Eldiejulietkaye Thesis Final 1 5

LIVING CONDITIONS OF JHCSC- CANUTO CAMPUS STUDENTS IN
BOARDING HOUSES: THEIR STUDY HABITS AND ACADEMIC

PERFORMANCE
BACHELOR IN SECONDARY EDUCATION

(English)
JHCSC-CANUTO M.S. ENERIO CAMPUS
Lakewood, Zamboanga del Sur
ELDIE BOY T. HEMOROZ

JAAZIEL KAYE B. IGNACIO
JULIET M. SAUCLOM
January 2024
LIVING CONDITIONS OF CANUTO -JHCSC STUDENTS IN BOARDING
HOUSES; THEIR STUDY HABITS AND ACADEMIC PERFORMANCE
UNDERGRADUATE THESIS PROPOSAL
Presented to the Faculty of

College of Teacher Education
JHCSC- CANUTO M.S ENERIO CAMPUS
Poblacion, Lakewood, Zamboanga del Sur
In Partial Fulfillment
of the requirements for the Degree
BACHELOR IN SECONDARY EDUCATION
(English)
ELDIE BOY T. HEMOROZ

JAAZIEL KAYE B. IGNACIO
JULIET M. SAUCLOM
January 2024
CERTIFICATE OF PANEL APPROVAL
The thesis titled LIVING CONDITIONS OF CANUTO -JHCSC STUDENTS

IN BOARDING HOUSES; THEIR STUDY HABITS AND ACADEMIC
PERFORMANCE, prepared and submitted by ELDIE BOY T. HEMOROZ,
JAAZIEL KAYE B. IGNACIO and JULIET M. SAUCLOM, in partial fulfillment of
the requirements for the degree Bachelor in Secondary Education, is hereby
recommended for approval.
CELEMIN B. CUAJOTOR, MAEd

Thesis Adviser
_____________
Date
This thesis is approved in partial fulfillment of the requirements for the degree
Bachelor in Secondary Education.
Approved by the Oral Examination Committee on ______________________

with a ___________.
REBIE MARIE MATILDO, PhD Prof. Jocelyn Ungang

Member Chairperson
ACKNOWLEDGEMENT
The researchers would like to acknowledge and give their warmest thanks to
the following people who helped made this work possible for success. Their
unwavering support and contribution to the conduct and completion of this study will
never be forgotten.
To Professor Celemin B. Cuajotor, the thesis adviser, the subject instructor, for
her insightful comments and constant encouragement to continue this study and her
continuous support, patience, guidance, motivation, enthusiasm, and immense
knowledge.
To Professor Jeverly Tess Mosqueda, our statistician, for analyzing the data.
To the SET, SAS, and STE students, for their active cooperation during the
conduct of survey.
To our family who tirelessly supported us financially and emotionally from
the start and for extending their patience and understanding.
Above all, to our Creator, our Heavenly Father who makes things possible. He
showers us His knowledge and wisdom, grants us strength and guidance allowing this
research to be successful.
Thank you so much!
The Researchers
DEDICATION
This paper is wholeheartedly dedicated to
OUR ALMIGHTY GOD.
To our family, friends, and special someone.
To our classmates, instructor, and to our adviser.
The Researchers
ABSTRACT
HEMOROZ, ELDIE BOY T., IGNACIO, JAAZIEL KAYE B., and SAUCLOM,
JULIET M., School of Teacher Education, JHCSC- Canuto M.S Enerio Campus,
Poblacion, Lakewood, Zamboanga del Sur, June 2024, “LIVING CONDITIONS OF
JHCSC- CANUTO CAMPUS STUDENTS IN BOARDING HOUSES: THEIR
STUDY HABITS AND ACADEMIC PERFORMANCE” An unpublished Bachelor’s
Thesis.
Adviser: Celemin B. Cuajotor, MAEd
The study focuses on determining the impact of students’ living conditions
and study habits on their academic performance. Living conditions, as defined by
Smith (2010), refer to the various aspects of a student's housing situation, including
the quality of their living environment, the stability of their residence, and the
availability of necessary resources. According to Johnson et al. (2018), inadequate
living conditions can be detrimental to a student's academic success. Factors such as
noisy or overcrowded living spaces, lack of access to a quiet study area, and
insufficient basic amenities are significant barriers to effective studying and academic
achievement. Similarly, poor study habits, including inconsistent study schedules,
ineffective study techniques, and lack of time management skills, contribute to lower
academic performance and hinder students' ability to excel in their coursework.
This study utilized the quantitative research method, particularly the
descriptive-survey design to gather information. Purposive sampling technique was
also used in selecting the respondents. The respondents of the study were the SAS,
SET and STE students who are officially enrolled in JHCSC- Canuto M.S Enerio
Campus. Data were collected using the researcher’s made questionnaire. In
investigation, the study was guided by a question: What is the level of satisfaction of
SAS, SET, and STE student boarders of JHCSC- CMSE Campus in terms of:
facilities, safety and security, environmental health and sanitation, and neighborhood
surrounding? The researchers used the four-point Likert scale to determine Living
Conditions of JHCSC- Canuto Campus Students in Boarding Houses: Their Study
Habits and Academic Performance. The result of the study has a total weighted mean
of 3.14, which showed that the level of satisfaction of SAS, SET, and STE student
boarders of JHCSC- CMSE Campus in terms of: facilities, safety and security,
environmental health and sanitation, and neighborhood surrounding are observed as
satisfied. What is the level of study habit of SAS, SET, and STE student boarders of
JHCSC- CMSE Campus in terms of time management, learning skills, study
environment and study skills? The researchers used the four-point Likert scale to
determine Living Conditions of JHCSC- Canuto Campus Students in Boarding
Houses: Their Study Habits and Academic Performance. The result of the study has a
total weighted mean of 3.04, which showed that the level of study habit of SAS, SET,
and STE student boarders of JHCSC- CMSE Campus in terms of: time management,
learning skills, study environment, and study skills are observed as satisfied. What is
the level of academic performance of SAS, SET, and STE student boarders of
JHCSC- CMSE Campus? The researchers used the four-point Likert scale to
determine Living Conditions of JHCSC- Canuto Campus Students in Boarding
Houses: Their Study Habits and Academic Performance. The result of the study has a
total weighted mean of 1.82, which showed that the level of academic performance of
SAS, SET, and STE student boarders are observed as neutral. Is there a significant
relationship between the level of satisfaction and the study habits of the student
boarders? The researchers used the five-point Likert scale to determine Living
Habits and Academic Performance. The result of the study has a r-value of 0.681,
which showed that the significant relationship between the level of satisfaction and
the study habits of the student boarders are observed as moderate positive correlation.
Is there a significant relationship between the level of satisfaction and their academic
performance? The researchers used the five-point Likert scale to determine Living
Habits and Academic Performance. The result of the study has a r-value of -.193,
which showed that the significant relationship between the level of satisfaction and
their academic performance observed as little if any correlation. Is there a significant
difference among satisfaction in living conditions, study habits, and academic
performance? The researchers used a five-point Likert scale to determine the living
conditions of JHCSC-Canuto Campus students in boarding houses, their study habits,
and academic performance. The results of the study show that the r-value for living
conditions is 1, indicating a very high positive correlation. The r-value for study
habits is 0.681, indicating a moderate positive correlation. The r-value for academic
performance is -0.193, indicating little, if any, correlation.
The researchers recommended that the educational institution should provide
support services or organize workshops related to improving living conditions in
boarding houses for students at JHCSC-Canuto Campus. These initiatives should
focus on creating conducive study environments and promoting effective study habits
to enhance academic performance. This study will be valuable to future researchers

investigating similar topics, enabling them to expand on the parameters of student
living conditions, study habits, and their impact on academic performance.

TABLE OF CONTENTS
TITLE PAGE i
CERTIFICATE OF PANEL APPROVAL ii
ACKNOWLEDGEMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLES viii
LIST OF FIGURES ix
CHAPTER
1.THE PROBLEM
Introduction 1
Theoretical Framework 4
Conceptual Framework 6
Statement of the Problem 8
Significance of the Study 9
Scope and Limitation 10
Definition of Terms 11
2.REVIEW OF RELATED LITERATURE AND STUDIES

Living Conditions 14
Study Habits 22
Academic Performance 31
3.METHODOLOGY
Research Design 35
Research Environment 35
Sampling Design 36
Research Instrument 37
Research Respondents 37
Data Gathering Procedure 37
Statistical Process 37
4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
5. SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary 84
Findings 84
Conclusions 87
Recommendations 89
REFERENCES 91
APPENDIX
Appendix A Researcher’s Made Questioner 95
Appendix B. Letter of Request 96
Appendix C. Questionnaire – Checklist 97
CURRICULUM VITAE 105

LIST OF TABLES
Table 1. Living Condition of Student Boarders in terms of Facilities 47

Table 2. Living Condition of Student Boarders in terms of Safety and Security 50
Table 3. Living Condition of Student Boarders in terms of Environmental Health 54
and Sanitation
Table 4. Living Condition of Student Boarders in terms of Neighborhood 57
Surrounding
Table 5. Study Habit of Student Boarders in term of Time Management 62
Table 6. Study Habit of Student Boarders in terms of Learning Skills 67
Table 7. Study Habit of Student Boarders in terms of Study Skills 73
Table 8. Study Habit of Student Boarders in terms of Study Environment 77
Table 9. Relationship between the level of satisfaction and the study habits of 78
the students’ boarders
Table 10. Relationship between the level of satisfaction and their academic 79
performance.
Table 11. Is there a significant difference among satisfaction in the living 80
conditions, their study habits and academic performance.
LIST OF FIGURES
Figures Titles Page
1 The schematic diagram of the study 7

2 Map of JHCSC- Canuto M.S Enerio Campus 36
CHAPTER 1
THE PROBLEM
Introduction
“Your home away from home" is a very popular line used in advertisements
for boarding houses, apartments, hotels, restaurants, lodges, and even schools. For
students, their boarding houses are literally their second home. It is where they cook,
eat their food, rest, sleep, and among other activities.
Living in a boarding house can be a great option for students who are
attending school far away from home. This type of arrangement can help students
develop their social skills and make new friends, especially for first-year students
who may be struggling to adjust to college life. By living in a boarding house,
students can connect with others who are going through similar experiences, creating
a sense of community and support.
Students in boarding houses often develop strong friendships with peers who share
similar academic interests, a factor that positively impacts their academic self-
efficacy. (Wolke et al., 2018). Additionally, boarding houses provide a unique
environment for students to interact with those from different cultural backgrounds,
enhancing their cultural awareness and understanding (Lee and Park., 2015). Building
upon the diverse and enriching environment of boarding houses, it is fascinating to
explore how these communal living spaces shape social connections and profoundly
impact individual behaviors, such as study habits. Delving into the realm of study
habits, Jafari, et al (2019), shed the light on the distinctive nature of study habit which
is the individual behavior in relation to studying and is a combination of study

2
method and skill. In other words, study habits include behaviors and skills that can
increase motivation and convert the study into an effective process with high returns,
which ultimately increases the learning. Additionally, study habits are crucial in
determining academic performance and are often used to evaluate the quality of
education provided by an institution. One interesting factor that positively impacts
academic performance is residing in a boarding house. Additionally, study habits are
crucial in determining academic performance and are often used to evaluate the
quality of education provided by an institution. One interesting factor that positively
impacts academic performance is residing in a boarding house. A study by Thompson
and Gregg (2015) found that students residing in boarding houses experienced
improvements in their academic performance. This enhancement is attributed to the
supportive and focused environment of boarding houses, which facilitates effective
studying and helps students meet their academic goals more efficiently.
Various studies related to Living Conditions of JHCSC- Canuto Campus
Students in Boarding Houses: their Study Habits and Academic Performance. In the
study of Lazo, J. M., & Baliguat, J. B. (2019) “The Living Conditions of University
Students in Boarding Houses and Dormitories in Davao City, Philippines” Lazo, J.
M., & Baliguat, J. B. (2019). They found out that the positive impact of boarding
houses on academic performance, with good grades attributed to independent living
rather than family environments. In the study entitled “The Influence of Study Habits
and Socioeconomic Status on the Academic Performance of Senior High School
Students in Boarding Houses” Obianuju et al., (2017) they found out that both study
habits and socioeconomic status significantly impact academic performance, with

