The Problem and Its Background

STUDY TIME PREFERENCE TO ACADEMIC PERFORMANCE OF STEM
STUDENTS
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Many learning habits were developed over time as students gets more and more
accustomed to school. Likewise, students have disregarded other habits due to the
limitation of their capacity. Students also adjusted their study habits according to the
changes happening in the environment. One of the study habits included is their
preference on what time they study.
People can be classified as a morning person or a night person. A morning person
is more productive when doing work during the day while a night person is more
productive during at night. For some students, focusing on schoolwork is easier during
the morning hours of the day, while others may find that studying at night works better
for them (Oxford Learning, 2017). Different students may learn better at different times
of the day due to their unique learning styles.
Around the world, researches about study time of students refer to the length or
the duration of their study period. Specifically, studies are more focused on the number of
hours a student a lot when they study and its relation and effect to academic performance.
One study, according to Ukpong and George (2012), stated that academic performance of
those with long study time behavior was significantly different from that of students with
short study time behavior. The difference of this research, however, is that the study will
only focus on the relation and not in its effect.
Unlike those in the western part of the globe, Asian learners spend more time
studying. Chinese students allotted more time for studying. They have twice the time
1
STUDENTS
spent on learning compared to regular western learner. According toHelmke and Tuyet
(2006),the results of their study showed that the two group of respondents, Western;
German and South East-Asian: Chinese students, have a difference on the amount of
study time spent by the students.
Filipino students have different learning styles. One of these learning styles is
about the time they chose to study. As stated by James (1995) in his article entitled
“Learning Styles in the Philippines,” Filipino students appear to learn best in the early
morning since they are most alert, most easily attentive and best behaved at that time.
This could be said because Filipino students tend not to be persistent. Taking frequent
breaks while studying and preferring to work on several things simultaneously appears to
be the reason why they want to study in the morning.
According to an online based organization, K12 Philippines (2015), the K-12
program offers a decongested a 12 year program that gives students sufficient to master
skills and absorb basic competencies. With this said, mastering skills and absorbing basic
competencies require enough time. Furthermore, due to the curriculum, this will increase
the need to have a proper study time that fits to the students’ schedule and capacity.
People are now attached to social networking sites. According to Cortez (N.D) in
a research about Study Habits of College Students in Bulacan, due to the development of
web as a mean of communication, students have formed different study time. There are
factors that were considered before arriving at a certain study time. These factors are
essential because they affect how students choose their study time. However, there were
no study conducted in Bulacan about the connection of a student’s study time to
academic performance.
2
STUDENTS
In this world, students have different study habits. One of which to consider is the
time they study. Student preferred study time may have or have not a relation to their
academic performance. Therefore, the researchers want to identify the relationship of
study time to academic performance.
This research aims to discuss the correlation of study time preference and
academic performance. Also, the objectives of this research is to provide the students
necessary information that may be helpful to them in choosing what time to study once
the relationship between study time and academic performance is known. The researchers
want to help students attain a higher academic performance that may affect their future by
giving them ideas using the results of this study as basis for preference.
STATEMENT OF THE PROBLEMS
General Problem:
This study entitled “A Correlational Research about Study Time Preference and
Academic Performance of STEM Students of St. Dominic Academy of Pulilan, Inc.
school year 2018- 2019” aims to answer the question- How is study time preference
related to the students’ academic performance?
Specific Problem:
Specifically, the researchers will also answer the following questions:
1. What is the profile of the students in terms of:
1.1. Age
1.2. Grade level
1.3. Preferred time of studying
3
STUDENTS
1.4. Final average grade on the previous school year
2. What is the most preferred time of STEM students to study?
3. What is the relationship of study time to academic performance?
4. What research implications could be derived from the results of this study?
Research Objectives
1. This research aims to study the relationship between study time preference
and academic performance.
2. This research aims to provide the students necessary information that may
be helpful to them in choosing what time to study once the relationship
between study time and academic performance is known.
3. This to help students attain a higher academic performance that may affect
their future by giving them ideas using the results of this study as basis for
preference.
Scope and Delimitation
This research will only focus on identifying the relationship of study time
preference to academic performance and will not discuss about the effect of the study
time preference to academic performance. The respondents of the study will be 150
Senior High School STEM Students of St. Dominic Academy of Pulilan Inc. The study
will only be conducted within the academic year 2018-2019 and within the school
campus only. The variable, Academic Performance, will be based on the final average
grade of the students’ on the previous school year. Also, external variables that are
4
STUDENTS
related to the study will not be used by the researchers but will be understood and
acknowledged.
Significance of the Study
Administrators. The administrators may use this research to provide a more
organized schedule for the students to have a longer time to study.
Teachers. The teachers will be aware of the study time of the students and
therefore may manage the loading of school works to the students.
Parents. Parents will be familiarized with the usual time their children studies,
therefore will comprehend to their study time schedule.
Students. The students will be knowledgeable to the different effective study time
therefore may urge them to have their own study time in order to have a better
performance at school.
Researchers. The researchers will achieve their objectives and will be familiar to
the different study time of the students
Future Researchers. The future researchers may use this study as their reference
to improve their own research that is related to this study.
5
STUDENTS
CHAPTER II
THEORETICAL FRAMEWORK
This chapter contains the different studies that are related and was used to come
up with the hypothesis. The parts of this chapter are Theoretical Studies, Review of
Related Literature and Studies, Conceptual Framework, Hypothesis and Definition of
Terms. In this chapter, the variables of the study will be classified as independent and
dependent variable.
THEORETICAL STUDIES
Palm Beach Study Time Theory
The Palm Beach Study Time Theory of Professor Palm Beach (1864) states that
study time has a role in the learning outcomes of the students. Study time has the ability
to control and predict the learning performances of an individual. Although this theory is
in regard to the length of study time, the idea that study time provides basis on the impact
to academic performance is essential to the study. This could mean that there is a
significant relationship between study time preference and academic performance.
The theory further states that there is a difference in the study times of the
students in the past and present. Thus, by identifying the relationship of the study time
preference to academic performance, a more concrete idea will improve the Palm Beach
Study Time Theory.
Pickle Jar Theory
Another theory that is related to the research is the Pickle Jar Theory. The theory
is proposed by Jeremy Wright in 2002 wherein Wright stated that time management is
similar to a pickle jar. Time management is related to study time preference. In order to
6
STUDENTS
conduct time management, a student must have a time of preference to study. Wright
have tested different theories regarding time management but none worked until finding
out about the pickle jar theory.
The pickle jar theory is consist of the jar as the container, large rocks as top
priorities and small pebbles as less priorities. In order to fit everything in the jar, one
must pickle everything inside and this includes balancing everything and organizing
them. The research can use this theory because of the concept of balancing. To determine
