Learn Better: Analyzing High School Students’ Study Habits for Suggested

Adjustments in Modular Distance Learning

GINELLIEANNE S. JULIANO
TIARA ANGELINE E. NARIDO
NEO B. VILLAREAL
Prudencia D. Fule Memorial National High School
Division of San Pablo City

ABSTRACT

PURPOSE

This study aimed to find out the existing study habits that high school students

employ in the modular distance learning so that proper study adjustments could be

suggested to address the lack of study habits.

RESEARCH/DESIGN/METHODOLOGY/APPROACH

This study was structured as a descriptive survey. It used convenience sampling

technique in selecting ninety-five (95) high school students from Prudencia D. Fule

Memorial National High School in S.Y. 2021-2022.

The respondents answered a questionnaire on perception on study habits in

modular distance learning. The results were statistically analyzed using weighted mean

and standard deviation.

FINDINGS

The respondents perceived that taking notes during and after reading and

preparing for tests with the help of classmates are done very often. While only some

students read books, memorize and manage their time in studying.

Based on the responses, time management is not always practiced, it is

suggested that the study habits adjustments include planning ahead, resisting multi-
tasking and using the Pomodoro technique which lets you manage each task by

allotting 25 minutes for each and separated by five-minute breaks.

RESEARCH LIMITATIONS

This research was limited to 95 high school students from Prudencia D. Fule

Memorial National High School enrolled in 2021-2022.

ORIGINALITY/VALUE

The sudden shift to modular distance learning has changed the learning

environment and how students manage their learning. Hence, it is imperative to

investigate the new set of study habits employed by students so that adjustments could

be made for better learning.

KEYWORDS:

Study Habits, Modular Distance Learning

 Introduction

The Philippine education has been greatly affected by the Covid-19 pandemic

and the lockdowns that came along with it. Face-to-face classes are currently not viable

methods of learning as the threat of Corona virus continues to cause fear among the

public.

In response to this, the Department of Education (DepEd) has implemented the

Basic Education Learning Continuity Plan (BE-LCP). It decrees that various learning

delivery modes such as modular distance learning and blended learning may be

implemented in place of face-to-face classes.

Way before Covid-19 has hit the Philippines, Filipino students were already

fairing quite badly in international standardized tests in education such as Programme

for International Student Assessment (PISA). Likewise, the Mean Percentage Score

(MPS) result of the National Achievement Test (NAT) for Grade 10 in 2017 and 2018

were 37.44 44.59, respectively. The 2017 NAT MPS was the lowest ever score in

history of Grade 10 NAT, while the 2018 is the third lowest.

The reason why many students fail in their academics is not because of inherent

lack of intelligence but because of lack of constant study habits. This highlights the fact

that the need to develop good study habits (Dr. Md. Mahmood Alam, 2016).
 Study habits pertain to different ways and systems used by students to learn the

lessons better. It is pattern of behavior in studying that includes being able to identify,

gain, organize and arrange facts. It is also means making use of time wisely in studying.

When there is a lack of study habits, it is important to consider adjustments.

Study habits adjustment refers to the adaptation to better learning habits or new

patterns of behavior that would enhance the learning process.

According to Robinson (2000), a variety of bad study habits lead to low academic

performance whereas several good study habits lead to better academic performance.

It is imperative to develop good study habits especially now that Covid-19

pandemic has brought a shift in educational platforms from traditional classroom

classes to modular distance learning. New environment means new set of study habits.

This study aims to find out the existing study habits that high school students

employ in the modular distance learning so that proper study adjustments could be

suggested to address the lack of study habits.

Review of Related Literature

Creemers and Reynold (2000) stated that there is a positive correlation between

good study habits and academic performance among Grades 8 and 9 students. On a

similar note, Gilbert and Rollick (1996) advocated that good study habits greatly

improve academic performance of the learners.

Kelli (2009) suggests that for students to be successful in their studies, they must

be able to correctly integrate lessons, process it, reflect on it and be able to articulate
what they have learned. What is essential is the skill of a learner to develop good study

habits.

Marc (2011) postulates that good study habits are vital to learning success as

they add to a productive academic future. Good study habits result to good grades while

good grades result to admissions to better colleges and universities. Learners who are

worried on exam day are usually the procrastinators who come unprepared. Learners

who manage their lives and stick to their established study schedules are confident and

worry-free at test-taking time.

