FACTORS AFFECTING STUDY HABITS ON THE ACADEMIC PERFORMANC-

SENIOR HIGH SCHOOL STUDENTS OF CANIPAAN NATIONAL HIGH SCHOOL

A research paper

Presented to the Faculty and staff of Canipaan National High School

In Partial Fulfillment of the require-

ments for Inquiries Investigations

and Immersion

______________________________________
ABM/HUMSS/GA

S.Y. 2020-2021

i
 Acknowledgement

The researchers greatly acknowledged the following whose continuous sup-

port and valuable efforts have contributed a lot in the realization of this study:

Mr. Rejie delos Santos the Inquiries, Investigation and Immersion teacher, for

his continuous encouragement which inspired the researchers to finish the this

research and for her efforts in checking the preliminary versions of the pape,

The faculty and the administration for their willingness to strengthen the re-

search program of the school through encouragement and guidance they offer to the

researchers which made this study possible;

The families of the researchers for their inspiration and extended support;
and,

The Almighty God for the gift of life, wisdom, good health, and the guidance

that He gave to the researchers from the start up to finish of this study.

ii
 Abstract

The study entitled, “Factors affecting the Study Habits on the Academic Per-

formance,” is conducted to the Senior High School Students of Canipaan National

High for the School Year 2020-2021. Study habits play a very important role in the

life of students. Success or failure of each student depends upon his own study

habits. Of course, study is an art and as such it requires practice. Some students

study more but they fail to achieve more. Others study less but achieve more. Suc-

cess of each student definitely depends upon ability, intelligence and effort of stu-

dents. The qualitative method is used in the study, in which objectives are to name

the factors which affect study habits of the Senior High School students of Canipaan

National High School how study habits affect the academic performance of the said

students, and investigate the relationship between the two variables. For this study,

the researcher design a self-administered questionnaire for the data gathering

process to achieve the main objective of the study. The primary aim of the question-

naire is to determine the respondents’ profile according to the factors which affect

the study habits, including time management, study environment, and use of social

media. Results imply that most of the respondents believe that their study habits are

affected by their time management, study environment, and use of social media, and

that these factors impact their academic performance. Another important finding

shows a high-level of Senior High School Students’ academic performance is greatly

influenced by their use of social media, which is a said factor that affects the stu -

dents’ academic performance. However, gender does not significantly impact the

factors that affect the study habits of the respondents. Generally, all of the said fac-

tors tend to significantly affect the academic performance of the respondents.

iii
Table of Contents

Pages

Front Page………………………………………………………………………………i

Acknowledgement………………………………………………………………………ii

Abstract…………………………………………………………………………………iii

Table of Contents.................................................................................................iv

List of tables and figures.......................................................................................vi

INTRODUCTION

 Background of the Study………………………………………………1-2

 Statement of the Problem……………………………………………...3
 Scope and Delimitation…………………………………………………3
 Significance of the Study……………………………………………….3-4
 Definition of Terms………………………………………………………4
 Conceptual Framework…………………………………………………5

REVIEW OF RELATED LITERARTURE…………………………………………….6-14

METHODOLOGY

 Research Design………………………………………………………..16
 Respondents…………………………………………………………….16
 Instruments of the study………………………………………………..16
 Research Locale………………………………………………………...17

iv
  Data Collection Procedure……………………………………………..17
 Data Analysis Method…………………………………………………..18

RESULTS AND DISCUSSION………………………………………………………27-29

CONCLUSION………………………………………………………………………..30-31

RECOMMENDATION ……………………………………………………………….32

APPENDICES

 Appendix A- Permission Letter

 Appendix B- Survey Questionnaire
 Appendix C- Curriculum Vitae

LIST OF REFERENCES

v
 List of Tables and Figures

Table 1: Student’s Age…………………………………………………..19

Table 2: Respondents Profile in Terms of Gender……………………19-20

Table 3.1 Results of Checklist of question number 1…………………20

Table 3.2 Results of Checklist of question number 2………………….20

Table 3.3 Results of Checklist of question number 3………………….21

Table 3.4 Results of Checklist of question number 4………………….22

Table 3.5 Results of Checklist of question number 5………………….23

Table 3.6 Results of Checklist of question number 6…………………. 23-24

Table 3.7 Results of Checklist of question number 7…………………. 24

Table 3.8 Results of Checklist of question number 8…………………. 25

Table 3.9 Results of Checklist of question number 9………………….25

Table 3.10 Results of Checklist of question number 10………………….26

vi
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Background of the Study

A student’s level of intelligence is said to be reflected by the grades that one

attains. When a student gets a high grade, it is concluded that one has learned a lot,

and if not, the student would most likely have attained lesser learning. Nevertheless,

there are numerous factors that greatly affect the grades of every students such as

the intelligence quotient, study habits, age, year, social status, etc. But, it has long

been recognized that in the process of learning the study habits of the students play

an important role in their performance academically.

The study will be conducted inside the Canipaan National High School cam-

pus the Senior High School building of Canipaan National High School.The school is

known for excellence in achieving a competitive senior High School students. Seem-

ingly, the Senior High School students take a quarterly examination as part of school

curriculum. The students have ample time in hand to study and master the lessons

he or she acquired during the course of time. The learning environment in the edifice

generates various effects towards the participants. Therefore, resulting to how the

participants scope up with their studies.

At this point in time, the researchers would like to investigate the study habits

and the factors affecting to it to the academic performance of the Senior High School

students of Canipaan National High School. The research findings of the study will

provide basis and awareness not just for students but as well as the teachers and

school administration.

