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Chapter 1

THE PROBLEM

Students are perpetually in search of academic success, the success of

academic performance is their ultimate goal. Whenever a student develops

effective study technique, his learning skills memory processing strategies and

his general test and examination performances are appreciably improved.

Nwegbu (2000) asserted that habit saves time and saves effort. It is through the

help of techniques that we carry out daily routines. Therefore, good study

techniques are important ingredients in the life of a successful student in his

course of study since it helps students to accomplish task effectively and

efficiently.

Civil Engineers of the future really need to prepare to meet society’s

challenges because Engineering courses are not just engaging your life through

mathematics such as numbers, variables, equation and etc. but it will need

strong analytical skills, practical ingenuity, creativity, good communication skills,

business and management knowledge, leadership, high ethical standards,

professionalism, dynamism, agility, resilience, flexibility, and the pursuit of

lifelong learning is deadly necessary, where critical and correct thinking energy

factor through the success. It is a five years course with long study field of

holding the student’s knowledge in progression by experiences and adequate

quality of education from this profession. Thus, the students from this field really

have to know the best technique, tips, or strategy from the more experienced
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respondents of this study habitually used to make it easy for them to study

efficiently and effectively.

Study habits more likely considering the behavioral aspects of students.

This clearly means that, you don’t just study which you habitually adopted for the

sake of success, but also to appreciate heartily the efforts and sacrifices you

mixed into as one of those fruit factors of your success, because it will serve as

the major foundation at your progress. The part of studying in a field, which is to

fund standardized experiences, we can gather it from related purposes, school

study, field trips, observation, and first hand-on would really matter. Thus,

interest, appreciation, motivation, interdependency, and patience, were should be

develop under behavioral aspect of civil engineering students.

THEORETICAL FRAMEWORK

This research study will be anchored on the following theories:

Motivational Systems Theory (MST), Multiple Intelligences, and Hierarchy of

Needs.

Motivational Systems Theory (MST)

Martin Ford’s Motivational Systems Theory (MST) focuses on the

individual as the unit of analysis, but embeds the individual in the biological,

social, and environmental contexts that are crucial to development. Ford

proposed a simple mathematical formula that attempts to represent all these

factors in one model. The formula for effective person-in-context functioning is:

Achievement = (Motivation x Skill) x Responsive Environment.


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The formula proposes that actual “achievement and competence are the results

of a motivated, skillful, and biologically capable person interacting with a

responsive environment” (Ford, 1992). Similar formula was used by Pinder

(1984) and others (cited in Nonis & Hudson, 2006) to demonstrate performance

as a multiplicative function of both ability and motivation.

Performance = Ability x Motivation

The above formula indicates that a student with very high ability but low

motivation is unlikely to perform well, whereas a student with low ability but high

motivation is likely to perform well. That is, the variability in motivation across

students may dampen associations between ability and performance. In the

same vein, one can argue that it is simply the study habits and behavior that

ultimately bring about the desired performance and not students’ inner desires or

motivations. Therefore, similar to how motivation interacts with ability to influence

academic performance, one can infer that study habits and behaviors interact

with ability to influence student success.

Success = Ability x (Study Habits and Behavior)

Multiple Intelligences

Multiple intelligences by Howard Gardner (1983) Gardner chose eight

abilities that he held to meet these criteria: musical-rhythmic, visual-spatial,

verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal,

intrapersonal, and naturalistic. Gardner opposes the idea of labeling learners to a

specific intelligence. Gardner maintains that his theory of multiple intelligences

should "empower learners", not restrict them to one modality of learning.


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According to Gardner, intelligence is "a bio psychological potential to process

information that can be activated in a cultural setting to solve problems or create

products that are of value in a culture.

Many of Gardner's "intelligences" correlate with the g factor, supporting

the idea of a single, dominant type of intelligence. According to a 2006 study,

each of the domains proposed by Gardner involved a blend of g, cognitive

abilities other than g, and, in some cases, non-cognitive abilities or personality

characteristics.

