Professional Documents
Culture Documents
CHAPTER I
INTRODUCTION
From the start of human existence, learning has been the forefront of man’s
move towards the future. The researchers think that success with every endeavour has
been rooted in how man handled each and every situation with his learned habits.
When man’s quest for excellence and drive for education evolved, his learning and
study habits of respondents towards close door policy also improved through time, and
tested in every aspect of evaluation possible. With every change in man’s environment,
the rate of achieving success also varies; this is where the relationship of study habits of
respondents towards close door policy and academic performance will come into play.
Although each and everyone will have their own preferences and they
themselves will be their own judges as to how good or bad their study or learning habit
would be; it will still depend on where, when, and how the study or learning habit will be
utilized. The vital objective will be to find out the relationship of study habits of
respondents towards close door policy and academic performance and easily adapted
by anyone but at the same time will achieve the highest rate of success in the aspect
It is interrelated with matter, method, material, media and visuals, motivation, mastery
as stated by Dr. Victorina Acero. How it is met depends on one’s concept of what it is.
However, many students are not aware that study habits of respondents towards close
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door policy just like academic performance are vital towards helping them finish their
course. What really matters most is the kind of study habits of respondents towards
close door policy one has and how he does them. The term study habits of respondents
towards close door policy should really be qualified as proper way of studying lessons,
The success of one may or may not be the success of all, so it must not be
learning field. If the method of learning is flexible enough, man himself must also be
flexible to utilize any method possible. Learning and education is a dynamic aspect of
an individual’s life and it should always be expected that nothing is permanent. Life itself
is the learning field and the path to success or failure will be man’s ultimate evaluation.
He himself would be the evaluator of his own happiness and he himself would be the
That is why we wanted the thesis to introduce the meaning of closed-door policy
in every school for the academic achievements and performance of each students.
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The researchers, with the drive to attain the highest degree of success possible,
decided to take up and discuss the idea behind different s closed-door policy. The goal
is to identify the whole process of adapting and efficiently utilizing the different learning
habits and to academic performance due to closed-door policy. All the factors involved
will be carefully studied and restudied in order to achieve the different aspects that will
The core of this study is to identify, evaluate and understand the relationship of
study habits of respondents towards close door policy and academic performance, its
efficiency and effectiveness and how it would adapt to the effects of technology and
Main problem:
Sub-problem:
a. age
b. gender
2. What are the attitudes towards study habits of respondents towards close
a. Learning Style
b. Venue
c. Duration
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towards close door policy and academic performance in close door policy?
Hypothesis
Null Hypothesis
There is no direct significance in the relationship of study habits with the close
educators, parents and other significant readers on the Relationship of Study Habits
and Close door policy with Academic Performance that lead to success when utilized in
1. To determine the different study habits and close door policy that affects
3. To identify the factors that influence the strengths and weaknesses of the
This study was carried out to determine the factors affecting the learning
methods and study habits of the fourth year college students year 2010 to 2011.
Students
The findings of this study will assist students and provide them with better
understanding on how to study their lessons more effectively and efficiently use
available resources which can greatly increase the chance of absorbing more
knowledge and information; therefore, this would serve as guide to achieve better
academic performance.
Educators
The findings of this study would give valuable background information that may
bring about change and improvement in teaching and educating strategies. The
instructors can motivate the students properly by making them appreciate their potential
as a learner.
The result of this study could provide a better understanding with regards to the
which evidently creates a void in the learner’s path to success. It would also make the
educator aware that there are various study habits a student may utilize, it may not be in
accordance to his standard but it suits the learner very well. This study aims to reach
the professors in another point of view that students have different behaviors of gaining
knowledge.
Administrators
The findings of the study would provide factual information on the factors on
teaching and learning process that affects the student’s academic performance to close
and seminars that will guide and equip not only college students but college educators
as well, the aim is to positively adapt and adhere to efficient learning methods and study
The data gathering was focused only to the factors that greatly influence in
learning and study habits of the study population, using convenience sampling which is
composed of thirty (30) students’ both female and male, officially enrolled in academic
year of 2010 to 2011, ages ranging from 18 to 25 years old; either single or married,
those who were the eldest, youngest, or only child, and others among their siblings. A
structured three pages check list questionnaire that passed the criteria of practicality,
reliability and validity will be used in gathering the data which is composed of age and
gender and other factors that is related to their own study habits and academic
performance on their Professional Learning Subjects (Major and minor subjects). This
would take only fifteen minutes of their time in answering the instrument.
importance of such insight during the first semester on this school year (2010 to 2011).
