Stem12a Group3 III Summer-1

University of Perpetual Help System Laguna –JONELTA
Basic Education Department – Senior High School Level

A.Y. 2020 - 2021
STUDY HABITS AND ACADEMIC PERFORMANCE OF THE GRADE
11 SENIOR HIGH SCHOOL STUDENTS OF UNIVERSITY OF
PERPETUAL HELP SYSTEM LAGUNA-ISABELA CAMPUS WHILE
STUDYING DURING THE PANDEMIC
A Quantitative Research
Presented to the
Faculty of Senior High School of the
University of Perpetual Help System Isabela Campus
Minante Uno, Cauayan City, Isabela
In Partial Fulfillment
Of the Requirement for the Subject
Inquires, Investigation and Immersion
By:
Cadiz, Beyonce E.
Diego, Cristine Jecel M.
Morales, Crizelle Joy D.
Duran, Danielbert A.
Tolentino, Ginalyn T.
Reyes, Janzen Reign D.
June 2021
A.Y. 2020 - 2021
RECOMMENDATION FOR ORAL EXAMINATION
This thesis entitled “STUDY HABITS AND ACADEMIC PERFORMANCE

OF THE GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF UNIVERSITY OF
STUDYING DURING THE PANDEMIC” prepared and submitted by Crizelle Joy D.
Morales, Beyonce E. Cadiz, Cristine Jecel Diego, Danielbert A. Duran, Ginalyn
Tolentino and Janzen Reign Reyes in fulfillment of the requirements for the subject
Inquiries, Investigations and Immersion. has been examined and is recommended for
Oral Examination.
__________________________
Jasmine B. Ascaňo, LPT
Adviser
APPROVAL BY THE PANEL OF EXAMINERS
Approved by the panel on Oral Examination with the grade of__________
(Meritissimus, Benemeritus, Meritus, Probatus)
Thesis Committee:
______________________________
Michelle B. Estillore, MAN, MAEd
Chairman
_____________________________ _____________________________
Jemer B. Andres, LPT, MAEd Peejay O. Daranciang, LPT
Member Member
________________________________________________________________________
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FINAL APPROVAL
Accepted and approved in fulfillment of the requirements for the subject Inquiries,
Investigations and Immersion.
___________________________________
Michelle B. Estillore, MAN, MAEd
Principal, Basic Education Department
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EDITOR’S CERTIFICATION
This is to certify that this paper, entitled “Study Habits And Academic
Performance Of The Grade 11 Senior High School Students Of University Of
Perpetual Help System Laguna-Isabela Campus While Studying During The
Pandemic” prepared and submitted by Crizelle Joy D. Morales, Beyonce E. Cadiz,
Cristine Jecel Diego, Danielbert A. Duran, Ginalyn Tolentino and Janzen Reign Reyes
has been edited by the undersigned.
This certification is issued to the above researchers for validation and proof of
editing of the research manuscript. Given this ____ day of May 2022 at Minante Uno,
Cauayan City, Isabela.
JASMINE B. ASCAÑO, LPT

Editor
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STATISTICIAN’S CERTIFICATION
This is to certify that the research entitled “Study Habits And Academic
Performance Of The Grade 11 Senior High School Students Of University Of
Perpetual Help System Laguna-Isabela Campus While Studying During The
Pandemic” prepared and submitted by Crizelle Joy D. Morales, Beyonce E. Cadiz,
Cristine Jecel Diego, Danielbert A. Duran, Ginalyn Tolentino and Janzen Reign Reyes,
has been statistically treated thoroughly by the undersigned.
This certification is issued to the above researchers for the validation of the
research manuscript. Given this ____ day of May 2022 at Minante Uno, Cauayan City,
Isabela.
Statistician
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ACKNOWLEDGEMENT
The following persons contributed to the success of this research study by
assisting them with the completion of their manuscript:
Thank you, ma'am Jasmine B. Ascaño, for your patience, advice, understanding,
and willingness to share your knowledge with the researchers.
Ma'am Jasmine B. Ascaño, research adviser and statistician, for her unwavering
support and attention, as well as suggestions for improving the research.
Ma'am Michelle B. Estillore, senior high school coordinator at the University of
Perpetual Help System, for her support and assistance to the researchers, as well as her
well-founded assessment of the research.
The researchers would like to express their gratitude to their family for their
encouraging words, prayers, continuous love, care, and support, as well as for serving as
an inspiration and motivator. The researchers would not be able to be where they are now
without them. Lastly, to the Almighty God, who gave us strength and is the reason for
our research's accomplishment. For equipping everyone with the necessary information
and resources to complete this research project. The researchers would like to offer their
heartfelt gratitude to the individuals listed above. Their passion and commitment to
assisting the researchers were important in the successful completion of this study.
-The Researchers
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DEDICATION
This research is completely dedicated to our beloved parents who gave us
motivation to not giving up and been our source of inspiration. Who continuously give
their moral, intellectual, emotional, and financial support.
To our friends, classmates and teachers who shared their words of advice and
encouragement to finish this study.
And finally, this study has been dedicated to the Almighty God, thank you for
guidance, courage, mind-power, wisdom and knowledge, and granting us a good life. We
offer you all of these.
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THESIS ABSTRACT
Title: STUDY HABITS AND ACADEMIC PERFORMANCE OF THE
GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF UNIVERSITY OF
STUDYING DURING THE PANDEMIC.
Authors: Crizelle Joy D. Morales
Cristine Jecel Diego
Beyonce E. Cadiz
Danielbert A. Duran
Ginalyn Tolentino
Janzen Reign Reyes
Curriculum: Senior High School

School: University of Perpetual Help System Laguna – Isabela Campus
Academic Year: 2021-2022
Adviser: Jasmine B. Ascaño, LPT
The researchers utilized a quantitative-descriptive study research design in
conducting a study on 124 senior high school students at the University of Perpetual
Help System Laguna-Isabela Campus to determine their study habits and academic
performance in the senior high school students. The researchers focused on determining
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senior high school students' study habits and academic performance by conducting
electronic emails and forms to address the main problem.
The result of the study was that the Majority of the respondents belonged to
STEM students. 72.6% of the respondents were female. As to their strand, most of the
respondents were STEM students, 65 respondents.
In addition, the respondents perceived the students' high and stable study habits
in terms of Budgeting time, Physical Condition, Reading Ability, Note Taking, Learning
Motivation, Memory, Taking Examinations, and Health.
According to the findings, there was no significant difference between their study
habits and gender. There is no significant difference in the study habits of the
respondents based on their strand. However, there is a significant difference in Health.
Furthermore, there was no significant relationship between the respondents' study habits
and academic performance. At the same time, there is a significant relationship between
budgeting time for their study habits and academic performance.
Keywords: Study Habits, Academic Performance
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TABLE OF CONTENTS
Title Page i
Recommendation for Oral Examination ii
Approval Sheet iii
Acknowledegment vi
Dedication vii
Thesis Abstract viii
Table of Contents x
Chapter
1 THE PROBLEM AND ITS SETTING
Introduction 1
……………………………………………………...
Theoretical Framework………………………………………….. 2
Operational Framework…………………………………………. 6
Statement of the Problem………………………………………... 7
Hypothesis of the study…………………………………………. 8
Scope and Delimitation………………………………………….. 8
Significance of the Study………………………………………... 9
Definition of Terms…………………………………………….. 10
2 REVIEW OF RELATED LITERATURE AND STUDIES

State of the Art……………………………………………………. 12
Foreign literature…………………………………………….......... 12
Local literature..…………………………………………………... 22
Foreign study…..………………………………………………….. 24
Local study………………………………………………………… 29
Synthesis of the study……………………………………………... 31
33
Gaps Bridged by the Present Study………………………………..
3 RESEARCH METHODOLOGY
Research Design………………………………………………. 34
Sources of Data………………………………………………... 34
Population of the Study………………………………………… 35
Locale of the Study……………………………………………… 36
Instrumentation and Validation………………………………..... 36
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Evaluation and Scoring………………………………………….. 38

Data Gathering Procedure……………………………………….. 40
4 PRESENTATION AND DATA ANALYSIS…………………………… 42
5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
Summary of Findings…………………………………………. 68
Conclusions…………………………………………………… 71
… 73
Recommendations………………………………………………. 75
References……………………………………………………….
APPENDICES
Appendix A: Letter to the Authorities…………………….91
Letter to the respondents…………………………………..94
Appendix B: Sample Questionnaire……………………….102
Appendix C: Statistician’s Certification…………………..114
Appendix D: SPSS/ Other Computations………………....115
Appendix E: Curriculum Vitae…………………………....117
Appendix F: Certification on the Originality……………...118
of research work
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LIST OF TABLES
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TABLES PAGE6
1 Operational Framework Model…………………………....................
2 Evaluation and Scoring table………………………………………… 38
3 Frequency and Percentage of the Respondents’ Profile in terms of
Sex…………………………………………………………………… 41
4 Frequency and Percentage of the Respondents’ Profile in terms of
STRAND……………………………………….................................. 41
5 Mean and Verbal Interpretation of the Study Habits of the
Respondents’ Profile in terms of Budgeting
Time………………………………………………………………….. 40
6 Mean and Verbal Interpretation of the Study Habits of the
Respondents’ Profile in terms of Physical
Condition…………………………………………………………….. 44
7 Mean and Verbal Interpretation on the Study Habits of the
Respondents’ Profile in terms of Reading
Ability………………………………………………………………… 47
Respondents’ Profile in terms of Note
Taking…………………………………………………………………. 46
Respondents’ Profile in terms of Learning
Motivation………………………………………………...................... 51
Respondents’ Profile in terms of
0
Memory……………………………………………………………….. 53
Respondents’ Profile in terms of Taking
1
Examinations…………………………………………………………. 56
Respondents’ Profile in terms of Health……………………………… 59
2
1 Frequency and Percentage Distribution of the Respondent's General
Weighted Average for the school year 2020-
3
2021…………………………………………………………………… 60
1 Significant Difference in Study Habits of the Respondents in Terms
of Budgeting time, Physical Condition, Reading Ability, Note Taking,
4
Learning Motivation, Memory, Taking Examinations and Health
when grouped according to
Sex…………………………………………………….......................... 62
1 Significant Difference in Study Habits of the Respondents in Terms
of Budgeting time, Physical Condition, Reading Ability, Note Taking,
5
Learning Motivation, Memory, Taking Examinations and Health
when grouped according to xiii
Strand…………………………………………….......................... 63
1 Significant Relationship between the Study Habits of the repondents
and their Academic Performance of the
6
Respondents…………………………………………………………… 65
A.Y. 2020 - 2021
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Learning is believed to be synonymous with change, progress, improvement, and
adjustment. People can gain new knowledge, expand their existing knowledge, and
develop new skills. Students' academic performance is one of the primary measures used
to assess the quality of education at institutions. Academic success is a complicated
process impacted by various factors, including study habits. Study habits have a direct
impact on learning. In contrast, good study habits help learners master their fields of
study, and lousy study habits inhibit even the most basic education course. The value of
proper study habits in an individual cannot be overstated.
According to Gudagavanar and Halayannavar's study, "Influence of Study Habits
on Academic Performance of Higher Primary Students," study habits play a vital role in
students' lives. Their study habits determine each student's success or failure. Indeed,
studying is an art, and it needs practice. Some students learn more than others, yet they
do not achieve more. Others know less but accomplish more. Each student's success is
unquestionably dependent on their talent, intellect, and effort. Without a doubt, consistent
study habits provide benefits in accomplishment and success.
As new progress on the role of study habits in boosting students' academic
performance has come to light, study habits have become an essential aspect of a
student's life. (Ebele and Olofu,2017) discovered that study habits and academic
performance have a significant link, providing insight into how instructors and student
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guidance counselors may assist students in acquiring excellent study habits to improve
their academic performance. (Rabia et al., 2017) discovered a significant relationship
between study habits and academic performance in their study.
According to Venturina, G. ( 2014), Study habits are the consistent inclination
and practice that one exhibits through acquiring knowledge through studying. Indeed,
developing a good study routine will make one's high school experience more essential
and challenging. Furthermore, it is a must for achieving a successful and profitable life in
the near future. However, if the students do not have strong study habits, they may
receive poor grades, flunk the course, or drop out of school. And this is the source of the
majority of the issues in most schools, if not the entire country.
The researchers aim to determine the Study Habits And Academic Performance of
grade 11 senior high school students of the University of Perpetual Help System Laguna-
Isabela Campus While Studying During The Pandemic. The researchers conducted this
study at the University of Perpetual Help System Laguna-Isabela Campus. UPHS
Laguna- Isabela Campus.
Theoretical Framework
Several theoretical models have been developed about students' learning styles,
study habits, and academic performance. This study is tied to the Theory of Educational
Productivity of Walberg et al. (1981) and Eysenck's (1967) Theory of Personality. The
Theory of Educational Productivity has five elements that determine the factors that
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influence a student's academic performance. It includes the aptitude, environment, and
learning according to the theory of educational productivity, teaching, and parents'
commitment. (Walberg et al. 1981) According to Walberg et al. (1981), aptitude has four
sub-elements. These are prior performance, cognitive variables, motivation, and maturity
stage. The second element is the environment. It states that a student's amount of focus
and concentration may depend on how comfortable they are in the area of the room, its
temperature, and the noises around it. (Walberg et al., 1981) The learning according to
the theory of educational productivity is another element proposed by Walberg et al.
(1981).
The excessive length of a class discussion is usually exhausting and produces
boredom for students. The quality and quantity of teaching can improve and level up
students' performance in education. (Walberg et al., 1981) The last element is parents'
commitment. Those mentioned above will be of no use if a student's parent has no
support, and giving positive feedback to the student should also be thought of by a parent
and by teachers. (Walberg et al., 1981) The Theory of Personality by Eysenck (1967)
taught that introverted students are more likely to study in places with minimal numbers
of people. Extraverted students preferred looking in areas with high socialization
opportunities. Also, extroverts take more study breaks than introverts do, and they like
learning as a group.
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Figure 1. Model of Theoretical Framework
To summarize, within the above models, instruction is described as a function of
individual student characteristics, instructional characteristics, and learning environment
characteristics, all of which provide information on the quality of the learning process
and, as a result, instructional outcomes. The term “quality of instruction” refers to various
instructional features such as clarity and structure and teacher-student interactions.
Affective, behavioral, and cognitive outcomes are all possible, with the latter, i.e., student
accomplishment, being the most important. In the context of the other theories described,
Walberg’s (1981) model stands out. It is a synthesis of all preceding models, at least in
terms of the first five factors, while the following four factors account for the learning
environment (Gruehn 2000). Finally, it describes the quality of instruction using
empirical research on teaching effectiveness as a foundation. So far, the given models
have been for general education and learning. Individual and environmental variables
were considered, but domain specifics, such as subject content or learning procedures,
were not.
Conceptual Framework
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The study determined the study habits and academic performance of the Grade 11
students of the University of Perpetual Help System Laguna-Isabela Campus while
studying during the pandemic.
INPUT PROCESS OUTPUT
1. Profile of the Suggest or give

