STUDY HABITS AND ACADEMIC PERFORMANCE OF MODULAR STUDENTS

IN ARALING PANLIPUNAN IN SELECTED PUBLIC SCHOOLS

_________________________

A Practical Research Paper

Presented to DR. ALONA S. GALACHE
COLLEGE OF EDUCATION, GRADUATE SCHOOL
Holy Cross of Davao College
Sta. Ana Ave., Poblacion District, Davao City

_________________________

In Partial Fulfillment of the Requirements for

Educ. 203
Research Methods in Education

_________________________

KATHERINE P. LLANDELAR
PRINCESS APRIL BOISER

March 2021
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TABLE OF CONTENTS

Page

Title Page 1

Table of Contents 2

List of Figure 4

Chapter 1 Introduction

Background of the Study 5

Review of Related Literature 6

Theoretical Framework 11

Conceptual Framework 12

Statement of the Problem 13

Hypothesis 13

Chapter 2 Methods

Research Design 14

Respondents 14

Research Instruments 15

Data Gathering Procedure 15

Data Analysis 16

Ethical Considerations 17

References 19

Appendix

A Letter 22

B Informed Consent 23
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C Certification of Consent 26

D Study Habits and Skills Checklist 27

Curriculum Vitae 29
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LIST OF FIGURES

Figure Page

Conceptual paradigm showing the variables of the study 12

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CHAPTER 1

Introduction

Background of the Study

It is a sad reality that students find Araling Panlipunan as a boring subject.

Primarily, it deals with history, economics, politics, constitution, and society. The contents

are highly objective in nature that it should be learned in an exact and comprehensive

way (Lorbis, 2019). Hence, this is evident in student’s lack of interest and poor study

habits as revealed in their low academic performance.

In Nigeria, junior high school students exhibit poor Social Studies’ academic

performance. If serious work is demanded in the subject, students are fond of truancy

and take the easy way of copying from those who had done the activity (Fan, et al., 2016).

Moreover, in the Philippines, the 2016 National Achievement Test (NAT) result in

Dagupan City National High School paints a picture of low achievement rate in Araling

Panlipunan which may threaten global competitiveness. The DepEd has reported that

there has been a deterioration from 50.24% during the school year 2011-2012 to 41.70%

in the succeeding year. Some factors have been identified which caused the decline in

the performance of the students in NAT rating such as the lack of ability to comprehend,

poor study habits, and lack of provision of learning materials (Villanueva, 2016).

The problem is seen throughout the nation. In Davao City Division, the National

Achievement Test (NAT) result in the Araling Panlipunan subject for school year 2011-

2012 is quite alarming. Of the 94 participating secondary private schools, the overall result

is only 48.14 MPS. With this, the Department of Education’s Schools Division

Superintendent calls the attention of the school administrators and principal to carefully
 6

study the data, analyze further, and utilize it in planning, monitoring, and supervising to

improve the learning outcomes or raise the student’s achievement level (DepEd Memo

1058, s. 2012).

The problems above cited highlight the need to conduct the study. It is claimed

that a student’s level of intelligence is said to be reflected by the grades that one attains.

When a student gets a high grade, it is concluded that one has learned a lot, and if not, a

student would most likely have attained lesser learning in which in the process, the study

habits play significant role (Arieta, et al., 2017). Thus, this study will aim to determine the

relationship between study habits and their academic performance in Araling Panlipunan.

The Araling Panlipunan’s academic performance of the students is a burning issue today

in the Philippine educational system. A research that could pave the way for the solution

to the present dilemma is much welcome thus, this study.

The findings of the study will benefit both the teacher and the students. It is

important for the Araling Panlipunan teachers to know the modular student’s study habits

as well as their academic performance in the subject. Knowledge of these this can help

them seek professional development and improve their quality of instruction, thus giving

quality education to their students.

Review of Related Literature

The following are selected literatures and readings that will give the background

and framework of the study.

Study Habits. Braide (2018) defines study habits as consistent ways a person does

with regards to gaining knowledge. It is the predispositions which learners have acquired

regarding isolated studying over time. These are routines of implementing and practicing
 7

abilities of learners in learning processes for gaining mastery and functions as propeller

of learning.

Further, the pattern of behavior adopted by students in the pursuit of their studies

is termed as ‘study habits’. Study habits reveal student’s personality and functioning.

Learners’ learning character is characterized by his study habits. It serves as the vehicle

of learning and may be both means and ends of learning. Also, it plays a very important

role in the life of students, for it determines one’s success or failure. Inevitably, regular

study habits bring their own rewards in the sense of achievement of success (Nuthanap,

2010).

