Veronica 1

Thesis

THE PERCEPTIONS OF THE HIGH SCHOOL STUDENTS OF ST. SCHOLASTICA'S

ACADEMY MARIKINA TOWARDS THE STUDY PERIOD FOR ACADEMIC YEAR
2015 - 2016

A Research Paper
Presented to
The Faculty of the High School Department
St. Scholasticas Academy Marikina

In Partial Fulfillment
of the Requirements in Language 4

Submitted By
Alexa Cuevas
Karmela Genilo
Racheal Roxas
Amabelle Inacay
Alyanna Montes
Decca Lumanglas
Elyssa Pablo
Samantha Dorado
Jameleen Rendor
March 2016

CHAPTER I

Veronica 2
Thesis

INTRODUCTION
This chapter presents the background of the study, the statement of the problem, the
significance of the study, the theoretical and conceptual framework, and the scope and
delimitation.

Background of the Study

For the students of St. Scholasticas Academy Marikina school year 2015 2016, study
period was a new concept to them. It was implemented for the purpose of giving the students
ample time in studying and doing requirements at a given time within the week; and to meet the
requirements of the Department of Education on independent learning.
Throughout the first semester of the school year, different views and comments had been
heard from students about the study period. Mixed of positive and negative feedbacks have been
brought up to the teachers; thus the researchers decided to focus on the perceptions of the high
school students towards the study period.
According to the Responsive Open Learning Environment (ROLE) European (EU)
project, learners are beginning to lean towards personalized learning environment to address both
the content and process of their learning while communicating with others.
From Tom Burns and Sandra Sinfields book Essential Study Skills, The Complete Guide
to Success at University, it says that the simplest way of understanding and learning information
or lessons is by taking it actively and interactively. Friends, study partners or study groups will
help in taking in information.
The researchers aimed at finding out the responses of the high school students of St.
Scholastica's Academy Marikina towards study period based on the survey tool and interview as

Veronica 3
Thesis

perceived by the students.

Theoretical Framework
A principle was established by Vilfredo Pareto, which is known as the Pareto Principle,
also known as the 80-20 rule, relates to time management because 20% of your work usually
generates about 80% of your positive results. Pareto analysis is a formal technique used by
statisticians to determine how to produce the most benefits with the least investment of time,
energy and other resources. Theoretically, if you have 14 tasks to do then completing 3 of those
tasks that have more value gives you a better result than if you are to complete the 11 other tasks.
Basically, this theory states that to be able to manage the students time wisely, the students
should spend more time and energy on the areas that are of importance while spending less time
on activities that are not as important as the other tasks. In relation to this study, the time
management of a student can improve with the help of the Pareto Principle. The student should
maximize the time allotted for their study period to do tasks or home work which will give the
most benefits
Thorndike's Law of Set or Attitude states that learning is guided by the attitude or total
set of an organism, which predicts the actions of the student, as well as the satisfaction and
annoyance of the student. For instance, the student wants to improve his/her grades, then the
student makes this as a goal and strives for it with proper attitude to achieve his/her goal.
Therefore, learning is affected by the individual if the person is determined to learn or excel
more. In relation to this study, the study period can help the students be determined with their
studies since the study period provides the students time which they can use to improve their
skills and knowledge in certain subjects they are having a hard time with, therefore improving
their grades.

Veronica 4
Thesis

Thorndikes Law of Readiness states that learning takes place when an action tendency is
aroused through preparatory adjustment, set or attitude. If one is reluctant to learn, his way of
learning of new knowledge will be distracted; thus, a student must be prepared to be able to
acquire learning. In relation with this study, the study period gives the student various options on
what to do during the study period. One option is to prepare herself for the classes in the
remaining hours of the day.
Thorndike's Law of Exercise states that students engaging in drill or practice helps in
increasing the durability and efficiency of learning; hence, this implies that engaging a student in
practices or drills helps the student be able to remember and effectively use the learning the
student has acquired. In relation with this study, the study period is a period wherein the student
can do anything she wants related to studying. The student can engage in different drills and
exercises to improve her knowledge on a subject she is having a hard time with therefore
improving her grades.
Based on the student's priorities, attitude and readiness towards their school-related
activities could affect their perception towards study period
Conceptual Framework
From the research gathered from similar studies, the conceptual framework is formulated.
This is shown in figure 1.
Responses of the students towards the study period

Survey the students

Interview middle administrators and a few students

Outcome

Veronica 5
Thesis

Re-implementation of Study Period in SY 2016-2017

Abolish study period

The diagram shows the procedures on how the researchers want to proceed with the
Recommendations
study. The study is intended to gather the responses of the students towards the study period
Figure 1: Conceptual Framework of the Study
though distributing survey questionnaires and interviewing the middle administrators and a few
students in each grade level. After tabulating the results, there will be two possible outcomes: (1)
to re-implement the study period next school year, or (2) abolish the study period. If majority of
the students want to re-implement the study period for next school year, the recommendations or
suggestions given by the respondents to improve the study period will be sent to the middle
administrators.
Statement of the Problem
This study determined the responses of the high school students of St. Scholastica's
Academy Marikina towards the study period. Specifically, the problems that the researchers
sought to identify are the following:
1.
2.
3.
4.

