1

INTRODUCTION

Background of the Study

In every educational setting, students are perpetually in search of academic

success. The success of academic performance is the ultimate goal. Academic

performance can be expressed in the form of good scores and prizes as a result of hard

work and exceptional performance in classroom tests, assignments and examination

(Robinson, 2011). Nevertheless, there are numerous factors that greatly affect the

academic performance of every student such as the intelligence quotient, study habits,

age, year, and social status among others. But, it has long been recognized that in the

process of learning, the study habits of the students play an important role in their

performance academically.

Moreover, Hussain (2010) study habit refers to predispositions which students

have developed towards private readings through a period of time. According to him,

study habit is a gateway to successful achievement in studies. Furthermore, a great deal

of research provides evidence that study habits and study attitudes are both significant

variables, which determine the academic performance of students. Yet, in spite of the

perceived importance of study habits and study attitudes to academic achievement, it

seems that education institution still pays little attention to understanding these factors

(Baquiran, 2011).

In addition, academic achievement has, for the past decades, been the center of
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interest in educational research. Exploring the issue of achievement has extended beyond

simple issues of intelligence and prior academic achievement into how learners interact

with the learning material. Several factors have been identified in explaining academic

achievement: demographic status (Ray, 2010), intelligence (Deary, Strand, Smith, &

Fernandez, 2017); behavioral characteristics (Lane, Barton-Arwood, Nelson, & Wehby,

2012); and psychological factors such as attributes (Erdogan, Bayram, & Deniz, 2013)

self-esteem (Reasoner, 2015) self-efficacy (Olatunde, 2012) and self-concept (Holliday,

2012).

Bailey and others (2015) have indicated that community colleges are open-door

institutions, the admission criteria at these colleges are less demanding. The problem of

academic failure at the university level is generally manifesting itself in the high student

dropout, and the low graduation. A finding can be observed on the international level. For

instance, 55 percent of American students graduate after five years.

Many researchers have investigated the causes of academic failure with similar

findings. The improvement of student academic achievement may be attributed to some

factors such as student’s superior cognitive ability, low life distress, high motivation,

ability to study, ability to concentrate, and being prepared for attending classes (Raymond

et al, 2015).

The relationship between study habits and academic performance had urged the

researchers to conduct study regarding the said topic. This study focuses on the
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Radiologic Technology students in Davao Doctors College, and is aimed to assess the

relationship of their academic performance and their study habits. This study will be

conducted to determine all the existing study habits or studying techniques present in the

Radiologic Technology students of Davao Doctors College and its relation to the

student’s academic performance. An action plan based on the results of this study, where

the best set of study habits suited for a certain type of student is distinguished, will be

recommended.
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Review of Related Literature

This chapter aims to provide strong foundation to this study which contains

gathered research works of different literature and references by the researchers. It covers

the review of relevant literatures which is explained accordingly. These are presented to

determine the connection of various findings and theories in relation to the independent

and dependent variables.

Study Habits

Study habits are termed as the methods of study of students. Study habits are

student’s ways of studying whether systematic, efficient or inefficient (Ayodele &

Adebiyi, 2013) implying that efficient study habits produces positive academic

performance while inefficient study habits lead to academic failure, by Marquez (2009) a

student who is successful in his desired career has good study habits. In line with this, she

stated that students should apply these habits to all of their classes. She also suggested

that the students should not try to study all the subjects in a single period. However, every

student has his own study habits depending on his preferences with regards to the

duration of time devoted in studying, what place or environment would be the best venue

to study, the study skills and techniques will the student utilizes during his study and

more. It will depend upon the person if he is voluntarily interested in studying or be

prompted by the distraction of the social networking sites such as facebook, twitter,

instagram, tumblr, etc. which can easily be accessed through their phones. Studying is the

key to excel in one’s academic performance, because it not only prepares a student to
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excel in class, but also reinforces the lessons that had already been taught.

Moreover, efficient study habits are associated with a favorable attitude toward

learning in general. As cited by Otto (2012), beliefs in the value of intellectual pursuits

and in the importance of education are positively related to academic performance. An

important aspect of a student’s attitude toward education is the value he sees in what he

has to learn.

