Certain study habits that are most commonly adopted by BSA students

Su
Groups Count m Average Variance
flashcards 50 178 3.56 0.822857143
study schedules 50 187 3.74 0.767755102
study groups 50 164 3.28 1.430204082
online study resources 50 199 3.98 0.632244898
active learning techniques like summarizing 50 206 4.12 0.475102041
breaks to boost my focus 50 202 4.04 0.569795918
peak productivity hours 50 202 4.04 0.733061224

ANOVA
Source of Variation SS df MS F P-value F crit
3.35228E-
Between Groups 28.89714286 6 4.816190476 6.207550478 06 2.125036578
Within Groups 266.12 343 0.775860058

Total 295.0171429 349

BSA students’ academic performance, measured by grades

Groups Count Sum Average Variance
0.43918367
Regular study 50 218 4.36 3
0.43918367
practice problems 50 218 4.36 3
0.63836734
Planning over cramming 50 206 4.12 7
0.73306122
Memory techniques 50 198 3.96 4

ANOVA
Source of Variation SS df MS F P-value F crit
3.41364296
Between Groups 5.76 3 1.92 1 0.018501149 2.65067651
Within Groups 110.24 196 0.56244898
Total 116 199

BSA students’ academic performance, measured by class standing

Groups Count Sum Average Variance
0.63836734
Structured studying 50 194 3.88 7
Study groups 50 178 3.56 0.61877551
0.50979591
Seeking help 50 201 4.02 8
0.45918367
Applying concepts 50 205 4.1 3

ANOVA
Source of Variation SS df MS F P-value F crit
5.09106466
Between Groups 8.5 3 2.833333333 2 0.002048503 2.65067651
Within Groups 109.08 196 0.556530612

Total 117.58 199

BSA students’ academic performance, measured by class participation

Groups Count Sum Average Variance
0.55673469
study habits make me feel confident 50 206 4.12 4
0.65346938
Understanding the material 50 207 4.14 8
0.60448979
Taking notes 50 213 4.26 6
0.86734693
seek clarification 50 195 3.9 9

ANOVA
 Source of Variation SS df MS F P-value F crit
1.67782681
Between Groups 3.375 3 1.125 5 0.17307877 2.65067651
Within Groups 131.42 196 0.670510204

Total 134.795 199

Specific Study Habits and Performance in Various Accountancy Subjects

Su
Groups Count m Average Variance
Management Advisory Services. 50 188 3.76 0.88
0.79224489
Regulatory Framework of Business Transactions 50 197 3.94 8
1.01265306
Auditing 50 187 3.74 1
0.53061224
Financial Accounting and Reporting subject 50 210 4.2 5
Taxation 50 218 4.36 0.35755102
Advanced Financial Accounting and Reporting 0.40857142
subject 50 207 4.14 9

ANOVA
Source of Variation SS df MS F P-value F crit
15.7366666 3.14733333 4.74277806 0.00034944 2.24470332
Between Groups 7 5 3 3 8 8
0.66360544
Within Groups 195.1 294 2

210.836666
Total 7 299

Learning styles & personality impact on study habits’ effectiveness

Su
Groups Count m Average Variance
0.44897959
highlighting 50 220 4.4 2
 0.92897959
group study 50 182 3.64 2
0.46081632
self-directed 50 211 4.22 7
flexible study 0.60571428
habits 50 204 4.08 6
0.91795918
visual learner 50 201 4.02 4

ANOVA
Source of
Variation SS df MS F P-value F crit
5.92722748 0.00014387 2.4084883
Between Groups 15.944 4 3.986 2 6 7
0.67248979
Within Groups 164.76 245 6

180.70
Total 4 249

External factors (resources, finances, family support) influence study habit adoption and
effectiveness.
Su
Groups Count m Average Variance
expensive study 0.88204081
materials 50 183 3.66 6
0.82653061
Financial constraints 50 185 3.7 2
0.65306122
family support 50 220 4.4 4
0.73632653
study spaces 50 214 4.28 1
Balancing work and 0.89836734
study 50 207 4.14 7

ANOVA
 Source of Variation SS df MS F P-value F crit
7.14906546 1.84861E- 2.4084883
Between Groups 22.856 4 5.714 8 05 7
0.79926530
Within Groups 195.82 245 6

218.67
Total 6 249

1. Certain study habits that are most commonly adopted by BSA students:

f-value p-value Decision Interpretation

6.208 3.35E-06 Reject H0 Significant

Reasoning: The p-value (3.35E-06) is much smaller than the commonly used significance level of 0.05, indicating strong evidence against the null hypothesis.

