SPEAKER EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL

Roxas, San Carlos City, Pangasinan, Philippines

Telephone No.: +6375•955•5258
email: 300388@deped.gov.ph

Conceptual Framework

In the realm of education, success is influenced by numerous factors, and for

Grade 12 Science, Technology, Engineering, and Mathematics (STEM) students at

Speaker Eugenio Perez National Agricultural School (SEPNAS), uncovering these

factors is crucial. To embark on this journey of exploration, a comprehensive study will

be conducted, guided by a conceptual framework.

This framework encompasses the input, process, and output of the study. In the

input stage, valuable data will be gathered on the socio-demographic profile of

respondents, including aspects like sex, age, grade level, section, dietary patterns,

educational background of parents/guardians, and socioeconomic status. Additionally, the

study habits of the students, recognized as potential influencers of academic success, will

be considered, along with the average grade achieved by students in the previous

academic year, particularly concerning their performance in study habits, all within the

context of predicting academic success in STEM education.

The process of the study will involve a research design that combines correlation

and description. A simple random sampling method will be employed to ensure a

representative group of respondents. Two essential tools for data collection will be

utilized: an online survey using Google Forms and a pen-and-paper questionnaire that

will be prepared by the researchers. In the data analysis phase, both descriptive analysis

and inferential statistics will be employed to delve into the significant relationships

between the variables. The ultimate goal of this study is to uncover and understand the
 SPEAKER EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL
Roxas, San Carlos City, Pangasinan, Philippines
Telephone No.: +6375•955•5258
email: 300388@deped.gov.ph

connection between the study habits of Grade 12 STEM students at SEPNAS and their

academic success in STEM education. The findings of the study will become the basis for

a proposed intervention program. This program aims to enhance academic success in

STEM education, thus serving as a tangible output from the research.

Review of Related Literature and Studies

In recent studies, there has been a growing body of evidence indicating that

behavioral engagement significantly impacts various aspects of a student’s educational

experience. Behavioral engagement, often defined as active participation in classroom

and educational activities (Tomás et al., 2016), has been shown to have a direct influence

on learning strategies, study habits, and attitudes toward studying (Credé & Kuncel,

2008). This commitment to actively participating in school tasks, whether through time,

dedication, effort, or tasks performed, has been consistently linked to improved academic

achievement (King, 2015; Mikami et al., 2017; Suárez et al., 2019). Notably, recent

research by Böheim et al. (2020) highlights the correlation between specific behaviors

such as raising one’s hand in class and enhanced academic outcomes. Furthermore,

findings from the study conducted by Li and Lerner (2011) underscore the interplay of

behavioral and affective engagement with high academic achievement. It stands to reason

that students who exhibit better behavior, maintain discipline in adhering to learning

routines, allocate more time to studying, abide by school rules, and minimize disruptive

behaviors are more likely to achieve superior academic results.

SPEAKER EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL
Roxas, San Carlos City, Pangasinan, Philippines
Telephone No.: +6375•955•5258
email: 300388@deped.gov.ph