STUDY HABITS AND STUDENT ENGAGEMENT IN ACCOUNTANCY

BUSINESS AND MANAGEMENT

Alemma Shia C. Tuastumban Sweetcel T. Paisano Lovely Angel A. Monterola

alemmashiatuastumban@gmail.com sweetpaisano@gmail.com monterolalovelyangel@gmail.com

Alyn Suzane L. Semilla Mary Jean D. Palgan Khenda Felmar M. Regner

alynsuzanesemilla@gmail.com maryjeanpalgan20@gmail.com khendachoco@gmail.com

Johnmark Nocidal Jezer Ashvi Q. Salibat, EdD (CAR)

johnmarknocidal366@gmail.com jezerashvi.salibat@deped.gov.ph

Study habits and student engagement contribute significantly to the development of knowledge and
academic success. Additionally, students who develop good study habits and engage actively in their
education tend to achieve higher grades and perform better on exams. Identifying the domains of
study habits that significantly influence student engagement is especially important in accountancy,
business, and management, where it can impact career opportunities. This study used a quantitative,
non-experimental, and descriptive-correlational design. Convenience sampling was utilized and came
up with one hundred (100) Senior High School students in Davao City National High School.
Findings revealed the level of study habits was very high and student engagement was high. And,
disclosed the existence of the relationship between understudied variable. Furthermore, motivation
and preparing an assignment were the domains that influenced engagement of students. Future
researchers who conduct such a study may increase the sample size.

Keywords: study habits, student engagement, senior high, Philippines

1. Introduction
Lack of student engagement is an issue that many teachers face. Several studies have
been conducted examining the issue of student participation in the classroom (Bennett &
Boesdorfer et al, 2020). There are several reasons why this problem persists. A significant
portion of a lack of engagement in the classroom may be attributed to teacher attitudes and
behaviors in the classroom. It was found that teachers' attitudes have a direct impact on their
students' attitudes, and students felt more positive when their teacher was enthusiastic about
the topics they were learning, as supported. Wang et al. (2020) demonstrated a positive
relationship between classroom engagement and student success, which is the standard in the
classroom. Furthermore, teachers may not be adequately prepared or skilled in areas
regarding student academic and emotional support required to maintain student engagement.
The current study was designed and implemented with the importance of students
study habits and the important role they play in students' academic achievement in mind, with
the knowledge that study habits vary from person to person and from place to place, and with
the knowledge that the results of related studies differ from one another. Every bit of work a
student does is welcome. But it’s exhausting and unsustainable for teachers if each bit
requires encouragement, prompts, and reminders. To succeed, students must work hard,
consistently, and independently. The only sustainable solution is for students to form good
study habits. If students are working hard habitually, the teacher doesn’t need to prompt,
chase, and nag for individual bits of work. Few students are likely to have good independent
study habits; they’ve never had to form them. Helping them form good study habits will serve
them well now and in the future Harry Fletcher-Wood (2020).
One study conducted by the Philippine Normal University (2022) found that factors
such as lack of motivation, and ineffective learning strategies were major contributors to poor
study habits among students. The study also highlighted the importance of the role of
teachers in promoting effective study habits and student engagement. Another study
conducted by the Pakistan Journal of Medical Sciences (2017) found that the use of
technology, particularly mobile devices, and social media, was a major distraction for
students and contributed to their disengagement from academic activities. Overall, the
research suggests that promoting effective study habits and student engagement requires a
multi-faceted approach to increased student engagement and better academic outcomes.
The need for research on study habits and student engagement is urgent due to the
significant impact these factors have on students' academic performance and success.
Additionally, as education continues to evolve with advancements in technology and changes
in teaching methods, it is essential to understand how students are adapting to these changes
and how they are engaging with their coursework. This knowledge can help educators
develop more effective teaching strategies that promote student engagement and foster
positive study habits. Overall, understanding the relationship between study habits and
student engagement that leads to academic success is crucial for educators and students
themselves (Wang & Baker, 2021).

2. Research Objectives
1. To assess the level of study habits in Accountancy, Business, and Management in
terms of:
1.1. motivation,
1.2. organizing and planning study,
1.3. working with others,
1.4. managing school work stress,
1.5. note-taking reading, and
1.6. preparing an assignment.
2. To ascertain the level of student engagement in Accountancy, Business, and
Management in terms of:
2.1. learner’s dimension,
2.2. technology characteristics, and
2.3. instructor characteristics.
3. To find out the significant relationship between study habits and student
engagement in Accountancy, Business, and Management.
4. To determine which domain of study habits significantly influences student
engagement in Accountancy, Business, and Management.

