STUDY HABITS OF GRADE 10 STUDENTS IN PAGALANGGANG NATIONAL

HIGH SCHOOL YEAR 2018-2019

A Proposal Paper
Present to the
Faculty of PNHS
Pagalanggang Dinalupihan,Bataan

In partial Fulfillment
for the Practical Research II
in Academic Track/Strand Gas 12

Presented by
Agaran, John Rhovic G.
Lopez, Aries P.
October 2018
 Approval Sheet

This research paper entitled “STUDY HABITS OF GRADE 10 STUDENT IN

PAGALANGGANG NATIONAL HIGH SCHOOL S.Y.2018-2019 submitted by: John

Rhovic Agaran, Aries lopez in partial Fulfillment Of the requirements for the Practical

Research II , has been examined and is recommended for acceptance for Research Paper

II.

MRS. MELANIE CORTEZ

Adviser
Approved in Partial fulfillment of the requirements for the Practical Research II
GAS-12 by the committee on oral examination.

ALEJANDRO M. MALLARI CYNTHIA M NANOS

DARWIN REX N. MALLARI

Accepted and Approved in partial fulfillment of the

requirement for the Practical Research II

WILFREDO DE GUZMAN MIRAFLOR RONQUILLO

TEACHER III ASSISTANT PRINCIPAL II
 ACKNOWLEDGEMENT

The researchers would like to extend their profound appreciation and gratitude to
the support of the following individuals in the completion of this research work:

To our School Principal Mrs. Lorinda R. Poblete for giving us an opportunity to

make a study and gave us a permission to research outside and gather data.

To the Senior High School Assistant Principal Mrs. Miraflor A. Ronquillo for
guiding the Senior High School students making a study research and also giving
permission.

To the Bataan Peninsula State University librarian for letting us to use the library to
get an enough information making a study to be our guide as well as to the Pagalanggang
National High School librarian Mrs. Leonora Santos.

To the Dinalupihan Campus Director Mr.Billy B. Alipio for giving us a permission

to use the Bataan Peninsula State University library to get a guide and details making a
study.
To the Pagalanggang National High School students as our respondents for letting
us to use them as our instrument for making our study.
To the Pagalanggang National High School Faculty and Staff for being part of our
journey making our study.
Mrs. Melanie P. Cortez for the encouragement and guidance in giving us her ideas for
the success of this research.
To the respondents, for their effort in answering the questionnaires.
To the family of the researchers who serves as inspiration and gave strength in
writing this thesis.
To God Almighty for the blessings he gave to the researchers.

ABSTRACT
 There had been many studies conducted about the study habits of the
students and it’s implication on the student’s academic performance. However,
results varies in different settings whether urban or rural, the very reason why
researchers chose this study. The purpose of the study focused on the “Study
Habits of the Grade-10 students of Pagalanggang National High School, year
2018-2019”. This study was conducted to find out the factors affecting the study
habits of the students in that particular area. The study was anchored on the Self-
Determination Theory of Edward Deci and Richard M. Ryan because internal and
external factors wither in Inside the school or outside the school and even in their
homes can contribute to the respondent’s autonomy, competence and relatedness
which will form into their individual self determination to do well in every task
and even to their study habits. For the schema of the study the researchers
consider the following independent variables: Student’s Profile in terms of their
Parental Involvement, Family Monthly Income, Learning Styles and Academic
Performance getting the 2nd grading grades of the Major subjects such as English,
Math, Science and Filipino. For the Dependent variable which is the Study
Habits, the researchers chose to focus on the two variables: Time Management
and Study Techniques. The study sought to prove the formulated null hypotheses
that there are no study habits of the respondents in terms of their time
management and study techniques and there are no significant differences in the
respondents Study Habits when group according to their Parental Involvement,
Family Monthly Income, Learning Style, Academic Performance and their
Teachers’ Personality. The researchers formulated 38 self-developed survey
questionnaire validated by the panel of experts in the field of Educational
Research. The study used quantitative method mainly the descriptive Statistics
getting the Frequency and Percentage in organizing, describing, analyzing and
presenting the data. It used Purposive Sampling in choosing 282 respondents that
answered the 38-item questionnaire validated.
The results of the study that were gathered showed that there were high
significant differences in the respondents’ time management and study techniques
when grouped according to their Parental Involvement and Teachers Personality.
Parents and teachers plays important role in promoting autonomy, competence
and relatedness that will produced a more self-determined students. Results also
revealed that there were significant differences in the respondents’ study habit in
terms of their Family monthly Income and academic performance. Respondents’
will really spend ample amount for the school works and if lack of financial
capacity, it would really affect their academic performances. On the other hand
learning styles did not show any significance on the respondents’ study habit
because whether the learner was Visual, Auditory, Kinesthetic or a combination
of any were capable of managing their time efficiently and apply varied study
techniques regardless of what kind of learner he/she was. The principal
 conclusion formulated was that there was a need to consider the family Monthly
Income in all plans of the school because it will affect the Academic
performances of the respondents.

FINDINGS:

From the study conducted, the researchers arrived at the following findings:
 1. Most of the students in Pagalanggang National High School are visual

learners and are approaching to proficiency in their academic performances

and thus, have good Parental Involvement though most of them have very low

family monthly income.

2. Almost all of the students have very good recognition of their teachers’

personality.

3. Most of the students are both good in their study habits when it comes to time

management and in study techniques.

4. At 0.05 level of significance the data collected provided a sufficient evidence

to prove that there is a HIGH SIGNIFICANT DIFFERENCE in the

respondents study habit in terms of their Parental Involvement and Teachers

Personality.

5. At 0.05 level of significance the data collected provided a sufficient evidence

to prove that there is a SIGNIFICANT DIFFERENCE in the respondents’

study habit in terms of their Family Monthly Income and Academic

Performance.

6. At 0.05 level of significance the data collected provided a sufficient evidence

to prove that there is NO SIGNIFICANT DIFFERENCE the respondents’

study habit when it comes to their Learning Styles.

CONCLUSIONS AND IMPLICATIONS:

Based on the findings of the study, the following conclusions were drawn:
 1. There is a need to consider the family monthly Income in any School

Works that affect the Students’ Academic Performance.

2. There is a need to consider the full involvement of the Parents in the

student’s study habit.

3. There is a need to consider the teacher’s Personality to be practice

consistently.

In general, the results of the study implies that the factors that affects the

study habit of the students in Pagalanggang National High School are the very

low family monthly income of the students that hinders to them to do well in

School and not so full Involvement of the Parents in monitoring their child in their

Study habit in terms of Managing their time to study.

DEDICATION
 First will dedicate this study

To our Almighty God, who gave

Strength and knowledge for our daily life.

Our family. A strong and gentle soul who

Taught us to trust in God, believe in hard work.

The Researchers

TABLE OF CONTENTS

TITLE PAGE
APPROVAL SHEET
 ACKNOWLEDGEMENT
DEDICATION
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES

CHAPTER I. THE PROBLEM AND ITS BACKGROUND

Introduction
Statement of the problem
Significance of the study
Scope and delimitation of the study
Notes in Chapter I

CHAPTER II. THEORETICAL FRAMEWORK

Study Habit
Time Management
Study Techniques
Learning Styles
Parental Involvement
Family Monthly Income
Academic Performance
Teacher’s Personality
Conceptual Framework
Hypotheses of the study
Definition of terms

CHAPTER III METHODOLOGY

Research Design
Research Setting
Respondents and Sampling Procedure
Data Gathering Instruments and Procedure
Scoring Guidelines
Statistical Instruments/Procedure
CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA
Problem 1
Problem 2
Problem 3
 Problem 4
CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS WHEN APPLICABLE.

