NEW NORMAL TEACHING METHODS AND STUDY HABITS OF UNIVERSITY

SOPHOMORE STUDENTS

A Research Proposal

Presented to the Faculty of College of Tecaher Education

MINDORO STATE UNIVERSITY Calapan City Campus

Masipit, Calapan City Oriental Mindoro

In Partial Fulfillment

Of the Requirements for the Subject

LANGUAGE EDUCATION RESEARCH 2

Bachelor of Secondary Education

Major in English

by

Aboboto, Grece

Belano, Angelika

San Juan, Armalen

2022
 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

The crisis in Education due to the Covid-19 virus aided through the

implementation of the New Normal in Education. However, teaching in the New

Normal set up of Education gives a challenging moment to the teachers and the

students. The students were engaged in an online discussion through the use of

the technological tools in their respective homes, a place having an internet

connection. On the other hand, many teachers struggle to deliver and manage

the class to give the students the quality education they needed. They have to

think of the best way, strategies, and materials that could engage their students

in learning (Ravi, 2021).

New Normal in Education is an alternative learning modality that is conducted

online for the continuity of education despite the pandemic. Thus, modern

teaching methods were introduced. The new teaching method is defined as

learner and activity-based centered wherein it aims to get the students involved in

the process of learning. The teacher targeted to improve the intellectual behavior

of the students, expose them to new innovative ideas than to ask them to recite

and memorize the syllabus or the content to pass in the examination like in the

traditional practice of teaching (Mehta, 2020).

In the College Crisis Initiative at Davidson College, American universities

teach online and face to face for less than a quarter (Spring, 2021). Meanwhile,

1ii
the other quarter is not yet decided (CCI 2019). The new operating modalities in

Education, lost opportunity for international students to study abroad, primarily

because of the cancellation of flights. The International students that continued

education online were continuously paying tuition fees, even facing the high cost

of the internet and inconvenient class schedule.

Moreover, in the Philippines, Madam Secretary Leonor Briones suggested the

updated teaching methods and curriculum with an emphasis on online teaching

and learning. Nonetheless, the limited access to the internet and the slow internet

connectivity serves as a burden for both teacher and students. The students

struggle to access lectures and notes and to attend online classes. The teacher

faces difficulties in planning, designing, and delivering the lesson, and it becomes

hard for them to assess the student's learning.

According to Banks (2020), teaching virtually in a remote class offers

challenging behavior and routine. In the virtual classroom, where the students

attend their lessons from home with unavoidable chaos from the environment, the

students are challenged to concentrate on their lesson in a virtual class

discussion.

Furthermore, Quevillon (2021), stated that the lectures in online teaching are

much different from face-to-face classes. In online teaching, the PowerPoint

presentation is often used, and the students were provided with a list of

resources of teaching materials to study and read. In this, learners become

passive as they attend or pass the course without various interactions, so they

iii

2
cannot be able to apply the learning. And because the learning is done

asynchronously, the connection between teacher, students, and peers is

disconnected, so, it becomes difficult for the teacher to measure the level of

comprehension of the students.

According to Angkarini (2021), shifting teaching and learning from living and

being active at school, to a virtual classroom at home gives an impact on the

study habit of the students. Like the case that there are students who can study

even in crowded places and those who are more likely to learn in private. For

some, teaching online can save much their time, but this also provides so much

work, activities in school, and household chores, hence students neglect to do

their tasks. Moreover, (Proctor et al., 2006; Sharpe and Benfield, 2005) stated

that study habits deal with the act of studying where cognitive is being processed

during learning such as various activities like the home environment, reading, and

note-taking, time management, attitude, preparation for examination and habits of

concentration in the New Normal Teaching.

Hence, researchers found out that several researchers conducted a study

about new normal teaching methods and the study habits of the students.

