CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the researcher considered in
strengthening the importance of the present study. It also presents the theoretical and conceptual
frameworks to fully understand the research for better comprehension of the study.

LOCAL LITERATURE

As the implementation of tight deadlines on heavy workloads continues, challenges may be

encountered in the progression of the mental well-being of individuals. The review of related local
literature aims to describe the existing challenges encountered by individuals affected by tight
deadlines for heavy workloads.

DepEd, the educational executive department of the Philippines, noted that students who are
exposed to activities, assessments, and heavy workloads, are more likely to experience academic
burnout (PTV News, 2020). According to Psychologist, Garcia Camille (2020) a Person's behavior
is affected by the state of their mental well-being. This indicates that the students who experience
burnout are more likely to suffer from stress and anxiety. In accordance with the insights and
opinions of the students, the adjustments of schoolwork such as task quantities, homework,
deadlines, and time allotment are encouraged by the founders of DepEd, to manage and organize
student activities.

Activities, tasks, and workload play a significant role in shaping the students' academic journey.
These factors may alter the course of events and determine students' strategies. With this said,
heavy workload can be defined as a situation wherein a person is given an activity, task, or work
wherein they are required to exert mass or exceptional effort, they are expected to pass or
accomplish these in an insufficient time. (DepEd Tambayan, 2023). Furthermore, heavy workloads
can lead to significant mental health problems for it is one of the sources that contribute to students'
stress. Stress from heavy workloads may lead to more damage to the human body as it can worsen
the negative impacts on the mental well-being of students. Though such problems may be

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encountered, there are strategies that can help in solving these complications. Implementation of
flexible deadlines or offering considerable extensions for the given task. They may break down
activities to give time to the work's execution. Lastly, teachers may offer alternatives that may
reduce the effort in drafting such tasks (DepEd Tambayan, 2023).

Spending too much time on academic work can damage the mental health of students. Dealing
with unnecessary stress and dedicating most of their time to accomplish tasks may hinder the rest
time that a student needs, especially during the crucial stage of their lives. As stated in a qualitative
approach, Tower (2021) conducted a survey measuring the workload of 148 students. Results show
that 43.2% said that they are creating more work, accomplishing tasks, and passing more activities
than they expected. While 31.8% of the participants said that the work that they are currently
doing is fair enough. In conclusion, this leads to different perceptions and standards of heavy
academic workloads. (Sandoval, 2021)

FOREIGN LITERATURE

The focus of the conducted study by Taw Kuwei Chan (2021) is on stress management and stress
levels among students who have academic workloads in their schools. They proposed a solution
that aims to help alleviate the anxiety and stress experienced by students. They surveyed to find
out the students’ situation regarding stress management and stress levels due to academic
workloads so that they can solve and reduce the stress level and anxiety of students in the school.
They need to reduce the presence of academic workloads to avoid increasing the stress level and
anxiety of a student. Many people believe that stress is just a result of sadness, but the reality is
that there are numerous factors that can cause stress in a student's life.

The focus of the conducted study on stress management among students and its impact on their
effective learning is on how students cope with their academic workload during the pandemic.
There are many students who may struggle with handling the numerous tasks they are given and
may go into "survival mode" where their focus is no longer on learning, but on finishing the bare
minimum tasks to meet the next deadline (Khalil, S. et al, 2020). This has a negative impact on the

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quality of learning, as students who operate in this mode may use the surface learning approach to
manage their workload (Biggs & Tang, 2011). Disillusionment and discouragement can cause a
severe decrease in motivation to learn in a specific situation (Brophy, 2010). Considering the new
norm of remote and hybrid learning, we need to consider the level of academic workload students
face and how it affects their learning behavior and the quality of their learning.

LOCAL STUDIES

The students’ overall academic performance is being affected by tight deadlines and heavy
workload, that also affects their mental state to the point where they suffer more as time goes by.
The related local studies focus on investigation and observations of students’ mental health and
the effects of tight deadlines and heavy academic workload.

