Research 2018

BATANGAS COLLEGE
OF ARTS AND SCIENCES, INC.

Basic Education Department
THE DIFFERENT PRACTICES OF GRADE 11 SENIOR HIGH SCHOOL
STUDENTS IN STUDYING DURING EXAMINATIONS IN
BATANGAS COLLEGE OF ARTS AND SCIENCES, INC.
FOR SY. 2018-2019
A QUALITATIVE RESEARCH PAPER
Presented to
Batangas College of Arts and Science Inc.
Lipa City
Aguilera, Gnaeus Marcius L.

Castillo, Nicole Anne B.
Dimaculangan, Phoebe Anne G.
Osena, Von Simon Gabriel L.
Recio, Mae Antonette P.
December 2018
Banaybanay Concepcion, Lipa City, Batangas 4217

Contact #: (043)756-1232 main / (043)784-6071 annex 1
Website: www.bcas.edu.ph
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APPROVAL SHEET
This research paper entitled, THE DIFFERENT PRACTICES OF GRADE
11 SENIOR HIGH SCHOOL STUDENTS IN STUDYING DURING
EXAMINATION IN BATANGAS COLLEGE OF ARTS AND SCIECNES, INC.,
prepared and submitted by Gnaeus Marcius Aguilera, Nicole Anne B.
Castillo, Jewel Vincent Casalla, Phoebe Anne G. Dimaculangan, Von
Simon Gabriel L. Osena and Mae Antonette P. Recio, in partial fulfillment of
the requirements for Research 1 in SENIOR HIGH SCHOOL, has examined and
is recommended for acceptance and approval.
Lina, Leah B.
Adviser
Accepted and approved by the Research Committee:
ROWENA P. SALAZAR, MAEd

Chairman
Nerissa R. Rivera
Member
Marjorie M. Garlitos
Member

Principal

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ABSTRACT
An examination is used to determine a person’s proficiency in a specific subject

or skill which enhances their learning. Students prepare for examinations through
different practices on the way that they could absorb information easily. This
qualitative research focused only on the different practices of Grade 11 students
during examination like memorizing, writing notes and eliminating distractions,
reading, making reviewer, keywords and highlighting and through listening to
music. It covered the difficulties encountered by the students, how does their
practices differ from each subject and its effect specifically on health and social
life. The researchers gathered the data from Grade 11 students, wherein a
number of 20 respondents is chosen (10 with honors and 10 average), since they
just entered Senior High School which is completely different from Junior High
School. The Case study is designed to know the practices of Grade 11 Senior
High School students in studying during examination in Batangas College of Arts
and Sciences, Inc. The research utilized semi-structured interview as the main
tool to gather data from the respondents. Data was analyzed and interpreted
with the use of thematic analysis. Quota Sampling was used to determine the
respondents.

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ACKNOWLEDGEMENT
We, the researchers would like to thank the following people who is
beyond our success and making us believe that nothing is impossible.
First of all, we would like to thank God for giving us strength to finish the
study despite of hardships. He is the one who guided us and gave the
opportunity to handle difficult situation which we can able to overcome it as part
of our mission in life.
To our families, thank you for always supporting us financially and guiding
us in every step we take.
To Tr. Leah B. Lina, our class adviser and research teacher, thank you for
giving us the opportunity to do this study, guiding us every single day,
understand us even though we are noisy, giving consideration, and most
especially for your 100% support.
To all the students of Grade 12-Kyanite, thank you for giving the
motivation to finish this study, for helping us in times of hardship, for the
memories and experience you've been shared, to the powerful words that
inspired us most and the endless love you've been given.
To our friends, thank you for endless support and to the advice that
marked in our mind.
To Tr. Marjorie Garlitos and to our Senior High School Principal, Tr.
Nerissa R. Rivera, thank you for the guide and support wherein we can able to
finish this study.
Thank you to all of you!

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DEDICATION
To God our Father, who has never given us a challenge we could not
handle, who is always there for us to inspire and made us believe that we can
overcome every problems and who gives us the strength to strive to do our best
everyday;
To our Families, who trusted us and gave endless moral support in
everything we do.
To Grade 12- Kyanite and our adviser, Tr. Leah, who guided us and
provided undying love, trust, support and served as our second family; and
To all the students especially Grade 11, who are having a hard time on
how they are going to study effectively for their exams.
We dedicate this study to all of you.

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TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGMENT iv
DEDICATION vi
TABLE OF CONTENTS vii
LIST OF TABLES ix
LIST OF FIGURES x
LIST OF APPENDICES xi
CHAPTER 1- THE PROBLEM
1.1 Introduction 11
1.2 Statement of the Problem 14
1.3 Conceptual/Theoretical Framework 15
1.4 Significance of the Study 16
1.5 Scope and Limitation/Delimitation of the Study 17
1.6 Definition of Terms 18
CHAPTER 2 – REVIEW OF RELATED LITERATURE
2.1 Conceptual Literature 20
2.2 Research Literature 35
CHAPTER 3 – RESEARCH METHODOLOGY

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3.1 Research Design 49
3.2 Participants of the Study 50
3.3 Setting of the Study 51
3.4 Data Gatherng Instrument 52
3.5 Data Gathering Procedure 52
3.6 Data Analysis 53
Chapter 4- PRESENTATION, ANALYSIS
AND INTERPRETATION OF DATA 55
CHAPTER 5 – SUMMARY OF FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS
5.1 Summary of Findings 77
5.2 Conclusions 79
5.3 Recommendations 80
REFERENCES 82
APPENDICES 85
PROFILE OF THE RESEARCHER/S 89

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LIST OF TABLES
Table No. Title Page
3.1 Number of respondents 51
4.2 Table of problems and 61
hindrances before, during and after studying
LIST OF FIGURES
Figure No. Title Page
1.1 Shows the paradigm of the study about
that reflects the relationship of the identified 15
variables.
3.1 Data gathering procedure 52
4.1.1 The percentage of the hours spent in studying 55
4.1.3 Preferences of students in studying in terms of 59
their environment
4.3 Study practices of Grade 11 students 65
4.4 The differences of study practices in every subject 70
4.5 Effects of studying on student’s social life 72
4.6 Effects of studying on student’s health 74

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LIST OF APPENDICES
Appendix Title Page
A Letter/s 85
B Data Gathering Instrument 87

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CHAPTER 1
THE PROBLEM
1.1 Introduction
In every school there is an evaluation to determine a person's
knowledge or proficiency in a particular subject or skill. It enhances students
learning. The process of searching through ones memory and retrieving the
information needed, strengthens the memory and can be used for future uses.
According to Bergen, P.V. & Lane, R. (2014) exams don’t just provide a targeted,
fit-for-purpose opportunity for students to demonstrate what they know: they
also have the power to enhance what students know.
Originally, the Western tradition avoid using exams. Universities offered
places based on recommendations. If one could impress one’s teachers for a few
years, one might be invited to audition for right to be granted a degree. In
medieval universities, for instance, one obtained a degree once one was capable
of giving lectures or credibly argue a particular position in a debate format. This
was more or less the case right through until the 17th century. This was
completely different from how it was done in China. There, cruel difficult
examinations for entry into the Imperial Civil Service had been the norm since
the first century AD (give or take a couple of centuries of inter-dynastic
interregnums due to societal collapse, civil wars, etc). To help students through

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these exams, “academies” were created, which, with a bit of squinting, can be
seen as forerunners of today’s universities.
Improving student learning implies improving the assessment system.
Teachers might assume that it is their teaching that directs the students'
learning, but students orient themselves as learners in relation to what will be
assessed. In spite of the underlying idea that assessment should serve to test
what students have learned during a course of studying, it tends to define what
is worth learning. This view, which basically says that assessment drives
learning, and that assessment "overrules" teaching, has been advocated by
many researchers in the field of learning and assessment over a longer period of
time. It is a way of coping with the educational system. The significance of
studying of students during examinations is on how teachers teach might be
even more significant than its impact on how students learn, particularly if we
take into regard the impact of teaching on student learning (Trigwell and
Prosser, 1999).
A standardized test is any test that is administered and scored in a
consistent manner to ensure legal defensibility. Standardized tests are often used
in education, professional certification, psychology (e.g., MMPI), the military, and
many other fields.

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In BCAS there are 4 major examinations, preliminary, midterm, semi-final
and final examination. Every month this examination takes place and every time
this examination is approaching some students prepared for this upcoming
examinations. The results may vary on every students. Some can pass it because
they studied very hard or because they are just plainly smart. But not all
students are like this and not lucky enough to past the exams.
Creating different practices and preparation in life helps control a person's
stress and anxiety. It is also an important part in examination, creating different
practices and preparation in studying during examination helps a student to
perform well and pass the examination in the given amount of time.
A lot of students find it hard to study subjects one at a time so it cause
them to cram. Variety of techniques is done by students to be able to study for
them to pass the exams. Some are memorizing, familiarizing keywords, and just
reading to fully understand.
The study, thus, will help the students identify what can be the effective
practices in studying during examination. It is to address solutions to the
problem and will enable researchers to determine and explain the practices that
the students use to be able to pass the examinations. Those practices vary

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among students it is because students have their own way of absorbing
knowledge easily and effectively.
1.2 Statement of the Problem
The objective of this case study is to determine and explain the different
practices of the Grade 11 Senior High School Students in studying during
examinations in Batangas College of Arts and Sciences, Inc. for the SY. 2018. In
this research, the different practices are defined as the strategies and techniques
that students use in studying during examinations.
1. What are the difficulties that students encounter in preparing before,
during and after examinations?
2. What are the practices done by the students during examinations? How
does it differ before junior high school and during senior high school?
3. What are the study practices done by the students during examinations in
the following subjects?
2.2 English
2.3 Filipino
2.4 Mathematics
2.5 Science
4. How does the practices in studying affect the students?