What are the perceptions of the high school students towards study period?
What are the positive results of study period to the high school students?
What are the negative results of study period to the high school students?
What are the suggestions of the students to improve the study period?
Significance of the Study
The researchers in their capacity as high school students of St. Scholastica's Academy

Marikina for 3 years, aimed to identify the responses of the students towards the newly
implemented study period. This study is beneficial to the following:
The School Administration and Academic Coordinator. This study will provide them
information that can be used to improve and enhance the study period. Likewise, it will help
them decide whether to continue the implementation of the study period or not.

Veronica 6
Thesis

The Students. This study will help them discern the advantages and disadvantages of
study period which can help them maximize the allotted time. This will also help the students in
raising their concerns and suggestions about the study period to the school administration.
Scope and Delimitation
The study focused on the high school students of St. Scholasticas Academy Marikina
(SSAM) for the first semester. There were 1,187students in the high school department, for the
school year 2015-2016. All of them underwent the study period with varying number of times
per week for Grades10, 2 times; for Grades 8 and 9, 3 times; and for Grade 7, once a week
only; however, the researchers only took into account 50% of the total number of the highschool
students.
The researchers wanted to know the perception of the high school students towards study
period. Data was collected by giving out survey questionnaires to these students and by
interviewing the middle administrators and selected students.
Definition of Terms
To further understand the study made by the researchers, the following terms are defined
on how it was used in the study.
Abuse Use - This refers the use the period for leisurely activities.
Academic efficiency - This refers to the study period being able to utilize the student's
time for her academic development.
Academic Pressure This refers to the stress that comes from schooling and education.
Being Taken - This refers to when the study period is used by the teacher for class
discussions, symposiums, etc.
Change of Schedule - This refers to changing the schedule of the period in each grade
level and/or changing it so that all grade levels will have the study period at the same time.

Veronica 7
Thesis

Class-related Activities - This refers to activities such as class discussions, symposiums,

adorations, etc. which are done during the study period when a teacher has planned to use the
period.
Curriculum This refers to the lessons and academic content taught in a school or in a
specific course or program.
Health Epidemic This refers to the condition of health which tends to affect a large
number of individuals within a community at the same time.
Independent Learning - This refers to learning that is self-directed. The learning is
defined, organized and completed by the learner. The student may study on her own or with
others.
Learning Opportunity- These are the circumstances that makes learning possible.
Middle Administrators This refers to the people who assist the high school principal in
managing the high school department in terms of school activities, academics, and student
formation.
Procrastination - This refers to the avoidance of doing a task which needs to be
accomplished.
Sleep Deprivation This refers to the condition of not having enough sleep.
Study Habit This refers to the way of study a student has on learning academic
materials.
Time usage - This refers to how people allocate their time during the period.

Veronica 8
Thesis

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter deals with the review of the local and foreign literature and studies relevant
to this proposed study.
RELATED LITERATURE
This section of the research presents a review of related literature in line with study
period.
Foreign
Richards-Gustafson stated that stress is the body's natural response to challenges. When a
student experiences high levels of stress, it can interfere with his ability to learn, memorize, and
earn good grades. One of the known stressors for a student is academic pressure. In preparation
for standardized tests, teachers are giving more and more homework due to the academic
standards placed on the school. The pressure the students feel from both the school and the
teachers raises the stress levels so high that it is now being considered as a "health epidemic."
(2015)
Canapari MD mentioned that a typical teenager needs 8 10 hours of sleep. In a research
done by Gillen-ONeel and his colleagues, they found out that the average sleep time for 9 th
12th graders was 6.9 hours. One of the reasons as to why they only get such a short amount of
sleep is because of doing projects and homework. Ironically, staying up late to cram school work
tends not to help and actually worsens performance. (2012)

Veronica 9
Thesis

Local
As stated in the Department of Education's (DepEd) order no. 31, science and math
classes are now limited to four hours of class discussions and Christian Living Education (CLE)
classes arelimited to two hours of class discussion due to the new curriculum.
For grades 7 to 10, as separate period of independent/cooperative learning ranging from
two to four hours weekly may be provided to the students. Independent learning is learning that
is self directedstudents can learn by themselves or with others those topics they wish to study.
(2012)
RELATED STUDIES
Following is the review made on some foreign and local studies related to the study.
Foreign
Ayodele, C.S and Adebiyi, D.R defined study habit as the students way of study whether
systematic, efficient or inefficient. By this definition, it means that academic performance
depends on the study habits of a student. Students attitude and study habit on a subject is
described as a function of their belief on that subject that implicit evaluative responses. Study
habits has 3 divisions: study attitude, study method, and study skill
Attitude towards a subject can affect greatly the academic achievement and good study
pattern. The study attitude tends to be pleasant when learning experience is positive, but if it is
otherwise she tends to avoid it. Negative attitude sometimes lead the learner to think that she is
incapable of understanding her lesson. According to Hussain (2000), study attitude refers to
predispositions which students have developed towards private readings through a period of
time. In addition to, he said possibilities for successful achievement in studies depend on study
attitude.