According to the findings of Boñon et al. (2022) research, the paper presented the effect of
deadlines on students both during and after task completion, with deadlines viewed as both a
positive and negative motivator. Deadlines were also discovered to have an impact on the student’s
physical and mental well-being. Lastly, the findings revealed that deadlines influence students’
procrastination which can lead to depression, anxiety, and low self-esteem. Mental illness can
heavily impact a student’s productivity and performance.

A study by Tiboron et al. (2021) has reported that procrastination can be the cause of having a fear
of failure. Fear of failure is somewhat related to low self-confidence, where individuals delay tasks
because of fear or belief that they will not succeed. Students with high confidence can somehow
respond positively to academic challenges despite the difficulty of work. On the other hand, task
evasiveness is characterized by dislike of activities and anxiety, which leads to procrastination.

FOREIGN STUDIES

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D'souza (2023) created a study about the academic procrastination of students regarding deadlines
and academic workload that affects the learner's academic performance. The research provided the
method in which the deadlines were separated into three regimens; Evenly spaced regimens
required students to submit the task on a specific day each week. The Self-Imposed regimen
requires students to choose their own deadline within the 3-week mark and the End Regimen where
the learners had to submit all the tasks on a specific day within 3 weeks.

The regimen aids in accomplishing the study and to categorize what kind of deadline is highly
effective. Furthermore, the level of procrastination was determined with each regimen, the self-
imposed students were seen to have better self-control and self-regulation. The Quality of the
assignment also showed that students who picked the self-imposed schedule were more
comfortable when working at their own pace and creating a better-quality task, in contrast to the
data that was presented, an equal amount also did not turn in the task that was given.

According to Sutherland's (2018) study, adolescents faced difficulties with their emotional health
during high school. It also describes the presence of mental health experts close to the school.
Regarding the students' emotional well-being and performance in their classrooms, the researchers
asked essential questions to the students, teachers, and staff. Additionally, the researchers spoke
with the staff about the mental health issues they observe in the students, and they reported that
anxiety is more frequently reported, followed by depression and stress. Furthermore, eating
disorders, panic attacks, and self-harm were also reported. The survey found that while there is a
growing need for mental health services and an increasing level of student trust in educational
experts, the school often feels unprepared and ill-equipped to handle the students' mental health
issues.

In a study by Hills and Peacock (2022) regarding the implementation of both flexible and tight
deadlines, the researchers examined the students' daily schedules to determine whether it enhanced
their capacity for learning. With the Proactive Extension, students can extend the due date for their
assignments without receiving penalties, and notifying the teacher is also not necessary. All the
students concur that the proactive extensions policy helps them learn, resulting in better work and

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a balanced academic life. However, pupils' procrastination is still increased by this. Furthermore,
the study also contrasts the usage of extensions in low-stakes, high-stakes, team, and individual
assignments and looks at how students perceived the policy as they self-reported their use
throughout the term.

The study of D'souza is relevant to the research because the study analyzed the productivity of
students when given different deadline schedules, providing data that showed why students
procrastinate when given the choice of their own deadline. This study may offer suggestions to
assist students who struggle with meeting deadlines. Meanwhile, Sutherland’s study, which
examines the mental health issues of teenagers in high school who are also having problems with
their academic performance, is also relevant because it reveals the need for mental health services
in and around schools to assist students as they navigate these challenges and enhance their work
quality and general wellbeing. Lastly, Hills and Peacock's study is relevant to the research because
it demonstrates how setting flexible deadlines can improve students' learning capabilities. It sheds
light to what can be implemented and suggested that can be used to help students deal with tight
deadlines and the potential negative effects on their mental health.

