CHAPTER IV

RESULTS AND DISCUSSION

In this chapter, we present the culmination of our research efforts, bringing to light the empirical

outcomes and engaging in a critical discourse surrounding our findings. The results presented

herein are a product of rigorous data collection and analysis. In addition to presenting these results,

we delved into a comprehensive discussion that aims to explore the broader implications,

significance, and potential future avenues for research in our chosen field. This chapter serves as

the nexus where data and analysis converge, offering valuable insights and contributing to the

ongoing dialogue within our area of study.

RESULTS

Table 1

Research Question Master Theme Sub-Theme Description

Negative impacts of The stressful effect on The participants

1. How do
short academic one’s mind. discussed their
selected
deadlines experiences with
Grade 12
short deadlines. All
STEM-
have said that they
Architecture
feel pressured to
Students of
finish tasks in the time

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NU-Fairview frame provided,

perceive and which is especially so

experience the when multiple tasks

pressure of need to be turned in

short on the same day.

academic The low quality of the As the time given to

deadlines? academic task finish the task is very

short, the participants

stated that their work

has lower quality

compared to the tasks

with longer deadlines.

Moreover, the work

needed to be done is

rushed with the

participants saying

that they provide

lower efforts to finish

the task on time. They

also stated that the

task given won’t be

overlooked with its

short deadline.

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Conflict between The participants

academic and stated that in addition

personal lives to having lives outside

of school, they are

also drained and

unsure of what to

prioritize or

accomplish first due

to their hectic

schedules.

Additionally, their

mental health has

been deteriorating as a

result of the pressure

of the tight deadlines

complicating their

personal problems.

The struggles on The participants

heavy consecutive stated that when

tasks having a lot of work

being given tend to

ask for extensions of

the deadline, with

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 many more being

added, it is harder to

keep up with the

demands when they

either have the same

deadlines or those

with just a day or two

difference.

In the data collected through online one-on-one interviews, using thematic analysis to determine

the negative effects of short academic deadline on the mental well-being of the selected students.

Presenting the master theme of negative impacts of short academic deadlines from the 3 sub-

themes.

The sub-theme of the stressful effect to one’s mind is mentioned frequently in the data, with all of

the participants feeling stressed when given heavy tasks with short deadlines and with many

feelings pressured to finish the task on time because of the allotted deadline given. For example,

one participant stated that, “Uh tight deadlines, uh first and foremost nag cacause siya ng sobrang

stress, as in sobra. To the point na naddrain na yung utak mo. Tas di ka na masyadong makapag

isip ng malinaw. (Tight deadlines can cause so much stress, To the point that your mind will be

drained, and you can’t think that clear.)” This sub-theme presents the stress that the participants

feel pressure and conflict into what to do first and what to prioritize.

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The sub-theme of the quality of the academic task was also prominent in the data analyzed, with

some of the participants mentioning that the quality of their work declines when given short

academic deadlines. For example, one participant said, “Binibigyan kami ng short deadlines sa

mga ganto heavy work, parang nag-aano na lang sila ng mediocre na gawa like parang hindi mo

mabibigyan ng bias na effort at gumawa ng gagawan namin is due to compliance na lang instead

of na ano nabibigyan kami ng oras para magrefine or magsink in magbrain storm pa lalo sa mga

workput namin. Instead of may matuto parang nirurush. (When given short deadlines on heavy

workload, my work will be mediocre, and I cannot give biased effort because of the compliance.

Instead of getting to learn something from the work, it will just be rushed without getting to

brainstorm it properly.)” This sub-theme highlights the kind of task the participants do when given

a short deadline, as this indicates that the task is rushed and with less effort, resulting in a lower

quality product.

