The Effect of Socio-Economic Background on the Study Habits and Time

Management of Grade 12 Senior High School Students of Arellano University-

Pasig

A Research Paper
Presented to the Faculty of
School of Teacher Education

In Partial Fulfillment
of the Requirements in
Research in Social Studies

Submitted by:
Erika S. Samontisa
Bachelor of Secondary Education
Major in Social Studies

Veronica T. Yumol
Research Professor
INTRODUCTION

Education is one of the most significant factors that determine an individual’s future success.

It provides the necessary knowledge, skills, and values that help individuals navigate life and

contribute to society. However, academic success is influenced by various factors, including

intelligence, motivation, environment, and socio-economic background. Socio-economic

background refers to the social and financial conditions in which a person is raised, which

includes parental income, education level, and occupation. These factors play a vital role in

shaping students' study habits and time management skills, which are critical for academic

achievement.

Study habits refer to the behaviors and routines that students adopt in their learning process,

such as taking notes, reviewing lessons, and maintaining a consistent study schedule.

Effective study habits are essential for academic performance as they help students retain

information, prepare for exams, and complete assignments on time. On the other hand, time

management is the ability to plan and control how much time to spend on various activities.

Good time management allows students to balance their academic responsibilities,

extracurricular activities, and personal life efficiently.

Students from different socio-economic backgrounds often have varying levels of access to

educational resources, study environments, and parental support, which significantly impact

their study habits and time management skills. Those from higher-income families may have

access to private tutors, well-equipped study areas, and advanced learning materials, making

it easier for them to develop good study habits. In contrast, students from lower-income

families may face challenges such as limited access to educational resources, financial

responsibilities, and household duties, which can negatively affect their academic

performance.
In the context of senior high school students at Arellano University-Pasig, understanding the

relationship between socio-economic background and students' study habits and time

management is crucial. Senior high school is a critical stage in a student’s academic journey,

as it serves as a bridge between basic education and higher education or employment. The

challenges faced by students during this stage can influence their future career paths and

opportunities. Given the diverse socio-economic backgrounds of students in Arellano

University-Pasig, it is important to examine how these differences affect their academic

behaviors and performance.

This study aims to explore the influence of socio-economic background on the study habits

and time management of senior high school students in Arellano University-Pasig. By

identifying the challenges and advantages that students from different economic backgrounds

experience, the study will provide insights into how educators, parents, and policymakers can

support students in developing effective study habits and time management skills.

Furthermore, the findings can help students recognize the factors affecting their academic

behaviors and develop strategies to improve their learning experiences.

Statement of the Problem

This study seeks to answer the following questions:

1. How does socio-economic background affect the study habits of senior high school

students at Arellano University-Pasig?

2. How does socio-economic background affect the time management skills of these

students?

3. What are the common challenges faced by students from different socio-economic

backgrounds in managing their study habits and time

Significance of the Study

This study benefits the following stakeholders:

 Students: Helps them understand how their socio-economic background may affect

their academic habits and provides strategies for improvement.

 Teachers: Assists educators in identifying students who may need additional support

in time management and study skills.

 Parents: Provides insights into how socio-economic status affects students' learning,

encouraging them to create a better learning environment.

 School Administrators: Helps in the development of academic programs to support

students from various socio-economic backgrounds.

Scope and Delimitation

This study focuses on the influence of socio-economic background on the study habits

of senior high school students at Arellano University-Pasig. It aims to examine how

factors such as family income, parental education, and access to resources affect

students' ability to develop and maintain effective study habits.

The scope of this research is limited to Grade 11 and Grade 12 students enrolled at

Arellano University-Pasig during the academic year. The study does not include

students from other branches of Arellano University or other educational institutions.

Data will be collected through surveys and interviews to gather insights into students'

study behaviors, challenges, and coping mechanisms.

The study does not focus on other academic performance indicators, such as grades or

standardized test scores, but rather on the students’ study habits and the external

factors that shape them. Additionally, while the research acknowledges that other
variables—such as motivation, personality, and learning styles—may influence study

habits, it will primarily examine socio-economic factors.

Findings from this study will be used to suggest strategies and interventions to help

students from different socio-economic backgrounds improve their study habits and

overall learning experiences.

 CHAPTER 2

REVIEW RELATED LETERATURE AND STUDIES

QUESTIONERS

This survey is conducted to study the effects of socio-economic background on the study

habits of grade 12 senior high school students at Arellano University-Pasig. Your responses

will remain confidential and will be used for research purposes only. Kindly answer the

questions honestly.

DIRECTION: Please read each question carefully and provide honest answers based on your

experience. All of responses will be kept confidential and used only for research purposes.

PROFILE OF RESPONDENT:

•Name (optional):_____________________________________

•Age: ________________________________________

•Gender: ____________________________________

•Year level:________________

•Strand:____________________

STATEMENT OF THE PROBLEM 1: How does socio-economic background affect the

study habits of senior high school students at Arellano University-Pasig?

