RELATIONSHIP BETWEEN STUDENTS’

SOCIODEMOGRAPHIC INFORMATION AND LEARNING

HABITS

A Thesis Proposal

Presented to the Faculty of the College of Nursing Southwestern University

PHINMA

In Partial Fulfilment of the

Requirements for Nursing Research

ABRASALDO, STEPHANIE KIM FLORES

ALBARILLO, RAFAEL ERROLE JOHN ANDO
ALVARAN, KYLA NOREEN FERRAREN ANANA,
JAYLAH MAE A.
BALBIN, APRIL JANE CALAMBA BALIQUIA,
CYRIL MAE ABLEN
CABRERA, LOUISE ELIJAH MARIE RESTIFICAR
CABUENAS, SCHON MARIATTE CABANERO DELA
CRUZ, STEPHANIE S.
DIAZ, MONNIT KUIZON
ENSALADA, SPICA ASUPRA
FERRAREN, AINAH CASSANDRA GARGAR

JANUARY 2023
 This research study entitled, “Relationship between Students’ Socio-
Demographics Information and Learning” prepared and submitted by
ABRASALDO, STEPHANIE KIM FLORES ALBARILLO, RAFAEL
ERROLE JOHN ANDO ALVARAN, KYLA NOREEN FERRAREN
ANANA, JAYLAH MAE A. BALIQUIA, CYRIL MAE ABLEN CABRERA,
LOUISE ELIJAH MARIE RESTIFICAR CABUENAS, SCHON
MARIATTE CABANERO DELA CRUZ, STEPHANIE S. DIAZ, MONNIT
KUIZON ENSALADA, SPICA
ASUPRA FERRAREN, AINAH CASSANDRA GARGAR partial fulfilment of
the requirement for the degree Bachelor of Science in Nursing has been examined
and is recommended for the acceptance and approval for ORAL EXAMINATION.

THESIS COMMITTEE

GELBERT JAN S. PORQUE

Adviser

Member Member

Chairman

PANEL OF EXAMINERS
APPROVED by the Committee on ORAL EXAMINATION with a grade of
%.

Chairman

Member Member

GELBERT JAN S. PORQUE

Adviser

Accepted and approved in partial fulfilment of the requirement for the

degree Bachelor of Science in Nursing.

MICHELLE B.
YU,RN,MAN,DM
Dean
 ABSTRACT

Title: RELATIONSHIP BETWEEN STUDENTS’

SOCIODEMOGRAPHIC INFORMATION AND LEARNING

HABITS

Author: ABRASALDO, STEPHANIE KIM FLORES ALBARILLO, RAFAEL

ERROLE JOHN ANDO ALVARAN, KYLA NOREEN FERRAREN ANANA,

JAYLAH MAE A. BALBIN, APRIL JANE CALAMBA BALIQUIA, CYRIL

MAE ABLEN CABRERA, LOUISE ELIJAH MARIE RESTIFICAR

CABUENAS, SCHON MARIATTE CABANERO DELA CRUZ, STEPHANIE S.

DIAZ, MONNIT KUIZON ENSALADA, SPICA ASUPRA FERRAREN, AINAH

CASSANDRA GARGAR

Degree: BACHELOR OF SCIENCE IN NURSING

School: Southwestern University

Adviser: GELBERT JAN S. PORQUE, MAN

Date:

Page:

CONTENT ANALYSIS:

The relationship between students' sociodemographic information and learning habits

has been the subject of much research in recent years. This study explores this relationship in
the context of a diverse group of students at a private university in the Philippines. The study
found that there is a significant relationship between students' sociodemographic information
and their learning habits. Specifically, students from lower socioeconomic backgrounds were
more likely to have less effective learning habits than students from higher socioeconomic
backgrounds. Additionally, students from different ethnicities were found to have different
learning styles and preferences. These findings suggest that educators should consider
students' sociodemographic information when developing instructional strategies.
ACKNOWLEDGEMENT
 TABLE OF CONTENT

