A Correlation on the Study Habits of Second Year Students

in Special Science Curriculum and Basic

Education Curriculum of Dasmariñas

National High School

CHAPTER 1: INTRODUCTION

A. Background of the Study

High school students have grown up hearing that study techniques vary from

person to person, so they should select techniques that work best for them. Certainly,

this is true to the extent. However, students often select study methods that are not

currently meeting their needs. Becoming a good student does not happen automatically

or overnight. It requires time and patience. Studying is a process that is learned through

trial and error. You have to discover a strategy that works for you and adapt it for

different learning situations. Most importantly, make studying a priority.

Prioritizing good study habits during and after school time is a challenging part

for the students. Attending in a typical classroom discussion is not helpful for those

students who didn’t easily understand what had been taught. It is a must for every

student to get their mind in focus and keep retention, as they are studying their lesson in

school. Barriers are present and keep blocking the effectiveness of study techniques.

In the Philippines, there are several curricula that have been implemented

throughout the years, and these are changing. Different curricula create a democratic
participation of stakeholders to promote the goals and aims in order to achieve the

desired competencies and process skills needed for the effectiveness of its program.

Comparisons in the personal and academic achievements of students are being

determined in the implemented curricula. This will affect how the students respond on it

and how they are treating the presented courses.

Diversity or differences among students has placed greater demands to teacher

in today’s school. The way that students are studying their lessons are said to be

different, in which the location, time, company and even priority has not been taken for

granted. There are schools that are implementing two curricula, and it is very

observable how the students enrolled in a certain curriculum manifested what kind of

study technique he or she possesses or has. The basic skills and attitudes such as

observing gathering correct information, interpreting data, curiosity, open mindedness

and resourcefulness among others are being developed in practicing good study habits.

Failure will not be a cause and raising student’s competitiveness in the class creates a

big impression of a developing self.

Findings and studies in the effectiveness of practicing good study habits is very

alarming. Most of them find other high school subjects boring and not interesting. That’s

the reason why they usually get poor grades in these subjects and interests are not

been cultivated. Causes of it can be found in the environment and such phenomena

determine the attitudes and outlook of students towards learning.

 B. Statement of the Purpose

This study will be conducted to create a correlation on the study habits of second

year students enrolled in two school curricula. Randomly selected students are the

respondents of this research.

Statement of the Problems

1. What are the study habits of Second Year students in Special Science

Curriculum?

2. What are the study habits of Second Year students in Basic Education

Curriculum?

3. Is there a significant difference between the study habits of the students in

Special Science Curriculum (SSC) and Basic Education Curriculum (BEC)?

C. Significance of the Study

The result of this study will benefit the following:

Administrators. The study will help the administrators to evaluate study

habits of the students under Special Science Curriculum and Basic Education

Curriculum in order for them to provide programs and seminars that will further

enhance their study skills.

Parents. The study will help the parents to know the skills and abilities of

their children when dealing on study habits and skills.

Teachers. This study will aid the teachers to improve their teaching

strategies in order to maintain their academic achievement in relation to their

study habits with different curriculum.

Students. The study will help the students determine if their study habits

are implemented well and fits in their respective curriculum.

Researchers. This study will help the researchers come up to the

information about the correlation on the study habits of the students under

Special Science Curriculum and Basic Education Curriculum.

 D. Scope and Limitation of the Study

The study focuses only on the differences of study habits between the students

under the Special Science curriculum and Basic Education curriculum. The

measurement of the study habits of the students is limited only to the location, time,

company and priority. This research also aims to find out if there is a significant

distinction between the study habits of the students enrolled in the two curricula existing

in Dasmariñas National High School.

The researchers limit only the study to the sophomore students from four (4)

sections, two sections under Special Science Curriculum and two sections under Basic

Education Curriculum in Dasmariñas National High School. The researchers’ method of

data gathering is surveying. The representative number of respondents in each section

is forty (40), ten students from each section.

 Philippine Christian University

Dasmariñas, Cavite.

Methods of Educational Research

Submitted by:

Marzo, Mechille A.

Mendoza, Mark Paul D.

Naldoza, Niño D.

Submitted to:

Dr. Renelda L. Alano

February 12, 2010.

