Study Habits of The Grade-V and Grade-Vi Students in Baluarte Elementary School, School Year 2012-2013

STUDY HABITS OF THE GRADE-V AND GRADE-VI STUDENTS IN BALUARTE
ELEMENTARY SCHOOL, SCHOOL YEAR 2012-2013
A Thesis
Presented to the Faculty of the
School of Education of Xavier University
(Ateneo de Cagayan) Cagayan de Oro City
In Partial Fulfillment
Of the Requirements for the Subject
Educ 4: Introduction to Educational Research with Action Research
Presented by:
Amora, Sharicka Anne Veronica P.
Bonote, Paulyn Y.
Dupende, Dan Anthony M.
Lopez, Conie Grace D.
Retes, Hazel Mae P.
Salapang, Junelyn
March 16, 2013

APPROVAL SHEET
This thesis entitled “STUDY HABITS OF THE GRADE-V AND GRADE-VI

STUDENTS IN BALUARTE ELEMENTARY SCHOOL, SCHOOL YEAR 2012-2013”
prepared and submitted by Sharicka Anne P. Veronica Amora, Paulyn Y. Bonote, Dan
Anthony M. Dupende, Conie Grace D. Lopez, Hazel Mae P. Retes and Junelyn
Salapang in partial fulfillment of the requirements for the subject Educ 4: Introduction to
Educational Research with Action Research, has been examined and is recommended
for Oral Examination.
Ms. Charity Rose B. Absin

Adviser
------------------------------------------------------------------------------------------------------------
PANEL OF EXAMINERS
Approved by the committee on Oral Examination with a grade of _______.
------------------------------------------------
Chair
--------------------------------------------- --------------------------------------------
Member Member
--------------------------------------------- --------------------------------------------
Member Member
Approved and accepted in partial fulfillment of the requirements for the subject
Educ 4: Introduction to Educational Research with Action Research.
Mrs.Lourdes G. Tolod PHD

Dean, School of Education
-----------------------------------------
(Date of Defense)
ACKNOWLEDGEMENT
The researchers would have not been accomplished this study without the
presence of the people who one way or another rendered their valuable time and effort
in the preparation and finalization of the study.
First and foremost the researchers would like to thank Dr. Charity Rose Absin our
adviser and mentor in Introduction to Action Research in Xavier University- Ateneo de
Cagayan who patiently and untiringly assisted us in pursuing this study.
Kristohanong Katilingbanon sa Pagpapakabanha Team, for their amazing idea
and effort to link Xavier University to the community and organized some of the
concerns prior to the researcher’s visitation.
Mr. Ruel Macarulay, School Principal in Baluarte Elementary School who
welcomed us with warm accommodation during our first visit in Baluarte Elementary
School and oriented us with the main concerns of their school that motivates us to
continue the chosen study.
Mr. and Mrs. Eduardo Lopez the parents of Conie Grace Lopez, who unselfishly
opened and welcomed the group in their home during the working of the study.
Mr. and Mrs. Rodel U. Bonote, who generously and patiently did the editing and
printing the papers used in this study.
Dr. Saturnina B. Absin the mother of Dr. Charity Rose B. Absin, who carefully
critiqued the study during our Research Proposal Defense.

To our beloved parents who faithfully love, care and support us financially.
Above all to the Almighty God who bestowed us bounty blessings and material
provisions in the making and completion of this study.

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-V and Grade-VI pupils in Baluarte Elementary School for the
School Year 2012-2013”. 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 3 rd 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 thirty four (34) respondents that answered the 38-item
questionnaire validated. Through the said sampling technique, the researchers
arrived with 11 respondents from Grade-V and 23 respondents from the Grade-
VI.
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, Kinaesthetic 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 Baluarte Elementary 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.
to prove that there is a SIGNIFICANT DIFFERENCE in the respondents’

study habit in terms of their Family Monthly Income and Academic
Performance.
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 Baluarte elementary 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.

TABLE OF CONTENTS
CHAPTER
1 THE PROBLEM
Introduction 1
Conceptual Framework 4
Schematic Diagram 7
Statement of the Problem 8
Hypotheses 9
Significance of the Study 10
Scope and Delimitation of the Study 12
Definition of Terms 12
2 REVIEW OF RELATED LITERATURE AND STUDIES 15
Study Habit 21
Time Management 22
Study Techniques 24
Learning Styles 24
Parental Involvement 26
Family Monthly Income 26
Academic Performance 27
Teacher’s Personality 27
3 RESEARCH METHODOLOGY 30
Research Design 30
Research Setting 30
Respondents and Sampling Procedure 31
Data Gathering Instruments and Procedure 32
Scoring Guidelines 32
Statistical Instruments/Procedure 32
4 PRESENTATION AND ANALYSIS OF DATA 35
Problem 1 35
Problem 2 40
Problem 3 42
Problem 4 44
5 SUMMARY, CONCLUSION AND RECOMMENDATION 57
Summary of the Results 57
Findings 58
Conclusion 61
Recommendation 62
BIBLIOGRAPHY 63
APPENDICES
A Letter of Approval 66
B Informed Consent 67
C The Questionnaire 68
D Curriculum Vitae 74
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 36
B. Table 1.2: Distribution of Respondents According to their Parental
Involvement 39
C. Table 2.1: Distribution of the Respondents’ According to their
Teacher’s Personality 41
D. Table 3.1: Distribution of the Respondents’ Study Habits According to
their Time Management 44
E. Table 3.2: Distribution of the Respondents’ Study Habits According to
their Study Techniques 46
F. Table 4.1.1: Test of Statistics on the Significant Differences in the
Respondents’ Study Habits when grouped according
to their Parental Involvement 47
G. Table 4.1. 2: Test of Statistics on the Significant Differences in the
to their Family Monthly Income 49
H. Table 4.1.3: Test of Statistics on the Significant Differences in the
to their Learning Styles 51
I. Table 4.1.4: Test of Statistics on the Significant Differences in the
to their Academic Performance 54

