FACTORS AFFECTING STUDY HABITS ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF DAVAO DOCTORS COLLEGE
A research paper Submitted to the Senior High School Department Davao Doctors College, Inc.
In Partial Fulfillment of the requirements for Research in Daily Life ABM Arieta, Kaye Marie D. Gementiza, Roda C. Saco, Cielo Jabe D.
March 2017
Acknowledgement The researchers greatly acknowledged the following whose continuous support and valuable efforts have contributed a lot in the realization of this study: Ms. January Santiago, the practical research teacher, for her continuous encouragement which inspired the researchers to finish the thesis and for her efforts in checking the preliminary versions of the paper; The faculty and the administration for their willingness to strengthen the research program of the school through encouragement and guidance they offer to the researchers which made this study possible; The families of the researchers for their inspiration and extended support; and, The Almighty God for the gift of life, wisdom, good health, and the guidance that He gave to the researchers from the start up to finish of this study.
Abstract The study entitled, “Factors affecting the Study Habits on the Academic Performance,” is conducted to the Senior High School Students of Davao Doctors College during the second semester of School Year 2016-2017. Study habits play a very important role in the life of students. Success or failure of each student depends upon his own study habits. Of course, study is an art and as such it requires practice. Some students study more but they fail to achieve more. Others study less but achieve more. Success of each student definitely depends upon ability, intelligence and effort of students. The qualitative method is used in the study, in which objectives are to name the factors which affect study habits of the Senior High School students of Davao Doctors College, how study habits affect the academic performance of the said students, and investigate the relationship between the two variables. For this study, the researchers design a self-administered questionnaire for the data gathering process to achieve the main objective of the study. The primary aim of the questionnaire is to determine the respondents’ profile according to the factors which affect the study habits, including time management, study environment, and use of social media. Results imply that most of the respondents believe that their study habits are affected by their time management, study environment, and use of social media, and that these factors impact their academic performance. Another important finding shows a high-level of Senior High School Students’ academic performance is greatly influenced by their use of social media, which is a said factor that affects the students’ academic performance. However, gender does not significantly impact the factors that affect the study habits of the respondents. Generally, all of the said factors tend to significantly affect the academic performance of the respondents.
Table of Contents Chapter 1.
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The Problem and Its Background Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . .
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Scope and Delimitation . . . . . . . . . . . . . . . . . . . . . . . .
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Significance of the Study . . . . . . . . . . . . . . . . . . . . . . .
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2. Theoretical Framework Review of Related Literature . . . . . . . . . . . . . . . . . . . . . .
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Review of Related Studies . . . . . . . . . . . . . . . . . . . . . . .
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Conceptual /Theoretical Framework. . . . . . . . . . . . . . . . . . . .
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Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . .
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3. Research Methodology Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . .
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Instrument of the Study . . . . . . . . . . . . . . . . . . . . . . . . .
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Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction A student’s level of intelligence is said to be reflected by the grades that one attains. When a student gets a high grade, it is concluded that one has learned a lot, and if not, the student would most likely have attained lesser learning. Nevertheless, there are numerous factors that greatly affect the grades of every students such as the intelligence quotient, study habits, age, year, social status, etc. But, it has long been recognized that in the process of learning the study habits of the students play an important role in their performance academically. The study will be conducted inside the Caduceus Hall, the Senior High School building of the Davao Doctors College. The school is known for excellence in offering medical related courses recently welcome Senior High School students. Seemingly, the Senior High School students take a quarterly examination as part of school curriculum. The students have ample time in hand to study and master the lessons he or she acquired during the course of time. The learning environment in the edifice generates various effects towards the participants. Therefore, resulting to how the participants scope up with their studies. At this point in time, the researchers would like to investigate the possible relationship of study habits and the factors affecting to it to the academic performance of the Senior High School students of Davao Doctors College. The research findings of the study will provide basis and awareness not just for students but as well as the teachers and school administration
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Earlier studies reveal that most of the problem that contributes to poor performance in tests and examination were lack of proper study. Most students are devoting less time to their studies because of many factors that could be taken account for. Recently, the popular trend of social media occupies greater fraction to these factors. In the Philippines, there are now 47 million Facebook users according to Internet Society. This means that students spend more time on it rather than studying or revising their lesson. Thus, technology greatly influences the students’ desire to learn. According to Hussain (2000) study habit refers to predispositions which students have developed towards private readings through a period of time. According to him, study habit is a gateway to successful achievement in studies. A great deal of research provides evidence that study habits and study attitudes are both significant variables, which determine the academic performance of students. Yet, in spite of the perceived importance of study habits and study attitudes to academic achievement, it seems that education institution still pay little attention to understanding these factors (Baquiran, 2011). On Gudagavanar and Halayannavar’s research, “Influence of Study Habits on Academic Performance of Higher Primary Students,” study habits play a very important role in the life of students. Success or failure of each student depends upon his own study habits. Of course, study is an art and as such it requires practice. Some students study more but they fail to achieve more. Others study less but achieve more. Success of each student definitely depends upon ability, intelligence and effort of students. No doubt, regular study habits bring their own rewards in the sense of achievement of success.
