FACTORS AFFECTING THE STUDENTS’ STUDY HABITS AMONG THE

JUNIOR HIGH SCHOOL STUDENTS OF KSU-LHS

A Research Submitted To:

Grethen C. Tuquilar

Researchers:

Fernando, Emmie Joy

Cunal, Lovely Grace

Cacatian, Sheryn

Bambico, Marinel

April 4, 2024

CHAPTER I

BACKGROUND OF THE STUDY

Introduction
 Study habits are the term of a student’s way of studying and are essential for
students to maximize productivity, efficiency, and retention in preparation for
evaluations. It is also considered as the third pillar of academic success and are
mainly external factors that facilitate the study process, such as study routines,
regular sessions, self-evaluation, explanation, and studying in a conducive
environment. According to Jafari (2019), study habits are one of the most important
determinants of a student’s academic performance. Academic performance is the
primary indicator of a quality learning experience in every school setting, particularly
in higher institutions (Magulod, 2019).
When elementary students become junior high school students, their environment
starts to change, and they start to become more grade conscious. They will start to
realize and understand things. They start to think of things in other ways once their
environment changes.
As students become more dedicated to their studies, we
cannot avoid the factors that affect their study habits. For instance, students
need to studytheir upcoming exams, but at home, there are also other tasks
that they need to do, such as household chores, which can negatively impact
their studies. Arguments with friends or romantic partners can also have a
significant effect on a student's study habits.
According to Jafari, et al. (2019), some of the worst study habits include
procrastination, evading the study, studying in inappropriate conditions, and
loud sounds of music and television during studying. It was determined that the
following factors: homework overload, internet connection, social media
addiction, home environment, and family stress, have highly affected junior
high school students’ studies. However, it was found that peer pressure is the
only factor with the lowest impact, for it only mildly affects the students’ study
habits during their time. (Gaddi et al., 2023).
According to Korkmaz (2023), The counseling of teachers, the economic
situation of the family, and properly planned study may play a role in the study
habits of the student. The behavior of the students may change if the factors
keep on affecting the student’s study habits. They may start to neglect their
studies which may greatly affect their academic performance due to the lack of
good study habits.
Broaden the knowledge about how the factors affecting the study habits of
junior high school students. Good study habits and environment should prevail
among the schools, and school students are continuously faced with the
 problem of mass failure, poor school grades, and incessant repetitions, and
thus subsequent withdrawals from school. ( Khan, 2016 )
The researchers wanted to identify the factors concerning the student's
study habits with the involvement of their family, peers, loved ones, and friends.
These factors agitated the researchers to dive into these problems and seek an
understanding of how the factors affect them. The study aims to address the
negative behavior that leads to bad study habits and provide guidance to
students on how to nurture good study habits.
Statement of the Problem
This study focuses mainly on the factors affecting student’s study habits of
junior high school students in Kalinga State University Laboratory High School.
The researchers sought to find and understand the following questions:
1. What are the student's study habit in and out of the school?
2. What are the factors affecting students study habits?
3. What are the coping mechanisms of the students regarding the factors
affecting their study habits?

Objectives

The following objectives are the specific goals and purposes of the study. It
acted as a guide in identify the factors affecting the student’s study habit of the
junior high school of Kalinga State University Laboratory High School.
1. To identify the student’s study habits in and out of the school.
2. To determine the factors affecting the students study habit.
3. To explain the coping mechanisms of the students regarding the factors
affecting their study habits.

