LPPP 1113: FOUNDATION OF EDUCATION 1

SEMESTER II 2015/2016

TITTLE OF ASSIGNMENT:
ASSIGNMENT 3
STUDY SKILL AND HABIT AMONG POSTGRADUATE STUDENT OF UNIVERSITI
TEKNOLOGI MALAYSIA

NAME OF LECTURER:
DR.BAHARIN ABU

STUDENT NAME:
NURMALA BINTI JAMALUDIN
I/C: 850415-01-5062
MATRIC NO: MPP 151021
NO TEL: 012-7696177
DATE: 9 May, 2016
 CONTENT

NO TITTLE PAGE

ABSTRACT

CHAPTER 1

- INTRODUCTION
- STATEMENT OF PROBLEM
- RESEARCH QUESTIONS
- RESEARCH OBJECTIVES
- HYPOTHESIS

CHAPTER 2

-DEFINE THE TERMS

-LITERATURE REVIEW
-THEORETICAL FRAMEWORK
-CONCEPTUAL FRAMEWORK

CHAPTER 3

-METHOD
-SUBJECT
-INSTRUMENT
-DATA COLLECTION PROCEDURE
-DATA ANALYSIS

CHAPTER 4

-CONCLUSION
-RECOMMENDATION FOR FURTHER RESEARCH

REFERENCES
APPENDICES
Abstract

Chapter one

A. Introduction

Education is referred to as the process of learning and obtaining knowledge at school.

It begins at home when the parent started to give knowledge to the child. This will be
followed up by the education teach by the teachers. Thus, education allows people to move
up in the world, to seek better jobs, and succeed fully in life.
In education, it involves study habits and skill in which this is the ways that we study.
Study habits and skills are particularly important for college students include health habits,
concentration, attitude, academic stress, goal setting, preparation and follow up,
comprehension, selecting main idea, uses of resources, exam preparation, exam writing as
well as time management. It can be in terms of good ones, or bad ones. Good study habits
such as being organized, keeping good notes, reading your textbook, listening in class, and
working every day. For bad study habits include skipping class, not doing your work,
watching TV or playing video games instead of studying, and losing your work.
There are research been done, for example the study of Mercado (1999), the third year
and fourth year students in that particular year of the study revealed that the students did not
have a fixed study time and had poor and improper study habits. As well as the Regional
Science High School (RSHS), Gusa, Cagayan de Oro City in school year 2009-2010
experienced also the same problem because according to the study of Victoria Tan (2010),
the RSHS has the summary of the students that majority got 82 below in their minor
subjects and 83-85 in their major subjects. Highlighting text and memorizing are the most
effective devices used for reviewing. These devices are the effective instruments in studying
lessons. Students only study their lessons 1 hour a day. Almost half of the respondents were
taking a nap after studying their lessons. Therefore, activities that they done such as chatting,
texting, on-line gaming, watching movies and outing affect the study habits of the student in
Regional Science High School.
For the school that located at the rural areas like the Baluarte Elementary School have
different result in which, they were in a place that social networking and other technologies
were not easily available or accessible. Thus, the factors affecting the study habits between
the schools located at the rural and urban areas difference.
The topic was chosen in order to identify the study habit and skill among postgraduate
student. The researchers had chosen the postgraduate students of faculty education as the
respondents for the reason that they are ahead, mature, and responsible students. They also
seem to capable in managed their study habits so in this case, if ever they need an
improvement they can probably develop it through the findings of this research study. Study
habits help students master their areas of specialization.

Statement of the Problem

Research need to be done because many students did not know their study habit and
skill might influence student academic performance others than environmental factors. This
study will attempt to identify the study habit and skill that been using by the postgraduate
student of faculty education in order to know their strength and weaknesses.

Research Questions

There are two research questions involved in this study.

1. Is there any significant differences in study skill and habit between male and female
students?

2. Is there any strength and weakness in their student habit?

Research Objective
The goal of this study is to identify the study skill and habit that used by the postgraduate
student between male and female from faculty of education.

Hypothesis

Conceptual Framework

Figure 1 shows the conceptual framework of the study.

INDEPENDENT VARIABLES DEPENDENT VARIABLE

Study Habit Postgraduate student faculty

Study Skills education

Independent variables as it influence the dependent variable of this research are on

the bases of psychological and educational theories, principles and concepts. Diverse study
techniques, even for the improvement 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 behaviour that is
stimulated over regular periods will tend to be repeated leading to habit formation. A student
who has developed this kind of behaviour, in this case, in terms of having regular and
scheduled study periods and follows certain methods in studying proves to have better
performance.

Theoretical framework

Various researchers proved that there is a significant relationship between students

study habits towards their academic performance (Manchala, 2007). Whether the study habit
is systematic or unsystematic, efficient or otherwise there could always be an impact to
students academic performance. According to M.T.V. Nagaraju (2004) that study habit
serves as the vehicle of learning and poor study habits create anxiety in the students. He also
explained that if the students have a good study habit it make them to have a good
performance. However, behind this so called study habit either good or bad there are
factors or reasons behind of what kind of study habit the students produce.
The theoretical framework of this study is anchored on the self-determination theory
by Edward L. Deci and Richard M. Ryan because the learner himself and the independent
variables have a great role in shaping the learners study habit. Self- determination is innate
to an individual and together with the psychological needs. This theory emphasizes on the
individuals motivation and how external factors affects on the individual performance. The
term motivation as stated in the study of Rugesh Raghuwanshi (2008) is the result of
processes, internal or external to the individual, which will arouse enthusiasm and persistence
to pursue a certain course of action. Motivation is important in an individual to do once task
and if one is not motivated it is impossible to come up a good result. This motivation could
be possible if there is a positive stimulus that would bring out the positive behaviour in the
life of the learners. In such this paper put into consideration the social environment that
nurtures the learners inherent potentials.
It is important to consider the study habits of the students on how they manage their
time efficiently, and how to have effective varied study techniques to keep them afloat. These
things are important for them to form a good study habit. These things are important in order
to understand how these students respond to the demands of acquiring good grades as
expected by parents and school authorities. In such the cooperation of the parents and
teachers are needed because they are going to take another step in learning process which is
the secondary level or high school. In addition to that high school is the training ground for
college if students started a poor study habit they will probably have a hard time to cope up
in college.
There are books written of some authors that will help students how to have an
effective study habit. According to T.G. Dawood (2006) that time management skills are very
important as it helps to increase students productivity. Moreover students learn to prioritize
important task and balance their time efficiently. Study techniques are methods which
involve the application of a group of techniques to achieve a process result (Vijay Sheth
2005). In addition it is one way of realizing the best method of performing a task which can
be effective in studying. According to the research study of Eun Chun Seul (1999) she quoted
from Morgan and Deese (1973) that studying is really an all-out effort and learning, and it is
only practiced successfully when one really learns. It means that studying takes a lot of time
to practice, it involves sacrifices for leisures in order to make it a habit. Furthermore no one
can learn for you, learning is solely controlled by the learner itself. In addition with this the
secret of effective study is found in the students firm determination and desire to learn. In
addition students must have a genuine interest to learn and desire to study in the best possible
way.

Term definition:

1) Time management

Time management has also been characterized as a habit developed only through

determination and practice (Simpson,1978), as prioritizing and respecting those

priorities, setting priorities and scheduling tasks (Jordan et al., 1989). Time

management can also be considered as the process, by which an individual is more

effectively accomplishes tasks and goals (Schuler,1979), a process by which an

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

what can be accomplished with time (Onacken & Wass, 1985).

