DIMENSIONS OF STUDY HABITS

AND ACADEMIC PERFORMANCE

A Thesis
Presented to the Faculty of the
College of Marine Engineering
University of Cebu-Maritime Education
And Training Center
Cebu City, Philippines

In Partial Fulfillment
of the Requirements for the
Degree of Bachelor of Science in Marine Engineering

By:
E/C DAAL, JOSE REIL C.
E/C BELHIDA, JOSHUA G.
E/C BRAVO, JHON CARLO U.
E/C CRODUA, RODRIGO JR S.
E/C PEDRANO, CHRISTIAN ANTHONY P.

May, 2023
 i

ACKNOWLEDGMENT

The researcher wishes to extend their heartfelt gratitude and

appreciation to all who shared their expertise, abilities, and resources for the
complete and successful completion of this research proposal. The following
are worth the gratitude:

The Beloved parents and relatives, for bearing with us in all our needs
and for understanding in completing this study;

To the Dean of the College of Maritime Education, Capt. Gerry

Enjambre, for his favorable response regarding the survey.

To their adviser, Alvin E. Zamora, LPT, Ed.D, for his proficiency,

valuable suggestions, encouragement, understanding, and patience that
enabled the researchers to finish the research study;

The research instructor, Mrs. Iris Heslop who has been extending

her continuous support, for freely giving her time, and for sharing her

Ideas and suggestions for the completion of this study;

Above all, to the Almighty Father, who gave them the renewed
strength, knowledge, skills, health, life blessings, and wisdom to make this
study possible.
 ii

DEDICATION

Countless crucial sacrifices have been made for the sake of this

research.

This work is gladly and proudly dedicated to God Almighty, who has

showered everyone with His mercies in time, and guidance in completing

this work, largely through the efforts of the researchers.

To their supportive adviser, parents, professors, classmates, and circle

of friends who helped despite the challenges they faced while conducting

this thesis.

To the faculty of the University of Cebu Maritime Education and

Training Center, who mold them to become independent and globally

competitive individuals. And for future researchers who can utilize this study

as their guide or reference. All of these are dedicated to them.

 iii

ABSTRACT
Title : DIMENSIONS OF STUDY HABITS AND ACADEMIC PERFORMANCE.

Researchers : E/C Belhida, Joshua G.

E/C Bravo, John Carl
E/C Crodua, Rodrigo Jr.
E/C Da-al, Jose Reil C.
E/C Pedrano, Christian Anthony P.

Program : Bachelor of Science in Marine Engineering

School : University of Cebu- Maritime Education and Training Center

Adviser : Dr. Alvin E. Zamora.

Date Completed: May 2023

This study aims to determine the dimensions of study habits and academic
performance. Specifically, it aimed to answer the following: What is the level of study
habits of the maritime student based on the following dimension:? Planning, Reading,
and Note Taking. What is the academic performance of the respondents based on the
level of study habits? Is there a significant relationship between the level of study habits
among students and their academic performance? What sound recommendations can be
raised based on the findings of the study? Were answered and were the basis for
recommendations.

The descriptive correlational method was used to gather data using PASS, a
modified standardized questionnaire, and a researcher-made tool with a four-point Likert
scale where respondents' answers are collected, tabulated, and analyzed. The respondents
are BSMT and BSMARE students, a total of 385 students at UC-METC. The researchers
used the simple random sampling number table in determining the respondents of the
study. The questionnaires were disseminated using the researchers' made questionnaires
provided with informed consent.

The surveys presented in the text suggest the level of study habits of maritime
students in Planning, Reading, and Note Taking. The relationship between study habits
and academic performance is complex, but research has found that good study habits are
generally associated with better academic performance. Good study habits can help
students stay organized, manage their time, stay focused, and use effective strategies to
learn the material. On the other hand, poor study habits can lead to procrastination,
disorganization, and a lack of focus, all of which can impact a student's academic
performance.

Key terms: Dimensions of Study Habits, Academic

 iv

TABLE OF CONTENTS
Title Page
Title Page
Approval Sheet
Acknowledgment I
Dedication II
Abstract III
Table of Contents IV
CHAPTER 1
THE PROBLEM AND ITS SCOPE INTRODUCTION
The Rationale of the Study 1
Theoretical Background 3
THE PROBLEM
Statement of the Problem 16
Significance of the Study 17
Deffinition of terms 18
RESEARCH METHODOLOGY
Research Design 19
Research Environment 20
Research Subjects or Respondents 20
Research Instrument 21
Research Procedure 23
Data Gathering 23
Treatment of Data 24
Ethical Considerations 24
Trustworthiness of the Research 31
CHAPTER 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Profile of the Respondents
Level of Study Habits of Maritime Students on Planning 32
Level of Study Habits of Maritime Students on Reading 34
Level of Study Habits of Maritime Students on Note-Taking 37
Academic Performance Profile of the Respondents 40
Significant Relationship between the Level of Study Habits and the 41
Academic Performance of the
Respondents
CHAPTER3
SUMMARY, FINDINGS, CONCLUSIONS, AND
RECOMMENDATION
Summary of Findings 43
 v

Conclusion 44
Recommendation 45
REFERENCES 47
APPENDICES
A1 Transmittal Letter to the Dean 48
A2 Transmittal Letter to the Adviser 49
A3 Transmittal Letter to the Registrar 50
A4 Transmittal Letter to the Respondents 51
A5 Letter of Request for the 52
Validation of the Research Tool
Informed Consent 54
Research Instrument 60
Location Map 62
Certificate of validation 63
Result of the Reliability Test 64
PASS Modified Standardized Tool Cronbach’s Alpha Result
Researcher Made Questionnaire Cronbach’s Alpha Result
ERB Certificate 65
Grammarly result 66
Curriculum vitae 67
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

RATIONALE OF THE STUDY

Study habits are termed as the methods of study of students. Study

habits are students' ways of studying, whether systematic, efficient, or

inefficient (Ayodele & Adebiyi, 2013), implying that efficient study habits

produce positive academic performance, while inefficient study habits lead

to academic failure. The Socioeconomic Status (SES) of parents and

education agencies plays a vital role in molding the study habits of students

at all levels of education. Plowden (1967) revealed that when parents and

teachers provide the support system needed to guide their child's growth, the

child has a greater chance for educational achievement. Study habits, the

proper environment, feedback, and guidance, help the individual develop a

balanced personality. Thus, teachers and parents must identify students'

good study habits and guide them accordingly. The study habits and

socioeconomic status of an individual go hand in hand. Good study habits

and environment should prevail among the schools, and school students are

continuously faced with the problem of mass failure, poor school grades,
 2

constant repetitions, and thus subsequent withdrawals from school.

This poor performance may be due to poor study habits and the lower

Socioeconomic conditions in which they live. Weak study habits of the

student affect academic performance drastically. Improvement of the study

habits of the students is necessary so that they perform well in their studies.

Bajwa and Jindail (2005) concluded that there is a significant difference

between high Socioeconomic StatusStatus and low Socioeconomic Status on

the variable of underachievement. Bhan and Gupta (2010) examined study

habits and academic achievement among the Schedule Caste and non-

Scheduled Caste groups students. The result revealed that sex does not

significantly impact a student's academic achievement.

Education is humanity's most important invention. Society has a far-

reaching meaning which is impossible to define precisely. Different

philosophers and scholars have defined education according to their ideas

and philosophies. Education helps an individual to give their identity. It is

not limited to the four walls of the classroom and outside the environment.

Education begins from the womb and ends with the death of an individual.
 3

Theoretical Background
This research was anchored on (the IDC) theory that intends to inform

the design of future education in Asia. It consists of three anchored concepts:

interest, creation, and habit. This paper presented the third anchored concept

of habit and the habit loop. According to Azikiwe (1998), "good study habits

are good assets to learners because the (habits assist students in attaining

mastery in areas of specialization and consequent excellent performance,

while the opposite constitutes constraints to learning and achievement

leading to failure." The learning habit greatly determines not only students'

academic achievements but also their success in the future.

Ajzen (1991) proposed the Theory of Planned Behavior (TPB),

wherein one's intentions best predicted the individual's behavior; intentions

are, in turn, predicted by attitudes about the behavior, the subjective norms

(a person's perception of essential others' beliefs that they should or should

not perform the behavior) encasing the execution of the behavior, and the

individual's perception of their control over the behavior Ajzen's TPB has

been used to predict many different behaviors ranging from gambling

behaviors to the use of hormone replacement therapy.

Ayodele and Adebiyi (2013) explained that good studying habits

create a favorable implication on academic performance. Ajzen (1991)

 4

described this phenomenon through the theory of planned behavior. He

stated that attitude, subject norms, and perceived behavioral control jointly

shape an individual's behavioral intentions and behaviors. Scholars have

contemplated these theories and advanced their research to explain the

phenomena.

Social cognitive theory firmly emphasizes one" s cognition. It

suggests that the mind is an active force that constructs one's reality

selectively, encodes information, performs behavior based on values and

expectations, and imposes structure on its actions. It was through an

understanding of the processes involved in one "s construction of reality that

enables human behavior be understood, predicted, and changed. Given the

theory, the student" s academic achievement was a product of the interaction

of his personality and, consequently, study behavior he develops based on

his expectations of the outcome of his actions.

