1

CHAPTER I
INTRODUCTION

Education plays a vital role in the development of a learner. The

acquisition of new knowledge, information and the way one responds to the

learning environment makes him a holistic learner. It must be uncalculated in our

minds that one of the purposes of education is to train learners on how to

formulate solutions to problems, how to grow independently, how to apply what

they learned inside the classroom in their real-life solutions, and how to

understand things and make them useful to one’s life.

Students cannot learn simply by being told what to do or by watching

others, they have to practice and practice frequently. Successful students employ

time management systems to create study patterns. It will help the students

provide basis for awareness and better understanding of how their current study

habits affected their academic performance. Likewise gives them a more focused

and clear perspective on how the specific behaviors related to their studies

influenced study habits.

Consequently, this awareness also gives much deeper understanding of

themselves as students considering that high school life is typically best of

developmental adjustment demands. It will increase the number of students who

are highly knowledgeable and who will become assets, and not liabilities, of our
 2

society and to contribute financially and economically to their own communities

as well as to the country.

Different students have different and unique study habits. What may be a

good study habit to a particular student may be a bad one indeed to another

student. As such, it is often difficulty to pin-point this is good and that is bad. In

the opinion of Katelyn (2013), there is no doubt that different people study in

different ways and it is a near certainly that what works for one person may not

work for another. John (2010) opines that not all students are alike.

Academic performance of the students is one of the main indicators used

to evaluate the quality of education in schools. It is a complex process that is

influenced by several factors, such as habits. Study habits is a different individual

behavior in relation to studying and is a combination of study method and skill.

In other words, study habits include behaviors and skills that can increase

motivation and convert the study into an effective progress with high returns,

which ultimately increases the learning. This skills is also defined as any activity

that facilitates the process of learning about a topic, solving problems or

memorizing part of all the presented materials. Study habits are in fact the

gateway to success and differs from person to person.

Grace (2013) also maintains that the process of learning is still a little

mysterious but studies do show that the most effective process for studying
 3

involve highly active behavior over a period of time. In other words, to study

effectively, one must read, draw, compare, memorize and test himself over time.

The more appropriate question is that how students should study more

effectively. Developing good time management skills is very crucial. Students

must realize that there is a time to be in class, a time for study, time for family,

time to socialize and time to just be alone. The critical issue is recognition that

there must be an appropriate balance.

Students should also have vision. A clearly articulated picture of the future

they intend to create for themselves is very important and contributes to the

students’ success in school. This will promote a passion for what they have wish

to do. Passion is critical and leads to an intense interest, dedication and

commitment to achieving career goals and objectives.

Ashish (2013) opines that if the students must ensure academic success

throughout the entire year, it is important to ditch bad study habits and establish

good ones. He further maintains that no matter what age or academic level,

employing effective study strategies can make all the difference between acing a

class, barely passing or worse failing miserably. He admits that many of today’s

most common study habits or methods can lead to utter disappointment despite

best efforts and intentions.

To Ashish (2013), knowing exactly what does and does not work on a

personal level, even tracking study patterns and correlating it with the related
 4

grades and then proactively creating a study plan and schedule around the

proven effective methods, is the most powerful study tool of all.

Generally, study habits can be classified into two−good study habits and

bad study habits. Good study habits according to Katelyn (2013) are referring to

positive and productive study habits which have the tendency to improve the

academic performance of students or that seems to produce good result. On the

other hand, bad study habits refers to study habits that can negatively affect the

students academic performance or can result negatively.

Thus this quantitative study would like to investigate the impact of study

habits on the students academic performance.

Statement of the Problem

This study aims to investigate the study habits and it’s impact on the

academic performance of the Grade 12 GAS students in Ramon B. Felipe Sr.

National High School.

Specifically, it sought to determine the answers to the following questions:

1. What is the academic performance of Grade 12 GAS students?

2. What are the study habits of the Grade 12 GAS students?

3. Is there a significant relationship between the study habits of the

Grade 12 GAS students and their academic performance?

 5

Significance of the Study

This study explored on the impact of study habits on Grade 12 GAS

students’ academic performance. The result of the study are beneficial to the

following persons:

The students. The study would expose the students to different study habits

which could lead to good academic performance.

