1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

CoVid-19 is a pandemic that affects the life of each and every one of us

living on this precious world in. It affected the many lifestyles, mostly those

people who had work, students whom had to learn or attend school and those

people who needed to apply for work. The researchers chose this topic in relation

to what is happening these present days. The pandemic is still rampant

throughout the world, even though the vaccination of millions of people is in play.

The researchers chose to study this subject more because of the still impending

and rampant SarsCov-19 and how it will affect the lifestyles of people, specifically

the students.

Physical activity (PA) has proven to be beneficial in improving the clinical

conditions that are most frequently associated with severe symptoms of the

growing global disease today. Physical activity contributes to the reduction of

overall cardiovascular risks, lowering both systolic and diastolic blood pressure

and remodeling left ventricular hypertrophy. It has also been well‐known positive

effects on metabolic syndrome and insulin sensitivity. Therefore, one can assume

that active individuals compared to sedentary people should have better control

on high‐risk comorbidities that increase susceptibility to severe COVID‐19 (Scand

J Med Sci Sports, 2020).

Several studies had been conducted with COVID-19 as their primary

variable, but no articles, study, or research had yet been proved that there is
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correlation between the Lifestyle of students through this present-day pandemic.

This resulting to the lack of information and knowledge as to how COVID-

19 could potentially affect the lifestyle of the BSMT LIF students. This study is to

determine how COVID-19 affects the lifestyle of the BSMT students.

Conceptual Framework of the Study

The theory that the researchers chose to adapt is The Health lifestyle

theory (Cockerham, 2005). The theory posits that health behaviors cluster in

distinctive lifestyles based on socioeconomic status (SES), age, sex, and year

level

Independent Variable Dependent Variable Output

Profile of the
respondents
Lifestyles of the
1. Age BSMT students during
this pandemic
2. Sex
1. Study Habits
3. Year
2. Sleeping Pattern Action
Level
3. Hydration Habits Plan

4. Physical Activities

5. Examination

Habits

Figure 1. Schematic Diagram of the Study

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Statement of the Problem

This study determined the relevance between CoVid-19 and the Lifestyles of

the BSMT students.

Specifically, it sought to answer the following questions.

1. What is the profile of respondents in terms of:

1.1 Age;

1.2 Sex; and

1.3 Year Level?

2. What are the lifestyles of BSMT students in LIF during this pandemic in

terms of:

2.1 Study Habits;

2.2 Sleeping Habits;

2.3 Physical Activities;

2.4 Hydration Habits: and

2.5 Examination Habits?

3. Is there a significant difference between the profile of the respondents and

the responses on the lifestyles of BSMT students in LIF during this pandemic?

4. What are the problems encountered by BSMT students that affect their

lifestyles during this pandemic?

5. Based on the findings of the study, what action plan can be proposed?
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Hypothesis of the Study

Ho. There is no significant difference between the profile of the

respondents

and their responses on the lifestyle of the BSMT students during this pandemic.

Scope and Delimitation of the Study

This study presents an understanding of the lifestyles of the BSMT

students in LIF during this pandemic. This study was limited only to BSMT

students enrolled during the 2nd semester of School Year 2021- 2022 and did not

include students from the College of Engineering and Architecture, College of

Customs Administration, and Senior High School.

Significance of the Study

This research is about the impact of COVID-19 on the lifestyle of the

BSMT students in Lyceum of Iligan Foundation. The researchers conducted this

study to distinguish on how the pandemic affected the BSMT students in regards

to their physical activities, study habits, hydration habits, examination habits and

sleeping patterns. This research would be beneficial to the following.

School Administrators. This research will be beneficial to the School

Administrators in such a way that it will allow the School Administrators to

evaluate the effectiveness of their own professional practice. Moreover, this

research will be able to make the necessary teaching transformation for student

success.
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CME Dean. This research would help the CME Dean to look back at past

researches as to how the pandemic affected the students and the school overall.

It would also be useful source of information as to how the lifestyles of the

students went during the global disaster and how the students were able to cope

with it together with their study.

CME Instructors. This research would able them to realize the hardships

and difficulties of their students. That somehow give them an idea on how to

approach their students and aid them to keep up to a healthier lifestyle. Also, this

research will be beneficial to the College Maritime Education such that the

research conducted is all about the lifestyles of the BSMT students and how they

are coping with their studies this pandemic. It will be beneficial to the College

Maritime Education such that the students that will be conducted by this research

are part of the College Maritime Education, and that the outcome of the study will

be beneficial to the College Maritime Education.

Head Guidance Office. This research will be beneficial to the Head

Guidance Office such that it is the responsibility of the Head Guidance Office to

supervise the competencies of the students. And that whether or not the CoVid-

19 pandemic will affect the lifestyles of the BSMT students.

Parents. This research will be able to enlighten them on how should they

monitor their children. This means that through this research they could guide

their children to a healthier lifestyle.

CME Students. This research could give a lot of information on how

students should be concern on their bodies and obliged to follow a healthy

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lifestyle. This may include having a proper diet, doing physical activities at home,

drink water and lastly sleep on time.

Future Researchers. This research will be beneficial to the future

researchers such that if ever the future researchers will have the same

dependent variables, or is studying about the Covid-19 pandemic, this research

will serve as citations or sources of information and data by the future

researchers.

Definition of Terms

The following terms below are defined conceptually for a clearer

understanding to the readers:

Activity. This refers to the condition in which things are happening or

being done. (Merriam W, 2021).

CoVid-19. This refers to an infectious disease caused by the SARS-CoV-

2 virus. (WHO, 2021).

Examination Habits. Refers to an action such as reading, taking notes,

holding study groups which the students perform regularly and habitually in order

to accomplish the task of learning. Study habits can be described as effective or

ineffective depending upon whether or not they serve the students well. (Kyouta,

Shariff and Garba 2017).

Hydration Habits. This refers to drinking enough liquids to keep the fluid

levels in the body topped up helps to ensure that all bodily functions are able to

take place as normal.

Hypothesis. This refers to a proposed explanation for a phenomenon

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(Douglas H, 2011).

Lifestyle. This refers to the way in which a person or group lives.

(Merrriam W, 2021)

Physical Activity. This refers to any voluntary bodily movement produced

by skeletal muscles that requires energy expenditure. Physical activity

encompasses all activities, at any intensity, performed during any time of day or

night. It includes both exercise and incidental activity integrated into daily routine

(WHO, 2021).

Rapid Eye Movement. This refers to rapid eye movement sleep as a

unique phase of sleep in mammals and birds, characterized by random rapid

movement of the eyes, accompanied by low muscle tone throughout the body,

and the propensity of the sleeper to dream vividly (Ritchie E. Brown & Robert W.

McCarley, 2008).

Sleeping Patterns. This refers to an oscillation between the slow-wave

and REM phases of sleep. It is sometimes called the ultradian sleep cycle,

sleep–dream cycle, or REM-NREM cycle, to distinguish it from the circadian

alternation between sleep and wakefulness. In humans, this cycle takes 70 to

110 minutes (Workplace T, 2020)

Study Habits. This refers to an action such as reading, taking notes,

holding study groups which the students perform regularly and habitually in order

to accomplish the task of learning. Study habits can be described as effective or

ineffective depending upon whether or not they serve the students well. ( Jato H,

Ogunniyi S, Olubiyo P, 2014).

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies after the thorough

and in-depth search done by the researchers. The review compromises (1) Study

Habits (2) Sleeping Pattern (3) Hydration Habits (4) Physical Activities (5)

Examination Habits.

Related Literature

Lifestyle is defined by Giddens (2014, p. 81) as, "a more or less integrated

set of practices which an individual embrace, not only because they give material

form to a particular narrative of self-identity" but also as suggested by Torkington

(2012, p. 74), lifestyle may be interpreted as a, "template for the narrative of self".

Thus, lifestyle is about choice (Veal, 2013), and the choice of lifestyle is a

reflexive statement about who an individual is or aspires to be. The concept of

lifestyle in the contemporary world is therefore a central part of this project of self.

Giddens (2015) suggests the less traditional the context of the individual, the

more likely that lifestyle concerns will relate to the construction of self-identity.

Lifestyle, then, is about the kind of choices a person makes about how (and

perhaps where) they live their lives (Giddens, 2015); such choices, therefore, are
 9

underpinned by the degree of freedom or agency 1 an individual has (Veal,

2013). This point is considered particularly salient in contemporary Western

culture, where, "there is hardly a desire more widespread in the West today than

to, 'lead a life of your own'" (Beck & Beck-Gernsheim, 2012, p. 22)

According to Credé, M., & Kuncel, N. R. (2008), study habit, skill, and

attitude inventories and constructs were found to rival standardized tests and

previous grades as predictors of academic performance, yielding substantial

incremental validity in predicting academic performance. This meta-analysis (N =

72,431, k = 344) examines the construct validity and predictive validity of 10

study skill constructs for college students. We found that study skill inventories

and constructs are largely independent of both high school grades and scores on

standardized admissions tests but moderately related to various personality

constructs; these results are inconsistent with previous theories. Study motivation

and study skills exhibit the strongest relationships with both grade point average

and grades in individual classes.

Academic specific anxiety was found to be an important negative predictor

of performance. In addition, significant variation in the validity of specific

inventories is shown. Scores on traditional study habit and attitude inventories

are the most predictive of performance, whereas scores on inventories based on

the popular depth-of-processing perspective are shown to be least predictive of

the examined criteria. Overall, study habit and skill measures improve prediction

of academic performance more than any other noncognitive individual difference

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variable examined to date and should be regarded as the third pillar of academic

success. (Marcus Crede and Nathan R. Kuncel)

The concept of lifestyle has pointed out by Veal (2013), is the personally

and socially distinctive pattern of behavioral characteristics of a group or an

individual, lifestyle as mentioned in his work concludes elements:

activities/behaviour, values, and demeanour; individuals' groups; coherence;

recognizability; group interaction; and choice. (Veal, 2013).

In accordance to N. J. Entwistle, Jennifer Thompson & J. D. Wilson (2014)

the first part of the article reviews the literature (mainly British) on the

relationships between academic performance in higher education and motivation

and study habits. The distinction between goal-orientated and intrinsic motivation

is used to clarify the meaning of previous studies. Among the investigations of

study habits, the dimension of syllabus-boundness/syllabus-freedom helps to

relate psychiatric work on study difficulties to research using self-report

inventories. The weakness of the questionnaire approach in explaining the

relationships observed led to the use of semi-structured interviews. In the second

part of the article the students' explanations of their reactions to higher education

demonstrate, in particular, that “fear of failure” and “hope for success” present

alternative motivations towards academic success.

According to Alex (2011) to study is to buy out the time and dedicate self

to the application and task of study, and to become engrossed in a process of

learning, practice, enlightenment and education of one’s self. Therefore, study

habit can be derived from the above as buying out a dedicated schedule and
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uninterrupted time to apply one’s self to the task of learning. Study habit is an

action such as reading, taking notes, holding study groups which the students

perform regularly and habitually in order to accomplish the task of learning.

Study habits can be described as effective or ineffective depending upon whether

or not they serve the students well.

