University of San Agustin

Basic Education Department

Senior High School
General Luna Street,
Iloilo City

STUDY HABITS AND ACADEMIC PERFORMANCE OF GAS 12 STUDENTS IN THE

UNIVERSITY OF SAN AGUSTIN

A Research

Presented to the faculty and staff of

University of San Agustin
Basic Education Department
Senior High School
Iloilo City

In Partial Fulfillment of the Requirement

for the Inquiries, Investigation and Immersion
School Year 2018-2019
Grade 12

By:
Bueno, Brendan R.
Deferia, Sophia Gabrielle Joy
Divinagracia, Marvie U.
Gacer, Mark Danton
Rivas, Christian
Tagurigan, Mae Therese T.
Tajolosa, Gena Ryzel T.

March 2019
 University of San Agustin
Basic Education Department
Senior High School
General Luna Street,
Iloilo City

Chapter I

Background of the Study

Introduction

Since the implementation of the K-12 curriculum, the Department of Education advised all

universities to have preparatory strands before going to college. In the said program, the

University of San Agustin offered four different strands namely Science Technology

Engineering and Mathematics (STEM), Accountancy Business and Management (ABM),

Humanities and Social Sciences (HUMSS), and General Academic Strand (GAS).

K-12 has opened opportunities especially to the students who took up GA strand to widen

their range of knowledge in certain subjects that they want to take up in college. On the other

hand, difficulties are inevitable in terms of financial problems,and lack of time management and

poor study habits that may affect their learning process. Due to this, several GA strand students

have experienced difficulties in coping with their academic performance which lead to failing

grades. Students experiencing academic difficulties practice various study habits to help them

maintain a good academic performance.

According to IGI Global, study habits are the behaviors used when preparing for tests or

learning academic material. Academic performance is measured by the final grade earned in the

course or subject. Nuthana and Yenagi (2009) found significant correlation between study habits

and academic achievement. It further revealed that reading and note-taking habits, habits of

concentration, and preparation for examination had significant correlation with academic

achievement. The authors pointed out that students who are better in reading and note-taking,
 University of San Agustin
Basic Education Department
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Iloilo City

well prepared for the board examination and have concentration may have better academic

achievement.

Study habits have a great impact on a student’s performance in the comprehensive

examination. The development of good study habits is the high way to reach the goals of an

individual, whatever they are. A simple, small change in study habit makes a big difference in

goal-setting and in organizing one’s life (Thiyago, 2015).

This study aims to determine the study habits and the academic performance of GA students.

The results will establish effective study habits to help them improve their academic

performance.

Statement of the Problem

The researchers aim to determine the study habits and the academic performance of General

Academic students in the University of San Agustin during the academic year 2018-2019.

Specifically, the researchers seek to answer the following questions.

1. To what extent are the academic performance of GA students when grouped according to

section, sex, and socio-economic status?

2. Is there a significant difference in the study habits of GA students when grouped according

to section, sex, and socio-economic status?

3. What is the level of academic performance of GA students when grouped according to

section, sex, and socio-economic status?

 University of San Agustin
Basic Education Department
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General Luna Street,
Iloilo City

4. Is there a significant difference in the academic performance of GA students when grouped

according to section, sex, and socio-economic status?

5. Is there a significant relationship between academic performance and study habits?

Hypotheses

1. There is no significant difference in the study habits of GA students when grouped

according to section, sex, and socioeconomic status

2. There is no a significant difference in the academic performance of GA students when

grouped according to section, sex, and socioeconomic status.

3. There is no significant relationship between academic performance and study habits.

Significance of the Study

This study will be greatly important to the following:

Students. Through this study, the students will be able to know the most effective study

habits that they can apply in order to improve their academic performance.

Teachers. They can acquaint their students to practice the study habits that fit their study

pattern.

Future Researchers. This study can help other researchers conducting any study similar or

in relation to our study by serving as a background for their study. The validation of the study of

the same variables is recommended to be able to reinforce the results of this study as it will serve

as the basis for future studies.