Scope and Delimitation

This study focuses on the factors affecting the student’s study habits. This
study will focus on the junior high school students of Kalinga State University
Laboratory High School in the school year 2023-2024. It will be conducted
inside the Kalinga State University campus. The senior high school students
will not be included in the study.
 Theoretical Framework
This study was supported by the 3 following theories:
1. Social Learning Theory: This theory, proposed by Albert Bandura
(1977), emphasizes the role of observation and modeling in learning behaviors.
Students may observe the study habits of their peers, teachers, and family
members and adopt similar behaviors. Understanding social influences can
help in promoting positive study habits through peer modeling and
encouragement. The theory later evolved into the social cognitive theory in
1986 which postulates that learning takes place in a social framework with an
ever-changing and shared interaction between the person, environment, and
behavior.
2. Self-Determination Theory: Developed by Deci and Ryan (1985), this
theory
focuses on intrinsic motivation and autonomy in learning. It suggests that
students are more likely to engage in studying when they feel a sense of
autonomy, competence, and relatedness to their learning environment.
Educators can support students' autonomy by providing choices in learning
tasks and fostering a supportive classroom climate. They developed a theory of
motivation that suggests people tend to be driven by a need to grow and gain
fulfillment.
3. Cognitive Load Theory: This theory, proposed by Sweller (1988),
focuses on how the cognitive demands of learning tasks affect students'
learning outcomes. Factors such as the complexity of study materials,
instructional design, and students' prior knowledge can influence cognitive load
and subsequently impact study habits. Designing learning materials and
activities that manage cognitive load effectively can enhance students' study
habits. According to John Sweller, who proposed the Cognitive Load Theory in
the Late 1980s, the best learning occurs when the learning environment is
aligned with the human cognitive capacity. The Cognitive Load Theory revolves
around some of the well-known theories about how we process and store
information.

Conceptual Framework
 Socio- Factors
Demographic Administering
affecting the
profile of the Questionnaires/
student’s
students Interview
study habits

The focus of the study is shown in the Conceptual Framework above which
consists of three variables; the Socio-demographic profile of the students,
Administering Questionnaires, and Factors affecting the students’ study habits.
Under the Socio-demographic profile of the students, these can be some of the
factors that affect the student’s study habits, for example, their age, occupation
of their parents, and their gender. Moreover, to understand more the students,
the variable “Administering Questionnaires/Interview” is where the gathering of
data about the student factors that affect the students’ study habits. In this
case, with the gathered information and data. With the data gathered, the
variable “Factors affecting the student’s study habits” is indicated to know more
about what are the other factors affecting the student’s study habits and what
are the roles of these factors to the students.

Definition of Terms
Academic. Refers to work related to school.
Administering. Means to manage or conduct something.
Affect. Refers to acting on something to cause a change.
Agitated. Refers to being concerned or bothered about something or
someone.
Challenge. Refers to something that needs great effort to be done
successfully.
Cognitive. Refers to the relating of mental process.
Conducive. Refers to tending to cause or produce something.
Conduct. Refers to the way in which an activity is organized and carried
out.
Determination. Refers to the way you continue trying to do or achieve
something.
 Economic. Refers to the study of how things are made, moved around,
and used.
Efficient. Refers to function and use with the least amount of time and
effort.
Environment. Refers to something that surrounds us.
Factor. Refers to the circumstances or influence that contributes to a result
or outcome.
Habit. Refers to something that a person does often in a regular or
repeated way.
Impact. Refers to having a strong effect or influence on a situation or
person.
Influence. Refers to the power to change something or someone to cause
change.
Knowledge. Refers to understanding gained through experience.
Learning. Refers to a lifelong process of transforming information and
experience into knowledge, skills, and behaviors.
Peer. Refers to someone who is equal to your level.
Performance Academic. Refers to the achievement in carrying out the
task.
Pressure. Refers to the force that you feel when people are trying to
persuade or force you to do something.
Procrastination. Refers to the action of delaying or postponing something.
Productivity. Refers to how efficiently a person completes a task.
Problem. Refers to a situation that causes difficulties and needs to be
dealt with.
Psychologist. Refers to a person who specializes in the study of mind and
behavior or in the treatment of mental, emotional, and behavioral
disorders.
Questionnaires. It is a data full of questions.
Research. Refers to the method people use to gain knowledge about a
topic.
Researcher. Refers to someone who conducts research.
Retain. Refers to holding on to or keep.
Retention. Refers to an ability to retain things in mind.
Routine. Refers to the usual series of things that you do at a particular
time.
 Situation. Refers to an important or sudden problem.
Student. Refers to someone who is studying at school.
Study. This refers to the activity or process of learning about something.
Study Habit. Refers to the behaviors and techniques that students employ
to facilitate their learning and academic success.
Success. Refers to a degree or measure of succeeding.
Theory. Refers to an idea or set of ideas that is intended to explain facts or
events.