Parents. The result of the findings would help sensitize parents to encourage

their children to develop effective study habit through the information that would

be provided in the study.

Teachers. The study would help educators/teachers to be aware and gain new

knowledge on how they can help and guide the students on their academic

performance.

Future Researchers. This study would help the student researcher to be aware

and knowledgeable of the process involved in the study. It would help them to

be a better analyst and it can be a help as a future reference for more studies in

the future.

Scope and Delimitation

The study attempts to give information about study habits and its’s impact

on the academic performance of Grade 12 senior high school students in Ramon

 6

B. Felipe Sr. National High School. The research will take place at Barangay San

Vicente, Pamplona, Camarines Sur. The respondents are solely Grade 12 General

Academics Students (GAS) students enrolled in the school year 2022-2023, the

study excludes grade level’s 7-11. The sampling method use in this study is

Stratified Sampling.

Definition of Terms

For a better comprehension and understanding of concepts, these

terminologies are utilized operationally and conceptually in this study.

Academic Performance- is the extent to which a student, teacher, or

institution has attained their short or long term educational goal.

Performance Level- describe students’ performance when instructed on

grade-level skills and concepts.

Positive effects- is the ability to constructively analyze a situation where

the desired results are not achieved but still obtain positive feedback that assists

our future progression.

Study Habits- is an action which the students regularly and habitually do

in order to accomplish task of learning, it can be described as effective or

ineffective depending upon whether or not they serve the students well.
 7

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the related literature and studies which are

relevant to the preset study taken from the internet websites and sources. This

chapter examines and review related literature and studies which determines the

impact of study habits on students’ academic performance.

Related Literature

Several studies have shown that the impact of study habits on students’

academic performance can neither be positive or negative, depending on the

context of use.

STUDY HABITS

From the article titled, “Forget What You Know About Good Study Habits”,

Benedict Carey (September 6, 2013), the concept of study habits focuses on the

student’s performance in school. It is the students hard work and effort to be

able to achieve better academic performance in their studies. Study habits are

part of the student’s everyday life. It contributes significantly to the development

of knowledge and perceptual capacities.

 8

This characterizes a person’s willingness to learn, how far he wants to go,

and how much he wants to achieve. These could be decided with the help of

one’s study habits throughout life.

There are effective approaches to learning, at least for those who are

motivated. In recent years, cognitive scientists have shown that a few simple

techniques can reliably improve what matters the most: how much a student

learns from studying.

The findings can help anyone, from a fourth grader doing long division to

a retiree taking a new language, but they can directly contradict much of the

common wisdom about good study habits, and they have not caught on. For

instance, instead of sticking to one study location, simply alternating the room

where a person studies improves retention.

So does studying distinct but related skills or concepts in one sitting,

rather than focusing intensely on a single thing. According to Robert A. Bjork, a

psychologist at the University of California, Los Angeles, “we have known these

principles for some time, and it’s intriguing that schools don’t pick them up, or

that people don’t learn them by trial and error instead, we walk around with all

sorts of unexamined beliefs about what works that are mistaken.

“The contrast between the enormous popularity of the learning-styles

approach within education and the lack of credible evidence for its utility is, in
 9

our opinion, striking and disturbing”, the researchers concluded. Ditto for

teaching styles, researchers say.

Some excellent instructors caper in front of the blackboard like summer

theater Falstaff; others are reserved to the point of shyness. Daniel T.

Willingham, a psychologist at University of Virginia and author of the book “Why

Don’t Students like Schools?” said that we have yet to identify the common

threads between teachers who create a constructive learning atmosphere. But

individual learning is another matter, and psychologist have discovered that some

of the most hallowed advice on study habits is flat wrong. For instance, many

study skills courses insist that students find a specific place, a study room or a

quiet corner of the library, to take their work. The research finds just the

opposite.