 Conduct a Survey
respondents
1.1 Sex Questionnaire. recommendations to
1.2 Strand
2. Study habits  Determine the improve the study
relationship between habits that will
study habits and enhance their
academic academic
performance of the performance
respondents.
Figure 2. Depicts the underlying framework of the study of a paradigm that works on the
input, process, and output scheme of the study habits and academic performance of the
Grade 11 senior high school students while studying during this pandemic.
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The researchers used the input-output (IPO) model to present their conceptual
framework. The Input includes the profile of the students, such as sex, strand, and study
habit. The Input of the study is processed using the evaluation of the relationship between
the study habits and academic performance of the respondents by conducting a survey
questionnaire. The research output is to suggest or give recommendations to improve the
study habits that will enhance their academic performance
Operational Framework
Independent Variable Dependent Variable
Study Habit  Academic

Performance
 Budgeting time; (GWA)
 Physical condition;
 Reading ability;
 Note- taking;
 Learning motivation;
Intervening Variable
 Memory;
Respondent’s Profile:
 Taking examinations;
 Sex
 Health?  Strand
Figure 3. Operational model showing the relationship among variables.

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Figure 3 shows the operational model showing the relationship among the
variables. The frame of independent variables also includes study habits: budgeting time,
physical condition, reading ability, note-taking, learning motivation, memory, taking
examinations, and health. The second frame shows the dependent variable, the
respondents' academic performance. Lastly, the frame between the independent and
dependent variable is the intervening variable containing the respondents' profile: sex and
strand.
Statement of the Problem
The study aimed to determine the study habits and academic performance of grade
11 of the University of Perpetual Help System Laguna-Isabela Campus senior high
school students studying during the pandemic.
Specifically, this study sought to answer the following questions:
1. What is the profile of the respondents in terms of;
1.1 Sex;
1.2Strand;
2. What are the study habits of the respondents in terms of;
2.1Budgeting time;
2.2Physical condition;
2.3Reading ability;
2.4Note-taking;
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2.5Learning motivation;
2.6Memory;
2.7Taking examinations;
2.8Health?
3. What is the academic performance of the respondents?
4. Is there a difference in the study habits of the respondents when group according
to their profile?
5. Is there a significant relationship between the study habits and academic
performance of the respondents?
Hypothesis of the Study
To answer the main problem, the researchers tested the following null hypothesis
at a 0.05 level of significance:
H0= There is no significant difference in the study habits of the respondents when
grouped according to their profile.
H0= There is no significant relationship between the study habits and the
respondents' academic performance.
Scope and Delimitation
This study mainly focused on correlating the study habits and academic
performance of the grade 11 senior high school students of the University of Perpetual
Help System Laguna-Isabela Campus while studying during the pandemic. The profile of
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the respondents includes their sex and strand. The study habits of the respondents who
answered the survey in terms of budgeting time, health, reading ability, taking notes,
learning motivation, memory, taking exams, and health. Academic performance covered
the respondents' General Weighted Average (GWA) for the Academic Year 2020-2021.
This study's respondents were Grade 11 Senior High School students enrolled at
the University of Perpetual Help System Laguna- Isabela Campus during the Academic
Year 2020-2021.
Significance of the Study
This research aimed to evaluate the study habits and academic performance of
senior high school students in Grade 11 at the University of Perpetual Help System
Laguna Isabela Campus. The vital results of this investigation could be highly significant
and beneficial specifically to the following sectors:
Students. This study will also assist the students. It will help students develop
good study habits, identify and improve their learning type, and understand how students
will impact their academic success.
Teachers. As those who play a significant role in the teaching-learning process,
this research will help the teachers provide better learning to their students, and they will
be able to understand more about the study habits of their students.

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School Administrator. The research also benefits the school administrators as
this will allow them to discover new ways to improve students' capabilities to prepare
them for their future careers.
Parents. This might be pretty helpful for parents to gain a better knowledge of
how their children's study habits impact their academic performance. Knowing would
help them realize their involvement in developing their children's study habits, increasing
their children's online learning performance.
Future Researchers. This research could provide valuable data that future
researchers may build upon to create new knowledge and produce helpful information.
Definition of Terms
The following terms that are used in this study are defined conceptually and
operationally:
Study Habits. This is a method of learning and doing tasks that students learn through
time.
Academic Performance. The educational outcome is how a student, instructor, or
institution has met its educational objectives.
Learning. The process of gaining information and skills through experience, studying, or
being guided by the teacher.
Aptitude. A natural ability to do something. (Merriam Webster).
Budgeting time. The students make use of their time to be able to study.
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Physical condition. A state of a person's health or the ability to perform daily activities.
Reading ability. The student's ability to give their best in understanding the meaning of
the concept they want to learn and read.
Note-taking. Writing a piece of information that the students will hear during the
discussion.
Learning motivation. It gets students moving, guides them in the right direction, and
keeps them going until they achieve their goals.
Memory. the things a living thing has learned and kept from its activities or experiences,
as shown by how it changes to structure or behavior or recalled and recognition.
(Merriam Webster).
Taking examinations. Learners' examination is critical, and students study a lot due to
their examination.
Health. A condition in which someone or something is thriving or doing well. (Merriam
Webster).
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A.Y. 2020 - 2021
CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter examines the associated literature that supports and validates the
findings of this study. The researchers linked their comprehensive analysis to several
ideas and views to give a detailed discussion of the subject. Concepts, findings, theories,
and notions from scholarly research and articles related to the study habits and academic
performance of grade 11 senior high school students while studying during the pandemic
are presented to provide a thorough background of the study and justify the researchers'
objective in conducting it. This study also presents a synthesis of relevant material, which
may subsequently be validated, refuted, or enhanced by the additional knowledge offered
by this study.
State of the Art
The literature and reviewed studies were found to have a bearing on the present
study. They served as bases for conceptualizing the study's research problem, design, and
methodology.
Related Literature
Foreign Literature
Students' motivation is vital to their participation in the class (Shih & Gamon,
2001). It's essential to use the best method for increasing self-motivation to achieve their
objectives (Schroeder & Fishbach, 2015). Students can also attain their objectives if they
have the will and ability to study under challenging situations (Hulleman et al.,2015).
High-achieving learners were more driven and satisfied (Aloysius, 2012). Surprisingly,
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students' motivation to do well in class is fueled by their joy, curiosity, and inspiration
(Panisoara, Duta, & Panisoara, 2015). Varying forms of self-motivation result in different
levels of effort and accomplishment (Entwistle et al., 1987).
According to Van Meter et al. (1994: 323), most students took notes while
listening to lectures at universities and colleges. Benson (1989: 441) conducted pilot
research in which he examined the process that an Arabic-speaking student went through
while listening to an academic lecture at a university in the United States. The study's
findings revealed that the students wrote vital sentences on the topics raised by the
teacher.
According to Azzopardi and Camilleri (2018), the lecturer's help is dependent on
the student's study habits and perceived level of difficulty with specific topics. According
to the findings, there was no significant difference between students' study habits and the
mean evaluation grade earned at the end of the first-year course. Note-taking has been
demonstrated to increase student learning, whether from lectures (Kiewra, 2002) or
reading (Rahmani & Sadeghi, 2011; Chang & Ku, 2014). Although students are typically
urged to take quick notes, it has been discovered that the more notes students take, the
more knowledge they are likely to retain water. The number of notes taken is
proportional to how much knowledge kids retain (Nye, Crooks, Powley, & Tripp, 1984).
Looyeh et al. (2017) discovered a relationship between students' study habits and
academic performance. Determining the students' study habits and the connection
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between their study habits and academic performance helps enhance their academic
accomplishment and study habits.
Jato et al. (2014), a healthy study habit is critical for academic success, and every
parent and teacher wishes for their children to be voracious and enthusiastic readers. As a
result, it is critical to provide an engaging, appealing, and comfortable environment for
students to assist them in developing healthy study habits. More than any other location,
the library provides an ideal setting and crucial information resources for students to
develop and maintain the healthy study habits necessary for high academic success. As a
result, children must develop healthy study habits that will prepare them for high
academic success by using a school library. A habit is an established or regular
propensity or practice, particularly one that is difficult to break. (Jato et al., 2014).
According to Agba (2013), unserious learners study in any case without using
unique tactics, and he believes that such students are more likely to achieve below
average. As a result, he finds that effective study habits enable students to: attend courses
often and on time. It also assists them in submitting their assignments on time, reading or
preparing thoroughly for tests and examinations, taking notes and developing the ideas
independently, and ask pertinent questions in class, resulting in excellent scores after the
term or semester. Monday (2008) emphasizes in his article on improper study habits that
cultivating excellent study habits in school would help students thrive in class and attain
educational goals.
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In general, study habits may be divided into excellent and negative ones.
According to Katelyn (2013), good study habits are also positive or productive ones. As
the name indicates, they are those pleasant study habits that have the potential to boost
students' academic performance or appear to deliver positive outcomes. They are the
study habits that help students succeed in their studies once they have developed and used
them throughout their academic careers.
Muchiri (2012) discovered that an online learner assistance system had high
information quality and usability. The system fulfills the demands of learners while also
ensuring student happiness. It is critical to the learning process and contributes to the
overall learning experience's quality. According to the studies, learners show a stronger
desire for access to study groups as peer support during their studies. According to
further research, the requirements of learners are impacted by gender, course of study,
year of study, location, and learning environment.
Mulwa (2012) discovered that the preparedness to embrace e-learning is impacted
by the degree of education and the availability of ICT infrastructure; consequently, ICT
provision to distance learners at the UoN can improve academic performance due to the
accessibility of reading materials.
Productive study needs conceptualization and motivation. It might involve
abilities like taking notes, observing, asking questions, listening, thinking, and presenting
ideas about new knowledge. As a result, the student must be engaged in learning and
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must be able to apply the necessary abilities. On the other hand, inefficient study results
in a loss of time and energy on the part of the learner. (Hashemian & Hashemian, 2014).
Odiri (2015) opined that study habits play a significant role in determining the
quality of education and achievement of students in mathematics since students cannot
grasp all the learning they need on the subject from their teachers inside the class. It is a
partnership between the classroom and outside the classroom learning, which makes up
students' study habits.
According to Marc K. (2011), students with learning difficulties may still have
inefficient and unproductive study habits and skills. Students will comprehend why they
occasionally feel irritated with traditional study techniques if they become aware of their
own learning patterns or styles. He believes that strong study habits are critical to
academic achievement since they lead to a successful academic future. High study habits
result in good results, and good grades result in entrance to better institutions and
universities, maybe with scholarships. This will lead to a successful career. Developing
effective study habits for Marc is important for any student, whatever of educational
level. It improves students' capacity to be self-directed, self-disciplined, and ultimately
successful in their degree programs.
According to Adeninyi (2011), good study habits allow pupils to study freely at
home and pursue a higher educational career. He claims that the development of good
study habits in secondary school acts as a foundation for students' achievement in
external tests such as WAEC, NECO, and JAMB. According to Agba (2013), Unserious
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students study in any way without using specific tactics, and they are more likely to
perform below average.
According to Katelyn (2013), good study habits are also positive or productive
ones. As the name implies, they are those pleasant study habits that have the potential to
boost students' academic performance or appear to bring positive outcomes. They are the
study habits that enable students to succeed in their academics after they have matured.
Oli (2018), Hashemian (2014), and Torabi (2014) found no significant differences in
students' gender and study habits, which could be attributable to male and female
students being in the same educational environment. Lawrence (2014) studied the
substantial link between study habits and academic success of higher secondary school
pupils in his research. His finding revealed no significant difference between the study's
variables.
According to Ali and Faaz (2017), a learner's study habit defines their ability to
manage their time, design their investigation exercises, their understanding style, their
propensity for focus, note-taking, mental fixation, and the wise application of various
study techniques such as whole-and-part method, issued, and distributed learning.
According to Sinha (2018), homework is one of the most effective methods to
teach a learner independence. The teacher wants the student to do the work on their own.
However, some homework assistance is permitted. During this course of action, the
learner learns to be self-sufficient in his task. This impact is also indicated in Harris
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Cooper's research that homework contributes to students' curiosity and autonomous
problem-solving skills.
Breaks are an essential component of the learning process. However, the
advantages go beyond learners' psychological well-being. Regular breaks during the
school day, especially for younger learners, can effectively minimize disruptive behavior.
According to a series of recent research, short physical activity breaks in the class
enhanced students' behavior, improving the effort they put into their tasks and their
ability to stay on track. Youki (2018).
Study time is the amount of time that a student sets aside to study to gain
information. It makes little difference whether students study simultaneously every day,
turn off the radio or television when reading alone, or use supplemental resources in their
studies. External activities that impact the internal process of learning are also included in
study time (Rothkopf 1982). This is best achieved by rephrasing the instructor's talk and
creating interpretations. (Kiewra, 1985). However, because of the high cognitive
demands of note-taking, some note-takers avoid the generative process of encoding by
merely transcribing material verbatim from lecture, therefore ignoring crucial cognitive
components such as attention and listening comprehension (Benton et al., 1993). Students
frequently record their teachers' precise words and terminology, which may promote rote
memory at the Price of comprehension (Williams & Eggert, 2002).
Student absenteeism is defined as a persistent absence from classroom teaching. It
undoubtedly leads to poor engagement in school activities, and it has a detrimental