Title Page i

Approval Sheet ii

Abstract iii

Acknowledge iv

Table of Contents v

CHAPTER I THE PROBLEM AND ITS SCOPE PAGE

INTRODUCTION

Background of the Study

Theoretical Background

Theoretical Framework

Review of Related Literature

THE PROBLEM

Statement of the Problem

Significance of the Study

RESEARCH METHODOLOGY AND PROCEDURES

Research Methodology Design

Environment Respondents
Instruments

Procedure

DEFINITION OF TERMS

REFERENCES

APPENDICES

APPENDIX A-1 TRANSMITTAL LETTER TO THE DEAN OF THE

COLLEGE OFNURSING
APPENDIX A-2 TRANSMITTAL LETTER TO THE MEDICAL DIRECTOR
APPENDIX A-3 TRANSMITTAL LETTER TO THE RESPONDENTS
APPENDIX B QUESTIONNAIRES

CURRICULUM VITAE
CHAPTER 1

Introduction

BACKGROUND OF THE STUDY

Nursing students encounter a multitude of challenges throughout their

educational and training journeys. These obstacles encompass a wide range,

spanning from academic and clinical hurdles to personal and emotional difficulties.

Such factors significantly influence their approach to studying and subsequently

impact their academic performance. Consequently, the quest for an effective

learning routine becomes an arduous task as students are compelled to navigate

through the numerous challenges they face. As they strive to excel in their chosen

profession, this ongoing struggle continues to detrimentally affect their well-being

and, most importantly, their academic achievements.

Students' socio-demographic information and learning habits are two

important factors that can influence their academic success. Socio-demographic

information includes factors such as age, gender, race/ethnicity, socioeconomic

status, and parental education level. Learning habits are the ways in which students

approach and engage with their studies.

Research has shown that there is a complex relationship between students'

socio-demographic information and learning habits. For example, students from low-

income families may be less likely to have access to resources such as computers and

the internet, which can make it more difficult for them to engage in certain types of

learning activities. Additionally, students from different cultural backgrounds may

have different learning styles and preferences.

 Understanding the relationship between students' socio-demographic

information and learning habits is important for a number of reasons. First, it can

help educators to develop more effective and equitable teaching practices. By

understanding the different needs of their students, educators can tailor their

instruction to meet those needs. Second, understanding this relationship can help to

identify students who may need additional support. For example, students from low-

income families or students from different cultural backgrounds may benefit from

targeted interventions to help them develop effective learning habits.

Effective study strategies (including effective note-taking, time management

and active memorization) are key to academic success. Learning strategies involve

choosing study materials that best suit a student's unique learning style. Learning

materials are learning tools that help students synthesize and organize deeper

content such as flashcards, note templates, and concept maps. Note-taking strategies

involve learning to extract important information from lectures or textbook readings

and can play an important role in the learning process as well as providing a basis

for good practice and good note-taking strategies. For project management and

prioritization of research tasks, creating task lists allows for effective planning and

scheduling. One study looked at the benefits of higher working memory usage and

the ability to prioritize and remember important information. Researchers have used

recall tasks to design experiments testing participants' recall accuracy. Using

descriptive statistics, relationships were identified between working memory and

recall, as well as between working memory and selectivity. They are measured and

scored according to the ratio of points earned and maximum points compared to the

chance of earning lucky points. Statistical significance was determined with greater

than 88% confidence for all four experiments. Therefore, these relationships show
 the importance of setting achievable long-term and short-term goals to maintain

effectiveness.

Active recall and spaced learning are effective strategies for retaining

information longer time, such as using flashcards or teaching unfamiliar concepts to

others. The curve of oblivion was founded by psychologist Hermann Ebbinghaus,

showed a negative correlation between information retention and time. Intermittent

repetition involves re-exposure to information, helps consolidate memories.

Therefore, spaced learning breaks the forgetting curve, to allow new information to

be encoded into long-term memory. With increasing duration of by reviewing the

material, there may be more time between each subsequent study session.

