CHAPTER I

INTRODUCTION
BACKGROUND OF THE STUDY
In every school setting, students are perpetually in search of academic success, the success
of academic performance is their ultimate goal. Academic performance can be expressed in the
form of good scores and prizes as a result of hard work and
exceptional performance in classroom tests, assignments and examination.
Student’s academic performance occupies a very important place in education as well as in
the learning process. It is considered as a key criterion to judge one’s total potentialities and
capacities.
The higher education performance will depend upon the academic performance of the
student inside the classroom.
Durden and Ellis, who observed that “the measurement of students previous
educational outcomes are the most important indicators of student’s future achievement: this
refers that the higher the previous appearance, the better will the student’s academic performance
in future endeavors be.”
Nwegbu, asserted that habit saves time and saves effort. It is through the help of
techniques that we carry out daily routines. Therefore, good study techniques are
important ingredients in the life of a successful student in his course of study.
Bad or poor study habits make the process tedious (Swift 2007). Furthermore,
whenever a student develops effective study technique, his learning skills, memory
processing strategies and his general test and his examination performances
appreciably will improve.
A deeper understanding on how a student study habits greatly influence their
academic performance will improve their performance inside the classroom and improve their
grades.
STATEMENT OF THE PROBLEM
This study delves on the habits of Senior High School students affecting their academic
performance. Specifically, it seeks to answer the following question:
1. What is the level of academic performance of Senior High School students when taken
as a whole group and when categorized according to the variables of year level, sex, and school
of origin?
2. Are there significant differences in the common study habits of Senior High
School students when categorized according to the variables of year level, sex,
and school of origin?
3. Are there significant differences in the level of academic performance of Senior High
School students when categorized according to the variables of year level, sex, and school of
origin?
4. Is there a significant relationship between the study habits and the academic
performance of Senior High School Students?"

HYPOTHESIS
1. There are no significant difference in the common study habits of CPU Senior
High School students when categorized according to the variables of year level,
sex, and school of origin.
2. CPU Senior High School students have moderate to very high level of academic
performance when taken as a whole group and when categorized according to the variables grade
level and sex.
3. There are no significant difference in the level of academic performance of CPU Senior
High school students when categorized according to the variables of year
level, sex, and school of origin.
4. There is no significant relationship between the common study habits and the level of
academic performance of CPU Senior High School students."
THEORETICAL FRAME WORK
Walberg (1997) stated that, to increase educational productivity and efficiency,
educational process goals as well as achievement goals must be considered. Educational process
goals are interpreted to include student perceptions of
the social environment, creativity, self-concept, participation in extra-curricular activities, and
interest in subject matter. Ignoring these perceptions and experiences in favor of traditional goals
measured by test scores will decrease motivation and ultimately lower educational achievement.
Wang, Haertel, and Walberg (1997) analyzed the content of 179 handbook chapters and reviews
and 91 research syntheses and surveyed educational researchers in an effort to achieve some
consensus regarding the most significant influences on learning. Using a variety of methods,
Wang, et al. (1977) identified 28 categories of learning influence. Of the 11 most influential
domains of variables, 8 involved social-emotional influences: classroom management, parental
support, student- teacher interactions, social- behavioral attributes, motivational- effective
attributes, the peer group, school culture, and classroom climate (Greenberg et al., 2003). Distant
background influences were less influential. Wang et al. (1997) concluded that "the direct
intervention in the psychological determinants of learning promise the most effective avenues for
reform.

