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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Since you are now enrolled in college, odds are that you were a pretty good student in high
school. But no matter how successful a student you were, experience has shown that the learning
skills you employed in high school will likely not be sufficient to guarantee success in your college
courses.

College professors will routinely expect you to exceed the accomplishments of your high school
coursework, and that means you must adjust your study habits appropriately to meet this
challenge. A good way to begin this adjustment process is to consider the ways in which college
coursework differs from high school.

Common differences between college and high school courses are that in college

• Material is presented more rapidly and in larger quantities.


• Fewer exams are given and each exam covers more material.
• All assignments typically count toward the final grade.
• Keeping up with previous material is essential to understand new topics.
• Considerable out-of-class time investments are required to effectively learn course
material.
• Critical thinking is more important than rote memorization.
• Students are expected not only to understand the specific examples given in class, but
also to apply their knowledge broadly.
• Neither professors nor parents are “looking over your shoulder” to ensure that necessary
coursework gets done on time.
• Help is available, but you must take the initiative to seek it out.

College is a time of many transitions, both social and intellectual. One of the keys to academic
success in college is learning to balance these often conflicting pressures. Making new friends,
joining social organizations, and generally involving yourself in campus life are all important
elements of your personal development. You should never forget, however,
that the primary reason you are in
college is to get an education!

Therefore, you should always make sure that the amount of time you spend in class and studying
out of class exceeds the amount of time you spend socializing. In other words, take your studying
seriously by devoting the necessary time to achieve academic success.

College work proceeds at a rapid pace, and missing class is a surefire way to quickly fall behind.
Never assume that the professor considers lecture attendance unimportant simply because
she/he does not take roll. Regular lecture attendance on your part is essential for success in
biology!

Lecture is also a place where important scheduling information about review sessions, exams,
and laboratories is conveyed to students. Missing lecture means that you miss out on this useful
information.
Unlike lecture, laboratories or discussion sections usually have a mandatory attendance policy,
with absences allowed only for legitimate and verifiable excuses. Moreover, since these courses
typically meet only once per week, missing one means that you have missed a large amount of
material, which puts you at a competitive disadvantage with other students.

SIGNIFICANCE OF THE STUDY

You can prepare yourself to succeed in your studies.


Try to develop and appreciate the following habits:

• Take responsibility for yourself


Recognize that in order to succeed you need to make decisions about your priorities,
your time, and your resources
• Center yourself around your values and principles
Don't let friends and acquaintances dictate what you consider important
• Put first things first
Follow up on the priorities you have set for yourself, and don't let others, or other
interests, distract you from your goals
• Discover your key productivity periods and places
Morning, afternoon, or evening?
Find spaces where you can be the most focused and productive.
Prioritize these for your most difficult study challenges
• Consider yourself in a win-win situation
When you contribute your best to a class, you, your fellow students,
and even your teacher will benefit.
Your grade can then be one additional check on your performance
• First understand others, then attempt to be understood
When you have an issue with an instructor (a questionable grade, an assignment
deadline, etc.) put yourself in the instructor's place.
Now ask yourself how you can best make your argument given his/her situation
• Look for better solutions to problems
For example, if you don't understand the course material, don't just re-read it.
Try something else! Consult with the professor, a tutor, an academic advisor, a
classmate, a study group, or your school's study skills center
• Look to continually challenge yourself

SCOPE AND LIMITATION

The scope of this research are the Education students here in University of Perpetual Help
System Dalta of all year levels. The limitations of this research are only those students that are
currently enrolled at UPHSD and is having the prescribe study load for a given semester. Only
those undergraduate education students are allowed to participate in the research.

This study considered only UPHSD and the students of it. This may have an effect on the
generalizability of the study and its findings. However, its findings, at least some portion and
extent of it may still hold true to other schools possessing the same characteristics or adhering to
the same educational vision, mission, objectives, and curricula of the studies of UPHSD.
DEFINITION OF TERMS

Operational definition:

1. Factors- these refers to anything that affects study habits

2. Develop- refers to fast or gradual changes in a range of time.

3. Study Habits- refers to the ways of studying on a particular subject.


CHAPTER II

REVIEWED RELATED LITERATURE

A. Foreign Literature

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..

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 (Simmons 2003). 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. Reading is an attempt to
absorb the thought of the author and know what the author is conveying (Leedy 1956). Studying
is the interpretation of reading materials. Study habits and skills are particularly important for
college students, whose needs include time management, note taking, Internet skill, the
elimination of distractions, and assigning a high priority to study.