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4.1 Health
4.2 Social life
1.3 Conceptual/Theoretical Framework
The Different Practices

of Students in Studying
Cognitivism
The Capacity of the

Students to
Understand and Effectiveness of the
Process Information Practices in
Information Processing Studying
Theory of Learning Constructivism
Figure 1. Shows the paradigm of the study about that reflects the
relationship of the identified variables.
The independent variable is the different practices of students in studying

which is supported by the theory of Cognitivism by Jean Piaget which states that
a person develops cognitive pathways in understanding and physical response to

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experience. This theory emphasize how an individual understand, analyze, and

comprehend information like how students make their own way of studying. This
theory is related to the study because it both emphasize how an individual
understand and analyze text, which is one of the practice that a students do in
order for them to easily study for their examination. It can be intervene by the
capacity of an individual to understand and process information which is
supported by the theory of Information Processing Theory of Learning by George
A. Miller which states that the human mind is very similar to that of computers,
as far as information processing and analysis is concerned. This theory explain
that the mind receives the stimulus, processes it, stores it, locates it, and then
responds to it. The dependent variable is the effectiveness of the practices in
studying of the students which is supported by the theory of Constructivism by
Vygotsky which states that learning is an active, contextualized process of
constructing knowledge rather than acquiring it. This theory explain that the
knowledge is constructed based on personal experiences and hypotheses of the
environment. Learners continuously test these hypotheses through social
negotiation. This is like how students test their practices in studying to know
what are the appropriate strategies that will be effective for them.
1.4 Significance of the Study
This study would be beneficial to the following:
The Students- For them to be able to know/have an idea about the different
practices that other students do during examination. To identify what would be
appropriate strategies that suits them for studying examination. To address

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solution on how they can effectively study and get a passing score during
examination.
The Teachers- To be able to adopt those practices into their teaching. To be
able to guide the students using some of the practices. To give them some ideas
about their students studying practices during examination.
The School Administration- To be able to know what are the students
practices that is effective in studying. To guide teachers to change or improve
their strategies based on the practices. To be aware on the struggles of every
students and conduct a program that will help them to study effectively.
The Parents- To know the difficulties of their children and understand them. To
realize how their children work hard to get a passing grade. To be able to know
how they can support their children.
1.5 Scope and Delimitation (or Limitation/s) of the Study
This study addresses the different practices of students during examination.
This is limited for chosen Grade 11 Senior High School students and will take
place in Batangas College of Arts and Sciences, Inc. This is a case study which
will be done through interviews and survey that will last until December 2018.

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The coverage of the study included the practices of students to be able to
pass their examinations. It discussed how practices vary among students and
how did it affect the students encounter in preparing before, during and after
examination.
1.6 Definition of Term
Academies. A society or institution of distinguished scholars, artists, or
scientists that aims to promote and maintain standards in its particular field.
Advocated. To publicly support or suggest an idea, development, or way of
doing something
Ambiguous. It is having an unclear and vague meaning
Cram. Study intensively over a short period of time just before an examination.
Defensibility. Capable of being defended, protected, or justified.
Devoting. Exerting a large part of one’s time
Forerunners. A person or thing that precedes the coming or development of
someone or something else.
Impending. Fast approaching; upcoming
In-depth. In complete and great detail; requires a thorough research.
Overrules. Reject or disallow by exercising one's superior authority.
Procrastination. The action of delaying or postponing something
Proficiency. Advancement in knowledge or skill: PROGRESS

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Standardized.Brought into conformity with a standard; "standardized educatio"
Study Practices. It is the way how the student study; their habit and
techniques.
Subset. A part of a larger group

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CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents the related literature and studies after the thorough
and in-depth search done by the researchers, it also contains all the references
and bases used by the researchers in conducting the study that may be in the
form of literature and related studies. This will also represent the synthesis of
every literature and studies or its relationship to the present study.
2.1 Conceptual Literature
According to Dunlosky J, Rawson A, Marsh E, Nathan M, Willingham D
(2013) some students are having a hard time in school and they can get lost in
the educational system and the result is not reaching their fullest potential. This
leads students to make their own practices and techniques in learning but it is
often not effective and can result in low performances.
The commonly used techniques, such as underlining, rereading material,
and using mnemonic devices are not effective strategies for students because it
is hard to implement rather the use of practice tests and spreading study
sessions out over time are more effective because it is beneficial to many ages,
in their ability levels and it can improve performances in many areas.

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This article mentions the common used techniques which is not effective
strategies of students in studying like underlining, rereading material, and using
mnemonic devices compare to the study of the researcher this might be the
same or not to the result of the research
According to Black P, Harrison C, Lee C, Marshall B, & Wiliam D (2004)
teachers in all content areas can use these seven assessment and grading
practices to enhance learning and teaching. In classroom assessment, its
potential is not only to measure and report learning but also to promote it.
The seven practices are; Use summative assessments to frame
meaningful performance goals. Show criteria and models in advance. Assess
before teaching. Offer appropriate choices. Provide feedback early and often.
Encourage self-assessment and goal setting. Allow new evidence of achievement
to replace old evidence. The assessment strategies that was described address
three factors that influence student motivation to learn. Students are more likely
to put the required effort when there are task clarity, this is when they clearly
understand the learning goal and know how teachers will evaluate their learning,
when it is relevance or when they think the learning goals and assessments are
meaningful and worth learning and when it is potential for success they believe
they can successfully learn and meet the evaluative expectations. By using these

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seven assessment and grading practices, all teachers can enhance learning in
their classrooms.
The article tells about the teachers’ assessment and grading practices that
enhances the learning of a student and also it tells about when a student is more
likely to learn and put effort in it. This is the same as the research because the
research want to know how student learn effectively. This is different from the
study because the learning is happening in a normal class situation unlike the
research, it only want to know how student learn and prepare during the
examination because it might be different.
According to Maryellen Weimer, PHD, on her article “How Should I Study
for the Exam?” all students agree that they need to study and most will,
although with varying intensity whenever examination is approaching. Most will
study the same way they always have—using the strategies they think work. The
question students won’t ask is: How should I study for this exam? They don’t
recognize that what they need to learn can and should be studied in different
ways.
When students get a good grade on an exam, students regularly attribute
the success to luck. How likely are they to tell each other they studied hard and

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then share the specific strategies that resulted in a high mark? And if the grade
isn’t that good? You’ll hear excuses more often than personal accountability.
“The questions were tricky”. Students’ success as learners would advance if they
had numerous study strategies, if they could match study strategies with
learning tasks, and if they constructively confronted how they studied with how
they performed. Students need help on all three fronts, but courses are already
packed with content. Most teachers have time to do little more than admonish
students to study hard, avoid cramming and memorizing minutia, and abstain
from any sort of cheating.
The article is related to the study because it both gives focus on how/the
mechanism of students to prepare for exams. This is somehow different because
it emphasize on how strategies vary from each students while the study is focus
on the different practices done by students during examinations.
According to Reid (1995), there are three major categories in learning
styles. Cognitive learning styles, Sensory learning styles, and Temperament
learning styles. Cognitive learning style according to her it includes field-
dependent and field-independent learning styles and analytic. In Sensory
learning style is consisting of perceptual learning styles and environmental

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learning styles. Temperament learning style consists of Myers-Briggs
Temperament styles, tolerance of ambiguity styles, right and left hemisphere
styles.
For Cognitive Learning Style, Field–independent refers to the ability to
separate easily the key detail from an ambiguous context through the use of
analysis. They tend to be less sensitive to any social context. They are more on
logic than field-dependent and they are more on structured, analytical forms of
learning. While field-dependent are the one who are very sensitive to social
context than those of field-independent. They tend to perform well with less
structure in their learning. Under the Sensory Learning Style it subsumed the
perceptual and environmental learning style, in perceptual learning style it
consists of auditory, visual, tactile and kinesthetic. Visual students would rather
learn through visual channel like learning through reading, concentrating and
spending time alone reading and studying. For Auditory students they tend to
learn through listening, they prefer oral learning. They are more likely to be
engaged in a class discussion, group work and conversations. While tactile
students tend to touch and hold objects, they are more on artwork that can be
related to language learning. For the kinesthetic students, they are the students
who needs movement and needs frequent breaks in an activity, for they are not
able to sit for more than 20 minutes. They tend to learn more through role plays
and other activities that involves body movement. Temperament Learning Style,
are the people with tolerance of ambiguity. This analyzes the type of personality

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of an individual, and it suggests every specific tips for additional knowledge and
for development of learning.
The three major categories in learning styles has their different purpose
and understanding in every person. Its purpose is to develop their fullest
potential as a learning person. It’s not only for potential growth, but it is also for
additional information and for learning development. This article discusses the
categories in learning styles, it is related to our study which is “Different
Practices of Grade 11 Students in Studying During Examination in Batangas
College of Arts and Sciences, Inc.” because it states the different learning styles
and is different uses as well as application in every students. It differs in a way
that this article has deeper content and needs a deeper understanding.
According to Loveless B. (2018) the key to become an effective student is
learning how to study smarter, not harder. As they advance in their education it
becomes more and more true. And because of limited time given to students for
studying, the vast majority of successful students achieve their success by
developing effective study habits.
Some of the study habits that can be used are; don't attempt to cram all
your studying into one session, plan when you're going to study, study at the

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same time, each study time should have a specific goal, never procrastinate your
planned study session, start with the most difficult subject first, always review
your notes before starting an assignment, make sure you're not distracted while
you're studying, use study groups effectively, and review your notes, schoolwork
and other class materials over the weekend. It will help grades to grow up, the
knowledge increase, and the ability to assimilate information improve.
This article is related to the study because this study habits might be used
in studying for examinations.
According to Leyden A. (2014) the best advice for those who are sitting
exams is to stay positive. These best study hacks might help your brain
remember information quicker and easier and ultimately help you do better in
your exams.
Some of the study tips are; walk Before an Exam, Reward Yourself With A
Treat, Teach What You Have Learned, Create Mental Associations, Draw
Diagrams, Take Regular Study Breaks, Make Your Study Space Portable, Don’t
Stay Up All Night Before an Exam, Discover News Ways to Learn and Meditate.
Using some of this study hacks will increase the function of your brain and make
it easier for you to answer every question given in the exams.

