1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

This study was endeavored to find out the study habit of the senior high

school ABM strand student’s in St. Peter’s College. The study contains of

information on dealing with the study habits of ABM strand students. The goal

of this study was to determine the study habits of the ABM strand students on

how they manage their time efficiently, and how to have effective varied study

techniques to keep them afloat. The researcher used some alternative

questions that can suit with the modern generation.

Education is commonly referred to as the process of learning and

obtaining knowledge at school, in a form of formal education. Generally, at the

start of a very young age, children learn to develop and use their mental,

moral and physical powers, which they acquire through various types of

education.

In education, it involves study habits and this was the ways that they

study, the habits that they have formed during the school years. Good study

habits are prime factor to the learning of the youths. It will contribute to a

successful academic future of every individual. Good learning habits lead to

good grades and good grades lead to admissions to better colleges and

universities. This in turn will lead to a great career. Study habits can be good

and bad one. The good study habits include the taking notes in class, reading

a textbook and well organized. The bad study habits include skipping class,

not doing work, watching TV or playing video games instead of studying.

Senior High is a fast-paced time in life with many responsibilities to

balance. For many student’s high school is a prelude to college, so

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establishing good time management and effective study habits is critically

important at this time. Doing so while still in high school will not only allow

students to be successful at this time, but they will be able to enter college

confident, accomplished and prepared to take on the new challenge.

THEORETICAL FRAMEWORK

Study is a part of life for anyone who goes to school or college and

every person studies in different ways to some degree or the other. Habits

help the individual to do something with less effort and thought. This study

was supported by the following theories: Information-Process by George

Miller of 1956 and Cone of Experience by Edgar Dale’s of 1969 ;

Constructivism By Jean Piaget of 1955; Social Learning Theory by Albert

Bandura of 1977 .

INFORMATION - PROCESS

Theory by George Miller (1956) is useful in this study. It gathered from

the senses (input), is stored and process by the brain, and finally brings about

the behavioral response (output). There are processes in storing memories in

the human brain the sensory registry where inputs may lost, depending on its

importance to the person processing idea or retained an forwarded to the

long-term memory, where it will be stored permanently because it well

defined, well perceived and has mental imagery.

EDGAR DALE’S CONE OF EXPERIENCE

Edgar Dale’s Cone of Experience by Edgar Dale’s (1969) according to

him experience is the accumulation of knowledge or skill that results from

direct participation in events or activities; the content of direct observation or

participation in an event; something personally lived through or encountered.

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The practical wisdom gained from what one has observed, encountered, or

undergone or felt. Experiences may be direct or indirect and of concrete and

abstract.

CONSTRUCTIVISM

Constructivism by Jean Piaget (1955) helps learners develop their

principle thinking which the learners learn through adaptation. In this theory

learners become active at making meaning and trying to make sense out of

the world and themselves. It is student centered theory that focuses on the

knowledge of interpretation and expressed-based activities. Piaget theory of

cognitive development proposes humans cannot be given information which

they immediately understand and use. Instead, humans must construct their

own knowledge. Let learners discover the answers or solutions.

SOCIAL LEARNING THEORY

Social Learning Theory by Albert Bandura (1977) posits that people

learn from one another, via observation, imitation, and modeling. The theory

has often been called a bridge between behaviorist and cognitive learning

theories because it encompasses attention, memory, and motivation. Social

learning theory explains human behavior in terms of continuous reciprocal

interaction between cognitive, behavioral, and environmental influences. The

social learning approach takes thought processes into account and

acknowledges the role that they play in deciding if a behavior is to be imitated

or not. As such, SLT provides a more comprehensive explanation of human

learning by recognizing the role of meditational processes.

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CONCEPTUAL FRAMEWORK

In order to show the interaction of the independent and the dependent

variables, the researchers had made the conceptual model will be outlined the

direction of this study.

In this study, the researchers gave a survey questionnaire about the

study habits of the senior high school students where the content and duration

of time are the same. Independent variables are: Socio-demographic Profile;

1.1gender and 1.2 age. The dependent variables are evaluation of study

habits of senior high students 2.1 Time management 2.2. study environment

2.3 test taking/preparation skills 2.4 note taking skills 2.5 reading skills 2.6

writing skills

Figure A. on the next page, presents the diagram of the conceptual

framework of the study.

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SOCIO-DEMOGRAPHIC
PROFILE
GENDER
AGE

STUDY HABITS
Time management
Study environment
Test taking/ preparation skills
Note taking skills
Reading skills
Writing skills

Study Habits
IMPLICATION
Figure 1. Schematic Diagram showing the interplay of the
variable of this study.
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STATEMENT OF THE PROBLEM

This study was to determine the causes of the ABM strand student’s

study habits that lead to their grades.

This study seeks to answer the following questions:

1. What is the socio-demographic of the respondent in terms of:

gender; and

age?

2. What are the study habits of the respondent in terms of:

time management;
study environment;
test taking/preparation skills;
note taking skills;
reading skills; and
writing skills?
3. Is there a significant relationship between the socio demographic profile

and the study habits of the respondents?

4. What implication can be derived based on the result of the study?

HYPOTHESIS

In this study, the null hypothesis was tested empirically at 0.05 level of

significance.

HO1 There is no relationship between the socio demographic profile

and the study habits of the respondents.