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Statement of the Problem The study intended to find out the factors affecting the study habits of the Senior High School Students of Davao Doctors College and how these factors influence the academic performance of the said students. This will be answered by the following questions: 1. What are the factors affecting the study habits of the Senior High School students of Davao Doctors College? 2. How do these factors affect their academic performance? Scope and Delimitation This study limits its coverage only to the Senior High School students of Davao Doctors College for the School Year 2016-2017. The study will focus on the factors affecting the study habits on the academic performance of the students. The primary data will be descriptive in nature to determine an actual representation of the students’ perspective in the study. The respondents will be randomly selected, which compromises 20 percent of the total population. Significance of the Study This research aims to benefit students, specifically Senior High School students, and also the administration of Davao Doctors College in a way for them to be able to understand the factors in the students’ study habits which affect their academic performance. It is important to have a clear understanding on what hinders and improves one’s educational achievement. Hence, this assimilation will provide deeper awareness for the beneficiaries on how the relationships of these variables affect one another. Results concluded in this research can aid the school administration in enhancing the curriculum and strategies toward a more effective delivery of
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learning. Teachers will also be help in understanding better diversity of learning of their students and develop more effective teaching strategies, and teacher-student relationship in the educational institution.
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CHAPTER 2 THEORETICAL FRAMEWORK Review of Related Literature This chapter aims to provide strong foundation to this study which contains gathered research works of different literature and references by the researchers. It covers the review of relevant literatures which is explained accordingly. These are presented to determine the connection of various findings and theories in relation to the independent and dependent variables. Study habits are termed as the methods of study of students. Study habits are student’s ways of studying whether systematic, efficient or inefficient (Ayodele & Adebiyi, 2013) implying that efficient study habits produces positive academic performance while inefficient study habits leads to academic failure. Marquez (2009) also pointed out that a student who is successful in his desired career has good study habits. In line with this, she stated that students should apply these habits to all of their classes. She also suggested that the students should not try to study all the subjects in a single period. However, every students has his own study habits depending on his preferences with regards to the duration of time devoted in studying , what place or environment would be the best venue to study , the study skills and techniques will the student utilizes during his study and more. It will depend upon the person if he is voluntarily interested in studying or be prompted by the distraction of the social networking sites such as facebook , twitter , instagram, tumblr, etc. which all of these can be easiliy accessed through their phones and majority of the students possesses a smartphone as what they’ve called it. Studying is the key to excel in one’s academic performance, because it not only prepares a student to excel in class but reinforces the lessons that already been taught.
