STUDY HABITS AND ACADEMIC PERFORMANCE OF GRADE 11 HUMSS

JESSA MIE BESA

PHILLIP JAMES BOSTON
FRENALYN PANGKO
JOGER FELECIERTTA
NORJAN DIMAVIVAS
RONNIE LIAMO

A RESEARCH SUBMITED TO THE FACULTY OF PROPER NED NATIONAL HIGH

SCHOOL, NED, LAKE SEBU, SOUTH COTABATO, IN PARTIAL PULFILLMENT OF

THE REQUIREMENTS FOR THE SUBJECT

PRACTICAL RESEARCH 2

January 2024
 CHAPTER I

INTRODUCTION

Background of the Study

Education plays a pivotal role in shaping individuals and societies, as it

equips individuals with knowledge, skills, and the ability to contribute meaningfully

to their communities. It is a key determinant of future opportunities and success,

not only on a personal level but also in terms of socioeconomic development. The

academic performance of students, particularly in their formative years, is often

used as a gauge for their educational progress. It serves as an indicator of how well

the education system is preparing them for the challenges of the future.

In the context of secondary education, the Grade 11 year is a critical juncture

in a student’s academic journey. It marks the transition from the foundation built

during the earlier years to a more specialized and in-depth curriculum. For Grade 11

students in the Humanities and Social Sciences (HUMSS) track, this phase of

education is particularly crucial. The HUMSS track focuses on developing students’

critical thinking, communication skills, and understanding of human society and

culture. The knowledge and skills acquired during this period have a profound

impact on their future academic and career paths.

This study delves into the intricate relationship between study habits and

academic performance among Grade 11 students in the HUMSS track. It seeks to

understand how the specific study habits developed by these students affect their

overall performance in their coursework. We recognize that effective study habits

can significantly contribute to a student’s ability to grasp and retain knowledge,

perform well in assessments, and ultimately excel academically. Conversely, poor

study habits can hinder academic achievement.

The importance of this research lies in its potential to shed light on the

underlying factors that influence student achievement, specifically within the

HUMSS track. By examining study habits and their impact on academic

performance, we aim to provide valuable insights that can inform educational

practices and policies. These insights can benefit various stakeholders in the

education system, including educators, parents, and policymakers Understanding

how study habits relate to academic performance in the HUMSS track can help

educators tailor their teaching methods to better support their students. Parents

can also play a more active role in guiding and supporting their children’s study

routines. Furthermore, understanding how study habits relate to academic

performance in the HUMSS track can help educators tailor their teaching methods to

better support their students. Parents can also play a more active role in guiding

and supporting their children’s study routines. Furthermore, educational

policymakers can use the findings to refine curriculum and develop programs that

enhance the learning experience for Grade 11 HUMSS students.

This research not only contributes to the field of education but also to the

broader mission of fostering an educated and well-prepared citizenry, which is

essential for the continued progress and prosperity of society. In the following

chapters, we will delve deeper into the methodology, literature review, and

educational policymakers can use the findings to refine curriculum and develop

programs that enhance the learning experience for Grade 11 HUMSS students.

Theoretical Framework

Underpinning of our research aligns with the self-regulated learning.

Zimmerman (2002) has notably contributed to this framework by defining SRL as

the ability to set and monitor personal learning goals, manage time effectively use

cognitive strategies, and evaluate one's own performance. In the context of high

school, students with strong self-regulation abilities are more likely to develop

effective study habits, leading to improved academic performance. Generally, the

purpose of this study is to address a complex issue with several faces at its core, it

seeks to uncover the extent to which study habits contribute to the academic

performance of Grade 11 students in the HUMSS track.

Time Management

This study based on existentialism philosophy. This philosophy is learner

centered which gives direction to students regarding their study. Learners are self-

responsible of their academics because they just seek guidance from teachers but

take decisions and manage all activates themselves.

This theory expresses that human beings need to be create balance among

things and activities while adopting time management techniques. The important

thing is that how a person manages all responsibilities and tackle problems on time.

