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GRADE-VI
STUDENTS
ABSTRACT
There had been many studies conducted about the study habits of the
students and it’s implication on the student’s academic performance. However,
results varies in different settings whether urban or rural, the very reason why
researchers chose this study. The purpose of the study focused on the “Study
Habits of the Grade-V and Grade-VI pupils in Baluarte Elementary School for the
School Year 2012-2013”. This study was conducted to find out the factors affecting
the study habits of the students in that particular area. The study was anchored on
the Self-Determination Theory of Edward Deci and Richard M. Ryan because
internal and external factors wither in Inside the school or outside the school and
even in their homes can contribute to the respondent’s autonomy, competence and
relatedness which will form into their individual self determination to do well in
every task and even to their study habits. For the schema of the study the
researchers consider the following independent variables: Student’s Profile in
terms of their Parental Involvement, Family Monthly Income, Learning Styles and
Academic Performance getting the 3rd grading grades of the Major subjects such
as English, Math, Science and Filipino. For the Dependent variable which is the
Study Habits, the researchers chose to focus on the two variables: Time
Management and Study Techniques. The study sought to prove the formulated
null hypotheses that there are no study habits of the respondents in terms of their
time management and study techniques and there are no significant differences in
the respondents Study Habits when group according to their Parental Involvement,
Family Monthly Income, Learning Style, Academic Performance and their
Teachers’ Personality. The researchers formulated 38 self-developed survey
questionnaire validated by the panel of experts in the field of Educational
Research. The study used quantitative method mainly the descriptive Statistics
getting the Frequency and Percentage in organizing, describing, analyzing and
presenting the data. It used Purposive Sampling in choosing thirty four (34)
respondents that answered the 38-item questionnaire validated. Through the said
sampling technique, the researchers arrived with 11 respondents from Grade-V
and 23 respondents from the Grade-VI.
The results of the study that were gathered showed that there were high
significant differences in the respondents’ time management and study techniques
when grouped according to their Parental Involvement and Teachers Personality.
Parents and teachers plays important role in promoting autonomy, competence
and relatedness that will produced a more self-determined students. Results also
revealed that there were significant differences in the respondents’ study habit in
terms of their Family monthly Income and academic performance. Respondents’
will really spend ample amount for the school works and if lack of financial capacity,
it would really affect their academic performances. On the other hand learning
styles did not show any significance on the respondents’ study habit because
whether the learner was Visual, Auditory, Kinaesthetic or a combination of any
were capable of managing their time efficiently and apply varied study techniques
regardless of what kind of learner he/she was. The principal conclusion formulated
was that there was a need to consider the family Monthly Income in all plans of the
school because it will affect the Academic performances of the respondents.
FINDINGS:
From the study conducted, the researchers arrived at the following findings:
1. Most of the students in Baluarte Elementary School are visual learners and are
good Parental Involvement though most of them have very low family monthly
income.
2. Almost all of the students have very good recognition of their teachers’
personality.
3. Most of the students are both good in their study habits when it comes to time
Based on the findings of the study, the following conclusions were drawn:
1. There is a need to consider the family monthly Income in any School Works
consistently.
In general, the results of the study implies that the factors that affects the
study habit of the students in Baluarte elementary School are the very low family
monthly income of the students that hinders to them to do well in School and not
so full Involvement of the Parents in monitoring their child in their Study habit in
knowledge at school, in a form of formal education. Generally, at the start of a very young
age, children learn to develop and use their mental, moral and physical powers, which
they acquire through various types of education. The process of education does not only
start when a child first attend school. Education begins at home when the parent started
to give knowledge to the child. This will be followed up by the education given by the
teachers. In almost all societies, receiving an education in school is extremely vital and
necessary if a person wants to achieve success in life. Thus, education is the key that
allows people to move up in the world, seek better jobs, and ultimately succeed fully in
life.