the relationship of the study time preference to the academic performance, the use of
balance is partially helpful.
REVIEW OF RELATED LITERATURE AND STUDIES
What is Study Time Preference?
Study time preference is the desired time of a person to study that deals with his/
her personal interests at a certain time of the day. The time might be either at day time or
night time based on the students’ preference depending on how students learn better.
According to Oxford Learning (1984) stated that people have the most productive time of
the day when a person have the most energy. Some people are classified as morning
people with a lot of energy while others have more energy in the evening hours.
Day Time Studying Preference
Since the research is tackling about study time preference, the researchers used
the term day and night to classify the preference. Day time studying is the early and
middle part of the day; Morning and afternoon, latter part of the day; evening and night.
7
STUDENTS
Some says morning time is the best time of effective studying because it is the
time that the brain is ready for new information, refreshed and energized. Energized mind
makes it easier to focus on what is being learned, and absorb the information more
effectively (Oxford Learning, 1984). Energized mind functions well because the brain
had enough time to rest and is ready to take in new information needed to attain academic
proficiency.
Early morning is a time when there is very less movement of any form (Quora,
2017). Less movement during day time will help brain to effectively absorb information
in effective studying. This is related to the research because it help in identifying the time
preference whether day or night. Also, it will provide more information to the people and
to the researchers.
Most people are contactable during the day so it’s easier to communicate with a
friend or teacher during day time if you have any questionsQuora, (2017). The statement
stands that if there is help necessary, day time is the better time to study because of the
availability of the people a student can ask to other people. There are many sources of
other answers that can be taken not within the self alone. Communication with others
when the task is difficult to handle alone is essential. The idea will help you add more
information and this added information will be helpful in performing a better academic
performance.
The memory is the one responsible to equip and store the information to be used
later on. And according to science, there is a time that is best suited for it to acquire new
information. According to Dr. Jane Oakhill (2018), if preparing for reading heavy task
such as History, afternoon is the best time of day to study. This states that not just by
8
STUDENTS
studying in the morning is effective for better academic performance but also the
afternoon time of the day can be useful for a student to learn specially for studying
literature and history.
“Filipino students appear to learn best in the early morning since they are most
alert, most easily attentive and best behaved at that time” (James, 1995). This could be
said because Filipino are most unlikely to be persistent. There are many other things that
a Filipino does instead of focusing solely on one thing. Since early morning gives more
concentration because the atmosphere and other premise such as being alone, make its
more comfortable for Filipinos to study early in the morning.
Night Time Studying
As Oxford Learning (1984) stated, difference makes a student learn during
different times of the day. While for some, night time is an effective time for studying
because the surrounding is peaceful and quiet. It says that peaceful surrounding improves
concentration and recall. Clearer mind and creative thinking functions more in night time
and sleeping after studying can consolidate information and also improve recall.
In a purely physiological outlook, the body is better equipped to study later at
night than in the morning. Blood sugar is at its lowest in the morning, which means that
students have less of an ability to concentrate. Not only that, but for most students, or at
least those who are night owls, their peak melatonin levels are around 5:30 a.m. This
increased level of melatonin, according to the National Sleep Foundation, will cause
sleepiness, so at that time, anyone trying to study in the morning will have trouble
focus on the material or will simply fall back asleep. Studying at night may also be more
beneficial because night-studying will result in more retained information than studying
9
STUDENTS
in the morning by The Oracle (2012). The statement based upon the body’s blood sugar
level that supports the answer that night time is the better time to study in order to have a
good academic performance.
Some people find it easy to learn and remember things in the morning, while
others do it better as the day advances and many function best when the stars are out and
the whole world has gone to sleep. If you are a morning person, you will do better in the
morning and the early hours of the school. But if you are a night person, you will find
studying before going to bed or after everyone else is asleep, more effective. But night
people should remember that effective studying and good memory retention is also
related to the amount of sleep you get. So if you need to stay up late in the night to study,
then make sure to take a nap in the afternoon, or if in the morning, then sleep in time to
get at least seven to eight hours of sleep in the night to wake up bright early the next
morning. (Dawn, ND). The statement simply said that the time preference of a student
depends on that person, personally. People were classified as morning people and night
owls. Morning people find it easier to learn during day time while night owls prefer to
study at night.
Many researches were conducted but few have tacked about the specific time
study preference of the students. This pushed the researchers to further discover about the
relationship of the two variables of the study. Hence, the study took used other types of
research to determine if there is a possible or no possible relationship.
There is No Relationship Between Study Time and Academic Performance.
Other type of research such as a causal comparative research may be a basis in
determining the relationship. If one variable affects the other, the probability of having a
10
STUDENTS
relationship is high. Thus, the researchers used the following to prove, support, or negate
their hypothesis.
According to a study conducted by Michael Murphy et al. (2013), students’
allocated preferences is not related to their grades. The study recommended that students
who are brighter tend to create a more revised version of modules rather than those of
low performing students. The relationship of the two variables are relatively small to
even be considered. There is no convincing evidence of the improvement or not of the
In the study of Non and Templaar (2016), they have used impatience as an
indicator of time preference. If a students is impatient, the time preferences differs and
thus, matters. Moreover, conclusion states that there is no significant relationship
between preference and study effort for academic performance. The researches can use
this study because of the similarity in the variables used and to generate idea of time
preference.
There is a Relationship Between Study Time and Academic Performance
According to Foen Ng (2016), “Educational planners, school administrators,
teachers and parent teacher associations should be encouraged to promulgate the findings
of studies dealing with the impact of time use on academic success to parents and
adolescents.” If there is a need to support the research on time use, thus time preferences
has a significant relationship to academic performance. Since Ng said that if the students
are aware of the relationship, there is a high chance of getting a higher academic
performance and everything that goes under it.
11
STUDENTS
Another study by David Kember et al. (1995) said that there is an effect of study
time to academic performance. The result is based on an experiment made by the
researcher to a class of mechanical engineering students. Since study time in this study is
used determined as the length of the time studies, therefore proves that one chooses a
time to study first. Making a relation to time study preference. The idea of this research
will be used by the researchers as a reference to the hypothesis.
According to Pope (2016), after analyzing middle school students based on their
performances in the Math and English examination in the morning, there have been a
significant relation to when the students prefer to study. Cognitively, taking the exam in
the morning resulted to a lower score. The hypothesis of Pope was contradicted by the
result that was taken from his experiment. The performance of the students were best
during the afternoon. Even though the hypothesis was contradicted, there is a relationship
present. Having said that when a variable affects the other, there is a relationship either
positively or negatively.
Conceptual Framework
Independent Variable Dependent Variable
Study Time Academic

