A Trip Through Time: Study Habits To-

wards Academic Enhancement of

English Learners
Group 5

Cj L. Salvar Aileen Joyce D. Alasagas Mary Jane M. Lad

CHAPTER 1
Introduction
Study habits of students is one of the pressing issues a lecturer encounters despite
the many motivational factors given to them. How the issues can be solved to enhance a
better learning process among students. Learning styles can enhance students’ develop-
ment and initiative to their study habits (Tsai, Shen, & Lin, 2015). Hence, study skills need to
be
developed since students are the center of learning which will push them to motivate
properly in their learning enhancement. Most of the students have a difficulty in their learning
process especially when they are not motivated properly on their studies.
GLOBAL PROBLEM

According to Palani (2012) in Pakistan, reading habit is an essential and important

aspect for creating a literate society in this world. It shapes the personality of individuals
and it helps them to develop proper thinking methods and creates new ideas. However,
the developments in the mass media had continued to influence interest in reading
books, magazines and journals among others.
National Problem

Philippines (Magulod, 2017a, 2017b). One of the important steps to undertake to en-
sure quality and optimal learning experience among university students is to consider
their different learning styles and preferences. Learning style refers to how students
learn and process information in their own ways gaizning group studies, and performing
and accomplishing learning objectives.

Cagraray Island, Philippines study habits affected the academic achievement of stu-
dents. In fact, study habits were signified as the gist of a learner's academic success
with practices such as writing down notes, reading, organizing group studies,and
performing and accomplishing learning objectives (Tus et al. 2020).
Local Problem

In our unending search for truth, we have confirmed that our study has never
been conducted here in Kolehiyo ng Pantukan. That is why we want to know the real
definition of it, and so we decided to conduct a research. Though anyone could think and
choose any topic but we guess that we must prefer to choose the odd study to get a
solution of this kind of research.
Purpose of the Study

The purpose of this study is to understand the lived experiences of English major
students in their study habits, also for the understudies to have an idea about what study
habits mean and we want them to see the luminous side of language research.

For us, trust is the essential thing in establishing a down to earth examination,
which implies them to believe the gathering mates at whatever point they didn't
collaborate when you are leading your examination, possibly it's simply their procedure.
Hence, this study’s primary purpose was to determine the student’s study attitudes and
examined the influence of study attitudes and study habits of the English Major Students.
Research Questions

1. What are the hopes and aspirations of the English Learners in their study habits?

2. What are the lived experiences of the English learners in study habits?

3. How do they cope up with the challenges they’ve encountered in study habits?
Theoretical Lens

This study is anchored with theories. Including the Interest-driven creator (IDC)
theory proposed by Chan et. al (2018) according to them there are three anchored
concepts, namely, interest, creation, and habit. Each anchored concept comprises three
component concepts which form a concept loop. For example, the creation loop consists
of three component concepts—imitating, combining, and staging. Imitating is concerned
with taking in (or inputting) an abundant amount of existing knowledge from the outside
world to form one’s background knowledge. Combining refers to delivering (or outputting)
new ideas or artifacts prolifically by synthesizing existing information encountered in the
world and thoughts arising from the students’ background knowledge. Staging relates to
frequently demonstrating the generated ideas or artifacts to the relevant communities and
receiving feedback from these communities to improve the novelty and value of the
demonstrated outcomes while gaining social recognition and nurturing positive social
emotions. With that, study habits are learning tendencies that enable students to work
privately. Azikiwe (1998) describes study habit as “the adopted way and manner a stu-
dent plans his private readings, after classroom learning so as to attain mastery of the
subject”.
 In addition, positive ways on the motivation of the students influence their learning
style and study habits. It also deals with the students’ behavior and driving force to learn.
It focuses directly on the relative behavior toward their studies. Motivation can be a
distinction to improve their learning style and their study habits. The integration of
motivation theory achievement outlines the behavior on the part of the students. It
distinguishes competency on behavior to demonstrate the development of the strengths
and weaknesses of students which is focused on involvement of the task, egoistic
involvement, and involvement in extrinsic motivation. This can transform into a reward for
students in their learning style and study habits (Nicholls, 2017).
Scope and Limitations

Our study focuses on the Study Habits Towards Academic Enhancement of English
Learners, at Kolehiyo ng Pantukan. Our participants should be a bona fide student at
Kolehiyo ng Pantukan and it should be an English major student. We will choose our par-
ticipants purposely. The number of our participants will be 7 for In-depth interview and 7
also for group discussion. A total of 14 English major students.