Significance of the study

Student. This study would help the students deal with factors affecting
students study habits. They could also benefit from this research to be aware of
the factors affecting their study habit. Students would also be able to gain
knowledge about this study on how they can improve their study habits.
Teachers. The result of this research could help teachers identify the
factors affecting the student's study habits. The findings of this study will help
teachers recognize the challenges faced by students in their study habits. This
would help students by providing instructions and suggestions and would help
them to accept others' opinions on how to overcome challenges.
Parents. Parents would gain a better knowledge about the challenges
faced by their children in their study habits. This would help them to realize that
their children are struggling to overcome the factors that affect their study
habits. This research would assist them in guiding their children in their study
habits.
School. This information may help the school to identify the students’
dealing with factors affecting their study habits which may help them improve
their relationship with the students
Government. Government can leverage students’ study habits in various
ways to enhance education and societal development. This includes informing
education policy development, promoting health and well-being initiatives, and
preparing students for the workforce. By understanding how students learn and
study, governments can make informed decisions to improve educational
outcomes and support students' success.
Future Researchers. Future Researchers studying students’ study habits
will gain a deep understanding of various factors influencing student’s learning
and study behaviours. Studying students' study habits can equip future
researchers with valuable tools and knowledge to drive positive changes in
education, benefiting students, educators, and society as a whole.

CHAPTER II

Review of Related Literature

This chapter contains information gathered from diverse sources by the

researchers to support the current study. The researchers were able to gain
relevant information related to the study. Additionally, this chapter improved the
researchers’ understanding of the study. A Review of Related Literature aims to
establish facts from earlier studies.

Socio-Demographic Profile of the Students

Local Literature
Gender
Wrigley-Asante et al. (2023) found in their study that gender stereotypes
significantly contribute to differences in academic performance at the high
school level. However, at the tertiary level, females' academic performance
improved relative to that of males due to factors such as teaching
methodologies, motivation, support from parents, and women’s empowerment
campaigns. On the other hand, males' engagement in extra-curricular activities
and other economic ventures, often linked to socio-economic influences, tend
to affect their academic performance at the tertiary level.
Nishmin Unwalla (2020) in her study emphasized that study habits play a
critical role in a student's life, contributing to their success or failure. The study
discovered differences in the study habits of males and females but did not
conclude that one gender had superior study habits over the other.
According to a study by Liu et al. (2021). Female students are more likely
than male students to use self-regulated learning strategies, these tactics,
which can improve academic performance, include goal setting, self-
monitoring, and self-evaluation.
The status of study habits in male and female students did not differ from
each other significantly, in other words, in terms of skills and study habits, male
and female students were at the same level. Females, generally, make notes,
pay attention, take instructions, and spend more time on assignments and
tasks during lectures and can store and recall information better (Naqvi et al.,
2018).

Age
According to Navaro et al. (2015), Studies have indicated that younger kids
perform better than their older colleagues. It has been proposed that because
of variations in cognitive development and a concentration on learning rather
than social activities, younger pupils may perform better. In general, there is a
complex relationship between age and academic achievement that is
influenced by a number of variables.
Oliveri et al. (2021) suggest that the relative age effect (RAE) on the
development of cognitive, motor, and emotional skills in schoolchildren has
gained momentum in recent decades worldwide, driven by the implementation
and modification of public policies aimed at improving the teaching and learning
processes inherent in any education system.