1
 Earlier studies reveal that most of the problem that contributes to poor perfor-

mance in tests and examination were lack of proper study. Most students are devot-

ing less time to their studies because of many factors that could be taken account

for.

Recently, the popular trend of social media occupies greater fraction to these

factors. In the Philippines, there are now 47 million Facebook users according to In-

ternet Society. This means that students spend more time on it rather than studying

or revising their lesson. Thus, technology greatly influences the students’ desire to

learn.

According to Hussain (2000) study habit refers to predispositions which stu-

dents have developed towards private readings through a period of time. According

to him, study habit is a gateway to successful achievement in studies.

A great deal of research provides evidence that study habits and study atti-

tudes are both significant variables, which determine the academic performance of

students. Yet, in spite of the perceived importance of study habits and study atti-

tudes to academic achievement, it seems that education institution still pay little at -

tention to understanding these factors (Baquiran, 2011).

On Gudagavanar and Halayannavar’s research, “Influence of Study Habits

on Academic Performance of Higher Primary Students,” study habits play a very im-

portant role in the life of students. Success or failure of each student depends upon

his own study habits. Of course, study is an art and as such it requires practice.

Some students study more but they fail to achieve more. Others study less but

achieve more. Success of each student definitely depends upon ability, intelligence

2
and effort of students. No doubt, regular study habits bring their own rewards in the

sense of achievement of success.

Statement of the Problem

The study intended to find out the factors affecting the study habits of the Se-

nior High School Students of Canipaan National High School and how these factors

influence the academic performance of the said students.

This will be answered by the following questions:

What are the factors affecting the study habits of the Senior High School students of

Canipaan National High School?

How do these factors affect their academic performance?

Scope and Delimitation

This study limits its coverage only to the Senior High School students of Cani-

paan National High School. The study will focus on the factors affecting the study

habits on the academic performance of the students. The primary data will be de-

scriptive in nature to determine an actual representation of the students’ perspective

in the study. The respondents will be randomly selected.

Significance of the Study

This research aims to benefit students, specifically Senior High School stu-

dents, and also the administration of Canipaan National High School in a way for

3
them to be able to understand the factors in the students’ study habits which affect

their academic performance. It is important to have a clear understanding on what

hinders and improves one’s educational achievement. Hence, this assimilation will

provide deeper awareness for the beneficiaries on how the relationships of these

variables affect one another. Results concluded in this research can aid the school

administration in enhancing the curriculum and strategies toward a more effective

delivery of learning. Teachers will also be help in understanding better diversity of

learning of their students and develop more effective teaching strategies, and

teacher-student relationship in the educational institution.

Definition of Terms

Academic Performance – extent to which a student, teacher or institution has

achieved their educational goals

Senior High School Students – the learners of the additional two years of the k to 12

program of the Department of Education

Social Media – are computer-mediated technologies that allow the creating and

sharing of information, ideas, career interests and other forms of expression via vir -

tual communities and networks.

Study Habits – the behaviors used when preparing for tests or learning academic

material.

Study Environment – the process of organizing and planning how to divide your time

between specific activities.

4
Time Management – the process of planning and exercising conscious control over

the amount of time spent on specific activities, especially to increase effectiveness,

efficiency or productivity.

Conceptual Framework

INDEPENDENT VARIABLES DEPENDENT VARIABLE

Time Management
Study Environment Study Habits
Use of Social Media

The independent variables of the study, including time management, study

environment, and use of social media, influences the dependent variable which is the

study habits.

Gestalt psychology mentions the Law of Proximity which he tends to form

groups according to the way they are spaced, with the nearer once being grouped

together (Tria,et Al. 1998). When applied to learning, regular and instantaneous

study periods tend to result in a better performance than inconsistent study periods

do.

Thorndikes Law of Exercise further supports this kind of principle stating that,

other things being equal, the more frequent a modifiable connection between a situa -

tion and response is used, the stronger is the connection.

When a connection between a situation and a response is not being used for

a period of time, the connection weakens. As to learning, a student who stimulates

5
regular study periods tends to develop certain methods in studying to enhance aca-

demic performance.

CHAPTER 2

Review of Related Literature

This chapter aims to provide strong foundation to this study which contains

gathered research works of different literature and references by the researchers. It

covers the review of relevant literatures which is explained accordingly. These are

presented to determine the connection of various findings and theories in relation to

the independent and dependent variables.

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

are student’s ways of studying whether systematic, efficient or inefficient (Ayodele &

Adebiyi, 2013) implying that efficient study habits produce positive academic perfor-

mance while inefficient study habits lead to academic failure. Marquez (2009) also

pointed out that a student who is successful in his desired career has good study

habits. In line with this, she stated that students should apply these habits to all of

their classes. She also suggested that the students should not try to study all the

subjects in a single period. However, every students has his own study habits de-

pending on his preferences with regards to the duration of time devoted in studying ,

what place or environment would be the best venue to study , the study skills and

techniques will the student utilizes during his study and more. It will depend upon

the person if he is voluntarily interested in studying or be prompted by the distraction

6
of the social networking sites such as facebook , twitter , instagram, tumblr, etc.

which all of these can be easiliy accessed through their phones and majority of the

students possesses a smartphone as what they’ve called it. Studying is the key to

excel in one’s academic performance, because it not only prepares a student to ex -

cel in class but reinforces the lessons that already been taught.

