THE EFFECT OF STUDY HABITS ON THE ACADEMIC PERFORMANCE OF THE

GRADE-8 STUDENTS OF GALA VOCATIONAL SCHOOL SY: 2014-2015

CHRISTINE JESSA B. PICARDAL

A Thesis
TABLE OF CONTENTS
PAGE
TITLE PAGE ---------------------------------------i
TABLE OF CONTENTS --------------------------------ii
CHAPTER I: INTRODUCTION -----------------------1
Background of the Study -------------------------2
Statement of the Problem ------------------------3
Objectives of the Study -------------------------4
Scope and Limitation of the Study ---------------5
Significance of the Study -----------------------6
Theoretical Framework ---------------------------8
Conceptual Framework ----------------------------9
Definition of Terms ----------------------------10
CHAPTER II: REVIEW OF RELATED LITERATURE ---------11
Related Literature and Studies -----------------24
CHAPTER III: METHODOLOGY -------------------------25
Locale of the Study ----------------------------25

Research Design --------------------------------25

The Respondents --------------------------------26
Research Instrument-----------------------------26
Validation of Research Instrument --------------27
Data Gathering and Procedure--------------------27
Statistical Treatment of the Data --------------27
Bibliography ------------------------------------29
Appendices --------------------------------------35

CHAPTER I
INTRODUCTION
Background of the study
Research on the correlation between study habit and students
academic achievement has for long received attention from
scholars and educational agencies. For instance, the national
Assessment of Educational Progress (NAEP) in 1994 conducted a
study to find out the relationship between study habits and
academic

performance

of

the

students.

Findings

of

the

study

revealed a positive correlation between study habit and academic

achievement. Similarly, Onwuegbuzie (2001) conducted a series of
studied to find out the relationship between academic success and
study habit and reported positive relationship between the two
variables. However, studies of school achievement indicate that
most students are under achievers. (Dizney, 2003, Okegbile, 20070
and Adetunji and Oladeji, 2007). A major reason for students
under8 developed potentialities may be in their lack of learning
strategies.

Emily

and

Betty

(2004)

posit

that

it

is

not

an

infrequent

occurrence that students, who spend inordinate amounts of time

memorizing study materials, are still barely getting by.

To

them,

the

students

personal,

emotional,

and

social

development may suffer from the pressures created by the use of

relatively inefficient learning strategies.
Study habits are learning tendencies that enable students to
work privately. Azikiwe (1998) describes the study habit as the
adopted way and manner a student plans his private readings,
after classroom learning so as to attain mastery of the subject.
According to her, good study habits are good assets to learners
because they (habits) assist students to attain mastery in areas
of specialization and consequent excellent performance, while
opposite

constitute

constraints

to

learning

and

achievement

leading to failure. Good (1998) define the term study habits as:
The

students

way

of

study

whether

systematic,

efficient

or

inefficient etc. Going by this definition it literally means

that

good

study

habit

produces

positive

academic

performance

while inefficient study habit leads to academic failure.

In Nigeria, there are so many factors influencing the ability
of students to cultivate effective and efficient study habit.
Ozmert

(2005)

influence

as

emphasized
a

major

the

factor

in

importance
the

of

development

studying habit.
1

1 Establishing Good Study Habits, February 16,

2009(http://www.academictips.org/acad/literature/establishinggoodstudyhabits.html)

environmental
of

students

In the same vein, Adetunji and Oladeji (2007) submit that the
environment of most children is not conducive for studying; it is
in the light of this that made some parents to prefer their
children to go to boarding school for proper discipline and to
inculcate

better

reading

secondary

school

students

habit.
in

According

public

to

schools

Hussain
often

(2006)

come

from

economically poor and average income families. These families

face various problems causing emotional disturbance among their
children.

They

have

poor

academic

performance.

This

singular

factor has caused serious damage to the achievement status to

secondary school students. Achievement is generally a pedagogical
terminology used while determining learners success in formal
education and which is measured through reports examinations,
researches,

and

ratings

with

numerous

factors

of

variables

exerting influence. Essentially, the National Policy on education

(Federal

Republic

achievement

of

contents

Nigeria,
according

2004)
to

has

school

identified
subjects

school

which

are

classified as core or elective subjects. Although studies abound

on the causative and predictive nature of factors of study habit
on students academic achievement, all factors of the variables
tend to focus on poor study habit while the effect is yet to be
fully accessed on the nations educational development.2

2 Hussain, A (2000) Effect of Guidance Services onStudy Attitudes, Study Habit and Academic
Achievement of Secondary School Students.

