1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Study habits are the most important predictor of academic performance

and global research has revealed that study habits affect academic performance.

In this regard, researcher students are faced with a large amount of information

that is difficult to organize and learn and it requires knowledge and application of

study skills.

According to Arieta, Gementiza, and Saco (2017) study habits are

significant in many ways. Without developing study habits any student can

struggle on their study. Students who have the ability, intelligence and action on

their studies will surely succeed in academic aspect. Students’ study habits differ

in many different ways in performing and fulfilling roles. Study habits are students

key to success. And in return study habits affect students’ academic

performance. Academic performance is how well a student execute in their

studies.

Academic performance of students is one of the main indicators used to

evaluate the quality of education in school. Academic performance is a complex

process that is influenced by several factors, such as study habits. Study habit is

different individual behavior in relation to studying and is a combination of study

method and skill. In other words, study habits include behaviors and skills that
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can increase motivation and convert the study into an effective process with high

returns, which ultimately increases the learning. This skill is also defined as any

activity that facilitates the process of learning about a topic, solving the problems

or memorizing part or all of the presented materials. Study habits are in fact the

gateway to success and differ from person to person. According to the previous

studies conducted by the group of Dove Medical Press, good study habits

include studying in a quiet place, studying daily, turning off devices that interfere

with study (such as TV and mobile phones), taking notes of important content,

having regular rests and breaks, listening to soft music, studying based on own

learning style, and prioritizing the difficult contents. Some of the worst study

habits include procrastination, evading the study, studying in inappropriate

conditions such as with loud sound of music and television.

Thus, the purpose of this study is to investigate the relationship between

study habits and academic performance of senior high school students section

Machiavelli in Cangawa National High School, Cangawa, Buenavista, Bohol

during the school year 2022-2023.

Theoretical Background

This study is anchored with the following theories:

Bandura (1977) in his Social Learning Theory emphasizes the importance

of the environment to a greater degree than many previous theories. In this

theory he considers how both environmental and cognitive factors interact to

influence human learning and behavior.

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According to Interest–Driven Creator Theory of Chan et al. (2018) when

driven by interest, students can be engaged in the creation of knowledge (ideas

and artifacts). By repeating this interest-driven creation process in their daily

learning routine, students will develop twenty-first century skill, from a habit of

creation, and excel in learning. It correlates in this study in the way that when

students are interested in their study then they are motivated to have a good

academic performance.

The Theory of Academic Performance (ToP) developed by Walbergs et al

(2007), posits that psychological characteristics of individual students and their

immediate psychological environment influence educational outcomes (cognitive,

behavioral, attitudinal).

Legal Bases

DepEd Advisory No. 357, s. (2012) provides the students in developing

excellent study habits not only in the classroom but also in the outside

environment.

DepEd Order No. 8, s. (2015) is an act that allow teachers to track and

measure learners' progress and to adjust instruction accordingly. Classroom

assessment informs the learners, as well as their parents and guardians of their

progress.

Senate Bill No. 2351 Article I. Section 2. An Act Establishing a

Performance Base Accountability System for Public Education and for Other
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Purposes. The acceptance of the responsibility for improving student

performance and taking actions to improve school performance.

Related Literature

Study habit is a planned and deliberate pattern of study, which has

attained a form of consistency on the part of the students towards understanding

academic subjects and passing examination (Pauk, 1962, et al. cited by Oyedeji).

Study can be interpreted as a mastered planned program of subject matter.

According to Crow and Crow (2007), the chief purposes of study are: to

acquire knowledge and habits which will be useful in meeting new situations, to

interpret ideas, to make judgements creating new ideas and to perfect skills.

Therefore, successful achievement in any form of academic activity is based

upon study, interpretation and application. Everyone has different study habits. All

often, students perform poorly in school simply because they lack good study

habits. In many cases, students do not know where to begin. Those students in

high school who succeed usually study alone and follow a study technique that

has been worked out by them and that incorporates desirable procedures. Good

health, sufficient sleep, appropriate exercise and nutritious diet are essential to

achieve good study results. Study conditions that are unfavorable include

inadequate lighting, extremes of temperatures, humidity, poor posture, subnormal

physical conditions and emotional disturbance. Although habits differ from person

to person, some general principles can be derived about studying efficiently. Here

are some good study habits that lead to better academic achievement.

 Attending classes regularly

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 Taking down notes during teaching

 Concentrating on study

 Studying with aim of getting meaning not cramming

 Preparing a time table

 Following a time table

 Having proper rest periods

 Facing the problems regarding home environment and planning

 Facing the challenges posed by school environment

 Keeping daily survey of work done

Evidence suggests that learners who do not have enough information

about study strategies do not attain effective and stable learning, and therefore

will not have an appropriate level of academic achievement. In other words,

students with better academic achievement use these skills more than those with

lower academic achievement. Given the important role of study skills in a

students’ academic achievement, many prestigious universities teach study skills

to newly-enrolled students. In different studies, study skills and habits and their

relationship with students’ academic achievement have been studied and

different results have been reported. Also, various studies have reported the

study habits of students from weak to desirable levels. In many studies, a

positive and significant correlation have been found between students’ study

habits and their academic achievement. Considering the importance of study

skills and habits of students, and the important role they play in the academic

achievement of students, and taking into account that study habits vary from
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person to person and from place to place, and also as the results of related

studies which are different from each other, the present study was designed and

implemented. Good study habits rest on the attitudes towards work and sense of

responsibilities. Child (1981, p.95) reports that, “studies with human and animal

subjects have revealed that an ability to learn how to solve problems of a given

kind can be developed with sufficient practice on task of a similar nature.”

Study habits vary from student to student. Some habits are considered to be

more desirable than others from the point of view of academic achievement.

Crow and Crow; Educational Psychology (2007, p. 261) states that study

requires a purpose and what one learns as a result of study depends largely

upon the degree to which one succeeds in achieving that aim or purpose. Child’s

(1981, p.95) psychology and the teachers assert that we talk about forming bad

or good habits in many everyday activities in both social and educational

contexts.

