THE USE OF DIFFERENT TECHNIQUES AS STUDY HABITS OF GRADE 10 IN

MUSIC, ARTS, PHYSICAL EDUCATION, AND HEALTH AT

KAPT. EDDIE T. REYES INTEGRATED SCHOOL

TOWARDS COLLABORATIVE LEARNING OUTCOMES

Action Research Presented to the

Schools Division Office of
Taguig City and Pateros

March 2019

Title:

THE USE OF DIFFERENT TECHNIQUES AS STUDY HABITS OF GRADE 10 IN

MUSIC, ARTS, PHYSICAL EDUCATION, AND HEALTH AT
KAPT. EDDIE T. REYES INTEGRATED SCHOOL
TOWARDS COLLABORATIVE LEARNING OUTCOMES
 ABSTRACT

This study aimed to determine the use of different techniques as study habits of Grade 10 students of

Section Panganiban. Thirty Grade 10 students participated in a one- week study. The data collection method

employed was through survey using an adapted study habit questionnaire as a research instrument to

gather the needed data. Results showed that students have high level of study habits particularly in

studying, reading textbooks, taking notes and memorization. It was concluded that these Grade 10 students

value study habits often as they use them in their daily learning tasks.

Keywords: study habits, techniques, survey, collaborative

INTRODUCTION
A substantial amount of research has been conducted on various factors that affect student

achievement. According to Singh (2015), academic achievement includes life goals, aspirations, emotional

factors, personnel and social adjustments, study skills, etc. Thus, learning is not limited to mere acquisition

of knowledge; it includes various other aspects such as attitude, interests, values, etc.

While students themselves are the most responsible for their own learning, good teachers accept the

responsibility for the learning of their students. It is good to know learner characteristics since beliefs or

preconceived notions about them influence how we teach. Teacher responses to students influence how

learners learn.

The literature has identified several aspects that affect student achievement and the most important

of these is learners’ characteristics. For the purposes of this research, study habits have been the subject of

inquiry. These includes the following components: reading textbooks, note taking, studying, and

memorizing.

According to Hussain (2000) as cited in Saco (2017), study habit refers to predispositions which

students have developed to attain success in studies. Everyone has different study habits. Often, students

perform poorly in school simply because they lack good study habits.

Study habits are fundamental to academic competence and associated with positive outcomes across

multiple academic content areas (Gettinger and Seibert, 2002). In a study conducted by Crede and Kuncel

(2014), study habits were found good predictors of academic performance. Sawar et al. (2009) in their

analysis on “Study Orientation of High and Low Academic Achievers at Secondary School Level” revealed

that the high achievers had better study orientation and study attitude than the low achievers. A study

conducted by Shetty & Srinivasan (2014), provided a view of the various skills of studying adopted by

students and its association with their performance in biology. It was found out that students with high

exam scores have good study habits compared to those with lower exam scores.

A study conducted by Olutola and Dosunmu (2016) revealed that there is a significant relative effect of

study habits and gender on science achievement. On the contrary, Saco (2017) elucidated that gender does

not significantly impact the factors that affect the study habits of the respondents.
 With the present study, it is believed that the results will help the teachers understand the learners

and help them achieve better. Parallel to this, the findings obtained in the present study are thought to fill

the gap in related literature.

Research Question:

1. What techniques do Grade 10 Section Panganiban students use as study habits in Music, Arts, Physical

Education and Health?

METHODOLOGY

Research Design

The research design employed in this study was descriptive design. In this type of research design, a

single case is observed at one point, which is during the administration of the Study Habits Questionnaire

(SHQ). Result of the questionnaire was the basis for describing the strongest and weakest study habits of

the sample students. In this study, the research design was used to determine the use of techniques as

study habits of the Grade 10 students of Kapt. Eddie T. Reyes Integrated School in Taguig City for the S.Y.

2018-2019.

Figure 1 presents the research design of study.

Input Process Output

A. Academic profile A. Use of research tool A. Determining the

of the students in (SHQ) study habits in terms
terms of: of the:
B. Action plan steps
 Gender  Very High
C. Computation of mean
 Grade of each JHS  High

 Section D. Data interpretation  Moderate

B. Action planning  Low

The Sample

The sample was determined through Slovin’s formula. Using simple random sampling, thirty Grade 10

Section Panganiban, 19 male and 11 female students respectively of Kapt. Eddie T. Reyes Integrated School

during S.Y. 2018-2019 took the study habit survey questionnaire.

Research Instrument

An adapted Study Habits Questionnaire (SHQ) was employed as instrument in this study.

Study Habit Questionnaire (SHQ)

The study habit questionnaire is an instrument intended to determine the use of techniques as study

habits on the following categories: reading textbooks, taking notes, studying, and memorizing. Each

category has five statements which the students are tasked to respond by checking one of the options

ranging from Always (4), Sometimes (3), Rarely (2), Never (1). The total score obtained in each category was

converted into equivalent code and qualitative description which in return determine the use of techniques

as study habits of the students.

Data Gathering Methods

In this study, data gathering followed six phases namely: development of action plan, identifying the

sample, development of teacher-made questionnaire, seeking permission to conduct survey, performing

the survey, and collection of the accomplished questionnaire.