In

the

era

of

globalization

and

technological

revolution,

education is considered as a first step for every human activity.

It plays a vital role in the development of human capital and is
linked with an individual well-being and opportunities for better
living. It ensures the acquisition of knowledge and skills that
enable

individual

to

increase

their

productivity

and

improve

their quality of life. Success as the name implies is wished for

by everybody but it is not easily come by on a mere platter of
gold; one must work for it through hard work and diligence.
Schools,

college,

polytechnic

and

universities

have

no

worth

without student. The social and economic development of a country

is directly linked with student academic performance; the desire
of success is derived from individuals concept of himself and in
term of the meaning of various incentives as they spell success
and failure in the eye of others. The student performance play an
important role in producing the best quality graduates who will
become great leaders and manpower for a country thus responsible
for

the

country

economic

and

social

development,(

Ali

et

al.,2009) student performance occupies a very important place in

education as well as in the learning process.It has long been
recognized that in the process of learning the study habits of
the

student

performance.

plays

an

important

role

in

their

academic

Learning

is

environment,

reflected
social,

in

the

emotional

way

and

student

physical

understands new information.

The key to better learning

and

respond
stimuli

better

to
and

academic

performance in schools are good teachers, lecturers, good

study environment, parents co-operation, high quality books
and the most important is the study habit.

Study habits are

learning tendencies that enable students to work privately.

Azikiwe (1998) describes the study habit as the adopted
way and manner a student plans his private readings, after
classroom learning so as to attain mastery of the subject.
According to her, good study habits are good assets to
learners

because

the

(habits)

assist

students

to

attain

mastery in areas of specialization and consequent excellent

performance,

while

opposite

constitute

constraints

to

learning and achievement leading to failure.

Good (1998) define the term study habits as: The students
way of study whether systematic, efficient or inefficient
etc. Going by this definition it literally means that good
study habit produces positive academic performance while
inefficient study habit leads to academic failure.3
4

Morahan-Martin, J.(1999) Cyber psychology andbehaviour. OCTOBER 1999,2(5):431-439.

4 Study habits of postgraduate students in selected Nigerian universities,February 14, 2009: by

Igun, Stella E.,Adogbeji, Oghenevwogaga Benson
(http://www.articlearchives.com/education-training/students-studentlife/
1548550-1.html)

In

Nigeria,

there

are

so

many

factors

influencing

the

ability of students to cultivate effective and efficient

study habit.

STATEMENT OF THE PROBLEM

This study attempts to determine the effect of the study habits
in the academic performance of the Grade-8 students of Gala
Vocational School SY: 2014-2015.
Specifically, this study attempts to answer the following
questions:

1. What is the profile of the respondents according to:

1.1 Time Management
1.2 Learning Skills
1.3 Study Skills
2. What extent of influence did the independent variables
have on students study habits?
3. Did the independent variables
students study habits?

significantly

influence

OBJECTIVES OF THE STUDY

This study aims to determine the effect of the study habits
in the academic performance of the Grade-8 students of Gala
Vocational School SY: 2014-2015.
Specifically, this study aims:
1. To

determine

the

profile

according to:
1.1 Time Management
1.2 Learning Skills
1.3 Study Skills
2. To determine the extent

of

of

the

respondents

influence

did

the

independent variables have on students study habits.

3. To determine whether the independent variables
significantly influence students study.

SIGNIFICANCE OF THE STUDY

This study would be of great significance to the following
individuals:
Grade-7 Students
The researchers believes that students, particularly UEPLHS
will be benefited from the findings of this study since the study
provides basis for awareness and better understanding of how

their current study habits affected their academic performance.

Likewise gives them a more focused and clear perspective on how
the specific behaviors related to their studies influenced study
habits. Consequently, this awareness also gives a much deeper
understanding of their selves as students considering that the
high school life is typically beset of developmental adjustment
demands.
School administrators, like subject area coordinators, may also
be

guided

in

the

formulation

of

future

modification

of

educational policies, curriculum and strategies toward a more

effective delivery of learning.
Teachers, will also be help in understanding better the diversity
of learning of their students. As such, it is hoped
that they could develop more effective methodologies in teaching
their subject matter.

