Chapter 1

The Problem and Its Setting

Background of the Study

Classroom observations show that under the same conditions, namely
same professor, same subject, same teaching system, same administration,
same enrollment criteria, same time of the day for an specific course and same
education level, some students perform well while others do not. The question
arises as to what are the aspects that influence this difference in performance
(Cerna, 2015).
The ability to study effectively is important for any student's success in
school. Many capable students may experience frustration and even failure not
because they lack ability, but because they do not have adequate study skills.
Individuals, including students have different study styles. Failure to recognize
that students differ in the amount of time they need to complete a task not only
ignores the fact that individuals work at different rates, but forces them into
adopting undesirable ways of learning and processing information. Students with
good study skills are also more likely to experience an increase in their feelings
of competence and confidence as they learn, Elliot et al (2000, as cited by,
Broni,2010).
Successful learners can reflect on how they think and learn, set
reasonable learning or performance goals, select potentially appropriate learning
strategies or methods, and monitor their progress towards their goals. In addition,
learners can generate alternative methods to reach their goal if a problem occurs
or if they are not making sufficient or timely progress toward a goal (Lucas,
2011).
Determining the study habits that work for a student is a personal struggle.
What can work for one may not work for another. It is important to try what
certain study practices work effectively and efficiently for each one. Along with
this, it is equally important to take into consideration the effectiveness of the
chosen method with the class performance. On-going assessment is a key to
providing valuable feedback about the progress towards the students' goals.

Statement of the Problem

This study is to determine the relationship between the study practices
and the class performance of the 3rd Year College of Accounting Education
students in the University of Mindanao.
Specifically, it sought to answer the following questions:

1. What are the specific study practices of the 3rd year students in terms of:
1.1 Time;
1.2 Rituals; and
1.3 Strategies?
2. What is the level of class performance of the students in terms of:
2.1 Alertness;
2.2 Participation; and
2.3 Grades?
3. Is there a significant relationship between the study practices and class
performance of the students?

Null Hypothesis
There is no significant relationship between the study practices and class
performance of 3rd year students in the College of Accounting Education.

Review of Related Literature

Study habits typically denotes the degree to which the student engages in
regular acts of studying that are characterized by appropriate studying routines
(e.g., reviews of material) occurring in an environment that is conducive to
studying (Crede & Kuncel,2011).
Learning style is variously defined as a particular way in which an
individual learns; a mode of learning - an individual's preferred or best manner(s)
in which to think, process information, and demonstrate learning; an individual's
preferred means of acquiring knowledge and skills; and habits, strategies, or
regular mental behaviors concerning learning, particularly deliberate educational
learning, that an individual displays.
The term 'learning preferences' has been used to refer to the conditions encompassing environmental, emotional, sociological and physical conditions that an individual learner would choose, if they were in a position to make a
choice Dunn, et al. (1989, as cited by Pritchard, 2013).
Educators may also argue that learning environments have both a direct
and indirect influence on student learning, including their engagement in what is

