STUDY HABITS OF ICCT STUDENT

Group 1

Leader: Tomas, Kenneth John S. / Habanez, Alyssa R.

Member: Bentulan, Diana Rose D.

: Calvo, Chelsi

: Casonete, Jeffrey

: Codera, Johnry

: Gundao, Mae Ann

: Menil, Michael

: Quizan, Jr., Sandy R.

: Sarga, Margie

: Serioza, Liezel

: Soriano, Christina
 CHAPTER I

THE BACKGROUND AND ITS SETTING

Study habit is the pattern of behavior adopted by students in the pursuit of

their studies that serves as the vehicle of learning. It is the degree to which the
student engages in regular acts of studying that are characterized by appropriate
studying routines (e.g. reviews of material, frequency of studying sessions, etc.)
occurring in an environment that is conducive to studying.

The key to becoming an effective student is learning how to study smarter,

not harder. Azikiwe (1998) describes the study habit as “the adopted way and
manner a student plans his private readings, after classroom learning so as to
conquer mastery of the subject”. According to her “good study habits are good
assets to learners because the habits assist students to attain mastery in areas
of specialization and consequent excellent performance, while opposite
constitute constraints to learning and achievement leading to failure”. This
becomes more as the student progress in education. While some students are
able to breeze through school with minimal effort, this is the exception. The vast
majority of successful students achieve their triumph by developing and applying
efficient study habits.

Student’s academic performance occupies a very important place in

education as well as in the learning process. It is considered as a key criterion to
judge one’s total potentialities and capacities (Nuthana & Yenagi, 2009) which
are frequently measured by the examination results. It is used to pass judgment
on the quality of education offered by ICCT Colleges. In fact, it is still the most
topical debate in higher learning institutions that caused great concern to
educators and researchers due to the alarming examination performance of
students.
 ICCT Colleges manifest a very light environment of a tertiary study
wherein students are free to choose the schedule they wanted, the load and
subjects they want to enrol. Having this kind of system the school has offered
open its narrow gate to any faces of aspiring college student. Most of the
students of ICCT are working, parents and have their own family. Because of
this tough situation we aim to recalibrate the study habits of college students
to provide concrete information on this research.

A number of studies pointed out that study habits is important in academic

success. This study paves the way to determine the study habit of ICCT
students. This will make awareness and ought of the students to become
more serious and take college life at its most. This will make the students
more confident and assiduous to take the exam for the best result. Students
now a day are eager to study in a way that they will do things for them to pass
the subject.

“Motivation gets you going and habits get you there.” In study habit being
motivated is important to build a good study habit. It’s important to have good
study habits for them to apply what they have studied and for better
understanding of their lessons. But nowadays, most of the students don’t
have time to try what technique of study habits they are good at because of
so many activities they have. They are no longer aware of the importance of
having good study habits on developing their personality.

That’s why our reason of the study is to determine if the students of ICCT
Colleges Main Campus have their own study habits. Despite of having many
activities, do they still find time to study their lessons at home or they just
study inside the school.

The researchers aim to find out:

1. If the students of ICCT Colleges have their own study habits.

2. If their study habit are helping them pass the test or assessment.
The primary aim of this study was to examine the effect of study habit on
student’s academic performance. This general aim is expressed in the following
specific objectives which are to:

 Assess the study habit of students in students in ICCT;

 Examine factors influencing students study habit;
 Investigate the effect of study habit on student’s academic performance.

STATEMENT OF THE PROBLEM

This study has its primary objective to assess the study habits of the
students of ICCT colleges.

Specifically it seeks to answer the following questions:

1. What are the different study habits of ICCT student?

2. What are the factors that affect the study habit of student?
3. What are the practical guides in studying?
SCOPE AND LIMITATIONS

This study will primarily focus on the students of ICCT Colleges in tertiary
level. This will involve the use of self-rating questionnaires to collect data from
the college students of ICCT Colleges (Main Campus) only. The study will
involve the college students from the different courses and there is no senior high
school students involved. The coverage of the study is to determine different
study habits, factors and results among the students. This study will cover the
second semester in the fulfilment of the requirements in Writing in the Discipline
(ENGL02A).

