CHAPTER I: THE PROBLEM AND ITS SETTINGS

INTRODUCTION:

Study is an important part of the university life and there is no universal method that fits every student or subject. Developing practical study habits is largely a matter of working out what works best for you. There are, however, useful methods and guidelines you can follow to help maximize your learning. A habit is simply a behavior pattern that is that is repeated until it becomes automatic. When people think about changing habits, they often feel that they dont have the will power, but changing what you or do or how you it is not as difficult as you might think. It indicates that study habits refers to learning which leads to the achievement of a learners goal through a prescribed pattern of steady behavior. Some students fail to pass examinations and only get low grades. This problem needs students study habits to be able to solve it. This study would like to investigate the study habits of students at City University of Pasay for an Enhanced Guidance Program

BACKGROUND O THE STUDY:

Background Study Habit of freshmen students at CUP for an enhanced and guidance program Study habit is a technique or a strategy used every time a person is studying. Some students would have the same study habit or may have a different one. It depends on whether a specific study habit is effective for them. The stress on good study habits will undoubtedly improved the students level of performance. Study habits are important on the part of the students so that it can make use of their time effectively and purposely instead of wasting their time with insufficient study accomplishments. It is a common knowledge that many students fail in studying; even those who work hard often study in ways considered unproductive. Several others are just contented with barely passing grades, never developing their skills and abilities to the highest level attainable. What to study, where to study and how to study are indispensable to every student in class. In fact, proper study habits are the tool for acquiring deeper understanding in different subjects.

Good study habits largely influence the level of performance of the student on the particular subject. In view of this, the researcher proposes to conduct their study on the study habits of students to help the teachers raise the level of performance of their students through the development of proper study habits. The growing number of low performers on the subject point to the need for the redirection and development of students study attitudes and practices in the teaching learning process. As we concluded this research work is an attempt to address to this need to determine the different study habits of freshmen students of City university of Pasay for an enhanced guidance program.

CONCEPTUAL FRAMEWORK

Figure 1 shows the conceptual framework of the study

INDEPENDENT VARIABLE At Home

DEPENDENT VARIABLE High Grades

Study Habits

Students School Performance

Problems Encountered by the students

At School

Low Grades

THEORETICAL FRAMEWORK

Independent variables as it influence the dependent variable of this research are on the bases of psychological and educational theories, principles and concepts. Many studies say that learning are better acquired and mastered as soon as the learners attend to it. Gestalt psychology mentions the Law of Proximity referring to the way in which he tends to form groups according to the way they are spaced, with the nearer once being grouped together (Tria, et. Al; 1998). As applied to learning, this refers to closeness in space or in time. Furthermore, it explains why it is easier to remember recent events and hence more easily joined with the interest of the present in a common Gestalt ( Tria, et. Al; 1998 ). In application to learning process, immediate and regular study periods and doing school requirements tends to result in a better performance than delayed and erratic study period do. Diverse study techniques, even for the impr9ovement of memory stress the importance of immediacy in remembering and learning. Thorndikes Law of exercise further supports this kind of principle asserting that other things being equal, the more frequent a modifiable connection between a situation and response is used, the stronger is the connection.

When a modifiable connection between a situation and a response is not being use over a period of time, the strength of that connection is weakened. A behavior that is stimulated over regular periods will tend to be repeated leading to habit formation. A student who has developed this kind of behavior, in this case, in the studying proves to have better performance.

STATEMAENT OF THE PROBLEM:

The major purpose of the study is to determine the study habits of the freshmen students at City University of Pasay (CUP). 1What are the study habits of freshmen Students? 1.1 At Home 1.2 At School 1.2.1 in the classroom 1.2.2 during vacant period 2. What are the problems met by the students in their study? 3. What solution may be offered to guide students?

RESEARCH HYPOTHESIS:

The hypothesis advanced for study are: 1. The students have different study habits at home and in the school. 2. The students meet personal and schooling problems that affect their study. SIGNIFICANCE OF THE STUDY: The researchers believes that students, particularly City University of Pasay will be benefited from the findings of this study since the study provides basis for awareness and better understanding of how their current study habits affected their academic performance. Likewise gives them a more focused and clear perspective on how the specific behavior related to their studies influenced study habits. Consequently, this awareness also gives a much deeper understanding of their selves as students considering that the college life is typically beset of developmental adjustment demands.

School administrator, like subject area coordinators, may also be guided in the formulation of future modification of educational policies, curriculum and strategies toward a more effective delivery of learning.

Teachers will also be 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.

Guidance and Counseling Centre will also be help by this study through providing a more focused and factual knowledge on the factors affecting students study habits. This increased the understanding of the Guidance Counselors on the interplay of the variables studied in this research. Such knowledge is hoped to help the Guidance and Counseling practitioners towards the development and implementation of more effective programs in consideration of these variables.

