District of Calatagan

Jacobo Zobel Elementary School

Calatagan

An Action Research

Presented to

Dr. Cosme R. Magbojos

Poor Study Habits

of Selected Pupils in Grade One -D

By:

MILDRED C. TAGUIBAO

(Teacher I)
 TABLE OF CONTENTS

I. INTRODUCTION

II. BACKGROUND OF THE STUDY

III. RELATED READING

IV. PROBLEM

V. SOLUTIONS

VI. RESULTS / FINDINGS

VII. CONCLUSION

VIII. RECOMMENDATION

BIBLIOGRAPHY

APPENDIX A

CURRICULUM VITAE
I. INTRODUCTION

Poor study habits are a major cause of current academic problems. Too many students do not

know how to study efficiently and effectively. Consequently, they may waste time on

assignments, overlook important facts or give-up before completing assignments. Furthermore,

because they do not understand “how to study,” they may become “turned off” by the

educational process and limit their life-long potential to learn.

It is time to remedy unsatisfactory study habits. It also is time for parents and teachers to pull

together on behalf of children by helping them learn “how to study” efficiently and effectively.

If students are to develop the kind of study habits that improve academic achievement, the

cooperation of home and school will be required. Regular, organized and consistent study habits

can improve academic achievement.

This research provides an overview of the main problems causing poor study habits, and

possibilities for improvement. It also identifies roles that teachers, parents and students must

play in the study process to have a better study habits and improve academic achievement.

II. BACKGROUND OF THE STUDY

Marion Jay Sarito and Daniela Hernandez was my students in Grade ONE class D at Jacobo

Zobel Elementary School batch 2011-2012.

Marion Jay and Daniela was students who has negative attitude towards studying. Their negative

attitudes are: not paying attention to the teacher and the subject taught, slept and played toys
oftenly in class hour. They are easily distracted by the environment whenever kids are running

around or heard loud noises. They showed also an inability to follow instruction given. Studying

or reading materials even doing their homework are one of the problems with them because they

not really understand or instructed how to study specifically at home.

In turn, this mean that they did not achieve to comprehend the content of the subject taught and

was failed to pass some of their subjects.

III. RELATED READING

Charlotte G Garman, Ed. D. believed that good study habits begin the first time an adult reads

to a child. Learning to listen to a story, discussing it and remembering details are important

beginnings of developing “good study habits.” In nursery school, daycare or kindergarten,

children continue to develop good study habits by completing small tasks on their own, by

following simple directions, by deciding how to do little tasks and by building an enthusiasm for

learning. Good study habits grow each year of school, when children have positive attitudes and

when schoolwork is challenging but not overwhelming. They also grow when their honest effort

is praised and rewarded frequently.

Charlotte also believed that television can be a valuable tool of learning – when it deals with the

real world. It can portray people around the earth, their ways of living, cultures, customs and

communities. Television also can bring instant news of world events and show students much

that they might never experience otherwise. Television programs that provoke thought,
communicate a meaningful message and help students to gain a better understanding of the world

they live in can heighten curiosity and stimulate the learning process. To improve study habits,

however, television programs should have specific goals for students to discover and remember.

Mere viewing without real purpose does little to improve study habits.

Dr. Bob Kizlik believed that effective study skills are about more than understanding. Effective

study skills must be practiced in order for you to improve. It is not enough to simply “think

about” studying; you have to actually do it, and in the process use information from what you do

to get better.

Bob Sullo wrote that choice theory is a biological theory that suggests we are born with specific

needs that we are genetically instructed to satisfy. All of our behavior represents our best attempt

at any moment to satisfy our basic needs or genetics instruction. In addition to the physical need

for survival, we have for basic psychological needs that must be satisfied to be emotionally

healthy: Belonging or connecting, Power or competence, Freedom and Fun.

The need for belonging or connecting motivates us to develop relationships and cooperate with

others. Without the need for belonging and cooperating, we would only strive to be independent.

The need for power is more than just a drive to dominate. Power is gained through competence,

achievement, and mastery. Our genetic instruction is to achieve, master new skills and to be

recognized for our accomplishments…

As humans, we are also motivated to be free, to choose. Having choices is part of what it means

to be human and is one reason our species has been able to evolve, adapt and thrive…

Each time we learn something new, we are having fun, another universal motivator. It is our

playfulness and our sense of discovery that allows us to learn as much as we do.

Jane Burka and Leonora Yuen observed that many students seem to believe that their self-

worth is directly linked to their ability and their performance. The reasoning goes to something

like this. If you are in College or University you must be smart- and smart people don’t study

very hard (fallacy). If they achieve to good result, this put them into category of the smart people

and this has the effect of reinforcing procrastination. Failure, however, causes of dilemma –

students can blame their poor work or their late start, distraction and so on, rather than lack of

ability- afterall, it wasn’t their best effort.

