Final Manuscript Part B

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Chapter 1
Introduction
Chapter One is divided into six parts; (1) Background of the Study, (2)
Theoretical Framework, (3) Statement of the Problem and Hypothesis, (4) Significance
of the Study, (5) Definition of Terms, and (6) Delimitation of the Study.
Part One, Background of the Study, presents information regarding the study,
which had contributed a lot in the formulation of the research problem and also displays
the paradigm of the study.
Part Two, Theoretical Framework, expresses the related theories of the study.
Part Three, Statement of the Problem and Hypothesis, states the main goal and
purpose of conducting the study.
Part Four, Significance of the Study, states the benefits and beneficiaries of the
study.
Part Five, Definition of Terms, lists alphabetically the terminologies used in the
study which are defined conceptually and operationally for the purpose of clarity and
common term of reference.
Part Six, Delimitation of the Study, identifies the coverage and sets the
boundaries and parameters of the study.

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Background of the Study
In this time of globalization and technological advancement, education is known
as the first step for human activity. It plays an important role in the development of
human capital and is connected with every individual’s well-being and opportunity for a
better standard of living. In this regard, academic performance is one of the major
factors that influence individual’s success in any academic setting.
In education, proper study habits and skills entail to proficiency as well as high
quality of learning (Dehghani & Soltanalgharaei, 2014). Productive study requires
conceptualization and intention. It could include some skills such as note-taking,
observation, asking question, listening, thinking and presented idea regarding
discovering new information. Thus, learner should be interested in learning and must be
able to apply needed skills. On the other hand, inefficient study leads to waste of time
and learner’s energy (Hashemian & Hashemian, 2014). Study habits and skills like other
skills can be taught and learnt.
The link between study habits and academic achievement has strong connection
and this variable is one of the most important topics in educational world. There are
different studies which have studies study habits as a correlate of academic
achievement. Anwar (2013) conducted a study to investigate the degree of relationship
between study habits and academic achievement of senior secondary school students of
Lucknow city of U.P. (India) and found that the academic achievement of the students
having good and poor study habits differed significantly in favor of those who has good
study habits.
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The topic was chosen mainly due to two reasons. First, a number of students
who has poor academic performance often lack a good learning routine. The gathered
study habits of participants can serve as a guide or recommendation of study habits
they can use. Second, academic achievements play an important role in the successful
development of people in society. Learners that do well in school make better transition
in adulthood.
To assure that the study habits to be used as basis is compatible with the
learners, the researchers opted to conduct a qualitative-quantitative study to ensure the
compatibility of the study habits to the learner.
Thus, the researchers chose to conduct the study to determine and describe the
study habits of Grade 12 learners who were able to finish with distinctions in the new
normal education.
This study aimed to determine the study habits of Grade 12 academic achievers
in the academic track. The independent variables are their strand and sex which
commonly affect the study habits of Grade 12 academic achievers which served as the
dependent variable.
Theoretical Framework
This study is based on the Interest Driven Creator theory propounded by Tak
Wai Chan in 2018. This theory is developed based on the previous researches but aims
to address the educational reform of K-12 in Asia. It is based on a three-step cycle; (i)
sparking students’ interest, (ii) fostering individual creativity, and (iii) inculcating lifelong
learning habits. It emphasizes on creating personalized habits for individuals which
benefit them.
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Albert Bandura (1977) propounded the Social Learning Theory, it is the study of
learned behaviors through the observation, modeling, and imitating of new behaviors
that are reinforced by other people, or “models.” As a result, new behaviors either
continue or cease depending on how they are reinforced or rewarded in the social
environment. The theory had three focused points; (1) Individuals have the ability to
learn through observation, (2) Mental states are a fundamental part of this learning
process, and (3) When something is learned, a change in behavior does not always
follow. The theory was solidified through observational learning and modeling.
This study aimed to describe the study habits which aided them to gain their
academic achievement of the grade 12 academic track students of Alimodian National
Comprehensive High School for the academic year 2022-2023.
The relationship between variables is presented in the following paradigm:
Independent Variables Dependent Variable
Sex Study Habits of SHS

Academic Achievers
Strand
Figure 1. The research paradigm of the study

Statement of the Problem and Hypothesis
Generally, this study described the study habits of grade 12 students of
Alimodian National Comprehensive High School in the school year 2023-2023.
Specifically, it sought to answer the following questions
1. What are the study habits of grade 12 achievers in school year 2022-2023?
2. What are the study habits of academic awardees when grouped according to:
a. Sex; and,
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b. Stand?
3. Is there a significant difference in the study habits of academic awardees when
grouped according to:
a. Sex; and,
b. Strand?
In this regard, the researchers conceptualized the following null hypotheses:
1. There is no significant difference in the study habits of Senior High School achievers
when grouped according to sex and strand.
Significance of the Study
The findings of the study could be beneficial to the following:
Students. This study could provide students insights on which study habits is
most beneficial and suited to them in which may help them perform better academic
performance.
Teachers. This study could allow teachers to formulate better teaching
techniques and strategies with the consideration to the study practices of the learners.
Parents. This study may educate parents on how to guide their children by
providing motivation, guidance, and engagement in discussions about values and
attitude towards education to promote academic excellence.
Future Researchers. The results could become the guide of future researchers
when they do their own research study.

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General Public. This study also aimed to inform the general public of the
experiences of learners becoming more aware and understanding of the factors that
affect the attainment of academic excellence.
Definition of Terms
For the purpose of clarity and understanding, the following terms are specified
their conceptual and operational definition:
Achievement – level of student success in learning the subject matter in
schools that are expressed in the form of scores obtained from the results of tests on a
particular subject matter(Shah, 2008).
In this study, achievement referred to the awards received by the students such
as “With Highest Honors, With High Honors, and With Honors”.
Achiever – a person who retains the aptitude and motivation to reach or go
beyond a predetermined degree of achievement or success (Sam, 2013).
In this study, achiever referred to a grade 12 student who received awards such
as “With Highest Honors, With High Honors, and With Honors” during the first semester
of the same school year.
Student - The term 'students' referred to individuals registered and recognized
as learners in educational institutions like colleges and universities for the purpose of
acquiring knowledge and skills that could enhance personal developments to prepare
them for the world of work (Enokela, 2022).
In this study, students referred to the grade 12 students of Alimodian National
Comprehensive High School in the school year 2022-2023.

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Study habits – the different individual behavior in relation to studying and is a
combination of study method and skill that can increase motivation and convert the
study into an effective process with high returns, which ultimately increases the learning
(Arora, R., et. al, 2014).
In this study, study habits referred to the study habits of the Alimodian National
High School academic achievers in the school year 2022-2023.
Delimitation of the Study
This study aimed to describe the learning habits of grade 12 students of
Alimodian National Comprehensive High School who received academic awards in the
first semester of the school year 2022-2023. This study was limited only to the
perception of grade 12 learners about their study habits that enabled them to attain
academic awards for the academic year 2022-2023. Two (2) research instruments were
made; an interview protocol was used to answer the question “What are the study
habits of grade 12 achievers in school year 2022-2023?” and a survey questionnaire was
used to answer the questions “What are the study habits of academic awardees when
grouped according to sex and strand?” and “Is there a significant difference in the study
habits of academic awardees when grouped according to sex and strand?”.

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Chapter 2
Review of the Related Literature
This chapter contains a review of the literature as well as the findings of other
related research to which the current study is related or has similarity. This provided the
author with enough context to understand the study. It contains information concerning
the Study Habits of Senior High School Academic Achievers.
Furthermore, this chapter is divided into five parts; (1) Study Habits, (2)
Effective Study Habits, (3) Components of Study Habits, (4) Review of Related Studies,
and (5) Summary of the Literature Reviewed.
Part One, Study Habits, presents the concept of study habits.
Part Two, Effective Study Habits, explains the importance of effective study
habits.
Part Three, Components of Study Habits, states the components of a study habit.
Part Four, Review of Related Studies, presents information about research
studies conducted that are related to the current study.