The study will include in preliminary and secondary interviews of the subjects regarding
Conceptual Framework
The concept was derived from Lourdes A. Dagdag of “Winning Strategies for
Study, Thinking and Writing Skills” and Victorina O. Acero of “Principle and Strategies of
Teaching”. The researchers come out with this concept for it allows the students to
adeptly go about the arts of studying. It shows how different factors may or may not be
of significance to the success of the learner. Some changes will be adapted from the
framework of but it will not lose its essence, a detailed approach will be observed to
time, correct choice of study area, effective reading, quality writing, selective yet
accurate note taking, improved concentration, successful test taking, relating well to
instructions and wise use of study system. Such behavior is not only through in human
beings where the animalistic nature is concerned but animals as well, as they operate
According to Dr. Victorina Acero, All learning begins with things around us. They
through any of our five senses. The S-R bond or stimulus-response bond as explained
in behavioristic psychology holds that every stimulus elicits an automatic response Such
behavior is not only through in human beings where the animalistic nature is concerned
but animals as well, as they operate on the instinctive or sensitive level. However, such
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reactions may not always be true in situations where human beings behave on a higher
or rational-moral level.
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NO
MIND
Intellect / Will YES
“Personal Meaning”
Environment
CHANG PER
Senses E IN
SON
Response BEHAVI
Stimulus OR
A B C
rationalizes and activates his own moral route therefore learning outcomes follows.
Learning outcomes are the ones that are realized by the person who studies himself. It
is the ones that he had done reasoning carefully through his mind.
In studying, the intellectual mind has always its own personal meaning that bounces off
into two outcomes; these are the negative and the positive outcomes. The negative
outcomes (NO) means that the person who studies did not absorbed what he is reading.
He could not get the information properly therefore resulting in a negative learning
outcome. A positive outcome comes with a response which means that the person who
reads understands what he is rationalizing. It starts with his presence of mind that
involves the factors that made him concentrate properly in studying; these are the
environment and his own senses. When these two factors affects the person’s mind
properly, his stimulus activates and responds to what he is thinking therefore change of
the person’s behavior happens. Its either he agree or disagree to what he is thinking
Learning Styles, venue for studying and duration of studying are the three
factors that contributes to how a person intellectual mind or will rationalizes in learning
Definition of Terms
LEARNING FIELD is a closed or open room setting where a learner and an educator
exchange knowledge.
READING is an activity where a student reads on a material that may or may not be
STRATEGY is the plan and direction that leads both learner and educator
STUDY AREA is a place where a student goes and uses for studying.
STUDY HABITS are he unique way students deal with their school responsibilities or
S-R BOND is the Stimulus – Response bond. It shows how learners would react to
TEST TAKING is also called an assessment is the connection between the test
TIME MANAGEMENT is a set of principles, practices, skills, tools, and systems that
work together to help students to get more value out of their time with the aim of
WRITING is the act of the one who writes may it be a meaningful letter or characters
that constitute readable matter or a literary composition.
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CHAPTER II
Related Readings
process of having one’s behavior modified, more or less permanently, by what happens
in the world around him, by what he does or by what he observes. It is any change in
behavior that results from experience – except changes which are due to injury or
is a lifetime process. As long as the individual interacts with forces in the environment,
a cognitive process, as playing a significant role in mans capacity for complex learning.
student caries considerably; this can range from a student who is perceived to be
constantly partying to the studious bookworm burning the midnight oil. Despite this
difference of opinion there is one thing that is generally agreed upon and that is at
whatever age is the start of student days the experience offers a specialness that
cannot be captured at any other time of life. According to Whitehead and Manson
(2003), this belief is rooted in the expectations of student life, where entering a new
culture offers the prospect of meeting new friends, facing new challenges and
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rest and play, with each one offering the potential for academic growth and
development. One should not leave their student days feeling unfulfilled. Maximize
There are some study techniques that are worthy to consider improving
performance. In our study based on CHAPTER 1, having a study habit is a vital element
in order to achieve a good grade and perhaps a better one. According to Zulueta
(2004), these have been developed for aiding students in improving academic
behavior manifested by his interests, attitudes and aspirations to satisfy his desired
goals as urge to satisfy goal object. Distributed vs. Massed Practice, in distributed
practice or distributed effort, short practice periods are used separated by rest intervals.