Summary of the Results

Findings
Conclusions
Recommendations

BIBLIOGRAPHY
APPENDICES
A. Letter of Approval
B. Informed Consent
C. The Questionnaire

CURRICULUM VITAE

LIST OF WRITTEN AND GRAPHICAL PRESENTATION

A. Table 1.1: Distribution of Respondents’ Profile According to their

 Characteristics in Family Monthly Income, Learning Styles

and Academic Performance

B. Table 1.2: Distribution of Respondents According to their Parental

Involvement

C. Table 2.1: Distribution of the Respondents’ According to their

Teacher’s Personality

D. Table 3.1: Distribution of the Respondents’ Study Habits According to

their Time Management

E. Table 3.2: Distribution of the Respondents’ Study Habits According to

their Study Techniques

Chapter 1

Problem and its background

Introduction
     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. The process of education does not

only start when a child first attend school. Education begins at home when the parent

started to give knowledge to the child. This will be followed up by the education given by

the teachers. In almost all societies, receiving an education in school is extremely vital

and necessary if a person wants to achieve success in life. Thus, education is the key that

allows people to move up in the world, seek better jobs, and ultimately succeed fully in

life.

In education, it involves study habits and this is the ways that you study; the

habits that you have formed during your school years. Study habits can be good ones, or

bad ones. Good study habits include being organized, keeping good notes, reading your

textbook, listening in class, and working every day. Bad study habits include skipping

class, not doing your work, watching TV or playing video games instead of studying, and

losing your work. 

In fact, many of the Filipino school have also encountered this kind of problem

like the Christ the King College and Gingoog City High School, in a study of Mercado

(1999), the third year and fourth year students in that particular year of the study revealed

that the students did not have a fixed study time and had poor and improper study habits.

As well as the Regional Science High School (RSHS), Gusa, Cagayan de Oro City in

school year 2009-2010 experienced also the same problem because according to the study

of Victoria Tan (2010), “the RSHS has the summary of the students that majority got 82
below in their minor subjects and 83-85 in their major subjects. Highlighting text and

memorizing are the most effective devices used for reviewing. These devices are the

effective instruments in studying lessons. Students only study their lessons 1 hour a day.

Almost half of the respondents nap after studying their lessons. Therefore, that chatting,

texting, on-line gaming, watching movies and outing affect the study habits of probe’s in

Regional Science High School”. This study shows the problem regarding study habits of

the mentioned school and it’s not only the problem of the high school but also to the

elementary school in Sitio Baluarte, Lumbia, Cagayan de Oro City. However, those are

the problems of the mentioned school considering their school location. When compared

to the schools located at the rural areas like the Pagalanggang National High School, they

were in a place that social networking and other technologies were not easily available or

accessible. Thus, the factors affecting the study habits between the school located at the

rural and urban areas differ.

The topic was chosen based on the concern raised by the school regarding the

poor study habit of the students in Pagalanggang National High School. The researchers

had chosen the Grade 10 students as the respondents for the reason that they are ahead,

mature, and responsible students among. The Grade 10 students already managed their

study habits so in this case, if ever they need an improvement they can probably develop

it through the findings of this research study. Upon the raised problem of the school, the

researchers pursued this concern to let the school know about what are the factors that

really affect the students’ poor study habit when grouped according to their time

management, learning techniques, and study skills.

 As a result, the high school happened to experience the decreasing number of

students every now and then for the reason that the students were not eager to study even

at home or at their school. Even the teachers had already observed the decreasing number

of scores that their students got every quizzes and the increasing number of absentee.

According to the Guidance Counselor she stated that “these problems are commonly

happened every now and then; the teachers have observed that it was the problem of

student’s study habits that resulted to their decreasing number of scores especially on

their major subjects”. That was the problem that the school now was facing. In sum, this

study also helps us to analyze some recommendations that will benefit for that certain

concern.

Therefore, it has always been the presumption of many educators that students

will eventually develop good study habit as they grow and become more experienced in

school. But this is only partly true. It has been observed that not all students develop

effective study habits and learning strategies unless there is someone who will help them.

Statement of the Problem

 This study will attempt to determine the causes of the students poor study habits
that lead to their low grades.
This study seeks to answer the following questions:
1. What are the profile of the respondents in terms of their:
1.1 Parental Involvement
1.2 Family Monthly Income
1.3 Learning Styles
1.3.1 Visual
1.3.2 Auditory
1.3.3 Kinaesthetic
1.4 Academic Performance in their first grading grade:
1.4.1 Science
1.4.2 Math
1.4.3 English
1.4.4 Filipino
2. What are the respondents’ perceptions to their teacher’s personality?
3. What are the study habits of the respondents in terms of the following:
1.1 Time Management
1.2 Study techniques
4. Are there significant differences in their study habits when grouped according
to the following:
4.1. Student’s Profile
4.1.1 Parental Involvement
4.1.2 Family Monthly Income
4.1.3 Learning Styles
4.1.4 Academic Performance
4.2 Teacher’s Personality

Significance of the Study

 The administration is the nucleus of the effective organization basically for the

school. It is important to gain insight about the factors regarding the poor study habit of

the students for the following reasons.

The result of this thesis will benefit the school, teachers, students, to the parents

of the students, and to the researchers as well. For in this study, the school will know the

reason why their students had a poor study habits so that they can make a possible action

towards this concern. In this way, the school will certainly be given an idea on how do

they were going to face the fact that their students were experiencing a decreasing

academic performances at school which was the most concerned problem raised by the

teachers, and the findings will provide them some basis in planning more effective

educational guidance that geared towards the formation of the students’ character as a

person.

To the Administrators, who are the policies making body of the school. Through

the findings of the study, they can formulate various policies, rules and regulations that

will help emphasize not only the importance of good education, and the way to achieve it,

but also on the value on good study habits that bring good results in their school

performances.

To the Teachers, the teachers are the facilitators of learning and the students are

the active participants of it and so both elements are needed for the learning process to

take place. And this study will provide them information to their concern regarding the

poor study habits of their students enrolled in Grade 10, Pagalanggang National High

School. Through this study, they can think of a way on how they can increase the interest

of the students upon studying especially when talking about their academic performances.
They can also properly motivate and guide their students toward acquiring good study

habits, thus making the students perform well in their academic responsibilities. In this

way, the students hopefully will never gain decreasing scores during their school

performances but finally an increasing result.

To the Students, the students will be given an idea to know more about their

selves and on how they are going to determine their study habits so they can improve it

for the better. In this way, it is not just their study habits will change but also to their

school performances.

To the 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 their children in

attaining a perfect mark for their academic or curricular performances.

To the Researchers, the findings of this study may provide them information

about the study habits in which they can possibly make use in real life situation.

Furthermore, this study will not only give benefits to the following mentioned

above but also to the other factors that can affect each components of beneficiaries which

could be internally or externally.

Scope and Delimitation of the Study

 This study was focused only to the independent and dependent variables created; the

independent variables are the students’ profile such as parental involvement, family

monthly income, learning styles, and academic performances of the students in the 1 st

quarter major subjects grade (English, Filipino, Science, and Mathematics); and teacher’s

personality; while the dependent variable is the study habit of the students in terms of

their time management and study techniques. This study did not aim to show all the

factors that affect the students poor study habit; neither did it intend to establish a

standard for grade ten students in achieving good or bad study habits but to some factors

that will certainly help the community regarding to this concern.

