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CHAPTER I
THE PROBLEM AND ITS SCOPE

Introduction

Life was meant to be good. Around the world, everyone wants to enjoy life. Unfortunately,
in Asian Countries, Philippines and the Filipinos were found to have a worst health habits,
according to a new research from Sun life Financial Asia.

The study showed that 62 percent of Filipinos do not exercise regularly and 45 percent
(highest) admit to a habit of unhealthy eating. 46 percent (again the highest) get less than
six hours of sleep, and 60 percent are most dissatisfied with their levels of stress.
Exceeding the regional average of 56 percent (Dumlao, 2014)

Yes, taking education could be a basic part of life but there will always be
challenges and difficulties are expected thus academic performance inhabits a very
important place in every Filipino’s life, in fact considered a key criterion to judge ones
toal potentials and capacity ( Nuthana & Yenagi, 2009) usually distinguished by
examination results.

Lots of Factors affect the academic performance of students includes: Learning

Facilities, Communication, Good Guidance and stress from family (Mustang and Khan,
2012) K-12 Curriculum is already implanted in the country Philippines with Grade 7
students undergoing transition from grade school to Junior High school.

With such adaptation, students during this grade level will be around the puberty
age so the students may have big changes in their personal lives to include habits,
lifestyle, social, and cognitive development which could be critical to affect their
academic performance.
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Health habits and lifestyle are vigorous factors affecting students’ lives like what
Wahlstrom (2014) mentioned in the study Association of lifestyle habits and academic
achievement in Norwegian adolescents: a cross-sectional study where taking regular
and healthy food and being physically active were associated with better academic
achievement compared to the intake of unhealthy food and beverages, smoking and
snuffing plus sleeping habits having impact on concentration, understanding, memory,
and academic performance.

Lifestyle or the way we live could also influence academic performance mostly
during difficult situations like financial problem, poverty, distance and location of their
homes, working while studying to provide for their basic need in addition to academic
responsibilities.

In premises this study was conceptualized and developed to know the health
habits and lifestyle of the randomly selected 106 grade 8 students of Iligan City National
High School and to investigate on the factors affecting academic performance.

Research Questions

This study was conducted to determine the effects of health habits and lifestyle of
the randomly selected 106 grade 8 students on their academic performance, specifically
seeking to answer the following questions:

1. What is the demographic profile of the grade 8 students in terms of age and
sex/gender?
2. What are the health habits of the grade 8 students in terms of?
a. Physical Activities
b. Eating Habits
c. Hygiene
3. What kind of lifestyle do the grade 8 students have in terms of:
a. Sleeping Habits
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b. Study Habits
c. Other related activities
4. Is there a worth relationship between the demographic profile of the grade 8
students and academic performance?
5. Is there a substantial relationship between health habits and the lifestyle of the
grade 8 students to their academic performance?

Null Hypothesis
1. There is no significant relationship between the demographic profile of the grade
8 students and academic performance.
2. In terms of health habits:
a. There is no significant relationship between physical activities and academic
performance of the students.
b. There is no significant relationship between eating habits and academic
performance of the students.
c. There is no significant relationship between hygiene and academic
performance of the students.
3. In terms of lifestyle:
a. There is no significant relationship between sleeping habits and academic
performance of the students.
b. There is no significant relationship between study habits and academic
performance of the students.
c. There is no significant relationship between the other related activities and
academic performance of the students.
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Theoretical Framework
The Health Belief Model is a theoretical model that can be used to guide health
promotion and disease prevention programs. It is used to explain and predict individual
changes in health behaviors. It is one of the most widely used models for understanding
health behaviors.
Key elements of the Health Belief Model focus on individual beliefs about health
conditions, which predict individual health-related behaviors. The model defines the key
factors that influence health behaviors as an individual's perceived threat to sickness or
disease (perceived susceptibility), belief of consequence (perceived severity), potential
positive benefits of action (perceived benefits), perceived barriers to action, exposure to
factors that prompt action (cues to action), and confidence in ability to succeed (self-
efficacy) ( Mendez, 2001)

Self-determination theory (SDT) is an empirically based theory of human motivation,

development, and wellness. The theory focuses on types, rather than just amount, of
motivation, paying particular attention to autonomous motivation, controlled motivation,
and amotivation as predictors of performance, relational, and well-being outcomes. It
also addresses the social conditions that enhance versus diminish these types of
motivation, proposing and finding that the degrees to which basic psychological needs
for autonomy, competence, and relatedness are supported versus thwarted affect both
the type and strength of motivation. SDT also examines people's life goals or
aspirations, showing differential relations of intrinsic versus extrinsic life goals to
performance and psychological health. In this introduction we also briefly discuss recent
developments within SDT concerning mindfulness and vitality, and highlight the
applicability of SDT within applied domains, including work, relationships, parenting,
education, virtual environments, sport, sustainability, health care, and psychotherapy.
(Deci, E. L., & Ryan, R. M. (2008)