The aforementioned research strategies focus on developing a deeper

understanding of the material and content. Mastering these research techniques will

aid in being goal oriented, with clear goals and intention in mind. Effective

application of learning strategies will promote student familiarity new concepts and

ideas learned, especially their application in solving various problems script. Of the

undergraduate students enrolled in nursing program, senior it was found that

successful students practice more self-assessment strategies, are less likely to study at

the last minute, and are more likely to plan a study program in advance. Good

learning attitude, Personal motivation and the ability to adapt to better learning and

study strategies are correlated with higher academic achievement. These students are

also aware of long-term goals, such as because pursuing your dream career and

solidifying effective learning strategies is essential for success as a lifelong learner.

As learning habits differ from one another—they are unique as each

individual is based on their sociodemographic profile—ethical research has been

undertaken by scholars to explore the correlation between sociodemographic factors

 and study habits in relation to academic performance, particularly within the nursing

discipline. The sociodemographic factors that will be examined include age, gender,

monthly family income, and type of community. The assessment of learning habits

will be conducted through an analysis of study strategies, the number of hours

devoted to studying, and a self-evaluation of academic performance. The survey will

be administered to third-year students at SWU Phinma.

In this particular instance, the researchers investigate and endeavor to

ascertain the significance of the correlation between sociodemographic profiles and

learning habits, recognizing that sociodemographic backgrounds are influential

factors in a student's learning habits. The outcomes of this study have the potential to

assist students in identifying effective and efficient studying habits that align with

their sociodemographic profiles, thereby fostering a positive impact on their academic

performance.

This paper will examine the relationship between students' socio-demographic

information and learning habits. It will review the existing literature on this topic and discuss

the implications of this research for educators and policymakers.

Specific aims of the paper:

1. To review the existing literature on the relationship between students' socio-

demographic information and learning habits.

2. To identify the key factors that influence students' learning habits.

3. To discuss the implications of this research for educators and policymakers.

This study is significant because it will provide a comprehensive and up-to-

date review of the literature on the relationship between students' socio-demographic

 information and learning habits. This knowledge is essential for developing more

effective and equitable teaching practices, and for identifying students who may need

additional support. Additionally, this study will have implications for policymakers in

developing policies that support all students. By understanding the relationship

between students' socio-demographic information and learning habits, policymakers

can develop policies that help to close the achievement gap and ensure that all students

have the opportunity to succeed.

THEORETICAL FRAMEWORK

Student Learning and Development

Socio Demographic Profile Learning Habit

Age
Living Environment
Gender
Routine
Ethnic
Harmony

The theoretical paradigm for this paper is based on the following assumptions:

 Learning is a social process that is influenced by the culture in which the

 individual lives. This assumption is supported by socio-cultural theory, which

posits that learning is mediated by social interaction and that culture provides

the tools and resources that individuals need to learn and make meaning.

 Students' socio-demographic information (age, gender, race/ethnicity,

socioeconomic status, parental education level) influences their learning habits

and experiences. This assumption is supported by research that has shown that

students from different backgrounds may have different learning

styles, preferences, and opportunities.

 Schools and communities play an important role in shaping students' learning

habits and experiences. This assumption is supported by research that has

shown that schools can create supportive and inclusive learning

environments, or they can perpetuate inequalities and barriers to learning.

 Educators and policymakers can use their knowledge of the relationship

between students' socio-demographic information and learning habits to

develop more effective and equitable teaching practices and policies. This

assumption is supported by research that has shown that interventions that are

tailored to the specific needs of students can be effective in improving student

outcomes.

The theoretical paradigm for this paper suggests that the relationship between

students' socio-demographic information and learning habits is complex and

multifaceted, and that it is important to consider the role of schools and

communities in shaping students' learning experiences. It also suggests that

educators and policymakers can play an important role in promoting equity and

excellence for all students by developing teaching practices and policies that are

informed by their understanding of this relationship.

 THEORETICAL BACKGROUND

 Bronfenbrenner's Ecological Systems Theory: Bronfenbrenner's Ecological Systems

Theory posits that human development is influenced by a variety of environmental

factors, including the microsystem, mesosystem, exosystem, and macrosystem. The

microsystem refers to the immediate environment, such as the family and school. The

mesosystem refers to the interactions between different microsystems, such as the

interaction between the family and the school. The exosystem refers to settings that

influence the microsystem but are not directly involved in it, such as the workplace or

the community. The macrosystem refers to the broader social and cultural context in

which the individual lives.