 Chapter 2. Review of Literature and Studies

A deeper understanding of this study could be achieved by considering some of

the relevant information and studies. These information are lifted from different books,

electronic library, online references and other sources. This chapter presents the related

literature and studies reviewed by the researchers that will be of great help in the

understanding of the present study.

On Special Science Curriculum

The establishment of the Special Science curriculum is spearheaded by the Department

of Science and Technology- Science Education Institute in the 1980s. For the moment,

support form DOST has been withdrawn and Special Science classes are maintained

by the Division of City Schools in the implementing schools namely Manuel A. Roxas

High School, Ramon Magsaysay High School, Victorino Mapa High School, Arellano

High School and Araullo High School, with the exception of Manila Science High School

which is a recognized science high school.

To be eligible for the Special Science sections, applicants must have final grades no

lower than 85 in Science, Math and English and 83 in other subjects. They are

subjected to examination which includes knowledge of Sciences and use of Abstract

Reasoning.

They are provided with elective subjects to fulfill the aim of the program which is to give

the students good grounding in Science, as well as in other subject areas.

Curriculum
. Year I
General Science, Earth &
Science
Environmental Science*
Mathematics Elementary Algebra
Language and Communication
English
Skills I, Developmental Reading* Skills II, Creative Writing*
Filipino Wika Panitikan at Ibong Adarna
Philippine History and
Social Studies
Government
Music (Theory), Arts (Theory),
MAPEH
Physical Education & Health I
Technology and Home
TLE/THE I, Journalism**
Economics/Livelihood Education
Values Education Values Education I
''*Denotes Special Science electives. **Denotes substitute for TLE/THE''
Year II
Biology
Intermediate Algebra, Statistics*,
Basic Geometry*
Language and Communication
Wika, Panitikan at Florante At
Laura
Asian History
Music (Philippine), Arts
(Philippine), Physical Education &
Health II
TLE/THE II, Journalism**
Values Education II
Year III Year IV
Chemistry, Advanced Biology
Physics, Advanced Chemistry*,
(Biotechnology)*, Basic Physics*,
Research II*
Research I*
Advanced Algebra and
Geometry, Introductory Trigonometry* Trigonometry, Calculus (Analytical
Geometry) *
Language and Communication Skills Language and Communication
III Skills IV
Teoryang Pampanitikan at Noli Me
Wika, Panitikan at El Filibusterismo
Tagere
World History Economics
Music (Asian), Arts (Asian), Physical Music (World), Arts, Physical
Education & Health III Education & Health IV
TLE/THE III, Journalism** TLE/THE IV, Journalism**
Values Education III Values Education IV

It contains the minimum competencies and process skills that should be included in a

general science course. It consists of:

(1) a rationale for an effective science program;

(2) a list and description of three major goals of science;

Goal 1. Understand & apply the methods of scientific inquiry and tech. design to

investigate questions, solve problems & analyze claim.

Goal 2: Understand the facts and unifying concepts of the life, physical and

earth/space science.

Goal 3: Understand connections and relationships among science, technology

and society.
(3) a list and description of six basic process skills and five integrated processes (such

as controlling variables and defining operationally);

Observing - using the senses to gather information about an object or event. Your

vocabulary for this lesson: Qualitative Observation (using the senses) and Quantitative

Observation (using exact measurement).

Inferring - making an "educated guess" about an object or event based on previously

gathered data or information.

Measuring - using both standard and non-standard measures and estimates to

describe the dimensions of an object or event.

Communicating - using words or graphic symbols to describe an action, object or

event.

Classifying - grouping or ordering objects or events into categories based on properties

or criteria.

Predicting - stating the outcome of a future event based on a pattern of evidence.

and (4) a curriculum outline organized into eight major subject areas. For each of these

areas performance objectives and corresponding concepts, process skills, and

suggested activities are given.

According to Biyo, “Science culture is all too important in science education because

science education is not education at all unless we develop among our students the

basic skills and attitudes such as observing, gathering correct information, interpreting

data, curiosity, open-mindedness, and resourcefulness among others.” Biyo believes

“no country will move forward until it develops a scientific culture”, she argued that

basic information is needed in planning, developing, and managing resources, and

that “only through accurate research we can generate accurate data.”

“At the basic education level, science is taught in a passive or inactive manner

inhibiting creativity, active participation, and decision making in students. Inquiry-

approach or project-based learning is seldom used. These approaches require mastery

of skills and concepts on the part of the teacher.”