10

Guidance and Counseling Centre

The study will also be help through providing a more focused and
factual knowledge on the factors affecting students study habits.
This increased the understanding of the Guidance Counselors on
the interplay of the variables studied in this research. Such
knowledge

is

hoped

to

help

the

Guidance

and

Counseling

practitioners towards the development and implementation of more

effective programs in consideration of these variables.
Future Researchers
They may be able to use the result of the study in farther
research similar to what the study is.

11

SCOPE AND LIMITATION OF THE STUDY

This attempt concentrated on determining the effect of the study
habits in the academic performance of the Grade-8 students of
Gala Vocational School SY: 2014-2015. The 100 estimated number of
Grade-8 students of Gala Vocational School SY: 2014-2015 were the
respondents of this study.
This study was conducted during the school year 2014-2015.

12

THEORITICAL FRAMEWORK
The theoretical framework provides the fundamental basis for
the research study are considered, these include, Gestalt (Field
theory) and Abraham Maslows motivational theory.

Gestalt (field) theory

The word Gestalt means pattern, it expresses the
idea of perceptual whole, or a total pattern. The Gestalt theory
of learning was first formulated in Germany about 1912. Prominent
names associated with Gestalt Psychology include; Werthemeimer
Koffka and Kohler. These psychologists believe that the analysis
of conscious experience as practiced by the assciationists was
insufficient to fully explain the complexities of perception and
behaviour. Their emphasis on the perceptional field as a whole.
Gestalt learning principles include the following, among
others:
1.

Teachers

should

try

to

develop

into

children

an

integrated approach to learning and the solution of problems.

Learning will be more meaningful if children can establish a

relationship among different aspects of knowledge.
2.

Children

should

be

encouraged

in

order

to

facilitate

their interaction with the environment.5

13

3.

The learner should be encouraged to set their own goals

for learning.

4.

Divergent

as

well

as

convergent

thinking

should

be

present among children.

5.

The learner should be presented with the figure ground

relations

so

that

we

can

see

the

inter-relatedness

among

phenomena.
Educational relevance of Gestalt theory indicates the need
for

considering

environment.
performance
certain

the

This
of

study

whole

implies

that

students,

skills,

but

also
in

the

study

the

details

understanding

environment

habits,

use

the

which
of

with

the

academic

stimulates

instructional

materials and teaching method should be considered to know the

perception
appropriate

and

understanding

teaching

practical

teaching

necessary

for

and

of

method,

good

relevant

development

of

lesson

by

student.

questioning

instructional
study

habits

Hence,

technique,

material
and

are

improved

performance (Ugboaja, 2004).Secondly, the role of a teacher to

assist the student is emphasized. A teacher collects academic
5

"humanistic psychology n." A Dictionary of Psychology. Edited by Andrew M. Colman. Oxford University Press 2009. Oxford
Reference Online. Oxford University Press. 25 May 2010 [1]

data

on

students,

they

include,

students

scores

on

academic

achievement, study habits, special academic talents, learning,

difficulties, class attendance and educational they may necessary
for insight or perceptional process of learning.

14

Another relevant of gestalt theory is that knowledge should be

graded in a hierarchical way to enable children at least obtain
some glimpses of the problem before they mature to figure out the
whole solution.
Learners
problems

to

should

facilitate

be

introduced

learning

from

simple

(lyany-Abia,

to

complex

2005).

Gestalt

theory takes into account factors such as motivation, maturation

level of student experience, background of the learners, the
learners intelligent and interest.
The above factors explain the degree in which students can be
influenced

to

form

study

habits

and

improve

in

academic

performance.
Maslows theory of motivation
Abraham Maslow was a famous psychologist whose studies into human
motivation led him to propose a theory of needs based on a
hierarchical model with basic needs at the top. This theory which
he

propounded

in

1943

in

his

work

entitled

motivation

and

production, has considerable influence on people. This theory is

simple concerned with the identification of factors and

processes to which attention must be paid in order to develop in

the people or unless the willingness, the readiness and the
interest

required

before

one

can

do

anything

at

all.