However, there have been no recent studies on the extent of utilization of the

different teaching methods and the impact of the new normal teaching methods

on the study habits. This gave an interest to the researchers to conduct this study

that aims to determine the New Normal Teaching Methods and the Study Habits

of University Sophomores. The purpose of this study is to determine if there has

iv
a relationship between New Normal Teaching Methods and the Study Habits, as

well as the significant differences of Study Habits across indicators. The

researchers conducted this study to formulate ways to help the institutions in the

New Normal Teaching Methods of Education.

Statement of the Problem

The study aims to determine the New Normal Teaching Methods and Study

Habits of University Sophomore Students.

Specifically, this is design to answer the following questions.

1. What is the extent of utilization of the New Normal teaching methods

among the University Sophomore Students?

1.1 Teacher Centered

1.2 Learner Centered

2. How do the New Normal Teaching Methods impact the study habits of

University Sophomore Students?

2.1 home environment

2.2 reading and note taking

2.3 attitude/s

2.4 habits of concentration

2.5 preparation for examination

2.6 time management

v
3. Is there a significant relationship between the extent of New Normal Teaching

Methods and the Study Habits of University Sophomore Students?

4. Is there a significant difference between the indicators of Study Habits of

University Sophomore Students?

5. At the end of the study, what intervention plan may be proposed?

4

Statement of the Hypothesis

Ho: There is no significant relationship between the New Normal Teaching

Methods and Study Habits of University Sophomore Students.

H1: There is no significant differences between the indicators of Study Habits of

University Sophomore Students.

Scope, Delimitation and Limitation

This study focused on the New Normal Methods of Teaching and Study

Habits of University Sophomore Students. This survey was undertaken with fifty

(50) respondents from BSED-English Sophomores at the Mindoro State

University, Calapan City Campus in Masipit, Calapan City, Oriental Mindoro.

This study used the quantitative method that focused on the New Normal

Methods of Teaching and Study Habits of University Sophomore Students. While

several studies made major contributions to the area of demotivating indicators

research, they were limited to demotivating variables in New Normal Methods of

Teaching and Study Habits among University Sophomore Students. In this study,

vi
there are five questions answered: (1) What is the extent of utilization of the New

Normal teaching methods among the University Sophomore Students? (2) How

do the New Normal Teaching Methods impact the study habits of University

Sophomore Students? (3) Is there a significant relationship between the extent of

New Normal Teaching Methods and the Study Habits of University Sophomore

Students? (4) Is there a significant difference between the indicators of Study

Habits of University Sophomore Students? (5) At the end of the study, what

intervention plan may be proposed?

Additionally, the current study has certain limitations. The study is limited

only to fifty (50) sophomores English major students out of 101-person BSED-

English Sophomores at Mindoro State University, Calapan City Campus. The

research variables are limited only to the independent variable, the extent of

utilization of New Normal Teaching Methods of University Sophomore Students,

and the dependent variable, the study habits of the Sophomore Students in the

Mindoro State University. This study is limited to new normal teaching and study

habits of sophomore students only and sought to address the relationship or

correlation of the said variables as well as its indicators. Although the study has

reached its goals, there have been some unavoidable constraints such as the

interest of the students to answer the given set of questionnaires as well as their

internet connectivity.

Significance of the Study

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 The result of this research would be beneficial to the following people:

Students. The benefits that they can get from this research are some insights

about the effects of new normal methods of teaching in their study habits. This

study will also help them to take control of their own learning and methods to
6

manage their study habits and develop more independently.

Teachers. The results of this study would be beneficial to the teachers to

determine if the new normal methods of teaching are effective for the students

specifically in their study habits. This study will also help them to implement the

appropriate teaching methods and assessments that helps the students in their

online learning.

Parents/Guardian. The results of this study can provide them basis in

understanding the needs of their children in terms of study habits and new normal

methods of teaching.

Future Researchers. This research study may serve as their references or guide

when they are conducting their own research that are related or connected to this

research.

Theoretical Framework

This research study was anchored on the important theories to explain,

predict, and understand precisely.