In masses practice the individual works continuously until the task is mastered.
Research with a variety of different tasks and rests intervals of various sizes has shown
that as a rule there is an advantage to distributed practice, but one or two exceptions
have been found. One reason why distributed learning is generally more efficient than
massed learning is that when the work unit is prolonged, fatigue may set in and offset
the effectiveness of one’s effort. A shot work unit, usually produces better motivation
than a long time. Extra effort is induced, as in shirt sprint. Introducing a rest period
reduces fatigue and leads to better performance. Recitation vs. Reading, The value of
investigated. In a study which involved a large group of children from several grades
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who were made to memorize nonsense syllables, some children spent 100 percent of
the time reading, while in another group they spent 80 percent of the time (Gaits). The
outcome was that, the larger the proportions of the time spent in recitation, the greater
is the efficiency of learning. Whole vs. Part learning, the results of the experimental
studies revealed that the learner is often happier and better adjusted to the task if it
begins with the parts. Although he finds that putting the learned parts together requires
much additional work, in the end he may have saved time and energy by beginning with
the part. Organized Study Routine, The time allotted for every learning task is very
important to effective learning. The individual must observe strictly and adhere to a
study routine based on the nature of the subject to be studied and the amount of time
that is required. Difficulty of the subject should be given priority in time scheduling.
punishment is less clearly understood. Many factors influence the outcomes of various
punishment may lead to unstable behavior or fixation. The origin and habit strength of
the punished response, the time sequences and the characteristics of the subject are
some of the important variables. In relation to our study, we want to find out if these
factors greatly help and affect senior students in improving their academic
performances.
is a behavior that uses ideas or symbols which represents things or events. Inferentially,
most thinking occurs in active manipulation and exploration of various events in the
environment. Memory it is the ability to store facts and information so that it can be
utilized in the future. Memory is not only confined to human and other living organism
but also in other electronic devices. In this, we would like to compliment these two major
factors that makes senior students of college to excel in their academic performances
through their study habits whether they could concentrate well on their thinking and
memory.
This correlates the works of Whitehead and Manson (2003),that study is very
much a personal endeavour and there are as many different styles of study as there are
people engaged in the process. Whatever the study style chosen, it should be one that
is based on organization, clear thinking and sound planning. Time is valuable to all and
and lifestyle before planning study would take a little time and consider the style that
suit one’s best and the extent of motivation that drives the learner. Time if finite and an
honest reflection of priorities, needs and ability to satisfy these is the best policy.
Attempting to study as well as fulfilling all other commitments in life would probably lead
habits of time use is to prepare a time list that combines long-range and short-range
planning: 1. Long term scheduling – a fixed commitment that are requires to meet,
schedule (one per week) – a short list of major events and amount of work to be
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completed in each subject, including non-study activities. Prepare new list per week. 3.
As proven in the study of Dagdag that study area is greatly influential as defined
as any quiet place with adequate lighting where can study without disturbance. Have a
study desk with a chair that can support back. Never study on bed, for it will invite to
Question, Read Selectively, Recite, Rite, Reflect and Review). Purpose: before reading
determine the intention for reading the material on what concept or information needed
and for what was instructed to do. Survey: Have a quick scan on the material; take
notes on the chapter headings, topics and subtopics. This is a valuable way of saving
time as focusing on the portions relevant to what is needed to study. Question: This is
actively allows searching for answers to particular problems and rations time per
The 5R’s Effective writing is quality writing. To achieve this analyze writing in
two characteristics: content and form. Writing without form is like a human body without
skeleton; writing without content is like skeleton with no flesh. Ideas to be clearly and
create as many ideas related to the subjects as possible, and as quickly as possible.
Examples are listing, fast writing, spidering and mapping (2) Organizing - is selecting an
opinion about the subject, choosing enough of the right type of detail from the prewrite
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and adding when needed, and creating an order for those details and fitting them into
the form. (3) Writing – is simply following the shape of the form and putting the
fragments of ideas into complete sentences, and adding when needed. (4) Revising – is
adding and deleting information, changing the order of the details and the form, and
looking for major mechanical errors. (5) Editing – is checking the writing for basic
writing errors like spelling, punctuation and grammar. and (6) Writing the final draft after
several revisions.
