Revised Body and Preferences

SPEAKER EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL
Roxas, San Carlos City, Pangasinan, Philippines

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CHAPTER I
INTRODUCTION
Background of the Study
In any school system, academic performance is the priority to students as well as the
teachers. Several studies have shown that factors such as motivation and study time have
impacted students’ achievement (Cote & Levine, 2000, Singth, Granville & Dika, 2002).
Study time refers to a specific time a student assigns for himself or herself to study to
acquire knowledge. It does not matter whether learners’ study at the same time each day,
whether they shut off the radio or television while on private reading, and whether they use
supplementary materials in their studies. Study time also includes some external activities
that affect the internal process of learning (Rothkopf, 1982).
Since grade is a top factor of such learning, students earning higher grades tended to
the thought that he/she has learned well, while getting lower grades indicates poor learning
academic performance. “Quality of study time is a multi-attribute variable and thus is difficult
to measure; however, the important component is likely to be the ability to discover
underlying relationships. Time management ability includes setting goals and priorities, using
time management mechanics (such as making lists), and organized in using time.” (Macan,
Shahani, Dipoye, and Phillips, 1990).
For students studying at home, it will be challenging for them to focus on their
studies. There will be a lot of distractions for them. But still, they have to finish studying and
answering their modules for them to pass their subjects. Students who know how to balance
their studying by allotting a longer time-length may develop better time-management skills
than those students who have shorter and unorganized time allotments for studying. Having
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a longer time-length for studying will give them a skill that they will have to apply it to their
future field of work and their day to day lives.
The study of Grave (2010) “The Effect of Student Time Allocation on Academic
Achievement” results suggest that that the time allocation matters for educational
achievement, even after controlling for several variables, including ability, motivation,
characteristics of the study, and the university. Regarding the different types of time use
considered here, time devoted to courses seems to affect educational achievement
positively for female and high ability students. One largely disturbed issue concerns the
impact of the important factor in academic performance of students, is the student’s effort
and study time on academic success. Many studies have been carried out on study time
behavior and students’ achievement. The recent ones include that of Logunmakin (2001),
Kumar (2002), and Gbore (2006). They all agreed that study time attitude affects a strong
relationship with the academic performance of students while other researchers like Owolabi
(1996) and Adeyemo (2005) concluded that students’ academic achievement was the
outcome of a combination of the study time behavior and other factors in any course of
study. Adeyemo (2005) specifically opined that study time attitude is an exercise that goes
beyond merely reading for pleasure.
Macan et al. (1990), Britton and Tesser (1991), and Tureman and Hartley (1996) find
that time management skills and academic performance are positively related Crede and
Nathan (2008) in their researches at the University of Wisconsin said that study time, ability,
and attitude inventories were factors found to compete with standardized tests and previous
grades as parameters of academic performance.

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Statement of the Problem
This study aims to determine the effects of study hours on academic performance of
Stem Senior High School students of Speaker Eugenio Perez National Agricultural School.
This research aims to answer the following questions:
1. What is the profile of the STEM Senior High School students in terms of:
1.1 age,
1.2 sex,
1.3 academic status, and
1.4 average this first semester?
2. What are the factors affecting the study hours spend of students on their studies?
3. What are the effects of hours of studying on the academic performance of STEM
students?
4. Is there a significant relationship between study hours and academic performance of
STEM students?
Scope and Delimitation
The main purpose of this study is to provide information about the impact of study
hours on academic performance. This study considers every aspect of student personal
information such as their name (optional), age, sex, academic status, and average this first
semester. This study will be undertaken from April 2021- June 2021. The researchers limited
to study to STEM Senior High School students enrolled in second semester of Speakers
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Eugenio National Agricultural School. Each of the respondents will be given a questionnaire
made by the researchers to answer.
Significance of the Study
The study must be conducted to find out how students spend the time studying and
the relationship of it on their academic achievements. They want to know the relationship
between the lengths of hours they spend studying on their academic performance.
For the Students:
It is essential to realize how to allot their time most proficiently to boost high
scholastic execution. The instructive establishments might be keen on information about the
effectiveness of their study learning to their academic performance.
For the Teachers:
This study will also benefit teachers; to make them aware of the situation of their
students. They will see their students spending their time wisely, and that leads to improve
their academic performance and what are the factors that students spend their time on and
to guide them through their studies especially, in their academic performance. And for the
teachers to receive a lot of improvements from their students so they could see themselves
that they are good at teaching. It will enable them to continue to love their job because
there's a lot of students are depending on them, and it will have changes in their lives,
especially in school.
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For the Parents:
This study will benefit parents so that they will know how much time their child needs
in spending it studying. And to let their children know what needs to be done, like household
chores, so that their parents don't interrupt their child if they have something that needs to
be finished for their modules.
For the Future Researcher:
The study will also benefit future researchers; it will serve as their secondary data for
their study related to this research. The data gathered is accurate that they can use in their
research and have a basic knowledge of the relationship of time spent in learning and
academic achievement achieved. In case this research lacks some information, future
researchers may add and provide additional information so that they can provide better
study.
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CHAPTER II
CONCEPTUAL FRAMEWORK & REVIEW RELATED LITERATURE
This chapter discusses researchers conducted locally regarding the impact of study
hours on academic performance of Science, Technology, Engineering, and Mathematics
Senior High School Students of Speaker Eugenio Perez National Agricultural School
(SEPNAS).
Theoretical Framework
Palm Beach study time learning theory was postulated in 1864 by Professor Palm
Beach of the University of California. It explains that study time is a useful tool for predicting,
and controlling learning outcomes behaviors. It provides a basis for the impact of study time
on student’s learning outcomes. The theorist stated that academic achievement is a function
of the time spent on a task needed to complete the task. The theory further stated that
students nowadays are spending less time studying than they use to in the past. According
to a recent report, average students in the University of California doing a four-year
University Programme of study used about 24 hours a week and hit the books for just 14
hours, less than they use to do in the past.
In 1963, Carroll outlined the theoretical importance of time as a resource for student
learning. He conceptualized the degree of student learning as a product of the time students
spend learning divided by the time they need to learn. The time students spend learning
depends on their opportunity to learn (time allocated for learning) and their level of
perseverance (time engaged in learning). Instruction time, or the total number of allocated
classroom hours, accounts for a major part of public spending on non-tertiary education and
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constitutes a key resource that offers opportunity to learn (OECD, 2013a). The time needed
for students to learn depends on their aptitude, the quality of instruction they receive and
their ability to understand the instruction. Carroll’s model suggests that, everything else
being equal, increasing the time that students invest in learning will lead to better academic
performance and, consequently, that deciding on the amount of instruction time is a key
decision for policy makers (Berliner, 1990; Bellei, 2009; Brown & Saks, 1986; Carroll, 1963,
1989).
This study is based on social cognitive theory propounded by Albert Bandura as early
as in the 1960s. Social cognitive theory strongly lays emphasis on one’s cognition. It
suggests that the mind is an active force that constructs one’s reality selectively, encodes
information, performs behavior on the basis of values and expectations and impose structure
on its own actions. It is through an understanding of the processes involved in one’s
construction of reality that enables human behavior to be understood, predicted and
changed. In view of the theory, the student’s academic achievement is a product of
interaction of his personality and consequently, study behavior he develops basing on his
expectations of the outcome of his actions and it can be connected to the length of hours
that students spend on their studies.
The researchers chose this theory because it is related on our study. Professor Palm
Beach gives emphasis to the impacts of the study time in the academic performance of
students. While Carroll suggests that the time needed for students depend on their aptitude,
the quality of instruction they receive and their ability to understand the instruction. Professor
Palm Beach definition is therefore more relevant to the current study. This research study
aims to determine the relationship between the hours of studying and academic
performance. If students exert more effort and time in studying, they will get a better
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academic performance. On the other hand, if students tend to be inactive in making their
school works, it is possibly that the outcome would be substandard.
Conceptual Framework
In any school system, academic performance is the priority to students as well as the
teachers. Several studies have shown that factors such as motivation and study time have
impacted students’ achievement. This study was conducted to determine the effects of hours
in studying on academic performance of STEM Senior High school students.
In the input, the demographic profile of STEM students was collected along with the
effects of hours in studying on academic performance of STEM Senior High School
students.
The process consists of distribution of surveys and gathering of data by the use of
online survey questionnaires. The researchers were thus able to determine the impact of
hours in studying on academic performance of STEM student, as reflected in the output of
the paradigm (Figure 1).