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This article is related to the study because this study tips might help you
increase knowledge in studying.
According to Amanda Wilks, on her article entitled “How to Study Quickly
and Efficiently for Your Exams”, the impending threat of upcoming exams is
already felt by students that results to a lot of perspective and expectations.
Unfortunately, that’s often easier said than done.
To have proper studying habits without affecting your lifestyle, you must
provide good habits before you reach college. Once you begin studying properly
before you’re put into work during stressful time in your life there’s a big chance
you’ll be able to accomplish it as you go through! Avoid distractions because it
might/will be the cause of being unable to absorb the information. Also
remember to study actively, not passively because there is a tendency to forget
information once you gain another. Diminish procrastination problems, starting a
task can be more complicated than accomplishing it. It will enable you to have
enough time to do the things you wanted to. Provide yourself some deadlines,
avoid any distraction and start studying when you are ready because it’s hard to
study if you don’t want to. Just skip to the end, then review by knowing what is
the significant information to study and what can be discarded, because it might
just consume your time. Refer to the summary because it is where important

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data are placed. Lastly, don’t cram because forcing your mind to absorb
information into your short-term memory is not that effective.
The article is related to the study because of the following reasons: (1) it
emphasize how students efficiently study for their exams; (2) both gives tips on
students on preparing for examination and (3) gives information on how can a
student pass exams or specifically absorb information easily. It is somehow
different to the study because it focus specifically on how to study quickly and
efficiently for exams while the study has a broader coverage such as the
different practices or preparation of students during exams.
According to Rowley and Urquhart (2007) there are also studies that look
at information behavior in a wider context which include learning and teaching
methods and other contextual factors (Rowley and Urquhart 2007, 1165), where
factors such as influence of personality, motivation, language, race, etc can be
added. Considering that the impact of learning and teaching methods were
described in the previous chapter, the emphasis will be on the other factors.
Many authors (Rowley and Urquhart 2007; Case 2008) in the context of research
on influence of personality on information seeking emphasize the Heinström
(2002) study. As Heinström states, some of the researchers in information
science have emphasized individual characteristics and their influence on
information seeking, but these studies have mostly focused on the influence of

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cognitive abilities or cognitive styles of information seeking, or on Kuhlthau’s ISP
model which considers the importance of feelings. As Heinström pointed out,
there are only a few studies which have empirically tested the influence of
personality on information behaviour (Heinström 2002, 255-256). Heinström
measured personality traits and approaches to studying among 300 postgraduate
students, identifying three types of behaviour: fast surﬁng, broad scanning, and
deep diving. The focus was on students’ information seeking in preparation of
writing their master thesis. “The conclusion of the study was that personality and
approach to studying influence the information seeking habits of students
preparing to write their master thesis. These results are related to other
influential variables of information-seeking strategies, such as discipline
differences and the stage of the thesis process in the concluding discussion.“
(Heinström 2002, 3). This research also emphasizes the importance of the
impact of students’ feelings on information-seeking behavior, but not as a state
in information seeking process as in Kuhlthau 's ISP model, but as a personality
trait.
Students are generally one of the most investigated groups in the field of
human information behavior, but the field of students' information behavior is
difficult to draw into a coherent knowledge base. For you to easily apply the
given knowledge, you should have a good behavior for you to cope up with it.
Behavior can affect your lifestyle. You should need to participate in your class
discussion, having time management, do your task and understand the lessons.

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Attitudes can be a hindrance for you to understand given information and task.
Just like when you are lazy and irresponsible, you were not able to focus on the
lessons you have and you have the tendency to fail on your examinations
especially when it comes to your grade. Once that you maintain a good behavior
in studying, it will be a great help for you to accomplish things you may do.
Students should emphasize the importance of longitudinal studies especially in
the field of epistemological studies because individual’s beliefs are developmental
and change during education.
This article is related accordingly to the behavior of every students. There
are three (3) individual information behavior and these are the following: (a)
studies of information seeking and searching; (b) studies that examine
disciplinary differences in information seeking and usage, and (c) studies that
look at information behavior in a wider context that often includes learning and
teaching.
For many students, academic challenges are related more to a lack of
organization than to a lack of intellectual ability. Students who are disciplined
and organized are most likely to be motivated (Komarraju, Karau & Schmeck,
2009). Information processing is also an important factor in academic
performance. There are two broad characteristics in information processing. We
refer to the first as ‘surface-level processing’, which comprises information-
processing strategies such as memorizing, repetition, and analyzing. The second

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we refer to as ‘deeplevel processing’, and comprises information processing
strategies such as relating, structuring, and critical thinking (Rozendaal, Minnaert
& Boekaerts, 2003).
Inspection of the strategy descriptions in both information-processing
modes reveals that conceptually, a sense of regulation is embedded in each
information-processing mode. More specifically, students who tend to stick to
and memorize the material presented to them by the teacher rely on a form of
external regulation. In contrast, students who process knowledge critically by
thinking along with authors, teachers, and fellow students, verifying the
coherence between the knowledge presented and their prior knowledge (a
characteristic of deep-level processing) show initiative and are likely to be more
self-regulating.
This article said that the academic challenges are related more to a lack of
organization than to a lack of intellectual ability. It is about how will the students
cope up with it. The students should concentrate in a given topic and memorize
the important details or information.
According to Lolita Paff, PhD (2017), Questioning the Two-Hour Rule for
Studying, faculty often tell students to study two hours for every credit hour.
Why two hours? Why not one or three? Study resources and tools have changed
dramatically in the past century. Typing papers, researching, and collaborating
required a lot more time in prior decades. Of bigger concern than the emphasis

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on time is the lack of direction about what to do during those hours. Some
schools require that course curriculum state what students might do outside of
class, “completing assigned readings, studying for tests and examinations,
participating in lab sessions, preparing written assignments, and other course-
related tasks.” Telling a student to study doesn’t mean it will happen. We should
provide a concrete example of active learning strategies so they can use their
time wisely.
According to PTSD journal (2018), 11 Negative Effects of Lack of
Socializing, socializing is important for mind and body and lack of it can have
negatively impact mental and physical health. Everyone needs some time alone
occasionally, and some people are naturally more introverted and shy. Social
connections are important to happiness, health, and overall feelings of
connectivity to society.
There are negative effects of lack of socializing. Some of these are: Poor
self-esteem, Depression, Loss of Reality, Increased Tumor Risk, Body Chills,
decreased Ability to learn, decreased Sense of Empathy, Inflammation, Shorter
Life Span, Increased Risk of Dementia, Reduced Resilience.
This article is related to the study because some of the negative effects
stated in the article are experienced by the respondents that affects their
learning ability. With the interaction with the family members and friends may
help them improve their learning abilities that can be used to pass their

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examinations. However, it is different because it only tackles about the negative
effects of lack of socialization.
According to Ashley K. (2018). The Effects of Studying too
Hard.https://kmscubreporter.com/8684/opinion/the-effects-of-studying-too-hard/
According to Ashley K. (2018), The Effects of Studying too Hard, cramming
in information and over-studying can turn into extra, unwanted amounts of
stress and tension that can burn out.
Too much stress can have some really negative effects on the body that
can result to high blood pressure, heart disease, diabetes, or obesity. Stress can
also from studying can cause brain inflammation and result in memory loss and
depression. A Stanford University students also said that working for 3.1 hours a
day can cause several health and mental problems. Sitting too long can also
cause negative effects in to the body. Sitting 13 hours long can increase an
individual’s death rate compared to others. Physical inactivity is also known to be
the fourth-leading cause of deaths around the world. The longer students sit, the
more negative the impact is on our cardiovascular system. Studying too hard can
make students tired in which it decreases their enthusiasm to learn that will then
result to underperformance in examinations
The article is related to the study because studying for long periods of
time that can lead to lack of sleep and stress can be seen in the article in which
is the most experienced problems that the respondents encounter towards their

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health. The article is somewhat different to the study because there are health
problems that the respondents answered that are not mentioned in the article.
According to Langley P. (2015)”Revision tips: 10 most common study
problems for students and how to beat them”, students can face several
problems in studying and it usually happens before examinations. There are the
10 common study problems according to Langley. First one is “procrastination”
in which can be solved by taking a break. Second is “organization”, to get
organized start a revision plan. Third is planning, get a copy from the exam
board’s website and work through it. Fourth is “revising but not practicing”,
doing past papers for each topic you’re covering is a great way to test how much
you have retained. Fifth is “boredom”, if you want to get over boredom try
relating your study with your everyday life. Sixth is “not leaving enough time”,
try to start weeks in advance. Seventh is “too much to do so you put it off”,
breaking down the subject into ordered sections can help. Eight is “losing track
of what you covered”, Making time tables and study planners can help everyone
with this. Ninth is that there is “no motivation”, keep your goal in sight to help
you keep your eye on the bigger picture. Lastly is “can’t revise for essay exams”,
start your revision by writing a detailed plan of exactly what you want to say.
Many students can relate to these trials and tribulations in studying.

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The article is related to the study because it focuses in the problems that
most students encounter in studying before an examination wherein some
problems had been encountered by the students. The article is somewhat
different to the study because it also gave the solutions of the problems.
2.2 Research Literature
Learning Styles: A Focus upon E-Learning Practices and Pedagogy and their
Implications for Designing E-Learning for Secondary School Students in
Newfoundland and Labrador
In the study of Morris Cooze & Michael Barbour from Sacred Heart
University (2005), during the past decade, educators have witnessed to an
infusion of technology into learning spaces, and now present educator uses
technology as their new teaching strategy and along with it, there is an increase
of online learning in the K-12 environment. As stated by Farell in the year 2001,
in education, change should improve the quality and equality of learning. As
Cavanaugh (2001) notes, “…having technology does not ensure effective use of
the tools, and therefore may not translate into education benefits” (p. 74).
Technology might be use as a good help to the learning and teaching strategies,
yet not all schools and educators believe that technology has been utilized for
the betterment of learning. Technology continue to become widely available to all
curriculum specifically K-12 curriculum. Most of the students and teachers uses
technology as if it is necessary. This study states all the use of technology in

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learning as well as online learning.
There are many varying views and beliefs concerning learning styles and
several theories each with their particular focus. There is a review of related
literature that is found in the general definitions that identifies the different
learning styles and the manner in which a learner takes in and processes
information. Also, how learners set the consistency of their behaviors and the
way on how they approach different learning styles and practices.
This study is somehow related to our present study in a way that it can be
one of the practices used by the students to learn and study during
examinations. Online learning becomes more prevalent and accepted as a means
of learning, and it can be used as a learning strategy by the students if and only
if they didn’t understand even a single discussion or wanted to have a recap
about the topic discussed. The use of technology as a learning method can
somehow retain an individual’s knowledge about a certain topic. Technology is
widely used as a center of educational system nowadays. The present study is
about the different practices used by the students in learning and this thesis
study is related to the present study because it is about the learning style
specifically online learning. Online learning can be used as a learning practices by
the student.

