THE PERCEPTION OF STUDY HABITS TO THE MATHEMATICS

ACADEMIC ACHIEVEMENT OF GRADE 11 SENIOR

HIGH SCHOOL LEARNERS

EDMAR TAÑAJURA DOMASIG

RALPH D. MANDERICO
CHRISTIAN S. OLAPE
CHARLES R TEJOC
*spell out middle name. ex: ARIEL MASUAY BERICO

A RESEARCH SUBMITTED TO THE FACULTY OF THE COLLEGE OF

TEACHER EDUCATION, DON CARLOS POLYTECHNIC
COLLEGE, IN PARTIAL FULFILLMENT OFTHE
REQUIREMENTS FOR THE DEGREE

BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS

JUNE 2023
 Republic of the Philippines
PROVINCE OF BUKIDNON
Municipality of Don Carlos
DON CARLOS POLYTECHNIC COLLEGE
Purok 2, Población Norte, Don Carlos, Bukidnon

APPROVAL SHEET

This thesis attached here to entitled, “THE PERCEPTION OF

STUDY HABITS TO THE MATHEMATICS ACADEMIC ACHIEVEMENT OF
GRADE 11 SENIOR HIGH SCHOOL LEARNERS” prepared and submitted
by DOMASIG, EDMAR T.; MANDERICO, RALPH D.; OLAPE, CHRISTIAN;
TEJOC, CHARLES R., in partial fulfilment of the requirements for the
degree of Bachelor of Secondary Education major in Mathematics, is
hereby endorsed.

ARIEL M. BERICO, MS ________________________

Research Adviser Date Signed

FE M. NAMBATAC, PhD ________________________

Examiner Date Signed

FRANCES IAN B. CLIMA ________________________

Member Date Signed

CYRIL-PEP S. QUERUELA, MBA ________________________

Member Date Signed

Accepted in partial fulfilment of the requirements of the degree

Bachelor of Secondary Education major in Mathematics.

RYAN T. CAMAÑERO, MAEd

Research Director

_____________________
Date Signed
 ACKNOWLEDGMENT

The researchers wish to express heartfelt gratitude and appreciation to

the individuals who have contributed significantly to the successful completion
of this study.
First and foremost, they extend their gratitude to God for providing
them with protection, courage, and strength, which made this research work
possible.
They would like to acknowledge Mr. Ariel Berico, their research
adviser, for his consistent guidance, inspiring ideas, and unwavering
encouragement throughout this study.
Special thanks to Mrs. Gemma Quimpang, PhD, OIC, Office of the
president, for granting permission to conduct a campus survey.
To Mr. Clima, Ms. Queruela, and Mrs. Nambatac, members of the
panel, for their constructive criticism in the analysis of data, guidance for
improvement, and intellectual ideas that enhanced the quality of this research.
To Mr. Mervin E. Algura, for providing access to the midterm exam
scores of Grade 11 senior high school learners enrolled in the subject "MATH
2: The Statistic and Probability," ensuring proper protocols and maintaining
confidentiality.
A special mention goes to the learners of Grade 11 senior high school
sections HUMSS-A, HUMSS-B and ABM, who participated as respondents in
this study. They sincerely appreciate your efforts and honest responses in the
survey questionnaire, which greatly contributed to the reliability of the findings.
Lastly, they would like to express their deepest gratitude to their loving
parents, their unwavering financial support, prayers, understanding,
encouragement, inspiring words, and sacrifices were instrumental in this
journey, and the researchers will be forever grateful.

ii
 TABLE OF CONTENTS

PAGE
INTRODUCTION
Background of the Study 1
Statement of the Problem 4
Objectives of the Study 4
Significance of the Study 5
Scope and Limitation of the Study 6
Definition of Terms 6

THEORETICAL FRAMEWORK
Review of Related Literature and Studies 7
Conceptual Framework 11
Research Paradigm 12
Hypotheses of the Study 13

METHODOLOGY
Research Design 14
Locale of the Study 14
Map of the Locale of the Study 15
Respondentsof the 16
Sampling Procedure 16
Research Instrument 16
Administration of Research Instrument and Data Gathering
Procedure 17
Statistical Treatment 18

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Respondent level of study habits in terms of Homework 19
Respondent level of study habits in terms of Time Allocation 21
Respondent level of study habits in terms of note talking 23
Learners Levels of Academic Achievement 25
Relationship between study habits and academic 26
achievement

SUMMARY, CONCLUSIONS AND RECOMMENDATION

Summary 28
Conclusion 29
Recommendation 29

REFERENCES 31

APPENDICES 33

iii
 LIST OF TABLES

TABLE PAGE
Mean scores of Grade 11 learners’ Study Habit in
1 terms of Homework 19

2 Mean scores of Grade 11 learners’ Study Habit in 21

terms of Time Allocation

3 Mean scores of Grade 11 learners’ Study Habit in 23

terms of Note Talking

4 Students Levels of Academic Achievement 25

5 Relationship between study habits and academic 26

achievement

iv
 LIST OF FIGURES

FIGURE PAGE

1 Schematic diagram showing the relationship between 12

independent and dependent variables.

2 Map of Don Carlos and Location of Don Carlos 15

Polytechnic College

v
 LIST OF APPENDICES

APPENDIX PAGE

A Questionnaire for Study Habits 33

B Request Letter to Don Carlos Polytechnic College 35

President to Conduct the Study

C Request Letter to Grade 11 Senior High School 36

Learners of Don Carlos Polytechnic College

D Curriculum Vitae of the Researchers 37

vi
 ABSTRACT

DOMASIG, EDMAR T.; MANDERICO, RALPH D.; OLAPE,

CHRISTIAN; TEJOC, CHARLES R. Don Carlos Polytechnic College, Don
Carlos Bukidnon, June 2023. The Perception of Study Habits to the
Mathematics Academic Achievement of Grade 11 Senior High School
Learners.