Bronfenbrenner's Ecological Systems Theory can be applied to the study of the

relationship between students' sociodemographic information and learning habits by

recognizing that students' learning habits are influenced by a variety of factors,

including their families, schools, and communities. For example, students from low-

income families may be more likely to have difficulty finding quiet places to study at

home, or they may not have access to the same resources as students from more

affluent families. This can make it more difficult for them to develop effective learning

habits.

 Socio-cultural Theory: Socio-cultural theory posits that learning is a social process that

is influenced by the culture in which the individual lives. Socio-cultural theory can be

applied to the study of the relationship between students' socio-demographic

information and learning habits by recognizing that students from different cultural

backgrounds may have different learning styles and preferences. For example, students

from some cultures may be more likely to learn through collaboration, while students

from other cultures may be more likely to prefer independent learning.

 The theoretical framework for this paper suggests that the relationship between

students' socio-demographic information and learning habits is complex and

multifaceted. It is influenced by a wide range of factors, including the student's

individual characteristics, the school environment, and the broader social and cultural

context.
 REVIEW OF THE RELATED LITERATURE

Learning can be defined as long-term, life-induced behavioral changes. According to

experiential learning theory, learning is “the process of knowledge created through the

transformation of experience”.

Facilitating the learning process is the main goal of teaching. Understanding students'

learning behavior is considered part of this process. Thus, the concept of learning styles has

become a popular topic in the recent literature, with many theories of learning styles being

advanced to better understand the dynamic learning process.

Sociodemographic Variables

In the new learning modality, poverty has become a challenge for students and causes

them to miss online courses. In fact, family income source is one of the factors that can affect

students' academic performance. According to L. Laqour (2021), due to lack of finance and

resources, many students have difficulty achieving the same academic levels as students

who do not live in poverty. This idea was further strengthened by A. Agus (2019), which

provided strong evidence that students from high-income families outperform students from

low-income families on academic assessments. Therefore, parents with stable jobs and stable

economic income provide better opportunities for their children. The parents who have stable

job may help students to succeed in their academic battle. Students may be inspired through

their parents' magnificent jobs to excellently perform and achieve more in their academic

experience. This corroborates the findings of E.O Owolabi (2019), who have revealed that

students whose parents have better jobs tend to have higher levels of academic performance.

Additionally, parents' highest educational level may influence students' academic

performance. Parental knowledge helps her students with their studies. This is supported by
E.Plug (2018), who argue that highly educated parents may be able to support their children's

schoolwork more effectively. In other parts of the world, other studies were conducted with

students at various levels, and they found large gender and age differences in academic

performance. Based on the results of A.Al. Mutairi (2021), they confirm that gender and age

play an important role in determining a student's GPA. On the other hand, J.C. Delpiano and

Giolito E.P. (2019), concluded that students' age has a positive effect on GPA. In terms of

family history, birth order plays a significant role in families of different cultures and race.

Every child in the family may differ from other siblings in the concept of scholastic record

because of his/her role as a family member. The birth order may have a significant effect in

the scholastic performance of the students. A related study conducted in Turkey by M.

Dayioglu and S. Turut (2018) has shown that middle born students perform less in schooling

compared to the other students. A similar study found that firstborn or only children tend to

perform better in education (M. M. Al-Khayat and F.E.Z. AL-Adwan, 2018).

Learning Style Preferences

Learning is one of the most important elements of education and must be ensured by

all educators for all students. Educators know that students have unique ways of processing

information and acquiring learning content. According to (H.J. Yazici,2019) learning style

preferences influence learning and academic performance and can explain how students

learn. The authors of the impact of perceptual learning styles on academic performance of

masters’ level education students, state that learning style preferences are not only important

to know how a student learns, but also to improve the student's level of understanding.

