Profile Study Behaviors and Academic Performance of Nursing Students at Csu
Profile Study Behaviors and Academic Performance of Nursing Students at Csu
Introduction
Simply put, performance is how well or badly something is done. Its relevance
stands out because of the significance it holds to the society. In the educational parlance,
student’s study habit and they in turn, are formed and strengthened through education. The
development of good study habits is equally relative and helpful not only in academic work
but also in career actualization; and because this interrelationship cannot be overlooked,
the academic achievement and study habit of the student to a large extent culminates into
shaping an individual destiny. The general belief is that students who exercise good study
habits are likely to excel than those with poor study habits.
achievement measured by the test scores, through examining study habits of students in its
relation. So a question arises in mind whether this factor is related to academic achievement
or not? This was an effort to search for the relation. Little study has been done looking at
the learning habits of students at any level of the education system especially in Asia, much
which is directed to mainly the western countries. Sawar et al. (2009, p.204) acknowledge
the fact that, “Since we live in the information age, this fact clearly makes new demand on
the educational system, requiring radical changes on what and how pupils learn and why
students are not doing as per expectations.” It is important to have a clear understanding of
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what benefits or hinders one’s educational achievement. This is the premise on which this
study is justified.
Learning is about guiding knowledge of what the adage says “It’s better that you
gave an understanding if the logic behind the process rather than memorizing each step”.
Nursing school is challenging. Between the volumes of material to cover the hours of
studying to understand it and learning to care the patients, nursing students have to work
According to Phillip Murphy (2010), there are seven (7) highly effective habits for
nursing student.
Habit 1. Manage your time. Balance everything from class to personal life
Habit 2. Study hard. Gather all the study materials about the topic that needs to be studied.
Habit 3. Ask for help. Seek out someone to ask for advice.
Habit 7. Reward.
This method helped the student to pass the examination and quizzes. Also it was
easier for students to study hard no matter how challenging it would be. It made the nursing
students understand how they cope up with their everyday lessons and perceived
effectiveness of their study habit. Every student has his/her own technique of studying but
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these habits would help those to be more efficient and effective. The researchers promoted
these positive studying habits and transferred this quality for the betterment of the students.
The researchers have directed for an advance standard of learning that focuses on
outcomes-based education wherein the professors expect the students to equip themselves
with strong foundation, quality education and excellent training, higher-order thinking
This study aimed to determine the profile, study behaviors and academic
Sciences.
2. What are the study behaviors of the nursing students in terms of the following:
2.2 Attitudes/Habits
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4. Is there a significant relationship between the academic performance of nursing
Sciences?
Sciences?
6. Is there a significant relationship between the profile of the nursing students and
Sciences?
Assumptions
Ho: There is no significant relationship between the profile, study behaviors and
Health Sciences.
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Scope and Delimitations of the Study
This descriptive study were conducted to determine the profile, study behaviors and
Health Sciences S.Y. 2017-2018. For easier, accessible data gathering and to actually
observe the study behaviors and academic performance of nursing students, the
respondents of this study should be all fourth year nursing students but because some
respondents did not cooperate in this research study and due to shortage of time, the
The study was conducted in order to improve good study behavior, student’s
learning and advising, for students to have good academic performance and to prepare them
to be competent future professional nurses. This study could be beneficial to the following:
The School Administrators. This study served as a basis in applying new concepts
of education regarding to the newly implemented curriculum in order to meet the needs of
the students. The study could help as springboard for curriculum development and
The Faculty Members. This study served as a guide to enhance their way of
teaching strategies in the areas of practice. They were the facilitators of learning and the
students are the participants where both are needed in learning process. The findings of this
study could help make their work effective and the output be of quality.
The Parents. The results of this study would help them understand and guide their
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The Students. This study help them be more aware and responsible about their
study behavior and how it affects their academic performance and provide possible
The Future Researchers. This study will give them some ideas they can use as
Definition of Terms
For better clarification and understanding of the terms related to this study, the
students in the school (Webster, 2006). In this study, academic performance will be
learning methods, and study tactics to attain the overall goals for studying. In this study, it
is included as one of the specific problems that refer to the strategies to be used by the
respondents.
their research study and these are the persons being trained to be a nurse at various setting.
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Study Attitudes. It refers to ways of acting or behaving that show what the student
is thinking or feeling about the studying, including but not limited to prioritization of
mood, excitement about academic topics, motivation to study, interest in course, worrying
about success, and belief in ability to succeed (Webster’s Dictionary). In this study, it is
also included as one of the specific problems that refers to the attitudes of the respondents
Study Behavior. It is the way in which one acts or conducts oneself, especially
toward others (Webster’s Dictionary). In this study, it refers to the behavior of the
their studies that serves as the vehicle of learning. The researchers included it in their study
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CHAPTER II
This research study cited books, articles and laws, which are relevant to the present
investigation. It is composed of related literature and studies, both local and foreign, which
contain facts and information on the research problem at hand. It also provides explanations
and logical connections between previous researches and the present work.
RELATED LITERATURE
Jason Christian (2011), explored intrinsic factors that can affect the performance of
students. He said that stress can be deadly for some students because it can drop their
performance down to the lowest level if not taken care of. Some factors he mentioned are
the too many assignments, exam preparations, and lack of self-confidence. He emphasized
that stress must be resolved to improve one’s academic performance. Based from the study
by Madeline Ellis (2008), they have found out that students with unhealthy behaviors such
as stress, smoking, and drinking as well as typical lifestyle choices such as gambling and
However, the study found that the ability to manage stress was equally important.