Note taking is an active listening process and be selective in writing down. Before
lecture, read the assigned material or skim for five to ten minutes to identify the most
relevant information from the lecture. During the lecture, watch out for cues from the
instructor as to what information is most relevant. Organize the material with headings.
If there are gaps do not hesitate to stop instructor and ask questions. Do not write down
every word the instructor says, but copy that are being stressed or on the board or
overheads. Develop a set of abbreviations for use in note taking and way of identifying
key concepts and ideas. After the lecture, review notes within 24 hours, the time period
when brain is capable of recalling more things, as established by studies. [3] (Dagdag,
2005)
periods of time. Schedule a regular break. (3)Deal with anxieties by using relaxation
techniques like shoulder shrug and rotation, including personal calming technique.
(4)Avoid distraction by choosing a study spot that does not strain eyes or body, where
all the supplies needed are within easy reach and which where study occurs and not to
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and summarizing notes into essential ideas, using acronyms to remember a difficult set
of concepts and constantly reciting and reviewing what was being studied. [3] (Dagdag,
2005)
Test taking is something that should be prepared off. A good result should
be expected if the taker knew what to do before and after taking the exam. Before the
test – Complete all the required readings, Organize study time by planning daily, weekly
and major review sessions, Forming a study group with five or six members would help
to undertake review activities that include making up practice tests and comparing
notes, Create study notes by predicting the test, testing ones self and reciting
exercise and relaxation techniques, a healthy diet and adequate rest. During the test –
use time wisely, Read directions and questions carefully, Know the rules in the test such
as time limits, Answer all questions unless there are penalties for guessing, Look for
clues from other tests questions. After the test – Ask self the following questions: Which
part of the exam is the easiest? Which part of the exam is the hardest? Which of the
activities completed prior to the exam was the most helpful? (Example; regular review,
study tool, self testing, study groups) Does one feel prepared when he walked into the
exam? Why or why not? How might one study differently for the next exam for better
Influencing Teachers, Relating to instructor affect how well one does in a course.
Do not criticize, condemn or complain to the teacher about his performance rather,
focus on the discussion of the material and understanding the material, Apprciate the
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course, Know and use the teachers name, Listen on what he has to say about himself,
Let him fell that he is important, Avoid arguing, Ask questions rather than giving orders,
Let teacher know much interest you have for the course, Always have the textbook,
Hand in all assignments on time throughout the semester. [3] (Dagdag, 2005)
Managing study time effectively is one of the most complex of all study skills.
Those who are so overwhelmed by many responsibilities may not complete course or
fail their theoretical work. The fundamental rules of balancing commitments and
implement proactively, evaluate effectively and amend accordingly. Make a list of main
problems that will arise in the course of study and prioritize them with the most serious
at the top. Then go through each problem and identify who are the people that are
with. It is often the case that once discussed the problem with others solution can be
negotiated. This may ease the ease the situation, the use of six fold plan as outlined for
each problem anticipated. Students face may responsibilities, the earlier the six-fold
plan should begin. Indeed, that these responsibilities can be organized before the
be the person causing the problem or who can offer help or advice.
Plan Make a plan of action to address the problem. This might include
Evaluate What was the result of the implementation? Was the problem
different.
