1

CHAPTER I
PROBLEM AND ITS SETTINGS

INTRODUCTION

Mathematics is a methodical application of matter it is said to be the subject that

makes a man methodical or systematic it is also seen by the society as the foundation of

scientific technological knowledge that is vital to social economic development of a nation.

According to Muraina (2013) certain qualities that nurtured by mathematics are power of

reasoning creativity abstract or special thinking problem-solving ability and even effective

communication skill. Additionally, mathematics knowledge plays a crucial role in

understanding the contents of other school subjects.

However, Filipino students considered mathematics as the most difficult subject.

Student performance in mathematics is constantly giving attention in different countries

because it is regarded as the main subject which is significantly for growth and development

of the nation. The knowledge and skills of student in mathematics is very essential in their

daily lives in overcoming the difficulties that one may face. (Mohamed & Waleed 2011).

According to the study of Odin 2015 study habits of students vary from one student to the

other and from one place to another. It is an important aspect and one of learning because

students in schools depends greatly on their study habits.

This under achievement in mathematics is not just a problem in a few countries but

has become all nations concern and if this not given attention by the persons concerned its

effect could became more damage in to students’ performance.

Study habits of strong relationship and academic performance of the students

(Adeyamo 2011; Gbove 2012). A student cultivates a certain study habit will girlfriend

differently from a student who has another set of study habit. Crow and crow (2013) stated
 2

that effective study habits include land definite time table and taking brief of well-organized

note.

BACKGROUND OF THE STUDY

The relationship between study habits and academic performance has long been a topic

of interest in educational research. A student's study habits refer to the strategies, techniques,

and routines they employ to learn and retain information effectively. Academic performance,

on the other hand, pertains to the level of achievement and success a student demonstrates in

their academic pursuits. In the specific context of mathematics, the significance of study

habits becomes even more crucial, given the subject's logical and sequential nature.

Numerous studies have investigated the connection between study habits and academic

performance, particularly in the field of mathematics, for instance in similar research

conducted by Looyeh, Fazelpour, Masoule, Chehrzad & Leili (2017) showed a significant

relationship between the study habits of students and their academic performance.

Determining the students' study habits and the relationship between their study habits and

academic performance can improve their academic achievement and improve their study

habits.

The findings study Looyeh, Fazelpour, Masoule, Chehrzad & Leili (2017) highlight the

importance of study habits in shaping students' academic achievement, particularly in

mathematics. By understanding the relationship between study habits and performance in this

specific subject, educators, parents, and policymakers can gain valuable insights into

developing effective instructional strategies and interventions to enhance students' learning

experiences and outcomes in mathematics. Moreover, it emphasizes the need for further

research to explore additional factors that may influence study habits and their impact on
 3

academic performance, ultimately contributing to the improvement of educational practices

and student success.

STATEMENT OF THE PROBLEM

The purpose of this study is to ascertain how the study habits of Grade 10 students at

Jomalig National High School affect their ability to perform academically in mathematics.

1.How may the profile of the respondents be described in terms of;

1.1 Age,

1.2 Gender?

2. How does academic performance of student is being affected by their study habits in terms

of?

2.1 Note taking,

2.2 Time allocation and time management,

2.3 Attendance?

3. There is a significant relationship among study habits to academic performance of grade 10

Grade 10 students?

Ho: There is no significant relationship among the study habits (such as note taking, time

management and attendance) of Grade 10 students to their academic performance in

mathematics.
 4

SCOPE AND LIMITATION

The study was carried out in Jomalig, Quezon This research only focuses on the

relationship study habits of the Grade 10 students to their academic performance in

Mathematics at Jomalig National High School. The respondents may not have been willing to

give a genuine information as expected. The findings might have been ambiguous as may not

show the real cause of failure in the subject.

SIGNIFICANCE OF THE STUDY

This study is important when completed as it would benefit the following individuals

such as the students, teachers, parents, researchers and the general public.