2) Study habit

manner which you consistently use to study for school or college or even for the next

day lesson. It also can be refers to the ways of studying on a particular subject

3) Study skill

4) Postgraduate student

It can be describe as one who directs zeal at a subject. Student is used for anyone

who is learning

Chapter 2

REVIEW OF RELATED LITERATURE & STUDIES

According to Palm Beach Community College (PBBC, 2008), they

recommend that students study should have at least three hours out of class for

every hour spent in class. They also said that a student must have a special place to

study with plenty of room to work. And students should not be cramped. They

presupposes that study time will go better if a learner take a few minutes at the start

to straighten things up. A desk and straight-backed chair is usually best. Don't get

too comfortable--a bed is a place to sleep, not to study as what they said. A student

must have everything close at hand (book, pencils, paper, coffee, dictionary,
computer, calculator, tape recorder, etc.) before starting to study. Students are not

suggested to spend on time jumping up and down to get things. The PBCC

suggests also that distracting noise should be minimized however they said that

there are some people need sound and some like silence. In this case, a learner

must finds what works for him or her. Culprits are family and friends. consider a "do

not disturb" sign and turning on your answering machine is the way also to have

better study habits according to the PBBC..

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 subject first, while the mind is

freshest and most receptive.

Professors in the developing countries said that the undergraduate

students should be fully equip with high level of analytical skills, the capacity for

critical reasoning, self-reflection and conceptual grasp and ability to learn

autonomously and exercise flexibility of mind (Simmons 2003). Study habits are said
to be improving because of the advent and wide use of the Internet, hypertext, and

multimedia resources which greatly affects the Study Habits (Liu, 2005). Karim and

Hassan (2006) also note the exponential growth digital information, which changes

the way students perceive studying and with printed materials that are to be use in

facilitating study. Liu (2005) and Ramirez (2003) report that students print material

from the Internet in order to study and read later on. Igun (2005) also found that

Nigerians study from materials downloaded from the Internet.

Reading is an attempt to absorb the thought of the author and know what

the author is conveying (Leedy 1956). 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.

Fielden (2004) states that good study habits help the student in critical reflection in

skills outcomes such as selecting, analyzing, critiquing, and synthesizing. Nneji

(2002) states that study habits are learning tendencies that enable students work

private.

The study conducted by Hope L. Graven (2008) on the relationship

between an individual's amount of caffeine consumption during his/her study session

and the individual's study habits showed that the main effect of drinking caffeine on

exam preparation was not significant There were participants, 20 male and 58

female college students (N=78), answered self-ratings on their personal

consumption of caffeine as well as their study habits when preparing for a test/exam.

It was hypothesized that the more caffeine a student consumes while studying, the
more accurately his or her study habits would be labeled as 'unhealthy', as

determined by the researchers. Unhealthy study habits were operationally defined

as low scores on amount of time per study session, time(in days) when preparation

began, and amount of information the participants believed they had retained. High

scores on anxiety level were included in 'unhealthy' study habits. A Pearson

correlation indicated no relationship between amount of caffeine consumed while

studying and the individual's effectiveness of studying and preparation.

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 noncognitive individual difference variable

examined to date and should be regarded as the third pillar of academic success.

According to the how-to-study.com (2009), students who are very

successful in their desired career have good study habits. It is stated in the website

that students apply these habits to all of their classes. The website also

recommends some tips in improving study habits. The website also suggests that

the student should try not to study all the subjects in just a period. The website also

added that if you try to do too much studying at one time, you will tire and your

studying will not be very effective. Space the work you have to do over shorter

periods of time. Taking short breaks will restore your mental energy.

A study conducted by University of Kentucky was to determine if the

college success can be improved with the Student Attitude Inventory (SAI). The

inventory was developed in Britain and contains 47 items which attempt to identify

students in higher education on the basis of: (1) motivation, (2) study methods, (3)

examination technique, and (4) lack of distractions toward academic work. Students

in six Kentucky community colleges were asked to express their attitudes toward

study habits on the Student Attitude Inventory. There were 996 students in the

sample population (413 males and 583 females). A measure of ability (composite

American College Test score) and academic performance (cumula grade-point

average) were obtained for each student sampled. The Student Attitude Inventory

did contribute a statistically significant amount of variance beyond an ability measure

for males and females. ( Mark E. Thompson, 2005)

 According to Mark Crilly (2000), Successful students are able to balance

social activities with good study habits. A diversion from studies will alleviate stress

and help prevent from becoming fatigued. He said that a student should make sure

that he must take a break for an hour after studies to meet with friends, to play some

cards, work out at the gym, or to gab with a new acquaintance. For this way, that

student will find concentration when he do study, if he plans a social activity

afterwards. He said, To develop a healthy social life, develop routine study habits.

After supper, lug your books and homework to the library, find a comfortable and

quiet niche, and study for two or three hours, taking intermittent 10 minute breaks

every 45 minutes or so. Making friends with whom you share similar study habits,

and share a table or a study space with them would be a best way in developing

study habits as what Mark said.

CHAPTER 4

METHOD

Subjects
The researcher used simple random sampling to choose the subjects. Every

subject has equal chance to be selected as a sample. So, each participant in the faculty

education class are given a box and the box contain a number. When each of the subjects

already taken their number from the box, the researcher will only chooses the even number to

become their subject. The target population is the postgraduate students. The attachable

population is the postgraduate student in faculty education. All of the subjects are the second
year postgraduate student of faculty of education. The researcher chooses 30 students that

include 15 male and 15 female from different background of social class and religion. Also,

the researchers had read and explained each question loudly in a vernacular dialect

to the class and gave some specific examples that let students understand fully the

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

honestly. The gathered data was now then ready for the data analysis.

Instruments
The researcher used study skill and habit questionnaires that consist of 53 items. The
subject needs to answer it within 10 minutes. Subjects are encouraged to respond to the
question at their own will. This questions is based on 5 likert scale that indicate 1 means rarely
or never like me, 2 is not often like me, 3 is sometimes like me, 4 is fairly like me and 5 is a lot or
always like me. It is given in order to identify the respondent study habit and skill mostly used by the
postgraduate student based on the gender male and female.

Data Collection Procedures

At first, the researcher will ask inform consent from the subjects either they agree to fill
in the questionaire.

Data Analysis

This study used quantitative approach. For quantitative approach the researcher used both

descriptive statistics and inferential statistics to examine the data. T-test was used to examine

the significant difference between different social class mothers input. Then, correlation

analysis was used to determine if there was a significant difference between mothers verbal

input and children output.

Significance of the Study

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

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

of the students for the following reasons.

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

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

will know the reason why their students had a poor study habits so that they can

make a possible action towards this concern. In this way, the school will certainly be

given an idea on how do they were going to face the fact that their students were

experiencing a decreasing academic performances at school which was the most

concerned problem raised by the teachers, and the findings will provide them some

basis in planning more effective educational guidance that geared towards the

formation of the students character as a person.

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

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

regulations that will help emphasize not only the importance of good education, and

the way to achieve it, but also on the value on good study habits that bring good

results in their school performances.

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

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

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

regarding the poor study habits of their students enrolled in Grade V and Grade VI,

Baluarte Elementary School. Through this study, they can think of a way on how they

can increase the interest of the students upon studying especially when talking
about their academic performances. They can also properly motivate and guide their

students toward acquiring good study habits, thus making the students perform well

in their academic responsibilities. In this way, the students hopefully will never gain

decreasing scores during their school performances but finally an increasing result.

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

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

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

also to their school performances.

To the Parents, one of the reasons why the students will attend their classes

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

their role upon improving their childrens study habits which then can help their

children in attaining a perfect mark for their academic or curricular performances.

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

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

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

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

which could be internally or externally.

Scope and Delimitation of the Study

This study was focused only to the independent and dependent variables

created; the independent variables are the students profile such as parental

involvement, family monthly income, learning styles, and academic performances of

the students in the 3rd quarter major subjects grade (English, Filipino, Science, and
Mathematics); and teachers personality; while the dependent variable is the study

habit of the students in terms of their time management and study techniques. This

study did not aim to show all the factors that affect the students poor study habit;

neither did it intend to establish a standard for grade five and grade six students in

achieving good or bad study habits but to some factors that will certainly help the

community regarding to this concern.