[2] (Whitehead and Manson, 2003)
quality writing, selective yet accurate not taking, improved concentration, successful test
taking, relating well to instructions and wise use of study system. [3] (Dagdag, 2005)
recap of the previously discussed study skills. Mood – set of positive aura in
understand. Recall – stop and recall. Digest – go back, understand and reconsider the
information (e.g., other resources such as books and instructor) Expand – Ask three
kinds of questions concerning the study material. (e.g., If I can speak to the author, what
questions will I ask or criticism would I offer? How can I apply this material to what I am
interested in? How can I make this information interesting and understandable to other
students?) Review – Go over the material covered. Review what strategies helped in
understanding and / or retain information in the past apply these in current studies. [3]
(Dagdag, 2005)
Effective Study Habits includes trying to develop and appreciate the following habits:
Take responsibility for self Responsibility is recognition that in order to succeed one
should make decisions about your priorities, your time, and your resources. Center
self around values and principles. Don't let friends and acquaintances dictate on
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what to consider important. Put first things first. Follow up on the priorities set for
self, and don't let others, or other interests, distract from goals. Discover key
productivity periods and places. Morning, afternoon, evening; study spaces where
study can be the most focused and productive. Prioritize these for most difficult
study challenges. Consider self in a win-win situation Winning by doing best and
contributing best to a class, whether for self, your fellow students, and even for
external check on performance, which may not coincided with internally arrived at
benefits. First understand others, then attempt to be understood When issues arise
extension, put self in the instructor's place. Now ask self how best to make an
For example, if one don't understand the course material, don't just re-read the
material. Try something else! Consult with the professor, a tutor, an academic
Related Literature
In the paper Study Habits For a Lifetime by: Sara J Holt, without productive study
habits it is easy to spend too much time and see too little results. Here are 5 study
It is easy to sit at the kitchen table and spread out your books, but distractions
can abound in this setting which can hinder successful studying. In order to avoid this
issue, and form good study habits, it is important that you find an area or room that is
room with a door that closes and informing other members of your household of your
Organizing your papers before starting the studying process can seem like a
waste of time. Why not just dive in? The answer to this is that organization beforehand
can prevent a lot of wasted time spent looking for papers. But it goes beyond this, since
even a minute or two of looking for a paper can interrupt your thoughts and make you
This study habit can have a great impact on the quality of work produced. If you
are fresh and alert then you are more likely to do better work than if you are tired and
anxious to be done. It can also help to make a list of assignments, in order from
greatest difficulty to easiest, and then check off each one as it is accomplished.
It is easy to jump back and forth between subjects, but this can break your focus
and make you loose valuable study time. Set aside your books for other subjects, pull
out all of your resources for the subject you are working on, and dive in.
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Take Breaks
This does not mean turn on the television and spend an hour watching it. What it does
mean is that it can be very beneficial to stand up for 5-10 minutes every hour or so and
do stretches. Refocusing the eyes and body means that when you do return to your
Study habits are well worth the time spent integrating them into your life, since
they save so much time and effort in the long run. They allow for more success and
confidence and in this way are invaluable. [4] (Holt, 2005 - 2008)
Environment by: Jane Saeman states that to study you need only your study materials
and a place to use them -- and theoretically that could be anywhere. But the practicality
of this is that people who have a good dedicated area for their studies have a greater
chance of being able to complete their study sessions quicker because they can create
Some people are able to switch off to what's going on around them, but most
people need to have as few distractions as possible. There are people who work well
with music, some who study better with silence, and then others who can concentrate
on their bookwork as they follow their favorite soap opera on TV! Each person needs to
discover the kind of study environment that works for them and then set up a real study
Your study space should consist of a desk or table so that you can set out the
things you need for your studies. If you have things such as a laptop, or desktop
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computer, ideally this should be able to be left in your study area when you're not
studying. Your desk needs to big enough to have any computer equipment you need,
plus your books and a place to write. If there are no drawers on your desk or table, find
an appropriate sized box and keep this under the work surface with your spare
As one get older, studying involves longer periods sitting desk with books and so
with great need to find a comfortable chair. A computer chair may seem the more
appropriate, but sit on it and see if you think it will still seem comfortable after a couple
of hours. It could be that a dining room chair with a cushion is actually gentler on your
bones!
Apart from comfort you need to think about the height of the seat against the
height of the desk/table. If the chair is higher, you may need to consider having it
lowered. If the desk is higher, then this may need lowered. Taking the time to sort this at
the beginning of your studies will mean you won't be likely to have needless hours
The last thing that you absolutely must have is adequate lighting. This could be
natural light or electric, the source isn't as important as making sure that you can study
without straining your eyes. Learn what kind of light works best for you. It could be that
you work best with an up light rather than one that floods your area with direct light. You
may work best with a tube light or enjoy the cozy feeling created with a table spot light.
If you find you are getting headaches after studying, one thing you can try is to change
Creating a permanent study space that's always available for you whenever you
feel the urge to get out your study materials is one of the easiest ways of putting your
focus into study mode. Make sure that if your designated area is in a general area in the
house, it's kept a "no go" zone to the rest of the household otherwise you'll find yourself
having to remove all the non-study related items before you can study, and that's
counterproductive to what you're trying to achieve. Make your study nest that fits your
study habits and you'll find your concentration and even motivation to study increase.[5]
In another article Effective Study Habits by: Gene Grzywacz explains that an
effective study habits are essential for achieving and maintaining a high GPA. More
importantly, effective study habits help you to store information in long-term memory,
allowing you to use the learned information in a novel setting. Applying the following
rules for studying will aid you in earning excellent marks in school.