In education, it involves study habits and this is the ways that you study; the habits
that you have formed during your school years. Study habits can be good ones, or bad
ones. Good study habits include being organized, keeping good notes, reading your
textbook, listening in class, and working every day. Bad study habits include skipping
class, not doing your work, watching TV or playing video games instead of studying, and
In fact, many of the Filipino school have also encountered this kind of problem like
the Christ the King College and Gingoog City High School, in a study of Mercado (1999),
the third year and fourth year students in that particular year of the study revealed that
the students did not have a fixed study time and had poor and improper study habits. As
well as the Regional Science High School (RSHS), Gusa, Cagayan de Oro City in school
year 2009-2010 experienced also the same problem because according to the study of
Victoria Tan (2010), “the RSHS has the summary of the students that majority got 82
below in their minor subjects and 83-85 in their major subjects. Highlighting text and
memorizing are the most effective devices used for reviewing. These devices are the
effective instruments in studying lessons. Students only study their lessons 1 hour a day.
Almost half of the respondents nap after studying their lessons. Therefore, that chatting,
texting, on-line gaming, watching movies and outing affect the study habits of probies in
Regional Science High School”. This study shows the problem regarding study habits of
the mentioned school and it’s not only the problem of the high school but also to the
elementary school in Sitio Baluarte, Lumbia, Cagayan de Oro City. However, those are
the problems of the mentioned school considering their school location. When compared
to the schools located at the rural areas like the Baluarte Elementary School, they were
in a place that social networking and other technologies were not easily available or
accessible. Thus, the factors affecting the study habits between the school located at the
The topic was chosen based on the concern raised by the school regarding the
poor study habit of the students in Baluarte Elementary School. The researchers had
chosen the grade V and grade VI students as the respondents for the reason that they
are ahead, mature, and responsible students among the six grade level. The grade V and
grade VI students already managed their study habits so in this case, if ever they need
an improvement they can probably develop it through the findings of this research study.
Upon the raised problem of the school, the researchers pursued this concern to let the
school know about what are the factors that really affect the students’ poor study habit
when grouped according to their time management, learning techniques, and study skills.
As a result, the elementary school happened to experience the decreasing number
of students every now and then for the reason that the students were not eager to study
even at home or at their school. Even the teachers had already observed the decreasing
number of scores that their students got every quizzes and the increasing number of
absentee. According to the Principal, Mr. Legaspi, he stated that “these problems are
commonly happened every now and then; the teachers have observed that it was the
problem of student’s study habits that resulted to their decreasing number of scores
especially on their major subjects”. That was the problem that the school now was facing.
In sum, this study also helps us to analyze some recommendations that will benefit for
Therefore, it has always been the presumption of many educators that students
will eventually develop good study habit as they grow and become more experienced in
school. But this is only partly true. It has been observed that not all students develop
effective study habits and learning strategies unless there is someone who will help them.
Conceptual Framework
students’ study habits towards their academic performance (Manchala, 2007). Whither
the study habit is systematic or unsystematic, efficient or otherwise there could always be
students. He also explained that if the students have a good study habit it make them to
have a good performance. However, behind this so called “study habit” either good or
bad there are factors or reasons behind of what kind of study habit the students produce.
This is a common concern among educators but they focused on the poor study habit of
determination theory by Edward L. Deci and Richard M. Ryan because the learner himself
and the independent variables have a great role in shaping the learner’s study habit. Self-
determination is innate to an individual and together with the psychological needs. This
theory emphasizes on the individual’s motivation and how external factors affects on the
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
come up a good result. This motivation could be possible if there is a positive stimulus
that would bring out the positive behaviour in the life of the learners. In such this paper
put into consideration the social environment that nurtures the learner’s inherent
potentials.
were considered: the students’ profile in terms of their parental involvement family
monthly income, learning styles, academic performances and their teachers’ personality.
These variables are because they are considered as the nurturing social environment
and in one way or other these may influence the study habit of the students.