Students who said they were able to handle their stress effectively performed much better
than those who said they couldn’t. This is an important finding, because it can persuade
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colleges to provide students with the resources they need to learn how to manage stress,
Dr. Ehlinger said, “If students can manage their stress, then their stress level will not
matter.”
The study deals with the theories related to study habits, while the researcher
decides this research covered main area of the eighth grade students at SMP Progressive
Bumi Sholawat Sidoarjo. Before stepping further down to study habits in learning English
for students at the eighth grade of SMP Progressive Bumi Sholawat Sidoarjo, especially
for high class of male and female students, we have to know the definition of effective
study habit and the elements of it. These aspects are chosen because they include straight
relation to students for reaching their success in organizing their study habits.
Ozsoy, Memis and Tamur (2009) stated that ‘Study habit’ is the amount and
kinds of study routines which the student used during a regular period of study
Effective study habits are conditions in which the students study habitually to reach
the maximum success of their academic in the school work. There are many kinds
of effective study habits that found by researcher in the previous study. From
another research, there are ten steps toward effective study habits for students that
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b. Place of study where students can concentrate on learning
i. Try to know the expectations are for various teachers and professors in different
classes.
In addition, there are eight dimensions to construct good study habits of students;
home environment and planning of work, reading and note taking, planning of subjects,
concentration, preparation of the exam, habits and interest, school environment, and total
study habits. Good study habits are called the effective study habits, because good study
habits have significant effect to student’s academic achievement in their learning process.
learning strategies for achieving student’s academic success. Based on the previous
research, there were seven components that included in study habit that are
Home environment gives the important effect to students’ habit when they
choose for studying at home to review the school material or to prepare material for
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the next lesson. Good circulated air is needed for children to help their learning
effectively. Students are interested when the learning’s environment provides the
good circulated air for affecting their willingness in learning some subjects because
the good circulated air can solve student’s weariness when focused on their learning
b. Reading
About the purpose of reading based on this article, there are some kinds of
reading; reading for enjoyment or interest, reading for studying purposes, and
reading just for decoding signs on page. Based on reading for studying purposes,
reading can build someone knowledge about something new that never they know
before. Reading can bore someone when they are given long written materials and
Reading is more useful when students are able to comprehend a note and
understand about the information they seek. Note taking is one of the important
skills to be learned to increase the effectiveness of study habits. When you take
note, you will be more focused on your idea in the learning process. There are
activities given to students to test their note taking skills, such as; in reading and
listening activity.
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c. Planning of subjects
Students with high achievement learn easily when study alone. On the
contrary, students with underachievement find it difficult to learn the lessons school
by themselves.
d. Concentration
Concentration is the most important one that offers the aspiration outcome
e. Preparation of exam
Preparing examination for students that enclose the real test may lead to
depressive reaction. The depressive and concern from students when preparing
to review the subject materials that will be accomplished in the test question. By
applying the good strategy in preparation of examination, the students will be more
Habits and attitudes of students are important part of study toward students’
students to serve their learning. Attitude is students’ behavior toward studying and
students’ acceptance and approval of broader goals of college education. Habits and
attitudes are needed for students to increase their learning style in achieving their
academic success. Some are determined to reach habits and attitude; time
education. From the previous research, we can say that habits and attitudes have
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relation to students’ learning with purpose for their academic achievement when
can increase their achievement. Therefore, total study habits should be applied by
students in their learning. There were many researches in government and private
schools that show the effect of total study habits in improving student’s academic
achievement.
a. Teacher Consultation
habit in improving their academic achievement. Teacher is one of the school staffs
who can help and support the students in improving the quality of their academic
their study skill strategies are provided in order to encourage them achieve their
academic success.
b. Socioeconomic Status
students. From a previous study, it was explained that socioeconomic status affects
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negativity towards their study; on the contrary, the students with high positivity
Based from the article of Valorie Delp (2009), peer influences the academic
who shares a similar or equal status and who are usually of roughly the same age, tended
to travel around and interact within the social aggregate. Members of a particular peer
group often have similar interests and backgrounds, bonded by the premise of sameness.
There are several ways in which peers influence each other. Not all of them are bad.
Many peer groups can be a positive influence on their friends as well. It is thought
that intelligent students help their peers bring up their grades. Likewise, girls with good
friends who are considered intelligent tend to do better in school. It definitely seems to be
a pattern in the influence of studious kids. However, it’s important to note that peer
As recommended by Borro (n.d.), the good study habit should be taught by parents
first at home. The school will, later on, guide the students on studying their lessons.
Teachers should impart the good values of studying. People learn first at home and all the
lessons that may be well-learned or well forgotten are just brought to school by people. In
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some cases, it is on how parents mold their child during his/her formative years of life
RELATED STUDIES
A substantial amount of research has examined the role of students’ study habits
and their attitudes to study on academic performance. The study of Osa-Edoh and Alutu
(2012) which examined the usefulness of imbibing in the students study habit, as a means
of enhancing their academic performance, revealed a high correlation between study habits
and students academic performance. This suggests that it is only when students imbibe or
cultivate proper study habits that their academic performance can be improved upon.