The theory of academic performance (ToP) emanates from Elger

(2007), and the author described 'perform' as an ability to produce a valued

result and 'performer' as an individual or a group that engages in

collaboration while the level of performance as the location in an academic

journey. According to Elger (2007), there are six components of

 5

performance levels, and they are: level of knowledge, levels of skills, level

of identity, personal factors, and fixed factors and proposed three axioms for

effective performance as a performer's mindset, immersion in an enriching

environment, and engagement in reflective practice.

In conclusion, study habits play a significant role in academic success.

Developing and maintaining effective study habits can help individuals to

achieve their educational goals. While there was no one-size-fits-all

approach to successful study habits, specific strategies can be applied to

optimize learning and lead to better academic performance. By

understanding the importance of study habits and their impact on academic

success, individuals can take the necessary steps to maximize their

performance in the classroom.

Romainville & Noël (2003; Noël, Romainville & Wolfs, 1996) apply

this metacognitive approach to note-taking to help students overcome the

numerous difficulties they have at the beginning of their university studies.

Their approach places students in a situation that is meaningful for them,

where they can use their notes to prepare a summary of a lecture. At the end

of the task, they help the students to deploy a metacognitive

conceptualization by filling in a questionnaire.

 6

The development of time management skills assists students when

analyzing tasks and scheduling their completion, giving students more vital

planning skills and a greater understanding of responsibilities and their

significance when constructing task schedules (van der Meer et al., 2010).

Notably, research reports that good time-management practices can extend

beyond university study to increase a person's quality of life significantly

(Wang et al., 2011).

DeBruin-Parecki et al. (2015) state that reading enables students to

become independent in comprehending complex text structures while

improving their proficiency in academic and professional skills. Successful

readers have a greater comprehension as they can create connections

between different ideas, understand complex notions, and reflect on the

information simultaneously while reading. Hence, educators must implement

educational strategies that promote critical thinking and pre-reading to

develop comprehension skills in students (Javed et al., 2015).

According to Adeninyi (2011), good study habits allow students to

study independently at home and aspire to higher educational careers. He

submits that the formation of good study habits at the secondary school level

further serves as the basis for students' performance in external examinations

 7

such as WAEC, NECO, and JAMB. In the view of Agba (2013), unserious

students study without specific techniques, and he submits that such students

are most likely to perform below average.

According to Marc (2011), effective study habits, as quoted earlier,

create a more efficient academic environment. Planning your study schedule

in advance and faithfully sticking to it saves time. When students have good

study habits, they tend to be less stressed. Students who are anxious on exam

day are typically procrastinators who come unprepared. Students who

organize their lives and stick to their established study schedules are

confident and relaxed during test-taking. Ashish (2013) admits that if

students must ensure academic success throughout the year, they must ditch

lousy study habits and establish good ones. He further maintains that

effective studying strategies can make the difference between acing a class,

barely passing, or failing miserably, no matter what age or academic level.

Similarly, Bolling (2000) asserts that good study habits through

Planning help students prepare for what is ahead and accomplish their

academic goals. Thus, a lack of study habits clearly puts students at a

disadvantage and is one of the main reasons students need remedial classes,

fall behind in coursework and drop out of school. Good study habits
 8

drastically lower students' risk of academic struggles and failure to complete

a college degree.

Hence, Bolling (2000) submits that students who tend to perform

highly across most subjects can be considered to have good study habits by

being actively involved in their learning process, continuously Planning, and

carefully monitoring the educational task they are required to complete.

Moreover, Adeninyi (2011) maintains that good study habits allow

students to study independently at home and aspire for higher education

careers. The formation of good study habits at the secondary school level

further serves as the basis for students' performance in external examinations

such as the West African Examinations Council (WAEC), National

Examinations Council (NECO), and Joint Admissions and Matriculation

Board (JAMB).

Moreover, Kelli (2009) posits that for students to succeed in their

studies, they must be able to appropriately assimilate course content, digest

it, reflect on it, and articulate the information in written or oral form. A

student's ability to acquire effective study habits is fundamental. Many

students feel that the hours of study are the most important.
 9

Moreover, Mark and Howard (2009) think that the most common

challenge to students' success in all ramifications is a need for more effective

or positive (good) study habits. They further maintain that students who

develop good study habits and discipline will perform remarkably well

academically.

Furthermore, Husain (2000) stresses that the need for adequate or

positive (good) study habits is a critical study problem among students at all

levels. Grace (2013) also maintains that the learning process is still

mysterious. However, studies show that the most effective study method

involves highly dynamic behavior over time. In other words, to study

effectively, one must read, draw, compare, memorize, and test himself over

time.

In addition, Osa-Edoh, G. and Alutu, A. (2012) examined the

usefulness of imbibing in the students' study habits to enhance their

academic performance. The sample for the study consisted of 600 students.

This study revealed a high correlation between study habits and students'

academic performance. This suggests students can improve their academic

performance only when they imbibe or cultivate proper study habits.

 10

Also, Nonis, S. and Hudson, G. (2010) conducted a study on the

performance of college students-impact on study time and study habits. The

sample for the study consisted of 500 students. This study found that some

study habits had a positive direct relationship with student performance, but

others had a negative direct relationship.

Besides, Mendezabal, Marie Jean N. (2013) conducted a study on

study habits and Attitudes: the road to academic success to investigate the

relationship between students" study habits and attitudes and their

performance in licensure examinations. The participants were graduates in

the school year 2009-2010 from the different programs of the University.

The study results are that the participants had good study habits, exhibited

relatively favorable attitudes toward teachers" classroom behavior and

methods, and performed well in the licensure examinations. Students with

good study habits and attitudes obtained better ratings in the licensure

examination.

Additionally, Bhatta, N. G. (2009) studied "study habits and student's

achievement about some influencing factors." This study aimed at finding

the relationship between study habits and student achievement in secondary

students in relation to socioeconomic status, learning environment, school

 11

adjustment, and intelligence. The investigator found a significant

relationship between study habits and these influencing factors.

Also, Fazal S. et al. (2012) identified various study skills used by

learners and ascertained which study skills are more related to academic

achievement. The sample for the study consisted of 1200 students. Results of

the study indicate a significant relationship between time-management skills,

reading, and note-taking skills with academic achievement. Students with

higher academic achievement used a wide range of study skills compared to

students with lower academic achievement.

Moreover, Yenagi, G.V (2006) conducted a study on "Study habit as a

function of self-perception among intellectually gifted and non-gifted

students." A sample of 1020 pre-university college students was randomly

selected from colleges in and around Hubli and Dharwad cities of Karnataka

state. Study habit inventory by Patel (1976) and self-perception inventory by

Soars and Soars (1976) were considered for data collection. The results

revealed that the overall study habit significantly differed from gifted and

non-gifted groups. General habits and attitudes, Planning of subjects,

reading and note-taking habits, and habits of concentration were also found

to be significant.
 12

Additionally, Tope and Omotere (2011) conducted a study on "the

effects of study habits on the academic performance of students: a case study

of some secondary schools in Ogun State." The study investigated the effects

of study habits on students' academic performance using some selected

senior secondary schools in the Ijebu-Ode local government of Ogun State

as a case study. Two hundred students were randomly selected from five

senior secondary schools in the area. Study Habit and Study Attitude Scale

(SHSAS) was used as a tool. The result showed that family background,

peer group pressure, the personality type of the student, and the school

environment all affect the reading habit of students in secondary schools.

Notwithstanding, Iqbal, H.M. &Shezadi, S. (2002) conducted research

on "study habits of female students of the university," and for this study

sample selected was 400 female students of the University. It was concluded

that female students of all the departments lack good study habits and

effective study skills.

Moreover, Jagannath, M.C. and Dange, K.K (2007) conducted a study

on "study habits and achievement in Physics of students of class XII." The

study's objectives were to find out the difference between boys and girls in

their study habits and the relationship between study habits and achievement
 13

in physics of XII standard students. The researcher has adopted a stratified

random sampling method. Five colleges have been selected from the

Shimoga district. One is the government, and the remaining four are private

colleges. A standardized readymade tool prepared by Palsane and Sharma

was used to determine XII students' study habits. The study's major findings

were that there is no significant difference between boys and girls in their

study habits. There is a relationship between study habits and achievement

in Physics.

Also, Riaz, Aisha, and Kiran, A. (2002) found the "Relationship of

study habits with educational Achievement ."The study's objective was to

find the relationship between study habits and educational achievement. The

sample consisted of 150 students of B.Sc., Home Economics and M.Sc.,

Home Economics during the year 2000-2001. The data were collected with

the help of an Interview schedule and analyzed by χ2 test to conclude. The

study's findings revealed a significant positive relationship between

achievement and proper study schedules drawn by the students.

Furthermore, Sivakumar, A. (2009) study aims at finding the

relationship between study habits and academic achievement of postgraduate

students. The investigator randomly selected 100 postgraduate students from

 14

Govindammal College Tiruchendur for the study. Data was collected by the

Study Habit Inventory of Palsane and Sharma, and for academic

achievement, their academic results have been considered. The findings

indicate a significant relationship between study habits and academic

achievement.

