STUDY HABITS AND ACADEMIC PERFORMANCE OF SENIOR HIGH

SCHOOL STUDENTS: BASIS FOR A PROPOSED SEMINAR ON IMPROVING

STUDY HABITS OF LEARNERS

STEPHANIE MAE T. VERCELES

KAREN CLAIRE A. RAMOS

AXLE V. CADUA

ANDREA MARIE P. RUSEL

MAE JOY D. VILLANUEVA

RENVHER ALLEN M. CALPITO

R-JAY BARLAS

ROLANDO G. GALERA JR.

DON EUFEMIO F. ERIGUEL MEMORIAL NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL

Consolacion, Agoo, La Union

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

DECEMBER 2022

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 TABLE OF CONTENTS

ACKNOWLEDGEMENT...........................................…................................................ v

DEDICATION.............................................................…….............................................

vi

CHAPTER I. INTRODUCTION……………….....…................................................. 1

Introduction.....................................…………................................................... 1

Background of the Study..................…………................................................. 2

Review of Related Literature ................………............................................... 3

Statement of the Problem.................................................................................. 5

Hypothesis ...................................………………………................................... 9

Significance of the Study ................…………................................................... 9

Scope and Delimitation............................……………...................................... 10

Definition of Terms....................................………………...............…............. 11

CHAPTER II. METHODOLOGY…………………………… ..........…… .............. 13

Research Methodology ..........................................…….….............................. 13

Research Design……………………… .................………...................…........ 13

Sources of Data…………… ................................................…….........…......... 14

Locale and Population .......................................................…....................…... 14

Data Instrumentation and Collection....................................................…....... 17

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 Data Gathering Procedure .......................................………...................…...... 17

Data Analysis ..........................................................……………………............ 19

Data Categorization..............................................………….............................. 20

CHAPTER III. RESULTS AND DISCUSSIONS……………………………………23

Results and Discussions………………….……………………………………. 23

CHAPTER IV. SUMMARY, CONCLUCION, AND RECOMMENDATIONS….. 33

Summary………………………………………………………………………...35

Findings………………………………………………………………………….36

Conclusions……………………………...…………………………....…………37

Recommendations………………………………………………………………38

PROPOSED OUTPUT……………………………………………………………...….41

REFERENCES………………………………………………………………………….41

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 ABSTRACT

Academic performance becomes the basis for every student of what extent their

learned-on school and study habits had a big factor affecting it. The objective of the study

is to determine if the study habits has a relationship to academic performance as well as

its effects. The study used descriptive- correlational research design and also stratified

sampling technique to select the respondents from senior high school students of Don

Eufemio F. Eriguel Memorial National High School. The study used 4-point Likert scale.

It was found that the student's study habits of all categories have a significant relationship

and high effect on academic performance. With these results, it's is recommended that the

students must establish a good study habit as well as their behavior and discipline by

attending a strategy skill learning seminar in order to have a high academic performance

which is the goal of every learner in school.

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 ACKNOWLEDGEMENT

The researchers wish to express their gratitude and appreciation to all those who

supported and guided them throughout the study, especially the following:

Mr. Ross U. Rivera, the DEFEMNHS Principal, for allowing the researchers to

conduct their study at Senior High School Level;

Mrs. Editha D. Herrera, former Office of the Assistant School Principal, for

approving the research title of the study;

Mr. Reynaldo T. Obungen, Office of the Assistant School Principal, for allowing

the researchers to conduct data gathering at Senior High School Level;

Mr. Jeffrey O. Ballesteros, MASE, for assisting the researchers throughout the

study and for motivating and supporting them to do their best.

Mrs. Rosario T. Panergo, MAEd, Mrs. Rose Karen A. Mariano, Mr. Carlo

Oribello, Mrs. Luzviminda G. Calongcagon and Mr. Jeffrey O. Ballesteros, MASE, for

validating their questionnaire;

Classmates and Friends for supporting and motivating the researchers;

And above all, the Almighty God, for giving them strength throughout the study.

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 DEDICATION

The researchers would like to dedicate this study to their classmates, teachers,

friends, and their families. These people helped, guided, and supported the researchers to

accomplish this study. They guided us to make the study and supported us to do our best.

Without them, the researchers would not have finished the study successfully and

because of that they would like to thank each one of them. The researchers would like to

send their gratitude and appreciation to their Research Teacher and all of the Teachers

that contribute to the study for teaching them to be able to complete the study. They

would also like to thank their parents for always being there to support them to

accomplish this research. They would like to thank each of their classmates and friends

for supporting and helping them in tough times. Their support was the reason why the

researchers were able to enhance their performance in doing this research study. The

researchers would like to thank everyone who was involved in the study and the people

who helped, guided and supported the researchers all throughout the study.

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vii
 Chapter I

INTRODUCTION

Academic achievement represents performance outcomes that indicate the extent

to which a person has accomplished specific goals that were the focus of activities in

instructional environments, specifically in school, college, and university. A study habit

was a settled or regular tendency or practice, especially one that is hard to give up. Good

study habit was very important for good academic performance, and every parent and

teacher would desire their children to have those behaviors. Regarding this, many

students struggle to identify if their study habits were poor or good which could affect

their academic performance. With the used categories of study habits, learners usually

had poor study habits that results in their awful academic performance in school. There

was a direct relationship between study habits and students’ academic performance.

Without good study and reading habits, students would not be able to perform excellently

in their tests and examinations. According to Bakare (2018), poor academic performance

was any performance that falls below the desired standard. Poor academic performance

of students in promotion examinations or terminal examinations will hinder the students

from being promoted to the next class or securing admission to a higher institution of

learning. Poor academic performance could make students frustrated. It could also lead to

students dropping out especially if the poor academic performance persists for a long.

The researchers decided to conduct this study because it has a major effect on us,

students. The researchers believed that having bad study habits affects performance in

school. We can be informed about our practices knowing these effects. Students do not

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realize the effects of their study habits on their academic performance and they continue

to neglect their wrong practices in studying. Having this kind of habit would be a

hindrance to them achieving their goal in the future. Becoming aware of it and taking

action to resolve it would create a straight path as students chase their dreams. Being

ignorant of how important study habits would experience having consequences of effects

not only their academic performance but also on achieving their goals.

Background of the Study

The academic performance of the students was one of the main indicators used to

evaluate the quality of education in school (Lawrence & Odiri, 2019). Academic

performance was a complex process that was influenced by several factors, such as study

habits (Odiri, 2019). Study habits were different individual behavior in relation to

studying (Arora, 2018) and are a combination of study methods and skills (Kamuro,

2018). In other words, study habits include behaviors and skills that could increase

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

ultimately increases learning (Hashemian & Hashemian, 2020). This skill was also

defined as any activity that facilitates the process of learning about a topic, solving

problems, or memorizing part or all the presented materials (Arora, 2018). Study habits

were the gateway to success and achieving a desired academic performance that differs

from one person to another.

Several studies have been undertaken to study the correlation between study habits

and the academic performances of learners. The result of every study stated that the study

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habits of learners have a great impact on their academic performance (Rabia, 2020). In

the study of Jhoselle Tus, Reymark Lubo, Francisco Rayo, & Mark Anthony Cruz

(2020), the finding showed that the respondent's study habits were at a relatively average

level. The result revealed that there was no significant relationship between study habits

and academic performance. To date, there were no studies that have been made to specify

a categorization of study habits (e.g., Time management, studying, test taking, etc.) that

had a direct correlation to academic performance.

It was now the role of the present study that determined what study habits of the

learners directly correlated with their academic performance and a proposed output that

must be implemented to improve the study habits of the students. Since the researchers

had used the quantitative approach, a Likert scale survey questionnaire would be given as

the descriptive-correlation design would be used to conduct the study.

