ABSTRACT

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 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Commuting—the regular journey between home and work (Commuting, n.d.)—is

an everyday routine for junior high school students. It involves various modes of transportation,

including public transportation, cycling, walking, or driving a vehicle.

The study by Geomilie S. et al. (n.d.) found that public transportation is the primary

mode of travel for students commuting to and from school. Walking and biking are also

commonly used.

In Las Piñas City, a suburb of Metro Manila known for its heavy traffic, commuting

presents problems for junior high school students. Several studies have shown how commute

times can affect academic performance, with most results showing negative effects (Dawood et

al., 2022; Chairassamee et al., 2024; Balabanian, 2020; Jahangeer et al., 2021; Tigre et al., 2017;

Pilcher & Walters, 1997; Novaco & Gonzalez, 2009; Cassidy, 1992).

Commuting can greatly affect the academic performance of junior high school students.

As shown in the research studies by Dawood et al. (2022) and Hansson et al. (2011), there is a

negative relationship between travel time and academic performance, as well as between study

time and concentration.

Junior high school students who travel long distances suffer from increased stress levels

and poor sleep due to the fear of being late (Pilcher & Walters, 1997; Novaco & Gonzalez,

2009).

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 Being late is a problem for students, as early attendance gives them the opportunity to

participate in all school programs and activities. In the morning, students benefit from morning

activities such as the general assembly, where vital information is announced and prayers are

made for the school day (Jumare et al., 2015). Those who are late not only miss the morning

assembly but may also receive deductions or disciplinary consequences for their tardiness

(Jumare et al., 2015).

Tigre et al. (2017) found that the physical and mental stress of commuting can affect

academic achievement. Furthermore, Pilcher & Walters (1997) stated that sleep deprivation

caused by these factors can lead to sleepiness and exhaustion, reducing a student’s ability to

perform tasks, make critical decisions, and retain information (Giuseppe et al., 2006). Novaco &

Gonzalez (2009) showed that commuter stress can lead to increased physical tension, lower

tolerance for frustration, and difficulty concentrating.

Jahangeer et al. (2021) further stated that commuting can cause more stress in developing

countries, where poor transportation systems can affect travel time (Tanwar & Agarwal, 2024),

negatively affecting students' academic performance. Additionally, studies have shown that

variability in commute duration is one of the biggest problems with commuting (Cassidy, 1992).

Chronic stress from everyday commutes, poor sleep quality, and other physical

complications can affect student’s well-being (Chairassamee et al., 2024; Quick et al., 2013).

When a student’s well-being suffers, academic performance may decline, and in rare cases,

health issues can further hinder their ability to perform academically (Mubarok & Pierewan,

2020). In conclusion, this study aims to discuss the effects of commuting on the academic

performance of junior high school students.

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STATEMENT OF THE PROBLEM

The study aims to investigate the following:

1. What are the effects of commuting on junior high school students?

2. How do the effects of commuting (Stress, sleep deprivation, physical and mental

complications) affect the academic performance of junior high school students?

3. Is there a solution to the problems that commuting presents?

SIGNIFICANCE OF THE STUDY

The significance of the study lies in the following:

Parents. The study can raise consideration for the parents who are choosing what would be best

for their children, taking commuting as a factor in choosing the school that their child will attend.

Junior High School Students. Junior high school students can improve their studies by

acknowledging the effects of commuting, therefore considering the time spent commuting more

as they practice time management.

Researchers. The study can be cited for researchers that require sources for related research.

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ASSUMPTIONS

The researchers assume that the outcome finds commuting to have a negative

effect on the academic performance of junior high school students. The researchers also assume

that the effects of commuting will be significant.

SCOPE AND LIMITATIONS

The study will cover the effects of commuting on the academic performance of

junior high school students. The study will focus on junior high school students of Jesus Cares

Christian Academy. The researchers will choose 30 students who commute to school, it can be

by walking or using a vehicle, and those who have a service are also considered.

