THE EFFICIENCY OF POMODORO TECHNIQUE AS A STUDY TOOL AMONG

THE GRADE 12 STEM STUDENTS IN PANABO CITY NATIONAL HIGH SCHOOL

___________________________________________________________________

In Partial Fulfillment of the Requirements

Of the Subject- RESEARCH CAPSTONE

___________________________________________________________________

AUSTRIA, J.

CRISOSTOMO, A.M.

DALUMPINES, I.

LAMPON, M.J.

LORCA, E.

2022
 ACKNOWLEDGEMENT

This study could not be completed without the aid and critiques of the people

who extend their hands in making this possible. Names could not be enumerated of

how much contribution they gave in a period. The gratitude the researchers have felt

for their support gave them the strength and hope in completing this amazing

experience. The group also would like to extend their gratitude to the following

people:

Ma’am Debbie Leron, Sir Dhan Cajegas, and Ma'am ED Goldilaine Flores

every step of the way. To Sir Edwin Cabaylo as well for the assistance in conducting

the study.

The encouragement from family and friends, and above all God, with His

guidance; through ups and downs, the group is forever grateful.

 ABSTRACT

Senior High School is already tough as it is, with heavy subjects and

simultaneous workload it is common for the students to struggle with time

management. Procrastination is relevant, especially with the current situation, the

enthusiasm is hard to find. The students lack strategies to work on to keep them

motivated and efficient. The Pomodoro Technique is established to help the students

in concentrating to finish their tasks with the timeboxing strategy. The paper will

discuss how the Pomodoro technique can be used as a tactic for a systematic class

discussion.

The study employed a quasi-experimental design. Percentage, Mean,

Standard deviation, and Independent T-test was used to compare the significant

difference in the pre-assessment and post-assessment performance of the controlled

group and the significant difference in the pre-assessment and post-assessment

performance of the experimental group in observing Grade 12 stem students in

Panabo City National High School. The study revealed that the Pomodoro technique

does not entirely affect each respondent. But, each individual cannot be forced to

apply a study tool, for each has its technique. In addition, the Pomodoro technique

does not have any relevance to the grade 12 stem sections Cassiopeia and Cygnus

test results to each of their capacities. Thus, the study concluded that the Pomodoro

technique is not for everyone; and recommended those who want to further expand

the study to choose another strand of respondents other than the academic track of

Science, Technology, Engineering, and Mathematics.

Keywords: Pomodoro Technique, Study Technique, Academical Methodology

 TABLE OF CONTENTS

Chapter 1: INTRODUCTION

1.1 Background of the Study

1.2 Purpose of the Study

1.3 Significance of the Study

1.4 Statement of the Problem

1.5 Theoretical and Conceptual Framework

1.6 Scope and Limitations

1.7 Definition of Terms

1.8 Literature Review

Chapter 2: METHODOLOGY

2.1 Research Design

2.2 Research Respondents

2.3 Research Locale

2.4 Data Analysis

2.5 Data Collection

2.6 Data Procedure

Chapter 3: RESULTS AND DISCUSSIONS

3.1 Problem 1

3.2 Problem 2

3.3 Problem 3

3.4 Problem 4

3.5 Problem 5

3.6 Problem 6

Chapter 4: FINDINGS, CONCLUSION, AND RECOMMENDATIONS

4.1 Findings

4.2 Conclusions

4.3 Recommendations

REFERENCE LISTS

APPENDICES

5.1 Appendix A

5.2 Appendix B

5.3 Appendix C

5.4 Appendix D
 CHAPTER 1

INTRODUCTION

Background of the Study

Time management has been one of the major problems for students. Yet, as

the pandemic arises, the environment of classes is centered in the small 4 corners of

the room with no physical interactions with the whole body of the class. Without a

proper schedule of finding proper time in studying and doing school work, it becomes

a hindrance to work on it with the additional chores from their respective households.

According to Claessens et al., (2007), as cited by Little B. (2018), the author

defines time management as “behaviors that aim at achieving an effective use of

time while performing certain goal-directed activities”.

The definition of time does not focus on time itself; rather it emphasizes

goal-directed behaviors, to be accomplished within a frame of time or through the

efficient use of time. This is where the Pomodoro Technique comes in. This is a

study technique developed by an Italian named Francesco Cirillo. The point of this

technique is to have a break in each interval of 25 minutes, which can give idle time

for the users to compose themselves after a long run of doing such tasks.

Different aspects of international relations have some issues regarding this

topic of handling time management, especially for students around the globe. With

different schedules and techniques of teachers or professors; some students still do

not know how to value time to excel and maintain their academic performances

inside and outside the campus.