SCOPE AND LIMITS OF THE STUDY:

The scope of this research is the freshmen Students here in City University of Pasay. The limitations of this research are only are currently enrolled at City University of Pasay (CUP) and is having the prescribe study load for a 2 nd semester. Only freshmen students are allowed to participate in the research.

This study considered only City University of Pasay and the freshmen students of it. This may have an effect on the generalizability of the study and the findings

DEFINITION OF TERMS:

1. Study Habits - Study habits are the ways that you study. It is 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.

2. City University of Pasay - City University of Pasay (Pamantasan ng Lungsod ng Pasay) was established on May 26, 1994 by virtue of city ordinance. The institution was conceptualized by then Mayor Pablo P. Cuneta together with City Councilors.

3. Development - development involves change. This change must be cumulative and systematic; random change is not considered to be developmental in nature. Whereas the concept of growth refers to the addition of new components or skills through the appearance of new cells, development refers to the refinement, improvement, and expansion of existing skills 4. Guidance - is a help to the students in making the best possible adjustment to the situations in the educational institutions and in the home and at the same time facilitates the development of all aspects of the personality and also it is a continuous process of helping the individual to develop to the maximum of his capacity in the direction, most beneficial to himself and to society

4. BSOA Students has basic knowledge, skills, habits and attitudes that make them productive, competitive and full empowered on the job such as office professionals, computer teacher, receptionist, among others.

5. BEED Students students with a diverse education in literature, language arts, math, science, history and arts. Learners receive classroom instruction and

participate in practical education through student teaching, which is an internship where the student works in a classroom setting under the supervision of a licensed teacher or education professional.

6. BSBA Students students with solid background and training in the methods and applications of economic analysis. The students research skills are honed through the various economics courses such as international economics, managerial economics and human resource economics, further preparing them to be proactive when confronting current economic issues.

7. HRS Students students were trained to have different skills, concepts and principles specializing in hospitality training with the study and application of practical and managerial knowledge and functions such as hotel and restaurant operations, culinary arts, food service, hospitality education and research that are essential in preparing the students to become adept future restaurateurs and hoteliers.

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE: FOREIGN LITERATURE: Frank Pogue (2000) did a research project to determine why students fail. What he founds to be true in that study habits survey was that more than 30 years ago still rings true today-students fail because they do not know how to study. The best advice he can give is to develop sound study skills. He said that a student should make sure that he/she has a good study environment, a good desk, a sturdy chair, good light, comfortable room temperature and a quiet atmosphere. That means he/she should eliminate all external and internal distractions. Second, get a good overview of the assignment before starting the work. Know what skills, facts and ideas that are expected to master and the ground that are expected to cover. Start with most difficult subjects first, while the mind is freshest and most receptive.

In his experimental study on the effect of learning, Winter stated that the first and probably the most important thing needed was to acquire the habits of studying effectively. Effective methods of study consisted basically of those fundamental principles which under laid efficiency. Doing ones work regularly, staying at it until it was done and not getting behind in it should be the general guides for successful study as well as in any field of endeavor. It was assumed that the pupils had ability enough to cope successfully with the academic tasks. The success of the responses to the task depended in great measure to their efforts.

Reading is an attempt to absorb the thought of the author and know what the author is conveying (Leedy1956). Studying is the interpretation of reading materials. Study habits and skills are particularly important for college students, whose needs include time management, note taking, Internet skill, the elimination of distractions, and assigning a high priority to study.

Marcus Cred and Nathan R. Kuncel (2008) in their research at the University of Albany said that Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting

academic performance. The meta-analysis examined the construct validity and predictive validity of 10 study skill constructs for college students. They found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results were inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. They also said that Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other non-cognitive individual difference variable examined to date and should be regarded as the third pillar of academic success.

LOCAL LITERATURE: Saclao (1995) conducted a comparative analysis of the study habits and learning environment of students in public and private secondary schools in Cabanatuan City and their relationship to academic achievements. The study was aimed to find out the study habits and learning environment of selected high school students and the relationship to academic achievement. It also sought to find the significant relationship between study habits, learning environment, sex, grade point average and type of school. The findings of the study were: 1. Students from private school had different study habits public schools; 2. There is no significant difference between the study habits of male and female students; 3. There is significant relationship between study habits and learning environments; 4. There is a significant relationship between habits and the grade point average. than those from

