Study Habits of Grade V Pupils

35

ABSTRACT
The nature of study habits of elementary pupils inferred effectiveness and efficiency in school management. Many of the learning activities in school required fully brained pupils with excellent study habit skills. Pupils with good study habit skills dominated and sought to be great leaders of tomorrow. Formation of good study habits especially at the early years had immense implication towards academe.
The researcher determined the study habits of the Grade V pupils in Cabalasan Elementary School, Division of Baybay City during the school year 2014-2015 with an end view of recommending ideas for an intervention in improving pupil's study habits. The study employed normative survey method using checklist of Ralph C. Preston and Morton Botel. Interpretation of data was based on the use of simple percentage, mean and Fischer's t-test.
Results showed that less than half of the time lead in most frequent response in Grade V pupils of Cabalasan Elementary School for the school year 2014-2015 wherein 4 out of 5 descriptive responses showed that there was no significant difference between male and female grade five pupils in study habit contexts such as previewing, reading, note taking while reading, remembering, report writing, listening & taking class notes, preparing for examination, taking examination, planning time and arranging physical setting.
The study implied that aside from collaborating with all the stakeholders, continuous learning must be offered in school through provision of time in searching, collecting, organizing and interpreting ideas in a learning hub with available reference books and study equipment for a more relevant and fruitful integration of knowledge. Stressing the importance of macro skills such as listening, reading, writing and speaking in language was of upmost necessity in pupil's study habits and learning development.
INTRODUCTION

Background & Rationale
Elementary education is the foundation of learning. As defined in http://en.wikipilipinas.org., elementary education is the first level of formal compulsory education. In the Philippines, elementary education commonly consists of six levels. Elementary education aims to provide basic literacy and establish foundations in reading, mathematics and sciences among all children. It is where pupils start to practice the basics of dynamic learning in a miniature society.
The first obligation of education is not to the community nor the state nor to their pre-conceived ideals, but to the educand himself. Before aiming to train a man for any civic or social or economic function, it must first try to discipline, cultivate and perfect his intellectual powers and will disposition (Bauzon 2012). There must be a guidance and regularity in studying & learning even at the early years of learning. A repetitive action in studying a lesson or skills will enhance the capacity of every learner learned the topic.
Aristotle once said "We are what we repeatedly do. Excellence, then, is not an act but a habit." This implicates a consistency in achieving goals in life through making correct study habits in learning. A term paper published by Acaling and Tababa (2013) stressed a study habit trivia according to Pogue that more than thirty years ago, students fail because they do not know how to study even until today. They made clarification based on Pogue's trivia and stated that study habit of a particular person varies from the study habits of others. Some students do have a good study habit which made them to pass and on the other side, there are also some students who are practicing poor study habits which made them fail.
Many children failed to learn to study because they dislike the teachers, the school, the room or the pupils with whom they are associated with, but not because of lack of ability to gain the essential information and skills needed in studying the lessons. Only few children have learned effective habits of studying. The intellectual children discovered methods of studying that made them efficient while the mediocre children did not manage to discover themselves the right study habits.
Review of Literature
The core goal of education is to create lifelong learners. Success in the workplace requires an ability to pick up new high-quality knowledge. The foundation for these learning skills is the study habits that are acquired from early in school (Markman 2012).
The researcher reviewed both local and foreign investigations in gathering greater views and concepts regarding study habits for pupils' high academic achievements.
Mendezabal (2013) conducted a research and investigated the relationship of students' study habits and attitudes and their performance in licensure examinations. She found out that study habits (work methods and time management) of the participants were correlated with their success in licensure examination while study attitudes (i.e. attitudes toward teachers and educational acceptance) were not significantly related to success in licensure examination. This connotes that students who have favorable study habits will likely pass the licensure examination.
Amora, et.al (2013) conducted a research to find out the factors affecting the study habits of the students in Baluarte Elementary School, Cagayan de Oro City. The results of the study that were gathered showed that there were high significant differences in the respondents' time management and study techniques when grouped according to their parental involvement and teacher's personality. Parents and teachers play important role in promoting autonomy, competence and relatedness that will produced a more self-determined students. Results also revealed that there were significant differences in the respondents' study habit in terms of their family monthly income and academic performance. Respondents' will really spend ample amount for the school works and if lack of financial capacity, it would really affect their academic performances. On the other hand learning styles did not show any significance on the respondents' study habit because whether the learner was visual, auditory, kinesthetic or a combination of any were capable of managing their time efficiently and apply varied study techniques regardless of what kind of learner he/she was. The principal conclusion formulated was that there was a need to consider the family monthly income in all plans of the school because it will affect the academic performances of the respondents.
Crede´ and Kuncel (2008) 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 are inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. 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-of-processing 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.
Statement of the problem
The researcher, being a class adviser of Grades V & VI pupils in Cabalasan Elementary School, Division of Baybay City, had personally experienced the existing problems in the study habits of the school children. Because of her frustrating experience, she was challenged to find out the difference in the characteristics of the study habits of the Grade V pupils and propose ideas for an intervention in improving pupil's study habits.
Scope and Delimitations of the Study
The study covered the study habits of the Grade V pupils in Cabalasan Elementary School, Division of Baybay City during the school year 2014-2015.
The study was limited to 12 Grade V pupils of Cabalasan Elementary School of which there were 4 males and 8 females in school year 2014-2015.
The constraint that would hamper the success of this study was the pupils may not cooperate in checking the items in the checklist honestly and appropriately. However, this condition would be solved since the researcher distributed the checklist personally so that she could provide whatever enlightenment was necessary and at the same time collected the instruments herself.
Despite of its delimitation, it was anticipated to provide improvement to educational innovations.