Research Adviser: Ariel Masuay Berico, MS

Study habits are at the core of a learner's academic success. It is an

action like reading, taking notes, time allocation that students perform
frequently, and regularly accomplishing the learning goals. It can be defined
as effective or counterproductive based on whether it serves the students
well. Thus, the study's primary purpose was to determine the relationship
between study habits and the students' academic performance. The
descriptive-correlation design was utilized to describe the respondents' profile
regarding their study habits and academic performance. A total of one
hundred eighty-nine (189) Grade 11 senior high school learners participated
in this study. Moreover, this study utilized the research instrument on Study
Habit Inventory by Alade and Kuku (2017). The three sub-scales are
budgeting time allocation, reading and note-taking, and homework. Findings
showed that the respondents' study habits are at a relatively positive level.
The result revealed no significant relationship between study habits and
academic performance. Additionally, enhancing students' study habits are
relevant, especially in note-taking, reading and note-taking, and time
allocation, thus improving their academic performance.

Keywords: academic achievement, homework, note-taking, study habits, time

allocation

vii
 INTRODUCTION
Background of the Study

The development of good study habits is equally relative and helpful

not only in academic work but in career actualization. And because this
interrelationship cannot be overlooked, the academic achievement and study
habit of the student to a large extent culminates into shaping an individual
destiny. There have been many attempts to address the problem of low
academic achievement and some factors have been identified in explaining
academic achievement. Besides differences in ability, which are not easy to
control, students have specific learning styles that may influence their
academic achievement (Siahi & Maiyo, 2015).
Study habits of students play a vital role in reflecting the standard of
education and the students’ academic performance in mathematics. The
students cannot be expected to learn everything needed about the subject
from their teachers in the classroom alone, it is the combination of both the
classroom learning and out of classroom learning that make up student’s
study habits. The need for effective counselling services among students
cannot be overemphasized in order to achieve good academic performances.
The students need to be counselled on the need to develop good study habits
that will enhance a good academic performance. Students with structured and
organized study habit performed well during examinations (Sakirudeen &
Sanni, 2017).
Academic achievement can influence the future education and career
choices of children and adolescents. Poor academic performance causes
children and adolescents to feel pessimistic and disappointed about their
future and leads teachers and parents to exert pressure, which negatively
influences the subjective well-being of children and adolescents. Studies of
high school students in Germany and the USA have shown that academic
achievement is positively correlated with life satisfaction (Suldo, 2015).
The downward trend on the results in passing the Licensure
Examinations on BSED especially in Mathematics students on Don Carlos
Polytechnic College has shown a slow progress in the quality of education of
the school. In September 2017, L.E.T- Secondary Level Performance of Don
 2

Carlos Polytechnic College has an overall performance of 52.83%; in

September 2018, the overall L.E.T- Secondary Level Performance is 47.30%;
and in October 2022, the overall L.E.T performance is 44.25% (Professional
Regulation Commission, 2023).
Good study habits include studying in a quiet place, studying daily,
turning off devices (such as TV and mobile phones) that may interfere the
study, taking notes of important content, having regular rest and break,
listening to soft music, studying based on own learning style, and prioritizing
the difficult contents (Ebele, 2017). Moreover, study habits are the most
important predictors of academic performance and global research has
revealed that study habits affect academic performance. Evidence suggests
that learners who do not have enough information about study strategies, do
not attain effective and stable learning, and therefore will not have an
appropriate level of academic achievement (Arora, 2016). In other words,
students with better academic achievement, use these skills more than those
with lower academic achievement.
This research aimed to determine whether these habits are effective in
learning as characterized in this research: (1) Homework; (2) Time Allocation;
and (3) Note-taking.
Firstly, in terms of the purpose of mathematics homework, it is typically
to provide practice for the student. Literature reviews and meta-analyses
show a generally positive or neutral effect for homework on learning. Effects
due to homework are more positive in middle and high school than
elementary school (reflecting greater student maturity) and particularly for
mathematics, which requires substantial individual practice.
Second, time allotment is a skill that students need to learn. They must
take the necessary approaches and apply those strategies in order to be
effective and more productive. These skills give students the ability to plan
ahead and prioritize upcoming assignments and events. This is an important
factor in keeping students organized and avoiding procrastination, and
ultimately leads to academic success.
Lastly, another strategy that greatly affects student achievement is
note-taking. Lecturing is still a very common practice in today’s secondary and
post-secondary classrooms. In fact, college students spend roughly eighty
 3

percent of their weekly time listening to lectures. This means that note - taking
is then a common method student can use when listening to a lesson.
The researchers would investigate the students in the current
curriculum. This would investigate the relationship between the effects of
study habits on the academic achievement of the senior high school learners
in Don Carlos Polytechnic College. Particularly, it would look into the grade 11
senior high school learners that are currently enrolled in this semester school
year 2022-2023.The paper strived to help the institution, particularly the
students, to determine what study habits routine can keep them be delighted
in learning which may elevate the student’s performance. Therefore, this
study sought to determine the relationship between student’s perception on
study habits and academic achievement.

Statement of the Problem

The study was conducted to determine the perceived level of students'

study habits and academic achievement of BSED Mathematics in Don Carlos
Polytechnic College, Don Carlos, Bukidnon.
Specifically, it sought to answer the following questions:
1. What is the level of perceived learner’s study habits in terms of:
a. homework;
b. time allocation; and
c. note - taking?
2. What is the level of learner’s academic achievement?
3. Is there a significant relationship between learner’s perceptions on
study habits towards academic achievement?

Objectives of the Study

The main objective of this study was to determine the perceived level
of students' study habits and the academic achievement of BSED
Mathematics in Don Carlos Polytechnic College, Don Carlos, Bukidnon.
Specifically, it aimed to:
1. Determine the level of perceived learner’s study habits in terms of:
 4

a. Homework;
b. Time allocation; and
c. Note-taking;
2. Determine the level of learner’s academic achievement;
3. Correlate learner’s perception on study habits and academic
achievement.