Bashir and Mattoo (2012) conformed that study habits are well-planned and

deliberate pattern of study which has attained a form of consistency on the part of the

students towards understanding academic subjects and passing the examination.

Accordingly, the concept of study habits comprises of study attitude, study method,

and study skill. Attitude towards study has great contribution in academic achievement

and good study pattern. Successful students adopt positive attitude towards study and do

not waste time or energy (Sherafat & Murthy, 2016), while inefficient study leads to waste

of time and learners’ energy (Hashemian & Hashemian, 2014).

Dehghani and Soltanalgharaei (2014) argued that proper study habits and skills

entails proficiency as well as high quality of learning. Productive study requires

conceptualization and intention which includes some skills such as note-taking,

observation, asking question, listening, thinking, and presented idea regarding

discovering new information.

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On the same note, Siahi & Maiyo (2015) enumerated general principles that can

be derived about studying efficiently. Good study habits include a) attending class

regularly; b) taking down notes during teaching; c) concentrating on study; d) studying

with aim of getting meaning not cramming; e) preparing and following a timetable; f)

having proper rest periods; g) facing the problems regarding home environment and

planning; and h) keeping daily survey of work done.

Finally, in the study conducted by Salcedo-Relucio (2019), she found out that

respondents are practicing wrong and poor study habits. Majority of the respondents

never do studying at home and do not spend their time wisely in school. She also found

out that factors affecting study habits include home environment, peer pressure and social

media addiction, work and financial instability and family stress. These factors do belong

to the external factor which the students are currently facing.

Student’s Academic Performance in Araling Panlipunan. Hornby (2010) defines

performance as “how well or badly something works”. Performance is an act or process

of performing a task and involves an act incorporating numerous efforts or trouble.

Likewise, academic performance generally refers to how well a student is

accomplishing his or her task and studies. But there are quite several factors that

determine the level and quality of student’s academic performance which include grades,

attendance, standardized test, and extracurricular activities (Yazdani & Godbole, 2014).

Olufemi, et al., (2018) added that student’s academic performance is affected by

several factors such as student’s learning skills, parental background, peer influence,

teacher’s quality, and learning infrastructure.

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In connection with, academic performance is an important indicator for a

successful student in the future (Junio-Pachejo & Allaga, 2013; Orlanda-Ventayen, 2019).

The student’s performance can be measured in the test results or in the general average

every quarter or semester, and it is a strong basis for the graduation of every student

(Salcedo-Relucio, 2019).

For Bell (2011), in educational institutions, success is measured by academic

performance or how well a student meets standards set out by the government and the

institution itself. As career competition grows faster in the working world, the importance

of students doing well in school has caught the attention of parents, legislators, and

government education departments.

Additionally, Braide (2018) posits that though academic performance is measured

on how well a student is accomplishing his task and lessons, there are quite several

factors that may determine the level and quality of student’s academic performance.

According to Bright and Matilda (2018), in tertiary level of education, performance is

assessed in various ways. For systematic scoring, learners prove their knowledge by

undertaking oral or written test, performing presentation as is done in seminars, partaking

in classroom activities, discussions and submission of take-home works, assignments,

and test examinations.

Study Habits and Academic Performance in Araling Panlipunan. According to

Bright and Matilda (2018), academic achievement of learners may well be enhanced or

marred depending on their approach to studying. Study is the activity of learning or

gaining knowledge either from books or by examining things in the world. Studying is the

procedure of getting information from prints that is information stored in written materials.
 10

Consequently, students who have better academic performance adopt wide

utilization of these skills than those who make poor progress (Looyeh, et al., 2015).

However, many students do badly academically, due to factors other than low intellectual

capacity. One such factor is poor study habits, which often result in poor academic

performance even among the naturally bright students. Habits are true indicators of

individuality in a person. In the process of learning, learner’s habitual ways of exercising

and practicing their abilities for learning are considered as study habits of learners

(Yazdani & Godbole, 2014). Students who have more effective study habits get higher

score in comparison to students with ineffective study habits (Pankinson, et al., 2011).

In the study conducted by Crede and Kuncel (2010) entitled Study Habits, Skills,

and Attitudes: The Third Pillar Supporting Collegiate Academic Performance, it was found

out that study habits 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.

Anwar (2013) also conducted a study to investigate the degree of relationship

between study habits and academic achievement of the senior secondary school students

of Lucknow City of India. He found out that academic achievement of the students having

good and poor study habits differed significantly in favor of those who has good study

habits.