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Basic Education Department
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General Luna Street,
Iloilo City

Theoretical Framework

This study is anchored on the theory of Bandura (1925). The social learning theory is based

on social behavior which proposes that new behaviors can be acquired by observing and

imitating others. This theory focuses on three major ideas: (1) It states that learning is a cognitive

process that takes place in social context and can occur purely though observation of direct

instruction, even in the absence of motor reproduction or direct reinforcement, (2) In addition to

the observation of behavior, learning also occurs through the observation of rewards and

punishments, a process known as vicarious reinforcement. When a behavior is rewarded

regularly, it will most likely persist; conversely, if a behavior is consistently punished, it will

most likely desist and, (3) The theory expands on traditional behavioral theories, in which

behavior is governed solely by reinforcements, by placing emphasis on the important roles of

various internal processes in the learning individual.

This study will benefit the researchers by formulating the different questions in making the

survey. The researchers can determine whether the students are manipulated by the

reinforcement such as rewards and punishments while studying. This can be the basis of the

result whether this theory is applicable to General Academic Strand students.

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Basic Education Department
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Conceptual Framework

Figure 1 illustrates the research paradigm showing how the independent variables, such

as sex, socio-economic status, and section, can determine the study habits of the students.

Academic Performance of
Sex
GAS students
Socio-economic Status
 General Weighted
Section Average for the 1st
Semester

Figure 1. Paradigm of the Study

Scope and Delimitations

This study focused on two major variables: study habits, and academic performance. The

study was limited to the General Academic strand students of University of San Agustin. The

study habits of GA students were limited only to listening on music, chewing of gum while

studying, studying in an empty room, studying in a coffee shop, and cramming. The academic

performance of GA students was determined by their general weighted average for the previous

academic year they have attended. This study will utilize important documents and form 137 of

every GA students enrolled during the A.Y. 2018-2019.

 University of San Agustin
Basic Education Department
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Iloilo City

Definition of Terms

Academic Performance. It is the extent to which student, teacher, or institution has

achieved their short term or long-term educational goals (Clark,2008). In this study, it determines

the effectiveness of study habits as indicated by the general weighted average of General

Academic Strand students during the 1st semester, academic year 2017-2018.

General Academic Strand. It is where you can choose electives from different strands

under STEM, ABM, and HUMSS. It is great for students who are still undecided on which track

to take (Alonza, 2016). In this study, the students of GAS strand of the University of San Agustin

will be the direct respondents.

Senior High School. It is a secondary school that students attend in the two highest

grades before college (Villarama, 2016). Operationally, this is the educational system of the

respondents - taken from the study.

Study Habits. Study habits are regular practices that a person performs to maximize their

productivity, efficiency, and retention in preparation for anevaluation (Mills, 2015). As used in

this study, it is various strategies like note-taking, time management, studying with music, etc.,

used by senior high school students to learn.

 University of San Agustin
Basic Education Department
Senior High School
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Iloilo City

Chapter II

Review of Related Literature

This chapter presents the related literature and studies after the thorough and in-depth

search done by the researchers to fully understand the research and for better comprehension of

the study.

Review of Related Literature

On Study Habits. Azikiwe, U. (1998) defines the study habit as “the adopted way and

manner a student planshis private readings, after classroom learning so as to attain mastery of

the subject”. Good study habits are good assets for learners because the habits assist students to

attain mastery in their field of specialization and consequent excellent performance, while

opposite constitute constraints the learner to learning and achievement leading to failure”. Good,

T., (1998) define the term study habits as the student’s way of study whether systematic, efficient

or inefficient. Going by this definition it literally means that having a good study habit produces

positive academic performance, while inefficient study habit leads to academic failure. In

Nigeria, there are so many factors that influence the ability of students to acquire an effective

and efficient study habit. Ozmert, E.(2005) emphasized that the environmental influence plays as

a major factor in the development of students’ studying habit.