In Shanghai, China a study was made regarding the influence of study habits

on academic performance. According to Cerna, M. & Pavliushchenk K., (2015),

“Classroom observations show that under the same conditions, namely same

professor, same subject, same teaching system, same administration, same

enrollment criteria, same time of the day for a specific course, and same education

level, some students perform well while others do not.” From this, the academic

performance clearly shows that it varies for every student. The paper will furtherly

discuss the different situations of different people to conclude that studying takes a

lot of effort to find a suitable technique for a student.

Another study from a University in Valencia, Spain where discloses the issue

of poor time management of the university students. The study shows how the

students are intimidated by the pressure of the number of assignments thus

procrastinating on the time that must be used in doing such tasks. The result of the

study according to Naturil-Alfonso, A., et al., (2018) “this study shows that even with

a longer period to accomplish a task, university students tend to procrastinate, and

thus seem to have a negative effect on their assignment grades.”

The study by Gilbert C. Magulod Jr.(2019) of Cagayan State University at

Lasam( Philippines) about the Learning Styles, Study Habits, And Academic

Performance Of Filipino University Students In Applied Science Courses:

Implications for Instructions shows that the respondents consider tactile, auditory,

and individual learning to be minor learning preferences. This also shows that the

respondents' minor learning styles are based on hands-on experiences with models

and materials, oral explanations, and learning individually. Although having different

styles of technique in studying, working, or studying alone doesn’t have a good

impact on the students' learning experiences or these kinds of techniques do not suit

the preferences of the students.

 Moreover, the W.A.T.C.H ( We Advocate Time Consciousness and Honesty)

helps the students in managing their time properly. Deped No. 160 and 387 (2008)

announced that the DepEd community will adopt and implement project W.A.T.C.H.

(We Advocate Time Consciousness and Honesty). It is to strengthen the value of

punctuality and honesty as a significant step in bringing changes or transformations

to society. Moreover, the implementation of project W.A.T.C.H will be helpful,

especially to the students. This will be an encouragement for those who don’t value

punctuality in going to school or other important meetings.

Also, as stated by the Southeast Asian Journal of Science and Technology

(2019), the factors affecting the study habits of grade 11 students at one national

high school in Pangasinan, Philippines, The study shows that fewer study hours

result in poor grades. Doing your homework is one strategy or technique that can

retain a lesson in one’s mindset. However, it shows that just 50% of the respondents

do not do their homework on weekdays. Reading notes or lectures is also essential

in education, but 45.83% of the respondents do not study at all. Moreover, reviewing

is a technique that can help a student gain understanding of a certain topic, yet it

shows that 37.50% of the respondents do not review, and they will just start studying

days before the final exam. And lastly, it shows that the respondent will study during

a vacant time in school, and 45.83% was the total of the respondents who do not

scan their notes beforehand. It was then alarming that these students do not value

their time and are not using it effectively.

From 2020 up until now we still practice modular and online learning. This

kind of learning is great for students especially since we are still in a pandemic. But

for the reason that most are still at home, they are not far from distraction, they have

easy access to social media and video games. This kind of habit may not be good
for students because this is where procrastination takes place. A study conducted by

Davao del Norte State College (G.M.Tiburon, et al., 2021) states that Procrastination

is an unproductive behavior that must be broken. This unreasonable delay causes

greater tension, irritation, and worry, as well as a reduction in a student's creativity

and productivity. This kind of behavior can affect the passion and eagerness of a

student to learn.

On March 21, 2022, Panabo City National High School opened its gates for

the limited face-to-face to the Senior High School Program including the Academic

track, Science, Technology, Engineering, and Math. Just when it was already

conducted, the schedule has been altered as well, resulting in some teachers being

behind schedule and not informing the students that they will not be coming in.

Resulting in students waiting for their subject teachers and wasting the time. Hence,

introducing time managing techniques to students can help organize what students

need to do first. Practicing study habits or techniques can manage time carefully and

can do the activities easily, especially for the students who are working.

The urgency of this study is to promote and adapt study techniques such as

the Pomodoro technique that can allow students to be productive in doing their

school work, tracking their time, and how to handle their work. This can be

implemented in schools, offices, or other places that have a workload that can use

the Pomodoro technique to organize what to do. Having study habits or techniques

can make the student be organized. Study habits and techniques can make the

student manage their time easily, in this way, students won’t be stressed because of

too much workload in their day-to-day tasks.

Purpose of the Study

 The purpose of the study is to find whether the Pomodoro technique; a study

tool, can also be effective in using during class discussions.

Significance of the Study

As the purpose of the study is established to which the researcher aims to

know if there is an effect of the studying technique, the result of the study benefits

the following people:

Students. The direct beneficiary of the study as it would provide them with the

importance of time management and new study techniques to apply in doing

effective study habits for their academic tasks both as students and individuals.

Teachers. The study shall also benefit the faculty staff during class. Giving the

students enough time to learn and rest to process the lessons. Additionally, as

workloads and grading the work from students are also time-consuming, this will also

help them properly balance their time from work and resting.

