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Study Habits

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Chapter IV
Presentation, Analysis and Interpretation of Data
This chapter deals with the presentation, analysis, and interpretation of data gathered from the responses of the 271 respondents. The data are presented by tables and discussion of findings on the mainly on the problem of the study.

Table 1
Age
Number of respondents Percentage

15-17 73 26.94
18-20 155 57.20
21 up 43 15.86
Total 271 100%

This table shows that 73 respondents or 26.94% out of 271 respondents from first year to third year has the age of 15-17, 155 respondents or 57.20% out of 271 respondents has the age of 18-20, and 43 respondents or 15.86% out of 271 respondents has the age of 21 and above.

Gender Number of respondents Percentage

male 57 21.03 female 214 78.96
Total 271 100%
Table 2

This table shows that 57 respondents or 21.03% out of 271 respondents from first year to third year are male and 214 respondents or 78.96% out of 271 respondents are female.

Part I
Question #1 Number of respondents Percentage
First year 92 33.95
Second year 79 29.15
Third year 100 36.90
Total 271 100%

This table shows that 92 respondents or 33.95% out of 271 respondents are first year, 79 respondents or 29.15% are second year, and 92 respondents or 33.95% are third year.
Question #2 Number of respondents Percentage Public 266 98.15 Private 5 1.85 Total 271 100%

This table shows that 266 respondents or 98.15% out of 271 respondents are from public school, 5 respondents or 1.85% is from private school.
Question #3 Number of respondents Percentage
1-3 147 52.03
4-6 89 31.37
7-10 35 16.61
Total 271 100%

This table shows that 147 respondents or 52.03% out of 271 respondents have 1 to 3 siblings, 89 respondents or 31.37% have 4 to 6 siblings, and 35 respondents or 16.61% have 7 to 10 siblings.
Question #4 Number of respondents Percentage
Elementary level 54 19.93
Secondary level 111 40.96
College level 106 39.11
Total 271 100%

This table shows that 54 respondents or 19.93% out of 271 respondents have parents that are elementary level, 111 respondents or 40.96% have parents that are secondary level, and 106 respondents or 39.11% have parents that are college level.
Question #5 Number of respondents Percentage
P1, 999.00 and below 45 16.61
P2, 000.00 to P5, 000.00 89 32.84
P5, 001.00 to P8, 000.00 108 39.85
P8,001.00 to P11, 000.00 29 10.70 Total 271 100%

This table shows that 45 respondents or 16.61% out of 271 respondents have both parents that have monthly income of P1,999.00 and below, 89 respondents or 32.84% have both parents that have monthly income of P2,000.00 to P5,000.00, 108 respondents or 39.85% have both parents that have monthly income of 5,001.00 to P8,000.00, and 29 respondents or 10.70% have both parents that have monthly income of 8,001.00 to P11,000.00.

Question #6 Number of respondents Percentage one month 0 0 one week 47 17.34 two weeks 10 3.69 a day before 96 35.42 a night before 118 43.84
Total 271 100%

This table shows that no one answered one month of advance studying before exam, 47 respondents or 17.34% are studying in advance by one week before exam, 10 respondents or 3.69% are studying in advance by two week before exam, 96 respondents or 35.42% are studying a day before exam, and 118 respondents or 43.84% are studying a night before exam.
As the above mentioned the highest percentage (43.54%) which is a night before is also preferred by our interviewee as their study habit.
According to Cynthia Clumeck Muchnick, MA (2010), if you are preparing for only one exam and you have plenty of time to study, you can be flexible in your schedule. If you are studying for several exams in a brief time period, however, you need to create a strict schedule for yourself and devote certain hours each day to the study of specific subjects. To provide enough time to study, you should begin studying about five to seven days before the examination.

Question #7 Number of respondents Percentage
Morning (6am-noon) 60 22.14
Afternoon (noon-6pm) 23 8.49
Evening (6pm-9pm) 128 47.23
Night (9pm-12midnight) 45 16.61
Late night (12am-6am) 15 5.54
Total 271 100%

This table shows that 60 respondents or 22.14% out of 271 respondents are studying in the morning, 23 respondents or 8.49% are studying in the afternoon, 128 respondents or 47.23% are studying in the evening, 45 respondents or 16.61% are studying at night, and 15 respondents or 5.54% are studying at late night.
Most of the students preferred to study in the evening (6pm-9pm) for it is their only time to study.
According to Mark Pennington (2009), while some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better in the evening
Question #8 Number of respondents Percentage
20 - 24 hrs. 35 12.92
15 - 19 hrs. 49 18.08
10 - 14 hrs. 46 16.97
5 - 9 hrs. 64 23.62
1 - 4 hrs. 77 28.41
Total 271 100%

This table shows that 35 respondents or 12.92% out of 271 respondents are studying 20-24 hrs. a week for exam, 49 respondents or 18.08% are studying 15-19 hrs. a week for exam, 46 respondents or 16.97% are studying 10-14 hrs. a week for exam , 64 respondents or 23.62% are studying are studying 5-9 hrs. a week for exam , and 77 respondents or 28.41% are studying 1-4 hrs. a week for exam.
Based on the above data, the highest percentage which is 1-4 hours (28.41%) is not what our interviewee chose, because according to them, they have set three hours of studying before the exam.
According to Grace Fleming (2007), there is no right time for everyone, because it’s not really a matter of how long you study, it’s how effectively you study that really matters.

Question #9 Number of respondents Percentage
Bedroom 188 69.37
Library 61 22.51
Coffee shop 0 0
Others 22 8.12
Total 271 100%

This table shows that 188 respondents or 69.37% out of 271 respondents are studying in the bedroom, 61 respondents or 22.51% are studying in the library, no one is studying in the coffee shop, and 22 respondents or 8.12% are studying in other places where they are comfortable to study.
Almost students preferred bedroom a place for studying for it is where they can study without any distractions.
According to Carmen Ramsey and Aly Witter (2010), to create your ideal study environment, start by choosing an appropriate location to work. Once you’ve decided on a location, pick a spot that seems comfortable to you. Keep in mind that comfy places like beds and sofas might be more conducive to sleeping than studying, so don’t get too comfortable.

Question #10 Number of respondents Percentage
Exercise 0 0
Watching tv/ movie 169 62.36
Surfing the net 34 12.55
Napping 47 17.34
Socializing 11 4.06
Playing video games 0 0
Having snacks 10 3.69
Others 0 0
Total 271 100%

This table shows that no one exercise as a study break, 169 respondents or 62.36% are watching TV/ movie as a study break, 34 respondents or 12.55% are surfing the net as a study break, 47 respondents or 17.34% are napping as a study break, 11 respondents or 4.06% are socializing as a study break, no one is playing video games, 10 respondents or 3.69% are having snacks as a study break.
The data shows that watching TV or movie is what students preferred to be their favorite study break in order for them to relax theirselves.
According to Grace Fleming (2007), sometimes you just need some good old-fashioned vegging out in front of the TV or computer. Give yourself one 30-minute episode of your favorite show before getting back to more cerebral pursuits.