In the light of the above findings, the following conclusions drawn: 1. Students from both public and private high schools have some good study habits; 2. Students gender does not affect their study habits; 3. Students from the private school have more favorable learning environment compared to those who come from the public school. 4. Learning environment affects the students study habits. In a study conducted by Valdez (1999) entitled Common Study Habits Practiced by the Freshmen Students in Selected Public and Private University. The study examined the significant difference between the self-report of the students and the perceptions of their teachers on the extent of practice of the study habits by the students. In her study she found out that; 1. The freshmen students common study habits in order of their ranks were: Relies in oneself when studying; . Analyses the questions thoroughly before answering them; . Works with a will to produce results; Talks over the problems with teachers if there are any;

Stops at a good breaking point after finishing a unit of work if possible; Has a plan of work each day; Reviews answers well before passing the answer sheets; Tries to get work done on time. Participate in class/group discussion Keep notes in one subject altogether; Sticks to the plan of works; Does a review activity for a lesson the night before the exam. FOREIGN STUDY: Study habits are usually defined as students ability to manage time and other resources to complete an academic task successfully. Study habit is the amount and kinds of studying routines which the student is used during a regular period of study occurred in a conducive environment. Crede and Kuncel (2008) defines study habit as study routines, including, but not restricted to, frequency of studying sessions, review of material, self-testing, rehearsal of learned material, and studying in a conducive environment. Lastly, students attitudes toward the act of studying are referred as study attitudes.

There are many factors affecting study orientation expressive of study habits and attitudes of students. Individual differences, effective usage of time, note-taking, study habits training, teacher, family, proper study environment, homework, using library, reading-listening and writing are outstanding common factors. However, interest and will are very important for study habits and attitudes. Individual differences can be analyzed in terms of control focus, gender, success dimensions. When the study habits are analyzed in terms of control focus it is revealed that students who have inner control do not need to be controlled too often when they undertake an assignment but students who are controlled with outer factors need guidance and encouragement too often ( Bacanli, 2002: 133). Prociuk and Breen (1974) examined the relation between control focus (innerouter), study habits and attitudes, and academic performance; they stated that there is a positive relation between them. When the differences are examined in terms of gender, it is revealed that female students are more Metacognition, study habits and attitudes / Ozsoy, Memis & Temur successful academically than male students and they have better study habits and attitudes (Arslantas, 2001; Brown & Holtzman, 1984; Grabill et al., 2005; Gadzella & Fournet, 1976; Hong & Lee, 2000; Houtte, 2004; Kucukahmet, 1987; Mullen, 1995; Tinklin, 2003). However, the result that students who have proper study habits and attitudes are also successful academically are evident according to many studies (Agnew et al.,

1993; Arslantas, 2001; Carter, 1999; Elliot et al., 1990; Gordon, 1997; Jones et al.,1993; Kleijn et al., 1994; Lammers et al., 2001; ). Effective usage of time means reaching objectives without losing time when a person started to study (Telman, 1996: 40). Deficiency of skills in terms of effective time management is one of the most important problems of study habits (Glenn, 2003). Cusimano (1999) emphasizes that effective time management is very important for success. The first step of effective time management is making a plan and conforming to it (Ulug, 2000: 48). While being planned is so important for study habits of students, according to a study by Zeyrek et al. (1990) students between the ages of 16-21, only 18% have positive features in terms of organization and planning. Note taking is an important dimension of study habits. Students who use proper study habits containing note taking and studying that notes, can preserve knowledge for longer time (Eliot et al., 2002). Oguz (1999), found a significant difference between the students who received note-taking training, taking notes at lessons and reviewing the notes and students who attending lessons without receiving note-taking training. Studies point out that effective note-taking increases students success at lessons (Austin, Lee & Carr, 2003; Bretzing et al., 1987). However, many of the students prefer to take the notes of their friends (Wolff, 2001: 11).

LOCAL STUDY: According to Muega (2003), students need to acquire reasoning skills that would enable them to think critically and to make the right decisions claims on issues. Reasoning entails presentation of arguments. It is when one makes conclusions from what he reads. It is from reading and reasoning one gets to extend his knowledge crtically. To expand Muegas ideas, according to Acido (2008), data have revealed that the major difference between students with below average, average, and above average reasoning skills centers on their study habits whether they have good or bad study habits, and their attitude towards learning a particular skillwhether they are interested or not, are responsible for their learning or not, and take responsibility over what they do or not. Acido proves Zolten & Longs idea that the awareness on the responsibilities of a college student is essential to increase studying skills.

CHAPTER III: RESEARCH METHODOLOGY

RESEARCH METHOD:

SOURCES OF DATA:

Sixty (60) respondents were employed for this study. 46 were female students, while fourteen (14) were males. In every college were represented each with fifteen (15) respondents the age of respondents were 16-20 years old. These students were the sources of primary data that are used as bases for the conclusion and findings of the study.

