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The Study Skills of First Year Education Students and Their Academic
Performance

MARIA NANCY QUINCO-CADOSALES, PhD

nancymari71@gmail.com
College of Education and Graduate Studies
La Salle University
Ozamiz City, Philippines

Presented during the

Global Conference on Education, Business, Engineering and Sciences (GCEBES 2012)
Marina Bay Sands Expo and Convention Centre, Singapore
October 24-26, 2012

Awards Received: First Place, Best in Oral Presentation and First Place, Best in
Powerpoint Presentation

Abstract

First year students take time to adjust to college life. A number of priorities are
considered in order to survive in the tertiary level. One of which is complying with the
academic requirements. This present study describes the study skills of the first year
students in the College of Education, La Salle University, Ozamiz City, Philippines. The
framework used in identifying the study skills of the first year students was adopted from
Lucas and Corpuz (2007:4). These study skills were correlated to the students’ academic
performance using Kendall’s Tau B, Chi-square, and Multiple Regression tests. There
were one hundred twenty eight (128) first year students who were taken as respondents of
the study. The study reveals that the first year students have the skills in organizing and
planning their work, preparing assignments or projects, and note-taking and reading.
The students’ skills in organizing and planning one’s work; working with others and
utilizing resources and feedback; note-taking and reading; and preparing an
assignment/project correlate with their grades. The best predictor of students’ academic
performance is note-taking and reading. First year college students need to develop the
habit of studying their lessons, reading, and taking down notes to improve their academic
performance.

INTRODUCTION

College life entails a lot of hard work, perseverance, and adjustments. Enrolling
in the first year of tertiary academic level requires a lot of adjustments for the entering
students. This is the transition from high school life to a more challenging and
independent learning endeavors. Performance in the tertiary level is affected by many
factors, one of which is the students’ study skills. Students need to use their
metacognition and cognitive strategies in order to survive in college life. Lefrancois
(2000) defines metacognition as the knowledge about knowing. As one grows and learn,
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s/he develops motives of him/herself as learner. S/he develops strategies to recognize

one’s limitations and allows him/her to monitor progress and take advantage of his/her
efforts. Further, he says that cognitive strategy is a process involved in learning and
remembering. Cognitive strategies include identifying problems, selecting approaches,
and using feedback.

No two people study the same way, and there is little doubt that what works for
one person may not work for another. However, there are some general techniques that
seem to produce good results. Every subject that a student is going to enroll would be so
interesting that studying it is not work but pleasure. Everyone is different, and for some
students, studying and being motivated to learn comes naturally. Success in high school
and college is dependent on one’s ability to study effectively and efficiently. The results
of poor study skills are wasted time, frustration, and low or failing grades. Effective
study skills must be practiced in order for one to improve. It is not enough to simply
"think about" studying but one has to actually do it, and in the process use information to
get better performance. Success in school requires effective studying. Effective studying
results in learning (Kizlik, 2011).

This study is anchored on the framework of study skills introduced by Lucas and
Corpuz (2007:4) that pertain to the following aspects: motivation, organizing and
planning one’s work, working with others and utilizing resources and feedback,
managing school work stress, note-taking and reading, and preparing an
assignment/project.

Motivation. It refers to an internal state of arousal that often precedes behavior

(Epstein and Rogers, 2001 in Aquino, 2009). Students’ beliefs about themselves as
learners and the nature of learning have a marked influence on motivation. Motivational
and emotional factors also influence both the quality of thinking and information
processing as well as individual’s motivation to learn. Thus, acquisition of complex
knowledge and skills requires extended learner effort and guided practice. Without
learners’ motivation to learn, the willingness to exert this effort is unlikely without
coercion. Motivation to learn, in turn, is influenced by the individual's emotional states,
beliefs, interests and goals, and habits of thinking (APA, 1997).

Organizing and planning one’s work. Schedules are really plans for how one
intends to use his/her time productively. If the schedule does not work, revise it. One
must understand that a schedule helps him/her to develop good study habits. Once a study
habit is developed, schedule building becomes easier (Kizlik, 2011). Moreover, planning
involved determining what one wants to achieve and how he/she intends to go about it
These wants can be stated as written goals. Then time management skill can be used to
schedule activities that help meet the written goals (Ellis, 2006).