Additionally, the calculated f-value (6.208) is greater than the critical f-value (2.125), further supporting the rejection of the null hypothesis. Therefore, we can

conclude that the study habits adopted by BSA students have a significant effect on their academic performance in preparation for the LECPA.

2. BSA students' academic performance, measured by grades:

f-value p-value Decision Interpretation

3.414 0.019 Reject H0 Significant

Reasoning: The p-value (0.019) is smaller than the significance level of 0.05, providing evidence to reject the null hypothesis. The calculated f-value (3.414) is also

greater than the critical f-value (2.651), further supporting the rejection. Therefore, we can conclude that the study habits adopted by BSA students have a

significant effect on their academic performance as measured by grades.

3. BSA students' academic performance, measured by class standing:

f-value p-value Decision Interpretation

5.091 0.002 Reject H0 Significant

Reasoning: The p-value (0.002) is much smaller than the significance level of 0.05, indicating strong evidence against the null hypothesis. The calculated f-value

(5.091) is also greater than the critical f-value (2.651), further supporting the rejection. Therefore, we can conclude that the study habits adopted by BSA

students have a significant effect on their academic performance as measured by class standing.
 4. BSA students' academic performance, measured by class participation:

f-value p-value Decision Interpretation

1.678 0.173 Fail to Reject H0 Not Significant

Reasoning: The p-value (0.173) is greater than the significance level of 0.05, indicating a lack of evidence to reject the null hypothesis. Additionally, the calculated

f-value (1.678) is smaller than the critical f-value (2.651), further supporting the failure to reject the null hypothesis. Therefore, we cannot conclude that the

study habits adopted by BSA students have a significant effect on their academic performance as measured by class participation.

5. Specific Study Habits and Performance in Various Accountancy Subjects:

f-value p-value Decision Interpretation

4.743 0.0003 Reject H0 Significant

Reasoning: The p-value (0.0003) is much smaller than the significance level of 0.05, providing strong evidence against the null hypothesis. The calculated f-value

(4.743) is also greater than the critical f-value (2.245), further supporting the rejection. Therefore, we can conclude that the study habits adopted by BSA

students have a significant effect on their performance in various accountancy subjects.

6. Learning styles & personality impact on study habits' effectiveness:

f-value p-value Decision Interpretation

5.927 0.0001 Reject H0 Significant

Reasoning: The p-value (0.0001) is much smaller than the significance level of 0.05, indicating strong evidence against the null hypothesis. The calculated f-value

(5.927) is also greater than the critical f-value (2.408), further supporting the rejection. Therefore, we can conclude that learning styles and personality have a

significant impact on the effectiveness of study habits adopted by BSA students.

7. External factors (resources, finances, family support) influence study habit adoption and effectiveness:

f-value p-value Decision Interpretation

7.149 1.85E-05 Reject H0 Significant

Reasoning: The p-value (1.85E-05) is much smaller than the significance level of 0.05, indicating strong evidence against the null hypothesis. The calculated f-

value (7.149) is also greater than the critical f-value (2.408), further supporting the rejection. Therefore, we can conclude that external factors such as resources,

finances, and family support have a significant influence on the adoption and effectiveness of study habits among BSA students.

In summary, the ANOVA results indicate that the study habits adopted by BSA students have a significant effect on their academic performance in various

aspects, including grades, class standing, and performance in specific accountancy subjects. Additionally, factors such as learning styles, personality, and external

resources/support also significantly impact the effectiveness of these study habits.

I am working on a research paper, help me create a Conceptual Framework for this study entitled “DEGREE OF SATISFACTION IN USING E-WALLET AS A FORM OF

PAYMENT FOR MICRO, SMALL AND MEDIUM ENTERPRISES IN ALAMINOS CITY, PANGASINAN”. Using the information in this file, these are what you are going to

do:
Create a conceptual Framework using Input, Process, Output (IPO) model,

Provide clear explanation about the conceptual framework,

Provide your sources or references where you get the idea in the conceptual framework.

,,,,,,,,

I am working on a research paper, help me create a Conceptual Framework for this study entitled “ Effectiveness of Study Habits of Bachelor of Science in

Accountancy (BSA) Students in Selected Higher Education Institutions for Licensure Examination for Certified Public Accountants (LECPA) ”. Using the information

in this file, these are what you are going to do:

1. Identify the independent and dependent variables,

2. Create a conceptual Framework,

3. Provide an explanation of the conceptual framework,

4. Provide your sources or references where you get the idea in the conceptual framework.

Elaborate more this Conceptual Framework using theories that are related to this study. It can be a specific theory of an author or person who have

already did some studies about this topic. Again, do not forget to provide sources or references where you get your ideas.

