Math 133 Research in Mathematics Final Paper

LEARNERS’ STUDY HABITS AND GENERAL MATHEMATICS PERFORMANCE
DURING BLENDED LEARNING OF SENIOR HIGH SCHOOL STUDENTS
__________________________________________
A Research Presented to
MARK JEROME N. DELA PEÑA, MEd Mathematics

Research Instructor
Department of Teacher Education
College of Teacher Education, Arts and Sciences
Visayas State University – Alangalang
Alangalang, Leyte
__________________________________________
In Partial Fulfilment of the

Requirement for the Course
MATH 133 RESEARCH IN MATHEMATICS
1st Semester AY 2022-2023
__________________________________________
By:
Castino, Hazel Joy C.

Catalla, Reymark A.
Darole, Kristine Camille P.
Petilla, Justine Faye M.
Supitran, Reygie B.
February 2023
APPROVAL SHEET
This research paper entitled “LEARNERS’ STUDY HABITS AND GENERAL

MATHEMATICS PERFORMANCE DURING BLENDED LEARNING OF SENIOR
HIGH SCHOOL STUDENTS” has been prepared and submitted by Hazel Joy C. Castino,
Reymark A. Catalla, Kristine Camille P. Darole, Justine Faye M. Petilla, Reygie B. Supitran.
In partial fulfillment of the requirements for the course Math 133 Research in Mathematics
Education has been examined and is hereby recommended for acceptance and approval for
final oral defense.
MARK JEROME N. DELA PEÑA, MEd Mathematics

Research Instructor
DR. JUDITH P. JOMADIAO

College Chancellor
Visayas State University
Alangalang-Campus
ACKNOWLEDGEMENT
This study will not be possible without the help and efforts of notable people who
helped make this work be realized. Hence, the researchers would like to extend their thanks,
gratefulness and gratitude to those who made this study possible.
First and foremost, to Almighty God for giving endless blessings throughout the
process of the research study, by providing and granting them the opportunity and the
capability to accomplish this study successfully.
This study would never be conceived without the help and contribution shared by the
research instructor, Mr. Mark Jerome N. Dela Peña Med Math, for the valuable ideas
helping, guiding the researchers to conceptualize the study and giving the researchers the
necessary technical assistance for this study.
To the Senior High Schools students of SFSASHS, who have given time and
willingly helped with their full cooperation which has made the research study achieve its
completion.
To Dr. Judith P. Jomadiao, our school dean for her enormous support for the
completion of this research work.
To Dr. Milagros P. Macasusi, the school head of Santa Fe Stand-alone Senior High
School for allowing us to conduct our research survey on the said school.
To Mrs. Donna J. Hipe for giving the researchers a copy of the names of the students
and the population in every strand.
To the family of the researchers for the unwavering support and motivation.
To Visayas State University Alangalang-Campus, the institution which helped us
hone our skills.

TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES vii
LIST OF APPENDICES viii
ABSTRACT ix
CHAPTER
I. INTRODUCTION
Background of the Study 1
Statement of the Problem 3
Research Hypotheses 10
Scope and Delimitation 10
Significance of the Study 10
Conceptual Framework
Theoretical Framework
Definition of Terms
II REVIEW RELATED LITERATURE
Research Design 11
Research Locale 11
Research Respondents 12
Research Sampling 12
Research Instrument 13
Validation of Instrument 14
Data Collection Procedure
Statistical Analysis
III METHODOLOGY
15
15
Uses of Mobile Phone for Learning and
Other Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Time Spent by Students in Using Mobile

18
Phones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Academic Performance of SHS Students . . . . . . . . . . . . . . 18
Correlation Between the Average Number of Student’s

Time Spent in Using Mobile Phone for Learning 19
and Academic Performance of SHS students . . . . .

II SUMMARY, CONCLUSION, AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
REFERENCES 24
APPENDICES 29
CURRICULUM VITAE 38
LIST OF TABLES
Table Page
1 Use of Mobile Phone for Learning

and Other Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
2 Average Number of Student’s Time Spent in Using Mobile

Phone for Learning 18
Purposes. . . . . . . . . . . . . . . . . .. . . . . . . . 22
3 Average Number of Students’ Time Spent in Using Mobile
Phone for Other Purposes. . . . . . . . . . . . . . . . . . . . . . . .. . 19
4 Academic Performance of
SHS students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Correlation Between Time Spent in Using Mobile Phone

5
for Learning and Academic Performance of SHS
20
Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
LIST OF FIGURES
Figure Page
1 Diagram Showing the Conceptual Flow

of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 9
2 Types of Mobile Phone Used by SHS

