Chapter 1
THE PROBLEM AND ITS SETTING

Background of the Study
In the society nowadays the demands of high level of education and skill for the success of each student is increasingly important for the students’ welfare as well as the society’s hope for success. Yet, it is crucial that teachers should recognize certain basic elements in learning to help students to gear up for greater advancement. One of these basic elements is study habits.
In the global setting, Igun (2007) of the Nigerian Universities and Delta State University library stated that the study habits of students in some universities is a common problem because of some factors such us barriers in creating a study environment.
In the national setting, Philippines ranked second and third to the last in the English and Math National Achievement Test result (National Framework Plan for ICT’s Basic Education, 2005). The cause of this drastic decrease in the performance of the students was supported by a study conducted by Acido (2010) who identified students in public high school in Manila who performed low due to poor study habits.
In the local setting specifically in Davao City, Nacito (2006) and Azarcon, et.al. (2004) found that Grade Six students enrolled in Piedad District of Toril S.Y. 2005-2006 as well as the Freshmen students of Erico T. Nograles National High School both need to improve their study habits due to their low academic performance. In addition, college students of the University of Mindanao, where the researcher is currently studying, observed that most of the students lack study habits.
It is due to these alarming issues that the researchers see the necessity to conduct this study that would thereby determine the relationship between motivation and study habits of Maa National High School Students.

Statement of the Problem
This study will aim to determine the significance of the relationship between the level of motivation and study habits of Maa National High School students. Specifically, it will try to seek answers to the following questions:
1. What is the level of motivation of Maa National High School students in terms of:
1.1 Extrinsic Motivation
1.2 Intrinsic Motivation
1. What is the level of study habits of Maa National High School students in terms of:
1.1 Concentration
1.2 Time management,
1.3 Note taking,
1.4 Homework,
1.5 Reading
3. Is there a significant relationship between the level of motivation and study habits of Maa National High School students?

Hypothesis
The null hypothesis will be tested at 0.05 level of significance, which states that there is no significant relationship between the level of motivation and study habits of High School students of Maa National High School.

Review of Related Literature

To provide the background and framework of the investigation, selected

literature and readings related to the study are presented in this section.

