Chapter 1:
The Research Problem and its Background Introduction: Studying can seem very boring compared to all the exciting temptations just outside your door or the games on your computer. Even watching old boring cartoons can seem more interesting than the hand-outs your teacher is expecting you to master!
One reason we often don’t start studying until the last possible minute is that we have misjudged how long it will actually take us to absorb and understand the material. If your mid-term is still six weeks away, this might seem like plenty of time left before you need to get around to studying. You might find however, that the subject matter is a lot harder to understand than you thought it would be, and all of a sudden there’s no time left to ask someone to explain it to you. A study habit is the way of studying with a particular place and time organized by the person itself. Studying in a well literature and organized place makes it more effective. Having this study habits will surely has an effect on our academic performances. Depending on a person if he/she has this study habits because others do not have. They only study and scan their books whenever they like. Others are only depending in their stock knowledge, while some will only scan their lesson when there is a test coming. This depends on a person, but having a study habit will surely help us and make our studying easier. We conduct this kind of research to know whether the fourth year students of Holy Spirit academy of Malolos have the study habits and if yes, what kind and in what way do they use their study habits. Do this help them in their academic performances or they are just into it even it has effect or not

Significance of the Study: This thesis aims to deepen our understanding on how the students greatly affect their grades particularly the seniors studying at Holy Spirit Academy of Malolos The importance of analyzing the study habits of 4th year students can help people know about how students act when they are studying before or after exams, to gear them towards preparing for greater responsibilities when they reach the college life. A responsibility like learning how to manage time dividing into academics, doing extracurricular activities. Likewise, the study habits among Fourth Year students may lead to a more mature outlook in their student life. Some may emerge as potential leaders, some will be more decisive, and some may show great determination in achieving one’s goal. The proposed study can help the teachers to have a deeper understanding in the study habits of the students whether if it is proper or not.
This study will also be beneficial to the students and teachers in study strategies and in effective learning abilities of students in their classroom. The teachers could motivate the students to have the appropriate study habits and teach them the right way. This study can also be a useful guide to the future researcher.
Hypothesis:
Our hypothesis as what is based on some of the research entitled “Motivation and Middle School Students”, the independent variables are the environment of the students inside their house and especially with their friends and what is around them most of the time like the teachers. Our dependent variables now are the students themselves because they are the ones greatly affected by their surroundings by what they hear from others and especially on how it affects their thinking. An example of it is when a student heard from his friends that they are already tired of studying and they thought of just cutting classes and lurk around computer shops, and as a result, it depends on the student if his personality is strong or not because the effect is upon the student that is in that certain situation.
Theoretical Framework:
Restorative theory one theory about the funtion of sleeps is that sleep is important in helping the body repair the weak and tear from the day’s event. Support for this view comes from research on sleep deprivation and the adverse effects of lack of sleep. Moreover, in studies where participants were asked to discriminate among different visual stimuli, both slow wave sleep in the first quearter of the night and REM sleep in tha last queater of the night were crucial for visual learning participants deprived of these phases of sleep did not remember what they had previously learned. Thus, sleep is not only repairs “the body from the efforts of the day, but it is critical in laying down memories associated with at least certain kinds of learning.
Psychodynamic Theory is one of the oldest theories in psychology in which patients are treated are viewed within a model of illness that attempts to identify something that may be lacking. Each individual is perceived to be made up from a dynamic that begins in early childhood and continually progresses throughout life. This way of thinking, however, is generally considered a watered-down version of the more conservative and rigid psychoanalytic school of thought. Psychoanalysis in itself emphasizes the belief that all adult problems are directly related to events in one’s childhood. Very few therapists today can afford to practice strict psychoanalysis anymore, and as a result, it is typically practiced only by psychiatrists who have spent many personal hours being analyzed themselves as well as attending psychoanalytic institute. This is more than likely the kind of therapy people imagine when they think of therapy in terms of a “shrink.”
Statement of the Problem The objective of this study is to determine the possible outcome of the study habits used by the students on the academic performance of the fourth year students. Particularly, it finds answer to these questions: 1.

Research Paradigm:
Habitual Study
Subjects
Physics
Math
Filipino
English

Types of Study Habits * Try to visualize what is asking you to do * Make problem-solving part of each study session * Complete all daily work on time * Attempt all practice problems in class * Take down notes * Study a day before your class * Read a lot * Communicate often

Definition of Terms 1. Academic performance * Refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers 2. Multiple intelligences * Several independent forms of human intelligence that exist, according to one psychological theory, including verbal, quantitative, spatial, musical, kinesthetic, interpersonal and intrapersonal intelligence 3. Study skills * Approaches applied to learning. They are generally critical to success in school, are considered essential for acquiring good grades, and are useful for learning throughout one's life. 4. Study habits * It means you are not distracted by anything; you have a certain place to go where it is quiet everyday where you study and do homework. Basically it means that you are doing the best you can to get the grades you wan

Chapter 2:
Reviews of related literature
Foreign literature:

Chapter 3:
Methodology
Research Design: We as a researcher chose the topic on the study habits of students in Holy Spirit Academy of Malolos because we found interest to know how different factors affect the students’ study habits. We have found interest on it because we also want to know how students come along with the flow of lessons being taught by teachers with different personalities. Lastly, we have found interest on it because we wanted to know what students really do at home after school which is most commonly the cause of the results of their grades. As of what our group have read on past research that we found, few educators would argue with the premise that student motivation is an important influence on learning. Whether students select advanced courses of study or drop out of school; whether they work intensively and persist in the face of difficulty or procrastinate and work half heartedly; whether they set realistic goals for themselves and then set about achieving them in an efficient manner or flounder through their days with little sense of direction; these behaviours reflect important aspects of student motivation. Student motivation is of particular importance for those who work with young adolescents. Considerable research has shown a decline in motivation and performance for many children as they move from elementary school into middle school. Often it has been assumed that this decline is largely due to physiological and psychological changes with puberty and therefore, is somewhat inevitable. This assumption has been challenged, however, by research that demonstrates that the nature of motivational change on entry to middle school depends on characteristics of the learning environment in which students found themselves. That is, when students make a transition into a facilitative school environment, motivation and performance can be maintained or even improved. These findings represent an important aspect of current thinking in motivational theory. That is, any given students’ quality of motivation reflects an interaction of characteristics of the individual and of the environment surrounding her or him. Differences in students’ academic histories, their values and interests, and especially their beliefs about the purpose of school and the reasons for their own achievement are crucial to consider, thus, it is difficult to prescribe a “one size fits all” approach to motivating students.
Methods on gathering data As of what we have summarized, we will use the rating scale type on all of the teachers where we can get most of the information because the students stay at school more often than at home. We will also use the rating scale type on each batch of students where our dependent variables greatly rely on. We can gather most information from the students with the use of it because we all know that most students nowadays are too busy to interact with others so we will use this method to gather data as the fastest way to get answers.
After the data gathering was done, we will group the answers of the teachers according to the relevance of each answer and we will also group the students’ answer according to the relevance of their answer as well. After we have grouped each answers, we will be able to identify which of the students’ environment greatly affects their performance that drags them down or up inside their classroom.