RESEARCH QUESTIONS

The main concern of this study was to determine the study habits of the Grade V pupils in Cabalasan Elementary School, Division of Baybay City during the school year 2014-2015 with the end view of recommending ideas for an intervention in improving pupil's study habits.
Specifically, this study tried to answer the following questions:
1. What is the profile data of Grade V pupils?
1.1 Age
1.2 Sex
1.3 Grade Point Average (GPA)
2. What are the prevailing study habits of the pupils as segregated by gender in the context of the following?
2.1 Previewing
2.2 Reading
2.3 Note Taking while Reading
2.4 Remembering
2.5 Report Writing
2.6 Listening and Taking Class Notes
2.7 Preparing For Examinations
2.8 Taking Examinations
2.9 Planning Time
2.10 Arranging Physical Setting
3. Is there a significant difference between male and female study habit skills?

Hypothesis
This study was guided by the null hypothesis, "There is no significant difference between the study habits of male and female grade five pupils in the context of:
- Previewing
- Reading
- Note Taking while Reading
- Remembering
- Report Writing
- Listening and Taking Class Notes
- Preparing For Examinations
- Taking Examinations
- Planning Time
- Arranging Physical Setting

METHODOLOGY & RESEARCH DESIGN

Theoretical & Conceptual Framework
The key to surviving in an ever more rapidly changing and complex world is learning how to learn. The first step in helping students learn how to learn is to teach them how to learn (Bjork, 2001). This research focused on the theory of mastery learning, self-regulated study and Maslow's self-actualization.
According to Logan (2013), developing good study habits as a student is of upmost importance, not only in formal learning environments but also in life. Being organized and having good time management skills can aid in this process. To cater a chance for repetitive actions and engagement of studying and learning to mastery level, time management becomes essential element in study habits as in the concept of "mastery learning." Mastery learning is a set of group-based, individualized, teaching and learning strategies based on the premise that students will achieve a high level of understanding in a given domain if they are given enough time. Mastery Learning approaches propose that, if each learner were to receive optimal quality of instruction and as much learning time as they require, then a majority of students could be expected to attain mastery level (https://en.wikipedia.org/wiki/Mastery_learning).
Aside from "mastery learning", "self-regulated study" and "Maslow's self-actualization" were the bases of the study. Self-regulated study involves decisions students make while they study on their own, away from a teacher's guiding hand. Good study decisions rest on accurate monitoring of ongoing learning, a realistic mental model of how learning happens, and appropriate use of study strategies (Kornell and Bjork, 2007). On the other hand, self-actualization is the concept brought most fully to prominence in Abraham Maslow's hierarchy of needs theory. It is the final level of psychological development that can be achieved when all basic and mental needs are essentially fulfilled and the "actualization" of the full personal potential takes place. As Abraham Maslow noted, the basic needs of humans must be met before a person can achieve self-actualization - the need to be good, to be fully alive and to find meaning in life (https://en.wikipedia.org/wiki/Self-actualization). Based on several anonymous stories, when a mother disciplined and provided a habit of giving price on perfect quizzes of their children, it created a feeling of self-acceptance and encouragement. Later on, either prize will be provided or not, the children still continued the habit of getting perfect scores as they grew up. Self-actualization emerges from motivation on correct study habits at the foundation years of learning which ensures revealing the true meaning of life and paving a path of what a person will soon become.
Figure 2. Conceptual Framework
STUDY HABITSPreviewingReadingNote Taking while ReadingRememberingReport WritingListening and Taking Class NotesPreparing For ExaminationsTaking ExaminationsPlanning TimeArranging Physical SettingSTUDY HABITSPreviewingReadingNote Taking while ReadingRememberingReport WritingListening and Taking Class NotesPreparing For ExaminationsTaking ExaminationsPlanning TimeArranging Physical Setting
STUDY HABITS
Previewing
Reading
Note Taking while Reading
Remembering
Report Writing
Listening and Taking Class Notes
Preparing For Examinations
Taking Examinations
Planning Time
Arranging Physical Setting

STUDY HABITS
Previewing
Reading
Remembering
Report Writing
Taking Examinations
Planning Time

Age Age
Age
Age

PUPILS' PROFILEPUPILS' PROFILESexSex
PUPILS' PROFILE
PUPILS' PROFILE
Sex
Sex

GPAGPA
GPA
GPA

INPUT FOR IMPROVEMENTINPUT FOR IMPROVEMENT
INPUT FOR IMPROVEMENT
INPUT FOR IMPROVEMENT

Cabalasan Elementary SchoolCabalasan Elementary School
Cabalasan Elementary School
Cabalasan Elementary School