According to the study of Khanam et. al (2017), time management is one

of the behaviors that impact students’ academic performance. The researchers

have conducted a study about time management and academic achievements in

this study and the medical students in Odisha was the respondent. The results of

the study states that the respondents who obtained a high percentage also has a

high mean score on the time management. Therefore, it means that the time

management is essential to improve one`s academic performance and it is the

best skill that each student needs to develop with. According to this study, study

habits contribute significantly in the developing of knowledge and perceptual

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capacities. Study habits tell a person how much he learns, how much he wants to

earn and how far he wants to go. These could be more that matter with the help

of one`s study habits. Therefore, study habits have a big impact to correlate

scholastic or academic performance.

The author points to understand whether study habits truly affect the

academic achievement of the secondary school students. It is also attempted to

know the study habits of the students at the secondary level. The result signifies

that the study habits facilitate a higher academic achievement. Thus, study habits

are found to be important to successfully achieve the good academic

performance.

Here are a few reviews that back up our research:

Alexander and Woodcraft (1940) discovered that a number of specific

criteria, such as study time and study habits, don't clearly correlate with

academic success. According to Brown and Holtzman (1955), there is a strong

correlation between good study habits and academic success for both male and

female students. Osa-Edoh & Alutu (2012) examined the usefulness of imbibing

in the students' study habits as a means of enhancing their academic

performance, and the study revealed a high correlation between study habits and

students' academic performance. This suggests that it is only when students

imbibe in their study habits that they will be able to improve their academic

performance. A major issue noted was that many of these students hadn't

learned how to take effective notes and manage time for studying. Additionally, a

study by Nagaraj (2004) discovered that students frequently don't have adequate
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study habits that affect their academic achievement. Nonis and Hudson (2010)

also conducted a study on the effects of study time and study habits on college

students’ performance, where they found that some study habits had a positive

direct relationship with students’ performance, while others had a negative direct

relationship.

J.T.B Oluwatimilehi and Jimoh Wale Owoyele (2012) investigated “the

relationship between study habits and student’s performance in core subjects at

the secondary level”. The finding revealed that "consulting with the teacher" was

the most influential of all subscales of study habits, while "sharing time",

exercising, concentrating, reading and marking assignments were considered

less important for students' academic performance.

Felicity Akpene Akagah (2011) investigated "the effect of study habits on

the academic performance of secondary school students. The observation

revealed that despite other dimensions of study habits, exams, homework and

assignments, reading and note taking and concentration, only time management

explains most of the variables predicting a student's "learning style".

Academic achievement is the extent to which students and teachers have

achieved their short- or long-term educational goals. The academic success of a

student is greatly influenced by several psychological and sociological correlates

such as attitude, teacher effectiveness, adaptability, socioeconomic status, home

and school environment (Franky and Chamundeswari, 2014). It is noted that

there was academic success due to the effect of socio-economic status and

people belonging to high socio-economic status had better results (Badige and
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Aiholli, 2017). It was also concluded that the level of anxiety is moderate wanting

to succeed academically and when anxiety crossed the line, academic

performance declined significantly (Azeem, 2018). Thus, students with poor

academic performance have more adjustment problems. Therefore, it can be

concluded that adjustment level and academic achievement are positively

correlated (Pathak et. al 2016). Study habits and academic performance show a

close relationship with each other. Studies have shown that study habits

contribute to higher academic performance (Sherafat and Murthy, 2016). Nasir

et. al (2017) and Jafari et. al (2019) found in their studies that there is a direct

relationship between study habits and academic success. It is also noted that

there is no significant gap between high school students' study habits and

academic performance (Lawrence, 2014). Siahi and Maiyo (2015) showed in

their study that the relationship between study habits and academic achievement

is positive. This means that there is a strong link in study habits and moderate,

high, and positive impact on academic society. Thus, the results showed that

study habits need important attention if one wants to improve academic

achievement (Siahi and Maiyo, 2015).

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Theories Legal Bases

Social Learning Theory DepEd Advisory No. 357, s.
2012
Considers how both
environmental and cognitive Provide the students in
factors interact to…Bandura developing excellent study habit
(1977) …
Interest-Driven Creator DepEd Order No. 8, s. 2015
Theory
An act that allows
Focus their attention teachers to track and measure
on learning, enjoy learning learners' progress...
and…Chan et. al. (2019)
SENATE BILL S. NO. 2351
The theory of academic ARTICLE I. SECTION 2.
performance (ToP) DEFINITION OF TERMS
An ability to produce Academic achievement
a valued result and standards that state of…Senator
performer as an… Elger Antonio “Sonny” F. Trillanes IV
(2007)

INPUT
Student`s Study Habits and
Academic Performance

PROCESS
Distribution of Questionnaires Findings
Data Gathering Conclusion
Statistical Treatment Recommendation
Analysis and Interpretation
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OUTPUT
Basis for Improvement

Figure 1. Conceptual and Theoretical Framework

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THE PROBLEM

Statement of the Problem

This study aims to determine the relationship between the study habits of

the Grade 11 Machiavelli students and their academic performance.

Specifically, this seeks to answer the following questions:

1. What is the extent of the students` study habits in terms of:

1.1 Time Management;

1.2 Concentration and Memory;

1.3 Study Aids and Note Taking;

1.4 Motivation and Attitude?

2. What is the level of the academic performance of the Grade 11 Machiavelli

students?

3. Is there a significant relationship between study habits and academic

performance of the Grade 11 Machiavelli students?

Null Hypothesis:

There is no significant relationship between study habits and academic

performance of the Grade11 Machiavelli students.

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Significance of the study

The result of this study would be valuable and beneficial to the following

individuals:

Teachers

The result of this study would guide the teachers to give encouragement

to students to enhance their study habits and increase their academic

performance. The collected data in this study will help teachers to enhance their

teaching methods or strategies to encourage students to have study habit.