J. Table 4.2.1: Test of Statistics on the Significant Differences in the
to their Teacher’s Personality 55

Chapter 1
THE PROBLEM
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 probies 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 Baluarte Elementary 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 Baluarte Elementary School. The researchers had
chosen the grade V and grade VI students as the respondents for the reason that they
are ahead, mature, and responsible students among the six grade level. The grade V
and grade VI 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 elementary 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 Principal, Mr. Legaspi, he 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.
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
affects 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 behaviour 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 leisures 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

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 Kinesthetic
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
Null Hypotheses
Problem 1 and 2 are hypothesis-free. The following null hypothesis is
formulated on problem 3 and 4.
Ho1: There are no study habits of the respondents in terms to the following:
1.1 Time Management
1.2 Study techniques
Ho2: There are no significant differences in the respondents study habit when
grouped according to the following:
1.1 Student’s Profile
1.1.3 Learning Style

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 V and Grade VI,
Baluarte Elementary 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 3 rd
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 five and grade six 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.
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 behaviour 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 refers to the use of different methods applicable for learning such
as, note taking, SQ3R, 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 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.
Elementary school is such an exciting and wonderful time for students and their
parents. This is the first real step to their education and their independence, but the
problem that the parents faced along these levels of learning were the ways on how
they’re going to let their children develop a study habit which can help their children in
learning as well. The parents let their children follow the rules in the house and let them
have their study habits in studying their lessons even a few hours, but the students must
study their lessons regularly.
Me Comb et al (1990) suggested that students learning achievement depends on
their attitude, motivation performance for success, and study habit or skills that people
employ to pursue the desire outcome. Moreover, there were some factors like the
parental involvement, socio-economic status of the learner, and teacher’s personality or
approach to students that can affect the learning and as well as their study habits. It has
a big factor of a student’s learning the involvement of their parents in their learning
process. Whenever the parents get involved in the study-life of their children, there was
a great factor that urges the child to learn and be interested in schooling. In this way the
child will feel supported in any way as much as he can do for his studying. If the parents
will always be there to urge their children in their study habit, then the child will respond
to it positively. Thus, having the parents’ child always on their side will have the
tendency for a child to always lean onto their parents every time and not standing
anymore on their own. So, the advantages and the disadvantages of this factor
revealed.
Furthermore, the socio-economic status can also affect the study habit of the
learner. In fact, this factor places a big challenge to the learners because this shows
their social stratification whether they belong to the upper, middle, or lower class. It can
affect to their study habits for some time they can’t continue their studying because take
this example, if they don’t have an electricity in their place, they can’t study their lessons
especially during night time, so it really hinders to their learning. Another thing is
financial, when this aspect will be opened, everyone felt down. They will come to think
to a point that because of this financial problem they can’t continue to buy the
necessary things needed for school and so there were no reason for them to study
since they don’t have the materials to be used. In this case, the level of their interest in
learning decreases.
According to the Principles of Teaching 1 book, the teacher serves as the
primary mover of the educational wheel while the learners are the key participants in the
learning process. The teacher is the role model, the manager, the counsellor, leader,
parent surrogate, facilitator, instructor, and a lot more. The students will learn best also
depends on the kind of teacher do they have. The teacher has the greatest factor in the
learning process and so his attitudes or personality in approaching the students affect
on them as well.
In addition, Bakare (1975) opines that intelligence accounts for little variance in
academic performance. Therefore, more emphasis had shifted from intellectual factors
to non – intellectual factors such as some personality variables like self concept and
study habit.
Based on the findings of Othis (1995), effective study skills usually come down to
two factors: motivation and style.
Motivation is the enthusiasm of a person to do something. Learning style is the
method used by a certain student/person to study much easier and more efficiently.
These two factors also have a role to play in the learning process of a student.
Motivation serves as the fuel that keeps the child moving on their studying and learning
process. Because of this, aside from gaining incentives, they also gain knowledge.
While the learning styles of the student will also help him upon learning for it gives him a
reason to learn the things in the way he will learn. There will be no pressure for a child
to understand things if only he will learn everything through the way he wanted to, for
instance, if the student is a visual learner, then he can study the lesson through seeing
it with the eyes or watching videos that contained related topics to the lesson presented.
If a student is an audio learner he can learn his lesson through listening to it attentively
or let the other person discuss to him the topic or lesson talked about by the teacher.
Lastly, if a student is a kinaesthetic 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 behaviour. 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 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.
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.
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 behaviour 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.