The diagram of the conceptual framework as seen in Figure 2 showed the variables of the study. The researcher secured the pupils' profile data such as age, sex and grade point average (GPA) where the prevailing study habits of the pupils were identified in the context of previewing, reading, note taking while reading, remembering, report writing, listening and taking class notes, preparing for examinations, taking examinations, planning time and arranging physical setting. Results were interpreted and analyzed to propose ideas for an intervention for improving the pupil's study habits.
Research Design & Instrument
To achieve the purpose of this investigation, the researcher employed the normative survey method using a checklist which took into account a "fact-finding with sufficient interpretation". The researcher utilized the Study Habits Checklist by Preston and Botel to determine the study habits of the Grade V pupils.
The researcher distributed personally the checklist to the Grade V pupils in Cabalasan Elementary School right after the Fourth Quarter Examination of the pupils.
The interpretation of data was based on the use of simple percentage and mean. The percentage was obtained by dividing the frequency of responses by the total number of respondents and then multiplied by one hundred following the formula:
Percent (%) = F/N x 100
where F is the frequency of responses
N is the total number of responses
Mean or average was obtained by dividing the number of responses by the number of items as follows:
Average = No. of Responses
No. of Items
To determine the degree of differences between the male and female pupils' study habit context, the Fischer's t-test was applied using the formula.

t =
(Ā–Ɓ) – (µA–µB)

(nA – 1) SA2 + (nB – 1) SB2

1
+
1

nA + nB – 2

nA

nB

in which t is the Fischer's t-test ratio
Ā is the mean of the first group
Ɓ is the mean of the second group
µA is the hypothesized population mean of the first group
µB is the hypothesized population mean of the second group
SA2 is the variance of the first group
SB2 is the variance of the second group
nA is the number of cases in the first group
nB is the number of cases in the second group

The computed t was compared with the Table of Critical Values of t to check its significance using the 0.05 level of significance.

RESULTS AND DISCUSSION

School can be fun and more effective to anyone that follows good study habits to get better grades. It is a lie to say that to perform better at school you need to spend countless hours in front of your books trying to take in what you can, but the truth is that the most successful students study smarter. (Escobar 2009). Helping children to develop good study habits as early as possible makes them learn better in school and integrate it to the wider society. The power of good study habits provokes the learning development of the children in the present and future life.
A. Profile Data of Respondents
The respondents of this study were the Grade V pupils of Cabalasan Elementary School. There were 4 males and 8 females with a total of 12 Grade V pupils.
Table 1. Profile data of grade five pupils
Respondents Age (in years) Sex GPA
A 11 Female 83.30 AP
B 11 Male 81.10 AP
C 11 Female 80.20 AP
D 10 Female 86.600 P
E 12 Male 76.90 D
F 11 Female 86.900 P
G 11 Female 83.30 AP
H 12 Male 75.65 D
I 11 Female 84.50 AP
J 11 Female 85.100 P
K 11 Male 83.95 AP
L 11 Female 85.000 P

Profile data of Grade V Pupils were shown in Table 1 in terms of age, sex and grade point average (GPA). The pupils were arranged randomly. Pupils' age ranged from 10-12 years old with gender segregated. Basis for getting the age and the sex was through their Birth Certificate and School Form 1 (School Register). The Grade Point Average (GPA) of the pupils had the numerical rating and its descriptive letter. It was based on Form 137-E (Permanent Record) and School Form 5 (Report on Promotion & Level of Proficiency) of the pupils.

B. Prevailing Study Habits of Grade V Pupils
The researcher used the Study Habits' Checklist of Preston and Botel where the study habits skills were as follows together with its results:
1. Previewing
There were two questions asked in previewing such as:
Do you read over the table of contents of a book before you begin studying the book?
Before studying an assignment in a detail, do you make use of any of the clues in the book such as heading and illustrations?
Table 2. Tabular result in previewing
Items
Descriptive Responses

Almost always
More than half of the time
About half of the time
Less Than half of the time
Almost Never

(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
a
0
4
4
0
2
2
1
0
1
1
2
3
2
0
2
b
0
1
1
0
2
2
1
5
6
0
0
0
3
0
3
AVERAGE
0
2.5
2.5
0
2
2
1
2.5
3.5
0.5
1
1.5
2.5
0
2.5
Tabular result in Table 2 showed the number of responses in male and female with its total. As the average for previewing; the male got 0, female got 2.5, with a total of 2.5 in almost always; the male got 0, female got 2, with a total of 2 in more than half of the time; the male got 1, female got 2.5, with a total of 3.5 in about half of the time; the male got 0.5, the female got 1, with a total of 1.5 in less than half of the time and; the male got 2.5, female got 0, with a total of 2.5 in almost never. Average was extracted for the frequency counts and percentage for previewing as Table 3 showed.
Table 3. Frequency counts and percentage results in previewing
Frequency
Percentage

M
F
T
M
F
T

(4)
(8)
(12)

Almost always
0
2.5
2.5
0
31
21
0
2
2
0
25
17
1
2.5
3.5
25
31
29
0.5
1
1.5
13
13
13
Almost Never
2.5
0
2.5
63
0
21
The table showed that male got the highest percentage of 63 in almost never while female got the highest percentage of 31 in almost always and about half of the time. As a total, the grade V pupils got the highest percentage of 29 in about half of the time for previewing.
2. Reading
There were five questions asked in reading such as:
Do you try to get the meaning of the important new words?
As you read the assignment, do you have in mind questions that you are actually trying to answer?
Do you look for the main ideas in what you read?
Are you able to read without saying each word to yourself?
In addition to reading required textbooks, do you read other materials for your course?
Table 4. Tabular result in reading