Motivation
Motivation is a term that refers to a process that elicits, controls, and sustains certain behaviors. For instance, if an individual has not eaten, he or she feels hungry, as a response he or she eats and diminishes feelings of hunger. Motivation has long been considered by psychologists and educators as an important factor that affects student learning and achievement. It is a common contention that adaptive motivational orientations facilitate learning while maladaptive ones impede it. Recent research in motivation has focused on the nature of motivational constructs and the ways these constructs affect learning and achievement. In addition, teacher efficacy is a powerful input variable related to student achievement as it impacts a teacher's motivation to engage students in the teaching/learning process (Proctor, as cited in Huitt, 2000).
According to the social-cognitive model of motivation, motivation is a dynamic, multifaceted phenomenon that explains how and why students are engaged in their learning activities. In line with this thinking, research in motivation has identified a number of motivational constructs that have impacts on students’ learning (Pintrich & Schunk, 2002).
Manolopoulou-Sergi (2004) commented that motivation as a concept is complicated and is difficult to conceptualize. He also presented two reasons for this difficulty, the first being that motivation has an abundance of definitions and the second one, that there is an excessive number of motivation theories, each of which is connected to various psychological perspectives on human behavior.
Dörnyei (2005) also state that even if a learner has the best abilities, he cannot attain long term goals without an adequate amount of motivation. He further supports his claim that neither suitable curricula nor good teaching alone is sufficient to guarantee that the individual will succeed. However, “high motivation can make up for considerable deficiencies both in one’s language aptitude and learning conditions”. The reasons for the motivated learner’s achievement are explained by Masgoret and Gardner (2003) in that motivated individual expends effort, is persistent and attentive to the task at hand, has goals desires, and aspirations, enjoys the activity, experiences reinforcement from success and is appointment from failure, makes attributions concerning success and/or failure, is aroused, and makes use of strategies to aid in achieving goals. That is, the motivated individual exhibits many behaviors, feelings, cognitions, etc., that the individual who is unmotivated does not. Since the motivated learners embody all these characteristics, they are every teacher’s dream. However, in reality, we should stop dreaming and start to think about how we, as language teachers, can contribute to the students’ motivation and enhance their language achievement. And teachers need to be knowledgeable about what aspects of motivation can be handled, how they could do it, and when and where they could exploit these aspects.
Moreover, Ryan and Deci (2000) defined motivation as concerning energy, direction, persistence and equifinality-all aspects of activation and intention.
Historically, motivation was considered to have two levels. The first is “will,” which refers to a person’s desires, wants, or purposes together with a belief about whether it is within one’s power to satisfy the desire, or achieve the goal (Pintrich & Schunk, 2002). The second level is the act of using the will, or “volition,” which refers to a process for converting motivational and volitional tactics for intentions into actions. In some cases, the mere saliency of a desire is sufficient to lead more or less automatically to action.
Ormrod (2008) stated that virtually all students are motivated in one way or another. One student may be keenly interested in classroom subject matter and seek out challenging course work, participate actively in class discussions, and earn high marks on assigned projects. Another student may be more concerned with the social side of school, interacting with classmates frequently, attending extracurricular activities almost every day, and perhaps running for a student government office. Still another may be focused on athletics, excelling in physical education classes, playing or watching sports most afternoons and weekends, and faithfully following a physical fitness regimen. Yet another student—perhaps because of an undetected learning disability, a shy temperament, or a seemingly uncoordinated body—may be motivated to avoid academics, social situations, or athletic activities.
Moreover, motivation refers to the goal, combined with the energy to work towards that goal, and it is the learners orientation with regard to the good learning (Asongwe, 2008). In addition, it has shown that students who are motivated have a desire to undertake their study and complete the requirements of their course.
In support, Salcedo, Lumantas, and Masunong (2006) affirmed that motivated students are most successful when learning a target language are those who are like the people that speak the language, admire the culture, and have desire to become familiar with or even integrated into the society in which the language is used.
Velez (2007) stated that motivation is the characteristic that is required in order to achieve anything in life; without it an individual will give up at the first sign of adversity. In addition, getting motivated and staying motivated gives energy required to reach goals and do anything purposeful in life. As cited by Johnson (2001), in the English learning world, motivation is correlated to individual’s communicative competence. It was further stressed that motivation renowned in two types: integrative motivation and instrumental motivation.
Extrinsic Motivation. The motivating factors are external or outside rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide. Extrinsic motivation does not mean, however, that a person will not get any pleasure from working on or completing a task. It just means that the pleasure they anticipate from some external reward will continue to be a motivator even when the task to be done holds little or no interest. An extrinsically motivated student, for example, may dislike an assignment, may find it boring, or may have no interest in the subject, but the possibility of a good grade will be enough to keep the student motivated in order for him or her to put forth the effort to do well on a task. An extrinsically motivated person will work on a task even when they have little interest in it because of the anticipated satisfaction they will get from some reward. The rewards can be something as minor as a smiley face to something major like fame or fortune. For example, an extrinsically motivated person who dislikes math may work hard on a math equation because he wants the reward for completing it. In the case of a student, the reward would be a good grade on an assignment or in the class (Bainbridge 2012). Extrinsic motivation is a construct that pertains whenever an activity is done in order to attain some separable outcome. Extrinsic motivation thus contrasts with intrinsic motivation, which refers to doing an activity simply for the enjoyment of the activity itself, rather than its instrumental value. Similarly, a student who does the work because she personally believes it is valuable for her chosen career is also extrinsically motivated because she too is doing it for its instrumental value rather than because she finds it interesting. Both examples involve instrumentalities, yet the latter case entails personal endorsement and a feeling of choice, whereas the former involves mere compliance with an external control. Both represent intentional behavior, but the two types of extrinsic motivation vary in their relative autonomy (Deci and Ryan 2000).
Schop (2009) explained that grades and acquiring popularity are two sources of extrinsic motivation. Extrinsic motivation is motivation that is rooted in an external stimulus, something that is in the individual’s environment. Extrinsic motivation provides the individual satisfaction in performing a task that even if the individual doesn’t really like doing it, he or she continues to accomplish the work because of his or her anticipated reward. Extrinsic motivation has been the fuel of many of man’s activities – from education to the workplace. The various types of extrinsic motivation ranging from the more common ones such as money, fame and recognition, awards and prizes, status and privileges to the extreme ones like bribery, threats and punishments have been utilized by man of all ages and sizes, and in different circumstances.
Intrinsic Motivation. According to Ryan and Deci (2000), intrinsic motivation is distinct as doing of an activity for its inherent satisfaction rather than for some separable consequence. When intrinsically motivated, a person is moved to act for the fun or challenge entailed rather than because of external products, pressures, or rewards. Intrinsic motivation is clearly visible in young infants that consistently try to grasp, throw, bite, squash or shout at new objects they encounter. Even if less important as they grow, human adults are still often intrinsically motivated while they play crosswords, make paintings, do gardening or just read novels or watch movies. Yet, to get a clearer picture of intrinsic motivation, one needs to understand that it has been defined by contrast to extrinsic motivation. Intrinsic motivation-knowledge is the motivation for doing an activity for the feelings associated with exploring new ideas and developing knowledge. IM-accomplishment refers to the sensations related to attempting to master a task or achieve a goal. Finally, Intrinsic Motivation-stimulation relates to motivation based simply on the sensations stimulated by performing the tasks, such as aesthetic appreciation or fun and excitement. The common basis of these subtypes is the pleasurable sensations experienced during the self initiated and challenging activity. The study examined if freshman college students are intrinsically motivated to learn their L2. Moreover, the research explored possibilities, if there is a tendency for the students to learn a particular communicative skill because they are intrinsically motivated to do so (Noels, Pelletier, Clement & Vallerand, 2000).