SYNTHESIS OF RELATED LITERATURE AND STUDIES

As the related studies and literature presented, it shows significant variables which can influence
the outcome of the research study. Within the methods, conclusions, and recommendations, it
creates new or innovated approaches for the research study “An In-depth Exploration of Impact of
Tight Deadlines within Heavy Academic Workload on the Mental Well-being of Selected Senior
High School Grade 12 STEM-Architecture students in NU-Fairview” to collect information
aligned to the objectives and purpose of the study.

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The local and foreign studies and literature cited show connection to the research study proposed.
Which is a necessary factor in crafting the approaches and strategies of the study to aim for a
quality, reliable, and effective study to achieve the conclusion that can be applied in future studies
and address recommendations to improve the identified variables. It acts as evidence that supports
the presented variables of this study to validate its purpose and foundation. The connection of the
cited literature and studies to the conducted study is seen within the similarities of the contents.
According to the studies and literature mentioned above, as for DepEd Tambayan (2020), heavy
and moderate workloads have significant effects on the student’s performance and mental health.
One has a negative impact; one has positive impacts on student’s abilities and mental well-being.
To ensure the effects of the variables are balanced, educators can implement strategies to reduce
the negative impacts. From the report of PTV NEWS- JLD (2020), DepEd plans to limit the
workloads for students to avoid stress and burning out. This acknowledges the importance of
mental well-being that must be taken care of. As Sandoval, M. (2021) studied how workload
negatively affects mental health, it is stated in the literature, 64% of students says that they have
more than a fair amount of work. This implies the degradation of a student's mental health which
can limit them to exceed their abilities. The study of Taw Kuei, C. (2021), pertains to the academic
workload during the pandemic where it was identified that it has factors that affect the mental well-
being of students since there are variables that implicates the topic. As for Boñon, C. F., Rodas,
L., and Villanueva, C. (2022) investigates the effects of deadlines on students’ motivation and
procrastination, it is identified that deadlines influence the students’ behavior which leads to
outcomes that might be positive or negative in the mental and physical well-being of the learners.
According to Cordero, D. (2022) there are narratives on mental health challenges on selected
college students during the pandemic. Where it is identified, the pandemic caused serious effects
on college students' overall well-being, especially in their mental health. The studies and literature
shown above has variables like the study proposed which is the influence of tight deadlines of
heavy academic workloads on the mental well-being of students which serves as reference for an
in-depth analysis and understanding the results on how the subjects interact with and influence the
outcome of the research study. Yet, there is uniqueness between the literature and studies
mentioned.

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THEORETICAL FRAMEWORK

Zimmerman’s Theory of Self-regulation Learning

According to Charles A. Dana, Barry Zimmerman is a professor that’s work is through the realities
of the student’s academic development, progressing through college and high school, receiving
greater responsibilities regarding their academic success. The model created for the theory has
been studied for 20 years, applying self-regulation towards the academic challenges students may
encounter.

Self-regulated learning (Zimmerman, 2008) is a theory that aids in educational tasks with
confidence, resourcefulness, and diligence. Additionally, it identifies students who are either
strategic, metacognitive, or motivated. In Zimmerman's idea of self-regulated learning, he
developed a model that establishes the steps students can take to practice self-regulated learning,
the model consists of the Forethought phase, the Performance control phase, and the self-reflection
phase. Furthermore, the Forethought phase shows how students establish academic performance
goals and how this helps them monitor and control their motivation and behavior, while the
Performance phase demonstrates how students pay attention, complete tasks, track their progress,
and execute strategies. Finally, the Self-Reflection phase is when the students self-evaluate and
reflect on their task and their performance. The strategy's goal-setting and strategic planning
components are supported by data showing that children who established objectives for themselves
performed better academically.

Given the phases of Zimmerman's Model, this theory is relevant to the study because it offers data
on how students might manage academic stress and deadlines. This provides the potential means
of helping students improve their academic standing and mental faculties. It helps them become
more aware of and enhances the level of quality of the work they have produced and inspires them
to develop study techniques that can motivate students to pick up the skills they are deficient in.