Question #11 Number of respondents Percentage
With turned on music 152 56.09
Talking while studying 54 19.93
Watching TV/ movie 60 22.14
Others 5 1.86
Total 271 100%

This table shows that 152 respondents or 56.09% out of 271 respondents are compatible with turned on music while studying, 54 respondents or 19.93% are compatible with talking while studying, 60 respondents or 22.14% are compatible with watching tv/ movie while studying, and 5 respondents or 1.86% are compatible with different environment.
Students are compatible with turned on music while studying for it can relax their minds.
According to Carmen Ramsey and Aly Witter (2010), some students prefer complete quiet, while others like soft background music or ambient noise.

Question #12 Number of respondents Percentage
Too much noise 168 61.99
Lack of interest 74 27.31
Forced to study 29 10.70
Total 271 100%

This table shows that 168 respondents or 61.99% out of 271 respondents are affected with too much noise while studying, 74 respondents or 27.31% are affected with lack of interest to study, 29 respondents or 10.70% are affected when they are forced to study.
Too much noise can really affect the focus of the students in studying for it is very distracting.
According to Cynthia Clumeck Muchnick, MA (2010). The environment around you is just an important is knowing the type of learner you are. The general theory that most children hear growing up is to “find a nice quiet place to study”. While this type of environment may work for some, it won’t for others. As with learning styles, different people find different environments more suitable to their needs. If you are the type of person that finds that “too much” silence is more distracting than a little background noise, then studying at a library is not for you. The opposite is also true.
Question #13 Number of respondents Percentage
Repeating points out loud 89 32.84
Writing index/ flashcards 49 18.08
Writing outlines 47 17.34
Highlighting text 55 20.30
Studying as a group 28 10.33
Going to review sessions 3 1.11
Others 0 0
Total 271 100%

This table shows that 89 respondents or 32.84% out of 271 respondents are repeating points out loud as a favorite way to study, 49 respondents or 18.08% are writing index/ flashcards, 47 respondents or 17.34% are writing outlines, 55 respondents or 20.30% are highlighting text, 28 respondents or 10.33% are studying as a group, 3 respondents or 1.11% are going to review sessions.
Repeating points out loud can help for their retention and by repeating it vocally helps them to remember what they have studied.
Question #14 Number of respondents Percentage
Poor 0 0
Good 263 97.04
Very good 8 2.95
Total 271 100%

This table shows that 263 respondents or 97.04% out of 271 respondents are having good study habits, and 8 respondents or 2.95% are having a very good study habits.
Students have said they have good study habit for they have average grades in the exam results.

Question #15 Numbaer of respondents Percentage

Yes 254 93.73
No 17 6.27
Total 271 100%

This table shows that 254 respondents or 93.73% are being stressed before the exam time, and only 17 respondents or 6.27% are not being stressed before the exam time.
They feel stressed leading up to exam time for they were pressured because sometimes they get mental block by nervousness. To relieve stress they will go out with friends and have fun.
According to Shadiya Baqutayan (2009), exam stress is an unfortunate part of life for many in school. Students getting ready for exams often feel a lot of pressure, which can result in nervousness and anxiety.

According to Cynthia Clumeck Muchnick, MA (2010), if you are preparing for only one exam and you have plenty of time to study, you can be flexible in your schedule. If you are studying for several exams in a brief time period, however, you need to create a strict schedule for yourself and devote certain hours each day to the study of specific subjects. To provide enough time to study, you should begin studying about five to seven days before the examination.
The environment around you is just an important is knowing the type of learner you are. The general theory that most children hear growing up is to “find a nice quiet place to study”. While this type of environment may work for some, it won’t for others. As with learning styles, different people find different environments more suitable to their needs. If you are the type of person that finds that “too much” silence is more distracting than a little background noise, then studying at a library is not for you. The opposite is also true.
According to Mark Pennington (2009), while some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better in the evening
According to Carmen Ramsey and Aly Witter (2010), some students prefer complete quiet, while others like soft background music or ambient noise.To create your ideal study environment, start by choosing an appropriate location to work. Once you’ve decided on a location, pick a spot that seems comfortable to you. Keep in mind that comfy places like beds and sofas might be more conducive to sleeping than studying, so don’t get too comfortable.
According to Shadiya Baqutayan (2009), exam stress is an unfortunate part of life for many in school. Students getting ready for exams often feel a lot of pressure, which can result in nervousness and anxiety.
According to Grace Fleming (2007), sometimes you just need some good old-fashioned vegging out in front of the TV or computer. Give yourself one 30-minute episode of your favorite show before getting back to more cerebral pursuits. There is no right time for everyone, because it’s not really a matter of how long you study, it’s how effectively you study that really matters.
According to Mark Pennington (2009), while some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better in the evening.

Chapter IV
Presentation, Analysis and Interpretation of Data
This chapter deals with the presentation, analysis, and interpretation of data gathered from the responses of the 271 respondents. The data are presented by tables and discussion of findings on the mainly on the problem of the study.

Table 1
Age
Number of respondents Percentage

15-17 73 26.94
18-20 155 57.20
21 up 43 15.86
Total 271 100%

This table shows that 73 respondents or 26.94% out of 271 respondents from first year to third year has the age of 15-17, 155 respondents or 57.20% out of 271 respondents has the age of 18-20, and 43 respondents or 15.86% out of 271 respondents has the age of 21 and above.

Gender Number of respondents Percentage

male 57 21.03 female 214 78.96
Total 271 100%
Table 2

This table shows that 57 respondents or 21.03% out of 271 respondents from first year to third year are male and 214 respondents or 78.96% out of 271 respondents are female.

Part I
Question #1 Number of respondents Percentage
First year 92 33.95
Second year 79 29.15
Third year 100 36.90
Total 271 100%

This table shows that 92 respondents or 33.95% out of 271 respondents are first year, 79 respondents or 29.15% are second year, and 92 respondents or 33.95% are third year.
Question #2 Number of respondents Percentage Public 266 98.15 Private 5 1.85 Total 271 100%

This table shows that 266 respondents or 98.15% out of 271 respondents are from public school, 5 respondents or 1.85% is from private school.
Question #3 Number of respondents Percentage
1-3 147 52.03
4-6 89 31.37
7-10 35 16.61
Total 271 100%

This table shows that 147 respondents or 52.03% out of 271 respondents have 1 to 3 siblings, 89 respondents or 31.37% have 4 to 6 siblings, and 35 respondents or 16.61% have 7 to 10 siblings.
Question #4 Number of respondents Percentage
Elementary level 54 19.93
Secondary level 111 40.96
College level 106 39.11
Total 271 100%

This table shows that 54 respondents or 19.93% out of 271 respondents have parents that are elementary level, 111 respondents or 40.96% have parents that are secondary level, and 106 respondents or 39.11% have parents that are college level.
Question #5 Number of respondents Percentage
P1, 999.00 and below 45 16.61
P2, 000.00 to P5, 000.00 89 32.84
P5, 001.00 to P8, 000.00 108 39.85
P8,001.00 to P11, 000.00 29 10.70 Total 271 100%

This table shows that 45 respondents or 16.61% out of 271 respondents have both parents that have monthly income of P1,999.00 and below, 89 respondents or 32.84% have both parents that have monthly income of P2,000.00 to P5,000.00, 108 respondents or 39.85% have both parents that have monthly income of 5,001.00 to P8,000.00, and 29 respondents or 10.70% have both parents that have monthly income of 8,001.00 to P11,000.00.