SCOPE AND LIMITATION

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The study limited to the contribution of the study habits of ABM senior

high school students’ in St. Peter’s College during the school year 2017-2018.

The senior high school students were given a test on their study habits.

SIGNIFICANCE

This study would benefit the following:

Parents- one of the reasons why the students will attend their classes

is their parents’ motivation to them. In this study, the parents will be able to

know their role upon improving their children’s study habits which then can

help

School Administrator- This is useful to the school administrator for

them to be aware to the different study habits of the senior high students.

Teacher- The result of this study will help the teacher to understand the

different strategy of the students in term of the study habits.

Learners- this study will help the students realize that learning is fun

and meaningful process development at the same time the learners will

appreciate that studying can lead to positive academic performance.

Future researchers- this study will serve as reference for future

researchers to come up with the deeper and wider scope of study.

DEFINITION OF TERMS

Some important terms used in this research were defined conceptually

or operationally. These terms are:

Academic Performance refers to the grades of the students they get

in school every end of the quarter wherein the student’s performances are

based on the four major subjects such as Math, English, Science and Filipino.
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Behavioral- refers to the array of every physical action and observable

emotion associated with individuals, as well as the human race.

Habit- a settled or regular tendency or practice, especially one that is

hard to give up. An acquired behavior pattern regularly followed until it has

become almost involuntary.

Information- Knowledge communicated or received a particular fact or

circumstances. In other words, it is the answer to a question of some kind. It is

thus related to data and knowledge as data represents values attribute to

parameters and also information is any propagation of cause and effect within

a system.

Generation - is "all of the people born and living at about the same time,

regarded collectively."

Learning - is the act of acquiring new or modifying and reinforcing

existing knowledge behaviors, skills, values, or preference which may lead to

a potential change in synthesizing information, depth of the knowledge ,

attitude or behavior relative to the and range of experience.

Potential - generally refers to a currently unrealized ability.

Researcher- is someone who conducts research I.e., an organized

and system investigation in to something.

Study - the devotion of time and attention to acquiring knowledge on a

academic subject, specially by means of books.

Time Management refers to the proper use of time in studying through

planning and organizing activities by a use of a planner and to do list. It

includes considering the most priority and the least event to be accomplished.
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CHAPTER 2

RELATED LITERATURE

This chapter was serves as a link between the readers and the studies

that has been done. Its content tells about the aspects that have been already

established or concluded by other authors and appreciate the evidence that

have been collected by previous researches and the current research work in

the proper perspective. These aspects were chosen because they include

straight relation to students for reaching their success and organizing their

study habits.

RELATED LITERATURE

Student’s academic performance occupies a very important place in

education as well as in the learning process. Rana and Kausar (2011), stated

that many students fail not because they lack ability but because they do not

have adequate study skills. A central problem noted was that many of these

students had not learned how to take effective notes and manage time for

studying (Mendezabal, 2013). A study by Nagaraju (2004) found that students

usually do not devote sufficient time to their studies and seldom have proper

study habits. A detailed analysis of some of the study skills that successful

students possess were work-knowledge, note-taking ability, and linguistic

intelligence. The study of Nuthana and Yenagi (2009) further revealed that

students who are better in reading and note-taking, well prepared for the

examination and have concentration may have better academic achievement.

Socio-economic Status effect academic achievement

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Saye & Brush (2002) 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. There were

some factors like the parental involvement, socioeconomic 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.

Smith & Dechant (1961) study, habits included student’s habits of

concentration, note taking, time budgeting, and study method. Socioeconomic

status can contribute toward the academic of the students. Ahmad and Razia

(2015) explain the socioeconomic status effect to the academic achievement.

Students with low socioeconomic status have negative effect to their

academic performance; on the contrary, the students with high socioeconomic

have positive effect to their academic performance.

Study habits and attitude of students

Nagaraju (2004) pointed out that, for good academic success, good

study habits and attitudes are important. It is imperative and desirable that a

probe into the pattern of study habits and attitudes of students be

made. Study habit is the pattern of behavior adopted by students in the

pursuit of their studies that serves as the vehicle of learning. It is the degree to

which the student engages in regular acts of studying that are characterized

by appropriate studying routines (e.g. reviews of material, frequency of

studying sessions, etc.) occurring in an environment that is conducive to

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studying. Study attitudes, on the other hand, refers to a student’s positive

attitude toward the specific act of studying and the student’s acceptance and

approval of the broader goals of the students (Crede and Kuncel, 2008). In

short, study habits and attitudes of students are determined through their time

management ability, work methods, attitudes toward teachers and acceptance

of education.

INSIGHT LEARNED FROM RELATED LITERATURE

The researchers notice from the related literature of this research was

that the people around the child were involved to the study habits of a certain

students. If the students possess poor study habits, the students had a

chance to get a failing grade. Study habits of every students is one of the

most important factor that affect their understanding regarding a certain

subject.

RELATED STUDIES

Effective study habits

Effective study habits are condition in which the students study

habitually to reach the maximum success of their academic in the school

work. There are many kinds of effective study habits that found by researcher

in the previous study. The positive/ right mindset of the students towards

study, place of the study where students can concentrate on learning. The

availability of the things you need for the class, a standard outline format and

rewrite the notes from it. Using memory games for remembering pieces of

information using a simple. association of common words, practice of testing

yourself, organizing regular schedule study time, keep balance in studying, try
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to know what the expectations are for the class of various teacher and

professors.

