The Study Habits and the Academic Performance of Senior High School in

Adventist Medical Center College

Research Paper

Presented to

The Faculty of the Senior High School

Adventist Medical Center College

Iligan City, Philippines

In Partial Fulfillment of the requirements

in Practical Research 2

under the advisory of Ms. Trinity Ann Okishima

Submitted by:

Sadick, Sohaira G.

May 2018

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 THE PROBLEM AND ITS SCOPE

CHAPTER I

Introduction

How a student takes his or her studies, greatly determines his/her level of

academic achievements. The level of preparation and learning strategies

developed and employed consciously by students, go a long way to influence

their level of academic performance.

A student’s level of intelligence is said to be reflected by the grades that one

attains. When a student gets a high grade, it is concluded that one has learned

a lot, and if not, the student would most likely have attained lesser learning.

Nevertheless, there are numerous factors that greatly affect the grades of

every students such as the intelligence quotient, study habits, age, year, social

status, etc. 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.

What is study habit? Effective study habit includes demonstrating high

motivation, avoiding distraction, right learning styles with concentration,

interest, ability to remember facts studied, and time management

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Going to school is always stressful. It seems as though there are never enough

hours in the day to finish all your work, not to mention we all have classes.

Sometimes finishing our work and studying involves staying up all night and

thus developing a weird sleeping pattern. While some students are able to

breeze through school with minimal effort, this is an exception. It is believed

that the key secret in surviving is maintaining a good set of study habits.

The study will be conducted at the Senior High School building of the Adventist

Medical Center College. The school is known for excellence in offering medical

related courses recently welcome Senior High School students. Seemingly, the

Senior High School students take a quarterly examination as part of school

curriculum. The students have ample time in hand to study and master the

lessons he or she acquired during the course of time. The learning environment

in the edifice generates various effects towards the participants. Therefore,

resulting to how the participants scope up with their studies.

At this point in time, the researchers would like to investigate the possible

relationship of study habits and the academic performance of the Senior High

School students of Adventist Medical Center College.

Earlier studies reveal that most of the problem that contributes to poor

performance in tests and examination were lack of proper study. Most

students are devoting less time to their studies because of many factors that

could be taken account for.

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As the year level of students in school becomes higher, their study habits differ

from time to time. The kind of study habits they have shown the differences or

improvements in how they become skilled and earnest about learning new

things. Studying does not only include the preparation of students to excel in

class but also the reinforcements of the lessons already taught. It is merely

reviewing and committing to mind new information. Furthermore, study habits

can be derived as buying out a dedicated scheduled and un-interrupted time

to apply one’s self to the task of learning. W ithout it, one does not grow and

become self-limiting in life.

Mark and Howard (2009) are of the opinion that the most common challenge

to the success of students in all ramifications is a lack of effective or positive

(good) study habit. They further maintain that if students can develop a good

study habit and with good discipline, they are bound to perform remarkably

well in their academic pursuit.

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 pay little attention to understanding these factors (Baquiran,

2011).

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On Gudagavanar and Halayannavar’s research, “Influence of Study Habits on

Academic Performance of Higher Primary Students,” study habits play a very

important role in the life of students. Success or failure of each student

depends upon his own study habits. Of course, study is an art and as such it

requires practice. Some students study more but they fail to achieve more.

Others study less but achieve more. Success of each student definitely

depends upon ability, intelligence and effort of students. No doubt, regular

study habits bring their own rewards in the sense of achievement of success.

THEORETICAL FRAMEWORK

This study is based on Gestalt’s Field theory. The word “Gestalt” means “pattern”, it

expresses the idea of perceptual whole, or a total pattern. The Gestalt Theory of

Learning was first formulated in Germany about 1912. Prominent names associated

with Gestalt Psychology include; Werthemeimer Koffka and Kohler.

Gestalt learning principles include the following, among others:

• Teachers should try to develop into children an integrated approach to learning

and the solution of problems. Learning will be more meaningful if children can establish

a relationship among different aspects of knowledge.

• Children should be encouraged in order to facilitate their interaction with the

environment.

• The learner should be encouraged to set their own goals for learning.