Similarly, Nuthana and Yenagi (2009) found significant correlation between study
habits and academic achievement. It further revealed that reading and note-taking habits,
habits of concentration, and preparation for examination had significant correlation with
academic achievement. The authors pointed out that students who are better in reading and
note-taking, well prepared for the board examination and have concentration may have
performance also has been found to prevail among undergraduate students. The study of
Fazal (2012) identified various study skills used by learners and ascertain which study
skills is more related to academic achievement. Results of the study indicate significant
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achievement. Students with higher academic achievement used a wide range of study skills
Another study was conducted using a Q factor analysis to understand the study
behavior and habits of undergraduate students. The Q factor analysis was used to classify
procrastinators based on their self-reported study behavior. Findings of the study showed
a significant difference in the academic performance of the two groups of students. Student
type was found to be a significant predictor of academic achievement beyond and above
students’ attribute variables (Yang, 2011). Nonis and Hudson (2010) also conducted a
study on performance of college students-impact of study time and study habits in which
they found that some study habits had a positive direct relationship on student performance
but others had a negative direct relationship. Hassanbeigi et al. (2011), in their study of the
relationship between various study skills and academic performance of university students,
noted that the study skills scores of students with GPA of 15 and above (out of 20) were
statistically higher than those students with GPA of less than 15 in all of the seven skills
(time management and procrastination, concentration and memory, study aids and note-
taking, test strategies and test anxiety, organizing and processing information, motivation
some researchers have proposed strategies that will help students develop effective study
habits and attitudes. For example, the study of Demir et al. (2012), which examined the
and studying skills of learners, found that students can acquire efficient study skills by
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means of curriculum for developing efficient studying skills. The students were able to
organize the study environment and use specific methods effectively, such as efficient
reading, listening lectures, note-taking, efficient writing and doing homework. It further
revealed that those students under the implemented curriculum have increased academic
achievement as compared to the group of students on which the curriculum was not
implemented. Mutsotso and Abenga (2010) also propose a paradigm shift in study methods
and suggest strategies for both lecturers and the students in universities towards improved
learning and performance. It is based on the “distributed learning approach” that adequately
cater for individual differences that exist among the students. The model will address the
study space needs and the efficiency and effectiveness of study methods.
Patil, Minakshi (2004) observed the correlation between study habits of IX students
and achievement in history. The sample size was of 120 students. The major finding was
there was low but positive correlation between study habits of IX standard students and
achievement in History.
Patil, Suhas (2008) conducted a study to find the correlation between study habits
of IX standard students and interest and achievement in Science. The study concluded that
there was correlation between science achievement and interest, science interest and study
Sonar, Vijaya (2009) conducted a correlational study at M.Ed. level. The study was
carried out to find out the correlation between study habits of IX standard students and
method. The study found that study habits and academic achievement were positively
correlated. The students were not aware of proper study habit techniques like note taking,
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reading skills and taking examinations. It also suggested that mostly all students were in
All the above mentioned studies were of correlational and survey type. Most of the
studies found that there was positive correlation between study habit and academic
achievement. Only Sarode and Jamaur studied other psychological factors like academic
motivation, personality, adjustment, hobbies etc. All the studies also suggested that there
was a need of giving guidance to the students for developing proper study habits.
Thus, all the above studies were correlational, but the present study was carried
out in an experimental way as the students were in a need of guidance to develop favorable
study habits.
According to Scott (2011), Reduce Student Stress and Excel in School, one must
create a good study environment and manage time wisely in order to reduce the school
stresses.
In the study conducted by Aneela Majeed (2010) with a title, Peer Group Effects
on Academic Achievement, the findings showed that the values of the peer group with
whom the high school students spends the most time are a stronger factor in the student’s
Students in peer groups that do not value education lack the stimulation and reinforcement
needed to encourage personal learning. Peer group encourages education and learning, and
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then the individual student within that will value learning, because the individual is
In actuality, peer influence is more complex than our stereotype of the negative
influences from friends. First, peer influence can be both positive and negative. While we
tend to think that peer influence leads teens to engage in unhealthy and unsafe behaviors,
it can actually motivate youth to study harder in school, volunteer for community and social
services, and participate in sports and other productive endeavors. Second, peer influence
is not a simple process where youth are passive recipients of influence from others. In fact,
peers who become friends tend to already have a lot of things in common. Peers with
similar interests, similar academic standing, and enjoy doing the same things tend to
gravitate towards each other. So while it seems that teens and their friends become very
similar to each other through peer influence, much of that similarity was present to begin
with.
According to Dr. Wilma A. Hurtada (2010) “One of the very nicest things about
life is the way we must regularly stop whatever it is we are doing and devote our attention
to eating.“
Most of the college students were all busy doing some paper works and school
activities, others are in reviewing. They can’t find time taking a break and have something
to eat, because of these things, same problem was experienced of students residing at
dormitories. They can’t also find time eating because, they don’t have someone to eat with.
Some cases are, they are busy doing home works, projects and other school works, resulting
to skipping their meal. This may affect the physical and mental health of a student, it can
be the reason of his/her absences in school, poor performance, and a failing grade. As Dr.
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Hurtada says, whatever we are doing we must stop in order to eat. One thing is, our brain
would not function well if we did not eat, how can we focus on studying if our stomach is
empty? What will happen on your academic performances? Will skipping meal help you
to excel in your studies? No, it will not. It will just weaken your body and mind. Therefore,
in order to keep up with your studies, you must eat regularly to feed your stomach and
brain.