The sub-theme of the conflict between academic and personal lives was also mentioned in the data,

with some of the participants mentioning their experiences regarding the pressure that they feel

when both the problems collide. For example, one participant said that “Um naapektuhan rin yung

time ko and yung mga plano. Lalo na especially If may pinapagawa sayo na iba. Or yun nga yung

mga may problema not related to academics. (My time and plans are affected, especially if there

are other works needed to be done or if there are problems not related to academics.)” This sub-

theme highlights that life shouldn’t be revolved around academics and that there are others that

experience different problems regarding their personal lives, when given those short deadlines,

add to their existing struggles.

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The sub-theme of the struggles heavy consecutive tasks is mentioned frequently in the data, with

the participants feeling pressured when being given constant heavy tasks with short deadlines that

affect their time management and their overall schedule. For example, one respondent provided

that, “If the tasks are given consecutively, it becomes stressful. it becomes stressful. For example,

one participant provided that, “kasi nagcocompile-compile yung mga deadlines kapag sunod-

sunod sila, yun nga nagiging ano na yun uh stressful, dun na yung mahirap kasi nagjujuggle ako

ng mga activities na ano malapit sa isa’t isa. (If the tasks are given consecutively, It becomes

stressful. It's harder because have to juggle the activities that have the same deadlines).” This sub-

theme presents the struggles that the participants experience when encountered with many tasks

with the same deadlines.

Table 2

Research Question Master Theme Sub-Theme Description

Emotional and Mental Fatigue Mental health issues

1. What
psychological effects are encountered
emotional and
of tight deadlines in when faced with tight
psychological
heavy academic schoolwork
effects do
workload deadlines, due to
tight deadlines
various reasons. It's

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have on possible to feel

students' overwhelmed by the

mental well- pressure to succeed,

being? and the fear of failing

can cause anxiety

and depression.

Furthermore, the

workload can be so

demanding that

students are unable to

take care of

themselves. It also

affects the work

demanded.

Unmotivated Those who lack

Lethargic enthusiasm may

encounter difficulties

in starting

assignments or

participating in

discussions.

Cognitive function

may decrease

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throughout the day,

resulting in

concentration

difficulties,

forgetfulness, and

poor decision-

making. This could

lead to errors and

difficulties in

keeping up with

schoolwork. Lastly,

those who are unable

to relax may have

trouble sleeping,

experience

restlessness during

the day, and

experience

irritability due to

stress or anxiety.

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Ineptly delayed The quality of work

can be negatively

impacted when they

encounter tight

deadlines for

assignments.

Rushing work can

lead to more careless

errors, incomplete

assignments, lack of

originality, and

incomplete

understanding of the

material. The reason

for this is that

students concentrate

on completing the

assignment quickly

rather than

dedicating

themselves to the

learning process.

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In the data collected through online one-on-one interviews, using thematic analysis to determine

the emotional and psychological effects that tight deadlines have on the mental well-being of the

selected students. Presenting the master theme of emotional and psychological effects from the

forged 3 sub-themes.

The sub-theme of mental fatigue is identified in the collected data, the selected participants

frequently answered mental health issues as a response whenever tight deadlines are implemented

in heavy academic workload which also leads to cognitive deficits. For reference, a participant

stated, “Uh, marami siyang epekto syempre. Uh tight deadlines, uh first and foremost nag cacause

siya ng sobrang stress, as in sobra. To the point na naddrain na yung utak mo, Tas di ka na

masyadong makapah isip nang malinaw. (Uh, It has many effects, of course. Uh tight deadlines,

uh first and foremost it causes severe stress. To the point it drains your mind. And you can’t think

straight, affects your way of thinking.)” The sub-theme pinpoints the need for a solution to

decrease the risk of aggravation of mental health issues on selected students.

The sub-theme of unmotivated lethargic is identified and frequently seen in the data, with the

participants conveying demotivation, lack of mental energy, and unable to rest as factors that tight

deadlines in heavy academic workload give. A participant said, “uhh it’s very demotivating if like

that, like in our output it is negatively affected because we’re not motivated to do the tasks.”

