CHAPTER 1

INTRODUCTION

Background of the Study

Study habits are learning traits that enable students work privately. Study
habits are methods that students adopt to help themselves understand the content
they are currently studying effectively. Examples include summarizing, taking notes,
planning, or finding relevant materials. Study habit also shows the extent to which
the student engages in regular study activities, which are defined by a regular study
schedule, such as the frequency of study sessions, material reviews, etc., by taking
place in an environment which is helpful to studying.
Establishing good study habits will help you in school and also in life. Your
self-esteem, competence, and confidence can all rise as a result of good study
habits. Additionally, it might lessen stress related to deadlines and exams. You might
be able to reduce the amount of time you spend studying by establishing productive
study habits, giving you more time for other activities. Effective study techniques can
help students feel as though their work and effort are more worthwhile (Centre,
2017). Similar to this, high school graduates who start working right away could
discover that their bad study habits carry over to their bad work habits. Before
graduating from high school, students should avoid developing undesirable study
habits such as procrastination, poor time management, poor note-taking, and failing
to finish their schoolwork (Sellers, 2021).
A study habit is a combination of study approach and skill that describes an
individual’s study behavior. In other words, study habits are the behaviors and
abilities that can raise motivation and transform studying into a worthwhile endeavor
with high returns, leading to more learning. Developing strong study habits leads to
success, as a student will be able to work more efficiently while also suffering less
stress. He goes on to say that good study habits lead to a more productive academic
environment (Jafari, Aghaei, & Khatony, 2019).
Several factors can influence study habits, including personality traits,
learning style, motivation, environment, schedule, resources, prioritization, and
support system (Boyd & Fales, 2016). For example, students who are highly
motivated to succeed in school are more likely to develop good study habits and
1
spend more time studying (Kumar & Jagacinski, 2017). In contrast, students who are
less motivated may struggle to develop effective study habits and may be more likely
to procrastinate and cram for exams (Chowdhury et al., 2019).
Developing study habits will not only help you in school, it will also help you
succeed in life. This study aims to determine the study habits of the selected
participants. The researchers would like to conduct a study to determine the study
habits of grade 11 STEM students in Isabel National Comprehensive School.

2
Theoretical Background

The short-term objective of getting high test scores still drives the
examination-based educational culture that Asians continue to practice (Chan et al.
2018). Therefore, developing good learning habits has not received enough attention
in formal education, especially interest-driven learning. But practice is understood to
be essential for skill improvement (Raisbeck et al. 2015). Citizens must cultivate and
embrace lifelong learning habits and gain skills including complex problem solving,
teamwork and communication, critical thinking and reflection, creativity, and
imagination in order to cope with the rapidly changing world (Chan 2013; Griffin et al.
2012).
The interest-driven creator (IDC) theory is a design theory that aims to guide
the development of Asian education in the future. It consists of three foundational
concepts: interest, creation, and habit. The third anchored idea, habit, and the habit
loop are presented in this study. The IDC theory claims that learners can engage in
knowledge creation when they are motivated by curiosity. Learners will establish
interest-driven creation habits if they repeat this technique in their daily learning
routine. Three principles are involved in the habit loop, or the process of creating a
new habit: cueing environment, routine, and harmony. The cuing environment acts
as a habit trigger by alerting students' brains to get ready and switch to automatic
mode in order for a learning behavior to occur. Routine refers to the actions that
students repeat most often. Harmony is the affective outcome of routine behavior as
well as the assimilation of habits; pupils may experience fulfillment, satisfaction, and
tranquility as a result of their regular behavior and actions.
Given the aforementioned educational challenge, a group of Asian
researchers collaborated to develop the interest-driven creator (IDC) theory, a
macro-level theory. IDC theory states that students can participate in knowledge
creation when motivated by an interest. Students will acquire 21st century skills,
develop a habit of creation, and excel in learning if they repeatedly engage in this
interest-driven creation process as part of their daily learning routines.
Interest and creativity are not just ideas that teachers should see and
comprehend. The IDC idea encourages taking action through practicing regular
activities. The ultimate objective of IDC theory is to foster the development of our
next generation as lifelong interest-driven creators. Only by forming a habit of
3
interest-driven creation can the ultimate goal be met. Habit talks about how
frequently we learn in order to achieve the learning objective; interest points out
about why we learn; and creation describes how we learn. Building a habit of
invention is a long-term undertaking since it requires a complicated cognitive
process.
The IDC theory is used in our research since it will relate to and support our
findings. The IDC theory can assist us better comprehend what study habits are all
about. It provides us with background information as well as various definitions and
concepts from other sources. It illustrates how students develop or establish their
own study routines. Finally, the IDC theory provided some valid responses to our
research study entitled Study Habits of Grade 11 STEM Students of Isabel National
Comprehensive School.