Preference of STEM Performance of
students STEM students
Figure 1: Relationship between Study Time Preference and Academic Performance
12
STUDENTS
Figure 1 shows the relationship between the two variables’ study time preference
and academic performance. The independent variable of the research is study time
preference and the dependent variable is the academic performance. Since study time
preference depends on the respondents, the researchers cannot control the variable.
However, the academic performance of the students is dependent on the study time
preference.
In relation to the conceptual framework, the researchers formulated a hypothesis
that there is a relationship between study time preference and academic performance.
Hypotheses
The following are the null and alternative hypotheses of the researchers:
H1: (Alternative) The study time preferences of the students have a relationship to
their academic performance.
H0: (Null) The study time preference of the students does not have a relationship
to their academic performance.
The research used the alternative hypothesis regarding the variables of the study.
The researchers agreed that study time preference has a relationship to academic
performance.
Definition of Terms
The following are the terms used according to the purpose in the study:
Communication. A process by which information is exchanged between
individuals through a common system.
13
STUDENTS
Cognitively. Based on or capable of being reduced to empirical factual
knowledge
Contradict. To imply the opposite or denial of something
Correlation. The degree to which two or more attributes or measurements on the
same group of elements show a tendency to vary together
Preference. To set or hold before or above other
Variables. Represents a measurable attribute that changes or varies across the
experiment whether comparing results between multiple groups, multiple people or even
when using a single person in an experiment conducted over time.
Disseminate. To scatter or spread widely
STEM. Science Technology Engineering Mathematics. is an educational
program developed to prepare primary and secondary students for college and graduate
study in the fields of science, technology, engineering, and mathematics
Elaborate. Worked out with great care and nicety of detail; executed with great
minuteness
Tallied. A number or group of items recorded
Consolidate. To bring together (separate parts) into a single or unified whole;
unite; combine
Decongest. To diminish or end the congestion of.
14
STUDENTS
CHAPTER III
METHODOLOGY OF THE STUDY
This chapter contains the elaboration of the research methodology used and
research design of this study. This chapter involves the method and techniques,
respondents of the study, instrument of the study, data gathering procedure, and lastly,
the data processing and statistical treatment of the gathered data utilized in this research
Methods and Techniques Used
In this study, the researchers will make use of a non-experimental research
utilizing a correlational approach in a form of a survey method. As cited by Chiang et al.
(Copyright 2018) in their article “Overview of Non-Experimental Research”, the
researchers lack control or manipulation to the independent variable of the study. Since
the research uses a correlational approach, the researchers will only be identifying the
relationship between the two quantifiable variables. Correlational research focuses on the
statistical relationships of the variables without manipulation (Chiang et al., copyright
2018).
The data will be gathered with the use of correlational survey method in which the
researchers will choose a group of people as their sample who will take the survey. The
researchers used a survey method rather than naturalistic observation in order to gather
primary data. Primary data gathered are direct data coming from the participants of the
study. Survey method is best used in collecting data as reported by individuals. Surveys
can be administered through online, paper, or telephone interviews (DeLecce, 2003).
15
STUDENTS
Respondents of the Study
Keeping in line with this study's research design, this study will utilize the Grade
11 and 12 STEM students in the school year 2018-2019 of St. Dominic Academy of
Pulilan Inc. Poblacion, Pulilan, Bulacan who uses different time of study. The total
population of the study is 195 students with the sample of 131 respondents according to
the slovin’s formula.
Instrument of the Study
The researchers are going to use the Questionnaire Method to measure the key
variables of the study. The questionnaire that will be used by the researchers are validated
by the experts. It was composed of one set of test. The test is composed of statements and
the respondents are asked to check the given options appropriate to their choice in each
number to get the student’s reactions and responses to the study time preference and
The questionnaire is composed of twenty-one (21) questions in measuring the
Study time preference where the respondents are expected to rate through rating scale
including strongly agree, agree, neutral, disagree, strongly disagree. In measuring the
Academic Performance, the students will indicate their final average grade in their
demographics located on the top of the questions. The researchers develop close-ended
items of statements that are grounded from the specific objectives of the study.
Before asking the respondents, a section will be presented for the respondents’
demographics wherein the respondents need to provide important information such as
their age, gender, grade level, preferred time of studying and their final average grade in
16
STUDENTS
previous year. The researchers used this questionnaire for them to identify the answers of
the respondents as they tally all the data from the survey that they will conduct.
Validation of the Instrument
Related research papers’ data gathering method was used as a reference in
choosing the right instruments for the study. After the first validation from the research
adviser, the eight numbered close ended questionnaire underwent through revisions of
text and addition of thirteen more questions with a total of twenty-one closed ended
questions still having the same scale; strongly agree, agree, neutral, disagree, strongly
disagree, relevant to the study with to further interpret the data that will be gathered.
Data Gathering Procedure
As the researcher’s survey questionnaires are validated by the experts, the
researchers asked permission to the director principal and administrators of St. Dominic
Academy of Pulilan Inc. to conduct the survey. The survey questionnaires made were
disseminated to 150 STEM Senior High School students of St. Dominic Academy of
Pulilan Inc. in the school year 2018-2019.
Furthermore, the name of the respondents asked by the researchers were optional.
The information shared are assured to be confidential between the researchers and
respondents only. Respondents were free to accept or decline to answer the survey
questionnaires but the researchers asked for their cooperative participation to answer the
research questionnaires accurately.
17
STUDENTS
Answering the survey questions took about five (5) to ten (10) minutes for each
respondents. There were no incentives offered for participating in this research. The
researchers will handout the survey questionnaires all at once and will give the
respondents enough time to answer the questionnaire before collecting it all together.
Data Processing and Statistical Treatment
In data processing, the information collected will be tallied and tabulated. The
researchers will use the Average Weighted Mean (X) and Pearson (r) to determine the
significant relationship of the variable, study time preference of the students to their
academic performance that is perceived by their final average grade from the first
semester. Furthermore, the Likert Scale will be used for the questionnaire.
The researchers also used the Slovin’s formula to determine the total number of
respondents needed.
Average Weighted Mean
In determining the assessment of the respondents with regards to their personal
profiles. Also this formula was also used in order to support the results of the study by
computing for the mean of the likert scale in the different subtopics of the questionnaire.
The formula of the average weighted mean will be used as follows:
Fx
Formula: X =
N
Where: X= weighted mean
F= Frequency
x= weight of each item
N= number of cases
18
STUDENTS
Pearson
Pearson (r) is used in measuring the linear correlation between two variables X
and Y. The value taken can be between +1 and -1. The total positive linear correlations is
perceived as 1, no linear correlation is 0, and total negative linear correlation is -1. The
Pearson (r) has the formula below:
r = n¿¿
Where: r= Pearson
n= Number of respondents
x= First variable
y= Second variable
∑ x = Summation of first variable