Items
Almost always
Almost Never

(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
a
1
2
3
1
3
4
1
1
2
0
1
1
1
1
2
b
0
3
3
1
4
5
2
1
3
0
0
0
1
0
1
c
1
4
5
0
1
1
0
1
1
2
2
4
1
0
1
d
0
4
4
0
2
2
1
0
1
1
2
3
2
0
2
e
0
3
3
1
2
3
1
1
2
1
1
2
1
1
2
AVERAGE
0.4
3.2
3.6
0.6
2.4
3.0
1
0.8
1.8
0.8
1.2
2
1.2
0.4
1.6
Tabular result in Table 4 showed the number of responses in male and female with its total. As the average for reading; the male got 04, female got 3.2, with a total of 3.6 in almost always; the male got 0.6, female got 2.4, with a total of 3.0 in more than half of the time; the male got 1, female got 0.8, with a total of 1.8 in about half of the time; the male got 0.8, the female got 1.2, with a total of 2 in less than half of the time and; the male got 1.2, female got 0.4, with a total of 1.6 in almost never. Average was extracted for the frequency counts and percentage for reading as Table 5 showed below.
Table 5. Frequency counts and percentage results in reading
Frequency
Percentage

M
F
T
M
F
T

(4)
(8)
(12)

Almost always
0.4
3.2
3.6
10
40
30
0.6
2.4
3
15
30
25
1
0.8
1.8
25
10
15
0.8
1.2
2
20
15
17
Almost Never
1.2
0.4
1.6
30
5
13
The table showed that male got the highest percentage of 30 in almost never while female got the highest percentage of 40 in almost always. As a total, the grade V pupils got the highest percentage of 30 in almost always for reading.
3. Note Taking while Reading
There were two questions asked in note taking while reading such as:
As you read your assignments, do you take notes?
Do you review your notes after taking them?

Table 6. Tabular result in note-taking while reading

Items
Almost always
Almost Never

(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
a
0
3
3
1
1
2
1
3
4
0
1
1
2
0
2
b
0
2
2
1
2
3
1
0
1
0
3
3
2
1
3
AVERAGE
0
2.5
2.5
1
1.5
2.5
1
1.5
2.5
0
2
2
2
0.5
2.5
Tabular result in Table 6 showed the number of responses in male and female with its total. As the average for note-taking while reading; the male got 0, female got 2.5, with a total of 2.5 in almost always; the male got 1, female got 1.5, with a total of 2.5 in more than half of the time; the male got 1, female got 1.5, with a total of 2.5 in about half of the time; the male got 0, the female got 2, with a total of 2 in less than half of the time and; the male got 2, female got 0.5, with a total of 2.5 in almost never. Average was extracted for the frequency counts and percentage for note taking while reading as Table 7 showed below.
Table 7. Frequency counts and percentage results in note-taking while reading
Frequency
Percentage

M
F
T
M
F
T

(4)
(8)
(12)

Almost always
0
2.5
2.5
0
31
21
1
1.5
2.5
25
19
21
1
1.5
2.5
25
19
21
0
2
2
0
25
17
Almost Never
2
0.5
2.5
50
6
21
The table showed that male got the highest percentage of 50 in almost never while female got the highest percentage of 31 in almost always. As a total, the grade V pupils got the highest percentage of 21 in almost always, more than half of the time, about half of the time and almost never for note taking while reading.

4. Remembering
There were five questions asked in remembering such as:
Do you try to find a genuine interest in the subject you study?
Do you try to understand thoroughly all material that you should remember?
When studying material to be remembered, do you try to summarize it to yourself?
Do you distribute the study of a lengthy assignment over several study sessions?
Do you try to relate your learning in one subject to what you learn in others?
Table 8. Tabular result in remembering

Items
Almost always
Almost Never

(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
a
1
1
2
0
2
2
1
3
4
1
1
2
1
1
2
b
0
3
3
0
3
3
1
1
2
1
1
2
2
0
2
c
0
1
1
1
2
3
1
1
2
1
3
4
1
0
1
d
0
2
2
0
0
0
2
3
5
1
3
4
1
0
1
e
0
1
1
0
3
3
1
1
2
1
2
3
2
1
3
AVERAGE
0.2
1.6
1.8
0.2
2
2.2
1.2
1.8
3
1
2
3
1.4
0.4
1.8
Tabular result in Table 8 showed the number of responses in male and female with its total. As the average for remembering; the male got 0.2, female got 1.6, with a total of 1.8 in almost always; the male got 0.2, female got 2, with a total of 2.2 in more than half of the time; the male got 1.2, female got 1.8, with a total of 3 in about half of the time; the male got 1, the female got 2, with a total of 3 in less than half of the time and; the male got 1.4, female got 0.4, with a total of 1.8 in almost never. Average was extracted for the frequency counts and percentage for remembering as Table 9 showed below.

