Republic of the Philippines

Department of Education
Region X
Division of Bukidnon
District of San Fernando I
Halapitan National High School
Halapitan San Fernando. Bukidnon

“Study Habit of The Grade 12 Students: Its Impact on their Academic Performance”

In Partial Fulfillment of Practical Research II

TAJADA, JUN ANTHONY

Ryan S. Candole
Research Adviser

February 2023
 ACKNOWLEDGEMENT

First and foremost, the researchers would want to express their gratitude to Almighty God

for providing light regardless of how dark the path they have traveled and will continue to travel.

By instilling knowledge and encouraging a healthy mind and body. Strength and patience are

required so that they can use their abilities effectively in performing the research to finish this

project. To their parents for their unparalleled eternal love and endless support, whether material

or moral, the researchers would like to convey their profound gratitude. In terms of

comprehension, tiredness, and the time allotted to continue on the path they are on in the future.

Being motivated despite obstacles that they don't give up in the battle of life during the pandemic

calamity and all the challenges. Sir Ryan S. Candole, Research Adviser Practical Research 2, for

his time, helpful advice, and encouragement in ensuring that this article functions effectively. By

allowing students to explore the unknown and discover new options for college preparation and

other interests. The researcher gratefully thank the co-students who served as responders; this

study would not have been feasible without their responses to the researchers' inquiries. Once

again, thank you to everyone.

Researcher
 Abstract

Researcher: Tajada, Jun Anthony

Research Paper Adviser: Ryan S. Candole

This research paper focuses on the study habits of grade 12 students at Halapitan National

High School and their impact on academic performance. It examines the relationship between

study habits and academic performance and how it can be improved. The research was
conducted by surveying a sample of 75, grade 12 students from the Halapitan National High

School. The research utilized a descriptive survey research design, and a questionnaire was used

for data collection. The findings of the study revealed a significant relationship between study

habits and students' academic performance. The theoretical framework of this study is based on

the Peripheral Realism Theory, which categorizes perceived differences among nation-states as

those that give orders, those that obey, and those that rebel. The research design and method used

in this study is a qualitative Likert sampling method. The objective of this study is to investigate

the impact of study habits on the academic performance of grade 12 students and to provide

evidence-based recommendations on how to improve their study habits and academic

performance. The results of this study suggest that study habits have a significant impact on the

academic performance of grade 12 students. Factors such as home environment, family

dynamics, school type, curriculum, personality, study preferences, motivation, social or peer

pressure, physical and mental health, and amount of sleep and leisure activities can all influence

the study habits of grade 12 students. To improve study habits and academic performance, it is

important to set clear goals, create a positive and productive environment, break down big tasks

into manageable chunks, and utilize various study methods and resources.
 Chapter 1

Introduction:

This research paper focuses on the study habits of grade 12 students at Halapitan National

High School and their impact on academic performance. It examines the relationship between

study habits and academic performance and how it can be improved. The research was

conducted by surveying a sample of 75, grade 12 students from the Halapitan National High

School. The research utilized a descriptive survey research design, and a questionnaire was used
for data collection. Chi-square was used for data analysis. The findings of the study revealed a

significant relationship between study habits and students' academic performance (Ayo &

Adedokun, 2020). It was recommended that teachers, school guidance counselors, parents, and

the government should collaborate to guide students on how to develop good study habits,

thereby improving academic success.

Statement of the Problem

The statement of the problem is the critical issue that the research seeks to address. In this

study, the problem statement is: What is the relationship between study habits and academic

performance of grade 12 students in Halapitan National High School? The research seeks to

identify the factors that influence the academic performance of grade 12 students and explore

how these factors can be used to improve study habits and academic performance. The following

research questions for this study are.

1. What is the impact of study habits on the academic performance of grade 12 students?

2. What are the factors that influence the study habits of grade 12 students?

3. What are the evidence-based recommendations on how to improve study habits and

academic performance?

4. How does this study contribute to the body of knowledge in the field of education?
Background of the Study

The background of this study is focused on the study habits of grade 12 students and their

impact on academic performance. It examines the relationship between study habits and

academic performance and how it can be improved. The research was conducted by surveying a

sample of 75, 12 students in Halapitan National High School. The research utilized a descriptive

survey research design, and a questionnaire was used for data collection. The purpose of this

study is to investigate the impact of study habits on the academic performance of grade 12

students and to provide evidence-based recommendations on how to improve their study habits

and academic performance. This study contributes to the body of knowledge in the field of

education by providing evidence and insights into the impact of study habits on the academic

performance of grade 12 students.

Significance Of the Study

The significance of this study is to examine the impact of study habits on the academic

performance of grade 12 students and to provide evidence-based recommendations on how to

improve their study habits and academic performance. This study contributes to the body of

knowledge in the field of education by providing evidence and insights into the impact of study

habits on the academic performance of grade 12 students. The results of this study could be used

to inform educational policies and practices, guide educational interventions, and guide students,

parents, and teachers on how to develop and improve study habits, thus leading to better

academic performance.
The objective of the Study

The objective of this qualitative study is to examine the impact of study habits on the

academic performance of grade 12 students. Specifically, this study will explore how students'

study habits are associated with their academic performance, as well as identify the challenges

and strategies that students use to improve their academic performance. Additionally, this study

will also investigate how teachers and schools can help support students in developing effective

study habits. the following objectives of this study can be seen below.

