CHAPTER I Factors that Affects Studying
Introduction:
Studying is the acquired knowledge as by reading, observing, or by researching. Systematic research, examination, identification, and understanding of the aspects or factors associated with an activity, event, phenomenon, situation, etc. Often a report is produced at the end of a study that summarizes its findings and may also include recommendations on the next step(s) to be taken. Studying also aids in the student's ability to learn providing the student with knowledge that they can use throughout their life regardless of the career path that they choose Studying is important because it is essential for a person to develop a complete education and provides students with the opportunity to develop study habits, time management skills and self-discipline. Studying every day is a commitment and requires dedication, perseverance and a strong focus. Although this commitment can be difficult, the results of daily practice are worth it.

Significance of the Study: The importance of this topic is to help everyone of us to understand those students who are having bad habits in studying. Also to help lessen the quantity of students who wants to quit in schooling. This topic helps us to gain our knowledge and to understand one another. Learning is very important. As human beings we are expected to learn to be able to cope with the new generation. To be able to learn effectively, one must have a good study habits.
The results of the study will be a great help to the following:

A. Students-This will help them identify the reasons why they came late in the class and think for some necessary adjustments to solve their problem.

B. Teachers- This study will help them identify them think of some ways toeliminate the tardiness of the students.

C. The Future Researchers-This study will serve as a guide for further studies to be conducted in the future. The study can also open in development of this study. They would be able to use these data for them to get the ideas andreferences if they are planning to conduct the same study.

State of the problem:

As we go on with our research, some questions will be asked. What are the problems being faced by a student? What do you think are the causes of these problems? Why do you think some students gets lazy going to school?

Conceptual Framework According to an encyclopedia, studying helps us to improve our memory. What does is do? It helps us remember informations or facts that we gather everywhere and we spread it through communication. This research allows us to know what are the factors that affects studying and let students know what are these and help them get through with their problems about studying. Also this research helps us know what can we do to help us be active in class.
Profile of respondents: * Age * Year level

Profile of respondents: * Age * Year level

Factors that affect studying

Factors that affect studying
Things used is studying: * Books or other reading preferences * Writing materials * Notebook
Things used is studying: * Books or other reading preferences * Writing materials * Notebook

Scope and Delimitation The coverage of our study is finding what are the reasons why students gets lazy in studying, after gathering all the information we need to conduct a interview on some students in different school levels so that we may know what are their insights about this matter.

Chapter II

Related Literature Around the world many books are being made every day, and as we find answer for our thesis we make some research in the library. The medium we used is an encyclopedia, we gathered this information’s in page 360- 361 Where to study? * Every student needs a special place to study with a desk or table and a chair. There should also be enough daylight or artificial light so that you can read for long periods of time without staining your eyes. In addition, a study area should have enough space for you textbooks and such reference books and dictionary, a general encyclopedia, and an atlas. You should also have a store paper, pencils, pens, notebooks, and other study materials.
When to study? * Students should study regularly throughout the school year. You will remember more about a subject if you study it soon after it has been discussed in class. Never wait until just before an exam to start reviewing the work for the entire period to be covered by the test. Anything you learn by such cramming is usually soon forgotten.
How to study? * Ask yourself two questions before you start to study: “Why am I studying this topic?” “What do I want learn about it?” You cannot study effectively unless you understand what you are supposed to accomplish. Simply memorizing dates, mathematical formulas, or passages in literature does not make you a good student. If you understand a subject, remembering facts about it becomes much easier. In these chapter it helps us to understand the many students that having bad habits in studying causing them to be lazy in school. It helps us to conduct our survey more interesting.

Related Studies
Source: Educational Psychology a Realistic Approach: Good, T.E. and Brophy, J.E. Third edtion Longman Publishing, New York.1986
Theories of Learning: Hilgard, E.R. and Bower, G.H. Fourth Ediction. Prentice-Hall, Inc. Englewood Cliffs, NJ 1975.
Factors affecting Learning

Instructional Design is largely affected by how a user learns:

Meaningfulness effect Highly meaningful words are easier to learn and remember than less meaningful words. This is true whether meaningful is measured by
1) the number of associations the learner has for the word,
2) by frequency of the word
3) or by familiarity with the sequential order of letters,
4) or the tendency of the work to elicit clear images.
An implication is that retention will be improved to the extent the user can make meaning of the material.