Table 9. Frequency counts and percentage results in remembering
Frequency
Percentage

M
F
T
M
F
T

(4)
(8)
(12)

Almost always
0.2
1.6
1.8
5
20
15
0.2
2
2.2
5
25
18
1.2
1.8
3
30
23
25
1
2
3
25
25
25
Almost Never
1.4
0.4
1.8
35
5
15
The table showed that male got the highest percentage of 35 in almost never while female got the highest percentage of 25 in more than half of the time and less than half of the time. As a total, the grade V pupils got the highest percentage of 25 in about half of the time and less than half of the time for remembering.
5. Report Writing
There were four questions asked in report writing such as:
Before writing a report, do you collect information by doing research in the library?
Before writing a report, do you make an outline?
In writing a report, do you clearly indicate the main idea in each paragraph?
In writing a report, do you rewrite your drafts?
Table 10. Tabular result in report writing

Items
Almost always
Almost Never

(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
a
0
4
4
0
1
1
1
1
2
0
1
1
3
1
4
b
0
4
4
1
0
1
0
1
1
2
0
2
1
3
4
c
0
2
2
0
2
2
1
0
1
2
4
6
1
0
1
d
1
2
3
1
2
3
1
0
1
0
1
1
1
3
4
AVERAGE
0.3
3
3.3
0.5
1.3
1.8
0.8
0.5
1.3
1
1.5
2.5
1.5
1.8
3.3
Tabular result in Table 10 showed the number of responses in male and female with its total. As the average for report writing; the male got 0.3, female got 3, with a total of 3.3 in almost always; the male got 0.5, female got 1.3, with a total of 1.8 in more than half of the time; the male got 0.8, female got 0.5, with a total of 1.3 in about half of the time; the male got 1, the female got 1.5, with a total of 2.5 in less than half of the time and; the male got 1.5, female got 1.8, with a total of 3.3 in almost never. Average was extracted for the frequency counts and percentage for report writing as Table 11 showed below.
Table 11. Frequency counts and percentage results in report writing
Frequency
Percentage

M
F
T
M
F
T

(4)
(8)
(12)

Almost always
0.3
3
3.3
8
38
28
0.5
1.3
1.8
13
16
15
0.8
0.5
1.3
20
6
11
1
1.5
2.5
25
19
21
Almost Never
1.5
1.8
3.3
38
23
28
The table showed that male got the highest percentage of 38 in almost never while female got the highest percentage of 38 in almost always. As a total, the grade V pupils got the highest percentage of 28 in almost always and almost never for report writing.
6. Listening and Taking Class Notes
There were three questions asked in listening and taking class notes such as:
During class, do you search for main ideas?
In class, do you take notes?
Do you revise class notes soon after class?
Table 12. Tabular result in listening and taking class notes

Items
Almost always
Almost Never

(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
a
1
2
3
0
1
1
0
1
1
1
2
3
2
2
4
b
0
5
5
1
0
1
1
1
2
1
1
2
1
1
2
c
0
0
0
0
2
2
2
3
5
1
1
2
1
2
3
AVERAGE
0.3
2.3
2.7
0.3
1
1.3
1
1.7
2.7
1
1.3
2.3
1.3
1.7
3
Tabular result in Table 12 showed the number of responses in male and female with its total. As the average for listening and taking down notes; the male got 0.3, female got 2.3, with a total of 2.7 in almost always; the male got 0.3, female got 1, with a total of 1.3 in more than half of the time; the male got 1, female got 1.7, with a total of 2.7 in about half of the time; the male got 1, the female got 1.3, with a total of 2.3 in less than half of the time and; the male got 1.3, female got 1.7, with a total of 3 in almost never. Average was extracted for the frequency counts and percentage for listening and taking class notes as Table 13 showed below.
Table 13. Frequency counts and percentage results in listening and taking class notes
Frequency
Percentage

M
F
T
M
F
T

(4)
(8)
(12)

Almost always
0.3
2.3
2.7
8
29
23
0.3
1
1.3
8
13
11
1
1.7
2.7
25
21
23
1
1.3
2.3
25
16
19
Almost Never
1.3
1.7
3
33
21
25
The table showed that male got the highest percentage of 33 in almost never while female got the highest percentage of 29 in almost always. As a total, the grade V pupils got the highest percentage of 25 in almost never for listening and taking class notes.
7. Preparing for Examinations
There were four questions asked in preparing for examinations such as:
Before an examination, do you review the important facts and principles?
Do you combine important notes on your textbooks in your class into a master outline in studying for a major examination?
Do you make up examination questions that you think will be ask, and answer them?
In studying for an examination, do you distribute your time over at least two sessions?
Table 14. Tabular result in preparing for examinations

Items
Almost always
Almost Never

(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
a
0
2
2
0
2
2
1
0
1
1
4
5
2
0
2
b
0
2
2
0
1
1
1
2
3
2
3
5
1
0
1
c
0
3
3
2
1
3
1
2
3
0
2
2
1
0
1
d
0
0
0
0
1
1
1
0
1
2
6
8
1
0
1
AVERAGE
0
1.8
1.8
0.5
1.3
1.8
1
1
2
1.3
3.8
5
1.3
0
1.3
Tabular result in Table 14 showed the number of responses in male and female with its total. As the average for examination; the male got 0, female got 1.8, with a total of 1.8 in almost always; the male got 0.5, female got 1.3, with a total of 1.8 in more than half of the time; the male got 1, female got 1, with a total of 2 in about half of the time; the male got 1.3, the female got 3.8, with a total of 5 in less than half of the time and; the male got 1.3, female got 0, with a total of 1.3 in almost never. Average was extracted for the frequency counts and percentage for preparing for examinations as Table 15 showed below.
Table 15. Frequency counts and percentage results in preparing for examinations
Frequency
Percentage