This study is fully limited to the students’ strategies in studying and in their academic
performance. This will not extend to the other aspects that could be a possible variable.
This includes the interpersonal or intrapersonal outcomes and other non-academic fea-
tures.
CHAPTER 2
Methodology

This chapter presents the method of investigation such as research de-

sign, research participants, data sources, and data collection procedure, valid-
ity and reliability of the study, role of researcher, data analysis and ethical con-
sideration.
Research Design

According to Cresswell (2007) as stated by Nowell et. Al. (2017), qualita-

tive research is a kind of research that requires a process of accumulating in-
formation or gathering data information, and report writing isn’t always a dis-
tinct step; they are frequently interrelated and happen at the same time all
through the exploration procedure.

Furthermore, qualitative research is a method for comprehending the sig-

nificance of Individuals or groups that attribute a social or human problem. The
qualitative procedure research includes new questions and procedures, as well
as data typically gathered in the field data analysis inductively building from
particulars to general themes, and our interpretations of the data's meaning
Phenomenology is used most frequently is used to grasp the essence of a par-
ticular group of people's lived experiences (Creswell & Poth, 2018).
Research Design
We used qualitative design to comprehend and investigate the problems or issues.
English majors face challenges in their study habits via an interview This design was
used to delve into the experiences and comprehend them. Moreover, the methods used
to generate data in qualitative research were in-depth interviews which may be struc-
tured, semi-structured or unstructured, and focus group discussion. Other ways to gen-
erate data were observations, reflective field notes, texts, pictures, and other materials.

Phenomenological approach is philosophical and psychological inquiry in which the

researchers describe the lived experiences of individuals about a phenomenon as de-
scribed by participants. This design has strong philosophical underpinnings that involve
conducting interviews (Giorgi, 2017; Moustakas, 1994). It is employed by using various
techniques to establish experiences and perceptions in problems being studied such as
interviews and focus group discussion. From the observation of events, they take place
from unstructured or semi-structured interviews. In unstructured interviews the ques-
tions emerged from the discussion between the interviewer and interviewee. In semi-
structured interviews the interviewer prepares an outline of interview topics or general
questions, adding more as needs emerged during the interview. While, structured inter-
views include the full list of questions. Interviewers do not deviate from the list.
Research Design

The researchers will attribute personal interpretations of the experiences

and phenomena during the process of collecting and analyzing data. We used
a phenomenological approach since we were studying about the difficulties or
challenges of the English Majors by gathering experiences. Therefore, it is the
best method to use. It was used to get the basic underlying meaning over an
experience of an individual which gave us a clear understanding of their expe-
riences.
Research Participants

The focus of the Qualitative study is to understand the participant at-

tributes to their lived experiences of a language research subject. The partici-
pants' perspectives are the ones who seek to investigate and understand, not
those of the researcher.

In this phenomenological inquiry, we selected the most credible partici-

pants who provided the necessary data we needed in this study. There were
fourteen (14) participants that were interviewed, seven (7) for in-depth inter-
view, and another seven (7) for focus group discussion by (Creswell, 2013) as
cited by Gonzaga (2021) which strengthened with the principle of phenomeno-
logical studies which consisted of 5 to 25 participants for such particular de-
sign. They were comprised of all English major students enrolled
under BSED-English program in Kolehiyo Ng Pantukan located in Juan A.
Sarenas Campus, Kingking Davao de Oro.
Role of Researcher

A good qualitative researcher asks probing questions, then listens, then

thinks, then asks, more probing questions to get to the deeper levels of con-
versations. An effective qualitative research seeks to build a picture using
ideas and theories from a wide variety of sources (Punch K. F.,1998).

The research is known to be an instrument that assembles and gathers the

information. In this study, we were the analyst who needed the exploration
technique under investigation. As a researcher, we are in charge of keeping up
the consistency and validity of different parts of the examination. It is our obli-
gation to safeguard the measures in getting to subjective research
 First, In this study, we assumed the role of someone who ensured the ethical
conduct of the research. We made certain that the participants' identities remained
private as well as the information gleaned from them.