Varying the type of material studied in a single sitting−alternating, for

example, among vocabulary, reading and speaking in a new language−seems to

leave for deeper impression on the brain that does concentrating on just one skill

at a time. The advantages of this approach to studying can be striking, in some

topic areas. In a study recently posted online by the journal Applied Cognitive

Psychology, Doug Rohrer and Kelli Taylor of the University of South Florida taught

a group of fourth graders four equations, each to calculate a different dimension

of a prism.

Half of the children learned by studying repeated examples of one

equation, say, calculating the prism faces when given the number of sides at the
 10

base, then moving on to the next type of calculation, studying repeated

examples of that. The other half studied mixed problem sets, which included

examples of all four types of calculations grouped together, both groups solved

sample problems along the way, as they studied.

When students see a list of problems, all of the same kind, they know the

strategy to use before they even read the problem said Dr. Rohrer. “That’s like

riding a bike with training wheels”, with mixed practice he added, “each problem

is different from last one, which means kids must learn how to choose the

appropriate procedure−just like they had to do on the test”, these findings

extend well beyond math, even to aesthetic intuitive learning.

Cognitive scientists do not deny that honest-to-goodness cramming can

lead to a better grade to a given exam but hurriedly jam-packing a brain is akin

to speed-packing a cheap suitcase, as most students quickly learn−it hold it’s

new load for a while, then most everything falls out. When the neural suitcase is

packed carefully and gradually, it holds its contents for far, far longer. An hour of

studying tonight, an hour on the weekend, another session a week from now:

such so-called spacing improves later recall, without requiring students to put in

more overall study effort or pay more attention, dozens of studies found.

No one knows for sure why. It may be the brain, when revisits material at

a later time, has to relearn some of what it has absorbed before adding new

stuff−and that process is itself self-reinforcing. “The idea is that forgetting is the

friend of learning”, said Dr. Cornell. “When you forgot something, it allows you to
 11

relearn, and do so effectively, the next time you see it”. That’s one reason

cognitive scientist see testing itself− or practice tests and quizzes – as a powerful

tool of learning, rather than merely assessment.

“Testing has such bad connotation; people think of standardized testing or

teaching to the test”, Dr. Roediger said. “Maybe we need to call it something

else, but this is one of the most powerful learning tools we have”. Of course, one

reason the thought of testing tighten people’s stomachs is that tests are so often

hard.

Paradoxically, it is just this difficulty that makes them such effective study

tools, research suggest. The harder it is to remember something, the harder it is

to later forget. This effect, which researchers call “desirable difficulty”, is evident

in daily life.

According to M.T.V. Nagaraju (2004) that study habit serve as the vehicle

of learning and poor study habits create in the students. He also explained that if

the students have good study habit it makes them to have a good academic

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

procedure.

There is a common concern among educators but they focused on the

poor study habit of the students, the cause of the students’ low academic

performance.
 12

ACADEMIC PERFORMANCE

From an article titled “School Performance” by Héctor A. Lamas, April 30,

2015, states that academic performance is the outcome of education. It is the

level of educational goals a person has achieved. To pursuing of academic

performance satisfies an amount of purposes. Students have spots of failure and

achievement in their academic career and this has to be assessed in order to

promote improvement make use of educational development.

In educational institutions, success is measured by academic performance.

Students encounters a lot of pressures and challenges in the academic

environment as they pursue to keep up the best performance or even to

continue in the academic program.

The complexity of the academic performance stars from it’s

conceptualization. Sometimes it is known as school readiness, academic

achievement and school performance, but generally the difference in concepts

are only explained by semantics as they are used as synonyms. Conventionally, it

has been agreed that academic performance should be used in university

populations and school performance in regular and alternative basic education

populations. We will point out just a few because there is a diversity of

definitions.

Several authors agree that academic performance is the result of learning,

prompted by the teaching activity by the teacher and produced by the student.
 13

From a humanistic approach, Martinez (2007) states that academic performance

is the product given by the students and it is usually expressed through school

grades.

For Caballero et al. (2007), academic performance involves meeting goals,

achievements and objectives set in the program or course that a student attends.

These are expressed through grades which are the result of an assessment that

involves passing or not certain tests, subjects or courses. On their part, Torres

and Rodriguez (2006 quoted by Wilcox, 2011) define academic performance as

the level of knowledge shown in area or subject compared to the norm, and it is

generally measured using the grade point average.

