BATASAN HILLS NATIONAL HIGH SCHOOL

Batasan Hills National High School

IBP Road Batasan Hills Quezon City
Senior High School

Effects of Study Habit on Academic Performance of

Selected Grade 12 Students

A Practical Research Paper

Presented to the Senior High School Department
Batasan Hills National High School

A Partial Fulfillment of the

Requirement for the Senior High School
In Practical Research 2
12 – TECHVOC

By:

Jamera, Justine Kyle

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Bondoc, Mark Angelo E
Galaites, Geicel boy N
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Alapad, Rowen Franz O
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Cabusas, Adrian
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De Jesus, Joemar
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Tatardillo, James G
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Gamayon, Errole John
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October 2019 O
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CHAPTER I
INTRODUCTION

Background of the Study

The focus of the study is to determine the effects of study habit on
academic performance of selected grade 12 students of Batasan Hills National
High School on their academic performance to determine the positive and
negative effect of study habit on their academic performance.

The student performance play an important role in producing the best

quality graduates who will become great leaders and man power 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. It has a positive effect to have a study habit and
according to this research, study habit can contribute to develop students’
knowledge.

It has long been recognized that in the process of learning the study
habits of the student plays an important role in their academic performance.
Learning is reflected in the way a student respond to environment, social,
emotional and physical stimuli and understands new information. The key to
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better learning and better academic performance in schools are good teachers, E
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lecturers, good study environment, parent’s co-operation, high quality books and I
the most important is the study habit. Study habits are learning tendencies that O
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enable students to work privately.
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Azikiwe (1998) describes the study habit as “the adopted way and I
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Manner a student plans his private readings, after classroom learning so as to H

attain mastery of the subject”. S

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According to her, “good study habits are good assets to learners

because the (habits) assist students to attain mastery in areas of specialization
and consequent excellent performance, while opposite constitute constraints to
learning and achievement leading to failure”.

Therefore, there some negative effects to study habits cause of lack in

planning and concentration in their studies, inefficient in time management poor
skills in reading, ineffective test taking techniques, and failure to inform their
teachers of their difficulties with schoolwork and ask for their help

According to (Mendezabal 2009-2010) this study aimed to investigate

the relationship of students’ study habits, attitudes and their performance in
licensure examinations. The participants were graduates in school year 2009-
2010 from the different programs of the University, which

Require licensure examination. The study habits and attitudes of the participants
were assessed by administering the “Survey of Study Habits and Attitudes”
(SSHA) developed by Brown and Holtzman (1967) during their final year in the
University and their performance (overall rating) in the different licensure.

examinations were generated from the records of the Philippine Professional

Regulation Commission. Results of the study showed that the participants do not
have favorable study habits and attitudes. Among the noted unfavorable study
habits were inefficient time management, lack of planning and concentration in
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their studies, poor skills in reading, ineffective test taking techniques, and failure E
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to inform their teachers of their difficulties with schoolwork and ask for their I
help. The participants also demonstrated unfavorable attitudes toward teachers’ O
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classroom behavior and methods. It was further revealed that their performance
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in licensure examinations was quite low. Significant relationship between study I
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habits and attitudes and performance in licensure examination were clearly
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shown in this study. Further analysis revealed that study habits (work methods
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and time management) of the participants were correlated with their success in C
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licensure examination while study attitudes (i.e. attitudes toward teachers and O
educational acceptance) were not significantly related to success in licensure O
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examination. This connotes that students who have favorable study

habits will likely pass the licensure examination.

In this research, it has a positive and negative effect. The positives effect
is study attitude can collate with their success and the negative effect is students
have a problem like favorable study habits and lack of time.