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INPUT PROCESS OUTPUT
Research Design: Non-

experimental descriptive
1. Demographic Profile of
survey
the STEM Senior High
School Students  Sampling Method:
Descriptive non-
2. Factors Affecting the
experimental
Study Hours Spend of The Impact of Study Hours
 Stratified Random
Senior High School STEM on Academic Performance
Sampling
Students on their Studies of Science, Technology,
Instrumentation:
3. Effects of Study Hours Engineering and
on the Academic  Distribution of Mathematics Senior High
Performance of Senior Questionnaire School Students of
High School STEM  Gathering of data Speaker Eugenio Perez
students by the use of National Agricultural
survey School
4. Significant Relationship questionnaire
of Study Hours on the
Academic Performance of Data Analysis
the Senior High School
Students
Figure 1. The Conceptual Paradigm of the Study

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Research Hypothesis
Null hypothesis
1. Hours of studying have no effect on academic performance of students.
2. There is no significant relationship between study hours and academic performance of
STEM students.
3. There is no effect on students' academic performance in doing household chores, playing,
and surfing the internet.
Definition of Terms
For a better understanding of this study, the following terms are defined in the
context of this research.
Academic achievement. Learner’s academic performance in school based on
scores or grades attained through his/her outputs.
Age. In this study it is the respondent’s years of existence on his/her last birthday.
Data. In this study it is any information that has been collected, observed, generated
or created to validate original research findings.
Modules. It refers to the Alternative Learning System that is used in Speaker
Eugenio Perez National Agricultural School.