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Part Five, Summary of the Literature Reviewed, summarizes all the information
gathered and reviewed in connection to the study.
Study Habits
Today’s world is moving in a speed which was unheard in the past. Everyone wants
to excel. Individual’s success affects personal and social dimensions of life. In this
regard, academic performance is one of the major factors that influence individual’s
success in any educational setting. It is any body’s guess that good habits and skills can
help us to promote efficiency in our tasks. In education, proper study habits and skills
entail to proficiency as well as high quality of learning (Dehghani & Soltanalgharaei,
2014). Productive study requires conceptualization and intention. It could include some
skills such as note-taking, observation, asking question, listening, thinking and
presented idea regarding discovering new information. Thus, learner should be
interested in learning and must be able to apply needed skills. On the other hand,
inefficient study leads to waste of time and learner’s energy (Hashemian & Hashemian,
2014). Study habits and skills like other skills can be taught and learnt. Accordingly,
educational researches intend to find out effective ways to improve students’ study
habits, and most suitable age of learners where they can learn those skills.
According to Nagaraju (2004) ultimate goal of education is to present perfection and
develop individuality. This final goal of education has aimed to encourage learners in
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order to comfort with new situations and solving new problems. Some skills facilitate
students’ learning, such as proper study habits, and it can motivate students to learn
efficiency. The link between study habits and academic achievement has strong
connection and this variable is one of the most important topics in educational world.
Good habits and skills can be developed in early stage of life, like childhood. If students
can equip themselves with good habits and skills to facilitate better learning. “Study
habit means the habit that an individual might have formed with respect to his learning
activities” (as cited in Nagaraju, 2004).
“The concept of study habit comprises of study attitude, study method and study
skill. Attitude towards study has great contribution in academic achievement and good
study pattern. Successful students adopt positive attitude towards study and do not
waste time or energy”. There are different studies which have studies study habits as a
correlate of academic achievement. Anwar (2013) conducted a study to investigate the
degree of relationship between study habits and academic achievement of senior
secondary school students of Lucknow city of U.P. (India) and found that the academic
achievement of the students having good and poor study habits differed significantly in
favor of those who has good study habits. In 2012, Sharma examined study habit of 250
students in 9th grade high school students with academic achievement and found that
good study habit was associated with high level of academic achievement and also boys
had better study habit in comparison to girls.
Research indicated that in higher education institutions, academic success can
increase by focus on some kind of interventions directed towards learning strategies,
study skills, and study behaviors such as time management, using information
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resources, taking class notes, communicating with teachers, preparing for and taking
examinations. Almeida et al (2009) indicated significant correlation between learning
behavior, learning approaches, and academic achievement in higher education.
Crede and Kuncel (2008) concluded to establish effective study, students require
study skills, motivation, study habits, and study attitude. According to Ch (2006), a
central feature of effective study habits is that good habits can influence performance of
students to do better in academic tasks. Study habits may determine efficient or
inefficient methods. Several studies reported positive and significant relationship
between study habits and academic success (Hableton et al, 2006).
“It is worthwhile to note and underscore that one of the reasons of
underachievement as reported by students is lack of proper methods of study” .
Therefore, conducting counseling course helps student to perform efficiently in academic
activities. Even at the college level, students with high levels of overall academic
achievement tend to have more effective study habits than do low-achieving students
with respect to study techniques, time management and attitudes towards learning as
reported by Bailey and Ouwuegbuzie (2010).
Effective Study Habits
Effective study habits are conditions in which the students’ study habitually to reach
the maximum success of their academic in the school work (Ogbodo, 2010). There are
many kinds of effective study habits that found by researcher in the previous study.
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In addition, there are seven dimensions to construct good study habits of students;
home environment and planning of work, reading and note taking, planning of subjects,
concentration, preparation of the exam, habits and interest, and total study habits
(Rajendra et al., 2019). Good study habits are called the effective study habits, because
good study habits have significant effect to student’s academic achievement in their
learning process (Haq and Khalil, 2013).
Components of study habit
Study habits have some components to be applied by students in their learning
strategies for achieving student’s academic success. Based on the previous research,
there were seven components that included in study habit that are discussed in this
section based on the following:
a. Home environment and planning of work
Home environment gives the important effect to students’ habit when
they choose for studying at home to review the school material or to prepare
material for the next lesson. Because the environment is important to support
students in their learning, the home environment should provide good circulated
air, silent voice, and the bright lighted room or open place with the desk and
chair (Osa-Edoh & Alutu, 2012).
Beside of home environments’ characteristic in study habits, home
environment includes on parents’ role to support their children in improving
study habit with purpose in reaching their children’s achievement (Nuthanap,

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2007). Parent’s awareness to their children in creating an ideal learning
environment at home can help their child for reaching their achievement (Meyer,
2017).
b. Reading and note taking
Reading is one of the English skills that someone makes meaning of
written symbols on a page of paper (Donoghue, 2006). There are some kinds of
reading based on the purpose of the reader; reading for enjoyment or interest,
reading for studying purposes, and reading just for decoding signs on page.
Based on reading for studying purposes, reading can build someone knowledge
about something new that never they know before. (Cunningham & Stanovich,
2001).
Note taking is one of skill that is important to be learn for increasing the
effectiveness of study habits (Hawthorn, 1980). When you take a note in your
study, you will be more focused on your idea and speed up of your process in
learning process. There are some activities that asked students to take a note for
getting the idea, such as; in reading and listening activity. Students should take
their note to get the idea from their activity.
c. Planning of subjects
Learning subjects independently differs between every learner. Some
learners with higher comprehension level understand the school material easier
while studying alone. On the contrary, the students with lower comprehension
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finds it more difficult to learn the same school material while learning by
themselves when they study at home (Hawthorn, 1980).
d. Concentration
Concentration is the most important one that offers the aspiration
outcome in the students’ learning process (Ogdodbo, 2010). By using the
concentration techniques that are suitable for students in their habit when
reading, the students can improve their achievement by increasing their
knowledge from reading activity with implementing this concentration
technique.
e. Preparation for an Exam
Preparing for a test for students that enclose the real test can cause them
a depressive and concern reaction (Tasmania University, 2013). The depressive
and concern from students when preparing for an examination can be managed
by good organization to the student’s study style to review the subject
materials. By applying the good strategy in preparation of examination, the
students are more prepared to answer the examination questionnaire and their
result of examination can get the maximum score (Hawley, et al., 2009).
f. General habits and attitudes
Habits and attitudes of students are importance part of study toward
students’ achievement. By definition, habit is some patterns of behavior that
adopted by students with regards to their learning. Attitude is students’ attitude

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toward act of studying and students’ acceptation and approval of broader goals
of college education (Mendezabal, 2013). So, habits and attitude are needed for
students to increase their learning style for achieving their academic success.
There are some determined to reach habits and attitude; time management
ability, work method, attitudes toward teachers and acceptance of education.
From the previous research, we can find that habits and attitude have relation
to students’ learning with purpose for reaching their academic achievement
when they really arrange their study in effective study.
g. Total study habits
By applying the components of study habits in learning process, students
can increase their achievement. Therefore, total study habits are important
applied by students in their learning. Because there was many research that
shown the readers, total study habits have relation to improve student’s
academic achievement that hold in government and private school research (Dr.
Chand, 2013, p. 94).
Review of Related Studies
This research which comes from Riaz et al (n.d.) with their journal entitled
Relationship of Study Habits with Educational Achievement that focuses on economics
students in Pakistan, the result of this study explains that there presented a positive
relationship between study habit and achievements of students for some dimensions of
study habits that observe in their area of study (Riaz, et al., 2002). This study shows
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evident that study habits can improve student’s achievement when they apply study
habits effectively in their learning habits.
Another research entitled Study Habits and Academic Achievement in Core
Subjects among Junior Secondary School Students in Ondo State, Nigeria that focus on
students’ study habit for subject materials school from the public junior secondary
school in Nigeria (two schools from each of the three senatorial districts (Oluwatimilehin,
2012). This study shows that relation of study habits and students’ academic
achievement in their learning. Study habits’ dimension that is used in this research such
as homework and assignment, time allocation, reading and note-taking, study period
procedures, concentration, written work, examination and teacher consultation. The
result of this research shows that there was different impact of study habit to their
academic achievement for different school subject.
Previous research entitled Study Habits of Higher Secondary School Students in
Relation to their Academic Achievement that focuses on relation between study habits’
dimensions and students’ academic achievement at the government school of
Banaskantha in Gujarat (Chaudhari, 2013). From the article, the researcher shows that
each dimension of study habits that applied by students at the government school in
Gujarat has different relation with academic achievement success of students based on
the collected data. There are some points from the research to support a good study
habit in students’ learning; parent’s role is important to guide their children to develop
their study habits, teacher’s role to control their students’ study habits by asking them to
record their progress and teacher should be create a conducive environment in the
classroom to make their students enjoy when they study with them. Therefore, to reach
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students’ achievement, there should be good arrangement study habits in students’
learning.
In addition, discussion about an article entitled Study Habits of Tenth Grade
Students in Relation to their Academic Achievement that focuses on comparing of
female and male students at rural and urban area about their study habits to reach their
academic achievement. From this research, the researcher concluded that there was not
significant effect for their academic achievement and study habits based on students’
sex. There was also different result of research about locality of students. The location
of students when they studied their school materials shows the affect to their study
habits and academic achievement. In conclusion, students with applying good study
habits will reach their achievement in learning process.
Summary of Literature Reviewed
In this era, one of the main goals of humans is to attain excellence. In this
regard, academic performance is one of the deciding factors of an individual’s success in
an educational setting. Productive study requires conceptualization and intention. Thus,
a learner must first have the self-interest to learn and discover new ideas. Some skills
facilitate a students’ learning, such as proper study habits, which can help motivate a
learner learn efficiently.
Effective study habits allow a student habitually reach the maximum success of
their school works. There are many kinds of effective study habits found by researchers
in previous study that entails to better transition to study habits.