In the words of Sabrina Felson, MD on October, (2020) usually, REM sleep

happens 90 minutes after you fall asleep. The first period of REM typically lasts 10

minutes. Each of your later REM stages gets longer, and the final one may last up to

an hour. Your heart rate and breathing quickens. You can have

intense dreams during REM sleep, since your brain is more active. REM is

important because it stimulates the areas of the brain that help with learning and is

associated with increased production of proteins Babies can spend up to 50% of

their sleep in the REM stage, compared to only about 20% for adults. EM stands

for rapid eye movement. During REM sleep, your eyes move around rapidly in a

range of directions, but don't send any visual information to your brain. That doesn't

happen during non-REM sleep. First comes non-REM sleep, followed by a shorter

period of REM sleep, and then the cycle starts over again. Dreams typically happen

during REM sleep.

Nursing Times (2012) States that drinking sufficient water is essential to

stay hydrated. It improves digestion, keeps skin healthy and boosts brain activity.

Everyone knows this fact but, if you ask people around, you’ll hear several myths

associated with it. We got the same response in our small survey we conducted

to get insights on people’s water drinking habits. Some said that 8 to 9 glasses of
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water a day is enough to keep your body hydrated, some said they drink more

water only in summers than in winter and rains. Also, many of trust traditional

water purifying methods, which involves boiling and filtering water through a fine

cloth. Water when boiled and filtered, kill germs, bacteria and remove solid

contaminants in the water, but it may not be effective in removing dissolved

contaminants and other impurities. We looked up for studies on these topics and

more. They all pointed at drinking more water than we thought. The intake

depended on different factors such as the age, gender, diet and the kind of

activities you perform. Also, following someone else’s water drinking habits and

practices isn’t the right way to keep yourself hydrated. The Nursing Times

2012, Water Requirements, Impinging Factors and Recommended Intakes from

WHO 2014 and the Dietary Reference Intakes (DRIs) recommend drinking water

based on the age group and gender.

College of Health and Human Sciences (2021) states that Physical activity

can be defined as any movement of the body that requires energy expenditure.

This includes any motion you do through the day excluding sitting still or lying

down. For example, walking to class, taking the stairs, mowing the lawn, and

even cleaning your house can be considered physical activity. Exercise is a type

of physical activity but not every physical activity is exercise. Exercise is a

planned, structured, and repetitive activity for the purpose of improving or

maintain physical fitness.

Related Studies

Foreign
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Study Habits

According to Dr. Sanjay Kumar (2015) study attempts to find out

perception on study habits of undergraduate students and analyze relationship

between study habits and academic performance and various other factors that

affects study habits. It is generally believed that a student learns effective study

habits in school. So college students are generally assumed to have effective

study habits, but, the environment of school and college are very different and

need of effective study habits is even more at college level as compared to

school. So, this paper consists of details about why effective study habits are

needed at college level and effective study habits that a college student must

have in order to learn and eventually score better. At a time when there is

overwhelming evidence that students are devoting less time to their studies

(Higher Education Research Institute, 2003), it is critical for educators who desire

to encourage and motivate their students to engage in productive study behavior

to first understand the true nature of this relationship. The authors investigated

the influence of a third variable, study habits. Based on a sample of business

students, results showed some study habits had a positive direct relationship on

student performance but others had a negative direct relationship. Results also

showed 1 study habit moderated the relationship between study time and student

performance positively, but another study habit moderated the relationship

negatively. Discussion of the findings, implications, and directions for further

research are also provided.

Ogbodo, R. O. (n.d.). 2021 also added that the problem most students
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have that contributes to their poor performance in tests and examination is lack of

proper study habit. For an excellent performance, there is need for the student to

form good study habit. A student, who wants to study well, needs to choose a

suitable place for his studies. Where to study is as important as what to study

and how to go about studying. Productive study habits require learners to

prepare personal time-table for themselves allocating a certain length of time for

a particular subject, depending on how difficult each subject is. Different methods

of studying are well explained here. Key Words: Counselling, Study habits,

Reading habits, Education

Local

Bocar, Anna C. and Tizon, Marylene (2017) enunciated that this paper

aimed to determine the study habits of the freshmen and the factors that distract

their concentration. The objective of every student to be outstanding in the class

is attainable with good study habits. There are students who garnered

exceptional ratings while some failed in their class performances. Students

experience disturbances that are distractions in their studies. Utilizing the

descriptive survey design, this study investigated the extent of respondents’

study habits and the factors that distract their concentration. The ninety-seven

officially enrolled freshmen who are taking board programs answered the

questionnaires. The study utilized the purposive sampling method in gathering

the data. The findings disclosed that the respondents’ study habits are good

enough to some extent, but they still need to develop their skills in some areas of

their studies. Though there is none of the factors utilized in this study that distract
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respondents’ concentration at all times, they should exercise more sensibility and

interest in their classes since this may lead to academic failures. Proper

adjustment to other items of distraction should also be done to achieve good

results.

In accordance to Carbonel, L. G. I. (2013). Study Habits is defined

learning style and established study period are two things that help direct

learners to improve their capabilities in learning Mathematics. This study focused

on the description and evaluation of the perceptional learning style, study habits

and its significance to the students’ academic performance, particularly in

College Algebra. Three sets of questionnaires were used to gather the numerical

data: the Learning Style Inventory guide, the study habit assessment form, and

the teacher-made test. This includes one hundred (100) students who were

enrolled in College Algebra during the second semester of 2013 at Kalinga-

Apayao State College. The study showed that 46% percent of the students are

have desirable learning through visual style of the learning, thirty-six (36%)

percent prefer auditory learning and only 18% of them prefer tactile style of

learning. On the hand, it is observed that the students had an average study

habit.

Among the indicators; the students got a highest mean of 2.05 in the

number of hours in studying their lessons. On the students’ performance, it was

noted that the students in College Algebra had an” average performance” as

evidenced by the computed mean of 2.15. Specifically, there are 50 % of them

fall under average performance, 35% of them are within” low performance.” While
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only 15% of them have “high performance.” In the assessment of whether there

is a significant difference of the study habits and the performance of the students,

the null hypothesis is rejected. This implies that the study habits of the students

in College Algebra have great impact to their performance in the said subject.

The students described themselves as visual style in learning and auditory rather

than being tactile. When asked if what areas do they students need remediation

in learning College Algebra, they reflected that: 35% of the students need

remediation on the following areas: synthetic division and quadratic equations,

and systems of equations with problem solving. There are 30 0r 30 % of the

students need remediation on the areas like: Rational expressions and

equations. Polynomials and Algebraic expressions also are areas where students

need remediation. Keywords: College Algebra, Academic Performance, Learning

Style, Study Habits, Learning Capabilities

Foreign

Sleeping Pattern

Restrictions related to the COVID-19 pandemic may lead to a significant

decrease in physical activity, an increase in sedentary behavior, and thus also

such things as screen time or a change in health behavior patterns. The survey

aimed to compare levels of physical activity, screen time, hours spent sitting and

sleeping time among Polish children aged 3–5 years of age before and during the

COVID-19 pandemic. Methods: We identified 3000 respondents under five years

of age, at Polish kindergartens. The questionnaire consists of 62 questions

according to the recommendations of health behavior in school-aged children.

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The questionnaire was completed by the parents of these children. Results: Only

30.77% of children complied with WHO criteria before the pandemic. During the

pandemic, the percentage of children meeting the recommendations for physical

activity decreased even more. Children spent much more time in a sitting position

before the restrictions. The children slept as recommended 10–13 h a day, and

the pandemic caused an increase in sleep duration of 10–18%. Most children

had a limited time allowed for the use of electronic devices already before the

pandemic, but during the pandemic the results negatively decreased by 71.54%.

Conclusions: The results clearly indicate decreased physical activity and

increased screen time. It is also crucial to develop recommendations for

prevention management strategies of sedentary lifestyles in the youngest group

(Brzęk, Anna, Markus Strauss, Fabian Sanchis-Gomar, and Roman Leischik.

2021.).

This study aimed to determine the levels of health-related behaviors (physical

activity, screen exposure and sleep status) among Chinese students from

primary, secondary and high schools during the pandemic of COVID-19, as well

as their changes compared with their status before the pandemic. A cross-

sectional online survey of 10,933 students was conducted among 10 schools in

Guangzhou, China, between 8th and 15th March, 2020. After getting the

informed consent from student’s caregivers, an online questionnaire was

designed and used to obtain time spending on health-related behaviors during

the pandemic of COVID-19, as well as the changes compared with 3 months

before the pandemic, which was completed by students themselves or their

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caregivers.

Students were stratified by regions (urban, suburban, exurban), gender (boys

and girls), and grades (lower grades of primary school, higher grades of primary

schools, secondary schools and high schools). Data were expressed as numbers

and percentages and Chi-square test was used to analyze differences between

groups. Overall, the response rate of the questionnaire was 95.3%

(10,416/10,933). The median age of included students was 13.0 (10.0, 16.0)

years and 50.1% (n = 5,219) were boys. 41.4%, 53.6% and 53.7% of total

students reported less than 15 min per day in light, moderate and vigorous

activities and 58.7% (n = 6,113) reported decreased participation in physical

activity compared with the time before pandemic. Over 5 h of screen time

spending on online study was reported by 44.6% (n = 4,649) of respondents,

particular among high school students (81.0%). 76.9% of students reported

increased screen time compared with the time before pandemic. Inadequate

sleep was identified among 38.5% of students and the proportion was highest in

high school students (56.9%). Our study indicated that, during the COVID-19

pandemic, the school closure exerted tremendous negative effects on school-

aged children’s health habits, including less physical activity, longer screen

exposure and irregular sleeping pattern (Guo, Yf., Liao, Mq., Cai, Wl. et al.

Physical activity, screen exposure and sleep among students during the

pandemic of COVID-19. Sci Rep 11, 8529 2021).

Grant Benham (2020) said that within the short timeframe of the COVID-19

pandemic, there has been increasing interest in its potential impact on

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psychological stress and sleep. Using standardized self-report measures, we

examined differences in stress and sleep by comparing responses from three

independent samples of undergraduates in the United States. Samples were

obtained prior to COVID-19 (Spring 2019) and at two periods during the

pandemic (Spring 2020 and Summer 2020) which corresponded to an increasing

impact of COVID-19 at the local level. Within the combined sample of 1222

students, 94% identified as Hispanic. Contrary to our hypotheses, stress, sleep

quality and insomnia were not significantly higher in the samples collected during

the COVID-19 pandemic. However, in support of our hypotheses, bedtime and

wake time were significantly later during the pandemic, and sleep duration was

significantly longer. Although scores on the global measure of sleep quality did

not differ across semesters, supplemental exploratory analyses demonstrated a

more complex picture of differences in sleep variables. Among the findings, there

was evidence of greater sleep latency, greater sleep medication uses and poorer

sleep efficiency during the pandemic. Our results suggest that, within the US

college student population, COVID-19's impact on stress and sleep may not be

entirely negative (Grant Benham 2020).

Foreign

Hydration Habits

According to WHO, (2021), Good hydration is crucial for optimal health.

Whenever available and safe for consumption, tap water is the healthiest and

cheapest drink. It is also the most sustainable, as it produces no waste,

compared to bottled water. Drinking water instead of sugar-sweetened beverages

 20

is a simple way to limit your intake of sugar and excess calories. To enhance its

taste, fresh or frozen fruits like berries or slices of citrus fruits may be added, as

well as cucumber or herbs such as mint, lavender or rosemary. Avoid drinking

large amounts of strong coffee, strong tea, and especially caffeinated soft drinks

and energy drinks. These may lead to dehydration and can negatively impact

your sleeping patterns. (World Health Organization, 2021).