In the study of Sarwar et. al (2010), it was discovered that a significant

relationship between student attitudes and academic performance exists. Another research

found discrepancy between the study attitudes of high and low-achieving students. High-

achieving students had a more positive attitude toward study in that they detected and

reacted positively to the favorable aspects of the situation they found themselves in, while

the low-achieving students tended to be fault-finders, reacting to the negative aspects of

study such as distractions and minor annoyances. The high-achieving students found

tertiary work an interesting challenge, accepted the restrictions and conformed to the

demands made upon them more readily, while the low achievers appeared to lack high-

level motivation. The more successful group was also found to be more realistic and

discriminating in their assessment of those situations which were highly relevant to

scholastic achievement, such as discipline and work priorities, and they were better

organized in both their work and leisure activities.

Time Management. Collins (2013) said that time management is more than just
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managing time. It is about controlling the use of the most valuable, and undervalued

resource. It is managing oneself in relation to time. It is setting priorities and taking

charge of the situation and time utilization. It means changing those habits or activities

that cause waste of time. It is being willing to adopt habits and methods to make

maximum use of time. With good time management skills one is in control of one’s time,

stress and energy levels. One can maintain balance between one’s work and personal life.

Moreover, time management has been referred to as a set of techniques for

managing, planning and appropriate using of time. According to Steel (2017)

procrastination consists of the intentional delay of an intended course of action, in spite

of an awareness of negative outcomes, and according Ferrari, O’Callaghan and New

(2015) it often results in unsatisfactory performance (Klassen, Krawchuk & Rajani,

2012). Academic procrastination also was defined as leaving academic tasks, such as

preparing for exams and doing homework to the last minute and to feel discomfort out of

this (Çapan, 2010). Anecdotally, it has been suggested that approximately 95% of all

college students procrastinate (Ellis & Knaus, 2017).

Other researchers have estimated the prevalence of procrastination among college

students to vary between 25%and 50% depending on the type of academic tasks being

completed (Solomon & Rothblum, 2014). Furthermore, several studies have found

a moderate to strong negative correlation between academic procrastination and academic

performance (Van Eerde, 2013). For college students particularly, academic

procrastination has been associated with guilt, stress, neuroticism, low self-esteem and
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low grades (Fritzsche, Young & Hickson, 2013).

Internationally known authority on time management, Dr. Mackenzie (2017) in

his book The Time Trap argues that the very idea of time management is a misnomer

because one really cannot manage time in the way other resources can be managed:

financial capital, physical capital, human capital, information and time. While each of the

first four can be augmented, reduced, transferred or otherwise controlled, Time cannot be

manipulated. Dr. Mackenzie contends that when it comes to time, one can only manage

oneself in relation to it. One cannot control time as one can control other resources, one

can only control how one uses it. In the world in which we live, time cannot be replaced

or re-created.

Similarly, Allen (2013) stated time management is essential in every field of life

because time is the precious recourse one has to accomplish a task. He also added that

time is a major source for a student. A student does a lot of activities in his daily routine,

out of which some are related to his career, some are essential for his life and some are

for entertainment or physical fitness. Still some activities have no use and just waste time.

Similarly, if the activities for entertainment exceeds than enough it wastes the time of a

student like using internet for hours, playing games for hours, watching movies for hours

or listening to music for hours. Such activities are called “distracters” which distract one

from one’s real purpose.

Excellent management skills of students in general have very busy and stressful
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lives because they are attending classes, completing assignments and studying for exams.

In addition, they have their own daily routines and lifestyles that is necessary for creating

balance between academics and extra-curricular activities. However, finding time to do

everything at once can be challenging and overwhelming. This is where good time

management skills come into practice. This is a skill that students need to learn. They

must take the necessary approaches and apply these strategies in order to be effective and

more productive. Having these skills gives students the ability to plan ahead and

prioritize upcoming assignments and events. This is an important factor in keeping

students organized and avoiding procrastination, which ultimately leads to academic

success (Brown, 2015).

According to Glider (2016), time management can be very useful in a student's

hectic schedule. It ensures that students are well prepared, organized and focused to

manage their daily lives and complete academic assignments on time. It can lead to

improved success, however, this is a skill that students have to learn and practice.

Students must change their habits in order to have good time management skills. This can

only happen if students take the first steps in identifying their problems. Good time

management skills stem from the issue of prioritizing one's time effectively.

Likewise, Glider (2016) also stated that time management can be done by setting

new personal goals and striving to accomplish them with a new and improved attitude in

mind. Another bad habit that students need to change is procrastination. Students should

learn how to work smart by not working too hard and not retaining anything. Sometimes
 9

students need to study for a couple of hours and take a break to clear their minds. It is a

good idea to take breaks when feelings of frustration come on. Too much information

leads to an information overload that the brain can't deal with at one time. If students are

motivated and disciplined, their time management skills will improve with practice.