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 analysed the study habit of the students at Baluarte Elementary School. This study
tried to find out the study habit of the Grade V and VI students in Baluarte Elementary
School according to their Parental Involvement, Learning Style, Parents Monthly Income
and Academic Performances.
Research Setting
This study was conducted among the Grade V and grade VI students of Baluarte
Elementary School. Presently, the KKP (Kristohanong Katilingbanon sa Pagpakabana)
collaborated with the Xavier University- School of Education that aimed to develop good
qualities of education of Baluarte Elementary School, which was a good thing to know.
Baluarte Elementary School was located at Sitio Baluarte, Barangay Lumbia,
Cagayan de Oro City. This was a public school consisted a total number of nine (9)
rooms including their school library and principal’s office having one (1) teacher in each
year level. The school environment has a wide garden and field fronting the school gate.
Each classroom can accommodate fifteen to fifty (15-50) students depending on the
grade level. Their rooms were well-ventilated and also have complete materials needed
for the students. As a matter of fact, the school came up with different concerns for their
school but the researchers chosen the problem regarding the poor study habit among
grade five (5) and grade six (6) students.
Respondents and Sampling Procedure
Thirty four (34) 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 V and grade VI in
Baluarte Elementary School.
Table 3. Students Population of Grade V and Grade VI in

Baluarte Elementary School
GRADE LEVEL GRADE V GRADE VI TOTAL

NUMBER OF RESPONDENTS
PRESENT/ TOTAL NUMBER OF 11/17 23/25 34/42
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 analysed using the
following tool: Frequency and Percentage Distribution. These techniques will be used
to explain the study habits of Grade V and VI students in Baluarte Elementary 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

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
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)
4 Visual, Auditory (VA)
5 Visual, Kinaesthetic (VK)
6 Auditory, Kinaesthetic (AK)
7 V, A, K
5. Formula for the Pilot Testing (Reliability test)
Cronbach reliability coefficient alpha:
Where is the number of components (K-items or test lets),

the variance of the observed total test scores, and the variance of
component i for the current sample of persons.
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 thirty
four (34) from the expected number of forty two (42) 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 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
Table 1.1 Distributions of Respondents’ Profile According to their Characteristics
in Family Monthly Income, Learning Styles and Academic Performance.
CHARACTERISTICS FREQUENCY PERCENTAGE

FAMILY MONTHLY INCOME
Very High (30,000 - Above) 1 2.94
Above Average (20,000 - 29,999 Php) 1 2.94
Average (10,000 - 19,999 Php) 5 14.71
Below Average (5,000 - 9,999 Php) 6 17.65
Very Low (Below 5,000 Php) 21 61.76
TOTAL 34 100.00
ACADEMIC PERFORMANCE
Math
Advance (90-100) 1 2.94
Proficient (85-89) 4 11.76
Approaching (80-84) 10 29.41
Developing (75-79) 16 47.06
Beginning (60-74) 3 8.82
TOTAL 34 100.00
Math over all mean: 79.98 Description: Developing
English
Advance (90-100) 0 0
Proficient (85-89) 5 14.71
Approaching (80-84) 8 23.53
Developing (75-79) 14 41.18
Beginning (60-74) 7 20.59
TOTAL 34 100
English over all mean: 78.59 Description: Developing
Science
Advance (90-100) 2 5.88
Proficient (85-89) 10 29.41
Approaching (80-84) 10 29.41
Developing (75-79) 8 23.53
Beginning (60-74) 4 11.76
TOTAL 34 100.00
Science over all mean: 81.71 Description: Approaching Proficiency
Filipino
Advance (90-100) 1 2.94
Proficient (85-89) 7 20.59
Approaching (80-84) 13 38.24
Developing (75-79) 12 35.29
Beginning (60-74) 1 2.94
TOTAL 34 100.00
Filipino over all mean: 80.88 Description: Approaching Proficiency
A.P. Overall Mean: 80.14 Description: Approaching Proficiency
LEARNING STYLES
Visual 14 41.18
Auditory 11 32.35
Kinaesthetic 6 17.65
Visual and Auditory 1 2.94
Visual and Kinaesthetic 0 0.00
Auditory and Kinaesthethic 1 2.94
Visual, Auditory and Kinaesthetic 1 2.94
TOTAL 34 100.00
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 (61.75) 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-PROFIENCY average description
which is consistent to the overall mean of 80.14, to their four major subjects such as
Mathematics, English, Science, and Filipino. Lastly, regarding the respondents’
Learning Styles, nearly half of them having a 41.18% (14) were said to be a VISUAL
LEARNERS and next to it were the 32.35% (11) 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 Baluarte Elementary 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 have 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-PROFICIENCY was resulted for the
respondents’ 4 major subjects in their 3rd Grading grade which was consistent to their
overall mean of 80.14. The students in Baluarte Elementary School resulted to have an
approaching-proficiency 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 (76.48%) have a GOOD-FAIR
parental involvement and which are consistent to their overall mean of 2.75 that
describes as a Good parental involvement.
Table 1.2 Distributions of the Respondents According to their Parental
Involvement (n=34)
PARENTAL INVOLVEMENT FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 7 20.59
Good (2.50-3.24) 13 38.24
Fair (1.75-2.49) 13 38.24
Poor (1.00-1.74) 1 2.94
TOTAL 34 100.00
Overall Mean: 2.75 Description: Good SD= 0.60
INDICATORS Mean Description
1. My parents participate every time the 2.88 Good

school calls for a PTA meeting.
2. My parents pay attention to my questions 2.68 Good
if ever I have difficulties in making my
assignments.
3. My parents help me in my school works 2.62 Good
when I ask them to.
4. My parents set a strict time for me to 2.56 Good
study at home.
5. My parents give me positive advices that 3.00 Good
motivate me to study well.
OVERALL MEAN 2.75 Good
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 to the overall mean. 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 with an overall mean result of (3.49) 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=34)
TEACHER’S PERSONALITY FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 25 73.53
Good (2.50-3.24) 8 23.53
Fair (1.75-2.49) 1 2.94
Poor (1.00-1.74) 0 0.00
TOTAL 34 100.00
Overall Mean: 3.49 Description: Very Good SD= 0.44
Teacher’s Personality
1. My teacher uses varied instructional 3.71 Very Good

materials so that she can provide my
learning needs.
2. My teacher shares techniques and 3.35 Very Good
strategies how to do well in my studies.
3. My teacher gives us opportunities to 3.53 Very Good
experience success in our learning.
4. My teacher encourages me to do well in 3.29 Very Good
school.
5. My teacher is consistent in establishing 3.59 Very Good
good rapport with us.
OVERALL MEAN 3.49 Very Good
The indicator shows that the highest mean of (3.71) obtained 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
McDavid (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 mean of (3.29) 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 with an overall mean of (3.06) 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:
3.1 Time Management
3.2 Study Techniques