This study would focus more on acquiring data from the study habits of the
ICCT Colleges Main Campus students. This would also cover the effectiveness
of the techniques chosen by the student. This research is only limited to the
school’s vicinity and the respondents would come from different sections or year
level of ICCT Colleges Main campus only.
DEFINITION OF TERMS

The following terms below are defined universally.

Assiduous- showing great care, attention, and effort

Conducive- making it easy, possible, or likely for something to happen or exist

Horizon- the limit or range of a person’s knowledge, understanding or

experience

Intervention- to become involved in something in order to have an influence on

what happens

Ought- used to express obligation, advisability, natural expectation or logical

consequence

Paved- to prepare a smooth easy way: facilitate development

Study habit-the behaviours used when preparing for the test of learning
academic materials

Technique- a way of carrying out a particular task

Vicinity- the area near or surrounding a particular place

Research Method

A descriptive research design was used for this study to determine the
study habit of ICCT students. We will be using this method to depict the
participants in an accurate way. There are three ways a researcher can go about
doing a descriptive research project. Those are observational method, case
study method and survey method. And in this research, we will be using Survey
Method or a brief interview to an individual about a specific topic.

Handling out questionnaires to fill out is our way of conducting our survey.
We choose survey method because observational method and research are too
hassling for us. In observational method, it will spend us weeks in observing the
individuals and if the person doesn’t know about themselves or if they lie, we will
run into a problem. While in the case study method, there will be underlying
biases that might affect the actions taken while conducting our research.

RESPONDENTS

The respondents in this research will all be coming from one single
location, the ICCT Colleges Foundation, Inc., specifically the freshmen students if
the said school. The randomly sampled respondents will be asked by the
researchers for consent and approval to answer the questionnaire.

DATA GATHERING INSTRUMENTS

Handing out questionnaires to fill out is the instrument that we, as

researchers will use to collect data which will be later analyzed. The
questionnaire is the commonly used instrument for collecting research data from
the participants of a study. “It basically seeks the opinions of individuals in a
sample or a population on issues directly related to the objectives of the research
study,” (Aina, 2004:348). We will use questionnaire so that the data collected can
validate the research because no research is better than its questionnaire.

The research instrument is the questionnaire for study habits and skills
which will be described in terms of personal condition, study habits, home-related
aspects, teacher-related aspects, practical guides in studying and different study
habits. The respondents will choose from the choices given and will encircle their
answer.

DATA GATHERING PROCEDURE

The researchers personally administered the test questionnaires to the

respondents and provided them with instructions on how to answer. The
respondents answered the questionnaire at their convenient time and place.

The questionnaires were received on the same day of the administration.

The data that was extracted from the questionnaires will be classified, organized
and tabulated accordingly.

The researchers tabulated the data gathered from the answered

questionnaire. Analyzation and interpretation of data helped to formulate findings,
conclusions and recommendations.
 CHAPTER II

RELATED LITERATURE AND STUDY

Review of related literature and studies promotes a greater understanding

of the problem and its crucial aspects and ensures the avoidance of unnecessary
duplication. It is an indispensable part of any research project. Besides, it
provides comparative data in this light of which the investigator enables to
compare and interpret his findings.

LOCAL LITERATURE

Aquino, L. (2011). Study Habits and Attitudes of Freshmen Students:

Implications for academic intervention programs. Journal of Language
Teaching and Research, Vol. 2 (5): 1116-1121.

“Students generally do not approve teacher methods and classroom

management and have inefficient time management. Intervention programs
based on the theory of confluent education which can improve the study habits
and attitudes of students was proposed.”

It is true that more or some teachers really do affect the study habits of
students. Some students do not approve teachers' method and time
management that really affect them most. For example is that a teacher will give
a difficult project that will be passed within one or two days. Surely students will
be stressed of that and it hardly affects their study habits.

Nonis, S., Hudson, G. (2006) Academic Performance of College

Students: Influence of Time Spent Studying and Working. Journal of
Education for Business. Heldref Publications. January / February issue.

“Contrary to popular belief, the amount of time spent studying or at work

had no direct influence on academic performance.”
 Motivation and study time should always be essential in students' study
habits. Students will not achieve their study or achievement goals without the
help of this two. Students should have motivation from friends, family or loved
ones to achieve their study goals. They should also manage their time
management of studying to balance their study.

