Chapter I

INTRODUCTION

This chapter discusses the background and rationale of the study,

the statement of the problem, the theoretical and conceptual

frameworks, the significance of the study, the scope and delimitations of

the study, and the definition of terms.

Background and Rationale of the Study

Studying is a skill. To be successful in school, there is a need of high

level of studying skills. Students must first learn these skills, practice it and

develop effective study habits in order to attain it. A student must know

learning methods and must be coupled with good study habits, which

help him/her to achieve the goals of education. Learning through good

study habits is the key process in human behavior. How a child learns is

always the concern of parents and teachers because learning through

good study habits influence performance through language, skills,

attitudes, interests and even goals in life.

In India, study done by Dr. Anwar (2013), investigated the degree of

relationship between study habits and academic achievement of senior

secondary school students. The study revealed that there was high and

positive relationship between study habits and academic achievement

and good study habits result in high academic achievement. It was

suggested that necessary study skills must be taught to the students with a
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view to improve their academic performance. Also, Mehnaz (2013) found

out the relationship between time management skills and academic

achievement of students. The study reported that there was a significant

positive relation between time planning, time management and

academic performance of the students.

The study habits and academic achievement were positively

correlated, based on the correlational study conducted by Sonar (2009).

The study was carried out to find out the correlation between study habits

of IX standard students and their achievements. Fifty (50) students from

standard IX were selected by incidental sampling method. The study

revealed that students were not aware of proper study habit techniques

like note taking, reading skills and taking examinations, the things that

were important in their studies. It also suggested that most of the students

were in need of guidance for the same.

There is a medium positive relationship between metacognitive

knowledge and skills and study habits. This was reveled in the study

conducted by Ozsoy, Memis and Temur (2009) when they investigated

the relationship between fifteen grade student’s metacognition level and

their study habits and attitudes. Additionally, the results of the study

showed that there is no significant relationship between metacognition

and study habits and attitudes for low and medium achievers but there is

a significant relationship for high achievers.

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Study habit is the pattern of behavior adopted by students in the

pursuit of their studies that serves as the vehicle of learning. It is the degree

to which the student engages in regular acts of studying that are

characterized by appropriate studying routines (e.g. reviews of material,

frequency of studying sessions, etc.) occurring in an environment that is

conducive to studying.

In the Philippines, where parents are busy in making money to

support the basic needs of the family including education study time

must have to be flexible. Parents could set rules to guide their children

with regard to their study time. In a study conducted by Marie Jean

Mendezabal (2013) of University of Saint Louis in Tuguegarao City,

Cagayan, she concluded that academic success requires not only high

cognitive ability but also sound study habits and attitudes (SHAs). A

significant correlation between students’ study habits and attitudes and

their performance in licensure examinations was clearly shown in the

present study. Thus, to enhance the quality of education, there is a need

to improve the study habits and attitudes of the students. This could be

done through provision of developmental programs that will help students

build efficient and effective study habits and positive attitudes towards

learning, in an early stage of their studies. Engaging students in

educationally purposeful activities that will result in high levels of learning

and personal development for all students is likewise suggested.

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As a secondary public school teacher, the researcher has

encountered that there is a growing number of students who have shown

their lack of interest on studying and lack of study habits. The declining

interest in studying among students is very alarming and is challenging to

all and something has to be done to alleviate this problem.

Furthermore, it is necessary to understand factors that might be

associated with student’s ability to study in order to be able to generate a

learning environment that can cater students’ needs and can facilitate

higher studying attainment. This, in turn, allows policy- makers to create an

educational arrangement that is capable of realizing a modernized and

egalitarian society.

The researcher would like to measure the self-perception on the

extent of early teenage relationship, social media exposure, and peer

pressure of students in Cuartero National High School in relation to the

level of their study habits.

Statement of the Problem

In general, this study aimed to measure the self-perception on the

extent of early teenage relationship, social media exposure, and peer

pressure of students in Cuartero National High School (CNHS) in relation to

the level of their study habits.

Specifically, this study sought to answer the following questions:

1. What is the extent of early teenage relationship of the

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respondents?

2. What is the extent of social media exposure of the respondents?

3. What is the extent of peer pressure to the respondents?

4. What is the level of study habits of the respondents in terms of

preparation, time management, and reading and taking notes?