Table 3.1 Distribution of the Respondent’s Study Habit according to their Time
Management (n=34)
TIME MANAGEMENT FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 12 35.29
Good (2.50-3.24) 20 58.82
Fair (1.75-2.49) 2 5.88
Poor (1.00-1.74) 0 0.00
TOTAL 34 100.00
Time Management
1. I am spending enough time planning on 3.27 Very Good

academic matters.
2. I find time to study my lesson. 3.12 Good
3. I do task in order of their importance. 3.09 Good
4. I am making to do list on the things I’m 2.53 Good
going to do for a month, week or day.
5. I organize my time to meet deadline. 3.32 Very Good
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 second higher mean is (3.27) with same
description 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 with an overall mean of (2.92) that falls into 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=34)
STUDY TECHNIQUES FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 9 28.47
Good (2.50-3.24) 18 52.94
Fair (1.75-2.49) 7 20.59
Poor (1.00-1.74) 0 0.00
TOTAL 34 100.00
Study Techniques
1. I take down note during the discussion. 3.38 Very Good

2. I use initials and acronyms when I am 2.62 Good
studying.
3. I make a list of what I intend to study. 3.09 Good
4. I highlight words that seem to be 3.09 Good
important.
5. I love to play rather than studying. 2.41 Fair

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
Baluarte Elementary 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 mean among
the indicator is (2.41) 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.
The Table 4.1.1 shows the distribution of test of statistics of the significant
differences in the respondents’ study habits when grouped according to their Parental
Involvement.
Problem 4: Are there significant differences in their study habits when grouped
according to the following:
4.1 Student’s Profile
4.1.3 Learning Styles
Table 4.1.1 Test of Statistics on the Significant Differences in the Respondents’
Study Habits when grouped according to their Parental Involvement (n=34)
PARENTAL INVOLVEMENT
VERY GOOD GOOD FAIR-POOR
STUDY (3.25-4.00) (2.50-3.24) (1-1.75) F-value
HABITS
x desc. x desc. x desc.
Time Very 21.97
3.60 3.12 Good 2.74 Good
Management Good (**)
Study Very 6.31
3.29 2.98 Good 2.67 Good
Techniques Good (*)
OVERALL Very 17.70
3.44 3.05 Good 2.70 Good
RESULTS Good (**)
LEGEND: * -Significant **- Highly Significant
The table presented the very good description to the parental involvement of the
respondents towards their study habits of VERY GOOD group which is consistent to the
overall mean of 3.44 and a very good description. The same as to the respondents
group from GOOD-POOR, it resulted to have a good description towards their study
habits that is consistent to the overall mean and description illustrated above. It shows
that the respondents’ parental involvement reached the overall mean of 2.75 which
indicates as Good. Yet, still there’s a need for improvement because the highest is Very
Good. The table presents those students who have a very good parental involvement
got the mean of 3.60 which indicates very good time management. On the other hand,
those students who have good – poor parental involvement got only good time
management as well as their study techniques. Considering there is a highly significant
difference on time management and a significant difference on study techniques of the
students when grouped according to parental involvement. Parents’ positive attitude
towards their children shows positive outcome on a students’ achievement. A very good
time management depends from a very good parental involvement. The result was
supported by the study of Karen Smith Conway (2008); she found that parental
involvement has a strong, positive effect on students’ achievement. Therefore, students’
study habits do depend on their parental involvement.
Therefore, those respondents who have very good parental involvement also do
have a very good overall result towards their study habits, in consistent to their mean.
This implies that with parents that give attention to their children’s need resulted to have
a very good study habits because since the parents are always there for them, they will
be guided upon the fulfilment of their goals, if ever. While those respondents who do
have a poor-good parental involvement resulted to have a good results towards their
study habits, that is consistent to their means. This implies that even that their parents
fairly involve their selves in their children’s school matters, still the parental spirit of a
parent prevails in the end. In result, a highly significant data was gathered. And this
result to the rejection of the null hypothesis stated in the first chapter of this study.
differences in the respondents’ study habits when grouped according to their Family
Monthly Income.
Table 4.1.2 Test of Statistics on the significant difference on the respondent’s
Study Habits according to their Family Monthly Income (n=34)
FAMILY MONTHLY INCOME