Second, We take on the role of the study's interviewer. We conducted

interviews with the participants. to collect data for the phenomenon under
investigation This was accomplished through extensive interviews and focus group
discussions.

Third, we took on the role of moderators for the focus group discussion. We
were the discussion's facilitators for the entire time. We asked questions during the
session and followed up when necessary. We made certain that each participant had
the same amount of time and opportunity to respond.

Fourth, we evolved into someone who ensured that the entire interview was
properly recorded. We used a video and voice recorder to capture every detail of the
discussion. Aside from that, we scribbled down important information with a pen and
paper throughout the procedure. 
 Fifth, We became transcribers, converting the recorded data into
more legible text comprehensive data analysis. Following that, we analyzed
the data and worked with our adviser to develop a comprehensive theme
that ranged from specific to broad in scope. We organized the data by using codes
and pseudonyms to ensure the participants' anonymity.

Sixth, We acted as translators for the information provided by the

expected interview participants. This was done whenever a word or phrase
needed to be translated for better interpretation of the information,
particularly when participants used their mother tongue during the
in-depth interview and focus group discussion.

Seventh, We were promoted to primary data analysts after gathering information

from we analyzed the text in order to understand and have a
reliable discussion and interpretation of the data with the expected
participants. We ensured that the data provided was accurately and
appropriately analyzed.
 Lastly, We evolved into encoders. We completed all responses and data in
the appropriate columns on the table to ensure that the data in the table is accurate
anyone who sees it will understand. We were also in charge of the
interview process in keeping the information gathered from them.
The dynamic role of the was to ensure credible, valid, and acceptable data
researchers. Thus, the researchers are one of the most important
instruments in the study. (Lincoln, 2003 as cited by Al-iadeh, et al., 2016).
Data Sources

Observation, interviews, focus group interviews, documents, and artifacts are some
of the data collection methods used in qualitative research (Rosenthal, 2018).The
data for this study were gathered through focus group discussions and in-depth
interviews, which were used as data sources in a qualitative investigation. We used
an in-depth interview as well as a focus group discussion to generate more credible
and valid responses.
Data Collection Procedure
        
As a researcher, we will make strides in the information gathering methodology.
We will take part in arrangement of action during the time spent gathering informa-
tion before touching base to the finishing of the exploration ponder.
        
Another strategy was the use of coding to create subjects to encourage syn-
thesis. Coding is the way toward sorting out the information by sectioning lumps
(content or picture fragments) and composing a word speaking to a classification in
the margins (Rossman and Rallis,2012). It includes taking content information amid
information accumulation, dividing sentences, or pictures into that the names found
on the materials won’t be uncovered to keep up privacy and trust.

The only instrument used in the investigation was an interview questionnaire. It

guided the in-depth interview and focus-group discussion. Essentially, queries were
based on participants' phonological knowledge, perspectives, and experiences with
the phenomenon.
 Furthermore, in qualitative research, it was not necessary to collect data from ev-
eryone in order to obtain valid results; rather, steps in data collection must be
followed.
First, we sent a letter of consent to the administration of Kolehiyo Ng
Pantukan in the province of Davao de Oro when we conducted the study, stating that
the nature and focus of our study included some BSED-English students as
participants. The letter included permission to conduct our research, as well as
preparation for materials and tools for data collection, as well as the location where
participants were interviewed. Before beginning the discussion, we made certain that
all participants were available and willing to participate.
Second, we carried out the interview. We began by introducing the topic, its
nature, and purpose. We made sure to explain the study's objectives thoroughly so
that they understood what the interview was all about. Following that, we asked them
to sign a consent form as an agreement to participate and respond. We asked for
their most convenient time and let them choose between a face-to-face and an online
interview. The form also requested that their data and identities be kept private.
 Third, we provided participants with information about the study's objectives
purpose, data collection procedure, and confidentiality. They were informed that there
would be no right or wrong answers in a discussion, only choices from the partici-
pants.
Lastly, the in-depth interview and focus group discussion took place after
everything was explained to the participants. A video recorder was set up during the
interview to record the entire interview as well as their responses. After obtaining
permission from the participants, we asked them the research questions we had
prepared and allowed them to respond freely while being recorded. 