Question #6 Number of respondents Percentage one month 0 0 one week 47 17.34 two weeks 10 3.69 a day before 96 35.42 a night before 118 43.84
Total 271 100%

This table shows that no one answered one month of advance studying before exam, 47 respondents or 17.34% are studying in advance by one week before exam, 10 respondents or 3.69% are studying in advance by two week before exam, 96 respondents or 35.42% are studying a day before exam, and 118 respondents or 43.84% are studying a night before exam.
As the above mentioned the highest percentage (43.54%) which is a night before is also preferred by our interviewee as their study habit.
According to Cynthia Clumeck Muchnick, MA (2010), if you are preparing for only one exam and you have plenty of time to study, you can be flexible in your schedule. If you are studying for several exams in a brief time period, however, you need to create a strict schedule for yourself and devote certain hours each day to the study of specific subjects. To provide enough time to study, you should begin studying about five to seven days before the examination.

Question #7 Number of respondents Percentage
Morning (6am-noon) 60 22.14
Afternoon (noon-6pm) 23 8.49
Evening (6pm-9pm) 128 47.23
Night (9pm-12midnight) 45 16.61
Late night (12am-6am) 15 5.54
Total 271 100%

This table shows that 60 respondents or 22.14% out of 271 respondents are studying in the morning, 23 respondents or 8.49% are studying in the afternoon, 128 respondents or 47.23% are studying in the evening, 45 respondents or 16.61% are studying at night, and 15 respondents or 5.54% are studying at late night.
Most of the students preferred to study in the evening (6pm-9pm) for it is their only time to study.
According to Mark Pennington (2009), while some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better in the evening
Question #8 Number of respondents Percentage
20 - 24 hrs. 35 12.92
15 - 19 hrs. 49 18.08
10 - 14 hrs. 46 16.97
5 - 9 hrs. 64 23.62
1 - 4 hrs. 77 28.41
Total 271 100%

This table shows that 35 respondents or 12.92% out of 271 respondents are studying 20-24 hrs. a week for exam, 49 respondents or 18.08% are studying 15-19 hrs. a week for exam, 46 respondents or 16.97% are studying 10-14 hrs. a week for exam , 64 respondents or 23.62% are studying are studying 5-9 hrs. a week for exam , and 77 respondents or 28.41% are studying 1-4 hrs. a week for exam.
Based on the above data, the highest percentage which is 1-4 hours (28.41%) is not what our interviewee chose, because according to them, they have set three hours of studying before the exam.
According to Grace Fleming (2007), there is no right time for everyone, because it’s not really a matter of how long you study, it’s how effectively you study that really matters.

Question #9 Number of respondents Percentage
Bedroom 188 69.37
Library 61 22.51
Coffee shop 0 0
Others 22 8.12
Total 271 100%

This table shows that 188 respondents or 69.37% out of 271 respondents are studying in the bedroom, 61 respondents or 22.51% are studying in the library, no one is studying in the coffee shop, and 22 respondents or 8.12% are studying in other places where they are comfortable to study.
Almost students preferred bedroom a place for studying for it is where they can study without any distractions.
According to Carmen Ramsey and Aly Witter (2010), to create your ideal study environment, start by choosing an appropriate location to work. Once you’ve decided on a location, pick a spot that seems comfortable to you. Keep in mind that comfy places like beds and sofas might be more conducive to sleeping than studying, so don’t get too comfortable.

Question #10 Number of respondents Percentage
Exercise 0 0
Watching tv/ movie 169 62.36
Surfing the net 34 12.55
Napping 47 17.34
Socializing 11 4.06
Playing video games 0 0
Having snacks 10 3.69
Others 0 0
Total 271 100%

This table shows that no one exercise as a study break, 169 respondents or 62.36% are watching TV/ movie as a study break, 34 respondents or 12.55% are surfing the net as a study break, 47 respondents or 17.34% are napping as a study break, 11 respondents or 4.06% are socializing as a study break, no one is playing video games, 10 respondents or 3.69% are having snacks as a study break.
The data shows that watching TV or movie is what students preferred to be their favorite study break in order for them to relax theirselves.
According to Grace Fleming (2007), sometimes you just need some good old-fashioned vegging out in front of the TV or computer. Give yourself one 30-minute episode of your favorite show before getting back to more cerebral pursuits.

Question #11 Number of respondents Percentage
With turned on music 152 56.09
Talking while studying 54 19.93
Watching TV/ movie 60 22.14
Others 5 1.86
Total 271 100%

This table shows that 152 respondents or 56.09% out of 271 respondents are compatible with turned on music while studying, 54 respondents or 19.93% are compatible with talking while studying, 60 respondents or 22.14% are compatible with watching tv/ movie while studying, and 5 respondents or 1.86% are compatible with different environment.
Students are compatible with turned on music while studying for it can relax their minds.
According to Carmen Ramsey and Aly Witter (2010), some students prefer complete quiet, while others like soft background music or ambient noise.

Question #12 Number of respondents Percentage
Too much noise 168 61.99
Lack of interest 74 27.31
Forced to study 29 10.70
Total 271 100%

This table shows that 168 respondents or 61.99% out of 271 respondents are affected with too much noise while studying, 74 respondents or 27.31% are affected with lack of interest to study, 29 respondents or 10.70% are affected when they are forced to study.
Too much noise can really affect the focus of the students in studying for it is very distracting.
According to Cynthia Clumeck Muchnick, MA (2010). The environment around you is just an important is knowing the type of learner you are. The general theory that most children hear growing up is to “find a nice quiet place to study”. While this type of environment may work for some, it won’t for others. As with learning styles, different people find different environments more suitable to their needs. If you are the type of person that finds that “too much” silence is more distracting than a little background noise, then studying at a library is not for you. The opposite is also true.
Question #13 Number of respondents Percentage
Repeating points out loud 89 32.84
Writing index/ flashcards 49 18.08
Writing outlines 47 17.34
Highlighting text 55 20.30
Studying as a group 28 10.33
Going to review sessions 3 1.11
Others 0 0
Total 271 100%

This table shows that 89 respondents or 32.84% out of 271 respondents are repeating points out loud as a favorite way to study, 49 respondents or 18.08% are writing index/ flashcards, 47 respondents or 17.34% are writing outlines, 55 respondents or 20.30% are highlighting text, 28 respondents or 10.33% are studying as a group, 3 respondents or 1.11% are going to review sessions.
Repeating points out loud can help for their retention and by repeating it vocally helps them to remember what they have studied.
Question #14 Number of respondents Percentage
Poor 0 0
Good 263 97.04
Very good 8 2.95
Total 271 100%

This table shows that 263 respondents or 97.04% out of 271 respondents are having good study habits, and 8 respondents or 2.95% are having a very good study habits.
Students have said they have good study habit for they have average grades in the exam results.