The review of related literature and studies presented provided the researcher better
insights on the vital role of effective study habits in academic performance, especially in
enhancing one’s potential in academic matter. All reviewed literature and studies
confirmed the importance of study habits. However, no literature and studies reviewed is
There were some studies reviewed which were directed on knowing student’s study
behavior’s and its effect on their academic performance. Others also looked into either the
relationships between profile and study behaviors or relationship between study behaviors
and academic performance. Considering that the foregoing studies may have some points
of comparison and contrast with the present study, it was noted that no investigation that
has given emphasis on the relationship among profile, study behaviors and academic
performance has ever been conducted in Catanduanes, specifically among fourth year
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nursing students at Catanduanes State University, College of Health Sciences. This was the
Theoretical Framework
The theoretical framework provided the fundamental basis for the research study
were considered, these include, Gestalt Field Theory and Abraham Maslow’s Motivational
Theory.
The word “Gestalt” means “pattern”, it expresses the idea of perceptual whole, or
a total pattern. The Gestalt theory of learning was first formulated in Germany about 1912.
Prominent names associated with Gestalt Psychology include; Werthemeimer Koffka and
Kohler. These psychologists believe that the analysis of conscious experience as practiced
by the assciationists was insufficient to fully explain the complexities of perception and
the environment.
The learner should be encouraged to set their own goals for learning.
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The learner should be presented with the figure ground relations so that we
Educational relevance of Gestalt theory indicates the need for considering the
whole but also the details with the environment. This implies that in understanding the
academic performance of a student, the environment which stimulates certain study skills,
study techniques, use of instructional materials and teaching method should be considered
to know the perception and understanding a lesson by student. Hence, appropriate teaching
method, good questioning technique, practical teaching and relevant instructional material
are necessary for the development of study techniques and improvement of performance
(Ugboaja, 2014).
Secondly, the role of a teacher to assist the student is emphasized. A teacher collects
academic data on students, they include students’ scores on academic achievement, study
techniques, special academic talents, learning, difficulties, class attendance and other that
hierarchical way to enable children at least obtain some glimpses of the problem before
learning (lyany-Abia, 2015). Gestalt theory takes into account factors such as motivation,
maturation level of student experience, background of the learners, the learners intelligent
and interest.
The above factors have explained the degree in which students can be influenced
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Maslow’s Theory of Motivation
Abraham Maslow was a famous psychologist whose studies into human motivation
led him to propose a theory of needs based on a hierarchical model with basic needs at the
top. This theory which he propounded in 1943 in his work entitled “motivation and
production” has considerable influence on people. This theory is simply concerned with
the identification of factors and processes to which attention must be paid in order to
develop in the people or unless the willingness, the readiness and the interest required
before one can do anything at all. That whatever we want to do, whether typing, teaching
and learning we must be sufficiently motivated before we can put up the necessary action
Maslow’s theory is divided into two parts- The first part stated as follows, among
others:
That this needs are arranged in a hierarchy in which there are lower and
That the lower needs have to be satisfied first before the higher, level needs
can be satisfied.
performance.
The second part of Maslow’s theory deals with the hierarchy of human motives.
There are five in number as stated below from the lowest to the highest of the human
needs.
Physiological needs- Such as the need for food, clothing and shelter etc. Lack of
these needs will distort study technique, study methods and intellectual disposition.
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Safety needs- Include need for security, such as job security, protection and
freedom. The absence of this need leads to lack of cooperation, expression, interaction and
Love and belonging needs- Includes the motives for friendships, companionship
and affection etc; teachers’ performance, facilitating teaching and learning and poor
Esteem needs- Is concerned with desire for respect, confidence, freedom and
integrity. When this need is satisfied, the student feels at ease, fraternize freely and relaxed.
The opposite makes them feel weak and disappointed and it affects their academic
performance.
Nigeria contemporary society, people cannot satisfy their physiological interalia, including
the safety needs like job security and protection, etc. The account for intellectual
backwardness and poor academic performance that in Nigeria (Adeuokun, 2012). The
needs for food, cloth, shelter and drinks must first be met, before a man can think of
democracy and other social issues (Toyo, 2012). This means that a student’s physiological
needs has to be satisfied first for good study habit formation and enhanced academic
performance.
In the case of love and belongingness, the latter brings happiness and joy and
facilitates most activities. Students who are loved by their teachers easily adhere to their
instruction, have a feeling of belongingness in most teaching and learning activities and
are eventually motivated in developing appropriate study techniques and having improved
academic performance (Denga 2011), while the respect, confidence and freedom that
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teachers give to students make them participate in school activities and adopt relevant
techniques .
At this level, some people have the drive, desire and interest for self-fulfillment.
For example, a student who wants to become a medical Doctor or a lawyer, needs to
develop effective study techniques in order to obtain such a professional certificate. But
in examination will have poor academic performance and will not achieve their desires.
