Tepay Arsenio Thesis

ILOILO STATE COLLEGE OF FISHERIES DUMANGAS CAMPUS
College of Education
FACTORS AFFECTING THE STUDY PRACTICES OF THE 2ND YEAR COLLEGE OF
EDUCATION STUDENTS
An Undergraduate Thesis
Presented to the
Faculty of the college of Education
Iloilo State College of Fisheries
DUMANGAS CAMPUS
Dumangas, Iloilo
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Secondary Education
(Major in English)
STEPHANIE ARSENIO
2019
CHAPTER I
INTRODUCTION
This chapter contains the background of the study,
statement of the problem, hypothesis of the study, theoretical
framework, conceptual framework, research paradigm, significance
of the study, scope and limitations of the study, and definition
of terms.
Background of the Study
Students who excel in their academic pursuits commonly are
the ones who have strong and efficient study practice. In this
21st century, students vary study practice that can lead them to
reach their academic goals and success. Students’ study
practices intend to differ from time to time as their year level
becomes higher. Study practice does not only include good
preparation of students to excel in class but also
reinforcements of the lessons already taught. Study practices
are also termed as the methods of study of the students. It is
also a student’s way of studying whether systematic, efficient
or inefficient. (Ayodele and Adebiyi, 2013)

However, there are factors that can affect the study
practice of a student which will lead to a positive or negative
consequences. These factors can also be a help or a distraction
at the same time. For instance, students nowadays are hooked
with high technology gadgets to surf the internet rather than
studying. Mostly students nowadays don’t give much time to study
because of these distractions around them. Aside from this,
family factors, emotional factors, environment factors and
social factors also affect the students study practice.
Some have responsibilities at home, thus they cannot spend
more time to study. And some are them are engrossed by playing
computer games and watching televisions, which tend to neglect
studying. Lack of support and guidance can also affect the
students’ study practice. Also, having peers that can lead them
to study well or even to refrain from studying. With that
scenarios, the study practice of a student will be affected.
As per confirmed by, Jato et al., (2014) a good study
practice is a prerequisite for a good academic performance.
Students with poor study practice receive poor grades in school,
get easily distracted and frustrated. School learners fail in
their studies because of their inability to cope their daily
activities. Only through the development of favorable study

practice can educate the school to serve as the basis for a
life-long process of learning.
In that context, the researcher would like to find the
factors affecting the study practice of the 2nd year College of
Education students of Iloilo State College of Fisheries,
Dumangas Campus.
Statement of The Problem
This study aimed to determine the factors affecting the
study practice of the 2nd year College of Education students of
Iloilo State College of Fisheries, Dumangas Campus.
Specifically, it sought to answer the following
questions:
1. What are the dominant factors affecting the study
practice of the respondents when taken as a whole?
practice of the respondents when taken as to course?
3. Are there significant differences in the factors
affecting the study practices when respondents taken as a
whole and as to course?

Hypothesis of the Study
In view of the preceding problems the hypothesis was tested
at .05 Alpha.
There are significant differences in the factors affecting
the study practices of the 2nd year College of Education students
when taken as a whole and course.
Theoretical Framework
This study was anchored to Behaviorist Theories of John
Watson’s and B.F Skinner’s. Behaviorists believe that psychology
should focus on measurable and observable manipulated by changes
in the external environment.
John Watson’s behaviorist theory believes that people’s
reactions in various situations will determine by how their
overall experiences has program them to react. While, B.F.
Skinner’s operant conditioning theory states that informal
learning which occurs naturally, and formal education depends on
the teacher creating optimal patterns of stimulus and response
(reward and punishment). The application of operant conditioning
to education is simple and direct. Teaching is the arrangement
of contingencies of reinforcement under which students learn.

They learn without teaching in their natural environment, but
teachers arrange special contingencies which expedite learning,
hastening the appearance of behavior which would otherwise be
acquire slowly or making sure of the appearance of behavior
which might otherwise never occur.
Based on the theory presented, students would respond to
different factors affecting their study practices by the
influence of personal, social, emotional, family, environment,
technologies as well as the economic factors that may affect
their study practices.
Conceptual Framework
This study was focused on the factors affecting the study
practices.
In this study, the independent variables are the course and
sex, while the factors affecting the study practice are the
dependent variables. The association of these variables is
conceptualized on figure 1.
Paradigm
Independent Variable Dependent Variable
Factors Affecting the

Study Practices
 Personal
Course
 Family
 BSED
 Social
 BEED  Economic
 Environment
 Technology
Figure 1. A schematic diagram showing the factors affecting the
study practice as influence by course.
Significance of the Study
The result of this study will be very beneficial to the
following:
Respondents. This study will give insights on the different
factors that affects their study practices.
Students. The result of the study will give them knowledge about
the factors affecting their study practices which other students
could also adopt and be motivated to perform better in school.