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impact on peer relationships and community involvement sooner or later (Richard & Go
2012). For various legitimate reasons, students may miss some school activities and
courses. However, those students are constantly missing from class for no apparent
reason. One of the personal reasons why students may not want to attend their lessons
regularly is a lack of enthusiasm for learning.
If a student is absent from class for an extended time, it becomes an issue that it
must address. On the other hand, mistakes can aid in the development of understanding
and knowledge in learning processes. Note-taking to record transferred information
frequently overshadows another crucial role: reflection. Note-taking is a useful
information-processing tool utilized in many professions and everyday life (Hartley,
2002). As a result, it aids in executing a variety of cognitive activities, such as generating
judgments, resolving problems, and making decisions. Taking notes can help with time-
consuming, real-time thinking tasks like solving mathematical issues. Notes are similar to
a rough draft because they allow information to be coded, alleviating mnemonic
processes and assisting with creating the answer (Cary & Calson, 1999).
The goals of guidance and counseling services for schoolchildren, according to
Braddock (2001), are to promote academic progress and foster good attitudes about
school, learning, and work. Students investigate resources that assist them in producing
new ideas and enhance the comprehension of their surroundings when they are
comfortable and secure in their physical environs (Olds, 2001). Developing an urge to
investigate and develop imaginative skills in students involves exposing them to various
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objects. Materials that are relevant and sufficient make a classroom fun for young
students and encourage them to be creative.
Successful readers have a greater level of understanding because they can link
disparate ideas, comprehend complicated concepts, and reflect on the material all at the
same time while reading. (Javed et al., 2015).
Cramming is the process of studying for an exam in a short amount of time.
Depending on the pupils, cramming is either a successful or inefficient method of
studying. Cramming may inspire students to learn more or stress them out even more.
Because the most significant period for requesting help occurs when students are not
under immediate academic pressure, these lulls may be the most psychologically tricky
moments for the students. Sommer (1990). There are several reasons why people cram.
For one thing, students have varying priorities. Some people like to spend their
time playing, binge-watching, reading novels, etc. Second, pupils are bombarded with
boredom, which leads to the third cause. Three, students tend to procrastinate when it
comes to studying. Overall, students cram because they no longer enjoy studying. Young
(2018).
Reading is the key to unlocking knowledge. Personal independence and
alternatives are significantly constrained without sophisticated reading skills. Only what
others choose to tell them is available to poor readers. The socioeconomic options for
poor readers are limited. As knowledge multiplies exponentially fast, the repercussions of
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an increasingly illiterate society are mounting. Pennington is a town in the state of
Pennington (2008)
Students who are taught in a lecturing manner are expected to take notes.
According to research conducted by Landrum (2010), 83 percent of professors polled
expect their students to take notes. Students record notes without explicit instructor
direction since note-taking is prevalent (Williams & Eggert, 2002). Students place a high
priority on taking notes.
According to a survey by Palmatier and Bennett (1974), 96 percent of students
believe that taking notes is critical to college achievement. According to Hartley and
Davies's (1978) research, note-taking is a crucial practice for both American and
international students. Students believe note-taking is an important activity because it
helps them study later, learn the information presented in class, and pay attention,
according to our continuing survey of student note-taking activities. Students take notes
because they believe it helps them study, fosters a better grasp of the information, and
improves academic success (Dunkel & Davy, 1989).
When students use exam reviews to assist them in preparing for an exam, they get
better test outcomes than if they don't review at all (King, 2010). Practice tests are an
alternative to standard reviews; nevertheless, previous research on their efficiency has
been inconclusive.
According to several research, students prefer technology-based learning,
particularly practice exams, because it allows them to verify their knowledge level and
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get a "preview" of the format and language of exam questions (King et ., 2010). Balch
(1998), for example, assigned students to either take a practice test or examine a
completed practice test before an exam and discovered that actively performing the
practice test increased later exam scores significantly.
According to the author, taking an exam and getting incorrect responses
encourages learners to recognize their deficiencies. Furthermore, according to Balch,
students engage in more profound cognitive elaboration by taking practice examinations,
which improves understanding and memory of material.
Local Literature
In the research study COVID-19 and Its Impact on Higher Education in the
Philippines, Simbulan (2020) said that as they moved to alternative or remote teaching
modes, both synchronous and asynchronous, teachers and administrators had to change
course requirements and curricula from the comfort of their own homes. When students
and teachers gained access to electronic devices and reliable Internet connections,
learning management systems like Canvas, Moodle, Blackboard, and applications like
Google Hangouts, Zoom, and Skype were used. Teachers and students used text
messaging, e-mail, Facebook Messenger, and Twitter to convey messages, notes, and
resources where students had restricted access to computers or intermittent Internet
connectivity.
(Simbulan, 2020) In certain situations, these arrangements proved unsustainable,
and numerous universities were forced to cease remote or online programs due to
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students' financial circumstances preventing them from participating in these learning
modalities. The decision to cease online sessions was influenced by concerns about the
mental health of students and teachers who were affected by the uncertainty. In certain
situations, these arrangements proved unsustainable. Many universities were forced to
cancel remote or online classes due to students' financial circumstances preventing them
from participating in these study modalities. (Simbulan, 2020).
According to Baticulon et al. (2021), medical students in the Philippines faced
several interconnected challenges as they attempted to adjust to online instruction.
Needing trouble modifying learning methods, having to undertake obligations at home,
and poor communication between educators and learners were the most common issues.
Medical schools and educators can help address these issues during and after the COVID-
19 outbreak by developing student-centered interventions. According to Kirby et al.
(2003), student attendance and participation are essential in today's higher education.
Several prior studies have found that class attendance is a strong predictor of academic
outcomes: students who attend more classes get higher final grades.
According to Arieta, Gementiza, and Saco (2017), study habits are incredibly crucial
for being a student. The study habits of each student affect their success or failure. Some
students study less but achieve more, while others fall short of expectations. They
underlined that each student's achievement is determined by their study habits, skill, and
intellect. In general, all attributes mentioned above significantly influence students'
academic progress.
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According to Tus(2020), Academic performance is a crucial part of the jigsaw puzzle
to determine long-term success. It also has a significant role in education, primarily as a
concrete tool for assessing pupil progress. Psychologists and researchers have used many
personalities, attitudinal, cognitive styles, and ability assessments to understand how
pupils differ in processing, retaining, and retrieving learning information. As a result, the
purpose was to learn more about study attitudes, study habits, and academic performance.
The impact of their study attitudes and study habits on their academic progress. The study
included senior high school students from a Catholic school in Bulacan, Philippines.
Descriptive correlation of the respondents' profiles regarding study attitudes, study habits,
and academic accomplishment. This study enlisted the participation of 130 senior high
school students. the.05 alpha level of significance to see if study attitudes and habits of a
student's academic achievement. According to the findings of multiple regression
analysis, study attitudes and study habits had no significant impact on senior high school
pup academic performance.
According to Haghverdi, Biria, and Kamiri (2011), teaching students note-taking
strategies substantially impacts their achievement. This means that the process impact of
taking notes is critical for self-directed learners. Taking notes allows students to pay
attention in class and retain the concepts and data provided after the lesson.
Related Studies
Foreign Study
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According to Rabia et al. (2017) in A Study on Study Habits and Academic
Performance of Students, buying out a devoted regular and uninterrupted time to apply
oneself to studying is referred to as a study habit. Without it, one cannot develop and
becomes self-contained in life. Study habits reveal how much a person will learn, how far
he wants to go, and how much money he wants to make. All of this can be determined by
one's study habits throughout one's life.
According to Jafari et al. (2019), academic success is a complicated process
influenced by various factors, including study habits. A study habit is a combination of
study approach and skill that describes an individual's behavior when studying. In other
words, study habits are behaviors and skills that can boost motivation and turn to study
into a productive activity with high returns, resulting in increased learning. This ability
can be defined as any activity that aids in learning a topic, solving difficulties, or
memorizing a portion or all of the materials offered. Study habits, which differ from
person to person, are the key to success.
According to the research study entitled Effect of Study Habits on Test Anxiety
and Academic Achievement of Undergraduate students by Numan & Hasan (2017), test
anxiety and academic achievement is influenced by study habits. Those with good study
habits have less exam anxiety and perform better academically than students who have
bad study habits. (Numan & Hasan, 2017) Furthermore, Numan and Hasan (2017) found
that girls have a higher level of test anxiety than boys and that girls have better study
habits and perform better academically than boys. According to correlation analysis,
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study habits and academic achievement have a substantial positive link, while test anxiety
negatively links academic accomplishment and study habits. (Numan & Hasan, 2017).
The study "Time Management and Academic Performance: Empirical Survey
from High Education in Mogadishu-Somalia" looked at how time management affected
the respondents' academic performance. The results showed that time management has a
significant and positive effect on academic performance in Mogadishu, Somalia.
(Mohammed and Osman, 2016). Therefore, time management is an excellent factor in
improving academic performance. Students have to be conscious of time performing their
academic activities to improve their performance (Aduke, 2015).
Priya and Dariti (2015) investigated school students' study patterns. The data
indicated that many guys have poor study habits compared to the girls. In addition, their
research found that students from private schools have superior study habits than students
from public schools. Exams are taken very seriously by students since they affect their
academic achievement. Exams are crucial for students, and they study extensively due to
their research. (Tus, 2020).
Akpan and Salome (2015) investigated the influence of study habits on academic
attainment. According to the findings, most students studied for a short time, while a few
pupils studied for six hours. Furthermore, most students prefer to study alone, while some
prefer to study in groups.
In a study conducted by Garner (2013) on 59 undergraduate chemistry students in
the West Indies, the quality of study habits was desirable in 59.2 percent of the students
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and unsatisfactory in the remaining students. 16 The difference between this study's
results and ours could be because Garner's study had fewer participants and used a
different way to measure study habits. Because Garner's method put study habits into two
categories, good and bad, and left out the middle category, the study's data accuracy and
ability to compare may have been upset.
The findings confirm Salimaco Jr.'s (2020) study, which claims that when
students are classified according to their specialty, there is no significant difference in
their study habits: ABM (Accountancy, Business, and Management); HUMSS
(Humanities and Social Sciences); STEM (Science, Technology, Engineering, and
Mathematics); and TVL (Technical-Vocational-Livelihood). This implies that the
students' study habits were similar regardless of their specialization.
Reading is vital in every understudy's life; according to Chuks, Subair, and Chima
(2017), reading is essential to students' academic performance. It will assist them in
becoming lifelong learners. It is essential for students since it helps them with quizzes,
seat work, and exams. That is why taking notes has become a required technique in every
class. (Boyle & Forchelli, 2014) It is also required for students in middle and secondary
schools, and it has become one of the essential techniques for studying content in
colleges. Some students appear to have an intuitive feel for what notes to take; for
everyone else, training in specific note-taking methods may significantly increase the
quality of notes and the quantity of content they recall later. Boyle (2013).
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When students' exam results aren't what they expected, they become
apprehensive, which might lead to illness. It also stated that students are uninterested in
learning good study habits, implying that they can study even if they do not receive the
necessary instruction. Weak students are more likely to be disappointed in school, retain
their grades, and drop out. (Shaw et al., 2015).
Students can remember things, but these understudies may be unable to do so
depending on the situation. As a result, it enables us to recall crucial information for
shorter periods and work with it quickly. (Nutley & Soderqvist, 2017).
According to Price (2018), Exams are used to assess how far a student has learned
from his studies. It's an excellent way to quantify their knowledge and determine how
much they've learned. Processing is an essential part of taking lecture notes. This
necessitates that the student comprehends each lecture point and creates internal and
external connections between lecture content and past knowledge Armbruster et al.,
(2002).
Plocher (2016) says that reading is crucial to learning and preparing for future
careers and hobbies. This means that every student needs to be able to read well and
quickly because reading is the key to learning everything in school and the workplace.
In self-regulated learning, seeking help is a necessary procedure. The primary
objectives were to assist students in becoming better self-regulated learners and achieving
higher domain-level learning outcomes. (Aleven et al., 2016)