It is important to consider the study habits of the students on how they manage
their time efficiently, and how to have effective varied study techniques to keep them
afloat. These things are important for them to form a good study habit. These things are
important in order to understand how these students respond to the demands of acquiring
good grades as expected by parents and school authorities. In such the cooperation of
the parents and teachers are needed because they are going to take another step in
learning process which is the secondary level or high school. In addition to that high
school is the training ground for college if students started a poor study habit they will
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
prioritize important task and balance their time efficiently. Study techniques are methods
which involve the application of a group of techniques to achieve a process result (Vijay
Sheth 2005). In addition it is one way of realizing the best method of performing a task
which can be effective in studying. According to the research study of Eun Chun Seul
(1999) she quoted from Morgan and Deese (1973) that studying is really an all-out effort
and learning, and it is only practiced successfully when one really learns. It means that
studying takes a lot of time to practice, it involves sacrifices for leisures in order to make
it a habit. Furthermore no one can learn for you, learning is solely controlled by the learner
itself. In addition with this the secret of effective study is found in the student’s firm
determination and desire to learn. In addition students must have a genuine interest to
Parental Involvement
Time Management
Family Monthly Income
Study Techniques
Learning Styles
Academic Performance
3rd Grading Grades in:
Math
English
Science
Filipino
Teacher's Personality
Figure 1. The Schema of the Study
1.3.1 Visual
1.3.2 Auditory
1.3.3 Kinesthetic
1.4.1 Science
1.4.2 Math
1.4.3 English
1.4.4 Filipino
3. What are the study habits of the respondents in terms of the following:
4. Are there significant differences in their study habits when grouped according
to the following:
4.1. Student’s Profile
Null Hypotheses
Ho1: There are no study habits of the respondents in terms to the following:
Ho2: There are no significant differences in the respondents study habit when
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
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
Research Setting
This study was conducted among the Grade V and grade VI students of Baluarte
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.
Cagayan de Oro City. This was a public school consisted a total number of nine (9) rooms
including their school library and principal’s office having one (1) teacher in each year
level. The school environment has a wide garden and field fronting the school gate. Each
classroom can accommodate fifteen to fifty (15-50) students depending on the grade
level. Their rooms were well-ventilated and also have complete materials needed for the
students. As a matter of fact, the school came up with different concerns for their school
but the researchers chosen the problem regarding the poor study habit among grade five
Thirty four (34) respondents were given a survey questionnaire having 38 items:
18 standard questions for the Learning Style, 5 for study techniques, 5 questions for time
management, 5 for parental involvement and 5 for teachers’ personality which are related
to the concerned topic. They were also asked by the researcher for the profiling of the
respondents; these questions are about their Family monthly income, and 3 questions for
time management on how they’ll going to manage their time in their study and to the 4
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.
questions that were used to determine the profile of the students regarding to their study
habits. The survey questionnaire contained questions that shows their kinds of study
techniques, learning style, and time management; as well as their profiles about their
economic status, teacher’s attitude or personality towards them, and their parent’s
involvement when comes to their school matters. Also, the researchers had read and
explained each question loudly in a vernacular dialect to the class and gave some specific
examples that let students understand fully the questions given and guided them upon
answering so they can answer it whole honestly. The gathered data was now then ready
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
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’
2. Socio-Economic Status
Code Description
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
This chapter presents how the gathered data was collected, organized, presented
and analyzed. The researcher’s final respondents were lowered into thirty four (34) from
the expected number of forty two (42) due to the absence of some respondents upon data
gathering.
The Table 1.1 presents the distribution of respondents’ profile according to their
1.3.1 Visual
1.3.2 Auditory
1.3.3 Kinaesthetic
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
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
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
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
Though more than half of them belonged to a family who have a very low monthly income,
still many of them are sent to school by their parents for education; poverty is not a
hindrance for them actually. Moreover, those respondents who belonged to a VERY LOW
family income are said to have a low performance in school. That was supported by the
study of Eun Chul Seo (1999), that a student’s interest in studies and academic
performance are also affected by the family’s socio-economic status like the income that
the family is consuming a day, month, or year. Even on a low income, there are always a
way to survive economically. This may be true for many people, but current research
On the other hand, the respondents’ Academic Performance, the Table 1.1
summarizes the respondents’ frequency and percentage distributions to their four major
respondents’ 4 major subjects in their 3rd Grading grade which was consistent to their
overall mean of 80.14. The students in Baluarte Elementary School resulted to have an
need a little of teacher’s attention towards their academic aspects as well as the support
of their parents for their education. In fact, academic performance refers to how students
deal with their studies and how they cope with or accomplish different tasks given to them
by their teachers. Thus, this was supported in the study in Imus Institute that the Grading
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
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
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
Involvement (n=34)
Parental Involvement
Majority of the parents there fairly involve their selves towards their children’s
activities in school especially in their study habits because there are some factors that
resulted for the good and/or parental involvement. It can be a problem in parents’
educational attainment, interest in child’s learning, or the status of the family. This was
supported in the study according to Wanat (1992, p.47), "Schools must understand that
lack of participation by parents does not necessarily mean they are neglecting their
responsibilities. They simply may not have the time, resources, or know-how to help out".