There are many ways to demonstrate understanding and it is important to

incorporate these intelligences for students to receive the best possible learning

experience With an understanding of Gardner's theory of multiple intelligences it

can greater emphasis support the development of students’ skills in creativity and

innovation on lifelong learning. Multiple intelligences can allow students to safely

explore and learn in many ways, and they can help students direct their own

learning. By understanding not only that there are different intelligences, but also

Students will be able to demonstrate and share their strengths.

One of eight Gardner’s multiple intelligences is Logical-mathematical

intelligence which states that the student with this kind of intelligent is having the

capacity to do with logical reasoning, numbers, and critical thinking which it must

be the engineering student supposedly ability. Thus, this theory is applicable to

the study because it justified the significance of knowing students ability that can

influence their success. Therefore, how the respondents of this study with low

ability interacts with study habits and behaviors to influence their success.
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Hierarchy of Needs

Maslow's (1943, 1954) hierarchy of needs is a motivational theory in

psychology comprising a five tier model of human needs, often depicted as

hierarchical levels within a pyramid.

Maslow stated that people are motivated to achieve certain needs and that

some needs take precedence over others. Our most basic need is for physical

survival, and this will be the first thing that motivates our behavior. Once that

level is fulfilled the next level up is what motivates us, and so on.

The five-stage model includes: Biological and Physiological needs, Safety

needs, Love and belongingness needs, Esteem needs, and Self-Actualization

needs.

This five stage model can be divided into deficiency needs and growth

needs. The first four levels are often referred to as deficiency needs (D-needs),

and the top level is known as growth or being needs (B-needs).

The deficiency needs are said to motivate people when they are unmet.

Also, the need to fulfill such needs will become stronger the longer the duration

they are denied. For example, the longer a person goes without food, the

hungrier they will become.

One must satisfy lower level deficit needs before progressing on to meet

higher level growth needs. When a deficit need has been satisfied it will go away,

and our activities become habitually directed towards meeting the next set of

needs that we have yet to satisfy. These then become our salient needs.

However, growth needs continue to be felt and may even become stronger once
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they have been engaged. Once this growth needs have been reasonably

satisfied, one may be able to reach the highest level called self-actualization.

Every person is capable and has the desire to move up the hierarchy

toward a level of self-actualization. Unfortunately, progress is often disrupted by

a failure to meet lower level needs. Therefore, not everyone will move through

the hierarchy in a unit-directional manner but may move back and forth between

the different types of needs.

Maslow noted only one in a hundred people become fully self-actualized

because our society rewards motivation primarily based on esteem, love and

other social needs. Thus, this theory is applicable to the study because it clearly

points that every person such as student must first achieve the basic needs to

progress to higher level needs. Self-Actualization is the highest level where

realizing personal potential, self-fulfillment, seeking personal growth and peak

experiences. Thus, students must first satisfy lower level deficit needs for them to

be more motivated and likely to perform well, such as student activities become

habitually directed towards to their goal.

CONCEPTUAL FRAMEWORK

The concept of this study was to give comprehension on how study habits

of graduating civil engineering students undergo the profession. To evaluate the

study habits of their chosen field of education as their profession, the concept

ended to know the relationship between the independent variables of the study

which include the respondent’s profile in terms of their gender, age, civil status,

and their family monthly income, and parents’ educational attainment, and the
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dependent variables which shows the study habits of graduating civil engineering

students.
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Socio-
demographic
Profile

f 1.1 Gender
1.2 Age
1.3 Civil Status Study Habits
Action Plan
and Behaviors
1.4 Monthly
Family Income
1.5 Educational
Qualifications of
Parents

Figure 1 Schematic Diagram of the study


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STATEMENT OF THE PROBLEM

This study was focused to know the graduating civil engineering students’

study habits on how they instill themselves into engaging techniques, tips or

strategy in studying, which could be the reason for them to graduate and to have

a degree holder of Bachelor of Science in civil engineering.

Dominantly, this study sought to answer the following questions:

1. What are the socio-demographic profiles of respondents in term of:

1.1 gender,

1.2 age,

1.3 civil status,

1.4 monthly family income, and

1.5 educational qualifications of parent?

2. What are the study habits of graduating civil engineering students in

terms of:

2.1 reading textbooks,

2.2 taking notes,

2.3 studying,

2.4 memorizing,

2.5 preparing for tests, and

2.6 managing their time?