Furthermore, Suda, S. and Sujata, K. (2006) conducted a study on

"Academic performance about self-handicapping, test anxiety and study

habits of high school children." The sample comprised 200 students from

government senior secondary schools in Himachal Pradesh. The scales used

were a self-handicapping questionnaire by Sujata (2003), a test anxiety

inventory (TAT-H) Sud&Sud (1997), Study habits inventory by Palsane&

Sharma (1989). For academic performance, school marks were considered.

The results revealed that boys were poorer in study habits than girls.

Furthermore, Romainville & Noël (2003; Noël, Romainville & Wolfs,

1996) apply this metacognitive approach to note-taking to help students

overcome the numerous difficulties that they have at the beginning of their

university studies. Their approach places students in a situation that is

meaningful for them, where they can use their notes to prepare a summary of
 15

a lecture. At the end of the task, they help the students to deploy a

metacognitive conceptualization by filling in a questionnaire.

In addition, The development of time management skills assists

students when analyzing tasks and scheduling their completion, giving

students more vital planning skills and a greater understanding of

responsibilities and their significance when constructing task schedules (van

der Meer et al., 2010). Notably, research reports that good time-management

practices can extend beyond university study to significantly increase a

person's quality of life (Wang et al., 2011).

Moreover, DeBruin-Parecki et al. (2015) state that reading enables

students to become independent in comprehending complex text structures

while improving their proficiency in academic and professional skills.

Successful readers tend to have greater comprehension as they can create

connections between different ideas, understand complex notions, and

reflect on the information simultaneously while reading. Hence, educators

must implement educational strategies that promote critical thinking and pre-

reading to develop comprehension skills in students (Javed et al., 2015).

 16

STATEMENT OF THE PROBLEM

This study seeks to determine the Dimensions of Study Habits and

Academic Performances of Maritime Students at the University of Cebu

Maritime Education and Training Center

1. What is the level of importance of study habits factors of the maritime

student based on the following dimension?

1.1 Planning;

1.2 Reading; and

1.3 Note-taking;

2. What is the academic performance of the respondents based on the level

of study habits?

3. Is there a significant relationship between the level of study habits among

students and their academic performance

4. What sound recommendations can be raised based on the findings of the

study?
 17

SIGNIFICANCE OF THE STUDY

This study will be highly significant and beneficial specifically to the

following:

Maritime Students. Will become aware of the Dimensions of Study

Habits and Academic Performance of the study.

Instructors This study will help them to educate their students on the
importance of having knowledge and how to practice the Dimensions Study
Habits and Academic Competitiveness in school.

Parents. This will support a sense of dedication and devotion to duty

as a parent in their child and guide their child.

Administrators. This will be supported by gaining intelligence to see

what measures are appropriate to help teachers orient the students regarding
study habits and academic performance.

Guidance Office. This will help students be given proper guidance on

how to deal with good study habits and academic performance.

Researchers. this study will help them to be knowledgeable in the

Dimensions of Study Habits and Academic Performance of the study.

Future Researchers. the future researchers conducting the same study, can
use this research as a source of related study and literature to support their
study hereafter.
 18

DEFINITION OF TERMS

For a better understanding of this paper, the following terms are defined

conceptually:

Study habit - This is a behavior style that is systematically formed by

students toward learning and achievement. Also are the ways that you study-

the habit that you have formed during your school years.

Academic performance - This is a term used for students based on how

well they are doing in their studies and classes. Also is how well one does in

school.

Maritime Student - A person who is learning or studying at a place of

higher or further education.

Planning - the process of making plans for something.

Reading - is the process of looking at a series of written symbols and getting

meaning from them.

Note Taking - the practice of recording information captured from another

source.
 19

RESEARCH METHODOLOGY

Research Design

This research used a cause-and-effect relationship, otherwise known as the

descriptive correlational method type of research. This describes the effects

of the eclectic teaching method on maritime students.

The study's research flow is shown below.

Figure 1
Research Flow
 20

Research Environment.

The study was conducted at the University of Cebu - Maritime

Education and Training Center, Cebu City. The University of Cebu,

commonly referred to as U.C. was a premier educational institution in the

Visayas. The University was founded in 1964 by Atty. Augusto W. Go, as

an institution of higher learning committed to authentic education. The

University of Cebu currently has four campuses, specifically the Main

Campus, which is located along Sanciangko St.; the Banilad Campus,

located along Gov. Cuenco Avenue in Banilad; the University of Cebu -

Lapu-Lapu/Mactan Campus, which was the Campus for students in the

Lapu-Lapu and Mandaue area; and the U.C. Maritime Educational Training

Center (METC), which was situated along Alumnos St., in Mambaling..

Research Respondents.

The respondents of this study were the Maritime students from the

Bachelor of Science in Marine Engineering (BSMARE) and Bachelor of

Science in Marine Transportation (BSMT). This study gathers data from

respondents who are Maritime Students of the University of Cebu -

Maritime Education and Training Center. The researchers choose college

students because many college students are willing to pursue maritime

 21

programs or are motivated to pursue maritime programs. The sample size of

385 was computed using Krejcie and Morgan table. The sampling technique

used in this study to select the respondent was simple random sampling

using the fishbowl technique.

Research Instrument.

The researcher-made survey questionnaire was used for data gathering.

It consisted of 15 items. Each item (statement) is on a four-point Likert scale

(1 – Strongly Disagree, 2 – Disagree, 3 – Agree, and 4 – Strongly Agree).

The respondent had to put a checkmark on the items that correspond to their

honest observation and ratings of their study habits based on the

questionnaire's statements. The gathering of data takes approximately two

weeks to complete.

Below is the scoring table: Table 1.

Scoring Procedure
 22

Dry-Run Procedure/Pilot Testing

The researchers conducted pilot testing before the large main test,

measured using Cronbach's Alpha. This demonstrated that the questionnaire

had achieved the objective of the study. After pilot testing demonstrated an

appropriate reliability test and validity, the researchers proceeded to the

main survey. The researchers conducted the pilot testing on 20 respondents.

The researchers ensured that the respondents voluntarily participated in the

pilot testing. After getting the result of the pilot testing, the researchers

asked an expert to validate the tool's content (See Appendix E for the

Reliability/Consistency Test Result).

Inclusion and Exclusion. The inclusion criteria for this study

included the following. The respondents must be all Maritime Students of

both BSMarE and BSMT who enrolled in today's blended learning modality.

Furthermore, they must be willing to give their voluntary consent after

explaining the study procedures. Respondents excluded from this study are

BSNAME.
 23

Research Procedure.

The online questionnaire is created in the form of Google Forms to be

shared by the researcher. The procedure was described as the following.

When the research was conducted, we went to invite the participants by

sharing the links of the online questionnaire through the internet. The links

to the online questionnaires are shared through social media such as

Facebook Messenger and Gmail. Facebook Messenger was the main

platform as it provides a closer approach. Another reason for using

Facebook Messenger was because the number of people who have seen the

researcher can also detect the links. The online questionnaire was shared

weekly until the respondents reached the target amounts.

Gathering of Data: A transmittal letter is sent to the Dean of Maritime

Education and given to the registrar or the University of Cebu to ask

permission to collect the number of students who were enrolled in BSMT

and BSMARE in the year 2022–23. As the study is being approved, the

distribution of the questionnaire will follow. The answers of the respondents

will be tabulated and tallied. The data gathered will be interpreted.

 24

1. Treatment of Data. Upon accomplishment, the questionnaire is collected

from the respondents, and the collected data was then noted, tallied, and

scored using the following:

2. Weighted Mean. The researchers used this formula to analyze the results

in response to the questionnaire of the respondents and define the impacts

the respondents had answered

3. T-test. This statistical treatment is used to determine the significant

difference between the levels of the eclectic teaching method.

Ethical Considerations

The study strictly followed the listed principles in the conduct of the

study.

Protection of Human Rights. The standards that permit people to live with

dignity, equality, freedom, justice, and peace encompass the term protection

of human rights. This will be further observed throughout the study to

protect the respondent's interest. Conforming to the said terms, the study

aims to adhere to the ideals of respect for people, beneficence, and justice. In

accordance with respecting people, every respondent will be rightly

 25

informed about the encompassing role of the respondents in the study.

Hence, moving the way to preserve the autonomy of each respondent.

Moreover, this study will try to acknowledge the welfare of everyone

who will participate as respondents. Providing those proper instructions and

information will be offered. This is to ensure that the researcher, as well as

the goal of the study, will only provide what is good and acceptable.

The last concept would be justice, wherein every respondent who wishes to

participate in the study will be chosen equally so that no biases will be

tolerated regarding age, sex, or societal status.

Transparency. The researchers' intention to present the study findings to the

College of Marine Transportation at the University of Cebu-Maritime

Education and Training Center will be a concern with this principle. The

researchers will provide the department a copy of the study through the

Research Office.

Risk-Benefits Ratio Determination. Below will be the potential benefits for

the respondents to guarantee as limited hazards will be established and the

maximum benefits of the study.

 26

Benefits. The following benefits will be derived from doing this study. This

research will go over the data in further detail and evaluate the researchers'

potential recommendations, such as figuring out how to make it more user-

friendly for the students. And, most importantly, to offer potential solutions

to its inconveniences. This study will be an eye-opener, particularly for

maritime students who wish to continue their studies despite the epidemic.