According to Hussain, S. (2006) secondary school students in public schools often come

from people who have poor socio-economic status and average income families. These families

face various problems causing emotional stress among their children that leads them to have poor

academic performance. This singular factor has caused a significant change to the achievement
 University of San Agustin
Basic Education Department
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General Luna Street,
Iloilo City

status to secondary school students. Achievement is generally a pedagogical terminology used

while determining learners’ success in formal education and which is measured through reports

examinations, researches, and ratings with numerous factors of variables exerting influence.

For study to be effective, Freeman V., & Mors J. (1993) have observed that it should be

regular, intense and should cover long periods. The habits of studying must be a sustainable one,

for that matter students must see the need to develop good study habits.

On Academic Performance. Many researchers discussed the different factors that

affects the student academic performance in their research. There are two types of factors that

affect the students’ academic performance. These are internal and external classroom factors and

these factors strongly affect the students’ performance. Internal classroom factors

includestudents’ competence, class schedules, learning facilities, environment of the class,

complexity of the course material, teacher’s role in the class, technology used in the class and

exams systems. External classroom factors include extracurricular activities, work and financial

status, social and other problems. Research studies shows that students’ performance depends on

many factors such as learning facilities, gender and age differences, etc. that can affect student

performance (Hansen, B., 2000).

Review of Related Studies

Study Habits

The statistics of academic performance solely depends on the study habit applied by a

student. According to Lawrence A., (2003) in his study Relationship Between Study Habits and

Academic Achievement of Higher Secondary School Students, the development of good study
 University of San Agustin
Basic Education Department
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habits is the highway to the goals of an individual, whatever they are. A simple, change in study

habits makes a big difference in goal setting and organization of one’s life. In addition, the study

of Patkinson, H., Rana, S. & Kausar, N. (2015) entitled The Relationship between the Study

Habits and the Academic Performance of Students, asserts that students who have more effective

study habits get higher scores in comparison to students with ineffective study habits. Marquez

K., (2009) also pointed out that a student who is successful in his desired career has a good study

habit. In line with this, she stated that students should apply these habits to all their classes. She

also suggested that the students should not try to study all the subjects in a single period.

However, every student has his own study habits depending on his preferences.

In Singh, R., (2011) study entitled A Study on Study Habits and Academic Performance of

Students, he examined academic achievement and study habits of higher secondary students and

it indicate that girls and boys differ significantly in their study habits and academic achievement.

In contrary, Schuman, F., et al. (1985) study entitled Influence of Study Habits on Academic

Performance of International

Note-taking

According to Kiewra, F. (1987) in The WAC Journal, Vol. 16, No. 4., students take notes in

order to record information that they will need to learn at a later date. However, the result of

taking notes is much more than the production of a passive “external” information store, as the

note taking action itself is part of the memorization process and results in the creation of a form

of “internal” storage. Furthermore, the taking of notes seems to ease the load on the working

memory and thereby helps people resolve complex problems. Note-takers are assumed to re-read

their notes as many times as necessary for them to learn their content. Several papers have been
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written describing the modalities of this activity, comparing different ways of using notes such as

reading, highlighting, and summarizing. The impact of the different sources of information that

are used during this learning process are handouts provided by the teacher, textbooks, and

student notes. The more the information learning process involves understanding and

transformation operations, the greater the intensity and effectiveness of the learning process.

Thus, it is better to highlight notes than to simply read them, and better again to summarize them

than highlight them according to Kiewra F., Benton J., Kim M., Risch G., & Christensen S.,

(1995). In all the situations that have been studied, the way notes are taken is of the utmost

importance.

Time Management.