According to Shaiza Sadaf Syed Moyn AlyLubna Baig - To determine

the efficacy of Local Education System and GCSE system by comparing the
scores obtained by first year MBBS students of both streams of education in the
first professional exam. The study also determined the effect of education
systems on the study habits of these students. Study Design: Cross-sectional
study. Setting: Rawal Institute of Health Sciences, Islamabad. Period: June 2015
to June 2016. Methods: Students of first year MBBS were

Interviewed by the researcher by using a close-ended questionnaire to

compare the study habits between the two groups. First professional exam
scores and study habits were noted and compared in both the groups of students
coming from two different educational systems by applying Independent Sample
T test and Chi Square (χ2) test of independence, respectively, using SPSS 21
version. Results: After analyzing the data gathered, it was found that students
from both the systems performed equally in the first professional exams
irrespective of their educational background; hence, there is no relationship
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between the type of secondary education and performance in professional
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examinations. Similarly, there was no association between the study habits and N
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the system of education. Our study concludes that study habits are personal traits O
and vary from one student to another student. Conclusion: The performance of R

students cannot be calculated simply through the system of education because of H

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the complex and intermingled associations between cognitive, affective and G
contextual factors in higher education. This study concludes that predictability H

of academic success based on education system attended is questionable. S

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In this study determined, that study habits is a personal trait and vary from one O
student to another student it means it is a positive effect. O
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We want to conduct this research to know the effects of study

habit to our academic performances and to convince students to have this kind
of habit and to manage it to have a better grade.

Statement of the Problem

This study aims to determine the effects of study habits on the
performance of selected Grade 12 students.
1. What is the perceived study habits of the respondents?
2. What is the academic performance of the respondents during
second quarter, A.Y. 2019 - 2020?
3. Is there a significant correlation between the perceived study
habits and the academic performance of the respondents?
Significance of Study
The researchers believed that every beneficiaries will be benefited from
finding of this study the positive effect of study habit on academic performance.
As the researcher influenced them to focused on their study habits
 Teachers to developed their teaching matters to help student to change
the perspective of a student to be focused in their study habits
 Parent to help their children to motivate and to understand how difficult
it is to study
 Student will be given information the effects of study habit on their
academic performances
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 Future researchers until them able to use the result of study to similar E
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research to what they study is. I
Scope and Delimitation O
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The focus of this study is to determine how study habit affect the student
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academic performance. The researcher conducts this study at Batasan Hills I
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National High School. This study limits its coverage for selected grade 12
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students only. This study is only limited to 150 of respondents and each of the
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respondents are given same questionnaires to answer. The researcher conduct C
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the study during the academic year 2019 to 2020. O
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CHAPTER II
RELATED REVIEW LITERATURE

Related Literature
According to (Akpan and Salome 2015) this study investigated the effect
of study habit on academic achievement of agricultural science students in
senior secondary schools in Emohua Local Government Area of Rivers State.
Three research questions and two hypotheses guided the study. Descriptive
survey research design was adopted. Simple random sampling technique was
used to select (100) students. A well-structured questionnaire was developed and
administered in ten secondary schools in the study area. The data was analyzed
using percentages and chi-square analysis. The result shows that (35.8%) of the
students spent a maximum of 40minutes to study while (17.9%) could study up
to 6 hours. Also (41.1%) of the students studied best when they are alone, while
(20%) of the students prefer to study in groups rather than studying alone.
Further analysis showed that (14.7%) of the students were influenced by their
peer group, while (11.6%) were influenced by the absence of well-equipped
library, lack of motivation, interest and poor facilities. It is recom mended that
in order to improve the study habits of the students in the area and their
academic achievement, Government should endeavor to make funds available
for the provision of standard libraries stocked with required up to date
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textbooks, a conducive learning environment with proper equipment to aid study E
habits that will translate to improved academic achievement. N
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Similarities R

