Paaralang Sekundarya ng Lucban Integrated School

Lucban, Quezon
SENIOR HIGH SCHOOL DEPARTMENT

RESEARCH CAPSULE

PARTS OF A COMPLETE GUIDE POINTS FOR MAKING A RESEARCH

RESEARCH
TITLE OF RESEARCH “RESEARCH TITLE”
Screen Time and Study Habit: A
Self-Monitoring Intervention
of PSLIS SHS Students
in Increasing Module
Completion Rates”
INTRODUCTION Education is said to be a pathway to human
development. It plays a vital role in enhancing intellectual,
moral and social conduct of an individual. It may come in many
forms such as formal, informal or non-formal but still, it has a
common goal which is: to facilitate learning (Cadiz, 2010).
Today, about 3 billion people are in lockdown around
the world and almost 90% of the student population cut off from
school. It’s no surprise that a lot of children and their parents
are increasingly connecting to the outside world through
screens. With more than 130 countries restricting movement to
contain the COVID-19 Pandemic, we must face the fact that
the internet now serves as critical tool for children’s access to
learn, play, entertainment and social interaction. In short, they
might have a lot to gain from spending time in the digital world.
As children mature, they’re exposed to more screens,
with more diverse content via television, video games and
social media such as Twitter, Facebook, Instagram and etc.
Screen-based technology is rapidly evolving, with children and
youth frequently engaging with different types of screens and
exploring diverse content.
A report in October 2019 by the nonprofit organization
Common Sense Media found that 8-12 year olds in the United
States now use screens for entertainment for an average of 4
hours 44 minutes a day, and 13-18 year olds are on screens
for an average of 7 hours 22 minutes each day (The Common
Sense Census: Media Used by Tweens and Teen, 2019).
And also, the rise of digital environment is
unquestionable. Children and young people in developed
countries now grow up with computers, tablets, and mobile
phone intertwined with their development. There is no doubt
that much more time is spent online compared with previous
Paaralang Sekundarya ng Lucban Integrated School
Lucban, Quezon
SENIOR HIGH SCHOOL DEPARTMENT
generations.

Here in the Philippines, schools have already started

online classes and students feel safe against COVID-19 Virus
because they are learning at home. Depending on the
curriculum and schedule, online classes can also help students
practice effective time management as they are studying at
their own pace. While our LGU’s, the Department of Education
(DepEd) said that schools may adopt a combination of
asynchronous online teaching in consideration of the screen
time guidelines by age as recommended by the American
Academy of Pediatrics and World Health Organization.

How a student takes his or her studies, greatly

determines his/her level of academic achievements. The level
of preparation and learning strategies developed and employed
consciously by students, go a long way to influence their level
of academic performance.
Thus, study habit is one of the greatest students or
learning factors that hugely influences students’ academic
achievements. If undermined by students at all levels,
teachers, administrators, parents and guardians, school
counselors and the government, then, the trend and menace of
students’ abysmal performance in both internal and external
examinations would continue to boom and become more
devastating and alarming.
Grace (2013) also maintains that the process of learning
is still a little mysterious but studies do show that the most
effective process for studing involves highly active behavior
over a priod of time.In other words, to study effectively, one
must read, draw, compare, memorize and test himself over
time.
However, students can study for hours on end and retain
very little. The more appropriate question is how students
should study more effectively. Developing good time
management skills is very important. Students must realize that
there is a time to be in class, a time for study, time for family,
time to socialize and time to just be alone. The critical issue is
recognition that there must be an appropriate balance.
Students should also have vision. A clearly articulated picture
of the future they intend to create for themselves is very
important and contributes to students’ success in school. This
will promote a passion for what they wish to do. Passion is
Paaralang Sekundarya ng Lucban Integrated School
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critical and leads to an intense interest, dedication and
commitment to achieving career goals and objectives.