There is a titanic difference between secondary and higher education when it comes to

managing time and academic responsibilities. In secondary education, there was the kind of

learning that includes an explanation of everything. On the other hand, when students enter

university, they find out that what they learn is a lecture, that only includes superficial

information and the rest is their job to know about and explore further as said by Britton S., &

Tesser G., (2001) in the The Impact of Time Management on the Students' Academic

Achievements.Time management is a skill that every student should not only know, but also

apply. A lot of university students complain about running out of time when asked to do a certain

task, they get frustrated because they are not able to make it before the deadline. According to

Laurie & Hellsten (2002) time management is extremely important, especially when it comes to

university students because it will boost their grades and enhance their productivity. However,

most of the time students face problems like task aversion and uncertainty, so they start to
 University of San Agustin
Basic Education Department
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General Luna Street,
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procrastinate because they lack organizational skills. As a result, students will not be able to

organize duties according to their priorities, so they get distracted easily, ending up

procrastinating. In relation to this, time management is quite essential to any university student,

and it is one of the keys to higher academic achievements.

Study Place

According to Becton (1998) in his study Finding a Good Place to Studyit states that there is

no one best place to study, only best conditions that promote effective studying. The library

offers a quite environment with various study options, including individual cubicles, group study

rooms, tables, couches, as well as a variety of information and learning resources. Studying in a

bedroom can be an excellent study location given its convenience and comfort. It's also easy to

have all your study materials on hand. However, a bedroom isn't always the best place to study if

it's too comfortable or there are too many distractions. Whether you're studying alone or in a

small group your school's study lounge can be a good place to study. However, if you're prone to

socialize with other students you may want to consider a different study location. An empty

classroom can be an excellent place to study. If you can find a classroom that is available while

you're at school during the day it might make an excellent study location. In a coffee shops, soft

background noise, free Wi-Fi, great lighting and a relaxed atmosphere can make a coffee shop a

great location to study.

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Basic Education Department
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Academic Performance

Several studies have been conducted to find out students’ academic performance and all

these studies engaged the Grade Point Average (GPA) as a common indicator of the performance

of the students. Kochhar, C., (2000) in his study Successful Inclusion: Strategies for a Shared

Responsibility states that the proper guidance is necessary to help the students with problems like

lack of correlation between talent and achievement, faulty study practice, imperfect methods of

learning. Researches have demonstrated that the performance of the students depended upon

several factors like, learning facilities, age, and differences. The most significant factor with the

positive outcome on the performance of the students is competence of each of them.

Galiher (2006) and Darling (2005), used GPA to measure student performance because

the focus in the student performance for the semester. Some other researchers used test results or

previous year result since they are studying performance for the specific subject or year (Hijazi

and Naqvi, 2006 and Hake, 1998).

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Chapter III

Research Methodology

This chapter includes the research methodology of the study. In more details, in this part

the researchers outlines the Research Design, Respondents and Sampling, and the Instruments.

Research Design

This study used the descriptive quantitative approach of conducting a research.

Specifically, it utilized the descriptive survey and correlation procedures. The principal purpose

of the researchers was to determine how the study habits of the Grade 12 General Academic

Strand students affect their academic performance. The descriptive method was supplemented

with Form 137.

Gay (1976) defines descriptive research as involving the current status of the subject of

the study. This method of research is designed to gather information on condition existing at a

period. Similarly, Travers (1978) added that the descriptive method of research is used to

describe the nature of a situation as it exists at the time of study and to explore the causes of a

phenomenon.

A correlation approach was used to relate the competencies of the General Academic

Strand students to study habits. A correlation survey is defined by Calmorin (1998) as the study

that aims to determine the relationship of variables. It also indicates the extent to which different

variables are related to each other and what variables are related to each other in the target

population.
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Study Site and Participants

The study was conducted at the University of San Agustin. The respondents of this study

were the Grade 12 General Academic strand students of the University of San Agustin. The

population of the study was consisted of 68 students that were selected through universal

sampling. Universal sampling can be used when the total population is equal to or less than 100,

this same number may serve as the sample size. No criteria were applied for the respondents;

hence, all were made part of the population.

GAS 12 Sections Population Sample Size

GAS 12- A 30 30

GAS 12- B 38 38

Total: 68 68

Table 1. Respondents of the Study

Instrumentation

A. Research Instruments

The researchers used survey-questionnaire as their instrument. The questionnaire consists

of two parts: the first part is for the personal information of the respondents and the second part

is the table. The Part I describes the age, sex, and socio-economic status of the respondent. The

Part II is divided into two: the table for sub-variables and the table for the record of their grades
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per subjects. The sub-variables of the table are time management, study place and note taking;

there are ten subjects provided in the next table which will indicate their academic performance.