STUDY 30,000 above 20,000-29,999 19,999 below
F-value
HABITS x desc. x desc. x desc.
Time 4.46
3.22 Good 2.80 Good 2.81 Good
Management (*)
Study 2.21
Techniques (ns)
OVERALL 4.41
RESULTS (*)
It shows that those students’ study habits in the aspect of time management
when group according to family monthly income: very high, above average, and
average, below average, very low have a good time management. Time management
does not matter on the students’ family class standing. Yet, study habit in the aspect of
time management has a significant difference when group according to family monthly
income. The result was supported by Duncan, et al (1998), according to them that the
poor performance was caused by financial resources to purchase educational materials.
But these was contradicted by the study of Conger et al 1992., Guo and Harris, 2000.,
they said that economic hardship causes emotional distressed in parents which, in
return, causes to be less attentive and less interested in their children’s education.
Therefore, the students although they are eager to go to school they experience lacked
of self- determination to go to school, because their parents do not support them about
their school matters. Those students’ with parents who are emotionally distressed were
discouraged.
Moreover, students’ study habits in the aspect of study technique when group
according to their family monthly income, the very high group, above average group,
and the average-low families monthly income has a good study technique. A study
technique does not matter of the students’ family class standing and there is no
significant difference in the students’ study habit in the aspects of study techniques
when grouped according to family monthly income, because student study techniques
came only from how person manipulate his own way of studying. It does not depend on
what class does a student belongs.
Therefore, those respondents who have whether a high or low family monthly
income resulted to have an overall description of good which is consistent to their
means towards their study habits. There is a significant difference of the respondents
study habits when grouped according to their family monthly income because a child’s
managing of time also differ like in the resources that he/she has if he/she can afford or
not, that means if he has the materials with him then he can go on to his school works
immediately; and also to its study techniques because though it has a not significant
data at first, still when looking in the overall, the study techniques placed an impact to
the students. This is because when he saw the financial capability of their parents to
provide chances, then the students will be encourage in doing his task (Eun Chul Seo,
1999). This result rejected the null hypothesis stated in the first chapter of this study.
differences in the respondents’ study habits when grouped according to their Learning
Styles.
Table 4.1.3. Test of Statistics on the significant difference on the respondent’s
Study Habits according to their Learning Styles (n=34)
LEARNING STYLES
Kinaesthetic,
audio-visual, kinea-
STUDY Visual Auditory visual, Audio-kinae, F-value
HABITS Kinae-audio-visual
Time 0.56
Management (ns)
Study 0.28
Techniques (ns)
OVERALL 0.50
RESULTS (ns)
Visual group, auditory group, and the group of kinaesthetic, audio-visual,
kinaesthetic-visual, audio-kinaesthetic, and audio-kinaesthetic-visual groups represent
the GOOD time management as well as study techniques. There is no significant
difference in their study habit when grouped according to learning style. Learning styles
are different approaches and ways of learning. The result was supported by the study of
Gordon (1998), he said that “to learn, we depend in our senses to process the
information around us”. Learning style shows how one particular individual will react to a
specific situation and how he will behave in a unique learning situation and depends on
his learning style, he also stated that “different interaction is obvious with the same
learning environment by different people and this matter on their learning styles”.
Therefore, the respondents’ learning styles have a not significant data in the
overall results which were consistent to their means towards their F-value and this
implies that a one’s learning style is innate for an individual and only a person himself
can do his management of time and the technique in studying. Generally, learning is
central to all behaviour. Each learner is unique individual with different abilities, and
ways of thinking and responding thus these characteristics have a significant influence
on ones learning style (Figueroa, 2008-2009). This result does not reject the null
hypothesis stated in the first chapter of this study.
differences in the respondents’ study habits when grouped according to their Academic
Performance.
Table 4.1.4. Test of Statistics on the significant difference on the respondent’s
Study Habits according to their Academic Performance (n=34)
ACADEMIC PERFORMANCE
Advance Approaching- Developing
(90-100) and Proficiency (75-79) and
ST UDY Proficient (80-84) Beginning F-value
HABITS (85-89) (60-74)
Time 1.16
Management (ns)
Study 4.74
2.47 Fair 2.98 Good 3.04 Good
Techniques (*)
OVERALL 3.21
RESULTS (*)
LEGEND: ns- Not Significant * -Significant
Respondents with an average of 90-100 and/or 85-89 whose academic
performance is advance and proficient proficiency shows good time management, but
fair in their study techniques. There is no significant difference in study habits in the
aspect of time management when grouped according to academic performance. On the
other hand, study techniques show significant difference on study habit when group
according to academic performance.
The study was supported by an unknown author of English-test, said; “a child
must balance playing and studying because it could benefit children’s’ intelligence and
psychosocial development”. Fair study techniques may lead to poor academic
performance, but according to Annie Murphy Paul (2013), she said that highlighting and
underlining lead the authors list of ineffective learning strategies. She also emphasize
the techniques in studying offer no benefit beyond simply reading the text. If a learner is
fond of underlining and highlighting words or phrases while reading, it may hamper the
process of making connections and drawing inferences, and causes misunderstanding
and miscomprehending the text.
Therefore, there is a significant difference in the respondents’ study habits when
grouped according to their academic performance because intelligence accounts for
little variance in academic performance (Bakare, 1975). More emphasis had shifted
from intellectual factors to non-intellectual factors such as some personality variables
like self-concept and study habit. Me Comb et al (1990) said that the students learning
achievement depends on their attitude, motivation performance for success, and study
habits. This result rejected the null hypothesis stated in the first chapter of this study.
differences in the respondents’ study habits when grouped according to their Teacher’s
Personality.
Table 4.2.1 Test of Statistics on the significant difference on the respondent’s
Study Habits according to their Teacher’s Personality (n=34)
TEACHER’S PERSONALITY
Poor-Good
Very Good
(2.50-3.24; 1.75-2.49;
STUDY HABITS (3.25-4.00) T-stat value
1.00-1.74)
x desc. x desc.
2.49
Time Management 3.16 Good 2.78 Good
(*)
2.76
Study Techniques 3.03 Good 2.60 Good
(*)
OVERALL 3.07
3.10 Good 2.69 Good
RESULTS (**)
A range of 3.25-4.00 of a very good teacher’s personality shows good time
management and the ranges from 1.00-3.24 are the group for a good-poor teacher’s
personality shows also a good time management. Yet, there’s still a need for
improvement. Thus, there were significant differences in study habits in the aspect of
time management and study techniques. The result was supported by Hanbbel Meer of
hub pages.com, it was stated that, “a good teacher has a good personality”. Therefore,
students’ always get attracted to teachers with good personalities and characteristics
which leads to better communication, understanding and ultimately good results.
However, not all the time if the teacher has a very good personality means the student
performance is also good. We should also consider other factors that could help
improve and motivate student self-determination.