M
F
T
M
F
T

(4)
(8)
(12)

Almost always
0
1.8
1.8
0
23
15
0.5
1.3
1.8
13
16
15
1
1
2
25
13
17
1.3
3.8
5
33
48
42
Almost Never
1.3
0
1.3
33
0
11
The table showed that male got the highest percentage of 33 in less than half of the time and almost never while female got the highest percentage of 48 in less than half of the time. As a total, the grade V pupils got the highest percentage of 42 in less than half of the time for preparing for examinations.
8. Taking Examinations
There were four questions asked in taking examinations such as:
In taking examinations, do you read directions and the question with care?
At the start of the examination, do you make plans for suitability distributing your time among your questions?
In taking an essay examination, do you outline your answers to the question before you start answering it?
At the end of an examination, do you proofread or check your answers?
Table 16. Tabular result in taking examinations

Items
Almost always
Almost Never

(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
a
0
4
4
0
3
3
1
0
1
1
1
2
2
0
2
b
0
1
1
0
3
3
1
1
2
2
3
5
1
0
1
c
0
1
1
3
1
4
0
4
4
0
2
2
1
0
1
d
1
4
5
2
0
2
0
2
2
0
0
0
1
1
2
AVERAGE
0.3
2.5
2.8
1.3
1.8
3
0.5
1.8
2.3
0.8
1.5
2.3
1.3
0.3
1.5
Tabular result in Table 16 showed the number of responses in male and female with its total. As the average for taking examinations; the male got 0.3, female got 2.5, with a total of 2.8 in almost always; the male got 1.3, female got 1.8, with a total of 3 in more than half of the time; the male got 0.5, female got 1.8, with a total of 2.3 in about half of the time; the male got 0.8, the female got 1.5, with a total of 2.3 in less than half of the time and; the male got 1.3, female got 0.3, with a total of 1.5 in almost never. Average was extracted for the frequency counts and percentage for taking examinations as Table 17 showed below.
Table 17. Frequency counts and percentage results in taking examinations
Frequency
Percentage

M
F
T
M
F
T

(4)
(8)
(12)

Almost always
0.3
2.5
2.8
8
31
23
1.3
1.8
3
33
23
25
0.5
1.8
2.3
13
23
19
0.8
1.5
2.3
20
19
19
Almost Never
1.3
0.3
1.5
33
4
13
The table showed that male got the highest percentage of 33 in more than half of the time and almost never while female got the highest percentage of 31 in almost always. As a total, the grade V pupils got the highest percentage of 25 in more than half of the time for taking examinations.
9. Planning Time
There were three questions asked in planning time such as:
Do you keep up to date in your assignments?
Do you have a study schedule plan in which you set aside time each day for studying?
Do you divide your study time among the various subjects to be studied?
Table 18. Tabular result in planning time

Items
Almost always
Almost Never

(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
a
0
1
1
0
3
3
2
0
2
0
4
4
2
0
2
b
0
1
1
1
4
5
0
1
1
1
1
2
2
1
3
c
0
2
2
0
1
1
2
1
3
1
3
4
1
1
2
AVERAGE
0
1.3
1.3
0.3
2.7
3
1.3
0.7
2
0.7
2.7
3.3
1.7
0.7
2.3
Tabular result in Table 18 showed the number of responses in male and female with its total. As the average for planning time; the male got 0, female got 1.3, with a total of 1.3 in almost always; the male got 0.3, female got 2.7, with a total of 3 in more than half of the time; the male got 1.3, female got 0.7, with a total of 2 in about half of the time; the male got 0.7, the female got 2.7, with a total of 3.3 in less than half of the time and; the male got 1.7, female got 0.7, with a total of 2.3 in almost never. Average was extracted for the frequency counts and percentage for planning time as Table 19 showed below.
Table 19. Frequency counts and percentage results in planning time
Frequency
Percentage

M
F
T
M
F
T

(4)
(8)
(12)

Almost always
0
1.3
1.3
0
16
11
0.3
2.7
3
8
34
25
1.3
0.7
2
33
9
17
0.7
2.7
3.3
18
34
28
Almost Never
1.7
0.7
2.3
43
9
19
The table showed that male got the highest percentage of 43 in almost never while female got the highest percentage of 34 in more than half of the time and less than half of the time. As a total, the grade V pupils got the highest percentage of 28 in less than half of the time for planning time.
10. Arranging Physical Setting
There were five questions asked in arranging physical setting such as:
Is the space on your desk or table large enough?
Is your study desk or table kept neat, that is, free of distracting objects?
Do you study in a quiet place – one that is free from noisy disturbances?
Do you study be yourself rather than with others?
When you sit down to study, do you have the equipment and materials you need?
Table 20. Tabular result in arranging physical setting

