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EFFECTS OF STUDY HABITS OF GRADE 12 STUDENTS TO

THEIR ACADEMIC PERFORMANCE IN ACSHS

In partial fulfillment
For the requirements
In Practical Research 2

Presented by:
JEROME ARENGA ANTILLA

Presented to:
MRS. ZENAIDA CRISTOBAL
CHAPTER 1

INTRODUCTION

In the era of globalization and technological revolution, education is considered

as a first step for every human activity. It plays a vital role in the development of human

capital and is linked with an individual well-being and opportunities for better living. It

ensures the acquisition of knowledge and skills that enable individual to increase their

productivity and improve their quality of life. Success as the name implies is wished for

by everybody but it is not easily come by on a mere platter of gold; one must work for it

through hard work and diligence. Schools, college, polytechnic and universities have no

worth without student. The social and economic development of a country is directly

linked with student academic performance; the desire of success is derived from

individual’s concept of himself and in term of the meaning of various incentives as they

spell success and failure in the eye of others.

The student performance play an important role in producing the best quality

graduates who will become great leaders and manpower for a country thus responsible

for the country economic and social development,( Ali et al.,2009) student performance

occupies a very important place in education as well as in the learning process.. Learning

is reflected in the way a student respond to environment, social, emotional and physical

stimuli and understands new information. The key to better learning and better academic

performance in schools are good teachers, lecturers, good study environment, parent’s

cooperation, high quality books and the most important is the study habit. Study habits

are learning tendencies that enable students to work privately. Azikiwe (1998)
BACKGROUND OF THE STUDY

Education is commonly referred to as the process of learning and obtaining

knowledge at school in a form of formal education. Generally, at the start of a very young

age, children learn to develop and use their mental, moral and physical powers, which

they acquire through various stypes of education. The process of education does not only

start when a child first attend school. Education begins at home when the parent started

to give knowledge to the child. This will be followed up by the education given by the

teachers. In almost all societies, receiving an education in school is extremely vital and

necessary if a person wants to achieve success in life. Thus education is the key that

allows people to move up in the world, seek better jobs, and ultimately succeed fully in

life. (Acheaw, 2004).

According to Rubin (2002), children with poor study habits have a higher chance

of engaging in anti-social behaviours, like delinquency, truancy, school violence, bullying

and examination malpractices. Study habits are well-planned and deliberate pattern of

study which has attained a form of consistency on the part of students toward

understanding academic subjects and passing examinations. Children with poor study

habits receive poor grades in school, get easily distracted and frustrated. Douglas (2000)

asserts that every child must be fully competent in studying to succeed in school and

discharge responsibilities as a citizen in a democratic society. These submissions

however signify that lack of study techniques can be the cause of this educational

problem, termed poor study habit (Pitan, 2013). While poor study habit can be

instrumental to the destruction of any individual who is plagued with it, good study habit

do help to develop steadily and build a constructive mind.


According to Mark Crilly (2000), Successful students are able to balance social

activities with good study habits. A diversion from studies will alleviate stress and help

prevent from becoming fatigued. He said that a student should take a break for an hour

after studies to meet with friends, play cards, and work out at the gym or to gab with new

acquaintances. “To develop a healthy social life, develop routine study habits. After

supper, lug your books and homework to the library, find a comfortable and quiet niche

and study for two or three hours, taking intermittent 10 minutes breaks every forty-five

minutes or so.” Making friends with whom you share similar study habits and share a table

or a study space with them would be a best way in developing study habits.

As publish in Wikipedia (2013), academic performance is the outcome of

education; it is the extent to which a student, teacher or institution has achieved their

educational goals. Thus performance is characterised by performance on tests

associated with coursework and the performance of students on other types of

examinations (Kyoshaba, 2009).

Various studies have been carried out on the factors that affect students’ academic

performance or achievement in schools, colleges and universities. Some of the factors

identified and reported to have affected the academic performance of students in these

different settings are: student effort, previous or prior educational performance, self-

motivation, the social-economic status of the students’ parents, the students’ age, number

of hours of study per day, admission points, different entry qualifications, tuition trends

and the students’ area of residence (rural or urban) (Farooq, Chaudry, Shafiq & Berhanu,

2011; Ali, Haider, Munir, Khan & Ahmed, 2013).


The type of school a child attended also affects the academic performance of the

student. In this regard, Kyoshaba (2009) observed that students’ educational outcome

and academic success is greatly influenced by the type of school which they attended.