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Academic excellence or achievement plays an important role in an individual placement, be it in the academic institutions or job placement. Due to this, many people are concerned with the ways they can enhance their academic achievement. The emphasis on academic excellence which is also prevalent worldwide has encouraged many studies about the conditions promoting it. The role of academic achievement as one of the predictors of one’s life success and also in the aspect of academic placement in schools to higher institutions as well as the level of employability in one’s career is inevitable (Kyoshaba, 2009). Academic performance, which is measured by the examination results, is one of the major goals of a school. Hoyle (1986) argued that schools are established with the aim of imparting knowledge and skills to those who go through them and behind all this is the idea of enhancing good academic performance. Academic performance or achievement is the outcome of education, the extent to which a student, teacher or institution has achieved their educational goals. Academic performance is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are most important, procedural knowledge such as skills or declarative knowledge such as facts (Annie, Howard & Mildred, 1996). Time management has been referred to as a set of techniques for managing, planning and appropriate using of time. According to Steel (2007) procrastination consists of the intentional delay of an intended course of action, in spite of an awareness of negative outcomes, and according Ferrari, O’Callaghan and Newbegin, (2005) it often results in unsatisfactory performance (Klassen, Krawchuk & Rajani, 2008). Academic procrastination also was defined as leaving academic tasks, such as preparing for exams and doing homework to the last minute and to feel discomfort out of this (Çapan, 2010). Anecdotally, it has been suggested that
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approximately 95% of all college students procrastinate (Ellis & Knaus, 1977). Other researchers have estimated the prevalence of procrastination among college students to vary between 25% and 50% depending on the type of academic tasks being completed (Solomon & Rothblum, 1984). Furthermore, several studies have found a moderate to strong negative correlation between academic procrastination and academic performance (Van Eerde, 2003). For college students particularly, academic procrastination has been associated with guilt, stress, neuroticism, low self-esteem and low grades (Fritzsche, Young & Hickson, 2003). A direct relationship exists between Social media usage and the academic performance of students in universities. However, the darker side within technological evolution has resulted in dilemmas such as the setback of real values of life especially among students who form the majority of users interacting through the use of social networking sites. Online social networking sites focus on building and reflecting social associations among people who share interests and or activities. With so many social networking sites displayed on the internet, students are tempted to abandon their homework and reading times in preference for chatting online with friends. Many students are now addicted to the online rave of the moment, with Facebook, Twitter etc. Today most youths and students possess Facebook accounts. The reason most of them perform badly in school might not be far- fetched. While many minds might be quick to blame the poor quality of teachers, they might have to think even harder, if they have not heard of the Facebook frenzy (Oche & Aminu .2010). Olubiyi (2012) noted that these days’ students are so engrossed in the social media that they are almost 24 hours online. Even in classrooms and lecture theatres, it has been observed that some students are always busy pinging, 2going or Facebooking, while lectures are on. Times that ought be channeled towards learning, academic research and innovating have been crushed by the passion for meeting new friends online, and
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most times busy discussing trivial issues. Hence most students’ academics suffer setback as a result of distraction from the social media. In (Obi, Bulus, Adamu &Sala’at2012), it was observed that the use of these sites also affect students’ use of English and grammar. The students are used to short forms of writing words in their chat rooms; they forget and use the same in the classrooms. They use things like 4 in place of for, U in place of You, D in place of The etc. and this could affect their class assessment. Social networking sites although has been recognized as an important resource for education today, studies however shows that students use social networking sites such as Facebook for fun, to kill time, to meet existing friends or to make new ones (Ellison, Steinfield, and Lampe 2007). Although it has been put forward that students spends much time on participating in social networking activities, with many students blaming the various social networking sites for their steady decrease in grade point averages (Kimberly, Jeong and Lee, 2009), it also shows that only few students are aware of the academic and professional networking opportunities the sites offered. According to Kuppuswamy and Shankar (2010), social network websites grab attention of the students and then diverts it towards non-educational and inappropriate actions including useless chatting. Whereas on the other hand, (Liccardi, Ounnas, Massey, Kinnunen, Midy, & Sakar. 2007) reviewed that the students are socially connected with each other for sharing their daily learning experiences and do conversation on several topics.Tinto (1997) argued that extracurricular activities and academic activities are not enough to satisfy some student those who are suffered by social networking isolation. This shows that social networks are beneficial for the students as it contributes in their learning experiences as well as in their academic life. Trusov, Bucklin, & Pauwels (2009) noted that the Internet is no doubt evolution of technology but specifically social networks are