5. Is there a significant difference in the extent of early teenage

relationship of the respondents when grouped according to

sociodemographic profile such as age, sex, grade level affiliation, monthly

family income, and home location?

6. Is there a significant difference in the extent of social media

exposure of the respondents when grouped according to the selected

sociodemographic profile?

7. Is there a significant difference in the extent of peer pressure of

the respondents when grouped according to the selected

sociodemographic profile?

8. Is there a significant difference in the level of study habits of the

respondents when grouped according to the selected

sociodemographic profile?

9. Is the extent of early teenage relationship of the respondents

significantly related to the level of their study habits?

10. Is the extent of social media exposure of the respondents

significantly related to the level of their study habits?

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11. Is the extent of peer pressure of the respondents significantly

related to the level of their study habits?

Hypotheses of the Study

The following are the hypotheses of the study:

1. There is no significant difference in the extent of early teenage

relationship of the respondents when grouped according to the selected

sociodemographic profile.

2. There is no significant difference in the extent of social media

exposure of the respondents when grouped according to the selected

sociodemographic profile.

3. There is no significant difference in the extent of peer pressure of

the respondents when grouped according to the selected

sociodemographic profile.

4. There is no significant difference in the level of study habits of the

respondents when grouped according to the selected

sociodemographic profile.

5. The extent of early teenage relationship of the respondents is not

significantly related to the level of their study habits.

6. The extent of social media exposure of the respondents is not

significantly related to the level of their study habits.

7. The extent of peer pressure of the respondents is not significantly

related to the level of their study habits.

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Theoretical Framework

This study was anchored to Lev Vygotsky’s Theory of Social

Development which states that mental functions are acquired through

social relationship; learning takes place when the child interacts with

peers and adults in a social setting as they act upon their environment;

children learn by internalizing activities conducted in the world around

them (Pimentel, 2015). And, to Albert Bandura’s Social- Cognitive Theory

which emphasizes that individuals can actively control the events that

affects their lives, rather than having to passively accept whatever the

environment provides; they partially control the environment by the way

they react to it (Rice and Dolgin, 2008).

Education is one of the highest achievement and the trademark on

how they are being recognized not only at work but also the people

whom we met in our daily life and the key in achieving our goal. However,

studies show that engagement to early teenage relationship, social

media exposure, and peer pressure are some of the many factors

affecting the attitude of students towards maintaining good and effective

study habits.

Learning involves the development of proper study habits and skills.

The problem on study habits is one of the universal problems both from

theoretical and practical point of view. Theoretically, efficient learning

depends upon the development of efficient study habits and skills.

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(Nadeem, Puja, Bhat, 2014). The more good habits they had, the

more they get involved in their education and managed pressures,

mapped out progress and deadlines, and used social media with

moderation.

According to Ogbodo (2010), study habits lead to the achievement

of a learner’s goal, through a prescribed pattern of steady behavior.

Students who are very successful in their desired career have good study

habits (the how-to-study.com, 2009). Once they develop good and

effective study habits, it insures a good chance for them to be successful,

the job of studying and learning becomes easier. Instead of working

harder, they become smarter, too. Therefore, success in life depends on

how you manage yourself, show discipline, and maintain good and

effective study habits.

Conceptual Framework

This study was based on the concept that the selected

sociodemographic profile of the respondents is perceived to affect the

manifestation of early teenage relationship, social media exposure, peer

pressure and study habits in terms of preparation, avoiding

procrastination, time management, and reading and talking notes.

The level of study habits of the respondents and the extent of

manifestation of early teenage relationship, social media exposure, and

peer pressure were perceived to have a significant relationship.

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Independent Variables Dependent Variables

Sociodemographic Profile Extent of Early Teenage

of the students Relationship

Extent of Social Media

Exposure
Age
Extent of Peer Pressure
Sex

Grade Level Affiliation

Monthly Family Income Level of Study Habits

 Preparation
Home Location
 Time Management
 Reading and Taking
Notes

Figure 1. Schematic diagram showing the relationships of the variables to

be used in the study.

As shown, the independent variable is the sociodemographic

profile of the students such as age, sex, grade level affiliation, monthly

family income, and home location. The dependent variables are early

teenage relationships, social media exposure, peer pressure, and study

habits.