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Practice and Repetition during Exam Preparation in Blended Learning Courses:
Correlations with Learning Results
According to the study of Monika Andergassen, Felix Mödritscher, and
Gustaf Neumann, Information Systems and New Media Vienna University of
Economics and Business (WU) Austri, the assessment covers the exam
preparation time of blended learning courses. This paper complements the
existing research by examining potential correlations between learning results
and LMS usage during exam preparation, focusing on practice and repetition.
Based on 250 million log‐ file entries used to analyze student interactions within
specific courses and overall in the LMS, results show positive, albeit modest,
correlations between usage variables and final exam grades. Regarding practice,
the number of learning days and the number of days between the first and the
last learning sessions correlate better than the coverage of different learning
materials. The findings for repetition indicate that it is more beneficial to transfer
learning to new tasks than to repeat the same items many times.
There are positive correlations between the amount of the learning time,
learning days, the span of learning, and the coverage of self‐ assessment
exercises and sample exam questions and the final exam points in each course.
Best results are achieved when the items are practiced once or twice only
because you might get confused and it should be treated with caution. Regarding
the relationship between preparing for a specific exam and the overall usage of
an LMS, no displacement effects were found.

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It is related because it tackles on how can repetition of strategies on
preparing for examinations affect one's grade.
Students' Mobile Learning Practices in Higher Education: A Multi-Year Study
In the study of Baiyun Chen, Ryan Seilhamer, Luke Bennett and Sue
Bauer: University of Central Florida (2014), mobile technology is part of students’
everyday life. It change how they communicate, gather information, allocate
time and attention and potentially how they learn. The mobile platform's unique
capabilities including connectivity, cameras, sensors, and GPS have great
potential to enrich the academic experience. Students are no longer limited to
the traditional style of teaching in classrooms now they can record observations
and analyze data on location. They can also discuss information with their
classmates. The ever-growing mobile landscape thus represents new
opportunities for learners both inside and outside the classroom.
The 2014 survey shows that most students own and use smartphones for
learning purposes, but it vary depending on the age or college level. Younger
students use smartphone for learning more than the graduate students’
instructors of lower-level courses might consider integrating more assignments
for these devices. Some students answered that teachers asked them to
download, review and use apps in specific degree discipline. For example, one
student said that, in one class, students were asked to use their smartphone to

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take a video, post it to social media, and then discuss how social media
integrates with their industry. Students who own devices use them for learning.
However, comparisons between the 2012 and 2014 show that use for learning
depended on the type of device the student owned. Percentages increased
considerably among smartphone owners (from 58 to 77 percent), while among
tablet and e-book owners, their use for learning decreased slightly (from 82 to
79 percent and 64 to 59 percent, respectively).
The use of smart phone is one way of learning or a strategy of a student
in studying. According to the study the use of smart phone in learning is more
used by younger students which are the freshmen in college. In this study the
respondents are the Grade 11 students which is younger than the college
students. From the year of the study 2014 the results may be different because
the technologies are more advanced and more educational for students.
Effectiveness of Study Skills on Academic Performance of Dental Students
In the study of Srinivasan Raj Samuel and Smitha Sammith Shetty, study
skills are critical for academic success. Academic competence is associated with
the knowledge and application of effective study skills. At the same time little
attention is given to the way the students study in the 21st century, in a world
that has more interactive tools and pedagogical approach. There are many

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different ways to study but not all methods may enhance learning. Sizeable
literatures are available on various learning strategies that would likely result in
higher achievement. Study skills include the competencies associated with
acquiring, recording, organizing, synthesizing, remembering, and using
information. These competencies contribute to success in both nonacademic
(e.g., employment) and academic settings. In the middle of 1950s, the study skill
courses were introduced in the universities for the rest time. These courses
focused on skills of reading, writing and note-taking skills. Hence our study
provides the view of the various skills of studying adopted by the dental students
and its association with their performance in oral biology subject in the annual
university examination.
The researchers have produced no consistent evidence that any specific
techniques are more effective than the passive techniques of learning such as
simple reading, rereading. Study skills can be divided into four main categories:
Repetition- based (e.g., ashcards and mnemonics), cognitive-based (e.g.,
studying with a friend, group work), procedural (e.g., time management,
organization, scheduling study routines), and metacognitive (e.g., taking quizzes
to test self-knowledge). Students are often unaware that some of their habits,
such as having music on while studying, may affect their learning. Although
there are literatures on how students should study, not much is known regarding
how students actually study. Studies comparing these different study skills and
the effect of the distractions during study are equivocal and very limited.

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It is related to study because these courses focused on reading, writing
and note-taking skills which helps every students before taking examinations.
Student Notetaking for Recall and Understanding: A Lit Review
In the study of Derek Bruff the most interesting part of the study in my
opinion is the distinction it draws between factual recall and conceptual
understanding assessments. The finding that taking more detailed and complete
notes (via laptops in this case) helps with short-term factual recall but doesn’t
help as much for long-term factual recall or higher level learning objectives is
somewhat consistent with what I’ve seen in other articles on student notetaking.
These findings provide reason to believe that notes can play a useful role
in the classroom. Notes are also useful, given their exact past studies, for
capturing the important details and the relationships among ideas.
It is a great help because students can easily study their previous lessons
for their exam. Notes can serve as their basis in studying before taking
examinations.
Improving Students’ Learning with Effective Learning Techniques: Promising
Directions from Cognitive and Educational Psychology
In the study of John Dunlosky, Katherine Rawson, Elizabeth Marsh,

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Mitchell Nathan and Daniel Willingham, if simple techniques were available that
teachers and students could use to improve student learning and achievement,
would you be surprised if teachers were not being told about these techniques
and if many students were not using them? What if students were instead
adopting ineffective learning techniques that undermined their achievement, or
at least did not improve it? Shouldn’t they stop using these techniques and begin
using ones that are effective? Psychologists have been developing and evaluating
the efficacy of techniques for study and instruction for more than 100 years.
Nevertheless, some effective techniques are underutilize, many teachers do not
learn about them, and hence many students do not use them, despite evidence
suggesting that the techniques could benefit student achievement with little
added effort. Also, some learning techniques that are popular and often used by
students are relatively ineffective. One potential reason for the disconnect
between research on the efficacy of learning techniques and their use in
educational practice is that because so many techniques are available, it would
be challenging for educators to sift through the relevant research to decide which
ones show promise of efficacy and could feasibly be implemented by students.
The benefits were evaluated across four categories of variables: learning
conditions, student characteristics, materials, and criterion tasks. The Learning
conditions include aspects of the learning environment in which the technique is
implemented, such as whether a student studies alone or with a group. Student
characteristics include variables such as age, ability, and level of prior knowledge.

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Materials vary from simple concepts to mathematical problems to complicated
science texts. Criterion tasks include different outcome measures that are
relevant to student achievement, such as those tapping memory, problem
solving, and comprehension.
This is related to the study because it tackles on how to improve students
learning through effective learning techniques which the present study focuses.
It is somehow different because the present study is for the different practices
during examinations.
Effective Study Techniques
According to Pauline Brook and Carol Hunter the study is intended to
assess an individual to become more effective learner in time management,
note-taking, reading and preparing for exams. We all know students might
encounter numbers of tasks/assignments one at a time or studying numbers of
topic (especially before exams) so they handle it through time management; a
skill that can be learnt. Devoting time on studying will help an individual
comprehend text easily. Identify your goal to avoid procrastination and will help
you focus on it. Set priorities to have a clear idea of what task is needed to be
accomplished first. Make plans (Semester plans, Weekly plans and Daily plan) to
achieve your goal successfully. Studying for exams will be more effective if you

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set a positive outlook. If you follow proper reading and note-taking strategies
you'll be better equipped to your exams. Remember, it’s not just your efforts in
the two or three weeks before exams which count (important as they are) but
also how you’ve been working with course material during semester.
You yourself will be the one to identify what learning style or medium will
be effective for you. Learning strategies vary among students (based on what
type of exam) which will set them for being a critical thinker. The more strategies
you bring to study, the better will be your understanding, retention and recall.
However, students are actively engaged in the process by thinking about
information from various angles rather than solely the way it’s been presented in
lectures.
This study is related to the study because it emphasize the different
effective learning techniques that a student ca do to be able to pass
examinations and easily comprehension of text. It also tackles how to
handle/study for different types of questions wherein it is related to the study
because it is also focusing on how students’ practices vary based on the type of
exam questions (essay, multiple choice, enumeration and identification).
Learning Styles of Students
In the study of Daniela Mara it addresses the issue of learning styles in
the academic environment and advocates the support of student-centered
education program to optimize learning among students. Learning has been and

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will always remain as a central issue for psychology and psychological research
standing, because of its own complexity and for the process for the evolution of
society. The integrative theories of learning and teaching provides opportunities
to enhance skills to the learner for them to learn the process of self-regulation.
Learning reveals their never-ending, informative and formative meanings. In the
past years, the study on learning styles, theoretical or applied gives a strong
interest, but gives a controversy issue between academic experts and those who
learns independently. The concept of "style" is introduced in psychology by Adler
(apud Kramar, 2001) in the phrase "life style". This study is the concept of
learning style, a concept that is known and understood as the concept of
umbrella, controlling the cognitive and affective processing of subject matter.
The different learning styles of students is already connected to their way
of living or also known as “Lifestyle”. Their learning styles affects and gives a big
meaning in their own lifestyle. The very important contribution to progress in
knowledge of learning styles have been brought by classified studies in cognitive
and constructivist paradigms. The two theoretical learning approaches to explain
the cognitive learning process and to enhance or develop methods of knowledge
and skills. It is to extract regularities of the components of cognitive-behavioral
processes. Also, the constructivists agree to the subjective interpretation of the
requirements of task and different factors that may influence cognitive strategies
in learning. Moreover, the cognitive and constructivism theories are greatly
related to the learning techniques used by the students.