Mutsotso S.N. and Abenga, E.S. (2010). Study methods for improving
quality learning and performance in higher education. Education Research
and Review, Vol. 5 (12): 808-813.

“The amount of an individual student achieves is dependent on the study

methods that he/she applies.”

Study methods should be applied by every individual student to attain and

maintain good grades in every subject and to achieve also their goals. If you
don't have your study habits, you are more likely less to achieve academic
achievements but if you have good study habits, you can expect good results of
yourself because your achievements depends on how you pursue studying.

Otto, E.P. (1978). Study Behavior and Tertiary Academic

Achievement. Australian Journal of Teacher Education, Vol. 3 (2), Article 4.

The variables of study time, availability of a study room, and the kind of
scholarly reputation a student had with his peers, influenced the academic
achievement of males and females differently.

The need for students to acquire reasoning skills that would enable them
to think critically and to make the right decisions claims on issues.

Ortinero (2000) “particularly highlights the role of family and

environment in students’ acquisition of rational capacities and skills”

It is believed that good study habit and positive attitude towards learning
proven in many studies enhance the process of learning skills, including
reasoning skills. Good study habits lead to enhancement in learning, as “ability
improves and sharpen through mastery of principles and by means of training.”

FOREIGN LITERATURE

Otto, E.P. (1978). Study Behavior and Tertiary Academic

Achievement. Australian Journal of Teacher Education, Vol. 3 (2), Article.

"The variables of study time, availability of study room, and the kind of
scholarly reputation a student had with peers, influenced the academic
achievement of males and females differently."

Being in a peer group is one of the factors affecting the study habits of
students. Students should look for peers that will not affect their studies and will
bring them to good. Students should also avoid peers that will bring bad influence
on them and will affect their study habits. Students should also manage their
study time and availability of a study room that will influence their academic
achievements.

Crede, M., Kuncel, 2N. (2008) Study Habits Meta-Analysis,

Perspectives on Psychological Science In Press vol. 3 No. 6 p. 425-453.

Study habit and skill measures improve prediction of academic

performance more than any other non-cognitive individual difference variable
examined to date and should be regarded as the third pillar of academic
success.

Fazal,S., Hussein, S., Majoka, M., & Masood, S. (2012) The Role of
Study Skills in Academic Achievement of Students:A Closer Focus on
gender. Pakistan Journal of Psychological Research, Vol. 27, No. 1, 37-51.

Students with higher academic achievements use a wide range of study

skills as compared with lower academic achievement
 Yu, Darwin (2011). How Much Do Study Habits, Skills, and Attitudes
Affect Student Performance in Introductory College Accounting Courses?
New Horizons in Education, Vol. 59 (3).

Students who performed better are those who did more in terms of
reading ahead, doing their homework, participating in class, and cramming for
exams.

Reading, doing homework, participating in class and cramming for exam

are best way to gain and have a good grade in class. Reading is the best way to
gain knowledge.

Oluwatimilehin, J. and Owoyele, J. (2012). Study Habits and

Academic Achievement in Core Subjects Among Junior Secondary School
Students in Ondo State, Nigeria. Bulgarian Journal of Science and
Education Policy (BJSEP), Vol. 6 (1).

All the study habits subscales, ‘teacher consultation’ was most influential
while ‘time allotment, concentration, note-taking, reading and assignment’ where
regarded as less integral to students’ academic achievement.

Teacher consultation is always the best for students to gain more

knowledge about certain topics.

LOCAL STUDY

According to Salandan (2008), “the most goal of education is to

teach the students how to learn on their own.”

It is vital that students acquire the skills of how to learn; and that these
skills enable them to learn not just while they are in school but for a lifetime. This
entails a deeper awareness of how one process in formations, the ability to
evaluate his own thinking and to think of ways to make his own learning process
more effective.

De La Paz (2011). He believes that the most common problem of

students is not bullying, cheating or drug abuse. Those three are insidious,
but procrastination may be the most prevalent.

Teachers must always motivate their students to submit the assignments

on time and have the regular consultation of students who need more assistance
and guidance. Teachers must treat the students equally even the slow learners
and give them proper attention to develop the appropriate way of study habits
and practices inside and outside the classroom.