Therefore, there is a highly significant difference of the respondents’ study habit
when grouped according to their Teacher’s Personality because a teacher is the one
who is in-charge of the learning of the students for their education inside the classroom.
Both the Very Good group and the poor-good group resulted to have a GOOD
description towards their study habits in consistent to their means. Moreover,
enthusiastic teachers can create a lively and energetic classroom. Students will be
satisfied with whatever teachers teach. Teacher can lead them in the learning process
and they follow what teachers perform as well. (Cruickshank et. al., 2003, p.332). This
result rejected the null hypothesis stated in the first chapter of this study.
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 V and VI students
of Baluarte Elementary School SY: 2012-2013. Specifically, it sought to answer the
following problems:
The respondents consisted of 34 composed of grade V and VI students of
Baluarte Elementary School. These students were officially enrolled as elementary
student of Baluarte elementary school SY: 2012-2013. 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’
3rd grading grades of grade V and VI provided by the mentors of the two classes (grade
V and VI) of Baluarte Elementary school.
In analysing 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 34 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. Six of the respondents
belonged to Below Average Class with the family’s income from 5,001-9,999.
Five students belonged to Average class whose family monthly income is
from 10,000-19,999. Yet, there was only one student who belonged to a class
of Above Average whose family monthly income is 20,000-24,999, and one
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 32.35% consisted of 11 students were classified as Auditory Learners.
5. Regarding their academic performance, half of the total number of the
respondents had a grade of 75-79. The highest rating is Mathematics,
followed by Science, 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, 58% of students who reached
2.50-3.24 which means Good. 12 students are at 35.29% was Very Good,
and 2 students were Fair at 5.88%.
10. It can be gleaned from the study that 52.94% 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 Baluarte elementary 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 considered the factors that affect poor study
habits towards academic performance of Baluarte Elementary School, you may also
use Random Sampling Method for your data gathering.

BIBLIOGRAPHY
Books
Ancess, J. (2003). “Beating the Odds: High Schools as Communities of Commitments”.

Teachers College Press. Page 82
Cruickshank, D.R., Jenkins, D.B. and Metacalf, K.K.(2003). “The Act of Teaching”.
3rd ed. McGraw-Hill.
Demarest, E.J., Reisner, E.R., Anderson, L.M., Humphrey, D.C., Farquhar, E., &
Stein, S.E. (1993). “Review of research on achieving the nation's readiness goa”l.
Washington, DC: U.S. Department of Education.
Dixon, A. (1992, April). “Parents: Full partners in the decision-making process. NASSP
Bulletin”, 76(543), 15-18.
Fullan, M. et. al. (2006). “Learning Places”. USA: Corwin Press
George Scarlett, W. (2004). “Children’s Play”. SAGE Publishing Incorporations. Page 79
Henderson, A. T. & Mapp, K. L. (2002). “A new wave of evidence: The impact of

school, family, and community connections on student achievement”. Austin,
TX: Southwest Educational Development Laboratory.
Ho Sui-Chu, E. (1996). “Effects of parental involvement on eighth grade achievement”.

Sociology of Education, 69(2), 126-141.
Kuhlthau et.al. (2007). “Guided Inquiry: Learning in the 21st Century”. Greenwood
Publishing Group. Page 89
Manchala, C. (2007). “Achievement of B.E.D. Students”. Discovery Publishing House.
McDavid, S.E. (2009). “Career Opportunities in Education and Related Services”.

Infobase Publishing. Page 31
McGregor, D. (2007). “Developing Places, Developing Learning”. England: Open

University Press
Nagaraju, M.T. V. (2004) “Study Habits of Secondary School Students”.

Discovery Publishing House.
R.E.A. (2000). “Careers for the Year 2000 and Beyond”. Research & Education
Association. Page 34
Sheridan, S. M. (2001). “Schools and Families: Creating Essential Connections for
learning”.The Guilford Press. Page
Tulio, D. (2008). “Foundation of Education 2”. Mandaluyong City: Echanis Press
Vandergrift, J., & Greene, A. (1992, September). Rethinking parent involvement.

Educational Leadership, 50(1), 57-59
Vandergrift, J., & Greene, A. (1992,). “Rethinking Parent involvement”. Educational

Leadership, 50(1), 57-59.
Wanat, C. (1992). “Meeting the needs of Single-Parent Children: School and parent
Views Differ”. NASSP Bulletin, 76(543), 43-48.
Internet Links
University of New Hampshire (2008, May 28). Parental Involvement Strongly Impacts
Student Achievement. ScienceDaily. Retrieved March 2, 2013, from
http://www.sciencedaily.com-/releases/2008/05/080527123852.htm
Kelci Lynn Lucier. (2009). September. Retrieved from

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

http://www.smithsonianmag.com/science-nature/Let-the- Children-Play-Its-Good-
for-Them.html
Thompson, Mark E. (2005). “The Prediction of Academic Achievement by British