Marc (2011) explains that students with learning

problems, however, may still have generally inefficient and
ineffective study habits and skills. Becoming aware of your
learning habits or styles will help students to understand
why they sometimes get frustrated with common study
methods. He observes that good study habits are essential to
educational success; as they contribute to a successful
academic future. Good study habits lead to good grades while
good grades lead to admissions to better colleges and
universities, possibly with a scholarship thrown in. This in turn,
will lead to a great career. Developing good study habits to
Marc is very crucial for every student irrespective of his level of
education. It boosts students’ ability to be self- disciplined, self-
directed and ultimately successful in their degree programs.
The sooner a student starts practicing and developing
good habits, the better chance he will have that he will continue
with them. Procrastination can be overcome with proper study
habits and improving one’s study habits is the key to better
studying. Being organized and having homework routines are
the most important things in helping a child/student develop
good study habits for life. Developing good study habits help
spell success and a student will find himself working more
efficiently and experiencing lesser stress in the process. He
adds that having effective study habits creates a more efficient
academic environment. Planning your study schedule as a
student in advance and faithfully sticking to it saves time. When
students have good study habits, they tend to be less stressed.
Students who are anxious on exam day are typically the
procrastinators who come unprepared. Students who organize
their lives and stick to their established study schedules are
confident and relaxed at test-taking time (Marc, 2011).
Ashish (2013) opines that if students must ensure
academic success throughout the entire year, it is important to
ditch bad study habits and establish good ones. He further
maintains that no matter what age or academic level,
employing effective study strategies can make all the
difference between acing a class, barely passing or worse and
failing miserably. She admits that many of today’s most
common study methods or habits can lead to utter
disappointment despite best efforts and intentions. To Ashish
Paaralang Sekundarya ng Lucban Integrated School
Lucban, Quezon
SENIOR HIGH SCHOOL DEPARTMENT
(2013), knowing exactly what does and does not work on a
personal level, even tracking study patterns and correlating it
with related grades and then proactively creating a study plan
and schedule around the proven effective methods, is the most
powerful study tool of all.
Adeninyi (2011) maintains that good study habits allows
students to study independently at home and aspire for higher
educational career. The formation of good study habits in
secondary school level further serves as the basis for students’
performance in external examinations such as West African
Examinations Council (WAEC), National Examinations Council
(NECO) and Joint Admissions and Matriculation Board (JAMB).
In the view of Agba (2013), unserious students do study
anyhow without specific techniques, and he submits that such
students are most likely to perform below average. Thus, he
concludes that good study habits help students to: attend
classes very often and do so on time. It also helps them to
submit their assignment on time, read or prepare very well for
tests and exams, take down notes and develop the points
independently, ask relevant questions in class; thereby having
good grades at the end of the term or semester.
Different students have different and unique study
habits. What may be a good study habit to a particular student
may be a bad one indeed to another student. As such, it is
often difficult to practically pin-point that this is good and that is
bad. In the opinion of Katelyn (2013), there is no doubt that
different people study in different ways and it is a near certainty
that what works for one person may not work for another. John
(2010) opines that not all students are alike.
There are several key study habits that are crucial to all
students’ success. One of such is study in a good environment,
a little bit of background music, such as classical with no lyrics
are fine and a good studying location. Whether studying in rain
or shine, day or night, what is most important is to be
consistent and stay on one schedule.
Generally, study habits can be classified into two-good
study habits, and bad study habits. Good study habits
according to Katelyn (2013) are sometimes referred to as
positive or productive study habits. As the name implies, they
are those pleasant study habits which have the tendency to
improve the academic performance of students or that seem to
produce good results. They are the study habits which make
students successful in their studies after developing and
 Paaralang Sekundarya ng Lucban Integrated School
Lucban, Quezon
SENIOR HIGH SCHOOL DEPARTMENT
applying them throughout their academic career.
II. Background of the Study Rideout, Foehr, and Roberts (2010) of the Henry J. Kaiser