These are some of the few reasons why many of the parents do have a fair or just good
parental involvement.
In connection with the major table results, the indicators show the good parental
involvement which is consistent to the overall mean. This implies that despite the fact that
there are many factors that make a good/fair parental involvement, more than half of the
respondents do still have parents that supports them in any way. In such, Vandergrift and
Greene (1992, p.57) mentioned that there are two key elements that work together to
parental support. This includes such things as encouraging the student, being
parental activity and participation, such as doing something that is observable. This
parent.
Table 2.1 is hypothesis free and presents the Distribution of the Respondents’
According to their Teacher’s Personality with an overall mean result of (3.49) that falls
into the description of Very Good, which implies that the respondents have a good
Personality (n=34)
Teacher’s Personality
The indicator shows that the highest mean of (3.71) obtained the description of
Very Good which implies that the teacher uses varied instructional materials so that she
can provide the respondents’ learning needs. The respondents appreciate the
management of instruction of their teacher which shows in the result that turn out to be
very good. Using varied instructional materials in that area is very applicable to gain the
interest of the students along the discussion. Since student in rural area are not exposed
to different media, if teacher use different instructional materials, her student will really
pay attention to any interesting instructional aides she will use. Whether rural or urban
they have different learning needs to be cater this is supported by the study of McDavid
(2009) which states that “ The students usually have different abilities, skills task, and
learning styles, so teachers must modify instruction to fit each student’s need”. Moreover,
this applies to the self-determination theory of Edward Deci and Richard M. Ryan catering
the psychological needs of the individual will promote autonomy, competence, and
relatedness which will result into a well determined individual. The indicator’s lowest mean
of (3.29) though the description remains Very good however the least thing that the
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
Management (n=34)
Time Management
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 teacher’s creates a supporting relationship
between her students so that she can monitor the student’s overall progress this is
supported in the study of Ancess (2003) that says “Teacher advisors follow up on
assignments required for students help them organize their work and meet deadlines..”,
it shows that one factor for a very good ratings on the meeting of deadlines was the effort
of the teacher and thus promote relatedness. Furthermore, that relatedness eventually
will turn into more determined students according to the self-determination of Edward
Deci and Richard Ryan. The second higher mean is (3.27) with same description
mentioned above Very Good, which implies that the respondents also agreed that they
spend enough time planning on the academic matters. Since the respondents had a good
ratings towards their Teacher’s Personality and good in Parental involvement and these
Furthermore both the parents and teachers encouragement to the respondents to give
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
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
Very Good which implies that the respondents always practices taking down notes during
their teacher’s discussion. However, respondents perhaps thought copying the teacher’s
writing on the board is the same as note taking since Elementary students are more on
copying the writings of the teacher’s on the board. According to Kuhlthau et.al (2007) that
many students have difficulty in deciding exactly what to take down in their notes and yes
this true to the researchers’ observations that most of the students in Baluarte Elementary
School will have a hard time what to take down notes for the very reason that even simple
spelling of the words they do not know, you need to write it on the board for them to get
the exact spelling. On the other hand the lowest mean among the indicator is (2.41) which
states that students love to study that playing because they know that studying is more
important that spending too much in playing. According to George Scarlett (2004) that “All
children want to perform and demonstrate their new skills during the elementary school
years. How they do so may vary depending on the values most cherished and encouraged
in their culture”. In such we cannot say that merely studying without playing is doing well
because it does not carry the same meaning in all families, in all communities and all
times. Even if there are various studies that proves that studying without playing is
imbalance because every individual has its own belief and principle in which they stand,
we cannot super impose what is the right thing to do however we can share the benefit
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:
PARENTAL INVOLVEMENT
VERY GOOD GOOD FAIR-POOR
STUDY (3.25-4.00) (2.50-3.24) (1-1.75) F-value
HABITS
x desc. x desc. x desc.