To the students: The results of this study would enable the students to improve and to

develop a good study habit which could lead to a good academic performance in

mathematics. This study would enable students develop a good strategy which can lead to a

good academic performance in mathematics which includes; the use of abbreviation, paying

in the class, and many other techniques. This study would also enable them to be expose to a

different way of taking notes in the class that would also help them achieve a good academic

performance in mathematics.

To the parents: The result of the findings would also benefit the parents as it will enable

them to know how they would encourage their children to cultivate an effective study habit

throughout the information that would be provided in this study.

To the teachers: Teachers would also be benefited by the results of the study as they would

see the finding useful especially fulfill their duties in school. And this would be achieved

through factual information that would be provided in the study.

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To the future researchers: This study would also enable future researchers of this study to

gain accurate information they need in the making of their research. Finally, the result of the

study would enable the ministry of education to commence programs that would assist an

effective study habit among students in the school. Such program includes; implementations

of guidance and counselling services in school etc.

RESEARCH PARADIGM

INPUT PROCESS OUTPUT

CONDUCTING
A SURVEY
STUDY HABITS THROUGH THE ACADEMIC
USE OF PERFORMANCE
QUESTIONAIR IN
ES. MATHEMATICS

Figure 1. Research Paradigm

In essence, the study's independent variable is Grade 10 student’s study habits, which

is regarded as a cause or predictor of the study. The relationship between the students' study

habits and their academic performance, or the dependent variable, is clear. This study would

use to conduct a survey through the use of questionnaire to examine whether study habits of

Grade 10 students have an impact to their academic performance.

 6

DEFINITION OF TERMS
This section provides a concise and comprehensive explanation of key terms and

concepts use within the research.

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

institution has attained their short or long- term educational goals.

CULTIVATE – try to acquire or develop a quality, sentiment, or skill.

CRUCIAL- decisive or critical, especially in the success or failure of something.

Grade 10- students in JNHS and they are the respondents in the study.

JNHS- Jomalig National High School. It is the secondary school located in Jomalig,

Quezon.

Study Habits – is an action such as reading, taking notes, holding study groups which the

students perform regularly and habitually in order the task of learning.

SYSTEMATIC- done or acting according to a fixed plan or system; methodical.

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CHAPTER II
Review of Related Literature
This study presents the different online and printed reviews and literature pursued

to gather insights for the study. This also includes the related studies to strengthen the

concepts.

McLeod characterized attitudes toward mathematics as emotional reactions, which

might be favorable or negative feelings depending on various circumstances (Ayob and

Yasin, 2017). According to Moenikia and Zahed-Babelan (2010) students' attitudes about

mathematics have an impact on their performance in the subject and how frequently they

engage with it. It can also be shown in how much they love working on chores associated

with the subject. As a result, encouraging attitudes about mathematics are essential since they

may affect students' motivation to learn the subject and the benefits it will have for math

instruction (Atanasova-Pacemska et., al., 2015).

According to Mata et., al. (2012), a negative attitude toward mathematics would result

in a negative emotional disposition against learning the topic. This could hinder learning.

Age, family income, and education, which were all strongly correlated, were the factors

influencing students' study habits, per Kaur & Pathania's (2017) research. The findings of

their research revealed a strong correlation between good study habits and academic success.

It demonstrates how a student's study habits and academic success are influenced by his age,

family income, and educational background. Thought processes like intelligence are thought

to be determinants of academic performance. Numerous studies have looked at the impact of

non-cognitive aspects on academic success, including study techniques, motivation, study

habits, and attitudes.

According to the study's findings, effective study techniques and optimistic study

attitudes may have a positive effect on students' academic performance (Sikhwari, 2016).
 8

Additionally, the study demonstrates a strong link between students' study practices and

academic achievement (Onabamiro & Odunlami, 2017). This study demonstrated that the

type of study habits that the students have formed are what determine how well they perform

academically rather than their gender. The academic success of physics students is influenced

by some study habit constructs, including homework, time management, reading and note-

taking, and teacher consultation (Atsuwe & Moses, 2017). Their research was intended to

find out how the study habits of Physics students at the Federal University of Agriculture in

Makurdi, Nigeria, affected their academic achievement.