Veronica 10
Thesis

Study method is the students application of their knowledge of effective study skills or
techniques such as the Know Want Learn (K-W-L) method and note-taking.
Study skill is classified into two: extensive studying and intensive studying. In extensive
studying, a student does not only use what is given in order to learn, but also uses other sources
such as magazines and journals. Intensive studying, on the other hand, is a technique in studying
wherein the student only uses a particular textbook to obtain full understanding of a lesson for an
examination. (2013)
Mcphail conducted a study on time management as an essential component of the
independent learning in education. The inability of students to manage the time given to them
may cause problems for retention and achievement since a student may not be able to pass her
requirements on time and that she may not be able to prepare for an assessment. Therefore, if a
student manages her time well, she excels more on her studies. (2010)
Fuligni said, "Sacrificing sleep for extra study time is counterproductive."Academic
successmaydependonfindingstrategiestoavoidhavingtogiveupsleeptostudy,suchas
maintainingaconsistentstudyscheduleacrossdays,usingschooltimeasefficientlyaspossible,
andsacrificingtimespentonother,lessessentialactivities.(2012)
Local
Ortinero stated that good study habits lead to enhancement in learning as ability improves
and sharpens through mastery of moralities and by means of training, exercise, and reliability of
application. (2000)
Borro said that good study habits should be taught first by parents at home. The schools
will later on guide the students in understanding the lessons quickly and easily. Educators should
also teach the good values of studying. (2006)

Veronica 11
Thesis

Manila Bulletin stressed that the point of having good study habits is to be effective and
efficient. Effective: understanding and having a good grasp on the subject matter. Efficient:
maximizing the time you study in order to spend a little of it as possible. Studying on your own
also helps in developing good study habits because it creates a sense of responsibility. (2011)
According to Lee-Chua procrastination is the most prevalent problem of students.
Filipino females under study are more likely to procrastinate and they are a relaxed-pleasure
seeking type of procrastinators. They are easily frustrated and self-indulgent preferring to meet
their emotional needs of self-esteem. Since procrastination among females are common,
cramming takes place. If the homework is given on Monday and due on Friday, the student is
most likely to do the task on a Thursday night. (2011)

Veronica 12
Thesis

CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the discussions on the method of research, the locale of the study,
the subjects, the research instruments, the data gathering procedures and the treatment of data.
Method of Research
The methods of research to be used in this study are quantitative and qualitative. It aimed
to identify the responses of the SSAM high school students towards the study period based on
the survey tool as perceived by the students.
According to Creswell, quantitative research involves data collection through surveys
administered to a subset of the entire population. Conclusions are derived from the data collected
and measures of statistical analysis. (2002)
As stated by Hennik, Hutter, et al., qualitative research is an approach that allows you to
examine people's experience in detail through interviews, discussions, and observation. (2011)
Thus, it consisted of gathering the data, analyzing the problems, and tabulating the results
to produce an accurate interpretation with the aid of statistical procedures. It also consisted of
interviewing the middle administrators and a few students to gain additional information.
4

Locale of the Study

Veronica 13
Thesis

St. Scholastica's Academy Marikina (SSAM) is situated along West Drive Street,
Marikina Heights, Marikina City.
There are 1,187 high school students for the academic year 2015-2016. All of them
underwent the study period with varying number of times per week for Grades 10, 2 times; for
Grades 8 and 9, 3 times; and for Grade 7, once a week only. The schedule for the study period is
kept constant as much as possible throughout the school year. For example, Grade 10 students
have it every Tuesdays and Thursdays even if the schedules change for every quarter.

Subject of the Study

The subjects and respondents of this study were the high school students of St.
Scholasticas Academy Marikina (SSAM). The researchers, who were also students of the said
school, conducted a research about the student's responses towards the study period.
Out of 1,187 high school students, the survey questionnaires were distributed to only 594
students. From the survey questionnaires, the researchers were able to acquire necessary
information for this study. Interviews were conducted with the middle administrators academic
coordinator, student activities coordinator, and the student formation coordinator for additional
information.
Research Instruments
The following instruments were used to conduct the research:
1. Survey Form This provided the researches the different responses of the students
towards study period.
The survey form for the students consisted of:

Veronica 14
Thesis

a. Favorability of study period

b. Efficiency of study period
c. Time usage during study period
d. Negative results of study period
e. Suggestions to improve study period
In the aspects mentioned, the favorability and efficiency of study period was rated from
1-5, 1 being the lowest and 5 being the highest. Time usage was answered by checking as many
situations that apply to the student answering the survey form. For the negative results, the
students were asked to list down 3 things they didn't like about the study period. The suggestions
to improve study period was answered by writing three things they want to change in the
program.
Data Gathering Procedure
The researchers conducted an interview with the SSAM Middle Administrators. The
researchers focused on the purpose of the implementation of the study period in SSAM.
The researchers also conducted a quota sampling among the high school students of
SSAM. They distributed copies of the survey questionnaire to only 50% of the students from
each section of each grade level. These questionnaires served as a source of information in
giving implications on the results of the statistical treatment.
Therefore, the researchers would be able to find out the strengths and weaknesses of the
study period and find out whether to re-implement the study period for the next school year.
Treatment of Data
The formula for this is:

Veronica 15
Thesis

Percentage=

value
100
total value

The data in problem number 1- the perception of the high school students of SSAM
towards the study period - was treated with the use of percentage method
The data in problem number 2 - the positive results of study period to high school students of
SSAM - was treated with the use of percentage method.
The data in problem number 3 - the negative results of study period to high school students
of SSAM - was also be treated with the use of percentage method.
The data in problem number 4 the suggestions of the students to improve the study period
was treated with the use of percentage method.
The researchers organized an interview among the middle administration of St. Scholasticas
Academy of Marikina. The interview tackles questions regarding the study period; its purpose
and etc. After gathering the data, the researchers read the results and analyzed it thoroughly.
The researchers conducted an interview among the students of St. Scholasticas Academy of
Marikina. The interview tackles the perception of the students towards the study period. After
gathering the data, the researchers read the results and analyzed it thoroughly.

Veronica 16
Thesis

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETAION OF DATA
This chapter presents the data gathered to answer the specific problems of the study, the
analysis of the data and the interpretations of the findings.
The responses of the high school students studying in St. Scholasticas Academy
Marikina towards their perception of study period for the academic year 2015-2016 are
based on the following indicators:
1.
2.
3.
4.
5.

Favorability
Efficiency
Time Usage
Negative Results
Suggestions

These five indicators comprised the responses of the high school students of SSAM
academic school year 2015-2016 towards study period. The researchers computed for the
percentage of the responses of the students per category of each survey question. The category
with the highest percentage per survey question is the response of the high school students. In the
case of the questions with multiple answers questions 6, 8, and 9 the researchers have
considered the top three categories with the highest percentage as the high school students
responses.

Veronica 17
Thesis

Table 1
Favorability of the Study Period
Table 1.1
Favorability of the study period

Grade 7
Grade 8
Grade 9
Grade 10

Poor

Needs
Improvemen
t

Satosfactor
y

Very
Satidfactory

Excellent

0
0
0
0
0
0
0
0

3
2
0
0
0
0
0
0

16
11
3
2
5
3
1
1

44
31
26
18
42
27
52
35

79
56
119
80
109
70
95
64

f
%
f
%
f
%
f
%

Favorability of Students
Grade 7
140
120
100
80
60
40
20
0

Grade 8

Grade 9

Grade 10
119
109
95
79

16

3
0 0 0 0

44 4252
26
3 5 1

0 0 0

Figure 1.1 Favorability of the Study Period

0 0 0 0

No
Answer
0
0
0
0
0
0
0
0

Veronica 18
Thesis

In the tables shown in Table 1.1, the researchers have deduced that the students in the
high school department favor the study period.
Table 1.2
Study period as a learning opportunity

Grade 7
Grade 8
Grade 9
Grade 10

f
%
f
%
f
%
f
%

YES

NO

138
97
147
99
153
98
143
97

3
2
0
0
3
2
5
3

No
Answer
1
1
1
1
0
0
0
0

Study Period as a Learning Opportuity

Yes

No

No answer

180
160
140

153

147

138

143

120
100
80
60
40
20
0

3
Grade 7

1
Grade
0 8

3
Grade 9 0

Grade 100

Figure 1.2 Study Period as a Learning Opportunity

Veronica 19
Thesis

Based on the results shown in Table 1.2, the high school students view study period as a learning
opportunity; having observed that majority of the respondents chose yes.
Table 1.3
Re-implementation of the study period for academic year 2016 -2017
YES
frequency
583

NO
%
98

No Answer

frequency
7

%
1

frequency
4

%
1

Re-implementation

1% 1%
No answer

No

Yes

98%

Figure 1.3 Re-implementation of the Study Period

In Table 1.3, the researchers have inferred that the high school students approve the reimplementation of the study period for the following academic year; having seen that most of the
responses were yes.

Table 2
Efficiency of the Study Period

Veronica 20
Thesis

Table 2.1
Academic efficiency of the study period

Grade 7
Grade 8
Grade 9
Grade 10

f
%
f
%
f
%
f
%

Poor

Needs
Improvemen
t

Satosfactory

Very
Satidfactory

Excellent

1
1
0
0
0
0
0
0

7
5
3
2
1
1
2
1

38
27
20
13
29
19
25
17

63
44
62
42
77
49
62
42

33
23
63
43
49
31
59
40

No
Answer
0
0
0
0
0
0
0
0

Academics
Grade 7

Grade 8

Grade 9

Grade 10

90
77

80
70

63 62

63

62

60

49

50
38

40

29

30

20

20
10
0

59

1
0
Poor
0

33
25

0 Needs improvement Satisfactory Very satisfactory

Excellent

Figure 2.1 Academic Efficiency of the Study Period

As shown in Table 2.1, the rating with the most number of responses is very satisfactory
followed by satisfactory; thus, the researchers have inferred that the study period has helped the

