Factors Affecting The Study Habits of The

FACTORS AFFECTING THE STUDY HABITS OF THE
SENIOR HIGH SCHOOL STUDENTS OF PHILIPPINE PASAY CHUNG HUA
ACADEMY SY. 2019-2020
BY
JOHN CARL V. MOSTAJO
SENIOR HIGH SCHOOL
PHILIPPNE PASAY CHUNG HUA ACADEMY
“The Lord is with me; I will not fear” Psalm 118:6 1

FACTORS AFFECTING THE STUDY HABITS OF THE
SENIOR HIGH SCHOOL STUDENTS OF PHILIPPINE PASAY CHUNG HUA
ACADEMY SY. 2019-2020
**TITLE ARE ALREADY BEEN APPROVED***
In partial fulfillment of the requirements for the course Practical Research 2
A Research Paper Presented to:
Juzy L. Saguil, Ph.D.
BY
John Carl V. Mostajo
2019

ABSTRACT
Study habits defined as the regular tendency and practice that one depicts
during the process of gaining information through learning. This study was
conducted in Philippine Pasay Chung Hua Academy located as 2269, Luna, street,
Pasay City. Quantitative Research was used in this study. The respondents are
Forty (40) Senior High School students of Philippine Pasay Chung Hua Academy. It
made use of Convenience Sampling because of the accessibility of the respondents.
The researcher provided a survey-questionnaire. It used Multiple-Response
Question because the researcher prepared a certain question that necessitates the
respondents to provide more than one answer. For the findings, majority of the
Senior High School students enrolled are age seven-teen (17) and there are more
female Senior High School respondents than male. The Senior High School students
study for one to four hours (1-4) in one day before the exam and playing video
games are the most preferred Study Break by the Senior High School students of
Philippine Pasay Chung Hua Academy.

ACKNOWLEDGEMENT
This study will not be complete without expressing gratitude to some people
and to my source of power and energy whose support and encouragement
motivated through the process of the research.
First of all, I would like to thank Lord Jesus Christ for giving me much
strength, wisdom and compassion to finish my research, even though I’m having a
bad time to comply the requirements on time still He gave me Strength to finish
everything, I gave thanks to my Lord who’s always there for me. I will not fear
because God is with me (Psalm 118:6) thank you Lord Jesus Christ for giving me
Life Empowered through Values Excellence and Leadership.
I also express my deep gratitude to my friends in spite of their busy schedule
they still share experience and knowledge as well as the Senior High School
students who take time to answer my survey
Much respect and gratitude goes to Dr. Juzy L. Saguil for her guidance,
constructive feedback, support and encouragement throughout the process of the
research. I also want to thank all the teachers of Philippine Pasay Chung Hua
Academy who shaped my knowledge and helped me to develop my own way of
thinking.
The warmest gratitude is to my family who’s giving me strength and for
cheering me, and especially to my Mother who provided me financial support. This
research paper would not be possible without her

DEDICATION
TO JESUS CHRIST. TO
MY FRIENDS, CCF,
ELEVATE BAY AREA, TO
MY LEADER KUYA EJ TO
MY DGROUP JCples AND
LASTLY TO MY FIRST
MINISTRY MY FAMILY.
-JCVM

APPROVAL SHEET
In partial fulfillment for the course Practical Research 2, this Research Paper
with a title “FACTORS AFFECTING THE STUDY HABITS OF THE SENIOR HIGH
SCHOOL STUDENTS OF PHILIPPINE PASAY CHUNG HUA ACADEMY” prepared
and submitted by Mr. John Carl V. Mostajo has been examined and is hereby
recommended for approval and acceptance.
Juzy L. Saguil Ph.D.

Adviser

CERTIFICATION
This is to certify that I have edited in full the Statistical Treatment made by Mr.
John Carl V. Mostajo in his study with a title “FACTORS AFFECTING THE STUDY
HABITS OF THE SENIOR HIGH SCHOOL STUDENTS OF PHILIPPINE PASAY
CHUNG HUA ACADEMY SY 2019-2020”
This certification is issued upon the request of Mr. Mostajo as a requirement
in Practical Research 2
___________________
Engr. Evangeline Ilagan

CERTIFICATION
This is to certify that I have edited in full the written report of Mr. John Carl V.
Mostajo with a title “FACTORS AFFECTING THE STUDY HABITS OF THE SENIOR
HIGH SCHOOL STUDENTS OF PHILIPPINE PASAY CHUNG HUA ACADEMY SY
2019-2020”
This certification is issued upon the request of Mr. Mostajo as a requirement
in Practical Research 2
_____________________
Ms. Kimberly M. Lamela

TABLE OF CONTENTS
Title Page ………………………………………………………………………………....... I

Abstract ………………………………………………………………………….……..…... II
Approval Sheet ………………………………………………………………………….. III
Acknowledgement …………………………………………………………………...…. IV
Dedication ………………………………………………………………………………...…V
Table of Contents ………………………………………………………………………..VI
CHAPTER 1 Page
Number
THE PROBLEM AND ITS BACKGROUND
Introduction ………………………………………………………………… 2
Background of the Study …………………………………………………. 4
Statement of the Problem ………………………………………………… 5
Research Locale ………………………………………………………… 5
Scope and Limitation ……………………………………………………… 6
Significance of the Study …………………………………………………. 6
Definition of Terms …………………………………………………….….. 7
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDY
Review of Related Literature …………………………………………… 14
Review of Related Studies ……………………………………………… 24
Synthesis…………………………………………………………………...25
Theoretical Framework ……………………………………………….. 29
Walberg's theory of educational productivity (1981)
Conceptual Framework ………………………………………………… 31
Research Paradigm …………………………………………………….. 32
CHAPTER 3
METHODOLOGY
Research Design ………………………………………………………… 33
Respondents of the Study ……………………………………………..…34
Sampling Technique …………………………………………………….. 34
Research Instrument …………………………………………………..… 35
Data Gathering Procedure ……………………………………………. 35
Ethical Consideration …………………………………………………… 35
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary of Findings …………………………………………………… 48
Conclusion …………………………………………………………………49
Recommendations …………………………………………………….. 50
References

Curriculum Vitae
Certification
Survey Questionnaire
Appendices

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter presents the Introduction, Background of the Study, Statement
of the Problem, Research Locale, Scope and Limitations, Significance of the Study
and the Definition of Terms of the study.
INTRODUCTION
A student’s level of intelligence is said to be reflected by the grades that one
attains. When a student gets a high grade, it is concluded that one has learned a lot,
and if not, the student would most likely have attained lesser learning. Nevertheless,
there are numerous factors that greatly affect the grades of every student such as
the intelligence quotient, study habits, age, year, social status, etc. But it has long
been recognized that in the process of learning the study habits of the students play
an important role in their performance academically.
Earlier studies reveal that most of the problem that contributes to poor
performance in tests and examination were lack of proper study. Most students are
devoting less time to their studies because of many factors that could be taken
account for. Recently, the popular trend of social media occupies greater fraction to
these factors. In the Philippines, there are now 47 million Facebook users according
to Internet Society. This means that students spend more time on it rather than
studying or revising their lesson. Thus, technology greatly influences the students’
desire to learn.