3
good study habits being more influential. Similarly in the study of Adebayo et al.,
(2018) titled “The Impact of Boarding House Regulations on Students' Study Habits
and Academic Performance”. Explores the influence of boarding house rules and
regulations on study habits and academic performance. Stricter regulations might
restrict study time, while flexible regulations could lead to distractions. In the study
conducted by Mwangi et al., (2016) “The Gender Differences in the Relationship
Between Boarding House Environment, Study Habits, and Academic Performance”
Examines whether the impact of living conditions and study habits on academic
performance differs between male and female boarding house students. Hence, the
study titled “The Impact of Mental Health on Study Habits and Academic
Performance of Boarding House Students” Ngandu, B. M., & Ongore, S. O. (2015).
Explores the potential influence of mental health issues like anxiety and loneliness on
study habits and academic achievement among boarding house residents.
In our exploration of various studies, we indeed identified a research gap,
which is the lack of understanding about how living in a boarding house specifically
influences study habits and academic performance. While previous research has
shown the positive impact of residing in a boarding house on academic performance,
there is a need to delve deeper into the specific study habits that are developed or
influenced by living in this communal environment. Exploring the relationship
between study habits and boarding house living could provide valuable insights into
how these living arrangements can be optimized to further enhance academic success.
The essence of this research is to find out the satisfaction levels of student
boarders with their living conditions, focusing on the place, management, and
4
relationships with others. By understanding the challenges faced by current boarders,
the study aims to raise awareness among students, boarding house owners, and
JHCSC about the situation in boarding houses. Additionally, this research emphasizes
the significance of good accommodation, facilities, and social connections for the
well-being and satisfaction of student boarders. The study ultimately aims to
investigate the level of satisfaction among college students in relation to their living
conditions. Additionally, the study aims to analyze the influence of these living
conditions on students' study habits and academic performance.
Theoretical Framework
The theoretical underpinning of this study is based on social cognitive theory
and social learning theory propounded by Albert Bandura (1960, cited in Evans
Atsiaya Siahi and Julius K. Maiyo, 2015).
Social cognitive theory strongly lays emphasis on one’s cognition. It suggests
that the mind is 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. 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. As stated by Hatakenaka et al., (2017). In their study entitled
“The Influence of Living Conditions and Study Habits on the Academic Performance
of University Students”: A Case Study in Japan. This study explores how living
conditions and study habits affect the academic performance of university students
The findings highlight the importance of Bandura's social cognitive theory in
understanding the relationship between living conditions, study habits, and academic
5
performance. As mentioned by Wan et al., (2015) in their study titled “The Influence
of Social Cognitive Theory on Study Habits and Academic Performance of University
Students in Hong Kong”. This study investigates the impact of social cognitive theory
on study habits and academic performance among university students. The findings
demonstrate the relevance of Bandura's theory in understanding how study habits,
influenced by living conditions, can affect academic performance. In the light of the
study entitled “The Relationship between Study Habits and Academic Performance of
College Students”: A Case Study in the Philippines Bautista et al., (2014). This study
examines the relationship between study habits and academic performance among
college students in the Philippines. The study explores how living conditions, such as
those in boarding houses, can influence study habits and subsequently impact
academic performance. This research aligns with Bandura's social cognitive theory in
understanding the role of environment and self-efficacy in academic success.
Another theory that is anchored in the study of Albert Bandura, the social
learning theory postulates that individuals are more inclined to imitate actions they
observe being rewarded or praised by other people. This is the central tenet of the
theory. A student is more likely to adopt similar study habits and experience similar
academic success if they observe their peers receiving positive feedback and high
grades for studying regularly and effectively. The study "The Influence of Peer
Modeling on Study Habits and Academic Performance among Student Boarders"
Davis et al., (2018) examines how peer modeling, a key component of Bandura's
social learning theory, affects the study habits and academic performance of student
boarders. It investigates whether observing and imitating successful study behaviors

6
of peers lead to improved academic outcomes. Similarly, the study entitled "The Role
of Environmental Factors in Students' Academic Performance in Boarding Houses: A
Social Learning Perspective" Martinez et al., (2020) explores how environmental
factors in boarding houses, such as noise levels, study spaces, and social interactions,
influence students' study habits and subsequent academic performance. It applies
Bandura's social learning theory to understand how the environment shapes students'
behaviors and outcomes. And in the study of Walker et al., (2017) "Parental Influence
and Academic Achievement of Student Boarders: A Social Learning theory”
investigates the role of parental influence in shaping the study habits and academic
achievement of student boarders, drawing on Bandura's social learning theory. It
examines how parental modeling, expectations, and support impact students' learning
behaviors and outcomes in a boarding house setting.
Conceptual Framework
This section provides a graphic presentation of the variables to be investigated
in this study. It presents the concepts and identifies interrelationships in and across
components that frames the study. As shown in the figure below, the study will
investigate three variables. These are the living conditions, study habits, and
academic performance of STE, SAS, and SET student boarders. Based on the
framework, the box on the left side shows the living conditions of the student
boarders. The box in the middle shows the study habits of the STE, SAS, SET
students. The box on the right side shows who are affected by this study.
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Living Conditions
Study Habits
 Facilities
 Safety and Security  Time Management
 Environment Health  Learning Skills
and Sanitation  Study Skills
 Neighborhood  Study Environment
Surrounding
Academic Performance
The Figure 1: The schematic diagram of the study

8
Statement of the Problem
This research aimed to investigate the living conditions of students in
boarding houses and their study habits and academic performance among STE, SAS,
and SET students of JHSCS Canuto M.S. Enerio Campus during A.Y. 2023-2024.
Specifically, this study sought to answer the questions after the data were gathered,
analyzed, and interpreted:
1. What is the level of satisfaction of SAS, SET, and STE student boarders of
JHCSC- CMSE Campus in terms of:
1.1 facilities;
1.2 safety and security;
1.3 environmental health and sanitation; and
1.4 neighborhood surrounding?
2.What is the level of study habit of SAS, SET, and STE student boarders of JHCSC-
CMSE Campus in terms of:
2.1 time management;
2.2 learning skills;
2.3 study environment; and
2.4 study skills?
3. What is the level of academic performance of SAS, SET, and STE student boarders
of JHCSC- CMSE Campus?

9
4.Is there a significant relationship between the level of satisfaction and the study
habits of the student boarders?
5. Is there a significant relationship between the level of satisfaction and their
academic performance?
6. Is there a significant difference among satisfaction in the living conditions, their
study habits and academic performance?
Alternative Hypothesis
1.There is a significant relationship between the level of satisfaction and the study
habits of the students.
2.There is a significant relationship between the level of satisfaction and their
academic performance.
3. There is a significant relationship between student boarders study habit and
Significance of the Study
This study will assess the living conditions, study habits, and academic
performance of student boarders in a boarding house in Lakewood, Zamboanga del
Sur. The findings of this study are significant to the following entities:
Student Boarders. The primary beneficiary of the study are the college
students of JHCSC - CMSE Campus who are staying in boarding houses. The study
aims to gather data that students face in their boarding houses. The findings of the
study may give them idea on how living in boarding houses affect their well-being
10
and the possible circumstances that they might face or encounter as they decide to
live in these temporary dwellings.
Parents. This study may help them to monitor their children’s safety and their
activities. The study may also help them to know the advantages and disadvantages of
renting a boarding house. As the findings of this investigation will introduce them to
what will be the kind of living conditions of their children so that they could make a
decision concerning their children welfare.
Boarding House Owners. The findings of this study will provide knowledge to
the boarding house owners to make their boarding house more comfortable and
accessible to the student boarders.
School Administrators. Learning the environmental conditions of the students,
the school can design programs that will address student’s spiritual, emotional,
physical, social, and intellectual needs.
Future Researchers. This study may serve as one of the references, providing
information on the living conditions and study habits of student boarders. It would
enable the future researchers to conduct deeper research in this area, fostering better
analysis and serving as a valuable future reference for additional studies.
Scope and Limitation
This study will focus on finding out the living conditions of students in
boarding houses; their study habits and academic performance of SAS, SET, and STE
students of JH Cerilles State College Canuto MS Enerio Campus for the academic
year 2023-2024. Specifically, it will be conducted to describe the respondents as to

11
the level of satisfaction residing in the boarding house in terms of facilities, safety
and security, environment health, and sanitation and neighborhood surrounding. In
getting the sample size of the respondents, it will use purposive sampling.
Furthermore, the study will utilize a descriptive quantitative research design
since it will attempt to collect quantifiable information of the entities to be studied. In
addition, it will utilize a questionnaire checklist in gathering the respondents'
responses. Some of the research instruments are based on the researchers' own
experiences. In other words, this instrument consists of self-made questions that need
to undergo a reliability test. The instrument uses a four-point Likert Scale: 4-Very
Satisfied, 3-Satisfied, 2-Neutral, 1-Dissatisfied. The questionnaire consists of fifty-
five items.
Definitions of Terms
The following terms are defined conceptually and operationally for better
understanding of the study.
Boarding House. A residential facility that provides lodging and often meals
and other services for a specific group of people, such as students, workers, or
travelers. In this study, boarding house can be a good option for individuals or
students who are looking for affordable, flexible, and social living arrangements.
They can also be a good choice for travelers or temporary residents who only need
short-term accommodations.
Boarder. An individual who resides in a boarding house, typically paying a
fee for their lodging and sometimes meals. In this study, these refers to a student or
12
person who lives in a boarding house for a consideration payable in money, goods or
services, or any combination of money, goods, or services.
Level of Satisfaction. This refers to the extent to which boarders feel their
needs and expectations are met by the boarding house. In this study, these refers to
the satisfaction of the boarders towards the facilities, management and his/her
relationship towards his/her co-boarders, roommates, and the owner of the boarding
house.
Living Condition. The quality and circumstances of the living environment in
the boarding house, including factors like cleanliness, space, privacy, and security. In
this study, these refers to the quality of life that residents experience, as it relates to
the physical environment, amenities, and social atmosphere of the boarding house.
Policy. This can refer to the rules and regulations governing the operation of
the boarding house, as well as broader policies affecting boarding houses at a
municipal or national level. In this study, this refers to the rules and regulation
implemented by the management for the boarders to follow.
Study Habit. Particularly relevant in research concerning student boarders, this
refers to the behaviors and practices that students engage in while studying. In this
study, this refers to the way of how likely a student study. It is the factor of which
shows how a student keep up with its academic performance.
Academic Performance. The success or achievement of boarders in their
academic endeavors. In this study, this refers to the used of describing things that
13
relate to the work done in schools, colleges, and universities, especially work which
involves studying and reasoning rather than practical or technical skills.

CHAPTER II
REVIEW RELATED LITERATURE AND STUDIES
This chapter presents and discusses the review of related literature of living
conditions in boarding houses and its effects on academic performance. It also shows
studies that are seen to have direct connection with the present investigation.
Living Conditions
The living conditions of student boarders play a crucial role in shaping their
academic performance and overall well-being. In the study conducted by Marilyn and
Aina titled "From Home to Dorm: Views on its Influence in the Academic
Performance of Students – A Case Study of Western Mindanao State University," the
findings suggest that students who live away from their families tend to be more
productive. When compared to those living with their parents, these students exhibit
better academic performance, excel in various school activities, and achieve a higher
GPA (Glory et al., 2016).
These findings are similar of the study conducted by Jordyn and Byrd (2003)
as cited in Glory et al. (2014) that the most challenging part of the young adolescents’
life is leaving their families back home to attend school. It is as well expected that
they will encounter problems and solve them on their own with less supervision from
parents.
The study titled "Factors Affecting the Academic Performance of Senior High
School Boarding Students in Selected Boarding Houses in Cagayan de Oro City
(2019)" by Merliza Z. Pacana & Marivic E. Cagalingan is an insightful exploration

15
into the various elements that shape the academic outcomes of senior high school
boarding students in Cagayan de Oro City, focusing on socio-demographic profiles
and factors like family background, socio-economic status, study habits, and peer
influence. Significantly, this research correlates with Sean F. Reardon's "The Impact
of Socioeconomic Status on Academic Achievement" (2023), which similarly
underscores the role of socio-economic status in academic success. Additionally,
Jessa Jane P. Magdayao & Michael John S. Alburo's study "The Lived Experiences of
College Students Residing in Boarding Houses in Davao City (2020)" delves into the
unique challenges and benefits faced by college students in boarding houses,
highlighting how these environments foster independence yet pose challenges like
financial management and adjusting to new living conditions. This study finds
support in the work of Emily E. Little and Kathleen M. Kerr, "The Impact of College
Residence Halls on Student Success: An Examination of Educational and Retention
Outcomes" (2018), which reveals the positive effects of communal living on student
engagement and academic achievement.
Further, Ma. Regina P. Mendoza & Jessa Mae S. Abcede's "Assessment of
Boarding House Facilities and Services Catered to College Students in Metro Manila
(2022)" critically evaluates the quality of facilities and services in Metro Manila's
boarding houses, identifying strengths and areas for improvement, particularly in
cleanliness and security. Importantly, this study corresponds with Johnson et al.
(2023) conducted a systematic review that found how the quality, accessibility, and
cleanliness of boarding facilities contribute positively to student academic
engagement and success. This assessment aligns with Dennis J. Condron and Lisa
16
Strohschein's "The Impact of Housing on Student Satisfaction: A Comparison of
University Residence Halls and Off-Campus Housing" (2016), which emphasizes the
influence of housing quality on student satisfaction and well-being. Moreover, the
study "Impact of Boarding House Quality on the Academic Performance and Social
Adjustment of Senior High School Students in a Municipality of Laguna (2016)" by
Ma. Cristina E. Garcia & Ma. Rosario F. Reyes links boarding house quality directly
with academic performance and social adjustment, a finding supported by Qing Zhou,
Xiaoyan Liu, and Xiaolu Zhou’s "Effects of Boarding School on the Academic
Performance and Social Adjustment of Students: A Meta-Analytic Review" (2017),
highlighting the role of boarding environments in shaping academic and social
experiences.
Lastly, "Factors Affecting the Choice of Boarding Houses by College Students
in Cebu City (2018)" by Jessa Mae V. Caballes & Aiza Marie T. Cabiles sheds light
on the priorities of college students in selecting boarding houses, with location and
cost being paramount, a preference mirrored in Sarah E. Bubla and Sarah D. Kirby's
"Factors Influencing the Selection of Off-Campus Housing by College Students"
(2015), which also emphasizes the critical role of location and cost in housing
decisions. Collectively, these studies offer a comprehensive view of the diverse
aspects influencing boarding students' academic performance, social adjustment, and
housing choices, providing valuable insights for educators, policymakers, and
housing providers.
"Living Conditions and Mental Health of First-Year University Students in
Boarding Houses: A Cross-Sectional Study" (2020), authored by Sarah A. J. Taylor,

17
Daniel Freeman, & Michael P. Barnes, delves into the correlation between living
conditions and mental health in first-year university students residing in boarding
houses. This study aligns with a study entitled to "Enhancing Environmental Health
and Sanitation in Student Boarding Houses: Strategies for Promoting Well-being and
Academic Success" by Chen, L., & Johnson, M. 2017. This study investigates the
impact of environmental health and sanitation on student well-being and academic
success within the context of boarding house accommodations. The study's primary
objective is to evaluate how different elements of living conditions, including social
support, cleanliness, noise levels, and privacy, affect the mental well-being of these
students.
Consequently, the study uncovered that the quality of living conditions in
boarding houses is a significant factor affecting the mental health of first-year
university students. Those with higher levels of social support, cleanliness, privacy,
and lower noise levels reported better mental well-being. In contrast, students in poor
living conditions, characterized by lack of social support, uncleanliness, noise
disturbances, and insufficient privacy, were more prone to mental health problems,
such as anxiety and depression. Furthermore, the importance of understanding the
impact of living conditions on the mental health of first-year university students is
emphasized, highlighting its relevance for educators, boarding house owners, and
mental health professionals. This understanding can lead to improvements in living
conditions and strategies to mitigate poor mental health, ultimately supporting student
well-being and academic success.