It is most vital for students to manage time and do all tasks related to studies.

Effective utilization of time determines the success of students.

Reading Strategies

Howard Gardner has a theory called Multiple Intelligences. Multiple

Intelligences is a thought that students learn in different ways. Some students learn

better when they are up and moving and others learn better if they can touch it and

move it. When students are trying to improve their reading comprehension and

reading fluency this theory applies. Some students will increase their reading

comprehension just by listening to the teacher talk about strategies. Some students

will increase by doing readers theater plays and others will improve their fluency

because they understand the text better.

Lev Vygotsky’s theory suggests that students learn by connecting what they

know to new learning. This is why teachers need to show the students the

connections between what they know and what they are learning. This can be

applied to reading fluency and reading comprehension. When teachers give

students a chance to learn about a subject then they give them reading fluency

passages and comprehension questions after studying it and making connections

with the new material students should have a higher fluency and comprehension

rate.
Note-Taking

Research on note taking has both theoretically and practically generated

debates since Crawford began his studies in the 1920s. Initially the debates

centered on whether note taking resulted in improve students’ performance on

tests. Over the years researchers have tried to verify that note taking help student

encoded the information involve and that notes are valuable as material for review

(Ladas,1980s

Woolfolk (2004) stated that among the cognitive learning theories, note

taking can be the best viewed in the context of the Information processing theory

model of memory (IPT). She explained that according to this theory, similar to the

computer, the mind receives information, change its form ang content store

information, retrieves it when needed, and generates response to it.

Study Environment

The school climate theory was developed by Gregory, Cornell and Fan

(2011) to explain the various elements of how students experience their school

environment.

The theory assumes that the interaction of varied factors creates a school

learning environment in a school including the academic activities, safety,

community and institutional environment that impact on the cognitive, behavioral

and psychological development of students. Thus, school climate, however it is

formed, has both direct and indirect effect on students’ outcomes in the school,

including their academic performance ( Gregory, Cornell, & Fan, 2011).

In building the theory further, later researchers theorized elements of school

climate that promote positive student development. For instance, Wang and Degol

(2015), borrowing from research on parenting styles and child development argued

that authoritative school climate promotes positive student development. They

defined a positive school climate as one that offers a democratic atmosphere for

students to express themselves. They used two leading indicators for authoritative

school climate, which are democratic disciplinary structures and warmth student

support ( Wang & Degol, 2015). In applying this theory to the current study, the
school climate is used interchangeably with a school learning environment to signify

various elements of the school environment that affect student learning in both

direct and indirect ways. Thus, when the student learning environment is conducive,

it will improve the academic performance of the students and vice versa.

Conceptual Framework

The conceptual framework underpinning this study draws from a wide range

of theories and models in education and psychology. It recognizes that study habits

encompass diverse behaviors and strategies, including time management, note-

taking, self-motivation, and the use of learning resources. These habits are

influenced by individual characteristics, family background, and the learning

environment. Academic performance, in this context, goes beyond mere grades and

includes a holistic assessment of a student’s competence in the HUMSS track.

Independent variable Dependent Variable

STUDY HABITS ACADEMIC PERFORMANCE

 Time Management  Examination
 Reading Strategies  Oral recitation
 Note-Taking  Quizzes
 Use of Learning  General Point Average
Resources (GPA)

Figure 1: Independent-Dependent Variable Model

Statement of the Problem

Generally, the purpose of this study is to determine the study habits and

academic performance of Grade 11 HUMSS students.

Specifically, the study aims to answer the following problem.

1. To what extent do study habits impact the academic performance of the

students in terms of:

1.1 Time management;

1.2 Reading strategies;

1.3 Note-taking;

1.4 tudy environment

2. What is the effect of the study habit to the academic performance of grade 11

HUMSS student in terms of:

2.1Examination;
2.2 Oral recitation;
2.3 Quizzes;
2.4 General Point Average (GPA).

3. Is there a significant relationship between study habit and academic

performance?

Hypotheses

Ho. There is no significant relationship between the Study Habits and Academic

Performance of Grade 11 HUMSS.