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extremely unsafe for teenagers, social networks become hugely common and well-known in past few years. According to Palm Beach Community College (PBBC, 2008) they said that a student must have a special place to study with plenty of room to work. And students should not be cramped. They presupposes that study time will go better if a learner take a few minutes at the start to straighten things up. A desk and straight-backed chair is usually best, “Don't get too comfortable--a bed is a place to sleep, not to study,” as what they said. A student must have everything close at hand (book, pencils, paper, coffee, dictionary, computer, calculator, tape recorder,etc.) before starting to study. Students are not suggested to spend on time jumping up and down to get things. The PBCC suggests also that distracting noise should be minimized however they said that there are some people need sound and some like silence. In this case, a learner must find what works for him or her. Culprits are family and friends. Consider a "do not disturb" sign and turning on your answering machine is the way also to have better study habits according to the PBBC..Frank Pogue (2000) did a research project to determine why students fail. What he founds to be true in that study habits survey was that more than 30 years ago still rings true today--students fail because they do not know how to study. He said that a student should make sure that he/she has a good study environment, a good desk, a sturdy chair, good light, comfortable room temperature and a quiet atmosphere. That means he/she should eliminate all external and internal distractions. Second, get a good overview of the assignment before starting the work. Know what skills, facts and ideas that are expected to master and the ground that are expected to cover. Start with most difficult subject first, while the mind is freshest and most receptive.
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Hence, the study focuses on the factors that affect the study habit of the students. In line with this, the researchers would like to know the effect of the study habit to their academic performances. Learning occurs continuously throughout our lives and it is therefore important to understand that what might work for others do not necessarily have to work for others as well. However, it is still important that students should be consistent along with their studies. According to the theories of study habits, there are broadly two types of students. The first category is of the students who study for a shorter duration, have a good concentration and are able to get good scores without much effort. The second category includes students who have a rather poor concentration, and need a lot of hardwork to get good scores. With a regular study habit you will find that the child will study at a time that it is deemed normal to study.To conclude, study habits may vary from student to student perspective because not everyone achieve the style of learning process like what other can achieve for themselves. There may be a lot of factors that can affect the study habit of one student but it’s all depend to him on how he can manage to do his studies without minding the hindrances and acquire study habits in the end. Review of Related Studies The study conducted by Marcus Credé and Nathan R. Kuncel (2008) at the University of Albany reveals that study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting academic performance. The meta-analysis examined the construct validity and predictive validity of 10 study skill constructs for college
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students.They found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results were inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. They also said that Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-ofprocessing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other noncognitive individual difference variable examined to date and should be regarded as the third pillar of academic success. According to the how-to-study.com (2009), students who are very successful in their desired career have good study habits. It is stated in the website that students apply these habits to all of their classes. The website also recommends some tips in improving study habits. The website also suggests that the student should try not to study all the subjects in just a period. The website also added that if you try to do too much studying at one time, you will tire and your studying will not be very effective. Space the work you have to do over shorter periods of time. Taking short breaks will restore your mental energy. A study conducted by University of Kentucky was to determine if the college success can be improved with the Student Attitude Inventory (SAI). The inventory was developed in Britain and contains 47 items which attempt to identify students in higher education on the basis of: (1) motivation, (2) study methods, (3) examination technique, and (4) lack of distractions toward