In addition, according to Tracy (2000) those celebrations are anything spontaneous that acknowledges an accomplishment, such as stickers, pizza parties, ice cream parties but they are not made aware when those celebrations will take place. He quoted that "To watch 400 students pumped up over being able to show the world everything they have learned with nothing else motivating them except for the chance to show off their knowledge is invigorating for an educator. The end result: No extrinsic motivators and exemplary scores on the tests. These students did not ask for a reward. Their reward was proving to everyone how much they learned during the year.”
Le (2009) stated that there is as much controversy about the effects of motivation in the classroom as there is diversity of today's students. However, there can be no doubt that intrinsic motivation can help determine the path of a student's future and has an extremely encouraging consequence on the achievement of that student. The long term benefits of instilling intrinsic motivation in the classroom carry far into a student's life. Employers, for example, are more impressed by a job applicant whose interest in the job at hand is to increase knowledge and opportunity to train (intrinsic) than those who are interested in the pay and benefits (extrinsic). Even personal relationships carry this trait; those interested in a relationship because they seek mutual happiness rather than only what they will receive from the association will likely have much more success in their relationship. Encouraging the development of intrinsic motivation in the classroom can increase the feelings of self-worth and self-accomplishment in students. These are valuable assets for the students to carry with them throughout life, applicable in most any situation. They are also traits that describe a successful and high achieving individual.
In this general note, motivation is a considerable element that fuels study habits. The aforementioned literature established its link to some patterns in the forms of intrinsic motivation and extrinsic motivation.
Study Habits
The study habits of the students could play pivotal role in learning process reflected in the academic achievements of the students. Elliot, Kratochwill, Cook, and Avers (2000) asserted that good study skills benefit students beyond improving their academic performance. Students with good study skills are also more likely to experience an increase in their feelings of competence and confidence as they learn. Nneji (2002) states that study habits are learning tendencies that enable students work privately.
De Escobar (2009) stated that if students are a college student, high school student or in elementary school students still need good study habits in order to perform better and succeed in school. Good study habits for students start at home, however we learn the most of them by practicing them and through trial and error. For instance students should start with taking notes in class. Write down what the teachers says but only what students think is important and could be on your next test. Use colors and high light the most important things because this will help you study better and in less time for your next test. Pay attention in class. Sometimes we go to class and start thinking about who knows what. You know what I am talking about right? Well, try to actually listen to what is going on in class, what the professor is saying and other people's questions as well. Another good study habits for students is to do homework at school. This is very rewarding for anyone because by the time you get home you will have more than enough time to enjoy what you like to do most without worrying about your assignment for the next day. Studying for tests and exams ahead of time is also a very good habit. If one knows a test is approaching the way then start going through ones notes today, read little by little every day so when the time comes one is prepared and ready to take on it. The above examples are only a few good study habits one could implement into ones routine (De Escobar, 2009).
Concentration. When our mind is focused, our energies are not dissipated on irrelevant activities or thoughts. This is why developing concentration is essential to anyone who aspires to take charge of his or her life. This skill is essential for every kind of success. Without it, our efforts get scattered, but with it, we can accomplish great things. Concentration has many uses and benefits. It assists in studying and understanding faster, improves the memory, and helps in focusing on any task, job, activity or goal, and achieving it more easily and efficiently. It is also required for developing psychic powers, and is a powerful tool for the efficient use of creative visualization. When this ability is developed, the mind obeys us more readily and does not engage in futile, negative thoughts or worries. We gain mental mastery and we experience true peace of mind. Concentration has many uses and benefits. It assists in studying and understanding faster, improves the memory, and helps in focusing on any task, job, activity or goal, and achieving it more easily and efficiently. It is also required for developing psychic powers, and is a powerful tool for the efficient use of creative visualization, Sasson (2012).
Time Management. According to Chambers (2009), student days are considered to be one of the busiest moments in our lives. Recitations, assignments, projects, and exams are the things that make students feel exhausted. Aside from that, there are work commitments and social events that they would like to attend. All of these competing demands influence time management. If the students do not have any idea about budgeting time and keeping a schedule they can easily spin out of control, get stressed out and fall into bad practices such as cramming or doing 'all nighters'. This gives rise to the importance of time management for students. Here are some positive benefits to learning student time management skills.
Firstly, academic time management can help the student better learn new material. By taking a steady and consistent approach he/se absorbs the material in small chunks so that he/she is better prepared when exam time comes around. Secondly, student time management also helps one for class preparation. Often concepts that are introduced in a previous class need to be properly understood in order to build a new understanding of concepts that are introduced. By allocating time to study material as one learns, one can improve class absorption rate and efficiency. Thirdly, student time management also ensures the structuring of commitments by priority. By properly scheduling requirements, one can avoid running into competing demands. This can happen if one is disorganized. Next, time management also allows setting aside time for leisure and social events. If one has priorities to attend to, one won't find the position of having to skip social events that one has been looking forward to. Moreover, student time management is a proactive approach to making best use of all available time. By knowing when to have breaks between classes one can set aside that time to attend to study commitments. By setting up a schedule this way one can get to take control of the day to day student requirements. This can help avoiding falling into the trap of 'goofing off' between classes and frees time at night for other activities. Getting started on student time management is often the most difficult task. Taking the time to learn this skill will pay dividends throughout college life and will also be a valuable skill one can take forward for managing life. Be prepared and learn is needed to know early in life to make the best use of time (Chambers, 2009).
Note Taking. Wax (2012) stated that note-taking is one of those skills that is rarely get taught. Teachers and professors assume either that taking good notes comes naturally or that someone else must have already taught students how to take notes. Teachers should have the concern if their students do not know how to take down notes whether the students are high school or elementary they should be guided to enhance their ability to take an effective, meaningful notes because nowadays it is consider as an important skill.. Not only do good notes help us recall facts and ideas we may have forgotten, the act of writing things down helps many of us to remember them better in the first place. The importance of note taking has never been greater. Today, when we are all always in a hurry, when we have to be everywhere in time, when we have to remember more than we can, note taking is crucial. Note taking is becoming more important than ever.
Unfortunately, no one can remember whatever he wants. Even the wisest person on the planet forgets more than he remembers, and besides that, half of what he thinks he knows is incorrect. Bearing those limits in mind, we have to understand that we need special habits in our everyday life, and those habits must keep us away from having all information in our memory. Because of that we have to use simple, and at the same time complicated method: note taking the fastest, the safest and the easiest way to improving our memory is to create a system of remainders and to write down everything that we have to remember. That is the main condition if we want to improve our efficiency at work. Most people who achieve some kind of success in their life used those methods. They always carried remainders and cards with them, because as we all know, paper doesn’t forget. If one wants to keep in consciousness something that one might need later and it has to be 100% correct, make notes of everything and organize notes correctly. That is even more important for those who have respectable positions and for those who have several jobs at the same time. That is the only way to get closer to the limits of our memory. And that is becoming more and more important as we are growing older (Wax, 2012).
The function of notes is not only to provide a record of information, however. Indeed, even if note taking is frequently used in situations where transmission of information is crucial, as in academic contexts (Armbruster, 2000), it is also frequent in everyday life and in many professional contexts (Hartley, 2002). In these situations, manipulating and anticipating relevant information are crucial, as in judging (Houdek Middendorf & Hoff Macan, 2002)