Another participant also once said, “Hindi na kami nabibigyan ng proper time para mag ano uhm

para mag rest nga pero hindi-hindi kami nakakapag ano take a catch parang ano catch a breath

ganon.” And “ Nababawasan na yung tulog yung tulog namin at tulog ko so mas naapektuhan

mental well-being.” (We’re not given enough time to rest, like to uhm to rest. But we’re not able

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like take a catch like catch a breath.) and (Less time for our sleep…. our sleep and my sleep so

mental well-being is more affected.)” This addresses the significance of implying an established

plan on managing the implementation of tight deadlines.

The sub-theme of Ineptly delayed is frequently mentioned in the gathered data, with the selected

students they expressed the concerns regarding the effects of tight deadlines on their mental well-

being. It affects the state of mind or the cognitive thinking negatively which the students choose

to untimely pass and inefficiently create the tasks demanded. For instance, an insight from

participants, “Either late mo ipapasa, or mema pasa ka nalang. What I mean by that is yung may

maipasa ka nalang. Yung bara-bara nalang yung gawa mo. Feeling ko dun nagiging poor quality

yung gawa mo. Unless sobrang galing mo syempre. Pero if gusto mo naman ng maganda or yung

quality ng work mo is pasado, late mo na siya mapapasa. (Either you submit late or you pass a low

quality work. What I mean by that is you did the work without putting an effort. The work is done

without thinking about the quality. I feel that’s when the work becomes a poor quality. Unless

you’re really good of course. But if you want a great or quality work, you’re going to pass it late.)”

And “I stopped trying to achieve uh a perfect outcome.” The sub-theme emphasizes the longing

for consideration and understanding from the school administration to mitigate the impact of tight

deadlines in heavy academic workload.

Table 3

Research Question Master Theme Sub-Theme Description

2. What coping Coping Strategies Taking Rests Participants managed

strategies do employed to combat to employ taking

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students stress and anxiety due naps, breaks, or

employ to to short deadlines of intervals while

manage stress heavy workload accomplishing tasks

and anxiety and working on given

associated activities. This

with short enabled them to cool

deadlines? down and rest.

Therefore, resulting

in the avoidance of

academic burnout and

less pressure

experienced.

Time Management Time management

per sorting daily tasks

such as work,

activities, and life

responsibilities based

on priority. This helps

them to recognize

which activities are

important. Some

experienced that

practicing time

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 management

eliminated

distractions and

promotes discipline in

doing tasks.

Reward System Some participants

lean towards a reward

system where upon

accomplishing tasks,

they would reward

themselves after

accomplishing tasks

by doing leisure

activities such as

playing online games,

treating themselves,

going out, etc. This

motivates them in

accomplishing

activities.

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 Peer Discussions Peer discussions or

collaboration with

classmates while

doing activities helps

in giving clarity, more

brainstorming of

ideas.

Communication with

peers brings comfort

and support.

The results of the conducted semi-structured interviews regarding the employed coping

mechanisms of the target participants to combat the mental health impacts of tight deadlines of

short academic deadlines resulted to four sub-themes under the master theme of coping mechanism

strategies.

The sub-theme of Taking Rests was prominently applied by the participants to combat stress and

anxiety due to short deadlines of heavy workload, participants practiced taking frequent breaks

upon accomplishing tasks. By breaking down heavy activities and slowly incorporating rests in

between was beneficial in avoiding burnouts and lesser experience of mental drain. The sub-theme

specifies the effectiveness of taking rests or breaking down heavy tasks for easier digestion of

information.

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The sub-theme of Time management emerged significantly in the mitigation of stress and

encountered difficulties of the target participants. Many participants benefited from proper time

management, being able to recognize the important tasks eliminated time allotted for unnecessary

activities during their day. This way, the participants were able to focus on devoting their time to

important activities.

The sub-theme of Reward System was also prominently practiced. Applying this coping

mechanism after achieving academic responsibilities, they would reward themselves by going out,

buying things that they had been wanting, playing online games, etc. This way, the participants

are driven by motivation resulting on them working productively on important tasks. The sub-

theme explains the reward system done by the participants to cope with the impacts of tight

deadlines on heavy workload.