Foreign Literature
Gender
Yuh-Tyng Chen (2018) study discovered that male students are more likely
to employ selective learning strategies, like concentrating on particular parts of
a task, whereas female students are more likely to use elaborative learning
strategies, like connecting new information to what they already know.
According to Alzahrani (2015), learners' performance outcomes are significantly
impacted by their study habits, which also vary by gender. These results
suggest that curriculum modifications should be enhanced to improve learning
outcomes, as students' academic success is a crucial outcome for medical
schools.
Ali, M.I., and Mohammad. (2017). Study habits as a measure of academic
achievement among senior secondary school students about type of school
and gender. The study was conducted on 196 senior secondary school
students, of which 102 were male and 93 Female students were selected from
both private and government schools using a simple random sampling
technique. Study habits an inventory designed by B. V. Patel was used to
assess the study habits and total marks obtained by the students in the
preceding class.
Priya and Dariti (2015) studied the level of study habits among school
students. A total of 160 students were the respondents aged from 13-18 years
through random sampling. The results revealed that many boys are poor in
their study habits compared to girls. Their study also showed that students from
private schools are better than students from government schools in terms of
study habits.

Age
According to Alhaj et al. (2022), when compared to younger learners, older
learners typically receive far lower scores on motivational scales. Learners'
motivation is also influenced by elements like the learning environment and the
role of the teacher. Furthermore, studies have indicated that younger students
tend to be more driven than their older counterparts. These results imply that
age is a significant factor to take into account when analyzing language
learning motivation.

Factors Affecting The Students’ Study Habits

Local Literature
Peer Influence
According to Calingayan et al. (2017), students' study habits were
significantly influenced by their peers differently depending on their age, sex,
civil status, ethnic affiliation, and year level. According to the study's findings,
the respondents' good grades are a result of receiving supportive influences.
According to Singasing (2019), friends can impact students' study habits,
either positively or negatively. Peer influences on students' study habits
included the following benefits: inspiration in studying, assistance with projects
and assignments, and a positive influence on being a good student. In contrast,
the drawbacks of participating in peer relationships included distractions from
studying and other negative impacts, such as having fun during class hours.
Participants' advice on how to develop strong study habits included joining peer
organizations that can help them become progressive students. Also, care and
other factors should be considered while picking friends, particularly within the
classroom and on campus.

Parental Involvement
 According to Pinatil et al. (2022) The degree of parental participation and
the student's academic achievement were also found to be significantly
correlated by the study. Therefore, children perform better academically when
their parents are more involved in their school lives. It is advised that school
administrators create initiatives and events that will boost parental involvement
in their kids' education.
According to Rizwan et al., (2021), it appears that parents' parenting styles
may influence students' self-regulation, self-efficacy, and academic
achievement. An authoritative and permissive parenting style can help
adolescents develop self-regulation and academic success. Internal elements
such as culture, ethnicity, family history, geography, and the schools they
attend all influence children's learning patterns. Parenting in Pakistan is also
distinct from that in Western nations. Parenting techniques differ among
cultures, which has an impact on their children's academic performance. As a
result, in Pakistani society, research into how parenting methods influence their
children's academic accomplishment, as well as how new technology adoption
literacy influences their academic achievement, is essential.

Environmental Influence
According to Ramli et al. (2021), the examination of pupils' academic
performance has garnered significant attention from educational scholars
worldwide, especially in the past 10 years. Accordingly, the effect of
environmental elements on students' academic performance at the University
Malaysia Kelantan (UMK) city campus was investigated in this study. It
discussed three environmental issues—pollution, a healthy environment, and
environmental hazards—with quality of life acting as a mediator. These aspects
included infrastructure and services.

Foreign Literature
Peer Influence
According to a study by Olalekan (2016), students' learning is influenced
by the peer groups they are a part of since they have a strong desire to fit in
and be accepted by their peers. Peer pressure and peer groups have both
positive and negative effects on students in boarding school settings because
they are crucial to an individual's growth.
According to Keletsositse (2021), the study shows that peer group
influence, particularly in boarding school settings, has both good and negative
effects on how kids behave. Additionally, research revealed a strong correlation
between peer influence and academic achievement, with the kind of peer group
affiliations one maintains having an impact on this.