Students

The result of this study may help the students to be aware on how their

study habits affect their academic performance. This will also lead them to

improve their study habits and their academic performance.

Student Researchers

The findings could help the future student researchers ascertain and

understand the prevailing conditions and facts between study habits and

academic performance of the students. It would also help them gain insight for

further knowledge related to the study.

Future Researchers

This study will add to the body of knowledge that future researchers can

use as a reference material to determine whether there are gaps in literature for

future studies on relevant topic.

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Scope and Delimitation

The study focused on the effect of Study Habits to the Academic

Performance of Grade 11 Machiavelli students of Cangawa National High School

at Cangawa, Buenavista, Bohol S.Y. 2022-2023.

The study limits its coverage on 52 respondents of Grade 11 Machiavelli

students enrolled at Cangawa National High School S.Y. 2022-2023. The study

utilized a close ended questionnaire. The researchers encountered struggles in

gathering the data because the respondents are not seriously answering the

questionnaires. However, this was resolved by explaining to them the purpose

and importance of this study.

RESEARCH METHODOLOGY

Research Design

The study used the descriptive-correlational method. The use of

questionnaires was the primary tool in gathering data in order to achieve the

objectives of the study.

Research Environment and Subject

This study was conducted in Cangawa National High School, a public

school located at Cangawa, Buenavista, Bohol. This is found in the southern part

of the province. The subject of the study were the Grade 11 Machiavelli students

of Cangawa National High School, Cangawa, Buenavista, Bohol, during the S.Y.

2022-2023.
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Figure 2. Research Environment

Research Instrument

To attain the goal of the study, the researchers used a close-ended

questionnaire from UHCL Counseling Services and J. Tus, et. al. in gathering the

data to determine the effect of Study Habits to the Academic Performance of

Students. The questionnaire was pilot tested to determine its validity. (/) Each

evaluation sheet contained set of corresponding Check boxes.

5 - Always; 4 - Oftentimes; 3 - Sometimes; 2 - Rarely; 1 - Never;

Data Gathering Procedure

Permission to conduct the study was secured from the principal of

Cangawa National High School to distribute the questionnaire. It was personally

distributed and administered to the respondents during their vacant time by the

researchers themselves.

Data Analysis
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The data gathered were based on the retrieved questionnaires from the

Grade 11 Machiavelli students of Cangawa National High School. The frequency

count of the instruments returned were accurately tallied and tabulated taking

into accounts the frequency of the responses in the given questionnaire.

Statistical Treatment

Sub-problem 1. To determine the level of Study habits of the respondents, the

weighted mean formula was employed:

∑ fw
WM=
N

Where:

WM=¿ Weighted Mean

F=¿ Frequency

W =¿weighted assigned per scale

N=¿Number of students

The result of the computed mean was interpreted using the following scale:

Score Interpretation Level of Study Habit

4.20 – 5.00 Always Excellent
3.40 – 4.19 Oftentimes Very Good
2.60 – 3.39 Sometimes Good
1.80 – 2.59 Rarely Bad
1.0 – 1.79 Never Very Bad

Sub-problem 2. Simple percentage was used in determining the academic

performance of the respondents. It was computed using the formula:

f
P= ×100
N
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Where:

P=Percentage

F=Frequency

N=Number of students

100=Constant

The level of academic performance was interpreted using the following scale:

Level of academic performance Interpretation

90 – 100 Outstanding

85 – 89 Very Satisfactory

80 – 84 Satisfactory

75 – 79 Fairly Satisfactory

74 and below Did not meet the expectation

Sub-problem 3. Chi-square test was used to determine the effect of Study habits

to the Academic performance of grade 11 Machiavelli students.

It was computed using the following formula.

(O−E)²
x ²=∑
E

Where:

 x ² is the chi-square test statistic

 ∑ is the summation operator (it means “take the sum of”)

 O is the observed frequency

 E is the expected frequency

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DEFINITION OF TERMS
The following key terms were defined operationally to enhance the

understanding of the readers.

Academic Performance is a result of study taken by students at school. It

shows an output of students’ achievement on how they give importance to their

studies on school. In this study, the researchers use the second semester grade

average to represent the academic performance.

Analysis is the process of breaking a complex topic or substance into smaller

part in order to gain a better understanding. It’s a way of analyzing the inner point

of this study.

Attitude is a way of thinking and behaving that affects a person’s behavior. It

identifies the behavior of student to study habits.

Computation is the process or act of computing or calculating something. It is an

action of this academic calculation.

Concentration is a way of studying by focusing only to one object or activity. It is

a way of students to improve study habits.

Memory is the power or process of remembering what has been learned. It

measures the knowledge of students from all things that they learned from

studying.

Motivation is a process of giving someone a reason for doing something or

condition of being motivated. It’s a way of students to be guided and to have

interest to study.
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Note Taking is a process of listing important information from a discussion or

what you have learned. It’s a way of making easy to study by taking note to those

important details.

Study Habits are processes of learning behavior of a person. These are used by

students to improve their academic performance.

Time Management is an act or skill of controlling time or deciding how to use

time for something. It is used to know how to manage time for studying.
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CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter provided the gathered data and the researchers’ analysis,

interpretation and findings of the results from the questionnaires. Graphs and

tables were used in presenting the data gathered and the researchers’ presented

these in clear and precise format. Out of 52 respondents who answered the

questionnaires, all of them had responded completely.