Time Very 21.97
3.60 3.12 Good 2.74 Good
Management Good (**)
Study Very 6.31
3.29 2.98 Good 2.67 Good
Techniques Good (*)
OVERALL Very 17.70
3.44 3.05 Good 2.70 Good
RESULTS Good (**)
LEGEND: * -Significant **- Highly Significant
The table presented the very good description to the parental involvement of the
respondents towards their study habits of VERY GOOD group which is consistent to the
overall mean of 3.44 and a very good description. The same as to the respondents group
from GOOD-POOR, it resulted to have a good description towards their study habits that
is consistent to the overall mean and description illustrated above. It shows that the
respondents’ parental involvement reached the overall mean of 2.75 which indicates as
Good. Yet, still there’s a need for improvement because the highest is Very Good. The
table presents those students who have a very good parental involvement got the mean
of 3.60 which indicates very good time management. On the other hand, those students
who have good – poor parental involvement got only good time management as well as
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
Therefore, those respondents who have very good parental involvement also do
have a very good overall result towards their study habits, in consistent to their mean.
This implies that with parents that give attention to their children’s need resulted to have
a very good study habits because since the parents are always there for them, they will
be guided upon the fulfilment of their goals, if ever. While those respondents who do have
a poor-good parental involvement resulted to have a good results towards their study
habits, that is consistent to their means. This implies that even that their parents fairly
involve their selves in their children’s school matters, still the parental spirit of a parent
prevails in the end. In result, a highly significant data was gathered. And this result to the
rejection of the null hypothesis stated in the first chapter of this study.
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.
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
contradicted by the study of Conger et al 1992., Guo and Harris, 2000., they said that
economic hardship causes emotional distressed in parents which, in return, causes to be
less attentive and less interested in their children’s education. Therefore, the students
although they are eager to go to school they experience lacked of self- determination to
go to school, because their parents do not support them about their school matters. Those
Moreover, students’ study habits in the aspect of study technique when group
according to their family monthly income, the very high group, above average group, and
the average-low families monthly income has a good study technique. A study technique
does not matter of the students’ family class standing and there is no significant difference
in the students’ study habit in the aspects of study techniques when grouped according
to family monthly income, because student study techniques came only from how person
manipulate his own way of studying. It does not depend on what class does a student
belongs.
Therefore, those respondents who have whether a high or low family monthly
income resulted to have an overall description of good which is consistent to their means
towards their study habits. There is a significant difference of the respondents study
habits when grouped according to their family monthly income because a child’s
managing of time also differ like in the resources that he/she has if he/she can afford or
not, that means if he has the materials with him then he can go on to his school works
immediately; and also to its study techniques because though it has a not significant data
at first, still when looking in the overall, the study techniques placed an impact to the
students. This is because when he saw the financial capability of their parents to provide
chances, then the students will be encourage in doing his task (Eun Chul Seo, 1999).
This result rejected the null hypothesis stated in the first chapter of this study.
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.
LEARNING STYLES
Kinaesthetic,
audio-visual, kinea-
STUDY Visual Auditory visual, Audio-kinae, F-value
HABITS 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
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
Therefore, the respondents’ learning styles have a not significant data in the overall
results which were consistent to their means towards their F-value and this implies that a
one’s learning style is innate for an individual and only a person himself can do his
management of time and the technique in studying. Generally, learning is central to all
behaviour. Each learner is unique individual with different abilities, and ways of thinking
and responding thus these characteristics have a significant influence on ones learning
style (Figueroa, 2008-2009). This result does not reject the null hypothesis stated in the
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.