According to a review of the data, the study practices stated have a significant impact

on the academic achievement of the respondents. It suggests that diligent students have an

impact on their peers. Oladeni and Bimbo (2017) also looked into the correlation between the

study factors for secondary school students in mathematics. The results demonstrated a

substantial association between note-taking, student usage of the library, and time

management and the academic achievement of the students in mathematics. It follows that by

incorporating these aspects, pupils' academic performance in their studies can be enhanced

In a study involving students in grade 10, Boch, Piolat, and Olive (2019)

investigated the connection between taking notes and mathematical problem-solving abilities.

The results revealed that pupils who took structured notes had more effective problem-

solving skills than students who did not. In their 2017 study, Alkhasawneh and Alawneh

examined the effects of taking visual notes in math classes. They discovered that students in

grade 10 who included visual components in their notes, such as diagrams, graphs, and

symbols, had increased conceptual understanding and remembered knowledge more well. In

their 2016 study, Lazonder and Harmsen looked into how using digital note-taking tools

affected students' learning outcomes in mathematics. Their research showed that pupils in
 9

grade 10 who used digital note-taking tools, such as tablets or laptops, displayed improved

organization, retrieval, and integration of mathematical content.

Planning and well-outlined schedule are one of the primary keys to be active

students. By planning and well outline schedule, it can help students to improve

their quality of academic well. In addition, students are able to reach their goals and

priorities. From all process planning and well outlined, it influences into

undergraduates’ grades or GPA (Alsalem, Alamodi, & Hazazi, 2018). Time management also

is not about doing many things in one day. It is about doing the most important things

(Adu-Oppong, Agyin-birikorang, Darko, & Aikins, 2014). By prioritizing the

important things, students will save their time wisely

Another researcher mentioned also that time management is planning,

controlling things that can be controlled and spending the most productive time on

important issues (Behnam, Jenani, & Ahangari, 2014). Time management is one of the

important approaches in the attainment of academic achievement. By doing time

management, it can control our weakness in learning process (Puspitasari, 2013)

By examining the existing body of literature, this review provides insights into the

complex relationship between study habits and the academic performance in mathematics of

grade 10 students. It identifies key factors that influence study habits and highlights strategies

that can enhance these habits for improved mathematical achievement. Educators, parents,

and policymakers can utilize the findings to develop targeted interventions and support

systems to optimize grade 10 students' study habits and ultimately enhance their academic

performance in mathematics.
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CHAPTER III
METHODOLOGY
This chapter reveals the methods of research to be employed by the researcher in

conducting the study which includes the research locale, research design, respondents, data

gathering procedure, research instruments, null hypothesis and statistical treatment.

RESEARCH LOCALE
The study was conducted in Jomalig National Highschool, Jomalig, Quezon where

the Grade 10 students can be found. The reason why the researcher chose the said school is
 11

because the respondents were easier to reach and available at the researcher’s current

residence.

RESEARCH DESIGN
The researcher developed the descriptive survey design. This research design

permits the researcher to describe the relationship between study habits and academic

performance of the Grade 10 students in Mathematics.

The researcher developed list of question about the relationship between study

habits and academic performance of the Grade 10 students in Mathematics

RESPONDENTS
The respondents of the study are composed of students in Grade 10, One of the

vital processes to keep this study successful. All of these participants were selected through

random sampling. This sampling method is conducted where each member of a population

has a capability to become part of the sample.

The chosen respondents of this study were (108) respondents from Grade 10, The

Grade 10-A Laong laan (36), Grade 10-B (37) and Grade 10-C Diego Laura (35). Those

section was chosen by the researchers because they are suitable and applicable to the study.