Components of study habits

Study habits have some components to be applied by students in their

learning strategies for achieving student’s academic success. There are three

out of seven components that included in study habits that are discussed in

this section based on the Patel as following:

Home environment and planning of work

Home environment gives the important effect to students ‘habit when

they choose for studying at home to review the school material or to prepare

material for the next lesson. Reading and note taking Reading is one of the

English skills that someone makes meaning of written symbols on a page of a

paper. Based on reading for studying purposes, reading can build someone

knowledge about something new that never they know before.

Learning some objects was felt easier or not for students when they

should be learn in their home lonely depended on their achievement. Students

with high achievement will be more easy to learn their school material when

study alone.

Discussion

Generally, it is a proven fact the study habits of the learner enable them

to take active part in the teaching learning process. If the students are aware

of their study habits, they can willingly involve themselves in the learning

process. It is usually noticed students lack good study habits in the higher

education they do not know how to take notes, how to study, how to take
 13

notes from the make notes, how to study not to take notes from the lectures of

the teachers if students are taught how to take or make note and how to

study, they can be benefited a lot even at higher education level.

If the teachers as well as students know about the proper study habits

they can use the result of examinations in providing feedback to bring

improvement in their future learning also motivation for learning can be

developed and sustained during the entire period of learning. Students can

know about the specific weakness in different study behavior and can

overcome them accordingly.

INSIGHT LEARNED FROM THE REVIEW OF RELATED STUDIES

The researchers noticed from the related studies of this research was

to catch out the good performance of the students with the use of different

steps and techniques of a good study habits and the benefits of the teachers

and the students gets. Thus knowledge of study habits of the students can

help the teachers as well as the learners immensely to improve the teaching

and learning, thereby resulting in effective result.

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CHAPTER 3

RESEARCH METHODS

This chapter was represented the research method used in the study. It

also discussed the research design, research environment, subjects and

sampling procedures, research instrument and statistical treatment of data.

RESEARCH DESIGN

This study used the descriptive-evaluated research design. The

researchers used survey questionnaire to determine the study habits of the

senior high school ABM strand students of Secondary Education Department

in St. Peter’s College in Iligan City. The questions were based on their study

habits.

RESEARCH ENVIRONMENT

The evaluative survey research was conducted in the Senior High

School ABM Strand Students of Secondary Education Department of St.

Peter’s College during the school year 2017-2018. St. Peter’s College is

located in the Iligan City, Lanao del Norte, Philippines. St. Peter’s College

offer various courses were the BS in Criminology has two consecutive 100%

passers. It is a private non-stock non-sectarian institution of learning which is

committed to provide a learning environment where the students are being

trained to acquire knowledge and skills to prepared for employment and to

meet global innovation. The place is at the heart of the city and highly

accessible to transportation.
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The next page shows the locale of the study.

PHILIPPINE MAP

MINDANAO MAP

St. Peter’s College

Figure 2. The locale of the study

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RESPONDENTS AND SAMPLING PROCEDURES

The respondents were the ABM Strand of senior high school in St.

Peter’s College in Sabayle St., Iligan City. They were given a survey

questionnaire based on their study habits.

RESEARCH INSTRUMENT AND ITS VALIDITY

In this study the researchers used the following tools of instruments:

Questionnaire

The researchers utilized a questionnaire from the possible questions

with regards to the behavior of the students toward their study. The

questionnaire has seven parts. On the first parts, the respondent filled some

personal questions from the given data. The second part was the time

management of their studying the third part were the study environment, the

fourth part were the test taking/Preparation. The fifth part was the note taking

skills, the sixth part were the reading skills and the last part were the writing

skills. The results of the survey questionnaire were tabulated. Illustration was

found in the appendix.

DATA GATHERING PROCEDURES

The researchers prepared a self-developed survey questionnaire

composed of 43 questions that were used to determined the profile of the

students regarding to their study habits. The survey questionnaire contained

questions that show their kinds of time management, study environment, test

taking/preparation skills, note taking skills, reading skills, and writing skills as

well as their profiles about their gender and age. Also, the researchers had
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read and explained each question loudly in a vernacular dialect to the class

and gave some specific examples that let students understand fully the

questions given and guided them upon answering so they can answer it whole

honestly.

STATISTICAL TREATMENT

In the analysis of the data of the study, the researchers were employed

the statistical tool on:

Frequency and Percentage. is a display of data that specifies the

percentage observation that exist for each data parts. It is particularly useful

method of expressing the relative frequency survey responses and other data.

Many times, percentage frequency distributions are displayed as tables or as

bar graphs or pie charts. The process of creating a percentage frequency

distribution involves first identifying the total number of observations to be

represented; then counting the total number of observations within each data

point or grouping of data points; and then dividing the number of observations

within each data point or grouping of data points. These will be use to

determine the profile of the respondents in terms of age, gender, and the

study habits.

P=

Pearson r Correlation was

used to test the significant relationship between the study habits and socio-

demographic profiles.
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CHAPTER 4

PRESENTATION, ANALYSES, AND INTERPRETATION OF DATA

This chapter presents the data gathered from the survey, the analyses

and the interpretation of data.

