STUDY HABITS OF GRADE 11 ABM STUDENTS AT CENTRO ESCOLAR

INTEGRATED SCHOOL

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A Research Presented to Centro Escolar Integrated School

City of Malolos

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In Partial Fulfillment of the Requirements for the Course

Practical Research 1

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By:

Acervo, Christian V.

Adriano, Karen Angela S.

Angeles, Darlene Claire B.

Benito, Arianne B.

Cruz, Jillian Nicole G.

Jamora, Sheia Aleli Myraj R.

Oliva, Samantha Miel C.

JUNE 2023
 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

This chapter presents the different essential elements: the introduction, which

contains the rationale; the brief review of literature supporting the research; the

general and specific problems; the scope and delimitation which identifies the major

variables and indicators; and lastly, the significance of the study which enumerates

the beneficiaries of the study and the corresponding benefits each will receive.

In Grade 11 Accountancy, Business, and Management at Centro Escolar

Integrated School, 10 out of 40 students received their academic achievement award

during the first semester of the academic year 2022-2023. However, these students not

just received an award to enhance their academic performance, they put in a lot of

effort, fought through setbacks, and overcame obstacles. To learn and get excellent

marks and scores, they have done study routines that have been quite beneficial to

their success.

Study habits contribute significantly to the development of knowledge and

perceptual capacities. It’s related to one’s depth of knowledge and learning potential.

Moreover, students, today develop routines that efficiently organize tasks and

priorities, which consequently lessens the risk of being overwhelmed. Study habits

and the hardships that come with them correlate with academic excellence

(International Journal of Asian Social Science, 2017).

 This study will determine the theory behind the study habits of honor students

from Grade 11 Accountancy, Business, and Management at Centro Escolar Integrated

School.

Statement of the Problem

The objective of this grounded theory is to explore Grade 11 Accountancy,

Business, and Management honor students' study habits and their experiences in the

academe. Study habits are the things a learner does regularly to learn and complete

their tasks. Their practices are expected to help other students cope with the

challenges at school.

Specifically, this study will seek answers to the following:

1. What are the study practices of Grade 11 Accountancy, Business, and

Management honor students?

2. What motivates Grade 11 Accountancy, Business, and Management students

to study?

3. How do the students prepare for school?

4. How do the students manage their studies?

Scopes and Delimitation

This study will be conducted to determine the study habits of Senior High

School honor students of Accountancy, Business, and Management 11-A, at Centro

Escolar Integrated School, Malolos.

The focus of this study is on the study practices of Grade 11 honor students;

and how they merge their studies and outside life. It excludes any other subjects or

points of view. Only Grade 11 Accountancy, Business, and Management honor

students will be the subject of the researcher’s attention as they examine their study

habits.

The study will include 5 participants chosen purposively from ABM 11-A,

who have been identified as honor students from the Academic year 2022-2023.

This research is not meant to invalidate any experiences of individuals. The

information submitted in this paper will be based on interviews with individuals who

have consented to participate in our research

Significance of the Study

This grounded theory seeks to enlighten the audience with regard to efficient

academic habits including its hardships. This study will derive efficient practices and

also identify negative tendencies for optimal learning. Moreover, the researchers will

recognize external factors that affect the academic performance of ABM 11-A

students.

The study hopes to be significant for the following:

Students. Through this study, they will discover learning styles and tailor

them to fit their respective individualities.

Teachers. They will know which method is optimal for majority of the

students. They can also adjust their approach for different learners. Classes will be

stimulating, inclusive, and highly educational.

Parents. They will understand that each student has a style they complement

with. They will not or are less likely to force children to adhere to traditional

suffocating ways.

Future Researchers. They will be provided with sources related to study

habits and their effects on academic excellence.

 Chapter II

Review of Related Literature

Related Literature

The following review of related literature is presented according to the

variables of the study.

Study Habits

According to the study “Estimating the impact of language of instruction in

South African primary schools: A fixed effects approach”, by Taylor and Coetzee

(2013), one of the most important items that this generation has today is a cell phone.

It's hypothetical that they can't survive a day without it. But despite all of its benefits,

They sometimes fail to notice when something negatively impacts them. In particular,

for students, cell phones both benefit and hinder their academic progress. The related

literature explored in this study explained how cellphone use influences students'

study habits and performance in school.