In Skinner’s Operant Conditioning Theory (1960), the changes in behavior

are the results of an individual’s responses to events that occur in their

viii

7
environment. Skinner’s works in operant conditioning theory have been

integrated into both classroom management and instructional development. The

theory stated that students’ behavior depends on their responses to the

environment they are in. And the environment for learning should be a satisfying

place for a student, wherein the students can connect and enjoy themselves in a

safe and secure environment.

This links to the present study because this teaches the students to manage

themselves on how they respond and actively participate in their class routine

outside the classroom. They can also be the ones who can choose the

environment that they prefer that suits their learning pace.

Theory of Educational Productivity by Herbert J. Walberg emphasizes the

impacts on learning that affect a student's academic performance. This theory is

anchored on the individual students' psychological qualities, as well as their

immediate psychological circumstances, and impact educational achievements

such as cognitive, behavioral, and attitudinal. The students were more likely to be

influenced and affected by the location or setting in which they used to attend

their class.

This could be associated with the current study because in the New Normal

Class the environment or different situations of the students greatly affect their

productivity and academic performance. The students become aware of their

environment or situation in which they can take necessary actions or strategies

ix
that help them to prevent problems in attending online classes as well as their

academic performance.

Another theory is the Attention Schema Theory (AST), wherein explains

the needs of the brain that construct attention schema to control one's attention

itself. If the attention is lost, the student's performance becomes low. This theory

focused on the students listening attitude and comprehension ability of the

students which is also connected to their learning concentration. Thus, students'

attention becomes lesser when there are factors in their brain that distract their

interest and concentration.

This relates to the current study for it emphasizes the concentration of the

students as well as on how to manage those distractors to comprehend and

focus on the class lessons or activities.

Furthermore, the Behaviorism Learning Theory, wherein this shifting of

teaching and learning from live learning to closed homes in such an abrupt and

hurried manner together with the prolonged closure and home confinement

during the pandemic also, can give an impact on the students’ study habits.

Through online learning, new behaviors are formed. This is by behaviorism

learning theory where learning creates behavior change (Farooq & Javid, 2012).

This relates to the study, where it emphasizes that it may impact or affect the

study habits of the students and develop a new behavior due to the instantly

shifting of teaching and learning from the classroom to home.

x
 Conceptual Framework

Study Habits of the Sophomore

Extent of Utilization of New
Students in the Mindoro State
Normal Teaching Methods of
University.
University Sophomore Students.

Figure 1. Hypothesized Relationship between New Normal Teaching

Methods and Study Habits of University Sophomore Students.

Figure 1 presented the conceptual framework of this study which showed

10

the independent and dependent variables under study. The independent variable

was described as the New Normal Teaching Methods of University Sophomore

Students. The dependent was described as the Study Habits of the Sophomore

Students in the Mindoro State University. Moreover, the one-tailed arrow that

connects the two variables as shown in the figure, emphasizes the relationship

xi
between New Normal Teaching Methods and Study Habits of University

Sophomore Students.

Definition of Terms

The terms used in the study are as follows. The definition of terms is

required in order to more accurately explore the topics included in this research.

Attitude. A student's attitude is their proclivity to react in a particular manner to

something. Naturally, the student's reaction might range from positive to negative
11

or from good to poor (Darrin, 2021). In the study, under the study habits, it is one

of the dependent variables that will be used to determine the relationship

between the new normal teaching methods, which is the independent variables.

Home environment. It refers to the emotional warmth demonstrated by parents

while engaging with their children, the provision of stimulating and learning

activities in the house, and the physical surrounds, such as the safety of play

places and cleanliness (Bradley & Kao, 2011). In the study, under the study

habits, it is one of the dependent variables that will be used to determine the

relationship between the new normal teaching methods, which is the independent

variables.

Learner-Centered. It refers to a method of teaching that focused on the students

and its growth rather than the transfer of knowledge (Sharkey & Weimer, 2003).

In the study, learner-centered is one of the teaching methods and an independent

xii
variable that will be used to determine the relationship between comprehension,

which is the dependent variable.

New Normal Education. It refers to a medium of instruction in which learning

takes place between the instructor and learners who are geographically

separated from one another during instruction (Hew et al., 2020). In the study, it

explains how the new normal education related to the teaching methods that

affects the learning concentration of the students.

