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THE PROBLEM
effective study technique, his learning skills memory processing strategies and
Nwegbu (2000) asserted that habit saves time and saves effort. It is through the
help of techniques that we carry out daily routines. Therefore, good study
efficiently.
challenges because Engineering courses are not just engaging your life through
mathematics such as numbers, variables, equation and etc. but it will need
lifelong learning is deadly necessary, where critical and correct thinking energy
factor through the success. It is a five years course with long study field of
quality of education from this profession. Thus, the students from this field really
have to know the best technique, tips, or strategy from the more experienced
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respondents of this study habitually used to make it easy for them to study
This clearly means that, you don’t just study which you habitually adopted for the
sake of success, but also to appreciate heartily the efforts and sacrifices you
mixed into as one of those fruit factors of your success, because it will serve as
the major foundation at your progress. The part of studying in a field, which is to
study, field trips, observation, and first hand-on would really matter. Thus,
THEORETICAL FRAMEWORK
Needs.
individual as the unit of analysis, but embeds the individual in the biological,
factors in one model. The formula for effective person-in-context functioning is:
The formula proposes that actual “achievement and competence are the results
(1984) and others (cited in Nonis & Hudson, 2006) to demonstrate performance
The above formula indicates that a student with very high ability but low
motivation is unlikely to perform well, whereas a student with low ability but high
motivation is likely to perform well. That is, the variability in motivation across
same vein, one can argue that it is simply the study habits and behavior that
ultimately bring about the desired performance and not students’ inner desires or
academic performance, one can infer that study habits and behaviors interact
Multiple Intelligences
characteristics.
incorporate these intelligences for students to receive the best possible learning
can greater emphasis support the development of students’ skills in creativity and
explore and learn in many ways, and they can help students direct their own
learning. By understanding not only that there are different intelligences, but also
intelligence which states that the student with this kind of intelligent is having the
capacity to do with logical reasoning, numbers, and critical thinking which it must
the study because it justified the significance of knowing students ability that can
influence their success. Therefore, how the respondents of this study with low
ability interacts with study habits and behaviors to influence their success.
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Hierarchy of Needs
Maslow stated that people are motivated to achieve certain needs and that
some needs take precedence over others. Our most basic need is for physical
survival, and this will be the first thing that motivates our behavior. Once that
level is fulfilled the next level up is what motivates us, and so on.
needs.
This five stage model can be divided into deficiency needs and growth
needs. The first four levels are often referred to as deficiency needs (D-needs),
The deficiency needs are said to motivate people when they are unmet.
Also, the need to fulfill such needs will become stronger the longer the duration
they are denied. For example, the longer a person goes without food, the
One must satisfy lower level deficit needs before progressing on to meet
higher level growth needs. When a deficit need has been satisfied it will go away,
and our activities become habitually directed towards meeting the next set of
needs that we have yet to satisfy. These then become our salient needs.
However, growth needs continue to be felt and may even become stronger once
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they have been engaged. Once this growth needs have been reasonably
satisfied, one may be able to reach the highest level called self-actualization.
Every person is capable and has the desire to move up the hierarchy
a failure to meet lower level needs. Therefore, not everyone will move through
the hierarchy in a unit-directional manner but may move back and forth between
because our society rewards motivation primarily based on esteem, love and
other social needs. Thus, this theory is applicable to the study because it clearly
points that every person such as student must first achieve the basic needs to
experiences. Thus, students must first satisfy lower level deficit needs for them to
be more motivated and likely to perform well, such as student activities become
CONCEPTUAL FRAMEWORK
The concept of this study was to give comprehension on how study habits
study habits of their chosen field of education as their profession, the concept
ended to know the relationship between the independent variables of the study
which include the respondent’s profile in terms of their gender, age, civil status,
and their family monthly income, and parents’ educational attainment, and the
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dependent variables which shows the study habits of graduating civil engineering
students.