DATA GATHERING INSTRUMENT: The researchers formulated a set of questionnaire sought the answer to the problems raised in this study. This questionnaire is the main instrument for gathering the necessary data needed to answer the questions which will nullify or establish the advanced hypothesis

CHAPTER

IV:

PRESENTATION,

ANALYSIS,

and

INTERPRETATION

As mentioned earlier, sixty (60) freshmen students from different colleges such as BEED, BSOA, BSBA, and HRS were employed as respondents. The data were derived from them were presented and interpreted in this chapter At Home Table I: Do their assignment at home. Response Frequency %

Always Often Sometimes Seldom Never

18 15 24 2 1

30% 25% 40% 3.33% 1.67%

TOTAL

60

100%

Eighteen (30%) respondents always does assignment at home, Fifteen (25%) often do assignments, Twenty-four (40%) do assignment sometimes, two (3.33%) do assignments seldom and one (1.67%) never do their assignments at home. The above data indicate that most of the freshmen students from different colleges sometimes do their assignments at home.

Table II. Do not watching TV until assignment is finished. Response Always Often Sometimes Seldom Never TOTAL Frequency 10 9 26 9 6 60 % 16.67% 15% 43.33% 15% 10% 100%

Ten (16.67%) freshmen students said that they dont always watch TV until assignment is finished, nine (15%) said that they dont often watch TV until assignment is finished, twenty-six (43.33%) sometimes dont watch TV until assignment is finished, nine (15%) of freshmen students dont seldom watch TV until assignment is finished, and six (10%) said that they watch TV without doing their assignment.

The above data shows that freshmen students sometimes dont watch TV until assignment is finished

Table III. Finds a quiet place without distraction where you can learn effectively. Response Always Often Sometimes Seldom Never TOTAL Frequency 27 15 13 4 1 60 % 45% 25% 16.67% 6.67% 1.67% 100%

Twenty-seven (45%) of freshmen students always find a quiet place without distraction where they can learn effectively, fifteen (25%) often find a quiet place to study, thirteen (16.67%) sometimes find a quiet place to study effectively, four (6.67%) of freshmen students seldom find a quiet place to study and one (1.67%) of freshmen students find a quiet place without distraction where they can learn effectively. The above data shows that freshmen students always find a quiet place without distraction where they can learn effectively at home.

Table IV. Surfs internet about the lesson. Response Always Often Sometimes Seldom Never TOTAL Frequency 22 19 17 2 0 60 % 36.67% 31.67% 28.33% 2.33% 0% 100%

Twenty-two (36.67%) of freshmen students always surfs internet about the lesson, nineteen (31.67%) of freshmen students often surfs internet about the lesson, seventeen (28.33%) of freshmen students sometimes surfs internet about the lesson, and two (2.33%) of freshmen students seldom surfs internet about the lesson. The above data shows that most of the freshmen students said that they always surf internet about their lesson.

Table V. Reviews the lesson for the day. Response Frequency %

Always Often Sometimes Seldom Never

14 14 23 8 1

23.33% 23.33% 38.33% 13.33% 1.67%

TOTAL

60

100%

Fourteen (23.33%) of freshmen students always reviews the lesson for the day, fourteen (23.33%) of freshmen students often reviews the lesson for the day, twenty-three (38.33%) of freshmen students reviews the lesson for the day sometimes, eight (13.33%) of freshmen students seldom review the lesson for the day, and one (1.67%) of freshmen students said that they never review the lesson for the day. The above data shows that most of the respondents review their lesson for the day sometimes.

Table VI. Take down important details. Response Frequency %

Always Often Sometimes Seldom Never

21 19 14 3 3

35% 31.67% 23.33% 5% 5%

TOTAL

60

100%

Twenty-one (35%) of respondents said that they always jot down important details, nineteen (31.67%) of respondents often jot down important details, fourteen (23.33%) of respondents said that sometimes they jot down important details. Three (5%) of respondents said that they seldom jot down important details and three (5%) of respondents said that they never jot down important details. The gathered data on table 6 shows that most of the respondents always jot down important details.

Table VII. Consults/Asks companions ideas regarding the lesson. Response Frequency %

Always Often Sometimes Seldom Never

23 13 21 1 2

38.33% 21.67% 35% 1.67% 3.33%

TOTAL

60

100%

Twenty-three (38.33%) of respondents always consult/ask companions ideas regarding the lesson, thirteen (21.67%) of respondents often consult/ask companions ideas regarding the lesson, twenty-one (35%) of respondents consult / ask companions ideas regarding the lesson, one (1.67%) of students seldom consult/ask companions ideas regarding the lesson and two (3.33%) of respondents said that they never consult/ask companions ideas regarding the lesson. The gathered data on table 7 shows that most of the freshmen students always consult/ask companions ideas regarding the lesson.