According to Sahin, N. (2021) in his study on the evaluation of hydration

status during the COVID-19 pandemic, states that adequate hydration is an

essential component of health at every stage of life. Although many factors such

as age, gender, physical activity, drug use, and illness affect hydration status, it is

vital to maintain water balance, especially in infectious diseases. Disturbances in

hydration status cause changes in tissue osmolality and cell volume, leading to

changes in cell and tissue function (Sahin, N. 2021).

According to Krisnana,I.(2021) on its study about the hydration status and

learning concentration of adolescents during online learning in the era of Covid-

19 pandemic, states that lack of fluid consumption due to the high physical

activity carried out by adolescents and the habit of drinking water when thirsty are

characteristics of a dehydrated person. This results in decreased stamina,

reduced memory and concentration, and reduced intelligence level. Children who

concentrate on the learning process have characteristics such as paying close

attention to explanations, actively asking questions, active in the learning

process, and doing exercises and evaluations correctly (Krisnana, I. (2021)).

(Ainsworth BE1, Haskell WL, Leon AS, Jacobs DR Jr, Montoye HJ, Sallis
 21

JF, Paffenbarger RS Jr 2021). A coding scheme for categorizing physical activity

by rate of energy expenditure, i.e., intensity, is presented. A review of public and

unpublished data was used to determine the cost of energy. This coding

technique uses five digits to categorize activity by purpose (sports, occupation,

self-care), kind of activity, and intensity (work metabolic rate to resting metabolic

rate ratio) (METs). For all activities, specific activities, or activity kinds, energy

expenditure in kilocalories or kilocalories per kilogram body weight can be

determined. The implementation of this classification system more widely might

improve the comparability of outcomes among research based on self-reported

physical activity. (Ainsworth BE1, Haskell WL, Leon AS, Jacobs DR Jr, Montoye

HJ, Sallis JF, Paffenbarger RS Jr)

Lester J., Choudhury T., Borriello G. (2016) We are developing a private

recreation attention device that is practical, reliable, and can be integrated into a

range of health-care related functions ranging from private health to elder care.

To make our gadget appealing and useful, we require it to have the following

properties: (i) facts only from a single body vicinity needed, and it is now not

required to be from the identical point for every user; (ii) work out of the container

across individuals, with personalization solely improving its focus abilities; and

(iii) need to be high-quality even with a cost-sensitive subset of the sensors and

data features. In this paper, we current a method to constructing a device that

reveals these homes and grant proof based on facts for eight different things to

do accrued from 12 one-of-a-kind subjects. Our consequences indicate that the

system has an accuracy fee of approximately 90% whilst assembly our

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requirements. We are now growing a utterly embedded model of our gadget

based on a cell-phone platform augmented with a Bluetooth-connected sensor

board (Jonathan LesterTanzeem ChoudhuryGaetano Borriello).

Bailey, RC, Olson, J., Pepper, SL, Porszasz, J., Barstow, TJ, & Cooper,

DM. (2015) stated that we enhance a remark gadget that quantifies the

duration, intensity, and frequency of children's physical activities. We use this

gadget to examine the stage and tempo of strength expenditure underneath

free-ranging, natural prerequisites experienced through 15 kids aged 6-10 12

months in southern California. Observations have been recorded every 3 s for

the duration of 4-h time blocks from 8:00 a.m.-8:00 p.m. Agreement amongst

observers the use of the coding system was once 91%. Using oblique

calorimetry, calibration studies in the laboratory determined VO2 (ml.min-

1.min-1) throughout every coded activity, and things to do had been

categorised by means of depth (low, medium, or high). Subjects have been

observed to engage in activities of low intensity 77.1% of time and activities of

high depth 3.1% of time. The median period of low and medium depth things

to do was 6 s, of high intensity activities only three s with 95% lasting less

than 15 s. Children engaged in very brief bursts of intense physical activity

interspersed with varying intervals of low and moderate intensity. These

findings can also be essential for discovering how kid's pastime patterns

beneath natural stipulations influence physiological techniques leading to

growth and development. This find out about demonstrates the benefits of

using an observational gadget that captures more than the intensity and
 23

frequency of children's things to do to encompass length and the length of

intervals between things to do of varying intensity (Bailey, RC;Olson,

J;Pepper, SL;Porszasz, J;Barstow, TJ;Cooper, DM 2015).

Local

Smith, Jordan J., Eather, Narelle, Weaver, R. Glenn, Riley, Nicholas,

Beets, Michael W., and Lubans, David R., (2019) added that childhood obesity

has been inconsistently related with reduced levels of physical activity and

fitness. Moreover, little is recognised about this relationship among Filipino

preteens. This pass sectional study reviews the affiliation between childhood

obesity, measures of bodily activity, and fitness. Children aged eleven to 12

from randomly chosen faculties from San Juan, Metromanila had been

included. Outcome measures have been body mass index, Filipino modified

Physical Activity Questionnaire for Older children (F_PAQ-C), standing wide

jump, 50 m dash and 20 m multistage shuttle run. 380 youth participated in

the study. Obese children had extensively lower median ratings in the F_PAQ-

C in contrast with overweight children. Overweight young people had

decrease scores in the standing large jump, 50 m sprints and estimated

VO2max as compared with kids with normal BMI. There have been modest

associations between the 50 m sprint, predicted VO2max, and F_PAQ-C.

(Consuelo Belmonte Gonzalez-Suarez and Karen Grimmer-Somers)

Physical Sports Activity during Leisure Time and Dietary Intake of Foods

and Nutrients in a Large Spanish Cohort Maria José Tormo et al., International

Journal of Sport Nutrition and Exercise Metabolism, (2013) Evaluate the position
 24

of specific kinds of physical undertaking (PA) and weight loss program on overall

and central obesity incidence. A cohort study with 1621 adults used to be

conducted in an urban Portuguese population. Anthropometrics had been

objectively obtained for the duration of 1999−2003 and 2005−2008. Overall,

weight problems was described with the aid of a body mass index (BMI) ≥ 30.0

kg/m2 and central weight problems through a waist circumference (WC) > 88.0

cm in ladies and >102.0 cm in men. Usual PA and dietary consumption had

been assessed using validated questionnaires. Analyses of obesity incidence

were conducted thru distinctive sorts of PA and a “healthy” dietary score.

Significant inverse associations were found between leisure-time PA and obesity

incidence, particularly among topics classified into the ultimate tertile of energy

expenditure, who had approximately a 40% decrease hazard of developing the

disease. Despite higher energy intakes, men and women with a excessive

Physical Activity Level (PAL > 1.60) have been substantially blanketed in

opposition to weight problems incidence, relative dangers (RR) = 0.25

(0.09−0.72) and RR = 0.47(0.27−0.94), for universal and central obesity,

respectively. No full-size associations had been discovered between dietary

rating and weight problems incidence rates. (Miguel Camões, Andreia Oliveira,

and Carla Lopes).

Physical Activities

Lifestyle is defined by Giddens (2014, p. 81) as, "a more or less integrated

set of practices which an individual embrace, not only because they give material

form to a particular narrative of self-identity" but also as suggested by Torkington

 25

(2012, p. 74), lifestyle may be interpreted as a, "template for the narrative of self".

Thus, lifestyle is about choice (Veal, 2013), and the choice of lifestyle is a

reflexive statement about who an individual is or aspires to be. The concept of

lifestyle in the contemporary world is therefore a central part of this project of self.

Giddens (2015) suggests the less traditional the context of the individual, the

more likely that lifestyle concerns will relate to the construction of self-identity.

Lifestyle, then, is about the kind of choices a person makes about how (and

perhaps where) they live their lives (Giddens, 2015); such choices, therefore, are

underpinned by the degree of freedom or agency 1 an individual has (Veal,

2013). This point is considered particularly salient in contemporary Western

culture, where, "there is hardly a desire more widespread in the West today than

to, 'lead a life of your own'" (Beck & Beck-Gernsheim, 2012, p. 22)

The concept of lifestyle has pointed out by Veal (2013), is the personally

and socially distinctive pattern of behavioral characteristics of a group or an

individual, lifestyle as mentioned in his work concludes elements:

activities/behaviour, values, and demeanour; individuals' groups; coherence;

recognizability; group interaction; and choice. (Veal, 2013).

In accordance to N. J. Entwistle, Jennifer Thompson & J. D. Wilson (2014)

the first part of the article reviews the literature (mainly British) on the

relationships between academic performance in higher education and motivation

and study habits. The distinction between goal-orientated and intrinsic motivation

is used to clarify the meaning of previous studies. Among the investigations of

study habits, the dimension of syllabus-boundness/syllabus-freedom helps to

 26

relate psychiatric work on study difficulties to research using self-report

inventories. The weakness of the questionnaire approach in explaining the

relationships observed led to the use of semi-structured interviews. In the second

part of the article the students' explanations of their reactions to higher education

demonstrate, in particular, that “fear of failure” and “hope for success” present

alternative motivations towards academic success.

According to Alex (2011) to study is to buy out the time and dedicate self

to the application and task of study, and to become engrossed in a process of

learning, practice, enlightenment and education of one’s self. Therefore, study

habit can be derived from the above as buying out a dedicated schedule and

uninterrupted time to apply one’s self to the task of learning. Study habit is an

action such as reading, taking notes, holding study groups which the students

perform regularly and habitually in order to accomplish the task of learning.

Study habits can be described as effective or ineffective depending upon whether

or not they serve the students well.

In the words of Sabrina Felson, MD on October, (2020) usually, REM sleep

happens 90 minutes after you fall asleep. The first period of REM typically lasts 10

minutes. Each of your later REM stages gets longer, and the final one may last up to

an hour. Your heart rate and breathing quickens. You can have

intense dreams during REM sleep, since your brain is more active. REM is

important because it stimulates the areas of the brain that help with learning and is

associated with increased production of proteins Babies can spend up to 50% of

their sleep in the REM stage, compared to only about 20% for adults. EM stands
 27

for rapid eye movement. During REM sleep, your eyes move around rapidly in a

range of directions, but don't send any visual information to your brain. That doesn't

happen during non-REM sleep. First comes non-REM sleep, followed by a shorter

period of REM uu and then the cycle starts over again. Dreams typically happen

during REM sleep.

Nursing Times (2012) States that drinking sufficient water is essential to

stay hydrated. It improves digestion, keeps skin healthy and boosts brain activity.

Everyone knows this fact but, if you ask people around, you’ll hear several myths

associated with it. We got the same response in our small survey we conducted

to get insights on people’s water drinking habits. Some said that 8 to 9 glasses of

water a day is enough to keep your body hydrated, some said they drink more

water only in summers than in winter and rains. Also, many of trust traditional

water purifying methods, which involves boiling and filtering water through a fine

cloth. Water when boiled and filtered, kill germs, bacteria and remove solid

contaminants in the water, but it may not be effective in removing dissolved

contaminants and other impurities. We looked up for studies on these topics and

more. They all pointed at drinking more water than we thought. The intake

depended on different factors such as the age, gender, diet and the kind of

activities you perform. Also, following someone else’s water drinking habits and

practices isn’t the right way to keep yourself hydrated. The Nursing Times

2012, Water Requirements, Impinging Factors and Recommended Intakes from

WHO 2014 and the Dietary Reference Intakes (DRIs) recommend drinking water

based on the age group and gender.