Martin and de la paz (2001) conducted a research which deals with

the study habit variables such as study habits, study involvement, science
interest and scientific attitude on the successful and unsuccessful learning
of science subjects by higher secondary students.

The sample consisted of 319 students drawn from six different types of
higher Secondary schools in the city of Caloocan. The achievement scores in the
science subject on the basis of which the students in the sample were classified
as successful and unsuccessful learners were collected from the school records.

Pascual (2011) conducted a study on “The effects of study habits on

the academic performance of students”.

A case study of some secondary schools in Pampanga: The study

investigated the effect of study habits on the academic performance of students’
using some selected senior secondary schools in Local Government Area of
Pampanga as a case study.

Anton Inocencio and Ben Natividad (2007) conducted a study on

“Socialized personality, scholastic Aptitudes, study habits, and Academic
achievement: Exploring the Link”.
 This study analysed the relationship among Cattellian personality factors,
scholastic aptitudes and academic achievement. The relationship between
personality and academic achievement seems to be mediated by study habits.
These diffusions could be explained by the fact that females showed a more
socialized personality pattern and better study habits.

FOREIGN STUDY

Parua and Archana (2011) conducted a study on “study habits of

secondary school students in relation to their Scholastic Achievement”

This study intended to explore the study habit of secondary school

students in relation to their scholastic achievement in the Yamuna Nagar district
of Haryana.The results of the study revealed that there is a significant positive
correlation between study habit and scholastic achievement of secondary school
students as whole and dimension wise.

Neeru Mohini Aggarwal and Vinay Kumar (2010) conducted a study

on “Study habits of secondary level Arts and Science students”.

The objectives of the study were to study the comparison in study habits
of secondary level students belonging to Arts and Science streams, to study the
comparison in study habits of secondary level Male students belonging to Arts
and Science streams and to study the comparison in study habits of secondary
level Female students belonging to Arts and Science streams.

Susai Rajendran (2009) conducted a study on “Are study habits

gender biased?”

In the present work the study habits of high school students in Dindigul
area, Tamil Nadu, with respect to home environment, reading , note taking ,
planning of subject, habit of concentration, general habits and attitudes,
preparation for examination and school environment, have been investigated .
The finding revealed that no significant difference was found between boys and
girls in their study habits.

Amirthagowri, Sivakumar (2009) The Study aims at to find the

“Relationship between study habits and academic achievement of post
graduate students”.
 For the study, the investigator randomly selected 100 post graduate
students from Govindammal College Tiruchendur. Data are collected using
appropriate tools and 43 analyzed by two- tailed “t” test. The results indicate that
there is a significant relation between study habits and academic achievement.

Yenagi (2006) conducted a study on “Study habit is a function of

selfperception among intellectually gifted and non-gifted students”.

A sample of 1020 pre university college students was randomly selected

from colleges in and around Hubli and Dharwad cities of Karnataka state. Study
habit inventory by Patel (1976) and self- 45 perception inventory by Soars and
Soars (1976) were considered for data collection. The results revealed that the
overall study habit was significantly differed from gifted and non-gifted groups.
General habits and attitudes, planning of subjects, reading and note taking
habits, habits of concentration were also found to be significant.
ANALYZES AND INTERPRET THE DATA GATHERED

This chapter provide the gathered data and the researcher’s analysis and
interpretation of the result of the distributed surveys. The data were presented in
a clear and concise form, most which used graphs and tables.

Out of the 30 surveys distributed to different sections of the first year from
different courses were completed. Most of the respondent preferred not to write
their name and remain anonymous.

Profiles of the respondents in terms of the following demographic:

Gender Frequency Percentage

Male 10 33%
Female 20 67 %
Total 30 100%
Table 1. Profile of the Respondents in Terms of Gender

The table 1 shows that 33% of our respondents are male and 67% of them are
female, we have total of 30 respondents and the table clearly shows that majority
of them are female with 20 respondents and the remaining 10 respondents are
male.
PROBLEM NO. 1

What are the different study habits of ICCT student?