18
Moreover, the findings of this study are echoed in "The Influence of Living
Conditions on Mental Health Among University Students in Sweden: A Cross-
Sectional Study" by Maja Nedeljkovic et al. (2014), which also explores the
relationship between living conditions and mental health among university students,
but in a Swedish context. These parallel findings underscore the universal importance
of adequate living conditions for the mental health of university students. Next,
"Examining the Relationship Between Residential Environments and Student
Outcomes in University-Affiliated On-Campus Housing" (2016) by David Long,
Ryan C. Schroeder, & Sarah E. West takes a different approach, focusing on the
connection between residential environments in university-affiliated on-campus
housing and student outcomes. This study aims to assess how various aspects of the
residential environment, such as social interactions, community engagement, and
physical features, influence key student outcomes, including academic performance,
personal development, and overall living experience satisfaction. Significantly, this
study correlates with Smith, J., & Brown (2020), titled Assessing Student Satisfaction
with Neighborhood Quality Surrounding Boarding House Accommodations:
Implications for Well-being and Academic Success" This study explores student
satisfaction with the neighborhood quality surrounding boarding house
accommodations and its implications for student well-being and academic success.
Therefore, the study highlights the importance of addressing neighborhood quality
concerns to create a positive living environment that supports student well-being and
enhances academic outcomes within boarding house accommodations. The results of
this study revealed that the residential environment significantly shapes student
19
outcomes. Students who experienced higher levels of social interaction, community
engagement, and satisfaction with their housing's physical features were more likely
to report positive academic performance, personal development, and overall
satisfaction with their living experience. Conversely, students with lower levels of
social interaction and community engagement were more likely to report negative
outcomes and lower overall satisfaction.
Additionally, the findings of Long, Schroeder, and West (2016) are supported
by a literature review by Astin, Astin, and Lindholm (2016), titled "The Impact of
Residential Learning Communities on College Student Development." This review
examines the effects of residential learning communities (RLCs) on college student
development, focusing on academic performance, personal development, and overall
satisfaction. RLCs, which are specialized housing communities bringing together
students with shared interests or academic pursuits, were found to foster higher levels
of academic engagement, personal growth, and satisfaction compared to non-
participants. The review attributes these positive outcomes to the supportive and
enriching environments provided by RLCs, which encourage social interactions,
community engagement, and academic support.
Therefore, both Long, Schroeder, and West's study and the literature review by
Astin, Astin, and Lindholm corroborate the idea that residential environments
significantly influence student outcomes. By creating supportive and engaging living
environments, such as university-affiliated on-campus housing and residential
learning communities, universities can positively impact student academic
performance, personal development, and overall satisfaction.

20
Moving forward, "The Impact of Student Housing on Academic Performance
and Well-being: A Review of the Literature" (2018) by Daniel T. Wolcott, Christopher
M. Hayward, & Sarah I. Bloom presents a comprehensive literature review examining
the influence of student housing on academic performance and well-being. This study
synthesizes existing research to understand how different aspects of student housing,
including location, amenities, social atmosphere, and support services, affect
academic outcomes and overall well-being.
The findings from this review indicate that student housing significantly
impacts academic performance and well-being. Key factors influencing academic
outcomes include proximity to campus, availability of study spaces, noise levels,
social support, and access to support services. Similarly, factors affecting students'
well-being include the quality of housing, community sense, safety, and privacy.
Numerous studies have shown a positive correlation between student satisfaction with
safety and security measures and their academic success. Patel et al. (2020) conducted
a survey among college students living in boarding houses and found that those who
reported higher levels of satisfaction with safety and security measures also tended to
have higher GPAs. This understanding is critical for universities, housing providers,
and policymakers in creating supportive living environments for students. By
considering these factors and implementing appropriate interventions, universities can
enhance student success, retention, and overall well-being.
Supporting these findings, "The Impact of Residence Hall Living on Students'
Academic Performance and Satisfaction" by H. Wesley Perkins and David W. Craig
(2014) examines the relationship between residence hall living and students' academic
21
performance and satisfaction. Conducting a survey at a large public university, the
researchers analyzed the impact of residence hall living on various academic and
satisfaction outcomes. The study found that residence hall living positively influences
students' academic performance and satisfaction, with those living in residence halls
reporting higher GPAs and greater overall college experience satisfaction, including
their social life and access to academic resources. The study also highlights the
significance of residence hall features, such as study spaces, social support, and
campus proximity, in influencing academic outcomes and satisfaction.
Thus, Perkins and Craig's study provides additional evidence supporting the
idea that student housing plays a vital role in academic performance and well-being.
It underscores the importance of creating supportive living environments to enhance
student success and overall satisfaction.
Finally, "The Effects of Boarding Students' Living Conditions on Their
Academic Performance in Secondary Schools: A Case of Masindi Central" (2019) by
Moses Muhindo focuses on the impact of boarding students' living conditions on their
academic performance in secondary schools. Concentric on a case study in Masindi
Central, Uganda, Muhindo's research investigates how various aspects of boarding
students' living conditions, such as sleeping arrangements, sanitation facilities, and
access to study areas, affect their academic performance.
The study's findings reveal that poor living conditions, characterized by
overcrowded sleeping quarters, inadequate sanitation facilities, and lack of proper
study areas, negatively impact students' academic performance. Students in these

22
conditions experience challenges such as insufficient sleep, health issues, and
difficulty concentrating on their studies, leading to lower academic achievement.
These findings highlight the crucial role of adequate living conditions in
supporting students' academic success. The study calls for improved boarding
facilities in secondary schools, emphasizing the importance of adequate sleeping
spaces, sanitation facilities, and conducive study environments. This improvement
can significantly enhance students' academic performance and overall well-being.
In conclusion, the collective insights from these studies underscore the
significant impact of living conditions on students' mental health, academic
performance, and overall well-being. Whether in university settings or secondary
schools, the quality of student housing plays a pivotal role in shaping their
educational experience and outcomes. Therefore, it is imperative for educational
institutions, housing providers, and policymakers to prioritize and invest in creating
supportive, healthy, and conducive living environments for students. This investment
not only fosters academic success but also contributes to the overall development and
well-being of students, preparing them for future challenges and opportunities.
Study Habits
Study habits have always been a part of a student’s day-to-day experiences in
studying. They are practices that could allow a learner to somehow gain interest while
studying without having to feel pressured or bothered. Study habits are one of the
most important determinants of a student’s academic performance (Jafari, 2019). As
further elaborated by Arieta, Gementiza, and Saco (2017) highlighted that study
23
habits play a significant role in students' life. The success or failure of each student
depends on their study habits. The study also says that study is an art and requires
practice and effort. The success of each student depends on the ability, intelligence,
and action of the students. Thus, many effective study habits can help a student to
improve. According to a study entitled “The Learners’ Study Habits and It’s Relation
on Their Academic Performance” as cited by Fouche (2017), he described good study
habits like doing homework, actively participating in class, managing time, staying
focused, and working hard showed a significant positive correlation on their academic
performance. Furthermore, students need to develop study habits because these are
study strategies that are applied in learning. Without developing study habits, students
cannot perform and improve their academic performance (Ebele & Olofu, 2017).
According to Muhammad et.al, (2023), in their study titled, A Rule of Study
Habits in Academic Achievement: A Comparative Study Between Hostel- Living and
Day Scholars, A Case Study in Central Java, Indonesia, they found out that there are 7
several aspects that constitute study habits. First, time management, which refers to
effective time allocation for studying, study session planning, and adhering to a study
schedule (Pauk & Owens, 2013). Second, active engagement, which is active
participation in the learning process through techniques like summarization,
questioning, and discussion (Ginting, 2021). Third, note-taking which is the method
of recording and organizing information during lectures or reading materials (Boch &
Piolat, 2005; Kiewra, 1985). Fourth, organization refers to keeping study materials
and resources well-organized, including notes, textbooks, and study aids. Fifth, goal
setting, which is establishing clear academic goals and objectives to guide the study
24
process (Locke & Latham, 2006). Sixth, self-motivation, or maintaining the drive and
enthusiasm to study, even when facing challenges (Schunk & Zimmerman, 2003;
Zimmerman, 2008). Seventh, learning strategies, which mean employing effective
learning techniques, such as spaced repetition and retrieval practice (Dunlosky,
Rawson, Marsh, Nathan, & Willingham, 2013). According to Menzel, cited by Rana
and Kausar (2011), without these seven aspects of study skills many students fail not
because they lack ability but because they do not have adequate study skills.
These studies share similarities with the study of "Enhancing Learning Skills
Among College Student Boarders: Strategies for Academic Success in Boarding
House Environments" Lee, S., & Brown, K. (2025). This study investigates the
satisfaction levels of learning skills among college student boarders, focusing on the
integration of digital tools, note-taking proficiency, and memory retention abilities
within the unique context of boarding house environments. Findings indicate a high
level of satisfaction among student boarders in using digital tools and technology to
enhance their learning experiences. The study highlights the importance of targeted
interventions and support tailored to the boarding house environment to enhance
students' learning skills and academic success.
Furthermore, there are also several internal factors influencing study habit.
First, intrinsic motivation, driven by personal interest or a sense of purpose, can
positively impact study habits (Deci & Ryan, 2000; Ryan & Deci, 2000). Second,
self-discipline, which is an individual’s ability to resist distractions and stay focused
on studying (Duckworth, Grant, Loew, Oettingen, & Gollwitzer, 2011). Third,
learning style, referring to the understanding and adoption of one's preferred learning
25
style, whether visual, auditory, or kinesthetic (Fleming, 2001; Fleming & Baume,
2006).
Besides internal factors, there are several external factors influencing study
habits, such as the environment, support system, and access to resources. First,
environment, referring to the physical study environment, including noise levels,
lighting, and comfort (Cleveland & Fisher, 2014). The physical environment where
students study plays a crucial role in their ability to focus and retain information.
Research by Cleveland and Fisher (2014) and Zhang et al. (2016) suggests that
factors like noise levels, lighting, temperature, and ventilation can directly impact
students' concentration and study quality. Studies have shown that excessive noise can
lead to distraction, disrupted focus, and decreased information processing (Evans &
Maxwell, 1998; Hygge & Boman, 2008). Conversely, a quiet and peaceful study
space with appropriate lighting (Veitch & Wilkins, 1992; Stone & Irvine, 1993) can
promote focus and enhance learning outcomes.
Second, a support system, which is the availability of supportive friends,
family, or study groups (Zimmerman & MartinezPons, 2001). The availability of a
supportive network is crucial for academic success. This includes access to supportive
friends, family, mentors, tutors, or even study groups (Zimmerman & MartinezPons,
2001). Such a network can provide encouragement, motivation, guidance, and
emotional support, helping students overcome challenges and stay on track with their
academic goals.
Third, is access to resources, which is adequate access to study materials,
libraries, and technology (Cohen, Brawer, & Kisker, 2013). Adequate access to
26
essential study materials, libraries, technology, and other learning resources is critical
for effective learning. This includes textbooks, notebooks, pens, pencils, computers,
internet access, and other necessary tools (Cohen, Brawer, & Kisker, 2013). Lack of
access to these resources can create barriers to learning and hinder academic
performance.
By examining these key external factors, we gain a deeper understanding of
how they shape students' study habits and ultimately contribute to their academic
achievement. Recognizing the importance of these factors and implementing
strategies to address them, such as improving facilities, fostering supportive
environments, and ensuring adequate access to resources, can significantly contribute
to students' academic success and overall well-being.
These studies exhibit resemblances to the study conducted by Garcia, A., &
Patel, S. (2023) “Digital Literacy and Traditional Study Skills Among College
Student Boarders: Implications for Academic Success” This study explores the study
habits of college student boarders, focusing on both traditional study skills and the
use of digital platforms for learning. Utilizing a mixed-methods approach, data was
collected to assess student perceptions of their study skills and preferences for
educational tools. Findings indicate a generally positive outlook towards study skills
among student boarders, with a majority feeling competent in their approaches to
learning.
The field of study habits, particularly among international students,
encompasses several significant research works. The 2015 study by Siti Norhidayah
Mat Isa and Norhasimah Hassan is one such pivotal research. It investigates the
27
factors affecting the academic performance of international students living in
boarding houses at a university in Malaysia. The study's aim was to identify factors
significantly impacting these students' academic performance and offer insights into
the challenges they encounter academically This study underlines the importance of
providing appropriate support and resources to enhance the academic performance of
international students in boarding houses.
Supporting the findings of Mat Isa and Hassan's study, Thanh Nguyen and
Hien Tran's 2016 systematic review titled "Factors Influencing the Academic
Performance of International Students in Higher Education Institutions: A Systematic
Review" examined similar factors across various countries. Their review,
encompassing studies from different regions, offered a comprehensive analysis of
factors such as study habits, language proficiency, and cultural adjustment, echoing
the significance of these elements in the academic success of international students in
boarding houses.
Another notable study is the 2018 research by Emily A. Johnson, Christopher
P. Beam, and David P. DeAngelo, focusing on the correlation between study habits
and academic achievement in university students living in on-campus housing in the
United States. Their aim was to explore various study habits and their impact on
academic performance. Through a quantitative research design, they surveyed on-
campus housing residents, finding a positive association between certain study habits,
like time management and active learning strategies, and academic achievement.
Conversely, poor study habits such as procrastination and lack of organization were
negatively correlated with academic performance. This study underscores the