∑ y= Summation of second variable
∑ xy = Summation of x as multiplied to y
Likert Scale
In order to utilize the questionnaire, the researchers will use the Likert Scale with
the following categories and corresponding values:
5- Strongly Agree (SA)
4- Agree (A)
3- Neutral (N)
2- Disagree (D)
1- Strongly Disagree (SD)
19
STUDENTS
Slovin’s Formula
This formula was used to identify the number of samples or the total number of
respondents for the study. The used margin of error is 0.05%.
N
1+ N ¿ ¿
Where:
e is the margin of error, and
N is the total population size
20
STUDENTS
CHAPTER IV
ANALYSIS AND INTERPRETATION OF DATA
This chapter describes the analysis of data followed by a discussion of the
research findings. The findings are being related to the hypothesis and research questions
that guided the study. Data were analyzed to identify, describe and explore the
relationship between students’ study time preference and their academic performance. In
this study, the researchers’ alternative hypothesis is that students’ study time preference
has a relationship with academic performance. A total of 150 respondents answered the
distributed questionnaire.
Results and Discussion
Demographic Variables
Although this question was not part of the purpose of the study, the set of data
regarding age and grade level was intended to gather demographic variables from the
respondents. Moreover, the set of data from preferred time of studying and final averaged
grade was intended to be used in identifying the relationship of study time preference and
Table 1. Age of the Respondents and its Frequency and Percentage
AGE FREQUENCY PERCENTAGE
15 2 1.54%
16 34 25.95%
17 65 49.62%
21
STUDENTS
18 28 21.37%
19 1 0.76%
20 1 0.76%
TOTAL 131 100%
Table 1 shows that according to the data, the age bracket of the respondents range
between 15-20 years old. However, majority of the respondents are 17 years old with a
total percentage of 49.62% followed by the 25.95% of the respondents who are 16 years
old.
Table 2. The General Weighted Average of the Respondents and its Frequency and
Percentage
General Weighted Average Frequency Percentage