Study Techniques. According to Hills and Ballow (2010), most students do not

know how to study probably because they are not aware of what techniques to apply in

the study situation or they study at odd times and in odd places. The authors had an

understanding of this deficiency in students’ approach to study and they developed a

comprehensive study skill manual for college students. Effective study cannot be

acquired without the application of these skills and methods. Some of which include

reading, note-taking, time consideration, organizing material in a study and choosing a

good study environment among others.

One of the study techniques is note-taking. Derville (2018) stated that this is one

of the activities that is believed to aid learning and remembering and consequently

academic success Note-taking when properly done, involves not only reading and writing

or listening to lectures and jotting down points but also requires concentration and

reading out for necessary facts. It may not be as easy as it seems to be the observer. It

involves the thought and hearing ability of the individual. Note-taking may have

detrimental effect for students who are slow in listening efficiency.

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In addition, another study technique is the ability to remember what has been

read, which is a vital skill. The term means retaining past experiences. It is thought that in

remembering, a memory trace is laid down on the mind and being a sensory impression,

by repetition the traces are made deeper and therefore are more lasting (Hallas, 2012).

Remembering must involve either recall or recognition. The former necessitates the

reproduction of material that is not actually present before the senses at the moment.

According to Oladele (2010) there are four kinds of remembering and they include

recognition, recall, reproduction and performance, he held the view that students’ failure

to recall emanates from non-practice. He also maintained that performance, a fourth kind

of remembering, is the also performance of habits so well learned that they are highly

automatic.

Another study technique is reading comprehension, in which Robinson (2010)

stated that reading with one's head instead of one's eyes is what effective study habit

involves. The students must learn to read with an active attitude of seeking what is

important in the material and subordinating what is merely explanatory. He suggested

that the techniques of pre-comprehension help in speeding up comprehension. Many

students do not seek to understand the basic concepts that seem simple and relevant but

later in their studies they realize that without learning the basics adequately

comprehension of more difficult materials is difficult. Students complain that they do not

understand what they have read. It is suggested that reader searches for the meaning in

the mind of the writer to know what to emphasize in his reading.

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Study Environment. Consideration is here first given to the environment of

study as it appears to have adverse effect on the whole concept of study. Where one

studies have an important effect on one's efficiency because the location and all of its

characteristics are stimuli. The stimulus of the study situation should produce the

response of studying and no other response. It has been suggested that an important

approach is to have a set aside specifically for study. It should be well ventilated, noise-

free and well lighted room or open place with a desk and a chair.

Ruch (2015) wrote on the need to consider the type of chair and desk used for

study. These should be such that allow the individual to maintain an erect and

comfortable sitting posture. The study desk should be spacious enough for the books and

materials but should contain only what one needs at a time. Hepher (2010) revealed that

the effect of temperature and humidity on the body temperature of the individual can

cause a reduction in the body function and mechanism. The emphasis here is on the need

for abundance of fresh air in the study environment to avoid unnecessary fatigue.

Similarly, Hills and Ballow (2010) pointed out that glaring light could cause eye

strain and headaches. Therefore, covered light bulbs and light colored, blotters be used if

possible to reduce light intensity. In effect, light should not shine directly on the table or

reading desk. Taking to consideration a rural setting where students have to study under

locally made lamps and hurricane lanterns, these should be adjusted well enough to

reduce light intensity or place at a considerable distance away from the reading desk. It
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has been observed that some people cannot study without music, Hills and Ballow (2010)

agree that music is good if it does not constitute noise in itself or when used to neutralize

other external noise.

Academic Performance

Academic excellence or achievement plays an important role in an

individual placement, be it in the academic institutions or job placement. Due to this,

many people are concerned with the ways they can enhance their academic achievement.

The emphasis on academic excellence which is also prevalent worldwide has encouraged

many studies about the conditions promoting it. The role of academic achievement as one

of the predictors of one’s life success and also in the aspect of academic placement in

schools to higher institutions as well as the level of employability in one’s career is

inevitable (Kyoshaba, 2012).

