Research Study

Alcantara, Leo Angelo T., Butial, Ma. Mechaella E.,

THE PROBLEM AND ITS BACKGROUND

Introduction/Background of the Study

Daydreaming is defined as a series of pleasant or desired visions which is usually a

unaware, no response of his or her surroundings while in a state of consciousness. Although it is

known to be a universal human experience.

Academic performance is significant in measuring the student’s achievement in different

average grade they receive.

performance of Grade 11 students at the Theresian School of Cavite.

in different ways, which will be discussed further as the study progresses.

Statement of the Problem

2. How much time is spent on daydreaming of selected Grade 11 Students in Theresian

School of Cavite in 24 hours?

academic performance of the selected Grade 11 students in Theresian School of Cavite?

In the present research study, the hypothesis are:

academic performance of the selected Grade 11 students in Theresian School of Cavite.

academic performance of the selected Grade 11 students in Theresian School of Cavite.

Performance of Grade 11 Students in

Theresian School of Cavite

Scope and Delimitation

in each subject as we only aim for their average grades.

Significance of the Study

Benefiting the study are the various sectors as follows:

knowledge and expand their minds in such situations or experiences.

impacts of daydreaming on students or people on their academic performance. This study

fellow neighbor, teenagers or students’ experiences and situations.

It is the measurement of student achievement across various academic subjects. Teachers

rates and results from standardized tests.

Average Grade. The basis of the students’ performance on their Academics.

Daydreaming. The state of mind of the students when in a class.

A pleasant visionary usually wishful creation of the imagination.

Time. It is the duration on how long the students are Daydreaming.

REVIEW OF RELATED LITERATURE AND STUDIES

validate the daydreaming and academic performance of the students.

debating the etiquette, and making complicated facts reasonable.

or 40 percent, are capable of concentrating even when daydreaming. Daydreaming, according to

function more efficiently and effectively.

forgetting the task at hand.” Priya added.

GDA that significantly correlates the student’s academic performance.

engagement, flexibility, and communalism.

An individual prepared in the metacognitive procedures of mindfulness may permit the

development of programs that aim to enhance academic success.

behavioral self-regulation." The researchers stated in the conclusion of their study.

influence of study attitudes and study habits on their academic performance.

Academic Performance to left behind.

or the key point of a reading assignment.

(Lipa et al., 2017), conducted a research to identify the significant relationship of

teachers and the students themselves the future of their study.

unrelated to the actual study material.

Sampling and Participants

In determining the sample size, the Slovin formula was used:

n is the sample size

N is the population size

e is the marginal error

In preparation of the Research Instrument, the researchers will arrange a survey

avoid plain unethical answers.

daydreaming, a person’s perceived benefits of daydreaming and how much daydreaming

differentiate those with clinical level maladaptive daydreaming from non-maladaptive

Grade 11 students in Theresian School of Cavite.

11 students in Theresian School of Cavite.

Data Gathering Procedure