While according to Dr. Ester Ogena, the current head of the Science Education

Institute, and Dr. Milagros Ibe, both in the University of the Philippines, concluded in

their 1998 pioneering study of Philippine science education in the same light blaming

“the absence of a science culture” for its state. “A number of our cultural characteristics

as a people are inconsistent with the nurturing of a science culture. Curiosity and

observation, which are important precursors of scientific discovery, are not encouraged

in homes and schools. In general, children are not encouraged to ask about or pose

non-traditional ideas. Teachers prefer ‘well-behaved’ pupils, not nonconformists who

seek out things for themselves,” the duo said.

On Basic Education Curriculum (BEC)

The objectives of elementary and secondary education serve as the “official learning

goals” of basic education as stated for a particular population of learners; that is, the

elementary and secondary education learners. The Bureau of Alternative Learning

System (formerly Non-formal Education) likewise has a set of official learning goals for

its particular set of target learners – the out-of-school youth and adults.
The Education Act of 1982 or Batas Pambansa Blg. 232 provides the general

objectives of elementary, secondary, and non-formal education.

The objectives of elementary education are as follows:

1. Provide the knowledge and develop the skills, attitudes, and values essential for

personal development, a productive life, and constructive engagement with a changing

social milieu;

2. Provide learning experiences that increase the child’s awareness of and

responsiveness to the just demands of society;

3. Promote and intensify awareness of, identification with, and love for our nation and

the community to which the learner belongs;

4. Promote experiences that develop the learner’s orientation to the world of work and

prepare the learner to engage in honest and gainful work.

The objectives of secondary education are threefold:

1. Continue the general education started in elementary.

2. Prepare the learners for college.

3. Prepare the learners for the world of work.

The objectives of non-formal education are as follows:

1. Eradicate illiteracy and raise the level of functional literacy of the population;

2. Provide an alternative means of learning and certification for out-of-school youth and

adults;
3. Develop among the learners the proper values, attitudes, and knowledge to enable

them to think critically and act creatively for personal, community, and national

development.

To operationalize the official learning goals, the BEC, was organized into four (4)

learning areas, considered as the core or tool subjects and one (1) non–core subject.

The core subjects for both the elementary and secondary levels are the following:

Filipino • Mathematics

• English • Science

The fifth subject, called Makabayan, was designated as the “practice environment for

holistic learning to develop a healthy personal and national self-identity”. (BEC, 2002)

Makabayan has several components as follows:

Elementary Level

􀂃Sibika at Kultura (S&K) (I-III) Heograpiya, Kasaysayan, Sibika (HKS) (IV-VI)

􀂃Musika, Sining at Edukasyong Pangkatawan (MSEP) (Integrated in Grades I-III; Separate subjects in Grades IV-

VI)

􀂃Edukasyong Pantahanan at Pangkabuhayan (EPP) (IV-VI)

􀂃Edukasyong Pagpapakatao (EP); Separate subject from Grade I-VI

Secondary Level

􀂃Araling Panlipunan
􀂃Technology and Livelihood Education (TLE)

􀂃Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan

􀂃Edukasyon sa Pagpapahalaga

On Study Habits

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

recommend that student’s study should have at least three hours out of class for

every hour spent in class. They also said that a student must have a special place to

study with plenty of room to work. And students should not be cramped. They

presupposes that study time will go better if a learner take a few minutes at the start to

straighten things up. A desk and straight-backed chair is usually best. “ Don't get too

comfortable--a bed is a place to sleep, not to study” as what they said. A student must

have everything close at hand (book, pencils, paper, coffee, dictionary, computer,

calculator, tape recorder, etc.) before starting to study. Students are not suggested to

spend on time jumping up and down to get things. The PBCC suggests also that

distracting noise should be minimized however they said that there are some people

need sound and some like silence. In this case, a learner must finds what works for him

or her. Culprits are family and friends. consider a "do not disturb" sign and turning on

your answering machine is the way also to have better study habits according to the

PBBC..

Frank Pogue(2000) did a research project to determine why students fail.

What he founds to be true in that study habits survey was that more than 30 years ago
still rings true today--students fail because they do not know how to study .The best

advice he can give is to develop sound study skills.