Significance of the Study

The result of the study focused on the Study Habits and Academic

Performance of Grade 11 HUMSS which is beneficial to the following:

Educators - stand to gain valuable insights into the drivers of academic

achievement among Grade 11 HUMSS students. This knowledge can inform

teaching practices and curricular adjustments to better cater to students’ needs.

Students - can benefit from a deeper understanding of how their study

habits affect their academic performance, potentially leading to improved learning

strategies and outcomes.

Parents - as stakeholders in their children’s education, can use the study’s

findings to support and guide their children in fostering effective study habits.

Future Researchers – This study served as a reference for future related

research and can be used as tool for further improvement, especially in studying the

connection of study habits to academic performance of the students.

The broader educational community - will benefit from an enriched

understanding of the intricate connection between study habits and academic

performance. This knowledge can guide the development of evidence-based

interventions and policies aimed at enhancing educational outcomes.

Scope and Delimitation of the Study

This study covered the topic about “Study Habits and Academic Performance

of Grade 11 HUMSS”. This study was conducted to Grade 11 HUMSS students at

Proper Ned National High School of Academic Year 2023- 2024.

Definition of Terms

Listed below were the terms taken from this research in which the

researchers believe have to be defined. This is necessary to enable the future

readers to easily understand the contents of this study.

Study Habits- these encompass a range of behaviors and strategies adopted by

students to facilitate the learning process, including time management, note-taking,

self-regulation, and the utilization of educational resources.

Academic Performance - Refers to the overall success of Grade 11 HUMSS

students in their coursework, encompassing not only grades but also exam scores

and a comprehensive evaluation of their proficiency in the HUMSS track.

Grade 11 HUMSS - This term denotes students enrolled in the Grade 11 level of

the Humanities and Social Sciences track, a senior high school program designed to

provide a foundation in social sciences, humanities, and other related disciplines.

Time Management - Time management involves consciously organizing and

planning your time to maximize efficiency and productivity.

Reading Strategies - Effective reading strategies go beyond just scanning through

text. Start by previewing the material to understand its structure and main ideas.

Actively engage with the content by asking questions, making predictions, and

forming connections to existing knowledge.

Note-taking - Note-taking is a crucial skill for capturing and organizing information

during lectures or readings. Develop a system that suits your learning style,

whether it's linear note-taking, mind mapping, or the Cornell method.

Study Environment - Your study environment significantly impacts concentration

and effectiveness. Choose a dedicated, well-lit space with minimal distractions.

Ensure comfortable seating and proper ergonomics to support long study sessions.
 CHAPTER II

REVIEW RELATED LITERATURE

As the researchers, we have conducted an extensive review of the existing

literature to provide a comprehensive understanding of the relationship between

study habits and academic performance among Grade 11 students in the

Humanities and Social Sciences (HUMSS) Track. The following literature review

presents key findings and insights from previous studies in this field.

The Importance of Study Habits

Effective study habits are foundational to academic success. Researchers

have identified specific strategies that can significantly enhance learning outcomes.

Pashler et al. (2008) conducted a meta-analysis of educational research and found

that strategies like active retrieval (testing yourself on the material), spaced

practice (distributing study sessions over time), and interleaved practice (mixing

different topics) lead to improved retention and understanding of material. These

strategies are essential components of effective study habits.

Zimmerman (2002) delved into the concept of self-regulation, which is closely

tied to study habits. He highlighted the importance of setting goals, self-monitoring,

and self-motivation in academic achievement. Self-regulated learners tend to exhibit

more effective study habits, such as setting aside dedicated study time and tracking

their progress.

Multiple studies have consistently reported a positive correlation between the

quality of study habits and academic performance. Ackerman and Gross (2005)

conducted a study that demonstrated a clear connection between students’ use of

effective study strategies and their grades.

They found that students who engaged in more active learning techniques,

like summarizing information and self-testing, achieved higher grades.