Review of Related Literature

According to (Luesia & Perez, 2021), students display different learning

preferences, and it was their study habits. To better prepare students as proficient,

versatile, and productive information and industrial technologies in the 21st century, the

need to implement research study by examining the learning style preferences, study

habits, and level of academic performance must be determined (Magulod, 2019). In the

study of (Rabia, 2018), study habits contribute significantly to the development of

knowledge and perceptual capabilities. Study habits tell a person how much he would

learn and how far he wants to go, and how much he wants to earn. These all could be

3
decided with the help of one's study habits, throughout life, therefore it was assumed that

study habits correlated with academic performance (Tallat, 2018).

Study habits were the core of a learner's academic success (Tus, 2020). In

connection to this, according to the study of (Khatony, 2018), study habits have been the

most important predictor of academic performance and played a special role in the

academic achievement of students. Their cross-sectional study shows that there was a

moderately applying of good practice of study habits at Kermasha University of Medical

Sciences. As a result, almost half of the population could graduate from university with

recognition. It was recommended to consider and assess students' study habits at the same

time as entry into university, in addition, specific training should be offered to students to

help them learn or modify study habits to increase their academic achievements (Jafari,

2018). Evidence suggests that learners who do not have enough information about study

strategies do not attain effective and stable learning, and therefore will not have an

appropriate level of academic achievement. In other words, students with better academic

achievement used these skills more than those with lower academic achievement (Kind &

Olvet, 2021).

Good study habits include studying in a quiet place, studying daily, turning off,

devices that interfere with study (such as TV and mobile phones), taking notes of

important content, having regular rests and breaks; listening to soft music, studying based

on own learning style, and prioritizing the difficult contents (Sarandos, 2020). However,

procrastination, evading study, studying inappropriate conditions, and loud music and

television during studying were some of the worst study habits (Farina, 2021).

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 According to (Tus, 2020), a student's academic performance becomes the determent

factor of a student's success. Psychologists and researchers learned that academic failure

could affect the student's behavior, attitudes, personality, and abilities. The study habits

of the learners are described as the main reason to affect academic performance (Gemora,

2018).

Concerning this, according to (Ebele, 2021), study habit has an impact not only on

academic performance but on the person itself, determining their styles helped to

determine the good and bad, so in the end, a solution could be found through the process

of changing a habit. Having a continuous bad study habit cannot let a student grow and

adapt to adjust to the new knowledge, good study habits must be conducted for the

student's success in studying (Camilleri, 2018).

To conclude, the above things showed that having a habit of studying makes you

more likely to have high grades to improve your academic performance. Therefore, study

habits need to be practiced because it contributes to determining the student's success.

Practicing good categorization of study habits (taking notes, studying, time management,

test taking, etc.) would have a positive significant effect on the academic achievement of

the students. According to (Goud, 2018), learning and adjusting could lead you to

achievement, especially in school.

Statement of the Problem

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 The main objective of the study was to determine the relationship between Study

Habits and Academic Performance of Senior High School of Don Eufemio F. Eriguel

Memorial National High School in the school year 2022-20023.

Specifically, it sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

A. Age?

B. Sex?

C. Number of hours spent studying?

D. Senior High School Strands?

E. Academic Performance?

2. What is the study habit of the respondents in terms of:

A. Time Management?

B. Study Environment?

C. Listening and Taking Notes?

D. Studying?

E. Test Taking?

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 3. Is there a significant relationship between the time spent in studying and academic

performance?

4. Is there a significant relationship between the study habits and academic

performance?

5. Is there a significant difference between the different study habit indicators of the

respondents?

6. What can be proposed to improve the academic performance of the respondents

through their study habits?

INPUT PROCESS OUTPUT

Part I. Demographic Validation A proposed seminar on

Profile improving study habits
of the learner can be
1. Age implemented to avoid
Reliability Testing
2. Sex student’s failure.

3. Grade Level
Pilot Testing
4. Number of hours
spent studying
5. Senior High School Data Analysis
Strands
1. Descriptive
6. Academic
2. Correlational
Performance
Analysis

Part II. Study Habits of 7

the Respondents
A. Time Management
 Figure 1 shows the conceptual framework of the study. The research framework

used is the I-P-O model (Input-Process-Output model). The first box shows the study's

data input, which includes the demographic profile such as; age, sex, grade level, number

of hours spent studying, senior high school strand, and academic performance. It also

shows the influences and factors in the categories of study habits that affect the academic

performance of the learners. The process, which was the second box was the steps taken

by the researchers to complete their task, including data validation, reliability testing,

pilot testing, and data collection. And lastly, the output of the study was a proposed

seminar on improving the study habits of the learner could be implemented to avoid

student failure.

Hypotheses Statement

Null Hypothesis (Ho): There was no significant relationship between the time spent

studying and academic performance.

Null Hypothesis (Ho): There was no significant relationship between the study habits and

academic performance.

Null Hypothesis (Ho): There was no significant difference between the different study

habits indicators and the respondents.

Significance of the Study

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 This research was made to provide crucial information and knowledge about the

relationship between study habits and academic performance of Senior High School

learners, This research benefits Learners, Parents, Teachers, School Administrators, and

Future Researchers.

This study will benefit the Learners' confidence, competence, and self-esteem. By

developing good study skills and learning strategies, learners can keep a high motivation

that could help them to achieve their goals more easily and efficiently. Learning the

proper study habits to be implemented to their self could help to improve their

understanding of their lessons making their learning experiences more comfortable and

pleasurable.

This study will benefit Parents because they have an important role to give support

to their children as a student. The study could give them information and alarmed to their

children's academic performance. They could find ways their children can cope with their

problems in school with their guidance and supervision.

The research will benefit the Teacher and School Administrators, learning the result

of the study they could help and support the academic success of the students by sharing

their knowledge, giving education, and teaching about the importance of life. They were

a key role in influencing the study habits of the learners in terms of their categories and

they could find a justified reason for the students having low and high academic

performance.

The research will also benefit Future Researchers. This study could help them to

have some knowledge about the correlation between study habits and academic

9
performance that is related to their study. This may serve as a tool to lead and direct other

researchers in uncovering reputable, reliable, and essential components that were

recognized as important facts for further comprehension of this topic. Indeed, this study

could be a source of information, guidance, and illumination for them in their future

studies.

Scope and Delimitation of the Study

The main purpose of this study was to improve and get the high academic

performance of senior high school students at Don Eufemio F. Eriguel Memorial

National High School.

The researchers randomly selected 439 learners used a stratified sampling design

due to insufficient time. There are 231 learners from Grade 11 and the remaining 208 are

from Grade 12.

This study was conducted at Don Eufemio F. Eriguel Memorial National High

School during the first semester of the school year 2022-2023. The researchers did not

include any data or information once they meet the date because this was not qualified to

include in the framework of the research.

The study habits and academic performance of the learners was measured using the

research-made questionnaire. Seminars and observations based on the questions was used

to determine the improvement of the respondents before and after the first semester of

this school year.

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Definition of Terms

Academic failure refers to when a learner does not achieve an expected competence.

Academic Performance refers to a measuring base on the student’s participation in

class and obtained scores from quizzes/tests in the student’s subject.

Descriptive Correlational Design is research to describe existing conditions and

analyzing relationships among variables.

Listening and Taking Notes refers to how the students listen effectively and

concentrate on summarizing what is being said by the lecturer.

Number of Hours Spent in Studying refers to how long the respondents read,

compute, review their academic materials that has an effect on their academic

performance such as getting a high score in exams.