The school we attend is the institutional environment that sets the parameters of a

student’s learning experience. In agreement with this, Considine and Zappala (2002)

reported that the type of school a child attends influences the educational outcomes;

furthermore, schools have an independent effect on the students’ educational attainment,

and this is likely to operate through the variation of quality and attitudes. In the same vein,

Miller and Birch (2007), while studying the influence of the high school attended on

university performance, observed that outcomes at the university level differ according to

the type of high school attended. Thus, a student’s school background is positively related

to his or her academic performance at an undergraduate level. In addition, Ali et al. (2013)

and Kwesiga (2002).

STATEMENT OF THE PROBLEM

This study aims to know what are the possible factors affecting the study habits of

grade 12 students to their academic performance in ACSHS. Specifically, the study seeks

to answer the following questions.

1.) What are the possible factors affecting the study habits of grade 12 students in ACSHS

in terms of :

1.1 Time Management

1.2 Performance in class


1.3 Recitation

1.4 Submission of requirements

2.) Is there correlation between the effects of study habits of grade 12 students to their

academic performance in school?

3.) Is there significant relationship between the effects of study habits of grade 12 students

to their academic performance in school?

SIGNIFICANCE OF THE STUDY

School Administrators. The result of this study will help School administrators, like

subject area coordinators, may also be guided in the formulation of future modification of

educational policies, curriculum and strategies toward a more effective delivery of

learning.

Teachers. Will also be help in understanding better the diversity of learning of their

students, As such, it is hoped that they could develop more effective methodologies in

teaching their subject matter.

Guidance and Counselling Centre. Will also be help by this study through providing a

more focused and factual knowledge on the factors affecting students study habits. This

increased the understanding of the Guidance Counsellors on the interplay of the variables

studied in this research. Such knowledge is hoped to help the Guidance and Counselling
practitioners towards the development and implementation of more effective programs in

consideration of these variables.

Future Researchers. They may be able to use the result of the study in farther research

similar to what the study is all about.

Students. Will be given information on how study affects their academic performance.

The result of the study will make them aware of the common study habits among their co-

education students.

HYPOTHESIS

NULL: The independent variables do not significantly influence the study habits.

ALTERNATIVE: The independent variables have significantly influence the study habits

NULL: Time management, Learning skills and study skills do not have a significant

influence on study habits.

ALTERNATIVE: Time management, Learning skills and study skills have a significant

influence on study habits.

Scope and Limitation of the study

The research only focus on giving additional information about the effects of study habits

of students to their academic performance in ACSHS S.Y. 2018-2019.And also the

general intent of this study is to know the effects of the study habits of grade 12 students

to their academic performance in ACSHS S.Y. 2018-2019.

The research will be conducted at Antipolo City Senior High School.It is located at

Olalia Rd. Brgy. Sta. Cruz, Antipolo City.


The research will be conducted on S.Y. 2018-2019.The researchers will conduct the

research starting in month of August.

The general objectives of the research is to determine the effects of study habits of

grade 12 students to their academic performance in ACSHS S.Y. 2018-2019.And also

how the students allowance affect to their academic performance.

The respondents of the research are the ABM students at ACSHS S.Y. 2018-2019.We

will pick 13 students in every section of grade 12.

Survey will be used in determining the effects of study habits of grade 12 students to

their academic performance in ACSHS S.Y. 2018-2019.The researcher will be giving a

questionnaire for the respondents to answer the following questions included.


CHAPTER II

EVALUATION, DESIGN AND FRAMEWORK

This includes the variables, their definitions and importance to the study, and

discussion of the expected output and justification in the study.

Related Literature

Mace (2002) defined study as a systematic acquisition of knowledge and an

understanding of facts and principles that calls for retention and application. Thomas and

Robinson (1990) emphasized that the learner needs to use a systematic discipline and

purposive approach to study. Effective study consists of a conscious sequential series of

inter-related steps and processes. Okorodudu (1995) asserted that, study involves the

total of all behavioral patterns (addition, verbal, psychomotor, emotional) determined

purpose and enforced practices that the individual adapts in order to learn and achieve

competence.