3. Is there a significant relationship between study habit and the socio-

demographic profile of civil engineering student?

4. What action plan can be designed based on the results of the study?
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HYPOTHESES

The following null hypothesis guided the researchers in the conduct of the

study and was tested at 0.05 level of significance.

Ho1 : There is no significant relationship between study habits and the

socio-demographic profile of civil engineering student.

SIGNIFICANCE

This study would benefit the following:

Engineering courses are implementation of the school which they believed

that there would help the progression of the society. However, this study implies

the study habits of civil engineering students. The output of this study would

benefit to the following individual or group of societal learner citizen:

Current civil engineering students from lower years. The output of this

study would benefit them through improving their study habit that will eventually

improve their academic performances and strengthening their faith that they

could be a future successor too by the help of the respondents of this study

about their habitual study.

Parents. The output of this study would help them understand the

performance of their children and realize what will be the possible help that their

children may need aside from financial.

Future researchers. This study would help them gather some information

that serve as one of their references as related to their study.


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SCOPE AND LIMITATIONS

This study is limited to graduating civil engineering students in the

Engineering Department of St. Peter’s College, Sabayle St, Iligan City, during

school year 2017-2018.

This study is focused on how the study habits of graduating civil

engineering students effectively undergo the profession.

DEFINITION OF TERMS

The researchers would like to define the following term:

Civil Engineering. A type of engineering that deals with the science of

designing and building roads, bridges, large building, etc.

Engineering. A work of designing and creating large structures (such as

roads and bridges) or new products or systems by using scientific methods

Profession. Is something a little more than a job, it is a career for

someone that wants to be part of society, who becomes competent in

their chosen sector through training

Success. The achievement of something that you have been trying to do

Students. Describe as one who directs zeal at a subject. Student is used

for anyone who is learning.

Study habits. Refers to the behaviors used when preparing for tests or

learning academic material.


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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the reviewed literatures and studies that provide

background information, knowledge, and concept all about study habits includes

the previous studies and the insights of the researcher.

RELATED LITERATURE

On Study Habits

According to the study of Osa –Edoh and Alutu (2012) which examined the

usefulness of imbibing in the students in the students study habits, as a means of

enhancing their academic performance, revealed a high correlation between

study habits and students’ academic performance. These imply that it is only

when students imbibe or cultivate proper study habits that their academic

performance can be improved upon. Similarly to Nuthana and Yenagi (2009),

found a significant correlation between study habits and academic achievements.

It clearly extracted that reading and note-taking habits, concentration habits, and

the way of preparing for the examination had a correlation with academic

achievement significantly.

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

and a certain which study skills is more related to academic achievements.

Results of the study indicate significant relationship of time management skills,

reading and note-taking skills with academic achievements. Many students fail

not because they lack ability but because they do not have adequate study skill,

according to Menzel, as cited by Rana and Kausar (2012). Students, who have
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difficulty in studies, absolutely do not know the adequate study habits that would

certainly affect their academic performance. The center of the problem as cited

by Mutsotso S.N and Abenga E.S., 2010, was that many students had not

learned how to take effective notes and manage time for studying. Furthermore,

a study by Nagaraju (2004) found that students usually do not devote sufficient

time to their studies and seldom have proper study habits.

Adequate study habits, corresponds with the behavior or attitude value of

the learners. Beliefs in the value of intellectual pursuits and in the importance of

educations are positively related to academic performance as cited by Otto

(1978).

There were also some researchers that viewed and explained study habits

according to its definition and the elements of study habits or components. Frank

Pogue (2000) did a research project to determine why students fail. What he

founds to be true in that study habits survey was that more than 30 years ago still

rings true today-students fail because they do not know how to study. The best

advice that he gave is to develop study habits. He said that a student should

make sure that he/she has a good study environment, a good desk, a sturdy

chair, good light, comfortable room temperature and a quiet atmosphere. That

means he/she should eliminate all external and internal distractions to develop a

good study habits.

On The Components on How to establish good Study Habits

The following are the components on how to establish effective study habits:
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1. Good environment

Good environment will help students to study effectively. It is good for

the learners to study in a conducive and comfortable environment so that;

they could have to think progressively. They may feel refresh if they choose

wide and full of green plants such as trees, environment.

