Las Piñas North National High School

Aurora Drive, Vergonville Subdivision

Pulanlupa, Las Piñas City

EFFECTIVE STUDY HABITS AND ENHANCE STUDENT

PERFORMANCE

An Action Research Presented By:

Doctor, Ara Mae
Florzo, Marina Avee Khaye
Gavino, Baby
Geli, Gwyneth
Guerrero, Kathryn
Margallo, John Cel
Lopez, Jose Miguel
Laguilles, Nikko
Ganzon, Kenneth
Fernandez, David Christian

An Action Research Presented To:

Mrs. Alice Leonidas

January 2017
 Table of Contents
I. Organization of Contents
I.1. Title Page
I.2. Table of Contents
II. Introduction
II.1.Background of the Study
II.2.Objectives
II.3.Scope and Limitation
II.4.Definition of Terms
III. Review of Related Literature
IV. Methodology
IV.1. Study Design
IV.2. Study Setting
IV.3. Study Population
IV.4. Study Sampling
IV.5. Data Collection
IV.6. Data Analysis
V. Conclusion
VI. Bibliography
I. Introduction

According to Lawrence (2014), Learning can be immensely gratifying, but

studying usually involves hard work. The first step towards effective study habits is to face up to
this reality. One need not feel guilty if one doesn’t look forward to studying. Once an individual
accepts the premise that studying doesn’t come naturally, it should be apparent that one needs to
set up an organized program to promote adequate study.

Study habits are the behaviors used when preparing for tests or learning academic
material. It is a regular and deliberate systematic ways of getting acquainted with an academic
materials to make it part of yourself. It includes assessment tools at home, step-by-step on how to
learn in such in a certain lesson or topic, and manner of study. Many students develop the
practice of keeping and archiving all graded assignments. Not only these assignments be used in
the same fashion of study notes, but they can also be analyzed in retro aspect to assist in
determining areas of strength and weakness.

In education, study habits referred to the habits that you formed during your
school years. It can be a good or a bad study habit. Good study habits are the ones that give you
positive results in your academic performance in your school. This includes organized notes,
reading your textbooks with comprehension, listening to the teacher’s lectures, cooperating
actively in class and many more. In the other hand, Bad study habits are things that need to
eliminate and improve to obtain such measures that are qualified to be a student with
competency. Losing at work, skipping classes, doing other not-so important assignments are just
example of bad study habits.

One’s study habits may different from other person’s way of study habits.
According to Kizlik (2012), study habits are different for everybody. A studying strategy may be
effective for one but entirely of no use to another student. However the study habit fit for one can
help the student in different ways. To name one, with continuous study habits, study skills
develop and they create a more effective understanding about the topic. Study habits can also
improve the learning and understanding about the subject, and thus, the grades.

According to a study presented to the Xavier University, Study habit is the daily
routine of students with regards to their academic duties and responsibilities. Each student has
his own study habits varying on his preferences with the place and time of studying, techniques
in studying and more. It will depend upon the person if he will not get bored to browse notes and
can procrastinate (postpone doing something) the distractions such as social networking, media
exposure, gaming addiction and more. Studying not only prepares a student to excel in a class
but reinforces the lessons already taught. Studying reawakens the lectures and reading materials.
Studying is merely reviewing and committing to memory new information. The extent of
student's learning in academics may be on the grades a student earns for a period of learning has
been done. (Retes, 2013)

With many habits, the sooner you start practicing and developing good habits, the
better chance you will have that you will continue with them. We all know that good study habits
are essential to educational success. Good study habits are an important part of any student’s
success. We probably can diminish the academic dishonesty by promoting good study habits
with students, and letting the students know that good study habits are very important when it
comes to school. Still, even procrastination can be overcome with proper study habits, and
improving your study habits is the key to better studying. Good study habits are a great tool to
have in the toolbox of life. (England.edu, 2017).

Effective study habits are a very import part of the learning process. Good study
habits are all about keeping to a daily routine and giving all subjects equal treatment. If your
study habits are weak, take a “study skills” course or have someone show you good study habits.
The problem is that those high school study habits are hard to shake. Hard work and good study
habits are assets that should be nurtured. Motivation and study habits are obviously crucial as
well. Good habits are important for all students to protect investments of time and money and to
achieve educational goals. After that experience your study habits are permanently altered, this
will help your own preparation as you start teaching and last a lifetime. The main priorities are
class attendance, time management, and great studying habits are necessary workings for an
academic success. (Shazia, 2014).