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The researchers use Random sampling techniques and the difference is I
on the survey part the researcher use descriptive while the present researchers G
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use comparative.
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According to (Sakirudeen and Sanni 2017) the study examined

study habits and academic performance of secondary school students in
Mathematics. A case study of selected secondary schools in Uyo Local
Education Council. The main purpose of the study was to investigate the
relationship between study habits and academic performance of secondary
school students in Mathematics. To carry out this study, three research questions
and three null hypotheses were raised to guide the study. The population of 1128
Senior Secondary School Two (SS2) students with a sample size of 200
respondents was selected from 5 public secondary schools for the study using
simple random sampling technique. A structured questionnaire was used to
gather data for the study, which comprises of two sections (A and B), section A
comprise of 15 items while section B, comprise of 30 achievement test on
mathematics. The reliability coefficient of 0.91 was obtained using spearman
Brown formula. Data collected was analyzed using Pearson Product Moment
Correlation Co-efficient (PPMC) and tested at 0.05 level of significance.
However, the results revealed that there is significance relationship between
note taking, students’ use of library, time allocation for study and students’
academic performance in mathematics. Based on the result of the findings. It
was recommended that group guidance should be organized in schools by
professional counsellors in order to create awareness on how students can
develop effective study habits that could lead to better academic performance in
mathematics and a functional school library should be mounted in all the
secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria

Similarities and Differences S

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In three related studies, talks about the effects of study habit some N
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similarities on the students’ academic performance and the formula that they O
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use. The difference is the location and the formula that they use.
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Similarities the researchers use the same method random sampling
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technique and the dividing of 2 sections but the difference is the present G
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researcher use the 2 groups as has study habit and non.
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Conceptual Framework

Dependent Variable
Grades of Students that have study habit and the grades of student those
do not have.

Independent Variable
Determine the effects of study habit on their academic performance.

Fig.1. This figure shows how the study habit affect their academic performance.
The Dependent Variable the grades of student that have a study habit and those
who do not. In addition, the Independent Variable shows how the study habit
affect the grades of students.

Conceptual Paradigm

Input Process Output

DEMOGRAPHIC Analyze the Effects of having

study habit of the
PROFILE OF demographic profile of respondents and
RESPONDENTS compare to the
respondents. S
students those do E
Students that has
Administering Survey not have study N
study habit. I
Questionnaire
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habit/student
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don’t have Gather the following:
How it affect to H
 Percentage their academic I
A. Track G
performance.
 Weighted mean H
B. Average
 Average S
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weighted mean H
 Ranking O
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Chapter III
Methodology

Locale of the Study

The study will be conduct in Batasan Hills National High
School. Barangay Batasan Hills IBP Road, Quezon City.

Respondents
Selected students of Batasan national High School, Grade 12
Batasan National High School will be the respondents of this study.
These students were the chosen respondents because they are the one
who had the first survey about counseling on identifying problems.

Research Design
The researcher uses causal comparative to see the difference
between two variables.

Research Instruments
The researcher give questionnaire to gather the data at random
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respondents to identify that if they are qualified in our research. E
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Population and Sampling R
The researcher selected two sections respondents from Grade H
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12 students of Batasan Hills National High School. G
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Validation of Instrument
Instruments uses to our study was validated with consent and
approved the adviser.

Data Gathering
The researcher will be giving a questionnaire to a randomly
respondents.

Statistical Treatment Data

The researcher gathered information by using formula to get the
frequency.

Formula:
m = sa + sa
n

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Whereas: N
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sa = Student Average O
n = Number of Student R
m = Mean H
d = Difference I
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Chapter IV
Presentation, Analysis, Interpretation of Data

Narrative:

1.
Study Habit Frequency Percent (%) Verbal
Interpretation
1.0 – 1.7 1 2.38 Very Low
1.8 – 2.5 4 9.52 Low
2.6 – 3.3 20 47.62 Moderate
3.4 – 4.1 10 23.81 High
4.2 – 5.0 7 16.67 Very High
Total 42 100

Table 1 Interpretation:

Grade Frequency Percent

77-79 2 4.76

80-82 3 7.14
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83-85 13 30.95 E
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86-88 15 35.71 I
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89-91 9 21.43
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Total 42 100 G
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3.

Verbal
Variables Pearson r p - value
Interpretation

Study Habit Almost No

-.087 .584
Grade Correlation

Pearson product- moment correlation coefficient revealed that there is

almost no correlation between students perceived study habits and their academic
performance, r(42) = -0.087, p = -0.584. There some method that support some
factors that affect students to their study habit.

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