Mark E. Thompson (2005) undoubtedly affirmed to Mark Crilly’s (2000) study that

other students are able to balance social activities with good study habits. A diversion

from studies will alleviate stress and help prevent from becoming fatigued. He said that a

student should make sure that he must take a break for an hour after studies to meet with

friends, to play some cards. For this way, that student will find concentration when he

does study, if he plans a social activity afterwards. A student must find a comfortable and
quiet niche, and study for two or three hours, taking intermittent 10 minute breaks every

45 minutes or so. Making friends with whom you share similar study habits, and share a

table or a study space with them would be a best way in developing study habits as what

Mark said.

Hills and Ballow (2000) pointed out that glaring light could cause eye strain and

headaches. In effect, light should not shine directly on the table or reading desk. Taking

to consideration a rural setting where students have to study under locally made lamps

and hurricane lanterns, these should be adjusted well enough to reduce light intensity or

place at a considerable distance away from the reading desk. It has been observed that

some people cannot study without music, Hills and Ballow (2000) agree that music is

good if it does not constitute noise in itself or when used to neutralize other external noise.

Jato et. al,. (2014) explains that students use and process information better with

the help from a school librarian. School librarians guide students through their reading

and research process as well as helping them to choose books that fit their interests.

School library is very important in shaping students’ habit as regard reading for leisure,

to pass examinations and to obtain information on different aspects of life (George, 2011).

Thus, a school library cannot be separated from the school – parent institution and expect

all round development of the students (Jato, et. al,. 2014).

According to Mark C rilly (2000), Successful students are able to balance social

activities with good study habits. A diversion from studies will alleviate stress and help

prevent from becoming fatigued. He said that a student should make sure that he must

take a break for an hour after studies to meet with friends, to play some cards, work out

at the gym, or to gab with anew acquaintance. For this way, that student will find
concentration when he do study, if he plans a social activity afterwards. He said, “To

develop a healthy social life, develop routine study habits. After supper, lug your books

and homework to the library, find a comfortable and quiet niche, and study for two or three

hours, taking intermittent 10 minute breaks every 45 minutes or so.” Making friends with

whom you share similar study habits, and share a table or a study space with them would

be a best way in developing study habits as what Mark said.

RELATED STUDIES

A study conducted by University of Kentucky was to determine if the college

success can be improved with the Student Attitude Inventory(SAI). The inventory was

developed in Britain and contains 47 items which attempt to identify students in higher

education on the basis of: (1) motivation,(2) study methods, (3) examination technique,

and (4) lack of distractions toward academic work. Students in six Kentucky community

colleges were asked to express their attitudes toward study habits on the Student Attitude

Inventory. There were 996 students in the sample population (413 males and583

females). A measure of ability (composite American College Test score)and academic

performance (cumula grade-point average) were obtained for each student sampled. The

Student Attitude Inventory did contribute a statistically significant amount of variance

beyond an ability measure for males and females. ( Mark E. Thompson, 2005).

Frank Pogue(2000) did a research project to determine why students fail. What he

founds to be true in that study habits survey was that more than 30 years ago still rings
true today--students fail because they do not know how to study .The best advice he can

give is to develop sound study skills.

He said that a student should make sure that he/she has a good study environment, a

good desk, a sturdy chair, good light, comfortable room temperature and a quiet

atmosphere. That means he/she should eliminate all external and internal distractions.

Second, get a good overview of the assignment before starting the work. Know what

skills, facts and ideas that are expected to master and the ground that are expected to

cover. Start with most difficult subject first, while the mind is freshest and most receptive.

Professors in the developing countries said that the undergraduate students should be

fully equip with high level of analytical skills, the capacity for critical reasoning, self-

reflection and conceptual grasp and ability to learn autonomously and exercise flexibility

of mind (Simmons2003). Study habits are said to be improving because of the advent

and wide use of the Internet, hypertext, and multimedia resources which greatly affects

the Study Habits (Liu, 2005). Karim and Hassan (2006) also note the exponential growth

digital information, which changes the way students perceive studying and with printed

materials that are to be use in facilitating study. Liu (2005) and Ramirez (2003) report that

students print material from the Internet in order to study and read later on. Igun (2005)

also found that Nigerians study from materials downloaded from the Internet

Fielden (2004) states that good study habits help the student in critical reflection

in skills outcomes such as selecting, analyzing, critiquing, and synthesizing. Nneji (2002)

states that study habits are learning tendencies that enable students work private .The

study conducted by Hope L. Graven (2008) on the relationship between an individual's


amount of caffeine consumption during his/her study session and the individual's study

habits showed that the main effect of drinking caffeine on exam preparation was not

significant There were participants, 20 male and 58 female college students (N=78),

answered self-ratings on their personal consumption of caffeine as well as their study

habits when preparing for a test/exam. It was hypothesized that the more caffeine a

student consumes while studying, the more accurately his or her study habits would be

labeled as 'unhealthy', as determined by the researchers. Unhealthy study habits were

operationally defined as low scores on amount of time per study session, time(in days)

when preparation began, and amount of information the participants believed they had

retained. High scores on anxiety level were included in 'unhealthy' study habits. A

