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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents some foreign and local

literatures and studies which the researcher deemed

relevant with the present study. Such literatures and

studies cited paved the way in determining the extent of

how far the researcher has gone through along the area

under investigation.

Related Literature

Teaching Attitudes/Personality

In the book of Getzels (2013) entitled Teaching

Attitudes and Personality, The study was conducted in High

School Department of Maryland County, USA where he used

qualitative research where he used the descriptive design.

He made his discouraging conclusion about previous research

on the relation between teacher personality and teaching

effectiveness, research efforts have continued. Reported

below are some recent researches on teacher personality,

including efforts to find a personality base for

differences in classroom performance or teacher

effectiveness.
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In the book of Dandes (2010) entitled Teaching

Personality states that many of the positive

characteristics of successful teachers discovered by

previous research efforts seem to be in line with Maslow's

conceptualization of the self-actualizing person, whom he

sees as a fully functioning, psychologically healthy

individual possessing such attributes as acceptance,

spontaneity, autonomy, democratic nature, and creativeness

suggests that the self-actualizing person is indeed the

most effective teacher. This hypothesis was supported by

the findings of empirical studies by Dandes (2010).

According to Coats (2011) entitled Personality Traits

of Teachers, did a factor analysis of 42,810 student

responses as student perceptions of teachers. It was found

that a factor labeled teacher 'charisma' accounted for

61.5% of the variance in test items. It was concluded that

teacher charisma is probably a significant factor of

teacher effectiveness.

In the study of James (2012) entitled Type of

Personality of Grade School Pupils investigated 2,108

sixth-grade pupils' perception of teacher merit. He

concluded that the pupils perceived the effective teacher

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as a warm, friendly and supportive person who communicates

clearly, motivates and disciplines pupils effectively, and

is flexible in methodology.

In the book of Henrys (2014) entitled Attitudinal

Characteristics explored the relations between certain

cognitive and attitudinal characteristics and the

instructional behavior of American elementary school

teachers. All subjects (41 second-grade teachers and 54

fifth-grade teachers) took a battery of tests measuring

aptitude, knowledge, cognitive style, and attitude. One of

her findings indicated that more flexible teachers are

better able to respond differentially to pupils without

having to resort to using various organizational strategies

(aides, groups, etc.) to produce individualization.

Teaching Skills

In the book of Bush (2012) entitled Teaching Skills,

he explained that learning skills are formed through

repetition. Once formed, habits are difficult to break. And

it is formed when we are young and are likely to stay with

us in all our lives. It requires experiences whether they

may bad or may be good. Sometimes, it may refer also as a

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routine of a person as he or she lives his or her life.

Habits are being chosen and not hut something that happens

without a reason. As for the study habit specifically, it

has to be processed and developed in order to come up with

a good one. It is not easy for students especially those

who are not consistent with what they are doing to develop

their study habit because it requires consistency and

persistence in order to let ones study habit stay in our

lives. Attaining ones ideal study habit is a long- way

process.

In the book of Frank Pogue (2011) did a research

project to determine why students fail entitled Teaching

Strategies. 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,

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facts and ideas that are expected to master and the ground

that are expected to cover. Start with most difficult

subjects first, while the mind is freshest and most

receptive.

Evaluation Skills: A Teaching Strategy

Steiner et al. (2010) also assessed looking into what

students consider when they evaluate. They broke down

student criteria into four variables: student perceptions,

instructor attributes, instructional formats, and course

attributes. Each of these had several variables under them,

studied individually in relation to predicted SET scores.

The findings are of interest in that they show that

students, at least those of the data set, for the

researchers did admit that their sample provided very

little generalizability, consider how much they perceive

they learned from the teacher, and that they tend to

consider things that are very well beyond the teachers

control. Under student perceptions, the predicted value of

SET increased with every unit increase of a students

perception of how much they learned and decreased with

every unit decrease of the grade students expect to get.