Question #15 Numbaer of respondents Percentage

Yes 254 93.73
No 17 6.27
Total 271 100%

This table shows that 254 respondents or 93.73% are being stressed before the exam time, and only 17 respondents or 6.27% are not being stressed before the exam time.
They feel stressed leading up to exam time for they were pressured because sometimes they get mental block by nervousness. To relieve stress they will go out with friends and have fun.
According to Shadiya Baqutayan (2009), exam stress is an unfortunate part of life for many in school. Students getting ready for exams often feel a lot of pressure, which can result in nervousness and anxiety.

According to Cynthia Clumeck Muchnick, MA (2010), if you are preparing for only one exam and you have plenty of time to study, you can be flexible in your schedule. If you are studying for several exams in a brief time period, however, you need to create a strict schedule for yourself and devote certain hours each day to the study of specific subjects. To provide enough time to study, you should begin studying about five to seven days before the examination.
The environment around you is just an important is knowing the type of learner you are. The general theory that most children hear growing up is to “find a nice quiet place to study”. While this type of environment may work for some, it won’t for others. As with learning styles, different people find different environments more suitable to their needs. If you are the type of person that finds that “too much” silence is more distracting than a little background noise, then studying at a library is not for you. The opposite is also true.
According to Mark Pennington (2009), while some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better in the evening
According to Carmen Ramsey and Aly Witter (2010), some students prefer complete quiet, while others like soft background music or ambient noise.To create your ideal study environment, start by choosing an appropriate location to work. Once you’ve decided on a location, pick a spot that seems comfortable to you. Keep in mind that comfy places like beds and sofas might be more conducive to sleeping than studying, so don’t get too comfortable.
According to Shadiya Baqutayan (2009), exam stress is an unfortunate part of life for many in school. Students getting ready for exams often feel a lot of pressure, which can result in nervousness and anxiety.
According to Grace Fleming (2007), sometimes you just need some good old-fashioned vegging out in front of the TV or computer. Give yourself one 30-minute episode of your favorite show before getting back to more cerebral pursuits. There is no right time for everyone, because it’s not really a matter of how long you study, it’s how effectively you study that really matters.
According to Mark Pennington (2009), while some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better in the evening.

Chapter IV
Presentation, Analysis and Interpretation of Data
This chapter deals with the presentation, analysis, and interpretation of data gathered from the responses of the 271 respondents. The data are presented by tables and discussion of findings on the mainly on the problem of the study.

Table 1
Age
Number of respondents Percentage

15-17 73 26.94
18-20 155 57.20
21 up 43 15.86
Total 271 100%

This table shows that 73 respondents or 26.94% out of 271 respondents from first year to third year has the age of 15-17, 155 respondents or 57.20% out of 271 respondents has the age of 18-20, and 43 respondents or 15.86% out of 271 respondents has the age of 21 and above.

Gender Number of respondents Percentage

male 57 21.03 female 214 78.96
Total 271 100%
Table 2

This table shows that 57 respondents or 21.03% out of 271 respondents from first year to third year are male and 214 respondents or 78.96% out of 271 respondents are female.

Part I
Question #1 Number of respondents Percentage
First year 92 33.95
Second year 79 29.15
Third year 100 36.90
Total 271 100%

This table shows that 92 respondents or 33.95% out of 271 respondents are first year, 79 respondents or 29.15% are second year, and 92 respondents or 33.95% are third year.
Question #2 Number of respondents Percentage Public 266 98.15 Private 5 1.85 Total 271 100%

This table shows that 266 respondents or 98.15% out of 271 respondents are from public school, 5 respondents or 1.85% is from private school.
Question #3 Number of respondents Percentage
1-3 147 52.03
4-6 89 31.37
7-10 35 16.61
Total 271 100%

This table shows that 147 respondents or 52.03% out of 271 respondents have 1 to 3 siblings, 89 respondents or 31.37% have 4 to 6 siblings, and 35 respondents or 16.61% have 7 to 10 siblings.
Question #4 Number of respondents Percentage
Elementary level 54 19.93
Secondary level 111 40.96
College level 106 39.11
Total 271 100%

This table shows that 54 respondents or 19.93% out of 271 respondents have parents that are elementary level, 111 respondents or 40.96% have parents that are secondary level, and 106 respondents or 39.11% have parents that are college level.
Question #5 Number of respondents Percentage
P1, 999.00 and below 45 16.61
P2, 000.00 to P5, 000.00 89 32.84
P5, 001.00 to P8, 000.00 108 39.85
P8,001.00 to P11, 000.00 29 10.70 Total 271 100%

This table shows that 45 respondents or 16.61% out of 271 respondents have both parents that have monthly income of P1,999.00 and below, 89 respondents or 32.84% have both parents that have monthly income of P2,000.00 to P5,000.00, 108 respondents or 39.85% have both parents that have monthly income of 5,001.00 to P8,000.00, and 29 respondents or 10.70% have both parents that have monthly income of 8,001.00 to P11,000.00.

Question #6 Number of respondents Percentage one month 0 0 one week 47 17.34 two weeks 10 3.69 a day before 96 35.42 a night before 118 43.84
Total 271 100%

This table shows that no one answered one month of advance studying before exam, 47 respondents or 17.34% are studying in advance by one week before exam, 10 respondents or 3.69% are studying in advance by two week before exam, 96 respondents or 35.42% are studying a day before exam, and 118 respondents or 43.84% are studying a night before exam.
As the above mentioned the highest percentage (43.54%) which is a night before is also preferred by our interviewee as their study habit.
According to Cynthia Clumeck Muchnick, MA (2010), if you are preparing for only one exam and you have plenty of time to study, you can be flexible in your schedule. If you are studying for several exams in a brief time period, however, you need to create a strict schedule for yourself and devote certain hours each day to the study of specific subjects. To provide enough time to study, you should begin studying about five to seven days before the examination.