Significance of the Study

The study is beneficial to the following stakeholders: Department of

Education, teachers, students, parents, and the general public. The findings
enabled students to develop good habits that could lead to good academic
performance in mathematics.
For the Department of Education, this study may enable the
department to initiate programs that facilitate effective habits among students
in the school. These programs include the implementation of guidance and
counselling services in schools.
For the teachers, they may find the results of the study useful,
especially in discharging their duties in the school. This may be achieved
through the accurate information provided in the study.
For the students, the study may introduce them to different ways of
studying through the three study habits: note-taking, homework, and time
allotment. This may enable them to develop effective strategies that could
lead to good academic performance in mathematics, such as the use of
abbreviations and paying attention in class.
For the parents, the results of the study may help them encourage their
children to develop effective study habits based on the information provided.
Finally, the results of the study encouraged members of the public to
motivate their wards to prioritize their education and discourage laziness,
examination malpractice, and other anti-social vices among students in their
communities.
To future researchers, the results of this study may serve as the basis
for other researchers who are interested in studying students' study habits.
 5

Scope and Limitations of the Study

This study was limited to the senior high school learners of Don Carlos
Polytechnic College, Don Carlos, Bukidnon during the academic year 2022-
2023. The focus of the study is to ascertain the correlation between the study
habits of the grade 11 senior high school learners and their academic
achievement.

Definition of Terms

The following terms used in the study are defined operationally and
conceptually:
Academic achievement refers to the exam scores of the students in a
mathematics examination.
Homework refers to a task as a part of course in study.
Note-taking refers to the ability to record important topic of the lesson.
Study habits refer to student’s study habits: homework; time allocation;
note taking.
Time Allocation refers to time to be devoted to instruction in studying
specifically in mathematics subject.
 THEORETICAL FRAMEWORK

This chapter contains the review and related literature and related
studies, the conceptual framework, the research paradigm, and the
hypotheses of the study.

Review of Related Literature and Studies

Student study habits

The sooner a student starts practicing and developing good habits, the
better chance he will continue these. Procrastination can be overcome with
proper study habits and improving one's study habits is the key to better
studying. Being organized and having homework routines are the most
important things in helping a child/student develop good study habits for life.
Developing good study habits help spell success and a student will find
himself working more efficiently and experiencing lesser stress in the process.
Marc (2011) adds that having effective study habits create a more
efficient academic environment. Planning your study schedule as a student 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 the procrastinators who come unprepared. Students
who organize their lives and stick to their established study schedules are
confident and relaxed at test-taking time.
Revealed in his study that a good study habit allows students to study
independently at home and aspire for higher educational career (Adeninyi,
2011). The formation of good study habits in secondary school level further
serves as the basis for students' performance in external examinations such
as West African Examinations Council (WAEC), National Examinations
Council (NECO) and Joint Admissions and Matriculation Board (JAMB).
Unserious students do study anyhow without specific techniques, and
he submits that such students are most likely to perform below average. Thus,
he concludes that good study habits help students to attend classes very
often and do so on time (Agba, 2013). It also helps them to submit their
assignment on time, read or prepare very well for tests and exams, take down
notes and develop the points independently. Asking relevant questions in
 7

class; thereby having good grades at the end of the term or semester. Asserts
that good study habit through planning helps students prepare for what is
ahead, and accomplish their academic goals. Thus, lack of study habits
clearly put students at a disadvantage, and is one of the main reasons
students need remedial classes, fall behind in coursework and drop out of
school (Ebele, 2017). Developing good study habits drastically lower students'
risk of academic struggles, and failure to complete a college degree. Hence,
students who tend to perform high across most of their subjects can be
considered to have good study habits by being actively involved in their own
learning process, continuous planning and carefully monitoring of the
educational task that they are required to complete.
Different students have different and unique study habits. What may be
a good study habit to a particular student may be a bad one indeed to another
student. As such, it is often difficult to practically pin-point that this is good and
that is bad. There is no doubt that different people study in different ways and
it is a near certainty that what works for one person may not work for another.
Generally, study habits can be classified into two-good study habits,
and bad study habits (Katelyn, 2013). Good study habits are sometimes
referred to as positive or productive study habits. As the name implies, they
are those pleasant study habits which have the tendency to improve the
academic performance of students or that seem to produce good results.
They are the study habits which make students successful in their studies
after developing and applying them throughout their academic career.

Types of Study habits Homework/Assignments

Homework is generally used as a learning resource for educational

activities. It provides students opportunities to improve their learning habits,
learning performance, and aims to their academic achievements.
However, students view homework differently according to their
educational levels, beliefs, attitudes, and cultures (Tsai and Jiang, 2013) has
conducted a study on students' perceptions on homework between Chinese
and American third grade students. Results revealed that the Chinese
students received more homework and enjoyed doing them more than
 8

American students. They also preferred to complete homework by themselves

rather than with the help from the others when compared to American
students. Chinese students' practice is related to the norms of the Confucian
cultures which is based on the belief that "Practice makes perfect." However,
the students who view homework as "busy work" do not try to complete their
homework tasks (Letterman, 2013).

Time Allocation

Managing time being a student is as important as later in life. It is

essential for students to manage their time in daily activities. Most students
run out of time when an assignment is assigned to them and they are not able
to finish it before the last date while others have plenty of time as they are
trained to manage their time effectively. Efficient time management1 always
results in contentment and satisfaction in daily life. Time management is
important in the sense that it teaches people how to manage their lives and
time effectively. Time management is a skill of organizing, planning, arranging
and accounting one’s time for creating more productivity and efficient work
(Aduke, 2015).
Spite of knowing the influence of time management on academic
achievement, students do not give due importance to this relationship. Grades
are mostly determined by the completion of tasks such as assignments and
the quality of effort used to complete it. Academic achievement is the outcome
of education and it is generally measured by periodic assessment or
examinations but there is no common agreement on how it is best tested or
which aspects are more important. Owing to the importance of time
management this study deals with investigating the relationship of student’s
time management and academic achievement in the higher educational
institutes (Khanam et al, 2017).