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There are eight dimensions to construct good study habits of students; First,
home environment and planning of work. Includes providing a learner with optimal
conditions that helps them organize their time efficiently. Second, reading and note-
taking. Refers to how a student create, organize, and comprehend their notes. Third,
planning of subjects. Explains how learners’ study with respect to the different subjects
they tackle. Fourth, concentration. Refers to how students utilize concentration
techniques to increase their knowledge through reading activities. Fifth, preparation for
the exam. Refers to how they organize their reviewing material. Sixth, habits and
interest. Seventh, school environment. Refers to the environment within the campus
that affects a student’s learning capability. Lastly, total study habits. Refers to the
application of the fore stated study habits to maximize their learning.
Related studies such as the study conducted by Riaz et al interpreted a positive
relationship between study habit and achievement of students through their
investigation entitled Relationship of Study Habits with Educational Achievement . The
study has shown evidence that study habits can improve a learner’s academic
performance.
Another research entitled Study Habits of higher Secondary School Students in
Relation to their Academic Achievement which reached a conclusion that there should be
a good arrangement if study habits of learners to help them maximize their learning.
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Chapter 3
Research Design and Methodology
This chapter,Research Design and Methodology, is further broken down into five
subparts: (1) Research Design, (2) Respondents, (3) Instrument, (4) Data Collection
Procedure, and (5) Data Analysis Procedure.
Part One, Research Design, explains the research design that was followed in the
span of the study.
Part Two, Respondents, presents the participants of the study.
Part Three, Instrumentation, discusses the instruments that was used in
conducting the study.
Part Four, Data Collection Procedure, explains the steps that was followed in
collecting the data of the study.

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Part Five, Data Analysis Procedure, discusses the steps that was followed to
analyze the data gathered.
Research Design
This is a mixed-method research design that aims to describe the study habits of
Senior High School students. Johnson et al. (2007) defined mixed methods design as a
combination of at least one qualitative and quantitative research component. It is the
type of research in which a researcher or team of researchers combines elements of
qualitative and quantitative view- points, data collection, analysis, inference techniques
for the broad purposes of breadth and depth of understanding and corroboration.
Based on its two-step qualitative-quantitative approach, a researcher-made
interview protocol was developed to determine the current factors of study habits
present in Alimodian National Comprehensive High School. The data gathering tool was
validated by three experts. The interview protocol was employed to a selected group of
achievers from the grade 12 Senior High School academic track. The gathered responses
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from the informants were thematically analyzed to determine the current factors of
study habits present in Alimodian Ntional Comprehensive High School.
The study also aimed to describe the study habits of the achievers based on their
sex and field of specialization. Therefore, a researcher-made survey questionnaire was
developed based on the result of the thematic analysis. The data gathering tool was
validated by professionals to ensure the validity of the instrument. A pilot test was done
to ensure the efficiency and reliability of the data gathering tool. The survey
questionnaire was reviewed by validators before conducting the final testing. To
describe the study habits of the achievers, the answers of the respondents were used as
the basis for the analysis. The study habits of the learners in terms of sex and strand
were compared.
Respondents. Purposive random sampling was used to select the respondents for the
study. The recipients of an academic award in the first semester of school year 2022-
2023 were qualified as respondents of the study.
Using Purposive random Sampling on the one hundred seventy-six (176) learners
of Alimodian National High School school year 2022-2023 academic track, 84 awardees
was identified as qualified participants for the final testing of the study.
Interview. Nine (9) achievers were randomly selected from the different
strands of the academic track to be the informant of the study habits of the grade 12
academic achievers.
Table 1 shows that the nine (9) respondents were made up of two (2) males and
seven (7) females. Grouping the respondents into their respective fields of
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specializations; two (2) came from the Humanities and Social Sciences (HUMSS) strand
while seven (7) respondents were from the Science, technology, Engineering and
Mathematics (STEM) strand.
The recipients of the interview were the learners awarded with “With High
Honors” in the school year 2021-2022.
Table 1
Respondents Profile for the Interview
Category f %
Sex
Male 2 22.2%
Female 7 72.8%
Strand
HUMSS 2 22.2%
STEM 7 72.8%
Pilot Testing. In order to test the reliability of the instrument 15 learners was
randomly selected from each strand of the academic track from the grade 11 academic
track.
Table 2 shows that the forty-five (45) respondents were made up of fifteen (15)
learners from the Science, Technology, Engineering and Mathematics (STEM) strand,
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fifteen (15) learners from the Humanities and Social Sciences (HUMSS) strand, and
fifteen (15) learners from the Accountancy and Business Management (ABM) strand.
Table 2
Respondents Profile for Pilot Testing.
Strand No. of Students

Accountancy and Business Management (ABM) 15
Humanities and Social Sciences (HUMSS) 15
Science, Technology, Engineering, and Mathematics (STEM) 15
Total 45
Sample Size. The Slovin’s Formula (n=N/(1+Ne²)) was used to identify the
final sample for the qualitative approach of the study.
The final population became seventy-five (75) awardees after the researchers
deducted the nine (9) respondents who were the informants of the interview. Setting
the margin of error at 0.05, the final sample size of the study was sixty-three (63)
achievers.
Final Respondents. The formula for Stratified Random Sampling ((n/N)k) was
used in order to determine the final number of respondents with respect to their sex and
field of specialization.
Table 3 shows that the sixty-three (63) respondents were composed of forty-five
females (45) and twenty-two (22) males and it divided the population into 71.43% and
28.57% respectively. When the respondents were grouped according to their strand,
thirty-one (31) respondents came from the Science, Technology, Engineering, and
Mathematics (STEM) strand and it covers 49.21% of the total population. Twenty-three
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(23) respondents which is 36.5% of the total population came from the Humanities and
Social Sciences strand. The remaining nine (9) respondents came from the Accountancy
and Business Management strand (ABM) making up the last 14.29% of the population.
Table 3
Profile of the Respondents pertaining to their (a) sex and (b) strand.
Category f %
Sex
Male 18 28.57%
Female 45 71.43%
Strand
ABM 9 14.29%
HUMSS 23 36.5%
STEM 31 49.21%
Instrument of the Study
There are two (2) research instruments; one for qualitative, and another for
quantitative.
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Interview Protocol. Researcher-made interview protocol was used for the
qualitative study. The interview protocol is composed of open ended and non-suggestive
questions in order to draw out the study habits of the grade 12 academic achievers.
This interview protocol was based on the recurring study habits on the
investigations conducted by other researchers. (Rajendra, et al, 2009).
Experts Validation. The interview protocol was thoroughly checked by three
professionals to ensure the validity of the instrument. The grammar and translations
were checked to assure that the questions were not suggestive.
Interview with the Participants. The interview protocol was employed to
nine (9) selected achievers to gather data in order to determine the study habits that
are present in the learners of Alimodian National Comprehensive High School.
Thematic Analysis. Thematic analysis was done to determine the themes
based on the data gathered from the interviewees. The responses were transcribed and
classified into themes. The themes were based on the components of study habits
present in the study conducted by Rajendra, et al (2019).
Survey Questionnaire. A researcher-made survey questionnaire was
developed based on the result of the thematic analysis. The requirements in the
designing of a good data collection instrument were considered during the preparation
of the instrument to assure that it was clear, answerable, and unbiased. The survey
questionnaire included sixteen (16) close-ended questions.
Experts Validation. The instrument was thoroughly checked by three (3)
experts before the questionnaire was given out. The corrections and recommendations
made by the experts were considered during the revision of the research questionnaire.
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Pilot Testing. The pilot testing was conducted to assure the reliability of the
research questionnaire.Forty-five (45) awardees from the academic track of the grade
11 of the school year 2022-2023 was subjected to the pilot test. After revising the data
gathering tool based on the results of the pilot testing it was once again validated by
professional before the final testing was conducted.
Testing. Sixty-three (63) awardees from the different strands of the grade 12
academic track of Alimodian National Comprehensive High School of the school year
2022-2023 was subjected to a testing using the revised survey questionnaire.
Statistical Data Analysis. Data from the final testing was tabulated and
analyzed using multiple data analysis procedure. Mean and standard deviation was used
to interpret the descriptive data. Mann-Whitney U test and Kruskal-Wallis H test were
used respectively to determine if there is significant difference in the study habits of the
achievers when grouped according to sex and strand .
Data Collection Procedure
Validation of Instrument. A letter was approved by the principal addressed to
the validators asking for their assistance in validating the research instruments (see
appendix b). Copies of the researcher-made data gathering instruments named
“Interview Protocol for the Study Habits of SHS Academic Achievers” and a survey
questionnaire entitled “Study Habits of Senior High School Academic Achievers” were
given to three experts during the validation process. Adjustments to the interview
protocol were made based on the opinions and recommendations of the validators.
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Photograph 1. Validation of interview protocol with experts.
Screening. A letter approved by the School Principal of Alimodian National
Comprehensive High School to conduct the study within the school premises was
secured (see appendix a). A list of the grade 12 academic achievers was obtained. Using
Purposive Random Sampling, Slovin’s Formula, and Stratified Random Sampling, the
final sample size and respondents were identified. The qualified respondents were
approached to inform them of their participation to the study. Upon confirming their
willingness to participate, a letter was distributed to the respondents along with the
conduct of the of the interview.