SIGNIFICANCE OF THE STUDY

The purpose of this quantitative study is to distinguish the different study habits of the students,
specifically the Senior High School students in Central Philippine University, and to perceive
their academic performance. The findings which this study will reveal, may benefit certain
groups and the benefits they may be able to gain are as follows:
Students- the outcome of this study will help students in understanding the effect on study
habit and study environment on their academic performance and helps in serving as a guide for a
positive result.
Parents- the parents would be able to know how to encourage their children to do well in
their classes. And it will help them understand how their children study.
Teachers- they would also learn something through experiencing their students doing
well in their academics.
School Administrators- These group of people have more understanding when it comes to
the students’ study habits and their academic performance. The results of the study will help
them encourage more students to do well in their academic performance. It would encourage
them to set up programs that would help students who have poor study habits and poor academic
performance.
Future Researchers- this research will also serve as a resource base to other
scholars and researchers interested in carrying out further research in this field
subsequently, if applied will go to an extent provide new explanation to the topic."
DEFINITION OF TERMS
For clarity and precision, the following conceptual and operational definition of terms are given.
Academic Performance- refers to the percentage obtained by the students on
each subject after two terms of study.
- In this study it is a factor to be measured in terms of its correlation to the study
habits of the senior high school students of CPU.
Sex- The state of being male or female. The term sex refers to a person’s biological
characteristics.
-In this study it is an independent variable.
School of Origin- the school that the child or youth attended when permanently housed or
the school which the child or youth was last enrolled.
School of Origin
-In this study it is an independent variable, it covers the last two years of the K to 12 program
and includes Grades 11 and 12. In SHS, students will go through a core curriculum and subjects
under a track of their choice; A secondary school that students attend in the three or four highest
grades before college.
Senior High School- In this study, it is defined as the samples of the researchers
Study Habits- behavior’s used when preparing for tests or learning academic
material.
- In this study it is an independent variable"
Year level- is a term used to describe the grade level or year of attendance of
someone who is in school. It is also used to describe the term of any type of enrolment.
- In this study it is an independent variable.

SCOPE AND DELIMITATIONS OF STUDY

This study focused on the study habits and the academic performance of senior high
school students at Central Philippine University. The scope of the study is for the NMPL
(nursing, medical technology, pharmacy and lifestyle) and STEM (Science and
Technology, Engineering, and Mathematics) students of the said campus. The research will
include 200 selected NMPL and STEM both grade 11 or 12 students from central Philippine
university and their study habits and academic performances, nothing more, nothing less. The
study will take place between the months of July-September 2017. The researchers limited this
research to 200 NMPL grade 11 or 12 student, anyone younger
or older will not be included in this research, moreover anyone in a different strand and in a
different school besides Central Philippine University will not be included also, but in
contradiction, this research is beneficial to all students."
 CHAPTER II

REVIEW OF RELATED LITERATURE

The purpose of this chapter is to review relevant literature and studies on the
study habits and academic performances of students. This will provide additional
information to reinforce the presence of this study. The chapter will begin with a
discussion of the possible related literatures. Following these literatures, the review will focus on
two components in each subject;
a.) Factors affecting the students study habits
b.) Factors affecting their academic performances. The last part is the summary of
related studies.

Students Study Habits

Study habits is a well-planned and deliberate pattern of study, which has attained a form
of consistency on the part of the students towards understanding academic subjects and passing
examination
To enhance education, it becomes necessary to improve study habits of
students. Globally researches revealed that a relationship exists between study habits and
academic performance (Bashir and Mattoo, 2012; Kurshid, Tanveer and nas "
Quasmi, 2012). Study habits are students' ways of studying whether systematic, efficient or
inefficient (Ayodele and Adebiyi,2013)
Study can be interpreted as a planned program of subject matter master.
According to Crow and Crow, (2007), the chief purposes of study are: to acquire
knowledge and habits which will be useful in meeting new situations, interpreting ideas, making
judgments creating new ideas and to perfect skills.
Therefore, successful achievement in any form of academic activity is based
upon study, interpretation and application. Everyone has different study habits. All often,
students perform poorly in school simply because they lack good study habits. In many cases,
students do not know where to begin.
Those students in high school who succeed especially well usually study alone
and follow a study technique that has been worked out by them and that incorporates desirable
procedures.
Good health, sufficient sleep, appropriate exercise and nutritious diet are essential to
achievement of good study results. Study conditions that are unfavorable include
inadequate lighting, extremes of temperatures, humidity, poor posture, subnormal
physical conditions and emotional disturbance. Although habits differ from person to
person, some general principles can be derived about studying efficiently.
Miguel A. Cerna & Ksenia Pavliushchenko, (2015) The present study estimates the
global validity of existing constructs and serves as the basis for the development of the Self-
Reported Study Habits for International Students (SR-SHI) used to identify at-risk students in
international programs. One-year classroom observations, recollection of study habits though
interviews with high performing students show that they are mainly from low-context and
individualistic countries while most low performing students come "
from high-context and collectivistic countries. Among other aspects, high performing
students give opinions based on reading material and class content, use the expression “I think”,
ask questions in class, are on time, ask for feedback regarding assignments, take notes in class
and while studying, look for the professor after class, seat at the front of the classroom and attend
every class, study in silence and alone at regular times along the whole semester, read the
material about two weeks before the exam, review notes before the exam, talk about the content
with other students. On the other hand, low performing students remind quite the whole
semester, miss at least three classes per semester, are normally late, sit at the back of the
classroom, don’t take notes in class and never look for the professor after class-hours. It seems
that specific training programs at the start and during the semester as well as training on cultural
intelligence were identified are necessary. Study habits seem to be an important determinant of
academic performance. However not bounded by country of origin, it seems that some cultural
aspects may affect determine habits and hence negatively or positively affect academic
performance. It becomes apparent that there exist study habits of universal
value that could be taught, monitor and tested along the study process. In order to
ensure that all students, from any country, perform well when enrolling in international
programs, an examination of their current study habits is important and a useful tool to develop
programs that suit multicultural classrooms"
 CHAPTER III