Students. . . . . . . . . . . .. 15
LIST OF APPENDICES
ABSTRACT
This study investigated the causal relationship between study habits and academic
performance in General Mathematics and explored the effects/influence of study habits on the
academic performance of grade 12 senior high school students in Santa Fe Stand Alone
Senior High School, Sta. Fe, Leyte. The population of this study was 240, under the General
Academic (GA), Organic Agriculture (OA), Accountancy and Business Management (ABM),
Caregiving, Computer System Servicing (CSS), and Programming strands. 148 students were
chosen as the sample by stratified random sampling. Researchers'-made and modified
questionnaires were used to collect the data. Frequency, percentage, mean, and standard
deviation were used to describe the students’ profiles, academic performance, study habits,
readiness, and attitude towards blended learning. Path analysis was used to determine the
magnitude of direct, indirect, and total effects among variables. The results revealed that
grade 12 students’ overall study habits during blended were satisfactory. Whereas, it was
shown that students have a moderate level of readiness and attitude towards blended learning.
The analysis using the Path coefficient revealed that students’ study habits have significant
positive direct effects on academic performance. It was affirmed that study habits are a
compelling factor that is related to academic performance. It was recommended that the
school administrators of SFSASHS consider and assess students’ study habits at the time of
entry into senior high school. In addition, specific training should be offered to students in
order to help them modify their study habits and increase their academic achievements.
CHAPTER I
INTRODUCTION
Background of the Study
The COVID-19 pandemic outbreak has interfered with daily life all around the world.
The government has developed several rules to protect individuals from this deadly infection.
Due to the pandemic, the educational system was altered, and many schools, colleges, and
institutions were forced to close (Castro, 2022). Face-to-face instruction, which was regarded
as the standard of education, has been discontinued due to the high risk of getting infected.
However, in order to continue education, the government introduced blended learning and a
full online class in some other places while the country was under lockdown. The delivery of
the educational system via various platforms for distance learning underwent a paradigm shift
(Pagaran et al., 2022).
After the Covid-19 outbreak, the Department of Education (DepEd) established a plan
that prioritizes face-to-face instruction and considered blended learning modalities for basic
education in the nation, particularly in high school. According to Anzaldo (2021), the
majority of students are modular (print), notably in rural places where internet access is
occasionally unavailable. Moreover, the DepEd Order 34, s. 2022 states that, blended
learning will be on three days of in-person classes and 2 days of distance learning, or 4 days
of in-person classes and 1 day of distance learning. As the government begins to take things
back from the traditional education, blended learning (face-to-face and modular) is still being
implemented.
According to Fazal and Bryant (2019), blended learning performed better in fostering
learning, especially in mathematics growth as opposed to meeting grade-level requirements.
These results suggest that schools can gain from adopting blended learning, specifically for
students who are academically behind and require additional academic growth in a single
academic year. Also, Aksan (2021) found in his study that, the effectiveness of the modular
distance learning approach achieved very satisfactory in learning Math despite on its
challenges amidst the COVID-19 pandemic. However, in the study of Alvarez (2020), he
provided several studies that showed how poorly blended learning principles were
understood.
Students’ mathematics achievements are consistently noted in different countries as
mathematics is regarded as an important primary subject for the growth and development of
the country (Capuno et al., 2019). A student's knowledge and skills in mathematics are
essential in everyday life to overcome the difficulties they may encounter. Moreover, Odiri
(2015) stated that a low understanding of mathematics is a major concern for countries,
parents, educators, and governments.
In connection with that, the Philippines took part in the Trends in International
Mathematics and Statistics Conference in 2003. science research (TIMSS). The country
ranked 34th in mathematics out of 38 participating countries. Additionally, according to data
from 2016–2017, the nation was ranked 79th out of the 138 participating nations in the
quality of math instruction survey, the World Economic Forum Report on Global
Competitiveness. These outcomes have been made explicit by the Department of Education
(DepEd) report in the Philippines.
In the implementation of Senior High School (SHS), the curriculum provided by
DepEd on all academic tracks contain two core mathematics subjects. These subjects are
statistics and probability and general mathematics. Among these core subjects, this research
will only focus on general mathematics. In the study conducted by Mamolo (2019), it was
revealed that senior high school students’ competency in General Mathematics described as
fair. Also, the findings of his study reveal that only the Science, Technology, Engineering,
and Mathematics (STEM) strand of the academic track got a satisfactory description.
Moreover, a recent study reveals that out of 133 senior high school students in grade 11, less
than half performed satisfactory in general mathematics (Malgapo & Villaflor, 2022). These
results of senior high school in general mathematics may imply that senior high school
students have not yet developed the competency needed in the learning area as specified by
DepEd (Mamolo, 2019). Researchers and educators have worked desperately to pinpoint the
cause of this subject's underachievement.
Furthermore, Capuno et al. (2019), found that students’ attitudes and the study habits
are significant factors that affect the learners’ performance in mathematics. Moreover, on the
study of Odiri (2015), found that study habits affect students’ proficiency in mathematics.
Additionally, it showed that effective study techniques result in higher mathematics
achievement. It was also observed that students with good study habits perform better
academically than those with poor study habits. From the results, he discovered that bad
study habits lead to low performance in mathematics.
Study habits are skills that a learner employs and uses in order to achieve the learning
aims and objectives. In every teaching and learning process, a learner is expected to have
some skills that will burst his understanding and lead him toward success (Sayyadi, 2019).
According to Odiri (2015), many studies have revealed about on the effectiveness of study
habits. The researchers argue that study habits have a strong relationship with the academic
performance of students. He further stated that a student who cultivates one set of study
habits will perform differently than a student who cultivates another set of study habit. It is
believed that students who do not have effective and efficient study methods will build a
weak foundation. Moreover, it was observed that the teachers teach all the students
collectively, but all the students do not have the same grades, here we see underachievers and
high achievers in mathematics.
Thus, the purpose of this study was to examine the causal relationship between
learners' study habits and academic performance in General Mathematics during blended
learning.
Research Objectives
The objectives of this study are:
1. To determine/examine the direct effect of learners’ profile on the study habits during
blended learning.
2. To determine/examine the direct, indirect, and total effects of learners’ profile, study
habits on academic performance in General Mathematics during blended learning.
Statement of the Problem
This study aims to determine the learners' study habits and mathematics performance
of senior high school students (SHS) during blended learning.
Specifically, it seeks to answer the following questions:
1. What is the profile of the respondents in terms of:
a) Sex
b) Family monthly income
c) Ownership of gadget
d) Sources of Internet connectivity
e) Mathematics Learning Resources
2. What is the academic performance of SHS students in General Mathematics during
blended learning?
3. To what extent do SHS students adhere to the 4 areas of study habits during blended
learning in terms of the following?
a) Homework and Assignment
b) Time Management
c) Note-taking
d) Test Preparation
4. What is the level of students’ readiness and attitudes towards blended learning
modalities?
5. What is magnitude of the direct effect between learners’ profiles and study habits
during blended learning?
6. What are the magnitudes of the direct, indirect, and total effects of learners’ profile,
study habits on the academic performance in General Mathematics during blended
learning?
Research Hypothesis
From the problem above, the following hypothesis were formulated:
1. Learners’ profiles do not affect/influence their study habits during blended learning.
2. Learners’ profiles, study habits do not affect/influence academic performance in
General Mathematics during blended learning.
Scope and Delimitation of the Study
The study has covered the determination of the direct, indirect, and total effects of
study habits on academic performance in General Mathematics during blended learning. The
primary subjects of the research study consist of senior high school (SHS) students enrolled
in the academic year 2022–2023. The respondents were limited to 240 SHS students at Sta.
Fe Stand Alone Senior High School (SFSASHS), who were randomly selected. Furthermore,
to meet the objectives of the study, a descriptive-correlational survey design was used, and
data was gathered using a researcher-made questionnaire. Moreover, correlational and path
analysis were used to test for significant relationships and to determine the direct, indirect,
and total effects of study habits on academic performance in general mathematics during
blended learning.
In addition, the responses to the questionnaire were dependent on the extent to which
the students adhered to the four areas of study habits: homework and assignments; time
management; note-taking; and test preparation. The study confined itself to only four areas of
study habits without looking into other areas or dimensions of study habits.
Conceptual Framework
The path diagram below generally displays an illustration of how study habits
influence the academic performance of students in General Mathematics during blended
learning.
Figure 1: A path diagram showing the causal-relationship among variables affecting
academic performance of Senior High School students in General Mathematics during
blended learning.
This study aimed to determine the learners' study habits and academic performance in
General Mathematics of senior high school students during blended learning. The framework
shown above illustrates a path diagram showing the variables affecting the academic
performance in General Mathematics of the students in general mathematics during blended
learning. As shown in the diagram, study habits such as; homework and assignments, time
management, note-taking, and test preparation have a direct, indirect, and total effect on the
academic performance of the students in General Mathematics. It is also shown that blended
learning is the mediating variable between study habits and academic performance in General
Mathematics. On the other hand, the study habits of the students were gauged using a
researcher-made questionnaire. Whereas, the students’ academic performance in General
Mathematics was based on the final grades obtained by the students in General Mathematics
subject during blended learning.
Theoretical Framework
This study was anchored on Thorndike’s theory law of learning which are the law of
exercise and readiness. This law of exercise states that, in learning, the more frequently a
stimulus and response are associated with each other, the more likely the response will follow
the stimulus. This law implies that one learns by doing, and one cannot learn skills by
watching. Thorndike’s theory was used by Akagah (2011) and Ayihi (2013) in their studies.
Akagah found that practice makes a man perfect, and she indicated that practice boosts
learning effectiveness and durability. In contrast, Ayihi determined that the law of exercise is
similar to the law of use and abuse and is useful in the teaching and learning process. And the
law of readiness argues that students learn most effectively when they are emotionally and
physically prepared.
This hypothesis was chosen because it relates to the learning process and adds to our
understanding of why students need to develop effective study habits. The claim that study
habits have a significant impact on students' performance in general mathematics is supported
by the conceptual framework of this study. The study has found that signs of good study
habits, such as homework and assignments, time management, note-taking, and test
preparation, do affect students' success in general mathematics. It makes it very evident that
successful students gain accomplishment by adopting good study habits, whereas students
who do not adopt good study habits find it challenging to attain academic success. This is
also known as the effort that students put forth when it comes to their education.
Further, this study was based on the social cognitive theory, which Albert Bandura
first proposed in the 1960s. The social cognitive theory places a lot of emphasis on cognition.
According to this theory, the mind is an active force that selectively creates reality, encodes
knowledge, executes behavior based on values and expectations, and applies structure to its
own activities. Human behavior may be understood, anticipated, and altered when one is
aware of the mechanisms at work in one's creation of reality. According to the idea, a
student's academic success is a result of the interplay between his personality and, as a result,
the study habits he cultivates based on his expectations for the results of his activities.
Moreover, in the study of White (2001) it was found that socioeconomic factors play
an important role in shaping attitudes towards students’ mathematics and mathematics
achievement. The results of the study strongly suggest that socioeconomic background is an
important predictor of children's attitudes towards mathematics. It was found that children
whose families earned more money each year performed better on academic tests. Similarly,
students whose parents had graduated from college had more positive attitudes toward
mathematics and performed better in mathematics.
Significance of the Study
This study was beneficial to the following:
School Administrators. The data given provided the school administrators with
information on how study habits affect/influence students' academic performance in General
Mathematics during blended learning. The results enabled the school administrators to
determine which categories of study habits influence students' academic performance in
General Mathematics the most. Thus, they can provide possible solutions to resolve this
problem.
Teachers. The results of this study were useful for teachers because they knew that
students' study habits were one of the factors that could influence their success or failure in
studies, especially during blended learning, so they could encourage students to build good
study habits.
Parents. The result of this study gave parents information that study habits can affect
or influence students' academic performance in General Mathematics during blended
learning. Thus, they can guide or monitor their children and encourage them to have good
study habits to achieve high grades in General Mathematics.
Students. This research gave the students information regarding what study habits
will help them improve their learning outcomes and excel at their learning problems, so they
can improve their academic performance in General Mathematics during blended learning.
Future Researcher. This study would provide another opportunity for the researcher
to gain new knowledge. Moreover, the findings of this study will be used as a reference and a
guide for future researchers who wish to conduct the same study.
Definition of Terms
The following terms were defined operationally and/or conceptually in the study.
Students’ Profile. In this study, this refers to the students on sex, family monthly
income, ownership of gadgets, mathematics learning resources, and their access to the
internet sources
Study Habits. Study habits is to buy out the time and dedicate self to the application
and task of study, and to become engrossed in a process of learning, practice, enlightenment
and education of one’s self (Alex, 2011). The habits that an individual may have developed in
relation to his or her learning activities and studies are what are meant by habits in this
research study. In addition, it is measured by researchers made Study Habits Inventory (SHI),
which has four areas, namely: homework and assignment, time management, note-taking, and
test preparation.
Homework and Assignment. Homework can be defined as learning activities and
tasks that take place after formal school lessons and can be performed in a school
environment (school library or classroom). However, students must complete all unfinished
business at home (Davidovitch and Yavich, 2017). In this study, it refers to the study habits
of the students with regards to their homework and assignments during blended learning.
Time Management. Time is a valuable commodity that plays an important role in
one's life. Time management is defined as "a set of principles, practices, skills, tools, and
systems that assist people in using time to achieve their goals." It refers to the techniques, and
strategies that individuals use in utilizing and maximizing the work that they do. Managing
time effectively helps to develop better personality in an organization (Abban, 2012).
Note-taking. Note taking is an effective tool in many information-transmission
situations and it helps students learn. Taking notes allows students to obtain information from
lectures, books, or any other situation that they will later have to memorize or apply in order
to successfully complete their academic program. Note taking helps students learn more
effectively. When students take a note in their study, they will be more focus on their idea
and speed up in learning process (Boch & Piolat, 2005). In this study, it refers to the note
taking strategies/habits of the students during blended learning.
Test preparation. In this study, it refers to the preparation of the students before
taking tests such as quizzes, exam and etc. during blended learning.
Blended Learning. This refers to the learning delivery modalities that combines in-
person instruction with any mix of online, modular, and distance learning, and instruction
based on TV/radio (DepEd, 2022). In this research, it refers to a learning modality that is a
combination of face-to-face and modular distance learning (MDL).
Academic Performance. According to Barmola (2013), it is usually presented by
grades or scores attained in taking in an examination that happens annually. In this research,
this refers to the average grade of SHS students in General Mathematics in the first semester
of school year 2021-2022.
Path Analysis: Is a technique to identify and evaluate the effects of a collection of
interacting variables on a specified outcome via different causal pathways. Further, it is a
forerunner to and subset of structural equation modeling. Developed nearly a century ago by
geneticist Sewall Wright to examine the effects of hypothesized models in phylogenetic
studies.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the relevant literature and studies that the researcher considered
in strengthening the importance of the present study. It also presents the synthesis of the art to
fully understand the research for better comprehension of the study.
General Mathematics
One of the key disciplines that is necessary for all strands is general mathematics. It
seeks to teach students how to handle problems involving rational, exponential, and
logarithmic functions, as well as how to address business-related issues and use logic in
practical settings. As a result, all of its learning competencies are intended to help students
acquire the knowledge and skills needed in both academic and professional settings (DepEd,
2013). The goal of the Department of Education is for the curriculum to be inclusive,
developed around the needs of the students and community, and based on standards and
competencies. Additionally, it suggests fostering the young people of the Philippines' talents
and competencies, which will advance the individual, the group, and the country. As such,
these competencies need to be acquired before graduation.
Study Habits
Odiri (2015) claims that, study habits have considerable impact on the quality of
schooling and students’ achievement in mathematics because learners cannot absorb all of the
information they require on the subject from their teachers within the classroom. As cited in
the study of Capuno et al. (2019), In order to succeed in their academics, students must
employ techniques that will enhance their performance. Also, it is not the quantity of hours
that makes studying effective but rather on the strategies or methods employed to absorb and
consider the teachings learned in the classroom.
According to the study of Hills (2000), a high-quality supportive learning
environment can promote student learning habits and have an impact on academic
achievement in a good way, but students who read in an unfavorable environment find it
difficult to learn., which can affect academic performance. Students with financial constraints
may also struggle to perform well academically. However, a student's study habits must
contribute to their academic performance. Some students don't attend classes, take notes, do
homework, read books, or use the library. These attitudes can negatively affect school
performance, especially in mathematics. Acido (2010) confirms the unequivocal observation
that students' interest in what they need to learn determines the acquisition of certain skills
and abilities. Indicators of good student study habits are organized notes, lessons and
materials, regular times and places to study lessons, prioritization of time and goals, good
parental example, and what you do. It is your personal responsibility for what you do not do.
In the study conducted by Sayyadi (2019) in Katsina Metropolis on secondary school
students which investigated the relationship between study habits and mathematics
performance, it was found that there is a significant relationship between study habits and
mathematics performance among senior secondary school students. Lian, Hua, and Mohd-
Said (2021) conducted a study which, to find out the impact of Stephen’s Covey 7 habits on
the academic performance of students during the COVID - 19 pandemic. The results revealed
that Stephen Covey's 7 Habits had a major impact on students' academic performance during
the COVID-19 pandemic due to the educational sector's transition.
Blended Learning
The term blended learning is being utilized more frequently in academic and
corporate circles, and it is expected to emerge as the dominant teaching model of the future,
combining the best elements of online and face-to-face education. According to Anzaldo
(2021), Modular (Digitized), Online, Modular (Printed), Home Schooling, Radio-Based
Instruction, Educational TV, and Blended Learning are the various learning modalities.
Ali et al. (2015), conducted a study to investigate the impact of modular teaching on
student achievement. The findings of this study favored the modular teaching approach, and
it is suggested that this approach should be widely used in traditional classrooms at different
educational levels.
In the study of Pastushkova et al. (2019), presents comparative analysis of modular
training as a teaching tool against traditional methods and techniques in educational
institutions, particularly in higher education. With the result, it was suggested that, modules
should be introduced in educational process gradually. On the initial stage, only elements of
modular training can be used. The first few modules should be small but concise as the
students are not familiar with this type of learning and training.
Aksan (2021) conducted a study, which aimed to investigate teachers' instructional
competencies in the presence of the COVID-19 pandemic that brought extraordinary
challenges to teachers, parents, stakeholders, and students. It was found that, learners'