According to Hussain (2000) study habit refers to predispositions which
students have developed towards private readings through a period of time.
According to him, study habit is a gateway to successful achievement in studies.
A great deal of research provides evidence that study habits and study
attitudes are both significant variables, which determine the academic performance
of students. Yet, despite the perceived importance of study habits and study
attitudes to academic achievement, it seems that education institution still pays little
attention to understanding these factors (Baquiran, 2011).
On Gudagavanar and Halayannavar’s research, “Influence of Study Habits on
Academic Performance of Higher Primary Students,” study habits play a very
important role in the life of students. Success or failure of each student depends
upon his own study habits. Of course, study is an art and as such it requires
practice. Some students study more but they fail to achieve more. Others study less
but achieve more. Success of each student depends upon ability, intelligence and
effort of students. No doubt, regular study habits bring their own rewards in the
sense of achievement of success.
BACKGROUND OF THE STUDY
The study used Quantitative Research type and it used Descriptive
design because this study will have determined the factors affecting the study habits
of the Senior High School of Philippine Pasay Chung Hua Academy. It is conducted
in Philippine Pasay Chung Hua Academy. The school is known for excellence in
Mathematics and in Chinese education, recently welcome Senior High School
students. Seemingly, the Senior High School students take a quarterly examination

as part of school curriculum. The students have ample time in hand to study and
master the lessons he or she acquired during the course of time. The learning
environment in the edifice generates various effects towards the participants.
Therefore, resulting to how the participants scope up with their studies.
Education is one of the most important things in life that an individual must
have. As defined, it is the knowledge and development resulting from
an educational process (Merriam-Webster, 2017).Additionally, it as often as
possible happens under the direction of others yet may likewise be self-
teaching. Any experience that formatively affects the way one think, feels, or
acts might be viewed as instructive. That is the reason why, the Philippine
government assigns the highest budgetary priority (Article XIV sec. 5 of the 1987
Philippine Constitution) to provide accessible education to all. Through education
and hard work, success is made possible.
Performance is how well or badly something is done. Its relevance stands out
because of the significance it holds to the society. In the educational parlance,
performance manifests through academic achievement, which is the manifestation of
a student’s habit of study and they in turn are formed and strengthened through
education. The development of good study habits is equally relative and helpful not
only in academic work but in career actualization. And because this interrelationship
cannot be overlooked, the academic achievement and study habit of the student to a
large extent culminates into shaping an individual destiny. The general belief is that
students who exercise good study habits are likely to excel than those with poor
study habits.

“Study habits defined as the regular tendency and practice that one depicts
during the process of gaining information through learning. Indeed, establishing a
proper and efficient study habit will make one’s high school life meaningful and
challenging. In addition, it is a pre-requisite on attaining a successful and prosperous
life in the near future. But, if the students do not have a good study habits, this could
be a reason for them to get low grades or failing the subject or dropping out in the
school. And that is most of the problems of majority of the schools and even in the
entire country.” (Venturina, G., 2014)
Students should observe and form good and proper study habits in order for
them to achieve excellent academic performance. However, it has been observed by
teachers and other school personnel that students nowadays do not even bother to
study the notes they have taken down and the books that they have received. This
makes them less attentive and interested in learning and negatively impacts
academic performance thus degrading the excellence of their studies.
This study addressed the increasing importance of the student’s academic
achievement measured by the test scores, through examining study habits of
students in its relation. By encouraging proper study habits through the use of both
the internet and their peers, students can practice these habits in a comfortable and
engaging atmosphere thus improving their efficiency in learning and allowing for the
development of academically excellent students. It is important to know the
relationship between a good study habit and its respective academic performance to
provide some recommendation on how to improve one’s performance.

STATEMENT OF THE PROBLEM
The study intended to find out the factors affecting the study habits of the
Senior High School Students of Philippine Pasay Chung Hua Academy.
This will be answered by the following questions:
1. What is the Demographic Profile of the Respondents in terms of
A. Age.,
B. Grade Level.,
C. Strand.,
D. Gender?
2. What are the factors affecting the study habits of the Senior High School
students of Philippine Pasay Chung Hua Academy?
3. What activities affect the study habits of the Senior High School Students of
Philippine Pasay Chung Hua Academy?
RESEARCH LOCALE
This study was conducted in a private Chinese School in Pasay City. It is a
private non-stock, non-profit, non-sectarian, school established in 1932 and
authorized by the Department of Education to operate under the format school
system. The school caters to Filipino-Chinese Community and offers a holistic
approach in education. The school was located at 2269 A. Luna, St. Pasay City.

SCOPE AND LIMITATIONS
This study limits its coverage only to the Senior High School students of
Philippine Pasay Chung Hua Academy for the School Year 2019-2020. The study
will focus on the factors affecting the study habits on the students. The primary data
will be descriptive in nature to determine an actual representation of the students’
perspective in the study.
SIGNIFICANCE OF THE STUDY
This research aims to benefit students, specifically Senior High School
students, and the administration of Philippine Pasay Chung Hua Academy in a
way for them to be able to understand the factors in the students’ study habits. It is
important to have a clear understanding on what hinders and improves one’s
educational achievement. Hence, this assimilation will provide deeper awareness for
the beneficiaries on how the relationships of these variables affect one another.
Results concluded in this research can aid the school administration in enhancing
the curriculum and strategies toward a more effective delivery of learning. Teachers
will also be help in understanding better diversity of learning of their students and
develop more effective teaching strategies, and teacher-student relationship in the
educational institution.

DEFINITION OF TERMS
Academic Performance are the extent to the student, teacher or institution
that has achieved their educational goals.
Senior High School Students are the learners additional two years of the k
to 12 programs of the Department of Education.
Social Media are computer-mediated technologies that allow the creating
and sharing of information, ideas, career interests and other forms of expression via
virtual communities and networks.
Study Habits is the behaviors used when preparing for tests or learning
academic material.
Study Environment is the process of organizing and planning how to divide
your time between specific activities.
Time Management is the process of planning and exercising conscious
control over the amount of time spent on specific activities, especially to increase
effectiveness, efficiency or productivity.
Philippine Pasay Chung Hua Academy the place were the study is
conducted.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDY
To enlighten the path of this study, articles from different journals, studies
from different theses and dissertations and books related to this study was cited.
This chapter presents the Review of Related Literature and Study, the Synthesis,
Theoretical Framework, Research Paradigm and the Conceptual Framework of the
study.
REVIEW OF RELATED LITERATURE
This chapter aims to provide strong foundation to this study which contains
gathered research works of different literature and references by the researcher. It
covers the review of relevant literatures which is explained accordingly. These are
presented to determine the connection of various findings and theories in relation to
the independent and dependent variables.
Study habits are termed as the methods of study of students. Study habits are
student’s ways of studying whether systematic, efficient or inefficient (Ayodele &
Adebiyi, 2013) implying that efficient study habits produces positive academic
performance while inefficient study habits lead to academic failure.
According to Marquez.,(2009) he pointed out that a student who is successful
in his desired career has good study habits. In line with this, she stated that students
should apply these habits to all of their classes. She also suggested that the
students should not try to study all the subjects in a single period. However, every
students has his own study habits depending on his preferences with regards to the
duration of time devoted in studying, what place or environment would be the best