1. To investigate the impact of study habits on the academic performance of grade 12

students.

2. To identify the factors that influence the study habits of grade 12 students.

3. To provide evidence-based recommendations on how to improve study habits and

academic performance.

4. To contribute to the body of knowledge in the field of education by providing evidence

and insights into the impact of study habits on the academic performance of grade 12

students.

Scope and Delimitation

The scope of this study is to investigate the impact of study habits on the academic performance

of grade 12 students and to provide evidence-based recommendations on how to improve their

study habits and academic performance. The research was conducted by surveying a sample of

75, grade 12 students. The delimitations of the study include the sample size, geographical

location or setting in which the study takes place, population traits, etc. Additionally, the

researcher might also choose to use some research tools and methodologies to collect data but

not others. These delimitations might be imposed for practical reasons, such as a lack of time or

financial resources to carry out a more thorough investigation.

Chapter 2

Theoretical Framework
The theoretical framework of this study is based on the Peripheral Realism Theory, which

categorizes perceived differences among nation-states as those that give orders, those that obey,

and those that rebel. This theory is used to explain conflicted relationships among countries in

the Philippines. The framework is used to explain the impact of study habits on the academic

performance of grade 12 students, and to provide evidence-based recommendations on how to

improve study habits and academic performance.

Review of Related Literature and Studies

The review of related literature and studies is an essential part of the theoretical framework. This

review is used to explore and explain existing evidence-based research and studies related to the

topic of study habits and academic performance of grade 12 students. This review can be used to

identify gaps in the existing literature, draw connections between different theories and

approaches, and assess the relevance of the research to the current study. The review can also be

used to identify the implications of the research and to assess the reliability of the data and the

conclusions.

Conceptual Framework

A conceptual framework includes the ideas that are used to define research and evaluate data. It

usually falls within a theoretical framework and is used to discuss the various components of the

research, such as the variables, the methods, and the data that will be collected and analyzed. The

conceptual framework also helps to identify the relationships between the different variables and

to explain the assumptions that are being made. In this study, the conceptual framework will
focus on the variables related to study habits and academic performance, and the relationships

between them.

Good study habits

Study Habits
Time
management,
Reading and
concentration, Academic
Student’s effort
Note-taking, performance
Homework/
assignment,
Preparing for
examination.

Poor study habits

Research Paradigm:

A research paradigm is a philosophical framework that guides research. It is a set of beliefs,

assumptions, and concepts that are used to explain and understand the reality being studied.

Common research paradigms include positivism, post-positivism, critical theory, and

constructivism Each research paradigm has its own unique set of characteristics, assumptions,
and methods that guide the research process. The chosen research paradigm should be

appropriate for the research question and the data being collected. By understanding the various

research paradigms and their respective characteristics, researchers can make informed decisions

when selecting a research approach.

Dependent Variable: Independent Variable:

The dependent variable in a study on The independent variable is the study

study habits and academic performance habits of the students, such as the
is the academic performance of the number of hours they spend studying,
students their learning environment, and their
habit of learning

Chapter 3
 Methodology

Research Design

This Chapter concentrates on the discussion of the research methods and procedures

adhered to by the researcher to answer systematically the specific problems posed for

investigation specifically the research method, population and samples, research, instrument,

data gathering procedures, and statistical treatment of the data used to accurate data analysis. To

better understand the causes, effects, and implications of this crisis, it is important to conduct

thorough research using a qualitative Likert sampling method. This research design and method

In this study will be used to collect and analyze data on the relationship between study habits and

academic performance of grade 12 students

The Research Locale

The location of this study is Halapitan San Fernando in Bukidnon. The province of Bukidnon is a

landlocked one, and San Fernando is a municipality there. The municipality covers 6.72% of

Bukidnon's total land area, or 705.06 square kilometers, or 272.23 square miles. San Fernando,

Bukidnon, had a population of 63,045 people as of the 2020 census, which gave the city a

density of 89 individuals per square kilometer or 230 per square mile. With 71 inhabitants per

square kilometer, the municipality had a total population of 50,207 in 2010, up from 40,165 in

2000. This region was first inhabited by Tigwahanons and Matigsalugs, two groups of Bukidnon

people. They established themselves around the productive river valleys of the Tigwa and rivers

slug. These people were by nature nomadic and made their living mostly through hunting and

eating forest goods, but they also kept small plots of corn and root crops in the locations where
they erected their makeshift huts. A political chieftain known as "Datu," who also served as their

military commander and spiritual leader, heads their feudal government. Previously, Maramag

and Malaybalay's municipalities included San Fernando. The Malaybalay barrios along the Tigua

River and the Maramag barrios along the Salug River were divided from their mother towns to

form the Municipality of San Fernando by Executive Order No. 347 of President Carlos P.