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In the book of Andrew (2014) stated that the older the

respondent, the better grade he gains, expecting that

results of this study will yield more older respondents

with better performance. Older existence means better

experience. Experience enhances the way of thinking and

gains a sharper view for studying. Age surely doesnt

matter but when it comes to thinking, it does. Critical

thinking and understanding are developed through time and

studying.

Teaching and Learning Skills

From a reliable source (Abderisak, 2012), students

cannot study properly without considering the time as the

main factor of study habit. It is most certainly a study

technique in itself. The schedule given in each student

should guide them in how to allocate the available time

among the academe works, extracurricular activities and

social life. Time is the most important element of

studying. It must be properly observed and practice the

studying accordingly to the given time span.

According to Palm Beach Community College (PBCC,

2011), they recommend that students study should have at

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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 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 usually best.

Dont get comfortablea bed is a place to sleep, not to

study as what they said. A student must have everything

close at hand (book, pencil coffee, dictionary, computer,

calculator, tape recorder, etc.) before starting to study.

Students are not suggested to on time jumping up and down

to get things. The PBCC suggested 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 work for him or her. Culprits are

family and friends. Consider a Do not disturb and turning

your answering machine is the way also to have better study

habits according to the PBCC Fielden (2014) states that

good study habits help the student in critical reflection

in skills outcomes such as selecting, analyzing,

critiquing, and synthesizing.

In accordance, Kelly (2012) explains that learning is

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very significant on the study habits of students. If no

learning takes place, studies are useless. The study is

somehow a general term and in fact, it is being measured by

learning. When a student study, it means they will be

learning something. And the quality of their study habits

whether they may be bad or good depends on the learning

that they have acquired because the mere fact in here is

that if the students learn a lot, it means that they have

applied the a sound study habits. The more the learning

that a student learns, the better they have studied.

In addition, Richards (2009) stated, it will be a big

help in studying to divide up large tasks into smaller

ones. In this way, students may limit their allotted tie

for studying. Dividing large tasks into smaller ones is one

of the few ways to lessen the time for studying and also

organizes the material for studying.

As it is said in the study of Crede and Kuncel (2014),

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.

Study motivation and study skills exhibit the strongest

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relationships with both grade point average and grades in

individual classes. 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. Study groups help solve the problem

of forgetfulness. Studying one hour immediately after a

class will do more good in developing an understanding of

the material as several hours a few days later. Studies

show that as much as 80% of material learned in class is

forgotten within 24 hours if there is no review. Maryland

Community College S.O.A.R. Program Revised. (April 2002)

Simmons (2003) said. 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, self-reflection and conceptual grasp

and ability to learn autonomously and exercise flexibility

of mind. 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.

Teaching and Learning Skills

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According to Ortinero (2013) particularly highlights

the role of family and environment in students acquisition

of rational capacities and skills. It has been

scientifically confirmed that family upbringing,

neighborhood culture, schooling experience, and the

national milieu positively or adversely affect the shaping

of rational capacities. It is believed that good study

habits and positive attitude towards learning proven in

many studies enhance the process of learning skills,

including reasoning skills. Good study habits lead to

enhancement in learning, as ability improves and sharpens

through mastery of principles and by means of training,

exercise and constancy of application. (Ortinero, 2000, pg.

56) Local studies (Muega, 2003; Acuna, 2000; Orteza, 1999)

have also stressed the need for students to acquire

reasoning skills that would enable them to think critically

and to make the right decisions claims on issues

In support, Salcedo, Lumantas, and Masunong (2015)

affirmed that motivated students are most successful when

learning a target language are those who are like the

people that speak the language, admire the culture, and

have desire to become familiar with or even integrated into

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the society in which the language is used.

In the local setting specifically in Davao City,

Nacito (2013) and Azarcon, et.al. (2014) found that Grade

Six students enrolled in Piedad District of Toril S.Y.

2014-2015 as well as the freshmen students of Erico T.