The responses of the participants were not only video recorded. We also
made notes to write the responses. Following the interview, all data gathered was
stored on flash drives and a laptop to ensure the data's safety and confidentiality. The
stored data was ready for transcription. Following the transcription, we analyzed the
data with the assistance of our adviser to ensure correct analysis.
Data Analysis
“Data analysis is a systematic search for meaning. It means organizing and
interrogating data in ways that allow researchers to see patterns, identify themes,
discover relationships, develop explanations, make interpretations, mount critiques,
or generate theories” (Hatch, 2002). Qualitative data analysis is a process that seeks
to reduce and make sense of vast amounts of information, often from different
sources, so that impressions that shed light on a research question can emerge. It is
a
process where you take descriptive information and offer an explanation or
interpretation. The information can consist of interview transcripts, documents,
pictures, etc.
During the conduct of our interview, participants were free to express their
views. It should be noted that our conversations flow smoothly and pleasantly. Data
analysis content was used to analyze data which was gathered from personal
interviews. Afterward, in line by line their answers were understood and transcribed in
an audio-taped to get accurate and detailed information given by the participants.
 Coding refers to the identification of topics, issues, similarities, and differences
that are revealed through the participants’ narratives and interpreted by the
researchers. This process enables the researcher to begin to understand the world
from each participant’s perspective (Lincoln, 2009).  One purpose of coding is to
transform the data into a form suitable for computer-aided analysis (General Coding
and Annotation Conventions, 2018).

To help speed up your coding you can, after having read through all of your
data, develop a coding framework, which consists of a list of codes that you antici-
pate will be used to index and divide your material into descriptive topics. If you are
approaching your data following the deductive framework approach, your coding will
be guided by a fixed framework (and you index your material according to these
pre-defined codes). If, however, you are following the more inductive thematic
network approach, you are likely to add new codes to your list as you progress with
the coding, continually developing your coding framework. Coding is a long, slow and
repetitive process, and you are encouraged to merge, split up or rename codes as
you progress. There is no fixed rule on how many codes you should aim for, but if
you have more than one hundred to one hundred and twenty codes, it is advisable
that
you begin to merge some of your codes.
 Thematic analysis is a method for analyzing qualitative data that entails
searching across a data set to identify, analyze, and report repeated patterns
(Braun and Clarke, 2006). It is a method for describing data, but it also involves
interpretation in the processes of selecting codes and constructing themes. A
distinguishing feature of thematic analysis is its flexibility to be used within a wide
range of theoretical and epistemological frameworks, and to be applied to a wide
range of study questions, designs, and sample sizes.

Theming refers to the drawing together of codes from one or more transcripts to
present the findings of qualitative research in a coherent and meaningful way
(Breatman, 2012). A theme is a ‘patterned response or meaning’ (Braun and Clarke
2006, p. 82) derived from the data that informs the research question. Viewed in
opposition to a category–which provides description and organization to the ‘manifest
content’ of a data set–a theme is a more abstract entity that involves a greater degree
of interpretation and integration of data (Nowell et al. 2017).
Validity and Reliability
 
Lincoln and Guba (1985) as referred to by Shenton (2005) place that
dependability of an examination ponder is imperative to assessing its value.
Reliability includes establishing validity, transferability, dependability and
conformability.

Believability manages the inquiry on how harmonious are the discoveries with the
real world. It alludes to the trust in reality of the discoveries. Lincoln and Guba
(1985) as referred to by Shenton (2005) contend that guaranteeing validity is a
standout amongst the most vital factors in setting up reliability. They proposed ar-
rangement of methods that can be utilized for setting up believability.