Poor Study Habits refers to the practices that badly affecting students on how they

study and learn.

Practices refer to the process or methods of doing any task or activity.

Relationships refer to the study habits and academic performance being related and

connected to each other.

Respondents refer to the group of students who answered the questionnaire.

Study habit Strategies refers to the proposed output of the study through a seminar.

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 Study Environment refers to the physical and psychological circumstances that

affect the well-being as a student and experience in the student’s studies

Study Habits are the conscious and purposeful use of one’s cognitive skills, feelings,

and actions to maximize the learning of knowledge and skills for a given task and set of

conditions.

Studying refers to how the students devote time and attention in acquiring

knowledge academically.

Test Taking refers to the habits of students while taking an examination or doing a

test.

Time Management is how students plan and exercise their conscious control of time

they spend studying.

Chapter II

METHODOLOGY

Research Methodology

To conduct this study a suitable research methodology was utilized. Thus, this part

discussed the research design, sources of data, data instrumentation and collection, and

data analysis.

Research Design

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 This study used quantitative and descriptive-correlation designs to further

implement and finish this study.

The quantitative approach was used. Quantitative research itself was independent of

the researcher (Bhandari, 2020) As a result, data was used to objectively measure reality.

Quantitative research sought explanations and predictions that will generate to other

persons and places. This intent was to establish, confirm, or validate relationships and to

develop generalizations that contribute to theory.

The descriptive correlational design was used in this research study. The study

design enabled the researcher to determine changes in participants’ behavior or attitude

over time and determined how these changes affect the outcomes or possible trends that

could emerge in the future (Sousa & Mendes, 2020). Descriptive correlational design was

used in research studies that aim to provide static pictures of situations as well as

established the relationship between different variables. To characterize the relationship

between the student's study habits and academic performance, a descriptive correlation

design was used in this study and a quantitative approach determined how the two

variables were described and correlated to each other.

Sources of Data

Locale and Population

The population of the study was composed of Senior High School Learners of Don

Eufemio F. Eriguel Memorial National High School, the school year 2022-2023. A

stratified sampling design was used to determine the respondents of the study. A stratified

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sampling design was appropriate for the study because it represents the population

accurately by dividing the population into smaller subgroups based on their grade level

and section (Simkus, 2022). Then a random selection happened among these groups to

form the final sample.

The table below shows the distribution of the respondents of the study using Slovin's

Formula.

n=N/(1+Ne²)

=545/1+(545)(0.05)²

=231

Table 1: Population of Grade 11 Respondents

Senior High School Population (N) Sample (n)

ABM 42 18
STEM 45 19
HUMSS 1 57 24
HUMSS 2 53 23
HUMSS 3 60 26
HUMSS 4 57 24
Caregiving 55 23
Beauty Care 19 8
Cookery 52 22

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 CSS 38 16
EIM 67 28
TOTAL 545 231

The total population (N) of Grade 11 Senior High School was 545 and the computed

sample (n) was 231.

n=N/(1+Ne²)

=434/1+(434)(0.05)²

=208

Table 2: Population of Grade 12 Respondents

Academic Track Population (N) Sample (n)

ABM 27 13
HUMSS 1 60 29
HUMSS 2 59 28
HUMSS 3 60 29
HUMSS 4 58 28

Caregiving 31 15
Beauty Care 3 1
Cookery 41 20

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 CSS 39 18
DOMRAC 15 7
EIM 41 20
TOTAL 434 208

The total population (N) of grade 12 Senior High was 439 and the computed sample (n)

was 208.

Data Instrumentation and Collection

To gather the needed data from the Senior High School learners the researchers

asked the Senior High School learners' advisers to give a copy of the population's

academic performances and names. In collecting significant information regarding the

correlation and description of the academic performances and study habits of the Senior

High School learners, the researcher utilized a questionnaire as their instrument in data

accumulation. A questionnaire was a set of printed questions with a choice of answers,

devised for a survey or statistical study. A questionnaire was a research instrument

consisting of a series of questions to gather information from a big number of

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respondents the content of the questionnaire the study includes closed questions in which

answers could be restricted to ratings from 1-4 the questionnaire includes topics like the

study habits of the learner and the level of consistency they practice it that have a direct

impact to the academic performance (Meloed, 2018). The questionnaire was done by the

researchers themselves considering some articles and research. They floated the

questionnaires from other related research and then the researchers collected, restate, and

gathered the data subject for analysis and study.

Data Gathering Procedure

The researchers had allotted time and effort in constructing their survey

questionnaire to serve its projected respondents. The survey questionnaire was

constructed using appropriate questions modified from related research and individual

questions formed by the researchers. The survey questionnaire was divided into five (5)

parts which are related to the respondent’s study habits. The Likert scale was utilized to

determine the weight of the respondent’s study habits relating to their academic

performances. The research instrument undergoes thorough validations with the help of

experts in the field which were Mrs. Rosario T. Panergo, Mrs. Rose Karen A. Mariano,

Mr. Carlo Oribello, Mrs. Luzviminda G. Calongcagon, and Mr. Jeffrey O. Ballesteros on

October 10-14, 2022. The validators were important because they gave suggestions for

the improvement of the research instrument and by this validation, the researchers can

create a more dependable and valid questionnaire that would be answered by the

respondents and can measure reliable results (Rivas, 2021). The validation, the

researchers got the validity of the research instrument and the result was 4.78 which

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means the tool has Very High Validity. This implied that the research tool could

significantly measure what intends to measure. The researchers first sought the approval

of their research adviser to conduct a reliability pilot testing of their instrument. The

research instrument was researcher-made, to validate it, the research needed to prove its

reliability. Test reliability was the extent to which a research instrument measures

without errors (Drost, 2019). The reliability test was conducted on the Grade 12 STEM

learners of DEFEMNHS on October 18, 2022, using a google form to collect the data.

There are 15 respondents in Grade 12 STEM answering the 25 questions in the Likert

Scale. After gathering the answers of the respondents, the researchers used Cronbach's

alpha to compute the research tool's reliability. According to the developer of Cronbach's

Alpha Lee, (Barbara & Naibert, 2020). Cronbach's alpha measured the reliability if the

multiple-question Likert scale surveys were reliable and if the test you have designed was

accurately measuring the variable of interest. The result of the reliability test was 0.73

and the internal consistency was acceptable. It shows that the researchers' research

instrument had a High Reliability (HR), this implied that the tool was dependable and

internally consistent. The tool was used to gather the actual data and gave reliable

information to conduct the study successfully.

Data Analysis

In analyzing the data, since the study was Quantitative Research, the researchers

used inferential analysis in analyzing data gathered from survey questionnaires. The

following statistical tools were used in treating the statement of the problem and the data

categorization.

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 The demographic profiling of the respondents has six parts namely; age, sex,

grade level, number of hours spent studying, senior high school strands, and academic

performance. In the demographic profile, the researchers used frequency, and percentage

as statistical tools to treat the data that was gathered. The frequency refers to the number

of times each data from the demographic profile occurs. It was used to record the

occurrence of each data and helps to organize the data. The percentage was used in the

distribution of the category in relation to the totality of the respondents. Table reading

refers to each demographic profile that was gathered in the study to interpret the data.

To determine the relationship between the variables in the statement of the

problem, Pearson Product Moment Correlation or Pearson r was used in this study. This

stated the relationships of each variable.