Indicate how often you do the following activities.)

Scale:

 5 – Always
  4 – Often

 3 – Sometimes

 2 – Rarely

 1 – Never

Study Habits 5 4 3 2 1

I study at a specific time every day. ☐☐☐☐☐

I follow a study schedule to manage my subjects. ☐☐☐☐☐

I review my lessons even when there is no upcoming exam. ☐☐☐☐☐

I take notes during class discussions. ☐☐☐☐☐

I have access to a computer or internet for research and assignments. ☐☐☐☐☐

I use additional learning resources (e.g., books, online tutorials, practice tests). ☐ ☐ ☐ ☐ ☐

I prefer studying in a quiet and well-lit environment. ☐☐☐☐☐

I participate in group studies to enhance my understanding. ☐☐☐☐☐

I submit my assignments and projects on time. ☐☐☐☐☐

I feel that my socio-economic background affects my study habits. ☐☐☐☐☐

STATEMENT OF THE PROBLEM 2: How does socio-economic background influence

the time management skills of these students?

1. How does your family's financial situation affect your ability to manage your

time for school?

2. Do you have to balance school with part-time work or household

responsibilities? If yes, how does it affect your time management?

 3. Do you think students from higher-income families have better time

management skills due to access to resources? Why or why not?

STATEMENT OF THE PROBLEM 3: What are the common challenges faced by

students from different socio-economic backgrounds in managing their study habits and

time?

1. What are the biggest challenges you face in managing your study habits and time?

2. How does your financial situation affect your ability to balance school and other

responsibilities?

3. Do you think students from wealthier families have fewer challenges in managing

their study time? Why or why not?

II. REVIEW RELATED LITERATURE AND STUDIES

Foreign
Local

III. METHODOLOGY

RESEARCH DESIGN
This study will utilize a quantitative-correlational research design to thoroughly
examinethe relationship between the socio-economic background of Grade 12 Senior High
School students and their study habits and time management skills at Arellano
University–Pasig. This type of research design is appropriate for exploring and analyzing the
strength and direction of relationships between variables without exerting any influence or
control over them. In contrast to experimental research, where variables are manipulated, a
correlational design seeks to uncover existing patterns and connections as they naturally
occur.

The principal objective of this study is not to establish causality but rather to investigate
the extent and nature of the relationship between socio-economic status and the students’
academic behaviors. Specifically, the researchers aim to determine whether students' socio-
economic conditions—such as their family's income level, parents’ educational attainment,
type of housing, and access to educational resources—have a significant bearing on how
effectively they study and manage their academic time. These factors represent
the independent variable (socio-economic background), while the dependent variables are
study habits and time management.

By employing a quantitative approach, the study will gather numerical and objective
data through structured and standardized questionnaires. These instruments will be designed
to capture students' perceptions and self-reported behaviors in a measurable format, ensuring
consistency and comparability across responses. The quantitative method provides the
advantage of enabling statistical treatment of data, such as descriptive statistics and
correlational analyses, to determine meaningful patterns or relationships. This approach helps
eliminate subjective bias and allows for a more empirical evaluation of the variables under
study.

The correlational method is particularly suitable for this investigation because it allows the
researchers to test the hypothesis that socio-economic background is associated with how
students organize their time and engage in study-related behaviors. Through statistical
analysis—particularly Pearson’s r—the researchers will be able to assess whether a positive,
negative, or no correlation exists between the variables. A positive correlation would indicate
that students from higher socio-economic backgrounds tend to exhibit better study habits and
time management skills. Conversely, a negative correlation might suggest that students from
lower-income families face more significant challenges in maintaining productive academic
routines.

To illustrate the multidimensional nature of socio-economic status, the researchers will

examine several indicators: monthly household income, parents’ level of education, type
of employment, number of siblings, and availability of educational tools such as a quiet
study space, internet access, and personal gadgets like laptops or tablets. These variables will
be cross-analyzed with measures of students’ study behaviors, such as their frequency of
study, use of schedules or planners, ability to avoid distractions, and time allotted for
academic tasks versus leisure activities.

This research design is not only theoretically sound but also socially relevant. The findings
may provide valuable insights for teachers, guidance counselors, school administrators,
and education policymakers. By understanding the impact of socio-economic disparities on
student performance, schools may be better equipped to design academic support
programs, offer targeted interventions, or even develop school policies that accommodate
the needs of students from disadvantaged backgrounds.

Furthermore, this study contributes to the broader field of educational research by shedding
light on how non-academic factors—such as home environment and family income—play a
critical role in shaping academic behaviors. The knowledge generated by this research could
help bridge the gap between students from different economic standings and ensure that all
learners are given a fair opportunity to succeed.

In summary, the quantitative-correlational research design employed in this study provides a

structured, reliable, and objective framework for analyzing the influence of socio-economic
background on the study habits and time management of Senior High School students.
Through careful sampling, precise data collection, and rigorous analysis, the researchers aim
to uncover relationships that could inform more equitable and effective educational practices.