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Photograph 2. Screening for the final sample size and respondents.
Interview. To gather needed data about the study habits of the Senior High
School academic achievers, an interview was conducted with nine (9) selected
informants from the different strands of the academic track . Upon agreeing to be
respondents, a letter addressed to the respondents was handed out together with the
conduct of the interview (see appendix d). The instructions were explained to the
respondents to ensure that they could express their answers clearly and employed the
Interview Protocol. The informants were also informed that their responses should be
kept strictly confidential.
Photograph 3. Interview with the informants

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Validation of Instrument. The researcher-made survey questionnaire was
validated by experts to ensure the validity of the instrument. Considering the opinions
and recommendations of the experts, the instrument was modified based on the
corrections of the validators. After having the revised data gathering tool validated by
the experts the relevance and efficiency of the survey questionnaire was assured copies
of the instruments was prepared for the conduct of the pilot testing.
Photograph 4. Validation of the survey questionnaire with experts
Pilot Testing. After a researcher-made survey questionnaire based on the study
habits of the interviewed grade 12 achievers that was validated by the experts, the pilot
test was conducted. Upon accepting to be respondents of the study, a copy of the letter
addressed to the respondents of the pilot testing was given out (see appendix e).
Instructions were given to the respondents to ensure that they answered the survey
properly. The survey questionnaire was given out containing 23 validated items was
given out to forty-five (45) randomly selected awardees from the grade 11 academic
track. Using the software, Statistical Package for Social Sciences (SPSS) tool for analysis,
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7 items were deleted from the survey questionnaire. The pilot testing showed
Cronbach’s Alpha reliability coefficient of 0.716 indicating good reliability of the
instrument. According to Frost (2023), analysts frequently use 0.7 as a benchmark value
for Cronbach's alpha. At this level and higher, the items are sufficiently consistent to
indicate the measure is reliable.After the pilot testing, the 16 statements in Study Habits
of SHS Academic Achievers Survey Questionnaire were ready for the conduct of the
study.
Photograph 5. Pilot testing with the Grade 11 Academic Achievers
Testing. After doing all the necessary modifications, the questionnaire was
administered directly to the chosen sample of the study. Upon accepting to be
respondents, a copy of the letter addressed to the respondents was given out along with
the conduct of the testing (see appendix f). Instructions were given to the respondents
to ensure that they answered the questionnaire properly and gave them the Study
habits of SHS Academic Achievers Survey Questionnaire. They were also informed that
their responses will be kept strictly confidential.

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Photograph 6. Testing with the Grade 12 academic achievers
Data Analysis Procedure
The study aimed to answer three (3) questions that was answered. The first
question was answered through an interview, while the remaining two questions were
descriptive and inferential queries.
Thematic Data Analysis. In determining the study habits of SHS academic
achievers the question is “What are the study habits of grade 12 achievers in the school
year 2022-2023?”. After the data has been gathered from the interview, it was
transcribed and thematically analyzed. Creswell (2014) described this type of data
analysis as a systematic process for coding data in which specific statements are
analyzed and categorized into themes that represent the phenomenon of interest.
There are six phases of thematic analysis (Braun & Clark, 2006). This should
not be viewed as a linear model, where one cannot proceed to the next phase
without completing the prior phase (correctly); rather analysis is a recursive
process.
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Familiarization with the data. In this study, the researchers immersed themselves
intimately with the data through reading and re-reading the interview transcripts,
listening to audio-recorded data, and noting any initial analytic observations. However,
after the transcription of the data, the researchers still reviewed the audio-recorded data
to check if the transcriptions were correct.
Coding. Coding involved generating labels for important features of the data of
relevance to the (broad) research question guiding the analysis. The researchers coded
every data item and ended this phase by collating all the codes and relevant data
extracts.
Searching for themes. A theme is a coherent and meaningful pattern in the
data relevant to the research question. Searching for themes is a bit like coding the
codes to identify similarity in the data. This “searching” is an active process; themes
are not hidden in the data waiting to be discovered by the researchers, rather the
researchers constructed themes. The researchers based the themes on the study of
Rajendra et at (2019).
Reviewing themes. Reviewing themes involves checking that the themes in
relation to both the coded extracts and the full data-set. The researchers reflected on
whether the themes tell a convincing and compelling story about the data, and begin
to define the nature of each individual theme, and the relationship between the
themes. It may be necessary to collapse two themes, or to discard the candidate
themes altogether and begin again the process of theme development.
Defining and naming themes. It required the researcher to conduct and write a
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detailed analysis of each theme, identifying the ‘essence’ of each theme and
constructing a concise, punchy and informative name for each theme.
Writing up. Writing is an integral element of the analytic process in thematic
analysis. Writing-up involves weaving together the analytic narrative and data
extracts to tell the reader a coherent and persuasive story about the data, the
contextualizing it in relation to existing literature. In this study, each of the
informants’ answer was taken from the data and collated to put into writing
following the themes created.
Descriptive Data Analysis. In order to answer the descriptive question, which
was “What are the study habits of academic awardees when grouped according to sex
and strand?”, mean and standard deviation were utilized. Mean was utilized in the
investigation to determine the level of study habits of the grade 12 academic achievers
when grouped according to sex and strand during the school year 2022-2023.
The mean of a data-set is the sum of all values divided by the total number of
values. Standard deviation is was utilized to measure the dispersion of the data.
Standard deviation is a statistic that measures the dispersion of the data-set relative to
its mean and is calculated as the square root of the variance (Hagrave, 2019).
The data collected from the evaluation form was analyzed using the mean and
standard deviation for descriptive analysis. The tabulation was presented in a table
format for the reader to understand easily.
Each rating has a corresponding numerical value which determined whether the
contextualized learning module was acceptable or not. The numerical value of each
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rating was validated by a statistician. The following shows the scale and interpretation of
the values used in this study.
Scale Interpretation
4.01-5.00 Outstanding
3.01-4.00 Excellent
2.01-3.00 Very Good
1.01-2.00 Good
Inferential Data Analysis. In order to determine if there is significant
difference in the study habits of grade 12 awardees when grouped according to sex,
Mann-Whitney-U-Test was used.
The Mann-Whitney-U-Test is used to compare whether there is a difference in
the dependent variable for two independent groups. It compares whether the
distribution for the dependent variable is the same for the two groups and therefore
from the same population (Knox, n.d.). To determine if there is significant difference or
similarity between the study habits and the independent variable sex, the value of the
asymptotic significance (also known as the p-value) is based on the scale.
Asymptotic Significance Interpretation
<0.05 Significant
>0.05 Not Significant

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On the other hand, Kruskal-Wallis test was used to determine the difference of
the study habits of grade 12 achievers according to their strand. The Kruskal–Wallis test
(1952) is a non-parametric approach to the one-way ANOVA. The procedure is used to
compare three or more groups on a dependent variable that is measured on at least an
ordinal level. To determine if there is significant difference or similarity between the
study habits and the independent variable strand, the value of the asymptotic
significance (also known as the p-value) is based on the scale.
Asymptotic Significance Interpretation
<0.05 Significant
>0.05 Not Significant

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Chapter 4
Results and Discussion
Chapter 4 is divided into three parts: (1) Thematic Data Analysis, (2) Descriptive
Data Analysis, and (3) Inferential Data Analysis.
Part One, Thematic Data Analysis, presents the data gathered from the interview
and the recurring themes.
Part Two, Descriptive Data Analysis, shows the descriptive data and their
respective analysis and interpretation.
Part Three, Inferential Data Analysis, displays the inferential data and their
respective analysis and interpretation.