Do: 1. Keep the area around your desk neat and tidy. If possible, the area should
also be quiet. If you are having trouble finding a quiet place to study, try the local library
or park. The library is a perfect place to have peace and quiet. The park may not be as
quiet, but the fresh air can make studying less nerve-racking. If these options are
2. Have a scheduled study time for each school day. Remember that one
easily attainable goal, like sitting for set duration of time, is effective for increasing
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motivation.
4. Reward yourself if and only if you have met your goal for that study session.
For example, if you plan to study one chapter and succeed, then you may reward
5. Make correspondences between your class notes and your textbook. This will
6. Prepare questions about the chapter that will be discussed in the following
class. This will help you identify areas that you don't understand.
7. Put any new words or concepts to use. The more you use the learned
information, the more likely you will be to remember it. This is especially true for
language classes.
8. Finally, review what you have studied just before you go to bed. You will find
that you will remember the words very strongly the next morning.
Don't: 1. Procrastinate. Cramming is not beneficial for producing long term memory.
note taking for later. This means you must use the book twice instead of once. Instead,
make careful notes to compliment your classroom notes, along with page numbers so
3. Study on the computer. You are bound to be tempted to check your email or
4. Leave your cell phone on during study time. No matter who is calling or texting
you, usually it can wait 45 minutes. Having your cell phone on during study time can be
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5. Study just after you have eaten. Studies have shown that thinking is slower
6. Space out. When you feel your mind begin to wander, remind yourself to
concentrate. If you are reading, using your finger is a good way to keep your mind on
track. The movement of your finger on the page forces you to pay attention to what you
According to the written article Study Habits: Strategies for Success By: Cathy
Keller Brown Study Habits, “It’s never too early to develop good study habits. Nobody
reads before class. There’s no way I could ask questions in class without completely
embarrassing myself. I can only study for a test by cramming the night before.
I don’t have time for school. I have to work, and I’m involved in extracurricular activities.”
These are all reasons high school students give for not working hard in school.
Many fall into the trap of waiting until the last minute and just not thinking about what
they are learning. Then they start applying to college, realize their grades won’t get
them into their schools of choice, and wish they had studied more and paid attention in
class.
Rather than waiting until it’s too late, improve your study habits now!
1. Think actively when you read for class and listen while in class.
It’s easy to read and listen passively, highlighting lines of text or jotting down notes
quickly. You might find yourself sitting in class, partially absorbing what you’re hearing
while you’re really thinking about your plans for the weekend. But if you can focus more
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on what you’re reading or hearing, you’ll waste less time, and you’ll create an
The next time you read for a class, really think about what you’re reading and
engage with it. Skim it once to get a sense of the overall message, and then try to
rewrite that main point in your own words. Then write down any questions you have
about what is being said. If the author is making an argument, you might ask yourself
what evidence the author is using to make his/her point. If the work is more factual and
straightforward, ask yourself about the connections between the pieces of information
you’re being given. You might ask, for instance, if there is a cause/effect relationship
between the events being described. Then, reread again more slowly. Try to answer the
questions you’ve already posed, and then continue to ask more questions of the
material.
When you’re in class, try to really listen and follow what your teacher is saying.
Rather than writing down every word (which prevents you from really listening), write
down the points that seem most significant. Keep in mind that your instructor will likely
This one is easy, but important. Before class, take 5 or 10 minutes to get yourself up to
date. Review any notes you took while reading the assigned chapter or article so that
you can remember what you’ve read and will have points to discuss. Also review notes
you took in the previous class. It only takes a few minutes to prepare yourself for class,
and you can do it while eating breakfast or in the five minutes before class starts. Those
few minutes will help you feel confident, prepared, and engaged during class time.
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test that I realized the importance of being prepared and learning class material slowly
and steadily. It’s tempting to cram, but you’ll hate yourself during those chaotic hours
before a test. Instead, try to carve out short periods of time each week — maybe just 20
to 30 minutes — for each class. Use that time to review class notes, notes from your
reading, and any other pertinent materials. Keep track of concepts you’re struggling with
so that you can review them and talk to your teacher about them if necessary.