Crede and Kuncel (2008) conducted a comprehensive meta-analysis,

analyzing 164 studies on the relationship between study skills and academic
performance. Their findings confirmed a moderate positive relationship. This

suggests that students who possess and employ better study skills tend to perform

better academically.

Study habits are not developed in isolation; they are influenced by a range of

individual and external factors. Pintrich and De Groot (1990) highlighted the role of

motivation and self-efficacy in shaping effective study habits. Students who believe

in their abilities and have the motivation to succeed are more likely to adopt

effective study practices.

Trautwein et al. (2006) emphasized the impact of family background and

socioeconomic status on study habits. Students from more affluent backgrounds

may have access to better resources, a quieter study environment, or additional

educational support, which can positively influence their study habits and,

subsequently, their academic performance.

In this context, it is evident that the development of study habits is a

multifaceted process, influenced by both individual traits and external

circumstances.

II.1. Time Management

A study by Alrheme and Almardeni (2014) aimed at identifying the students'

viewpoint about how to time in terms of planning, organizing, directing and

censorship and its effect on academic achievement as long as identifying the

personal variables effects on academic achievement.

The data were collected through a sample of 300 students. The study results

showed that the planning was of high effect on academic achievement proved by a

correlation coefficient and that there is a statistically significant positive relationship

between time management and academic achievement. Kimlglo &filz(2008)

conducted a study which aimed at studying the relation between the academic

achievement and time management skills in education college at ghazi university in

turkey. The study results also showed that the student's behavior in the field of

planning time was at a high level, in the area of wasting time it was at its lowest. It
also showed the existence of significant positive relationship between planning time

and wasting time and between the academic achievements of students and there is

a meaningful relationship between the medium time management and academic

achievement as well.

Time management demands a key shift in emphasis: concentrate on results,

not on being busy. There are a lot of cases with people who waste their lives in

discolored doings and attain very small since they are placing their labors into the

incorrect responsibilities or weakening to focus their activity successfully,

established that two-time management workings directly affect the collective

academic achievements (Mercanlioglu, 2010). The perception of how their time

requires to be used up or planning including utilizing short and long period goals

and time attitudes or students accomplished that both planning and encouraging

time attitudes initiated that they had much more time to finish their everyday jobs

because they experience more in control of how their time was exhausted therefore

knowing when they had to state no to activities (Kaushar, 2013).

The literature revealed that time management practices that connected to

the individual's awareness and attitudes about time management and is

comparable the perception of having control over time. Therefore, time attitudes

comprise the perception that the individual is in control of time the perception that

the person is efficiently managing his time and the perception that the individual is

making constructive utilization of time (Karim et al., 2015).

II.2. Reading Strategies

The way schools and society look at literacy has changed dramatically over

the past 100 years. From 1900-1920 most students were working on phonics and

reciting passages from the McGuffy Reader (Sears, n.d). It was not until World War I

that society realized that reading is much more than simply saying the words on the

page. Reading is also understanding what those words mean. The United States

realized that many of their soldiers could not read well enough to following written

directions during the war (Sears, n.d). Around 1925 teachers began identifying

students who needed more instruction in reading. These students were given
individualized attention to help improve their reading skills (Sears, n.d). A more

recent study found that students who are behind in reading by the end of third

grade will increase their chance of being illiterate. They also increase their chances

of struggling in all academic areas as well as a higher chance of them dropping out

of school (Willows, 2008). In the years 1930-1939 there was a shift from using basal

reading series to using a whole language and sight word approach. Students had

less direct instruction in reading and writing (Sears, n.d.). Teachers were now

expected to have students reading books that they choose, and doing projects and

assignments that have real world application This is the first time students have had

choice and ownership in their learning (Thelen,1995). In the 1940s basal reading

materials were still being used but students were starting to be asked what they

think of the reading. Students were giving their opinions.

II.3. Note-Taking

Notetaking is a common and expected pedagogical practice in traditional

classrooms. Incorporating writing skills that have been learned in earlier grades,

students use notetaking to comprehend, capture, and code critical information from

temporary sources like lectures and presentations (İlter, 2019). From middle school

through higher education, lecture is the primary method used by instructors to

present course material (Shernoff et al., 2003).