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Thematic Data Analysis.
In determining the study habits of SHS academic achievers, the question is
“What are the study habits of grade 12 achievers in the school year 2022-2023?”. After
the data has been gathered from the interview it was transcribed and thematically
analyzed. Creswell (2014) described this type of data analysis as a systematic process
for coding data in which specific statements were analyzed and categorized into themes
that represent the phenomenon of interest.
The researchers used the six phases of thematic analysis by Braun and Clark
(2006) to answer the question “what are the study habits of grade 12 achievers in the
school year 2022-2023?”. The analyses produced five themes:
Planning of Time. Informants highlighted the importance of planning
their time in order to fit all of their subjects. Almost all participants reported that
they plan their time for studying. This supported by the following statements:
Respondent 1 stated that ”Gina una ko ang mas budlay nga subject tapos
gina tun an koti mayad gina take note ko ang mga nabudlayan ko kay practisan
ko tana for example solving sa physics.” [I study the hard subjects first, I study
it well and I note down the part which I could not understand so that I could
practice on it. For example, solving problems in physics.].
The Respondent 2 supported Respondent 1 and added, “Gina una ko gd
ang mga lesson nga budlay kay man-an ko nga dasig ko manlang maintindihan if
dali tana,” [I prioritize studying the hard lessons first because I know that I could
understand the easy ones faster.].

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The study of Hawthorn (1980) also showed that learning subjects
independently differs between every learner. Some learners easily understand
their lesson compared to others when they implement their learning at home
(Hawthorn, 1980, p.13).
Note taking. In their accounts, most informants stressed how their
note-taking affect the efficiency of their memorization and learning. When taking
down notes while studying, the learner gets focused on the idea and speed up of
the learning process. This is supported by the following statements:
Respondent 6 implied, “I rewrite the notes I transcribed during the lesson
and add more details to it when I get home or when I am free.”
Respondent 8 supported Respondent 6 adding, “Gina pabugot ko lang
akon nga notes tapos mga important details lang ang akon nga gina butang para
hindi gid tana napalabog kag mas dali sauluhon.” [I make make my notes as
short as possible, containing only the important details so that it is not hard to
memorize.].
Respondent 8 also mentioned, “I make abbreviations for example ma
memorize in types of society gina himo ko nga first letter kang anda nga word
nga gina mean. For example, hunting and gathering society gina himo ko lang
nga (h) (g) nga para matandaan ko ti dasig.” [I make abbreviations. For
example, I am memorizing the types of society. For example, I abbreviate the
terms hunting and gathering society into (h) and (g) so I could easily remember
it.].
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The study conducted by Hawthorn (1980) explaine that note taking is one
of skill that is important to be learn for increasing the effectiveness of study
habits. There are some activities that asked students to take a note for getting
the idea, such as; in reading and listening activity. Students should take their
note to get the idea from their activity.
Preparing for a Test. The depressive and concern from students when
preparing for an examination can be managed by good organization to the
student’s study style to review the subject materials. According to the
participants, their preparation for an upcoming test greatly impacts their score.
This is supported by the following statements:
Respondent 5 said that, “The morning before an exam, I will wake up at
4 am to scan my notes and familiarize myself with the important terms of the
lesson we are having a quiz on.”.
Respondent 7 stated, “Anggay abi dia nga rako akon exam ma-set ako ti
tag 20 minutes per subject. Para sigurado ako nga tanan nga subject matun-an
ko.” [If I have a lot of upcoming quizzes, I would allot 20 minutes per subject to
ensure that I have reviewed on all subjects.].
In addition to that, Respondent 9 mentioned that “Mas namian ako mag
tuon if may gina tudluan ako before magtest or may gina tudluan nga need na
maintindihan so kailangan ko gid maintindihan ti mayad para tudluan tana.” [I
prefer to study when I have someone to teach. That way I feel motivated that I
must thoroughly understand the lesson so that I can also teach that person].
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The Study conducted by Hawley et al (2009) concluded that by applying
the good strategy in preparation for the examination, the students are more
prepared to answer the examination questionnaire and their result of
examination can get the maximum score.
Concentration. Respondents emphasized that concentration plays an
important part in their study as it affects how they learn or understand a
material they are reading or analyzing.
Respondent 3 stated, “If sigi tuon ko tappos may mga naga gahod naga
dura gd tana akon nga focus.” [When I am studying and it is noisy around me I
would lose focus.].
Respondent 6 agreed to Respondent 3 adding, “Bisan super gahod gid
kag naga distract ako the gina push ko lang ang self ko nga ma focus kay uyon
ko bala nga maintindihan ang gina basa ko.” [Even though my sorrounding is
very noisy and I get distracted I would push myself to focus because I really
want to understand what I am reading.].
Concentration is the most important one that offers the aspiration
outcome in the students’ learning process (Ogdodbo, 2010). By using the
suitable concentration techniques learners can improve their achievement by
increasing their knowledge through reading activities by implementing technique
to maintain concentration.
Environment. Environment gives the important effect to students’ habit
when they choose for studying at home to review the school material or to
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prepare material for the next lesson. Respondents highlighted that their
environment is an important factor in their learning.
Respondent 1 mentioned that, “When I am studying. I shut myself inside
my bedroom,I study in my desk with my laptop and my notes in complete
silence.”.
Respondent 7 agreed with Respondent 1 and added, “Ok lang nakon
matuon bisan diin, as long as waay gid ti gahod para maka concentrate ako ti
mayad.” [It’s fine for me to study anywhere as long as there isn’t too much noise
so that I could focus.].
Respondent 9 also mentioned that, “Mas prefer ko gd tana mag tuon
somewhere nga relaxing. Daw kalmado wala kag waay gid ti maka istorbo
kanakon sigi tuon ko.” [I prefer to study somewhere relaxing, For example, a
calm area where no one will disturb me while I am studying.].
According to an investigation conducted by Osa-Edoh et al (2012), the
home environment should provide good circulated air, silent voice, and the bright
lighted room or open place with the desk and chair because the environment is
important to support students in their learning.
Descriptive Data Analysis
The descriptive findings characterized the Study Habits of Grade 12 Senior High
School students when grouped according to sex and strand.
Table 4 shows that when classified according to sex, both male and female had
“excellent” study habits with a mean score of 3.0556 and 3.2097 respectively. This table
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also shows that in terms of study habits, female students have a higher mean of 3.2097
compared to male of 3.0556.
Table 4
Result of Study Habits of Grade 12 Academic Achievers when Grouped According to Sex
N Mean Interpretation
Sex
Male 18 3.0556 Excellent
Female 45 3.2097 Excellent
Note: Interpretation is based on the following scale. Outstanding (4.01-5.00); Excellent
(3.01-4.00); Very Good (2.01-3.00); Good (1.01-2.00)
Table 5 shows that when classified based on the learners’ field of specialization.
It shows that the study habits of learners from the ABM strand was “Excellent” with the
mean of 3.3194. The pupils of the HUMSS strand also had “Excellent” study habits with
the mean of 3.1793. Meanwhile, the STEM students had “Excellent” study habits with
the mean of 3.1109.
Table 5
Result of Study Habits of Grade 12 Academic Achievers when Grouped According to Sex
N Mean Interpretation
Strand
ABM 9 3.3194 Excellent
HUMSS 23 3.1793 Excellent
STEM 31 3.1109 Excellent
Note: Interpretation is based on the following scale. Outstanding (4.01-5.00); Excellent

(3.01-4.00); Very Good (2.01-3.00); Good (1.01-2.00)
Inferential Data Analysis

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In statistics, non-parametric tests are methods of statistical analysis that do not
require a distribution to meet the required assumptions to be analyzed, especially if the
data is not normally distributed (Taylor,2023).
To answer the question:
Is there significant difference in the study habits of SHS academic achievers
when grouped according to sex?
In order to analyze the inferential data, two non-parametric tests, the Mann-
Whitney U test and the Kruskal-Wallis H Test were used.
Mann-Whitney U Test. To determine whether there is significant difference or
similarity in the study habits of the awardees when they are grouped according to their
sex, the Mann-Whitney U test was used.
Table 6 presented the results of the Mann-Whitney U test on the study habits of
the Senior High School academic achievers when classified according to sex.
Data shows that there is no significant difference in the study habits of Senior
High School academic achievers when grouped according to sex, the asymptotic
significance = .314 greater than p-value of .05. Thus, the null hypothesis was accepted.
It implies that the study habits of Senior High High School academic achievers do not
differ when classified according to sex.