That

whatever we want to do, whether typing, teaching and learning we

15

must sufficiently motivated

before we can put up the necessary

action which lead to their achievement and realization.

Maslows theory is divided into two parts- The first part
stated as follows, among others:
1.

That this needs are arranged in a hierarchy in which there

are lower and higher levels of needs.

2.

That the lower needs have to be satisfied first before the

higher, level needs can be satisfied.

3.

That once a need is satisfied, that need is no longer a

motivation of performance.
The second part of Maslows theory deals with the hierarchy
of human motives. There are five in number as stated below from
the lowest to the highest of the human needs.

1.

Physiological needs- Such as the need for food, clothing and

shelter etc. Lack of these needs will distort study habits, study
methods and intellectual disposition.

2.

Safety

needs- Include

need

for

security,

such

as

job

security, protection and freedom. The absence of this need lead

to lack of co-operation, expression, interaction and appropriate

study habits formation, among students and vice-versa.
3.

Love and belonging needs- Includes the motives for

friendships, companionship and affection etc; teachers

16

performance and facilitate teaching and learning and poor

academic performance among teachers and students.
4.

Esteem

needs- Is

concerned

with

desire

for

respect,

confidence, freedom and integrity. When this needs is satisfied

7

the student feels at ease, fraternize freely and relaxed.

The opposite makes them feel weak and disappointed and of course
affects their academic performance.
5.

Self-actualization- This refers to the highest level of needs

which involves the desire for autonomy, independence, infernality
creativity and self-fulfillment. Here an individual may want to
become a head teacher, another principal, supervisor and another
school administrator.

6 McGregor, D., Developing Thinking Developing Learning, England: OpenUniversity Press, 2007

Maslow's Hierarchy of Needs^ Jump up to:a b c Maslow, A.H. (1943). A theory of human motivation. Psychological
Review, 50(4), 37096. Retrieved from http://psychclassics.yorku.ca/Maslow/motivation.htm

2.

Jump up^ Maslow, A (1954). Motivation and personality. New York, NY: Harper. p. 236. ISBN 0-06-041987-3.

Maslows theory is relevant to this research study in many

perspectives.

In

Nigeria

contemporary

society,

people

cannot

satisfy their physiological interalia, including the safety needs

like

job

security

and

protection

etc.

The

account

for

intellectual backwardness and poor academic performance that in

17

Nigeria (Adeuokun, 2002). The needs for food, cloth, shelter

and drinks first be met, before man can think of democracy and
other

social

issues

(Toyo,2002).

This

means

that

student

physiological needs has to be satisfied first for good study

habit formation and enhanced academic performance.
In the case of love and belongingness, the latter brings
happiness and joy and facilitates most activities. students who
are loved by their teachers easily adhere to their instruction,
have

feeling

of

belongingness

in

most

teaching

and

learning

activities and are eventually motivated to developing appropriate

study

habits

and

having

improved

academic

performance

(Denga

2001), while the respect, confidence and freedom that teachers

give to students make them participate in school activities and
adopt relevant habits.
Self-actualization: - This refers to the highest level of human
needs.

At this level, some people have the drive, desire and

interest for self-fulfillment. For example a student who wants

to

become

medical

Doctor

or

lawyer,

needs

to

develop

effective study habits in order to obtain such a professional

certificate. But students who are involved in examination

18

malpractices or unscrupulous efforts of cheating in examination

will have poor academic performance and will not achieve their
desire. (Ugboaja, 2004)

Maslow's Hierarchy of Needs^ Jump up to:a b c Maslow, A.H. (1943). A theory of human
motivation. Psychological Review, 50(4), 37096. Retrieved
from http://psychclassics.yorku.ca/Maslow/motivation.htm

4.

Jump up^ Maslow, A (1954). Motivation and personality. New York, NY: Harper. p. 236. ISBN 0-06-041987-3.

19

CONCEPTUAL FRAMEWORK
Independent variables as it influence the dependent variable of
this research are on the bases of psychological and educational
theories, principles and concepts.
Many

studies

say

that

learning

are

better

acquired

and

mastered as soon as the learner attends to it. Gestalt psychology

mentions the Law of Proximity referring to the way in which he
tends to form groups according to the way they are spaced, with
the nearer once being grouped together (Tria, et. Al., 1998). As
applied to learning, this refers to the closeness in space or in
time. Furthermore, it explains why it is easier to remember
recent events and hence more easily joined with the interest of
9 Hargreaves, S., Study Skills for Dyslexic Students, California: SAGEPublication Inc.,2007

the

present

application

in
to

common

learning

Gestalt

process,

(tria,

et.

immediate

Al.,

and

1998).

regular

In

study

periods and doing school requirements tend to result in a better

performance than delayed and erratic study periods do.