Table 1.1. Level of Study Habits in terms of Time Management

1.Time Management WMS DI

1.I study at a particular time of the day. 3.33 S
2.I do my homework daily. 3.37 S
3.I have to study for a long time. 3.08 S
4.I divide my time according to the number of activities… 3.25 S
5.I schedule definite times and outline specific goal for my… 3.16 S
6.I prepare a “to do” list daily. 3.00 S
7.I avoid activities which tend to interfere with my planned … 3.06 S
8.I use prime time when I am most alert for study. 3.00 S
Overall Weighted Mean 3.16 S
Overall Weighted mean=3.16
Descriptive Interpretation=Sometimes

Scale:
4.20 – 5.00 Always Excellent
3.40 – 4.19 Oftentimes Very Good
2.60 – 3.39 Sometimes Good
1.80 – 2.59 Rarely Bad
1.0 – 1.79 Never Very Bad
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4.5

3.5

2.5

1.5

0.5

0
1 2 3 4 5 6 7 8
Items

Figure 3. Level of Study Habits in terms of Time Management

Table 1.1 above shows the level of academic performance in terms of time

management. It reveals the highest weighted mean is 3.37(Sometimes) while the

lowest weighted mean is 3.00(Sometimes), and the overall average of the

weighted mean is 3.16(Sometimes). This implies that the students of Grade 11

Machiavelli have a “Good” Study Habit in terms of Time Management. This

supports the study of Khanam, Sahu, Rou, Kar and Quazi (2017), where in this

study states that time management is essential to improve one`s academic

performance and it is the best skills that each student needs to develop with and

also according to this study, study habits contribute significantly in the developing

of knowledge and perceptual capacities.

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Table 1.2. Level of Study Habits in terms of Concentration and Memory

2.Concentration and Memory WMS DI
1.I have “study-place habit,” that is, merely being at a … 3.25 S
2.I study in place free from auditory and visual distractions. 3.12 S
3.I find that I am able to concentrate-that is, give … 3.96 S
4.Iam confident with the level of concentration I am able … 3.20 S
5.I have an accurate understanding of the material I wish 3.22 S
…
6.I learn with the intention of remember. 3.18 S
7.I practice the materials I am learning by reciting out loud. 3.18 S
8.I recall readily those things which I have studies. 3.02 S
Overall Weighted Mean 3.27 S
Overall Weighted Mean=3.27
Descriptive Interpretation=Sometimes
Scale:
4.20 – 5.00 Always Excellent
3.40 – 4.19 Oftentimes Very Good
2.60 – 3.39 Sometimes Good
1.80 – 2.59 Rarely Bad
1.0 – 1.79 Never Very Bad

4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
1 2 3 4 5 6 7 8

Items
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Figure 4. Level of Study Habits in terms of Concentration and Memory

Table 1.2 above shows the level of study habits in terms of Concentration

and Memory. It reveals that the highest weighted mean is 3.96(Sometimes) while

the lowest weighted mean is 3.02(Sometimes), and the overall average of the

weighted mean is 3.27(Sometimes). This implies that the students of Grade 11

Machiavelli have a “Good” study habits in terms of Concentration and Memory.

This supports the study of Crow and Crow (2007) which states that study

requires a purpose and what one learns as a result of study depends largely

upon the degree to which one succeeds in achieving that aim or purpose.

Table 1.3. Level of Study Habits in terms of Study Aids and Note-Taking

3. Study Aids and Note-Taking WMS DI

1.Whle I am taking notes, I think about how I will use … 3.37 S
2.I understand the lecture and classroom discussion … 3.16 S
3.I organize my notes in some meaningful manner … 3.18 S
4.I review and edit my notes systematically. 3.27 S
5.I take notes on supplementary reading materials. 3.31 S
6.I have a system for making textbook. 3.00 S
7.I mark or underline parts I think are important when … 3.45 O
8.I write notes in the book while I read. 3.16 S
Overall Weighted Mean 3.24 S
Overall Weighted Mean=3.24
Descriptive Interpretation=Sometimes
Scale:

4.20 – 5.00 Always Excellent

3.40 – 4.19 Oftentimes Very Good
2.60 – 3.39 Sometimes Good
1.80 – 2.59 Rarely Bad
1.0 – 1.79 Never Very Bad
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4
3.5
3
2.5
2
1.5
1
0.5
0
1 2 3 4 Items 5 6 7 8
Figure 5. Level of Study Habits in terms of Study Aids and Note- Taking

Table 1.3 above shows the level of study habits in terms of Study Aids and

Note-Taking. It reveals that the highest weighted mean is 3.45(Sometimes) while

the lowest weighted mean is 3.00(Sometimes), and the overall average of the

weighted mean is 3.24(Sometimes). This implies that the students of Grade 11

Machiavelli have a “Good” study habits in terms of Study Aids and Note-Taking.

This supports the study of Deborah et.al (2006) which highlight the relationship

between study aid use and exam performance of students.

Table 1.4. Level of Study Habits in terms of Motivation and Attitude

4. Motivation an Attitude WMS DI
1.I sit in front of the class if possible. 3.02 S
2.I`m alert in the class. 3.04 S
3.I ask the instructor questions when clarification is needed. 3.18 S
4.I volunteer to answer question posed by the instructor in … 3.98 S
5.I participate in meaningful class discussion. 3.20 S
6.I attend class regularly. 3.33 S
7.I take the initiative in group activities. 3.14 S
8.I use a study method which helps me to develop an … 3.16 S
Overall Weighted Mean 3.26 S
Overall Weighted Mean=3.26
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Descriptive Interpretation=Sometimes

Scale:

4.20 – 5.00 Always Excellent

3.40 – 4.19 Oftentimes Very Good
2.60 – 3.39 Sometimes Good
1.80 – 2.59 Rarely Bad
1.0 – 1.79 Never Very Bad

4.5

3.5

2.5

1.5

0.5

0
1 2 3 4 5 6 7 8

Items

Figure 6. Level of Study Habits in terms of Motivation and Attitude

Table 1.4 above shows the level of study habits in terms of Motivation and

Attitude. It reveals the highest weighted mean is 3.98(Sometimes) while the

lowest weighted mean is 3.02(Sometimes), and the overall average of the

weighted mean is 3.26(Sometimes). This implies that the students of Grade 11

Machiavelli have a “Good” study habits in terms of Motivation and Attitude.