Table 3: Interpretation of Relationship Using Pearson r Correlation

Size of the Correlation Interpretation
0.90 to 1.00 (-90 to -100) Very High Positive (Negative) Correlation
0.70 to 0.89 (-0.70 to -0.89) High Positive (Negative) Correlation
0.50 to 0.69 (-0.50 to -0.69) Moderate Positive (Negative) Correlation
0.30 to 0.49 (-0.30 to -0.49) Low Positive (Negative) Correlation
0.00 to 0.29 (-0.00 to -0.29) Negligible Correlation

To get the particular categories of study habits that affect academic performance,

the researchers used Analysis of Variance (ANOVA). This was used in getting the

significant difference of means in more groups which was the categories of the study

habits stated in the study. In ANOVA, when the p-value is less than 0.05, the usual

19
interpretation was that the particular category was statistically significant to academic

performance. While if the p-value is more than 0.05, the interpretation was that the

particular category was statistically not significant to the academic performance.

To test the significance of the study, the researchers used the t-test. The

researchers made a t-table that has 0.05 p-value, the decision would be accepted or

rejected and by this, the researchers made a remark which either has significance or no

significance to the study based on the hypothesis.

Data Categorization

To test the reliability of the indicators in the research instrument, Cronbach's

Alpha was used. It stated that the used research tool was accurate and dependable for the

study.

Table 4: Interpretation of Reliability Using Cronbach’s Alpha

Cronbach’s a Internal Consistency
0.90 and above Excellent
0.80 to 0.89 Good
0.70 to 0.79 Acceptable
0.60 to 0.69 Questionable
0.50 to 0.59 Poor
Below 0.50 Unacceptable

In getting the internal consistency, interpreting the reliability coefficient was used

to identify the reliability.

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 To test the validity of the research instrument used in this study, the researchers

approached experts to validate the research instrument together with the statement of the

problem.

Table 5: Interpretation of Reliability Coefficient

Range Interpretation
1.00 Perfect Reliability
0.79 to 0.99 Very High Reliability
0.51 to 0.78 High Reliability
0.21 to 0.50 Low Reliability
0.01 to 0.20 Negligible Reliability
0.00 No Reliability

Table 6: Interpretation of Validity

Points Statistical Range Descriptive Equivalent Rating

5 4.21 to 5.00 Very High Validity (VHV)

4 3.41 to 4.20 High Validity (HV)
3 2.61 to 3.40 Moderate Validity (MV)
2 1.81 to 2.60 Poor Validity (PV)
1 1.00 to 1.80 Very Poor Validity (VPV)

To get the descriptive mean rating, the researchers used the Likert scale in this

study that has 1 to 4 rating from the questionnaires.

Table 7: Interpretation of Mean Descriptive

21
 Scale Range Descriptive Rating
4 3.50 to 4.00 Always
3 2.50 to 3.49 Sometimes
2 1.50 to 2.49 Rarely
1 1.00 to 1.49 Never

Chapter III

RESULT AND DISCUSSIONS

This chapter presents the data, analysis of data, and interpretation of data for the

specific problems cited in this study which was shown in an organized way.

Demographic Profile of the Respondents

The table shown below is the Demographic Profile of the Respondents in terms

of: age, sex, number of hours spent studying, grade level and academic performance.

22
 Table 8 shows the age of the respondents in which majority of the respondents

were under the bracket of 16 to 17 years old with a frequency of 308 and with a

percentage of 70.16%. On the other hand, only 34 respondents belong to the bracket of 20

years old and above with a percentage of 7.74% made it the least age of the respondents.

This implies that many students go to school at a young age because most parents

send their child in an early age for them to learn quickly. Having the lowest frequency of

20 years and above, it means that there were only some students that was late to school,

for a reason that they have no money, stop school for a reason, and repeated a year level.

According to Green & Grant (2020), the typical age for senior high school learners was

16 to 17 years old. There is a mandatory age for every grade level so having this age for

most of the respondents from senior high school was evidence that they were following

the mandatory age for grade level.

Table 8: Age of the Respondents

Age Frequency Percentage

16 to 17 years old 308 70.16%

18 to 19 years old 97 22.1%

20 years old and above 34 7.74%

TOTAL 439 100%

Table 9 below shows the sex of the respondents in which majority of the

respondents were under the bracket of Female with a frequency of 227 and with a

23
percentage of 51.71%. On the other hand, PNM with a frequency of 34 and with a

percentage of 7.74% made it the least sex of the respondents.

As can be seen, there is more female students because most of the strand in senior

high school are preferable to females than boys in DEFEMNHS. There was also a greater

number of female enrollees this year level than boys so it was obviously that most of the

respondents was females. The result of the study is parallel to the study of Okano et al.

(2019), states that the respondents of the study was females at most. Also, most of the

students who adapt most to the high academic performance was females related to their

good practices of different styles in learning.

Table 9: Sex of the Respondents

Sex Frequency Percentage

Male 178 40.55%

Female 277 51.71%

Prefer Not to Mention (PNM) 34 7.74%

TOTAL 439 100%

Table 10 below shows how many hours student usually spent in studying. Highest

frequency was 197 with a percentage of 44.87% which means that their studying hours

was only 1 to 2 hours. The least frequency and percentage were 3 to 4 hours as the

24
respondent’s number of hours spent studying with a frequency and percentage of 112 and

25.21% respectively.

The result show that there are more students don't really priorities their time to

study in their free time. Most students study longer in their free time but they were not in

focus, while other students’ study in a short time in free time but still has high academic

performance because when the time of lectures in school they are in focus and practicing

good study habits like note taking, listening, etc.

According to Mcgee-Thompson (2022), each unit would generally comprise 2-3

hours of the combination of in-class and self-study time per week on average, since they

also give time in other important thing in their life. They have focus on time of studying

so they having a long time to study again in their leisure time was not generally need as

long as students understand the lessons.

Table 10: Number of Hours the Respondents Spent Studying

Number of Hours Spent in Studying Frequency Percentage

1 to 2 hours 197 44.87%

3 to 4 hours 112 25.21%

5 hours and above 130 29.61%

TOTAL 439 100%

Table 11 below shows the Grade Level of the respondents. Respectively, Grade

11 showed the majority of the respondents with a frequency and percentage of 231 and

25
52.52%. On the other hand, there were 208 Grade 12 with a frequency of 208 and a

percentage of 47.38%.

This table show that most of the students in senior high school were in grade 11

than the grade 12. This school year garde 11 has more enrollees compared to grade 12.

According to Jhoselle Tus (2020) the study shows that respondents from grade 11 was

more than the grade 12. It concludes that the habits of the students are at a relatively

average level. Additionally, the study focuses more to the grade 11.

Table 11: Grade Level of the Respondents

Grade Level Frequency Percentage

Grade 11 231 52.62%

Grade 12 208 47.38%

TOTAL 439 100%

Table 12 below shows the academic performance of the students during the first

quarter. Highest frequency was 178 and percentage of 50.55% which meant as the

majority of the students’ academic performance were within 85 to 90 (Very Satisfactory).

The least has a frequency and percentage of 25 and 5.69% respectively.

It means that the academic achievements of the students having good and poor

study habits differ significantly and the students having good study habits achieve higher

than the students having poor study habits. According to Digal (2019), students having a

very satisfactory academic performance directly represent that a good study habit was

26
practiced. Out of 323 respondents, almost all of them result to a very satisfactory

academic performance.