Table VIII. Study the lesson before the exam. Response Frequency %

Always Often Sometimes Seldom Never

17 17 18 3 5

28.33% 28.33% 30% 5% 8.33%

TOTAL

60

100%

Seventeen (28.33%) of respondents said that they always study the lesson before the exam, seventeen (28.33%) of respondents said that the often study the lesson before the exam, eighteen (30%) of respondents said that they study the lesson before the exam sometimes, three (5%) of respondents seldom study lesson before the exam and five (8.33%) of respondents never studies the lesson before the exam. The data above shows that the freshmen students study their lesson before the exam sometimes.

Table IX. Read magazines, books and reading materials. Response Frequency %

Always Often Sometimes Seldom Never

16 17 21 3 3

26.67% 28.33% 35% 5% 5%

TOTAL

60

100%

Sixteen (26.67%) of respondents said that they always read magazines, books and reading materials, seventeen (28.33%) of respondents said that they often read magazines, books and reading materials, twenty-one (35%) of respondents sometimes read magazines, books and reading materials, three (5%) of respondents said that they seldom read magazines, books and reading materials, and three (5%) of respondents said that they never read magazines, books and reading materials. The above data shows that most of freshmen students said that sometimes they read magazines, books and reading materials on studying at home.

At the Classroom

Table I. Come to school prepared on their lessons and home work. Response Frequency %

Always Often Sometimes Seldom Never

14 20 14 12 0

23.33% 33.33% 23.33% 20% 0%

TOTAL

60

100%

Fourteen (23.33%) of respondents said that they always come to school prepared on their lesson and homework, twenty (33.33%) of respondents said that they often come to school prepared on their lesson and homework, fourteen (23.33%) of respondents said that sometimes they come to school prepared on their lesson and homework, twelve (20%) of respondents said that seldom they come to school prepared on their lesson and homework, and (0%) of respondents said that they never came to school prepared on their lesson and homework. The above data shows that most of the freshmen students said that they often come to school .prepared on their lesson and homework.

Table II. Express their ideas and opinions effectively. Response Frequency %

Always Often Sometimes Seldom Never

13 16 25 6 0

21.67% 26.67% 41.67% 10% 0%

TOTAL

60

100%

Thirteen (21.6%) of respondents said that they always expresses their ideas and opinions effectively, sixteen (26.67%) of respondents said that they often expresses their ideas and opinions Effectively, twenty-five (41.67%) of respondents said that sometimes they expresses their ideas and opinions effectively, six (10%) of respondents said that seldom they expresses their opinions effectively, and 0% of respondents said that they never expressed their opinions effectively. The above data shows that most of the freshmen students that sometimes they expresses their ideas and opinions effectively.

Table III. Learns best by doing and love to work with their hands. Response Frequency %

Always Often Sometimes Seldom Never

23 17 19 1 0

38.33% 28.67% 31.67% 1.67% 0%

TOTAL

60

100%

Twenty-three (38.33%) of respondents said that they always learns best by doing and love to work with their hands, seventeen (28.67%) of

respondents said that they often learns best by doing and love to work with their hands, nineteen (31.67%) of respondents said that sometimes they learns best by doing and love with their hands, one (1.67%) of respondents said that seldom they learns best by doing and love with their hands, and 0% o9f respondents said that they never learns best by doing and love to work with their hands. The above data shows that most of the freshmen students always learn best by doing and love to work with their own hands.

Table IV. Accepts suggestion and advice of teachers and classmates about your lesson. Response Always Often a Sometimes Seldom Never TOTAL Frequency 24 17 17 2 0 60 % 40% 28.33% 28.33% 3.33% 0% 100%

Twenty-four (40%) of respondents said that they always accepts suggestion and advice of their teachers and classmates about their lesson, seventeen (28.33%) of respondents said that they often accepts suggestions and advice of their teachers and classmates about their lesson, seventeen (28.33%) said that sometimes they accepts suggestions and advice of their teachers and classmates about their lesson, two (3.33%) of respondents said that seldom they accepts suggestion and advice of their teachers and classmates about their lesson, and 0% said that they never accepts suggestions and advice of their teachers and classmates about their lesson. The above data shows that most of the freshmen students always accept suggestion and advice of their teachers and classmates about their lesson.

Table V. Present in class. Response Frequency %

Always Often Sometimes Seldom Never

35 11 10 4 0

58.33% 18.33% 16.67% 6.67% 0

TOTAL

60

100%

Thirty-five (58.33 %) of the respondents said that they always present in class, eleven (18.33%) of the respondents said that they often presents in class, ten (16.67%) of the respondents said that sometimes they are presents in class, four (6.67%) of the respondents said that seldom they are presents in class, and 0% said that they never present in class. The above data shows that most of the freshmen students always presents in class.