Administrators. This study will help the learning environment and improve the

situation of the school in each classroom. This will make them understand better how

even given enough time, without proper technique, managing time properly will not

be achieved.

Parents. This could help the guardians so they could be aware of how

time-consuming the classes and assignments are in School. Give their children

enough time to do their work with the help of this technique. No matter the age of the

child, even the parents, could use this to use time responsibly.

Statement of the Problem

 The study aims to discover the efficiency of the Pomodoro technique in the

Grade 12 STEM Students of Panabo City National High School. The researchers

specifically sought to answer the following questions:

1. What is the mean score of the pre-assessment from the controlled group?

2. What is the mean score of the pre-assessment from the experimental group?

3. What is the mean score of the post-assessment from the controlled group?

4. What is the mean score of the post-assessment of the experimental group?

5. Do pre-assessment and post-assessment from the controlled group have

significant differences without using the Pomodoro technique?

6. Do pre-assessment and post-assessment from the experimental group have

significant differences after conducting classes using the Pomodoro

technique?

Hypothesis

1. There is no significant difference in the pre-assessment and post-assessment

performance of the controlled group.

2. There is a significant difference in the pre-assessment and post-assessment

performance of the controlled group.

3. There is no significant difference in the pre-assessment and post-assessment

performance of the experimental group.

4. There is a significant difference in the pre-assessment and post-assessment

performance of the experimental group.

Theoretical Framework
 This study is anchored on Goal-Setting Theory by Edwin Locke (1960). This

theory states that specific and challenging goals along with appropriate feedback

contribute to higher and better task performance. In addition, goals indicate to an

individual what needs to be done and how much work is required and this theory is

based on the idea that setting specific goals is more effective than setting unclear

goals.

In support, the IDC or Interest Driven Creator theory (2020) carried out by a

group of researchers in Asia, explains the intention to co-construct a holistic

development or design framework to guide the students in fostering their learning

interests, capabilities in creation, and learning habits. An individual who shows

interest in doing something, for example, a task, makes it easier for them to do it

because they show interest, which means they show willingness. Concerning the

study, having a technique or a study habit without the students’ interest in doing it will

still mean nothing.

These two theories work or are related to this study. The theories concerning

the researchers' study have significantly supported the idea of having a study

technique without a goal and interest in it still means nothing. Having a study

technique isn’t enough. Students must also have the goal to set a day or time when

to do the given activities, performance tasks, and even a time to study for upcoming

exams or tests and after that be interested when the set goal has been set. Having a

goal and interest in doing something will make it easier to accomplish it and will

reach your expectations.

Conceptual Framework
 Figure 1.1 of Conceptual Framework

The Independent variable for this study will be the Pomodoro

Technique as a tool for the respondents to use that might affect the students' test

results handed out by the researchers and the subject teacher.

Scope and Limitations

 The researchers of this study have read research related to the Pomodoro

technique and hence the result of the research focuses on Time management

(BA.Giesbrecht, 2015), Anti-Procrastination (Almahlki K., et al., 2020), Academic

Related Task, Procrastination Behavior, and Academic Motivation (Dion RJ., et al.,

2021). Hence, the researcher focused on the academic methodology wherein the

efficacy of the Pomodoro technique as a study tool can be effective among Senior

High School students in Panabo City National High School. The data collection will

be generalized to Senior High School students sections Cygnus as the experimental

group and Cassiopeia as the controlled group in Panabo City National High School.

This study does not extend to the other factors that affect the analysis of the

efficacy of the Pomodoro Technique on the respondents such as affecting the mental

health, physical health, financial status, social status, and student behavior.

Definition of Terms

Appraisal- An act of assessing something or someone.

Academic Methodology- It is applying certain techniques and methods in

academics.

Evoke- Refers to bring or recall to the conscious mind.

Pomodoro Technique- It is a time management method based on 25-minute

stretches of focused work broken by 3-to-5 minute breaks and 15-to-30 minute

breaks following the completion of four work periods. Refers to the main objective of

the researchers.

Literature Review
Pomodoro Technique

The Pomodoro Technique is a time management system that encourages

people to work with the time they have—rather than against it. Using this method,

you break your workday into 25-minute chunks separated by five-minute breaks.

These intervals are referred to as Pomodoro. After about four intervals of 25

minutes, you take a longer break of about 15 to 20 minutes.

The Effects of Pomodoro Technique on Academic-Related Tasks

Given the difficulties of prioritization and time management, where students

were most likely to fail or drop out of an online course due to a lack of time to

complete academic assignments, time management is critical in academic

achievement in general and must be prioritized to overcome the decline of

completing projects and assignments. One time management approach is known as

Pomodoro Technique which can be effective in achieving activities. The goal of this

approach is to produce a focused, timed work session in which you may complete a

sequence of activities in short intervals with short rests in between (Gobbo &

Vaccari, 2008). Academic duties are difficult for college students to complete when

they are learning online. The effects of time management tactics such as Pomodoro

and Flow time Technique on procrastinating behavior and academic motivation of

college students were studied. Time is an adversary that must be fought by those

who are always dealing with a large number of duties. The feeling of anxiety caused

by deadlines is something that a lot of individuals, particularly students, experience.