82 1 0.76%
83 1 0.76%
84 2 1.53%
85 13 9.92%
86 8 6.11%
87 12 9.16%
88 23 17.56%
89 19 14.50%
90 18 13.74%
91 15 11.45%
92 13 9.92%
22
STUDENTS
93 5 3.82%
95 1 0.76%
TOTAL 131 100%
Table 2 shows that the general weighted average of the respondents are ranged
from 82-95 with most of the students (N=23) having a grade of 88 during the first
semester. This is equivalent to a percentage of 17.56. The highest grade was followed by
the grade of 89 with a frequency of 19 and a percentage of 14.50. All of the grades
obtained are above the required passing grade for the semester.
Table 3. The Grade Level of the Respondents and its Frequency and Percentage
Grade Level Frequency Percent

11 66 50.38%
12 65 49.62%
Total 131 100%
The respondents of the study are senior high students of the STEM strand that are
grades 11 and 12. According to the data in table number 3, there are more grade 11
students with a 50.38% than grade 12 students with a 49.62%.
Analysis and Interpretations
In order to understand the results of the study based on the collected data, the
researchers have arranged the results in the same manner the questions in the statement of
the problem are ordered.
23
STUDENTS
STEM Students have different preferred study time as shown in the table below
(Table 1), the given set of data for preferred time of study- evening (4), late night (3),
midnight (2), and early morning(1), are presented together with their frequency and
equivalent percentage.
Table 4. Study Time Preference and its Frequency and Percentage
Study Time
Study Time
Preference Frequency Percentage
Preference
(coded)
Evening 4 41 31.30%
Late Night 3 37 28.24%
Midnight 2 30 22.90%
Early Morning 1 23 17.56%
Total 131 100%
In this table, the study time preference are coded as numerical digits from 1-4.
The table interprets that majority of the respondents- 31.30% or 41 students from the total
number of respondents, prefer to study at evening or 6:00pm-8:00pm. More so, 28.24%
or 37 students from the total number of respondents chose to study late night or 9:00pm-
11:00 pm. 22.90% or 30 students out of the total number of respondents prefer to study at
midnight or 12:00am-3:00am. Lastly, the least number of students study at early morning
or 4:00am-5:00am compromise the 17.56% or 23 students out of the total number of
respondents.
24
STUDENTS
To further understand the relationship of the variables of the study, the table
below (Figure 2), shows the final average grade of the respondents and corresponding
study time preference as answered by the respondents.
5
Study Time PReference
0
80 82 84 86 88 90 92 94 96
Academic Performance
Figure 2: Study Time Preference and Academic Performance Scatter Diagram
In this figure, the academic performance and the study time preference are plotted
against the x and y axis respectively using the scatter diagram chart. The chart shows a
low positive correlation to no correlation between the variables of the study. This can be
also be seen using the Pearson formula.
Pearson-Correlated Value Interpretation
0.00932101 Weak Positive Correlation

Table 5. Pearson Value and its Interpretation
As shown in table 5, the obtained person value is a weak positive correlation. This
shows that there is a relationship between the variables however the degree is weak.
25
STUDENTS
Table 6. Mean of the Sum of Question per Subtopics and its Interpretation
Number Of Number Of
Mean
Questions Answers Below Answers Above Total
Obtained
The Mean The Mean
1-7 24.00667 73 58 131