Study Habits Inventory”. Retrieved from
http://www.springerlink.com/content/w3715h5884172656/
Dumayag, Harlie Marie. (2009). “Thesis about Study Habits”. Retrieved from
http://www.termpaperwarehouse.com/essay-on/Thesis-About-Study-Habits/3370
Karim and Hassan. (2012). “Effects of Study Habits on the Academic Achievement”
Retrieved form
http://www.termpaperwarehouse.com/essay-on/Study-Habits/57109
Edwards, S. (2007). “50 Plus One Ways to Improve Your Study Habits”. Retrieved from
http://www.books.google.com.ph/books?id=SEkzkHbuEVcC&printsec=frontcover
dq=study+habit&hl=en&sa=X&ei=n5_nUpbKEOft6YE4&redir_esc=y
Standifer, B.H., & Branch-Smith. (1968). “A Practical Guide to Good Study Habits”.
Retrieved from
htpp://books.google.com.ph/books?id=pbZHAAAAMAAJ&q=practical+guide+to+
good+study+habits&dq=practical+guide+to+good+study+habits&hl=en&sa=X&ei
=bKPnUJ3hAe-cmQWg74GYBg&redir_esc=y
Barbara A. Soloman. “Learning Styles and Strategies”. North Carolina State University.
Retrieved from
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Terry Farwell. (2000-2013). “Visual, Auditory, Kinaesthetic Learners”Retrieved from

http://school.familyeducation.com/intelligence/teaching-methods/38519.html
Hunbbel Meer. (2010). Children should play and study rather than learn how to do
household chores. Retrieved from
http://www.english-test.net/forum/ftopic63562.html
Imus Institure. (2013). Imus Institute. Retrieve from

http://imusinstitute.net/v3/grading-system-k-12-program-department-education/
Journals
Andrew J. Houtenville and Karen Smith Conway. Parental Effort, School Resources,
and Student Achievement. J. Human Resources, XLIII(2): 437-453
APPENDICES
A Letter of Approval
Appendix
PERMISSION LETTER TO THE PRINCIPAL
For the Administration of Research Questionnaire
January 31, 2013
Rowell Legaspi
Baluarte Elementary School
Upper Lumbia, Cagayan de Oro City
Dear Sir Legaspi:
Praised be Jesus and Mary!
The undersigned are currently conducting a study on the “Study habits of the students
in Baluarte Elementary School, School Year 2012-2013”. This undertaking is part of the
requirements for the completion of the subject in Education 4: Introduction to
Educational Research with Action Research.
The respondents of this study are the elementary students of your 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 V and grade VI 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
January 31, 2013
Dear Respondents:
Greetings!
We, the researchers from School of Education, Xavier University-Ateneo de Cagayan,

are presently conducting a research study entitled “Study habits of the students in
Baluarte Elementary School, School Year 2012-2013”, as a requirement of the course
Education 4: Introduction to Research with Action Research.
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  others  others  others
specify____ specify____ specify____ 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 time to study my lesson
3. I do task in order of their importance.
4. I am making to do list on the things I’m going to do for a month, week or day.
5. I organize my time to meet deadlines
STUDY TECHNIQUES
6. I take down note during the discussion.
7. I use initials and acronyms when I am studying.
8. I make a list of what I intend to study.
9. I highlighted words that seem to be important.
10. I love to play rather that studying.

PARENTAL INVOLVEMENT
1. My parents participate every time the school calls for a PTA meeting.
2. My parents pay attention to my questions if ever I have difficulties in making my

assignments.
3. My parents help me in my school works when I ask them to.
4. My parents set a strict time for me to study at home.
5. My parents give me positive advices that motivate me to study well.
TEACHER’S PERSONALITY
6. My teacher uses varied instructional materials so that she can provide my

learning needs.
7. My teacher shares techniques and strategies how to be effective in my studies.
8. My teacher gives me opportunities to experience success in my learning.
9. My teacher encourages me to do well in school.
10. My teacher is consistent in establishing good rapport with the class.

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 where I prefer lessons where I prefer lessons where

we can discuss things. there is something to we can do something
look at (like a picture, practical – or at least
chart, diagram or video) move around.
or something to draw.
A V K
I often fiddle with things I often sing or hum to I often doodle in class.
in class (a pen, paper myself in class.
clip or rubber band.)
V
When learning a new When learning a new When learning a new

skill, I prefer to just get skill, I prefer someone skill, I prefer to watch
on with it. to explain to me how to someone else show me
do it. how to do it.
K A V
When the adverts come When the adverts come When the adverts come
on the telly – I like to on the telly – I get up on the telly – I like to
watch them. and do something. sing along with them.
V K A
I would prefer to listen I would prefer to see a I would prefer to act out
to a story. comic strip of a story. a story.
A V K
I am good at learning I have a good memory I have a good memory

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

class, it’s for talking. class, it’s for drawing on class it’s for fidgeting.
the desk or all over my
books.
A V K
On a long journey I like On a long journey I On a long journey I like
to look at the scenery or can’t wait until we stop to listen to music or talk
read a book. so I can walk around. to the other travelers.
V K A
I use my hands a lot When I am discussing When I am discussing

when I am talking. something, sometimes something, I like to
use words my friends doodle.
don’t know.
K A V
If I could be famous, I If I could be famous, I If I could be famous, I

would be sportsperson would be a film-star. would be a singer.
(or dancer).
K V A
I would rather go I would rather watch I would rather listen to
outside and play. my favorite TV my favorite music.
programme.
K V A
I get distracted in class I get distracted in class I lose concentration if I

if I can see something if I can hear something have to sit still for a long
outside the window. happening outside. time.
V A K
I am good at drawing. I am good at making I am a good listener.

things.
V K A
Out of these 3 jobs - I Out of these 3 jobs - I Out of these 3 jobs – I
would prefer to be a would prefer to be a would prefer to be an
radio DJ (or presenter). mechanic. artist (or designer).
A K V
In my spare time I In my spare time I In my spare time I

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

would prefer is "Spot would prefer is "Name would prefer is "Rubik's
the difference". that tune". cube".
V A K
If I needed to build a If I needed to build a If I needed to build a