• Divergent as well as convergent thinking should be present among children.

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• The learner should be presented with the figure ground relations so that we can

see the inter-relatedness among phenomena.

Educational relevance of Gestalt theory indicates the need for considering the whole but

also the details with the environment. This implies that in understanding the academic

performance of a students, the environment which stimulates certain study skills, study

techniques , use of instructional materials and teaching method should be considered to

know the perception and understanding of a lesson by student. Hence, appropriate

teaching method, good questioning technique, practical teaching and relevant

instructional material are necessary for development of study techniques and improved

performance (Ugboaja, 2004).

Secondly, the role of a teacher to assist the student is emphasized. A teacher collects

academic data on students, they include, students’ scores on academic achievement,

study techniques, special academic talents, learning, difficulties, class attendance and

educational they may necessary for insight or perceptional process of learning.

Another relevant of gestalt theory is that knowledge should be graded in a hierarchical

way to enable children at least obtain some glimpses of the problem before they mature

to figure out the whole solution.

Learners should be introduced from simple to complex problems to facilitate learning

(lyany-Abia, 2005). Gestalt theory takes into account factors such as motivation,

maturation level of student experience, background of the learners, the learners

intelligent and interest.

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The above factors explain the degree in which students can be influenced to form study

techniques and improve in academic performance.

CONCEPTUAL FRAMEWORK

The independent variables of the study, including time management, motivational level,

and interest level, included the class attendance and note taking in class influences the

dependent variable which is the study habits.

Gestalt psychology mentions the Law of Proximity which he tends to form groups

according to the way they are spaced, with the nearer once being grouped together

(Tria,et Al. 1998). When applied to learning, regular and instantaneous study periods tend

to result in a better performance than inconsistent study periods do.

Thorndikes Law of Exercise further supports this kind of principle stating that, other things

being equal, the more frequent a modifiable connection between a situation and response

is used, the stronger is the connection.

When a connection between a situation and a response is not being used for a period of

time, the connection weakens. As to learning, a student who stimulates regular study

periods tends to develop certain methods in studying to enhance academic performance.

This study focuses on the study habits and the academic performance of Senior High

School in Adventist Medical Center College. In this view, the researchers want to

investigate the different of male and female students in their study habits.

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INDEPENDENT VARIABLES DEPENDENT VARIABLE

Time Management
Motivational Level
Interest Level Study Habits
Class Attendance
Note Taking

Figure 1. Shows the Schematic Diagram of This Study

STATEMENT OF THE PROBLEM

This purpose of the study is to investigate study habits of male and female senior high

school students in Adventist Medical Center College. Specifically, it sought to answers

the following questions

1. To what extent, if any, male and female students differ in time management as a

factor in their study habits?

2. To what extent, if any, male and female students differ in motivation as a factor in

their study habits?

3. To what extent, if any, male and female students differ in interest as a factor in

their study habits?

4. To what extent, if any, male and female students differ in class attendance as a

factor in their study habits?

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 5. To what extent, if any, male and female students differ in note taking behaviour as

a factor in their study habits?

HYPOTHESIS

The following null hypothesis were formulated and tested at 0.05 level of significance:

Ho1: There is no significant difference between male and female students’ time

management in their study habits.

Ho2: There is no significant difference between male and female students’ motivational

level in their study habits.

Ho3: There is no significant difference between male and female students’ interest level

in their study habits.

Ho4: There is no significant difference between male and female students’ class

attendance rate in their study habits.

Ho5: There is no significant difference between male and female students’ note taking

behavior in their study habits.

SCOPE AND LIMITATIONS

This study limits its coverage only to the Senior High School students of Adventist

Medical Center College for the School Year 2017-2018. The study will focus on the

study habits and the academic performance of senior high school either be a male or

female. The primary data will be descriptive in nature to determine an actual

representation of the students’ perspective in the study. There will be 60 respondents is

selected to perform on this study only for the grade 11 and grade 12 senior high school.

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SIGNIFICANCE

Every individual has their own style of studying, what is effective on one person may not

be effective to other person. In this regard, this study will benefit the following:

Student. This study will inform the students to get some tips and knowledge on the

different study habits of every individual with their academic performance.