Note-taking

Whether it is taking notes from lectures, note-taking has been shown to

improve student learning. In other words, if we want our students to remember
more of what they learn in our classes, it is better to have them take notes
 9

than it is to not have them take notes. The thinking behind this is that note-
taking requires effort (Chang, 2014). Rather than passively taking information
in, the act of encoding the information into words or pictures forms new
pathways in the brain, which stores it more firmly in long-term memory.
On top of that, having the information stored in a new place gives
students the opportunity to revisit it later and reinforce the learning that
happened the first time around. Compared with writing alone, adding drawings
to notes to represent concepts, terms, and relationships has a significant
effect on memory and learning (Wammes, 2016). When students are given
the opportunity to revise, add to, or rewrite their notes, they tend to retain
more information. And when that revision happens during deliberate pauses in
a lecture or other learning experience, students remember the information
better and take better notes than if the revision happens after the learning
experience is over. Finally, if students collaborate on this revision with
partners, they record even more complete notes and score higher on post-
tests (Luo, 2016). Additionally, it helps students recall the important
information they learnt and makes them independent (Bahrami, 2017).
 10

Conceptual Framework

This study is anchored to the theory of Albert Bandura cognitive theory

as early as in the 1960s. Social cognitive theory strongly lays emphasis on
one’s cognition. It suggests that the mind in an active force that constructs
one’s reality selectively, encodes information, performs behavior on the basis
of values and expectations and impose structure on its own actions.
A number of studies pointed out that study habits and attitudes are
important in academic success. Hence, it is important and desirable that a
probe into the pattern of study habits and attitudes of the students and its
relationship with licensure examination performance be made.
Outcomes of this study may form the basis for future intervention
programs which aim at improving students’ study habits and attitudes that will
eventually improve their performance outcomes in licensure examinations,
which is an indicator of quality education in higher institutions of learning.
It is through an understanding of the processes involved in one’s
construction of reality that enables human behavior to be understood,
predicted and changed. In view of the theory, the student’s academic
achievement is a product of interaction of his personality and consequently,
study behavior he develops basing on his expectations of outcome of his
actions.
 11

Research Paradigm

Independent Variable Dependent Variable

Study Habits Academic Achievement

Figure 1. Schematic diagram showing the relationship between independent

and dependent variables.
 12

Hypothesis of the Study

Based on the problems stated above, the following null hypothesis was
tested:

Ho1: There is no significant relationship between study habits and academic

achievement.
 METHODOLOGY

This chapter deals with the methods and procedures used in this study.
It includes the research design, research locale, the subject participants of the
study, the instrument, the administration, and collection of the questionnaire,
scoring procedures, and statistical treatment of the data gathered.

Research Design

Following the objectives and stated hypothesis, the present study used
a descriptive-correlation research design. This design allowed the researchers
to gather data on the level of learner’s perceived study habits towards their
academic achievement, which can be analyzed using descriptive statistics
such as frequency distributions and measures of central tendency. A
correlational research design is appropriate for investigating the relationship
between two or more variables, in this case, the relationship between
learner’s study habits towards their academic achievement in Math 2-
Statistics and Probability.

Locale of the Study

The study was conducted at Don Carlos Polytechnic College. A local

college run by the Local Government Unit (LGU) of Don Carlos, Bukidnon.
The school offers Bachelor of Elementary Education, Bachelor of Secondary
Education, Bachelor of Science in Criminology and also Senior High School
program. The school is situated at P-2, Poblacion Norte, Don Carlos,
Bukidnon. Going south, it is approximately 30 meters away from the left side
of the national highway. The school has a total population of 593 senior high
school learners in which 404 are grade 12 and 189 are grade 11 learners.
 14

Map of the Locale of the Study

Figure 2. Map of Don Carlos and location of Don Carlos Polytechnic College
Senior High School
 15

Respondents of the Study

The participants of the study were the grade 11 senior high school
learners in Don Carlos Polytechnic College who were enrolled for the 2nd
semester of Academic Year 2022-2023, has a subject of “Math 2-Statistics
and Probability” and classified as regular students. The respondents were
informed of the importance of filling out the questionnaire, and their answers
were kept private, confidential, and used solely for academic purposes. The
chosen respondents for this study were one hundred eighty-nine (189) grade
11 senior high school learners.

Sampling Procedure

Using total enumeration, a total population of one hundred eighty-nine

(189) grade 11 senior high school learners from Don Carlos Polytechnic
College for the Academic Year 2022-2023 were chosen as participants of the
study.

Research Instrument

The researchers used survey questionnaires to determine the

perceived level of learner’s study habits of grade 11 senior high school in Don
Carlos Polytechnic College, Don Carlos, Bukidnon.
The attitude towards study habits with three parts: part 1 – homework
and assignment questionnaire which contains 5 questions; part 2 – time
allocation which contains 5 questions; and part 3 – reading and note taking
learning which contains 5 questions were adopted from the study of Alade
and Kuku (2017). The questionnaire has a Cronbach’s alpha of 0.7 to
measure the adapted questionnaire; the 5-point Likert scale key below was
used. It has positive and negative statements and ranges from 5 to 1
describing from strongly agree, agree, undecided, disagree, and strongly
disagree which implies further as highly positive, positive, neutral, negative,
and highly negative respectively. Reverse scoring procedure was applied for
negative statements marked with asterisk (*). High score represents high
positive attitude.
 16

Rating Scale Qualitative Description Interpretation

5 4.50-5.00 Strongly agree Highly positive
4 3.50-4.49 Agree Positive
3 2.50-3.49 Uncertain Moderately positive
2 1.50-2.49 Disagree Negative
1 1.00-1.49 Strongly disagree Highly negative

The academic achievement of the respondents in the subject Math 2-

Statistics and probability was measured using their midterm examination
scores from Second Semester. The score was retrieved with the help of their
subject teacher.