The purpose of academic performance is to achieve an educational goal

and learning. In this regard there are several components of the complex unit

called performance. They are learning processes promoted by the school that

involve the transformation of a given state, into a new state, and they are

achieved with the integrity in a different unit with cognitive and structural

elements. Performance varies according to circumstances, organic and

environmental conditions that determine skills and experiences.

Related Studies

The concept of study habits focuses on the student’s performance in

school. It is the student's hard work and effort to achieve better academic
 14

performance in their studies. Study habits are part of a student’s everyday life in

school. It contributes significantly to the development of knowledge and

perceptual capacities, it also tells a person how much he will learn, how far he

wants to go, and how much he wants to learn.

These could be decided with one’s study habits throughout life (Rabia et

al., 2017). In this study, the results showed a significant relationship between

study habits and academic performance of the students, which was checked by

using a chi-square test on the sample of 270 students taken from two colleges in

Pakistan.

In the research titled “Relationship between Study Habits and Secondary

School Students’ Academic performance in Local Government Area of Lagos

State”, the study found no substantial variation in the study habit score between

males and females students. The report also indicates a significant association

between students’ study patterns and academic success (Onobamiro &

Odunlami, 2017).

Analysis of the data collected showed that the research behaviors

significantly impacted the respondents’ academic success. This research found

that by cultivating study patterns, students can enhance their academic results.

The research concluded that healthy study behaviors and optimistic research

attitudes might significantly affect student academic performance (Sikhwari,

2016), also the Learning Style Inventory, developed by David Kolb and the Study
 15

Habit Inventory developed by Peter Edwards, were used to determine the

outcome of the study.

Tus (2020) highlighted that students are still improving their learning

attitudes and study behaviors, showing mild teacher acceptance, welcoming

education, resisting hesitation, and working methods. These can be due to their

families’ knowledge, the outstanding curriculum and procedures the college gave

them, their research was planned to examine the effect of study patterns on

Physics students’ academic performance at the Federal University of Agriculture

in Makurdi, Nigeria. Analysis of the data collected showed that the study

behaviors significantly impacted the respondents’ academic performance.

This research found that by cultivating study patterns, students can

enhance their academic results, it also showed that notetaking, student usage of

the library, and time distribution and management have significant impact with

the students academic performance. This indicates that these variables will help

students boost the academic performance in their studies.

On the other hand, in the study titled “The Effect of Time Management Art

on Academic Achievement among High School Students in Jordan”, it was shown

that there were medium degree and static significance at the level of time

management of the respondents (Al-Zoubi, 2016). It impacts the students’

academic performance significantly, so students should learn to manage their

time especially in terms of studying.

 16

According to Sreelekha, Yoganda, Rameswari, and Uddin (2016), in their

research titled “Study Habits and Academic Performance of First Year MBSS

students”, the primary goal of education is the improvement of the students as

they study in their school years. In their study, first year MBSS students were

chosen as respondents who participated voluntarily in their research. This

research revealed that students with fair study habits significantly scored more

than those with poor study habits.

Time management is, by all means, essential in all aspects of our lives,

whether it may be business, organization, or education. On educational matters,

the presence of time is very precious to students, teachers, and the whole

institutional staff (Sayari, Jalagat & Dalluay). The researchers studied if there

was a significant relationship between time management and the students’

academic performance. The study findings shows that time management

significantly correlates to students’ academic performance.

According to the study of Khanam et al. (2017), time management is one

of the skills that impact students’ academic performance. The researchers have

conducted a study about time management and the respondents’ academic

performance, the medical students in Odisha. The study revealed that the

respondents who obtained a high percentage also had a high mean score on

general time management and so it means that time management is essential to

improve one’s academic performance.

 17

In the study of Alimohamadi et al. (2018) titled “relation study between

study habits and academic performance of nursing students in Hamadan”, the

present study attempts to examine the relationship of study habits of the

students and its connection with the academic performance in a sample of 220

nursing students in Hamadan University of Medical Sciences. Results showed a

positive correlation between the mean score of study habits and academic

performance of the students.