Note-taking. It is the process of capturing information from many sources and

platforms. By taking notes, the writer captures the substance of the material,

relieving their mind of the pressure of remembering everything (Kiewra et al.,

12

1991). In the study, under the study habits, it is one of the dependent variables

that will be used to determine the relationship between the new normal teaching

methods, which is the independent variables.

Preparation for examination. It is a process to improve a student's performance

on a standardized test. This preparation may also be described as exam

preparation, tutoring service, educational course, or instructional material

(Pressley et al., 1997). In the study, under the study habits, it is one of the

dependent variables that will be used to determine the relationship between the

new normal teaching methods, which is the independent variables.

Reading Habits. It is the practice of reading on a regular basis in order to get

knowledge and enjoyment from written content (Kenchakkanavar, 2015). In the

study, under the study habits, it is one of the dependent variables that will be

xiii
used to determine the relationship between the new normal teaching methods,

which is the independent variables.

Study Habits. It is an action such as reading, taking notes, holding study groups

which the students perform regularly and habitually to accomplish the task of

learning. Study habits can be described as effective or ineffective depending

upon whether they serve the students well (Nagaraju, 2004). In the study, study

habit is the dependent variable, the variable which can be affected by the

independent variable.

Teacher-Centered. It is a teaching method where the teacher is the center of

13
attention in the classroom (Ameliana, 2017). In the study, teacher-centered is one

of the teaching methods and an independent variable that will be used to

determine the relationship between attention, which is the dependent variable.

Teaching Method. It focuses on the general concepts, pedagogy, and

management tactics that are applied in the classroom (Westwood, 2008). In the

study, teaching method is an independent variable that affects the dependent

variables.

Time management. It refers to as careful planning, acts aimed at making the

best use of time in order to attain specified, goal-oriented results activities, is a

vital skill for maintaining scholarly production (Chase et al., 2012). In the study,

under the study habits, it is one of the dependent variables that will be used to

determine the relationship between the new normal teaching methods, which is

the independent variables.

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 Chapter II

Review of the Related Literature and Studies

This chapter presents concepts and findings both foreign and local related

to the present study on the New Normal Methods of Teaching and Study Habits

of University Sophomore Students.

Foreign Literature

New Normal Teaching Methods and the Study Habits

New normal teaching methods are also known as the banking model of

learning, the teachers serve as a source of information, depositing it to students

who are learning knowledge throughout online classes. Teaching methods are an

essential strategy in developing students learning focus during the new normal

method of education, and this may be done through online lectures to build

students' learning concentration on the new normal method of education

(Krishna, 2012). On the other hand, Qi & Meng (2021), states that online teaching

is a sort of teaching paradigm that makes use of network technology. It fulfills the

teaching and learning process by utilizing software, such as particular online

xv
teaching platforms and certain applications specialized for teaching, to deliver a

live or recorded course. With the unexpected entrance of the COVID-19

outbreak, the growth of digital teaching clients expanded substantially, as did the

use of various teaching software.

Aside from utilizing software and applications for the teaching and learning

process, some teaching methods are used and implemented in the new normal

education system. As stated by Wu (2021), in terms of teaching, regardless of the

learning stage, presenting with a presentation screen was the most commonly

utilized method. Most videos or clips shown at colleges were created by

professors. And regarding learning interaction, it was discovered that whole-class

synchronous video/audio-based discussion was the most commonly used.

Furthermore, the layout of synchronous text-based conversations by teachers

was dependent on the learning level. In learning effectiveness, task (assignment)

allocation was the most common activity. It was also discovered that, regardless

of the learning stage, roll calls and inquiries regarding the learning environment,

such as the state of hardware and software, were required for online teaching.