This is also evident in Nigeria wherein secondary school level performances in

examinations have been so poor. Ineffective studying is found as evident in the consistent

failure in the national examinations. The high rate of failure is indeed a source of worry

and sundry (Ajayi, 2012).

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Likewise, in Iran, one third of the university students are at risk of academic failure.

43.4% of the University of Medical Sciences in Dehbozorgi and Mooseli found out that

they are unsuccessful students for they have no plans of studying (Looyeh, 2015).

Finally, Sharma (2012) examined study habits of 250 students in 9th grade high

school students with academic achievement and found out that boys had better study

habits in higher education.

These literatures regarding study habits and academic performance are quite

interesting because they offer no conclusive findings. This study will aim to look into these

variables once again in the light of the present times. The researchers will aim to find out

whether this study may deviate from the previous rulings and offer more consistent

findings.

Theoretical Framework

This study is anchored on Bandura’s Social Cognitive Theory (1960). This 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, and performs behavior based

on values and expectations, and impose structure on its own actions. It is through

understanding of the processes involved in one’s construction of reality that enables

human behavior to be understood, predicted, and changed. In view of this theory,

student’s academic achievement is a product of interaction of his personality and

consequently, study behavior develops based on his expectations of the outcome of his

actions (Siahi & Miayo, 2015).

Another theory is Ford’s Motivational Systems Theory (MST) (1992). This

framework focuses on the individual as the unit of analysis, but embeds the individual in
 12

the biological, social, and environmental contexts that are crucial to development. This

attempts to describe the development of the whole person-in-context in much the same

way a biologist might describe an individual plant and its relation to its immediate

ecological niche, as well as the larger ecosystems in which it resides. The formula

proposes that actual “achievement and competence are the results of a motivated, skillful,

and biologically capable person interacting with a responsive environment” Campbell,

2007).

Conceptual Framework

Figure 1 shows the conceptual framework of the students’ study habits and

academic performance in Araling Panlipunan. For the purpose of the study, the following

terms are conceptually and operationally defined.

Independent Variable Dependent Variable

Academic Performance in
Study Habits
Araling Panlipunan

Figure 1. Conceptual paradigm showing the variables of the study.

Study Habits. It is the habit an individual that might have formed with respect to his

learning activities (Sherafat & Murthy, 2016). In this study, it refers to the students’ habits

in studying and learning the Araling Panlipunan self-learning modules.

Academic Performance in Araling Panlipunan. It is the measurement of student

achievement across various academic subjects in which teachers and education officials
 13

typically measure achievement using classroom performance, graduation rates and

results from standardized tests (Walker, 2019). Operationally, it refers to the knowledge

and skills of the students as shown in their quarterly grade and school’s General

Scholastic Aptitude (GSA) in the Araling Panlipunan subject.

Statement of the Problem

This study will aim to determine the relationship between students’ study habits

and academic performance in Araling Panlipunan. Specifically, it will seek to answer the

following questions:

1. What is the level of study habits among the high school modular students in

selected public schools in terms of:

1.1 gender;

1.2 grade level?

2. What is the academic performance in Araling Panlipunan among the high school

modular students in terms of:

2.1 gender;

2.2 grade level?

3. Is there a significant relationship between the study habits and academic

performance in Araling Panlipunan among the high school modular students?

Hypothesis

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

performance in Araling Panlipunan among the high school modular students.

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CHAPTER 2

Methods

In this chapter, the researchers present the methods used specifically the research

design, participants and sampling, research instruments, data gathering procedure, and

data analysis.

Research Design

This study will make use of descriptive-correlation research method. Descriptive

research method describes the phenomena being studied. Data are gathered and

descriptive statistics are used to analyze the data (Lomax & Li, 2013). In this study, the

study habits and academic performance in Araling Panlipunan will be given description.

Moreover, it will use correlation research method. Correlation research method is used to

determine the relations among two or more variables. Furthermore, it investigates a range

of factors, including the nature of the relationship between two or more variables and the

theoretical model that might be developed and tested to explain these resultant

correlations (Lomax & Li, 2013). In this study, it will seek to determine if there is an existing

relationship between study habits and academic performance in Araling Panlipunan of

the students.

Respondents

The study will be participated by a total of 50 grade 7 and 8 junior high school

students of Cluster 6, specifically from Los Amigos National High School, Tugbok National

High School, and Ula National High School. The student respondents will be chosen

because in the seventh and eighth grade, students in these levels are found to have
 15

difficulty in concentrating the lessons during this modular set-up, especially in the Araling

Panlipunan subject.