Teachers. This study will provide vital information on how
teachers will deal, adjust, and address students’ study
practice. In a way, teachers will create worthwhile teaching and
learning experiences of students.
Researchers. This study will serve as baseline for related
researches.
Scope and Limitations
study practices of 2nd year College of Education students of
Iloilo State College of Fisheries - Dumangas Campus, A.Y. 2019-
2020.
Definition of Terms
For the purpose of clarity, the following terms are defined
conceptually and operationally:
Affect. Affect means to act on; produces an effect or
change in (Cambridge English Dictionary).
In this study, affect refers to something that produces an
effect either negatively or positively.
Factors. Factors are one of the elements contributing to a
particular result or situation(Wikipedia.com)

In this study, factors refer to the causes that affects the
respondents’ study practice.
Study Practice. Study practice is defined as the style
employed by the student in studying and his tendency to give
attention to his work.
In this study, the term refers to the style of students on
how to study.
Chapter II
REVIEW OF RELATED LITERATURE
This chapter includes review of related concepts, related
studies: local studies, and foreign studies.
Related Concepts
Good Study Practice
Good study practice can be defined as to have a clean,
organized area for the studying, keeping good notes, reading
textbooks as well as studying at the same time each day.
Learning to listen anything discussed and remembering
detail is important beginning of developing good study
habit. Children develop good study practice in school by
completing small task and by building an enthusiasm for
learning. It grows each passing year of school, when
children have positive attitudes and when schoolwork is
challenging. “Good study practice include many different
skills: time management, self-discipline, concentration,
memorization, organization and efforts”.
Poor Study Practice
Poor study practice included bunking class, not doing their
work at time, excessive watching TV or playing video

games instead of studying, easily distracted, usually read
without recognizing meaning, careless, messy in their
paperwork. In general term, studying is the application of
mental faculties to acquire knowledge. Material is carefully
considered, examined, or analyzed. Typically, details are
reviewed attentively, and material is read with the intention
of learning and remembering. When this process is usually
accomplished ineffectively or inefficiently then it is called a
child has poor study practice. (Geetika Sharma and Dr. Charu
Vyas, 2017).
What are study practices?
Study practices are the regular tendencies and practices
that one depicts during the process of gaining information
through learning. In simple terms study practices are the
practices when one study. A person with poor study practices
will not be able to learn properly. It is generally believed
that a student learns effective study practices in school. So
college students are generally assumed to have effective study
practices. But the environment of school and college are very
different and need of effective study practices is even more at
college level as compared to school (Kumar, 2015).

Why effective study practice in college?
There are four major reasons so as to why teachers should
focus helping their students in developing effective study
practices. The very first reason is that despite of availability
of good study materials and the best instructors, instructors
often find students have not learned well The Second reason is
that many students do not know how to think and study properly.
Thus there is a great need to inculcate good study practices in
students either by the instructor by motivating them or students
themselves by self - regulating them. The third one being that
many talents remain underdeveloped due to less attention given
to their academic and personal growth. The last one states that
there has been marked decline in average weekly study time for
college students. The study time has reduced to almost half i.e
from 24 hrs in 1961 to 14 hrs per week now (Kumar, 2015).
Related Studies
Foreign Studies
Anton and Angel (2004) conducted a study “to analyze the
relationship among Catalan personality factors, study practice
and academic achievement. A total of 887 volunteer students from
primary education (453 males and 434 females)

enrolled in 29 public schools, participated in this research. It
was found that students with higher scores on socialized
personality traits showed better study practice than those
students with lower scores on personality socialization traits.
The relationship between personality and academic achievement
seems to be mediated by study practices. Moreover, females
obtained higher academic achievement scores than males. These
differences could be explained by the fact that females
showed a more socialized personality pattern and better study
practices”.
In the study conducted by Deborah and Brian (2006) which
“highlighted the relationship between study practice and exam
performance of II year medical students. The study also
discussed how students used study practice in preparing for
exams and whether students who used other study practice
performed well as students who created their own. Study practice
of the students were more similar. The majority of students used
study practice as a memory aid or for review, but students who
performed in the top third of the class were less likely to use
them at all. Preexisting differences related to Academic
Achievement and Study Practice were found when students at the
top, middle and bottom of exam performance were
compared”.
A study conducted by Bagongon and Edpalinanad (2009)
revealed “the effect of study practice on the academic
performance of students. The study reveals that no single factor
can be definitely pointed out as predicting grades.
It has been an interplay of so many factors – gender, I.Q., Study
habits, age, year level, parents’ educational attainment,
Social status, Number of siblings, birth order etc. The findings
revealed that study practice is influenced by time management,
learning skills and study skills and there in a positive
relationship exists between study practice and academic
performance”.
Vanita (2011) observed that “even a good student who has
the potentiality to achieve better may not be able to
achieve as per expectations without good study practice. The
general purpose of the study was to measure study practice of
the secondary and higher secondary school students of the
Amrawathi district of Maharashtra State. The sample of 160
male and female students was selected randomly. Study practice
inventory developed by Pusan and Sharma was used as a
tool for data collection. The study concluded that students from
Secondary School have more favorable study practice than
Higher Secondary school students. The study also revealed that
there is a positive relationship between study practice and