Question #7 Number of respondents Percentage
Morning (6am-noon) 60 22.14
Afternoon (noon-6pm) 23 8.49
Evening (6pm-9pm) 128 47.23
Night (9pm-12midnight) 45 16.61
Late night (12am-6am) 15 5.54
Total 271 100%

This table shows that 60 respondents or 22.14% out of 271 respondents are studying in the morning, 23 respondents or 8.49% are studying in the afternoon, 128 respondents or 47.23% are studying in the evening, 45 respondents or 16.61% are studying at night, and 15 respondents or 5.54% are studying at late night.
Most of the students preferred to study in the evening (6pm-9pm) for it is their only time to study.
According to Mark Pennington (2009), while some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better in the evening
Question #8 Number of respondents Percentage
20 - 24 hrs. 35 12.92
15 - 19 hrs. 49 18.08
10 - 14 hrs. 46 16.97
5 - 9 hrs. 64 23.62
1 - 4 hrs. 77 28.41
Total 271 100%

This table shows that 35 respondents or 12.92% out of 271 respondents are studying 20-24 hrs. a week for exam, 49 respondents or 18.08% are studying 15-19 hrs. a week for exam, 46 respondents or 16.97% are studying 10-14 hrs. a week for exam , 64 respondents or 23.62% are studying are studying 5-9 hrs. a week for exam , and 77 respondents or 28.41% are studying 1-4 hrs. a week for exam.
Based on the above data, the highest percentage which is 1-4 hours (28.41%) is not what our interviewee chose, because according to them, they have set three hours of studying before the exam.
According to Grace Fleming (2007), there is no right time for everyone, because it’s not really a matter of how long you study, it’s how effectively you study that really matters.

Question #9 Number of respondents Percentage
Bedroom 188 69.37
Library 61 22.51
Coffee shop 0 0
Others 22 8.12
Total 271 100%

This table shows that 188 respondents or 69.37% out of 271 respondents are studying in the bedroom, 61 respondents or 22.51% are studying in the library, no one is studying in the coffee shop, and 22 respondents or 8.12% are studying in other places where they are comfortable to study.
Almost students preferred bedroom a place for studying for it is where they can study without any distractions.
According to Carmen Ramsey and Aly Witter (2010), to create your ideal study environment, start by choosing an appropriate location to work. Once you’ve decided on a location, pick a spot that seems comfortable to you. Keep in mind that comfy places like beds and sofas might be more conducive to sleeping than studying, so don’t get too comfortable.

Question #10 Number of respondents Percentage
Exercise 0 0
Watching tv/ movie 169 62.36
Surfing the net 34 12.55
Napping 47 17.34
Socializing 11 4.06
Playing video games 0 0
Having snacks 10 3.69
Others 0 0
Total 271 100%

This table shows that no one exercise as a study break, 169 respondents or 62.36% are watching TV/ movie as a study break, 34 respondents or 12.55% are surfing the net as a study break, 47 respondents or 17.34% are napping as a study break, 11 respondents or 4.06% are socializing as a study break, no one is playing video games, 10 respondents or 3.69% are having snacks as a study break.
The data shows that watching TV or movie is what students preferred to be their favorite study break in order for them to relax theirselves.
According to Grace Fleming (2007), sometimes you just need some good old-fashioned vegging out in front of the TV or computer. Give yourself one 30-minute episode of your favorite show before getting back to more cerebral pursuits.

Question #11 Number of respondents Percentage
With turned on music 152 56.09
Talking while studying 54 19.93
Watching TV/ movie 60 22.14
Others 5 1.86
Total 271 100%

This table shows that 152 respondents or 56.09% out of 271 respondents are compatible with turned on music while studying, 54 respondents or 19.93% are compatible with talking while studying, 60 respondents or 22.14% are compatible with watching tv/ movie while studying, and 5 respondents or 1.86% are compatible with different environment.
Students are compatible with turned on music while studying for it can relax their minds.
According to Carmen Ramsey and Aly Witter (2010), some students prefer complete quiet, while others like soft background music or ambient noise.

Question #12 Number of respondents Percentage
Too much noise 168 61.99
Lack of interest 74 27.31
Forced to study 29 10.70
Total 271 100%

This table shows that 168 respondents or 61.99% out of 271 respondents are affected with too much noise while studying, 74 respondents or 27.31% are affected with lack of interest to study, 29 respondents or 10.70% are affected when they are forced to study.
Too much noise can really affect the focus of the students in studying for it is very distracting.
According to Cynthia Clumeck Muchnick, MA (2010). The environment around you is just an important is knowing the type of learner you are. The general theory that most children hear growing up is to “find a nice quiet place to study”. While this type of environment may work for some, it won’t for others. As with learning styles, different people find different environments more suitable to their needs. If you are the type of person that finds that “too much” silence is more distracting than a little background noise, then studying at a library is not for you. The opposite is also true.
Question #13 Number of respondents Percentage
Repeating points out loud 89 32.84
Writing index/ flashcards 49 18.08
Writing outlines 47 17.34
Highlighting text 55 20.30
Studying as a group 28 10.33
Going to review sessions 3 1.11
Others 0 0
Total 271 100%

This table shows that 89 respondents or 32.84% out of 271 respondents are repeating points out loud as a favorite way to study, 49 respondents or 18.08% are writing index/ flashcards, 47 respondents or 17.34% are writing outlines, 55 respondents or 20.30% are highlighting text, 28 respondents or 10.33% are studying as a group, 3 respondents or 1.11% are going to review sessions.
Repeating points out loud can help for their retention and by repeating it vocally helps them to remember what they have studied.
Question #14 Number of respondents Percentage
Poor 0 0
Good 263 97.04
Very good 8 2.95
Total 271 100%

This table shows that 263 respondents or 97.04% out of 271 respondents are having good study habits, and 8 respondents or 2.95% are having a very good study habits.
Students have said they have good study habit for they have average grades in the exam results.

Question #15 Numbaer of respondents Percentage

Yes 254 93.73
No 17 6.27
Total 271 100%

This table shows that 254 respondents or 93.73% are being stressed before the exam time, and only 17 respondents or 6.27% are not being stressed before the exam time.
They feel stressed leading up to exam time for they were pressured because sometimes they get mental block by nervousness. To relieve stress they will go out with friends and have fun.
According to Shadiya Baqutayan (2009), exam stress is an unfortunate part of life for many in school. Students getting ready for exams often feel a lot of pressure, which can result in nervousness and anxiety.

According to Cynthia Clumeck Muchnick, MA (2010), if you are preparing for only one exam and you have plenty of time to study, you can be flexible in your schedule. If you are studying for several exams in a brief time period, however, you need to create a strict schedule for yourself and devote certain hours each day to the study of specific subjects. To provide enough time to study, you should begin studying about five to seven days before the examination.
The environment around you is just an important is knowing the type of learner you are. The general theory that most children hear growing up is to “find a nice quiet place to study”. While this type of environment may work for some, it won’t for others. As with learning styles, different people find different environments more suitable to their needs. If you are the type of person that finds that “too much” silence is more distracting than a little background noise, then studying at a library is not for you. The opposite is also true.
According to Mark Pennington (2009), while some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better in the evening
According to Carmen Ramsey and Aly Witter (2010), some students prefer complete quiet, while others like soft background music or ambient noise.To create your ideal study environment, start by choosing an appropriate location to work. Once you’ve decided on a location, pick a spot that seems comfortable to you. Keep in mind that comfy places like beds and sofas might be more conducive to sleeping than studying, so don’t get too comfortable.
According to Shadiya Baqutayan (2009), exam stress is an unfortunate part of life for many in school. Students getting ready for exams often feel a lot of pressure, which can result in nervousness and anxiety.
According to Grace Fleming (2007), sometimes you just need some good old-fashioned vegging out in front of the TV or computer. Give yourself one 30-minute episode of your favorite show before getting back to more cerebral pursuits. There is no right time for everyone, because it’s not really a matter of how long you study, it’s how effectively you study that really matters.
According to Mark Pennington (2009), while some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better in the evening.