As the some factors that affect the academic performance of a student, problems
begin to accumulate. Bad study habits start to form and need to eliminate in each in every
student. Various researchers proved that there is a significant relationship between students’
study habits towards their academic performance (Manchala, 2007). Whither the study habit is
systematic or unsystematic, efficient or otherwise there could always be an impact to students’
academic performance. According to M.T.V. Nagaraju (2004) that study habit serves as the
vehicle of learning and poor study habits create anxiety in the students. He also explained that if
the students have a good study habit it make them to have a good performance. However, behind
this so called “study habit” either good or bad there are factors or reasons behind of what kind of
study habit the students produce. This is a common concern among educators but they focused
on the poor study habit of the students, the cause of the students’ low academic performance.
(Retes, 2013)

At the end of this research, this study helps to detect some study habits of students
that can help them in their academic performance and recommend some activities of programs
that will enhance and improve their skill as being a student, also lessen the bad study habits that
are occurring now on most students.

A. History/Background

As Richardson, Robnolt, and Rohodes (2013) stated that Study skills were an
early and important topic in reading; however, since the 1970s, they have received relatively
little research attention. The authors systematically analyzed the research conducted on study
skills from 1900 to the present. Several themes emerged including: (a) motivation and affect; (b)
activities described; (c) metacognition; (d) programs described; (e) assessments created; and (f)
the use of study skills in electronic environments. The final theme has made an impact on how
students study.

All too often, students perform poorly in school simply because they lack good
study habits. In many cases, students don't know where to begin, don't fully understand the
material, are not motivated by it, or feel that there was too much work given to them with too
little time to complete or study it. Now in the present time, the age of modern technology, where
almost everything is high-tech, computer technologies has greatly improved and has had become
better. These days, the computer technology industry is rapidly growing and changing. Along
with that growth and change of computer technology is the people who almost instantly adapt to
the changes. The reason why computers technologies are invented is to help make people’s life
easier and to improve their way of life, especially the students. Modern computer technologies
make studying easier and fun to students. With advances in technology, student study habits have
dramatically changed. Technology has affected the way teacher’s present information; therefore,
students are learning and studying differently. There is no doubt that modern technology has an
effect on the study habits of students today. The positive side of modern technology is that it
makes things easier for students to research for their homework and projects. However, it is also
right to mention that technologies are also a major distraction for students. (Udyong.net, 2014)

As technology takes place in our world, there is a significant difference on how

student study habits affect their academic performance before as the 21st century learners’ way of
studying getting more diminished productively. One interesting finding is how little
contemporary students study as compared to students in earlier years.  Before the 1960s, full-
time students spent an average of forty hours a week on academic pursuits (studying and
attending classes). Today, full-time students report spending an average of only 27 hours per
week on academic pursuits, “less time than the typical high school student spends at
school.”  Average time studying fell from twenty-five hours per week in 1961 to thirteen hours
per week in 2003.  Interestingly, this drop in devotion to study has had little impact on grade
point averages or graduation rates, which gives us a new perspective on grade inflation.
(HistoryAndPolitics.com, 2011).

According to Shazia (2014), the world is becoming more and more competitive.
Quality of performance has become the key factor for personal progress, parents desire that their
children climb the ladder of performance to as high level as possible. This desire for a high level
of achievement puts a lot of pressure on students, teachers, schools, and in general to the
education system itself. Thus, students tend to push themselves to acquire good, effective and
efficient study habits. In fact, it appears as if the whole system of education revolves round the
academic performance of students, though various other outcomes are also expected from the
system. Thus, a lot of time and effort of the schools are used for helping to achieve better in their
scholastic endeavors.
B. Objectives

The study has the following objectives that aim to fulfill and determine the
following targets:

1.) To justify the positive outcomes of different daily habits in studying in order to know the
significant changes in academic performance
2.) To recommend study habits that can help students become most efficient in their studies
for some effective learning to happen.
3.) To study the advantages of each study habits that can be more useful in improving
academic performance.
4.) To know the different factors that may affect the study habits of different individual
performance.
5.) To evaluate the positive outcome for each individual performance regardless of different
habits they were into while studying.