ACADEMIC PERFORMANCE
Advance Approaching- Developing
(90-100) and Proficiency (75-79) and
ST UDY Proficient (80-84) Beginning F-value
HABITS (85-89) (60-74)
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
hand, study techniques show significant difference on study habit when group according
to academic performance.
The study was supported by an unknown author of English-test, said; “a child must
balance playing and studying because it could benefit children’s’ intelligence and
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
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 Teacher’s
Personality.
TEACHER’S PERSONALITY
Poor-Good
Very Good
(2.50-3.24; 1.75-2.49;
STUDY HABITS (3.25-4.00) T-stat value
1.00-1.74)
x desc. x desc.
2.49
Time Management 3.16 Good 2.78 Good
(*)
2.76
Study Techniques 3.03 Good 2.60 Good
(*)
OVERALL 3.07
3.10 Good 2.69 Good
RESULTS (**)
LEGEND: * -Significant **- Highly Significant
management and the ranges from 1.00-3.24 are the group for a good-poor teacher’s
personality shows also a good time management. Yet, there’s still a need for
improvement. Thus, there were significant differences in study habits in the aspect of time
management and study techniques. The result was supported by Hanbbel Meer of hub
pages.com, it was stated that, “a good teacher has a good personality”. Therefore,
students’ always get attracted to teachers with good personalities and characteristics
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
when grouped according to their Teacher’s Personality because a teacher is the one who
is in-charge of the learning of the students for their education inside the classroom. Both
the Very Good group and the poor-good group resulted to have a GOOD description
towards their study habits in consistent to their means. Moreover, enthusiastic teachers
can create a lively and energetic classroom. Students will be satisfied with whatever
teachers teach. Teacher can lead them in the learning process and they follow what
teachers perform as well. (Cruickshank et. al., 2003, p.332). This result rejected the null
This chapter will present the summary, the conclusion and recommendations
Summary
The study was conducted to find out the study habits of grade V and VI students
following problems:
Baluarte elementary school SY: 2012-2013. These students comprised the total number
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
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
Another source of information used in this study was the record of the students’ 3 rd
grading grades of grade V and VI provided by the mentors of the two classes (grade V
Distribution in order to understand and interpret these data correctly. The T-test and F-
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
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.
that their parents are fair enough in any active school activities and also help
3. Many of the respondents belonged to the very low class with an income bracket
Below Average Class with the family’s income from 5,001-9,999. Five students
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
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,
2.50-3.24 which means Good. 12 students are at 35.29% was Very Good, and
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.
difference that was revealed in the students’ study habits in the aspects on
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.
differences that were shown in the students’ study habits in the aspects of time
however there was a significant difference in the students’ study habits in the
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
differences that were revealed in the students’ study habits in the aspects of
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
There is also a need to consider the appropriate study techniques of each type of
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
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
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
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
appreciate the value of good study habit, peer acceptance, and guidance towards
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
Books
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Bulletin”, 76(543), 15-18.
Kuhlthau et.al. (2007). “Guided Inquiry: Learning in the 21st Century”. Greenwood
Publishing Group. Page 89
R.E.A. (2000). “Careers for the Year 2000 and Beyond”. Research & Education
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Sheridan, S. M. (2001). “Schools and Families: Creating Essential Connections for
learning”.The Guilford Press. Page
Wanat, C. (1992). “Meeting the needs of Single-Parent Children: School and parent
Views Differ”. NASSP Bulletin, 76(543), 43-48.
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University of New Hampshire (2008, May 28). Parental Involvement Strongly Impacts
Student Achievement. ScienceDaily. Retrieved March 2, 2013, from
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Hunbbel Meer. (2010). Children should play and study rather than learn how to do
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http://www.english-test.net/forum/ftopic63562.html
Journals
Andrew J. Houtenville and Karen Smith Conway. Parental Effort, School Resources,
and Student Achievement. J. Human Resources, XLIII(2): 437-453