A comparative study in preference of study habits of g12 ICI HUMSS STUDENT at

home

A Research Paper

In Partial Fulfilment

Of the Requirements for the subject

PRACTICAL RESEARCH2

Aslimah Maki

Charlie Laspinas Abotanio

Karl Lopera

Jean Magno
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Review Related Literature of Study habit.

The Researchers Research Review related literature of study habits. One of our goals in college courses
is to help students develop into independent, self-regulated learners. This requires students to perform
several metacognitive tasks on their own, including setting goals, choosing strategies, monitoring and
reflecting on performance, and modifying those steps over time (Zimmerman, 2002). There are many
challenges that learners encounter in developing self-regulation. One such challenge is that students
often misjudge their learning during the monitoring and reflection phases (Kornell and Bjork, 2007).
Often, students feel that they learn more from cognitively superficial tasks than from cognitively
effortful tasks. In the present study, we investigated the frequency with which students reported
carrying out effortful (active) or superficial (passive) study habits in a large introductory biology course.
Additionally, we examined the relationship between study habits and performance on exams while
controlling for prior academic preparation and total study time.

Related Studies

According to the study of Magulod, Gilbert C., Jr. (2019) entitled Learning Styles, Study Habits and
Academic Performance of Filipino University Students in Applied Science Courses: Implications for
Instruction

The need to apply instructional strategies and activities that naturally correspond with their
predispositions will make university students better learners and better equip them to become
proficient, versatile, and productive information and industrial technologists in the twenty-first century.
In this study, students participating in applied science courses at one campus of a public higher
education institution in the Philippines were asked about their preferred learning styles, study habits,
and academic accomplishment levels. The study used a descriptive correlational research design with a
total of 75 respondents who were chosen at random for the investigation.

The researcher used two sets of standardized instruments. The survey's findings showed that while
students in applied sciences courses had a modest level of study habits, their preferred learning styles
were visual, collaborative, and kinesthetic. Additionally, they perform well academically. According to a
test of difference, academic achievement, the kind of the high

School they graduated from, and the fathers' line of work all significantly influenced the learners'
perceptual learning styles. When they were categorized according to their mothers' educational
backgrounds, writing abilities, academic standing in high school, and test anxiety, they also
indicated disparities in their study habits. Finally, there were strong correlations between
students' academic success in applied science courses and their learning preferences, study
techniques, and routines. The study's findings can help instructors create and deliver effective
instructional interventions.

Study habits and

According to the study of SS Alzahrani, Y Soo Park, A Tekian (2018) entitled
academic achievement among medical students: A comparison between
male and female subjects

According to the study, private sector students' study habits are superior to those of public sector
students in the following ways: The parents of private sector students are more interested in their
children's education. They assist their kids with their homework at home. Students in the private sector
pursue education all year long. Just before the test, they don't study. Additionally, they put in more hours
of study than students in the public sector. Over four hours are spent studying. Some of them even spend
12 hours a day studying.

According to the study of LD Garner- O Neale, S Harrison (2013) entitled An Investigation of the Learning
styles and Study Habits of Chemistry Undergraduates in Barbados and their Effect as Predictors of
Academic Achievement in Chemical Group Theory

In order to succeed academically, one must have a good study routine and learning style. This research
showed that among the Most University of the West Indies chemistry students preferred an introverted
learning style, they were thoughtful, judicious, and had good study habits. However, based on learning
style preferences and/or learning style preferences, there was no discernible difference in the students'
academic performance in chemical group theory.

According to Lamya Alkooheji (2018) entitled Learning Style Preferences among College Students

The findings demonstrated that participants

Multi-modular learning style is typically favoured, with kinesthetic and visual learning styles being most
common.
The least liked activity was Reading and Writing. Additionally, there were statistically significant
differences in learning styles among students according to their age and gender, however the difference
was very marginal. What
The types of tasks or activities, however, had the greatest impact on preferences, which in turn led to
Several colleges have differences. According to this, VARK choices should be connected to
activity type instead of

Than to be noticed at a personal reference. A list of recommendations was given at the study's
conclusion.

According to K Berkova (2020) entitled LEARNING STYLE PREFERENCES OF UNIVERSITY AND

COLLEGE STUDENTS

A person's preferences
Deep problem-based learning methods are dominant. Choices for learning techniques are influenced by
elements connected to the
The pupils' practical training and the subject's difficulty

THEORETICAL FRAMEWORK
This study is anchored on the following theories: IDC Theory, Walberg's theory of
academic achievement.

According to IDC theory, when driven by interest, students can be engaged in the
creation of knowledge (ideas and artifacts). By repeating this interest-driven creation
process in their daily learning routines, students will develop twenty-first century skills,
form a habit of creation, and excel in learning. According to Azikiwe (1998), “good study
habits are good assets to learners because the (habits) assist students to attain mastery
in areas of specialization and consequent excellent performance, while opposite
constitute constraints to learning and achievement leading to failure.” The learning
habit greatly determines not only students’ academic achievements but also their
success in the future (Chan et al. 2018; Ebele and Olofu 2017).
We suggested a habit formation framework to direct the design of a coherent learning
process that includes a number of learning tasks, adapting James' and later Durhigg's
framework. This habit loop consists of three components: cuing environment
(arrangement of place, time, people, or incidents), routine (repetitive pattern of
activities), and harmony (an outcome of activating the habit), forming the habit loop
(Fig. 1). We will delineate the habit loop and discuss how such a “habit loop” can be
integrated in the design of learning activities with the ultimate aim of nurturing lifelong
learners.

These settings also encourage people to participate in a variety of activities and

recognize and reward those who demonstrate certain values and attitudes. Thus,
environment has an impact on one's conceptions of oneself, as well as their
competences, attitudes, interests, and values.

Walberg’s theory of academic achievement posits that psychological

characteristics of individual students and their immediate psychological
environments influence educational outcomes (cognitive, behavioral, and
attitudinal) (Reynolds & Walberg, 1992). Further, Walberg’s research identified
nine key variables that influence educational outcomes as:student ability/prior
achievement, motivation, age/developmental level, quantity of instruction,
quality of instruction, classroom climate, home environment, peer group, and
exposure to mass media outside of school (Walberg, Fraser, & Welch, 1986).
 CONCEPTUAL FRAMEWORK
The conceptual framework of this research has the input in which the contents
has a questionnare on study habits, it also has a process which contains the
survey among the g12 humss students in ICI, and lastly it has the output that
contains the comparative study in preference of study habits of g12 humss
student Iligan Computer Institute at home, and that would be the outcome of this
research.

Process Survey among the

G12 Humss students in ICI

INPUT OUTPUT
JJJ
Questionnaire on study habits Comparative study in preference
of study habits of G12 humss
How do you often use students in ICI at home
your studying habit?
Why it is important to
have a study habits?

How many study

habits does a student
have? Or how many
study habit do u have?
DEFINITION OF TERMS

Preference -a greater liking for one alternative over another or others.

Learning style- refers to an individual's preferred way to absorb,

process, comprehend and retain information. The four key learning
styles are: visual, auditory, tactile and kinaesthetic.

Study habits - an action such as reading, taking notes, holding study

groups which the students perform regularly and habitually in order to
accomplish the task of learning.