Percentage Level of understanding

90% - above Outstanding
85%-89% Very Satisfactory
80%-84% Satisfactory
75%-79% Fairly Satisfactory
74% and below Did not meet expectations

Administration of Research Instrument and Data Gathering Procedure

This study mainly used survey questionnaires to gather data from the
students of Don Carlos Polytechnic College, Don Carlos, Bukidnon. The
administration of the survey followed the following procedures:
First, the questionnaire was checked and subjected to scrutiny by the
research advisers or any other research personnel. After which, the newly
crafted questionnaire, without any loopholes and corrections, was validated by
the research adviser. The researchers then crafted and presented a letter of
approval to the Dean of the College of Education to conduct a survey in Don
Carlos Polytechnic College, along with the necessary approvals and
permissions. Next, the researchers conducted the research and explained
thoroughly the presented questionnaire to identify the type of study habits that
is indicated in the choices before answering. Researchers then collected all
the questionnaires from the grade 11 senior high school learners within Don
Carlos Polytechnic College. After obtaining the data, it was subjected to
intensive observation for data treatment, analysis, and interpretation. Lastly,
based on the intensive observation, the researcher generated conclusions
and recommendations for the study.
 17

Statistical Treatment

The data were grouped and categorized based on the objectives of the
study. The mean was used to determine the perceived level of learner’s study
habits and academic achievement of grade 11 learners in Don Carlos
Polytechnic College. Pearson Correlation was also used to describe the
significant relationship between students' perceptions of study habits and
academic achievement.
 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation from the data
through the collected survey questionnaire to find out the relationship of study
habits to the academic achievement of Grade 11 Senior High School learners.

The level of perceived learner’s study habits in terms of homework, time

allocation, and note-taking

The table presents the level of perceived leaner’s study habits in terms
of homework

Table 1: Respondent level of study habits in terms of homework

Statement Mean Quantitative Interpretation
Description
1. The homework given makes me
read more facts about the topic
taught by the teacher 3.87 Agree Positive
2. I complete my assignments on time 3.79 Agree Positive
3. I engage in group discussion when
approaching my homework 3.69 Agree Positive
4. I write down all assignments for
each class in a special section of
the notebook 3.64 Agree Positive
5. I take time to review my class notes
before attempting the home work I
were given 3.49 Uncertain Moderately positive
Average 3.70 Agree Positive

Legend:
Rating Scale Quantitative Description Interpretation
5 4.50-5.00 Strongly agree Highly positive
4 3.50-4.49 Agree Positive
3 2.50-3.49 Uncertain Moderately positive
2 1.50-2.49 Disagree Negative
1 1.00-1.49 Strongly disagree Highly negative

The findings in Table 1 indicate the level of perceived learner’s study

habits among students in terms of homework. The table presents the mean
scores for each item, along with the verbal interpretation.
The highest-ranked item is "The homework given, makes me read
more facts about the topic taught by the teacher” with a mean score of 3.87,
falling under the category of "Agree." This indicates that respondents
generally agree that homework assignments lead them to explore and read
more about the topics taught by their teachers, reflecting a positive attitude.
 19

The second highest-ranked item is "I complete my assignments on time" with

a mean score of 3.79 also falling under the category of "Agree." This suggests
that respondents have a positive attitude towards completing their
assignments within the given timeframe. This implies that the respondents
passed their homework and maximizing the time given by the teacher well of
doing their math homework. The third highest-ranked item is “I engage in
group discussion when approaching my homework" with a mean score of
3.69, indicating agreement and a positive attitude. This suggests that
respondents believe in the effectiveness of group discussions when
approaching their homework assignments.
The least-ranked items state that "I write down all assignments for each
class in a special section of the notebook" received a mean score of 3.64,
falling under the category of "Agree." This implies that respondents have a
positive attitude towards organizing their assignments by writing them down in
a dedicated section of their notebooks. Also, the item "I take time to review my
class notes before attempting the homework I was given" received a mean
score of 3.49, falling under the category of "Uncertain" but leaning towards a
moderately positive interpretation. This suggests that respondents are
somewhat uncertain about the benefits of reviewing their class notes before
attempting their homework, but the overall attitude is still positive.
Overall, the average score of 3.70 indicates a positive attitude towards
study habits in terms of homework. The respondents generally agree with
statements related to homework, indicating positive study habits such as
reading more about the topic, completing assignments on time, engaging in
group discussions, and organizing assignments in their notebooks.
This finding aligns with previous research by Tsai and Jiang (2013),
that homework is generally used as a learning resource for educational
activities. It provides students opportunities to improve their learning habits,
learning performance, and aims to their academic achievements. However,
students view homework differently according to their educational levels,
beliefs, attitudes, and cultures.
 20

Table 2: Respondent level of study habits in terms of time allocation

Statement Mean Quantitative Interpretation
Description
1. I spend time involving in other activities
that will improve my understanding of
mathematics* 3.61 Agree Positive
2. I study mathematics for at least 30 min Moderately
each day after classes 3.37 Uncertain positive
3. I spend more time reading other Moderately
subjects than mathematics* 3.22 Uncertain positive
4. The problems outside of the classroom-
with other students or at home-cause Moderately
me to neglect my school work* 3.07 Uncertain positive
5. I spend time watching mathematics
educational content for the good of my Moderately
studies 2.78 Uncertain positive
Moderately
Average 2.85 Uncertain
positive

Legend:
Rating Scale Quantitative Description Interpretation
5 4.50-5.00 Strongly agree Highly positive
4 3.50-4.49 Agree Positive
3 2.50-3.49 Uncertain Moderately positive
2 1.50-2.49 Disagree Negative
1 1.00-1.49 Strongly disagree Highly negative

The findings from Table 2 indicate the level of perceived learner’s

study habits among students in terms of time allocation. The table presents
the mean scores for each item, along with the verbal interpretation.
The highest-ranked item is "I spend time involving in other activities
that will improve my understanding of mathematics” with a mean score of
3.61, indicating that learners like to spend their time on extracurricular
activities to share new ideas and to improve their skills in learning
mathematics. This suggests that it will help the students to improve their skills
and achievement math exams. The second highest-ranked item is “I study
mathematics for at least 30 min each day after classes “with a mean score of
3.37. This implies that students lack skills on reviewing math lessons after
class. Such habit could hinder their knowledge and affects the willingness in
learning. The third highest-ranked item is “I spend more time reading other
subjects than mathematics" with a mean score of 3.22. This suggests that
students often spend time and enjoy other subjects that are not involving
mathematics and might result to be unproductive in exam. The inability on
 21