Therefore, notetaking has become an integral component of most educational

experiences and is seen as both important and conducive to academic success

(Kobayashi, 2006; Oefinger & Peverly, 2020). Research suggests that the benefits of

intentional and cohesive notetaking are many, including increased recall of

material, deeper understanding of content, and overall academic performance

improvement (Salame & Thompson, 2020). While numerous undergraduate

classrooms have undergone research studies on the efficacy of notetaking

strategies within an academic setting, little is known about the impact of notetaking

on the middle school experience. Most middle schoolers are unequipped with the

necessary notetaking skills to make it an effective practice (Igo et al., 2009) and the

cognitive demands of notetaking prove challenging. Students must interpret and

retain information in their working memory, identify and transcribe the most

important details, and continue to pay attention to the content being presented to

them (Piolat et al., 2005).

Numerous factors impact a learner’s notetaking capacity including

handwriting speed, language comprehension, sustained attention, background

knowledge, and working memory (Oefinger & Peverly, 2020). A student’s abilities

related to each of these factors can influence their success in notetaking

II.4. The use of Learning Resources

Availability of learning resources enhances the effectiveness of schools as

these are basic things that can bring about good academic performance in the

students. Maicibi (2003) observed that all institutions or organization are made up

of human resources (workers) and other non-human resources. He further asserts

that when the right quantity and quality of human resources are brought together,

they can manipulate other resources towards realizing institutional goals and

objectives. Consequently, every institution should strive to attract and retain the

best of human resource. In recent years, access to computers and the internet has

generated interest in the provision of e-materials. The physical materials, human

materials and financial resources invested in schools influence not only the

education provided to students but also aspects of teachers and students

motivation and consequently the educational outcomes.

Livumbaze and Achoka (2017), in their research analyzing the effect of

teaching and learning resources on student achievement in public secondary

schools in Hamisi District, Kenya, found that teaching and learning success was

related to the availability of instruction and learning resources. According to the

study, underperforming schools need to be provided with adequate learning and

teaching resources to improve their performance. This study also identifies the

importance of adequate libraries, classrooms, and laboratories to improve the

performance of public schools in, Laikipia Barat District, Laikipia District. The study

found that some schools had turned classrooms into laboratories exacerbating three
science subjects, even in small spaces. The lack of internet connection in schools

hampers the online teaching and learning process.

Tobister (2017) researched the variables affecting students' ability to succeed

in school and earn a Certificate in Basic Education in the Kenyan districts of Kiminini

and Transnzoya. The study's findings showed that student performance in public

primary schools was influenced by the availability of teaching and learning

resources such as computer and science labs, libraries, classrooms, workshops,

agricultural buildings and structures, farms, and playgrounds. According to the

study, teachers and other staff care about the maintenance of school physical

facilities because the availability of these resources and facilities in the school

environment affects the teaching and learning process and student performance.

Lack of adequate facilities, especially desks, classrooms, toilets, dormitories, and

teacher accommodation, reduces the quality of teaching. In addition, low salaries

and poor working conditions for teachers affect their ability and motivation to

provide quality educational facilities, which are strategic factors in the functioning

of the organization.
 CHAPTER III

METHODOLOGY

This chapter presents the Research Design, Locale and Respondents of the

Study, Sampling Technique, Data Gathering Instrument, Data Gathering Procedures,

and Statistical tools.

Research Design

The chosen quantitative research design will allow for the systematic

collection and analysis of numerical data. A correlational approach specifically aims

to examine the extent of the relationship between study habits and academic

performance among Grade 11 students in the HUMSS track. Correlation analysis will

be employed to determine the strength and direction of any observed relationships.

Locale of the Study

This study is to be conducted at Proper Ned National High School of Academic

Year 2023-2024 specifically in the Grade 11 HUMSS.