Table VI. Participating in classroom discussion. Response Frequency %

Always Often Sometimes Seldom Never TOTAL

20 20 15 2 3 60

33.33% 33.33% 25% 3.33% 5% 100%

Twenty (33.33%) of the respondents said that they always participates in classroom discussion, twenty (33.33%) of the respondents said that they often participates in classroom discussion, fifteen (25%) of the respondents said that sometimes they are participates in classroom discussion, two (3.33%) of the respondents said that seldom they participates in classroom discussion, and three (5%) said that they never participates in classroom discussion. The data shows that most of the freshmen students are always and often participates in classroom discussion

Table VII. Enjoys lessons. Response Frequency %

Always Often Sometimes Seldom Never

18 18 19 5 0

30% 30% 31.67% 8.33% 0%

TOTAL

60

100%

Eighteen (30%) of the respondents said that they always enjoys the lessons, eighteen (30%) of the respondents said that often they enjoys the lessons, nineteen (31.67%) of the students said that sometimes they enjoys the lessons, five (8.33%) of the respondents said that seldom they enjoys the lessons, and 0% said that they never enjoys the lessons. The data shows that most of the students always and often enjoyed the lessons.

Table VIII. Jots down notes/ note taking. Response Frequency %

Always Often Sometimes Seldom Never

16 20 21 0 3

26.67% 33.33% 35% 0% 5%

TOTAL

60

100%

Sixteen (26.67%) of the respondents said that they always takes down notes / note taking, twenty (33.33%) of the respondents said that they often takes down notes / note taking, twenty-one (35%) of the respondents said that sometimes they takes down notes/ note taking, 0% said that seldom they takes down notes/ note taking, three (5%) of the respondents said that they never takes down notes/ note taking. The data shows that most of the students sometimes they take down notes/ note taking.

Table IX. Reads books and other reading materials. Response Frequency %

Always Often Sometimes Seldom Never

15 18 24 2 1

25% 30% 40% 3.33% 1.67%

TOTAL

60

100%

Fifteen (25%) of the respondents said that they always reads books and other reading materials, eighteen (30%) of the respondents said that they often reads books and reading materials, twenty-four (40%) of the respondents said that sometimes they reads books and other reading materials, two (3.33%) of the respondents said that seldom they reads books and other reading materials, and one (1.67%) said that they never reads books and other reading materials. The data shows that most of the freshmen students sometimes they reads books and other reading materials.

Table X. Jots down of difficult terms encountered. Response Frequency %

Always Often Sometimes Seldom Never TOTAL

17 16 23 4 0 60

28.33% 26.67% 38.33% 6.67% 0% 100%

Seventeen (28.33%) of the respondents said that they always jots down of the difficult terms encountered, sixteen (26.67%) of the respondents said that they often jots down of difficult terms that they encountered, twenty-three

(38.33%) of the respondents said that sometimes they jots down of difficult terms that they encountered, four (6.67%) of the respondents said that seldom they jots down of difficult terms that they encountered, and 0% said that they never jots down of difficult terms that they encountered. The data shows that most of the freshmen students jot down only the difficult terms that they encountered sometimes.

At vacant periods

Table I. Reviewed yesterday notes. Response Frequency %

Always Often Sometimes Seldom Never

9 14 32 3 2

15% 23.33% 53.33% 5% 3.33%

TOTAL

60

100%

Nine (15%) of the respondents said that they always reviews their yesterdays notes, fourteen (23.33%) of the respondents said that they often reviews yesterdays notes, thirty-two (53.33%) of the respondents said that sometimes they reviews yesterdays notes, three (5%) of the respondents said that seldom they reviews yesterdays notes, two (3.33%) said that they never reviews yesterdays notes. The data shows that most of the freshmen students sometimes review their yesterday notes.

Table II. Reviews the lesson during vacant period. Response Frequency %

Always Often Sometimes Seldom Never

8 10 32 9 1

13.33% 16.67% 53.33% 15% 1.67%

TOTAL

60

100%

Eight (13.33%) of the respondents said that they always reviews the lesson during vacant period, ten (16.67%) of the respondents said that they often reviews the lesson during vacant period, Thirty two (53.33%) of the respondents said that sometimes they reviews the lesson during vacant period, nine (15%) of the respondents said that they seldom reviews the lesson during vacant period, and one (1.67%) said that they never reviews the lesson during vacant periods. The data shows that most of the freshmen students sometimes review the lesson during vacant period.

Table III. Reads books in the library. Response Frequency %

Always Often Sometimes Seldom Never

7 11 20 13 9

11.67% 18.33% 33.33% 21.67% 15%

TOTAL

60

100%

Seven (11.67%) of the respondents always

reads books in the library,

eleven (18.33%) said that they often reads books in the library, twenty (33.33%) said that sometimes they reads books in the library, thirteen (21.67%) said that they seldom reads books in the library and nine (15%) never reads books in the library. The above data shows that most of the freshmen students sometimes read books in the library.