Chapter IV
Presentation, Analysis and Interpretation of Data
This chapter deals with the presentation, analysis, and interpretation of data gathered from the responses of the 271 respondents. The data are presented by tables and discussion of findings on the mainly on the problem of the study.

Table 1
Age
Number of respondents Percentage

15-17 73 26.94
18-20 155 57.20
21 up 43 15.86
Total 271 100%

This table shows that 73 respondents or 26.94% out of 271 respondents from first year to third year has the age of 15-17, 155 respondents or 57.20% out of 271 respondents has the age of 18-20, and 43 respondents or 15.86% out of 271 respondents has the age of 21 and above.

Gender Number of respondents Percentage

male 57 21.03 female 214 78.96
Total 271 100%
Table 2

This table shows that 57 respondents or 21.03% out of 271 respondents from first year to third year are male and 214 respondents or 78.96% out of 271 respondents are female.

Part I
Question #1 Number of respondents Percentage
First year 92 33.95
Second year 79 29.15
Third year 100 36.90
Total 271 100%

This table shows that 92 respondents or 33.95% out of 271 respondents are first year, 79 respondents or 29.15% are second year, and 92 respondents or 33.95% are third year.
Question #2 Number of respondents Percentage Public 266 98.15 Private 5 1.85 Total 271 100%

This table shows that 266 respondents or 98.15% out of 271 respondents are from public school, 5 respondents or 1.85% is from private school.
Question #3 Number of respondents Percentage
1-3 147 52.03
4-6 89 31.37
7-10 35 16.61
Total 271 100%

This table shows that 147 respondents or 52.03% out of 271 respondents have 1 to 3 siblings, 89 respondents or 31.37% have 4 to 6 siblings, and 35 respondents or 16.61% have 7 to 10 siblings.
Question #4 Number of respondents Percentage
Elementary level 54 19.93
Secondary level 111 40.96
College level 106 39.11
Total 271 100%

This table shows that 54 respondents or 19.93% out of 271 respondents have parents that are elementary level, 111 respondents or 40.96% have parents that are secondary level, and 106 respondents or 39.11% have parents that are college level.
Question #5 Number of respondents Percentage
P1, 999.00 and below 45 16.61
P2, 000.00 to P5, 000.00 89 32.84
P5, 001.00 to P8, 000.00 108 39.85
P8,001.00 to P11, 000.00 29 10.70 Total 271 100%

This table shows that 45 respondents or 16.61% out of 271 respondents have both parents that have monthly income of P1,999.00 and below, 89 respondents or 32.84% have both parents that have monthly income of P2,000.00 to P5,000.00, 108 respondents or 39.85% have both parents that have monthly income of 5,001.00 to P8,000.00, and 29 respondents or 10.70% have both parents that have monthly income of 8,001.00 to P11,000.00.

Question #6 Number of respondents Percentage one month 0 0 one week 47 17.34 two weeks 10 3.69 a day before 96 35.42 a night before 118 43.84
Total 271 100%

This table shows that no one answered one month of advance studying before exam, 47 respondents or 17.34% are studying in advance by one week before exam, 10 respondents or 3.69% are studying in advance by two week before exam, 96 respondents or 35.42% are studying a day before exam, and 118 respondents or 43.84% are studying a night before exam.
As the above mentioned the highest percentage (43.54%) which is a night before is also preferred by our interviewee as their study habit.
According to Cynthia Clumeck Muchnick, MA (2010), if you are preparing for only one exam and you have plenty of time to study, you can be flexible in your schedule. If you are studying for several exams in a brief time period, however, you need to create a strict schedule for yourself and devote certain hours each day to the study of specific subjects. To provide enough time to study, you should begin studying about five to seven days before the examination.

Question #7 Number of respondents Percentage
Morning (6am-noon) 60 22.14
Afternoon (noon-6pm) 23 8.49
Evening (6pm-9pm) 128 47.23
Night (9pm-12midnight) 45 16.61
Late night (12am-6am) 15 5.54
Total 271 100%

This table shows that 60 respondents or 22.14% out of 271 respondents are studying in the morning, 23 respondents or 8.49% are studying in the afternoon, 128 respondents or 47.23% are studying in the evening, 45 respondents or 16.61% are studying at night, and 15 respondents or 5.54% are studying at late night.
Most of the students preferred to study in the evening (6pm-9pm) for it is their only time to study.
According to Mark Pennington (2009), while some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better in the evening
Question #8 Number of respondents Percentage
20 - 24 hrs. 35 12.92
15 - 19 hrs. 49 18.08
10 - 14 hrs. 46 16.97
5 - 9 hrs. 64 23.62
1 - 4 hrs. 77 28.41
Total 271 100%

This table shows that 35 respondents or 12.92% out of 271 respondents are studying 20-24 hrs. a week for exam, 49 respondents or 18.08% are studying 15-19 hrs. a week for exam, 46 respondents or 16.97% are studying 10-14 hrs. a week for exam , 64 respondents or 23.62% are studying are studying 5-9 hrs. a week for exam , and 77 respondents or 28.41% are studying 1-4 hrs. a week for exam.
Based on the above data, the highest percentage which is 1-4 hours (28.41%) is not what our interviewee chose, because according to them, they have set three hours of studying before the exam.
According to Grace Fleming (2007), there is no right time for everyone, because it’s not really a matter of how long you study, it’s how effectively you study that really matters.

Question #9 Number of respondents Percentage
Bedroom 188 69.37
Library 61 22.51
Coffee shop 0 0
Others 22 8.12
Total 271 100%

This table shows that 188 respondents or 69.37% out of 271 respondents are studying in the bedroom, 61 respondents or 22.51% are studying in the library, no one is studying in the coffee shop, and 22 respondents or 8.12% are studying in other places where they are comfortable to study.
Almost students preferred bedroom a place for studying for it is where they can study without any distractions.
According to Carmen Ramsey and Aly Witter (2010), to create your ideal study environment, start by choosing an appropriate location to work. Once you’ve decided on a location, pick a spot that seems comfortable to you. Keep in mind that comfy places like beds and sofas might be more conducive to sleeping than studying, so don’t get too comfortable.