C. Research Question (Statement of the Problem)

The purpose of this program is to know the Effective Study Habits and Enhance
Student Performance on Grade 8 and Grade 9 students of Las Piñas North National High School
(LPNNHS), specifically the 129 students that answered the descriptive survey that is given by
the researchers. The following guide question is being expected to be answered:

1.) What are the study habits and attitudes of the students?
2.) Is there a relationship between students’ study habits and academic performance?
3.) Does having a lot of school works affect students’ academic performance?
4.) How students deal with their school works together with their study habits?

D. Scope and Limitation of the Study

This study was focused only to the independent and dependent variables created;
the independent variables are the students’ profile such as study habits, study skills, time
management, study techniques, learning styles and the academic performances of the students;
while the dependent variable is the study habit of the students in terms of their time management
and study techniques. This study did not aim to show all the factors that affect the students poor
study habit; neither did it intend to establish a standard for Grade 8 and Grade 9 students in
achieving good or bad study habits but to some factors that will certainly help the community
regarding to this concern.

The students as the respondents will be given a survey questionnaire having 10

questions; 1 for Study Habit, 1 for Study Skill, 3 for Time Management, 2 for Students’ Study
Techniques, 2 for Learning Styles, and 1 for Academic Performance, which are all related to the
concerned topic. Only the students’ study habits are recorded and used in this study based on this
matter alone.

E. Definition of Terms

The following terms were defined operationally for better understanding of the study.

Academic Performance.  The outcome of education — the extent to which a student, teacher or
institution has achieved their educational goals.

Effectiveness. The degree to which something is successful in producing a desired result;

success

Learning Styles. Refer to a range of competing and contested theories that aim to account for
differences in individuals' learning. 

Study Habits. Refers to the behaviors used when preparing for tests or learning academic
material.

Study Skills. Strategies are approaches applied to learning. They are generally critical to success
in school, considered essential for acquiring good grades, and useful for learning throughout
one's life.

Study Techniques. A way of carrying out a particular task, especially the execution or
performance of an artistic work or a scientific procedure applied in learning to enhance academic
performance.

Time Management. Process of planning on specific activities, especially to increase

effectiveness, efficiency or productivity.
II. Review of Related Literature

This chapter presented the aims at providing a strong foundation to this study and
literature or references gathered by the researchers that were anchored on. It covers a review of
existing relevant literatures which was explained according to its concern. Such are presented as
to connect the varied findings and theories in relation to the independent and dependent
variables.

Study Habits and Attitudes of Students

Many studies have analyzed the factors behind the performance of students.
Earlier studies have been carried out which focused on cognitive factors as predictors of
academic success. Recently, there has been a growing interest on the non-cognitive factors. A
number of researchers have examined the role of non-cognitive variables such as study skills
(Fazal, S. et.al, 2012; Awang, G & Sinnadurai, S.K., 2011; Demir et. al, 2012; Hassanbeigi et.al,
2011), study motivation (Tella, A., 2007; Nonis and Hudson, 2008), study behavior (Yang Yang,
2011; Otto, 1978), study habits (Crede and Kuncel, 2008; Nuthana & Yenagi, 2009; Nouhi et.al,
2008; Bashir et. al, 2012; Boehler, 2001; Kurshid, 2012; Mutsotso et. al, 2010), and attitudes
(Sarwar et.al, 2010 and  Yu, 2011)  on academic achievement. Some argued that these factors
have strong relationship with academic performance of students, while others concluded that it
was the combination of the different factors that could explain students’ academic performance.
(Mendezabal, 2013).

Insufficient study skills can affect the academic performance of a student.

According to Menzel, cited by Rana and Kausar (2011), many students fail not because they lack
ability but because they do not have adequate study skills. Students who have difficulty in
college frequently do not have adequate study habits that affect their academic achievement. A
central problem noted was that many of these students had not learned how to take effective
notes and manage time for studying (cited by Mutsotso S.N. & Abenga E.S., 2010). Also, In the
study of Sarwar et. al (2010), it was discovered that a significant relationship between student
attitudes and academic performance exists.

