Chapter II

Review of Related Literature

Related Literature

The following review of related literature is presented according to the variables

of the study.

Study Habits

One of the most important items that this generation has today is cellphone. It's

hypothetical that they can't survive a day without it. But despite all of its benefits, they

sometimes fail to notice when something negatively impacts them. In particular, for

students, cell phones both benefit and hinder their academic progress. The related

literature explored in this study explained how cellphone use influences students' study

habits and performance in school.

The study claims that young people's usage of cell phones is on an upward

trajectory and that it begins at a younger age. Lenhart, Ling, Campbell and Purcell (2010)

cited that 64% of students who own cell phones have texted during class, even in schools

where cell phones are technically banned. Through a survey and questionnaire, an

investigation was conducted at two schools in Anahawan, Bato, Leyte. Studies have

found evidence to suggest that mother-tongue education leads to better academic

performance. In their paper “Estimating the impact of language of instruction in South

African primary schools: A fixed effects approach”, Taylor and Coetzee (2013) find that
“among children in schools of a similar quality and coming from similar home

backgrounds, those who were taught in their home language during the first three years of

primary school performed better in the English test in grades four, five and six than

children who were exposed to English as the language of instruction in grades one, two

and three (Marnewick, 2015). The study by Pelesco & Borong (2021) also found that

speaking in one's native tongue helped pupils improve their performance, particularly

their expression. This finding seems to be in line with the results of this study which

promoted the advantage of mother-tongue instruction in the early stages of children’s

education. In 2009, the Department of Education (DepEd) recognized the benefits of

teaching children using their mother tongue or first language. Local and international

research has found that children learn to speak, read, and write more quickly in their first

language, and can pick up a second and third language more easily if taught in their first

language. In the same way, they acquire other academic competencies more quickly,

particularly in science and math (Llaneta, 2018).

After conducting the study, they came to the conclusion that students performed

better on the comprehension test in their native tongue compared to English language.

They have therefore planned to construct programs that will improve the growth of

language understanding in both the native tongue and in the English language.

The study “Study Habits and Procrastination: The Role of Academic Self-

Efficacy” by Frode Svartdal, et al. (2021) claims that inefficient study habits lead

students to fear studying, inevitably, leading them to procrastinate. However, efficient

study habits doesn’t solve everything, self-efficacy also matters. No matter how educated
they are about study habits, all is vain if they don’t believe in themselves. Unfortunately

for students with unimpressive academic history, self-efficacy is related to academic

records (e.g., Bartimote-Aufflick et al., Citation2016; Diseth, Citation2011), however, it

can be overcomed by training students in practical skills on study programs that will

ensure their mastery and help them gain academic confidence.

. The study of Frode Svartdal et al (2021) concluded that training efficient study

habits together with self-efficacy is a must. Contemporary students are prone to dilatory

behavior; procrastination is rampant. It has a strongly negative relation with self-

regulation and self-efficacy (Klassen et al., 2008). Low self-efficacy equates to

procrastination which then possibly equates to lower ambitions, reduced effort and

persistence (Bandura, Citation1997), even when practicing effective study habits. There

is a way to beat this, gear up and get to work. Procrastination will only be overcomed

with self-efficacy and effective strategies. This study implies that study habits are made

effective by self-efficy and the both of these negatively affect procrastination.

Hardships

Researchers have documented how schools perpetuate an unequal opportunity

structure for low- income students of color. However, most of the attention has focused

on “low academic performers”. We contribute to a growing body of research that shows

how the educational needs of high-achieving, low-income students of color are not being

met.
 There are more than 3.4 million high-achieving, students who came from low-

income households (Wayner,Bridgeland, & Diiulio,2007). These students defy the

stereotype that poverty and low-academic achievement are linked. However, because they

defy this stereotype research on low-income students (Walker,2006; Wyner et al,2007).

Federal legislation like No Child Left Behind provided little incentive for schools to

focus their attention or resources on high-achieving, low-income students (Krieg-2008;

Springer 2008). Educators, policymakers, and the public have often assumed that high

achieving students can fend for themselves even with evidence that suggested otherwise

(Garcia,2017 et al.). Consequently, when racial testing disparities are discussed, most of

the attention is centered on low-performing students.

