The Relationship Between Study Habits An

PO LYT EC H N IC U N I VERS IT Y OF T H E PH IL IPP IN ES
THE RELATIONSHIP BETWEEN STUDY HABITS AND ACADEMIC
PERFORMANCE OF GRADE 7 STUDENTS AT EARLY CHRISTIAN
SCHOOL SY. 2014-2015
A Capstone Project
Presented to the Faculty of the
Polytechnic Universityn of the Philippines
Santa Maria, Bulacan Campus
In Partial Fulfillment of the Requirements for the Degree
Bachelor of Science in Secondary Education Major in English
Submitted by:
DARIA, MICHELLE
FAJARDO, ROLAND
GEMINA, JEANNE PAULINE
MALLARI, QUENIE
SECRETARIO, RUTH
THE RELATIONSHIP BETWEEN STUDY HABITS

AND ACADEMIC PERFORMANCE

BSEDEN 4-2
April 2016
ABSTRACT
Title: The Relationship between Study Habits and Academic

Performance of Grade 7 students at Early Christian School
SY. 2014-2015
Researchers: Daria, Michelle Z.

Fajardo, Roland
Gemina, Jeanne Pauline L.
Mallari, Quenie C.
Secretario, Ruth F.
Degree: Bachelor of Secondary Education Major in English
Institution: Polytechnic University of the Philippines – Santa Maria

Bulacan Campus
Date: March 2016
Adviser: Prof. Jose M. Abat
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ACKNOWLEDGMENT
This study could not have been conducted and completed without the
genuine assistance and immeasurable contribution of the people behind the
researchers. To them this acknowledgment is due:
ToMrs.Gilda De Vera, the Administrator of ECS,for approving the
researchers to conduct the survey in their school;
To Prof.LaarniNadong, Prof.Arman Santos, for making statisticsand giving the
needed formula in finding the significant relationship of the study;
ToMs.MelanieDivinagracia, forgiving much needed encouragement and
guidance despite of having a very hectic schedule;
To Prof. Jose M. Abat, the researchers’ adviser who contributed some of his
ideas for the accomplishment of this research works;
To their Family, whose love and immeasurable support have encouraged the
researchers to finish this very challenging task; Most of all, to our Almighty God,
the source of knowledge and wisdom, and whose guidance, good health and
bountiful graces have enabled the researchers overcome the challenges and endure
the hardships and trials they encountered during their studies.
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TABLE OF CONTENTS
Abstract……….……………………………………………………………..……….. i
Acknowledgment..………………………………………………………………….. ii
Table of Contents…………………………………………………………………… iii
.
Chapter 1: The Problem and its Background
Problem and Its Background………………………………………………… 1

Theoretical Background……………………………………………………… 4
Conceptual Framework………………………………………………………. 6
Statement of the Problem……………………………………………………. 7
Null Hypothesis.…………………………………………………………..…... 8
Scope and Delimitations……………………………………………….…….. 8
Significance of the Study…………………………………………………….. 9
Chapter 2: Review of Related Literature and Studies
Foreign Literature…………………………………………………………… 11
Local Literature……………………………………………………………… 22
Foreign Studies……………………………………………………………… 27
Local Studies………………………………………………………………….34
Chapter 3: Research Methodology
Method of Research………………………………………………………… 41
Sample Population Size……..……………………………………………... 42
Instrumentation……………………………………………………………… 42
Data Gathering Procedure……………………..………………………….. 46
Statistical Treatment Used…………….…………………………………… 46
Chapter 4: Presentation, Analysis and Interpretation of Data
Presentation, Analysis and Interpretation of data...………………………49

