Republic of the Philippines

CAVITE STATE UNIVERSITY

Tanza Campus

Bagtas, Tanza, Cavite

“THE STUDY OF HOURS SPENT BY FIRST YEAR STUDENTS IN

STUDYING PER DAY IN CAVITE STATE UNIVERSITY-TANZA
CAMPUS”
Researchers:

Arioste, Jesu N.

Egot, Wia Cristy P.

Paglinawan, Angelica Mae

Roco, Jhamycah Jane B.

Tutanes, Simon James A.

Submitted to:

Ms. Ma. Woodelyn P. Reyes

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 TABLE OF CONTENTS

Title page………………………………………………………………....…i
Table of
Contents………………………………………………………..............…...ii
Introduction……………………………………..…………………………...
Objectives……...……………………………………… ………………...…
Survey…...………………………………………………………….……….

Data presentation…………………………………………………..….......…
Conclusion…………………………………………………………………..

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 I. Introduction

College is a diverse environment populated by students coming from different backgrounds

studying different programs. Every single one of them has their own individuality therefore
it's possible that they also have their own personalized approach in studying. Allocating time
on reviewing lessons is a critical factor that has a substantial impact on a student's academic
journey. Academic performance is partly dependent on how students manage their time to
review.
Students' academic performance and well-being are impacted by a wide range of factors in the
modern higher education environment. The allocation of time is a critical factor that has a
substantial impact on a student's academic journey. Effective learning environments and
improved academic performance are largely dependent on an understanding of how first-year
students manage their time. In order to identify changes, identify challenges, and identify
potential areas for development, this study aims to investigate and evaluate the hours firstyear
students spend at Cavite State University-Tanza Campus.

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III. Survey

Table 1.

In this study, we have 30 respondents which is first year students from different courses in
Cavite State University-Tanza Campus. We have 16 males respondents and 14 females.

Age

The table below are the ranges of age, of 30 respondents of this study.

Table 2

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Table 3.

These are the courses that the 30 respondents came from.

Table 4.

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Table 5.

IV. Data Presentation

Class Frequency Class Class ˂Cf ˃Cf Rf fixi

interval mark boundaries

1-2 6 1.5 0.5 2.5 6 30 20 9

3-4 11 3.5 2.5 4.5 17 24 36.6 38.8
5-6 7 5.5 4.5 6.5 24 13 23.3 38.5
7-8 3 7.5 6.5 8.5 27 6 10 22.5
9-10 2 9.5 8.5 9.5 29 3 6.6 19
11-12 1 11.5 10.5 11.5 30 1 3.3 11.5
N= 30 139

Mean:
∑ 𝑓𝑖𝑥𝑖 139
x̅ = 4.63 or 5

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Median:

Lmd: 2.5

C= 2 Fb=6

N=30 Fmd=11
𝑛
[ − 𝑓𝑏]

x̅ Lmd +C 2𝑓𝑚𝑑

2.5 + 2 [ ]

2.5 + 2 [ ]

2.5 + [ ] =

+ = + = 45.5 or
4.136

Mode: Lmo=

2.5 C= 2

Fmo= 11

Fb= 6

Fa= 7
𝑓𝑚𝑜 − 𝑓𝑏
X = Lmo + C [ ]
(2) 𝑓𝑚𝑜 − 𝑓𝑎 − 𝑓𝑏

X= 2.5 + 2 [ ]

X= 2.5 + 2 [ ]

X= 2.5 + 2 [ ] X=

2.5 + [ ] = ̅

X= + = + or 36.

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Variance
Class mark f Mean x̅ x- x̅ (x - x̅ ) ² F (x - x̅ ) ²
1.5 6 4.63 9.7969 58.78
3.5 11 4.63 1.2769 14.05
5.5 7 4.63 0.7659 5.30
7.5 3 4.63 8.2369 24.71

9.5 2 4.63 23.7169 47.43

11.5 1 4.63 47.1969 47.20
N=30
S²= 197.47

S²

S²
S²= 6.81 ( variance)
S² ( Standard deviation)

Variance’s formula:

S²
𝑛

Standard deviation’s formula:

√
S= 𝑠²

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Conclusion

In conclusion, understanding the mean, median, and mode provides valuable

insights into the central tendencies of a data set. While the mean gives us the
average of 11, mean 30, median is 4.14 , mode is 36, and the variance is 6.81
with the standard deviation of 2.61 for incorporating these measures enhances our
ability to analyze and interpret time-based information effectively.