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Socio-
demographic
Profile
f 1.1 Gender
1.2 Age
1.3 Civil Status Study Habits
Action Plan
and Behaviors
1.4 Monthly
Family Income
1.5 Educational
Qualifications of
Parents
This study was focused to know the graduating civil engineering students’
study habits on how they instill themselves into engaging techniques, tips or
strategy in studying, which could be the reason for them to graduate and to have
1.1 gender,
1.2 age,
terms of:
2.3 studying,
2.4 memorizing,
4. What action plan can be designed based on the results of the study?
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HYPOTHESES
The following null hypothesis guided the researchers in the conduct of the
SIGNIFICANCE
that there would help the progression of the society. However, this study implies
the study habits of civil engineering students. The output of this study would
Current civil engineering students from lower years. The output of this
study would benefit them through improving their study habit that will eventually
improve their academic performances and strengthening their faith that they
could be a future successor too by the help of the respondents of this study
Parents. The output of this study would help them understand the
performance of their children and realize what will be the possible help that their
Future researchers. This study would help them gather some information
Engineering Department of St. Peter’s College, Sabayle St, Iligan City, during
DEFINITION OF TERMS
Study habits. Refers to the behaviors used when preparing for tests or
Chapter 2
This chapter presents the reviewed literatures and studies that provide
background information, knowledge, and concept all about study habits includes
RELATED LITERATURE
On Study Habits
According to the study of Osa –Edoh and Alutu (2012) which examined the
study habits and students’ academic performance. These imply that it is only
when students imbibe or cultivate proper study habits that their academic
It clearly extracted that reading and note-taking habits, concentration habits, and
the way of preparing for the examination had a correlation with academic
achievement significantly.
The study of Fazal (2012) identified various study skills used by learners
reading and note-taking skills with academic achievements. Many students fail
not because they lack ability but because they do not have adequate study skill,
according to Menzel, as cited by Rana and Kausar (2012). Students, who have
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difficulty in studies, absolutely do not know the adequate study habits that would
certainly affect their academic performance. The center of the problem as cited
by Mutsotso S.N and Abenga E.S., 2010, was that many students had not
learned how to take effective notes and manage time for studying. Furthermore,
a study by Nagaraju (2004) found that students usually do not devote sufficient
the learners. Beliefs in the value of intellectual pursuits and in the importance of
(1978).
There were also some researchers that viewed and explained study habits
according to its definition and the elements of study habits or components. 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 that he gave is to develop study habits. 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 to develop a
The following are the components on how to establish effective study habits:
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1. Good environment
they could have to think progressively. They may feel refresh if they choose
data that may help you from learning. You could have learned by reading.
The following are some discussions about benefit for the reader when
And it will help you a lot from learning if you will take note some learning
3. Concentration
evaluation to their selves. This would assess the capability of the learner if
they could have to establish effective study habits if they have concentration
to study.
4. Preparation of exam
of the learner. Preparing examination for students that enclose the real test
can compose them depressive and concern reaction. The depressive and
by good organizing student’s study style to review the subject materials that
question of examination and their result of examination can get the maximum
There are some strategies that can be applied by students before having
examination:
(http://www.utas.edu.au/data/assets/pdf_file/0018/11547/Effective-Exam-
b. Look for and use your past homework assignment, class notes, and
c. Pursue directions
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RELATED STUDIES
This part presents the related studies that have bearings in the study
conducted.
relationship of students’ study habits and attitudes and their performance. The
place in education as well as in the learning process. The researcher also added
capacities (Nuthana & Yenagi, 2009) which are frequently measured by the
study examined the relationships among learning styles, study habits, and
study about the relationship between students’ study habits, happiness and
depression. The researchers concluded that the amount of study and tendency
for reading are among the most important indices of human growth in terms of
potential abilities for achieving a perfect human life and to prevent one-
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Atsiaya siahi and Maiyo (2015) also conducted Study of the relationship
implied that the study habits need a significant attention if we are to improve
performance. There was a clear finding that the teachers and students seem not
Bashir & Mattoo, (2012) conducted a study about Study Habits and
INSIGHTS
Truly, the related literature about the study habits of the learners is really a
great help in proving that study habits manneredly assess learners to achieve
good habits of study caters the way of good achievement performances, and
The related studies that stated above have insights each by the
researchers study because it also focused on the study habits and the behavior
Ünal Çakıroğlu (2014) this study also connected to the researchers study
because of the learning styles and study habits that a learner should develop to
becomes connected to the researchers study because of the study habits that
might give the learners a happy and depressive conclusion in the learning.