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Respondent. In this study it refers to a person who have been invited to participate
in a particular study and have actually taken part in the study.
Science, Technology, Engineering and Mathematics (STEM). Refers to
respondent’s strand with whom data is being collected.
Student. Refers to a person who is enrolled and attends formal classes at Speaker
Eugenio Perez National Agricultural School. This is the primary source of data in this study
by volitional participation as respondents.
Study time. Generally, the amount of time during which learners are actively working
on tasks and are effectively engaged in learning.
Survey Questionnaire. It refers to a research instrument that consists of a set of
questions or other types of prompts that aims to collect information from a respondent.
Time Management. The ability to use one’s time effectively or productively of
students at their studies.
Review of Related Literature
This chapter presents the related literature and studies after the thorough and in-depth
search done by the researchers. This will also present the synthesis of the art, theoretical
and conceptual framework to fully understand the research to be done and lastly the
definition of terms for better comprehension of the study.
Foreign Literature
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The study of Grave (2010) “The Effect of Student Time Allocation on Academic
Achievement” results suggest that that the time allocation matters for educational
achievement, even after controlling for several variables, including ability, motivation,
characteristics of the study, and the university. Regarding the different types of time use
considered here, time devoted to courses seems to affect educational achievement
positively for female and high ability students.
One largely disturbed issue concerns the impact of the important factor in academic
performance of students, is the student’s effort and study time on academic success. Many
studies have been carried out on study time behavior and students’ achievement. The recent
ones include that of Logunmakin (2001), Kumar (2002), and Gbore (2006). They all agreed
that study time attitude affects a strong relationship with the academic performance of
students while other researchers like Owolabi (1996) and Adeyemo (2005) concluded that
students’ academic achievement was the outcome of a combination of the study time
behavior and other factors in any course of study. Adeyemo (2005) specifically opined that
study time attitude is an exercise that goes beyond merely reading for pleasure.
An important consideration in evaluating the use of time by students is an
understanding of the impact of amount of study time on academic performance. A review of
the literature finds mixed results with regard to this relationship. Frisbee, Pappalardo, and
Schmidt generally find a positive and significant relationship between studying and academic
performance. On the other hand, Schuman et al. (p. 945) analyze four different data sets,
and find" ... at best only a very small relation between amount of studying and grades."
Earlier literature cited in Pappalardo and Schuman et al. generally find little to no
relationship.
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A related but different set of studies has examined the impact of time management
skills of students upon academic performance. These studies also find mixed results. Macan
et al. and Britton and Tesser find that time management skills and academic performance
are positively related. In contrast, Long et al. finds that self-management is not related to
both extrinsic motivation for academic involvement and grade point average, while Kember
et al. reports that there is no significant relationship between hours of independent study,
class attendance, and GPA. Last, Trueman and Hartley find a rather modest, but positive,
significant relationship between time management and academic performance.
A study from Angelone and Moser (2009) on instructional time and tracks. The
authors estimated the effect of instructional time on performance for Swiss pupils with PISA
2006 data using an OLS regression. These researchers observed different effects among
school tracks with different ability levels. Their results suggest that students in a high-level
track benefit more from additional instruction time than students in a lower-level track,
although methodological difficulties might cause biases.
Lavy (2015), the OECD (2016) and Rivkin and Schiman (2015) provide recent
overviews of the literature. Therefore, we only highlight a selective number of studies that
have a more or less direct link to our paper. Lavy (2015) examined international gaps in
student achievement, estimating the effects of instructional time using PISA 2006 data. The
study exploited within-student and within- school variation by subject (reading, mathematics
and science), estimating student fixed effects. He found that instructional time has a positive
and significant effect on test scores. By comparing countries, he found evidence that the
effect is much lower in developing countries and that the productivity of instructional time is
higher in countries with such school characteristics as accountability measures and
autonomy in budgetary decisions… Overall, these results are in line with Lavy (2012), which
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estimated the effect of increasing the length of the school week and also subject-specific
instructional time per week in Israel.
Empirical evidence suggests that effective time management is associated with
greater academic achievement (McKenzie & Gow, 2004; Trueman & Hartley, 1996) as
students learn coping strategies that allow them to negotiate competing demands. Students
are tasked to juggle the work–life balance without much institutional support, and the way
that higher education institutions are organized tends to lead to peaks and troughs in the
student workload. Scherer, Talley, and Fife (2017) found that non-cognitive personal
behaviors such as a student’s time perspective are effective predictors of academic
outcomes as poor time management approaches mean that students find it hard to plan their
work and may feel agitated toward the end of a course—when they are likely to be
assessed. Ling, Heffernan, and Muncer (2003) found that students perceived poor time
management to also be related to particular negative examination outcomes—whether this is
actually the case or whether this is a case of self-serving bias, there is a clear association
between student performance and their ability to manage time effectively.
Strongman and Burt (2000) suggest that there is a relationship between academic
attainment and the ability to stay on task for extended periods of time and found that
students with higher academic standing took fewer and shorter breaks. They do not
necessarily suggest that there is a causal relationship (in either direction) between academic
attainment and ability to stay on task; however, many studies have found that high levels of
motivation help maintain focus (Dupeyrat & Mariné, 2005) and are likely to lead to success in
general (Deci & Ryan, 2000) as well as specific success in student outcomes (Harackiewicz,
Barron, Tauer, & Elliot, 2002; Husman & Lens, 1999).