B. Validity and Reliability of the Instruments

To ensure the validity of the survey questionnaire, the draft of the survey questionnaire was

submitted for content validation by three experts in research. After the researchers have received

the comments and suggestions, a revision of the survey questionnaire was made and reproduced.

The new questionnaire was given to 68 respondents of the study. Thereafter, their responses were

tallied and subjected to Chronbach test, setting the A-value at 0.70 or greater to establish the

internal reliability of the survey questionnaire. The result of the Chronbach test is .920. This

implies that the survey questionnaire is highly reliable.

In analyzing and interpreting the retrieved responses, the researchers set the assigned

scores for each option that determines the aggregate responses as follows:
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Data Gathering Procedure

The researchers prepared a survey questionnaire composed of 23 questions that were

formulated to determine the responses of the students regarding to their study habits, in relation

to their academic performance. The survey questionnaire contained questions that show how the

respondents respond to time management, study location, and note-taking skill. It is also

included their academic performance in which they were asked to elaborate their grades in the

subjects taken up on the 1st semester of the 12th grade, academic year 2018-2019. These subjects

are namely Personal Development, Understanding Society, Culture, and Politics (UCSP),

Contemporary Arts, Physical Education, Creative Non-Fiction, Practical Research, General

Biology I, Theology, and Disciplines and Ideas in Social Science (DISS). The modified

questionnaires were administered to all Grade 12 GA students for the academic year 2018-2019.

For the scoring of the items, scores of 1, 2, 3, and 4 were assigned respectively with the

responses ‘never’, ‘rarely’, ‘sometimes’, and ‘always’.

Statistical Treatment

The analysis and treatment of the different data gathered in this study were done through

descriptive and inferential analysis. These statistical tools were used on the different data

gathered

Frequency count. This statistical tool was used to tally the data gathered from the

respondents to easily visualize which datum has more frequency than the others.

Percentage. This tool helped display data from the survey in a specified percentage. This

also helped exhibit the frequency of each datum.

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Ranking. This tool presented the data from the datum with the highest frequency to the

datum with the lowest frequency. This helped make the data easier to perceive.

Standard Deviation. This tool helped the researchers determine the variation of data

they accumulated.

Weighted Mean. This was used to determine the extent of the responses based on their

experiences of isolation and discrimination they wrote on the survey form.

T-Test. This was used to compare the means from the data the researchers obtainedand

see if there was a significant difference between the two means.

Analysis of Variance (ANOVA).ANOVA was used to compare and analyze the

differences of the means of two or more variables. This inferential statistical tool is utilized to

determine the significant difference between dependent variables which are the respondents’

study habits and academic performance.

The statistical computations are computer processed through the Statistical Package for

the Social Sciences (SPSS) software.

Pearson Product – Moment Coefficient of Correlation. This tool dictated whether the

data received from the group of respondents have a strong linear correlation between each other.
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Chapter IV

Data Analysis and Interpretation of Data

This chapter presents the quantitative and data analysis made in the study entitled “Study

Habits and Academic Performance of GAS 12 Students in the University of San Agustin”.

TIME MANAGEMENT

Item Mean SD Qualitative Description

Entire Group 2.77 .42096 Sometimes

Income
10,000 and below 2.84 .44013 Sometimes
10,000-50,000 2.74 .37147 Sometimes
50,000-150,000 2.70 .17023 Sometimes
More than 150,000 2.65 .75173 Sometimes
GAS
12 A 2.82 .43965 Sometimes
12 B 2.72 .40002 Sometimes
Sex
Male 2.73 .46992 Sometimes
Female 2.79 .35718 Sometimes
Table 1 shows the mean value of the academic performance of GAS 12 Students. In terms of

Time Management, when grouped according to income, the mean for 10,000 and below is 2.77,

the mean for 10,000 - 50,000 is 2.74, the mean of 50,000 - 150,000 is 2.70, and the mean for

more than 150,000 is 2.65. When grouped according to section, the mean for GAS 12 A is 2.82
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while for GAS 12 B is 2.72. Lastly, when grouped according to sex, the mean for Male is 2.73,

while the mean for Female is 2.79. All are said to be “sometimes”.