Pearson correlation indicated no relationship between amount of caffeine consumed

while studying and the individual's effectiveness of studying and preparation.

Marcus Credé and Nathan R. Kuncel (2008) in their research at the University of

Albany said that Study habit, skill, and attitude inventories and constructs were found to

rival standardized tests and previous grades as predictors of academic performance,

yielding substantial incremental validity in predicting academic performance. The meta-

analysis examined the construct validity and predictive validity of 10 study skill constructs

for college students. They found that study skill inventories and constructs are largely

independent of both high school grades and scores on standardized admissions tests but

moderately related to various personality constructs; these results were inconsistent with

previous theories. Study motivation and study skills exhibit the strongest relationships

with both grade point average and grades in individual classes. They also said that

Academic specific anxiety was found to be an important negative predictor of


performance. In addition, significant variation in the validity of specific inventories is

shown. Scores on traditional study habit and attitude inventories are the most predictive

of performance, whereas scores on inventories based on the popular depth-of-processing

perspective are shown to be least predictive of the examined criteria. Overall, study habit

and skill measures improve prediction of academic performance more than any other non

cognitive individual difference variable examined to date and should be regarded as the

third pillar of academic success.

According to Palm Beach Community College (PBBC, 2008),they recommend that

student’s study should have at least three hours out of class for every hour spent in class.

They also said that a student must have a special place to study with plenty of room to

work. And students should not be cramped. They presupposes that study time will go

better if a learner take a few minutes at the start to straighten things up. A desk and

straight-backed chair is usually best. “ Don't get too comfortable--a bed is a place to sleep,

not to study” as what they said. A student must have everything close at hand(book,

pencils, paper, coffee, dictionary, computer, calculator, tape recorder,etc.) before starting

to study. Students are not suggested to spend on time jumping up and down to get things.

The PBCC suggests also that distracting noise should be minimized however they said

that there are some people need sound and some like silence. In this case, a learner

must finds what works for him or her. Culprits are family and friends. consider a "do not

disturb" sign and turning on your answering machine is the way also to have better study

habits according to the PBBC.


DEFINITION OF TERMS

STUDY HABITS - The definition of study habits are the behaviors used when preparing

for tests or learning academic material.

ACADEMIC PERFORMANCES - Academic achievement or performance is the extent to

which a student, teacher or institution has achieved their short or long term educational

goals.

TIME MANAGEMENT - The ability to use one's time effectively or productively, especially

at work.

RECITATION - The action of repeating something aloud from memory.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

*Conducting a
survey to grade
12 students *Effects of study
*Grade 12 habits of grade 12
students *Tallying the data students to their
obtain academic
*Applying performances in
*Survey statistical Antipolo City
Questionnaire treatment Senior High
School
*Interpret and
analyze data
The input block consists of our respondents, the Grade 12 Students of Antipolo City

Senior High School and the data gathering instrument that will use which is a survey

questionnaire. The type of survey questionnaire that will use is the open-ended survey

questionnaire. These input will be used to the process block. The process block consists

of implementing a pilot test in answering the survey questionnaires only in our group then

we will proceed to conducting survey in the Grade 12 students in the campus of Antipolo

City Senior High School. After that, we will tally the data collected by the conducted

survey. And then we will apply the appropriate statistical treatment to be used in order to

interpret the data gathered. Lastly we will construct the solutions, suggestions and

recommendations to have the expected output, The Effects of study habits in academic

performances in Antipolo City Senior High School.


CHAPTER III

RESEARCH METHODOLOGY

The chapter presents the research design, setting of the study, subject of the

study, procedure of the study, sources of data, and statistical treatment.