academic achievement of secondary and higher secondary school
students”.
According to the study of Factors Affecting School Students
(Geetika Sharma and Dr. Charu Vyas, 2017) it revealed that
majority of students having good study practice. 6th grade
students have higher level of study practices as compared to 8th
grade students. It can be summarized that girls have higher
level of study practice as compared to boys. Both 6th and 8th
classes have average time management, concentration skills. In
6th and 8th class students have good study techniques, exam
preparation, parental involvement, teacher involvement.
Elliot (1996) stated that the ability to study effectively
is important for a student’s success in school. Many capable
students at all grade levels may experience frustration and even
failure in school not because they lack of ability but because
they do not have adequate study skills.
Further stated that the measure of study practices could
predict academic performance whether ability was controlled or
not. Positive attitude towards school, such as belief in the
values of intellectual pursuits and education, generally is
positively related to academic performance; and measure of the

study practices is equally in predicting academic performance of
both genders.
Brown Holtzman survey of the study practices (1995) showed
positive results suggesting that the study style affects
performance and study practices of the students.
Skater (2000), desirable study practices are vital to
learning. Many students fail in their studies because of their
inability to cope with their daily activities. Study practices
which are poor, can failure. Similarly, Burnham (1990) believes
that a good study practice suggest that one should study a
certain things in a certain place at a certain time. If you do
not set aside a stick to your schedule, you are probably going
to fail.
According to Ethington (1991), a student who develops an
efficient study practices has in true sense on how to learn. He
has not changed this capacity for learning but rather discovered
how to get the maximum mileage out of the ability he has. He
becomes more efficient at mastering academic content because he
has learned to follow with review and self-testing. Such has
learned in an effective manner that which intends to learns.

Local Studies
On the study of Banderado and Gahum (2001), perceived role
of parents in academic achievement of Grade VI pupils of Legion
Elementary School, which ascertain the relationship between the
role of parents and academic achievement of Grade VI pupils.
Parents enjoy power. They were active participants in the
education of their children whether at home or in school. The
parents in the present study were responsible to the success of
their children in school. They tend to make most of their
efforts and time in order to show that they care or support
their children’s education.
Billones (2000), study in academic achievement and
internship performance of CPU Medical Technology Graduates
stated that the student’s failure night be due to lack of
serious study practice. Effective study practices however, may
be due to lack of aptitude for organization, emotional
maladjustment, and social causes. Some problems met by students
are inability to recall, many facts to problems.
Cabalfin (1982), states that the classroom is a factor that
should be taken in consideration in assessing the study capacity
of the learners. A teacher should have a well-managed classroom,

one will give the students reach opportunities for mental growth
and development. Students should be guided on how to plan and
budget their time for study and get all things done with a given
time. Quick , start, accuracy, neatness, thoroughness,
perseverance, independence and initiative should be trained
among students in developing practices and attitudes towards
studying.
It is through adequate and effective classroom teaching
that students can acquire correct attitude school proper study
practices and study skills.
All teachers, irrespective of subject area taught share a
common responsibility of teaching these attitudes, practices,
and skills to students.
Doronila (2003), in her study both parents and teachers
must take part in the formation of and give assistance for
follow-up of their learner’s study practices in school and in
home.
Lorca (1995), agreed that the teachers perform an important
service of helping the students to become critical of their
study practices.
Estiva (1997), students who excel in class were the
students who had attitude towards their studies. these students
were always prepared in tackling their lessons for the day and
did not waste time in idle activities not related to their
academic work. However, it was pointed out that the other
factors such as inherited talent could have been affected the
academic performance of the students. One that study practices.
Montehermoso (1999), found out the successful study habits
is largely the result of the attitudes of the learners. Study
practices might result from mental practices. Effective study
might contribute to achievements of students.
Suanzon (2001), poor study practices are one of many causes
of dropouts. It was found out that lack of parents supervision,
unwise use of leisure time, and poor economic status of children
were main cause of poor study practices.
Velez (2003), in her study a good guidance counselor plays
a significant role in the development of the learner’s attitudes
toward studying. Teachers should not be alone in giving advice
to the pupils but every parent must cooperate heartily with the
classroom teacher in order to make learners achieve a better
performance in academic success.

CHAPTER III
METHODOLOGY
This chapter presents the research design, locale of the
study, respondents of the study, sampling technique, research
instrument, data gathering procedure, and data analysis
procedure.
Research Design
The descriptive research was employed in this study. A
descriptive study is one in which information is collected
without changing the environment or nothing is manipulated
(Brunns, 2007)
Locale of the Study
The study was conducted at Iloilo State College of
Fisheries- Dumangas Campus, located at Ilaya 1st, Dumangas,
Iloilo.
Respondents of the Study
The respondents of the study are the 82 2nd year College of
Education students in order for the researchers to gather data
and to find out the factors affecting their study practices.