Academic performance, which is measured by the examination results, is one of

the major goals of a school. Hoyle (2016) argued that schools are established with the

aim of imparting knowledge and skills to those who go through them and behind all this

is the idea of enhancing good academic performance. Academic performance or

achievement is the outcome of education, the extent to which a student, teacher or

institution has achieved their educational goals. Academic performance is commonly

measured by examinations or continuous assessment but there is no general agreement on

how it is best tested or which aspects are most important, procedural knowledge such as

skills or declarative knowledge such as facts (Annie, Howard & Mildred, 2016).
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Moreover, a direct relationship exists between social media usage and the

academic performance of students in universities. However, the darker side within

technological evolution has resulted in dilemmas such as the setback of real values of life

especially among students who form the majority of users interacting through the use of

social networking sites” (Osharive, 2015).

Correlation Between Study Habits and Academic Performance

A substantial amount of research has examined the role of students’ study habits

and their attitudes to study on academic performance. The study of Osa-Edoh and Alutu

(2012) which examined the usefulness of imbibing in the students’ study habit, as a

means of enhancing their academic performance, revealed a high correlation between

study habits and students’ academic performance. This suggests that it is only when

students imbibe or cultivate proper study habits that their academic performance can be

improved upon.

Similarly, Nuthana and Yenagi (2013) found significant correlation between

study habits and academic achievement. It further revealed that reading and note-taking

habits, habits of concentration, and preparation for examination had significant

correlation with academic achievement. The authors pointed out that students who are

better in reading and note-taking, well prepared for the board examination and have

concentration may have better academic achievement. An association between study

skills and academic performance also has been found to prevail among undergraduate
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students.

The study of Fazal (2012) identified various study skills used by learners and

ascertain which study skills is more related to academic achievement. Results of the study

indicate significant relationship of time-management skills, reading and note-taking skills

with academic achievement. Students with higher academic achievement used a wide

range of study skills as compared to students with lower academic achievement.

Another study was conducted using a Q factor analysis to understand the study

behavior and habits of undergraduate students. The Q factor analysis was used to classify

students as either proactive learners with well-organized study behavior or disorganized

procrastinators based on their self-reported study behavior. Findings of the study showed

a significant difference in the academic performance of the two groups of students.

Student type was found to be a significant predictor of academic achievement beyond and

above students’ attribute variables (Yang, 2011).

Nonis and Hudson (2016) also conducted a study on performance of college

students-impact of study time and study habits in which they found that some study

habits had a positive direct relationship on student performance but others had a negative

direct relationship.

Hassanbeigi et al. (2011), in their study of the relationship between various study
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skills and academic performance of university students, noted that the study skills scores

of students with GPA of 15 and above (out of 20) were statistically higher than those

students with GPA of less than 15 in all of the seven skills such as time management and

procrastination, concentration and memory, study aids and note-taking, test strategies and

test anxiety, organizing and processing information, motivation and attitude, and reading

and selecting the main idea.

Because of the importance of study habits and attitudes on academic

performance, some researchers have proposed strategies that will help students develop

effective study habits and attitudes. For example, the study of Demir et al. (2012), which

examined the effect of development of efficient studying skills curriculum on academic

achievements and studying skills of learners, found that students can acquire efficient

studying skills by means of curriculum for developing efficient studying skills. The

students were able to organize the study environment and use specific methods

effectively, such as efficient reading, listening lectures, note-taking, efficient writing and

doing homework. It further revealed that those students where the curriculum was

implemented have increased academic achievement as compared to the group of students

on which the curriculum was not implemented.

Mutsotso and Abenga (2010) also propose a paradigm shift in study methods and

suggest strategies for both lecturers and the students in universities towards improved

learning and performance. It is based on the “distributed learning approach” that

adequately cater for individual differences that exist among the students. The model will
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address the study space needs and the efficiency and effectiveness of study methods.

Theoretical Framework

This study is based on Social Cognitive Theory propounded Bandura (1960) who

strongly lays emphasis on one’s cognition. It suggests that the mind is an active force that

constructs one’s reality selectively, encodes information, performs behavior on the basis

of values and expectations and impose structure on its own actions. It is through an

understanding of the processes involved in one’s construction of reality that enables

human behavior to be understood, predicted and changed. In view of the theory, the

student’s academic achievement is a product of interaction of his personality and

consequently, study behavior or study habits he develops basing on his expectations of

the outcome of his actions.

Moreover, this study was also anchored in the Study Habits Theory of Ayodele

and Adebiyi (2013) who stated that study habits are students’ ways of studying whether

systematic, efficient or inefficient implying that efficient study habits produces positive

academic performance while inefficient study habits lead to academic failure. This was

also clearly stated by Crede and Kuncel (2014) that study habits and attitudes of students

are determined through their time management ability, work methods, attitudes toward

teachers and acceptance of education.