Lego model, I would get Lego model, I would try Lego model, I would
someone to explain how to work out which bits follow the diagram or
or to read the fit together. the picture on the
instructions to me. packet
A K V
LEARNING STYLE RESULT ________________
LEGEND:
A- Auditory Learner
V- Visual Learner
K- Kinesthetic Learner
D CURRICULUM VITAE
PERSONAL CIRCUMSTANCES
Name: Hazel Mae P. Retes
Age: 18
Date of Birth: August 20, 1994
Place of birth: Cagayan de Oro City
Address: 16 Mortola St. Cagayan de Oro City
Cell phone number: 09168408106
Email Address: hazelmaeretes@yahoo.com
Status: Single
Parents: Tessie P. Retes
Gil. A Retes Jr.
ACADEMIC BACKGROUNDS
Elementary: City Central School
Secondary: Misamis Oriental General Comprehensive High
School
Tertiary: Xavier University-Ateneo de Cagayan

Name: Conie Grace D. Lopez
Age: 18
Date of Birth: December 08, 1994
Address: Tambo Macasandig, Cagayan de Oro City
Email Address: ecargleir19@yahoo.com
Status: Single
Parents: Araceli D. Lopez
Eduardo G. Lopez
Elementary: San Alonzo Elementary School
Secondary: St. Mary’s Academy of Talisayan

Name: Paulyn Y. Bonote
Age: 25
Date of Birth: November 13, 1987
Place of birth: Sta. Cruz Tagoloan, Misamis Oriental
Address: Blk. 4 Lot 1 Sta. Barbara Subdivision,
Kauswagan
Cagayan de Oro City
Email Address: pbonote@yahoo.com
Status: Married
Spouse: Rodel Undangan Bonote
Parents: Pedro Siglos Ysula
Vicky Ocular Sausal
Elementary: Sta. Cruz Elementary School
Secondary: Carmen National High School
Tertiary: Xavier University- Ateneo de Cagayan

Name: Junelyn S. Salapang
Age: 18
Date of Birth: March 30, 1994
Place of birth: Sugbongcogon, Misamis Oriental
Address: Poblacion Sugbongcogon, Misamis Oriental
Email Address: junecute2@yahoo.com
Status: Single
Parents: Juliet S. Salapang
Nilo B. Salapang
Elementary: Sugbongcogon Elementary School
Secondary: Sugbongcogon National High School

Name: Sharicka Anne Veronica P. Amora
Age: 17
Date of Birth: February 15
Place of birth: Carmen, Cagayan de Oro City
Address: J.V. Serina St. Carmen, Cagayan de Oro City
Email Address: shariel_cedz@yahoo.com
Status: Single
Parents: Mrs. Shallimar P. Amora
Mr. Ricky Pol B. Amora
Elementary: West City Central School
Secondary: Misamis Oriental General Comprehensive High
School

Name: Dan Anthony D. Dupende
Age: 18
Date of Birth: September 1, 1994
Address: Zone 2 Mambuaya, Cagayan de Oro City
Email Address: dandupende11@yahoo.com
Status: Single
Parents: Marites M. Dupende
Danilo C. Dupende
Elementary: Mambuaya Elementary School
Secondary: Mambuaya National High School

Study Habits of The Grade-V and Grade-Vi Students in Baluarte Elementary School, School Year 2012-2013

Uploaded by

Copyright:

Available Formats

Study Habits of The Grade-V and Grade-Vi Students in Baluarte Elementary School, School Year 2012-2013

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Study Habits of The Grade-V and Grade-Vi Students in Baluarte Elementary School, School Year 2012-2013

Uploaded by

Copyright:

Available Formats

STUDY HABITS OF THE GRADE-V AND GRADE-VI STUDENTS IN BALUARTE

ELEMENTARY SCHOOL, SCHOOL YEAR 2012-2013

Presented to the Faculty of the

School of Education of Xavier University

(Ateneo de Cagayan) Cagayan de Oro City

Of the Requirements for the Subject

Educ 4: Introduction to Educational Research with Action Research

Amora, Sharicka Anne Veronica P.

Dupende, Dan Anthony M.

Lopez, Conie Grace D.

Retes, Hazel Mae P.

March 16, 2013

This thesis entitled “STUDY HABITS OF THE GRADE-V AND GRADE-VI

Ms. Charity Rose B. Absin

Mrs.Lourdes G. Tolod PHD

in the preparation and finalization of the study.

adviser and mentor in Introduction to Action Research in Xavier University- Ateneo de

Cagayan who patiently and untiringly assisted us in pursuing this study.

Kristohanong Katilingbanon sa Pagpapakabanha Team, for their amazing idea

concerns prior to the researcher’s visitation.

Mr. Ruel Macarulay, School Principal in Baluarte Elementary School who

continue the chosen study.

printing the papers used in this study.

critiqued the study during our Research Proposal Defense.

provisions in the making and completion of this study.

are approaching to proficiency in their academic performances and thus, have

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

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’

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:

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

terms of Managing their time to study.

Statement of the Problem 8

Significance of the Study 10

Scope and Delimitation of the Study 12

2 REVIEW OF RELATED LITERATURE AND STUDIES 15

Family Monthly Income 26

Respondents and Sampling Procedure 31

Data Gathering Instruments and Procedure 32

4 PRESENTATION AND ANALYSIS OF DATA 35

5 SUMMARY, CONCLUSION AND RECOMMENDATION 57

Summary of the Results 57

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

Characteristics in Family Monthly Income, Learning Styles

and Academic Performance 36

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

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

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

their Time Management 44