Teachers. This will serve as a basis to have an awareness and better understanding of

the current study habits of the students and make an improve method of teaching that will

maximize the effectiveness of the students.

School. As a basis to have a clear perspective on how the students attitudes or behavior

affect their study habits and make improvements on the learning environment to make

the students more productive and inspired to study.

Future researchers. This study will serve as a reference for future researchers who

would like to conduct related researches.

DEFINITION OFTERMS

The following terms are defined operationally…

Gender. May be either male or female.

Senior High School Students. The learners of the additional two years of the k to 12

program of the Department of Education.

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Track. Divided into degree-specific courses, the Academic track in senior high school

aims to prepare students to more advanced university courses. Under this umbrella are

four strands.

Study Habits. This is a behavior style that is systematically formed by students towards

learning and achievement.

Academic Performance. The outcome of education. The extent to which a student,

teacher or institution has achieved their educational goals.

Time Management. Process of planning and organizing how to divide your time between

specific activities.

Motivation. The reason for people's actions, desires, and needs. An individual is not

motivated by another individual. Motivation comes from within the individual.

Interest. Student engagement refers to the degree of attention, curiosity, interest,

optimism, and passion that students show when they are learning or being taught, which

extends to the level of motivation they have to learn and progress in their education.

Class Attendance. Poor attendance by a student in a class may effect their grades or

other evaluations.

Note Taking. The practice of writing down pieces of information in a systematic way.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and the underlying related studies which is

relevant to the research.

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 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 leads to academic failure. Marquez (2009) also pointed out that

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.

Time management has been referred to as a set of techniques for managing, planning

and appropriate using of time. According to Steel (2007) procrastination consists of the

11
intentional delay of an intended course of action, in spite of an awareness of negative

outcomes, and according Ferrari, O’Callaghan and Newbegin, (2005) it often results in

unsatisfactory performance (Klassen, Krawchuk & Rajani, 2008). 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, 1977). 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, 1984). Furthermore,

several studies have found a moderate to strong negative correlation between academic

procrastination and academic performance (Van Eerde, 2003). For college students

particularly, academic procrastination has been associated with guilt, stress, neuroticism,

low self-esteem and low grades (Fritzsche, Young & Hickson, 2003).

Motivating students can be a difficult task, the rewards are more than worth it. Motivated

students are more excited to learn and participate. Simply put: Teaching a class full of

motivated students is enjoyable for teacher and student alike. Some students are self-

motivated, with a natural love of learning. But even with the students who do not have

this natural drive, a great teacher can make learning fun and inspire them to reach their

full potential (Simmon, 2018). Studying is the key to excel in one’s academic

performance, because it not only prepares a student to excel in class but reinforces the

lessons that already been taught.

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

major goals of a school. Hoyle (1986) 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, 1996).

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, 2009). From a theoretical point of view, interests can be regarded

as an important determinant of academic achievement: higher interests can lead to

academic engagement, typically associated with positive affect and persistent

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engagement in related tasks, which in turn can lead to learning gains and condense in

improved achievement test scores or school grades. Borrowing theoretical

conceptualizations from the literature on academic self-concepts, this kind of

unidirectional effect of interests on academic achievement can be described as self-

enhancement model (see Calsyn & Kenny, 1977, for self-concept and achievement).

However, a different conceptualization of the relation between interest and academic

achievement stems from the idea that learning gains lead to better test results or grades

and to other forms of positive feedback, which might in turn foster the perception of self-

efficacy and promote the development of corresponding interests (see Köller, Baumert,

& Schnabel, 2001; Lent, Brown, & Hackett, 1994).

Students’ class attendance and engagement plays an important role in today’s higher

education. Several previous studies have shown that class attendance is an important

predictor of academic outcomes: students who attend more classes earn higher final

grades (e.g. Kirby & McElroy, 2003; Moore et al., 2003; Purcell, 2007; Silvestri, 2003).

However, differing results exist as well. In a recent study, no statistically significant

relationship between class attendance and student performance was identified after

adjusting for control variables that included gender and age (Eisen et al., 2015).