Chapter 5: Summary of Findings, Conclusions and Recommendations
Summary of Findings………………………………………………………. 81
Conclusions…………………………………………………………………. 83
Recommendations...………………………………………………………..85
References….………………………………………………………………. 87
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
A good habit learned today, will shape the world of tomorrow. With education
being an important factor in future schools, careers, and even lifestyles, learning
good study habits when children are still young is important. Relationship between
study habits and academic performance of the student specifically Grade 7 students
provides precise ideas in which a student seriously needed. Thus, study habits help
improve the potential of every individual. In this study, academic performance
together with good study habits will be tackled explicitly to provide better study
practices and be able to produce a well-educated and more knowledgeably
individuals. Conversely, poor study habits will make it harder for you to excel in your
classes. Fortunately, there are several techniques you can use to improve your
study habits during school.
According toGrace Fleming (2014) there are study habits to improve student’s
performance. By implementing a study routine when students are still in elementary,
even though it might exclusively be using educational software for an hour every
night, won’t be as much of nightly battle when they’re older.
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Faced with poor student performance on tests and assignments, teachers
often recognize that the root of the problem lies not in the material or in how it is
taught, but in how students choose to study it. Some students lack experience with
effective methods of study; their strength the effectiveness of their studying by the
length of time they spend in front of a book not in their comprehension of it. Harsh
reality sets in when grades are distributed. Discover how teachers in the trenches
are introducing students to better ways of studying effectively.
Students grapple with many issues in their lives, and because of all of the
competing things for student attention, it’s difficult to focus on studying. And yet if
they’re in school, theyhave to do at least a little studying in order to progress from
year to year. The key to effective studying isn’t cramming or studying longer, but
studying smarter.
Many students think that being a good student means just showing up for
classes, taking a few notes, reading the textbooks, and studying right before the
tests. However, learning, like many other activities, involves a complex set of skills
that require practice. For example, if you wanted to become a good basketball
player, you would have to be habitually played a game, learned how to dribble, pass,
shoot, rebound, etc., and you would have to practice this over and over in order to
improve them. Similarly, studying involves learning a complex set of habits, such as
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note taking, test taking, etc., that must be practiced in order for you to become a
good student.
Cainglet (2013) states that learning enriches one’s life and can help one
achieve whatever goals he has. The more he knows, the more he does something
worthwhile in his life. If one wants to learn he always thinks positively and put into
his mind that every time he learns something he grows and takes another step
forward reaching his goals. Attitude has a great part in taking one’s permission in
learning. This concern with seeing one’s goal in following everything he thinks may
help him reach the learning he wants.
Learning can be immensely gratifying, but studying usually involves hard
work. The first step towards effective studyhabits is to face up to this reality. One
need not feel guilty if one doesn’t look forward to studying. Once an individual
accepts the premise that studying doesn’t come naturally, it should be apparent that
one needs to set up an organized programmed to promote adequate study. Learning
how to study is really a long-term process. As one goes on studying, one finds more
techniques and methods that offer newinformation leading one on an interesting and
successful direction. So, learning how to study or to develop good study habits is a
lifelong process, and one should be ready to modify one’s method of study
according to the need of the time. The development of good study habits is the
highway to the goals of an individual, whatever they are. A simple, small change in
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study habits makes a big difference in goal setting and organization of one’s life. The
success of an individual depends upon his study habits. Education is the
manifestation of perfection already existing in man. The tool enabling this
manifestation is study habits (A.S.Arul Lawrence 2014).
Academic grading of students is determined by his learning done in a
particular period of time. A grade is a primary indicator to judge such learning. It’s a
common believe that the higher grade achiever learn more than a lower grade
obtainers learning. Even so, many studies and experiences conclude that there are
numerous factors responsible for academic achievement. No single factor can be
count into consideration for predicting grades. So many factors may be interplaying
like study culture, IQ, gender, study habits, year level, age, education level of
parents, birth order, social status, economic solvency etc. In truth, more or less all of
existing environmental, economic and personal factors are a variable of academic
performance. However, in this point, we would like to know the possible relationship
of study habits affecting to the academic performance of Grade 7 students of Early
Christian School.
Background of the Study
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Byrnes (2002) cites several researchers which found out those children in the
elementary grades have difficulty recognizing, recalling and constructing the main
idea in passages. He further states that student achievement is disappointing in
nearly every subject area after observing that student’s performance are at levels far
below what is desirable.
Many researchers have studied the relationship between study habits and
academic achievement. Most of them prove there is a significant relationship
between them and some of them prove that there is no significant relationship
between them. Here the investigator supports the second one based on his findings
that there is no significant relationship between study habits and academic
achievement of higher secondary school students (A. S. Arul Lawrence 2014)
Barsaga (2000) mentions UNESCO report stating that the Philippines rank as
among the lowest in academic achievement in comparative fractional texts, although
it shows the Filipinos are among the most schooled in the developing world.
Meanwhile, Sibayan (2000) observes that today there are many non-readers in
school. The majority in high school and even college graduates connect till what they
read. It is disappointing to note that their problem gets worse as time passes by.
In this study the Grade 7 students of the Early Christian Schoolhad started
towards the end of school year 2014-2015 making an informal survey and interview
of Grade 7 students in view of the prevailing comprehension and academic
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problems. From then on, it has become a routine to interview the Grade 7 students
and assess their academic performance before the end of grading period. These
prevailing circumstances prod the researcher to conduct this study on study habits
and academic performance.
Theoretical Framework
The study is anchored on the theories concerning reading as well as study
habits. These theories are cognitive development theory from which schema theory
of reading, interactive theory reading and metacognition theory are based on
Bandura’s Self-Efficacy theory.
Jean Piaget (1890), who started the cognitive development theory, describes
acquiring knowledge in terms of schemes, concepts and structures. He believes that
the mind is capable of intellectual exercise because of its ability to categorize
incoming stimuli adequately (Byrnes 2001). Schemes or schema structures by which
the individual adopts and organizes what he is learning. This “structures” make an
individual create meaning out of the experience. (Parsons, Richard, Hinson and
Brown, 2001).
Out of this theory, the schema theory has been created. It describes how
comprehension happens. Villamin (2001) states that this theory views reading as an
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active process of connecting old knowledge with new information. Old knowledge
refers to specific knowledge about the topic, general world knowledge about social
context, causal relationships, structures, text and organization. Long (1987) says:
Comprehending a text is an interactive process between the reader’s background
knowledge and the text. Efficient comprehension requires the ability to relate the
textual material to one’s own knowledge. Comprehending words, sentences, and
entire texts involve more than just relying on one’s linguistic knowledge.
This explains that a reader’s background knowledge and vocabulary which
have been widened and enriched through experiences and environment will facilitate
the comprehension of the reading materials presented to him/her. Teachers then are
to build, actively topic knowledge prior to teaching reading to the students.
Moreover, another theory which will explain comprehension is the “interactive
reading theory” which begins with a hypothesis forged from prior knowledge while
simultaneously processing the print information (Reutze,1996). Rubin (2002) and
Aebersold and Field (1998) refer to reading as an interaction between the reader
and the text. They posited that an actual reading happens when the reader brings in
meaning to the text which remains the same while one is reading. But what the
reader brings to the text may change as comprehension grows. Thus, learning to
read is accomplished by placing a balanced emphasis on mastering three skill areas
which are decoding, vocabulary and comprehension. This premise is supported by
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the psycholinguists’ view which states that reading is an active process that makes
use of language cues from the text and constructs of meaning. A reader acts upon
and interacts with written language in an effort to make sense out of an author’s
message. This theory is a combination of how language works and how the reader
learns (Vacca,Vacca and Grove 1987).
It is also important to explain how students acquire specific learning strategies
and how they sense when they are not learning nor have trouble in learning. Gipe
(1987) cites Flavel, who refers to the metacognition theory as knowledge of one’s
own cognitive process and products or anything related to them. This involves the
individual’s awareness and conscious control over thinking activity. Villamin, Diaz,
Talens and Santos (2001) explain that this theory involves the ability to discuss and
regulate thinking and to be more aware of one’s own cognitive process while reading
and studying. This is a mental process used by an individual to plan, monitor and
evaluate what he/she is doing. Good readers are aware that they comprehend and if
they do not, they use some strategies to arrive at an understanding. In studying, this