DEFINITION OF TERMS

Commuting - The term for traveling between one's home to their place of business on a regular

basis. (Commuting, n.d.)

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Junior High School - The label used to categorize Grades 7 to 10.

Academic Performance - The term that indicates a student’s achievement through their grades

and awards. (Farb and Matjasko, 2011)

Physical Tension - A general term for headaches, dizziness, and other physical symptoms.

(Azher S. et al., 2014)

Routine - A sequence of activities regularly performed; a fixed program.

Well-being - The physical health, mental health and life satisfaction of a person. (Aaron and

Roache, 2023)

Chronic stress - An oppressive, unremitting long-term state that can accumulate and lead to

poor psychological and physical health. (Epel et al., 2018).

CHAPTER 2

REVIEW RELATED LITERATURE

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 This chapter represents the literature that supports the study. The researchers

presented the related literature to provide an extended background of the problem of the study.

LOCAL LITERATURE

The State of Commuting in Las Piñas

The Metropolitan Manila Development Authority (MMDA), revealed that among

the roads with traffic congestion, a choke point lies in Alabang-Zapote Road in Las Piñas.

(Frialde, 2016. Traffic choke points in Metro Manila identified) This means that the main road of

the city is congested.

Commuting becomes problematic due to the timing of rush hour in Metro Manila,

which occurs between 6:00 AM to 9:00 AM and 6:00 PM to 9:00 PM. (Lumban, Angelo J. 2023.

Analyzing Traffic Congestion in Metro Manila Using Non-traditional Data: A Use Case of the

Waze Dataset) As a result, commuter students must wake up much earlier to compensate for lost

time taken by rush hour. (Morale, Marinell et al., 2023.)

Modes of Transportation

There are four modes of transportation. Public transportation (Buses, Jeepneys,

Tricycles, Vans, Mass Rail Transit or Light Rail Transit), Use of Human-powered vehicles

(Bikes), Motor-powered vehicles that are self-driven or driven by a guardian (Motorcycles, Cars,

School Buses/Vans, E-Bikes, E-scooters, ATVs, etc.), and commuting by foot. (Walking)

Walking is the most utilized mode of transportation as anyone can walk short or

long distances with enough time. (Tolentino and Sigua, 2022). However due to Metro Manila’s

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infrastructure, walking becomes uncomfortable, dangerous and more time-consuming than

intended, (Tolentino and Sigua, 2022) making Metro Manila’s walkability lacking.

The walkability of a city is judged on how well the environment (city

infrastructure) supports and encourages walking by providing comfort and safety for pedestrians,

connecting people to destinations within a reasonable amount of time and effort.

(Steinbergsdottir, n.d Walkability in Metro Manila, Philippines)

Metro Manila is notorious for issues with urban infrastructure. (Alvaira et al.,

2022) Walking in Metro Manila will expose students to environmental and noise pollution,

(Felicity et al., 2020) make the student traverse through narrow, broken, crowded sidewalks.

(Mateo-Babiano, 2016)

Biking is another option, often faster than walking, (Tolentino and Sigua, 2022).

It too is impacted by rush hour as bike lanes become congested during peak times, even with

enforcement (Fajardo et al., n.d; Sarao, 2024 DOTr stresses proper bike lane enforcement) and

pollution is also another problem. (Felicity et al., 2020)

Public vehicle transportation remains the most popular choice for commuting

students. (Agunoy et al., 2020) yet is unfortunately the most problematic mode of transportation.

Traffic congestion, crowded buses and jeepneys, and other public vehicles are common during

rush hour, adding to the stress of daily commuting. (Tenorio et al., 2019) It does not help that

poor urban infrastructure is one of the biggest factors of long commute times, not only for public

transportation, but for all modes of transportation. (Alvaira et al., 2022)

Rail transport is a special case of public transportation. The new Light Rail

Transit (LRT-1) extension is now open for public use in C5, making rail transportation in Las

Pinas available for the first time. Rail transportation proves to be an efficient mode of

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transportation that aims to alleviate traffic congestion in many areas. (Navarro and Latigar, 2022)

For now, results are yet to be seen as rail transportation in Las Pinas is a recent addition, but rail

transportation is expected to be beneficial.

