Academic procrastination, cramming behavior and learning styles  of grade 7 students of Pacita Complex National High School Philippines

Imperial Rosshiela Sheera S; Antonio R. Yango

doi:10.48017/dj.v9i3.3029

Autores

Imperial Rosshiela Sheera S Graduate School, University of Perpetual Help System. Philippines
Antonio R. Yango Graduate School, University of Perpetual Help System. Philippines.

DOI:

https://doi.org/10.48017/dj.v9i3.3029

Palavras-chave:

Procrastinação acadêmica, estilo de aprindizagem , Comportamento intensivo

Resumo

A procrastinação acadêmica é um desafio comum. O ensino médio é um período crítico onde os alunos são apresentados a tarefas acadêmicas mais complexas e exigentes. A transição do ensino básico para o ensino secundário pode provocar um aumento da pressão acadêmica e os alunos podem ter dificuldades em gerir o seu tempo de forma eficaz (Belmonte, 2019). O comportamento de estudar, muitas vezes uma consequência direta da procrastinação, é um fenómeno que se tornou enraizado na cultura acadêmica, na sua eficácia na promoção da retenção a longo prazo e na compreensão a longo prazo (Chew, 2021). As pessoas têm diversos estilos de aprendizagem e a compreensão desses estilos pode aumentar a eficácia da educação e da formação. Uma estrutura popular categoriza os alunos em quatro modelos que incluem o modelo VARK (Visual, Auditivo, Leitura/Escrita, Cinestésico), que acrescenta uma dimensão para aqueles que preferem a leitura e a escrita como principal modo de aprendizagem. Os resultados revelaram que não existe uma relação significativa entre o estilo de aprendizagem dos entrevistados e a sua procrastinação acadêmica. O comportamento de estudo dos entrevistados não prevê significativamente o seu estilo de aprendizagem, assim como o estilo de aprendizagem dos entrevistados não depende do seu comportamento de estudo. As seguintes recomendações foram feitas pelo pesquisador com base nas seguintes descobertas. Os Educadores, o pesquisador, sugerem a incorporação de oficinas estruturadas de habilidades de estudo com foco na gestão do tempo e estratégias de aprendizagem profunda adaptadas às necessidades dos alunos. Fornecer orientação sobre técnicas de estudo eficazes e promover uma mentalidade construtiva pode capacitar os alunos a adotarem abordagens mais eficientes e sustentáveis para a preparação acadêmica. Os Administradores Escolares, o investigador, defendem a implementação de intervenções direcionadas com foco na gestão do tempo e estratégias de aprendizagem profunda adaptadas às necessidades do nosso grupo STEM-P. Ao abordar estas descobertas de forma colaborativa, podemos apoiar os nossos alunos no desenvolvimento de hábitos de estudo mais eficazes e na promoção de uma compreensão mais profunda dos conceitos acadêmicos.

Métricas

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Biografia do Autor

Imperial Rosshiela Sheera S , Graduate School, University of Perpetual Help System. Philippines

0009-0000-4690-5364; Graduate School, University of Perpetual Help System. Philippines rosshielasheera.imperial@deped.gov.ph

Antonio R. Yango, Graduate School, University of Perpetual Help System. Philippines.

Graduate School, University of Perpetual Help System. Philippines. Email: yango.antonio@uphsl.edu.ph

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