Academic excellence or achievement plays an important role in an individual

placement, be it in the academic institutions or job placement. Due to this, many

people are concerned with the ways they can enhance their academic achievement.

The emphasis on academic excellence which is also prevalent worldwide has en-

couraged many studies about the conditions promoting it. The role of academic

achievement as one of the predictors of one’s life success and also in the aspect of

academic placement in schools to higher institutions as well as the level of employa-

bility in one’s career is inevitable (Kyoshaba, 2009).

Academic performance, which is measured by the examination results, is one

of the major goals of a school. Hoyle (1986) argued that schools are established

with the aim of imparting knowledge and skills to those who go through them and

behind all this is the idea of enhancing good academic performance. Academic per-

formance or achievement is the outcome of education, the extent to which a student,

teacher or institution has achieved their educational goals. Academic performance is

commonly measured by examinations or continuous assessment but there is no

general agreement on how it is best tested or which aspects are most important,

procedural knowledge such as skills or declarative knowledge such as facts (Annie,

Howard & Mildred, 1996).

7
 Time management has been referred to as a set of techniques for managing,

planning and appropriate using of time. According to Steel (2007) procrastination

consists of the intentional delay of an intended course of action, in spite of an

awareness of negative outcomes, and according Ferrari, O’Callaghan and Newbe-

gin, (2005) it often results in unsatisfactory performance (Klassen, Krawchuk & Ra-

jani, 2008).

Academic procrastination also was defined as leaving academic tasks, such

as preparing for exams and doing homework to the last minute and to feel discom-

fort out of this (Çapan, 2010). Anecdotally, it has been suggested that approximately

95% of all college students procrastinate (Ellis & Knaus, 1977). Other researchers

have estimated the prevalence of procrastination among college students to vary

between 25% and 50% depending on the type of academic tasks being completed

(Solomon & Rothblum, 1984). Furthermore, several studies have found a moderate

to strong negative correlation between academic procrastination and academic per-

formance (Van Eerde, 2003). For college students particularly, academic procrasti-

nation has been associated with guilt, stress, neuroticism, low self-esteem and low

grades (Fritzsche, Young & Hickson, 2003).

A direct relationship exists between Social media usage and the academic

performance of students in universities. However, the darker side within technologi-

cal evolution has resulted in dilemmas such as the setback of real values of life es -

pecially among students who form the majority of users interacting through the use

of social networking sites. Online social networking sites focus on building and re-

flecting social associations among people who share interests and or activities. With

so many social networking sites displayed on the internet, students are tempted to

abandon their homework and reading times in preference for chatting online with
8
friends. Many students are now addicted to the online rave of the moment, with

Facebook, Twitter etc. Today most youths and students possess Facebook ac-

counts. The reason most of them perform badly in school might not be far- fetched.

While many minds might be quick to blame the poor quality of teachers, they might

have to think even harder, if they have not heard of the Facebook frenzy (Oche &

Aminu .2010). Olubiyi (2012) noted that these days’ students are so engrossed in

the social media that they are almost 24 hours online. Even in classrooms and lec -

ture theatres, it has been observed that some students are always busy pinging,

2going or Facebooking, while lectures are on. Times that ought be channeled to -

wards learning, academic research and innovating have been crushed by the pas-

sion for meeting new friends online, and most times busy discussing trivial issues.

Hence most students’ academics suffer setback as a result of distraction from the

social media. In (Obi, Bulus, Adamu &Sala’at2012), it was observed that the use of

these sites also affect students’ use of English and grammar. The students are used

to short forms of writing words in their chat rooms; they forget and use the same in

the classrooms. They use things like 4 in place of for, U in place of You, D in place

of The etc. and this could affect their class assessment. Social networking sites al -

though has been recognized as an important resource for education today, studies

however shows that students use social networking sites such as Facebook for fun,

to kill time, to meet existing friends or to make new ones (Ellison, Steinfield, and

Lampe 2007).

Although it has been put forward that students spends much time on partici-

pating in social networking activities, with many students blaming the various social

networking sites for their steady decrease in grade point averages (Kimberly, Jeong

and Lee, 2009), it also shows that only few students are aware of the academic and

9
professional networking opportunities the sites offered. According to Kuppuswamy

and Shankar (2010), social network websites grab attention of the students and then

diverts it towards non-educational and inappropriate actions including useless chat-

ting. Whereas on the other hand, (Liccardi, Ounnas, Massey, Kinnunen, Midy, &

Sakar. 2007) reviewed that the students are socially connected with each other for

sharing their daily learning experiences and do conversation on several topics.Tinto

(1997) argued that extracurricular activities and academic activities are not enough

to satisfy some student those who are suffered by social networking isolation. This

shows that social networks are beneficial for the students as it contributes in their

learning experiences as well as in their academic life. Trusov, Bucklin, & Pauwels

(2009) noted that the Internet is no doubt evolution of technology but specifically so-

cial networks are extremely unsafe for teenagers, social networks become hugely

common and well-known in past few years.

According to Palm Beach Community College (PBBC, 2008) they said that a

student must have a special place to study with plenty of room to work. And stu-

dents should not be cramped. They presupposes that study time will go better if a

learner take a few minutes at the start to straighten things up. A desk and straight-

backed chair is usually best, “Don't get too comfortable--a bed is a place to sleep,

not to study,” as what they said. A student must have everything close at hand

(book, pencils, paper, coffee, dictionary, computer, calculator, tape recorder,etc.)

before starting to study. Students are not suggested to spend on time jumping up

and down to get things. The PBCC suggests also that distracting noise should be

minimized however they said that there are some people need sound and some like

silence. In this case, a learner must find what works for him or her. Culprits are fam-

ily and friends. Consider a "do not disturb" sign and turning on your answering ma -

10
chine is the way also to have better study habits according to the PBBC..Frank

Pogue (2000) did a research project to determine why students fail. What he founds

to be true in that study habits survey was that more than 30 years ago still rings true

today-students fail because they do not know how to study.