Nograles National High School both need to improve their

study habits due to their low academic performance. In

addition, college students of the University of Mindanao,

where the researcher is currently studying, observed that

most of the students lack study habits.

As recommended by Borro (2011), the good study habit

should be taught by parents first at home. The school will

later on guide the students on studying their lessons.

Teachers should impart the good values of studying.

According to Salandanan (2012), the most important

goal of education is to teach the students how to learn on

their own. The quotation on the side margin stresses this.

It is vital that students acquire the skills of how to

learn; and that these skills enable them to learn not just

while they are in school but for a lifetime. This entails a

deeper awareness of how one processes information, the

ability to evaluate his own thinking and to think of ways

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to make his own learning process more effective.

Proficiency in employing a variety of instructional

methodologies is the best guarantee of attaining a desired

learning outcome. There is no single best method in

accomplishing a planned objective one may be selected as

the most appropriate for learning episode but may not be

suited for the same objective in another learning

engagement. The teachers decision in choosing one is

crucial. Each of teaching approaches and strategies will be

discussed highlighting their effectiveness in achieving

learning objective. The cause of this drastic decrease in

the performance of the students was supported by a study

conducted by Acido (2010) who identified students in public

high school in Manila who performed low due to poor study

habits.

Manila Bulletin (2011), the point of having good study

habits is to be effective and efficient. Effective:

retaining, understanding, and having a good grasp of the

subject matter. Efficiency: maximizing the time you study

in order to spend as little of it as possible. Having good

study habits helps greatly in achieving one's goals in

college.
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In the book of Lee-Chua (2011) believes that the most

common problem of students is not bullying, cheating or

drug abuse. Those three are insidious, but procrastination

may be the most prevalent. Teachers must always motivate

their students to submit the assignments on time and have

the regular consultation of students who need more

assistance and guidance. Teachers must treat the students

equally even the slow learners and give them proper

attention to develop the appropriate way of study habits

and practices inside and outside the classroom. Parents

must keep away their children from watching television most

especially during weekdays to concentrate from studying and

finishing their assignments. Teachers must also explain or

discuss clearly all the topics being discussed and they

must consume the complete hours allotted for the subject.

It is recommended that guidance services where affective

behavior of students can be properly monitored and worked

on to all freshmen students to established a better

academic foundation and facilitate the achievement of the

objective of the universal basic education (Aquino, 2011).

Field, Tiffany; Diego, Miguel; Pelaez, Martha; Deeds,

Osvelia; Delgado, Jeannette (2012) says that a breakup

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affects students' perceived academic performance including

their concentration, homework and test scores.

Related Studies

Teaching and Learning Skills

Crede and Kuncel (2012) found that non-cognitive

factors like research habit, skill and research motivation,

among other attitudinal constructs, accounted for

incremental variance in academic performance beyond

standardized tests and previous grades.

Moreover, a literature review by Nagaraju (2014)

pointed out that for good academic success, good research

habits and attitudes are important. A substantial amount of

research has examined the role of students research habits

and their attitudes to research on academic performance.

The research of Osa- Edoh and Alutu (2012) which

examined the usefulness of imbibing in the students

research habit, as a means of enhancing their academic

performance, revealed a high correlation between research

habits and students academic performance. This suggests

that it is only when students imbibe or cultivate proper

research habits that their academic performance can be

improved upon.
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De Escobar (2009) stated that if students are a

college student, high school student or in elementary

school students still need good research habits in order to

perform better and succeed in school. Good research habits

for students start at home, however we learn the most of

them by practicing them and through trial and error. For

instance students should start with taking notes in class.

Write down what the teachers says but only what students

think is important and could be on your next test. Use

colors and high light the most important things because

this will help you research better and in less time for

your next test. Pay attention in class. Sometimes we go to

class and start thinking about who knows what. You know

what I am talking about right? Well, try to actually listen

to what is going on in class, what the professor is saying

and other people's questions as well. Another good research

habits for students is to do homework at school. This is

very rewarding for anyone because by the time you get home

you will have more than enough time to enjoy what you like

to do most without worrying about your assignment for the

next day. Researching for tests and exams ahead of time is

also a very good habit. If one knows a test is approaching

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the way then start going through ones notes today, read

little by little every day so when the time comes one is

prepared and ready to take on it. The above examples are

only a few good research habits one could implement into

ones routine (De Escobar, 2011).