theory implies that students should be carefully trained in purposeful, strategic
studying, reading and problem solving. (Parsons, Richard Hinson and Brown, 2001)
Why a person repeats certain activities can be explained by Bandura’s self-efficacy
theory. Dornyei (2001) mentions this theory as referring to people’s judgments of
their capabilities to carry out certain specific task and accordingly, their sense of
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efficacy will determine their choice of the activities attempted, the amount of effort
exerted and the persistence displayed. This is an attempt to explain why an
individual would repeatedly and persistently do certain activities such as studying or
reading.
Conceptual Framework
There are two sets of variables used in this study as illustrated in figure 1.
The first set of variables refers to the student’ study habits namely, time
management, concentration, using the library, and taking notes.The secondset
composed of academic performance, focused on the General Weighted Average of
the students. Academic performance and study habits were correlated in this study.
These skills were measured using Emelyn Joy Maglana’s instrument.
Study Habits:
 Time Management
 Concentration
 Using the library
 Taking notes
Figure 1. Conceptual Framework of the Study
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Statement of the Problem
The general aim of the study is to determine the relationship between study
habits and academic performance among Grade 7 students.
Specifically, it seeks to answer the following:
1. What are the study habits of the Grade 7 students in terms of:
1.1 Time Management
1.2 Concentration
1.3 Using the Library
1.4 Taking Notes
2. What is the level ofacademic performance of the Grade 7 students?
3. Is there a significant relationship between study habits and academic
performance of Grade7 students?
Hypotheses
There is no significant relationship between respondents’ study habits and
academic performance.
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Significance of the Study
On a broader view, this study is significant since it addresses a prevailing worldwide
problem at academic performances. More specifically, the results of this study may
provide insights on the following:
Students.This endeavor hopes to let the students,see what areas are to be
improved so that they can be better equipped in the future.
Teachers.It is hoped that the result of this study will enlighten the school
personnel concerned and give them a better understanding and thus, help them
create necessary programs to enhance the academic performance and study habits
of the Grade 7 students.
Research. Insights gleaned from this study may contribute what is still to be
considered in the field of academic and learning habits of students.
Researchers. As future educators it will help us to improve the study habits
and academic performance of our students in the future.
Scope and Limitations
This research work covered the study habits and academic performances of
the Grade 7 Students of Early Christian School.
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The assessment of the study habits was based on Emelyn Joy
AllosaMaglana’s questionnairesthat have undergone content validation and reliability
testing. Study habits included only time management, concentration, using the
library and taking notes which the habits are expected to have been developed by
secondary students.
The assessment of academic performance was based on the administrators’ copy of
General Weighted Average of Grade 7 students.
Definition of Terms
Academic Performance. It refers to the accomplishments or the production
of the pupils/students in their schoolwork (Webster,2006)
Concentration. This refers to putting things together in a common core. In
studying, this is placing study mood and materials into a common perspective.
Relationship. It means the connection between two variables. In this
study,the connection between study habits and academic performancewas found
out.
Study Habits. These variables refer to one’s repeated and reproduced
behavior pertaining to study, which is divided into the following categories: time
management, concentration, using the library, taking notes.
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Time Management. This is a way of analyzing how one spends the
day or Grading period so that certain hours of study is set aside (Adapted from
Sotiriou, 2002
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Presented in this chapter are foreign and local literatures and studies that
would be of great help in the pursuit of this undertaking. This helped the researchers
to have a better understanding and a wider perspective on this investigation.
Foreign Literature
Study habits are said to be improving because of the advent and wide use of
the Internet, hypertext, and multimedia resources which greatly Affects the Study
Habits. Liu (2005) According to Allan Paivio (2006), an emeritus professor of
psychology at the University of Western Ontario, noted that habits of study, which
are formed in schools, have greater significance and students must realize the need
to acquire these effective study habits. Effective studying will help students to
prepare schoolwork in less time and achieve greater degree of mastery of the
lesson. Students who study effectively and efficiently make use of methods of
learning which provide gaining in the acquisition, retention, application of knowledge,
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facts and information from textbooks and class discussion, lectures and other
resources.
Studying From a reliable source (Abderisak, 2007), students cannot study
properly without considering the time as the main factor of study habit. It is most
certainly a study technique in itself. The schedule given in each student should guide
them in how to allocate the available time among the academia works,
extracurricular activities and social life. Time is the most important element of
studying. It must be properly observed and practice the studying accordingly to the
given time span.
Claessens et.al (2009) has defined time management as types of behavior
that differentiate people who do things on time, stick to deadline and spend little time
on their activities from those who are often late, pass deadline, spend much time on
their activities and waste time on unimportant matters.
Li (2009) explained that students don’t need to study for a long period of time,
but instead, enough time is recommended for healthy amount.
Richard and Morgan (2005) list study skills in which note taking and using a
system of study are included. It is a skill which when properly used, can bring about
a lot of advantages to one’s college life. Taking notes can prevent one from getting
intimidated or even from being annoyed by the cost and bulk of the materials to be
studied and the assignments to be read in college. Taking effective notes can
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provide a person with a significant career advantage. The notes provide a record of
what occurred in class or lecture and keeps one engaged in what is going on
(Feldman, 2005).
Academic Performance is observed to be the direct outcome of education. It
is the main indicator that learning has occurred. Driscoll (2005) describes learning as
a “persisting change in performance or performance potential that results from
experience and interaction with the world”.
Local Literature
Bolivar Pascual, MD, a psychiatrist, stated that study skills/habits or study
strategies are approaches applied to learning. They are generally critical to success
in school, are considered essential for acquiring good grades, and are useful for
learning throughout one's life. There are arrays of study skills, which may tackle the
process of organizing and taking in new information, retaining information, or dealing
with assessments. They include mnemonics, which aid the retention of lists of
information, effective reading and concentration techniques, as well as efficient note
taking. Acquiring effective study habits are often left up to the student and their
support, however, and there is evidence that they increasingly taught at high school
and university level.
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Literature suggest that effective studying requires not only that the students
possess knowledge of appropriate studying techniques and practices (study skills),
but also sustained and deliberate effort (study motivation), self-regulation, ability to
concentrate and a sense of responsibility for and value in one’s own learning (Luisa
Aquino,2011).
Breus (2006) More and more research studies demonstrate that daytime
sleepiness fromchronic sleep deprivation and poor quality sleep has significant
impacts on daytime behavior andacademic performance, as well as concentration,
attention, and mood. Even 20 fewer minutes ofneeded sleep may significantly affect
behavior in many areas. One study showed that those students with C‘s, D‘s and F‘s
got about 25 fewer minutes of sleep and went to bed an average of40 minutes later
than A and B students.From elementary school through high school and beyond, a
great many of our childrenare chronically sleep-deprived. With more than 2/3 of all
children having some kind of sleep 29 problem, and most adolescents not
getting enough sleep, many will struggle to meet the barrageof new challenges,
demands, and emotions of a new school year. It is not widely recognized
andappreciated just how pervasive and critical quality sleep is for brain development
and how itdirectly influences daytime functioning, performance, mood and behavior.
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In addition, Richard (2009) stated, it will be a big help in studying to divide up
large tasks into smaller ones. In this way, students may limit their allotted time for
studying. Dividing large tasks into smaller ones is one of the few ways to lessen the
time for studying and also organizes the material for studying.
(Gade, 2006) proposed that personal relationships and relevancy of subject
matter, rather than concern for specific study habits, maybe key factors in
addressing low academic achievements. As reported by the same author, confluent
education can play a vital role in addressing this problem of student’s deteriorating
knowledge. Confluent education they say, should be understood as systemic in
orientation, meaning, students should not be regarded as objects that can be formed
into predetermined forms; rather students and teachers should work together to
achieve a mutually empowering learning experience. Confluent education
recognizes that educating the whole person in all of his facets encompasses
intrapersonal, interpersonal, and societal development.
According to Villa (2009) many school learners fail in their studies due to their
inability to cope with the daily obstacles and demands in school. Many factors are
enumerated to be the cause of such failures, but the most identified one and worst is
lack study among learners. This is because of the poor identification of the students
preferred learning preferences and affecting the student’s academic performance.
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With this it is stated that schools must take a review on how to gain students' interest
for them to achieve a great performance on studying.
Foreign Studies
As it is said in the study of Crede and Kuncel (2008), study habit, skill, and