As study habits affect one’s academic performance, there is also an effect in terms
of the attitudes of the student. According to Mendezabal (2013), High-achieving students had a
more positive attitude toward study in that they detected and reacted positively to the favorable
aspects of the situation they found themselves in, while the low-achieving students tended to be
fault-finders, reacting to the negative aspects of study such as distractions and minor annoyances.
The high-achieving students found tertiary work an interesting challenge, accepted the
restrictions and conformed to the demands made upon them more readily, while the low
achievers appeared to lack high-level motivation. The more successful group was also found to
be more realistic and discriminating in their assessment of those situations which were highly
relevant to scholastic achievement, such as discipline and work priorities, and they were better
organized in both their work and leisure activities. Also, the high achievers generally have a
positive attitude towards teachers. For instance, as compared to low achievers, the high achievers
more often say that their teachers are competent, impartial, and interested in their duties (Sarwar,
M., Bashir, M., Khan, M.N., & Khan, M.S., 2009). Yu (2011) in his study revealed that among
the SHSA factors examined, student perception of teacher effectiveness influence accounting
performance. 

Study Habits and Attitudes in relation to Academic Performance

Study habits can affect academic performance of a student. Perhaps, students who
tend to be more focus in studying have a sufficient and good – practical study habits, while the
low – achieving students hypothetically have a bad study habits. According to 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, well prepared for the board examination and
have concentration may have better academic achievement. An association between study skills
and academic performance also has been found to prevail among undergraduate students.

Also, designated study habits and study skills co- exist. In relation with academic
performance, it can relate and helps students to enhance their school performance. The study of
Fazal (2012) identified various study skills used by learners and ascertain which study skills is
more related to academic achievement. Results of the study indicate significant relationship of
time-management skills, reading and note-taking skills with academic achievement. Students
with higher academic achievement used a wide range of study skills as compared to students
with lower academic achievement.

Effective study habit can benefit one’s student in terms of academic performance,
together with other subject learning areas. According to Dumayag’s (2009) point of view, “the
effective study skills are associated with positive outcomes across multiple academic content
areas and for diverse learners. This is to describe an information-processing perspective on the
contribution of study skills to academic competence, and to identify evidence-based strategies
that are effective in helping students to improve their study skills. Study habit, skill, and attitude
inventories and constructs were found to rival standardized tests and previous grades as
predictors of academic performance, yielding substantial incremental validity in predicting
academic performance. Academic specific anxiety was found to be an important negative
predictor of performance. Overall, study habit and skill measures improve prediction of
academic performance, more than any other non - cognitive individual difference variable
examined to date and should be regarded as the third pillar of academic success”. The
substantive aim of the study was to examine the effect of study habit on students.

Improving Study Habits

Student can improve his or her study habits to cope up with an advantage to
enhance his/her academic performance in school. For Covey and Landsberger (2007), a student
takes personal responsibility for himself/herself by (a) making decisions about priorities, time
and resources will make a difference, (b) centering themselves around values and principles by
not letting friends and other people dictate what is considered important, (c) by making a follow
up on priorities set for them, and by not letting others or other interests be a distraction from set
goals, and (d) finding spaces where they can become most focused and productive and
prioritizing the most difficult study challenges. As Estano (2013) stated in his research, when
they contribute their best to a class, the student, their fellow students, and even the teacher will
benefit. Grades can then be one additional check on performance. When students have an issue
with an instructor (a questionable grade, an assignment deadline, etc.), they should try to put
themselves in the instructor’s place and ask them how they can make their best argument, given
their situation. Then, they need to look for better solutions to problems. Given that they don’t
understand a course material, a consultation or two with their professor, their teacher, a tutor, an
academic advisor or with a classmate or study group would make a positive difference.

Effective Study Habits

According to Palm Beach Community College (PBBC, 2008),

they recommend that student’s study should have at least three hours outof class for every hour
spent in class. They also said that a student must have a special place to study with plenty of
room to work. And students should not be cramped. They presupposes that study time will go
better if a learner takes a few minutes at the start to straighten things up. A desk and straight-
backed chair is usually best. (Bangonon and Edpalina, 2009).