perceptions preferred on using Modular Distance Learning Approach (MDLA). Also, it had
a beneficial impact on learners’ performance where in, students performing very well in
Mathematics. To sum up, the literature review indicates that, blended learning is effective in
learning to both students and teacher. It helps them to perform better especially in
mathematics subject.
Study Habits and General Mathematics Performance
Effective study habits have been the subject of numerous studies by researchers like
Adeyemo (2005) and Gbore (2006). They claim that students' academic achievement and
study habits are strongly correlated. Those with one set of study habits will perform better
than students with another set of habits. It is thought that students who don't have effective
and efficient study methods are like buildings built on shaky foundations, with weak
foundations as a result. The teachers instruct the entire class, but not every student receives
the same grade; in this case, there are math underachievers and math high achievers. When
they see these scenarios, teachers become perplexed and try to push too hard (Riaz, Asma,
and Niaz, 2002). There could be a variety of causes, including varying intellect levels,
inadequate infrastructure, inadequate libraries, etc. But one of the reasons is that students
don't put forth much of an effort to absorb what their teachers are trying to teach them in
class, and they also don't study at home because they don't understand how crucial good
study habits are to their academic success.
Furthermore, students' study habits may play a significant part in the learning process,
which is reflected in their academic success in mathematics (Riaz et al., 2002). According to
Abid (2006), a country's quality is based on the quality of its citizens, and a citizen's quality is
based on the quality of their education, which is based on the students' study habits.
Academic success, which is a function of students' study habits, is a good indicator of
education quality. In addition, Basey and Edoho (2018) did research to look at secondary
school students' reading patterns and how that affected their academic achievement. His
research showed that, in terms of mathematics achievement, those with strong study habits
performed better than those with poor study habits.
Moreover, numerous factors influence students' arithmetic proficiency, as
demonstrated by the grades they received. This study will largely focus on the affective
qualities of students, which emphasize their study behaviors and attitudes, which are then
further referred to as their study orientations, as reaffirmed by Biswas (2015). Getting a
handle on time management and developing good study habits are two of the major issues
facing college students. According to Kaushar (2013), most students currently spend less time
studying, a sizable part of them don't keep a schedule, and they are unaware of how
executives plan to use their time. However, the ability to reflect seems to be a key factor in
determining how well students perform in class (Cerna & Pavliushchenko, 2015).
Based on the related literature and studies that we have reviewed, we have identified
that there are still problems, questions, and gaps that need to be addressed. In particular, this
study examined the path analysis of the relationship between learners’ study habits and
general mathematics performance during blended learning.