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Table 2. Level of Students’ Academic Performance

Level of Academic Performance Frequency Percentage
90-100 – Outstanding 10 19.23%
85-89 – Very Satisfactory 17 32.69%
80-84 – Satisfactory 25 48.08%
75-79 – Fairly Satisfactory 0 0%
74-and below – did not meet the expectation 0 0%
TOTAL 52 100%

60

50

40

30

20

10

0
90-100 85-89 80-84 75-79 74 below

Percentage

Figure 7. Student’s Academic Performance

Table 2 above shows the level of student’s academic performance. It

reveals that the highest frequency is 25 (48.08%) which is interpreted as

satisfactory while the lowest frequency is 10 (19.23%) which is interpreted as

outstanding. This implies that most of the students of Grade 11 Machiavelli have

a good academic performance.

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Table 3. The Relationship between Study Habits and Academic

Performance
Compute
Variables df d Tabular Decision Decision Result
2
x Value at Rule
Value a=0.05
2 2
χ computed > χ critical
Study Habit *reject H o ; Reject Significant
and 4 9.89 9.488 2 2 Ho
χ computed < χ critical
Academic
*do not reject
Performance
Ho

Table 6 presents the relationship between the Study Habits and Academic

Performance of Grade 11 Machiavelli students. It reveals that the computed x 2

value of 9.89 is greater than the tabular value of 9.49 at 0.5 level of significance.

Hence, the null hypothesis is rejected. Therefore, there is significant relationship

between the study habits and academic performance of Grade 11 Machiavelli

students. This implies that the study habit affects the academic performance of

the Grade 11 Machiavelli students. This supports the study of Nasir et. al (2017)

and Jafari et. al (2019) found in their studies that there is a direct relationship

between study habits and academic success.

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CHAPTER 3

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Findings

In this study, table 1.1 revealed with an overall average of 3.16

(Sometimes) of the weighted mean which implies that the students of Grade 11

Machiavelli have a “Good” Study Habit in terms of Time Management. In table

1.2 with the overall average weighted mean of 3.27(Sometimes) implies that the

students of Grade 11 Machiavelli have a “Good” study habits in terms of

Concentration and Memory. Table 1.3 which is the level of study habits in terms

of Study Aids and Note-Taking revealed that the overall average weighted mean

is 3.24(Sometimes) which implies that the students of Grade 11 Machiavelli have

a “Good” study habits in terms of Study Aids and Note-Taking. In table 1.4 shows

the level of study habits in terms of Motivation and Attitude with the overall

average of the weighted mean is 3.26(Sometimes) which implies that the

students of Grade 11 Machiavelli have a “Good” study habits in terms of

Motivation and Attitude.

In table 2 with the highest frequency is 25 (48.08%) which is interpreted as

satisfactory while the lowest frequency is 10 (19.23%) which is interpreted as

outstanding. This implies that mostly students of Grade 11 Machiavelli have a

good academic performance.

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Through the use of Chi-square statistic, it was revealed that the computed
2
x value of 9.89 is greater than the tabular value of 9.49 at 0.5 level of

significance. Hence, the null hypothesis is rejected. Therefore, there is a

significant relationship between study habits and academic performance of

Grade 11 Machiavelli students. It shows that majority of Grade 11 Machiavelli

students have a good study habit in terms of their time management,

concentration, memorization, study aids, note taking, motivation and attitude. All

the terms of study habits resulted (sometimes) which indicate (good) in

interpretation, that implies that if they have good study habits then they’ll have

good academic performance.

Conclusion

In this study, the study habits and academic performance of most students

were at “Good” level, which were satisfactory considering the nature and

importance of study habits. There was a significant relationship between study

habits and academic performance of student considering the important role of

study habits in academic achievement and future careers of students, since the

majority of study habits can be taught and corrected.

Recommendations

Based on the findings of this study, it has been identified that;

1. Students should enhance their study habits by using their effective style or

way where they are comfortable to study to improve their academic

performance.
 30

2. Teachers should promote a positive attitude for learning among students to

make them motivated and interested to have effective studying.

3. Parents should give importance about the study habit of their children. They

should give advice and pay attention to their children to maintain their interest in

studying. They should also need to help and suggest teachers for a good plan for

enhancing study skills of students to improve their academic performance.

4. Future Researchers should give importance to the research that they will

create and make it sense so that readers or students can get a thought and

learning to improve their skills.

 31

References

Alade, O. M. & Kuku, O. O (2017). Impact of Frequency of Testing on Study

Habits and Achievement in Mathematics Among Secondary School
Students in Ogun State, Nigeria.https://scholarworks.waldenu.ed
u/cgi/viewcontent.cgi?article=1191&cont ext=jerap

Alimohamadi, N. et al (2018). Relation study between study habit and academic

performance of nursing students in Hamadan.
http://psj.umsha.ac.ir/browse.php?a_id=3 44&sid=1&slc_lang=en

Alipoto J. Basic Education, (4), 108-117. Asikhia, O.A (2010). Students and
teachers’ perception of the causes of poor academic p4erformance in
Ogun State Secondary Schools in Nigeria: Implication for counselling for
national development. Eur. Soc. Sci. n 13(2) 229-242

Bashir, I and Matto, NH (2012). A study of study habits and Academic

Performance among adolescents. International Journal of Social
Science Tomorrow (5), 1-5.
Deborah A Sleight and Brian E Mavis Therapeutic Instruction Online 11 (1), 4599,
2006. Highlights the relationship between study aid use and exam
performance of students.

Ebele,U.F and Olofu, P.A. (2017). Study Habits & its impact on Secondary
school students in academic performance in biology in the federal
capital territory Abuja. Education Research and Review, 12(10). 584-588

Fereydoonimoghadam M, Cheraghian B. Study habits and its relation to

academic performance in abadans nursing students. Strides Dev Med
Educ. 2009;6(1):21–28.