Family Foundation conducted a longitudinal study from 1999 to 2010
with over 2,000 subjects beginning at ages eight and tracking those
same students up to age eighteen. One highlight of the research is that
not only did they study the time spent interacting with various media,
but they also studied the amount of time the subjects interacted with
various media at the same time as other devices and their
multitasking capacities. The findings were substantial in showing the
growing use of media in the lives of adolescents and how much
screen time they actually accumulate (Rideout et al.,2010).
A growing proportion of children and adolescents' leisure time
is spent with screens including smartphones, tablets, gaming
consoles, and televisions (Common Sense Media, 2015; Twenge et
al., 2019), raising concerns about the effect of screen time on well-
being among parents, health professionals, and educators (e.g.,
Kardaras, 2017).
These concerns have prompted physician organizations such
as the American Academy of Pediatrics (AAP) to recommend that
parents limit children's daily screen time, with specific time limits for
preschool children and a general suggestion of limiting time on
screens for older children and adolescents (Radesky and Christakis,
2016). In addition, the World Health Organization recently decided to
include gaming disorder in the 11th revision of the International
Classification of Diseases (WHO, 2018).
Associations between screen time and poor health outcomes
such as obesity and lack of exercise have been well-documented (e.g.,
Chiasson et al., 2016; de Jong et al., 2013; Dumuid et al., 2017;
Poitras et al., 2017). However, research exploring associations
between screen time and more psychological aspects of well-being
among children and adolescents has been inconsistent. Some studies
find significant associations between screen time and low well-being
(Babic et al., 2017; Page et al., 2010; Romer et al., 2013; Rosen et al.,
2014; Twenge et al., 2018a, Twenge et al., 2018b; Yang et al., 2013),
while others find null effects or even benefits with greater screen time
(Granic et al., 2014; Odgers, 2018; Przybylski and Weinstein, 2018;
Valkenburg and Peter, 2009).
Thus, some have suggested that more research is needed
before concluding that screen time limits are justified, arguing that
valuable physician appointment time should not be devoted to
discussing screen time without sufficient evidence for significant
associations with well-being (Przybylski and Weinstein, 2017,
Przybylski and Weinstein, 2018). Some researchers have made
similar statements about the WHO characterizing gaming disorder as
Paaralang Sekundarya ng Lucban Integrated School
Lucban, Quezon
SENIOR HIGH SCHOOL DEPARTMENT
a mental health issue, maintaining that associations between gaming
and psychological well-being are not substantial or consistent enough
to justify such a classification (Davis, 2018; van Rooij et al., 2018).
Theories and research on psychological well-being support the
notion of a broad concept including emotional stability, positive
interpersonal relationships, self-control, and indicators of flourishing
(Diener et al., 1999; Ryff, 1995) as well as diagnoses of mood
disorders such as anxiety or depression (Manderscheid et al., 2010).
Low emotional stability, disrupted relationships, and low self-control
have all been implicated in greater morbidity and mortality (Graham
et al., 2017; Shipley et al., 2007; Shor et al., 2013; Turiano et al.,
2015), and mental health issues such as mood disorders are a
significant risk factor for morbidity and mortality, including via non-
suicidal self-harm behaviors, suicide attempts, and completed
suicides (Hawton et al., 2013; Murray et al., 2012).
In terms of prevention, establishing possible causes and
outcomes of low psychological well-being is especially important for
child and adolescent populations. Half of mental health problems
develop by adolescence (Erskine et al., 2015). Thus, there is an acute
need to identify factors linked to mental health issues that are
amenable to intervention in this population, as most antecedents (e.g.,
genetic predisposition, trauma, poverty) are difficult or impossible to
influence. Compared to these more intractable antecedents of mental
health, how children and adolescents spend their leisure time is more
amenable to change.
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. Study attitudes, on
the other hand, refers to a student’s positive attitude toward the
specific act of studying and the student’s acceptance and
approval of the broader goals of college education. In short,
study habits and attitudes of students are determined through
their time management ability, work methods, attitudes toward
teachers and acceptance of education.
A review of literature highlighted the importance of
students study habits and attitudes in their academic
performance. 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
 Paaralang Sekundarya ng Lucban Integrated School
Lucban, Quezon
SENIOR HIGH SCHOOL DEPARTMENT
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).
Moreover, a study by Nagaraju (2010) found that students
usually do not devote sufficient time to their studies and
seldom have proper study habits.