Table 1
Distribution of Respondents
Category f 100%
A. Entire Group 82 100
B. Course
 BEED 44 53.7%
 BSED 38 46.3%
Sample Size
The sample size were the 82 2nd year College of Education
students of Iloilo State College of Fisheries- Dumangas Campus.
Sampling Technique
Purposive Sampling was used to determine the 82 respondents
who are the 2nd year College of Education students.
Research Instrument
The researcher used the researchers – made questionnaire to
determine the factors affecting the study practices of the
respondents.
The questionnaire is composed of two parts. First part
contains the respondent’s personal data, while the second part
is composed of 24 item questionnaire checklist.
Data Gathering Procedure
The before administering the questionnaire, the researcher
asked permission to conduct the study from the office of the
Dean of the College of Education for approval.
Data Analysis Procedure
The statistical tools employed in this study were the
following:
Mean. Mean was used to determine the study practices of the
respondents when taken as a whole, and grouped as to course and
sex.
Mann-Whitney. Mann-Whitney was used to determine the
significant difference in the study practices of the respondents
when taken as a whole, and course.

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the findings, analysis and
interpretation of data. It also discusses the descriptive and
inferential analysis of the study.
Dominant Factors Affecting the Study Practices when Respondents
were taken as a Whole
Result showed that the dominant factors that affects the
study practices of the respondents as a whole were as followed:
environmental factors ranked first which got a cumulative mean
of 4.44; economic factors, second with a cumulative mean of
4.20, and ranked third who got a cumulative mean of 3.28 was
social factors. Result shown below in table 2.
Table 2
Dominant Factors Affecting the Study Practice of the Respondents
as a Whole
Factors Mean SD Rank
Personal Factors CM=2.86 .576

Family Factors CM=2.39 .508
Social Factors CM=3.28 .474 3rd
Environmental Factors CM=4.44 .255 1st
Economic Factors CM=4.20 .381 2nd

Technology Factors CM=2.86 .589
Dominant Factors that Affects the study practices of the
respondents as to Course
The result that affects the study practices of the
respondents in Bachelor of Elementary Education (BEED)
dominantly showed that environmental factors ranked first which
got a cumulative mean of 4.46 followed by the economic factors
with a cumulative mean of 4.30, and the factors that ranked
third are the social factors which got a cumulative mean of
3.22.
The result showed that the dominant factors that affect
the study practices of the respondents in Bachelor of Secondary
Education (BSED) are the first, the environmental factors with a
cumulative mean of 4.41, second is economic factors with a
cumulative mean of 4.08, and third is the social factors which
got a cumulative mean of 3.35. Result shown in table 2a.

Table 2a
Dominant Factors Affecting the Respondents as to Course
BEED BSED
Factors Mean SD Rank Mean SD Rank
Personal Factors CM=2.97 1.073 CM=2.73 1.167
Family Factors CM=2.47 1.104 CM=2.30 1.OO5
Social Factors CM=3.22 .906 3rd CM=3.35 1.024 3rd
Environmental Factors CM=4.46 .560 1st CM=4.41 .632 1st
Economic Factors CM=4.30 .249 2nd CM=4.08 .783 2nd
Technology Factors CM=2.89 1.205 CM=2.81 1.257
Difference in the Factors Affecting the Study Practices of the
Respondents as to Course
Mann-Whitney U test result shows a significant difference
in the factors affecting the study practices of the respondents
when grouped as to course [U=590.500, p=.022]. Result further
revealed that the factors affecting the study practices of the
BEED differ from those of BSED. Result shown in the table 3.

Table 3
Compared Mean Mean Rank U Significant Interpretation
BEED 47.08 590.500* .022 Significant
BSED 35.04
*P=.05 alpha.Significant
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This section presents the findings of the study, the
conclusions derived from the findings and the recommendations
for the enhancement and improvement of the study.
Summary

study practice of the 2nd year College of Education students of
Iloilo State College of Fisheries, Dumangas Campus.
Specifically, it sought to answer the following

questions:

practice of the respondents when taken as a whole?

practice of the respondents when taken as to course?
3. Are there significant differences in the factors

affecting the study practices when respondents taken as a
whole and as to course?
The result showed that when taken as a whole, the dominant
factors that affects the study practices of the respondents are
the environmental factors, economic factors, and social factors.

As to course, the result also showed that the dominant
factors affecting the respondents’ study practices are the
environmental factors, economic factors, and social factors.
The result also revealed that there is a significant
difference in the factors affecting the study practices of the
2nd Year College of Education Students at Iloilo State College of
Fisheries-Dumangas Campus. With the used of statistical tool
(mann-Whitney U test), the study showed that the Bachelor of
Elementary Education differ from those of Bachelor of Secondary
Education.
Conclusion
Based on the forgoing findings of the study, when
respondents taken as a whole. The dominant factors that affects
their study practices are the environmental factors, economic
factors, and social factors.
When grouped as to course, it was concluded that
environmental factors, economic factors, and social factors are
the dominant factors that affects the study practices of the
Bachelor of Elementary Education (BEED)as well as the Bachelor
of Secondary Education (BSED).