This article examines health promotion and disease prevention from the perspective of
social cognitive theory. The areas of overlap with some of the most widely applied
psychosocial models of health are identified. The models of health promotion and
disease prevention have undergone several generational changes. We have shifted
from trying to scare people into health, to rewarding them into health, to equipping them
with self-regulatory skills to manage their health habits, to shoring up their habit
changes with dependable social supports. These transformations have evolved a
multifaceted approach that addresses the reciprocal interplay between self-regulatory
and environmental determinants of health behavior. Social cognitive theory addresses
the socio structural determinants of health as well as the personal determinants. A
comprehensive approach to health promotion requires changing the practices of social
systems that have widespread detrimental effects on health rather than solely changing
the habits of individuals. Further progress in this field requires building new structures
for health promotion, new systems for risk reduction and greater emphasis on health
policy initiatives. People's beliefs in their collective efficacy to accomplish social change,
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therefore, play a key role in the policy and public health approach to health promotion
and disease prevention. (Bandura, 1996)

Conceptual Framework

Age
Health habits Lifestyle
Sex

Academic
performance

Figure 1. Research Paradigm

Figure1 shows the relationship of the health habits and lifestyle to the academic
performance of the randomly selected grade 8 students. The independent variables:
health habits with four subcategories: eating activities, sleeping habits, physical habits,
proper hygiene, and the kind of routine the students in terms of study habits and other
associated activities will have direct effects on academic (dependent variables). The
Age and Sex served as mediating variable in this study.

Few studies had examined the association between served health-related

behavior and academic achievement among adolescents. Also, earlier studies had
described a need for more addressing multiple lifestyle factors to better understand the
relationships between lifestyle and academic performance and identify differences
between genders (Gomez, 2012).
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Also, (Navarro et.al, 2015) says that the changes in the experience and
maturation of older students include a relatively better performance in academic
settings, which is known as relative age effect (RAE).

Definition of Terms

For better understanding of the research work, the following terms are defined
operationally:

Academic performance – refers to the level of schooling you have successfully

completed and the ability to attain success in your studies. When you receive great
grades, this is an example of academic achievement. When you attend college and
graduate school, this is an example of academic achievement

GPA (Grade Point Average) – standard way of measuring academic achievement.

Eating habits – eating habits (or food habits) refers to why and how people eat, which
foods they eat, and with whom they eat, as well as the ways people obtain, store, use,
and discard food. Individual, social, cultural, religious, economic, environmental, and
political factors all influence people's eating habits

Health habits – is any behavior that benefits your physical, mental, and
emotional health. These habits improve your overall well-being and make you feel
good. Healthy habits are hard to develop and often require changing your mindset.
Hygiene – conditions or practices conducive to maintaining health and preventing
disease, especially through cleanliness.

Lifestyle – way of living among students: set of attitudes, habits, or properties

associated with the students.
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Physical activities – students most likely engage regularly on daily basis. the ability to
perform aspects of sports, occupations and daily activities

Study habits – students study behaviors and practices.

Sleeping habits – students’ sleeping pattern and how many hours they take sleep.
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CHAPTER II
REASERCH METHODOLOGY

This chapter presents the method that was used in gathering data for this study. This
includes how data was obtained to answer the problem, participants and subjects of
study, research design, sampling method, ethical consideration, data collection, and
data gathering procedures, instruments of the study or statistical tools and Data
analysis.
Participants
A Total of 205 learners were randomly selected as the respondent of the study
from the two schools. Total of 99 grade 8 learners from Iligan City East National High
school and 106 grade 8 learners from Iligan City National High school were selected as
the participants of this study. The chosen respondents were given questionnaires that
they answered within regards to their personal information, health and lifestyles.
Research Design and Sampling Method
Correlation research design method was used to correlate the relationship
between independent and dependent variables. Independent Variables were the health
habits of the learners namely: eating habits, physical activities, and personal hygiene.
The other independent variables were the lifestyle of the learners in terms of their;
sleeping habits, study habits, and other activities. The dependent variables were the
academic performance of the learners. Mediating variables such as sex and age will
also be collected to see if these variables can affect the academic performance of the
learners. Random sampling was used, where gathered data from a total of 205 learners
were selected.
Ethical Consideration
TITLE OF STUDY
Health and Lifestyle of Grade 8: Effects on their Academic Performance

RESEARCHERS
Kimberly June L. Bendoy
Department of Science and Mathematics
Tipanoy, Pindugan Purok #3 Iligan City
09161500062
Bendoy.love@gmail.com
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*
*

PURPOSE OF STUDY

Purpose of our study is to know and Identify the Problems of students who are in a state
of unhealthy living habits and how it affects their academic performance based on their
state, inborn condition, location, status and guidance through parents and to be able to
help the future researchers to take this study as a reference and be improved.