3. Theoretical Framework
This study is mainly anchored in the theory of Richard M. Ryan and Edward L. Deci
(1980), known as the Self-Determination Theory (SDT). SDT suggests that educators can
foster intrinsic motivation by creating a classroom environment that supports students'
autonomy, competence, and relatedness. In addition, SDT proposes that in terms of study
habits and student engagement, students are more likely to persist in their academic pursuits,
as SDT provides a framework for educators to create a supportive learning environment that
encourages students to engage in effective study habits and achieve their academic goals.
Research has shown that applying SDT principles can lead to positive outcomes in terms of
student engagement, academic achievement, and overall well-being.

4. Conceptual Framework
Figure 1 shows the conceptual framework of this study, which displays its two
variables. The independent variable is study habits, which were derived from the assessment
of the University of People (2021). It has six theoretic framework indicators, which are
Motivation, Organizing and Planning Study, Working with Others, Managing School Work
Stress, Note-taking Reading, and Preparing an Assignment.

Study Habits Student Engagement in

Accountacy, Business, and
 Motivation Management
 Organizing and Planning
Study  Learner’s Dimension
 Working with others,  Technology Characteristics
 Managing School Work  Instructor Characteristics
Stress
 Note-Taking Reading
 Preparing an Assignment

Figure 1. The Conceptual Framework of the Study

Motivation is the driving force behind study habits, which can set goals, build
momentum, maintain interest, and persist through obstacles to increase performance.
Organizing and Planning Study helps manage time effectively, prioritize studies, and set
clear goals. Working with Others helps students reflect on their learning and develop
strategies to make better progress. Managing School Work Stress helps reduce negative
impacts and improve physical and mental well-being. Note-Taking Reading helps improve
retention and comprehension. Preparing an Assignment helps develop discipline, critical
thinking skills, research skills, and confidence.
The dependent variable of this study is student engagement, which was derived from
the study of Agusan Del Sur State College of Agriculture and Technology (2022). It has three
indicators, which are Learner’s Dimension, Technology Characteristics, and Instructor
Characteristics. In the determinants of student engagement, Learner's Dimension creates
personalized learning experiences; Technology Characteristics enable collaboration,
creativity, and synthesizing information; and Instructor Characteristics enable efficient and
effective learning.

5. Method
5. 1. Research Design
This study used a quantitative, non-experimental, and descriptive-correlational design,
to discover and assess the nature of the relationship that respondents perceived to exist
between study habits and student engagement.
A quantitative, non-experimental, and descriptive design utilizing correlational
technique is a research design that seeks to explore the relationships between two or more
variables. This design involves the collection of numerical data using surveys, questionnaires,
or other standardized instruments. The non-experimental aspect of this design means that the
researchers do not manipulate any of the variables under investigation. Instead, they simply
observe and measure the variables as they naturally occur. Descriptive design means that the
researchers are primarily interested in describing the characteristics of the variables under
investigation, rather than making causal inferences or drawing conclusions about cause and
effect relationships. The correlational technique used in this design is a statistical method
used to measure the degree of association between two or more variables Chen et al. (2020).
 5. 2. Research Respondents
The respondents of the study were the one hundred (100) Accountancy, Business, and
Management senior high school students of Davao City national High School, who were
officially enrolled during the academic year of 2022-2023. Convenience sampling technique
was used to determine the results of the study.
This study utilized the survey sampling technique for the one hundred respondents,
given that the study habits greatly affect student engagement in accountancy, business, and
management. When students develop good study habits, they are more likely to engage with
the material, retain information, and ultimately perform better in their classes. Specifically,
senior high school students are suitable for developing study habits and student engagement
in the field of accountancy, business, and management due to their developmental stage,
relevance to their everyday lives, and preparation for their different careers.

5.3. Research Instrument

This study used a downloaded questionnaire from the University of People (2021) and
Agusan Del Sur State College of Agriculture and Technology (2022). The first part of the
survey, which is study habits, has 42 items equally distributed among six indicators, namely:
Motivation, Organizing and Planning Study, Working with Others, Managing School Work
Stress, Note-taking Reading, and Preparing an Assignment with each having 7 items
respectively.
The respondents answered items using a 5-point Likert scale of strongly agree (5
points), agree (4 points), neutral (3 points), disagree (2 points), and strongly disagree (1
point). The following interpretation scale was used to identify the level of study habits.