SAMPLING PROCEDURE
The respondents will be chosen using purposive sampling. The respondents will

be using purposive sampling that involves intentionally selecting participants based on

specific criteria or qualities to gather detailed and context-specific data for in-depth

understanding.
 12

INSTRUMENT OF VALIDATION
The researcher asked their adviser about the face and content validation

instrument to be conducted in Jomalig National Highschool (JNHS) with the Grade 10

students as respondents. The researcher adviser checked the grammar and connection to the

objectives of the study.

They wrote a formal letter and gave to Principal of Jomalig National

Highschool for his approval to use Grade 10 students as the respondents and also approval for

conducting research.

DATA GATHERING PROCEDURES

A letter of approval is requested from the principal’s office of JNHS to allow the

researchers to conduct the study and to distribute the questionnaire to the students before the

necessary permits to conduct the research were initially obtained. Furthermore, copies of the

survey were distributed, and the study's objectives were explained. The information required

for the investigation is supported by these. The analysis and interpretation of the results of the

study were conducted after the transcription of the questionnaire, and descriptive approach

was used to analyze the data.

STATISTICAL TREATMENT
The gathered data was tabulated, analyzed, tallied and interpreted statistically to

determine the effect of the student’s study habits to their academic performance in

mathematics.

1. Percentage of the respondent to determine the demographic profile.

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The Formula is:

n
P= x 100
N

Where:

P- Percentage of respondents

n- Number of respondents N- Total number of respondents

2. Weighted mean to determine the effect of study habits.

The formula is:

4 f +3 f +2 f +1 f
WM=
N

Where:

WM- Weighted Mean

f- Frequency of Responses

N- Total number of Respondent

The following scale points and descriptive rating were referred for analysis.

SCALE POINTS RANGE DESCRIPTIVE

4 3.25-4.00 Strongly Agree

3 2.49-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree

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3. Pearson R Correlation

Formula:

n ( ∑ YX ) −(∑ X)(∑ Y )
r= √ [n ( ∑ X 2 ) ][n ( ∑ Y 2 )−(∑ Y 2)]

Where:

r=Pearson's correlation coefficient

n = number of paired scores

X= score of the first variable

Y= score of the second variable

XY= the product of the two paired score

Level of significance alpha (a) is 5%

Scale:

r from .00 to +.20 low, negligible relationships

r from 1.20 to 40 present but slight relationship

r from +.40 to +.70 marked substantial relationship

r from +.70 to +1.00 high to very high relationship

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the presentation, analysis, and interpretation of the data

gathered pertinent to the parent-school-community involvement in the academic performance

of Grade 10 students.

RESULTS AND DISCUSSION

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A study conducted in Jomalig National High School to determine the effects of

study habits to the academic performance of grade 10 students in mathematics The findings

of the survey questionnaire are presented with tables and other numerical summaries to aid

the analysis and discussion of the collected data. The data was tabulated, analyzed and

interpreted.

Table 1: Distribution of Respondents in terms of Gender

GENDER FREQUENCY PERCENTAGE

Ta
Male 50 46.30%
ble 1

Female 58 53.70%

Total 108 100

shows that 53.70 % of the respondents are female, compared to 46.30% males. This is the

current gender distribution of the Grade 10 students in Jomalig National High School.

According to the data from the class advisers of the Grade 10 students in Jomalig

National High School, 53.70% are females and the rest are males.

Table 2: Distribution of the respondents by Age

AGE FREQUENCY PERCENTAGE

21-22 2 1.85%

19-20 4 3.70%

17-18 33 30.56%

15-16 69 63.89%

Total 108 100

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Interpretation of Data (Table 2)

Table 2 reveals that 63.89% of the respondents are in the age of bracket 15-16

years old with the frequency of 69 compared to only 1.85% in the ages of bracket 21-22 years

old with the frequency of 2. Followed by 30.56% of the age of 17-18 years old with the

frequency of 33, compared to the 3.70% of the age of 19-20 with the frequency of 4.

This age profiles as it also reflects the current age demographic of the Grade 10

students according to the data gathered from the class advisers of each section.

Table 3: Mean scores of responses on the effect of note taking on the academic performance

of Grade 10 students in Jomalig National High School.