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There are various studies that link time management to students’ academic
performance. For instance, proper time management positively correlates to better academic
performance (Sevari and Kandy, 2011; Adebayo, 2015; Kearns and Gardiner; 2007;
Kaushar, 2013).
The study of Nashrullah and and Khan (2015) identified time management variables
to include planning (Short-range and long-range), time attitude as independent variables
linking to the students’ academic performance. Findings showed that time management
variables such as short-range, long-range and time attitude are significantly correlated to
students’ academic achievement.
Another study conducted by Indreica et al. (2011) examined the influence of effective
management to students’ academic performance in terms of Grade Point Average (GPA).
Findings revealed that, effective management programs elevate the GPA and concluded that
successful students are good time managers. Specifically, factors such as time management
behaviors, time attitudes and control of time are significant predictors of students’ academic
performance.
Local Literature
According to the study of Mahinay (2017) “Effects of Time Allotment in Studying to
Academic Performance” there is no correlation among the variables, the researchers
concluded that the number of hours spent in studying isn’t always applicable for all of the
students. The study was conducted at the University of Science and Technology of Southern
Philippines- CDO Campus, the result of the study hours has no correlation on the average
grades of the students. It is indeed a possible outcome since there is no regular basis of the
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student’s total hours of study. The independent variable is purely estimated among the
students.
According to the study of Magpily and Mercado (2015) “Non-Cognitive Factors
Affecting the Academic Performance of Fourth Year College Students of a Private College in
Manila” show that the relationship between hours per week of study outside class and GWA
is not significant. Ther study agrees with the results of the study of Nonis and Hudson (2006)
and Hijazi and Naqvi (2006) that the amount of time spent studying had no direct influence
on academic performance. These findings however, contradict the result of the survey done
by Dobson (2011) that students who spend more than 5 hours per week doing schoolwork
have a higher GPA than those who spend 5 hours or less per week.
According to the study of Magpily and Mercado (2015) “Non-Cognitive Factors
Affecting the Academic Performance of Fourth Year College Students of a Private College in
Manila” show that the relationship between length of study before break and GWA is
significant. This result agrees with the findings of Waterworth (2003) that studying
continuously for an average of 8-9 hours per day may create fatigue and overall exertion
among students, which may lead to lower performance on examinations.
Time management collates with student achievement (Libre, 2006). In Fact, Cotton
(1989) as cited by Libre (2006) the effects of various time factors on achievement.
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CHAPTER III
METHODOLOGY
This chapter presents research design consistent with the study. It includes the
duration and locale, population and participants, materials and processes and tools for data
analysis.
Research Design
The researchers aim to determine the impact of study hours to the academic performance
of STEM Senior High School Students in Speaker Eugenio Perez National Agricultural
School. In order to attain this, the descriptive-correlational non-experimental type of research
design was employed in this study by floating questionnaire to the STEM students. Non-
experimental designs include research designs in which a researcher simply either describes
a group or examines relationships between preexisting groups. Furthermore, this study is
correlational because relationships existing between study hours and the academic
performance in STEM students are determined using Spearman rank correlation coefficient.
The members of the groups are not randomly assigned and an independent variable is not
manipulated by the researcher, thus, no conclusions about causal relationships between
variables in the study can be and was drawn. Non-experimental designs are used simply to
answer questions about groups or about whether group differences exist. The conclusions
drawn from non-experimental research are primarily descriptive in nature. The method would
be used to test the hypothesis and served as a data gathering tool to analyze, describe and
interpret the data that will be collected.
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Duration and Locale of the Study
This study was started conduct from April 2021 up to the end of June 2021. This data
was gathered in Speaker Eugenio Perez National Agricultural School with the respondents
of Science Technology Engineering and Mathematics Senior High School students. This
research floated a survey research questionnaire through Google forms to the students
enrolled in the strand of senior high school of the said school.
In consonance with the educational policy of the early American rule the 1900’s, a
primary school was established in order to give a better educational opportunity to the
people of San Carlos Rural High School. The school was first housed in provincial building in
Cava St. but was later transferred to the Tribunal Building, former Presidencia (now the City
Hall) where classes held up to 1915. Seeing the need for a vocational school to exploit the
vast virgin natural resources, the Philippine Legislature changed the name of the school
which was then called the Sac Carlos Farm School in 1914. The government bought out of
the educational appropriation of thirteen and a half first class land in Salcedo St. (now Roxas
Blvd.).
This began the pioneer establishment of the Farm School. Clearing a dense forest of
bamboo clumps and uprooting century –old trees became a feat and with all the sweat of the
pioneers of the San Carlos Farm School is written the legacy of the school that is today. In
1928, the old name Farm School was changed to “RURAL High School”. A concrete building
constructed for classrooms together with a principal's cottage, two cottages, for farm and
animal managers and two student cottages.
In 1956, the school was selected as one of the Regional Community Development
and Training Centers to help implement the expansion of Community Development Program
of the late president from that time. It was also selected as a training center for off-campus
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teachers from the College of U.P. and later on the Central Luzon State University and
Mountain State Agricultural College.
In 1964, the name of the school was changed from “San Carlos Rural High School”
to “SPEAKER EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL” by virtue of a bill
sponsored by the Congressman Angel B. Fernandez of the 2nd District of Pangasinan and
signed into law as Republic Act No. 3882 by the Pres. Diosdado Macapagal. This was the
year when funding was nationalized. Prior to this, funding came from the National –
Provincial. Hence, the school was under the Pangasinan Division.
The now defunct Bureau of of Vocational Education in 1965 absorbed SEPNAS from
the Division of Pangasinan and thus a superintendent was assigned to head the school
which had the status of Division, Mr. Rufo D. Dacanay was assigned as the first
superintendent. SEPNAS has been commissioned as one of the three centers in
Pangasinan. In 1976, SEPNAS was the only surviving center and has been the model center
in Region 1.
In 1974, the new two-year course Agriculture Technician Course was offered.
Twenty-two students enrolled but only seventeen students graduated in 1976. In 1975, the
school was selected as one of the Seed Production Centers in the country. A regional
seminar on seed production was held in the school on the later part of Dec. 1975. Due to the
problem of having less teachers in Agriculture, The Department of Education and Culture
extended the authority to SEPNAS to offer the four-year Teacher Education Course leading
to the degree of Bachelor of Science in Agriculture Education (BSAED).
In 1975, the college department was integrated with the Pangasinan State University
thus separating the college administration from the secondary and the land area of about
three hectares was given as a loan hence reducing the campus area. Since then, the item
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for superintendent has been taken out. Since the organization of the Regional Offices in
1973, SEPNAS directly relates to the Regional Office in matters of administration and
supervision. However, by virtue of Regional Memo. No. 47, S-1984, the Division of San
Carlos City was advised to coordinate with SEPNAS in matters of supervision and
instruction.
In 1985, the school was chosen as a national pilot school for the new Secondary
Education Curriculum. In 1993, it is also chosen as a Division Leader School. As such the
school was used as a Training School for Teachers in the Division of San Carlos City.
At present, the Speaker Eugenio Perez Agricultural School sits in an area of 38
hectares, about 10 hectares of which is used as instructional site, while the rest is devoted to
crop production. There are a total of 22 buildings and 40 classrooms properly ventilated.
There are toilets, lavatory facilities as well as water facilities. There are covered walks to
protect the students from inclement weather when going from one building to another.
This is the history of the Speaker Eugenio Perez National Agricultural School, a
school which is older than Central Luzon State University (1907) and U.P. College of
Agriculture (1908) and one of the pioneer schools in the country.
The Speaker Eugenio Perez National Agricultural School is a school which is older
than Central Luzon State University (1907) and University of the Philippines College of
Agriculture (1908) and one of the pioneer schools in the country. It was established in 1905.
It sits in an area of 38 hectares, about ten hectares of which is used as instructional site,
while the rest is devoted to crop production.