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Table 6
Result of the Mann-Whitney U Test on the Study Habits Of Senior High School
Academic Achievers when Grouped According to Sex
Sex N Mean Standard Mean Asymptotic Interpretation Decision
Error Rank Significance
Male 18 3.0556 .11465 28.33 .314 Not Do Accept
Female 45 3.2097 .03743 33.47 Significant Ho
Note: Interpretation is based on the following scale. Asymptotic Significance<.05-

significant, Asymptotic Significance>.05-not significant
Kruskal-Wallis H Test. To determine if there is significant difference in the
study habits of the achievers when grouped according to their strand, the Kruskal-Wallis
H Test was used. This statistical test is commonly used to determine if there is
statistically significant differences between two or more groups of an independent
variable (Leard, 2023).
Table 7 presented the results of the Kruskal-Wallis H test on the study habits of
Senior High School Academic Achievers when classified according to strand.
Data shows that there is no significant difference in the study habits of Senior
High School academic achievers when grouped according to sex, the asymptotic
significance= .308 greater than p-value of .05. Thus, the null hypothesis was accepted.
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It implies that the study habits of Senior High High School academic achievers do not
differ when classified according to field of specialization.
Table 7
Result of the Kruskal-Wallis H Test on the Study Habits Of Senior High School Academic
Achievers when Grouped According to Strand
Strand N Mean Standard Mean Asymptotic Interpretation
Error Rank Significance
ABM 9 3.3194 .08681 40.28 .308 Not Significant
HUMSS 23 3.1793 .06911 31.91
STEM 31 3.1109 .06420 29.66
Note: Interpretation is based on the following scale. Asymptotic Significance<.05-

significant, Asymptotic Significance>.05-not significant
Discussion
The goal of this study was to describe the study habits of Senior High School
(SHS) academic achievers of the Alimodian National Comprehensive High School
(ANCHS). The result from the qualitative interview has shown the study habit factors of
the Alimodian National Comprehensive High School Grade 12 academic achievers. It
included; planning of time, note-taking, preparing for a test, concentration, and
environment.
Based on the descriptive data analysis, the researchers found that there is no
difference in the study habits of the awardees when grouped according to sex. Both
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male and female had “excellent” study habits with a mean score of 3.0556 and 3.2097
respectively. The result agreed the study of Unwalla (2020) which states that the study
habits of females is better compared to males. It has been observed that females are
more self-disciplined, tend to complete work on time and are more attentive compared
to males. Part of this could also be gender differences in cognitive development and
characteristics. Female brains tend to mature about 1-2 years faster than male brains,
especially during teen years. Also, females tend to be better at reading and writing
tasks. Meanwhile, when the respondents are classified according to strand the results of
the descriptive data analysis shows that the study habits of learners from the ABM
strand is “Excellent” with the mean of 3.3194. The learners of the HUMSS strand also
had “Excellent” study habits with the mean of 3.1793. Meanwhile, the STEM students
had “Excellent” study habits with the mean of 3.1109. Therefore, there is no difference
in the study habits of SHS achievers when classified according to field of specialization.
The result garnered from the descriptive statistics based on the strand of a learners
coincides the study conducted by Salimaco (2020) which states that there is no
difference between the study habits of ABM, HUMSS, and STEM. Yet there is a
minuscule difference in the result of the study and Salimaco’s. The ranking of the study
habits of the three strands is different to the ranking garnered from Salimaco’s results.
In his result, the strand was rank in increasing order ABM (3), HUMSS (2), and STEM
(1). While the current study was ranked in increasing order STEM (3), HUMSS (2), and
ABM (1).
Based on the result of the inferential data analysis, it has shown that there is no
significant difference in the study habits of Senior High School academic achievers when
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grouped according to sex and strand. Using the Mann-Whitney U test, it was interpreted
that the asymptotic significance had the value of .314 which is greater than .05.
Therefore, there is no significant difference in the study habits of the learners when
classified according to sex. Meanwhile the results of the Kruskal-Wallis H test equated to
.308. Since asymptotic significance is greater than .05, it is interpreted that there is no
significant difference in the study habits of the awardees.
According to the descriptive and inferential data analysis, the researchers
accepted the hypotheses formulated. Also, this result could differ with others school
since Alimodian National Comprehensive High School is a public school and is exposed to
different factors which may differ to other learning facilities and institutions;
furthermore, this aspect could be a possible study in the future.

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Chapter 5
Summary, Conclusions, Implications, and Recommendations
Chapter 5 contains four parts: (1) Summary of the problem, method, and
Findings, (2) Conclusions, (3) Implications, and (4) Recommendations.
Part One, Summary of the problem, method, and Findings, reflects the vital
points and the results of the study.
Part Two, Conclusions, gives the inferences drawn from the results of the study.
Part Three, Implications, clarifies the relationships between the findings of the
present investigation and theories in relation to the present study.
Part Four, Recommendations, offers suggestions in terms of findings,
implications, and conclusions.

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Summary of the Problem, Method, and Findings
The study aimed to describe the study habits of Senior High School academic
achievers of the Alimodian National Comprehensive High School in the school year 2022-
2023.
Specifically, this study purposely sought to answer the following questions:
1. What are the study habits of grade 12 achievers in school year 2022-2023?
2. What are the study habits of academic achievers when grouped according to:
a. Sex; and,
b. Strand?
3. Is there a significant difference in the study habits of academic awardees when
grouped according to:
a. Sex; and,
b. Strand?
Data for the study was obtained using two instruments; an interview protocol and a
survey questionnaire.
The findings of the present study revealed that:
1. The study habits of the grade 12 academic achievers were identified:
a. Environment
b. Note-taking
c. Concentration
d. Preparing for a Test

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e. Planning of Time
2. The study habits of grade 12 academic awardees as whole group was “excellent”
and when grouped according to sex, it was “excellent” among male students and
also “excellent” on female students. Terms of strand it was “excellent” as a whole
and when grouped according to their own field of specialization, it was “excellent”
among Accountancy and Business Management (ABM) students, also “excellent”
among Humanities and Social Sciences (HUMSS) learners, and “excellent” among the
Science, Technology, Engineering, and Mathematics (STEM) pupils.
3. There is no significant difference to the study habits of grade 12 academic achievers
when grouped according to sex and strand.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
It appears that there are 5 recurring factors to the study habits of grade
12 academic awardees which are: Environment (1), Note-taking (2),
Concentration (3), Preparing for a Test (4), Planning of Time (5).
There was no difference in the study habits of Senior High School
academic achievers when classified according to sex and strand based on the
descriptive data analysis using the mean and standard deviation from the results.
Thereforre, the null hypothesis “There is no difference in the study habits of SHS
achievers when grouped according to sex and strand.”, was accepted. The
absence of difference in the study habits of grade 12 academic awardees when
grouped according to sex and strand may indicate that the study habits of the
learners are likely similar to one another.

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Meanwhile, there is also no significant difference in the study habits of
the Senior High School academic achievers when grouped according to sex and
strand based on the inferential data analysis with .314 and .308 asymptotic
significance which is greater than .05. Therefore, the null hypothesis “There is no
significant difference in the study habits of SHS achievers when grouped
according to sex and strand.”, was accepted.
Implications
The findings of the current study imply that there are five dominant factors that
are present in the study habits of the SHS academic achievers, which are; Environment
(1), Note-taking (2), Concentration (3), Preparing for a Test (4), Planning of Time (5).
Based on the result of the present study imply that there is difference in the
study habits of the awardees when they are grouped into male and female as well as
being sectioned into their own field of specialization specifically ABM, HUMSS, and
STEM. This means that despite the sex and strand, the study habits remain the same.
On the other hand, there is no significant difference to the study habits of the
awardees when they are grouped into male and female as well as being sectioned into
their own field of specialization specifically ABM, HUMSS, and STEM. This means that
despite the sex and strand, the study habits do not differ.
These results imply that there is no difference in the study habits of the grade 12
Senior High School academic achievers of Alimodian National Complrehensive High
School in the school year 2022-2023. Therefore, the factors currently present in the
study habits of the SHS students of ANCHS can be used by both male and female
learners from the academic track as a guide to develop a better learning routine for
SENIOR HIGH SCHOOL
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52
themselves which may allow them to perform better gain higher academic achievements
to ensure easier transition to adulthood and society.
Recommendations
Based on the findings and conclusions of the research, the following
recommendations were advised:
Students may use the resuts of the study as a guide to establish their own study
habits which focuses on growth and self-development.
Teachers should be aware of the study habits of the majority of their learners to
ensure that education is well delivered.
The School Administration should spread awareness to their learners how to
maximize their own abilities for better acadmic achievements and transition to society.
Parents should be informed of their children’s study habits so they can stay
involve and provide help or support.
Future Researchers may use the result of this study in conducting investigations
related to study habits of the Senior High School students.