Problem 1. What are the socio-demographic profile of the

respondents in terms of gender and age?

Table 1:
Gender of the Respondents
Gender Frequency Percentage (%)
Male 2 11
Female 17 89
Total 19 100

Figure 3. Gender of the Respondents

Table 1 (Figure 3) presented the gender of the respondents. It showed

that more than 89% of the respondents are female and 11% are male. This

implied that female were dominated the male respondents. All of this carried
 19

over and might be connected to the fact that there were more women than

men at this ABM strand.

This study supported that male now out numbers the female based on

the frequency of the female respondents in ABM strand.

Table 2
Age of the Respondents
Age (in year) Frequency Percentage
16 1 5
17 13 68
18 4 21
19 1 6
Total 19 100

Figure 4. Age of the respondents

Table 2 (Figure 4) showed the age of the respondents. As can be seen

in the table above it presented that respondents age 17 was highest

compared to those respondents’ age of 16, 18 and 19. While there were 2 or

5, 26% of them have 16 years old and 19 years old. On the other hand, figure

2 showed the pie graphical representation of the age profile of the

respondents. The blue and yellow one represented the percentage of 2

student who are age 16 and 19. The gray one represented the percentage of
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4 students who were age of 18 and the orange one was represented the

percentage of 13 students who were age of 17.

The data only implied that the majority of the respondents where on the

usual age of senior high school. The results indicated that most of the

respondents were suit with their levels.

Problem 2: What are the study habits of the respondent in terms of:
2.1 Time Management
2.2. Study Environment
2.3 Test Taking/Preparation Skills
2.4 Note Taking Skills
2.5 Reading Skills
2.6 Writing Skills
Table 3:
Time Management

Time management Always Generally Sometimes Rarely

F % F % F % F %
1. Do you make a Master
Schedule for each 1 5 3 16 12 63 3 16
semester?
2. Do you update it
1 5 2 11 13 68 3 16
weekly/daily?
3. Do you stick to it? 1 5 4 21 12 63 2 11
4. Do you allow time for
exercise and socializing 6 32 8 42 5 26 0 0
with friends?
5. Do you get at least 6
hours of sleep each night? 5 26 2 11 11 58 0 0

6. Do you study at least 2

hours for every hour in 0 0 8 42 11 58 0 0
class?
7. Do you get your
assignments done on 2 11 6 31 11 58 0 0
time?
8. Do you regularly attend
15 79 4 21 0 0 0 0
your classes?

Table 3 showed the following: (1) statement 1; 63% of the respondents

are sometimes make their master schedule for each semester. (2) statement

2; 68% of the respondents were sometimes updated weekly/daily. (3)

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statement 3; 63% of the respondents were sometimes stick to their study. (4)

statement 4; 42% of the respondent were generally allowed their time for

exercise and socialized with friends. (5) statement 5; 58% of the respondents

were sometimes get at least 6 hours of sleep each night. (6) statement 6; 58%

of the respondents were sometimes studied at least 2 hours for every hour in

class. (7) statement 7; 58% of the respondents were sometimes get their

assignment done on time. (8) statement 8; 79% of the respondents were

always attended their classes regularly.

Table 4
Study Environment
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Always Generally Sometimes Rarely

Study Environment F % F % F % F %
1 Do you regularly study
5 26 6 32 8 42 0 0
at the same time?
2 Do you have an area
where you always go to 7 36 6 32 6 32 0 0
study?
3 Is your study area free
of noise and 3 16 6 32 8 42 2 10
distractions?
4 Do you have all your
supplies near you when 6 32 3 16 9 47 1 5
you study?
5 Is your area
11 58 5 26 3 16 0 0
comfortable?
6 Can you study for at
least a half hour without
getting up, walking 3 16 4 21 11 58 0 0
about, taking snack or
TV or phone breaks?
7 Do your friends leave
you alone when they
4 21 5 26 7 37 3 16
know you want to
study?
8 Do you use your time
between classes to 1 5 4 21 13 68 1 5
study?
9 Do you prefer studying
with music in your 3 16 4 21 7 37 5 26
background?

Table 4 showed the following; (1) statement 1; 42% of the respondents

were sometimes studied regularly at the same time. (2) statement 2; 36% of

the respondents were always had an area where they go to study. (3)

statement 3; 42% of the respondents were sometimes study free of noise and
 23

distraction. (4) statement 4; 47% of the respondents were sometimes had

their all supplies near them when they study. (5) statement 5; 58% of the

respondents were always had their comfortable area of their study. (6)

statement 6; 58% of the respondents were sometimes study at least a half

hour without getting up, walking about, taking snack or TV or phone breaks.

(7) statement 7; 37% of the respondents were sometimes leave their friends

when they want to study (8) statement 8; 68% of the respondents were

sometimes used their time between classes to study. (9) statement 9; 37% of

the respondents were sometimes prefer their study with music background.