In this study, the researcher will use simple random sampling in determining the

respondents. Simple random sampling attempts no biases or prejudice (Hayes, 2019).

The target population will be given equal chances to be selected as one of the

respondents. The researcher will choose the participants by putting their names in the

bowl and will perform the draw lots in which the researcher randomly selected the

respondents.

Research Instruments

In this study, the researcher will make use of an adapted questionnaire in gathering

the data. To determine the study habits, a questionnaire entitled Study Habits andSkills

Checklist (Downing, 2008) will be utilized. The researcher will make some modifications of

the questions to answer the statement of the problem posted.

In contrast, to identify the academic performance of the participants, the

researcher will make used of the School Report Card (SF9) comprising the

respondent’s first and second quarter grades and the schools’ General Scholastic

Aptitude (GSA) of the Araling Panlipunan subject.

Data Gathering Procedure

The following steps will be observed in the gathering of data:

1. Seeking permission from the Dean of the College of Education. A letter asking

permission to conduct the study will be written addressed to the Dean of the

College of Education Graduate School Department. Further, it will also seek an

endorsement for the Schools Division Superintendent.

 16

2. Seeking permission from the Schools Division Superintendent. A letter asking

permissionto conduct the study will be written addressed to the Schools Division

Superintendent (SDS), Division of Davao City. The researcher will also request

that she will be given photocopies of the students’ School Report Card (SF9) and

the Araling Panlipunan General Scholastic Aptitude (GSA) for the first and second

quarter, school year 2020-2021.

3. Seeking permission from the Cluster 6 Public School District Supervisor. A letter

of permission and an endorsement letter will be given to the Cluster 6 Public School

District Supervisor requesting that the researcher will be allowed to conduct the

study on the Grade 7 and 8 students of Los Amigos National High School, Tugbok

National High School, and Ula Tugbok National High School.

4. Seeking permission from the principal. Letters asking permission to be allowed to

administer the tools to grade 7 and 8 students will be written addressed to the

principal of the schools mentioned.

5. Administration of questionnaire. The researcher will personally administer the

questionnaire to the respondents of the study.

6. Retrieval and tabulation of data. The researcher will collect the questionnaire on the

same date of administration and tabulate the gathered data.

Data Analysis

The following tools will be used in analyzing the data to test the null hypothesis at

α=0.05 levelof significance:

Mean and standard deviation will be used in determining the study habits and

academic performance in Araling Panlipunan of the respondents.

 17

Pearson Product– Moment Correlation will be used to find out whether there is an

existing relationship between student’s study habits and their academic performance in

Araling Panlipunan.

Ethical Considerations

In conducting this study, ethical aspects will be of great importance. The social

value, privacy and confidentiality, qualification of the researcher, adequacy of facilities,

and community involvement will be considered.

In terms of social value, the researchers will make sure to present the valuable

information in the study that will help the teachers in the looking for techniques and

strategies to make the modular lessons interesting and interactive.

For privacy and confidentiality, the researchers will abide the data privacy law. The

researchers will ensure that any information related to the identity of the students will not

be revealed. Moreover, the grades and GSA gathered will be kept safe and will be utilized

for the purpose of the study only.

In terms of the qualification of the researchers, the researchers are qualified to

undergo the study being Masteral students and currently teaching junior high school

students.

Looking into the adequacy of facilities, the researchers will always ensure that the

facilities will be made available in the conduct of the study. Moreover, the university has

online data resources in acquiring the necessary literatures and studies that will support

the study. Also, the researchers have personal wifi connection necessary in undergoing

research works related to the study.

 18

Finally, for community involvement, the researchers are committed to respect the

community. All the activities that will be undergone will be subject to approval of the

concerned agencies. Moreover, the results of the study will be communicated to the

community for the improvement of the study habits and academic endeavor of the

students during this modular learning.

 19

REFERENCES

Anwar E (2013). A correlational study of Academic and Study habits: Issues and
Concerns. Excellence International journal of Education and Research (Multi-
Subject journal) 1 (2): 46-51.

Bashir, I., & Mattoo, N. (2012). A study of study habits and academic performance among
adolescents’ years. International Journal of Social Science Tomorrow. pp. 1 – 8.

Bell, I.C. (2011). Study habits and academic achievement belonging to non-scheduled
and scheduled group children. Journal of Applied Research in Education. Volume
5, No. 1. pp. 1 – 9.

Bright, O., & Matilda, B.D. (2018). Study habits and academic performance of secondary
school students in Rivers-West senatorial district of River State, Nigeria. European
Journal of Training and Development Studies. Volume 5, No. 3. pp. 8 – 18.