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Population and Participants
Sampling is the act of studying only a segment of the population from a population
frame. Studying the entire population may not be possible due to constraints on cost and
geographical coverage and location of the sampling units. Sampling is therefore an efficient
and effective process that allows drawing of valid inferences about the population from a
portion of it (samples).
The respondents in the present study are STEM Senior High School Students of
Speaker Eugenio Perez National Agricultural School. SEPNAS has 167 students enrolled in
STEM Strand. 75 of which are Grade 11 Students and the remaining 92 are Grade 12
Students.
To get the sample size of STEM Students, the researchers use Slovin's formula:
Slovin’s Formula:
N
n=
1−I −N e2
Where: n is the sample size
N is the population size
E is the desired margin of error
167
n=
1+167 (0.05)2
167
¿
1−F 167(0.0025)
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167
¿
1−F O .4175
= 117.8130511 = 118
The researcher employed stratified sampling method to determine number of
respondents who will be participated in the study. The researchers used this sampling
method to observe existing relationship between two or more subs groups.
Stratified sampling is a probability sampling technique where in the researcher
divides the entire population into different subgroup, or strata, and then randomly selects the
final subjects proportionally from the different strata. This technique has high statistical
precision (explorable.com).
The use of probability sampling procedures made the generalizability of findings
applicable only to the sampling population where the participants are to be taken. Thus, to
compensate for the external validity or generalizability of the findings, the researchers
recruited participants from four different sections.
Further, no coercion to participate will be done by the researchers and their
assistants, as all principles of research ethics shall be observed throughout the duration of
the research project, most especially those that involves participant recruitment.
Only the verbal consent of the participants was sought by the researchers. No written
informed consent indicating their willingness to voluntarily participate was made as the
researchers determined to uphold the four principles of research ethics accordingly:
1. Their decision was respected whether or not to participate in the study
(autonomy);
2. The study can gain significant benefits from the study. (beneficence).
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3. No undue harm was induced in case they opt to participate (non-maleficence). If
at all, having to participate in the study will have only caused them inconvenience
as to time required by their participation by answering the questionnaire and
during the conduct of biophysical measurements.
4. Lastly, the researchers remained polite in their dealings with prospective and
actual participants, as well as to be respectful, objective, neutral and accurate in
the collection of data from among all participants (justice).
The total population is one hundred sixty-seven (167) grade 11 and grade 12
STEM Students. The computed sample size is one hundred eighteen, so the following
proportionate sampling will be as follows:
Table 1: Sampling Distribution of Respondents by Grade Level
Grade Level Frequency Population Number of Students
Grade 11 52 75 69%
Grade 12 66 92 72%
Total No. of Respondents 118 167 100%
Materials and Procedures
A survey is a research method use for gathering data from a predefined group of
respondents to gather information and insights into various subject of interest. This
methodology is very flexible in gaining a large amount of data in very little time. The data is
usually obtained through the use of standardized procedure to ensure that each participant
can answer the questions at a level playing field to avoid biased opinions that could
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influence the outcome of the research. Survey method involves asking people for information
through a questionnaire, which can be either online or offline. In this study, survey method
was in the form of online questionnaire.
An online survey is a set of structured questions that the respondent completes over
the internet, generally through filling out a form. It is a more natural way to reach out to the
respondents as it is less time consuming than the traditional way of gathering information
through one-to-one interaction and less expensive. The goal of the research instrument is to
know the impact of study hours of STEM Senior High School students to their academic
performance. The content validity of the instrument was found to be acceptable by the
research adviser. Thus, the instrument was also reliable, since a valid instrument is a
reliable instrument. (Jackson, 2009)
A survey questionnaire was developed and used by the researcher to gather data
among Senior High School STEM students. This instrument is suitable as the respondents
are slowly adopting the new normal because of our current situation about COVID-19 crisis.
The questionnaire has five question about the relationship of the time and the student
academic performance. A profile of the students including their name, age, sex, academic
status and average school year. Researcher will assure that no information will be leaked or
share to public and shall be used exclusively for research purpose. Length of time they
spend on studying was the second question. Factors affecting the hours and the correlation
between the study hours and academic performance was also asked. The last item used a
Likert scale. Likert scale is the most common used in quantitative data. Respondents were
asked to rate their satisfaction on their academic performance by; very unsatisfied, fairly
unsatisfied, satisfied, and very satisfied.

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For the data collection the researcher prepared a letter asking for the permission of
the principal to allow the researcher to conduct research collection in the school. The
researcher also prepared questionnaire (google forms) that participant will answer. The
researcher asked help to the section advisers to send google form link to their advisory.
The sampling method used was stratified random sampling. The researcher gave
instructions to the participants on what they should do. Those who have been selected will
answered the questionnaire (google forms). Retrieving rate was expected to 100%.
Questionnaire (google form) collected researcher were subjected to verification, code,
encode, analyze and interpret the data gathered.
During data gathering, the researchers have instructed the respondents clearly on
how to answer the questionnaires. The researchers make sure that the respondents
understand the research instrument. After retrieval, the researchers rechecked each
questionnaire to see if there were some questions respondents missed. If a respondent
missed a question, the researchers could easily track the respondent by checking the
respondent's name or the code of that survey, which the researchers already made for this
kind of problem. After the respondents filled up all the questions, all the data gathered were
summarized in a tabular form, analyzed, and interpreted.
Data Analysis
To determine the profile of participants, descriptive analysis we’re conducted using
frequency distribution and mean we’re applicable. Percentage formula was used by
researcher in analyzing the data.
P=f/n x 100
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Where:
P= percentage
f= number of respondents
n= number of populations
100=percentage constant
Frequency distribution was also used to statistically describe the status of the STEM
students as regard to the time they spend on studying.
The Likert scale responses range from 1 (Strongly disagree) to 5 (Strongly Agree)
with the following statistical limits:
Numeric Response/Rating Statistical Limits Descriptive Rating
1 1.00 – 1.79 Strongly Disagree
2 1.80 – 2.59 Disagree
3 2.60 – 3.39 Neutral
4 4.40 – 4.19 Agree
5 4.20 – 5.00 Strongly Agree
The Spearman rank correlation coefficient, rs, is the nonparametric version of the
Pearson correlation coefficient. Your data must be ordinal, interval or ratio. Spearman’s
returns a value from -1 to 1, where:
+1 = a perfect positive correlation between ranks
-1 = a perfect negative correlation between ranks
0 = no correlation between ranks.
(www.statisticssolution.com).
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CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the research findings, interpretation and discussion of data
obtained from the questionnaire.
Results
Respondents’ Profile
Table 2 presents the profile of the student respondents from STEM Strand of Senior
High School in Speaker Eugenio Perez National Agricultural School.
Table 2. The Demographic Profile of STEM Students in SEPNAS
Variables F %
Age
15 1 .85
16 24 20.34
17 43 36.44
18 42 35.59
19 7 5.93
20 1 .85
Total 118 100.0
Sex
Female 80 67.8
Male 38 32.2
Total 118 100.0
Academic Status
Passed 57 48.31
With Honor 51 43.22
With High Honor 10 8.47
Total 118 100.0
Average Last School Year 27
80 1 .85
83 2 1.69
84 5 4.24
85 7 5.93
86 12 10.17
87 11 9.32
88 8 6.78
89 12 10.17
90 16 13.56
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91 14 11.86
92 8 6.78
93 7 5.93
94 5 4.24
95 9 7.63
96 1 .85
Total 118 100.0
As the table shows, out of 118 students, there is 1 student that is 15 years old
(0.85%). There are 24 students aged 16 years old (20.34%). Forty-three of the respondents
aged 17 make up the majority of the samples for this study comprising, 36.44% of the total
number of respondents. The respondents coming from students aged 18 comprise 42 with
the percentage of 35.8 of the total number of respondents. There are 7 students aged 19
(5.93%). And, for the age 20 years old, there is one student out of 118 respondents (0.85%).
In terms of the sex of the respondents, the table shows that there are likely more
female respondents than male respondents of this study (80, 67.8%) versus (38, 32.2%).
The table shows the academic status of students last school year. A lot of the
respondents are Passed. The frequency of the students who Passed and the frequency of
the students who are awarded the academic excellence of With Honors are almost just the
same. There are only a few students who got an award for academic excellence of With
High Honor. There are 57 of the respondents who Passed with a percentage of 48.31, 51
students (43.22%) who are awarded, With Honors, and 10 students (8.47%) are awarded,
With High Honor.
As the table shows, 16 out of 118 respondents have an average grade of 90, which
comprises 13.56% of the total population. The average grade of 91 has 14 respondents
(11.86%). The average of 86 has 12 respondents with 10.17%, 89 has 12 respondents
(10.17%). The average of 87 have 11 respondents (9.32%), 95 have 9 respondents (7.63%),
88 and 92 have 8 respondents each with 6.78%. The average grade of 85 and 93 have 7
respondents each (5.93%). An average of 84 and 94 have 5 respondents each (4.24%).