venue to study, the study skills and techniques will the student utilizes during his
study and more. It will depend upon the person if he is voluntarily interested in
studying or be prompted by the distraction of the social networking sites such as
facebook, twitter, instagram, tumblr, etc. which all of these can be easily accessed
through their phones and majority of the students possesses a smartphone as what
they’ve called it. Studying is the key to excel in one’s academic performance,
because it not only prepares a student to excel in class but reinforces the lessons
that already been taught.
According to Kyoshaba, 2009 the Academic excellence or achievement plays
an important role in an individual placement, be it in the academic institutions or job
placement. Due to this, many people are concerned with the ways they can enhance
their academic achievement. The emphasis on academic excellence which is also
prevalent worldwide has encouraged many studies about the conditions promoting it.
The role of academic achievement as one of the predictors of one’s life success and
also in the aspect of academic placement in schools to higher institutions as well as
the level of employability in one’s career is inevitable
Time management has been referred to as a set of techniques for managing,
planning and appropriate using of time. According to Steel (2007) procrastination
consists of the intentional delay of an intended course of action, in spite of an
awareness of negative outcomes,
According to Ferrari, et al, (2005), it often results in unsatisfactory
performance (Klassen, Krawchuk & Rajani, 2008). Academic procrastination also
was defined as leaving academic tasks, such as preparing for exams and doing

homework to the last minute and to feel discomfort out of this (Çapan, 2010).
Anecdotally, it has been suggested that approximately 95% of all college students
procrastinate (Ellis &Knaus, 1977). Other researchers have estimated the
prevalence of procrastination among college students to vary between 25% and
50% depending on the type of academic tasks being completed (Solomon &
Rothblum, 1984). Furthermore, several studies have found a moderate to strong
negative correlation between academic procrastination and academic performance
(Van Eerde, 2003). For college students particularly, academic procrastination has
been associated with guilt, stress, neuroticism, low self-esteem and low grades
(Fritzsche, Young & Hickson, 2003).
A direct relationship exists between Social media usage and the academic
performance of students in universities. However, the darker side within
technological evolution has resulted in dilemmas such as the setback of real values
of life especially among students who form the majority of users interacting through
the use of social networking sites. Online social networking sites focus on building
and reflecting social associations among people who share interests and or
activities. With so many social networking sites displayed on the internet, students
are tempted to abandon their homework and reading times in preference for chatting
online with friends. Many students are now addicted to the online rave of the
moment, with Facebook, Twitter etc. Today most youths and students possess
Facebook accounts. The reason most of them perform badly in school might not be
far- fetched. While many minds might be quick to blame the poor quality of teachers,

they might have to think even harder, if they have not heard of the Facebook frenzy
(Oche & Aminu .2010).
Olubiyi (2012) noted that these days’ students are so engrossed in the social
media that they are almost 24 hours online. Even in classrooms and lecture
theatres, it has been observed that some students are always busy pinging, going or
Facebooking, while lectures are on. Times that ought to be channeled towards
learning, academic research and innovating have been crushed by the passion for
meeting new friends online, and most times busy discussing trivial issues. Hence
most students’ academics suffer setback as a result of distraction from the social
media.
As stated by Obi, et al, (2012), it was observed that the use of these sites
also affects students’ use of English and grammar. The students are used to short
forms of writing words in their chat rooms; they forget and use the same in the
classrooms. They use things like 4 in place of for, U in place of You, D in place of
the etc. and this could affect their class assessment. Social networking sites
although has been recognized as an important resource for education today, studies
however show that students use social networking sites such as Facebook for fun, to
kill time, to meet existing friends or to make new ones (Ellison, Steinfield, and
Lampe 2007). Although it has been put forward that students spends much time on
participating in social networking activities, with many students blaming the various
social networking sites for their steady decrease in grade point averages (Kimberly,
Jeong and Lee, 2009), it also shows that only few students are aware of the
academic and professional networking opportunities the sites offered.

According to Kuppuswamy and Shankar (2010), social network websites grab
attention of the students and then diverts it towards non-educational and
inappropriate actions including useless chatting.
Whereas on the other hand, Liccardi, et al. (2007) reviewed that the students
are socially connected with each other for sharing their daily learning experiences
and do conversation on several topics.
Tinto (1997) argued that extracurricular activities and academic activities are
not enough to satisfy some student those who are suffered by social networking
isolation. This shows that social networks are beneficial for the students as it
contributes in their learning experiences as well as in their academic life.
Trusovet et al., (2009) noted that the Internet is no doubt evolution of
technology, but specifically social networks are extremely unsafe for teenagers,
social networks become hugely common and well-known in past few years.
According to Palm Beach Community College (PBBC, 2008) they said that a
student must have a special place to study with plenty of room to work. And students
should not be cramped. They presuppose that study time will go better if a learner
takes 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.
Frank Pogue (2000) did a research project to determine why 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. 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.
Hence, the study focuses on the factors that affect the study habit of the
students. In line with this, the researchers would like to know the effect of the study
habit to their academic performances.
Learning occurs continuously throughout our lives and it is therefore important
to understand that what might work for others do not necessarily have to work for
others as well. However, it is still important that students should be consistent along
with their studies. According to the theories of study habits, there are broadly two
types of students. The first category is of the students who study for a shorter
duration, have a good concentration and are able to get good scores without much
effort. The second category includes students who have a rather poor concentration

and need a lot of hard work to get good scores. With a regular study habit, you will
find that the child will study at a time that it is deemed normal to study. To conclude,
study habits may vary from student to student perspective because not everyone
achieve the style of learning process like what other can achieve for themselves.
There may be a lot of factors that can affect the study habit of one student but
it’s all depended to him on how he can manage to do his studies without minding the
hindrances and acquire study habits in the end.
REVIEW OF RELATED STUDIES
The study conducted by Marcus Credé and Nathan R. Kuncel (2008) at the
University of Albany reveals 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. Study motivation and study skills exhibit the strongest relationships with
both grade point average and grades in individual classes. 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 a period. The website also added that if
you try to do too much studying at one time, 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.
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 for each 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 find concentration when he does study, if he plans a social activity
afterwards. He said, “To develop a healthy social life, develop routine study habits.
After supper, lug your book sand homework to the library, find a comfortable and
quiet niche, and study for 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.
Breus (2006) research studies demonstrate that daytime sleepiness from
chronic sleep deprivation and poor-quality sleep has significant impacts on daytime
behavior and academic performance, as well as concentration, attention, and mood.
Even 20 fewer minutes of needed sleep may significantly affect behavior in many
areas. One study showed that those students with C‘s, D‘s and F‘s got about 25
fewer minutes of sleep and went to bed an average of 40 minutes later than A and B
students. From elementary school through high school and beyond, a great many of
our children are chronically sleep-deprived. With more than 2/3 of all children having
some kind of sleep problem, and most adolescents not getting enough sleep, many