Descriptive
Range of Means Descriptive Interpretation
Equivalent
4.21-5.00 Very High Study habits is always observed.
3.41-4.20 High Study habits is oftentimes observed.
2.61-3.40 Moderate Study habits is sometimes observed.
1.81-2.60 Low Study habits is seldom observed.
1.00-1.80 Very Low Study habits is never observed

The second part of the survey is student engagement, which has 18 items equally
distributed among three indicators, namely: Learner’s Dimension, Technology Characteristics,
and Instructor Characteristics. The succeeding scale was used to know the level of student
engagement in ABM.

Descriptive
Range of Means Descriptive Interpretation
Equivalent
4.21-5.00 Very High Student engagement is always manifested.
3.41-4.20 High Student engagement is oftentimes manifested.
2.61-3.40 Moderate Student engagement is sometimes manifested.
1.81-2.60 Low Student engagement is seldom manifested.
1.00-1.80 Very Low Student engagement is never manifested.

Moreover, the table below shows the correlation values and their interpretation in
order to accurately determine the level of relationship between the perceived study habits and
student engagement.
 Coefficient Relationship
0.00 No correlation, no relationship
± 0.01 to ± 0.20 Very low correlation, almost negative relationship
± 0.21 to ± 0.40 Slight correlation, definite but small relationship
± 0.41 to ± 0.70 Moderate correlation, substantial relationship
± 0.71 to ± 0.90 High correlation, marked relationship
± 0.91 to ± 0.99 Very high correlation, very dependable relationship
± 1.00 Perfect correlation, perfect relationship

6. Data Gathering
Seeking Permission from the School Heads to Conduct the Study. The researchers
asked for approval from the department head by writing a formal letter to conduct the study.
Seeking Permission from the Respondents to Conduct the Study. The researchers
asked permission from the potential respondents by providing them with informed consent,
which states the benefits they may derive from responding to the questionnaire as well as
their potential risks and rights to withdraw or refuse to participate.
Administering the Questionnaire. The researchers sent survey questionnaires to
students through the use of social media apps in their free time. The researchers gave the
students as much time as they needed to complete the questionnaire without setting a time
limit.
Scoring, Encoding, and Tabulating the Answers. The researchers scored the
questionnaire using the 5-point Likert scale provided in the questionnaire. One member of the
research team tallied the raw scores in a spreadsheet provided by Google Forms.
Tabulation the Results. The responses were tabulated using Microsoft Excel 2019.
Variables were placed in the row, while the responses for each variable were placed in the
column. The researchers used two separate sheets for each questionnaire.

7. Data Analysis
Mean is a statistical measure that represents the average value of a set of numerical
data. It is calculated by adding up a set of numbers and dividing the total by the number of
numbers.
Standard deviation is a measure of how spread out a set of data is from its average
value, used in statistics to compare data sets. It is calculated by taking the square root of the
sum of the squared deviations of each data point from the mean.
Pearson Moment–Moment Correlation Coefficient (Person r) Pearson's r is a
statistical measure used to determine the strength and direction of a linear relationship
between two continuous variables. It ranges from -1 to 1, with 1 indicating a positive
relationship and -1 indicating a negative relationship.
Multiple Linear Regression is a statistical technique used to study the relationship
between a dependent variable and two or more independent variables. By using multiple
linear regression, we can estimate the impact of each independent variable on the dependent
variable while controlling for the other independent variables.

8. Results and Discussion

8.1. Table 1 shows the level of Study Habits as perceived by the Senior High School
students in Accountancy, Business, and Management. The overall standard deviation is 0.43,
which indicates the clustering or homogeneity of responses based on the answered
questionnaire. It also shows that the level of study habits is very high, with an obtained mean
score of 4.22, implying that study habits are always observed.

Table 1
Level of Study Habits in Accountancy, Business, and Management
Indicator Mean SD Descriptive Level
Motivation 4.148 0.548 High
Planning and Organizing Study 4.320 0.478 Very High
Working with Others 4.180 0.747 High
Managing School Work Stress 4.186 0.647 High
Note-taking Reading 4.150 0.555 High
Preparing an Assignment 4.303 0.528 Very High
Overall 4.215 0.434 Very High