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

38 questions; 5 for Parental Involvement, 18 for Learning Styles, 5 for Teachers

Personality, 5 for Time Management and 5 for Students Study Techniques which are

all related to the concerned topic. Only the students study habits are recorded and

used in this study based on this matter alone.

Definition of Terms

Academic Performance refers to the grades of the students they get in school

every end of the quarter wherein the students performances are based on the four

major subjects such as Math, English, Science and Filipino.

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

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

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

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

knowledge.

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

of their children in school by monitoring their grades and behaviour in school. The

value of time they spent with their children to review things for their progress such as
assignments, quizzes, exams. It includes the parents discipline in imposing to their

children to have a quality time for studying.

Self determination refers to the will of the student to initiate in doing a task and

does not think of the external factors to affect his/her duty. The student is intrinsically

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

result.

Study habit refers to the students way of carrying out the task of studying by using

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

his/her time in studying.

Study techniques refers to the use of different methods applicable for learning such

as, note taking, SQ3R, KWL that will help in students in adhering the ideas.
Teachers Motivation refers on how the teacher will take a move to serve as stimuli

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

students lives of how they influence the students' action positively.

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

organizing activities by a use of a planner and to do list. It includes considering the

most priority and the least event to be accomplished. This includes doing of a

planner to organize an individual activities for a month, week or even in a day. This

also includes how long and how many times a students spend his/her time in

studying.

Chapter 2

REVIEW OF RELATED LITERATURE

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

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

covers a review of existing relevant literatures which was explained according to its

concern. Such are presented as to connect the varied findings and theories in

relation to the independent and dependent variables.

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

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

preferences with the place and time of studying, techniques in studying and more. It

will depend upon the person if he will not get bored to browse notes and can

procrastinate (postpone doing something) the distractions such as social networking,

media exposure, gaming addiction and more. Studying not only prepares a student

to excel in a class but reinforces the lessons already taught. Studying reawakens the

lectures and reading materials. Studying is merely reviewing and committing to

memory new information. The extent of student's learning in academics may be on

the grades a student earns for a period of learning has been done. It is believed that

a grade is a primary indicator of such learning. If a learner earns high grades it is

concluded that they may also have learned a lot while low grades indicates lesser

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

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

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

methodologies in teaching their subject matter especially in elementary level.

Elementary school is such an exciting and wonderful time for students and

their parents. This is the first real step to their education and their independence, but
the problem that the parents faced along these levels of learning were the ways on

how theyre going to let their children develop a study habit which can help their

children in learning as well. The parents let their children follow the rules in the

house and let them have their study habits in studying their lessons even a few

hours, but the students must study their lessons regularly.

Me Comb et al (1990) suggested that students learning achievement depends

on their attitude, motivation performance for success, and study habit or skills that

people employ to pursue the desire outcome. Moreover, there were some factors

like the parental involvement, socio-economic status of the learner, and teachers

personality or approach to students that can affect the learning and as well as their

study habits. It has a big factor of a students learning the involvement of their

parents in their learning process. Whenever the parents get involved in the study-life

of their children, there was a great factor that urges the child to learn and be

interested in schooling. In this way the child will feel supported in any way as much

as he can do for his studying. If the parents will always be there to urge their children

in their study habit, then the child will respond to it positively. Thus, having the

parents child always on their side will have the tendency for a child to always lean

onto their parents every time and not standing anymore on their own. So, the

advantages and the disadvantages of this factor revealed.

Furthermore, the socio-economic status can also affect the study habit of the

learner. In fact, this factor places a big challenge to the learners because this shows

their social stratification whether they belong to the upper, middle, or lower class. It

can affect to their study habits for some time they cant continue their studying
because take this example, if they dont have an electricity in their place, they cant

study their lessons especially during night time, so it really hinders to their learning.

Another thing is financial, when this aspect will be opened, everyone felt down. They

will come to think to a point that because of this financial problem they cant continue

to buy the necessary things needed for school and so there were no reason for them

to study since they dont have the materials to be used. In this case, the level of their

interest in learning decreases.

According to the Principles of Teaching 1 book, the teacher serves as the

primary mover of the educational wheel while the learners are the key participants in

the learning process. The teacher is the role model, the manager, the counsellor,

leader, parent surrogate, facilitator, instructor, and a lot more. The students will learn

best also depends on the kind of teacher do they have. The teacher has the greatest

factor in the learning process and so his attitudes or personality in approaching the

students affect on them as well.

In addition, Bakare (1975) opines that intelligence accounts for little variance

in academic performance. Therefore, more emphasis had shifted from intellectual

factors to non intellectual factors such as some personality variables like self

concept and study habit.

Based on the findings of Othis (1995), effective study skills usually come

down to two factors: motivation and style.

 Motivation is the enthusiasm of a person to do something. Learning style is

the method used by a certain student/person to study much easier and more

efficiently.

These two factors also have a role to play in the learning process of a

student. Motivation serves as the fuel that keeps the child moving on their studying

and learning process. Because of this, aside from gaining incentives, they also gain

knowledge. While the learning styles of the student will also help him upon learning

for it gives him a reason to learn the things in the way he will learn. There will be no

pressure for a child to understand things if only he will learn everything through the

way he wanted to, for instance, if the student is a visual learner, then he can study

the lesson through seeing it with the eyes or watching videos that contained related

topics to the lesson presented. If a student is an audio learner he can learn his

lesson through listening to it attentively or let the other person discuss to him the

topic or lesson talked about by the teacher. Lastly, if a student is a kinaesthetic

learner, he can learn his lessons through doing it on his own for example in a

laboratory session. Hence, learning skills refer to the skills that make learning

possible.

Generally, learning is central to all our behaviour. Each learner is unique

individual with different abilities, interests, and ways of thinking and responding thus

these characteristics have a significant influence on ones learning style (Figueroa,

2008-2009). It is being realized that students use different learning strategies. They

have different methods of reading, interpreting and coding the information.

Sometimes these strategies are useful, but some students develop pathological
learning strategies. To study effectively the students should be aware of learning

process. Nonetheless, success in school is not so much determined by sheer

intelligence as knowing how to study. Studying is a skill. Being successful in school

requires a high level of study skills and students must first learn these skills, practice

them and develop effective study habits in order to be successful.

Everyone cannot be brilliant but everyone can learn how to study. Effective

study habits, even highly intelligent student failed due to inefficient work and lack of

knowledge on how to study effectively. Important skills for study have to be learned

and practiced.

As a matter of fact, students who work to a more regular program of study

have a better academic performance. Study habits tend to be formed in the early

grades and in the most instances, do not materially improve after elementary school.

Some students often complain about mental inability or strain or lack of interest in

studies. Other thinks they are not capable.

In some cases, Fielden (2004) stated that good study habits help the student

in critical reflection in skills outcomes such as selecting, analyzing, critiquing, and

synthesizing. While in the study of Nneji (2002) he added that study habits are

learning tendencies that enable students work privately. The study conducted by

Hope L. Graven (2008) on the relationship between an individual's amount of

caffeine consumption during his/her study session and the individual's study habits

showed that the main effect of drinking caffeine on exam preparation was not

significant. Unhealthy study habits were operationally defined as low scores on

amount of time per study session, time (in days) when preparation began, and
amount of information the participants believed they had retained. High scores on

anxiety level were included in 'unhealthy' study habits. A Pearson correlation

indicated no relationship between amount of caffeine consumed while studying and

the individual's effectiveness of studying and preparation.

While in Dumayags (2009) point of view, the effective study skills are

associated with positive outcomes across multiple academic content areas and for

diverse learners. This is to describe an information-processing perspective on the

contribution of study skills to academic competence, and to identify evidence-based

strategies that are effective in helping students to improve their study skills. Study

habit, skill, and attitude inventories and constructs were found to rival standardized

tests and previous grades as predictors of academic performance, yielding

substantial incremental validity in predicting academic performance. Academic

specific anxiety was found to be an important negative predictor of performance.