The study claims that young people's usage of cell phones is on an upward

trajectory and that it begins at a younger age. Lenhart, Ling, Campbell and Purcell

(2010) cited that 64% of students who own cell phones have texted during class, even

in schools where cell phones are technically banned. Through a survey and

questionnaire, an investigation was conducted at two schools in Anahawan, Bato,

Leyte. Studies have found evidence to suggest that mother-tongue education leads to

better academic performance. They found that “among children in schools of a

similar quality and coming from similar home backgrounds, those who were taught in

their home language during the first three years of primary school performed better in
the English test in grades four, five and six than children who were exposed to

English as the language of instruction in grades one, two and three (Marnewick,

2015). The study by Pelesco & Borong (2021), also found that speaking in one's

native tongue helped pupils improve their performance, particularly their expression.

This finding seems to be in line with the results of this study which promoted the

advantage of mother-tongue instruction in the early stages of children’s education. In

2009, the Department of Education (DepEd) recognized the benefits of teaching

children using their mother tongue or first language. Local and international research

has found that children learn to speak, read, and write more quickly in their first

language, and can pick up a second and third language more easily if taught in their

first language. In the same way, they acquire other academic competencies more

quickly, particularly in science and math (Llaneta, 2018).

After conducting the study, they came to the conclusion that students

performed better on the comprehension test in their native tongue compared to

English language. They have therefore planned to construct programs that will

improve the growth of language understanding in both the native tongue and in the

English language.

The study “Study Habits and Procrastination: The Role of Academic Self-

Efficacy” by Frode Svartdal, et al. (2021) claims that inefficient study habits lead

students to fear studying, inevitably, leading them to procrastinate. However, efficient

study habits doesn’t solve everything, self-efficacy also matters. No matter how

educated they are about study habits, all is vain if they don’t believe in themselves.

Unfortunately for students with unimpressive academic history, self-efficacy is related

to academic records (e.g., Bartimote-Aufflick et al., Citation2016; Diseth,

Citation2011), however, it can be overcomed by training students in practical skills on

study programs that will ensure their mastery and help them gain academic

confidence.

. The study of Frode Svartdal et al (2021) concluded that training efficient

study habits together with self-efficacy is a must. Contemporary students are prone to

dilatory behavior; procrastination is rampant. It has a strongly negative relation with

self-regulation and self-efficacy (Klassen et al., 2008). Low self-efficacy equates to

procrastination which then possibly equates to lower ambitions, reduced effort and

persistence (Bandura, Citation1997), even when practicing effective study habits.

There is a way to beat this, gear up and get to work. Procrastination will only be

overcomed with self-efficacy and effective strategies. This study implies that study

habits are made effective by self-efficacy and that both of these negatively affect

procrastination.

Coping Mechanisms

One issue that people nowadays face is having to deal with stress. By retaining

a coping mechanism, it assists in reducing or tolerating stress in stressful situations.

For that reason, in this study we will absorb how coping mechanisms help people

develop their coping strategies in dealing with stress.

According to Folkman S, Moskowitz JT. Coping is defined as the thoughts

and behaviors mobilized to manage internal and external stressful situations. People

develop their own coping strategies to deal with the difficulties they face and to lessen

the stress they feel. The defensive mechanism, also known as subconscious or
unconscious adaptive reactions, is one type of coping strategy that aims to lessen or

withstand stress. Coping strategies may make or break a situation. Coping techniques

are often found to be helpful, but they can sometimes at times make things worse.

Coping styles may be helpful in patients' educational programs or psychotherapy, and

paying attention to them could contribute to the prevention of sequelae (Z Rheumatol,

2019). The relation between maladaptive coping mechanisms and numerous disorders

has been established. Psychiatric disorders such as PTSD, anxiety, and major

depression, and somatic symptoms were all correlated with coping styles related to

avoidance (Santarnecchi E, Sprugnoli G, Tatti E, Mencarelli L, Neri F, Momi D, Di

Lorenzo G, Pascual-Leone A, Rossi S, Rossi A. Brain functional connectivity

correlates of coping styles (Cog Affect Behav Neurosci, 2018) .

This study indicates that coping methods may not always help us deal with

difficult situations; in fact, they sometimes make things worse by causing health-

related issues. But it helps us from time to time in developing our coping styles in

certain situations.

