Education is a critical factor in propelling progress and one of the most effective tools

for alleviating poverty and promoting gender equality, health, peace, and stability.

Parents try to employ most of their efforts for them to be able to give a better future

to their children. Thus, they invest in the best education. Success in education can be

quantified through academic achievement, and academic achievement can be

attained through learning. Therefore, it can be concluded that a student’s attitude

toward understanding is one of the most important determinants of academic

performance.

Each student varies in their attitude toward learning. Attitude is a constant

emotional response to a given object, situation, person, or group. It has a cognitive

core, emotive values, and action tendencies. Mental attitude includes beliefs and

thoughts regarding the attitude object. The affective component contains like and

dislikes for any item, and the behavioral part intends to respond to the thing.

(Sarwar, 2010) In a global context, learners' levels of goal setting, problem-solving

abilities, beliefs about learning, internal and external motivations in the process of

learning, and all the academic performances they perform are significantly influenced

by their attitudes toward education (Senay Sen, 2013). Maree (1997) defines study

attitude as a guiding influence that pushes an individual to develop good study habits,

which is a reason for a learner’s achievement in studying. For most teachers, a good

student is eager to learn and has a positive outlook on education. Low learning

expectations will limit motivation and success (Ackgoz Ün, 2007). Thus, being

enthusiastic and willing to learn in the process is inevitable. According to a study

conducted by Burke & Williams (2008), students who are highly motivated to learn

are more successful and tend to develop their critical thinking skills. Also, it is

recognized that students' positive ideas about acquiring knowledge help their

attempts to master a subject (Kara, 2010). Learning is primarily an individual

endeavor. Positive or negative attitudes toward learning are, therefore, essential to

the achievement of learning. According to Cetin (2006), an attitude is a disposition

attributed to persons and organizes their thoughts, feelings, and behaviors toward a

psychological object. Positive attitudes improve learners' knowledge of the nature of

learning, make pupils more receptive to learning, raise their expectations for the

learning process, and lower their anxiety levels. For example, students with positive

attitudes toward reading make better use of the available (Senay Sen, 2013).

According to Güngor and Ackgoz (2006), learners that adopt negative attitudes have

lower levels of academic achievement. In line with the topic, Anghelache (2012)

defined attitude as a personality trait exhibited in a person's behavior toward others

and events. It's personal, making mentalities a community trait. Attitude originates

from our beliefs, intentions, and actions (Fishbein and Ajzen, 1975). Silverman and

Subramonium (1999) proposed that students with positive or negative thoughts are

more likely to have favorable or unfavorable outcomes. It is essential for an

environment conducive to learning to foster the development of a positive attitude;

otherwise, the teaching and learning process may be hampered (Sozer, 1991). One of

the factors that could potentially influence academic accomplishment is one's

attitude. Achievement tests evaluate how well someone has mastered the material

being tested. Therefore, to get higher academic results, one needs to be an expert in

the field (Mergaree, 2000). A student’s attitude towards learning refers to a good

attitude toward the actual act of studying and acceptance and approval of the larger

goals of higher education. It is determined by their capacity for time management,

work methods, attitudes toward teachers, and acceptance of education. (Crede and

Kuncel, 2008).

In the context of Asian education, students' optimistic attitudes are associated

with higher levels of academic accomplishment. (Das et al., 2014). The said research
also emphasized that there are other primary elements, such as anxiety,

socioeconomic status, and other characteristics, which may cause barriers to

academic progress. Arieta, Gementiza, and Saco (2017) emphasized the significance

of students' study habits in their lives. They determined that each student's success or

failure depends on their study habits. Their success is contingent upon their skill,

intelligence, and effort. Nagaraju (2004) noted in his literature reviews that

effective study habits and attitudes are essential for academic achievement.

Therefore, it is necessary and desirable to investigate the pattern of students study

habits and attitudes. Menzel, referenced by Rana and Kausar (2011), mentioned that

many students fail not due to a lack of intelligence but due to inadequate study

abilities. Students who struggle in college usually lack suitable study habits,

negatively impacting their academic performance. Many of these learners had not

learned how to take practical notes and manage their study time, which was

identified as a significant issue (cited by Mutsotso S.N. & Abenga E.S., 2010).