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Conceptual Framework

Independent Variable Dependent Variable

STUDY HABITS

 Time Management
 Study Techniques ACADEMIC
 Study Environment PERFORMANCE

Figure 1. Research Paradigm

Figure 1 shows the conceptual paradigm of the study. The independent variable

is the study habits with the following indicators: time management, study techniques, and

environment of study. The dependent variable is the academic performance, which will

be based on the grades of the respondents.

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Statement of the problem

The study aimed in determining the factors that affect the study habits and

academic performance of Radiologic Technology students in Davao Doctors College.

Specifically, the study sought answers to the following:

1. What is the level of students’ study habits in terms of:

1.1 Time Management;
1.2 Study Techniques;
1.3 Study Environment
2. What is the level of academic performance of the respondents?
3. Is there a significant relationship between the level of student study habits and

the level of academic performance of the respondents?

Null Hypothesis
Ho1 There is no significant relationship between the study habits and the level of

academic performance of the respondents.

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Definition of Terms

The following terms were defined operationally to aid researchers and readers for better

understanding of this study:

Academic Performance. It refers to the extent to which a student, teacher or institution

has reached their educational target or goals.

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Study Habits. It refers to the behavior used when preparing for tests or learning

academic material.

Study Techniques. It refers to the ways or strategies to direct one’s attention on the task

at hand, which is necessary for effective study.

Study Environment. It refers to the process of organization and planning how to divide

your time between specific activities.

Time Management. It refers to the process of planning and executing conscious control

over the amount of time spent on specific activities, especially to increase effectiveness,

efficiency or productivity.

Significance of the Study

This study would be beneficial to the following:

School Administrators. Findings from this study will be valuable for school

administrators utilizing as basis for the formulation of enhancement or intervention

program that can increase the academic performance of the students.

Clinical Instructors. The findings of this study will serve as an aid to help clinical
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instructors understand their students better and create activities that fit the students’ range

of interest and study habits.

Radiologic Technology Students. This will help and provide them knowledge about the

importance of practicing and observing effective study habits, that can directly affect

their academic performance, thus increases their awareness in this aspect.

Future Researchers. Data and information from this study may be valuable to future

researchers for they could use it as baseline data and reference for their future study

regarding study habits and academic performance.

METHODOLOGY

This chapter presents the research design, setting, participants, measures, ethical

considerations, procedures, statistical tool and the scope and the limitation of the study.

Research Design

This study utilized descriptive-correlation research design. It identified if there is

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a significant relationship between the factors that affect study habits and academic

performance of Radiologic Technology students in Davao Doctors College. It is

descriptive because it describes the study habits and academic performance of the

respondents. Thus, it is also correlative because the researchers sought in finding out if

there is relationship between the study habits and the students’ academic performance.

According to Shields and Rangarjan (2013) descriptive-correlational research is used to

describe the characteristics of a population or phenomenon being studied. The main goal

of this type of research was to describe the data and characteristics about what was being

studied.

Setting

The study took place at the main building of Davao Doctors College (DDC),

located at General Malvar St., Poblacion District, Davao City, Davao Del Sur. The

institution offers different medical courses, education, tourism, hospitality and culinary.

As Davao Doctors College focuses on excelling the minds of every individual, they never

failed in producing outstanding results–dedicated and wise healthcare professionals.

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Figure 2. Site Map

Participants

The participants of this study consisted of sixty (60) students of Davao Doctors

College who are studying Radiologic Technology, are at least 18 years of age and under

the age of 30. There are 4 class levels, from 1 st year to 4th year. The 60 participants in this

study will be coming from the 4th year class. The fourth year level has students that have

been through the department’s teaching strategies and would be fit for this study. The
 24

researchers chose to utilize convenience sampling.

Measures

Prior to the actual administration of the survey questionnaire, it underwent content

validation from experts or selected faculty of Davao Doctors College. It also underwent

reliability testing to ensure that the items mentioned could answer the objectives of the

study.

A letter was submitted to the program chair and the clinical coordinator about the
 25

intent of the study. They were informed that the researchers needed access to the grades

of the interns.

The researcher-made survey questionnaire contained questions pertaining to the

factors affecting the study habits of the respondents.

After the data-gathering, the researchers then correlated the data from the survey

and the respondents’ grades.