He said that a student should make sure that he/she has a good study envi-

ronment, a good desk, a sturdy chair, good light, comfortable room temperature and

a quiet atmosphere. That means he/she should eliminate all external and internal

distractions. Second, get a good overview of the assignment before starting the

work. Know what skills, facts and ideas that are expected to master and the ground

that are expected to cover. Start with most difficult subject first, while the mind is

freshest and most receptive.

Hence, the study focuses on the factors that affect the study habit of the stu -

dents. In line with this, the researchers would like to know the effect of the study

habit to their academic performances.

Learning occurs continuously throughout our lives and it is therefore impor-

tant to understand that what might work for others do not necessarily have to work

for others as well. However, it is still important that students should be consistent

along with their studies. According to the theories of study habits, there are broadly

two types of students. The first category is of the students who study for a shorter

duration, have a good concentration and are able to get good scores without much

effort. The second category includes students who have a rather poor concentration,

and need a lot of hardwork to get good scores. With a regular study habit you will

find that the child will study at a time that it is deemed normal to study.To conclude,

11
study habits may vary from student to student perspective because not everyone

achieve the style of learning process like what other can achieve for themselves.

There may be a lot of factors that can affect the study habit of one student

but it’s all depend to him on how he can manage to do his studies without minding

the hindrances and acquire study habits in the end.

Review of Related Studies

The study conducted by Marcus Credé and Nathan R. Kuncel (2008) at the

University of Albany reveals that study habit, skill, and attitude inventories and con-

structs were found to rival standardized tests and previous grades as predictors of

academic performance, yielding substantial incremental validity in predicting aca-

demic performance. The meta-analysis examined the construct validity and predic-

tive validity of 10 study skill constructs for college students.They found that study

skill inventories and constructs are largely independent of both high school grades

and scores on standardized admissions tests but moderately related to various per-

sonality constructs; these results were inconsistent with previous theories. Study

motivation and study skills exhibit the strongest relationships with both grade point

average and grades in individual classes. They also said that Academic specific

anxiety was found to be an important negative predictor of performance. In addition,

significant variation in the validity of specific inventories is shown. Scores on tradi -

tional study habit and attitude inventories are the most predictive of performance,

whereas scores on inventories based on the popular depth-of-processing perspec-

tive are shown to be least predictive of the examined criteria. Overall, study habit

and skill measures improve prediction of academic performance more than any

12
other non-cognitive individual difference variable examined to date and should be

regarded as the third pillar of academic success.

According to the how-to-study.com (2009), students who are very successful

in their desired career have good study habits. It is stated in the website that stu -

dents apply these habits to all of their classes. The website also recommends some

tips in improving study habits. The website also suggests that the student

should try not to study all the subjects in just a period. The website also added that if

you try to do too much studying at one time, you will tire and your studying will not

be very effective. Space the work you have to do over shorter periods of time. Tak -

ing short breaks will restore your mental energy.

A study conducted by University of Kentucky was to determine if the college

success can be improved with the Student Attitude Inventory (SAI). The inventory

was developed in Britain and contains 47 items which attempt to identify students in

higher education on the basis of: (1) motivation, (2) study methods, (3) examination

technique, and (4) lack of distractions toward academic work. Students in six Ken -

tucky community colleges were asked to express their attitudes toward study habits

on the Student Attitude Inventory. There were 996 students in the sample population

(413 males and 583 females). A measure of ability (composite American College

Test score) and academic performance (cumula grade-point average) were obtained

for each student sampled. The Student Attitude Inventory did contribute a statistically

significant amount of variance beyond an ability measure for males and females.

( Mark E. Thompson, 2005). According to Mark Crilly (2000), Successful students

are able to balance social activities with good study habits. A diversion from studies

will alleviate stress and help prevent from becoming fatigued. He said that a student

should make sure that he must take a break for an hour after studies to meet with
13
friends, to play some cards, work out at the gym, or to gab with a new acquaintance.

For this way, that student will find concentration when he does study, if he plans a

social activity afterwards. He said, “To develop a healthy social life, develop routine

study habits. After supper, lug your book sand homework to the library, find a com -

fortable and quiet niche, and study for two or three hours, taking intermittent 10

minute breaks every 45 minutes or so.” Making friends with whom you share similar

study habits, and share a table or a study space with them would be a best way in

developing study habits as what Mark said.

Breus (2006) research studies demonstrate that daytime sleepiness from

chronic sleep deprivation and poor quality sleep has significant impacts on daytime

behavior and academic performance, as well as concentration, attention, and mood.

Even 20 fewer minutes of needed sleep may significantly affect behavior in many ar-

eas. One study showed that those students with C‘s, D‘s and F‘s got about 25 fewer

minutes of sleep and went to bed an average of 40 minutes later than A and B stu -

dents. From elementary school through high school and beyond, a great many of

our children are chronically sleepdeprived. With more than 2/3 of all children having

some kind of sleep problem, and most adolescents not getting enough sleep, many

will struggle to meet the barrage of new challenges, demands, and emotions of a

new school year. It is not widely recognized and appreciated just how pervasive and

critical quality sleep is for brain development and how it directly influences daytime

functioning, performance, mood and behavior.