Multiple assignments and tight deadlines are believed to be some of the key reasons

for students' worry, according to a new study (Sundarasen et al., 2020). Similarly,

previous research suggests that frequent deadlines might increase anxiety and deter

learners from planning to reach their goals (Fulton et al.,2013).

 Furthermore, to avoid tension caused by deadlines, pupils would need to

develop an effective time management strategy. The time management strategy that

the researchers of this study focused on was the Pomodoro technique in particular.

The impact of time management on time behaviors, attitudes (Macan et al., 1990),

and academic performance have piqued scientific attention in recent decades (Briton

& Tesser, 1991; Trueman & Hartley 1996; Twehues, 2013). Recent research on time

management suggests a variety of applications, including stress prevention through

time management (Häfner et al., 2014), increasing productivity through more

effective time management (Arnold & Pulich, 2004), and avoiding procrastination

through time management (Hafner et al., 2014). The implementation of the

Pomodoro technique improved the respondents' procrastinating behavior slightly.

Respondents' academic motivation was diminished by both strategies. However,

there is no discernible difference in respondents' procrastinating behavior or

academic motivation as a result of its use.

Time Management

Time management has been offered to be the process of skillfully applying

time in order to finish and perfectly do a specific activity within time constraints (

Harris,2008). Time management is all about filling our lives with the things that

deserve to be there (From the book of Vanderkam, 2011).

Time management is the art of arranging, organizing, scheduling, and

budgeting everyone’s time to generate effectiveness at work and also productivity

(Gerald, 2002).

Time Management on Students’ Academic Performances/Achievements

 The study of the impact of time management on a student’s academic

performance (Snam R., et al., 2018) aims to determine the relationship between time

management and the academic achievement of the students. It shows that time

planning, time attitude, and time-wasting are the three main factors associated with

time management. The result shows that all the time management behaviors

significantly have a positive relation to the academic achievements of the students,

even though the relationship is weak. (Adebayo, (2015) studied the impact of time

management on students' academic performances in higher institutions in Nigeria. It

aims to identify and communicate the constraints of time management to the

students. The study results revealed that procrastination, prioritization, and planning

were the strongest reasons that affected the academic performance of the students

regarding time management. Therefore, students are highly recommended to be

conscious of the time when performing their academic activities in order to have a

high or good performance. Nasrullah_PhD & Khan_PhD (2015) Studied the impact

of time management on the student’s academic achievements. The study aims to

determine If there is a relation between time management skills and the academic

achievements of the students. The result shows that students' behavior in the time

planning category was at the highest level and behavior and the time management

category was at the lowest level. The scores of the student’s in time management

show that students who scored poorly in academic achievement gained significantly

lower in time management.

Moreover, a study of time management on the academic performance of

college students (Kaushar, 2013) aims to determine the relationship between time

management skills and academic achievement. College students have not managed

their time responsibly in college because they are smart and weren’t challenged in

high school. However, things change in college. Those who received "A" and "B" are
now receiving "C" and "D". Those who receive lower grades don’t mean they are not

capable, yet their study skills and time management are not effective. The results

show that the time planning was at the highest level and the time management was

at the lowest. (Hamzah, Lucky, & Joarder 2014) stated that time management and

external motivation have a massive impact on students' academic performances as

stated in their study, Time Management, External Motivation, and Students’

Academic Performance: Evidence from a Malaysian Public University. It aims to

identify if there is an influence of time management on students' academic

performances. The result shows that the academic performances of the students are

significant and positive to each other. In addition, the study about the benefit of time

management on the academic performance of grade 12 ABM students in BCP SY

2018-19 states that good time management allows you to work smarter rather than

harder. In that, you will finish on time, even if the time is not enough and the pressure

is high. The researchers used a descriptive method and questionnaires that were

distributed to 50 selected students in the ABM strand. In terms of recitation,

paperwork, and projects, out of 50 students coming from ABM, the indicator received

a strong agreement. It means the result shows that students strongly agree that

good time management has helped them a lot as students and can also improve

their academic performances. ( Luardo et al., 2019).