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Anderson et al. (1986) are only a few of the many research papers on learning
settings. The environment is the surrounding conditions and factors that influence a
person's growth. It comprises social, physical, and psychological traits that interact with
individual features. A learning environment was defined for this study as the shared
perspectives of students, instructors, and other key individuals in a specific context (Dale,
1972; Fraser, 1986b); it is the home and classroom. These perceptions characterize the
environment as seen through each participant's eyes and the setting's members.
When students cannot engage, it is tough to urge them to develop good study
habits. Being a high-achieving student necessitates the development of good study habits
(Credé & Kuncel, 2008). Hence institutions must become more effective in supporting
this.
Students remember more knowledge when reviewing, adding to, or redoing their
notes. Students revise during purposeful pauses in a lecture or other learning event. They
retain the content better and take better notes than when the revision occurs after the
learning experience has ended. Finally, if students work on this revision with partners,
they take more detailed notes and do better on post-tests (Luo, Kiewra, & Samuelson,
2016).
Students' ability to recall information "Retrieving, recognizing, and recalling
important knowledge from long-term memory" is characterized by remembering
(Anderson & Krathwohl, 2001). Remembering is defined in this study as the capacity to
arrange and recall online resources so that information can be found quickly.
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Examination of students' learning is an essential part of the educational process.
In our educational environment, the majority of examinations are conducted on paper.
However, the world has entered and is sustained by a new era of technological progress.
Furthermore, time constraints frequently require more efficient test technologies, such as
electronic exams (e-exams), than traditional paper exams (Kuikka, 2014).
Local Study
Students with solid study habits are more likely to pass, according to Mendezabal
(2013) in her study "Study Habits and Attitudes: The Road to Academic Success."
Furthermore, study habits are recognized as one of the essential determinants of students'
academic achievement. Her research found a link between study habits, attitudes, and
academic achievement on the licensure exam.
The research study entitled "Education during COVID-19 era: Are learners in a
less-economically developed country ready for e-learning?" Alipio(2020) stated that with
the country's continued outbreak of the Coronavirus-2019 cases, internet learning could
be a viable option for continuing education while minimizing illness spread (e-learning).
In industrialized countries, e-learning has become a popular method of delivering
education. Several underdeveloped countries, such as the Philippines, have attempted to
embrace the new learning environment; nevertheless, budgetary and acceptance issues
limit its potential application. While the quantity and demand for e-learning possibilities
have increased in recent years, many experts wonder if students are ready to succeed in
an online learning environment. For instance, a student's documented success in a

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traditional education and training classroom may not be a good predictor of success in an
e-learning environment. (Alipio, 2020)
The impact of students' strong study habits in finishing their assignments, active
class participation, managing their time, staying focused, and working hard has
demonstrated a substantial positive link with their academic success (Fouche, 2017).
Furthermore, according to Ebele (2017), students cannot perform and enhance their
academic performance until they create study habits.
Students with solid study habits are more likely to pass, according to Mendezabal
(2013) in her study "Study Habits and Attitudes: The Road to Academic Success."
Furthermore, study habits are recognized as one of the essential determinants of students'
academic achievement. Her research found a link between study habits, attitudes, and
academic achievement on the licensure exam.
Masmiquel et al. (2017) investigated the link between student study habits and
academic achievement. The study indicated that the basic premise was correct, revealing
a link between students' study habits and academic success. Their study habits and
attitudes are essential elements in evaluating academic achievement. According to Arieta,
Gementiza, and Saco (2017), study habits influence students' lives. They concluded that
their study habits determine each student's success or failure. Furthermore, their success
is contingent on their ability, intellect, and hard work.
Furthermore, the research reveals a link between students' study habits and
academic success (Onabamiro & Odunlami, 2017). Gender does not have a role in the
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relationship between study habits and academic success, although it does depend on the
type of study.
In the study "Factors Affecting Study Habits on the Academic Performance of Senior
High School Students of Davao Doctors College," Gender didn't significantly affect the
people who responded to the survey (Arrieta, Gementiza & Saco, 2017).
Synthesis of the Reviewed Literature
According to Jhoselle Tus(2020), Academic performance is a crucial part of the
jigsaw puzzle to determine long-term success. It also has a significant role in education,
primarily as a concrete tool for assessing pupil progress.
In the study (Onabamiro & Odunlami, 2017), There was no statistically
significant difference between male and female students' study habits. Furthermore, the
research reveals a link between students' study habits and academic success. This study
showed that Gender does not have a role in the relationship between study habits and
academic success, according to this study. However, it does depend on the type of study.
Priya and Dariti (2015) investigated school students' study patterns. The data
indicated that many guys have poor study habits compared to the girls. In addition, their
research found that students from private schools have superior study habits than students
from public schools.
Mendezabal (2013) study stated that students with strong study habits are more
likely to pass. Study habits are recognized as one of the essential determinants of
students' academic achievement.

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The relationship between students' study habits and academic performance was
stated by Looyeh et al. (2017). Oluwatimilehin and Owoyele (2012) studied the link
between study habits and academic success in core courses in junior secondary school
students.
According to Katelyn (2013), good study habits are also positive or productive
ones. As the name indicates, they are those pleasant study habits that have the potential to
boost students' academic performance or appear to deliver positive outcomes.
Gaps Bridged by the Present Study
Following a thorough assessment of related literature and studies, it was discovered
that study habits and academic achievement had been the topic of decades of research.
The majority of research focused primarily on studying habits and academic
performance. The researchers concentrated on the relationship and identified the study
habits and academic performance of grade 11 senior high school students to address the
current gap, fill the gaps, and explain the phenomena in-depth.
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A.Y. 2020 - 2021
CHAPTER 3
RESEARCH METHODOLOGY
This chapter describes the research design and data sources, the study's
population, instruments and validation, assessment and scoring, data collection processes,
data treatment and analysis, and ethical considerations.
Research Design
This study utilized a descriptive- correlational research design. This is the most
appropriate design since the study focused on determining the relationship between study
habits and academic performance.
According to an article in Libraries, the design primarily focuses on correlating
relationships among variables without requiring the establishment of a causal connection.
"A correlational research design is useful to researchers interested in determining to what
degree two variables are related. However, correlational research does not prove a
relationship; rather, it indicates an association between two or more variables." (Creswell,
2012)
Sources of Data
The primary sources of data were the respondents who answered the survey
questionnaire. Secondary sources include books, periodicals, articles, online journals, and
other references that the researchers utilized, consulted, and cited in the review of related
literature.
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Population of the Study
The study's respondents were 124 (32 males and 92 female) out of the 182 Grade 11
Senior High School students of the University of Perpetual Help System Laguna enrolled
during the Academic Year 2020-2021. The sample size was computed using the Krejci
and Morgan (1970) sample size formula. The respondents were selected using the
Stratified Random Sampling Technique. Initially, the population was divided into strata
as to sex and strand. Researchers selected proportional allocation to calculate the number
of respondents from each sex and strand. For the STEM strand, 65 out of 96 students
were the respondents. A total of 20 (6 male and 14 female) came from section A, 31 (7
male and 24 female) from section B, and 14 (4 male and ten female) from section C.
20 out of 30 (4 male and 16 female) students were the respondents for the ABM
strand. For the HUMSS strand, 29 out of 42 students were the respondents. 15 (4 male
and 11 female) came from section A and 14 (4 male and ten female) from section B. For
TVL (HE, ICT), 10 out of 14 (5 male and five female) students were the respondents.
The students agreed to participate in the study and filled out the questionnaire was
used to pick the respondents from each section.
Grade 11 Sample Size
Grade 11 Population Size(N) Sample Size (n) Percent
Allocation
STEM 96 65 52.42%
ABM 30 20 16.13%
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HUMSS 42 29 23.39%
TVL HE 11 8 6.45%
TVL ICT 3 2 1.61%
TOTAL 182 124 100%
Table 1 shows the allocation of the respondents by strand for the Academic Year 2020-
2021.
Locale of the Study
This study was conducted in the University of Perpetual Help System Laguna-
Isabela Campus in Minante 1, Cauayan City, Isabela.
Instrument ation
and
Validation
In
gathering data, the researchers used a questionnaire containing close-ended questions.
Close-ended questions are narrow in focus and are answered with one to just a few words
or answered from limited multiple options (Dossetto, 2020). The respondents can select
their answers to the questions by checking the corresponding number. The questionnaire
was divided into two parts: Scale 1 covered the respondent's profile, and Scale 2 covered
the study habits of the respondents while studying during the pandemic.
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The questions regarding the study habits in the questionnaire reproduced by the
researchers are by Jhoselle Tus, Francis Rayo, Reymark Lubo, and Mark Anthony Cruz.
The study habits of the respondents were described in terms of their budgeting time,
physical condition, reading ability, note-taking, learning motivation, memory, taking
examinations, and health.
The researchers’ instrument was presented to the research adviser for initial
checking. The researchers consulted the research adviser/teachers, who provided
comments and possible recommendations for further validation.
The academic performance was based on the respondents' General Weighted
Average (GWA) during the S.Y. 2020-2021. The following table is the prescribed
grading system latest issued by the Department of Education.

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Evaluation and Scoring
To determine and describe the study habits of the respondents, the following
numerical rating, and categorical response used in describing the study habits of the
respondents:
Numerical Rating Categorical Response
5 Always
4 Often
3 Sometimes
2 Seldom
1 Never
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The questionnaire was validated by the University of Perpetual Help System-
Isabela Campus Senior High School teachers wherein, who are experts in the field of
research and for further validation, the researchers conducted a pilot test. The following
numerical rating, numerical range, categorical response, verbal interpretation, and verbal
description are used in describing the study habits of the respondents.
Numerica Numerical Categorical Verbal Description
l Rating Range Response
5 4.50-5.00 Always The respondents
experienced the indicator
80-100% of the time.
4 3.50-4.49 Often The respondents
60-79% of the time.
3 2.50-3.49 Sometimes The respondents
40-59% of the time.
2 1.50-2.49 Seldom The respondents
20-39% of the time.
1 1.00-1.49 Never The respondents
experienced the indicator 0-
19% of the time.

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Data Gathering Procedure
After the validation of the instrument, the researchers asked for approval from the
Office of Senior High School coordinator to allow the researchers to conduct the study.
With the help of the research adviser. The consent forms were released first for the
approval of the respondents. Then, the questionnaires were given to the respondents for
them to answer. The data gathered were organized, tallied, and subjected to statistical
analysis.
The researchers secured consent from the respondents and the office of the Senior
High School Coordinator to gather the General Weighted Average (GWA) of the
respondents during the S.Y 2020-2021.
Treatment and Analysis of Data
After the respondents have completed the survey questionnaire, the data were
tabulated and subjected to the following statistical tools;
1. Frequency and percentage distribution. This tool was used to describe the
respondents' profiles.
2. Weighted mean. This tool was used to determine the study habits of the
respondents.
3. T-test. This tool was used to determine if there was a significant difference in the
study habits of the respondents when grouped according to sex.

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4. ANOVA. This tool was used to determine if there was a significant difference in
the study habits of the respondents when grouped according to strand.
5. Pearson-r. This tool was used to determine if there is a significant relationship
between study habits and the respondents' academic performance.
Ethical Consideration
The researchers completed this study bearing the ethical considerations, observing
confidentiality, quality, and human subject protection. Permission was initially acquired
from the office of the Senior High School Coordinator at The University Of Perpetual
Help System Laguna, where this research was carried out. Because some of the
respondents are minors, parental approval was obtained as part of the Consent Form to
ensure that they understand their right to withdraw from the study voluntarily at any time,
the primary purpose of the study, data collection procedures, and comments about
maintaining confidentiality, as well as a statement describing the known risks and
potential benefits of participating in the study.