CHAPTER III
METHODOLOGY
This chapter concentrates on the discussion of the research methods and procedures
adhered to by the researcher in order to answer systematically the specific problems posed for
investigation. Specifically, the research design, locale, participants/respondents, sampling,
instrument, instrument validation, data gathering procedures, and statistical analysis were
explained in this chapter.
Research Design
This study used a causal relationship design. According to Lleras (2005), causal
relationships focus on relationships between variables that consist of direct, indirect, and total
effects. Direct casual effects go directly from one variable to another. Indirect effects occur
when the relationship between two variables is mediated by one or more variables. Total
effects are the sum of the direct and indirect effects. Furthermore, path analysis was used to
gauge the direct and indirect effects. Path analysis is a methodological tool that supports
researchers using quantitative (correlational) data to disentangle the various (causal)
processes underlying a particular outcome. This analytic process is an extension of multiple
regression analysis, which estimates the magnitude and strength of effects within a
hypothesized causal system (Lleras, 2005)
Moreover, the design fits the study since it aims to explicitly specify how students’
profiles and study habits relate to academic performance in General Mathematics during
blended learning, and also allow researchers to determine the direct, indirect, and total effect
among variables.
Research Locale
The study was conducted in Sta. Fe Stand Alone Senior High School at Brgy. Pilit
Sta. Fe Leyte. In terms of strand, SFSASHS is composed of six strands namely: General
Academic (GA), Organic Agriculture (OA), Accountancy and Business Management (ABM),
Caregiving, Computer System Servicing (CSS), and Programming. Figure 2 below shows the
location of Sta. Fe Stand Alone Senior High School at Brgy. Pilit Sta. Fe Leyte.
Source: google maps
Figure 2: Locator Map of Sta. Fe, Stand Alone Senior High School.
Research Participants/Respondents
The respondents of the study were the senior high school students at Sta. Fe Stand
Alone Senior High School (SFSASHS), under the GA, OA, ABM, Caregiving, CSS, and
Programming strands. Specially, the chosen respondents of this study were grade 12 SHS
students since they were the ones who took General Mathematics in the first semester of the
academic year 2021-2022 during blended learning. Further, this study was conducted among
240 senior high school students enrolled in the first semester of the school year 2022-2023.
Research Sampling
The number of respondents was identified using the Krejcie & Morgan table. Thus,
among 240 grade 12 SHS students, a sample size of 148 was obtained, to be the respondents
to the study. Stratified random sampling was used to determine the respondents to the study.
In the sampling technique, researchers selected respondents from all the strands offered in
SFSASHS, in the same proportion. Further, the whole procedure of selecting the actual
respondents was done through the use of MS Excel software using the "randbetween"
formula.
Research Instrument
The instruments that were employed to gather the necessary data for this study
include questionnaires and documentation. Survey questionnaires were used as the major
instrument to collect data from the respondents for this study.
A researcher-made and modified questionnaire was used in this study. The
questionnaire was divided into four parts. Part 1 was designed to gather data about students’
sex, family monthly income, ownership of gadgets, mathematics learning resources, and their
access to internet sources.
Part 2 was designed to gather data about students’ study habits during blended
learning. It consists of 26 items that were classified in Bakare's (1977) study habits
categorization as: homework and assignments, time management, note-taking, and test
preparation. Part 3 was designed to gather data about students’ level of readiness towards
blended learning, which consists of 8 items. Lastly, Part 4 was designed to gather data about
students’ attitudes towards blended learning, which consists of five items.
Research Instrument Validation
The research instrument that was used in the study was a researcher-made and
modified questionnaire. To test the validity of the research instrument, the researchers seek
guidance from language and research experts. In particular, these experts assessed the extent
to which the content of the instrument covers all relevant parts of the subject it aims to
measure. Apart from that, the guidance from the language experts helped in checking the
grammar usage and syntax of the statements in the research questionnaire. The instrument
was pilot tested among 30 students in Alangalang Agro Industrial School (AAIS), one of the
public national high schools in Alangalang, Leyte, that offers strands under TVL and an
academic track. The results of the pilot testing were used to test the reliability of the
instrument.
Data Gathering Procedure

Before conducting the research, a letter seeking permission to conduct the research
was sent to the school of Sta. Fe Stand Alone Senior High School (SFSASHS) as a permit to
conduct research in the school. After securing permission, the researchers go to the randomly
selected respondents. The main purpose of the study was explained thoroughly and informed
that consent was sought from each respondent before giving the survey questionnaires.
Further, the researchers administered the questionnaire personally.
Statistical Analysis
All the data collected from the respondents was tallied, organized, analyzed, and
interpreted using the appropriate statistical analysis and tools.
Academic Performance in General Mathematics. The students’ academic
performance in general mathematics was analyzed using the following mean and descriptions
[Likert scale adopted from DepEd Order No. 8s. 2015]:
Mean Ranges Description

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly satisfactory
Below 75 Did not meet expectation
Study Habits. The students’ study habits were analyzed using the following mean
ranges and descriptions [5-point Likert scale adopted from Pontana, et.al (2021).
4.21 - 5.00 Excellent

3.41 - 4.20 Very Satisfactory
2.61 - 3.40 Satisfactory
1.81 - 2.60 Needs Improvement
1.00 - 1.80 Poor
Students Readiness Toward Blended Learning. The students’ attitude was
analyzed using the following mean ranges and descriptions [3-point Likert scale adopted
from Ahmad (2017).

3.68-5.00 High
2.34-3.67 Moderate
1.00-2.33 Weak
Students Attitude Toward Blended Learning. The students’ attitude was analyzed
using the following mean ranges and descriptions [5-point Likert scale adopted from
Nomnian (2020).

4.21 - 5.00 Very Positive Attitude
3.41 - 4.20 Positive Attitude
2.61 - 3.40 Moderate Attitude
1.81 - 2.60 Negative Attitude
1.00 - 1.80 Very Negative Attitude
To quantitatively describe the data about the profile of the respondents in terms of
sex, family monthly income, ownership of gadgets, mathematics learning resources, and their
access to internet sources. Descriptive statistics such as frequency, frequency counts,
percentages, and mode were used.
To describe the data on the students’ study habits, and academic performance in
General Mathematics, descriptive statistics such as, mean and standard deviation were used.
Furthermore, the statistical analysis in the study used Path Analysis to analyze the correlation
of students’ profiles, study habits, and academic performance in General Mathematics during
blended learning. Hypotheses were tested at 0.05 level of significance. The process of making
the whole analysis was carefully brought out by the statistician.

CHAPTER IV
RESULTS AND DISCUSSION
This chapter focuses on the presentation, interpretation, and analysis of data obtained
during the course of the study. Specifically, these include the students’ profile, study habits,
readiness and attitude towards blended learning, and academic performance in General
Mathematics of Grade 12 senior high school students. Students’ profiles were particularly
focused on sex, family monthly income, ownership of gadgets, mathematics learning
resources, and their access to internet sources. Students’ study habits in General Mathematics
during blended learning. The academic performance of senior high school students
highlighted their grades in General Mathematics during blended learning. These are presented
in the following tables:
Students’ Profile of Grade 12 Senior High School Students

Table 1 presents data on the students’ profile in terms of sex, family monthly income,
gadgets, mathematics learning resources, and their access to internet sources.
Table 1.1
Profile of the Respondents in terms of Sex
Sex Frequency Percentage

Male 61 41.20%
Female 87 58.80%
Total 148 100%
Based on the table presented above, it can be implied that among 148 senior high
school students (grade 12) in Sta. Fe Stand Alone Senior High School, Sta. Fe, Leyte, there
were a higher number of female respondents (58.80%) who took part in the study as
compared to males (41.20%).
Table 1.2
Profile of the Respondents in terms of their Monthly Family Income
Family Monthly Income Frequency Percentage

Below 5,000 87 58.80 %
5,000 - 10,000 45 30.40%
10,000 – 20,000 12 8.10%
20,000 above 4 2.70%
Total 148 100%
The table reveals data on the profile of the students in terms of monthly family
income. It shows that more than half of the respondents have monthly family incomes below
Php5,000 (58.80%), and only 2.70% have incomes above Php20,000 (family monthly
income). It simply means that the majority of the respondents’ families’ monthly income was
in the low-income range.
Table 1.3
Profile of the Respondents in terms of Ownership of Gadgets

Ownership of Gadgets Frequency Percentage
Laptop 61 41.20%
Tablet/iPad 34 22.97%
Smartphone 148 100%
Desktop 31 20.90%
Table 1.3 shows the frequency and percentage distribution of the profiles of the
respondents in terms of gadgets used during blended learning. The findings revealed that
100% of the respondents’ own smartphones. Whereas, less than 50% of the respondents
owned other gadgets such as a laptop (41.20%) and a tablet or iPad (22.97%). and desktop
(20.90%). This shows that during blended learning, students used their own smartphones as a
tool to study and learn General Mathematics.
Table 1.4
Profile of the Respondents in terms of Mathematics Learning Resources
Mathematics Learning Frequency Percentage