In terms of teaching methods, Krishna (2012) explains that teaching

methods such as teacher-centered and learner-centered are an essential

strategy in developing students learning focus during the new normal method of

education, and this may be done through online lectures to build students'

learning concentration during the new normal method of education. According to

Rajgarhia (2019), in the more traditional “teacher-centered learning” environment,

xvi
the teacher is the center of the learning experience and takes the “active” role of

teaching. While in terms of the learner-centered method, according to Weimer

(2012), learner-centered education encourages students to reflect on what they

are learning and how they are learning it. Also, Aliyu (2022) stated that one of the

benefits of implementing a learner-centered approach is that it can increase the

student's attitude and engagement. They promote certain common habits, some

of which the student-centered learning method takes advantage of. In a learner-

centered learning environment, the instructor designs ways, and an environment

to uncover the knowledge, skills, interests, attitudes, and beliefs of every learner

(The IRIS Center, 2005). Moreover, Dr. Pazur (2020) stated, “Student-Centered

learning mirrors what happens in life and the workplace; you have to set goals,

take action, manage your time, reflect and revise, and have belief in yourself that

you can improve”,

However, despite the various solutions, methods, and strategies that are

being adopted to achieve the objectives of the new normal education system,

there are still certain obstacles and issues that teachers and students are

encountering. According to Nayir & Sari (2020), students and teachers are not yet

prepared for new normal teaching methods of education owing to a lack of

experience and understanding in employing technologies or ICTs that promote

new normal teaching methods of education. At the same time, this is supported

by Andarwulan et al., (2021) state that the majority of teachers are not prepared

to adopt online learning regulations in the new normal period of COVID-19.

xvii
Based on the teacher's capability, education officials must pay close attention

right away if the objective is to deliver focused and high-quality online learning to

pupils in a quickly changing environment.

In terms of study habits, study habits are commonly characterized in the

literature as students' abilities to accomplish academic work, which the students

must manage their time and other resources. Study habits relate to the practice

of studying everything which necessitates exact repetitions of previously learned

study abilities (Nagaraju, 2004). In addition, Crede and Kuncel (2008) stated that

study habits are study routines that include studying activities or sessions,

content reviewing, self-testing, rehearsal of learned information, and studying in

an appropriate setting. Several factors influence study focus expressive of

student's study habits. Home and school environment, reading and note-taking,

attitude, habits of concentration, preparation for the examination, and time

management are the outmost common factors.

Ozmert (2005) claimed that it has a significant environmental impact on the

formation of students' studying habits. Furthermore, Adetunji and Oladeji (2007)

claimed that most students' environments are not favorable to learning. On the

other hand, according to Perveen (2007), a supportive family and home

environment increases a student’s motivation in himself/herself and allows them

to be social. This confidence encourages students in increasing their ability to

adjust to new circumstances, which improves students' academic achievement.

While students who grow up in a non-supportive family environment suffer in

xviii
many aspects of life, including school. As part of the indicators, note-taking is

considered an important aspect of students’ study habits. Students who use

these proper and effective study habits such as note-taking and reading can help

them to retain knowledge for a long period of time and help students to become a

success in their lessons. Moreover, giving learning materials such as

assignments, handouts, outlines, and reading materials that may aid students in

their learning process is an example of learner-centered teaching (Characteristics

of Learner-Centered Teachers Video, 2020). According to Blackbourn (2018),

reading is easy, it only takes short time to remember, but note-taking serves as a

material for the students to revisit and refresh the information they receive. In

terms of habits and concentration, students continually improve their own thinking

and listen to each other and their professors, and they share alternative views to

build on and apply new learning and methods to their own grasp of a topic or idea

as it becomes more complicated (Sizer, 2019). However, distractions cannot be

avoided but they can manage such distractions to focus and concentrate more on

their study using getting organized, setting a schedule, a plan to accomplish

assignments and projects, and don't be tardy (Writers, 2022). In preparation for

the examination, according to AsianetFIBER (2022), high internet connectivity

helps students to prepare for their examinations even when they are at home.