The students as the respondents will be given a survey questionnaire having 38

questions; 5 for Parental Involvement, 18 for Learning Styles, 5 for Teacher’s

Personality, 5 for Time Management and 5 for Student’s Study Techniques which are all

related to the concerned topic. Only the students’ study habits are recorded and used in

this study based on this matter alone.

Chapter 2
 REVIEW OF RELATED LITERATURE

This chapter presented the aims at providing a strong foundation to this study and

literature or references gathered by the researchers that were anchored on. It covers a

review of existing relevant literatures which was explained according to its concern. Such

are presented as to connect the varied findings and theories in relation to the independent

and dependent variables.

Study habit is the daily routine of students with regards to their academic duties

and responsibilities. Each student has his own study habits varying on his preferences

with the place and time of studying, techniques in studying and more. It will depend upon

the person if he will not get bored to browse notes and can procrastinate (postpone doing

something) the distractions such as social networking, media exposure, gaming addiction

and more. Studying not only prepares a student to excel in a class but reinforces the

lessons already taught. Studying reawakens the lectures and reading materials. Studying

is merely reviewing and committing to memory new information. The extent of student's

learning in academics may be on the grades a student earns for a period of learning has

been done. It is believed that a grade is a primary indicator of such learning. If a learner

earns high grades it is concluded that they may also have learned a lot while low grades

indicates lesser learning. However, the one who facilitated the learning process should be

the teacher and the teacher will also help in understanding better the diversity of learning

of their students. As such, it is hoped that they could develop more effective

methodologies in teaching their subject matter especially in elementary level.

High school is such an exciting and wonderful time for students and their parents.

This is the 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 counselor, 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 effect 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:

Study habit

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. Moreover 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.

Time Management

Time management can be also the factor that can affect the study habit of the

student for the reason that a one’s study habit is also connected with how a student

manage his time in accordance to its desired study time. Time management has been

described using many different terms including spontaneity, balance, flexibility, and

having control over time (Lakein, 1973). Time management has also been characterized

as a habit developed only through determination and practice (Simpson,1978), as

prioritizing and respecting those priorities, setting priorities and scheduling tasks (Jordan

et al., 1989). Time management can also be considered as the process, by which an

individual is more effectively accomplishes tasks and goals (Schuler,1979), a process by

which an individual obtains control over the timing and the content of what he/she does

and as what can be accomplished with time (Onacken & Wass, 1985). In order to utilize

time effectively, individuals must first be able to predict or plan how much time is needed
for the activity (Kelly, 2002). An individual will become effective in using their time

only when the individual clearly knows what they want to do, what they need to do, and

for which specific target date (Soucie, 1986). Individuals need to become more

disciplined in their use of time by respecting their established priorities while minimizing

distractions from others as well as from situations that have the ability to displace

priorities in terms of time and energy (Soucie, 1986).

According to Crutsinger (1994), time management involves determining what one

should do by setting goals, deciding which events are the most important and realizing

that other activities will have to be scheduled around them (prioritizing), making

decisions about how much time to allow for certain tasks (time estimation), adjusting to

the unexpected (problem solving), reconsidering goals and priorities on a regular basis

(evaluation), and observing patterns and trends in behavior. Manages your time can help

you study your lesson in a desired time and doing it every time can be a habit for

everyone’s study habit.

Study Techniques

Study techniques can help an individual to study and form his study habit. Study

techniques are how someone studies in a way that he wants to remember what he has

studying. They are generally critical to success in school considering the essential for

acquiring good grades, and useful for learning throughout one's life. There are an array of

study skills, which may tackle the process of organizing and taking in new information,

retaining information, or dealing with assessments. Study techniques include mnemonics,

which aid the retention of lists of information, effective reading and concentration

techniques, as well as efficient note taking (http://www.usq.edu.au).

Learning Styles

The Learning style of a student contributes to its study habit formation because

there are factors that their learning styles influences their way of studying. Different

theorists and educationists have defined learning styles in their own way. They believe

that this is an important concept to be studied. The concept of style helps to understand

how the learners are same with each other, and how they differ in terms of learning.

There are three basic types of learning styles, the three most common are visual, auditory,

and kinesthetic. To learn, we depend on our senses to process the information around us.

Most people tend to use one of their senses more than the others. However, Some

theorists or practitioners explained that the learning styles show how one particular

individual will react to a specific situation and how he or she will behave in a unique or

common learning situation depends on his/her learning style. This leads to a different

interaction with the same learning environment by different people and it is a matter of

their learning style, (Gordon 1998). Thus, learning styles are taken as stable individual

preferences for receiving and processing information by many of the theorists.

Learning styles are the different approaches and ways of learning. First, the

Visual Learners, they learn through seeing. These learners need to see the teacher's body

language and facial expression to fully understand the content of a lesson. They tend to

prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's

heads). They may think in pictures and learn best from visual displays including:

diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-
outs. During a lecture or classroom discussion, visual learners often prefer to take

detailed notes to absorb the information. Second, the Auditory Learner, they learn

through listening. They learn best through verbal lectures, discussions, talking things

through and listening to what others have to say. Auditory learners interpret the

underlying meanings of speech through listening to tone of voice, pitch, speed and other

nuances. Written information may have little meaning until it is heard. These learners

often benefit from reading text aloud and using a tape recorder. Lastly, the Tactile or the

Kinesthetic Learners, they learn through moving, doing and touching. Tactile/Kinesthetic

persons learn best through a hands-on approach, actively exploring the physical world

around them. They may find it hard to sit still for long periods and may become

distracted by their need for activity and exploration.

Parental Involvement

Parental involvement is needed in adolescent stage in monitoring the performance

of their students at school and in home. Parental involvement is the number one reason of

the student’s motivation and if student will see that their parents pay less attention in their

academic performance a usual response of the student is an attitude of procrastination.

According to the 1st stage of Erik Erikson’s theory the parents are the basic source or

foundation of trust an individual can create to his/her environment. Parent involvement in

school is needed because according to the study of Chavkin et.al. (1993) that parent

involvement – or school and family connections – is a component of effective schools

that deserves special consideration because it contributes to successful family

environments and more successful students. In addition parental involvement are the

stimuli that serves so as student will avoid procrastination and contributes to efficient
time management, learning skills and study techniques of the students. Parental

monitoring is needed so that student will feel that they need to do their best because their

parents put a great value in their studies. Furthermore it is the best influence of the

parents to their students to give their best in their studies.

Family Monthly Income

Socio-economic status as define by Riegelman Richard (2009) is the family

income, educational level or parents’ educational level and professional status or parents’

professional status. In this study, it focuses mainly on the family monthly income of the

parents or the other children of the family. This is fact that in our society, to observe the

difference well off family and to which is not. It is also believed that a student’s interest

in studies and academic performance are also affected by the family’s socio-economic

status like the income that the family is consuming in a day, month or year, (Eun Chul

Seo 1999). In terms of the school projects and assignment, students need to spend ample

amount on the materials needed like paper, ball pen etc. these things cannot be acquired

without money. In addition, the moment they saw the financial capability of their parents

to provide chances, then the students will be encourage in doing the task. Furthermore,

adolescents’ attitude wants to get in what is new in order to be accepted by their peers.

The student’s socio-economic status trigger certain behaviour in response to the situation,

thus result to students’ poor study habit.