Table 12: Academic Performance of the Respondents

Academic Performance Frequency Percentage

90 and above (Outstanding) 97 22.1%

85 to 89 (Very Satisfactory) 178 40.55%

80 to 84 (Satisfactory) 113 25.78%

75 to 79 (Fairly 26 5.92%

Satisfactory)

74 and below (Did not meet 25 5.69%

expectations)
TOTAL 439 100%

Table 13: Effects of Study Habits to the Academic Performance

Indicators Mean Interpretation
1. I get my assignments
done on time. 3.02 Sometimes
2. I regularly attend my
classes. 3.38 Sometimes
3. I don’t come late to my
classes. 3.03 Sometimes
4. I have time to rest or do
my leisure activities. 3.04 Sometimes
5. I use schedules to
effectively manage my
time. 3.01 Sometimes
1. I have my gadgets with 2.89

27
me while studying. Sometimes
2. I get easily distracted by
noise and messy
surroundings when
studying. 2.96 Sometimes
3. I am comfortable in my
study area. 3.05 Sometimes
4. I have all materials I
needed to study. 2.88 Sometimes
5. There is an availability
of snacks where I study. 2.81 Sometimes
1. I take notes as I listen to
the lecture. 2.95 Sometimes
2. I rewrite or type my
notes after class. 2.91 Sometimes
3. I try to organize my
notes by following a Sometimes
method. 2.99
4. I listen attentively in
class. 3.12 Sometimes
5. I don’t get distracted
with random events outside
the class while listening to
a lecture. 2.77 Sometimes

Continuation of Table 13 at page 29.

Indicators Mean Interpretation
1. I try to study when I
experience a burst of
energy to increase my
concentration. 2.99 Sometimes
2. I study for a length of
time then take a short break
before going back to
studying. 3.01 Sometimes
3. I set goals, such as how
many problems I will solve
or pages to read. 2.96 Sometimes
4. I study but ends up using 2.82

28
 my phone for a longer
period of time. Sometimes
5. I only study when I feel
like it. 2.72 Sometimes
1. I feel confident and
relaxed when taking a test. 2.97 Sometimes
2. Before answering the
test, I read directions
carefully. 3.21 Sometimes
3. I take my time in
answering the test
questions. 3.15 Sometimes
4. I resort to guessing the
answer when I don’t know
the answer. 2.85 Sometimes
5. After finishing the test, I
proofread or check my
answers. 3.13 Sometimes
Overall Mean 2.98 Sometimes

Table 13 above presented study habits affecting the academic performance of the

respondents. The highest mean among the indicators which states that the "Students tend

to attend their classes regularly "which can cause in improving the academic performance

of the respondents. On the other hand, the indicator "Students only study when they feel

like it" obtained lowest mean of 2.72 which was describe as "sometimes" they practice

but lowest in all indicators given.

Adams & Blair (2019) stated in their study that students get a low academic

performance because they failed in managing their behavior and time management in

29
studying. It was found that student's perceived control of time was the factor that

correlated significantly with cumulative grade point average. On average, it was found

that study habit behaviors were significantly must improve at got right to have a high

possibility of succeeding in the grades in school.

According to Tus & Cruz (2020), study habits, the core of a learner's academic

success. It is an action like reading, taking notes, conducting Study groups that perform

frequently, and regularly accomplishing the learning goals. Thus, having a responsibility

to them practice good study habits can help the senior high school learners to pass any

college entrance exam and to get a high grade. Allowing a student to get used to an to

study habit that can increase academic performance was a goal of the learners before

entering the school.

Table 14: Correlational Analysis Between Number of Hours Spent Studying and
Academic Performance of the Respondents
Variables Correlat Descript t- Significa df t- Decisio Interpretat
ion ive comput nce crit n ion
Coeffici Rating ed Level
ent
Number -0.046 Negligib -0.96 0.05 43 1.6 Accept No
of Hours le 8 5 the Null Significan
Spent Hypothe t
Studying sis Relations
and hip
Academi
c

30
 Performa
nce of
the
Respond
ents

Table 14 showed there is negligible correlation between the learner’s number of

hours spent studying and academic performance as evidenced by the correlation

coefficient of -0.046. This negligible correlation is not significant since the t-computed of

-0.96 is lower than the critical value of 1.65 at 0.05 level of significance. This accepts the

null hypothesis. This means that the learner’s number of hours spent studying has no

connection to their academic performance. This is true since learners usually study on

their preferred time and their understanding on the lessons does not depend on how long

or short, they spent their hours in studying. This is backed up by Park (2021), states that,

every student have different capacity of mind to cope to their lessons that’s why allotting

time mostly does not affect their academic performance.

The finding of the study ran parallel to the study of Deborah & VandenBerg

(2019, that the total number of hours spent per week in various academic activities was

negatively associated with the psychological variables and did not predict the cumulative

grades.

Table 15 below showed that there was a negligible correlation between learner’s

study habits and academic performance as evidenced by correlation coefficient 0.082.

This negligible correlation is still significant since the computed value of 1.72 is higher

31
than the critical value of 1.65 at 0.05 level of significance. This rejects the null

hypothesis. This means that the learner’s study habits have a strong connection in their

academic performance. This was true since students that practice a good study habit at

school usually were the ones that got a high academic performance. This is backed up by

Tus (2020), that study attitudes and study habits of the student reflect to their academic

performance, how students increase their academic performance was the result of

implementing their effective study habits.

The findings of the study were the same as the study of Sevi (2018) which states

that academic performance was positively correlated to the study habits that was why

physiotherapy students applied a various study habit not only to get a high academic

performance but also used to study their possible patients. Study habits was used as a

confidence in reaching a target academic performance.

Table 15: Correlation Analysis Between Study Habits and Academic Performance of the
Respondents
Variables Correlat Descript t- Significa df t- Decisio Interpretat
ion ive comput nce crit n ion
Coeffici Rating ed Level
ent
Study 0.082 Negligib 1.72 0.05 43 1.6 Reject Significan
Habits le 8 5 the Null t
and Hypothe Relations
Academi sis hip
c

32
 Performa
nce of
the
Respond
ents

Table 16 below shows the significant difference between and within the time

management, study environments, note taking and listening, studying, and test taking. As

could be gleaned from the table, there is significant difference since the F-stat of 6.83 is

higher that F-crit of 2.38 at a p-value of 1.85731E-05. This rejects the null hypothesis.

This means that time management, study environment, note taking and listening,

studying, and test taking have a significant difference within each other. This is true

because students do not have only one study habit, they have a various different study

habits that affects their academic performance. This is backed up by Neroni & Groot

(2019) that the role of categories in study habits has a significant difference effective

directly through academic performance.

These findings of the study ran parallel to the study of Farell & Brunton (2020)

that categories of study habits such as time management, note taking, and etc. was

different to each other because having these indicate a success of students in engaging a

good academic performance.

Table 16: One-Way ANOVA of the Significant Relationship Difference of the Categories
of Study Habits of the Respondents
Variables p-value F-crit F-stat Decision Remarks
Between and 1.85731E- 2.38 6.83 Reject the Significant
Within the 05 Null Difference

33
Time Hypothesis
Management,
Study
Environments,
Note Taking
and Listening,
Studying, and
Test Taking

Chapter 4

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

In this chapter, the researchers present the summary, conclusion, and

recommendations.

34
Summary

The study is all about the effect of study habits to the academic performance of

the Senior High School Students of Don Eufemio F. Eriguel Memorial National High

School, school year 2022-2023. It is primarily aimed to find out if study habits have a

relationship in affecting the academic performance of the students as well as the different

effects of it directly to their learning. This study also determined the demographic profile

and the number of times spent in studying of the students. With a survey questionnaire

used, the researchers were able to identify that there is a correlation between the study

habits and academic performance of the respondents. It also identified the different

effects of study habits in which the researchers would like to propose for study habit

strategies seminar to be done for every student at the gymnasium of the school as one

way of giving solution to students who were having a poor study habit that affects their

academic performance.