RESPONDENT

The respondents of this study will be Grade 12 Senior High School students of Arellano
University–Pasig for the Academic Year 2024–2025. These students are chosen as the
primary participants because they are at a critical stage of preparing for college or
employment, making their study habits and time management skills particularly relevant to
the research.

The population includes students from various academic and technical-vocational tracks (e.g.,
STEM, ABM, HUMSS, GAS, TVL), which ensures diversity in academic focus and possibly
in socio-economic status. This wide range of backgrounds enhances the validity and
representativeness of the findings.

To accurately capture data from students of different socio-economic backgrounds, the

researchers will employ a stratified random sampling technique. In this method, the Grade
12 population will first be grouped (or "stratified") based on their academic track. From each
group, a random sample will be drawn to ensure that all tracks are fairly represented.

A sample size of approximately 100 to 150 students will be selected. This size is considered
sufficient for correlational research and will allow for meaningful statistical analysis while
remaining manageable for the researchers. The actual number may be adjusted depending on
the total population and the willingness of students to participate.

All selected respondents will be asked to voluntarily participate in the study. Consent letters
will be distributed to students and their parents or guardians, clearly explaining the purpose
of the study, the data collection process, and the assurance of confidentiality and anonymity.
Only those students who return signed consent forms will be included in the final sample.

By involving a representative and diverse sample of Grade 12 students, the study aims to
produce reliable and generalizable results regarding the relationship between socio-economic
background and students’ study habits and time management skills
 DATA COLLECTION AND iINSTRUMENT

In order to gather relevant and reliable data for the study titled “The Effect of Socio-
Economic Background on the Study Habits and Time Management of Grade 12 Senior High
School Students of Arellano University–Pasig,” the researchers will utilize a self-
administered structured questionnaire as the primary data collection tool. The use of a
questionnaire is appropriate for a quantitative-correlational study as it allows for the efficient
collection of standardized data from a large number of respondents, enabling the researchers
to measure and compare variables in a consistent and objective manner.

The questionnaire will be carefully designed and divided into three major sections, each
corresponding to one of the key variables of the study. The first part will gather demographic
and socio-economic information. This includes data such as the respondent’s age, gender,
number of family members, estimated monthly family income, parents’ educational
attainment, employment status, and type of residence. Additional items will ask about the
availability of learning resources at home, including internet access, electronic gadgets for
schoolwork, and a designated study space. These indicators will help the researchers
determine the socio-economic background of the students, which serves as the independent
variable in the study.

The second section of the questionnaire will focus on the students’ study habits. This part is
adapted from existing validated instruments and customized to fit the context of senior high
school learners. It will examine the frequency and regularity of study sessions, the use of
learning techniques such as note-taking, outlining, and summarizing, as well as preferences
regarding study environments and scheduling. Respondents will rate each item using a five-
point Likert scale, ranging from "Strongly Disagree" to "Strongly Agree." This rating system
allows the researchers to quantify subjective responses and evaluate the degree to which
students apply effective study strategies in their daily academic routine.

The third and final section of the instrument will assess the students’ time management skills.
It will include questions on their ability to plan ahead, prioritize tasks, manage academic
deadlines, and balance study time with other responsibilities or activities. The aim of this
section is to determine how well students use their time in ways that support their academic
success. Like the previous section, this part will also employ a Likert scale to assess the
consistency and quality of respondents’ time management behaviors.

Prior to the official administration of the questionnaire, the instrument will undergo a
thorough validation process. A panel of experts—including teachers, guidance counselors,
and social science researchers—will review the questionnaire to evaluate its clarity,
relevance, and alignment with the study’s objectives. Following expert validation, a pilot test
will be conducted with a small group of Grade 12 students who are not included in the main
study sample. This pilot testing will allow the researchers to assess the reliability of the
instrument and make necessary revisions to ensure that all items are clear and interpreted as
intended.
Once the instrument is finalized, data collection will begin. The researchers will coordinate
with school administrators and obtain the necessary permissions to distribute the
questionnaires during designated class periods. Participation in the study will be voluntary,
and informed consent will be obtained from both the students and their parents or guardians.
Each respondent will be assured of the confidentiality and anonymity of their responses. No
identifying information will be collected, and all data will be handled with strict privacy.

The questionnaires will be distributed and collected in person, and completed forms will be
carefully checked for completeness. After collection, the data will be encoded and organized
using spreadsheet software, ready for statistical analysis. Incomplete or inconsistent
responses will be excluded to maintain the accuracy and integrity of the study results.

Through this data collection process and the use of a carefully structured and validated
questionnaire, the researchers aim to obtain accurate and meaningful data that will shed light
on the relationship between socio-economic background and students’ academic behaviors—
specifically their study habits and time management skills. This information will be crucial in
understanding the broader challenges faced by students from various socio-economic strata
and may serve as a valuable basis for educational planning and intervention programs.