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Richard Ryan and Edward Deci’s Theory of Self-Determination

Gagné and Deci (2014) explored that the Self-Determination Theory (SDT) was initially
developed by Edward L. Deci and Richard M. Ryan and with the help of several other scholars
from around the world, it has been conceptualized and further developed. The theory was born out
of an interest in the study of intrinsic motivation, defined as doing something for its own sake, out
of interest and enjoyment.

Self-Determination Theory (SDT) is a theory of motivation applied in many life domains such as
health, sport, education, and work. Health is an intrinsic goal for us all that is strongly influenced
by our habits and lifestyle choices. Motivation—energy directed at a goal plays a crucial role in
our lifestyle choices and in our ability to make sustained changes as needed to maintain our health
(University of Rochester Medical Center [URMC], 2023). According to the Theory of Self-
Determination, there are three basic psychological needs for all humans (Autonomy, Competence,
and Relatedness) that underlie growth and development. Autonomy is a feeling that you are free
to do whatever you like, and the willingness to endorse your own behavior. The opposite
experience is that in one's behavior, he/she feels compelled or controlled. Competence means
experience in the mastery of tasks and ability to perform them effectively. Finally, relatedness
implies the need to feel connected and a sense of belongingness with others.

This study is helpful to our research since it can provide us with an answer and even a solution for
the problem that students struggle with, and that is procrastination caused by tight deadlines and
heavy workloads. Procrastinating can lead to feelings of anxiety and guilt, it can also leave us
feeling unproductive, lazy, and ineffectual. Thus, affecting students’ mental well-being. While
motivation can help in a way that it battles the procrastination attitude. Students can use this
method to prevent their mental health from getting affected by the given circumstances. And Self-
Determination Theory offers valuable insight into what it takes to increase students’ motivation.
And when a students’ autonomy is supported, competence and relatedness, it enhances their
intrinsic motivation to learn. As motivation is complex, nuanced and in a constant state of flux.
But in trying to do so, we can hopefully help develop independent, self-motivated, and lifelong
learners (InnerDrive, 2022). O’Hara (2017) also said that the best way to get human beings to

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perform tasks is to reinforce their behavior with rewards. Thus, providing a solution and answers
for our study.

The Cognitive Developmental Theory by Piaget

In 1936, Piaget's theory of cognitive development was published. According to this theory, a
child's intelligence changes throughout their childhood and their cognitive skills are learned as
they grow and interact with their environment. He conducted clinical interviews and
observations of older children who were able to converse and comprehend questions. He also
conducted controlled observations and used naturalistic observations on his three children and
created a diary description that included charts of their developmental progress. Piaget's theory
on cognitive development enhanced our understanding of the intellectual growth of children. The
emphasis was placed on the fact that children were not just passive recipients of knowledge.

The study developed involves reasoning and learning, emphasizing the development of symbolic
thoughts, memory, and problem-solving skills.
As the study shows 4 stages of Cognitive Development that Piaget explained on the theory, each
individual experience the 4 stages which are the sensorimotor stage, The preoperational stage,
The concrete operational stage, and the formal operational stage that may affect the thinking and
handling the tight deadline and schoolworks.

On the theory, it reflects that everyone can surely experience tight deadlines, especially the
respondents of this study, it shows different culture and logical thinking wherein they submit the
works on the time being. Furthermore, there are a variety of reasons why students respond and
react within the given time frame. It tackles the challenge of completing a tight deadline, which
most students were capable of managing to pass the term.

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CONCEPTUAL FRAMEWORK

Input Process Output

- The impact of tight
deadlines of heavy academic
workload on selected Grade
12 STEM Architecture
Students of NU-FV.
Data Analysis on:
Non-Probability sampling:
- Purposive sampling
Research Instrument:
- One-on-One Interviews
(Semi Structured)
Research Design:
- Phenomenological Study
- The general perception of
selected Grade 12 STEM
Architecture students on the
implementation of tight
deadlines of heavy
workloads.
- The coping mechanisms
employed by the selected
Grade 12 STEM Architecture
students on helping
themselves manage tight
deadlines regardless of the
impact on their mental well-
being.
- Recommendations and
Solutions in improving the
implementation of deadlines
of heavy workload.