Diverse

study techniques, even for the improvement of memory stress the

importance of immediacy in remembering and learning. Thorndikes
Law of Exercise further supports this kind of principle asserting
that, other things being equal, the more frequent a modifiable
connection between a situation and
20

response

is

used,

the

stronger

is

the

connection.

When

amodifiable connection between a situation and a response is not

being use over a period of time, the strength of that connection
is weakened. A behaviour that is stimulated over regular periods
will tend to be repeated leading to habit formation. A student
who has developed this kind of behaviour, in this case, in terms
of having regular and scheduled study periods and follows certain
methods in studying proves to have better performance.
The

study

focuses

on

the

factors

affecting

study

habits,influencing the academic performance of the student. In

this view, the researchers wanted to study the factors in which
affect the study habits.

21

Paradigm
Figure 1 shows the conceptual framework of the study.
INDEPENDENT VARIABLES

Time

Management
Study

Skills
Learning
Skills

DEPENDENT VARIABLE

Study
Habits

22

HYPOTHESIS
Four hypotheses were formulated based on the research questions:
H01: There is no significant relationship between students study
habit and academic performance.

H02: There is no significant relationship between students study

habit and their time management.
H03: There is no significant relationship between students study
habits and learning skills.
H04: There is no significant relationship the study habit of
students and study skills.

23

Definition of Terms
Conceptual Definition:
Factors- one that actively contributes to an accomplishments,
results, or process
Develop- to bring out the capabilities or possibilities of
Study Habits- manner which you consistently use to study for
school or college or even for the next day lesson.
Students- describe as one who directs zeal at a subject.
Student is
used for anyone who is learning.
Operational Definition:
Factors- these refers to anything that affects study habits
Develop- refers to fast or gradual changes in a range of time
Study Habits- refers to the ways of studying on a particular
subject.

24

Chapter II
REVIEW OF RELATED LITERATURE & STUDIES
According to Palm Beach Community College (PBBC, 2008),
they recommend that students study should have at least three
hours out of class for every hour spent in class. They also said
that a student must have a special place to study with plenty of
room

to

work.

And

students

should

not

be

cramped.

They

presupposes that study time will go better if a learner take

a few minutes at the start to straighten things up. A desk and
straight-backed

chair

is

usually

best.

Don't

get

too

comfortable--a bed is a place to sleep, not to study as what

they said. A student must have everything close at hand
(book, pencils, paper, coffee, dictionary, computer, calculator,
tape recorder,etc.) before starting to study. Students are not
suggested to spend on time jumping up and down to get things. The
PBCC suggests also that distracting noise should be minimized
however they said that there are some people need sound and some
like silence. In this case, a learner must find what works for
him or her. Culprits are family and friends. Consider a "do not
disturb" sign and turning on your answering machine is the way
also to have better study habits according to the PBBC.10
25

Frank Pogue(2000) did a research project to determine why

10 Mirasol, G.C., Extent of Influence of Study Habits, Attitude and PeerRelationship on Students
Academic Performance: St. Michaels College,
Secondary Level, Philippines: 2002

students fail. What he founds to be true in that study habits

survey was that more than 30 years ago still rings true today
students fail because they do not know how to study .The best
advice he can give is to develop sound study
skills. He said that a student should make sure that he/she has a
good study environment, a good desk, a sturdy chair, good light,
comfortable room temperature and a quiet atmosphere. That means
he/she should eliminate all external and internal distractions.
Second, get a good overview of the assignment before starting the
work. Know what skills, facts and ideas that are expected to
master and the ground that are expected to cover. Start with most
difficult subject first, while the mind is freshest and most
receptive. Professors in the developing countries said that the
undergraduate students should be fully equip with high level of
analytical skills, the capacity for critical reasoning, selfreflection and conceptual grasp and ability to learn autonomously
and exercise flexibility of mind (Simmons 2003). Study habits are
said to be improving because of the advent and wide use of the
Internet,

hypertext,

and

multimedia

resources

which

greatly

affects the Study Habits (Liu, 2005). Karim and Hassan (2006)
also

note

changes

the

the

way

exponential

growth

students

perceive

digital
studying

information,
and

with

which

printed

materials that are to be use

26

11

in facilitating study. Liu (2005) and Ramirez (2003) report

that students print material from the Internet in order to study

and read later on. Igun (2005) also found that Nigerians study
from

materials

downloaded

from

the

Internet.