The sub-theme of Peer Discussions applied by the target participants through communication and

interaction with peers resulted in clarity of the discussions and tasks given. Brainstorming of ideas

was also promoted. Comfort and support systems were also found by the implied coping strategy

of the target participants.

Table 4

Research Question Master Theme Sub-Theme Description

Suggested Proposed Timeline • Many suggested a

changes and proposed timeline

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 improvements in replacement of
3. What changes
in academic tight deadlines, one
or
settings. suggestion is
improvements
having a “final-
could be
final deadline”
suggested in
which is a type of
academic
deadline where it is
settings to
acceptable to miss
alleviate the
the first deadline,
negative
but you cannot miss
mental health
the last deadline,
impact of
missing the first
short
deadline will have a
deadlines on
deduction on your
students?
output.

Consideration • Some expressed

their need of

consideration when

facing tight

deadlines, one

participant shared

his opinion to allot

more time and to

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 consider extending

deadlines whenever

it is not possible to

accomplish the task

on time.

1. Communication • Some expressed

their concerns to

have an open

communication

between teachers

and students

regarding tight

deadlines or the

timeline of

activities.

1. List of Tasks • Many suggested

that the list of tasks

is to be given

beforehand or to

announce activities

early, one

participant

proposed an idea

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 where the teacher

will give a “road

map” of activities

every start of each

term so the students

can be aware of the

schedule.

In the data collected through online one-on-one interviews, using thematic analysis to determine

the emotional and psychological effects that tight deadlines have on the mental well-being of the

selected students. Presenting three sub-themes emerged under the master theme of suggested

changes and improvements in academic settings.

The sub-theme of the proposed timeline came up frequently in the data, with many respondents

expressing their opinions by giving suggestions. For example, one participant stated “yung idea na

may final-final deadline talaga tapos yung mga may tight deadlines part sila ng series of ano series

of things na iooutput tapos may isang araw na kahit kulang ka o kahit namiss mo yung deadline

yung original deadline tsaka mo basta napass mo before ng ano before ng araw na yun, yung pinaka

deadline na yun, makukuha mo pa rin yung ano makakakuha ka pa rin ng substantial na score

syempre may deduction ka” (the idea of having a final-final deadline, then the tight deadline are a

part of series of outputs and there will come a day where you will have a missing output or you

may missed the deadline, the original deadline, but if you still able to pass it before the final

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deadline then you will still get a substantial score with deduction of course). The sub-theme

addresses the suggestions of the participants.

The sub-theme of consideration was found mentioned in the data, some participants state to “allot

more time” and “extending deadlines”. For example, one shared his experience and states “kasi sa

tight deadlines naapektuhan yung yung sleep schedule yung sleep schedule ko so of course ang

sleep kasi tied to mental health na yun so medyo may malaking effect yun, malaking negative

effect kasi na apektuhan ang tulog and hindi kami nabibigyan ng time para mag like wala-walang

break ano hindi kami nabibigyan ng proper time para mag ano uhm para magrest nga pero hindi-

hindi kami nakakapag ano take catch parang ano catch a breather ganon at dire-diretso lang at

nababawasan na yung tulog yung tulog namin at tulog ko so mas lalo pang naapektuhan yung

mental well-being”. This sub-theme addresses the problems of experiencing tight deadlines, but

with the help of the teachers for considering giving a “consideration” to the students, this will

lessen their stress or the negative impact itself, it can also prevent them from sacrificing their sleep

and mental health.

The sub-theme of communication was also found relevant in the data, several participants state to

have an “open communication between teachers and students” regarding tight deadlines to ensure

the betterment of the mental well-being of the participants. A participant once said, “Dapat mag

karoon ng open communication both teacher and students regarding don sa student capability na

matapos na yung given task with the time allotted. (There should be an open communication both

teacher and students regarding to the student’s capabilities to finish tasks demanded with the time

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alloted.)” This highlights the potential of the students to improve the quality of work demanded

and decrease the impact of tight deadlines.