Items
Almost always
Almost Never

(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
(M)
(F)
(T)
a
1
2
3
1
3
4
0
0
0
0
3
3
2
0
2
b
1
1
2
1
3
4
1
1
2
0
3
3
1
0
1
c
0
3
3
0
0
0
1
2
3
1
3
4
2
0
2
d
0
0
0
1
3
4
1
0
1
1
2
3
1
3
4
e
0
3
3
0
1
1
2
0
2
0
4
4
2
0
2
AVERAGE
0.4
1.8
2.2
0.6
2
2.6
1
0.6
1.6
0.4
3
3.4
1.6
0.6
2.2
Tabular result in Table 20 showed the number of responses in male and female with its total. As the average for arranging physical setting; the male got 0.4, female got 1.8, with a total of 2.2 in almost always; the male got 0.6, female got 2, with a total of 2.6 in more than half of the time; the male got 1, female got 0.6, with a total of 1.6 in about half of the time; the male got 0.4, the female got 3, with a total of 3.4 in less than half of the time and; the male got 1.6, female got 0.6, with a total of 2.2 in almost never. Average was extracted for the frequency counts and percentage for arranging physical setting as Table 21 showed below.
Table 21. Frequency counts and percentage results in arranging physical setting
Frequency
Percentage

M
F
T
M
F
T

(4)
(8)
(12)

Almost always
0.4
1.8
2.2
10
23
18
0.6
2
2.6
15
25
22
1
0.6
1.6
25
8
13
0.4
3
3.4
10
38
28
Almost Never
1.6
0.6
2.2
40
8
18
The table showed that male got the highest percentage of 40 in almost never while female got the highest percentage of 38 in less than half of the time. As a total, the grade V pupils got the highest percentage of 28 in less than half of the time for arranging physical setting.
Table 22. Number and percentage of most frequent response in each descriptive
response in study habits
Number & Percentage of Most Frequent Response

Male %
Female %
Total %
Almost always
0 0%
6 46%
3 21%
1 8%
2 15%
2 14%
0 0%
1 8%
3 21%
1 8%
4 31%
4 29%
Almost Never
10 83%
0 0%
2 14%
Based on the highest percentage results of the ten study habits' skills as presented in the checklist by Preston and Botel, Table 12 showed the most frequent response of Grade V pupils in each descriptive response in study habits based on the highest percentage results gathered. Grade V male pupils had the highest percentage of 83 in "Almost Never" with a ratio of 10 out of 12 most frequent response while female pupils had the highest percentage of 46 in "Almost Always" with a ratio of 6 out of 13 most frequent response in study habits. Twenty-nine percent (29%) showed that Grade V pupils had "Less than half of the time" in study habits with the highest ratio of 4 out of 14 most frequent response.
C. Correlation of Study Habits between Male and Female Grade V Pupils
Fischer's t-test was used for correlating the difference between the male and female Grade V pupils. This correlation was guided by the null hypothesis that, "There is no significant difference between the study habits of male and female grade five pupils in the context of:
- Previewing
- Reading
- Note Taking while Reading
- Remembering
- Report Writing
- Listening and Taking Class Notes
- Preparing For Examinations
- Taking Examinations
- Planning Time
- Arranging Physical Setting
Table 23. Frequency of responses of male and female in study habit context for almost
always
Study Habit Context

Frequency of Responses

Male
(A)
Female
(B)
A2
B2
Previewing
0
5
0
25
Reading
2
16
4
256
0
5
0
25
Remembering
1
8
1
64
Report Writing
1
12
1
144
1
7
1
49
0
7
0
49
Taking Examinations
1
10
1
100
Planning Time
0
4
0
16
2
9
4
81

A=8
B=83
A2=12
B2=809

Ā=0.8
Ɓ=8.3
Ā2=1.2
Ɓ2=80.9

t = (-6.34622)

Table 23 showed the frequency of responses of male and female in each study habit context for 'almost always.' Computation was done through the given formula and its solution below.

t =
(Ā–Ɓ) – (µA–µB)

(nA – 1) SA2 + (nB – 1) SB2

1
+
1

nA + nB – 2

nA

nB

where; Ā = 0.8 SA2 = 0.6222 nA = 10
Ɓ = 8.3 SB2 = 13.3444 nB = 10
H0: µA=µB

t =
(Ā–Ɓ)

(nA – 1) SA2 + (nB – 1) SB2

1
+
1

nA + nB – 2

nA

nB

t =
(0.8 – 8.3)

(10– 1) (0.6222) + (10– 1) (13.3444)

1
+
1

10 + 10– 2

10

10

t = (-6.34622)

The decision was to accept the null hypothesis since the computed t value of (-6.34622) is less than the tabular t value of /±2.262/ at the 0.05 level of significance, with 9 as the degree of freedom.
Table 24. Frequency of responses of male and female in study habit context for more than half of the time
Study Habit Context


Male
(A)
Female
(B)
A2
B2
Previewing
0
4
0
16
Reading
3
12
9
144
2
3
4
9
Remembering
1
10
1
100
Report Writing
2
5
4
25
1
3
1
9
2
5
4
25
Taking Examinations
5
7
25
49
Planning Time
1
8
1
64
3
10
9
100

A=20
B=67
A2=58
B2=541

Ā=2
Ɓ=6.7
Ā2=5.8
Ɓ2=54.1

t = (-4.2494)

Table 24 showed the frequency of responses of male and female in each study habit context for 'more than half of the time.' Computation was done through the same formula. With the computed t value of (-6.34622) which was less than the tabular t value of /±2.262/ at the 0.05 level of significance, with 9 as the degree of freedom, the decision was to accept the null hypothesis.
Table 25. Frequency of responses of male and female in study habit context for about half of the time
Study Habit Context