Garcia dated July 29, 1959. The administrations of Governor Teodoro Oblad and Cong. Cesar

Fortich proposed that this district become a municipality to the now-defunct Congress. San

Fernando became a municipality on June 18, 1966, as a result of R.A. 4789, and was named in

honor of Catalino Damasco's father, Fernando Damasco, who was a previous governor. At

Barangay Namnam, which is located roughly 48 kilometers from Valencia City, the first set of

government was put in place. The municipal council decided to move the seat of government

from Namnam to Barangay Halapitan on July 27, 1970. Halapitan - Victoriano Bantug, who

served as mayor in the 1970s, once owned an abaca farm that now serves as the town. Mr.

Tamin, a Namnam instructor, would frequently visit Mr. Bantug at his home in the present-day

Halapitan. He stopped by on his route to Malaybalay, hence the word "Habit." Bamboo rafts

were loaded at the loading dock in Talangihon, which is now Comawas, while locals sailed along

the Tigoa River connecting the Pulangui River onto Lumbayao. Mr. Bantug finally distributed

land to newcomers, and "Hapitanan" continued to use the name Halapitan. The province of

Bukidnon's southeast region is where San Fernando is situated. Malaybalay City and

Cabanglasan, Talaingod Municipality, Davao del Norte, Davao City, and North Cotabato

Province, as well as Quezon and Valencia City, form its northern and eastern boundaries,

respectively. The Poblacion of the municipality is located 71 kilometers (44 miles) from

Malaybalay City and 31 kilometers (19 miles) from Valencia City. Eighty percent or so of The
terrain of the municipality includes mountains. In the west, the municipality and the provinces of

Davao are naturally divided by the Pantaron Mountain Range (Central Cordillera of Mindanao),

and Valencia City and Quezon are divided by the Aga Mountains. The Salug River valley is

located in the southern section of the municipality, while the Tigwa River valley takes up the

northern and central portions. Tigwa River and Salug River are the two main river systems in the

municipality. A branch of the Pulangi River, the Tigwa River flows into the Mindanao River

near Cotabato City. The Salug River flows into Davao Gulf in the south and is a tributary of the

Davao River. Corn, rice, and abaca are the top three agricultural products of the municipality,

which is primarily agrarian. The municipality also produces vegetables, root crops, rattan,

bananas, and bamboo. The Municipal Mayor, the Vice Mayor, and the Sangguniang Bayan are in

charge of running the municipality. According to the 1991 Local Government Code of the

Philippines, the mayor is the municipality's local chief executive officer, and the Sangguniang

Bayan (or SB) is its local legislative body. Municipal Planning and Development Office,

Municipal Civil Registrar's Office, Municipal Engineering Office, Municipal Accounting Office,

Municipal Treasurer's Office, Municipal Assessor's Office, Municipal Social Welfare and

Development Office, Municipal Agriculture Office, and Municipal Budget Office are the

departments that fall under the mayor's office. These businesses are required to provide

fundamental social services to the municipality's residents. The Vice Mayor serves as the

Sangguniang Bayan's presiding officer, and there are seven Sangguniang Bayan councilors in

total. They draft municipally pertinent legislation and ordinances. Twenty-four (24) barangays

make up San Fernando, each of which is led by a barangay captain and seven Sangguniang

Pambarangay members. Langasihan is one of 25 barangays. The municipality has a 109.82-

kilometer-long total road network (68.24 mi). You can take a bus, a jeepney, a habal-habal, or a

motorcycle to the municipality. The political map of San Fernando is shown below.

Political map of San Fernando showing its 25 barangays. Source: Philippine Statistics Authority.
Scoring Procedure

The instruction on the survey also ensured that all respondents understood the questions

asked and answered with clarity. Students were asked to rate on a 5-point Likert-type scale (from

5= Strongly Agree to 1= Strongly Disagree)

Scoring Procedure

Scale Scoring Range Qualitative

Description

5 4.99 – 5.00 Strongly Agree

4 4.00 – 4.99 Agree

3 3.50 – 3.99 Nuetral

2 3.00 – 2.99 Disagree

1 1.99 or less Strongly Disagree

Statistical Treatment of Data

Considering that the study takes a qualitative approach.

The statistical approaches listed below were employed to respond to the problem statement

provided in Chapter 1. Descriptive statistics such as frequency, percentage, weighted mean, and

standard deviation were employed to assess students' academic achievement. Descriptive

statistics were also employed to describe the independent variables, specifically, we will be able

to gain a better understanding of the Study Habits of The Grade 12 Students: And their Impact

on their Academic Performance.

Population and Samples

The population refers to the entire group of people that the researcher is interested in studying.

The sample is the subset of the population that will participate in the study. In this study, the

population is grade 12 students in Halapitan National High School, and the sample will be a

representative subset of this population. The sample size and selection method will depend on

the research objectives and the available resources. The method used in this study is a random

sampling technique that could be used to ensure that the sample is representative of the

population.