Gudaganarar, N.V and Halayanava, R.B. (2014). Influence of study habits on

academic performance of higher primary school students. International
Journal of Science and Research (IJSR). (3), 277- 280.

Lawrence, A.S. (2014). Relationship between Study Habit and Academic

Achievement of Higher Secondary School Students. Online Submission,
4(6), 143-145.
 32

Jhoselle Tus et.al. The learners` Study Habits and Its Relation on their Academic
Performance.

Management Art on Academic Achievement among High School Students in

Jordan. https://files.eric.ed.gov/fulltext/EJ10923 59.pdf
Oluwtimilehin, J.T. and Owoyele, J.W. (2012). Study habits and academic
achievement in core subjects and junior secondary school students in
Ondo State, Nigeria. Bulgarian Journal of Science and Education Policy
(BJSEP), 6 (1) 155 -169.

Rabia, M., Mubarak, N., Tallat, H., & Nasir, W. (2017). A study of study habits
and academic performance of students. International Journal of Asian
Social Science, 7(10), 891-897.

Shabbir, A.R, and Rukhsana, K. (2011). Comparison of study habits and

academic performance of Pakistani British and White British Students.
Pakistan Journal of Social and Clinical Psychology, 9, 21-26.

Siahi, E.A and Maiyo, J.K. (2015). Study of the relationship between study habits
and academic achievement of students: A case of Spicer Higher
Secondary School, India. International Journal of Educational
Administration and Policy Studies 7(7). 134-141.

Sreelekha V, Indla Y, Reddy R, et al. Study habits and academic performance of

first year MBBS students. Int J Med Sci Public Health. 2016;5(9):1831–
1834. doi:10.5455/ijmsph.

Tus, Jhoselle, The Influence of Study Attitudes and Study Habits on the
Academic Performance of the Students (2020). IJARW | ISSN (O) -
2582-1008 October 2020 | Vol. 2 Issue. 4 Available at SSRN:
https://ssrn.com/abstract=3717274
 33

APPENDIX A

Republic of the Philippines

Department of Education
Region VII – Central Visayas
School Division of Bohol
CANGAWA NATIONAL HIGH SCHOOL
Cangawa, Buenavista, Bohol

February 28, 2023

BOBETTE C. CORTES
Principal, Cangawa NHS
Buenavista,Bohol

Sir:

In partial fulfillment of the requirement for the Practical Research 2 subject we

the Grade 12 researcher are asking permission from your office to conduct their
study entitled: “STUDENT’S STUDY HABITS AND ITS RELATION TO THEIR
ACADEMIC PERFORMANCE” inside the campus.

In line with this, they would like to request your good office to allow them to utilize
the selected students enrolled in the school year 2022-2023. Attached are their
names and research titles.

It is hoped that this request merits your favorable approval for the success of
their undertakings. Thank you and more powers.

Respectfully yours,

JAY S. SUELLO
Group Leader

Noted:

JOEY R. JACABA
Subject Teacher
 34

Approved:

BOBETTE C. CORTES
Principal
APPENDIX B
Republic of the Philippines
Department of Education
Region VII – Central Visayas
School Division of Bohol
CANGAWA NATIONAL HIGH SCHOOL
Cangawa, Buenavista, Bohol

March 15, 2023

Dear Ma`am/Sir:
Good day!
In partial fulfillment of our requirements for Inquiries, Investigation and
Immersion, we, the grade 12 student of Cangawa National High School would
like to ask your permission to conduct research entitled “STUDENTS` STUDY
HABITS AND ITS RELATION TO THEIR ACADEMIC PERFORMANCE”.
In connection to this, we would like also to request your permission to get
copy of your students` first semester average as one of the data needed in our
study. Rest assured that the data we will gather will remain absolutely
confidential and to be used on academic purposes only.
We hope for your positive response on our humble request. God bless
and thank you very much!

Respectfully yours,

JAY S. SUELLO
Research Group Leader

Noted:
JOEY R. JACABA
Research Adviser
 35

APPENDIX C

Republic of the Philippines

Department of Education
Region VII – Central Visayas
School Division of Bohol
CANGAWA NATIONAL HIGH SCHOOL
Cangawa, Buenavista, Bohol

March 15, 2023

Dear Respondents,

This is a survey questionnaire on the student’s study habits and its relation
to their academic performance, a research study conducted by the Grade 12
Students of Cangawa National High School.

As one of the respondents, your answers will contribute much for us to come up
with the reliable data. We could ask you to answer the statements as best as you
can. There is no wrong answer. Rest assured that you truthful and honest
answers will be treated confidentially.

Thank you in advance and God bless.

JAY S. SUELLO
Research Group
Leader
 36

APPENDIX D

Cangawa National High School

Cangawa, Buenavista, Bohol
RESEARCH INSTRUMENT
Name: ______________________________
Yr./Section: ________________________ 2nd Quarter Average: _____
Home Address: _______________________

Dear Respondents,

We the Grade 12 Students Section Kant of Cangawa National High

School are conducting a research study entitled, “STUDENT’S STUDY HABITS
AND ITS RELATION TO THEIR ACADEMIC PERFORMANCE.”
In connection with this, we would like to ask your outmost
cooperation to answer each item of this questionnaire truthfully. Rest assured
that your responses will be held with high confidentiality.
Reminder: The researcher would like to request your sincere and honest answer
on the following questions.
GENERAL INSTRUCTIONS: Please put a check (√) and rate yourself honestly
based on what you actually do given the statements using the following scales:
5- Always 4-Oftentimes 3-Sometimes 2-Rarely 1-Never

STUDY HABITS
1. TIME MANAGEMENT 5 4 3 2 1
1. I study at a particular time of the day.
2. I do my homework daily.
3. I have to study for a long time.
4. I divide my time according to the number of activities to be
accomplished.
 37

5. I schedule definite times and outline specific goals for my

study times.
6. I prepare a “to do” list daily.
7. I avoid activities which tend to interfere with my planned
schedule.
8. I use prime time when I am most alert for study.