Question #10 Number of respondents Percentage
Exercise 0 0
Watching tv/ movie 169 62.36
Surfing the net 34 12.55
Napping 47 17.34
Socializing 11 4.06
Playing video games 0 0
Having snacks 10 3.69
Others 0 0
Total 271 100%

This table shows that no one exercise as a study break, 169 respondents or 62.36% are watching TV/ movie as a study break, 34 respondents or 12.55% are surfing the net as a study break, 47 respondents or 17.34% are napping as a study break, 11 respondents or 4.06% are socializing as a study break, no one is playing video games, 10 respondents or 3.69% are having snacks as a study break.
The data shows that watching TV or movie is what students preferred to be their favorite study break in order for them to relax theirselves.
According to Grace Fleming (2007), sometimes you just need some good old-fashioned vegging out in front of the TV or computer. Give yourself one 30-minute episode of your favorite show before getting back to more cerebral pursuits.

Question #11 Number of respondents Percentage
With turned on music 152 56.09
Talking while studying 54 19.93
Watching TV/ movie 60 22.14
Others 5 1.86
Total 271 100%

This table shows that 152 respondents or 56.09% out of 271 respondents are compatible with turned on music while studying, 54 respondents or 19.93% are compatible with talking while studying, 60 respondents or 22.14% are compatible with watching tv/ movie while studying, and 5 respondents or 1.86% are compatible with different environment.
Students are compatible with turned on music while studying for it can relax their minds.
According to Carmen Ramsey and Aly Witter (2010), some students prefer complete quiet, while others like soft background music or ambient noise.

Question #12 Number of respondents Percentage
Too much noise 168 61.99
Lack of interest 74 27.31
Forced to study 29 10.70
Total 271 100%

This table shows that 168 respondents or 61.99% out of 271 respondents are affected with too much noise while studying, 74 respondents or 27.31% are affected with lack of interest to study, 29 respondents or 10.70% are affected when they are forced to study.
Too much noise can really affect the focus of the students in studying for it is very distracting.
According to Cynthia Clumeck Muchnick, MA (2010). The environment around you is just an important is knowing the type of learner you are. The general theory that most children hear growing up is to “find a nice quiet place to study”. While this type of environment may work for some, it won’t for others. As with learning styles, different people find different environments more suitable to their needs. If you are the type of person that finds that “too much” silence is more distracting than a little background noise, then studying at a library is not for you. The opposite is also true.
Question #13 Number of respondents Percentage
Repeating points out loud 89 32.84
Writing index/ flashcards 49 18.08
Writing outlines 47 17.34
Highlighting text 55 20.30
Studying as a group 28 10.33
Going to review sessions 3 1.11
Others 0 0
Total 271 100%

This table shows that 89 respondents or 32.84% out of 271 respondents are repeating points out loud as a favorite way to study, 49 respondents or 18.08% are writing index/ flashcards, 47 respondents or 17.34% are writing outlines, 55 respondents or 20.30% are highlighting text, 28 respondents or 10.33% are studying as a group, 3 respondents or 1.11% are going to review sessions.
Repeating points out loud can help for their retention and by repeating it vocally helps them to remember what they have studied.
Question #14 Number of respondents Percentage
Poor 0 0
Good 263 97.04
Very good 8 2.95
Total 271 100%

This table shows that 263 respondents or 97.04% out of 271 respondents are having good study habits, and 8 respondents or 2.95% are having a very good study habits.
Students have said they have good study habit for they have average grades in the exam results.

Question #15 Numbaer of respondents Percentage

Yes 254 93.73
No 17 6.27
Total 271 100%

This table shows that 254 respondents or 93.73% are being stressed before the exam time, and only 17 respondents or 6.27% are not being stressed before the exam time.
They feel stressed leading up to exam time for they were pressured because sometimes they get mental block by nervousness. To relieve stress they will go out with friends and have fun.
According to Shadiya Baqutayan (2009), exam stress is an unfortunate part of life for many in school. Students getting ready for exams often feel a lot of pressure, which can result in nervousness and anxiety.

According to Cynthia Clumeck Muchnick, MA (2010), if you are preparing for only one exam and you have plenty of time to study, you can be flexible in your schedule. If you are studying for several exams in a brief time period, however, you need to create a strict schedule for yourself and devote certain hours each day to the study of specific subjects. To provide enough time to study, you should begin studying about five to seven days before the examination.
The environment around you is just an important is knowing the type of learner you are. The general theory that most children hear growing up is to “find a nice quiet place to study”. While this type of environment may work for some, it won’t for others. As with learning styles, different people find different environments more suitable to their needs. If you are the type of person that finds that “too much” silence is more distracting than a little background noise, then studying at a library is not for you. The opposite is also true.
According to Mark Pennington (2009), while some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better in the evening
According to Carmen Ramsey and Aly Witter (2010), some students prefer complete quiet, while others like soft background music or ambient noise.To create your ideal study environment, start by choosing an appropriate location to work. Once you’ve decided on a location, pick a spot that seems comfortable to you. Keep in mind that comfy places like beds and sofas might be more conducive to sleeping than studying, so don’t get too comfortable.
According to Shadiya Baqutayan (2009), exam stress is an unfortunate part of life for many in school. Students getting ready for exams often feel a lot of pressure, which can result in nervousness and anxiety.
According to Grace Fleming (2007), sometimes you just need some good old-fashioned vegging out in front of the TV or computer. Give yourself one 30-minute episode of your favorite show before getting back to more cerebral pursuits. There is no right time for everyone, because it’s not really a matter of how long you study, it’s how effectively you study that really matters.
According to Mark Pennington (2009), while some students like to get up early in the morning and study, most will say that late night studying is most productive. When it comes to brain power, students will say they perform better in the evening.

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...competition grows ever fiercer in the working world, students became more desperate on how they could excel their academic performances. Many experiences and studies found out that several factors of this study could absolutely change and affect the grades of the students. Not a single factor can definitely pointed out as a predicting grade. It has been interplay of so many factors – gender, IQ, study habits, age, year level, parent’s educational attainment, social status, number of siblings, birth order, etc. In fact, almost all of existing environmental and personal factors are a variable of academic performance. In this research study, focus is on the effect of study habits in the academic performance of students, specifically the second year BS Accountancy students. BS Accountancy is one of the toughest courses in the world. It is extremely specialized: the curriculum requires study sufficient for professional practice (often at the major-level) in financial accounting, management accounting, auditing, and taxation. The curriculum also includes general coverage of management and business mathematics, and intermediate coursework in business law and economics. Thus, in order for them to fulfill the requirement of the curriculum, accounting students needs to have a proper time management and study habits. Study habits, defined as the regular tendencies and practices that one depicts during...