METHODOLOGY
This chapter will provide additional understandings and will discuss the topic
under the methodology for instance the research design, sampling plan, respondents of the study,
data collection and instrumentation, statistical tool, and treatment of data.

Research Design
This study will use a Quantitative research design and the type of quantitative
design to be used is Correlational. A correlational study tests for the relationship
between two variables and to establish what the effect of one on the other might be and how that
affects the relationship. This will also identify the different effects of study habits on the
students’ academic performance. Once the information gathering is done, we will soon draw a
conclusion on what is the effect of the dependent variable to the independent variable.
Respondent of the Study
The respondents of the study will be the STEM and NMPL both grade 11 and 12
Senior High School students of Central Philippine University. Made questionnaires will be
distributed to be answered and far along be retrieved and tabulated. The
questionnaires will be given to the respondents corresponding to their sex, school of origin and
year level. The researchers will use the Slovin’s formula in order to determine the sample size in
which stated by Ellen (2017) Slovin's formula will enable the researcher to sample the
population with correct accuracy to reach its desired results.
Table 1
Distribution Sample

Category f
Sex
NMPL  114
STEM 86
Year Level
Grade 11 93
Grade 12 107
School of Origin
Public  114
Private 86
Table 1 shows the distribution of the survey questionnaire to the Senior High School
students STEM and NMPLR. They are classified according to the variables such as sex,
there were 114 male and 86 female. When classified according to grade level 93 were in grade
11 and 107 were in grade12. When classified according to their school of origin 114 were in
private and 86 were in public.

Sampling Plan
The researchers will use convenient sampling which will involve individuals for a sample
because they are easy to include. The participants of the study will be the STEM and NMPLR of
both grade levels, 93 grade 11 students both NMPLR and STEM, and 107 grade 12 students both
NMPLR and STEM. Instrument of the study
The data that will be needed for this study will be gathered with the use of a
made questionnaire that will be containing questions connected to the respondent’s
personal data. The made questionnaire consisting of survey checklist in students’ study habits
and academic performance. The draft of the questionnaire will be submitted to the adviser and to
the fellow faculty and staff of the senior high school department. Before the distribution of the
questionnaire, the researchers will make a letter of consent and face validity that will be given to
the director of the Senior High School. After the questionnaire has been validated, it will be
distributed to the respondents of the study. The data collected will be classified by answers in a
way that offers a description of what it is about. All of the categories will be examined if each of
the data match or relevant and also the data will be checked for errors to make sure that errors
will be eliminated"
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the data and the analysis and interpretation of data
gathered by the researchers. The charts will show how the independent variable
will have an effect in our dependent variable. The charts will also show the
significant relationship of the students study habits and their academic
performance.
When categorize according to the variables, our table showed that there
were 46.5% grade 11 both NMPL and STEM students who were our
respondents. 53.5% were grade 12 students both NMPL and STEM. There were
45.5% male respondents and 54.5% female respondents. 57.0% came from
private school and 43.0% came from public school.
In terms of their study habits 33.0% out of 200 respondents have a poor
study habits, 36.5% have a good study habit, and 30.5% had an excellent study
habits.
In their academic performance, 25.0% had a grade of (81-85 to (86-90),
32.5% had a grade of 91-95, and 42.5% had a grade of 96 to 99
The tables below show the result of the study:"
 STUDY HABITS

Characteristics Poor Good Excellent Total

f % f % f % f %
_____________________________________________________________________
School of Origin
Private  36 54.5 34 46.6 44 72.1 114 100
Public 30 45.5 39 53.4 17 27.9 86 100
Total  66 33 73 36.5 61 30.5 200 100
Chi-square= 0.500 Significant p=0.011