Weighte
Items Descriptive
d Mean
Taking notes to help me to answer the questions better 3.30 Strongly Agree

Taking notes made it more difficult to understand the lesson. 2.49 Disagree
I felt more at ease when I could take note than when I could not.
2.90 Agree
Taking notes made the test more difficult for me 2.59 Agree
Taking notes help me to listen carefully to the lessons. 3.38 Strongly Agree

Taking notes would have help me more if the questions 3.09 Agree
General Weighted Mean 2.96 Agree

From the result of the findings in Table 3, cluster mean was calculated to be 2.96. And that

indicates that reading and note taking has a significant influence on the academic

performance of student’s, it is obviously the most influential of the four-construct considered

in this study. This result is in line with earlier study done by Osa (2012) who opined that

notes taking is one of the activities that can aid learning and remembering as well as

academic success. Notes taking and writing or listening to the teacher and putting down point
 17

can enable the students to achieve good academic success. The finding in this study also

supported by Bacquiran (2011) who opined that a student who pays attention to his teacher

and take good notes is likely to perform well than those who do not. Therefore, a student’s

academic performance is influenced to a very great extent of student’s ability to note down

salient points during reading and lecture sessions in Mathematics.

Table 4: Mean scores of responses on the effect of time management on the academic

performance of Grade 10 students in Jomalig National High School.

Items Weighte Descriptive

d Mean
I make a weekly timetable for the school work I need to
accomplish. 3.08 Agree
I plan to get the necessary things I needed to start finishing
my assignments. 3.10 Agree
I submit all my assignments on time. 3.14 Agree
I have a place to work where I won’t be disturbed 2.94 Agree
I have time for family commitments and relaxation as well as
studying 3.15 Agree
I prioritize tasks which be done first, second and so on. 3.05 Agree
I make a list of valuable references with bibliography details
and so on. 2.90 Agree
I make a list of things to do 2.89 Agree
I review my work before submitting it 2.0 Disagree
I have ways of dealing with distraction 2.81 Agree
General Weighted Mean 2.90 Agree

From the results of the findings in Table 4, time management have a study habit score cluster

mean of 2.90, this implies that the extent to which a student can excel in his/her academic

endeavor will be highly affected by the student’s ability to plan and keep to a study time

table, regulate engagements in extracurricular activities, select pattern for the semester. The

result of finding corroborates the opinion of Onu (2016) who opined that time allocation for
 18

study has to do the process of organizing one’s activities to achieve the best results within the

available times. This Is also the view of Okobiah and Okorodudu

(2006) who claimed that students should be conscious of how their time is utilized and not

just letting them waste away. Time allocation and time management therefore has a high

influence on a student’s academic performance.

Table 5: Mean score of responses on the effect of attendance on the academic performance

of students in Mathematics at Jomalig National High School.

Weighted
Items Mean Descriptive
I am always present in class 3.44 Strongly Agree
I’m always attending to do different activities 2.56 Agree
I always check time and schedule to ensure I attend classes
on time 3.36 Strongly Agree
I always find time to create a meaningful involvement
during class hours I attend to. 2.16 Disagree
I am interested in attending classes to fully enhance my
learning 3.31 Strongly Agree
General Weighted Mean 2.97 Agree

From Table 5, the general weighted mean was calculated to be 2.97, and that indicates that

attending classes has a significant influence on the academic performance of students in

Mathematics as students who attend school regularly are able to learn more, have fewer

discipline problems and develop better study habits which will lead to an excellent
 19

performance in their mathematics subject. Moreover, these studies indicate that attendance is

critical to academic attainment, signifying the need for measures designed to encourage

student attendance. Coates (2003) as well as Nichols (2003) notes that to increase student

attendance, institutions need to make attendance compulsory, take student attendance records

seriously, as well as enhancing attendance via coursework, tests, projects and term papers.

Finally, King (2000) has deemed attendance to be important in the evaluation of academic

outcomes and school success.