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academic work. Students in six Kentucky community colleges were asked to express their attitudes toward study habits on the Student Attitude Inventory. There were 996 students in the sample population (413 males and 583 females). A measure of ability (composite American College Test score) and academic performance (cumula grade-point average) were obtained for each student sampled. The Student Attitude Inventory did contribute a statistically significant amount of variance beyond an ability measure for males and females. ( Mark E. Thompson, 2005). According to Mark Crilly (2000), Successful students are able to balance social activities with good study habits. A diversion from studies will alleviate stress and help prevent from becoming fatigued. He said that a student should make sure that he must take a break for an hour after studies to meet with friends, to play some cards, work out at the gym, or to gab with a new acquaintance. For this way, that student will find concentration when he does study, if he plans a social activity afterwards. He said, “To develop a healthy social life, develop routine study habits. After supper, lug your book sand homework to the library, find a comfortable and quiet niche, and study for two or three hours, taking intermittent 10 minute breaks every 45 minutes or so.” Making friends with whom you share similar study habits, and share a table or a study space with them would be a best way in developing study habits as what Mark said. Breus (2006) research studies demonstrate that daytime sleepiness from chronic sleep deprivation and poor quality sleep has significant impacts on daytime behavior and academic performance, as well as concentration, attention, and mood. Even 20 fewer minutes of needed sleep may significantly affect behavior in many areas. One study showed that those students with C‘s, D‘s and F‘s got about 25 fewer minutes of sleep and went to bed an average of 40 minutes later than A and B students. From elementary school through high school and beyond, a great many of our children are chronically sleep-deprived. With more than 2/3 of all
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children having some kind of sleep problem, and most adolescents not getting enough sleep, many will struggle to meet the barrage of new challenges, demands, and emotions of a new school year. It is not widely recognized and appreciated just how pervasive and critical quality sleep is for brain development and how it directly influences daytime functioning, performance, mood and behavior. Conceptual Framework INDEPENDENT VARIABLES
Time Management Study Environment Use of Social Media
DEPENDENT VARIABLE
Study Habits
The independent variables of the study, including time management, study environment, and use of social media, influences the dependent variable which is the study habits. Gestalt psychology mentions the Law of Proximity which he tends to form groups according to the way they are spaced, with the nearer once being grouped together (Tria,et Al. 1998). When applied to learning, regular and instantaneous study periods tend to result in a better performance than inconsistent study periods do. Thorndikes Law of Exercise further supports this kind of principle stating that, other things being equal, the more frequent a modifiable connection between a situation and response is used, the stronger is the connection.
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When a connection between a situation and a response is not being used for a period of time, the connection weakens. As to learning, a student who stimulates regular study periods tends to develop certain methods in studying to enhance academic performance. This study focuses on the factors affecting study habits and how it affects the academic performance of the Senior High School students of Davao Doctors College. In this view, the researchers want to study the factors which affect the study habits. Theoretical Framework This study is based on Gestalt’s Field theory. The word “Gestalt” means “pattern”, it expresses the idea of perceptual whole, or a total pattern. The Gestalt Theory of Learning was first formulated in Germany about 1912. Prominent names associated with Gestalt Psychology include; Werthemeimer Koffka and Kohler. Gestalt learning principles include the following, among others:
Teachers should try to develop into children an integrated approach to learning and the solution of problems. Learning will be more meaningful if children can establish a relationship among different aspects of knowledge.
Children should be encouraged in order to facilitate their interaction with the environment.
The learner should be encouraged to set their own goals for learning.
Divergent as well as convergent thinking should be present among children.
The learner should be presented with the figure ground relations so that we can see the inter-relatedness among phenomena.
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Educational relevance of Gestalt theory indicates the need for considering the whole but also the details with the environment. This implies that in understanding the academic performance of a students, the environment which stimulates certain study skills, study techniques , use of instructional materials and teaching method should be considered to know the perception and understanding of a lesson by student. Hence, appropriate teaching method, good questioning technique, practical teaching and relevant instructional material are necessary for development of study techniques and improved performance (Ugboaja, 2004). Secondly, the role of a teacher to assist the student is emphasized. A teacher collects academic data on students, they include, students’ scores on academic achievement, study techniques, special academic talents, learning, difficulties, class attendance and educational they may necessary for insight or perceptional process of learning. Another relevant of gestalt theory is that knowledge should be graded in a hierarchical way to enable children at least obtain some glimpses of the problem before they mature to figure out the whole solution. Learners should be introduced from simple to complex problems to facilitate learning (lyanyAbia, 2005). Gestalt theory takes into account factors such as motivation, maturation level of student experience, background of the learners, the learners intelligent and interest. The above factors explain the degree in which students can be influenced to form study techniques and improve in academic performance.