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Study Habits

...Chapter 1 INTRODUCTION Study habits are the behaviors use when preparing for tests or learning academic material. Students have their own habitual practices that they used to help them study and learn. Good study habits can help students achieve and/or maintain good grades. Study habit of every student is one of the most important factors that affect his or her understanding regarding a certain subject. It means, if a student possesses poor study habits, she has a greater chance of getting failing grades, if compare to a student who has a good study habit. In this study, the students will know the better techniques and discipline on having a proper study habits, therefore their academic status will improve and they will have a chance to have a high grades. Statement of the problem The study aimed to know the Study Habits of the CBE students in TIP-QC. Specifically it sought answers to the following questions; 1. What is the profile of respondents? 2. Social economic status 1.1 Age; 1.2 Gender; 1.3 Civil status; 3. What is their learning materials available at home / learning facilities available at home? 4. What is the nature of relationship between students study habit and their family background? Assumption This study is conducted based on the following assumptions: 1.) That the students will set aside their study; 2.) That the students will be aware to their study habits; Importance of the Study Students. They need...

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Study Habits

...STUDY HABITS OF THE GRADE-V AND GRADE-VI STUDENTS IN BALUARTE ELEMENTARY SCHOOL, SCHOOL YEAR 2012-2013 A Thesis Presented to the Faculty of the School of Education of Xavier University (Ateneo de Cagayan) Cagayan de Oro City In Partial Fulfillment Of the Requirements for the Subject Educ 4: Introduction to Educational Research with Action Research Presented by: Amora, Sharicka Anne Veronica P. Bonote, Paulyn Y. Dupende, Dan Anthony M. Lopez, Conie Grace D. Retes, Hazel Mae P. Salapang, Junelyn March 16, 2013 APPROVAL SHEET This thesis entitled “STUDY HABITS OF THE GRADE-V AND GRADE-VI STUDENTS IN BALUARTE ELEMENTARY SCHOOL, SCHOOL YEAR 2012-2013” prepared and submitted by Sharicka Anne P. Veronica Amora, Paulyn Y. Bonote, Dan Anthony M. Dupende, Conie Grace D. Lopez, Hazel Mae P. Retes and Junelyn Salapang in partial fulfillment of the requirements for the subject Educ 4: Introduction to Educational Research with Action Research, has been examined and is recommended for Oral Examination. Ms. Charity Rose B. Absin Adviser ------------------------------------------------------------------------------------------------------------ PANEL OF EXAMINERS Approved by the committee on Oral Examination with a grade of _______. ------------------------------------------------ Chair --------------------------------------------- -------------------------------------------- Member Member ---------------------------------------------...

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Study Habits

...Different study habits of freshmen students in Pamantasan ng Lungsod ng Maynila Research paper Presented to the College of Liberal Arts Pamantasan ng Lungsod ng Maynila In Partial Fulfilment Of the requirement for English 102 by Crisostomo, Jestine A. Tamayo, Joshua Untalan, Kane Errol TABLE OF CONTENTS Biographical Data Acknowledgment Table of Contents Abstract I. INTRODUCTION 1.1 Statement of the Problem 1.2 Importance of the Study 1.3 Scope and Limitation of the Study 1.4 Definition of Terms II. REVIEW OF RELATED LITERATURE III. METHODOLOGY A. Research design B. Research locale, sample and sampling technique C. Instrument D. Statistical analysis IV. RESULTS AND DISCUSSION V. SUMMARY, CONCLUSION AND RECOMMENDATION Chapter I INTRODUCTION Study habits are the ways that you study - the habits that you have formed during your school years. Good study habits include being organized, keeping good notes, reading your textbook, listening in class, and working every day. Bad study habits include skipping class, not doing your work, watching TV or playing video games instead of studying, and losing your work. It means you are not distracted by anything. Basically it means that you are doing the best you can to get the grades you want. Study Habit of every student is one of the most important factors that affect his or her understanding regarding a certain subject. It means, if a student possesses poor study habits, she has...

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Study Habits

...How can we improve our study habits? Everyone has the experience students, starting from kindergarten to high school or university. For most people, it’s not hard to become a student, but becoming a student who has great grades is not easy. You must want to know what causing this difference. The answer is good study habits. In the process of schooling, many students actually don’t have good study habits. If you want to have a good score, the good study habits can help you more likely to achieve your goals. Improving our study habits can occur in three stages: developing learning habits, using four study skills and understanding the benefits of good habits. First of all, students should develop a way of learning. In fact, most of them don't realize that they don’t have completed good study habits. The article “Why ‘good’ study habit may be bad for learning” (2010) talks, "Clear a quiet work space. Stick to a homework schedule. Set goals. Set boundaries. Do not bribe." But this approach to home studying may be the result of "sketchy education research" and, as such, completely wrong.” This article shows us that our traditional sense of learning habit is not correct. Consequently, you might ask what good study habits are. The good study habits including setting a regular time to study that fits in with the student's family schedule; removing distractions; gathering necessary supplies; recording assignments in an assignment book or on a calendar; note-taking and organizing for a...

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...Determinants of the Study Habits in Science Among High School Students of Columban College Barretto By: Christine May A. Torres Cristianne T. Fajardo A Thesis Submitted in Partial Fulfillment Of the Requirement for the Degree of Bachelor of Science in Secondary Education Major in General Science April 2006 Approval Sheet This Thesis entitled Determinants of the Study Habits in Science Among High School Students of Columban College Barretto prepared and submitted by Christine May A. Torres and Cristianne T. Fajardo in partial fulfillment of the requirement for the degree of Bachelor of Science in Secondary Education Major in General Science, has been examined and is recommended for the acceptance and approval. ___________________ Dr. Eric A. Matriano Supervisor/ Professor ACKNOWLEDGMENT We would like to extend our deepest gratitude and appreciation to those people who have plays significantly in the pursuance of this research without the help of these following people this research would have been in vain. To Dr. Eric A. Matriano, thank you for being such an inspiring adviser who have shared so much knowledge and wisdom. Thank you for the patience and time you provide us. To Dr. Lolita B. Regalario, our college dean, thank you very much for the word of wisdom. To our professors in Science subject, Dr. Dave Bueno, Mrs. Josh Santos and Ms. Aireen...

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Study Habits

...& STUDIES The review of related literature for this study focuses on the factors affecting the study habits of high school students. The review focuses on identifying different factors that affect or cause changes in a student’s study habits. The chapter begins with a definition of study habits, followed by the significance, factors that affect study habits – student’s attitude, teachers, parents, etc. – and ways on how to improve one’s study habit. The research outcomes germane to study habits and a matching relation to grades, participation in class, and academic. DEFINITION OF STUDY HABITS According to Romeo M. Losare Jr. (2009) study habits simply mean how a pupil manages his/ her time in such a way that he/she can review and study regularly. He also said that Study habits are the ways that you study - the habits that you have formed during your school years. Study habits can be good ones, or bad ones. Good study habits include being organized, keeping good notes, reading your textbook, listening in class, and working every day. Bad study habits include skipping class, not doing your work, watching TV or playing video games instead of studying, and losing your work. Zenaida Honggang (2009) stated that study habits are flexible. It is anytime, anywhere learning. It is also anchored on by teaching on life skills beyond obtaining information. Richard J. Field (2006) agrees with the book Council for Exceptional Children (2005) which stated that study habits involve...

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