14
15
 CHAPTER 3

RESEARCH METHODOLOGY

Research Design

This study will use the descriptive design in its attempt to determine, de-

scribe, and analyze relationships between time management, study environment,

and use of social media to the independent variable, which are the study habits.

Respondents of the Study

The study will have Senior High School students who are enrolled during the

recent school year at Canipaan National High School. There will be a total of 30 re-

spondents to be the sample size of the study. All of the participants will be selected

through simple random sampling. This sampling method is conducted where each

member of a population has an equal opportunity to become part of the sample. In

order to conduct this sampling strategy, the researcher will divide first the population

into different strata- students who belong to their respective tracks – Accountancy,

Business, and

16
Management (ABM), Humanities and Social Sciences (HUMSS) and the General

Academic Strand (GAS).

Instrument of the Study

For this study, the researchers design a self-administered questionnaire for the

data gathering process to achieve the main objective of the study. The primary aim

of the questionnaire is to determine the respondents’ profile according to: (1) Time

Management (2) Study Environment (3) Usage of Social Media. This research will

use a mixture of closed questions and open comments in the questionnaire. A

closed question is one that has pre-coded answers. The simplest is the dichotomous

question to which the respondent must answer yes or no. Through closed questions,

the researcher will be able to limit responses that are within the scope of this study.

Locale

The study was conducted at Canipaan National High School; a DepEd man-

aged partially secondary public school located at Canipaan Hinunangan Southern

Leyte. This school comprises Senior

HighSchool and offers academic track such as General Academic Strand (GAS) Ac-

countancy Business and Management (ABM) and Humanities and Social Sciences

(HUMSS).The researcher found out that it would be the best area where the re-

search will be conducted.

Data Procedure

The researchers identified their respondents in the basis of the scope of their

study, the researcher reach out the respondents through online communication with

17
the permission to conduct a survey using questionnaires. However, before that the

researcher will give a letter of approval to the teacher concern for this research.

Data Analysis Method

Data analysis is a process used to inspect, clean, transform, and remodel

data with aview to reach to a certain conclusion for a given situation. The analysis of

this quantitative research involves aiming to uncover or understand the big picture.

By using the data to describe the phenomenon and what this means. Responses

from even instructed quantitative questionnaires can be enter into a computer in or-

der for it to be coded, counted, and, analyzed. The quantitative researcher, however,

it has no sytem for pre-coding, therefore a method of identifying and labeling or cod-

ing data needs to be developed that is be spoked for each research. The data were

collected from the abovementioned participants and were analyzed through a quanti-

tative approach, statistically using descriptive statistics such as frequency distribu-

tion, Likert scale and the qualitative approach (narrative description of data) that was

embedded in the quantitative findings.

18
Table 1: Student’s Age

Age Frequency Percentage

17 7 23.3 %

18 20 66.7 %

19 2 6.7 %

20 1 3.3 %

Total 30 100 %

Table 1 represent the demographic profile of the respondents.Among 30 stu-

dents 23.33% for the age 17, 66.7% for the age of 18, 6.7 %for the age of 19 and 3.3

percent for the age of 21.

Table 2: Respondents Profile in terms of Gender

19
 Students frequency Percentage

MALE 6 20%
SENIOR HIGH
FE- 24 80 %
MALE

Table 2 shows the demographic profile of the students in terms of gender.A-

mong the 30 students 20% are male while 80% are female.It revealed that majority

of the respondents are female.

Table 3.1 Results of Checklist of question number 1

Question Choices Answer Percentage

How far in ad- -One month 0 0%

vance do you start -Two weeks 2 6.67%
studying for -One week 3 10%
exam? -Days before 10 33`33%
-The night before 15 50%

Table 3.1 above shows how far in advance do students study in an exam. The

majority with 15 students responded the night before with equivalent to 50%.Next is

the days before with a 33.33% responses. Also 3 students answered one week and

last is two weeks with 2 respondents.

Table 3.2 Results of Checklist of question number 2

Question Choices Answer Percentage

What time of day -Morning (6 a.m. to 2 6.7 %

do you do the noon
most studying? 2 6.7 %
Afternoon (noon to
6 p.m.)
Evening (6 p.m. to 8 26.6 %
9 p.m.)

20
 Night (9 p.m. to 12 14 46.6%
a.m.)
Late night (12 4 13.3 %
a.m. to 6 a.m.)

Table 3.2 revealed the time that students mostly study for the exam. Out of 30

students 14 prefer to study in the night from 9 P.M to 12 A.M. Next is the 26.6 % that

study in the evening from 6 P.M to 9 P.M. Others study in late night 12 A.M to 6 A.M

with the range of 13.3 %.Lastly there are 6.7 % who prefer to study in the morning

and afternoon respectively.

Table 3.3 Results of Checklist of question number 3

Question Choices Answer Percentage

On average, 20-24 hours 0 0%

how many
hours do you 15-19 hours 1 3.33 %
study for 10-14 hours
exam? 6 20 %
5-9 hours
7 23.33 %
1-4 hours
13 43.33 %

This table above shows the number of hours students study for the exam.

Most of the respondents study for almost 1 to 4 hours only 43.33 percent. Followed

by the 5 to 9 hours with 23.33 percent.Six respondents answered 10 to 14 hours with

20 percent and lastly 1 student answered 10 to 14 hours equivalent to 3.33 %.