Working with others and utilizing resources and feedback. Working with others
is shown when one is able to work harmoniously with the other members in a group.
Working with others is made possible when one is able to trust others. As McCallum and
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Leinster (2008) mention that building trust is about improving the way one communicates
with everyone, being more open and seeking to work together.

Managing school work stress. Stress in the workplace comes from a combination
of both internal and external stressors. Stress results in decreased job satisfaction, reduced
production, and increased conflicts. One of the functions of education is to challenge the
learner and in so doing, prepare him/her for the challenges of life after school. Learning
to be effective in managing student stress will carry one a long way towards managing
stress over a lifetime (Stress Management Tips, 2011).

Note-taking and reading. Taking good notes from either a lecture or a text benefit
learning (Kiewra, 1989 in Santrock, 2006). There are some strategies in note-taking that
Santrock (2006) suggests such as: summarizing which requires the learners to use
summary method of listening for a few minutes and then write down the main idea of the
speaker; outlining the main topics; and concept maps which learners draw or illustrate.
These note-taking strategies help the learners evaluate which ideas are important to
remember. Outline and concept maps help them arrange the material hierarchically,
which underscore an important theme of learning. It works best when it is organized.
Further, Ellis (2006) mentions that effective note taking consists of three parts: observing,
recording, and reviewing. Each part of the process is essential, and each depends on the
others.

Preparing an assignment/project. One has to plan and write his/her assignments

as well as find ways to manage the stresses assignments can bring. Plan ones’ work and
work the plan. Schedule time for homework and stick to the schedule unless a real
emergency (fire, flood, famine) gets in the way. If you need a break after school, take it
and schedule homework time later in the evening (Stress Management Tips, 2011).

These study skills are hoped to influence the academic performance of the first
year students. As Amonte (in Quinco, 2000) cited that students’ performance refers to
outcomes or results of the learning process of the students with all the imposing factors
around him/her. One of the outcomes is the students’ academic performance which refers
to the accomplishment or proficiency in a given skill or body of knowledge usually
designated by test scores or marks assigned by teachers (Diansay, as cited by Amigable,
2009).

OBJECTIVES OF THE STUDY

This study sought to assess the levels of the first year students’ study skills such
as motivation, organizing and planning one’s work, working with others and utilizing
resources and feedback, managing school work stress, note-taking and reading, and
preparing an assignment/project. Further, the study sought to find out if there is
significant relationship between the students’ study skills and their academic
performance. Finally, it aims to find which of the study skills best predict students’
academic performance.
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MATERIALS AND METHODS

The descriptive - correlational method of research was used in this study. It

attempted to describe, correlate, analyze, and interpret data concerning the study skills of
the first year students enrolled during the second semester of AY 2010-2011.
There were one hundred twenty eight (128) first year students who responded to
the study. This study adopted the questionnaire of Lucas and Corpuz (2007). The
questionnaire has six parts pertaining to the following aspects: motivation, organizing and
planning one’s work, working with others and utilizing resources and feedback;
managing school work stress; note-taking and reading; and preparing an
assignment/project. The total score computed and was analyzed using the following
scoring guide:

Motivation:
55 - 80 - do not appear to have many problems in getting
down to work and keeping to it
35 - 50 - sometimes get down to work but can be distracted
30 and below - do have problems in getting down to work

Organizing and Planning Work

70 - 100 - well-organized and plan ahead work
40 – 65 - not as well-organized as could be
35 and below - have litter organization

Working with Others, Utilizing Resources and Feedback

55 – 85 - make full use of resources available
35 – 50 - probably collect resources
30 and below - important resources around are ignored

Managing School Work Stress

65 – 80 - have the skills of knowing how minimize problems
and look after oneself
40 – 60 - handle anxieties and concerns moderately well
35 and below - get overwhelmed with problems

Note-taking and reading

75 – 110 - prepare well and read efficiently
45 – 70 - reading and note taking skills are adequate
40 and below - notes are likely to be of little use