4
Conceptual Framework

INTEREST – DRIVEN CREATOR THEORY

Interest Creation Habit

Study Habits of the Students

Figure 1. Schematic Diagram of the Study

Figure 1 shows the schematic diagram of Interest – Driven Creator (IDC)

Theory. This focuses on developing the interest, creation, and the habit of every
student. Learners will establish interest-driven creator habit if they repeat this
technique in their everyday learning routines.

5
 THE PROBLEM

Statement of the Problem

This research study aims to determine what are the study habits of the grade
11 STEM students in Isabel National Comprehensive School.
Specifically, it seeks to answer the following questions:
1. What is the demographic profile of the students in terms of:
1.1 age;
1.2 gender; and
1.3 section?
2. What are the study habits of the participants?
3. How frequent do the students study?

Significance of the Study

The researchers believe that this research study will be beneficial to the
following:
Grade 11 STEM Students. The grade 11 STEM students at Isabel National
Comprehensive School will gain from this study as they go throughout their learning
endeavor. This study will assist them in understanding the importance of good study
habits and evaluate whether their current habits are helping or hindering their
learning. It will also provide guidance on developing effective study habits which will
increase their performance as well.
Teachers. This study's findings will assist teachers and faculty members in
achieving their learning competency standards. The study will provide insights into
students' study habits, allowing teachers to develop tactics or exercises to improve
learning outcomes and encourage effective study habits.
Incoming STEM Students. This study will be extremely beneficial to Isabel
National Comprehensive School's incoming senior high school STEM students.
These students demonstrate high-quality academic behaviors, such as perseverance
in pursuing academic goals despite setbacks. The study will help the upcoming
6
students understand the importance of good study habits and evaluate whether their
current habits are helping or hindering their learning. It will also provide guidance on
developing effective study habits.
Future Researchers. This study will serve as the basis for future
researchers who wish to carry out research in related field. They can get data or
information in this study that will help their research.

Scope and Limitation of the Study

The research mainly focuses on the study habits of grade-11 STEM students
in Isabel National Comprehensive School. The gathering of data will be conducted to
those students who are enrolled in STEM major.
The study will be done through the utilization of questionnaire to the students
as a survey reference. With the help of the questionnaires, the researchers will be
able to know the study habits of the students. This research study will run from
February 01, 2024 until May 31, 2024.

7
Definition of Terms

Conceptual Definition

Habits is something that you do often and regularly, sometimes without knowing that
you are doing it.
Study habits refers to a set of behaviors and practices that are consistently and
intentionally applied by students to facilitate the learning process and academic
success.
Good study habits refer to a set of intentional and consistent behaviors and
practices that facilitate the learning process and academic success.
Poor study habits refer to a set of behaviors and practices that hinder the learning
process.
Creation is the action or process of bringing something into existence.
Interest is the state of wanting to know or learn about something or someone.

Operational Definition

Habits refer to student’s specific behaviors that are performed automatically and
regularly such as studying or brushing teeth, and describe how frequently and
consistently the behavior is performed.
Study habits are the choices students make regarding what to learn and how to
acquire it during their regular learning processes.
Good study habits are about finding a peaceful place to study, taking breaks,
establishing goals, and taking practice exams.
Poor study habits include procrastination, lack of organization, distractions,
ineffective study strategies.
Creation refers to the ability of the students to generate original and innovative ideas
or solutions, whether it be in the form of written work, projects or other academic
tasks.
Interest refers to as the level of engagement and enjoyment that grade 11 STEM
students exhibit towards their academic coursework and related activities, such as
8
completing homework, participating in class discussions, and attending extra-
curricular STEM events.