Overall, study habit and skill measures improve prediction of academic performance,

more than any other non cognitive individual difference variable examined to date

and should be regarded as the third pillar of academic success. The substantive

aim of the study was to examine the effect of study habit on students.

In fact, the website in how-to-study.com (2009) recommended some tips in

improving study habits and suggested that the student should try not to study all the

subjects in just a period. It also added that if you try to do too much studying at one

time, you will tire and your studying will not be very effective. Space the work you

have to do over shorter periods of time. Taking short breaks will restore your mental

energy.
 Additionally, Mark E. Thompson (2005) undoubtedly affirmed to Mark Crillys

(2000) study that other students are able to balance social activities with good study

habits. A diversion from studies will alleviate stress and help prevent from becoming

fatigued. He said that a student should make sure that he must take a break for an

hour after studies to meet with friends, to play some cards, work out at the gym, or to

gab with a new acquaintance. For this way, that student will find concentration when

he does study, if he plans a social activity afterwards. He said, To develop a healthy

social life, develop routine study habits. After supper, lug your books and homework

to the library, find a comfortable and quiet niche, and study for two or three hours,

taking intermittent 10 minute breaks every 45 minutes or so. Making friends with

whom you share similar study habits, and share a table or a study space with them

would be a best way in developing study habits as what Mark said.

To give a clearer view of each of the variables in this study, here are the

following discussions:

Study habit

S. Edwards (2006) said that learning to study is like learning to ride a bike-

once you get it you have the skills for life. Meaning that in steps to learning there are

bumps and bruises along the way because the process of learning is sometimes

painful. In addition to that learners who excel in school is not an exemption in

creating a good study habit because learning is a lifetime process, it does not stop.

Moreover study habit is important to all learners to perform well in school.

There are many factors to be considered in discussing the reasons behind the

formed study habit of the learners especially in the adolescent period. This is the
stage where critical period begin when they wanted to go out under the custody of

their parents. In such it is important to consider the parental involvement of the

parents and its influence to the learners. The family monthly income is also one

factor to be considered because now a day there is no such thing as free. This

means that you dont get something without anything or without money. In addition, it

doesnt mean that students that are enrolled in a public school are absolutely free

from any expenses. Aside from the projects and assignment it cannot be missed at

school that there are biological needs of a man to be feed. In one way or another,

everybody will spend an ample amount for the desired learning. Learners academic

performance must be considered also because it is interrelated to students study

habit. However, one of the important considerations is the attitude of students

towards studies and these factors serve as a stimulus in motivating them to do

certain responses depending on how they perceive the actions of the mentioned

factors. The development of positive attitude towards studies must be considered

seriously by both parents and teachers. Their actions are important in motivating the

learners performance towards their study habit.

Time Management

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

student for the reason that a ones study habit is also connected with how a student

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

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

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

characterized as a habit developed only through determination and practice

(Simpson,1978), as prioritizing and respecting those priorities, setting priorities and

scheduling tasks (Jordan et al., 1989). Time management can also be considered as

the process, by which an individual is more effectively accomplishes tasks and goals

(Schuler,1979), a process by which an individual obtains control over the timing and

the content of what he/she does and as what can be accomplished with time

(Onacken & Wass, 1985). In order to utilize time effectively, individuals must first be

able to predict or plan how much time is needed for the activity (Kelly, 2002). An

individual will become effective in using their time only when the individual clearly

knows what they want to do, what they need to do, and for which specific target date

(Soucie, 1986). Individuals need to become more disciplined in their use of time by

respecting their established priorities while minimizing distractions from others as

well as from situations that have the ability to displace priorities in terms of time and

energy (Soucie, 1986).

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

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

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

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

adjusting to the unexpected (problem solving), reconsidering goals and priorities on

a regular basis (evaluation), and observing patterns and trends in behavior.

Manages your time can help you study your lesson in a desired time and doing it

every time can be a habit for everyones study habit.

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

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

what he has studying. They are generally critical to success in school considering

the essential for acquiring good grades, and useful for learning throughout one's life.

There are an array of study skills, which may tackle the process of organizing and

taking in new information, retaining information, or dealing with assessments. Study

techniques include mnemonics, which aid the retention of lists of information,

effective reading and concentration techniques, as well as efficient note taking

(http://www.usq.edu.au).

Learning Styles

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

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

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

They believe that this is an important concept to be studied. The concept of style

helps to understand how the learners are same with each other, and how they differ

in terms of learning. There are three basic types of learning styles, the three most

common are visual, auditory, and kinesthetic. To learn, we depend on our senses to

process the information around us. Most people tend to use one of their senses

more than the others. However, Some theorists or practitioners explained that the

learning styles show how one particular individual will react to a specific situation

and how he or she will behave in a unique or common learning situation depends on

his/her learning style. This leads to a different interaction with the same learning

environment by different people and it is a matter of their learning style, (Gordon

1998). Thus, learning styles are taken as stable individual preferences for receiving

and processing information by many of the theorists.

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

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

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

They tend to prefer sitting at the front of the classroom to avoid visual obstructions

(e.g. people's heads). They may think in pictures and learn best from visual displays

including: diagrams, illustrated text books, overhead transparencies, videos,

flipcharts and hand-outs. During a lecture or classroom discussion, visual learners

often prefer to take detailed notes to absorb the information. Second, the Auditory

Learner, they learn through listening. They learn best through verbal lectures,

discussions, talking things through and listening to what others have to say. Auditory

learners interpret the underlying meanings of speech through listening to tone of

voice, pitch, speed and other nuances. Written information may have little meaning

until it is heard. These learners often benefit from reading text aloud and using a

tape recorder. Lastly, the Tactile or the Kinesthetic Learners, they learn through

moving, doing and touching. Tactile/Kinesthetic persons learn best through a hands-

on approach, actively exploring the physical world around them. They may find it

hard to sit still for long periods and may become distracted by their need for activity

and exploration.

Parental Involvement
 Parental involvement is needed in adolescent stage in monitoring the

performance of their students at school and in home. Parental involvement is the

number one reason of the students motivation and if student will see that their

parents pay less attention in their academic performance a usual response of the

student is an attitude of procrastination. According to the 1 st stage of Erik Eriksons

theory the parents are the basic source or foundation of trust an individual can

create to his/her environment. Parent involvement in school is needed because

according to the study of Chavkin et.al. (1993) that parent involvement or school

and family connections is a component of effective schools that deserves special

consideration because it contributes to successful family environments and more

successful students. In addition parental involvement are the stimuli that serves so

as student will avoid procrastination and contributes to efficient time management,

learning skills and study techniques of the students. Parental monitoring is needed

so that student will feel that they need to do their best because their parents put a

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

students to give their best in their studies.

Family Monthly Income

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

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

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

income of the parents or the other children of the family. This is fact that in our

society, to observe the difference well off family and to which is not. It is also
believed that a students interest in studies and academic performance are also

affected by the familys socio-economic status like the income that the family is

consuming in a day, month or year, (Eun Chul Seo 1999). In terms of the school

projects and assignment, students need to spend ample amount on the materials

needed like paper, ball pen etc. these things cannot be acquired without money. In

addition, the moment they saw the financial capability of their parents to provide

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

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

peers. The students socio-economic status trigger certain behaviour in response to

the situation, thus result to students poor study habit.

Academic Performance

Students previous academic performance will also contribute motivation to

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

will exert more effort to give their best. Although it doesnt mean that those low

performing students dont have a goal to achieve. Based on the academic

performance of the student you can clearly identify if their study habit is good or bad.

Students previous academic performance serves also as stimuli to students study

habit.

Teachers Personality

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

Rasmussen (2006) is concerned with the affective domain that includes maintaining
a positive attitude, believing one has control over what happens to oneself in school,

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

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

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

Furthermore the statement believing one has control over what will be going to

happen means that the teacher can influence the behaviour of their student and thus

result into a positive response that will not cause stress and anxiety to everyone.