According to the study of Llavore, Duran, & Dungan (2015), study habits

determine the students success in education. Their research focused on whether

study habits affect the performance of the BSS students in Computer

Programing. Further, this study determined the students’ profile as to their IQ

and performance in course; the level of strengths and weaknesses related to

time management, study environment, test-taking, note-taking, reading, writing,

and math skill’s study habits. The chosen respondents were the 85 freshmen

students who were obtain using Cochran’s formula. The study also used the

descriptive survey research design, and the instrument used was a questionnaire

to gather the data. Results revealed that only mathematics skill was positively

correlated and significant to the performance of the students in Computer

Programming out of the gifts.

A study conducted by students from the Technological Institute of the

Philippines−Manila, investigated the student’s study habits. 76 respondents were

chosen out of the total population of 105 scholars using the incidental sampling
 18

approach and were given survey questionnaires to answer. The study showed

that the academic performer’s study habits were time management, learning

styles and study environment. It contributes significantly to the students’

academic performance (Foz et al., 2016).

Priya and Dariti (2015), studied the level of study habits among school

students. A total of 160 students were the respondents aged from 13-18 years

old through random sampling. The results revealed that many boys are poor in

their study habits compared to the girls. Furthermore, the citizen’s quality

depends on the quality of their education, study habits, and study attitudes of

the learning students. The quality of education is seen through academic

performance, which results from the students’ study habits.

The researchers that were mentioned and cited above have shown the

relationship between study habits and its it’s relationship with the students’

academic performance.

It shows the students’ different actions since the studies have different

hypotheses that make them different from each other. In general, the related

literature and studies gathered and presented in this chapter shows the different

gaps between the study habits and academic performance.

Theoretical Framework

The research study’s ideas attempt to determine the impact of study

habits on student’s academic performance, various researchers proved that there

 19

is a significant relationship between study habits toward their academic

performance. Whether the study habit is systematic or unsystematic, efficient or

otherwise there could always be an impact to students’ academic performance.

The theoretical framework of this study is anchored on the self-

determination theory by Edward L. Deci and Richard M. Ryan because the learner

himself and the independent variables have a great role in shaping the 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 individual performance.

The term motivation as stated in the study of Rugesh Raghuwanshi (2008)

is the result of processes, internal or external to the individual, which will arouse

enthusiasm and persistence to pursue a certain course of action.

Motivation is important in an individual to do once task and if one is not

motivated it is impossible to come up a good result. This motivation could be

possible if there is a positive stimulus that would bring out the positive behaivour

in the life of the learners. In such this paper put into consideration the social

environments that nurtures the learner’s inherent potentials.

In connection with the self-determination theory, the dependent variable

were considered: the students’ academic performance.

 20

Conceptual Framework

The framework serves as an outline to discuss the study, the purpose of

this model is to give a better understanding about the student’s study habits and

it’s impact on their academic performance. The researchers conducted a survey

using questionnaire to the Grade 12 students from GAS strand to gather data

and information. The result will determine the impact of study habits on the

students’ academic performance.

 21

CHAPTER III

METHODODLOGY

This chapter presents the methodology used in this study. It includes the

discussion of methods of research, respondents of the study, data gathering tool,

procedure of investigation, and statistical treatment.

Research Design

The research design that is use in this study is the descriptive-

correlational design in determining the impact of study habits on the students’

academic performance. Descriptive design will be use in determining which study

habits do the students use the most using frequency and percentage.

Furthermore the correlational design will determine the relationship between the

study habits and its impact on the students’ academic performance.

Population and Sampling

The chosen respondents of this research are the Grade 12 General

Academics Strand (GAS) students of Ramon B. Felipe Sr. National High School.

The sampling method that use in this study is Stratified Sampling. The total

number of GAS students in students is 40. From these 40 students, 10 of them

will be excluded for they are the members of the researchers in this study.
 22

Research Instrument

In the Data Gathering Instrument, the researchers utilize the use of

survey questionnaires to gather the data necessary in the study. The

questionnaire is structured to guide the respondents in understanding the impact

of study habits on the students’ academic performance, a researcher-made

questionnaire is distributed to the students. Likert scale is use in measuring the

attitudinal scales of the respondents and interpreting the data collected, a scale

which corresponds to 1 “always”, 2 “rarely”, 3 “sometimes”, 4 “never”. As for the

academic performance of the students, documentary analysis is used to obtain

the data which will come from the class adviser.