In addition, effective time management entails achieving goals without

wasting time when a student began to study. In the same vein, according to Auld

(2019), one way if improving time management for students to learn better is to

xix
create an agenda or to-do list of their work and task to be done. according to

Glenn (2003), one of the most serious issues with study habits is a lack of

abilities and ineffective time management. According to Hussain (2006), public

school students frequently come from low-income and middle-income families.

These families are dealing with a variety of issues that are creating emotional

distress in their children. This may impact the study habits of students and

severely harm secondary school students' success levels.

Local Literature

During the COVID-19 crisis, the change that occurred to distant teaching

and learning was a significant obstacle for both teachers and students. To

overcome these challenges in teaching, a blended learning technique in the

academic domain was used. According to Lapitan et al., (2021), stated that

Discover, Learn, Practice, Collaborate, and Assess (DLPCA) is a five-component

blended learning strategy utilized in the new standard education system. The

asynchronous component of DLPCA instruction was achieved by broadcasting

pre-recorded lecture videos on YouTube, allowing students to work on and

enhance their learning on their own time. In addition, the synchronous element of

the lesson was provided through video conferencing technologies such as Zoom

or Google Meet in this learning technique. Due to this crisis, instructors and

students must adjust to the need for new normal teaching methods and

strategies, regardless of limited funding (Cabual, 2021). To increase education

quality, students' study habits and attitudes must be improved. This might be

xx
accomplished by providing developmental programs that assist students in

developing efficient and successful study habits, as well as good attitudes toward

learning, from an early point in their studies. It is also proposed that students

participate in educationally meaningful activities that will lead to high levels of

academic achievement for all students (Jean, 2009).

Moreover, Crow & Crow (2007) states that study habits are a combination

of the word "study" and " habit." The study is about acquiring new knowledge in

which the application of the mind is needed, such a way to gain new knowledge

that is useful to a new situation, in analyzing and interpreting ideas, as well as

making a judgment. Meanwhile, Verma (2016) explains that a habit is like a

practice that is done with a set schedule, it is planned and regularly perform, such

like of the home environment, reading, and note-taking, attitude/s, habits of

concentration, preparation for the examination, and time management. In the

same vein, unproductive time management, lack of preparation and attention in

their studies, poor reading abilities, inadequate test taking approaches, and

inability to notify their professors of their issues with academics and seek for help

were among the highlighted bad study habits (Jean, 2009). In addition, students

must exercise good study habits. Such study habits will influence a student's

academic progress. To determine whether students' study habits influenced their

achievement, the levels of strengths and weaknesses in students' study habits

were determined based on their time management, study environment, test-

xxi
taking as well as notetaking, reading, writing, and math skills, and finally the

relationship between study habits and student performance (Duran et al., 2015).

Every student has a unique study habit. Some students can concentrate in

a busy environment, whereas others want a private study space. Since every

student has their unique study habits, this was connected and reflected in the

differences between females' and males'

21 study habits. In various research,

female students were shown to have superior study habits to male students. It

was shown that female students were better capable of managing their study

time. Similar to time management, it was shown that female students were more

active in participating in online learning programs than males. Female students

preferred to seek extra references and ask queries of lecturers in the overall

study approach indication. Female students discovered that taking notes is more

prevalent one of the study findings. However, when it came to exam preparation,

male students outperformed female students (Angkarini, 2021).

Foreign Studies

New Normal Teaching Methods and the Study Habits

Education in New Normal Education may take the form of online

instruction. As online learners, students are frequently confronted by abrupt

increases in responsibilities and physiological, emotional, psychological, and

social concerns. According to Dziuban, et al., (2018), new normal teaching

methods employ instructional technologies such as laptops, computers, and

smartphones, as well as online platforms, which are required by teachers and, in

xxii
particular, students who use technological tools for activities, exams, quizzes,

and projects during their classes during the COVID-19 pandemic. On the other

hand, there are five insights into how the instructors addressed online instructions

provided by the interviewed university-level instructors based on the study about

online learning. The following teaching strategies are (1) authentic and relevant

course material, (2) variety of multimedia resources, (3) student creation of

content – individually and collaboratively, (4) student reflection on learning, and

(5) explanation of purpose (Ralph, 2020). Moreover, Bidabadi et al., (2016), state

that new normal teaching methods aid the development of students' learning

concentration by utilizing situational activities and tasks that they are comfortable

learning. It is also important for teachers to construct their lessons based on the

interests of their students to eliminate boredom in their activities and tasks.