Recommendations
In view of the preceding conclusions, the following
recommendations were formulated:
School administration should make a school environment
conducive for learning, come up with a projects that will
further create and provide students the opportunities to develop
good study practices.
Good study practices should be oriented and emphasized by
the teachers in the classroom interaction. Regular monitoring of
student academic progress should be observed, and evaluated
based on their individual study practices.
Students should be aware of the way they study their
lessons. Hence, making analysis and connection on their academic
success or failure. With this, positive changes would be
expected and better academic performance is not far from
achieving.
Parents should be sensitive in their children’s need of a
place to study after school. Thus, making home a pleasant place
to continue on studying and accomplishing school works. A place
where students could focus more and feel supported morally,
mentally, and emotionally.

REFERENCES
APPENDICES
APPENDIX A1
Certificate of the Research Teacher
Republic of the Philippines

ILOILO STATE COLLEGE OF FISHERIES
DUMANGAS CAMPUS
Dumangas, Iloilo
OFFICE OF THE RESEARCH AND DEVELOPMENT SERVICES
September, 2019
The Chairman
Research & Development Services
ISCOF-Dumangas Campus
Dumangas, Iloilo
Madam:
This is to certify that Stephanie B. Arsenio is a student’s of

the college of Education and had accomplished Chapters I-III of
my thesis.
The concerned and recommended for the Pre-Oral defense.
Very truly yours,
(SGD)Prof. Mary Ruth Diamante

Subject Teacher
Approved:
(SGD)Prof. DONABELLE MONGAO

Chairman, Research and Development Service
APPENDIX A2
Certificate of the Thesis Adviser

DUMANGAS CAMPUS
Dumangas, Iloilo
September, 2019
Prof. Mary Ruth Diamante
Ma’am:
Greetings!
I, Stephanie B. Arsenio, BSED IV of this college, I presently

conducting a research study entitled, “FACTORS AFFECTING THE
STUDY PRACTICES OF THE SECOND YEAR COLLEGE OF EDUCATION
STUDENTS”.
In this connection, I would like to request you to be my adviser

on the said study.
Thank you very much.
Respectfully yours,
(SGD)STEPHANIE B. ARSENIO
Researcher
Noted:
(SGD)DR. ERWYN O. VALENCIA

Dean, College of Education
(SGD)PROF. DONNABELLE MONGAO

Chairman, Research and Development Services
Conformed:
(SGD)PROF. MARY RUTH DIAMANTE

Thesis Adviser
APPENDIX A3
Certificate of the Thesis Adviser

DUMANGAS CAMPUS
Dumangas, Iloilo
September, 2019
Prof. Mary Ruth Diamante

Dumangas, Iloilo
Sir/Madam:
Greetings!

STUDENTS”.
In this connection, I would like to request you to be my editor

on the said study.
Respectfully yours,
Researcher
Noted:
(SGD)ERWYN O. VALENCIA, PH.D
(SGD)DONNABELLE MONGAO
Conformed:
Thesis Editor
APPENDIX A4
Nomination of the Thesis Statistician

DUMANGAS CAMPUS
Dumangas, Iloilo
September, 2019
Research and Development Services

Dumangas, Iloilo
Sir/Madam:
Greetings!

STUDENTS”.
In this connection, I would like to request you to be my

statitician on the said study.
Respectfully yours,
Researcher
Noted:
Conformed:
(SGD)MICHELLE DECHAVEZ, PH.D
Thesis Statistician
APPENDIX A5
Appointment of the Thesis Adviser

DUMANGAS CAMPUS
Dumangas, Iloilo
September, 2019
PROF. MARY RUTH DIAMANTE
Dumangas Campus
Dear Prof. Diamante:
You are appointed adviser of STEPHANIE B. ARSENIO who will

conduct their undergraduate Thesis with the title: “FACTORS
AFFECTING THE STUDY PRACTICES OF THE SECOND YEAR COLLEGE OF
EDUCATION STUDENTS”.
Congratulations!
Very truly yours,

Noted:
Chairman, Research & Development Services
APPENDIX A6
Nomination of the Thesis Panel

DUMANGAS CAMPUS
Dumangas, Iloilo
September, 2019
The Chairman
Research and Development Services
Dumangas, Iloilo
Madam:
I have the honor to nominate PROF. DONNABELLE MONGAO, PROF. MA.

DOLYN DOROMAL AND DR. ERWYN VALENCIA, to be my undergraduate
thesis Panel members this Academic Year 2019-2020.
Your approval on this matter is highly appreciated.
Very truly yours,
Researcher
Conformed:
(SGD)PROF. DONNABELLE MONGAO

Chairman
(SGD)PROF. MA. DOLYN DOROMAL (SGD)ERWYN O. VALENCIA, Ed. D.