To sum it up, this research problem's overarching goal is to collect all data to

produce a fair outcome for the research's success and serve as a model for

future research.

Risks. The following risks will be avoided if not minimized. The observance

of privacy-confidentiality will undoubtedly be done in the entire research

process; Mental or psychological discomfort wherein sensitive items in the

questionnaire will be excluded, and social damage will be avoided by

maintaining an anonymous identity for every respondent. Thus, personal

information will be kept within reach of all respondents and researchers.

Informed Consent. Before the start of this study, this concept will be strictly

observed. Each respondent receives the Informed Consent Form thru Google

form and affirms their participation upon clicking the Yes; I agree with the

option if they are willing to participate.

 27

Status of the Respondents. Rightfully, the respondents will be assured and

informed about why this study is done.

Type of Data. This study is quantitative research, meaning questionnaires

will be sent to respondents via Google Forms. Thus, data will be computed

to derive the study's findings and conclusions. Procedures. The first step

will be a proposal hearing with the panel of examiners. After the approval of

the study and the revision made, the researchers will undergo Plagiarism and

Grammarly checks. Then, an ethical soundness assessment will be followed

as the board of ethics will evaluate and finally approve the conduction of the

study. Sending of Transmittal letters to the dean and other offices will then

commence. An informed Consent Form with a video explanation will be

forwarded to target respondents, and the conduction of the survey after the

pilot testing will be made.

Sponsorship. All expenses came from the researchers only; thus, the study

was not sponsored. Rather, it is solely for submission as a requirement.

Selection. Every respondent will be selected per the inclusion and exclusion

criteria.

Potential risks. This is to certain things that every respondent will not be

exposed to any identifiable risk

 28

at any moment during the research process.

Alternatives. data will be obtained in this study using a survey questionnaire.

The research respondents will only answer the given questions provided by

the researchers thru Google Forms.

Compensation. No compensation will be given to the research respondents,

for they are informed in the consent that they will only answer the

questionnaires. Nevertheless, thanking them as a means of gratitude for

participating in the study will be done.

Pledge of Confidentiality. The researchers guarantee the Confidentiality of

the data using observing the Data Privacy Act, and most importantly, the

respondent's profile will remain anonymous.

Voluntary Consent. Voluntary consent will be secured by the researchers

to keep the validity of the respondents.

Right, to Withdraw and withhold information. The respondents have the

right to withdraw and withhold the information at any time they want

without giving any retribution for doing it.

 29

Contact Information. If the respondents have any questions or complaints,

they may contact the researchers with the following emails and contact

numbers:

Alfonso Miguel Ballesteros -09459888524-alfonsomiguel76@gmail.com

Victor Joseph Batucan-09298023176-vic.lisondra@gmail.com

Jose Marie Guisando-09955142939-guisandojm@gmail.com

Rigel Kent Lima -092980231761-

Deniel Franz Josef Yuson-0917384729-denielyuson45@gmail.com

Authorization to access private information. The researchers will not access

any private information.

Privacy and Confidentiality Procedures. Privacy and Confidentiality will be

observed in the overall conduct of the study. The researchers will let the

respondents answer the questionnaires independently to provide privacy and

focus on answering. Moreover, respondents will only answer certain topics

on the questionnaire, and personal data, including name, address, and

contact details, will not be collected. All respondents will remain

anonymous.
 30

Compensation and Incentives. Expressing gratitude towards the

respondents or thanking them for allotting their time and efforts to answer

the questionnaire and considering them as respondents of the study will be

the means of payment in returning the favor.

Recruitment. The researchers will only send the questionnaire thru the

respondents' email in the Google form.

Debriefing, Communication, and Referrals. The researchers will treat and

address the respondents with courtesy and politeness regardless of age, sex,

and disease category. After data collection, the respondents may contact the

researchers using the contact details provided if they have further questions

or complaints.

Conflict of interest. There will be no conflict of interest in the conduct of the

study.
 31

Collaborative Terms of Reference. The study is an educational requirement

fulfilling the subject (Research Methods) and, thus, not incorporated with

other institutions. Nevertheless, the study has a co-author who is the research

adviser of the group.

Vulnerability assessment. The respondents involved in the study do not

belong to the vulnerable individuals.

Trustworthiness of the Research.

The researchers used the descriptive survey method to establish the

credibility, transferability, dependability, and conformability of the research.

This method provided relevant and accurate findings for this study. Also,

this study is required to provide the highest level of trustworthiness, which

focuses on ensuring that the results are free of bias and error and

accommodating the necessary variables that support the study's basis. The

proceedings of the research interview were conducted through a face-to-face

survey to establish the credibility of the research data.

 Chapter 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathered by the researchers from the survey

conducted on Dimensions of Study Habits And Academic Performance. This

also includes the analysis and interpretation of the collected data.

Table 1

Level of Study Habit of Maritime Students on Planning

3.26 - 4.00 –Very High; 2.51 - 3.25 – High; 1.76 - 2.50 – Low; 1.00 - 1.75 – Very low
 33

Table 1 shows the result of the level of study habits of maritime

students on Planning. The weighted mean values for each statement

do not vary significantly, on which the highest statement: "Planning is

essential in establishing good study habits that lead one to become

successful." with a mean of 3.89. Very High Implication: Planning is

crucial for students who want to succeed academically.

The theory of self-regulated learning suggests that planning is

an essential component of effective learning and academic

performance. Students who plan their studying are more likely to set

realistic goals, regulate their emotions and motivation, and engage in

effective strategies that enhance their learning outcomes.

The statement "Planning is a key part of any successful endeavor."

with a mean 3.86. Very High Implication: Planning is important not

only for academic success but also for success in various domains of

life.

The theory of goal-setting and achievement suggests that

people who have clear and specific goals, and plan how to achieve

them, are more likely to succeed in their endeavors and be more

satisfied with their accomplishments. Planning helps individuals to

 34

focus their efforts, identify potential obstacles, and take proactive

steps to overcome them.

Bolling (2000) asserts that good study habits through Planning help

students prepare for what is ahead and accomplish their academic

goals. Thus, a lack of study habits clearly puts students at a

disadvantage and is one of the main reasons students need remedial

classes, fall behind in coursework and drop out of school. Good study

habits drastically lower students' risk of academic struggles and

failure to complete a college degree.

Table 2
Level of Study Habits of Maritime Students on Reading
 35

3.26 - 4.00 –Very High; 2.51 - 3.25 – High; 1.76 - 2.50 – Low; 1.00 - 1.75 – Very low

Table 2 shows the result of the level of study habits of maritime

students on reading. The statement “Reading strengthens the brain and

improves memory, essential in acquiring good study habits” received a mean

score of 3.84. This suggests reading is a powerful tool for strengthening the

brain and improving memory.

The statement "Reading is an essential skill that can provide

invaluable knowledge, insight, and understanding" received a mean score of

3.80. This suggests that reading provides countless benefits, including better

understanding of the world, improved language skills, and problem-solving

abilities.

To support this, DeBruin-Parecki et al. (2015) state that reading

enables students to become independent in comprehending complex text

structures while improving their proficiency in academic and professional

skills. Successful readers have a greater comprehension as they can create

connections between different ideas, understand complex notions, and

reflect on the information simultaneously while reading. Hence, educators

 36

must implement educational strategies that promote critical thinking and pre-

reading to develop comprehension skills in students (Javed et al., 2015).

Moreover, DeBruin-Parecki et al. (2015) state that reading enables

students to become independent in comprehending complex text structures

while improving their proficiency in academic and professional skills.

Successful readers tend to have greater comprehension as they can create

connections between different ideas, understand complex notions, and

reflect on the information simultaneously while reading.

Overall the result of the survey shows us that most of the respondents

strongly agreed on the level of study habits on reading. Reading is an

essential skill for academic success, and the ability to read is a powerful tool

for personal growth. Reading has been shown to increase knowledge and

enhance cognitive skills, including problem-solving, critical thinking, and

creativity. Through reading, students acquire language and vocabulary and

develop an understanding of the world and its cultures.

 37

Table 3
Level of Study Habits of Maritime Students on Note Taking

3.26 - 4.00 –Very High; 2.51 - 3.25 – High; 1.76 - 2.50 – Low; 1.00 - 1.75 – Very low

Table 3 shows the result of the level of study habits of maritime

students on note taking. Based on the provided data, the highest mean

interpretation among the four statements is "Note taking helps to capture

important information and ideas, as well as organize thoughts, ideas, and

facts" with a mean of 3.86. The second highest mean interpretation is "Note-

taking forces one to pay attention and helps one focus in class," with a mean

of 3.82. The third and fourth highest mean interpretations are "Note-taking
 38

passively increases the likelihood of the student to become more organized"

and "Taking notes stimulates the part of the brain that promotes learning,"

with a mean of 3.76. Therefore, the statements can be ranked from high to

low as follows:

 Note-taking helps capture important information and ideas and organize

thoughts, ideas, and facts. (3.86)

 Note-taking forces one to pay attention and helps one focus in class.