Reading

is

an

attempt to absorb the thought of the author and know what the
author is conveying (Leedy 1956). Studying is the interpretation
of reading materials. Study habits and skills are particularly
important for college students, whose needs include time
management,

note

taking,

Internet

skill,

the

elimination

of

distractions, and assigning a high priority to study. Fielden

(2004) states that good study habits help the student in critical
reflection
critiquing,

in

skills

and

outcomes

synthesizing.

such
Nneji

as

selecting,

(2002)

states

analyzing,
that

study

habits are learning tendencies that enable students work private.

The study conducted by Hope L. Graven (2008) on the relationship
between an individual's amount of caffeine consumption during
his/her study session and the individual's study habits showed
that the main effect of drinking caffeine on exam preparation was
not significant There were participants, 20 male and 58 female
college students (N=78), answered selfratings on their personal
consumption

of

caffeine

as

well

as

their

study

habits

when

preparing for a test/exam. It was hypothesized that

27

the more caffeine a student consumes while studying, the more

accurately

his

or

her

study

habits

would

be

labeled

11 McGregor, D., Developing Thinking Developing Learning, England: OpenUniversity Press, 2007

as

'unhealthy', as determined by the researchers. Unhealthy study

habits were operationally defined as low scores on amount of time
per study session, time(in days) when preparation began, and
amount

of

retained.
'unhealthy'

information
High

scores

study

the
on

habits.

participants
anxiety

Pearson

believed

level

were

correlation

they

had

included

in

indicated

no

relationship between amount of caffeine consumed while studying

and the individual's effectiveness of studying and preparation.
Marcus Cred and Nathan R. Kuncel (2008) in their research at the
University of Albany said that Study habit, skill, and attitude
inventories and constructs were found to rival standardized tests
and

previous

grades

as

predictors

of

academic

performance,

yielding substantial incremental validity

in predicting academic performance. The meta-analysis examined
the construct validity and predictive validity of 10 study skill
constructs for college students. They found that study skill
inventories and constructs are largely independent of both high
school grades and scores on standardized admissions tests but
moderately

related

to

various

personality

constructs;

these

results were inconsistent with previous theories. Study12

13

28

motivation and study skills exhibit the strongest relationships

with both grade point average and grades in individual classes.

12 Establishing Good Study Habits, February 16,

2009(http://www.academictips.org/acad/literature/establishinggoodstudyhabits.html)

13 Fullan, M., and Germain, C., Learning Places, USA: Corwin Press, 2006

They also said that Academic specific anxiety was found to be an

important

negative

predictor

of

performance.

In

addition,

significant variation in the validity of specific inventories is

shown. Scores on traditional study habit and attitude inventories
are

the

most

predictive

of

performance,

whereas

scores

on

inventories based on the popular depth-of-processing perspective

are

shown

to

be

least

predictive

of

the

examined

criteria.

Overall, study habit and skill measures improve prediction of

academic performance more than any other non cognitive individual
difference variable examined to date and should be regarded as
the third pillar of academic success.
According to the how-to-study.com (2009), students who are
very successful in their desired career have good study habits.
It is stated in the website that students apply these habits to
all of their classes. The website also recommends some tips in
improving

study

habits.

The

website

also

suggests

that

the

student should try not to study all the subjects in just period.
The website also added that if you try to do too much studying at
onetime,

you

will

tire

and

your

studying

will

not

be

very

effective. Space the work you have to do over shorter periods of

time. Taking short breaks will restore your mental energy.
29

A study conducted by University of Kentucky was to determine if

the college success can be improved with the Student Attitude
Inventory(SAI).
The inventory was developed in Britain and contains 47 items

which attempt to identify students in higher education on the

basis

of:

(1)

motivation,(2)

study

methods,

(3)

examination

technique, and (4) lack of distractions toward academic work.