being taught, their motivation to learn, and their sense of well-being, belonging,
and personal safety. For example, learning environments filled with sunlight and
stimulating educational materials would likely be considered more conducive to
learning than drab spaces without windows or decoration, as would schools with
fewer incidences of misbehavior, disorder, bullying, and illegal activity (Shore,
n.d.).
What becomes very clear, as we think closely about different learners who
are known to us, is that they do not all learn in the same way. Each individual will
adopt an approach to learning with which they are most comfortable, and in
doing so, leave behind the approaches with which they are less comfortable. It is
helpful for learners if they aware of their own particular learning preferences, as it
will allow them to use an appropriate learning style to suit the particular learning
that is being undertaken and to take opportunities to improve their potential for
learning when faced with a learning activity that might steer them towards one of
their 'weaker' - or, at least, one of their less favored styles (Pritchard, 2013).
Study time
According to Stinebrickner and Stinebrickner (2004), the understanding of
one of the most basic inputs in the education process that is students study time
and its relationship to academic performance is at present limited at best. Given
that time is a variable over which students have the most control and that there is
clear evidence that todays college students are devoting less time for studies
and more time for other activities (Higher Education Research Institute, 2003;
Nonis, Philhours, & Hudson, 2006), there is a need for empirical research
focusing on this issue. Researchers need to know what influence time spent
studying outside of class has on academic performance, as well as the true
nature of this influence (as cited by Nonis & Hudson, 2010).
When considering the relationship between study time and performance, it
is not only how much time a student spends studying but also how effectively this
time is spent that influences academic performance ( Nonis & Hudson, 2010)
Studying in daylight, our bodies are naturally alert during daylight hours
and goes down as the night approaches especially in less humid and well
ventilated places. It makes the body more prone to sleepiness thus studying in
the morning is encouraged especially in students in late adolescence and early
adulthood (Savage, 2013).
Listening to music
Studies have shown that listening to music before studying or performing
a task can be beneficial as it improves attention, memory, and even your ability to
do mental math as well as helping lessen depression and anxiety. Many
researchers, as well as students, who think listening to music helps memory,

have called the practice the Mozart Effect. Of course, nowadays many students
are not actually listening to Mozart, but pop or other music, so the effect may not
be the same.
These studies and researchers seem to indicate that music can actually
help you study and those who listen to music while studying may actually be
better off for it. However, there have also been several studies that have shown
that music can actually have negative impacts on your studying effectiveness
particularly when it comes to memorizing something in order.
According to Dr. Perham (2010), listening to music may diminish your
cognitive abilities in these situations because when youre trying to memorize
things in order, you can get thrown off and confused by the various words and
notes in the song playing in the background. Because music can impact and
regulate your mood and the best mood to study in is a more relaxed mood,
choosing music that helps you relax but also with enough beat or rhythm to
ensure you dont zone out while studying is crucial. But music thats too loud or
with too much of an upbeat tempo can also be distracting, so having a playlist or
specific artist you turn to for studying music can really help.
If youre the type of person who has more difficulty multitasking and is
easily distracted, listening to music while studying may just cause your attention
to drift to the music rather than help you concentrate on your material. If youre
really set on listening to music while studying but know your focus will probably
end up divided, choose classical music or more acoustic music with minimal
words to distract you. Movie scores, which typically consist of a bunch of
orchestral pieces, may also be good background music for you to study to.
Musics effects on study habits will vary from person to person, and can
also be affected by what youre listening to the genre of the music, how loud it
is, etc. But in order for you to study the most productively, you need to figure out
the effect music has on your studying ability, and then tailor your studying playlist
be it silence or music to best suit your needs and efficiency (Goodwin,
2015).

Eating
Upcoming finals may be the top concern of many college students this
week. So much so that few give much thought to things like food or sleep, other
than what is minimally needed to sustain them through several days of
cramming. Many students said they rely on favorite snack foods or caffeinated
beverages to get them through the end of the semester (Pullano, 2011).

Drinking Coffee
Coffee has been proven to be one of the keys in keeping ones brain alive
in the middle of the night. The caffeine in coffee will keep you awake but it should
be taken moderately since it is also one of the causes of decreasing performance
if taken excessively (Savage, 2013).
Watching TV
Imagine that your brain is you, and your homework is the TV show. When
youve selected what youre going to work on, its like choosing a TV show that
you want to watch. Anything that might be a distraction is a new, annoying
commercial. Every time you take a break from working to check your cell or
browse Facebook, its like forcing your brain to take a commercial break and it
completely disrupts the flow of your work. Itll take you a few minutes before you
can get back the focus you had before the break, which is wasted time that could
have been very useful (Lindsay,2012).
Coffee Shop Quiet Place
When selecting a place to study, one of the factors to be considered is it
quiet enough that you're going to be able to get optimum focus and being able to
concentrate in the lesson that you're studying. Some of the suggested places are
libraries (public or private) even coffee shops and restaurants. But to students
who are cutting off cost, its a struggle to go to these places require money in
general. The point here is students must be able to find their own spaces that
they will be able to focus and be productive. Once you've decided on a location,
pick a spot that seems comfortable to you. Do your best at a desk, table, or may
it be on a couch. Keep in mind that comfy places like sofas and beds might be
more conducive to sleeping because you might get too comfortable and get
some sleep instead of studying. Always pay attention in choosing your location in
creating your desirable study environment.
After you have chosen a location, decide what type of atmosphere works
best for you. Factors to consider are:
1. Noise some students prefer complete quiet, while others like soft
background music or ambient noise. Baroque classical music or jazz work
extremely well in these cases, and you can access them through an internet
radio program like Pandora. If you prefer quiet, noise-reducing headphones
might be helpful, but you may have to change your location if other students
noise preferences are disruptive to you.