Teachers are influencing factor to students study habit through motivation and

encouragement.

The study focuses on the factors that affect the study habit of the students. In

line with this, the researchers would like to know the effect of the study habit to their

academic performances.

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

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

understand that what might work for others do not necessarily have to work for

others as well. However, it is still important that students should be consistent along

with their studies. According to the theories of study habits, there are broadly two

types of students. The first category is of the students who study for a shorter

duration, have a good concentration and are able to get good scores without much

effort. The second category includes students who have a rather poor concentration,

and need a lot of hard work to get good scores. With a regular study habit you will

find that the child will study at a time that it is deemed normal to study.
 To conclude, study habits may vary from student to student perspective

because not everyone achieve the style of learning process like what other can

achieve for their selves. There may be a lot of factors that can affect the study habit

of one student but its all depend to him on how he can manage to do his studies

without minding the hindrances and acquire study habits in the end.

Chapter 3

RESEARCH METHODOLOGY

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

were the discussions of the subtopics; namely: (1) research design (2) research

setting, (3) respondents and sampling procedure, (4) data gathering and instrument

procedure, (5) scoring guidelines and (6) statistical instrument/procedure.

Research Design

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

described and analysed the study habit of the students at Baluarte Elementary

School. This study tried to find out the study habit of the Grade V and VI students in

Baluarte Elementary School according to their Parental Involvement, Learning Style,

Parents Monthly Income and Academic Performances.

Research Setting
 This study was conducted among the Grade V and grade VI students of

Baluarte Elementary School. Presently, the KKP (Kristohanong Katilingbanon sa

Pagpakabana) collaborated with the Xavier University- School of Education that

aimed to develop good qualities of education of Baluarte Elementary School, which

was a good thing to know.

Baluarte Elementary School was located at Sitio Baluarte, Barangay Lumbia,

Cagayan de Oro City. This was a public school consisted a total number of nine (9)

rooms including their school library and principals office having one (1) teacher in

each year level. The school environment has a wide garden and field fronting the

school gate. Each classroom can accommodate fifteen to fifty (15-50) students

depending on the grade level. Their rooms were well-ventilated and also have

complete materials needed for the students. As a matter of fact, the school came up

with different concerns for their school but the researchers chosen the problem

regarding the poor study habit among grade five (5) and grade six (6) students.

Respondents and Sampling Procedure

Thirty four (34) respondents were given a survey questionnaire having 38

items: 18 standard questions for the Learning Style, 5 for study techniques, 5

questions for time management, 5 for parental involvement and 5 for teachers

personality which are related to the concerned topic. They were also asked by the

researcher for the profiling of the respondents; these questions are about their

Family monthly income, and 3 questions for time management on how theyll going

to manage their time in their study and to the 4 major subjects namely; Mathematics,

Science, English, and Filipino.

 This study had used the Purposive Sampling Method; this method

purposively gathered the profile information of all the students under grade V and

grade VI in Baluarte Elementary School.

Table 3. Students Population of Grade V and Grade VI in

Baluarte Elementary School

GRADE LEVEL GRADE V GRADE VI TOTAL

NUMBER OF RESPONDENTS
PRESENT/ TOTAL NUMBER OF 11/17 23/25 34/42
STUDENTS

Data Gathering Instruments and Procedure

The researchers prepared a self-developed survey questionnaire composed

of 38 questions that were used to determine the profile of the students regarding to

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

kinds of study techniques, learning style, and time management; as well as their

profiles about their economic status, teachers attitude or personality towards them,

and their parents involvement when comes to their school matters. Also, the

researchers had read and explained each question loudly in a vernacular dialect to

the class and gave some specific examples that let students understand fully the

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

honestly. The gathered data was now then ready for the data analysis.

Scoring Guidelines

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

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

used to explain the study habits of Grade V and VI students in Baluarte Elementary

School. The Frequency and Percentage distribution is a display of data that specifies
the percentage observation that exist for each data parts. It is particularly useful

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

times, percentage frequency distributions are displayed as tables or as bar graphs or

pie charts. The process of creating a percentage frequency distribution involves first

identifying the total number of observations to be represented; then counting the

total number of observations within each data point or grouping of data points; and

then dividing the number of observations within each data point or grouping of data

points. Thus, the following were the guidelines used by the researchers upon

computing the respondents frequency and percentage in answering the data.

1. Other Independent and Dependent Variables

Study Technique/ Time Management/ Parental Involvement/ Teachers

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

2. Socio-Economic Status

Family Monthly Income

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

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

4. Learning Styles

LEARNING STYLE CODE

Code Description
1 Visual (V)
2 Auditory (A)
3 Kinaesthetic (K)
4 Visual, Auditory (VA)
5 Visual, Kinaesthetic (VK)
6 Auditory, Kinaesthetic (AK)
7 V, A, K

5. Formula for the Pilot Testing (Reliability test)

Cronbach reliability coefficient alpha:

Where is the number of components (K-items or test lets),

the variance of the observed total test scores, and the variance of
component i for the current sample of persons.
 Chapter 4

PRESENTATION AND ANALYSIS OF DATA

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

presented and analyzed. The researchers final respondents were lowered into thirty

four (34) from the expected number of forty two (42) due to the absence of some

respondents upon data gathering.

The Table 1.1 presents the distribution of respondents profile according to

their characteristics when grouped according to their Family Monthly Income,

Academic Performance, and Learning Styles.

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

1.1 Parental Involvement

1.2 Family Monthly Income

1.3 Learning Styles

1.3.1 Visual
1.3.2 Auditory
1.3.3 Kinaesthetic
1.4 Academic Performance in their first grading grade:
1.4.1 Science
1.4.2 Math
1.4.3 English
1.4.4 Filipino

Table 1.1 Distributions of Respondents Profile According to their

Characteristics in Family Monthly Income, Learning Styles and Academic

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

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

more than half (61.75) of the respondents were said to belong in a family that have a
monthly income of 5,000Php and below. However, in an Academic Performance, the

respondents are said to have an APPROACHING-PROFIENCY average description

which is consistent to the overall mean of 80.14, to their four major subjects such as

Mathematics, English, Science, and Filipino. Lastly, regarding the respondents

Learning Styles, nearly half of them having a 41.18% (14) were said to be a VISUAL

LEARNERS and next to it were the 32.35% (11) respondents were said to be an

AUDITORY LEARNERS.

Respondents Family Monthly Income, different results were come up upon

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

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

area where the Baluarte Elementary School was located, many of the respondents

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

downs of the national economy, everyone needs to manage their money carefully.

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

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

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

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

supported by the study of Eun Chul Seo (1999), that a students interest in studies

and academic performance are also affected by the familys socio-economic status

like the income that the family is consuming a day, month, or year. Even on a low

income, there are always a way to survive economically. This may be true for many

people, but current research shows that a family's income affects all aspects of a

child's life.
 On the other hand, the respondents Academic Performance, the Table 1.1

summarizes the respondents frequency and percentage distributions to their four

major subjects. A description of APPROACHING-PROFICIENCY was resulted for

the respondents 4 major subjects in their 3 rd Grading grade which was consistent to

their overall mean of 80.14. The students in Baluarte Elementary School resulted to

have an approaching-proficiency in terms of their academic performances because

the students need a little of teachers attention towards their academic aspects as

well as the support of their parents for their education. In fact, academic

performance refers to how students deal with their studies and how they cope with

or accomplish different tasks given to them by their teachers. Thus, this was

supported in the study in Imus Institute that the Grading system of K-12 Program of

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

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

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

these understandings through authentic performance tasks.

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

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

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

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

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

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

lines, films, and demonstrations. Verbal learners get more out of words--written and

spoken explanations. Everyone learns more when information is presented both

visually and verbally. Thus, this was implicated by Terry Farwell on his study that

was intended for the teacher and he stated that a teaching strategy for visual

learners should include the use of demonstrations and visually pleasing materials,

and should make an effort to paint mental pictures for learners.