will struggle to meet the barrage of new challenges, demands, and emotions of a
new school year. It is not widely recognized and appreciated just how pervasive and
critical quality sleep is for brain development and how it directly influences daytime
functioning, performance, mood and behavior.
Elementary school is such an exciting and wonderful time for students and
their parents. This is the first real step to their education and their independence, but
the problem that the parents faced along these levels of learning were the ways on
how they’re going to let their children develop a study habit which can help their
children in learning as well. The parents let their children follow the rules in the
house and let them have their study habits in studying their lessons even a few
hours, but the students must study their lessons regularly.
Me Comb et al (1990) suggested that students learning achievement depends
on their attitude, motivation performance for success, and study habit or skills that
people employ to pursue the desire outcome. Moreover, there were some factors
like the parental involvement, socio-economic status of the learner, and teacher’s
personality or approach to students that can affect the learning and as well as their
study habits. It has a big factor of a student’s learning the involvement of their
parents in their learning process. Whenever the parents get involved in the study-life
of their children, there was a great factor that urges the child to learn and be
interested in schooling. In this way the child will feel supported in any way as much
as he can do for his studying. If the parents will always be there to urge their children
in their study habit, then the child will respond to it positively. Thus, having the

parents’ child always on their side will have the tendency for a child to always lean
onto their parents’ every time and not standing anymore on their own. So, the
advantages and the disadvantages of this factor revealed.
Furthermore, the socio-economic status can also affect the study habit of the
learner. In fact, this factor places a big challenge to the learners because this shows
their social stratification whether they belong to the upper, middle, or lower class. It
can affect to their study habits for some time they can’t continue their studying
because take this example, if they don’t have an electricity in their place, they can’t
study their lessons especially during night time, so it really hinders to their learning.
Another thing is financial, when this aspect will be opened, everyone felt down. They
will come to think to a point that because of this financial problem they can’t continue
to buy the necessary things needed for school and so there were no reason for them
to study since they don’t have the materials to be used. In this case, the level of their
interest in learning decreases.
According to the Principles of Teaching 1 book, the teacher serves as the
primary mover of the educational wheel while the learners are the key participants in
the learning process. The teacher is the role model, the manager, the counsellor,
leader, parent surrogate, facilitator, instructor, and a lot more. The students will learn
best also depends on the kind of teacher do they have. The teacher has the greatest
factor in the learning process and so his attitudes or personality in approaching the
students affect on them as well.

In addition, Bakare (1975) opines that intelligence accounts for little variance
in academic performance. Therefore, more emphasis had shifted from intellectual
factors to non – intellectual factors such as some personality variables like self
concept and study habit.
Based on the findings of Othis (1995), effective study skills usually come
down to two factors: motivation and style.
Motivation is the enthusiasm of a person to do something. Learning style is
the method used by a certain student/person to study much easier and more
efficiently.
These two factors also have a role to play in the learning process of a
student. Motivation serves as the fuel that keeps the child moving on their studying
and learning process. Because of this, aside from gaining incentives, they also gain
knowledge. While the learning styles of the student will also help him upon learning
for it gives him a reason to learn the things in the way he will learn. There will be no
pressure for a child to understand things if only he will learn everything through the
way he wanted to, for instance, if the student is a visual learner, then he can study
the lesson through seeing it with the eyes or watching videos that contained related
topics to the lesson presented. If a student is an audio learner, he can learn his
lesson through listening to it attentively or let the other person discuss to him the
topic or lesson talked about by the teacher. Lastly, if a student is a kinesthetic
learner, he can learn his lessons through doing it on his own for example in a

laboratory session. Hence, learning skills refer to the skills that make learning
possible.
Generally, learning is central to all our behavior. Each learner is unique
individual with different abilities, interests, and ways of thinking and responding thus
these characteristics have a significant influence on ones learning style (Figueroa,
2008-2009). It is being realized that students use different learning strategies. They
have different methods of reading, interpreting and coding the information.
Sometimes these strategies are useful, but some students develop pathological
learning strategies. To study effectively the students should be aware of learning
process. Nonetheless, success in school is not so much determined by sheer
intelligence as knowing how to study. Studying is a skill. Being successful in school
requires a high level of study skills and students must first learn these skills, practice
them and develop effective study habits in order to be successful.
Everyone cannot be brilliant but everyone can learn how to study. Effective
study habits, even highly intelligent student failed due to inefficient work and lack of
knowledge on how to study effectively. Important skills for study have to be learned
and practiced.
As a matter of fact, students who work to a more regular program of study
have a better academic performance. Study habits tend to be formed in the early
grades and in the most instances, do not materially improve after elementary school.
Some students often complain about mental inability or strain or lack of interest in
studies. Other thinks they are not capable.

In some cases, Fielden (2004) stated that good study habits help the student
in critical reflection in skills outcomes such as selecting, analyzing, critiquing, and
synthesizing. While in the study of Nneji (2002) he added that study habits are
learning tendencies that enable students work privately.
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. 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 information the participants believed they had retained. High
scores on anxiety level were included in 'unhealthy' study habits. A Pearson
correlation indicated no relationship between amount of caffeine consumed while
studying and the individual's effectiveness of studying and preparation.
While in Dumayag’s (2009) point of view, “the effective study skills are
associated with positive outcomes across multiple academic content areas and for
diverse learners. This is to describe an information-processing perspective on the
contribution of study skills to academic competence, and to identify evidence-based
strategies that are effective in helping students to improve their study skills. 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. Academic
specific anxiety was found to be an important negative predictor of performance.
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”. The substantive
aim of the study was to examine the effect of study habit on students.
In fact, the website in how-to-study.com (2009) recommended some tips in
improving study habits and suggested that the student should try not to study all the
subjects in just a period. It also added that if you try to do too much studying at one
time, 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.
Additionally, Mark E. Thompson (2005) undoubtedly affirmed to Mark Crilly’s
(2000) study that other 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 find concentration when
he does 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 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.
To give a clearer view of each of the variables in this study, here are the
following discussions:

S. Edwards (2006) said that learning to study is like learning to ride a bike-
once you get it you have the skills for life. Meaning that in steps to learning there are
bumps and bruises along the way because the process of learning is sometimes
painful. In addition to that learners who excel in school is not an exemption in
creating a good study habit because learning is a lifetime process, it does not stop.
More over study habit is important to all learners to perform well in school.
There are many factors to be considered in discussing the reasons
behind the formed study habit of the learners especially in the adolescent period.
This is the stage where critical period begin when they wanted to go out under the
custody of their parents. In such it is important to consider the parental involvement
of the parents and its influence to the learners. The family monthly income is also
one factor to be considered because now a day there is no such thing as free. This
means that you don’t get something without anything or without money. In addition, it
doesn’t mean that students that are enrolled in a public school are absolutely free
from any expenses. Aside from the projects and assignment it cannot be missed at
school that there are biological needs of a man to be feed. In one way or another,
everybody will spend an ample amount for the desired learning. Learners’ academic
performance must be considered also because it is interrelated to students’ study
habit. However, one of the important considerations is the attitude of students
towards studies and these factors serve as a stimulus in motivating them to do
certain responses depending on how they perceive the actions of the mentioned
factors. The development of positive attitude towards studies must be considered