Cars, motorcycles and such vehicles alike cannot be used by junior high school

students as most cannot be validated for a proper driver’s license under Republic Act No. 10930,

making the student’s parents or guardians use the vehicle for them. Along with school buses,

these modes of transportation are considered to be the safest and most efficient for the child.

(Agunoy et al., 2020) Additionally, students who use the school bus are the least tardy out of

other students using other modes of transportation. (Rivera and Castro, 2022)

FOREIGN LITERATURE

Many studies have looked at how commuting affects students’ academic

performance, particularly in terms of stress, tiredness, and lack of sleep. Stress, often caused by

fears of being late or unsafe travel conditions, can lower students' focus and productivity (Jumare

et al., 2015; Braxton et al., 2014).

Tiredness, which includes both physical and mental exhaustion, happens because

of long travel times. Being in stressful environments, like traffic jams or crowded vehicles,

makes this tiredness worse and makes it harder for students to concentrate and do well in school

(Kageyama et al., 1998).

Lack of sleep is another big problem caused by commuting. (Dokkedal-Silva et

al., 2022) Students often cut back on sleep to make time for long trips, (Morale, Marinell et al.,

2023) not getting the seven hours of sleep needed for good brain function. This lack of sleep

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makes it harder for them to handle schoolwork, leading to poorer performance and more stress

(Ahmad et al., 2019).

Physical and Mental Health Effects of Commuting

Walking and biking for daily travel are good sources of physical activity, which

helps prevent obesity and other chronic illnesses (Bouchard et al., 2012). Obesity and chronic

illnesses can lower productivity and increase absences from school or work (Australian Institute

of Health and Welfare, 2009). This shows that commuting can impact academic performance by

affecting both physical and mental health.

The emotions students feel while commuting can also affect how they feel and

perform in school. For example, walking or biking is often seen as more “relaxing and

enjoyable” than traveling by car or public transport, which can feel “stressful and dull”

(Gatersleben & Uzzell, 2007). Studies show that active commuting improves both physical and

mental health (Friman et al., 2017). People with longer commutes often report lower well-being

compared to those with shorter travel times. Those who walk or bike to work or school tend to be

happier and more satisfied than those using cars or public transport (Martin et al., 2014; Stutzer

& Frey, 2008). Since happier people tend to perform better (Oswald et al., 2015), it is likely that

students with shorter commutes or active travel habits do better in school.

Research shows that while commuting is necessary for getting to school, it can

also be a challenge for students. It leads to problems like stress, tiredness, and lack of sleep,

which can hurt academic performance. Findings from Chairsamme et al. (2024) highlight how

commuting modes and physical activity impact productivity and performance. These insights

stress the need to address commuting issues to help students succeed academically.

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 CHAPTER 3

METHODOLOGY

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 This chapter discusses the data collection and analysis methods used in the

research and explains why the used method is appropriate for the study.

RESEARCH DESIGN

The researchers will use the qualitative approach. The qualitative approach is used

to create conclusions from personal accounts and opinions, commonly used when traits like

human behavior are deeply understood in order to find logical conclusion. (Terry et. al., 2022)

SUBJECTS OF THE STUDY

The researchers chose the Junior High School students of Jesus Cares Christian

Academy as the respondents for this period marks a change from elementary to high school,

where academic demands increase. According to Travis Thornton (2022), commuting can

increase stress, which negatively impacts students’ ability to focus and retain information.