(Ugboaja, 2014).
status affects almost every aspect of his/her life, including education. The main objective
of this paper is to determine the relationship between familial socioeconomic status and
students’ educational achievement. The paper is based on the OECD – PISA international
study carried out in Croatia in 2006 on the sample of 520915-year-old students involved in
secondary education. Students’ results in scientific literacy, as well as variables and indices
constructed by OECD, were used in analysis. The distributions of selected variables linked
income, educational expenses and home educational resources are presented, as well as
their regional differences. Multiple regression analysis proved the relationship between
socioeconomic factors and students’ science test accomplishment. Regression model which
Index of home educational resources and Index of cultural possessions) and four variables
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book number and highest educational status of parents) explain 23 per cent of the total
variance of students’ achievement in scientific literacy. The second regression model with
indicating significant relation between living in specific Croatian region and science
achievement. The main conclusion of this paper is that socioeconomic status (along with
and that it is relevant in analyses and interpretations of PISA results, even though Croatia
could use an adaptation of PISA indices in order to trustworthy represent the data It is
advisable to continuously analyse the test results and, besides some general indicators of
(STEM) fields, it is important to gauge students’ implicit and explicit attitudes towards
scientific professions. We asked high school and college students to rate the similarity of
pairs of occupations, and then used multidimensional scaling (MDS) to create a spatial
map by rating each of the occupations along several dimensions. We found that participants
across age and sex considered scientific professions to be less creative and less people-
oriented than other popular career choices. We conclude that students may be led away
from STEM careers by common misperceptions that science is a difficult, uncreative, and
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Conceptual Framework
Academic Performance
Profile of Nursing of CSU, CHS Nursing
students at Catanduanes students:
State University, Study Behaviors of
College of Health 1.00-1.50 - Excellent Nursing students at
Sciences CSU, CHS.
Parent’s 1.51-2.00 - Very
Satisfactory Learning
monthly income
Strategies
Number of hours
spent on 2.01-2.50- Satisfactory Attitudes/Habits
studying
2.51-3.0 - Fair
3.1-above - Poor
Figure 1 presents the conceptual paradigm of the study which shows the
relationship between three variables. It shows the relationship between the profile of
nursing students at Catanduanes State University, College of Health Sciences and their
academic performance. It also shows the relationship between their study behaviors and
academic performance
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CHAPTER III
This chapter presents the research design and methodology to be utilized in the
conduct of the study. It specifically describes the processes to be used in research design,
research locale, subject of the study and sampling procedure, instrumentation and data
Research Design
relationship of the quantitative variables such as the profile, study behaviors, and academic
performance of selected respondents were described and correlated. Specifically, this study
were undertaken to see the significant connection among the profile, study behaviors, and
Health Sciences. In the study conducted by Rew, Taylor-Seehafer, Thomas, and Yockey’s
correlational design to describe variables and examine relationships among these variables.
Their study examined variables in a situation that has already occurred or is currently
occurring.
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Research Locale
This research study identified profile, study behavior and academic performance of
nursing students for school year 2018-2019, conducted at the Catanduanes State
University, College of Health Sciences where the selected students as respondents were
found easily.
The primary source of data were the selected nursing students who responded using
the structural questionnaire. The secondary source of data were secured from the data file
of the Department of Nursing. Relevant literature obtain from books, magazines, and other
reference materials as well as related studies were the tertiary source of data.
The research instrument used in this study was a questionnaire that covers the
profile, study behaviors and academic performance of nursing students at CSU, CHS. For
the secondary source of data, documents that were available at CSU, CHS office were
utilized.
To validate the instrument prepared, copies of the instrument were given to the
adviser to critique the questionnaire. The original questionnaire were subjected for pre-test
or pilot study to selected respondents not included in the study for improvement of the
instrument to be used.
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The following procedures were done in gathering data needed in the study.
Permission to conduct the study were sought from the Office of the Dean. The researchers
have prepared the instrument to be used in gathering the data with the assistance of their
adviser. Validation were done by asking comments and suggestions from the teachers who
The data gathered were tallied, tabulated, organized, and analyzed with the use of
the following descriptive statistics: Frequency count and Percentage were used to indicate
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CHAPTER IV
This chapter presents the analyzed, and interpreted ₱data gathered from the
questionnaires. The specific areas covered by this chapter included the following: (a)
profile of selected respondents, (b) study behaviors of selected nursing students, (c) level
of academic performance of selected nursing students of CSU, CHS, and the (d) significant
relationship between the study behavior and academic performance of nursing students.
These are analyzed in this chapter and given interpretations with the aid of the statistical
tools.
₱ 11,000 – 15,000 4 25 % 1
31
₱ 40,001 – 50,000 1 6.25 % 6.5
Total 16 100 %
Table 1, shows the parent’s monthly income of the selected nursing student in CSU,
CHS. Majority reveals that four (4) out of sixteen (16) students got a family income of ₱
11,000 - ₱ 15,000 with equivalent percentage of 25% thus ranked as number 1. With an
income of ₱ 1,000 – ₱ 5,000, two (2) students got the second rank as well as with the
income in a range of ₱ 20,001 - ₱ 30,000 and ₱ 30,001 - ₱ 40,000 while the remaining four
(4) students have a family income of more than ₱ 11,000 - ₱ 15,000 family monthly income
and lastly there were two (2) students with a family income of ₱ 40,001 - ₱ 50,000 and ₱
50,001 - ₱ 60,000.
Based on the analysis, most respondents have a middle socioeconomic status. The
research, one of the aspects that can affect the student’s academic performance is their
achievement of students. From the previous study, it was explained that socioeconomic
status has effect to academic achievement. Therefore students with low socioeconomic
have negative effect to their academic achievement. On the contrary, the students with high
The other study that can support the relationship between the socioeconomic status
and academic performance was the study conducted by Patel (n.d.), which states that
improving study habit with purpose in reaching their children’s achievement.” Therefore,
32
when respondent’s parent’s income was low or they have a low socioeconomic status there
were tendency that they can’t support the needs of their children. And when it happens, the
children will be stressed and when an individual can’t handle this factor, it can affect their
factors that can affect the performance of students. He said that stress can be deadly to
some students because it can drop their performance down to the lowest level if not being
taken care of. Some factors he mentioned were too many assignments, exam preparations,
and lack of self-confidence. He emphasized that stress must be resolved to improve one’s
academic performance.