Braide, D. (2018). Study habits and academic performance of secondary school students
in River State. Unpublished M.Ed. Dissertation. University of Port Harcourt.

Campbell, M. (2007). Motivational systems theory and the academic performance of

college students. Journal of College Teaching & Learning. Florida. Volume 4, No.
7.

Crede, M., & Kuncel, N. (2010). Study habits, skills, and attitudes: The third pillar
supporting collegiate academic performance. SAGE Journals. Retrieved March
10, 2021 from https://doi.org/10.1111/j.745-6924.2010.00089.x.

Dehghani, G. & Soltanalgharaei, K. (2014). Relationship of study skills and exam

preparation method in master students. Education Strategies in Medical Sciences.
pp. 51 - 56.

DepEd Memorandum 1058. (2012). SY 2011 – 2012 national achievement test result for
year 4. Retrieved March 11, 2021 from www.deped.gov.ph.

Downing, S. (2008). Study habits and skills checklist. Hamline University. Boston:
Houghton.
 20

Fan, F.A., Odidi, M.O., & James, L. (2016). Students’ academic achievements in Social
Studies: Any peer group influence? Nigeria: International Journal of Education,
Learning and Development. Volume 4. No. 5. pp. 23 -28.

Ford, M. (1992). Motivating humans: Goals, emotions, and personal agency beliefs.
NewBury Park, CA: Sage Publications.

Hashemian, M., & Hashemian, A. (2014). Investigation study habits of library and
information sciences. Students of Isfahan University and Isfahan University of
Medical Sciences. Iranian Journal of Medical Education. pp. 751 – 757.

Hayes, A. (2019). Simple random sampling: Corporate finance and accounting. Retrieved
February 11, 2021 from
https://www.investopedia.com/terms/s/simple/random/asp.

Hornby, A. (2010). Oxford advanced learners’ dictionary. 6th Edition. Oxford: Oxford
University Press.

Junio-Pachejo, S., & Allaga, W. (2013). Academic predictors of the licensure examination
for teachers’ performance of the Rizal technological university teacher education
graduates. Volume 4. Retrieved March 10, 2021 from www.asianjournal.com.

Lomax, R., & Li, J. (2013). Correlational research. The Gale Group. Education Inc.
Retrieved February 11, 2021 from https://www.education.com.

Looyeh, H.R., Fazelpour, F.S., Masoule, S.R., Chehzrad, M.M., & Leili, E.K. (2015). The
relationship between the study habits and the academic performance of medical
sciences students. Journal of Holistic Nursing and Midwifery. Iran.

Lorbis, J.C. (2019). Utilization of contextualized teaching and learning (CTL) approach in
grade two Araling Panlipunan. Quezon: Southern Luzon State University.

Nuthanap, G. (2010). Gender analysis of academic achievement among high school

students. Department of Human Development.

Olufemi, O.T., Adediran, A.A., & Oyediran, W.O. (2018). Factors affecting students’
 21

academic performance in colleges of education in Southwest, Nigeria. British

Journal of Education. Volume 6, No. 10. pp. 43 – 56.

Orlanda-Ventayen, C. (2019). Impact of English language courses and English

proficiency on academic performance of junior business administrators. Asian EFL
Journal. Volume 24.

Salcedo-Relucio, M.A. (2019). Factors affecting the study habits of grade eleven students
in One National High School in Pangasinan, Philippines. Southeast Asian Journal
of Science and Technology. Volume 4. Issue 1.

Sherafat, R., & Murthy, C. (2016). A study of study habits and academic achievement
among secondary and senior secondary school students of Mysore City. The
International Journal of Indian Psychology. Volume 3. Issue 2, No. 3.

Siahi, E.A., & Maiyo, J. (2015). Study of the relationship between study habits and
academic achievement of students: A case of Spicer Higher Secondary School,
India. International Journal of Educational Administration and Policy Studies.
Volume 7. pp. 134 – 141.

Villanueva, J. (2016). Use of student-teams-achievement division (STAD) model in the

enhancement of the performance of students in Araling Panlipunan. Department
of Education. Dagupan City.

Yazdani, K., & Godbole, V.S. (2014). Studying the role of study habits and achievement
in improving students’ academic performance. European Journal of Natural and
Social Sciences. Volume 3, No. 4. pp. 827 – 839.
 22

APPENDIX A
LETTER TO CONDUCT THE STUDY

March 15, 2021

EDROSLYN J. FERNANDEZ, PhD

Dean of Graduate School
Holy Cross of Davao College

Dear Dr. Fernandez:

Greetings!