Honor Students

The biggest problem for honor students is that they face many issues, which a

typical honor student would experience. However, this problem is not all about the

grade that honor students should maintain but the pressure that they face while

becoming honor students.

According to the author Jay L. Escalera, the ultimate goal of education is to

produce graduates who would be productive members of society and thus contribute
to the country and global development. Badenhausen (2012), cited that the pressure is

real. In some respect, it is both the best of times and worst of times in honors

education. Some honor students may face bias from their teachers and parents which

weighs pressure on their shoulders. According to (Frederick, Filsecker, & Lawson,

2016; Lawson & Masyn, 2015; Wang &Eccles, 2013), student engagement has long

been recognized as a critical factor in student learning and achievement. High

engagement is consistently related to academic outcomes such as course grades and

achievement test scores (Frederick et al., 2016). Good performance and achievement

often give them a sense of pride and satisfaction. The study of Danielsonin (2002),

states that if more students are earning higher grades, and if high grades represent

high levels of achievement, then everyone should be cheering. This necessitates the

honor students maintain academic mindsets to show a strong link to student

performance and persistence in times of struggle (Dweck, 1999; Dweck & Master,

2009). Students with growth mindsets believe that intelligence can grow with effort,

approach challenges as opportunities for growth, persist in ta ime of challenge, and

demonstrate resilience when faced with failure (Dweck & Master, 2009), while

students with fixed mindsets believe individuals are born with a certain amount of

intelligence that additional effort cannot change (Perkins-Gough, 2013). Also,

Learners agree with Danielsonin (2002) that being an honor student means an

achievement that can help them become more successful or reach their ambition in

life someday. Bortolus (2017) cited that literature some agree that honor students are

learners who aspired and achieved academic excellence, which is set forth by the

institution they are enrolled in which can be manifested by having high grades and

superior performance across discipline (California State University, 2018).

 After analyzing this study, they came to the conclusion that learners are

motivated to achieve in school because they see it as a means of contributing

significantly to society all around their lives.

Related Studies

Study habits are researched worldwide. The reviews presented in this study

focus on studies that are relevant to its objective and describe the existing knowledge.

The research by Elise M. Walck-Shannon, Shaina F. Rowell, and Regina F.

Frey (2021), found the different ways students study, as well as the study habits they

commit. Study habits are important based on the study methods they use in certain

study sessions. In their findings, techniques such as cramming, group studies,

rereading lectures or answering questions from old exams, etc, were a common habit

among the selected students. Such techniques were divided into three categories:

Passive, Active, and Mixed study habits. Passive studies are superficial, such as

rereading and rewriting notes. Active strategies are effortful, such as self-quizzing,

summarization, and self-explanation. And mixed study strategies are in-between

passive and active. This research, it presents study skills as study habits and

motivation. Thus, affecting the end result by academic performance.

The study found that students who specifically used more Active study habits

performed better on exams. To further understand this in relation to performance, they

researched time spent on using Active strategies as a positive indicator, as well as

distractions as a negative indicator. These three factors, Specific study habits, Study

Timing and Distractions became the three hypotheses for this research respectively.
 The first hypothesis found out specific study habits are effective for specific

courses. Participants were more likely to self-quiz on specific courses rather than

when studying in general. It was also noted that study time is considered but the

strategies themselves are the most important part of study sessions.(Dunlosky et al.,

2013). More active study strategies are greater than more time. The second

hypothesis, study timing, analyzed two spacing potential indices, the degree of

cramming and the consistency of studying. Neither of these significantly affected

academic performance. The third hypothesis, distraction, is linked negatively to

studying. It was reported that students underestimate their distractions (Kraushaar and

Novak, 2010) .

This research enumerated specific highly effective study habits. The most

notable were active strategies namely, self-quizzing, summarizing, and self-

explanation. It has contributed greatly to naming effective study habits.

According to Jhoselle Tus (2020), in his study “The Influence of Study

Attitudes and Study Habit on the Academic Performance of the Students” he stated

that Students' academic success is greatly influenced by their study habits and

attitudes. A person's view of their learning strategies, their capacity to deal with the

classroom setting, and their perception of the teacher are some indicators. A

descriptive-correlational research approach was used to characterize the respondent’s

profile. The study aims at the students’ study attitudes and study habits, and to

examine their influence on the academic performance of students. The principal

instrument used in the study was the Survey of Study Habits and Attitudes (SSHA -

Form H) created by Holtzman and Brown that consists of 100 items with 4 scales:

delay avoidance, work methods, teacher approval, and education acceptance. A total
of one hundred thirty (130) senior high school students in a Catholic School in

Bulacan, Philippines were asked to respond to the questionnaires intended to

determine the said objective of the study.