Research Design

The method of research that will use by researchers is the descriptive correlation

method that will utilize in the study with the survey questionnaire as data gathering

instrument. This have been defined by several authors in their own ways. (Aguas, 2009)

stated that the descriptive method is used to describe characteristics of a population or

phenomenon being studied. It does not answer questions about how/when/why the

characteristics occurred. (Polit & Hungler, 2011) defined that this type of research

describes what exists and may help to uncover new facts and meaning. The purpose of

descriptive research is to observe, describe, and document. This involves the collection

of data that will provide an account or descriptions of individuals, groups, or situations.

The researchers will use descriptive correlation research design because the researchers

are describing the relation of two variables.

Setting of the Study

The study will be conducted at Antipolo City Senior High School, located at Olalia Road

Brgy. Sta. Cruz, Antipolo City, Region IV-A Calabarzon (Rizal), Philippines.
Subject of the Study

The subject of the study will be 216 Students of Grade 12 who is studying as of

S.Y. 2018-2019 because the researchers just get a sample from the whole Grade 12. By

getting the respondents the researchers used the slovin formula to get the sample of the

Grade 12 Students. After that we use the multi-stage sampling to distribute the 115

students to the 17 sections. Each section will have 12 respondents each section. The

researchers will use data gathering procedure, is purposive sampling to determine the

sample size of population.

Procedure of the Study

Before the researchers will conduct a survey, the researchers will craft first the SQC

(Survey Questionnaires). After that the researchers will edit the SQC. After the editing the

researchers will finalize the questionnaires and proceed to the survey proper. The

researcher start conducting the survey in our classroom (ABM 1202), ABM 1201, and

ABM 1203 and other section respectively. As we gathered data in each room and having

a survey, first we need to read the consent letter so that the students will be informed

especially on the study base on the survey then the the researcher will distribute the

survey questionnaires to the Grade 12 Students. After that, the researchers will do the

tallying the data obtained from the survey and we will proceed to the data analysis.

Sources of Data

The answer of the respondents coming from SQC to be tallied and interpreted.
Statistical Treatment

The following statistical tools will be employed in this study:

Percentage and Frequency. This was used to display data that specifies the

percentage of observations and it is a particularly a useful method in expressing

the relative frequency of the survey responses and other data. Lavrakas, (2008)

Weighted Mean. This was used to make each quantity to be averaged that

determines the relative importance of each quantity. The weightings are the

equivalent of having that many like items with the same value involved in the average.

Pearson’s Chi-Square Test. This was used to test how likely it is that observed

distribution is due to chance. It measures how well the observed data fits with the

distribution that is expected if the variables are independent. Ling, (2008)

The scale and range below was used to interpret items in the questionnaire using

the given verbal interpretation:

SCALE RANGE VERBAL INTERPRETATION

5 4.51 - 5.00 Strongly Agree (SA)

4 3.51 – 4.50 Agree (A)

3 2.51 – 3.51 Neutral (N)

2 1.51 – 2.50 Disagree (D)

1 0.00 – 1.50 Strongly Disagree (SD)


CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of data

gathered in the study.

Research Question no.1: What are the things that affect the time management of

the Grade 12 students in ACSHS?

Table 1: Things Affecting the Time Management of the Student

Activities Frequency (F) Percentage (%)

Facebook 88 44%

Online Games 37 18.5%

Assignment 48 24%

Household Chores 22 11%

Work 5 2.5%

Total 200 100%

Table 1 shown us that the item that has the highest value in terms of affecting the

time management is using Facebook. With the votes of 88 and a percentage of 44%

among all other options. According to Raacke and Bonds-Raake 2008 students on

average spend almost 3 hours of their day on social networking site named Facebook.
Research Question no.2: What are the factors affecting the Performance in the

class of the Grade 12 students in ACSHS?

Table 2: Factors affecting Performance in the class of the Grade 12 students.

ITEMS FREQUENCY(F) PERCENTAGE (%)

Lacks of Sleep 64 32%

Laziness 58 29%

Distractions 17 8.5%

Lack of Concentration 8 4%

Depression 53 26.5%

Total 200 100%

Table 2 shown that the item that has the highest value in terms of affecting the

Performance in the class of grade 12 students is lack of sleep. With the votes of 64 a

percentage of 32% among all the options. Table shows that lack of sleep is the main

reason that affect the student performance in class.


Research Question No.3: Is there significant effects of study habits of grade 12

students to their academic performance in school?