focusing mathematics subject may limit their ability to engage meaningful

mathematical discourse.
The least-ranked items contain the statements: "The problems outside
of the classroom - with other students or at home - cause me to neglect my
school work" received a mean score of 3.07, which falls under the category of
"Uncertain." This suggests that respondents have an uncertain attitude
towards external problems negatively affecting their school work, indicating a
moderately positive interpretation. Also, the statement "I spend time watching
mathematics educational content for the good of my studies" received a mean
score of 2.78, falling under the category of "Uncertain." This indicates that
respondents are uncertain about the benefits of watching mathematics
educational content for their studies, suggesting a moderately positive
interpretation.
Overall, the findings indicate that students are not aware on after class
studying with a mean score of 2.85 in their perceived level of study habits in
terms of time allocation. This lack of capabilities on giving time allocation may
result to time mismanagement and may hinder their learning that may result to
poor study habits. These findings highlight the study habits such as time
allocation to improve the academic achievement of students in exam scores.
This finding aligns with previous research by Aduke (2015) which
states that managing time being a student is as important as later in life. It is
essential for students to manage their time in daily activities. Most students
run out of time when an assignment is assigned to them and they are not able
to finish it before the last date while others have plenty of time as they are
trained to manage their time effectively. Efficient time management always
results in contentment and satisfaction in daily life. Time management is
important in the sense that it teaches people how to manage their lives and
time effectively. Time management is a skill of organizing, planning, arranging
and accounting one’s time for creating more productivity and efficient work.
 22

Table 3: Respondent level of study habits in terms of note taking

Statement Mean Quantitative Interpretation
Description
1. I go back and check solution to
exercises I have studied, rechecking
any points I find doubtful 3.85 Agree Positive
2. When I’m having trouble with
mathematics exercises, I try talking it
over with the teacher 3.83 Agree Positive
3. I have to re-read material several times
because the solutions don't have much
meaning the first time I go over them 3.65 Agree Positive
4. I have trouble picking out the important
point in the mathematics exercises I Moderately
solved 3.44 Uncertain positive
5. I find it hard to pick out the important Moderately
points of a mathematics assignment 3.27 Uncertain positive
Average 3.61 Agree Positive

Legend:
Rating Scale Quantitative Description Interpretation
5 4.50-5.00 Strongly agree Highly positive
4 3.50-4.49 Agree Positive
3 2.50-3.49 Uncertain Moderately positive
2 1.50-2.49 Disagree Negative
1 1.00-1.49 Strongly disagree Highly negative

The findings in Table 3 indicate the level of perceived learner’s study

habits among students in terms of note taking. The table presents the mean
scores for each item, along with the verbal interpretation.
The highest-ranked item is "I go back and check solution to exercises I
have studied, rechecking any points I find doubtful" with a mean score of 3.85,
indicating that the learners take their time reading the important points very
carefully, as stated in the statements. Despite having a hard time reading,
they would always give their best in understanding the meaning of the
concept they want to learn. This understanding of reading ability is relevant
because it also makes students grow and progress. The second highest-
ranked item is "When I’m having trouble with mathematics exercises, I try
talking it over with the teacher" with a mean score of 3.83, indicating that
learners are willing to learn and asked the teacher when they are confused.
This suggests that some learners may struggle to study but with the guidance
of the teachers they can cop up and get better in studying. Such habits can
help them hone their skills and learning and may lead to willingness to learn at
all time. The third highest-ranked item is "I have to re-read material several
times because the solutions don't have much meaning the first time I go over
 23

them" with a mean score of 3.65. This suggests that students often struggle to
study and must review the lessons related to mathematics. The difficulty in
understanding the lessons may limit their ability to fully participate in
discussions and engage in meaningful mathematical discourse.
The least-ranked items contain the statements "I have trouble picking
out the important points in the mathematics exercises I solved" received a
mean score of 3.44, falling under the category of "Uncertain" but leaning
towards a moderately positive interpretation. This indicates that respondents
are somewhat uncertain about their ability to identify the important points in
mathematics exercises, but the overall attitude is still positive. Also, the
statement "I find it hard to pick out the important points of a mathematics
assignment" received a mean score of 3.27, also falling under the category of
"Uncertain" but leaning towards a moderately positive interpretation. This
suggests that respondents are somewhat uncertain about their ability to
identify the important points in a mathematics assignment, but the overall
attitude is still positive.
Overall, the findings indicate that students are mostly aware on the
importance of effective studying through note-taking with a mean score of
3.61. This indicates that students enhance their productivity by actively
engaging in learning. These findings highlight the study habits like note-taking
to improve the skills and better memory in remembering what is good for their
academic life.
This finding aligns with previous research by Chang (2014), whether
taking notes from lectures, note-taking has been shown to improve student
learning. In other words, if students want to remember more of what they
learn in the classes, better to jot down notes than it is to not have notes. The
thinking behind this is that note-taking requires effort. Rather than passively
taking information in, the act of encoding the information into words or
pictures forms new pathways in the brain, which stores it more firmly in long-
term memory.
 24

Levels of Academic Achievement

This portion reveals the results for the academic achievement of the
respondents in Mathematics using their midterm score in the subject Math 2-
Statistics and probability. The data are presented in Table 4.

Table 4: Students Levels of Academic Achievement

Level of Academic Achievements Frequency Percent (%) Interpretation
90% - above 29 15 Outstanding
85%-89% 20 11 Very Satisfactory
80%-84% 21 11 Satisfactory
75%-79% 20 11 Fairly Satisfactory
74% and below 99 52 Did not meet
expectations
Mean:72% Fairly Satisfactory

Legend:
Percentage Level of understanding
90% - above Outstanding
85%-89% Very Satisfactory
80%-84% Satisfactory
75%-79% Fairly Satisfactory
74% and below Did not meet expectations

The table 4 presents the frequency and percentage distribution of

respondents’ level of Mathematics academic achievements.
The data suggest a fairly wide distribution of academic achievement
levels among the respondents. There are students who performed
exceptionally well (15% in the Outstanding category) and others who
performed poorly (52% in the Did not meet expectations category). The
majority of students fall into the fairly satisfactory and did not meet
expectations categories, indicating that there is a significant portion of the
class that needs improvement in their understanding of mathematics. The
mean score of 72% falls within the fairly satisfactory category, indicating that,
on average, the students' performance is considered to be at a fairly
satisfactory level.
The findings indicate a mixed performance in mathematics among the
respondents, with a need for more attention and support for students who did
not meet the expected level of academic achievement. The results can serve
as a basis for designing targeted interventions and improvement plans to
enhance the overall academic performance of the class in Mathematics.
 25

The results aligned to the study of Agba (2013) unserious students do

study anyhow without specific techniques, and he submits that such students
are most likely to perform below average. Thus, good study habits help
students to attend classes very often and do so on time.