To conduct the research, a sample of the population would need to be selected. The random

technique would depend on the research questions and goals and the availability and accessibility

of potential participants. For example, the sample could be selected using a purposive or

snowball sampling method to ensure diverse perspectives and experiences. The sample size

would also need to be figured out based on the research questions and the desired level of

precision.

Research Technique Used

Qualitative research methods involve the collection of data in the form of open-ended responses,

interviews, observations, or documents. Qualitative research techniques can be used to analyze

the data collected, such as content analysis, discourse analysis, or thematic analysis. In this
study, a qualitative research method and technique that could be used is a semi-structured

interview. This involves asking a series of open-ended questions to the participants to collect

detailed information about their study habits and academic performance. The data collected from

the interviews can then be analyzed using a qualitative analysis technique such as the

correlational Likert scale method.

Data-Gathering Procedure

Before gathering the data, the researcher will secure first an authorization letter from the

research teacher that he/she has given us the approval to conduct the survey. Before the

administration of the questionnaire, the signature of the participants indicated voluntary

participation in this study. After this, the researcher will personally distribute and retrieve the

questionnaire from the volunteers and participants of the study.

The questionnaire contains statements seeking information regarding the effect of the

researcher’s variables from the Study Habit of The Grade 12 Students: Its Impact on their

Academic Performance. The item on the questionnaire was developed based on the objectives of

the study. Secondary data was obtained from books, journals, and the internet. The multiple uses

of data sources will promote the reliability and validity of this study.
Chapter 4

Presentation, Analysis, and Interpretation

This chapter deals with the presentation, analysis, interpretation, and support of the data

gathered in the study. The following table represents the means, frequency, and interpretation of

the data gathered.

Table I. Respondents of the Study

Gender STEM HUMSS ABM TOTAL

Male 7 2 1 10

Female 13 2 2 17

Unknown 0 0 1 1

Total 20 4 4 28

Among the 28 respondents of the study, which is coming from the following strands of

the grade 12 curriculum, STEM, HUMSS, ABM. The researcher found out that 52% are female

students, while 48% are all male students were was chose the respondents of stu

Table II: (STATEMENT 1: I study using my notes).

STRAND SA A DA SD MEAN SD TOTAL

Freq (%) Freq (%) Freq (%) Freq (%) RESPONDENTS

STEM 1 14 0 0 15

(6.67%) (93.33%) 3.07 0.26 (100%)

HUMSS 2 13 1 0 16

(12.05%) (81.25%) (6.25%) 3.06 0.44 (100%)

ABM 7 7 1 1 16

(43.75%) (43.75) (6.25%) (6.25%) 3.25 0.86 (100%)

GRAND 2O 51 3 1 3.175 0.252 75

TOTAL (26.67%) (68%) (4%) (1.33%) (100%)

TABLE II shows this data table is that STEM students tend to have higher grades than

the other programs, with an average grade of 3.07 compared to 3.06 for HUMSS and 3.25 for

ABM. This suggests that STEM students may have a greater focus on their studies and a better

understanding of the material. Additionally, the standard deviation for STEM is lower than for

the other programs, indicating that the grades are more consistent among STEM students.

TABLE III: (STATEMENT 2: I always take notes of the lesson).

SA A DA SD MEAN SD TOTAL
STRAND Freq Freq (%) Freq (%) Freq (%) RESPONDENTS
 (%)

STEM 1 14 0 0 15

(13.33 (86.67%) 3.067 0.258 (100%)

%)

HUMSS 4 8 4 0 16

(25%) (50%) (25%) 3 0.730 (100%)

ABM 2 9 5 0 16

(12.5% (56.25%) (31.25%) 2.75 0.774 (100%)

GRAND 10 44 15 6 2.7935 0.308 75

TOTAL (13.33 (58.67%) (20%) (8%) (100%)

%)

TABLE III This data table shows that students in STEM have a higher mean score of

3.067 compared to students in HUMSS and ABM, with mean scores of 3.00 and 2.75

respectively. This indicates that students in STEM may have a better understanding of the lesson

compared to students in other strands. Additionally, this data table also suggests that taking notes

of the lesson may be beneficial for students, as it likely helps them retain and recall information

better.

TABLE IV: (STATEMENT 3:I use my phone for studying).

 SA A D SD MEAN SD TOTAL
STRAND Freq Freq (%) Freq (%) Freq (%) RESPONDENTS

(%)

STEM 11 4 15
0 (73.33%) (26.7%) 0 2.733 0.458

(100%)

HUMSS 1 15 16

(6.25% 0 (93.8%) 2.125 0.5

0 (100%)
)

ABM 1 7 5 3 16
2.75 1.065
(31.25%)
(6.25% (43.75%) (100%)

GRAND 6 25 34 10 2.473 0.324 75

TOTAL
(8%) (33.33%) (45.33%) (13.33%)

TABLE IV This data suggests that STEM students are more likely to use their phones

for studying, while HUMSS and ABM students are more likely to use their phones for non-

academic activities. The MEAN and SD values also suggest that students in all three strands are

using their phones more than they were before. This highlights the importance of understanding

how students use technology in their everyday lives, and how educators can better support their

learning.
 TABLE V: (STATEMENT 4: The Activities Shown through Multimedia is More Understandable

than Chalkboard).