2. CONCENTRATION AND MEMORY 5 4 3 2 1

1. I have “study-place habit,” that is, merely being at a certain
place at a certain time means time to study.
2. I study in a place free from auditory and visual distractions.
3. I find that I am able to concentrate- that is, give undivided
attention to the task for at least 20 minutes.
4. I am confident with the level of concentration I am able to
maintain.
5. I have an accurate understanding of the material I wish to
remember.
6. I learn with the intention of remembering.
7. I practice the materials I am learning by reciting out loud.
8. I recall readily those things which I have studied.

3. STUDY AIDS AND NOTE TAKING 5 4 3 2 1

1.While I am taking notes, I think about how I will use them
later.
2.I understand the lecture and classroom discussion while I
am taking notes.
3. I organize my notes in some meaningful manner (such as
outline format).
4. I review and edit my notes systematically.
5. I take notes on supplementary reading materials.
6. I have a system for making textbook.
7. I mark or underline parts I think are important when reading.
8. I write notes in the book while I read.

4. MOTIVATION AND ATTITUDE 5 4 3 2 1

1. I sit Infront of the class if possible.
2. I’m alert in the class.
3. I ask the instructor questions when clarifications are
needed.
4. I volunteer to answer questions when posed by the
instructor in the class.
5. I participate in meaningful class discussion.
6. I attend class regularly.
 38

7. I take the initiative group activities.

8. I use a study method which helps me to develop an interest
in the material to be studied.
 39

APPENDIX E
CHI-SQUARE COMPUTATION

Table of Observed Frequency

Always Oftentimes Sometimes Rarel Never

(5) (4) (3) y (1) TOTAL

(2)

Outstanding

90-100 3 6 4 13

Very

satisfied 9 8 17

85-89

Satisfied

80-84 7 11 18

Fairly

Satisfied

75-79

Did not

Meet

Expectation
 40

Table of Expected Frequency

Always Oftentimes Sometimes

(5) (4) (3)

Outstanding
90-100 13 x 3 13 x 22 13 x 23
48 48 48
¿ 0.81 ¿ 5.96 ¿ 6.23

Very Satisfied
85-89 17 x 3 17 x 22 17 x 23
48 48 48
¿ 1.06 ¿ 7.79 ¿ 8.15

Satisfied
80-84 19 x 3 19 x 22 19 x 23
48 48 48
¿ 1.19 ¿ 8.71 ¿ 9.10

Table of Computed Frequency

O E O˗ E (O ˗ E)
2
(O ˗ E)
2

E
3 0.81 -2.19 4.7961 5.921111
6 5.96 -0.04 0.0016 0.000268
4 6.23 2.23 4.9729 0.798218
0 1.06 1.06 1.1236 1.06
9 7.79 -1.21 1.4641 0.187946
8 8.15 0.15 0.0225 0.002761
0 1.19 1.19 1.4161 1.19
7 8.71 1.71 2.9241 0.335718
11 9.10 -1.9 3.61 0.396703
Total: 9.892726
 41

Critical values of chi-square (right tail)

Significance level (α)
Degrees1 of
freedom
(df) .99 .975 .95 .9 .1 .05 .025 .01
1 ------- 0.001 0.004 0.016 2.706 3.841 5.024 6.635
2 0.020 0.051 0.103 0.211 4.605 5.991 7.378 9.210
3 0.115 0.216 0.352 0.584 6.251 7.815 9.348 11.345
4 0.297 0.484 0.711 1.064 7.779 9.488 11.143 13.277
5 0.554 0.831 1.145 1.610 9.236 11.070 12.833 15.086
6 0.872 1.237 1.635 2.204 10.645 12.592 14.449 16.812
7 1.239 1.690 2.167 2.833 12.017 14.067 16.013 18.475
8 1.646 2.180 2.733 3.490 13.362 15.50 7 17.535 20.090
9 2.088 2.700 3.325 4.168 14.684 16.919 19.02321.666
10 2.558 3.247 3.940 4.865 15.987 18.307 20.483 23.209
11 3.053 3.816 4.575 5.578 17.275 19.675 21.92 24.725
12 3.571 4.404 5.226 6.304 18.54921.026 23.337 26.217
13 4.107 5.009 5.892 7.042 19.812 22.362 24.736 27.688
14 4.660 5.629 6.571 7.790 21.064 23.685 26.11 29.141
15 5.229 6.262 7.261 8.547 22.307 24.996 27.488 30.578
16 5.812 6.908 7.962 9.312 23.542 26.296 28.845 32.000
17 6.408 7.564 8.672 10.085 24.769 27.587 30.191 33.409
18 7.015 8.231 9.390 10.865 25.989 28.869 31.526 34.805
19 7.633 8.907 10.117 11.651 27.204 30.144 32.852 36.191
20 8.260 9.591 10.851 12.443 28.412 31.41034.170 37.566
21 8.897 10.283 11.591 13.240 29.615 32.671 35.479 38.932
22 9.542 10.982 12.338 14.041 30.813 33.924 36.781 40.289
23 10.196 11.689 13.091 14.848 32.007 35.172 38.076 41.638
24 10.856 12.401 13.848 15.659 33.196 36.415 39.364 42.980

CURRICULUM VITAE
 42

PERSONAL DATA

Name : Shaira Erojo Avenido

Address : Cantuba, Buenavista, Bohol
Date of Birth : December 3, 2004
Civil Status : Single
Father`s Name : Godofredo Avenido
Mother`s Name : Remedios Avenido

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Elementary : Cantuba Elementary School
: Cantuba, Buenavista, Bohol