As study habits becoming effective towards among students as time goes by, there
becoming “predictors” of academic performance. As student performs good study habits, many
will speculate that the student have a good academic performance. According to Credé and
Kuncel (2008) in their research at the University of Albany said that Study habit, skill, and
attitude inventories and constructs were found to rival standardized tests and previous grades as
predictors of academic performance, yielding substantial incremental validity in predicting
academic performance. The meta-analysis examined the construct validity and predictive validity
of 10 study skill constructs for college students. They found that study skill inventories and
constructs are largely independent of both high school grades and scores on standardized
admissions tests, but moderately related to various personality constructs; these results were
inconsistent with previous theories. Study motivation and study skills exhibit the strongest
relationships with both grade point average and grades in individual classes. They also said
that Academic specific anxiety was found to be an important negative predictor of performance.
In addition, significant variation in the validity of specific inventories is shown. Scores on
traditional study habit and attitude inventories are the most predictive of performance, whereas
scores on inventories based on the popular depth-of-processing perspective are shown to be least
predictive of the examined criteria. Overall, study habit and skill measures improve prediction
of academic performance more than any other non - cognitive individual difference variable
examined to date and should be regarded as the third pillar of academic success. (Bangonon and
Edpalina, 2009).
 The way of learning of a student can also affect his/her over – all performance.
Good study habits can result to a positive outcome while bad study habits can lead to a loss of
academic performance. According to Çakıroğlu (2014), there is a significant relationships
between the students’ learning styles, study habits, and performances in online learning, and
have offered an insight into the mode of delivery. The design of effective courses for distance
learners is most likely to be in connection with the characteristics and preferences of the learner,
as it is in the classroom. It was seen that the learners usually show characteristics of assimilators
in online synchronous settings.

As Lawrence (2014) stated in his research, “In order to improve the quality of
education, we must develop certain innovative strategies, which will enhance the educational
standards. In addition to that from the student’s side there must be some important steps, which
form the basis for their academic achievement.” We must improve our quality of education to
have a better and effective study for students who has low academic performance can enhance
and improve it. Also, Lawrence (2014) stated in his research that if we develop the good study
habits among the students their test anxiety will be diminished automatically. Thus, effective
and efficient study habits can results good academic performance.

Many factors are associated in study habits. It can be a factor that can be treated
of person as a burden in life to get better performance in school. According to an article about –
factors affecting the study habits of the students, Study habits defined as the regular tendency
and practice that one depicts during the process of gaining information through learning. Indeed,
establishing a proper and efficient study habit will make one’s high school life meaningful and
challenging. In addition, it is a pre-requisite on attaining a successful and prosperous life in the
near future. But, if the students do not have a good study habits, this could be a reason for them
to get low grades or failing the subject or dropping out in the school. And that is the most of the
problems of majority of the schools and even in the entire country.

We should establish a clearer pact on how different environments and people

affect the different practices of a learner in studying and if these aspects will greatly or badly
influence on someone’s mind and attitude towards learning.
III. Methodology

In this section we provide an overview of this study, describing the sample of

students participating in the study, and providing information about data collection instruments
and response rates. We also explain data analysis methods and model specifications used to show
the students’ study habits.

A. Study Design

This study used the quantitative approach to allow the reporting summary results
in numerical terms across many repetitions of answers.

B. Research Locale

The researcher conducted the study at Las Piñas North National High School. The
school is located at Aurora Drive Vergonville Subd., Pulanlupa II, Las Piñas City.

The school formerly Las Piñas Municipal High School, Vergonville Annex
started its existence when Mrs. Aurora Arevalo, the former District I Supervisor of Las Piñas
informed the Division Superintendent Dr. Filemon Salas of an existing two-storey, 6 classroom
building at Vergonville Elementary. On the 18th of November 1992, Municipal Resolution No.
382-92 was made converting Las Piñas Municipal High School, Vergonville Annex to Las Piñas
North National High School. The school was separated and gained its independence on January
29, 1993. The first commencement exercise was held March 1993.