Member Member
Recommending Approval:
(SGD)ERWYN O. VALENCIA, Ed.D

Approved:
APPENDIX A7
Request to Convene the Panel for the Pre-oral Defense

DUMANGAS CAMPUS
Dumangas, Iloilo
October, 2019
The Chairman of Thesis Committee
Dumangas Campus
Dumangas, Iloilo
Sir:
I would like to request the undergraduate Thesis Panel

consisting of: PROF. DONNABELLE MONGAO, PROF. MA. DOLYN DOROMAL
AND DR. ERWYN VALENCIA to deliberate on the study of STEPHANIE
ARSENIO, Bachelor of Secondary Education IV, English Major,
entitled “FACTORS AFFECTING THE STUDY PRACTICES OF THE SECOND
YEAR COLLEGE OF EDUCATION STUDENTS” on October, 2019 at Function
Hall, 8:00 o’clock with Chapters I-III.
Very truly yours,

Thesis Adviser
Approved:
(SGD) PROF. DONNABELLE MONGAO
Chairman, Thesis Committee
APPENDIX A8
Request to Convene the Panel for the final oral Defense

DUMANGAS CAMPUS
Dumangas, Iloilo
January, 2020
The Chairman of Thesis Committee
Dumangas Campus
Dumangas, Iloilo
Sir/Madam:
I would like to request the undergraduate Thesis Panel

consisting of: PROF. DONNABELLE MONGAO, PROF. MA. DOLYN DOROMAL
AND DR. ERWYN VALENCIA to deliberate on the study of GINA D.
JOVITO, Bachelor of Secondary Education IV, English Major,
entitled “FACTORS AFFECTING THE STUDY PRACTICES OF THE SECOND
YEAR EDUCATION STUDENTS” on January, 2020 at Function Hall, 8:00
o’clock with Chapters I-IV.
Very truly yours,

Thesis Adviser
Approved:
(SGD) PROF. DONABELLE MONGAO
Chairman, Thesis Committee
APPENDIX A9
Presenter and Panel Member’s Profile

DUMANGAS CAMPUS
Dumangas, Iloilo
Name of Presenter: Stephanie B. Arsenio

Degree and Field of Specialization: Bachelor of Secondary
Education, Major in English
Date of Presentation:
Venue:
Title of the Study: FACTORS AFFECTING THE STUDY PRACTICES OF THE

SECOND YEAR EDUCATION STUDENTS
Panel Chairman: DONNABELLE MONGAO, M.A. in Mathematics

Academic Rank:
Field of Specialization:
Panel Member: MA. DOLYN DOROMAL, M.A. Ed.

Academic Rank:
Field of Specialization: Science
Panel Member: ERWYN VALENCIA, Ed. D

Academic Rank:
Field of Specialization:
APPENDIX A10
Certificate of Manuscript Review before the Pre-oral Defense

DUMANGAS CAMPUS
Dumangas, Iloilo
(September 2019)
CERTIFICATE OF REVIEW
This is to certify that the undersigned Thesis adviser,

English Critic and Editor have edited and reviewed the
manuscript of STEPHANIE ARSENIO entitled, FACTORS AFFECTING THE
STUDY PRACTICES OF THE SECOND YEAR EDUCATION STUDENTS.
Furthermore, the undersigned recommend the manuscript for pre-
oral defense.
(SGD)MICHELLE D. DECHAVEZ, PH.D (SGD)PROF. MARY RUTH DIAMANTE

Statistician English critic

Thesis adviser
APPENDIX A11
Certificate of Manuscript Review before the Final Oral Defense

DUMANGAS CAMPUS
Dumangas, Iloilo
(January 2020)
This is to certify that the undersigned Thesis adviser,

English Critic and Editor have edited and reviewed the
manuscript of STEPHANIE ARSENIO entitled, FACTORS AFFECTING THE
STUDY PRACTICES OF THE SECOND YEAR EDUCATION STUDENTS.
Furthermore, the undersigned recommend the manuscript for pre-
oral defense.
(SGD)MICHELLE D. DECHAVEZ, PH.D (SGD) PROF. MARY RUTH DIAMANT

Statistician English critic
(SGD) PROF. MARY RUTH DIAMANTE

Thesis adviser
APPENDIX A12
Certificate of Manuscript Review before the Final Oral Defense

DUMANGAS CAMPUS
Dumangas, Iloilo
(January 2020)
This is to certify that the undersigned Committee have

reviewed and approved for reproduction the manuscript of GINA D.
JOVITO entitled: FACTORS AFFECTING THE STUDY PRACTUCES OF THE
SECOND FIRST YEAR EDUCATION STUDENTS.
PANEL MEMBERS APPROVED REMARKS
1. DONNABELLE MONGAO, M.A. in Math __________ _________

Chairman, Thesis committee
2. MA. DOLYN DOROMAL, M.A. Ed. __________ _________
Member
3. ERWYN VALENCIA, Ed. D. __________ _________
Member
4. MARY RUTH DIAMANTE __________ _________
Adviser
5.MARY RUTH DIAMANTE __________ _________