Cortright et al. (2011) found that the influence of regular attendance on examination

performance is more important for female students than male students: female students

earning above-average grades had attended more classes than female students

earning grades below class average. No such difference was identified for male

students.

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In addition, Note-taking implies comprehending either a writing document or a lecture

and recording information by writing it down ( Piolat, Annie, Olive, Thierry & Kellogg,

Ronald T., 2005).Due to its significance for different groups dealing with learning,

teaching and researching, research on note-taking has both theoretically and practically

generated debates since C.C. Crawford began his studies in 1920s. Initially the debates

centered on whether note-taking resulted in improved student performance on tests.

Over the years, researchers have tried to verify that note-taking helps students

―encode‖ the information involved and that notes are valuable as materials for

review (Ladas, 1980). However, the end has not come yet and the researchers have

always recommended further studies hoping to reveal more benefits of note-taking.

To further investigate the theme the present article aims to analyze the related literature

focusing on the significance of note-taking, the theory underlying it and the results

obtained by previous studies, on the one hand, and measuring the attitudes of the

Iranian professors and students concerning the effect of note-taking strategy instruction

on the academic achievement, on the other hand.

Hence, the study focuses on the study habits and the academic performance of the

senior high school students. In line with this, the researchers would like to investigate

the different study habits of a male and female students.

Learning occurs continuously throughout our lives and it is therefore important to

understand that what might work for others do not necessarily have to work for others

as well. However, it is still important that students should be consistent along with their

studies.

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According to the theories of study habits, there are broadly two types of students. The

first category is of the students who study for a shorter duration, have a good

concentration and are able to get good scores without much effort. The second category

includes students who have a rather poor concentration, and need a lot of hardwork to

get good scores. With a regular study habit you will find that the child will study at a time

that it is deemed normal to study. To conclude, study habits may vary from student to

student perspective because not everyone achieve the style of learning process like

what other can achieve for themselves.

There may be a lot of factors that can affect the study habit of one student but it’s all

depend to him/her on how he/she can manage to do his studies without minding the

hindrances and acquire study habits in the end.

RELATED STUDIES

Shabbir and Rukhsana (2011) conducted a comparison of study habits and academic

performance of 200 science students in 10th grade. The t-test analysis of data was used

to analyze the data. The results indicated that white British students had significantly

better study habits than Pakistani British students; but the academic performance of

Pakistani students were concurrent with British students in all measures.

Similarly, Migual and Ksenia (2015) investigated study habits on academic performance

of international College students in Shanghai. The findings revealed that most high-

performing student were from low context and individualistic countries, while most low-

performing students were from high-context and collectivistic countries.

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Observations on high performance students revealed that they attended all classes,

were on time for class, turn in assignment on time, take notes in class, pay attention in

class, did not seem to cheat in class; while low performing students were observed to

miss classes; late to class, submit assignment late, did not take notes in class, poor

time management, poor English language usage, unable to engage in class

discussions, and lack motivation and interest in their studies.

Oluwatimilehin and Owoyele (2012) investigated the relationship between study habits

and students’ academic achievement on core subjects at the junior secondary school

level. In addition, the study determined the relationship between various aspects of

study habits including, homework and assignments, time allocation for study, reading

and note taking, study period procedures. Findings revealed that:

1) There was a low positive correction between study habits subscales and students’

performance in English language,

2) A low positive relationship existed between mathematics and study habits subscales,

3) The significant relationship between science and study habits subscales was low.

They concluded that students did not devoted enough time to their academic work,

which could be as a result to lack of interest or motivation.

Similarly, Siahi and Maiyo (2015) observe that:

1) Positive relationship was found between study habits and academic achievements.

2) There was a need for teachers and students to make efforts in developing good study

habits.

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Positive correlation was found in Sherfat and Mirthy (2016) who investigated study

habits and academic achievement among junior secondary and senior secondary

school students of Mysore City, with a sample of 626 students. Results indicated that:

1) Out of 625 students, 169 of them were poor in study habits.

2) While 444 of them were average in study habits.