Others
It depends 1 6.25 % 3.5
Total 16 100 %
Table 2 shows that among the selected respondents, majority or ten (10) of them
spent 30 minutes – 1 hour in studying. Four (4) respondents spent 1 – 2 hours on studying,
while only 1 student spent 2 – 3 hours on studying; however one (1) respondent depends
on the respondent’s desire to study. This shows that the respondents most preferred hours
33
Based on the analysis, most respondents spend a short period of time in studying
their lessons. The respondent’s time for studying can also affect their academic
performance.
impact of study time and study habits in which they found that some study habits had a
positive direct relationship on student performance but others had a negative direct
relationship.
1. Learning Strategies
c. Attending class
regularly helps
10 5 1 0 3.56 4 SA 3.5
me to do well
in class.
d. Paying
attention to
15 1 0 0 3.94 4 SA 1
class enables
me to fully
34
understand
subject matter.
e. Having an
efficient system
of note taking 8 7 1 0 3.44 3 A 6
lessen my time
to review.
f. Playing music
while studying 5 8 2 0 3.00 3 A 8
helps me a lot.
g. Writing while
studying my
notes enables
9 7 0 0 3.56 4 SA 3.5
me to fully
understand the
lessons.
h. Making a study
plan helps me a
lot in studying 5 9 1 1 3.13 3 A 7
my lessons.
Legend:
1 – Strongly Disagree
CSU, CHS. As shown in the table, in item no. 1, most of the respondents “strongly agree”
with nine (9) responded with the statement of “studying alone rather than in a group enables
me to study well.” while one (1) respondent “disagree” with the statement. In item no. 2,
there are eleven (11) number of respondents who “strongly agree” that remembering their
goals in life motivated them to be more determined in their studies while only six (6)
35
respondents “agree” with the statement. In item no. 3, there are ten (10) number of
respondents who “strongly agree” with the statement of “attending class regularly helps to
do well in class.”, while one (1) of the respondents “agree” with the statement. Meanwhile
in item no. 4, most of the responses with fifteen (15) respondents “strongly agree” in the
statement of “paying attention to enables me to fully understand subject matter.” while one
(1) respondent “agree” in the statement. In item no. 5, there are eight (8) responses who
“strongly agree” as well as “agree” in the statement of “having an efficient system of note
taking lessen time to review.” while only one (1) “disagree” with the statement. In item no.
6, most responses with eight (8) respondents “agree” with the statement of “playing music
while studying helps a lot.”, while one (1) respondent strongly “disagree” in the statement.
In item no. 7, most of the responses with nine (9) respondents “strongly agree” on writing
while studying their notes enables them to fully understand the lessons, while seven (7)
respondents “agree”. Lastly in item no. 8, most of the responses with nine (9) respondents
“agree” that making a study plan helps them a lot in studying their lessons, while one (1)
To sum up, item no. 4 got the highest weighted mean which is 3.94 with a
qualitative rating of “strongly agree” while item no. 6 got the lowest weighted mean which
The study behaviors in terms of learning strategies that greatly affect the
respondents was “paying their attention to class.” This strategy has an impact to the
academic performance. Here are some studies that support their significant relationships.
Nuthana and Yenagi (2009) found significant correlation between study habits and
academic achievement. It further revealed that reading and note-taking habits, habits of
36
concentration, and preparation for examination had significant correlation with academic
achievement. The authors pointed out that students who were better in reading and note-
taking, well prepared for board examination and have concentration may have better
The study of Demir et al. (2012), which examined the effect of development of
learners, has found out that students can acquire efficient studying skills by means of
curriculum for developing efficient study skills. The students were able to organize study
environment and use specific methods effectively, such as efficient reading, listening,
lectures, note-taking, efficient writing and doing homework. It further revealed that those
compared to the group of students on which the curriculum was not implemented.
2. Attitudes/Habits
38
m. Family
problems also
7 6 2 1 3.19 3 A 13.5
affect my
studies.
n. Gathering all
needed
materials in 13 3 0 0 3.81 4 SA 3.5
studying helps
me a lot.
o. Making
realistic goals
helps me to be
15 1 0 0 3.94 4 SA 1
more
determined in
my studies.
p. Engaging in
studying
groups has a 8 8 0 0 3.50 4 SA 10
bigger role in
my studies.
q. Eliminating
distractions
before 13 3 0 0 3.81 4 SA 3.5
studying helps
me a lot.
r. Rewarding
self after
accomplishme
11 5 0 0 3.69 4 SA 7.5
nts (even if it
is a small
things)
Legend:
1 – Strongly Disagree
Table 4 shows that in terms of attitudes/habits, item no. 1 shows that ten (10) out
of sixteen (16) respondents “agree” to the statement “Household chore affect my studies.”