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Average 83 have 2 respondents (1.69%), and the Average 80 and 96 have 1 respondent
(.85%). Their average last school year passed.
Table 3. The Hours they Spend on their Studies
Variables F %
1 -2 hours 20 16.95
3-4 hours 48 40.68
5-6 hours 34 28.81
7 or more 16 13.56
Total 118 100.0
The table shows the hours spend on their studies. Most of the respondents spent
their study accumulating over 3-4 hours, which has 48 responses (40.68%). There are 34
respondents with a percentage of 28.81 who answered that the time they spent studying is
5-6 hours. Twenty out of the 118 respondents, with a percentage of 16.95, said that they
spend 1-2 hours studying. And the least number of respondents has only 16 responses
(13.56%), and the time allotted for their studies is 7 hours or more. It shows that the most
allotted time they spend on studying is only 3-4 hours.
Table 4. The Factors Affecting the Length of Hours they Spend on their Studies
Variables F %
Household Chores 97 82.20
Playing and Surfing 65 55.08
Internet
Laziness on Making 50 42.37
Module
Inadequate Resources on 20 16.95
Studying
The table shows the factors affecting the length of hours of STEM students that they
spend on their studies. In the table, Household chores are the main factor affecting the study
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hours of the STEM students, with a total of 97 respondents and a percentage of 82.20.
Moreover, Playing and Surfing the Internet has 65 respondents accumulating a 55.08%. The
factor, Laziness on Making Module, has a percentage of 42.37 with respondents of 50
students. And the last factor, which is the Inadequate Resources on Studying, accumulated
the least respondents of 20 with a percentage of 16.95%.
Table 5. Results of Study Hours of STEM Senior High School Students and their
Academic Performance
Variables Frequency %
A. Studying late at night but fail 1 0.85
B. Studying late at night but pass 58 49.15
C. Studying with right hour but pass 5 4.24
D. Studying with right hour but fail 54 45.76
Total 118 100
The table shows the study hours of STEM Senior High School students and their
Academic Performance. Studying late at night but pass has a large number of respondents.
It means most of the students are likely to study late. The variable, Studying late at night but
pass has a respondents of 58 students with a percentage of 49.15, while the variable,
studying late at night but fail, has one respondent with a percentage of 0.85.Fifty four
students answered chose option D with the variable of Studying with right amount but failed
in their academic subjects with a percentage of 45.76, and five students answered studying
with right amount but passed with a percentage of 4.24.Spending more hours studying will
help the students to have a better academic performance.
Table 6. The Satisfaction of STEM Students on their Current Academic Performance

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Variables Frequency %
Very Unsatisfied 10 8.47
Unsatisfied 12 10.17
Fairly Satisfied 20 16.95
Very Satisfied 76 64.41
Total 118 100.0
The table shows the satisfaction of students with their current academic
performance. Most of the students are very satisfied with their current academic
performance, with an average of 76 respondents and 20 respondents who are fairly satisfied
(64.41%, 16.95%). Twelve (12) of the respondents are unsatisfied (10.17%), and 10 are very
unsatisfied with their current academic performance (8.47%).
Table 7. The Relationship between STEM Students’ Study Hours to their Academic
Performance
Hours they
Spend on Average Last
their Studies School Year

Spearman's rho Hours they Spend on Correlation
1.000 .217*
their Studies Coefficient
Sig. (2-tailed) . .016
N 118 118
Average Last School Correlation
.217* 1.000
Year Coefficient
Sig. (2-tailed) .016 .
N 118 118
*. Correlation is significant at the 0.05 level (2-tailed).
The significance value computed which is 0.016 is lesser than the level of
significance. Therefore, there is a significant relationship between the hours spend of
students on their studies to their academic performance. Since the significance value is less
than the alpha the null hypothesis will be rejected.