At present, the school has One Hundred (100) administrative and faculty members
composed of: one (1) Principal; six (6) Department Heads, two (2) coordinators and eighty (80)
teachers. For the non – teaching personnel, the school has one (1) senior bookkeeper, and one (1)
disbursing officer from the National Office and thirteen (13) utilities from the Local School
Board. The current Teacher-In-Charge is Mrs. Irene C. Agar.

C. Sampling/Study Population

The study was conducted at Las Piñas North National High School, Las Piñas
City to random 129 or 38.18% out of 347 students from the 4 out of 15 sections in the Grade 8
level and 3 out of 12 sections in the Grade 9 level. The sample size of 129 students was obtained
based on the choice of the researchers, or any available student on both said grade level that can
answers the survey questions. These respondents were randomly selected by the researcher to
avoid biasness.

The sample of the study is shown in Table 1 below.

Year and Section Total Enrollment Sample Percentage

VIII-Anemone 51 20 5.76%
VIII-Begonia 48 17 4.90%
VIII-Caladium 55 8 2.31%
VIII-Delphinium 54 14 4.03%
IX-Apitong 49 27 7.78%
IX-Caballero 48 23 6.63%
IX-Foxtail 42 20 5.76%
Total 347 129 37.18%

D. Data Collection

• Data was collected using a self – developed survey questionnaire.

• The research questionnaire was described in terms of Study Habits, Study Skills, Study
Techniques, Time Management, Learning Styles and Academic Performance.

• The researcher personally administered the questionnaires to the respondents and retrieved
them on the same day.

• The questionnaires were self – developed by the researchers. It is agreed by the group and also
the adviser that the questionnaire that is made will be given to the Grade 8 and Grade 9 students.
The questionnaires were not pilot – tested.

E. Data Analysis
• Data that was extracted from the questionnaires was classified, organized and tabulated
accordingly.

• Microsoft excel was used for analysis and interpretation of data.

• The researcher used Microsoft Excel to easily enter and create graphical or visual
representation of data.

IV. Survey Findings

Table 2 shows the tabular frequency from Question #1 to Question #10 of Grade 8
students who undergo our survey. Grade 8 has a total sample of 59. Also the table shows the tally
of their response on each question.

Table 2. Frequency of Question #1 to Question #10 of Grade 8 Students.

Grade 8 (Total Sample = 59 students)

Yes No Sometimes

Question #1
• Does listening to
your favorite kind of 35 5 19
music helps you doing
your school activities?
(Study Techniques)
School Works before House Hold House Hold Chores before School
Chores Works

Question #2
• What do you prefer 34 25
to do first?
(Time Management)
Night Time Day Time
 Question #3
• At what time of the
day you prefer 46 13

studying?
(Learning Styles)
Always Sometimes Seldom Never

Question #4
• How often do you 3 51 3 2
study your lessons?
(Study Skills)
Yes No

Question #5
• Does having loads of
school works affects
35 24
your academic
performance?
(Acad. Performance)
15 – 30 mins. 30 mins. – 1 hr. 1 – 2 hrs. Others

Question #6
• How many hours do
23 22 14 0
you spend in studying?
(Time Management)
Yes No

Question #7
• Do you have time
schedule for your 45 14
school activities?
(Time Management)
Yes No
 Question #8
• Does having a study
companion suits your 43 16
preference?
(Learning Styles)
Question #9 • Bedroom - 9
• In what particular • Living Room - 6
place you study? • Personal Room - 12
(Study Techniques) • Quiet Place - 6
• Home - 13
• Doesn’t Specify - 13
Yes No

Question # 10
• Do you take breaks
47 12
for progress?
(Study Habits)

Table 3 shows the tabular frequency from Question #1 to Question #10 of Grade 9
students who undergo our survey. Grade 9 has a total sample of 70. Also, the table shows the
tally of their response on each question.

Table 3. Frequency of Question #1 to Question #10 of Grade 9 Students.