attitude inventories and constructs were found in rival standardized tests and
previous grades as predictors of academic performance, yielding substantial
incremental validity in predicting academic performance. Study motivation and study
skills exhibit the strongest relationships with both grade point average and grades in
individual classes. Academic specific anxiety was found to be an important negative
predictor of performance. In addition, significant variation in the validity of specific
inventories is shown. Study groups help solve the problem of forgetfulness. Studying
one hour immediately after a class will do more good in developing an
understanding of the material as several hours a few days later. Studies show that
as much as 80% of material learned in class is forgotten within 24 hours if there is
no review.
Time management is a method for managers to increase work performance,
effectiveness [Claessens, Roe, Rutte (2009)]. Time management is probably not as
easy as what it is imagined and expected to be. Hence, authors differ in the way in
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which they define time management. In their study, “time management:
effectiveness, logic and challenges”, [Claessens, Roe, Rutte (2009)] have noted that
the term time management means different things to different people.
In relation to time management behaviors, some studies have focused on
three types of behaviors that include: time assessment behavior, planning behavior,
and monitoring behavior (Claessens et al, 2007).
Since the study habits has a significant effect on academic achievements and
according to the importance of study habits on academic performance and
educational progress that finally effect on academic and career future, so it is
essential to consider and planning to improve methods and study habits of students.
According to researchers, the people's study habits are teachable and learnable and
several steps can be taken in this field. It is also recommended that the courses of
correct study habits to be held for the students in the entrance to the university to
gain the knowledge in this field.
The meta-analysis of personality–academic performance relationships, based
on the 5-factor model, in which cumulative sample sizes ranged to over 70,000.
Most analyzed studies came from the tertiary level of education, but there were
similar aggregate samples from secondary and tertiary education. There was a
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comparatively smaller sample derived from studies at the primary level. Academic
performance was found to correlate significantly with Agreeableness,
Conscientiousness, and Openness. Where tested, correlations between
Conscientiousness and academic performance were largely independent of
intelligence. When secondary academic performance was controlled for,
Conscientiousness added as much to the prediction of tertiary academic
performance as did intelligence. Strong evidence was found for moderators of
correlations. Academic level (primary, secondary, or tertiary), average age of
participant, and the interaction between academic level and age significantly
moderated correlations with academic performance. Possible explanations for these
moderator effects are discussed, and recommendations for future research are
provided. (PsycINFO Database Record (c) 2016 APA).
Study habit, skill, and attitude inventories and constructs were found to rival
standardized tests and previous grades as predictors of academic performance,
yielding substantial incremental validity in predicting academic performance. This
meta-analysis (N = 72,431, k = 344) examines the construct validity and predictive
validity of 10 study skill constructs for college students. We found that study skill
inventories and constructs are largely independent of both high school grades and
scores on standardized admissions tests but moderately related to various
personality constructs; these results are inconsistent with previous theories. Study
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motivation and study skills exhibit the strongest relationships with both grade point
average and grades in individual classes. Academic specific anxiety was found to be
an important negative predictor of performance. In addition, significant variation in
the validity of specific inventories is shown. Scores on traditional study habit and
attitude inventories are the most predictive of performance, whereas scores on
inventories based on the popular depth-of-processing perspective are shown to be
least predictive of the examined criteria. Overall, study habit and skill measures
improve prediction of academic performance more than any other noncognitive
individual difference variable examined to date and should be regarded as the third
pillar of academic success. Marcus Credé, Nathan R. Kuncel (SAGE JOURNALS)
Local Studies
A good academic performance results a positive and great impact to
students, shown on the study conducted by Luminario (2006). Stating that student’s
eager more on leaning when their results on studying are beyond expectations. The
desire to study greater is said to be a result of good study habit and through the help
of mastery on their preferred learning style of learning.
According to the study of Torres and Fajardo (2006) 63.25% of the
respondents spend more time in studying rather than of playing. 79.14% out of the
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302 respondents can be considered healthy for the reason that they do not get sick
or ill often. This contributes ton a result of a high percent of 94.04% respondents
who attend their class regularly.
Based on the study of Alexis D. Tan (2010) majority of the students often gets
82% and below in minor subjects while 83%-85% in major subjects.
Aquino, L (2011) Students generally do not approve teacher methods and
classroom management and have inefficient time management. Intervention
programs based on the theory of confluent education which can improve the study
habits and attitudes of students was proposed.
The study of Cadoloes (2013) reveals that the first year students have the
skills in organizing and planning their work, preparing assignments or projects, and
note-taking and reading. The students’ skills in organizing and planning one’s work;
working with others and utilizing resources and feedback; note-taking and reading;
and preparing an assignment/project correlate with their grades. The best predictor
of students’ academic performance is note-taking and reading. First year college
students need to develop the habit of studying their lessons, reading, and taking
down notes to improve their academic performance.
There is a high correlation or relationship between student habits and
students’ academic performance. There is a significant difference in the study habits
of secondary school students whether male or female. The differences in the study
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habit are attributed to the fact that students do not know how to study and those that
manage to study do not adopt effective study methods. Lack of proper study habits
is one of the root causes of our dwindling educational standard (Ang Alutu, 2012).
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Chapter 3
RESEARCH METHODOLOGY
This chapter describes the research methodology used in this study
specifically, it focuses on the techniques and procedures of gathering the data, the
population and sampling design, the instruments to be used and the statistical tools
and techniques necessary for analysis of data.
Research Design
This research used as descriptivemethod. This is designed to gather
information about the present existing condition of the chosen field of study. This
method helps the researchers to interpret the meaning of the findings and also for
the development of further studies.It also used correlational approach because it
determined the extent to which the study habits are related to reading
comprehension skills of the Grade 7 students.
Descriptive method proceeds to describe certain phenomena. For this reason, some
authorities in research describe it to be “fact-finding” or “information gathering” with
analytical interpretations. According to Sanchez (1993), the descriptive method is
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something more and beyond than just data gathering. The true meaning of data
collected should be reported from the point of view of the objectives to and the basic
assumptions of the study. Facts obtained maybe accurate expression of central
tendency or deviation or correlation; but the report is not research unless discussion
of the data is carried out up to the level of adequate interpretation. The data must be
subjected to the thinking process by means of ordered reasoning.
Population and Sampling
The populations of the study were the179 Grade 7 students in Early Christian
School Year 2014-2015. The respondents from ECS were carefully selected.
To get the sample size from the total population, the computation will be
shown below using the slovin’s formula:
Table 1. Population & Sampling
Section Population Sample Size Percentage
Gold 35 25 20.16%
Diamond 35 25 20.16%
Ruby 35 25 20.16%
Emerald 35 25 20.16%
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Pearl 34 24 19.35%
Total 179 124 99.99 %
Where in:
N = total population
n = sample size
e = desired total margin of error
n ≥ 179
1+179(0.05)²
n ≥ 179
1.448
n ≥ 123.62
n ≥ 124
Instrumentation
The questionnaire developed to survey the study habits of the Grade 7
students. Study habits were divided into time management, using the library,
concentration, and taking notes.
Methods and Procedure
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The researchers secured permit to conduct the test and survey from the
administration of the Early Christian School through a letter of recommendation from
the admin. In administering the test In ECS, arrangements were made with the
teachers in particular classes offered for Grade 7 students only.
To gather data, the researchers made patterned after Emelyn Joy AllosaMaglana
instruments to find out the study habits and measure the academic performances.
Treatment of Data
Determine the study habits and reading comprehension skills and the profile
of the respondents, the following descriptive statistics were used: frequency, mean
and standard deviation.
The instrument for study habits used the following Likert scale: 5=always, 4 =
often, 3= sometimes, 2 = rarely; 1 = never. The result was then interpreted using the
following scale: 4.5 to 5.00 = always; 3.51 to 4.5 = often; 2.51 to 3.5 = sometimes;
1.51 to 2.5 = rarely; and .5 to 1.5 = never.
To determine the level of Academic performance of the respondents the
researchers based on the result of K+12 curriculum level.
To determine the correlation between study habits and academic performances, the
Pearson-Product Moment correlation and regression analysis were used.
4
Statistical Treatment Used
The study used the following statistical tools and techniques:
FREQUENCIES-PERCENTAGE
Frequencies-Percentage was used in determining the profiles of the
respondents in terms of demographic variable.
Formula:
Where:
f – Frequency
N – Number of cases
PEARSON CORRELATION COEFFICIENT r
Pearson was used to determine if there is significant relationship between
Study habits and academic performance of the grade 7 students.
Formula:
3
WEIGHTED ARITHMETIC MEAN