Veronica 21
Thesis

grade 7 students in regards to their academics based on their responses. Having seen the results,
the researchers have inferred that the study period has helped the grade 8, 9, and 10 students
academically; having observed that the highest ratings have ranged from very satisfactory to
excellent.
Table 2.2
Study period as a way of improving study habits

f
%
f
%
f
%
f
%

Grade 7
Grade 8
Grade 9
Grade 10

Poor

Needs
Improvemen
t

Satosfactor
y

Very
Satidfactory

Excellent

2
1
0
0
2
1
4
3

3
2
3
2
3
2
12
8

44
28
32
22
44
28
54
36

67
43
68
46
67
43
60
41

40
26
45
30
57
37
18
12

No
Answer
0
0
0
0
0
0
0
0

Study Habits
Grade 7
80
70
60
50
40
30
20
10
0

Grade 8

Grade 9

Grade 10
67 68 67

44

44

54

60

32
2

12

Figure 2.2 Study Period improves Study Habits

57
40

45
18

Veronica 22
Thesis

Having observed that the highest ratings given by grade 7 and 10 respondents ranged
from satisfactory to very satisfactory under table 2.2; the researchers have deduced that the study
period has somewhat helped the grade 7 and 10 students in regards to improving their study
habits. The aforementioned table has shown that the highest ratings given by grade 8 and 9
respondents ranged from very satisfactory to excellent; hence, the researchers have inferred that
the study period has helped grade 8, and 9 students to improve their study habits.
Table 2.3
Study period as a way of improving time management

Grade 7
Grade 8
Grade 9
Grade 10

f
%
f
%
f
%
f
%

Poor

Needs
Improvemen
t

Satisfactory

Very
Satisfactory

Excellent

1
1
0
0
1
1
3
2

7
5
2
1
4
2
5
3

30
21
21
14
28
18
42
28

56
39
59
40
66
42
67
45

46
33
66
45
57
37
31
22

No
Answer
2
1
0
0
0
0
0
0

Veronica 23
Thesis

Time management
Grade 7

Grade 8

Grade 9

Grade 10

56 59
30

42
21

66
46

57
31

28

7 2 4 5

1 3

66 67

Figure 2.3 Study Period improves Time Management

As seen in table 2.3, the researchers have deduced that the study period has aided the
grade 7, 8, and 9 students to improve their time management; having seen that the highest ratings
ranged from very satisfactory to excellent. In the aforesaid table, the highest ratings given by the
grade 10 respondents ranged from satisfactory to very satisfactory; thus, the researchers have
inferred that the study period has partially aided the grade 10 students in improving their time
management.

Table 2.4
Study period for other class-related activities

Grade
7
Grade
8
Grade
9
Grade
10

f
%
f
%
f
%
f
%

Strongly
in Favor

In Favor

Not in
Favor

8
6
6
4
0
0
5
3

89
62
75
51
65
42
65
44

41
29
46
31
72
46
60
41

Strongly
not in
Favor
4
3
21
14
19
12
18
12

Veronica 24
Thesis

Figure 2.4 Study Period for other class-related activities

As shown in tables 2.4, the researchers have inferred that the grade 7, 8, and 10 students are in
favor of the subject teachers using the study period for lessons or other class-related activities;
having observed that the highest number of ratings goes to In Favor as chosen by the grades 7, 8,
and 10 respondents. In the table, the highest number of ratings goes to Not in Favor as chosen by
the grade 9 respondents; hence, the researchers have deduced that the grade 9 students dislike the
subject teachers using the study period for other lessons or other class-related activities.

Table 3
Time Usage during the Study Period

Grade 7
Grade 8
Grade 9
Grade 10

f
%
f
%
f
%
f
%

Cramming

Practicing

Studying

Preparing

Talking

0
0
0
0
0
0
131
89

121
85
140
95
146
94
138
93

114
80
138
93
148
95
147
99

0
0
112
76
120
77
0
0

99
70
0
0
0
0
0
0

Veronica 25
Thesis

Time Usage during Study Period

Grade 7
146
140
131
114

Grade 8

148
138
138

Grade 9

Grade 10

147

121

120
112
99

Cramming

Practicing

Studying

Preparing

Talking

Figure 3 Time Usage of the Study Period by the HS students

Based on Table 3, the researchers have inferred that the grade 7 students use their time by
practicing for school-related activities, studying, and talking during the study period session;
having seen that the aforementioned are the choices that received the most number of responses
from the grade 7 respondents, respectively. In the table shown above, the choices with the
highest number of responses from the grade 8 respondents are practicing for school-related
activities, studying, and preparing for the subjects after their study period; hence the forenamed
choices are how the grade 8 students utilize their time. As shown in the aforesaid table, the grade
9 students use their time by studying, practicing for school-related activities, and preparing for
the subjects that follow their study period; having observed that the aforesaid choices have the
most number of responses from the grade 9 respondents, respectively. In Table 3, the grade 10
utilize their time by studying, practicing for school-related activities, and cramming; having seen
that the aforementioned are the choices which have the highest number of responses from the
grade 10 respondents, respectively.