2. Lighting harsh bright light is often unpleasant, while soft, ambient light can
put you to sleep. Try to find a happy medium between the two to create the
atmosphere that seems comfortable to you.
3. Temperature -- while you cannot often control the temperature of the room that
you are in, try to find a place with a fairly consistent temperature. You can also
adjust your personal temperature by carrying a light jacket with you or by moving
closer to a window or vent. Keep in mind that cold temperatures may feel harsh
and distracting, but warm temperatures may make you lethargic. Try to find a
balance (Ramsey & Witter, 2010).
Coffee Shop noise
Ambient noise, an important environmental variable, can affect creativity.
Results from five experiments demonstrate that a moderate (70 dB) versus low
(50 dB) level of ambient noise enhances performance on creative tasks and
increases the buying likelihood of innovative products. A high level of noise (85
dB), on the other hand, hurts creativity. Process measures reveal that a
moderate (vs. low) level of noise increases processing difficulty, inducing a higher
construal level and thus promoting abstract processing, which subsequently
leads to higher creativity. A high level of noise, however, reduces the extent of
information processing and thus impairs creativity.
Noise distracts people but that the degree of distraction induced by
various noise levels will affect creativity differently. A high level of noise may
cause a great deal of distraction, causing individuals to process information to a
lesser extent and therefore to exhibit lower creativity. A moderate (vs. low) level
of noise, however, is expected to distract people without significantly affecting the
extent of processing. Such a moderate distraction, which induces processing
difficulty, enhances creativity by prompting abstract thinking. In sum, a moderate
level of noise will enhance creativity relative to both high and low levels of noise
(Mehta et al.,2012).
Notes
The pervasive nature of note taking and note reviewing and the
assumption that such activities are a necessary part of the college learning
experience have encouraged researchers to investigate how students go about
taking and reviewing notes and how these activities might be improved (Grabe,
2005). According to Van Meter, Yokoi, and Pressley (1994) college students
believe that the act of taking notes facilitates attending to the lecture,
comprehension of the material to be learned, and the subsequent recall. In the
study of Haghverdi, Biria & Karimi, (2010) the results revealed that note-taking
strategy instruction had significant effects on the students' achievement. These
findings support the view that in academic performance, the process effect of

note taking is of great importance (Hassanbeigi, Askari, Nahkjavani, Shirkhoda,

Bargezar, Mozayyan & Fallahzadeh, 2011).

Study Group
Having a study buddy or two helps you bounce ideas around, practice
lessons, memorize test subjects and keep each other alert and awake. But
students engaging in group studies must be able to know something that can be
passed and shared to others. It is highly discouraged to have a companion that is
unprepared and not well-versed with the topics being discussed in groups
(Savage, 2013).
Setting Schedule
According to the University of Wisconsin (n.d.), time is one of our most
important resources. Effective time management is a skill most people need to
make the most out of their personal and professional lives. To a college student,
it can make the difference between a mediocre and a superior performance. To
manage time effectively, you must control it. When you do not consciously control
time, your old habits will control your time and set limits on your achievements.
The first two crucial steps in taking control of time are establishing goals and
following a schedule. You can use the assignment deadlines and examination
dates predetermined for you by your instructors as semester goals. But you must
create a schedule that will enable you to reach those goals successfully.
Alertness
But there is another dimension to student satisfaction in the classroom
that gets much less attention and might need a little push for improvement from
the consumer: teaching. If students think of themselves as customers, they often
view the professor at the front of the room as a performer. And just like when they
go to a concert or a movie, students expect to be engaged, persuaded, or even
entertained.
The expectation of the professor as performer has only increased in
recent years as students have come to class with more distractions. It used to be
that students had few alternatives beyond reading a newspaper and sleeping in
the most boring of classes. Now they come armed with every imaginable
electronic device, all connected to the outside world thanks to the campus
wireless network.
Not only do students have plenty more distractions at their disposal in
class, but some of those distractions allow students to access knowledge about