Table 3: Computed Weighted Mean for the Effects of Exposure on Social

Media in terms of Academic Performance

S/N STATEMENT WEIGHTED VERBAL

MEAN INTERPRETATION

1 I usually have issue on time 3.94 Agree

management and this affect my

academic performance.

2 I engaged with social media like 3.99 Agree

facebook and this improve my

academic performance.

3 I can’t manage my time and this 3.575 Agree

affect my academic performance.

AVERAGE 3.84 Agree

Above is the table in which the data collected is from the answers of the students

regarding whether time management affected their studies in one way or the other. The

result shows that the fall on category no. 3 meaning an “Agree” answers from the

respondents. Giving the implication of study habits will always induce the effects on their

academic performance maybe good or bad.


Testing the Hypothesis

Table 4: Chi-square for the Effects of time management in terms of

Academic Performance

VARIABLES N DF LS CRIT X2 CALC X2 DECISION

VALUE VALUE

TIME MANAGEMENT 200 4 0.05 9.488 93.11 REJECTED

AGAINST ACADEMIC

PERFORMANCE

The first hypothesis (null) for the research question 3 is that students have no

significant difference or effect in time management. But as the table shows and prove, it

is evident that there is a significant effect caused by time management as opposed by

the null hypothesis. Time management will always affect the studies and academic

performance of the student may it be positive or negative regardless on their time

management.
Research Question no.4: Is there significant difference between time

management and academic performance?

Table 5: Computed Weighted Mean for the Academic Performance and

Time Management

S/N STATEMENT WEIGHTED VERBAL

MEAN INTERPRETATION

1 Time management is a 3.93 Agree

problematic issue that affects the

academic performance

2 Lack of time management can 3.81 Agree

affects my school performance.

3 Time management distract me 3.89 Agree

from my studies

AVERAGE 3.88 Agree

The table above is about the imbalance between time management and

academic performance. All the answers above are fall on category no.3 that shows that

the respondents Agree. Time management could be the issue in this. Only some of the

students have lack of time management that affects their other task in their life.
Testing the Hypothesis

Table 6: Chi-square for the Academic Performance and Time Management

VARIABLES N DF LS CRIT X2 CALC X2 DECISION

VALUE VALUE

ACADEMIC 200 4 0.05 9.488 86.43 REJECTED

PERFORMACE

AND TIME

MANAGEMENT

The table shown the difference between time management and academic

performance had a null hypothesis of not having a significant difference whether time

management is involve or not. The Table shown that the null hypothesis is rejected as it

proves that there is indeed a significant effect of time management to the academic

performance of the student.


CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the summary of the study, recommendations and conclusions are

presented.

Summary of the Study

The obtained result shows that, time management is most affecting in their

academic performances. Students with lack of time management have encountered

some factors that affects their performance in school. Like lack of sleep, laziness and

depression because they have lack of time management. Time management had a

significant influence to the academic performance of the students. And lastly there is a

significant difference between time management and academic performance.

Conclusion

1. On the research question no.1 “What are the things that affect the time

management of the Grade 12 students in ACSHS” the result ending up to

facebook with 44% of votes.

2. Research question 2 asks, “What are the factors affecting the Performance in

the class of the Grade 12 students” the result ending up to lack of sleep with

32% of total votes.

3. Research question 3 then asks, “Is there significant effects of study habits of

grade 12 students to their academic performance in school” study habits had

significant effect on the academic performances of the students.


4. The research question 4 asked “Is there significant difference between time

management and academic performance” there is a significant difference

between time management and academic performance.

Recommendation

In the light of the findings of this study, the following recommendations are made:

1. Those that have the authority of the student should do their best to keep their time

organize.

2. Students should be tasked to know about the underlying the effects of study habits

3. Students have to know the real essence of time management.

4. Students should be aware how time management affect their academic

performance.

5. Discuss to the students the importance of time management.

Generalizability of the Research Findings

The population of this study consisted all senior high school students in the

Antipolo City Senior High School, specifically in the Accountancy and Business

Management strand on the Academic track and can be generalized to all of the

reoccurring strands since the study implies on the basic habits of a study regardless of

the strands.
Suggestions for Further Studies

This study serves as a basis for further research study on Study habits and the

academic performance of the students of Grade 12 Students of ACSHS.

We suggest that the future researchers should try to conduct the study to all Senior

High School Students in ACSHS. To know more about the effects of Study Habits.