They found high-achieving from lower-income families was defined in their

report as students who scored in the top 25 percent on nationally normed standardized

test and whose family incomes (adjust for family size) are below the national median.

And a key aspect of this study was examining the ways that high-achieving, low-income

students of color navigated their school environment in pursuit of academic success. It

implies that success is primarily gained by personal drive and how we handle hardship is

not dictated by social status.

Coping Mechanisms

One issue that people nowadays face is having to deal with stress. By retaining a

coping mechanism, it assists in reducing or tolerating stress in stressful situations. For

their coping strategies in dealing with stress.

According to Folkman S, Moskowitz JT. Coping is defined as the thoughts and

behaviors mobilized to manage internal and external stressful situations. People develop

their own coping strategies to deal with the difficulties they face and to lessen the stress

they feel. The defensive mechanism, also known as subconscious or unconscious

adaptive reactions, is one type of coping strategy that aims to lessen or withstand stress.

Coping strategies may make or break a situation. Coping techniques are often found to be

helpful, but they can sometimes at times make things worse. Coping styles may be

helpful in patients' educational programs or psychotherapy, and paying attention to them

could contribute to the prevention of sequelae (Z Rheumatol, 2019). The relation between

maladaptive coping mechanisms and numerous disorders has been established.

Psychiatric disorders such as PTSD, anxiety, and major depression, and somatic

symptoms were all correlated with coping styles related to avoidance (Santarnecchi E,

Sprugnoli G, Tatti E, Mencarelli L, Neri F, Momi D, Di Lorenzo G, Pascual-Leone A,

Rossi S, Rossi A. Brain functional connectivity correlates of coping styles (Cog Affect

Behav Neurosci, 2018) .

This study indicates that coping methods may not always help us deal with

difficult situations; in fact, they sometimes make things worse by causing health-related

issues. But it helps us from time to time in developing our coping styles in certain

situations.
Honor Students

The most problem of honor students is that they face many issues, which a typical

honor student would experience. However, this problem is not all about the grade that

honor students should maintain but the pressure that they face while becoming an honor

student.

According to the author Jay L. Escalera that the ultimate goal of education is to

produce graduates who would be productive members of society and thus contribute to

the country and global development. From Badenhausen (2012) cited that the pressure is

real. in some respect, it is both the best of times and worst of times in honors education.

Some honor students may face bias from their teachers and parents which weighs

pressure on their shoulders. Accordingly, student engagement has long been recognized

as a critical factor in student learning and achievement (Frederick, Filsecker, & Lawson,

2016; Lawson & Masyn, 2015; Wang &Eccles, 2013). High engagement is consistently

related to academic outcomes such as course grades and achievement test scores

(Frederick et al., 2016). Good performance and achievement often give them the sense of

pride and satisfaction. The study of Danielsonin (2002) states that if more students are

earning higher grades, and if high grades represent high levels of achievement, then

everyone should be cheering. This necessitates the honor students to maintain academic

mind-sets to show a strong link to student performance and persistence in times of

struggles (Dweck, 1999; Dweck & Master, 2009). Students with growth mind-sets

believe that intelligence can grow with effort, approach challenges as opportunities for

growth, persist in time of challenge, and demonstrate resilience when faced with failure

(Dweck & Master, 2009) while students with fixed mind-sets believe individuals are born
with a certain amount of intelligence that additional effort cannot change (Perkins-

Gough, 2013). Also, Learners agree with Danielsonin (2002) that being honor students

means an achievement that can help them become more successful or reach their

ambition in life someday. From Bortolus (2017) cited that literature some agrees that

honor students are learners who aspired and achieved academic excellence, which

setforth by the institution they are enrolled in which can be manifested by having high

grades and superior performance across discipline (California State University, 2018).

After analyzing this study, they came to the conclusion that learners are motivated

to achieve in school because they see it as a means of contributing significantly to society

all around their lives.

Related Studies

Study habit is researched world-wide. The reviews presented in this study focus

on studies that are relevant to its objective and describes the existing knowledge.

The research by Elise M. Walck-Shannon, Shaina F. Rowell, and Regina F. Frey

(2021), found the different ways students study, as well as the study habits they commit.

Study habits are important based on the study methods they use in certain study sessions.