Table 5
Test Taking/Preparation Skills
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Test Always Generally Sometimes Rarely

Taking/Preparation
Skills F % F % F % F %

1. Do you study for

1 5 4 21 11 58 3 16
each class every day?
2. Do you start
reviewing for major
1 5 2 10 15 79 1 5
exams at least 3 days in
advance?
3. Do you belong to a
0 0 3 16 8 42 8 42
study group?
4. Do you attend extra
help sessions or office
1 5 1 5 8 42 9 47
hours provided by the
Instructor?
5. Do you know what
kind of tests you will
take, i.e., essay,
7 37 6 31 6 31 0 0
multiple choices, and
how to prepare for
different types of tests?
6. Have you predict
what types of questions 1 5 2 10 14 74 2 10
will be on the test?
7. Are you able to finish
your tests in the allowed 4 21 9 47 6 32 0 0
period of time?
8. If you do not do well
on a test, do you review
it with the instructor
4 21 3 16 11 58 1 5
and/or analyze it to see
where you had
problems?

Table 5 shows the following; (1) statement 1; 58% of the respondents

were sometimes study for each class every day. (2) statement 2; 79% of the

respondents were sometimes start reviewing for major exam at least 3 days in
 25

advance. (3) statement 3; 42% of the respondents were sometimes and rarely

below to a study group. (4) statement 4; 47% of the respondents were rarely

attend extra help sessions or office hour provided by the instructors. (5)

statement 5; 37% of the respondents were always know what kind of test they

will take. (6) statement 6; 74% of the respondents are sometimes predict what

kind of question will be on the test. (7) statement 7; 47% of the respondents

are generally were able to finish their test in their allowed of period of time. (8)

statement 8; 58% of the respondents were sometimes do not do well on a

test.

Table 6
Note Taking Skills
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Always Generally Sometimes Rarely

Note Taking Skills
F % F % F % F %
1. Are you able to take
notes in class, keep up
with the instructor, and
4 21 13 68 2 11 0 0
understand the
concepts at the same
time?
2. Do you have an
efficient system of note 3 16 7 37 9 47 0 0
taking?
3. Do you review your
notes after each class,
0 0 2 10 15 79 2 10
preferably right after
class?
4. Do you know what
the “important stuff” to
write down is and what 4 21 13 68 2 11 0 0
are the cues that this is
important stuff?
5. In addition to
highlighting, do you
3 16 7 37 9 47 0 0
make notes as you
read class materials?
6. Can you put class
notes or notes from
0 0 12 63 7 37 0 0
texts into your own
words?

Table 6 showed the following: (1) statement 1; 68% of the respondents

were generally able to take notes in class keep up with the instructor and

understand the concepts at the same time. (2) statement 2; 47% of the

respondents were sometimes had an efficient system of note taking. (3)

statement 3; 79% of the respondents were sometime reviewed their notes

after each class preferably right after class. (4) statement 4; 68% of the
 27

respondents were generally know the important staff to write down and cues.

(5) statement 5; 47% of the respondents were sometimes make notes as they

read class materials. (6) statement 6; 63% of the respondents were generally

put their class notes from texts into their own word.

Table 7
Reading skills
Always Generally Sometimes Rarely
Reading skills
F % F % F % F %
1. Can you read and learn
at the rate of 12-15 pages
1 5 8 42 8 42 2 11
per hour for history-type
material?
2. Do you keep up with the
readings for all your
classes and have the 2 10 8 42 7 37 2 10
material read before the
lecture?
3. Can you concentrate
and understand the
material you read without 2 10 5 26 8 42 4 21
re-reading a second or
third time?
4. When reading a text, do
you read the headings and 8 42 7 37 4 21 0 0
chapter outlines first?
5. Do you adjust your
reading styles when you
are reading for literature, 4 21 7 37 8 42 0 0
social science, or science
classes?
6. Do you do your study-
reading during the time of
4 21 5 26 9 47 1 5
day when you are most
alert?

Table 7 showed the following; (1) statement 1; 42% of the respondents

were generally and sometimes were read and learn at the rate of 12-15 pages
 28

per hour. (2) statement 2; 42% of the respondents were generally keep up

with their reading of all their classes and had the materials read before

lecture. (3) statement 3; 42% of the respondents were sometimes

concentrated and understand the materials they read without re-read a

second or a third time. (4) statement 4; 42% of the respondents were always

reading a text, they read a headings and chapter outline first. (5) statement 5;

42% of the respondents were sometimes adjust their reading styles when they

were reading for literature, social science or science classes. (5) statement 5;

47% of the respondents were sometimes do their study reading during the

time of day when they are most alert.

Table 8
Writing Skill
 29

Always Generally Sometimes Rarely

Writing Skill
F % F % F % F %
1. Are you comfortable
with your command of
English grammar, 3 16 10 53 5 26 1 5
punctuation, and
spelling?
2. Do you have a clear
idea of what the
1 5 14 74 4 21 5 26
instructor requires for a
writing assignment?
3. Do you make an
outline of your paper,
starting with the thesis
statement and outlining 2 11 9 47 8 42 0 0
how the subsequent
paragraphs will support
your thesis?
4. If you are assigned a
research paper, do you
know how to use the 6 32 9 47 4 21 0 0
library or Internet to
research your topic?
5. Do you start your
research in time to
complete it and write
1 5 7 37 11 58 0 0
your paper without
pulling an all-higher just
before the paper is due?
6. Are you able to
communicate effectively 8 42 6 32 5 26 0 0
in writing?