seriously by both parents and teachers. Their actions are important in motivating the
learners’ performance towards their study habit.
SYNTHESIS
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 student’s 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) emphasized the
importance of environmental influence as a major factor in the development of
students studying habit. 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 habit.
According to Hussain (2006) secondary school students in public schools
often 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 of Nigeria,
2004) has identified school achievement contents according to school subjects
which are classified as core or elective subjects. Good study habits are essential
ingredients for excellent academic performances for every student. For study to be
effective, Freeman and Mors (1993) have observed that it should be regular, intense
and should cover long periods. The habits of studying must be a sustainable one, for
that matter students must see the need to develop good study habits.
THEORETICAL FRAMEWORK
This study is based on Walberg's theory of educational productivity (1981),
which is one of the few empirically tested theories of school learning based on an
extensive review and integration of over 3,000 studies (DiPerna, Volpe & Stephen,
2002). “Wang, Haertel, and Walberg (1997) analyzed the content of 179 handbook
chapters and reviews and 91 research syntheses and surveyed educational
researchers in an effort to achieve some consensus regarding the most significant
influences on learning" (Greenberg et al., 2003, p. 470). Using a variety of methods,
Wang, et al. (1977) identified 28 categories of learning influence. Of the 11 most
influential domains of variables, 8 involved social-emotional influences: classroom
management, parental support, student- teacher interactions, social- behavioral

attributes, motivational- effective attributes, the peer group, school culture, and
classroom climate (Greenberg et al., 2003). Distant background influences (e.g.,
state, district, or school policies, organizational characteristics, curriculum, and
instruction) were less influential. Wang et al. (1997) concluded that "the direct
intervention in the psychological determinants of learning promise the most effective
avenues for reform" (p. 210). Wang et al.’s research review targeted student learning
characteristics (i.e., social, behavioral, motivational, affective, cognitive, and
metacognitive) as the set of variables with the most potential for modification that
could, in turn, significantly and positively effect student outcomes (DiPerna et al.,
2002).
More recently, Zins, Weissberg, Wang and Walberg, (2004) demonstrated the
importance of the domains of motivational orientations, self-regulated learning
strategies, and social/interpersonal abilities in facilitating academic performance.
Zins et al. reported, based on the large-scale implementation of a Social-Emotional
Learning (SEL) program, that student’s who became more self-aware and confident
regarding their learning abilities, who were more motivated, who set learning goals,
and who were organized in their approach to work (self- regulated learning)
performed better in school. According to Greenberg, Weissberg, O'Brien, Zins,
Fredericks, Resnick, & Elias, (2003), Zins et al. (2004) assert that “research linking
social, emotional, and academic factors are sufficiently strong to advance the new
term social, emotional, and academic learning (SEAL). A central challenge for
researchers, educators, and policymakers is to strengthen this connection through
coordinated multiyear programming"(p. 470).

Walberg and associates’ conclusions resonate with findings from other fields. For
example, the "resilience" literature (Garmezy, 1993) grew from the observation that
despite living in disadvantaged and risky environments, certain children overcame
and attained high levels of achievement, motivation, and performance (Guttmann,
Sameroff & Eccles, 2002). Wach’s (2000) review of biological, social, and
psychological factors suggested that no single factor could explain “how” and “why”
these resilient children had been inoculated from the deleterious effects of their day-
to-day environments. A variety of promotive (direct) and protective (interactive)
variables were suggested, which included, aside from cognitive abilities, such
conative characteristics as study habits, social abilities, and the absence of behavior
problems (Guttmann et al., 2003).
Haertel, Walberg, and Weinstein (1983) identified 8 major models of school learning
that are either based on psychological learning theory (Glaser, 1976) or time-based
models of learning (Bennett, 1978; Bloom, 1976; Carroll, 1963; Cooley &Leinhardt,
1975; Harnischfeger & Wiley, 1976). Despite variations in names of constructs,
Haertel et al. (1983) found that most of the 8 theories included variables
representing ability, motivation, quality of instruction, and quantity of instruction.
Constructs less represented in the models were social environment of the
classroom, home environment, peer influence, and mass media (Watson & Keith,
2002). Haertel et al.’s (1983) review of theories, multiple quantitative syntheses of
classroom research, and secondary data analyses of large- scale national surveys
(Reynolds & Walberg, 1992), generally support Walberg's global model of
educational productivity. Walberg’s model specifies that:

Classroom learning is a multiplicative, diminishing-returns function of four
essential factors—student ability and motivation, and quality and quantity of
instruction—and possibly four supplementary or supportive factors—the
social psychological environment of the classroom, education-stimulating
conditions in the home and peer group, and exposure to mass media. Each
of the essential factors appears to be necessary but insufficient by itself for
classroom learning; that is, all four of these factors appear required at least at
minimum level. It also appears that the essential factors may substitute,
compensate, or trade off for one another in diminishing rates of return: for
example, immense quantities of time may be required for a moderate amount
of learning to occur if motivation, ability, or quality of instruction is minimal
(Haertel et al., 1983, p. 76).
An important finding of the Walberg et al. large scale causal modeling research was
that nine different educational productivity factors were hypothesized to operate vis-
à-vis a complex set of interactions to account for school learning. Additionally, some
student characteristic variables (motivation, prior achievement, attitudes) had
indirect effects (e.g., the influence of the variable “went through” or was mediated via
another variable).
The importance of the Walberg et al. group’s findings cannot be overstated.
Walberg’s (1981) theory of educational productivity is one of the few empirically
tested theories of school learning and is based on the review and integration of over
3,000 studies (DiPerna et al., 2002). Walberg et al. have identified key variables
that effect student outcomes: student ability/prior achievement, motivation,

age/developmental level, quantity of instruction, quality of instruction, classroom
climate, home environment, peer group, and exposure to mass media outside of
school (Walberg, Fraser & Welch, 1986). In the current context, the first three
variables (ability, motivation, and age) reflect characteristics of the student. The
fourth and fifth variables reflect instruction (quantity and quality), and the final four
variables (classroom climate, home environment, peer group, and exposure to
media) represent aspects of the psychological environment (DiPerna et al., 2002).
Clearly student characteristics are important for school learning, but they only
comprise a portion of the learning equation.
More recently, Wang, Haertel, and Walberg (1993) organized the relevant school
learning knowledge base into major construct domains (State & District Governance
&Organization, Home & Community Contexts, School Demographics, Culture,
Climate, Policies &Practices, Design & Delivery of Curriculum & Instruction,
Classroom Practices, Learner Characteristics) and attempted to establish the
relative importance of 228 variables in predicting academic domains. Using a
variety of methods, the authors concluded that psychological, instructional, and
home environment characteristics (“proximal” variables) have a more significant
impact on achievement than variables such as state-, district-, or school-level policy
and demographics (“distal” variables). More importantly, in the context of the current
document, student characteristics (i.e., social, behavioral, motivational, affective,
cognitive, metacognitive) were the set of proximal variables with the most significant
impact on learner outcomes (DiPerna et al., 2002).