Statement of the Problem This study aims to determine the Screen Time and Study
Habit of PSLS SHS Students: A Self-Monitoring Intervention in
Increasing Module Completion Rates. Specific questions that
researcher aims to answers are the following:
1. What is the effect of prolonged screen time in terms of:
1.1). Adolescent Social
1.2). Emotional Health
2. What is the study habit of respondents in terms of:
2.1). Time Management
2.2). Attitude
2.3). Routine
3. Is there a significant relationship between screen time and
study habit?
4. What self-monitoring intervention in increasing module
completion rates?

Hypothesis ***As the needs arises

IT STATES THE NULLITY OF THE TEST OF SIGNIFICANCE.

Significance of the Study The main purpose of this study is to determine the
screen time and study habit of PSLIS SHS students with
envision to self-monitoring intervention in increasing module
completion rates. This study will give benefit to the following:
Paaralang Sekundarya ng Lucban Integrated School
Lucban, Quezon
SENIOR HIGH SCHOOL DEPARTMENT
Students. This study will help the students to have profound
understanding about the value of time management when it
comes to their studies and screen time.

Parents. This study will help the parents to encourage their

children to give time for their studies and to practice good study
habits especially in this time of pandemic.

Teachers. The result of this study will help the teachers to

evaluate the students on how they perceive the new way of
learning and to provide an alternative solution to ease the
problem.

School Administrators. This study will give the school

administrators a basis to develop an academic program that
aims to improve students’ study habits and module completion
rates.

For Future Researchers. The result of this study will help the
future researchers when it comes to the conduct of research
along with this topic.

This section provides the scale of coverage of the study.

Likewise, this also mentions the boundaries of the research. It
is significant that limitations of the study. This sections
discusses the weaknesses of the study in terms of
methodology and generalizability of the results to be achieved
from the study. Most student research are limited by the size of
sample, the locale of the study, and other factors. These items
must be pointed out so that the results can be interpreted
accordingly. Likewise, providing limits strengthens the findings
and results of the investigation.

Remember to differentiate the boundaries that a

researcher encounters.

 Limitations are factors that limit or restrain the

researcher in the conduct of the research. Such
limitation are beyond the researcher’s control.

Stating the limitations and/or delimitations of the

research strengthens the outcome of the study. In writing the
 Paaralang Sekundarya ng Lucban Integrated School
Lucban, Quezon
SENIOR HIGH SCHOOL DEPARTMENT
section, follow the following:
 Give the precise limitations in accordance with the
conduct of the study.
 Set the verbs in the future tense or in present tense
forms.
 Write the section in paragraph form.

ORDER OF PRESENTATION OF YOUR SCOPE AND

LIMITATION

o Title
o Statement of the Problem
o Methodology (Chapter III) to follow
o Time frame for conducting the study

Definition of Terms This section presents terms that are relevant to the study.
Before launching an investigation and when writing up a
research or report, one must define rigorously the meaning of
the terms used in the study. Moreover, one must prioritize
those related to the problem and hypothesis. The researcher’s
objective must be to write clear, precise definition that will call
up the same core of meaning to all competent researchers in
the field.

o Terms should be Conceptually and

Operationally defined.
o It should be in Alphabetical Order
o Written in hanging indent

___________________________________________________________

SIGNATURE OVER PRINTED NAME OF THE RESEARCHER

Paaralang Sekundarya ng Lucban Integrated School
Lucban, Quezon
SENIOR HIGH SCHOOL DEPARTMENT