Now, kindly incorporate these theories and models in paragraphs so they can be connected to each other.
Can you elaborate them more for further understanding of readers.

Based on the information above, make an introduction about this conceptual framework base on this research study or topic.

Based on the conceptual framework in this file, clearly explain the components in the Input, Process and Output. in paragraph form

Considering that this is a Conceptual Framework of a research study, provide your conclusion for this;
 The conceptual framework illustrates the relationships between the independent and dependent variables in the study. The primary independent

variable is the study habits of BSA students, which encompasses various aspects such as time management, study environment, study strategies (e.g., note-

taking, summarizing, practice questions), motivation, self-discipline, collaborative learning, and class participation.

Additionally, the framework incorporates learning styles and personality traits as potential factors that may influence the effectiveness of different study

habits for individual students.

External factors, including access to study resources, financial constraints, and family support, are also considered as independent variables that could

impact the adoption and effectiveness of different study habits.

The dependent variables in the framework are academic performance, measured by grades, class standing, and class participation, as well as

performance in the Licensure Examination for Certified Public Accountants (LECPA).

The framework suggests that study habits, along with learning styles, personality traits, and external factors, can have a direct impact on academic

performance and, consequently, performance in the LECPA.

Independent Variable: Study Habits of BSA Students

Dependent Variable: Academic Performance (Grades, Class Standing, Class Participation) and Preparation for Licensure Examination for Certified Public

Accountants
 The pursuit of academic excellence and professional success in the field of accountancy requires a multifaceted approach that integrates effective study

habits, strategic learning strategies, and self-regulatory processes. The conceptual framework for this research study is grounded in Zimmerman's Self-Regulated

Learning Theory (1986, 1990), which serves as the overarching theoretical foundation. This theory posits that academic success is influenced by students' ability

to self-regulate their learning process, actively engaging in metacognitive, motivational, and behavioral strategies to achieve their academic goals.

Building upon this foundation, the framework incorporates the study habit components identified by Credé and Kuncel (2008) in their seminal meta-

analysis. These components, including metacognitive strategies, time management, effort regulation, and environment structuring, are closely aligned with the

self-regulatory processes outlined in Zimmerman's theory. The framework further integrates the learning strategies proposed by Weinstein and Mayer (1986) and

expanded upon by Pintrich (1991), encompassing rehearsal, elaboration, organization, critical thinking, and self-regulation strategies.

The conceptual framework posits that the study habits adopted by Bachelor of Science in Accountancy (BSA) students, encompassing self-regulated

learning strategies, time management, effort regulation, and environment structuring, directly influence their ability to effectively employ strategic learning

strategies. These learning strategies, in turn, are expected to have a direct impact on the academic performance of BSA students, as measured by their grades,

class standing, and class participation.

The integration of these theoretical perspectives and models provides a comprehensive understanding of the potential relationship between self-

regulated learning, study habits, strategic learning, and academic performance in the context of BSA students preparing for the Licensure Examination for

Certified Public Accountants (LECPA). By cultivating effective study habits rooted in self-regulated learning principles and utilizing strategic learning strategies, BSA

students can enhance their academic performance and better prepare themselves for the rigorous challenges of the LECPA.

This conceptual framework serves as a guiding structure for the research study, allowing for the exploration and analysis of the intricate interplay

between study habits, learning strategies, and academic performance among BSA students. By examining the effectiveness of various study habits and their
influence on strategic learning and academic outcomes, this research aims to provide valuable insights and recommendations to support the academic success of

BSA students and their preparation for the LECPA.

Independent Variables:
Financial Factors (capital investment, cost management, revenue generation)
Support and Management Factors (leadership, organizational structure, resource management)
Market Factors (supply and demand dynamics, consumer preferences, market trends)

Dependent Variable:
Profitability (measured by average profit of rice retailers)
I am working on a research paper, help me create a Conceptual Framework for this study entitled “DEGREE OF SATISFACTION IN USING E-
WALLET AS A FORM OF PAYMENT FOR MICRO, SMALL AND MEDIUM ENTERPRISES IN ALAMINOS CITY, PANGASINAN”.
Using the information in this file, these are what you are going to do:

Create a conceptual Framework using Input, Process, Output (IPO) model,

Provide clear explanation about the conceptual framework,
Provide your sources or references where you get the idea in the conceptual framework.

Can you elaborate them more for further understanding of readers.

How about give explanation on the Process component, in paragraph form

Based on the conceptual framework in this file, clearly explain the components in the Input, Process and Output. in paragraph form