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This study is related to the present study because it states the different
learning styles and the factors of it related to the learning strategies and
techniques that can be used by the students in order to study and enhance their
skills as well as their knowledge in a particular subject matter. It also emphasizes
how a learning style can affect and can be connected to the lifestyle of a
student. In here, it also states the connection of cognitive and the constructivism
theory which is also discussed in the present study.
Relationship Between Study Habits and Academic Achievement of Higher
Secondary School Students
In the study of A.S.Arul Lawrence, learning doesn’t come naturally you
need hard work and determination. Learning how to study is really a long-term
process. As a student study, one can find different strategies and techniques that
can effectively give the new information. Developing a good study habits takes a
lifelong process and one can improve or use different practices depending on
how much tie they have. The development of good study habits is the goals of
an individual, whatever they are. A simple, small change in 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. What man need to achieve their goals
is education and its tool is a good study habit.

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The researcher concluded that the level of study habits of the higher
secondary school students is moderate and their academic achievement is also
moderate. Here, the researcher found that hostellers have better study habits
than day-scholar students. It contradicts the study of Doss (2012) which
indicates that the day-scholars have better study habits than the hostellers. In
the present study, ‘F’ test reveals that the government school students have high
level of study habits than the other school students. Finally, the investigator
found that there is no significant relationship between study habits and academic
achievement.
This study is related to the present study because it tells about the
relationship between the study habit and the effectiveness of it in the academic
achievements. The result of having no significant relationship between study
habit and academic achievement can be different from the result in this study, as
the researcher want to know what is the effective study practices for achieving a
passing grade.
An Exploratory Investigation of the Practice of Assessment for Learning in
Vietnamese Higher Education: Three Case Studies of Lecturers’ Practice
In the study of Nhat Thi Ho, Assessment for Learning (AfL) has gained
increasing prominence in international educational discourse and practice as a

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promising way to promote student learning. However, its implementation
represents complexities, as the term and effectiveness are still contested.
Assessment by examination has been an inextricable part of teaching and
learning processes in global education systems. And over the last decade, the
way in which we understand the purpose and function of assessment has
changed.
The researcher concluded that globalization and the emergent knowledge-
based economy have required education systems to assist students to become
lifelong learners. Understandings of formative assessment or assessment for
learning have varied over time and across contexts. This has led to diverse
practices, and new findings about the effectiveness of AfL in different contexts.
This study is related to the present study because it tackles about lifelong
skills and practices that helps to improve academic performances and
achievements. It is somehow different because the present study is about the
practices of students during examinations.

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CHAPTER 3
RESEARCH METHODOLOGY
This chapter includes the research methodology of the dissertation. In more
details, in this part the author outlines the research strategy, the research
method, the research approach, the methods of data collection, the selection of
the sample, the research process, the type of data analysis, the ethical
considerations and the research limitations of the project.
3.1 Research Design
The proponents used Qualitative research design more to answer the
questions and describe the data and characteristics of the subject being studied
which is the different practices in studying of Grade 11 students. It is used in
many fields of investigation due to its applicability to solve different kinds of
problem. It involves the description, recording, analysis and interpretation of
data. The method was based on the case study methodology, as the researcher
wished to describe the different practices in studying of Grade 11 students in
Batangas College of Arts and Science Inc. Case study research refers to an in-
depth, detailed study of an individual or a small group of individuals.

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3.2 Participants of the Study
The sample of the study were selected from the Grade 11 students of
Batangas College of Arts and Science Inc. The researcher used Quota sampling,
it is a non-probability sampling technique wherein the assembled sample is
respected to its known characteristics and traits. To start the researchers divide
the population so that it will belong into a one group which is grade 11. The
participants had the characteristics and knowledge needed by the researcher.
The researcher interviewed different kind of student as possible to construct a
robust view of the issue from the student’s perspective, (a)from the students
with honor and the students without (b) taken their examination and with
computed grade for the 1st quarter. The researcher chose grade 11 students
because they are experiencing a new environment and a higher education which
is Senior High Shool.
Next, the researcher set a target number of individual to be surveyed
from 129 sample from grade 11, 15.5% of it was used as the final respondents
which is 20 out of 129.
To identify the respondents the researcher randomly pic from the students
with honor and those without. Each individual is chosen randomly and entirely by
chance, such that each individual has the same probability. The sample consist
of 10 honor student and 10 that is not, in a total of 20 respondents in grade 11.

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The respondents every section is different because of the differences in the
number of honors especially in 11-Sodalite with only 1 honor students so we use
other honor student in other section as a sample to complete the ten with honor
and 10 that is not.
Respondents/ Section Number of Respondents
Grade 11 - Howlite 4
Grade 11- Apatite 5
Grade 11- Rhodonite 7
Grade 11- Sodalite 4
TOTAL: 20
Table 3.1 Number of respondents
3.3 Data Gathering Instrument
The researchers gathered data and information through a semi-structured
interview. The interviewer develops and uses an 'interview guide.' This is a list of
questions and topics that need to be covered during the conversation, usually in
a particular order. The interviewer follows the guide, but is able to follow up a
question/s in the conversation that may not be from the guide when he or she
feels this is appropriate.
The interview questions involves the different practices of Grade 11 Senior
High School students in studying during examinations. It also involves questions
to attain an answer to know what are the hindrances and difficulties that a

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student feels in preparing for the examination as well as the different practices
that leads to effective and ineffective results of the examination.
3.4 Validation of Research Instrument
The questions were formulated. Some questions were formulated from the
chapter 2 related literature and article. Then later on passed to the research
teacher for necessary correction, modification and suggestions. Some items were
deleted, others were retain and modified which are related to the topic.
After the necessary corrections applied, the researchers had their first trial
from 10 respondents. Their answers were reviewed and suggestions were
applied.
3.5 Data Gathering and Processing
After determining the number of respondents, the researchers interviewed
exactly 40 respondents in Grade 11 of Batangas College of Arts and Sciences Inc.
to gain the information needed in the study.
Formulating questions
Conducting Interview
Organizing Data
Analyzing Data

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Interpretation of the results
Figure 3.1 Data gathering procedure
After the interview, researchers organized and analyzed the data that
they gathered. Interpreting of Results is done to extract the significant
information that is needed for the research.
3.6 Data Analysis
The thematic analysis was used to analyze the interview data. This
analysis method comprised of five steps, namely: transcription, checking and
editing, analysis and interpretation, and verification.
Step 1: Transcription - The researcher read the written answer of respondents
and compared it to the tape recorded data that was transferred onto paper, then
read it to get an idea of what the data was about.
Step 2: Checking and Editing - The data was divided into smaller related
parts. This was achieved by reading each paragraph and recording the themes
that were in every paragraph. Similar themes were then grouped together to
make related units.

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Step 3: Analysis and Interpretation - Psychological meaning was used to
interpret the themes, from step 2. This was achieved by using the author’s
understanding of the themes that were presented. The psychological
interpretation was then used as the facts.
Step 4: Generalization - The differences and similarities, between the
different interviews were identified, allowing to find a best conclusion for each
questions. Then the units were summarized in the order that suited the
researchers, by dividing them into related paragraphs. The differences were also
grouped into individual paragraphs.
Step 5: Validation - Validity of the data was checked by going through the
transcripts again, and allowing the other researcher of the study to read it as
well to validate the findings. The central theme was then obtained.

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CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
In this chapter, the researchers have collected the required data from the
respondents. And it presents the data gathering in the study and the
interpretation of the results from the interview.
Respondent’s Profile
The respondents are grade 11 students: ten (10) with honors and ten
(10) with average grade. The respondents had already taken their examination
and with computed grade for the 1st quarter.
4.1.1. Number of hours for studying
Hours
5%
5%
10% 1-2 hrs

35%
3-5 hrs
2-3 hrs
no exact time
20% 1-2 days
8 hrs
25%
Fig. 4.1.1 The percentage of the hours spent in studying
Figure 4.11. reveals that of 20 respondents, 35% (7) spend 1-2 hours of
studying for their examinations. While 25% (5) provides 3-5 hours, 20% (4) of

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them study for 2-3 hours, 10% (2) have no exact time in studying for their
exams, 5% (1) study for 8 hours and respectively 5% (5) for 1-2 days.
“The number of hours depends on the difficulty of the subject.”-grade 11
honor student, ABM
“I study for a shorter period of time, particularly at dawn, because I think
it’s the time where my mind functions well.” -grade 11 student, STEM
The respondents mostly answered that they spend their time studying
between 1-2 hours which has the highest percentage in the graph. It was noted
that 32% of the respondents indicates that they typically study each day with the
time of 1-2 hours in all subjects in preparation for the upcoming examination.
While the least answered by the respondents is that they study 8 hours which
happens a day before the examination. It was noted that 5% of the respondents
indicates that they typically study 8 hours in preparation for the examination.
According to Lolita Paff, PhD (2017) faculty often tell students to study
two hours for every credit hour. Why two hours? Why not one or three? Study
resources and tools have changed dramatically in the past century. Typing
papers, researching, and collaborating required a lot more time in prior decades.
Of bigger concern than the emphasis on time is the lack of direction about what
to do during those hours. Some schools require that course curriculum state
what students might do outside of class, “completing assigned readings, studying
for tests and examinations, participating in lab sessions, preparing written
assignments, and other course-related tasks.” Telling a student to study doesn’t

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mean it will happen. We should provide a concrete example of active learning
strategies so they can use their time wisely.
4.1.2 Studying Time to Pass an Exam
The respondents mostly answered that it takes a lot of study time for
them to pass a subject which has the highest percentage in this graph. It was
noted that 60% of the respondents indicates that it requires a lot of study time
in order to pass a particular subject. While the least answered by the
respondents is that it doesn't take a lot of study time in order to pass a subject
which has the lowest percentage in this graph. It was noted that 40% of the
respondents doesn't require a lot of time to study in order to pass a subject.
“Sometimes when the lesson are hard, mostly in math I take a lot of time
to study the lessons” -ABM grade 11 students
“Yes, especially pre-calculus and genbio”- STEM grade 11 students
It reveals that of 20 respondents, almost 60% responded that it takes a
lot of studying time for them to pass the examinations, 20% answered no and
also 20% answered sometimes because they spend a lot of time on studying
depending on the difficulty of the subject that they are going to take.
According to Sinha, R (1999), “Academic Problems Encountered by the
Students”, the continuous learning of students through the help of books,
professors and even internet is a mere fact which shows that knowledge still

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flourish in our humanity. Thus, different students have different views and ways
of understanding such transmitted information and studies. Life as a student is
said to be fun yet also stressful. Requirements, research works, reports and
examinations abound student’s life especially during college verve.
"The effects of language of performance a study of factors affecting the
learning transfer process in the study of English in standard VI and VII”
Researcher has taken following points for his study as a review. The present
study will be about to performance of the students of the experimental group
and the control group. It is shown that the problems faced by the teachers
during the teaching of English. Even over here they have studied attitudes of
parents towards English teaching. We even get the attitudes of experts in
Education towards English teaching. Children like to act how life is lived at the
Ganesh festival and Vegetable market. Children were found to perform better in
small groups. We can use audio visual aids for teaching English found effective in
teaching field.