Moreover, teachers in teacher-centered classrooms rely on extrinsic motivation to

affect student behavior and attitude. Completing a task is regarded as a

requirement for gaining anything desired, such as social rewards, activity

rewards, or physical benefits (Garrett, 2008). Also, Cicekci and Sadik (2019) from

the study of Öztürk and Kısaç (2006) one of the most essential roles of teachers

during instruction is to assist students in focusing their attention on the

appropriate stimuli and maintaining attention throughout the class to guarantee

that students make the best use of their learning chances. The real and powerful

ways to broaden and deepen student learning often take place in teaching with

examples and encouraging experiential learning within the discipline (Alford and

xxiii
Griffin, 2019). While learner-centered approach, Cheang (2009), indicated that a

learner-centered approach improves students' attitudes, intrinsic motivation, and

critical-thinking strategy.

However, there are various issues and difficulties when the new normal

education was implemented. In teacher-centered, one of the most noticeable

issues was instructor approval. This is consistent with the findings of Hurlburt,

Koeker, and Gade's study, which found that most Native American students had

negative attitudes toward teacher classroom behavior and manner. The study

illustrates the prevalence of poor teacher-student interactions and suggests that

students do not approve of teaching techniques and management and this

outcome was noteworthy. Also one of the issues faced by students and teachers

is that some online learning students are older, and have jobs, and families that

impact their studies. They are also faced with a lack of learning incentive

elements such as interaction or competition with other students. Because they

lack the support of an actual peer group, instructors, or experience with the

technology used to distribute online learning materials, online learning learners,

particularly novices, may have difficulties identifying what the needs of a

university study truly are (Ahiatrogah et. al., 2008).

Moreover, study habits are various individual behaviors in connection to

studying and are a combination of study techniques and skills that may boost

motivation and convert the study into an effective process with high returns,

which eventually increases learning (Arora, 2016). In addition, Azikiwe (1998)

xxiv
defines study habits as "the established method and manner in which a student

arranges his private readings after classroom learning to achieve mastery of the

subject." Furthermore, there is a connection between students' study habits

and their academic performance. Given the importance of study habits in

students' academic achievement and future careers and given that the majority of

study habits can be taught and corrected, it is recommended that students' study

habits be measured upon admission to the university and throughout their studies

so that they can receive training to learn or modify study habits (Jafari et al.,

2019). Home environment, according to Shier (2020), stated that even if a

student's home environment is limited in terms of any components that should be

considered just to have a good study, there are still many ways that can be

applied or altered from what a student has on hand or what could be improved

regardless of what environment they are living in. In terms of reading and note-

taking, according to Chang and Ku (2014), when teaching reading strategy

instruction such as note-taking, teachers assess their students' level of learning

and use highly effective to assist students in systematically acquiring and building

good reading strategies. Furthermore, teachers demonstrate the various note-

taking abilities verbally and visually, explaining when and why they use particular

approaches. Providing handouts for students to utilize while taking down notes or

checking their lecture notes can help students take better notes (DeZure et al.,

2001). Furthermore, students who have positive reading habits comprehend

xxv
questions more clearly and present themselves more effectively than those who

do not have decent reading habits or do not read at all (Owusu-Acheaw, 2014).

