Final Stephnaie S-Group
Final Stephnaie S-Group
AXLE V. CADUA
R-JAY BARLAS
DECEMBER 2022
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TABLE OF CONTENTS
ACKNOWLEDGEMENT...........................................…................................................ v
DEDICATION.............................................................…….............................................
vi
CHAPTER I. INTRODUCTION……………….....…................................................. 1
Introduction.....................................…………................................................... 1
Hypothesis ...................................………………………................................... 9
Definition of Terms....................................………………...............…............. 11
Data Categorization..............................................………….............................. 20
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
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
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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
Mrs. Editha D. Herrera, former Office of the Assistant School Principal, for
Mr. Reynaldo T. Obungen, Office of the Assistant School Principal, for allowing
Mr. Jeffrey O. Ballesteros, MASE, for assisting the researchers throughout the
Mrs. Rosario T. Panergo, MAEd, Mrs. Rose Karen A. Mariano, Mr. Carlo
Oribello, Mrs. Luzviminda G. Calongcagon and Mr. Jeffrey O. Ballesteros, MASE, for
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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Chapter I
INTRODUCTION
to which a person has accomplished specific goals that were the focus of activities in
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
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.
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
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
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
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
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
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decided with the help of one's study habits, throughout life, therefore it was assumed that
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
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
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
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
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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
A. Age?
B. Sex?
E. Academic Performance?
A. Time Management?
B. Study Environment?
D. Studying?
E. Test Taking?
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3. Is there a significant relationship between the time spent in studying and academic
performance?
performance?
5. Is there a significant difference between the different study habit indicators of the
respondents?
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
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
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
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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
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
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performance that is related to their study. This may serve as a tool to lead and direct other
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.
The main purpose of this study was to improve and get the high academic
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
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
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
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Definition of Terms
Academic failure refers to when a learner does not achieve an expected competence.
Listening and Taking Notes refers to how the students listen effectively and
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
Poor Study Habits refers to the practices that badly affecting students on how they
Relationships refer to the study habits and academic performance being related and
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
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
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
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
The descriptive correlational design was used in this research study. The study
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
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
Sources of Data
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
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
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
n=N/(1+Ne²)
=434/1+(434)(0.05)²
=208
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
15
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.
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
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
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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
The researchers had allotted time and effort in constructing their survey
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
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.
problem, Pearson Product Moment Correlation or Pearson r was used in this study. This
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
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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
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
Data Categorization
Alpha was used. It stated that the used research tool was accurate and dependable for the
study.
In getting the internal consistency, interpreting the reliability coefficient was used
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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.
To get the descriptive mean rating, the researchers used the Likert scale in this
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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
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.
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.
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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
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
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percentage of 51.71%. On the other hand, PNM with a frequency of 34 and with a
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
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
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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
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
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
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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 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
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.
75 to 79 (Fairly 26 5.92%
Satisfactory)
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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
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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
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
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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
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
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
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
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
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
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
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
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
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
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
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
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
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
5. Most of the students practice the good study habits sometimes and in conclusion it
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
Recommendations
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
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,
4. Solution to poor study habit to make a time schedule for doing school activities
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
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
Related Cited Literatures
Azzopardi,Camilleri & Goud (2018), A Study on the Factors Influencing Study Habits of
Bakare, O., Internet Resources and Academic Performance of Secondary School Students
in Nigeria. Global Scientific Journals, GSJ: Vol. 10, Issue 6, June 2022
Barbera, J., Naibert, N., Komperda, R., Pentecost, T., Clarity on Cronbach’s Use. Journal
https://www.scribbr.com/methodology/quantitative-research/
#:~:text=Quantitative%20research%20is%20the%20process,generalize%20results
40
Green, S., & Grant, A., Evidenced-Based Life Coaching For Senior High School
Students,
Jafari H., Aghaei A., & Khatony A., Clinical Research Development Center of Imam
Jato M.,Ogunniyi S.O., & Olubiyo P. (2018). Study Habits , use of school libraries and
Local Government Area of Ondo State from Academic Journals ,Vol.6(4), pp.
57-64.
Kind, T., Olvet, D., Farina G., Kenda, L., Sarandos, S., Yasunaga, A., Jokela, J., &
Simons, R., Reading and Study Habits of Medical Students on Clerkships and
(6), 2021
41
Kubai, E., Reliability and Validity of Research Instruments.
https://www.researchgate.net/publication/
335827941_Reliability_and_Validity_of_Research_Instruments_Correspondence
Luesia J.F., Padilla J.P. & Maya J. (2021). The Relationship between Learning Styles and
University
Magulod Jr., G., Learning styles, study habits and Academic Performance of Filipino
https://www.simplypsychology.org/questionnaires.html, 2018
42
Nurul I. (2021). Study Habits, Self-Esteem, and Academic Achievement among Public
Obdara, E., & Olaopa, S., Social Media Utilisation, Study Habit and Undergraduate
Okano, K., et al., Sleep quality, duration, and consistency are associated with better
2019
Pakrad E., Relation Study Between Study Habit and Academic Performance of Nursing
Park, E. S., & Swanson, E. Balancing Time in College: Examining Time-Use and
43
Reylan C., Renante N., Espina E.J.O., Padillo R., & Gengen, Ramil M. (2019). Attitudes,
v14 n3 p547-561.
Silverrajoo, P., & Hassan, A., Relationship between Study Habits and Academic
Sousa, V. D., Driessnack, M., Mendes, I., An Overview of Research Designs Relevant to
https://www.scielo.br/j/rlae/a/7zMf8XypC67vGPrXVrVFGdx#:~:text=Descriptiv
e%20Correlational%20Designs.,of%20another%20variable%20(s), 2020
Tus J., The Influence of Study Attitudes and Study Habits on the Academic Performance
abstract_id=3717274,
44
2020
Tus, J., Rayo, F., Lubo, R., & Cruz, M., The Learners’ Study Habits and Its Relation on
https://www.researchgate.net/profile/Jhoselle-Tus/publication/346580149_THE_
LEARNERS'_STUDY_HABITS_AND_ITS_RELATION_ON_THEIR_ACADE
MIC_PERFORMANCE/links/5fc88a44a6fdcc697bd7a5ed/THE-LEARNERS-
STUDY-HABITS-AND-ITS-RELATION-ON-THEIR-ACADEMIC-
Yasar, A., Mohameed, H. T., Salma, A., & Abdelrahim, M. G., Student’s perception of
the learning environment and its relation to their study year and performance in
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
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
52
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
53
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
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.
Agoo, La Union
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.
Thank you.
Truly yours,
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.
A. Age
__ 16-17 years old __ 18-19 years old __ 20 years old and above
b. TVL Strands
__ Cookery
__ DOMRAC (Domestic Refrigeration and Air Conditioning)
__ CSS (Computer System and Security)
__ Beauty Care
__ EIM (Electrical Installation and Maintenance)
__ Care Giving
56
__ 80-84 (Satisfactory)
__ 75-79 (Fairly Satisfactory)
__ 74 and below (Did not meet Expectations)
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
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!
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
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
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.
64
The researchers helping each other to develop their parts in their research paper.
65
The researchers successfully gather data in Grade 12-DOMRAC.
66
The researchers encoding the gathered data on the school’s Computer Laboratory.
67
68