almost anything on the Internet. The professor is no longer the sole source of
knowledge in the classroom (Selingo, 2011).

Participation
Participation is one of those workhorse instructional strategieseasy to
use, straightforward, expected, and often quite successful at accomplishing a
number of learning goals. Its good to remind ourselves of its many different uses,
especially on those days when getting students to participate feels like pulling
hens teeth (Weimer, 2011).
Focusing on study material is important to the success of college students.
Choosing when and how to study directly impacts the ability to concentrate when
working on an assignment or preparing for a test. Dartmouth College tells
students to create a working atmosphere in their study environment, study during
the day or early evening, take plenty of breaks to avoid losing attention and set
study goals like working through a certain number of pages before taking a
break. Organization Lack of organization accounts for missed assignments,
forgotten tests and lost notebooks. Planning each week and upcoming
assignments helps students prepare for what is ahead and accomplish their
academic goals. Iowa State University suggests that students carefully plan their
schedule by looking at each course syllabus, marking important due dates,
breaking down the workload into manageable sections and developing organized
note-taking skills like putting chapter sections in an outline or using note cards to
learn terminology. Dangers of Lacking Study Skills Learning adequate study skills
and working hard to achieve their goals gives college students an advantage
over those who do not. StudySkills.com reports that lack of these skills clearly
puts students at a disadvantage and is one of the main reasons students need
remedial classes, fall behind in coursework and drop out of school. Taking a
study skills class while still in high school dramatically lowers the risk of
academic struggles and failure to complete a college degree (Bolling, 2013).
Grades
For decades, grades have been the primary form of communicating and
reflecting student mastery. A myth that has taken hold, but ironically no one
thinks grades are able to communicate learning with any sort of accuracy or
consistency. Teachers feel compelled to "grade," (the verb form) any and all
student work, believing that a letter or percentage will indicate to students and
parents a measure of skill. Students feel conditioned to only pursue summative
values and to get "As and Bs" to make mom and dad happy. Parents feel reliant
upon teachers to instruct, assess, and communicate learning outcomes through
the assignment of grades.

Somewhere along the line though, all parties have lost sight of what grades
are supposed to represent. Depending upon who you ask you are likely to
receive a wide range of responses. Teachers feel boxed in and forced to report
grades, students are trapped "earning" them, and parents understand what
"good" and "bad" grades mean. But none of those understandings are close to
the role they were meant to play; their primary function is to communicate
mastery of performance and today they do anything but that. It's a mess (Crouch,
2013).
The effects of giving students grades or leading them to focus on what
grade theyll get. First, their interest in the learning itself is diminished. Second,
they come to prefer easier tasks not because theyre lazy, but because theyre
rational. After all, if the point is to get an A, your odds are better if you avoid
taking intellectual risks. Third, students tend to think in a more superficial fashion
and to forget what they learned more quickly when grades are involved.
To put it positively, students who are lucky enough to be in schools (or
classrooms) where they dont get letter or number grades are more likely to want
to continue exploring whatever theyre learning, more likely to want to challenge
themselves, and more likely to think deeply. The evidence on all of these effects
is very clear, and it seems to apply to students of all ages.
As far as I can tell, there are absolutely no benefits of giving grades to
balance against these three powerful negative consequences except that doing
so is familiar to us and doesnt take much effort (Kohn, 2009).
Theoretical and Conceptual Framework
Scope and Limitation
This study was conducted to determine the relationship between the study
habits and the class performance of 3 rd Year College of Accounting Education
students of the University of Mindanao. There were two aspects that were looked
into during the whole duration of the study. One aspect is the study habits of the
students in terms of time, rituals and strategies. Another aspect is the class
performance in terms of alertness, participation and grades.