21
Table 3.4 Results of Checklist of question number 4

Question Choices Answer Percentage

What is your Repeating points 8 26.6%

favorite way to out loud
study? Writing index/
flash cards 1 3.33%
Writing outlines 5 16.66 %
Highlighting text
Studying in a 13 43.33 %
group
Others (Please 2 6.66 %
Specify) :
Studying Alone 1 3.33 %
while listening to
music

Table 3.4 shows what us the favorite way of studying senior high school stu-

dents do. The highlighting of text is the most favorite way of students in studying that

range to 43.33 % followed by the Repeating points outloud with 8 students preferred

on it, next is writing outlines with 16.66 % response , followed by studying in a group

that is answered by 2 Students and lastly is writing on an index card and studying

alone while listening to music with both 1 response and 3.33 in percentage.

22
Table 3.5 Results of Checklist of question number 5

Questions Choices Answer Percentage

Where is your fa- Dorm Room 0
vorite place to
Bedroom 26 86.66 %
study
Library O
Coffee Shop 0
Parent’s home 4 13.33 %

Campus Bar 0
Student’s Hub 0
Other’s (please
specify)

The table 3.5 above reveals the favorite place of students to study is in the

bedroom with 26 response out of 30 equivalent to 86.66 percent. Also the 4 remain -

ing answers belong to the parents home as their favorite place to study.The places

such as dorm room,library, coffee shop campus pub and Students hub was not cho -

sen by the respondents.

Table 3.6 Results of Checklist of question number 6

Question Choices Answer Percentage

23
 What is your fa- Exercise 1 3.33 %
vorite study Watching TV/movie 3 10 %
break? Surfing the Internet 20 66.66
Napping 4 13.33 %
Socializing
Playing video games 1 3.33 %
Praying/meditating
______
Others (Please
Specify)
Reading Wattpad 1 3.33 %

The above table 3.6 exposed what is the favorite study break of senior high

school students. Out of thirty respondents Twenty Students choose the surfing the

internet as their favorite study break with the highest percentage of 66.66 % ,next is

napping with a total off 13.33 % , watching movie with 3 response and exercising,

playing video games and a specified answer have 3.33 responses respectively.

Table 3.7Results of Checklist of question number 7

Question Choices Answer Percentage

Which of the fol- Twitter 4 13.33 %

lowing social me- Facebook 27 90 %
dia tools do you Google 14 46.66 %
use? (Choose all LinkedIn 0 0%
that apply) YouTube 14 46.66 %
Instagram___ 11 36.66 %
Others (Please Spec-
ify):_______

This Table 3.7 shows the following social media tool that students use. In this

table students choose any social media tools that they use and facebook has the

highest percentage of tools that students use with a 90% responses. Out of thirty

24
Students 46.66 % both used Google and you tube respectively. 11 Students used

Instagram and 4 used twitter.

Table 3.8 Results of Checklist of question number 8

Question Choices Answer Percentage

How many hours 1-2 hours 6 20 %

do you spend in 2-4 hours 10 33.33 %

using these social 5-6 hours 7 23.33 %

media? 6-10 hours Oth- 7 23.33 %

ers(Please Spec-

ify):______

This Table 3.8 shows the number of hours Students spend in using different

social media tools. Most of the students spend 2-4 hours in using social media. Also

23.33% choose both 5-6 hours and 6-10 hours. Lastly there are 20 % who use their

social media for 1-2 hours only.

Table 3.9 Results of Checklist of question number 9

Question Choices Answers Percentage

Do you believe Ye 28 93.33 %

25
 that your social No 2 6.67%
media habits
have negatively
influence your
study habits?

Table 3.9 reveals if the students social media habits negatively influenced

their study habits and 28 respondents answer Yes a total of 93.33 % and 2 Students

responsed no with 6.67 %.

Table 3.10 .Results of Checklist of question number 10

Question Choices Answer Percentage

Do you believe Yes 19 63.33 %
that your social No 11 36.67 %
media habits
have positively
influence your
study habits?

Table 3.10 reveals if the students social media habits positively influenced

their study habits and 19 respondents answer Yes a total of 63.33 % and 11 Stu -

dents responsed no with 36.67 %.

26
 CHAPTER 4

RESULTS AND DISCUSSION

This part is consist of all the answers and concerns of the respondents based

on the survey questionnaire conducted. The survey questionnaire is composed of

ten open ended questions that will serve to answer the issues of the research.

Table 1 represent the demographic profile of the respondents. There are three

ranges of age in the demographic profile of the students. It is 17, 18, 19 and 21.

From the said ranges of age 17 has the highest percentage while 21 has the lowest.

On the next table it shows the demographic profile of the students in terms of

gender.Among the 30 students 20% are male while 80% are female.It revealed that

majority of the respondents are female due to they are approachable in terms of this

kind of activity the answering survey questionnaire.

The first question is how far in advance do students study in an exam. The

majority with 15 students responded the night before with equivalent of 50%. Due to

lack of time management students want to study in a hectic time and also they be-

lieve that studying the night before the exam is quite refreshing.There are 33.33% re-

27
sponded that they study on days before the exam to free their selves from stress

that exam would brought to students. Also 3 students answered one week and last is

two weeks with 2 respondents this students are those kinds of students who want to

be well prepared for the upcoming exam.