39
while two (2) respondents responded “strongly agree” as well as two (2) respondents for
“disagree” and “strongly disagree”. In item no. 2, majority of nine (9) respondents “agrees
that financial matters have great effect on the studies while only one (1) respondent
“strongly disagree” on the statement. In item no. 3, thirteen (13) respondents’ answers
“strongly agree” to the statement presented” while only three (3) respondents answers
“agree”. In item no. 4, majority or seven (7) out of sixteen (16) respondents “agrees” that
engaging in vices like alcohol lessen their time to prepare in school while there is only one
(1) respondent that “disagree”. In item no. 5, nine (9) respondents “agree” to the statement
presented while one (1) respondent out of sixteen (16) “disagree”. In item no. 6, majority
or fifteen (15) out of sixteen (16) respondents “strongly agree” that having a personal
computer helps them a lot in doing their projects while only one (1) respondent “disagree”.
In item no. 7, “strongly disagree” has the highest number of responses with eight (8)
respondents while “disagrees” has the lowest number of respondents with only one (1)
response. In item no. 8, majority or seven (7) out of sixteen (16) respondents “strongly
agree” to the statement presented while there are two (2) respondents who responded
“disagree” as well as “strongly disagree”. In item no. 9, majority or eleven (11) out of
sixteen (16) respondents “strongly agree” that too much stress affects their study while
only five (5) respondents “agree” to the statement. In item no. 10, nine (9) responded
“strongly agree” to the statement bad nutrition or sickness can also affect their study habits
while seven (7) responded “agree” to the statement. In item no. 11, thirteen (13)
respondents “strongly agree” that family plays a big role in encouraging them to do best in
class while only three (3) respondents “agree” to the statement. In item no. 12, nine (9)
responded “agree” that watching television while studying has a negative effect on the
40
studies while only two (2) respondents “disagree” to the statement. In item no. 13, seven
(7) respondents “strongly agree” to family problems also affect studies while only one (1)
“strongly disagree” to the statement. In item no. 14, majority or thirteen (13) responded
“strongly agree” to gather all needed materials in studying helps them a lot while only three
(3) respondent “agree” to the statement. In item no. 15, majority or fifteen (15) out of
sixteen (16) respondents “strongly agree” that make realistic goals helps to be more
determined in studies while only one (1) responded “agree” to the statement. In item no.
16, eight (8) respondents responded “strongly disagree” in engaging to group studies have
a bigger role in studies as well as eight (8) respondents “agree” to the statement. In item
no. 17, majority or thirteen (13) responded “strongly agree” in eliminating distractions
before studying helps a lot while only three (3) respondents “agrees” to the statement.
Lastly, in item no. 18, eleven (11) respondents “strongly agree” to reward self after
accomplishments (even if it is a small thing) while only five (5) responded “agree” to the
statement.
To sum up, item no. 15 got the highest weighted mean which is 3.94 with a
qualitative rating of “strongly agree” while item no. 4 got the lowest weighted mean which
The study behaviors in terms of attitudes/habits that have a biggest impact to the
Here are some studies that supports he significant relationship between attitudes/habits to
A substantial amount of research has examined the role of students study habits and
their attitudes to study on academic performance. The study of Osa-Edoh and Alutu (2012)
41
which examined the usefulness of imbibing in students study habits, as a means of
enhancing their academic performance, revealed a high correlation between study habits
and students’ academic performance. This suggests that it is only when students imbibe or
cultivate proper study habits that their academic performance can be improved soon.
Hassanbeigi et al. (2011), in their study of the relationship between various study
skills and academic performance of university students noted that the study skills scores of
students with GPA of 15 and above (out of 20) were statistically higher than those students
with GPA of less than 15 in all of the seven skills (time management, procrastination,
concentration and memory, study aids and note-taking, test strategies and test anxiety,
organizing and processing information, motivation and attitude, reading and selecting the
main idea).
some researchers have proposed strategies that will help students develop effective study
Sonar, Vijaya (2009) conducted a correlational study at M.Ed. level. The study was
carried out to find out the correlation between study habits of IX standard students and
method. The study found that study habits and academic achievement were positively
correlated. The students were not aware of proper study habit techniques like note taking,
reading skills and taking examinations. It was also suggested that most of the students were
All the above mentioned studies were of correlational and survey type. Most of the
studies found that there was positive correlation between study habit and academic
42
achievement. Only Sarode and Jamaur studied other psychological factors like academic
motivation, personality, adjustment, hobbies etc. All the studies also suggested that there
was a need of giving guidance to the students for developing proper study habits.
Thus, all the above studies were correlational, but the present study was carried
out in an experimental way as the students were in a need of guidance to develop favorable
study habits.