The researchers utilized the following statistical tools: mean was used to

determine the level of factors that affect the study habits of the respondents and their

level of academic performance; and Pearson-r was used to determine the significant

relationship between the level of factors that affect study habits and the level of academic

performance of the respondents.

The questions were measured in a five (5) Likert scale. To determine the factors

affecting the study habits in relation to academic performance, the following parameter of

limits were used:

Parameter of Descriptive
Scale Verbal Interpretation
Limits Equivalent
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5 4.50-5.00 Always The level of student’s study habit is very high.

The level of student’s study habit is high.

4 3.50-4.49 Often

3 2.50-3.49 Sometimes The level of student’s study habit is moderate.

2 1.50-2.49 Seldom The level of student’s study habit is low.

1 1.00-1.49 Never The level of student’s study habit is very low.

Ethical Considerations

As this study made use of human participants and their ideas on the factors that

affect study habits and academic performance of Radiologic Technology students in

Davao Doctors College, several matters were addressed. It was necessary to safeguard the

privacy and confidentiality of grades of the participants and concerns were pointed out to

prevent problems in the future. The said issues that were regarded consisted of
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confidentiality, consent, and protection of their identity. Participants were given sufficient

time to answer the survey questionnaire given to them to avoid inaccuracies in their

answers. Research participants were guaranteed that the information collected from them

was handled with the strictest confidentiality. This was carried out to promote trust within

the researchers and the respondents.

Procedures

The following steps were followed by the researchers in the conduct of the study:

1. The researchers asked permission, through a formal letter duly noted by the thesis

adviser, to the Program Chair, to conduct the study.

2. The researchers also asked permission from the Clinical Coordinator to access the

grades of the interns.

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3. Prior to the actual distribution of questionnaire, it underwent content validation

process, and pilot testing to ensure the questionnaire can answer the problem of the study.

4. After getting the necessary permission, the researchers distributed the researcher-made

questionnaires to the selected respondents.

5. The researchers retrieved, collated and tabulated all the data that was subjected to

statistical analysis with the guidance of the school statistician. Then the results were

analyzed and interpreted based on the statement of the problem of the study.

6. Conclusion and recommendation were drawn based from the findings of the study.

Statistical Tools

The following statistical tools were used in the computation of data:

Average Weighted Mean (Mean) was used in determining the level of factors affecting

the academic performance in relation to study habits of the respondents.

Pearson-r was used in determining the significant relationship study habits and academic

performance.
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Scope and Limitation of the Study

This study focused on the factors that affect study habits and academic

performance of Radiologic Technology students in Davao Doctors College. The study

was held in Davao Doctors College which is situated along General Malvar St., Davao

City. The respondents of this study were limited to 60 participants that were coming from

the fourth year level of the program. The researchers acknowledged the limitations of this
 30

research work and only discussed the different indicators pertaining to the factors that

affect study habits and academic performance of Radiologic Technology students in

Davao Doctors College. The study was conducted on November 2018.

RESULTS AND DISCUSSIONS

This section presents the analysis and interpretation of the gathered data which are

presented in descriptive and tabular form. The results and discussions answer the

statement of the problem presented in the previous section.

1. What is the level of students’ study habits in terms of:

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1.1 Time Management;

1.2 Study Techniques; and

1.3 Study Environment?

Table 1. Level of Students’ Study Habits in terms of Time Management

Descriptive
Time Management Mean
Equivalent
1. I avoid the practice of procrastination, particularly during
3.27 Moderate
examination period.
2. I see to it that I set my priorities such as focusing in my
3.48 High
studies rather than extra-curricular activities.
3. I avoid activities that are called “distracters”, which let
me focus on things other than my textbooks and study 3.52 High
materials.
4. I make my assignments, projects, homework, etc. ahead
3.35 Moderate
of time.
5. I set a plan of schedule ahead of time. 3.32 Moderate
Overall Mean 3.39 Moderate
Legend: 4.20-5.00=Very High; 3.40-4.19=High; 2.60-3.39= Moderate; 1.80-
2.59=Low; 1.00-1.79=Very low

Table 1 shows the level of students’ study habits in terms of time management.

Findings revealed that time management as one of the study habits was sometimes being

practiced by the respondents, as reflected in the overall mean of 3.39, which was

described as moderate. This means that Radiologic Technology students moderately

practiced or observed time management as one of their study habits and they sometimes

showed it by avoiding activities that are called “distracters”, by setting their priorities

their studies rather than extra-curricular activities, making assignments, projects and

homework ahead of time, setting a plan of schedule and also by avoiding procrastination.