(3.82)

 Note-taking passively increases the likelihood of the student becoming

more organized. / Taking notes stimulates the part of the brain that

promotes learning. (Both 3.76)

the importance of note-taking in learning is the "Cognitive Load Theory."

According to this theory, working memory has limited capacity, and when

overloaded with too much information, it is likely that the information will

not be retained. Therefore, note-taking helps to offload the working memory

by allowing students to record and organize important information, which

can then be reviewed and consolidated later on. Additionally, note-taking

stimulates active listening and promotes engagement during class, which

promotes deeper understanding and retention of the material. In short,

 39

Cognitive Load Theory supports the idea that note-taking can enhance

learning by managing the cognitive load of working memory and promoting

focus and active engagement.

The statement "Note taking helps to capture important information

and ideas, as well as organize thoughts, ideas, and facts" received a mean of

3.86. This suggests that note-taking is invaluable for capturing, organizing,

and understanding important information and ideas. Taking notes can help

you to organize your thoughts, ideas, and facts in a way that is easy to access

and recall.

Romainville & Noël (2003; Noël, Romainville & Wolfs, 1996) apply

this metacognitive approach to note-taking to help students overcome the

numerous difficulties they have at the beginning of their university studies.

Their approach places students in a situation that is meaningful for them,

where they can use their notes to prepare a summary of a lecture.

Overall the survey result shows us that most of the respondents

strongly agree with the statements given to them. Note-taking can be a great

tool when it comes to studying. By writing down key points and ideas, you

can better understand the material and increase your chances of

remembering it.
 40

Table 4
Academic Performance Profile of the Respondents

Table 4 The data shows that the highest percentage of students in the

University of Cebu - Maritime Education Training Center have grades

between 1.6 and 2.5 with a frequency of 280 and a percentage of 72.72. This

suggests that most students are performing well in the class and are likely to

succeed in their maritime careers. On the other hand, the lowest percentage

of students have grades between 2.6 and 2.9, with a frequency of 12 and a

percentage of 3.11, indicating that there may be a higher number of students

struggling to keep up with the demands of the class.

 41

This information can help the university administrators to identify the

students who need extra support and provide them with the necessary

resources to ensure their success.

Table 5
Significant Relationship between the Level of Study Habits and the
Academic Performance of the Respondents

*Significant at p<0.05

Table 5 shows the significant relationship between the level of study

habits and the respondents' academic performance.

As shown in the table, the variables planning and academic

performance obtained a correlation coefficient of 0.0455 which signified a

non-significant, very small positive relationship. The p-value was also

computed and thus obtained a value of 0.3732 which is greater than the
 42

significance level of 0.05. This means the acceptance of the null hypothesis

and concludes that there is no significant relationship between Planning and

the academic performance of the respondents.

On the other hand, the variables reading and academic performance

obtained a correlation coefficient of 0.0338 which signified a non-significant,

very small positive relationship. The p-value was also computed and thus

obtained a value of 0.5091 which is greater than the significance level of

0.05. This means the acceptance of the null hypothesis and concludes that

there is no significant relationship between the reading and academic

performance of the respondents.

Moreover, the variables note taking and academic performance

obtained a correlation coefficient of -0.0030 which signified a non-

significant, very small negative relationship. The p-value was also computed

and thus obtained a value of 0.9533 which is greater than the significance

level of 0.05. This means the acceptance of the null hypothesis and

concludes that there is no significant relationship between note-taking and

the academic performance of the respondents.

 Chapter 3
SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
This chapter presented the summary of the findings based on the data

gathered and the statistical treatment, and the drafted conclusion and

recommendation proposed by the researchers about the Dimensions Of

Study Habits and Academic Performance.

FINDINGS

Based on the presentations, analysis, and interpretation of data, the

following findings were arrived at:

1. Majority of the respondents are BSMARE from the 2nd-year level.

2. Majority of the respondents in the University of Cebu Maritime

Education and Training Center have good grades between 1.6 and 2.5

3. The students have good study habits and are motivated to succeed.

4. The students have a positive attitude towards learning and are

willing to take the initiative in their studies.

 44

CONCLUSION

In conclusion, the study revealed that there is a strong correlation

between good study habits and academic performance. The majority of the

students surveyed exhibited good study habits and had a positive attitude

towards learning. This, in turn, led to good academic performance with most

of them achieving good grades. It is evident that students who invest time in

their studies and maintain consistent study habits are more likely to perform

well academically. These findings can be used to encourage students to

continue developing good study habits and to serve as a guide for educators

in developing effective teaching strategies to further support students'

academic success. The findings of this study emphasize the importance of

cultivating good study habits and a positive attitude towards learning, which

can lead to academic success. Therefore, it is recommended that students

continue to develop these habits and attitudes to maintain and enhance their

academic performance. Additionally, the results suggest that fostering a

positive attitude and motivation towards learning can also contribute to

academic success. Overall, this study provides valuable insights for

educators and students alike, emphasizing the significance of a strong work

ethic and mindset in achieving academic goals.

 45

RECOMMENDATION
Based on the findings of this study on the Dimensions of Study Habits and

Academic Performance of Maritime Students, the following

recommendations can be made:

1. For Maritime Students - Students should become aware of the

Dimensions of Study Habits and Academic Performance. They should

practice good study habits and work towards developing academic

competitiveness to achieve academic excellence.

2. For Instructors - Instructors should educate their students on the

importance of having knowledge and how to practice the Dimensions of

Study Habits and Academic Competitiveness in school. They should

incorporate these dimensions into their teaching to help students achieve

better academic performance.

3. For Parents - Parents should support their child's sense of dedication and

devotion to duty when it comes to studying. They should guide their

child in developing good study habits, which will help them to perform

better academically.

4. For Administrators - Administrators should use the intelligence gained

from this study to see what measures are appropriate to help teachers
 46

5. orient the students regarding study habits and academic performance.

They should implement programs and policies that support academic

excellence and student success.

6. For the Guidance Office - The guidance office should provide proper

guidance and counseling support to students on how to deal with good

study habits and academic performance. They should develop strategies

to help students improve their study habits and academic

competitiveness.

7. For Researchers - Researchers should use the findings of this study to

gain more knowledge on the Dimensions of Study Habits and Academic

Performance of Maritime Students. It should be used as a reference for

future research on the same topic.

8. For Future Researchers - Future researchers can use this study as a

source of related literature to support their studies on the Dimensions of

Study Habits and Academic Performance of Maritime Students. The

study's findings and recommendations can be used as a reference to

design future research projects for a better understanding of this topic.

 47

REFERENCES
Book:
Agba R (2013). Why Students Must Develop Study Habits. Calabar: Rixmas
Publishing Company
Adeniyi V (2011). Studying to Pass: Implication for Students. Lagos:
Macmillan

Ashish R (2013). Study Habits for Students: Bad Ones to Avoid, Good Ones
to Achieve Success. www.education.wisc .education/soe/news events.
12/3/2016

Bolling S (2000). The Advantages & Disadvantages of Study Habits for

College Students. New Jessy: Prentice Hall Inc

Grace F (20 13). Would Group Study Improve Your Grades? Retrieved from
www.about.com. 11/3/2016.

Husain A (2000). Developing Study Habits. Wikipedia, the free

encyclopedia.

Kelli K (2009). Developing Good Study Habits. Retrieved from

monster.com. Media/ads. 11/3/2016

Marc K (2011), The Importance of Good Study Habits. Retrieved from

www.answer.com. 12/3/2016.

Links:
https://wac.colostate.edu/journal/vol16/boch.pdf
files.eric.ed.gov/fulltext/EJ1247943.pdf

files.eric.ed.gov/fulltext/EJ1304142.pdf

https://files.eric.ed.gov/fulltext/ED566247.pdf
 48

APPENDIX A-1
TRANSMITTAL LETTER TO THE DEAN

February 02, 2023

CAPT. GERRY D. ENJAMBRE
Dean, Maritime Education
University of Cebu – METC
Alumnos, Mambaling, Cebu City

Thru: Engr. Allan R. Navarro

Chairperson,

General Education Department

Dear Sir:
Greetings!
On behalf of my fellow group mates enrolled in Research 102 and currently working on
In the research study entitled "DIMENSION OF STUDY HABITS AND ACADEMIC
PERFORMANCE OF MARITIME STUDENTS," we would like to ask for your
permission to let our group disseminate the research tool to our respondents during the
available schedule.

Your favorable response regarding this request will be highly appreciated.

Respectfully yours,
E/C DAAL, JOSE REIL

Noted by:

ALVIN E. ZAMORA, LPT, ED. D

Research Adviser

Recommending Approval Approved by:

ENGR. ALLAN NAVARRO CAPT. GERRY D. ENJAMBRE

Chairperson, General Education Dean, Maritime Education
 49

APPENDIX A-2
Transmittal Letter to the Adviser
ALVIN E. ZAMORA, LPT, ED. D
Research Adviser
University of Cebu – METC
Alumnos, Mambaling, Cebu City

Dear Mr. Zamora,

Greetings!
I, along with my teammates, am in the process of conducting our research entitled
“DIMENSION OF STUDY HABITS AND ACADEMIC PERFORMANCE OF
MARITIME STUDENTS” as a requirement in our Research 102.