A.Y. 2020 - 2021
CHAPTER 4
PRESENTATION, INTERPRETATION, AND ANALYSIS
This chapter presents the quantitative data gathered with the corresponding
interpretation and analysis.
Table 1.1 Frequency and Percentage Distribution

of the Respondent's Profile in terms of Sex.
Sex Frequency Percent

Female 90 72.6
Male 34 27.4
Total 124 100.0
Table 1.1 shows the frequency and percentage distribution of the study habits and
academic performance of Grade 11 senior high school students at the University Of
Perpetual Help System Laguna-Isabela Campus while studying during the pandemic
according to sex.
The male respondents have 27.4%, and the remaining 72.6% are female. This
implies that the majority of the respondents in this study are female.
Table 1.2 Frequency and Percentage

of the Respondent's Profile in terms of Strand
Strand Frequency Percent

STEM 65 52.4
ABM 20 16.1
HUMSS 29 23.4
TVL-HE 8 6.5
TVL-ICT 2 1.6
Total 124 100.0
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Table 1.2 shows the frequency and percentage distribution of the respondents’
profiles in terms of the strand. It shows that the most belong to the STEM strand with a
frequency of 65 or 52.4%, while the least number of respondents with a frequency of 2 or
1.6%, belong to the TVL-ICT strand.
This implies that most of the respondents are from Science, Technology,
Engineering, and Mathematics (STEM) strand.
Table 2.1 Mean and Verbal Interpretation of the Study Habits of the Respondents’
Profile in terms of Budgeting Time
Verbal
Budgeting Time Mean
Interpretation
1. I divide the time according to the matter to 4.20 Often
be answered in respect of the number of
questions.
2. I do my homework daily. 4.14 Often
3. If I have to study for a longer time, I take rest 4.04 Often
in between.
4. I study at a particular time of the day. 3.89 Often

5. I study every day. 3.73 Often
Grand Mean 4.00 Often
Table 2.1 shows the weighted mean and verbal interpretation of the students'
study habits regarding budgeting time.

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The table showed the statement "I divide the time according to the matter to be
answered in respect of the number of questions." it got the highest mean of 4.20, which
was interpreted as often. This means that students often divide their time according to the
matter to be answered regarding the number of questions. At the same time, the statement
"I study every day." got the lowest mean of 3.73, which is interpreted as often. This
means that the students often study every day.
The result shows the respondents' weighted mean and verbal interpretation of the
budgeting time with a grand mean of 4.00 corresponding to the response of 'often .' This
implies that the respondents often budget their time correctly.
To sum it up, a grand mean of 4. oo revealed that the respondents had high study
habits in budgeting their time.
The result of this study coincides with the study of Aduke (2015) time
management is an excellent factor in improving academic performance. Students have to
be conscious of time performing their academic activities to improve their performance.
According to Ali and Faaz (2017), a learner's study habit defines their ability to manage
their time, design their investigation exercises, their understanding style, their propensity
for focus, note-taking, mental fixation, and the wise application of various study
techniques such as whole-and-part method, issued, and distributed learning. In
connection to this study, Study time is the amount of time that a student sets aside to
study to gain information. It makes little difference whether students study
simultaneously every day, turn off the radio or television when reading alone, or use
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supplemental resources in their studies. External activities that impact the internal process
of learning are also included in study time (Rothkopf 1982).
In connection to this, Breaks are an essential component of the learning process.
However, the advantages go beyond learners' psychological well-being. Regular breaks
during the school day, especially for younger learners, can effectively minimize
disruptive behavior. According to a series of recent research, short physical activity
breaks in the class enhanced students' behavior, improving the effort they put into their
tasks and their ability to stay on track. Youki (2018).
Profile in terms of Physical Condition
Verbal
Physical Condition Mean
Interpretation
1. I realize the importance of the subjects for my 4.31 Often
future career.
2. I think that I can improve fairly my study 4.28 Often

habits.
3. For the time of study, I get disturbed by the 4.09 Often

surroundings at the time of the study.
4. I have all the relevant materials to study with 4.05 Often

me.
5. Other stray thoughts gradually flow in, as 4.02 Often

soon as I settle down for the study.
6. I develop automatic interest in the subject as 3.92 Often

soon I start studying it.

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Table 2.2 shows the weighted mean and verbal interpretation of the students'
study habits in terms of physical condition.
The table showed that the statement "I realize the importance of the subjects for
my future career." got the highest mean of 4.31, which is interpreted as often. This means
that students often realize the importance of the subjects for their future careers. In
contrast, the statement "I develop automatic interest in the subject as soon I start studying
it." got the lowest mean of 3.92, which is interpreted as often. This means that students
often develop an automatic interest in the subject as soon as they start studying it.
The results show the weighted mean and verbal interpretation of the respondent's
study habits in terms of the physical condition, with a grand mean of 4.11 corresponding
to the response of 'often.' This implies that the respondents often possess study habits in
terms of physical condition.
To sum it up, a grand mean of 4.11 revealed that the respondents had high study
habits in terms of the respondent's physical condition.
The findings surfaced in the study of Olds (2001), which pointed out that Students
investigate resources that assist them in producing new ideas and enhance the
comprehension of their surroundings when they are comfortable and secure in their
physical environs (Olds, 2001). Developing an urge to investigate and develop
imaginative skills in students involves exposing them to various objects. Materials that
are relevant and sufficient make a classroom fun for young students and encourage them
to be creative.
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Anderson et al. (1986) are only a few of the many research papers on learning
settings. The environment is the surrounding conditions and factors that influence a
person's growth. It comprises social, physical, and psychological traits that interact with
individual features. A learning environment was defined for this study as the shared
perspectives of students, instructors, and other key individuals in a specific context (Dale,
1972; Fraser, 1986b); it is the home and classroom. These perceptions characterize the
environment as seen through each participant's eyes and the setting's members.
In connection to this (Credé & Kuncel, 2008), When students cannot engage, it is
tough to urge them to develop good study habits. Being a high-achieving student
necessitates the development of good study habits (Credé & Kuncel, 2008). Hence
institutions must become more effective in supporting this.
Profile in terms of Reading Ability

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Verbal
Reading Ability Mean
Interpretation
1. I read very carefully in order to understand 4.47 Often
every point.
2. I read the main points before I read the 4.12 Often

chapter.
3. I study figures and graphs very carefully 4.02 Often

while reading.
4. I continue my reading despite the difficulties 4.01 Often

in understanding meaning of some of the words.
5. According to the importance and difficulty of 3.97 Often

the subject matter, I change and adjust speed of
my reading.
6. I read lessons from the portal whenever I get 3.85 Often
free time at home.
7. I study the lesson in the portal regularly. 3.79 Often

8. I read silently. 2.98 Sometimes
Table 2.3 shows the students' study habits weighted mean and verbal
interpretation in terms of reading ability.
The table showed that the statement "I read very carefully in order to understand
every point." got the highest mean of 4.47, which is interpreted as often. This means that
students often read very carefully while The statement "I read silently." got the lowest
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mean of 2.98, which is interpreted as sometimes. This means that students sometimes
read silently.
reading ability with a grand mean of 3.90 corresponding response of 'often.' This implies
that the respondents should possess study habits in terms of reading ability.
habits in terms of their reading ability.
The result of this study coincides with the study of (Javed et al., 2015) that
successful readers have a greater level of understanding because they can link disparate
ideas, comprehend complicated concepts, and reflect on the material all at the same time
while reading.
According to Plocher (2016) says that reading is crucial to learning and preparing
for future careers and hobbies. This means that every student needs to be able to read
well and quickly because reading is the key to learning everything in school and the
workplace.
In connection to this table according to Chuks et al. (2017), Reading is vital in
every understudy's life, reading is essential to students' academic performance. It will
assist them in becoming lifelong learners. It is essential for students since it helps them
with quizzes, seat work, and exams. That is why taking notes has become a required
technique in every class. (Boyle & Forchelli, 2014) It is also required for students in
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middle and secondary schools, and it has become one of the essential techniques for
studying content in colleges.
Profile in terms of Note Taking
Verbal
Note Taking Mean
Interpretation
T a b l e 2 . 4 s h
1. I take down notes while listening to the 4.07 Often
google meet class discussion.
2. During the online class teaching, I take down 3.99 Often

notes very sincerely.
3. After the class discussion, I compare my class 3.60 Often

notes with the lesson from the portal.

interpretation in terms of note-taking.
The table showed that the statement "I take down notes while listening to the
google meet class discussion." got the highest mean of 4.07, which is interpreted as often.
This means that students often take notes while listening to the google meet discussion.
In contrast, the statement "After the class discussion, I compare my class notes with the
lesson from the portal." got the lowest mean of 3.60, which is interpreted as often. This
means that the students often compare notes with the lesson from the portal.
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The result shows the respondents' weighted mean and verbal interpretation on the
note-taking with a grand mean of 3.89 corresponding to the response of 'often.' This
implies that the respondents often possess an excellent note-taking in class.
habits in terms of note-taking.
Van Meter et al. (1994: 323) claim that most students took notes while listening to
lectures at universities and colleges.. On the other hand, Some students appear to have an
intuitive feel for what notes to take; for everyone else, training in specific note-taking
methods may significantly increase the quality of notes and the quantity of content they
recall later. Boyle (2013).
Connectively, Note-taking has been demonstrated to increase student learning,
whether from lectures (Kiewra, 2002) or reading (Rahmani & Sadeghi, 2011; Chang &
Ku, 2014). Although students are typically urged to take quick notes, it has been
discovered that the more notes students take, the more knowledge they are likely to retain
water. The number of notes taken is proportional to how much knowledge kids retain
(Nye et al.1984).
According to Haghverdi, Biria, and Kamiri (2011), teaching students note-taking
strategies substantially impacts their achievement. This means that the process impact of
taking notes is critical for self-directed learners. Taking notes allows students to pay
attention in class and retain the concepts and data provided after the lesson.
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Table 2.5 Mean and Verbal Interpretation on the Study Habits of the Respondents’
Profile in terms of Learning Motivation
Verbal
Learning Motivation Mean
Interpretation
1. I attend my classes regularly in time. 4.40 Often
2. If a matter is to be learnt by heart, I read and 4.03 Often
memorize it part by part.
3. I try to make up my deficiency in the weak 4.02 Often

subjects to my best.
4. I take help of anybody, if I do not follow 3.98 Often
anything.
5. I study the subject matter thoroughly before 3.59 Often
it is taught in the google meet.
6. I frequently remain absent from class. 2.76 Sometimes
interpretation in terms of their learning motivation.
The table showed that the statement "I attend my classes regularly in time." got
the highest mean of 4.40, which is interpreted as often. This means that students often
attend their class regularly in time, while the statement "I frequently remain absent from
class." got the lowest mean of 2.76, which is interpreted as sometimes. This means that
students sometimes frequently remain absent from class.

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learning motivation with a grand mean of 3.80 corresponding to the response of 'often.'
This implies that the respondents often possess their learning motivation.
habits in terms of their learning motivation.
In self-regulated learning, seeking help is a necessary procedure. The primary
objectives were to assist students in becoming better self-regulated learners and achieving
higher domain-level learning outcomes. (Aleven et al., 2016)
Students' motivation is vital to their participation in the class (Shih & Gamon,
2001). It's essential to use the best method for increasing self-motivation to achieve their
objectives (Schroeder & Fishbach, 2015). Students can also attain their objectives if they
have the will and ability to study under challenging situations (Hulleman et al.,2015).
High-achieving learners were more driven and satisfied (Aloysius, 2012). Surprisingly,
students' motivation to do well in class is fueled by their joy, curiosity, and inspiration
(Panisoara, Duta, & Panisoara, 2015). Varying forms of self-motivation result in different
levels of effort and accomplishment (Entwistle et al., 1987).
Profile in terms of Memory

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Verbal
Memory Mean
Interpretation
1. I try to recall the matter after reading it. 4.22 Often
2. After the examination, I realize that I have 4.11 Often
made some mistakes in the answers I have
answered on the portal.
3. I revise the subject matter from time to time. 3.84 Often
4. I cram certain things without understanding. 2.38 Sometimes
interpretation in terms of their memory.
The table shows that the statement "I try to recall the matter after reading it." got
the highest mean of 4.22which is interpreted as often. This means that students often tried
to recall the matter after reading it, while the statement "I cram certain things without
understanding" got the lowest mean of 2.38, which is interpreted as sometimes. This
means that students sometimes cram certain things without understanding.
study habits in terms of memory with a grand mean total of 3.64 corresponding to the
response of 'often.' This implies that the respondents often should possess their study
habits in terms of memory.
habits in terms of memory.