Figure 1. Input Process Output (IPO) Model

The research conducted used the systematic approach, Input Process Output (IPO) Model, in
organizing the study's conceptual framework. The IPO Model is used to synthesize and digest the
different procedures conducted to obtain data. It is significant to determine the variables involved
to measure and perform analysis within the scope presented to seek the possible outcomes using
specific methods. The research study aims to identify the impact of tight deadlines of heavy
workload on the mental health of selected Grade 12 STEM Architecture Students of National
University – Fairview. These variables are the basis for the research study to produce findings to
support or reject the hypothesis which will lead to conclusions and recommendations. In the study,
the inputs presented will be the foundation of the conceptual framework to further guide the study
to develop concepts and strengthen its relevance.

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The methods performed by the researchers on collecting the insights, perceptions, and opinions of
the selected Grade 12 STEM Architecture students at National University – Fairview varies from
purposive sampling, one-on-one interviews, and by conducting a phenomenological study. The
selection of participants will be done by utilizing the method of purposive sampling, wherein the
researchers will set a criterion in order to select the desired students as participants for the study.
By utilizing the method of verbally asking in every section of Grade 12 STEM-Architecture
available at National University- Fairview who are academically inclined and will voluntarily
participate with the conducted study to perform the one-on-one semi-structured interview. One-
on-one interviews circle around pre-determined questions prepared by the researchers, seeking
information on the insights of the target participants on the implementation of tight deadlines on
heavy workloads. Another variable that the researchers aim to measure is the problems
encountered in the mental well-being of the selected Grade 12 STEM Architecture students as they
are dealing with tight deadlines of heavy workloads. Considering the tight schedule of the
participants, another option to collect information regarding the perception of the volunteers
towards the study is creating qualitative questionnaires. As a phenomenological study, it is
important to understand the experiences, views, and opinions expressed by the respondents on the
shown variables to determine the phenomena’s impact on every selected individual. The study will
use MS forms as a tool to implement the said research instrument.

The outputs expected upon the execution of the methodological processes are; The general insights
and perceptions of the selected Grade 12 STEM Architecture students on the implementation of
tight deadlines of heavy academic workloads. The coping strategies done by the target participants
to combat the challenges faced in accomplishing tight deadlines of heavy workloads. As well as
the gathering of recommendations and solutions for improving the academic settings in the
implementation of tight deadlines to mitigate the negative impacts on the mental well-being of the
selected Grade 12 STEM Architecture students at National University – Fairview.

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References:

Donker, A., De Boer, H., Kostons, D., Dignath, C., & Van Der Werf, G. (2014a). Effectiveness
of learning strategy instruction on academic performance: A meta-analysis. Educational
Research Review, 11, 1–26. https://doi.org/10.1016/j.edurev.2013.11.002
InnerDrive (2022). How can Self-Determination Theory help boost student motivation?
InnerDrive Educational Blog. https://blog.innerdrive.co.uk/motivate-with-self-
determination-theory?hs_amp=true
O’Hara, D. (2017). The intrinsic motivation of Richard Ryan and Edward Deci. American
Psychological Association. https://www.apa.org/members/content/intrinsic-
motivation#:~:text=Richard%20Ryan%2C%20PhD%20and%20Edward,reinforce%20the
ir%20behavior%20with%20rewards.
University of Rochester Medical Center (2023). Self-Determination Theory of Motivation -
Center for Community Health & Prevention.
https://www.urmc.rochester.edu/community-health/patient-care/self-determination-
theory.aspx#:~:text=Self%2Ddetermination%20theory%20suggests%20that,that%20unde
rlie%20growth%20and%20development
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview.
Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2

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