Grade 9 (Total Sample = 70 students)

Yes No Sometimes

Question #1
34 5 31
• Does listening to
your favorite kind of
music helps you doing
your school activities?
(Study Techniques)
 School Works before House Hold House Hold Chores before School
Chores Works

Question #2
• What do you prefer
38 32
to do first?
(Time Management)
Night Time Day Time

Question #3
• At what time of the
day you prefer 57 13
studying?
(Learning Styles)
Always Sometimes Seldom Never

Question #4
• How often do you
7 55 8 0
study your lessons?
(Study Skills)
Yes No

Question #5
• Does having loads of
school works affects
35 35
your academic
performance?
(Acad. Performance)
15 – 30 mins. 30 mins. – 1 hr. 1 – 2 hrs. Others

Question #6
• How many hours do 3hrs. – 2
you spend in studying? 19 30 18
5 mins. – 1
(Time Management)
 Yes No

Question #7
• Do you have time
schedule for your 53 17
school activities?
(Time Management)
Yes No

Question #8
• Does having a study
companion suits your 39 31
preference?
(Learning Styles)
Question #9 • Bedroom/Personal Room - 18
• In what particular • Living Room – 4
place you study? • School – 6 • Home - 22
(Study Techniques) • School and House – 4
• In front of the computer - 1
• Doesn’t Specify - 15
Yes No

Question # 10
• Do you take breaks
67 3
for progress?
(Study Habits)
Table 4 shows the majority frequency from Question #1 to Question #10 of Grade
8 and Grade 9 students. This table will help to determine the students’ study habits. Tabular chart
is used to visualize the results.

Table 4. Majority Frequency of Question #1 to Question #10 of Grade 8 and Grade 9 students.

Grade 8 (n=59) Grade 9 (n=70)

 Question #1
• Does listening to your
favorite kind of music helps Yes (34 or 48.57%)
Yes (35 or 59.32%)
you doing your school
activities? (Study Techniques)
Question #2
• What do you prefer to do School Works before House School Works before House
first? hold chores (34 or 57.63%) hold chores (38 or 54.29%)
(Time Management)
Question #3
• At what time of the day you
Night Time (57 or 81.43%)
prefer studying? Night Time (46 or 77.97%)

(Learning Styles)
Question #4
• How often do you study your
lessons? Sometimes (51 or 86.44%) Sometimes (55 or 78.57%)

(Study Skills)
Question #5
• Does having loads of school
works affects your academic Yes (35 or 59.32%) Both Yes and No (35 and 35;
performance? 50 %)
(Acad. Performance)
Question #6
• How many hours do you 15 minutes – 30 minutes (23 30 minutes – 1 hour (30 or
spend in studying? or 38.98%) 42.86%)
(Time Management)
Question #7
• Do you have time schedule
for your school activities? Yes (45 or 76.27%) Yes (53 or 75.71%)

(Time Management)
 Question #8
• Does having a study
companion suits your Yes (43 or 72.88%) Yes (39 or 55.71%)
preference?
(Learning Styles)
Question #9
• In what particular place you Home (13); Over – all Home Home/House (22); Over – all
study? (40 or 67.80%) Home (44 or 62.86%)
(Study Techniques)
Question # 10
• Do you take breaks for
progress? Yes (47 or 79.66%) Yes (67 or 95.71%)

(Study Habits)

V. Summary of Findings

In Grade 8 and Grade 9 students:

• 35 or 59.32% (Grade 8) and 34 or 48.57% (Grade 9) of the students respond that they are
listening to their favorite kind of music while doing their school activities. This contradicts
the study of Perham (2010) that preference of background music, or music with lyrics, can
easily distract a person while studying and while doing their school works.

• 34 or 57.63% (Grade 8) and 38 or 54.29% (Grade 9) of the students prefer to do first are
school works before house hold chores. This study is somehow being supported of the study
of Klein, Graesch, and Izquierdo (2009) that only 13% of children’s participation of all
household works. School activities or works may be the factor of this result.

• 46 or 77.97% (Grade 8) and 57 or 81.43% (Grade 9) of the students’ respond that they
prefer studying at Night Time. According to an article in www.opencolleges.edu.au, many
authors, songwriters and scientists prefer to work at night because they feel that they tend to
think more “outside the box” after-hours. With the pressures of the daytime behind them,
many feel that their mind is free to wander through more alternatives at night. And this can
be useful for assessment-writing or working on creative pursuits. This somehow supports our
findings that students prefer studying at night time.

• 51 or 86.44% (Grade 8) and 55 or 78.57% (Grade 9) of the students’ respond that they
only study their lessons sometimes. Some factors may be related to our findings why students
do not always study their lesson.