In their findings, techniques such as cramming, group studies, rereading lectures or

answering questions of old exams, etc, were a common habit between the selected

students. Such techniques were divided into three categories: Passive, Active, and Mixed

study habits. Passive studies are superficial,such as rereading and rewriting notes. Active
strategies are effortful, such as self-quizzing, summarization, and self-explantion. And

mixed study strategies are in-between passive and active. In this research, it presents

study skills as study habits and motivation. Thus, affecting the end result by academic

performance.

In conclusion, students who specifically used more Active study habits performed

better on exams. To further understand this in relation to performance, they researched

time spent on using Active strategies as a positive indicator, as well as distractions as a

negative indicator. These three factors, Specific study habits, Study Timing and

Distractions became the three hypothesis for this research respectively.

The first hypothesis found out specific study habits are effective for specific

courses. Participants were more likely to self-quiz on specific courses rather than when

studying in general. It was also noted that study time is considered but the strategies

themselves are the most important part of study sessions.(Dunlosky et al., 2013). More

active study strategies is greater than more time. The second hypothesis, study timing,

analyzed two spacing potential indices, the degree of cramming and the consistency of

studying. Neither of these significantly affected academic performance. The third

hypothesis, distraction, is linked negatively to studying. It was reported that students

underestimate their distraction (Kraushaar and Novak, 2010) .

This research enumerated specific highly effective study habits. The most notable

were active strategies namely, self-quizzing, summarizing, and self-explanation. It has

contributed greatly as to naming effective study habits.

and Study Habit on the Academic Performance of the Students” he stated that Students'

academic success is greatly influenced by their study habits and attitudes. A person's view

of their learning strategies, their capacity to deal with the classroom setting, and their

perception of the teacher are some indicators. A descriptive-correlational research

approach was used to characterize the respondent’s profile. The study aims at the

students’ study attitudes and study habits, and to examine their influence on the academic

performance of students. The principal instrument used in the study was the Survey of

Study Habits and Attitudes (SSHA - Form H) created by Holtzman and Brown that

consists of 100 items with 4 scales: delay avoidance, work methods, teacher approval,

and education acceptance. A total of one hundred thirty (130) senior high school students

in a Catholic School in Bulacan, Philippines were asked to respond to the questionnaires

intended to determine the said objective of the study.

The results suggest that students can still improve their study attitudes and study

habits, especially in terms of teacher approval, education acceptance, delay avoidance,

and work method. Senior high school students were still developing their study attitudes

and habits, manifesting moderate teacher approval, education acceptance, delay

avoidance, and work methods. The mean score of the respondents' academic performance

was outstanding, suggesting that the respondents performed well in class. School

personnel should devise additional programs to strengthen the students' study attitudes

and study habits and monitor the classroom environment to maximize the student’s

learning experience.
 This study is similar to our study since it teaches students the value of

developing better study habits. Since they only have a few more years before starting

college, this would benefit seniors in high school. Overall, students must establish and

enhance good study habits. They may be inspired to do better and more excellently in

class as a result.

Academic performance is an important indicator for a successful student in the

future (Junio - Pachejo & Allaga, 2013; Orlanda- Ventayen, 2019). Maticmatic National

High School, one of the Barangay High Schools in Sta. Barbara, Pangasinan, believes

that in order to create improvements within its students, it is important to note of their

academic performances.

In regards to this, Maria Angelica Salcedo-Relucio - 2019, observed that senior

highschool students do not apply study habits. It was then thought that excellent

performance indicated consistent study habits of students (Crede & Kuncel, 2008).

The study sought to determine the factors affecting the students of Maticmatic

National High School within the scope of 3 main objectives.

1. Characteristics of Grade 11 high school students.

2. Study habits and how it affects their grades.

3. The relationship between study habits and academic performance.

Through the use of questionnaires, interviews and a qualitative approach. The

research is presented into 5 different parts.

• Terms such as students' sex, monthly family income, number of siblings

attending school and their general average for the first semester.

Part 2: Current Study Habits

• The use of the questionnaire here is via a Likert scale from 'Always -

Sometimes - Never' It questions the methods often used by students as a study habit.

Part 3: Frequency Time of Study

• Based on the degree of importance on what to study, it determines how

much time is needed to spend on studying by the respondents.