Pomodoro Technique on Psychology

The Pomodoro represents an abstraction of time, a box that can hold and limit

becoming and on which time depends, in the end (Cirillo, F. 2006). Each Pomodoro

provides a chance to enhance or rearrange. The longer time passes, the less

anxious you will feel. As a consequence, you'll be more productive and have a

clearer head while determining what to do next. It can be inferred, in line with the
study findings, that there is a higher percentage of academic-task completion when

Flowtime Technique is utilized (Dizon, Ermitanio, Estevez, Ferrer, Flores, Fontanilla,

& Sugay). In terms of academic motivation, the Pomodoro and Flowtime techniques

were shown to be less successful than the Flowtime strategy in reducing

procrastinating behavior among nursing students. The Pomodoro approach, on the

other hand, is more helpful in eliminating procrastination tendencies. To make

progress in changing our behavior we need to pay attention to our thoughts and

actions (Frankl, V.). If we know we are easily distracted or have difficulty deferring

gratification (performing easier and more pleasurable activities), make strategies for

what we will do when the distractions occur. Do this before beginning work on a task.

The Pomodoro Technique is a time management tool that was originally

aimed to optimize the time we have spent on personal work and study (Ruensuk, M.

2016). The research investigates how the Pomodoro Technique is utilized in a

real-world software development setting. The research will concentrate on aspects

that boost developer productivity as well as stakeholder satisfaction. The storytelling

method with the modification of the Pomodoro technique can be done by teachers on

the sidelines of giving lessons, so that students still get attention, especially

regarding psychology during the Covid-19 pandemic (Laili Perdani, Riandani, &

Srinatania, 2022). Contextual learning can be provided by teachers or teaching

personnel in line with student learning situations. When offering health education on

Covid-19 by teachers or health staff, the narrative method with the Pomodoro

technique might be used. Frequent breaks with the Pomodoro are essential to

achieving more lucid, conscious, and effective mental capacity with a resulting

increase in productivity (Cirillo, F. 2006). Many people have learned to realize the

significance and efficiency of separation by using the Pomodoro Technique. A

25-minute pause allows you to see things from a fresh perspective and come up with
new answers. Detachment increases the importance of continuity and stimulates

your creative processes.

Pomodoro Technique on Self-regulating to Students

During pandemics students learning had a lot of hindrances. Today Dep-ed

is slowly getting back to face to face, but there are still students who are learning

online. Online learning can be difficult because of the distractions, it can be chores,

work, video games, etc. Time management is one of the problems of students when

learning online, even face to face. A study tool can be useful for students that are

easily distracted, so students can easily manage their time efficiently and get a lot of

things done. Pomodoro technique is one of the most effective study tools for

students, teachers, administrators, etc. This kind of technique (Jefferson A.C., Janice

A.A., Joel S.G., Madhavi Devaraj, 2021) is used to measure knowledge, skills,

disposition, and beliefs learned during an instructional sequence in order to improve

all aspects of students to efficiently do their task, from their chores and school

activities. Implementing Pomodoro to students can help slowly minimize the

procrastinating behavior and stress students. (R.Y. Dizon, H.D. Ermitanio, D.M.

Estevez et al) using the Pomodoro technique decreases procrastination behavior

from 29.60 to 27.60 and academic motivation from 86.70 to 84.10. The use of this

technique improved the procrastinating behavior slightly. Practicing this method can

improve the workflow and can easily manage how to handle multiple tasks.

Pomodoro technique can be used for our day-to-day tasks, schools, jobs,

chores, etc. Research conducted at the University of Mississippi (Donna Akers,

2015) using Pomodoro can help in managing time, using visual organizers, planning

transitions, creating a to-do list, self-regulation, and reducing working memory load.
It was stated that using the Pomodoro technique to help students enhance executive

function is a viable strategy that teachers might utilize.

The use of learning strategies or study tools can help students to be more

productive and motivated in doing their work efficiently. Other aspects of learning

must be utilized by learners, motivation and metacognition are examples of

self-regulation (Elizabeth C.L.W., 2010). Learners must be motivated to use

self-discipline learning techniques or tactics and keep the determination to employ

them throughout the learning process. Self-regulation in every individual is to ensure

the motivation and eagerness to pursue one’s doing. Pomodoro technique seeks to

slow down, observe, and refocus to improve ourselves (F.Cirillo, 2009). This

technique helps us to relax and to take a break to clear our minds, and this can help

to make an individual focus and concentrate on what they are doing.

CHAPTER 2
 METHODOLOGY

Research Design

This study utilized a quasi-experimental design. According to Campbell &

Stanley (1966), it is a research method that is an approximation of an experiment.

“Quasi” is a Latin word for “as if''. The researchers selected two sections to collect

data. The researchers gathered all the data and analytics and came up with a

conclusion at a specific point in time. This study employs a correlational research

design. Certain questions are designed to draw out responses on specific

information about the level of satisfaction towards the academic performance of

Grade 12-STEM Cassiopeia and Cygnus in Panabo City National High School

(PCNHS) 2nd semester S.Y. 2022-2023 on the respondents.

Research Respondents

The researchers chose the Grade 12 STEM students from sections

Cassiopeia as the controlled group and Cygnus as the experimental group in the role

of being the respondents of this study.