2. Reading and note taking

Reading plays a very important role on gathering some information and

data that may help you from learning. You could have learned by reading.

The following are some discussions about benefit for the reader when

implementing effective reading (Nuthanap G., “Gender Analysis of Academic

Achievement among High School Students”,University of Agricultural

Sciences: Dharwad, 2007, 11 ):

a) Look for the information directly to the goals

b) Search the information to guess ahead

c) Summarized some points by making notes

d) Re-read some difficulties sentence or part

e) Have some questions to search specific information

f) Evaluate new information

g) Check your progress and understanding about your reading

And it will help you a lot from learning if you will take note some learning

from what you have read.


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3. Concentration

Concentrations should be the first component that learners should give

evaluation to their selves. This would assess the capability of the learner if

they could have to establish effective study habits if they have concentration

to study.

4. Preparation of exam

Being prepared to the exam would definitely measure the confidence

of the learner. Preparing examination for students that enclose the real test

can compose them depressive and concern reaction. The depressive and

concern from students when preparing English examination can be managed

by good organizing student’s study style to review the subject materials that

accomplished in the paper question. By applying the good strategy in

preparation of examination, the students are more prepared to answer the

question of examination and their result of examination can get the maximum

score (Tasmania: Tasmania University, 2013).

There are some strategies that can be applied by students before having

examination:

(http://www.utas.edu.au/data/assets/pdf_file/0018/11547/Effective-Exam-

Preparation.pd accessed on March 23, 2014)

a. Keep your good study habits: do your class work

b. Look for and use your past homework assignment, class notes, and

presented review materials

c. Pursue directions
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d. Find out when tests will be given ou

RELATED STUDIES

This part presents the related studies that have bearings in the study

conducted.

Mendezabal, M. J. N. (2013) conducted a related study about the

relationship of students’ study habits and attitudes and their performance. The

researcher cited that student’s academic performance occupies a very important

place in education as well as in the learning process. The researcher also added

that, it is considered as a key criterion to judge one’s total potentialities and

capacities (Nuthana & Yenagi, 2009) which are frequently measured by the

examination results. It is used to pass judgment on the quality of education

offered by academic institutions.

Ünal Çakıroğlu (2014) conducted a study about Analyzing the Effect of

Learning Styles and Study Habits of Distance Learners on Learning

Performances: A Case of an Introductory Programming Course. The researcher’s

study examined the relationships among learning styles, study habits, and

learning performances in an online programming language course.

Similarly, the Iranian Journal of Nursing and Midwifery (2011) conducted a

study about the relationship between students’ study habits, happiness and

depression. The researchers concluded that the amount of study and tendency

for reading are among the most important indices of human growth in terms of

potential abilities for achieving a perfect human life and to prevent one-
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dimensional thinking. Thus, finding ways to encourage students to study is

considered essential to achieve a healthy and developed society.

Atsiaya siahi and Maiyo (2015) also conducted Study of the relationship

between study habits and academic achievement of students.

The researcher as cited in this study, sought to determine the relationship

between study habits and academic achievement of students. Therefore, results

implied that the study habits need a significant attention if we are to improve

performance. There was a clear finding that the teachers and students seem not

to take effort in developing good study habits.

Bashir & Mattoo, (2012) conducted a study about Study Habits and

Academic Performance among Adolescents (14-19) years. The researcher

concluded that to enhance education, it becomes necessary to improve study

habits of students. Globally researches revealed that a relationship exists

between study habits and academic performance.

INSIGHTS

Truly, the related literature about the study habits of the learners is really a

great help in proving that study habits manneredly assess learners to achieve

good performance in academic. The shown procedures on how to establish

good habits of study caters the way of good achievement performances, and

makes the learners more productive and competitive.

The related studies that stated above have insights each by the

researchers in the following:


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Mendezabal, M. J. N. (2013) this study becomes connected to the

researchers study because it also focused on the study habits and the behavior

of the learners which primarily help establish effective in the learning.