Findings implied that time management is essential for students to utilize as one of their

study habits, and this was confirmed by Allen (2013) that time management is essential
 32

in every field of life because time is the precious recourse one has to accomplish a task.

He also added that time is a major source for a student. A student does a lot of activities

in his daily routine, out of which some are related to his career, some are essential for his

life and some are for entertainment or physical fitness. Still some activities have no use

and just waste time. The value of time management to students was also explained by

Collins (2013) that time management is more than just managing time, and with good

time management skills one is in control of one’s time, stress and energy levels, and also

can maintain balance between one’s work and personal life.

Table 2. Level of Students’ Study Habits in terms of Study Techniques

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Descriptive
Study Techniques Mean
Equivalent
1. I practice note-taking when studying my lessons. 3.98 High
2. I concentrate and read out for necessary facts during
3.97 High
lectures so that I can remember it easily.
3. I practice repetition in order to remember or recall
3.95 High
certain information.
4. I carefully comprehend and understand what I am
3.97 High
reading.
5. I study my lessons 1-2 weeks prior the exam week. 3.07 Moderate
Overall Mean 3.79 High
Legend: 4.20-5.00=Very High; 3.40-4.19=High; 2.60-3.39= Moderate; 1.80-
2.59=Low; 1.00-1.79=Very low

Table 2 shows the level of students’ study habits in terms of study techniques.

Findings revealed that study techniques are also one of the study habits that was

oftentimes being practiced by the respondents, as reflected in the overall mean of 3.79,

which was described as high. This means that Radiologic Technology students highly

practiced or observed study techniques as one of their study habits and they oftentimes

manifested it by practicing note taking, concentrating and reading out necessary facts

during lectures, practicing repetition in recalling information, comprehending and

understanding what they read and also studying their lesson ahead of time, particularly

during exam week. Findings implied that students tend to utilize different study

techniques as part of their study habits. This was confirmed by various authors such as

Derville (2018) that one of the study techniques is note-taking, while Hallas (2012) stated

that another study technique is the ability to remember what has been read, which is a

vital skill. Oladele (2010) also stated that there are four kinds of remembering and they

include recognition, recall, reproduction and performance, while Robinson (2010) stated

that another study technique is reading comprehension in which students must learn to
 34

read with an active attitude of seeking what is important in the material and subordinating

what is merely explanatory.

Table 3. Level of Students’ Study Habits in terms of Study Environment

Descriptive
Study Environment Mean
Equivalent
1. I utilize the school library in studying my lessons,
3.62 High
particularly during examination period.
2. I prefer to study in a well-ventilated place. 3.98 High
3. I prefer to study in noise-free and well lighted room or
4.08 High
open place with a desk and a chair.
4. I prefer to study in a place that has a study desk, has
spacious enough for the books and materials, also contain 4.18 High
only what one needs at a time.
5. I utilize the research journals that can be accessed in the
3.53 High
library and inside the classrooms in relation to my subjects.
Overall Mean 3.88 High
Legend: 4.20-5.00=Very High; 3.40-4.19=High; 2.60-3.39= Moderate; 1.80-
2.59=Low; 1.00-1.79=Very low

Table 3 shows the level of students’ study habits in terms of study environment.

Findings revealed that study environment is also one of the study habits that was

oftentimes being observed by the respondents when studying their lessons, as reflected in

the overall mean of 3.88, which was described as high. This means that Radiologic

Technology students highly prioritized or observed study environment as one of their

study habits and they oftentimes observed it by preferring to study in a place that has a

study desk, has spacious enough for the books and materials, noise-free and well lighted

room and well-ventilated. Also, they oftentimes considered studying in the school library

wherein they can easily access reference materials, particularly during examination

period. Findings implied that study environment is very important aspect that should be
 35

considered by the students as part of their study habits. The importance of study

environment was explained by Ruch (2015) who suggested that an important approach is

to have a set aside specifically for study. It should be well ventilated, noise-free and well

lighted room or open place with a desk and a chair.

2. What is the level of academic performance of the respondents in terms of GPA?

Table 4. Level of Academic Performance in terms of GPA

Subject Mean GPA Descriptive Equivalent

Clinical Education I 3.12 Moderate
Legend: 4.20-5.00=Very Low; 3.40-4.19=Low; 2.60-3.39= Moderate; 1.80-2.59=High;
1.00-1.79=Very High

Table 4 shows the level of academic performance of the respondents in terms of

GPA. Findings revealed that the level of academic performance of the respondents is

moderate, specifically in the Clinical Education I subject, as this was reflected in the

mean GPA of 3.12, which was described as moderate. Finding means that the academic

performance of Radiologic Technology students is moderate or on a satisfactory level.