Preparing an Assignment/Project
70 – 100 - essays are well thought out, researched and clearly
written
40 – 65 - need to demonstrate some skills
35 and below - essays always get low marks
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The students’ general average grade for the whole semester is categorized as
follows:

97 – 100 - 1.00
94 – 96 - 1.25
91 – 93 - 1.50
88 – 90 - 1.75
85 – 87 - 2.00
82 – 84 - 2.25
80 – 81 - 2.50
78 – 79 - 2.75
75 – 77 - 3.00
74 and below - 5.00 (Failed)

The statistical tools in this study include the frequency and percentage distribution
to identify the levels of the students’ study skills; Kendall’s Tau-B Test Statistic for
finding the significant relationship between students’ study skills and their academic
performance; Chi-square Test to determine the independence between per variables, and
Multiple Regression to determine the best predictor of students’ academic performance.

RESULTS AND DISCUSSION

This section presents, analyzes and interprets the data gathered on the study habits
of the first year education students. The succeeding Tables show the data of the present
study.

Table 1: Levels of Students’ Motivation

Range Frequency Percent
55 – 80 39 30.46
35 – 50 80 62.50
30 and below 9 7.04
TOTAL 128 100

More than half of the first year students in the College of Education sometimes
get down to work but can be distracted. This signifies that these first year students could
start the work at hand but are distracted by other factors while studying. This could result
to lack of focus in studying. There are 30.46% of them who do not appear to have many
problems in getting down to work and keeping to it. This means that they can sustain
their interests in studying and form the study habit. Few of the first year students have
problems in getting down to work.

Table 2: Levels of Students’ Skills in Organizing and Planning Work

Range Frequency Percent
70 - 100 93 72.66
40 – 65 34 26.56
35 and below 1 0.78
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TOTAL 128 100

Majority (72.66%) of the first year students have the skills in organizing and
planning work. This signifies that they are well-organized and plan ahead their work.
Only a few of them are not well-organized. These students tend to do things at the last
minute, often not getting work completed. These could be the students who have
problems in getting down to work as shown in Table 1.

Table 3: Levels of Students’ Skills in Working with Others,

Utilizing Resources and Feedback
Range Frequency Percent
55 – 85 53 41.41
35 – 50 70 54.68
30 and below 5 3.91
TOTAL 128 100

More than half of the first year students probably collect resources but need to ask
oneself on how to use the resources more effectively. While, there are 41.41% of them
make full use of resources available, listen to discussion and take an active part of it.
These are the students who made use of the available resources around and know how to
use them effectively. There are few students who ignored important resources around. It
could be attributed to lack of knowledge on what resources to use and how to use them.

Table 4: Levels of Students’ Skills in Managing School Work Stress

Range Frequency Percent
65 – 80 3 2.34
40 – 60 71 55.47
35 and below 54 42.19
TOTAL 128 100

More than half of the first year students handle anxieties and concerns moderately
well but could develop skills to manage work stress more effectively. A good number
(42.19%) of the first year students are likely to get overwhelmed with his/her problems
which make him/her much less effective as a student.
Table 5: Levels of Students’ Skills in Note-taking and reading
Range Frequency Percent
75 – 110 65 50.78
45 – 70 60 46.88
40 and below 3 2.34
TOTAL 128 100

Half of the first year students prepare well and read efficiently. They waste little
time reading irrelevant materials. There are 46.88% of them whose reading and note
taking skills are adequate and could still be improved.
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Table 6: Levels of Students’ Skills in Preparing an Assignment/Project

Range Frequency Percent
70 – 100 83 64.84
40 – 65 41 32.03
35 and below 4 3.13
TOTAL 128 100

Majority (64.84%) of the first year students prepares well-thought out, researched,
and clearly written assignments and projects. While, a good number (32.03%) of the first
year students needs to demonstrate some skills in preparing assignments and projects. If
given adequate assistance, these students could still improve.
Table 7. Levels of the Students’ General Weighted Average Grades
Range Frequency Percent
1.51 – 1.00 4 3.12
2.01 – 1.50 41 32.03
2.51 – 2.00 53 41.41
3.01 – 2.50 20 15.63
5.00 – 3.00 10 7.81
TOTAL 128 100

As indicated in the data, many of the students obtained an average grade ranging
from 2.51 – 2.00 (80 – 87) comprising 41.41% . Moreover, a good number of the first
year students obtained an average grade ranging from 2.01 – 1.00 (88 – 100) summing up
to 35.15%, while a minimal number of them (15.63%) had an average grade ranging
from 3.01 – 2.50 (75 – 79).