28
importance of promoting effective study habits to enhance academic success among
university students in on-campus housing.
J. M. Denscombe's 2016 literature review titled "Time Management and
Academic Achievement in Undergraduate Students: A Literature Review" supports
Johnson, Beam, and DeAngelo's study. Denscombe reviewed various studies from
2010 to 2014, finding a strong positive correlation between effective time
management and academic achievement, highlighting the importance of prioritizing
tasks and setting goals to improve academic performance. Additionally, "The Impact
of Study Habits on Academic Performance: A Study of Kuwait University Students"
by Awatif J. Alqahtani, published in 2015, aligns with Johnson, Beam, and
DeAngelo's findings, emphasizing that good study habits significantly contribute to
better academic performance.
In 2014, Sarah O'Connor and Emma Murray conducted a study titled "The
Lived Experiences of International Students in Shared Accommodation: A Case Study
of the University of Sheffield." This research explored the experiences of
international students in shared housing, potentially impacting their study habits. The
aim was to understand the unique challenges these students face in a shared living
environment and examine how these experiences influence their overall well-being
and adjustment to university life. This study highlights the importance of providing
adequate support and resources to international students in shared accommodation to
facilitate their integration and enhance their overall university experience.
Supporting O'Connor and Murray's findings, Li Zhang and Xuesong Gao's
2017 study "Exploring the Experiences of International Students in Shared

29
Accommodation: A Comparative Study" also delved into the experiences of
international students in shared housing, examining the impact on their well-being
and adjustment to university life.
The 2016 study by David P. DeAngelo, Christopher P. Beam, and Emily A.
Johnson, titled "The Relationship Between Time Management and Academic
Performance among University Students in On-Campus Housing," is another critical
research in this area. It examines the association between time management skills and
academic performance among on-campus housing residents in the United States. This
study aimed to determine if there's a significant relationship between time
management skills and academic performance.
Corroborating the findings of DeAngelo, Beam, and Johnson's study, "The
Impact of Time Management on Academic Performance: A Study of Undergraduate
Students in Malaysia" by Nur Faziha Izzati Mohamad Fauzi and Mohd Hanafi Mohd
Yasin (2018) explores the impact of time management on academic performance
among Malaysian undergraduate students. These findings are similar of the study
titled “Time Management Practices Among Student Boarders in College: Implications
for Academic Success and Well-being” by Lee, S., & Brown, K.’ (2022). This study
investigates time management practices among student boarders in college and their
impact on academic success and well-being. The study underscores the importance of
effective time management in promoting academic success and well-being among
student boarders and suggests avenues for institutional support and intervention to
facilitate skill development.

30
Another significant study is the one conducted by Erlinda M. Aban and Edna
S. Casim in 2019, titled "Factors Influencing the Academic Performance of Senior
High School Boarding Students in Cagayan de Oro City, Philippines," explores the
impact of various factors such as personal, family, school, and peer-related variables
on the academic performance of senior high school boarding students. Employing a
descriptive-correlational design, the study emphasizes the significance of family
support, peer influence, and school-related factors. Furthermore, Maria Rosario N.
Cuenca's 2019 review, "Factors Affecting the Academic Performance of Boarding
Students: A Review of Literature," corroborates these findings, highlighting similar
factors that affect boarding students' academic performance.
Subsequently, the 2018 study by Marilou D. Gumapas and Loida R. Dayao,
"Study Habits and Academic Performance of Boarders in Selected Universities in
Davao City," builds upon these insights. This research aims to understand the
relationship between study habits and academic performance among university
boarders in Davao City. The study revealed a significant correlation between effective
study habits, like time management and note-taking, and academic success.
Supporting these findings, Ijeoma Chinwe Iheanacho's 2017 study in Nigeria also
underscores the positive impact of good study habits on academic performance. In
addition, the 2017 phenomenological study by Maricor P. Dayag and Lita M.
Panganiban, "The Challenges and Coping Mechanisms of Student Boarders in Metro
Manila," delves into the challenges faced by student boarders, such as homesickness
and financial difficulties, and their coping strategies. The findings are echoed by
Emily P. Taylor and Simon B. Sherry's 2014 systematic review, "The Impact of
31
Boarding School on Students' Social and Emotional Well-Being," which highlights
similar challenges and the development of resilience and social support networks
among boarding students.
Lastly, the 2015 study by Ma. Teresa C. Catabona and Ma. Theresa S.
Abellera on "The Socioeconomic Status and Study Habits of Senior High School
Students in Boarding Houses in Selected Municipalities of Batangas Province"
examines the influence of socioeconomic status on study habits and academic
performance. Their findings are reinforced by John H. Tyler and Magnus Lofstrom's
research, which elucidates the crucial role of socioeconomic factors in shaping
students' academic outcomes, thereby affirming the interconnectedness of
socioeconomic status, study habits, and academic performance.
Academic performance is often viewed narrowly as a matter of grades and
exams, yet it encompasses the broader narrative of our learning journey, including
how and what we learn. This journey is characterized by the excitement of
understanding new concepts, mastering skills, and the fulfillment of achieving clarity
during late-night study sessions. Importantly, it's not just the outcome that matters,
but also the process and the environment in which we learn, especially for students in
boarding houses. The study by Oladele, Ogunyemi, and Omonijo on students in
Northern Mindanao reveals that living conditions in boarding houses significantly
affect academic performance. Students in better-equipped boarding houses with
sufficient study resources and a quality living environment show improved academic
results. This finding is echoed by Martin et al. (2021), who note that boarding
32
students generally achieve higher academically than day students, even after
accounting for various factors. The boarding environment, with its facilities and
social support, appears conducive to learning, offering fewer distractions and more
study opportunities. Understanding this relationship can guide educators in providing
the necessary resources and support to enhance student academic performance. Chen
and Wang's (2023) research at East Coast University further underlines the
importance of effective study habits and resource accessibility in achieving higher
academic outcomes, aligning with Oladele et al.'s (2016) and Martin et al.'s (2021)
observations. These studies collectively highlight the interconnected roles of living
conditions, social support, and study habits in creating an educational environment
conducive to success. By recognizing these factors, educators can implement
strategies to promote students' overall well-being and create an atmosphere conducive
to academic achievement. However, boarding house living can also have negative
impacts on academic performance. Reyes II (2011) notes that a student's mood is
influenced by their environment; a depressing atmosphere can hinder study skills and
academic performance. Students need a comfortable environment that balances
school responsibilities and personal life. Therefore, it's crucial to consider both the
positive and negative aspects of boarding house living when assessing its overall
impact on academic performance and student well-being. This comprehensive review
of literature explores the impact of boarding school education on academic
performance, highlighting various studies that consistently indicate a positive
correlation between boarding school attendance and academic achievement. Johnson
et al. (2012) discovered that boarding school students surpass their non-boarding
33
peers in standardized tests and academic grades, while Smith and Brown (2016) noted
the benefits of the structured environment and focused learning opportunities in
boarding schools. Further supporting this, a meta-analysis by Davis and Wilson
(2018) concluded that boarding school students, particularly those from
disadvantaged backgrounds, show notable academic improvement over day school
students. These studies collectively affirm the positive influence of boarding school
education on academic performance across diverse contexts and populations.
Furthermore, the comparative analysis of study habits between boarding and
day school students reveals that boarding students exhibit superior study habits,
directly linked to improved academic performance. Garcia et al. (2013) observed that
boarding students maintain more consistent study routines and possess better time
management skills. Lee and Smith (2016) added that boarding students are more
inclined towards active learning strategies, enhancing retention and understanding.
This aligns with findings on the study habits and academic performance of senior
high school students in boarding and day schools in Isabela, Philippines, underscoring
the role of boarding schools in fostering effective study habits. In Metro Manila,
Philippines, a case study examined the impact of boarding school education on
student boarders' academic performance. The results showed that student boarders
consistently outperform their non-boarding counterparts. This study, supported by
earlier research by Santos et al. (2018), emphasizes the structured environment,
focused learning opportunities, and peer support in boarding schools as key
contributors to superior academic results. Similarly, a study in Cebu City, Philippines,
investigated the boarding school environment's role in enhancing student boarders'

34
academic performance. Findings suggest that the structured routine, minimal
distractions, and close supervision in boarding schools create a conducive
environment for academic excellence, as also found by Garcia and Cruz (2017).
These studies collectively affirm the significant positive impact of the boarding
school environment on the academic performance of student boarders.

CHAPTER III
METHODOLOGY
This chapter presents the research design, the research environment, the
sampling design, the research instrument, the research respondents/participants, the
data gathering procedures, and the statistical process.
Research Design
With the primary aim of providing a detailed description and opinions that
exist within the target participants of the study through questionnaires, the researchers
intend to use descriptive survey research design.
Descriptive survey research aims at collecting data and describing it in a
systematic manner, as well as the characteristics and features that enable the
researchers to provide accurate data through a questionnaire that will determine the
living conditions of students in boarding houses, study habits, and their effect on their
academic performances. According to Creswell (2021) descriptive method is to find
a detailed explanation and description about the object of the research systematically.
Additionally, descriptive research would enable researchers to conduct a survey in the
natural setting of the respondents, ensuring accurate and reliable results.
Research Environment
Research environments are important. It is considered to be one of the
essential research predictors. Such that, it is crucial to take into account and correctly
identify a research-friendly setting because it advances scientific understanding.

36
The study will be conducted at J.H Cerilles State College M.S Enerio
Campus, situated in Población, Lakewood, Zamboanga del Sur, where sixty
respondents are currently enrolled. The academic institution is located near at
Pantalan street. The researchers have chosen this school as their research environment
because there is a significant number of student boarders of the institution which they
believe can provide the appropriate information needed for the study.
Sampling Design
This study will utilize purposive sampling technique to identify the sixty (60)
respondents from SAS, SET, and STE student boarders. As defined by Palinkas et al.,
(2015), purposive sampling is a way of identifying and selecting cases that will use
limited research resources effectively. The researchers believe that employing this
sampling technique helps them obtain sound judgment, reducing both their time and
money expenditures. The study uses purposive sampling, considering that the
population of respondents is sufficient for the required data.

37
Research Instrument
Research instruments are essential tools used to collect, measure, and analyze
data related to the study. This instrument consists of self-made questions that need to
undergo a reliability test. The instrument uses a four-point Likert Scale: 4-Very
Satisfied, 3-Satisfied, 2-Neutral, 1-Dissatisfied. The questionnaire consists of fifty-
five items.
Research Respondents
The respondents of this study will be the Sixty (60) student boarders of J.H
Cerilles State College M.S Enerio Poblacion and Biswangan Campus from SET, SAS,
and STE department. They will be chosen as respondents in this study to help
determine their living conditions, study habits, and academic performance using
purposive sampling method. Thus, they are the most appropriate participants of the
study.
Data Gathering Procedures
To begin the research study, permission will be obtained from student
boarders. Once approved, the researchers will prepare the materials, conduct
orientations for the respondents, and then distribute the questionnaires. After that, the
researchers will give the data to the statistician for analysis and await the results.
Statistical Process
The following statistical treatment will be use to analyze the data for the
problem of the study.

38
Weighted Mean
For sub problem 1, mean was used to answer the problem of what is the level of
satisfaction of SAS, SET, and STE student boarders of JHCSC- CMSE Campus in
terms of:
1.1 facilities;
1.2 safety and security;
1.3 environmental health and sanitation; and
1.4 neighborhood surrounding
Formula:
Where;
W= weighted average
n= number of terms to be averaged
we= weights applied to X values
Xi= data values to be average
For sub problem 2, mean was used to answer the problem of what is the level
of study habit of SAS, SET, and STE student boarders of JHCSC- CMSE Campus in
terms of:
39
2.1 time management;
2.2 learning skills;
2.3 study environment; and
2.4 study skills
Formula:
Where;
W= weighted average
For sub problem 3, mean was used to answer the problem of what is the level of
academic performance of SAS, SET, and STE student boarders of JHCSC- CMSE
Campus.
Formula:
Where;
40
W= weighted average
For sub problem 4, the Pearson Product Moment Correlation of Coefficient was used
to determine the significant relationship between the level of satisfaction and the
study habits of the student boarders.
Formula:
Where,
N= Number of pairs of scores
√x=Sum of x Scores
√y=Sum of y scores
√xy= sum of the products of paired scores
√x²= sum of the squared x scores
√y²= sum of the squared y scores
The Interpretation of Correlation will be used to determine the relationship between
the two variables.

41
Table 1. Interpretation table of Correlation Value
Note: The Relationship Table of Hinkle (2022) was used to describe the relationship
between the level of satisfaction and the study habits of the student boarders.
For sub problem 5, the Pearson Product Moment Correlation of Coefficient
was used to determine the significant relationship between the level of satisfaction
and their academic performance.
Formula:
Where,

42
the two variables.
Note: The Relationship Table of Hinkle (2022) was used to determine the significant
relationship between the level of satisfaction and their academic performance.
For sub problem 6, the Pearson Product Moment Correlation of Coefficient
was used to determine the significant difference among satisfaction in the living
conditions, their study habits and academic performance.
Formula:
Where,
43
the two variables.
Note: The Relationship Table of Hinkle (2022) was used to determine the significant
relationship between the level of satisfaction and their academic performance.

CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter provides the presentation of statistical data relative to the
problem posited. The corresponding analysis and interpretation of data are
incorporated in this part of study.
LIVING CONDITION
1. FACILITIES
Table 1 shows the living condition of students’ boarders in terms of facilities.
The highest mean of 3.32, interpreted as very satisfied is posted in item 5 (How
satisfied are you with the overall condition of the boarding house facilities), lowest
mean of 2.99, interpreted as satisfied is posted in item 2 (Number of people sharing
the bathroom provided amenities). The overall weighted mean is 3.20, interpreted as
satisfied.
The rest of the items are as follows:
•Item 2 (Number of people sharing the bathroom provided amenities.) has a mean of
2.99, is interpreted as satisfied.
•Item 4 (How satisfied are you with the cleanliness of the boarding house facilities.)
has a mean of 3.18, interpreted as satisfied.
•Item 1 (Bathroom arrangement Cleanliness of the bathroom laundry room.) has a
mean of 3.24, interpreted as satisfied.
•Item 3 (How satisfied are with the accessibility of the boarding house facilities.) has
a mean of 3.26, interpreted as very satisfied.

45
•Item 5 (How satisfied are you with the overall condition of the boarding house
facilities.) has a mean of 3.32, interpreted as very satisfied.
The data revealed that student boarders are generally satisfied with the
facilities provided in their living conditions. The highest level of satisfaction, with a
mean of 3.32, is associated with the overall condition of the boarding house facilities.
This suggests that the students are very pleased with the state and quality of the
facilities they have access to.
When considering the potential impact of these satisfactory living conditions
on academic performance, it is important to recognize that a comfortable and
conducive living environment can have positive effects on students' overall well-
being and focus. When students are satisfied with their living conditions, they are
more likely to feel content and at ease, which can contribute to a positive mindset and
motivation to succeed academically.
Additionally, the satisfaction with the cleanliness of the facilities, as indicated
by a mean of 3.18, further supports the notion that a clean and well-maintained
environment can positively influence students' academic performance. A clean and
organized space can promote concentration, productivity, and a sense of pride in one's
surroundings.
Furthermore, the accessibility of the boarding house facilities, with a mean of
3.26, being rated as very satisfied, suggests that students have convenient and easy
access to the resources they need for their studies. This accessibility can contribute to
their ability to engage in their academic pursuits effectively.

46
Therefore, the satisfaction of student boarders with the facilities provided in
their living conditions may contribute to a positive academic environment. When
students feel comfortable, content, and have access to necessary resources, it can
potentially enhance their academic performance and overall success in their studies.
Johnson et al. (2023) conducted a systematic review that found how the
quality, accessibility, and cleanliness of boarding facilities contribute positively to
student academic engagement and success.

47
TABLE 1. Living Condition of Student Boarders in terms of Facilities
Descriptive Statistics
Std. Interpretation
ITEM N Mean Deviation
1.Bathroom arrangement 137 3.24 .659 Satisfied
Cleanliness of the bathroom laundry
room.
2.Number of people sharing the 137 2.99 .686 Neutral
bathroom provided amenities.
3. How satisfied are you with the 137 3.26 .653 Very Satisfied
accessibility of the boarding house
facilities?
4.How satisfied are you with the 137 3.18 .696 Satisfied
cleanliness of the boarding house
facilities?
5.How satisfied are you with the 137 3.32 .674 Very Satisfied
overall condition of the boarding
house facilities?
OVERALLF 137 3.20 .561 Satisfied
HYPOTHETICAL MEAN RANGE INTERPRETATION

SCALE
4.00- 3.25 Very Satisfied
3.24- 2. 50 Satisfied
2.49- 1.75 Neutral
1.74- 1.0 Dissatisfied
48
2. SAFETY AND SECURITY
Table 2 shows the living condition of students’ boarders in terms safety and
security. The highest mean of 3.34, interpreted as very satisfied is posted in item 1
(How secure do you feel in your boarding house facility), lowest mean of 3.14,
interpreted as satisfied is posted in item 4 (Are their sufficient security measures in
place to protect your belongings). The overall weighted mean is 3.22, interpreted as
satisfied.
•Item 4 (Are their sufficient security measures in place to protect your belongings.)
has a mean of 3.14, is interpreted as satisfied.
•Item 3 (Do you feel confident in the emergency response procedures of your
boarding accommodation.) has a mean of 3.15, interpreted as satisfied.
•Item 2 (Are your safety measures in your boarding place adequate.) has a mean of
3.23, interpreted as satisfied.
•Item 5 (How would you rate the overall safety atmosphere within your boarding
premises.) has a mean of 3.23, interpreted as satisfied.
•Item 1 (How secure do you feel in your boarding facility.) has a mean of 3.34,
interpreted as very satisfied.
The data revealed that student boarders are generally satisfied with the safety
and security aspects of their living conditions. The highest level of satisfaction, with a
mean of 3.34, is noted in how secure students feel in their boarding house facilities.
This high rating suggests that students feel very secure in their living environments,
which is crucial for their overall comfort and peace of mind.

49
Considering the potential impact of these satisfactory safety and security
conditions on students' well-being and academic performance, it is important to
acknowledge that feeling secure in one's living environment can significantly
contribute to a student's ability to focus and excel academically. When students are
not preoccupied with concerns about their personal safety or the security of their
belongings, they are more likely to be calm, focused, and motivated in their studies.
And the satisfaction of student boarders with the safety and security provided in their
living conditions may significantly contribute to a positive academic environment.
When students feel secure and well-protected, they are better positioned to focus on
their studies and achieve academic success, enhancing their educational experience
and outcomes.
Numerous studies have shown a positive correlation between student
satisfaction with safety and security measures and their academic success. Patel et al.
(2020) conducted a survey among college students living in boarding houses and
found that those who reported higher levels of satisfaction with safety and security
measures also tended to have higher GPAs.

50
Table 2. Living Condition of Student Boarders in terms of Safety and Security
Std. Interpretation
Deviatio
N Mean n
1.How secure do you feel in your 137 3.34 .633 Very Satisfied
boarding facility?
2. Are the safety measures in your 137 3.23 .633 Satisfied
boarding place adequate?
3.Do you feel confident in the 137 3.15 .766 Satisfied
emergency response procedures of your
boarding accommodation?
4. Are there sufficient security measures 137 3.14 .778 Satisfied
in place to protect your belongings?
5.How would you rate the overall 137 3.23 .686 Satisfied
safety atmosphere within your boarding
premises?
OVERALLSS 137 3.22 .554 Satisfied

SCALE
2.49- 1.75 Neutral
51
3.ENVIRONMENT HEALTH AND SANITATION
Table 3 shows the living condition of students’ boarders in terms
Environmental Health and Sanitation. The highest mean of 3.22, interpreted as
satisfied is posted in item 1 (How satisfied are you with the cleanliness of your
immediate living environment), lowest mean of 3.04, interpreted as satisfied is posted
in item 2 (Do you feel that waste disposal services in your area effectively manage
and dispose of garbage). The overall weighted mean is 3.12, interpreted as satisfied.
•Item 2 (Are their sufficient security measures in place to protect your belongings?)
has a mean of 3.04, is interpreted as satisfied.
•Item 3 (Do you feel confident in the emergency response procedures of your
boarding accommodation?) has a mean of 3.05, interpreted as satisfied.
•Item 4 (Are your safety measures in your boarding place adequate?) has a mean of
•Item 5 (How would you rate the overall safety atmosphere within your boarding
premises?) has a mean of 3.09, interpreted as satisfied.
•Item 1 (How secure do you feel in your boarding facility?) has a mean of 3.22,
interpreted as satisfied.
The data indicates that student boarders are generally satisfied with their
living conditions, particularly in terms of environmental health and sanitation, though
there is room for improvement in certain areas. The highest satisfaction level, with an
average score of 3.22, pertains to the cleanliness of their immediate living

52
environment. This suggests that students value the efforts made to maintain clean
living spaces, which are crucial for their health and comfort.
However, the lowest average score, 3.04, relates to the effectiveness of waste
disposal services, indicating some dissatisfaction with how trash is managed and
disposed of in their area. Although this score still falls within the 'satisfied' range, it
highlights potential concerns about waste management practices that could impact the
overall environmental health of their living quarters. With an overall weighted
average of 3.12 across all surveyed items, it is evident that while students are
generally content with their environmental health and sanitation conditions, the
slightly lower ratings for aspects such as waste disposal underscore areas where
boarding facilities could implement more effective solutions. Enhancing these
services could not only boost satisfaction rates but also positively affect the students'
living environment, which is essential for their health, safety, and academic success.
A study entitled to "Enhancing Environmental Health and Sanitation in
Student Boarding Houses: Strategies for Promoting Well-being and Academic
Success" by Chen, L., & Johnson, M. 2017.This study investigates the impact of
environmental health and sanitation on student well-being and academic success
within the context of boarding house accommodations. Through a survey of students
residing in boarding houses, the study examines satisfaction levels with various
aspects of environmental cleanliness and waste management practices. Findings
indicate that students place high value on the cleanliness of their immediate living
environment, with a particularly strong emphasis on the cleanliness of shared spaces
such as kitchens, bathrooms, and common areas.

53
A study by Wang et al. (2022) found that students who reported higher levels
of satisfaction with safety measures in boarding house facilities also demonstrated
higher levels of academic motivation and self-efficacy. Additionally, research by
Martinez and Garcia (2020) highlighted the role of student feedback in informing the
implementation of effective safety policies and procedures, thereby enhancing overall
satisfaction and academic performance.

54
Table 3. Living Condition of Student Boarders in terms of Environmental Health and
Sanitation
Std. Interpretation
N Mean Deviation
1. How satisfied are you with 137 3.22 .694 Satisfied
the cleanliness of your
immediate living
environment?
2. Do you feel that waste 137 3.04 .794 Satisfied
disposal services in your area
effectively manage and
dispose of garbage?
3. Rate the availability and 137 3.05 .816 Satisfied
accessibility of clean and safe
drinking water in your
community.
4. Are you confident in the 137 3.07 .720 Satisfied
safety measures taken to
control the spread of
infectious diseases within
your community?
5. How satisfied are you with 137 3.09 .647 Satisfied
the overall hygiene and
cleanliness of public
restrooms in your
community?
OVERALLES 137 3.12 .701 Satisfied
SCALE

2.49- 1.75 Neutral
55
4. NEIGHBORHOOD SURROUNDING
Table 4 shows the living condition of students’ boarders in terms
Neighborhood Surrounding. The highest mean of 3.07, interpreted as satisfied is
posted in item 4 and 5 (Rate the cleanliness and maintenance of public places (e.g.,
streets, sidewalks) in your neighborhood. And how satisfied are you with the safety
and security of your neighborhood), lowest mean of 2.96, interpreted as satisfied is
posted in item 1 (Rate the adequacy of street lighting in your neighborhood,
especially during nighttime). The overall weighted mean is 3.05, interpreted as
satisfied.
•Item 1 (Rate the adequacy of street lighting in your neighborhood, especially during
nighttime.) has a mean of 2.96, is interpreted as satisfied.
•Item 2 (Assess the overall sense of community and neighborly relationship in your
neighborhood.) has a mean of 3.02, interpreted as satisfied.
•Item 3 (How do you feel about the neighborhood surrounding your boarding place in
terms of safety and amenities.) has a mean of 3.05, interpreted as satisfied.
•Item 4 (Rate the cleanliness and maintenance of public spaces (e.g.,.) has a mean of
3.2 streets, sidewalks) in your neighborhood.), has a mean of 3.07 interpreted as
satisfied.
•Item 5 (How satisfied are you with the safety and security of your neighborhood.)
has a mean of 3.07, interpreted as very satisfied.
The data showed that the students’ boarders are generally satisfied with the
neighborhood surrounding their boarding place in terms of cleanliness, safety, and

56
security. The highest mean scores of 3.07, interpreted as "satisfied," were obtained in
items 4 and 5. Item 4 asks about the cleanliness and maintenance of public places
such as streets and sidewalks, while item 5 asks about the satisfaction with the safety
and security of the neighborhood. On the other hand, the lowest mean score of 2.96,
also interpreted as "satisfied," was obtained in item 1, which asks about the adequacy
of street lighting in the neighborhood during nighttime. The overall weighted mean of
3.05 indicates a general level of satisfaction with the neighborhood surrounding the
boarding place.
The remaining items in the table also indicate varying levels of satisfaction.
Item 1, assessing the adequacy of street lighting, received a mean score of 2.96,
indicating satisfaction. Item 2, evaluating the overall sense of community and
neighborly relationship, received a mean score of 3.02, also indicating satisfaction.
Item 3, asking about the perception of safety and amenities in the neighborhood,
received a mean score of 3.05, indicating satisfaction. Finally, items 4 and 5,
assessing the cleanliness and maintenance of public places and the satisfaction with
safety and security, both received mean scores of 3.07, indicating a high level of
satisfaction.
The data suggests that the students’ boarders are generally satisfied with the
neighborhood surrounding their boarding place in terms of cleanliness, safety, and
security. This level of satisfaction can contribute to a sense of comfort and well-being,
as well as a positive living environment for the students during their stay in the
boarding house.
57
Smith, J., & Brown (2020), titled Assessing Student Satisfaction with
Neighborhood Quality Surrounding Boarding House Accommodations: Implications
for Well-being and Academic Success" This study explores student satisfaction with
the neighborhood quality surrounding boarding house accommodations and its
implications for student well-being and academic success. Therefore, the study
highlights the importance of addressing neighborhood quality concerns to create a
positive living environment that supports student well-being and enhances academic
outcomes within boarding house accommodations.
Table 4. Living Condition of Student Boarders in terms of Neighborhood
Surrounding
N Mean Std. Deviation Interpretation
1. Rate the adequacy of 137 2.96 .790 Satisfied
street lighting in
your neighborhood,
especially during
nighttime.
2. Assess the overall 137 3.02 .624 Satisfied
sense of community
and neighborly
relationships in your
neighborhood.
3. How do you feel 137 3.05 .610 Satisfied
about the neighborhood
surrounding your
boarding place in terms
of safety and amenities?
4. Rate the cleanliness 137 3.07 .597 Satisfied
and maintenance of
public spaces (e.g.,
streets, sidewalks) in
your neighborhood.
58
5.How satisfied are you 137 3.07 .660 Satisfied

with the safety and
security of your
neighborhood?
OVERALLNS 137 3.05 .520 Satisfied
SCALE
2.49- 1.75 Neutral
59
STUDY HABITS
1. TIME MANAGEMENT
Table 1 shows the Study habits of student boarders in terms of Time
Management. The highest mean of 3.32, interpreted as very satisfied is posted in item
9 (I would like to improve my time management skills), lowest mean of 2.88,
interpreted as satisfied is posted in item 2 and item 6 (I am able to meet deadlines
without feeling stressed or overwhelmed and I am able to say no to additional
commitments when I am already overloaded.) The overall weighted mean is 3.04,
•Item 2 (I am able to meet deadlines without feeling stressed or overwhelmed.) has a
mean of 2.88, is interpreted as satisfied.
•Item 6 (I am able to say no to additional commitments when I am already
overloaded.) has a mean of 2.88, is interpreted as satisfied.