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Therefore, students that studies more hours performs well or better than those whose
study at less time.
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the summary, conclusions, and recommendations by the researchers
after conducting the test are presented.
Summary
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This study investigated the impact of study hours on academic performance of STEM
students in Speaker Eugenio Perez National Agricultural School. One hundred eighteen
were sampled by stratified random sampling from Grade 11 and Grade 12 Science,
Technology, Engineering, and Mathematics students of Speaker Eugenio Perez National
Agricultural School. A validated self-report questionnaire that is made by the researchers
was used in this quantitative non-experimental survey to gather certain data.
In analyzing data, statistical measures were used to facilitate the attainment of the
study objectives.
Findings
1.) A typical STEM student is a 17-year-old female, and most likely, they have an
average of 90 in the last school year with a percent of 13.56.
2.) The most likely hours spend of STEM students on their studies is 3-4 hours with
the percent of 40.68 and the ‘Household Chores’ is the main factor affecting the
length of hours spend of students on their studies with a percent of 82.20.
3.) Most STEM students are studying at night but still pass with a percent of 49.15,
and they are very satisfied with their current academic performance with a percent of
34
64.41.
4.) The significance value computed, which is 0.016, is lesser than the level of
significance (0.05). Therefore, there is a significant correlation between the hours
spent of students on their studies to their academic performance. Since the
significance value is lesser than the alpha, the null hypothesis will be rejected.
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Conclusion
The researchers concluded that students that study more hours are performing well
than those who study at less time. Household chores, playing and surfing on the internet and
laziness on making module are the factors that affect the study hours of students. They also
found out that there is a frequency count of fifty-nine (59) respondents who managed to
pass, fifty-three (53) respondents have an academic award which is With Honor, and eleven
(11) of the total sampled respondents are With High Honor. The researchers found out that
the hours spent of students on their studies have a significant impact on their academic
performance. It shows that spending more hours in studying will help the students to have a
better academic performance.
Recommendations
From the results and gathered after the test conducted, the researchers recommend
the following improvements to fully furnish the research:
1. Use a massive number of participants as samples to create more accurate findings.
2. For future researchers to conduct a parallel study to validate the findings of this
scientific endeavor.
3. Search for studies that will link into our research to build a productive way of time
management in terms of studying.
4. The learners must use their time wisely to become more productive in their studies in
order to have a better academic performance.
BIBLIOGRAPHY
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Doumen, S., Broeckmans, J., & Masui, C. (2011). Study time and academic performance: A
conditional relation? Retrieved from
https://www.researchgate.net/publication/280665219_Study_time_and_academic_pe
rformance_A_conditional_relation/citation/download
Gartner, A. (1998 ). THE USE OF TIME AND ACADEMIC PERFORMANCE OF COLLEGE
STUDENTS:. Core, 1.
Grave, B. (2010). The Effect of Student Time Allocation on Academic Achievement. Ruhr
Economic Papers .
Grave, B. (2017). Effects of Time Allotment in Studying to Academic Performance. Retrieved
from Academia:
https://www.academia.edu/36306347/Effects_of_Time_Allotment_in_Studying_to_Ac
ademic_Performance
Grave, B. S. (2010). The Eff ect of Student Time Allocation on Academic Achievement. (P.
D. Bauer, P. D. Leininger, P. D. Clausen, & P. D. Schmidt, Eds.) 235. Retrieved from
http://repec.rwi-essen.de/files/REP_10_235.pdf?
fbclid=IwAR1DOlABHaYUZWNwvwH0tJz4QRopfHjz8xJpHyOIna7Q4eeEkqj4oR-
5phM
Jafari H, A. A., & A, K. (2019, July 29). Relationship between study habits and academic
achievement in students of medical sciences in Kermanshah-Iran. (D. M. Majumder,
Ed.) Advances in Medical Education and Practice, 10, 637-643. doi:
https://doi.org/10.2147/AMEP.S208874
K. A. Barbarick; J. A. Ippolito. (2003). Does the Number of Hours Studied Affect Exam
Performance? Retrieved from https://www.agronomy.org/files/jnrlse/issues/2003/e02-
14.pdf?
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fbclid=IwAR0g1Ei_CLwOLCFPcHHjArGi9FA789MxCGZVVb6Ns4OykP5bC4tSjX9ol_
Mahinay, C., & Villanueva, J. M. (2017). Effects of Time Allotment in Studying to Academic
Performance. Retrieved from
ademic_Performance?
fbclid=IwAR2_gKnXBA4kEIFFOzA6ZvsutQfB4XwzrBCYZ_ZswIVm9syJCLyJwZI2nL
Ng, S. F., Zakaria, R., Lai, S. M., & Confessore, G. J. (2014, January 24). A study of time
use and academic achievement among secondary-school students in the state of
Kelantan, Malaysia. International Journal of Adolescence and Youth, 21 (4), 433-448.
doi: https://doi.org/10.1080/02673843.2013.862733
Nonis, S. A., & Hudson, G. I. (2006, January). Academic Performance of College Students:
Influence of Time Spent Studying and Working. The Journal of Education for
Business, 151-159. doi: 10.3200/JOEB.81.3.151-159
R.W., K. (1998). ACADEMIC ACHIEVEMENT AND THE SELF-REGULATION OF STUDY
TIME: QUANTITATIVE AND QUALITATIVE DIMENSIONS. Science Index. Retrieved
from https://www.elibrary.ru/item.asp?id=5522348&fbclid=IwAR1sJVQYc7_Ofovm-
PXW9HvjLe6H70FxekpIOZBcckBnO-MHXj5bnO3UCdg
Ukpong, D. E., & George, I. N. (2013). Length of Study-Time Behaviour and Academic
Achievement of Social Studies Education Students in the University of Uyo.
International Education Studies, 6. doi:10.5539/ies.v6n3p172
Young, W. P. (1998). A Study to Determine the Correlation Between Extra Study Time After
School to Grades Earned by Students. ODU Digital Commons. Retrieved from
https://digitalcommons.odu.edu/cgi/viewcontent.cgi?
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article=1292&context=ots_masters_projects&fbclid=IwAR0ktvuQgI0PH2wQ5sRfd4vc
pAvME6FRV9FzlD3SGcPcf84t5dkzfPQiwVg
Mahinay, C. (2017). Effects of Time Allotment in Studying to Academic Performance.
Retrieved from Academia:
ademic_Performance
Magpily, M. P.,Mercado, J. (2015, August). Non-Cognitive Factors Affecting the Academic
Performance of Fourth Year College Students of a Private College in Manila. Athens
Journal of Education, 2(3), 233-244. doi:doi=10.30958/aje.2-3-4
Libre, Lillian Fuertes. (2006). “Time management styles and other teacher characteristics:
relation with pupil achievement in elementary mathematics” (unpublished M.A. thesis.
University of the Philippines, Diliman, Quezon City).