Figure 2: Location of Proper Ned National High School in Google Map

Respondent of the Study

The respondents of the study were the Grade 11 HUMSS students of Proper

Ned National High School of Academic Year 2023-2024. The total population of

Grade 11 HUMSS students is 40. All of them are chosen as the respondents of this

study.

Sample and Sampling Technique

Simple Random Sampling was conducted wherein every member of the

population has an equal chance of being selected. There were 40 participants from

the Grade 11 HUMSS who were selected using Simple Random Sampling.

Data Gathering Instrument

The primary instrument for data collection will be structured questionnaires

designed explicitly to capture relevant information regarding study habits and

academic performance. The questionnaire will consist of sections:

1. Demographic Information: Gathering basic details about the participants (e.g.,

age, gender, study habits).

2. Study Habits: Exploring various aspects of study routines, time management,

preferred study methods, and study environments.

3. Academic Performance Metrics: Collecting self-reported grades or academic

achievements in specific subjects or overall performance, supplemented by access

to a academic records or transcripts for verification purposes.

 SURVEY QUESTIONNAIRE

PART I. Demographic Profile of the Respondents

Name (Optional): _____________________________________ Age: ____ Sex: ____

Grade & Section. _________

Direction: Please respond to the statement honestly by indicating the degree as to experience in

using technology for online learning. Put a check mark (/) in the column of each item that corresponds

your choice and be guided of the following:

Legend: Strongly Agree Moderatel Disagree Strongly

Agree (1) (2) y Agree (4) Disagree

(3) (5)

Questions: Rating

1. To what extent do you believe your study habits 1 2 3 4 5

impact your academic performance?

2. To what extent do you believe prioritizing tasks based

on importance impacts your academic success?

3. Do you have a specific study routine that you follow

consistently

4. How often do you engage in active learning methods,

such as group study sessions or discussions?

5. Do you find that the environment in which you study

affects your concentration and focus?

6. To what extent do you use technology (e.g. apps,

online resources) as part of your study habits.

7. Do you set specific goals for your study sessions, such

as completing a certain amount of material or

mastering specific concepts?

8. How often do you review and review your study

materials regularly, rather than just before exams.

9. Would you say that your study habits align with your

preferred learning style?

10.Do you believe that balancing extracurricular activities

with your studies has a positive or negative impact on

your academic performance?

11.To what extent do you seek help or clarification when

you encounter difficulties in understanding study

material?
 TIME MANAGEMENT

1. To what degree do you believe

effective time management
positively influences your
academic performance?
2. How well do you think your
study habits contribute to
efficient time utilization for
academic tasks?

3. In your opinion, does

maintaining a consistent study
schedule significantly impact
your academic achievements?

4. To what extent do you feel

your ability to manage time
affects your overall academic
success?

5. How much do you think

effective time management
contributes to your
understanding of academic
materials?
6. In your experience, does
having a structured study
routine positively influence
your academic performance?
7. To what extent do you believe
prioritizing tasks based on
importance impacts your
academic success?
8. How well do you think your
study habits align with
effective time allocation for
different subjects?
9. In your opinion, does having a
well-organized study space
contribute to better time
management and academic
performance?
10.To what extent do you feel that
adopting better time
management strategies could
enhance your overall academic
achievements?
2 READING STRATEGIES

1. To what extent do you believe that

employing effective reading
strategies positively impacts your
academic performance?
2How well do you think your current
reading strategies contribute to a
deeper understanding of academic
materials?
3. In your opinion, does adopting
specific reading techniques
significantly contribute to your ability
to retain and recall information?

To what extent do you feel your

reading habits impact your overall
comprehension of complex academic
texts?

5. How much do you believe that

utilizing effective reading strategies
improves your performance in exams
and assessments?

6. In your experience, does actively

engaging with the material through
various reading techniques enhance
your academic success?

7. To what extent do you think

adjusting your reading pace based on
the complexity of the material
influences your academic
achievements?

8. How well do you believe

incorporating note-taking strategies
while reading contributes to your
academic performance?

9. In your opinion, does using

supplementary materials alongside your
primary readings enhance your overall
understanding of the subject matter?
10. To what extent do you feel that refining
and adapting your reading strategies could
positively impact your academic success?