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4.1.3 Preferences in Studying
Alone with less

noise
5%
By group in the Alone in the House
school 30% Alone in the House
20% Alone in a quite palce
Alone in the Bedroom
Alone in the By group in the school

Bedroom Alone with less noise
20% Alone in a quite
palce
25%
Fig. 4.1.3 Preferences of students in studying in terms of their environment.
Figure 4.1.3 shows the percentage of the repondent’s choice of
environment to study. From the 20 respondents, 30% (6) chose being alone in
the house, 25% (5) find their self effective in studying in a quiet place, 20% (4)
likes to study with a group, 20% (4) on being alone in the bedroom and 5% (1)
prefer on being alone with a place with less noise.
“There are times that I review by myself and there are times that we will
have a group review, but I prefer studying by myself.” -grade 11 honor student,
STEM
“In my bedroom because it is a quiet place and also wherein I can able to
focus.”-grade 11 student HUMMS
The respondents mostly prefer to study alone in their houses which has
the highest percentage in this graph. It was noted that 30% of the respondents

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indicates that they study alone in their house in order to focus more on a
particular subject. While the least answered by the respondents is that they
prefer to study alone with a less noise which has the lowest percentage in this
graph. It was noted that 5% of the respondents indicates that studying with a
less noise in their environment helps them to study more effectively.
According to Hanrahan, M “The Effects of Learning Environment Factors
on Students' Motivation and Learning”, most teachers and researchers would like
to know more about the factors which may facilitate or prevent students' deep
involvement in learning. It is underlying interest in whether pedagogical factors
usually associated with constructivist epistemology were more or less likely to
lead to worthwhile learning, when compared to a more transmissive method of
instruction.
Humanistic Theories of learning, Androgogy Theory and Critical Pedagogy
which have a common goals of increasing autonomy for learners and giving a
high priority to satisfying learners' need, but the emphasize different factors. The
humanistic school stresses the emotional factors which may inhibit learning and
the need for highly supportive and respectful environment to enable learners to
validate degree and express their goals. There are importance of a high degree
of learner participation in co-structuring progress towards desire ends. The
critical pedagogy school generally stresses the need for student empowerment
based on increased collective. This theories was lead to emotional aspects
learning such as feelings of self-worth and autonomy.

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This article is related to the study because it tackles the possible effect of
learning style and learning environment to the students for them to be able to
acknowledge learning system. This is somehow different because it reflects to
the emotional factors of the students on how they will learn and motivated and
for them to prevent deep involvement in our society
4.2 Problems and hindrances before, during and after examination
Before During After
Distraction 45% None 50% None 85%
none 20% Mental Blocked 30% Asking questions 15%
about the exam
Tardiness 10% Sleepy 10%
Performance task and 10% Nervous 10%
school related activities
Sleepy and Tired 10%
Frustration 5%
Fig.4.2 Table of problems and hindrances before, during and after studying
Figure 4.2 shows the set of problems faced by the students before, during
and after the examination which is gathered from the respondents. Based from
the collected data, some problems that they encounter before examination are
having distractions (45%), being tired and sleepy (10%), performance task or
activities (10%) that cause them to think which should be accomplished first,

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tardiness (10%), frustration (5%) to number of subjects that they will take and
some answered that they don’t encounter any hindrances in preparing before
examination (20%).
"I easily feel distracted whenever I'm studying because of phones and
social media networks"
"Everytime that I'm studying specially at night, I always feel sleepy and
tired the reason why I wasn't able to focus more on studying"
"Load of tasks and school related activities causes my procrastination in
studying"
The respondents mostly answered that having distractions is the main
problem that they experience when studying for an examination which has the
highest percentage in this graph. It was noted that 45% of the respondents
indicates that distraction hinders them from studying before an examination.
While the least answered is that having frustration is the hindrance that they
encounter before studying. It was noted that 5% of the respondents feels
frustrated before studying for an examination.
The percentage of problems and hindrances that the students encounter
during examination. Majority of 50% answered that they don’t have any
problems during examination, 30% told that they are sometimes experiencing
mental blocked, 10% added that they sometimes feel sleepy and 10% concluded
that they feel nervous during an examination.

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“I got confused and can’t remember the answer for some item”
“My problem is that there is a lot of subjects I need to take for just one day”
The respondents mostly answered that they doesn't encounter any
problems or hindrances during examination which has the highest percentage in
this graph. It was noted that 50% of the respondents indicates that they doesn't
experience any hindrances during examination. While the least answered is that
feeling nervous and sleepy are the hindrances that they experience during
examination which has the lowest percentage in this graph. It was noted that
10% of the respondents feels sleepy and nervous in the examination time.
The percentage of the problems and hindrances that the students
encounter after examination. 84% answered that they don’t have any problems
and hindrances after an examination while 15% said that asking questions about
the exam is one of their problem.
“I don’t have a problem after the exam in fact I am happy that the exam is
done” -STEM grade 11 student
The respondents mostly answered that there is no problem or hindrances
that they experience after examinations which has the highest percentage in this
graph. It was noted that 85% of the respondents indicates that they doesn't
encounter any problems after examination. While the least answered is that

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asking questions about the exams to prove if the answers are right or wrong, is
the hindrance that they experience after examination which has the lowest
percentage in this table. It was noted that 15% of the respondents indicates that
proving their answers right or wrong after the examination is the only problem
that they encounter.
According to Langley P. (2015)”Revision tips: 10 most common study
problems for students and how to beat them”, students can face several
problems in studying and it usually happens before examinations. There are the
10 common study problems according to Langley. First one is “procrastination”
in which can be solved by taking a break. Second is “organization”, to get
organized start a revision plan. Third is planning, get a copy from the exam
board’s website and work through it. Fourth is “revising but not practicing”,
doing past papers for each topic you’re covering is a great way to test how much
you have retained. Fifth is “boredom”, if you want to get over boredom try
relating your study with your everyday life. Sixth is “not leaving enough time”,
try to start weeks in advance. Seventh is “too much to do so you put it off”,
breaking down the subject into ordered sections can help. Eight is “losing track
of what you covered”, Making time tables and study planners can help everyone
with this. Ninth is that there is “no motivation”, keep your goal in sight to help
you keep your eye on the bigger picture. Lastly is “can’t revise for essay exams”,

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start your revision by writing a detailed plan of exactly what you want to say.
Many students can relate to these trials and tribulations in studying.
The article is related to the study because it focuses in the problems that
most students encounter in studying before an examination wherein some
problems had been encountered by the students. The article is somewhat
different to the study because it also gave the solutions of the problems.
4.3 Study practices of Grade 11 students.
Flashcards
5%
Listening to music
10%
None
None
30%
Writing notes, Memorizing and
Keywords and Eliminating Distractions
Highlighting
Reading
10%
Making reviewer
Keywords and Highlighting

Making reviewer
10%
Listening to music
Writing notes, Flashcards

Memorizing and
Reading Eliminating
15% Distractions
20%
Fig 4.3 Study practices of Grade 11 students
Fig. 4.3 shows the percentage of the preferred study practices of students
for an examination. From the respondents, 30% said that they have no
particular study practice for an exam, 20% for writing notes, memorizing and

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eliminating distractions, 15% for reading, 10% for making reviewer, 10%
listening to music and 5% using flashcards.
The respondents mostly answered that there is no effective way to study
for an examination which has the highest percentage in this graph. It was noted
that 30% of the respondents indicates that it doesn't require an effective way to
study for an examination. While the least answered by the respondents is that
the usage of flashcard is the most effective way to study for an examination. It
was noted that 5% of the respondents uses flashcards as an effective way of
studying
According to Grohol, J. (2018) the key to effective studying isn’t cramming
or studying longer, but studying smarter. Students struggle with many issues in
their lives, because of the entire competing thing for your attention that distracts
their studying. And yet if you’re in school, you have to do at least a little studying
in order to progress from year to year.
The effective habits to begin studying smarter are: how you approach
studying matters, where you study is important, bring everything you need,
Outline and rewrite your notes, Use memory games, practice by yourself or with
friends, make a schedule you can stick to, take breaks, keep healthy & balanced,
know what the expectations are for the class.
This article is related to study because it tackles about study habits of
students wherein some of the study practices are used by the respondents

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during examinations. However, this is somehow different with the study because
it only mention about the effective study habit used by students.
For the respondents, the most effective way to study for an exam are as follows:
•”Study 1 week before the exam.” It is to avoid cramming and thinking on how
can you study multiple subjects one at a time.-grade 11 STEM student
•”Stay focused.” You should always pay attention on what you are studying and
avoid distractions.-grade 11 HUMMS student
•”Sleep as much as possible.” It is because having enough sleep will refresh your
mind keep you in focus.-grade 11 STEM student
•”Wake up early to study.” Because our mind works better at dawn than at
night.-grade 11 HUMMS student
•”Read everyday.” Reading will help you to familiarize a specific topic or series of
terms.-grade 11 HUMMS student
•”Ask questions.” Because asking questions can clarify the topics that you can’t
still understand.-grade 11 STEM student

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•”Review then refresh for half hour.” Take a rest to feel relaxed on the day of
the examination.-grade 11 ABM student
•”Memorize.” It os not just about memorizing but also analyzing. -grade 11 ABM
student
•”Internalize.” You need to fully understand the topic and get it’s main idea. -
grade 11 ABM student
•”Make reviewer and no social media. Make a list of terminologies and avoid
distractions. -grade 11 ABM student
•”Manage your time.” Time Management is significant for every students
specially on exams to study all subjects on a given time. -grade 11 ABM student
•”Start with the easy one before the hard topics.” Studying the hard topics
before the easy one will consume your time.- a grade 11 HUMMS student.
The differences of students practices from Junior High School (JHS) and
Senior High School (SHS) based on the selected respondents 70% of them
answered that there is really a big difference on the practices that they are doing