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According to Students can remember things, but these understudies may be
unable to do so depending on the situation. As a result, it enables us to recall crucial
information for shorter periods and work with it quickly. (Nutley & Soderqvist, 2017).
In connection to this, Luo et a., (2016) stated that Students remember more
knowledge when reviewing, adding to, or redoing their notes. Students revise during
purposeful pauses in a lecture or other learning event. They retain the content better and
take better notes than when the revision occurs after the learning experience has ended.
Finally, if students work on this revision with partners, they take more detailed notes and
do better on post-tests
Connectively, Anderson & Krathwohl (2001) stated that Students' ability to recall
information "Retrieving, recognizing, and recalling important knowledge from long-term
memory" is characterized by remembering. Remembering is defined in this study as the
capacity to arrange and recall online resources so that information can be found quickly.
Table 2.7 Mean and Verbal Interpretation of the Study Habits of the Respondent’s
Profile in terms of Taking Examinations

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Mean Verbal
Taking Examinations Interpretation
1. Before answering the questions in the 4.44 Often
examination. I read very carefully the entire
questions.
2. Before examination, I read my own notes 4.35 Often
carefully.
3. I prepare for the examinations from the 4.17 Often
guides/- notes available in the portal.
4. In the examination, I answer the question in 4.01 Often
their serial order.
5. I single out my weak subjects on the strength 3.99 Often
of my examination results.
6. I carefully record my examination results. 3.94 Often
7. During examination days also, I sleep as usual 3.81 Often
in the night.
8. I draw an outline of answers of each question, 3.70 Often
before answering the questions in the
examination.
9. I have a tendency to compare my marks with 2.27 Seldom
others after the results are declared.
10. I feel tense at the beginning of the 1.76 Seldom
examination.
interpretation in terms of taking examinations.

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The table shows that the statement "Before answering the questions in the
examination. I read very carefully the entire questions." got the highest mean of 4.44,
which is interpreted as often. This means that students often read the fundamental
questions carefully before answering questions in the examination. At the same time, the
statement "I feel tense at the beginning of the examination." got the lowest mean of 1.76,
which is interpreted as seldom. This means that students seldom feel tense at the
beginning of the examination.
The result shows the respondents' weighted mean and verbal interpretation of
taking examinations with a grand mean of 3.64 corresponding to the response of 'often.'
This implies that the respondents were taking their examinations seriously.
habits in terms of taking examinations.
The result of this study coincides with the study of Tus (2020) Exams are taken
very seriously by students since they affect their academic achievement. Exams are
crucial for students, and they study extensively due to their research. (Tus, 2020).
In connection to this, when students use exam reviews to assist them in preparing
for an exam, they get better test outcomes than if they don't review at all (King, 2010).
Practice tests are an alternative to standard reviews; nevertheless, previous research on
their efficiency has been inconclusive.

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According to several research, students prefer technology-based learning,
particularly practice exams, because it allows them to verify their knowledge level and
get a "preview" of the format and language of exam questions (King et ., 2010). Balch
(1998), for example, assigned students to either take a practice test or examine a
completed practice test before an exam and discovered that actively performing the
practice test increased later exam scores significantly. According to the author, taking an
exam and getting incorrect responses encourages learners to recognize their deficiencies.
Furthermore, according to Balch, students engage in more profound cognitive elaboration
by taking practice examinations, which improves understanding and memory of material.
In connection to this, Kuikka (2014), stated that examination of students' learning
is an essential part of the educational process. In our educational environment, the
majority of examinations are conducted on paper. However, the world has entered and is
sustained by a new era of technological progress. Furthermore, time constraints
frequently require more efficient test technologies, such as electronic exams (e-exams),
than traditional paper exams.
Profile in terms of Health

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Verbal
Health Mean
Interpretation
1. I will take advantage if a guidance 3.73 Often
programmed in study habits are arranged.
2. I get guidance about proper study habit from 3.31 Sometimes

my teachers.
3. I get disappointed, if the examination result 2.02 Seldom

is not favorable.
Grand Mean 3.02 Sometimes

Table 2.8 shows the study habits weighted mean and verbal interpretation of the
students regarding their health.
The table shows that the statement "I will take advantage if a guidance
programmed in study habits are arranged." got the highest mean of 3.73, which is
interpreted as often. This means that students often take advantage of guidance
programmed in study habits arranged. At the same time, the statement "I get
disappointed, if the examination result is not favorable." got the lowest mean of 2.02,
which is interpreted as seldom. This means that students seldom get disappointed if the
examination result is not favorable.
The result shows the weighted mean and verbal interpretation of the respondents
on health with a grand mean of 3.02 corresponding to the response of 'sometimes.' This
implies that the respondents sometimes use the health given in the instrument.
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To sum it up, a grand mean of 3.02 revealed the respondent's medium study habits
in terms of health.
According to Arieta et al.,(2017), stated that study habits are incredibly crucial for
being a student. The study habits of each student affect their success or failure. Some
students study less but achieve more, while others fall short of expectations. They
underlined that each student's achievement is determined by their study habits, skill, and
intellect. In general, all attributes mentioned above significantly influence students'
academic progress.
In connection to this, Braddock (2001) said that the goals of guidance and
counseling services for school children are to promote academic progress and foster good
attitudes about school, learning, and work.
Furthermore, Shaw et al., (2015) stated that when students' exam results aren't
what they expected, they become apprehensive, which might lead to illness. It also stated
that students are uninterested in learning good study habits, implying that they can study
even if they do not receive the necessary instruction. Weak students are more likely to be
disappointed in school, retain their grades, and drop out.
Table 3 Frequency and Percentage Distribution of the Respondent's General Weighted
Average for the school year 2020-2021
Academic Performance Frequency Percent

75-79 (Fairly
2 1.6
Satisfactory)
80-84 (Satisfactory) 11 8.9
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85-89 (Very Satisfactory) 48 38.7

90-100 (Excellent) 63 50.8
Total 124 100.0
Table 3 shows the frequency and percentage distribution of the Grade 11 students
of Perpetual Help System Laguna-Isabela Campus according to their General Weighted
Average for the school year 2020-2021.
It shows that most of the respondents had 90%-100% General Weighted Average
(GWA) with a frequency of 63%, while the least number of the respondents, with a
frequency of 2%, had 75%-79% GWA.
It only implies that the majority of respondents' GWA is excellent, implying that
most of them perform well in their academic performance.
The result of this study coincides with the study of Rientes et al. (2011) stated that
students' academic success is defined as their studying process and their academic work
throughout their schooling. In earlier research, the grade point average (GPA) was
sufficient to assess students' academic. In this study, students' GPA is used as a measure
to calculate their academic achievement. In addition to this, a student's academic
achievement is determined not only by his academic ability or mental talent but also by
his motivation to achieve his academic goals, his belief in his ability to meet educational
demands, his efforts to achieve his academic goals and his satisfaction with the academic
environment.
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Table 4.1 Significant Difference in Study Habits of the Respondents in Terms of
Budgeting time, Physical Condition, Reading Ability, Note Taking, Learning
Motivation, Memory, Taking Examinations, and Health when grouped according to
Sex
Sig(2-
Variables t-test Decision Remarks
tailed)
Not
Budgeting Time -0.467 0.641 Accept Ho
Significant
Not
Physical Condition 0.432 0.666 Accept Ho
Significant
Not
Reading Ability 0.963 0.338 Accept Ho
Significant
Not
Note Taking 0.295 0.769 Accept Ho
Significant
Not
Learning Motivation -0.287 0.775 Accept Ho
Significant
Not
Memory 1.365 0.175 Accept Ho
Significant
Not
Taking Examinations 1.568 0.120 Accept Ho
Significant
Not
Health -1.137 0.258 Accept Ho
Significant
Table 4.1 illustrates the significant difference between the study habits of the
respondents when grouped according to sex. It can be interpreted that the level of
significance of study habits of the respondents as to their sex, namely, Budgeting Time
which has a p-value of 0.641, Physical Condition with 0.666, Reading Ability with 0.338,
Note Taking with 0.769, Learning Motivation with 0.775, Memory with 0.175 and
Taking Examinations with 0.120, Health with 0.258 are greater than 0.05 which lead to
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the acceptance of a null hypothesis. This shows no significant difference in the study
habits such as Budgeting Time, Physical Condition, Reading Ability, Note Taking,
Learning Motivation, Memory, Taking Examinations, and Health as to their sex.
The result of this study coincides with the study of Oli (2018), Hashemian (2014),
and Torabi (2014) found no significant differences in students' gender and study habits,
which could be attributable to male and female students being in the same educational
environment.
The study by Onabamiro & Odunlami (2017) stated that the research reveals a
link between students' study habits and academic success. Gender does not have a role in
the relationship between study habits and academic success, although it does depend on
the type of study. While according to Numan and Hasan (2017) found that girls have a
higher level of test anxiety than boys and that girls have better study habits and perform
better academically than boys.
Table 4.2 Test of Significant Difference in Study Habits of the Respondents in Terms
of Budgeting time, Physical Condition, Reading Ability, Note Taking, Learning
Motivation, Memory, Taking Examinations and Health when grouped according to
Strand
Variables F-test Sig Decision Remarks

Not
Budgeting Time 1.118 0.352 Accept Ho
Significant
Not
Significant
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Not
Significant
Not
Note Taking 1.473 0.215 Accept Ho
Significant
Not
Learning Motivation 1.532 0.197 Accept Ho
Significant
Not
Significant
Not
Significant
Health
Strand Mean
STEM 2.97
3.632 0.008 Reject Ho Significant
HUMSS 2.73
ABM 3.17
TVL-HE 3.54
TVL-ICT 3.33
Table 4.2 illustrates the significant test difference between study habits of the
respondents when grouped according to strand.
It can be interpreted that the level of significance of the study habits of the
respondents, namely, budgeting time which has a p-value of 0.352, Physical Condition
with 0.436, Reading Ability with 0.507, Note Taking with 0.215, Learning Motivation
with 0.197, Memory with 0.501, Taking Examinations with 0.816, which lead to the
acceptance of the null hypothesis. On the other hand, Health has a p-value of 0.008,
which is lower than 0.05, leading to the rejection of the null hypothesis. This shows that
there is no significant difference in the study habits such as Budgeting Time, Physical
Condition, Reading Ability, Note Taking, Learning Motivation, Memory, and Taking
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Examinations. At the same time, there is a significant difference in Health as to their
strand.
This indicates that if we compare the means of the various strands in terms of
Health, TVL-HE, with a mean of 3.54, is the highest mean, implying that TVL-HE is
more likely to have good study habits in terms of Health than the other strand.
The findings confirm Salimaco Jr.'s (2020) study, which claims that when
students are classified according to their specialty, there is no significant difference in
their study habits: ABM (Accountancy, Business, and Management); HUMSS
(Humanities and Social Sciences); STEM (Science, Technology, Engineering, and
Mathematics); and TVL (Technical-Vocational-Livelihood). This implies that the
students' study habits were similar regardless of their specialization.
Table 5 Test of Significant Relationship between the Study Habits of the repondents
and their Academic Performance of the Respondents
Pearson Sig(2-
Varibles Decision Remarks
Correlation tailed)
Budgeting Time .199* 0.027 Reject Ho Significant
Not
Significant
Not
Significant
Not
Note Taking -0.102 0.257 Accept Ho
Significant
Not
Learning Motivation -0.052 0.566 Accept Ho
Significant
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Not
Significant
Not
Significant
Not
Health 0.014 0.878 Accept Ho
Significant
Table 5 shows the significant relationship between the study habits of the
respondents in terms of budgeting time, physical condition, reading Ability, note-taking,
learning motivation, memory, taking examinations, and Health and their academic
performance.
It can be interpreted that the level of significance relationship of the study habits
of the respondents, namely, Physical Condition with 0.788, Reading Ability with 0.745,
Note Taking with 0.257, Learning Motivation with 0.566, Memory with 0.755, Taking
Examinations with 0.880 and Health with 0.878 is greater than 0.05 which lead to the
acceptance of the null hypothesis. On the other hand, Budgeting Time has a p-value of
0.027, which is lower than 0.05, leading to the rejection of the null hypothesis. This
shows no significant relationship between the study habits such as Physical Condition,
Reading Ability, Note Taking, Learning Motivation, Memory, Taking Examinations, and
Health. At the same time, there is a significant relationship between Budgeting Time to
their academic performance and study habits.
It only implies a significant relationship between budgeting time and academic
performance. Therefore, if the student manages their time well, they will get better
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academic performance and vice versa. However, there is a weak connection between the
two.
The result of this study coincides with the study of Lawrence (2014) studied the
substantial link between study habits and academic success of higher secondary school
pupils in his research. His finding revealed no significant difference between the study's
variables. In connection to this, Looyeh et al. (2017) discovered a relationship between
students' study habits and academic performance. Determining the students' study habits
and the connection between their study habits and academic performance helps enhance
their academic accomplishment and study habits.
Furthermore, Igdem (2010) investigated the relationship between time
management and academic success at the postgraduate level. The data was collected
using a survey approach in this quantitative investigation. The study's findings revealed a
significant beneficial relationship between time management and student achievement.
He concluded that academic life's hostile and competitive atmosphere has limited
individuals. As a result, they can perform many tasks simultaneously by learning time
management skills.
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A.Y. 2020 - 2021
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND FUTURE DIRECTION
SUMMARY OF FINDINGS
Profile of The Respondents
1.1 Sex
72.6% of the respondents were female, while 27.4% were male.
1.2 Strand
The majority of the respondents were STEM students. Few were HUMSS and
ABM students, and the rest were TVL-HE and TVL-ICT students.
Study habits of the respondents
2.1 Budgeting Time
Budgeting time has a total of 4.00, which is interpreted as often. The item number
which got the highest mean was item number 1, which stated that “ I divide the time
according to the matter to be answered in respect of the number of questions” and got a
mean of 4.20 which means, Often.
2.2 Physical Condition
Physical condition has a total mean of 4.11, which is interpreted as often. The
item number which got the highest mean was item number 1, which states that “ I realize
the importance of the subjects for my future career” and got a mean of 4.31 which means,
Often.
2.3 Reading Ability

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Reading ability has a total mean of 3.90, which is interpreted as often. The item
number that got the highest mean was item number 1, which states that “ I read very
carefully to understand every point” and got a mean of 4.47 which means, Often.
2.4 Note Taking
Note-taking has a total mean of 3.89, which is interpreted as often. The item
number which got the highest mean was item number 1, which states that “ I take down
notes while listening to the google meet class discussion,” and got a mean of 4.07 which
means, Often.
2.5 Learning Motivation
Learning motivation has a total mean f 3.80, which is interpreted as often. The
item number which got the highest mean was item number 1, which states that “ I attend
my classes regularly in time” and got a mean of 4.40 which means, Often.
2.6 Memory
Memory has a total mean of 3.64, which means often. The item number which got
the highest mean was item number 1, which states that “ I try to recall the matter after
reading it” and got a mean of 3.64 which means, Often.
2.7 Taking Examinations
Taking examinations has a total mean of 3.64, which means often. The item
number which got the highest mean was item number 1, which stated that “ Before
answering the questions in the examination, I read very carefully the entire questions”
and got a mean of 4.44 which means, Often.