Without identifying and understanding students' learning style preferences, educators are

unlikely to adopt appropriate instructional strategies that match students' diverse learning

styles. Aligning students' learning styles and teachers' teaching styles improves 's

understanding of complex science lessons. Student and teacher perceptions of learning styles
are very helpful in the teaching and learning process. Without sufficient knowledge about

students' learning style preferences, a teacher is unlikely to provide appropriate instructional

strategies that meet the diverse learning style preferences of her students (M.B. Shabani,

2019). However, given the diversity of learning styles in a given student population, the most

effective teaching strategies that teachers can use depend on their learning styles.

Furthermore, when student learning styles and instructional strategies complement each

other, they can lead to higher academic achievement. The authors of study of correlations

between learning styles of students and their mathematics scores on the Texas Assessment of

Academic Skills Test, found that both low-achieving and average-achieving students scored

higher on standardized achievement and aptitude tests when taught in the context of their

preferred learning style. The same result was described by R. D. Kopsovich (2019), who

found that average and low-achieving students obtained higher scores on standardized

achievement tests when taught according to their preferred learning style. Researcher also

added that students' learning styles were the same across subjects. Therefore, educators

should consider her learning styles test for students at the beginning of the school year in

order to build a better school environment and use appropriate teaching strategies to improve

academic performance.

Academic performance

A student's academic performance reflects their learning status, strengths and

weaknesses in a particular subject area. This can be a useful indicator of how well they are

doing in the school environment. Educators typically measure this by the average grade for a

particular grade. According to A. Dullas (2019), academic performance is one of the aspects

of student performance. This is the basis for teacher evaluation and scoring, a kind of

information about students' weaknesses and strengths, and the basis of students' learning

ability. Amid the COVID-19 pandemic, schools around the world have switched from in-
person learning to online learning methods. Therefore, student residence halls must be

properly configured with a stable internet connection. Without an internet connection,

students tend to switch to more demanding options, namely modular learning methods that

force them to study on their own in all subject areas. The authors of Perceived Influence of

Information Sources Availability and Use on the Academic Performance of Secondary

School Students in a Nigerian Metropolitan City, state that the source and access of useful

information on the Internet can further improve students' academic performance.

Furthermore, his study conducted by M.S. Shahibi and K.N.K.K. Rusli (2019) found that the

use of online media in education helps improve students' academic performance. As most

courses are delivered through online platforms, teachers are required to use appropriate

teaching strategies to maximize the learning potential and opportunities for their students. As

a result, if not properly addressed through appropriate teaching strategies, students' other

learning styles may stop or remain silent in the new learning modality.

Regarding the effect and importance of teaching strategies on students' academic

performance, her authors in cademic Performance of University Students: A Case in a Higher

Learning Institution in the 2nd International Conference on Islamic Economics, Business,

and Philanthropyfound that teaching strategies had a significant impact on the academic

performance of her students. Similarly, S. Polirstok (2019) also found in a study that

instructional strategies and materials that help increase student persistence and build a

growth mindset are considered key to impacting academic performance. Overall, during this

time of pandemic , both teachers and students must work together to maximize learning and

achieve academic success.

 The Problem and It’s Scope

STATEMENT OF THE PROBLEM

The relationship between students' socio- demographic information and

learning habits is a complex and multifaceted one. There is a growing body of research

on this topic, but there are still many unanswered questions. One of the key challenges

in understanding this relationship is the fact that it is influenced by a wide range of

factors, including the student's individual characteristics, the school environment, and

the broader social and cultural context. The present study aims to investigate the

correlation between sociodemographic profile and learning habits, which play crucial

roles in the academic journey of every student. These factors are deemed essential in

determining one's success. The primary objective of this research endeavor is to

identify and understand the relationship between sociodemographic profile and

learning habits. To achieve this, the study seeks to address the following research

questions:

APPENDIX: GUIDE QUESTIONS

The following guide questions will be used to guide the review of the literature

and the discussion of the implications of the research for educators and policymakers:

1. What are the key factors that influence students' learning habits?

2. How does students' socio-demographic information

(age, gender, race/ethnicity, socioeconomic status, parental education level)

influence their learning habits?

 3. How does the relationship between students' socio-demographic information

and learning habits vary depending on the specific learning habit in question?

4. What are the implications of the research on the relationship between students'

socio-demographic information and learning habits for educators and

policymakers?