Keep a calendar that details what’s due in each class. Take a few minutes to plot out a
schedule for completing each assignment, and write each step into your calendar so
that you don’t get behind. For instance, if you have a research paper due in one class,
write into your calendar when you need to choose a topic and begin the research
process. Do this for each assignment, no matter how small, and you’ll be able to more
easily manage your time. You just have to be sure that you actually refer to your
If you’re struggling, it’s far more efficient to discuss your questions with the teacher than
to labor through and try to work it out on your own. Of course, this only works if you’ve
begun studying in advance and actually have specific questions and issues to discuss.
In addition to helping you become better equipped to succeed in the class, talking to
your teacher will help you get to know him/her and will show that you’re motivated and
35
interested in the class. You’ll benefit from that relationship when you need a
recommendation for college from someone familiar with you and your work.
It may seem daunting to incorporate all of these new habits at once, so start
small. Focus on one habit at a time, and once you’ve got that one down, adopt another.
When these habits become part of your mode of thinking, you’ll find it’s much easier to
manage your school life. When you can manage school more effectively, you’ll
ultimately free up more time for your social life, and that’s never a bad thing! [7] (Brown,
2007)
Synthesis:
There are many factors that influences individuals study habits and academic
performance; each have an unique way on how to deal with their learning. The
standards assure the availability of services which can help students reach success as
The related reading and literature wit the articles and this study have a similar
goal which is to evaluate the relationship of study habits to academic performance. This
strengthens and answers the statement of the problem. Teaching and learning
strategies as well as techniques also vary from one another but one must keep in mind
that proper training and discipline of both students and educators is crucial to he
success of effective learning. Like any other serious-minded each student is aspirin to
do well in school. College is a lot different, however, third year and fourth year students
36
are facing a lot crucial stage where in decision making for future is rested on their own.
Therefore, in order to succeed on the chosen field students have to develop proper
CHAPTER III
METHODOLOGY
This chapter presents the methods and procedures used in the study. It also
specific problems presented in Chapter I and the statistical treatment of the data to be
gathered.
This helped the researchers identify and evaluate the variety of study methods being
The Respondents
37
their availability as well as the researchers. They were thirty (30) students who were
officially enrolled in academic year 2010 to 2011, either male or female, ages ranging
from 19 to 22 years old. They signed a waiver which is included already in the
questionnaire as a proof that they permitted the researchers to gather data on their
Research Design
that are factual and practices of which the respondents are presumed to have
knowledge.
The research is geared towards the fulfillment of a common goal that included
the study habits of the respondents in relation to their academic performance. This
descriptive design was used as the method of research since it describes the nature of
objects, persons and processes. This method is believed to be the most appropriate in
securing evidences about the present condition of a group of persons, class or events
and may involve conduction, analysis and measurement. The researcher decided to
utilize the descriptive method because the study tried to find out the present facts,
concerning the present status of the study habits of fourth year students in relation to
descriptive method gives quality and meaning to facts that are currently going on in the
field. In addition, this method was used because the study was concerned with the
analysis of the present conditions that will lead to the identification of weaknesses or
their availability as well as the availability of the researchers as well as their trust in
letting the researchers made use of their Grade Point Average that were used in this
study. The respondents were selected conveniently because they were the ones easily
available to the researchers because the researchers had the same schedule as the
respondents.
Data Gathering
PHASE I - The letter of consent was given to the researchers' adviser for approval and
then to the Dean. Upon approval, the letter of consent will be handed personally to the
fourth year level coordinator and to the different class advisers. PHASE II - After the
letters have been given to the different level coordinators and class advisers, the
researchers then started the data gathering. PHASE III - After the data had been
Research Instrument
needed data or information, to answer the aim or the purpose of the study.
The questionnaire was constructed on the basis of the concepts and ideas
gathered from professional reading materials, published and unpublished theses related
to the study. The first draft of the questionnaire was presented to their adviser for his
comments and suggestions. Suggestions were properly considered for the improvement
of the instrument. It contained the following parts: Part I dealt on the profile of the
respondents on age and gender; Part II revealed the study habits specifically on
learning styles, venue and duration of studying of the respondents; and Part III was the
waiver in obtaining their grade point averages from the concerned office.