8-11 12.16667 64 67 131
12-15 12.91333 61 70 131
16-18 9.09333 70 61 131
19-21 9.48667 55 76 131
In the given table, the researchers computed for the mean in order to interpret the
correlation obtained in the Pearson Formula and Scatter Diagram. The questionnaire was
divided into five subtopics with a minimum of 3 statements each. Statements number 1-7
is regarding about study time preference in general.
The following are the statements included in the topic, Study Time Preference.
1. Having a study time is important
2. Having a consistent study time preference results in a better academic
performance.
3. My academic performance is independent from my study time preference.
4. Study time preference is not related to my academic performance.
5. Study Time preference has a high relativity to Academic Performance.
6. There’s no need for consistent study time preference.
7. Studying at Evening, Late Night, Midnight, or Early morning is different
from one another.
26
STUDENTS
The mean obtained was 24.00667. To interpret this data, the researchers counted
the answers of the respondents that are below and above the mean. Moreover, 73
response in the first topic out of the 131 responses fell below the mean while 58
responses totaled above average out of the 131 responses. More than half of the responses
fell below the mean.
The second subtopic contains the questions regarding “Studying at Evening”. The
mean obtained was 12.16667.
The following are the statements included in the topic, Studying at Evening.
1. I study right after I finish school.
2. I can do more studying when I start between 6:00pm-8:00pm
3. Studying at evening has a relation with my academic performance.
4. Studying at evening is better than other time preference.
More than half of the respondents (N=64) is above the mean and the rest falls
below the mean (N=67).
The third subtopic is about studying at late evening wherein the mean obtained is
12.91333. Majority of the response (N=70) are above the average mean obtained.
The following are the statements included in the topic, Studying at Late Evening:
1. I study after I do some other non-related to school works.
2. I usually start to study on or between 9:00pm-11:00pm.
3. Studying late at night has a relation with my academic performance.
4. I do not study right away after my class.
The fourth subtopic about studying at midnight obtained a mean of 9.09333 where
majority of the responses fell below the mean (N=70)
27
STUDENTS
The following are the statements included in the topic, Studying at Midnight:
1. My brain is more active when I study at midnight
2. I am more functional and can absorb information between 12:00pm-
3:00am
3. Studying at midnight has a relation with my academic performance.
The fifth subtopic obtained a mean of 9.48667 where majority of the response fell
above the mean (N=76).
The following are the statements included in the topic, Studying at Early
Morning.
1. Rest is the reason why I only study in the early morning.
2. My mind is more refresh during 4:00am-5:00am.
3. Studying at early morning has a relation with my academic
performance.
This gathered data shows that most of the respondents are above the mean that
can be translated to a positive correlation, however, due to the responses that fell below
the mean, the data gathered is weak.
Moreover, to further support the results gathered, the table below shows the
average weighted mean taken from each questions from the sample of the study.
Table 7. The Mean of the Likert Scale and its Interpretation
Question Summation ¿ Mean ( x ) Interpretation