Significance of the Study

The findings of this study will provide a vital information and importance to
the following:
Accountancy students. Students who will apply the recommended study
practices which will be derived from the results of this study will more likely help,
especially 3rd year accounting students, to improve their study habits and
practices.

Teachers. It will also help the teachers acquire information which they can
use in giving their students some tips about probable student problem regarding
their study practices.
Researchers. As student researchers taking up accountancy, the result of
this study would also be beneficial to us because it is applicable to our course
and it would give us hints on effective study habits and practices.
To students who are planning to take accounting course. The result of
this study may give awareness to students who are planning to take up
accounting course because it will provide them information on how to prepare
themselves in college and productively handle any task.
With an effective and good study habits, the sooner they start practicing
and developing them, the better chance that they will continue them and the
closer they are in achieving educational success. Hence, effective study habits
and practices is a key to better studying which could lead to any students
success.

Definition of Terms
Class Participation According to Dr. Kenneth Shore (2015), a psychologist,
class participation is when students speak up in class and they learn to express
their ideas in a way that others can understand. When students ask question,
they learn how to obtain information to enhance their own understanding of a
topic.
Learning Environment As written in the Glossary of education reform (2013)
refers to the diverse physical locations, contexts, and cultures in which students
learn. Since students may learn in a wide variety of settings, such as outside-ofschool locations and outdoor environments, the term is often used as a more
accurate or preferred alternative to classroom, which has more limited and
traditional connotations.
Learning Style it is a particular way in which an individual learns. It is a mode
of learning- an individuals preferred or best manner/s in which to think, process
information and demonstrate learning. It comprises habits, strategies or regular
mental behaviors concerning learning, particularly deliberate education learning,
that an individual displays. (Pritchard, 2014)
Study Practices it is the pattern of behavior adopted by the students in pursuit
of their studies that serves as the vehicle of learning. It is the degree to which the
student engages in regular acts of studying that are characterized by appropriate
studying routines occurring in an environment that is conducive to studying.
(Mendezabal, 2013)

Chapter 2
Methodology

This chapter deals with the presentation of the research steps and
procedures that were used by the researcher in this study. These include the
research design, research subjects, research instruments, data gathering
procedure and statistical treatment of data.

Research Design
The researchers used the quantitative research using correlational method
to determine the study practices and study habits of 3rd year accountancy
students. Survey, which is the process of rendering and giving sets of questions
to certain people (McMillan, 2013) shall be used in this research. This method
sees to describe and understand the nature of each respondent opinion about
their study practices and habits. This method is the most suitable for this kind of
research, since it is very effective and cost efficient. The survey will be given to
3rd year Accountancy students of the University of Mindanao. After identifying the
students study practices and habits, the researchers will be able to come up with
a hypothesis that will guide the students in their studies and give more
information about enhancing their study habits.

Respondents
The target respondents of this study consisted of 51 3 rd year CAE students
enrolled during the 2nd Semester of School Year 2015 - 2016. The selected
respondents were given a questionnaire which is a Likert Scale questionnaire
type for them to answer each question.

Research Instrument
The major tool in the data gathering process was the survey questionnaires
designed by the researcher to obtain information in such a way that the class
performance of 3rd year CAE students can be assessed with respect to their
study practices.