In academic contexts (secondary school and university), after several years of practice, students develop specific conceptions of the functions of note taking. These representations relate to the purposes of the notes (to record information, to concentrate, etc.), their content and structure (abbreviating procedures, structure of information, etc.) as well as the contextual factors (style of the teacher and how important information is signaled, kind of course, etc.) that mediate note taking (Badger, White, Sutherland, & Haggis, 2001).
When taking notes from lectures, students are very attentive to a variety of signals given by the lecturer to control comprehension (Titsworth, 2001). When taking notes from written documents, typographic and linguistics marks present in the text (title and headings, summarized statements, connectives, etc.) are used for selecting and structuring the information (Sanchez, Lorch, & Lorch, 2001).
Studies on the impact of note-taking strategies on recall and achievement in exams have shown that students not only learn when they review their notes, but also while they take their notes. Moreover, students also memorize during note taking, particularly when they engage in deep comprehension of the source (Williams & Eggert, 2002).
Notes can take many forms - oral, written, or electronic. At its deepest level, whatever the medium, note taking involves variations on and combinations of a few basic maneuvers, which Blair (2004) proposed to identify as the four Ss: storing, sorting, summarizing, and selecting
Homework. Kohn (2006) stated that there’s something perversely fascinating about educational policies that are clearly at odds with the available data. Huge schools are still being built even though we know that students tend to fare better in smaller places that lend themselves to the creation of democratic caring communities. Many children who are failed by the academic status quo are forced to repeat a grade even though research shows that this is just about the worst course of action for them. Homework continues to be assigned – in ever greater quantities – despite the absence of evidence that it’s necessary or even helpful in most cases. Finally, any theoretical benefit of practice homework must be weighed against the effect it has on students’ interest in learning. If slogging through worksheets dampens one’s desire to read or think, surely that wouldn’t be worth an incremental improvement in skills. And when an activity feels like drudgery, the quality of learning tends to suffer, too. That so many children regard homework as something to finish as quickly as possible – or even as a significant source of stress -- helps to explain why it appears not to offer any academic advantage even for those who obediently sit down and complete the tasks they’ve been assigned.
All that research showing little value to homework may not be so surprising after all. On the other hand, the more we learn about learning, the more willing we may be to challenge the idea that homework has to be part of schooling and learning process of the students (Kohn, 2006).
According to Newcombe (2010), homework is the bane of many children’s lives, but it does serve an important educational purpose and is helpful for parents to encourage a healthy attitude to homework from an early age. Going to school all day is enough for some children, so coming home and having to do more work isn’t much fun. However as much as they hate homework, it is an important part of their education and learning. It can be hard work cajoling children into sitting down and dutifully doing any homework they’ve been set, but in the long run it’s definitely worth persisting with it. As parents, you can play a role by trying to encourage a healthy attitude to homework. Rather than focusing on the negatives (having to sit down and work when they want to go out and play) try and help children see that homework can be fun. A meta-analysis conducted by Cooper (2001) revealed that for high school students the completion of at least one hour of homework per week was positively related to achievement. Homework can impact positively on the retention and understanding of knowledge and can improve study skills, attitudes toward school, and demonstrate that learning can take place outside of formal schooling (Corno, 2000). There is also a big impact to a learner in doing homework outside in the four corner of the institution. However, Good and Brophy (2003) cautioned that teachers must take care not to assign too much homework. They suggested that homework must be realistic in length and difficulty given the students' abilities to work independently. Gatto (2001) wrote in his book on teaching in America, “schooling is not education”. After-school, homework programs can provide students with the support they need to do well in school, but they should do so in ways that do not detract from the students’ opportunities to become involved in family and community activities.
Homework may increase each student’s involvement in learning, in applying specific skills and knowledge, and in conducting projects. Often in class, some students are hesitant to participate. Homework may be designed to engage all students in active learning, such as conducting and reporting experiments in science, writing essays, critiquing a book, or conducting other projects Another purpose of homework is to build student responsibility, perseverance, time management, self-confidence, and feelings of accomplishment; also to develop and recognize students’ talents in skills that may not be taught in class (Epstein, 2001).
The different purposes of homework are not mutually exclusive; homework may be designed to fulfill one or several purposes. For example, elementary and secondary teachers reported that they assign homework to help students learn, build study skills, and manage time (Muhlenbruck et al., 2000),
Corno and Xu (2004) call homework the job of childhood. By examining taped sessions and interviews with parents and students, they discovered that homework helped third graders learn responsibility and develop time-management and job-management skills. The students also learned to work on schoolwork when they did not want to and to adjust their attentiveness to the demands of a specific assignment. These and similar benefits, such as good study habits and independent learning, have been found by other researchers as well. Although not explicitly linked to achievement, it is logical to assume that these factors lead to improved achievement (Warton 2001).
Studies on homework have often focused on the links between amount of homework and academic achievement, with mixed results. Some researchers have indicated a positive relationship, some negative, and some have reported no relationship (Cooper & Valentine 2001). However, only a few studies have explored the links between homework and well-being (Kouzma & Kennedy 2002).
Reading. According to Dr. Kizlik (2010) a primary means by which you acquire information is through reading. In college you're expected to do much more reading than in high school. Don't assume just because you've "read" the assignments that is the end of it. You must learn to read with a purpose. In studying, you may read the same assignment three or four times, each time with a different purpose. You must know before you begin reading what your purpose is, and read accordingly.
According to Sofsian (2005) learning to read for a variety of purposes is essential to success in school and to learning in general. As an elementary student, your child may be asked to read for pleasure or he may be asked to read to learn new information. In both cases, solid reading skills are necessary for success. It is a well-known fact that when there were no televisions or computers, reading was a primary leisure activity. People would spend hours reading books and travel to lands far away-in their minds. The only tragedy is that, with time, people have lost their skill and passion to read. There are many other exciting and thrilling options available, aside from books. And that is a shame because reading offers a productive approach to improving vocabulary and word power. It is advisable to indulge in at least half an hour of reading a day to keep abreast of the various styles of writing and new vocabulary. It is observed that children and teenagers who love reading have comparatively higher IQs.
They are more creative and do better in school and college. It is recommended that parents to inculcate the importance of reading to their children in the early years. Reading is said to significantly help in developing vocabulary, and reading aloud helps to build a strong emotional bond between parents and children. The children who start reading from an early age are observed to have good language skills, and they grasp the variances in phonics much better. Reading helps in mental development and is known to stimulate the muscles of the eyes. Reading is an activity that involves greater levels of concentration and adds to the conversational skills of the reader. It is an indulgence that enhances the knowledge acquired, consistently. The habit of reading also helps readers to decipher new words and phrases that they come across in everyday conversations. The habit can become a healthy addiction and adds to the information available on various topics. It helps us to stay in-touch with contemporary writers as well as those from the days of yore and makes us sensitive to global issues. (Sofsian, 2005)
According to Denton and West (2002),children who recognize their letters, who are read to at least three times a week, who recognize their basic numbers and shapes, and who demonstrate an understanding of the mathematical concept of relative size as they enter kindergarten demonstrate significantly higher overall reading and mathematics knowledge and skills (in terms of an overall scale score) in the spring of kindergarten and the spring of first grade than children who do not have these resources.
In its entirety, the related studies showed that study habits have the following indicators: concentration, time management, note taking, homework, and reading. These, in turn, promote better achievements in learning.