Ünal Çakıroğlu (2014) this study also connected to the researchers study

because of the learning styles and study habits that a learner should develop to

gain effective improvement in academic performances.

Iranian Journal of Nursing and Midwifery (2011) is also a study that

becomes connected to the researchers study because of the study habits that

might give the learners a happy and depressive conclusion in the learning.

Atsiaya siahi and Maiyo (2015) this become related to the researchers

study because it majority talks about study habits and academic performances.

Bashir & Mattoo, (2012) this study becomes connected to the researchers

study like Atsiaya siahi and Maiyo (2015) because this study is about study

habits among adolescent.


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Chapter 3

RESEARCH METHODS

This chapter presents the research methods used in the study. It also

discusses the research design, research environment, respondents, sampling

procedures, research instrument, data gathering procedure and statistical

treatment of data.

RESEARCH DESIGN

The researchers used a research design by descriptive. The method of

research used in this study was survey method.

This method was used in determining the number of graduating Civil

Engineering students of St. Peter’s College about their study habits on how they

step out on being soon a graduate of the said school. The researchers of this

study made a survey questionnaire that was used in conducting an interview

among the respondents.

Through the process of questionnaire and interview as a device of

gathering information, the researchers gathered data that they needed in this

study. The researchers were able to find out the different strategies/techniques of

study habits that the respondents of this study used as one of the factors to

reach the level of graduating soon.

RESEARCH ENVIRONMENT

St. Peter’s College has a curriculum that committed to excellence. It has a

mission, vision, and objectives that are effective and would encourage the

learners of the society to choose the school. The learners of this school are
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heterogeneously in terms of beliefs and cultures (Muslim and Christian), gender

(lesbian, girl, boy, and transgender), civil status (single, married, divorce, widow),

and social status (lower class, middle class, and upper class). It also offers

scholarship.
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Figure 2 The Locale of the Study


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RESPONDENTS AND SAMPLING PROCEDURES

The respondents of this study were the 20 graduating civil engineering

students of St. Peter’s College for the school year 2017-2018 with determining

how their study habit goes throughout the past years. There are 20 respondents

of the study, a mixture of girls and boys.

RESEARCH INSTRUMENT AND ITS VALIDITY

The research instrument used in gathering of the data is the survey

questionnaire towards the selected respondent’s profile, with following questions

about their study habits.

The survey questionnaire is made by the researchers with corresponds to

the researchers study about the study habits of Civil Engineering students.

The instruments was used in this study has two parts. The first part consists of

the independent variables which gave direct information about the respondent’s

age, gender, civil attainment, monthly income of their family and their parent’s

educational qualification. The second part is the survey questionnaire about the

study habits of the respondents.

DATA GATHERING PROCEDURES

The procedures in gathering of the data, first the researchers verify who

would be the target respondents of the study, which environment, and where do

they come from. After identifying, the researchers asked permission to the Dean

of College of Engineering, Prof. Rosalinda C. Balacuit, to get the list number of

the graduating Civil Engineering students or respondents. The researchers

randomly selected 20 students to be interviewed. Next, is the process of


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interview which prepared by the researchers in a survey questionnaire way. And

aside from that, the researchers asked some impromptu questions each of the

respondents which gave added information.

STATISTICAL TREATMENT

The collected data were organized, tabulated, and illustrated in a series of

tables and figures. The descriptive measures utilized to answer the objectives

were frequency count, percentage, ranking, and weighted means.

For Problem 1. Frequency and Percentage were used to describe the

data.

𝒇
%= 𝒙𝟏𝟎𝟎
𝒏

For Problem 2. Mean was used to determine the ranks.

∑𝑥
𝑥̅ =
𝑛

For Problem 3 and 4. Chi-square was used to determine the relationship

of the variables.

∑(𝑂 − 𝐸)2
𝑋2 =
𝐸

X 2 = chi-square value
O = observed frequency
E = expected frequency
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Chapter 4

RESULTS AND DISCUSSIONS

This chapter presents the presentation, analyses, and interpretation of

data.

Problem 1. What are the socio-demographic profiles of respondents

in terms of gender, age, civil status, monthly family income, and

educational qualifications of parent?