CHAPTER II
REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Review of Related Literature

There have been numerous studies conducted to investigate the connection

between study habits and academic performance. These studies have consistently
found that study habits have a significant impact on academic achievement. For
instance, Sari's study in 2019 discovered a positive correlation between study habits
and academic achievement. Moreover, the study identified some specific study
habits that positively affect academic performance, including time management, self-
discipline, and active learning.
Effective time management is critical for academic success. Students who
can manage their time well are more likely to complete their work on time, be less
stressed, and achieve higher grades. Additionally, good time management skills can
lead to increased involvement in extracurricular activities and an overall better quality
of life. Self-discipline is another essential study habit that positively impacts
academic performance. Students who exhibit self-discipline can delay gratification,
persist in the face of challenges, and regulate their thoughts, feelings, and actions.
Such students are more likely to complete their work on time, study more effectively,
and perform better academically Tracy, B. (2014).
The techniques and tactics students employ to memorize and retain
knowledge are known as study habits. Good study habits are crucial for academic
achievement because they can support students in time management, organization,
and information retention. Time management, organizing, taking notes, actively
listening, and test-taking techniques are only a few of the study habits that have
been mentioned in the literature Lang, J. M. (2016).
Planning and managing how much time to spend on various tasks is the
process of time management. It entails establishing priorities, making a timetable,
and following it. Time management is a vital study habit that might affect students'
academic success, according to Lufityanto and Wibowo (2015). They discovered in
9
their research that students who handled their time well received higher grades than
those who did not.
Another crucial study habit that can affect academic performance is
organization. Students that are well-organized are aware of the needs and deadlines
for their courses, which enables them to efficiently plan and manage their time.
According to a 2017 study by Wong and Watkins, pupils who were organized and
had superior time management skills were more likely to succeed academically.
Making notes while listening to a lecture or reading might help with
understanding and retention. Peverly, Sumowski, and Reder (2014) claim that taking
notes is a crucial study habit that can aid students in remembering crucial details and
comprehending difficult subjects.
Active learning is a crucial study habit that involves engaging in activities that
require students to participate actively in the learning process. This can include
group discussions, problem-solving, and hands-on activities. Active learning has
been found to increase student engagement, motivation, and learning outcomes.
Additionally, Adane's study in 2019 examined the factors that influence the
study habits of high school students. Parental involvement, motivation, and school
environment were found to be among the key factors that affect study habits.
Parental involvement, such as providing support and guidance, positively impacted
the study habits of high school students. The study also found that motivation and
the school environment can affect the study habits of high school students.
However, Ghulam et al.'s study in 2020 revealed that excessive use of
technology, such as smartphones and social media, can negatively impact the study
habits and academic performance of high school students. Students who spend a lot
of time on their phones and social media are more likely to have poor study habits
and achieve lower grades. Therefore, students should limit their technology use and
focus on developing good study habits.
Moreover, other studies have also looked at the impact of various other
factors on study habits and academic performance. For example, research has
suggested that the quality of sleep can impact study habits and academic
performance. A lack of sleep has been linked to decreased concentration and
memory, which can have a negative impact on a student's ability to learn effectively.
Therefore, it is essential for students to prioritize getting enough sleep to improve
their study habits and academic performance.
10
 In addition to this, diet and exercise can also have a significant impact on
study habits and academic performance. Studies have shown that a healthy diet and
regular exercise can improve cognitive function, memory, and concentration. Eating
a healthy and balanced diet and engaging in regular exercise can help students stay
focused and energized, which can contribute to better study habits and academic
performance McMorris, T., Mielcarz, G., & Sproule, J. (2013).
Overall, study habits have a significant impact on academic performance, and
there are several factors that can influence the development of good study habits. By
prioritizing factors such as time management, self-discipline, active learning, parental
involvement, motivation, school environment, sleep, diet, and exercise, students can
improve their study habits and achieve better academic results.