This implication was supported by Sweitzer and Webb (2018), who stated that study
habits are always observed in students because they have a significant impact on academic
performance and success. Good study habits can lead to better grades, higher levels of
knowledge retention, and a more positive attitude toward learning.
Explicitly, motivation is described as high by the respondents, with a mean of 4.14,
and such a study habit is oftentimes observed. Followed by planning and organizing study,
which is assessed to be very high with an obtained mean of 4.32, suggesting that such study
habit is always observed. Then working with others, which is assessed to be high, along with
managing school work stress and note-taking reading, with an obtained mean ranging from
4.15 to 4.18, suggesting that such study habits are oftentimes observed. Lastly, preparing an
assignment that is assessed to be very high, with an obtained mean of 4.30, suggesting that it
is always observed.
Further analysis indicated that organizing and planning study obtained the highest
mean of 4.32. It was established that students who engaged in planning and organization
strategies were more likely to achieve their academic goals. These skills were related to
increased self-regulation and self-efficacy, which are important for success in academic
settings (Denis, 2017).
Furthermore, among the six indicators, motivation obtained the lowest mean of 4.14.
This result implies that motivation plays a crucial role in study habits because it affects a
student's level of engagement, persistence, and performance in academic tasks. Fuentes and
colleagues (2021) found that motivation significantly predicted the academic performance of
university students.

8.2. Table 2 shows the level of Student Engagement among the Senior High School
students in Accountancy, Business, and Management. The overall standard deviation is 0.53,
which indicates the clustering or homogeneity of responses based on the answered
questionnaire. It also shows that the level of student engagement is high, with an obtained
mean score of 4.11, implying that student engagement is oftentimes manifested.

Table 2
Level of Study of Student Engagement in Accountancy, Business, and Management
Indicator Mean SD Descriptive Level
Learner’s Dimension 4.014 0.619 High
Technology Characteristics 4.062 0.583 High
Instructor Characteristics 4.266 0.549 Very High
Overall 4.114 0.528 High
 This was supported by the recent study of Wang et al. (2021). It stated that student
engagement was positively associated with academic achievement, regardless of whether the
learning was conducted in-person or online. Furthermore, student engagement has been
shown to be a significant predictor of academic achievement and success. When students are
engaged in their learning, they are more likely to be motivated, attentive, and invested in their
academic pursuits.
Implicitly, learner’s dimension is described as high by the respondents, with an
obtained mean of 4.01, and such engagement is oftentimes manifested. Followed by
technology characteristics, which are assessed to be also high with an obtained mean of 4.06,
suggesting that such engagement is oftentimes manifested. Lastly, instructor characteristics
are described as very high by the respondents, with an obtained mean of 4.27, and such
engagement is always manifested.
Further analysis indicated that instructor characteristics obtained the highest mean of
4.27. This was supported by the recent study by Huxham et al. (2020) stated that instructor
characteristics such as enthusiasm, humor, approachability, and responsiveness are positively
correlated with student engagement. The study found that students who perceived their
instructors as enthusiastic and humorous reported higher levels of engagement, while students
who perceived their instructors as unapproachable or unresponsive reported lower levels of
engagement.
Furthermore, among the three indicators, learner’s dimension obtained the lowest
mean of 4.01 which assessed to be high and interpreted as oftentimes manifested. This result
implies that when students are actively engaged in their learning, they are more likely to feel
a sense of ownership and autonomy over their learning experience. A study conducted by
Phillips and colleagues (2021) found that when students were provided with opportunities to
engage with the material in a meaningful way, they were more likely to feel a sense of
competence and autonomy, which led to increased engagement and ultimately better
academic outcomes.

8.3. Table 3 illustrates the test on the relationship between Study Habits and Student
Engagement in Accountancy, Business, and Management. The table revealed an overall p-
value of.001, which is lower than the p-value of 0.05, suggesting the rejection of the null
hypothesis. Also, it has an r-value of .797, implying a high correlation between the
understudied variables.
Table 3
Test of relationship between Study Habits and Student Engagement in Accountancy,
Business, and Management
Student Engagement among Students
Learner’s Technology Instructor
Study Habits Overall
Dimension Characteristics Characteristics
0.771** 0.636** 0.617** 0.749**
Motivation
(.001) (.001) (.001) (.001)
Planning and 0.513** 0.476** 0.498** 0.549**
Organizing Study (.001) (.001) (.001) (.001)
0.624** 0.626** 0.524** 0.656**
Working with Others
(.001) (.001) (.001) (.001)
Managing School Work 0.501** 0.448** 0.373** 0.491**
Stress (.001) (.001) (.001) (.001)
0.652** 0.648** 0.620** 0.708**
Note-Taking Reading
(.001) (.001) (.001) (.001)
Preparing an 0.595** 0.567** 0.720** 0.691**
 Assignment (.001) (.001) (.001) (.001)
0.760** 0.705** 0.691** 0.797**
Overall
(.001) (.001) (.001) (.001)