Serial position effects Serial position effects result from the particular placement of an item within a list. Memory is better for items placed at beginning or end of list rather than in the middle. An exception to these serial positions is the distinctiveness effect - an item that is distinctively different from the others will be remembered better, regardless of serial position.

Practice effects Active practice or rehearsal improves retention, and distributed practice is usually more effective than massed practice. The advantage to distributed practice is especially noticeable for lists, fast presentation rates or unfamiliar stimulus material. The advantage to distributed practice apparently occurs because massed practice allows the learner to associate a word with only a single context, but distributed practice allows association with many different contexts.

Transfer effects Transfer effects are effects of prior learning on the leaning of new material. Positive transfer occurs when previous learning makes new learning easier. Negative transfer occurs when it makes the new learning more difficult. The more that two tasks have in common, the more likely that transfer effects occur.

Interference effects. Interference effects occur when memory or particular material is hurt by previous or subsequent learning. Interference effects occur when trying to remember material that has previously been learned. Interference effects are always negative.

Organization effects Organization effects occur when learners chunk or categorize the input. Free recall of lists is better when learners organize the items into categories rather than attempt to memorize the list in serial order.

Levels-of-Processing effects The more deeply a word is processed, the better it will be remembered. Semantic encoding of content is likely to lead to better memory. Elaborative encoding, improves memory by making sentences more meaningful.

State-Dependent effects State- or Context-dependent effects occur because learning takes place in within a specific context that must be accessible later, at least initially, within the same context. For example, lists are more easily remembered when the test situation more closely resembles the leaning situation, apparently due to contextual cues available to aid in information retrieval.

Mnemonic effects Mnemonics - strategies for elaborating on relatively meaningless input by associating the input with more meaningful images or semantic context. Four well-known mnemonic methods are the place method, the link method, the peg method and the keyword method.

Abstraction effects Abstraction is the tendency of learners to pay attention to and remember the gist of a passage rather than the specific words of a sentence. In general, to the extent that learners assume the goal is understanding rather than verbatim memory and the extent that the material can be analyzed into main ideas and supportive detail, learners will tend to concentrate on the main ideas and to retain these in semantic forms that are more abstract and generalized than the verbatim sentences included in the passage.

Levels effect This effect occurs when the learner perceives that some parts of the passage are more important than others. Parts that occupy higher levels in the organization of the passage will be learned better than parts occupying low levels.

Prior Knowledge effects Prior knowledge effects will occur to the extent that the learner can use existing knowledge to establish a context or construct a schema into which the new information can be assimilated.

Inference effects Inference effects occur when learners use schemas or other prior knowledge to make inferences about intended meanings that go beyond what is explicitly stated in the text. Three kinds of inferences are case grammar pre-suppositions, conceptual dependency inferences and logical deductions.

Student misconception effects. Prior knowledge can lead to misconceptions. Misconceptions may be difficult to correct due to fact that learner may not be aware that knowledge s a misconception. Misconception occurs when input is filtered through schemas that are oversimplified, distorted or incorrect.

Text Organization Effects Text organization refers to the effects that the degree and type of organization built into a passage have on the degree and type of information that learners encode and remember. Structural elements such as advanced organizers, previews, logical sequencing, outline formats, higlighting of main ideas and summaries assist learning in retaining information. These organization effects facilitate chunking, subsumption of material into schemas and related processes that enable encoding as an organized body of meaningful knowledge. In addition, text organization elements cue learners to which aspects of the material are most important.

Mathemagenic Effects
Mathemagenic effects, coined by Rothkopf (1970) , refer to various things that learners do to prepare and assist their own learning. These effects refer to the active information processing by learners. Mathemagenic activities include answering adjunct questions or taking notes and can enhance learning.

Chapter III
Research Methodology
Research Design This study is focused on how to get the students be active in classes also to reduce the cases of students who is not going to school. It also aims to identify what are the causes and effects gathering information’s from 1st year to 4th year students of different schools.

Research Design The research design of this study is the exploratory research design. The focus is on gaining insights and familiarity for later investigation. The data gathered were reviewed and analyzed thoroughly to collect the information needed.

Instrumentation and Technique In collecting data and information about the topic we make a questionaire for random students from different schools starting from 1st year to 4th year students other than that we use the computer as well as the internet to gather more information about the topic. Analyzing, evaluating and Reviewing of the gathered information was conducted.
Intro-Expectation
Research Approach-Data
Research Setting- Brief history of the setting
Study Population Data Collection Instrument Data Collection Procedure
Conclusion