Findings

1. The majority of the respondents are 16 to 17 years old with 308 respondents.

2. There were more female respondents than male respondents; the year level with

the highest number of the respondents was Grade 11 with 231 respondents.

35
 3. Most of the students spent 1 to 2 hours in studying with a total of 197 and during

the first quarter, 178 out of 439 respondents got the average of 85 to 89 on their

academic performance.

4. This study showed that there was no significant relationship between the number

of hours spent studying and their academic performance having a correlation of -

0.046.

5. This study revealed that the study habit affecting the academic performance of

most of the respondents with the highest mean of 3.38 which was attending their

classes regularly.

6. This study showed that there was a significant difference between the study habit

indicators of the respondents by having the result of F-stat at 6.8.

Conclusion

The purpose of this study was to find out if there is a relationship between the

study habits and academic performance of the respondents on improving their study

habits.

36
 1. Most of the students went to school in early age and the mandatory age per grade

level.

2. There were more students enrolled from Grade 11 senior high school and also

enrolled female from senior high.

3. The findings showed that the students were not spending their free time studying

but still manage to have a very satisfactory academic performance. It was because

of conducting a good study habit when they were in the time of lectures.

4. Having a different time limit to study during free time doesn't have a big impact

to the student's academic performance.

5. Most of the students practice the good study habits sometimes and in conclusion it

gives them a different impact to their academic performances.

6. The study habits have a positive correlation to the academic performance of the

respondents which was having a bad or good academic performance that can

directly affect their academic achievement in school.

Recommendations

Based on the findings and conclusions of this study, the following

recommendations were proposed:

37
 1. Having a study skill strategy seminar for students is a must to give information

and knowledge to them about the study habits they must practice to help with their

academic performance.

2. Parents should also monitor their child's educational progress. And provide

moral support to the student.

3. Based on our study the environment in which student study should be

conducive to their learning. Make sure they have enough light to reduce eye strain, as

well as a suitable chair and workspace to avoid discomfort. Choose an area that is calm,

with few distractions and a low possibility of being disturbed.

4. Solution to poor study habit to make a time schedule for doing school activities

so that they do not pile up and to completed it on time.

5. Students should complete each exercise one at a time, resting once each one is

completed. This will refresh their minds and help them stay focused on the activities at

hand.

6. Outlining helps you organize concepts and keep track of what you need to

learn, especially when covering a vast quantity of knowledge.

PROPOSED SEMINAR ON IMPROVING STUDY HABITS OF SENIOR HIGH

SCHOOL LEARNERS

I. TITLE
Study Habits and Academic Performance of Senior High School Students:
Basis for a Proposed Seminar on Improving Study Habits of Learners

38
II. OBJECTIVES
By the end of this seminar, participants will able to:
a. Know what study habits is, and how it affects their academic performance
b. Determine how important study habits are
c. Adapt new and good study habits to improve their academic performance
III. PARTICIPANTS
Senior High School Students of DEFEMNHS
IV. TOPICS
a. Goal Setting and Time Management
b. Exam Preparation and Performance
c. Concentration and Memory
d. Understanding Learning Styles
e. Critical Analysis and Conceptual Understanding
f. College Note Taking
V. RESOURCE SPEAKER/S
a. Mr. Jeffrey O. Ballesteros, MASE
b. Mr. Carlo Oribello
c. Mrs. Tifaith Lopez
VI. FUND SOURCE
We will get the funds from the solicitation that we will give to the teach-
ers, and we will also ask for a donation that will come from the mayor's office.
The funds raised will be used to conduct this seminar.
VII. MONITORING AND EVALUATION
By monitoring the learnings of the students after the seminar, online sur-
veys will be used, for example, using the gForm survey document, and partici-
pants will rate how their experience from the seminar. It is also possible to give a
survey paper questionnaire right after the seminar so that they can immediately
give their comments on the seminar.

39
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45
Appendix A - Signed Permit to Conduct the Study

46
Appendix B - Validity Questionnaire
47
Appendix C - Sample Accomplished Validity Questionnaire

48
Appendix D - Reliability Computation

49
RES Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q T
PO 1 2 Q13 4 5 6 7 8 9 1x-x̄1² 1 1 1 1 1 1 Q31 1 2 2 2 2 2 x-x2̄ ² O
ND 4 00.551 2 3 4 5 6 7 4 8 9 0 1 2 3 40.005 T
EN A
3 0.07 4 0.00
TS L
3 0.07 4 0.00
1 7
4 4 11 3 3 3 4 4 3 35.114 4 3 4 2 3 4 4 3 3 2 3 4 2 20.004
9
4 0.55 4 0.00
2 7
3 4 43 3 3 3 3 3 2 30.554 3 3 3 3 3 3 3 3 2 3 3 3 3 31.003
5
3 0.07 4 0.00
3 7
3 4 44 3 4 4 3 4 3 30.553 2 3 3 2 3 3 4 4 3 2 2 3 3 30.003
7
4 4 0.55 4 0.00 6
1 4 33 3 3 4 4 2 3 20.071 1 1 3 3 4 3 3 2 2 3 1 3 3 41.002
5
5 3 0.07 4 0.00 8
4 4 44 3 3 3 3 4 3 30.553 3 3 4 3 3 4 4 3 2 1 4 4 4 30.004
2
6 3 0.07 4 0.00 8
4 3 34 3 3 4 4 3 3 30.073 3 3 3 3 3 4 4 4 4 4 3 4 4 40.004
7
7 3 0.07 3 1.00 7
3 4∑=49
3 3 2 4 3 3 4 ∑=8.93
2 3 2 3 4 3 3 3∑=57 4 4 3 2 4 4 ∑=3.00
3 3
9
8 x̄=3.26 σ=0.64 x̄=3.80 σ=0.21 8
4 4 3 3 3 4 3 3 4 3 3 3 3 3 3 3 3 2 4 3 4 4 4 3 4
3
9 8
4 4 Q34 3 3 3 3 4 3 4x-x̄3² 3 3 4 3 4 2 Q43 2 2 3 4 4 3 x-x3̄ ²
1
10 1 5.43 3 0.02 7
3 3 33 3 3 4 4 3 2 30.113 2 2 3 3 4 3 3 2 3 3 2 4 4 30.02 4
6
11 4 0.45 3 0.02 8
3 4 33 4 3 4 4 3 3 30.114 3 4 3 2 3 4 3 4 4 4 3 4 4 30.02 3
6
12 4 0.45 3 0.02 7
4 4 44 2 1 3 3 3 4 30.453 2 3 3 3 3 2 3 3 3 3 2 3 2 20.02 2
0
13 3 0.11 3 0.02 8
3 4 34 2 3 4 4 4 3 30.113 3 3 4 2 3 3 3 3 3 3 3 4 4 30.02 3
1
14 4 0.45 3 0.02 7
3 4 33 2 2 4 3 3 3 20.112 2 2 3 3 3 3 3 2 3 2 2 4 4 40.02 3
1
15 3 0.11 4 1.28 7
3 3 44 3 4 4 3 4 3 30.453 2 3 3 3 3 2 2 3 3 3 3 3 4 30.76 3
8
TO 4 0.45 2 0.76 1
TA 4 5 35 4 4 5 5 5 4 40.114 3 4 5 4 4 4 2 4 4 4 4 5 5 40.76 4 1
L 9 7 40 3 3 5 1 0 6 30.455 8 2 0 1 8 6 3 5 5 1 0 5 3 60.02 8 7
∑=50 ∑=9.33 ∑=43 ∑=3.73 0
x̄=3.33 σ=0.67 x̄=2.87 σ=0.27