Table 3.2 revealed the time that students mostly study for the exam. Out of 30

students 14 prefer to study in the night from 9 P.M to 12 A.M. Next is the 26.6 %

and 13.3 %. Lastly there are 6.7 % who prefer to study in the morning and after -

noon. Oviously the majority answers of the respondents is the time that is suitable for

everyone. It is most of the free time of every students because evening household

chores is already done.Some time are chosen of the respondents because they fimd

that time comfortably to study and learn.

The next question is the number of hours students study for the exam. Most of

the respondents study for almost 1 to 4 hours only 43.33 percent. Followed by the 5

to 9 hours with 23.33 percent.Six respondents answered 10 to 14 hours with 20 per-

cent and lastly 1 student answered 10 to 14 hours equivalent to 3.33 %. It showed

that students lend a short time of studying due to boredom they experienced as they

study.

Next is the favorite way of studying senior high school students do. The highlighting

of text is the most favorite way of students in studying that range to 43.33 % followed

by the Repeating points outloud with 8 students preferred on it, next is writing out-

lines with 16.66 % response , followed by studying in a group that is answered by 2

Students and lastly is writing on an index card and studying alone while listening to

music with both 1 response and 3.33 in percentage. Students didn’t really sink in

mind the lesson instead they tend to familiarize it through highlighting while some

28
who are fund of talking a lot utter the lesson for them to memorize the lesson and

make it essay for them to understand.

The table 3.5 above reveals the favorite place of students to study is in the

bedroom with 26 response out of 30 equivalent to 86.66 percent. Also the 4 remain -

ing answers belong to the parents home as their favorite place to study.The places

such as dorm room,library, coffee shop campus pub and Students hub was not cho -

sen by the respondents. Most of the students chose bedroom because it they con-

sider this area where they can attain peace and privacy.

The above table 3.6 exposed what is the favorite study break of senior high

school students. Out of thirty respondents Twenty Students choose the surfing the

internet as their favorite study break with the highest percentage of 66.66 % ,next is

napping with a total off 13.33 % , watching movie with 3 response and exercising,

playing video games and a specified answer have 3.33 responses respectively.

This Table 3.7 shows the following social media tool that students use. In this

table students choose any social media tools that they use and facebook has the

highest percentage of tools that students use with a 90% responses. Out of thirty

Students 46.66 % both used Google and you tube respectively. 11 Students used

Instagram and 4 used twitter. Facebook was chosen as the majority that respon-

dents used because of how easy of it to access and also it is the social media plat-

form that generation nowadays used.

This Table 3.8 shows the number of hours Students spend in using different

social media tools. Most of the students spend 2-4 hours in using social media. Also

23.33% choose both 5-6 hours and 6-10 hours. Lastly there are 20 % who use their

social media for 1-2 hours only. It revealed that most of the students used social me-

29
dia to reduce their stress from studying, to gain more information and also to be on

the generations trend.

The last two questions tackle if social media negatively or positively influ-

enced their study habits. In the first situation most of the respondents answer that

social media negatively influenced their study habits and also their study habits is

positively influenced by it.

CHAPTER 5

CONCLUSION AND RECOMMENDATION

This part of the research paper which is the last part pertains to the conclu-

sions and recommendations according to the researcher. This section of the re-

search paper will formulate some suggestions in determining how to eradicate the

existing problems and it’s the reason why this research is conducted. The conclu-

sions made is based on the answers of the selected respondents. Furthermore the

recommendation that will be tackle to the last part of this paper will be beneficial to

the respondents who are the students parents teachers and some relevant readers.

After the data analysis, the researcher found out that The researcher con-

cludes that the majority of the Senior High School students in Canipaan National

High School who are eager to learn and cope up with the lessons are females based

30
on the number of the respondents based on the number of respondents which is

greater than compared to male. The researcher also found out that the respondents

are practicing wrong and poor study habits. Based on the survey questionnaires re-

garding the time that students study for exam majority answered the night before

which indicates that students are not able to lend enough moment in studying sup-

posed to be that time is intended to rest as a preparation for the coming exam to pre-

pare the physical and mental aspect. Also the number of hours they lend in studying

which range from 1-4 hours only th shortest period of time that the choices has for

the specific question. Some students just did the highlighting of the text without

proper understanding the lessons they tackle. Even in the place that students usually

study they love to study in their bedroom compared to the library or some camps

hubs.in iven such as the Since the majority of the respondents never do studying at

home and do not spend their time wisely in school.One of the factors that students

have wrong study gabits is being so much inclined with using gadgets in a long pe -

riod of time such as 6-10 hours. Still the respondents are quite honest with their an-

swers as their respond that using social media tools negatively iinfuemced their

study gabits yet it can also be hepful in the same way.. The factors that strongly af -

fect the study habits of Senior high school students are social media addiction, work

and financial instability and family stress. These factors do belong to the external

factor which the students are now facing. There is a positive relationship between

the study habits of the students with their academic performance. Therefore, the re-

searcher concluded that study habits are a prerequisite for good and outstanding

academic performance of the Senior high school students of Canipaan, National

High School.

31
Recommendation

The researcher recommends parents to improve the level of control and care

of their children, show more interest and concern in the academic work of their

wards by way of providing a conducive atmosphere for studies, proving materials for

studies and helping students in their studies. It is also a suggestion that it is neces-

sary for parents and teachers to maintain a warm and cordial relationship with their

children and students irrespective of their financial problem. The researcher recom-

mends that there should be a group study hour on the class time table.The amount

of time used in studying must increase in order to devote more time to quality study

both at school and at home to prevent poor academic performance currently being

experienced by the Senior High School Students of Canipaan National High School.