STUDY PROCEDURES

Participants will be given a questionnaire for them to answer

RISKS

Students or participants might be affected or find it hard or offensive so that

they may decline to answer any or all questions and may terminate any involvement at
any time if they choose.

BENEFITS

There will be no direct benefit to you for your participation in this study. However, we
hope that the information’s from this study may help the community and students and
future researcher who want to extend the research

CONFIDENTIALITY

Your responses to this survey will be anonymous. Please do not write any identifying
information on your survey OR For the purposes of this research study, your comments
will not be anonymous. Every effort will be made by the researcher to preserve your
confidentiality including the following:

 Assigning code names/numbers for participants that will be used on all research
notes and documents
 Keeping notes, interview transcriptions, and any other identifying participant
information in a locked file cabinet in the personal possession of the researcher.]
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Participant data will be kept confidential except in cases where the researcher is legally
obligated to report specific incidents. These incidents include, but may not be limited to,
incidents of abuse and suicide risk.

CONTACT INFORMATION

If you have questions at any time about this study, or you experience adverse effects as
the result of participating in this study, you may contact the researcher whose contact
information is provided on the first page. If you have questions regarding your rights as
a research participant, or if problems arise which you do not feel you can discuss with
the Primary Researcher, please contact this number 019161500062

VOLUNTARY PARTICIPATION

Your participation in this study is voluntary. It is up to you to decide whether or not to

take part in this study. If you decide to take part in this study, you will be asked to sign a
consent form. After you sign the consent form, you are still free to withdraw at any time
and without giving a reason. Withdrawing from this study will not affect the relationship
you have, if any, with the researcher. If you withdraw from the study before data
collection is completed, your data will be returned to you or destroyed.

CONSENT

I have read and I understand the provided information and have had the opportunity to
ask questions. I understand that my participation is voluntary and that I am free to
withdraw at any time, without giving a reason and without cost. I understand that I will
be given a copy of this consent form. I voluntarily agree to take part in this study.

Participant's signature ______________________________ Date __________

Researcher’s signature __________________________

Data Gathering Procedures

First step in starting the study was to seek permission from the target school
principal the permission for the conduct of the study, these were from the Iligan City
National High School (ICNHS) and Iligan City East High School (ICEHS) – Sta.
Filomena. Formal letter-request was hand carried to the principal, after approval,
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another communication was hand carried to the Superintendent in the City Schools
Division of Iligan City for wider scope of permission to conduct the study then the third
letter was hand carried to the expert statistician booked to analyse the data.
Grade 8 classrooms were selected randomly then another letter was given to the
classroom advisers seeking permission for the conduct of the same study inside their
respective classrooms. Finally, a letter was given to each respondent, seeking
cooperation for them to accomplish the questionnaires whish responses were treated
with utmost confidentiality.
A total of 200 respondents in two (2) schools were asked to accomplish the
questions: 100 from ICNHS, another 100 from ICEHS. But due to unexpected
circumstances, like some respondents being not around on the day the study was
conducted and a need to add some respondents to get the total number. Questionnaire
were distributed to selected respondents and they answered the questions concerning
personal life and academic performance. The other part of the questionnaire contained
information about the learners’ health habits and lifestyle.
Immediately, the accomplished questionnaires were collected then analysed
using statistical tools.
Instruments of the Study
The materials used in this study were questionnaires that contained certain
questions regarding the problems of this study: the lifestyle and health habits of grade 8
students and whether or not these factors would affect their academic performance.
The first part of the questionnaire contained information about the learners’
personal profile or data that would be the basis for the results of their answers in the
next of the questionnaire. The next part of the questionnaire contained information
about learners’ health habits and lifestyle, which would also need their answers. The
questions regarding health habits were divided into subtopics: eating habits, physical
activities, and personal hygiene.
Meanwhile, the questions regarding lifestyles were also divided by subtopic:
sleeping habits, study habits, and other activities. Questions were validated by an
expert in the said field of study then the data obtained from the answers of respondents
would be used to analyse the answers to the problem of this study.
Statistical Tools Used
Relationship between variables presented were analysed by descriptive statistics
where quantitative descriptions of health habits and lifestyle of respondents were
analysed by the following statistical tools:
1. Frequency and Percentage Distribution – this statistical tool was used to describe
and determine the ratio of the respondents’ personal profile in terms of gender,
age, and academic performance.
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2. Mean – to determine the level of performance of the respondents towards their

health habits and lifestyles.
3. Pearson R Correlation Coefficient – to describe the relationship between the
respondent’s answers about their age and sex, health habits and lifestyles, and
their academic performance.
4. Chi-square Test of Association – to determine the quantitative value of the
respondents’ gender.
5. Scaling – to determine the average description of each independent variable
such as health habits and lifestyle.
Table 1. Scaling of the Respondents
Average Mean Interval Equivalent Grade Description
3.25 – 4.00 4 Always
2.50 – 3.24 3 Oftentimes
1.75 – 2.49 2 Sometimes
1.00 – 1.75 1 Never