CHAPTER II

Review of Related Literature

This chapter presents review of related literature, ideas and finished studies from other
researchers who’ve also conducted the same topic.

Roles of Excessive Schoolworks to The Student’s academic Performance

Students’ Academic Performance is important for assessing a student’s standing within a

university. It enables academic staff, educational administrators, and decision-makers to
precisely evaluate students taking various courses throughout a semester (Yousuf Al Husaini &
Nur Sayufiza Ahmad Shukor 2023). School works can also help the students’ grades improve as
these are also extra points to their grades. Many students’ grades depends on their school works,
According in to an article Students Assignments, Regular homework completion is seen as a
students’ long-term advantage since it enhance academic improvement, self-discipline, time
management, resource utilization, and some important skills that will benefit them in their future
career leading to unique opportunities. Regularly doing homework provides students a chance to
stay on top of what has been learned in class. Doing homework regularly will influence the
students more to finish their works and it helps to practice and review that has been learned in
the classroom. Repeating the concepts of the homework can help to understand the lesson better
as they try to recall the information.

Homework has long been seen as beneficial to their academic achievements, to the extent that it
makes children more responsible while learning. However, assigning a lot of homework to
students has been criticized as one of the worst practices in the past few years (John Jerrim, Luis
Alejandro Lopez‐Agudo, Oscar D Marcenaro‐Gutierrez 2019). School works develops study
habits and independent learnings. Additionally, it motivates students to purchase tools like
grammatical reference books and dictionaries. Studies indicate that homework enhances factual
knowledge, self-discipline, learning attitudes, and problem-solving abilities (Steve Darn,
Freelance Trainer, Izmir, Turkey 2007). Students can have benefits in school works like projects
and assignments to raise their grades, it also enhances their learning skills that will be beneficial
to their exams when they need to review their subjects. Excessive school works also motivates
the students to study as they have deadlines to meet while it also promotes active learning to the
students.

In conclusion, School works plays a crucial role in the students’ academic performance for the
reason that it gives extra points and improves academical achievements. It also increase basis
knowledge and unlock new skills. School works can enhance learning abilities that are
fundamental.

Sleep Deprivation Caused by School Works

Around 56% of students reported losing sleep over schoolwork according to a Stanford study.
According in to an article in Scispace, Lack of sleep in school-aged children caused by
homework burden has been observed in multiple studies. The excessive homework load is
associated with later bedtimes, shorter sleep durations, and negative effects on sleep-wake
patterns. It seems that schoolwork has a greater impact on sleep length than good sleep hygiene.
According to an article published by US News called “The Importance of Sleep for Teen Mental
Health”, it states that “surveys show that less than 9 percent of teens get enough sleep”. A
student’s sleep routine might be disrupted by early wake-up times, extensive course schedules,
homework assignments, and extracurricular activities, which can make them feel exhausted in
class the following day. These demands can increase in high school and college Logan
Foley(2023). Compared to earlier decades, college students appear to be less satisfied with their
sleep quality these days (Hicks, Hernandez, and Pellegrini, 2001).

Factors Affecting the Students’ Academic Performance

Previously, most study of student academic performance focused mostly on factors like gender
differences in education, the training and teaching styles of teachers, the classroom environment,
socioeconomic status, and family educational backgroud. The study’s conclusions fluctuate
depending on the location, with different findings in urban and rural locations (Irfan Mushtaq &
Shabana Nawaz Khan 2012). There are two types of factors that affect the students’ academic
performance. These are the external and internal classroom factors that have a big impact on
students’ performance, Internal classroom factors includes students competence in English, class
schedules, class size, English text books, test results, learning resources, homework, environment
of the class, complexity of the course material, teachers role in the class, technology used in the
class and exams systems. Extracurricular activities, family issues, employment and money
issues, societal issues, and other problems. Studies reveal that a variety of factors, including
learning environments, gender and age disparities, etc., can have an impact on students’
performance (Hansen, Joe B., 2000). The students who are properly guided and receive supports
by their parents have performed well in the exams. The guidance from the teacher and parents
also affects the students’ performance (Hussain, 2006). Amitava Raychaudhuri, et. Al., (July
2010), found that numerous studies has been conducted to determine those factors which are
affecting student’s academic performance. Numerous socioeconomic factors, including the
students’ attendance in class, family income, the education levels of the mother and father, the
teacher-student ratio, presence of trained teacher in school, the student’s sex, and the distance
between the schools, all affect the students’ academic achievement. According to Munoz and
Portez (2001), a number of significant factors influence kids’ academic progress, including their
financial circumstances, study and homework habits, time management abilities, health, and
family dynamics Students’ academic performance is influenced by social factors. These variables
include involvement in clubs and groups, athletics, student cults, and romantic connections
Shehu S. Umar (2010). In addition, mental issues, working status, time spent on social medias ,
and study duration can also impact academic performance.