Academic Performance

Student’s previous academic performance will also contribute motivation to their

study habit if they got high scores in their previous grades consequently they will exert

more effort to give their best. Although it doesn’t mean that those low performing

students don’t have a goal to achieve. Based on the academic performance of the student

you can clearly identify if their study habit is good or bad. Student’s previous academic

performance serves also as stimuli to students study habit.

Teacher’s Personality

Personality factor of values and feelings according to the study of Natalie

Rasmussen (2006) is concerned with the affective domain that includes maintaining a

positive attitude, believing one has control over what happens to oneself in school, and

effectively managing stress and anxiety. This factor is important in the part of the teacher

since teachers are the second parent of the students in school. In such maintaining a

positive attitude will become a motivation to the students to learn well. Furthermore the

statement believing one has control over what will be going to happen means that the

teacher can influence the behavior of their student and thus result into a positive response

that will not cause stress and anxiety to everyone. Teachers are influencing factor to

students study habit through motivation and encouragement.

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.
 Skills or study strategies are approaches applied to learning. Human beings

constantly in one learning process after the other and it is therefore important to be

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 their

selves. There may be a lot of factors that can affect the study habit of one student but it’s

all depend to him on how he can manage to do his studies without minding the

hindrances and acquire study habits in the end.

Conceptual Framework
 Various researchers proved that there is a significant relationship between

students’ study habits towards their academic performance (Manchala, 2007). Whither

the study habit is systematic or unsystematic, efficient or otherwise there could always be

an impact to students’ academic performance. According to M.T.V. Nagaraju (2004) that

study habit serves as the vehicle of learning and poor study habits create anxiety in the

students. He also explained that if the students have a good study habit it make them to

have a good performance. However, behind this so called “study habit” either good or

bad there are factors or reasons behind of what kind of study habit the students produce.

This is a common concern among educators but they focused on the poor study habit of

the students, the cause of the students’ low academic performance.

The theoretical/conceptual framework of this study is anchored on the self-

determination theory by Edward L. Deci and Richard M. Ryan because the learner

himself and the independent variables have a great role in shaping the learner’s study

habit. Self- determination is innate to an individual and together with the psychological

needs. This theory emphasizes on the individual’s motivation and how external factors

effects on the individual performance. The term motivation as stated in the study of

Rugesh Raghuwanshi (2008) is the result of processes, internal or external to the

individual, which will arouse enthusiasm and persistence to pursue a certain course of

action. Motivation is important in an individual to do once task and if one is not

motivated it is impossible to come up a good result. This motivation could be possible if

there is a positive stimulus that would bring out the positive behavior in the life of the

learners. In such this paper put into consideration the social environment that nurtures the

learner’s inherent potentials.

 In connection with the self-motivation theory, the following independent variables

were considered: the students’ profile in terms of their parental involvement family

monthly income, learning styles, academic performances and their teachers’ personality.

These variables are because they are considered as the nurturing social environment and

in one way or other these may influence the study habit of the students.

It is important to consider the study habits of the students on how they manage

their time efficiently, and how to have effective varied study techniques to keep them

afloat. These things are important for them to form a good study habit. These things are

important in order to understand how these students respond to the demands of acquiring

good grades as expected by parents and school authorities. In such the cooperation of the

parents and teachers are needed because they are going to take another step in learning

process which is the secondary level or high school. In addition to that high school is the

training ground for college if students started a poor study habit they will probably have a

hard time to cope up in college.

There are books written of some authors that will help students how to have an

effective study habit. According to T.G. Dawood (2006) that time management skills are

very important as it helps to increase students’ productivity. Moreover students learn to

prioritize important task and balance their time efficiently. Study techniques are methods

which involve the application of a group of techniques to achieve a process result (Vijay

Sheth 2005). In addition it is one way of realizing the best method of performing a task

which can be effective in studying. According to the research study of Eun Chun Seul

(1999) she quoted from Morgan and Deese (1973) that studying is really an all-out effort

and learning, and it is only practiced successfully when one really learns. It means that
studying takes a lot of time to practice, it involves sacrifices for leisure’s in order to make

it a habit. Furthermore no one can learn for you, learning is solely controlled by the

learner itself. In addition with this the secret of effective study is found in the student’s

firm determination and desire to learn. In addition students must have a genuine interest

to learn and desire to study in the best possible way.

Independent Variables Dependent Variables

Student's Profile Study Habit

Parental Involvement
Time Management
Family Monthly Income
Study Techniques
Learning Styles

Academic Performance
3rd Grading Grades in:
Math
English
Science
Filipino

Teacher's Personality
Figure 1. The Schema of the Study

Null Hypotheses

Problem 1 and 2 are hypothesis-free. The following null hypothesis is

formulated on problem 3 and 4.

Ho1: There are no significant study habits of the respondents in terms to the

following:

Time Management

Study techniques

Ho2: There are no significant differences in the respondents study habit when

grouped according to the following:

1. Student’s Profile
1.1 Parental Involvement

1.2Family Monthly Income

1.3 Learning Style

1.4 Academic Performance

2. Teacher’s Personality

Definition of Terms

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.

Family Monthly Income refers to the amount of money a family gets in a month; it

includes the income of the both parents and of the children if any.

Learning Style refers to the learners’ preferences in absorbing ideas effectively in its

most comfortable way. This identifies the uniqueness of the learner in acquiring

knowledge.
Parental Involvement refers to the attitude of the parents to follow up the progress of

their children in school by monitoring their grades and behavior in school. The value of

time they spent with their children to review things for their progress such as

assignments, quizzes, exams. It includes the parent’s discipline in imposing to their

children to have a quality time for studying.

Self-determination refers to the will of the student to initiate in doing a task and does not

think of the external factors to affect his/her duty. The student is intrinsically motivated

despite of any constraints and thus practices mastery over things as a result.

Study habit refers to the student’s way of carrying out the task of studying by using

varied techniques in studying in order to keep him afloat and it includes wise use of

his/her time in studying.

Study techniques refer to the use of different methods applicable for learning such as,

note taking, KWL that will help in students in adhering the ideas.

Teacher’s Motivation refers on how the teacher will take a move to serve as stimuli

towards the student in improving their study habits. The teachers’ impact to the students’

lives of how they influence the students' action positively.

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. This includes doing of a planner to

organize an individual activities for a month, week or even in a day. This also includes

how long and how many times a students spend his/her time in studying.
 Chapter 3

RESEARCH METHODOLOGY

This chapter presented the methodology utilized in this study. Included here were

the discussions of the subtopics; namely: (1) research design (2) research setting, (3)

respondents and sampling procedure, (4) data gathering and instrument procedure, (5)

scoring guidelines and (6) statistical instrument/procedure.

Research Design

The study used descriptive survey design in its attempt to determine, described

and analyzed the study habit of the students at Pagalanggang National High School. This

study tried to find out the study habit of the Grade 10 students of Pagalanggang National
School according to their Parental Involvement, Learning Style, Parents Monthly Income

and Academic Performances.

Research Setting

This study was conducted among the Grade 10 students of Pagalanggang National

High School. Pagalanggang National High School was located at Pagalanggang,

Dinalupihan Bataan.

Respondents and Sampling Procedure

The 282 respondents were given a survey questionnaire having 38 items: 18

standard questions for the Learning Style, 5 for study techniques, 5 questions for time

management, 5 for parental involvement and 5 for teachers’ personality which are related

to the concerned topic. They were also asked by the researcher for the profiling of the

respondents; these questions are about their Family monthly income, and 3 questions for

time management on how they’ll going to manage their time in their study and to the 4

major subjects namely; Mathematics, Science, English, and Filipino.