Table 1
Gender of the Respondents
Gender Frequency Percentage (%)
Male 14 70.0
Female 6 30.0
Total 20 100.0

70
70
60
50
40
F (%)

30 Frequency
30
20 14 Percentage (%)

10 6
0
Male
Female
Gender

Figure 3 Gender of the Respondents

Table 1 (Figure 3) presents the gender of the respondents. The result

shows that 70% of the graduating civil engineering students were male and 30%

were female.
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Table 2.
Age of the Respondents
Age Frequency Percentage (%)
19 3 15.0
20 9 45.0
21 5 25.0
22 3 15.0
Total 20 100.0

45
45
40
35
30 25
25
F (%)

Frequency
20 15 15
Percentage (%)
15 9
10 5
3 3
5
0
19 20 21 22
Age

Figure 4 Age of the Respondents

Table 2 (Figure 4) presents the age of the respondents. The result shows

that 15% of the graduating civil engineering students were 19 years old; almost

or 45% of the students were 20 years old; 25% years old were 21 years old; and

15% were 22 years old. It shows that the common age of graduating civil

engineering was 20 years old.


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Table 3
Civil Status of the Respondents
Civil Status Frequency Percentage (%)
Single 17 85.0
Married 3 15.0
Total 20 100.0

85
20
17
15
15
F (%)

10 Frequency
Percentage (%)
5 3

0
Single Married
Civil Status

Figure 5 Civil Status of the Respondents

Table 3 (Figure 5) presents the civil status of the respondents. There were

15% of the respondents married, this means that they uphold other

responsibilities aside from studying. And the majority percentage, 85%,

embraces by the single respondents.


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Table 4
Monthly Family Income of the Respondents
Monthly Family Income Frequency Percentage (%)
Below 5000 3 15.0
5000-10000 8 40.0
Above 10000 9 45.0
Total 20 100.0

45 45
40 40
35
30
25
F (%)

20 15 Frequency
15
Percentage (%)
10 8 9
3
5
0
Below 5000
5000-10000
Above 10000
Monthly Family Income

Figure 6 Monthly Family Income of the Respondents

Table 4 (Figure 6) presents the monthly family income of the respondents.

It shows that 15% has an income of below P5,000, 40% has a P5,000-P10,000

incomes and 45% of them have a family monthly income of above P10,000.

The researchers observed that most of the family income of the

respondents are above P10,000, this only means that parents were capable of

providing all the needs and necessary wants of the respondents. Incomes may

also help the progress of the educational status of the respondent.


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Table 5
Parent’s Educational Attainment or Educational Qualification of the Respondents
Educational Attainment
of Parents Frequency Percentage (%)
Elementary 1 5.0
Secondary 2 10.0
College Level 4 20.0
College Graduate 9 45.0
Master’s Degree 3 15.0
PhD & Related Degree 1 5.0
Total 20 100.0

45
45
40
35
30
25
F (%)

20
20 15
15 10 9 Frequency
10 5 5
4 3 Percentage (%)
5 1 2 1
0

Parent's Educational Attainment

Figure 7 Parent’s Educational Attainment or Educational


Qualification of the Respondents

Table 5 (Figure 7) shows that 45% of the parent’s educational attainment

or educational attainment is a college graduate, followed by the 20% which is

college level, 15% master’s degree, 10% secondary, 5% Ph.D. & related degree,

and 5% elementary.
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Problem 2. What are the study habits of graduating civil engineering

students in terms of reading textbooks, taking notes, studying, memorizing,

preparing for tests, and managing their time?

Table 6
The Responses of the Graduating Civil Engineering Students in terms of Reading
Textbooks
Statements Mean Description
1. I browse the headings, pictures, chapter
questions and summaries before I start reading 2.65 Often
a chapter.
2. I make questions from a chapter before,
1.9 Sometimes
during, and after reading it.
3. I try to get the meaning of new words as I
2.3 Sometimes
see them for the first time.
4. I look for familiar concepts as well as ideas
2.3 Sometimes
that spark my interest as I read.
5. I look for the main ideas as I read. 2.45 Sometimes
Total 2.32 Sometimes

Table 6 shows the different computed mean of the responses of the

Graduating Civil Engineering Students’ study habits in terms of reading textbooks.