We, Katherine P. Llandelar, Master of Education in Social Studies and Princess April
Boiser, Master of Education in MAPEH would like to conduct the study entitled “Study
Habits and Academic Performance of Modular Students in Araling Panlipunan in Selected
Public Schools”. The respondents of this study will be the grade 7 and grade 8 modular
students in Cluster 6 Schools, Tugbok District, Davao City. Moreover, this is in
accordance with the requirement in the Education 203 subject or the Research Methods
in Education.

In connection with, may we ask from your good office to give us permission to conduct
the said study. Rest assured that we are following the safety protocols as mandated by
the Inter-Agency Task Force on COVID-19.

We are hoping for your positive response on this matter.

Thank you very much and God bless.

Very truly yours,

KATHERINE P. LLANDELAR

PRINCESS APRIL BOISER

Noted by:

DR. ALONA S. GALACHE

Educ. 203 Professor
 23

APPENDIX B

INFORMED CONSENT FOR THE GRADE 7 AND GRADE 8 RESPONDENTS

Name of Researchers: Katherine P. Llandelar and Princess April Boiser

Title of the Study: Study Habits and Academic Performance of Modular Students in
Araling Panlipunan in Selected Public Schools

SECTION I: INFORMATION SHEET

I. Introduction

This study will utilize a descriptive-quantitative research method. The purpose of

this study is to determine the level of study habits and academic performance in Araling
Panlipunan of the modular students. Further, it will seek to determine if there is a
significant relationship between study habits and academic performance in Araling
Panlipunan among the grade 7 and grade 8 students.
Through this form, I would like to inform you the rationale of conducting this study.
You are hereby invited to be a respondent in this study and your participation is a
voluntary basis. As researchers of this research, we are grateful to have you as our
respondent. We firmly believe that your contribution in this study is an avenue for the
teachers and the students to be informed with the study habits and academic
performance in Araling Panlipunan during this time of pandemic. We can assure you that
you can freely contact us anytime if you have queries or clarifications regarding this study.

II. Purpose of the Research

The purpose of this research study is to determine the study habits and academic
performance in Araling Panlipunan of the grade 7 and grade 8 modular students. Through
the results, the teachers can design techniques and strategies that would help improve
the student’s study habits as well as making the Araling Panlipunan self-learning modules
interactive and interesting to study with.
Thus, this study posted three research questions, which we are asking you to be
honest and objective in answering the questionnaire given. It will seek to answer the
following research questions: a) level of study habits of the students considering their
gender and grade level; b) level of academic performance in Araling Panlipunan in terms
of their gender and grade level; and c) if there is a significant relationship between study
habits and academic performance in Araling Panlipunan of the students.

III. Type of Research Intervention

We, the researchers randomly select you as one of the respondents of our study.
You will be answering this study habits checklist and we will be utilizing your grades in
the first and second quarter in the Araling Panlipunan to know your study habits’ level and
academic performance. Moreover, we would like to know if there is a relationship between
 24

your study habits and your academic performance in Araling Panlipunan subject.

IV. Participation Selection

You are being invited to be part of this study because we, the researchers believe
that in your grade level and in our current situation, self-modules are ways to continue
your studies. Hence, the attention you give in your studies in this pandemic is very
important to be successful in life.

V. Voluntary Participation

We would like to inform you that your participation in this study is for a voluntary
basis. You have the freedom to decline if you do not like to do so. Hence, your
participation or not in this study cannot affect your academic performance in this modular
way of learning. Yet, we greatly appreciate if you give your consent to be part of this study.
We can assure you that the data you provided and your name, which is optional will be
kept confidential.

VI. Procedures

A. Provide a brief introduction to the format of the research study and in which part
of the study he or she will be involved.

This research study entitled “Study Habits and Academic Performance of Modular
Students in Araling Panlipunan in Selected Public Schools” aims to determine level of
study habits and academic performance in Araling Panlipunan of the students. Moreover,
it aims to determine if there is a significant relationship between study habits and student’s
academic performance. The realization of this study can be obtained from your data in
accomplishing the checklist and lending your Araling Panlipunan’s first and second
quarter grades, as well as your subject GSA. Thus, we are humbly asking your
participation that would be a great help in our research study.