This study had used the Purposive Sampling Method; this method purposively

gathered the profile information of all the students under grade 10 students of

Pagalanggang National High School.

Table 3. Students Population of Grade 10 Pagalanggang National High School

Male female TOTAL

NUMBER OF RESPONDENTS
PRESENT/ TOTAL NUMBER OF 110 172 282
STUDENTS

Data Gathering Instruments and Procedure

 The researchers prepared a self-developed survey questionnaire composed of 38

questions that were used to determine the profile of the students regarding to their study

habits. The survey questionnaire contained questions that shows their kinds of study

techniques, learning style, and time management; as well as their profiles about their

economic status, teacher’s attitude or personality towards them, and their parent’s

involvement when comes to their school matters. Also, the researchers had 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. The gathered data was now then ready

for the data analysis.

Scoring Guidelines

The data that had been gathered by the researchers was analyzed using the

following tool: Frequency and Percentage Distribution. These techniques will be used to

explain the study habits of Grade 10 students in Pagalanggang National High School. The

Frequency and Percentage distribution 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. Thus, the following were the guidelines

used by the researchers upon computing the respondents’ frequency and percentage in

answering the data.

1. Other Independent and Dependent Variables

Study Technique/ Time Management/ Parental Involvement/ Teachers

Personality
Code Range Description
At all times 4 3.25-4.00 Very Good
Most of the Time 3 2.50-3.24 Good
Sometimes 2 1.75-2.49 Fair
Never 1 1.00-1.74 Poor

2. Socio-Economic Status

Family Monthly Income

Code Description
Below 5,000Php 1 Very Low
5,000 - 9,999Php 2 Below Average
10,000 - 19,999Php 3 Average
20,000 - 29,999Php 4 Above Average
30,000 – Above 5 Very High

3. Academic Performance

Academic Performance
Grade Interval Description
90-100 Advance
85-89 Proficient
80-84 Approaching-Proficiency
75-79 Developing
60-74 Beginning

4. Learning Styles
LEARNING STYLE CODE
Code Description
 1 Visual (V)
2 Auditory (A)
3 Kinaesthetic (K)

STATISTICAL TREATMENT OF DATA

The statistical tools used for the treatment of data are as follow:
Frequency- a term used to determine the total number of respondents which having the
same responses to the given questions.
Percentage- it was rate per hundred with obtained by dividing the frequency with the total
number of respondents.
Percentage=F/Nx100%
Where:
F- Frequency
N-Total Respondents
P- Percentage

Chapter 4

PRESENTATION AND ANALYSIS OF DATA

This chapter presents how the gathered data was collected, organized, presented

and analyzed. The researcher’s final respondents were lowered into 260 from the

expected number of 282 due to the absence of some respondents upon data gathering.

The Table 1.1 presents the distribution of respondents’ profile according to their

characteristics when grouped according to their Family Monthly Income, Academic

Performance, and Learning Styles.

Problem 1: What is the Profile of the respondents in terms of their:

1.1 Parental Involvement

 1.2 Family Monthly Income

1.3 Learning Styles

1.3.1 Visual

1.3.2 Auditory

1.3.3 Kinaesthetic

1.4 Academic Performance in their first grading grade:

1.4.1 Science

1.4.2 Math

1.4.3 English

1.4.4 Filipino

Table 1.1 Distributions of Respondents’ Profile According to their Characteristics in

Family Monthly Income, Learning Styles and Academic Performance.

 These tables were illustrated as one for these are the variables which do not have

indicators in the study. Thus, in a Family Monthly Income group of Table 1.1, more than

half (39.72) of the respondents were said to belong in a family that have a monthly

income of 5,000Php and below. However, in an Academic Performance, the respondents

are said to have an APPROACHING average description which is consistent to the

overall mean of 0.40% to their four major subjects such as Mathematics, English,

Science, and Filipino. Lastly, regarding the respondents’ Learning Styles, nearly half of
them having a 54.26% (153) were said to be a VISUAL LEARNERS and next to it were

the 25.18% (71) respondents were said to be an AUDITORY LEARNERS.

Respondents’ Family Monthly Income, different results were come up upon

gathering the data because there were also different statuses that a certain student has.

Others have a high income of the family while others have the opposite. In the area where

the Pagalanggang National High School was located, many of the respondents have a

parents working as farmers and earning a low income. With the ups and downs of the

national economy, everyone needs to manage their money carefully. 

Though more than half of them belonged to a family who has a very low monthly

income, still many of them are sent to school by their parents for education; poverty is

not a hindrance for them actually. Moreover, those respondents who belonged to a VERY

LOW family income are said to have a low performance in school. That was supported

by the study of Eun Chul Seo (1999), that a student’s interest in studies and academic

performance are also affected by the family’s socio-economic status like the income that

the family is consuming a day, month, or year. Even on a low income, there are always a

way to survive economically. This may be true for many people, but current research

shows that a family's income affects all aspects of a child's life. 

On the other hand, the respondents’ Academic Performance, the Table 1.1

summarizes the respondents’ frequency and percentage distributions to their four major

subjects. A description of APPROACHING was resulted for the respondents’ 4 major

subjects in their 2nd Grading grade which was consistent to their overall mean of 0.40%

The students in Pagalanggang National High School resulted to have an approaching in

terms of their academic performances because the students need a little of teacher’s

attention towards their academic aspects as well as the support of their parents for their

education. In fact, academic performance refers to how students deal with their studies

and how they cope with or accomplish different tasks given to them by their teachers.

Thus, this was supported in the study in Imus Institute that the Grading system of K-12

Program of Department of Education, Approaching-Proficiency- the students at this level

have developed the fundamental knowledge and skills and core understandings, and with

little guidance from the teacher and/or with some assistance from peers, can transfer these

understandings through authentic performance tasks.

Another, on the respondents’ Learning Styles, the Table 1.1 shows nearly half of

the students resulted to be a VISUAL LEARNER. This is because the students are used

to learn by seeing the instructional materials used by their teachers and/or understanding

the lesson through writing or anything that involves vision. A study of

Richard M. Felder, a Professor in North Carolina State University, asserted that “Visual

learners remember best what they see--pictures, diagrams, flow charts, time lines, films,

and demonstrations. Verbal learners get more out of words--written and spoken

explanations. Everyone learns more when information is presented both visually and

verbally”. Thus, this was implicated by Terry Farwell on his study that was intended for

the teacher and he stated that “a teaching strategy for visual learners should include the

use of demonstrations and visually pleasing materials, and should make an effort to paint

mental pictures for learners”.

 The Table 1.2 presents the distribution of respondents’ according to their parental

involvement. More than half of the respondents have a GOOD parental involvement.

Table 1.2 Distributions of the Respondents According to their Parental

Involvement (n=282)

PARENTAL FREQUENCY PERCENTAGE

INVOLVEMENT
Very Good (3.25-4.00) 89 31.55
Good (2.50-3.24) 110 39.00
Fair (1.75-2.49) 80 28.36
Poor (1.00-1.74) 13 4.60
TOTAL 282 100.00

INDICATORS Description

Parental Involvement

1. My parents participate every time the Good

school calls for a PTA meeting.
2. My parents pay attention to my questions Good
if ever I have difficulties in making my
assignments.
3. My parents help me in my school works Good
when I ask them to.
4. My parents set a strict time for me to Good
study at home.
5. My parents give me positive advices that Good
motivate me to study well.