1.00 – 1.50 0 0 1 0
1.51– 2.00 16 16 15 16
2.01– 2.50 0 0 0 0
2.51– 3.0 0 0 0 0
3.1 - above 0 0 0 0
43
Table 7. Summary of Academic Performance of Nursing Students during their
Third Year at CSU, CHS
1.00 – 1.50 0 0 1 0
1.51– 2.00 5 3 15 11
2.01– 2.50 11 13 0 5
2.51– 3.0 0 0 0 0
3.1 - above 0 0 0 0
Table 8 represents the grades of the respondents per semester every year. It also
shows the overall general weighted average (GWA) of each respondent with their
corresponding level of academic performance. During their first year, all 16 respondents
got grades that ranges from 1.51-2.00. In their second year, majority or 9 out of 16
respondents got grades that ranges from 2.01-2.50 while 7 of them got an average of 1.51-
44
2.00. In their third year, majority or 11 of them got grades ranging from 1.51-2.00 while
To sum up, majority or 13 of the respondents have 1.51-2.00 GWA which has a
qualitative rating of “very satisfactory”, while only 3 have 2.01-2.50 GWA which has a
D. Test for the Relationship between Academic Performance and Learning Strategies
Table 9. Test for the Relationship between Academic Performance and Learning
Strategies
45
There is no significant
Academic relationship between
Pearson
Performance vs. 5.9914 Accept the academic
Chi- 4.747 2
Learning Strategies 6 HO performance and
square
no. 5 learning strategies of
the respondents
There is no significant
Academic relationship between
Pearson
Performance vs. 7.8147 Accept the academic
Chi- 3.692 3
Learning Strategies 3 HO performance and
square
no. 6 learning strategies of
the respondents
There is no significant
Academic relationship between
Pearson
Performance vs. 3.8414 Accept the academic
Chi- 0.163 1
Learning Strategies 6 HO performance and
square
no. 7 learning strategies of
the respondents
There is no significant
Academic relationship between
Pearson
Performance vs. 7.8147 Accept the academic
Chi- 2.288 3
Learning Strategies 3 HO performance and
square
no. 8 learning strategies of
the respondents
Ho: There is no significant relationship between the academic performance and learning
As shown in the Table 9, the computed Pearson chi-square values were lesser than
the critical values at 0.05 level of significance. We can derive that out of the 8 categories
This further concludes that the academic performance of the respondents weren’t related
46
E. Test for the Relationship between Academic Performance and Attitudes/Habits
Table 10. Test for the Relationship between Academic Performance and
Attitudes/Habits
47
There is no significant
relationship between
Academic Pearson
the academic
Performance vs. Chi- 4.747 5.99146 2 Accept HO
performance and
Attitudes/Habits no. 7 square
attitudes/habits of the
respondents
There is no significant
relationship between
Academic Pearson
the academic
Performance vs. Chi- 3.341 7.81473 3 Accept HO
performance and
Attitudes/Habits no. 8 square
attitudes/habits of the
respondents
There is no significant
relationship between
Academic Pearson
the academic
Performance vs. Chi- 1.231 3.84146 1 Accept HO
performance and
Attitudes/Habits no. 9 square
attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 0.163 3.84146 1 Accept HO
Attitudes/Habits no. performance and
square
10 attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 0.852 3.84146 1 Accept HO
Attitudes/Habits no. performance and
square
11 attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 2.288 5.99146 2 Accept HO
Attitudes/Habits no. performance and
square
12 attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 4.747 7.81473 3 Accept HO
Attitudes/Habits no. performance and
square
13 attitudes/habits of the
respondents
Academic There is no significant
Pearson
Performance vs. relationship between
Chi- 0.852 3.84146 1 Accept HO
Attitudes/Habits no. the academic
square
14 performance and
48
attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 0.246 3.84146 1 Accept HO
Attitudes/Habits no. performance and
square
15 attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 0.788 3.84146 1 Accept HO
Attitudes/Habits no. performance and
square
16 attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 0.137 3.84146 1 Accept HO
Attitudes/Habits no. performance and
square
17 attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 0.027 3.84146 1 Accept HO
Attitudes/Habits no. performance and
square
18 attitudes/habits of the
respondents
As shown in the Table 10, 16 out of 18 computed Pearson chi-square values were
lesser than the critical values at 0.05 level of significance. We can derive that out of the 18
performance. This further concludes that financial matters and having personal computers
49
F. Test for the Relationship between Academic Performance and Profile of Nursing
Students
Table 11. Test for the Relationship between Academic Performance and Profile of
Nursing Students
Ho: There is no significant relationship between the academic performance and profile of
As shown in the Table 11, the computed Pearson chi-square values were lesser than
the critical values at 0.05 level of significance. We can derive that categories of profiles
that the profile of the respondents in terms of parent’s monthly income and number of hours
50
CHAPTER V
Summary:
2. What are the study behaviors of the nursing students in terms of the following:
2.2Attitudes/Habits
Health Sciences?
The study used the descriptive - correlation method of research with questionnaires
as the main data gathering instrument. The population of this study was selected 4th year
51
The statistical used were frequency count and percentage to indicate the number of
Findings:
1.1 Majority reveals that four (4) of the students has a parent’s monthly
1.2 The most preferred hours of studying by students are only 30 minutes –
1 hour.
2.1 On the eight (8) learning strategies, most respondents “strongly agree”
with item no. 4 which is “paying attention enables me to fully understand subject
matter.” Which has the highest weighted mean which is 3.94 with a qualitative
response of “strongly agree” while item no. 6 which is “playing music while
studying helps a lot” got the lowest weighted mean which is 3.0 with a qualitative
response of “agree”.
2.2 Making realistic goals helps to be more determined in studies got the
highest rank among eighteen (18) attitudes/habits with a weighted mean of 3.94 and
a qualitative rating of “strongly agree” while student that engages in vices like
alcohol lessen their time to prepare in school got the lowest weighted mean which
52
3. As to respondents’ GWA, thirteen (13) students have a general weighted average
that fall within the range of 1.51– 2.00 with a scale of “very satisfactory”.
Conclusions:
study behaviors/habits.
4. Generally, the study behaviors that mostly affect the selected nursing
attitudes/habits item no. 15. These statements are: (a) paying attention
ability and at the same time, providing motivation for their studies.
Recommendations:
1. The students must continue paying attention to their class. They should
53
2. One implication of study habits applied by students can be successful in
the parents should make themselves available to talk to their children and
they should continue supporting, and providing not only the needs of their
thoughts.
studies.
54