Johnson, Springer and Sternglanz recognized seven steps to effective study habits in relation

to time management.

Step 1 : Acknowledge that whilst learning can be immensely satisfying and life changing, it

requires a sustained, consistent effort on your part. Success is 99% perspiration and 1%

inspiration.

Step 2 : Set up a schedule for studying. A formal schedule is vital to an effective study program.

Setting up a schedule will do much to prevent procrastination and also maintain motivation. By
setting aside definite times for study you will also demonstrate your commitment to your goals

and help maintain motivation.

Step 3 : Find a place where you can study and concentrate. It is important to find a place where

you can study without distractions. Most people cannot study effectively while the TV or CD is

on, or while other people are talking. Having a specific place for study forms an association with

studying and can serve as a behavioral cue for concentration. Other places may serves as cues for

other activities, for instance, studying in the kitchen may evoke a cue for eating rather than

studying.

Step 4 : Keep a record of your study activities and review on a weekly basis. It is vitally

important that you get accurate information about how much time are you currently spending in

study each week. This forms your baseline or starting point. Use this as a measure of your

progress.. Ask questions like, "What are the reasons for poor performance and also for good

performance?", If I'm not spending enough time in study where am I spending the time?' In this

way you can refine your study approach. Graphical representation of the information can be a

useful way to monitor your study efforts. Programs like IPC Club Member are designed

specifically for this purpose. You can get IPC Club Member from this site.

Step 5 : Reward your studying. One reason why it is so difficult to be motivated to study is that

the reward is often in the distant future. A degree may be years away, an exam not due for

months. To overcome this problem give yourself immediate tangible rewards for successful

study, such as a snack, TV show, time with friends and so on.

Step 6 : Be alert to activities which may reinforce bad study habits. Behavioral studies have

consistently shown the power of rewards. However, be very careful in how you reward yourself.

Make sure that you are not using rewards to reinforce a negative attitude to learning. One

research study involving a student who had problems with concentration showed her interrupting

her study every 10 to 15 minutes with breaks for drinks, TV and snacks. Every time she stopped

for drinks etc, she was reinforcing the habit of interrupting her studies. She finally managed to

break this habit in the same way she formed it, through the process of rewards. She set a goal

that she would not reward herself until she completed a set amount of time in study. Gradually

she increased the amount of time spent in study until she could study for hours with full

concentration.

Step 7 : Have the right attitude. Students who complain that the subject matter is boring miss the

main point. It is not the subject or the teacher who will make the course interesting. Interest is a

matter of your attitude. Nobody can make you interested unless you want to be interested. If you

bring an inquiring mind, a positive attitude to your studies, you will find learning exciting,

challenging, and interesting. If you wait passively to be entertained you will find learning a

chore.

Benedict Carey said that there are effective approaches to learning, atleast for those who have

motivated. In recent years, cognitive scientists have shown that a few simple techniques can

reliably improve what matters most: how much a student learns from studying. For instance

instead of sticking to one study location, simply alternating the room where a person studies
improves retention. So does studying distinct but related skills or concepts in one sitting, rather

than focusing intensely on a single thing.

Henry L. Roediger III said that “With many students, it’s not like they can’t remember the

material” when they move to more advanced class. “It’s like they’ve never seen it before.”

When the neural suitcase is packed carefully and gradually, it holds its contents for far, for

longer. An hour of study tonight, an hour on the weekend, another session a week from now:

such so-called spacing improves later recall, without requiring students to put into more overall

study effort or pay more attention, dozens of studies have found. No one knows for sure why. It

may be that the brain, when it revisits material at a later time, has to relearn some of what it has

absorbed before adding new stuff – and that process is itself self-reinforcing.

IV. PROBLEM

Students who have poor study habits usually read without recognizing meaning or skim so

quickly they miss important facts. They also may be careless, messy in their paperwork, or tend

to overlook or skip problems and tasks. Students with poor study habits are easily distracted, do

not stick to a task, daydream or try to study while watching television or listening to music.

They rarely ask meaningful questions or they constantly ask questions just to avoid getting to

their assignments. Many poor students have never received help to learn “how to study.”
Causes of Poor Study Habits

1. Laziness

Always have their head on the desk. Others just never seem to be able to get started. Or

maybe they just seem tired all the time, moving slowly, working slowly, barely able to muster

any energy until it’s time for recess, P.E., or lunch. When asked about homework, they might say

they didn’t have time, or didn’t have the right book, or maybe even say they just didn’t feel like

doing it.