Majority of the parents there fairly involve their selves towards their children’s

activities in school especially in their study habits because there are some factors that
resulted for the good and/or parental involvement. It can be a problem in parents’

educational attainment, interest in child’s learning, or the status of the family. This was

supported in the study according to Wanat (1992, p.47), "Schools must understand that

lack of participation by parents does not necessarily mean they are neglecting their

responsibilities. They simply may not have the time, resources, or know-how to help

out". These are some of the few reasons why many of the parents do have a fair or just

good parental involvement.

In connection with the major table results, the indicators show the good parental

involvement which is consistent. This implies that despite the fact that there are many

factors that make a good/fair parental involvement, more than half of the respondents do

still have parents that supports them in any way. In such, Vandergrift and Greene (1992,

p.57) mentioned that there are two key elements that work together to make up the

concept of parental involvement. One of these is a level of commitment to parental

support. This includes such things as encouraging the student, being sympathetic,

reassuring, and understanding. The other element needed is a level of parental activity

and participation, such as doing something that is observable. This combination of level

of commitment and active participation is what makes an involved parent.

Table 2.1 is hypothesis free and presents the Distribution of the Respondents’

According to their Teacher’s Personality that falls into the description of Very Good,
which implies that the respondents have a good recognition regarding in their Teacher’s

Personality.

Problem 2: What are the respondents’ perceptions to their Teacher’s Personality?

Table 2.1 Distribution of the Respondents’ According to their Teacher’s Personality

(n=282)

TEACHER’S PERSONALITY FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 106 37.58
Good (2.50-3.24) 104 36.87
Fair (1.75-2.49) 82 29.07
Poor (1.00-1.74) 0 0.00
TOTAL 282 100.00

INDICATORS Description
Teacher’s Personality

1. My teacher uses varied instructional Very Good

materials so that she can provide my learning
needs.
2. My teacher shares techniques and strategies Very Good
how to do well in my studies.
3. My teacher gives us opportunities to Very Good
experience success in our learning.
4. My teacher encourages me to do well in Very Good
school.
5. My teacher is consistent in establishing good Very Good
rapport with us.

The indicator shows that the description of Very Good which implies that the

teacher uses varied instructional materials so that she can provide the respondents’

learning needs. The respondents appreciate the management of instruction of their teacher

which shows in the result that turn out to be very good. Using varied instructional
materials in that area is very applicable to gain the interest of the students along the

discussion. Since student in rural area are not exposed to different media, if teacher use

different instructional materials, her student will really pay attention to any interesting

instructional aides she will use. Whether rural or urban they have different learning needs

to be cater this is supported by the study of Mc David (2009) which states that “ The

students usually have different abilities, skills task, and learning styles, so teachers must

modify instruction to fit each student’s need”. Moreover, this applies to the self-

determination theory of Edward Deci and Richard M. Ryan catering the psychological

needs of the individual will promote autonomy, competence, and relatedness which will

result into a well determined individual. The indicator’s lowest though the description

remains Very good however the least thing that the respondents observed in their teacher

which is the teacher’s encouragement on them to do well in school. Respondents may

think though the results are very good that their teacher has lesser encouragement work

because their parents do more than the teacher encourages them. According to the study

of Sheridan et. al. (2001) that there was a high percentage of ratings among student when

ask about how their parents encourage them to do well in school.

Table 3.1 presents the distribution of the respondents’ study habit

according to their time management that falls into the description of Good, which implies

that the respondents are good in their Study Habits in terms of managing their time.

Problem 3: What are the study habits of the respondents in terms of:

3.1 Time Management

 3.2 Study Techniques

Table 3.1 Distribution of the Respondent’s Study Habit according to their

Time Management (n=282)

TIME MANAGEMENT FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 36 12.76
Good (2.50-3.24) 123 43.61
Fair (1.75-2.49) 33 11.70
Poor (1.00-1.74) 0 0.00
TOTAL 282 100.00

INDICATORS Description

Time Management

1. I am spending enough time planning on Very Good

academic matters.
2. I find time to study my lesson. Good
3. I do task in order of their importance. Good
4. I am making to do list on the things I’m Good
going to do for a month, week or day.
5. I organize my time to meet deadline. Very Good

The indicator shows that the description of Very Good which implies that the

respondents agreed on the fifth statement that they organize their time to meet deadline.

The students were practiced to meet deadlines because that is how their teacher wanted

them to do when it comes to the submission of their school works and assignments. The

teacher’s creates a supporting relationship between her students so that she can monitor
the student’s overall progress this is supported in the study of Ancess (2003) that says

“Teacher advisors follow up on assignments required for students help them organize

their work and meet deadlines..”, it shows that one factor for a very good ratings on the

meeting of deadlines was the effort of the teacher and thus promote relatedness.

Furthermore, that relatedness eventually will turn into more determined students

according to the self-determination of Edward Deci and Richard Ryan. The mentioned

above Very Good, which implies that the respondents also agreed that they spend enough

time planning on the academic matters. Since the respondents had a good ratings towards

their Teacher’s Personality and good in Parental involvement and these two plays an

important role in monitoring the respondents’ progress in school. Furthermore both the

parents and teachers encouragement to the respondents to give importance to their studies

serve as an encouragement to the respondents to plan more on academic matters

considering that most of them belong to low family monthly incomes. They are motivated

to give their best to their studies because that is one way they believed that will alleviate

their living in the near future. Furthermore students whether in rural and urban setting

could plan enough time for academic matters if their parents and teachers put on

emphasis on this by encouraging the students this is supported in the study of Research &

Education Association (2000) that says “teachers, parents and other members of the

community are playing an increasingly important role in setting school policies and

goals”. Meaning if lack of these goal setting there would be a possibility to have poor

result in the respondents’ spending of time planning on the academic matters. The rest of

the indicators were just Good such as finding time always to study, doing their task

according to their importance and making of to do list was due to their family situation,
although they are good in planning but not on executing what has been planned because

some parents allowed their children to help in finding their living the reason why results

showed a good description on mean.

Table 3.2 presents the distribution of the respondents’ study habit according to

their study techniques the description of Good, which implies that the respondents have

good study habits in terms of their study techniques.

Table 3.2 Distribution of the Respondents’ Study Habit According to their Study

Techniques (n=282)

STUDY TECHNIQUES FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 122 43.26
Good (2.50-3.24) 98 34.75
Fair (1.75-2.49) 62 21.98
Poor (1.00-1.74) 0 0
TOTAL 282 100.00

INDICATORS Description

Study Techniques

1. I take down note during the discussion. Very Good

2. I use initials and acronyms when I am Good
studying.
3. I make a list of what I intend to study. Good
4. I highlight words that seem to be important. Good
5. I love to play rather than studying. Fair
 The indicator shows that the description of Very Good which implies that the

respondents always practices taking down notes during their teacher’s discussion.

However, respondents perhaps thought copying the teacher’s writing on the board is the

same as note taking since Elementary students are more on copying the writings of the

teacher’s on the board. According to Kuhlthau et.al (2007) that many students have

difficulty in deciding exactly what to take down in their notes and yes this true to the

researchers’ observations that most of the students in Pagalanggang National High

School will have a hard time what to take down notes for the very reason that even

simple spelling of the words they do not know, you need to write it on the board for them

to get the exact spelling. On the other hand the lowest which states that students love to

study that playing because they know that studying is more important that spending too

much in playing. According to George Scarlett (2004) that “All children want to perform

and demonstrate their new skills during the elementary school years. How they do so may

vary depending on the values most cherished and encouraged in their culture”. In such we

cannot say that merely studying without playing is doing well because it does not carry

the same meaning in all families, in all communities and all times. Even if there are

various studies that proves that studying without playing is imbalance because every

individual has its own belief and principle in which they stand, we cannot super impose

what is the right thing to do however we can share the benefit of playing in the

respondents lives.