Strand
NMPL  25 43.8 37 56.9 37 47.43 99 100
STEM  32 56.1 28 43.1 41 52.5 101 100
Total  57 28.5 65 32.5 78 39 200 100
Chi-square= 0.500 significant p=0.256

Year Level
Grade 11 32 48.5 30 41.1 31 50.8 93 100
Grade 12 34 51.5 43 58.9 30 49.2 107 100
Total  66 33 73 36.5 61 30.5 200 100
Chi-square= 0.500 Not Significant p=0.492
_____________________________________________________________________

Study Habits on school of origin

there is a significant relationship between the study habits and the school of origin of a
student. 72.1% of the students coming from private school has an excellent study habit,
while 53.4% of the students coming from public school has a good study habit
Study Habits on year level
there is no significant relationship between the year level and the study habits of the
students.
 ACADEMIC PERFORMANCE

Characteristics Poor Good Excellent Total

f % f % f % f %
_____________________________________________________________________
School of Origin
Private  27 54.0 42 64.6 45 52.9 114 100
Public 23 46.0 23 53.4 40 47.1 86 100
Total  50 25 65 32.5 85 42.5 200 100
Chi-square= 0.500  Significant p=0.318

Strand
NMPL  25 43.8 37 56.9 37 47.43 99 100
STEM  32 56.1 28 43.1 41 52.5 101 100
Total  57 28.5 65 32.5 78 39 200 100
Chi-square= 0.500  Significant p=0.256

Year Level
Grade 11 21 42.0 33 50.8 39 45.9 93 100
Grade 12 29 58.0 32 49.2 46 54.1 107 100
Total  50 25 65 32.5 85 42.5 200 100
Chi-square= 0.500  Not Significant p=0.639

Study Habits
Poor 20 40.0 28 43.1 18 21.2 66 100
Good 20 40.0 22 33.8 31 36.5 73 100
Excellent 10 20.0 15 23.1 36 42.4 61 100
Total 50 25 65 32.5 85 42.5 200 100
Chi-square = 0.500 Significant p=0.009
_____________________________________________________________________
 CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, RECOMMENDATION"

SUMMARY
The purpose of this study was to assess the correlation of the level of the study habits and
academic performance of senior high school students at Central Philippine University SY 2017-
2018.
In line with the statement of the problem and the research paradigm of this study, the
research hypothesis that there is no significant relationship between the study habits and
academic performance of the students
The study assessed the common study habits of the students and the level of
their academic performance. The students that where included was the Grade 11 and 12 STEM
and NMPL students of Central Philippine University Senior High School.
The profile of Central Philippine University Senior High School Students were
considered like sex, year level, common study habits, and level of academic
performance.
A validated questionnaire-checklist served as the main instrument of the study. Based on
the results of the statistical analysis of the data, the findings on academic performance, students
coming from private schools have better academic performance compared with students coming
from public school. This is obtained by summing up all the good performing student and the
excellent performing students, which brought up the percentage of 59.35 % in private schools,
while students from public schools only summed up to 40.65%. In year level, grade 12 students
have better academic performance compared to grade 11 students. A total of 51.65% was
summed up when the good performing students and the excellent performing students from
grade 12 were added, while the grade 11 students only managed to sum up 48.35%. On the other
hand, students coming from private schools, which summed up 59.35%, still have better study
habits than those of the students coming from public schools, which summed up to only 40.65%.
In year level, grade 12 students have better study habits for they summed up
54.05% while the grade 11 students only summed up to 45. 95%.
CONCLUSION
Based on the findings of our research study, the following conclusions were
drawn:
The year level and the study habit of a student do not affect each other.
But there is a significant relationship between the genders and the study habit of
a student. There is also a significant relationship between the school of origin
and the students study habits.
The year level and the academic performance do not affect each other.
There is no significant relationship between the gender and the academic
performance of a student. And also there is no significant relationship between
the school of origin and the student’s academic performance.
Study habits and academic performance of a student has a significant
relationship. Students with poor study habits will only have a satisfactory grade,
but with good study habits can lead to an excellent academic performance inside
the classroom"