He said that a student should make sure that he/she has a good study environment, a

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

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

Second, get a good overview of the assignment before starting the work. Know what

skills, facts and ideas that are expected to master and the ground that are expected to

cover. Start with most difficult subject first, while the mind is freshest and most

receptive.

Professors in the developing countries said that the undergraduate

students should be fully equip with high level of analytical skills, the capacity for critical

reasoning, self-reflection and conceptual grasp and ability to learn autonomously and

exercise flexibility of mind (Simmons 2003). Study habits are said to be improving

because of the advent and wide use of the Internet, hypertext, and multimedia

resources which greatly affects the Study Habits (Liu, 2005). Karim and Hassan (2006)

also note the exponential growth digital information, which changes the way students

perceive studying and with printed materials that are to be use in facilitating study. Liu

(2005) and Ramirez (2003) report that students print material from the Internet in order

to study and read later on. Igun (2005) also found that Nigerians study from materials

downloaded from the Internet.

Reading is an attempt to absorb the thought of the author and know what the

author is conveying (Leedy 1956). Studying is the interpretation of reading materials.

Study habits and skills are particularly important for college students, whose needs

include time management, note taking, Internet skill, the elimination of distractions, and

assigning a high priority to study.

Fielden (2004) states that good study habits help the student in critical reflection

in skills outcomes such as selecting, analyzing, critiquing, and synthesizing. Nneji

(2002) states that study habits are learning tendencies that enable students work

private.

Marcus Credé and Nathan R. Kuncel (2008) in their research at the

University of Albany said that Study habit, skill, and attitude inventories and constructs

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

performance, yielding substantial incremental validity in predicting academic

performance. The meta-analysis examined the construct validity and predictive validity

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

and constructs are largely independent of both high school grades and scores on

standardized admissions tests but moderately related to various personality constructs;

these results were inconsistent with previous theories. Study motivation and study skills

exhibit the strongest relationships with both grade point average and grades in

individual classes. They also said that Academic specific anxiety was found to be an

important negative predictor of performance. In addition, significant variation in the

validity of specific inventories is shown. Scores on traditional study habit and attitude

inventories are the most predictive of performance, whereas scores on inventories

based on the popular depth-of-processing perspective are shown to be least predictive

of the examined criteria. Overall, study habit and skill measures improve prediction of
academic performance more than any other noncognitive individual difference variable

examined to date and should be regarded as the third pillar of academic success.

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

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

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

improving study habits. The website also suggests that the student should try not to

study all the subjects in just a period. The website also added that if you try to do too

much studying at one time, you will tire and your studying will not be very effective. 

Space the work you have to do over shorter periods of time.  Taking short breaks will

restore your mental energy. 

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

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

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

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

examination technique, and (4) lack of distractions toward academic work. Students in

six Kentucky community colleges were asked to express their attitudes toward study

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

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

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

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

statistically significant amount of variance beyond an ability measure for males and

females. ( Mark E. Thompson, 2005)

 According to Mark Crilly (2000), Successful students are able to balance

social activities with good study habits. A diversion from studies will alleviate stress and

help prevent from becoming fatigued. He said that a student should make sure that he

must take a break for an hour after studies to meet with friends, to play some cards,

work out at the gym, or to gab with a new acquaintance. For this way, that student will

find concentration when he do study, if he plans a social activity afterwards. He said,

“To develop a healthy social life, develop routine study habits. After supper, lug your

books and homework to the library, find a comfortable and quiet niche, and study for

two or three hours, taking intermittent 10 minute breaks every 45 minutes or so.” Making

friends with whom you share similar study habits, and share a table or a study space

with them would be a best way in developing study habits as what Mark said.

Synthesis

From the given set of reviews and literature presented above, it can be synthesized that

learning are better acquired and mastered as soon as the learner attends to it. Gestalt

psychology mentions the Law of Proximity referring to the way in which he tends to form

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

together (Tria, et. Al., 1998). As applied to learning, this refers to the closeness in space

or in time. Furthermore, it explains why it is easier to remember recent events and

hence more easily joined with the interest of the present in a common Gestalt (tria, et.

Al., 1998). In application to learning process, immediate and regular study periods and
doing school requirements tend to result in a better performance than delayed and

erratic study periods do.