The relationship between students’ study skills and their academic performance is
displayed in Table 7.

Table 7. Relationship Between Students’ Study Skills and Their Academic Performance

Pair of Variables Correlation p-value Interpretation

Coefficient
Motivation Organizing and 0.200** 0.003 There is a
Planning One’s significant
Work relationship.
Working with 0.343** 0.000 There is a
Others and significant
Utilizing relationship.
Resources and
Feedback
Managing School 0.120 0.076 There is NO
Work Stress significant
relationship.
Note-taking and 0.223** 0.001 There is a
Reading significant
relationship.
Preparing an 0.082 0.221 There is NO
Assignment/Project significant
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relationship.
GRADE -0.058 0.365 There is NO
significant
relationship.

Organizing and Motivation 0.200 0.003 There is a

Planning One’s significant
Work relationship.
Working with .0334 0.000 There is a
Others and significant
Utilizing relationship.
Resources and
Feedback
Managing School 0.030 0.651 There is NO
Work Stress significant
relationship.
Note-taking and 0.314 0.000 There is a
Reading significant
relationship.
Preparing an 0.213 0.001 There is a
Assignment/Project significant
relationship.
GRADE 0.189 0.003 There is a
significant
relationship.

Working with Motivation 0.343 0.000 There is a

Others and significant
Utilizing relationship.
Resources and
Feedback
Organizing and 0.334 0.000 There is a
Planning One’s significant
Work relationship.
Managing School 0.112 0.095 There is NO
Work Stress significant
relationship.
Note-taking and 0.324 0.000 There is a
Reading significant
relationship.
Preparing an 0.225 0.001 There is a
Assignment/Project significant
relationship.
GRADE -0.202 0.001 There is a
significant
relationship.

Managing School Motivation 0.120 0.076 There is NO

Work Stress significant
relationship.
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Organizing and 0.030 0.651 There is NO

Planning One’s significant
Work relationship.
Working with 0.112 0.095 There is NO
Others and significant
Utilizing relationship.
Resources and
Feedback
Note-taking and -0.008 0.901 There is NO
Reading significant
relationship.
Preparing an -0.075 0.260 There is NO
Assignment/Project significant
relationship.
GRADE -0.093 0.144 There is NO
significant
relationship.

Note-taking and Motivation 0.223 0.001 There is a

Reading significant
relationship.
Organizing and 0.314 0.000 There is a
Planning One’s significant
Work relationship.
Working with 0.324 0.000 There is a
Others and significant
Utilizing relationship.
Resources and
Feedback
Managing School -0.008 0.901 There is NO
Work Stress significant
relationship.
Preparing an 0.375 0.000 There is a
Assignment/Project significant
relationship.
GRADE -0.221 0.000 There is a
significant
relationship.

Preparing an Motivation 0.082 0.221 There is NO

Assignment/Project significant
relationship.
Organizing and 0.213 0.001 There is a
Planning One’s significant
Work relationship.
Working with 0.225 0.001 There is a
Others and significant
Utilizing relationship.
Resources and
Feedback
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Managing School -0.075 0.0.260 There is NO

Work Stress significant
relationship.
Note-taking and 0.375 0.000 There is a
Reading significant
relationship.
GRADE -0.157 0.012 There is a
significant
relationship.
Level of Significance - 0.05

It can be gleaned from the data that the students’ motivational skills are correlated
with organizing and planning one’s work; working with others and utilizing resources
and feedback; and note-taking and reading. Students’ skills in organizing and planning
one’s work is correlated with motivation, working with others and utilizing resources and
feedback; note-taking and reading; and preparing an assignment / project. Further, the
students’ skills in working with others and utilizing resources and feedback are correlated
with motivation; organizing and planning one’s work; note-taking and reading; and
preparing an assignment / project. The students’ note-taking and reading skills are
correlated with motivation; organizing and planning one’s work; working with others and
utilizing resources and feedback; and preparing an assignment / project. Students’ skills
in preparing assignments/projects are correlated with organizing and planning one’s
work; working with others and utilizing resources and feedback; and note-taking and
reading. Of the six study skills included in this study, organizing and planning one’s
work; working with others and utilizing resources and feedback; note-taking and reading;
and preparing assignments/projects correlate with students’ academic grade. This result
implies that students need to develop the skills in organizing and planning their work,
working with others and utilizing resources and feedback; note-taking and reading; and
preparing assignments/projects in order to get high grades.