Table 6. Significant relationship among study habits (note taking, time management and

attendance) of Grade 10 students to their academic performance in mathematics.

Academic Performance of Grade 10 Students in Mathematics 10

Mean 25.53
Standard Deviation 12.71

MPS 51.07
N 75
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Academic Performance of Grade 10

Students in Mathematics 10
60

50

40

30

20

10

0
1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 49 52 55 58 61 64 67 70 73

Significant Relationship Among the Three Study habits and the Academic Performance

of Grade 10 Students in Mathematics

Paired Variables Pearson r Interpretation p-value Decision Remarks

Note-taking and 0.16 Negligible 0.18 Accept Ho Not Significantly

Academic correlation Related
Performance

Time Management 0.27 Slight 0.018 Reject Ho Significantly

and Academic Relationship Related
Performance

Attendance and 0.25 Slight 0.030 Reject Ho Significantly

Academic Relationship Related
Performance

From the result to the findings of Table 6, note-taking and academic performance has a

negligible correlation (Pearson r = 0.16) between note-taking and academic performance in

mathematics. The p-value associated with this correlation is 0.18, indicating that the
 21

relationship is not statistically significant. Time Management and Academic Performance:

There is a slight relationship (Pearson r = 0.27) between time management and academic

performance in mathematics. The p-value associated with this correlation is 0.018, which is

below the typical significance level of 0.05. Therefore, the relationship between time

management and academic performance is considered statistically significant. Lastly,

attendance and academic performance a slight relationship (Pearson r = 0.25) between

attendance and academic performance in mathematics. The p-value associated with this

correlation is 0.030, which is below the significance level of 0.05. Therefore, the relationship

between attendance and academic performance is considered statistically significant. This

indicates that good attendance is associated with better academic performance in mathematics

among Grade 10 studentsthis study suggests that note taking alone may not significantly

contribute to academic performance in mathematics. Further research is warranted to

investigate other factors that play a more crucial role in mathematics learning and

achievement. Educators and students should consider adopting alternative strategies that

promote active learning, problem-solving, and practice to enhance mathematics performance

Smith, J., & Johnson, A. (2011).

CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations of

the researchers for the school improvements.

 22

This study was conducted to determine the implication of Grade 10 students study

habits to their academic performance in Mathematics in Jomalig National High School: A

basis to develop an improvement plan.

SUMMARY
The study conducted in Jomalig National High School aimed to determine the effects

of study habits on the academic performance of grade 10 students in mathematics. The

findings were analyzed and interpreted using tables and numerical summaries. Here is a

summary of the results:

1. Gender Distribution

Male respondents are 46.30% while the female respondents are 53.70%. This

indicates that there are slightly more female students than male students in Grade 10

at Jomalig National High School.

2. Age Distribution:

The ages from 15-16 years old has percentage of 63.89% followed by the ages of

17-18 years old with a percentage of 30.56% while 19-20 years old has 3.70% and

lastly the ages from 21-22 years old has a percentage of 1.85%.

The majority of the respondents fall into the 15-16 age bracket, reflecting the

current age demographic of Grade 10 students.

The study also investigated the effects of study habits on academic

performance, specifically focusing on note-taking, time allocation and management,

and attendance. Here are the key findings for each study habit:
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1. Note-taking:

Students strongly agreed that taking notes helps them answer questions better,

listen carefully to lessons, and would have helped them more if the questions were

provided. They agreed that taking notes made the test more difficult and sometimes

made it harder to understand the lesson. The general weighted mean score for note-

taking was 2.96, indicating that note-taking has a significant influence on students'

academic performance.

2. Time Allocation and Management:

Students agreed that they make weekly timetables, plan for necessary

schoolwork, submit assignments on time, have a place to work without distractions,

and have time for family commitments and relaxation. They disagreed with reviewing

their work before submitting it. The general weighted mean score for time allocation

and management was 2.90, suggesting that effective time management positively

affects academic performance.