Table 1

Grade Level Number of Students

7 - Love 26
8 - Gentleness 28
9 - Faithfulness 14
10 - Goodness 14
Total 30

DATA GATHERING PROCEDURE

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 The researchers will employ a purposive sampling technique to select 30

respondents who meet the study’s criteria. Some of these criteria include their frequency of

tardiness, whether they live inside or outside Las Piñas, and their mode of transportation. To

collect the data, the researchers conducted a survey on January 10, 14, and 15, 2025.

INSTRUMENTATION AND VALIDATION

The researchers used a survey questionnaire as their primary method of data

collection, as it is the most direct approach available. The researchers created the questionnaire

and presented it to the school’s principal, Ms. Josie Mongaya, for validation.

STATISTICAL TREATMENT DATA

Attention is given to descriptive statistics, including percentages, frequency

counts, and the total number of respondents. This percentage formula will be utilized to analyze

their demographics and questionnaire responses.

P = f/nx100

Where:

P = Percentage; f = Frequency; n = Number of respondents. We will use this

information to determine how many people responded for each student. The results of the

questionnaire were compiled by the researchers, who will also discuss the findings of the study

and provide their analysis.

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 CHAPTER 4

ANALYSIS, PRESENTATION, AND INTERPRETATION OF DATA

This chapter presents and analyzed data gathered through survey and the

corresponding interpretation.

The study includes 13 figures that present data across four sections of the

questionnaire: demographic profile, commuting habits, challenges in commuting, and the effects

of commuting on the academic performance of junior high school students at Jesus Cares

Christian Academy.

Demographic Profile

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11

10

8
7
6 6
6

Grade 7 Grade 8 Grade 9 Grade 10

Figure 1

Of the 30 respondents surveyed, 7 are in Grade 7, 6 are in Grade 8, 6 are in Grade

9, and 11 are in Grade 10.

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I. COMMUTING HABITS

1. What Mode of Transportation do you mainly use to go to school?

10%
30% 10%

10%

40%

Walking Cycling School Service Public Transport Rail Transport Private Vehicle

Figure 2

Figure 2 shows the transportation preferences of 30 respondents. Among them, 12

students (40%) use public transport, 9 students (30%) rely on private vehicles, 3 students (10%)

use a bicycle, and 3 students (10%) take the school van. Additionally, another 3 students (10%)

reported using an unspecified mode of transportation.

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 2. How long is your average daily commute? (one way)

7%
3%

90%

Less than 30 minutes 30 minutes to 1 hour 1 to 2 hours More than 2 hours

Figure 3

Figure 2 illustrates that out of 30 respondents, 27 (82%) students have a commute

duration of less than 30 mins, 2 (6%) students commute for 1 to 2 hours, and 1 (3%) student

commute for 30 minutes to 1 hour.

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 3. How often are you late for school due to commuting?

46.7%
53.3%

Frequently ( 3+ times a week ) Sometimes ( 1 to 2 times a week )

Rarely ( 1 to 2 times a month )

Figure 4

Figure 4 indicates that 16 students (53.3%) are sometimes late to classes due to

commuting, while 14 students (46.7%) are rarely late.

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 II. CHALLENGES IN COMMUTING

4. How stressful do you find your commute? (on a scale of 1-5)

4%

7%
25%

21%

43%

1: Not stressful at all 2: Slighty stressful 3: Moderately stressful 4: Very stressful

5: Extremely stressful

Figure 5

Figure 4 shows that 14 students (43%) find commuting slightly stressful, 7

students (25%) find it not stressful at all, 6 students (21%) find it moderately stressful, and 2

students (4%) find it very stressful.

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 5. Which factors of commuting do you experience that contribute to the
stress? (check all that apply)
14
12(34.3%)
12
10 (28.6%)
10 9(25.7%)
8

4
2(5.7%) 2(5.7%)
2

0 Crowded Vehicles Poor Road Infrastructure Poor Weather Conditions Heavy Traffic
School Service

Figure 6

Figure 6 shows that 10 students (28.6%) experience crowded vehicles, 9 students

(25.7%) face poor road infrastructure, 2 students (5.7%) deal with weather conditions, 12

students (34.3%) students encounter heavy traffic, and 2 students (5.7%) experience service

issues. All of these factors contribute to stress.