 28

College of Health and Human Sciences (2021) states that Physical activity

can be defined as any movement of the body that requires energy expenditure.

This includes any motion you do through the day excluding sitting still or lying

down. For example, walking to class, taking the stairs, mowing the lawn, and

even cleaning your house can be considered physical activity. Exercise is a type

of physical activity but not every physical activity is exercise. Exercise is a

planned, structured, and repetitive activity for the purpose of improving or

maintain physical fitness.

Foreign

Examination Habits

COVID-19 impacted the conventional learning method of academic

institutions across the world. The administrations of schools, colleges and

universities opted for online lectures/classes as an alternative way to resume

education. Although online learning is proving helpful in safeguarding students’

and faculty’s health amid COVID-19 pandemic, however, it is not as effective as

conventional learning. Online learning cannot produce desired results in

underdeveloped countries like Pakistan, where a vast majority of students are

unable to access the internet due to technical as well as monetary issues. This

study addressed the effectiveness of online versus traditional classes especially

for students of higher education. As per this study, 73% of students had proper

internet facility and 71.4% students felt that they were well qualified to use a

computer/laptop for online classes even then 78.6% respondents felt that

conventional classes were more effective as compared to online learning. (Maria,

 29

A., & Simon, C., 2021) Maria Aristeidou & Simon Cross (2021) Disrupted

distance learning: the impact of Covid-19 on study habits of distance learning

university students, Open Learning: The Journal of Open, Distance and e-

Learning, 36:3, 263-282, DOI: 10.1080/02680513.2021.1973400

The unexpected change to online learning became a measure of

organizational agility with several academic institutions primarily focused on the

transfer of educational content to the digital world and not specifically on online

teaching and delivery methods. Nonetheless, it was a reminder of the lack of

resources in academic institutions and the social marginalization of students,

where insufficient access and availability of the internet and the lack of latest

technology affected organizational responsiveness and students' capacity to

participate in digital learning. Lack of proper interaction with instructors is another

major concern associated with online learning. Additionally, concerns regarding

any content of the online course are usually discussed with the relevant course

instructor by e-mail, which requires response time (Zhong, 2020). Zhong, R.

(2020, March 17). The coronavirus exposes education’s digital divide. Retrieved

from The New York Times:

Majority of the surveyed higher education students have reservations

about online/digital learning. Lack of access to internet facilities, lack of proper

interaction and contact with students and instructors and ineffective technology

were among the major challenges faced by higher education students of

Pakistan. The sudden shift from traditional classrooms and face-to-face learning

to online learning has resulted in a completely different learning experience for

 30

students. Most students do not have access to high speed or reliable internet

services and are thus struggling with online learning.Although online learning is

proving helpful in safeguarding students’ and faculty’s health amid COVID-19

pandemic, however, it is not as effective as conventional learning.(Adnan,M., &

Anwar,K.,2020) Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-

19 pandemic: Students' perspectives. Journal of Pedagogical Sociology and

Psychology, 2(1), 45-51.

Local

Rise of Covid sickness 2019 (COVID-19) constrained the overall higher

instructive foundations to embrace distance learning mode. Further, far off

electronic tests (E−exams) were considered as method of evaluation. Goals: This

cross-sectional review assessed the understudies' insight of far off E-tests during

the COVID-19 pandemic among Medical Sciences understudies in Jordan.

Materials and Methods:

A study of 29 inquiries was ready on Google shapes and circulated among

understudies at Faculties of Medical Sciences (Medicine, Dentistry, Pharmacy,

Nursing and Applied Medical Sciences) at Jordan University of Science and

Technology. The inquiries incorporate understudies' socioeconomics, stress

insight, and variables adding to pressure as well as conduct changes connected

with distant E-tests. Reactions were dissected utilizing distinct, cross organization

and Chi-square tests. Results: Among 1019 respondents, 32% announced more

pressure with far off E-tests. This was related with scholarly major and

orientation. Among understudies with more pressure during far off E-tests, the
 31

test span, method of inquiries route and specialized issues (test stage and web

network) showed up as the principle factors connected with pressure in 78%,

76% and >60%, separately.

Different elements incorporate concern with respect to the showing

strategies, test climate and understudies' unscrupulousness. Far off E-tests

contrarily affected understudies' dietary propensities (increment utilization of

caffeine and high caffeinated drinks, high sugar food, inexpensive food), rest

(decrease in dozing hours, more utilization of sleep deprivation meds), actual

work (less activities) and smoking propensities (increment). Decision: Results

proposed an adverse consequence of E-tests on understudies inside Medical

Faculties. Vigorous test stage and remote fake E-tests are prescribed to

decrease understudies' possible pressure. A calm climate is extremely

fundamental to urge understudies to embrace distant E-tests, especially

assuming the pandemic will take longer. Different mindfulness programs about

understudies' propensities connected with dietary, rest quality, actual work and

smoking are exceptionally important for understudies' medical advantages. This

is of specific significance since the current understudies at Faculties of Medical

Sciences are the future medical care suppliers. Nosayba, Ahmad et al (2020).

Arising research recognized actual inertia and weight-related comorbidities

as huge gamble factors for contracting SARS-CoV-2 (extreme intense respiratory

disorder Covid 2), building up the significance of keeping up with customary

activity during the pandemic. Past grant in this space analyzed the effect of Covid

infection 2019 (COVID-19) across different populaces. Right now, there is

 32

restricted exploration inspecting how these populaces take part in and explore

difficulties connecting with practice during cover set up orders and no

examinations analyzing the job of social help in advancing activity during the

pandemic. In this review, we inspect view of social help during the COVID-19

pandemic among individuals who have a place with a wellness local area

situated in Oakland, California. Top to bottom meetings (n = 31) were utilized to

see what the pandemic has meant for members' impression of current activity

propensities and how understandings of social help work with commitment in

active work. Revealed accounts incorporated two essential topics: (1) Facilitators

of Social Support and (2) Challenges and Barriers to Social Support. Our

discoveries feature the significance of social help for supporting view of activity

adherence in the midst of difficulties experienced by individuals from a wellness

local area to remain actually dynamic during the COVID-19 pandemic. Earlier

examinations have exhibited the impacts of the COVID-19 pandemic on weight

the board and way of life ways of behaving, however distinguishing proof of who

might be at most serious gamble for unfortunate results has not been completely

investigated. Habit-forming like eating conduct, or food dependence, has been

related with a variety of dangerous eating ways of behaving, which might propose

increased powerlessness to less fortunate results. In this on the web, cross-

sectional review, grown-ups (ages 18-78; M = 42.36, SD = 13.08) living in the

United States (n = 288) finished surveys evaluating food fixation and revealed

changes to their weight, eating, and actual work previously and during the

COVID-19 pandemic. People with food enslavement acquired a normal of 12.42

 33

lb (5.63 kg) since March 2020, contrasted with a normal weight gain of 2.14 lb

(0.97 kg) for those without food compulsion (p < .001). Straight relapse

investigations controlling for age and weight file (BMI) showed that food

compulsion was autonomously connected with higher weight gain (B = 9.28, t =

4.97, p < .001), more prominent admission of super handled food varieties

previously and during COVID-19 (B = 1.08, t = 5.71, p < .001; B = 1.18, t = 6.42,

p < .001, individually), more noteworthy attribution of their general current eating

ways of behaving to COVID-19 conditions (B = 23.19, t = 4.62, p < .001), and

higher trouble about their general current eating ways of behaving (B = −22.12, t

= −2.50, p = .01). Collaboration impacts showed that people with food fixation

who are more established might be at especially high gamble for weight gain and

trouble. The current examination proposes that food habit is an exceptionally

significant aggregate, past the impacts of BMI, to recognize risk for the

unfortunate results of COVID-19. People with food dependence, especially the

individuals who are more seasoned, may profit from help with weight the

executives and habit-forming like eating as the COVID-19 pandemic contpinues

and resolves (Tanja, 2021).

CHAPTER III

RESARCH METHODOLOGY

This chapter describes the research design, respondents of the study,

research locale, instrument used, data gathering procedure, statistical treatment

 34

of data and scoring procedure.

Research Design

This study utilized the descriptive method of research where data are

gathered using the self-administered survey technique. This is used to describe

characteristics of a population being studied. It does not answer questions about

how/when/why the characteristics of the population or situation being studied.

The questionnaire was utilized because the response of the respondents

can be readily gathered and tabulated, thus had given greater ease in the

evaluation and interpretation of data. This study was designed as a cross-

sectional online survey. Because of the implementation of social distancing due

to the COVID-19 pandemic, as well as our limited resources, we used an online

survey method. The online survey was conducted using the Google Forms web

survey platform. The link to the online survey questionnaire was distributed

through social media platform such as Facebook Messenger and the personal

contacts of the research group members. We also asked participants to share the

questionnaire link to the other BSMT students to increase the number of persons

who received the invitation to participate in the study and therefore increase the

number of participants in this study.

Respondents

The respondents of this study were all the BSMT students by use of

stratified random sampling, who enrolled in Lyceum of Iligan Foundation during

the second semester of SY 2021 – 2022. With the reference of the school
 35

registrar. This was distributed to the 2 nd year BSMT students to know their

lifestyles during CoVid-19 Pandemic.

Sampling Design

The researchers used a stratified random sampling to represent the

sample of the study. This sampling method is conducted where the formula of

stratified random sampling is to be utilized. After the use of the formula, the

researchers then would be able to determine the number of BSMT students per

year level and per section and will be the process to determine the respondents

of the research. This is said to be the most efficient sampling procedure. In order

to conduct this sampling strategy, the researchers defined the population first,

listed down all members of the population, and then selected members to make

the sample. For this purpose, a self-administered survey questionnaire was

given to the respondents to answer.

Data Gathering Procedure

The researchers asked the approval of the Dean, Capt. Joselito R.

Garcia and the Director for Academic Affairs, Dr. Ray Vincent E. Araña in

Lyceum of Iligan Foundation. The respondents had been given enough time to

complete the survey questionnaires upon request. After collecting the

questionnaires, the responses were tallied, computed, analyzed and recorded.

Moreover, through the resourcefulness and active participation of some people

close to the researchers, all data needed were retrieved.

Instrument Used

This study used a survey questionnaire to gather data. The questions

 36

from the questionnaire are self-administered that seeks to examine the factors

that affect the lifestyles of the BSMT students during the CoVid-19 pandemic.

To validate the data from the questionnaire, a survey through

questionnaires was conducted to have a substantial information. The questions

asked to the respondents were well prepared for efficacy and to avoid

inconvenience.

Statistical Treatment of Data

This section presents and enumerates the statistical measures and

tests that were used in the interpretation of data analysis

1. Percentage. This is applied in Problem 1. A percentage is a way of

expressing a number as a fraction of 100 percent (meaning per hundred). It is

used to express how large one quantity is relative to another quantity. And the

formula is as follows:

% (percentage) = (f/N) x 100

where: P = Percentage

f = frequency

N = Total number of populations

2. Weighted Arithmetic Mean. This tool is applied in Problem 2. This was

used to determine the degree of problems encountered by the respondents on

the teaching styles of General Education instructors.