B. Explain the type of questions that the participants are likely to be asked in the
focus group, the interviews, or the survey. If the research involves questions or
discussions which may be sensitive or potentially cause embarrassment, inform the
participant of this.
For questionnaire:

Because of the situation that we are currently facing, we, the researchers will
administer the questionnaire through your parent/guardian. This will be given together
with the self-modules released weekly. We are asking you to answer it honestly, for there
is no wrong or right answer in the questionnaire. After answering, let your parent/guardian
submit it on the following week, together with your answer sheets. Rest assured that your
name and other data will be kept confidential and will be utilized for this research purpose
only.
 25

VII. Duration

The survey checklist given to you is all about the Study Habits Checklist. I want
you to read each statement and check the box which corresponds on what you actually
do. This consists of 34 questions which may take 10 to 15 minutes of your time. There is
no wrong or right answer in each question because this is only a survey question.

VIII. Risks

This research study supports the mandate of the Inter-Agency Task Force on
COVID-19. Safety protocols and health measures will be always observed. Since this
study is a quantitative research and the respondents are minors, the researchers assure
that their health and safety will be an utmost concern. The giving of the questionnaire will
be through their parent or guardian. This will be done together with the releasing of the
weekly self-learning modules.
Moreover, the researchers ensure to abide the data privacy law. The names of the
respondents are not required, placing optional in the questionnaire to protect the identity
of the students. Also, their grades will be kept safe and confidential. This will be utilized
for research purposes only.

IX. Benefits

The findings of the study will be beneficial to the teachers, students, parents, and
school administrators. For the teachers and school administrators, they will be informed
with the study habits and academic performance of the modular students. They can
design techniques and strategies that would make the self-learning modules fun,
interactive, and interesting to study with. For the parents, as support system of the
teachers, the result of the study would be a way for them to fully support and monitor the
academic endeavor of their children at home. And for the students, they will know that
giving much attention and focus on their studies even in this modular set-up of learning
can affect their academic success.

X. Confidentiality

The researchers of this study will give a letter of permission to conduct a study,
together with the informed consent to the respondents. The confidentiality of the
respondent’s data will be secured, including their name and academic grades. It will be
put in a safe place and will be used for this research only. Also, the pieces of information
gathered will not shared to others.
 26

APPENDIX C

CERTIFICATE OF CONSENT

I have been invited to participate in research about the Study Habits and Academic

Performance of Modular Students in Araling Panlipunan in Selected Public Schools.

I have read the foregoing information, or it has been read to me. I have had the

opportunity to ask questions about it and any questions I have been asked have been

answered to my satisfaction. I consent voluntarily to be a participant in this study.

Print Name of Participant (optional): _________________________________

Signature of Participant: _________________________________

Date: [MM/DD/YYYY] _________________________________

 27

APPENDIX D
STUDY HABITS AND SKILLS CHECKLIST

Name (optional): __________________________ Grade Level: ___________

School: _________________________________ Gender: _______________

Your academic success depends on your use of certain skills and habits. Check each of the statements
below according to what you actually do. Place a check (√) in the correct space under almost always,
most of the time, sometimes, or rarely.

Almost Most of Sometimes

A. Habits Related to General Health and Fitness always the time Rarely
I. I obtain at least 8 hours of sleep every day.
2. I eat healthy and balanced meals at regular intervals.
3. I get some exercise and recreation every day.
4. I take steps to solve problems which worry me and which
interfere with my concentration.
Almost Most of Someti
B. Habits That Provide Good Working Conditions always the time mes Rarely
5. I find a quiet, well-lit and comfortably-heated space to study.
6. I follow a regular schedule.
7. I avoid distractions while I am studying.
8. I allow time in my weekly schedule for working on special
reports and term projects.
9. I write down my class assignments clearly and keep them
where I can find and refer to them.
10. I make certain that I understand the purpose and nature
of the professor’s assignment before I leave class.
11. I organize my study materials and review the assignment
before I start to work.
12. I start work promptly and I avoid procrastinating.
13. I keep my mind on my work and avoid daydreaming.
14. I complete my assignments on time and according to
instructions.
Almost Most of Someti
C. Essential Study Habits, Reading Habits and Skills always the time mes Rarely
15. I review the assignment before breaking it down in detail.
16. I adjust my reading speed to the material I study.
17. I find the main ideas in each paragraph and organize the
details around it.
18. I stop at natural breaks in my reading and try to repeat
the main ideas in my own words.
19. I look up the meaning of words I don't understand and
develop a working vocabulary for each subject.
20. I outline the material as I read.
21. I use the table of contents and the index.
22. I relate the text to the maps, graphs, and tables included in
the assignment.
23. I anticipate what the author will say as I read.
24. I recall information and relate it to new material as I read.
25. I question and evaluate the content of what I read, as I read.
 28

26. I take time to summarize the main ideas and draw

conclusions.
27. I read for pleasure.
Almost Most of Someti
D. Habits Related to Note Taking, Outlining, and Library Use always the time mes Rarely
28. I keep a section in my notebook for each subject and I
keep them together and in order.
29. I write my notes in outline style to show ideas and subordinate
details.
30. I take satisfactory notes from class, study assignments, and
research assignments.
31. I review my class notes as I study at home.
32. I summarize my notes frequently.
33. I review my notes before examinations.
34. I use school library facilities.