3) Students who were high on study habits were also high in academic achievement.

4) The study concluded that study habit is an important correlate of academic

achievement among students.

Gudaganavar and Halayannava (2014) investigated the influence of study habits on

academic performance of higher Primary School students. The study concluded in their

findings that:

1) Both boys and girls differed significantly on preparation for examination; boys

performed better than girls.

2) Girls had significantly better reading and note taking habits than boys.

3) That boys had significantly better home environment and planning of work compared

to that of girls.

4) There was no significant difference in general habits and attitudes, planning of

subjects, habits of concentration and school environment among boys and girls.

Kumar (2015) investigated the perception on study habits of undergraduate students in

determining relationship between study habits and academic performance among

undergraduate students. A total of

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129 students participated in the survey; including, first year, second year, and third year

in different courses of study. Findings included that:

1) There was huge decline in average time spent by students in self-study per week

2) Majority of students do not receive lecture notes on the same day. Students

collaborated in the assignment, despite the assignments were marked as individual

assignments.

3) Majority of first year students have low percentage marks in their first semester. Also,

majority of high percentage scores were those who asked questions for classification

frequently in class during lectures.

Similarly, in another study conducted by Sunetha ancd Mayuri (2001) investigated age

and gender differences on factors influencing high academic performance of school

pupils. One hundred and twenty pupils were used as sample. Grade levels IX and X

were drawn purposively from 10 private schools in Hyderabad for the study. Results

indicated that boys and girls differed significantly in drilling, interaction, sets and

language dimensions as measured by study habit inventory. Acido (2010) investigated

high school students’ reason skills and their study habits and attitude toward learning,

concluded that students who scored above average in reasoning skills take their studies

seriously and studied regularly. Nevertheless, students with poor study habits

performed poorly in English Language and Mathematics.

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 Chapter III

RESEARCH METHODOLOGY

This chapter presents the research method and procedures used. It includes the

research design, research environment, the respondents, data gathering procedure,

research instrument and its validity, and the statistical treatment of data.

RESEARCH DESIGN

This study adopted the descriptive method. The comparative analysis was achieved by

means of utilizing t-test statistic for the comparison of mean scores at 0.05 level of

significance. While, the research questions were answered by descriptive statistics: Mean

and Standard deviation.

RESEARCH ENVIRONMENT

This study was conduct at Adventist Medical Center College that is located in Barangay

San Miguel, Iligan City. This school department, has a four-story institution rests in a

beautiful and clean 1.5-hectare campus. It is situated near the Adventist Medical Center

College, a few meters away from the Tibanga National Highway.

RESPONDENTS AND SAMPLING PROCEDURES

The respondents of the study consist of students of Adventist Medical Center College

base on the profile require by the researchers. Since the researchers would like to have

a reliable result. 60 respondents were chosen to participate in the study. The researcher

will divide first into different students who belong to their respective tracks – Accountancy,

Business, and Management (ABM), Science, Technology, Engineering, and Mathematics

20
(STEM), and the Humanities and Social Sciences (HUMSS) in different Grade Level. A

total number of 60 students made up of male and female was drawn for this study.

THE RESEARCH INSTRUMENTS AND THEIR VALIDITY

The instrument used for this investigation was the Likert scale which is an interval scale-

ranging from strongly agree to strongly disagree, with numerical values ranging from 4

points to 1 point. The instrument is called “General Study Habits Scale” (GSHS). The

instrument (GSHS) has twenty (20) items. A weighted average of 2.5 was accepted for

research questions.

The instrument was validated by Experts in Measurement and Evaluation in the Faculty

of Education, who ascertained the face and content validity. The primary aim of the

questionnaire is to determine the respondents’ profile according to: (1) Time Management

(2) Motivational Level (3) Interest Level (4) Class Attendance (5) Note Taking in Class.

The reliability of the instrument was determined through test-retest method, using

Spearman Brown Prophecy Formula. A reliability coefficient of 0.67 was obtained for the

study.