The result shows sometimes with a mean value of 2.32. The respondents

answered that majority of the statements, shows sometimes as they do their

reading habits. As clearly extracted regarding on the study habits, Nuthana and

Yenagi (2009) found out that reading textbook had a correlation with academic

achievement significantly.

As the respondents responded sometimes majority of the statements, it

will still help them to acquire better study and even good performances in the

academics.
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Table 7
The Responses of the Graduating Civil Engineering Students in terms of Taking
notes
Statements Mean Description
1. I take notes as I read my text books 2.3 Sometimes
2. I take notes during class lectures 2.2 Sometimes
3. I rewrite or type up my notes 2.05 Sometimes
4. I compare my notes with a classmate 1.7 Sometimes
5. I try to organize main ideas and details into
2.25 Sometimes
meaningful method
Total 2.1 Sometimes

Table 7 shows the responses percentage rate of the Graduating Civil

Engineering Students’ study habits in terms of taking notes. And it is well

demonstrated that majority response from the respondents to the above number

of statements is sometimes with a mean value of 2.1. As cited from the study of

Mutsotso S.N and Abenga E.S (2010), many students had not learned how to

take effective notes for studying, so that’s why there were lots of students make

mistakes when they review their notes.

Taking notes will not just help the respondents to gain good grades in the

academics but this will also serve as an experience that somewhat you become

journalist during your student days.


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Table 8.
The Responses of the Graduating Civil Engineering Students in terms of
Studying
Statements Mean Description
1. I study where it is quite and has few distractions. 2.65 Often
2. I study for a length of time then take a short
1.9 Sometimes
break before returning to studying.
3. I have all my supplies handy when I study, such
2.3 Sometimes
as pens, paper, calculator, etc.
4. I set study goals, such as the number of
2.3 Sometimes
problems I will do or pages I will read.
5. I study at least two hours for every hour I am in
2.45 Sometimes
class each week.
Total 2.32 Sometimes

Table 8 represents the respondents’ response towards their study habits in terms

of studying. All of the stated statements above shows that, they do their study

habits sometimes with a computed mean value of 2.32.


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Table 9
. The Responses of the Graduating Civil Engineering Students in terms of
Memorizing
Statements Mean Description
1. I try to study during my personal peak time of
2.35 Sometimes
energy to increase my concentration level.
2. I quiz myself over material that could appear on
2.05 Sometimes
future exams and quizzes.
3. I say difficult concepts out loud in order to
2.1 Sometimes
understand them better
4. I change my notes into my own words, for better
2.1 Sometimes
understanding.
5. I try to create associations between new
material I am trying to learn and information I 2.25 Sometimes
already know.
Total 2.17 Sometimes

The Table 9 is based on the responses of the respondents upon doing

their strategy in learning in terms of memorizing. The computed mean value is

2.17 which shows sometimes. Respondents were absolutely doing their

memorizing study habit sometimes, which also depends in any areas and even in

any situations.
33

Table 10
The Responses of the Graduating Civil Engineering Students in terms of
Preparing for Tests.
Statements Mean Description
1. I study with a classmate or group. 2.25 Sometimes
2. When I don’t understand something, I get help
2.35 Sometimes
from tutors, classmates, and my instructors.
3. I do all homework assignments and turn them in
2.6 Often
on time.
4. I can easily identify what I have learned and
2.45 Often
what I have not yet learned before I take a test.
5. I anticipate what possible questions may be
asked on my tests and make sure I know the 2.35 Sometimes
answers.
Total 2.4 Sometimes

The Table 10 shows the study habit percentage of the respondents in

terms of preparing for tests. The statement numbers except the no.23 statement

shows that majority of the target respondents responded sometimes. And in the

no. 23 statement, there were 60% respondents who are in favor of responded

often.
34

Table 11
The Responses of the Graduating Civil Engineering Students in terms of
managing their time.
Statements Mean Description
1. I use calendar book to write down upcoming 2.05 Sometimes
academic and personal activities.
2. I use a “to do” list to keep track of completing 2.1 Sometimes
my academic and personal activities.
3. I start studying for quizzes and tests at least 2.45 Often
several days before I take them.
4. I start papers and projects as soon as they are 2.45 Often
assigned.
5. I have enough time for school and fun. 2.55 Often
Total 2.32 Sometimes

The Table 11 shows the study habits of the Graduating Civil Engineering

Students of the year 2017-2018 in terms of managing their time. The table

demonstrated that the no. 26, 27 and 29 statement shows that majority of the

respondents answered sometimes while the no. 28 and 30 statements the

respondents answered often majority.