Review of Related Studies

For many years, researchers have been interested in studying the habits that
are necessary for academic success. Through reviewing related studies, it has been
discovered that good study habits have a positive correlation with academic
performance. Rodriguez et al. (2019) discovered that students who maintain good
study habits perform better academically, and Akomolafe and Adetunji (2019) found
that STEM students who utilize active and visual learning methods have better
academic performance.
A study by Kuhn and Dean (2013) that revealed students who used active
learning techniques, including self-testing and summarizing, outperformed those who
used passive techniques, like re-reading and underlining, on exams. Additionally, the
study discovered that students who combined active and passive learning tactics
had the best grades.
Similar findings were made by Roeser, Peck, and Nasir (2013), who
discovered that students who practiced effective study habits—such as time
management and organization—were more interested in their studies and performed
better in class. The study also discovered that students who had a growth mindset—
i.e., the conviction that intelligence can be enhanced through effort and commitment
were more likely to establish effective study techniques and succeed academically.
In addition, Demir and Baturay (2020) emphasized the importance of self-
regulated learning for academic success among STEM students. This suggests that
11
students who set goals, monitor their progress, and adjust their study methods are
more likely to achieve academic success. However, the misuse of technology can
negatively impact study habits and academic performance, as discovered by
Gonzales et al. (2020) who found that students who spend more time on non-
academic activities, such as social media and gaming, tend to have poorer study
habits and lower academic performance.
To build on previous research findings, the current study aims to investigate
the study habits of Grade 11 STEM students in Isabel National Comprehensive
School and their relationship with academic performance. The study will also explore
the impact of technology use on study habits and academic performance and
strategies that students use to manage technology use while maintaining productive
study habits.
Furthermore, other studies have identified various factors that influence study
habits and academic performance. For instance, a study by Nguyen and Nguyen
(2021) found that students' motivation, time management skills, and academic self-
efficacy significantly affect their study habits and academic performance.
Similarly, another study by Wang and Pan (2019) found that the learning
environment, including classroom design, lighting, and temperature, significantly
affects students' study habits and academic performance. They discovered that
students who study in a comfortable and conducive environment tend to have better
study habits and academic performance.
Another study by Ghorbani, Karimi, and Asadi (2015) looked at the study
practices of Iranian university students and discovered that those who used effective
study techniques like time management, active listening, and note-taking performed
better academically than those who did not. According to the study, students who
were more driven and had a positive outlook on learning were more likely to form
effective study habits.
In the Philippines, a study by Macatangay (2017) that looked at the study
practices of Grade 11 STEM students in a public high school discovered that those
who had good study practices, such as time management and organization, had
higher academic accomplishment. Additionally, the study indicated that students
were more likely to form effective study habits if they had a positive outlook on
education and were driven to succeed in their academic endeavors.

12
 Moreover, a study by Shademan and Alipour (2020) found that the use of
learning strategies, such as note-taking, summarizing, and outlining, positively
correlates with study habits and academic performance. They concluded that
students who use effective learning strategies tend to have better study habits and
academic performance than those who do not.
In summary, several studies have demonstrated the importance of study
habits for academic success and identified various factors that affect study habits
and academic performance. The current study aims to contribute to this growing
body of research by examining the study habits of Grade 11 STEM students.

13
 CHAPTER III
METHODOLOGY

Research Design

This study will use the phenomenological research in the conduct of the
research study. A phenomenological study is a type of qualitative research that aims
to uncover and define a phenomenon’s universal core. It focuses on the experiences
and opinions that people have regarding a phenomenon. We employed
phenomenology research because our study is focused on the study habits of grade
11 STEM students. This approach is intended to collect the necessary information
regarding the study practices of Isabel National Comprehensive School's grade 11
STEM students.

Research Environment

The Senior High School Department of the Isabel National Comprehensive

School (INCS), located in Isabel, Leyte, will serve as the study's location (SHS).
Isabel National Comprehensive School offers four courses in accounting and
business management (ABM), home economics (HE), information and
communication technology (ICT), and science, technology, engineering, and
mathematics (STEM) (STEM). The school consists of 1,485 Junior High School
(JHS) students and 752 Senior High School (SHS) students.