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when they are JHS than on SHS while 30% told that there is no difference
because they still do the same practice like before.
“There is a big difference from my study practices when I was in jhs and
now shs. First of all, when I was in jhs it's okay if you will not study hard
because you know that your teachers will give considerations on different
subjects. When you have exams, it's okay to only read and that’s it. Now
because I am in shs, it's no longer “papetiks petiks” because you will lose a lot.
When you have exams, you should study, no matter how easy the subject is. It
does not matter what you used to do when you were jhs. Nowadays, you should
study as much as you really want to pass, if you want to keep up with your
classmates until graduation. You can’t retake subjects when you fail.” grade 11
student from ABM
“Since I came from a Science High School, my study practices are
somewhat different compared to now that I am a SHS student. Before, I am
used to do different activities and reporting as a part of the lesson since teachers
are not orally explaining the lessons to us so I tend to just self study at home. It
really took a lot of time for me because there's so much work load to do and I
need to manage my time well to be able to do all the required task and to study
the lessons. It is much more different now because I can easily adapt to the
lessons. I can now manage my time well because the tasks are not that heavy to

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do and I have a lot of time to do leisure at the same time to do all the academic
activities.” grade 11 honor student from HUMMS
”Before, it's fine for me to just listen to the teacher and don't study before
exam, now I can’t sleep just to pass the exam because I can't finish one subject
in just 3 hours”
4.4 Differences of studying practices in every subjects for an
examination
14
12
10
8 English
Filipino
6
Science
4 Math
0
Rely on PPTs Reading Memorizing Writing and Solving and Flashcards
and Books Familiarizing application
Fig.4.4 The differences of study practices in every subject
Figure 4.4 shows the different studying practices of students in English,
Mathematics, Filipino and Science. For English, (2) rely on PPT’s and books, (4)
on reading, (10) on memorizing, (1) on writing/familiarizing and (1) answered

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through flashcards. For Filipino, (2) rely on PPT’s and books, (3) on reading, (11)
on memorizing, (1) on writing/familiarizing and (1) on flashcards. For Science,
(2) on relying to PPT’s and books, (3) on reading, (10) on memorizing, (1) on
writing and familiarizing and (1) is through flashcards. Lastly for Mathematics,
(1) on reading, (4) on memorizing and (13) on solving and application
According to Maryellen Weimer, PHD, on her article “How Should I Study
for the Exam?” all students agree that they need to study and most will,
although with varying intensity whenever examination is approaching. Most will
study the same way they always have—using the strategies they think work. The
question students won’t ask is: How should I study for this exam? They don’t
recognize that what they need to learn can and should be studied in different
ways.
When students get a good grade on an exam, students regularly attribute
the success to luck. How likely are they to tell each other they studied hard and
then share the specific strategies that resulted in a high mark? And if the grade
isn’t that good? You’ll hear excuses more often than personal accountability.
“The questions were tricky”. Students’ success as learners would advance if they
had numerous study strategies, if they could match study strategies with
learning tasks, and if they constructively confronted how they studied with how
they performed. Students need help on all three fronts, but courses are already
packed with content. Most teachers have time to do little more than admonish

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students to study hard, avoid cramming and memorizing minutia, and abstain
from any sort of cheating.
The article is related to the study because it both gives focus on how/the
mechanism of students to prepare for exams. This is somehow different because
it emphasize on how strategies vary from each students while the study is focus
on the different practices done by students during examinations.
4.5 Effects of studying on the social life of students
Can't interact with

friends
Can't go on their
5%
family gatherings
10%
No effect
Can't go on their family

gatherings
Can't interact with friends
No effect
85%
Fig.4.5 Effects of studying on student’s social life
Figure 4.5 shows the percentage of the effects of student’s study practices
on their social life. From 20 respondents, 85% said that it has no effect on their

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social life, 10% answered that they can’t go on their family gatherings and 5%
concluded that they can’t interact with their friends.
The respondents mostly answered that studying for an exam doesn't
affect their social life at all, which has the highest percentage in this graph. It
was noted that 85% of the respondents indicates that studying doesn't have any
effect on their social life. While the least answered is that the effect of studying
on their social life is that they cannot interact with friends, which has the lowest
percentage in this graph. It was noted that 5% of the respondents cannot
interact with friends when they are studying for an exam.
According to PTSD journal (2018) Socializing is important for mind and
body and lack of it can have negatively impact mental and physical health.
Everyone needs some time alone occasionally, and some people are naturally
more introverted and shy. Social connections are important to happiness, health,
and overall feelings of connectivity to society.
There are negative effects of lack of socializing. Some of these are: Poor
self-esteem, Depression, Loss of Reality, Increased Tumor Risk, Body Chills,
decreased Ability to learn, decreased Sense of Empathy, Inflammation, Shorter
Life Span, Increased Risk of Dementia, Reduced Resilience.

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This article is related to the study because some of the negative effects
stated in the article are experienced by the respondents that affects their
learning ability. With the interaction with the family members and friends may
help them improve their learning abilities that can be used to pass their
examinations. However, it is different because it only tackles about the negative
effects of lack of socialization.
4.6 Effects of studying on the health of students
No effect
10%
Stress
20% Lack of Sleep
Stress
No effect
Lack of Sleep
70%
fig.4.6 Effects of studying on student’s health
Figure 4.6 reveals the percentage of the effects of student’s study
practices on their health. From the 20 respondents, almost 70% answered that it

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caused them to lack sleep, 20% said that it cause them to be stress and 10%
concluded that it has no effect on them.
The respondents mostly answered that studying for an exam affects their
health in a way that they couldn't have enough sleep, which has the highest
percentage in this graph. It was noted that 70% of the respondents experience
lack of sleep when studying for an exam. While the least answered is that
studying for an exam doesn't affect their health at all. It was noted that 10% of
the respondents indicates that studying has no effect in their health.
According to Ashley K. (2018) cramming in information and over-studying
can turn into extra, unwanted amounts of stress and tension that can burn out.
Too much stress can have some really negative effects on the body that can
result to high blood pressure, heart disease, diabetes, or obesity. Stress can also
from studying can cause brain inflammation and result in memory loss and
depression. A Stanford University students also said that working for 3.1 hours a
day can cause several health and mental problems. Sitting too long can also
cause negative effects in to the body. Sitting 13 hours long can increase an
individual’s death rate compared to others. Physical inactivity is also known to be
the fourth-leading cause of deaths around the world. The longer students sit, the
more negative the impact is on our cardiovascular system. Studying too hard can

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make students tired in which it decreases their enthusiasm to learn that will then
result to underperformance in examinations
The article is related to the study because studying for long periods of
time that can lead to lack of sleep and stress can be seen in the article in which
is the most experienced problems that the respondents encounter towards their
health. The article is somewhat different to the study because there are health
problems that the respondents answered that are not mentioned in the article.

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CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter shows the summary of the researchers’ findings, their
concluded observation on the data, and their recommendations.
5.1 Summary of Findings
1. Students spend 1-2 hours, 3-5 hours, 2-3 hours, no exact time, 8 hours
and 1-2 days which is 35%, 25%, 20%, 10%, 5% and 5% respectively
and they prefer to study alone in the house, alone in a quiet place, alone
in the bedroom, by group of people in the school and alone with less
noise which is 30%, 25%, 20% and 5% respectively.
2. Majority of students thinks that it requires a lot of time for them to pass
a particular subject but some does not require a lot of study time and
others think that it depends on the subjects which is 60%, 20% and 20%
respectively.
3. The most common problems and hindrances that the students face
before studying for examination are distractions, some don’t have any,
tardiness, simultaneous performance task and school related activities,
being sleepy and tired and frustration which is 45%, 20%, 10%, 10%,
10% and 5% respectively while during examination, some students does
not encounter any problems and hindrances , some are mental blocked,

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there are cases that they felt sleepy and some are nervous which is 50%,
30%, 10% and 10% respectively and after examination, majority of
students does not encounter any problem and hindrances while some ask
questions about the exam which is 85% and 15% respectively and
majority claimed that there is a difference on the study practices that they
are doing when on JHS and SHS while some said that they still have the
same practices like before which is 70% and 30% respectively.
4. The practices done by the students vary from each subjects whereas in
English they prefer to memorize, read, rely on PPTs and books, write and
familiarize and the use of flashcards(arranged based on the most number
of response), in Filipino they use to memorize, read, rely on PPTs and
book, write and familiarize and through the use of flashcards (arranged
based on the most number of response), in Science they also use to
memorize, read, rely on PPTs and books, write and familiarize and the use
of flashcards and in Math they prefer to solve and the application of
formulas, memorization and through reading(arranged based on the most
number of response).
5. Some students think that studying has no effect on their social life,
some can’t go on their family gatherings and can’t interact with friends
which is 85%, 10% and 5% respectively.

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6. Common effects of studying on the health of students are lack of sleep
and stress while others think that it has no effect on them which is 70%,
20% and 10% respectively.
5.2 Conclusions
1. The researchers conclude that majority of the students spend 1-2 hours
of studying in preparation for the examination and the most number of
response on their choice of environment is to study alone in their houses
in order to focus more and learn more.
2. The researchers conclude that most of the students requires a lot of
time to study in order to pass a particular subject.
3. The researchers conclude that the most common problem that hinders
the students before studying is distraction. While during and after
examination, majority of the students’ response is that they does not
encounter any problem or hindrances. In terms of study practices, most of
the students answered that there is a difference on their study practices
when they are in JHS and SHS.
4. The researchers conclude that the practices done by the students in the
subjects of English, Filipino and Science are more on memorization,

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reading, relying on PPTs, writing, familiarizing and through the use of
flashcards. While in the math subject, most of the students prefers to
solve, apply formulas, memorize and read.
5. The researchers conclude that studying cannot affect the majority of
students’ social life in any terms.
6. The researchers conclude that the common effects of studying on the
health of every student is lack of sleep.
5.3 Recommendations
1. The student should set a time for studying in an exam. From the given
data they should at least study 1-2 hours for an exam.
2. The students should study in their preferred environment which they
can feel comfortable. For an example studying alone in the house. The
student should turn-off their phones or any gadgets for them to study well
for the upcoming examination. They can use free apps that can block
selected sites for an extended period of time, from 15 minutes to 24 hours
or more so they will not be distracted by Facebook or Youtube or other
social media. They should stay focus in studying even though there are
distractions.