RECOMMENDATION
Our data shows that poor study habits will lead to a poor academic performance.
The student should know how to maintain their academic performance by having a good study
habit. Parents should always support their children when it comes to their studies. Encourage
them and motivate them to strive hard. Students have different study habits that can help them
excel in their academic performance. Some are aiming to pass and some are competitive.
Further, more with the above-mentioned conclusion, since the academic performances of
students differ, it is strongly recommended that the students should give equal attention to their
study habits to realize or adapt to a more repetitive one to ramp up academic performance. In lieu
with this personal recommendation, it is also strongly recommended the school/s should adhere
with talks and symposiums
where in it is discussed on how to maintain an effective study habit.
REFERENCES;

 Anwar E (2013). A correlational study of Academic and Study habits: Issues and
Concerns. Excellence International journal of Education and Research (Multi-
Subject journal) 1 (2): 46-51.
 Aragon, S. R., Johnson, S. D., & Shaik, N. (2002). The influence of learning style
preferences on student success in online versus face-to-face environments. The
American Journal of Distance Education, 16(4), 227-243.
 Awang G, Sinnadurai SK (2011). A Study on the Development of Strategic Tools
in Study Orientation Skills towards Achieving Academic Excellence. J. Language
Teaching and Res. 2 (1): 60-67.
 BANDURA, A. (1977). Social learning theory. Englewood Cliffs, N.J., Prentice
Hall.
 Bashir, I. & Mattoo, N.H. (2012). A study on study habits and academic
Performance of adolescents (14-19) years. International Journal of Social
Science Tomorrow, 1 (5).
 Chambers, E. A., & Schreiber, J. B. (2004). Girls’ academic achievement:
Varying associations of extracurricular activities. Gender and Education, 16(3),
327-346.
 Crow DL, Crow A (2007). Educational Psychology. Delhi: Subject Publications.
 Ayodele, C.S and Adebiyi, D.R (2013). Study Habits as Influence of Academic
Performance of University Undergraduates in Nigeria. Research Journal in
Organizational Psychology & Educational Studies 2(3) 72-75.
 Eamon, Mary. Keegan. 2005. Social-demographic, school, neighborhood, and
parenting influences on academic achievement of Latino young adolescents.
Journal of Youth and Adolescence, 34(2), 163-175.
 Eitle, T. M. (2005). Do gender and race matter? Explaining the relationship
between sports participation and achievement. Sociological Spectrum, 25(2),
177-195.
 Fleming, N. D. (2001). Teaching and learning styles: VARK Strategies. Honolulu
Community College"
 Furstenberg, F. F., & Hughes, M. E. (1995). Social capital and successful
development among at-risk youth. Journal of Marriage and the Family, 57, 580-
592.
 Goddard, R. D. (2003). Relational networks, social trust, and norms: A social
capital perspective on students' chances of academic success. Educational
Evaluations & Policy Analysis, 25, 59-74.
 Hartley B. L., Sutton R. M. (2013). A stereotype threat account of boys' academic
underachievement. Child Develop. Advance online publication.
10.1111/cdev.12079 [PubMed][Cross Ref]
 Itrich, J. (2006, August 7). How Health Affects a Child's School Performance.
 Jeynes, William H. 2002. Examining the effects of parental absence on the
academic achievement of adolescents: the challenge of controlling for family
income. Journal of Family and Economic Issues 23(2).
 Kusurkar, R.A. (2012). How motivation affects academic performance: a
structural equation modelling analysis. (Doctoral dissertation). Retrieved from
Advance Health Science Education Theory Pract. (Accession No. PMC3569579)"
 Machin S., Pekkarinen T. (2008). Global sex differences in test score
variability. Science 322, 1331–1332 10.1126/science.1162573 [PubMed] [Cross
Ref]
 McCoy, L. P. (2005). Effect of demographic and personal variables on
achievement in eighth grade algebra. Journal of Educational Research, 98 (3),
131-135.
 McNeal, Ralph B. 2001. Differential effects of parental involvement on cognitive
and behavioral outcomes by socioeconomic status. Journal of Socio-Economics
30(2), 171.
 Nuthana K. & Yenagi, M. (2009) the effective, efficient professor: Teaching,
scholarship and service. Allyn & Bacon.
 Southwest Educational Development Laboratory -SEDL (2002). New wave of
evidence report on child in school. Page 44
 Tsinidou, M., Gerogiannis, V., & Fitsilis, P. (2010). Evaluation of the factors that
determine quality in higher education: an empirical study. Quality Assurance in
Education, 18(3), 227-244.
 Robinson, A. (2009, November 9). Gender Roles and Study Habits.