2. Disorganized Mind

Forgetfulness and excessive daydreaming, as well as an inability to sit still, or constant

fidgeting with objects.

3. Denial of Problem

Avoid facing the facts of the situation

4. Stress

Stress from having to deal with personal problems.

5. Distracting Environment

Heard loud noises, kids are running around, friends are asking to do things or hang out

with them.
6. Lack of Interest

Students have other priorities that compete for their time and attention.

7. Lack of Money

The student can’t buy books, and can’t always go to the library or has go to work

to support themselves/family….no time to study.

8. Never learned good study habits.

Students are not properly instructed to have good study habits at home. Guardians

sometimes unable to instill in children the desire to learn..

V. SOLUTIONS

The following solutions were arrived from the research.

1. Established a routine for study / homework.

The researcher scheduled homework / home study on a regular basis with the child.

Assured to check child’s work and provide immediate feedback and helped him/her with

corrections

2. Provide books, supplies (new technology) and special place for studying.

The researcher varied the location to study. Moving to the library or ICT room instead of

staying playground during student’s vacant time or simply precide in classroom or another

classroom to increase how information retain.

3. Offer to study with the child periodically (call out spelling words) and brought them to group

activity.

The researcher helped each member focus and develop discipline habits through making

a list of material to be reviewed.

4. Talking with parent about progress and regress of the pupil.

The researcher conducted home visitation and discussed the development of the student

in the school; good or bad implication with regards to study habits.

5. Utilized self-tests to student.

The researcher conducted Review, Repeat, Review, Repeat, Review Strategy. Short

reviews of lecture notes before and after class also practiced. Begin reviewing after first day of

class and recopy lecture notes as a study exercise. Then, review all notes before weekend.

VI. RESULTS / FINDINGS

The following results were obtained from the study.

1. The researcher found that child’s home and school responsibility increased. The pupils can

work independently on activities.

2. The researcher found the increase of learning and retention. Implementation of routines and

consistent strategies fall into positive mental routines.

3. The researcher found the development of verbal skills of the pupils.

4. The researcher found that some improper study habits may prevent not only in the school but

also in their home.

5. The researcher found out that self-tests boosts memory and may actually be more effective

than just studying material.

VII. CONCLUSION

Based on the research, providing books, supplies with the use of modern technology and

varying constant location for the student develops better study habits and improve academic

achievement rather than home visitation.

VIII. RECOMMENDATION

Based on the findings of the research, the researcher recommends the following:

1. The researcher recommends to increase child’s level of home responsibilities when

appropriate. Contact the child’s teacher if problems arise when completing homework.

2. The researcher can keep classroom cluster to a minimum and maintain an aura of calm and

quiet. Implement routines and strategies consistently.

3. The researcher may call out the spelling words / do flash cards, spending time reading the

language, speaking and reviewing vocabulary.

4. The researcher can conduct home visitation when necessary for gaining more development of

learning outcome.

5. The researcher may conduct a very useful learning tool through self-tests.
 BIBLIOGRAPHY

A. Books

Brenda B Corpuz, Ph.D., Facilitating Learning: A Metacognitive Process 2nd Edition, 2011

B. Internet Sites

WWW.GOOGLE.COM

Williamgladdenfoundation.org, online

http://adprima.com/SSSS2/catstudy.htm, online
APPENDIX A
 CURRICULUM VITAE

Name: Mildred C. Taguibao

Date of Birth: August 15, 1984
Place of Birth: Quilitisan, Calatagan, Batangas
Civil Status: Single
Citizenship: Filipino
Height: 5’2
Weight: 46 kgs
Religion: Roman Catholic
Mother: Amelia C. Causapin
Father: Gregorio C. Taguibao
Eligibility: LET Examination
License No.: 0915296
SSS Number:
GSIS Number: 02003470870
TIN: 258-221-340-000
Phil Health Number:

EDUCATIONAL BACKGROUND

Level Name of School Degree Earned Year Graduated From To

Elementary Quilitisan Calatagan Elementary 1997 1991 1997
Batangas
Secondary Calatagan Institute Secondary 2001 1997 2001
College Immaculate Concepcion BEED 2005 2001 2005
College, Balayan Batangas

SEMINARS/WORKSHOPS

 Basic Training Course(BTC) for Kawan Leaders

 Oral English Enhancement and Public Speaking
 Arts and Crafts Seminar Workshop for Public Teachers of Calatagan
Batangas
 Training of Trainers for Physical Education
 Enhancement of Teachers’ English Proficiency
 Reading Techniques and Storytelling Workshop
 Provincial Star Scout Holiday
 The Joys of Teaching Reading