Different Study Habits

How you approach

studying matters

17%
33% Where you study is
important

17%
Bring everything you
need, nothing you
don't

13% 20%
Outline and rewrite
your notes

Use memory games

(mnemmonic devices)

Figure 1. Different Study Habits of ICCT Students

Figure 1 presents the different study habits of ICCT Colleges. It illustrates that
33% of the respondents have use approach in studying matters. 20% have study
is important; 17% bring everything you need, nothing you don’t and outline and
rewrite your notes; 13% using memory games.
PROBLEM 2

What are the factors that affect the study habit of student?

Personal Condition

Difficult in breathing
13%

Feeling sleepy in class

Difficult in seeing 40%
17%

Feeling hungry in class

30%

Figure 2 According to Personal Condition

Figure 2 presents the factors that affect the study habit of ICCT Colleges
students according to personal condition. It illustrates that 40% of the
respondents have feeling sleepy in class. 30% is feeling hungry in class; 17% is
difficult in seeing; the remaining is difficult in breathing.
 Study Habits

7%
7% 7% I study only when there
is a quiz

I feel tired, bored and

sleepy

I am lazy to study

I have no time to study

at home

80%

Figure 3 According to Study Habits

Figure 3 presents the factors affecting the study habits of ICCT Colleges
students according to their study habits. It illustrates that 80% of the respondents
is study only when there is a quiz. 7% is feel tired, bored and sleepy and lazy to
study; the remaining have no time to study at home.
 Home-Related Aspect

7%
10%
I live far from school
I live near the school
10%
I don't live with my parents
I do too much households
I already have children to
60% take care of

13%

Figure 4 According to Home-Related Aspect

Figure 4 presents the factors affecting the study habit of ICCT Colleges students
according to home-related aspect. It illustrates that 60% of the respondents live
far from school. 13% is live near the school; 10% is don’t live with their parents
and do too much household; and the remaining have already have children to
take care of.
 Teacher -Related Aspect

20% 7%
37% Teacher has mastery of
the subject
Teacher discuss many
topic in a short period of
time
Teacher is frequently
out/absent from the
class
37%
Teacher is always late

Figure 5 According to Teacher-Related Aspect

Figure 5 presents the factor of study habit of ICCT Colleges student according to
teacher-related aspect. It illustrates that 37% have the teacher has mastery on
the subject. 36% is the teacher discuss many topic in a short period of time; 20%
is the teacher is frequently out/absent from the class; the remaining have the
teacher is always late.
 School-Related Aspect
There are school Programs The time schedule is followed
Classroom is comfortable enough Location of rooms

15%
5%
40%

40%

Figure 6 According to School-Related Aspect

Figure 5 presents the factor of study habit of ICCT Colleges student according to
school-related aspect. It illustrates that 40% is there are school programs and the
time schedule is followed. 15% is location of rooms; the remaining have
classroom is comfortable enough.
PROBLEM 3

What are the practical guides in studying?

Practical Guide in Studying

Understand that studying is

7% 7% 23% not the same as doing
homework
Create a study plan
20% Manage your time
Study smart before exams
Read text slowly before and
after class
Use test-taking strategies
23% on exam day
20%

Figure 7 Practical Guides in Studying

Figure 7 presents the practical guides in studying of ICCT Colleges students. It

illustrates that 23% is understand that studying is not the same as doing
homework and have create a study plan. 20% have manage their time and study
smart before the exams; the remaining 7% have read text slowly before and after
class and use test-taking strategies on exam day.
 CHAPTER III

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

SUMMARY OF FINDINGS

The study assessed the different study habits of the students of ICCT
Colleges Main Campus from first year level of different courses. Descriptive
method and qualitative research were applied in the study; Frequencies,
Percentage and Weighted mean were used in statistical treatment.
Questionnaires were use to collect data from mature-age students, the interview
guide was used to collect in-depth data from the thirty (30) students who were
randomly selected. The simple random and purposive sampling procedures were
used to select the sample. The sample consisted of thirty (30) respondents.
Thematic analysis was used to analyse qualitative data while computer
programme was used to analyse quantitative data.

CONCLUSION AND RECOMMENDATION

This chapter presents the conclusion and recommendations emanating

from the findings and discussion of the study. The objectives the study were to
establish the different study habits of the students of ICCT Colleges, establish
factors that affect the study habits and establish the different practical guide in
studying.