SIGNIFICANCE OF THE STUDY

The findings of this study have the potential to serve as valuable data for

future research conducted by practitioners, institutions, and other researchers.

Furthermore, it is believed that the findings of this study can offer specific

recommendations based on the results, particularly for "Nursing Students in Private

School."

Additionally, the significance of this study can be categorized into distinct groups

of individuals.

For students, the findings of this study can be instrumental in enhancing their time

management skills and studying strategies.

For educators, understanding the relationship between students' socio-demographic

information and learning habits can help them to develop more effective and

equitable teaching practices. For example, educators can use this knowledge to tailor

their instruction to meet the different needs of their students. For example, students

from low-income families may benefit from additional support in developing

effective learning habits.

For policymakers, understanding the relationship between students' socio-

demographic information and learning habits can help them to develop policies that
 support all students. For example, policymakers can develop policies that provide

additional resources to schools in low-income areas, or that support the development

of culturally responsive teaching practices.

For parents, understanding the relationship between students' socio-demographic

information and learning habits can help them to support their children's learning at

home. For example, parents can work with their children to develop effective learning

habits, or they can provide their children with access to the resources they need to

succeed.

For researchers, the findings of this study can be advantageous as they can provide

valuable data for conducting future research.

For institutions specializing in Nursing, the findings of this study can hold great

significance as they provide data for future studies that will be undertaken.
 Methodology

RESEARCH DESIGN

The present study employs a Correlational research design to elucidate the

association between demographic characteristics and learning habits among nursing

students. Correlational research design is a method of inquiry that examines the

relationships between variables without the researcher exerting control or

manipulation over any of them. A correlation denotes the magnitude and/or

direction of the relationship between two or more variables, which can be either

positive or negative. In this design, the participants will be requested to provide

their sociodemographic information, as well as respond to inquiries regarding the

factors that influence their learning habits.

RESEARCH ENVIRONMENT

This research will be conducted at Southwestern University PHINMA, which is

situated on Urgello Street in Cebu City. As a highly esteemed innovator in medical

and allied health programs, we recognize that this institution can furnish the

respondents with the crucial data required for our research. The institution has

implemented limited face-to-face classes, thereby possessing adequate information

regarding the data that we need to collect for our research. In response to the Covid-

19 pandemic, the school has developed its RAD learning program to assist learners

during these challenging times. This program divides a semester into four RAD

blocks, each lasting approximately one and a half months. Southwestern University-

PHINMA is designed to support the academic success and personal growth of each

student.
RESEARCH INSTRUMENT

The researchers of this study determined that the utilization of questionnaires was a

more convenient and appropriate method for gathering the necessary data and

information. The questionnaires employed in this study were a combination of yes-

or-no, recognition, and subjective types. Given the current restrictions on direct

contact, this approach simplifies the dissemination of questionnaires, expedites data

collection, and ensures the accuracy of the responses obtained.

DOCUMENTARY ANALYSIS:

The researchers conducted an examination of the presently available resources

or documents. Additionally, the primary and secondary sources of information

utilized in this study were thoroughly scrutinized by the researchers.

QUESTIONNAIRE:

The respondents were requested to provide answers to a prepared set of

questions that were relevant to the subject of the study, using a combination-type

questionnaire that was developed by the researchers.

 Definition of Terms

 Socio-demographic information: Socio-demographic information refers to

demographic characteristics that are associated with social status or group

membership. It can include factors such as age, gender, race/ethnicity, socioeconomic

status, parental education level, and family structure.

 Learning habits: Learning habits are the ways in which students approach and engage

with their studies. They can include things like time management skills, study

strategies, and test-taking strategies.

 Academic success: Academic success refers to how well a student performs in school.

It can be measured by things like grades, test scores, and graduation rates.

 Equity: Equity in education refers to the provision of educational opportunities and

resources to all students, regardless of their background or circumstances.

 Culturally responsive teaching practices: Culturally responsive teaching practices

are teaching practices that are designed to meet the needs of students from all cultural

backgrounds. They involve acknowledging and respecting students' cultural identities

and experiences, and using culturally relevant materials and instruction.