Theoretical and Conceptual Framework
This study is anchored on the viewpoint of Simons, Dewitte, and Lens (2004) which stated that students who are highly motivated will have better study habits. Moreover, Rasul (1968) and Shafiq (1979) supported that study habits also have a positive relationship with the learning of students, which result into better achievements. The students may fail to maintain higher level of achievements due to a particular study habit. It is, therefore, desirable that the students should be motivated toward such habits of study by which they may score good grades with better understanding of the subject matter.
Popham and Moore (1960), Webster (1977), and Salami (1987) found that study habits and achievement motivation are positively related. Also, research has indicated that high motivation can help a person achieve high academic performance in school subjects, including English (Birkmaier, 1973;,Gardner & Lambert, 1972). lt then follows that if a person's achievement motivation is adequately stimulated, his or her study habits are likely to improve and, consequently, academic performance should improve.
According to the self-determination theory (Ryan and Deci,1985), there are two general types of motivation, one based on intrinsic interest in the activity per se and the other based on rewards extrinsic to the activity itself. These types of motivation are not categorically different, but rather lie along a continuum of self determination. Nonis and Hudson (2010) found that study habits such as concentration, time management, note taking, homework, and reading study materials would have a significant direct relationship with academic performance of the students. Figure 1 Conceptual Framework, shows the variables of the study. The independent variable is the level of motivation with its indicators namely: extrinsic motivation and intrinsic motivation (Deci & Ryan, 1985; 2000). The dependent variable is the study habits. The indicators of this variable are concentration, time management, note taking, homework, and reading (Source: Nonis, S. A., & Hudson, G. I. 2010).