Resources
Books/Printed 148 100%
materials/modules
E-books/pdf files 9 6.10%
Application Software (e.g., 16 10.80%
GeoGebra, Photo Math,
CalcEs, etc.)
Learning Websites (e.g., 37 25.80%
Khan Academy, Libretexts,
etc.
Online Videos (e.g., 21 14.20%
YouTube, Google,
Facebook, etc.
Table 1.4 shows that all of the respondents have access to books, printed materials,
and modules (100%), as well as learning websites (25.80%) for learning general mathematics
during blended learning. On the other hand, less than 15% of the respondents have accessed
other learning resources.
Table 1.5
Profile of the Respondents in terms of Sources of Internet Connectivity
Did you have source(s) of Frequency Percentage

internet connection during
blended learning?
Yes 145 98%
No 3 2%
Total 148 100%
Table 1.5 shows the frequency and percentage distribution of the profiles of the
respondents in terms of their internet connectivity during blended learning. It reveals that
there were 145 (98%) students who responded that they had accessed the internet during
blended learning. While only three (2%) have answered otherwise. This simply means that
the majority of the students had access to the internet while learning general mathematics
through blended learning.
Performance of the Respondents in General Mathematics
This section presents the academic performance of the respondents in General
Mathematics during blended learning, which is based on their first semester of the school
year 2021-2022. The results are presented in Table 2.
Table 2
Performance of the Respondents in General Mathematics
Performance Level Grade Frequency Percentage

Outstanding 90 – 100 41 27.70%
Very Satisfactory 85 – 89 55 37.20%
Satisfactory 80 – 84 43 29.10%%
Fair Satisfactory 75 – 79 8 5.40%
Did not meet the Below 75 1 0.60%
Expectations
Average 86.29 148 100%
Table 2 shows the distribution of the respondents’ grades in General Mathematics
during blended learning. As reflected in the table, the respondents had a very satisfactory
performance with an average grade of 86.29. These data revealed that, even though there is a
drastic change from a traditional set-up to blended learning, it won’t affect the performance
of the respondents in General Mathematics since only 6% of the students are on the threshold
line. The result is consistent with the findings of Alova and Alova (2022) who found that the
mean academic performance in General Mathematics is 86.49 with a standard deviation of
6.53. This is described as very satisfactory.
Study Habits of the Respondents
This portion shows the results of the study habits of the respondents, which are
measured using four variables such as homework and assignments, time management, note-
taking, and test preparation. The results are presented in Table 3
Table 3.1
Homework and Assignment
Indicators Mean (x̄) SD (σ) Interpretation

I completed my assignment in general 3.32 1.108 Satisfactory
mathematics on time.
I begin my general mathematics assignment as 3.09 0.950 Satisfactory
soon as the teacher gives it to us.
During face-to-face classes, I write down or take 3.70 1.226 Very Satisfactory
pictures of the assignments given by our
teacher.
I seek the help of my friends, relatives, 3.14 1.125 Satisfactory
classmates, etc., to help me with my
assignments.
I review my notes and modules in general 3.32 1.101 Satisfactory
mathematics before I start answering my
homework.
I engage in group discussion before answering 3.07 1.089 Satisfactory
my homework in general mathematics
Total 3.27 1.099 Satisfactory
Mean Range: 1.00 – 1.80 Poor; 1.81 – 2.60 Needs Improvement; 2.61 – 3.40 Satisfactory;
3.41 – 4.20 Very Satisfactory 4.21 – 5.00 Excellent
It can be observed from Table 3.1 that most of the respondents write down or take
pictures of the assignments given by their teacher (x̄ = 3.70, σ = 1.226), complete their
assignments in general mathematics on time (x̄ = 3.32, σ = 1.108), and review their notes and
modules in general mathematics before they start answering their homework (x̄ = 3.32, σ =
1.101). Overall, these findings reveal that the extent of study habits (homework and
assignments) as perceived by the students gained a "satisfactory" result with a weighted mean
of 3.26, standard deviation of 1.099.
Table 3.2
Time Management

I can manage my time well in doing all my 3.32 1.13111 Satisfactory
learning activities.
I spend much time watching tutorial videos in 2.84 1.06301 Satisfactory
general mathematics on YouTube, Facebook,
TikTok, etc. for the sake of my studies.
I study general mathematics after the discussion 2.80 1.02790 Satisfactory
or if there is a vacant period.
I regularly attend my classes in general 3.91 1.29325 Very Satisfactory
mathematics
I study general mathematics for at least 30 2.95 1.06767 Satisfactory
minutes every weekend.
I either concentrate fully or limit distraction 3.24 1.02593 Satisfactory
when I’m studying general mathematics.
I take a short break for progress, not for fatigue 3.17 1.12115 Satisfactory
or daydreaming, when I study general
mathematics.
I make a to-do list or a weekly schedule for the 2.95 1.21406 Satisfactory
activities or tasks in general mathematics that I
need to complete.
As revealed in Table 3.2, it shows that the respondents regularly attend their classes in
general mathematics (x̄ = 3.91, σ = 1.2932), and can manage their time in doing all their
learning activities (x̄ = 3.32, σ = 1.1311). Overall, these findings reveal that the extent of
study habits (time management) as perceived by the students themselves gained a
"satisfactory" result with a weighted mean of 3.15, and a standard deviation of 1.1180.
Table 3.3
Note Taking

I take notes as I read my modules or textbook. 3.36 1.22896 Satisfactory
I take notes as I watch video tutorials in general 3.08 1.19815 Satisfactory

mathematics on YouTube, Facebook, TikTok,
etc.
I take notes in lectures 3.52 1.31174 Very Satisfactory
After taking notes, I review them before going 3.21 1.10812 Satisfactory
on to something else.
I rewrite lecture notes in general mathematics. 3.16 1.20121 Satisfactory
I compare notes in general mathematics with 3.07 1.15859 Satisfactory

one or more other students to check
completeness and accuracy.
Table 3.3 revealed that respondents take notes during lectures (x̄ = 3.52, σ = 1.3117),
and take notes as they read their modules or textbooks (x̄ = 3.36, σ = 1.2289). Based on the
overall weighted mean of 3.23, and standard deviation of 1.2011 which are interpreted as
"satisfactory,"
Table 3.4
Test Preparation

I always prepare to study for any tests in the 3.59 1.21178 Very Satisfactory
best way that I can.
I spend at least 15 minutes before taking test or 3.21 1.05142 Satisfactory
quiz in general mathematics.
I gather my notes to review before examination. 3.57 1.32564 Very Satisfactory
I have my own time to study more effectively 3.22 1.23344 Satisfactory
such as evening, morning, and afternoon.
I prefer to study in a peaceful place which has 3.81 1.23085 Very Satisfactory
no disturbance.
I prefer to study alone than with friends or 3.39 1.20387 Satisfactory
classmates.
I search some exercises from books or internet 3.05 1.21097 Satisfactory
to review before examination.
I give time to relax before taking tests. 3.64 1.26786
Very Satisfactory
Total 3.44 1.21698
Very
Satisfactory
Table 3.4 indicates that the respondents prefer to study in a peaceful place (x̄ = 3.81, σ
= 1.2309), give time to relax before taking tests (x̄ = 3.64, σ = 1.2679), and always prepare to
study for any type of test (x̄ = 3.59, σ = 1.2117). The results suggest that the respondent has a
good study habit (test preparation), with an overall weighted mean of 3.44 and a standard
deviation of 1.2170, which is interpreted as "very satisfactory."
Table 3.5
Study Habits