Research Locale

The study is conducted at Panabo City National High School (PCNHS). The

respondents were observed inside their classrooms at a specific time. The

researchers chose the place of implementation that gave the researchers the

needed information for students in Grade 12 Cassiopeia and Cygnus. The study was

conducted in the second semester of the academic year 2022-2023.

Research tools
 Pre-assessment and Post-assessment are the tools used in gathering data

from the respondents. Pre-assessments are distributed before conducting the

experiment, then follow the post-assessment.

Data analysis

After getting the data, the researchers gather and tally the results, analyze,

and compute them with the use of the t-test for correlated samples to determine the

results if it fits the hypothesis of the researchers.

Data Collection

Once the study has been approved, the researchers inform the respondents

of the procedure before handing out the consent and pre-assessment. After the

observations, the final part of the survey which is the post-assessment is then

handed.

Data Procedure

The researchers conducted a quasi-experimental on a selected section from

the Grade 12 STEM students from sections Cassiopeia and Cygnus. Each student

from both sections are given consent for the conduction of the experiment. A

pre-assessment was done as a first procedure in gathering the data. Afterward, the

researchers observed the section that implemented the Pomodoro technique and

those that did not. Both sections were given a post-assessment as a final procedure.

Lastly, the researchers gathered and analyzed the data to get the result for the study.

Ethical Consideration
 This study followed the rules and regulations of the Panabo City National High

School (PCNHS) Ethics Review Committee and accepted the ethical guidelines

governing the study’s conduct. A consent form was also received from the

respondents before the study’s conduct. The following are the ethical guidelines and

actions that the researchers followed in gathering the needed data:

1. The respondents are well-informed about the study.

2. An explanation was announced of why they are the chosen

respondents of the study.

3. Their identities remained confidential.

4. A token of gratitude is given after the gathering of data.

5. No harm was made from the respondents.

6. Respondents are free to withdraw any time.

The respondents were also educated about the study’s goal, advantages,

and hazards, and agreement was gained once all of the respondents’ information

and rights were stated.

Chapter 3
 RESULTS AND DISCUSSIONS

This chapter presents the results of the data findings gathered. The sequence

was based on the statement of the problem. The data that’s gathered is through the

survey.

Students Pre-assessment

𝑥1

A 3

B 3

C 4

D 4

E 4

F 3

G 4

H 5

I 5

J 5

K 5

L 4

M 6
 N 9

O 4

P 3

N= 16 Σ𝑥1= 71

Mean = 4.44

Table 1 Pre-assessment scores of controlled group

This table shows the computed result of the pre-assessment perfomances of

the controlled group without using the Pomodoro technique in which the result

emphasized a score of 4.44 that is described as very high. This means that STEM

students have high scores already before the lesson started. In support, the study of

Chien & Lajium (2016) states that In a STEM classroom higher thinking skills are

always observed inside. The students are skilled when it comes to evaluating,

applying, creating, and critical thinking. In simple words, active learning was present

inside the classroom.

Students Pre-assessment

𝑥2

A 4

B 4

C 3

D 2
 E 1

F 6

G 10

H 9

I 9

J 9

K 7

L 3

M 5

N 4

O 4

P 4

N= 16 Σ𝑥2= 84

Mean= 5.25

Table 2 Pre-assessment scores of experimental group

This table shows how the researchers get the mean score of the

pre-assessment performance of the Experimental group. The researchers divided

the total scores of the students by the number of students. The table indicates a high

result. It means that the STEM students even before the lesson started. In support,

Dunlosky et.al ( 2013) states that the students benefit from the practice testing. This
indicates that having a study technique has helped the students with their learning

capability.

Students Post-assessment

𝑥1

A 10

B 3

C 5

D 7

E 9

F 9

G 8

H 8

I 3

J 9

K 4

L 6

M 9

N 4
 O 3

P 7

N= 16 Σ𝑥1= 112

Mean= 6.5

Table 3 Post-assessment scores of controlled group

This table shows the mean score of the post-assessment of the controlled

group without using the Pomodoro technique. The researchers divided the

respondent's total post-assessment scores by the number of respondents. The result

shows that the mean score of the controlled group’s post-assessment survey is 6.5

which is interpreted as high. In support, the study of Kirici and Bakirci ( 2021) states

that if the measured characteristics of the students are equal or close before

experimenting or intervention, this indicates that there is a relationship and clear

understanding of the experiment's change.

Students Post-assessment

𝑥2

A 7

B 6

C 9

D 8

E 8
 F 9

G 10

H 8

I 10

J 9

K 8

L 5

M 9

N 8

O 8

P 4

N= 16 Σ𝑥2= 126

Mean= 7.875

Table 4 Post-assessment scores of experimental group

This table shows the mean score of the post-assessment from the

experimental group using the Pomodoro technique. The researchers divided the

post-assessment total scores by the number of students. The result shows that the

mean score of the post-assessment of the experimental group was 7.875 and

interpreted as very high. To support the claim, the study of Shannon., et.al (2021)

indicates that students who have active study strategies and used a lot of strategies

have scored higher on exams.