These recommendations can be achieved by talking to parents and on the issues

raised in a forum like the Parent-Teachers’Association.

32
33
 APPENDICES
Appendix A

Republic of the Philippines

Department of Education
Division of Southern Leyte
District of Hinunangan
Canipaan National High School
Canipaan Hinunangan Southern Leyte

May 22, 2021

Rejie Painitan delos Santos
SHS Teacher

Canipaan National High School

Canipaan Hinunangan Southern Leyte

Dear Sir,
Good Day!
In partial fulfillment of the INQUIRIES, INVESTIGATION AND IMMERSION, I the re-
searcher would like to ask for your approval to conduct a study entitled "FACTORS
AFFECTING STUDY HABITS ON THE ACADEMIC PERFORMANCE OF SENIOR
HIGH SCHOOL STUDENTS OF CANIPAAN NATIONAL HIGH SCHOOL "

I highly appreciate your sincere permission and approval to my request. Thank you
so much and God bless
The Researcher,

MAXINNE LABRAGUE

34
Appendix B

Republic of the Philippines

Department of Education
Division of Southern Leyte
District of Hinunangan
Canipaan National High School
Canipaan Hinunangan Southern Leyte
FACTORS AFFECTING STUDY HABITS ON THE ACADEMIC PERFORMANCE
OF SENIOR HIGH SCHOOL STUDENTS OF CANIPAAN NATIONAL HIGH
SCHOOL
Survey Questionnaire
Name: _____________________
Track&Section: ______________
Age: ______Gender: _______ Date: _________
Direction:
Please put check (√) on the space that corresponds to what you are actually doing,
thinking, and feeling regarding the statement. There are no right and wrong answers
to the following questions. Rest assured that your answers will be treated in strictest
way and will be used only for this study.
1. How far in advance do you start studying for exam?
One month ____ Two weeks______ One week _____ Days before_____ The night
before_______
2.  What time of day do you do the most studying?
Morning (6 a.m. to noon _____ Afternoon (noon to 6 p.m.) _____ Evening (6 p.m. to
9 p.m.) _____ Night (9 p.m. to 12 a.m.) _____ Late night (12 a.m. to 6 a.m.) _____
3. On average, how many hours do you study for exam?
20-24 hours ______ 15-19 hours_______10-14 hours _______ 5-9 hours ________
1-4 hours _________
4. What is your favorite way to study?
Repeating points out loud _____ Writing index/flash cards_______ Writing outlines
_______ Highlighting text ______ Studying in a group _______ Others (Please
Specify) : ___________

35
5. Where is your favorite place to study?
Dorm room _____ Bedroom _______ Library ______ Coffee shop _______ Parents’
home ______ Campuspub/bar _____ Student’s hub _______ Others (Please Spec-
ify):_____________
6. What is your favorite study break?
Exercise _______ Watching TV/movie ____Surfing the Internet _______ Napping
_________ Socializing ______ Playing video games ______ Praying/meditating
______ Others (Please Specify):_________
7. Which of the following social media tools do you use? (Choose all that apply)
Twitter____Facebook_______Google+________LinkedIn______YouTube______
Instagram_____ Others (Please Specify):_______
8. How many hours do you spend in using these social media?
1-2 hours_______ 2-4 hours _______ 5-6 hours __________ 6-10 hours_______
Others(Please Specify):________
9.  Do you believe that your social media habits have negatively influence your study
habits?
Yes______ No_________
10 Do you believe that your social media habits have positively influence your study
habits?
Yes_______ No _______

36
Appendix C

PERSONAL BACKGROUND

MAXINNE CASTOR LABRAGUE

Purok Sili, Brgy. Catublian, Hinunangan,

Southern Leyte, Philippines 6608

Contact Number: 09063741625

maxinnelabrague@gmail.com

____________________________________________________________

PERSONAL DATA

Gender : Female

Religion: Jesus Is Alive

Date of Birth: February 3, 2002

Birthplace: Pembo Makati City

Citizenship: Filipino

Civil Status: Single

EDUCATIONAL BACKGROUND

July 2021 Senior High School

Canipaan National High School

Canipaan Hinunangan Southern Leyte

Accountancy Business and Management

March 2019 Junior High School

Canipaan National High School

Canipaan Hinunangan Southern Leyte

April 2015 Elementary Graduate

Catublian Elementary School

Catublian Hinunangan Southern Leyte

37
SEMINARS AND TRAINING

July 2017 Journalism Seminar

Hinunangan West Central School

Hinunangan Southern Leyte

Participant

Aug 2016 SSG Seminar

Liloan Southern Leyte

Aug 2019 Student leadership training

St. Bernard Southern Leyte

Honor/Awards

August 2018 News Writing (Filipino)

District Level

Hinunangan West Central School

1 st placer

September 2018 News Writing (Filipino)

Division Level

Partcipant

September 2019 Radio Broadcasting

IAD Level

San Juan, Southern Leyte

2 nd Placer

38
March 2020 With High Honor

Gr-11 Senior High School

Canipaan National High School

Canipaan Hinunangan Southern Leyte

Skills

Interpersonal

Multi-lingual

Good leadership

Character references

NERVIN CUTA

Teacher IIl , Teacher in charge

Canipaan National High School

Canipaan Hinunangan Southern Leyte

Nervincuta35@gmail.com

ANNABELE CUTA

Teacher I

Sto. Nino II, Hinunangan Southern Leyte

bellacuta@gmail.com

39
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