The Weighted Arithmetic Mean was used in determining the profile of the
respondents in terms of Adversity Quotient® and its dimension (CORE) and job
satisfaction level. In particular, the mean is denoted by x of the scores
is given by the formula:
4
3
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyzes and interprets the data gathered out of
instruments used in the study presented to the specific problems.
Profile of the Respondents
Table 2. Age
AGE FREQUENCY PERCENTAGE
11 y/o 1 0.81 %
12 y/o 37 29.84 %
13 y/o 77 62.10 %
14 y/o 8 6.45 %
15 y/o 1 0.81 %
Total 124 100 %
Table 2 presents the frequency distribution and percentage of the
respondents in terms of age. There are five (5) categories. The highest percentage
is 13 years old that accounts for 77 of the respondents or 62.10% out of 124 of the
4
sample size. Next are 12 years old with 37 respondents or 29.84%. Then of the
respondents is 14 years old or 6.45%. One of the respondents is 15 years old or
0.81% and one also is 11 years old or 0.81 %.Based on the respondents’ profile,
most of the respondents are 13 years old of age, which is the right age for a grade
seven student.
According to Marquez (2009), pupils who are very successful in their desired
career have good study habits. She stated that pupil at early age must be motivated
to have a great learning habit and the schools and teachers have a big part on
building the foundation of a student. While studying, students' attention is in their
performance on academic are being well and favored to their desires.
Table 3. Gender
GENDER FREQUENCY PERCENTAGE
MALE 70 56.45 %
FEMALE 54 43.55 %
TOTAL 124 100 %
Table 3 presents the frequency and percentage distribution of the
respondents in terms of gender. Out of 124 sample size , 70 or 56.45 % were males
3
while 54 or 43.55 % were females. It was very visible that most of the respondents
were males.
Table 4. Study Habits of the Respondents
Time Management Weighted Scale