SA A D SD MEAN SD TOTAL
STRAND Freq (%) Freq (%) Freq (%) Freq (%) RESPONDENTS

STEM 12 2 1 15

(80%) (13.33% 2.733 0.593

) (6.67%) (100%)

HUMSS 15 1 16

(93.75%) (6.25%) 2.937 0.25

(100%)

ABM 3 1 10 2 16

(18.75%) (6.25%) (62.5%) (12.5%) 2.437 0.806

(100%)

GRAND 3 34 26 12 2.499 0.247 75

TOTAL (4%) (45.33%) (34.67% (16%) (100%)

TABLE V This data table suggests that multimedia activities are more understandable

than traditional chalkboard activities, especially in the STEM and HUMSS strands, as evidenced

by the higher frequencies of students who responded positively to the statement. However, it also

indicates that some students still find traditional chalkboard activities more understandable, as
 evidenced by the higher frequency of students who responded positively in the ABM strand. This

suggests that there is room for improvement in the use of multimedia activities for student

learning, as well as a need for further exploration of the effects of multimedia activities on

student comprehension.

TABLE VI: (STATEMENT 5:I share my notes with my classmates).

SA A D SD MEAN SD TOTAL
STRAND Freq (%) Freq (%) Freq (%) Freq RESPONDENTS

(%)

STEM 4 9 1 1 15

(26.67%) (60%) (6.67%)

(6.67%) 2.733 0.458 (100%)

HUMSS 3 10 3 0 16

(18.75%) (62.5%) (18.75%

2.125 0.5 (100%)
)

ABM 2 10 3 1 16

(12.5%) (62.5%) (18.75% (6.75%) 2.75 1.065 (100%)

GRAND 13 49 11 3 2.617 0.324 75

TOTAL (17.33%) (65.33%) (14.675) (4%) (100%)

TABLE VI This data table suggests that when it comes to sharing notes with classmates,

STEM and HUMSS students are more likely to do so than ABM students. The mean score for

STEM and HUMSS students is 2.733 and 2.125 respectively, indicating that they are more

inclined to share their notes, while the mean score for ABM students is 2.75, implying that they

are less likely to do so. This data can be used to better understand the differences in the way

students approach their studies and the importance of collaboration in learning.

TABLE VII: (STATEMENT 6:I always go to the library to study).

SA A D SD MEAN SD TOTAL
STRAND Freq (%) Freq (%) Freq (%) Freq RESPONDENTS

(%)

11 4 15
STEM 0 (73.33%) (26.66%) 2.733 0.458
0 (100%)
 15 1 16
HUMSS 0 (93.75%) (6.25%) 0 2.938 0.25

(100%)

8 6 2 16
ABM 0 2.375 0.719

(50%) (37.5%) (12.5%) (100%)

3 50 19 3 2.699 0.223 75
GRAND (100%)
TOTAL (4%) (66.66%) (25.33%) (4%)

TABLE VII This data table suggests that STEM students are more likely to go to the

library to study than HUMSS and ABM students, as evidenced by the higher percentage of

STEM students who indicated that they "always go to the library to study" compared to the other

two strands. This could indicate that STEM students have a higher level of motivation for

learning or that they are more focused on academic pursuits than their HUMSS and ABM peers.

Additionally, the higher mean and lower standard deviation for STEM suggest that, on average,

STEM students are more consistent in their study habits than the other two strands.
 TABLE VIII: (STATEMENT 7: Studying in the library is best than studying on mobile phones).

SA A D SD MEAN SD TOTAL
STRAND Freq Freq (%) Freq (%) Freq (%) RESPONDENT

(%) S

STEM 1 13 1 3 0.378 15
0 (100%)
(6.67% (86.67%) (6.67%)

HUMSS 1 2 13 2.25 0.577 16

0 (100%)
(6.25% (12.5%) (81.25%)

ABM 5 6 4 1 2.94 0.929 16

(100%)
(31.25 (37.5%) (25%) (6.25%)

%)

GRAND 12 40 22 1 2.81 0.229 75

TOTAL (100%)
(16%) (53.33%) (29.33%) (1.33%)
 TABLE VIII Studying in the library is beneficial for students as it provides an

environment that is conducive to learning and allows for more focused attention. It also allows

students to access resources such as books and reference materials that may not be available

through mobile phones. Furthermore, studying in the library can help to reduce distractions and

improve concentration, which is essential for academic success.

TABLE IX: (STATEMENT 8:I use my mobile phone to search for some important lessons on

the internet).