My team requires an adviser who will guide us in making our research proposal.
With this, I would like to request you to be our adviser. I believe that your supervision
will further improve the said study.

I am hoping that you could spare some time on this request. Your positive response
and commitment will significantly contribute to the success of this study.

Respectfully yours,
E/C DAAL, JOSE REIL

ALVIN E. ZAMORA, LPT, ED. D

Research Adviser
 50

APPENDIX A-3
TRANSMITTAL LETTER TO THE REGISTRAR
November 17, 2022

MRS. CHERELYN ROSARIO

Campus Registrar
University of Cebu – METC
Alumnos, Mambaling, Cebu City

Dear Mrs. Rosario,

Greetings!
I am Daal, Jose Reil C., a 2nd-year BSMARE student and the lead researcher of the
group. On behalf of my fellow researchers, I would like to request the second semester of
the school year 2022 – 2023 General Point Average (GPA) of our 200 respondents; this
would be a great help for our research entitled “DIMENSION OF STUDY HABITS
AND ACADEMIC PERFORMANCE OF MARITIME STUDENTS” in which the
respondents will be 200 students, all Maritime students from Bachelor of Science in
Marine Transportation (BSMT) and Bachelor of Science in Marine Engineering
(BSMARE) of UC-METC.

I hope that this request will merit your approval. Thank you!

Sincerely yours,

E/C DAAL, JOSE REIL C.

Noted by:

ALVIN E. ZAMORA, LPT, ED. D

Research Adviser

Recommending Approval Approved by:

ENGR. ALLAN NAVARRO CAPT. GERRY D. ENJAMBRE
Chairperson, General Education Dean, Maritime Education
 51

APPENDIX A-4
LETTER FOR THE RESPONDENTS

November 17, 2022

University of Cebu
Maritime Education and Training Center
Alumnos, Mambaling, Cebu City

Dear Respondents,

Greetings to all of you!

We, the researcher of the study entitled “DIMENSION OF STUDY HABITS AND
ACADEMIC PERFORMANCE OF MARITIME STUDENTS," are asking for your
time and cooperation to answer our tool so we can accumulate the needed data for our
study.

Your support is very important and invaluable in helping us finish our studies. The
collected data will only be used for research purposes and will be handled with the
highest respect and Confidentiality.

We are really grateful for your cooperation and the time you allocated to answer our
tool.

Respectfully yours,

E/C DAAL, Jose Reil

Noted by:

ALVIN E. ZAMORA, LPT, ED. D

Research Adviser
 52

APPENDIX A-5
Letter of Request for the Validation of the Research Tool
To: Dr. Alvin E. Zamora

Respected sir:

We are currently enrolled in Research 102 (Thesis Writing) at the University

of Cebu- METC, and we are in the process of validating the content of our
Research instrument for our study entitled, “DIMENSIONS OF STUDY
HABITS AND ACADEMIC PERFORMANCE” The validity of our tool
is one of the requirements in our research methods Course.
Objectives of the study are stated below:

This study seeks to determine the Dimensions of Study Habits and

Academic
Performances of Maritime Students at the University of Cebu Maritime
Education and Training Center

1. What is the respondents' profile in terms of?

1.1 Course:
1.2 Year Level?

2. What is the level of study habits of the maritime student based on the
following dimension?
2.1 Planning
2.2 Reading
2.3 Note taking

3. What is the academic performance of the respondents based on the level

of Study habits?

4. Is there a significant relationship between the level of study habits among

66 students and their academic performance
 53

5. What sound recommendations can be raised based on the findings of the

Study?

Attached to this letter are the following:

1. Tool for the study;
2. A separate sheet for comments and suggestions
3. Certificate of Validation

I humbly request you to kindly go through the content of the tool and give
your valuable suggestion on the content.

I would also be much grateful to you if you could sign the certificate stating
that you have validated the tool.

Thank you very much.

Respectfully,
E/C DAAL, JOSE REIL
Lead Researcher
 54

APPENDIX B
INFORMED CONSENT
[Informed Consent for the Study on Dimensions of study habits and
academic performance for the Students of UC-METC]
[Name of Principal Investigator: Jose Reil Daal
[Name of Organization: University of Cebu]
[Name of Proposal: [DIMENSIONS OF STUDY HABITS AND
ACADEMIC PERFORMANCE.]
This Informed Consent Form has two parts:
● Information Sheet (to share information about the research with you)
● Certificate of Consent (for signatures if you agree to take part)
You will be given a copy of the full Informed Consent Form.

PART I: Information Sheet

Introduction
Study habits are termed as the methods of study of students. Study habits are
students' ways of studying, whether systematic, efficient, or inefficient
(Ayodele & Adebiyi, 2013), implying that efficient study habits produce
positive academic performance, while inefficient study habits lead to
academic failure. The Socioeconomic Status (SES) of parents and education
agencies plays a vital role in molding the study habits of students at all
levels of education. Plowden (1967) revealed that when parents and teachers
provide the support system needed to guide their child's growth, the child
has a greater chance for educational achievement. Study habits, the proper
environment, feedback, and guidance, help the individual develop a
balanced personality.
Education is humanity's most important invention. Humanity has a far-
reaching meaning, and it is impossible to define it precisely. Different
philosophers and scholars have defined education according to their ideas
and philosophies. Education helps an individual to give his/her identity. It is
not limited to the four walls of the classroom and outside the environment.
Education begins from the womb and ends with the death of an individual.
 55

Purpose of the research

This study seeks to determine the Dimensions of Study Habits and
Academic Performances of Maritime Students at the University of Cebu
Maritime Education and Training Center. The result will serve as the basis
for recommendations.

Type of Research Intervention

Gathering information involves gathering data through a validated
researchers-made questionnaire that will be distributed or disseminated
through the respondents using a printed questionnaire.

Participant selection
We are inviting students from the Bachelor of Science in Maritime
Transportation (BSMT) and students from and Bachelor of Science in
Marine Engineering (BSMARE). This Study gathers data from 385
respondents who are Maritime Students of the University of Cebu -
Maritime Education and Training Center.

Voluntary Participation
Your participation in this research is entirely voluntary. You have the right
and the freedom to change your decision later and to stop participating even
if you agreed earlier, and this will not be taken against you.

Procedures and Protocol

In this research, you will be asked to answer the survey questionnaires
individually. Furthermore, there will be time that you will be entertained
should instructions of the test questionnaire may seem unclear to you. If you
wish not to answer some of the questions, you can tell the researcher
administrators of the questionnaire to continue with the next question. The
questionnaire or research tool being answered is confidential, and no one
else except the researchers will have access to a copy of the said
questionnaires. To ensure that you will be able to fully understand the
purpose of the study, the proponent/researchers will first explain the study's
objectives and the intended benefits of participating in the administration of
its research tool.
 56

Duration
The duration of the research is five (5) months. During the data collection
phase, the researcher will request an appointment with you so that you can
answer the questionnaire prepared concerning the study. The responses to
questionnaires will last for 10-25 minutes. Your engagement as a participant
will only take place once.

Risks
During this time that you will be asked by the researchers to answer the
printed questionnaire about the dimensions of study habits and academic
performance. You will not be forced nor required to answer all questions
that will be asked. If you do not like to answer some of the items because
you are not comfortable with them, your decision will be respected, and you
do not have to give reasons for not responding or for refusing to take part in
the focus group discussion/interview. Furthermore, be assured that the
responses that you will provide will not be shared.

Benefits
There will be no immediate and direct benefits to you, but we, the
researchers, will make sure that this study will help you for your future
references that are connected to our study.

Reimbursements
You will not be provided with any payment or monetary remuneration if you
will take part in this research.

Confidentiality
All the data and responses that you will provide in this investigation will not
be shared with other people and will be kept confidential. Your information
and other information collected from this research will be put away, and no
one, except the researchers, will be able to have access to it. Any
information about you will have a number/code on it instead of your name.
Only the researchers will know your number/code. All the documents related
to this investigation will be placed in the
 57

cabinet with a lock and key and will not be shared with or given to anyone
except the research proponents.

Sharing the Results

At the end of the study, I will be sharing the results with the University of
Cebu METC College Faculty and the Academic Community.

A written report will also be submitted to the UC-METC Research Office in

Partial Fulfillment of the Requirement for the course Research 102. The
results will also be presented in a research conference/colloquia and will be
published so that other interested people may learn from this research.
Where it is relevant, you may also share the results, and a copy of the report
will be provided by the researcher. If you have a plan to do so, please
include the timeline and reason for sharing the information, including the
details.

Right to Refuse or Withdraw

You may choose not to participate in this study. Your decision to participate
or not will not affect your employment in the maritime industry and your
study in the school where you are connected as a student. You will still
benefit from the proposed study. It is also of primordial importance that you
must know that you may stop answering the questionnaire at any time.

Who to Contact
If you have any questions, you can ask them now. You can also ask
questions even after the study has started. If you wish to ask questions later,
you may contact any of the following:

ALVIN E. ZAMORA, LPT, ED. D; 09615613923

JOSE REIL DAAL ; daaljose99@gmail.com /0954879354
 58

PART II: Certificate of Consent

I have read the foregoing information, or it has been read to me. I have
had the opportunity
to ask questions about it, and any questions that I have asked have been
answered to my
satisfaction. I consent voluntarily to participate in this research.