B. Local Literature

Every piece of ongoing research needs to be connected with the work already done, to attain an
overall relevance and purpose. The review of literature thus becomes a link between the research
proposed and the studies already done. It tells the reader about aspects that have been already
established or concluded by other authors, and also gives a chance to the reader to appreciate
the evidence that has already been collected by previous research, and thus projects the current
research work in the proper
ASSESMENT ON THE RELEVANCE OF THE REVIEWED RELATED LITERATURE

I have to admit to being someone who for many years has avoided thinking about assessment – it
somehow always seemed distant from my interests, divorced from my concerns about how
children learn with technologies and, to be honest, just a little less interesting than other things I
was working on… In recent years, however, working in the field of education and technology, it
has become clear that anyone with an interest in how we create equitable, engaging and relevant
education systems needs to think long and hard about assessment. What I and many others
working in this area have come to realise is that we can’t just ignore assessment, or simply see it
as ‘someone else’s job’. Assessment practices shape, possibly more than any other factor, what
is taught and how it is taught in schools. At the same time, these assessment practices serve as
the focus (perhaps the only focus in this day and age) for a shared societal debate about what
we, as a society, think are the core purposes and values of education. If we wish to create an
education system that reflects and contributes to the development of our changing world, then
we need to ask how we might change assessment practices to achieve this. The authors of this
review provide a compelling argument for the central role of assessment in shaping educational
practice. They outline the challenges and opportunities posed by the changing global world
around us, and the potential role of technologies in our assessment practices. Both optimistic and
practical, the review ummarises existing research and emergent practice, and provides a
blueprint for thinking about the risks and potential that awaits us in this area.
CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the methodology that will be use in the conduct of this study and will
include the discussion of research design, samplings, respondents, data gathering and statistical
instrument used.

A. The Research Design The study will use the descriptive survey design in its attempt to
determine, describe and analyze relationships between time management, learning skills, and
study skills and the dependent variable which is the study habits. It tries to find out if the
independent variables significantly influence the dependent variable.

B. Samplings and Respondents Education Students who are enrolled during the recent school
year at UPHSD which is comprised 5 percent of the total population will the sample size of the
study. According to year levels. Simple stratified random method, proportionate to size will be
done based on the random numbers generated by Excel.

THE METHOD USED

1 Study in Short, Frequent Sessions.

It has been proven that short bursts of concentration repeated frequently are much more effective
than one long session. So, even if you only have 10 minutes, DO IT. Take a break. Then study
another 10 minutes. This “distributed learning” approach is highly efficient because it honors the
way the brain likes to work. The brain needs recovery and recharging time for “protein synthesis.”
The rest periods are when your brain assimilates your effort. They are a powerful tool which many
teachers do not acknowledge. To sit and study for hours and hours is not only boring, it creates
fatigue, stress, and distraction. You cannot learn if you are fatigued, stressed, and distracted!

2 Take Guilt-Free Days of Rest.

This follows the same principle as above, but on a longer, daily time cycle. The reason for resting
is to refresh oneself. However, if you feel guilty (“I really should be studying”) then your precious
rest period has been used to create more stress. The brain will not absorb new data if it is
stressed. On days off from studying, really enjoy yourself and do not feel bad about not studying.

3 Honor Your Emotional State.

Do not study if you are tired, angry, distracted, or in a hurry. When the brain is relaxed, it is like a
sponge and it naturally absorbs data without effort. If you are emotionally stressed, your brain
literally repels data. Forcing yourself to sit and study when your mind is on other things is a
complete waste of time!

4 Review the Same Day.

When you learn something new, try to go over the points the same day. If you wait a few days
and then make efforts to review the material, it will seem much less familiar. However, a quick
review later in the day will tend to cement the information into your brain so that the next “official”
study session, you will recognize it and it will seem easy.
5 Observe the Natural Learning Sequence.

Think of the activities you did when you were in nursery school. Using your whole arm, you
probably performed the song that goes: “Put your right hand in, Put your right hand out.” Then, in
kindergarten, using your hand, you might have been asked to draw lines or circles with crayons.
Later, in first grade, now holding the pencil with your fingers, you drew smaller lines and circles to
create letters. Believe it or not, this natural learning sequence, moving from large to small, coarse
to fine, still remains effective even though we are now older. When you study, if you try first to
grasp the big picture and then fill in the details, you often have a more likely chance of success.