Veronica 26
Thesis

Table 4
Negative Results of the Study Period

Grade
7
Grade
8
Grade
9
Grade
10

f
%
f
%
f
%
f
%

Noisy

Abuse
Use

Being
Taken

Schedule

84
59
105
71
39
25
28
19

38
27
0
0
0
0
0
0

32
23
33
22
84
54
93
63

0
0
21
14
20
13
0
0

Lack
of
Time
0
0
0
0
0
0
24
16

Negative results of the Study Period

Grade 7

Grade 8

Grade 9

Grade 10

93
84

84

33

32
21 20

Schedule

83

38

39

28

Being taken

24

Noisy

Abuse use

Lack of time

Figure 4 Negative Results of the Study Period by the HS students

The researchers have deduced that in table 4 have 2 common negative results that are
included in the top 3 with the most number of responses from the respondents which are noisy -

Veronica 27
Thesis

meaning there are verbal disturbances; and being taken - which means that the study period is
used by other teachers to do school-related activities such as symposiums, adorations, etc. The
uncommon negative results that are included in the top 3 with the most number of responses are
abuse use by the grade 7 respondents wherein students use the time to braid each other's hair,
gossip with their friends, etc.; schedule and abuse for the grade 8 and 9 respondents wherein
the study period is their last period which decreases its efficiency; and lack of time for the grade
10 60 minutes of study period is not enough. The aforementioned choices are the negative
results of the study period in the high school students of SSAM academic year 2015-2016.

Table 5
Suggestions for the Improvement of Study Period

Grade 7
Grade 8
Grade 9
Grade 10

f
%
f
%
f
%
f
%

No
taking
0
0
0
0
0
0
30
20

Friendly
teachers

Change of
schedule

Everyday

No permit

Subject/Club
time

11
8
0
0
0
0
0
0

23
16
18
12
39
25
68
46

0
0
19
13
22
14
0
0

10
7
0
0
15
10
0
0

0
0
10
7
0
0
10
7

Veronica 28
Thesis

Suggestions for the improvement of Study Period

68
39

30
231922
18
815
11 Grade 7
10Grade
1010

Grade 9

Grade 10

Figure 5 Suggestions by the HS students

In table 5, the researchers have inferred that the common suggestion included in the top 3
highest number of responses from the respondents is the change of schedule the study period
should be the first few subjects or all the grade levels will have the same schedule. The
uncommon suggestions that are included in the top 3 highest number of responses from the
respondents are friendly teachers by the grade 7 and 10 respondents - which means the teachers
should be approachable; no taking - meaning that the study period is not allowed to be used for

Veronica 29
Thesis

other purposes that do not serve the aim of study period; no permit by the grade 7 and 9
respondents, meaning that students would like to go to learning facilities without requiring them
to have a permit slip; everyday by the grade 9 respondents - which means that instead of 2-3
times a week, the study period should be every school day; and subject/club time instead of a
study period, it can be a club time or a subject period. The aforementioned choices are the
suggestions of the high school students of SSAM academic year 2015-2016.
Based on the data gathered from the interview with the administrators, the purpose of the
study period is to fulfill the requirement of the K-12 curriculum, which promotes independent
learning wherein it provides the students with the opportunity to learn by themselves or with
others. Another purpose is that, it can be used for the interdisciplinary activities, group tasks,
symposiums and etc. to avoid disruption of the academic hours; and to fill in the vacant period
because the K-12 curriculum requires the school to only have 4 hours of Math and Science and 2
meetings of CLE.
The academic coordinator didnt consider any other activities to fill in the vacant period
because the study period is the best option to answer the K-12 curriculum.
All levels in the high school department experience the study period weekly but with
different schedules - 1st year students only experience the study period once a week because they
have 3 meetings of Christian Life Education; 2nd year students experience the study period thrice
a week because these students need more reinforcement because of the demands of their
performance tasks and projects which needs an adequate amount of time for them to practice; 3rd
year students experience the study period three times a week because they only have 3 meetings
of Filipino instead of 4; 4th year students experience the study period twice a week due to the

Veronica 30
Thesis

demand of other subjects; however, only the 1st year students have teachers to monitor them
since: (1) they need guidance as they are new to the high school department; and (2) to observe
their behavior. The student may go to the library or the e-learning room provided that she secures
a permit slip a day before the study period.
Based on the data gathered from the interview with the grade 7 students, most of them
think that the study period has helped them manage their time. It has also helped them in terms
of academics, i.e., the study period is a time for asking their classmates about a certain lesson
and for studying for the lessons the following day. Furthermore, the students said that the study
period is taken for granted for they have observed themselves talking with their friends;
therefore, making the period a free period. About half of the students interviewed said that the
last period every Wednesday, is very advantageous since they are now aware of the homework
that needs to be done and they can already act on it; however, for the other half, it is not
advantageous since after the period is dismissal, which means no preparation can be done for the
lessons of the day. The students think that requiring permits going to the e-learning room and the
library should be removed. The students suggested that there should be teachers monitoring them
so that the noise produced can be toned down.
On the other hand, the interview with the Grade 8 students stated that the study period has helped
them to become mindful of the tasks they must finish. It has also helped them cope with their
missed or misunderstood lessons since they can ask help from their classmates. The students said
that the period is taken for granted since some students sleep or talk with their friends. The
schedule of the study period for the grade 8 students is the last subject every Mondays, second
period every Wednesdays, and after mass every Fridays. The students said they would like their
study period to be scheduled during the before lunch. Teachers using the study period for