According to Chambers (2011), student days are

considered to be one of the busiest moments in our lives.

Recitations, assignments, projects, and exams are the

things that make students feel exhausted. Aside from that,

there are work commitments and social events that they

would like to attend. All of these competing demands

influence time management. If the students do not have any

idea about budgeting time and keeping a schedule they can

easily spin out of control, get stressed out and fall into

bad practices such as cramming or doing 'all- nighters.

This gives rise to the importance of time management for

students. Here are some positive benefits to learning

student time management skills. Firstly, academic time

management can help the student better learn new material.

By taking a steady and consistent approach he/she absorbs

the material in small chunks so that he/she is better

prepared when exam time comes around. Secondly, student

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time management also helps one for class preparation. Often

concepts that are introduced in a previous class need to be

properly understood in order to build a new understanding

of concepts that are introduced. By allocating time to

research material as one learns, one can improve class

absorption rate and efficiency. Thirdly, student time

management also ensures the structuring of commitments by

priority. By properly scheduling requirements, one can

avoid running into competing demands. This can happen if

one is disorganized. Next, time management also allows

setting aside time for leisure and social events. If one

has priorities to attend to, one won't find the position of

having to skip social events that one has been looking

forward to. Moreover, student time management is a

proactive approach to making best use of all available

time. By knowing when to have breaks between classes one

can set aside that time to attend to research commitments.

By setting up a schedule this way one can get to take

control of the day to day student requirements. This can

help avoiding falling into the trap of 'goofing off'

between classes and frees time at night for other

activities. Getting started on student time management is

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often the most difficult task. Taking the time to learn

this skill will pay dividends throughout college life and

will also be a valuable skill one can take forward for

managing life. Be prepared and learn is needed to know

early in life to make the best use of time (Chambers,

2009).

Nonis and Hudson (2011) also conducted a research on

performance of college students-impact of research time and

research habits in which they found that some research

habits had a positive direct relationship on student

performance but others had a negative direct relationship.

Hassanbeigi et al. (2011), in their research of the

relationship between various research skills and academic

performance of university students, noted that the research

skills scores of students with GPA of 15 and above (out of

20) were statistically higher than those students with GPA

of less than 15 in all of the seven skills (time management

and procrastination, concentration and memory, research

aids and note- taking, test strategies and test anxiety,

organizing and processing information, motivation and

attitude, and reading and selecting the main idea).

According to Menzel, cited by Rana and Kausar (2011),

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many students fail not because they lack ability but

because they do not have adequate research skills. Students

who have difficulty in college frequently do not have

adequate research habits that affect their academic

achievement. A central problem noted was that many of these

students had not learned how to take effective notes and

manage time for researching (cited by Mutsotso S.N. &

Abenga E.S., 2010).

The research conducted by Hope L. Graven (2008) on the

relationship between an individual's amount of caffeine

consumption during his/her research session and the

individual's research 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 self-ratings on their personal

consumption of caffeine as well as their research habits

when preparing for a test/exam. It was hypothesized that

the more caffeine a student consumes while researching, the

more accurately his or her research habits would be labeled

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

research habits were operationally defined as low scores on

amount of time per research session, time (in days) when

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preparation began, and amount of information the

participants believed they had retained. High scores on

anxiety level were included in 'unhealthy' research habits.

A Pearson correlation indicated no relationship between

amount of caffeine consumed while researching and the

individual's effectiveness of researching and preparation.