Editor
6. MICHELLE D. DECHAVEZ, PH. D. __________ _________

Statistician
7. ERWYN O. VALENCIA, Ed. D. __________ _________
Chairman, Research and
Development Services
APPENDIX A13
Consolidation Grades Form

DUMANGAS CAMPUS
Dumangas, Iloilo
NAME: STEPHANIE ARSENIO COURSE & YEAR: BSED IV
Title of the Study: READING HABITS AND COMPREHENSION OF FIRST

YEAR EDUCATION STUDENTS
PANEL MEMBERS Tentative Signature

Grade

Chairman, Thesis committee
2. MA. DOLYN DOROMAL, M.A. Ed. __________ _________
Member
3. ERWYN VALENCIA, Ed. D. __________ _________
Member
4. MARY RUTH DIAMANTE __________ _________
Adviser
5.MARY RUTH DIAMANTE __________ _________

Editor
6. MICHELLE D. DECHAVEZ, Ph. D. __________ _________

Statistician
7. ERWYN O. VALENCIA, Ed. D. __________ _________
8. DONNABELLE MONGAO __________ _________
Chairman, Research and
Development Services
APPENDIX A14
Certification lf Submitted Hard Bound Copies

DUMANGAS CAMPUS
Dumangas, Iloilo
CERTIFICATION
This is to certify that STEPHANIE ARSENIO had submitted

four (4) copies of her undergraduate thesis entitled “ FACTORS
AFFECTING THE STUDY PRACTICES OF THE SECOND YEAR EDUCATION
STUDENTS” with the grade of ________.
ERWYN O. VALENCIA, Ed. D.

DONNABELLE MONGAO
Chairman, Research & Development Services
APPENDIX B
Letter to Administration the Instrument

DUMANGAS CAMPUS
Dumangas, Iloilo
(November, 2019)

ISCOF-Dumangas Iloilo
Dumangas, Iloilo
Sir:
I am a fourth year BSED student of ISCOF-Dumangas Campus and

presently conducting my research study entitled “FACTORS
AFFECTING THE STUDY PRACTICES OF THE SECOND YEAR EDUCATION
STUDENTS”.
In this connection, I would like to ask permission from your

office to conduct the said study to all first year students from
your college.
Your kind understanding and approval is highly appreciated.
Respecfully yours,
(SGD)STEPHANIE ARSENIO
Researcher
Noted:
PROF. MARY RUTH DIAMANTE
Research Adviser
Approved by:
APPENDIX C
Questionnaire

DUMANGAS CAMPUS
Dumangas, Iloilo
Dear Respondents,
I am presently conducting a study to know the Reading

Habits and Comprehension of First Year Education Students.
In this connection, I am requesting your favourable support

by answering accurately and honestly as possible this
questionnaire.
With your generous assistance, I am confident to finish my
study.
Sincerely Yours,
Stephanie Arsenio
Name:________________________________________
Course: _____________________________________
Factors Affecting the Study Practices of the Second Year

Education Students
APPENDIX D
Data Gathering Instrument

DUMANGAS CAMPUS
Dumangas, Iloilo
“FACTORS AFFECTING THE STUDY PRACTICES OF THE SECOND YEAR

EDUCATION STUDENTS”
Part I
Personal Data
Name: _________________________________________
Course: _______
Part II
Questionnaire Proper
Direction: Please read each item carefully. Check the column that corresponds
to your answer.
Legend:
Scale Description
5 Strongly Agree
4 Agree
3 Undecided
2 Disagree
1 Strongly Disagree
INDICATORS 5 4 3 2 1
SA A U DA SD
Personal Factors
As a student, I am:
1.in a girlfriend/boyfriend who distracts me to
study.
2. lazy to study due to lack of sleep.
3. not inspired to reach my goal.
4. stressed due to many paper works to do.
Family Factors
As a student, I am:
1. pressured by my family and relatives to finish
the course.
2. experiencing lots of responsibilities at home

that deters quality time my studies.
3. lacking of support from my parents.
4. taking care of my younger siblings at home which
hinders me quality time to study.
Social Factors
As a student, I am:
1. having peers/friends who have good scholastic
performance.
2. encouraged by friends and peers to study hard and
be the best that I can be.
3. often going out with my friends/peers for a group
study and do our assignments and projects.
4. establishing good relationships with my teachers,
classmates and friends.
Environmental Factors
As a student, I am:
1. making sure that every time I study or do my
school works, I am in a silent place where I can
have clear mind for me to focus.
2. in a room far away from a busy street where noise
could not be heard that makes my study time very
easy.
3. having peace-loving neighbors.
4. in a well-ventilated room, with good lighting and
a positive ambiance that makes my study time very
conducive to learning.
Economic Factors
As a student, I am:
1. availing of the free tuition and miscellaneous
(UNIFAST) subsidy from the government.
2. able to buy learning materials due to sufficient
allowance.
3. supported by my parents on my studies.
4. a recipient of the STUFAP, 4Ps and other subsidy
of the government, aside from the UNIFAST.
TECHNOLOGY FACTORS
As a student, I am:
1. hooked in social media and playing games which
consumed so much of my time that I could not study
anymore.
2. finding it hard to study without the use of the
internet and gadgets.
3. always delayed in passing my school requirements
due to unavailability of data connection and
laptops, personal computers and the like.
4. finding my study time distracted with the use of
technology and gadgets.
APPENDIX E
Tables