In terms of attitude, according to Salema (2015), the teachers’ and

students’ positive attitudes provide the foundation for further initiatives aimed at

increasing Learner-Centered Pedagogy implementation and application. In habits

of concentration, teachers employ a wide range of strategies to motivate their

students to study. Students will benefit greatly from implicit directions and

descriptions of the optimal study practices. For instance, brochures and

25

announcement boards will assist in focusing students’ attention and attitude on

certain successful study habits (Blazar & Kraft, 2016). However, it is challenging

to keep focus in online synchronous contexts. That is why educators and

environment planners need to take particular procedures in order to make the

students focused and attentive (Çakıroğlu, 2014). According to Gurung (2002),

students’ strategies for preparing for exams include reading their notes and

handouts, revising notes, examining highlighted material and tables and figures in

the book, and taking self-help quizzes or exams. In terms of time management,

according to Claessens et al. (2004), the learner-centered approach places

students at the center of their own learning, which necessitates their participation

and time management. Also, time management is important outside of the

university campus, where the capacity to manage one’s spare time is shown to

significantly improve a person’s overall quality of life (Wang et al., 2011).

Moreover, time management provides students with the ability to arrange and

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regulate their own activities. It was also mentioned that the ability to efficiently

manage their time is the cornerstone for students creating strong study habits

and success methods (Claessens et al., 2004).

Local Studies

In the aftermath of the COVID-19 crisis, students in the Philippines face

the following challenges in remote learning: inadequate learning resources;

power outages; unclear learning topics; overloaded lesson activities; insufficient

instructor scaffolds; poor peer communication; conflict with home obligations; bad

learning environment; financial issues; 26physical health sacrifices; and mental

health troubles (Rotas & Cahapay, 2020). Furthermore, De Vera et., (2021),

states that there are many difficulties in teacher preparation in instructional

methodologies for new normal education. As a result, new instructors must get

additional professional development in the use of technology in instructional

design, evaluation, and management of online learning environments. In addition,

Aquino (2011) stated that the learning atmosphere in the classroom must be

appropriate. Students' approval of instructors' approaches and management is

vital for achieving the best possible classroom learning results. In practice,

teachers must consider adapting their teaching methods to the learning styles of

their students. Furthermore, teachers should understand the impact that student

habits and attitudes have on learning outcomes in order to monitor and identify

specific student learning problems for proper action. Teachers' responsibilities

extend beyond the use of proper teaching tactics and instructional tools in

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transmitting information. They must also attempt to improve the development of

some personality qualities (such as motivation) that have a direct impact on

students' academic ability. At the start of a term, students might be evaluated for

their degree of academic self-efficacy, study habit, or attitude. If they score poorly

in the domain, instructors will work with guidance counselors to improve their

performance can assist such pupils in promoting and improving their self-efficacy

or study habit/attitude.

In terms of study habits, a study habit is a student's proclivity to learn in a

methodical and effective manner when given the opportunity. It is also defined as

devoting time and effort to acquiring information or knowledge, particularly from

books. In a sense, it is the pursuit of academic knowledge via a comprehensive

analysis of a subject or issue (Oxford Dictionary &Thesaurus of English

Language, 2003). Study habits are well worth the time and work it takes to

incorporate them into one's life since they save so much time and effort. It

provides more success and confidence, which is vital. It is essential to improve

students' study habits in order to improve their academic performance. The

development of excellent study habits in students is dependent on the

collaborative efforts of parents and instructors (A&S AAC Academic Coaching

Program, 2020). In addition, the study conducted by Looyeh et. al., (2017), shows

that education administrators can enhance students' study habits, especially in

regards to their note-taking and reading skills by giving the students appropriate

educational content. Moreover, as part of the study habits, academic performers

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addressed elements such as time management, learning methodologies, and

study atmosphere. While working under pressure, these academic performers

prepared a "to-do-list" sorted by significance and provided time for leisure and

enjoyment. It was discovered that the majority of respondents sought additional

reference resources in addition to the mandated books and took notes on

learning approaches. When it comes to test preparation, just a handful claimed to

reviewing at least a week before the exam day. On the other hand, among

academic performers, the preferred learning and studying setting was with

classmates or groups at home, where there was silence and distractions (Foz et

al., 2016).

All discussed literature and studies dealt with New Normal Methods of

Teaching and the Study Habits of the BSEd-English Sophomores in the Mindoro

State University. These would be immensely useful in conducting in-depth

analyses and interpretations of the data collected as part of the current study.

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