The Table 1.2 presents the distribution of respondents according to their

parental involvement. More than half of the respondents (76.48%) have a GOOD-

FAIR parental involvement and which are consistent to their overall mean of 2.75

that describes as a Good parental involvement.

Table 1.2 Distributions of the Respondents According to their Parental Involvement (n=34)

PARENTAL FREQUENCY PERCENTAGE

INVOLVEMENT
Very Good (3.25- 7 20.59
4.00)
Good (2.50- 13 38.24
3.24)
Fair (1.75- 13 38.24
2.49)
Poor (1.00- 1 2.94
1.74)
TOTAL 34 100.00
Overall Mean: 2.75 Description: Good SD= 0.60

INDICATORS Mean Description

Parental Involvement

1. My parents participate every time the 2.88 Good

 school calls for a PTA meeting.
2. My parents pay attention to my 2.68 Good
questions if ever I have difficulties in
making my assignments.
3. My parents help me in my school works 2.62 Good
when I ask them to.
4. My parents set a strict time for me to 2.56 Good
study at home.
5. My parents give me positive advices 3.00 Good
that motivate me to study well.

OVERALL MEAN 2.75 Good

Majority of the parents there fairly involve their selves towards their childrens

activities in school especially in their study habits because there are some factors

that resulted for the good and/or parental involvement. It can be a problem in

parents educational attainment, interest in childs learning, or the status of the

family. This was supported in the study according to Wanat (1992, p.47), "Schools

must understand that lack of participation by parents does not necessarily mean

they are neglecting their responsibilities. They simply may not have the time,

resources, or know-how to help out". These are some of the few reasons why many

of the parents do have a fair or just good parental involvement.

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

parental involvement which is consistent to the overall mean. This implies that

despite the fact that there are many factors that make a good/fair parental

involvement, more than half of the respondents do still have parents that supports

them in any way. In such, Vandergrift and Greene (1992, p.57) mentioned that there

are two key elements that work together to make up the concept of parental

involvement. One of these is a level of commitment to parental support. This

includes such things as encouraging the student, being sympathetic, reassuring, and

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

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

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

Table 2.1 is hypothesis free and presents the Distribution of the

Respondents According to their Teachers Personality with an overall mean result of

(3.49) that falls into the description of Very Good, which implies that the respondents

have a good recognition regarding in their Teachers Personality.

Problem 2: What are the respondents perceptions to their Teachers Personality?

Table 2.1 Distribution of the Respondents According to their Teachers Personality (n=34)

TEACHERS PERSONALITY FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 25 73.53
Good (2.50-3.24) 8 23.53
Fair (1.75-2.49) 1 2.94
Poor (1.00-1.74) 0 0.00
TOTAL 34 100.00
Overall Mean: 3.49 Description: Very Good SD= 0.44

INDICATORS Mean Description

Teachers Personality

1. My teacher uses varied instructional 3.71 Very Good

materials so that she can provide my
learning needs.
2. My teacher shares techniques and 3.35 Very Good
strategies how to do well in my studies.
3. My teacher gives us opportunities to 3.53 Very Good
experience success in our learning.
4. My teacher encourages me to do well in 3.29 Very Good
 school.
5. My teacher is consistent in establishing 3.59 Very Good
good rapport with us.

OVERALL MEAN 3.49 Very Good

The indicator shows that the highest mean of (3.71) obtained the description

of Very Good which implies that the teacher uses varied instructional materials so

that she can provide the respondents learning needs. The respondents appreciate

the management of instruction of their teacher which shows in the result that turn out

to be very good. Using varied instructional materials in that area is very applicable to

gain the interest of the students along the discussion. Since student in rural area are

not exposed to different media, if teacher use different instructional materials, her

student will really pay attention to any interesting instructional aides she will use.

Whether rural or urban they have different learning needs to be cater this is

supported by the study of McDavid (2009) which states that The students usually

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

instruction to fit each students need. Moreover, this applies to the self-

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

psychological needs of the individual will promote autonomy, competence, and

relatedness which will result into a well determined individual. The indicators lowest

mean of (3.29) though the description remains Very good however the least thing

that the respondents observed in their teacher which is the teachers encouragement

on them to do well in school. Respondents may think though the results are very

good that their teacher has lesser encouragement work because their parents do

more than the teacher encourages them. According to the study of Sheridan et. al.
(2001) that there was a high percentage of ratings among student when ask about

how their parents encourage them to do well in school.

Table 3.1 presents the distribution of the respondents study habit

according to their time management with an overall mean of (3.06) that falls into the

description of Good, which implies that the respondents are good in their Study

Habits in terms of managing their time.

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

3.1 Time Management

3.2 Study Techniques

Table 3.1 Distribution of the Respondents Study Habit according to their Time Management (n=34)

TIME MANAGEMENT FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 12 35.29
Good (2.50-3.24) 20 58.82
Fair (1.75-2.49) 2 5.88
Poor (1.00-1.74) 0 0.00
TOTAL 34 100.00
Overall Mean: 3.06 Description: Good SD= 0.43

INDICATORS Mean Description

Time Management
 1. I am spending enough time planning on 3.27 Very Good
academic matters.
2. I find time to study my lesson. 3.12 Good
3. I do task in order of their importance. 3.09 Good
4. I am making to do list on the things Im 2.53 Good
going to do for a month, week or day.
5. I organize my time to meet deadline. 3.32 Very Good

OVERALL MEAN 3.06 Good

The indicator shows that the highest mean of (3.32) obtained the description

of Very Good which implies that the respondents agreed on the fifth statement that

they organize their time to meet deadline. The students were practiced to meet

deadlines because that is how their teacher wanted them to do when it comes to the

submission of their school works and assignments. The teachers creates a

supporting relationship between her students so that she can monitor the students

overall progress this is supported in the study of Ancess (2003) that says Teacher

advisors follow up on assignments required for students help them organize their

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

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

Furthermore, that relatedness eventually will turn into more determined students

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

higher mean is (3.27) with same description mentioned above Very Good, which

implies that the respondents also agreed that they spend enough time planning on

the academic matters. Since the respondents had a good ratings towards their

Teachers Personality and good in Parental involvement and these two plays an

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

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

their studies serve as an encouragement to the respondents to plan more on

academic matters considering that most of them belong to low family monthly

incomes. They are motivated to give their best to their studies because that is one

way they believed that will alleviate their living in the near future. Furthermore

students whether in rural and urban setting could plan enough time for academic

matters if their parents and teachers put on emphasis on this by encouraging the

students this is supported in the study of Research & Education Association (2000)

that says teachers, parents and other members of the community are playing an

increasingly important role in setting school policies and goals. Meaning if lack of

these goal setting there would be a possibility to have poor result in the respondents

spending of time planning on the academic matters. The rest of the indicators were

just Good such as finding time always to study, doing their task according to their

importance and making of to do list was due to their family situation, although they

are good in planning but not on executing what has been planned because some

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

showed a good description on mean.