Q5 x-x̄² Q6 x-x̄²
3 0.02 3 0.45
3 0.02 3 0.45
4 1.28 4 0.11
3 0.02 4 0.11
3 0.02 3 0.45
3 0.02 4 0.11
2 0.76 4 0.11
3 0.02 4 0.11
3 0.02 3 0.45
3 0.02 4 0.11

50
 3 0.02 4 0.11
1 3.50 3 0.45
3 0.02 4 0.11
2 0.76 4 0.11
4 1.28 4 0.11
∑=43 ∑=7.73 ∑=55 ∑=3.33
x̄=2.87 σ=0.55 x̄=3.67 σ=0.24
Q7 x-x̄² Q8 x-x̄²
4 0.36 4 0.45
3 0.16 3 0.11
3 0.16 4 0.45
4 0.36 2 1.77
3 0.16 4 0.45
4 0.36 3 0.11
3 0.16 3 0.11
3 0.16 3 0.11
3 0.16 4 0.45
4 0.36 3 0.11
4 0.36 3 0.11
3 0.16 3 0.11
4 0.36 4 0.45
3 0.16 3 0.11
3 0.16 4 0.45
∑=51 ∑=3.60 ∑=50 ∑=5.33
x̄=3.40 σ=0.26 x̄=3.33 σ=0.38

Q9 x-x̄² Q10 x-x̄²

3 0.00 3 0.02
2 1.14 3 0.02
3 0.00 3 0.02
3 0.00 2 0.76
3 0.00 3 0.02
3 0.00 3 0.02
4 0.86 2 0.76
4 0.86 3 0.02
3 0.00 4 1.28
2 1.14 3 0.02
3 0.00 3 0.02
4 0.86 3 0.02
3 0.00 3 0.02
3 0.00 2 0.76
3 0.00 3 0.02
∑=46 ∑=4.93 ∑=43 ∑=3.73
x̄=3.07 σ=0.35 x̄=2.87 σ=0.27

Q11 x-x̄² Q12 x-x̄²

4 1.00 4 2.16
4 1.00 3 0.22
3 0.00 2 0.28
1 4.00 1 2.34
3 0.00 3 0.22
3 0.00 3 0.22

51
 3 0.00 2 0.28
3 0.00 3 0.22
3 0.00 3 0.22
3 0.00 2 0.28
4 1.00 3 0.22
3 0.00 2 0.28
3 0.00 3 0.22
2 1.00 2 0.28
3 0.00 2 0.28
∑=45 ∑=8.00 ∑=38 ∑=7.73
x̄=3.00 σ=0.57 x̄=2.53 σ=0.55
Q13 x-x̄² Q14 x-x̄²
3 0.04 4 0.45
3 0.04 3 0.11
3 0.04 3 0.11
1 3.24 3 0.11
3 0.04 4 0.45
3 0.04 3 0.11
3 0.04 4 0.45
3 0.04 3 0.11
3 0.04 4 0.45
2 0.64 3 0.11
4 1.44 3 0.11
3 0.04 3 0.11
3 0.04 4 0.45
2 0.64 3 0.11
3 0.04 3 0.11
∑=42 ∑=6.40 ∑=50 ∑=3.33
x̄=2.80 σ=0.46 x̄=3.33 σ=0.24

Q15 x-x̄² Q16 x-x̄²

2 0.53 3 0.04
3 0.07 3 0.04
2 0.53 3 0.04
3 0.07 4 0.64
3 0.07 3 0.04
3 0.07 3 0.04
3 0.07 3 0.04
3 0.07 3 0.04
3 0.07 4 0.64
3 0.07 4 0.64
2 0.53 3 0.04
3 0.07 3 0.04
2 0.53 3 0.04
3 0.07 3 0.04
3 0.07 3 0.04
∑=41 ∑=2.93 ∑=48 ∑=2.40
x̄=2.73 σ=0.21 x̄=3.20 σ=0.17

Q17 x-x̄² Q18 x-x̄²

4 0.86 3 0.00
3 0.00 3 0.00

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 3 0.00 4 1.00
3 0.00 2 1.00
4 0.86 3 0.00
4 0.86 4 1.00
3 0.00 4 1.00
3 0.00 2 1.00
2 1.14 3 0.00
3 0.00 2 1.00
4 0.86 4 1.00
2 1.14 3 0.00
3 0.00 3 0.00
3 0.00 2 1.00
2 1.14 3 0.00
∑=46 ∑=6.93 ∑=45 ∑=8.00
x̄=3.07 σ=0.50 x̄=3.00 σ=0.57
Q19 x-x̄² Q20 x-x̄²
3 0.00 2 0.53
2 1.00 3 0.07
3 0.00 2 0.53
2 1.00 3 0.07
2 1.00 1 2.99
4 1.00 4 1.61
4 1.00 3 0.07
4 1.00 3 0.07
2 1.00 2 0.53
3 0.00 3 0.07
4 1.00 4 1.61
3 0.00 3 0.07
3 0.00 3 0.07
3 0.00 2 0.53
3 0.00 3 0.07
∑=45 ∑=8.00 ∑=41 ∑=8.93
x̄=3.00 σ=0.57 x̄=2.73 σ=0.64

Q21 x-x̄² Q22 x-x̄²

3 0.11 4 0.11
3 0.11 3 0.45
2 0.45 3 0.45
1 2.79 3 0.45
4 1.77 4 0.11
3 0.11 4 0.11
2 0.45 4 0.11
4 1.77 4 0.11
3 0.11 4 0.11
2 0.45 4 0.11
3 0.11 4 0.11
2 0.45 3 0.45
3 0.11 4 0.11
2 0.45 4 0.11
3 0.11 3 0.45
∑=40 ∑=9.33 ∑=55 ∑=3.33
x̄=2.67 σ=0.67 x̄=3.67 σ=0.24

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 Q23 x-x̄² Q24 x-x̄²
2 2.34 2 1.14
3 0.28 3 0.00
3 0.28 3 0.00
3 0.28 4 0.86
4 0.22 3 0.00
4 0.22 4 0.86
4 0.22 3 0.00
4 0.22 3 0.00
4 0.22 3 0.00
4 0.22 3 0.00
4 0.22 3 0.00
2 2.34 2 1.14
4 0.22 3 0.00
4 0.22 4 0.86
4 0.22 3 0.00
∑=53 ∑=7.73 ∑=46 ∑=4.93
x̄=3.53 σ=0.55 x̄=3.07 σ=0.35
Q25 x-x̄² TOTAL x-x̄²
2 0.64 79 0.64
3 0.04 75 10.24
3 0.04 77 1.44
4 1.44 65 174.24
3 0.64 82 14.44
4 0.64 87 77.44
3 0.04 79 0.64
3 0.64 83 23.04
3 0.04 81 7.84
3 0.64 76 4.84
3 0.04 86 60.84
2 1.44 70 67.24
3 0.04 81 7.84
4 0.04 71 51.84
3 0.04 78 0.04
∑=46 ∑=6.40 ∑=1170 ∑=502.6
x̄=3.07 σ=0.46 x̄=78.2 σ=35.86

α=K/K-1 (1-∑s²y/s²x)
=25/25-1 (1-10.59/35.86)
=25/24 (1-10.59/35.56)
=0.73 ACCEPTABLE

INDICATORS VALIDATORS AVERAGE

A B C D E
1. Face/For- 5 5 4 4 5 4.6
mat
2. Compre- 5 3 4 5 5 4.4
hensive-
ness/Com-

54
 pleteness
3. Consis- 5 5 5 5 5 5
tency
4. Purpose 5 5 5 5 5 5
5. 5 5 5 5 5 5
6. Flow/Co- 5 5 4 5 4 4.6
herence
7. Sentence 5 5 5 4 5 4.8
8. Structure 5 5 5 5 5 5
9. Direction 5 5 5 4 5 4.8
10. Sensitivity 5 4 5 5 4 4.6
Average 5 4.7 4.7 4.7 4.8 4.78

The research instrument has a general weighted mean of 4.78 which means the tool has Very High Validity
(VHV). This implies that the research tool can significantly measure what it intends to measure.