Scope and Delimitations of the Study

The present study covered the grades 8, 9, and 10 students of

Cuartero National High School for school year 2018 - 2019. The

independent variable of the study is the sociodemographic profile of the

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students such as age, sex, grade level affiliation, monthly family income,

and home location. The dependent variables are early teenage

relationships, social media exposure, peer pressure, and study habits.

This study utilized descriptive-correlation research. Simple random

sampling was employed to obtain representative sample. The data in this

study was gathered using researcher- made questionnaire. Part I dealt on

the sociodemographic profile of the respondents in terms of age, sex,

grade level affiliation, monthly family income, and home location. Part II

dealt on the early teenage relationship, social media exposure, and peer

pressure. Part III dealt on the study habits of the students. The statistical

tools used in analyzing and interpreting the data were frequency count

and percentage, mean, standard deviation, T- test, One- way ANOVA,

and Pearson r.

Significance of the Study

The findings of this study are beneficial to the following:

Students. Results of the study may benefit the students with the

hope that they will realize how vital study habits are in their live, and they

will be encouraged to develop their study habits and love for studying.

They may also be able to evaluate their strength and weaknesses while

studying and practice good and effective study habits.

Teachers. Teachers can also use this information to nurture students’

study habits and enhance their engagement in studying activities. The

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findings may serve as instruments in developing teaching methodologies

and instructional design. Teachers can also find ways and means on how

to develop students’ study habits to the fullest.

Parents. The findings of this study will help the parents see the status

of their children’s study habits. Through this, they will be aware of their

participation and contribution to the success or failure of their children.

They may be able to help their children through constant monitoring of

their study habits and interests in studying. More so, the parents will find

ways and means to help and expose their children to different study

techniques.

School administrators. The findings may serve as bases for

improvement of the present practices and approaches in addressing

students’ needs. It may help in designing a model lesson in enhancing

instruction process that will benefit the students. Through this study, they

may find ways to improve the study habits of students.

Future researchers. The findings of the study may benefit future

researchers who will undertake similar studies using other variables by

providing them the needed information.

Definition of Terms

There are several terms in this study that need to be defined. The

following contains the conceptual and operational definitions of some

terms relevant to the study.

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Early teenage relationship. This refers to the time when teenagers

are always going to be on the look-out for someone of the opposite sex

that makes them happy. Someone that can make them laugh and smile,

and someone that can make memories with (Enloe, 2013). In this study, it

refers to relationships of the teenagers among themselves, to their

parents, the member of the family, and to social media.

Peer pressure. The term refers to the emotion felt among the peer

groups, either in games or sports or in studies. This pressure may be positive

or negative and so is its impact and usually happens in school when they

take part in some competitions (Kapil, 2017). In this study, it refers to the

pressure felt by the respondents in various situations both in the school

and at home.

Preparation. The term refers to the process of getting something

ready for use or for a particular purpose or making arrangements for

something (Collins English Thesaurus, 2016). In this study, it refers to the kind

of preparation undertaken before examination and their study habits.

Reading and taking notes. The term refers to engaging in reading

and in taking down notes, think about the ideas that are presented in the

text and how one can explain them coherently. It will help you retain,

analyze and ultimately remember and learn what you have read

(SkillsYouNeed, 2011). In this study, it refers to the reading capability of the

respondents of the study and how they take down notes during the class
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as part of their habits.

Social media exposure. It refers to the extent to which how one

engaged into social media activities and how it affects in daily life (Slater,

2004). In this study, it refers to the ways how the respondents engaged in

social media activities.

Study habits. The term refers to the regular practices of a person

performing to maximize his/her productivity, efficiency, and preparation

for a particular evaluation (Mills, 2014). In this study, it refers to the study

habits of the respondents in terms of preparation, avoiding

procrastination, time management, and reading and taking down notes.

Teenagers. The term refers to the adolescents, ages between 10

and 19 years of age. The period of life with specific health and

developmental needs and rights. It further refers to the time to develop

their knowledge and skills, learn to manage emotions and relationships,

and acquire attributes and abilities that are important to the adolescent

years and assuming adult roles (World Health Organization, 2014). In this

study, it refers to the teenage students of Cuartero National High School,

who served as respondents of the study.

Time management. The term refers to the ability to plan and control

how someone spends the hours in a day to effectively accomplish

their goals. It involves juggling time between the domains of life- work,

home, social life, and hobbies (Nemko, 2018). In this study, it refers to the
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manner how the respondents of the study managed their time wisely.