Part 4: Factors Affecting Study Habits of Grade 11 Senior High School Students

• It observes the internal and external factors affecting the study habits of

students that also leads them into affecting their academic performance.

Part 5: Relationship of Study Habits and Academic Performance of Student

• Results show the positive outcome of students' study habits with the

relationship of their academic performance.

In conclusion, factors such as the general characteristics of students with their

financial status and family-based problems such as siblings. As well as using the wrong

practice of study habits, such as distractions, resulting in poor grades. Stress from internal

and external affairs that affect a students' wellbeing also affect their academic

performance. There is a positive relationship between study habits and academic

achievements and performance.

Jafari H, Aghaei A & Khatony A (2019), made a study titled “Relationship

between study habits and academic achievement in students of medical sciences in

Kermanshah-Iran.” The aim of this study, as the title suggests, was to investigate the

impact of study habits to academic achievement in medical sciences students in

Kermanshah-Iran.

Study habits are the most important predictor of academic performance, academic

performance is one of the main indicators used to evaluate the “quality of education” in

universities (Lawrence A.,2014; Odiri OE.,2015). Study habits include behaviors and

skills that can increase motivation and convert the study into an effective process with

high returns, which ultimately increases learning (Hashmenian M, Hasmenian A.,2014).

This skill is also defined as any activity that facilitates the process of learning about a

topic, solving problems and memorizing parts (Arora R..,2016). It is in fact the ‘’gateway

to success’’ and differ from person to person (Kamoru U, Ramon OG., 2017). Evidence

suggests that learners who do not have enough information about study strategies do not

attain effective and stable learning, and therefore will not have an appropriate level of

academic achievement (Arora R..,2016). In other words, students with better academic

achievement use these skills more than those with lower academic achievement (Rezaie

Looyeh H, Seyed Fazelpour SF, Reza Masoule S, Chehrzad MM, Kazem Nejad Leili

E.,2017).
 The way that students approach their studies is crucial. Each student's own study

habits determine whether or not they succeed. Of course, studying is an art, and as such,

practicing is necessary. Some students put in more study time yet don't get better results

on the contrary, some spend less and get better results. Each student's talent, intelligence,

and effort have a direct impact on their success. Regular study habits indubitably have

their own benefits in terms of success. Therefore, it is preferable for non-honor students

to adopt study techniques of Accountancy, Business, and Management Honor students

depending on their effectivity individually. The average age of senior high students is an

advantageous age and period to develop good study habits. They are fairly developed;

they are able to distinguish between good and bad customs.

According to Fershie D. Yap (2019), in her study “Factors Affecting the Student’s

Study Habit,” good study habits are the gateway to successful achievement in studies. In

this study, there were 3 factors affecting the students’ study habits. Time management,

teaching strategy of professors, and studying environment. Kizlik (2012) stated in his

article that no matter what study habits they practice, they ought to use their time

effectively and efficiently; time is the most important element of studying. Professors

also encourage students to self-study and find their own styles inside and outside of the

classroom. Lastly, the respondents of this study moderately agreed that clean

environment affects study habits. But study habits aren’t one-size-fits-all. For some, clean

environment promotes focus, for others, messy environment stimulates creativity.

This is descriptive research that utilizes questionnaires as a primary instrument of

gathering data. The respondents of the study agreed most that the most significant factor
out of the three is the teaching strategies of professors. It stated that students must self-

study, but professors must also help and inspire students equally to do so. To help

students, the researchers of this study created a study plan that may be seen in this

research, Appendix A.

This study is related to our study because the 3 factors mentioned in the study is

present in the classroom of Accountancy, Business, and Management 11-A students.

These students rely heavily on the guidance of their teachers and after class, they study

individually or as a group. Furthermore, hybrid classes provide them with more time to

complete their requirements. Their environment is also filled with resources that will help

them focus more on their studies.

Definition of Variables

The following terms were hereby defined as used in the study.

Coping Mechanism - Thoughts or behaviors executed by an individual to relieve

academic distress.

Hardships - Adversities an honor student faces in order to maintain academic

status.

Study Habits - Customs a student practices to achieve tasks.

Honor Students - Academic Achievers who procured a general weighted average

of 90 and above without getting a grade below 88.