Students Pre- Post- Difference, D 𝐷
2

assessment assessment

𝑥1 𝑥2 𝑥1-𝑥2 𝑥1-𝑥2
2

A 3 10 -7 49

B 3 3 0 0

C 4 5 -1 1

D 4 7 -3 9

E 4 9 -5 25

F 3 9 -6 36

G 4 8 -4 16

H 5 8 -3 9

I 5 3 2 4

J 5 9 -4 16

K 5 4 1 1

L 4 6 -2 4

M 6 9 -3 9

N 9 4 5 25

O 4 3 1 1
 Students Pre- Post- Difference, D 𝐷
2

assessment assessment

𝑥1 𝑥2 𝑥1-𝑥2 𝑥1-𝑥2
2

P 3 7 -4 16

Table 5 Pre-test and Post-assessment results of the controlled group

The table shows the result of the pre-assessment and post-assessment

performances of the controlled group without using the Pomodoro technique.

The table shows how the researchers get the results of sub-problem 5. For the

computation, the researchers used the t-test of correlated samples to get the final

result of the data. The computed value of t for the controlled group is -2.58. After

getting the t-value, the researchers will get the critical value in the t-test table values.

The critical value is equivalent to 1.753 and the level of significance is 5%.

Therefore, because the critical value is higher than the t value it shows that there is

no significant difference between the pre-assessment and post-assessment of the

controlled group, and the null hypothesis is accepted. In support, the study by Bacon

(2017) indicates that those students who receive high grades in their exams may

incorrectly believe that it is the way they studied that got high grades. This means

that even if you have a study technique or without it still depends on how the

students learn.
Students Pre- Post- Difference, D 𝐷
2

assessment assessment

𝑥1 𝑥2 𝑥1-𝑥2 𝑥1-𝑥2
2

A 4 7 -3 9

B 4 6 -2 4

C 3 9 -6 36

D 2 8 -6 36

E 1 8 -7 49

F 6 9 -3 9

G 10 10 0 0

H 9 8 1 1

I 9 10 -1 1

J 9 9 0 0

K 7 8 -1 1

L 3 5 -2 4

M 5 9 -4 16

N 4 8 -4 16

O 4 8 -4 16
 P 4 4 0 0

Table 6 Pre-assessment and Post-assessment results of experimental group

The table shows the result of the pre-assessment and post-assessment from the

experimental group if it has significant differences after conducting classes using the

Pomodoro technique.

The table shows how the researchers get the results of sub-problem 6. The

computation that was used to get the final result of the data was a t-test of correlated

samples. Upon solving it, the researchers got the value of t. value of -4.34 and the

critical value from the t table values is 1.753 and the level of significance is 5%.

Therefore, because the critical value is higher than the T value, the result shows no

significant difference between the pre-assessment and post-assessment of the

experimental group, and the null hypothesis is accepted. The table shows no

significant difference because the respondent's pre-assessment and

post-assessment both have high results. Therefore having a study technique helped

the students. In support, a study indicates that using the strategy of spacing one’s

studying or self-testing has a good relationship to on-course performance and that

using these effective strategies has a good impact on students' final course grades

(Rodriguez et.al, 2018)

 Chapter 4

FINDINGS, CONCLUSION AND RECOMMENDATIONS

In this chapter, the findings conclusion and recommendations are shown to

reveal the full understanding of the problems.

Findings

1. The mean scores of the pre-assessment from the controlled and experimental

groups are what the researchers expected.

2. The mean scores of the post-assessment from controlled and experimental

groups have grown to great results after the experiment and observations.

3. After getting the final results using the t-test of correlated samples, both

results from the controlled and experimental have accepted the null

hypothesis.

4. The results show that the Pomodoro technique does not entirely have an

effect on each respondent.

Conclusions

1. There is no significant difference in the pre-assessment and post-assessment

performance of the controlled group.

2. There is no significant difference in the pre-assessment and post-assessment

performance of the experimental group.

3. Each individual cannot be forced to apply a study tool, for each has its own

technique. Although introducing it gave them an interest in the technique.

4. The Pomodoro technique does not have any relevance to the Grade 12 STEM

sections Cassiopeia and Cygnus tests results to each of their own capacity.
Recommendations

1. The researchers highly recommend it to those who are interested in

expanding this study furthermore.

2. It is recommended to choose another strand of respondents other than the

academic track of Science, Technology, Engineering, and Mathematics.

3. Choose another study technique if there's a difference between the student

and their assessment results after conducting the study.