This study determines the similarities and differences of the students enrolled in

different curricula based on its study habits. It will show how students respond in order

to achieve desired behaviour when dealing with study skills. The basis of the study

depends on the likeness of the student in different study habit situations related on time,

location, company and priority. Differences on the basis of the study will depend on

class standing of the students enrolled in two curricula and the requirements needed to

get into a given curriculum.,

The reviews and related literature and studies presented above also connotes the

Thorndikes Law of Exercise supports this kind of principle asserting that, other things

being equal, the more frequent a modifiable connection between a situation and

response is used, the stronger is the connection.

When a modifiable connection between a situation and a response is not being

use over a period of time, the strength of that connection is weakened. A behaviour that

is stimulated over regular periods will tend to be repeated leading to habit formation. A

student who has developed this kind of behaviour, in this case, in terms of having

regular and scheduled study periods and follows certain methods in studying proves to

have better performance.

Conceptual Framework

Figure 1 shows the conceptual framework of the study.

 INDEPENDENT VARIABLES

Special Science Basic Education

Curriculum Curriculum
Students Students

DEPENDENT VARIABLE

Study Habits

Figure 1.1 Paradigms of the Independent and Dependent Variables on the Study

Habits of Special Science Curriculum Students (SSC) and Basic Education

Students)

Independent variables as it influence the dependent variable of this research are on the

bases of psychological and educational theories, principles and concepts.

The study focuses on the correlation in the study habits of second year students

enrolled in different school curricula, Basic Education Curriculum (BEC) and Special
Science Curriculum (SSC) , influencing the academic performance and attitudes of the

student towards learning. .

Hypothesis

Based on the three specific problems which are of concern of this research,

problems 1 and 2 are hypothesis-free. For problem 3 however, the following null

hypotheses were stated.

Ho1: The independent variables do not significantly influence the study habits.

Ho2: There is no significant difference between the study habits of the students

in Special Science Curriculum (SSC) and Basic Education Curriculum (BEC)

Definition of Variables

Develop. Refers to fast or gradual changes in a range of time.

Study Habits. Refers to the ways of studying on a particular subject.

DNHS Students. Referring to all officially enrolled students of Dasmariñas

National High School.

Basic Education Curriculum (BEC). The current education curriculum in

elementary and secondary schools implemented in the Philippines.

Special Science Curriculum (SSC). The special curriculum implemented in

DNHS to fulfill the aim of the program which is to give the students good

grounding in Science, as well as in other subject areas.

 Secondary Education. It is the stage of education following primary

school.

Science. It is a systematic knowledge of the physical or material world

gained through observation and experimentation.

Education. The act or process of imparting or acquiring particular

knowledge or skills, as for a profession.

Time. The system of those sequential relations that any event has to any

other, as past, present, or future; indefinite and continuous duration regarded

as that in which events succeed one another.

Location. A place or situation occupied.

Company. A number of individuals assembled or associated together;

group of people.

Priority. Highest or higher in importance, rank, privilege.

Bibliography

Books
 Tulio, D. (2008) Foundation of Education 2. Mandaluyong City: Echanis Press, 2008

Noll, J. (2006) Educational Issues. USA: Mcgraw-Hill Companies

Thomas, G. (2007) Education and Theory ( Strangers in Paradigm. New York: Open
University Press

Hargreaves, S.(2007) Study Skills for Dyslexic Students. California: SAGE Publication Inc.

Schultz, F. (2005) Annual Editions Education. USA: Mcgraw-Hill Companies,

Fullan, M., and Germain, C. (2006) Learning Places. USA: Corwin Press,

McGregor, D. (2007) Developing Thinking Developing Learning. England: Open University

Press

Mirasol, G.C. (2002) Extent of Influence of Study Habits, Attitude and Peer Relationship on
Students’ Academic Performance: St. Michael’s College, Secondary Level. Philippines

Internet Links

“The Ten Study Habits of Successful Students”, February 18, 2009 (http://how-to-
study.com/study-habits.htm)
 “Establishing Good Study Habits”, February 16, 2009
(http://www.academictips.org/acad/literature/establishinggoodstudyhabits.html)

“Study habits of postgraduate students in selected Nigerian universities”, February 14, 2009:
by Igun, Stella E.,Adogbeji, Oghenevwogaga Benson
(http://www.articlearchives.com/education-training/students-student-life/1548550-1.html)

“The Prediction of Academic Achievement by The British Study Habits Iinventory”, Mark E.
Thompson,2005: February 16, 2009(http://www.springerlink.com/content/w3715h5884172656/)

“Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic
Performance” ,February 21, 2009: by Marcus Credé and Nathan R. Kuncel
(http://www3.interscience.wiley.com/journal/121531774/abstract?CRETRY=1&SRETRY=0)
 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the methodology that will be used in the conduct of this study and

will include the discussion of research design, samplings, respondents, data gathering and

statistical instrument used.