Atsiaya siahi and Maiyo (2015) this become related to the researchers
study because it majority talks about study habits and academic performances.
Bashir & Mattoo, (2012) this study becomes connected to the researchers
study like Atsiaya siahi and Maiyo (2015) because this study is about study
Chapter 3
RESEARCH METHODS
This chapter presents the research methods used in the study. It also
treatment of data.
RESEARCH DESIGN
Engineering students of St. Peter’s College about their study habits on how they
step out on being soon a graduate of the said school. The researchers of this
gathering information, the researchers gathered data that they needed in this
study. The researchers were able to find out the different strategies/techniques of
study habits that the respondents of this study used as one of the factors to
RESEARCH ENVIRONMENT
mission, vision, and objectives that are effective and would encourage the
learners of the society to choose the school. The learners of this school are
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(lesbian, girl, boy, and transgender), civil status (single, married, divorce, widow),
and social status (lower class, middle class, and upper class). It also offers
scholarship.
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students of St. Peter’s College for the school year 2017-2018 with determining
how their study habit goes throughout the past years. There are 20 respondents
the researchers study about the study habits of Civil Engineering students.
The instruments was used in this study has two parts. The first part consists of
the independent variables which gave direct information about the respondent’s
age, gender, civil attainment, monthly income of their family and their parent’s
educational qualification. The second part is the survey questionnaire about the
The procedures in gathering of the data, first the researchers verify who
would be the target respondents of the study, which environment, and where do
they come from. After identifying, the researchers asked permission to the Dean
aside from that, the researchers asked some impromptu questions each of the
STATISTICAL TREATMENT
tables and figures. The descriptive measures utilized to answer the objectives
data.
𝒇
%= 𝒙𝟏𝟎𝟎
𝒏
∑𝑥
𝑥̅ =
𝑛
of the variables.
∑(𝑂 − 𝐸)2
𝑋2 =
𝐸
X 2 = chi-square value
O = observed frequency
E = expected frequency
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Chapter 4
data.
Table 1
Gender of the Respondents
Gender Frequency Percentage (%)
Male 14 70.0
Female 6 30.0
Total 20 100.0
70
70
60
50
40
F (%)
30 Frequency
30
20 14 Percentage (%)
10 6
0
Male
Female
Gender
shows that 70% of the graduating civil engineering students were male and 30%
were female.
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Table 2.
Age of the Respondents
Age Frequency Percentage (%)
19 3 15.0
20 9 45.0
21 5 25.0
22 3 15.0
Total 20 100.0
45
45
40
35
30 25
25
F (%)
Frequency
20 15 15
Percentage (%)
15 9
10 5
3 3
5
0
19 20 21 22
Age
Table 2 (Figure 4) presents the age of the respondents. The result shows
that 15% of the graduating civil engineering students were 19 years old; almost
or 45% of the students were 20 years old; 25% years old were 21 years old; and
15% were 22 years old. It shows that the common age of graduating civil
Table 3
Civil Status of the Respondents
Civil Status Frequency Percentage (%)
Single 17 85.0
Married 3 15.0
Total 20 100.0
85
20
17
15
15
F (%)
10 Frequency
Percentage (%)
5 3
0
Single Married
Civil Status
Table 3 (Figure 5) presents the civil status of the respondents. There were
15% of the respondents married, this means that they uphold other
Table 4
Monthly Family Income of the Respondents
Monthly Family Income Frequency Percentage (%)
Below 5000 3 15.0
5000-10000 8 40.0
Above 10000 9 45.0
Total 20 100.0
45 45
40 40
35
30
25
F (%)
20 15 Frequency
15
Percentage (%)
10 8 9
3
5
0
Below 5000
5000-10000
Above 10000
Monthly Family Income
It shows that 15% has an income of below P5,000, 40% has a P5,000-P10,000
incomes and 45% of them have a family monthly income of above P10,000.