Table 8 showed the following; (1) statement 1; 53% of the respondents

were generally comfortable with their command of English grammar,

punctuation, and spelling. (2) statement 2; 74% of the respondents are

generally have a clear idea of what the instructor requires for a writing

assignment. (3) statement 3; 47% of the respondents were generally make an

 30

outline of their paper starting with the thesis statement and outlining how the

subsequent paragraph will support their thesis. (4) statement 4; 47% of the

respondents are generally know how to used library or internet to research

their topic if they are assign a research paper. (5) statement 5; 58% of the

respondents are sometimes started their research in time to complete it and

write the paper without pulling an all higher just before the paper is due. (6)

42% of the respondents were always able to communicate effectively on

writing.

Problem 3: Is there a significant relationship between the socio-demographic

profile and the study habits of the respondents?

Table 9
Relationship1 Respondents’ Socio-demographic Profile and their Study Habits
Study Habits
Socio-economic
r - value t – value p - value Remarks
profiles
(df)
Age -0.49 1.84 (18) 0.08 Not
Significant
Gender 0.36 4.98 (18) < 0.001 Significant
Note 1 – based Pearson r Correlation ** p < 0.01 *** p < 0.001

Table 9 presents relationship respondents’ profile and their Study

habits. The data revealed that the respondents’ study habits are significantly

associated to their gender (p<0.001). Thus, the null hypothesis which states

that there are no significant relationships of the respondents’ study habits and

their gender was rejected while the age was not rejected.

Problem 4: What implication can be derived based on the result of the study?

1. That, the learners strongly agreed that they attend classes regularly.
 31

2. That, they sometimes used their time between classes to study.

3. That, on the test taking, the respondents sometimes predict what types

of questions will be on the test.

4. That, the respondents sometimes reviewed their notes after each

class, preferably night after class.

5. That, the respondents generally have a clear idea of what the

instructors requires for a writing assignments.

CHAPTER 5
 32

SUMMARY, FINDINGS, CONCLUSIONS ANALYSIS, AND

RECOMMENDATIONS

This chapter presented the summary, findings, conclusion and

recommendations which derived from the data that was gathered.

SUMMARY

The focus of this study was to determined the study habits of senior

high specially the ABM stand students. The tool that was used to gather the

data was a survey questionnaire devised by the researchers to answer the

question posed for this research work.

Specifically, the study attempt to: (1) determined the socio

demographic of the respondents with regard to the following: gender, and age

(2) determined the study habits of ABM strand students by answering the

following: Time management, study environment, test taking/preparation

skills, note taking skills, reading skills, writing skills.

In analyzing the data, the researchers used the Frequency and

Percentage Distribution, and Pearson r Correlation in order to understand and

interpret these data correctly.

FINDINGS

The following summarized findings were taken from obtained data of

this study:

1. Majority of the respondents were female students as compared to male

students.
 33

2. Over-half or sixty-eight of the respondents were the age of seventeen.

Among the age of sixteen and nineteen was same with the percentage of

five and twenty-six and the respondents were age of eighteen was twenty-

one and zero-five percent.

3. In terms of time management, Statement 8 has the highest frequency of

15 which states that they regularly attended classes with a description of

always.
4. In study environment, statement 8 has the highest frequency of 13 which

states that they used their time between classes to study with a

description of sometimes.
5. The statement 2 in taking/preparation skills has the highest frequency of

15 which states that they started reviewing for major exams at least 3

days in advance with a description of sometimes.

6. The statement 3 in note taking skills has the highest frequency of 15

which states that they reviewed your notes after each class, preferably

right after class with a description of sometimes.

7. In reading skills, statement 6 has the highest frequency of 9 which states

that they did their study-reading during the time of day when you are most

alert with a description of sometimes.

8. In terms of writing skills, statement 2 has the highest frequency of 9 which

states that they have a clear idea of what the instructor requires for a

writing assignment with a description of generally.

9. The null hypothesis which states that there are no significant relationships

of the respondents’ study habits and their gender was rejected while the

age was not rejected.

CONCLUSION
 34

Based on the findings of the study the researcher concluded that

there is a significant relationship between the study habits and gender

while there is no significant relationship between study habits and age.

RECOMMENDATIONS

Based on the results of the study, the following are the

recommendation of the researchers:

1. That, the researchers recommend that the study habits should enhance

by the students to prepare for their future.

2. That, the parents may still need for improvement on how involve they

are on their children’s’ school matters, it may be helpful to continue monitoring

their children’s’ academic performance considering right time management to

support the students study habits.

3. That, the students may realize that learning is fun and meaningful

process development at the same time the learners will appreciate that

studying can lead to positive academic performance.

4. That, the administrators may continue motivating students in their

studies to make them appreciate the value of good study habit, peer

acceptance, and guidance towards academic performance. It may be helpful

to schedule remedial classes to assess low performing students and will

encourage self-awareness in order to help the students improve their

academic performance considering their time management, study

environment, Test taking/ preparation skills, Note taking skills, Reading skills,

Writing skills.
 35

5. That, the future researchers may consider the factors that affect poor

study habits towards academic performance of St. Peter’s College Senior

high, they may also use Random Sampling Method for data gathering.

