Group 1 . Perceived effect of academic work load

[Audio] PRESENTATION PRESENTATION Presented By : Group #1.

[Audio] why did you choose this particular format(tables ,graphs,chart) to present your data? Tables and charts were used to to present data clearly and make comparison essay.

[Audio] How did you you ensure accuracy in encoding and tabulating your data? Accuracy was ensured through double-checking entries and using automated formulas.

[Audio] why are your tables arrange in this specific order? The highest mean score was most significant because it showed the strongest impact of workload on students..

[Audio] which Result do you consider the most significant in chapter 4 why? The most significant result is that students generally agreed that academic workload affects their performance, motivation, and well-being, showing consistent mean scores across indicators. This is significant because it directly answers the research problem and demonstrates that workload has measurable impacts on multiple student outcomes..

[Audio] were there any unexpected results? How did you interpret them ? Yes. Some indicators showed only moderate agreement instead of strong agreement. This suggests that not all students experience workload the same way, indicating individual differences in coping skills, time management, or support systems rather than a uniform effect..

[Audio] why did you use this statistical tool (e.g., mean,t-test ANOVA, Pearson r). Weighted mean measured average perceptions, and pearon r tested relationship between va.

[Audio] How does your chosen statistical test answers your research problem Pearson r answered the research question by showing if workload is related to motivation or well-being..

[Audio] what assumption are required for the statistical test you used? Other tests weren't used because they compare groups, while this study focused on relationships..

[Audio] why did you not use another statistical method? Since we are looking for a relationship between two continuous variables (workload score and performance score), Pearson r is the standard. A t-test or ANOVA would only be appropriate if we were comparing different groups (like HUMSS vs. STEM), but our focus was the overarching relationship for HUMSS students..

[Audio] How did you determine the level of significance(e.g., 0.05)? A significance level is typically used for hypothesis testing. Since this study is descriptive and did not test hypotheses, a significance level was not required..

[Audio] How do your findings relate to your theoretical framework? Our findings support Sweller's Cognitive Load Theory. As the data shows [High/Moderate] levels of workload in exams and tasks, it confirms that when demands exceed cognitive capacity, academic performance tends to plateau or decline..

[Audio] how do you your findings support or contradict previous studies? The results support prior research showing that heavy academic workload can affect stress levels, motivation, and academic performance. No major contradictions were found, indicating consistency with existing literature..

[Audio] Can you Explain the meaning of this results in simple terms ? "In simple terms, our data suggests that when students feel overwhelmed by the number of performance tasks, their drive to learn (motivation) significantly drops, which eventually pulls down their grades.".

[Audio] what does this imply about your respondents? It implies that many students are managing multiple academic demands simultaneously and may need better workload balance, timemanagement strategies, or academic support..

[Audio] is correlational equal to causation in your study ? Why or why not? No. As this is a correlational study, we can say that workload and socioemotional well-being are related, but we cannot strictly claim that workload is the only cause. Other factors like home environment or personal health (which were outside our scope) could also play a role.

[Audio] what Factors might have influenced your results? Possible influencing factors include: Individual study habits Time-management skills Teacher expectations Family responsibilities Access to learning reso urces.

[Audio] were there any outliers? How did you handle them ? Minor extreme responses may have appeared, but they were retained because they represent real student perceptions. However, they were checked to ensure they were valid responses and not encoding errors..

[Audio] How did you summarize your findings without repeating Chapter 4? By synthesizing key results and highlighting overall patterns instead of restating detailed tables and statistics..

[Audio] Which research question had the strongest result? The question on how academic workload affects students showed the strongest result, especially its impact on stress, performance, and motivation..

[Audio] Were all research questions answered? How? Yes. Each question was addressed using analyzed survey data, interpreted results, and summarized trends from the statistical findings..

[Audio] How did you arrive at your conclusions? They were derived directly from the analyzed findings and statistical interpretations..

[Audio] Are your conclusions directly based on your findings? Yes, all conclusions reflect the actual data results without adding unrelated claims.

[Audio] Did you include any personal opinion in your conclusions? No. The conclusions are evidence-based and grounded in collected data..

[Audio] Can your conclusions be generalized? Why or why not? They are limited to the study population because the sample represents only selected Senior High School students..

[Audio] What is the main contribution of your study? It provides evidence that academic workload moderately affects students performance, motivation, and well-being.

[Audio] How did you formulate your recommendations? They were based on the identified problems and needs revealed by the findings..

[Audio] Are your recommendations practical and realistic? Yes, because they focus on manageable strategies such as balanced workloads, clearer deadlines, and support systems..

[Audio] Who will benefit most from your recommendations? Students, teachers, school administrators, and curriculum planners..

[Audio] What recommendations do you have for future researchers? They should use larger samples, include different schools and examine additional variables affecting workload..

[Audio] If given a chance to improve your study, what would you change? Increase sample size, include qualitative data, and extend the research duration..

[Audio] What are the implications of your findings for teachers? Teachers should manage task volume, coordinate deadlines, and consider students' workload capacity..

[Audio] How can your findings help school administrators? They can guide policy adjustments and support programs that reduce student stress..

[Audio] What policy implications can be drawn from your study? Schools may review curriculum load and create balanced academic schedules..

[Audio] How does your study contribute to the field of education? It adds empirical evidence about how workload affects academic and emotional outcomes..

[Audio] What are the limitations of your study? Limited sample size, single setting, and reliance on self-reported data..

[Audio] How did those limitations affect your results? They restrict generalizability and may not fully represent all Senior High School students..

[Audio] THANK YOU THANK YOU. THANK YOU THANK YOU.