respondents are above P10,000, this only means that parents were capable of
providing all the needs and necessary wants of the respondents. Incomes may
Table 5
Parent’s Educational Attainment or Educational Qualification of the Respondents
Educational Attainment
of Parents Frequency Percentage (%)
Elementary 1 5.0
Secondary 2 10.0
College Level 4 20.0
College Graduate 9 45.0
Master’s Degree 3 15.0
PhD & Related Degree 1 5.0
Total 20 100.0
45
45
40
35
30
25
F (%)
20
20 15
15 10 9 Frequency
10 5 5
4 3 Percentage (%)
5 1 2 1
0
college level, 15% master’s degree, 10% secondary, 5% Ph.D. & related degree,
and 5% elementary.
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Table 6
The Responses of the Graduating Civil Engineering Students in terms of Reading
Textbooks
Statements Mean Description
1. I browse the headings, pictures, chapter
questions and summaries before I start reading 2.65 Often
a chapter.
2. I make questions from a chapter before,
1.9 Sometimes
during, and after reading it.
3. I try to get the meaning of new words as I
2.3 Sometimes
see them for the first time.
4. I look for familiar concepts as well as ideas
2.3 Sometimes
that spark my interest as I read.
5. I look for the main ideas as I read. 2.45 Sometimes
Total 2.32 Sometimes
The result shows sometimes with a mean value of 2.32. The respondents
reading habits. As clearly extracted regarding on the study habits, Nuthana and
Yenagi (2009) found out that reading textbook had a correlation with academic
achievement significantly.
will still help them to acquire better study and even good performances in the
academics.
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Table 7
The Responses of the Graduating Civil Engineering Students in terms of Taking
notes
Statements Mean Description
1. I take notes as I read my text books 2.3 Sometimes
2. I take notes during class lectures 2.2 Sometimes
3. I rewrite or type up my notes 2.05 Sometimes
4. I compare my notes with a classmate 1.7 Sometimes
5. I try to organize main ideas and details into
2.25 Sometimes
meaningful method
Total 2.1 Sometimes
demonstrated that majority response from the respondents to the above number
of statements is sometimes with a mean value of 2.1. As cited from the study of
Mutsotso S.N and Abenga E.S (2010), many students had not learned how to
take effective notes for studying, so that’s why there were lots of students make
Taking notes will not just help the respondents to gain good grades in the
academics but this will also serve as an experience that somewhat you become
Table 8.
The Responses of the Graduating Civil Engineering Students in terms of
Studying
Statements Mean Description
1. I study where it is quite and has few distractions. 2.65 Often
2. I study for a length of time then take a short
1.9 Sometimes
break before returning to studying.
3. I have all my supplies handy when I study, such
2.3 Sometimes
as pens, paper, calculator, etc.
4. I set study goals, such as the number of
2.3 Sometimes
problems I will do or pages I will read.
5. I study at least two hours for every hour I am in
2.45 Sometimes
class each week.
Total 2.32 Sometimes
Table 8 represents the respondents’ response towards their study habits in terms
of studying. All of the stated statements above shows that, they do their study
Table 9
. The Responses of the Graduating Civil Engineering Students in terms of
Memorizing
Statements Mean Description
1. I try to study during my personal peak time of
2.35 Sometimes
energy to increase my concentration level.
2. I quiz myself over material that could appear on
2.05 Sometimes
future exams and quizzes.
3. I say difficult concepts out loud in order to
2.1 Sometimes
understand them better
4. I change my notes into my own words, for better
2.1 Sometimes
understanding.
5. I try to create associations between new
material I am trying to learn and information I 2.25 Sometimes
already know.
Total 2.17 Sometimes
memorizing study habit sometimes, which also depends in any areas and even in
any situations.