Students in six Kentucky community colleges were asked to express
their

attitudes

toward

study

habits

on

the

Student

Attitude

Inventory. There were 996 students in the sample population (413

males and 583 females). A measure of ability (composite American
College Test score)and academic performance (cumula grade-point
average)

were

obtained

foreach

student

sampled.

The

Student

Attitude Inventory did contribute a

statistically significant amount of variance beyond an ability
measure for males and females. ( Mark E. Thompson, 2005)
According to Mark Crilly (2000), Successful students are able
to balance social activities with good study habits. A diversion
from studies will alleviate stress and help prevent from becoming
fatigued. He said that a student should make sure that he must
take a break for an hour after studies to meet with friends, to
play some cards, work out at the gym, or to gab with a new
acquaintance. For this way, that student will find14
15

30

concentration when he do study, if he plans a social activity

afterwards. He said, To develop a healthy social life, develop

routine study habits. After supper, lug your books and homework
to the library, find a comfortable and quiet niche, and study for
14 Establishing Good Study Habits, February 16,
2009(http://www.academictips.org/acad/literature/establishinggoodstudyhabits.html

15

two or three hours, taking intermittent 10 minute breaks every 45

minutes or so. Making friends with whom you share
similar study habits, and share a table or a study space with
them would be a best way in developing study habits as what Mark
said.16

31

CHAPTER III
METHODOLOGY
This study and will include the discussion of research
design, samplings, respondents, data gathering and statistical
instrument used.
Locale of the study
The concentration of the study is in the Gala Vocational
School in Gamay, Northern Samar.
Samplings and Respondents
Education Students who are enrolled during the recent school year
at Gala Vocational School which is comprised 5 percent of the
total population will the sample size of the study. The sample
population is 286 taken the total from the 80 Grade-8 students of

16 Study habits of postgraduate students in selected Nigerian universities,February 14, 2009: by

Igun, Stella E.,Adogbeji, Oghenevwogaga Benson
(http://www.articlearchives.com/education-training/students-studentlife/
1548550-1.html)

Gala Vocational School. The names of the students of the total

population will be arranged alphabetically and according sections
. Simple stratified random method, proportionate to size will be
done based on the random numbers generated by Minitab or Excel.
Names will then be picked up and these will be included in the
sample population.

32

Research Design
The study will use the descriptive survey design in its
attempt to determine, describe and analyze relationships between
time

management,

learning

skills,

and

study

skills

and

the

dependent variable which is the study habits. It tries to find

out

if

the

independent

variables

significantly

influence

the

dependent variable.
Instruments Use
Self- developed questionnaire composed of 8 items questions
will be use to measure Study Habits of Grade-8 Students.
Data Gathering
The researchers will ask permission from the principal of
school of education to allow the education student to answer the
questionnaire. The answering of the questionnaire will be done in
the Gala Vocational School. Answered questionnaires then, will be
gather, responses coded and will be subject to the appropriate
statistical computation for reliability. These students name will
then be deleted from the list of the total population so as not
to include them again in the selection of the sample population.

33

Method of Data Collection

The data were gathered by means of a questionnaire prepared
for the purpose. Since the UEPLHS is an intellectual community,
the questionnaire is prepared in English.
Scoring and Interpretation of Data
The scoring and interpretation of students profile will be
rated according to the options in terms of

time management,

learning skills, and study skills.

The questionnaires which were intended for students will be
rated using the Maximum difference scaling.
Statistical Treatment of Data
The researcher employed the frequency counts and percentage
techniques to determine the percentage of the respondents for the
different variables of the study.
To get the percentage value, the formula is:
F
% = N 100
Where:
% = percentage value
F = frequency
N = total number of respondents
100 = constant number
34

Mean is used to get point out the level of their anxiety to

the direction of their behavior.
The formula is:
Mean =

Where:
M = weighted mean
= summation of score

/N

X = score
N = total number

Bibliography
Books
Tulio, D., Foundation
Echanis Press, 2008

of

Education

2.