Significance of the Study
This study will aim to determine the interplay of the level of motivation and study habits of Maa National High School students. With this study, we will be hoping to contribute to the development of effective instruction not only to the students of Maa National High School but to the whole Philippines as well. Specifically, it will aim to benefit of the following:
School administrators. This study will help the school administration to develop or adopt programs and activities that will enhance the level of motivation and effective study habits among High School Students.
Teachers. This study will help the teachers to develop different strategies and activities targeting the enhancement of level of motivation and developing study habits among High School Students.
Students. This study will help the students to enhance their level of motivation that will eventually encourage them to develop their study habits for the success of their learning process.

Definition of Terms

The following terms are defined operationally in this study. Motivation. In this study, this refers to the level of motivation of the Maa National High School students. Motivation is described in terms of Intrinsic and Extrinsic Motivation. Study Habits. In this study, this refers to the level of study habits of Maa National High School students. Study habits are described in terms of concentration, time management, note taking, homework, and reading.

Independent Variable Dependent Variable

Motivation * Intrinsic * Extrinsic

Study habits * Concentration * Time management * Note taking * Homework * Reading

Fig. 1. The Conceptual Framework of the Variables of the Study

Chapter 2

METHOD

This chapter contains the research design, research subjects, research instruments and the data gathering procedure that will be used in the conduct of the study and statistical instrument to be listed.

Research Design

The researchers will employ descriptive-correlational method in the study. Descriptive correlational research as cited by Lomax and Li (2006) ,investigates a range of factors, including the nature of the relationship between two or more variables and the theoretical model that might be developed and tested to explain these resultant correlations.
This method of research will help the researchers determine the prevailing conditions and intellectual factors and practices which will enable the researchers to seek accurate descriptions of the correlation between variables. Hence, it is very important that this method will be utilized in finding out the correlation between the Level of motivation and study habits of Maa National High School students. In this study, motivation which will be identified in terms of intrinsic and extrinsic motivation and study habits which will be identified in terms of concentration, time management, note taking, homework, and reading, will be correlated to determine their relationship.

Research Subjects The respondents will be the students of Maa National High School, Maa, Davao City enrolled during the school year 2012-2013. The said respondents will be chosen by the researchers due to the low level of study habits of the respondents observed by the researchers as they were deployed for their FS class in Maa National High School. There will be 10 respondents per year level or a total of 40 respondents in all year level. The selection of the respondents is based on quota sampling. This sampling method is anchored to the theory of Gay and Diehl (1992) which stated that 30 respondents are enough to establish the existence and non-existence of relationship of variables. The total number of respondents will be determined through the list of students which will be obtained by the researcher from the Admission Office at Maa National High School. Moreover, the researcher prefers to conduct the study in the said location because of its accessibility. The educational institution where the study will be conducted is within the area of Davao City.

Table 1
Number of the Respondents per Year level

Year level | Number of Respondents | Percentage | First year | 10 | 25% | Second year | 10 | 25% | Third year | 10 | 25% | Fourth year | 10 | 25% | TOTAL | 40 | 100% |

Research Instruments
The study will use test questionnaires in gathering data. For this purpose, a group of experts will validate the data that will be gathered to establish the index of reliability.
There will be two sets of test data gathering instrument. Both are adapted from different sources: a questionnaire of Lepper,Corpus, & Iyengar (2005) and Study Skill Inventory questionnaire developed by Dennis H. Congos (2010), formerly of Central Piedmont Community College, Charlotte, North Carolina. The first part of the instrument will measure the level of motivation in terms of intrinsic and extrinsic motivation. The research instrument will consist of ten items where each indicator has five statements. The respondents will choose either of the following: always, often, sometimes, seldom and never, and then put a check on the column that corresponds to the level of motivation which will be based on their personal observation.
The second set of the data gathering instrument will be the questionnaire for study habits which will be described in terms of concentration, time management, note taking, homework, and reading. The test questionnaire will have five questions for each indicator. The respondents again will choose from always, often, sometimes, seldom and never and put a check on the corresponding column which will be based on the level of study habits that they are experiencing. Appendix A shows the questionnaires of this study.
To determine the level of motivation of the respondents, the following criteria will be used: Mean | Level | Description | 4.20-5.00 | Very high | The respondents always have high level of motivation. | 3.40-4.19 | High | The respondents often have high level of level of motivation. | 2.60-3.39 | Moderate/Average | The respondents sometimes have high level of motivation. | 1.80-2.59 | Low | The respondents seldom have high level of motivation. | 1.00-1.79 | Very low | The respondents do not have high level of motivation. |

To determine the level of study habits of the respondents, the following criteria will be used: Mean | Level | Description | 4.20-5.00 | Very high | The respondents always engage in study habits in terms of concentration, time management, note taking, homework, and reading | 3.40-4.19 | Highc | The respondents often engage in study habits in terms of concentration, time management, note taking, homework, and reading. | 2.60-3.39 | Moderate/Average | The respondents sometimes engage in study habits in terms of concentration, time management, note taking, homework, and reading. | 1.80-2.59 | Low | The respondents seldom engage in study habits in terms of concentration, time management, note taking, homework, and reading. | 1.00-1.79 | Very low | The respondents do not engage in study habits in terms of concentration, time management, note taking, homework, and reading. |
Data Gathering Procedure In gathering the data, the researchers will undergo the following procedures. 1. Asking permission to conduct the study. The researchers will write a letter to Dr. Marilou T. Lozarita, Dean of Teacher Education Department, to ask permission for the conduct of the study and for the administration of test questionnaires to the respondents. Another letter will be made to request for the total number and list of High School students of Maa National High School students enrolled for the first semester of school year 2012-2013. After the approval, the researchers will write a separate letter to their validators, editor and statistician. 2. Administrating the test questionnaire. The researchers will personally administer the test questionnaires to the respondents and will provide them with clear instructions on how to answer. The respondents may answer the test questionnaire at their convenient time and place within the school campus. 3. Retrieving the questionnaire. The questionnaires will be retrieved on the same day of the administration. Data that will be extracted from the questionnaires will be classified, organized and tabulated accordingly.