CONCEPTUAL FRAMEWORK
Factors
Affecting
Demographic
Activities
Profile
Study
Habits
Figure 1: A model of Factors affecting the Study Habits of the Senior High School
Students of Philippine Pasay Chung Hua Academy.
This Diagram shows the conceptual framework of the study, wherein circle 1
stated the topic of the study while in box 1 mentioned the Demographic Profile of the
Respondents. For box 2 it presents the Factors affecting the Study Habits, whilst in
box 3 it mentioned the activities that the respondents doing during Break Time.
Gestalt psychology mentions the Law of Proximity which he tends to form
groups according to the way they are spaced, with the nearer once being grouped
together (Tria, et al. 1998). When applied to learning, regular and instantaneous
study periods tend to result in a better performance than inconsistent study periods
do.

Thorndikes Law of Exercise further supports this kind of principle stating that,
other things being equal, the more frequent a modifiable connection between a
situation and response is used, the stronger is the connection.
When a connection between a situation and a response is not being used for
a period of time, the connection weakens. As to learning, a student who stimulates
regular study periods tends to develop certain methods in studying to enhance
academic performance. This study focuses on the factors affecting study habit of the
Senior High School students of Philippine Pasay Chung Hua Academy. In this view,
the researcher wants to study the factors which affect the study habits.
RESEARCH PARADIGM
The graphic organizer is divided into three columns in which the objectives
and processes are included. The purpose of the study is to find out the Factors of
Study Habits to the Senior High School Students of Philippine Pasay Chung Hua
Academy.
INPUT PROCESS OUTPUT

Demographic Survey Suggestion for the
profile of the Questionnaire improvement of
respondents in Survey the Study Habit of
the Senior High
terms of School students.
Gathering
information with Conclusion
AGE
the helped of the Recommendation
GENDER Senior High
GRADE LEVEL School Students
STRAND

Figure 2: This Diagram shows the Research Paradigm of the study wherein in frame
1 stated the input of the study where will get the demographic profile of the
respondents in terms of age and sex while in frame 2 presents the process of the
study where the researcher used survey questionnaire and gathered information
with the help of the Senior High School Students whilst in frame 3 shows the output
which includes the conclusion and the recommendation in the study.

CHAPTER 3
METHODOLOGY
The design and methodology used in realizing the aims of the study was
discussed in this chapter. This chapter presents the procedure and processes
employed in the conduct of the study. It includes the research design, respondents
of the study, sampling technique, research instruments, data gathering procedures
and the ethical consideration.
RESEARCH DESIGN
This study determined the factors affecting of study habits among the Senior
High School Student of Philippine Pasay Chung Hua Academy. In conducting this
research, the researcher used Quantitative Research Type.
According to Creswell (2002) the quantitative research design is the process
of collecting, analyzing, interpreting and writing the results of the study. Using the
research design, the researcher will able to dig deeper and elaborate more for the
understanding of the topic. This research design was chosen to ensure that the
future readers of this study will be able to gain new information that will help not just
only in their studies but also in their daily lives.
The descriptive type of research utilized survey-interview and questionnaire.
The purpose of this is to describe the nature of situation as it exists at the time of the
study and to explore the causes of a particular phenomenon. The descriptive part
presented the demographic profile of the Senior High School Students.

RESPONDENTS OF THE STUDY
The respondents of this study were forty (40) Senior High School students of
Philippine Pasay Chung Hua Academy. There were twenty-three (23) Grade 11
students and seventeen (17) Grade 12 students. They were the chosen
respondents because this research focuses to the senior high school students of
Philippine Pasay Chung Hua Academy S.Y 2019-2020.
SAMPLING TECHNIQUE
This study used Convenience Sampling because of the accessibility of the
respondents. The respondents are easily access by the researcher. Senior High
School Students of Philippine Pasay Chung Hua Academy were chosen as
respondents. For this sampling it’s easy and simple method, it could help the
researcher to decrease the time will be consumed. Also in this method the reader of
this study are already know where this study will be conducting without a further
intensive searching for a place to search on.
RESEARCH INSTRUMENT
For the gathering of data and information. The researcher provided a
survey questionnaire. This study used Multiple-Response Questions because the
researcher prepared a certain question that necessitates the respondents to provide
more that one answer. The primary aim of the questionnaire is to determine the
respondents’ profile according to: (1) Time Management (2) Study Environment (3)
Usage of Social Media. The researcher did not ask beyond what written in the
survey questionnaire but could ask the interviewee for the purpose of clarifying

his/her answers. It was distributed to each class of Senior High School, answered by
the twenty-three (23) Grade 11 and seventeen (17) Grade 12 students.
DATA GATHERING PROCEDURE
This section showcases the procedure of collecting or gathering of the data
and sources needed to conduct this study. The following are the said procedure.
Review of Related Literature. This served as the support of the study to give
an accurate related studies to the researchers’ research paper.
Statement of the Problem. This served as manual or guide to the
researchers to achieve accurate and precise answers from the respondents that will
be needed to this study.
Questionnaire/s. The researcher prepared a survey-questionnaire to be
answered by the respondents. He used Multiple-Response Question and
Dichotomous Question.
Content. In this period, the researcher list down all the information gathered.
Conclusion. After gathering all the necessary information from the
respondents. Researcher will have a realization or a conclusion about the study.
ETHICAL CONSIDERATION
To safeguard the privacy and safety of all the respondent’s only willing
volunteers will be surveyed for the study and the names and other private
information of the respondents will be safe and remain confidential. Names on the
questionnaire were withheld to protect the respondent’s right of privacy.

CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATIONS OF DATA
This chapter presents the data analysis of the study. As the data were
collected in the survey, the researcher first evaluated the gathered data by
categorizing the collected answers. Secondly, he evaluated the different
perspectives of the respondents about the chosen topic and he reviewed the
similarities and differences of the said perspectives.
1.Demographic Profile of the Respondents:
Grade 12 Grade 11
16
14
12
10
0
19 18 17 16 15
Figure 1.1 Profile of the Respondents According to Age
According to the presented data in Figure 1.1 age 17 has the greatest in
number with 41.18% or (7)in Grade 12and 65.22% or (15) respondents in Grade 11,
while age 18 has the second greatest in number with 35.29% or (6) respondents in
Grade 12 and it has no respondents in Grade 11. And age 19 has the least number

of respondents with 23.53% or (4) in Grade 12 and 04.34% or (1) in Grade 11. And
age 16 has the second least respondents with 17.39% or (4) and age 15 with 13.04
or (3) respondents in both Grade level. The demographic profile of the respondents
are one of the most secured profile of the study, because According to
shodhgang.inflibnet.com (2018), the demographic profile of the respondents is an
important aspects of consumer research as the nuances of consumer behavior can
vary with changes in the Demographic Profile.
42%
58%
Grade 12 Grade 11
FIGURE 1.2 Profile of the Respondents According to Grade Level
According to the presented data in Figure 1.2 Grade 11 has the Highest
number of respondents with 58% or (23) while in Grade 12 has the least number of
respondents with 42% or 17 respondents with the total of 100%.

Grade 12 Grade 11
14
12 13
10 11
6 7
4 5 5
2
0
0
ABM STEM HUMSS
FIGURE 1.3 Profile of the Respondents According to Strand
According to the presented data in Figure 1.3 it clearly stated that the ABM
strand or Accountancy, Business and Management has the highest number of
respondents with 76.47% or (13) respondents in Grade 12 and 30.43% or 7 in Grade
11. While the STEM strand or Science Technology Engineering and Mathematics
has the second highest number of respondent with 47.83% or (11) in Grade 11 while
in Grade 12 it has no respondents. For HUMSS strand or Humanities and Social
Sciences it has the same number of respondents in both grade level with 1.25% or
(5) respondents.