Mean Interpretation
1. I prepare a general schedule of activities at 3.645161 Often

the beginning of the class.
2. I have a schedule for study hours. 3.443548 Sometimes
3. As each assignment is given, I set time to 3.846774 Often

work on it.
4. When I set up a study schedule, I also take into 3.701613 Often

account the need for rest and relaxation.
5. I observe flexibility in my schedule to deal with 3.387097 Sometimes

unexpected events.
6. I spend much time on unimportant events. 2.685484 Sometimes
7. I cram the night before the test or exam. 2.935484 Sometimes
8. I keep track of my assignments/projects. 3.790323 Often
4
9. I finish important tasks on time. 3.967742 Often
Using the Library Weighted Scale

Mean Interpretation
1. I make use of the library services available. 3.693548 Often
2. I ask for assistance in looking for materials in 3.524194 Often

the library.
3. I can locate library materials using the library 3.298387 Sometimes

card catalog.
4. I know whom to ask for help in the library when 4.016129 Often
I don’t know how to find what I need.
5. I feel comfortable using the library. 4.274194 Often
6. I write down all appropriate information sources 3.701613 Often

of library materials (for example, author, name
of the book, publisher, etc.)
7. I know the specific reference material to use for 3.653226 Often

a particular assignment.
Concentration Weighted Scale

Interpretatio
3
Mean n
1. I go to the same place to study. 3.846774 Often
2. I find it easy concentrating when I study. 3.927419 Often
3. My study area is free from distractions. 3.379032 Sometimes
4. I tend to “day dream” when I study. 3.145161 Sometimes
5. My mind wanders when I study. 3.483871 Sometimes
6. I sit and study for long periods of time without 3.354839 Sometimes
becoming tired or distracted.
7. I underline/highlight important ideas in the 3.887097 Often
textbook or reading materials.
Taking Notes Weighted Scale

Mean Interpretatio
n
1. I take down notes during class lectures. 3.887097 Often
2. I follow a certain system of note-taking. 3.814516 Often
3. I try to take down everything the instructor says. 3.637097 Often
4. In a lecture, I can tell which ones are important 3.83871 Often

points.
5. I organize my study notes carefully. 3.814516 Often
4
6. I can understand my class notes when I read 3.580645 Often

them later.
7. I write down all appropriate source information 3.645161 Often
of the notes I jot down.
8. My notes are organized into main headings, 3.572581 Often
subheadings, details and examples.
This table presents the study habits of the respondents. Under the time
management, the item “I finish important tasks on time” ranks the 1st with a
weighted mean of 3.97 and interpreted as ‘’often” followed by the item “As each
assignment is given, I set time to work on it” with a weighted mean of 3.84 and
interpreted as “often”. The item “I keep track of my assignments/projects” with a
weighted mean 3.74 and interpreted as “often”. The item “When I set up a study
schedule, I also take into account the need for rest and relaxation” with a weighted
mean of 3.70 and interpreted as “often”. The item “I prepare a general schedule of
activities at the beginning of the class” with a weighted mean of 3.64 and interpreted
as “often”. The item “I have a schedule for study hours” with a weighted mean of
3.44 and interpreted as “sometimes”. The item “I observe flexibility in my schedule to
deal with unexpected events” with a weighted mean 3.38 and interpreted as
“sometimes”. The item “I cram the night before the test or exam” with a weighted
3
mean of 2.93 and interpreted as “sometimes”. The items “I spend much time on
unimportant events” with a weighted mean of 2.64 and interpreted as “sometimes”.
Under the using the library, the item “I feel comfortable using the library” ranks the
1st with a weighted mean of 4.27 and interpreted as “often” and followed by the item
“I know whom to ask for help in the library when I don’t know how to find what I need
“ with a weighted mean 4.01 and interpreted as “often”. The item “I write down all
appropriate information sources of library materials (for example, author, name of
the book, publisher, etc.)” with a weighted mean of 3.70 and interpreted as “often”.
The item “I make use of the library services available” with a weighted mean of 3.69
and interpreted as “often”. The item “I know the specific reference material to use for
a particular assignment” with a weighted mean of 3.65 and interpreted as “often”.
The item “I ask for assistance in the looking for materials in the library” with a
weighted mean 3.52 and interpreted as “Often” and last the item “I ask for
assistance in looking for materials in the library” with weighted mean of 3.52 and
interpreted as “sometimes”.
Under the Concentration, the item “I find it easy concentrating when I study”
ranks the 1st with a weighted mean 3.92 and interpreted as “often” and followed by
the item “I underline/highlight important ideas in the textbook or reading materials”
with a weighted mean of 3.88 and interpreted as “often”. The item “I go to the same
place to study” with a weighted mean of 3.84 and interpreted as “often”. The item
4
“My mind wanders when I study” with a weighted mean of 3.48 and interpreted as
“often” .The item “My study area is free from distractions” with a weighted mean 3.37
and interpreted as “sometimes”. The item “I sit and study for long periods of time
without becoming tired or distracted” with a weighted mean of 3.35 and interpreted
as “sometimes” and last the item “I tend to “day dream” when I study” with a
weighted mean of 3.14 and interpreted as “sometimes”.
And under the Taking notes, the item “I take down notes during class
lectures” ranks the 1st with a weighted mean of 3.88 and interpreted as “often” and
followed by the the item “In a lecture, I can tell which ones are important points” with
a weighted mean of 3.83 and interpreted as “often”. The items “I follow a certain
system of note-taking” and “I organize my study notes carefully” has the same
weighted mean of 3.81 and interpreted as “often”. The item “I write down all
appropriate source information of the notes I jot down” with a weighted mean of 3.64
and interpreted as “often”. The item “I try to take down everything the instructor
says” with a weighted mean of “3.63” and interpreted as “often”. The item “I can
understand my class notes when I read them later” with a weighted mean of 3.58
and interpreted as “often” and last the item “My notes are organized into main
headings, subheadings, details and examples” with a weighted mean of 3.57 and
interpreted as “often”.
3
Table 6. Pearson Product Moment Correlation Coeffcient and P-Value of
Correlation Analysis
Independent T P- Value Decision Correlation