Learning Skills

According to Mamerga (2013), students need to acquire

reasoning skills that would enable them to think critically

and to make the right decisions claims on issues. Reasoning

entails presentation of arguments. It is when one makes

conclusions from what he reads. It is from reading and

reasoning one gets to extend his knowledge critically. The

Filipino females under research are more likely to

procrastinate and they are relaxed-pleasure seeking type of

procrastinators. In the Filipino culture, women are

expected to be the helper of the husband, and support the

family with their income after school or marriage. These

conforming to these roles easily, they tend to put off

doing or performing them instead. Males on the other hand,

are tensed-afraid type of procrastinator. Their basic

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characteristics as task-oriented, directive and dominating

others may explain why they are tense-afraid type of

procrastinator. Dela Cruz, M.C. (Baguio City, 2004).

Based from an unpublished thesis of Jabonete (2014),

Research Habits Enhancement Program: Its Effectiveness,

it states that the Research Habits Enhancement Program was

established in order to eliminate deficiency in class

performance and promote awareness in improving their

learning styles. The researches formulated the program

based on the students baseline data which was gathered

from their given survey of research habits and attitudes in

assessment of adjusting their program. Specifically, the

researchers were able to obtain data from their selected

students as profile: sex and grade. As revealed in the

survey, the researchers were able to discover and identify

the problems the students have. These are delayed

attention, learning styles, and educational background.

In the Philippine concept, as cited in a research

conducted by Cabahug and Ladot (2015), the University of

the Philippines greatest failure is in mathematics. It is

also said that repetition in mathematics is common among UP

students that almost one out of three repeat a mathematics

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course.

Cabahug and Ladot (2015) also said that the faculty of

the UP Cebu Natural Science and Mathematics Division or

NSMD has felt the declining performance of students in

basic mathematics. It is also stated that the attitude

towards mathematics and achievement in mathematics have

always been a great concern. The Department of Educations

(DepEd) Monitoring and Evaluation Report for SY 2004-2005

also showed that 44% of the students who were under the

Bridge Program cited parental neglect as a major hindrance

to student learning (DepEd, 2011).

According to the research of Torres and Fajardo (2011)

63.25% of the respondents spend more time in researching

rather than of playing. 79.14% out of the 302 respondents

can be considered healthy for the reason that they do not

get sick or ill often. This contributes to a result of a

high percent of 94.04% respondents who attend their class

regularly. Based on the research of Alexis D. Tan (2012)

majority of the students often gets 82% and below in minor

subjects while 83%-85% in major subjects.

In the 2011 professional licensure examinations given

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by the PRC, almost 70 percent of college graduates in the

country failed and, last year, only 125,419 of the 345,182

or 36.3 percent college and technical school graduates

passed their respective professional eligibility

examinations, as per PRC records. This statistics were

based on the results of licensure examinations for 45

groups of professionals. Among the lowest number of passing

rates were posted by: elementary teachers (15.4 percent);

secondary teachers (23.3 percent); electronic engineers

(23.5 percent); and registered electrical engineers (31.9

percent)(Philippine Education Sector Assessment Project,

2011).

The research of Cadosales (2013) reveals that the

first year students have the skills in organizing and

planning their work, preparing assignments or projects, and

note-taking and reading. The students skills in organizing

and planning ones work; working with others and utilizing

resources and feedback; note-taking and reading; and

preparing an assignment/project correlate with their

grades. The best predictor of students academic

performance is note-taking and reading. First year college

students need to develop the habit of researching their

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lessons, reading, and taking down notes to improve their

academic performance

Synthesis

The reviewed studies are come from articles,

thesis/dissertation and journals that are related to the

proposed study. According to the study of Borro (2012) the

common reason of drastic decrease of academic performance

of the student is a teaching capability of teachers. In the

present study the researcher seeks for the competency level

of the Teachers and their work performance.

Fielden (2014) once stated that a good teaching skills

have a good effects towards the work performance of the

teachers which is hypothetically true. The present study

finds similarities to the study of Jabonete (2004), wherein

the study identified the problems on the teaching skills.