Research Participants

The research participants of this study will include grade 11 stem students in
Isabel National Comprehensive School. In total, the population of the research
participants sums up to 76 students. The researchers chose a non-probability
sampling technique that is frequently used in qualitative research called "purposive
sampling," sometimes known as "purposive or judgmental sampling." It entails
14
choosing research subjects by standards or traits that complement the study's goals
and inquiries. When a researcher wants to learn more in-depth about participants
who are most likely to have relevant knowledge and experiences about the research
topic, they utilize a method called purposive sampling. The researcher decided to
use purposive sampling because it helps in identifying research participants who are
most likely to provide rich and relevant data for the research objectives. It allows the
researcher to deliberately select participants who possess the specific characteristics
or criteria that are important for the research, thereby enhancing the validity and rigor
of the research findings.

Research Instruments

A questionnaire will be used to collect the data. The respondents' age and
gender, among other details, are included in this questionnaire. As a result, the key
resource for examining the study practices of grade 11 STEM students at Isabel
National Comprehensive School will be the data from our research (INCS).
Questionnaire is a set of questions designed to gather from people
statistically significant or private data. The questionnaire should be reviewed by the
research teacher and research expert. To determine the demographics of the grade
11 STEM students at Isabel National Comprehensive School, the researchers chose
to use a questionnaire. The data provided by the respondents will be verbalized
using a theme analysis. The data will therefore be examined.

Data Gathering Procedure

The researchers will write a letter to Dr. Lucena L. Cuervo, INCS Principal,
requesting authorization to perform the study in the senior high school department
with the grade 11 STEM students as participants/respondents at her particular
school. The researcher will next send the research expert or research teacher their
prepared questions. Following the researcher's approval of the questioners, the
advisors of the grade 11 STEM students will be asked for permission to conduct the
study in their advisory as participants or respondents of the study of their individual
advisory. The researcher will then request consent from each student in each portion

15
since they will be the study's subjects. Each student will receive a questionnaire from
the researchers, who will then compile the data.

Ethical Considerations

The use of human subjects in research is subject to ethical considerations. It

is crucial to make sure that the welfare and rights of any volunteers who are being
used in research are safeguarded. This entails gaining consent with full knowledge,
protecting personal information, and reducing discomfort or possible injury. There
are various ethical factors to keep in mind when researching the study habits of
Grade 11 STEM students at Isabel National Comprehensive School. They consist of:
All participants must give their informed consent before the study can start, as
well as their parents or legal guardians if they are under the age of 18. The goal,
methods, potential dangers, and advantages of the study should all be thoroughly
explained to participants. Additionally, they should also be informed that participation
is voluntary, and they have the right to withdraw at any time.
Confidentiality: The researcher must make sure that no participant's private
information is shared with parties outside the study. Any data gathered ought to be
securely kept away and shielded from unauthorized access.
Avoiding Harm: Participants should not experience any physical, emotional,
or psychological harm because of the study. The researcher should take precautions
to reduce any potential harm, such as refraining from asking delicate or upsetting
questions and making sure that participants are not put through an excessive
amount of stress.
Privacy: The researcher must make sure that study participants' privacy is
respected. This could entail keeping the study confidential and making sure that only
the research team gets access to the data.
Debriefing: Following the conclusion of the study, the researcher should
debrief the subjects, giving them a summary of the findings and responding to any
queries they may have.

16
Non – Statistical Treatment of Data

Thematic analysis will be used in the study to pinpoint the issues encountered
and potential study interventions. The common themes—topic, ideas, pattern, and
meaning that recur—were found after a careful analysis of the data by the
researchers.

RESEARCH QUESTIONS NON-STATISTICAL METHODS

1. What is the demographic profile of
the students in terms of:
1.1 age; Thematic Analysis
1.2 gender; and
1.3 section?

2. What are the study habits of the

participants? Thematic Analysis

3. How frequent do the students study?

Thematic Analysis

17
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