Parental Involvement
According to Xing (2023), the study discovered that some family
characteristics, such as family income and education investment, have a direct
impact on students' academic achievement. Some behaviors, such as
acquiring a higher education from a better school, hiring a tutor, and purchasing
additional studying materials, can have a direct impact on students' academic
achievement. Nonetheless, numerous factors, including family structure and
connections, will have an indirect impact on academic performance.
According to Rahimpour (2015), there is a significant correlation between
parental influence and students' academic success. The researchers looked at
the workload, psychological resources, and academic performance of kids in
primary school. Parental support for academic autonomy affects academic
performance, academic self-efficacy, and self-regulated learning. Academic
performance, self-regulated learning, and self-efficacy all showed a negative
correlation with parental control.
According to Ireland (2019), parental involvement is the degree to which a
parent participates in her child's education and life. In certain cases, parents
must get involved in their children's education, while in others, schools promote
healthy parental involvement through programs and volunteer opportunities.
Parents who are aware of the activities their children participate in can help
them have a pleasant social experience. One of the most significant
determining elements in a child's education is parental participation, which
implies that the earlier a parent shows interest in their child's education, the
more successful the child will be in the long run. Assisting the child with their
homework is just the start of parental participation.

Environmental Influence
According to Wulaningsih (2018), the assumption about the influence of
motivation and learning environment will positively impact student learning
outcomes in schools. This is supported by Literature claiming that their
influence on study habits and a conducive learning environment will favorably
improve student learning results (Hidayat, Influencing Study Habits,
Environmental Learning and Supporting Parents Against Learning Achievement
(2015).

CHAPTER III

Methodology

This chapter presents the research methods and procedures that were
used in this study. This includes the research design, participants of the study,
local of the study, data gathering, and data analysis.

Research Design
The researchers utilized a phenomenological research method. This
design is suitable to this study where the student’s ability of learning is
influenced by study habits. This method also helps us to understand what is
like to experience specific situation. This kind of approach allows the
researchers to understand the essence of students' perceptions in terms of
their purpose in life.

Locale of the Study

This study will be conducted at Kalinga State University Bulanao Campus.
Located at Purok 6 Bulanao, Tabuk City, Kalinga. The researchers will choose
this place since our study focuses on the study habits of Junior High School
students. The researcher also would want to showcase a study that caters the
study habits of Kalinga State University students.

Population and Sampling

The participants of this study will be chosen using simple random sampling
in which only those participants who will actively cooperate in our study serve
as our samples. The researchers will use simple random sampling, a kind of
sample approach in which the researcher randomly selects a subset of
participants from a population. The data collected from a portion of the entire
population is more affordable and cost-effective in advance. Simple random
sampling is fast and has enough time to acquire inflammation data since it
gives the researchers more time for data collection.

Data Gathering
In gathering the data, the researchers requested permission to conduct
a study on the KSU LHS campus by presenting a letter of approval to the
principal. Upon approval, the researchers printed out the questionnaires meant
to address the study's objectives and problem statement. Subsequently, the
researchers requested permission from each class instructor to administer a
survey within the classroom. Then, before giving out the surveys, the
researchers gave the participants an explanation of the study's goal. The goal
of the questionnaire was to collect certain data pertaining to the study's
objectives. Additionally, the researchers ensured that participants replies were
handled with secrecy and that the questions were unambiguous and simple to
comprehend.

Data Analysis
This study will be using a thematic analysis in which thematic analysis is
the process of identifying patterns or themes within qualitative data. Braun &
Clarke (2006) suggest that it is the first qualitative method that should be
learned as ‘.it provides core skills that will be useful for conducting many other
kinds of analysis’ (p.78). A further advantage, particularly from the perspective
of learning and teaching, is that it is a method rather than a methodology
(Braun & Clarke 2006; Clarke & Braun, 2013). This means that, unlike many
qualitative methodologies, it is not tied to a particular epistemological or
theoretical perspective. This makes it a very flexible method, a considerable
advantage given the diversity of work in learning and teaching.
Instruments

In this study, the researchers will be using the questionnaire. It was lifted
from Funa, J.J., (2015), “Factors Affecting Study Habits of the Students” that
consist of questions related to the factors affecting the student’s study habit.
The questionnaire consists of two parts. The Part I of the research
 questionnaire consist of the participants’ profile such as their name, age, and
grade level. The Part II of the research instrument consists of questions which
will be answered in sentences.

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