Male
(A)
Female
(B)
A2
B2
Previewing
2
5
4
25
Reading
5
4
25
16
2
3
4
9
Remembering
6
9
36
81
Report Writing
3
2
9
4
3
5
9
25
4
4
16
16
Taking Examinations
2
7
4
49
Planning Time
4
2
16
4
5
3
25
9

A=36
B=44
A2=148
B2=238

Ā=3.6
Ɓ=4.4
Ā2=14.8
Ɓ2=23.8

t = (-0.9577)

Table 25 showed the frequency of responses of male and female in each study habit context for 'about half of the time.' Computation was done through the same formula. With the computed t value of (-0.9577) which was less than the tabular t value of /±2.262/ at the 0.05 level of significance, with 9 as the degree of freedom, the decision was to accept the null hypothesis.
Table 26. Frequency of responses of male and female in study habit context for less
than half of the time
Study Habit Context


Male
(A)
Female
(B)
A2
B2
Previewing
1
2
1
4
Reading
4
6
16
36
0
4
0
16
Remembering
5
10
25
100
Report Writing
4
6
16
36
3
4
9
16
5
15
25
225
Taking Examinations
3
6
9
36
Planning Time
2
8
4
64
2
15
4
225

A=29
B=76
A2=109
B2=758

Ā=2.9
Ɓ=7.6
Ā2=10.9
Ɓ2=75.8

t = (-3.11189)

Table 26 showed the frequency of responses of male and female in each study habit context for 'less than half of the time.' Computation was done through the same formula. With the computed t value of (-3.11189) which was less than the tabular t value of /±2.262/ at the 0.05 level of significance, with 9 as the degree of freedom, the decision was to accept the null hypothesis.
Table 27. Frequency of responses of male and female in study habit context for
almost never
Study Habit Context


Male
(A)
Female
(B)
A2
B2
Previewing
5
0
25
0
Reading
6
2
36
4
4
1
16
1
Remembering
7
2
49
4
Report Writing
6
7
36
49
4
5
16
25
5
0
25
0
Taking Examinations
5
1
25
1
Planning Time
5
2
25
4
8
3
64
9

A=55
B=23
A2=317
B2=97

Ā=5.5
Ɓ=2.3
Ā2=31.7
Ɓ2=9.7

t = (3.9657)

Table 27 showed the frequency of responses of male and female in each study habit context for 'almost never.' Computation was done through the same formula. With the computed t value of (3.9657) which was greater than the tabular t value of /±2.262/ at the 0.05 level of significance, with 9 as the degree of freedom, the decision was to reject the null hypothesis.
Summary
Results showed that 'less than half of the time' lead in most frequent response in Grade V pupils of Cabalasan Elementary School for the school year 2014-2015 wherein 4 out of 5 descriptive responses showed that there was no significant difference between male and female grade five pupils in study habit contexts such as 'previewing', 'reading', 'note taking while reading', 'remembering', 'report writing', 'listening & taking class notes', 'preparing for examination', 'taking examination', 'planning time' and 'arranging physical setting.'
Previewing context showed that grade five pupils spent about half of the time in getting clues from table of contents, headings and illustrations.
Reading context showed that grade five pupils spent almost always in getting the meaning of the new words encountered in studying.
Note-taking while reading context showed that they could spent almost always, more than half of the time and about half of the time in reviewing notes.
Remembering context showed that they spent either about half or less than half of the time in understanding and relating one's learning to other subject areas.
Report writing context showed that they spent either almost always or almost never in collecting and organizing the ideas.
Listening and taking class notes context showed that grade five pupils spent almost never in searching the main idea from the notes taken in class discussion.
Preparing for examination context showed that they spent less than half of the time in reviewing important facts and going on with their notes.
Taking examination context showed that they spent more than half of the time in reading directions with care and proofreading/ checking their answers.
Planning time context showed that they spent less than half of the time in keeping update of assignments and scheduling study time.
Arranging physical setting context showed that they spent less than half of the time in finding comfort time and place in studying.

CONCLUSION AND RECOMMENDATION

The development of correct attitudes in studying cannot be ignored. It needs persistence and constant practice of the learners with the help of the parents, teachers, school administrators and other stakeholders. Aside from collaborating with all the stakeholders, continuous learning must be offered in school through provision of time in searching, collecting, organizing and interpreting ideas in a learning hub with available reference books and study equipment for a more relevant and fruitful integration of knowledge. Stressing the importance of macro skills such as listening, reading, writing and speaking in language is necessary in pupil's study habits and learning development. The following are recommendations:
Pupils must be given an ample time in note-taking and interpreting it. A 'day off' per se for studying independently on their lessons and making of projects & assignments will suffice not just for the completion of assigned tasks but also learning it at the same time.
Integrating subjects must be done for a worthwhile learning experience even at home. Pupils must have a scheduled study time with the knowledge of their parents and strictly follow it. Provision of equipment and study materials like study table and dictionary will be necessary.
The school must have enough reference books especially on the general references like dictionary and encyclopedia. This will give the pupils a chance to have a habit of 'searching for meaning.'

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Study Habits of Grade V Pupils

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