variable
0.84 .354 Reject Hᵒ Relationship is
Study habits significant
Dependent Variable :Academic Performance
Decision Rule :If P-value is > 1.96 put the null hypothesis.
Hᵒ = There is a significant relationship between study habits and reading
comprehension level of the respondents.
Table 6 presents the coefficients from the independent T-test done between the
study habits and reading comprehension level. It is clearly stated on the table that
the obtained P-value (.187) indicates that there is a significant relationship between
study habits and reading comprehension level of the respondents so the hypothesis
4
will be rejected. It only means that the above mentioned study habits affect the
reading comprehension level of the respondents
Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter combines the highlights of the significant findings of the study,
conclusions and the recommendations presented by the researcher.
SUMMARY
This study sought to determine how study habits were related to academic
performances.
The respondents were the 124 grade seven students from Early Christian
School in Santa Maria, Bulacan. The study habits were determined by giving them
four sets of questionnaire. The academic performance was determined by the given
3
summary of grades that have been analyzed and interpreted. This was to determine
if the study habits were related to academic performances.
Summary of Findings
1. Profile of the respondents
1.1 In terms of age, the highest percentage is 13 years old with (77) or
62.10%. Next are 12 years’ old with (37) respondents or 29.84%. Then 14 years old
with 8 or 6.45%. The least of the respondents is (1) or 0.81 % which is 15 years old
or 0.81% and another one (1) respondent or 0.81 % is 11 years old.
1.2 Of the 124 respondents, 70 or 56.45 % were males while 54 or 43.55 %
were females. It was very visible that most of the respondents were males.
2. On Study habits
4
2.1 In time management category, the item “I finish important tasks on time”
ranks the 1st with a weighted mean of 3.97 and interpreted as ‘’often” followed by
the item “As each assignment is given, I set time to work on it” with a weighted mean
of 3.84 and interpreted as “often”. The item “I keep track of my
assignments/projects” with a weighted mean 3.74 and interpreted as “often”. The
item “When I set up a study schedule, I also take into account the need for rest and
relaxation” with a weighted mean of 3.70 and interpreted as “often”. The item “I
prepare a general schedule of activities at the beginning of the class” with a
weighted mean of 3.64 and interpreted as “often”. The item “I have a schedule for
study hours” with a weighted mean of 3.44 and interpreted as “sometimes”. The item
“I observe flexibility in my schedule to deal with unexpected events” with a weighted
mean 3.38 and interpreted as “sometimes”. The item “I cram the night before the test
or exam” with a weighted mean of 2.93 and interpreted as “sometimes”. The items “I
spend much time on unimportant events” with a weighted mean of 2.64 and
2.2 In using the library, the item “I feel comfortable using the library” ranks
the 1st with a weighted mean of 4.27 and interpreted as “often” and followed by the
item “I know whom to ask for help in the library when I don’t know how to find what I
need “ with a weighted mean 4.01 and interpreted as “often”. The item “I write down
all appropriate information sources of library materials (for example, author, name of
3
the book, publisher, etc.)” with a weighted mean of 3.70 and interpreted as “often”.
The item “I make use of the library services available” with a weighted mean of 3.69
and interpreted as “often”. The item “I know the specific reference material to use for
a particular assignment” with a weighted mean of 3.65 and interpreted as “often”.
The item “I ask for assistance in the looking for materials in the library” with a
weighted mean 3.52 and interpreted as “Often” and last the item “I ask for
assistance in looking for materials in the library” with weighted mean of 3.52 and
2.3In Concentration, the item “I find it easy concentrating when I study” ranks
the 1st with a weighted mean 3.92 and interpreted as “often” and followed by the item
“I underline/highlight important ideas in the textbook or reading materials” with a
weighted mean of 3.88 and interpreted as “often”. The item “I go to the same place
to study” with a weighted mean of 3.84 and interpreted as “often”. The item “My mind
wanders when I study” with a weighted mean of 3.48 and interpreted as “often” .The
item “My study area is free from distractions” with a weighted mean 3.37 and
interpreted as “sometimes”. The item “I sit and study for long periods of time without
becoming tired or distracted” with a weighted mean of 3.35 and interpreted as
“sometimes” and last the item “I tend to “day dream” when I study” with a weighted
mean of 3.14 and interpreted as “sometimes”.
4
2.4 And in Taking notes, the item “I take down notes during class lectures”
ranks the 1st with a weighted mean of 3.88 and interpreted as “often” and followed by
the the item “In a lecture, I can tell which ones are important points” with a weighted
mean of 3.83 and interpreted as “often”. The items “I follow a certain system of note-
taking” and “I organize my study notes carefully” has the same weighted mean of
3.81 and interpreted as “often”. The item “I write down all appropriate source
information of the notes I jot down” with a weighted mean of 3.64 and interpreted as
“often”. The item “I try to take down everything the instructor says” with a weighted
mean of “3.63” and interpreted as “often”. The item “I can understand my class notes
when I read them later” with a weighted mean of 3.58 and interpreted as “often” and
last the item “My notes are organized into main headings, subheadings, details and
examples” with a weighted mean of 3.57 and interpreted as “often”
3. On Academic Performance
3
AVERAGE
88.6
88.4
88.2
88
87.8
AVERAGE
87.6
87.4
87.2
87
86.8
86.6
GOLD DIAMOND RUBY EMERALD PEARL
The average academic performance of Grade 7-Gold is 88.4, Diamond is
87.92, Ruby is 87.51, Emerald is 88.28, and Pearl 87.29.
4
Conclusions
Based on the findings of the study, the following conclusions were derived :
1. Most of the students were 13 years of age. Majority of the respondents are
males.
2. Most of the weighted mean are interpreted as “Sometimes” and “Often”.
3. The academic performance is related to the study habits.
4. There is a significant relationship between study habits and academic
performance of the respondents.
Recommendations
Based on the conclusions, the following recommendations were made:
To the Teachers
The teachers can
To the Parents
Parents play an essential role in the success and future of their children, the
researchers suggests that parents should be aware of the result of this study so that
they could relieve the deficiencies of their child and assist them regarding their study
habits and academic performance.
3
To the Administrator
The administrators should instruct and guide the teachers on how they will
develop the study habits and academic performance of the students.
To the other Researchers
To the future researchers it is proposed that academic performance must be taken
into consideration in relating to the students’ study habits.
4
REFERENCES
Emelyn Joy Maglana
(Poropat, Arthur E.
Psychological Bulletin, Vol 135(2), Mar 2009, 322-338.)
SITE: http://psycnet.apa.org/?&fa=main.doiLanding&doi=10.1037/a0014996
Site: http://prx.sagepub.com/content/75/3/1219.short
SITE: http://www.ijcrar.com/vol-2-6/Fatemeh%20Mashayekhi,%20et%20al.pdf
(EP Excellent Publishers)
3
SITE: http://pps.sagepub.com/content/3/6/425.short