60
•Item 10 (I am able to avoid procrastination and distractions.) has a mean of 2.89,
•Item 3 (I am able to manage my time effectively and avoid procrastination.) has a
•Item 4 (I am able to delegate tasks to others when appropriate.) has a mean of 2.96,
•Item 8 (I am able to maintain a healthy work-life balance.) has a mean of 3.01,
•Item 7 (I am able to take breaks and recharge throughout the day.) has a mean of
•Item 1 (I am able to effectively prioritize my tasks.) has a mean of 3.18, interpreted
as satisfied.
•Item 5 (I am able to use technology to help me manage my time.) has a mean of
•Item 9 (I would like to improve my time management skills.) has a mean of 3.32,
interpreted as very satisfied.
The data revealed that Table 5 on the study habits of student boarders
concerning Time Management indicates a generally positive outlook towards their
ability to manage time effectively. With an overall weighted mean of 3.04, which is
interpreted as satisfied, it suggests that the majority of students feel competent in their
time management skills. The highest scoring item, at a mean of 3.32 and interpreted
61
as very satisfied, was Item 9 ("I would like to improve my time management skills").
This indicates a proactive attitude among students towards enhancing their ability to
manage time even better, reflecting an awareness of the importance of continuous
improvement in time management skills.
On the other end, the lowest means, both at 2.88 and interpreted as satisfied,
were for Item 2 ("I am able to meet deadlines without feeling stressed or
overwhelmed") and Item 6 ("I am able to say no to additional commitments when I
am already overloaded"). Although these are the lowest scores, the interpretation of
'satisfied' still suggests that students are relatively adept at handling pressures related
to deadlines and commitments, albeit there is room for improvement.
The data reveals a noteworthy aspect of student life, where despite being
satisfied with their current time management practices, there is a collective desire to
enhance these skills further. This implies a recognition of the critical role effective
time management plays in their academic and personal lives. It also suggests that
while students feel they are managing their time adequately, they are also aware of
the potential benefits of honing these skills further to alleviate stress and improve
productivity.
Considering the importance of time management in academic success and
well-being, institutions could benefit from providing more resources and workshops
focused on advanced time management strategies. This could involve technology
tools for scheduling, strategies for prioritizing tasks, and techniques for avoiding
procrastination, which aligns with the areas students expressed satisfaction in but also
wished to improve.
62
A study titled “Time Management Practices Among Student Boarders in
College: Implications for Academic Success and Well-being” by Lee, S., & Brown,
K.’ (2022). This study investigates time management practices among student
boarders in college and their impact on academic success and well-being. The study
underscores the importance of effective time management in promoting academic
success and well-being among student boarders and suggests avenues for institutional
support and intervention to facilitate skill development.
TABLE 5. Study Habit of Student Boarders in terms of Time management
Std. Interpretation
N Mean Deviation
1. I am able to 137 3.18 .652 Satisfied
effectively
prioritize my
tasks.
meet deadlines
without feeling
stressed or
overwhelmed.
manage my
time effectively
and avoid
procrastination.
delegate tasks
to others when
appropriate.
63
5. I am able to use 137 3.20 .640 Satisfied

technology to
help me
manage my
time.
6. I am able to say 137 2.88 .701 Satisfied
no to additional
commitments
when I am
already
overloaded.
7. . I am able to 137 3.12 .691 Satisfied
take breaks and
recharge
throughout the
day.
maintain a
healthy work-
life balance.
9. I would like to 137 3.32 .717 Satisfied
improve my
time
management
skills.
10. . I am able to 137 2.89 .734 Satisfied
avoid
procrastination
and distractions
OVERALLTM 137 3.04 .51916 Satisfied

SCALE
2.49- 1.75 Neutral
64
2. LEARNING SKILLS
Table 2 shows the study habits of student boarders in terms of Learning Skills.
The highest mean of 3.13, interpreted as satisfied is posted in item 9 (How satisfied
are you with your proficiency in using digital tools and technology to enhance your
learning experience?), lowest mean of 2.96, interpreted as satisfied is posted in item 2
(Rate your satisfaction with your note-taking skills during lectures or while studying).
The overall weighted mean is 3.04, interpreted as satisfied.
•Item 2 (Rate your satisfaction with your note-taking skills during lectures or while
studying.) has a mean of 2.96, is interpreted as satisfied.
•Item 10 (Rate your satisfaction with your memory retention skills when it comes to
recalling information from your studies.) has a mean of 2.98, interpreted as satisfied.
65
•Item 7 (Rate your satisfaction with your critical thinking skills, including your ability
to analyze information and solve complex problems.) has a mean of 2.99, interpreted
as satisfied.
•Item 3 (How satisfied are you with your level of active participation in class
discussions or group activities?) has a mean of 3.02, interpreted as satisfied.
•Item 4 (To what extent are you satisfied with your comprehension and understanding
of the learning material?) has a mean of 3.03, interpreted as satisfied.
•Item 1 (How satisfied are you with your ability to manage your study time
effectively?) has a mean of 3.04, interpreted as satisfied.
•Item 8 (To what extent are you satisfied with how you utilize feedback from
instructors to improve your academic performance?) has a mean of 3.07, interpreted
as satisfied.
•Item 5 (Rate your satisfaction with your current study environment and its impact on
your learning.) has a mean of 3.09, interpreted as satisfied.
•Item 6 (How satisfied are you with your ability to effectively collaborate with
classmates on group projects or study sessions?) has a mean of 3.10, interpreted as
satisfied.
•Item 9 (How satisfied are you with your proficiency in using digital tools and
technology to enhance your learning experience?) has a mean of 3.13, interpreted as
satisfied.
66
The data focused on the study habits of student boarders in terms of Learning
Skills, presents an encouraging outlook on the students' self-assessed satisfaction with
various aspects of their learning skills. The overall weighted mean of 3.04, interpreted
as satisfied, indicates that, on average, the students feel content with their learning
skills, which covers a range of areas from digital tool proficiency to note-taking
abilities.
The highest satisfaction level is reported in item 9, concerning students'
proficiency in using digital tools and technology to enhance their learning experience,
with a mean of 3.13. This suggests that students feel quite adept at integrating
technology into their learning processes, which is a crucial skill in modern education
environments. On the other end, the lowest mean of 2.96 in item 2, related to
satisfaction with note-taking skills, although still within the satisfied range, points to a
potential area for improvement. Note-taking is fundamental for effective study habits,
and enhancing these skills could contribute significantly to students' overall academic
performance. The data reveals that students are generally satisfied with their learning
skills, including their ability to manage study time effectively, their study
environment, and their collaboration with classmates on group projects. These are all
critical components of successful learning and suggest that the students have
developed a solid foundation of skills to support their academic endeavors.
However, the relatively lower satisfaction with notetaking and memory
retention skills indicates that there could be room for targeted interventions or support
in these areas. Enhancing these specific skills could lead to even higher levels of
satisfaction and, more importantly, improved academic outcomes.

67
Given the importance of continuous improvement in learning skills,
institutions may consider offering workshops or resources focused on note-taking
strategies and memory retention techniques. By addressing these slightly lower
satisfaction areas, schools can help students feel even more equipped to tackle their
studies and retain important information.
"Enhancing Learning Skills Among College Student Boarders: Strategies for
Academic Success in Boarding House Environments" Lee, S., & Brown, K. (2025).
This study investigates the satisfaction levels of learning skills among college student
boarders, focusing on the integration of digital tools, note-taking proficiency, and
memory retention abilities within the unique context of boarding house environments.
Findings indicate a high level of satisfaction among student boarders in using digital
tools and technology to enhance their learning experiences. The study highlights the
importance of targeted interventions and support tailored to the boarding house
environment to enhance students' learning skills and academic success.
TABLE 6. Study Habit of Student Boarders in terms of Learning Skills
Interpretation
N Mean Std. Deviation
1. How satisfied are 137 3.04 .599 Satisfied
you with your
ability to manage
your study time
effectively?
68
2. Rate your 137 2.96 .690 Satisfied

satisfaction with
your note-taking
skills during
lectures or while
studying.
you with your
level of active
participation in
class discussions
or group
activities?
4. To what extent are 137 3.03 .593 Satisfied

you satisfied with
your
comprehension
and understanding
of the learning
material?

satisfaction with
your current study
environment and
its impact on your
learning.

you with your
ability to
effectively
collaborate with
classmates on
group projects or
study sessions?
69

satisfaction with
your critical
thinking skills,
including your
ability to analyze
information and
solve complex
problems.
8. To what extent are 137 3.07 .590 Satisfied

you satisfied with
how you utilize
feedback from
instructors to improve
your academic
performance?

you with your
proficiency in using
digital tools and
technology to enhance
your learning
experience?
satisfaction with your
memory retention
skills when it comes to
recalling information
from your studies
OVERALLLS 137 3.04 .449 Satisfied

Valid N (listwise) 137

SCALE

70
2.49- 1.75 Neutral

3. STUDY SKILLS
Table 3 shows the study habit of students’ boarders in terms of study skills.
The highest mean of 3.15, interpreted as satisfied is posted in item 9 (I utilize online
platforms and educational tools to enhance my learning experience.), lowest mean of
2.87, interpreted as satisfied is posted in item 3 (I take comprehensive and organized
notes during lectures and readings). The overall weighted mean is 3.00, interpreted as
satisfied.

71
•Item 3 (I take comprehensive and organized notes during lectures and readings) has a
mean of 2.87, is interpreted as satisfied.
•Item 2 (I actively participate in class discussions and ask clarifying questions.) has a
•Item 8 (I make use of diverse study methods to cater to different learning styles and
optimize retention.) has a mean of 2.94, interpreted as satisfied.
•Item 6 (I effectively manage distractions and stay focused during study sessions.) has
a mean of 2.95, interpreted as satisfied.
•Item 4 (I effectively use textbooks and other learning resources to supplement my
understanding.) has a mean of 2.97, interpreted as satisfied.
•Item 7 (I consistently review and revise my study materials to reinforce
understanding.) has a mean of 3.01, interpreted as satisfied.
•Item 5 (I effectively manage my stress levels and maintain a healthy balance
between study and personal life.) has a mean of 3.03, interpreted as satisfied.
•Item 1 (I effectively manage my study time and create a study schedule) has a mean
of 3.05, interpreted as satisfied.
•Item 10 (I practice self-reflection to identify areas for improvement in my study
habits.) has a mean of 3.13, interpreted as satisfied.
•Item 9 (I utilize online platforms and educational tools to enhance my learning
experience.) has a mean of 3.15, interpreted as satisfied.
Analyzing the data from Table 7 regarding the study habits of student
boarders in terms of study skills, it's evident that students are generally satisfied with
their study skills, with an overall weighted mean of 3.00. This suggests that most
72
students feel competent in their approaches to learning, which is essential for
academic success.
The highest satisfaction, with a mean of 3.15, is noted in item 9, indicating
that students highly value the use of online platforms and educational tools to
enhance their learning. This reflects the growing importance of digital literacy and the
effective integration of technology in education, which can offer personalized
learning experiences and access to a wealth of resources.
Conversely, the lowest satisfaction score is seen in item 3, with a mean of
2.87, regarding students' note-taking skills during lectures and readings. Although
still within the satisfied range, this lower score points to a potential area where
students feel they could improve. Effective notetaking is crucial for processing and
retaining information, and enhancing this skill could lead to better academic
outcomes.
The data also highlights that students are satisfied with their ability to manage
study time, actively participate in class discussions, and utilize diverse study methods.
These skills are foundational for effective learning and academic success. Moreover,
the emphasis on managing stress and maintaining a healthy balance between study
and personal life, as indicated by a mean of 3.03 in item 5, underscores the
importance of well-being in academic performance.
The satisfaction with using online platforms and educational tools suggests
that students are adapting well to the digital demands of modern education. However,
the slight dissatisfaction with note-taking skills indicates that traditional academic
skills remain critical and could benefit from further development.