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APPENDIX A: LETTER TO THE PRINCIPAL

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APPENDIX B: LETTER TO THE RESPONDENTS
A LETTER TO THE RESPONDENTS
We, the undersigned grade 12 student researchers from Grade 12 ABM-A of Speaker
Eugenio Perez National Agricultural School are currently conducting a survey among Senior
High School students of our school entitled "The Impact of Study Hours on Academic
Performance of STEM Senior High School Students of Speaker Eugenio Perez
National Agricultural School". The purpose of this study is to find out what effect of study
hours had on student’s academic performance.
We therefore ask your valued cooperation and participation in this study by answering the
questions legibly and truthfully.
Sincerely,
John Loyd B. Tamondong
(Grade 12, Leader)

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APPENDIX C: SURVEY QUESTIONNAIRE

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APPENDIX D: DATA COLLECTION (PICTURES)

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APPENDIX E: DATA TALLY AND COMPUTER-AIDED DATA ANALYSIS CONDUCTED
USING MS EXCEL
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CURRICULUM VITAE
Personal Information
Name John Loyd B. Tamondong
Date of Birth August 19, 2003
Birthplace San Carlos City, Pangasinan
Address Salinap, San Carlos City, Pangasinan
Sex Male
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Father’s Name Joel B. Tamondong
Mother’s Name Gemma B. Tamondong
Educational Background
Elementary Salinap Elementary School
Salinap, San Carlos City, Pangasinan
March 2015
Junior High School Speaker Eugenio Perez National Agricultural School
Roxas Blvd., San Carlos City, Pangasinan
April 2019
Senior High School Speaker Eugenio Perez National Agricultural School

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Accountancy, Business and Management
June 2021
CURRICULUM VITAE
Name Allyssa M. Arguel
Date of Birth November 25, 2002
Address Calomboyan, San Carlos City,
Pangasinan
Sex Female
Civil Status Single
Father’s Name Romeo F. Arguel
Mother’s Name Imelda M. Arguel
Elementary Calomboyan Elementary School
Calomboyan, San Carlos City, Pangasinan
March 2015
April 2019

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June 2021
CURRICULUM VITAE
Name Pevee Kristelle P. Cabuay
Date of Birth December 21, 2002
Address Balococ, San Carlos City, Pangasinan
Sex Female
Civil Status Single
Father’s Name Pepito P. Cabuay
Mother’s Name Vilma P. Cabuay
Elementary Candido Marcellano Elementary School
Balococ, San Carlos City, Pangasinan
March 2015
April 2019

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48
June 2021
CURRICULUM VITAE
Name Angelica Ross V. De Luna
Date of Birth January 09, 2003
Address Cruz, San Carlos City, Pangasinan
Sex Female
Civil Status Single
Father’s Name Danilo R. De Luna
Mother’s Name Angelina V. De Luna
Elementary Bolingit Elementary School
Bolingit, San Carlos City, Pangasinan
March 2015
April 2019

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June 2021
CURRICULUM VITAE
Name Princess Angel A. Fernandez
Date of Birth April 06, 2002
Address Mestizo Norte, San Carlos City,
Pangasinan
Sex Female
Civil Status Single
Father’s Name Rexson P. Fernandez
Mother’s Name Dolores A. Fernandez
Elementary Mestizo Norte Elementary School
Mestizo Norte, San Carlos City, Pangasinan
March 2015
April 2019
Telephone No.: +6375•955•5258
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June 2021
CURRICULUM VITAE
Name Jasmin Joy S. Mamenta
Date of Birth September 4, 2002
Address Turac, San Carlos City, Pangasinan
Sex Female
Civil Status Single
Father’s Name Joie M. Mamenta
Mother’s Name Virginia S. Mamenta
Elementary Aquilino Banaag Elementary School (ABES)
Turac, San Carlos City, Pangasinan
March 2015
April 2019
Telephone No.: +6375•955•5258
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June 2021
CURRICULUM VITAE
Name Mariel Desirene C. Padlan
Date of Birth April 20, 2003
Address Bega, San Carlos City, Pangasinan
Sex Female
Civil Status Single
Father’s Name Modesto D. Padlan
Mother’s Name Ma. Theresa C. Padlan
Elementary Central I Elementary School
March 2015
April 2019
Telephone No.: +6375•955•5258
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June 2021
CURRICULUM VITAE
Name Pauline Kieth C. Soriano
Date of Birth May 01, 2003
Address Lucban Street, San Carlos City,
Pangasinan
Sex Female
Civil Status Single
Father’s Name Ricardo DV. Soriano
Mother’s Name Carmelita C. Soriano
Elementary Central I Elementary School
March 2015

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April 2019
June 2021

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SPEAKER EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL

Roxas, San Carlos City, Pangasinan, Philippines

Background of the Study

that affect the internal process of learning (Rothkopf, 1982).

to measure; however, the important component is likely to be the ability to discover

Shahani, Dipoye, and Phillips, 1990).

future field of work and their day to day lives.

considered here, time devoted to courses seems to aﬀect educational achievement

beyond merely reading for pleasure.

grades as parameters of academic performance.

Statement of the Problem

This research aims to answer the following questions:

1.3 academic status, and

1.4 average this first semester?

4. Is there a significant relationship between study hours and academic performance of

Scope and Delimitation

made by the researchers to answer.

Significance of the Study

For the Students:

effectiveness of their study learning to their academic performance.

For the Teachers:

For the Parents:

be finished for their modules.

For the Future Researcher:

CONCEPTUAL FRAMEWORK & REVIEW RELATED LITERATURE

hours on academic performance of Science, Technology, Engineering, and Mathematics

to a recent report, average students in the University of California doing a four-year

hours, less than they use to do in the past.

on its own actions. It is through an understanding of the processes involved in one’s

construction of reality that enables human behavior to be understood, predicted and

changed. In view of the theory, the student’s academic achievement is a product of

that students spend on their studies.

school works, it is possibly that the outcome would be substandard.

in studying on academic performance of STEM Senior High school students.

effects of hours in studying on academic performance of STEM Senior High School

hours in studying on academic performance of STEM student, as reflected in the output of

the paradigm (Figure 1).

INPUT PROCESS OUTPUT

Research Design: Non-

Figure 1. The Conceptual Paradigm of the Study

1. Hours of studying have no effect on academic performance of students.

2. There is no significant relationship between study hours and academic performance of

3. There is no effect on students' academic performance in doing household chores, playing,

and surfing the internet.

context of this research.

Academic achievement. Learner’s academic performance in school based on

scores or grades attained through his/her outputs.

or created to validate original research findings.

Modules. It refers to the Alternative Learning System that is used in Speaker

Eugenio Perez National Agricultural School.

in a particular study and have actually taken part in the study.

Science, Technology, Engineering and Mathematics (STEM). Refers to

respondent’s strand with whom data is being collected.

by volitional participation as respondents.

on tasks and are effectively engaged in learning.

Survey Questionnaire. It refers to a research instrument that consists of a set of

Time Management. The ability to use one’s time effectively or productively of

students at their studies.