Moreover, according to a study by Nagaraju (2004), students rarely spend enough

time on their studies and have poor study habits. Furthermore, a research review by

Nagaraju (2004) highlighted the significance of positive study habits and attitudes for

academic performance. Consequently, it is necessary and beneficial to investigate the

typical student's approach to studying and its associated behaviors. Otto (1978)

emphasized that there is a positive correlation between one's convictions on the

worth of intellectual pursuits and the significance of education and one's level of

academic success. The importance that a student places on the information he is

required to acquire is an essential component of the mindset he brings to the

educational process. According to the findings of the research carried out by Sarwar

et al. (2010), there is a relationship that may be considered substantial between the

attitudes of students and their academic achievement. Ebele and Olofu (2017) added
that how a student takes his studies determines his performance. The extent of

preparation and the strategies that the students develop and utilize affect their

performance level in education.

Much research has been done on how students' intelligence might be utilized

to gauge their future success in school. However, recent studies were focused on non-

cognitive elements. It has been receiving more and more attention nowadays. Several

studies have examined the impact of non-cognitive factors on students' academic

performance. These factors include study skills (Fazal S. et al., 2012), study

motivation (Tella, A., 2007), study behavior (Yang Yang, 2011), and study habits

(Crede and Kuncel, 2008). Some have suggested that these elements significantly

impact students’ performance in the classroom performance. In contrast, others have

concluded that the interplay of these various aspects best explains students' success

in school. Crede and Kuncel (2008) conducted a meta-analysis that indicated that

beyond standardized examinations and past grades, non-cognitive characteristics,

including study habit, skill, and study drive, accounted for incremental variance in

academic performance. In a study by Aquino (2018) in Tuguegarao City, Cagayan,

Philippines, most students feel that their teachers use ineffective approaches, have a

poor grasp of classroom management, and waste too much time. Both negative and

positive study habits and attitudes of students were exposed. Discussion of the study's

implications followed, and the notion of confluent education was used to inform the

structure of academic intervention programs at HEIs. In Olvido's (2010) descriptive

correlational study, students were found to have solid study habits, positive attitudes

toward biology, and strong academic performance. No statistically significant

associations were found between study habits and perspectives on biology and

comprehension. This study showed that students' study habits in eight different areas

significantly influenced their biology grades. Not much study has been done looking
at students' learning habits at any level of the education system, espe,cially in Asia,

which is directed mainly at western countries. Sawar et al. (2009) acknowledged that

"because we live in the twenty-first century," this reality places new demands on the

educational system, demanding dramatic adjustments to "what" and "how" students

learn. It is essential to comprehend what helps or hinders one's learning ability and

why pupils' performance falls short of expectations. Students are expected to achieve

academic success to meet the requirements established by DepEd for advancement. If

they don't, they'll have to deal with the repercussions of it: having to repeat the grade

level. According to the "No Filipino Child Left Behind Act of 2010," the government

must ensure that all children in the country have access to a good education. As such,

all pupils should be given the same educational opportunities. If teachers want their

pupils to improve their learning in class, they need to address the individuals'

individual needs. Educators are responsible for fostering an enthusiastic disposition

toward the material being taught and providing support when their pupils establish

productive study routines. For the youngster to show improvement in these areas, it's

essential to eliminate or at least significantly reduce the impact of any factors that

could negatively affect their outlook or study habits. This is the foundation of this

investigation. The researcher was motivated to do this study to evaluate the attitudes

towards learning and levels of proficiency in academic achievement exhibited by

Lipay National High School students. The researcher is trying to determine the

relationship between the two variables for the results of this research to serve as the

foundation for developing a proposal for an improvement plan for the student’s

attitude towards learning. In this way, the Department of Education (DepEd) 's goal

is to offer high-quality education using a more holistic approach. This will be

accomplished without compromising other aspects of students' development.