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achievement in first‐year Portuguese college students: The role of academic
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Anwar, E. (2013). A correlational study of academic achievement and study habits:
Issues and concerns. Excellence International Journal of Education and Research.
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academic-achievement-and-study-habits
Bailey, P.D., & Onwuebugzie, A. J. (2010). The role of study habits in foreign language
courses. Informa United Kingdom. Retrieved from:
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Chaudhari, A. N. (2013). “Study habits of higher secondary school students in relation to
their academic achievement”. International Journal of Research in Humanities and
Social Sciences, Vol. 1.
Chu, A. H. (2006). Effect of guidance services on study attitudes, study habits and
academic achievement of secondary school students. Bulletin of Education &
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Guidance-Services-on-Study-Attitudes%2C-and-Hussain/208d048ee433aa863
e0b1ad95e0f5ca26c6054e0
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Cunningham, A. E., & Stanovich K. E. (2001). “ What the reading does for the mind”.
Journal of Direct Instruction. Retrieved from:https://www.scirp.org/
(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?
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supporting collegiate academic performance . Perspectives on Psychological
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Dehghani, G. H. A., & Soltanalgharaei, K. (2014). Relationship of study skills and exam
preparation method in master students. Education Strategies in Medical Sciences,
volume 7
Donoghue, M. (2006). Skill moderators of the effects of a reading comprehension
intervention. Sage Journals. Retrieved from: https://journals.sagepub.com/doi/
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Haq, S. U., & Khalil, A. (2013). Identifying common study habits of high achievers
Of undergraduate students in pakistan: A thematic analysis. Journal of
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Hashemian, M. & Hashemian, A. (2014), Investigating study habits of library and
information sciences students of isfahan university and isfahan university of
medical sciences. Iranian Journal of Medical Education, 14(9). 751-757 URL:
http://ijme.mui.ac.ir
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Hawthorn, R. M. (1980). Research on students note-taking. University of Michigan.
Retrieved from: https://crlt.umich.edu/sites/default/files/resource_files/
CRLT_no16.pdf
Johnson, R.B., Onwuegbuzie, A.J. & Turner, L.A. Toward a definition of mixed
methods research. Journal of Mixed Methods Research
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Meyer, J. A., & Mann, M. B. (2006). Teachers’ perceptions of the benefits of home visits
for early elementary children. Academic Development Institute. Retrieved from:
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Nagaraju, M. T. V. (2004). Study habits of secondary school students. New Delhi:
Discovery Publishing House. Retrieved from: https://books.google.com/books/
about/Study_Habits_ Of_Secondary_School_Student.html?id=Pe8RUvwHxbcC
Nuthana, P. G., & V Yenagi, G. (2010). Influence of study habits, self-concept on
academic achievement of boys and girls. Karnataka Journal of Agricultural
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Ogbodo, R. O. (2010).Effective study habits in educational sector: Counselling
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Osa-Edoh, G., & Alutu, A. (2012). A survey of students study habits in selected
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Oluwatimilehin, J. (2012). Study habits and academic achievement in core subjects
among junior secondary school students in Ondo State, Nigeria. Bulgarian
Journal of Science and Educational Policy. Retrieved from:
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ACHIEVEMENT-IN-CORE-AMONG-Oluwatimilehin-Owoyele/
4bfa0f1a664e4e00a74a929cb59d4bd81c41cda5Rajendra, R., Sangeetha, A., Sharon S.T.
(2019). An analysis on the study habits
among undergraduate medical students. International Journal of Medical
Research and Review. Retrieved from: https://ijmrr.medresearch.in/index.
php/ijmrr/article/view/1086
Sam, M. S. (2013). What is an Achiever?. Psychology Dictionary. Retrieved from:
https://psychologydictionary.org/achiever/
Shah, M. (2018). Learning Achievemnt. Economic education. Retrieved from:
http://neweconomicseducation.blogspot.com/2012/02/learning-
achievement.html
Sireci, S. G., Hambleton, R. K., Zenisky, A. L., Wells, C. S. (2006). National assessment
of educational progress study reports. Center for Educational Assessment
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https://www2.ed.gov/rschstat/eval/other/naep/naep-complete.pdf
SENIOR HIGH SCHOOL
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Appendices
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Appendix A
Letter to the Principal

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March 22, 2023
Dear Sir Salvilla:
Greetings!
We are the Grade 12 Senior High School students of Science, Technology, Engineering,
and Mathematics (STEM) Strand who are enrolled in Alimodian National Comprehensive
High School (ANCHS). Presently, we are conducting a study entitled “Study Habits of
Senior High School Academic Achiever”.
In this connection, we are asking for your permission to allow your learners to
participate in our study as respondents. They will be subjected to answer a survey that
is important and helpful for the completion of the study.
Rest assured that all data gathered from them will be kept in the highest level of
confidentiality. Furthermore, minimum health standard and safety protocols will be
properly and strictly observed at all times.
Your positive response to this request will be a valuable contribution for the success of
the study and will be highly appreciated.
Thank you very much and God bless.
Respectfully Yours,
(Sgd.) Nilda Gracia Ysabela N. Abad

(Sgd.) Alexis Emil A. Alderete
(Sgd.) Stephen Dave F. Almendralejo
(Sgd.) John Roland S. Altea
(Sgd.) Frank C. Gadia
(Sgd.) Eillah Mae A. Insular
(Sgd.) Rhynyrrh A. Pamolino
Noted:
(Sgd.) MAFE GRACE A. MELLIZAS

Research Adviser
Approved:
(Sgd.) LEONIL T. SALVILLA

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School Principal
Appendix B
Letter to the Validators
(Interview Protocol)
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December 2, 2022
Shannon Khey A. Amoyan

Master Teacher II
Alimodian National Comprehensive High School
Greetings!
In this connection, we are asking for your assistance to help us validate our interview
protocol.
properly and strictly observed at all times. Your positive response to this request will be
a valuable contribution for the success of the study and will be highly appreciated.
Respectfully Yours,

Noted:

Research Adviser
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December 2, 2022
APRIL MAE C. LUMABIT, Ph. D

Master Teacher III
Greetings!
protocol.
Respectfully Yours,

Noted:

Research Adviser
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December 2, 2022
KIM JANN A. CALIBARA

Master Teacher I
Greetings!
protocol.
Respectfully Yours,

Noted:

Research Adviser
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Appendix C
Letter to the Validators
(Survey Questionnaire)
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March 17, 2023
Shannon Khey A. Amoyan

Master Teacher II
Greetings!
In this connection, we are asking for your assistance to help us validate our isurvey
questionnaire.
Respectfully Yours,

Noted:

Research Adviser
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March 17, 2023
KIM JANN A. CALIBARA

Master Teacher I
Greetings!
In this connection, we are asking for your assistance to help us validate our survey
questionnaire.
Respectfully Yours,

Noted:

Research Adviser
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March 17, 2023
APRIL MAE C. LUMABIT, Ph. D

Master Teacher III
Greetings!
We are the Grade 12 Senior High School students of Science, Technology,

Engineering,and Mathematics (STEM) Strand who are enrolled in Alimodian National
Comprehenive High School (ANCHS). Presently, we are conducting a study entitled
“Study Habits of Senior High School Academic Achiever”.
In this connection, we are asking for your assistance to help us validate our survey
questionnaire.
Respectfully Yours,

Noted:

Research Adviser
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Appendix D
Letter to the Respondents
(Interview)
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December 14, 2022
Dear Respondents:
Greetings!
In this connection, we are asking for your precious time and effort to participate in an
interview.
Rest assured that all data gathered from you will be kept in the highest level of
confidentiality. Furthermore, proper health protocols will be observed at all times. Your
positive response to this request will be a valuable contribution for the success of the
study and will be highly appreciated.
Respectfully Yours,

Noted:

Research Adviser
Approved:

School Principal
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Appendix E
(Pilot Test)
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March 22, 2023
Dear Respondents:
Greetings!
In this connection, we are asking for your precious time and effort to participate in a
pilot test and answer a survey.
Respectfully Yours,

Noted:

Research Adviser
Approved:

School Principal
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Appendix F
(Final Testing)
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March 24, 2023
Dear Respondents:
Greetings!
In this connection, we are asking for your precious time and effort to answer a survey.
Respectfully Yours,

Noted:

Research Adviser
Approved:

School Principal
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Appendix G
Interview Protocol
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INTERVIEW PROTOCOL FOR STUDENTS
Good morning/afternoon (Mayad nga aga/hapon).