 37

The formula to determine the weighted arithmetic mean is:

Xn
Xw= ------- = --------
n N
Where:

Xw = weighted mean of all the multiplied Xs

n = sum of and NS groups in all groups

Xn = n1 + n2 + n3 = ….. N = N

3. T- Test and F- Test. This tool is used in Problem number 3. These

tools were applied in testing for the significant difference of the respondents’

responses on factors affecting the teaching styles of General Education

instructors when grouped according to profile.

T-Test was the tool to be used in Problem 3. It was used to determine

whether there is a significant difference between the means of two groups. With

all inferential statistics, we assume the dependent variable fits a normal

distribution.

F-Test was used in problem number 2. It was used to test the equality

of two populations. F-Test can also be used if the data conforms to a regression

model, which is acquired through least square analysis. When there is multiple

linear regression analysis, it examines the overall validity of the model or

determines whether any of the independent variables is linear relationship with

the dependent variables.

 38

Scoring Procedure

The responses to each question were tallied and tabulated. Each

response was assigned a numerical equivalent. A four-point rating was used to

determine the description of the problems encountered by the respondents on

The Lifestyles of the BSMT Students during the CoVid-19 pandemic. The rating

scale was as follows:

4-Srongly Agree

3-Agree

2-Disagree

1-Strongly Disagree

Table 1. Scoring Guide for Interpretation of Results

Hypothetical Verbal
Numerical Scale Interpretation
Mean Range Description
3.26 – 4.00 4 Strongly Agree To a large extent

2.51-3.25 3 Agree To a moderate

extent
1.75-2.50 2 Disagree To a little extent

1.00-1.74 1 Strongly Disagree To no extend at all

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter discusses the data that are shown in the tables. Data are
 39

analyzed, interpreted, and supported by related literature or studies.

Problem 1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Sex

1.3 Year Level

Table 2. Percentage Distribution of Respondents as to Age

Age F %
18-20 years old 33 43
21-23 years old 41 53
24-25 years old 3 4
26 above 0 0
Total 77 100

Table 2 shows the percentage distribution of respondents according to

their age. It illustrates that there are 53% to the age bracket 21-23, 43% belong to

the age bracket 18-20, 4% to the age bracket 24-25, and 0% are 26 years old

and above. This implies that most of the respondents were aged 21 years up to

23 years old. This would imply that most of the respondents were in their early

20s.

Table 3. Percentage Distribution of Respondents as to Sex

Gender f %
Male 76 99
Female 1 1
 40

Total 77 100

Table 3 shows the percentage distribution of respondents according to

their gender. It indicates that 96% of male respondents and only 4% female

respondents. This implies that seafaring is dominated by male seafarers.

Table 4. Percentage Distribution of Respondents as to Year Level

Year Level f %
First Year 22 29
Second Year 41 53
Third Year 14 18
Total 77 100

Table 4 shows the percentage distribution of respondents according to

year level. It illustrates that 53% of the respondents are Second Year students,

29% are second-year students and only 18% are Third Year BSMT students. It

further indicates that majority of the respondents are Second Year.

Problem 2. What are the study habits of LIF BSMT students during the
pandemic?

2.1 Study Habits

2.2 Sleeping Habits

2.3 Physical Activities

2.4 Hydration Habits

2.5 Examination Habits

Table 5. Weighted Mean Distribution of Respondents in terms of

Study Habits
 41

Weighted Verbal
Indicators Interpretation
Mean Description
1. I study diligently every
3.30 Strongly Agree To a large extent
day.
2. I study at least 5 minutes To a moderate
3.17 Agree
before taking exams. extent
3. I use workbooks
And answer any 3.27 Strongly Agree To a large Extent
questions.
4. I study by following my
3.45 Strongly Agree To a Large Extent
teacher’s instructions.

5. I try to apply what I have To a moderate

2.96 Agree
learned. extent

6. I find it easy to stick to a To a moderate

2.70 Agree
study schedule. extent
7. I spread out my study To a moderate
3.10 Agree
time to avoid cramming. extent
8. I concentrate well when
3.58 Agree To a large extent
studying.
Over-all Weighted Mean 3.19 Agree To a moderate
extent

Table 5 presents the weighted mean distribution according to Study

Habits. The table shows that among the indicators item no. 8 which is “I

concentrate well when studying” ranked 1 with a weighted mean of 3.58,

described as “Strongly Agree” and interpreted as “To a Large Extent”.

This means that respondents strongly agree that they concentrate well

when studying.

According to Sarah Kocher (2019) as you get older, your “hustling”

 42

focus may shift, as respondents aged 21–22 reported only studying an average

of 5.6 hours a week with full concentration.

This is followed by item no. 4 which is “I study by following my teacher’s

instructions” which ranked 2 with the weighted mean of 3.45, described as

“Strongly Agree” and interpreted as “To a large extent”. Then it is followed by

item no. 1 which is “I study diligently every day” which is ranked 3 with the

weighted mean of 3.30, describes as “Strongly Agree” and interpreted as “To a

large extent”. This is followed by item no. 3 which is “I use workbooks and

answer many questions” which is ranked 4 with the weighted mean of 3.27,

describes as “Strongly Agree” and interpreted as “To a large extent”. This is also

followed by item no. 2 which is “I study at least 5 minutes before taking exams”

which is ranked 5 with the weighted mean of 3.17, describes as “Agree” and

interpreted as “To a moderate extent”. This is followed by item no. 7 which is “I

spread out my study time to avoid cramming” which is ranked 6 with the weighted

mean of 3.10, describes as “Agree” and interpreted as “To a moderate extent”.

This is followed by item no. 5 which is “I try to apply what I have learned” which is

ranked 7 with the weighted mean of 2.96, describes as “Agree” and interpreted

as “To a moderate extent”.

However, item no. 6 which is “I find it easy to stick to a study schedule”

ranked 8 with a weighted mean of 2.70, described as “Agree” and interpreted as

“To a moderate extent”. This means that respondents agree that they are into a

study schedule.

According to According to Edward P. Herbert et al (2013) results indicates

 43

that practice schedule effects on learning were influenced by student ability. Low-

skilled students assigned to the blocked schedule had higher posttest scores

than those assigned to the alternating schedule.

Table 6. Weighted Mean Distribution of Respondents in terms of

Sleeping Patterns
Verbal Interpreta
Indicators Weighted Mean
Description tion
To a
1. It takes more than 30
Agree moderate
minutes for me to fall asleep 3.09
extent
2. During the first 30 minutes of To a
waking up in the morning, I Agree moderate
3.19
usually feel groggy Extent
3. During the first 30 minutes To a
after waking up in the morning, Agree moderate
3.21
I usually feel alert extent
4. My sleep environment is Strongly To a large
3.43
relaxing Agree extent
5. I go to bed at a consistent Strongly To a large
3.75
time throughout the week Agree extent
To a
6. I watch television before
3.22 Agree moderate
going to sleep
extent
7. I think about the reviews
To a
and homework that I had done
3.23 Agree moderate
throughout the day to help me
extent
sleep
8. Moving a lot and changing
Strongly To a large
my sleeping positions helps me 3.30
Agree extent
take a good nap
Strongly To a large
Over-all Weighted Mean 3.30
Agree extent

Table 6 presents the weighted mean distribution according to Sleeping

Patterns. The table shows that among the indicators item no. 5 which is “I go to

bed at a consistent time throughout the week” ranked 1 with a weighted mean of

3.75, described as “Strongly Agree” and interpreted as “To a Large Extent”.

 44

This means that respondents strongly agreed that they go to bed at a

consistent time throughout the week.

According to (Ryan Fiorenzi, February 2022) Americans sleep 6.8 hours

per day on average, which hasn't changed much from Gallup polls in the 1990s

and 2000s, but is down more than an hour from 1942.

This is followed by item no. 4 which is “My sleep environment is relaxing”

ranked 2 with a weighted mean of 3.43, described as “Strongly Agree” and

interpreted as “To a Large Extent”. This is followed by item no. 8 which is

“Moving a lot and changing my sleeping positions helps me take a good nap”

ranked 3 with a weighted mean of 3.30, describe as “Strongly Agree” and

interpreted as “To a Large Extent”. This is also followed by item no. 7 which is “I

think about the reviews and homework that I had done throughout the day to help

me sleep” ranked 4 with a weighted mean of 3.23, describe as “Agree” and

interpreted as “To a Moderate Extent”. This is followed by item no.6 which is “I

watch television before going to sleep” ranked 5 with a weighted mean of 3.22,

describe as “Agree” and interpreted as “To a Moderate Extent”. This is followed

by item no. 3 which is “During the first 30 minutes after waking up in the morning,

I usually feel alert” ranked 6 with a weighted mean of 3.21, describe as “Agree”

and interpreted as “To a Moderate Extent”. This is followed by item no. 2 which is

“During the first 30 minutes after waking up in the morning, I usually feel groggy”

ranked 7 with a weighted mean of 3.19, describe as “Agree” and interpreted as

“To a Moderate Extent”.

 45

Verbal
Indicators Weighted Mean Interpretation
Description

1. I play basketball for 1- 2

2.86 Agree To a moderate
hours a day.
extent
2. I Spend 2-6 hours a week
Agree To a moderate
jogging. 3.09
extent
3. I spend 1-2 hours a day
Strongly Agree To a large
doing household chores. 3.61
Extent
4. I try to do strength-
To a
building exercises such as
3.21 Agree moderate
(push up, sit-ups, planks,
extent
etc.) for 2-6 hours every day
5. I put in 2-6 hours every To a moderate
2.64 Agree
week playing badminton extent
6. Every week, I try to play To a moderate
2.61 Agree
soccer for 2-6 hours extent
7. In a week, I walk for at
3.57 Strongly Agree To large extent
least 10 minutes or more.
8. I go to the gym 2-6 hours To a moderate
2.92 Agree
a week extent

To a moderate
Over-all Weighted Mean 3.10 Agree
extent

Moreover, item no. 1 which is “It takes more than 30 minutes for me to

fall asleep” ranked 8 with a weighted mean of 3.09, describe as “Agree” and

interpreted as “To a Moderate Extent” This means that respondents agree that

it takes the respondents more than 30 minutes to fall asleep. According to Raj

Dagupta, MD (June 2020) The time it takes you to fall asleep is known as

sleep latency. If you fall asleep before or after the typical 10 or 20 minutes it

generally takes, then the student may have an underlying sleep condition.

Table 7. Weighted Mean Distribution of Respondents in terms of

Physical Activities
 46

Table 7 presents the weighted mean distribution according to Physical

Activities. The table shows that among the indicators item no. 3 which is “I spend

1-2 hours a day doing household chores.” ranked 1 with a weighted mean of

3.61, described as “Strongly Agree” and interpreted as “To a Large Extent”.

This means that respondents strongly agreed that they spend 1-2 hours a

day doing household chores. In the words the amount of time spent on

household work in people of United States with age ranging 21-25 is decreasing

and that the division of work among household members is changing (M.M.

Marini, B.A. Shelton, 1993).

This is followed by item no. 7 which is “In a week, I walk for at least 10

minutes or more.” ranked 2 with a weighted mean of 3.57, described as “Strongly

Agree” and interpreted as “To a Large Extent”. This is followed by item no. 4

which is “I try to do strength-building exercise such as (push up, sit-ups, planks,

etc.) 2-6 hours every day” ranked 3 with a weighted mean of 3.21, describe as

“Agree” and interpreted as “To a Moderate Extent”. This is also followed by item

no. 2 which is “I spend 2-6 hours a week jogging.” ranked 4 with a weighted

mean of 3.09, describe as “Agree” and interpreted as “To a Moderate Extent”.