CURRICULUM VITAE
 43

PERSONAL DATA

Name : Mitchelle Lofranco Sebusa

Address : Overland, Buenavista, Bohol
Date of Birth : October 05, 2004
Civil Status : Single
Father`s Name : Carlito Sebusa
Mother`s Name : Maridel Lofranco

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Elementary : Overland Elementary School
: Overland, Buenavista, Bohol

CURRICULUM VITAE
 44

PERSONAL DATA

Name : Roselyn Quilicot Diez

Address : Putingbato, Buenavista, Bohol
Date of Birth : July 27, 2005
Civil Status : Single
Father`s Name : Paulino Diez Jr.
Mother`s Name : Arsenia Diez

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Elementary : Putingbato Elementary School
: Putingbato, Buenavista, Bohol

CURRICULUM VITAE
 45

PERSONAL DATA

Name : Tom Honeylyth Manatad Lofranco

Address : Cantuba, Buenavista, Bohol
Date of Birth : November 21, 2004
Civil Status : Single
Father`s Name : Tomas Lofranco
Mother`s Name : Opella Lofranco

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Elementary : Cantuba Elementary School
: Cantuba, Buenavista, Bohol

CURRICULUM VITAE
 46

PERSONAL DATA

Name : Maxzene Scoowy Almirante Pacaldo

Address : Poblacion, Buenavista, Bohol
Date of Birth : January 4, 2004
Civil Status : Single
Father`s Name : Marlon Dreje
Mother`s Name : Arlene Dreje

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Punta Engaño High School
: Punta Engaño, Lapu-Lapu City
Elementary : Punta Engaño Elementary School
: Punta Engaño, Lapu-Lapu City

CURRICULUM VITAE
 47

PERSONAL DATA

Name : Wilmark Toradio Licayan

Address : Rufohill, Buenavista, Bohol
Date of Birth : April 9, 2005
Civil Status : Single
Father`s Name : Maximiliano Licayan
Mother`s Name : Wilma Licayan

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Elementary : Rufohill Elementary School
: Rufohill, Buenavista, Bohol

CURRICULUM VITAE
 48

PERSONAL DATA

Name : Royjie Niones Petalcorin

Address : Putingbato, Buenavista, Bohol
Date of Birth : August 16, 2002
Civil Status : Single
Father`s Name : Marciano Petalcorin
Mother`s Name : Carmelita Petalcorin

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Inabanga North Central Integrated School
: Lapacan Norte, Inabanga, Bohol
Elementary : Putingbato Elementary School
: Putingbato, Buenavista, Bohol
 49

CURRICULUM VITAE

PERSONAL DATA

Name : Johnson Escabas Reyes

Address : Bato, Buenavista, Bohol
Date of Birth : May 27, 2004
Civil Status : Single
Father`s Name : Epifanio Reyes
Mother`s Name : Corazon Reyes

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Elementary : Bato Elementary School
: Bato, Buenavista, Bohol
 50

CURRICULUM VITAE

PERSONAL DATA

Name : Jhundel Kim Celocia Estellore

Address : Dait Norte, Buenavista, Bohol
Date of Birth : November 07, 2004
Civil Status : Single
Father`s Name : Jose Estellore
Mother`s Name : Anecita Estellore

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Elementary : Dait Norte Elementary School
: Dait Norte, Buenavista, Bohol
 51

CURRICULUM VITAE

PERSONAL DATA

Name : Jerome Tagalog Añana

Address : Bato, Buenavista, Bohol
Date of Birth : August 12, 2000
Civil Status : Single
Father`s Name : Romulo Añana Jr.
Mother`s Name : Juvelyn Añana

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Elementary : Bato Elementary School
: Bato, Buenavista, Bohol
 52

CURRICULUM VITAE

PERSONAL DATA

Name : Reymond Pinca Salinas

Address : Hunan, Buenavista, Bohol
Date of Birth : March 9, 2004
Civil Status : Single
Father`s Name : Salvador Salinas
Mother`s Name : Fe Salinas

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Elementary : Buenavista Central Elementary School
: Poblacion, Buenavista, Bohol
 53

CURRICULUM VITAE

PERSONAL DATA

Name : Joseph Stave Melencion Pilapil

Address : Hunan, Buenavista, Bohol
Date of Birth : March 19, 2005
Civil Status : Single
Father`s Name : Sergio Pilapil Jr.
Mother`s Name : Molina Pilapil

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Elementary : Buenavista Central Elementary School
: Poblacion, Buenavista, Bohol
 54

CURRICULUM VITAE

PERSONAL DATA
Name : Loueibal Taping Bogo
Address : Poblacion, Getafe, Bohol
Date of Birth : February 12 2004
Civil Status : Single
Father`s Name : Baltasar Bogo
Mother`s Name : Rebecca T. Bogo

EDUCATIONAL BACKDROUND
Senior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Junior High : Santo Niño Institute
: Poblacion, Getafe, Bohol
Elementary : Getafe Central Elementary School
: Poblacion, Getafe, Bohol
 55

CURRICULUM VITAE

PERSONAL DATA

Name : Jay Sebusa Suello

Address : Cambus-oc, Buenavista, Bohol
Date of Birth : October 24, 2004
Civil Status : Single
Father`s Name : Zito Suello
Mother`s Name : Ma. Nemia Suello

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Elementary : Cambus-oc Elementary School
: Cambus-oc, Buenavista, Bohol
 56

CURRICULUM VITAE

PERSONAL DATA

Name : Shankym Jay Dacullo Jumamoy

Address : Rufohill, Buenavista, Bohol
Date of Birth : January 8, 2003
Civil Status : Single
Father`s Name : Romeo Jumamoy
Mother`s Name : Analie Jumamoy

EDUCATIONAL BACKGROUND

Senior High : Cangawa National High School

: Cangawa, Buenavista, Bohol
Junior High : Cangawa National High School
: Cangawa, Buenavista, Bohol
Elementary : Rufohill Elementary School
: Rufohill, Buenavista, Bohol