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Definition of Terms Academic Performance – extent to which a student, teacher or institution has achieved their educational goals Senior High School Students – the learners of the additional two years of the k to 12 program of the Department of Education Social Media – are computer-mediated technologies that allow the creating and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks. Study Habits – the behaviors used when preparing for tests or learning academic material. Study Environment – the process of organizing and planning how to divide your time between specific activities. Time Management – the process of planning and exercising conscious control over the amount of time spent on specific activities, especially to increase effectiveness, efficiency or productivity.
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CHAPTER 3 RESEARCH METHODOLOGY Research Design This study will use the phenomenological design in its attempt to determine, describe, and analyze relationships between time management, study environment, and use of social media to the independent variable which is the study habits. Respondents of the Study The study will have Senior High School students who are enrolled during the recent school year at Davao Doctors College. The 20 percent of the total population will be the sample size of the study. The sample population is 92 taken the total from the 462 Senior High School students of Davao Doctors College. All of the participants will be selected through simple stratified random sampling. This sampling method is conducted where each member of a population has an equal opportunity to become part of the sample. In order to conduct this sampling strategy, the researcher will divide first the population into different strata- students who belong to their respective tracks – Accountancy, Business, and Management (ABM), Science, Technology, Engineering, and Mathematics (STEM), Humanities and Social Sciences (HUMSS) and the General Academic Strand (GAS). Instrument of the Study For this study, the researchers design a self-administered questionnaire for the data gathering process to achieve the main objective of the study. The primary aim of the questionnaire is to determine the respondents’ profile according to: (1) Time Management (2)
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Study Environment (3) Usage of Social Media. This research will use a mixture of closed questions and open comments in the questionnaire. A closed question is one that has pre-coded answers. The simplest is the dichotomous question to which the respondent must answer yes or no. Through closed questions, the researcher will be able to limit responses that are within the scope of this study.
Survey Questionnaire Name: _____________________ Track&Section: ______________ Age: ______Gender: _______ Date: _________ Direction: Please put check (√) on the space that corresponds to what you are actually doing, thinking, and feeling regarding the statement. There are no right and wrong answers to the following questions. Rest assured that your answers will be treated in strictest way and will be used only for this study. 1. What is your average grade? A _____ A- ______ B______ B- ______ C______ D______ 2. How far in advance do you start studying for exam? One month ____ Two weeks______ One week _____ Days before_____ The night before_______ 3. What time of day do you do the most studying? Morning (6 a.m. to noon _____ Afternoon (noon to 6 p.m.) _____ Evening (6 p.m. to 9 p.m.) _____ Night (9 p.m. to 12 a.m.) _____ Late night (12 a.m. to 6 a.m.) _____
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4. On average, how many hours do you study for exam? 20-24 hours ______ 15-19 hours_______10-14 hours _______ 5-9 hours ________ 1-4 hours _________ 5. What is your favorite way to study? Repeating points out loud _____ Writing index/flash cards_______ Writing outlines _______ Highlighting text ______ Studying in a group _______ Others (Please Specify) : ___________ 6. Where is your favorite place to study? Dorm room _____ Bedroom _______ Library ______ Coffee shop _______ Parents’ home ______ Campuspub/bar _____ Student’s hub _______ Others (Please Specify):_____________ 7. What is your favorite study break? Exercise _______ Watching TV/movie ____Surfing the Internet _______ Napping _________ Socializing ______ Playing video games ______ Praying/meditating ______ Others (Please Specify):_________ 8. Which of the following social media tools do you use? (Choose all that apply) Twitter____Facebook_______Google+________LinkedIn______YouTube______ Instagram_____ Others (Please Specify):_______ 9. How many hours do you spend in using these social media? 1-2 hours_______ 2-4 hours _______ 5-6 hours __________ 6-10 hours_______ Others(Please Specify):________ 10. Do you believe that your social media habits have negatively influence your study habits? Yes______ No_________ 11. Do you believe that your social media habits have positively influence your study habits? Yes_______ No _______
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