This is followed by item no.8 which is “I go to the gym 2-6 hours a week” ranked

5 with a weighted mean of 2.92, describe as “Agree” and interpreted as “To a

Moderate Extent”. This is followed by item no. 1 which is “I play basketball 1-2

hours a day.” ranked 6 with a weighted mean of 2.86, describe as “Agree” and

interpreted as “To a Moderate Extent”. This is followed by item no. 5 which is “I

put in 2-6 hours every week playing badminton” ranked 7 with a weighted mean
 47

of 2.64, describe as “Agree” and interpreted as “To a Moderate Extent”.

Moreover, item no. 6 which is “Every week, I try to play soccer for 2-6 hours”

ranked 8 with a weighted mean of 2.61, describe as “Agree” and interpreted as

“To a Moderate Extent”. This means that respondents agree that they try to play

soccer for 2-6 hours. Hammami et al. shows that adolescent soccer players had

markedly better results for the majority of health-related physical fitness

measures (predictors of cardiovascular disease) when compared with untrained

adolescents

Table 8. Weighted Mean Distribution of Respondents in terms of

Hydration Habits
Weighted Verbal
Indicators Interpretation
Mean Description
I carry a bottle of water with me Strongly
To a large extent
when going outside. 3.34 Agree
Strongly To a large
I drink water after eating snacks.
3.66 Agree Extent
Strongly
I drink water between my meals To a large extent
3.40 Agree
I consume any liquid before feeling Strongly
3.30 To a large extent
thirsty. Agree
Strongly
I like drinking water. 3.62 To a large extent
Agree
When I do extraneous physical
Strongly
activities I assure to drink water or 3.42 To a large extent
Agree
any hydrating liquid.
When I go for a run, I carry with me Strongly
3.48 To a large extent
my flask full of water. Agree
When I feel nauseous or nervous I Strongly
3.38 To a large extent
drink water. Agree
To a large
Strongly
Over-all Weighted Mean 3.53 extent
Agree

Table 8 presents the weighted mean distribution according to Hydration

Habits. The table shows that among the indicators item no. 2 which is “I drink
 48

water after eating snacks” ranked 1 with a weighted mean of 3.66, described as

“Strongly Agree” and interpreted as “To a Large Extent”.

This means that respondents strongly agree that they drink water after

eating snacks. By the studies of Jodi D. Stookey et al. says that

although absolute increases in drinking water may promote weight loss by

altering metabolism, and relative increases in drinking water may promote weight

loss by lowering total energy intake (after snack) than drinking sweetened

beverages.

This is followed by item no. 5 which is “I like drinking water” ranked 2 with

a weighted mean of 3.62, described as “Strongly Agree” and interpreted as “To a

Large Extent”. This is followed by item no. 7 which is “When I go for a run, I carry

with me my flask full of water.” ranked 3 with a weighted mean of 3.48, describe

as “Strongly Agree” and interpreted as “To a Large Extent”.

This is also followed by item no. 6 which is “When I extraneous physical

activities I assure to drink water or any hydrating liquid ranked 4 with a weighted

mean of 3.42, describe as “Strongly Agree” and interpreted as “To a Large

Extent”. This is followed by item no.3 which is “I drink water between meals”

ranked 5 with a weighted mean of 3.40, describe as “Strongly Agree” and

interpreted as “To a Large Extent”.

This is followed by item no. 8 which is “When I feel nauseous or nervous I

drink water.” ranked 6 with a weighted mean of 3.38, describe as “Strongly

Agree” and interpreted as “To a Large Extent”. This is followed by item no. 1 is “I
 49

carrybottle of water with me when going inside” ranked 7 with a weighted mean

of 3.34, describe as “Strongly Agree” and interpreted as “To a Large Extent”.

Moreover, item no. 4 which is “I consume any liquid before feeling thirsty” ranked

8 with a weighted mean of 3.30 described as “Strongly Agree” and interpreted as

“To a Large Extent”. This means that respondents strongly agreed that they

consume any liquid before feeling thirsty. Changes in the control of both water

intake and excretion accompany aging and may predispose the elderly to

disturbances in sodium and water balance. Reduced thirst and water intake in

response to water deprivation and thermal dehydration (Barbara J. Rolls, 2017)

Table 9. Weighted Mean Distribution of Respondents in terms of

Examination Habits
Weighted Verbal
Indicators Interpretation
Mean Description
1. I pray before taking the
Examination. 3.66 Strongly Agree To a large extent

2. I read the instructions carefully. Strongly Agree

3.71 To a large extent
3. I revise, learn new things and Strongly Agree
revise some more. 3.40 To a large extent

4. I stay focus while taking the Strongly Agree

examination 3.40 To a large extent

5. I read every question thoroughly. Strongly Agree

3.57 To a large extent
6. I answer the easy question first. Strongly Agree
3.35 To a large extent
7. I take deep breaths, inhale, Strongly Agree
3.62 To a large extent
exhale.
8. I use the exam time wisely. Strongly Agree
3.53 To a large extent
Strongly Agree To a large extent
Over-all Weighted Mean 3.53

Table 9 presents the weighted mean distribution according to Examination

 50

Habits. The table shows that among the indicators item no. 2 which is “I read the

instructions carefully” ranked 1 with a weighted mean of 3.71, described as

“Strongly Agree” and interpreted as “To a Large Extent”.

This means that respondents strongly agreed that they read the

instructions carefully before taking the examination.

According to (NJ Anderson, 2012) practice of developing effective

reading instruction in order to strengthen language and learning skills.

This is followed by item no. 1 which is “I pray before taking the

Examination” ranked 2 with a weighted mean of 3.66, described as “Strongly

Agree” and interpreted as “To a Large Extent”. This is followed by item no. 7

which is “I take deep breaths, inhale, exhale.” ranked 3 with a weighted mean of

3.62, describe as “Strongly Agree” and interpreted as “To a Large Extent”. This is

also followed by item no. 5 which is “I read every question thoroughly” ranked 4

with a weighted mean of 3.57, describe as “Strongly Agree” and interpreted as

“To a Large Extent”. This is also followed by item no. 8 which is “I use the exam

time wisely” ranked 5 with a weighted mean of 3.53, describe as “Strongly Agree”

and interpreted as “To a Large Extent”. This is followed by item no.3 and 4 which

is “I revise, learn new things and revise some more” and “I stay focus while taking

the examination” ranked 6 with a weighted mean of 3.40, describe as “Strongly

Agree” and interpreted as “To a Large Extent”.

Moreover, item no. 6 which is “I answer the easy question first” ranked 7

with a weighted mean of 3.35, describe as “Strongly Agree” and interpreted as

“To a Large Extent”

 51

This means that respondents in the majority, strongly agree to answer

the easy question first.

According to Eric P. Xing, 2017 Cognitive science researchers have

emphasized the importance of ordering a complex task into a sequence of

easy to hard problems. Such an ordering provides an easier path to learning

and increases the speed of acquisition of the task compared to conventional

learning.

Table 10. Summary of Lifestyles of Maritime Students during the

Pandemic
2021- 2022

Verbal
Indicators Weighted Mean Interpretation
Description
To a moderate
Study Habits 3.30 Agree
extent

Strongly
Sleeping Habits 3.19 To a large extent
Agree

Physical Activities To a moderate

3.10 Agree
extent

Hydration Habits Strongly To a large extent

3.53
Agree
Examination Habits Strongly To a large extent
3.53
Agree
Total Weighted Mean Strongly
3.33 To a large extent
Agree

Table 10 presents the summary of the lifestyles of the Maritime Students

during this pandemic 2021-2022. Among the indicators, Hydration Habits and

Examination Habits ranked 1 with the same weighted means of 3.53, described

as “Strongly Agree” and interpreted as “To a large extent”.

 52

This means that the respondents agreed that the main factor affecting

their lifestyles was both Hydration Habits and Examination Habits.

According to Tianda Feng et al. Hydration habits is healthier and more

effective with the use of water and setting aside unhealthy beverages, through

the help of water, the body organ coordination works and well functioned. This

may include proper weight loss, proper blood flow, mind control. When it comes

to cognitive, this may affect academics to, a.k.a research, examinations and

taking quizzes.

This is followed by Sleeping Habits which ranked 2 with a weighted mean

of 3.30 described as “Strongly Agree” and interpreted as “To a Large Extent”.

Then Study Habits ranked 3 with a weighted mean of 3.19 described as “Agree”

and interpreted as “To a Large Extent”.

However, Physical Activities ranked with a weighted mean of 3.10

described as “Agree” and interpreted as “To a moderate extent”.

This means that for most of the respondents, doing any Physical Activities

is a challenge during this pandemic probably because of the restrictions placed

by the Government to prevent people from further spreading the disease, thus

worsening the pandemic. Because of this, the majority of the respondents had to

be forced to stay in their respective homes and focus on other lifestyles instead.

Problem 3. Is there a significant difference between the profile of the

respondents and their responses on the Lifestyle?
 53

Variable
Table 11. SignificantAge Mean theStd.
difference between Profiles ofF-Respondents
Decision
Deviation Test
and their responses on their Lifestyles During this
Pandemic
18 - 20 to
According years
Ageold 3.23 .467
21 – 23 years old 3.10 .501
Study Accept the
24 – 25 years old 3.38 .625
Habits 0.361 Null
26 years &
-- -- Hypothesis
above
18 - 20 years old 2.99 .402 Accept the
21 – 23 years old 2.97 .339 Null
Sleeping .591 Hypothesis
24 – 25 years old 2.85 .334
Patterns
26 years &
-- --
above
18 - 20 years old 3.29 .343
21 – 23 years old 3.30 .368 Accept the
24 – 25 years old 3.30 .302 .962
Physical Null
Activity 26 years & Hypothesis
-- --
above
18 - 20 years old 3.15 .331
21 – 23 years old 3.12 .336
24 – 25 years old 3.30 .151 Accept the
Hydration .476 Null
Habits 26 years &
-- -- Hypothesis
above
18 - 20 years old 3.58 .391
Accept
21 – 23 years old 3.49 .272
Examination .520 Null
Habits 24 – 25 years old 3.50 .433
Hypothesis
26 years &
-- --
above
*</= 0.05

Table 11 presents the significant difference between the profile of

respondents and their lifestyle during this pandemic according to age. The

table shows that there is no significant difference between Age and Study

Habits with an F-Value of 0.361; Sleeping Patterns with an F-Value of 0.591;

 54

Physical activities with an F-Value of 0.962; Hydration Habits with an F-Value

of 0476 and examination habits with an F-Value of 0.520. Therefore, the Null

Hypothesis is accepted.

In the words of Bauman (2013), age was correlated with some health-

related attitudes and behaviors. When health awareness among members of

a group is high, it is necessary to provide them with the required information

and continuing intervention to motivate them to continue their health

improvement.