Relationship between learner’s perceptions on study habits towards academic

achievement.

To correlate learner’s perception on study habits and academic

performance of grade 11 learners, table 5 is presented.

Table 5: Relationship between study habits and academic achievement

Pearson r p-value Decision Remark
1. Homework -.098 .453 Failed to reject H 0 Not Significant
2. Time allocation -.179 .234 Failed to reject H 0 Not Significant
3. Note-taking -.078 .549 Failed to reject H 0 Not Significant

The table shows that the correlation between the study habits
(homework, time allocation, note-talking) and the academic performance of
mathematics learners were not found to be significant. This can be confirmed
by their corresponding r and p-values for all three correlations are greater
than the conventional threshold of 0.05, indicating that the relationships
observed could have occurred by chance. In statistical hypothesis testing, the
null hypothesis (H 0 ) assumes no relationship or no significant effect. In this
case, the decision to "not reject ( H 0 ¿", suggests that there is not enough
evidence to conclude that there is a significant correlation between the study
habits and academic performance of mathematics learners.
It is important to note that correlation coefficients and p-values alone
do not provide a comprehensive understanding of the impact of study habits
on academic achievement. Other factors, such as sample size, study design,
and the specific measures used for study habits and academic performance,
can also influence the results. Additionally, this information does not provide
insights into the importance of studying the effects of study habits on
academic performance, as stated in the summary.
 26

The study's main objective was to determine the relationship between

study habits and academic performance of the Grade 11 Senior High School
learners. The statistical analysis of data in table 4 revealed that the variable is
not significant with an associated probability value of 0.05 alpha level of
significance. A two-tailed test was used to test the hypothesis.
The result of this study supports the study of Lawrence (2014), he
investigated to find the significant relationship between study habits and
academic achievement of higher secondary school students. His research
revealed that there is no significant difference between the variables
presented in the study. In addition to the above-mentioned study, Ali (2018)
determined the relationship between the students' study habits and academic
performance. Results revealed that no statistically significant relationship
between study habits and academic performance of the respondents, still
students should be able to learn and teach the patterns of study habits.
The results showed that the study habits of the students are at a
relatively average level. Additionally, enhancing students' study habits are
relevant, especially in note-taking, time allotment, and homework. The
academic performance level shows that the mean score of the respondents'
academic performance was satisfactory. No student was recorded who did
not meet the school's expectations, which means that the respondents
performed well enough inside the classroom. Also, there is no significant
relationship between study habits and the students' academic performance,
indicating that the null hypothesis is not rejected.
 SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary of the study, the conclusions

derived from the findings, and the proposed recommendations

Summary

The study investigated the relationship of study habits in relation to the

academic achievement to determine the level of perceived learner’s study
habits in terms of homework, time allocation, and note-taking. The findings
revealed the following:
The overall mean of learners perceived level of study habits in terms
of homework is 3.70, indicating a positive level of study habit. The statement
"The homework given makes me read more facts about the topic taught by
the teacher," obtained the highest mean score of 3.87, suggesting that
homework affects the learning of the students that may lead on effective
learning. The overall perceived level of study habits of students in terms time
allocation was 2.85, indicating neutral level of study habit. The statement "I
spend time involving in other activities that will improve my understanding of
mathematics," received the highest mean score of 3.61, indicating that
students are actively engaging math related activities to improve their learning
and skills. The overall mean on perceived level of study habits in terms of
note-taking was 3.51, indicating a positive level of study habits. The statement
"I go back and check solution to exercises I have studied, rechecking any
points I find doubtful" obtained the highest mean score of 3.85, suggesting
that students are actively engaging in the subject and create ways to have
better understanding.
Academic achievement and the learner's perceived levels of their study
habits are not significantly related. The findings indicated that there was no
statistically significant relationship between math students' academic
performance and their study habits (homework, time allotment, and note-
taking). The p-values for each of the three correlations are higher than the
usual cut-off point of 0.05.
 28

Conclusions

Based on the results of the survey, the following conclusions were

drawn:
The findings of the study on the level of perceived learner’s study
habits in terms homework; time allocation; and note-taking, revealed a
positive level of study habits among students in terms of homework and note
taking. It also revealed a moderately positive level in terms of time allocation.
The level of learner’s academic performance as revealed in their
midterm examination scores on the subject Math 2-Statistics and probability,
falls on the fairly satisfactory category, indicating that, on average, the
students' performance is considered to be at a fairly satisfactory level.
Moreover, the study confirms non-significant relationship between
study habits and academic achievement in terms of exam scores. These
results suggest that study habits cannot hinder student’s academic success in
mathematics.