REFERENCES

Ahmad, N., & Razia, B. (2016). Study Habits in Relation to

Socio-Economic Status and Gender among Muslim
Adolescents. EDUCARE, 8(1). Retrieved from http://www.mindamas-j
ournals.com/index.php/educare/article/view/179
 36

Bandura, A. (1977). Social learning theory. Available at

http://psycnet.apa.org/record/1979-05015-000

Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The
third pillar supporting collegiate academic performance. Perspectives
on Psychological Science, 3(6), 425-453. Available at http://journals.
sagepub.com/doi/abs/10.1111/j.1745-6924.2008.00089.

Dale, E. (1969). Audiovisual methods in teaching. Retrieved from

https://eric.ed.gov/?id=ED043234

Mendezabal, M. J. N. (2013). Study habits and attitudes: The road to

academic success. Open Science Repository Education, (open-
access), e70081928. Retrieved from http://www.open-science-
repository.com/study-habits-and-attitudes-the-road-to-academic-success.html .

Miller, G. A. (1956). The magical number seven, plus or minus two: some
limits on our capacity for processing information. Psychological
review, 63(2), 81. Available at http://psycnet.apa.org/record/ 1957-02914-001

Nagaraju, M. T. V. (2004). Study habits of secondary school students.

Discovery Publishing House. Available at https://goo.gl/TB3NFn.

Nuthana, P. G., & Yenagi, G. V. (2009). Influence of study habits,

self-concept on academic achievement of boys and girls. Karnataka
Journal of Agricultural Sciences, 22(5), 1135-1138. Available at
https://www.cabdirect.org/cabdirect/abstract/20103137117.

Piaget, J. (1955). The Construction of Reality in the Child. Retrieved from

http://pages.uoregon.edu/rosem/Timeline_files/The%20Construction% 20of
%20Reality%20in%20the%20Child.pdf

Rana, S. A., & Kausar, R. (2011). Comparison of Study Habits and

Academic Performance of Pakistani British and White British
Students. Pakistan Journal of Social & Clinical Psychology, 9(1).
Available at https://goo.gl/Rq7ZpW
Saye, J. W., & Brush, T. (2002). Scaffolding critical reasoning about
history
and social issues in multimedia-supported learning
environments. Educational Technology Research and
 37

Development, 50(3), 77-96. Available at https://link.springer.com/

article/10.1007%2FBF02505026?LI=true

Smith, H. P., & Dechant, E. V. (1961). Psychology in teaching reading.

Prentice-Hall. Retrieved from https://eric.ed.gov/?id=ED075782.

Appendix A

STRUCTURED QUESTIONNAIRE

STUDY HABITS OF ABM STRAND STUDENTS

Name: Optional _________________

Age: ____ GENDER: ________
 38

Instruction: CHECK your answer in the appropriate space for each question
below.
4 - Always 3 - Generally 2 - Sometimes 1 - Rarely

Time management 4 3 2 1
1. Do you make a Master Schedule for each semester?
2. Do you update it weekly/daily?
3. Do you stick to it?
4. Do you allow time for exercise and socializing with friends?
5. Do you get at least 6 hours of sleep each night?
6. Do you study at least 2 hours for every hour in class?
7. Do you get your assignments done on time?
8. Do you regularly attend your classes?
Your study environment 4 3 2 1
1. Do you regularly study at the same time?
2. Do you have an area where you always go to
study?
3. Is your study area free of noise and distractions?
4. Do you have all your supplies near you when you
study?
5. Is your area comfortable?
6. Can you study for at least a half hour without getting
up, walking about, taking snack or TV or phone
breaks?
7. Do your friends leave you alone when they know
you want to study?
8. Do you use your time between classes to study?
9. Do you prefer studying with music in your
background?
Test Taking/Preparation Skills 4 3 2 1
1. Do you study for each class every day?
2. Do you start reviewing for major exams at least 3
days in advance?
3. Do you belong to a study group?
4. Do you attend extra help sessions or office hours
provided by the Instructor?
5. Do you know what kind of tests you will take, i.e.,
essay, multiple choices, and how to prepare for
different types of tests?
6. Can you predict what types of questions will be on
the test?
7. Are you able to finish your tests in the allowed
period of time?
 39

8. If you do not do well on a test, do you review it with

the instructor and/or analyse it to see where you
had problems?
Note Taking Skills 4 3 2 1
1. Are you able to take notes in class, keep up with the
instructor, and understand the concepts at the same
time?
2. Do you have an efficient system of note taking?
3. Do you review your notes after each class,
preferably right after class?
4. Do you know what the “important stuff” to write
down is and what are the cues that this is important
stuff?
5. In addition to highlighting, do you make notes as
you read class materials?
6. Can you put class notes or notes from texts into
your own words?
Reading Skills 4 3 2 1
1. Can you read and learn at the rate of 12-15 pages
per hour for history-type material?
2. Do you keep up with the readings for all your
classes and have the material read before the
lecture?
3. Can you concentrate and understand the material
you read without re-reading a second or third time?
4. When reading a text, do you read the headings and
chapter outlines first?
5. Do you adjust your reading styles when you are
reading for literature, social science, or science
classes?
6. Do you do your study-reading during the time of day
when you are most alert?
Writing Skills 4 3 2 1
1. Are you comfortable with your command of English
grammar, punctuation, and spelling?
2. Do you have a clear idea of what the instructor
requires for a writing assignment?
3. Do you make an outline of your paper, starting with
the thesis statement and outlining how the
 40

subsequent paragraphs will support your thesis?