1 539 4.114504 A
2 489 3.732824 N
3 431 3.290076 N
4 371 2.832061 N
5 457 3.48855 N
28
STUDENTS
6 356 2.717557 D
7 486 3.709924 N
8 327 2.496183 D
9 403 3.076336 N
10 423 3.229008 N
11 422 3.221374 N
12 417 3.183206 N
13 378 2.885496 N
14 411 3.137405 N
15 466 3.557252 N
16 412 3.145038 N
17 384 2.931298 N
18 399 3.045802 N
19 415 3.167939 N
20 437 3.335878 N
21 430 3.282443 N
The table above shows the summation of the Likert Scale as answered by the
respondents in the questionnaire. The interpretation is identified as SA for Strongly
Agree, A for Agree, N for Neutral, D for Disagree, and SD for Strongly Disagree as
dependent on the given scale for each degree. Majority of the statements in the Liker
Scale is interpreted as neutral and with only two statements as disagree. Meanwhile, only
one of the statements in the questionnaire obtained an agree interpretation. This result
support that the obtained Pearson value is a weak positive correlation since most of the
statements are interpreted as neutral.
29
STUDENTS
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter includes the Conclusions and Recommendations of this research.
This chapter will show the conclusions derived from the data gathered which will answer
the stated problems of this research and will also give the recommendations for those
who wish to pursue similar studies about the study time preference of students and their
Summary of Findings
From the analysis of the data in the previous chapter, the following are the
findings and are summarized as follows:
The major findings of the study is that the Pearson-correlated value obtained is
0.00932101 which is interpreted as a weak positive correlation and the Alternative
hypothesis of the research is accepted.
Since the major finding of the study is that there is a weak positive correlation
between the variables of the study which are study time preference and academic
performance. This can mean that as there is a change in the study time preference or as
the variable increase or decrease, there is a lower chance for the other variable which is
the academic performance to be related to the study time preference.
Conclusion
The following are the questions from our statement of the problem that the
researchers have found answers and conclusion.
30
STUDENTS
1. What is the profile of the students in terms of:
1.1. Age
The gathered data about the respondents’ age ranges from 15-19 years old
1.2. Grade level
The year level of the chosen respondents is from 11th and 12th grade with similar
academic track which is STEM (Science Technology Engineering and Mathematics).
1.3. Preferred time of studying
The preferred time of studying, majority of the respondents (31.30%) answered
that their preferred time of studying is at evening or 6:00pm-8:00pm followed by the
second to the highest percentage (28.24%) gathered which studies during late night at
9:00pm-11:00 pm.
1.4. Final average grade on the previous school year
The final average grade for the first semester collected ranges from 82% to 95%
based on the participants’ answers.
2. What is the most preferred time of STEM students to study?
The results about the preferred time of STEM students to study are during
evening or 6:00pm-8:00pm. This research shows that 31.30% or 47 students among
the 131 respondents prefers to study at late night time while the rest of the 84 students
is divided into studying during early morning, midnight and late evening.
3. What is the relationship of study time to academic performance?
This research shows that there is a weak positive correlation between the study
time preferences to the academic performance of the respondents based on the
31
STUDENTS
gathered information solved by the researchers. The Pearson calculated is valued at
0.00932101.
4. What research implications could be derived from the results of this study?
The research implication from this study is that study time preference of students
has little to no relationship to their academic performance since the interpreted
Pearson is a weak positive correlation. This could be implied that students may study
any time they prefer but their preference has a weak correlation to their academic
performance.
Objectives of the research
The researchers have met their research objectives. The study was able to identify
the relationship of the study time preference and academic performance. Furthermore, the
results of this study provided that the academic performance of the students are most
likely associated to their study time preference.
Hypothesis
The hypothesis of the study was accepted because the results showed a weak
positive correlation which mean that there is a relationship between study time preference
and academic performance.
Recommendations
Every research has holes or gaps that can still be fixed by further study or
researchers. Researchers of this study recommend to do the following to enhance the
research:
32
STUDENTS
1. Widening of the sample population in order to maximize the number of
answers that will be gathered from the respondents. This will results to a
more generalized outcome since the scope of this study is limited to
STEM students only.
2. Future researchers might also add up questions to the questionnaire that
they will disseminate in order to get the time preference to study of the
respondents more specifically. It is important to improve the statements
that is being used in the questionnaire because an unclear statements may
cause confusion to the respondents.
3. Maximize the time given in order to have a good outcome that will satisfy
them, as they conduct their research, and satisfies the people that will see
the research and look for their output.
4. Future researchers are recommended to work hard and be persistent in
reading related studies that may help them to conduct their own research
and fill the gaps made by other researchers study.
5. Having a wide number of respondents requires a lot of encoding and
evaluations that will be time consuming. Patience and persistence is truly
needed in conducting this kind or research.
33
STUDENTS
BIBLIOGRAPHY
Andrietti, V., & Velasco, C. (2015). Lecture Attendance, Study Time, and Academic
Performance:A Panel Data Study. Taylor& Francis Online. Retrieval date:
September 6, 2018
https://www.tandfonline.com/doi/abs/10.1080/00220485.2015.1040182
Devlin, T. (2017). Day or Night: When is the Best Time to Study?. Oxford Learning.
Retrieval date: September 05, 2018.
https://www.oxfordlearning.com/best-time-day-to-study/?
fbclid=IwAR1K3hSgmwIWC2KJrmJ1BcNtrIVv8YS5sNBGQ2Gef0iR2Rw-
TkQqMzpWsGs
Dolmans, D., & Wolfhagen, H. (1998). The Relation Between Time Spent on Individual
Study and Academic Achievement in a Problem-Based Curriculum. Springer.
Retrieval Date: August 30, 2018.
https://link.springer.com/article/10.1023/A:1009732511707
Fry, N. (2017). New Research Reveals that College Students Study Best Later in the Day.
Nevada Today. Retrieval date: September 05, 2018.
https://www.unr.edu/nevada-today/news/2017/best-time-of-day-to-study?
fbclid=IwAR3DY85wDKB_vg-
a_spJR4UuSPZ7IM9zaKeP42KAaBkYhzaPe649O3n08mk
Gortner, A., & Zulauf, V. (1999). Use of Time and Academic Performance of College
Students Does Studying Matter? Agecon. Retrieval Date: September 05, 2018.
34
STUDENTS
https://ageconsearch.umn.edu/bitstream/21547/1/sp99zu01.pdf
James, D. (2018). When is the Best Time to Study? The Loop. Retrieval date: September
05, 2018.
https://www.opencolleges.edu.au/blog/2015/08/14/st-day-vs-night-when-is-the-
best-time-to-study-and-why/
Levesque, R. (2017). Memory Improvement – Why Is Your Memory Better in the
Morning? Rocket Memory. Retrieval date: September 05, 2018.
http://www.rocketmemory.com/articles/memory-improvement/?
fbclid=IwAR3p4GROwo68JRLoRxqR9LCkzSOJxPgwW3QaiqLVUQ6pPHn3Su
niVU8VY8o
Mukesh, S. (2017). What would the best time for studying? Quora. Retrieval date:
September 5, 2018
https://www.quora.com/What-are-the-best-timing-for-study
Nony, A., & Tempelaarz, D.(2016), Time Preferences, Study Effort, and Academic
Performance. Creative Commons Attribution. Retrieval date: September 05, 2018.
https://cris.maastrichtuniversity.nl/portal/files/12524535/3848562.pdf
Oakhill, J. (2018). Morning Memory vs. Afternoon Memory. Rocket Memory. Retrieval
date: September 5, 2018
http://www.rocketmemory.com/articles/memory-improvement/
Qureshi, K. (2017). What is the Best Time to Study? Dawn. Retrieval date: August 22,
2018.
https://www.google.com.ph/url?sa=t&source=web&rct=j&url=https%3A%2F-
%2Fwww.dawn.com%2Fnews%2Famp%2F1308334&v-
35
STUDENTS
ed=2ahUKEwiauvb7soDdAhWJro8KHa06AdIQFjAl-
egQIBhAB&usg=AOvVaw2jAiP0ee7j4HG6qe0WOmMB&ampcf=1
Ukpong, D., & George I. (2013). Length of Study-Time Behavior and Academic
Achievement of SocialStudies Education Students in the University of Uyo.
International Education Studies. Retrieval date: September 05, 2018.
https://files.eric.ed.gov/fulltext/EJ1067747.pdf?
fbclid=IwAR2hEc5d4DEHwT90I3tWWmihwn1NTSdIoEHNULbRGUBbW1xvB9
iiNwHtY0
Wright, J. (2002). Time Management: The Pickle Jar Theory. Project Management.
Retrieval date: September 05, 2018.
https://alistapart.com/article/pickle
Zhang, L. (2012). Studying at Night Provides More Benefits. The Oracle. Retrieval date:
September 05, 2018.
https://gunnoracle.com/1950/forum/studying-at-night-provides-more-benefits/?
fbclid=IwAR24oz9PHUiSaiGfFOazntrnLP6u5kJ56ssiSXXXm6K1DJttw5aUnY
Y_qO4
Zulauf, C., & Gortner, A. (1999). Use of Time and Academic Performance of College
Students: Does Studying Matter. American Agricultural Economics Association.
Studies. Retrieval date: September 05, 2018.
https://ageconsearch.umn.edu/bitstream/21547/1/sp99zu01.pdf?
fbclid=IwAR2hEc5d-
4DEHwT90I3tWWmihwn1NTSdIoEHNULbRGUBbW1xvB9iiNwHtY0
36
STUDENTS
37