Veronica 31
Thesis

symposiums or for class discussions is not favored by the students since they use this time to do
unfinished requirements. The students find that getting of permit slips whenever going to the elearning room and library is time-consuming and they cannot tell whether they need to go to
these areas a day before the study period. To address the problem of misbehavior during study
period, the grade 8 students recommended that teachers must roam around the hallways to
prevent noisy classes.
Moving on, the data gathered from the interview with the grade 9 students, states that the
study period helped them in improving their study habits since they are motivated to do
homework at home so that they can use the study period for reviewing; it helped them improve
their time management and their academics. The students said that the study period is taken for
granted since they have observed that some students are just talking to each other and sleeping.
The schedule of their study period are last period every Tuesdays, third period every Thursdays,
and last period every Fridays since 1st quarter. If possible, the students would like to have the
study period in the morning so that they can prepare for the classes on that day. The students
have already planned doing other matters during the study period, only to know that a teacher
will use the period, which is why the students do not favor teachers using the study period. The
students suggested that there should be a logbook located in the library or e-learning room
instead of acquiring a permit slip since not all students know if they need to go to these areas a
day before.
Lastly, on the data gathered from the interview with the grade 10 students, theyve said
that the study period has helped them in improving their academics and time management since
they are able to do homework at school which lessens the tasks that needs to be done at home.
The grade 10 students said that the study period is taken for granted if it is used by loitering or

Veronica 32
Thesis

sleeping instead of scanning through their notes. The grade 10 students would like to have the
schedule moved to either the first period so that they have time to prepare for the classes on that
day. They said that study period is an hour for the students to study and to finish their assigned
tasks. Another reason is that, the students have already planned what they must do on the said
hour and taking the study period will only break their schedule. The grade 10 students also
suggest that instead of obtaining permit slips going to the library, there should be a logbook since
last-minute affairs might arise anytime, and students will not be able to secure a permit since
they did not expect they will use the library that day.
The implication of this study towards the responses of high school students with regards to
study period
The positive results of this study would only mean that the study period has received
good feedback from the high school students; though they suggest ideas that would make study
period more efficient for them. It has definitely accomplished its purpose.

Veronica 33
Thesis

CHAPTER V
SUMMARY, CONCLUSIONS, RECOMMENDATIONS
This chapter presents the summary of this study, the conclusions from the data gathered
and its computation, and the recommendations of the researcher for the improvement of the said
institution and its teachers.
Summary of Findings
1. On the perceptions of the 594 high school students towards the study period, 98% see
it as a learning opportunity, 68% identify it as an excellent program, and 98% are in favor of reimplementing the study period next school year.
2. On the positive results of the study period, 44% of 594 students said that the study
period has helped them academically; 44% said that the study period has helped them in
improving their study habits; and 53% said that the study period has helped them in improving
their time management skills.
39% of 594 respondents are in favor of teachers taking the study period for class
discussions and symposiums.
98% of the students maximize the time by practicing for group presentations; 547 or 92%
maximize the time by studying; 39% maximize the time by preparing for the next class.
3. On the negative results of the study period, 43% of 594 students said that the study
period causes noise in each class; 41% said that taking the study period for symposiums and

Veronica 34
Thesis

class discussions causes dissatisfactions among the students; 7% said that the schedule of their
study period causes dissatisfactions among the students.
12% of 594 respondents are not in favor of teachers taking the study period for class
discussions and symposiums.
17% of the students use their time by talking with their classmates.
4. On the suggestions of the students to improve the study period, 25% of 594 students
said that the schedule of the study period should be changed; 7% said that the study period
should be daily; 6% said that the teachers should not take the study period for class discussion
and symposiums; 4% said that the teachers should be more approachable and friendly; 4% said
that there should be no permit slip needed when going to the e-learning room and the library; 2%
said that the study period should be replaced with class discussions or club meetings.
Conclusions
1. The high school students of SSAM perceive the study period as an excellent program.
The students view the study period as a learning opportunity and would like to see the reimplementation of the program next school year.
2. The study period has helped the high school students improve their study habits and
time management as well as their academics. The students are in favor of teachers using the time
for class discussions, symposiums, and others as long as the students are notified earlier. The
students maximize the time by practicing for group presentations, studying, and preparing for the
next class.