DATA GATHERING PROCEDURE

After an approval of the research proposal by the thesis committee the researchers

secure a letter asking permission of the School Principal and the consent of students who

are the respondents of the study to conduct a survey in Adventist Medical Center College

upon the approval of the letter it was presented to the school administrators. All was

ensured to keep the anonymity of the respondent’s answers on the survey items. The

21
questionnaires were administrated personally by the researchers to the respondents.

Instructions on how to answer the questionnaires were explained to the respondents.

These questionnaires were reclaimed immediately after the respondents have answered

all the items to avoid delay and loss.

Chapter 4

PRESENTATION, ANALYSES, AND INTERPRETATION OF DATA

This chapter presents the data that are shown in the tables. Data were analyzed,

interpreted, and supported by related literature and studies.

Figure 2. Population of Male and Female of

senior highschool students
60%

40%

20%

0%
Male Female
Male female

The figure shows the percentage of male and female senior high school student in Adventist Medical

Center College. Out of the 60 total of respondents, were female students has (34) 57% and (26) 43% were

male students. Majority of the respondents was female.

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 Figure 3. Population of Senior high school
students per track/strand.
60%
50%
40%
30%
20%
10%
0%
STEM ABM HUMSS
STEM ABM HUMSS

The figure shows the percentage of senior highschool students per track. A total of 60 students were

taken as respondents of the study. The total population of the students was composed of (31) 52% in the

STEM Level, (18) 30% in the HUMSS Level and (11) 18% ABM Level.

Figure 3. Population of Senior high school

students in grade level.
80.00%

60.00%

40.00%

20.00%

0.00%
Grade 11 Grade 12
Grade 11 Grade 12

The figure shows the percentage of senior highschool students in grade level. A total of 60 students

were taken as respondents of the study. Majority of respondents is Grade 12 has 36 participants followed

by the Grade 11 has 24 participants.

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 Result question 1:

To what extent, if any, male and female students study differ in time management as a

factor in their study habits?.

Table 1. Mean analysis of male and female students in time management in their

study habits.

QUESTIONNAIRE ITEMS Male Female

1.1. Time management is very important for success. 3.2 3.5
1.2. I am organized with my studies. 3.2 3.5
1.3. I keep list of things to study daily for better grades. 3.0 3.7
1.4. I study daily. 3.2 3.6
TOTAL 12.6 14.3

Table 1 Female student’s demonstrated higher mean scores in time management

awareness than male students – Female (14.3) and male (12.6), respectfully.

Research Question 2:

To what extent, if any, male and female students differ in motivational level as a factor

in their study habits?

Table 2: Mean analysis of male and female student in motivational level in their

study habits

QUESTIONNAIRE ITEMS Male Female

2.1. I enjoy having top grades in my studies 2.5 3.0
2.2. Studying stress me. 3.0 3.5
2.3. I find reading enjoying. 2.6 3.0

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 2.4. I Have other important things to do. 2.5 3.00
TOTAL 10.6 12.5

Table 2 Female students demonstrated higher mean scores in motivational level in study

habits than male with female and male having 12.5 and 10.6 respectively.

Research Question 3:

To what extent, if any, male and female students differ in interest level in their

study habits?

Table 3: Mean analysis of male and female students interest level in their study

habits.

QUESTIONNAIRE ITEMS Male Female

3.1. I My interest in my studies improves my grades. 2.5 3.5
3.2. I am interested in my chosen field of study. 2.6 3.6
3.3. I study for good grades. 2.5 3.0
3.4 Studying is a priority for good grades. 2.5 3.7
TOTAL 10.1 13.8

Table 3. Female students demonstrated higher mean score in interest level in study

habits than male students. Female (13.8), which, male (10.1).

Research Question 4:

To what extent, if any, male and female students differ in class attendance in their study

habits?

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Table 4: Mean analysis of male and female students class attendance in their study

habits.

QUESTIONNAIRE ITEMS Male Female

4.1 I like attending classes for good grades. 2.4 3.8
4.2 Sitting in class is enjoyable for me. 2.3 3.4
4.3 Attending classes improve my grades. 2.5 3.6
4.4 I listen attentively in class. 3.1 3.4
TOTAL 10.3 14.2

Table4. Female students demonstrated higher mean scores in class attendance as a

factor of study habits than male. Female (14.2), male (10.3) respectfully.