It is nice to see you today (Nalipay gid ako nga makita ka sa tulad nga adlaw).
I am Eillah Mae A. Insular, a grade 12 STEM student of Alimodian National
Comprehensive High School (Ako si Eillah Mae A. Insular, isa ka grade 12 students sang
STEM sa Alimodian National Comprehensive High School). I am with my groupmates;
Nilda Gracia Ysabela Abad, Alexis Emil Alderete, Stephen Dave Almendralejo, John
Roland Altea, Frank Gadia, and Rhynyrrh Pamolino (Imaw ko ang akon mga ka grupo
nga sanday Nilda Gracia Ysabela Abad, Alexis Emil Alderete, Stephen Dave
Almendralejo, John Roland Altea, Frank Gadia, kag Rhynyrrh Pamolino). We are here to
conduct an interview with you regarding our research study as we are complying a
requirement for our subject Practical Research II (Idya kami para magpatigayon sang
interbyu kaangtan sa amon research study, ini amon kinahanglanon bilang requirement
para sa amon subject nga Practical Research II). Our research title is “Study Habits of
Senior High School Academic Achievers” (Ang research title is “Study Habits of Seniore
High School Academic Achievers”).
“I have here our consent to read for you for a few seconds regarding this
research study and if you agree with the terms, please affix your signature on the
paper? (idya ang consent nga pagabasahon ko kaangtan sa akon research study kag
kung gapasugot kamo sang mga kondisyon, palihog lang perma idya sa papel)”
“Is it okay if we start the interview today? (Okay lang sainyo nga maumpisa na
ta interbyu sa tulad nga adlaw?) Would it be ok to take a photo while you answer the
questionnaire? (Kag okay lang bala sa imo kung kuhaan ka sang picture samtang
gasabat ka sang questionnaire?) Do you agree with showing your face to the camera?
(Gapasugot ka bala nga ipakita ang imo nga itsura sa camera?)”
Personal Information
 Can you please introduce yourself by stating your name, strand, and section
(Pwedi mo bala mapakilala ang imo kaugalingon; umpisahan ta sa imo pangaran,
strand kag section)?
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 Did you receive an academic excellence award last year (Nakabaton ka bala sang
academic award sa nagligad nga tuig)? What was the award that you received
(Ano ang award ang imo nabaton)?
Warm-up Questions:
 What do you know about study habits (Ano ang imo nabal-an parte sa mga
study habits)?
 Do you think your study habits helped you attain your award (Nakabulig bala ang
imo mga study habits para makakuha ka sang award)?
Study Habits:
Main Questions
 How do you study? (Paano ikaw naga tuon?)
 When do you study? (San-o ikaw naga tuon?)
 Where do you study? (Diin ikaw naga tuon?)
 How often do you study? (Ano kasunsun ikaw mag tuon?)
 What helps you study better? (Ano ang nagabulig kanimo nga magtuon?)
 What do you use to study? (Ano ang gina gamit mo para magtuon?)
Follow-up Questions
 Can you describe to me your environment while you are studying (Pwede mo
bala ma eksplikar ang imo nga palibut samtang gatuon ka)?
 How does your environment affect your study session (Paano nakaapekto ang
imo nga palibut sa imo oras sang pagtuon)?
 How do you schedule your time for studying? (Paano mo gina iskedyul ang imo
oras para sa pagtuon?)
 What is the best time for studying? (Ano ang pinaka nami nga oras para mag
tuon?)
 How do you make your notes? (Paano ka mag ubra sang imo mga notes?)
 How do you study for a test? (Paano ka mag tuon kung may test?)
 When do you study for an upcoming test? (Paano ka mag tuon para sa imo
padulong nga mga test?)
 What distracts you from studying? (Ano ang makaistorbo sa imo nga pagtuon?)
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 How do you avoid getting distracted while studying? (Paano mo malikawan ang
mga istorbo samtang ikaw ga tuon?)
REMEMBER:
While conducting an interview, proper time schedule must be followed
(Tandaan nga sa pagkonduct sang interbyu, dapat giina sunod ang insakto nga time
schedule ang pagasundon). Be respectful and provide them with a comfortable
environment (Respetuhon kag maghatag sang komportable nga palibot).
Unnecessary topics that are not related to the study must be set aside, just focus on
the purpose of the interview (Hindi mag intertenar sang mga topiko nga wala sang
kaangtan sa pagtuon, magfocus sa rason sang pag interview).
With this we will be concluding our interview, rest assured that all data
gathered from this interview as well as the video taken will be held in the highest
level of confidentiality and will not be divulged to anyone else. Thank you for
sharing your time with us and once again good afternoon.
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Appendix H
Survey Questionnaire
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STUDY HABITS OF SENIOR HIGH SCHOOL ACADEMIC ACHIEVERS
I. Respondent’s Profile
Name (Optional): ___________________________________________________
Grade & Section:____________________________________________________
Sex:
 Male
 Female
Strand:
 Accountancy, Business, and Management (ABM)

 Humanities and Social Sciences (HUMSS)
 Science, Technology, Engineering and Mathematics
II. Questionnaire on the Study Habits of Senior High School Academic

Achievers
Instruction: For each statement in the survey, please indicate your honest
response to the statement about your study habits by putting a
(ü) on the appropriate box. Your answers will be strictly
confidential.
Legend:
SD – Strongly Disagree
D - Disagree
A - Agree
SA – Strongly Agree
Statements SD D A SA
1. I study during my free time.
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2. I allot time for both my house and school works.

3. I rewrite my previous notes and add details when
making my reviewer.
4. I separate my note according to quarter or
semester.
5. I only include important details when making my
reviewer.
6. I keep my notes organized by using bullets to
display important ideas.
7. I make my notes as short as possible by including
only the vital information of the discussion.
8. I allot a specific amount of time to review for
every subject.
9. I explain the lesson to myself while reviewing to
easily remember the concepts and ideas of the
discussion.
10. I make abbreviations for long words to make
them easier to memorize while reviewing.
11. I only focus on reviewing on hard subjects where
I am unclear of certain ideas that I need to study
more.
12. I research for more ideas regarding the lesson
while studying.
13. I highlight the important words or phrases on my
notes.
14. I leave a noisy area to avoid getting distracted
while studying.
15. I memorize the important details of the lesson.
16. I pay close attention to the spelling of words
while reviewing.

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ALIMODIAN NATIONAL COMPREHENSIVE HIGH SCHOOL

SENIOR HIGH SCHOOL

the paradigm of the study.

purpose of conducting the study.

common term of reference.

boundaries and parameters of the study.

Background of the Study

In this time of globalization and technological advancement, education is known

factors that influence individual’s success in any academic setting.

quality of learning (Dehghani & Soltanalgharaei, 2014). Productive study requires

conceptualization and intention. It could include some skills such as note-taking,

observation, asking question, listening, thinking and presented idea regarding

skills can be taught and learnt.

different studies which have studies study habits as a correlate of academic

achievement. Anwar (2013) conducted a study to investigate the degree of relationship

study habits of participants can serve as a guide or recommendation of study habits

learners, the researchers opted to conduct a qualitative-quantitative study to ensure the

compatibility of the study habits to the learner.

learning habits. It emphasizes on creating personalized habits for individuals which

academic achievement of the grade 12 academic track students of Alimodian National

Comprehensive High School for the academic year 2022-2023.

The relationship between variables is presented in the following paradigm:

Independent Variables Dependent Variable

Sex Study Habits of SHS

Figure 1. The research paradigm of the study

Generally, this study described the study habits of grade 12 students of

Alimodian National Comprehensive High School in the school year 2023-2023.

Specifically, it sought to answer the following questions

3. Is there a significant difference in the study habits of academic awardees when

grouped according to:

In this regard, the researchers conceptualized the following null hypotheses:

when grouped according to sex and strand.

Significance of the Study

The findings of the study could be beneficial to the following:

Teachers. This study could allow teachers to formulate better teaching

providing motivation, guidance, and engagement in discussions about values and

attitude towards education to promote academic excellence.

when they do their own research study.

affect the attainment of academic excellence.

their conceptual and operational definition:

Achievement – level of student success in learning the subject matter in

particular subject matter(Shah, 2008).

as “With Highest Honors, With High Honors, and With Honors”.

Achiever – a person who retains the aptitude and motivation to reach or go

beyond a predetermined degree of achievement or success (Sam, 2013).

of the same school year.

Student - The term 'students' referred to individuals registered and recognized

them for the world of work (Enokela, 2022).

In this study, students referred to the grade 12 students of Alimodian National

Comprehensive High School in the school year 2022-2023.

Study habits – the different individual behavior in relation to studying and is a

(Arora, R., et. al, 2014).

High School academic achievers in the school year 2022-2023.

Delimitation of the Study

This study aimed to describe the learning habits of grade 12 students of

habits of academic awardees when grouped according to sex and strand?”.

Review of the Related Literature

the Study Habits of Senior High School Academic Achievers.

and (5) Summary of the Literature Reviewed.

Part One, Study Habits, presents the concept of study habits.

Part Four, Review of Related Studies, presents information about research

studies conducted that are related to the current study.

gathered and reviewed in connection to the study.