Ashish (2013) pronounces that if learners want to attain academic success, it is

necessary to get rid of bad study habits and set good ones. He maintains understanding

exactly what does and does not work on a personal level, even monitoring study

patterns and linking it with related grades and then willingly establishing a study plan

and schedule around the proven effective methods, is the most powerful study tool of

all.

Research Questions

1. How do the respondents perceive their study habits as to:

1.1. Reading text books;

1.2. Taking notes;

1.3. Studying;

1.4. Memorizing;

1.5. Preparing for tests; and

 1.6. Managing your time?

2. Based on the results, what study habits adjustments can be suggested to help
learners?

Methodology

Research Design

This study was designed as a descriptive survey. A descriptive research design

describes a population, situation or phenomenon as perceived by the respondents. This

enabled the respondents to effectively assess their study habits in modular activities.

Sampling

This study used convenience sampling technique for the ninety-five 95 high

school students from Prudencia Fule Memorial National High School enrolled in S.Y.

2021-2022 were the respondents of this study.

Data Collection

To identify the study habits of highs school students in modular distance learning,

a set of questionnaires was formulated by the researchers. The respondents of the

study were the secondary students of Prudencia Fule Memorial National High School

who were learning via modular distance learning. Prior to the distribution of the

questionnaires, it was presented to and validated by the researchers to the school

research team.

Responses were tabulated and statistically treated to determine the study habits

of high school students in the modular distance learning.

To determine the frequency and percentage, descriptive statistics was applied for
the profile of the respondents in terms of age and sex.

To measure the respondent’s perception of what study habits are true of them,

weighted mean and standard deviation were used.

Permission was sought from the school head for the administration of the study.

The data gathered from the survey questionnaire was used for data analysis with the

assurance that it was treated with the greatest confidentiality.

RESULTS AND DISCUSSION

Table 1. Study Habits of High School Students in Modular Distance Learning with
regards to Reading Books
Mean Verbal
Reading text books Interpretation
1. I browse the headings, pictures, charts, 2.8 Usually
questions and summaries before I start reading
a chapter.
2. I make questions from a chapter before, 2.38 Sometimes
during, and after reading it.
3. I try to get the meaning of new words as I see 2.47 Sometimes
them for the first time.
4. I look for familiar concepts as well as ideas 2.82 Usually
that spark my interest as I read.
5. I look for the main ideas as I read. 3.3 Usually
Over- All 2.76 Usually

The respondents perceived their study habit of reading text books as something they do

Usually. They browse the headings, pictures, charts, questions and summaries before I

start reading a chapter. Most of the time, they look for familiar concepts as well as ideas

that spark my interest as I read. They look for the main ideas as I read. However,

making questions from a chapter before, during, and after reading it, and trying to get
the meaning of new words as I see them for the first time are activities they do not as

often.

Table 2. Study Habits of High School Students in Modular Distance Learning with
regards to Taking Notes
Mean Verbal
Taking notes Interpretation
6. I take notes as I read my modules. 3.67 Very Often
7. I take notes after reading my modules. 3.3 Usually
8. I rework, rewrite, or type up my notes. 3.8 Very Often
9 I compare my notes with a classmate. 3.7 Very Often
10. I try to organize main ideas and details into a 3.5 Very Often
meaningful method.
Over- all 3.59 Very Often

The respondents perceived that they take notes Very Often. They often take notes as

they read my modules. They also often rework, rewrite, or type up their notes and

compare their notes with a classmate. Likewise, they often try to organize main ideas

and details into a meaningful method.

Table 3. Study Habits of High School Students in Modular Distance Learning with
regards to Studying
Mean Verbal
Studying Interpretation
11. I study where it is quiet and has few 2.7 Usually
distractions.
12. I study for a length of time then take a short 2.8 Usually
break before returning to studying.
13. I have all my supplies handy when I study, 2.8 Usually
such as pens, paper, and calculator.
14. I set study goals, such as the number of 2.7 Usually
problems I will do or pages I will read.
15. I study at least two hours for every subject 2.6 Sometimes
each week.
Over- all 2.70 Usually
 The respondents answered Usually with how often they study. They usually

study where it is quiet and has few distractions, and then take a short break before

returning to studying. They also make sure that they have all my supplies handy when I

study, such as pens, paper, and calculator. Setting goals in their earning task is also a

usual activity for them. However, they only study at least two hours for every subject

each week sometimes.