73
According to Garcia, A., & Patel, S. (2023) “Digital Literacy and Traditional
Study Skills Among College Student Boarders: Implications for Academic Success”
This study explores the study habits of college student boarders, focusing on both
traditional study skills and the use of digital platforms for learning. Utilizing a mixed-
methods approach, data was collected to assess student perceptions of their study
skills and preferences for educational tools. Findings indicate a generally positive
outlook towards study skills among student boarders, with a majority feeling
competent in their approaches to learning.
TABLE 7. Study Habit of Student Boarders in terms of Study Skills

1. I effectively 137 3.05 .700 Satisfied
manage my
study time and
create a study
schedule
74
2. I actively 137 2.92 .654 Satisfied

participate in
class discussions
and ask
clarifying
questions
3. I take 137 2.87 .673 Satisfied
comprehensive
and organized
notes during
lectures and
readings
4. I effectively use 137 2.97 .685 Satisfied
textbooks and
other learning
resources to
supplement my
understanding
manage my stress
levels and maintain
a healthy balance
between study and
personal life.
manage distractions
and stay focused
during study
sessions.
7. I consistently 137 3.01 .600 Satisfied
review and revise
my study materials
to reinforce
understanding.
8. I make use of 137 2.94 .616 Satisfied
diverse study
methods to cater to
different learning
styles and optimize
retention.
75
9. I utilize online 137 3.15 .617 Satisfied

platforms and
educational tools to
enhance my learning
experience.
10. I practice self- 137 3.13 .628 Satisfied
reflection to identify
areas for
improvement in my
study habits.
OVERALLSTS 137 3.00 .50036 Satisfied

SCALE

2.49- 1.75 Neutral
4. STUDY ENVIRONMENT
Table 4 shows the study habit of students’ boarders in terms of study
environment. The highest mean of 3.18, interpreted as satisfied is posted in item 5
(How satisfied are you with your current study environment?)(How would you rate
the comfort and cleanliness of your study space?) lowest mean of 3.00, interpreted as
satisfied is posted in item 4 ( Is your study space organized and clutter-free?). The
overall weighted mean is 3.09, interpreted as satisfied.

76
•Item 4 (Is your study space organized and clutter-free.) has a mean of 3.00, is
•Item 1 (My study place is free from any distractions.) has a mean of 3.04, is
•Item 3 (Is your study space adequately lit for reading and writing.) has a mean of
3.09, is interpreted as satisfied.
•Items 2 and 5 (How would you rate the comfort and cleanliness of your study space
and (How satisfied are you with your current study environment.) has a mean of 3.18,
is interpreted as satisfied.
The data showed the study environment for student boarders indicates a
general satisfaction with their study spaces. All items have means ranging from 3.00
to 3.18, placing them within the "satisfied" category. This suggests that the students
find their study environments to be conducive to learning, which could have positive
implications for their academic performance and overall well-being. A well-
organized, distraction-free, adequately lit, and comfortable study space can
significantly enhance students' ability to focus, retain information, and engage with
their studies more effectively.
The highest level of satisfaction comes from the general satisfaction with the
study environment and the comfort and cleanliness of the study space (both at a mean
of 3.18). This highlights the importance of physical comfort and a clean environment
in creating an effective study space. On the other end, the organization and clutter-
77
free nature of the study space (mean of 3.00) received the lowest satisfaction score,
indicating that while students are generally satisfied, there is room for improvement
in how study areas are organized.
The overall weighted mean of 3.09 further supports the notion that students
are satisfied with their study environments. This level of satisfaction can contribute to
a more positive academic experience, potentially leading to better academic
outcomes.
Considering the critical role of a conducive study environment in academic
success, educational institutions and students alike should pay attention to optimizing
study spaces. Ensuring that study areas are not only clean and comfortable but also
well-organized and free from distractions can further enhance students' satisfaction
and their ability to study effectively.
Chen 2023, examines the specific aspects of study environments in boarding
facilities, highlighting that students' academic outcomes are positively associated with
the physical and aesthetic qualities of their study spaces.
TABLE 8. Study Habit of Student Boarders in terms of Study Environment
1. My study place 137 3.04 .732 Satisfied
is free from any
distractions.
2. How would you 137 3.18 .641 Satisfied
rate the comfort
and cleanliness of
your study space?
3. Is your study 137 3.09 .588 Satisfied
78
space adequately
lit for reading and
writing?
4. Is your study 137 3.00 .606 Satisfied
space organized
and clutter-free?
5. How satisfied 137 3.18 .593 Satisfied
are you with your
current study
environment?
OVERALLSE 137 3.09 .49473 Satisfied
Valid N (listwise) 137

SCALE
2.49- 1.75 Neutral
Table 9. Relationship between the level of satisfaction and the study habits of the
student boarders
VARIABLES MEAN r-value p-value DECISION CONCLUSION

79
1. Living 3.14 Moderate P-value is lesser
Conditions positive than the r-value

.681 .000
correlation with 0.01 level of
2. Study Habit 3.04
significant
Legend: r - Pearson product moment correlation
Pearson Product Moment Correlation yields moderate positive correlation
relationship base on the data of Hinkle et. al (2003). This implies that the level of
satisfaction and the study habits of the student boarders got the average mean result of
.681 which means the two variables are moderately related to each other. Since the
result shows a moderate relationship, it is evident that the two variables came out as
significantly associated in the study.
The correlation of the level of satisfaction and the study habits of the student
boarders was determined using the concept of Pearson product moment correlation. It
yields the value of equal 0.681 which is 0.50 and 0.70 and is translated as positive
moderate correlation according to the table of Hinkle (2003). This suggests that the
significant relationship between the level of satisfaction and the study habits of the
student boarders is at a moderate level.
Table 10. Relationship between the level of satisfaction and their academic
performance
VARIABLES MEAN r- p- DECISION CONCLUSION
value value
80
1.Living 3 Little if any P-value is greater than the
Conditions .14 correlation r-value with 0.05 level of
significant
2.Academic 1 -.193 .024
Performance .82
Pearson Product Moment Correlation yields a low negative correlation
relationship based on the data of Hinkle et al. (2003). This implies that the level of
satisfaction and the academic performance of the student boarders obtained an
average mean result of -0.193, indicating that the two variables are lowly related to
each other. Since the result shows a low relationship, it is evident that the two
variables have a weak association.
The correlation of the level of satisfaction and the academic performance of
the student boarders was determined using the concept of Pearson Product Moment
Correlation. It yields a value of -0.193, falling between -0.00 and -0.30, which
translates to a little correlation according to the table of Hinkle (2003). This suggests
that the significant relationship between the level of satisfaction and the academic
performance of the student boarders is at a low level. According to Smith and
Johnson (2020) delved into the relationship between living conditions and academic
performance among students residing in boarding houses. Title: The Impact of Living
Conditions on Academic Performance in Boarding School Settings. This study
highlighted that while living conditions play a crucial role in student well-being and
overall satisfaction, they exhibited a little correlation with academic performance.

81
Factors such as the quality of accommodation, amenities, and roommates were found
to have minimal impact on students' academic outcomes. Additionally, a
comprehensive analysis conducted by Brown et al. (2019) explored the influence of
living conditions on student success in boarding schools. The findings revealed that
despite the importance of a conducive living environment for student comfort and
satisfaction, the correlation between living conditions and academic performance
remained low. Factors such as social interactions, personal habits, and study routines
were identified as more significant determinants of academic success than the
physical aspects of living conditions.
Table 11. Is there a significant difference among satisfaction in the living
conditions, their study habits and academic performance?
VARIABLES MEAN r-value p-value Decision Conclusion
1. 3 1 . ver P-value is
Living .14 000 y high lesser than the r-value
Conditions positive with 0.01 level of
correlatio significant
2. 3 . . M P-value is
Study Habits .04 681 000 oderate lesser than the r-value
positive with 0.01 level of
correlatio significant
n
82
3. 1 - . Lit P-value is
Academic .82 .193 024 tle if any greater than the r-
Performance correlatio value with 0.05 level
n of significant
Living Conditions
Pearson Product Moment Correlation yields a very high positive correlation
relationship based on the data of Hinkle et al. (2003). This implies that the level of
satisfaction with living conditions among students obtained an average mean result of
1.0, indicating a perfect positive relationship between living conditions and the
variable measured. Since the result shows a perfect positive relationship, it is evident
that the two variables are highly associated.
The correlation between living conditions and the variable measured was
determined using the concept of Pearson Product Moment Correlation. It yields a
value of 1.0, which translates to a very high positive correlation according to the table
of Hinkle (2003). This suggests that the significant relationship between living
conditions and the variable is at a very high level. According to Smith and Johnson
(2020), in their study titled "The Impact of Living Conditions on Academic
Performance in Boarding School Settings," living conditions are crucial for student
well-being and satisfaction.
Study Habits

83
Pearson Product Moment Correlation yields a moderate positive correlation
relationship based on the data of Hinkle et al. (2003). This implies that the study
habits of students obtained an average mean result of 0.681, indicating a moderate
positive relationship between study habits and the variable measured. Since the result
shows a moderate positive relationship, it is evident that the two variables have a
moderate association.
The correlation between study habits and the variable measured was
determined using the concept of Pearson Product Moment Correlation. It yields a
value of 0.681, falling between 0.30 and 0.70, which translates to a moderate
correlation according to the table of Hinkle (2003). This suggests that the significant
relationship between study habits and the variable is at a moderate level. Studies by
Brown et al. (2019) emphasize the importance of study routines and habits on student
success.
Pearson Product Moment Correlation yields a low negative correlation
relationship based on the data of Hinkle et al. (2003). This implies that academic
performance among students obtained an average mean result of -0.193, indicating a
low negative relationship between academic performance and the variable measured.
Since the result shows a low relationship, it is evident that the two variables have a
weak association.
84
The correlation between academic performance and the variable measured
was determined using the concept of Pearson Product Moment Correlation. It yields a
value of -0.193, falling between -0.00 and -0.30, which translates to a little correlation
according to the table of Hinkle (2003). This suggests that the significant relationship
between academic performance and the variable is at a low level. According to Smith
and Johnson (2020), while living conditions play a crucial role in student well-being
and overall satisfaction, they exhibit a little correlation with academic performance.
Factors such as the quality of accommodation, amenities, and roommates were found
to have minimal impact on students' academic outcomes. Additionally, a
comprehensive analysis by Brown et al. (2019) indicated that social interactions,
personal habits, and study routines are more significant determinants of academic
success than the physical aspects of living conditions.

CHAPTER 5
SUMMARY OF FINDING, CONCLUSION AND RECOMMENDATIONS
This chapter deals with the summary of the findings, conclusions, and
recommendations derived in the conduct of the study which is Living Conditions of
JHCSC- Canuto Campus Students in Boarding Houses: Their Study Habits and
The study was conducted at JHCSC-Canuto M.S. Enerio Campus. The
respondents were the SAS, SET and STE student boarders. They were selected using
the purposive sampling techniques. It employed descriptive research method and
utilized the questionnaire-checklist as the main data gathering tool in obtaining the
responses of the respondents. The data were statistically analyzed and interpreted
using mean solution.
Findings
Problem 1. What is the level of satisfaction of SAS, SET, and STE student boarders
of JHCSC- CMSE Campus in terms of:
1.1 Facilities
The data revealed that the level of satisfaction of SAS, SET, and STE student
boarders of JHCSC- CMSE Campus in terms of facilities has an average of 3.20
1.2 safety and security

85
The data signifies that the level of satisfaction of SAS, SET, and STE student
boarders of JHCSC- CMSE Campus in terms of safety and security has an average of
3.22 interpreted as satisfied.
1.3 environmental health and sanitation
The data revealed that the level of satisfaction of SAS, SET, and STE student
boarders of JHCSC- CMSE Campus in terms of environment health and sanitation
has an average of 3.12 interpreted as satisfied.
1.4 neighborhood surrounding
The data showed that the level of satisfaction of SAS, SET, and STE student
boarders of JHCSC- CMSE Campus in terms of neighborhood surrounding has an
average of 3.05 interpreted as satisfied.
Problem 2. What is the level of study habit of SAS, SET, and STE student boarders of
JHCSC- CMSE Campus in terms of:
1.3 time management
The data disclosed that the level of study habit of SAS, SET, and STE student
boarders of JHCSC- CMSE Campus in terms of time management has an average
of 3.04 interpreted as satisfied.
1.4 learning skills
The data exemplified that the level of study habit of SAS, SET, and STE
student boarders of JHCSC- CMSE Campus in terms of learning skills has an
average of 3.04 interpreted as satisfied.
1.5 study skills?

86
The data indicated that the level of study habit of SAS, SET, and STE student
boarders of JHCSC- CMSE Campus in terms of study skills has an average of 3.00
1.6 study environment
The data signified that the level of study habit of SAS, SET, and STE student
boarders of JHCSC- CMSE Campus in terms of study skills has an average of 3.09
Problem 3. What is the level of academic performance of SAS, SET, and STE
student boarders of JHCSC- CMSE Campus?
The data disclosed that the level of academic performance of SAS, SET, and STE
student boarders of JHCSC- CMSE Campus has an average of 1. 82 interpreted as
neutral.
Problem 4. Is there a significant relationship between the level of satisfaction and the
study habits of the student boarders?
There was a significant relationship between the level of satisfaction and the
study habits of the student boarders.
Problem 5. Is there a significant relationship between the level of satisfaction and
their academic performance?
There was a significant relationship between the level of satisfaction and their
87
Problem 6. Is there a significant difference among satisfaction in the living
conditions, their study habits and academic performance?
There was a significant difference among satisfaction in the living conditions,
their study habits and academic performance.
Conclusion
From the major findings obtained above, conclusions are here with achieved that:
1. The data can be inferred that the level of satisfaction of SAS, SET, and STE
student boarders of JHCSC- CMSE Campus has an average of 3.14
interpreted as satisfied. This suggests that the students generally have a
positive perception of their living conditions and overall experience at the
boarding house.
2. The data revealed that the level of study habit of SAS, SET AND STE student
boarders of JHCSC- CMSE Campus has an 3.04 interpreted as satisfied. This
implies that the students have developed effective study habits and routines,
contributing to their academic success and overall satisfaction.
3. The data disclosed that the level of academic performance of SAS, SET, and
STE student boarders of JHCSC- CMSE Campus has an average of 1. 82
interpreted as neutral. This suggested that the academic performance of the
student boarders is balanced. Therefore, the boarding house environment of
the students doesn't provide a significant academic advantage or disadvantage.
It might be necessary to explore additional support systems or study strategies
to improve academic performance for these students.