41
The researchers tallied and tabulated the data manually. The data and
information gathered from the questionnaire and documents from the Central Office
Where:
WA – Weighted Average
TW – Total Weight
Mean. Mean was used for the central tendencies of the scores in ages of the
respondents and for questions 2c, 3a, 3b, 3c, and 3d. The formula used was:
M = Σ fx
n
Where:
M – mean
f – frequency
N – no. of cases
43
BIBLIOGRAPHY
[1]… Zulueta, Francisco M., Maglaya Elda M. LB 125 Z84 2004 Foundations of
Education; chapter 14
[3]… Dagdag, Lourdes A., Winning Strategies for Study, Thinking and Study Skills LB
[4]… Acero, Victorina O., Principles and Strategies of Teaching LB 1028.35 Ac35 2000
c.1
http://www.articlesnatch.com/Article/Study-Habits-For-a-Lifetime/256747
Concentration-by-Creating-a-Good-Study-Environment/239388
http://www.articlesnatch.com/Article/Effective-Study-Habits/185570
[8]… Study Habits: Strategies for Success By: Cathy Keller Brown;
http://www.ucc.ie/en/SIN/sustudyadvice/EffectiveStudyHabits/
44
[10]… The Likert - Type Scale, by Samuel V. O. Prichard William E. Arnold James C.
C. McCroskey, 1995
[13]… Calmorin – Paler Laurentina and Calmorin, Melchor A; Methods of Research and
CHAPTER IV
Age. Table 1 presents the age of the respondents. As can be seen from
Table 1
Ages of Respondents
or 23. 33 percent of respondents are in the age of 20, 8 or 26. 67 percent is in the age
of 21 and 2 or 6.67 percent are in the age of 22. T he youngest of the respondents is 19
years old while the oldest is 22 years old with mean of 19. 97. This means that the
gender.
Table 2
Gender of Respondents
represents 26. 67 percent of the respondents while male represents 73.33 percent of
gender/sex.
The study habits of respondents towards close door policy are categorized into
three aspects, namely, learning style, venue for study, duration . All of these aspects
have been assumed to affect the study habits of respondents towards close door policy
s of the respondents.
Table 3
Learning Style in studying Professional Learning Subjects, Studying alone which has
garnered a mean score of 3 30, followed by the good utilized learning style (a) studying
with someone (friend / tutor or partner) with a mean score of 2.57 followed shortly by (b)
studying in disorganized manner with a mean score of 2.90, (c) studying with a radio /
mp3 on with a mean 2.00, (d) studying with TV turned on with mean of 2. 00 (e)
Studying quietly with an ear plugs on with mean of 2.33. In all instances, students grade
are mainly based from the students’ academic performance from Professional Learning
Subjects, and that, when students failed, their academic experience is severely
affected, to the point of becoming irregular, or worst, getting expelled from the school.
48
The respondents’ prioritization of studying alone foremost their subjects are indicative of
Venue for Studying. The places where students review and do their
assignments for their subjects also affect the quality of their learning and output. From
the table 4, it can be determined that respondents prefer more to study at home than in
public places; although, their mean scores, would mean that these are sometimes done.
Preferring to study at home offers the comfort that their own study room or area could
Table 4.
for Studying
Duration for Studying. The time of studying also affects the memory retention,
and comprehension, hence, learning among students. Based on Table 5, it can be seen
that the students frequently study their Professional Learning Subjects (3.03) between
the range bracket of three to four hours, and spent hours in studying before an exam
with (3.10) between the range bracket of thee to four hours, spent hours in doing
homework’s (2.80) between the range bracket of two to three hours with an overall
Professional Learning Subjects through the use of their great point average.
Table 6
Subjects
MAJOR MIN
GPA OR
f % F %
1.75 6 20.00 0 0.00
2.00 1 36.67 1 3.33
1
2.25 8 26.67 7 23.33
2.50 1 3.33 17 56.67
2.75 4 13.33 5 16.67
3.00 0 0.00 0 0.00
Total 3 30
0
Mean 2.13 2.47
Description Good Very
Satisfactory
Sometimes Always
Close Door Never (1) Seldom (2) (3) (4) Weighted
Policy f w f W f w f w Mean
1. I prefer 4 4 0 0 9 27 17 68 3.30
2. I study 1 1 6 12 18 54 5 20 2.90
3. I prefer 1 1 7 14 19 57 3 12 2.80
4. I am 12 12 6 12 9 27 3 12 2.10
5. I usually 6 6 12 24 9 27 3 12 2.30
6. I prefer 13 13 9 18 3 9 5 20 2.00
7. I prefer 10 10 6 12 8 24 6 24 2.33
Overall Weighted Mean 2.53