Research Question 5:

To what extent, if any, male and female students differ in note taking in class, as a

factor of their study habits?

Table 5: Mean analysis of male and female students note taking in class

QUESTIONNAIRE ITEMS Male Female

5.1 I enjoyed note taking in class. 3.5 2.5
5.2 Note taking in class improves my grade. 3.6 2.7
5.3 Note taking keeps me alert in class. 3.5 2.6
5.4 Note taking is a skilled I have developed 2.5 2.4
TOTAL 13.1 10.2

Table 5. Male students demonstrated higher note taking skills in class than female

students. Male (13.1), while, female students (10.2) respectfully.

26
 Hypothesis 1: There is no significant difference between male and female students’

time management in their study habits.

Table 6: The t-test analysis of the mean and standard deviation of male and

female time management in their study habits

VARIABLE RESPONDENTS MEAN N STD DF P T - T - DEC

CAL CRIT

TIME MALE 12.4 75 0.92 148 0.05 2.67 1.96 SIGNIFICANT

MANAGEMENT

FEMALE 13.8 75 0.90

The date in table 7 showed that the calculated t-value on male and female motivational

level indicated significant difference between male and female mean scores. T-

calculated (2.60), while critical t-value (1,96) at 148 degree of freedom. Since t-

calculated is greater than critical value, hence, the null hypothesis is rejected at 0,05

level of significance.

Hypothesis 2: There is no significant difference between male and female students’

motivational level in their study habits.

Table 7: The t-test analysis of mean and standard deviation of male and female

students’ motivational level their study habits.

27
VARIABLE RESPONDENTS MEAN N STD DF P T - T - DEC

CAL CRIT

MOTIVATIONAL MALE 10.6 75 0.91 148 0.05 2.60 1.96 SIGNIFICANT

LEVEL

FEMALE 12.5 75 0.90

The date in table 7 showed that the calculated t-value on male and female motivational

level indicated significant difference between male and female mean scores. T-

calculated (2.60), while critical t-value (1.96) at 148 degree of freedom. Since t-

calculated is greater than critical value, hence, the null hypothesis is rejected at 0.05

level of significance.

Hypothesis 3: There is no significant difference between male and female students’

interest level in study habits

Table 8: The t-test analysis of mean and standard deviation of male and female

students’ interest level in study habits

VARIABLE RESPONDENTS MEAN N STD DF P T - T - DEC

CAL CRIT

INTEREST MALE 10.1 75 0.91 148 0.05 2.57 1.96 SIGNIFICANT

LEVEL

FEMALE 13.5 75 0.90

28
 The data in table 8 showed that the calculated t-value of male and female students’

interest was greater than the critical value of t at 0.05 level of significance. Therefore,

HO3 was rejected.

Hypothesis 4: There is no significant difference between male and female students’

class attendance rate in their study habits.

Table 9: the t-test showing analysis of mean and STD of male and female

students’ study habits on class Attendance

VARIABLE RESPONDENTS MEAN N STD DF P T - T - DEC

CAL CRIT

CLASS MALE 10.03 75 0.81 148 0.05 2.63 1.96 SIGNIFICANT

ATTENDANCE

FEMALE 14.02 75 0.80

The data in table 9, showed that the mean class attendance rate of female students

was greater than that of male (14.02 > 10.03). The t calculated (2.63) > t-critical 1.96;

therefore, HO4 rejected.

Hypothesis 5: There is no significant difference between male and female students

note taking behaviour in their study habits.

Table 10: The t-test showing Analysis of mean and standard deviation of male

and female students in note taking behaviour.

29
 VARIABLE RESPONDENTS MEAN N STD DF P T - T - DEC

CAL CRIT

NOTE MALE 13.1 75 0.90 148 0.05 2.60 1.96 SIGNIFICANT

TAKING

BAHAVIOIR

FEMALE 10.2 75 0.93

The data in table 10 revealed that the mean note taking behaviour of male students

was greater than that of female students. Mean score of male (13.01), while mean score

of female (10.2), respectfully. The t- calculated (2.60) is > t-critical (1.96) at 0.05 level of

confidence. Therefore, HO5 is rejected.