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Table 10
The Responses of the Graduating Civil Engineering Students in terms of
Preparing for Tests.
Statements Mean Description
1. I study with a classmate or group. 2.25 Sometimes
2. When I don’t understand something, I get help
2.35 Sometimes
from tutors, classmates, and my instructors.
3. I do all homework assignments and turn them in
2.6 Often
on time.
4. I can easily identify what I have learned and
2.45 Often
what I have not yet learned before I take a test.
5. I anticipate what possible questions may be
asked on my tests and make sure I know the 2.35 Sometimes
answers.
Total 2.4 Sometimes
terms of preparing for tests. The statement numbers except the no.23 statement
shows that majority of the target respondents responded sometimes. And in the
no. 23 statement, there were 60% respondents who are in favor of responded
often.
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Table 11
The Responses of the Graduating Civil Engineering Students in terms of
managing their time.
Statements Mean Description
1. I use calendar book to write down upcoming 2.05 Sometimes
academic and personal activities.
2. I use a “to do” list to keep track of completing 2.1 Sometimes
my academic and personal activities.
3. I start studying for quizzes and tests at least 2.45 Often
several days before I take them.
4. I start papers and projects as soon as they are 2.45 Often
assigned.
5. I have enough time for school and fun. 2.55 Often
Total 2.32 Sometimes
The Table 11 shows the study habits of the Graduating Civil Engineering
Students of the year 2017-2018 in terms of managing their time. The table
demonstrated that the no. 26, 27 and 29 statement shows that majority of the
Table 12
Relationship between the Students’ study habits and Socio-demographic Profiles
of the Respondents
Students study habits
Variables __________________________________ Remarks
Chi-square values (df) critical
value
Gender 1.36 (29) 42.56 Not Significant
Age 1.29 (29) 42.56 Not Significant
Civil Status 1.02 (29) 42.56
Monthly
Family 130.66 (58) 76.78 Significant
Income
Parent’s
Educational 10.2 (116) 142.1382 Not Significant
Attainment
Note 1- based on the chi-square ** -X²< Critical value, not significant
the study?
Action plan
Activity Time Date Place Agenda
Seminar to 8:00- June to Audio Visual Art, What is study
students and 12:00 march 2017 St. Peter College habit?
their parent
July What are the
2017 good study habits
and behaviors?
Year round
What are the
August changes that we
2018 can make to treat
To march our child?
can make to
improve the study
habits and
behaviors of
students?
Seminar to 1:00- Audio Visual Art,
instructors 4:00 St. Peter College
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Chapter 5
SUMMARY
This study aimed to know the study habits and behaviors of the
Graduating Civil Engineering Students of St. Peter’s College in the year 2017-
2018. There were 20 randomly chosen respondents. This study also gives
satisfaction to the statement of the respondents on how their study habits and
behaviors go through all the years. The respondents stated all their responses in
age, civil status, monthly family income and the parents’ educational attainment
or qualification, and the evaluation of the study habits and behavior of the
FINDINGS
Based on the data gathered by the researchers, there were many of the
respondents who had higher percentage rate of their “sometimes” doing on how
they manage on instilling their study habits in terms of reading textbooks, taking
notes, studying, memorizing, preparing for tests, and managing their time. There
were also some of the statement in the study habits where respondents had
favorably said “often” and “never” but not as many as their “sometimes”. The
38
behaviors of the respondents where the researchers had found were included
CONCLUSIONS
conclusions are drawn that the study habits and behaviors of the Graduating Civil
the respondents who were randomly selected especially those who ages 15-20
years old and single has a highest percent on their “sometimes” doing in their
study habits. But in terms of studying where it is quite and has few distractions,
adequate supplies and materials such as pens, paper, calculator, etc., doing all
homework assignments and turn them in on time, start studying for quizzes and
tests at least several days before taking them and have enough time for school
and fun, majority of the respondents had an often behavior in doing such study
habits.
RECOMMENDATIONS
Through the help of the analysis of the findings and conclusions that are
mentioned above, the following were the recommendations from the researchers.
more achievements.