Mandaluyong

City:

Noll, J., Educational Issues, USA: Mcgraw-Hill Companies, 2006

Thomas, G., Education and Theory ( Strangers in Paradigm) , New
York: Open University Press, 2007
Hargreaves, S., Study Skills for Dyslexic Students, California:
SAGE Publication Inc.,2007
Schultz, F.,
Companies, 2005

Annual

Editions

Education,

USA:

Mcgraw-Hill

Fullan, M., and Germain, C., Learning Places, USA: Corwin

Press, 2006
McGregor, D., Developing Thinking Developing Learning, England:
Open University Press, 2007
Mirasol, G.C., Extent of Influence of Study Habits, Attitude
and Peer Relationship on Students Academic Performance: St.
Michaels College, Secondary Level, Philippines: 2002
Internet Links
The Ten Study Habits of Successful Students, February 18,
2009 (http://how-to-study.com/study-habits.html)
Establishing Good Study Habits, February 16, 2009

(http://www.academictips.org/acad/literature/establishinggoodstud
yhabits.html)
Study habits of postgraduate students in selected Nigerian
universities,February 14, 2009: by Igun, Stella E.,Adogbeji,
Oghenevwogaga Benson
(http://www.articlearchives.com/education-training/studentsstudentlife/1548550-1.html)
The Prediction of Academic Achievement by The British Study
Habits Inventory, Mark E. Thompson,2005: February 16,
2009(http://www.springerlink.com/content/w3715h5884172656/)
Study Habits, Skills, and Attitudes: The Third Pillar
Supporting Collegiate Academic Performance ,February 21, 2009:
by
Marcus
Cred
and
Nathan
R.
Kuncel
(http://www3.interscience.wiley.com/journal/121531774/abstract?
CRETRY=1&SRETRY=0)
Appendix
COVER LETTER TO THE QUESTIONAIRE ON STUDY HABITS
Dear_______________________,
A blessed day!
I have the honor to request your participation in the study
presently conducted by the researcher in Gala Vocational School.
The study wants to know the effect of study habits and their
relationships on the academic performance. Its respondents are
the Grade-8 students of the Gala Vocational school. Such study is
a

requirement

for

the

completion

of

the

subject

Research-IV

currently taking at University of Eastern Philippines Laboratory

High School , University Town, Catarman, Northern Samar. We are
therefore requesting you to give this questionnaire your utmost
attention. Rest assured that your responses here will only be
used for the study and therefore are confidential from other
persons not related in any way to the study.
Thank you very much.
Sincerely,
Christine Jessa B. Picardal
IV-Gold

Survey Questionnaire on Study Habits

Name_______________________
Year______________
Age______
Gender_______
Date ________________
Direction: Please put check () on the space that corresponds to what you are
actually doing, thinking, and feeling regarding the statement. There are no
right and wrong answers to this questionnaire. Rest assured that your answers
will be treated in strictest and will be used only for this study.
1. What is your average grade?
A _____ A- ______ B______ B- ______ C______ D ______
2. How far in advance do you start studying for periodical exams?
One month ____ Two weeks______ One week _____ Days
before_____ The night before_______
3. What time of day do you do the most studying?
Morning (6 a.m. to noon _____ Afternoon (noon to 6 p.m.) _____
Evening (6 p.m. to 9 p.m.) _____ Night (9 p.m. to 12 a.m.) _____
Late night (12 a.m. to 6 a.m.) _____
4. On average, how many hours do you study for periodical exams?
20-24 hours ______ 15-19 hours_______10-14 hours _______
5-9 hours ________ 1-4 hours _________
5. What is your favorite way to study?
Repeating points out loud _____ Writing index/flash cards, then using
them_______ Writing outlines _______ Highlighting text ______ Studying in a
group__________ Going to review sessions ______ Other, please describe :
________________
6. Where is your favorite place to study?
Dorm room _____ Bedroom _______ Dorm common room/lounge _______
Library ______ Coffee shop _______ Parents home ______
Campus pub/bar _____ Student union _______ Other, please describe:
_______________
7. What is your favorite study break?
Exercise _______ Watching TV/movie ____
Surfing the Internet _______ Napping _________ Socializing ______ Playing
video games ________ Praying/meditating ______ Other, please describe:
_______________
8. Do you feel increased stress or anxiety leading up to exam time?
Yes ____ No _____

Yours truly,
Christine Jessa B. Picardal
IV-Gold

Thank You !!!

Your responses are very important im my thesis and I truly for your responses.