Print Name of Participant ____________________

Signature of Participant ____________________
Date ___________________________
Day/Month/Year

If Illiterate
A literate witness must sign (if possible, this person should be selected by
the participant and should have no connection to the research team).
Participants who are illiterate should include their thumbprints as well.

I have witnessed the accurate reading of the consent form to the

potential participant, and the individual has had the opportunity to ask
questions. I confirm that the individual has given consent freely.

Print Name of Witness_____________________ AND Thumb Print of

the
Participant
Signature of Witness ______________________
Date ________________________
Day/Month/Year

Statement by the researcher/person taking consent

I have accurately read out the information sheet to the potential
participant and to the best
of my ability to make sure that the participant understands that the
following will be done:
1. focus group discussion/interview
 59

2. record the proceeding of the interview

3. manually record other responses/ answers during the interview

I confirm that the participant was given an opportunity to ask questions

about the study, and all the questions asked by the participant have
been answered correctly and to the best of my ability. I confirm that the
individual has not been coerced into giving consent, and the consent has
been given freely and voluntarily.

A copy of this ICF has been provided to the participant.

Print Name of Researcher/Person Taking the Consent E/C Daal, Jose

Reil
Signature of Researcher /Person Taking the Consent___________
Date ______________________
Day/Month/Year
 60

APPENDIX C
RESEARCH INSTRUMENT

QUESTIONNAIRE
Researchers made a questionnaire about the dimension level of study habits
in the U.C.- METC.

Name:_____________________________Course &Yr.
Level:____________

Direction: Please put a check (✔ ) and rate yourself honestly based

on your personal consideration and understanding of the given statements

using the following scales.
4 – Strongly Agree 3 – Agree 2 – Disagree 1 - Strongly Disagree
61
 62

APPENDIX D
LOCATION MAP
 63

APPENDIX E
Certificate of Validation

This is to certify that the research tool constructed by Jose Reil CDa-al, a
maritime student at the University of Cebu- METC to be used in his study,
DIMENSIONS OF STUDY HABITS AND ACADEMIC
PERFORMANCE., has been examined and completely approved as valid
and acceptable.

Dr. Alvin E. Zamora

Content Expert Validator

Date:
 64

APPENDIX F
COLLEGE OF MARITIME EDUCATION

CERTIFICATION

This is to certify that the questionnaire of the research entitled “Dimensions of

Study Habits and Academic Performance” was tallied and tested for its reliability
using Cronbach's Alpha, and the result is shown below:

Reliability Statistics

Legend:

LEAD RESEARCHER: D/C Daal, Jose Reil C.

VERIFIED BY:

JONATHAN B. SARMIENTO,
MATM

Statistician
Date: April 15, 2023
 65

APPENDIX G
Certificate of Exemption from Review
 66

GRAMMARLY RESULTS
 67

ALVIN E. ZAMORA, LPT,Ed.D.

TOLEDO CITY, CEBU
Cebu City, Cebu Philippines
09615613923

PERSONAL INFORMATION

Age: 46 years old

Sex: Male
Civil Status: Single
Birthplace: Cebu City
Birthdate: July 21, 1976
Religion: Catholic
EDUCATIONAL BACKGROUND

YEAR SCHOOL
Elementary: Hipodromo Elementary
School (1989)
Secondary: Abellana National High School (1993)
College: USPF LAHUG (1997)
Course: Bachelor of Science in Secondary Education
Academic Excellence Award
Major in History
Minor in English
 68

Graduate Studies: University of Southern Philippines

Foundation (2006) (USPF Scholar under the VP-AA's Academic
Scholarship Program)
Course : Master of Arts in Education
Major: Educational Management Benemeritus

Postgraduate Study: University of Southern Philippines Foundation (2013)

Course: Doctor of Education
Major :Educational Management
: University of the Philippines Diliman, Quezon City (2015)
: Special Post Grad Program on Virtual Ethnographic Studies

Other Skills Training : Technical Education and Skills Development

Authority
(TESDA)
: NC II BARISTA
PROFESSIONAL BACKGROUND

Present - Campus Director, Community

Awareness
Relations & Extension Services
(CARES) UC-METC
August 2020 to present - Program Research Coordinator, UC-
METC
November 15, 2018 to present - Honorary Member and National
LGU Trainer,
Philippine Association of Social Workers Inc.
(PASWI)
 69

March 2017 up to November 5, 2018 Director, Center for Communications,

Publications and Marketing, USPF
October 1, 2015 –March 2017 - Principal, Senior High School, USPF
June 2016-2018 - Member, Board of Directors, Cebu
City Private
Schools Administrators
Association (CCPSAA)
August 16, 2013 - Member, Faculty & Staff Ranking
Committee USPF
June 2013 - Chairman, EXECOM 2013-14,
USPF
May 2013 - Board of Director, USP-Multi
Purpose Cooperative
April 2006- 2015 - Director for Instructional Media
Center, USPF
June 2012 -2015 - Curator for USPF Rizaliana
Museums
June 2008 -2018 - Graduate School Professor – USPF
2006 – 2015 - Museologist and conservationist
USPF Rizaliana Museums
May 2002-2006 - Chair-College of Arts and Sciences
Community

Outreach Program for PACUCOA Accreditation

May 2006 -201 - ACEP Trainer (Academic Consort English Proficiency)
- Call Center Agent Training
May 2006 - Adviser- Rotaract Club USPF Chapter
October 25-27 2006 - Organizer – Rotaract Youth
Congress (Visayas & Mindanao
 70

Expert in the following courses (Under Graduate)

ü Advanced Communication
ü Anthropology
ü English 3 (Speech and Aural Communication)
ü Multi-racial adaptation and Intercultural Competence
ü Philippine History, Asian Civilization
ü Philippine Society and Culture with Family Planning
ü RC (Rizal Course),
ü Research
ü Sociology
ü World History
(Graduate and Post Graduate School)
ü Educational Leadership
ü Educational Management
ü Communication Process and Dynamics
ü Individualized Instruction
ü Introduction to Educational Research
June 2009-2012 - Par Time Professor Graduate School
Southwestern
University (SWU)
June 1997 – May 1999 - Par time H.S. teacher- Zapatera Night High
School
ELIGIBILITY: Licensure Examination for Teachers (License card No.
476277 issued on Oct. 27, 1998)

COMMUNITY INVOLVEMENT

Adviser, Barangay Administrator, and Consultant, Barangay Hipodromo

(Present)
Executive Vice President, Cebu Business Park Altruistic Alliance of
Neighboring
Baragays (CBPAANB) June 2013 to present
 71

Executive Secretary of the Barangay Chairman July 2018 - N0v. 2019

Council Member (Kagawad), Barangay Hipodromo 2013- 2018
Chairman, Committee on Laws & Good Governance
Chairman, Cultural, Historical and Arts Council (Hipodromo)

Chairman, Bids and Awards Committee (Brgy. Hipodromo)

Action officer, Barangay Council for the Protection of Children
Member, Education Committee (Brgy. Hipodromo)

President- Hipodromo United for Mary Immaculate (2012 to 2013)

ConceptionAssociation(HUMICA)

President- Hipodromo Annual Fiesta (2012)

President- Sitio Holy Rosary Chapel , Hipodromo , Cebu City (2012)
Chairman- Hipodromo Annual “Tigidig” Festival (2012)

PROFESSIONAL ORGANIZATION

Board of Director- Cebu City Private School Administrators

Association
(Nov. 13, 2015- 2018)
Member – Philippine Association of Historians
(1998-present)
Member – Philippine Association of Teachers
(1998-present)

Member- ROTARY CLUB OF CEBU Mabolo Chapter (present)

 72

Adviser - ROTARACT CLUB College USPF Chapter (S.Y. 2006-07)

Trainer - ACEP Trainer (Academic Consortium for English
Proficiency) - Call Center Agent Training
Trainer- Philippine Association of Social Workers (PASWI)

PUBLICATION and RESEARCH (Within the last five years)

- Institutional Research Presentations Chairman, UC-METC 2019
to present
- CERTIFICATE OF PRESENTATION during the National
Conference on Languages and Literature 2018, Dec. 1-2, 2018 @
USJR
- USPF Tossil (University Yearbook) USPF AY 2010-11
- USPF Research Digest Vol. 7 USPF FS 2009 Issn no. 5437-
8824
- G.S. Journal Vol. 5 USPF FS 2009-10 Issn no. 2243-7193
- USPF Graduate School Thesis Advisorship AY 2009 to present
RECOGNITION
- SERVICE AWARD for 20 Years Of Excellence Service, USPF,
July 8, 2017
- Instrument of Pride for PUBLIC SERVICE, Cebu City Pride
Gala & Awards Ceremony 2018, December 2018
- Most Involved Officer Award, Cebu City Private Schools
Administrators Association, Feb 3, 2018
- Certificate of Recognition as the Vice-Chairman of the
TEACHERS’ CONGRESS 2018, Cebu City Private Schools
Administrators Association at USPF Lahug , Cebu City
- 1 Runner-up, Extemporaneous Speaking Contest, Barangay
st