Appendix E - Research Instrument of the Study

DON EUFEMIO F. ERIGUEL MEMORIAL NATIONAL HIGH SCHOOL

Agoo, La Union

STUDY HABITS AND ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL

STUDENTS: BASIS FOR A PROPOSED SEMINAR ON IMPROVING STUDY HABITS
OF LEARNERS

Dear Respondents,

We, the undersigned researchers from Grade 12 STEM are currently conducting a
Quantitative Research “STUDY HABITS AND ACADEMIC PERFORMANCE OF SENIOR
HIGH SCHOOL STUDENTS: BASIS FOR A PROPOSED SEMINAR ON IMPROVING
STUDY HABITS OF LEARNERS”.

In this regard we would like to ask your support and cooperation by answering our
questionnaire.

Your responses will be kept with confidentiality.

Thank you.

Truly yours,

Stephanie Mae T. Verceles Axle V. Cadua Renvher Allen M. Calpito

Karen Claire A. Ramos Andrea Marie P. Rusel Rolando G. Galera Jr.

55
R-jay S. Barlas Mae Joy D. Villanueva

Name:________________________________________________________ (Optional)

Direction: Kindly put a check mark on the blank that corresponds to your answer.

I. Demographic Profile of the Students

A. Age
__ 16-17 years old __ 18-19 years old __ 20 years old and above

B. Sex:__ Male __ Female __ Prefer not to mention

C. Grade Level: __ Grade 11 __ Grade 12
D. Number of hours spent in studying
__ 1-2 hours __ 3-4 hours __ 5 hours and above

E. Senior High School Strand

a. Academic Strands
__ STEM (Science, Technology, Engineering and Mathematics)
__ HUMSS (Humanities and Social Sciences)
__ ABM (Accounting and Business Management)

b. TVL Strands
__ Cookery
__ DOMRAC (Domestic Refrigeration and Air Conditioning)
__ CSS (Computer System and Security)
__ Beauty Care
__ EIM (Electrical Installation and Maintenance)
__ Care Giving

F. Academic Performance (First Quarter)

__ 90 and above (Outstanding)
__ 85-89 (Very Satisfactory)

56
 __ 80-84 (Satisfactory)
__ 75-79 (Fairly Satisfactory)
__ 74 and below (Did not meet Expectations)

Part II. Study Habits of the Respondents

Direction: Place a check mark (/) in the corresponding column that shows how often you
do each activity.
1-Never 2- Rarely 3-Sometimes 4-Always

Categories and Study Habits 1 2 3 4

1. I get my assignments done on time.
2. I regularly attend my classes.
3. I don’t come late to my classes.
4. I have time to rest or do my leisure activities.
5. I use schedules to effectively manage my time.
6. I have my gadgets with me while studying.
7. I get easily distracted by noise and messy surroundings when
studying.
8. I am comfortable in my study area.
9. I have all materials I needed to study.
10. There is an availability of snacks where I study.
11. I take notes as I listen to the lecture.
12. I rewrite or type my notes after class.
13. I try to organize my notes by following a method.
14. I listen attentively in class.
15. I don’t get distracted with random events outside the class while
listening to a lecture.
16. I try to study when I experience a burst of energy to increase my
concentration.
17. I study for a length of time then take a short break before going back
to studying.
18. I set goals, such as how many problems I will solve or pages to read.
19. I study but ends up using my phone for a longer period of time.
20. I only study when I feel like it.

57
 21. I feel confident and relaxed when taking a test.
22. Before answering the test, I read directions carefully.
23. I take my time in answering the test questions.
24. I resort to guessing the answer when I don’t know the answer.
25. After finishing the test, I proofread or check my answers.

Thank you!

Appendix F - Sample Accomplished Survey Questionnaire

58
 Statistical Analysis - result of the correlation or the mean of the different indicators
Acad Per Hours Spent
Mean 77.17767654 0.83143508
Variance 59.33822199 0.747776703
Observations 439 439
Pearson Correlation -0.045534497
Hypothesized Mean Difference 0
df 438
t Stat 205.329783
P(T<=t) one-tail 0
t Critical one-tail 1.648339967
P(T<=t) two-tail 0
t Critical two-tail 1.965394872

Acad Per TM
Mean 77.17767654 3.083826879
Variance 59.33822199 0.498527787
Observations 439 439
Pearson Correlation -0.04891965
Hypothesized Mean Difference 0

59
df 438
t Stat 199.8056791
P(T<=t) one-tail 0
t Critical one-tail 1.648339967
P(T<=t) two-tail 0
t Critical two-tail 1.965394872

Acad Per SE
Mean 77.17767654 2.912186788
Variance 59.33822199 0.443190184
Observations 439 439
Pearson Correlation -0.00810305
Hypothesized Mean Difference 0
df 438
t Stat 201.110413
P(T<=t) one-tail 0
t Critical one-tail 1.648339967
P(T<=t) two-tail 0
t Critical two-tail 1.965394872

Acad Per NT
Mean 77.17767654 2.950797267
Variance 59.33822199 0.467162605
Observations 439 439
Pearson Correlation -0.01932374
Hypothesized Mean Difference 0
df 438
t Stat 200.7639612
P(T<=t) one-tail 0
t Critical one-tail 1.648339967
P(T<=t) two-tail 0
t Critical two-tail 1.965394872

Acad Per STUD

Mean 77.17767654 2.892482916
Variance 59.33822199 0.390422816
Observations 439 439
Pearson Correlation -0.030459201
Hypothesized Mean Difference 0
df 438
t Stat 200.899938

60
P(T<=t) one-tail 0
t Critical one-tail 1.648339967
P(T<=t) two-tail 0
t Critical two-tail 1.965394872

TEST TAK-
Acad Per ING
Mean 77.17767654 3.048747153
Variance 59.33822199 0.499079477
Observations 439 439
Pearson Correlation 0.018207097
Hypothesized Mean Difference 0
df 438
t Stat 201.1195589
P(T<=t) one-tail 0
t Critical one-tail 1.648339967
P(T<=t) two-tail 0
t Critical two-tail 1.965394872

61
 DOCUMENTATION

During the Title Defense

The researchers consisting Renvher Allen Calpito, Andrea Rusel, Stephanie Mae
Verceles, R-jay Barlas, Rolando Galera, Axle Cadua, Karen Claire Ramos, Mae Joy

62
 Villanueva successfully defended their research title with Sir Ross U. Rivera as the
dynamic Principal.

The researchers successfully defended their research title with Ma’am Editha Herrera as
the Influential Assistant Principal.
During the Validation

Mr. Carlo Oribello as the Rational Practical Research teacher of Grade 12, successfully
validates their research instrument and statement of the problem.

63
Mr. Jeffrey Ballesteros as the Initiative Adviser of Grade 12 – Einstein successfully
validates their research instrument and statement of the problem.

During the Brainstorming Activities

64
The researchers helping each other to develop their parts in their research paper.

During the Data Gathering

65
The researchers successfully gather data in Grade 12-DOMRAC.

The researchers successfully gather data in Grade 11-ABM.

During the Encoding

66
The researchers encoding the gathered data on the school’s Computer Laboratory.

The researchers encoding the gathered data.

67
68