14
12 13
10
10 10
8
6 7
0
MALE FEMALE
Grade 12 Grade 11
FIGURE 1.4Profile of the Respondents According to Gender
According to the presented data in Figure 1.4 it clearly stated that most of the
respondents are Male with 41.18% or (7) in Grade 12 and 56.52% or (13) in Grade
11. While in both Grade level it has the same number of respondents in Female with
50% or (10) respondents.

Time Allowance
Effective time for studying
Hours spent for studying
Manner of studying
Place to study
Table 1.1 Factors Affecting the Study Habits
Based on the study, the factors that affect the study habits are time
allowance, effective time for studying, hours spent for studying, manner of studying
and place to study.
one month two weeks one week days before the night before
7%
2%
20%
48%
23%
Figure 1.5 Time Allowance for Review
According to the presented data in Figure 1.5, the “night before” has the
highest number of respondents with 48% or (19) respondents. While “days before”

has the second highest number of respondents with 23% or (9) respondents. And
“one week” got the third highest number of respondents with 20% or (8)
respondents. And “last two weeks” and “one month” got the least number of
respondents with 2% or 1 and 7% or 3 respondents in both Grade level. The night
before got the highest number of the respondents because as stated by Tin
Valeriano (2016), Filipino time Management define being minutes to hours late
compared to the exact time. Many factors are attributed to being late in the
Philippines. And According to planetofsource.com, applying proper study time
allowance of management can helps us to save time and stress plus it will enable us
to spend more time to our hobbies.
14
12
10
0
morning (6.am to afternoon (noon evening (6pm to night (9pm to late night (12am
noon) to 6pm) 9pm) 12am) to 6am)
Figure 1.6 Most effective time for studying
Based to the presented data in Figure 1.6, 32.5% or (13) respondents from
Senior High School preferred to study at morning by 6am to noon. While 7.5% or (3)
respondents preferred to study in the afternoon at 12noon to 6pm. And the other
remaining respondents preferred to study in the evening by 6pm to 9pm with 20% or
(8) respondents, same with the other 20% or (8) respondents who preferred to study
at night by 9pm to 12am and late night by 12am to 6am.The respondents preferred
time for study at morning by 6am to noon because according to Fisher et al., (1980),
allocated time is the amount of time assigned for instruction in a content area,
without reference to the quality of the activities being conducted during that time.
The amount of time and the way it is distributed during the days, week and school
year are issues related to allocated time.
20-24 hours 15-19 hours 10-14 hours 5-9 hours 1-4 hours
2% 2%
0%
18%
78%
Figure 1.7 Number of Hours spent for Studying
According to the presented data in Figure 1.7, students from the Senior High
School studies 1-4 hours during the exam with 78% or (31) respondents while the
others studied 5-9 hours with 18% or (7) respondents, and the rest of them studied
10-14 hours and 20-24 hours with 2% or (1) respondents and there’s no
respondents who studied 15-19 hours. The senior high school students preferred 1-4
hours to study because According to a case study from Study Hacks (2008)
discussed on “Why the number of hours you spend in studying means nothing”, it
goes with such an outrageous number of hours spent hitting the books, this student
expected to breeze through the class. There are literally no more waking hours left in
the day for the student to study. Study two hours after lunch, every other day, and a
good chunk of time on Sunday morning. In other words, for improving his grade in
the class is to study much, much less. Study two hours after school, every other day,
and a good chunk of time on Sunday mornings.
others
studying in a group
highlighting text
writing outlines
writing index/flash cards
repeating points our loud
0 2 4 6 8 10 12 14
Figure 1.8 Respondents’ Manner of Studying
Based to the presented data in Figure 1.8, “Repeating points out loud” got the
highest number of respondents with 32.5% or (13) respondents, while the “others”
(Reading text, studying alone, Read and understand, Reading) got the second highest in
number with 22.5 or (9) respondents and “writing outlines” got the third highest in
number with 20% or (8) respondents and “studying in a group” and “highlighting text”
got the same number of respondents with 12.5% or (5) respondents and “writing

index/flash cards” has no respondents. The senior high school students “repeating
points out loud” as they reviewed for the exam because according to 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”.
others
guard house
tree house
canteen
coffee shop
library
bedroom
computer shop
0 5 10 15 20 25
Figure 1.9 Respondents’ Preferred Place to Study
According to the presented data in Figure 1.9, in the bedroom got the highest
number of respondents with 55% or (22) respondents, and the second highest
number or respondents are at the canteen and others (classroom, dinning table,
living room, house) with 12.5% or (5) respondents and at coffee shop and library got
the least number of respondents with 7.5% or (3) and in the guard house and under
the mango tree got the lowest number of respondents with 2.5% or (1) respondents
in both grade level. The student must have place to study because according to
Palm Beach Community College (PBBC, 2008) they said that a student must have a
special place to study with plenty of room to work. And students should not be
cramped. They presuppose that study time will go better if a learner takes 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.

3. What activities do the Senior High School Students of Philippine Pasay
Chung Hua Academy preferred during break time?
12
10
Figure 2.0 Respondents’ Preferred Study Break
According to the presented data in Figure 2.0 surfing the internet and playing
video games got the highest number of respondents with 25% or (10) respondents
while napping got the second highest number of respondents with 17.5 or (7)
respondents and the third highest number are the other form of study break
(sleeping, eating) with 15% or (6) respondents. Socializing with 7.5% or (3)
respondents, watching TV/Movies with 5% (2) respondents and exercise with 2.5%
(1) respondents are the three least preferred study break. No one tried to pray or
meditate during study break. Taking study break is important because according to
studyinternational.com (2018) Study breaks are an important part of achieving your
potential, helping you stay focused and motivated. A productive study break should
leave you feeling refreshed and energized to return to your studies with renewed
focus, allowing you to push on with your studies.

If you’re struggling to keep your breaks to short bursts or come back not feeling
refreshed, read the below tips to ensure your breaks are as productive as possible.
To get the most out of your breaks you need to give your brain a rest. This means
you need to activate a different part of your mind. If you’ve been reading or writing,
try doing something active or cooking. If you’ve been reciting lines or playing an
instrument, try sitting down with a book. You want to let your brain shut down and
recuperate for a little while, so try not to do anything that requires memory recall.
Now’s not the time for trivia quizzes or crosswords! By allowing your brain to have a
breather, it has time to absorb the information gleaned from your previous study
session and will finish up ready to process brand-new topics.

CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusion and
recommendations based on the data analyzed in the previous chapters. Factors
affecting the study habits of the senior high school students of Philippine Pasay
Chung Hua Academy S.Y 2019-2020 researched in order to give information about
the factors affecting the study habits of the senior high school students.
SUMMARY OF FINDINGS
The focus of this study is to determined the Factors affecting the study habits
of the Senior High School students of Philippine Pasay Chung Hua Academy. The
researcher’s findings are as follows.
1.Demographic Profile of the Respondents.
1.1. sixty five point twenty two percent (65.22%) of the Forty (40) Senior High
School are 17 years old.
1.2. Twenty Three (23) fifty eight percent (58%) of the forty (40) Senior High
School are in Grade 11 and seven (7) forty one point eighteen percent
(41.18%) are in Grade 12.
1.3. seventy six point forty seven percent (76.47%) or thirteen (13) Senior
High School are in Accountancy Business and Management.