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2.8 Health
Health has a total mean of 3.02, which means sometimes. The item number which
got the highest mean was item number 1, which states that “ I will take advantage if a
guidance programmed in study habits are arranged,” and got a mean of 3.73 which
means, Often.
3. General Weighted Average (GWA) of the respondents
Most respondents had a 90%-100% General Weighted Average (GWA). Followed
by 85%-89% GWA and the rest were 84 and below.
AS TO THE SIGNIFICANT DIFFERENCE IN THE STUDY HABITS OF THE
RESPONDENTS WHEN GROUPED ACCORDING TO THEIR PROFILE
4.1 Significant differences between the respondent’s study habits and their sex.
There is no significant difference between the sex of the respondents as to their study
habits, namely, Budgeting Time which has a significant value of 0.641, Physical
Condition, which has a significant value of 0.666, Reading Ability which has a
significant value of 0.338. Note Taking, which has a significant value of 0.769. Learning
Motivation has a significant value of 0.775. Memory has a significant value of 0.175.
Taking Examinations with a significant value of 0.120, and the Health, which has a
significant value of 0.258. With the summarization of all data gathered, there is no
significant difference between the study habits and the sex of the grade 11 students
because there are greater than 0.05, which leads to the acceptance of the null hypothesis.
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4.2 Significant differences between the respondent’s study habits and their
strand.
There is no significant difference between the strand of the respondents as to their
study habits, namely, Budgeting time which has a significant value of 0.352, Physical
Condition, which has a significant value of 0.436, and Reading Ability which has a
significant value of 0.507. Note Taking which has a significant value of 0.215. Learning
Motivation has a significant value of 0.197, Memory has a significant value of 0.501,
Taking Examinations has a significant value of 0.816, while Health has a significant
value of 0.008. That indicates that if we compare the means of the various strands in
terms of Health, TVL-HE, with a mean of 3.54, is the highest mean, implying that TVL-
HE is more likely to have good study habits in terms of Health than the other strand.
SIGNIFICANT RELATIONSHIP BETWEEN THE STUDY HABITS AND
ACADEMIC PERFORMANCE OF THE RESPONDENTS
5. Significant Relationship Between The Study Habits And Academic
Performance Of The Respondents.
There was no significant relationship between the respondents' study habits and
academic performance, namely, physical condition, reading ability, note-taking, learning
motivation, memory, taking examinations, and health and budgeting time, with a
significant value of 0.027.
Conclusions
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The primary purpose of this study was to describe the study habits of the
respondents at the University of Perpetual Help System Laguna-Isabela Campus. The
result of the study was that the Majority of the respondents are female and from the
STEM strand. The result also shows that the Majority of the respondents had a 90-100
General Weighted Average (GWA).
In addition, the student's study habits in terms of budgeting time, physical
condition, reading ability, note-taking, learning motivation, memory, and taking
examinations is high, indicating that the respondents experience the indicator 60%-79%
of the time. In contrast, the student's study habits in terms of Health are medium, which
bespeaks that the respondent experiences the indicator 40%-59% of the time. The study
habits to which the respondents are exposed slightly affect their academic performance.
Based on the results, there was no significant difference between the study habits
of the respondents and their sex. There was no significant difference between the study
habits of the respondents to their strand. However, the Health has a significant difference
between the study habits and their strand. That indicates that if we compare the means of
the various strands in terms of Health, TVL-HE, with a mean of 3.54, is the highest
mean, implying that TVL-HE has the highest study habits in terms of Health.
Furthermore, there was no significant relationship between study habits and academic
performance of the respondents in terms of Physical Condition, Reading Ability, Note
Taking, Learning Motivation, Memory, Taking Examinations, and Health. At the same
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time, there is a significant relationship between Budgeting Time to their academic
performance and study habits. It only implies a significant relationship between
budgeting time and academic performance. Therefore, if the student manages their time
well, they will get better academic performance and vice versa. However, there is a weak
connection between the two. Sex and strand have no bearing on the respondents' study
habits. Also, as said in this study, the more time you give to studying, the higher learning
and achievement you can get.
Recommendation
The following recommendation was proposed based on the study's findings:
 The students should maintain and improve their study habits for their academics.
 The students who obtained an 80 and below GWA should improve their study
habits to get a higher grade.
 Students who got high GWA may help and guide the students who are currently
struggling in distance learning.
 The teachers and school guidance counselors should collaboratively guide
students in developing good study habits, thereby enhancing their academic
success.
 Students should study every day to their studies to improve their academic
performance.
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 As soon as students begin studying a subject, they should develop a spontaneous
interest in it.
 Attendance in class should be maintained at all times by students.
 Students shouldn't be nervous before the start of the examination.
 Proceed cautiously—a small step at a time. Effective time management is critical.
Make a reading or study schedule to avoid cramming too much information into
the student's short-term memory. Additionally, it assists students in preventing
mental barriers and helps students' brains retain memory material for a more
extended time.
 Every study habit needs to be put first and be given attention to avoid mistakes
and to have more knowledge.

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A.Y. 2020 - 2021
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Williams, R. L., & Eggert, A. C. (2002). Notetaking in College Classes: Student Patterns
and Instructional Strategies. The Journal of General Education, 51(3), 173–199.
doi:10.1353/jge.2003.0006
A.Y. 2020 - 2021
APPENDIX A
LETTER TO THE AUTHORITIES
A. Letters
A. Letter for Pilot Testing
June 24, 2021
MICHELLE B. ESTILLORE, MAN, M.A.ED.

Coordinator, Senior High School
Ma’am:
Perpetualite greetings!
We, the researchers of Grade 12 Science, Technology, Engineering, and
Mathematics of University of Perpetual Help System Laguna-Isabela Campus are
currently conducting a research entitled “STUDY HABITS AND ACADEMIC
PERFORMANCE OF THE GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF
UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA-ISABELA CAMPUS
WHILE STUDYING DURING THE PANDEMIC” where the study will provide
information to students, parents, teacher and future researchers. The study can be a great
help to reflecting upon various factors that help students in achieving their academic
goals.
In line with this, we are asking your good office’s permission to allow us to
conduct a pilot test to 20 Grade 12 students enrolled last semester of the Academic Year
96

A.Y. 2020 - 2021
2020-2021 to establish reliability of our questionnaire which is important in the
accomplishment of our research.
We are looking forward to hear your affirmative response. Many thanks and may
our Lord bless you more.
Sincerely yours,
CRIZELLE MORALES CRISTINE JECEL DIEGO
Student Researcher Student Researcher
DANIELBERT DURAN BEYONCE CADIZ
JANZEN REYES GINALYN TOLENTINO

97

A.Y. 2020 - 2021
A. 2. Letter to the Author of the Questionnaire
Greetings!
Dear Madame / Sir,
We are Grade 12 students from University of Perpetual Help System Laguna -
Isabela Campus currently conducting our study entitled “Study Habits And Academic
Performance Of The Grade 11 Senior High School Students Of University Of Perpetual
Help System Laguna-Isabela Campus While Studying During The Pandemic” as a
requirement for our subject Practical Research 2 under the direction of our adviser Mrs.
Jasmine B. Ascaño who can be reached at ascano.jasmine@uphsl.edu.ph .
In line with this, we would like to ask your permission to use the questionnaire in
our study. We would like to also ask permission if we can modify some of the questions
to align with our statement of the problem.
We would like to use your questionnaire under the following conditions:
 We will use the questionnaire only for our research study and will not sell or use
it with any compensated or curriculum development activities.
 We will include the copyright statement on all copies of the questionnaire.
 We will send a copy of our completed research study to your attention upon
completion of the study.
 We will give proper credit to the author.

98

A.Y. 2020 - 2021
We are looking forward to your affirmative response. Thank you very much and may
our Lord bless you more.
Sincerely yours,
Crizelle Joy D. Morales
Research Group Leader

99

A.Y. 2020 - 2021
A. 3. Permission to conduct the study
July 06, 2021
Ma’am:
goals.
Henceforth, the Researchers are requesting a permission to conduct a research
study at your institution, University of Perpetual Help System Laguna-Isabela Campus. I
hope that your intuition will allow us to survey senior high school students.
100

A.Y. 2020 - 2021
The results will be pooled for the research project and individual results of this
study will remain absolutely confidential and anonymous. Should this study be published,
only pooled results will be documented. No costs will be incurred by either your school
or individual participants.
Your approval to conduct this study will be greatly appreciated.
Sincerely yours,
Noted by:
JASMINE B. ASCANO MICHELLE B. ESTILLORE, MAN, M.A.ED.
Researcher Teacher Coordinator, Senior High School

101

A.Y. 2020 - 2021
LETTER TO THE RESPONDENTS
A. 4. Informed Consent
July 1, 2021
Dear Respondent,
The Researchers of Grade 12 Science, Technology, Engineering, and
goals.
Henceforth, the Researchers are requesting a permission to conduct a research
study at your institution, University of Perpetual Help System Laguna-Isabela Campus. I
hope that your intuition will allow us to survey senior high school students.
102

A.Y. 2020 - 2021
The results will be pooled for the research project and individual results of this
study will remain absolutely confidential and anonymous. Should this study be published,
only pooled results will be documented. No costs will be incurred by either your school
or individual participants.
Your approval to conduct this study will be greatly appreciated.
Sincerely yours,
Noted by:
JASMINE B. ASCAÑO
Research Teacher
MICHELLE B. ESTIROLLE, MAN, M.A.E.D.

103

A.Y. 2020 - 2021
CONSENT FORM
I have read and understood the information presented in the invitation letter of
Crizelle Joy D. Morales
I am aware that it is within my discretion that the survey questionnaire which may
be included, in part or in whole, in the thesis manuscript without my name being
specified for confidentiality reason.
I am also cognizant that there are no known risks related to the study and that I
may voluntarily withdraw from the study at any time I wish to decline by advising the
researchers.
With full knowledge of the foregoing, I agree, with my own free will and by
signing my name, to participate in this study.
Name of the Respondent:
Signature :
Date
Name of Parent/Guardian:
104

A.Y. 2020 - 2021
Signature :
Date :
A. 5. Letter to get the General Wighted Average
July 15, 2021
Dear Ma’am:
WHILE STUDYING DURING THE PANDEMIC” as a requirement for the subject
Practical Research 2 and inquiries, Investigation and Immersion.
In line with this, we would like to request in giving us the permission to get the
General Weighted Average or G.W.A. of the Grade 11 students Academic year 2020-
2021. Hoping to receive your positive response. Your consideration will be highly
appreciated.
105

A.Y. 2020 - 2021
Sincerely yours,
CRIZELLE MORALES
APPENDIX B
SAMPLE QUESTIONNAIRE
Dear respondents,
Greetings in the name of Our Mother of Perptual Help!
We are students from Section A, Group 3, enrolled in the enhancement program at the
University of Perpetual Help System Laguna-Isabela Campus for the academic year
2020-2021. We are currently conducting a study entitled "Study Habits And Academic
Performance Of The Grade 11 Senior High School Students Of The University Of
Perpetual Help System Laguna-Isabela Campus During The Pandemic." In this regard,
we ask for your valuable time and effort to answer all of the questions in the
questionnaire that are necessary for the study's completion.
-The researchers
Direction: The following statements describe the study habits of the students and its
relation to their academic performance. Indicate your agreement or disagreement with
the following statements by putting a check-mark, using this scale:
5- always
4-often
3-sometimes
2-seldom
1-never
BUDGETING Always often Sometimes seldom Never

TIME
106

A.Y. 2020 - 2021
1. I study every
day.
2. I study at a
particular
time of the
day.
3. I do my
homework
daily.
4. If I have to
study for a
longer time, I
take rest in
between.
5. I divide the
time
according to
the matter to
be answered
in respect of
the number of
questions.
PHYSICAL CONDITION Always often Sometimes seldom Never
1. I have all the

relevant materials to
107

A.Y. 2020 - 2021
study with me.