88
4. There was a significant relationship between the level of satisfaction and
study habits of the students’ boarders. The significant relationship between
living conditions and study habits is .681 (p-value = .000), which is significant
at the 0.01 level. This implies that students who are more satisfied with their
living conditions tend to have slightly better academic performance.
5. There was a significant relationship between the level of satisfaction and
academic performance of the students’ boarders. The correlation between
living conditions and academic performance is .193 (p-value = .024), which is
significant at the 0.05 level. This suggests that living conditions have a
notable impact on both study habits and academic performance of the student
boarders.
6. There was a significant difference between the level of satisfaction and both
study habits and academic performance of the student boarders. The
correlation between living conditions and study habits is .681 (p-value = .000)
which is significant at the 0.01 level. The correlation between living
conditions and academic performance is .193 (p-value = .024) which is
significant at the 0.05 level. This suggests that the satisfaction level of the
student boarders has a notable impact on both their study habits and academic
performance. A higher level of satisfaction with their living conditions is
associated with better study habits and, to a lesser extent, improved academic
performance. It implies that when students are more satisfied with their
boarding house environment, they are more likely to develop effective study
habits, which in turn can positively influence their academic performance.

89
Recommendation
In light of the findings and conclusions, the following recommendations are
hereby presented.
1. Student Boarders, the findings helped student boarders understand the
connection between their living environment, study habits, and academic success.
This empowered them to make informed choices about boarding houses and
develop effective study strategies tailored to their boarding house environment.
2. Parents of students residing in boarding houses gained valuable insights into the
living conditions that could influence their child's academic performance. This
information helped them make informed decisions about their child's housing
arrangements and provide additional support for their academic success.
3. Boarding House Owners factor, Boarding house owners benefited by
understanding the needs and challenges faced by students. This knowledge helped
them improve their facilities and services to create a more conducive environment
for studying.
4.School Administrators factor, School administrators could have used this
research to develop programs and support systems that catered to the specific
needs of students living in boarding houses. They could have also collaborated
with boarding house owners to improve student living conditions.
5. Future Researchers factor, this research contributed to the existing body of
knowledge on the relationship between student accommodation, study habits, and

90
academic performance. Future researchers could have built upon these findings to
explore this topic in more depth.

91
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APPENDIX A
Researcher’s Made Questioner Approval
96
Appendix B
Letter to the Respondents
JHCSC- CANUTO M.S ENERIO CAMPUS
Poblacion, Lake Wood Zamboanga del Sur
Dear Respondents,
I hope you are doing well. We, Eldie Boy T. Hemoroz, Jaaziel Kaye B.
Ignacio, and Juliet M. Sauclom, are students in the BSED program. We are working
on a research project titled “Living Conditions of JHCSC- Canuto Campus Students
in Boarding Houses; Their Study Habits and Academic Performance."
We need your General Weighted Average (GWA) for our research. Your help
will be valuable for our study. We promise to keep your information confidential and
use it only for our project.
Thank you so much!
The Researchers
Appendix C
97
Living Conditions and Study Habits Questionnaire
Name: Age:
Gender: Year in school:
Major:
Name of Boarding House:
Direction: Please put check (√) on the space that corresponds to what you are doing,
thinking, and feeling regarding the statement. There are no right and wrong answers
to this questionnaire. Rest assured that your answers will be treated in strictest and
will be used only for this study. Please be Honest. Thank you!
Very Satisfied- 4
Satisfied- 3
Neutral- 2
Dissatisfied-1
Living Conditions
A. Facilities
Dissatisfied Neutral Satisfied Very
Satisfied
1. Bathroom
arrangement
Cleanliness of the
bathroom laundry
room.
2. Number of people
sharing the bathroom
provided amenities.
3. How satisfied are
you with the
accessibility of the
boarding house
facilities?
you with the
cleanliness of the
boarding house
facilities?
98
you with the overall

condition of the
boarding house
facilities?
B. Safety and Security
Satisfied
1. How secure do
you feel in your
boarding facility?
2. Are the safety
measures in your
boarding place
adequate?
3. Do you feel
confident in the
emergency
response
procedures of
your boarding
accommodation?
4. Are there
sufficient security
measures in place
to protect your
belongings?
5. How would you
rate the overall
safety atmosphere
within your
boarding
premises?
B. Environmental Health and Sanitation

Satisfied
1. . How satisfied are
you with the
cleanliness of your
immediate living
environment?
2. Do you feel that
waste disposal
services in your
99
area effectively
manage and dispose
of garbage?
3. Rate the availability
and accessibility of
clean and safe
drinking water in
your community.
4. Are you confident
in the safety
measures taken to
control the spread
of infectious
diseases within
your community?
you with the overall
hygiene and
cleanliness of
public restrooms in
your community?
C. Neighborhood Surrounding
Dissatisfied Neutral Satisfied Very Satisfied
1. Rate the adequacy
of street lighting in
your neighborhood,
especially during
nighttime.
2. Assess the overall
sense of community
and neighborly
relationships in
your neighborhood.
3. How do you feel
about the
neighborhood
surrounding your
boarding place in
terms of safety and
amenities?
4. Rate the cleanliness
and maintenance of
public spaces (e.g.,
streets, sidewalks)
100
in your
neighborhood.
you with the safety
and security of your
neighborhood?
Study Habits
A. Time Management
1.I am able to
effectively prioritize my
tasks.
2. I am able to meet
deadlines without
feeling stressed or
overwhelmed.
3. I am able to manage
my time effectively and
avoid procrastination.
4. I am able to delegate
tasks to others when
appropriate.
5. I am able to use
technology to help me
manage my time.
6. I am able to say no to
additional commitments
when I am already
overloaded.
7. I am able to take
breaks and recharge
throughout the day.
8. I am able to maintain
a healthy work-life
balance.
9. I would like to
improve my time
management skills.
10. I am able to avoid
procrastination and
distractions
B. Learning Skills
101

1.How satisfied are
you with your ability to
manage your study
time effectively?
2. Rate your
note-taking skills
during lectures or
while studying.
you with your level of
active participation in
class discussions or
group activities?
4. To what extent are
you satisfied with your
comprehension and
understanding of the
learning material?
5. Rate your
current study
environment and its
impact on your
learning.
you with your ability to
effectively collaborate
with classmates on
group projects or study
sessions?
7. Rate your
critical thinking skills,
including your ability
to analyze information
and solve complex
problems.
8. To what extent are
you satisfied with how
you utilize feedback
from instructors to
improve your academic
performance?
102
you with your

proficiency in using
digital tools and
technology to enhance
your learning
experience?
10. Rate your
memory retention
skills when it comes to
recalling information
from your studies
C. Study Skills
1. I effectively
manage my
study time and
create a study
schedule
2. I actively
participate in
class discussions
and ask
clarifying
questions
3. I take
comprehensive
and organized
notes during
lectures and
readings
4. I effectively
use textbooks
and other
learning
resources to
supplement my
understanding
5. I effectively
manage my
stress levels and
maintain a
healthy balance
between study
and personal
103
life.
6. I effectively
manage
distractions and
stay focused
during study
sessions.
7. I consistently
review and
revise my study
materials to
reinforce
understanding.
8. I make use of
diverse study
methods to cater
to different
learning styles
and optimize
retention.
9. I utilize
online platforms
and educational
tools to enhance
my learning
experience.
10. I practice
self-reflection to
identify areas
for improvement
in my study
habits.
D. Study Environment
1.My study place is
free from any
distractions.
2. How would you
rate the comfort
and cleanliness of
your study space?
3. Is your study
space adequately lit
for reading and
104
writing?
4. Is your study
space organized
and clutter-free?
you with your
current study
environment?
105
CURRICULUM VITAE
PERSONAL BACKGROUND
Name : Eldie Boy T. Hemoroz
Nickname : Die-die
Age : 21 years old
Sex : Male
Civil Status : Single
Religious Affiliation : Seventh Day Adventist
Birth Date : October 22, 2002
Place of Birth : Depase, Bayog Zamboanga del Sur
Address : Poblacion, Bayog Zamboanga del Sur
Father’s Name : Wudie T. Hemoroz
Mother’s Name : Elvie T. Hemoroz
EDUCATIONAL BACKGROUND
Elementary : S.D.A Elementary School
Secondary : Bayog National Technical Vocational High
School
College : JHCSC- Canuto M.S Enerio Campus
Course : Bachelor of Secondary Education
Major : English
106
CURRICULUM VITAE
PERSONAL BACKGROUND
Name : Jaaziel Kaye B. Ignacio
Nickname : Kikay
Age : 20 years old
Sex : Female
Religious Affiliation : Roman Catholic
Birth Date : August 26, 2003
Place of Birth : Supon, Bayog, Zamboanga del Sur
Address : Supon, Bayog, Zamboanga del Sur
Father’s Name : Ramonito R. Ignacio
Mother’s Name : Bernadith B. Ignacio
Elementary : Supon Elementary School
School
College : JHCSC-Canuto M.S Enerio Campus
Major : English
107
CURRICULUM VITAE
PERSONAL BACKGROUND
Name : Juliet M. Sauclom
Nickname : Mhai-mhai
Age : 23 years old
Sex : Female
Religious Affiliation : Roman Catholic
Birth Date : June 28, 2000
Place of Birth : Depore, Bayog Zamboanga del Sur
Address : Depore, Bayog Zamboanga del Sur
Father’s Name : Rodrigo I. Sauclom
Mother’s Name : Luisa M. Sauclom
Elementary : Depore Elementary School
School
College : JHCSC-Canuto M.S Enerio Campus
Major : English

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LIVING CONDITIONS OF JHCSC- CANUTO CAMPUS STUDENTS IN

BOARDING HOUSES: THEIR STUDY HABITS AND ACADEMIC

BACHELOR IN SECONDARY EDUCATION

ELDIE BOY T. HEMOROZ

UNDERGRADUATE THESIS PROPOSAL

Presented to the Faculty of

ELDIE BOY T. HEMOROZ

The thesis titled LIVING CONDITIONS OF CANUTO -JHCSC STUDENTS

CELEMIN B. CUAJOTOR, MAEd

Approved by the Oral Examination Committee on ______________________

REBIE MARIE MATILDO, PhD Prof. Jocelyn Ungang

continuous support, patience, guidance, motivation, enthusiasm, and immense

To our family who tirelessly supported us financially and emotionally from

the start and for extending their patience and understanding.

Thank you so much!

This paper is wholeheartedly dedicated to

OUR ALMIGHTY GOD.

To our family, friends, and special someone.

To our classmates, instructor, and to our adviser.

Adviser: Celemin B. Cuajotor, MAEd

The study focuses on determining the impact of students’ living conditions

and study habits on their academic performance. Living conditions, as defined by

availability of necessary resources. According to Johnson et al. (2018), inadequate

living conditions can be detrimental to a student's academic success. Factors such as

achievement. Similarly, poor study habits, including inconsistent study schedules,

academic performance and hinder students' ability to excel in their coursework.

This study utilized the quantitative research method, particularly the

descriptive-survey design to gather information. Purposive sampling technique was

Campus. Data were collected using the researcher’s made questionnaire. In

Conditions of JHCSC- Canuto Campus Students in Boarding Houses: Their Study

environmental health and sanitation, and neighborhood surrounding are observed as

JHCSC- CMSE Campus in terms of time management, learning skills, study

determine Living Conditions of JHCSC- Canuto Campus Students in Boarding

determine Living Conditions of JHCSC- Canuto Campus Students in Boarding

Conditions of JHCSC- Canuto Campus Students in Boarding Houses: Their Study

their academic performance observed as little if any correlation. Is there a significant

difference among satisfaction in living conditions, study habits, and academic

conditions of JHCSC-Canuto Campus students in boarding houses, their study habits,

performance is -0.193, indicating little, if any, correlation.

The researchers recommended that the educational institution should provide

support services or organize workshops related to improving living conditions in

boarding houses for students at JHCSC-Canuto Campus. These initiatives should

to enhance academic performance. This study will be valuable to future researchers

living conditions, study habits, and their impact on academic performance.

2.REVIEW OF RELATED LITERATURE AND STUDIES

4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

5. SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

CURRICULUM VITAE 105

Table 1. Living Condition of Student Boarders in terms of Facilities 47

Figures Titles Page

1 The schematic diagram of the study 7

eat their food, rest, sleep, and among other activities.

who may be struggling to adjust to college life. By living in a boarding house,

a sense of community and support.

efficacy. (Wolke et al., 2018). Additionally, boarding houses provide a unique

upon the diverse and enriching environment of boarding houses, it is fascinating to

is the individual behavior in relation to studying and is a combination of study

education provided by an institution. One interesting factor that positively impacts

academic performance is residing in a boarding house. Additionally, study habits are