The results suggest that students can still improve their study attitudes and

study habits, especially in terms of teacher approval, education acceptance, delay

avoidance, and work method. Senior high school students were still developing their

study attitudes and habits, manifesting moderate teacher approval, education

acceptance, delay avoidance, and work methods. The mean score of the respondents'

academic performance was outstanding, suggesting that the respondents performed

well in class. School personnel should devise additional programs to strengthen the

students' study attitudes and study habits and monitor the classroom environment to

maximize the student’s learning experience.

This study is similar to our study since it teaches students the value of

developing better study habits. Since they only have a few more years before starting

college, this would benefit seniors in high school. Overall, students must establish and

enhance good study habits. They may be inspired to do better and more excellently in

class as a result.

Academic performance is an important indicator of a successful student in the

future (Junio - Pachejo & Allaga, 2013; Orlanda- Ventayen, 2019). Maticmatic

National High School, one of the Barangay High Schools in Sta. Barbara Pangasinan

believes that in order to create improvements within its students, it is important to

note their academic performances.

 In regards to this, Maria Angelica Salcedo-Relucio - 2019, observed that

senior high school students do not apply study habits. It was then thought that

excellent performance indicated consistent study habits of students (Crede & Kuncel,

2008).

The study sought to determine the factors affecting the students of Maticmatic

National High School within the scope of 3 main objectives.

1. Characteristics of Grade 11 high school students.

2. Study habits and how it affects their grades.

3. The relationship between study habits and academic performance.

Through the use of questionnaires, interviews, and a qualitative approach. The

research is presented in 5 different parts.

Part 1: General Characteristics of Senior High School Students

• Terms such as students' sex, monthly family income, number of

siblings attending school, and their general average for the first semester.

Part 2: Current Study Habits

• The use of the questionnaire here is via a Likert scale from 'Always -

Sometimes - Never' It questions the methods often used by students as a study habit.

Part 3: Frequency Time of Study

• Based on the degree of importance of what to study, it determines how

much time is needed to spend on studying by the respondents.

 Part 4: Factors Affecting Study Habits of Grade 11 Senior High School

Students

• It observes the internal and external factors affecting the study habits

of students that also lead them into affecting their academic performance.

Part 5: Relationship of Study Habits and Academic Performance of Student

• Results show the positive outcome of students' study habits with the

relationship of their academic performance.

In conclusion, factors such as the general characteristics of students with their

financial status and family-based problems such as siblings. As well as using the

wrong practice of study habits, such as distractions, resulting in poor grades. Stress

from internal and external affairs that affect a students' wellbeing also affect their

academic performance. There is a positive relationship between study habits and

academic performance. Thus, concluding that study habits are a necessity for high

academic achievements and performance.

Jafari H, Aghaei A & Khatony A (2019), made a study titled “Relationship

between study habits and Academic achievement in Students of medical sciences in

Kermanshah-Iran.” The aim of this study, as the title suggests, was to investigate the

impact of study habits on academic achievement in medical sciences students in

Kermanshah-Iran.

Study habits are the most important predictor of academic performance,

academic performance is one of the main indicators used to evaluate the “quality of

education” in universities (Lawrence A.,2014; Odiri OE.,2015). Study habits include

behaviors and skills that can increase motivation and convert the study into an
effective process with high returns, which ultimately increases learning (Hashmenian

M, Hasmenian A.,2014). This skill is also defined as any activity that facilitates the

process of learning about a topic, solving problems and memorizing parts (Arora

R..,2016). It is in fact the ‘’gateway to success’’ and differs from person to person

(Kamoru U, Ramon OG., 2017). Evidence suggests that learners who do not have

enough information about study strategies do not attain effective and stable learning,

and therefore will not have an appropriate level of academic achievement (Arora

R..,2016). In other words, students with better academic achievement use these skills

more than those with lower academic achievement (Rezaie Looyeh H, Seyed

Fazelpour SF, Reza Masoule S, Chehrzad MM, Kazem Nejad Leili E.,2017).