.
 Chapter 5

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter will present the summary, the conclusion and recommendations

based on the findings of this study.

Summary
 The study was conducted to find out the study habits of Grade 10 students of

Pagalanggang National High School SY: 2018-2019. Specifically, it sought to answer the

following problems:

The respondents consisted of 282 composed of Grade 10 students of

Pagalanggang National High School. These students were officially enrolled as high

school student of Pagalanggang National High School SY: 2018-2019. These students

comprised the total number of present during the survey was conducted.

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. One set of

questionnaire was a standard base question on how to determine a learning style, another

set of questionnaire are questions that helps to determine the respondents’ time

management, study techniques, teachers personality, and parents involvement. Aside

from the 38 item survey questionnaire is a set of questions that determines the profile of

the respondents’ socio-economic status and academic performances on their four major

subjects such as Mathematics, Science, English, and Filipino.

Another source of information used in this study was the record of the students’

1st grading grades of grade 10 provided by the mentors of the class.

In analyzing the data, the researchers used the Frequency and Percentage

Distribution in order to understand and interpret these data correctly. The T-test and F-

test were also used in comparing various variables.

Findings
 The data were classified in different tables and grouped together in relation to

four problems posed in this particular study; thus, the researchers came up with the

following findings:

1. It was found that out of the 282 respondents, there were more male students as

compared to female students.

2. There were 38.24% of the respondents population claimed that their parents

are good in any active school activities and also help them in their studies.

Another set of students composed of 38.24% of students population claimed

that their parents are fair enough in any active school activities and also help

them in their studies.

3. Many of the respondents belonged to the very low class with an income

bracket of below 5,000 family monthly incomes. 50 of the respondents

belonged to Below Average Class with the family’s income from 5,001-9,999.

34 students belonged to Average class whose family monthly income is from

10,000-19,999. Yet, there was 39 student who belonged to a class of Above

Average whose family monthly income is 20,000-24,999, and 36 student who

belong to a Very High class whose monthly income reaches from 30,000 and

above.

4. Almost half of the respondents’ population are found to be visual learners.

And 54.26 % consisted of 153 students were classified as Auditory Learners.

5. Regarding their academic performance, half of the total number of the

respondents had a grade of 80-84. The highest rating is Science , followed by

Mathematics, Filipino, and English got the lowest rating.

6. Most of the respondents majority time spent in studying were 20-30mins.

7. It was found out that in mathematics; 64% of the total number of the

respondents spent their time in studying for this subject was 20-30 minutes,

50% in English, 47.06% in Science, and 58.82% in Filipino.

8. Majority of the respondents’ population that reached 73.53% considered that

their teachers’ personality was considered as Very Good.

9. In terms of the respondents’ time management, 123% of students who reached

2.50-3.24 which means Good. 36 students are at 12.76% was Very Good, and

33 students were fair at 11.70%.

10. It can be gleaned from the study that 34.75% of the students’ have good study

techniques. It also indicated that they are good in making their own notes and

it can be seen also that they rather study at home than playing.

11. When grouped according to Parental Involvement, there was no significant

difference that was revealed in the students’ study habits in the aspects on

study techniques; on the other hand, in aspect of time management significant

difference was revealed.

12. When grouped according to Family monthly income, there was no significant

difference that was shown in the students’ study habits in the aspects on study

techniques; however, in aspect of time management significant difference was

exposed.

13. When grouped according to learning styles, there were no significant

differences that were shown in the students’ study habits in the aspects of time

management and study techniques.

 14. When grouped according to academic performance, there was no significant

difference in the students’ study habit in the aspect of time management;

however there was a significant difference in the students’ study habits in the

aspects of study techniques.

15. When grouped according to academic performance, there was no significant

difference that was revealed in the respondents’ study habits in the aspect of

time management; yet, there was a significant difference in their study habits

in the aspects of study techniques.

16. When grouped according to teachers’ personality, there were significant

differences that were revealed in the students’ study habits in the aspects of

time management and study techniques.

CONCLUSIONS:

Based on the findings of the study, the following conclusions were drawn:

There is need to consider the Learning Style to be assess by the teacher so that

Students will know what kind of learner he/she to fit what kind of Study Techniques is

best for each type of learner.

 There is also a need to consider the appropriate study techniques of each type of

learner in order to keep students afloat in their studies.

There is a need to consider the family monthly income in any school works.

Teachers’ personality may be the factor to a good time management but the

students’ academic performances varies. Teachers’ personality could also be the factor of

a good study technique.

There is a need to consider full parental involvement whether in School or in

home this may improve the academic performance of the students.

There is a need to consider the consistent teacher personality and full parental

involvement as it show high significant effect in the study habit of the respondents.

In general, the results of the study implies that the factors that affects the study

habit of the students in Pagalanggang National High School are the very low family

monthly income of the students that hinders to them to do well in School and not so full

Involvement of the Parents in monitoring their child in their Study habit in terms of

Managing their time to study.

RECOMMENDATIONS

Based on the findings of this study, the following recommendations are given:
 To the parents, whose 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

techniques.

To the teachers, it may be helpful to give projects that do not involve financial

matters considering family monthly income. Teachers may also give projects using

indigenous materials considering the different learning styles of the students; this may be

helpful to enhance students’ creativity.

To the administrators to 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 and study

techniques.

To the future researchers you may consider the factors that affect poor study

habits towards academic performance of Pagalanggang National High School, you may

also use Random Sampling Method for your data gathering.

BIBLIOGRAPHY

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learning”.The Guilford Press. Page

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http://careerplanning.about.com/bio/Dawn-Rosenberg-McKay-646.htm

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for-Them.html

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APPENDICES

A Letter of Approval
Appendix
 PERMISSION LETTER TO THE PRINCIPAL
For the Administration of Research Questionnaire

October 2018

April
Pagalanggang National High School
Pagalanggang, Dinalupihan, Bataan

Dear Ma’am April:

Praised be Jesus and Mary!

The undersigned are currently conducting a study on the “Study habits of the students in
Pagalanggang National High School, School Year 2018-2019”. This undertaking is part
of the requirements for the completion of the subject in Practical Research II.

The respondents of this study are the grade 10 students of our school. We would like to
give the questionnaire to those who will be purposively chosen to be the respondents of
this study which are the grade 10 students only.

In connection with this, we would like to request your approval to allow us to schedule
the administration of the research. We are looking forward for your much needed
approval on this request.

Respectfully yours,

The Researchers

B Letter for the Respondents

Appendix

LETTER FOR THE RESPONDENTS TO THE

QUESTIONNAIRE IN STUDY HABITS
October 2018

Dear Respondents:

Greetings!

We, the researchers are presently conducting a research study entitled “Study habits of
the students in Pagalanggang National High School, School Year 2018-2019”, as a
requirement of our subject Practical Research II In this connection, we would like to
request you to be one of our respondents in our study. We hope you can help us by
answering the questions sincerely and truthfully. Rest assured that all your responses will
be kept confidential.

Thank you very much for your cooperation.