4. If you are assigned a research paper, do you know
how to use the library or Internet to research your
topic?
5. Do you start your research in time to complete it and
write your paper without pulling an all-nighter just
before the paper is due?
6. Are you able to communicate effectively in writing?
*** Thank you for your cooperation***
Appendix B
LETTER TO THE PRINCIPAL
Republic of the Philippines
St. Peter’s College
Sabayle St., Iligan City
______________________________________________________________
August 15, 2017

MARLENE G. BAYUBAY, MAEd

Principal
St. Peter’s College
Iligan City

Madame:

Mabuhay!

We are third and fourth year students of St. Peter’s College taking Bachelor in
Elementary Education. We are in the process of making our thesis study
entitled “STUDY HABITS OF SENIOR HIGH SCHOOL ABM STRAND
STUDENTS”.

In this regard, the undersign would like to ask permission from your good
office, to allow us to conduct the survey questionnaires to the senior high
school ABM strand students as our respondents. Rest assured that the data
collected in connection these studied shall be treated with utmost
confidentiality in accordance with the “Ethics of Research”.

Your favorable response to this request is highly appreciated.

Very respectfully yours,

(SGD) NAJA B. ONTONG

(SGD) NASHIBA A. ACOB
(SGD) NORHAILYN K. BATO
 41

(SGD) PRINCESS JOHAIRAH M. MERIE

Researchers

Noted by: (SGD) CIRIACO M. GILLERA, PhD

Instructor

Approved by: (SGD)MARLENE G. BAYUBAY

Principal

Appendix C
LETTER TO THE RESPONDENTS
Republic of the Philippines
St. Peter’s College
Sabayle St., Iligan City

______________________________________________________________
August 15, 2017

Dear Respondents:
Mabuhay!
The undersigned students are currently undertaking a study entitled "STUDY
HABITS OF SENIOR HIGH SCHOOL ABM STRAND STUDENTS” in partial
fulfillment of the requirements for the degree, Bachelor in Elementary
Education.

Please answer each item by checking the column as required with honesty
and sincerity. Your response would be the basis for the validity and success of
this research. Rest assured that all your answers would be kept confidential in
accordance with the "Ethics of Research."

It is hoped for your cooperation. Thank you and more power!

Respectfully yours,

(SGD) NAJA B. ONTONG

(SGD) NASHIBA A. ACOB
(SGD) NORHAILYN K. BATO
(SGD) PRINCESS JOHAIRAH M. MERIE
Researchers
 42

Noted by:

(SGD) CIRIACO M. GILLERA, PhD

Adviser

CURRICULUM VITAE

PERSONAL DATA
Name Norhailyn K. Bato
Date of birth February 22, 1997
Place of birth Iligan City Hospital
Sex Female
Address Mandulog, Iligan City
Civil Status Single
Contact number 09102427801

EDUCATIONAL ATTAINMENT

Tertiary undergraduate

Bachelor of Elementary Education (BEeD)

St. Peter’s College, Sabayle Street, Iligan City

SY: 2014-2018

Secondary Tubaran National High School

Mandulog, Iligan City

SY: 2013-2014
 43

Elementary Mandulog Elementary School

Mandulog, Iligan City

SY: 2009-2010

CURRICULUM VITAE

PERSONAL DATA
Name Naja B. Ontong
Date of birth August 15, 1997
Place of birth Iligan City Hospital
Sex Female
Address Tumple Tagoloan, Lanao Del Norte
Civil Status Single
Contact number 09304670547

EDUCATIONAL ATTAINMENT

Tertiary undergraduate

Bachelor of Elementary Education (BEeD)

St. Peter’s College, Sabayle Street, Iligan City

SY: 2014-2019

Secondary Iligan City National High School

Iligan City

SY: 2013-2014
 44

Elementary Mapandi Memorial College

Marawi City

SY: 2009-2010

CURRICULUM VITAE

PERSONAL DATA
Name Nashiba A. Acob
Date of birth January 6, 1997
Place of birth Payawan , Balo-I Lanao del Norte
Sex Female
Address Payawan, Balo-I LDN
Civil Status Single
Contact number 09105456795

EDUCATIONAL ATTAINMENT

Tertiary

Bachelor of Elementary Education (BEeD)

St. Peter’s College, Sabayle Street, Iligan City

SY: 2014-2019

Secondary MSU- Balo-I Community High School

Balo-I Lanao del Norte

SY: 2010-2011
 45

Elementary Balo-I Central Elementary School

Balo-I Lanao del Norte

SY:2006-2007

CURRICULUM VITAE

PERSONAL DATA
Name Princess Johaira M. Merie
Date of birth December 16, 1996
Place of birth Batangan Matungao Lanao Del Norte
Sex Female
Address Batangan Matungao Lanao Del Norte
Civil Status Single
Contact number 09068807489

EDUCATIONAL ATTAINMENT

Tertiary undergraduate

Bachelor of Elementary Education (BEeD)

St. Peter’s College, Sabayle Street, Iligan City

SY: 2014-2019

Secondary Iligan City National High School

Iligan City

SY: 20112-2013
 46

Elementary Batangan Elementary School

Balo-I Lanao del Norte

SY: 2008-2009