Recommendations

The following recommendations were made based on the findings of

this study:
Parents and guardians may encourage their children to set up
schedules for study and they should allow give their children enough time to
study at home.
The teachers may teach the student on how to take important notes
during every lesson. By so doing, the students would develop good habits of
note taking, time allocation, and homework and this could lead to good
academic performance in mathematics.
Students may have at least one study habit to help them improve their
academic achievements.
School Administrator may organize orientation to students on how to
develop effective note-taking and time management skills. This would have to
facilitate effective study habits among students.
 29

School Administrator may develop a functional school library in

secondary schools. In doing so, the students would be motivated to utilize the
library resources and thus, inculcating in them good study habits.
School Administrator may hire qualified mathematics teachers should
be employed in all secondary. If this is done, students would acquire enough
knowledge, ideas and skills on how to tackle mathematical problems and this
would improve their academic performance in this subject.
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 32

APPENDICES
 33

Appendix A. Questionnaire for Study Habits

Strand/Section: __________________
Study Habits (Please put ): (__)Homework and Assignment
(__)Time Allocation
(__)Reading and Note Taking
Instruction: The following is a list of statements concerning students' habits
and methods of study. Read and consider each statement and then indicate
how it applies to you. Please answer all questions. After each statement, you
will find columns 1, 2, 3, 4 and 5. Place a check mark () in the column that
you feel best describes your study habits. Check it in accordance with the
following key: 1 (Strongly Disagree), 2 (Disagree), 3 (Uncertain), 4 (Agree)
and 5 (Strongly Agree)
Homework 1 2 3 4 5
SD D U A SA
1. I complete my assignments on time
2. I write down all assignments for each class in a
special section of the notebook
3. I take time to review my class notes before
attempting the home work I were given
4. I engage in group discussion when approaching my
homework
5. The homework given makes me read more facts
about the topic taught by the teacher

Time Allocation 1 2 3 4 5
SD D U A SA
1. I waste too much time listening to the radio to forget
my studies
2. The problems outside of the classroom-with other
students or at home-cause me to neglect my school
work*
3. I study mathematics for at least 30 min each day after
classes
4. I spend more time reading other subjects than
mathematics*
5.I spend time watching mathematics educational
content for the good of my studies

Note Taking 1 2 3 4 5
SD D U A SA
1. I find it hard to pick out the important points of a
mathematics assignment?
2. I have to re-read material several times because the
solutions don't have much meaning the first time I go
over them
3. I have trouble picking out the important point in the
mathematics exercises I solved
 34

4. I go back and check solution to exercises I have

studied, rechecking any points I find doubtful
5. When I’m having trouble with mathematics exercises,
I try talking it over with the teacher
 35

Appendix B: Request letter to Don Carlos Polytechnic College President to

conduct the study
 36

Appendix C: Request letter to Grade 11 senior high school learners of Don

Carlos Polytechnic College
 37

Appendix D: Curriculum Vitae of the Researchers

RESEARCHER
Curriculum Vitae

PERSONAL BACKGROUND
Name : Edmar T. Domasig
Age : 21
Home Address : P-14 Poblacion Sur, Don Carlos Bukidnon
Contact Number : 09755406167
Date of Birth : December 10, 2001
Place of Birth : Poblacion Sur, Don Carlos Bukidnon
Gender : Male
Ethnicity : Bisaya
Religion : Roman Catholic
Father's Name : Mr. Edwin A. Domasig
Mother's Name : Mrs. Emmaluz T. Domasig
Degree : Bachelor of Secondary Education major in
Mathematics

EDUCATIONAL BACKGROUND
Elementary : Don Carlos Central Elementary School
(2013-2014)
: Don Carlos Bukidnon
Secondary : Kitaotao National High School Batch
(2019-2020)
: Poblacion, Kitaotao Bukidnon
Tertiary : Don Carlos Polytechnic College
: P-2, Poblacion Norte, Don Carlos
Bukidnon

AFFILIATION
Member : Euclid Club
: 2020-2023
 38

RESEARCHER
Curriculum Vitae

PERSONAL BACKGROUND
Name : Ralph D. Manderico
Age : 22
Home Address : P-1C Poblacion, Dangcagan Bukukidnon
Contact Number : 09924831144
Date of Birth : July 22, 2000
Place of Birth : P1C Poblacion Dang
Gender : Male
Ethnicity : Bisaya
Religion : Roman Catholic
Father's Name : Mr. Rother Z. Manderico
Mother's Name : Mrs. Marianita D. Manderico
Degree : Bachelor of Secondary Education major
in Mathematics

EDUCATIONAL BACKGROUND
Elementary : Dangcagan Central Elementary School
(2012-2013)
: Dangcagan Bukidnon
Secondary : Dangcagan National High School ( 2018-
2019)
: Dangcagan Bukidnon
Tertiary : Don Carlos Polytechnic College
: P-2, Poblacion Norte, Don Carlos
Bukidnon

AFFILIATION
Member : Euclid Club
: 2020-2023
 39

RESEARCHER
Curriculum Vitae

PERSONAL BACKGROUND
Name : Christian S. Olape
Age : 21
Home Address : P-6 Samapagar, Damulog Bukidnon
Contact Number : 09094865755
Date of Birth : Nov. 23, 2002
Place of Birth : Tablon Cagayan De Oro City
Gender : Male
Ethnicity : Bisaya
Religion : Roman Catholic
Father's Name : Mr. : Agustin A. Olape
Mother's Name : Mrs. Conchita S. Olape
RESEARCHERDegree : Bachelor of Secondary Education
Curriculum Vitae major in Mathematics
PERSONAL BACKGROUND
Name
EDUCATIONAL BACKGROUND : Charles R. Tejoc
Age
Elementary : :Samapagar
21 Elementary School
Home Address : P-14 Poblacion Sur, Don Carlos
(2013-2014)
BukidnonBukidnon
: Damulog
Contact Number
Secondary : 09384884693
: Old Damulog National High School
Date of Birth : May 3, 2002
(2019-2020)
Place of Birth : Don Carlos
: Damulog Bukidnon
Bukidnon
Gender
Tertiary : Male
: Don Carlos Polytechnic College
Ethnicity : Filipino
: P-2, Poblacion Norte, Don Carlos
Religion : Roman Catholic
Bukidnon
Father's Name : Mr. Marlon S. Tejoc
Mother's Name
AFFILIATION : Mrs. Delia R. Tejoc
Degree : Bachelor of Secondary Education
Member : Euclid
major inClub
Mathematics
: 2020-2023
EDUCATIONAL BACKGROUND
Elementary : Don Carlos Central Elementary
School (2013-2014)
: Don Carlos Bukidnon
Secondary : Loyola High School (2019-2020)
: Don Carlos Bukidnon
Tertiary : Don Carlos Polytechnic College
: P-2, Poblacion Norte, Don Carlos
Bukidnon

AFFILIATION
Member : Euclid Club
: 2020-2023