• 35 or 59.32% (Grade 8) of the students’ respond that having loads of school works affects
their academic performance. Meanwhile, 50% of the students in Grade 9 respond that there
is no affection between them and their academic performance, and the 50% of the students
who surveyed in Grade 9 respond that having a lot of school works can affect their academic
performance.

• 23 or 38.98% (Grade 8) of the students’ respond that they are only studying about 15 – 30
minutes, while 30 or 42.86% of the students of Grade 9 respond that they are studying about
30 minutes – 1 hour. This contradicts the study of a recent study of NSSE. According to the
National Survey of Student Engagement’s findings; the average student spends about 17
hours each week, averaging at 2 hours and 26 minutes, preparing for classes.

• 45 or 76.27% (Grade 8) and 53 or 75.71% (Grade 9) of the students’ respond that they
have a time schedule on every school works they have. According to an article on
www.topuniversities.com that creating a time schedule can actually help you in organizing
your working schedule and can adopt a flexibility when it come in working on some jobs.
This supports our findings that time schedule helps students to work on their activities.

• 43 or 72.88% (Grade 8) and 39 or 55.71% (Grade 9) of the students’ respond that having a
study companion suits their preference. It may actually help the students to learn more with a
study companion and able to focus on the studying of lessons.

• 40 or 67.80% (Grade 8) and 44 or 62.86% (Grade 9) of the students’ respond that they
prefer studying at home. This result is being supported by an article in survivelaw.com that
studying at home increases the flexibility of a student to study. Examples of this are more
time access, more food and water resources and, more comfort while studying or doing
school works.
• 47 or 79.66% (Grade 8) and 67 or 95.71% (Grade 9) of the students’ respond that they
take breaks for progress. According to the study of Sievertsen, Gino, and Piovesan (2015), a
break causes an improvement in test scores that is larger than the hourly deterioration.
Therefore, if there was a break after every hour, test scores would actually improve over the
day. This supports our findings that students take breaks for progress.

The purpose of this program is to know the Effective Study Habits and Enhance Student
Performance on Grade 8 and Grade 9 students of Las Piñas North National High School
(LPNNHS), specifically the 129 students that answered the descriptive survey that is given
by the researchers. The following guide question is being expected to be answered:

1.) What are the study habits and attitudes of the students?
- Grade 8 and Grade 9 students have a similar study habits and attitude in dealing with
their school performance. According to our findings:
a.) Both year levels listen to their favorite kind of music while doing their school
activities.
b.) Both year levels prefer studying at night time.
c.) Grade 8 students tend to study only 15 – 30 minutes, while Grade 9 students tend to
study in 30 minutes – 1 hour. and;
d.) Both year levels take breaks for progress.

2.) Is there a relationship between students’ study habits and academic performance?

- Yes. As students tolerate themselves to have a bad study habits, their academic performance
may get affected. According to our over – all findings, if one’s study habit benefit the student
in enhancing his/her academic performance, then he/she may have a good study habit.

3.) Does having a lot of school works affect students’ academic performance?

- Yes. As occurring currently in colleges where there are lots of school activities to do,
students get bored, lax and tired at the same time. It results to a minimal productivity, having
 student no output, resulting in gaining low academic performance. Having a lot of school
works affects the students’ mental health. Stress is one factor that students faced every day.
They lack out of sleep and stress eating became their habit. On the contrary, it is simple if
they are time-disciplined person. Time is important on our everyday lives. As a
recommendation, one simple solution is to manage your time wisely and don’t waste it. It is
better to have a time schedule to lessen your school works and responsibilities.

4.) How students deal with their school works together with their study habits?

- Students nowadays deal with their study differently from others. Some were studying
seriously setting aside the different factors affecting how they deal with their study situation
(E.g. environment, household chores, weather, etc.). But, we all know that if a student tend to
get used to the situation, it become their habit. Therefore, as a student who is serious about
his/her study whether there are different things needed to be considered, a relationship
between the student and with those habits get used to is formed.

B. Recommendations

(DAVID FERNANDEZ GAWIN MO RECOMMENDATIONS ASAP TANGINA)

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