The way that students approach their studies is crucial. Each student's own

study habits determine whether or not they succeed. Of course, studying is an art, and

as such, practicing is necessary. Some students put in more study time yet don't get

better results on the contrary, some spend less and get better results. Each student's

talent, intelligence, and effort have a direct impact on their success. Regular study

habits indubitably have their own benefits in terms of success. Therefore, it is

preferable for non-honor students to adopt study techniques of Accountancy,

Business, and Management Honor students depending on their effectiveness

individually. The average age of senior high students is an advantageous age and

period to develop good study habits. They are fairly developed; they are able to

distinguish between good and bad customs.

According to Fershie D. Yap (2019), in her study “Factors Affecting the

Student’s Study Habit,” good study habits are the gateway to successful achievement

in studies. In this study, there were 3 factors affecting the students’ study habits. Time
management, teaching strategy of professors, and studying environment. Kizlik

(2012) stated in his article that no matter what study habits they practice, they ought

to use their time effectively and efficiently; time is the most important element of

studying. Professors also encourage students to self-study and find their own styles

inside and outside of the classroom. Lastly, the respondents of this study moderately

agreed that a clean environment affects study habits. But study habits aren’t one-size-

fits-all. For some, a clean environment promotes focus, for others, a messy

environment stimulates creativity.

This is descriptive research that utilizes questionnaires as a primary instrument

of gathering data. The respondents of the study agreed most that the most significant

factor out of the three is the teaching strategies of professors. It stated that students

must self-study, but professors must also help and inspire students equally to do so.

To help students, the researchers of this study created a study plan that may be seen in

this research, Appendix A.

This study is related to our study because the 3 factors mentioned in the study

are present in the classroom of Accountancy, Business, and Management 11-A

students. These students rely heavily on the guidance of their teachers and after class,

they study individually or as a group. Furthermore, hybrid classes provide them with

more time to complete their requirements. Their environment is also filled with

resources that will help them focus more on their studies.

Definition of Variables
 The following terms were hereby defined as used in the study.

Coping Mechanism - Thoughts or behaviors executed by an individual to

relieve academic distress.

Study Habits - Customs a student practices to achieve tasks.

Honor Students - Academic Achievers who procured a general weighted

average of 90 and above without getting a grade below 88.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods and techniques of the study, the population of the

study, the research Instrument, and the data-gathering procedure used in order to achieve the

objectives of the study.

Research Design and Method

Since our objective is to know the study habits of Accountancy, Business, and

Management 11-A’s honor students, qualitative research is an optimal approach. The

researchers deal with constructs such as ideas, images, and perceptions—matters of which are

hardly measurable and better defined (Williams, 2005). The present study will utilize the

grounded theory design. It is used to uncover things, such as social relationships and

behaviors of groups, known as 'social processes' (Crooks DL, 2001). The goal of this study is

to find common study practices among Accountancy, Business, and Management 11-A honor

students that were rendered effective and true. To accumulate these practices, the researchers

will use a semi-structured interview to the selected participants.

Population of the Study

 The study will interview 5 respondents chosen purposively from grade eleven

students of Centro Escolar Integrated School, Malolos, Accountancy, Business, and

Management A.

Research Instrument and Procedure

The following instrument will be used to collect data from the selected participants:

The researchers will use a semi-structured interview because by permitting open-

ended questioning with a series of questions to collect useful information from the

respondents, semi-structured interviews enable researchers to dive deeper into students' study

practices. It is mostly a guided conversation between the researcher and the student and the

researchers used this instrument since this is convenient, and it can be answered at any time of

the day. These perspectives can help by exposing common practices, emphasizing effective

methods, and allowing for a more in-depth comprehension of the study practices. Prior to

conducting the interview, research ethics will be strictly observed. Permission to conduct the

research and interview in Centro Escolar Integrated School shall be requested in writing.

Responses will be treated with the highest degree of confidentiality. No adverse actions,

regarding your responses, to any statement or question in this interview will be taken. The

interview will be focused on the study habits of chosen grade 11 Accountancy Business and

Management honor students conducted by the researchers personally and will last for 5-10

minutes. The interview will be done in an individual formal talk. In conducting the interview,

the researchers will use an audio recorder to record their respective answers.