 Intervention: An intervention in education is a program or service that is designed to

help students who are struggling academically. Interventions can be provided in a

variety of settings, including schools, homes, and community centers.

 Policy: A policy in education is a set of rules or guidelines that govern how schools

operate. Policies can be developed at the federal, state, or local level.

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 Results and Discussion

Pronouns of Respondents
0.3 0.4 2.
4
He
She
They
Others
Prefer not to say

6.
9

The figure shows that the pronouns of respondents are 6.9% among all of the

respondents was “SHE/HER/HERS which was the highest percentage, while second to

it was 2.4% from “HE/HIM/HIS” and the third rank was “OTHERS” which has 0.4%

while the fourth rank was “THEY” that has 0.3% and lastly 0% which is “PREFER

NOT TO SAY”

Household Income
45
40
35
30
25 Column1
20
15
10
5
0
Less than 25,000-50,000 50,000 – More than Prefer not to
25,000 100,000 100,000 say
 The figure shows that the Household income of the respondents which are 40

of all the respondents told that their household income was “less the 25,000” which

was the highest, while second to it was 30 respondents “50,000-100,000” and the third

rank was “25,000-50,000” which has 20 while the fourth rank was “more than

100,000” that has 6 and lastly 4 which is “PREFER NOT TO SAY”

Language
5
20
English
Tagalog
Cebuano
Taglish
Prefer not to say
Others
45

30

The figure shows that the language of respondents are 45 among all of

the respondents was using “CEBUANO” which was the highest percentage, while

second to it was 30 from “TAGALOG” and the third rank was “ENGLISH” which has

20 while the fourth rank was “TAGLISH” that has 5 and lastly 0 which is “PREFER

NOT TO SAY AND OTHERS”

 What distractions do you usually encounter while learning/studying?

Statement Verbal Ranking

Interpretation

Noise Strongly Agree 1

Technology (phones, social media, websites, Strongly Agree 4

videogames)
People Strongly Agree 2

Prefer not to say Agree 3

Table 2 shows the summary of how what distractions do you usually encounter while

learning/studying, Weighted mean, verbal interpretation and rank. The highest rank Noise has

a weighted mean of 3.66 and a verbal interpretation of Strongly Agree. The second highest in

the rank is People it has a weighted mean of 3.59 and a verbal interpretation of strongly

Agree. The third rank is Prefer not to say with a weighted mean of 3.58 and a verbal

interpretation of Strongly Agree. The fourth rank is Technology (phones, social media,

websites, and videogames) with a weighted mean of 3.57 and a verbal interpretation of

Strongly Agree.
 What is your learning habits
Weighted
Statement Verbal Interpretation Ranking
Mean
a. Find a good
3.59 Strongly Agree 2
place to study
b. Set study goals
2.88 Agree 8
for each session
c. Study with a
Strongly
group 3.66 1
Agree
d. Take practice Strongly
3.57 3
tests Agree
e. Memorizing 3.37 Agree 6

f. Familiarizing 3.25 Agree 7

g. Others (please
3.27 Agree 5
specify)
h. Prefer not to
say. 3.44 Agree 4

Table shows the summary of what are their learning habits. In the table, the
following are indicated, weighted mean, verbal interpretation, and rank. The highest
rank is Study with a group with a weighted mean of 3.66 and a verbal interpretation of
Strongly Agree.
The second highest rank is Find a good place to study with a weighted mean of
3.59 and a verbal interpretation of Strongly Agree.
The third rank is in Take practice tests that have a weighted mean of 3.57 and a
verbal interpretation of Strongly Agree.
The fourth rank is preferred not to say has weighted mean of 3.44 and a verbal
interpretation of Agree.
The fifth rank is others (which is watching educational videos), with a
weighted mean of 3.27 and verbal interpretation of Agree.
The sixth rank is memorizing, with a weighted mean of 3.27 and verbal
interpretation of Agree.
The seventh rank is familiarizing with a weighted mean of 3.25 and verbal
interpretation of Agree.
 Last is setting study goals for each session with a weighted mean of 2.88 and a
verbal interpretation of Agree.