SCORING:

Now that you’ve completed the checklist, it’s time to see how you score! Give yourself 4 points
for every “Almost Always” answer, 3 points for every “Most of the Time,” 2 points for every
“Sometimes,” and 1 point for every “Rarely.” Add up your points and check the categories on the
next page to see where you line up!

136-180 points: You have developed the study habits and skills necessary for academic success
in college. You know how to organize and manage your time, how to set priorities, how to avail
yourself of resources, and how to adapt your learning strategies to specific situations. You’re
ready to adapt your existing skills into the college context!

91-135 points: You have worked to develop a range of skills and habits that will facilitate your
academic success in college. Review the checklist to see where you need to increase your
strategies to fit into the “almost always” categories. Once you have determined the specific
strategies that need improvement, set specific study skills goals for your first semester in college.
Prioritize the essential study habits, reading habits, reading skills, note-taking, and school factors
that need improvement.

46-90 points: Review the checklist to determine the specific habits and skills that you will need
to use more than “rarely” or “sometimes.” Academic skills take time and practice to develop, and
to this point you have not practiced enough the skills and habits you will need to do well in your
college classes. Work first on developing your time management and organizational skills.
Create a study schedule for yourself by setting aside two to three hours of study time for each
hour of class. For instance, if you are taking 16 credits (16 hours), you will need to devote
between 32 and 48 hours per week developing your study habits and skills. After you have
created the study schedule, work to develop the essential study habits, reading habits, and skills
identified in section “C” of the checklist as well as the skills and habits in section “D” of the
Source: Downing, S. (2008). Study habits and skills checklist. Hamline University. Boston: Houghton.
checklist.

0-45 points: You are at risk of struggling in your college courses.

 29

CURRICULUM VITAE

KATHERINE P. LLANDELAR
TEACHER
Blk. 27 Lot 3 Residencia del Rio, Catalunan Pequeno, Davao City
kayellands@gmail.com
09202009660

EDUCATIONAL BACKGROUND

Graduate Studies Master of Education Teaching Social Studies

Holy Cross of Davao College
Sta. Ana Ave., Poblacion Dist., Davao City
2018 – up to present

Baccalaureate Bachelor of Secondary Education

major in Social Studies
University of Mindanao
Matina Campus, Davao City
1997 – 1998

Secondary Rizal Memorial Colleges

Quiambao Heights, Davao City
1992 – 1993

Elementary Quezon Elementary School

Ponce St., Davao City
1989 – 1990
 30

WORK EXPERIENCES

Secondary School Teacher II DepEd, Los Amigos National High

School
September 2016 – present

Secondary School Teacher I DepEd, Los Amigos National High

School
February 2013 – September 2016

Purchaser Felcris Supermarket

2001 – 2012

ELIGIBILITY

Licensure Examination for Teachers (LET) 75.00%

September 1999

Civil Service Sub-Professional Eligibility 81.00%

March 1998
 31

CURRICULUM VITAE

PRINCESS APRIL BOISER

TEACHER
Purok Malipayon 1 , Poblacion Lupon Davao Oriental
april30.boiser@gmail.com
09752474838

EDUCATIONAL BACKGROUND

Graduate Studies Master of Education Teaching MAPEH

Holy Cross of Davao College
Sta. Ana Ave., Poblacion Dist., Davao City
2020 – up to present

Baccalaureate Bachelor of Secondary Education

major in MAPEH
Holy Cross of Davao College
Sta. Ana Ave., Poblacion Dist., Davao City
2016 – 2017

Secondary Maryknoll High School of Sigaboy

Sigaboy, Gov. Generoso, Davao Oriental
2011 – 2012

Elementary Nangan Elementary School

Nangan, Gov. Generoso, Davao Oriental
2007 – 2008
 32

WORK EXPERIENCES

Secondary School Teacher I DepEd, Lupon National Comprehensive

High School
2018 – present

ESL Teacher Acadsoc Online English Tutor Club

2018 - 2020

Customer Representative VXI

2017 – 2018

ELIGIBILITY

Licensure Examination for Teachers (LET) 83.20%

September 2017