Table IV. Use memory games (MNE mnemonic devices) Response Frequency %

Always Often Sometimes Seldom Never

5 8 23 13 11

8.33% 13.33% 38.33% 21.67% 18.33%

TOTAL

60

100%

Five (8.33%) of respondents said that they always use mnemonic devices, eight (13.33%) said that they often use mnemonic devices, twenty three (38.33%) said that they sometimes use memory games, thirteen (21.67%) of the respondents said that they seldom use memory games, eleven (18.33%) said that they never use memory games. The data shows that freshmen students sometimes use memory games.

Table V. Set a time for regular studying. Response Frequency %

Always Often Sometimes Seldom Never

8 15 19 13 5

13.33% 25% 31.67% 21.67% 8.33%

TOTAL

60

100%

Eight(13.33%) said that they always set a time for regular studying, fifteen(25%) said that they often set a time for regular studying, nineteen (31.67%) sometimes set a time for a regular studying, thirteen (21.67%) seldom set a time for regular studying, and five(8.33%) said that they never set a time for regular studying. The data shows that students sometimes set a time for regular studying.

Table VI. Review Studying with group. Response Frequency %

Always Often Sometimes Seldom Never

12 18 21 9 0

20% 30% 35% 15% 0%

TOTAL

60

100%

Twelve (20%) said that they always review studying with group, eighteen (30%) often review studying with group, twenty one (35%) said that they review studying with group, nine (15%) said that they seldom review studying with group, zero (0%) never review studying with group. The data shows that freshmen students sometimes review studying with group.

Table VII. Asking their classmate opinions and ideas about the topic. Response Frequency %

Always Often Sometimes Seldom Never

17 22 17 5 1

28.33% 36.67% 28.33% 8.33% 1.67%

TOTAL

60

100%

Seventeen (28.33%) of respondents said that they always ask opinions and ideas about the topic, twenty-two (36.67%) of respondents said that they often ask classmates opinions and ideas about the topic, seventeen (28.33%) of respondents said that sometimes they ask classmates opinions and ideas about the topic, five (8.33%) of respondents said that they seldom asks classmates opinions and ideas about the topic. The gathered data shows that most of the students often ask classmates opinions and ideas about the topic.

Table VIII. Brainstorming with classmates. Response Frequency %

Always Often Sometimes Seldom Never

12 8 28 9 3

20% 13.33% 46.67% 15% 5%

TOTAL

60

100%

Twelve (20%) of respondents said that they always brainstorm with classmates, eight (13.33%) of respondents said that they often brainstorm with classmates, twenty-eight (46.67%) of respondents said that sometimes they brainstorm with classmates, nine (15%) of respondents said that they seldom brainstorm with classmates and three (5%) of respondents said that they never brainstorms with classmates. The above data shows that most of the freshmen students brainstorm with classmates sometimes.

Table IX. Listens to music while reading. Response Frequency %

Always Often Sometimes Seldom Never

19 10 20 4 7

31.67% 16.67% 33.33% 6.67% 11.67%

TOTAL

60

100%

Nineteen (31.67%) of respondents said that they always listens to music while reading, ten (16.67%) of respondents said that they often listens to music while reading, twenty (33.33%) that sometimes they listen to music while reading, four (6.67%) of respondents said that they seldom listen to music while reading, and seven (11.67%) of respondents said that they never listens to music while reading. The gathered data on Table 9 shows that most of freshmen students said that sometimes they listen to music while reading.

Table X. Takes break time before having review with the tackled lesson. Response Frequency %

Always Often Sometimes Seldom Never

18 11 22 6 3

30% 18.33% 36.67% 10% 1.8%

TOTAL

60

100%

Eighteen (30%) of respondents said that they takes break time before having review with the tackled lesson, eleven (18.33%) of respondents takes break time before having review with the tackled lesson, twenty-two (36.67%) said that they takes break time before having review with tackled lesson, six (1%) of respondents said that takes break time before having review with the tackled lesson. The above data shows that most of the freshmen students said that sometimes they takes break time before having review with the tackled lesson.

CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATIONS

SUMMARY OF FINDINGS: A study about the study habits of freshmen students from different colleges during the second semester of the 2012-2013 S.Y from the City University of Pasay was undertaken. The study sought to answers the question below. 1. What are the study habits of freshmen students of City University of Pasay at home and in the school? 2. What are the problems met by the students in their studies? 3. What solutions may be offered to guide students? The hypotheses advanced for study are: The students have different study habits at home and in the school. The students meet personal and schooling problems that affect their studies.