Table 4. Study Habits of High School Students in Modular Distance Learning with
regards to Memorizing
Mean Verbal
Memorizing Interpretation
16. I try to study during my personal peak 4.4 Always
energy time to increase my concentration level.
17. I quiz myself over material that could appear 4 Very Often
on future exams and quizzes.
18. I say difficult concepts out loud to 2.8 Usually
understand them better.
19. I summarize my notes into my own words, 2.4 Sometimes
for better understanding.
20. I try to create associations between new 2.6 Sometimes
material I am trying to learn and information I
already know. ‘
Over- all 3.24 Usually

The respondents usually memorize their lessons. They frequently try to study during

their personal peak energy time to increase their concentration level and quiz

themselves over material that could appear on future exams and quizzes. They usually

say difficult concepts out loud to understand them better. On the other hand,
summarizing notes into their own words, for better understanding and trying to create

associations between new material they are trying to learn and information they already

know are only done sometimes.

Table 5. Study Habits of High School Students in Modular Distance Learning with
regards to Preparing for Tests
Mean Verbal
Preparing for tests Interpretation
21. I study with a classmate or group. 3.9 Very Often
22. When I don’t understand something, I get 4.2 Very Often
help from tutors, classmates, and my instructors.
23. I do all homework assignments and turn 2.9 Usually
them in on time.
24. I can easily identify what I have learned and 3.6 Very Often
what I have not yet learned before I take a test.
25 I anticipate what possible questions may be 2.7 Usually
asked on my tests and make sure I know the
answers.
Over- all 3.46 Very Often

With regards to preparing for tests, the respondents answered that they do them

Very Often. They study with a classmate or group so that when they don’t understand

something, they can get help from classmates. Very often, they can easily identify what

they have learned and what they have not yet learned before they take a test. Likewise,

they usually do all homework assignments and turn them in on time and anticipate what

possible questions may be asked on my tests and make sure I know the answers

Table 6. Study Habits of High School Students in Modular Distance Learning with
regards to Managing their Time
 Mean Verbal
Managing your time Interpretation
26. I use a planner (or other method) to write 3 Usually
down upcoming academic and personal
activities.
27. I use a “to do” list to keep track of completing 2.71 Usually
my academic and personal activities.
28. I start studying for quizzes and tests at least 2.5 Sometimes
several days before I take them.
29. I start papers and projects as soon as they 2.71 Usually
are assigned. The
30. I have enough time for school works and fun. 2.4 Sometimes
Over- all 2.68 Usually

respondents Usually manage their time in studying. They claimed that it is usual for

them use a planner and to do” list about upcoming academic and personal activities

because they prefer to papers and projects as soon as they are assigned. However,

when it comes to preparing way ahead of time for quizzes or other tasks, they only do it

sometimes. This leads them to cram a little bit, hence, the perception that they don’t

have enough time for fun because of too much schoolwork.

CONCLUSIONS

Based on the findings, the following conclusions were drawn:

The respondents perceived that taking notes during and after reading and

preparing for tests with the help of classmates are done very often. While only some

students read books, memorize and manage their time in studying.

Based on the responses, time management is not always practiced, it is

suggested that the study habits adjustments include planning ahead, resisting multi-

tasking and using the Pomodoro technique which lets you manage each task by
allotting 25 minutes for each and separated by five-minute breaks. Teaching these

techniques can be done during the Home Room Guidance Program.

RECOMMENDATIONS

Based on the findings, the following recommendations are suggested:

Action research on teaching the suggested study habits such as planning ahead,

resisting multi-tasking and using the Pomodoro technique is encouraged.

Another affective variable which is academic self-concept should also be be

looked into with regards to their attitude in studying.

References

Ashish R (2013). Study Habits for Students: Bad Ones to Avoid, Good Ones to Achieve
Success. www.education.wisc .education/soe/newsevents. 12/3/2016.

Dr. Md. Mahmood Alam. (2016). Study of Relationship between Affective Variables and
Academic Achievement among Adolescents. International Journal of Indian
Psychology, 3(2). https://doi.org/10.25215/0302.112

Gilbert, J. N. and Rollick, T. (1996), “Evaluation of a life skill program with children”,
Journal of Elementary School Guidance and Counselling, 31, 139-152.

Kelli K (2009). Developing Good Study Habits. Retrieved from monster.com. media/ads.
11/3/2016.

Marc K (2011), The Importance of Good Study Habits. Retrieved fromwww.answer.com.

12/3/2016.

Robinson, H. H. (2000), “Effective study”, Harper and Brothers, New York.