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PO LYT EC H N IC U N I VERS IT Y OF T H E PH IL IPP IN ES

THE RELATIONSHIP BETWEEN STUDY HABITS AND ACADEMIC

PERFORMANCE OF GRADE 7 STUDENTS AT EARLY CHRISTIAN

SCHOOL SY. 2014-2015

Presented to the Faculty of the

Polytechnic Universityn of the Philippines

Santa Maria, Bulacan Campus

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Science in Secondary Education Major in English

GEMINA, JEANNE PAULINE

THE RELATIONSHIP BETWEEN STUDY HABITS

AND ACADEMIC PERFORMANCE

Title: The Relationship between Study Habits and Academic

Researchers: Daria, Michelle Z.

Degree: Bachelor of Secondary Education Major in English

Institution: Polytechnic University of the Philippines – Santa Maria

Date: March 2016

Adviser: Prof. Jose M. Abat

genuine assistance and immeasurable contribution of the people behind the

researchers. To them this acknowledgment is due:

ToMrs.Gilda De Vera, the Administrator of ECS,for approving the

researchers to conduct the survey in their school;

To Prof.LaarniNadong, Prof.Arman Santos, for making statisticsand giving the

needed formula in finding the significant relationship of the study;

ToMs.MelanieDivinagracia, forgiving much needed encouragement and

guidance despite of having a very hectic schedule;

ideas for the accomplishment of this research works;

the hardships and trials they encountered during their studies.

Problem and Its Background………………………………………………… 1

Chapter 2: Review of Related Literature and Studies

Chapter 3: Research Methodology

Chapter 4: Presentation, Analysis and Interpretation of Data

Presentation, Analysis and Interpretation of data...………………………49

Chapter 5: Summary of Findings, Conclusions and Recommendations

THE PROBLEM AND ITS BACKGROUND

improve the potential of every individual. In this study, academic performance

practices and be able to produce a well-educated and more knowledgeably

study habits during school.

performance. By implementing a study routine when students are still in elementary,

night, won’t be as much of nightly battle when they’re older.

Faced with poor student performance on tests and assignments, teachers

are introducing students to better ways of studying effectively.

they’re in school, theyhave to do at least a little studying in order to progress from

help him reach the learning he wants.

Learning can be immensely gratifying, but studying usually involves hard

one needs to set up an organized programmed to promote adequate study. Learning

success of an individual depends upon his study habits. Education is the

manifestation of perfection already existing in man. The tool enabling this

manifestation is study habits (A.S.Arul Lawrence 2014).

Academic grading of students is determined by his learning done in a

numerous factors responsible for academic achievement. No single factor can be

existing environmental, economic and personal factors are a variable of academic

of study habits affecting to the academic performance of Grade 7 students of Early

Background of the Study

idea in passages. He further states that student achievement is disappointing in

below what is desirable.

academic achievement. Most of them prove there is a significant relationship

that there is no significant relationship between study habits and academic

achievement of higher secondary school students (A. S. Arul Lawrence 2014)

among the lowest in academic achievement in comparative fractional texts, although