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 6. Do you experience the following physical or mental effects during and af-
ter commuting?
14 13

12

10 9
8
8

6 5

4 3

0 Fatigue or exhaustion Headaches or body aches Irritability or frustration

Difficulty Concentrating Anxiety about being late

Figure 7

Figure 7 illustrates that 8 people reported feeling fatigue or exhaustion, 9 people

reported headaches or body aches, 5 people reported irritability or frustration, 3 people reported

difficulties with concentration, and 13 people reported anxiety about being late.

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 7. Does commuting negatively affect your ability to focus in class?

30% 30%

40%

No Effect Slightly Affects Moderately Affects Significantly Affects

Figure 8

Figure 8 shows that 9 people (30%) believe commuting does not affect their

physical or mental health, 12 people (40%) feel it somewhat affects their health, 9 people (30%)

think it moderately impacts their well-being, and 0 respondents indicated no significant effect.

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 8. Do you feel you have enough time to study or complete homework after
commuting home from school?

43%

57%

Yes, I have sufficient time Somewhat, but I often feel rushed

No, I don't have time

Figure 9

Figure 9 illustrates that 13 people (43%) answered "Yes, I have sufficient time,"

indicating they believe they have enough time to do so. Meanwhile, 17 people (57%) responded

"Somewhat, but I often feel rushed," and 0 people selected "No, I don’t have time."

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 9. If you feel you do not have enough time, what are the main reasons

18%
29%

53%

Long Commute Duration (Arrived home late) Fatigue or Exhaustion Difficulty Concentrating

Figure 10

In Figure 10, among those who answered "Somewhat, but I often feel rushed" in

Figure 9, 3 students (18%) attribute their issues to long commute durations, while 9 people

(53%) cite fatigue or exhaustion as a concern, stemming from the mental or physical toll of their

daily responsibilities or commuting. Additionally, 5 people (29%) express that they struggle with

difficulty concentrating.

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 10. Do you find that commuting gives you time to mentally prepare for the
school day?

7%

30%

37%

27%

Yes, often Sometimes Rarely Never

Figure 11

Figure 11 shows that 9(30%) people (Yes, often) do commute, 8(27%) people

(Sometimes) say that it happens in some days, 11(36%) people (Rarely) say that it occurs rarely,

and 2(7%) people (Never) indicate that they never do.

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 11. During your commute, do you use the time for productive activities?

17%
27%

17% 40%

Yes, often Sometimes Rarely Never

Figure 12

Figure 12 shows that 5(16%) people (Yes, often) do this, 12(40%) people

(Sometimes) find that they experience it on some days, 5(17%) people (Rarely) say that it

happens rarely, and 8(27%) people (Never) say that they never experience it.

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 12. Are there any aspects of your commute that you find enjoyable or relax-
ing?

33%

57%

10%

Yes, there are many enjoyable aspects A few aspects are enjoyable
No, I don’t find my commute enjoyable

Figure 13

Figure 13 illustrates the responses regarding the enjoyment of commuting.

10(33%) people (presenting those who said, “Yes, there are many enjoyable aspects”) say that

they do enjoy their commuting experience. 3(10%) people (who said, “A few aspects are

enjoyable”) indicated that only certain parts of commuting are enjoyable. In contrast, 17(57%)

people (who remarked, “No, I don’t find my commute enjoyable”) never found commuting to be

an enjoyable experience.

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 13. How would you describe the overall experience of your commute?