Statistical Treatment of Data
For the purpose of analysis and interpretation, the responses to the terms on the questionnaires will be tallied and recorded accordingly and the following assessment tools will be used:
Mean. This will be used to describe the level of motivation and study habits of the respondents. Pearson Product-Moment Correlation. This will be used to determine the level of relationship existing between the level of motivation and study habits of the respondents.

Chapter 3
PRESENTATION AND ANALYSIS OF FINDINGS

The data gathered from the respondents were analyzed and interpreted and presented in this section. These were presented under the following headings: level of motivation and study habits of Maa National high school students, and significant relationship between level of motivation and study habits of Maa National high School students.

Level of motivation of Maa National High School Students One of the purposes of this study was to determine the Level of motivation of Maa National High School Students. The data in Table 1 show the mean scores of Level of motivation of Maa National High School Students in terms of extrinsic and intrinsic motivation. The overall mean for the level of self-esteem of the students is 3.58 which belong to the high level. This means that the respondents often have high level of motivation.
Intrinsic. Data revealed that the mean score of the respondents in intrinsic is 3.89 with a high descriptive level. This means that the intrinsic motivation is manifested in the students of Maa National High School students. This further proves the theory of Noels, et.al (2000) that intrinsic motivation-knowledge is the motivation for doing an activity for the feelings associated with exploring new ideas and developing knowledge. This further explains that the respondents have a high willingness to learn their lessons without any rewards for themselves. In additional, the respondents believe that being motivated can help them to improve their study habits.

Table 2

Level of Motivation of Maa National High School Students

Indicator | Mean | Description | Extrinsic | 3.29 | Average | Intrinsic | 3.89 | High | Overall | 3.58 | High |

Extrinsic. The level of mean score of the respondents in the extrinsic motivation is only 3.29. The Interpretations from the results of the study conducted by the researchers suggests that the respondents' level of extrinsic motivation is verifiably average. This therefore implies that respondents receiving reward for having good grades are not has a great impact to their study habits which was further supported by Schop (2009) , when he stated that extrinsic motivation provides the individual satisfaction in performing a task that even if the individual doesn’t really like doing it.

Level of Study Habits of Maa National High School
The level of study habits is measured through the indicators, namely: concentration, time management, note taking, homework and reading. Table 3 shows the overall mean of 3.46 which is described as high. This means that the respondents manifest study habits in their concentration, time management, note taking, homework and reading.
Concentration. The mean score of respondents in concentration is 3.67 which is described as high. This means that concentration is manifested always. This explains that the Students of Maa National High School have gave enough concentration in their studies. And it further contributes to the achievement of the learning of the students to which they focuses on their studies in every subjects that they have. It was also proved by the study of Sasson (2012) which stated that concentration in the studies of the students will give improvement to their learning and it also helps focusing on any task that teachers might employ.

Table 3
Levels of Study Habits of Maa National High School Students Indicator | Mean | Description | Concentration | 3.67 | High | Time Management | 3.16 | Average | Note Taking | 3.48 | High | Homework | 3.48 | High | Reading | 3.52 | High | Overall | 3.46 | High |
Time Management. The data gathered in this study reveals that the respondents have a mean scale of 3.16 which is described as average. This means that respondents sometimes engage time management to their study habits. This explains that the students of Maa National High School have less time management in which can help to enhance their study habits. As it was attested by Chambers (2009) that managing time can ideally give better learning of the new materials for student to scan because of the time management they prioritize.
Note Taking. Data revealed also that the mean score of note taking of the students is 3.48 which is described as high. This means that Note taking is manifested oftentimes. This explains that the students of Maa National High School have high result on note taking in terms of study habits because they are more particular in taking important ideas that the teacher discusses. They also bring their notebooks averywhere in order to take notes easily for them to supplement in their study. Moreover, they also required by their teacher to take down notes every during the discussion to enhance their skill in effective note taking. As attested by Wax (2012) which stated that note-taking should be taught by the teachers either elementary or high school, they should be guided to enhance their ability to take an effective, meaningful notes because nowadays it is consider as an important skill.
Homework. In this indicator, the mean rating is 3.48 which is described high. This means that the students’ homework making is manifested oftentimes. This further explains that the students are frequently engaged in doing homework assignments. Teachers gives homework to become more challenging the learning process of the students though sometimes students take it as annoying because it will just take another time to answer, as attested by Newcombe (2010), homework is the bane of many children’s lives, but it does serve an important educational purpose and is helpful for parents to encourage a healthy attitude to homework from an early age. Going to school all day is enough for some children, so coming home and having to do more work isn’t much fun. However as much as they hate homework, it is an important part of their education and learning. It can be hard work cajoling children into sitting down and dutifully doing any homework they’ve been set, but in the long run it’s definitely worth persisting with it. This was supported by Kohn, (2006) which stated that homework furnish learning become more challenging to the part of the student learning process.
Reading. The mean score of the respondents in their reading performance is 3.52 which is described as high. This means that reading often manifest to the study habits of the students. Furthermore students are eager to read their reading material that will serve as their advance study or recap to what they have learned inside or outside the school. Students also need to read because they want to acquire enough knowledge to enhance their learning. This was attested by Kizlik (2010) that the primary means in which can acquire information and more learning is through reading ,this further says that students are expected to read and read their vacant hours than spending time not wisely.