4. Instead of using the Pomodoro Technique as an academic methodology in

class discussion, the researchers highly recommend those who are interested

to conduct this technique originally as a study technique to see if it will have

any changes academically after using this technique.

 APPENDIX A

LETTER REQUEST AND CONSENT FORMS

LETTER REQUEST PRINCIPAL

“RESPONDENTS

CONSENT FORM RESPONDENTS

SIR EDWIN LETTER

 APPENDIX B

VALIDATION SHEETS AND QUESTIONNAIRE

 APPENDIX C

CERTIFICATES (DEBRIEFER AND STATISTICIAN)

MAXINE JULLIANA U. LAMPON

Angeles Subd., New Visayas, Panabo City

Contact Number: 09664887798
Email address: [email protected]

PERSONAL
INFORMATION_______________________________________________________
__

NICKNAME: Xin
BIRTHDAY: July 24, 2003
BIRTHPLACE: Davao City, Davao del Sur
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Roel A. Lampon
MOTHER’S NAME: Jocelyn U. Lampon

EDUCATIONAL
BACKGROUND_________________________________________

SECONDARY: PANABO CITY NATIONAL HIGH SCHOOL

Gredu, Panabo City
2020-2022

PANABO FAITH MISSION ACADEMY

 Tadeco Rd., New Visayas,
Panabo City
2018-2020

PANABO CITY NATIONAL

HIGH SCHOOL
Gredu, Panabo City
2016-2018

ELBERN LUKE C. LORCA

Nartatez viiil., Brgy. Cagangohan, Panabo City

Contact Number: 09156789483
Email address:[email protected]

PERSONAL
INFORMATION____________________________________________
NICKNAME: Er-er
BIRTHDAY: August 27, 2003
BIRTHPLACE: Davao City, Davao del Sur
AGE: 18
NATIONALITY: Filipino
RELIGION: Missionary Baptist
CIVIL STATUS: Single
FATHER’S NAME: Jerry Elbern D. Lorca
MOTHER’S NAME: Emilyn C. Lorca

EDUCATIONAL
BACKGROUND_________________________________________

SECONDARY: PANABO CITY NATIONAL HIGH SCHOOL

 Gredu, Panabo City
2020-2022

PANABO FAITH MISSION

ACADEMY
Tadeco Rd., New Visayas,
Panabo City
2016-2020

JERRY C. AUSTRIA JR.

Purok 6-A San Fransisco, Bangoy, Panabo City

Contact Number: 09505579921
Email address: [email protected]

PERSONAL
INFORMATION____________________________________________
NICKNAME: Pipits or Dodong
BIRTHDAY: March 21, 2004
BIRTHPLACE: Monkayo, Davao de Oro
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Jerry G. Austria Sr.
MOTHER’S NAME: Maria Carla Angela C. Austria
EDUCATIONAL

BACKGROUND_________________________________________

SECONDARY: PANABO CITY NATIONAL HIGH SCHOOL

Gredu, Panabo City
2020-2022

MONKAYO NATIONAL HIGH SCHOOL

Monkayo, Davao de Oro
2018-2020

MARYKNOLL COLLEGE OF PANABO

National Highway, Panabo City
2016-2018

ANGEL MAE S. CRISOSTOMO

Prk. 7, Homeland Subd., Dapco, Panabo City

Contact Number: 09100812991
E-mail address: [email protected]

PERSONAL
INFORMATION____________________________________________
NICKNAME: Gel
BIRTHDAY: November 29, 2003
BIRTHPLACE: Panabo City, Davao del Norte
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Rodelio G. Crisostomo
MOTHER’S NAME: Zosima S. Crisostomo

EDUCATIONAL
BACKGROUND_________________________________________

SECONDARY: PANABO CITY NATIONAL HIGH SCHOOL

Gredu, Panabo City
2020-2022

DON MANUEL A. JAVELLANA MEMORIAL NATIONAL

HIGHSCHOOL
Homeland, Panabo City
2016-2020

IMEE C. DALUMPINES

Prk. 13, San Vicente , Panabo City

Phone Number: 09631110732
E-mail address: [email protected]
PERSONAL
INFORMATION_______________________________________________________
__

NICKNAME: Meme
BIRTHDAY: May 14, 2004
BIRTHPLACE: Polocon Lamanan Calinan, Davao City
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Teodoro D. Dalumpines
MOTHER’S NAME: Emelda C. Dalumpines

EDUCATIONAL
BACKGROUND_____________________________________________________

SECONDARY: PANABO CITY NATIONAL HIGH SCHOOL

Gredu, Panabo City
2020-2022

LA PAZ NATIONAL HIGH SCHOOL

Carmen, Davao del Norte
2018 – 2020

TELESFORO NATIONAL HIGH SCHOOL

Megkawayan Calinan, Davao City
2017 – 2018

LA PAZ NATIONAL HIGH SCHOOL

Carmen, Davao del Norte
2016 – 2017

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