The sub-theme of communication was also found relevant in the data, several participants state to

have an “open communication between teachers and students” regarding tight deadlines to ensure

the betterment of the mental well-being to ensure the betterment of the mental well-being of the

participants. A participant once said, “Dapat mag karoon ng open communication both teacher and

students regarding don sa student capability na matapos na yung given task with the time allotted.

(There should be an open communication both teacher and students regarding to the student’s

capabilities to finish tasks demanded with the time alloted.)” This highlights the potential of the

students to improve the quality of work demanded and decrease the impact of tight deadlines.

The sub-theme of list of tasks was also mentioned a lot in the gathered data, with many suggesting

a recommendation to “announce activities early” or “list of task given beforehand” and “planned

ahead of time”. For example, one participant stated “pwede din sa ano magbigay ng magbigay

yung mga teachers ng roadmap, roadmap ng mga activities and ano projects na pwedeng ano para

mapakita sa students na alam nila yung mga ineexpect nila, and ano if may mga schedule changes

na announce and at least yung students alam pa rin nila kung ano magaganap ano mangyayari dahil

sa roadmap nga like for example sa uhm sa isang term ibigay na yung roadmap tapos makikita mo

na dun a lot ng mga expected deadlines expected activities and pwede din to na mag advance study

and mag promote ng advance study sa estudyante kasi nga makikita na nila lahat ng mga activities

pag sila igigrind nila igigrind nga nila yung mga activities bago pa man sila maannounce sa class

mismo and yun nga mas mapapaano sila mapapa- mas mapapatuto mas mapapatuto nga sila or

kapag yung mga activities nirelease talaga sa date pwedeng nag-aral na talaga yung student at

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madali na lang sa kanila yung mga activities na gagawin dahil nabigyan nga ng ano super advance

na ano information so nasa so magiging nasa student na talaga yung consequence ng deadline”.

This sub-theme addresses the possible ways that can help students to be aware and prepared of the

upcoming task or activities that the teacher expects them to do and accomplish.

DISCUSSION

The research study presents the experiences and perceptions regarding the tight deadlines

implemented from the selected students in the designated locale to discern if the mental well-being

of learners is affected by the impact of the practice mentioned. This phenomenological research is

used to provide the flaws of the tight deadlines on the mental well-being and recommend

improvements on implementing it. Using an online one-on-one interview with every respondent

to attain information and analyze the results that will be necessary at the end of the study.

The research questions are used as a guide to develop the interview questions that will be asked of

the participants in order to discover the elements, techniques, and suggestions that will be useful

in developing the study's outcomes. These provide reliable and relevant information that lends

credibility to the research. These observations will be utilized to draw conclusions and provide

recommendations.

Delving into the process, it highlights the factors which form the impact of tight deadlines in heavy

academic workload on the mental wellbeing of the participants. Upon understanding the interview

findings, it is seen that among the selected students, the majority experience difficulties on their

mental well-being which also affects the quality academic tasks demanded. An open

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communication between students and administrators to resolve concerns relating to the

implementation of tight deadlines, such as decreasing the aggravation of students' mental well-

being and abilities and improving the overall performance. Also, providing a more effective and

efficient way of learning for practical purposes that will develop one’s potential.

In conclusion, after analyzing the insights from the selected learners, an aware and considerate

school administration has the ability to mitigate the impact of tight deadlines in heavy academic

workload on the mental wellbeing of the students. The school system must implement effective

strategies that will aid the students to alleviate the negative impact of tight deadlines on their

mental well-being and improve the quality of work demanded, including the thoughts and opinions

of the teachers and students to unite the environment in designing a plan such as managing the

deadlines and handing out lists of activities beforehand for the students to gain motivation,

engagement, and discipline in doing academic tasks.

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