Table 12. Significant difference between the Profile of Respondents and

their responses on their Lifestyles during this Pandemic
according to Sex
Std. T-
Variable Age Mean Decision
Deviation Test
3.17
Male
Study .517
Accept the
Habits .500
Female 3.37 .125 Null
Hypothesis
Male 3.31 .386
Sleeping Accept the
.524
Patterns Female 3.46 .402 Null
Hypothesis
Male 3.12 .613
Physical
Accept the
Activity .500
Female 3.38 .125 Null
Hypothesis
.314
Male 3.48
Hydration
Accept the
Habits .571
Female 3.38 0 Null
Hypothesis
.016 Reject Null
Examination Male
Habits 3.48 .312 Hypothesis
 55

3 .573
Female

*</= 0.05

Table 12 presents the significant difference between the profile of

respondents and their lifestyle during this pandemic according to sex. There is

no significant difference between sex and Study Habits and physical activity with

a T-Value of .500; sleeping patterns with a T-Value of .524; Hydration habits with

a T-Value of .571. Therefore, the Null Hypothesis is accepted.

According to Uyama (2013), Consistent epidemiological and clinical

evidence strongly indicates that chronic non-communicable diseases are largely

associated with some lifestyle risk factors which is study patterns and hydration

habitsa worldwide-growing pathological condition determined by the combination

between inadequate diet and insufficient physical activity, is now considered a

main risk factor for most chronic diseases. Dietary habits and physical activity are

strongly influenced by gender attitudes and behaviors that promote different

patterns of healthy or unhealthy lifestyles among women and men. Furthermore,

different roles and unequal relations between genders strongly interact with

differences in social and economic aspects as well as cultural and societal

environment. Because of the complex network of factors involved in determining

the risk for chronic diseases, it has been promoting a systemic approach that, by

integrating sex and gender analysis, explores how sex-specific biological factors

and gender-related social factors can interact to influence the health status.

However, there is a significant difference between sex and examination

habits with a T-Value of .016 Therefore, the Null Hypothesis is rejected. This
 56

means that whatever sex the respondents belong they have more or less similar

responses as to what their lifestyle is during pandemic with the exemption of

examination habits. It may also mean that either one of the sexes is following a

habit during examination times.

This would mean that in the words Tekian et.al (2016) Study habits differ

by gender and also have significant impact on performance outcomes of

learners. Given that students' academic success is an important outcome for

medical schools, these findings call for implementing these results to enhance

curricular changes and promote better learning outcomes.

Table 13. Significant difference between the Profile of Respondents

and their responses on their Lifestyles during this
Pandemic According to Year Level

Variable Year-Level Mean Std. F- Decision

Deviation Test
1st Year 3.52 .153
Sleeping .000 Reject the Null
2nd Year 3.04 .605
Habits Hypothesis
3rd Year 3.21 .248
1st Year 3.44 .192
Study .198 Accept the Null
2nd Year 3.27 .490
Habits Hypothesis
3rd Year 3.25 .208
1st Year 3.35 .401
Physical 0.002 Reject the Null
2nd Year 2.81 .716
Activities Hypothesis
3rd Year 3.21 .385
1st Year 3.49 .270
Hydration .213 Accept the Null
2nd Year 3.45 .390
Habits Hypothesis
3rd Year 3.30 .211
1st Year 3.53 .311
Examination 2nd Year 3.60 .369 .004 Reject the Null
Habits Hypothesis
3rd Year 3.26 .143
*</= 0.05

Table 13 presents the significant difference between the profile of

respondents and their lifestyles during this pandemic according to year-level.

 57

There is no significant difference between year-level and Study Habits with an F-

Value of .198; and hydration Habits with an F-Value of .213. Therefore, the Null

Hypothesis is accepted.

This suggests that the respondents' reactions to the variables impacting their

lifestyles during the pandemic are more or less identical, regardless of their year

level.

According to Abdellah (20150, the areas of specialization and year levels

critically played as essential variables in producing quality results and analysis for

this study, as this cohesively grouped the respondents for the needed treatments.

More to that, the recommendation of enhancement program that the researcher

suggested was based on the degree of significant difference corroborated from

these two variables. The identified topmost and lowermost domain of study habits

differed from the majority of the respondents. Nevertheless, the ranking of the

three areas of specialization drew evident similarities for both year levels. First on

the rank are the pre-service teachers from early childhood education, second is

from the special needs education area, and lastly, university students majoring in

physical education. As far as the quantified study habits of the respondents

according to year level, no significant difference was determined. Herewith,

students in the same year level mostly share an equal extent of study routines

and practices. When study habits were measured according to areas of

specialization, significant differences were identified among their mean scores,

specifically the statistical values between physical education and early childhood

education pre-service teachers. This shows that even students in the same year
 58

level are more likely to have a similar degree of study habits, it is the opposite

when juxtaposed with other areas. Ultimately, the level of study habits affects a

meaningful change towards the insights of the respondents on the Academic

Enhancement Program. With the majority of the samples approving its concept, it

is hoped that this will improve the school success of pre-service teachers and

better sustain the teaching-learning process in the university.

However, there is a significant difference between year level and sleeping

habits with an F-Value of .000; Physical Activities with a F-Value of 0.002; And

Examination habits with a F-Value of 0.04. Therefore, the null hypothesis is

rejected.

In the words of Amri (2020), the results of teaching experiment show that

basketball-oriented physical education is more effective under the conditions of

high radiation than traditional practices. The obtained data of teaching

experiment indicate the increase in physical condition and motor activity of pupils,

their level of physical and mental performance and health, which proves

effectiveness of the author’s methodology. Therefore, it can be successfully

introduced into physical education in school.

This would mean that whatever year level the respondents belong, they have

more or less similar responses on the factors affecting their lifestyles during the

pandemic except for sleeping habits, physical activities, and examination habits.

Moreover, Mohan (2015) stated that learning strategies differed between

undergraduate- and graduate-entrants, with the latter less likely to adopt a

‘surface approach’ and more likely adopt a ‘study monitoring’ approach. Year
 59

score percentage was positively correlated with the ‘effort

management/organized studying’ learning style. Poorer academic performance

was associated with a poor time management approach to studying (“cramming”)

and increased use of the ‘surface learning’ strategy.

Further explanation would be that regardless of year level somehow in any

way the respondents seem to have been doing physical activities, have been

taking care of their sleeping habits and have been following a strict sleeping

pattern, and during examination days, is following a routine that the respondents

follow habitually.

Problem 4. What are the problems encountered by the students that affect

their lifestyle during the COVID- 19 Pandemic?

Table 14. Problems Encountered

Problems f Ranking
Poor internet connection during study hours. 56 1
Poor time management. 29 2
Limited outdoor physical activities due to
24 4
implementation of lockdowns and quarantines.
Electrical power shortage. 27 3
Taking Caffeinated drinks and beverages
16 5
before going to sleep.
Procrastination and manana habit during study
27 3
times.
No availability of drinkable liquid or water. 12 7
Intake of Alcohol to hydrate. 13 6

Table 14 presents the problems encountered by the students that affect

their lifestyle during the COVID- 19 Pandemic. Among the problems identified,

three problems were evident 1) Poor internet connection during study hours; 2)

Poor time management; 3) Electrical power shortage and Procrastination and

 60

manana habit during study times.

These problems, although beyond their control and influence may add up

to the factors affecting the lifestyles of students during this pandemic.

Problem 5. Based on the findings of the study, what action plan can be

proposed?

Table 15. Proposed Action Plan

Areas of Suggested Activities Persons

Concern Involved
1. Conduct seminars/trainings on study
schedules to avoid distractions and focus on
the following:
Head,
Study Habits 2. Use a calendar to plan ahead
Guidance,
3. Make daily to-do lists on what subjects to and
I find it easy study first
Counseling
to stick to a 4. Use the A-B-C method to prioritize what
DAA
study to study first Dean, CME
schedule.
5. Notice (and deal with) procrastination and Students
laziness during study schedules
6. Study one subject at a time
7. Set aside personal time
1. Take warm showers before going to bed
Sleeping 2. Avoid using gadgets before going to Gen Ed
Patterns sleep. Department
Dean
3. Eating earlier before bedtime to avoid
It takes more DAA
stomach digestion or stimulation before bed.
than 30 CME Dean
minutes to fall 4. Avoid eating sugar-rich foods 1-3 hours Instructors
asleep. before sleeping. Students

Physical 1. Study the basics, learn soccer basic rules Gen Ed

Activities and understand each position. Department
2. Practice and warm up before jumping into Dean
I often read a game or tryout. DAA
books CME Dean
3. Focus one skill at a time.
Students
4. Improve your overall fitness regimen.
5. Practice consistently.
 61

1. Flavor it, add fruit or any flavorings to your

water.
Head,
2. Tie it into a routine. Drink a glass of water
Hydration Guidance,
every time you brush your teeth, eat a meal,
Habits and
or use the bathroom.
Counseling
3. Alternate your drinks.
I consume DAA
4. Many fruits and vegetables have a high
any liquid Dean, CME
water content, including melon, cucumbers,
before feeling Instructors
lettuce, and celery.
thirsty Students
5. Fill your water bottle before you leave
home, and bring it along on your daily
travels.
1. Treat it like a project, if you just look at it
the same way you would any other
project, it takes a lot of the pressure off
and you have the chance to prepare with
a deadline in mind. Breaking it all down
into smaller chunks to bite off and then
applying that to the day of your exam will
help tremendously.
2. Set a schedule as to when the
examination day starts. To be more well-
prepared during the examination.
3.Depending on what type of exams the Head,
respondents are answering, it could be that Guidance,
Examination
there are no easy or hard questions or vice and
Habits
versa, it is advisable to spend the Counselling
examination time wisely. DAA
I answer the
4. Find additional study help, it is important Dean, CME
easy questions
to treat all questions during examination Instructors
first
periods to be equally hard and easy at the Students
same time, building proper time
management and avoiding manana habits
overall is key in answering exam questions
fluently.
5. Make most of your resources. To avoid
procrastination, equal treatment of the
questions on the exam is important. That is
why during the pandemic it is a must to have
the necessary tools and resources to
answer the examination questions,
especially since it is mostly through online
exams.
 62

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings based on the data

gathered that were subjected to statistical treatment and analysis. Conclusion

observed in the light of the findings and corresponding recommendations are

also presented.

Summary of Findings

Respondents belonging to the age bracket of 21 – 23 years old ranked 1

at 53%, while males dominated the population at 96%, and those who were in

their second-year level ranked 1 at 53%.

As to the significant difference between the profile of the respondents and

their lifestyles during this pandemic according to Age, there is no significant

difference between Age and Study Habits with an F-Value of 0.361; Sleeping

Patterns with an F-Value of .591; Physical Activity with an F-Value of 0.962;

Hydration Habits with an F-Value of .476; And lastly examination habits with an

F-Value of 0.520. Therefore, the Null Hypothesis is accepted.

As to the significant difference between the profile of respondents and

their lifestyles during this pandemic according to Sex, there is no significant

difference between Sex and Study Habits. Also, Physical Activities have the

same T-Value of 0.500; Sleeping Patterns with a T-Value of 0.524; Followed by,
 63

Hydration Habits Taking with a T-Value of 0.571. Therefore, the Null Hypothesis

is accepted. However, there is a significant difference between Sex Examination

Habits with a T-Value of .0.016. Therefore, the Null Hypothesis is rejected.