Development of Stress Due to School Works

Levels off when the body adapts to the stressors (Gadzella & Masten, 2005). In the stage of
resistance, an individual fights the threat. When an individual cannot adapt to the stressors, the
body’s resources will continue to be taxed and lead to the stage of exhaustion. The distress has
negative consequences to one’s body and is viewed to be harmful (Gadzella, Masten, &
Zascavage, 2009). If one could not adapt to the stress and it is prolonged enough, the stage of
resistance can lead to the stage of exhaustion, where the stressors become distress.

Stress is part of the daily life of a college student (Dusselier et al., 2005). There are many
contributors to stress. Dusselier et al. found that depression, anxiety, and seasonal affective
disorder were significant predictors of students’ stress. They also found that concerns for a
troubled friend or family member, perceived conflict with a faculty or staff member, frequent use
of alcohol, sleep difficulties, and students living at home with their parents all led to students
reporting more stress. Jogaratnam and Buchanan (2004) found that full-time students had greater
exposure to stressors, freshmen experienced the most stress, and stress decreased by years in
school. Zascavage et al. (2012) found that traditional students, students who took more than 1 7
credit hours, and students who worked four hours or more per week had higher levels of stress.

Academics and Pressure Causing Student Stress.

Reisberg (2000) found that incoming students felt more pressure. According to Reisberg, about
30% of freshmen felt overwhelmed. She compared data from the Higher Education Research
Institute annual survey from 1985 to 1999 and found that the percentage of freshmen feeling
pressure had nearly doubled since 198 5. Reisberg suggested that feeling pressure could be
related to students planning on working more to help pay college tuition.

Brandt (2013) found that Resident Assistants (RA) felt pressure making deadlines, completing
administrative tasks, and completing homework. In Brandt’s research, a student described when
stress was felt: “When I do feel stressed it’s usually just when I have a bunch of projects or a big
paper to write and I also have to deal with some RA stuff. One student stated, “There’s a lot of
undue stress, especially around the time of year when everybody is leaving for summer, where
you may have a final and your residents want to check out”. Another student felt pressure from
work: “When it’s just getting asked to do a million and half things. And you do that million and
half things, but you didn’t do the other you do all this and still not good enough”. The students
felt pressure to succeed academically and to accomplish their duties of being a Resident
Assistant.

Dusselier et al. (2005) found that the biggest factor causing stress for students was academics.
Students identified tests, classes, homework, and examinations as causes of stress. One student
identified the pressure of academic work load: “The amount of time that I have to spend working
on my projects for class … there is not enough time to spend on all of the work I need to
accomplish”. Dusselier et al. found that students who were taking more credit hours felt more
pressure and stress. One student detailed “loads of school work, all due around the same time, or
same day”. The academic pressure could be related to feeling the need to succeed.
Jogaratnam and Buchanan (2004) found that a significant stressor for students was time pressure
with academics and daily life responsibilities. Nearly all the students reported “too many things
to do at once, a lot of responsibilities, and struggling to meet your own academic standards”.
Goff (2011) identified that Students most frequently reported pressures such as turning in papers
on time, devoting time to classwork, overloading things to do, and balancing grades with work
and Relationships. Misra, McKean, West, and Russo (2000) also reported that faculty and
Students perceived that students felt stressed due to pressure.

Mental Breakdown as a Result of Excessive School Works

According to an article turnbridge, school alone itself does not cause mental breakdown, it is
important to recognize that certain school-related factors could trigger the onset of a mental
health problem. Students’ mental health while in school is very important as it affects their well-
being, academic achievement, and prospects for the future. Focusing and prioritizing students’
mental health helps them to determine how to handle breakdown and stress caused by school
works. Learner’s mental health is being at risk because of too much unnecessarily school works,
they feel drained and stress, this causes them to experience mental breakdowns.

Jula utzschneider (2021) said “When the bell rings to end last period every day, I feel a sense of
relief. However, this feeling soon wears off as I realize just how much work I have to do after the
already-stressful school day ends” this shows that after a stressful day at school, there’s still
school works that needs to be finished. Homework also forces students to prioritize “work” over
other activities daily, diverts time and attention with their Families, and physically exhausts them
(Galloway et al., 2013). In “When is Homework Worth the Time?” researchers from other
countries proved that while homework has a positive effect on standardized test Scores it has no
effect—positive or negative—on grades (Maltese et al., 2012, p. 61).Mental breakdown causes
anxiety, uncontrollable anger and fear that affects the students thinking and academic
performance, it does not only affects the students studies but also their daily routine in home.
Having to deal with breakdown while trying to focus on studying can be frustrating. The pressure
to get a high mark in exams, handle heavy workloads and meet multiple deadlines can lead to
mental breakdown, anxiety and depression.