The said questionnaire dealt with the different study habits of the students
with the following indicators: Study time, Rituals, and Strategies and class
performance with the following indicators: Alertness, Participation, and Grades.
For the Study practices with the exception of Study time, the Five Point
Likert Scale was used.
Range of Means

Verbal Description

Interpretation

4.50 - 5.00

Almost Always

Students prefer to do other activities

and study simultaneously

3.50 - 4.49

Often

Students often to do other activities

and study simultaneously

2.50 - 3.49

Sometimes

Students
sometimes
do
other
activities and study simultaneously

1.50 - 2.49

Seldom

Students seldom do other activities

and study simultaneously

1.00 - 1.49

Almost Never

Students do not prefer to do other

activities and study simultaneously

For the class performance, the Five Point Likert Scale was used as well.
Range of Means

Verbal Description

Interpretation

4.50 - 5.00

Almost Always

This
means
that
performance of the
excellent.

3.50 - 4.49

Often

This
means
that
the
class
performance of the students exceeds
expectations.

2.50 - 3.49

Sometimes

This
means
that
the
class
performance of the students meets
the expectations.

1.50 - 2.49

Seldom

This
means
that
the
class
performance of the students needs
immediate improvement.

the
class
students is

1.00 - 1.49

Almost Never

This
means
that
performance of the
unsatisfactory.

the
class
students is

Data Gathering Procedure

The following steps were followed in gathering the data:
Inquiring about the population size of CAE. A letter asking the total
population size was sent to the Registrar's office for the respondents to
determine the appropriate sample size to use in the study.
Validation of the Questionnaire. Upon approval, the questionnaires were
presented to the thesis advisor for the modification of the questions.
Administration and distribution of the questionnaires. After the
validation, the questionnaires were administered personally by the researchers to
the respondents of the study.
Retrieval of questionnaires. After the questionnaires were accomplished,
they were tallied, analyzed and subjected to statistical analysis.

Statistical Treatment of Data

The responses to the items on the questionnaires were tallied and recorded
accordingly. The statistical tool that was used in the study was the mean.
Mean. This was utilized to determine the level of class performance as well
as the study habits of the students.

Chapter 3
RESULTS AND DISCUSSIONS

This chapter contains results and discussions. Data derived from the
questionnaires are presented in tables, interpreted and analyzed according to
this order: specific study practices of 3rd year CAE students; and level of class
performance of the students.
Level of study habits of 3rd year CAE students of the University of
Mindanao
Time. As shown on the results on Table 1.1 and 1.2, most of the
respondents tend to study during evenings on weekdays as well as on the
weekends. This is the most comfortable and relaxing time for the students to
study, after doing their other activities during the day.

Table 1.1
Level of study habits in terms of Time (on weekdays)
ITEMS

NUMBER OF
RESPONDENTS

PERCENTAGE OF
RESPONDENTS

Morning

14.55 %

In Between Classes

15

27.27%

Evening

32

58.18%

TOTAL

55

100%

Table 1.2
Level of study habits in terms of time (on weekends)
ITEMS

NUMBER OF
RESPONDENTS

PERCENTAGE OF
RESPONDENTS

Morning

13.21%

Afternoon

14

26.42%

Evening

32

60.38%

TOTAL

55

100%

Rituals. Table 2 shows the data on specific study practices in terms of

rituals. The overall mean for the 2nd variable in 2.79, which is described as
sometimes. Indicators for the 2nd variable yielded the following results: listening
to music has a mean score of 2.96, eating has 3.41; drinking coffee has 2.78;
and watching television with 2.02 as mean score.
The result indicates that students sometimes do other activities and study
simultaneously. The respondents top habit during study time is eating since it is
said that food will fuel up ones brain. Also, listening to music is one of the rituals
done by the respondents since music soothes the tension and gives
entertainment during study time. Drinking coffee is also considered as one of the
rituals during study time since most of the respondents are studying during night
time. Watching TV is being done seldom by the respondents for it may lose ones
concentration during study time.