Homework and Assignment 3.27 1.099 Satisfactory
Time Management 3.15 1.11801 Satisfactory
Note-taking 3.23 1.20112 Satisfactory
Test Preparation 3.44 1.21698 Very Satisfactory
Table 3.5 shows that only the habits in test preparation had a very satisfactory result
with a mean of 3.44 and a standard deviation of 1.2170. On the other hand, homework and
assignments (x̄ = 3.27, σ = 1.009), time management (x̄ = 3.15, σ = 1.1180), and note-taking
(x̄ = 3.23, σ = 1.2011) had a satisfactory result. The data suggest that the overall study habits
of the respondents during blended learning were poor.
Attitude and Readiness of the Respondents Towards Blended Learning
This section exhibits the results of the data gathered regarding the attitudes and
readiness of the respondents towards blended learning. The results are presented in Table 4.
Table 4.1
Students Readiness Towards Blended Learning Modality
I am ready to increase my opportunity to access 3.44 1.09561 Moderate
unlimited lecture materials and use
information.
I am ready to study at my own pace and have 3.45 1.02575 Moderate
the opportunities to reflect on what I have
learned.
I am ready and comfortable with self-directed 3.39 1.02110 Moderate
learning, for it helps me better understand the
course lessons
I am ready for modular-based learning 2.93 1.13743 Moderate
activities as it provides richer instructional
content to understand course requirements
better than face to face approach only.
Blended learning through modular and face-to- 3.36 1.10046 Moderate
face motivates me to prepare well for my
studies by developing strong time management
skills.
I am ready to be more responsible for my 3.47 1.08450 Moderate
studies through the blended learning modality.
I am ready to face challenges in blended 3.47 1.13937 Moderate
learning environment (combining face-to-face
classroom and modular learning)
Total 3.39 1.08632 Moderate
Mean Range: 1.00 – 2.33 Week; 2.34 – 3.67 Moderate; 3.68 – 5.00 High
The table showed that the respondents are more responsible in their studies (x̄ = 4.47,
σ = 1.08450), ready to face challenges (x̄ = 3.47, σ = 1.13937), and can study at their own
pace (x̄ =3.45, σ = 1.0257) during blended learning. Based on the overall mean of 3.39 and
standard deviation of 1.08632, it showed that respondents have a moderate level of readiness
towards blended learning.
Table 4.2
Students Attitudes towards Blended Learning Modality
I find it easy to study during blended learning. 2.95 1.01542 Moderate
Attitude
I am comfortable in answering tasks during 3.17 0.90643 Moderate
blended learning. Attitude
Blended learning is exciting and not boring. 3.13 1.01874 Moderate
Attitude
I can focus and learn more when it is blended 3.14 1.05631 Moderate
learning. Attitude
I can learn independently during blended 3.20 1.06687 Moderate
learning. Attitude
Total 3.12 1.01275 Moderate
Attitude
Mean Range: 1.00 – 1.80 Very Negative Attitude; 1.81 – 2.60 Negative Attitude; 2.61 – 3.40
Moderate Attitude; 3.41 – 4.20 Positive Attitude; 4.21 – 5.00 Very Positive Attitude
It can be gleaned from the table that most of the respondents have a moderate attitude
in learning independently (x̄ =3.20, σ = 1.0668), and found it easy (x̄ =2.95, σ = 1.0154) to
study during blended learning. Overall, these findings reveal that the mean level of students’
attitude towards blended learning is classified as "moderate attitude."
Direct, Indirect, and Total Effects of Student’s Profile, Study Habits to the Academic
Performance in General Mathematics

This portion shows the results of the direct, indirect, and total effects of the students’
profiles and study habits on their academic performance in General Mathematics during
blended learning (see figure 3). The findings are presented in Table 5
Figure 3: Standardized path coefficient of the main model
Table 5.1.1
Direct Effect of Student’s Profile to Study Habits
Path Analysis Path Coefficient 95% CL p-value

(β1) Lower Upper (p)
Sex 0.206 0.044 0.382 0.025
Study Learning Resources 0.168 -0.087 0.307 0.134
Habits Gadgets -0.073 -0.225 0.138 0.471
Internet Sources -0.066 -0.220 0.112 0.462
Monthly Income 0.070 -0.107 0.218 0.414
The aforementioned table shows the direct effect of students’ profiles on study habits
during blended learning. The data clearly show that only sex (β1 = 0.206, p = 0.025) has a
significant positive direct effect on study habits. Even if there is an observed positive direct
effect of learning resources (β1 = 0.168, p = 0.134), and monthly income (β1 = 0.070,
p=0.414) on study habits, it is still it not significant. On the other hand, there was a negative
direct effect and no significant relationship between gadgets (β1 = -0.073, p = 0.471) and
internet sources (β1 = - 0.066, p = 0.462) to the study habits of the respondents during
blended learning.
Table 5.1.2
Direct Effect of Student’s Profile, Study Habits to the Academic Performance in General
Mathematics

Sex 0.339 0.208 0.489 0.003
Learning Resources 0.077 -0.088 0.210 0.432
Academic Gadgets 0.094 -0.049 0.266 0.195
Performance Internet Sources -0.001 -0.162 0.168 0.940
Monthly Income 0.039 -0.108 0.186 0.564
Study Habits 0.250 0.026 0.532 0.041
As reflected in Table 5.1.2, it can be determined that sex (β 1 = 0.339, p = 0.003), and
study habits (β1 = 0.250, p = 0.041) has a significant positive direct effect on academic
performance in General Mathematics. Whereas, learning resources (β1 = 0.077, p = 0.432),
gadgets (β1 = 0.094, p = 0.195), and monthly income (β1 = 0.039, p = 0.564) has no significant
positive direct effects on academic performance. On the other hand, internet sources (β 1 = -
0.001, p = 0.940) have no significant negative direct effect to academic performance. Data
revealed a positive and significant direct impact of sex, study habits on academic
performance in General Mathematics during blended learning.
Table 5.2
Indirect Effect of Student’s Profile, Study Habits to the Academic Performance in General
Mathematics.

Sex 0.027 -0.001 0.080 0.055
Academic Gadgets -0.009 -0.052 0.014 0.290
Monthly Income 0.009 -0.010 0.043 0.295
Study Habits -0.121 -0.363 0.046 0.240
The table above shows the indirect effect of students’ profiles and study habits on
their academic performance in General Mathematics. The data clearly show that respondents’
profiles such as sex (β2 = 0.027, p = 0.055), learning resources (β2 = 0.022, p = 0.148), and
monthly income (β2 = 0.009, p = 0.295) have no significant positive indirect effect on
academic performance. On the other hand, there was a negative indirect effect and not
significant between gadgets (β2 = -0.009, p = 0.290), internet sources (β2 = -0.008, p = 0.269),
and study habits (β2 = -0.121, p = 0.240) and the academic performance of the respondents in
Table 5.3
Total Effect of Student’s Profile, Study Habits to the Academic Performance in General
Mathematics.
Sex 0.366 0.239 0.499 0.002
Academic Gadgets 0.084 -0.062 0.267 0.246
Monthly Income 0.048 -0.106 0.196 0.540
Study Habits 0.129 -0.026 0.277 0.118
In Table 5.3, it was shown that, sex (β3 = 0.366, p = 0.002) has a significant positive
total effect on academic performance. Whereas, there is no significant positive total effect
between learning resources (β3 = 0.099, p = 0.330), gadgets (β 3 = 0.084, p = 0.246), monthly
income (β3 = 0.048, p = 0.540), and study habits (β 3 = 0.129, p = 0.118) on academic
performance. On the other hand, there was a negative total effect and no significant
relationship between internet sources (β3 = -0.009, p = 0.882) and academic performance in
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter summarizes the findings of the study which were the bases for the
conclusions and recommendations.

Summary
This study to aimed to quantitatively determine the causal-relationship between the
learners' study habits and academic performance in General Mathematics of grade 12 students
during blended learning.
Specifically, it sought to answer the following questions:
1. What is the profile of the respondents in terms of:
a) Age
b) Family monthly income
c) Ownership of gadget
d) Access to Internet
e) Sources of Internet connectivity
2. What is the academic performance of SHS students in General Mathematics during
blended learning?
3. To what extent do SHS students adhere to the 4 areas of study habits during blended
learning in terms of the following?
a) Homework and Assignment
b) Time Management
c) Note-taking
d) Test Preparation
4. What is the level of students’ readiness and attitudes towards blended learning
modalities?
5. What is magnitude of the direct effect between learners’ profiles and study habits
during blended learning?