DUMANGAS CAMPUS
Dumangas, Iloilo
Table 2
Dominant Factors Affecting the Study Practice of the Respondents
as a Whole
Factors Mean SD Rank
Personal Factors CM=2.86 .576

Family Factors CM=2.39 .508
Social Factors CM=3.28 .474 3rd
Environmental Factors CM=4.44 .255 1st
Economic Factors CM=4.20 .381 2nd
Technology Factors CM=2.86 .589
Table 2a
Dominant Factors Affecting the Respondents as to Course
BEED BSED
Factors Mean SD Rank Mean SD Rank
Personal Factors CM=2.97 1.073 CM=2.73 1.167
Family Factors CM=2.47 1.104 CM=2.30 1.OO5

Social Factors CM=3.22 .906 3rd CM=3.35 1.024 3rd
Environmental Factors CM=4.46 .560 1st CM=4.41 .632 1st
Economic Factors CM=4.30 .249 2nd CM=4.08 .783 2nd
Technology Factors CM=2.89 1.205 CM=2.81 1.257
Table 3
Compared Mean Mean Rank U Significant Interpretation
BEED 47.08 590.500* .022 Significant
BSED 35.04
*P=.05 alpha.Significant
CURRICULUM VITAE
Name: Stephanie B. Arsenio

Age: 23 years old
Birthdate: November 20, 1996
Address: Bacay, Dumangas, Iloilo
Civil Status: Single
Nationality: Filipino
Religion: Iglesia Filipina Independiente
Father’s Name: Joel D. Arsenio
Mother’s Name: Cherly B. Arsenio
Educational Background
Level School Year
Graduated
College Iloilo State College of 2019-present

Fisheries-Dumangas Campus
High School Saint Augustine Catholic 2012-2013
School
Elementary Bacay Elementary School 2008-2009
Practice Teaching Experience

Dumangas National High School Second Semester, 2019-2020

Tepay Arsenio Thesis

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ILOILO STATE COLLEGE OF FISHERIES DUMANGAS CAMPUS

FACTORS AFFECTING THE STUDY PRACTICES OF THE 2ND YEAR COLLEGE OF

Faculty of the college of Education

Iloilo State College of Fisheries

Of the Requirements for the Degree

Bachelor of Secondary Education

This chapter contains the background of the study,

statement of the problem, hypothesis of the study, theoretical

framework, conceptual framework, research paradigm, significance

of the study, scope and limitations of the study, and definition

Background of the Study

Students who excel in their academic pursuits commonly are

reach their academic goals and success. Students’ study

practices intend to differ from time to time as their year level

becomes higher. Study practice does not only include good

preparation of students to excel in class but also

reinforcements of the lessons already taught. Study practices

are also termed as the methods of study of the students. It is

also a student’s way of studying whether systematic, efficient

or inefficient. (Ayodele and Adebiyi, 2013)

However, there are factors that can affect the study

practice of a student which will lead to a positive or negative

consequences. These factors can also be a help or a distraction

at the same time. For instance, students nowadays are hooked

with high technology gadgets to surf the internet rather than

studying. Mostly students nowadays don’t give much time to study

because of these distractions around them. Aside from this,

family factors, emotional factors, environment factors and

social factors also affect the students study practice.

Some have responsibilities at home, thus they cannot spend

computer games and watching televisions, which tend to neglect

studying. Lack of support and guidance can also affect the

to study well or even to refrain from studying. With that

scenarios, the study practice of a student will be affected.

As per confirmed by, Jato et al., (2014) a good study

practice is a prerequisite for a good academic performance.

Students with poor study practice receive poor grades in school,

get easily distracted and frustrated. School learners fail in

their studies because of their inability to cope their daily

activities. Only through the development of favorable study

practice can educate the school to serve as the basis for a

life-long process of learning.

In that context, the researcher would like to find the

factors affecting the study practice of the 2nd year College of

Education students of Iloilo State College of Fisheries,

Statement of The Problem

This study aimed to determine the factors affecting the

study practice of the 2nd year College of Education students of

Iloilo State College of Fisheries, Dumangas Campus.

Specifically, it sought to answer the following

1. What are the dominant factors affecting the study

practice of the respondents when taken as a whole?

2. What are the dominant factors affecting the study

practice of the respondents when taken as to course?

3. Are there significant differences in the factors

affecting the study practices when respondents taken as a

whole and as to course?

Hypothesis of the Study

In view of the preceding problems the hypothesis was tested

There are significant differences in the factors affecting

the study practices of the 2nd year College of Education students

when taken as a whole and course.

This study was anchored to Behaviorist Theories of John