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3. The student should learn time management so studying will not affect
their social life and they can go out with their family and friends.
4. They should find time to sleep if the student know that there is an
upcoming examination and sleep after studying so they will not feel sleepy
while taking the exam and be more focused in the exam.

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REFERENCES
This section lists the books, journal articles, publications, online articles
and other materials that the researcher used in the study.
A. Online Sources
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Academic Achievement of Higher Secondary School Students. Retrieved
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Ashley K. (2018). The Effects of Studying too Hard. Retrieved September
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of-studying-too-hard/
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Dunlosky J et.al. (2013). Improving Students’ Learning with Effective

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quickly-and-efficiently.

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Weimer, M. (2017). How Should I Study for the Exam?Retrieved

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Langley, P. (2015). Revision tips: 10 most common study problems for

students and how to beat them. Retrieved September 27 2018. Retrieved from
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Jennifer Rowley and Christine Urquhart. (2007). Understanding Student

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Morris Cooze & Michael Barbour. (2005). Learning Styles: A Focus upon E-
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Baiyun Chen et.al.(2014).Students' Mobile Learning Practices in Higher

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Derek Bruff. (2014). Student Notetaking for Recall and Understanding: A Lit
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understanding-a-lit-review-review/
Srinivasan Raj Samuel and Smitha Sammith Shetty. (2014).Effectiveness of

study skills on academic performance of dental students. Retrieved September
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Pauline Brook and Carol Hunter.(2016). Effective Study Techniques. Retrieved

https://www.otago.ac.nz/hedc/otago615340.pdf
Daniela Mara.(2010). Learning Styles of Students. Retrieved September 27

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Nhat Thi Ho.(2015). An Exploratory Investigation of the Practice of

Assessment for Learning in Vietnamese Higher Education: Three Case Studies of
Lecturers’ Practice.Retrieved September 27 2018 from
https://eprints.qut.edu.au/91545/

BATANGAS COLLEGE
APPENDICES
A. Letter/s

Principal
Thru: Nerissa R. Rivera

Senior High School Coordinator
Madam:
Good Day!
We, the Grade 12- Kyanite students are currently conducting a research titled “Different
Practices of Grade 11 Senior High School students During Examinations”. In relation to
this, we would like to ask permission to conduct an interview to the chosen Grade 11
students’.
Confidentiality of the data and anonymity of the respondents will be observed strictly by
the researchers. Rest assured that the information that will be gathered will be used for
the purpose of the study.
Thank you.
Sincerely yours,
Gnaeus Marcius L. Aguilera
Nicole Anne B. Castillo
Phoebe Anne G. Dimaculangan
Von Simon Gabriel L. Oseña
Mae Antonette P. Recio

BATANGAS COLLEGE
Dear Respondent,
Good day!
We the Grade 12- Kyanite students are currently conducting a research titled “Different
Practices of Grade 11 Senior High School students During Examinations”.
In connection to this, we prepared an interview to gather information that is needed for

our research.
We are asking for your time to answer the interview at your utmost honesty. Rest
assured that the information that will be gathered from you will only be used for the
purpose of the study.
Thank you!
Sincerely yours,
Gnaeus Marcius L. Aguilera
Nicole Anne B. Castillo
Phoebe Anne G. Dimaculangan
Von Simon Gabriel L. Oseña
Mae Antonette P. Recio
Jewel Vincent Casalla

BATANGAS COLLEGE
B. Data Gathering Instrument
INTERVIEW QUESTIONS:
1. How much time do you typically spend studying each day/week?
_______________________________________________________________________
___________________________________________________________
2. Do you feel that the subjects you take requires a lot of study time for you to pass
it?
_______________________________________________________________________
___________________________________________________________
3. How do you prepare yourself before an examination?
_______________________________________________________________________
___________________________________________________________
4. Do you prefer to study by yourself or do it with a group of people?
_______________________________________________________________________
___________________________________________________________
5. Where do you usually study and why?
_______________________________________________________________________
___________________________________________________________
6. What are the hindrances or problems that you are experiencing when you study
before an examination? During? After?
_______________________________________________________________________
___________________________________________________________
7. Do you have preferred learning strategies? If yes what? Do you have a study habit
when studying for an examination?

BATANGAS COLLEGE
_______________________________________________________________________
___________________________________________________________
8. How do you study for an exam on different subjects? (Filipino, English, Math and
Science)
_______________________________________________________________________
___________________________________________________________
9. How does studying for an exam affect your social life? Your health?
_______________________________________________________________________
___________________________________________________________
10. How does your study practices differ from Junior High School and now Senior High
School?
_______________________________________________________________________
___________________________________________________________
11. For you, what is the most effective way to study for an exam?
_______________________________________________________________________
___________________________________________________________

BATANGAS COLLEGE
PROFILE OF THE RESEARCHER/S
Follow this format for the profile of the researcher/s.
Full Name Nicole Anne B. Castillo
Email Address nicoleanne16.ncmarch@gmail.com
Educational Attainment
Senior High School Batangas College of Arts and Sciences, Inc.

Banaybanay Concepcion, Lipa City
Science, Technology, Engineering and Mathematics
2017-2019
Junior High School Batangas College of Arts and Sciences, Inc.

2013-2017
Grade School Bagongpook Elementary School

Bagongpook Lipa City, Batangas
2007-2013
Academic and Non-Academic Achievements
Junior High School

Grade 7-9
With Honor

BATANGAS COLLEGE
Full Name Von Simon Gabriel L. Oseña
Email Address osengabo167@gmail.com

Academic and STEM
2017-2019
Junior High School Mother Chiara Biagiotti School

Brgy. Santol, Mataasnakahoy, Batangas
2013-2017
Grade School
Mother Chiara Biagiotti School
2007-2013
Junior High School

With Honor

BATANGAS COLLEGE
Full Name Phoebe Anne G. Dimaculangan
Email Address phoebeanne1100@gmail.com

2017-2019

2013-2017
Grade School Batangas College of Arts and Sciences, Inc.

2007-2013
Junior High School

With Honor

BATANGAS COLLEGE
Full Name Mae Antonette P. Recio
Email Address antonetterecio@gmail.com

(2018)
Junior High School Mother Chiara Biagiotti School

Grade School San Sebastian Elementary School

Brgy. San Sebastian, Mataasnakahoy, Batangas.

BATANGAS COLLEGE
Full Name Gnaeus Marcius L. Aguilera
Email Address roi.latoza30@gmail.com

(2018)
Junior High School The Lipa Grace Academy

B. Morada Ave, Lipa, Batangas
Grade School The Lipa Grace Academy

B. Morada Ave, Lipa, Batangas

BATANGAS COLLEGE
Full Name Jewel Vincent M. Casalla
Email Address jv.casalla28@gmail.com

(2018)

Grade School Ages and Stages Learning Center

L14B3 Granja, Brgy. 7, Lipa City


Research 2018

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BATANGAS COLLEGE

OF ARTS AND SCIENCES, INC.

THE DIFFERENT PRACTICES OF GRADE 11 SENIOR HIGH SCHOOL

STUDENTS IN STUDYING DURING EXAMINATIONS IN

BATANGAS COLLEGE OF ARTS AND SCIENCES, INC.

FOR SY. 2018-2019

A QUALITATIVE RESEARCH PAPER

Batangas College of Arts and Science Inc.

Aguilera, Gnaeus Marcius L.

Banaybanay Concepcion, Lipa City, Batangas 4217

This research paper entitled, THE DIFFERENT PRACTICES OF GRADE

11 SENIOR HIGH SCHOOL STUDENTS IN STUDYING DURING

EXAMINATION IN BATANGAS COLLEGE OF ARTS AND SCIECNES, INC.,

prepared and submitted by Gnaeus Marcius Aguilera, Nicole Anne B.

Castillo, Jewel Vincent Casalla, Phoebe Anne G. Dimaculangan, Von

Simon Gabriel L. Osena and Mae Antonette P. Recio, in partial fulfillment of

is recommended for acceptance and approval.

Accepted and approved by the Research Committee:

ROWENA P. SALAZAR, MAEd

ROWENA P. SALAZAR, MAEd

Banaybanay Concepcion, Lipa City, Batangas 4217

An examination is used to determine a person’s proficiency in a specific subject

Banaybanay Concepcion, Lipa City, Batangas 4217

Thank you to all of you!

Banaybanay Concepcion, Lipa City, Batangas 4217

To our Families, who trusted us and gave endless moral support in

how they are going to study effectively for their exams.

We dedicate this study to all of you.

Banaybanay Concepcion, Lipa City, Batangas 4217

TABLE OF CONTENTS vii

CHAPTER 1- THE PROBLEM

1.2 Statement of the Problem 14

1.3 Conceptual/Theoretical Framework 15

1.4 Significance of the Study 16

1.5 Scope and Limitation/Delimitation of the Study 17

1.6 Definition of Terms 18

CHAPTER 2 – REVIEW OF RELATED LITERATURE

2.1 Conceptual Literature 20

2.2 Research Literature 35

CHAPTER 3 – RESEARCH METHODOLOGY

Banaybanay Concepcion, Lipa City, Batangas 4217

3.1 Research Design 49

3.2 Participants of the Study 50

3.3 Setting of the Study 51

3.4 Data Gatherng Instrument 52

3.5 Data Gathering Procedure 52

3.6 Data Analysis 53

Chapter 4- PRESENTATION, ANALYSIS

AND INTERPRETATION OF DATA 55

CHAPTER 5 – SUMMARY OF FINDINGS, CONCLUSIONS

5.1 Summary of Findings 77

PROFILE OF THE RESEARCHER/S 89

Banaybanay Concepcion, Lipa City, Batangas 4217

Table No. Title Page

3.1 Number of respondents 51

4.2 Table of problems and 61

hindrances before, during and after studying

Figure No. Title Page