Validity in this study will be legitimized discoveries on the consideration.  This will
be ensured through the utilization of triangulation, peer survey or questioning, and
consensual approval. We will interpret the information and relegate names for the
characters on our gathered data.
 Transferability is the extent to which the investigation's findings can be applied
beyond the scope of the investigation the study's boundaries It
also provides context details so that the reader can decide whether the
findings are applicable to other contexts (Sheton & Woods, 2018).
Furthermore, the researcher has no idea which sites might want to use the
findings; thus, the researcher must provide detailed descriptions so that
individuals who want to use the findings on their own site can assess
transferability (Lincoln & Guba, 1985 as cited by Padgett, 2016). In the context of our
study, we ensured data transferability by providing a clear description of all of the
participants' experiences. We made certain that the responses were detailed and
organized in order for the readers to have complete access to the information. The
information gathered was also written in the first person. of all participants, so that
readers can relate. 
 Dependability according to Siegel (2013), as cited by Aagard (2017), is a
research project ensure the reader that if the study is replicated with the same
participant, the results will remain unchanged to address dependability openly. The
researchers will use the method of focus group discussion and in-depth interview with
the interview question as material in gathering data.
In order to achieve the study's dependability, an overlapping method was used. Only
those who could provide credible and valid data to the questions were chosen for our
study. This is done to ensure that the data gathered was accurate. If we observed the
consistency of findings based on the participants' responses to each question. In this
study, we used triangulation techniques to reduce and cross-examine the consistency
of the participants' responses. It facilitated data validation through cross-verification
from more than two sources.
 Confirmability according to Miles and Huberman (1934), as cited by
Guest (2018) focuses on the characteristics of the data rather than the r
esearchers. Conformability of qualitative inquiry, according to studies, is
achieved through an audit trail, a reflexive journal, and triangulation (Lincoln &
Guba, 1985 as cited by Zarestky, 2020).
To address the issue of confirmability, an audit trail was used to
determine whether our data was free of bias and subjectivity. We kept a
journal of what happened in our study, as well as a personal journal and
reflection on our study and triangulation process.
The last precept of Belmont report is the guideline of equity. All
grouping of individuals (race, sexual orientation, ethnicity, age, etc.) should
be similar exposed to the dangers and the advantages of research, and
individuals ought to be incorporated or barred just for reasons that have to
do with research questions or speculation.
      As recommended, we will guarantee that our analyst materials will
be purposively chosen. As the researcher, we will defend that every one of
the standards will be routed to secure the privileges of the research
materials.    
Ethical Consideration 
     
The Belmont record tries to summarize the   ethical   principles
recognized by using the commission   inside the course of its
deliberations. Three basic concepts, amongst the ones usually typical in our cultural cul-
ture, are specifically relevant to the ethics of research
related to human topics: the ideas of appreciation of persons,
beneficence and justice.
The principal concerns of this observer are the people who are
the English Major students in Kolehiyo ng Pantukan, who   are taken into
consideration as prone to this   study. Consequently, the researcher will
comply with the ethical standards in engaging in this have a look at as
enshrined in Belmont document in 1974.
      
 The first principle is respect  for   persons, asserts that  research participants
should treat  autonomous individuals that means they are independent, self-govern-
ing, capable of decision making for themselves as long as they are given sufficient in-
formation  to  make those  decisions. The principal forms of the basis of informed
consent
(Cresswell, 2007).
   In observance the first principle, before con of conducting this study, we must
send a letter of consent to conduct the study to the offices of the School Principal, and
the Assistant Principal to have the authorization for conducting the study to our re-
search materials and be fully aware with all the information of our intentions in con-
ducting
the study.
The second principle, the principle of beneficence, refers to making efforts to se-
cure the well-being of research participants, or to minimize its possible harm. The
key to this principle is, since all research has both risks and benefits, to make sure
they balance. Benefits to research it might be develop the  friendship with   the   
researcher or   other participants, knowledge or education gleaned from participation
or other opportunity  to do well for the society or receive the esteem of others
(Cresswell,2007).
 References

https://www.google.cohttps://academicjournals.org/journal/IJLIS/article-full-text/10E5AEA47583#:~:text=Study%20
habit%20is%20an%20action,they%20serve%20the%20students%20wellm/url?sa=t&source=web&rct=j&url=
 
https://files.eric.ed.gov/fulltext/EJ1210888.pdf&ved=2ahUKEwiIoozVh6P6AhXNtlYBHcmVDEAQFnoECAwQAQ
&usg=AOvVaw3rKrOvsrJCM_BQehA7rmVs
 
https://www.google.com/url?sa=t&source=web&rct=j&url=https://files.eric.ed.gov/fulltext/EJ1039811.pdf&ved=2ah
UKEwjbkfj7k6P6AhW1gFYBHarJD0EQFnoECD8QAQ&usg=AOvVaw2XxG7TLYt2fpT9n6KjFquP
 
https://elearninginfographics.com/modern-day-student-study-habits-infographic/