The foregoing study benefits both the students and the administration, and the educators to understand the study habits and rectify those practices which do not affect effective learning. Fifteen freshmen students were selected from different colleges including BEED, HRS, BSOA and BSBA as respondents. The data obtained from these respondents reveal that: 1. The following are the study habits of the students. 1.1 At Home: The student sometimes does assignment at home. The student sometimes does not watch television until assignment is finished. The student always finds a quiet place without distraction where they can learn effectively. The students always surf the internet about the lesson. The student sometimes reviewed the lesson for the day. The students always jots down important details The student always consults / asks companions ideas regarding the lesson. The student sometimes needs the lesson before the exam. The student sometimes reads magazines, books and reading materials.

1.2 IN THE SCHOOL 1.2.1 At the Classroom:

The students often come to school prepared on their lessons and homework. Majority of the students sometimes expressed their ideas and opinions effectively. Majority of the students always present in the class. There are equal number of students says that they always and often participated in classroom discussions. The students sometimes take down notes. Majority of the students reads books and other reading materials. The students sometimes jots down of difficult terms encountered.

1.2.2 During Vacant Period

Majority of the students sometimes reviewed yesterday notes. Majority of the students sometimes reviewed the lesson during the vacant period. The students sometimes reads book in the library.

The students sometimes set a time for a regular studying. The students sometimes reviews / studies with group. The students often ask a classmates opinion and ideas about the topic. Majority of the students sometimes brainstorms with their peers or classmates. The student sometimes listens to the music while reading. The student sometimes takes break time before having review the tackled lesson.

CONCLUSION: From the data gathered from the respondents the following are noted. 1. Below are the study habits of the freshmen students at City University of Pasay. 1.1 AT HOME: The different study habits that students do at home are: the students does assignments at home; the students does not watch television until assignments are finished; the students find a quiet place without distractions, where they can learn effectively; the students surfs the internet about the lessons; the students reviewed the lesson for the day; and the students jots down important details. 1.2 IN THE SCHOOL: 1.2.1 AT THE CLASSROOM: The different study habits that students do in the classroom are: the students come to school prepared in their lesson and homework; the students expressed their ideas and opinions effectively; the students are present in the class; the students takes down notes; and the students jots down of difficult terms.

1.2.2 AT VACANT PERIOD: The different study habits that students do at vacant period are: the students reviewed yesterdays notes; the students reviewed the lesson during vacant period; the students read books and other reading materials in the library; the students set time for regular studying; the students reviews/ studies with group; the students asked classmates opinions and ideas about the topic; the students brainstorm with their peers or classmates; the students listens to music while reading; and the students takes break time before having review with the tackled lesson. 2. The problems met by the students in their studies are: family problems; financial problems; emotional problems determine from love life; bad influence of peers; lack of school equipments and facilities; the school environment is not conducive for learning; lack of time to study because of part time job and other responsibilities aside from studying; difficulties of the subjects that makes students get bored; addictions of computer games and cell phones; inability of the professors/teachers to encourage and motivate the students to learn and participate during lecture - discussion; terror teachers; bullying; and laziness.

3. The solutions may be offered to guide the students in their studies are: the school administration should provide equipments such as reading materials and facilities that are conducive/ suitable for learning; the teachers must reach out the students to talk their personal and schooling problems; the school must conduct extra curricular activities that will encourage students to join and will avoid them from bad influence of peers and addictions; the professors/ teachers must create a classroom environment where students can express their ideas and opinions; lastly the professors/ teachers should internalize and stress on values that will motivate the students to study hard despite of the problems they encounter.

As indicated by this research accepted by the hypothesis advanced in the study, the students have different study habits at home and in the school. The students also encountered personal and schooling problems that affect their studies.

RECOMMENDATIONS:

As recommended 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 anew acquaintance. 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

It is always better to rest your mind after an hour of studying to make it easier as the process goes by. A person must have short leisure times to relax and perhaps, make new friends whom a person can review the topics with. It is easier to remember the answers when there is an exchange of questions among friends. Habits form through repetition. Once formed, habits are difficult to break. And habits formed when we are young are likely to stay with us all our lives.

Attaining your ideal study habit is a long-way process. It is developed by encountering mistakes from past styles and then using these mistakes to obtain a more correct style. And if it becomes a part of peoples viewpoint on studying, it is very hard to break it apart and adjust to a more favorable style.

To further more improve a students study habits is much easier to replace one of your habits than to break it entirely, so dont attempt to stop poor study habits, just learn the good ones that substitute them by being ready to modify anything as you learn to do them throughout the process.

Improving your study habits is just pure improvement. There are no replacements and no reformations. Students must improve only the defective details until it transforms into a more valuable mean.