This implied that Radiologic Technology students still needs to improve their academic

standing, which is very vital in the future practice of their chosen profession. This was

emphasized by Kyoshaba (2012) that academic excellence or achievement plays an

important role in an individual placement, be it in the academic institutions or job

placement. Due to this, many people are concerned with the ways they can enhance their

academic achievement. The role of academic achievement as one of the predictors of

one’s life success and also in the aspect of academic placement in schools to higher
 36

institutions as well as the level of employability in one’s career is inevitable.

3. Is there a significant relationship between the level of student study habits and the level

of academic performance of the respondents?

Table 5. Correlation between the Level of Study Habits and Academic Performance

Academic
Performance Decision Interpretation
Time Pearson Correlation .251 Not
Accept
Management Sig. (2-tailed) .053 Significant
Study Pearson Correlation .388*
Reject Significant
Technique Sig. (2-tailed) .002
Study Pearson Correlation .229 Not
Accept
Environment Sig. (2-tailed) .079 Significant
Overall Pearson Correlation .339*
Reject Significant
Study Habits Sig. (2-tailed) .008
Alpha: 0.05

Table 5 shows the correlation between the level of study habits and academic

performance. Findings revealed that overall, there is a manifestation of significant

relationship between study habits and academic performance, as reflected in the overall

p-value of .008, which is lesser than .05 level of significance set in this study. Therefore,

there is a correlation between the level of study habits and academic performance.

Findings implied that the higher the level of practice of study habits of the students, the

higher also the improvement of their academic performance. The relationship between

study habits and academic performance was confirmed by the study of Osa-Edoh and

Alutu (2012) which examined the usefulness of imbibing in the students’ study habit, as a

means of enhancing their academic performance, which revealed a high correlation

between study habits and students’ academic performance. This suggests that it is only
 37

when students imbibe or cultivate proper study habits that their academic performance

can be improved upon. This was also confirmed by the study of Hassanbeigi et al. (2011),

who noted that the study skills score of students with GPA of 15 and above (out of 20)

were statistically higher than those students with GPA of less than 15 in all of the seven

skills such as time management and procrastination, concentration and memory, study

aids and note-taking, test strategies and test anxiety, organizing and processing

information, motivation and attitude, and reading and selecting the main idea.
 38

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter present the summary conclusions and recommendations of the study

base on the results obtained from the data gathered from selected Radiologic Technology

students.

SUMMARY

The study determined the relationship between study habits and the academic

performance of Radiologic Technology students of Davao Doctors College.

1. In terms of the level of students’ study habits, respondents manifested high

level of study habits, and specifically they sometimes observed time management, while

they oftentimes practiced study techniques and also oftentimes considered study

environment.

2. In terms of the level of academic performance of the respondents, it

manifested moderate level.

3. In terms of significant relationship between the level of student study habits

and the level of academic performance of the respondents, findings manifested a

significant relationship as overall p-value is greater than .05 level of significance.

 39

CONCLUSIONS

Based on the findings of the study, the following conclusions are drawn:

1. Radiologic Technology students oftentimes observed / practiced study

habits.

2. Radiologic Technology students manifested satisfactory level in their

academic performance.

3. The students’ study habits and academic performance are correlated.

RECOMMENDATIONS

The researchers provided the following recommendations based on the findings

and conclusions:

To the School Administrators, they may utilize the findings and other data from

this study as their basis for the formulation of enhancement or intervention program that

can increase the academic performance of the students. They may also instruct professors

to incorporate the class discussions on the importance of study habits, particularly the

value of time or time management, the different study techniques and also, how to utilize

different study environment including the school library in their studies, which will

eventually help them in improving their academic performance.

To Clinical Instructors, they may incorporate in their class discussions the

different study habits in order to create awareness among students. They may also create

various activities that fit the students’ range of interest and study habits.
 40

To Radiologic Technology Students, they may utilize the data and information

from this study to improve their study habits, such as the practice of time management,

study techniques and study environment. Moreover, they may focus more on time

management, by setting priorities their studies and by avoiding procrastination.

To Future Researchers, they may utilize the findings and other information as

their baseline data and reference for their future studies, particularly variables or

indicators not discussed in this study.

 41

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