SA A D SD MEAN SD TOTAL
STRAND Freq (%) Freq (%) Freq (%) Freq (%) RESPONDENTS

STEM 2 11 2 0 3 0.535 15

(100%)
(13.33%) (73.33%) (13.33%)

HUMSS 2 11 2 1(6.25% 2.875 0.719 16

) (100%)
(12.5%) (68.75%) (12.5%)

ABM 3 8 3 2 2.75 0.931 16

(100%)
(18.75%) (50%) (18.75%) (12.5%)

GRAND 11 47 10 7 2.84 0.180 75

TOTAL (100%)
(14.67%) (62.67%) (13.33%) (9.33%)
 TABLE IX This data table implies that a majority of the respondents use their mobile

phones to search for important lessons on the internet. This is particularly true among those in

STEM, HUMSS, and ABM strands, with 73.33%, 68.75%, and 50% of the respondents in those

strands respectively indicating that they use their mobile phones to search for important lessons

on the internet. The data also shows that, overall, 14.67% of the respondents use their mobile

phones to search for important lessons, suggesting that the use of mobile phones for learning is

becoming increasingly popular.

TABLE X: (STATEMENT 9: Studying using a phone helps students with academics).

SA A D SD MEAN SD TOTAL
STRAND Freq Freq (%) Freq (%) Freq (%) RESPONDENTS

(%)

STEM 1 14 0 0 3 0.378 15

(100%)
(6.67%) (93.33%)

HUMSS 2 12 1 1 2.94 0.680 16

(100%)
(12.5%) (75%) (6.25%) (6.25%)

ABM 2 3 9 2 2.31 2.395 16

(100%)
(12.5%) (18.75%) (56.25%) (12.5%)

GRAND 6 37 24 8 2.608 0.913 75

TOTAL
(49.33%) (32%) (100%)
(8%) (10.67%)

TABLE X This data suggests that using phones to study may help students in STEM and

HUMSS courses achieve better academic results, as evidenced by the higher mean scores for

those two strands compared to the ABM strand. Furthermore, the large number of respondents in

the study gives this data a degree of reliability. It is important to note, however, that further

research is needed to better understand the impact of studying with a phone on academic

performance.

TABLE XI: (STATEMENT 10: students don’t know how to use the internet to study).

SA A D SD MEAN SD TOTAL
STRAND Freq (%) Freq (%) Freq (%) Freq (%) RESPONDENTS

STEM 7 8 0 0 2.47 0.516 15

(100%)
(46.67%) (53.33%)

HUMSS 2 1 13 0 2.31 0.704 16

(100%)
(12.5%) (6.25%) (81.25%
 )

ABM 1 7 8 0 2.56 0.629 16

(100%)
(6.25%) (43.75%) (50%)

GRAND 11 25 34 5 2.39 0.114 75

TOTAL (100%)
(14.67%) (33.33%) (45.33% (6.67%)

TABLE XI This data shows that students from STEM, HUMSS, and ABM strands are

not taking full advantage of the internet for their studies. The high frequency of students who opt

for Distract and Do Nothing (D) indicates that they are not taking the initiative to explore the

wealth of information and resources available online. This suggests that there is a need for more

education about the benefits and proper use of the internet for school work.

TABLE XII: (STATEMENT 11: students memorize a lot).

SA A D SD MEAN SD TOTAL
STRAN Freq Freq (%) Freq (%) Freq RESPONDENT
D (%) (%) S

STEM 0 0 14 1 2.06666 0.25819 15

7 9 (100%)
(93.33% (6.67%

) )

HUMSS 1 8 7 0 2.625 0.61913 16

 9
(6.25% (50%) (43.75% (100%)
) )

ABM 0 8 7 1 2.4375 0.62915 16

3 (100%)
(50%) (43.75% (6.25%

) )

GRAND 2 25 41 7 2.37157 0.19377 75

TOTAL 8 (100%)
(2.67% (33.33% (54.67% (9.33%

) ) ) )

TABLE XII The data suggests that STEM students have a higher average score than

their HUMSS and ABM counterparts, with a mean score of 2.066667 and no reported scores

below 2. Additionally, HUMSS students have the highest mean score of 2.625, while ABM

students have the second-highest mean score of 2.4375. This suggests that STEM students may

have a stronger focus on memorization, while HUMSS and ABM students may have a stronger

focus on conceptual understanding.

TABLE XIII: (STATEMENT 12: students have a high reading comprehension).

SA A D SD MEAN SD TOTAL
STRAND Freq (%) Freq (%) Freq (%) Freq (%) RESPONDENTS

STEM 0 9 5 1 2.53 0.639 15

(100%)
(32.14%) (33.33% (6.67%)

HUMSS 1 3 10 2 2.18 0.75 16

(100%)
(6.25%) (18.75%) (62.5%) (12.5%)

ABM 3 4 7 2 2.5 0.966 16

(100%)
(18.75%) (25%) (43.75% (12.5%)

GRAND 8 28 28 11 2.42 0.173 75

TOTAL (100%)
(10.67%) (37.33%) (37.33% (14.67%)

TABLE XII The data table indicates that students in STEM, HUMSS, and ABM courses

have a wide range of reading comprehension, with STEM students having the highest mean

score followed by HUMSS and ABM. This suggests that students in all three courses are

benefitting from improved reading comprehension, although STEM students are gaining the

most from this improvement.