Table 3.2 presents the distribution of the respondents study habit according

to their study techniques with an overall mean of (2.92) that falls into the description

of Good, which implies that the respondents have good study habits in terms of their

study techniques.
 Table 3.2 Distribution of the Respondents Study Habit According to their Study Techniques (n=34)

STUDY TECHNIQUES FREQUENCY PERCENTAGE

Very Good (3.25-4.00) 9 28.47
Good (2.50-3.24) 18 52.94
Fair (1.75-2.49) 7 20.59
Poor (1.00-1.74) 0 0.00
TOTAL 34 100.00
Overall Mean: 2.92 Description: Good SD= 0.44

INDICATORS Mean Description

Study Techniques

1. I take down note during the discussion. 3.38 Very Good

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

OVERALL MEAN 2.92 Good

The indicator shows that the highest mean of (3.38) obtained the description

of Very Good which implies that the respondents always practices taking down notes

during their teachers discussion. However, respondents perhaps thought copying

the teachers writing on the board is the same as note taking since Elementary

students are more on copying the writings of the teachers on the board. According

to Kuhlthau et.al (2007) that many students have difficulty in deciding exactly what to

take down in their notes and yes this true to the researchers observations that most

of the students in Baluarte Elementary School will have a hard time what to take

down notes for the very reason that even simple spelling of the words they do not

know, you need to write it on the board for them to get the exact spelling. On the
other hand the lowest mean among the indicator is (2.41) which states that students

love to study that playing because they know that studying is more important that

spending too much in playing. According to George Scarlett (2004) that All children

want to perform and demonstrate their new skills during the elementary school

years. How they do so may vary depending on the values most cherished and

encouraged in their culture. In such we cannot say that merely studying without

playing is doing well because it does not carry the same meaning in all families, in all

communities and all times. Even if there are various studies that proves that

studying without playing is imbalance because every individual has its own belief

and principle in which they stand, we cannot super impose what is the right thing to

do however we can share the benefit of playing in the respondents lives.

The Table 4.1.1 shows the distribution of test of statistics of the significant

differences in the respondents study habits when grouped according to their

Parental Involvement.

Problem 4: Are there significant differences in their study habits when grouped

according to the following:

4.1 Students Profile

4.1.1 Parental Involvement
4.1.2 Family Monthly Income
4.1.3 Learning Styles
4.1.4 Academic Performance
4.2 Teachers Personality

Table 4.1.1 Test of Statistics on the Significant Differences in the Respondents Study Habits when

grouped according to their Parental Involvement (n=34)

 PARENTAL INVOLVEMENT
VERY GOOD GOOD FAIR-POOR
STUDY (3.25-4.00) (2.50-3.24) (1-1.75) F-value
HABITS x
x desc. desc. x desc.
Time Very 21.97
3.60 3.12 Good 2.74 Good
Management Good (**)
Study Very 6.31
3.29 2.98 Good 2.67 Good
Techniques Good (*)
OVERALL Very 17.70
3.44 3.05 Good 2.70 Good
RESULTS Good (**)
LEGEND: * -Significant **- Highly Significant

The table presented the very good description to the parental involvement of

the respondents towards their study habits of VERY GOOD group which is

consistent to the overall mean of 3.44 and a very good description. The same as to

the respondents group from GOOD-POOR, it resulted to have a good description

towards their study habits that is consistent to the overall mean and description

illustrated above. It shows that the respondents parental involvement reached the

overall mean of 2.75 which indicates as Good. Yet, still theres a need for

improvement because the highest is Very Good. The table presents those students

who have a very good parental involvement got the mean of 3.60 which indicates

very good time management. On the other hand, those students who have good

poor parental involvement got only good time management as well as their study

techniques. Considering there is a highly significant difference on time management

and a significant difference on study techniques of the students when grouped

according to parental involvement. Parents positive attitude towards their children

shows positive outcome on a students achievement. A very good time management

depends from a very good parental involvement. The result was supported by the

study of Karen Smith Conway (2008); she found that parental involvement has a
strong, positive effect on students achievement. Therefore, students study habits do

depend on their parental involvement.

Therefore, those respondents who have very good parental involvement also

do have a very good overall result towards their study habits, in consistent to their

mean. This implies that with parents that give attention to their childrens need

resulted to have a very good study habits because since the parents are always

there for them, they will be guided upon the fulfilment of their goals, if ever. While

those respondents who do have a poor-good parental involvement resulted to have

a good results towards their study habits, that is consistent to their means. This

implies that even that their parents fairly involve their selves in their childrens school

matters, still the parental spirit of a parent prevails in the end. In result, a highly

significant data was gathered. And this result to the rejection of the null hypothesis

stated in the first chapter of this study.

The Table 4.1.2 shows the distribution of test of statistics of the significant

differences in the respondents study habits when grouped according to their Family

Monthly Income.

Table 4.1.2 Test of Statistics on the significant difference on the respondents Study Habits according

to their Family Monthly Income (n=34)

FAMILY MONTHLY INCOME

STUDY 30,000 above 20,000-29,999 19,999 below
F-value
HABITS x desc. x desc. x desc.
Time 4.46
3.22 Good 2.80 Good 2.81 Good
Management (*)
Study 2.21
3.03 Good 2.63 Good 2.83 Good
Techniques (ns)
OVERALL 4.41
3.14 Good 2.72 Good 2.82 Good
RESULTS (*)
LEGEND: * -Significant **- Highly Significant

It shows that those students study habits in the aspect of time management

when group according to family monthly income: very high, above average, and

average, below average, very low have a good time management. Time

management does not matter on the students family class standing. Yet, study habit

in the aspect of time management has a significant difference when group according

to family monthly income. The result was supported by Duncan, et al (1998),

according to them that the poor performance was caused by financial resources to

purchase educational materials. But these was contradicted by the study of Conger

et al 1992., Guo and Harris, 2000., they said that economic hardship causes

emotional distressed in parents which, in return, causes to be less attentive and less

interested in their childrens education. Therefore, the students although they are

eager to go to school they experience lacked of self- determination to go to school,

because their parents do not support them about their school matters. Those

students with parents who are emotionally distressed were discouraged.

Moreover, students study habits in the aspect of study technique when group

according to their family monthly income, the very high group, above average group,

and the average-low families monthly income has a good study technique. A study

technique does not matter of the students family class standing and there is no

significant difference in the students study habit in the aspects of study techniques

when grouped according to family monthly income, because student study

techniques came only from how person manipulate his own way of studying. It does

not depend on what class does a student belongs.

Therefore, those respondents who have whether a high or low family monthly

income resulted to have an overall description of good which is consistent to their

means towards their study habits. There is a significant difference of the

respondents study habits when grouped according to their family monthly income

because a childs managing of time also differ like in the resources that he/she has if

he/she can afford or not, that means if he has the materials with him then he can go

on to his school works immediately; and also to its study techniques because though

it has a not significant data at first, still when looking in the overall, the study

techniques placed an impact to the students. This is because when he saw the

financial capability of their parents to provide chances, then the students will be

encourage in doing his task (Eun Chul Seo, 1999). This result rejected the null

hypothesis stated in the first chapter of this study.

The Table 4.1.3 shows the distribution of test of statistics of the significant

differences in the respondents study habits when grouped according to their

Learning Styles.

Table 4.1.3. Test of Statistics on the significant difference on the respondents Study Habits according

to their Learning Styles (n=34)

LEARNING STYLES
Kinaesthetic,
audio-visual, kinea-
STUDY visual, Audio-kinae, F-value
HABITS Visual Auditory Kinae-audio-visual
x desc. x desc. x desc.
Time 0.56
2.98 Good 3.16 Good 3.07 Good
Management (ns)
Study 0.28
2.87 Good 3.00 Good 2.89 Good
Techniques (ns)
OVERALL 0.50
2.93 Good 3.08 Good 2.98 Good
RESULTS (ns)
LEGEND: * -Significant **- Highly Significant

Visual group, auditory group, and the group of kinaesthetic, audio-visual,

kinaesthetic-visual, audio-kinaesthetic, and audio-kinaesthetic-visual groups

represent the GOOD time management as well as study techniques. There is no

significant difference in their study habit when grouped according to learning style.

Learning styles are different approaches and ways of learning. The result was

supported by the study of Gordon (1998), he said that to learn, we depend in our

senses to process the information around us. Learning style shows how one

particular individual will react to a specific situation and how he will behave in a

unique learning situation and depends on his learning style, he also stated that

different interaction is obvious with the same learning environment by different

people and this matter on their learning styles.

Therefore, the respondents learning styles have a not significant data in the

overall results which were consistent to their means towards their F-value and this

implies that a ones learning style is innate for an individual and only a person

himself can do his management of time and the technique in studying. Generally,

learning is central to all behaviour. Each learner is unique individual with different

abilities, and ways of thinking and responding thus these characteristics have a

significant influence on ones learning style (Figueroa, 2008-2009). This result does

not reject the null hypothesis stated in the first chapter of this study.
 The Table 4.1.4 shows the distribution of test of statistics of the significant

differences in the respondents study habits when grouped according to their

Academic Performance.