6. What are the magnitudes of the direct, indirect, and total effects of learners’ profile,
study habits on the academic performance in General Mathematics during blended
learning?
The researcher used a causal-relationship method to describe the variables used in the
study and the effects between these variables and the academic performance of the students in
A total of 148 grade 12 senior high school students in Sta. Fe Stand-Alone Senior
High School Sta. Fe, Leyte, under General Academic, Organic Agriculture, Computer System
Servicing, Accountancy Business Management, Programming and Caregiving strand,
respondents were involved in this study which was conducted during the school year 2022-
2023. The final grade in General Mathematics during blended learning was used to represent
students' ‘academic performance, and a researcher-made and modified questionnaire was
used as an instrument to gather the needed data. The data were further analyzed using
frequency, percentage, mean, and standard deviation. Moreover, Path analysis was used to
test the direct, indirect, and total effects of the variables.
Summary of Findings
After several statistical computations were made on the gathered data, the following
findings were revealed:
1. Out of the 148 respondents who were part of this study, 41.20 percent were male and
57.80 percent were female. With regards to the respondents’ family monthly income,
it was found out that 58.80% have a family income of Php5,000.00 below, and only
less than 31% have a family income of Php5,000.00. In terms of their ownership of
gadgets, it was shown that all respondents owned smart smartphones, and less than
42% owned other gadgets such as laptops, tablets/iPads, and desktops. Furthermore, it
was also shown that 100% of the students had accessed books, printed material, and
modules during blended learning, 25.80% had accessed learning websites, and less
than 15% had accessed ebooks/pdf files, application software, and online videos.
Also, it was shown that 98 percent of the respondents had accessed the internet during
blended learning and only 2 percent otherwise.
2. It has been found out that the overall actual average of grade 12 students in General
Mathematics during blended learning is 86.29 which is described as very satisfactory.
As discussed, the actual grade has been used all throughout the analysis of the study
in order to indicate the students’ actual academic performance in General
Mathematics during blended learning.
3. On the extent to which students' study habits adhere during blended learning, the
following were the findings: Homework and assignments gained a "satisfactory"
result with an overall weighted mean of 3.26 and a standard deviation of 1.10. Time
Management with a mean of 3.15 and a standard deviation of 1.12, which is classified
as "satisfactory." Note Taking a mean of 3.23 and a standard deviation of 1.20,
interpreted as "satisfactory," Whereas, Test preparation, with a mean of 3.44 and a
standard deviation of 1.22, is rated as "very satisfactory." Lastly, study habits had an
overall weighted mean of 3.37 and an overall standard deviation of 1.1588. This
implies that the respondents had satisfactory study habits.
4. On the level of students' readiness and attitude towards blended learning, it was
revealed that respondents have a moderate level of readiness, and a moderate attitude
towards blended learning modalities.
5. Between the direct effects between learners’ profiles and study habits, it was found
that there is a significant positive direct effect of sex on the students’ study habits. On
the other hand, learning resources and monthly income have a positive direct effect on
study habits but are not significant. While there are direct negative effects between
gadgets, and internet sources, to the respondents’ study habits during blended
learning, and not significant.
6. On the magnitudes of the direct, indirect, and total effects of learners’ profiles, study
habits on the academic performance in General Mathematics during blended learning,
the following were the findings:
a. Between the direct effects of learners’ profiles and study habits on academic
performance in general mathematics, it was found that sex and study habits have a
positive direct effect on academic performance. While learning resources, gadgets,
and family monthly income have a direct positive effect on academic
performance, it is not significant. Whereas, there is no significant negative direct
effect between internet sources and academic performance in general mathematics
during blended learning.
b. Between the indirect effect of learners’ profiles and study habits on the academic
performance of the students in general mathematics during blended learning. It
was found that sex, learning resources, and family monthly income has a positive
indirect effect on academic performance but not significant. Whereas, study
habits, gadgets, internet sources, and family monthly income have no significant
negative indirect effect on academic performance in general mathematics for the
students during blended learning.
c. Between the total effect of learners’ profiles and study habits on academic
performance, it was revealed that only sex has a significant positive total effect on
academic performance. On the other hand, learning resources, gadgets, family
monthly income, and study habits have no significant positive total effect on
academic performance. Whereas, there is no significant negative total effect

between internet sources and the academic performance of students in general
mathematics during blended learning.
Conclusion
Based on the findings of the study, the following conclusions were drawn.
1. From the profile of the respondents, it can be gleaned that most of the respondents are
female. It implies that females are more likely to pursue education through blended
learning. Zhang et al. (2020) found that female students are more inclined to choose
blended learning than male students.
Moreover, according to the findings, most of the respondents belong to families below
the poverty line. But their parents or guardians have been able to send their children to
school and buy them materials that are needed to support their needs during blended
learning, such as gadgets and learning materials. Based on the findings, 100 percent of
the respondents' owned smartphones, and less than 45 percent owned other gadgets
such as laptops and tablet/iPads and desktop. And 98 percent of the respondents have
access to the internet. Furthermore, when it comes to the respondents’ learning
resources, all of the respondents accessed printed material or modules, and only less
than 30% accessed other resources like e-books or PDF files, application software,
learning websites, and online videos.
2. According to the findings, it was shown that the average grade of the respondents in
general mathematics during blended learning was 86.26, interpreted as very
satisfactory. It implies that even if not all of the respondents have access to other
learning resources and internet connectivity, but they can still manage to get good
grades in general mathematics. The result is consistent with the findings of Antonio
and Baduria (2022), which state that the level of academic achievement of grade 11
students in general mathematics during blended learning was very satisfactory.
3. According to the findings, the respondents had satisfactory or poor study habits. It
suggests that the study habits of the respondents need to be improved. With the kind
of study habits that they have, it can be seen as one of the factors or reasons why less
than 30% of the respondents got an average grade of 84 below in general mathematics
during blended learning. The result is consistent with the findings of Castro (2022),
that students have low or poor study habits during blended learning. Another study
from Capuno et al. (2019) revealed that distance learners have satisfactory study
habits.
4. According to the findings, it was shown that students have a moderate level of
readiness and a moderate attitude towards blended learning. It implies that the
students are not yet ready for and satisfied with the implementation of blended
learning. This result is consistent with the study of Tuguic (2021).
5. According to the findings, it was shown that sex has a significant positive direct effect
on the students’ study habits during blended learning. It implies that sex plays a big
role in the study habits of every student. The study of Sarmiento (2019) showed that
female students preferred note-taking skills and that female students are more ethical
in terms of attending lectures and improving academic performance. On the other
side, male students excelled in time management.
6. It was shown that sex and study habits have a significant positive direct effect on the
academic performance of the students in general mathematics during blended. This
suggests that the sex and study habits of the respondents contribute to their
performance in general mathematics during blended learning. The findings of the

study are consistent with the study of Capuno et al. (2019), who found that study
habits are significant factors that affect student performance in mathematics.
Also, the findings show that there is a significant positive effect between sex and
academic performance.
Recommendation
Based on the findings of the study and the conclusions reached, the following
suggestions are proposed and highly recommended to help improve the academic
performance of students in General Mathematics during blended learning.
1. To the students, the following are highly recommended.
a. The fact that they lack access to e-learning resources such as e-books,
application software, learning websites, and online videos It is highly
suggested that they at least find ways or try to use other learning materials
found online (e-learning) that will support their studies since it was also
revealed that the majority of the learners have internet connectivity.
b. In terms of study habits, it is suggested that they learn to seek help from peers,
friends, family, and classmates for them to learn general mathematics more
effectively since being in a group discussion is better when learning
mathematics. Be attentive when assignments or tasks are given by the teacher;
do advance reading or answer the given task ahead of time in order to have
better academic performance. Taking notes is a good practice, for it will help
them check and recheck the accuracy or correctness of a certain topic. Lastly,
test preparation must be applied to students for them to have a good result
when taking an examination.

c. They must be ready and comfortable with the blended learning modality set
up. Due to the fact that changes in curriculum are inevitable and unforeseen
circumstances that might occur, such as natural disasters and pandemics, the
students should be ready to adapt to changes, especially in teaching and
learning modalities.
d. They should concentrate on the development of their poor study habits,
namely: homework and assignments, time management, and note-taking, to
improve their learning outcomes and excel in their learning problems so they
can improve their academic achievement for their future lives.
2. To the teachers, the following are highly recommended;
a. Provide e- learning resources for the students such as pdf, links of websites,
and supplemental videos where in, students will be able to access those
resources especially in learning General Mathematics subject.
b. Convince and motivate their students to improve their study habits, especially
in taking notes, time management, and homework and assignments. Moreover,
show support and extend encouragement to their students so that they will
have more competence to study the subjects or lessons that they believe to be
difficult.
c. Allocate time to contact students and ask for clarifications about a certain
topic; in that way, students will be able to ask questions and clarify things.
And they should be more creative and use effective strategies in delivering
their lessons to meet the needs of 21st-century learners.
3. Parents should instill in the minds of their children that they should develop a
system for learning their lessons and use this system effectively and consistently.
They should also urge their children to develop good study habits and help them
understand that study habits are one of the things that can affect how well they do
in school.
4. To the school administration, since most students lack access to e-learning
resources during blended learning, it is suggested to provide those resources in
order to improve their academic performance in general mathematics. Moreover,
the status of study habits was satisfactory or poor; therefore, it is recommended to
consider and assess students’ study habits at the time of entry into senior high
school. In addition, specific training should be offered to students in order to help
them modify their study habits and increase their academic achievements.
5. To the future researcher, the study could be done in a wider locale, with a larger
sample size, and even in some private schools in order to compare the results and
come up with a better interpretation that will improve students' study habits and
academic performance in general mathematics during blended learning. The
findings of the study can be used as support for further investigations and
research.
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APPENDICES
Appendix A
Letter of Transmittal
Appendix B
LEARNERS’ STUDY HABITS AND GENERAL MATHEMATICS PERFORMANCE DURING BLENDED

LEARNING OF SHS STUDENTS
Name (Optional): Sex: Age: Strand:
I. Profile of the Respondents
Indicate your responses with a check [✓ ] mark.

a. What is the monthly income of your family?
Below 5,000
5,000-10,000
10,000-20,000
20,000 Above
b. During blended learning, what was/were the gadget(s) you used? (Check all that apply)
Gadgets Owned Borrowed Rented
Laptop
Tablet/Ipad
Smartphone
Desktop
d.What was/were the mathematics resource(s) you used during blended learning?
(Check all that apply)
Books Printed materials/modules Ebooks/pdf files