Table 2
Level of study habits in terms of rituals
ITEMS

MEAN

DESCRIPTION

Listening to music

2.96

Sometimes

Eating

3.41

Sometimes

Drinking coffee

2.78

Sometimes

Watching TV

2.02

Seldom

Overall Mean

2.79

Sometimes

Strategies. Table 3 exhibits data on specific study practices in the variable

of strategies. based on the data gathered, it gave an overall result of 3.09 mean
score. the indicators of this variable showed the following: students who prefer
quite place with 4.31 as mean score; students who study at coffee shops with
2.04; students who take down notes with 3.88; students who conduct group
studies with 2.41 and students who set up study schedules with 2.82 mean
score.
Going to quiet places is one of the strategies being done by the
respondent since having your own space where you can concentrate to increase
productivity. Another strategy being done by the respondents is using notes as an
additional reference to the lessons being studied. Scheduling is also being used
as the respondents since they will be able to monitor and asses their productivity
and efficiency towards being able to meet such tasks. Group studies is also
being used by the respondents since sharing ideas and being able to seek help
to other who know about the topic may increase knowledge and productivity.
Coffee shops are being on trend as a study place but being able to be productive
and being able to focus on the lessons without wasting money would greatly help
the sustainability of the respondents.

Table 3
Level of study practices in terms of strategies
ITEMS

MEAN

DESCRIPTION

Quite place

4.31

Often

Coffee shop

2.04

Seldom

Notes

3.88

Often

Study group

2.41

Seldom

Set schedule

2.82

Sometimes

Overall Mean

3.09

sometimes

Level of class performance of 3rd year CAE students of the University of

Mindanao
Alertness. Table 4 contains data on the level of class performance of 3rd
year CAE students in terms of alertness. The total mean score for this variable
obtain 3.50 which means often. It can be seen that indicators for this variable
obtain the following mean scores: students who listen attentively in class 3.46;
students who stay alert in class, 3.61; and students who dont feel sleepy during
class, 3.14.
As to the results, with the rituals, strategies and time slots being done and
followed by the respondents, most of them are being able to be alert during
classes and being able to listen to the lessons and not being sleepy. With this,
most of the students with the right strategies, time and rituals, they may be able
to reach optimal alertness in class not just on the major subject but with the
minors as well.

Table 4
Level of class performance in terms of alertness
ITEMS

MEAN

DESCRIPTION

Listen
attentively

3.76

Often

Stay alert

3.61

Often

Not sleepy

3.14

Sometimes

Overall Mean

3.50

often

Participation. Table 5 displays information on the level of class

performance in terms of participation, and it contribute on overall mean score of
3.62. the following mean scores derived from this variable: Class discussion with
3.43 mean score; answer exercise; answer exercises with 3.71 and jot down
notes with 3..73
In connection with the results as to their alertness, most of the
respondents are being able to answer exercise and jot down notes during
classes. With that, respondents are being productive with the rituals and
strategies being done and in time of studying. Participation in class discussions is
also commendable since most of the respondents are being well-versed with the
lessons.

Table 5
ITEMS

MEAN

DESCRIPTION

Class discussion

3.63

Sometimes

Answer exercise

3.71

Often

Jot down notes

3.73

Often

Overall Mean

3.69

Often

Level of class performance in terms of participation

Grades. Table 6 shows data on the level of class performance in terms of

grades. This last variable gave a total mean score 3.63. Indicators of this last
variable acquired the following means scores: students who improved has a
mean score of 3.63; students who get higher exam scores has 3.31; and
students who passed their accounting subjects has 3.96 mean score.
Though, with good performance in participation and in being alert in class,
grades will be a reflection of the students effort in studying. And as to the results,
with the rituals, strategies and time schedule being followed and done, most of
the respondents said that theyre able to pass the dreaded accounting subjects.
Some increased their grades and improve in some ways or another with the
rituals being done. And with that, it is evident with the proper rituals and good
strategies, grades will be improved and students pass their accounting subjects.
Table 6
Level of class performance in terms of grades
ITEMS

MEAN

DESCRIPTION

Improved

3.63

Often

Higher exam scores

3.31

Sometimes

Passed accounting
subjects

3.96

often

Overall Mean

3.63

Often

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