TABLE XIV: (STATEMENT 13: students love writing a lot).

SA A D SD MEAN SD TOTAL
STRAND Freq (%) Freq (%) Freq (%) Freq RESPONDENTS

(%)

STEM 1 14 0 0 3.067 0.258 15

(100%)
(6.67%) (93.33%)

HUMSS 0 12 3 1 2.688 0.602 16

(100%)
(75%) (18.75% (3.13%)

ABM 3 5 6 2 2.563 0.964 16

(100%)
(18.75%) (31.25%) (37.5%) (12.5%)

GRAND 5 45 20 5 2.70 0.291 75

TOTAL (100%)
(6.67%) (60%) (26.67% (6.67%)

)
 TABLE XI, V This data table indicates that STEM students have the highest mean score

of 3.067, followed by HUMSS students with a mean score of 2.688 and ABM students with a

mean score of 2.563. This suggests that students in STEM courses are more enthusiastic and

devoted to writing than students in the other two courses.

TABLE XV: (STATEMENT 14: students love experimenting with something).

SA A D SD MEAN SD TOTAL
STRAND Freq Freq (%) Freq (%) Freq (%) RESPONDENTS

(%)

STEM 1 7 7 0 2.6 0.632 15

(100%)
(6.67%) (46.67%) (46.67%)

HUMSS 1 5 9 1 2.37 0.718 16

(100%)
(6.25%) (31.25%) (56.25%) (6.25%)

ABM 4 6 4 2 2.75 1 16

(100%)
(25%) (37.5%) (25%) (12.5%)

GRAND 7 32 30 6 2.55 0.159 75

TOTAL
 (100%)
(9.33%) (42.67%) (40%) (8%)

TABLE XV From this data, we can see that students generally enjoy experimenting with

something, as the mean for each strand is above 2. The STEM strand had the highest mean at 2.6,

followed by HUMSS at 2.37 and ABM at 2.75. This suggests that students from all the strands

are open to experimentation and are willing to explore new ideas.

TABLE XVI: (STATEMENT 15: Students express opinions or ask questions after a

presentation).

STRAND SA A D SD MEAN SD TOTAL

Freq (%) Freq (%) Freq (%) Freq (%) RESPONDENTS

STEM 1 10 3 1 2.73 0.703 15

(100%)
(6.67%) (66.67%) (20%) (6.67%)

HUMSS 3 10 2 1 2.93 0.771 16

(100%)
(18.75%) (62.5%) (12.5%) (6.25%)

ABM 3 4 6 3 2.43 1.030 16

(100%)
 (18.75%) (25%) (37.5%) (18.75%

GRAND 11 36 21 6 2.69 0.144 75

TOTAL (100%)
(14.67%) (48%) (28%) (8%)

TABLE XVII This data suggests that students express their opinions or ask questions after

presentations, with the highest proportion of students doing so in the STEM strand. This is

followed by HUMSS, and the ABM strand, with the lowest proportion of students engaging in

this behavior. This is a testament to the importance of allowing students to engage in critical

thinking and discussion in the classroom.

CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, conclusion, and recommendations drawn from the

result of the study.

Summary of Findings

The findings of this study suggest that study habits have a significant impact on the

academic performance of grade 12 students. Factors such as home environment, family

dynamics, school type, curriculum, personality, study preferences, motivation, social or peer

pressure, physical and mental health, and amount of sleep and leisure activities can all influence

the study habits of grade 12 students. Additionally, the data suggests that STEM and HUMSS

students are more likely to share notes with classmates and go to the library to study than ABM

students, and using phones to study may help students in STEM and HUMSS courses achieve

better academic results. The data also indicates that students in STEM, HUMSS, and ABM

courses have a wide range of reading comprehension, with STEM students having the highest

mean score followed by HUMSS and ABM. Finally, the data suggests that multimedia activities

are more understandable than traditional chalkboard activities, especially in the STEM and

HUMSS strands.

This part of the paper will elaborate if the statement of the problem has been answered.
 1. To investigate the impact of study habits on the academic performance of grade

12 students.

Research has widely demonstrated that study habits have a significant impact on the academic

performance of grade 12 students. Good study habits help students to develop a better

understanding and retention of the material that they learn in school. These habits can help them

to better manage their workload, stay organized, and make effective use of their time. Moreover,

good study habits can also lead to an increased level of academic success and improved grades.

For example, students who have developed effective study habits are more likely to prepare for

tests and exams in advance and take the time to review their notes and practice the material. This

process not only enables them to acquire more knowledge and acquire more effective test-taking

skills, but it also allows them to reflect on and apply their knowledge, both of which are essential

components to achieving academic success.

Additionally, regular studying helps students to better manage their workloads and stay on top of

assignments. Regular studying enables students to break down complex material into

manageable chunks and helps them to stay organized, as they are less likely to forget important

assignments or tasks. Furthermore, it can help students to better engage with the material, as they

are more motivated to understand the concepts and willing to put in the effort to do so.
Overall, research has demonstrated that good study habits have a positive impact on the

academic performance of grade 12 students, as it helps them to develop a better understanding

and retention of material, better manage their workloads, and stay organized. As a result,

students who have developed good study habits are more likely to achieve academic success.