Veronica 35
Thesis

3. The students, however, become noisy during this period. The schedule of the study
period brings discontent among the students.
4. The students suggest the following to improve the study period: (1) the schedule of the
study period should be changed, (2) the study period should be a daily occurrence, (3) the study
period should not be taken by the teachers for class-related activities, (4) the teachers monitoring
the students should be friendlier and approachable, (5) permits slips should not be needed in
order to use the library or the e-learning room, and (6) the study period should be replaced with
class discussions or club meetings.
Recommendations
After carefully studying the findings on the responses of the high school students of
St. Scholasticas Academy Marikina, the researchers recommend the following:
1. The administrators may consider changing the schedule of the study period by placing
it in any of the first four period slots for all grade levels.
2. The administrators may consider not allowing teachers to use the study period for class
discussions or for symposiums.
3. The administrators may consider allowing the students to use the library or the elearning room without the need of securing a permit slip.
4. The teachers may consider giving the students a notice when they will use the study
period for class-related activities.

Veronica 36
Thesis

Works Cited
Abbott, In S.,ed."Curriculum."Edglossary.com.N.p.12 Aug.2015.Web.10 Feb.2015
Alcantara, Angel."Local Literature."Assessment of the Levels of Study Skills of Computer
Engineering Students at the Polytechnic University of the Philippines (2014):16-19.Web
Ayodele, C.S. and Adebiyi, D.R.Study habits as influence of academic performance of
university undergraduates in NigeriaResearch Journal in Organizational Psychology &
Educational Studies 2(3) 72-75 (2013):2.Academia.edu.Web.18 October 2015
"Being An Independent Learner."UKessays.com.N.p.N.d.Web.19 Oct.2015
Burns,Tom, and Sinfield,Sandra.Essential Study Skills, The Complete Guide to Success at
University.London, United Kingdom:SAGE Publications Ltd, 2008.Print
Canapari, Craig."Too much homework, Too little sleep: Structural sleep deprivation in
teens."Drcraigcanapari.com.N.p.11 Oct.2012.Web.19 Oct.2015
"Effects of Sleep Deprivation."Easynight.org.N.p. 21 Nov.2014.Web.20 Oct.2015
"Epidemic."Merriam-webster.com.N.p.N.d.Web.18 Feb.2016
Gandhi, Dipai B."Thorndike's laws of learning and its educational implications." creativityportal.com.N.p.19 Oct.2010.Web.20 Oct.2015
Gillet, Denis."Introduction."Personal Learning Environments in a Global Higher Engineering
Education Web 2.0 Real (2009): 1.Web
Hussain, Alifiyah."Academic Pressure.Slideshare.net.N.p.17 April.2015.Web.20 Oct.2015
"Pareto Principle."Investopedia.comN.p.N.d.20 Oct.2015
Luistro, Armin A."Time Allotment."Policy guidelines on the implementation of grades 1-10 of
the K-12 Basic Education Curriculum (BEC) effective school year 2012-2013 (2012):8-9.Web
Mcphail, Andrea.Managing time at university.A learning development perspective on issues
and effective interventions (2010):3.Archive.learnhigher.ac.uk.Web.18 Oct.2015

Veronica 37
Thesis

"Procrastination."Wikipedia.com.N.p.N.d.Web.10 Feb.2016
"Proportional Allocation."Support.sas.com.N.p.N.d.Web.10 Feb.2016
Richards-Gustafson, Flora."Common causes of stress among students."Livestrong.com.N.p.25
May. 2015.Web.19 Oct.2015
Society for Research in Child Development."Sacrificing sleep to study can lead to academic
problems."ScienceDaily.com.ScienceDaily, 2012.Web.2 Feb.2016
"Stratified Random Sampling."Investopedia.com.N.p.N.d.Web.10 Feb. 2016

Veronica 38
Thesis

Appendix
Survey Questionnaire
GR & SEC: ________________
A. On the scale of 1-5, with 5 being the highest and 1 being the lowest, rate the following items :
1. How much do you like the study period?
1 2 3 4 5
2. How much has the study period helped you academically?
1 2 3 4 5
3. How much has the study period helped you in improving your study habits?
1 2 3 4 5
4. How much has the study period helped you in your time management?
1 2 3 4 5
B.
5. How much are you in favor of the subject teachers using the study period for lessons or other class-related
activities? (Kindly check one)
[
[
[
[

] Strongly in Favor
] In Favor
] Not in Favor
] Strongly Not in Favor

6. How do you use your time during the study period? ( Check as many as applicable )
I use my time by:
[ ] Studying in other subjects
[ ] Asking help from a teacher or classmate / regarding a subject
[ ] Practicing for group presentations
[ ] Doing research work in the library/Genyo room
[ ] Preparing for the next class

Veronica 39
Thesis
[ ] Talking with my classmates
[ ] Cramming homeworks
[ ] Going to other classrooms
[ ] Other (please specify) ____________
7. Do you see the study period as a learning opportunity?
[ ] YES

[ ] NO

8. List three (3) things that you dont like about the study period:
a. _____________________________________
b. _____________________________________
c. _____________________________________
9. If you are given a chance to alter the study period, what will you modify / alter in the program?
a. _____________________________________
b. _____________________________________
c. _____________________________________
10. Are you in favor of re-implementing the study period for the next school year ( SY 2016 2017 ) ?
[ ] YES

[ ] NO

Veronica 40
Thesis