Very truly yours,

The Researchers

C The Questionnaire

QUESTIONNAIRE A:

Name: ________________________ Age: ________ Gender: Male Female

Mother’s name: _______________________ Occupation: ______________________
Father’s name: _______________________ Occupation: ______________________

Student’s Profile

1. Parents Monthly Income

 30,000 - above
 20,000 - 24,999 Php
 10,000 - 14,999 Php
 5,000 - 9,999 Php
 Below 5,000 Php

2. Rate from 1-4 the subject that you spend more time in studying, 4 as the highest
and 1 as the lowest.

___ Math ___English ___Science ___ Filipino

3. How much time you spend studying for this subject?

Math English Science Filipino

 20 mins-30mins  20 mins-30mins  20 mins-30mins  20 mins-30mins
 31mins-45mins  31mins-45mins  31mins-45mins  31mins-45mins
 46mins-1hour  46mins-1hour  46mins-1hour  46mins-1hour
1hour-above 1hour-above 1hour-above 1hour-above
 others specify____  others specify____  others specify____  others specify____

4. How many times a week do you study?

 1-3 times
 4-6 times
 6-10 times

Instruction: Shade the box that corresponds to your answer. Answer it honestly.

TIME MANAGEMENT

1. I am spending enough time planning on academic matters.

 At all times  Most of the time  sometimes  never

2. I find hard time to study my lesson

 At all times  Most of the time  sometimes  never

3. I do task in order of their importance.

 At all times  Most of the time  sometimes  never

4. I am making to do list on the things I’m going to do for a month, week or day.

 At all times  Most of the time  sometimes  never

5. I could not organize my time to meet deadlines

 At all times  Most of the time  sometimes  never

STUDY TECHNIQUES

6. I take down note during the discussion.

 At all times  Most of the time  sometimes  never

7. I use initials and acronyms when I am studying.

 At all times  Most of the time  sometimes  never

8. I only choose certain subject to study.

 At all times  Most of the time  sometimes  never

9. I highlighted words that seem to be important.

 At all times  Most of the time  sometimes  never

10. I love to play rather that studying.

 At all times  Most of the time  sometimes  never

PARENTAL INVOLVEMENT

1. My parents participate every time the school calls for a PTA meeting.

 At all times  Most of the time  sometimes  never

 2. My parents pay attention to my questions if ever I have difficulties in making
my assignments.

 At all times  Most of the time  sometimes  never

3. My parents help me in my school works when I ask them to.

 At all times  Most of the time  sometimes  never

4. My parents allow me to go out even if it is late.

 At all times  Most of the time  sometimes  never

5. My parents give me positive advices that motivate me to study well.

 At all times  Most of the time  sometimes  never

TEACHER’S PERSONALITY

6. My teacher uses varied instructional materials so that she can provide my

learning needs.

 At all times  Most of the time  sometimes  never

7. My teacher shares techniques and strategies how to be effective in my studies.

 At all times  Most of the time  sometimes  never

8. My teacher gives me opportunities to experience success in my learning.

 At all times  Most of the time  sometimes  never

9. My teacher encourages me to do well in school.

 At all times  Most of the time  sometimes  never

10. My teacher punishes us if we do not get the right answer.

 At all times  Most of the time  sometimes  never

QUESTIONNAIRE B:

LEARNING STYLE QUIZ

INSTRUCTION: This questionnaire will help you discover what kind of learner you
are. Read each row and CHECK () the ONE option that is most like you. Be
honest.

LEARNING STYLE QUESTIONS LEARNING STYLE

I prefer lessons I prefer lessons I prefer lessons

where we can where where we can do
discuss things. there is something something
to look at (like a practical – or at
picture, chart, least move around.
diagram or video) K
or something to
A draw. V

I often fiddle with I often sing or hum I often doodle in

things in class (a to myself in class. class.
pen, paper clip or
rubber band.) V

When learning a When learning a When learning a

new skill, I prefer new skill, I prefer new skill, I prefer
to just get on with someone to explain to watch someone
it. to me how to do it. else show me how
A to do it.
V
K

When the adverts When the adverts When the adverts

come on the telly – come on the telly – come on the telly –
I like to watch I get up and do I like to sing along
them. something. with them.

V K A

I would prefer to I would prefer to I would prefer to

listen to a story. see a comic strip of act out a story.
a story.
V K
A

I am good at I have a good I have a good

learning physical memory for memory for faces.
skills. people’s names.
A V
K
 I prefer teachers I prefer teachers I prefer teachers
who use diagrams who get us to do who explain things
to show us things. something. to us.
K A
V

If I get in trouble If I get in trouble If I get in trouble

in class, it’s for in class, it’s for in class it’s for
talking. drawing on the fidgeting.
desk or all over
my books.
V K
A

On a long journey On a long journey On a long journey

I like to look at the I can’t wait until I like to listen to
scenery or read a we stop so I can music or talk to
book. walk around.
K the other travelers.
A
V

I use my hands a When I am When I am

lot when I am discussing discussing
talking. something, something, I like to
sometimes use doodle.
K words my friends
don’t know. V
A

If I could be If I could be If I could be

famous, I would be famous, I would be famous, I would be
sportsperson (or a film-star. a singer.
dancer). V A
K

I would rather go I would rather I would rather

outside and play. watch my favorite listen to my
TV programme. favorite music.
V A
K
I get distracted in I get distracted in I lose
class if I can see class if I can hear concentration if I
something outside something have to sit still for
the window. happening outside. a long Ktime.
V A

I am good at I am good at I am a good

drawing. making things. listener.

K
V A

Out of these 3 jobs Out of these 3 jobs Out of these 3 jobs

-I -I –I
would prefer to be would prefer to be would prefer to be
a radio DJ (or a mechanic. an artist (or
presenter). designer).
K V

In my spare time I In my spare time I In my spare time I

would prefer to do would prefer to would prefer to
something watch listen to music or
physical, such as TV or a video. chat with friends.
sport or dancing.
A
K V

The type of puzzle The type of puzzle The type of puzzle

I would prefer is I would prefer is I would prefer is
"Spot the "Name that tune". "Rubik's cube".
difference".
A K
V

If I needed to If I needed to If I needed to build

build a build a a
Lego model, I Lego model, I Lego model, I
would get someone would try to work would
to explain how or out which bits fit follow the diagram
 to read the together. or
instructions to me. the picture on the
packet
A K
V

LEARNING STYLE RESULT ________________

LEGEND:
A- Auditory Learner
V- Visual Learner
K- Kinesthetic Learner

PERSONAL CIRCUMSTANCES
Name: John Rhovic G. Agaran
Age: 17
Date of Birth: August 10 2001
Place of birth: Dinalupihan, Bataan
Address: Purok Maunlad Pagalanggang Dinalupihan Bataan

Cell phone number: 09106939276

Email Address: Mhackmhackagaran@yahoo.com
Status: single
Parents: Rosemarie Agaran
Robert Agaran

ACADEMIC BACKGROUNDS
Elementary: Pagalanggang Elementary School
Secondary: Pagalanggang National High School

PERSONAL CIRCUMSTANCES
Name: Aries P. Lopez
Age: 18
Date of Birth: September 09 2000
Place of birth: Dinalupihan, Bataan
Address: Saguing Dinalupihan Bataan

Cell phone number: 09508572111

Email Address: respol@gmail.com
Status: single
Parents: Jessie Lopez
Teodolfo Lopez Jr.

ACADEMIC BACKGROUNDS
Elementary: Dinalupihan Elementary School
Secondary: Pagalanggang National High School