2. For the time of study,
I get disturbed by the
surroundings at the
time of the study.
3. I develop
automatic interest
in the subject as
soon I start
studying it.
4. I realize the
importance of the
subjects for my
future career.
5. Other stray
thoughts
gradually flow in,
as soon as I settle
down for the
study.
6. I think that I can
improve fairly
my study habits.
READING ABILITY Always often Sometimes seldom Never

1. I read the main
points before I read
108

A.Y. 2020 - 2021
the chapter.
2. I continue my
reading despite the
difficulties in
understanding
meaning of some of
the words.
3. I read very carefully
in order to
understand every
point.
4. I read silently.
5. According to the
importance and
difficulty of the
subject matter, I
change and adjust
speed of my
reading.
6. I study figures and
graphs very
carefully while
reading.
7. I read lessons from
the portal whenever
I get free time at
home.
109

A.Y. 2020 - 2021
8. I study the lesson in

the portal regulary.
NOTE TAKING Always often Sometimes seldom Never

1. I take down
notes while
listening to
the google
meet class
discussion.
2. During the
online class
teaching, I
take down
notes very
sincerely.
3. After the class
discussion, I
compare my
class notes
with the
lesson from
the portal.
LEARNING Always often Sometimes seldom Never

MOTIVATION
110

A.Y. 2020 - 2021
1. I take help of
anybody, if I
do not follow
anything.
2. I study the
subject matter
thoroughly
before it is
taught in the
google meet.
3. I attend my
classes
regularly in
time.
4. I frequently
remain absent
from class.
5. If a matter is
to be learnt by
heart, I read
and memorize
it part by part.
6. I try to make
up my
deficiency in
the weak
subjects to my
111

A.Y. 2020 - 2021
best.
MEMORY Always often Sometimes seldom Never

1. I try to recall
the matter
after reading
it.
2. I cram certain
things without
understanding
.
3. I revise the
subject matter
from time to
time.
4. After the
examination, I
realize that I
have made
some mistakes
in the answers
I have
answered on
the portal.
TAKING Always often Sometimes seldom Never

112

A.Y. 2020 - 2021
EXAMINATIONS
1. During
examina
tion
days
also, I
sleep as
usual in
the
night.
2. Before
answerin
g the
question
s in the
examina
tion. I
read
very
carefully
the
entire
question
s.
3. In the
examina
tion, I
answer
113

A.Y. 2020 - 2021
the
question
in their
serial
order.
4. Before
examina
tion, I
read my
own
notes
carefully
.
5. I prepare
for the
examina
tions
from the
guides/-
notes
available
in the
portal.
6. I draw
an
outline
of
answers
114

A.Y. 2020 - 2021
of each
question
, before
answerin
g the
question
s in the
examina
tion.
7. I feel
tense at
the
beginnin
g of the
examina
tion.
8. I
carefully
record
my
examina
tion
results.
9. I single
out my
weak
subjects
on the
115

A.Y. 2020 - 2021
strength
of my
examina
tion
results.
10. I have a
tendency
to
compare
my
marks
with
others
after the
results
are
declared
.
HEALTH Always often Sometimes seldom Never

1. I get
disappointed
, if the
examination
result is not
favorable.
116

A.Y. 2020 - 2021
2. I get
guidance
about proper
study habit
from my
teachers.
3. I will take
advantage if
a guidance
programmed
in study
habits are
arranged.
117

A.Y. 2020 - 2021
APPENDIX C
STATICIAN CERTIFICATION
This is to certify that this research study entitled: " STUDY HABITS AND
ACADEMIC PERFORMANCE OF THE GRADE 11 SENIOR HIGH SCHOOL
STUDENTS OF UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA-
ISABELA CAMPUS WHILE STUDYING DURING THE PANDEMIC" prepared
and submitted by: Crizelle Joy D. Morales, Cristine Diego, Beyonce E. Cadiz, Ginalyn
Tolentino, Janzen Reyes and Danielbert Duran in fulfillment for Practical Research 2, has
been statistically reviewed by the undersigned.
__________________________
Statistician
118

A.Y. 2020 - 2021
APPENDIX D
SPSS/OTHER COMPUTATIONS
Item-Total Statistics
If Cronbach's Alpha
Scale Scale Cronbach's
Mean if Variance Corrected Alpha if is 0.70, Valid
≥ and Reliable
Item if Item Item-Total Item
Deleted Deleted Correlation Deleted
166.600
VAR00001
0
364.147 0.641 0.933 Reliable and Valid
166.400
VAR00002
0
166.250
VAR00003
0
166.300
VAR00004
0
166.150
VAR00005
0
166.550
VAR00006
0
166.750
VAR00007
0
166.450
VAR00008
0
166.200
VAR00009
0
166.700
VAR00010
0
166.050
VAR00011
0
166.200
VAR00012
0
166.300
VAR00013
0
165.700
VAR00014
0
167.350
VAR00015
0
167.000
VAR00016
0
166.550
VAR00017
0
166.900
VAR00018
0
166.850
VAR00019
0
166.550
VAR00020
0
166.550
VAR00021
0
119

A.Y. 2020 - 2021
166.950
VAR00022
0
166.750
VAR00023
0
167.100
VAR00024
0
166.000
VAR00025
0
168.100
VAR00026
0
166.600
VAR00027
0
166.500
VAR00028
0
166.150
VAR00029
0
167.350
VAR00030
0
167.250
VAR00031
0
166.800
VAR00032
0
166.600
VAR00033
0
165.850
VAR00034
0
166.600
VAR00035
0
166.100
VAR00036
0
166.300
VAR00037
0
166.550
VAR00038
0
166.650
VAR00039
0
166.950
VAR00040
0
166.550
VAR00041
0
166.800
VAR00042
0
166.800
VAR00043
0
167.250
VAR00044
0
166.700
VAR00045
0
120

A.Y. 2020 - 2021
APPENDIX E
CURRICULUM VITAE
Name: Crizelle Joy D. Morales

Address: CMP Padilla Tagaran Cauayan City Isabela
Contact Number: 09054132680
E-mail Address: crizealia0710@gmail.com
Academic Preparations:
121

A.Y. 2020 - 2021
Grade School: Cauayan North Central School 2010-2016
Junior High School: University of Perpetual Help System

Minante Uno, Cauayan City, Isabela 2016-2020
Senior High School: University of Perpetual Help System 2020-2022

Personal Data:
Birth Date: October 7, 2004
Age: 16
Place of Birth: Cauyan City, Isabela
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Reynaldo D. Morales
Mother’s Name: Annie Grace D. Morales
CURRICULUM VITAE
Name: Cristine Jecel Monterubio Diego
Address: Purok 1, District II, Gamu, Isabela
E-mail Address: ishs10042@isabela.uphsl.edu.ph
122

A.Y. 2020 - 2021
Grade School: Gamu central School 2010-2016
Junior High School: Gamu Rural School Main 2016-2020

Personal Data:
Birth Date: July 18, 2003
Age: 18
Place of Birth: Cauyan City, Isabela
Father’s Name: Jemimar L. Diego
Mother’s Name: Marycel M. Diego
CURRICULUM VITAE
Name: Cadiz, Beyonce E.
Address: Centro #2 Luna, Isabela
Academic Preparation:
Grade School: Luna Central School 2010-2016
Centro #1, Luna, Isabela

123

A.Y. 2020 - 2021
Junior High School: Luna National High School, 2016-2020
Luyao, Luna, Isabela
Personal Data:
Birth Date: July 18,2004
Age: 17
Place of Birth: Cauayan City, Isabela
Father’s Name: Christopher V. Cadiz
Mother’s Name: Nadyne R. Edralin
CURRICULUM VITAE
Name: Reyes,Janzen Reighn D.
Address: Ilang-ilang st,purok 4 ,Sandiat Centro San

Manuel Isabela
Academic Preparation:
Grade School: Sandiat Elementary School, Sandiat Centro 2010-2016

124

A.Y. 2020 - 2021
San Manuel, Isabela
Junior High School: Sandiat National High School, 2016-2020
Sandiat East San Manuel, Isabela
Personal Data:
Birth Date: December 26, 2003

Age: 17
Place of Birth: Sandiat West San Manuel, Isabela
Father’s Name: Reyes, Ronald P.
Mother’s Name: Reyes, Terybeth D.
CURRICULUM VITAE
Name: Duran, Danielbert A.

Address: Marabulig Uno, Cauayan City, Isabela
E-mail Address: danielduran0915@gmail.com
Grade School: Sandiat Elementary School 2010-2016

125

A.Y. 2020 - 2021
Sandiat Centro, San Manuel, Isabela

Junior High School: Sandiat National High School 2016-2020
Sandiat East, San Manuel, Isabela
Personal Data:
Birth Date: September 15, 2003

Age: 17
Place of Birth: Lal-lo, Cagayan
Father’s Name: Duran, Ethelbert C.
Mother’s Name: Duran, Marian A.
CURRICULUM VITAE
Name: Ginalyn T. Tolentino
Addresss: Purok 4, Bagong Tanza, Aurora, Isabela
126

A.Y. 2020 - 2021
Grade School: Bagong Tanza Elementary School 2010-2016
Junior High School: Doña Aurora National High School 2016-2020
Senior High School:. University of Perpetual Help System 2020-2022

Personal Data:
Birth Date: September 07, 2004
Age: 16
Place of Birth: Aurora, Isabela
Father’s Name: Joey R. Tolentino
Mother’s Name: Gina C. Tolentino

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University of Perpetual Help System Laguna –JONELTA

Basic Education Department – Senior High School Level

STUDY HABITS AND ACADEMIC PERFORMANCE OF THE GRADE

11 SENIOR HIGH SCHOOL STUDENTS OF UNIVERSITY OF

PERPETUAL HELP SYSTEM LAGUNA-ISABELA CAMPUS WHILE

STUDYING DURING THE PANDEMIC

Faculty of Senior High School of the

University of Perpetual Help System Isabela Campus

Minante Uno, Cauayan City, Isabela

Of the Requirement for the Subject

Inquires, Investigation and Immersion

Diego, Cristine Jecel M.

Morales, Crizelle Joy D.

Reyes, Janzen Reign D.

RECOMMENDATION FOR ORAL EXAMINATION

This thesis entitled “STUDY HABITS AND ACADEMIC PERFORMANCE

APPROVAL BY THE PANEL OF EXAMINERS

Approved by the panel on Oral Examination with the grade of__________

(Meritissimus, Benemeritus, Meritus, Probatus)

Performance Of The Grade 11 Senior High School Students Of University Of

Perpetual Help System Laguna-Isabela Campus While Studying During The

Pandemic” prepared and submitted by Crizelle Joy D. Morales, Beyonce E. Cadiz,

has been edited by the undersigned.

Cauayan City, Isabela.

JASMINE B. ASCAÑO, LPT

Performance Of The Grade 11 Senior High School Students Of University Of

Perpetual Help System Laguna-Isabela Campus While Studying During The

Pandemic” prepared and submitted by Crizelle Joy D. Morales, Beyonce E. Cadiz,

has been statistically treated thoroughly by the undersigned.

JASMINE B. ASCAÑO, LPT

The following persons contributed to the success of this research study by

assisting them with the completion of their manuscript:

and willingness to share your knowledge with the researchers.

support and attention, as well as suggestions for improving the research.

Ma'am Michelle B. Estillore, senior high school coordinator at the University of

well-founded assessment of the research.

This research is completely dedicated to our beloved parents who gave us

their moral, intellectual, emotional, and financial support.

encouragement to finish this study.

offer you all of these.

Title: STUDY HABITS AND ACADEMIC PERFORMANCE OF THE

GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF UNIVERSITY OF

PERPETUAL HELP SYSTEM LAGUNA-ISABELA CAMPUS WHILE

STUDYING DURING THE PANDEMIC.

Authors: Crizelle Joy D. Morales

Cristine Jecel Diego

Janzen Reign Reyes

Curriculum: Senior High School

The researchers utilized a quantitative-descriptive study research design in

electronic emails and forms to address the main problem.

respondents were STEM students, 65 respondents.

Motivation, Memory, Taking Examinations, and Health.

respondents based on their strand. However, there is a significant difference in Health.

budgeting time for their study habits and academic performance.

Keywords: Study Habits, Academic Performance

2 REVIEW OF RELATED LITERATURE AND STUDIES

Evaluation and Scoring………………………………………….. 38

4 PRESENTATION AND DATA ANALYSIS…………………………… 42

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

THE PROBLEM AND ITS BACKGROUND

Learning is believed to be synonymous with change, progress, improvement, and

to assess the quality of education at institutions. Academic success is a complicated

proper study habits in an individual cannot be overstated.

According to Gudagavanar and Halayannavar's study, "Influence of Study Habits