A. The Research Design

The study will use the descriptive comparative design in its attempt to determine, describe

and analyze relationships between time management, location, the person/s involved while

the students are studying with their priorities that belong to the Basic Education Curriculum

and Special Science Curriculum and the dependent variable which is the study habits. It tries

to find out if the independent variables significantly influence the dependent variable.

B. Research Locale

The study will be conducted in one of the Special Science classrooms of Dasmariñas

National High School. Both students of Basic Education Curriculum and Special Science

Curriculum will be scheduled to answer the survey questionnaire on the said location.

C. Samples and Sampling Technique

 The study comprised of 40 Second Year High School students. Second Year Basic Education

Curriculum students which comprise 2.6 percent of the total population and Second Year

Special Science Curiculum students which are also comprise 33 percent of the total

population at Dasmariñas National High School will be the sample size of the study. The

sample population is 20 taken the total from the 60 Second Year Special Science Curriculum

students and 20 taken from the 750 Second Year Basic Education Curriculum students of

Dasmariñas National High School. The names of the students of the total population will be

arranged alphabetically and according to their respective curriculums. Simple stratified

random method, proportionate to size will be done based on the random numbers generated

by Excel. Names will then be picked up and these will be included in the sample population.

D. Instrumentation

Self- developed questionnaire composed of 4 items questions focusing on the following

areas: time, location, company and priority, will be used to measure Study Habits of Students

under the Basic Education Curriculum and Special Science Curriculum.

E. Procedure

The researchers will ask permission from the Principal of the school to allow the selected

Second Year students to answer the questionnaire. The answering of the questionnaire will be

done in one of the Special Science classrooms Answered questionnaires then, will be gathered,

responses coded and will be subject to the appropriate statistical computation for reliability. The

data collection will run for approximately 20 minutes. These students name will then be deleted
from the list of the total population so as not to include them again in the selection of the sample

population.

F. Statistical Analysis of Data

The statistical tool to be used in the interpretation of data will include the arithmetic

mean, variance and t-test. Arithmetic mean will be used to determine the average weight of

frequency scores obtained by the students of BEC and SSC. The formula is:

X= ∑X

Where X stands for the arithmetic mean; ∑X denotes the sum of frequency scores

obtained by the students of SSC and BEC;.

The variance is simply the mean square. The formula is:

SD12= ∑(X1-X1)2

N-1

Where SD stands for variance; ∑X denotes the sum of frequency scores obtained by the

students of SSC and BEC; and N stands to the total number of students per group.

The t-test will be used to determine the significance difference on the study habits of the

student under BEC and SSC, the formula is:

 t= X1-X2

√SD12 + SD22

N1 N2

Where X stands for the arithmetic mean; SD for its variance and N stands to the total number of

students per group.

Name: _________________________ Section: _____________

Please check (☑) in which method you feel is most effective:

1. Where do you study?

□ on your bed

□ at a desk in your bedroom

□ on the living room couch

□ in the family dining room

□ at the library

□ at a friend’s house

□ at school in between classes or during study hall

2. When do you study?

□ immediately after school

□ right before dinner

□ right after dinner

□ just before bedtime

□ only on the weekends

3. With whom do you study?

 □ alone

□ your best friend

□ a motivated student who is just an acquaintance

□ your sibling

□ your parent

□ a supportive teacher during extra-help sessions

□ a private tutor

4. How do you prioritize your assignments/ paperworks?

□ big projects first

□ difficult assignments first

□ easy assignments first

□ a specific piece of a large assignment first

5. Which assignments do you postpone?

□ studying for a test

□ short less important assignments

□ major assignments like an essay or research paper

□ projects with creative elements

□ projects with extensive research

□ collaborative projects with other students