Hours in Studying
0.5 0.4
1
30mins-1hr
1.5 1 hour-2 hours
2hours-3hours
More than 3 hours
I don't study

6.9

The figure shows that the hours in studying of respondents are 6.9% among all

of the respondents was “1hr-2hours” which was the highest percentage, while second

to it was 1.5% from “2 hours to 3 hours” and the third rank was “more than 3 hours”

which has 1% while the fourth rank was “30 mins-1 hr” that has 0.5% and lastly 0.4%

which is “I don’t study”

 Hours in Sleeping
1.
8

2-3 hours sleep

3-4 hours sleep

8.
2

The figure shows that the large population of respondents answered 2-3 hours

of sleep with 8.2% while 1.8%of them have 2-3 hours sleep.

Academic Performance
10

10

Good
5
Poor
Excellent
Average
I didn't do well

65

The figure shows that the rate of academic performance of the respondents are

65 among all of the respondents was “GOOD” which was the highest percentage,

while second to it was a tie with a score of 10 from “EXCELLENT and AVERAGE”

and the third rank was “POOR” which has 5 while the fourth rank was “I DIDN'T DO

WELL” that has 0.

 Where did you spend your time most?
40
35
30
25
20
15
10
5
0
nd
s
in
g as es nd sa
y
fri
e dy ra
m
ga
m tre to
S tu -d o ok ot
ith e /k id
e
ikT r n
w V T e
ng im a ef
nti / an in
g Pr
liv
a lix Do
ga
l
N etf
g
in
tch
a
W

Where did you spend your time most?

The figure shows that where did the respondents spend their time, 35 of them

spend their time gallivanting with their friends which was the highest percentage,

while second to it was 30 from “studying” and the third rank was “Watching netflix,

anime, k-drama” which has 15 while the fourth rank was “playing video games” that

has 10, and fifth rank was “Doing a tiktok trend” that got 5 response and lastly “prefer

not to say” that has no response at all.

 Time Management
1 0.9
1.
5
Yes
No
I don’t know
Prefer not to say

6.
9

The figure shows that the time management of the respondents are 6.9% among

all of the respondents was “NO” which was the highest percentage, while second to it

was 1.5% from “I don’t know” and the third rank was “Prefer not to say” which has

1% while the fourth rank was “YES” that has 0.9%.

Conclusion

This paper reviewed the literature on the relationship between students' socio-

demographic information and learning habits. The findings suggest that there is a

complex relationship between these two variables, and that students' socio-

demographic information can influence their learning habits in a variety of ways.

For example, students from low-income families may be more likely to have

difficulty finding quiet places to study at home, or they may not have access to the

same resources as students from more affluent families. Additionally, students from

different cultural backgrounds may have different learning styles and preferences.

Understanding the relationship between students' socio-demographic

information and learning habits is important for a number of reasons. First, it can help
 educators to develop more effective and equitable teaching practices. For example,

educators can use this knowledge to tailor their instruction to meet the different needs

of their students. Second, understanding this relationship can help to identify students

who may need additional support. For example, students from low-income families or

students from different cultural backgrounds may benefit from targeted interventions

to help them develop effective learning habits.

Recommendations

Based on the findings of this review, the following recommendations are made

for educators and policymakers:

 Educators:

o Be aware of the potential impact of students' sociodemographic information on

their learning habits and experiences.

o Create supportive and inclusive learning environments where all students feel

valued and respected.

o Use knowledge of students' backgrounds to develop culturally responsive

teaching practices.

 Policymakers:

o Develop policies that provide additional resources to schools in low-income

areas.

o Support the development of culturally responsive teaching practices.

By following these recommendations, educators and policymakers can help to

ensure that all students have the opportunity to succeed.

 CERTIFICATION OF STATISTICAL ANALYSIS

This is to certify that this research study entitled “RELATIONSHIP

BETWEEN STUDENTS’ SOCIODEMOGRAPHIC INFORMATION

AND LEARNING HABITS” by the proponents(insert group names here),

A.Y. 2022-2023 has undergo statistician analysis.

Signed by:

_______________________

Ms. Sheena Namuco

Statistician

Date:

10/24/2023