30
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, & RECOMMENDATIONS

This chapter presents the summary of Finding, Conclusion, and Recommendations made

by the respondents of the study.

Summary of the Study

The response of both male and female students on time management rated time

management, as important element of study habits. Most of the students agree that

effective time management enhance their grades- male and female 3.0, respectively, on

a likert scale. Importance of time management in students’ study habits was also

confirmed in Shabbir and Ruckhsana (2011); Menzel (1982); Gudaganaval and

Halayannava (2014); Lawrence (2014). The findings of this study, als0o was of the

opinion that motivation enhances students’ study habits. Both male and female students

scored motivation is a factor that improves study habits. Mean scores of male (2.5),

female (3.5) respectively. These scores were in line with the findings of Mayuri (2001),

and Asido (2010). Interest as a factor of students’ study habit was supported by both male

and female scores-male (2.5), female (3.5). Also, the findings of the study in the variable

class attendance and note taking were scored significantly high by female students-mean

scores (3.8); while male students (2.4) indicating slightly below the weighted mean for the

study.

31
 Conclusion

Conclusions on the study were based on the findings of the study. These are as follows:

1 There was a significant difference between male and female students’ time

management in their study habits.

2 There was a significant different between male and female students’ motivational level

in their study habits.

3 There was a significant difference between male and female students’ interest level in

their study habits.

4 There was a significant difference between male and female students class attendance

behavior in the study habits.

5 There was a significant difference between male and female students’ note taking

behavior in their study habits.

32
 Recommendation

Based on the findings of this investigation, the following recommendations were

presented for implementation:

1 School counsellors should be able to advice and encourage students to manage their

study time table of school and home.

2 School counsellors and teachers should apply the principles of positive reinforcement

to increase students’ motivational level in their study habits.

3 School counsellors should be able to assess students’ interest areas in their study

habits enhancement.

4 Principals and teachers in secondary schools should enforce mandatory class

attendance, at least 75% to qualify to write school examinations.

5 School counsellors and teachers should educate students during orientation to

encourage students to improve on their note taking skills.

33
REFERENCES

Websites

http://journals.upd.edu.ph/index.php/ali/%20article/viewFile/1769/1685

http://www.nuigalway.ie/student_services/documents/study_skills.pdf

http://www.educationcorner.com/habits-of-successful-students.html

http://www.statisticshowto.com/weighted-mean/

http://www.academia.edu/6252608/the_impact_of_study_habits_on_the_academic_perf

ormance_of_students

34
The Study Habits and The Academic performance of Senior Highshool in Adventist Medical Center
College
Survey Form

I. Profile of the Students

Name : ___________________________________ (Optional)
Gender : ( ) Male ( ) Female
Track: ( ) STEM ( ) ABM ( ) HUMSS

II. Study Habits

Direction: Check the box of your corresponding answer using the scale given below. Rest assured that your
responses will be kept strictly confidential and will be used only for this study.
4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree
1. Time Management 4 3 2 1
1.1. Time management is very important for success.
1.2. I am organized with my studies.
1.3. I keep list of things to study daily for better grades.
1.4. I study daily.
2. Motivation 4 3 2 1
2.1. I enjoy having top grades in my studies
2.2. Studying stress me.
2.3. I find reading enjoying.
2.4. I Have other important things to do.
3. Interest 4 3 2 1
3.1. I My interest in my studies improves my grades.
3.2. I am interested in my chosen field of study.
3.3. I study for good grades.
3.3 Studying is a priority for good grades.
4. Class Attendance 4 3 2 1
4.1 I like attending classes for good grades.
4.2 Sitting in class is enjoyable for me.
4.3 Attending classes improve my grades.
4.4 I listen attentively in class.
5. Note Taking 4 3 2 1
5.1 I enjoyed note taking in class.
5.2 Note taking in class improves my grade.
5.3 Note taking keeps me alert in class.
5.4 Note taking is a skilled I have developed
35