As to the significant difference between the profile of respondents and

their lifestyles during this pandemic according to year-level, there is no

significant difference between year-level and Study Habits with an F-Value of

0.198; Hydration habits with an F-Value of 0.213; therefore, the Null Hypothesis

is accepted. In addition to that, the researchers also found out that Sleeping

Patterns with an F-Value of 0.000; Physical Activities with an F-Value 0.002 and

lastly, the examination habits of the students having an F-Value 0.004. This

would mean that the Null Hypothesis is rejected.

Conclusion

Based on the findings of the study, it was concluded that the main lifestyle

of BSMT students during the pandemic are Hydration Habits and Examination

Habits. This means that majority of the BSMT students drank more water during

the pandemic and spent more time studying their lessons before the

examinations.

Moreover, it was also concluded that the students’ lifestyle was affected by

three problems that were clearly evident: 1) Poor internet connection during study

hours; 2) Electrical power shortage; 3) Limited outdoor physical activities due to

implementation of lockdowns and quarantines.

Recommendations

Based on the findings, the following recommendations are obtained:

 64

School Administrators. They should come up with better ways to find out

what are the lifestyles of the BSMT students.

CME Dean. He should review the current setup and work on ways to

improve the online support and apps, ensure the leisure time and recreational

time of the students, and supervise the mental health of the students and how it

affects their respective lifestyles.

CME Instructors. They should improve their Laboratory facilities, teaching

materials, and supplies to help students in their daily routine and lifestyles.

CME Students. They should have a broader understanding of what

lifestyle as a whole is, and how to solve any problems encountered by the

students because of their lifestyles.

Parents. When their children face challenges connected to their lifestyles,

parents should assist them.

Future Researchers. They should explore a similar study on the

problems affecting the lifestyles of students from other departments in LIF such

as College of Engineering and Architecture, College of Customs Administration

and the Senior High School

 65

BIBLIOGRAPHY

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and practice in second language teaching, 218, 225.

Armstrong LE. (2002) Caffeine, body fluid-electrolyte balance, and exercise

performance. Int J Sport Nutr and Exer Metab. 12:189-206.

Eddy NB, Downs AW. (1928) Tolerance and cross-tolerance in the human
subject to the diuretic effect of caffeine, theobromine and theophylline. J
Pharmacol Exp Ther 33:167-174.

Erica M.Schultea Tanja Department of Psychiatry, Perelman School of Medicine

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 70

APPENDIX A

LETTER OF REQUEST

October 27, 2021

DR. AZORIN CERVANTES V. LAVIÑA, DM

Research Professor

Dear DR. LAVIÑA:

Greetings!

We, the 2nd year Maritime Education students will be conducting a thesis
proposal entitled, “The Lifestyles of BSMT students during the pandemic” as
a requirement of the course MR 1, Maritime Research – Thesis Proposal.
In this regard, we are humbly requesting you to be our thesis adviser because we
believe that your expertise and valuable insights in research will greatly help in
the completion of our study.
We are affirmative that this request will merit your kind approval.
Thank you and God bless!

Respectfully yours,
“Maritale”
Kyle Aaron T. Bangcoyan
John Paul L. Bawas
Jimmy P. Lozada Jr.
Ceasar A. Montano
Kurt Kubain M. Montilla
Ande John E. Paclipan

Noted by: Approved by:

Prof. Judy Rita A. Bacalso, MoB DR. AZORIN CERVANTES V. LAVIÑA,

DM
Instructor Adviser
 71

APPENDIX B

SURVEY-QUESTIONNAIRE

I. PERSONAL INFORMATION
Name:________________________(optional)
Age : ______ 18 – 20 years old ________24 – 25 years old

______ 21 – 23 years old ________26 years old and above

Sex: ( ) Male ( ) Female

Year Level:_______

II. THE LIFESTYLES OF THE BSMT STUDENTS DURING COVID-19

PANDEMIC

A. Sleeping Habits
 72

Strongly Strongly
Sleeping Agree Disagree
Agree Disagree
Habits (3) (2)
(4) (1) B.
1 It takes more Study
than 30
minutes for me
to fall asleep.

2 During the
first 30 minutes
of waking up in
the morning, I
usually feel
groggy.

3 During the
first 30 minutes
after waking up
in the morning,
I usually feel
alert.

4 My sleep
environment is
relaxing.

5 I go to bed at
a consistent
time
throughout the
week.
6. I watch
television
before going to
sleep.
7. I think about
the reviews
and homework
that I had done
throughout the
day to help me
sleep.
8. Moving a lot
and changing
my sleeping
positions helps
me take good a
nap.
 73

Habits

Strongly Strongly
Agree Disagree
Study Habits Agree Disagree
(3) (2)
(4) (1)
1.I Study
diligently
everyday
2.I study at C.
least 5 minutes
before taking
exams
3. I use
workbooks and
answer many
questions
4. I study by
following my
teacher’s
instructions
5. I try to apply
what I have
learned
6. I find it easy
to stick to a
study
schedule.
7. I spread out
my study time,
to avoid
cramming.
8. I concentrate
well when
studying.
Physical Activity
 74

Strongl Agre Strongly

Disagree
Physical Activity y Agree e Disagree
(2)
(4) (3) (1)
1. I play
basketball 1-2
hours
everyday
2. I spend 2-6
hours a week
jogging.
3. I spend 1-2
hours every
day doing
household
chores
4. I try to do
strength
building
exercises such
as (pushups,
sit-ups, planks
etc.) 2-6 hours
everyday
5. I put in 2-6
hours every
week playing
badminton
6. Every week, I
try to play
soccer for 2-6
hours
7. In a week, I
walk for at
least 10
minutes or
more.
8. I go to the gym
2-6 hours a
week

D. Hydration Habits
 75

Strongl
Strongly y
Hydration Agree Disagree
Agree Disagre
Habits (3) (2)
(4) e
(1)
1.I carry a bottle
of water with me
when going
outside.
2. I drink water
after eating
snacks.
3I drink water
between my
meals
4.I consume any
liquid before
feeling thirsty.
5.I like drinking
water.
6. When I
extraneous
physical
activities I
assure to drink
water or any
hydrating liquid.
7. When I go for
a run, I carry
with me my flask
full of water.
8.When I feel
nauseous or
nervous I drink
water.

PROBLEMS ENCOUNTERED

Please provide at least 5 answers by checking the box

 76

Part III.

1. What are the problems encountered by the students that affects their

lifestyle during the COVID- 19 Pandemic?

Poor internet connection during study hours.

Poor time management.

Limited outdoor physical activities due to implementation of

lockdowns and quarantines.

Electrical power shortage.

Taking caffeinated drinks and beverages

before going to sleep.

Procrastination and mañana habit during study times.

No availability of drinkable liquid or water.

Intake of Alcohol to hydrate.

Others:(Please specify)

_______________________________

______________________________

CURRICULUM VITAE

Name: Kurt Kubain M. Montilla

Address: Purok 3, Kapatagan Lanao Del Norte
Mobile: 09279867166
Email: montilla.kurtkubain@lif.edu.ph
 77

Personal Data

Nationality: Filipino
Sex: Male
Marital Status: Single
Date of Birth: June 8, 2001
Place of Birth: Baroy, Lanao del Norte
Mother’s Name: Merlita M. Montilla
Father’s Name: Francisco R. Montilla

Education

College: Lyceum of Iligan Foundation

Course: BSMT II
Year: Present
High School: Misamis University
Strand: Pre-Baccalaureate
Year: 2020
Junior High School: Lala National High School
Year: 2018
Elementary: Kapatagan East Central School
Year: 2014
Pre-School: Bible Baptist Christian Academy

Name : Kyle Aaron T. Bangcoyan

Address: Upper Hinaplanon, Iligan City
Mobile: 09659465247
Email: bangcoyankyleaaron@lif.edu.ph
 78

Personal Data

Nationality: Filipino
Sex: Male
Marital Status: Single
Date of Birth: November 28, 2001
Place of Birth: Iligan City, Lanao del Norte
Mother’s Name: Marianita Bangcoyan
Father’s Name: David Bangcoyan Jr.

Education

College: Lyceum of Iligan Foundation

Course: BSMT II
Year: Present
High School: Lyceum of Iligan Foundation
Strand: Maritime
Year: 2020
Junior High School: Del Carmen Integrated School
Year: 2018
Elementary: Iligan City Central School
Year: 2014
Pre-School: NA

Name: Ceasar denn Montano

Address: Purok 5, Santiago, Iligan City
Mobile: 09150752991
Email: Montano.ceasardenn@lif.edu.ph
________________________________________________________________
Personal Data
 79

Nationality: Filipino
Sex: Male
Marital Status: Single
Date of Birth : July 19 2000
Place of Birth: Dipolog City Zamboanga del Norte
Mother’s Name: Menchu Alberca Montaño
Father’s Name: Joselino Mag-abo Montaño (diseased)

Education

College: Lyceum of Iligan Foundation

Course: BSMT II
Year: Present
High School: Lyceum of Iligan Foundation
Strand: Maritime
Year: 2020
Junior High School: Snt. Mary's College of Labason
Year: 2018
Elementary: Gutalac central school
Year: 2014
Pre-School: NA

Name: Jimmy P. Lozada Jr.

Address: Purok 9, Poblacion,
Kapatagan Lanao del Norte
Mobile: 09654528031
Email : lozadajimmy56@gmail.com
________________________________________________________________
Personal Data
 80

Nationality: Filipino
Sex: Male
Marital Status: Single
Date of Birth: February 23, 2001
Place of Birth: Taguitic, Kapatagan Lanao del Norte
Mother’s Name: Helen P. Lozada
Father’s Name: Jimmy A. Lozada

Education

College: Lyceum of Iligan Foundation

Course: BSMT II
Year: Present
High School: Misamis University
Strand: Pre – Baccalaureate Maritime
Year: 2019
Junior High School: Kapatagan National High School
Year: 2017
Elementary: Taguitic Elementary School
Year: 2013
Pre-School: Taguitic Bible Baptist

Name: Bawas, John Paul L.

Address: Purok 7, Brgy. Bansarvil II, SND,
Lanao Del Norte
Mobile: 09362383875
Email: pauljohnbawas09@gmail.com
________________________________________________________________
Personal Data
 81

Nationality: Filipino
Sex: Male
Marital Status: Single
Date of Birth: July 11, 2002
Place of Birth: Bansarvil II, Sultan Naga Dimaporo, Lanao del Norte
Mother’s Name: Felicitas L. Bawas
Father’s Name: Joy D. Bawas Sr.

Education

College: Lyceum of Iligan Foundation

Course: BSMT II
Year: Present
High School: Bansarvil National High School
Strand: SMAW
Year: 2017
Junior High School: Bansarvil National High School
Year: 2019
Elementary: Bansarvil II Elementary School
Year: 2011
Pre-School: NA

Name: Paclipan, Ande John E.

Address: Purok 3, Toud, Manticao,
Misamis Oriental
Mobile : 09121565841
Email: andejohnarmani@gmail.com

Personal Data
 82

Nationality: Filipino
Sex: Male
Marital Status: Single
Date of Birth: September 22, 2001
Place of Birth: Iligan City, Lanao del Norte
Mother’s Name: Edna E. Paclipan
Father’s Name: Johnny S. Paclipan
Education

College: Lyceum of Iligan Foundation

Course: BSMT II
Year: Present
High School: Mindanao Mission Academy
Strand: Stem
Year: 2019
Junior High School: St. Anthony parish School
Year: 2018
Elementary: Toud integrated School
Year: 2010
Pre-School: None