STUDY PLACE

Item Mean SD Quantitative Description

Entire Group 2.42 .55318 Seldom

Income
10,000 and below 2.38 .56831 Seldom
10,000-50,000 2.43 .34684 Seldom
50,000-150,000 2.38 .73199 Seldom
More than 150,000 2.64 .74915 Sometimes
GAS
12A 2.49 .54899 Seldom
12B 2.33 .55460 Seldom
Sex
Male 2.45 .62077 Seldom
Female 2.37 .48860 Seldom
Table 2 shows the mean value of the academic performance of GAS 12 Students. In terms of

Study Place, when grouped according to income, the mean for 10,000 and below is 2.38, the

mean for 10,000 - 50,000 is 2.43, the mean of 50,000 - 150,000 is 2.38. All are said to be

“seldom”. Meanwhile, the mean for more than 150,000 is 2.64 and is said to be “sometimes”.

When grouped according to section, the mean for GAS 12 A is 2.49 while for GAS 12 B is 2.33

and both are said to be “seldom”. Lastly, when grouped according to sex, the mean for Male is

2.45, while the mean for Female is 2.37 and all are said to be “seldom”.
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NOTE-TAKING

Item Mean SD Quantitative Description

Entire Group 2.52 .48152 Sometimes

Income
10,000 and below 2.55 .54264 Sometimes
10,000-50,000 2.43 .41453 Seldom
50,000-150,000 2.57 .25838 Sometimes
More than 150,000 2.69 .69259 Sometimes
GAS
12 A 2.52 .56734 Sometimes
12B 2.54 .37086 Sometimes
Sex
Male 2.58 .60165 Sometimes
Female 2.48 .33729 Seldom
Table 3 shows the mean value of the academic performance of GAS 12 Students. In terms of

Note-taking, when grouped according to income, the mean for 10,000 and below is 2.55 and is

said to be “sometimes”. The mean for 10,000 - 50,000 is 2.43 and is said to be “seldom”. The

mean of 50,000 - 150,000 is 2.5 and the mean for more than 150,000 is 2.69. Both are said to be

“sometimes”. When grouped according to section, the mean for GAS 12 A is 2.52 while for GAS

12 B is 2.54 and both are said to be “sometimes”. Lastly, when grouped according to sex, the

mean for Male is 2.58, and is said to be “sometimes”. While the mean for Female is 2.48 and is

said to be “seldom”.
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Item T Df Sig Interpretation Decision

Time Management .911 66 .365 Not significant Do not reject HO

Study Place 1.173 66 .245 Not significant Do not reject HO
Note-taking -.155 66 .878 Not significant Do not reject HO

Table 1 show that there were no significant differences on the responses of the respondents in

terms time management, study place, and note-taking when group according to socio-economic

status.

According to the study, researchers inteprpretation

It might be that the results of the study

Item T Df Sig Interpretation Decision

Time Management -.583 65 .562 Not significant Do not reject HO

Study Place .560 65 .578 Not significant Do not reject HO
Note-taking .857 65 .395 Not significant Do not reject HO

Table 2 show that there were no significant differences on the responses of the respondents in

terms time management, study place, and note-taking when group according to section.

Item f Df Sig Interpretation Decision

Time Management .599 3 .618 Not significant Do not reject HO

Study Place .385 3 .764 Not significant Do not reject HO

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Note-taking .521 3 .669 Not significant Do not reject HO

Table 3 show that there were no significant differences on the responses of the respondents in

terms time management, study place, and note-taking when group according to sex.
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Chapter V

Summary, Conclusion, and Recommendations

Summary

Major Findings of the Study

Conclusions

Recommendations
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