CONCLUSIONS

Based on the findings, the researchers came up with the following conclusions:

1. The researchers find out that the study habits of the students of ICCT Colleges
Main Campus most of them have use approach in studying matters and have the
knowledge about the importance of study habits in education. They use different
skills according to their personal ability and finding a way in order to recalibrate
and advance in approach of benefiting their self.

2. The researchers conclude that students have common problems and reason
with regards to factor affecting the study habit according to personal condition,
study habit, and home, teacher and school related aspects.

3. The researchers also conclude that practical guide in studying is very

significant to the students to understand that studying is not the same as doing
homework, have create a study plan and have manage their time and study
smart before the exams.

RECOMMENDATIONS

Based on the findings and conclusion gathered, the researchers would like
to recommend the following:

1. The researchers recommend that students should improve their study

habits. Below are the study habits that might help to improve their
education:
 Get organized
 Designate a study area
 Develop a study plan
 Think positively
 Review test-taking strategies
2. The researchers recommend that used of study habits is the best way in
the best skills that will help to have outstanding remarks. One of the oldest
and best-known study systems is “SQ3R”, stand for Survey, Question,
Read, Recite, Review.
3. The researchers recommend that students must use the Cornell, outline,
mapping or charting method to condense and synthesize reading,
lecturers and discussion.
4. Lastly the researchers recommend that students must learn how to
manage time effectively. Make study schedule or plans and stick to it,
 make list of things to do and less cramming. These will help to have a
good time manangement.

WORK CITED

Azikiwe (1998)

(Nuthana & Yenagi, 2009)

Aquino, L. (2011). Study Habits and Attitudes of Freshmen Students:

Implications for academic intervention programs. Journal of Language Teaching
and Research, Vol. 2 (5): 1116-1121.

Nonis, S., Hudson, G. (2006) Academic Performance of College Students:

Influence of Time Spent Studying and Working. Journal of Education for
Business. Heldref Publications. January / February issue.

Mutsotso S.N. and Abenga, E.S. (2010). Study methods for improving
quality learning and performance in higher education. Education Research and
Review, Vol. 5 (12): 808-813.

Otto, E.P. (1978). Study Behavior and Tertiary Academic Achievement.

Australian Journal of Teacher Education, Vol. 3 (2), Article 4.

Ortinero (2000) “particularly highlights the role of family and environment

in students’ acquisition of rational capacities and skills”

Crede, M., Kuncel, 2N. (2008) Study Habits Meta-Analysis, Perspectives

on Psychological Science In Press vol. 3 No. 6 p. 425-453.

Fazal,S., Hussein, S., Majoka, M., & Masood, S. (2012) The Role of Study
Skills in Academic Achievement of Students:A Closer Focus on gender. Pakistan
Journal of Psychological Research, Vol. 27, No. 1, 37-51.

Yu, Darwin (2011). How Much Do Study Habits, Skills, and Attitudes
Affect Student Performance in Introductory College Accounting Courses? New
Horizons in Education, Vol. 59 (3).
 Oluwatimilehin, J. and Owoyele, J. (2012). Study Habits and Academic
Achievement in Core Subjects Among Junior Secondary School Students in
Ondo State, Nigeria. Bulgarian Journal of Science and Education Policy
(BJSEP), Vol. 6 (1).

Salandan (2008), “the most goal of education is to teach the students how
to learn on their own.”

De La Paz (2011). Martin and de la paz (2001)

Pascual (2011) conducted a study on “The effects of study habits on the

academic performance of students”.

Anton Inocencio and Ben Natividad (2007) conducted a study on

“Socialized personality, scholastic Aptitudes, study habits, and Academic
achievement: Exploring the Link”.

Parua and Archana (2011) conducted a study on “study habits of

secondary school students in relation to their Scholastic Achievement”

Neeru Mohini Aggarwal and Vinay Kumar (2010) conducted a study on

“Study habits of secondary level Arts and Science students”.

Susai Rajendran (2009) conducted a study on “Are study habits gender

biased?”

Yenagi (2006) conducted a study on “Study habit is a function of

selfperception among intellectually gifted and non-gifted students”.