Significance of the Relationship between Level of Motivation and Study Habits of National High Students

The main intention of this study is to find out if the level of motivation is considerably an influencing factor in determining the study habits among the secondary students of Maa National High School. Result of the statistical tests of the significant relationship between the variables understudy is reflected in Table 4.
The total result gathered from the preceding tabulations strongly suggests that there is a significant relationship between the two variables of this study. Furthermore, the null hypothesis is rejected since the computed P–value of 0.000 is far lesser than the cut–off value which is 0.05 level. Consequently, the relationship is statistically significant which barely implies that motivation has a something to do with their study habits.
The result of this study corroborates the theory Simons, Dewitte, And Lens (2004) which states that students who are highly motivated will have better study habits and it is therefore, desirable that the students should be motivated toward such habits of study by which they may score good grades with better understanding of the subject matter as formulated by Rasul (1968) and Shafiq (1979). lt then follows that if a person's achievement motivation is adequately stimulated, his or her study habits are likely to improve and, consequently, academic performance should improve as supported by (Birkmaier, 1973;,Gardner & Lambert, 1972). Hence, motivational level were extensively contributory to the study habits as its dependent variable

Table 4

Significance of the Relationship between Motivation and Study Habits Maa National High School Students

Independent Variables | Dependent Variables | P-value | r-value | r2 | Decision | Extrinsic | Concentration | 0.002 | 0.485 | 23.52% | Reject | | Time Management | 0.161 | | | Accept | | Note Taking | 0.740 | | | Accept | | Homework | 0.017 | 0.374 | 13.99% | Reject | | Reading | 0.154 | | | Accept | Intrinsic | Concentration | 0.000 | 0.727 | 52.85% | Reject | | Time Management | 0.000 | 0.547 | 29.93% | Reject | | Note Taking | 0.000 | 0.568 | 32.26% | Reject | | Homework | 0.000 | 0.595 | 35.40% | Reject | | Reading | 0.000 | 0.667 | 44.49% | Reject | OVERALL | 0.000 | 0.658 | 43.30% | Reject |

P ≤ 0.05 Significant

Percentage of Influence The overall r2 from the basis of the two variables is 43.30%. This represents that the pie chart below is the overall value of the study habits, therefore the 43.30% which is the motivation influence the study habits and the rest 56.70% are the other factors which can also influence study habits of the student. This further explains that, it is not only the level motivation of the students that can significantly support to improve their study habits but they also need to consider other factors though motivation have a huge impact to the percentage of influence.

Table 5

Motivation- 43.30%
Other Factors- 56.70%

Chapter 4
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter contains the summary of findings, conclusion and recommendations of the data gathered from the responses of Maa National High School Students.
The objective of this study was to determine the significance of the relationship between level of motivation and study habits of Maa National High School Students enrolled in the school year 2011-2012. Specifically, it sought answers to the following questions:
1. What is the level of Motivation of Maa National High School Students in terms of:
1.1 Extrinsic,
1.2 Intrinsic
2. What is the level of study habits of Maa National High School Students in terms of:
2.1 Concentration
2.2 Time management
2.3 Note taking
2.4 Homework
2.5 Reading
3. Is there a significant relationship between level of motivation and study habits of Maa National High School Students?
The following null hypothesis was tested at .05 alpha level of significance: Ho1: There is a significant relationship between level of motivation and study habits of Maa National High School Students.
The findings of the study were summarized as follows:
1. The mean score of the respondents’ motivation with its indicators namely, extrinsic was 3.29, intrinsic 3.89. The over-all mean score for Motivation of the respondent was 3.58 described as high.
2. The results of the study showed that the mean score of study habits in terms of concentration was 3.67, time management was 3.16, note taking was 3.48, homework was 3.48 and in terms of reading was 3.52. The over-all mean score for study habits was 3.46 described as high.
3. The R-value for motivation and study habits which is less than the 0.05 alpha level significance, hence, the hypothesis of the study is rejected.

Conclusion Based on the foregoing findings, the following conclusions are drawn: 1. The level of motivation of Maa National High School Students. 2. The level of study habits of Maa National High School Students. 3. There is a significant relationship between level of motivation and study habits of Maa National High School Students.

Recommendations Based on the foregoing findings and conclusions, the following recommendations are offered:
1. The school administrators should conduct and include quarterly meetings, programs, tasks and syllabus, for teachers and parents, designed to disseminate, emphasize and implement the cruciality of motivation to students.
2. The teachers should be more insightful to the students need for motivation and therefore soliciting ways from students, other schools, psychologist and experts on ways to elicit motivation from students out from the materials, tasks, designs and approaches of teaching focusing on the area of time-management and note-taking.
3. The high school students should strive more to keep himself/herself motivated in studying specially building up the field of time-management and note-taking.
4. Further study may be conducted to address other factors not included in this study which may have an influence in the study habits of the students.

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