The Problem and Its Background

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Problem and Its Background

Uploaded by

Copyright:

Available Formats

STUDY TIME PREFERENCE TO ACADEMIC PERFORMANCE OF STEM

THE PROBLEM AND ITS BACKGROUND

preference on what time they study.

People can be classified as a morning person or a night person. A morning person

of the day due to their unique learning styles.

only focus on the relation and not in its effect.

study time spent by the students.

be the reason why they want to study in the morning.

According to an online based organization, K12 Philippines (2015), the K-12

no study conducted in Bulacan about the connection of a student’s study time to

academic performance. Therefore, the researchers want to identify the relationship of

study time to academic performance.

STATEMENT OF THE PROBLEMS

Academic Performance of STEM Students of St. Dominic Academy of Pulilan, Inc.

related to the students’ academic performance?

Specifically, the researchers will also answer the following questions:

1. What is the profile of the students in terms of:

1.2. Grade level

1.3. Preferred time of studying

1.4. Final average grade on the previous school year

2. What is the most preferred time of STEM students to study?

3. What is the relationship of study time to academic performance?

and academic performance.

be helpful to them in choosing what time to study once the relationship

between study time and academic performance is known.

Scope and Delimitation

Significance of the Study

Administrators. The administrators may use this research to provide a more

organized schedule for the students to have a longer time to study.

therefore may manage the loading of school works to the students.

therefore will comprehend to their study time schedule.

the different study time of the students

to improve their own research that is related to this study.

Related Literature and Studies, Conceptual Framework, Hypothesis and Definition of

Palm Beach Study Time Theory

significant relationship between study time preference and academic performance.

Study Time Theory.

Pickle Jar Theory

out about the pickle jar theory.

balance is partially helpful.

REVIEW OF RELATED LITERATURE AND STUDIES

What is Study Time Preference?

Day Time Studying Preference

literature and history.

more comfortable for Filipinos to study early in the morning.

Night Time Studying

As Oxford Learning (1984) stated, difference makes a student learn during

In a purely physiological outlook, the body is better equipped to study later at

good academic performance.

research to determine if there is a possible or no possible relationship.

There is No Relationship Between Study Time and Academic Performance.

Other type of research such as a causal comparative research may be a basis in

According to a study conducted by Michael Murphy et al. (2013), students’

even be considered. There is no convincing evidence of the improvement or not of the

thus, matters. Moreover, conclusion states that there is no significant relationship

There is a Relationship Between Study Time and Academic Performance

According to Foen Ng (2016), “Educational planners, school administrators,

performance and everything that goes under it.

time to academic performance. The result is based on an experiment made by the

will be used by the researchers as a reference to the hypothesis.

Independent Variable Dependent Variable

Study Time Academic

Figure 1: Relationship between Study Time Preference and Academic Performance