When the study skills were correlated with the students’ academic performance
using the Chi-square Test, it was noted that the note-taking and reading skills affect
students’ grades as shown in Table 8.

Variables x-value (Chi-square) p-value Interpretation

Note-taking and 23.747 0.022 There is a significant
reading skills and relationship.
grades
Level of significance - 0.05

The data reveals that the p-value of 0.022 is lower than the level of significance
(0.05) which signifies that the there is a significant relationship between the students’
note-taking and reading skills and their academic performance. It can be inferred that the
students’ grades is dependent on their ability to take down important notes and read.
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To determine which of the study skills best predict the students’ academic
performance, the multiple regression test was utilized. The result is displayed in Table 9.

Variables t-value (Multiple Significance Interpretation

Regression)
Motivation 8.092 0.177 Not a predictor
Organizing and -0.364 0.716 Not a predictor
Planning One’s Work
Working with Others -1.696 0.093 Not a predictor
and Utilizing
Resources and
Feedback
Managing School -0.512 0.610 Not a predictor
Work Stress
Note-taking and -2.343 0.21 Best predictor
Reading
Preparing an -0.419 0.676 Not a predictor
Assignment/Project
Level of significance - 0.05

The study skills are the predictors of the students’ academic performance. The
best predictor is the students’ skills in note-taking and reading. The result further implies
that students’ skills to take down important points during the discussion and their reading
ability greatly influence their grades.

CONCLUSION AND RECOMMENDATIONS

The present study reveals that the first year students have the skills in organizing
and planning their work, preparing assignments or projects, and note-taking and reading.
However, they need enrichment activities in enhancing their motivation, managing school
work stress, and working with others, utilizing resources and feedback. When the study
skills were correlated with the students’ academic performance, it was found that the
organizing and planning one’s work; working with others and utilizing resources and
feedback; note-taking and reading; and preparing an assignment/project have a significant
relationship with grades. When the multiple regression test was used to identify the best
predictor of students’ academic performance, it was found that note-taking and reading is
best predict students’ grade.

Higher education requires student a lot of challenging works. Making the

transitions from high school to college schooling is not that easy. First year college
students are faced with new situations especially their academic endeavors. They need to
have profound skills to form a habit in studying their lessons. To improve their academic
performance, they need to follow their study schedules religiously.
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Based on the findings of the present study, the following recommendations are given:

1. The first year students need to avail the suggested enhancement activities to
develop more their study habits.
2. The result of the study could be utilized by the Guidance Center for them to
follow up the first year students.
3. Other factors that influence the performance of the first year students must be
explored to better understand them.

LITERATURE CITED

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Washington, DC: American Psychological Association.
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Amigable, M. F. (2009). Determinants of First Year Students’ Science Performance in

the Public Schools in Ozamiz City: Basis for Enrichment Activities. Unpublished
Thesis. La Salle University, Ozamiz City, Philippines.

Aquino, A. M. (2009). Facilitating Human Learning. Philippines: Rex Book Store.

Ellis, D. (2006). Becoming a Master Student 11th Ed. Boston: Houghton Mifflin
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Kizlik, B. Dr. (2011). Effective Study Skills

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Lucas, M. R. D. and B.B. Corpuz (2007). Facilitating Learning. Metro Manila: Lorimar
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Quinco, M. N. T. (2000). Correlates of College Students’ Academic Performance.

Unpublished Thesis. Immaculate Conception College – La Salle, Ozamiz City,
Philippines.
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Available: http://www.stressmanagementtips.com/school.htm
Retrieved: March 8, 2011