Procedure of Investigation

The first step is to select a topic and so a preliminary search for

information about the selected topic, next is to have the study approval. After

this the researchers made a request letter for the adviser to get the summary of

the students’ grade in first semester and a permission letter for conducting the

survey. Upon approval the researchers will retrieve the letter along with the data

requested. In conducting the survey, the researchers assisted the respondents in

answering questions properly, the respondents were given ample time to answer

the questionnaire. After data gathering, the researchers will collect and tally the

scores and apply the statistical treatment to the study.

 23

Statistical Treatment

The data gathered is organized using the appropriate statistical tool. To

interpret the results objectively the following statistical treatment is use:

Mean is use in finding the level of academic performance of the Grade 12

students at Ramon B. Felipe Sr. National High School.

Pearson Product Moment Correlation Coefficient is use to find out if the

study habits has significant relationship in the academic performance level of the

Grade 12 GAS students.

 24

CHAPTER IV

PRESENTATION OF RESULTS AND DISCUSSION

This chapter presents the result, analysis and interpretation of data

gathered form the answers to the questionnaire on survey. The said data were

presented in tabular form in accordance with the specific questions posited on

the statement of the problem.

1.)The Academic Performance of the students.

SUBJECTS GRADES DESCRIPTORS

U.C.S.P. 88 Very Satisfactory

PERDEV 85 Very Satisfactory

PHILOSOPHY 91 Outstanding

PE AND HEALTH 95 Outstanding

PRACTICAL 90 Outstanding
RESEARCH
EAPP 88 Very Satisfactory

EMP TECH 89 Very Satisfactory

PPG 85 Very Satisfactory

MALIKHAING
PAGSULAT 83 Satisfactory

TOTAL MEAN 88.22 Very Satisfactory

Table 1. Academic Performance of the students

 25

LEGEND:
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
BELOW 75 Did Not Meet Expectation

The table 1 shows the academic performance of the students in terms of

grades with the total mean of 88.22 equivalent to very satisfactory rating.

2) The study habits of the Grade 12 GAS students.

Categorized Weighted Mean Interpretation Rank
Study Habits of
the students
2. 69 Very 4
Concentration satisfactory
Remembering 3.40 Outstanding 1

Organizing time 2.59 Very 7

satisfactory
Studying a lesson 2.69 Very 4
satisfactory
Listening and 2.56 Very 6
taking notes satisfactory
Taking tests 2.64 Very 5
satisfactory
Motivation 2.87 Very 2
satisfactory
Very
TOTAL 2.72 satisfactory 3

Table 2
 26

The table 2 shows that the student’s study habits in ranks. Having the
remembering category as first in rank

Legend:
3.2-4.0 Outstanding
2.3-3.1 Very Satisfactory
1.4-2.2 Satisfactory
Below 1.3 Poor

3) The significant relationship between the study habits of

the grade 12 GAS student and their academic performance.

ACADEMIC PERFORMANCE STUDY HABITS

GRADES Pearson 1 -.311*

Correlation
Sig. (1-tailed) .047

N 30 30

STUDY Pearson Correlation -.311* 1

Sig. (1-tailed) .047

N 30 30

Table 3. Pearson correlation between academic performance and

students study habits.

*Correlation is significant at the 0.05 level (1 -tailed)

Relationship between Study Habits and Academic Performance. The

study's main objective is to determine the relationship between study habits and

academic performance of the Grade 12 GAS senior high school learners. The

statistical analysis of data in table 10 revealed that the variable is significant with
 27

an associated probability value of 0.05 alpha level of significance. A one-tailed

test was used to test the hypothesis. This shows that there is a significant

relationship between the study habits of the Grade 12 GAS students and their

academic performance, meaning that a student’s study habit significantly affects

their academic performance.

 28

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 29

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