35

Problem 3. Is there a significant relationship between study habit and

the socio-demographic profile of civil engineering student?

Table 12
Relationship between the Students’ study habits and Socio-demographic Profiles
of the Respondents
Students study habits
Variables __________________________________ Remarks
Chi-square values (df) critical
value
Gender 1.36 (29) 42.56 Not Significant
Age 1.29 (29) 42.56 Not Significant
Civil Status 1.02 (29) 42.56
Monthly
Family 130.66 (58) 76.78 Significant
Income
Parent’s
Educational 10.2 (116) 142.1382 Not Significant
Attainment
Note 1- based on the chi-square ** -X²< Critical value, not significant

Problem 4. What action plan can be designed based on the results of

the study?

SEMINAR ON GOOD STUDY HABITS AND BEHAVIORS FOR COLLEGE


STUDENTS

Action plan
Activity Time Date Place Agenda
Seminar to 8:00- June to Audio Visual Art, What is study
students and 12:00 march 2017 St. Peter College habit?
their parent
July What are the
2017 good study habits
and behaviors?
Year round
What are the
August changes that we
2018 can make to treat
To march our child?

What are the


policy that we
36

can make to
improve the study
habits and
behaviors of
students?
Seminar to 1:00- Audio Visual Art,
instructors 4:00 St. Peter College
37

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the comprehensive summary, findings, conclusions

and recommendations based on the data gathered.

SUMMARY

This study aimed to know the study habits and behaviors of the

Graduating Civil Engineering Students of St. Peter’s College in the year 2017-

2018. There were 20 randomly chosen respondents. This study also gives

satisfaction to the statement of the respondents on how their study habits and

behaviors go through all the years. The respondents stated all their responses in

a tabular form, found from the preceding chapter.

The data gathering procedures are in the form of survey questionnaires,

wherein the socio-demographic profile of the respondents in terms of the gender,

age, civil status, monthly family income and the parents’ educational attainment

or qualification, and the evaluation of the study habits and behavior of the

respondents are arrange stated.

FINDINGS

Based on the data gathered by the researchers, there were many of the

respondents who had higher percentage rate of their “sometimes” doing on how

they manage on instilling their study habits in terms of reading textbooks, taking

notes, studying, memorizing, preparing for tests, and managing their time. There

were also some of the statement in the study habits where respondents had

favorably said “often” and “never” but not as many as their “sometimes”. The
38

behaviors of the respondents where the researchers had found were included

their interest, appreciation, motivation, interdependency, and patience.

CONCLUSIONS

In the above analysis of the summary on findings, the following

conclusions are drawn that the study habits and behaviors of the Graduating Civil

Engineering Students in St. Peter’s College in the year 2017-2018, majority of

the respondents who were randomly selected especially those who ages 15-20

years old and single has a highest percent on their “sometimes” doing in their

study habits. But in terms of studying where it is quite and has few distractions,

adequate supplies and materials such as pens, paper, calculator, etc., doing all

homework assignments and turn them in on time, start studying for quizzes and

tests at least several days before taking them and have enough time for school

and fun, majority of the respondents had an often behavior in doing such study

habits.

RECOMMENDATIONS

Through the help of the analysis of the findings and conclusions that are

mentioned above, the following were the recommendations from the researchers.

1. In terms of reading textbooks they should do it often in order to gain

more achievements.

2. In terms of taking notes, they should have to rewrite or type up what

has been written by the teacher in order to have a piece of review

materials whenever they’ll be having quizzes, assignments and etc.3


39

3. They should have to develop more behaviors not just interest,

appreciation, motivation, interdependency, and patience, but also

being productive, enthusiastic, cooperative and more that could help

them for their progress.