The study of Lee et al. (2021) supports the notion that there is a high correlation
between study habits and student engagement. It was found that students who reported higher
levels of engagement in their coursework also reported better study habits. The authors found
strong evidence that students with good study habits, were more likely to be engaged in their
learning.
Correspondingly, study habits are represented by the domains of motivation with an r-
value of 0.749, which signified a high correlation, planning and organizing study, working
with others, managing school work stress which obtained an r-value of 0.549, 0.656, 0.491,
which signified a moderate correlation. Note-taking reading with an r-value of 0.708, which
signified a high correlation and preparing an assignment with an r-value of 0.691, which also
signified a moderate correlation. In addition, student engagement is represented by the
domains of learner’s dimension with an r-value of 0.760, which signified a high correlation,
technology characteristics with an r-value of 0.705, which signified a moderate correlation,
and instructor characteristics with an r-value of 0.691, which also signified a moderate
correlation.
Further analysis indicated that relationship between the understudied variables
supports the study of Betancourt (2014) that showed a significant positive correlation
between study habits and student engagement. Specifically, students who reported better
study habits, such as setting goals, managing their time effectively, and using effective study
strategies, were more likely to be engaged in their academic work. The study also found that
students who were more engaged in their academic work were more likely to have positive
academic outcomes, such as higher grades and graduation rates. These findings suggest that
developing good study habits can have a significant impact on student engagement and
academic success.

8.4. Table 4 illustrates the test of influence of study habits on student engagement
among students in Accountancy, Business, and Management. The data revealed that when
study habits were regressed on student engagement, it gave an overall p-value of 0.001,
which is lower than the p-value of 0.05, implying that study habits are a predictor of student
engagement.
Table 4
Test of influence of Study Habits on Student Engagement in
Accountancy, Business, and Management
Student Engagement
Study Habits B B t Sig.
Motivation 0.383 0.397 4.430 .001
Planning and Organizing Study -0.056 -0.051 -0.629 0.531
Working with Others 0.153 0.137 1.593 0.116
Managing School Work Stress 0.042 0.054 0.761 0.448
Note-Taking Reading 0.152 0.160 1.591 0.115
Preparing an Assignment 0.270 0.270 3.079 0.003

R - 0.829
R2 - 0.678
F - 33.955
p - .001
 Moreover, there is an output of R-squared with a value of 0.678, indicating that
68.10% of the variability is being explained in study habits toward student engagement and
31.90% of the variability is not being explained or found in the study. Furthermore, there are
identified domains of study habits that significantly influence student engagement, namely,
motivation and preparing an assignment.
Motivation has the highest beta coefficient of 0.040. According to a recent study by
Fredricks, Blumenfeld, and Paris (2018), motivation is a key predictor of student engagement.
The study found that when students are motivated, they are more likely to engage in learning
activities and exhibit positive academic behaviors. It was followed by preparing an
assignment with the second-highest beta coefficient of 0.270. In accordance with a study by
Wang and colleagues (2020), preparing an assignment can be seen as a predictor of student
engagement because it requires active participation and investment in the learning process.
The study also stated the degree of participation and involvement in learning activities that
lead to the achievement of the intended learning outcomes.

9. Limitations
This study is constricted with financial resources, context and time allotment given to
student-researchers. Thus, convenience sampling was reinforced with 100 respondents within
Davao City National High School – Senior High Department. The results are not intended to
generalize any population given that the sample size is insufficient.

10. Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. Study habits are always observed, with a mean score of 4.22, implying that the
level of study habits is very high.
2. Student engagement is oftentimes manifested with a mean score of 4.11, implying
that the level of student engagement is high.
3. It is concluded that there is a high correlation between the understudied variables of
study habits and student engagement because of the obtained r-value of .797.
4. The domains of study habits that significantly influence student engagement are
motivation and preparing an assignment, which obtained the highest influence of .001
and .003. Moreover, motivation obtained the highest beta coefficient of 0.040, followed by
preparing an assignment with a beta coefficient of 0.270.

11. Recommendations
Based on the findings, the following recommendations were presented:
1. Due to the very high level of study habits in ABM, students may use several
strategies to further enhance these important habits and engage more in school activities, such
as setting clear and achievable goals and seeking out academic support and resources.
2. Due to the high level of student engagement in ABM, students may consider
enhancing their engagement by fostering a positive learning environment to create safe and
inclusive learning that encourages them to share their thoughts and ideas, ask questions, and
take risks.
3. The high correlation between study habits and student engagement in ABM
students may suggest more enhancement using active learning strategies to improve student
engagement and help students achieve their goals and use effective strategies to set clear
goals, use active learning techniques, and support their well-being.
4. The domains of study habits namely: motivation and preparing an assignment,
significantly influences student engagement in ABM. Thus, students may suggest further
enhancement such as creating a conductive study environment that will help them succeed.
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