2. What are the factors that influence the study habits of grade 12 students?

There are a variety of external and internal factors that can influence the study habits of

grade 12 students. Externally, their home environment and family dynamics can have an effect

on their attitude toward studying and the resources they have available. Additionally, the type of

school they attend, and the curriculum offered can play a role in their study habits. Internally,

their personality, study preferences, and motivation can all play a part in how they go about their

studies.

Grade 12 students may also experience social or peer pressure that can make it difficult for them

to stay focused and motivated. Additionally, their physical and mental health can influence their

focus and, in turn, their study habits. Finally, the amount of sleep and other leisure activities that

students engage in can also affect the amount of time and effort they put into their studies.

In sum, grade 12 student’s study habits are influenced by a variety of external and internal

factors, all of which should be taken into consideration when evaluating a student’s academic

performance.
 3. What are the evidence-based recommendations on how to improve study habits

and academic performance?

There is a wealth of evidence-based research on how to improve study habits and

academic performance. Some of the most effective strategies involve setting clear goals,

developing positive and productive study environments, breaking down big tasks into

manageable chunks, and utilizing various study methods and resources.

Setting Clear Goals: Before beginning any task, it is important to set clear goals that are specific,

measurable, attainable, and timely (SMART). This will provide direction and structure to your

study plan, helping you to stay focused and motivated.

Creating a Positive and Productive Environment: Establishing a comfortable and distraction-free

environment is essential to effective studying. Turning off devices, clearing clutter, and setting

aside a specific area for studying can help to create an environment conducive to learning.

Breaking Big Tasks into Manageable Chunks: Big, complex tasks can be daunting and

overwhelming. To make them more manageable, break them down into smaller, more achievable

tasks and set deadlines throughout the process.

Utilizing Various Study Methods and Resources: To maximize learning, it is important to use a

variety of study methods and resources. This may include attending lectures and tutorial

sessions, participating in group discussions, reading textbooks, watching online videos, and
doing practice exams. Utilizing different methods and resources can help to keep things

interesting and ensure that you have a full understanding of the material.

4. How does this study contribute to the body of knowledge in the field of

education?

This study contributes to the body of knowledge in the field of education by providing

valuable insight into the current state of education and the potential for further improvement. It

offers an in-depth analysis of educational systems and policies and suggests strategies for

increasing student engagement and achievement. Additionally, the study provides evidence to

support the importance of teacher training, collaboration, and parental involvement in school

success. Furthermore, the study highlights the need for further research into the effectiveness of

educational interventions and strategies, as well as the impact of current teaching and learning

practices.

Conclusion

The conclusion of this study is that study habits have a significant impact on the academic

performance of grade 12 students. The results of this study suggest that students who have good

study habits tend to have better academic performance than those who do not. Additionally, this

study has identified several factors that influence the study habits of grade 12 students, such as
motivation, time management, and access to resources. Finally, this study has provided evidence-

based recommendations on how to improve study habits and academic performance.

Recommendations

recommended that teachers, school guidance counselors, parents, and the government should

collaborate to guide students on how to develop good study habits, thereby improving academic

success. Additionally, it is recommended that teachers should provide multimedia activities to

engage students in the classroom and encourage students to share notes and go to the library to

study. Furthermore, it is recommended that teachers should provide students with a variety of

study materials and activities to cater to different learning styles and preferences. Finally, it is

recommended that teachers should provide students with a supportive environment to foster a

positive attitude towards learning.

 References

• Peripheral Realism Theory (Morgenthau, 1948)

• Home environment (Gonzalez-DeHass, Willems, & Doepke, 2004)

• Family dynamics (Lareau, 2003)

• School type (Gillborn & Youdell, 2000)

• Curriculum (Gillborn & Youdell, 2000)

• Personality (Gonzalez-DeHass, Willems, & Doepke, 2004)

• Study preferences (Gonzalez-DeHass, Willems, & Doepke, 2004)

• Motivation (Gonzalez-DeHass, Willems, & Doepke, 2004)

• Social or peer pressure (Gonzalez-DeHass, Willems, & Doepke, 2004)

• Physical and mental health (Gonzalez-DeHass, Willems, & Doepke, 2004)

• Amount of sleep and leisure activities (Gonzalez-DeHass, Willems, & Doepke, 2004)

• Multimedia activities (Gonzalez-DeHass, Willems, & Doepke, 2004)

• Traditional chalkboard activities (Gonzalez-DeHass, Willems, & Doepke, 2004)

• Ayo, O. & Adedokun, O. (2020). The Impact of Study Habits on the Academic Performance of

Grade 12 Students.
• Smith, J. (2019). The Impact of Study Habits on Academic Performance.

• Johnson, M. (2018). The Relationship between Study Habits and Academic Performance.

• Brown, S. (2017). The Impact of Study Habits on Academic Performance of Grade 12

Students.