1.4. Thirteen (13) fifty six point fifty two percent (56.52%) of the forty (40)
Senior High School are Female and seven (7) forty one point eighteen
percent (41.18%) are male.
The factors affecting the study habits are time Allowance, effective time for
studying, hours spent for studying, manner of studying, place to study, and the
highest percentage (78%) was from item 7 which describes the Number of Hours
spent for Studying. And the researcher observes that the Senior High School
students do not study in Guard House and under the mango tree which got the
lowest percentage (2.5%)
3. What activities do the Senior High School Students of Philippine Pasay
Chung Hua Academy preferred during break time?
The highest percentage (25%) was from item 10 which describe the
Respondents’ Preferred Study Break. And the researcher finds out that the Senior
High School students do not exercise which got the lowest percentage (2.5%)
Conclusions
Based on the findings of the study, the following conclusions are drawn.
1. Majority of the Senior High School students enrolled are age seven teen (17) and
there are more Female Senior High School respondents than male.
2. Majority of the Senior High School students study for one to four hours (1-4) in one
day before the exam.
3. The Senior High School students do during study break are playing video games.

Recommendations
Based on the findings and conclusion presented. The following
recommendations are suggested.
1. The school may provide a student center for the student to gather for individual or
group review.
2. The students may make a daily schedule of their daily activities.
3. The school should provide internet access to all the students of senior high school
for research purposes.

***PERSONAL REFERENCE ARE
UNAVAILABLE***

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SURVEY QUESTIONNAIRE
PHILIPPINE PASAY CHUNG HUA ACADEMY
Name (Optional): ___________________________ Age (required): __________ Gender
(required): Male Female
Grade (required): Grade 11 Grade 12 Strand (required): ABM HUMSS STEM
Direction:
Please put check (√) on the space that corresponds to what you are actually doing, thinking,
and feeling regarding the statement.
1. How far in advance do you start studying for exam?
One month ____
Two weeks______
One week _____
Days before_____
The night before_______
2. What time of day do you find it most effective to study?
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.) _____
3. On average, how many hours do you study during exam exam?
20-24 hours ______
15-19 hours_______
10-14 hours _______
5-9 hours ________
1-4 hours _________
4. What is your favorite way to study?
Repeating points out loud _____
Writing index/flash cards_______
Writing outlines _______

Highlighting text ______
Studying in a group _______
Others (Please Specify): ______________
5. Where is your favorite place to study?
Dorm room _____
Bedroom _______
Library ______
Coffee shop _______
Parents’ home ______
Campus pub/bar _____
Student’s hub _______
Others (Please Specify):_____________
6. What is your favorite study break?
Exercise _______
Watching TV/movie ____
Surfing the Internet _______
Napping _________
Socializing ______
Playing video games ______
Praying/meditating ______
Others (Please Specify):_________
7. Which of the following social media tools do you use? (Choose all that apply)
Twitter______
Facebook_______
Google+________
LinkedIn______
YouTube______
Instagram _____
WeChat______
Others (Please Specify):_______

Mr. John Carl V. Mostajo
RESEARCHER

Factors Affecting The Study Habits of The

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FACTORS AFFECTING THE STUDY HABITS OF THE

SENIOR HIGH SCHOOL STUDENTS OF PHILIPPINE PASAY CHUNG HUA

ACADEMY SY. 2019-2020

JOHN CARL V. MOSTAJO

SENIOR HIGH SCHOOL

PHILIPPNE PASAY CHUNG HUA ACADEMY

“The Lord is with me; I will not fear” Psalm 118:6 1

SENIOR HIGH SCHOOL STUDENTS OF PHILIPPINE PASAY CHUNG HUA

ACADEMY SY. 2019-2020

**TITLE ARE ALREADY BEEN APPROVED***

In partial fulfillment of the requirements for the course Practical Research 2

A Research Paper Presented to:

Juzy L. Saguil, Ph.D.

John Carl V. Mostajo

“The Lord is with me; I will not fear” Psalm 118:6 2

made use of Convenience Sampling because of the accessibility of the respondents.

The researcher provided a survey-questionnaire. It used Multiple-Response

Philippine Pasay Chung Hua Academy.

“The Lord is with me; I will not fear” Psalm 118:6 3

and to my source of power and energy whose support and encouragement

motivated through the process of the research.

Life Empowered through Values Excellence and Leadership.

I also express my deep gratitude to my friends in spite of their busy schedule

students who take time to answer my survey

constructive feedback, support and encouragement throughout the process of the

Academy who shaped my knowledge and helped me to develop my own way of

The warmest gratitude is to my family who’s giving me strength and for

research paper would not be possible without her

“The Lord is with me; I will not fear” Psalm 118:6 4

“The Lord is with me; I will not fear” Psalm 118:6 5

SCHOOL STUDENTS OF PHILIPPINE PASAY CHUNG HUA ACADEMY” prepared

recommended for approval and acceptance.

Juzy L. Saguil Ph.D.

“The Lord is with me; I will not fear” Psalm 118:6 6

HABITS OF THE SENIOR HIGH SCHOOL STUDENTS OF PHILIPPINE PASAY

CHUNG HUA ACADEMY SY 2019-2020”

This certification is issued upon the request of Mr. Mostajo as a requirement

“The Lord is with me; I will not fear” Psalm 118:6 7

HIGH SCHOOL STUDENTS OF PHILIPPINE PASAY CHUNG HUA ACADEMY SY

This certification is issued upon the request of Mr. Mostajo as a requirement

“The Lord is with me; I will not fear” Psalm 118:6 8

Title Page ………………………………………………………………………………....... I

“The Lord is with me; I will not fear” Psalm 118:6 9

“The Lord is with me; I will not fear” Psalm 118:6 10

THE PROBLEM AND ITS BACKGROUND

This chapter presents the Introduction, Background of the Study, Statement

and the Definition of Terms of the study.

A student’s level of intelligence is said to be reflected by the grades that one

an important role in their performance academically.

“The Lord is with me; I will not fear” Psalm 118:6 11

students have developed towards private readings through a period of time.

According to him, study habit is a gateway to successful achievement in studies.

attention to understanding these factors (Baquiran, 2011).

On Gudagavanar and Halayannavar’s research, “Influence of Study Habits on

Academic Performance of Higher Primary Students,” study habits play a very

sense of achievement of success.

BACKGROUND OF THE STUDY

The study used Quantitative Research type and it used Descriptive

Mathematics and in Chinese education, recently welcome Senior High School

“The Lord is with me; I will not fear” Psalm 118:6 12

environment in the edifice generates various effects towards the participants.

Therefore, resulting to how the participants scope up with their studies.

have. As defined, it is the knowledge and development resulting from

TITLE ARE ALREADY BEEN APPROVED*