1.1 NOTE TAKING

1. How much do you believe that effective

note-taking positively influences your
academic performance?

2. To what extent do you think your current

note-taking strategies contribute to better
understanding and retention of course
material?

3. In your opinion, does the use of

organized and well-structured notes
significantly impact your ability to study
efficiently?

4. How well do you believe your note-

taking habits contribute to your success in
assignments and projects?

5. To what extent do you feel that

reviewing and revising your notes regularly
influences your academic achievements?

6. In your experience, does the practice of

summarizing information while taking
notes enhance your overall understanding
of the subject matter?

7. To what extent do you think the

organization and structure of your notes
impact your performance during exams?

8. How well do you believe your note-

taking strategies align with your preferred
learning style and enhance your academic
success?

9. In your opinion, does incorporating

visual aids and diagrams into your notes
 positively affect your understanding of
complex concepts?

10. To what extent do you feel that refining

and adapting your note-taking techniques
could positively impact your academic
achievements?

1.4 STUDY ENVIRONMENT

1. How much do you believe that your

study environment impacts your
concentration and academic performance?

2. To what extent do you think having a

quiet and dedicated study space positively
influences your ability to learn and retain
information?

3. In your opinion, does the overall

atmosphere of your study environment
significantly contribute to your focus and
productivity?

4. How well do you believe the

organization and cleanliness of your study
area impact your academic success?

5. To what extent do you feel that the

presence of distractions in your study
environment hinders your ability to
concentrate and learn effectively?

6. In your experience, does the availability

of necessary resources and materials in
your study space contribute to your overall
academic achievements?

7. To what extent do you think

personalizing and optimizing your study
environment aligns with improved
academic performance?

8. How well do you believe the lighting and

comfort level of your study area influence
your concentration and learning
experience?

9. In your opinion, does the availability of

technology in your study environment
positively contribute to your academic
success?

10,To what extent do you feel that refining

And Adapting your Study environment
Could positively impact your academic
achievements?

PROPER NED NATIONAL HIGH SCHOOL

Proper Ned, Ned, Lake Sebu
South Cotabato

January 25, 2024

ESTEBAN S. ALVAREZ, P-II

School Principal
Proper Ned National High School

Sir:

Greetings of Peace!

We are writing to ask permission to conduct a research study in our school.

We currently enrolled in Humanities and Social Sciences Strand at Proper Ned
National High School, and we are in the process of writing our Practical Research II,
study entitled “Study Habits and Academic Performance of Grade 11
HUMSS”.

In connection with this, we would like to ask for help from you by allowing us
to conduct our research study. Rest assured, that the information we gather will be
treated with utmost confidentiality and be used specifically for research used only.

Thank you.

Respectfully yours,

The Researchers

BESA, JESSA MIE

PANGKO, FRENALYN
DEMAVIVAS, NORJAN
BOSTON, PHILLIP JAMES
FELECIERTA, JOGER
LLAMO, RONNIE

Noted:

EMELYN L. GANAYO
Research Adviser
Approved:
 ESTEBAN S. ALVAREZ, P-II
Concurrent Principal

PROPER NED NATIONAL HIGH SCHOOL

Proper Ned, Ned, Lake Sebu
South Cotabato

January 25, 2024

Dear Respondents,

Greetings of Peace!

In partial fulfillment of our requirements for our subjects Practical Research II, we
are grade 12 (HUMSS) Humanities and Social Sciences students from Proper Ned
National High School. We would like to ask your permission to conduct a research
study entitled “Study Habits and Academic Performance of Grade 11
HUMSS.

In connection with this, we would like to ask you to answer the survey
questionnaires of our study. Rest assured that the data we will gather will remain
confidential and to be use in academic purpose only.

Thank you.

Respectfully yours,

The Researchers

Noted:

EMELYN L. GANAYO
Research Adviser
 Approved:

ESTEBAN S. ALVAREZ, P-II

Concurrent Principal

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