Table 4.1.4. Test of Statistics on the significant difference on the respondents

Study Habits according to their Academic Performance (n=34)

ACADEMIC PERFORMANCE
Advance Developing
(90-100) and Approaching- (75-79) and
ST UDY Proficient Proficiency Beginning F-value
HABITS (85-89) (80-84) (60-74)
x desc. x desc. x desc.
Time 1.16
2.85 Good 3.02 Good 3.15 Good
Management (ns)
Study 4.74
2.47 Fair 2.98 Good 3.04 Good
Techniques (*)
OVERALL 3.21
2.66 Good 3.02 Good 3.09 Good
RESULTS (*)
LEGEND: ns- Not Significant * -Significant

Respondents with an average of 90-100 and/or 85-89 whose academic

performance is advance and proficient proficiency shows good time management,

but fair in their study techniques. There is no significant difference in study habits in

the aspect of time management when grouped according to academic performance.

On the other hand, study techniques show significant difference on study habit when

group according to academic performance.

The study was supported by an unknown author of English-test, said; a child

must balance playing and studying because it could benefit childrens intelligence

and psychosocial development. Fair study techniques may lead to poor academic

performance, but according to Annie Murphy Paul (2013), she said that highlighting

and underlining lead the authors list of ineffective learning strategies. She also
emphasize the techniques in studying offer no benefit beyond simply reading the

text. If a learner is fond of underlining and highlighting words or phrases while

reading, it may hamper the process of making connections and drawing inferences,

and causes misunderstanding and miscomprehending the text.

Therefore, there is a significant difference in the respondents study habits

when grouped according to their academic performance because intelligence

accounts for little variance in academic performance (Bakare, 1975). More emphasis

had shifted from intellectual factors to non-intellectual factors such as some

personality variables like self-concept and study habit. Me Comb et al (1990) said

that the students learning achievement depends on their attitude, motivation

performance for success, and study habits. This result rejected the null hypothesis

stated in the first chapter of this study.

The Table 4.1.2 shows the distribution of test of statistics of the significant

differences in the respondents study habits when grouped according to their

Teachers Personality.

Table 4.2.1 Test of Statistics on the significant difference on the respondents Study Habits according

to their Teachers Personality (n=34)

TEACHERS PERSONALITY
Poor-Good
Very Good
(2.50-3.24; 1.75-2.49;
STUDY HABITS (3.25-4.00) T-stat value
1.00-1.74)
x desc. x desc.
2.49
Time Management 3.16 Good 2.78 Good
(*)
2.76
Study Techniques 3.03 Good 2.60 Good
(*)
OVERALL 3.07
3.10 Good 2.69 Good
RESULTS (**)
 LEGEND: * -Significant **- Highly Significant

A range of 3.25-4.00 of a very good teachers personality shows good time

management and the ranges from 1.00-3.24 are the group for a good-poor teachers

personality shows also a good time management. Yet, theres still a need for

improvement. Thus, there were significant differences in study habits in the aspect of

time management and study techniques. The result was supported by Hanbbel Meer

of hub pages.com, it was stated that, a good teacher has a good personality.

Therefore, students always get attracted to teachers with good personalities and

characteristics which leads to better communication, understanding and ultimately

good results. However, not all the time if the teacher has a very good personality

means the student performance is also good. We should also consider other factors

that could help improve and motivate student self-determination.

Therefore, there is a highly significant difference of the respondents study

habit when grouped according to their Teachers Personality because a teacher is

the one who is in-charge of the learning of the students for their education inside the

classroom. Both the Very Good group and the poor-good group resulted to have a

GOOD description towards their study habits in consistent to their means. Moreover,

enthusiastic teachers can create a lively and energetic classroom. Students will be

satisfied with whatever teachers teach. Teacher can lead them in the learning

process and they follow what teachers perform as well. (Cruickshank et. al., 2003,

p.332). This result rejected the null hypothesis stated in the first chapter of this study.
 Chapter 5

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter will present the summary, the conclusion and recommendations

based on the findings of this study.

Summary

The study was conducted to find out the study habits of grade V and VI

students of Baluarte Elementary School SY: 2012-2013. Specifically, it sought to

answer the following problems:

The respondents consisted of 34 composed of grade V and VI students of

Baluarte Elementary School. These students were officially enrolled as elementary

student of Baluarte elementary school SY: 2012-2013. These students comprised

the total number of present during the survey was conducted.

 The tool that was used to gather the data was a survey questionnaire devised

by the researchers to answer the question posed for this research work. One set of

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

another set of questionnaire are questions that helps to determine the respondents

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

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

profile of the respondents socio-economic status and academic performances on

their four major subjects such as Mathematics, Science, English, and Filipino.

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

students 3rd grading grades of grade V and VI provided by the mentors of the two

classes (grade V and VI) of Baluarte Elementary school.

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

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

F-test were also used in comparing various variables.

Findings

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

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

following findings:

1. It was found that out of the 34 respondents, there were more male

students as compared to female students.

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

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

studies. Another set of students composed of 38.24% of students

 population claimed that their parents are fair enough in any active school

activities and also help them in their studies.

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

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

belonged to Below Average Class with the familys income from 5,001-

9,999. Five students belonged to Average class whose family monthly

income is from 10,000-19,999. Yet, there was only one student who

belonged to a class of Above Average whose family monthly income is

20,000-24,999, and one student who belong to a Very High class whose

monthly income reaches from 30,000 and above.

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

And 32.35% consisted of 11 students were classified as Auditory

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

respondents had a grade of 75-79. The highest rating is Mathematics,

followed by Science, Filipino, and English got the lowest rating.

6. Most of the respondents majority time spent in studying were 20-30mins.
7. It was found out that in mathematics; 64% of the total number of the

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

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

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

that their teachers personality was considered as Very Good.

9. In terms of the respondents time management, 58% of students who

reached 2.50-3.24 which means Good. 12 students are at 35.29% was

Very Good, and 2 students were Fair at 5.88%.

10. It can be gleaned from the study that 52.94% of the students have good

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

notes and it can be seen also that they rather study at home than playing.
11. When grouped according to Parental Involvement, there was no significant

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

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

significant difference was revealed.

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

significant difference that was shown in the students study habits in the

aspects on study techniques; however, in aspect of time management

significant difference was exposed.

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

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

time management and study techniques.

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

significant difference in the students study habit in the aspect of time

management; however there was a significant difference in the students

study habits in the aspects of study techniques.

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

significant difference that was revealed in the respondents study habits in

the aspect of time management; yet, there was a significant difference in

their study habits in the aspects of study techniques.

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

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

of time management and study techniques.

CONCLUSIONS:

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

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

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

Techniques is best for each type of learner.

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

type of learner in order to keep students afloat in their studies.

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

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

students academic performances varies. Teachers personality could also be the

factor of a good study technique.

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

home this may improve the academic performance of the students.

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

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

respondents.

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

study habit of the students in Baluarte elementary School are the very low family

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

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

of Managing their time to study.

RECOMMENDATIONS

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

To the parents, whose still need for improvement on how involve they are on

their childrens school matters, it may be helpful to continue monitoring their

childrens academic performance considering right time management to support the

students study techniques.

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

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

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

may be helpful to enhance students creativity.

To the administrators to continue motivating students in their studies to make

them appreciate the value of good study habit, peer acceptance, and guidance

towards academic performance. It may be helpful to schedule remedial classes to

assess low performing students and will encourage self-awareness in order to help

the students improve their academic performance considering their time

management and study techniques.

To the future researchers you may considered the factors that affect poor

study habits towards academic performance of Baluarte Elementary School, you

may also use Random Sampling Method for your data gathering.
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