6 Use Exaggeration.

Why does a baseball batter warm up by swinging two or three bats? Why do runners sometimes
strap lead weights to their legs? In both cases, exaggeration during practice makes the final result
seem easy. This concept can be applied to studying anything. For example, if you are studying
spelling, exaggerate the sound of the letters to help to remember them. So for studying purposes,
“naive” would be pronounced “NAY-IVY.” By getting used to this exaggerated pronunciation, the
correct spelling seems obvious.

7 Prepare Your Study Environment.

If you require certain elements in your environment to help you study, try to always make these a
priority. For example, do you need special lighting, silence, music, privacy, available snacks, etc.?
Pay attention to what works for you and repeat it each time you study for best success.

8 Respect “Brain Fade.”

It is normal for the brain to have an attrition rate and to forget things. This does not mean that you
are stupid! Instead of getting mad about this fact, you should expect it and deal with it
accordingly. See your brain as depositing layers of knowledge. As you place more information on
top, the lower levels become older and less available to your immediate recall. The trick here is
simply to review. Since we can anticipate the eventual fading of our memory, creating a review
aspect to our study session will solve the problem. Once every two or three study sessions,
simply review older material that you will be still needing to remember. Often, a quick overview is
sufficient. Sometimes, a complete detailed study session of the older material is required. “Brain
fade” is completely normal. (Unless you are gifted with a photographic memory, which is
extremely rare.)

9 Create a Study Routine.

Generally, if you schedule certain times of the day to study, you will get into a routine and
accomplish more. If you just “fit it in” during your day, chances are that there will never be any
time. An effective way to do this is to literally mark it down in your datebook calendar as if you
have an appointment, like going to the doctor. For example: “Tuesday 3-4:30 P.M. — Study.”

10 Set Reasonable Goals.

One of the main reasons people do not reach their goals is because they set them too high. If you
set goals that are manageable, even if they seem too simple, you get in the habit of
accomplishing them and gradually you can set higher goals. Also, recognize the difference
between long-term and short-term goals. Set your vision on the long-term dream, but your day-to-
day activity should be focused exclusively on the short-term, enabling steps.
11 Avoid the Frustration Enemy.

Ironically, the quicker the person’s nervous system, the faster they learn. Yet, this fast nervous
system also works overtime in being self-critical. So they are the ones who always think they
aren’t going fast enough! In contrast, the “Type B,” less intense person who learns slower yet is
more self-accepting, ends up ultimately learning the material in a shorter period of time. This is
because he/she doesn’t waste energy blocking, getting upset, and thinking that they’re not good
enough — they simply keep moving forward at a slower (but un-blocked) pace.

THE RESPONDENTS

The students of University of Perpetual Help System Dalta.

INSTRUMENTS USED

1. Books
2. Internet
3. Thesis of Of Old students of UPHSD

DATA GATHERING USED

STATISTICAL TREATMENT DATA


CHAPTER V

Finding of the Study

1. Study habits a habit is something that is done on a scheduled, regular and planned basis that
is not relegated to a seccond place or optional place in one's life. It is simply DONE . . . no
reservations, no excuses, no exceptions. To STUDY is to buy out the time and dedicate self to
the application and the task of study which is to become engrossed in a process of learning,
practice, enlightenment - education of one's self.

Therefore . . . STUDY HABITS can be derived from the above as buying out a dedicated
scheduled and un-interrupted time to apply one's self to the task of learning. Without it, one does
not grow and becomes self-limiting in life.

Conclusion

After the study was conducted, the researcher concluded that Study habits is very important in all
students.

Recommendation

Learning is a skill like any other, and learning to learn will help any motivated student get ahead.
But not all minds are created alike, and any given style can be a help or a hindrance, depending
on whether the student fights natural tendencies or incorporates them.

Books stores knowledge outside the mind. Usually a visual learner or a reading/writing learner, he
or she fills reams of paper with detailed, organized notes. It's harder for this learning type to break
out of the box and answer a question without referencing her or his files. The books usually has
an easy task ahead when studying in a conventional college environment. Well-organized note-
takers usually have consistent, decent grades when studying under the didactic model. To take
her or his good scores up into the excellent range, however, the student may need to pursue
understanding beyond the simple, factual level.

Reference
Curriculum Vitae

CURRICULUM VITAE

Name: Nikko R. Espeleta

Address: Purok 2 Brgy. San Francisco Victoria, Laguna

Birthday: October 16,1993

Civil: Single

Religious Affiliation: Roman Catholic

Name of Parents: Francisco Espeleta / Nelia Espeleta

Educational Background: Bachelor of Science in Civil Engineering

University of Perpetual Help System Dalta

High School Grade School: Liceo De Pila

Pila, Laguna

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