Phase 1: Development of action plan

Action plan in this study was composed of target goals or activities to be done in a week. Target goals

were discussed during the LAC session to orient the other researchers regarding the plan.

Phase 2: Identifying the sample

Sample was selected based on the subject and grade level which the teacher-researcher handled.

Phase 3: Development of teacher-made questionnaire

Teacher-made questionnaire was developed based on the pre-determined study habit of the students.

The questionnaire has four sections with five statements each that correspond to a specific study habit

namely, reading textbooks, taking down of notes, studying, memorizing.

Phase 4: Seeking permission to conduct survey

As part of the procedure, the researcher, through the principal of Kapitan Eddie T. Reyes Integrated

School, coordinated with the Office of the Schools Division Superintendent of Taguig City and Pateros to

conduct the survey.

Phase 5: Administration of the survey

Administration of the survey was done during the last week of February, 2019 with the supervision of

the researcher. The survey took almost 60 minutes.

Phase 6: Collection of the accomplished questionnaire

Collection of the accomplished questionnaires was done the same day as the survey was administered.

Ethical Considerations

Participation in this study is entirely voluntary with express consent from the respondents with the

return of the consent form. The instrument was personally administered and distributed to the

respondents. Anonymity of each respondent was ensured by maintaining the privacy of their information.

There were no risks involved for being part of this study.

Data Analysis

To determine use of study habits of the students as measured by the SHQ, their responses were

individually scored and totaled. Their responses were individually tallied using frequency distribution.The

weighted mean in each category of the SHQ represents the students’ study habit. The weighted mean was

described using the descriptive equivalent. The criteria for classifying students’ study habits is shown in

Table 1.
 Table 1.

Criteria for Classifying Students’ Level of Study Habits

Range of Weighted Mean Description Level of Study Habit

1.00-1.75 Never Low
1.76-2.50 Seldom Moderate
2.51-3.25 Often High
3.26-4.00 Always Very High

FINDINGS AND DISCUSSIONS

The following tables illustrate the use of technique as study habits of Grade 10 Section Panganiban, 19

male and 11 female students respectively.

Table 1
The Level of Study Habits of Grade 10 Students

STUDY HABITS WEIGHTED

INTERPRETATION
INDICATORS MEAN

1. Reading Textbooks 3.24 High

2. Taking Notes 2.70 High

3. Studying 3.20 High

4. Memorization 3.38 Very High

COMPOSITE MEAN 3.13 High

The table 1 shows the use of techniques as study habits of Grade 10 Section Panganiban, 19 male and

11 female. Based on their weighted mean, it reveals that Memorization is the highest while Taking Notes is

the lowest. However, most of the study habit indicators were interpreted as high level. This means that

these students often study using these skills as they do their daily learning tasks.
CONCLUSION

Perusing the data above, the present study found out that the students of Grade 10 still have high

level of study habits. In fact, most of them really accentuate the importance of reading textbooks, taking

notes, studying, and memorization in their subject, Music, Arts, Physical Education, and Health (MAPEH).

This indicates that these Grade 10 Section Mendel students viewed these subskills as important skills for

their successful academic achievement in Music, Arts, Physical Education and Health.

The findings of this study are beneficial to both the students, parents and the teachers. The teacher

may help the students by extending their effort in motivating the students to enforce study habits

particularly, reading textbooks, taking notes, studying and memorization. They may further develop their

strategies, activities and exercises for the students to become interested with their lessons and will serve as

motivating factors in improving their study habits. On the part of the parents, they must prolong their

patience in giving insights about their children’s performance in school. In such case, they can help

develop the proper attitudes of their children toward their study habits. The parents being very influential

in the child’s development have much to contribute in developing the study habits of their children.

RECOMMENDATIONS:

In the light of the results obtained, the following recommendations are made:

1. Compare the results in JHS (Grade 7 to 10)

2. Compare the results of JHS and Elementary.

3. Include other study habits indicators that are not in the list.

4. Study habits should be compared with other variables such as achievement, self-esteem, brain

dominance, learning styles, etc.

5. Conduct similar research investigating other components of study habits.

 BIBLIOGRAPHY

Crede, M., Kuncel, N.R. (2014). Study Habits, Skills, and Attitudes. Perspectives on Psychological Science.

DOI: 10.1111/j.1745-6924.2008.00089.x

Gettinger, M., Seibert, J.K.(2002). Contribution of Study Skills to Academic Competence. School Psychology

Review, Volume 31, No. 3, pp. 350-365.

Olutola, A., Dosunmu. S. (2016). Assessing the Impact of Study Habit and Gender on Science Achievement

of Secondary School Student in Katsina State, Nigeria. Journal of Science, Technology, Mathematics

and Education (JOSTMED), 11(3).

Saco, C. (2017). Factors Affecting Study Habits on Academic Performance of Grade 7 Students of Davao

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www.scribd.com/documents/358797618/Factors-Affecting-Study-Habits-on-Academic-Performance-o

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Shetty, S., Srinivasan, S. (2014). Effectiveness of Study Skills on Academic Performance of Dental Students.

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