Councilors League of the Philippines – Cebu City Chapter (BCLP

Olympics 2014
SPEAKING ENGAGEMENT
Have been invited as resource person of various topics such as:

- FACILITATIOR/TRAINER, on Various Topics for LGUs,

Philippine Association of Social Workers Inc., from November
2018 up to the Present.
 73

- FACILITATOR/ RESOURCE SPEAKER, SSES Training for

Teachers and Pupil’s Development of Lahug Elementary School,
October 26-30, 2015
- RESOURCE SPEAKER, Team building and Drug Awareness
for Children, October, 24-25, 2015 , Barangay Hipodromo
- RESOURCE SPEAKER, “Youth Leadership, Self-Mastery and
Human Trafficking”, July 4-5, 2015, Barangay Hipodromo
Council
- RESOURCE SPEAKER, “Customer Service Relation
Management and the Trend of Language Communication in
Business, University of Cebu-Main, February 9, 2014
- RESOURCE SPEAKER, School Based Pre-Service Training for
Teachers- “Humanism in the Classroom,” Barrio Luz Elementary
School, May 27-29, 2014.
- INDUCTING OFFICER and GUEST SPEAKER, USPF HS
Lahug Campus PTA Induction of Officers for S.Y. 2014-15,
August 9, 2014
- GUEST SPEAKER, “The Art of Oral Communication in the
Corporate World” August 5, 2013, USJR.
- RESOURCE SPEAKER, Seminar Workshop on the Basic
Principles of Debate, USPF Moot Court, October 18, 2011
- ARBITER, English Month Debate: RESOVE R.A.
9344/JUVENILE JUSTICE SYSTEM BE AMENDED, USPF,
November 25, 2011
- GUEST SPEAKER, 40 Commencement Exercises of Ipil
th

National High School, Ormoc City S.Y. 2010-11

- Plaque of Recognition as the resource speaker in the Lecture-
Workshop on Youth Leadership during the ISKOLAR-BOS, Cebu
SK Federation May 25-31, June 2-8, 2011
- RESOURCE SPEAKER, Seminar on “Professional
Enhancement: Communication Process and Leadership
Management,” USJR, September 29, 2012
- RESOURCE SPEAKER, Seminar on “Power Dressing” USJR,
School of Business and Management September 15, 2012
- Judge in the Selection of the Best Dressed of the Senior’s and
Junior’s Promenade. January 29, 2010. Parklane International
Hotel, Escario Street, Cebu City.
- Judge, Garbo sa Lapu-Lapu Festival 2010
- Graduate School Colloquim entitled “Developing Intercultural
Competence, January 24, 2009-SWU
 74

- Managing Students Thru Effective Methodology, June 4, 2008

Colegio de San Antonio De Padua
- “Multiple Intellegences” March 1, 2008 , SWU
- Effective Communication Seminar on February 3, 2007
- Rotaract Youth Congress –Visayas and Mindanao 2006 on
Speech Enhancement for the Youth (October 26-27, 2007)
- Speech Enhancement and Advance Communication for both
Elementary and Secondary Teachers of USPF Uptown and
Downtown Campuses on September 21, 2006
- Academic Consortium for English Proficiency (ACEP) Call
Centre Agent Trainer (May, 2005 up to the present)
- Guess Speaker during the Recognition Day for High School
Students of USPF Main Campus.
SEMINARS & TRAINING

“INNOVATIONS IN PHILIPPINE SOCIAL SCIENCE TEACHING AND

RESEARCH IN THE DIGITAL AGE,” UP Diliman College of Social
Sciences and Philosophy (CSSP), April 17-20, 2018.
Workshop on “Quality Customer Service” February 11, 2015, USPF
Active participation during “ANNUAL ASSESSMENT and PLANNING
WORKSHOP, the USE OF THE LOGICAL FRAMEWORK in PROJECT
MANAGEMENT, and ORIENTATION on the COP PROGRAM
MANUAL” held on June 4-5, 2017 at CAS CONFERENCE ROOM, Oscar
Jereza’s Building, USPF, Lahug. Cebu City
Selection of the Best Dressed of the Senior’s and Junior’s Promenade.
January 29, 2010. Parklane International Hotel, Escario Street, Cebu City.

For sharing his valuable time & expertise during the 1 SBM st

ADVERTISING CONGRESS. October 15, 2009. USPF Moot Court.

For having attended the training on “EFFECTIVE LEADERS IN
CHANGING TIMES”. January 29-30, 2009. USPF Conference Room.
RELATED INTEREST: Research, History, Educational Management and
Leadership, Instructional Media, Virtual Ethnography, Museology, Event
organizing, Public Service and Community outreach programs, Politics and
Governance.
 75

RESEARCHER PROFILE

DAAL, JOSE REIL C.

CEBU CITY
09667402374
daaljose99@gmail.com

Name : Daal, Jose Reil C.

Address : Cebu City, Cebu
Age : 20
Sex : Male
Civil Status : Single
Nationality : Filipino
Date of Birth : August 29, 2002
Place of Birth : Cebu City
Religion : Roman Catholic
Contact number. : 0966-740-2374

College Level : University of Cebu - METC

: Alumnos, Mambaling, Cebu City
: S.Y. 2022 - Present
Senior High : University of Cebu - METC
: Alumnos, Mambaling, Cebu City
: S.Y 2018-2020
Junior High : Abellana National School
: Osmena Blvd., Cebu City, Cebu
: S.Y. 2015 - 2018
Elementary Level : City Central Elementary School

: P.del Rosario St. Cebu City, Cebu

: S.Y. 2009 – 2014
 76

RESEARCHER PROFILE

PEDRANO, CHRISTIAN ANTHONY P.

CEBU CITY
09636453809
christian.pedrano68@gmail.com

Name : Christian Anthony Pedrano

Address : Doña Maria Vill. 1, Punta Princesa
Age : 19
Sex : Male
Civil Status : Single
Nationality : Filipino
Date of Birth : March 11 2003
Place of Birth : Cebu City
Religion : Roman Catholic
Contact number. : 09636453809
Parents : Antonio Pedrano
: Christine Pedrano

College Level : University of Cebu - METC

: Alumnos, Mambaling, Cebu City
: S.Y. 2022 - Present
Senior High : University of Cebu - METC
: Alumnos, Mambaling, Cebu City
: S.Y. 2018-2020
Junior High : Tisa National High School
: Tisa Cebu city
: S.Y. 2015 - 2018
Elementary Level Punta Princesa Elementary School
: Punta Princesa Cebu City
: S.Y. 2009 – 2014
 77

RESEARCHER PROFILE

BELHIDA, JOSHUA G.
CEBU CITY
09429632346
Jbelhida143@gmail.com

Name : Belhida, Joshua

Address : 252-G Urgello St. Sambag 1 Cebu City
Age : 20
Sex : Male
Civil Status : Single
Nationality : Filipino
Date of Birth : September 14, 2002
Place of Birth : Dalaguete Cebu
Religion : Roman Catholic
Contact number. : 09429632346
Parents : Jocelyn Belhida
: Anecito Belhida

College Level : University of Cebu - METC

: Alumnos, Mambaling, Cebu City
: S.Y. 2022 - Present
Senior High : University of Cebu - METC
: Alumnos, Mambaling, Cebu City
: S.Y. 2016 – 2018
Junior High : Abellana National School
: Osmena Blvd., Cebu City, Cebu
: S.Y. 2015 - 2018
Elementary Level : City Central Elementary School
: :P.del Rosario St. Cebu City, Cebu
: S.Y. 2009 – 2014
 78

RESEARCH PROFILE

BRAVO, JHON CARLO

CEBU CITY
09423859411
jhoncarlobravo.anhs@gmail.com

Birthday : October 26, 2002

Birthplace : Cebu City
Age : 20
Gender : Male
Civil Status : Single
Parents : Fe Bravo
: Carlo Magno Bravo
Religion : Roman Catholic
Citizenship : Filipino
Skills and Abilities : Playing Basketball and Volleyball

College : 2022 (present)

: University of Cebu-METC

Senior High School : 2018-2020

: University of Cebu-METC
: Alumnos Mambaling, Cebu City

High School : 2015-2018

: Apas National High School

Elementary : 2009-2014
: Lahug Elementary School
 79

RESEARCHER PROFILE

CRODUA, RODRIGO JR.

CEBU CITY
0921-8129-822
Croduarodrigo60@gmail.com

Name : Crodua Jr., Rodrigo M.

Address : Sitio San Roque Brgy. Basak San Nicolas
Age : 21
Sex : Male
Civil Status : Single
Nationality : Filipino
Date of Birth : August 06, 2001
Place of Birth : CebuCity
Religion : Roman Catholic
Contact number. : 09218129822
Parents : Rodrigo D. Crodua Sr.
: Arlene M. Crodua

College Level : University of Cebu - METC

: Alumnos, Mambaling, Cebu City
: S.Y. 2019 - Present
Senior High : Don Vicente Rama Memorial
National High school
: S.Y. 2018 - 2020
Junior High : Don Vicente Rama Memorial National High School
: Macopa St. Cebucity, Cebu
: S.Y. 2015 - 2018
Elementary Level : Basak Community School
: Cabreros St., Cebucity, Cebu
: S.Y. 2009 – 2014