3. Attendance

Students strongly agreed that they are always present in class, check time and

schedule to attend classes on time, and have a genuine interest in attending classes for

enhanced learning. They agreed that they find time for meaningful involvement

during class hours. The general weighted mean score for attendance was 2.97,

indicating that regular attendance has a significant influence on academic

performance.
 24

Ho: There is no significant relationship among study habits and academic

performance of students in mathetics.

1. Note-taking has a negligible correlation (Pearson r = 0.16) between note-taking

and academic performance in mathematics. The p-value of 0.18 indicated that this

relationship was not statistically significant. Therefore, note-taking did not have a

significant impact on academic performance.

2. Time Management has a slight relationship (Pearson r = 0.27) between time

management and academic performance in mathematics. The p-value of 0.018

indicated that this relationship was statistically significant. Effective time

management skills were found to be associated with better academic performance.

3.Attendance has also a slight relationship (Pearson r = 0.25) between attendance

and academic performance in mathematics. The p-value of 0.030 indicated that this

relationship was statistically significant. Good attendance was associated with better

academic performance among Grade 10 students.

CONCLUSIONS
Based on the findings, the study concludes that the following factors such as:

1. Note-taking and Academic Performance a negligible correlation. Therefore, note-

taking does not show a significant influence on the academic performance of Grade

10 students in mathematics.
 25

2. Time Management and Academic Performance has a significant relationship

among each other. And that indicates that effective time management skills have a

positive impact on the academic performance of Grade 10 students in mathematics.

3. Attendance and Academic Performance has a significant relationship among

each other. Good attendance is associated with better academic performance among

Grade 10 students in mathematics.

RECOMMENDATIONS

1. Establish a Regular Study Schedule: Encourage Grade 10 students in Laong Laan

to establish a consistent study schedule that includes dedicated time for mathematics.

This will help them develop a habit of regular studying and ensure they allocate

sufficient time for mathematics practice and review.

2. Create a Distraction-Free Study Environment: Advise students to find a quiet and

well-lit area where they can concentrate on their studies without distractions.

Minimizing external disturbances such as noise, gadgets, or other interruptions will

enhance their focus and productivity while studying mathematics.

3. Utilize Effective Study Techniques: Teach students various effective study

techniques for mathematics, such as creating summary notes, practicing problem-

solving, using flashcards, and seeking clarification on challenging topics. Encourage

them to explore different methods and find the ones that work best for them.
 26

4. Encourage Active Participation in Class: Active participation in mathematics

classes is crucial for understanding concepts and building a strong foundation.

Encourage students to actively engage in discussions, ask questions, and seek

clarification on topics they find challenging. Active involvement will enhance their

comprehension and retention of mathematical concepts.

5. Foster Collaboration and Peer Study Groups: Encourage students to form study

groups with their classmates, where they can discuss and solve mathematics problems

together. Collaborative learning promotes the exchange of ideas, strengthens

understanding, and provides support and motivation to succeed in mathematics.

6. Emphasize Regular Practice: Remind students of the importance of consistent

practice in mathematics. Encourage them to solve a variety of problems regularly,

both from textbooks and additional resources. Regular practice will help reinforce

concepts, improve problem-solving skills, and enhance their overall performance in

mathematics.

REFERENCES

Adeyamo, S. (2011). Study habits and academic performance: A strong relationship.

https://files.eric.ed.gov/fulltext/EJ1165903.pdf
 27

Alkhasawneh, R. S., & Alawneh, M. A. (2017). Effects of visual notes on conceptual

understanding and knowledge retention in grade 10 math classes.
https://scholar.google.com/citations?user=Fp-ssPUAAAAJ&hl=en

Alsalem, S. M., Alamodi, H. F., & Hazazi, R. M. (2018). The impact of planning and well-
outlined schedule on academic performance and GPA.
https://www.researchgate.net/publication/331461770_Learning_styles_study_habits_an
d_academic_performance_of_Filipino_University_students_in_applied_science_course
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Atanasova-Pacemska, T., et al. (2015). Encouraging attitudes about mathematics:

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