Application software (e.g., GeoGebra, Photo Math, CalcEs, etc.)
Learning websites (e.g., Khan Academy, Libretexts, etc.) Online videos (e.g., YouTube, Google, Facebook, etc.)
Others, please specify:
e.Did you have source(s) of internet connection during blended learning?
Yes No
If yes, please proceed to the next questions that follow. Otherwise, don’t.
What was/were your main source(s) of internet connection for Blended learning?
Every number you check ONLY ONE corresponds to a main source you used in a
specific area.
4 Mobile data 3 Wi-Fi/LAN 2 Piso Wi-Fi1 Internet café
0 No source available
• At home 4 3 2 1 0
• Within the vicinity of your 4 3 2 1 0
area
• Outside the barangay/at town proper 4 3 2 1 0
Most of the times, how will you classify the quality of your internet connectivity?
Excellen
t Good
Poor
No connection at all
h.Academic Performance (Grade) in General Mathematics

90-100
85-89
80-84
75-79
Below 75
II. Study Habits Inventory
Direction: For each statement in the survey, indicate how it applies to you by putting
a check on the right side of each the statement that you feel best describes your study
habits. Please answers all questions. Note there are no right or wrong answer. Your
answers will keep strictly confidential and you will not be identified.
Scale: 1 – Never, 2 – Rarely, 3 – Sometimes, 4 – Often, 5 – Always
NOTE THAT ALL YOUR RATED PERCEPTIONS HERE WILL BE BASED ON YOUR
EXPERIENCES DURING BLENDED LEARNING (FACE-TO-FACE + MODULAR) IN
GENERAL MATHEMATICS SUBJECT ONLY AND NOT THE CURRENT MODALITY.
No. Statements 1 2 3 4 5
Homework and Assignment
During blended learning...
1. I completed my homework or assignment in general
mathematics on time.
2. I begin my general mathematics assignment as soon as the teacher
gives it to us.
3. During face-to-face classes, I write down or take pictures of the
assignments given by our teacher.
4. I seek the help of my friends, relatives, classmates, etc., to help
me with my assignments.
5. I review my notes and modules in general mathematics before I
start answering my homework.
6. I engage in group discussion before answering my homework in
general mathematics.
Time Management
1. I can manage my time well in doing all my learning activities.

2 I spend much time watching tutorial videos in general
mathematics on YouTube, Facebook, TikTok, etc. for the sake of
my studies.
3 I study general mathematics after the discussion or if there is a
vacant period.
4 I regularly attend my classes in general mathematics
5 I study general mathematics for at least 30 minutes every
weekend.
6 I either concentrate fully or limit distraction when I’m studying
general mathematics.
7 I take a short break for progress, not for fatigue or daydreaming,
when I study general mathematics.
8 I make a to-do list or a weekly schedule for the activities or
tasks in general mathematics that I need to complete.
Note-taking
1. I take notes as I read my modules or textbook.
2. I take notes as I watch video tutorials in general mathematics on
YouTube, Facebook, TikTok, etc.
3. I take notes in lectures.
4. After taking notes, I review them before going on to something
else.
5. I rewrite lecture notes in general mathematics.
6. I compare notes in general mathematics with one or more other
students to check completeness and accuracy.
Test Preparation
1. I always prepare to study for any tests in the best way that I can.
2 I spend at least 15 minutes before taking test or quiz in general
mathematics.
3 I gather my notes to review before examination.
4 I have my own time to study more effectively such as evening,
morning, and afternoon.
5 I prefer to study in a peaceful place which has no disturbance.
6 I prefer to study alone than with friends or classmates.
7 I search some exercises from books or internet to review before
examination
8 I give time to relax before taking tests
III.Students Readiness Towards Blended Learning Modality.
Direction: For each statement in the survey, please indicate how much you agree and
disagree with the statement by putting a check in a box on the right side of each
statement. Note, there is no right or wrong answer. Your answers will be kept strictly
confidential and you will not be identified.
Scale:
1 –Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree, 5 – Strongly Agree
NOTE THAT ALL YOUR RATED PERCEPTIONS HERE WILL BE BASED ON

YOUR EXPERIENCES DURING BLENDED LEARNING (FACE-TO-FACE +
MODULAR) IN GENERAL MATHEMATICS SUBJECT ONLY AND NOT THE
CURRENT MODALITY.
No. Statements 1 2 3 4 5
Students Readiness to Blended Learning Modality
1. I am ready to increase my opportunity to access
unlimited lecture materials and use information.
2. I am ready to study at my own pace and have the
opportunities to reflect on what I have learned.
3. I am ready and comfortable with self-directed
learning, for it helps me better understand the
course lessons
4. I am ready for modular-based learning activities as it
provides richer instructional content to understand
course requirements better than face to face
approach only.
6. Blended learning through modular and face-to-face
motivates me to prepare well for my studies by
developing strong time management skills.
7. I am ready to be more responsible for my studies
through the blended learning modality.
8. I am ready to face challenges in blended learning
environment (combining face-to-face classroom
and modular learning)
Students Attitudes Towards Blended Learning
1. I find it easy to study during blended learning.
2. I am comfortable in answering tasks during
blended learning.
3. Blended learning is exciting and not boring.
4. I can focus and learn more when it is blended
learning.
5. I can learn independently during blended learning.
IV.Students Readiness Towards Blended Learning Modality
Direction: For each statement in the survey, please indicate how much you agree and
disagree with the statement by putting a check in a box on the right side of each
statement. Note, there is no right or wrong answer. Your answers will be kept strictly
confidential and you will not be identified.
Scale:
1 –Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree, 5 – Strongly Agree
NOTE THAT ALL YOUR RATED PERCEPTIONS HERE WILL BE BASED ON

YOUR EXPERIENCES DURING BLENDED LEARNING (FACE-TO-FACE +
MODULAR) IN GENERAL MATHEMATICS SUBJECT ONLY AND NOT THE
CURRENT MO

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LEARNERS’ STUDY HABITS AND GENERAL MATHEMATICS PERFORMANCE

DURING BLENDED LEARNING OF SENIOR HIGH SCHOOL STUDENTS

MARK JEROME N. DELA PEÑA, MEd Mathematics

In Partial Fulfilment of the

Castino, Hazel Joy C.

This research paper entitled “LEARNERS’ STUDY HABITS AND GENERAL

MARK JEROME N. DELA PEÑA, MEd Mathematics

DR. JUDITH P. JOMADIAO

gratefulness and gratitude to those who made this study possible.

capability to accomplish this study successfully.

necessary technical assistance for this study.

completion of this research work.

and the population in every strand.

To Visayas State University Alangalang-Campus, the institution which helped us

hone our skills.

LIST OF FIGURES vii

LIST OF APPENDICES viii

Background of the Study 1

Statement of the Problem 3

Scope and Delimitation 10

Significance of the Study 10

II REVIEW RELATED LITERATURE

Data Collection Procedure

Time Spent by Students in Using Mobile

Academic Performance of SHS Students . . . . . . . . . . . . . . 18

Correlation Between the Average Number of Student’s

and Academic Performance of SHS students . . . . .

1 Use of Mobile Phone for Learning

2 Average Number of Student’s Time Spent in Using Mobile

Correlation Between Time Spent in Using Mobile Phone

1 Diagram Showing the Conceptual Flow

2 Types of Mobile Phone Used by SHS

chosen as the sample by stratified random sampling. Researchers'-made and modified

Background of the Study

(Pagaran et al., 2022).

learning, especially in mathematics growth as opposed to meeting grade-level requirements.

Students’ mathematics achievements are consistently noted in different countries as

parents, educators, and governments.

ranked 34th in mathematics out of 38 participating countries. Additionally, according to data

(DepEd) report in the Philippines.

In the implementation of Senior High School (SHS), the curriculum provided by

cause of this subject's underachievement.

Additionally, it showed that effective study techniques result in higher mathematics

study habits lead to low performance in mathematics.

high achievers in mathematics.

The objectives of this study are:

habits on academic performance in General Mathematics during blended learning.

Statement of the Problem

of senior high school students (SHS) during blended learning.

Specifically, it seeks to answer the following questions:

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

b) Family monthly income

d) Sources of Internet connectivity

e) Mathematics Learning Resources

2. What is the academic performance of SHS students in General Mathematics during

learning in terms of the following?

a) Homework and Assignment

during blended learning?

study habits on the academic performance in General Mathematics during blended

From the problem above, the following hypothesis were formulated:

2. Learners’ profiles, study habits do not affect/influence academic performance in

General Mathematics during blended learning.

Scope and Delimitation of the Study