13% 10%

23%

53%

Very Manageable Manageable Occasionally Challenging Frequently Challenging

Figure 14

Figure 14 illustrates the results of a survey regarding individual’s ability to

manage their commutes. According to the data, 3(10%) people (labeled as “Very Manageable”)

feel they can manage their commute well. Additionally, 16(54%) people (classified as

“Manageable”) report that they can manage their commute. There are 7(23%) people (identified

as “Occasionally Challenging”) who find their commute somewhat challenging, while 4(13%)

people (categorized as “Frequently Challenging”) struggle to manage their commute effectively.

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 CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter sums up the findings, conclusions, and recommendations based on

the data presented by the researchers in the previous chapter.

SUMMARY OF FINDINGS

The researchers analyzed the results from the survey, and have come up with

various findings based on the results:

I. Commuting Habits

Most commuting students use public transportation to get school each day, while

a smaller number are driven by parent or guardian in a private vehicle. Most students that ride

private-owned vehicles driven by a parent or guardian in a private vehicle. Most students spend

less than 30 minutes traveling to school; however, the majority of respondents report being late

once or twice per week on school days.

II. Challenges of Commuting

Many students consider commuting to be somewhat stressful. The survey shows

that the most frequent causes of commuter-related stress are crowded vehicles and inadequate

infrastructure.

III. Physical and Mental Effects

The survey shows that most students are anxious about being late during their

commute, with fatigue or exhaustion being the second most common concern. A majority of

students also report that their commute somewhat affects their ability to focus in class, while

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students those who feel that commuting moderately affected their ability to study follows in

second place.

IV. Time Management and Productivity

More than half of the students report having enough time to complete their

homework or assignments, but they still feel rushed. The survey reveals that the primary reasons

for this feeling of insufficient time are fatigue and exhaustion stemming from their daily business

or commutes, with difficulty concentrating being the second most issue. Additionally, indicate

that they rarely find the opportunities to mentally prepare for the day during their commutes, and

they also do not use their time commuting downtime for productive activities.

V. Overall Commuting Experience

Most students do not find their commute to be enjoyable; however, a minority

reports that they enjoy it, which ranked second in the survey. Moreover, more than half the

students say that they are able to manage their commute effectively.

CONCLUSIONS

Based on the findings, the researchers conclude the following:

The study reveals that while most commuter students benefit from relatively short

travel times primarily using public transportation the overall commuting experience is far from

optimal. Despite journeys lasting less than 30 minutes, frequent instances of tardiness suggest

that even brief commutes can disrupt punctuality. The primary stressors identified include

overcrowded vehicles and poor road infrastructure, which significantly contribute to the stress

experienced by these students.

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 Physically and mentally, the adverse effects of commuting are evident. Students

report heightened anxiety related to the fear of being late, along with fatigue and diminished

concentration in class. These factors not only affect their immediate well-being but also their

academic performance, as the post-commute exhaustion leaves them feeling rushed and less able

to focus on homework or assignments, despite having sufficient allocated time.

Furthermore, the limited opportunity to utilize commuting time for mental

preparation or productive activities intensifies the challenges faced by these students. Although a

minority of respondents report finding some enjoyment in their commute, most people see

commuting as just a tiring obligation rather than something that improves their day.

RECOMMENDATIONS

In the light of the conclusions, which were derived by the researchers, the

following recommendations are made:

1. When selecting schools, parents should consider the commuting distance and time to ensure

that it is manageable for their children, potentially reducing stress and fatigue.

2. Parents can help their children develop effective time management skills to balance

commuting with academic responsibilities, including setting routines that allow for adequate

study time.

3. Students should recognize the impact of commuting on their study habits and learn to manage

their time efficiently. This includes planning homework and study sessions around their

commute.

4. Students can use their commuting time productively by reading or reviewing notes, which can

enhance their learning experience despite the commute.

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5. Researchers should conduct longitudinal studies to explore the long-term effects of

commuting on various aspects of student life, including psychological well-being, academic

performance, and social development.

6. Future research could focus on solutions to mitigate the negative impacts of commuting, such

as school start times, public transportation improvements, or providing alternative learning

environments for students facing long commutes.

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